Report on a Course of Liberal Education. 337 



this college, those to whom it is to look for countenance and 

 patronage, are to be numbered in the ranks of these innova- 

 tors, no reason appears for believing. By persevering in the 

 course of conferring degrees, on those only who have been 

 thoroughly disciplined in both ancient and modern learning, 

 the college has much to expect, and nothing to fear : but by 

 deserting the high-road which it has so long travelled, and 

 wandering in lanes and bye-paths, it would trifle with its 

 prosperity, and put at hazard the very means of its support 

 and existence. 



After these general remarks on the question which has 

 been proposed, it may not be thought irrelevant to the sub- 

 ject, to notice briefly a topic, which, of late, is almost inva- 

 riably introduced whenever the present state of our colle- 

 ges is discussed. Allusion is here made to the charge reite- 

 rated in so many forms, that colleges, even in this country, 

 are places where abuses are cherished ; where antiquated no- 

 tions and habits are retained long after they are discarded 

 by all the world besides ; and especially, that, here all im- 

 provement is opposed, and as far as possible excluded. 



One writer, who may be thought to speak authoritatively 

 on this point, says, ■' the course of public instruction re- 

 mains, after the lapse of two centuries, nearly the same." 

 " The system of European education has been transferred, 

 with little variation, to our American colleges. And, what- 

 ever may be the state of things there, I hesitate not to say, 

 that in this country, important improvements are necessary." 

 Another writer, after stating that our systems of education 

 were derived from the European institutions, and that, at 

 first, they were ill adapted to the peculiar character of this 

 country, goes on to say, " The same systems, however, 

 with slight alterations, have been brought down to the pres- 

 ent day, and now reign in our public seminaries, — while the 

 general circumstances of the country have become totally 

 changed," And again, " Is it wise to endeavor to qualify 

 a youth for exertion and usefulness in the United States, by 

 methods designed to form ecclesiastics under the monar- 

 chies of the old w^orld ?" 



From such representations as these, the impression is left 

 on the minds of many, that our colleges are, in every import- 

 ant respect, what they were when originally instituted ; that 

 the last persons to make improvements in education, are 

 those to whom education is a business ; and particularly, that 



Vol. XV.— No. 2. 18 



