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Lorsque le document est trop grand pour dtre reproduit en un seul clich6, il est film6 d partir de I'angle sup6rieur gauche, de gauche d droite. et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants IL'ustrent la mdthode. 1 2 3 4 5 6 •'♦CS, ^' , ',?^^[«f ,l2ji^7i^6>o LX DEFENCE OF THE GOVERNORS OF ACADIA COLLEGE, IN THE FOUNDING OF THE CHAIR OF EDUCATION, AND IN THE -IPPOINTMENT OF DR. RAND. Ui // ov DR. SAUNDERS. IN RBPLY TO J. W. BARSS, Esq., and others. 9' HALIFAX, N. S. ; MORNINO HJBRALD PRINTING AND PUBLISHING OO. 1883. ,* T*^ ■H r The contents of this Pamphlet first appeared in the form of Letters in the Secular and Religious Newspapers. THE ACTION OF THE GOVERNING BODIES OF ACADIA COLLEGE CRITICISED. BY J. W. DABSS, ESQ. A great deal has been written of late on matters connected with the above institution. The many writers who have spoken on the action of the trustees, governors anc' fellows of Acacia College in creating a chair of didactics and filling it with a professor, have, I consider, only expressed the general feeling of the Baptist body of the lower Provinces in relation of the whole matter. I do not intend going over the ground taken by others, as sufl5ci( t has been written to throw full light on the appointment, though it was sought to be done ma dark comer. I write to say I fully endorse, with the exception of some little personalities, all that I have seen written by those who disapprove of the act of the governoi-o and their associates in the action referred to. Six weeks have elapsed since the chair of didactics was founded, during which time the governors of Acadia have had ample time to reconsider their act, and knowing its unpopularity, to cancel the appointment ; but it seems that no action is being taken looking in this direction. Then we are given to understand that half adozen men appointed by the Convention as governors to carry out its underetood wishes, feel determined to override, overrule and set at naught the opinion and wishes of that large and influential body to whom they are responsiblft It is industriously circulated that the opposition to the measure referred to is local and limited. I deny tnis. It is almost univeral throughout the length and breadth of the lower Provinces. As an evidenco, not a minister of the 340 churches con- nacted with the Baptist Convention has written a line commending the measure. 'Tis true that two of the govornore— both.of the legal profession- have put forth feeble excuses for the acts of the board. They wore certainly very weak but probably the board has ventured come to Uieir rescue. I beliove the action taken has already i-esulted in injury to our beloved institution, no doubt but raof(> serious detriments will be fait hereafter. Acadia College, the boast of tl)e Baptiai. denomination, has een made a laughing-stock and this in consequence of a few men in secret plott- ing to carry out the whims and fancies of a few interested parties. But we must not forget to honour the/our govern- ors who manfully resisted the creation of the chair. They were the oldest and most experienced of the elevenwko gathered at Wolfville, and did their duty nobly but ineffectually, us a majority of three carried the day ; some may consider that three governors have a right aud power to enfoi-e upon the denom- ination anything they may choose and think proper to enact in connection with educational matters. They may have power, but in exercising it they not only make a great mistake but commit an un- heai'd of blunder. Having been intimately connected with the Bap- tist denomination for fifty years ; having taken great interest in the welfare of Acadia College for the last thirty -three years ; having given many years of my business life in financing as its trasurer, and having contributed towards its funds more thar> any other person that / ani aware of, is the excuse I have for recording my protest to the whole action of the governors referrrd to in his article. THE DEFENSE OF THE GOVERNMENT OF ACADIA COLLEGE. BY DR. 8AUNDBRS. The statements in Mr. Barss' letter are largely inaccurate. It is not a fact, as I shall be able to show, that any business connected with the found- ing and tilling of the chair in question was "done in a dark comer." Nothing is known in the Baptist denomination of a half " a dozen men appointed by the convention as Governors." There are 19 gov- enors and six fellows. They together are the cor- porate body by which the institution is governed. Mr. Barss is in error when he states aA a fiict "that a few men secretly plotted to carry out " the whims Slid I^mClCS >! iM re *v IT.vCt \/*jk/^\l pc** oiCo. ' xtdlblioi^ is it correct that "four governors manfully resisted the creation of tire chair." It is equally incorrect that a "majority of three carriecl the 'day." The voting was all unanimous. Doubtless Mr. Barss and others have heard incorrect reports and assum- ed that they were facts. It is, however, true that | Mr. Barss has acted as treasurer of the college for years. He has also- contributed largely of his means to support it. To what extent 1 have no means of knowing, except that I now have in mind that I once heard him say that the entire amount was $10,000. The college is certainly indebted to Mr. Barss ; and Mr. Barss is just as certainly indebted to the college. Should they go into a settlement, I do not know how the account would stand. Mr. Barss would find the college generous in admitting all the charges of money, time and influence contributed to her in the past ; but he would also find those grand institutions in his neighbourhood just to themselves in charging him with the education of his sons at a very cheap rate. She would remind him thatshe had been ena- bled to do this for him by having property and en- dowments to the amount of about $200,000, coUect- edlargely from her friends of limited means through- out all these Provinces, yea, even the world. Neither would she fail to call his attention to the fact that she had done much in creating the the cultured and intellectual society in which he has moved for a quarter of a century or more, and in which he has reared his children. Something also would be charged against him for the help render- ed in making Wolf ville a place of business, which has been of great advantage to Mr Barss in that line. But I leave this to Mr. Barss and the institutions to settle between themselves. It might, however, not be improper for me to remind Mr. Barss in this connection, that the principle of giving to any object, is not that of amounts merely, but of ability rather. As an officer in a church of Christ, Mr. Barss believes that the wi- dow who gave all that she had, and that oiUy two mites, gave more than all the rich men whocast their large contributions into the treasury. Many a Baptist Minister and many a poor Baptist have given large'y of the little they had to swell the funds of Acadia College. I am free to admit that a competent and fear- less critic may render great service to public inter- ests ; but reckless criticism may result in great disadvantage. For years Mr. Barss has assumed in public and in private the role of a critic of the management andgovernment of ourdenominational schools at Wolfville. Had his fauk findings been as consistent as he has said the doings of the gov- ernors have been inconsistent, then he would have a just claim to the thanks of the denomination; but a glance over tlie past few years makes it plain that Mr. Barss' judgment is not infallible. Only four years ago at the central association at Ber- wick, in an address characterized by much warmth of feeling and jwsitive utterance, Mr. Barss said that in three years, because of the ill-judged man- agement of the governors, there would be no college at W oifviiie. (Since that time he so despaired of the efficient existence of that institution, that he felt constrained to appear in the newpapers, favor- ing the proposal then made to surrender our col- lege work at Acadia and consolidate with Dalhousie But what did he do in the late convention held in Halifax? He actually moved a vote of thanks to the