f society.

"A man of excellent constitutional faculties, like Mr. Chase, must use
them, if Providence gives him opportunity. He has a self-moving power.
He cannot be still. Use of the faculties increases their facility and
productiveness; and the increase of products increases the love of
acquisition. His gains, and his consequent love of gain, will be
according to the Providential direction which he takes, whether to a
trade, an art, a profession, to the pursuit of wealth, or power, or
general knowledge. Mr. Chase's direction was to knowledge. He acquired
it easily, his stores rapidly increased, and the love of it became a
passion. He loved knowledge as some men love pleasure, and others
gold, for its own sake. Yet not exclusively, for he was genial,
warm-hearted, and humane. He appreciated the enjoyments of personal,
domestic, and social life. No man could be more affectionate, kind,
generous, or public-spirited. He was never a recluse or an ascetic. He
was ready to take anything in hand, and liked to have his hands full.
He desired an estate, he studied a profession, he amused himself with
useful arts, he loved a farm, a garden, an orchard, a fruitery, an
apiary; and occasionally, to do the work proper to them all himself;
and he did it well. But knowledge, science, in the largest sense, was
his _beau ideal_.

"Professor Chase, as might be expected, had great excellence as a
teacher and governor of college. His ideal of education may be
inferred from his personal culture. This had always been general and
liberal. He omitted no branch of important knowledge. He accepted
nothing partial. He believed in none of the romantic expedients which
are often hastily adopted, and successively abandoned, for making
scholars without materials, and forcing public institutions of
learning, for a present popular effect, off from the methods which
nature has prescribed, and experience has sanctioned. He regarded a
college as a place not so much of learning, as of preparation for
learning,--a school of discipline, to bring the student up to manhood
with ability to perform thenceforth the hard work of a man in his
particular profession. To that end no part of fundamental study could
be spared. He would as soon have judged that young men could be
trained to excellence in the mechanic arts, while they disused any
important organ of the body; or a sculptor elaborate a perfect model
by chiseling only the limbs. He would not expect such a