312 Report on a Course of Liberal Education. 



superiority, when he looks upon the narrow and partial view^' 

 of the mere artisan. The latter in return laughs at the prac- 

 tical blunders of the former. The defects in the education 

 of both classes would be remedied, by giving them a knowl- 

 edge of scientific principles, preparatory to practice. 



We are aware that a thorough education is not within the 

 reach of all. Many, for want of time and pecuniary resour- 

 ces, must be content with a partial course. A defective edu- 

 cation is better than none. If a youth can afford to devote 

 only two or three years, to a scientific and professional edu- 

 cation, it will be proper for him to make a selection of a few 

 of the most important branches, and give his attention ex- 

 clusively to these. But this is an imperfection, arising from 

 the necessity of the case. A partial course of study, must 

 inevitably give a partial education. 



This, we are well convinced, is far preferable to a superfi- 

 cial education. Of all the plans of in^itruction which have 

 been offered to the public, that is the most preposterous, 

 which proposes to teach almost every thing in a short time. 

 In this way, nothing is effectually taught. The pupil is hur- 

 ried over the surface so rapidly, that scarce a trace of his 

 steps remains, when he has finished his course. What he 

 has learned, or thinks he has learned, is just sufficient to in- 

 flate his vanity, to expose him to public observation, and to 

 draw on him the ridicule of men of sound judgment and sci- 

 ence. A partial education is often expedient ; a superficial 

 one, never. Whatever a young man undertakes to learn, 

 however little it may be, he ought to learn it so effectually, 

 that it may be of some practical use to him. If there is any 

 way in which every thing worth knowing may be taught in 

 four years, we are free to acknowledge, that we are not in 

 possession of the secret. 



But why, it is asked, should all the students in a college be 

 required to tread in the same steps .^ Why should not each 

 one be allowed to select those branches of study which are 

 most to his taste, which are best adapted to his peculiar tal- 

 ents, and which are most nearly connected with his intended 

 profession ? To this we answer, that our prescribed course 

 contains those subjects only which ought to be understood, 

 as we think, by every one who aims at a thorough education. 

 They are not the peculiarities of any profession or art. 

 These are to be learned in the professional and practical 

 schools. But the principles of science, are the common 



