344 Report on a Course of Liberal Education. 



ful observation in the business of instruction, might be fully 

 explained, and their objections to the proposed innovation 

 adduced and discussed. 



The committee are much gratified that the faculty, in the 

 document herewith submitted, have taken a comprehensive 

 view of the whole course of uistruction, and developed the 

 elements of a liberal education and the principles by which 

 it should be regulated and administered ; exhibiting forcibly 

 the intimate connexion which classical literature has with 

 other learning and the sciences, and the facilities afforded by 

 its preliminary study in their attainment. 



The ability with which this subject has been discussed, by 

 the faculty, relieves the committee from a high degree of 

 responsibility. 



This paper having fully and ably exhibited the considera- 

 tions which ought to be weighed and regarded in forming a 

 decision upon the contemplated measure, it may be consid- 

 ered that, by its presentation, the committee have fulfilled 

 the trust confided to them. It is hoped, nevertheless, the 

 importance of the measure will be considered a sufficient 

 apology for briefly detailing the grounds of their opposition 

 to a scheme calculated in their judgment fatally to affect the 

 prosperity of the college. 



In the universities of Europe, as well continental as insu- 

 lar, a thorough knowledge of the ancient languages seems 

 to be universally deemed an important prerequisite to the 

 attainment of very considerable success and reputation in 

 either of the learned professions ; while ignorance of those 

 languages, constitutes an obstacle to literary distinction, sel- 

 dom surmounted. 



The learned world long ago settled this matter, and sub- 

 sequent events and experience have confirmed their decision. 

 By the estimation in which classical literature is held in any 

 community, its advancement in civilization and general 

 learning may be satisfactorily ascertained. On this subject 

 in Europe, a concurrent opinion and practice appear to pre- 

 vail among men of distinguished learning, or of professional, 

 or political eminence ; and in our own country, it is presum- 

 ed, there is not great diversity of sentiment, in the same class. 



It must, indeed, be admitted, that in France, immediately 

 preceding and during the revolution, the learned languages 

 were neglected. 



