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 REPORTS 
 
 ON THE 
 
 COURSE OF INSTRUCTION 
 
 m 
 
 YALE COLLEGE; 
 
 BY A 
 
 COMMITTEE OF THE CORPORATION, 
 
 ACADEMICAL FACULTY. 
 
 NEW HAVEN: 
 
 PRINTED BY HEZEKIAII HOWE. 
 
 1828. 
 
At a Meeting of the President ami Frlloirs of Yale College, 
 Sept. 1 1///, 1827, the following 7'csoh(tivn was passed : 
 
 That His Excellency Governor Tomlinson, Rev. President 
 Day, Rev. Dr. Chapin, Hon. Noyes Darling, and Rev. Abel 
 McEvven, be a committee to inquire into the expediency ot 
 so altering the regular course of instruction in this college, 
 as to leave out of said course the study of the dead lan- 
 guages, substituting other studies therefor ; and either re- 
 quiring a competent knowledge of said languages, as a 
 condition of admittance into the college, or providing in- 
 struction in the same, for such as shall choose to study them 
 after admittance ; and that the said committee be requested 
 to report at the next annual meeting of this corporation. 
 
 This committee, at their first meeting in April, 1828, af- 
 ter taking into consideration the ca'^e referred to them, re- 
 quested the Faculty of the college to express their views on 
 the subject of the resolution. 
 
 The expediency of retaining the ancient languages, as an 
 essential part of our course of instruction, is so obviously 
 connected with the object and plan of education in the col- 
 lege, that justice could not be done to the particular subject 
 of inquiry in the resolution, without a brief statement of the 
 nature and arrangement of the various branches of the 
 whole system. The report of the faculty was accordingly 
 made out in two parts ; one containing a summary view of 
 the plan of education in the college; tlie other, an inoniry 
 into the expediency of insisting on the study of the ancient 
 languages. 
 
4 Resolution. 
 
 This report was read to the committee, at their meeting 
 in August. The committee reported their views to the cor- 
 poration, at their session in September ; who voted to accept 
 the report, and ordered it to be printed, together with the 
 papers read before the committee, or such parts of them as 
 the prudential committee and the faculty should judge it ex- 
 pedient to publish. 
 
REPORT OF THE FACULTY 
 
 PART I. 
 
 Containing a summary view of the plan of education in the 
 
 college. 
 
 The committee of the corporation, to whom was referred 
 the motion, to inquire into the expediency of disponsing with 
 the study of the ancient languages, as a part of the regular 
 course of instruction in this college, having requested the 
 views of the faculty on the subject, we would respectfully 
 submit the following considerations. 
 
 We are decidedly of the opinion, that our present plan of 
 education admits of improvement. We are av\'are that the 
 system is imperfect: and we cherish the hope, that some of 
 its defects may ere long be remedied. We believe that 
 changes may, from time to time be made with advantage, to 
 meet the varying demands of the community , to accommo- 
 date the course of instruction to the rapid advance of the 
 country, in population, refinement, and opulence. We have 
 no doubt that important improvements may be suggested, by 
 attentive observation of the literary institutions in Europe ; 
 and by the earnest spirit of inquiry which is now so preva- 
 lent, on the subject of education. 
 
 The guardians of the college appear to have ever acted 
 upon the principle, that it ought not to be stationary, but 
 continually advancing. Some alteration has accordingly 
 been proposed, almost every year, from its first establish- 
 ment. It is with no small surprise, therefore, we occasion- 
 ally hear the suggestion, that our system is unalterable; that 
 colleges were originally planned, in the days of monkish ig- 
 norance ; and that, " by being immovably moored to the 
 same station, they serve only to measure the rapid current 
 of improvement which is passing by them."" 
 
 How opposite to all this, is the real state of facts, in this 
 and the other seminaries in the United States. Nothing is 
 more common, than to hear those who revisit the college, af- 
 ter a few years absence, express their surprise at the changes 
 which have been made since they were graduated. Not only 
 the course of studies, and the modes of instruction, have been 
 greatly varied ; but whole sciences have, for the first time, 
 
6 Report on a Course of Liberal Hducalion. 
 
 been introduced ; chemistry, mineralogy, geology, political 
 economy, (fee. By raising the qualifications for admission, 
 the standard of attainment has been elevated. Alterations 
 so extensive and frequent, satisfactorily prove, that if those 
 who are intrusted with the superintendence of the institution, 
 still firmly adhere to some of its original features, it is from a 
 higher principle, than a blind opposition to salutary reform. 
 Improvements, we trust, will continue to be made, as rapidly 
 as they can be, without hazarding the loss of what has been 
 already attained. 
 
 But perhaps the time has come, when we ought to pause, 
 and inquire, whether it will be sufficient to make gradual 
 changes, as heretofore ; and whether the whole system is not 
 rather to be broken up, and a better one substituted in its 
 stead. From different quarters, we have heard the sugges- 
 tion, that our colleges must be new -modelled ; that they are 
 not adapted to the spirit and wants of the age ; that they 
 will soon be deserted, unless they are better accommodated 
 to the business character of the nation. As this point may 
 have an important bearing upon the question immediately 
 before the committee, we would ask their indulgence, while 
 we attempt to explain, at some length, the nature and object 
 of the present plan of education at the college. 
 
 We shall in vain attempt to decide on the expediency of 
 retaining or altering our present course of instruction, un- 
 less we have a distinct apprehension of the object of a colle- 
 giate education. A plan of study may be well adapted to a 
 particular purpose, though it may be very unsuitable for a 
 different one. Universities, colleges, academical, and profes- 
 sional seminaries, ought not to be all constituted upon the 
 same model ; but should be so varied as to attain the ends 
 which they have severally in view. 
 
 What then is the appropriate object of a college ? It is 
 not necessary here to determine what it is which, in every 
 case, entitles an institution to the name of a college. But if 
 we have not greatly misapprehended the design of the pat- 
 rons and guardians of this college, its object is to lay the 
 FOUNDATION of a SUPERIOR EDUCATION : and this is to be 
 done, at a period of life when a substitute must be provided 
 for parental superintendence. The ground work of a thor- 
 ough education, must be broad, and deep, and solid. For a 
 partial or superficial education, the support may be of looser 
 materials, and more hastilv laid. 
 
Report on a Course of Liberal Education, 7 
 
 The two great points to be gained in intellectual culture, 
 are the discipline and the furniture of the mind ; expanding 
 its powers, and storing it with knowledge. The former of 
 these is, perhaps, the more important of the two. A com- 
 manding object, therefore, in a collegiate course, should be, 
 to call into daily and vigorous exercise the faculties of the 
 student. Those branches of study should be prescribed, and 
 those modes of instruction adopted, which are best calcula- 
 ted to teach the art of fixing the attention, directing the train 
 of thought, analyzing a subject proposed for investigation; 
 following, with accurate discrimination, the course of argu- 
 ment ; balancing nicely the evidence presented to the judg- 
 ment ; awakening, elevating, and controlling the imagina- 
 tion ; arranging, with skill, the treasures which memory gath- 
 ers ; rousing and guiding the powers of genius. All this is 
 not to be effected by a light and hasty course of study ; by 
 reading a few books, hearing a few lectures, and spending 
 some months at a literary institution. The habits of think- 
 ing are to be formed, by long continued and close applica- 
 tion. The mines of science must be penetrated far below 
 the surface, before they will disclose their treasures. If a 
 dexterous performance of the manual operations, in many of 
 the mechanical arts, requires an apprenticeship, with diligent 
 attention for years ; much more does the training of the pow- 
 ers of the mind demand vigorous, and steady, and systemat^ 
 ic effort. 
 
 In laying the foundation of a thorough education, it is ne- 
 cessary that all the important mental faculties be brought 
 into exercise. It is not sufficient that one or two be culti- 
 vated, while others are neglected. A costly edifice ought 
 not to be left to rest upon a single pillar. When certain men- 
 tal endowments receive a much higher culture than others, 
 there is a distortion in the intellectual character. The mind 
 never attains its full perfection, unless its various powers are 
 so trained as to give them the fair proportions which nature 
 designed. If the student exercises his reasoning powers on- 
 ly, he will be deficient in imagination and taste, in fervid and 
 impressive eloquence. If he confines his attention to demon- 
 strative evidence, he will be unfitted to decide correctly, in 
 cases of probability. If he relies principally on his memory, 
 ^ his powers of invention will be impaired by disuse. In the 
 course of instruction in this college, it has been an object to 
 maintain such a proportion between the different branches 
 of literature nnd science, as to form in the student a proper 
 
S Report on a Course of Liberal Education. 
 
 balance of character. From the pure mathematics, he learns 
 the art of demonstrative reasoning. In attending to the phy- 
 sical sciences, he becomes famiHar with facts, with the pro- 
 cess of induction, and the varieties of probable evidence. In 
 ancient hterature, he finds some of the most finished models 
 of taste. By English reading, he learns the powers of the 
 language in which he is to speak and write. By logic and 
 mental philosophy, he is taught the art of thinking ; by rhet- 
 oric and oratory, the art of speaking. By frequent exercise 
 on written composition, he acquires copiousness and accu- 
 racy of expression. By extemporaneous discussion, he be- 
 comes prompt, and fluent, and animated. It is a point of 
 high importance, that eloquence and solid learning should 
 go together ; that he who has accumulated the richest treas- 
 ures of thought, should possess the highest powers of orato- 
 ry. To what purpose has a man become deeply learned, if 
 he has no faculty of communicating his knowledge ? And 
 of what use is a display of rhetorical elegance, from one who 
 knows httle or nothing which is worth communicating ? Est 
 enim scientia comprehendenda rerum plurimarum, sine qua 
 verborum volubilitas inanis atque irridenda est. Cic. Our 
 course, therefore, aims at a union of science with literature ; 
 of solid attainment with skill in the art of persuasion. 
 
 No one feature in a system of intellectual education, is of 
 greater moment than such an arrangement of duties and 
 motives, as will most effectually throw the student upon the 
 resources of his own mind. Without this, the whole appara- 
 tus of libraries, and instruments, and specimens, and lectures, 
 and teachers, will be insufficient to secure distinguished ex- 
 cellence. The scholar must form himself, by his own exer- 
 tions. The advantages furnished by a residence at a col- 
 lege, can do little more than stimulate and aid his personal 
 efforts. The hwentive powers are especially to be called 
 into vigorous exercise. However abundant may be the ac- 
 quisitions of the student, if he has no talent at forming new 
 combinations of thought, he will be dull and inefficient. The 
 sublimest efforts of genius consist in the creations of the im- 
 agination, the discoveries of the intellect, the conquests by 
 which the dominions of science are extended. But the cul- 
 ture of the inventive faculties is not the only object of a libe- 
 ral education. The most gifted understanding cannot great- 
 ly enlarge the amount of science to which the wisdom of 
 ages has contributed. If it were possible for a youth to have 
 his faculties in the hiofhest state of cultivation, without any of 
 
Report on a Course of Liberal Education, 9 
 
 the knowledge which is derived from others, he would bo 
 but poorly fitted for the business of life. To the discipline 
 of the mind, therefore, is to be added instruction. The ana- 
 lytic method must be combined with the synthetic. Analy- 
 sis is most efficacious in directing the powers of invention ; 
 but is far too slow in its progress to teach, within a moderate 
 space of time, the circle of the sciences. 
 
 In our arrangements for the communication of knowledge, 
 as well as in intellectual discipline, such branches are to be 
 taught as will produce a proper symmetry and balance of 
 character. We doubt whether the powers of the mind can 
 be developed, in their fairest proportions, by studying lan- 
 guages alone, or mathematics alone, or natural or political 
 science alone. As the bodily frame is brought to its highest 
 perfection, not by one simple and uniform motion, but by a 
 variety of exercises ; so the mental faculties are expanded, 
 and invigorated, and adapted to each other, by familiarity 
 with different departments of science. 
 
 A most important feature in the colleges of this country 
 is, that the students are generally of an age which requires, 
 that a substitute be provided for parental superintendence. 
 When removed from under the roof of tiicir parents, and ex- 
 posed to the untried scenes of temptation, it is necessary that 
 some faithful and affectionate guardian take them by the 
 hand, and guide their steps. This consideration determines 
 the A:md of government which ought to be maintained in our 
 colleges. As it is a substitute for the regulations of a family, 
 it should approach as near to the character of parental con- 
 trol as the circumstances of the case will admit. It should 
 be founded on mutual affection and confidence. It should 
 aim to effect its purpose, principally by kind and persuasive 
 influence ; not wholly or chiefly by restraint and terror. 
 Still, punishment may sometimes be necessary. There may be 
 perverse members of a college, as well as of a family. There 
 may be those whom nothing but the arm of law can reach. 
 
 The parental character of college government, requires 
 that the students should be so collected together, as to con- 
 stitute one family ; that the intercourse between them and 
 their instructors may be frequent and familiar. This renders 
 it necessary that suitable huild'mgs be provided, for the resi- 
 dence of the students : — we speak now of colleges in the 
 country, the members of which are mostly gathered from a 
 distance. In a large city, where the students reside witli 
 
10 llrjwjf un a Course of Liberal Education. 
 
 tlicir parents, public rooms only are needed. This may be 
 the case also, in professional institutions, in which the stu- 
 dents arc more advanced in age, and, therefore, do not re- 
 quire a minute superintendence on the part of their instructers. 
 
 Having now stated what we understand to be the proper 
 object of an education at this college, viz. to lay a soWd foun- 
 dation in literature and science ; we would ask permission to 
 add a few observations on the means which are employed to 
 effect this object. 
 
