was made to serve all the purposes of the Institution. About six years since a second was completed, which is wholly devoted to public rooms. To the Library and Apparatus, early attention was given. In 1837 a very valuable collection of Philological works was purchased in Europe by the Professor of Languages, together with many choice works in other departments. Some three years since a large addition was made to the Library, so that it now contains nearly 9,000 volumes; and for the purposes of a College, it is believed to be, in proportion to its size, fully equal to any in the country. The two Literary Societies have fine halls, handsomely furnished, and also excellent Libraries, containing together about 5,000 volumes. The Society of Inquiry has also a Library of from 800 to 1,000 volumes. The College has a Library Fund of between $4,000 and $5,000, the interest of which may be annually appropriated to the purchase of books. The Apparatus is not as extensive as would be desirable, but is for the most part of great excellence. The policy has been, in making purchases, to buy none but good instruments. The Cabinet is large and valuable. It embraces the extensive collections of S. P. Hildreth, M.D., which he has generously donated to the College, and to which a room is devoted. There has been comparatively little change among the permanent members of the Faculty. For the first twenty years, the average term of office of the Professors was ten years; and of the present Faculty, one has been connected with the College nearly eighteen years, and another over sixteen. It should be remarked, also, that nearly all the officers have been elected when young. The first three Professors came to their several chairs directly from the Theological Seminary, and the fourth was elected before he had been out of College two years. The College has been characterized by the permanence of the students as well as the officers. It might be expected that some, for various reasons, would leave before the completion of their course; but the number of such has been remarkably small. The per centum of loss during the four years' course, is only 22; in other words, for every hundred Freshmen, there have been 78 graduates. And, to a great extent, the Alumni have pursued the entire course here; but few have entered in advance. Of the present Senior Class, numbering fifteen, eleven entered at the beginning of the course. Rigid adherence to the established course of study has always been required. The number of students might have been considerably in oreased by the opposite course, for applications for admission are continually made by those who wish to make their own selection of studies. But though the catalogue might have been enlarged by receiving Eclectic students, the number of those completing the course would probably have been diminished. However this might have been, the Trustees and Faculty have no faith in the optional system, which allows the student to select for himself what studies he shall pursue. There is indeed, as before stated, an English course, established originally more specially for the benefit of Teachers, which embraces all the studies of the regular course, except the Classic languages. But this course is as rigid as the other. The student who enters it must take each branch in the order in which it is laid down. Two or three facts may be stated in regard to the practical workings of this department, which are commended to the careful consideration of those who would substitute the sciences and modern languages for the classics, as a means of intellectual culture. The Latin and Greek, in the regular course, employs the student, in the aggregate, a year and a half, leaving two and a half years for the branches which constitute the English course. As the latter occupies three years and the former four, the classical students are obliged to study in two and a half years what the others do in three. Yet the average of attainmentthere are exceptions-in the English branches, is decidedly higher among the members of the Classical department than among the others. Again, while those in the full course usually take hold of French and German with great avidity, it has often been found difficult to excite any interest in these studies on the part of those in the short course. And a portion of nearly every class petition to be excused from studying them. Once more. It has already been stated that, at this College, for every hundred that commence the Classical course, seventy-eight complete it; or, more than three out of four. By an examination of the catalogues, it appears that only one in sixteen has completed the short course. According to the experience of this Institution, if equal numberg commence the two courses, for each one that would finish the short English course, twelve would complete the longer classical one. The College has graduated nineteen classes, numbering 182; giving a yearly average of nearly ten. The following list embraces all the permanent officers from the beginning: Rev. Henry Smith, D.D., 1835-1855. Rev. Hiram Bingham, A.M., 1846—1849. List of Presidents. Rev. Joel H. Linsley, D.D., 1835-1846. Present Faculty. Rev. Israel W. Andrews, D.D., President, and Professor of Moral and Intellectual Philosophy. John Kendrick, A.M., Professor of the Latin and Greek Languages. Rev. Ebenezer B. Andrews, A.M., Professor of Geology, Mineralogy