Year: 1875

from the old stereotyped classical course
of study in English literature, modern
languages and science. Greater option
is now given the student by the intro
duction OF electic branches, thus rem
dering it possible for him to adapt his
course of study in a measure to the re-
quirements of the vocation he may have
in view, while under the old regime all
were required to pass through the same
curriculum, no matter what their tast- S
or their requirements OF their future
calliDgs might be. English literature,
os>the correct writing and speaking of
the English language have come to be
regarded as worthy of more attention
than formerly, but not SO much, perhaps,
as they deserve in the education of
youth speaking the English tongue.
Great opportunity is now given in the
scientific departments of these institu-
tions for the acquisition of scientific
knowledge, both theoretical and prac-
tical-a thing entiraely unknown in
American colleges of a half century ago;
while in the majority of cases the mod
ern languages, in the later year of the
course, are, at the option of the student,
substituted for the further study of the
classics, thus alfording opportunities,
not only for the stniy of fine models of
literature-as fine, perhaps, as are to be
found in any dead language-but fer
the acquisition OF linguistic knowledge
of great use in the ordinary, every day
RECRUITMENT of this pre-eminently COM
mercial and cosmopolitan age.


Notwithstanding these wholesome
changes, against which the more observ-
atiye friends of colleges fought as per-
sistently as men ever fought against re-
form, we doubt whether these instiru-
tions are yet or ever can become what
young men need, to fit themselves for
the more practical business pursuits of
life. They are unQuestionable of great
value in fitting young men for the in
the learned professions, and for the sue
cessful pursuits Of the higher branches
of literature, scientific technical appli
cation and research; bat for the major
ity of young men, who must OF necessity
find their vocation aud support in ether
spheres of life, We doubt whether a four
years residence aud study within their
walls is not worse than useless not be-
cause any amount of education and men
tai discipline is an inpediment to the
successful pursuit of any calling, but
because OF the valuable time spent in
the acquisition of such al education,
and the habit and tastes acquired with
it,


Practical young men, that Is, those
who intend to devote their attention to
some practical business pursuit, while
they require for their vn satisfaction
aud success minds well educated and dis
ciplined, have not the time to spend in
the acquisition of liberal education.
They must commence the duties of life
early, for thus only can they most quick
ly acquire and adapt themselves to the
profession chosen. Any plan education
which compels the devotion of all the
earlier, and what may be called the plas-
tic years Of persons life, to the study
Of books and the acquisition of theoret-
ical knowledge within academic halls. is,
generally speaking, an erroneous one.
As classical, mathematical, and scientific
knowledge. as taught in the schools, is
more easily and quickly gained in the
earlier and more impresSible years of life
so are the knowledge and mastery of any
business pursuit, Its principles and de
tails, accomplished with-more facility,
rapidity, and satisfaction then than al
ary other period. Indeed, il all the
earlier years be spent in the study oi
books aud the acquisition of theoretical
knowledge, the probability is that the
thorough mastery Of any practical bus
iness pursuit will never be obtained; be
cause then not only have the tastes and
habits become in great measure unsuit
ed thereto, bat the golden opportunity
has gone by.


Accurate knowledge of fundamental
principles, and the til Drough mastery o
all those branches OF study which ar,
not only the groundwork OF any educa
ton, however complete, but are also o
great utility and necessity, are what
young men need for the successful fol
lowing of any vocation. In very few
pursuits is an extensive range of knowl
edge necessary. The schools OF to- da.
attempt too much; they are more super
fetal than thorough, more extended thar
deep. They have TO a great extent sub
stituted show for merit, polish for sub
stance. The foundations of an educ
ton are carelessly and hastily laid, il
order that an imposing superstructur
may be reared thereon. They slight tn
elementary branches and treat ther
with contempt, IN order that they ma
give their students a smatteriug of tn
higher branches, which, being half &C
quired, are speedily forgotten. Wher
then, their students take hold of pract
cal life, and are confronted by the eas


problems of every days .occurreuc,


they soon fad out how great i thei


ignorance where they ought to be mo-


thoroughly informed, and how useles


in all ordinary business concerns are I'll


high sounding branches of which the


have acquired 50 little knowledse. Viii


al ought 30 have a greater or less a


quainsaace with those subjects whiC


consulate the courses OF the higher i


stitutions of learning, for the sake