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form an influential, wealthy, and popular class, whose "countenance and patronage are all essential to the support of such institutions." To make a thorough examination in these studies the criterion of a degree, would be to "deprive the seminary of one third, if not one half, of every graduating class; and to give offence to a most important portion of the community." It would be unwise and improper to make the only certificate of having received a college education depend on a greater proficiency in some branch of learning, than what most of the intelligent and influential minds in the country deem necessary or useful.

If those who will study Latin and Greek only by compulsion are permitted to quit the unprofitable task, the willing and ambitious students will be relieved from a serious hinderance to their progress, while the whole time and attention of the instructors will be given to those who can make a proper use of such advantages. Even those who leave the classical department at the end of the Freshman year, it is expected, will apply themselves with fresh ardor and diligence, in view of a strict examination which they must pass, before they will be permitted to make a bonfire of the hated grammars and dictionaries. As to the question, who should continue, and who be permitted to resign these pursuits, it is thought that parents and guardians can decide better than the College. They know the characters and destinations of their sons and wards, and are most interested in their making a judicious choice. And there is no reason to apprehend, that a large portion of each class will take advantage of this offer, and leave an unpopular department. On this point, we quote the President's own language, with some of his concluding remarks.

"There are principles existing in human nature, and in the relations of college life, which are conservative of the affection for the classics, and which you can no more generally eradicate, than you can annihilate emulation, pride, love of distinction, taste, and the desire of acquaintance with the eminent men and works of every age.

Mathematics is conOf all studies in the The Professor of experiment, that one

"The result of the experiment in the clusive, it is apprehended, on this point. College, none is so unpopular as this. Mathematics thought, previous to the half of each class might quit that study. In fact, in a class of fifty-four, only seven quitted it. And so little did the Professor expect any great number to join the third course, extending

through the four College years, that he anticipated only one. Whereas thirteen took the highest course. And the consequence is, that a greater number of individuals more highly instructed in that branch will be now sent from the College, than were ever sent heretofore.

"The repugnance to the learned languages is much less than to the mathematics, and the inducement to their study far greater; so that the apprehension of an alarming defection may be considered as in a great degree unfounded.

"There is also an undefined apprehension that the permission of any portion of a class to quit Latin and Greek at the end of the Freshman year, will have a tendency to lower the estimate of the value of those languages in the community; that no more will be required in other colleges, where the examinations will be only formal; and that the amount of classical attainment will be thus essentially diminished. But the estimate of the importance of classical learning does not depend upon college requisitions, but upon the predominating opinion of intelligent minds in the community.

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Now, if these minds are satisfied that the object and tendency of the new system is to elevate, and not to depress; to introduce more thorough and exact attainment, and to make the knowledge of the classics more profound; they will find that their prejudices in favor of those languages are sustained, and not opposed, and the end they earnestly desire advanced.

"As to the character of a college, it depends, like the character of an individual, upon what it does, upon its actions, — its effects. Now a college which should send forth only two thirds, or even one half of its graduates, thoroughly educated by a known and seen standard, by which they were faithfully tried, and rejected if found wanting, and if approved receive the appropriate honor, will do more for the cause of classical learning, than twenty colleges which send forth all their members tried by no standard, without any evidence of attainment, except having passed through a prescribed process, and where what they have done is a matter of faith, and not of sight.”— Remarks, &c. pp. 17-19.

The Chairman of the Committee, to whom this subject was referred by the Overseers, welcomes the new system, because it evinces that a principle of progress and improvement exists within the College. The principal advantage expected from the measure is, that it will enable each student, soon after he enters college, to select and pursue his studies with a view to his chosen profession and his probable destination in life. This period is not thought too early for making

such a choice, and the selection may be made by the pupil and his parents better than by his instructors. When the boy can see the direct connexion between his present pursuits and his future employments, his business for life, he will study under a fresh stimulus. He will at any rate exert himself to more purpose in the branches which he himself has chosen, than in the tasks imposed upon him against his will, in which he can only be an obstacle and a discouragement to the progress of others. It is said, that the effect of the new system will be to change the College into a University, a consummation of which its friends have always been greatly desirous. The leading idea in this plan is declared to be coincident with the great principle of the University system; that no attempt should be made to induce all students to pursue the same branches, or to follow each study to the same degree of advancement. The character and value of the College diploma will be improved. It will tell, not what the individual has professed, but what he has done, during the four years of his undergraduate life.

Such is a brief synopsis of the arguments, by which this new application of the Voluntary System to College studies is supported. To give some idea of the details of the plan, and of the manner of carrying it into effect, we subjoin in part the rules adopted by the Faculty soon after the decision by the Overseers.

