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and his is the praise, that he perished with the women and children.

Nor can I conclude this brief narrative without the utterance of an opinion, expressed in no asperity, and not, I hope, improperly intruded here--my opinion, as an American citizen, that, in all the history of wanton and unnecessary shipwreck, no greater scandal to the science of navigation, or to the system of marine discipline, ever occurred than the loss of the Arctic and her three hundred passengers. There is but one thing worse, and that is the absence of all laws of the United States either to prevent the recurrence of such a catastrophe; to bring to justice those, if there are any such, who are responsible; or, at least, to secure a judicial investigation of the actual facts.

The news of Mr. Reed's death was received with deep and intense feeling in the city of his birth, his education, and active life. Philadelphia mourned sincerely for her son; and no tribute to his memory, no graceful expression or act of sympathy to his family, was withheld. For them all there are no adequate words of gratitude.

Returning with renewed health and refreshed spirits, with a capacity not only for intellectual enjoyment, but professional usefulness, enlarged by observation of other institutions and intercourse with the wise and good of the Mother country, especially those who had made education in its highest branches the study and business of their lives, Professor Reed, we may well believe, would have resumed his American duties with new zeal and efficiency. Not that I for one moment imagine he had become infected with the folly of fancying that a system of foreign University education, in any of its forms, could or ought to be transplanted here; but, I have no doubt, that observation of thorough training and accurate scholarship, the combination of moral and intellectual discipline such as is seen abroad, and especially in Great Britain, would have raised still higher in his mind the aims at which American students and American institutions of learning should be directed.

By his early death—for he was but forty-six years of age -all these hopes were doomed to disappointment. The most that can now be done is to give to the world these fragmentary memorials of his studious life; and for them I beg an indulgent and candid criticism.


PHILADELPHIA, February 1st, 1865.

Henry Reed.

For many days our eyes have seaward wander'd,

As if to search the Ocean o'er and o'er,
The while our hearts have sorrowfully ponder'd,

“Shall we behold his gentle face no more ?”
The silent Sea no glad response returning,
We cry,

“O Sun! that lightest nature's face, Dost thou not shine upon some favour'd place Where he is tost for whom our souls are yearning ?"

No answering voice allays our trembling fears,

And long anxiety gives way to tears. Beneath the waves o'er which great ships go fitting,

He waits the day when Ocean yields her dead;

And loving sighs and bitter drops are shed
By Resolate ones around his hearthstone sitting;

And, while they mourn the gifted and the good,
The general grief shows holy brotherhood.






Principles of Literature.

Object, to assist and guide students—Necessity of systematic study

Judicious criticism, True aims and principles of literature-Choice of books-Its difficulties-Aim of this course of lectures to remove them-All books not literature-Accurate definition of literature Its universality-Izaak Walton-Addison-Charles Lamb—Lord Bacon-Clarendon-Arnold-Spenser and Shakspeare-Southey and Wordsworth-Belles-lettres not literature-Literature not an easy, patrician pleasure-Its danger as to practical life-Its influ. ence on character-De Quincey's definition-Knowledge and Power -Influence on female character-True position of woman-Tennyson's Princess—Novel-reading-Taste, an incorrect term-Henry Taylor-Cowper-Miss Wordsworth—Coleridge's philosophy.

This course of lectures is prepared in the hope of doing some service in connection with the abundant and precious literature which lies about us in our English speech. The plan has been, in some measure, prompted to my thoughts by applications not unfrequently made to me for advice and guidance in English reading. There is a stage in mental culture when counsel seems to be intended to take the place of exact tuition, and when, looking altogether beyond the period and the province of what is usually called “education," hints and suggestions, criticism, literary sympathies, and even literary antagonism, become the more expanded and freer discipline, which lasts through life. We cannot tell how much of good we may thus do to one another. We cannot measure the value of unstudied and almost casual influences. A random word of genuine admiration may prove a guide into some region of literature where the mind shall dwell with satisfaction and delight for years to come.

* Delivered in the Chapel Hall of the University, January 3, 1850.

But there is a demand for something more systematic than such chance culture as I have alluded to; and the mind that craves such knowledge of the literature of his own language as will make it part of his thoughts and feelings, has a claim for guidance and counsel upon those whose duty it is to fit themselves to bestow it. It is a claim that well may win a quick and kindly response, for the sense of delight is deepened the wider it is spread, or when it opens the souls of others to share in its own enjoyment.

There is perhaps no one, to whom the intercourse with books has grown to be happy and habitual, who cannot recall the time when, needing other counsel than his own mind could give, he felt some guidance that was strength to him. One can recall, in after years,

how it

was, interest was first awakened in some book-how sympathy with an author's mind was earliest stirred-how sentiments of admiration and of love had their first motion in our souls toward the souls of the great poets. perhaps remember, too, how the chastening influence of wise and genial criticism may have won our spirits away

that an

We may

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