EZEKIEL OILMAN ROBINSON. 575 



dences of Divine revelation, but must be scrupulously abjured the 

 moment we come to an examination of the truths which revelation 

 declares, he inquired, " To what does revelation address itself, if not 

 to our reason and our conscience ? In the name of reason, for what 

 was reason given us if not to be employed on the highest thoughts and 

 the noblest ends that can engage our attention ? " 



Again, he believed in and taught a progressive theology. Before 

 the name became familiar, he represented the movement which has 

 since been denominated the New Theology. He was in advance of 

 most of his contemporaries in welcoming the discoveries and paying 

 earnest heed to the teachings of physical ^science. He was constantly 

 modifying his own views, was quick to detect the way to fresh dis- 

 covery, and anticipated the modifications which the new revelations of 

 the age have effected in theology. His ablest students affirm that, in 

 the modifications which they have been compelled to make within the 

 last twenty-five years, they have but followed the lines of thought 

 indicated by Dr. Robinson to his students from twenty to forty years 

 ago. 



Great as was Dr. Robinson's work as a theologian, his work was 

 still greater as a teacher of theologj . The testimony of his pupils is 

 strong, concurrent, enthusiastic, and convincing with regard to his 

 transcendent ability as a teacher. Ilis method was Socratic. By his 

 keen questions he aroused his students from their dogmatic slumbers, 

 by his personal magnetism and strong intellectuality he led them to 

 discover themselves, and quickened them into newness of intellectual 

 life ; while the vital themes he presented sank dee^) into their hearts 

 and wei'e wrought into the very fibres of their moral and religious 

 nature. 



This brilliant and eminent success in the chair of theology made 

 Dr. Robinson a marked man in educational circles ; and it is not sur- 

 prising that, when Brown University was looking for some able and 

 progressive man to become her head, she should turn with longing 

 eyes to the eminent teacher at Rochester. Alma Mater extended a 

 call to her brilliant and distinguished son, and he loyally responded, 

 assuming the duties of the Presidency in the fall of 1872. 



The college at that time did not hold a very advanced position. la 

 its material and intellectual condition it needed regeneration, and de- 

 manded close attention and self-denying effort from the incoming 

 President. To the work which lay before him he consecrated all his 

 powers, under that stern conviction of duty which dominated his life. 

 The requirements of admission were raised, until at one time they 