governors of Acadia college for their able and successful management of its affairs. Now Mr. Barss is sanguine in his condemnation of the Governors for founding a chair, and for appointing Dr. Rand to a professorship ; but in less than four years I fondly hope that he will be just as sanguine in moving a vote of thanks commend- ing them for it. He will then be able to point to the good results of this movement, as he is now able to point to the good results of building the Ladies' Seminary, the going into debt for which had caused hini to believe that all was lost Mr. Barss suggests that the governors should have convened a meeting ere this, and cancelled Dr. Rand s appointment. It would not be unfair to ask Mr. Barss, how he would act in circumstances, similar to those in which Dr. Rand would be found, were his appoint- ment annulled. Let us now suppose the existence ot such circumstances. Mr. Barss, we will suppose, has been for a number of yeara in a very successful business in Halifax- He at length wishes to retire to Woltville, and there limit his labors for the remainder of his life. The Peoples' bank becomes aware of this fact. Accordingly the board of directors offer Mr. Barss $1,600 a year for taking charge of a branch bank in the town chosen for his future residence. He accepts the offer. The bar- gain is legally made and formally closed. Mr. Barss gives up his business; but, on the eve of departing tor Wolfville, he gets a noto from the president of the bank, stating that, at a meeting of the directoi-s, called for that purpose, his appointment has been cancelled, and that his services are not required I would now like to ask Mr. Barss what he would do in this case 1 Would he not remind those direct- ors that they were accountable to wholesome laws'? Would he not cause visions of damages to float before their minds? Again, I would like to ask Mr. Barss, how, as christian men, the governors of Acadia College could justify the act which he con- demns them for not perpetrating before their own consciences, the Baptist convention, and the world? Mr. Bai-ss, in my judgment, ought to reconsider the legal, moral and religious aspects of this act, the non-performance of which by the governors seems to amaze him so much. The establishment and filling of chairs in Acadia College is by law committed to the senate, trustees, governoi-s, and fellows. The history of the founding of the new professor- ship and the appointing of Dr. Rand to fill it, will be plainly told in subsequent letters. The nature also of the new department, and the grounds on which f.hn hotiof i-aufa tUni- :t ...Jli _;_ij j _ _ •. ."," — ; -!i!;-iriugut,-u rcsuiis Will be considered at some length. After the Baptists of the Maritime Provinces have seen a plain and true account of ^he businesn ^' {F O; connected with this matter from boginninK to end, and after they have impartially examined the extent and character of the work to be done, the certain prospect of the vast Intellectual and religious results on a large scale, and the abilitv, enthusiasm and devotion of the newly appointed Professor, they, I am persuaded, will not only feel satisfied with what has been done, but they will see that they have reason to thank the governing bodies of the College Jor this "now departure." ^ THE HISTORY OF THE BUSINESS TRANS- ACTIONS. To show the public that the business, transacted in creating the professorship of education in Acadia College, as well as in Dr. Rand's appoint- ment, was fairly and honorable done, and not as it has been described by Mr. Barss and others, I will give a plain outline of its history. These details are intended to refute the reports now current and evedently beleivedby some, andamongthom, strange to say, by Mr. Barss himself, who, at his time of life, ought to know how misleading flyingrumors are likely to be. Any knowledge that I have of the matter has been obtained since the Convention decided to transfer its theolegical work to Toronto and since Professor Tufts resigned his place in the College. Before this I had not heard even so much as a hint that a chair of education was thought of for Acadia College; nor had any one in Halifax interested in the college so far as I know, any earlier knowledge of the movement than myself Although some of us, were, up to this time, en- tirely umnformed, yet others, in whom I, in com men with the denomination, have great confidence, had for months been carefully considering the the whole subject. Foremost among these was the president of the college : and was not tliis as it should have been ? From his position as President IS It not expected of him that he will wisely plan toi' the enlargement ond up-building of our instit- utions 1 He is not unaware of his responsibilities. If he had needed any healthy stimulus in this direction, he certainly has had it within the last few years. Are we to suppose the president of Acadia College has been an indifferent spectator n I, T^l"**^/?"" '^w'Wng policy of Dalhousie '-college? The able and successful plans of Princi- pal Ross heve been made plain enough to be seen even by the blind. To stengthen his arts course an efficient professor is taken from the staff of President Sawyer. When it is decided to estab- lish another faculty, another professor is captured at Sackville and carried off to begin a law school. 5?u 'j_?*7y®'' '^^ ."***"8 ^y listlessly gazing at ^- tae ucv-irjpiacnt of jhcoo uarefuily laid plans i INo. Hetoohasbeenmakingarrangemantsforthe luture. Ho saw that the services of Dr. Rand could they bo secured, would do much to advance the best interests of Acadia College. In this mat- ter Imperfect knowlege of 'the man qualified him to be an impartial and independent judge. He had known him as a student in his classes, as a teach- er in Hoiton Academy and the Normal School at Truro ; and as the superintendent of education in Nova Scotia and New Brunswick. In this case our president understood the needs of the college, and knew the ability and rare experience of the man. He knew that a man, who had successfully superintended, through great difficulties, the build- ing up and perfecting of two complete systems of public education, would add much to the reputation and working power of Acadia Cdllege. Here I would remind Mr. Barss and those whose opinions he has adopted, that the Baptists of these Provinces have in the past trusted Dr. Sawyer as a wise and able leader. He has ever proved himself wori;hy of their confidence. Has he ever led them into any serious embarrassment ? After the burning of college buildings he said, it IS important to build a seminary for young ladies as well as a college for the students. It will be successful and give good returns. But Mr. Barss said it is ruinous to go into debt, and it has liot teen submitted to the convention. Dr. Sawyer said it is wise, embark in it. The governors took his advice. To-day not even one word is heeded to justify the course adopted, although a large debt was incurred by it. The denomination has practi- cally said, by wiping out that debt, popular aisom- bhes are not theplaces fordetermining the policy and developing the plans of our institutions of learn- ing. This, we entrust to our president and to the ^verning botlies. Are then these writers, anonymons and other- wise, not wise and otherwise, but altogether otherwise, to be followed rather than president Sawyer? Do these dealers ' -ugitive and groundless rumors assume to tak. aa reins out of Dr. Sawyer's hands, and becor, e the guides of educational affairs for the Baptists of these Provinces? I am strongly inclined to the behei that they will have a slight preference for following their old professional leader. They have not yet decided that the president, professors, senate and governors are a number of wire-pul?ers, "plotting in secret," and doing their work "in dark corners." In my opinion the Baptists are a lit- tie disposed to hesitate before assuming that Dr. Sawyer is designing unworthy things and plotting with others in secret. Rather indisposed are they, so I shall for the present assume to regard him in this light, or as a blind leader of the blind. When the public come to hear the president on this sub- ject at the next convention, if it shall bo necessary for him to speak, a subject concerning which there may be grave doubt^?