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REPORT 
 
 COMMITTEE OF THE TRUSTEES 
 
 COLUMBIA COLLEGE, 
 
 Appointed to Consider and Report on the Subjects of 
 
 THE REMOVAL OF THE COLLEGE, A CHANGE IN THE 
 
 COLLEGIATE COURSE, THE ESTABLISHMENT 
 
 OF A UNIVERSITY SYSTEM, &c. 
 
 PRINTED BY ORDER OF THE TRUSTEES, 
 
 AND FOR THEIR USE. 
 
 NEW YORK : 
 
 Hall, CLAYTON & Co., printers, 46 PINK STREET. 
 1854. 
 

 ::£i^i>iQi£. 
 
EEP OK T. 
 
 The Committee who, by a resolution of the Board of 
 Trustees of Columbia College, were instructed to "inquire 
 whether it was expedient to take any and what measures for 
 the removal of the College, and in the event of such removal, 
 whether any and what changes ought to be made in the un- 
 der-graduate course; and whether it would be expedient to 
 establish a system of University Education, in addition to 
 such under-graduate course, either in continuation thereof or 
 otherwise; and that they report fully as to the principles 
 and details of any plan that they may recommend; and 
 whether, in their opinion, it can be successfully carried into 
 execution; and in connection therewith, that they consider 
 whether, for the more effectual carrying out such plan, and 
 extending the benefits of this institution, it ought to afford 
 rooms and commons, or rooms alone for resident students, 
 and ought to have its seat isolated," 
 
 Respectfully beg leave, before introducing their final re- 
 port, to refer to the partial reports heretofore made by them 
 on the seventh day of November, 1853,* and the first day of 
 May, 1854.t 
 
 In relation to the first subject, the removal of the College, 
 the Board of Trustees, on the 14th day of November, 1853, 
 resolved, " That it was expedient that the College should 
 be removed from its present locality with all reasonable dili- 
 gence," and appointed a committee to procure suitable ac- 
 commodations to effect an immediate removal, if deemed ex- 
 pedient. The result of the labors of that committee has 
 
 * Schedule A, post. f Schedule B, post. 
 
been so far unsuccessful, that no removal has taken place, 
 and it seems the intention of the Board not to remove until 
 it can be done permanently. 
 
 On the 6tli of February, 1854, the Standing Committee 
 were directed to examine the College property at the old 
 Botanic Garden, with a view of designating a site for the 
 erection of the College Buildings, and also to procure suita- 
 ble architectural designs for the same, and to report to the 
 Board. These plans and designs have been prepared and 
 presented. 
 
 The Committee therefore consider that the removal of the 
 College is the settled purpose of the Board; that the removal 
 will take place at as early a day as shall be expedient; and 
 will probably be made to the site of the Botanic Garden. 
 They therefore feel themselves released from the further 
 consideration of this matter. But your Committee will not 
 leave this subject without making one reflection. They feel 
 and acknowledge, that there are advantages in an isolated 
 country institution, which cannot be well reached in a city 
 College: but there are likewise counterbalancing defects. 
 The value of associations for purely literary purposes; the 
 devotion to a single object; the honorable and manly emu- 
 lation created; (and emulation is a vice unless it be strictly 
 honorable and manly ;) the corporate spirit infused into 
 generous youth; and the firm friendships cemented in the 
 pursuit of learning and of truth, without adverting to the 
 opportunities afforded for healthful recreation, are objects 
 of immense value. But, unhappily, these are not all we find. 
 The want of a home, and of the constant but unfelt supervision 
 of parents and friends, and the absence of proper and kindly 
 associations, tempt and too often lead to frivolities and vices 
 apparently inseparable from these institutions, and gaming, 
 extravagance; and dissipations of various kinds are found 
 prevailing to a formidable extent. 
 
 A College in the city, if it want some of the advantages 
 of a country institution, may be exempted from some of its 
 
defects; and although all the dissipations of a country col- 
 lege may be reached in the city, the number affected by them 
 will be comparatively few; and a kind home, careful friends, 
 and religious influences will have a direct and powerful 
 operation in restraining or preventing them. 
 
 Besides, although the Charter did not enjoin the establish- 
 ment of the College in the city; and although it contempla- 
 ted an institution for the general benefit of all the then col- 
 onies, it was evidently assumed that it would continue in or 
 near the city; and however widely its doors might be open- 
 ed for distant scholars, that it yet should possess a domestic 
 character, and be for the neighboring inhabitants the Home 
 College of New York. This character it has sustained; and 
 the constant recurrence on its matricula, of the same names 
 from the same families, shows how deeply the old inhabitants 
 of New York are attached to it; and that they persevere in 
 sending their children to it, notwithstanding the difficulties 
 of admission, and the high standard of instruction which de- 
 mands great diligence properly to complete its course; while 
 these difficulties, and perhaps sectional and otlier sympathies, 
 and various obvious reasons, have induced other parents to 
 send their children elsewhere to seek a less toilsome road to 
 learning. 
 
 It was thought, therefore, that, under all circumstances, the 
 City College ought to be maintained ; and should the time 
 come when the enlargement of the income should authorize, 
 or when the public demand, authenticated by appropriate en- 
 dowments, should require it, another and associate College 
 might perhaps be established in the country, and precaution- 
 ary measures taken to diminish as much as possible the evils 
 to which we have alluded. 
 
 In relation to the inquiry whether rooms and commons, or 
 rooms alone for resident students should be provided, the 
 committee think that, in establishing the College at Botanic 
 Garden, provision should be made by rooms and commons 
 for students from a distance ; and that with proper measures 
 
6 
 
 for domestic comfort, and a liberal but scrutinizing disci- 
 pline, the advantages of the College may be far more exten- 
 sively diffused than could otherwise be done ; but they do 
 not think that either rooms or commons would be required 
 for resident students, except such as may choose to avail 
 themselves of them. 
 
 In relation to the main subjects committed to them, name- 
 ly, a change in the College course, and the establishment of 
 a University system, your committee remind the Trustees, 
 that they, in a very general way, on the 2d of November, 
 1853. shadowed their views as to the grand objects of colle- 
 giate education, for the purpose of drawing from the several 
 m'-mbers of the Board their sentiments and reflections on 
 this deeply interesting subject ; and although the views then 
 expressed have been openly approved by several of the 
 Trustees, the committee have heard nothing in the Board 
 from any member which implied dissatisfaction with their 
 positions. As there was not the slightest probability; it may 
 a;s well be said, as it was not possible, that any scheme of 
 enlargement could go into operation before the autumn of 
 1855 at the earliest period, the committee gave time to the 
 Board for reflection and for collecting such information as 
 they might deem proper, and did not until the third stated 
 meeting thereafter lay before the Board a plan for future or- 
 ganization of the studies ; but at that meeting, namely, the 
 6th of March, 1854, they informally submitted a probable 
 scheme, which, so far as the committee are informed, met 
 with the unqualified approval of the Board. This scheme 
 appears on the minutes of the Trustees on the second stated 
 meeting thereafter, the 2d of May, 1854; and in the meantime 
 had been submitted to the President and Faculty of the Col- 
 lege, for the purpose of procuring their views. 
 
