Princeton Theological Seminary - Yearbook (Princeton, NJ)

Text from Pages 1 - 33 of the 1869 volume:

THEOLOUGICAL SEMINARY. 3 BOARD OF DIRECTORS. 1...l,..i....- GARDINER SPRING, D.D., LL.D., NEW YORK. WILLIAM D. SNODGRASS, D.D., GOSHEN, N. Y MOSES ALLEN, ESQ., NEW YORK. HENRY A. BOARDMAN, D.D., PHILADELPHIA. GEORGE W. MUSGRAVE, D.D.,LL.D.,PH1LADEL PHIA, PA. JOSEPH MOELROY, D.D., NEW YORK. JOHN O. BAOKUS, D.D., BALTIMORE, MD. XPHINEAS D. GURLEY, D.D., WASHINGTON CITY XMATTHEW NEWKIRK, ESQ., PHILADELPHIA. ROBERT GARTER, f-A -W YORK THOMAS U. S A 'i Yom JOHN MAO ,Q RLNCETON, N. J. N. L. RICE, -I GEORGE SI' PHILADELPHIA. JOSEPH H. EMD' A - TT: - -A. A O L LN, 1wC:'C'f f 1'-'-,fn ' ' ff f ' HW, A M 1 ,, Jul b -fl' .A 1 WILLIAM R. ALBANY, N. Y. WILLIAM O. PA. J. EDSONE,RO . . fI5LL,, .' ROOKLYN, N. Y. Dec a ed. Q I I I GS 4 THEOLOGICAL SEMINARY. JOHN THOMPSON, D.D., NEW YORK. E. R. ORAVEN, D.D., NEWARK, N. J. WILLIAM E. SOHENIOK, D.D., PHILADELPHIXA E. E. FULLER, ESQ., TREMQN, N. J. HENRY DAY, ESQ., NEW YORK. JAMES DONELSON, ESQ., NEW YFORK. WM. M. PAXTON, D.D., NEW -YORK. ROBERT DAVIDSON, D.D., IIUNTINQTON, L. I D. L. OOLLIER, ESQ., PHILADELP1-IIA. JOHN HALL., D.D., NEW YORK. ROBERT HAMILL, D.D., BOALSBURG, PA. ' -----o-o--- OFFICERS CII? 'TIEEIE BOARD. REV. DR. OATTELL. CS' THEOLOGICAJL SEMINARY. 5 BOARD OF TRUSTEES. .....:..9 JAMES LENOX, ESO., NRW YORK. HENRY W. GREEN, LL.D., TRENTON, N. J. STEPHEN OOLWVELL, ESQ., PHILADELPHIA. REUIBEN VAN PELT, ESQ., ELIZABETH, N. J. ROBERT L. STUART, ESQ., NEW YORK. JOHN E. HAGEMAN, ESQ., PRINCETON, N. J. JOHN O. GREEN, ESQ., NEW -YORK. JAMES M. MAODONALD, D.D., PRINCETON, N. J. SAMUEL H. PENNINGTON, M.D., NEWARK, N. J. DANIEL PRICE, ESQ., NEWARK, N. J. JOHN HALL, D.D., TRENTON, N. J. LYMAN H. ATVVATER,8 D.D., IJRIRORROR, N. J. GEORGE HALE D f'A31'RRRR'U OROK N J ', , , . . SAMUEL N. J EDWARD -TRENTON, N. J. ROBERT L. YORK. SAMUEL D. NRW YORK. A. GOSMAN, RRR, N. J. JAMES O. MU. DE YORK. WILLIAM P. DD KRKKORRRHRA. J. D. VERMILYE, ESQ., NEWARK, N. J. THEOLOGICA L SEMINARY. OFFICERS OF TEE, BOARD President, HON. H. W. GREEN , ,WN Vice-President, REV. DR. MACDONALD. SQ. THEOLOGICAL SEMINARY. FACULTY. CHARLES HODGE, DL., LLQD., PROFESSOR- OF EXEGETTCAL, DIDACTIC, AND POLEMIC THEOLOGY. ALEXANDER T. MGGILL, ED., LLL., PIIOFESSOR OF ECCLESIASTICAL, HOMILETIC, AND PASTORAL TIIEOLOGY I WILLIAM HENRY GREEN, DL., ILROFESSOR OF ORIENTAL, AND OLD TESTAMENT LITERATURE. PROFESSOR OF NEWV' BIBLIC-AL GREEK. Qqiiftiil E r 'LF' I THEOLOGICAL SEMINARY. qi, 9 1 JRESIIJEINFT IMIIIIIXTISTIEIR.- Name. Residence. :HENRY BAKER, Jn., Princeton, N. J. RESIDENT GRADUATES- Name. Residence. Y Q Seminary. IJAVYD CONWAY, BalZaymoney,IrcIand, Princeton, 1S67. JNO. REA. Pitfsburg, Pa., Allegheny, 1868. EDWARD P. RXNIUN, Banskingridge, N J, Princeton, 1868. GLASS. I Name. Residence. College. Room. :yagfVVM. G. CAIRNES, Jarretts1:iZle,,.Z!f13Q.3. V Lafayette, 1865, 39 B. H. XJ. CUNNINGLIAM CLYDE, 1866, 22 B. H. p..L. W. Eorww, iiihfayette, 1866, 29 B. H. PRUUDFIT Giusox, 1866, 55 B. H. J7!WILi.1AM GRAN-1-I N gxeqggnlhousie, 1866, 58 B. H. ,.f.W. W. I'IEBEIlT0N,i7uL?a1i6. 7-L Afiafayette, 1865, 25 S. '71-Tnnononn W. HUNT, 4 Hall, 1865, 23 E. Cul. 744110135 M. HUN'rnNG,Ju-.'f fl , . I ff li.. Y. Univ., 1866, 17 B, s. QKKA. P. KELSO, Oakui . am in iji61IG1'SOIl, 18617, 68 B. H. 7CJAco1x B. Km-xwsox, Abingloriif Ta., vggmxssau Hall, 1866, 77 B. H. XDANI.. Forums Locxmznv, Prince Edwards Is.,., guro Sem., 1865, Huliislfs KWH. E. MuCrmsNEY, Englishlown, .M J, Vasszxu Hall, 1865, 69 B. H. XJOHN Muunocn, J3aZZycla,ra, Ireland, Univ. of Tor., 1866i Hulfislfs NH. 1IUMPr1nx':x' Nmm., P'i!t'.9'ieId, Jfass., Amherst, 1866,iK 30 S. 3. 10 THEOLOGIGAL SEMINARY. Name. Residence. College. jj-W. W. PAGE, 74 ANDREXV H. PARKER, KI. V. W. Scarsuclc, -1-iG,xLEN W. SEILER, D'-QL ,SETEENT .X CHARLES R. STRONG, 'IASAMUEL S. WALLEN, L'fW. S. C. WEBSTER, ?'iCHARLEs S. Woon, -ELG. FRED. ZIEGLER, Warrenton, Va., Mgiiin, Pa., Cranberry, N J, Harrisburg, Pa., Xenia, O., Setauket, N K, Salem, N JZ, Mauclz C'7Lunk, Pa Cincinnati, O., Green Castle, Pa., -2 SENIOR CLASS, - - - I Hampden Sidney, '61, Nassau Hall, Westlninstm-,Mo., Nassau Hall, Miami Univ., Yale, Nassau Hall, Nassau Hall, Miami Univ., Anjherst, 1866, Room. 31 B. II. 1866, 65 B. H. 1864, 26 B, S. 1864, 52 B. H. 1866, 15 B, S. 1864, 49 B. H. 1865, 63 B. H. 1864, 51 B. H. 1866, 27 B, s. Mrs. DuHie1d's 1--24 , 5 ' 1 ' 4 f. f , P Xp PASTORAL THEOLOGY, SLG. SENIOR GLASS. .-,q,.... 1. What are the principal facts in which the New Testament min- istry originated? 2. lfVhat is the chief lesson to the ministry from theyirst of these ? El. WVhat from the second? the third ? the fourth? 4. How is the fifth related to the others in time and import? 5. What is the main conclusion from all these facts together? 6. WVhy must we he called of God himself' to this office? 7. WVhat follows this necessity as to adaptations? M Sl. WVI1 at as to the proportion of numbers? 9. lVl1at is the province of conscience in realizing such a call? . l'Vliy is desirefrequired beside a sense of duty? . How is such a desire to be tested and discriminated? 12. VVhat is there especially in the great model to be desired and attained? 13. What is the use of Grod's word in guiding us, and what contrary extremes will it guard against? 14. YVhat consideration should be given to the providence of God in this matter? 15. lNhat instrumentality have the people of God ? 16. liVhat value and force has the court of the church ? 17. What are the proper principles to determine the choice of a parish ? ' 18. lrVhat are the proper dispositions with 'which one should enter on this work? V: '5 19. WVhat is the tivofoldmdivisjcqfqf paetoids functions? 20. NVhat is public wog:i3'hip5fgLndi'Nvhat does it' comprehend? 21. How does it cliH'erf3fii:o.r1i'i3o7itterrrplation and from discourse? 22. What is a rite, ahdlwhfau-'ar'eFtliQ6.ififtualisgic elements of the New Testament? 23. lrVhat is an o1'dir1jincej,vtiii,cl?h'oW doses git differ from a sacrament? 24. What are the O13Hll6l'l2tflb6S,0f a particular church? 25. 1fVhat is puhlic fff9firg,yQgf!- fi11Jed parts does it consist? 26. 1Vhy should the gift njffljarayer be dilligently cultivated? 27. How should this be done? ' 28, lfVhy do we prefer free prayer to prescribed forms? 29. How does the individual life of' each worshipping community require it? 30. Wl1a,t light does biblical history throw on the question? 31. What incidental evidence have we in the Fathers? 32. When were liturgical forms first introduced, and why? 10 11 ' -4 r 2 33. Why is the introduction of them for such a cause no reason for their continuance? 