-. it will fcs .ir-riamr-f. =Tsr. *.-. the retailers of whims and fancies, that in the matter of establishing a chair of education and in the election of Dr. Rand to fill it, the president has gone forward with his eyes wide open. THE PART OFFICIALLY TAKEN IN THE BUSINESS BY THE PRESIDENT AND FACULTY. President Snwyer has not been inattentive to the discussion of education as a university subject — a discussion which has been going on for the last fifty years. In noticing its development and prog- ress he would unconsciously to himself deliberate on the feasibility of introducing it into Acadia College. Because persons outside of the profession have not studied and matured their views on this question, it ought not to be inferred that Dr. Sawyer has turned (\ af ears and blind eyrrinif*-rifl nm^t^sKni-s f.- PV, any chairs becoming vacant, and shall recommend any professors to fill new chairs from time to time to be established, and shall present to the governors the names of candidates for appointment" The senate |'shall also do, perform and establish every otherthing and matter having relation to the purely literary department of the college." It isthus plain that the senate is by law clothed with authority in in this matter of creating and filling chairs. In this joint committee are found the constitutional advisers of Dr. Sawyer— the professors of the college. Prominent among them are two gentlemen —Professors D. F. Higgins and R. V. Jones— who have long held this position. For about a score of years they have given their counsels and labors to Acadia college. Not a little of the con- fidence reposed in the president is owing to the fact that he is surrounded by these wise counsellors. It is well-known that the views of Professors Jones and Higgins are greatly valued by the president. The governors put themselves in a position to take the official advice of these gentlemen. They did not hesitate to discharge their duties in this re- sponsible position. Both Professors Jones and Higgins fully agreed with Dr. Sawyer in the matter of founding the new chair. The extreme pleasure of the former in the prospect of its realization, was accounted for by the intimacy and friendship of class life, known to have existed between him- self and Harding Rand. The committee of the governors were largely influenced by the unanimous views of the executive of the senate. The Part taken in the Business by Com- mittees, Senate and Goveknors. A committee from this joint committee was sent to Dr. Rand to ascertain whether he would con- sider the offer of this chair, and on what conditions. •A report was made and unanimously adopted. It was resolved to call a meeting of the governors for Wednesday morning following the Convention, This meeting was held. Here again Dr. Sawyer gave his views atlength. Dr. Mc Vicar, a man eminently qualified to form sound opinions on the subject, by request, gave the governors the benefit of his views. They were in perfect accord with those previously given by,Dr. Sawyer and his associates. Afterafull . discussion a resolution was passed, requesting the senate to nominate a professor to fill the chair in question. The governors then adjourned to meet after the senate had been called together. On returning to their homes the president and professors of the college gave further thought, as I assume, to this most important movement After some time had passed, a meeting of the senate was called for the 11th of September. The governors were summoned to meet later on the same day. The senate accordingly assembled. After a full discussion of the subject, it was moved by Judge Johnston and seconded by the Rev. S. B. Kemp- ton, that T, H. Rand, D. C. L, of Fredericton, be recommended to the Board of governors for i«c proicssorsnip or tne pimuipiea and prac- tice of education. This feature also of the question wua thoroughly considered, after which a « f / f I , \, I unanimous vote was taken. Uter in the day the governors metand took up their partof the business One governor only expressed his judgment against the founding of the chair. He did not think there was a necessity for it. Others at first were in doubt m regard to having the necessary funds for meeting the expme Various opinions were expressed relative to the amount of the salary ; but when the vote was taken to adopt the reoornCnrf„r p """^ constitute these boards may be found in t^ie the senate and the Sf of the ^hrrDf R jJ I^ ^■^^-^, T --»• '^ -» ¥ .-- the senate and the offer ofthe chair to Dr. Rand at a salary of $1,600, it passed unanimously. It was believed that under the circumstances a less sum could not be offered. Several of the governors who had to leave before the vote was taken, said they would vote for the resolution. *u Yl,!r *^^ P"^"" know these facts, they will see that Mr. Barss and others have been imposed upon by wholesale dealers in "whims and fancies " and professors. A part of these were nominated by the alumni society, aAd a part by the faculty u ^r^^ college. The governors are appointed by the Convention, and the senate by the governors. All that is done is confirmed by the Convention, The sanction of this body is neccesary to perfect the business. The names of the gentlemen who now constitute these boards may be found in t^ie THE CONSTITUENT ELEMENTS OF THE GOVERNING BODIES OF ACADIA COLLEGE, AND FURTHER EEFERENCE TO THEIR DOINGS that their experience and character would of thf.m- selves be a sufficient guarantee for tho faithful and snccessful manageinent of the trusts committed to them. It is simply amazing that the doings of these large and carefully chosen bodies have been assailed and aspersed by newspaper writers. If no more confidence is placed in their wisdom and integrity than has been expressed by the writers referred to, delegated authority and decency and order in business are impossibilities, and sheuld not be at- tempted. But I am not so credulous as to believe that the Baptist body, bound together in the Con- vention, will withdraw confidence fr«m these boards entrusted with its business. Before the senate was created the board of governors took advice from the president in all they did to advance the literary interests of the college. Drs. Cramp and Sawyer in this way guided the work of the college for many years. This is now at an end. The prf.sident and prof- essors, not only in their capacity as the faculty of the college, but especially in their capacity as the executive of the senate, are now responsible, officially responsible, not only to the governors. No further reference to the business, connected with Dr. Kand s appointment, is necessary to con- vuice every impartial mind that nothing has been done to reflect on the integrity and honor of the college boards. Hitherto the denomination has lett the management of the institutions to the Sonaforhre\ee~lre'r^n*r *'" Jf-T HT"! '1^^''''^''' -* ^'^ *<> '^^ ^--nors, have never L«nln!l^ r^r ^opnlar ve.-d.cts but to the Convention through the governors for not even hi movemeS^ ^t T^*"' ;T *"'^'^"' ^'^ '^^^ «* «^"«'^"«" "^^ the occupancy of t by affoTLsirS L^^^ character, Dr. Rand. The senate, however, w'ill lot shrinl young laS If in Thp Lcf A ^^ 1°''' for from tins grave responsibility committed to it both JirecSon ^theLautlt Save btn ttl d"^^^ ^^ ^^'"^"^ ^^P*'^* ^°"-'^*^- governors, there are additional reasons why the same pohcy should be adhered to at present rd m the future. r u The original charter of tha college contemi, atjd 'the body of the college," to which body a large measure of power and responsibility were to be committed In the early days of our college it was thought the material did not exist for forming this body. No attempt was therefore made to do It, rhe authors of the charter were evidently behvers in the development theory. They accord- ii^ly hi led It with germs of a larger and perfected life. Within the past fow years that lifo has been matured in the creation of the senate— the body— the real college, ' The number and representative character of the a«J *„jTrft.ir.'