Yale's leadership in furnishing the largest number of college presidents and, with Princeton, Faculty members to the new colleges of the South and West made this the most influential document in American higher education in the first half of the nineteenth century. It was written as the reply of the Yale Corporation and faculty to Connecticut critics of the classical college curriculum who, like exponents of vocational or "practical" studies elsewhere in the I820'5, were specifically oppos-ing the retention of the "dead" languages. The two authors of the Report, which was somewhat shortened for publication in Benjamin Silliman's (see Doc. 17) famous magazine and to which was added a seven-page indorsement by a com-mittee of the Yale Corporation, were President Jeremiah Day (1773-1867) and
 
 

    The expediency of retaining the ancient languages, as an essential part of our course of instruction, is so obviously connected with the object and plan of education in the college, that justice could not be done to the particular subject of inquiry in the resolution, without a brief statement of the nature and arrangement of the various branches of the whole system. The report of the faculty was accordingly made out in two one containing a summary view of the plan of ed-ucation in the college; the other, an inquiry into the expediency of insisting on the study of the ancient languages....

. . . We are decidedly of the opinion, that our present plan of education admits of improvement. We are aware that the system is imperfect: and we cherish the hope, that some of its defects may ere long be remedied. We believe that changes may, from time to time be made with advantage, to meet the varying demands of the community, to accommodate the course of instruction to the rapid advance of the country, in population, refinement, and opulence. We have no doubt that important improvements may be suggested, by attentive observation of the literary institutions in Europe; and by the earnest spirit of inquiry which is now so prevalent, on the subject of education.

    The guardians of the college appear to have ever acted upon the principle, that it ought not to be stationary, but continually advancing. Some alteration has accordingly been proposed, almost every year, from its first establishment....

    Not only the course of studies, and the modes of instruction, have been greatly varied; but whole sciences have, for the first time, been introduced; chemistry, mineralogy, geology, political economy, &c. By raising the qualifications for admission, the standard of attainment has been elevated. Alterations so extensive and frequent, satisfactorily prove, that if those who are intrusted with the superintendence of the institution, still firmly adhere to some of its original features, it is from a higher principle, than a blind opposition to salutary reform. Im-provements, we trust, will continue to be made, as rapidly as they can be, without hazarding the loss of what has been already attained.
 
    But perhaps the time has come, when we ought to pause, and in-quire, whether it will be sufficient to make gradual changes, as hereto-fore; and whether the whole system is not rather to be broken up, and a better one substituted in its stead. From different quarters, we have heard the suggestion, that our colleges must be new-modelled; that they are not adapted to the spirit and wants of the age; that they will soon be deserted, unless they are better accommodated to the business character of the nation. As this point may have an important bearing upon the question immediately before the committee, we would ask their indulgence, while we attempt to explain, at some length, the nature and object of the present plan of education at the college....
 
    What then is the appropriate object of a college? It is not necessary here to determine what it is which, in every case, entitles an institution to the name of a college. But if we have not greatly misapprehended the design of the patrons and guardians of this college, its object is to lay the foundation of a superior education: and this is to be done, at a period of life when a substitute must be provided for parental superintendence. The ground work of a thorough education, must be broad, and deep, and solid. For a partial or superficial education, the support may be of looser materials, and more hastily laid.
 
    The two great points to be gained in intellectual culture, are the discipline and the furniture of the mind; expanding its powers, and storing it with knowledge. The former of these is, perhaps, the more important of the two. A commanding object, therefore, in a collegiate course, should be, to call into daily and vigorous exercise the faculties of the student. Those branches of study should be prescribed, and those modes of instruction adopted, which are best calculated to teach the art of fixing the attention, directing the train of thought, analyzing a subject proposed for investigation; following, with accurate discrim-ination, the course of argument; balancing nicely the evidence pre-sented to the judgment; awakening, elevating, and controlling the imagination; arranging, with skill, the treasures which memory gathers; rousing and guiding the powers of genius. All this is not to be effected by a light and hasty course of study; by reading a few books, hearing a few lectures, and spending some months at a literary institution. The habits of thinking are to be formed, by long continued and close application. The mines of science must be penetrated far below the surface, before they will disclose their treasures. If a dexterous performance of the manual operations, in many of the mechanical arts, requires an apprenticeship, with diligent attention for years; much more does the training of the powers of the mind demand vigorous, and steady, and systematic effort.

