difying, inspiring, and directing the energies of
modern civilization,--its art, its literature, its commerce, its laws,
its government, has been profoundly felt. Nor has it for a moment been
forgotten that education, to be truly and in the largest degree
beneficent, must also be religious,--must affect that which is deepest
in man,--must lead him, if it can, to the contemplation of truths most
personal, central, and essential, must open to him some of those
depths where the soul swings almost helplessly in the midst of
experiences and powers unfathomable and infinite,--where the intellect
falters and hesitates and finds no solution of its perplexities till
it yields to faith. Within later years there have been those who have
advocated the doctrine that education should be entirely
secular,--that the college should have nothing to do with religious
counsels or advice. Now while I do not think that this would be easy,
as our colleges are organized, without leaving or even inciting the
mind to dangerous skepticism, nor possible but by omitting the most
powerful means of moral and intellectual discipline, nor without
depriving the soul of that food which it specially craves, and
destitute of which it will grow lean, hungry, and unsatisfied,--as a
matter of history, no such theory of education has found favorable
response among the guardians of Dartmouth. At the same time while the
general religious character of the college has been well ascertained
and widely recognized, while the great truths of our common
Christianity have been fully and frankly and earnestly brought to the
notice of intelligent and inquiring minds, it has not been with a
narrow, illiberal, and proselyting spirit, not so as rudely to violate
traditionary beliefs, not so as to wound and repel any sincere and
truth loving mind. And this is the consistent and sound position for
the college to hold.

"With respect to its curriculum of studies the position of the college
has been equally wise. She has endeavored to make her course as broad,
generous, and thorough as possible; equal to the best in the land; so
that her students could feel that no privilege has been denied them
which any means at her disposal could provide. She has endeavored
wisely to apportion the elements of instruction and discipline. She
has provided as liberally as possible, by libraries, apparatus,
laboratories, and cabinets for increase in positive knowledge. She has
equally insisted o