 In giving the course of instruction, it is intended that a 
 due proportion be observed between lectures, and the exer- 
 cises which are familiarly termed recitations ; that is, exami- 
 nations in a text book. The great advantage of lectures is, 
 that while they call forth the highest efforts of the lecturer, 
 and accelerate his advance to professional eminence ; they 
 give that light and spirit to the subject, which awaken the 
 interest and ardor of the student. They may place before 
 him the principles of science, in the attractive dress of living 
 eloquence. Where instruments are to be explained, experi- 
 ments performed, or specimens exhibited ; they are the ap- 
 propriate mode of communication. But we are far from be- 
 lieving, that all the purposes of instruction can be best an- 
 swered by lectures alone. They do not always bring upon 
 the student a pressing and definite responsibility. He may 
 repose upon his seat, and yield a passive hearing to the lec- 
 turer, without ever calling into exercise the active powers of 
 his own mind. This defect we endeavor to remedy, in part, 
 by frequent examinations on the subjects of the lectures. 
 Still it is important, that the student should have opportuni- 
 ties of retiring by himself, and giving a more commanding 
 direction to his thoughts, than when listening to oral instruc- 
 tion. To secure his steady and earnest efforts, is the great 
 object of the daily examinations or recitations. In these 
 exercises, a text-book is commonly the guide. A particular 
 portion of this is assigned for each meeting. In this way 
 only, can the responsibility be made sufficiently definite. If 
 it be distributed among several books upon the same subject, 
 the diversity of statement in these, will furnish the student 
 with an apology for want of exactness in his answers. Be- 
 sides, we know of no method which will more effectually be- 
 wilder and confound the learner, on his first entrance upon 
 a new science, than to refer him to half a dozen different 
 authors, to be read at the same time. He will be in danger 
 of learning nothing effectually. When he comes to be en- 
 
Report on a Course of Liberal Education, 1 1 
 
 gaged in the study of his professions he may find his way 
 through the maze, and tirmly estabhsh liis own opinions, by 
 taking days or weeks for the examination of cacii separate 
 point. Text-books are, therefore, not as necessary in this 
 advanced stage of education, as in tlie course at college, 
 where the time allotted to each branch is rarely more than 
 sufficient for the learner to become familiar with its elemen- 
 tary principles. These, with a few exceptions, are not new 
 and controverted points, but such as have been long settled ; 
 and they are exhibited to the best advantage, in the consist- 
 ent and peculiar manner of some eminent writer. 
 
 Opportunity is given, however, to our classes, for a full in- 
 vestigation and discussion of particular subjects, in the writ- 
 ten and extemporaneous disputes, which constitute an im- 
 portant part of our course of exercises. So far as the student 
 has time to extend his inquiries, beyond the limits of his 
 text-book, first faithfully studied, his instructer may aid him 
 greatly, by referring to the various authors who have treated 
 of the more important points in the lessons ; and by introdu- 
 cing corrections, illustrations, and comments of his own. In 
 this way, no small portion of our daily exercises become in- 
 formal and extemporaneous lectures. But the business of 
 explaining and commenting is carried to an extreme, when- 
 ever it supersedes the necessity of eflort on the part of the 
 learner. If we mistake not, some portion of the popularity 
 of very copious oral instruction is to be set to the account of 
 the student's satisfaction, in escaping from the demand for 
 mental exertion. It is to secure the unceasing and strenuous 
 exercise of the intellectual powers, that the responsibility of 
 the student is made so constant and particular. For this 
 purpose, our semi-annual examinations have been establish- 
 ed. These, with the examination of the Seniors in July, oc- 
 cupy from twelve to fourteen days in a year. Each class is 
 divided into two portions, which are examined in separate 
 rooms at the same time, seven or eight hours a day. A com- 
 mittee is present on the occasion, consisting of gentlemen of 
 education and distinction from different parts of the state. 
 The degree of correctness with which each student answers 
 the questions put to him in the several branches, is noted on 
 the spot, and entered in a record, permanently kept by the 
 Faculty. But to the instructers, the daily examinations in 
 the recitation rooms are a more unerring test of scholarship 
 than these public trials. The latter answer the purpose of 
 satisfying the inquiries of strangers. 
 
1 2 Heport on a Coarse of Liberal Education^ 
 
 We deem it to be indispensable to a proper adjustment ol 
 our collegiate system, that there should be in it both Profes- 
 sors and Tutors. There is wanted, on the one hand, the ex- 
 perience of those who have been long resident at the institu 
 tion, and on the other, the fresh and minute information of 
 those who, having more recently mingled with the students, 
 have a distinct recollection cf their peculiar feelings, prejudi- 
 ces, and habits of thinking. At the head of each great divi- 
 sion of science, it is necessary that there should be a Profes- 
 sor, to superintend the department, to arrange the plan of 
 instruction, to regulate the mode of conducting it, and to 
 teach the more important and difficult parts of the subject. 
 But students in a college, who have just entered on the first, 
 elements of science, are not principally occupied with the 
 more abstruse and disputable points. Their attention ought 
 not to be solely or mainly directed to the latest discoveries. 
 They have first to learn the principles which have been in a 
 course of investigation, through successive ages ; and have 
 now become simplified and settled. Before arriving at re- 
 gions hitherto unexplored, they must pass over the interven- 
 ing cultivated ground. The Professor at the head of a de- 
 partment may, therefore, be greatly aided, in some parts of 
 the course of instruction, by those who are not as deeply 
 versed as himself in all the intricacies of the science. Indeed 
 we doubt, whether elementary principles are always taught 
 to the best advantage, by those whose researches have car= 
 ried them so far beyond these simpler truths, that they come 
 back to them with reluctance and distaste. Would Sir Isaac 
 Newton have excelled all others of his day, in teaching the 
 common rules of arithmetic ? Young men have often the 
 most ardor, in communicating familiar principles, and in re- 
 moving those lighter difficulties of the pupil, which, not long 
 since, were found lying across their own path. 
 
 In the internal police of the institution, as the students are 
 gathered into one family, it is deemed an essential provision, 
 that some of the officers should constitute a portion of this 
 family ; being always present with them, not only at their 
 meals, and during the business of the day ; but in the hours 
 allotted to rest. The arrangement is such, that in our col- 
 lege buildings, there is no room occupied by students, which 
 is not near to the chamber of one of the officers. 
 
 But the feature in our system which renders a considera- 
 ble number of tutors indispensable, is the subdivision of our 
 
Report on et Course of Liberal Education, 1 3 
 
 classes, and the assignment of each portion to the particular 
 charge of one fhan. Each of the three junior classes is form- 
 ed into two or three divisions ; and each division is commit- 
 ted to the superintendence of a tutor. Although he is not 
 confined to the instruction of his own division ; but makes 
 such exchanges with the other tutors as will give to each 
 the opportunity of teaching his favorite branch ; yet by 
 meeting them in the recitation rooms two or three times 
 every day, and by minutely inspecting their conduct on 
 other occasions, he renders a service to the police of the in- 
 stitution, which could be secured in no other way. It is 
 intended that the government should be, as much as possi- 
 ble, of a parental character ; a government of mild and grate- 
 ful influence. But the basis of this must be mutual attach- 
 ment ; such as can spring only from daily and peculiar inti- 
 macy. If the same teacher instructs eight or ten diflferent 
 divisions, in rapid succession, it will be diflicult for him to 
 feel, that he stands in a very near relation to them all. If 
 the same student attends on a dozen different instructers, in 
 rotation, he may respect them all ; but can hardly be expect- 
 ed to view them with any peculiar affection. 
 
 The tutor of a division has an opportunity, which is en- 
 joyed by no other officer of the college, of becoming inti- 
 mately acquainted with the characters of his pupils. It is 
 highly important that this knowledge should be at the com- 
 mand of the Faculty. By distributing our family among dif- 
 ferent individuals, minute information is acquired, which may 
 be communicated to the Board, whenever it is called for. 
 Upon this plan also, the responsibility of the several instruc- 
 ters is rendered far more definite, than when it rests upon the 
 whole collectively. Each Professor is accountable for the 
 judicious arrangement of his own department ; and for the 
 success with which it is conducted, so far as this depends on 
 his personal efforts and talents. Each tutor is responsible, 
 to a certain extent, for the progress and correct deportment 
 of his division. But responsibility is little felt, when held as 
 common stock among numbers, without a distinct appropri- 
 ation to individuals. By a due proportion of professors and 
 tutors, we may unite the advantages of experience, with ar- 
 dor and activity; of profound investigation, with minute at- 
 tention to elementary principles; of personal attachment and 
 individual responsibility, with such an adjustment of the dif- 
 ferent parts of the system, as will give unity and symmetry 
 to the whole. 
 
14 Report on a Course of Liberal Education, 
 
 The collegiate course of study, of which we have now giv- 
 en a summary view, we hope may be carefully distinguished 
 from several other objects and plans, with which it has been 
 too often confounded. It is far from embracing every thing 
 which the student will ever have occasion to learn. The 
 object is not to finish his education ; but to lay the founda- 
 tion, and to advance as far in rearing the superstructure, as 
 the short period of his residence here will admit. If he ac- 
 quires here a thorough knowledge of the principles of sci- 
 ence, he may then, in a great measure, educate himself. He 
 has, at least, been taught how to learn. With the aid of 
 books, and means of observation, he may be constantly ad- 
 vancing in knowledge. Wherever he goes, into whatever 
 company he falls, he has those general views, on every topic 
 of interest, which will enable him to understand, to digest, 
 and to form a correct opinion, on the statements and discus- 
 sions which he hears. There are many things important 
 to be known, which are not taught in colleges, because they 
 mav be learned any where. The knowledge, though indis- 
 pensable, comes to us as freely, in the way of our business, 
 as our necessary supplies of light, and air, and water. 
 
 The course of instruction which is given to the undergrad- 
 uates in the college, is not designed to include professional 
 studies. Our object is not to teach that which is peculiar to 
 any one of the professions ; but to lay the foundation which 
 is common to them all. There are separate schools for 
 medicine, law, and theology, connected with the college, as 
 well as in various parts of the country ; which are open for 
 the reception of all who are prepared to enter upon the ap- 
 propriate studies of their several professions. With these, 
 the academical course is not intended to interfere. 
 
 But why, it may be asked, should a student waste his time 
 upon studies which have no immediate connection with his 
 future profession ? Will chemistry enable him to plead at 
 the bar, or conic sections qualify him for preaching, or as- 
 tronomy aid him in the practice of physic ? W^hy should not 
 his attention be confined to the subject which is to occupy 
 the labors of his life ? In answer to this, it may be observed, 
 that there is no science which does not contribute its aid to 
 professional skill. " Every thing throws light upon every 
 thing."" The great object of a collegiate education, prepar- 
 atory to the study of a profession, is to give that expansion 
 and balance of the mental powers, those liberal and com- 
 
Report on a Course of Liberal Education. 1 5 
 
 prehensive views, and those fine proportions of character, 
 which are not to be found in him whose ideas are always 
 confined to one particular ciiannel. When a man has en- 
 tered upon the practice of his profession, the energies of his 
 mind must be given, principally, to its appropriate duties. 
 But if his thoughts n-ever range on other subjects, if he never 
 looks abroad on the ample domains of literature and science, 
 there will be a narrowness in his habits of thinking, a pecul- 
 iarity of character, which will be sure to mark him as a man 
 of limited views and attainments. Should he be distinguished 
 in his profession, his ignorance on other subjects, and the de- 
 fects of his education, will be the more exposed to public ob- 
 servation. On the other hand, he who is not only eminent in 
 professional life, but has also a mind richly stored with gene- 
 ral knowledge, has an elevation and dignity of character, 
 wliich gives him a commanding influence in society, and a 
 widely extended sphere of usefulness. His situation enables 
 him to diffuse the light of science among all classes of the 
 community. Is a man to have no other object, than to ob- 
 tain a living by professional pursuits 1 Has he not duties to 
 perform to his family, to his fellow citizens, to his country ; 
 duties which require various and extensive intellectual furni- 
 ture ? 
 
 Professional studies are designedly excluded from the 
 course of instruction at college, to leave room for those lite- 
 rary and scientific acquisitions which, if not commenced 
 there, will, in most cases, never be made. They will not 
 grow up spontaneously, amid the bustle of business. We 
 are not here speaking of those giant minds which, by their 
 native energy, break through the obstructions of a defective 
 education, and cut their own path to distinction. These are 
 honorable exceptions to the general law ; not examples for 
 common imitation. Franklins and Marshalls are not found 
 in sufficient numbers to fill a college. And even Franklin 
 would not have been what he was, if there had been no col- 
 leges in the country. When an elevated standard of educa- 
 tion is maintained, by the higher literary institutions, men of 
 superior powers, who have not had access to these, are 
 stimulated to aim at a similar elevation, by their own efforts, 
 and by aid of the light which is thus shining around them. 
 
 As our course of instruction is not intended to complete 
 an education, in theological, medical, or legfal science ; nei- 
 ther does it include all the minute details of mercantile^ mc- 
 
16 Report on a Course of Liberal Education. 
 
 chanical^ or agricultural concerns. These can never be et- 
 fectually learned except in the very circumstances in which 
 ihey are to be practised. The young merchant must be 
 trained in the counting room, the mechanic, in the work- 
 shop, the farmer, in the field. But we have, on our premi- 
 ses, no experimental farm or retail shop ; no cotton or iron 
 manufactory; no hatter's, or silver-smith's, or coach-maker's 
 establishment. For what purpose, then, it will be asked, are 
 young men who are destined to these occupations, ever sent 
 to a college ? They should not be sent, as we think, with an 
 expectation of finishing their education at the college ; but 
 with a view of laying a thorough foundation m the principles 
 of science, preparatory to the study of the practical arts. As 
 every thing cannot be learned in four years, either theory or 
 practice must be, m a measure at least, postponed to a fu- 
 ture opportunity. But if the scientific theory of the arts is 
 ever to be acquired, it is unquestionably first in order of time. 
 The corner stone must be laid, before the superstructure is 
 erected. If suitable arrangements were made, the details of 
 mercantile, mechanical, and agricultural education, might be 
 taught at the college, to resident graduates. Practical skill 
 would then be grounded upon scientific information. 
 
 The question may be asked. What is a young man fitted 
 for, when he takes his degree ? Does he come forth from 
 the college qualified for business? We answer, no, — if he 
 stops here. His education is begun, but not completed. Is 
 the college to be reproached for not accomplishing that 
 which it has never undertaken to perform ? Do we com- 
 plain of the mason, who has laid the foundation of a house, 
 that he has done nothing to purpose ; that he has not 
 finished the building ; that the product of his labor is not 
 habitable ; and that, therefore, there is nothing practical in 
 what he has done ? Do we say of the planter, who has rais- 
 ed a crop of cotton, that he has done nothing practical, be- 
 cause he has not given to his product the form of wearing 
 apparel ? 
 
