itutions which these ancient halls of learning and these
inauguration solemnities naturally bring before us. The college is my
subject, considered in its proper functions and characteristics.

"I use the term college in the American sense. This, not for the poor
purpose of ministering to national vanity, but because we must needs
take things as they are; and for the further reason that there is much
to commend in the shape the institution here assumes. It has hardly
its prototype either in the Fatherland or on the Continent. It has but
a partial resemblance either to the German Gymnasia or to the English
preparatory schools, as of Eton and Rugby. As preliminary to
professional study, it is in some respects far in advance of these. It
differs materially, at once from the German and English University,
and from the college as embraced in the latter. University education
in Europe was once somewhat rigidly divided into two portions; the one
designed to form the mind for whatever sphere of life; the other, the
_Brodstudium_, as the Germans significantly term it, a course of
training for some particular profession. Long ago, however, this
division became mainly obsolete. 'On the continent,' said an eminent
English scholar, some years since, 'the preparatory education has been
dropped; among ourselves, the professional.' He speaks, of course,
comparatively. So far as England is concerned, the same testimony is
borne by a well-informed recent observer. This ancient and wise
division is by us still maintained; with this peculiarity, that the
'preparatory' education, so-called,--by which is meant the highest
form of it,--is the sole work of the colleges. Professional culture is
remitted to other and often separate schools. The undergraduate course
is for general training; it lays the foundation for whatever
superstructure. It has no particular reference to any one pursuit;
but, like the first part of the old University course, aims to fit the
whole man for a man's work in any specific line either of study or of
action.

"In this conception of the college, there are, it is believed,
important advantages. It is better for preparatory education; it is
better for professional. It felicitously discriminates. It keeps
things in their place. It defines and duly magnifies each of the two
great departments of the educational process. It is likelier to dig
deep, and build on broad and solid rock; it tends to symmetry and
finish in the s