 Those Professors who have made communications, general- 
 ly acquiesce in the principles by which the proposed modifi- 
 cations of the course are governed ; but they, with one ex- 
 ception, mostly confine themselves to the subjects of disci- 
 
pline and modes of instructiou, rather than to the course 
 or routine of study ; and although their suggestions are val- 
 uable in themselves, they have not much reference to the 
 matter immediately in hand. The committee conceive that 
 their business is with the course of instruction, and that the 
 proper or best mode of imparting it is a wholly different 
 consideration, which would probably only embarrass the pre- 
 sent discussion, and which may more properly and profitably 
 be postponed to a future time. 
 
 It will be observed that the plan in contemplation propo- 
 ses the classical course, as at present established, to be sub- 
 stantially preserved for three years; that is, the Freshman^ 
 Sophomore and Junior, with adaptations, however, to the 
 future studies, both sub-graduate and post-graduate ; and a 
 co-ordinate mainly scientific course, with due regard to clas- 
 sical and ethical instruction, to occupy two years, and a third 
 when the demand shall justify it. 
 
 These two courses, proceeding in nearly parallel lines, 
 shall meet at the commencement of the senior year, and the 
 students shall be prepared to undertake any of the studies 
 proposed to be thereafter taught. The studies of the senior 
 year then assume a wider scope. The curriculum becomes 
 too extensive in any one or two courses, even in the most 
 elementary manner ; and the studies, now numerous, are 
 broken up and distributed among the departments, in order 
 that they may be prosecuted Avith some advantage. Hither- 
 to the aim has been mainly to discipline and invigorate the 
 mind, and to enlighten and purify the heart. The object at 
 this point is to apply this intellectual light and vigor to the 
 permanent acquisition of knowledge ; to emancipate the 
 student gradually from the trammels of catechetical teaching, 
 and to prepare him for the higher and more arduous efforts 
 of self-instruction. At the end of the senior year it is hoped 
 that such preparation will usually be complete, and to those 
 who, in the ardent and honorable pursuit of learning, avail 
 themselves of the prolonged means which its post-graduate 
 
8 
 
 course will yet afford, the Professor, ceasing to be a mere 
 instructor, will assume the relation of a guide. 
 
 Your committee are instructed to report fully as to the 
 principles and details of any plan that they may recommend. 
 This they propose to do before dismissing this subject; but 
 previously to entering upon that branch of their duty, they 
 ask leave to say a few words in relation to the establishment 
 of a "co-ordinate mainly scientific course." 
 
 The committee well know that the efforts heretofore made 
 by the Trustees to meet the supposed demand for instruction 
 in the physical sciences, has not been attended with decided 
 success ; indeed that it has resulted in signal failure ; either 
 because there was not in fact such demand, or the proper 
 measures for supplying it were not adopted. Whatever might 
 have been the cause of the failure of the attempt, the Trus- 
 tees have not been remiss in showing a favorable disposition 
 to these studies. 
 
 The literary and scientific course, which was established 
 on the 16th of January, 1830, under circumstances which 
 promised assured success; which gave to the students engag- 
 ing in it all the advantages of the College course, except 
 instruction in the learned languages, and substituted for 
 them the modern tongues ; which was recommended by 
 the authority of eminent names, and was rolled in on the 
 tide of public excitement; attracted few students, and was 
 remarkably inefficacious : and after dragging out a feeble 
 existence for a few years, it was formally abolished on the 
 24th of July, 1843. 
 
 On the 2d of April, 1832, a Professorship of Chemistry, 
 as a distinct department, was added to the Faculty of Arts. 
 This survived scarcely more than a year, and was abolished 
 on the 1st of May, 1833 ; the committee which recommended 
 its discontinuance, remarking that " in regard to the Profes- 
 sorship of Elementary Chemistry in particular, which was 
 so well filled, and the duties of which were admirably and 
 acceptably discharged, they hesitated much, — but the convic- 
 
9 
 
 tion that the instruction then so successfully given by Pro. 
 fessor Ellet should and could be given by the Professor of 
 Natural and Experimental Philosophy and Chemistry, and 
 that the College could not in justice then incur the expense 
 of employing another Professor, prevailed over all subordi- 
 nate considerations, and induced the unanimous recommenda- 
 tion of the resolution abolishing it." 
 
 Your committee, notwithstanding what has been attempted 
 by the Trustees, and the ill success of those attempts, have 
 been induced, in order to supply the wants which are loudly 
 and positively declared to exist, to recommend the plan of a 
 co-ordinate mainly scientific course, making it, however, a 
 part of the College course ; connecting it with instruction 
 in the ancient classics; modifying it by diminishing the clas- 
 sical element, to satisfy those who think that the course of 
 this College is too strongly classical; and giving it such 
 standing and strength by a corps of independent Professors, 
 that no means of efficiency may be wanting, either in the 
 instructors or the course itself. It is manifest that great 
 nicety will' be required in adjusting the studies of the scien- 
 tific course and of the classical course in such proportions 
 that, when the two meet in the senior year, each may be qual- 
 ified to prosecute any of the studies of that year, whether 
 classical, ethical, intellectual, mathematical or physical, with- 
 out a very marked or undue preponderance of preparation 
 on either side. The committee have not been able to devise 
 any better mode of attaining the object sought, nor has any 
 other been suggested to them. Any suggestions they would 
 have gladly received and studiously considered. Should the 
 Trustees adopt this plan, they will have a right to expect 
 that those who have no distinct and definite plans of im- 
 provement to offer, will at least refrain from censure. Should 
 the plan succeed in bringing within the influence of the Col- 
 lege a larger number of students, its success will be a sub- 
 ject of sincere congratulation ; should it not succeed, the 
 Trustees will then have the consolation of knowing that they 
 
10 
 
 have not been negligent in adopting all reasonable means in 
 their power to extend the bounds of human knowledge, and 
 to oifer its advantages to as many as were willing to partici- 
 pate in them. 
 
