the higher branches. For the present, therefore, they restricted their establishment within the limits of a simple academy, deferring a further extension of the scheme, till the success of their first efforts should have demonstrated its practicability, and smoothed the way for its accomplishment.

In the Academy were embraced one school for the Latin, one for English, and one for the Mathematics, under the care of three masters with their assistant ushers, the principal of whom had the title of rector. A charity school was also opened, in which the children of poor citizens were instructed gratis. It is worthy of observation, that among the teachers. originally employed in the Academy was Charles Thomson, afterwards rendered conspicuous by his office of secretary to the Revolutionary Congress, and venerable in the recollection of Philadelphians for his virtues and abilities, as well as for the advanced age which he attained. He was, during four years, one of the tutors in the Latin school, at the end of which time he left it in pursuit of other business,

having discharged the duties of his office with entire satisfaction to his superiors.

Finding the schools to prosper, and to present a good prospect of permanent usefulness, the trustees resolved to apply for a charter, which was readily granted them by the proprietors. By this instrument, which bears date July 13th, 1753, they were incorporated by the name of the "Trustees of the Academy and Charitable School in the Province of Pennsylvania."

A continuance of prosperity soon induced them to extend their views beyond the limits within which they had originally restricted themselves. To the branches

before taught, were now added Logic, Rhetoric, Natural and Moral Philosophy; and it was as a teacher of these sciences that the Rev. Wm. Smith, who in the future became highly distinguished, was introduced into the institution.* The study of the Greek language was joined with that

* For further details concerning Dr. Smith, see supplementary chapter to the present edition.

of Latin; and, a course of instruction having thus been adopted equal in extent to that usually pursued in the highest seminaries, nothing more was requisite to place the Academy of Philadelphia on the footing of a collegiate establishment, than the right of assuming the title, and the privilege of conferring degrees upon the students. The hope of obtaining collegiate honours has always exercised a powerful influence over the youthful mind; and every seminary, however extensive may be its plan, and whatever the qualifications of the teachers, must labour under great disadvantages, if destitute of that command over the diligence of its pupils, with which the power of giving or withholding these honours invests it. As the effects of this deficiency of the Academy began to be experienced in the desertion of some of the best students, who sought in other seminaries that testimonial of their proficiency which was denied them in their own, it was recommended by the teachers to the Board of Trustees, that application should be made for such additions to their

charter as might invest them with the rights of a collegiate body. The application was accordingly made; and an additional charter was granted by the proprietors, dated June 16th, 1755, by which the former style of the board was changed into that of "The Trustees of the College, Academy, and Charitable School of Philadelphia," and all the powers conferred upon them which are usually attached to such a title. The condition, however, was annexed to this charter, that the trustees and professors, before entering on the performance of their offices, should respectively take and subscribe the customary oaths or affirmations of allegiance to the King of Great Britain.

2*

CHAPTER II.

ORGANIZATION AND GOVERNMENT OF THE COLLEGE.-FIRST GRADUATES.—PROSPERITY OF

THE COLLEGE.

Ir may not be amiss to describe more particularly the organization and mode of government of the institution, at this period. It consisted of three departments, those of the College, Academy, and Charity Schools, the last of which, however, was connected with the two former in no other way than as it was under the authority of the same board of trustees. The College and Academy were much less distinct. They were not only connected through the medium of the trustees, but were managed by the same faculty of professors; and the students belonging to the two departments were often mingled together in the same classes. The distinction seems to have been simply this, that those pupils whose