USA > New York > Tompkins County > Landmarks of Tompkins County, New York : including a history of Cornell University > Part 56
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Professor Corson's method of instruction in literature is as follows:
"Lectures are given on English literature, poetical and prosc, from the fourteenth to the nineteenth century inclusive, in eight groups, of which Chaucer, Spenser, Shakespeare, Milton, Dryden, Pope, Wordsworth, Browning and Tennyson are made the central fig- ures. The lectures are given daily, except Saturday, and to the same class, so that there are about two hundred lectures given during the academic year. A large portion of the class are special students who have come to devote most of their time to English literature. They,
your very truly Hiram Torian
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accordingly, do a great deal of reading in connection with the lectures. It is made a special object of the lectures to bring the students into di- rect relationship with the authors treated, and hence much reading is introduced. The literature is presented mainly in its essential char- acter, rather than in its historical, though the latter receives attention, but not such as to set the minds of students in that direction. It is considered of prime importance that they should first attain to a sym- pathetic appreciation of what is essential and intrinsic, before the ad- ventitious features of literature-features duc to time and place-be considered. What is regarded as of great, of chief importance, indeed, in literary study, in some of our institutions of learning, namely, the relations of works of genius to their several times and places (miscalled the philosophy of literature), is of the least importance, so far as cul- ture in its truest sense is concerned. Literature is thus made chiefly an intellectual and philosophical study; its true function, namely, to quicken the spiritual faculties, is quite shut off. An exclusively intel- lectual attitude is taken toward what is a production of the whole man, as a thinking, emotional, imaginative, moral and religious being,-a production which can be adequately responded to only by one in whom . these several attributes are, in some degree, active; and literary edu- cation should especially aim after their activity; should aim to bring the student into sympathetic relationship with the permanent and the eternal -- with that which is independent of time and place.
There is danger, too, in presenting literature to young people in its historical relations, and in "philosophizing " about it, of turning out cheap and premature philosophers. A work of genius renders the best service when it is assimilated in its absolute character. All great works of genius are intimately related to the several times and places in which they were produced; and it is important to know these relations, in the proper time-when the "years that bring the philosophic mind " have been reached, not before. But it is far more important to know the relations of these works to the universal, to the absolute, to that which is alive forevermore, by virtue of which alone they continue to live. Mrs. Browning, in her " Aurora Leigh," speaks of great pocts as " the only truth tellers now left to God-the only speakers of essen- tial truth, opposed to relative, comparative, and temporal truths; the · only holders by His sun-skirts, through conventional grey glooms."
The mode in which genius manifests itself, at certain times, in certain places, and under certain circumstances, may be explained to some
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extent; but the genius itself cannot be explained. Environments stimulate or suppress, they do not and cannot make genius. The causes which bring it nearer to the essential world than men in general are brought, we cannot know. The explanation which can be given of its mode of manifestation should be called the physiology, not the philosophy, of literature.
And how is the best response to the essential life of a poem to be secured by the teacher from the pupil? I answer, by the fullest inter- pretative vocal rendering of it. On the part of the teacher, two things are indispensable, first, that he sympathetically assimilate what constitutes the real life of the poem; second, that he have that vocal cultivation demanded for an effective rendering of what he has assimi- lated. Lecturing about poetry does not, of itself, avail any more for poetical cultivation than lecturing about music avails, of itself, for musical cultivation. Both may be valuable, in the way of giving shape to, or organizing, what has previously been felt to some extent; but they cannot take the place of inward experience. Vocal interpretation, too, is the most effective mode of cultivating in students a susceptibility to form-that unification of matter and manner upon which so much of the vitality and effectiveness of expressed spiritualized thought depend.
There is no true estimate, among the leaders in the educational world, of what vocal culture, worthy of the name, costs; and the kind of encouragement which it receives from them is in keeping with their estimate. A system of vocal training should be instituted in the lower schools which would give pupils complete command of the muscles of articulation, extend the compass of the voice, and render it smooth, powerful and melodious. A power of varied intonation should be especially cultivated, as it is through intonation that the reader's sym- pathies are conducted, and the hearer's sympathies are secured.
The reading voice demands as much, and as systematic and scien- tific, cultivation, for the interpretation of the masterpieces of poetical and dramatic literature, as the singing voice demands for the rendering of the masterpieces of music. But what a ridiculous contrast is pre- sented by the methods usually employed for the training of the read- ing voice, and those employed, as in conservatories of music, for the training of the singing voice!
Readings are given every Saturday morning throughout the aca- demic year, from English and American prose writers. These are
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open to all students and to any visitors who may wish to avail them- selves of them. The selections read are chiefly such as bear upon life and character, literature and art. The present year they have been, thus far. from essays of George Eliot, Professor Dowden, Mr. Ruskin, Mr. Leslie Stephen, Matthew Arnold, Emerson, Lowell, Frances Power Cobbe and some other essayists. The regular members of the class afterwards read for themselves the compositions entire from which the selections are made, and many are inspired to read further from the same authors.
