University of Vermont - Ariel Yearbook (Burlington, VT)

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the monotony of recitations with frequent discussions. He would encour- age freedom, and require the student to develop his native powers of thought by constantly exercising them. When the proposed changes had been maturely considered by the Faculty a pamphlet was drawn up by their direction and entitled, An Exposition of the Course of Instruction and Discipline in the University of Vermont. lt contained as an appendix a schedule of studies for the four years of the college course, so arranged as to form a symmet- rical and well-balanced whole, in which there should be natural progress throughout. The views and methods set forth in this pamphlet were at once carried into effect in the instructions of the University, and were received with considerable favor by presidents and professors in other New England colleges to whom the pamphlet was sent. QA second edition of it was published at Burlington in 1833.5 This new system had its effect in attracting students to the University. The annual catalogues of that period show a marked increase in the number of students. But many were also drawn to Burlington in after years by their admiration of President lVlarsh and his philosophy. For he was preeminently a philosopher. In all his studies, from the hrst, philosophy has been his chief interest. Enamored of all learning QPlato's mark of the genuine philosopherb as he certainly was, he sought, whatever the subject of his investigation might be, for the central truth, the underlying principle. lt would, perhaps, be out of place in this sketch to say much con- cerning the philosophical views of President Nlarsh. They are too pro- found, they require previous philosophical training and some acquaint- ance with the problems and language of philosophical discussion, to be readily understood. Yet they are not obscure, and any one who has the capacity and the disposition to reflect deeply upon the mysteries of existence may easily satisfy himself of their substantial truth. He will find them to agree remarkably well with the deepest thought of the master spirits in philosophy. President Nlarsh has often passed for a disciple of Coleridge. He himself expresses his obligations to the insight of that marvelous mind. But it is clear that his obligations were much greater to the masters of antiquity, to Plato and Aristotle, and to the great modern, Immanuel Kant. While yet a student in the Seminary his biographer tells us, on the authority of his journal, that he 8

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tion was afterwards completed and published in two volumes at Bur- lington, in 1833. ln October, 1826, Mr. Marsh was elected President of the University of Vermont. Five years before, while he was a student at Andover Theological Seminary, he had been consulted about becoming a candi- date for that position, but declined making any positive engagement. The affairs of the college at that time were not in a very hopeful condi- tion, nor were they much better when Mr. Marsh was called to the presidency. The year before, the college building had been destroyed by Ere. New buildings had just been erected, but the prospect was not very encouraging. The students were few in number, the funds not wholly free from embarrassment, the library and apparatus a mere name 5 and besides an impression seemed to prevail with many that an institution doomed to so many strange calamities, was never destined to succeed, and had better be given up by its friends. But in spite of the discouraging outlook, Mr. Marsh regarding his appointment as the call of duty, resolved to accept it. Almost immediately upon entering upon the duties of the office he laid before the Faculty of the institution his views upon the whole subject of collegiate education. They were broad and liberal, and, in several respects, in advance of the times. In some points, they anticipated present methods. Mr. Marsh thought that in the training of the mind account should be taken not only of its essential nature, but of its individual differences. He approved of a certain fixed course of studies for the majority of students, but con- sidered that even the best curriculum would not be suited to every capac- ity, nor afford the requisite means of development to special gifts. He therefore favored what came to be known as partial courses, for those who, for want of capacity or previous training, were unable to take the full collegiate course, and on the other hand, would encourage those students, whose mental gifts and inclination took that direction, to pursue additional studies, of their own choice under the guidance of their instructors. Such freedom was quite unusual, if not altogether unknown, in the colleges of that day. Though not identical with the present elective system, these measures look in that direction. Mr. Marsh also thought that instruction was too mechanical, too much a matter of routine, that too great importance was attached to text books. He would have not the book, but the subject, taught. He would break up 7

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began Qin 18215 with the aid of Coleridge and Nladame De Stael to consult Kant's Critique of the Pure Reason, then a perfect terra incogzfzim to American Scholars. There can hardly be a doubt that James Nlarsh was the first thorough Kantean student in this country. His copy of the Kritikj' of the 2nd edition, 1787, shows the marks of frequent handling. At the same time-he was then 27 years of age- he undertook to read through the works of Plato, and to make a cop- ious analysis of each dialogue. Throughout life, we are told, Plato was his favorite author, whom he always kept near him. With some of the works of Aristotle, particularly his Treatise on the Soul, and his Metaphysics, he was scarcely less familiar. lt was impossible for an intellect so original, so independent, so eager for truth, to adopt unreflectingly the products of other men's thinking. lf Nlr. Nlarsh was attracted to Coleridge, it was because he was the writer of the times whose views on the deeper questions in philosophy most nearly coincided with, or who called into clearest consciousness his own. His aim in editing the t'Aids to Reflection and afterward The Friend, was to promote in this country the cause of spiritual philosophy by availing himself of so powerful an advocate. He would have men listen, to use his own expression, to 'fthe deep-toned and sublime eloquence of Coleridge on these great subjects. The Prelim- inary Essay with which Dr. Nlarsh introduces the Aids to Reflection to the reader is worthy of its place alongside the work of Coleridge. lt suffers nothing in the comparison. It plainly shows his grasp of the vital questions at issue and indicates with great clearness and power of statement on which side the truth lies. Dr. Nlarsh conceived the inner reality, the ground, of all existence to be spiritual. At the same time he drew a clear line of distinction between nature and spirit, the former comprising all that exists in space and time and is subject to the law of cause and effect, while the distinguishing characteristic of the latter is freedom. He would agree with Coleridge in saying lf there be aught Spiritual in Man, the will must be such. If there be a will, there must be Spirituality in Man. Freedom, in that high sense of the term in which it stands for self-originated activity, determined by immutable and eternal reason, he strenuously maintained as constituting the essential dignity of our humanity, and as strenuously opposed that theory of the will which represents it to be merely a power of choice governed by the 9