\_rj"''.?T'''J'"r" *H' ^ "''««iy Judge Johnston and secom respon ability which the senate has assumed and carried for more than twelve months. In good faith it was given, in good faith it was taken. In establishing the new professorship, the governors knew that on this executive board of the senate the responsibility virtually rested. The views of the faculty in this relation were heard by the governors with all deferenca Had the faculty opposea the movement, I am supported in saying the chair would not have been founded. The senate itself depended upon the executive for advice and guidance— in this matter. It would have been reckless on the part of the senate to have done otherwise. The board of governors knew that upon the senate rested the responsibility of creating this professorship. They waited to know and J J- •,. . ., ■■ -"v.v^i.u.i u.nnaio wiji otj wisely and faithfully conducted. Their number (I speak from memory) is 35. Their are 12 ministers, 6 lawyers, 1 judge, 8 business moa, and 8 teachers Judge Johnston and seconded by the Rev. S. B.' Kerapton— a vote which passed unanimously— "s Wie governors were recommended to appo' be T. H. E-and, D.C.L,, to the chair of the princ^Wed /fessor \— ^ and practice of education n Acadia College. The denomination will thus see that Dr. Sawyer, Prof- essors D. F, Higgins, R. V. Jones and E. M. Kierstead have by law, in virtue of the positions they hold, as well as by a vote of the Baptist Cou- vention, assumed before the denomination repons- ibility for the wisdom and success of the new chair. In this they have taken ground held by many distinguished educationalists on both sides of the Atlantic. On the senate then, from a literary point of view, and not on the governors, rests the onus of this advanced movement. The board of governors are responsible for furnishing the funds to meet the expense, and for taking the advice of the senate. These bodies will not fail to bear their full measure of accountability resting upon them respectively. The Rev. D. A Steele, a member cf the senate, in his excellent and timely letter to the Christian Messenger has, I feel persuaded, expressed the intelligent and loyal sympathy of that body. Did the faculty feel called upon to speak, there would be, I am sure, all absence of timidity because of the mistaken views of a few interested friends of the college, published in the newspapers. For what purpose are all these particulars t To remind the Baptists that their educational work is ir the hands of a large number of trustworthy men ; to remind those rasMy rushing into print that they are to no purpose disturbing the public mind, and obstructing, so far as their influence goes, the good work of our institutions. The part taken in this business by the president and faculty, the senate and board of governors, has been plainly stated. Whatever may be said of the faculty and senate in the action taken by them, it is evident that the governors, advised and guid- ed as they were, had no other course to pursue than to found and fill the chair of the principles and practice of education in Acadia College. Two or three of the writers against this movement have affixed their names to their letters, but the greater part have been anonymous. Even their number would be reduced if report is correct. They have resoi-ted to the device of Peter Cartwright, who practised a pious fraud at a Methodist campmeeting. He had learned that on a certain night a number of mi8chie\ous fellows intended to come and dis- turb the camp. Peter, after all had retired to their beds, stationed himself at a distance from the encampment ; as the night wore on he heard the enemy approaching. Plunging both hands into his capacious and well-filled pockets, he drew them forth full of pebbles, which he threw in all dir- ections. At the same time he set up a great yelling in a variety of voices. The on-comers, thinking they were confronted by overwhelming numbers, were panic-stricken and beat a hasty retreat. It saia tnat one wiiler Ims been tiuowiug broad- '■■'■■ into the denomination a large variety of *'n_,vmous signatures, hoping, by this artifice, to *i»y " he impression that many are wrtting. When the truth is found out it •vill'be seen that it is only Peter throwing gravel-stones with both hands, and yelling in imitation of many voices. Throwing pebbles did frighten mischievous boys from a Methodist camp-meeting, but it is yet to be seen whether an unknown Peter can frighten the senate, the governors, the Convention and the entire Baptist denomination. Ill previous letters I have given a plain recital of the business transactions connected with the appointment of Dr. Rand to the chair of education in Acadia College. It has thus been made ap- parent that all the business was done honorably and in good faith. This ought to satisfy the Bap- lists that the board, to which they have entrusted the management of their institutions, have done nothing to disturb the confidence which has hither to been placed in them. They have no ends to serve other than those of the entire denomination. A universal desire now exists throughout the denomination to perfect and enlarge the labors of this institution. This is earnestly sought by every member of the senate and by the board of govern- ors. Had they not believed the appointment of Dr. Rand would contribute to this end, it would not have been made. If their wisdom is doubted, surely their integrity ought not to be assailed. Further writing in defence of these boards ought to be altogether unnecessary. In one of my letters I stated that the making of education a subject for university training has been discussed for the last fifty years. A glance at the history of this agitation throws light upon the merits of the question. Before calling attention to this phase of the subject I may say that what I shall write is not intended to take the place of public utterances certainly expected from the president of the college. Dr. Rand and other educationalists. As a member of the senate I wish to put on record the grounds on which I rest my defence of the "new departure." The officials referred to will choose their own time and place for discharging their duties in +his matter. They hold decided opinions and will de- fend them on all suitable occasions. They are sure of a patient and impartial hearing. The weight, now attached to the views held by these gentlemen, will be greatly increased when the public know the substantial reasons by which they are sustained. A review of the history of intro- ducing education into the curricula of^univtrsities leads impartial minds fur along the way to a dec- ision in favour of its soundness and utility. In justification of this assertion only a few sentences, referring to this phase of the question, are neces- sary. History of didactics in Great Britain. As early as 1828 a number of educationalists in Great Britain saw the deficiency of the unscientific, mechanical methods employed in schools of all grades. To their minds, teaching was more than an art ; ^ was a spience. Taking their stand on this prtucl h« ot W( fo 9 pie thev began to agitate the question of giving teachers a professional training from a scientific basis. This they contended was work for the colleges. Prominent among the advocates of this new doctrine was Professor Pillans. A general interest was awakened in the subject. The good will and co-operation of many able thinkers was secured. Even ministers of the crown were favor- ably disposed. Hopes were entertained that the project would be soon carried into operation; but radical measures do not quickly succeed in con- servative England. Tlie hopes thus raised in 1 834 wei-e not realized till many years afterwards. The zealous educationalists had ample opportuni<;y for the discipline of theii- patience if not for the riglit instruction of teachers. The ripple of popular opinion tliat had reached the government of the country was followed by no practical results. But the pioneers were not discouraged. The leaven had been placed in public opinion, and they knew its diffusion through the masses was only a question