 In education, as well as in morals, we often hear the sug- 
 gestion, that principles are of no consequence, provided the 
 practice is right. Why waste on theories, the time which is 
 wanted for acquiring practical arts ? We are aware, that 
 some operations may be performed, by those who have little 
 or no knowledge of the principles on which they depend. 
 The mariner may set his sails to the wind, without under- 
 
Report on a Course of Liberal Education, 1 7 
 
 standing the laws of the decomposition of forces; the car- 
 penter may square his frame-work, without a knowledge of 
 Euchd's Elements; the dyer may set his colors, without be- 
 ing indoctrinated in the principles of chemistry. But the 
 labors of such an one, are confined to the narrow path mark- 
 ed out to him by others. He needs the constant superin- 
 tendence of men of more enlarged and scientific informa- 
 tion. If he ventures beyond his prescribed rule, he works at 
 random, with no established principles to guide him. By 
 long continued practice, he may have attained a good de- 
 gree of manual dexterity. But the arranging of plans of 
 business, the new combinations of mechanical processes, the 
 discoveries and improvements in the arts, must generally 
 come from minds more highly and systematically cultivated. 
 There is a fertility in scientific principles, of which the mere 
 artist has no apprehension. A single general law may in- 
 clude a thousand or ten thousand particular cases; each one 
 of which is as difficult to be learned or remembered, as the 
 law which explains them all. Men of mere practical detail 
 are wanted, in considerable numbers, to fill the subordinate 
 places in mechanical establishments; but the higher stations 
 require enlightened and comprehensive views. 
 
 We are far from believing that theory alo?ie, should be 
 taught in a college. It cannot be effectually taught, except 
 in connection with practical illustrations. These are neces- 
 sary in exciting an interest in theoretical instructions ; and 
 especially important in showing the application of principles. 
 It is our aim therefore, while engaged in scientific investiga- 
 tions, to blend with them, as far as possible, practical illus- 
 ti-ations and experiments. Of what use are all the sublime 
 discoveries which have immortalized the names of Newton, 
 Archimedes, and others ; if the principles which they have 
 unfolded, are never to be taught to those who can reduce 
 them to practice ? Why do we bestow such exalted encomi- 
 ums on inventive genius, if the results of original investiga- 
 tions, are to be confined to a few scientific men, and not dif- 
 fused among those who are engaged in the active duties of 
 life ? To bring down the principles of science to their prac- 
 tical application by the laboring classes, is the office of men 
 of superior education. It is the separation of theory and 
 practice, which has brought reproach upon both. Their 
 union alone can elevate them to thoir true dignity and value. 
 The man of science is often disposed to assume an air of 
 
 3 
 
18 Report on a Course of Liberal Education. 
 
 superiority, when he looks upon the narrow and partial views 
 of the mere artisan. The latter in return laughs at the prac- 
 tical blunders of the former. The defects in the education 
 of both classes would be remedied, by giving them a knowl- 
 edge of scientific principles, preparatory to practice. 
 
 We are aware that a thorough education is not within the 
 reach of all. Many, for want of time and pecuniary resour- 
 ces, must be content with a partial course. A defective edu- 
 cation is better than none. If a youth can afford to devote 
 only two or three years, to a scientific and professional edu- 
 cation, it will be proper for him to make a selection of a few 
 of the most important branches, and give his attention ex- 
 clusively to these. But this is an imperfection, arising from 
 the necessity of the case. A partial course of study, must 
 inevitably give a partial education. 
 
 This, we are well convinced, is far preferable to a superfi- 
 cial education. Of all the plans of instruction which have 
 been offered to the public, that is the most preposterous, 
 which proposes to teach almost every thing in a short time. 
 In this way, nothing is effectually taught. The pupil is hur- 
 ried over the surface so rapidly, that scarce a trace of his 
 steps remains, when he has finished his course. What he 
 has learned, or thinks he has learned, i? just sufficient to in- 
 flate his vanity, to expose him to public observation, and to 
 draw on him the ridicule of men of sound judgment and sci- 
 ence. A partial education is often expedient ; a superficial 
 one, never. W hatever a young man undertakes to learn, 
 however little it may be, he ought to learn it so effectually, 
 that it may be of some practical use to him. If there is any 
 way in which every thing worth knowing may be taught ii) 
 four years, we are free to acknowledge, that we are not in 
 possession of the secret. 
 
 But why, it is asked, should all the students in a college be 
 required to tread in the same steps ? Why should not each 
 one be allowed to select those branches of study which are 
 most to his taste, which are best adapted to his peculiar tal- 
 ents, and which are most nearly connected with his intended 
 profession ? To this we answer, that our prescribed course 
 contains those subjects only which ought to be understood, 
 as we think, by every one who aims at a thorough education. 
 They are not the peculiarities of any profession or art. 
 These are to be learned in the professional and practical 
 schools. But the principles of science, are the common 
 
Report on a Course of Liberal Education. 19 
 
 foundation of all high intellectual attainments. As in our 
 primary schools, reading, writing, and arithmetic are taught 
 to all, however different their prospects ; so in a college, all 
 should be instructed in those branches of knowledge, of 
 which no one destined to the higher walks of life ought to 
 be ignorant. What subject which is now studied here, could 
 be set aside, without evidently marring the system. Not to 
 speak particularly, in this place, of the ancient languages ; 
 who that aims at a well proportioned and superior education 
 will remain ignorant of the elements of the various branch- 
 es of the mathematics, or of history and antiquities, or of 
 rhetoric and oratory, or natural philosophy, or astronomy, or 
 chemistry, or mineralogy, or geology, or political economy, 
 or mental and moral philosophy ? 
 
 It is sometimes thought that a student ought not to be 
 urged to the study of that for which he has no taste or capa- 
 city. But how is he to know, whether he has a taste or ca- 
 pacity for a science, before he has even entered upon its ele- 
 mentary truths ? If he is really destitute of talent sufficient 
 for these common departments of education, he is destined 
 for some narrow sphere of action. But we are well persuad- 
 ed, that our students are not so deficient in intellectual pow- 
 ers, as they sometimes profess to be ; though they are easily 
 made to believe, that they have no capacity for the study of 
 that which they are told is almost wholly useless. 
 
 When a class have become familiar with the common ele- 
 ments of the several sciences, then is the proper time for 
 them to divide off to their favorite studies. They can then 
 make their choice from actual trial. This is now done here, 
 to some extent, in our Junior year. The division might be 
 commenced at an earlier period, and extended farther, pro- 
 vided the qualifications for admission into the college, were 
 brought to a higher standard. 
 
 If the view which we have thus far taken of the subject is 
 correct, it will be seen, that the object of the system of in- 
 struction at this college, is not to give a partial education, 
 consisting of a few branches only ; nor, on the other hand, 
 to give a superficial education, containing a smattering of 
 almost every thing; nor to finish the details of either a pro- 
 fessional or practical education ; but to commence a thorough 
 course, and to carry it as far as the time of residence here 
 will allow. It is intended to occupy, to the best advantage, 
 the four years immediately preceding the study of a profes- 
 
20 Report on a Course of Liberal Education. 
 
 sion, or of the operations which are pecuHar to the higher 
 mercantile, manufacturing, or agricultural establishments. 
 
 As the instruction is only preparatory to a profession, the 
 plan upon which it is conducted, is not copied from profes- 
 sional schools. There are important differences, arising 
 from the different character of the two courses, and the dif- 
 ferent age at which the student enters upon them. In the 
 professional institution, it is proper that subjects should be 
 studied, rather than text-boohs. At this period, the student 
 is engaged, not in learning the mere elements of the various 
 sciences ; but in becoming thoroughly acquainted with one 
 great department of knowledge, to the study of which, sev- 
 eral years are to be devoted. He ought to be allowed time 
 to settle his own opinion on every important point, by the 
 slow process of comparing and balancing the various and 
 conflicting opinions of others. A much greater proportion 
 of lectures is admissible, in this stage of education. The 
 deep interest excited, by a long continued pursuit in the 
 same field of inquiry, supersedes the necessity of the minute 
 responsibility which is required in elementary studies. The 
 age of the student, and the prospect of soon entering on 
 professional practice, will commonly be sufficient to secure 
 his assiduous application, without the coercive influence of 
 laws and penalties. 
 
 Although the restraints in a college, are greater than in 
 professional institutions ; yet they are less than in common 
 academies. In the latter, the student prosecutes his studies 
 in the presence of his instructor. At the early age of ten 
 or twelve, he needs more frequent assistance and encourage- 
 ment, in the way of colloquial intercourse, than the members 
 of a college, who, though they are young, are not children. 
 
 Our institution is not modelled exactly after the pattern of 
 European universities. Difference of circumstances has ren- 
 dered a different arrangement expedient. It has been the 
 policy of most monarchical governments, to concentrate the 
 advantages of a superior education in a few privileged places. 
 In England, for instance, each of the ancient universities of 
 Oxford and Cambridge, is not so much a single institution, 
 as a large number of distinct, though contiguous colleges. 
 But in this country, our republican habits and feelings will 
 never allow a monopoly of literature in any one place. 
 There must be, in the union, as many colleges, at least, as 
 states. Nor would we' complain of this arrangement as in- 
 
Report on a Course of Liberal Education, 21 
 
 expedient, provided that starvation is not the consequence of 
 a patronage so minutely divided. We anticipate no disas- 
 trous results from the muhiphcation of colleges, if they can 
 only be adequately endowed. We are not without appre- 
 hensions, however, that a feeble and stinted growth of our 
 national literature, will be the consequence of the very scanty 
 supply of means to most of our public seminaries. 
 
 The Universities on the continent of Europe, especially in 
 Germany, have of late gained the notice and respect of men 
 of information in this country. They are upon a broad and 
 liberal scale, atfording very great facilities for a finished ed- 
 ucation. But we doubt whether they are models to be co- 
 pied in every feature, by our American colleges. We hope 
 at least, that this college may be spared the mortification of 
 a ludicrous attempt to imitate them, while it is unprovided 
 with the resources necessary to execute the purpose. The 
 only institution in this country, which, so far as we know, has 
 started upon the plan of the European universities, required 
 an expenditure, before commencing operations, of more than 
 three hundred thousand dollars ; a sum far greater than Yale 
 College has received in a century and a quarter, from the 
 bounty of individuals and the state together. The students 
 come to the universities in Germany at a more advanced 
 age, and with much higher preparatory attainments, than to 
 the colleges in this country. The period of education which 
 is there divided into two portions only, one of which is spent 
 at the gymnasium and the other at the university, is here di- 
 vided into three, that of the grammar school, the college, 
 and the professional school. The pupils, when they enter 
 the university, are advanced nearly or quite as far, in litera- 
 ture if not in science, as our students are when graduated. 
 The institution in Germany which corresponds most nearly 
 to our colleges, in point of attainments, and the age of the 
 students, is the gymnasium. The universities are mostly oc- 
 cupied with professional studies. In Halle, for example, of 
 eleven hundred students, all except sixty are engaged in the 
 study of Theology, Law, and Medicine. But in the United 
 States, the professional schools are scattered over the coun- 
 try, and many of them are at a distance from the colleges. 
 The different denominations of christians have their sepa- 
 rate Theological Seminaries. Students at law are distribu- 
 ted in the several states, to accommodate their education to 
 the peculiarities in the legal practice of each. If to the The- 
 
22 Report on a Course of Liberal Education. 
 
 ological, Medical, and Law Institutions attached to Yale 
 College, there were added what is called in Germany a 
 School of Philosophy for the higher researches of literature 
 and science, the four departments together would constitute 
 a university in the European sense of the term. The proper 
 collegiate department would still have its distinct and appro- 
 priate object, that of teaching the branches preparatory to 
 all the others. It would, in our opinion, be idle to think 
 of adopting in the college, the regulations and plan of in- 
 struction in a university ; unless the students of the former 
 were advanced three or four years farther than at present, 
 both in age and acquirements. Would parents in this coun- 
 try consent to send their sons, at the age of sixteen, to an 
 institution in which there should not be even an attempt at 
 discipline, farther than to preserve order in the lecture room ? 
 When the student has passed beyond the rugged and cheer- 
 less region of elementary learning, into the open and en- 
 chanting field where the great masters of science are moving 
 onward with enthusiastic emulation ; when, instead of plod- 
 ding over a page of Latin or Greek, with his grammars, 
 and dictionaries, and commentaries, he reads those langua- 
 ges with facility and delight ; when, after taking a general 
 survey of the extensive and diversified territories of literature, 
 he has selected those spots for cultivation which are best 
 adapted to his talents and taste ; he may then be safely left 
 to pursue his course, without the impulse of authoritative in- 
 junctions, or the regulation of statutes and penalties. But 
 we question whether a college of undergraduates, unprovided 
 with any substitute for parental control, would long be pat- 
 ronised in this country. 
 
 Although we do not consider the literary institutions of 
 Europe as faultless models, to be exactly copied by our 
 American colleges ; yet we would be far from condemning 
 every feature, in systems of instruction which have had an 
 origin more ancient than our republican seminaries. We 
 do not suppose that the world has learned absolutely noth- 
 ing, by the experience of ages ; that a branch of science, or 
 a mode of teaching, is to be abandoned, precisely because it 
 has stood its ground, after a trial by various nations, and 
 through successive centuries. We believe that our colleges 
 may derive important improvements from the universities 
 and schools in Europe ; not by blindly adopting all their 
 measures without discrimination ; but by cautiously introdu- 
 
Report on a Course of Liberal Education. 23 
 
 cing, with proper modifications, such parts of their plans as 
 are suited to our pecuhar situation and character. The first 
 and great improvement which we wish to see made, is an 
 elevation in the standard of attainment for admission. Un- 
 til this is eftected, we shall only expose ourselves to inevitable 
 failure and ridicule, by attempting a general imitation of for- 
 eign universities. 
 
 One of the pleas frequently urged in favor of a partial ed- 
 ucation, is the alleged want of time for a more enlarged 
 course. We are well aware, as we have already observed, 
 that a thorough education cannot be begun and finished in 
 four years. But if three years immediately preceding the 
 age of twenty-one be allowed for the study of a profession, 
 there is abundant time previous to this for the attainment of 
 all which is now required for admission into the college, in 
 addition to the course prescribed for the undergraduates. 
 Though the limit of age for admission is fixed by our laws at 
 fourteen, yet how often have we been pressed to dispense 
 with the rule, in behalf of some youth who has completed 
 his preparation at an earlier period; and who, if compelled 
 to wait till he has attained the requisite age, " is in danger 
 of being ruined for want of employment?" May we not ex- 
 pect, that this plea will be urged with still greater earnest- 
 ness, when the present improved methods of instruction in 
 the elementary and preparatory schools, are more and more 
 accelerating the early progress of the pupil? 
 
 But suppose it should happen that the student, in conse- 
 quence of commencing his studies at a later period, should 
 be delayed a little longer, before entering upon the duties of 
 his profession ; is this a sacrifice worthy to be compared with 
 the immense difierence between the value of a limited and a 
 thorough education ? Is a young man's pushing forward into 
 business, so indispensable to his future welfare, that rather 
 than suspend it for a single year, he must forego all the ad- 
 vantage of superior intellectual discipline and attainments ? 
 