34. How does free prayer lead more to fervency? 35. How does it honor more the providence of God? 36. How also the spirit of God? 37. How is free prayer less liable to accidental disturbance? 38. How does it conduce more to the personal piety of the minister? 39. How answer the objectioh that the people must know what is to be uttered beforehand, in order to join in it? 40. How answer the objection that free prayer is so often marred by blundering and hesitation? 41. How that spiritual songs must be prescribed? 42. How that our reforming foreiath ers were contented with litur- gies properly expurgated? 43. How that a book of' common prayer ought to be provided for such as may prefer to use it? 44. What arefaults in prayer to be avoided? 45. What is 5' singing praises as an ordinance? 46. lVhat is its age, importance, universality, New Testament war- 'r rant. 47. What is the proper and primitive method of conducting this exercise ?. 48. How are We to explain the canon of Laodicea, in the fourth century, prohibiting congregational singing? 49. By what authority in the particular church should it be regula- ted? 50. What are abuses to be remedied and prevented? 51. What evidence have we that instrumental music in the Chris- tian church is a modern innovation? A 52. When were wind organs introduced, and what evidence is there that they were not in use before the twelfth century? , 53. What is the controversy among the different branches of the Presbyterian church about the mailer of praise? 54. Why do we reject the exclusive use of ,David's Psalms as an un- warranted restriction ? 55. VVhat is reading as an ordinance? 56. W'hy should it be distinguished from others in which the word is an essential element? I . 57. What is the Scripturalwarranit for this ordinance? 58. By whom should the Sc1'ip'tutnes be read to the congregation? 59. How should the reader 'qd' ify liigirnself for the liinction? 60. lVhat is preaCl1iUg tl3Q'.iE,ggQ1'd'5Y:Q'rQt ijf Its importance? 61. Why does the preacherip-11'r1gtefi,n lliim pf' all other offices? 62. What are great priiiciplesqtb be 2KlQ i'l in relation to preach- ing? , ' ' -- 63. Vlfhat is the preparationrigiibgich Qought be made? 64. lNhat are the comparative advangtagegiof preaching with and without a manuscript ? I 65. What is the great object of preaching? 66. How far should the pastor have unity or system in his preach- in ? 67. How is such unity gonsistent with preaching to different classes in his auditory? I A 68. WVhat are general characteristics of style and manner to be at- tained? 69. What is authority in preaching? what is necessary to it, and what hinders it? ' 3 70. What is zmclion, and what in style and manner is unfavorable to it? i , . 71. Wliat should govern us in givingform to the sermon ? 72. What are occasional sermons, their value, and the rules to govern us? 73. What is the proper exercise of the soul immediately before and what after preaching? 74. What is the proper solicitude respecting the fruits of preach- ing ? 75. What respecting personal popularity? 76. What are the chief proprieties to be observed in the adminis- tration of baptism and the Lord's Supper ? 77. What is 4' catechising in its nature and importance? 78. What is the main object aimed at in this ordinance? 79. How should it be conducted? With what characteristics, me- thods, means, preparation, qualifications? 80. WVhat is H making collections for the poor as an ordinance? 81. What is the proper range of benificence in almsgiving? 82. What is the special benefit to ourselves in this ordinance? 83. How is it that almsgiving is an act of worship? 84. What are some explicit injunctions of this duty in Scripture? 85. What estimate is made of the amount given in the Old Testa- ment church ? 86. What in the New Testament history? 87. What are some principles to regulate the proportion of one's giving ? ' 88. What is the systematic benevolence with which we should give? 89. What is the special duty ofthe pastor in promoting this grace? 90. What is discipline as an ordinance in the general sense? 91. What is the threefold distribution of church potver? 92. Wha,t the power zyf doctrine, and what necessities of the church require it? 93. How is it manifested in facts that creeds are bonds of union ? 94. WVhat are proper terms of subscription to a confession of faith? 95. 1fVhat is the power of o'rllinom.cf: ? 96. How is it proved that the church has this power? 97. How,far is it binding on the conscience? V '98, How does its obligation differ from that of legislative power in the State? A - 99. What are the elements of this oliligation? ' 100. What are the principles i',Q,.,gl1l,'AiN the church in the exercise of this power? fp 7 Q, , 101. What is the power .Q7kgli.S'gipZi,ne'gh tliespecial sense? 102. What is the warranlgfor igti in this sense? I' 103. What are the endsp Yi-gits evgercise ?- ' . 104. WVho are properly 1' 1 subje'ctsQgbfg it? ' V 105. Why should the ba1Qtized member not be exonerated from its process until he becomes ag fulhfcommunicant? 106. What is the iirstvgreat principle to govern the exercise of this discipline? 107. What different classes of offence are to be distinguished? 108. 1Vhat is heresy? its main characteristics? 109. Vfhat is scandal, in the judicial sense? 110. VVhy should we not prosecute offences when their sinfulness in themselves is matter of doubt? 111. WVhat is a second great principle? 4 112. How is it intimated in Scripture, in our Book of Discipline, and in history? 113. What are circumstances to justify delay? 114. What is a third principle, and its consistency with the word of God ? 115. What is a fourth principle? diversities of application? deci- sion of General Assembly? . 116. What is ayifth principle, as established by reason, history and Scripture? 117. What is a sixth principle? the diiferent elements of devotion? the special importance of prayer? 118. What is the seventh principle, and what is excommunication in its Scriptural simplicity 119. What is blessing the people '7 as an ordinance? I 120. 121. wh y so 122. 123. 124. sions ? 125. By whom may it be done, and in what terms? WVhat are the occasional ordinances ol a particular church, and denominated? What are the proper occasions of' fasting? How should this ordinance be observed? 1rVhat danger attends it in being practised beyond its occa- VVhat remains of pastoral oversight beside the administration of ordinances? 126. 127. How is the preacher related to the pastor in function? What is the pastoral spirit, and how does it test the reality of our vocation? X 128. How answer the objections to this care from the want of taste, of time, of acceptableness? , 129. What qualifications are requisite? 