naturally leads to the growth of friendships; and friendships formed at school are always of the strongest.

9. It feels the uplift of its historical connection with former generations, and is dignified and ennobled by its own traditions.

These things, with but one exception, inhere in the very being of the School. They are permanent in character. They exist in combination nowhere else in the United States. It is impossible that all of them should exist anywhere else.

We who gather here to-day, the Alumni of this venerable institution and those who are still among its scholars, heirs of this gift of a distant age, have something in our charge. It belongs to us to stand here for the inherited ideals of those old days of Cromwell and the Puritans,—their best ideals in education and in life.

In his last years Goethe wrote to an old friend, that to live long means to survive ourselves. We pass out of our youth; out of our middle age; away from hopes that once fired our endeavor,—from lines of thought and action that once seemed inseparable from our existence.94

It is not so with institutions. If they endure, they assimilate more than they can lose. Particularly is this true of an institution of learning, and of learning for the young. The principle of its being can never change. Methods of education will change, but the necessities of education will never change. It has become a necessity for women, as well as men. There are and ought to be classical schools for girls, and women's colleges.

The Hopkins Grammar School of New Haven is not such a school. Yale College is not such a college.

Here is one point in which the Hopkins Grammar School of New Haven differs radically from the high schools into which the other Hopkins schools have gradually been absorbed.

Coeducation in college does not thrive in New England. The reasons that militate against it affect, in like fashion, our schools that prepare for college.

94 Bielschowsky, Goethe, Sein Leben und seine Werke, II, 407.

The School whose long history we are here to look back upon is a school, as ever, for boys only; with a schoolhouse, as ever, surrounded by a spacious playground; offering, as ever, an education preparatory to college and university, and not seeking itself to teach what they can better teach.

It was founded in a day of rapid change. The currents of modern thought had begun to swell. Englishmen at home and Englishmen here were governing themselves without a King. But this was not to last.

The Colony of New Haven was nearing its end. The Confederation of the United Colonies of New England was to be dissolved. The Commonwealth of Cromwell soon passed away. The Stuarts regained their throne. Another revolution swept them off. The Hanoverians came in. The American Revolution parted the English people on one side of the sea from the English people on the other. A new power arose up on this continent to control it-the United States. But through all these changes the principles of sound education remained unchanged, and here in this ancient School they have been steadily maintained.

The Romans, before proceeding to any solemn act, were accustomed to utter the brief prayer: "QUOD BONVM FAVSTVM FELIX FORTVNATVM QVE ESSET."

So did John Davenport preface his deed of gift, for establishing this "Latin" School, with the expression of the pious hope "QVOD FELIX FAVSTVMQVE SIT."

As we look back over this long stretch of years, the seventeenth century, the eighteenth, the nineteenth, the twentieth, all belonging to our school history, we can not only echo his words for the centuries to come; but for the past (and for that we are competent to speak) we may declare of the institution whose policy he shaped, a quarter of a thousand years ago, that it has been happy, it has been fortunate.

1660-1910

IN MEMORY OF HAWLEY OLMSTEAD,

Rector of the Hopkins Grammar School of New Haven, Connecticut; delivered at a banquet on the 250th anniversary of that institution, by the Rev. Edward Octavus Flagg, D.D., LL.D. (H. G. S. 1840).

New Haven, city beautiful thou wast and art,

With classic shade from thy commingling elms
O'erhanging moonlit walks and secrets of the heart;
For thought's direction, too, hast many helms.
I come to speak of life-tide's earlier flow,

Of that which caused most sluggish powers to grow.

I sing of one within the academic past

By nature formed through learning's maze to steer,
Who from New England's Helicon drank knowledge vast,
His ruddy health a product of its cheer.

Upon his brow was stamped a former Yale;

In rank Phi Beta Kappa told the tale.

As Juno walked a queen, walked he as well a king,

A living head transfused throughout a school.

Rebellion's voice against his reign no charge durst bring,
Its sceptre was the justice of its rule.

