300 Report on a Course of Liberal Education. 



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 

 riot adapted to the spirit and wants of the age ; that they 

 will soon be deserted, unless they are belter 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 

 FOUiSTDATioN of a SUPERIOR EDUCATION: and this is to be 

 done, at a period of life when a substitute must be provided 

 for parental sttperintendence. 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 hastily laid. 



The two great points to be gained in intellectual culture, 

 are the discipline and i\\e, 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- 