130. What variety of interests in the flock belong to this care? 131. What is the family institute as an object of this care? 132. What are family visits, and how should they be conducted? 133., 1fVhy is it especially important to extend the pastoral care to individuals? 134. How are individuals to be distinguished in two states which the pastor should make his care? 135. How should he treat the truly pious of his flock? 136. How new converts, and what their value and faults? 137. 1rVhat are the awakened, and how are they to be treated? l 1384 What is cleaclncss off' spiritual life in its diflcrent manifesta- tions . ,Q V 139. What is skeptical inclecisfdit, anti the proper treatment? 140. How treat the indijizgterigedofr Worldly men ? 141. How the infidelity of unbelievers ?Q , 1425 How the rationalislij Wliicli, accepts, and perverts the Scrip- tures . 2' 13 ' ul 148. How the self-righteous sldirit which exaggerates duty? 144. VVhat are some general counsels for the oversight of indi- viduals in every variety? ' 145. What is the importance of caring for the ervlernal state? 146. What is the importance of pastoral visits to the sick? 147. How should they be approached and treated? 148. What are some illusions to be detected and destroyed? 149. What are forms of despair, and how should be treated? 150. What are some general directions for the spiritual treatment of the sick? 'Eb' ' THEOLOGICAL 'SEMINARY. 11 QUE Name. Residence. College. Room. GEORGE ALEXANDER, West Charlton, NZ K, Union, 1866, 36 B. H. JOHN AUSTIN, Timm, Ont., Can., Univ. of Toronto, 1867, 43 B, S. LYSIAN D. CALKINS, Brooklyn, N F, Williams, 1867, 21 S. ROl3EliT CIIAMIIERS, ROBERT W. CLELAND-, GEO. GREEN COLLINS, SILAS PARSONS Coax, A. E. CURTIS, 1 W. W. CURTIS, RIOBEIVI' ENNIS, ROBERT GILCHRIST, OLIVER M. GREEN, C. RENE GREGORY, JOIIN D. HEWl'FT, WILLIAM J. HOAR, lfolbrook, Ont., Can., Lebanon, Ky., San Francisco, Cal., Ifeene, N2 E, Ballston Centre, N K, Wasltington, D. CC, Van Veeliten, N. K, Lebanon, O., Carlisle, Pa., Pliilaclelpliia, Pa., Towanda, Pa., Philadelphia, Pa., . Q,ueeu's College, Centre, 1866, 19 B. H. l867, 27 B. H. Oberlin, 1865, With. St. Harvard, 1867, Mr. Krauskopfls Union, 1666, 57 B. H. Nassau Hall, 1864, 70 B. H. Union, 1867, 36 S. Miami Univ., 1866, 37 S. Nassau Hall, 1867, 43 B. H, Univ. of Pa., 1864, 61 B. H. Nassau Hall, N assan Hall, ' 1865, Mr. Lane's 1867, 67 B. H J. BEATTY HOWELL, Allentown, N II, Nassau Hall, 1868, 15 B. H. A.lW. 1'IUBBARD', Cameron., N2 K, A Amherst, 1867, 35 B. H. J. V. R. HUGHES, Cape-May, N Nassau Hall, 1867, 71 B. H, WILLIAM M. K. IMIIRIE, Jersey City, Nassau Hall, 1865, 75 B. H. JAMES LAFEERTY, Coclircmton, Wasliiiigton, 1860, 32 B. H. WILLIAM H. LOGAN, Carlisle, Pa., it Nassau Hall, 1865, 33 B. H. J, J. LUCAS, Diznville, Igy.,,g 'V centre, 1865, 25 B. II. GEORGE L. BIACKAY, 'Woodstoek,gOn'?, Can., Univ. of Tor., 1866, 43 A, S. JOHN MACLEAN, JR., Princeton, .NY J Nassau Hall, 1858, G-ov. Olde11's JOIIN A. MCDONALD, London, Ont., Crm., Knox, 1867, With. St. E. Ro1'IIE,sAx' MIIILIEII, Ingleside, Pa., Nassau Hall, 1867, 75 B. H. UALIIRED E. BIYERS, Brooklyn, N. IT, Williams, 1866, 37 B. H. 'GEORGE W. NE.NTI, Brooklyn, N1 K, Nassau Hall, 11865, 41 A, S. J. IIowARn OBRIEN. Noel, N. S., Nassau Hall, 1864, 34 N. Col. JAIII-is E. -PLATTER, Xenia, O., Wesleyan Univ., 1867, 28 B, S. C61 jd? 12 THEOLOGICAL SEMINARY. Name. Residence. ---M-Vifgallcge. -'im-I--Z Homi- 'TJAMES RODGERS, Ifavnwzoml, N. K, 1'I?11l1lllZ0ll, 1865, B. H. C. H. RODNEY, Georjqeiown, Del., Nassau Hall, 1867, 417 B. H GEORGE A. SEELEY, Alnzeozvla, N1 K, Nassau Hall, 1867, 21. QB. H, ROBERT P. SIIAXV, Bellfgfontaine, O., Wuslfu X Jeil u, 1865, 14 S I-.1 JOHN S. SHERRILL, Pike, N1 Y., Nassau Hull, 1866, 59 B. H. 1 DAVID H. SM1111, Truro, N. S., Dalhousie, 1867, 44 B. H. ' JOHN TURNER, New York City, Nassau Hall, 1867, 50 xB. II x M GEORGE WAVRRINGTON, Trenfon, N. J, Amherst, 1862, 45 B. I-I. V WILLIAM P. WHITE, TfVay1zc.Sbu9'g, Pa., Amherst, 1867, 73 B. H- ,N , l ' MIDDLE CLASS, - - - 341 l fgnh .ff li 3:',lT'f ' 45155251-11' 3 4 ,, U fqiil'-1 -Ay., jyv. all ti' - fl We 31 9' 1 J ' , ZW , gf. ' R . my , ' ' L 'J b, , , -g?:-,gi-. 1 .. 4' 1 ' Q 'wif' A4 Q' 5 6111.3 ,f,2',.r NEA' fgilfff 1:2117 W 4? 'lf ME. -Q, vi M474- 'rz Q . . -. 1 Ei' 1 ,, ew- ll wr.-' ' Fl: Name. JAMES WVISLCH Bon., Duxcuy BROWN, CHARLES H. BURR, JR., QJ. C. BURT, I ROBERT H. CRAIG, FULL:-:R P. DALRVMPLR, S. AUG. DR.wEN'PoR'r, CLRMRN1' C. DICKRY, A1.lVRED H. FAnNRs'roe EDXVIN P. Fom-1sn.xN, ALIBERT C. FULLER, SAMUEL L. GILLESPIE, -KZ-WILLIABI B. GILB ERT, JOHN S. GLENDENNING, SAMUEL M. HAGEMAN, USAMUEL Gr. HODGENS, J. Lumen' K-n:ND.xLr,, . Ronnm J. LAIDLAXV, R, Q-Enw. A. LMVRENCE, JR., JonN H. LOCKYVOOD, JAMES G. Lowmm, K5 Ancnnm LD MQCUIJLAGH, Snirum. D. BICCONNE .Lnrns F. MQCURDY, LL, DONALD 1VIACG'IlEGO R, D. G. MCKAY, MlXI.COI.BI MCMARTIN I J. HENDERSON Bfl'I.LER, 'DAVID L. MURRY, Amix. B. NICIIOLSON, Ct' THEOLOGICAL SEMINARY. 13 A Residence. College. 4 Room Bellefonte, Pa., Luflmyette, 1868, 9 B. H Clarence, Mo., Pardee, 1868, 26 B. H Astoria, L. L, Williams, 1868, 37 B. H. Vernon., Incl , Hanover, 1867, 54 B. H Ballymmzay, 11-claml, V 62 B. H Frenclltown, N JY, Nassau Hall, 1867, College. Elizabeth, N. 11, Yale, 1868, 46 B. H. Oxford, Pa., Univ. of Penne., 1866, D, B. H Brzmswiclc, Ill., Nassau Hall, 1868, 5 B. H JVIoslLrm1zon, Pa., Lafayette, 1868, 17 B. H Elizabeth, .NZ Ji, Amherst, 1868, C, B. H. Bloomvfngbm-g, O., W:1sh'n Sc Jef'f n, 1868, 15 A, S Zanesville, Ohio, Williams, 1868, .P1'i77-C6l071., N1 JZ, -WR.Sll,ll .Ks Jeffln, 1868, 11 B. H. Princeton, N2 J, Na,ssa,u Hall, '68, Mr. Ha,geman's C'am1.onsburg, Pa., Jefferson, New Promclence, N Ji, Western Reserve, 1868, 17 B, S Milton, Onzfarik Can., Toronto Univ., 27 A, S llffarblchead, l ist., Yale, 1868, 24 B. H TW, N Ka s .'.l,iq Willizmxns, 1863, 23 B. H Fort Waynegf Nassau Hall, 1867, 41 B. H. New York, Nassau Hall, isas, so B. H. New Wash'n 8: JefT'n, 1868, 68 B. H. Cl1LGfhtl77L, N , li Univ. of N. B., 1866, 12 B. H. Albany, N K, Yale, 1868, 7 B. H. Ifiagslon, Can., Queens, 1865, .New York City, Nassau Hall, 1867, 76 B. H. Ifcmsas Oily, Mb., Wittenburg, 1868, 60 B. H. Embro, Ontario, Crm., Knox, 26 A, S. Cha1'lotteloum,P..E. I, Queens, 1867, 34 B. H. PIZVLIIZCICIJQILIVG, Pa., Nassau Hull, 1868, 40 B. H. .1onN Pnlxcocx, 5 - -14 THEOLOG-ICAL SEMINARY. Name. - Residence. College. Room JOHN M RICHMOND, Ayr, Ont., Can., Univ. of Tor., 15 B, S. EDNVARD' Hrmt Roixnms, BaItim.ore,LIcZ,., Nassau Hall, 1868, 72 B. H. Jiizsms R. Russian, Covington, Ky., Centre, 1866, 74 B. H. JOHN G. Sir.Iii'r, ' I Plzvllaclelpliia, Pa., Amherst, 1868, 48 B. H. EDWIN Smriili, Truro, Nova Scotia, Dalhousie, 1867, 44 B. H. J. I-I. S1'1aWAm', Tuscarora VaZIey,Pa., WzLsh'n 8: JefF'n, 1868, 8 B. H. AUGUSTUS F.