His discipline capacity obeyed,

Evading which attempt was seldom made.

His grave demeanor that effrontery would repel
Produced impression of a nature cold;

But as a kernel choice is hid within a shell,
His outer ne'er his inner being told.
The inner was alive to public weal;
The outer not the less alive to heal.

No superficial recitation 'scaped his mind,
That sifted Greek and Latin to the core,
As reapers oft refuse defective sheaves to bind,
So he what inattention's tokens bore.
Should one the smallest particle omit,
Uneasy would his pedagogy sit.

As thorough in attire as he was in mind,

His vesture grave was chosen from the best,
No better model could a pupil ever find

To be not foppishly but neatly dressed.
Despising every empty-headed dude,
To flashiness preferred a habit crude.

A pupil who a perfume rank did once dispense
Emitted from a handkerchief well used,
Quite overcame his keen and analytic sense

Whose patience was in this way oft abused.
Amid malodorous fumes while quite distressed
He said, Of perfumes, cleanliness was best.

If clean without, he also was as clean within,
Upon the Rock of Ages planted hope,

A childlike faith made him an enemy to sin,

With that of knowledge he religion's door would ope. As sunlight rouses from his sleep the day,

The Word divine waked study with its ray.

One only pattern his religion seemed to take,

'Twas He, Who did that Normal College start,

Whence went forth teachers over land and sea to break
Intelligence of every truth a part;

'Twas He Who taught as never man could teach―

An orb at which to aim but never reach.

A coronet of honor shone upon his brow,
An impress of his reverence for law,
As genuine was his promise as a sacred vow.
Before him perfidy would change to awe.
Nobility of loftiest classic thought
Was in the fibre of his being wrought.

Below the standard did a student ever fall,
No compromise with interest did he make,
But of such lapse to parents he reported all,
If from a future patronage 'twould take;
While if defects the student might retrieve
This too was sent that they no more should grieve.

'Twas love with him made education soar so high,

It lubricated each tuition joint,

A garden seemed to him his school 'neath duty's sky
Where he by name to every flower could point.
Each human bud received paternal care,

Each ripening bloom he strove to make more fair.

How charmingly the school comes back again to-day,

Its busy hum is music to mine ear,

What seemed like work within the past now seems but play
As signals of departing time draw near.

As Winter drear reverts to Summer's fairy joy,
Does age look back to school days when a boy.

The art dramatic he considered as the black,

And o'er the coals raked thespians 'neath his care, Because of sober duty there had been a lack,

The buskin of the amateur to wear.

His modesty especially was shamed

That for a woman's part had one been named.

Though for the arts he seemed not very much to care, Preferring in declaimers prose to verse,

He wished in elocution singing have a share

That in Apollo's line should boys rehearse. The voice thus made the servant of the will, 'Twere easier the laboring chest to fill.

I see him now, as seated on instruction's throne
With green protection to his Argus eye,
No other verdure could be found within his zone
Most penetrating searchlight could descry;

I hear again the clearing of his throat,

A cracking of the whip before it smote.

I see him walking to and fro with book in hand,
Like Aristotle who thus always taught,
When exercise his organism might demand,
Or closer to discover minds distraught,

In one direction never so immersed

As not to hear when laggard tones rehearsed.

An object lesson he to check a surface mode

Where teachers often trifle with their solemn charge, When thoroughness the loftiest powers cease to goad, The faculties refusing to enlarge.

Beware of him of one book, said the Greek,

Of no book mastered, ah, how sad to speak!

Our nation now has reached a giddy, dazzling height,

A height no nation e'er has reached before,

Like doves unto their windows from the gloom of night Rush crowds upon our hospitable shore.

And welcomes are extended by our state

To those our heritage might make more great.

In education's mould must an unwieldy mass
Be formed to further build our free domain,
Must evolution's march, its Rubicon to pass,
In all directions sow the mental grain.
A soil of independent lords are we
And school and college give us liberty.