"1st. The Freshman Class shall have no Elective studies; and their Prescribed studies shall be Mathematics, Greek, Latin, and History.

"2d. The Prescribed studies during the Sophomore year shall be English Grammar and Composition, Rhetoric and Declamation, one Modern Language, and History. The Elective studies shall be Mathematics, Greek, Latin, Natural History, Civil History, Chemistry, Geology, Geography, the Use of the Globes, or any Modern Language; so far as the means of such instruction are within the resources of the University.

"3d. The Prescribed studies during the Junior year shall be English Composition, one Modern Language, Logic, Declamation, Physics, Psychology, Ethics, Forensics, and History. The Elective studies shall be a more extended course in Psychology and Ethics, and any of the elective studies above enumerated.

"4th. The Prescribed studies during the Senior year shall

be Rhetoric, English Composition, Political Economy, Constitutional Law, Forensics, Theology, History, and Declamation. The Elective studies shall be Political Ethics, a more extended course in Physics, and any of the elective studies above enumerated.

"5th. Four weeks at least before the close of the Second Term, every student shall make a written statement to the Faculty of the elective studies he wishes to pursue the following year; accompanied, if he be under age, by an application from his parent or guardian; it being understood that the branches elected shall be sufficient with the prescribed studies in the opinion of the Faculty to occupy his time; and the arrangement thereupon made shall be binding for one year.

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"8th. The extension of the Elective privilege, herein provided for, makes necessary some change in the principle and mode of the assignment of parts at Commencement, - which shall be as follows. From two thirds of the Students of the Class which is to graduate, who are marked the highest, twelve shall be selected, according to their rank in Themes, Forensics, and Elocution, to whom shall be assigned Exercises in English Composition. From the same two thirds four students shall be selected for performances in Greek and Latin, according to their proficiency in those languages; two Exercises to be in each language, one of which shall be the Salutatory Oration. The performances, with the exception of the Salutatory and Valedictory Orations shall have no discriminating titles, and none shall take more than ten minutes in speaking. They shall be single parts and arranged in an order to be determined at each assignment. The same rule shall be applied to the distribution of parts at Exhibitions, so far as is practicable.

"9th. To the end that precise information of the standing of Students may be given, the names of not more than ten of the highest Students of the graduating class, in each department, shall be published in a tabular form with the order of Exercises at Commencement; of whom the three highest shall be numbered one, and the remainder shall be numbered two. The aggregate rank of the above Students, being the result of the whole College course, shall also be published."

In the estimation of most persons, this subject owes its chief interest to its connexion with the cause and prospects of classical learning in this country. In the vicinity of Harvard College, at least, it derives additional importance from its bearing on the character and future position of that institution. The friends of sound learning and of an enlarged and

liberal scheme of college education have always rested their hopes on this time-hallowed seminary. Its age and rich endowments, rich at least in comparison with other American colleges, its numerous professorships and abundant means of illustrating the different sciences, its excellent library, and above all the characters of the men to whom are intrusted the management of its concerns, all gave good reason to hope, that the interests of letters and scholarship in this country would here be cherished, and so directed as to affect most widely and permanently the national character. From its independent position, it was thought, that, far from truckling to the spirit of the times, it might aspire to guide and elevate this spirit. It was created in order to influence, and not solely to be influenced by, the opinions of the community.

Such indeed is the nature of every college, that deserves the name. It teaches the teachers. It guides those whose future office will be to guide others. It sends forth the men who are to enlarge the domain of science and learning, who alone will be capable of appreciating high literary and scientific effort. Of course, there are numerous exceptions; for the self-taught, especially in this country, have often done more in scientific discovery, sometimes also in the sphere of scholarship and recondite studies, than those who are said to be liberally educated. The raw recruit has sometimes beaten the trained soldier. But, for all that, it would be no mark of prudence in a country, to do without an organized and disciplined force altogether, and to trust its defence entirely to "citizen-soldiers." Just so in the struggles and conquests of science, in vigorous efforts made for the advancement of learning. We want our trained bands, as well as the irregular volunteers. And the training must be exact, thorough, long continued. Colleges are instituted for this purpose, to rear up a small number, whose duty and privilege it will be to lead the way in many noble enterprises, to be the first to discover, promulgate, and defend the truth. Such is the theory of these institutions, at any rate, however ill they may have performed their office. Their vocation is to foster liberal studies, to keep up departments of knowledge, which would otherwise decay and die out, for it is not worth the while for the mass of the community to attend to them. It is not necessary, for instance, that the bulk of any Christian people should be acquainted with the Hebrew lan

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