-VoLLirEre, Leige, Belgium, Univ. of Leige, 1866, 20 B. H. SAAIUEL E. WEBSTER, Philadelphia, Pa., 38 B. H. Josmri VVELCI-I, Uln'1Tchs'uiNe, Ohio, IV21S11,11. X Jefl n, 1868, 15 B. H. JUNIOR CLASS, - 40 B. H.-Brown Hall. S.-Seminary. A, B, or c,4s. The number of the room in the Seminary. .l--9.-...... SUMMARY- RESIDENT MINISTERS, RESIDENT GRADUATES, SENIOR CLASS, MIDDLE CLASS, JUNIOR CLASS, No. in sitteiidance, 1 . 9 U 24 39 40 107 HOMILETICS. INTRODUCTION. 1. What is the practical in distinction from the theoretical de- partments of sacred study? 2. iVhat is the comparative difficulty of this study? 3. WVhat are the six branches into which this department may be distributed? 4. What is the advantage of making Homiletics an early study in thewhole course ? ?,.iVhat are the principal facts to be noticed in the history of f practical theology? 6.11-Wl1a.t are the earliest Works in the Christian Church to guide the student in the composition of a sermon? . VVhen and by Whom was the distinctive literature of Homi- letics introduced as a matter of study? b. What was the best contribution of the 18th century, and its comparative value? 9. WVhat are the principal productions of the present century, and their comparative value-especially as text books to guide the study? a , T 10. What is the principal element in the oilice of the evangel- ical ministry? 11. WVhat do we understand by the word ? l2. In what twofold Way does the minister speak? 13. Why does he speak to men assembled in a congregation? 14. How does this use of the word distinguish Christianity from systems of false religion? 1 How-the Protestant from the Roman Catholic assemblies? 16. Vilhat evil should be guarded against in the Protestant ten- dency ? 17. Wfhat is eloquence in general? 18. On what does it rest? f u 19. What are three mam Gl1?L1'i1Ct6I'1S15lCS to be noticed in the description of it? - 30. How are we to keep it from being the instrument of evil, as Well as of good? ll. WVhat is an oratorical discourse? 22. In what sense is it a combat? ' 331 How does it differ from didactic discourse? 34. VVhat is a sermon? 2.5. WVhat is the auditory--in theory, and in fact? 76 . Wliyi is the preacher not to alternate between the different classes of his auditory ? 37. What are the chief peculiarities in sacred elociilience? 28. iWhat are two opposite errors in relation to omiletics as a study? N 'Q 29 30 '3 l 32 .u 9 -Jo 314 335 556 .v- -31 ISS .lx -19 -llj l 'I 'J -J K 4 5 fi A S El IU ll i2 13 14 I5 I6 .IT 18 I9 20 121 22 223 24 25 26 27 28 ' x L 2 How answer the obicction. that it is artlinstcad of nature? How-that it disparagcs the powct' of' divine truth How does the use of man himself asan instrument involve the importance of this cultivation '? h How answer obiectious from Matt. 10, 195 1 Cor. 1, 'li : andl Cor. 2, l,12? I What are the errors of' expecting too much from Houn- letics 'P . A lVhat is the most that teaching can do ? i In what sense is eloquence a substantial thing? XVhat are rules and the advantage of them '? How are we to keep them sate and valuable ? How are we to study models? YV hat are models? I I WV hy should the sacred orator study eloquence in the wide, t range of its torins ? X INVENTION, KC, ' What is the proper division in a course upon the art of or- ator 1 ? How ilu' must invention pervade every part '? lVhat is the special province of invention in sacred eloquence? How fin' may invention itself be described? What are the means of developing and improving it ? IV hat is the importance of knowledge to invention ? When is knowledge helpfiil and not oppressive to invention ? Wlfhatvis meditation, and its object, in the process of inven- tion '. IVhat, analysis, and its attainment '? What, the benefit of' exercise '? How does invention ofthe subject for tho pulpit Ciiif81'f'1'O1ll that of secular oratory, for the most part 'B 1 What are special aids to invention, as we approach the discussion of any subject ? llfhat, in pursuing the discussion itself '? Uiity of the Szdqject. What is the first great law of public discourse '? Describe the importance of unity in general. Its special importance in oratorical discourse. Its pre-eminent importance in sacred discourse. ' How does it differ from historic, and from didactic unity? How is practical unity in the pulpit distinguished from that ofthe bar or the senate ? IVhat is indispensable to this unity? i' lVhat?is the first obvious condition, in which the subject is one . ' What is the second, with an example ? The third, with illustration and special reason fbr this in Christian discourse ? WVhat are other conditions of unity? NVhen we exglain a general truth and a particular along, what 1S req ' 'ired for unity? XVliy does the enumeration of many consequences not mar unity, in the discussion ofa principle? VVhen we present a duty and its motives, what is proper to be observed '? At whattperiod of life should we be most severe in requir- ing um y . - H 3 . llrhat may be said ofthe extent of lil subject. and the ad- vantage of taking particular subjects at first ? lVhat are the different tests of unity ? Lzterest of the Szdybcf. YVl1at is interest of t-he subject, objectively and subjectively considered ? - ' How does oratorical interest differ from didactic? How does the preacher differ from the artist in his aim-as to advantage and disadvantage, in awakening interest? What is the breadth of Christianity, in the subjects it in- cludes ? WVhat-ot' subjects expressed in the Bible? lVitl1 what restriction do we lcgitiniatc a subject forthe pulpit ? WV hat must we positively exclude ? WV hat in religion itself is to be especially discriminated as fit for the pulpit? VV ith what rorniula should We express the kind of subjects proper to be preached? WV hat is the best distribution of subjects into classes? lVhat are cloctrinal subjects-and what in them belongs to the pulpit? , VVith what qualification are theological subjects proper? lVhat is the disadvantage of' rigorous classification, as in svstematic theology ? What are apologetic sermons, and with what caution should they be preached? . WVhat-controversial-and the treatment of such? Wliat-tlie truths of natural religion, dzc. ? , WVhat are moral subjects-and that morality which should be discussed in the pulpit ? Vlfhat warrant have we fin' these-and what distinctions may be made among them? , How far is it proper to preach on particular duties, of men in different classes? How should cases ot' conscience be handled commonly by the preachers? , lVhat is the rule in regard to reprehension ? What in regard to patriotic sermons? 