guage; but it is very much for the interests of such a people, that a few among them should be able to read the primitive records of their faith in the original tongue. To seek to render the education given in colleges too practical, to adapt it too closely to the wants and opinions of the whole people, to give it the very form and pressure of the times, is wholly to mistake the object and appointed limits of these seminaries. It is to place them on the same footing with common schools. We do not say, to degrade them to the same level, because here is no question about rank or precedence. The difference is simply one of function. That large numbers now receive a college or university education is a fact, that may seem to contradict this theory. When considered by itself, it must be admitted, the number is large, and we are glad that it is so. But when viewed in reference to the whole population, when compared with the millions who receive only a school education, the number appears very small. Our position is, that the managers of these higher seminaries have no right to alter the quality or the quantity of the instruction given, for the mere purpose of increasing the number of pupils. The object of colleges and universities is, to give the best possible education to a few. The object of the common school system is, to give a good education to the greatest possible number.

We are ashamed to dwell on such obvious considerations; but the whole gist of the question about the new plan of studies in the College depends upon them. Hitherto, it has been the boast of Harvard College, and the leading principle of its management, to raise the standard of scholarship in the country; to increase the accuracy and the extent of the studies, which go to make up what is called a liberal education. And its efforts in this way have been eminently successful. The requisitions for admission to the Seminary have gone on constantly increasing of late years. The examinations at entrance have become more severe; a greater amount of preparatory studies is required, and greater thoroughness in those which were exacted before. Take the department of Greek, for instance. Students are now required, on admission, to write Greek prose with tolerable correctness, a point to which no attention was paid, even during the undergraduate course, till within ten years. The new and excellent Greek Reader" by Professor Felton will be required

after the next Commencement, and the quantity and difficulty of the extracts therein given will take six months more of study, than the manual by Jacobs, which is now in use. The studies after admission have been increased in a still greater ratio. New professorships have been established, and the range of former ones has been widely increased. Till very recently Civil History was hardly studied at all in the College. Now a course in it extends through the whole four years. Several branches of Natural History are taught, which were formerly neglected altogether. In fact, it would be easy to go through every department of instruction, and show a large increase of means and requisitions, that has taken place within a short period. Certainly, the effect of all these measures has not been to enlarge the number of undergraduates. Such a result was probably not contemplated by the movers of the improvements. The principal, if not the sole, object with them, was to raise the standard of a college education, and to this end their labors have been most effectual.

With this view of the past conduct of the institution, and this opinion respecting its legitimate objects, many of its friends saw with regret a resolution suddenly proposed, and hastily passed, for effecting a radical change in the course of studies; a measure avowedly supported, in great part, on the ground of its being a necessary concession to the belief of many persons, who do not perceive the practical utility of certain branches of instruction, and wish to see others substituted for them. We say, supported in great part on this ground; for, though the author of the "Remarks" argues at great length to show, that the results of this step will not be injurious, but rather beneficial, to the classical studies in the College, it is easy to see, that this consideration was a secondary one, and is now brought forward not as the original object of the measure, but in order to excuse and palliate it. The intent of making the change is directly and fully avowed in the beginning of the "Remarks"; to obtain the good will of a large class in the community, whose "countenance and patronage are all essential to the support" of the College, and who hold it a mere waste of time and labor for anybody to study Latin and Greek. In the remainder of the pamphlet, which is occupied with the argument to prove, that classical studies will be more effectually pursued and to a VOL. LIV. - NO. 114.

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greater extent on the voluntary system, than on the one previously in use, we cannot but consider the writer as endeavouring to convince himself, and as not succeeding very well in the task either. But, with the friends of classical learning, the whole question hinges upon this point, and we shall therefore briefly examine the reasoning and the facts, and endeavour to show why they are not conclusive.