 We well know that the whole population of the country 
 can never enjoy the benefit of a thorough course of educa- 
 tion. A large portion must be content with the very limited 
 instruction in our primary schools. Others may be able to 
 add to this the privilege of a few months at an academy. 
 Others still, with higher aims and more ample means, may 
 afford to spend two or three years, in attending upon a par- 
 tial course of study, in some institution which furnishes in- 
 
S4 Report on a Course of Liberal Education* 
 
 struction in any branch or branches selected by the pupil or 
 his parents. 
 
 The question is then presented, whether the college shall 
 have all the variety of classes and departments which are 
 found in academies ; or whether it shall confine itself to the 
 single object of a well proportioned and thorough course of 
 study. It is said that the public now demand, that the doors 
 should be thrown open to all ; that education ought to be so 
 modified, and varied, as to adapt it to the exigencies of the 
 country, and the prospects of different individuals ; that the 
 instruction given to those who are destined to be merchants, 
 or manufacturers, or agriculturalists, should have a special 
 reference to their respective professional pursuits. 
 
 The public are undoubtedly right, in demanding that there 
 should be appropriate courses of education, accessible to 
 all classes of youth. And we rejoice at the prospect of am- 
 ple provision for this purpose, in the improvement of our 
 academies, and the establishment of commercial high- 
 schools, gymnasia, lycea, agricultural seminaries, &c. But 
 do the public insist, that every college shall become a high- 
 school, gymnasium, lyceum, and academy ? Why should 
 we interfere with these valuable institutions ? Why wish to 
 take their business out of their hands ? The college has its 
 appropriate object, and they have theirs. What advantage 
 would be gained by attempting to blend them all in one? 
 When in almost all our schools, and academies, and profes- 
 sional seminaries, the standard of education has been en- 
 larged and elevated, is this a time for the college to loiver 
 its standard ? Shall we fall back, and abandon the ground 
 which, for thirty years past, we have been striving so hard 
 to gain ? Are those who are seeking only a partial educa- 
 tion to be admitted into the college, merely for the purpose 
 of associating its name with theirs? of carrying away with 
 them a collegiate diploma^ without incurring the fearful haz- 
 ard of being over-educated ? Why is a degree from a col- 
 lege more highly prized, than a certificate from an academy, 
 if the former is not a voucher of a superior education? When 
 the course of instruction in the one, is reduced to the level 
 of that in the other; to be graduated at either, will be equal- 
 ly honorable. What is the characteristic difference between 
 a college and an academy ? Not that the former teaches 
 more branches than the latter. There are many academies 
 in the country, whose scheme of studies, at least upon paper. 
 
Report on a Course of Liberal Education. '-25 
 
 IS more various than that of the colleges. But while an 
 academy teaches a little of every thing, the college, by di- 
 recting its efforts to one uniform course, aims at doing its 
 work with greater precision, and economy of time; just as 
 the merchant who deals in a siugle class of commodities, or 
 a manufacturer who produces but one kind of fabrics, exe- 
 cutes his business more perfectly, than he whose attention 
 and skill are divided among a multitude of objects. 
 
 If our treasury were overflowing, if we had a surplus fund, 
 requiring us to look out for some new object on which to ex- 
 pend it, there might perhaps be no harm in establishing a 
 department for a brief and rapid course of study, so far con- 
 nected with the colh^ijre, as to be under the superintendence 
 of the same board of trust. But it ought to be as distinct 
 from the four classes of undergraduates, as is the medical or 
 law school. All the means which are now applied to the 
 proper collegiate department, are barely sufficient, or rather 
 are insufficient, for the object in view. No portion of our re- 
 sources, or strength, or labor, can be diverted to other pur- 
 poses, WMthout impairing the education which we are at- 
 tempting to give. A London university, commencing with 
 a capital of several hundred thousand dollars, and aiming to 
 provide a system of instruction for the youth in a city whose 
 population is more than a million, may well establish its high- 
 er and inferior courses, its scientific and practical depart- 
 ments, its professional, mercantile, and mechanical institu- 
 tions. But shall a college, with an income of two or three 
 thousand a year from funds, affect to be at once a London 
 university? Should we ever become such an institution, 
 our present undergraduate course, ought still to constitute 
 one distinct branch of the complicated system of arrange- 
 ments. 
 
 But might we not, by making the college more accessible 
 to different descriptions of persons, enlarge our numbers, and 
 in that way, increase our income ? This might be the opera- 
 tion of the measure, for a very short time, while a degree 
 from the college should retain its present value in public es- 
 timation ; a value depending entirely upon the character of 
 the education which we give. But the moment it is under- 
 stood that the institution has descended to an inferior stand- 
 ard of attainment, its reputation will sink to a corresponding 
 level. After we shall have become a college in na?ne onhj^ 
 and in reality nothing more than an academy ; or half col- 
 
 4 
 
26 Report on a Course of Liberal Education, 
 
 lege, and halfacademy ; what will induce parents in varioa£- 
 and distant parts of the country, to send us their sons, when 
 they have academies enough in their own neighborhood ? 
 There is no magical influence in an act of incorporation, to 
 give celebrity to a literary institution, which does not com- 
 mand respect for itself, by the elevated rank of its education. 
 When the college has lost its hold on the public confidence, 
 by depressing its standard of merit, by substituting a partial, 
 for a thorough education, we may expect that it will be de- 
 serted by that class of persons who have hitherto been drawn 
 here by high expectations and purposes. Even if we should 
 not immediately suffer in point of numbers^ yet we shall ex- 
 change the best portion of our students, for others of inferior 
 aims and attainments. 
 
 As long as we can maintain an elevated character, we 
 need be under no apprehension with respect to numbers. 
 Without character, it will be in vain to think of retaining 
 them. It is a hazardous experiment, to act upon the plan 
 of gaining numbers first, and character afterwards. 
 
 We are sensible there is great imperfection in the execu- 
 tion of the purpose to give a thorough course of instruction^ 
 The observations which we have made on this subject, relate 
 rather to what we would wish to see effected, than to what 
 we profess to have actually accomplished. Numerous and 
 formidable difliculties are to be perpetually encountered 
 One of the principal of these, is the call which is so frequent- 
 ly made upon us, to admit students into the college with de- 
 fective preparation. Parents are little aware to what em- 
 barrassments and injury they are subjecting their sons, by 
 urging them forward to a situation for which they are not 
 properly qualified. Of those who are barely admitted, one 
 and another is, from time to time, dropped off from the class. 
 Here and there one, after making his way, with much per- 
 plexity and mortification, through the four years, just obtains 
 a degree at last; which is nearly all the benefit that he de- 
 rives from his residence here. Whereas, if he had come to 
 us well prepared, he might have held a respectable rank in 
 his class, and acquired a substantial education. 
 
 Another serious difficulty with which we have to contends 
 is the impression made on the minds of a portion of our stu- 
 dents, from one quarter and another, that the study of any 
 thing for which they have not an instinctive relish, or which 
 requires vigorous and continued effort^ or which is not imme- 
 
Report on a Course of Liberal Education, 27 
 
 ^lately connected with their intended professional pursuits, 
 is of no practical utility. They of course remain ignorant of 
 that which they think not worth the learning. We are con- 
 cerned to find, that not only students, but their parents also, 
 seem frequently more solicitous for the name of an educa- 
 tion, than the substance. 
 
 The difficulties with which we are now struggling, we fear 
 would be increased, rather than diminished, by attempting 
 to unite different plans of education. It is far from being 
 our intention to dictate to other colleges a system to be 
 adopted by them. There may be good and sufficient rea- 
 sons why some of them should introduce a partial course of 
 instruction. We are not sure, that the demand for thorough 
 education is, at present, sufficient to fill all the colleges in 
 the United States, with students who will be satisfied with 
 nothing short of high and solid attainments. But it is to be 
 hoped that, at no very distant period, they will be able to 
 come up to this elevated ground, and leave the business of 
 second-rate education to the inferior seminaries. 
 
 The competition of colleges may advance the interests of 
 literature : if it is a competition for excellence, rather than 
 for numbers; if each aims to surpass the others, not in an 
 imposing display, but in the substantial value of its educa- 
 tion. When the rivalry becomes a mere scramble for num- 
 bers, a dexterous arrangement of measures in beating up for 
 recruits, the standard of attainment will sink lower and low- 
 er, till the colleges are brought to a level with common acad- 
 emies. Does it become the patrons and guardians of sound 
 learning, to yield to this depressing and deteriorating influ- 
 ence ? Our country has ample resources for furnishing to 
 great numbers the means of a thorough education. At the 
 same time, peculiar temptations are here presented to our 
 youth, to induce them to rest satisfied with a partial and su- 
 perficial course of study. In Europe, the competition among 
 literary men is so pressing, that those of moderate attain- 
 ments can have little hope of success. But in this country, 
 the field of enterprise is so wide, the demand for even ordi- 
 nary learning is so urgent, and the occupations which yield 
 a competent living are so numerous and accessible ; that a 
 young man of a very limited stock of knowledge, if he have 
 a good share of self-confidence, and a driving, bustling spirit, 
 «an push himself forward into notice and employment. He 
 may even mount the steps which lead to office and popular 
 
28 Report on a Course of Liberal Education, 
 
 applause. If he fail to enlighten his countrymen by his ifi- 
 tellectual superiority, he may at least attract their gaze by 
 the tinsel of his literary ornaments. This is the allurement 
 to a hurried and superficial education. We have abundant 
 supplies of this Lombardy-poplar growth ; slender, frail, and 
 blighted. We should like to see more of the stately elm ; 
 striking deep its roots, lifting its head slowly to the skies, 
 spreading wide its grateful shade, and growing more and 
 more venerable with years. Tht^re are few instances of a 
 more improvident expenditure of time and money, than that 
 which is wasted upon a superficial education. The parent 
 often labors hard to furnish his son with the means of ac- 
 quiring that which is of no substantial value ; when with a 
 little more time, and a small additional expense, a foundation 
 might have been effectually laid, for high hterary excellence, 
 and professional distinction. 
 
 Our duty to our country demands of us an effort to pro- 
 vide the means of a thorough education. There is perhaps 
 no nation whose interests would be more deeply affected, by 
 a substitution of superficial for solid learning. The univer- 
 sal diffusion of the common branches of knowledge^ renders 
 it necessary that those who aspire to literary eminence should 
 ascend to very elevated ground. They must take their po- 
 sition on a summit which towers above the height of sur- 
 rounding ranges of hills. In the midst of so enlightened a 
 population, can he be distinguished, whose education has 
 scarcely given him more enlarged views, than he might ac- 
 quire, by conversation in stages and steam boats; or the 
 reading of new^spapers, and a volume or two of elegant ex- 
 tracts ? 
 
 The unexampled multiplication of schools and academies 
 in this country, requires that colleges should aim at a high 
 standard of literary excellence. The conviction is almost 
 universal, that the former, as well as the latter, admit of 
 great improvements. But who are to make these improve- 
 ments, and give character and tone to our systems of instruc- 
 tion, if there are few men of thorough education in the coun- 
 try ? He who is to arrange an extensive scheme of meas- 
 ures, ought himself to stand on an eminence, from which he 
 can command a view of the whole field of operation. Su- 
 perficial learning in our higher seminaries, will inevitably ex- 
 tend its influence to the inferior schools. If the fountains 
 are shallow and turbid, the streams cannot be abundant and 
 
Report on a Course of Liberal Education. 29 
 
 pure. Schools and colleges are not rival institutions. The 
 success' of each is essential to the {prosperity ofthe other. 
 
 Our republican form of governtnent renders it highly im- 
 portant, that great imnibers should enjoy the advantage of 
 a thorouijh education. On the Eastern continent, the few 
 who are destined to particular departments in political life, 
 may be educated for the purpose ; while the mass of ttie 
 people are left in comparative ignorance. But in this coun- 
 try, wiiere offices are accessible to all who aie qualified for 
 them, superior intellectual attainments ought not to be con- 
 fined to any description of persons. Merckarts^ manufactu- 
 rers^ and fanners^ as well as professional gentlemen, take 
 their places in our public councils. A thorough education 
 ought therefore to be extended to all these classes. It is not 
 sufficient that they be men of sound judgment, who can de- 
 cide correctly, and give a silent vote, on great national ques- 
 tions. Their influence upon the minds of others is needed ; 
 an influence to be produced by extent of knowledge, and the 
 force of eloquence. Ought the speaking in our deliberative 
 assemblies to be confined to a single profession ? If it is 
 knowledge, which gives us the command of physical agents 
 and instruments, much more is it that which enables us to 
 control the combinations of moral and political machinery. 
 
 Young men intended for active employments ought not to 
 be excluded from the colleges, merely on the ground that the 
 course of study is not specially adapted to their pursuits. 
 Thi> principle would exclude those also who are intended 
 for the professions. In either case, the object of the under- 
 graduate course, is not to finish a preparation for business; 
 but to impart that various and general knowledge, which 
 will improve, and elevate, and adorn any occupation. Can 
 merchants, manufacturers, and agriculturists, derive no ben- 
 efit from high intellectual culture? They are the very class- 
 es which, from their situation and business, have the best op- 
 portunities for reducing the principles of science to their 
 practical applications. The large estates which the tide of 
 prosperity in our country is so rapidly accumulating, will fall 
 mostly into their hands. Is it not desirable that they should 
 be men of superior education, of large and liberal views, of 
 those solid and elegant attainments, which will raise them to 
 a higher distinction, than the mere possession of property ; 
 which will not allow them to hoard their treasures, or waste 
 them in senseless extravagance ; which will enable them to 
 
30 Report on a Course of Liberal Education, 
 
 adorn society by tiieir learning, to move in the more intelli- 
 gent circles with dignity, and to make such an application 
 of their wealth, as will be most honorable to themselves, and 
 most beneficial to their country ? 
 
 The active, enterprising character of our population, ren- 
 ders it highly important, that this bustle and energy should 
 be directed by sound intelligence, the result of deep thought 
 and early discipline. The greater the impulse to action, the 
 greater is the need of wise and skilful guidance. When 
 nearly all the ship's crew are aloft, setting the topsails, and 
 catching the breezes, it is necessary there should be a steady 
 hand at helm. Light and moderate learning is but poorly 
 fitted to direct the energies of a nation, so widely extended, 
 so intelligent, so powerful in resources, so rapidly advancing 
 in population, strength, and opulence. Where a free gov- 
 ernment gives full liberty to the human intellect to expand 
 and operate, education should be proportionably liberal and 
 ample. When even our mountains, and rivers, and lakes, are 
 upon a scale which seems to denote, that we are destined to 
 be a great and mighty nation, shall our literature be feeble, 
 and scanty, and superficial ? 
 