'What a1'e'7z'zsto1-ical subjects-in range-advantages, kc. '? What are experimental subjects? VVhy should these be made a co-ordinate class of subjects with the others? The Ykct. - YVhat is a text, and how far is it necessary to a sermon '? lVhat difliculty is often found in adjusting the text and the theme ? Vllhat advantages attend the common use of a text? How may we use it and avoid the inconvenience of its une- ual adaptation to the theme? Wlhat is the elementary notion of a text? What special rules for choosing it are suggested by this con- ception ? lVhat is thejir-st general rule for chocsinff a text? Vlfhat are we to distinguish under this ride? lVhat is the second general rule ? 5 4 How are we to ascertain the sense of the text? What two sensesrare to be distinguished ? I What are capital terms to be exactly understood 111 order to right interpretation? I . WVl1z1t is the peculiar characteristic of the O1'lglI1itll21-l1gl1iIgCS in the word of God? I How does the synthetic language dilfer from the analytic ? VVhat more than the character of the language must be known, in ascertaining the true sense? . ' u I How is want of' logical precision in the vehicle of divine truth a benefit? Vilhat two orders of texts are to be noted? 'What is the rule of interpretation for the temporal and material? How distinguish between extension and metaphor? . lVhat two sorts are to be distinguished in texts ofithe spir- itual order? What is the difference between the Old Testament and the New in relation to these? ' What great doctrines are consecrated by Facts in the Old Testament ? ' In what sense may Old Testament believers be accounted Christians ? What texts of the Old are on a level with the New in spirituality ? What are some that express the imperfections of the old economy? Why and how should we preach on Old Testament texts often when they might be replaced by those of the New, on the same theme? l How may the internal sense be legitimately extended? lC'0nte1cl.j ' - What is the context, and how distinguished as general and articular. 1 Hibw far should the context constrain the preacher in the interpretation of his text? What more than the true sense ofthe passage is gained by the light of the context? A How many senses may We give a text, and to what extent may we give the discussion which establishes them? , What is the third general rule in the choice of a text? NVhat exception may there be to this rule-and how are we to dispose of' obscure texts best in preaching? What is the fourth rule? . How is the range of texts under this rule to be enlarged? How may We be misled in regard to the fruitfulness of a text . VVhat is the jijih rule, and the simth ? A Why is it impossible to give a precise rule respecting the length of a text? When is a passage complete enough to be a text Z . What is the seventh rule in the choice of a text 'Q Whatfpvariety of texts may often be found for the same sub- ject. . What should determine our choice? May more than one text be used? When may we invert the order of the text in our preach- mg. . 5. Hozzzily and Itaraplwczsc. W What 1S the expository lecture as distinguished from the sermon il g How does it differ from the paraphrase? ' What is the true analysis which should prevail in it? What 1S the comparative difficulty of its execution? Why has it fallen so much into disuse? W hat are its advantages? Jlklttcr, Cexplicatz'o1z.l Hgow IS the matter related to the subject of discourse? ll 115' may we not always conduct the hearers by the ,Way we have reached the conclusion for ourselves? What IS the mutual relation of explication and proof Z vi hat Cloes explication comprehend? What does proof comprehend? What place should exegesis have in the pulpit? What more than facts does explication involve? How far may narration and description make up a discourse ? How dpoes the orator differ from the historian, in the use of facts. Wihatiare the respective advantages of narration and descrip- 1on . What is an idea? What is the mutual relation of ideas and facts? What is definition? How does it diifer from judgment? How far is definition necessary in discourse? What are the diiferent forms of definition? What are rules for it? What should be taken without dehnition? How may ideas be indirectly defined ? lvhen is definition most perfect? Bvqf ml What is proof-and how does it diifer fiom definition ? What two classes of truths does it comprehend? What are the three different ways of reaching certainty ? Which holds-the Hrst rank, and why? Why should experience and reasoning be added? What are the advantages of proof from scripture? Wliat are rules to direct us in arguing from the scriptures? What is the threefold object of Jroof by experience? What, the comparative value of near and remote facts? What is reasoning 'Z y Why is it not always certainjn handling ideas of religion? How are we to preserve against it the sense of reality? What are other dangers to be guarded against? What are the advantages of sound reasoning? ' What are the rules for it? How is argumentation to be classified? What is the dilference between affirmative and negative ar- ffuments ? Why is affirmative argument more important? Why should negative argument also be used? How should it be conducted? What varieties are to be distinguished in simple argument? Why is the lat-ter unsuitable to the pulpit? 6 How does combined argumentation differ from simple? Vifhat are diiferent forms of the latter? Which of these will best become the dignity and charity of' the pulpit? ., , . YVhat is the difference between direct and indirect argu- ment ? VVhy is the indirect so often preferred? A What are its different forms ? WVhich of these holds the chief' place? When is contrast a complete argument? YVhat is the form which orators most prefer-and what are some examples from scripture? What is argument by analogy-and how made safe 'F WVhat is the advantage of number and variety? 