There are four English literature seminaries, devoted, severally, to nineteenth century prose not including novels, seventeenth and eight- ecnth eentury prose not including novels, novelists of the nineteenth century, and novclists of the eighteenth century. The seminaries are open to graduates, special students and to undergraduates who have maintained a high rank in the lecture courses. A work is assigned to each member of a seminary, of which he or she makes a careful study, and embodies the result in a paper which is read in the seminary and afterward discussed by the members, each member having been re- quired to read in advance the work in hand. The papers bear chiefly, almost exclusively, on what is understood by their authors to consti- tute the life, the informing spirit, the moral proportion, the motives, of the works treated. The merely technical is only incidentally, if at all, treated. The present year, essays have been read on all the novels of George Eliot, and her poem, " The Spanish Gypsy," the seminary con- sisting of twenty-seven members. All the essays have been of high merit, showing much insight into George Eliot's "interpretation of life."
It should be added that twelve plays of Shakespeare are read by me during the present academic year, so cut down as to occupy two hours each in the reading. It is purposed so to read, in a separate course, next year, the thirty-seven plays, two hours a week to be devoted to each play. I would also add that by the end of the present year I shall have read entire, with requisite comment, to an outside class composed of graduate and spceial students, Browning's "The Ring and the Book." The educating value of this great poem is of the highest character, embodying, as it does, the poet's ideal of a sanetified intellect."
In 1890, the University Senate recommended a division of the depart- ment of English literature and rhetoric. It was proposed to establish two professorships, to one of which the chair of English literature should be assigned and to the other that of English philology and
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rhetoric. The department of elocution and oratory was attached to the latter chair.
After the resignation of Professor Shackford in 1886, the duties of both departments again devolved upon Professor Corson, until the election of Dr. James Morgan Hart as professor of rhetoric and English philology in 1890 Professor James Morgan Hart was the son of Dr. John S. Hart, the well-known educator, formerly a professor in Princeton College. Professor Hart graduated at Princeton and after- ward received his degree of Doctor of Laws at the University of Göttingen. During his first residence abroad, between 1860-65, he resided in Geneva, Göttingen and Berlin. Upon his return to this country he entered upon the practice of law, but was soon called to Cornell University as assistant professor of French and German. He remained here until 1873. From 1874-8, he was engaged in literary work in New York and in editing a series of German classics. During this time he published his very interesting work upon German universities. After residing for a second time abroad in which he devoted himself especially to the study of English philology, he was called to the Uni- versity of Cincinnati where he filled the chair of English and German from 1876-90, from which he was summoned again to Cornell Univer- sity, with which he had been associated in the early years of its history. Since the creation of a special chair for English philology, the work has been systematically arranged and received a large development and growth. Professor Hart has set himself vigorously to elevate the instruc- tion in rhetoric and especially in elementary English, in which he found the prevailing instruction in the secondary schools of the State very deficient. His services in this direction, both within the university and in the public schools, have effected a revolution in the character of the instruction in this study.
The instruction of the first year in English is practical rather than literary. It consists chiefly of reading and interpreting good nineteenth century prose, De Quincy, Macaulay and Carlyle, and writing eopiously upon the subjects embodied in or directly connected with the readings. The aim of the instruction is to widen the student's range of ideas and - to enlarge his vocabulary and to quicken and guide his powers of ex- pression The work of the second year is more literary. The readings are in Johnson, Goldsmith, Gibbon and Burke, all writers of the eighteenth century. The essays are longer than in the previous year, and stress is laid upon the outline and general treatment of them; also
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upon collateral reading. In the advanced elective work, the aim of the junior and senior years is to train teachers of English and persons of evident literary aptitude. Only such persons are admitted to the junior class as have received distinction in the lower classes. The readings in the senior year may be assigned to Bacon, Milton, Dryden and Swift, and the essays become more elaborate and represent studies in the lives, writings and opinions of the authors read. Attention is also paid to the historical treatment of certain features in the formation of prose style and in the special study of the Elizabethan English. Senior rhetoric is professedly a seminary for the training of teachers of
English. The instruction is adapted throughout to the needs of teachers. The general theory of composition is reviewed. The books prescribed for entrance examinations in English by the New England Association of Colleges are studied. Select passages are examined which illustrate the principles of invention and style, and model sub- jects are drawn up for the practical use of high-school classes. The study of English philology is entirely elective. There is one popular course, all the others are professional. The former course is open to all members of the university and is not designed for persons wishing to make a special study of philology. The work consists of lectures upon the development of the language down to the present day, illustrated by the reading of very brief specimens from the successive periods. For the systematic study of English philology a knowledge of the classics is also required and apt acquaintance with modern German. One term is devoted to the study of Gothic, and two terms to reading a very moderate amount of Anglo-Saxon prose and verse and to mas- tering the grammar; a good deal of comparative Indo-European grammar is introduced. The advanced course consists in reading long texts both prose and verse and in reviewing the more difficult points of grammar and in noting dialectic peculiarities. A course in Middle En- glish, the general modificaton of the language from the Norman con- quest to Chaucer, is arranged, in which especial attention is paid to the Midland dialect. Courses also in English phonetics, in Old Saxon, in Icelandic and in general Germanic philology are given, but not in every year. The students making special study of English philology for the doctor's degree also pursue courses in Sanskrit or in Indo-European philology under Professor Wheeler.