 The Trustees will observe that the foregoing Report com- 
 prehends, in effect, that portion of the reference which di- 
 rected an inquiry whether it would be expedient to establish 
 a system of University education, in addition to the under- 
 graduate course, either in continuation thereof or otherwise. 
 Many different meanings have been given to the word Uni- 
 versity, but your Committee believe that they have not mis- 
 taken the meaning of the Board, when they recognize for 
 the present purpose as University Studies, those which are 
 directly applicable to some definite future calling or profes- 
 sion: and in recommending a course covering two years after 
 the usual College course, they call attention to the fact, that 
 this course may be attended by others, as well as those who 
 have passed through the College, and therefore is in addition 
 to the College course, as well as in continuation of it. It is 
 so elastically contrived, that from time to time, as means and 
 opportunities occur, it may be made to extend over the 
 whole circle of human learning, without any material change, 
 or even material re-organization of the system. Should it 
 be deemed expedient, and it is so recommended, the instruc- 
 tion in a catechetical way may cease on attaining the Bac- 
 calaureate; and during the two years thereafter may be com- 
 municated by lectures, any of which may be attended by any 
 persons, under proper regulations; but the Master's degree 
 at the end of the two years should be conferred in course 
 only on those who have received the Baccalaureate, have 
 attended a certain amount of lectures, and have been able 
 to encounter an examination, made rigidly, and in good 
 faith; and certificates of competency for any particular call- 
 ing should be given to those who may honestly deserve them. 
 It may be added that the memorial of several of the Alumni, 
 asking for a Law gchool, which was seconded and recom- 
 
11 
 
 « 
 
 mended by legal gentlemen, distinguished on the Bench and 
 at the Bar, and which was likewise referred to this commit- 
 tee, has been duly considered, and a department of Jurispru- 
 dence provided in conformity therewith. The Committee 
 suppose that the Trustees may, in addition to this depart- 
 ment, authorize lectures, and give facilities for their delivery, 
 which, if fully attended by the junior members of the legal 
 profession, may form the nucleus of a valuable Law School. 
 The Committee believe that they have disposed of all the 
 distinct subjects submitted to them. Should the Trustees 
 coincide in their views, they will, if so instructed, prepare a 
 statute to be submitted to the mature and deliberate exami- 
 nation and judgment of the Trustees. The Committee sub- 
 mit an outline of suggestions of proposed studies, which may 
 be made a basis of a statute, if approved, but do not make 
 them a substantial part of their report. 
 
 One portion of their commission alone remains to be exe- 
 cuted, and that by far the most difficult and delicate; which 
 is, the direction that they shall report fully the principles 
 which have induced them to recommend the plan before des- 
 cribed. The Committee will now proceed to' execute that 
 duty, and they hope that those who concur in their conclu- 
 sions will not withhold their approval, because they inay 
 not coincide in the reasonings through which those conclu- 
 sions have been reached. The whole reasoning of the Com- 
 mittee is based on two simple propositions: 
 
 First, that it is the duty of the College to give as good 
 an education as possible; and. 
 
 Secondly, that it is its duty to extend the benefits of that 
 education to as large a number as possible. 
 
 It is not unlikely that both these propositions will be uni- 
 versally admitted; but the very next step will encounter all 
 varieties of opinion, the extremes of which may be found, the 
 lowest in those who think education merely a preparation 
 for procuriiig a livelihood: the highest in those who regard 
 it as exclusively destined to act upon man as an immortal 
 
12 
 
 being, the heir of an unending life, whose labors and respon- 
 sibilities are to extend through all eternity. The Commit- 
 tee confess that their sympathies are with the latter, although 
 they hold that the first object should be fully kept in view. 
 Their idea of a good education in tlie liberal arts and scien- 
 ces is that young men should be prepared for all their duties 
 in this life,with an active and efl&cient reference to their duties 
 and position in a higher and unending life to come. Keep- 
 ing in, view the eternal destiny of the student, they do not 
 lose sight of his human duties and responsibilities; and in 
 preparing him for the thorough discharge of the labors of a 
 short life here, they do not forget that it is to be succeeded 
 by an immortal life hereafter: and they therefore regard ed- 
 ucation as a preparation for the proper discharge of all his 
 duties, to himself, to mankind, and to his Maker. The Com- 
 mittee Avill perhaps be excused if they here introduce some 
 remarks of one of the great authorities of modern times, 
 not addressing them to this Board, to whom they are prob- 
 ably familiar, but to others who may not clearly understand 
 the springs and motives of its action. " The greatest error of 
 all" in the pur^iit of learning, "is the mistaking or misplacing 
 of all the rest or farthest end of knowledge; for men have 
 entered into a desire of learning, sometimes upon a natural 
 curiosity and inquisitive appetite; sometimes to entertain 
 their minds with variety and delight; sometimes for orna- 
 ment and reputation; sometimes to enable them to victory 
 of wit and contradiction; and most times for lucre and pro- 
 fession, and seldom sincerely to give a true account of their 
 gift of reason to the use and benefit of man; as if there were 
 sought in knowledge a couch, whereupon to rest a searching 
 and restless spirit; or a terrace for a wandering and varia- 
 ble mind to walk up and down with a fair prospect; or a 
 tower of state, for a proud mind to raise itself upon; or a 
 commanding ground for strife and contention; or a shop, 
 for profit or sale, and not a rich storehouse for the glory of 
 the Creator, and the relief of man's estate. But this is that 
 
13 
 
 ■vvhicli will indeed dignify and exalt knowledge, if contem- 
 plation and action may be more nearly and straitly conjoin- 
 ed and united together than they have been." '' I do not 
 mean, when I speak of use and action, that end before men- 
 tioned of the applying of knowledge to lucre and profession; 
 for I am not ignorant how much that diverteth and interrupt- 
 eth the prosecution and advancement of knowledge." " But 
 as both Heaven and Earth do conspire and contribute to the 
 use and benefit of Man, so the end ought to be, from both 
 philosophies, to separate and reject vain speculations, and 
 Avhatsgever is empty and void, and to preserve and augment 
 whatsoever is solid and fruitful." On this subject it is vital 
 that there should be no misunderstanding. Knowledge 
 should pursue the glory of the Ahnighty, and the good of 
 Man, in all respects. 
 
 Without an agreement as to what are the end and the 
 object of learning, all measures to promote it would be with- 
 out order, symmetry, or profit; and we think that on this 
 point the position of the Board should be clearly defined, 
 and placed Ijeyond doubt; and we have so endeavored to 
 define and place it. 
 
 Supposing, then, the true end of a liberal education to be 
 rightly stated, what system is best adapted to produce that 
 end ? A proper answer to this is most important, as the im- 
 pressions of youth are usually indelible, and the bias then 
 received for the most part remains through life. Of the ad- 
 vocates of the various systems, the two opposites are those, 
 one of which too strongly affects antiquity, the other novel- 
 ty ; the adherents of the ancient languages and literature, 
 and the adherents of direct practical knowledge and physi- 
 cal science ; the champions of the classical, and those of the 
 utilitarian or empirical system. 
 
 Fortunately we are relieved from dealing witli either of 
 these extremes. But the intermediate space affords room 
 for a wide difference of opinion. The • difference, however, 
 most prevalent is between that held by one class, who regard 
 
14 
 
 the main object of a college education to be advancement in 
 some particular craft or calling; and that held by another, 
 who think such education designed for the general elevation 
 of man, and his usefulness in any station ; between those 
 who design to fit the student for a particular condition, and 
 those who propose to fit him for all conditions ; and without 
 entering into an argument, we are content to state that the 
 latter is the principle upon which we mainly proceed ; giv- 
 ing scope, however, to the theory of the specialist in the 
 scientific course, allowing it to prevail in some degree in the 
 final year, and giving it further efficacy in the provision for 
 post-graduate instruction. 
 