    In laying the foundation of a thorough education, it is necessary that all the important mental faculties be brought into exercise.... In the course of instruction in this college, it has been an object to maintain such a proportion between the different branches of literature and science, as to form in the student a proper balance of character. From the pure mathematics, he learns the art of demonstrative reasoning. In attending to the physical sciences, he becomes familiar with facts, with the process of induction, and the varieties of probable evidence. In ancient literature, he finds some of the most finished models of taste. By English reading, he learns the powers of the language in which he is to speak and write. By logic and mental philosophy, he is taught the art of thinking; by rhetoric and oratory, the art of speaking. By frequent exercise on written composition, he acquires copiousness and accuracy of expression. By extemporaneous discussion, he becomes prompt, and fluent, and animated. It is a point of high importance, that eloquence and solid learning should go together; that he who has accumulated the richest treasures of thought, should possess the highest powers of oratory. To what purpose has a man become deeply learned, if he has no faculty of communicating his knowledge? And of what use is a display of rhetorical elegance, from one who knows little or nothing which is worth communicating? . . .
 
    No one feature in a system of intellectual education, is of greater moment than such an arrangement of duties and motives, as will most effectually throw the student upon the resources of his own mind. Without this, the whole apparatus of libraries, and instruments, and specimens, and lectures, and teachers, will be insufficient to secure dis-tinguished excellence. The scholar must form himself, by his own exertions. The advantages furnished by a residence at a college, can do little more than stimulate and aid his personal efforts. The inuentiac powers are especially to be called into vigorous exercise....

    In our arrangements for the communication of knowledge, as well as in intellectual discipline, such branches are to be taught as will pro-duce a proper symmetry and balance of character. We doubt whether the powers of the mind can be developed, in their fairest proportions, by studying languages alone, or mathematics alone, or natural or po-litical science alone. As the bodily frame is brought to its highest per-fection, not by one simple and uniform motion, but by a variety of exercises; so the mental faculties are expanded, and invigorated, and adapted to each other, by familiarity with different departments of science.
 
    A most important feature in the colleges of this country is, that the students are generally of an age which requires, that a substitute be provided for parental superintendence. When removed from under the roof of their parents, and exposed to the untried scenes of temptation, it is necessary that some faithful and affectionate guardian take them by the hand, and guide their steps. This consideration determines the kind of government which ought to be maintained in our colleges. As it is a substitute for the regulations of a family, it should approach as near to the character of parental control as the circumstances of the case will admit. It should be founded on mutual affection and con-fidence. It should aim to effect its purpose, principally by kind and persuasive influence; not wholly or chicfly by restraint and terror. Still, punishment may sometimes be necessary. There may be perverse mem-bers of a college, as well as of a family. There may be those whom nothing but the arm of law can reach....

    Having now stated what we understand to be the proper object of an education at this college, viz. to lay a solid foundation in literature and science; we would ask permission to add a few observations on the means which are employed to effect this object.
 In giving the course of instruction, it is intended that a due propor-tion be observed between lectures, and the exercises which are familiar-ly termed recitations; that is, examinations in a text book. The great advantage of lectures is, that while they call forth the highest efforts of the lecturer, and accelerate his advance to professional eminence; they give that light and spirit to the subject, which awaken the in-terest and ardor of the student.... Still it is important, that the student should have opportunities of retiring by himself, and giving a more commanding direction to his thoughts, than when listening to oral instruction. To secure his steady and earnest efforts, is the great object of the daily examinations or recitations. In these exercises, a text-book is commonly the guide.... When he comes to be engaged in the study of his profession, he may find his way through the maze, and firmly establish his own opinions, by taking days or weeks for the examination of each separate point. Text-books are, therefore, not as necessary in this advanced stage of education, as in the course at college, where the time allotted to each branch is rarely more than auflicient for the learner to become familiar with its elementary principles. . .
 
