LETTER OF PROF. THOMAS R. PRICE, LL. D.
"COLUMBIA UNIVERSITY, NEW YORK.
"Capt. Richard Irby, Randolph-Macon College:
"DEAR SIR,—The President and Trustees of Randolph-Macon College, in 1868-'70, deserve, I think, the credit of having made the boldest and wisest move in education that has taken place in my time. Dr. Duncan, above all, so great and wise in many directions, was, in my judgment, the most deeply devoted and the most far-sighted friend of collegiate education I have known. When made a member of his Faculty, in 1868, as Professor of Greek and Latin, I had, with my large classes, to struggle against great difficulties and grave discouragements. Amid all I had his tender sympathy and wise and loving help. The fundamental difficulty of all soon revealed itself to me. I was seeking, as all instructors of Greek and Latin of that period were seeking, to give a knowledge of the ancient languages to boys and young men that knew not enough of their own language to receive it or apply it. It was irrational, absurd, almost criminal, for example, to expect, a young man, whose knowledge of English words and construction was scant and inexact, to put into English a difficult thought of Plato or an involved period of Cicero. Dr. Duncan, to whom I imparted my conviction, shared with me the sense of the grave evil. Braver and more hopeful than I, he bade me not to despair, but to cut at the root of the trouble by introducing the study of English. His eloquence and radical good sense won the majority of the Trustees, and the English school was founded. I had the honor, which I prize highly, of having been made professor of English, giving up the Latin to Dr. James A. Harrison. I had the duty laid on me, by the Trustees, of drawing up the programme of the new course and of selecting text-books and supplementing text-books by lectures. My plan was, through the course of five years, to make the literary and historical study of our great language go forward evenly balanced. I began with the study of grammar and of easy texts in the preparatory section, and then, year after year, thus formed in succession the four college classes up to the Senior and graduation. I cannot give you the exact dates. The struggle began, I think, in 1869, and it was carried on to full success by 1873-'74. The catalogues of the College will give the work and programme of each year.
"To Dr. Duncan, and to the good and wise men of the Trustees, I am profoundly grateful for having used me to carry out the bold and noble design. It was their own work—not suggested from the outside at all, imitating nothing that existed, springing from their clear perception of what education meant and from their sense of duty to their church and their people.
"Yours very truly. THOMAS R. PRICE."
RANDOLPH-MACON COLLEGE AND THE STUDY OF ENGLISH.
Prof. J. B. Henneman, of the University of Tennessee, writes as follows in the Sewanee Review. It is gratitying that the good work done by Randolph-Macon is so freely acknowledged:
"It was Randolph-Macon College, rather than the State University of Virginia, though it was the work of one of her graduates, that was to have the distinction of creating a School of English in the South which should send forth apostles with all the fervor of converts and enthusiasts. Randolph-Macon College would have deserved notice for devoting a separate chair to English Literature as early as 1836, almost from its inception; and Edward Dromgoole Sims, a Master of Arts of the University of North Carolina, gave a course on Historical English in the year 1839. He was installed in that year as Professor of English, after a stay in Europe, where he heard lectures on Anglo-Saxon. Tradition tells how, having no text-books, he used the blackboards for his philological work. At the end of three years he removed to the University of Alabama in consequence of having contracted a marriage not then allowed under the laws of Virginia. He was preparing a series of text-books in Old English, tradition again says, when he died, in 1845. Had he accomplished his purpose, these works would have preceded Klipstein's in point of time. (Other occupants of the chair of English at Randolph-Macon were William M. Wightman and David S. Doggett, both afterwards bishops in the Methodist Church, South.) It was again at Randolph-Macon College (though now removed from Mecklenburg to Hanover county) that, immediately after the war, there was founded a distinct school of English, based on historic and scientific principles, and productive of far-reaching results. I believe that I am but paying a worthy tribute to one whom all his pupils have found a helpful guide and inspiring instructor in making the statement that this movement was mainly due to the inspiration and effort of one man—Thomas R. Price.
"The suggestion of the course of English at Randolph-Macon College sprang from the study of the ancient languages. The feeling existed that it was impossible to expect appreciation of idioms in a foreign language when students knew nothing about those in their own tongue. To quote from Professor Price's own words at the time: 'It was irrational, absurd, almost criminal, for example, to expect a young man, whose knowledge of English words and constructions was scant and inexact, to put into English a difficult thought of Plato or an involved period of Cicero.' The course pursued in consequence was entirely original in its premises, and endeavored to meet these difficulties. Both the disease and remedy were brought out by the conditions present; and to this, I think, may be ascribed, in large measure, the success of the movement and its value as a stimulus. The end set was to place, in the ordinary college course, the study of English on an equal footing with that of Latin or Greek, giving it the same time and attention, aiming at the same thoroughness, and enforcing the same strictness of method. A knowledge of the early forms of English was demanded, not as philology pure and simple, constituting an end in itself, but as a means for acquiring a true, appreciative knowledge of the mother tongue, and thereby for understanding its literature and other literatures all the more. It now seems almost incredible that it required so great an effort at the time to take this step or that old traditions could become so firmly crystallized.