threaten the very existence of the youthful institution. It also became impossible to collect subscriptions previously made. The deliberations which ensued bring us to a new epoch in the history of the college.

The preparatory department of Nashotah Seminary had not long before received a new organization, and had been placed in charge of the Rev. James DeKoven. This school was known as St. John's Hall. It was now determined to call DeKoven to Racine, and to transfer the students of St. John's to Racine College, thus combining the two institutions and making Racine the preparatory school for Nashotah. This plan was carried into effect in the autumn of 1859. Dr. Park, through whose zeal and energy such substantial foundations had been laid, retained his connection with the college as chancellor, but retired from the active management of affairs. DeKoven was appointed rector, and assumed the entire responsibility.

A complete reorganization was effected, substantially after the present model. The genius of DeKoven soon gave the school a wide reputation, and its numbers rapidly increased; nevertheless, the presence of so large a proportion of candidates for orders, together with the relation now assumed toward Nashotah, led to a wide-spread impression that the institution was exclusively a theological seminary or school, an impression which has not yet entirely faded from the public mind. But while there was a preponderance, for a time, of students destined for the ministry, and while the preparation of such students was declared to be an especial object of the college, it was never the exclusive object, and each year brought a larger number destined for all walks of life and seeking simply a liberal education, until in 1865 the statement of theological preparation as a special object finally disappears from the catalogue.

The new statutes of 1862-63 indicate the ideal which was now had in view. The first was as follows: "Racine College shall be a Christian home for the training of the youth committed to its care in Christian virtue and sound learning." In accordance with this, much stress is laid in the circulars and catalogues upon the family organization, and this is still the underlying idea which distinguishes Racine. The following are some of the general principles of government and discipline: "To trust as far as possible to the honor of the boys, and at the same time to observe sufficient watchfulness to prevent secret disobedience;" "To insist upon obedience as a duty to God, and to encourage by every means possible the voluntary confession of offences;" "To govern the boys by means of a certain number selected for their fitness and general good conduct, who shall be the honored students of the college." In the primary organization much was borrowed from the tried and time-honored systems of the great English public schools, but with careful adaptations from the first to the conditions and requirements of American life and character. Further modifications were introduced as time and experience dictated, but the fundamental princi

ples have remained unchanged. During the period from 1859 to 1875-76, the college and grammar school were nearly homogeneous, much the same rules being in force and the same surveillance exercised in the one as in the other. In the development of the organization, and in establishing the discipline of the school, DeKoven was ably seconded by Mr. E. B. Spalding, as head-master and afterward sub-warden. But while the formation of the moral and spiritual life, and the establishment of a high tone and character in the school, absorbed much of the attention of Dr. DeKoven during these early years, there was also a steady advance in intellectual strength and efficiency.

From 1858 Prof. Homer Wheeler ably filled the chair of mathematics. Steps which indicate the progress of the college as an institution of learning were the addition to the Faculty of the late Dr. Passmore in 1862, for twenty years previously professor in St. James's College, Maryland; of Dr. Dean in 1865, as professor of Latin and Greek; of Dr. Hinsdale, since president of Hobart College, in 1867; and of Drs. Elmendorf and Falk a little later. Although there remained still much room for improvement in the course, the Faculty of 1868 was a body of men which would adorn any institution.

Under the combined influences of a carefully developed method of moral and spiritual training on the one hand, and of an effectual intellectual culture on the other, the growth of the college was vigorous and rapid. The time seemed to have arrived for a new adjustment. Hitherto the college had been closely connected with the diocese of Wiscon sin, but it was now determined to make it a more general institution, and to place it under the patronage of the bishops and clerical and lay trustees from several adjoining States of the West and North West. It was believed that it would be possible by a legitimate and natural development to establish here a true University, which should promote the cause of sound learning in the North-West, and at the same time vindicate for religious and moral culture its true place in edu cation, as opposed to the secularism and materialism which have become so widely spread. In 1875 the requisite changes in the statutes and internal organization were made, looking toward the establishment of a "University for the North-west." The college was organized in more distinct separation from the lower school, and in other respects its discipline was modified with reference to a higher development of intellectual life. Additions to the Faculty in close connection with these changes were the Rev. J. H. Converse, A. M. (Har vard), in 1872, as Dr. Dean's successor, and somewhat later the Rev. F. S. Luther, A. M., in the chair of mathematics, and Robert C. Hindley, A. M., as professor of chemistry, both of Trinity College.

Racine is well known as a place where religious principles are fearlessly taught and moral guidance carefully insisted upon; but few, except those who know it most intimately, are aware how steady and per