The Rectorship-Its Literature.

The office of Rector, the direct representative of the student's interest in the administration of University affairs, is now peculiar to Scotland, although an officer similarly elected belonged to the old Continental Universities, as the arbiter in quarrels between students, and between professors and students, such matters belonged to the Rector's Court, and any severe sentence, such as rustication and expulsion, could be pronounced only by the Rector. It became incorporated into the organization of Glasgow because in the Bull of Pope Nicholas V. constituting a general study, the new institution was clothed with all the rights and privileges belonging to the University of Bologna. In the same way, and at an earlier date, the University of St. Andrews was modeled after those of Paris and Bologna, and the Rector was chosen by the four procurators who represented the four nations into which the students were divided according to the districts from which they came. Edinburgh did not possess a Rector in 1858.

The office has been filled from time to time by the most eminent men in Great Britain, and the occasion of the inauguration has been improved by the utterance of noble sentiments fitly expressed, and through the press, addressed to the ingenuous youth of the whole kingdom.

The biographer (Dr. Beattie) of Thomas Campbell has devoted a chapter to the poet's Rectorship of the University of Glasgow from 1826 to 1829, some extracts from which will throw light on the functions of this office, to which the Scotch students are much attached. The poet regards his election, over Mr. Canning, the popular Tory orator and statesman, and Sir Thomas Brisbane, after a heated canvass, by the unanimous vote of the four nations, 'as the crowning glory of his life.'

The majority of the professors having agreed to support Mr. Canning, one of the rival candidates, employed all their influence to secure his election. The 'Nations,' however, mustered very strong in support of Campbell; he was extolled as the beau-ideal of a patriot, a poet, a British classic-above all, as one of themselves-a son of the same Alma Mater; the only man living who could fill the office with dignity, and restore the 'invaded rights' of his constituents! It is amusing, at this day, to peruse the clever and often caustic arguments by which his claims were vindicated against all comers.' The enthusiasm called forth on the occasion was shared by most of the young talent in the University; and, though tinctured with much amiable extravagance, the speeches, in praise, or in defense of Campbell, were often eloquent, and in every instance triumphant. Every hour the tide flowed more strongly in his favor; every meeting brought new volunteers to his standard-'hoisting counter placards, and shouting their Io-pœans over the College Green.' One of the ardent leaders, when called upon to record his vote, threw himself into a theatrical attitude, and, at the top of his voice, thundered out 'Campbell His example was followed by nearly the whole body; and 'this show of hearts,' as the Rector observed, 'made his election a flattering distinction—a sunburst in his experience of life --for he loved the College of Glasgow, as the home and birthplace of intellect.' The Rector was inaugurated in April, 1827. In a letter dated the 13th, the new Rector writes:

I delivered my inaugural speech yesterday with complete success; the enthusiasm was immense. I dined afterward with the professors, in the Faculty, with a party of forty strangers, invited on my account.

...

I find the Rectorship will be no sinecure. I have sat four hours examining accounts, and hearing explanations from the Faculty, with Sir John Connel, the Dean of Faculty, my co-examiner and visitor, to whom the professors are anxious to render their accounts.... T. C.

In the published Reminiscences of a Student, there is the following notice :

I was a student then, and like others, was charmed with his Inaugural Address. We have had the most distinguished men of the day successively elected to the office of Rector; Sir Robert Peel, Lord Stanley, Lord Brougham, Lord Jeffrey, Sir James Mackintosh, and many more celebrated in oratory, science, and general literature. I have heard all their addresses; but none of them came up to that of Thomas Campbell. Perhaps we were disposed to be enthusiastic, knowing that he was an old gownsman of our own; but, whatever the predisposition might have been, the streams of eloquence issued from him and carried us onward in admiration and applause until poetry itself poured on us like a whelming flood: a flood that carried the soul captive in its resistless power. To say we applauded, is to say nothing. We evinced every symptom of respect and admiration from the loftiest tribute, even our tears-drawn forth by his eloquent recollections of olden times-down to escorting him with boisterous noise along the public streets.

