BE OPEN TO BOTH SEXES? 269 feature of our work. It has been a blessing in the past, we expect good from it in the future." Many instructors, who have taught young men and young women in the same classes, affirm that the intellectual and moral effects of the presence of each sex upon the other in the class-room, have been in a high degree salutary. The concurrent testimony of the college officers who have tried the experiment of educating the sexes together, in circumstances strongly resembling those of our eastern colleges, even though different in some particulars, may certainly lead us to consider thoughtfully whether those of us who have not tried the plan, are right in condemning it without a trial. But if it be conceded that the doors of our colleges should be opened to young women, the trustees of any particular college must have regard to the state of public opinion among its constituency, in determining when and how to make the innovation on old usage. Until public sentiment is ripe for the change, young men may be turned from the college by the admission of young women. They may with a certain contempt look upon the institution as merely "a girls' school or academy," and so inferior to other colleges. In most parts of New England, probably the patrons of colleges are not yet quite yeady for the change. But is not the proposition to try it gaining favor every year? In more than one college corporation, and in many a college faculty, the subject is receiving increasing attention. It is improbable that the experience of the colleges which in other parts of the country are admitting both sexes into their classes, and the thorough discussion which the question before us must undergo, will soon bring some of our New England colleges to receive the young women who are desirous of a more generous and thorough culture than is now within their reach? — Congregationalist. If Sunday had not been observed as a day of rest during the last three centuries, I have not the smallest doubt that we should have been at this moment a poorer and less civilized people than we are. -Lord Macaulay. JUBILEE OF AMHERST COLLEGE. BY REV. HENRY C. GRAVES. Amherst College, at its Commencement in July, celebrated her fiftieth anniversary. The work she has already done, and the position to which she has attained among the educational forces of New England are worthy of review. No lovelier spot in all Massachusetts could have been found as the site of the institution than the one chosen by the founders of the College. Professor Park in his felicitous speech before the Alumni, said: "I can recall to mind thirty-six years ago this summer, when I stood upon the tower of the Chapel with Mr. George Bancroft and Miss Harriet Martineau. She looked upon the delicate curvature of the mountains, and on the valley, through which flows the river, at its own sweet will, and her remark was, 'This is a school of the fine arts.' Professor Bela B. Edwards said, what many another student of Amherst may say as well, that he learned from the enchanting scenery, which surrounds the College, the principles of æsthetic culture. In the fifty years gone, no very long period in which to make a College history, more than fifteen hundred men have been graduated from the institution; seven hundred and more of these have become clergymen, and two hundred at least teachers. Rev. Dr. Moore, in 1821, resigned the presidency of Williams College, to take charge of the new enterprise. His death, two years afterwards, made a vacancy, which was soon filled by the election of Rev. Dr. Humphrey, who remained president for twenty-two years. Rev. Dr. Hitchcock succeeded Dr. Humphrey, and continued in office nine years. Upon his resignation, Rev. Dr. Stearns was chosen and now remains president. The College has been fortunate in the men who have been members of the Faculty. Professor Snell, its first student, is now its oldest instructor. It is necessary only to mention the names of Abbott, Fiske, Tyler, King, Worcester, Fowler, Shepard, Park, Hackett, Edwards, Henshaw and Walker, who have occupied various chairs of instruction. It was no extravagancy in Governor Bullock to use these words :-"I doubt if any other of the American Colleges in its first fifty years, has educated so many men, or contributed so JUBILEE OF AMHERST COLLEGE. 271 largely to the culture and manliness of the people, to the grace and defence of the State." It has its own long list of professors and tutors to show who of its sons belong to the profession of the teacher, and to this its catalogue adds many other names, of which we recall those of Pratt, of Heightstown, N. J., Howland, of Chicago, Williston and Bradbury, of Cambridge, who contribute to the resources of all teachers, by their distinguished ability, and by their published works. Indeed, men in all the professions and noble callings of life, and in all parts of the world may be found who honor Amherst College. From the smallest beginnnings the College is rapidly growing to most ample proportions. Professor Snell remembers the first load of Pelham granite brought to the grounds, and he now lives to see twelve noble buildings standing on their granite foundations. The first dollar, the first book, and the first piece of apparatus are easily called to mind by living men; now endowments reach half a million dollars, the library numbers thirty-five thousand volumes, and apparatus for mathematical and physical science, cabinets of natural history, aids to classical study and physical culture, are vast in extent, and inestimable in value. Scholarships are abundant for the needy; prizes in every department stimulate to excellence and proficiency. The resources possessed and the facilities afforded for solid learning and broad culture, are beyond most institutions in our land. To her professors the College is largely indebted for her fine cabinets and numerous aids to knowledge in the various departments; to her generous patrons she has not looked in vain when endowments are needed. As a sort of birthday gift, the sum of $50,000 is pledged by the fifty classes of the Alumni. Her distinguished benefactor, Hon. Samuel Williston, gives $50,000 more, making the amount of one hundred thousand dollars for a semi-centennial donation. A change of name from Amherst to Williston College has been proposed, to which Mr. Williston, however, will not consent while he lives. The College has been no less a school of piety than of sound learning, during all its history; its moral standard is high; its religious influence positive and direct.. Young men should be better as well as wiser who share the privileges and pursue the course of study furnished by Amherst College. QUESTIONS FOR WRITTEN EXAMINATIONS. [Communications for this Department may be addressed to A. J. MANCHESTER, Providence, R. I.] Questions used at the Examination of Candidates for Admission to the High School, Providence, R. I., June, 1871. 