    We deem it to be indispensable to a proper adjustment of our col-legiate system, that there should be in it both Professors and Tutors. There is wanted, on the one hand, the experience of those who have been long resident at the institution, and on the other, the fresh and minute of those who, having more recently mingled with the students, have a distinct recollection of their peculiar feelings, prejudices, and habits of thinking. At the head of each great division of science, it is necessary that there should be a Professor, to super-intend the department, to arrange the plan of instruction, to regulate the mode of conducting it, and to teach the more important and diffi-cult parts of the subject. But students in a college, who have just en-tered on the first elements of science, are not principally occupied with the more abstruse and disputable points. Their attention ought not to be solely or mainly directed to the latest discoveries. They have first to learn the principles which have been in a course of investigation, through the successive ages; and have now become simplified and settled. Before arriving at regions hitherto unexplored, they must pass over the intervening cultivated ground. The Professor at the head of a department may, therefore, be greatly aided, in some parts of the course of instruction, by those who are not as deeply versed as himself in all the intricacies of the science. Indeed we doubt, whether elemen-tary principles are always taught to the best advantage, by those whose researches have carried them so far beyond these simpler truths, that they come back to them with reluctance and distaste....
 
    In the internal police of the institution, as the students are gathered into one family, it is deemed art essential provision, that some of the officers should constitute a portion of this family; being always present with them, not only at their meals, and during the business of the day; but in the hours allotted to rest. The arrangement is such, that in our college buildings, there is no room occupied by students, which is not near to the chamber of one of the officers.
But the feature in our system which renders a considerable number of tutors indispensable, is the subdivision of our classes, and the as-signment of each portion to the particular charge of one man....
 
    The course of instruction which is given to the undergraduates in the college, is not designed to include professional studies. Our object is not to teach that which is peculiar to any one of the professions; but to lay the foundation which is common to them all. There are separate schools for medicine, law, and theology, connected with the college, as well as in various parts of the country; which are open for the recep-tion of all who are prepared to enter upon the appropriate studies of their several professions. With these, the academical course is not in-tended to interfere.
 
     But why, it may be asked, should a student waste his time upon studies which have no immediate connection with his future profes-sion ? . . . In answer to this, it may be observed, that there is no science which does not contribute its aid to professional skill. "Every thing throws light upon every thing." The great object of a collegiate educa-tion, preparatory to the study of a profession, is to give that expansion and balance of the mental powers, those liberal and comprehensive views, and those fine proportions of character, which are not to be found in him whose ideas are always confined to one particular chan-nel. When a man has entered upon the practice of his profession, the energies of his mind must be given, principally, to its appropriate duties. But if his thoughts never range on other subjects, if he never looks abroad on the ample domains of literature and science, there will be a narrowness in his habits of thinking, a peculiarity of char-acter, which will be sure to mark him as a man of limited views and attainments. Should he be distinguished in his profession, his ignorance on other subjects, and the defects of his education, will be the more exposed to public observation. On the other hand, he who is not only eminent in professional life, but has also a mind richly stored with general knowledge, has an elevation and dignity of character, which gives him a commanding influence in society, and a widely extended sphere of usefulness. His situation enables him to diffuse the light of science among all classes of the community. Is a man to have no other object, than to obtain a living by professional pursuits? Has he not duties to perform to his family, to his fellow citizens, to his country; duties which require various and extensive intellectual furniture? . . .

    As our course of instruction is not intended to complete an education, in theological, medical, or legal science; neither does it include all the minute details of mercantile, mechanical, or agricultural concerns. These can never be effectually learned except in the very cir-cumstances in which they are to be practiced. The young merchant must be trained in the counting room, the mechanic, in the workshop, the farmer, in the field. But we have, on our premises, no experimental farm or retail shop; no cotton or iron manufactory; no hatter's, or silver-smith's, or coach-maker's establishment. For what purpose, then, it will be asked, are young men who are destined to these occupations, ever sent to a college ? They should not be sent, as we think, with an expectation their education at the college; but with a view of laying a thorough foundation in the principles of science, prepara-tory to the study of the practical arts....

