But the people of New Jersey prospered well, and the Colony soon became noted as one in which there was comfort and good living; and therefore it is natural that when the people really could afford to apply their time, thought, and money to objects higher than the tillage of farms and the building of houses, they went to work earnestly to give their young people proper opportunities for education, and we find that they were inclined to do this as earnestly and thoroughly as they had been in the habit of doing other things. In consequence of this disposition, what is now Princeton College was founded in 1746. This institution was first called the "College of New Jersey," and was established at Elizabethtown. It was in its early days a very small seat of learning; for, when the Rev. Mr. Dickinson was appointed to be its president, the faculty consisted entirely of himself, and his only assistant was an usher. There were then about twenty students in the college. In about a year the president died; and the college was then removed to Newark, where the Rev. Aaron Burr, the father of the celebrated Aaron Burr, became its president, and it is probable that the faculty was enlarged. Ten years afterwards the college was established at Princeton. The manners and customs of the college must have been very primitive, and we will give a few of the rules which were made for the students: "Every scholar shall keep his hat off to the president about ten rods, and about five to the tutors. When walking with a superior, they shall give him the highest place, and when first going into his company, they shall show their respects to him by first pulling off their hats; shall give place to him at any door or entrance; or meeting him going up and down stairs shall stop, giving him the bannister side;" and, in speaking to a superior, "shall always give a direct and pertinent answer, concluding with Sir." Thus it is seen that attention to good manners was one of the most important branches of study taught at the young college. But in certain districts of New Jersey, people seemed to be very slow in perceiving the advantages of schools in their midst. Schools had sprung up here and there in towns and villages, many of them boarding schools; and to these the richer farmers would send their children. But it took people in some rural places a good while to find out that it would be a good thing to have a school in their midst.