INTRODUCTION. 9 



cer, Abraham Dox, Francis Dwiglil, Bowen Whiting, David Hiulsdii, Thomas D. 

 Bm-rill, James Carter, Elijah Miher, Jesse Clarkc>, John C. Riuld, George Hos- 

 mer, Da\id E. Evans, Joseph Fellows, Jonathan Childs, Abraham M. Schermer- 

 hoi-n, Samuel Clark, the i-iglit reverend B. T. Onderdonk and the right reverend 

 William H. De Tjanccy. 



The University of the city of New- York was established in 1830, under the 

 care of the reverend J. M. Matthews, D.D. as its chancellor. The success and 

 usefuhiess of the institution were for several years impaired by internal contro- 

 versies which were not terminated until 1839, and by i)ccuniar3' embarrassments. 

 Doctor Matthews having resigned, Theodoi-e Frelinghuysen, L.T^.D. was appoint- 

 ed his successo]-, and yet remains chancellor of the institution. 



All these institutions have received liberal endowments from the state, and thev 

 educate annually about six hundred and fifty pupils. The colleges give instruc- 

 tion in moral, intellectual and political philosophy ; in the Hebrew, Greek, Latin 

 and modern languages and literature ; in natural and experimental jihilosophy 

 and chemistry ; in mathematics, analytical mechanics and physical astronomy ; in 

 law, civil polity and history, and political econom\-.* 



Clinton Academy in Suffolk county, and Erasmus Hall Academy in Kings 

 county, incorporated in 1787, were the first academical institutions established by 

 the regents of the university. Farmers' Hall Academy in Orange county, and 



" Complaints are often made that the standard of university education h.as hoen lowered since its introduction among 

 us; yet it cannot be admitted as in any sense true, that the amount of knowledge communicated is less now than at any 

 former period. On the contrary, the assiduity of both instructors and pupils, as well as the facility of instruction, have 

 been continually increased. The change which has taken place consists in a diminution of classical learning and of 

 mental science and logic, and, perhaps, of moral and poUtical science, and a substitution of more extensive instruction in 

 physical science and practical mathematics. This change has resulted from the operation of our social system. Colle- 

 giate education, instead of being reserved for the few, who, favored by fortune, might desire to jwosecute recondite and 

 classical studies during and after their course, and to enter at leisure upon the duties of active life, or refrain from them 

 altogether, is now attainable by persons in almost every class, and is sought not so much for the sake of knowledge itself, 

 as because it is among the means of preparation to enter the professional pursuits. Perhaps, therefore, our system of col- 

 legiate education produces proportionably a smaller number of finished scholars, while it secures to the country a larger 

 body of usefiU citizens. Nevertheless beneficent as the general flow of knowledge is, those who have the care of its foun- 

 tains deserve well of the country for every effort to preserve them full of pure learning. The labors of the Rev. Dr. Hale, 

 president of Geneva College, and his associates ; of the Reverend Dr. Alonzo Potter of Union College, and generally of 

 the faculty and trustees of Columbia College, in this respect, merit especial commendation. 



Intr. 2 