    We are far from believing that theory alone, should be taught in a college. It cannot be effectually taught, except in connection with prac-tical illustrations.... To bring down the principles of science to their practical application by the laboring classes, is the oflice of men of superior education. It is the separation of theory and practice, which has brought reproach upon both. Their union alone can elevate them to their true dignity and value. The man of science is often disposed to assume an air of superiority, when he looks upon the narrow and partial views of the mere artisan. The latter in return laughs at the practical blunders of the former. The defects in the education of both classes would be remedied, by giving them a knowledge of scientific principles, preparatory to practice.
 
    We are aware that a thorough education is not within the reach of all. Many, for want of time and pecuniary resources, must be content with a partial course. A defective education is better than none. If a youth can afford to devote only two or three years, to a scientific and professional education, it will be proper for him to make a selection of a few of the most important branches, and give his attention ex-clusively to these. But this is an imperfection, arising from the necessity of the case. A partial course of study, must inevitably give a partial education....
A partial education is often expedient; a superficial one, never....
 
    But why, it is asked, should all the students in a college be required to tread in the same steps? Why should not each one be allowed to select those branches of study which are most to his taste, which are best adapted to his peculiar talents, and which are most nearly con-nected with his intended profession? To this we answer, that our pre-scribed course contains those subjects only which ought to be under-stood, as we think, by every one who aims at a thorough education. They are not the peculiarities of any profession or art. These are to be learned in the professional and practical schools. But the principles of sciences, are the common foundation of all high intellectual attain-ments. As in our primary schools, reading, writing, and arithmetic are taught to all, however different their prospects; so in a college, all should be instructed in those branches of knowledge, of which no one destined to the higher walks of life ought to be ignorant. What subject which is now studied here, could be set aside, without evidently mar-ring the system[?]Not to speak particularly, in this place, of the ancient languages; who that aims at a well proportioned and superior education will remain ignorant of the elements of the various branches of the mathematics, or of history and antiquities, or of rhetoric and oratory, or natural philosophy, or astronomy, or chemistry, or miner-alogy, or geology, or political economy, or mental and moral philosophy ?
 
    It is sometimes thought that a student ought not to be urged to the study of that for which he has no taste or capacity. But how is he to know, whether he has a taste or capacity for a science, before he has even entered upon its elementary truths? If he is really destitute of talent sufficient for these common departments of education, he is destined for some narrow sphere of action. But we are well persuaded, that our students are not so deficient in intellectual powers, as they sometimes profess to be; though they are easily made to believe, that they have no capacity for the study of that which they are told is almost wholly useless.
 
    When a class have become familiar with the common elements of the several sciences, then is the proper time for them to divide of to their favorite studies. They can then make their choice from actual trial. This is now done here, to some extent, in our Junior year. The division might be commenced at an earlier period, and extended farther, provided the qualifications for admission into the college, were brought to a higher standard.
 
    If the view which we have thus far taken of the subject is correct, it will be seen, that the object of the system of instruction at this college, is not to give a partial education, consisting of a few branches only; nor, on the other hand, to give a superficial education, containing a smattering of almost every thing; nor to finish the details of either a professional or practical education; but to commence a thorough course, and to carry it as far as the time of residence here will allow. It is intended to occupy, to the best advantage, the four years im-mediately preceding the study of a profession, or of the operations which are peculiar to the higher mercantile, manufacturing, or agri-cultural establishments....
 
    Our institution is not modelled exactly after the pattern of European universities. Difference of circumstances has rendered a different ar-rangement expedient. It has been the policy of most monarchical governments, to concentrate the advantages of a superior education in a few privileged places. In England, for instance, each of the ancient universities of Oxford and Cambridge, is not so much a single institu-tion, as a large number of distinct, though contiguous colleges. But in this country, our republican habits and feelings will never allow a monopoly of literature in any one place. There must be, in the union, as many colleges, at least, as states. Nor would we complain of this arrangement as inexpedient, provided that starvation is not the con-sequence of a patronage so minutely divided. We anticipate no dis-astrous results from the multiplication of colleges, if they can only be adequately endowed. We are not without apprehensions, however, that a feeble and stinted growth of our national literature, will be the consequence of the very scanty supply of means to most of our public seminaries....
 