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THE ROMANCE AND GERMANIC LANGUAGES.
The first professor of languages in this department chosen was one of the two professors first elected in the university. William C. Russel was elected at the fifth meeting of the Board of Trustees held in Albany, February 13, 1867. He was elected to the chair of modern languages and adjunct-professor of history. It is not clear whether it was the original purpose to combine the two chairs originally proposed, viz., that of the South European languages and of the North European languages, which were provided for in the plan of organization in one chair by this designation or not. Professor William C. Russel was a nephew of the famous William Channing whose name he bore. He was a graduate of Columbia College in the class of 1832. After graduation he was admitted to the bar and engaged in the practice of his profession in New York until 1863. At that time there came a sudden and painful interruption in the practice of his profession, occasioned by the death of a beloved son, who had entered the army as an officer in Col. Shaw's regiment of colored troops and had been killed in battle. In order to recover his body, he went south. Later his philanthropic spirit led him to take service in the Freedman's Bureau, and, for a brief period, he gave instruction in the department of metaphysical, moral and political science in Antioch College. After his election to the chair of modern languages in Cornell University he went abroad to familiarize himself with the present state of modern literature in the department to which he had been elected.
The first assistant professor in the department was James Morgan Hart, who was transferred in 1870 to the department of German. Then followed W. M. Howland, retired in 1870; F. L. O. Roehrig, retired in 1884; Alfred Stebbins, retired in 1882, and T. F. Crane, as- sistant from 1870 to 1813, when he was appointed professor of Spanish and Italian, while retaining his duties as assistant professor of French. In 1881, upon the retirement of Professor Russel, Professor Crane was placed at the head of the department, the title of which was, in 1882, changed to that of Romance Languages and Literature.
Instructors have, since the retirement of Professors Stebbins and Roehrig, taken the place of the earlier assistant professors. Italian and Spanish were not taught regularly until the return from Europe of Professor Crane in the fall of 1870. Since that time classes in French, Spanish and Italian have been taught regularly, and in addition to
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these the earlier dialects of French, ineluding old Provençal and Ital- ian, have been taught to advanced students from time to time. Besides the usual courses in the language and literature of France, Spain and Italy, the philology of the Romance languages in general, and of the several languages in particular, have been taught in the Romance Seminary.
The general library is well supplied with works on the languages and literature of the Romance people, and the Seminary Room con- tains the most important philological journals and special treatises needed for the most advanced study in this department, as well as palæographical material for the study of early texts, etc.
As at present organized the department consists of a full professor and four instructors, among whom the following work is divided : Nine sections of freshmen French; six sections of sophomore French ; six sections of advanced French; two sections each of Spanish and Italian, and two seminaries, one dealing with philology, the other with advanced literary history.
Much attention is paid to the study of modern French, and instruction in conversation and reading, under the charge of a native Frenchman, is constantly offered.
About 450 students are usually pursuing studies in this department. Although no fellowships have been attached to the department, a num- ber, usually in connection with the German department, have received special training in the department, of these Mr. C. R. Wilson is now professor of modern languages at Iowa State University, and Mr. Schmidt-Wartenberg is an associate professor of German in the Uni- versity of Chicago. Two other fellows, Mr. Ruyter (died in 1890) and Mr. Lapham have filled the position of instructor.
