Its ideals were altogether different. The Unitarian clergy
had given to the College a character of moderation, balance,
judgment, restraint, what the French called mesure; excellent
traits, which the College attained with singular success, so that
its graduates could commonly be recognized by the stamp, but such
a type of character rarely lent itself to autobiography. In
effect, the school created a type but not a will. Four years of
Harvard College, if successful, resulted in an autobiographical
blank, a mind on which only a water-mark had been stamped.
The stamp, as such things went, was a good one. The chief
wonder of education is that it does not ruin everybody concerned
in it, teachers and taught. Sometimes in after life, Adams
debated whether in fact it had not ruined him and most of his
companions, but, disappointment apart, Harvard College was
probably less hurtful than any other university then in
existence. It taught little, and that little ill, but it left the
mind open, free from bias, ignorant of facts, but docile. The
graduate had few strong prejudices. He knew little, but his mind
remained supple, ready to receive knowledge.
What caused the boy most disappointment was the little he got
from his mates. Speaking exactly, he got less than nothing, a
result common enough in education. Yet the College Catalogue for
the years 1854 to 1861 shows a list of names rather distinguished
in their time.
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