"Professor Chase, as might be expected, had great excellence as a teacher and governor of college. His ideal of education may be inferred from his personal culture. This had always been general and liberal. He omitted no branch of important knowledge. He accepted nothing partial. He believed in none of the romantic expedients which are often hastily adopted, and successively abandoned, for making scholars without materials, and forcing public institutions of learning, for a present popular effect, off from the methods which nature has prescribed, and experience has sanctioned. He regarded a college as a place not so much of learning, as of preparation for learning,--a school of discipline, to bring the student up to manhood with ability to perform thenceforth the hard work of a man in his particular profession. To that end no part of fundamental study could be spared. He would as soon have judged that young men could be trained to excellence in the mechanic arts, while they disused any important organ of the body; or a sculptor elaborate a perfect model by chiseling only the limbs. He would not expect such a mechanic, or artist, or educators of the same school, to find either honorable or lucrative employment, when society, though temporarily blinded by ingenious but visionary projects of improvement, should learn the practical difference between the whole of anything and its parts. He would not have consented that any other department of college study should be sacrificed even to the Mathematics. "But he would have the Mathematics lie, physically, where God has placed it, at the foundation. He would have the student early settled and accustomed to the most approved methods and varieties of demonstrative science. He would discipline the mind among the certainties of numbers, that it might better search for truth among the probabilities of things; just as we learn to swim where we can touch bottom before it is safe to plunge into the deep. He judged soundly that one must learn to use his reason before he can wisely apply it to the purposes of life; and that without this preliminary training nothing else can be learned well; and that whatever otherwise seem to be accomplishments, turn out, at length, to be fantasies that vanish in the turmoil and struggle of life, or mislead men into a false and fickle management of affairs. Wherefore he felt the peculiar responsibility of his position with all the intenseness of his earnest and far-reaching mind. He knew that his department, though most difficult to be commended to young men in general, was most indispensable to their success, and he sought accordingly to magnify his office. That he was a complete master of it is out of question. Of this he has left enduring monuments; and not the least, I am happy to say, in minds which he had trained.