The 'Rector Magnificus,' under date of April 25, writes:

The professors have received me with great politeness, the students with enthusiasm. The principal did me the honor of preaching before me yesterday, as Lord Rector, in the Common Hall, where I attended morning and evening; and I am now making the circuit of hearing the professors lecture in their different classes. I am to stop till the 1st of May, when the principal has requested me to make the valedictory address, which he usually delivers to the students at the breaking up of the session. Meanwhile, I attend the Faculty Hall daily, and, with several of the professors, go through an inspection of their books and records; and take notes, in order to qualify myself for knowing how far the rights of the students are respected, and the vast funds of the college properly applied. There is great openness in the conduct of the professors, and a willingness to be examined on all points, that augurs well for them. They have even expressed their thanks to me for not running away, like the most of Rectors, leaving their duties unfulfilled, and the professors to be calumniated by the suspicions of the students.

On the 21st of May, Campbell was again in London, and busily engaged in his two-fold duties of Rector and editor. The first of his series of 'Letters to the Students of Glasgow,' was now sent to the press, and published for gratuitous distribution among his young constituents. These letters, on the epochs of literature, appeared, though not at regular intervals, in 'The New Monthly:' and confirmed the high impressions which he had left behind him, of taste, eloquence, and classic erudition. His welcome from the late scene of his labors in Scotland, was very emphatically expressed by his friends in London, whose kindness and hospitality were redoubled on his return to Seymour street. But the grand object on which he had set his mind, and to which, to a certain extent, he had pledged himself, was to investigate their rights, and secure certain advantages to the students of Glasgow, of which, it was alledged, they had been, hitherto, unjustly deprived.

July 17th, 1827.-A gold medal will be given for the best composition in English verse, that shall be executed by any student in the University of Glasgow, before the 20th of January, 1828. The invited competitors are all students who may attend during the ensuing session. The subject and the length of the

composition are left entirely to the choice of the candidates. Each candidate will affix two mottos to his production, but is not to announce his name, in any other way than in a sealed letter, accompanying the poem. Both are to be transmitted to the principal of the college. A silver medal will be given for the second best composition, if executed by any student in the gowned classes.

Oct. 31.... The Royal Commissioners and the Professors, entre nous, have had a considerable difference; and the former have referred the point in dispute to the Dean of Faculty and myself, as Rector. The professors, or part of them, at least, wished to avoid this point being arbitrated, and to leave the issue to the Court of Session. . . . They therefore proposed replying to the Commissioners that the point could not be so settled, because the Lord Rector was going back to London, and the Dean of Faculty was out of town. I went immediately to the Faculty, and told them that I should not go to London, as I intended, if I could be of any service in arbitrating the matter in question; and that they must find the Dean of Faculty to meet me. I shall thus save myself from all appearance of showing disrespect to the Royal Commissioners.... At this crisis, it is of great moment, that, as the friend and advocate of the student, I should conciliate the Commissioners. After all, I fear my poor boys will get but scrimp justice from the royal visitants.

Nov. 14.-The whole students have waited upon me in a body, to announce my re-election without one dissentient voice. They drew up, to the number of fourteen hundred, under Mr. Gray's windows, followed by crowds of the townspeople. I harangued them from the drawing-room window. It would have cheered you to hear the expressions of their enthusiasm.

Dec. 22.-I have received your kind letter, together with the Students' Petition and its eight hundred signatures. I will deliver the letter to Lord Aberdeen, the moment he is come to town. I need not say what pleasure it gives me to see it so ably drawn up, and to look back on the manly conduct of my constituents at their public meeting. I think the committee was right in not risking the possible evils of delay by waiting for additional signatures. The very reluctance of a timid minority to sign the appeal, is a powerful though indirect argument in proof of the influence of the professors, and the absence of those gentlemen may thus contribute to our success. . . . I am neither pleased, nor surprised, at what you tell me of the Faculty refusing you a copy of the records respecting the rights of rectorship; but you may assure my constituents that copies shall be procured for you of every paper that is just and necessary for the students to peruse.

May 8, 1828.-I trust before my rectorship is out, to distinguish it by a real benefit to the University-that is, to get all the new publications for the college library, copies of which the law awards to it, but which the booksellers contrive to keep back. The trade, I believe, owes us thousands of volumes for which they have charged the poor authors, but never accounted to us. I have also hopes of getting the Faculty to cooperate with me in the scheme of endowing college tutorships; and thus uniting the advantages both of the English and Scotch University systems.

