Part 1

Transcriber’s Notes:

Underscores “_” before and after a word or phrase indicate _italics_ in the original text. Equal signs “=” before and after a word or phrase indicate =bold= in the original text. Small capitals have been converted to SOLID capitals. Typographical errors have been silently corrected.

VOL. I. MAY, 1888. No. 7.

THE TRINITY ARCHIVE.

_PUBLISHED BY THE LITERARY SOCIETIES._

MONTHLY. TRINITY COLLEGE, N. C. PRICE, 15 cts.

CONTENTS.

EXTRACT FROM PEPYS’ DIARY 123-124 READING MAKETH A FULL MAN 124-125 THE INFINITIVE 125-127

EDITORIAL—Greek and Latin in Our Colleges; “Parallel Reading”; Phrenology 128-129

REVIEWS: Psychology; A Tramp Trip; Slips of Tongue and Pen; Poetical Geography of North Carolina; Life of P. T. Barnum 130-131

EXCHANGES 132-133 ALUMNI 134-135 LOCALS 136-138

MANAGERS’ NOTICES.

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All business communications should be forwarded to

NICHOLSON & JONES, _Business Managers_, TRINITY COLLEGE, N. C.

_Entered as second-class matter in Post Office at Trinity College, N. C._

Spring and Summer

CLOTHING.

_We are now ready to show you the largest, finest and cheapest stock of_

CLOTHING, HATS,

—AND—

Furnishing Goods

ever seen in North Carolina.

Our buyer has been in New York for the last two months, selecting our stock, and we can guarantee you we have everything in the very latest styles out. All our goods were bought from the very best manufacturers at the lowest cash prices, and we intend to sell our customers better goods for less money than they have ever bought before. And as we are the only Exclusive Clothiers in Greensboro, we intend to keep everything in the clothing line for

MEN, YOUTHS & BOYS

from size 50 for men, down to age 3 for boys. All we ask is to come and examine our stock and we will guarantee you will save money by buying from us.

Very Respectfully, F. FISHBLATE,

LEADING CLOTHIER, GREENSBORO, N. C.

C. M. VANSTORY, MANAGER.

P. S. Suits made to order from samples a specialty. Orders by mail will receive prompt attention.

A FREE TICKET TO Farrior & Crabtree’s Boot and Shoe Store, South Elm St., GREENSBORO, N. C.

SOLE AGENTS FOR Zeigler Bros., Jas. Means’ $3, And Wm. Dorsch & Son’s FINE GOODS.

C. B. HAYWORTH, _The People’s Liveryman_, HIGH POINT, N. C.

Good Stock and conveyances. Prices reasonable. Patronage of Trinity Students solicited.

MOFFITT & BRADSHAW, _DRUGGISTS AND PHARMACISTS_, Next Door above Bank, _High Point N. C._

DEALERS IN PURE DRUGS AND MEDICINES, Toilet and Fancy Articles, Perfumeries, &c.

We cordially invite students and friends of Trinity College to call and see us when in need of anything in our line.

FRIENDS OF TRINITY, SUBSCRIBE FOR _THE TRINITY ARCHIVE_. $1.00 PER YEAR.

_Business Friends Send us Advertisements._

Richmond Straight Cut No. 1 Cigarettes.

Cigarette smokers who are willing to pay a little more than the price charged for the ordinary trade cigarettes, will find this brand superior to all others.

The Richmond Straight Cut No. 1 Cigarettes

are made from the brightest, most delicately flavored and highest cost gold leaf grown in Virginia. This is the old and original brand of Straight Cut Cigarettes, and was brought out by us in the year 1875. Beware of imitations and observe that the firm name as below is on every package.

ALLEN & GINTER, MANUFACTURERS, RICHMOND, VIRGINIA.

GREENSBORO Female College, GREENSBORO, N. C.

The Sixty-Sixth Session of this well-equipped and prosperous School will begin on the 11th of January, 1888. Faculty (consisting of three Gentleman and eleven Ladies) able, accomplished and faithful. Instruction thorough in all departments. Superior advantages offered in the departments of

Music, Art, Elocution and Modern Languages.

Location, healthful and beautiful; fare good. Premises large, with ample walks for out-door recreation. Buildings large, convenient, comfortable, and furnished with all the appliances of A FIRST-CLASS FEMALE COLLEGE.

Special attention paid to physical health, comfort, and development, and moral and spiritual culture.

For catalogue apply to

T. M. JONES, PRESIDENT.

Group Photographs.

