304 Report on a Course of Liberal Education. 



Having now stated what we understand to be the proper 

 object of an education at this college, viz. to lay a solid/o«n- 

 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 difierent 

 authors, to be read at the same time. He will be in danger 

 of learning nothing effectually. When he comes to be en- 

 gasjed in the study of his professicn, he may find his way 

 through the maze, and firmly establish his own opinions, by 