The students resolved to give permanent éclat to the rectorship of Campbell, by electing him for the third time. Of this honor, the highest that could be conferred, no instance has occurred for a century; and in reply to the committee, Campbell thus expressed himself:

In the character of your friend, Students of Glasgow, I desire only to prove to you my friendship; and therefore, if I can be of any use to you, I will come to you in any capacity in which you choose to invite me, as you Rector, or as your simple adviser.

I always thought from the beginning of this great crisis-the Visitation-that until its end, there can be nothing more important for the students of Glasgow, than to have a Rector animated with a devoted and determined spirit in their

cause.

We shall give elsewhere specimens of this Rectorship literature.

BELL CHAIR OF EDUCATION* PROF. S. S. LAURIE.
(Programme of Lectures and Instruction for 1877-8.)

I. Theory, or Philosophy of Education.

End and Idea of Education. Physiology and Psychology of Man, with special reference to Education. The Processes of Intellectual Growth. The Process of Moral and Religious, or Ethical, Growth. The Formal and the Real in Education. Auxiliaries of the Growth of Mind.

The Educative Process from the Ethical point of view. Analysis of the Educative process from the Ethical point of view into four steps.

II. Method and Art of Education.

First Section of the Educative Process-KNOWLEDGE.-Materials of Education. Method of acquisition in its principles Method in relation to Discipline of Intelligence. Method in relation to periods of Mental Evolution.

PARTICULAR METHODOLOGY; or the application of Method to the teaching of Elementary Science, Language, Arithmetic, Geography, History, Grammar, Literature,. &c., &c. Religion under this section.

Second Section of the Educative Process-GOODNESS-Instruction in Goodness. Training to Goodness. Religion in this connection.

Third Section of the Educative Process-OBEDIENCE TO AUTHORITY.—Instruction in Obedience; Training to Obedience; Motives to Obedience; Moral or Attractive Motives; Legal or Coercive Motives; Punishments. Religion in this connection.

Fourth Section of the Educative Process.-EXERTION OF WILL; Difficulties in the way of Right-Willing; Relation of Right-Willing to Motives; Training to Right-Willing. Religion in this connection.

Music: Drawing: and the Esthetic in Education.

Organization of Schools.

Kindergarten Schools; Infant Schools; Primary Schools; Secondary Schools; University Schools.

Class-manipulation and subsidiary expedients in teaching.
School-Books, Apparatus, Buildings, &c.

III. History of Education, or Comparative Education.

1. Education in China. 2. Education of the Hindu Races. 3. The Education of the Ancient Persians. 4. A brief Sketch of Education among the Semitic Races of the Mesopotamian Basin and among the ancient Egyptians. 5. Education among the Hellenic Races. The educational views of Plato and Aristotle. 6. Education among the Romans. 7. Analysis and exposition of the Institutions of Quintilian. 8. Survey of the History of Education from Constantine to the time of the Reformation. 9. Erasmus and Colet. 10. Luther, Melancthon, and John Sturm. 11. Roger Ascham: Exposition of 'The Scholemaster.' 12. Analysis of Ratichius. 13. of Comenius; Exposition of the Didactica Magna. Realism and Utility as opposed to Humanism and Culture. 14. Milton's Educa tional views. 15. Analysis and exposition of John Locke's 'Thoughts on Education.' 16. Rousseau, Basedow, and Campe. 17. Dr. Andrew Bell and Joseph Lancaster. 18. Analysis and exposition of Pestalozzi. 19. Jacotot. 20. Fröbel. 21. Jean Paul Richter. 22. Diesterweg. 23. Dr. Arnold. 24. Herbert Spencer and contemporary Realism. 25. Sketch of History of Education in Scotland, and its present condition and prospects. 26. Organization and aims of Educa tion in Germany, and a Sketch of the present state of Education in England, France, and the United States.