 Part II. 
 
 Containing extracts from that part of the report of the fac- 
 ulty in which the resolution of the corporation is more 
 particularly considered. 
 
 % % ^ -H- % •)(■ 
 
 By a liberal education, it is believed, has been generally 
 understood, such a course of discipline in the arts and scien- 
 ces, as is best calculated, at the same time, both to strength- 
 en and enlarge the iaculties of the mind, and to familiarize 
 it with the leading principles of the great objects of human 
 investigation and knowledge. A liberal, is obviously distinct 
 from a professional, education. The former is conversant 
 with those topics, an acquaintance with which is necessary 
 or convenient, in any situation of life ; the latter, with those 
 which qualify the individual for a particular station, business 
 or employment. The former is antecedent in time ; the lat- 
 ter rests upon the former as its most appropriate foundation. 
 A liberal education is fitted to occupy the mind, while its 
 powers are opening and enlarging; a professional education 
 requires an understanding already cultivated by study, and 
 prepared by exercise for methodical and. persevering efforts. 
 
Report on a Course of Liberal Education. 31 
 
 Such seem to be the views, on which the system of a col- 
 legiate education is founded. It has been believed, that 
 there are certain common subjects of knowledge, about 
 which all men ought to be informed, who are best edu- 
 cated ; who are prepared to mingle to the best advantage 
 with persons of different tastes, ages and pursuits ; and to 
 enter with the best prospects of success, on the details of 
 professional study and practice. As this education, which is 
 called liberal, was originally founded on existing objects of 
 literary interest and pursuit, it lias always had reference to 
 such objects, and has varied with the varying state of knowl- 
 edge. What, therefore, at one time, has been iield in little 
 estimation, and has hardly found a place in a course of liberal 
 instruction, has, under other circumstances, risen into repute, 
 and received a proportional share of attention. It is not now 
 the inquiry, whether the changes in the collegiate course 
 have been sufficiently great and frequent ; — it is enough for 
 the present purpose, to state the fact of such changes, and 
 to admit their propriety. 
 
 An education, then, to be liberal, should have reference to 
 the principal branches of knowledge ; and as knowledge 
 varies, education should vary with it. 
 
 The subject of inquiry now presented, is, whether the plan 
 of instruction pursued in Yale College, is suificiently accom- 
 modated to the present state of literature and science ; and, 
 especially, whether such a change is demanded as would 
 leave out of this plan the study of the Greek and Roman 
 classics, and make an acquaintance with ancient literature 
 no longer necessary for a degree in the liberal arts. Before 
 considering this topic directly, it may be useful to premise a 
 few remarks on another branch of liberal education, in order 
 more clearly to exhibit the kind of objections which are often 
 thrown out, some against one part, and some against anoth- 
 er, of the whole course of collegiate study ; — and to make 
 more apparent the limited and inadequate views of those 
 who urge them. 
 
 The usefulness of mathematical learning is generally ad- 
 mitted ; and few persons, perhaps none, would consider that 
 course of education liberal, from which the mathematics are 
 wholly excluded. At least, the study of the mathematics is 
 allowed a prominent place in those institutions in which, 
 what is called a practical education is the professed object 
 ^iimed at : and from which the ancient languages, on the 
 
32 Report on a Course of Liberal Education, 
 
 ground of their being of little or no practical utility, arc m 
 part or wholly excluded. If it is asked, on what grounds the 
 pretensions of mathematical learning rest ? the reply is at 
 hand. The study of the mathematics, by the consent of the 
 ablest men who have been conversant with the business of 
 instruction, is especially adapted to sharpen the intellect, to 
 strengthen the faculty of reason, and to induce a general 
 habit of mind favorable to the discovery of truth and the de- 
 tection of error. Mathematical science, furthermore, lies at 
 the foundation of most of the practical sciences ; or affords 
 valuable aid in illustrating their principles, and in applying 
 them to the purposes of life. It forms the best preparation 
 for pursuing the study of physics in all its branches; and is 
 not without its use, at least in its indirect influence, in most 
 of our reasoning on other subjects. 
 
 But here it is sometimes objected, that though much of 
 this may be true, still mathematical knowledge, to most stu- 
 dents is of little practical use. The plain rules of arithme- 
 tic, it is said, are all which most men ever find occasion to ap- 
 ply ; and if to these rules is added a knowledge of book- 
 keeping, ^ew^ indeed, feel the want of more extensive infor- 
 mation in this department of knowledge. Why, it is asked, 
 should a student be compelled to devote years to the acquisi- 
 tion of a species of knowledge, which is useful only, as it 
 enables him to advance to the study of navigation, surveying, 
 astronomy, and other sciences, into which mathematical 
 principles largely enter; when he has no wish or expecta- 
 tion to engage practically in either of these sciences ; — and 
 will probably from his distaste for the whole subject, forget 
 in a few years, what he has learned with so great labor? If 
 a man occupied in divinity, law or physic, wishes to know any 
 principle in navigation, let him inquire, says the objector, of 
 some one whose business it is to understand this science. If 
 he wishes a substance analyzed, let him apply to the profess- 
 ed chemist ; if he wishes to know the name of some mineral, 
 its properties, or its use, let him ask the mmeralogist, who 
 from his love of this science, has made himself familiar with 
 the numerous facts and details which it embraces ; and who, 
 by his superior knowledge in his profession, finds actual em- 
 ployment within its precincts. If it is important, that he 
 should know the times of the rising and setting of the sun 
 and moon, the time, quantity, or duration of an eclipse, let 
 him purchase an almanac, which is a much shorter way to- 
 
Report on a Course of Liberal Education. 33 
 
 the whole of this knowledge, than to determine even one of 
 these particulars by his own calculation. Let those study 
 the sciences, and those only, who have a taste for them, and 
 who expect to pursue at least some one science for a liveli- 
 hood. If the knowledge of any science is of use, the de- 
 mand for this knowledge will insure not only its existence, 
 but Its prevalence to the exact extent needed ; and every 
 thing beyond this is not only superfluous but injurious. 
 Those act in opposition to the plainest principles of political 
 economy, who manufacture for the market an unsaleable 
 article. If wares are not wanted, who does not see, that 
 there will be a glut? and the manufacturer, who shall persist 
 in furnishing them, will work his own ruin : that is, institu- 
 tions, in which mathematics are taught beyond their actual 
 application to use, will of necessity be deserted by the public. 
 But notwithstanding all these difficulties and objections, 
 the knowledge in question is still practical ; not in the nar- 
 row view of it which the objector takes, but in a sense higher 
 and wider, and which it may be useful briefly to explain. 
 The student, who has laid up a fund of mathematical knowl- 
 edge, and has extended his inquiries to those sciences which 
 depend on mathematical principles, though he is employed 
 in the practical application of no science, yet is brought 
 into an important relation to those who are so employed, 
 and experiences from this relation the most important bene- 
 fits. He is able to judge of the pursuits of others, to estimate 
 the value of these pursuits, to understand the progress of sci- 
 ence, and to feel an interest in the occupations of a large 
 portion of mankind. Whether his own station in life is pub- 
 lic or private, whether he engages in a professional career, 
 or is called upon to discharge the duties of a magistrate, the 
 occasions for employing his knowledge are innumerable. 
 Granting, that he loses from his memory, many or most of 
 the details of the sciences, he still knows where to apply for 
 information, and how to direct his inquiries ; and is able to 
 judge correctly of the talents and pretensions of those who 
 are prominent in any one department, and whom he may 
 wish to employ in the accomplishment of actual business. 
 He is acquainted with the region where he is, acts more un- 
 derstandinirly in what he undertakes, and is found, in conse- 
 quence of his knowledge, to be, in all his transactions, a 
 more practical man. The student Hkewise, by familiarizing 
 himself with the general principles of the sciences, prepares 
 
34 Report on a Course of Liberal Education, 
 
 himself for pursuing, to whatever extent he chooses, any one 
 branch, for which he finds himself to possess talents and in- 
 clination. Educated in this way, besides the advantages of 
 mental discipline which have been already mentioned, he 
 enlarges the circle of his thoughts, finds in his superior infor- 
 mation, new means of benefiting or influencing others, and 
 his mind is thus far liberalized by liberal knowledge. 
 
 Jt is on the same general grounds, that the use and neces- 
 sity of classical literature in a liberal education may be de- 
 fended. That this study occupies, at the present time, an 
 important place among literary pursuits, both in Europe and 
 America, will not be denied. In the British Islands, in 
 France, Germany, Italy, and, indeed, in every country of 
 Europe in which literature has acquired distinction and im- 
 portance, the Greek and Roman classics constitute an es- 
 sential part of a liberal education. In some countries, classi- 
 cal studies are reviving from a temporary depression ; in oth- 
 ers, where no such depression has been experienced, they 
 are pursued with increased ardor; and in none, are they 
 known to be declining in public estimation. There may be 
 more variety of opinion than formerly, as to the use of classi- 
 cal learning in certain departments of life; but the conviction 
 of its necessity in the highest education, that which has any 
 claim or pretence to be denominated liberal, is not known 
 to have sustained any considerable change. The literature 
 of every country of Europe is founded more or less on clas- 
 sical literature, and derives from this source its most impfirt- 
 ant illustrations. This is evident not only from such works 
 as have long since appeared, and which form the standard 
 literature of modern times, but from those most recently 
 published, and even from the periodical works of the day. 
 Classical learning is interwoven with every literary discus- 
 sion. The/aci only is here insisted on, and this is undenia- 
 ble. Whoever, then, without a preparation in classical lite- 
 rature, engages in any literary investigation, or undertakes to 
 discuss any literary topic, or associates with those who in 
 any country of Europe, or in this country, are acknowledged 
 to be men of liberal acquirements, immediately feels a defi- 
 ciency in his education, and is convinced that he is destitute 
 of an important part of practical learning. If scholars, then, 
 are to be prepared to act in the literary world as it in fact 
 exists, classical literature, from considerations purely practi- 
 cal, should form an important part of their early discipline. 
 
Report on a Course of Liberal Education. 35 
 
 But the claims of classical learning are not limited to this 
 single view. It may be defended not only as a necessary 
 branch of education, in the present state of the world, but on 
 the ground of its distinct and independent merits. Famil- 
 iarity with the Greek and Roman writers is especially adapt- 
 ed to form the taste, and to discipline the mind, both in 
 thought and diction, to the relish of what is elevated, chaste, 
 and simple. The compositions which these writers have 
 left us, both in prose and verse, whether considered in refer- 
 ence to structure, style, modes of illustration, or general ex- 
 ecution, approach nearer than any others to what the human 
 mind, when thoroughly informed and disciplined, of course 
 approves ; and constitute, what it is most desirable to pos- 
 sess, a standard for determining literary merit. This excel- 
 lence of the ancient classic writers is, indeed, doubted or de- 
 nied ; — and it becomes, therefore, necessary to adduce such 
 proof of it as the subject admits. 
 
 The case here to be considered is not unaccompanied by 
 analogies. In the range of human improvement, there are 
 other facts nearly allied, both in their character and circum- 
 stances, to this now asserted, which afford it very powerful 
 support. Architecture and sculpture, in their most a})proved 
 forms, not only had their origin, but received their perfec- 
 tion in Greece. These arts may have been, in certain re- 
 spects, modified in the progress of time ; changes may have 
 been introduced to accommodate their productions to the 
 necessities and manners of a later age ; yet the original works 
 of Grecian genius are the models by which artists, even at 
 the present time, direct their labors ; the standards by which, 
 in a great measure, their merits are determined. It is in vain 
 to pretend that this is the effect of prejudice, the bias of early 
 impressions, and the undue veneration of antiquity. The 
 statuary, in modelling a head or an arm, has nature always 
 in view ; yet he refers notwithstanding to the remains of 
 Grecian art as his best guides, the surest interpreters of na- 
 ture itself. His work is not imitation ; it is a nearer approach 
 to perfection through the skill derived from the contempla- 
 tion and study of superior excellence. In architecture, the 
 eye of one least conversant with antiquity is struck with the 
 simplicity and just proportions of Grecian models ; and these 
 first impressions are strengthened by observation and reflec- 
 tion. Time, which brings to light so many defects, and 
 suggests so many improvements in most of the discoveries of 
 
36 Rejjort on a Courie of Liberal Education. 
 
 men, has added its sanction to the perfection, which follow- 
 ed the efforts of the early cultivators of architectural science. 
 
 If, then, sculpture and architecture, after the revolution of 
 so many centuries, still derive aid from the remains of an- 
 cient skill, it ought not to excite surprise, that in other de- 
 partments of taste, antiquity should exhibit the same excel- 
 lence ; we need not wonder, that in poetry and eloquence, it 
 should have hkewise left specimens, worthy to become pat- 
 terns for succeeding ages. That this superiority belongs to 
 ancient literature, is proved by the only proper evidence, the 
 voice of men of letters in every country where the classics 
 have been studied, and where a correct taste has prevailed. 
 It is unnecessary here to cite authorities. The literature of 
 Europe attests the fact. Hardly a question can be named 
 where the practical decision of mankind has been more ab- 
 solute. 
 
 But the study of the classics is useful, not only as it lays 
 the foundations of a correct taste, and furnishes the student 
 with those elementary ideas which are found in the literature 
 of modern times, and which he no where so well acquires as 
 in their original sources ; — but also as the study itself forms 
 the most eftectual discipline of the mental faculties. This is 
 a topic so often insisted on, that little need be said of it here. 
 It must be obvious to the most cursory observer, that the 
 classics atford materials to exercise talent of every degree, 
 from the first opening of the youthful intellect to the period 
 of its highest maturity. The range of classical study extends 
 from the elements of language, to the most difficult questions 
 arising from literary research and criticism. Every faculty 
 or the mind is employed ; not only the memory, judgment, 
 and reasoning powers, but the taste and fancy are occupied 
 and improved. 
 
