Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1871-08-09

carried off at their graduation what are
known in England as ''double frsts.'' the
distinction was understood to imply that they
had explored, not to cay cultivated, the
whole field OF knowledge. But in the mi
vcrsity OF to-day, a triple or quadruple first
would be beyond the capacity even of a
Macaulay or Whewll With the modern
devotion to specialities, the number Of the
sciences has become go mrltiplied and the
learning has 30 rapidly accumulated each
science, that such universal scholarship is
no longer attainable.
Now in this changed state of things, what
is the part of a wise, staunch and yet liberal
and progressive Institution of learnIng9 Shall
II keep on IN it's old way and remand the
new sciences to schools of their own That
would leave in the college a set of men who
won d have been Literally educated for the
18th century but are not for the l9rh-and
would give US in the scientific schools set of
men not literally educated at all, mere learn
cd, dogmatic, conceted specialists Shall
We then redistribute the time Of puuIlaec so
as T. retain 2 little for every branch Of study
both Old and new? What would give us a
set VI men not educated at all, a generation
OF sclolists and smdttcrers The solution to
which we in common with the best European
and American colleges have come Is to group
studies INTO courses IN such way as L. give
something OF that general culture, without
which education is not liberal, along with
that special and exhaustive pursuit Of some
one branch OF study, without which cduca
ton can no longer be thorough. This is the
work to which this College five years ago
definitely committed itself. and for the sue
ccssiul shaping Of which the credit is mainly
due to the ability, wisdom and scholarly
faith OF my predecessor IN Office II, mt that
critical formative period in the history OF
this institution, the controlling mind in its
cOunsclS had been one OF less breadth ul cul-
ture on the one hand, or OF less practical good
sense on the other. the University might
have lost its golden opportunity and It's good
name among the institutions of the land
neither OF not other colleges, in the changes
To which they have submitted, have kept tins
idea OF liberal education, clearly and con
slantly before them, We certainly have. We
never intended % encourage that p4ltry kind
Ji practical education which is a mere APP
premiership to a trade, and which leaves the
mind all uuGeveloput and immature We
DAD intend. while giving that broad liberal
culture which makes man the citizen OF an
realms and heir of all the gathered wealth of
the ages, u enable HIM To choose vs. i>elv t1at
one department IN which he WAS - labor, %
master the special science which undcriics
his chosen art, and thus 10 be literally
educated man IN practical life. Instead Ut
the old theory that all minds ure constituted
alike, and therefore that like training
would easily adjust itself u ell the slight
variations OF individual minds theory
winch was somewhat dormatic and not true.
To tie fact. Of the casc-yye have ,,,n, r,..r
the theory that as all minds are e-,cutitII,
al Ike, there are some studies which tend rs
,yrtUd yiyifv and liherai,z. nm oiL AKA
that these should be an invarlable mart of
every education. but whereas there. are Ger
tain marked and constantly increasing fer
cu,c, IN mental capacities. afrituies -,.t,s
and as these InrtIIihtv r,,irt -,va,,i- .-,.,.I,.
and satisfaction in one direction Of ,G,rt
rather than ap1fber thar c4,.,...,, .L.,l4.
.f,t. the. ,ltfs and ctIIir,s ~ G,t rd
should lend IT, ana l, the success III f.. 4,
yIasIv appointed career.
And il is one. ,i the most Laror,I. s-,.....-
If 1ur C,l.t.ati,rl.,l r,ro,r,-. ttsI r-..... -.
NJ ..ttlIr,nrr.. are. ,le,n.r.se4 I.,L -. and
o.. workers m other fields tf.an r.. ...,..ll.f
learned Professions FIR them .,,i-.. ..,,,,.-.
.,I-iy Nv the ,.plI,.. ,,,,ri..,, H. ,,.~rI r.,
r4e,u rll.u,b moro u,'.i,.-.,t,i,. IL, XIII. u
cr,t-ir, ur,encv. This Il tf-. ne element
which more than auyrhiu., e.s. ,i,.r. ,,e.,
diam rho evrau,Iil,,. tIrr.,..l.,,l- ~ -.-.,r.I
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....iI..,,.r.. .,...c,, M. ......I 81.
o. q f.IF o
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uses 1--WE them t. che farmer. tTg- b.. NAV
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cultivate tho farms ana b,,ifd r,,l~...l XXX
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And II d,,o t,roe yro mo, -,
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4 ,cslnrod i.,d so, nor IL,
ad9rn The rnIrit rho bar ari t-. S.,.
ate but tbat tbcv ,oe.-rifz tbor -.-'.l.-..;.,,
.s literally educated i,r,ners ,.r,,l,,. ....,.
.,,,art.rcs and cnginccrs
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b.te =, oc,orn,.Ii.L MS H. -, .,,..
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= - O. 10y ~ NIi4
rom me .tl,5ics t,,cther - - - ,.I,.r..-.
rIo .i.,arr,ti.. sr,,dics H., -, I,,,.,ar5,;,
20 ir.y.,orate literary t-aining Inv ,.oer. ~
-..,e 81, H. ~ ,5..