    Although we do not consider the literary institutions of Europe as faultless models, to be exactly copied by our American colleges; yet we would be far from condemning every feature, in systems of in-struction which have had an origin more ancient than our republican seminaries. We do not suppose that the world has learned absolutely nothing, by the experience of ages; that a branch of science, or a mode of teaching, is to be abandoned, precisely because it has stood its ground, after a trial by various nations, and through successive cen-turies. We believe that our colleges may derive important improve-ments from the universities and schools in Europe; not by blindly adopting all their measures without discrimination; but by cautiously introducing, with proper mod)fications, such parts of their plans as are suited to our peculiar situation and character. The first and great improvement which we wish to see made, is an elevation in the standard of attainment for admission. Until this is effected, we shall only expose ourselves to inevitable failure and ridicule, by attempting a general imitation of foreign universities....
 
    It is said that the public now demand, that the doors should be thrown open to all; that education ought to be so mod)fied, and varied, as to adapt it to the exigencies of the country, and the prospects of different individuals; that the instruction given to those who are destined to be merchants, or manufacturers, or agriculturalists, should have a special reference to their respective professional pursuits.
 
    The public are undoubtedly right, in demanding that there should be appropriate courses of education, accessible to all classes of youth. And we rejoice at the prospect of ample provision for this purpose, in the improvement of our academies, and the establishment of commer-cial high-schools, gymnasia, lycea, agricultural seminaries, &c. But do the public insist, that every college shall become a high-school, gym-nasium, lyceum, and academy? Why should we interfere with these valuable institutions? Why wish to take their business out of their hands ? The college has its appropriate object, and they have theirs.... What is the characteristic difference between a college and an acade-my? Not that the former teaches more branches than the latter. There are many academies in the country, whose scheme of studies, at least upon paper, is more various than that of the colleges. But while an academy teaches a little of every thing, the college, by directing its efforts to one uniform course, aims at doing its work with greater precision, and economy of time; just as the merchant who deals in a single class of commodities, or a manufacturer who produces but one kind of fabrics, executes his business more perfectly, than he whose attention and skill are divided among a multitude of objects....
 
    But might we not, by making the college more accessible to different descriptions of persons, enlarge our numbers, and in that way, increase our income? This might be the operation of the measure, for a very short time, while a degree from the college should retain its present value in public estimation; a value depending entirely upon the char-acter of the education which we give. But the moment it is understood that the institution has descended to an inferior standard of attain-ment, its reputation will sink to a corresponding level. After we shall have become a college in name only, and in reality nothing more than an academy; or half college, and half academy; what will induce parents in various and distant parts of the country, to send us their sons, when they have academies enough in their own neighborhood? There is no magical influence in an act of incorporation, to give cele-brity to a literary institution, which does not command respect for itself, by the elevated rank of its education. When the college has lost its hold on the public confidence, by depressing its standard of merit, by substituting a partial, for a thorough education, we may expect that it will be deserted by that class of persons who have hitherto been drawn here by high expectations and purposes. Even if we should no' immediately suffer in point of numbers, yet we shall exchange the best portion of our students, for others of inferior aims and attainments.
 
    As long as we can maintain an elevated character, we need be under no apprehension with respect to numbers. Without character, it will be in vain to think of retaining them. It is a hazardous experiment, to act upon the plan of gaining numbers first, and character afterwards....
 
    The difficulties with which we are now struggling, we fear would be increased, rather than diminished, by attempting to unite different plans of education. It is far from being our intention to dictate to other colleges a system to be adopted by them. There may be good and sufficient reasons why some of them should introduce a partial course of instruction. We are not sure, that the demand for thorough education is, at present, auflicient to fill all the colleges in the United States, with students who will be satisfied with nothing short of high and solid attainments. But it is to be hoped that, at no very distant period, they will be able to come up to this elevated ground, and leave the business of second-rate education to the inferior seminaries.
 