of time. In 1862 hopes of the realization of early dreams were again revived. Professor Pillans, now the venerable author of the new doctrine, became so assured that the time had come to commence work that he went to London, and signified to the government his intention of giving five thousand pounds sterling towards the founding of a chair of education in the University of Edii^ burgh. But his plans were frustrated and his hopes dashed to the ground. The scheme found no favour with the government. Instead of the de- ference paid to his views in 1834 there was pos- itive opposition. Mr. Robert Lowe contempt- uously declared that there was "no science of education." Thus even the soundness of the new doctrine was challenged by the iiighest civil author- ity in. the department of education. The battle hal to be fought over again. On the one side were tl e supjxjrters of Mr. Lowe's dogma, and on the other side the believers in the scientific method. All the ordinary means for educational warfare wei-e laid under tribute and the discussion went forward. The advocates of the advanced theory would not allow the matter to rest. The world had in them another illustration of the irrepressible- nesB of the authors of fresh doctrines. They re- garded themselves as the discoverers of something new and important in the department of education. It was, so they believed, their duty to create public opinion in its favour and to give the public the benefits of its iiractical results. Their pet scheme had indeed been struck down by the powerful hand of a minister of the crown ; but that did not dis- wurage them. They were inspired by the genius of discovery aud the hopes of pioneer labour. They ♦herefore went forward courageously In 1869 public opinion agaiii turned in their fnvo!:r. A^ this time the country was agitated with the discus- sion of modern schemes for tlie education of the masses. This lifted into prominence the subjects of scientific traininjjT for teachers; and gave the supporters of this doctrine a good opportunity for pressing their views upon an awakened public sentiment. Expressions of regret were heard on all sides that the golden ojjportunity was allowed to pass when Professor Pillans offered to endow a chair in the Edinburgh University. It was argued that the work contended for could not be done by training schools. Professoi-s in colleges, head masters and educat- ionalists of various types gave their influence in favour of the new scheme. About this time the trustees of the Bell fund intimated their intention to give ten thousand i)ound8 sterling toward th? establishing of chairs of education in the universic- ies of Edinburgh and St A.idiew's. The pro|iosal met with general favour, but for a time it was held back by the opposition of civil authorities. In 1876, however, the educationalists conquered, and victory crowned their long continued and oft de- feated labours. The univerKities of Edinburgii and St. Andrew's each established a chair of the art and science of education. Since that tirao >he London and Cambridge Universities havu u^ade provision for this subject- It continues to gain ground year by year on both sides o'' the Atlantic. It is now on the curriculum of the Univei-sity of Michigan and has become the subject of courses of lectures in Harvard and Cornell universities. Educationalists in the maritime provinces have not been inattentive to this revolution in the litei-ary world. Its progress has been carefully observed. The first man to bring it to the attention of the public, so far as I know, was a resident of Halifax. The Rev. Robert Murray, a governor of Dalhousie college and editor of the Presbyterian Witnfisn, mh- mitted the matter in an excellent paper to the teachers' a-ssociation which met in Halifax less than a year ago. Mr. Murray's views after a thorough discussion were adopted by a unanimous vote of those present. It is scarcely necessary to say here that Mr. Murray advocated the introduction of the subject of the science and art of teaching into provincial colleges. Mr. Murray has the reputat- ion of being a careful observer of everything new in the departments of morals, letters aud religioi). He doubtless reflects the policy of principal Ross, whose administration will be remembered as the period of great enlargement of the college, over which he presides. As a matter of course the dis- cussion was continued in the coluums of the Presbyterian Witness. There the subject rested, so far as I know, till last spring, when it was taken up by Dr. Rand and the president of our college. They and others, I assume, gave their attention to it during the summer. As is well known our theological work was removed by the late convention to Toronto. Many had believed for jears in the utility of this moveruenl, but no long as it could not be carried out, I with others' was convinced that theological work should be done at Acadia. About the time it was decided that Dr. Welton should go to Toronto, Proressor JS«^' 10 Tufts retired from the college to take charge of the academy. Enlargement, therefore, of the college staff became a necessity. At a meeting held for considering this matter, the president commended the chair of education and the appointment of Dr. Rand to the tavorable consideration of the Board of Governors. This brief and imperfect sketch of the history of this question is in justification of the acts of our president and the governing authorities of our institutions. In subsequent letters I shall consider the merits of the new chair, and the possibilities of its great usefulness in the educational work we now have on hand. When this shall have been done, it will be seen that the grounds of action are not visionary, but substantial and worthy of the impartial examination of an interested public. THE NAME AND NATURE OF THE EDUCATION CHAIR. What is the muno of this now professorship, BOino one may ask, of the eharactei of which I am about to write ? It is didactics. What is didactics? Puidcuucs. What is puidoutics ? Pedagogics. \Vh:it is jjodagogics ? The science and art of teaching Wiiat is the science and art of teaching ? The principles and practice of education. Can China beat that? If so, China ought to have a gold medal thickly sot with all manner of precious stones. In effect, iill the opposers say this chair is not sound, and therefore belongs not to an arts course, .ind is not good for Acadia college. That clialioiigo is pertinent ; it is important. Passionately and plainly it is made; dispassion- ately and plainly it must be met. Against the indefinite number who say, "nay" to the in- troduction of this subject into a college cuurse, 1 will put the views of a few of the many who say, "yea." So long ago us 1859, the Kduca- tional instittile of Scotland (jave the world its Opinion suHtuiiicd by eight formulated argu- ments. Hero it is : " That f^-om these con- Bidorations (referring to the eight arguments) it follows that the only appropriate and effec- tual means of securing for our country those groat benefits, for the sake of .vliich tiio saga- cious »nd pnictical m iid of Dugald Stewart urged the construction of and cultivation of such a science, is t*o foundation of sueh a pro- fbssorship of the odctico and art of education in each of our i.nivorsitios." The opinions here given, could lie increnHol by whole columns of sim lur views, h' Id by gfimt numbers of the best qualified educationists of the world. Authority like this ought at b-ast to balance Ibr the time being conira'y opinions heard and written in coninH'tion with tlio present iigita- tion. iShonld the judgment of excittd people who have never studied the subject be of more value than the judgment of professional men who have thoroughly examined it ? Dismissing now the witnesses for and against, I will ask attention directly to the nature and merits of the new professorship as a part of our arts course. What is the work to fee dona in Dr. Rand's department ? What are the branches to which he proposes to give prac- tical application in the teaching profession ? For light I look into the subjects as I find them arranged in four colleges which support iho professorship