In February, 1868. Mr. Willard Fiske was elected professor of the North European Languages, and we may assume that by this action the chair of modern languages was definitely divided as originally contem- plated. Professor Fiske was born in Ellisburg, N. Y., and removed in early boyhood to Syracuse, where he formed a life-long friendship with Andrew D. White, later president of the university. Professor Fiske spent a short time in Hamilton College. Here he conceived a passion for the study of Icelandic, and, though a mere undergraduate, visited Vermont in order to see George P. - Marsh, the famous scholar and later diplomatist. Filled with a boyish enthusiasm, young Fiske under- took a journey to the north of Europe, and next appears as a student in
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the University of Upsala in Sweden. Here he spent two years partici- pating thoroughly in that Norse life which had such a fascination for him, interest in which he has retained until the present day. He visited Germany on his return to America, and soon after received an appoint- ment as assistant-librarian in the Astor Library. Here he remained for several years, but failing of promotion as he anticipated, he resigned and accepted the appointment of secretary of the American Geographi- cal Society. Later he became a journalist, and was for a time one of the editors of the Syracuse Journal in his native city. A man of great enthusiasm, a charming conversationalist, with the power of winning and retaining friends, he has had at different times various enthusiasms. He collected the largest chess library in America, and organized the first chess congress at which Paul Morphy, the greatest name in modern chess, won such distinction. He also established the Chess Monthly. His experience as a librarian and his familiarity with the languages of Northern Europe suggested him as a suitable man for librarian of the university and as professor of the Norse Languages, but he assumed for a time the professorship of German, as well. He entered upon his duties in January, 1869. At the opening of the university he was traveling in Europe and acting as correspondent of one or more news- papers.
The work in German was organized at the opening of the university by Mr. T. Frederick Crane, at that time a young lawyer in Ithaca, who was engaged temporarily, in the absence of Professor Fiske, during the fall term. Mr. Crane on returning from Europe where he had prose- cuted studies in the Romance languages in Berlin, Florence, Madrid and Paris, was elected assistant professor of Modern Languages on June 30, 1870. On September 10, of the same year, Waterman T. Hewett was elected first assistant-professor of North European Lan- guages, and Bela P. McKoon second assistant-professor of North European Languages, and Alfred Stebbins assistant-professor of the South European Languages. Both departments were then fully con- stituted with one full professor and three assistant-professors, Professor Crane appearing as assistant-professor of Spanish and Italian. In 1873 (upon the resignation of James Morgan Hart), Hjalmar H. Boyeson was appointed assistant-professor of the North European Languages, and three years later professor of German Literature. The depart- ment was thus constituted until the year 1877, when, during the ah- sence of Assistant-Professor Hewett in Europe, Assistant-Professor
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Horatio White of the classical department took much of his work and on January 25, 1879, owing to the continued ill health of Professor Fiske, he was elected assistant-professor of German for one year. During the first decade in the history of the university, the field of instruction in modern languages was somewhat enlarged. Professor Boyeson delivered a course of lectures upon the history of German literature which had not been previously given, and Professor Crane offered new courses of instruction in Spanish and Italian. After this period, the field of instruction both in German literature and the related languages was enlarged. Instruction was given by Professor Hewett in Duteh and later in Gothic, Old German and Middle High German. Additional electives were offered by Professor White in the modern literature. Upon the resignation by Professor Fiske of the chair of North European Languages in 1883, two professorships of German were established to which Assistant-Professors Hewett and White were promoted. The department has collected a valuable material to illustrate the study of German literature, in lantern slides containing views of old German life and art, manuscripts, pictures of authors, texts and of characters and scenes in literature and history.
XII.
THE DEPARTMENT OF PHILOSOPHY.
THE earliest instruction in Philosophy devolved upon Dr. William D. Wilson, who had held a similar professorship in Hobart College from 1850 to 1868, the date of his election to a chair in this university. Dr. Wilson's instruction embraced courses in Mental Science, Logic, the History of Philosophy, the Philosophy of History, and at times in Po- litical Economy. All students will recall the venerable professor whose appearance of age belied his genuine physical vigor. As registrar of the university he came in contact with all students for at least seven- teen years. Dr. Wilson seemed to possess an untiring capacity for the laborious clerical work associated with the registrar's office. The nu- merous details, the multitudinous reports from various departments, it devolved upon the doctor to receive and enter, If, occasionally, a student incautiously stepped into his presence with his hat on, a re-
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minder from the punctilious registrar did not lessen the genuine esteem with which he was regarded. As a scholar, Doctor Wilson was an in- defatigable reader upon all questions of philosophy, theology, ecclesi- astical history, science and political economy. Several works which he published exhibited the acuteness of his mind, as well as a fresh and vigorous grasp of the new points presented for solution. Doctor Wilson's long educational experience, and his interest in the general educational policy of the State, as well as his attendance at the meet- ing of the University Convocation during many years, made him an in- fluential and esteemed character in the university life of our State. His theological interests caused him to be chosen for many years to the national triennial conventions of the church with which he was con- nected, where he filled important positions upon some of the most im- portant committees. The class of caused, his portrait to be painted, and presented it as its memorial upon graduation to the mini- versity. Since his resignation here, Doctor Wilson has been active in theological instruction and advice in connection with the Divinity School of Syracuse, and in lectures before educational institutions in the State.
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