 It is to be regretted that there should exist irritation 
 among those whose views honestly differ on questions of 
 learned theories. After all that has been thought, written, 
 known, and tried, it is as singular as it is to be regretted, 
 that there should be diversity of sentiment. But in justice 
 it should be known that this irritation exists more with the 
 advocates of the restricted than of the liberal system. This 
 can well be explained, for he who is sustained by long and 
 general experience stands on a surer basis than he who would 
 introduce experimental reforms. To educate a youth to be 
 a good and able man, is to prepare him to be a good and 
 able workman ; to form him for an able workman alone, you 
 may, with his skill, produce a very bad man, and you will 
 probably produce a tiresome pedant, all the worse and more 
 mischievous for a consciousness of his particular ability, and 
 an unconsciousness of his general defects. " No doubt it is 
 a most substantial object with every man to be master of his 
 profession. Competency of ability in it is his strict duty, 
 and eminence in it his best ambition. He stipulates for so 
 much. He has taken charge of a post, and has no option 
 but to be upon it, properly armed and accoutred." " But the 
 professional character is not the only one which a person 
 engaged in a profession has to support. He is not always 
 upon duty. There are services he owes which are neither 
 
15 
 
 parochial, nor forensic, nor military, nor to be described b}' 
 any such epithet of civil regulation, and yet are in no wise 
 inferior to those that have these authoritative titles ; inferior 
 neither in their intrinsic value, nor in their moral import, nor 
 their impression upon society. As a companion, as a friend, 
 as a citizen at large, in the connections of domestic life, in 
 the improvement and embellishment of his leisure, he has a 
 sphere of action, revolving, if you please, within the sphere 
 of his profession, but not clashing with it, in which, if he can 
 show none of the advantages of an improved understanding, 
 he is no more than an ill-educated man." 
 
 It is painful to repeat a well-established truth, and to ex- 
 pose an oft-repeated error. But the persistence in this error 
 is so remarkable, the extent to which it prevails so surpris- 
 ing, and its pernicious influence so alarming, that your com- 
 mittee are desirous that it should be understood as their de- 
 cided conviction that the primary object of a liberal college 
 education is to superintend, direct, and develop all the men- 
 tal and moral faculties ; and they repeat the language of 
 their former report, that the mere acquisition of learning, 
 however valuable and desirable in itself, is subordinate to 
 this great work ; that not only is this the peculiar business 
 of a college, but in the college alone, as a general rule, can 
 this work be performed ; and should the college descend 
 from its high station of mental and moral instruction to the 
 lower path of promotion of artistic or professional dexteri- 
 ty, the committee would have no desire to participate in its 
 administration, and no expectation of its usefulness. 
 
 Proceeding, then, upon the idea that the principal aim of a 
 liberal college education is " the absolute perfection of the 
 man, and not of the professional man," this object is to be 
 attained, as has been just observed, by the cultivation of all 
 the mental faculties ; by the right direction of the moral 
 principles, and that not without reference to religious sanc- 
 tions ; and by laying up a store of useful facts and ideas in 
 relation to man, his history, his nature, his powers, and his 
 
16 
 
 destiny ; in giving Mm, in other phrase, the best weapons of 
 thought and action, teaching him their most skillful use, and 
 showing him how they may be best employed for the true 
 happiness of man. 
 
 The means to be employed are, first, those which universal 
 civilized usage recommends and long experience has sanc- 
 tioned, a thorough instruction in the languages and litera- 
 ture of the " two model nations of the world ;" those won- 
 derful exemplars of the perfection, power, and beauty which 
 the human intellect may attain, and to which a modern and 
 eminent writer has assigned two of the only four epochas 
 of the highest intelligence and refinement which he has al- 
 lowed to all history, and of which he has refused any to 
 those of our own tongue. 
 
 JYext: Mathematical studies for fixing the attention, es- 
 tablishing habits of accuracy, and giving the means of pros- 
 ecuting research in science, in which no substantial progress 
 can be made without mathematical proficiency; and, thirdly, 
 the abstruser speculations of moral and mental science, in 
 connection with the whole history of man, his thoughts, his 
 relations, duties, deeds, and productions; which, properly 
 applied and industriously appropriated, will produce the fair- 
 est result of a finished intellectual discipline, and present an 
 accomplished intellect prepared for any career, competent to 
 encounter any difficulties in learning, in morals, or in action, 
 and capable, with courage and perseverance, of overcoming 
 or removing them. The committee are not disposed to en- 
 ter on any enlarged defence of classical instruction as a 
 means of mental culture, against those who industriously de- 
 preciate it. They appeal with confidence to authority and 
 experience as vindicating its use, from the period when the 
 child shall have first acquired an easy mastery of his mother 
 tongue for ordinary purposes, down to the time when the in- 
 tellect becomes vigorous in early manhood. During this 
 period the learned languages, by their novelty and musical 
 beauty, awaken a love of study, command the attention, 
 
IT 
 
 strengthen the memory, improve the reasoning faculty and 
 the judgment, call into action exactness, comparison, inven- 
 tion, self-reliance, and all the other faculties, besides laying 
 up a boundless store of beautiful images, noble sentiments, 
 worthy examples, and a mass of facts, which, dwelling in the 
 midst of harmonious and perfect tongues, purify the heart, 
 exalt and ennoble the principles, create and cultivate a re- 
 fined taste, enlarge the understanding, arouse a love of free- 
 dom and of virtue, and, in short, fill the whole man with an 
 appreciation of all that is excellent. 
 
 If it be asked why are not these results, then, always or 
 frequently produced ? it is answered, that perfect moral re- 
 sults are never produced except under extraordinary circum- 
 stances. It is not enough that certain things be taught; they 
 are ineffectual unless well taught ; and even if well taught, 
 they are inefficacious unless well received; and it is no objec- 
 tion to a good system that its seed is sown by an incompe- 
 tent hand, or falls upon a barren soil. Your committee will 
 not conceal their conviction that the full success of the sys- 
 tem depends much upon the teacher, and that the labors of 
 the mere pedagogue will not be rewarded with very ample 
 success. To comprehend the excellence of classical learning- 
 demands an enlarged intellect and a refined taste, and with- 
 out a combination of these, a teacher will not produce much 
 effect upon his pupils. Even with these disadvantages the 
 classical branch will develope those mental powers which 
 the other branches are designed to develope, as rapidly and 
 as fully as those branches themselves ; so that even in its 
 average application, it is probably the most effective system. 
 On theother hand, the most accomplished preceptor will fail 
 to produce satisfactory results unless tlic student come dis- 
 posed, by suitable preparation and a due appreciation of the 
 authority of his teachers and his own responsibilities, to co- 
 operate faithfully with the opportunities afforded him. 
 