I would announce to the students of Trinity College that with a view to doing school work I have specially fitted myself for making

LARGE GROUPS,

such as Classes, Fraternities, Literary Societies, &c. Will be glad to serve with whatever they need in Photography, in that or any other line of work. I also make

Portraits Frames and Mats to Order.

Respectfully, =S. L. ALDERMAN=, GREENSBORO, N. C.

THE TRINITY ARCHIVE.

Published under Supervision of the Professor of English.

TRINITY COLLEGE, MAY, 1888.

EXTRACT FROM PEPYS’ DIARY.

TAKES LESSONS IN POLITICAL ECONOMY.

“He showed me a very excellent argument, to prove that our importing less than we export does not impoverish the kingdom, according to the received opinion: which, though it be a paradox, and that I do not remember the argument, yet methought there was a great deal in what he said.” (Feb., 1664.)

“He also made me fully understand that the old law of prohibiting bullion to be exported is, and ever was, a folly and injury rather than good. Arguing thus, that if the exportations exceed the importations, then the balance must be brought home in money, which, when our merchants know cannot be carried out again, they will forbear to bring home in money, but let it lie abroad for trade, or keep in foreign banks; or, if our importations exceed our exportations, then to keep credit the merchants will and must find ways of carrying out money by stealth, which is a most easy thing to do, and is everywhere done, and therefore the law against it signifies nothing in the world.” (Jan., 1665.)

IS ALARMED.

“About eleven o’clock, knowing what money I have in the house, and hearing a noise, I began to sweat worse and worse, till I melted almost to water. I rung, and could not in half an hour make either of the wenches hear me; and this made me fear the more lest they might be gagged; and then I began to think that there was some design in a stone being flung at the window over our stairs this evening, by which the thieves meant to try what looking there would be after them, and know our company. These thoughts and fears I had, and do hence apprehend the fears of all rich men that are covetous, and have much money by them. At last, Jane rose, and then I understood it was only the dog wants a lodging, and so made a noise.” (July, 1664.)

UXORIOUS.

“Called upon Doll, our pretty change woman, for a pair of gloves trimmed with yellow ribbon, to [match] the petticoat my wife bought yesterday, which cost me 20s.; but she is so pretty, that, God forgive me! I could not think it too much, which is a strange slavery that I stand in to beauty, that I value nothing near it.” (Sept., 1664.)

“To the King’s house, to a play, _The Traitor_, where unfortunately, I met with Sir W. Pen, so that I must be forced to confess it to my wife, which troubles me.” (Jan., 1665.)

“To Clerkenwell church, and there, as I wished, sat next pew to the fair Butler, who indeed is a most perfect beauty still; and one I do very much admire myself for my choice of her for a beauty, having the best lower part of her face that ever I saw all days of my life. After church, I walked to my Lady Sandwitch’s. * * My Lady asked me my opinion about Creed, whether he would have a wife or no, and proposed Mrs. Wright for him. * * She desired I would take a good time and manner of proposing it, and I said I would, though I believe he would love nothing but money. * * So away back to Clerkenwell church, * * and home, and there my wife was angry with me for not coming home, and for gadding abroad to look after beauties.” (Oct. 2nd, 1664.)

[For the ARCHIVE.]

READING MAKETH A FULL MAN.

BY W. P. A.

Mirrored in the epigram at the head of this article, is the _soul_ of the great man to whose force of intellect the world is indebted for the “Inductive Method” of investigation, which has made man a prince over the mysteries of science and a minister of nature’s sweet and bountiful gifts.

Never did Bacon philosophize more wisely, or frame epigram more in accordance with comprehensive truth than when he uttered this sentiment: “_Reading_ maketh a _full man_.”

Let us stress for a few moments the abstract idea of reading, and the consequent concrete idea of a full man. The vexatious problem which immediately confronts us with mountainous proportions, is how can we make the vast number of scientific languages and dialects, in which are couched so many thousand volumes of literature, wholesome, pure and classic, compatible with the brief period allotted to human life, and the miniature portion of even this time that can be spared from the bread-and-butter warfare to the reading of other men’s thoughts? We do not propose a solution of this problem, nor do we believe it possible for any man to indulge in one grand review of the world’s literature; but it is the blessed privilege of _every_ man to become moderately well read, in proof of which we would have only to cite illustrious names already familiar. “In books lies the soul of the past,” and if we would quaff the sweet ambrosia which is the world’s inestimable heritage, and develop in ourselves minds which shall prove everlasting sources of profit and pleasure, we must wed ourselves, with unmistakable devotion, to the acquisition of useful knowledge; if we do not inherit opportunities, we must _make_ them, and read selectively, comprehensively and retentively.

