Their hopes that sleep, but are not dead, VIII. TIME from the dungeon-vault of SIN, And glorious in his wrath cast off, His chains accurst. IX. A GOD will reach from viewless realms And dark-robed Misery flee his face, THE COLLEGE COURSE. P. H. H. between these two limits, there is a wide interval to be occupied by the College, and the question is, how can it be best occupied? What subjects will most profitably engage the attention of the student for four years? In the Colleges of this country previous to the Revolution, the studies pursued were Latin, Greek, Mathematics, (much less extensively thau at present,) Natural Philosophy, and Locke on the Understanding, while some attention was generally given to Theology and the Hebrew language. The following is given by Dr. Wayland, as the course of study at present in the oldest and most celebrated College of New England-Latin, Greek, Mathematics, comprehending geometry and algebra, plane and spherical trigonometry, and analytical geometry, Ancient and Modern History, Natural History, Cheinistry, Rhetoric, French, Psychology, Ethics, Physics, Logic. Botany, Political Economy, The Evidences of ReThe education of man begins at the earliest ligion, Constitution of the United States, Minermoment of his existence, and continues until it is alogy, Geology, and German or Spanish, or an arrested by death or the loss of his faculties. equivalent, together with essays to be written in But the Educational period of his life, techni- several of these departments. Now the objeccally considered, may be said to commence when tion to be made to each of these courses respecthe first receives systematic instruction, and to ively, is obvious. The first does not embrace terminate when he assumes the responsibilities some subjects which it is exceedingly important of active life. The objects of the education of that every well-educated man should know somethis period are two-fold-distinct though concur- thing about, while the second contains so much, ring-first, the development, by cultivation, of that it is impossible for any student to master it the mental powers; and secondly, the acquisi- all, in the time allowed. The corresponding tion of positive, useful knowledge. The several advantages of each, are equally obvious. The agencies employed for the accomplishment of old course allows thoroughness of acquisition, these objects, are the common school, the gram- while the new greatly extends the boundaries of mar school, the College and the University,—the the field of knowledge presented to the student's latter including the professional school. We view. Now the question is, shall we adopt the think all these are needed for a complete system principle of the old system, or the principle of of educational means, and where they are se- the new? Shall we forego variety to secure thocured, we know not what could be added for the roughness, or sacrifice thoroughness to variety— purposes of merely didactic education. If Edu- or is it practicable to combine the two? We cation is taken in a larger sense, of course many must bear in mind, the two-fold division which other things could be mentioned as eminently we made at the outset, of the objects of educaconducive to it-reading, travel, society, &c. tion, viz: the development of the mental powWe would now approach more directly the sub-ers, and the acquisition of useful knowledge. If ject before us by enquiring, what place in this the question is asked unconditionally, which of system of means, belongs to the college? For these two objects is the most important, no one can we hold that each institution is distinct from the hesitate to reply the first-just as there can be no others, though they are progressively developed doubt that it would be better to have a perennial the one unto the other so insensibly, that it would fountain, even if small, than to have an accumube very difficult, and it is not at all important to lation, however great. of water in a cistern-or say, just where the line of distinction must run. just as to have in our hands an instrument fit to The College is interposed between the grammar accomplish a given work, is better than to have school and the University-the beginning and the work half done for us, if we are then to be close of its period corresponding with the close left without the means of doing any thing more and the beginning of the other two respectively. for ourselves. We must also repeat the remark, It is not to teach the elements of the dead lan-that these objects are not so exclusive the one of guages, nor of mathematics, nor is it expected to the other, that they must be pursued separately. furnish professional instruction. Upon these two On the contrary, the only way to cultivate the points there would be a general agreement. But mind, is to occupy it in the acquisition of know ledge, and the only mode of acquiring knowledge whose walls have gone forth into Parliament, is by the exercise, that is the culture of the mind. some of its most distinguished members, whose Still it is certain that one system of education mental training had been entirely under this sysdoes for the accomplishment of one of these ob- tem. Nor is the history of our own country without jects more than it does for that of the other, and bearing upon this point. The actors in our Revmore than would