 It has been very pertinently asked, "if it be taken for 
 granted that the object of education is not so much to rear 
 2 
 
18 
 
 a youth for a particular trade, craft, or profession, as to be- 
 stow on his mind a general culture, and give him a free and 
 dexterous use of his faculties, which will enable him to ex- 
 cel in any, to what different means could we have recourse 
 to accomplish the youthful mind for the purposes of life, and 
 give it the culture required for a liberal profession ? By 
 what other treatment or manipulation should we prepare so 
 rich a mould, trench it so deeply, pulverize it so thoroughly, 
 plough it and cross-plough it so frequently, give it so effec- 
 tual a summer fallow, and sow so much precious seed, and 
 promising so abundant a crop of all that is required for the 
 use and embellishment of life ?" " It is much easier to destroy 
 than to build up, and it is impossible to meet this question 
 with a direct answer. 
 
 By a reference to a former part of this report, and in the 
 scheme of the course of study exhibited for that purpose, the 
 Trustees will observe that the Committee have made as am- 
 ple provision for instruction in the physical sciences, and in 
 a professional direction, as was possible in the position in 
 which the College stands. But they propose to remove 
 those studies to a later period of College life, when the mind 
 will be prepared to receive them with more interest, and to 
 master them with more facility ; and at the same time they 
 propose giving an opportunity, to those who wish it, of enter 
 ing upon such studies at an earlier age. 
 
 The Committee desire to be clearly understood as setting 
 a high value on those studies which investigate the laws, pro- 
 perties, and uses of the material world, and which display, 
 in such wonderful variety, the wisdom and goodness of the 
 Creator : still, the grand contemplation of the systems of the 
 Universe, and the extreme accuracy required in minute 
 scientific research, find little sympathy in the youthful 
 mind ; and many of the philosophical experiments which ap- 
 pear to engage the attention of youth, interest them more as 
 an amusement than as a serious study. Nice critics, it is 
 true, may doubt whether an institution chartered " for the 
 
19 
 
 education of youth in the learned languages and liberal arts 
 and sciences," ought, legitimately, to push its instructions 
 far in this direction: but the construction given to its pow. 
 ers has so long prevailed, that we do not hesitate to recom- 
 mend those studies, at least to the extent reported to the 
 Board. 
 
 The Committee, in conclusion, and as a summary, beg to 
 state that they hope the time which they have given to the 
 long debated question of the best form of Public Education, 
 has not been, under present circumstances, misapplied. Al- 
 though it is a rare thing for such discussions to have either 
 the merit of novelty or of force, and still less frequently to 
 lead to practical results, they yet found it difficult entirely 
 to avoid thism; and if, in doing so, they have succeeded in 
 defining the essential obligations of the College, they believe 
 that there can be no very serious difference of opinion in re- 
 lation to the subordinate details. They have assumed, there- 
 fore, that they are to adhere to a system of education which, 
 while it regards as fundamental the right direction of the 
 conscience, and the habitual recognition, on a positive Chris- 
 tian basis, of an authority above all human will, gives the 
 greatest possible facilities for the proper cultivation of the 
 intellectual faculties as summarily defined in the Charter: 
 and they hold that the revenues of the College should be 
 carefully husbanded, and yet steadily applied, so that as 
 many as can be made partakers of the requisite instruction 
 may be admitted to its opportunities; and that the institution 
 should be made as beneficial as may be, not only to the in- 
 habitants of the State, but to all to whom we can present an 
 adequate attraction. 
 
 Admitting that the judicious disposition of tlie College 
 Green property would result in an income competent to sus- 
 tain twelve or fifteen professorships, the Committee could 
 not see how the result was to be avoided, that the body of 
 students thus contemplated should resolve itself, sooner or 
 later, into two, or perhaps three or more sections, each pur- 
 
20 
 
 suing, under ■well-considered rule, its appropriate curriculum. 
 We shall then afford to parents the much desired advantage 
 of a combination of two essential elements, which it is thought 
 should exist in a greater or less degree; option within au- 
 thorized degrees, and direction where option ceases to be safe. 
 In our country, where the convictions of the people, correctly 
 or not, are unequivocally in favor of some freedom of selec- 
 tion on the part of the student, or at least of his natural pro- 
 tector, it might be unwise to disregard the obligations which 
 these convictions involve. At the same time, it would be 
 equally indiscreet to defer too much to the soundest private 
 judgment, so as to allow the ever-encroaching pretensions 
 of that judgment to endanger the good working of a well- 
 digested system of definite instruction. 
 
 It is manifest how these general considerations led to the 
 proposal to establish, as soon as opportunity presented, two 
 or more schools, presenting such specific differences as invite 
 the fair exercise of choice, and yet do not transcend the lim- 
 its of a just discretion; giving to the new school a position 
 in which the liberal arts and sciences shall take a strictly 
 guarded lead, considering still the ancient languages as in- 
 dispensably required for the successful cultivation of almost 
 every form of useful or elevated truth; and finally again 
 combining the two for the more extended pursuit of learning 
 in an expanded form. 
 
 The Committee, in their anxiety to enrol in the matricula 
 of the College as large a number of pupils as possible, and 
 to send forth a numerous array of youth well grounded in 
 virtuous principles, and well instructed in sound learning, 
 have offered inducements which they hope will bring many 
 within its walls. They have omitted all provision for theo- 
 logical or medical studies, as best prosecuted in independent 
 institutions; and they have provided for an enlargement of 
 the course, as the means of the College may expand. But 
 let it not be forgotten that the means of the College are not 
 essentially larger now than they have been for many years 
 
21 
 
 past; and that the most judicious management will be requir- 
 ed to enable it to effect even the present enlargement. Let 
 no extravagant expectations be raised by vain and unfound- 
 ed comparisons of a private collegiate establishment with 
 the great public Universities in Europe, for such comparisons 
 are creditable neither to our information nor our intelligence, 
 and may inflict on the College a severe injury among a large 
 class of persons who know not how utterly inapplicable they 
 are. Let there not be disappointment if the number of the 
 students should not increase in proportion to the expectation 
 of sanguine minds; for it may be found, and your Committee 
 fear that it will be found, that the number of the students 
 will always be in an inverse proportion to the largeness of 
 the requisitions for admission, and to the difficulty of the 
 prescribed courses of study. Be this as it may, the Commit- 
 tee present their plan with a perfect conviction of the gener- 
 al correctness of the principles on which it is founded, and 
 they earnestly hope that, whatever may be the influence ex- 
 erted for that purpose, whatever may be the effect upon the 
 number of students, so long as a reasonable number can be 
 found, that the Trustees will never consent to lower the 
 standard of education: that Columbia College shall always 
 be a citadel of sound learning and lofty sentiments; and that 
 however insecure these may be in other quarters, here at 
 least they may be sure to find refuge and protection, until 
 time and truth shall, as they surely will, attest their excel- 
 lence; and that they here may be always found, ready to en- 
 lighten and to serve a world, which seldom clearly perceives 
 the true value of any object, until it has, for a time, expe- 
 rienced the evils of its al)sence. 
 