in question, four others which act as examining boards, besides varioiis schools in which this work is undertaken in its advanced forms. Hero is light In these analyses I see that the new subject is naturally and logically within the scope of our arts course, and may be made highly useful in Acadia's ''uture work. A word may here be interposed relative to our curriculum. Uniformity in college courses is gone, clean gone forever. Yesterday at ouf very doors Dalhousie put Hebrew in and re- moved Greek to the optional list. Some col- leges divide their studies into optional and compulsory classes. Many great colleges make all studies elective, in this day, when so many subjects are clamouring for a place in the arts course, it would be folly to re- gard the curriculum of Acadia as fixed and un- alterable. Hitherto its regulaion has been with the faculty. Now it is altogether with ' the Semite. V rtually, however, it will remain where it has always been and ought to be, with the faculty which is also the executive of the senate. Our curriculum is ihoreforo subject to re-adjastment, and is in the hands ^of a com- petent body. Mr. Eaton of tho normal school makes gugg< stions in his letter to the Christian Megsenger, pointing to important changes. Tho structural existence oi Acadia's study course must be scientific. Tho various subject.. must be grouped according to some well-known principle. Kinship among them will bo recog- nized in their clussificjition. IIRANCHES KSSENTUL TO THK NEW CUAIH. In a careful examination of the brunches ossentiiil to the now chair, and as seen in the curricula at hand, it is clear that some of them fall within, and others fall without tho circle of undcrgradu'ite studies. VVhat are those em- braced in tho curriculum of A see that the whole world is an unorganized school ? What but the practice of education is going on in every household, in every organization, in in every meeting lor pleasure or for profit, in every assemblage for worship, in the writings of the newspapers, the reviews, and the books, and in the parliaments of the world ? Is it of no importance that any one outhide of the teaching profession, labouring in its organized capacity, should know the science ai.d art of the work they arc doin^' eiiher voluntarily or involuntarily"? Is it not of the first import- once that every lathcrand mother should clear- ly apprehend the first principlos of the work nlc4ey do in superintending the physical, mental 8id(.«d moral training of their children ? Go i tmch «H nations, is the command of the author of religion. Arc preachers to do tiioir work by guess, when it can bo done on sacred, scientific principles? Are thoy to have no knowledge of tbe art of conveying truths to immarul souls? Art, resting on a scientific basis in every department of human life, in this mutter of instruction, Is esHcntislly fund- amental. Shall we hesitate to carrj out this work in our highest departmcntu of edu- oniiou and receive ifae down-now ingn oi lu usefulness into our schools, our churches, onr homes and our communities ? We are all teachers whether wo admit it or not. A LETTER PUBLISHED BY DR. SAWYER IN THE CHRISTIAN MESSENGER. As the history of the recent appointment in Acadia College, as it has been presented in the Messenger, has misled at least some of your read- ers, though the writer of course designed nothing of the kind, I ask the privilege of making a few statements. It will be noticed that the portion of tbe historical articles which relates to the coursse of events before the meeting in Halifax is largely inferential. It is enough to say of this portion that it is quite wide of the truth. The idea of a chair of Education in the Colhge did not originate with me. The faculty of the College never con- ferred on the subject. The professors may have known as much as I knew on the subject, or they may not. But not one of them knew my views or purposes, until I spoke in the meeting of the Com- mittee in Halifax. Whatever purpose I had in connexion with the business was formed after the question of theological education was .settled. When the subject of a chair of education was first mentioned by me in the meeting in Halifax, I did not know the position which a single one of those present, whether Governors or professors, would take in regard to it. I spoke only for myself, and made my decisions from time to time, as the dis- cussion advanced, on my own responsibility, with- out binding the action of any other one. The history of the business is not difficult to un- derstand. At a meeting of the Senate in June, a committee was appointed to consider the question of changes in the curriculum of the College. As there was no opportunity for this committee to attend to its business in Anniversary week, it was understood that, if necessary, there could be a meeting of the members who might be in Halifax at the time of the Convention. After the changes in the staff of instruction consequent on the action of the Board in Halifax, it was thought desirable that this committee should have a meeting, and the Governors were requested to appoint a com- - mittee of their own number to meet with the com- mitteeo of the senate to re[)resent the financial interest of the Board, in any business that might be considered, involving the expenditure of money. The two committees met together on the afternoon ' of Aug. 28th. As I now remember, there were i present six Governors and three professors, besides I the president, who may lit counted in either class, I or in iKjth. What these several individuals repre- I Rented or whether each one should be considered as speaking for himself, I will leave for those to I determine who are skilled in such matters. Being I invited to present any topics that might seem to lae Ut oi»ii for cuiiSiiSorJitlon on Wic pair ui ".nr meeting. I named three. The first two would re- quire action in order that tlio class work of the year might be carried on regularly, The third was a Chair of Education. Being in possession of infottoatStJB bterinfe On thh iftW/ttiAra^t df IS such a chair in Acadia Collefj . judged it to be my duty to bring the subject to t'!e attention of the Governors at some convenient time. Tne meeting of these committees seemed to be a favour- able opportunity. Accordingly the matter was mentioned and some remarks were added by me to the effect that in various ways such a chair might be useful. I think I named no individual in connection with the chair, some one else sug- gested tbat in the remarks which followed, and after that the usefulness of the chair was considered in connection with the man who might fill it. The question being thus before the meeting, it was discu'sed in different phases, educauonal and financial, during tne remainder of the afternoon and again in the evening, and the result was reached that the proposition lo estivblish a Chair of Education be favorably reported to a meeting of the Governors to to held the next morning. The Governors met the next morning. The rep>rt of the com- mittee was intnduced, the subject seriously discussed in its various aspects and, after a Bomcwiiat prolonged consideration of the case, it was resolved, "That this Board is pi'epared to establish a chair of education in Acadia College and requests the senate to nominate a professor to occupy such chair." In my opinion the chair was virtually established at that time. The formalities of the business after that followed the natural sequence. There was some discussion in the senate in respect to the range of duties of the now professor, but it was understood that the chair wi s established and the recommendation asked for was made out. It may be added that in the meeting of the Governors iu Woliville, after the meeting of the senate, an attempt was made to rescind the action of the Board taken in Halifax, but it failed and the ground taken by the Board at the meeting in Halifax was substantially held to the close, and the appointment was made, as the public know. I hope the present misunderstanding will soon disiippinir. One thing is certain, the College must be kept in sympathy with the fcopk". If they will exercise a