er instruments, and the number of well-selected volumes in th already amounting to about 25,000, was steadily enlarged by appropriation from the Legislature.

But you may inquire of me, What were the characteristics o lege that gained for it such favor in the State? and what work form in the cause of higher education?

1. In several respects the College was very important to the S from its educational work-so far as that work relates to the me ing and the acquisition of knowledge. In the first place the inha the upper section of the State were of different origin, as immigr those on the seaboard. The latter being descendants of the first who had governed the whole province from Charleston, retaine preponderance even after the upper section of the State had in more than an equality with them in population. Hence there s between the sections considerable antagonism, and even animo though the causes of such a spirit were at length removed by: the State Constitution, still the spirit itself did not altogether f till the centrally-situated College had brought the youth of the tions into close association and friendship with each other. Furt the upper section had been deficient in educational advantages til lege diffused over it an enlightening and elevating influence. I ing else, at least in these respects, the design of founding the Co eminently successful. Education throughout the State and the ny of the whole community" were permanently promoted. A no State has had a population more unified, or political lead friendly with each other and more concordant in every great me fecting the public welfare.

Another point of importance to all the people was the influen College in improving the standard of schools and academies. scribed course of preparation for entrance into the College was t ard up to which the schools brought their pupils. The entrand nation was strict; and rejection was considered a disgrace not on applicant but to his instructor. The principals of schools and a sought the acquaintance of the professors, and were generally i pondence with them Hence resulted that great good to the peop ful schoolmasters.

One more point of importance we must notice-the influen College upon the formation of character. Within those walls man durst lie, or prevaricate, or deceive. If any one unembued v orable principles happened to stray into the fold, and was guilt particular, the faculty had no need to take the case under advi but the students themselves instantly turned the offender out of Playfulness, mischief, serious disorders were rampant at times; was so detested that the voir dire never failed as a disciplinary po trustees acknowledged and guarded the principle by defining in the occasions to which, in ordinary discipline, the Faculty shoul themselves in putting a student upon his word of honor. The hi ard of character among the young men themselves rendered over them most effectual whenever we felt that our duty requi

mention to them the word "gentleman." When a class had completed ts course, and commencement came,—the wisdom, the learning, and the beauty, too, of the State, assembled, with the Governor, the Judges, and he dignitaries of the Legislature, in their official robes-to witness the mpressive scene of a presentation, as it were, of a noble band of youths, rom the College to the State, as her future law-makers and rulers, and efenders of her honor and her rights.

We perceive now why the people favored the college. But is it not trange that in this country we are indisposed to "let good enough alone?'' The College was at its height of efficiency and usefulness, according to its neans and circumstances, when Denominational Colleges began to spring up in the State. The Methodists thought it advisable to have their own nstitution of learning, the Baptists theirs, the Lutherans and others heirs. The old error of the State in attempting to found four colleges ad been corrected in 1804, and all its favor and power concentrated upon ne to render it most efficient. The people now reversed the movement nd went back to the error again. Without building up a great College, hey weakened and crippled the one which might have been made great n its museum and collection of books, in the completeness of its astroomical and experimental appliances, and in the eminence of its teachers. The same process of depreciating old and strictly-modelled institutions is n progress over all our country-multiplying and popularizing Colleges of very grade, till the Baccalaureate title is no sure index of the attainments t ought to indicate.

2. To the question what has the college done in the cause of higher ducation—we must answer, not a great deal with respect to the country t large-but a great deal at home. It spread throughout the State an appreciation of literary and scientific attainments; and it has sent from its alls a host of noble men; teachers and Professors, preachers and Bishops, egislators, orators, lawyers, and Judges, governors, senators in congress, abinet officers and ministers to foreign courts. During its brief existence of two generations the College instructed at least 2950 young men, of these 752 completed their baccalaureate examination. It is worthy of notice hat a high estimate was placed upon qualifications for its honorary derees. From 1804 to 1862, besides bestowing the title D. D. upon a small umber of worthy recipients, that of LL. D. was given only to nine; and hese were such as JOSEPH HENRY, WM. H. TRESCOTT, Rev. Dr. BACHMAN, nd GESNER HARRISON. Indeed, the people of the State as well as their College have been so exacting as to reach almost the point of discouragement in their standard of excellence.

