rows upon the
pupils and their guardians, of the comparative uselessness of the studies
to which they are consigned.

Let us examine the course of studies, as given from pages 8 to 14 of the
Report of the Board of Trustees for the year 1866, or from pages 24 to 28
of the Manual of the College.

The first observation which must strike the mind of every thinker is the
fact that the primary analysis--the main classification which has been
adopted of studies which ought to be framed to fit the students for
"complete living"--is one of "words," _i. e._, the tools of knowledge,
instead of knowledge itself. Or in the words of the Report: "There are two
courses of studies--ancient and modern--differing only in the languages
studied."

On examining the course for the introductory and freshman classes, a
feeling of astonishment must fill the mind at the marked want of wisdom by
which it was dictated, but which at the same time affords a sufficient
explanation for the abandonment of the College by its students.

Even if "_words_" ought to be the real object of education, it would be
supposed that English words would be more useful to a people whose
mother-tongue is English, than the words of any other language; yet the
students of the introductory and freshman classes of the ancient course
receive instruction _five hours a week through both terms in Latin and
Greek_, and _one lesson per week during one term in the English language_.
The students of the modern course substitute for Latin and Greek the
French and Spanish languages.

I purposely abstain from saying any thing as to the method of instruction,
which is the converse of that adopted by nature, and as a consequence
signally fails. This has been so forcibly put by President Barnard, of
Columbia College, that I need only refer the members of our Committee to
his essay on "Early Mental Training, and the Studies best fitted for it."

What steps are taken to familiarize the students of, say the freshman
class, with that great nature of which they form a part? What, for
instance, do they learn of the structure of their own bodies, and of the
means of preserving health? _One lesson a week_ is given on Physiology and
Hygiene, and that is all! The fear of making this letter too long compels
me merely to refer the Committee to pages 40 to 42 of Mr. Herbert
Spencer's chapter on "What Knowledge is of Most Worth," in his work on
Education, in farther illustration of this subject,