be done by a different system. olution, were educated upon this system, and Now we think that it will be conceded, that to never was a higher grade of intellectual vigor master thoroughly a few branches of knowledge, exhibited in any country. But while all this is does more to give mental vigor, than to study unquestionable, and we acknowledge that the old superficially a great many. That is, for mental system was better than the new, for purposes of cultivation the old system is more efficient than mental training, it does not follow that even for the modern. Dr. Wayland in his book on the this purpose it was perfect, or nearly so. It had college system, argues this point strongly. He mathematics to train the reasoning powers, and says, p. 83-" If students, during the early his- it had classical and literary studies to cultivate tory of our colleges, were judiciously occupied the power of expression; but there is another upon the then existing course, and we have in- mental process of vast importance, that of obcreased threefold the amount to be studied, it servation, and there are certain sciences, namely follows that the work at present must be more the Physical, which are especially adapted to imperfectly done; the knowledge must be more develope the faculties of the mind most engaged superficial, and the discipline less exact. Habits in this process; and these sciences the old course of study deteriorate. Radical and original thought scarcely touched. Now allow that the mind is becomes more and more impossible. The stu-trained to severe abstract investigation, and that dent acquires the habit of going rapidly over the the power of expression is well cultivated, yet if text book with less and less thought, and a ten-we have not been taught to observe the relations dency is created to the cultivation of the passive of material things, and to use inductive reasonpower of reception, instead of the active power ing concerning them, our education is not comof originality; he thus knows a little of every-plete. But while mental cultivation is perhaps thing, but knows nothing well. Nothing tends the most important object of education, it is not so strongly to arrogance, as superficial know- the sole object. The acquisition of useful knowledge. Nothing so leads a man to rash judg-ledge is doubtless very important also. To be ments and contempt of the lessons of experi- entirely ignorant of the advance made in science ence, as the idea that he has compassed the whole in modern times, and of the new sciences which circle of knowledge by the time he has become owe their existence to modern research, is to of age. Solomon had observed, a good while forego all participation in the benefits of advanago, that there was more hope of a fool, than of cing civilization. Is the world richer and more a man wise in his own conceit. And, once more, powerful than it was a hundred years ago? If this superficial education of necessity propagates it is, it is because it is wiser, and he who would itself. The superficially and imperfectly educa- share its riches and its power, must learn its wisted man is placed at the head of a preparatory dom. Nor should any one say that he is content school. He communicates the same sort of know-to sacrifice to one pursuit every thing else. That ledge which he receives, and in the same man he is willing to be ignorant, for example, of the ner. He was never taught to study, and he never Physical sciences, in order by exclusive devotion teaches his pupils to study. He sends to College to his profession, to become an abler lawyer or a second and inferior edition of the type of in-divine. For if he does, he will find out sooner tellectual character which he himself received or later, that he has unwisely rejected materithere. The candidates for entrance are found als, which were important to the size, strength, more and more imperfectly prepared, and thus or polish of the structure, to rear which his life the standard of College education is year after was consecrated. If we look over the catalogue year, more and more depressed. The College of College studies which we have given on a cannot resist the tendencies which it has created. previous page, we will not find one that would The same results exhibit themselves in the other not be useful, while almost all are indispensable in professions. He who in College has formed the the circle of a complete education. Indeed some habit of superficial thought, carries it to the Pul- branches might be added to the list; for exampit, the Bar, and the Senate." The reverse of ple, Drawing and Physiology. But if an acthis proposition is, that a limited course tho-quaintance with something more than Latin, roughly studied, will tend to generate mental vigor and originality. This we think is true, and is supported to a considerable extent by the experience of the English Universities, from Greek and mathematics is necessary to fit a young man for life, it must be gained at College, or it never will be gained at all. The instances are rare, of men in active life undertaking to learn the elements of a new branch of knowledge. | ranged these into the reasoning powers, the powAnd this observation suggests another reason for ers of expression, and the powers of observapresenting to young men a view, even if it be tion. This arrangement