 Classical discipHne, likewise, forms the best preparation for 
 professional study. The interpretation of language, and its 
 correct use, are no where more important, than in the pro- 
 fessions of divinity and law. But in a course of classical ed- 
 ucation, every step familiarizes the mind with the structure 
 of language, and the meaning of words and phrases. In re- 
 searches of a historical nature, and many such occur in the 
 professions, a knowledge, especially of the Latin language, 
 is often indispensable. The use of a thorough knowledge of 
 Greek to a theologian, no one will deny. It is admitted that 
 instances may be found of distinguished success in these pro^ 
 
Report on a Course of Liberal Education. 37 
 
 fessions, where the advantages of a classical education were 
 not enjoyed; — but success of this kind proves only that tal- 
 ents may sometimes force thi^r way to eminence through 
 powerful obstacles. In settling a plan of education, the in- 
 quiry should be, not what some men of uncommon endow- 
 ments have done, but what most men find necessary. Even 
 in cases of extraordinary success, such as have been now al- 
 luded to, the want of classical knowledge has been often felt 
 and lamented. 
 
 In the profession of medicine, the knowledge of the Greek 
 and Latin languages is less necessary now than formerly; 
 but even at the present time it may be doubted, whether the 
 fac^ilities which classical learning affords for understanding 
 and rendering familiar the terms of science, do not more 
 than counterbalance the time and labor requisite for obtain- 
 ing this learning. Besides, a physician, who would thor- 
 oughly investigate the history of his profession, will find a 
 knowledge of the ancient languages, essential to his object. 
 In ail the professions, likewise, a knowledge of general lite- 
 rature is of high importance as a qualification for extensive 
 intercourse with mankind. The formality of the professional 
 character, where the course of reading and thinking is con- 
 fined to one channel, has often been remarked. The mere 
 divine, the mere lawyer, or the mere physician, however well 
 informed he may be in his particular profession, has less 
 chance of success, than if his early education had been of a 
 more liberal character. 
 
 For these very obvious advantages, which now attend the 
 study of classical literature in the college, the course of study 
 which, it is understood, would be proposed as a substitute, 
 promises but few and partial equivalents. Instead of the po- 
 ems of Homer, which have had so extensive and important 
 an influence on the heroic poetry of all succeeding times, and 
 which, it cannot be denied, are constantly appealed to as 
 establishing many of the most important canons of criticism, 
 we are presented in several new courses, with the Henri- 
 ade of Voltaire; and the History of Charles XII. of the 
 same author, in place of the historical writings of Livy and 
 Tacitus. This is a specimen of the improvements in educa- 
 tion which are the occasion of so much boasting; an exam- 
 ple of a change to render knowledge more practical and 
 popular. But in what sense, so far as an acquaintance with 
 the rules of taste, and a familiarity with those general prin- 
 
38 Report on a Course of Liberal Education. 
 
 ciples by which literary merit is judged, is a knowledge of 
 the Henriade more practical than a knowledge of the Iliad? 
 How is the former to qualify its possesser to act in the lite- 
 rary world in a manner more advantageous than the latter? 
 Do we find that by critics of eminence, Voltaire as a poet 
 has a higher place assigned him than Homer, or that they 
 consider him as a model to be more carefully studied and im- 
 itated? Or to make the inquiry more general; in order to 
 understand the true spirit and genius of Enghsh litera- 
 ture,— which is of the greatest practical use, the literature 
 of France, or the literature of Greece and Rome ? The most 
 superficial acquaintance with the principal authors in our 
 language, is sufficient to excite wonder, that such questions 
 should be seriously asked. 
 
 If the new course proposed, considered as an introduction 
 to a knowledge of general literature, is altogether inferior to 
 the old, and far less practical in its character, — it will be 
 found not less deficient for the purposes of mental discipline. 
 To acquire the knowledge of any of the modern languages 
 of Europe, is chiefly an effort of memory. The general 
 structure of these languages is much the same as that of our 
 own. The few idiomatical diflferences, are made familiar 
 with little labor; nor is there the same necessity of accurate 
 comparison and discrimination, as in studying the classic wri- 
 ters of Greece and Rome. To establish this truth, let a page 
 of Voltaire be compared with a page of Tacitus. 
 
 Nor is this course of education which excludes ancient lit- 
 erature, less objectionable as the foundation of professional 
 study. The student who has limited himself to French, 
 Italian and Spanish, is very imperfectly prepared to com- 
 mence a course of either divinity or law. He knows less of 
 the hterature of his own country, than if he had been edu- 
 cated in the old method ; the faculties of his mind have been 
 brought into less vigorous exercise ; and the sources of the 
 knowledge which he is now to acquire, are less accessible. 
 If it is said, that the course of exclusive modern literature is 
 intended for those who are not designed for professional 
 life ; the reply is, that the number of those who obtain a lib- 
 eral education, without at first deciding whether they shall 
 be professional men or not, is far from inconsiderable. Many, 
 who originally suppose their minds determined on this sub- 
 ject, alter their determinations from circumstances, which 
 they could not foresee. Adopt the course proposed, and 
 
Report on a Course of Liberal Education. 39 
 
 many would enter upon it, merely from its novelty ; more 
 from a persuasion, that it would be attended with less labor; 
 and the consequence would be, that the college, so far ag 
 this cause should operate, would be the means of lowering 
 the professional character of our country. But here it will 
 be asked. Is the literature of the modern nations of Europe 
 to form no part of a course of liberal education ? Is not 
 modern literature a subject of discussion as well as ancient? 
 Undoubtedly it is ; and facilities for acquiring the more pop- 
 ular languages of Europe should be afforded in our public 
 institutions. The claims of the modern languages are ques- 
 tioned only when they are proposed as substitutes for the an- 
 cient, not when they are recommended on their own merits. 
 If modern literature is valuable, it should be studied in that 
 way, which leads most directly to a thorough understanding 
 of it; and this way lies through the literature of the an- 
 cients. If the languages and literature of Italy, France and 
 Spain, beyond what is merely superficial, is an object with 
 the student, they should be acquired through the Latin ; nor 
 is there reason to doubt, so far as experience affords the 
 means of judging, that this is the most expeditious mode of 
 acquiring a familiarity with the languages in question. To 
 begin with the modern languages in a course of education, is 
 to reverse the order of nature. 
 
 Modern languages, with most of our students, are studied, 
 and will continue to be studied, as an accomplishment, rath- 
 er than as a necessary acquisition. Those likewise who 
 spend time in learning to speak the modern languages, soon 
 lose their knowledge, unless they live where these languages 
 are in constant use; nor can there be a doubt, that students 
 do as generally neglect their French, Italian and Spanish, in 
 after life, except when these languages are retained by the 
 course of business, as they neglect their Latin and Greek. 
 This is especially true in professional life; where the demand 
 for a knowledge of the modern languages, in comparison 
 with the ancient, is altogether inconsiderable. To suppose 
 the modern languages more practical than the ancient, to 
 the great body of our students, because the former are now 
 spoken in some parts of the world, is an obvious fallacy. 
 The proper question is, — what course of discipline affords 
 the best mental culture, leads to the most thorough knowl- 
 edge of our own literature, and lays the best foundation for 
 professional study. The ancient languages have here a de- 
 
40 Report on a Course of Liberal Education, 
 
 cided advantage. If the elements of modern languages are 
 acquired by our students in connection wuh the estabiislied 
 collegiate course, and abundant facilities for this purpose, 
 have for a long time, been afforded, further acquisitions will 
 be easily made, where circumstances render them important 
 and useful. From the graduates of this college, who liave 
 visited Europe, complaints have sometimes been heard, that 
 their classical attainments were too small for the literature 
 of the old world ; but none are recollected to have exf)ress- 
 ed regret, that they had cuhivated ancient learning while 
 here, however much time they might have devoted to this 
 subject. On the contrary, those who have excelled in clas- 
 sical literature, and have likewise acquired a competent 
 knowledge of some one modern European language besides 
 the English, have found themselves the best qualified to 
 make a full use of their new advantages. Deficiencies in 
 modern literature are easily and rapidly supphed, where the 
 mind has had a proper previous discipline; deficiencies in 
 ancient literature are supplied tardily, and in most instances, 
 imperfectly. 
 
 A sort of middle course has, indeed, been proposed by 
 some, by which students for admission to college are requir- 
 ed to have some elementary knowledge of Latin and Greek ; 
 but after they are once admitted, the ancient languages are 
 to be thrown aside, and modern literature alone attended to. 
 Or students, on their admission to college, are to have their 
 option, whether to pursue this new course, or the one long 
 established. Both parties start in this case, it is said, from 
 the same point; and like travellers to the ca[)ital of the Un- 
 ion, take different roads, but at last, that is, when they grad- 
 uate, all come together again, before their final separation to 
 the various occupations of life. 
 
 But this project is liable to the objection, that students who 
 should discontinue the study of Latin and Greek on their ad- 
 mission to college, would know just enough of these languages 
 to undervalue and hate them. These would be the persons to 
 proclaim on every side the worthlessness of ancient litera- 
 ture ; that they had learned the Latin and Greek languages, 
 and had derived no benefit from them; that they had even 
 forgotten all they ever knew. All which, with the exception 
 of their over estimate of their former knowledge, would be, 
 as respects themselves, the exact truth. Besides, these per- 
 sons, thus educated for the purposes of real life, would in ma- 
 
Report on a Course of Liberal Education, 41 
 
 ny instances after tlieir graduating, find it practically con- 
 venient to set up as instructors in these worthless languages. 
 With few, or rather no qualitications, f(jr the office they 
 would assume, the cause ol' instruction must necessarily 
 sufler under tlieir management. The college, if ancient 
 learning is to be retained at all as a part of its course, as 
 it must rely on its graduates to instruct in the preparatory 
 schools, would be the tirst suHerer I'rom this improved sys- 
 tem ; and thus be made to minister to its own destruction. 
 
 It is besides a matter of some curiosity to know, what is 
 intended, by the hnal union of students who take these dif- 
 ferent paths. That they would find, at the end of their 
 course, that they had all acquired the same education, is 
 certainly not the meaning ; as this contradicts the original 
 hypothesis. The only union manifest is this, that they 
 would be all admitted to a degree. They would unite in re- 
 ceiving their diplomas. If to obtain the honors of college, 
 as they are called, was the great object of an education, this 
 improvement in the old collegiate course might be consider- 
 ed as real. But if the substance and not the shadow, if the 
 thing signified and not the sign only are aimed at, — the ques- 
 tion is still open for consideration, — whether these different 
 roads would not lead those who travel them, to entirely dif- 
 ferent regions. 
 
 Manifest, however, as is the fallacy of substituting a diplo- 
 ma for an education, this scheme might not improbably be 
 approved of by a portion of the community; and a tempora- 
 ry popularity follow the change. Nor is there reason to be- 
 lieve, that this is the limit of improvements on the old modes 
 
 of literary travelling. 
 
 if. % ■» ■» * 
 
 Such, then, being the value of ancient literature, both as 
 vespects the general estimation in which it is held in the lite- 
 rary world, and its intrinsic merits, — if the college should 
 confer degrees upon students for their attainments in mod- 
 ern literature only, it would be to declare that to be a liberal 
 education, which the world will not acknowledge to deserve 
 the name ; — and which those who shall receive degrees in 
 this way, will soon find, is not what it is calh^d. A liberal 
 education, whatever course the college should adopt, would 
 without doubt continue to be, what it long has been. An- 
 cient literature is too deeply inwrought into the whole system 
 of the modern literature of Europe to be so easilv laid aside. 
 
 
 
42 Report on a Course of Liberal Education. 
 
 The college ought not to presume upon its influence, nor to 
 set itself up in any manner as a dictator. If it should pursue 
 a course very different from that which the present state of 
 literature demands; if it should confer its honors according 
 to a rule which is not sanctioned by literary men, the faculty 
 see nothing to expect for favoring such innovations, but that 
 they will be considered visionaries in education, ignorant 
 of its true design and objects, and unfit for their places. 
 The ultimate consequence, it is not difficult to predict. The 
 college would be distrusted by the public, and its reputation 
 would be irrecoverably lost. 
 
 Another plan for improving on the collegiate system, is, — 
 to confer degrees on those only who have finished the pre- 
 sent established course, — but to allow other students, who do 
 not aim at the honors of the college, to attend on the instruc- 
 tion of the classes as far as they shall choose. This scheme, 
 it is supposed, has a manifest superiority over all others. It 
 will satisfy the wishes of those who are pleased with the old 
 system, and open the advantages of the college to such as 
 from their circumstances wish for a partial education. That 
 an education may be partial, and still useful, is not denied. 
 Such an education must, after all, be that which is acquired 
 by the great body of the community. That the means of 
 such an education should be abundant ; that the encourage- 
 ment to it should be every way adequate to the object, all 
 acknowledge. The only question is, whether two schemes 
 of education, so diverse, can be properly united in the same 
 seminary. The objections to such an union in this college 
 
 are obvious and great. 
 
 ****** 
 
 In colleges differently constituted from this, such a union 
 might be unobjectionable ; here, certainly, both classes of 
 
 students would only injure each other. 
 
 ****** 
 
 But with respect to all proposals of this kind, the inquiry 
 should be, is there such a demand on the part of the public 
 for these changes as to make it imperative on the college to 
 adopt them in any of the forms in which they have been pre- 
 sented? That there are complaints of the old system of colle- 
 giate education in some of the public journals ; that individu- 
 als are clamorous on this subject, and consider every thing old 
 as of course wrong, and every thing new as of course right, 
 is admitted. But that the great body of the supporters of 
 
Report on a Course of Liberal Education, 43 
 
 this college, those to whom it is to look for countenance and 
 patronage, are to be numbered in the ranks of these innova- 
 tors, no reason appears for beheving. By persevering in the 
 course of conferring degrees, on those only who have been 
 thoroughly disciphned in both ancient and modern learning, 
 the college has much to expect, and nothing to fear: but by 
 deserting the high-road which it has so long travelled, and 
 wandering in lanes and bye-paths, it would trifle with its 
 prosperity, and put at hazard the very means of its support 
 and existence. 
 
 After these general remarks on the question which has 
 been proposed, it may not be thought irrelevant to the sub- 
 ject, to notice briefly a topic, which, of late, is almost inva- 
 riably introduced whenever the present state of our colle- 
 ges is discussed. Allusion is here made to the charge reite- 
 rated in so many forms, that colleges, even in this country, 
 are places where abuses are cherished ; where antiquated no- 
 tions and habits are retained long after they are discarded 
 by all the world besides ; and especially, that, here all im- 
 provement is opposed, and as far as possible excluded. 
 
 One writer, who may be thought to speak authoritatively 
 on this point, says, " the course of public instruction re- 
 mains, after the lapse of two centuries, nearly the same." 
 " The system of European education has been transferred, 
 with little variation, to our American colleges. And, what- 
 ever may be the state of things there, I hesitate not to say, 
 that in this country, important improvements are necessary." 
 Another writer, after stating that our systems of education 
 were derived from the European institutions, and that, at 
 first, they were ill adapted to the peculiar character of this 
 country, goes on to say, " The same systems, however, 
 with slight alterations, have been brought down to the pres- 
 ent day, and now reign in our public seminaries, — while the 
 general circumstances of the country have become totally 
 changed." And again, " Is it wise to endeavor to qualify 
 a youth for exertion and usefulness in the United States, by 
 methods designed to form ecclesiastics under the monar- 
 chies of the old world ?" 
 