1 YVhat is the advantage of probability and presumption ? X CM'otives.j What is the end of argumentation? - i Q What is it necessary for us to touch in reaching this end ? What is a motive? . U When only is man not tice in following motives? What homage to truth and goodness does eloquence com- mand in wielding motives? , What are the two classes of motives? What do We distinguish in goodness ? What are the two Forms distinguishable in the sentiment of Goodness ? N Wliy may happiness be used as a motive? With what conditions may it be so used? iVhat is the relative value of hope and fear as motives? May all the passions of our nature be used in motives? How far may self-love-ridicule-sense of the beautiful- and sympathetic affections be used? W at is emotion? W should we aim to excite emotion '? On what conditions should this be done ? What singular affections of the nervous system have been witnessed under preaching of late 'E What diferent revivals of' religion have shown these affec- tions g and what varieties have appeared? What is the proper estimate to be made of these? What is the proper practical conclusion to be drawn? ' ' Uizctioazi. Whatnislunction as a general characteristic of preaching? How is rt attained-nourished-and what kind of style be- comes it ? ' Aazthority. What is authority in preaching ? WVhy should all public discourse have this characteristic? Why is it especially required in a christian preacher? What are counterfeitsfrom which it is readily distinguished ? How is it enjoined in thc Word of God? How is it consistent with erfect liberty? What difference is markecl, between the Protestant and the Papal preacher, in authority ? What change has been introduced for the better, by the loss of authority which the minister's vocation used to possess 9 . . ..1,,J, , ww,-155 fir 7 What disadvantages attend the exercise of authority from these changes? What is the difference between natural boldness and true authority ? What is the first condition of genuine authority Z What advantage over the secular orator has the preacher T in using reason and conscience ? What other conditions are required? What is reprehension in preaching? Why is it delicate and perilous '! Why should it be special in adaptation to the particular flock 2 What are the conditions of successful reprehensionil W hat are rules to be observed in administering Qcensures? How far may irony have a place in the pulpit? How tar may indignation have a place ? DISPOSITIO N. What is disposition in oratorical discourse? YV hy is more order required in discourse than in t-he expe- riences of life to fbrln opinion and conviction ? What is the necessity of order in discourse? How is good order indispensable to instruction, persuasion, beauty, invention, and inspiration ofthe orator? How great is thc fault of neglecting it! How do We explain the want ofit in pzissionate discourses ? In what two points ofvicw are we to consider disposition ? What is the tirst thing in disposition after the proposition is in the mind? , What are the most indispensable parts in the division of any subject? What is the history of' honiiletic division? ' What are the advantages and disadvantages of the verbal division-and when only is it allowable? What is the scholastic method, and what are objections to it? What is the topical-and it-s advantages? What 'stage of division is the most important for the p1'0- per effect of the subject? What stage requires the greatest talent ? What should determine our choice among different plans, which are equally good, in a logical point of view? What are principles of division? What are rules of division ? What are rules for each particular Jart in the division ? How does oratorical division differ lrorn logical ? To what extent is the latter necessary to the former? What is the movement which the speaker should produce ? What is the first law of this inoveinent ? How is it violated? What are the diilerent forms of this movement? Where should we place the solution of doubts, kc. 1 WVhen only can there be nioveinent in a discourse of par- allel parts Z Ezzorclium. What is a proper definition of the exordiuin Z What is ordinarily requisite to success in this part of' dis- course ? ,. S How fin' it is necessary? What are the reasons for it? ' I What is the idea suitable for an exordium? How test it? , I Why were the ancient orators less careful in thc DCITIIICIICY of an exordiuni ? What advantage doe: pertinency give? What are some varieties of form suitable ? What is the summary of rules for it! When should it be composed? In what manner should the subject be announced ? W hat are the two kinds of' proposition in which this may be done? , What arc the relative advantages and disadvantages of these ? X How far should the plan be formally announced ? Why should the principal divisions be explicitly indicated? VVhy was formal division so much avoided by ancient or- ators? Yluizsitfolzs. V What are transitions? W hat is the perfect idea of connection? What are the qualities of a good transition ? What is -the object of transitions? I Peroraiiozzr. I NVhat is the peroration? How does it resemble and how differ from the exordium? How do the two principal kinds of' discourse differ i11 regard to a peroration ? How far does it require a distinct form? WVhy is it required with or without a distinct form ? ' NVhat diversitysofforin does the necessity occasion ? WVhat is meant by the application which this part of' a dis- course implies? . How far should the application be special ? ' How is it to bc characterized in language and emotion 'Q What are the rules for it? What influences govern the form of sermonizing? 1 W hy is the form of sacred discourse more conventional than that of' other discourse ? VVhat is the true theory as to the form? How is the prevalent form characterized? What are its advantages and what its faults? How shall We best guard against a faulty form ? How far should the individuality of the preacher be stamp- ed on the form? What is best for the beginner? How far can rhetorical studies teach us order in discourse? In whom is the aptitude for disposition most wanting? How are We to practice with the best advantage ? Origziiality. How far can there be originality in preaching? Why should the sacred orator be pre-eminently original? Why should the present generation be more original than the past? What are the different characteristics of true originality? i 24. l. 9 9 O 4. 5 6. - I 8. 9. 10. 11. 12. 15. 14. 15. 16. 17. 18. 19. 20. 1. 2 3 4 6 T 8 ' S! 10 '11 36. 9 , Why do we reject the plea of Addison for plagiarism by dull men who are good speakers? What in the composition of a sermon most demands ori- ginality ? j ELOCUTION, ' 1 ' What remains after the choice and arrangement of ideas? VVhat is writing a discourse? Where does elocution display its character most? What is its twofold oflice '4 How Elscpit evident that the use of Words must be a labor ol' min . , Ofwhat value are thc ideas wrought in the minutest tex- ture of style ? . How flu' may a feeble thinker be a good writer? 