little patience, trust that they will see our difficulties re- moved before a long time has pa^sod. THE CRITICS CRITICISED, AND THE WORK OF THE EDUCATION CHAIR NOT SUPPLIED BY THE NORMAL SCHOOL. A word at this point to some of the critics of a the ro!lof;« thinks his connection with the now chair Ims not tniou fnirly represented by nio. Proli'KHOi'H Higgins and Jones ap|>enr to think tJio lAioe in regard tQ themselyei. I preieuted the acts of these gentlemen in their official relation to the business. In my npcount of their doings I treated them as members of the faculty, as mem- bers of the executive of the senate, and as members of the senate. K they have not managed their business in a formal, orderly way in the several bodies to which they belong, surely, surely I ought not to have assumed it, but I should have assumed the contrary, which I did. But whether the busi- ness is presented regularly from the official stand- point, the point from which I presented it, or from the standpoint from which they now tell us they viewed it, the result is substantially the same. The result is this ; — The President submitted to the authorities of the college the matter of found- ing a new chair, of which matter he became the moderate and intelligent advocate. Professer Hig- gins supported the measure and expretsed himself satisfied even with the salary, not with his own salary, but with the salary of the new professer. The president, when the business had about closed, used language to this effect : That he was pre, pared to defend the founding of the new chair at any proper time and place. This has not been denied by these gentlemen. They do not, I am persuaded, wish to deny it. 'J"he public should not, therefore, infer from a superficial view of their criticism that they have stultified themselves. They have done nothing of the kind. Rather they are precise thinkers, and are fastidious about the fine shaping of the statement of things affecting themselves. Their cloistered, theoretical life, nat- turally fosters these mental conditions ; but when their work or wisdom is challenged, their true cha- racter, formed in the clear bracing atmosphere of university life, comes into view, and they prove themselves men who have the courage of their convictions. I therefore counsel the insane, noisy, blind public criticism rushing pelt-moll againi.t the united and nnanimous decisions of the faculty, the senate, and the board of governors, not to expect the hel|) of the jiresident and professors in the work of revolution and destruction. I would advise the fervid agitators to read the sensible and timely letter of the Rev. J. A. Gordon, found in the last number of the Christian Messenger. Attention may now be called to some points relating to the character and proB|)ects of the new [irofessorship. As is well known. Nova Scotia and New Brunswick have each a large and efficient Nor- mal school. Why, it is asked, can not the science and art of teaching be left altogctiier to these institu- tions ! Fur this oxjireHS purpose they have been built and kept in oiiei-ntion. It is true that % su|)«rficial view of the question makes the normal school otpial to the demand, and leavea nothing to \m done by the univei-sity But experience and concluHinn. It is now settled that teiirhing is not a mere Immlicrat't, not a mechanical procegs aloi!)}, but a science, based on lawn governing the physi- cal, mental, and mgnd nature of utan. Tbia con* :-.!.. 14 1' ception of the piofeBsion makes it clear that the normal school is not prepared to do the entire work of training teachers of all grades- If it could do this work, then there would be no necessity for the existence of colleges ; for the obtaining of the knowledge of the scientific methods in the teaching art requires the possession of the results of colle- giate training. These results no normal school pretends to furnish. Indeed it is work beyond the reach of this class of institutions, for the nor- mal school is burthened with elementary work, with instructions in codes of rules to guide teach- ers and with practice in the model school. The large amount of these labours makes it impossible to carry normal training beyond.a limited degree,— a degree below the work of the college, a degree altogether inadequate to a scientific knowledge of the subject. A severe training in the disciplinary studies — classics and mathematics— such a training as is given in a thorough college course, is neces- sary to a clear and comprehensive knowledge of .logic, mental and moral science, three subjects in- dispensable to the right knowing of the science and art of teaching. Before these subjects are mas- tered other work must ))e done, mathematics must go before them, sliarpening the perceptive powers, whetting and invigorating the analytical powers,' giving potent tension and unrelaxing grip to the reasoning forces, and moderation and precision in all mental processes. Classics, ancient and modern, must also precede t he study of these branches, per- feotmg the taste lor letters and the models of ex- expression. These helps are necessary to a sound knowledge of psychology. This is work beyond the sphere and provisions of the normal school. An i\s- sumption on the part of the training school to over- take and do this work, would be equal to a decla- ration of ability and means to do all the work of instruction from the common school to the college If the teaching art were left altogether with the normal school, the tendency would be to rest satis- fied with rules and lochanical arrangements. At this point the uuivei-sity work comes in. It causes the teacher to take a broad and profound view of his profession, a view giving him strength, dignity, and inspiration. The teacher here finds that his craft rests on a grand philosophical basis. The sphere ho labors in ex[>ands till it takes in the whole human race. He sees all work done scienti fio»lly or unscientifically, well or ill, intelligently or unmtelligently. This presentation of the train- ing of human Iwings in its subjective and objective phases is seen to be the true conception of the teacher's calling. He sees that he is, however, humble in his sphere, a co-worker with devout and intelligent men and women in all stations in life, yea, even with God himself. The normal / The Scotch, who more than any other people owe their greatness to education, have been the first of English speaking communities to see and feel that the normal school was not able to do everything for the teaching profession. Before the days of training schools in that country, many teachers were sent out from the universitias to the common schools. The influence exerted by thorn filled young men with educational zeal which carried them up to the colleges. The introduction of the normal system tended to displace teach ts tr.iined at the universities. And this was not all. The character of the work done was also changed. Ihe profession began to lose its sentiment and Its inspiration. Utilitarianism began to come to the front, and school-teaching ttnded to- wards routine and mechanism. The colleges felt it. The prophets and apostles in the teach- ing profession felt it as they locked upon its downward and dangerous tendencies. They were driven to seek a remedy lor this evil. It soon became evident that deliverance must coraQ from the university. Hence the agita- tion for founding chairs of education. Some of the opponents of the chair in Aca. dia college are so unbautist as to say, that as the colleges of the Dominion and the United States have not founded profe-ssorships of this kind, therefore the Baptists of the maritime siit>uld wait until they have doce it. That argument would be more becoming some other people than Baptists. Had it been listened to, Carey would have remained on the shoema- ker's bench. Let the shoemaker stick to his last, a good old Latin maxim, was kept in its breach by the pioneer of modern missions. Away with j^our £13 sterling and y.mr cob- blei^says this argument. The great churches of England, of Germany, of Scotland, and the congregational commonwealth have no mis- sions established amongst the heathen. What simpletons are Puller and Carey ! But Bap- tists of the Fuller and Carey type do not wait for other people to go ahead before they under- take work which they see ought to be done, and in the doing of which the world will be blessed. If the chair in Acadia is good, let others follow the Baptists, and not ' it the Bap- tists bo satisfied with being always behind HOW THE NEW CHAIR WILL INFLU- ENCE THE TEACHING PKOFESSION. The nature of the work connected with the new chair and the deficiency of normal school Iriiininnr urKinK if m^^^a u»... i • i Srr^i'!