One individual can’t select for another the books best adapted to the mental growth of that person; individuality of taste is an idiosyncrasy of the human race. Give a person free access to a well-regulated library, and you need not fear but that person will suit himself. Let the flocks graze at will upon the verdant plains where grow the herbs both bitter and sweet, and where flow the waters of both life and death, and an unerring instinct will always avoid the bad and feast upon the good; then is the _reason_ of man less to be relied upon than the _instinct_ of the dumb brute? But far be it from us to argue that any man should cloister himself within the walls of his own imagination, feasting upon his own secluded judgment, and thus refuse to lend an ear to a _wise_ suggestion.

A lack of space forbids a more thorough discussion of this tempting subject—reading; so let us pass to a brief contemplation of the sequel—a _full man_. If a young man is devoid of a _noble ambition_, he would do well to examine himself and bring about a correction as soon as possible. Honest labor is praiseworthy in whatever field it may be expended, but there is something nobler, more inspiring, more appreciated, and more remunerative than hewing wood or drawing water; and if a man can, by thorough preparation, ally himself with the _intellectual_ aristocracy of the country, then are the possibilities of a _true_ life spread before him.

What a sublime and God-like spectacle is a _full man_. These are the men that wear the crowns of earth; in their hands are the sceptres of state; and in their lives are the world’s treasures.

The Alps may be hard to scale, but the Italy that lies beyond is worthy of the most giant effort; and those who put on the whole armor for the contest and stand as _full_ and _well-rounded_ men will be the Hannibals of unrecorded history.

THE INFINITIVE.

Much hinges on the question, “Is the Infinitive a Mood?” It is necessary first to define mood. Harvey says that ‘mood’ is the mode or manner in which the action, being or state is expressed. He says further, “The infinitive mood expresses action, being, or state without affirming it.” Though he defines the manner in which the indicative, the subjunctive, the imperative mood expresses action, being, or state, he fails to state in what manner the infinitive expresses the same. If he means to say that it _expresses_ action, being, or state without affirming it, while the indicative, subjunctive and imperative moods _affirm_ any of these, and that in this difference lies its claim to be called a mood, why does he not call participles and gerunds moods, as they also express action, being or state without affirming it? Mason says: “Moods are certain variations of form in verbs by means of which we can show the mode or manner in which the action or fact denoted by the verb is connected in our thought with the thing that is spoken of;” furthermore, that the infinitive may be attached to a subject in a dependent phrase, as ‘I saw him _fall_,’ and that this would justify us in calling it ‘mood.’ According to Mason, in the sentence, ‘I saw him _falling_,’ it would be justifiable to call a participle, which is sometimes called the ‘infinitive in-_ing_,’ a mood. Why then does Mr. Mason not call it a mood? Besides, in a great majority of cases the infinitive is used, as in the sentence, ‘I will _go_,’ without this subject accusative, as Mason calls it. His definition of the word ‘mood,’ though phrased with a view to include the infinitive, does not give any more light on the question than the definition of Harvey. Clark holds: “The infinitive mode differs from the other modes in this: It has no grammatical subject and therefore can not be a predicate.” Brown, in his “Grammar of English Grammars,” says that the infinitive mood is that form of the verb which expresses action, being or state in an unlimited manner. It seems that these authors ought certainly to have given a clearer or at least a more consistent distinction between the infinitive, participle and gerund on the one hand, and the indicative, subjunctive and imperative moods on the other. They make the infinitive a mood along with these three moods because its manner of expression is unlimited, while these mood forms are limited, and yet neglect the participle and gerund, which have, by their definitions, just as much right to the distinction.

The preposition ‘to’ is not an essential part of the infinitive, for it is not an invariable sign of it. Many verbs, especially the auxiliaries, are followed by the infinitive without ‘to.’ The infinitive in Old English ended in-an and did not have ‘to’ before it. It was treated as a declinable abstract-noun, and a dative form (called the gerund) was used with the preposition ‘to’ to denote purpose, as ‘He that hath ears _to hear_’; to hear = _to gehyranne_. This gerundive infinitive passed into modern English with the loss of the dative ending. From denoting purpose, the ‘to’ came to denote the ground of an action, and may indicate the cause or condition of an action. Thus the gerund (the infinitive with ‘to’) came to be used in place of the simple infinitive. The preposition ‘to’ has in this manner come to be nothing but an inflection for the nominative and accusative cases, and to lose the notional idea of a preposition except with the infinitive of purpose.

