310 Report on a Course of Liberal Education. 



chanicaJ., or agricultural concerns. These can never be et- 

 fectually learned except in the very circumstances in which 

 they are to be practised. The young merchant must be 

 trained in the countmg 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 jinisliing their education at the college ; but 

 with a view of laying a thorough foundation in 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, in a measure at least, postponed to a fu- 

 ture opportunity. But if the scientific theory of the arts is 

 eiicr 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 ware 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- 