and Chemistry. Rev. Addison Ballard, A.M., Professor of Mathematics and Natural Philosophy, and Lee Lecturer on Astronomy. Rev. George M. Harrison, A.M., Principal of the Preparatory Department. Edward P. Walker, A.B., Tutor. The year is divided into three sessions, of sixteen, twelve and eleven weeks respectively. The vacations are nine, two, and two weeks; the long one coming after the annual Commencement, which is held on the Thursday preceding the Fourth of July. Board varies from $2 00 to $2 50 per week, though students may board themselves for a fraction of these prices. Charitable Fund. There is a Fund established to aid those having in view the Christian ministry, by which their tuition, room rent, etc., may be paid. It is hoped that arrangements may soon be made by which the tuition of all young men of merit may be paid, whose circumstances may require it. Prizes. There have been recently established four Prizes, yielding annually $70 each, which are given to those members in the several classes who sustain the best examination in the studies of the year. I. W. A. MARIETTA, Oct., 1856. COMMUNICATIONS. TEACHING A PROFESSION-CONFERRING DEGREES. Every man is expected to look to the interests of his own calling or profession. And, so far as the Teacher's work is of more magnitude and importance than any other, and more directly dependent for its success upon his position and standing in society, so far is it the duty of the Teacher, more than others, to think, speak and act with reference to the best interests of his calling. He must think, to understand those interests and determine in what manner he may best promote them; he must speak, that others may have the benefit of his conclusions; he must act, as a guaranty of his sincerity and for the encouragement of his example; nor is this all-he must write, to get the ear, the eye, the sympathy, the coöperation of his fellows. And herein is my only apology for appearing at this time before the readers of the Journal. Does Teaching rank as one of the learned professions? We speak not of the comparative merits of the Blackboard, Lancet and Bar, but of the relative positions assigned them by public judgment, as claimants for public favor and good will. While the Law, Medicine, and, I may add, Divinity, confer a gratuitous importance upon the membership of those professions, the Teacher not only has no such "draft at sight" upon public consideration, but must make for himself a credit, the poverty of his profession cannot bestow. True, some Teachers, yea, many, have gained high places, but seldom do we see one climbing high on the mount of celebrity, in virtue of his calling as a Teacher. His calling is to him what sand-bags are to the æronaut it is possible to rise with them, but much easier without them, and for the loftiest flights, they are left behind. Such a man is always creditor, never debtor, to his profession. We may set up a claim to public regard, and demand a degree of public consideration, but the claim is not acknowledged, and the demand not honored - or, if so, it is a favor to the individual, and not the acceptance of a bill of exchange on the class. This is wrong-manifestly, glaringly wrong. When we consider the magnitude, the importance, the nobility of the work, it seems fit and right that some importance, some consideration, should attach to the workmen. In other words, with a just public sentiment, the very name TEACHER should be a recommendation as valuable as his services, and as general as the sphere of his influence is extended. Yet wrong has its reason as well as right its justification, nor will we need cast about long to find a cause for the humble position the Teacher occupies on the world's roll of favorites. Majorities generally fix reputations; and if, of those claiming to be Teachers, the majority be quacks, is it strange that the calling should be, to say the least, in doubtful repute? Would it not rather be strange were it otherwise? Is the imputation here thrown out objectionable to the Teacher? It comes from one of your number, one who has carefully and honestly considered the subject, than whom no one loves his profession better, or has its interests nearer his heart. However objectionable, it is still true, clearly demonstrable, and, to him versed in our educational affairs, forcibly evident, that in our profession, charlatanry preponderates. But here let me explain. By the Quack Teacher, I mean not the humble Instructor in the log cabin school-house, for such are often our most faithful and successful Instructors. Nor do I mean the man of "few advantages," for a College diploma is no better evidence of a good Teacher than of a good Lawyer. But I mean the mechanic, farmer, artist, loafer, rambler, or any other, who, without any knowledge of teaching, either theoretical or experimental, "takes a school" in answer to the call of present necessities, and feels no interest but in his per diem allowance. It is the very general admission of such persons into our school-houses, that creates in the public mind a false estimate of the extent and dignity of the science of Instruction. Here, then, is an account for the commonly received opinion, that there is no science and but little art in the calling, and, as a sequence of this, the judgment that those engaged in such a calling cannot be men of much moment or worth. However modest the Teacher in his |