 WILLIAM BETTS, 
 HENRY JAS. ANDERSON, 
 JOHN KNOX, 
 HAMILTON FISH. 
 
 July 24, 1854. 
 
A^PPEISTDIX. 
 
 [A.l 
 
 H. E I» O H. T 
 
 Of a Committee of the Trustees of Columbia College, of their 
 progress in considering the subjects of the Removal of the College, 
 change in the Collegiate Course, and the establishment of a Uni- 
 versity system. 
 
 The undersigned to whom it was referred to " inquire 
 whether it is expedient to take any and what measures for 
 the removal of the seat of the College; and in the event of 
 such removal, whether any and what changes ought to be 
 made in the under-graduate course; and whether it would be 
 expedient to establish a system of university education in 
 addition to such under-graduate course, either in continuation 
 thereof or otherwise;" respectfully beg leave to report the 
 progress they have made in relation to the above subjects. 
 
 The subjects referred to the committee are these:' — 
 
 1. The removal of the College. 
 
 2. A change in the Collegiate Course. 
 
 3. The establishment of a university system. 
 
 The committee have approached the subjects with the se- 
 riousness, and considered them with the deliberation, which 
 their high importance demands; and although not prepared 
 to report fully on the second and third subjects of the ref- 
 erence, they feel it proper to report promptly the result of 
 their consultations on the first; and to ascertain the views 
 of the Trustees on this, as it is more or less connected with 
 the other subjects of their inquiry. 
 
23 
 
 The Committee are of opinion that the removal of the 
 College must take place at no distant day ; and they think 
 that the removal should be immediate. The reasons which 
 have brought them to that conclusion are as follows : 
 
 The Committee are persuaded that the present Academic 
 cotrse, for the reasons which they will hereafter state, should 
 be essentially modified, and that no efficient change can be 
 made while the College remains in its present situation and 
 position. The work which it now does is neither satisfac- 
 tory to the public, nor as thoroughly useful to the students 
 as its means should enable it to do. As it is situated, how- 
 ever, it could scarcely be made to do more ; and it is the 
 opinion of the Committee that a change in the locality would 
 arouse the slumbering energies, infuse life and vigor into it, 
 and thus promote the object now sought, of eventual im- 
 provement. 
 
 Besides this, the College Grounds in which the buildings 
 stand, and from which no revenue is derived, are supposed 
 to be of great value, and capable of producing an immediate 
 revenue of not less than $30,000 ; whereas full accommoda- 
 tions for the temporary use of the College and of the Faculty 
 can be procured for a sum probably not exceeding $15,000 ; 
 leaving an annual excess of $15,000 for immediate or pros- 
 pective application to an enlarged system of a sound and 
 liberal education. 
 
 The removal and preservation of the Apparatus will pre- 
 sent no difficutly; and arrangements may be made for the 
 disposition of the valuable but neglected library, which may 
 continue its advantages in an equal degree to the students. 
 
 The Committee have not lost sight of the consideration 
 that a large number of the students are brought from places 
 contiguous to its present position ; and that a removal to the 
 upper part of the city might be inconvenient for them ; nor 
 have they overlooked the observation that a certain degree 
 of pride is felt by the students and their parents in the aca- 
 demic recollections connected with the College as it stands ; 
 
24 
 
 but they think that the accession of students from a change 
 will equal the loss; and that the other considerations are 
 not of so great weight as to overbalance the latter reflection. 
 
 The Committee have had under consideration the relative 
 importance of placing the College Buildings, when removed, 
 on the Botanic Garden grounds : or of carrying them into 
 the country and isolating them at once, but they have not 
 sufficiently matured their views to present them to the Trus- 
 tees. 
 
 The Committee have stated above as one of the reasons 
 for removing the College, (whether immediate or eventual 
 the wisdom of the Trustees will determine,) that they would 
 explain why in their opinion a modification should take place 
 in the Academic course ; and although it might seem wise to 
 give more time for reflection on so momentous a subject, 
 yet there is so much evil in delay, and so much value in 
 promptness, that they determined to offer some suggestions 
 (requesting indulgence for more enlarged remarks, should 
 they think it necessary hereafter to offer them.) This, then, 
 brings them to the second subject committed to them. 
 
 2. A change in the Collegiate course. 
 
 The instruction of the College, covering the period of life 
 between boyhood and manhood, and forming the bridge by 
 which we pass from home into the world, is of most peculiar 
 importance. To the College is committed the mind of the 
 future Man, at this critical time ; and it is the mission of the 
 College, to use a modern but not unmeaning term, to direct 
 and superintend the mental and moral culture, and to form 
 the Man or the Mind. They are identical. " The mind is 
 the man and the knowledge of the mind. A man is but 
 what he knoweth." Moral and intellectual discipline, it is 
 agreed, is the object of collegiate education. The mere ac- 
 quisition of learning, however valuable and desirable in it- 
 self, is subordinate to this great work. Not only is this the 
 peculiar business of the College, but in the College alone 
 as a general rule can this work be performed. The design 
 
25 
 
 of a College is to make perfect the human intellect in all 
 its parts and functions; by means of a thorough training of 
 all the intellectual faculties to attain their full development; 
 and by the proper guidance of the moral functions, to direct 
 them to a proper exertion. To form the mind, in short, is 
 the high design of education as sought in a College course. 
 A Liberal Education has been well defined to be "An edu- 
 cation in which the individual is cultivated, not as an instru- 
 ment towards some ulterior end, but as an end unto himself 
 alone; in other words, an education in Avhicli his absolute 
 perfection as a man, and not merely his relative dexterity 
 as a professional man, is the scope immediately in view." 
 
 We cannot, however, conceal from ourselves, that, however 
 manifest and just this sentiment may seem to us, it does not 
 meet with universal sympathy or acquiescence. On the 
 contrary, the demand for what is termed progressive knowl- 
 edge, so loudly uttered, and for fuller instruction in what 
 are called the useful and practical sciences, is at variance 
 with this fundamental idea. The public generally, unaccus- 
 tomed to look upon the mind except in connection with the 
 body, and to regard it as a machine for promoting the pleas- 
 ures, the conveniences or the comforts of the latter, will not 
 be satisfied with a system of education in which they are 
 unable to perceive the direct connection between the knowl- 
 edge imparted, and the bodily advantages to be gained. For 
 this reason, to preserve in some degree high and pure edu- 
 cation and strict mental discipline, and to draw as many as 
 possible within its influence, we must partially yield to those 
 sentiments which we should be unable wholly to resist. 
 Your committee therefore think,, that while they would re- 
 tain the system having in view the most perfect intellectual 
 training, they might devise parallel courses, having this de- 
 sign at its foundation, but still adapted to meet the popular 
 demand. A judicious modification of the present College 
 course, aiming at thorough and harmonious instruction in the 
 Classics, Mathematics, Philosophies, and kindred branches 
 
26 
 
 in just proportions, may attain this object. And your com- 
 mittee think that experience, authority and reason admonish 
 us that we should not diminish, in the slightest degree, the 
 high value which has been placed on the right acquisition 
 of the Greek and Latin Classics. Other courses, as the 
 means of the College increase, may at the same time be in- 
 stituted; perhaps with different faculties and in different 
 halls; in some of which the mathematical element might be 
 more largely infused; in others the sciences directly and 
 practically useful for the purposes of daily life. The de- 
 tails of this plan the committee are not yet prepared to re- 
 port, and they ask for further time for that purpose; but 
 they have thought it proper to submit to the judgment of 
 the Trustees the proposition by which they suppose that the 
 College may preserve the paramount system of thorough 
 intellectual training, and still meet the demand for useful 
 professional or active learning. 
 