1Vhy may a good thinker be a bad writer? ' VVhy must a good style as distinguished from diction merc- ly, characterize. only a good thinker? ' VVhy is the study of style a matter of serious obligation ? How is the study of style for its own sake as an art un- worthy of the preacher? , How is true art to be distinguished from artifice? How answer the objection that style has made men dupes of error? P How-the objection that imagination is a deceiver? How-that eminent preachers, as Paul, have disdained style C0 How-that it is appreciated by a small number? How-that the form may draw the mind from the sul- stauce ? How-:that we have not time in the urgencies of the gospel ? 1Vhy should style be as good in the country as in the city ? WVhy is it pre-eminently important at the present day that the style of the pulpit should be good? Fmzcicmzcntal Qzcalttzlzs of Style. How much of' rhetoric is peculiar to sacred discourse? What are the two classes into which qualities of style are distributed ? ' Enumerate the qualities belonging to the first class. VVhat distinction is made between style and diction? To what place, in importance, do we give perspzbuity ? VVhy are men imposed 611 at times by obscurity? Why should we not, however, give absolute confidence to - perspicuity? ' ' ' A 4 ' By what test should We judge of the perspicuity of style suited to any subject? ' -' . . , I How isperspiciiity defined? 1 4 A . I What-is its special necessity in the pulpit ?- , Wlrat are preliminary conditions of it? ' 12' 'Nilhat are special means or rules forattaining it? f13. 1 .,.H YVhat is an ultimate quality of' elocution, to be studied as f- '--. 1 well-as style and diction? 14 'L X15 fit Q How did the ancients distribute this quality into 'two classes ? ' What is the first indispensable property of a good delivery? VVhy are the utmost pains in attaining it worthy of the Christian minister? 10 lvliatlbur things are included in' this first requisite of' dc- livery? What is purify of style-and correctness' ?. I t How strong is the sanction for these qualities? lvhat is propriety as a quality of style '? 8 lVhy can there be no synonyms in any language ? How then do we substitute one word for another? XV hat does the law of propriety require, inapproaching the idea with the term ? l I WVhat are the great advantages of propriety? How may we labor to attain it? n What is precision, and how dillerent from propriety? How does it differ from conciseness ? To what faults is it opposed? In what kind of composition is it less necessary ? In what part ofthe same discourse is it 1ll0Sl3 necessary '! What is the general rule to be followed as to precision ? What is rapidity in style? Vllhat is proportiwz ? What is order as a quality of style ? WVhat is its iinport-nice, and the faults it is opposed to ? What are its rules ? l Fzuzdwmezztal Qualities, UVEctm'z'Ll1zcss.l hVhat is nutnralrzcss in style '? How is art more than the imitation of nature ? Vlfhat kind of civilization is most favorable to the natural in style 'Q lVl1y does this quality please so much? How does it diiler from naivete? Why is it difficult to be natural in 'the pulpit? How shall we attain it '? WVhat shall we avoid as inconsistent with it? W'hat is congruity in style 'P How far is there to be a distinct language for the pulpit ? What are the dilfcrent elements of congruity? What is sin2plz2:1'ty, and how distinguished from the natural ? How different from concisencss '? What is its excellence? Why does it take the name of popzclmffy 1? YVhat are its advantages-and what is opposed to it? Vlfhy does it take the name of' jlmlzfliarfty in sacred elo- quence ? H How far may the personality of the preacher mingle in his discouise ? A lVhat lS'Il0ZlI6ll0SS, and What gravity ? What element ot' congruity itself combines all these other elements often '? VVhat is properly the .screjotzzml tone in preaching? Why should this tone always prevail in the preaching style? W hat is the peculiar beauty of biblical literature? By what culture is the scriptural tone to be attained ? ,What is the second inain characteristic of delivery answer- ing to these .qualities of style '? What kmnd of rules are the best for attaining a na-tural manner? Whyis prezept better than example in teaching these rules? 11 Xyhat kind of composition and what method are best to in- duce naturalness of delivery? YVhat are some special rules of the negative kind? How answer theolqjection from success of oratoiy in thc theatre ? Wrt-ues of Style, dkc. How does truth become eloquence? r What are the elements of this eloquence? What is all that can be given in teaching eloquence? What are strength and beauty in style, and how distin- guished ? How is eloquence to be distinguished from poetry? What is the one prevailing character of eloquence ? By what general rules do we subordinate strength and beauty to this character? What are the two main qualities to which an eloquent style may be reduced ? What does all discourse aim to reproduce? What are we to distinguish in the work of painting thought to the mind ? What is the difference between direct and indirect means? Why is indication ordinarily better than enumeration in giving a view to the mind? How is this illustrated in great writers and in the Bible? What is epithet, and how distinguished from adjective What are rules for the use of it? What are the diiferent Hgures in the class of indirect means ? What is a perfect cmtitheszls-and when is it bad? How far is it peculiar to Christian eloquence, and why? What is rnemphor, and what its two forms? What are its great advantages? ' What are proper cautions in the use of it? . What ispctllegory, and its legitimate claims to use in the pu pitl WN hat danger in the use of it-and abuse, from which the parables of the Bible are free? , W hat is comparison.-and its antiquity? Why is it better suited to poetry than to eloquence ? How should it be always characterized in preaching? What is the third quality of good delivery? What is the ytrszt fault opposed to it ? What the second fault? The third-and the culture to remedy all these faults. Ulfovement, ct'c.l What is the second main characteristic of eloquent style Y In what does it consist? Vlfhat is its relation to life Cl ' What more does it require than logical perfection and color 1 What is its excellence? What restriction is on it in the pulpit 'Z VVhat are the two principal forms of this movement'? How does this movement differ from lOglCZLl1'l1OV61l18l1i'1'i What is the direct address which belongs to it? What are the Hgures belonging to expository movement '? 