The infinitive is a verb-noun. The authority for this begins with the fact that it was in Old English declined as an abstract-noun. Prof. Whitney, of Yale, says that the infinitive is a verbal-noun expressing in noun-form the action or condition which the verb asserts. Welsh also calls it a verbal-noun. Both of them say that mood serves the purpose of showing a difference in the mode or manner of assertion. These two authors do not consider that the difference in the manner in which an infinitive and the indicative, subjunctive and imperative express action is of the same nature as the difference between the indicative and subjunctive, or between the subjunctive and imperative. These differences, as any one can plainly see, are altogether unlike. The distinction between the infinitive and the three moods is by far greater than any distinctions that the moods have among themselves. The infinitive, gerund and participle have their verb natures alike. All three are unlimited to person, number, or order of time. It is only in the other half of the compound that they differ. The gerund partakes of the nature of a verb and a noun, while the participle partakes of the nature of a verb and an adjective, and the infinitive is verbal in the dependence of other words upon it and has the nature of a noun in its dependence upon other words. From this it is seen that, if the term ‘mood’ can be applied to the infinitive, as it pertains only to its verbal nature, it can be applied to participles and gerunds. If all three are called moods, then there is a nomenclature which is not needed and still not such as will separate the two great classes of verb-forms (finite and infinite) and show the difference in their expression of action, being or state. The name ‘infinitive,’ it is true, would denote its manner of expression, but the participle and the gerund have nothing in their names to denote this same quality. What is needed is a distinction between the two great classes. If the infinitive is not called a mood, there is this distinction; if it is called a mood, then there is need of some other names by which to distinguish the two classes.

The infinitive has the principal uses of a noun. It may be used as the subject or object of a verb; it can be used as a noun in the accusation to modify a noun, ‘A house _to let_;’ it may be used in the accusative as an adverb, ‘That is hard _to do_.’

All these reasons go to show that the infinitive is a verbal-noun, and that no one will ever have to contradict himself if he calls it by this name and does not call it a mood.

R. D. M.

Editorials.

M. C. THOMAS, _Hesperian_,} } EDITORS. D. C. ROPER, _Columbian_, }

The amount of Greek and Latin required in our colleges is necessary and expedient. The extension of the curricula to include more French and German is indeed commendable; but the study of the English language in most of our colleges has been, to say the least of it, too circumscribed. The earnest English student is not satisfied with giving the Greek and Latin literatures only a passing notice, but studies them as languages, both for the mental training they afford, and for the influence which they have had on the development of his own language. So the study of English should be the study of a language, rather than the study of a literature. The old-time curriculum looked upon the study of English as a “belles lettres” course—merely the study of literature. This, indeed, is good enough as far as it goes, but it is neither commensurate with the claims upon the consideration of an Englishspeaking person, nor with the benefit that is to be derived from the study of the language, pursued historically. A knowledge of English in its less developed condition, accompanied by a fair understanding of the modifying influences and developing changes which have from time to time been brought to bear upon it, is indeed necessary. It is as impossible for a person _thoroughly_ to comprehend the English language without a knowledge of Old English as it is to understand the Latin language without a fair knowledge of its word-agreement. The study of either the “belles lettres” or the historical course, however, to the exclusion of the other is not at all commendable. What we need and _should_ have in our colleges is a simultaneous study of these courses accompanied by a thorough study of the grammar of Modern English so measured out and distributed as mutually to aid in a thorough comprehension of each other and, consequently, of the language.

* * * * *

Among the latest features of the present system of teaching English in our colleges, may be mentioned the introduction of what is generally known as “parallel reading.” Formally the student was required during the great part of his college course, at least, to study only text books, which tend to train rather than fill the mind. No question should be of greater importance to a developing mind than what should I read? This is a question which the student cannot decide without help. If the mind were originally able to grapple with great subjects, this would not be a perplexing question, but like other things, the mind has its infancy, at which period the directing hand of one more experienced, is quite indispensable. The professor of English and a good library unite in college, as no where else, to do this important work of mind-training and mind-filling. This parallel, which is read at such spare moment as would probably otherwise be lost, not only enables the student to learn what he _should_ read, but also gives him a fair knowledge of the leading English authors. For example, if, in this way, one book is read per month, the student, at the end of his four years college course will have read about forty books, which having been carefully selected by his professor will give him _some_ knowledge of English literature.

* * * * *