 From such representations as these, the impression is left 
 on the minds of many, that our colleges are, in every import- 
 ant respect, what they were when originally instituted ; that 
 the last persons to make improvements in education, are 
 those to whom education is a business ; and particularly, that 
 
44 Report on a Course of Liberal Education, 
 
 those who instruct in colleges, surpass all others in stupidity, 
 and are content to be forever grinding in the same mill, with 
 their eyes fixed on the path in which they are constantly 
 moving the same round. It is unnecessary here to go into 
 a general defence of our colleges,— a few statements re- 
 specting this college will be sufficient. What Yale College 
 was in its infancy we are told, in part, in Chandler's Life 
 of Dr. Johnson, the first President of King's College, New- 
 York. Dr. Johnson graduated in 1714, and his biographer 
 probably derived his information respecting the college, as 
 it was at that time, from Dr. Johnson himself. " For many 
 years," says Dr. Chandler, " the utmost that was gener- 
 ally attempted, at the college, in classical learning, was to 
 construe five or six of Tully's orations, as many books of 
 Virgil, and part only of the Greek Testament, with some 
 chapters of the Hebrew Psalter. Common arithmetic, and a 
 httle surveying, were the ne plus ultra of mathematical ac- 
 quirements. The logic, metaphysics, and ethics that were 
 then taught, were entangled in the scholastic cobwebs of a 
 few paltry systems, that would now be laid by as proper food 
 for worms. Indeed, at the time when Mr. Johnson took his 
 Bachelor's degree, the students had heard of a certain new 
 and strange philosophy, that was in vogue in England, and 
 the names of Descartes, Boyle, Locke, and Newton, had 
 reached them ; but they were not suffered to think that any 
 valuable improvements were to be expected from philosophi- 
 cal innovations, &c." 
 
 From the pecuhar prejudices of this writer, some of his 
 representations are to be received with important deduc- 
 tions ; but that his account of the college, at the time Dr. 
 Johnson was an undergraduate, so far as it respects the ex- 
 tent of the course of study, is substantially correct, appears 
 from other evidence altogether independent. Dr. Benjamin 
 Lord of Norwich in this state, in the year 1784, being then 
 ninety years old, wrote to President Stiles an account of the 
 c(Jlege, as it was when he was a student. Dr. Lord gradu- 
 ated the same year as Dr. Johnson, that is, in 1714. In his 
 letter he says, '' Books of the languages and sciences recited 
 in my time, were Tully and Virgil, Burgersdicius' and Ra- 
 mus' Logic, Pierson's Manuscript of Physics, &c. We re- 
 cited the Greek Testament, knew not Homer, Slc. ; recited 
 the Psalms in Hebrew. We recited Ames' Medulla on 
 Saturdays, and also his cases of Conscience sometimes. As 
 
Report on a Course of Liberal Education. 45 
 
 tor Mathematics, we studied and recited little more than the 
 rudiments, some of the plainest things in them; — our advan- 
 tages in that day, were too low, for any to rise high in any 
 branch of literature," (fee. Surely it will not be maintained 
 by any one, who has the least knowledge of the subject, and 
 who has no sinister object in view, that from 1714 to 1828, 
 only "slight alterations" have been made in the system of 
 education in this college. So far is this from being true, 
 that new departments have been added, and the course 
 of languages, mathematics, physics, and indeed every branch, 
 has been greatly enlarged. It is now impossible to trace 
 the successive changes with exactness. It is obviously im- 
 plied in the language of Dr. Chandler, who was himself a 
 graduate of the college, that great improvements had been 
 made even in his time. It is well known, that the study 
 of Mathematics and Natural Philosophy, was greatly ad- 
 vanced during the Presidency of President Clap. Atten- 
 tion to English composition and oratory was much increas- 
 ed about the year 1770, and in subsequent years. With- 
 in the last thirty years, the changes which have been intro- 
 duced, both into the course of study, and the mode of in- 
 struction, are within the recollection of members of the fac- 
 ulty and of the corporation. By what appears to be a wise 
 provision in our laws, the selection of text-books, the mode of 
 instruction, the course of the examinations, and many of the 
 most important details in the practical concerns of the col- 
 lege, are left to the judgment and discretion of the faculty ; 
 the corporation having at all times the right of revision. No 
 qu(3stion has engaged the attention of the faculty more con- 
 stantly, than how the course of education in the college 
 might be improved, and rendered more practically useful. 
 Free communications have at all times been held between the 
 faculty and the corporation, on subjects connected with the 
 instruction of the college. When the aid of the corporation 
 has been thought necessary, it has been asked ; and by this 
 course of proceeding, the interests of the institution have been 
 regularly advanced. No remark is more frequently made by 
 those, who visit the college after the absence of some years, 
 than that changes have been made for the better ; and those 
 who make the fullest investigation, are the most ready to 
 approve what they find. The charge, therefore, that the 
 college is stationary, that no efforts are made to accommo- 
 date it to the wants of the age, that all exertions are tor the 
 
46 Report on a Course of Liberal Education. 
 
 purpose of perpetuating abuses, and that the college is 
 much the same as it was at the time of its foundation, are 
 wholly gratuitous. The changes in the country, during the 
 last century, have not been greater than the changes in the 
 college. These remarks have been limited to Yale College, 
 as its history is here best known ; no doubt, other colleges 
 alluded to in the above quotations, might defend themselves 
 with equal success. 
 
 i(- % % % ■H- % 
 
 In a report, in which so many interests of the college are 
 brought into view, and in which it is deemed proper that 
 some of its internal regulations should be stated and defend- 
 ed, it may be justly expected by the committee, that some 
 notice should be taken of certain statements lately made re- 
 specting all our colleges by a writer, who from his situation 
 might be believed fully acquainted with the real state of 
 facts, and to have weighed with some care the import of 
 his declarations. Ordinary mistakes or misrepresentations 
 should pass unheeded ; but, in the present instance, silence 
 might be interpreted as an admission, that charges of very 
 grave import have been correctly preferred. This is the 
 apology, if any is necessary, for making two of these charges 
 the subject of remark. 
 
 According to this writer, " the public examinations at most 
 of our places of education, except West Point, have been 
 miserable farces, which have imposed on nobody ; not even 
 on the students subjected to them."" " It is idle," he says, 
 to think of hurrying, in a single day^ through the examina- 
 tion of sixty young men in the studies of a year," &c. Though 
 the gentlemen of the committee may be aware how little ap- 
 plicable this censure is to the examinations of this college, yet 
 it may not be improper to state with some particularity, how 
 these examinations are in fact conducted. If they are really 
 farces, it is time that a reform should commence. Each of 
 our classes is examined twice a year. At the close of the 
 year, the three lower classes are examined in the studies of 
 the year, each of them in two divisions. Somewhat more 
 than a day is assigned to each class ; and as each class is ex- 
 amined in two divisions, the time is the same as if each class 
 was examined in a body about two days and a half. At the 
 close of the month of April of each year, the three lower 
 classes are examined in all their studies from the time of 
 their admission to college. The time is extended ; in other 
 
Report on a Course of Liberal Education, 47 
 
 respects, the examinations are the same as before. In April, 
 the senior class is examined in the studies of the senior 
 year to that time ; and the mode of the examination is the 
 same as of the other classes. In July the Seniors are exam- 
 ined for their degrees. They are examined in two divis- 
 ions, and on the whole college course. For a number of 
 years past, this exammation has extended through not less 
 than three days, and sometimes three days and a half, at the 
 rate generally of eight hours a day. As the class is in two 
 divisions, this is the same as an examination of six or sevea 
 days for the whole class together. All examinations in the 
 languages are ad apertvram libri ; and in no study, does any 
 understanding exist between the examiner and the examin- 
 ed as to the course which the examination is to take. It is 
 very seldom, that any student is absent from the examination 
 of his class ; and never, especially from the examination for 
 degrees, except for very urgent reasons. Whenever individ- 
 uals are absent, they are always examined after waids, and 
 more particularly, than they could have been, at the regular 
 time. For absence, therefore, there is no inducement. It 
 should be added, that during the examination for degrees, 
 the ordinary instruction in the college is uninterrupted ; 
 and during the other examinations, the interruption is only 
 partial. If all this is a miserable farce, it would be interest- 
 ing to know what would be a reality. If it is in fact a farce, 
 it has not been suspected either by those who examine, or by 
 those who are examined ; or they have not rightly appre- 
 hended the meaning of the term. That these examinations 
 can admit of no improvement, is not pretended. Any sug- 
 gestions from the committee or the corporation on this sub- 
 ject will be received with all possible attention. It ought, 
 however, to be distinctly stated, that, in the opinion of the 
 faculty, the examinations of the classes, as now conducted, 
 are a powerful incentive to study, and afford the means, es- 
 pecially in connection with other opportunities, of forming a 
 satisfactory opinion of the attainments of each individual stu- 
 dent. 
 
 The other charge, which, on the present occasion, ap- 
 pears to demand notice, is, that in none of our colleges is 
 there any thorough teaching. " The most that an instructor 
 now undertakes," says this writer, " in our colleges, is, to as- 
 certain from day to day, whether the young men who are as- 
 sembled in his presence, have probably studied the lesson 
 
48 Report on a Course of Liberal Education, 
 
 prescribed to them. There his duty stops." And again— 
 " Not one of our colleges is a place for thorough teaching ; 
 and not one of the better class of them does half of what it 
 might do, by bringing the minds of its instructors to act di- 
 rectly and vigorously on the minds of its pupils, and thus to 
 encourage, enable and compel them to learn what they 
 ought to learn, and what they easily might learn."" That 
 the faculty of this college have always fallen upon the best 
 methods of instructing, or, in all cases, have done the utmost 
 which it has been in their power to do, they will not say ; 
 but to the assertion, that all they undertake " is to ascertain 
 from day to day, whether the young men assembled in their 
 presence have probably studied the lesson prescribed to 
 them," they would oppose an unqualified denial. The 
 most abundant pains are taken to explain and enforce the 
 principles of every branch of learning to which the students 
 are required to attend, not only when they are assembled in 
 classes, but often, as they need assistance, individually. If 
 the facuhy know what is meant by "bringing the minds of 
 the instructors to act directly and vigorously on the minds of 
 their pupils," they think they should fail in their duty to 
 themselves and to the institution, if they did not assure the 
 committee, that, in their belief, something very much like it 
 exists here. 
 
 This writer goes on to ask, " Who in this country, by 
 means here offered him, has been enabled to make himself 
 a good Greek scholar ? Who has been taught thoroughly to 
 read, write, and speak Latin? Nay, who has been taught any 
 thing at our colleges with the thoroughness that will enable 
 him to go safely and directly onward to distinction in the de- 
 partment he has thus entered, without returning to lay anew 
 the foundations for his success ?" That the students of this 
 college learn every thing in the several branches here taught, 
 which it is desirable to know, is not maintained. Their in- 
 structors are very far from laying claim to such attainments 
 themselves ; nor have they known or heard of any set of in- 
 structors, either at home or abroad, whose just pretensions 
 rise so high. That in classical literature, particularly, all is 
 not accomplished which in other circumstances might be 
 hoped for, is not denied. That this branch of the collegiate 
 course is gradually improving, amidst all the discouragements 
 under which it labors — discouragements which originate 
 chiefly from without; that many scholars leave the college 
 
Report on a Course of Liberal Education. 49 
 
 each year so well versed in the Greek and Roman classics as 
 to perceive and relish their beauties, and to be able and dis- 
 posed to make future advances in the same department ; and 
 that all who graduate derive from their classical knowledge 
 important aid in their professional studies, and in their other 
 pursuits, is what we believe. That in every department, our 
 students are taught with that thorou<]5hness which enables 
 them, with proper exertions — a condition so far as we know, 
 presupposed in every country — '' to go safely and directly on- 
 ward to distinction in the department they have thus enter- 
 ed, without returning to lay anew the foundations for their 
 success" — there is no higher evidence to be produced, than 
 general notoriety ; and to this the appeal is made, 
 
 * * * :^. * 
 
 [As the two parts of this report were written independent- 
 ly of each other ^ a few of the same topics were considered in 
 both. These topics have been retained in the second part, 
 so far only as they were introduced in a somewhat different 
 connection.] 
 
 REPORT OF THE COMMITTEE OF THE CORPORATION. 
 
 To the Corporation of Yale College: — 
 
 The committcv' appointed "to enquire into the expedi- 
 ency of so altering the regular course of instruction in this 
 college, as to leave oat of said course the study of the dead 
 languages substituting therefor other studies, and either re- 
 quiring a competent knowledge of those languages as a con- 
 dition of admittance into the college, or providing instruc- 
 tion in the same for such as shall choose to study them after 
 admittance," respectfully report ; — 
 
 That aware of the magnitude of the proposition present- 
 ed to them, and its direct bearing upon the interests and re- 
 putation of the college, looking as it does to a fundamental 
 change in its organization and laws, and involving a radical 
 departure from the original object of its establishment, the 
 committee deemed it advisable to refer the subject to the 
 faculty of the college with a request that their views, in re- 
 gard to the matter, resulting from long experience and care- 
 ful observation in the business of instruction, might be fully 
 explained, and their objections to the proposed innovation 
 adduced and discussed. 
 
30 Report on a Course of Liberal Education. 
 
 The committee are much gratified that the faculty, in the 
 document herewith submitted, have taken a comprehensive 
 view of the whole course of instruction, and developed the 
 elements of a liberal education and the principles by which 
 it should be regulated and administered ; exhibiting forcibly 
 the intimate connexion which classical literature has with 
 other learning and the sciences, and the facilities afforded by 
 its preliminary study in their attainment. 
 
 The ability with which this subject has been discussed, by 
 the faculty, relieves the committee from a high degree of 
 responsibility. 
 
 This paper having fully and ably exhibited the considera- 
 tions which ought to be weighed and regarded in forming a 
 decision upon the contemplated measure, it may be consid- 
 ered that, by its presentation, the con-siuittee have fulfilled 
 the trust confided to them. It is hoped, nevertheless, the 
 importance of the measure will be considered a sufficient 
 apology for briefly detailing the grounds of their opposition 
 to a scheme calculated in their judgment fatally to affect the 
 prosperity of the college. 
 