indicates as the studies but a coup-d'œil of the whole circle of know-to be selected, Mathematics, Languages, and the ledge. It is that each one may have an oppor- Physical Sciences. Of languages we would take tunity of ascertaining to what studies he has most but one for thorough work, and this one should propensity, and thus in a considerable degree be Latin, for several reasons which might be may be enabled to determine in what pursuit of given, but we content ourselves with giving this life he will be most likely to succeed. Where single one-that considering the connexion of genius is possessed, it commonly manifests its the Latin language with our own, and the frepreferences before the college age. But this is quent appearance of the Latin language and of not always the case-many are the recorded in- Roman literature in our own authors, an intimate stances, in which men have exhibited the most familiarity with this language would be of more decided genius for pursuits, to which they were practical utility, than a like acquaintance with first introduced, either by accident, or else in the Greek-a consideration sufficient to turn the scale regular course of study, without the conscious- against Greek, notwithstanding its superiority as ness of any special fitness for them. But genius a language. The same reason, with still greater in any phase is the exception and not the rule, force, would require that in making a selection and most young men come to College with but from the Physical Sciences, we should take chemlittle acquaintance with their powers and with istry. Say then that we select mathematics, no fixed plans for after life. In the course of Latin and chemistry, for thorough study—what four years, however, they find some branch of are we to understand by this expression? Not knowledge more interesting than others, and by that the student should be perfect master of the them easier to be acquired-and quite as fre- whole subject, but that he should be perfect master quently satisfy themselves that some things are of all he goes over. There may be in advance much so little to their taste, that common prudence land to be possessed, but we would not have a forbids their selecting the pursuits which imply a foot of unconquered territory in the rear. This familiar acquaintance with them. The debating general principle seems plain enough—of course society proves to one that he is not to expect the application of it would be different in differdistinction as a speaker; the laboratory shows ent hands. Let us attempt to apply it to the another that he is deficient in the powers of ob- three studies mentioned, and far be it from us to servation essential to the physician, while other entertain for a moment the arrogant thought, that deficiencies, or at least distastes, may indicate we are able to adjust so accurately the standard clearly to a third, that it would be waste of time for thorough proficiency, that those who differ to devote himself to the profession of teaching. from us must be wrong. In Mathematics let the But the difficulty in the case now comes back to course be, algebra, geometry, trigonometry, anaus immediately-it is impossible to teach all these lytical geometry, descriptive geometry, shades, things thoroughly-shall we surrender thorough- shadows and perspective, and differential and ness for variety? We think that there need be integral calculus. This is the West Point course, no surrender. We think that an adjustment be- and will be accepted by all as sufficiently extendtween the conflicting claims of each may be ef- ed. Now a daily recitation for two years is suffected, whereby not all the benefits, but the main ficient for a thorough acquaintance with this benefits of both may be secured. Let some sub-course. In like manner we may say of Latin, jects be taught thoroughly, but let these subjects that the usual course laid down in the College be few-at the same time let all the most valua- catalogues is sufficiently extended. If this course ble branches of human knowledge be introduced is bona fide mastered, the students at the close of into the College course, but, with the given ex-it will be perfect, in the etymology and syntax of ceptions, let them be presented in an elementary the language, will have read over the most valuaand popular, rather than in an extended and ble of the authors of antiquity, will be able to read highly scientific form. According to this plan, them with pleasure as long as he lives, and will be what shall be the subjects selected for thorough able to translate plain Latin into English, and plain study? Let us bear in mind, that the main ben- English into Latin, as a good French scholar efit to be derived from thorough study, is mental translates from and into the French language. development. With this in view, in order that the development may be to a certain degree symmetrical, we would of course select such studies as would call into exercise the different leading mental powers. In a somewhat general, but we think natural classification, we have already ar He may add to this, a clear outline acquaintance with Roman history, antiquities and literature. All this he may do by a daily recitation for two years. Chemistry is gone over in Colleges usually in less than a year, but no one can learn it in so short a time. Let us give it