 3. .With regard to the establishment of a University 
 system in addition to the under-graduate course, the commit- 
 tee are not prepared to say more than that they regard it 
 favorably in such respects as it may be practicable; and they 
 hope that it may be in part reached by the plan suggested 
 by them. But they are admonished that this design is not 
 free from serious difficulties. The proposition to engraft 
 University education on the College courses has been agi- 
 tated in relation to the English Universities, and more es- 
 pecially in connection with Oxford; but hitherto without 
 any practical result. It has been thought, and your com- 
 mittee do not consider it inappropriate to repeat the sug- 
 gestion, that " this system in the first place has never yet 
 been properly sifted; that there has been a vague call for 
 some years for an expansion of the University in this direc- 
 tion, but nobody has gone below the mere surface of the 
 subject, by which was meant one man saying what he heard 
 another say: and the public intelligence has stopped at that 
 idea, instead of pushing on into the solid interior of the 
 
27 
 
 question. The University, it was observed, had little chance 
 of any large accessions from the great professional and trad- 
 ing body, simply for this reason that this body could not 
 afford the time for a prolonged general education; but an 
 accession from the higher portions of this body, if proper 
 concessions were made, did not seem impossible." The Com- 
 mittee, however, are not discouraged at the slow progress or 
 fruitless attempts of these learned bodies. They do not des- 
 pair of arriving at some means for the advancement of learn- 
 ing beyond the usual point of a Collegiate or Gymnastic 
 course. The Medical and Theological Schools have here 
 already done much, perhaps all that can at present be done 
 in that direction; but for the profession of higher jurispru- 
 dence, and for the practical sciences in all their variety, the 
 door is yet open, and possibly much may be done by the 
 College in advancing a knowledge of those branches. The 
 Committee simply report this subject as having engaged 
 their attention, but they reserve further observations for a 
 future occasion; and they offer the foregoing suggestions to 
 the Board with the hope that the thoughts of the Trustees 
 may be brought to these points, and that they may be guided 
 and enlightened in their future deliberations by the senti- 
 ments and reflections which this partial report may educe 
 from the several members of the Board. 
 
 For the purpose of ascertaining the opinion of the Board 
 of Trustees on the first proposition, the Committee have 
 prepared some resolutions, which they present in connection 
 with this subject. 
 
 WILLIAM BETTS, 
 HENRY JAS. ANDERSON, 
 HAMILTON FISH. 
 
 New York. Nov. 2, 1853. 
 
28 
 
 Resolved, That it is expedient that the College shall be 
 removed from its present locality with all reasonable dili- 
 gence. 
 
 Resolved, That a committee of be appointed to inquire 
 whether suitable accommodations can be procured in the 
 upper part of the city for a chapel and lecture rooms, and 
 for its library and apparatus; so that its removal may take 
 place at an early period in the ensuing spring or summer. 
 
29 
 
 [B.] 
 
 The committee on the College Course respectfully beg 
 leave to report to the Trustees the progress which they are 
 making in their inquiries, and in the subjects generally en- 
 trusted to them. On the 22d of March, 1854, they addressed 
 to each Professor of the Faculty a circular, a copy of which 
 is hereto appended, marked [a,] accompanied with a copy of 
 the resolutions of the Board of Trustees, a copy of which is 
 hereto appended, marked [b] ; and a copy of the scheme or 
 outline of a Collegiate Course, with the addition of the 
 studies usually called University studies, which scheme is 
 under the serious consideration of the committee, was read 
 to the Board of Trustees on the 6th day of March, 1854, 
 without being formally reported, a copy of which is hereto 
 annexed, marked [c] 
 
 The committee further report that they received answers 
 from Professors McVickar, Renwick, Drisler, Hackley and 
 Schmidt, and that the said answers were submitted to the 
 President on the third day of April ultimo, pursuant to a 
 resolution of this Board of that date, and that they have 
 not yet received his reply. 
 
 They further report that a circular, as before mentioned, 
 with the accompanying papers, was transmitted a few days 
 since to Professor McCulloh. 
 
 They further report that it is important that all the mem- 
 bers of the committee shall have an opportunity of deliber- 
 ately examining the various suggestions made to them, and 
 it may be of consequence to the interests of the College 
 that the whole or some part of the communications made to 
 them, and of their proceedings, should be printed; and they 
 suggest to the Board the propriety of making an appropri- 
 ation for that purpose. All which is respectfully submitted. 
 
 WILLIAM BETTS, 
 JOHN KNOX, 
 HENRY JAS. ANDERSON. 
 
 Nkw York, May 1, 1854. 
 
30 
 
 [a.] 
 
 Mw York, March 22, 1854. 
 To the several Members of the Faculty of Columbia College. 
 
 Gentlemen : — Herewith I transmit to you a copy of the 
 Resolutions of the Board of Trustees of this College, passed 
 on the 6th of March instant, which were withheld until the 
 committee on the College Course should meet. 
 
 The committee have met this day, and decided to lay be- 
 fore you a plan which is under their serious consideration 
 for enlarging the course of study of the College, and in- 
 creasing, as they hope, its usefulness. The committee will 
 feel obliged if each member of the faculty will communicate 
 in writing such suggestions and details in connection with 
 this important subject as may occur to him, not only in con- 
 formity with the plan suggested, but with any other scheme 
 which may tend to the improvement of Collegiate Education, 
 
 The Committee will meet at the President's room on Mon- 
 day, the 3d of April next, and will be glad to receive any 
 communications on the above subject. 
 
 I am, very respectfully, your obedient servant, 
 
 WILLIAM BETTS, Ch'n. 
 
 [b.] 
 COPY OF THE RESOLUTIONS. 
 
 " Resolved, That in view of the approaching necessity of 
 dividing and redistributing the duties of the existing Chairs, 
 including the one now vacant, the subjects intrusted to those 
 Chairs, their titles, hours of attendance, and modes of com- 
 pensation be considered as necessarily held ad interim, and 
 liable to modifications to take effect at no distant day. 
 