^.t1 .^L^'l"f'^.'T■•'-^'-'5'"«""P Htr».ning. which it m7eTs:ha;^o"be7nTo"nJd„3 •. ".» " 1,1 i"" ~V^"/f '?' ""^ '~'^ j-roiortSiou Boou i ill pmvious letters. No diftioultv has nttnnHad „n Its philosophic hgh .8 still higher and more thi's part of the discussion The chairstand iuspirmg. Theumversitycaudo workforthnpro '-^*^ "• • .""."'""■ ^"0 cnaii, stand- hmou, and therefore for the world, whick the portnal ichool cannot do. ing by Itself and the help to toachors coming trom the ooUcgo through it, are phases of the •ubject ««iily apprefieBded. But th«r« r ^■\ '1^^ par \ mo I mui con Ifi 1_- Are other advantages, clearly in prospect. These, however, are not advantages coining from this chair 'ilone, but trom the other pro fessorships as well. Attempts have been made to prejudice the public mind agJnst the new chair, as one having in itselt no sympathetic connection with the denomination at large. To neutralize ttese prejudices, it maybe ne- cessary to make a few plain statements. It i(* well known that educational progress has not been from the common school up- ward, but from the university downward.s. The college created the schoi^l ; ihe school did not create the college. Public systems of edu- cation are dupoiident upon the university for their etRciency and success. In cases where government schools have been organized, so as to I'oach from the lowest grades to the doors of the university, it has been thought that the fostering care of the 1 tter might be with- drawn ; but so dependent are the schools below upon ihe universities above, that they must still continue to cherish and help their own offspring. The New England States verily thought at one time that tiie high schools of the public system would furnisu them with students ; but it became necessary for the universities to supply the deficiency. They therefore resuscitated old academies and built new ones, in order to keep university life and common school life vitally connected. It is well known, too, that the educational work in Scotland has come largely from her univeisi- ties whose spirit and power have leen carried into the homes, villages, towns and cities of tnat country by minister, teachers and men of other profession-. Naturally the educa- tional life came down upon the people ; natu- rally it flowed back to those great seats of learning. These doctrines were certainly believed b}' the founders of our college. They looked upon the denomination and saw the educational condition of the ministers, teachers, and communities. They did not say, Let us build common school houses throughout the country, they aimed directly at a collegiate institution of a high order. From it they believed advantages would flow to the school house, the home, and the pulpit. Results have realized their hopes and justified their belief Two professions were prominently in their minds — preitcbing ano teaching. It is true that great changes have taken place in the matter of public education. But no change has taken place, neither, in the nature of things, can nny change take place whieh will render govern- ment schools independent of the collejje. Not •— !•-- •_-rr!; rsr»c a:u:jf ratJoL ino COilCge uO its part in qualifving and inspiring teachers, but more oBpooially for the sake of the country must this ho done For years past every dis eerning friend of Acadia college tnuit have viewed with pain the turning away of many of our young men and ybung women from the institu ions at Wolfville. They have passed our doors and have gone directly to the Nor- mal school. We do not undervalue the Nor- mal school training, neither do we undervalue the training that pr. cedes the work of the Normal scho )1, Young people trained at Wolfville, and then at the Normal school, are qualified, as they could not be had they attended the latter place i^nly. At this point our institutions have been losing their hold upon the teaching profession, and their influ- ence in this direction has consequently been growing leas and less. The educati mal chair, occupied by Dr. Kand, will restore what has been lost, and add largely to the ability of our college to help the teaching profession. Teachers, aiming at the higher places in their calling, will seek the advantages of the new chair, Even those who do elementary work cannot fail to be profited in this direction. They cann t be uninfluenced by the higher grade teachers. The whole profession will participate in the profits. This work will .,ot be done by the educa- tional chair, considered apart from the other ■ hairs; but this professorship will gather up thi' work of the other professorships, and con- vey it to the school houses; and f oin iho school houses it will go inio the families. Here then is an open way through which advantages will flow to the peop e generally, and from the people back to the college again. THE UELiaiOUS INFLUENCE OF TIIE NEW CHAIR. Baptists regard the moral and religious work d in for stndents as second to nothing else in college training. This, I ad nit, depends more upon the man than upon the jjrofossorship. A sympathetic man, good at heart and sound in the head, will do more with his gooinetr3' and his chalk to influence students aright, than a deficient man can do by me ns of mural science and christian evidences. The work done for students in ihe transition peiiod— students who suffer with doubt and unbe ief sometimes even to agony — must be done intellii/ently, pa- tiently, skilfully and in faith. At no time in life is mere dictum and dogmatism more ab- horrent to the auman inin i than it is to the student at this stage of mental and moral train- ing' The impo^^siblo and incompreliensible in mathematics, in the hands of an ingenious christian man, can be made to do iiore in qu- elling the rebellion of unbelief in the breast of Itio sUaienl and in lending him to accept rev- elation and religion, than could bo done by an unqualified man drawing his arguments tVom the stonhouso of moral and religiiius truths. This w« freely adoait. At the same tim«it ^ ^V~' 14 16 F i must be evident that the greatest good can be accomplished by having the right men in the right p aces. Granting this, sets the education chair foremost as a menns to this end The ■branches of learning, embraced by it, and the practical character of ihe work it attempts to do, lead necessarily to moral and religions in- struction. Logic, mental and moral science may be taught by other professors, and the minds and the morals of the students may be brought under their influence as theoretical studies: bat when these subjects are dispensed from the new chair, they are necessarily en- forced in a more practical light. Students are taught ti) see themselves at work in the world. The responsibility of real life is upon them .No longer are they mere speculators and the- orists — they arc busy men and women, accoun- ablp for the cha actor and su cess of their work. JNecessarily the professional phases of this chair are of this nature. It is then plain that the new professorship is in no way deficient as a factor in christian education. For settling doubts, shaping beliefs and forming character, it is second to no college agency, unless it is that of christian evidence, now in the hands of our president, It will, therefore, have to do in instilling right sentiments into the minds of the students, and in giving right views of truth and righteousness. POPULAR INFLUENCE OF THE CHAIR. The agitators ayainst the education chair have sought to give currency to the belief 'hat it is a cold, professional professorship, in which the people can have no interest, and from whii h they tian d