Report on a Course of Liberal Education. 325 



Such seem to be the views, on which the system of a col- 

 legiate education is founded. It has been beheved, that 

 there are certain common subjects of knowledge, about 

 which all men ought to be informed, who are best edu- 

 cated ; who are prepared to mingle to the best advantage 

 with persons of different tastes, ages and pursuits ; and to 

 enter with the best prospects of success, on the details of 

 professional study and practice. As this education, which is 

 called liberal, was originally founded on existing objects of 

 literary interest and pursuit, it has always had reference to 

 such objects, and has varied with the varying state of knowl- 

 edge. What, therefore, at one time, has been held in little 

 estimation, and has hardly found a place in a course of hberal 

 instruction, has, under other circumstances, risen into repute, 

 and received a proportional share of attention. It is not now 

 the inquiry, whether the changes in the collegiate course 

 have been sufficiently great and frequent ; — it is enough for 

 the present purpose, to state the fact of such changes, and 

 to admit their propriety. 



An education, then, to be liberal, should have reference to 

 the principal branches of knowledge ; and as knowledge 

 varies, education should vary with it. 



The subject of inquiry now presented, is, whether the plan 

 of instruction pursued in Yale College, is sufficiently accom- 

 modated to the present state of literature and science ; and, 

 especially, whether such a change is demanded as would 

 leave out of this plan the study of the Greek and Roman 

 classics, and make an acquaintance with ancient literature 

 no longer necessary for a degree in the liberal arts. Before 

 considering this topic directly, it may be useful to premise a 

 few remarks on another branch of liberal education, in order 

 more clearly to exhibit the kind of objections which are often 

 thrown out, some against one part, and some against anoth- 

 er, of the whole course of collegiate study ; — and to make 

 more apparent the limited and inadequate views of those 

 who urge them. 



The usefulness of mathematical learning is generally ad- 

 mitted ; and few persons, perhaps none, would consider that 

 course of education liberal, from which the mathematics are 

 wholly excluded. At least, the study of the mathematics is 

 allowed a prominent place in those institutions in which, 

 what is called a practical education is the professed object 

 aimed at •, and from which the ancient languages, on the 