We have not been a book-producing people. The gentlemen of the State being occupied chiefly in agriculture and abounding in wealth, preerred the elegancies of social life and the acquirements by which it is dorned, rather than the exacting toil requisite for profound scholarship nd literary fame. As, however, many aspired to the honors of eloquence nd statesmanship, the college in response to such aspirations directed pecial attention to rhetoric and the study of the classics. Its excellence n these branches equalled—I may venture to say-that of any college in the country. Perchance to your ears may have come the names of a few

of our alumni-a LEGARé or PRESTON, MCDUFFIE OF THORNWELL, I MEMMINGER, MILES, or PETIGRU.-But the success of the Colle have intimated, has not been marked by famous instances of i pre-eminence, so much as by a wide-spread diffusion among all the people, of respectable proficiency in science and literature a measure of College work which of these results should we p must add with your indulgence, and even at the risk of appe partial-that notwithstanding South Carolina's neglect of litera tion and book-making, yet if the occasional productions of t have been connected with the College as teachers and students collected they would form a set of volumes which in erudition gance of composition might not fall very far behind in a compar a similar number of books produced under the influences of oth ican colleges.

In the last year of the College, i. e., in 1862, there were 8 P To convey to you a conception of the quality and extent of thei shall briefly mention the requirements for entrance (which we enforced) and the curriculum of the Junior and Senior years. F ing the Freshman class were required a knowledge of the Englis and Latin grammars, including Prosody; ancient and modern ge arithmetic, a large portion of algebra; all of Sallust, Virgil ( Bucolics, and 6 books of the Æneid), 8 orations of Cicero, Arnol Composition; Kuhner's Greek Exercises as far as Syntax, Jacob Reader, six books of the Iliad and six of the Anabasis. The exan for entrance were what are called written examinations. In th and Senior years were studied portions of Cicero, Lucan, Horace, and Terence; of Eschylus, Sophocles, Euripides, Pindar, Plato totle; Greek and Latin Composition (for the best original essays gold medals were awarded);-Trigonometry, Analytics, Calculus omy; a full course in Chemistry and Mechanical Philosophy; M Mental Philosophy, Sacred Literature and Evidences of Chri Criticism, Elocution, English Literature, Logic, Rhetoric, and Philosophy. For faithfulness and thoroughness in the scientific I need only mention that the lecturers were Prof. VENABLE, no University of Virginia, and Doctors JOHN and JOSEPH LE CONTE the University of California. A Board of Visitors from the State convened by appointment of the Trustees to consider, criticise, an upon the final examinations. The Trustees in turn made their re the Legislature.

The late war destroyed the college. In 1862 the Confederate called to arms the young men of sixteen years of age. The d which that call came-books were thrown aside-the halls desert students gone! The buildings were soon afterwards taken by t ernment for Hospital purposes. At the close of hostilities in '65, t Treasury was empty; and the college was changed to a University on a self-sustaining basis. This was done as a relief to the treasu as a means of affording partial courses of instruction to suit, at th the pressing needs of the youth of the State. With the same Law school and one of Modern languages were added, and a fuil

Department was incorporated with the University. The number of Proessors was increased to twelve; and ten separate schools were established on the plan of the University of Virginia. The State, as soon as it could, made liberal appropriations for the institution. A large body of young men sought the advantages offered,-many of them wounded, maimed, crippled,—but ardent to repair their loss of education occasioned by the mperious summons to military service. A noble work was before us; and in a few years much was accomplished. But the sudden extension of the franchise to the liberated Africans resulted in giving them in South Carolina a voting majority of 30,000 over the English-descended populaion. Under evil leadership, these ignorant new citizens have taken posession of all that belonged to the State, including the University. Three ears ago the old professors resigned or were summarily dismissed. Strangers were put in their places, and the University-still so called-supported by heavy taxation, has become a training-school for negro boys; most of whom, I am informed, are paid from the treasury $20 per month for their ttendance. (Reference is made to Acts of S. C. Legisl. 1875-6, p. 100.) I -uppress any utterance of my own, and merely say with LIvy's mildness —est plerumque fit, major pars meliorem vicit.

