314 Report on a Course of Liberal Education. 



sion, or of the operations which are peculiar to the higher 

 mercantile, manufacturing, or agricultural establishments. 



As the instruction is only preparatory to a profession, the 

 plan upon which it is conducted, is not copied from profes- 

 sional schools. There are important differences, arising 

 from the different character of the two courses, and the dif- 

 ferent age at which the student enters upon them. In the 

 professional institution, it is proper that subjects should be 

 studied, rather than text-books. At this period, the student 

 is engaged, not in learning the mere elements of the various 

 sciences ; but in becommg thoroughly acquainted with one 

 great department of knowledge, to the study of which, sev- 

 eral years are to be devoted. He ought to be allowed time 

 to settle his own opinion on every important point, by the 

 slow process of comparing and balancing the various and 

 conflicting opinions of others. A much greater proportion 

 of lectures is admissible, in this stage of education. The 

 deep interest excited, by a long continued pursuit in the 

 same field of inquiry, supersedes the necessity of the minute 

 responsibility which is required in elementary studies. The 

 age of the student, and the prospect of soon entering on 

 professional practice, will commonly be sufficient to secure 

 his assiduous application, without the coercive influence of 

 laws and penalties. 



Although the restraints in a college, are greater than in 

 professional institutions ; yet they are less than in common 

 academies. In the latter, the student prosecutes his studies 

 in the presence of his instructer. At the early age of ten 

 or twelve, he needs more frequent assistance and encourage- 

 ment, in the way of colloquial intercourse, than the members 

 of a college, who, though they are young, are not children. 



Our institution is not modelled exactly after the pattern of 

 European universities. Difference of circumstances has ren- 

 dered a different arrangement expedient. It has been the 

 policy of most monarchical governments, to concentrate the 

 advantages of a superior education in a few privileged places. 

 In England, for instance, each of the ancient universities of 

 Oxford and Cambridge, is not so much a single institution, 

 as a large number of distinct, though contiguous colleges. 

 But in this country, our republican habits and feelings will 

 never allow a monopoly of literature in any one place. 

 There must be, in the union, as many colleges, at least, as 

 states. Nor would we complain of this arrangement as in- 