 In the universities of Europe, as well continental as insu- 
 lar, a thorough knowledge of the ancient languages seems 
 to be universally deemed an important prerequisite to the 
 attainment of very considerable success and reputation in 
 either of the learned professions ; while ignorance of those 
 languages, constitutes an obstacle to literary distinction, sel- 
 dom surmounted. 
 
 The learned world long ago settled this matter, and sub- 
 sequent events and experience have confirmed their decision. 
 By the estimation in which classical literature is held in any 
 community, its advancement in civilization and general 
 learning may be satisfactorily ascertained. On this subject 
 in Europe, a concurrent opinion and practice appear to pre- 
 vail among men of distinguished learning, or of professional, 
 or political eminence ; and in our own country, it is presum- 
 ed, there is not great diversity of sentiment, in the same class. 
 
 It must, indeed, be admitted, that in France, immediately 
 preceding and during the revolution, the learned languages 
 were neglected. 
 
 But that example, neither by its literary or moral results, 
 can demand onr imitation. What have been the effects of 
 that neglect upon the literature of that country ? Notwith- 
 standing highly important improvements and discoveries 
 
Report on a Course of Liberal Education. b 1 
 
 have there been made in some of the sciences and arts, and 
 the mineral and geological kingdoms have been penetrated 
 and explored with untiring zeal, and matchless ability, and 
 the arts of war brought to great perfection, her literary fame 
 is eclipsed. In literature, Germany has left her far behind, 
 and the etfect upon the learned professions, and the states- 
 men of France, is already perceived. 
 
 If, with the enlightened opinions and settled practice of 
 one portion of Europe, and the disastrous experience of the 
 other before us, we consign classical literature to a seconda- 
 ry place or inferior rank in the course of instruction, and 
 e^en admit and graduate students, as it is proposed to do, 
 without the slightest knowledge of the ancient languages, 
 may we not expect that the high hterary reputation which 
 this institution has hitherto maintained will be essentially im- 
 paired ? Indeed this college would probably, at no distant 
 day, sink into a mere academy, while its degrees, being no 
 longer evidence of great literary and scientific attainments, 
 would become valueless. The standard of scholarship would 
 not only be lowered here, but we should become directly ac- 
 cessary to the depression of the present hterary character of 
 our country. 
 
 On the contrary, we are the people, the genius of whose 
 government and institutions more especially and imperiously 
 than any other, demands that the field of classical learning 
 be industriously and thoroughly explored and cultivated, and 
 its richest productions gathered. The models of ancient lit- 
 erature, which are put mto the hands of the young student, 
 can hardly fail to imbue his mind with the principles of lib- 
 erty ; to inspire the liveliest patriotism, and to excite to no- 
 ble and generous action, and are therefore peculiarly adapt- 
 ed to the American youth. To appreciate justly the charac- 
 ter of the ancients, the thorough study and accurate knowl- 
 edge of their classics, in the language of the originals, arc 
 indispensable ; as the simplicity, energy, and striking pecu- 
 liarities of these pristine exemplars of freedom which are for- 
 cibly and beautifully displayed in their models of classic lite- 
 rature, are scarcely more discoverable in ordinary, or even 
 the most faithful translations, than are the warmth, anima- 
 tion, and intellectual illumination of the living, active and 
 intelligent being, in the sculptured imitation of the statuary. 
 
 While classic literature is pursued in other civilized, and 
 Christian countries, with constantly increasing avidity, every 
 
52 Report on a Course of Liberal Education. 
 
 measure having a tendency to depreciate the value and im- 
 portance, or to discourage the pursuit of high classic at- 
 tainments, in our own country, should be resisted, and no 
 reasonable eflort should be omitted to enhance the estima- 
 tion in which education shall be held by the great body of 
 the community. 
 
 Let the value of a collegiate education be reduced and 
 the diffusion of intelligence among the people would be 
 checked ; the general standard of intellectual and moral 
 worth lowered; and our civil and religious liberty jeoparded, 
 by ultimately disqualifying our citizens for the exercise of the 
 right and privilege of self-government. 
 
 Interwoven therefore, as the measure under consideration 
 is, with the structure of our invaluable institutions ; endan* 
 gering their durability; and tending as it does to discourage, 
 by undervaluing what has hitherto been deemed an impor- 
 tant branch of learning, and involving a departure from the 
 well and long established opinions and practice of the learn- 
 ed and wise, the committee would for these reasons alone, 
 pronounce its adoption a most hazardous experiment. 
 
 The committee, however, do not rest their opposition to 
 the proposed plan solely on the considerations already sug- 
 gested. The thorough study of the ancient languages, par- 
 ticularly the Latin and Greek, not only before but subse- 
 quently to an admission into college, they are fully satisfied, 
 is, in many respects decidedly and positively useful to the 
 pupil. In the intellectual disciplme of youth, the importance 
 of the study of those languages, in their opinion, cannot be 
 reasonably denied, and will hardly be questioned by many 
 whose judgments are guided by the light of experience. 
 Such study carries the young pupil back to the earliest era 
 in the history of mental efforts, lays open to him the most 
 simple and original operations of the mind and acquaints 
 him with its brilliant and unrivalled productions. It stimu- 
 lates to industry and severe and faithful application, by prov- 
 ing to the student that the mines of learning can be penetra- 
 ted only by unceasing exertion, while it admonishes him of 
 the inutility and fate of genius when unaided by deep and 
 laborious research. The student's memory is thus rendered 
 retentive ; his recollection quick, and his power of critical 
 discrimination more accurate. Beginning with language in 
 its primitive simplicity and tracing its progress to its present 
 state, the student can hardly fail to improve his taste and to 
 enlarge his capacity to think, and to communicate thought. 
 
Report oil a Course of Liberal Education » 53 
 
 The acquaintance with the elements of language and the 
 mythology, as well as the chronology and geography of the 
 ancients, which he derives from their classics, naturally ex- 
 cites in the mind of the student, an ardent desire of knowl- 
 edge, while his imagination is tired by their poetry and elo- 
 quence. The heroic exploits they celebrate may indeed 
 arouse his ambition, but the wisdom of their precepts will 
 enlighten and guide his judgment, and temper his ardor, di- 
 recting him to the fields of science, with the hope of obtain- 
 ing valued, but bloodless trophies, in the conflicts of mind. 
 Having access to the depositories of the earliest and most 
 splendid results of mental labors, he seizes the refined treas- 
 ures of antiquity, and pursuing the operations of gifted in- 
 tellects, in later times, his mind becomes well stored with 
 knowledge, and he is fitted not only for intercourse with the 
 learned throughout the world, but for general usefulness. 
 
 It is urged that the dead languages are not necessary nor 
 used in the intercourse and business of life even by the 
 scholar, and that the time spent m acquiring them is, as to 
 all practical results, lost. But the committee do not con- 
 sider this objection well founded. Who would consent to 
 part with the mental discipline the study of algebra imposes, 
 or direct the student to lay aside Euclid because the perfect 
 arrangement of the signs of the one, or the problems and 
 demonstrations of the other, may not be directly and prac- 
 tically useful to men of business ? These exercises give vigor 
 to the mind, generate a habit of close and connected thought, 
 and prepare the student for the successful use of the materi- 
 als he may have derived from miscellaneous learning. But the 
 reasons for dispensing with the study of classical literature 
 are not more cogent, resting as they do, on the inadmissible 
 postulate, that the student should be confined lo merely 
 practical learning. 
 
 The study of Greek as a branch of elementary education, 
 not only discloses the degree of perfection to which lan- 
 guage was early carried and its susceptibility of almost math- 
 ematical precision, as a mean of communication, but, at the 
 same time, brings the student to the contemplation, and to 
 an intimate knowledge of a most extraordinary and unexam- 
 pled people, whose intellectual history exhibits unrivalled 
 success, and must continue through the progress of time to 
 be an object of intense and augmenting interest. If for no 
 other reason, as the means of cultivating a knowledge of the 
 
54 Report on a Course of Liberal Education. 
 
 philosophy and powers of language, and improving taste, 
 and style, the ancient languages should be early, faithfully 
 and persevcringly studied. 
 
 The utility of classical literature to the learned professions 
 however, presents a further and in the opinion of the com- 
 mittee, a strong motive for its holding a prominent place in 
 the course of collegiate studies. High respectability without 
 its aid, may indeed be attained, as it has been, by lawyers of 
 extraordinary mental endowments, but such, it is presumed, 
 will generally be found to lament their inability to command 
 the rich illustrations and embellishments, which the scholar 
 copiously draws from classic learning. The deep and inti- 
 mate knowledge of the human character too, so essential to 
 the lawyer and the statesman, can be most effectually attain- 
 ed by exploring and developing the springs of human action, 
 in all ages. By the various comparisons thus instituted, the 
 indispensable qualification of a lawyer, a statesman, or a 
 judjj;e, sound and discriminating judgment, may be greatly 
 improved, if not actually acquired. This inestimable char- 
 acteristic of wisdom, is not formed by casual and superficial 
 views of men and things. They ought to be studied, investi- 
 gated and scanned industriously, deeply, carefully and mi- 
 nutely through all the developments of history up to the an- 
 cient classics, in their original language, by him who desires 
 distinction as a jurist or a statesman. 
 
 To high attainments and extended usefulness in physic 
 and surgery, the importance of a knowledge of the Latin and 
 Greek languages will hardly be denied, when it is recollected 
 that a great portion of the language of those arts, even in 
 their present advanced state, has a classic origin. 
 
 Without classical literature, the Divine will experience se- 
 rious embarrassment in a profession of tremendous responsi- 
 bility and infinite moment. The ancient languages having 
 been made the organ of communicating revealed religion to 
 man, the originals must be considered the standard of accu- 
 racy and truth, and the only safe resort to explain and re- 
 move difficulties and doubts too often occasioned by trans- 
 lations either ignorantly or wilfully erroneous. 
 
 In a matter of such deep concern, what teacher will be 
 disposed to forego any available means of ascertaining the 
 truth ? As by biblical criticism, controversies involving eter- 
 nal interests are often determined, faithfulness to the souls of 
 men imposes an imperative obligation to read and know 
 the Scriptures in their original simplicity and purity. 
 
Report, on a Course of Liberal Education, 6 b 
 
 Indeed to dilate on this point cannot be necessary, as ig- 
 norance of classical learning and the safiest means of explain- 
 ing the oracles of truth, in this profession, must be generally 
 deplored. If then we desire, in accordance with the exam- 
 ple and intentions of the Fathers and Patrons of this Institu- 
 tion, to know and communicate the truth in its simphcity, 
 beauty and force, the ancient languages will here become 
 the objects of more intense pursuit, and augmented patron- 
 age. The single consideration that divine truth was com- 
 municated to man in the ancient languages, ought to put this 
 question at rest, and give to them perpetuity. Besides, clas- 
 sical literature, while it opens the most copious sources of il- 
 lustration and explanation, enables him who has made profi- 
 ciency in it, with the more effect, to press the performance of 
 duty. 
 
 It has been urged that if the study of the ancient langua- 
 ges shall no longer be required as a preliminary of admission 
 into the college, or as a part of its regular course of studies, 
 the time of the student may be usefully employed in acquir- 
 ing a knowledge of his own and other modern languages. 
 But so intimately is the English connected with, so directly 
 is it derived from, compounded of and built upon the ancient 
 languages, that, to the thorough knowledge of it, the study 
 of those languages is indispensable. Indeed, these langua- 
 ges may be considered the basis of most of the modern. 
 
 That the modern languages most extensively spoken 
 should be learned, both by students who expect to be called 
 abroad, either by business or in pursuit of science, and by 
 those who seek literary distinction, the committee willingly 
 concede. But the readiest way to acquire the modern lan- 
 guages in general use, is to become well versed in the an- 
 cient, from which they are derived. 
 
 By a competent understanding of Latin, it is generally ad- 
 mitted, the progress of the student in French, is much facili- 
 tated. The committee therefore, are satisfied, that in the 
 more advanced periods of collegiate life, when the student 
 shall have made sufficient progress in the ancient classics, 
 the French may be studied without any derangement of the 
 established system, and with great advantage as a parallel 
 course. Even the French, however, in their judgment should 
 not be substituted for the classics, either as a condition of 
 admission, or in the regular course of study, or as a test of 
 scholarship. The committee do not deem it an equivalent 
 course. The Spanish and Italian arc so easily acquired by 
 
56 Report on a Course of Liberal Education. 
 
 one who is versed in Latin, that they may well be considered 
 as appendages to it, and need not in the opinion of the com- 
 mittee, be included in a systematic course of collegiate stu- 
 dies, where this language is taught ; much less are they enti- 
 tled to precedence. The present regulation which allows 
 the students to study PVench and Spanish at their option, the 
 committee deem judicious and proper, and they are of opin- 
 ion that suitable facilities should be continued to all who 
 may signify their desire to study those languages, when 
 properly advanced in the ancient. 
 
 The considerations briefly adverted to, in the necessarily 
 rapid view which they have taken of the subject referred to 
 them, have brought the committee to the conclusion that it 
 is inexpedient so to alter the regular course of instruction, at 
 this college, as to leave out of the same, the study of the an- 
 cient languages. 
 
 Fully convinced of the importance of the thorough study, 
 and an accurate knowledge of the ancient languages, and 
 believing that much misconception regarding their utility 
 has arisen from the fact that they have been but partially 
 studied and acquired, the committee have seen with appro- 
 bation, that within the last twenty-five years those languages 
 have here received increased attention, and that the class- 
 ical and other attainments required as a qualification for ad- 
 mittance into the college, have been considerably aug- 
 mented. The eflTect of such augmentation has evidently 
 been to elevate the character of the institution, and the 
 standard of scholarship. The period of academic prepara- 
 tion having been prolonged, and consequently the age, at 
 which students will ordinarily apply for admittance extended, 
 they are enabled the more successfully to pursue the studies 
 requiring maturity of intellect, and further to advance in 
 learning and science. 
 
 Approving highly the course which has hitherto been pur- 
 sued, the committee entertain the opinion that the terms of 
 admission may very properly, be gradually raised so as ulti- 
 mately to render necessary, as a condition of admission, 
 much greater acquirements, especially in the classics, than 
 the laws of the college at present prescribe. The commit- 
 tee, however, do not deem it advisable that the corporation 
 should act on this subject, until they shall have availed them- 
 selves of the information and experience of the Faculty, and 
 received from them a specific recommendation. 
 
 Yale College, September 9th, 1828. 
 
ia