3. What are fractions; and how do common fractions differ from decimals? 2. If 7-9ths of a yard of cloth be worth 7-8ths of a dollar, what is the value of 16 yards? 3. A merchant bought a quantity of molasses and lost 1-4th of it by leakage; he sold the remainder at 20 per cent. advance on its cost; what per cent. did he lose by the investment? 4. A merchant bought goods for $5,000 cash, and sold them the same day at 10 per cent. advance for cash; he then invested the proceeds in goods which he sold at a loss of 10 per cent. Did he gain or lose, and how much? 5. An agent received $10,000 to purchase cotton; how many lbs. can he purchase at 22 cts. a lb., after deducting 3-4ths of one per cent. commission? 6. A grocer buys a sack of Java coffee containing 150 lbs., at 34 cts. a lb.; he pays 1 cts. a lb. for roasting it, and there is a loss in weight in roasting of 3-4ths of an oz. in each lb. At what price must he sell it when roasted to gain 15 per cent? 7. A man bought a horse for $250, and sold it for 10 per cent. more than he paid for it, but 15 per cent. less than he asked for it; what did he ask for it? 8. What must be the asking price for goods that cost $100 that the seller may fall 10 per cent. and then gain 15 per cent. 9. A's money is to B's as 5 to 7; but after A has spent $25, and B $60, A's money is to B's as 5 to 6; what had each at first? 10. For what sum must a note payable in 90 days be written that when discounted at a bank $500 may be received? MENTAL ARITHMETIC. 1. A trader buys sugar at 10 cents a lb.; at what price per lb. must he sell it to gain 20 per cent.? 2. A grocer sells sugar at 8 cents a lb., which is 12 per cent. more than it cost; what did the sugar cost a lb. ? 3. If three fourths of the sum received for goods is gain; what is the gain per cent.? 4. If 12 per cent. is fained in selling flour at $10 a barrel, what did the flour cost a barrel? 5. The diagonal of a square field is 20 rods; what is the area of the field? 6. When gold is sold at a premium of 10 per cent., how much can be bought for $50 in currency? 7. A man spent 1-5th of his money and lost 1-4th of the remainder; he then gave away 1-3d of what he had left, and found that he had $64 remaining; how much had he at first? 8. If a merchant gains 10 per cent. on the sale of 30 per cent. of his goods, and loses 8 per cent. on 20 per cent. of his goods, how must he sell the remainder to gain 15 per cent. on the whole? 9. If goods are bought at 3-4ths of their value, and sold for 10 per cent. more than their value, what is the gain per cent? 10. A man being asked the hour, said that 1-3d of the time to midnight was equal to 5-6ths of the time to noon; what was the hour? 1. Draw a map of Michigan. 2. Draw the St. Lawrence River. GEOGRAPHY. 3. Draw the Mississippi River and its branches. Locate Minneapolis, St. Paul, Rock Island, Dubuque, St. Louis, Memphis, Vicksburgh, Natches, Baton Rouge and New Orleans. 4. Draw a map of France with its principal rivers and cities. 5. Describe a route of a steamer from St. Petersburg to Marseilles. 6. Name the principal exports of South America. 7. What rivers flow into the Black Sea? What flow into the Baltic Sea ? 8. Locate Brussels, Copenhagen, Madrid, Vienna and Lisbon. 9. Name the principal exports of Northern Africa. 10. Name the most important islands in Oceanica and their principal productions. SPELLING. Lettuce, mortise nuisance, neuter, tortoise, mullein, murrain, zephyr, circuit, surfeit, edible, schedule, salvable, irascible, collectible, deleble, indelible, raspberry, oxygen, pyrotechnic, malleable, infallible, supplicate, suppletory, supplement, archetype, chrysalis, rehearse, imburse, tranquillity. Humility, empiric, polygamy, symptom, gherkin, machinate, saccharine, epiphany, spermaceti, worsted, orrery, obsequies, metonymy, javelin, irrigate, inoculate, idiosyncrasy, alpaca, apocrypha. Punctuate the following sentences: 1. He being dead yet speaketh GRAMMAR. 2. Morning is the best time to study my beloved children 3. The sun having arisen we departed on our journey 4. I rise Mr President to a point of order 5. Some writers divide the history of the world into four ages the golden age the silver age the bronze age and the iron age 6. Of all our senses the sight is the most perfect 7. Stones grow vegetables grow and live animals grow live and feel Punctuate the following sentences, and make the necessary corrections in regard to capitals: 8. the scots at break of day entered the castle 9. the man when he saw this departed 10. he saith unto him feed my sheep Make the necessary corrections in the following sentences: 1. Every one of the witnesses testify to the same thing. 2. Either James or William have to stay at home, George learned him music. 3. He laid down to take a nap. 4. He was much affected by the news. 5. He labored hard but affected nothing. Four month's interest are due on the bonds. 6. Neither thou nor I art to blame. Purse the words in italics in the following extract: "Now came still evening on, and twilight-gray Had in her sober livery all things clad; Analyze the following sentences, and parse the words in italics. 9. There is no doubt of his being a great scholar. 10. It is a disgrace to be the author of such a report. |