12 Whatiis repetition-and what is necessary to its success? 'What is gmclntfon.-ancl accmmzlafion-and how are these distinguished ? iWhat is retzbencc, and Why is it not proper usually for the pulpit Y What is corrcctionv, and when isthe figure good? What is prefer-mzlssiozz, and how is it to be used 2 What of 'z5 o11y, hyperbole, pcnradom, and O1'l,Lf01'ldCClZ hypo- thesis ? W'hat are the principal figures beyond the expository style ? What is interrogation, and with what caution is it to be used? Vilhat is ercclamatzbn, when proper, and what figures are included in it and enforce it? What is dramavtdsnz, and its different forms? What is can-zbty, and its value, and how attained? What is elegance, and to what is it opposed? X How far does it accord with vivid emotion? Somzcl. How fin' should we seek to please the ear with i1lll'11lOllj' of' sounds '! N What does this harnlony include ? What is czqohony, and its value ? What is mtmber-its ilnportance-and the structure of pc- riod in which it appears to most advantage If' How distinguish between the laconic and the pcrzbclfc style, and how use both? What is the fourth main quality of a good delivervt Why is it required as indispensable Cl ' In what just requisite does it consist? Wl1y does the pulpit alone deprecate the perfection of art which concea s art? What is the arrangement of discourse which conduces to animation ? What quality of style does this quality of delivery most dc- mand Z Yllhat in the voice does it require Z' THEOLOGICAL SEMINARY. 15 ' REPRESENTATION. ' COLLEGES. AMHERST, , . I UNIV. OF NEW BRUNSWICK, . I CENTRE, , . 3 UNIV. OF BELGIUM, . . I DALHOUSIE, . S UNIV. OF NEW,YORK, . . I HAMILTON, . . . . I UNIV. OF PENN'A, . 2 HAMBDEN SIDNEY, , I UNIVIIOF TORONTO, . . . 5 HANOVER, . . - 1 UNION, ..... 3 HARVARD, . . I WASHINGTON, BA., .. . . I JEFFERSON, . . 2 WASHINGTON AND JEFFERSON, 6 KNOX, . . 2 WESLEYAN UNIVERSITY, . I LAFAYETTE, . 6 WESTERN RESERVE, . . I MIAMI, . . 3 WESTMINSTE1-'t,Mo., . I NASSAU HALL, . .31 WILLIAMS, . . . . 5 OEERLIN , . . I TRURO, . . . I PARDEE, . . . . 1 WITTENBERG, . 1 QUEEN'S COLLEGE, . 2 YALE, . . 5 STATES. CALIFORNIA, . . . I NEW YORK, . . .18 DELAWARE, .... I OHIO, .... . A DISTRICT OF COLUMBIA, . . I PENNSYLVANIA, . . 25 ILLINOIS, ..... I VIRGINIA, . I INDIANA, . . , . 2 BELGIUM, . . I IOWA, . . . I CANADA, . . I KENTUCKY, . . 3 IRELAND, . . . 2 MARYLAND, . . . NEW BRUNSWICK, . I MASSACHUSETTS, . NOVA SCOTIA, . . . . 4 MISSOURI, . . . ONTARIO, CANADA, . . 7 NEW HAMPSHIRE, . . 2 2 2 I NEW JERSEY, . . 16 PRINCE EDWARDS ISLAND, . 2 Q THEOLOGIQAL snMrNARY. 17 ..o.. . , FIRST YEAR. Old TestamentLiterature: General Introduction 5 Hebrew QG-reen's Grammar and Chrestomathy.j New Testament Literature : General Introduction 5 Special Introduction to the Gospels. Biblical History. Sacred Geography and Antiquities. Exegetical Theology fselected Epistles of Paul.l Homiletics, Extemporary Speaking. SECOND YEAR. Cld Testament: Hebrewg Special Introduction to the Penitateuch, Historical and Poetical Books. New Testa- ment: Life of Christ and Exegesis of th.e Gospels. Didactic Theology tTheology proper, Anthropologybeguuj Church History. Theory of the Christian Ministryg Constitution of the Churchg Homiletic Criticism. THIRD YEAR. Old Testament: Helorewg Special Introduction to the Prophets. New Testamentg Acts ofthe Apostlesg Special Introduction to the Epistles. Didactic Theology QAnthro- pology. Soteriologyj Church History. Church Govern- ment and Disciplineg Pastoral Careg Ordinances of Vlforship. 18 rnnoLoe1cAL SEMINARY. .The regular course is completed in three years. But every facility is afforded to such as desire to remain for a longer peribd With a view to the further prosecution of their studies. And the following post-graduate course has been added to the instructions of the Seminary. FOURTH YEAR. l Old Testament : Messianic Prophecies 5 Comparative Semitic Philology. New Testament: Special Introduction and Exegesis continued, Greek Philology with a particular consideration of the Hellenistic Dialect. Church Historyq fEXisting Denominationsj Polemic Theology. Ecclesiol- ogy. Ecclesiastical Law and Discipline, Preaching. , Exercises in Composition, Reading and Delivery without notes, throughout the course. On Sabbath morning the Professors preach in rotation in the Seminary Chapel. In the afternoon a Conference is held in the Oratory, at which the Professors conduct the' discourse on a subject previously announced, and the Stu- dents conduct the devotional exercises. N ADDITIONAL PRIVILEGES. Private classes, when desired, in the OrientalLanguages, and other collateral subjects. Instruction in the Modern Languages, by competent teachers, at the student's expense. Cnratuitous admission to the Library and Lectures of the College of New Jersey, upon application to the Faculty. I Special instruction and exercise in the art of Elocution, without charge to the students, by the best qualified teach- ers in the country. awp .1 l -U A l T l 4 il . tl I I I fair ds' rnnotoeicar. snMiNAnY.. 19 9,5 Gpportunitics for active usefulness and observation of pastoral life, are afforded in the chu es of Princeton and its vicinity, there being nearly,tWenty rcsbyterian church- es, besidesgthose of other denominations, Within some ten miles of the Seminary. Complete arrangement are made on the spacious grounds of the Seminary, for Gymnastic exercises, according to the most approved methods for sedentary men. fe , LIBRARY. The Seminary library contains over twenty thousand volumes 5 embracing all kinds of reading matter calculated to interest and instruct the theological student. The library building is commodious and supplied with all the modern appliances for convenience of reference to books. On Mondays, Wednesdays and Fridays, opportunity is aflbrded to students for selecting and taking books from thc library for reading and reference in their own rooms. In addition to this the library is open two hours each Week day, affording the ,students an opportunity of consulting and reading any books they may desire. Q ALEXANDER SOCIETY. The Alexander Society is an organization supported by the students, under the auspices of which the reading room ot' the Seminary is carried on. Here may be found at all times a variety of daily and Weekly papers, both religious and secular. In addition to these, a number of the standard magazines and reviews, of foreign as Well as home publi- cation, are constantly kept in convenient places for reade .ing and reference. SP