302 Repoi't on a Course of Liberal Education. 



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 sohd 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 little 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 inventive 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 highest state of cultivation, without any of 

 the knowledge which is derived from others, he would be 

 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. 