    The competition of colleges may advance the interests of literature: if it is a competition for excellence, rather than for numbers; if each aims to surpass the others, not in an imposing display, but in the sub-stantial value of its education....
 
    Our republican form of government renders it highly important, that great numbers should enjoy the advantage of a thorough educa-tion. On the Eastern continent, the few who are destined to particular departments in political life, may be educated for the purpose; while the mass of the people are left in comparative ignorance. But in this country, where offices are accessible to all who are qualified for them, superior intellectual attainments ought not to be confined to any de-scription of persons. Merchants, manufacturers, and farmers, as well as professional gentlemen, take their places in our public councils. A thorough education ought therefore to be extended to all these classes. It is not sufficient that they be men of sound judgment, who can decide correctly, and give a silent vote, on great national questions. Their influence upon the minds of others is needed; an influence to be produced by extent of knowledge, and the force of eloquence. Ought the speaking in our deliberative assemblies to be confined to a single profession? If it is knowledge, which gives us the command of physical agents and instruments, much more is it that which enables us to control the combinations of moral and political machinery....
 
    Can merchants, manufacturers, and agriculturists, derive no benefit from high intellectual culture? They are the very classes which, from their situation and business, have the best opportunities for reducing the principles of science to their practical applications. The large estates which the tide of prosperity in our country is so rapidly accumulating, will fall mostly into their hands. Is it not desirable that they should be men of superior education, of large and liberal views, of those solid and elegant attainments, which will raise them to a higher distinction, than the mere possession of property; which will not allow them to hoard their treasures, or waste them in senseless extravagance; which will enable them to adorn society by their learn-ing, to move in the more intelligent circles with dignity, and to make such an application of their wealth, as will be most honorable to them-selves, and most beneficial to their country?

    The active, enterprising character of our population, renders it high-ly important, that this bustle and energy should be directed by sound intelligence, the result of deep thought and early discipline. The greater the impulse to action, the greater is the need of wise and skilful guidance. When nearly all the ship's crew are aloft, setting the topsails, and catching the breezes, it is necessary there should be a steady hand at helm. Light and moderate learning is but poorly fitted to direct the energies of a nation, so widely extended, so intelligent, so powerful in resources, so rapidly advancing in population, strength, and opulence. Where a free government gives full liberty to the human intellect to expand and operate, education should be proportionately liberal and ample. When even our mountains, and rivers, and lakes, are upon a scale which seems to denote, that we are destined to be a great and mighty nation, shall our literature be feeble, and scanty, and superficial?

. . . The subject of inquiry now presented, is, whether the plan of instruction pursued in Yale College, is sufficiently accommodated 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....

    Whoever . . . without a preparation in classical literature, engages in any literary investigation, or undertakes to discuss any literary topic, or associates with those who in any country of Europe, or in this country, are acknowledged to be men of liberal acquirements, im-mediately feels a deficiency in his education, and is convinced that he is destitute of an important part of practical learning. If scholars, then, are to be prepared to act in the literary world as it in fact exists, classical literature, from considerations purely practical, should form an important part of their early discipline.

    But the claims of classical learning are not limited to this single view. It may be defended not only as a necessary branch of education, in the present state of the world, but on the ground of its distinct and independent merits. Familiarity with the Greek and Roman writers is especially adapted to form the taste, and to discipline the mind, both in thought and diction, to the relish of what is elevated, chaste, and simple....

    But the study of the classics is useful, not only as it lays the founda-tions of a correct taste, and furnishes the student with those elementary ideas which are found in the literature of modern times, and which he no where so well acquires as in their original sources;—but also as the study itself forms the most effectual discipline of the mental fac-ulties. This is a topic so often insisted on, that little need be said of it here. It must be obvious to the most cursory observer, that the classics afford materials to exercise talent of every degree, from the first open-ing of the youthful intellect to the period of its highest maturity. The range of classical study extends from the elements of language, to the most difficult questions arising from literary research and criticism. Every faculty of the mind is employed; not only the memory, judg-ment, and reasoning powers, but the taste and fancy are occupied and improved.

