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than to complete these Latin authors and the New Testament. I do not think that even Homer was studied except by the candidates for the Berkelian scholarship, until the earliest years of the present century, when the late Professor Kingsley and Professor Moses Stuart, being tutors, used it in their classes. * * * * Latin, at the first, was both spoken and written with ease, and the daily practice in disputation and even in conversation was such that the students would put to shame in this respect those of the present day. But I fear that correctness of style was not reached, much less was elegance. Even Mr. Smith's " Latin and Greek Schools " were many years in advance of all this; but when to these his Philosophy Schools were added we find the College and Academy of Philadelphia a half century in the advance of imparting a thoroughly liberal education to the increasing American generations. As Yale grew out of Harvard, it followed that the curriculum was on the same pattern as the latter. New England did not require another College, but church government and alleged differences in orthodoxy were the reasons for the former's existence as early as 1647 > u Dut a decade after the origin of Harvard, the people of New Haven "undertook the enterprise of establishing a College in that colony but postponed it in deference to the interests of Cambridge." However in 1700 the matter was consummated, and Abraham Pierson, a graduate of Harvard of 1668, became the first Rector of the Saybrook Academy which in a few years, when removed to New Haven, was entitled Yale College in honor of Governor Yale, its illustrious benefactor. Mr. Palfrey, writing of Harvard College, tells us: The course of study, adopted from the contemporaneous practice of the English Universities, consisted of Latin and Greek (in which some proficiency was required for admission); of logic, arithmetic, geometry, and physics; and of Hebrew, Chaldee Syriac, and Divinity, the forming of a learned ministry being a main object of the institution. [Under the Rev. Henry Dunster, the second president], the College soon acquired so high a reputation, that in several instances youth of opulent families in the parent country were sent over to receive their education in New England. 12 11 Duyckinck, i. 85. 12 Palfrey's History of New England, ii. 48, 49.