31 
 
 "Resolved, That in furtherance of the proposed modifica- 
 tions, the Professors be invited to present to the Committee 
 on the Course such improvements in the College plan of 
 Education as they, in the exercise of their discretion, may 
 deem it proper to suggest, and that the Committee be au- 
 thorized to address to the Professors such questions in rela- 
 tion to the College Course as it may be thought advisable 
 to propose." 
 
 [c] 
 OUTLINE OR SCHEME OF A COLLEGIATE COURSE, 
 
 WITH THE ADDITION OF THE STUDIES USUALLY CALLED UNIVERSITY STUDIES. 
 
 The Classical Course, as now in use, to be preserved, with 
 the alterations and modifications mentioned below. A co- 
 ordinate Scientific Course, with due regard to Classical and 
 Ethical instruction. 
 
 The principle of the present College Course, as far as at- 
 tainment is concerned, &c., before a Degree of A.B. shall be 
 conferred, to be retained, and applied to both the above 
 Courses, as mentioned below. 
 
 I. 
 
 The Classical Course, as at present established, to be sub- 
 stantially preserved for three years; that is, the Freshman, 
 Sophomore and Junior, with adaptations, however, to the 
 future studies, both sub-graduate and post-graduate of the 
 College. 
 
 The Co-ordinate mainly Scientific Course to occupy two 
 years, and a third when the demand shall justify it. 
 
 The requisites for admission into this Course to be so 
 regulated that the attainments of the attendants upon this 
 Course at the end of two years, and upon the Classical 
 
32 
 
 Course at the end of three years, will equally qualify the 
 students for admission into the Senior or Graduating Class. 
 
 At the end of the Classical Term of three years, and of 
 the Scientific Term of two years, a certificate of proficiency 
 to be given, in Arts, or in Science, as the case may be, which 
 will entitle the students to admission to the studies of the 
 concluding year. 
 
 At the end of the studies of this concluding, or Senior 
 year, the degree of A.B. shall be conferred on those stu- 
 dents who m.ay be found deserving Of it. The studies of 
 this year shall be conducted in one of the three Schools 
 or Departments now to be described. 
 
 II. 
 
 After the three-year Classical, and probably two-year 
 Scientific Course, the Course of Study shall be divided into 
 three Schools or Faculties, the studies in one of which, for 
 the first year of the Departmental Studies, (being the same 
 as the present Senior year, and to continue to be called the 
 Senior year,) shall be required for the Degree of A.B. for 
 those who have pursued the Classical Course, and for the 
 Degree of Bachelor of Science for those who have pursued 
 the Scientific Course. 
 
 These Schools or Faculties shall be, 
 
 I. A School or Faculty of Philosophy or Philology^ com- 
 prising * * * 
 
 II. A School or Faculty of Jurisprudence and History, 
 comprising * '-^ * 
 
 III. A School or Faculty of Mathematical and Physical 
 Science, comprising * * '''' 
 
 The studies of the three Schools or Faculties to be dis- 
 tributed throughout three years, the first year of which will 
 require, on the part of the student, fifteen hours per week 
 of recitation, excepting vacations. 
 
33 
 
 A less number of hours per week, perhaps ten, will be re- 
 quired in the second and third year, which two years com- 
 prise the post-graduate course. 
 
 Students may be admitted into either of the three Schools 
 or Faculties upon examination, without having- been con- 
 nected with the College. 
 
SUGGESTIONS OR HEADS OF A PROPOSED 
 STATUTE, 
 
 As reported in eifect to the Trustees on the 24th July, 
 1854, to carry out the principles of the committee on the 
 enlargement of the College course and the introduction of 
 University Studies, &c. 
 
 The Statute to go into effect -in October, 1855, or at such 
 other time as the Board may direct. 
 
 After the new statute shall go into effect, the course 
 of study for the • Classical course to be substantially the 
 same as now contained in chapter three of the present stat- 
 utes, to the end of the Junior year, with the exception gen- 
 erally of the introduction of the study of Modern History and 
 the elements of Physical Geography in the Freshman year, 
 and of Modern History with Geography and Chronology in 
 the Sophomore year. The German language to be trans- 
 ferred. 
 
 In the Mathematical department, the studies of the Soph- 
 omore classical year to be Plane Geometry, Plane Trigo- 
 nometry, Solid Geometry, and Spherical Trigonometry; and 
 in the Junior classical year, Analytical Geometry and the 
 elements of the Differential and Integral Calculus. 
 
 In Natural Philosophy in the Sophomore classical year, 
 the elements of Natural Philosophy, and 
 
 In the Junior classical year, Heat, Light, Electricity, 
 Magnetism. 
 
35 
 
 In relation to the Sophomore year of the Co-ordinate 
 course, 
 
 Analytical Geometry and Trigonometry of two and three 
 dimensions, with their applications. 
 
 Natural Philosophy, including laws of heat, light, electri- 
 city and magnetism, elements of Inorganic Chemistry, la^ 
 boratory exercises, analyses. 
 
 In relation to the Junior year of the Co-ordinate course, 
 
 Differential and Integral calculus, and calculus of varia- 
 tions: Practice of the calculus; Civil Architecture and con- 
 struction; and Civil Engineering, illustrated by drawings 
 and models, explained on working engines when possible. 
 
 Elements of Organic Chemistry, Chemistry applied to the 
 Arts; Metallurgy, Agricultural Chemistry. 
 
 A due proportion of classical, rhetorical and historical 
 studies, with the German, to an extent compatible with the 
 prosecution of the above. 
 
 After this period, the studies to be prosecuted in the 
 three Faculties formerly recommended, to be the following: 
 
 FACULTY OF LETTERS. 
 
 Moral and Mental Philosophy, including an analysis of 
 the moral and intellectual powers; Esthetics, or the prin- 
 ciples of taste and art: the history of Philosophy; appro- 
 priate literature of the Greeks and Romans; Oriental and 
 modern languages, as far as possible; Comparative Philo- 
 logy- 
 
 FACULTY OF JURISPRUDENCE. 
 
 Modern History, Political Economy, the principles of 
 Natural and International Law; Civil and Common Law, 
 as far as possible; the writings of the Greeks and Romans 
 appropriate to the last three subjects. 
 
 FACULTY OF SCIENCE. 
 
 Mechanics and Physics; Astronomy; Chemistry and Min- 
 eralogy ; Geology and Palasontology ; Engineering, Min- 
 
LS. "^ °^ CONGRESS 
 
 36 ® 029 929 035 9 
 
 ing, and Metallurgy; Arts of Design; History of Science; 
 Natural History. 
 
 The studies to the end of the Senior year to be obligatory 
 or directory in the school selected; the schools, however, 
 to be optional. The studies of the two post-graduate years 
 to be at the option of the students, as indicated in the re- 
 port. 
 
 Such substantial privileges or advantages to be annexed 
 to the Master's Degree as the means of the College may 
 allow: some such provision being thought essential to secure 
 the successful working of the post-graduate course. 
 
 Provision likewise to be made for establishing rooms 
 and commons for students from a distance, with proper 
 rules of discipline.