A few words more before I take my seat. There were in the old SouthCarolina College four valuable scholarships for poor young men; and hirty-two free-tuition scholarships were given by the State; and each of he two Literary Societies among the students, helped through college, by ecret contributions, some one of their members needing such help. All his has passed away. Many a Carolinian who used to help others, has ons of his own whom he cannot now afford to send to college. The few vords more which I desired to say are—to acknowledge in your presence he kindliness of an institution in Virginia (the Washington and Lee University), in offering the advantages of a scholarship to any youth recommended by the Columbia Academy, an excellent academy which he people there are striving to support for those practically shut out from he more spacious halls which their fathers built. And Union College, oo, in New York, which furnished our first President, in 1804, has generously offered to the young gentlemen of South Carolina, four scholarships. Benefactions so nobly and courteously tendered-even if, from various circumstances, they may not have been accepted-claim a grateful acknowledgement in the presence of this honorable assemblage of Presilents and Professors.

The essay was listened to with marked attention, and was briefly commented upon by Prof. E. T. TAPPAN, LL. D., of Ohio, and by other genlemen.

The Hon. H. A. M. HENDERSON, Superintendent of Public Instruction of Kentucky, then read a paper entitled

THE POLITICAL ECONOMY OF HIGHER AND TEC EDUCATION.

Cui bono? "Who will show us any good?" This is the questi wealth-coveting age. "Will it pay? is the challenging query pu enterprise inviting attention. The world no longer has a Drya wood, but a lumber-hunter; no longer a Naiad for the murmur a kle of the blue-eyed fountain or the rippling stream, but the hydr and the turbine wheel; no longer a Neptune, rising from the ye in a dolphin-drawn shell-chariot, but the copper-bottomed clipper the oak-ribbed and iron-braced steamer; no longer a Vulcan for and anvil, but the compound blow-pipe and the trip-hammer; n Mercury for a news-bearer, but the electric telegraph; no longe for the fields, but the buggy-plow and the machine reaper; Jupiter throned upon Olympian heights holding parliament with but a Wall-street broker parleying with the bulls and bears.

no

An impertinent foe once asked Iphicrates what he was, for he ha javelin, bow, nor armor. Pointing to his army panoplied for wa plied: "I am the man who commands these warriors.' There is rian spirit which interrogates the sage in like mood of contemp holds him without hammer, scales, saw, or plowshare, and ta asks, "What is he fit for ?" Crowned with judgment, girded with may he not rejoin, "I am the man who commands them all."

When Eschylus drew a portraiture of ideal greatness, which, w played in the theatre, turned, in admiring gaze, all eyes upon A as the model before the artist's mind, he pictured a field deeply and, therefore fertile in productions:

Reaping in the mind the produce of a deep furrow.

A close investigation will reveal that the world's wealth is the of deep culture, and that riches do not spring spontaneously fr ground.

It is a widespread opinion that original discovery is mostly the of accident, while the history of the world's progress clearly demo that ignorant men are not the representative discoverers and in Was it a butcher that discovered the circulation of the blood? No the reflecting anatomist, Harvey. Was it a strolling astrologer vealed the system of the universe? Nay, it was the philosophic cus-the scientific Newton. Look at the genealogy of great inventi discoveries, and you can trace the steps of development as of the stration of a theorem. Take, for example, the history of chlorine uses. Its great wealth-producing agency is manifest in the art of bl cotton. This art was no mushroom growth. In 1785, Berthollet noti a watery solution of chlorine, as the gas itself, could annihilate ve colors. To help him to this observation was the previous disco chlorine itself by SCHEELE in 1774. In 1786, in Paris, BERTHOLLET ex the process to WATT, who, on his return to Scotland, experimente the suggestion, and succeeded in bleaching 1,500 yards of linen. introduced by Prof. COPELAND to the attention of the Aberdeen ble and through the instrumentality of Dr. HENRY was adopted at Ma