The advantages of the new plan of classical studies must be tried in comparison with the one which existed in the College a year or two since, and which is still in force as to the Freshman class. Neither in the "Remarks," nor in the "Report" of the committee, is there any allusion to the system of dividing the classes into three sections according to proficiency, the study of Latin and Greek being carried on in each section independently of the others. Nor was this subject mentioned in the discussion before the Overseers, so far as we have heard; though it is easy to show, that all the advantages now claimed exclusively for the voluntary system belong also to this arrangement, and were actually experienced under its operation. On their admission to the College, the previous attainments of all the pupils being ascertained by the preliminary examination, they were arranged in three divisions, and instruction was given separately to each, their tasks being proportioned to their abilities. As often as there appeared occasion, individuals were transferred from one section to another, and thus pupils of equal diligence and ability were constantly classed together. This plan was introduced about eight years since, and was continued in force with all the classes for several years, with obvious and excellent effect. It excited no discontent; it removed all impediment to the progress of the willing and the ambitious; it saved others from being dragged forward with a rapidity beyond their strength or inclination; and it supplied a fresh stimulus to exertion in the prospect of being advanced to a higher section. An incidental advantage was perceptible in its effect upon the schools and academies, where students are fitted for college. Instructors saw that their reputation was at stake in securing for their respective pupils, not only free admission, but such a place in the divisions of the class, as evinced the comparative exactitude and completeness of their preparatory studies. It is in view of this good effect, probably, that the system is still retained as to the Freshman class. About two

years since it was given up as to the Sophomores and Juniors, to make way for still another plan, by which, the whole class appearing together at the exercise, and remaining there for a longer time, an opportunity was afforded to the Professors of giving more oral instruction, and thus uniting the advantages of a lecture with those of a simple recitation. We would call attention, in passing, to the fact, which appears from these statements, that the voluntary system now introduced makes the third important change in the mode of pursuing classical studies, that has been introduced into the College within eight years. We hope those persons, who are so anxious after reform and progress in our systems of education, will see in this fact some evidence, that the College is disposed to prove all things," as well as to "hold fast that which is good." For ourselves, having perfect confidence in the watchfulness and intelligence of the managers of the institution, and being satisfied of their anxiety to keep pace. with all the improvements of the day, we will merely hint, that too frequent alterations may do harm, as some confusion is always incident to their introduction, and the possibility of an evil result is enough to outweigh the prospect of a slight good.

We are here considering only that portion of the "Remarks," in which it is attempted to prove, that the volsuntary system is an improvement upon the one formerly in use, in respect even to the effect upon the study of Latin and Greek, so that the cause of classical learning will not be injured, but benefited by its introduction. Now, it is apparent, on the slightest consideration, that every one of the assumed beneficial effects, in this respect, of the new measure took place equally under the previous scheme, that of division according to proficiency. Able students were not kept back, feeble or indolent ones were not goaded on beyond their strength. Certificates might have been offered, — we believe they were, that the pupil had belonged to the advanced sections, and had pursued his studies to the furthest possible limit. Indeed, all the machinery, if it may so be called, of the new plan, — the rigid and prolonged examinations, the different certificates given, the variation in form of the usual College diploma, so that it shall indicate exactly the attainments of the student, is no necessary adjunct of the voluntary system, more than of any other. It is all appli

cable to the former arrangement; a large portion of it was actually thus applied. The examinations on the second plan above described, that whereby the whole class appeared together at the exercise, were made as severe and complete, as we believe to be practicable. They extended through several days; they were conducted both orally and in writing; the committee and the instructors took part in the work. To do more than this would be to worry both students and examiners with an interminable and intolerable task. In short, the only essential difference between the voluntary system and those formerly in use consists in the permission accorded by the new scheme, to any student who sees fit, to quit the department altogether. It behoves those who make the assertion we are now considering, that the classical standard of the College will be elevated by this change, to show that one student will probably make more progress, because his companion makes no progress at all. In order that A and B may become better scholars, it is not necessary that C and D should give up study altogether. If they recited together, if they were compelled to advance pari passu, there would be some truth in the assertion. But this course is not necessary, and was not adopted in the unexceptionable plan, which existed in the College for several years. That the instructor will be enabled to bestow more time and attention on the able and industrious scholars, if released from the charge of the feeble and the indolent, is certainly But we presume that this argument will not be pressed by the favorers of the plan, because it would be equally cogent in favor of a great extension of the system. It would prove, that one or two of the ablest pupils in each department should be selected, and all the means of the College be applied for their benefit, leaving the remainder of the class to act as they pleased. If the instructers are not numerous enough for the execution of their duties, their number should be increased. If the funds of the College will not admit of this, then the benefit of their instruction should be divided equally as far as it goes. So long as the institution retains any pupil in its embrace, it is bound to give him a full share of the advantages of the place. If his capacity be limited, and his application small, even more pains should be taken to make up for his deficiencies. Others will get on with less help.

true.