I.    Imitation of the English Model:

            A. Presentation of Harvard's Graduates by President to the Board of
                Overseers in 17^th Century: "Honourable Gentlemen and Reverend
                Ministers, I present to you these youths, whom I know to be sufficient in
                learning as in manners to be raised to the First Degree in Arts, according
                to the custom of the Universities in England."

            B. On the chartering of the College of Rhode Island (Brown University)
                in 1764: "And they are hereby authoriz'd & impowered by their President
                & in his absence by the Senior Fellow or one of the Fellows appointed by
                themselves at the Anniversary Commencements or at any other times and
                at all Times hereafter to Admit to & Confer any and all the Learned Degrees
                which can or ought to be given and conferred in any of the Colleges and
                Universities in America, Europe & particularly in the University of Cambridge
                & Edinburgh in Great Britain."
 

II.    On the Purpose of Collegiate Education

           The College of New Jersey (Princeton University) - founded 1746: "Tho'
                our great Intention was to erect a Seminary for educating Ministers of the
                Gospel, that we might have a sufficient Number of Pious and well qualified
                men to supply the demands of our Churches, & propagate the kingdom of the
                Redeemer among those who have hitherto lived in darkness and ignorance,
                yet we hope it will be a means of training up men that will be useful in the
                other professions - ornaments of the state as well as the church…"

III.    On the Merits of a Classical Education

           Samuel Johnson, President of King's College (Columbia University) in
                1756: "By reading the authors of Classical Greece & Rome, those who
                studied nature more and understood it better than any nations have ever
                done since, our undergraduates would imbibe those great maxims of wisdom
                which had stood the test of time. These times and manners may have changed
                since the golden age of Greece and Rome, but not so much as to make any
                considerable change in the maxims of civil & political prudence. The essential
                rules of life and right conduct are invariable."

IV:     On the Continued Value of Classical Education into the
           Early 19^th Century:

               From the Kingsley Report (Yale college Faculty) in the 1820s on the retention
                of the college's Classical curriculum: "Familiarity with the Greek and Roman
                writers is especially adapted to form the taste, to discipline the mind, both in
                thought and in diction, to the relish of what is elevated, chaste and simple. The
                compositions which these writers have left us, both in prose and verse, whether
                considered in regard to structure, style, modes of illustration or general
                expression, approach nearer than any others to what the human mind,
                when thoroughly informed and disciplined, or course approves and constitute
                what is most desirable to possess, a standard for determining literary merit.