then a daily recitation for two years, and we may expect that individual instances of proficiency beyond our it will be thoroughly learned, though even with standard are so frequently met with, that we are this time allowed, some of its connected branches explicit enough when we say that the whole class must be omitted. We have now three studies ought to be made good Latin scholars-still it for thorough work, and we allow them a daily may be said that all young men cannot stand in recitation each for two years. This, supposing the first section. True, and therefore a second three recitations a day, which is by general con- section ought to be provided for all who cannot. sent the proper allowance, takes up just half the Nothing can be more irrational than to require College course. We do not mean, however, that the same course shall be gone over in the that the first two years should be devoted to same time, by young men differing widely and all these subjects. On the contrary we would even extremely, in natural ability, previous prepas far as possible give to each year one subject aration, and willingness to study. Yet this is as a leading subject, upon which it would be un- done, in most Colleges, in every department exderstood that there would be special pressure, cept that of the dead languages. A young man and only one such subject to each year. Now who has never construed Cæsar, is not required suppose to be really accomplished, what we have to read over with his class the odes of Horace, here sketched-would not College education be because the absurdity would be two glaring. But something better than it is? By this thorough many a one is allowed to drag in the higher mathstudy, the mind of the graduate would have been ematics, whose acquaintance with algebra is next disciplined and enured to real work. That this to naught, while often one half of a chemistry would be valuable, all will acknowledge, but of class is made to move over the surface of the its really priceless value they only can form some subject, at a rate for them so rapid, that all vision idea, who have struggled painfully for long years is indistinct and confused. Let there be a second with the habit of listless thought, fastened upon section, or a third, or even a fourth, if the size of the them by superficial study at College. And it class demands it, and let each have its appropriseems to us that the mental development would ate instruction-the lower sections not pursuing be as we have already said, of a symmetrical the subject as far as the upper sections, perhaps character. Let those who are conscious of want not even studying the same text books, but as of completeness in their own intellectual opera- far as each goes thoroughness is to be required. tions, or have observed the want of it in others, This dividing into sections, together with assigusay, if the deficiency was not in the reasoning ing individual standing in the class, is of much faculty, the power of expression, or the power of importance in many respects, but for the present observation. Suppose the graduate to euter upon we notice it only as indispensable to the carrying one of the learned professions. He is not well out of the idea, that certain studies should be seprepared for any one of them assuredly, if he lected which should be mastered by all. In the does not know something more than mathemat- scheme sketched out, we have provided for half ics, Latin and chemistry; but just as certainly, the College course of four years, by giving to if he possesses a thorough knowledge of these three studies. a daily recitation each, for two three subjects, he is not necessarily debarred from years, and we have had our eye directed excluany profession, and if he possesses the mental sively to thoroughness. We have the other vigor which such a course is likely to secure, he half still at our disposal, and now are to consult has the best preparation for success in any pur- variety. Suppose we assign the three daily resuit, professional or other. Will he be a teacher? citations for two years, (let us call them briefly We ask if any young man competent to teach six recitations,) as follows-Greek or French 1. the three branches named, would be long in find- Astronomy, Geology and Mineralogy 1. Rheting a situation? Nor let it be supposed that we oric and Intellectual Philosophy, Logic or Ethare raising up an unattainable standard of perfec-ics 1. Right lined Drawing 1. History, Metion, and promising great things to those who chanics and Physiology 2. The specific object will reach it-the bag of gold at the foot of the rainbow-we think on the contrary that we are aiming at nothing but what is practical, and as it is not easy to define in words the meaning which we attach to the somewhat indefinite term thoroughness, we will take an example, and say that in mathematics, we call thorough, the knowledge acquired by the first section of a good class at West Point-in chemistry that which may readily be acquired by a faithful student at the University of Virginia in two years. In Latin, of the instruction here, is to give to the student a It all the subjects usually taught in Colleges, aud | cal and intellectual, they must of necessity teach, have added one not usually taught, namely Draw-ab initio-but they cannot do even this with sucing. The widest departure