    Classical discipline, likewise, forms the best preparation for profes-sional study. The interpretation of language, and its correct use, are no where more important, than in the professions of divinity and law....

    In the profession of medicine, the knowledge of the Greek and Latin languages is less necessary now than formerly; but even at the present time it may be doubted, whether the facilities which classical learning affords for understanding and rendering familiar the terms of science, do not more than counterbalance the time and labor req-uisite for obtaining this learning....

    To acquire the knowledge of any of the modern languages of Eu-rope, is chicfly an effort of memory. The general structure of these languages is much the same as that of our own. The few idiomatical differences, are made familiar with little labor; nor is there the same necessity of accurate comparison and discrimination, as in studying the classic writers of Greece and Rome. To establish this truth, let a page of Voltaire be compared with a page of Tacitus....

    Modern languages, with most of our students, are studied, and will continue to be studied, as an accomplishment, rather than as a necessary acquisition.... To suppose the modern languages more practical than the ancient, to the great body of our students, because the former are now spoken in some parts of the world, is an obvious fallacy. The proper question is,—what course of discipline affords the best mental culture, leads to the most thorough knowledge of our own literature, and lays the best foundation for professional study. The ancient lan-guages have here a decided advantage. If the elements of modern languages are acquired by our students in connection with the estab-lished collegiate course, and abundant facilities for this purpose, have for a long time, been afforded, further acquisitions will be easily made, where circumstances render them important and useful. From the graduates of this college, who have visited Europe, complaints have sometimes been heard, that their classical attainments were too small for the literature of the old world; but none are recollected to have expressed regret, that they had cultivated ancient learning while here, however much time they might have devoted to this subject. On the contrary, those who have excelled in classical literature, and have like-wise acquired a competent knowledge of some one modern European language besides the English, have found themselves the best qualified to make a full use of their new advantages. Deficiencies in modern literature are easily and rapidly supplied, where the mind has had a proper previous discipline; deficiencies in ancient literature are sup-plied tardily, and in most instances, imperfectly....

    Such, then, being the value of ancient literature, both as respects the general estimation in which it is held in the literary world, and its intrinsic merits,—if the college should confer degrees upon students for their attainments in modern literature only, it would be to declare that to be a liberal education, which the world will not acknowledge to deserve the name,—and which those who shall receive degrees in this way, will soon find, is not what it is called. A liberal education, whatever course the college should adopt, would without doubt con-tinue to be, what it long has been. Ancient literature is too deeply in-wrought into the whole system of the modern literature of Europe to be so easily laid aside. The college ought not to presume upon its influence, nor to set itself up in any manner as a dictator. If it should pursue a course very different from that which the present state of literature demands; if it should confer its honors according to a rule which is not sanctioned by literary men, the faculty see nothing to expect for favoring such innovations, but that they will be considered visionaries in education, ignorant of its true design and objects, and unfit for their places. The ultimate consequence, it is not difficult to predict. The college would be distrusted by the public, and its reputa-tion would be irrecoverably lost....

    No question has engaged the attention of the faculty more constant-ly, than how the course of education in the college might be im-proved, and rendered more practically useful. Free communications have at all times been held between the faculty and the corporation, on subjects connected with the instruction of the college. When the aid of the corporation has been thought necessary, it has been asked; and by this course of proceeding, the interests of the institution have been regularly advanced. No remark is more frequently made by those, who visit the college after the absence of some years, than that changes have been made for the better; and those who make the fullest in-vestigation, are the most ready to approve what they find. The charge, therefore, that the college is stationary, that no efforts are made to accommodate it to the wants of the age, that all exertions are for the purpose of perpetuating abuses, and that the college is much the same as it was at the time of its foundation, are wholly gratuitous. The changes in the country, during the last century, have not been greater than the changes in the college. These remarks have been limited to Yale College, as its history is here best known; no doubt, other colleges alluded to in the above quotations, might defend themselves with equal success.
 

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