the springs of national life in the school, in the college, in the counting-room, and in the legislative assembly?

As an educator, Dr. Wayland was practical, eminently practical; but not so pre-eminently so as to overlook the importance of improvement in means and methods. He was the first to call the attention of the public to the importance of improving and enlarging the course of study in our colleges. His

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Thoughts on the Present Collegiate System in the United States," were published in 1842.. It was received with the respect that was due to the author, but not with the attention that was due to the subject. During the twenty-five years that have passed since the publication of that volume, there has been much thoughtful discussion, and much loose talk upon the subject. But I am much in error if it is not by far the most thorough examination of the whole ground that has yet been made. He labored under the disadvantage of being just twenty-five years in advance of his generation, and his book was received with a coldness which, I doubt not, disappointed him. His efforts to realize in the college under his care the improvements which he had marked out, were not attended with all the success which he had hoped for. He had so carefully examined the subject himself, had given to it the best portion of his life, had viewed college

education not only within college walls, but in its bearings upon society at large; had studied it not only in America, but had gone to the universities of the Old World, from which our own are derived; it had, in short, become so familiar to his own mind, that he did not realize how far he had left his age behind him. But there is not now a college in New England that is not, according to its ability, adopting the substance, if not the form, of his policy. The great truth which he so clearly saw, is now beginning to produce visible results; viz., that, in this country, the colleges must make provision for something more than the three learned professions; that, if they are to retain their hold upon the public confidence, they must provide for all the great interests of society. The plan which he submitted to the corporation of Brown University for the enlargement of its course of study and re-organization, will yet be seen to be one of the fairest monuments to his ability and wisdom. The whole matter was to him not only a subject of anxiety, but, I had almost said, of agony. He shrunk from the step which he took, until he felt that longer delay would be cowardice. He bore with firmness the toils and the pains of a grand experiment, but did not live to see its triumpant success.

The labors of Dr. Wayland were mainly in what is termed the higher departments of teaching, but

his sympathies extended to every other department. He was a prominent member of the committee for re-organizing the public schools of Providence, and had large influence in giving them their present form of unsurpassed excellence. It was always with him a labor of love to aid by his presence or counsel, or even in a more substantial manner, the cause of public instruction. Under his direction, Brown University was, I believe, the first of American colleges to make distinct provision for the education of teachers by establishing a professorship of Didactics.

I have already termed Dr. Wayland the AMERICAN ARNOLD. I must justify the comparison.

In every aspect of their characters, there is a striking resemblance between the Head Master of Rugby and the President of Brown University; and but for the fact that both these men were living in the world at the same time, we might, in studying their personal and professional history, find an argument for the Pythagorean metempsychosis. The very contrasts that mark these men will be seen to result more from their surroundings than from any inherent difference. Place Francis Wayland in the English church, in English society, educate him at Winchester and Oxford, and establish him over an English grammar school, and you would have a Thomas Arnold in every essential feature. Put

Thomas Arnold in America, and educate him as a republican and a dissenter, and place him at the head of a New-England college, and you would have another Francis Wayland. The conservative radicalism, the liberal toryism, the orthodox heresies, the consistent contradictions, which marked these men, and made them the political, theological, and ecclesiastical Ishmaelites of their respective spheres, while all were ready to bow down in admiring wonder at the purity of their lives, the boldness of their aims, the strength of their intellects, and the splendor of their achievements, could have resulted only from a remarkable likeness of mental structure,

a likeness not fancied, but real; not forced, but which forces itself upon the notice of every one familiar with the lives of these lights of their generation. They were both clergymen, and they were both teachers; and both, as clergymen and teachers, waged earnest and successful war against the shortcomings of their ecclesiastical and educational connections. They were both politicians, not in the party, but in the Christian sense of the term. They were both philanthropists; and the fruits of their philanthropy were seen alike in their own neighborhoods and at their antipodes. They were both scholars; and the fruits of their scholarship were shown, not in pedantic displays of useless learning, but in the moral elevation of both England and

America; by the loftier and purer principles which they infused into society through their respective departments. They were both Christians; and, as Christians, exhibited the noblest types of manhood, and did much to free their churches from the dogmatism of the schools, and restore them to the simplicity of the early Christian faith and the devotion of the early Christian practice. They were both sectarians, in a good sense; but they loved the peculiarities of their sects just as the true soldier loves the flag of his regiment, but leaves it, without a pang, to sustain the flag of his country.

Born at the interval of less than a twelvemonth, and passing through their academic and professional curricula with similar success, they were called the same year to preside, as head master and president, over institutions whose condition in both cases required a master hand and a master mind. They both received their appointments as tributes to their personal and professional worth. Wayland had already startled all Christendom by his eloquent plea for a world lying in wickedness, and called the attention of American Christians, in words no less persuasive, to the duties which they owed to their country. Arnold was less known to fame, but was already at work, with his native ardor, upon his great problem of church and state his not as he ἡ πολιτική

termed it and had already published a volume of