N.B. Four Lectures weekly on Theory and Methodology, till the Christmas holidays. Thereafter two of the four Lectures will be devoted to History. Arrangements will be made for the Visitation of Schools. Three written Examinations will be held during the Session, and Essays on practical questions called for.

*This Chair was founded in 1876 by the Trustees of Dr. Bell, to further the advancement of the Science and Art of Education in Scotland, by the better professional training of teachers.

The admirable Inaugural Discourse of Prof. Laurie in 1876, will be found in Barnard's American Journal of Education, Vol. XXVII., p. 193–219.

Bell Chair of Education, 1876.-Prof. J. M. D. Meiklejohn.

The Chair of Education was founded in 1876, by the Trustees of Dr. Bellthe Earl of Leven and Melville, Viscount Kirkcaldy, and Mr. John Cook, W.S., Edinburgh. It contemplates the instruction and training of Teachers in the Science and Art of Teaching; and the subject is divided into Three Parts:

I. THE THEORY.-This includes an inquiry into the Psychology of the growing mind-a collection of the knowledge we have of that from observation-an attempt to estimate the mode, rate, and kind of growth by experiment; and an inquiry into the relation of various kinds of knowledge to the mind, and the influence of certain thoughts, emotions, and sets of circumstances upon the character. The growth of the power of the senses, the memory, the understanding, the reason, the will, the imagination, the social emotions-have to be examined. The relation of the religious, moral, and intellectual sides of human nature to each other has to be shown; and the end of all processes which go by the name of Education clearly perceived. The best means toward the various minor ends --such as, the building up of a sound understanding, the formation of a just habit of action in the soul, etc, etc.-are to be inquired into and discussed. The forms of school-life, and the relation of school-life to the ordinary public life of this country, will also be examined. Under this head, too, fall to be discussed the theories and writings of the best thinkers upon education.

II. THE HISTORY.-This includes the history of the notions regarding educa tion and the processes employed in producing it followed by all nations that are called civilized-that is, who have endeavored to found forms of society favora ble to the growth of what is best in man. It therefore takes notice of the chief educational ideas of the East, of Greece and Rome, of the Jews, of Early, Medieval, and Reformed Christianity, of the Jesuits, and of the great men who have practiced, or thought and written on, education. It collects also the best and most inspiring statements of such men as Bacon, Selden, Milton, Locke, Jean Paul, Goethe, Herbert Spencer, and others. It discusses and compares the educational ideas and processes of such men as Comenius, Pestalozzi, Ratich, Jacotot, Diesterweg, Fröbel, &c.; and it also examines and weighs the educational aims, beliefs, habits, and processes of the national systems which exist in Germany, France, England, and other countries.

III. THE PRACTICE.-This includes an examination of all the processes at present going on in the schools of the country-the relation of these processes to the growth of the mind, and their value considered as means to ends. It therefore discusses the teaching of languages-how they may best be taught, what are the mental habits to be created, what are the difficulties, either inher ent in the language or adherent to the circumstances under which it is taught, which beset the road of the teacher, and how he may reduce these difficulties to a minimum. The difference between our aims in teaching classical and mod. ern languages, and the consequent difference in the means, is also discussed. The best methods of teaching science, especially the sciences of observation, and the necessary conditions under which these must be taught, are also examined. The methods by which, and the conditions under which, a love of literature may be produced in the mind, is one of the subjects of prelection. Courses of lectures are also to be given on the more usual school subjects-such as History, Geography, Grammar, English Composition, &c. The engineering of each of these subjects-so that the pupil may go from the simpler and more striking parts of each subject to the more complex and intricately connected parts-is fully examined in relation to its principles; and the ground and nature of the obstacles are surveyed. What parts of a subject are fitted for what age; what are the tentacula by which the growing mind lays hold of each part; what and how much ought to be done by the teacher; what and how much must be done by the pupil; at what point mental action becomes independent and self-efficient; what powers of the mind are called into exercise by what subjects and by what parts of a subject. These are some of the questions which occupy the time of the Chair. The characteristics of the best books on each subject are also set forth and valued. The mental outfit of a Teacher, his aims, his practical ends, and the means to these; his difficulties, his rewards; the nature and limitations, of his profession, its advantages,-all these are to be lectured on by the Professor.