308 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 

 may 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 professiofial 

 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 1 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? Why 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- 