we have made from cess, if they admit within their walls, immature the usual course, is in placing the Greek language boys without previous training in other things. among the subjects not required to be thoroughly If it be said that grammar school instruction is so taught, and this only as an alternative for French. defective that to reject applicants who are not In defence of this we think we could say enough to satisfy an unprejudiced mind, but we will not enter into the argument here, but remark instead, that in those Colleges where a thorough knowledge of this language is deemed indispensable, room can be made for it, by dropping some of the studies placed in our second class. This further remark may be made, that there is no reason why, in order to meet the views of the community, some of our Colleges may not be specially scientific in their general character, and others specially classical, and yet not reject respectively, the fundamentals either of classical or scientific education. And still they might be all based upon the idea suggested, of selecting some subjects for thorough study, and introducing others for the sake of variety. properly prepared would be harsh to the young men and hazardous to the success of the college-we reply, that the colleges have the remedy in their own hands. Let them refuse to admit pupils on the ground that they are not prepared to enter college, and parents will be induced to enquire with more interest than they do at present, into the reason of the want of preparation. If they find that it arises from want of suitable qualifications on the part of the teachers, they will look about for better; and if they see that in great many instances, the fault is with themselves in taking their sons from the Grammar school too soon, and hurrying them to College at an age when they are just fit to be ruined, and hardly fit for anything else, it may open their eyes to this error so common and so fatal. The need of improvement in Grammar school education is so great, that we purpose on some future occasion, to say something more at large thereupon; but for the present let this suffice. One observation more shall close this article, already too long. Every young man cannot be expected to take a complete education. Some We dismiss for the present the further consideration of the principle of thoroughness and variety, with the remark that if it were distinctly recognised in College course, every thing would be arranged with reference to it-the order and connection of studies-the hours of recitation, and the mode of instruction by the Professor. Under the present system, each Professor thinks have not the means, and some have not the that he must teach his department as thoroughly sense; though the number properly falling into and as extensively as possible, and insists upon both of these classes together will be very small. an equal portion of the labor and time of the stu- We have seen so many young men go through dent. That this is unreasonable, we think we College almost without any visible means, that have shown, yet it will always be the case, unless we have pretty nearly come to the conclusion there is some settled adjustment as to the mode that any resolute young man can in some way in which the several branches shall be taught. get an education if he resolves to do it. And so Nor would such adjustment imply any inferiority, too we are of opinion that any young man of nor would it necessarily follow that the students sound mind, cau master all that is taught in Colwould hold the subjects taught in a general man- lege. But there are a few, who for one or the ner, in such light esteem, as to neglect them. other of these reasons, cannot take a full course, For most of them, as Intellectual Philosophy, and more who because of the mistaken views of Rhetoric and History, have a natural superiority themselves or their parents, decline it. To such over Languages and Mathematics, as concerned our Colleges should afford all the facilities in with topics of more dignity than either words or their power, not incompatible with the interests numbers, and besides, because of their affinities, of those who do take a full course, and for whose they may be made more interesting. benefit mainly, the College system is organized. It must be understood, that to carry out a We do not believe the proposition that a little scheme of College education such as we have learning is a dangerous thing, except in the sense indicated, or indeed to carry out any scheme that that a little is dangerous, less more so, and noue pretends to be complete, it is necessary that Col- most dangerous of all. We think that the colleges should have a standard of admission, and leges are called upon to devise and offer to the that they should adhere to it. For Colleges to public the best general system of complete inundertake to teach the elements of the dead lan- struction for those who are able and anxious to guages and of mathematics, is to attempt to do obtain the best education; but let others who for the work of a grammar school, and if they do any reasou wish for but a part. have that part. this, they must of necessity leave their own pro- In one institution in Virginia, the course of study per work undone. Some of the sciences physi- 'is so connected with a peculiar discipline, that |