INTRODUCTION. 
9 
cer, Abraham Dox, Francis Dwight, Bowen Whiting, David Hudson, Thomas D. 
Burrill, James Carter, Elijah Miller, Jesse Clarke, John C. Rudd, George Hos- 
mer, David E. Evans, Joseph Fellows, Jonathan Childs, Abraham M. Schermer- 
horn, Samuel Clark, the right reverend B. T. Onderdonk and the right reverend 
William H. De Lancey. 
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 
usefulness of the institution were for several years impaired by internal contro¬ 
versies which were not terminated until 1839, and by pecuniary embarrassments. 
Doctor Matthews having resigned, Theodore Frelinghuysen, L.L.D. was appoint¬ 
ed his successor, and yet remains chancellor of the institution. 
All these institutions have received liberal endowments from the state, and they 
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 philosophy 
and chemistry; in mathematics, analytical mechanics and physical astronomy ; in 
law, civil polity and history, and political economy.* 
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 has been 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 political 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 prosecute 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 useful 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 
