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Improvements in Instruction and Buildings.

From the year 1800, the college was continually gaining ground, instruction was given by highly respectable professors, the classes increased, and its funds were enriched, by grants from the legislature, while its land in the city became more valuable. In 1809, an important change was begun in the system of instruction, which may be considered as the commencement of a new era in the literary character of the institution. The requisites for admission to the college were raised much higher, and a new course of study, and system of discipline were established, for elevating the standard, and extending the course of college education. This has since undergone some important modifications; but it still remains the basis of the existing plan of study and system of discipline.

The Medical school of Columbia College was discontinued in 1813, in consequence of the establishment of the College of Physicians and Surgeons in the city.

The ravages of time and war reduced the college buildings to an unsightly and ruinous condition.' 'In 1817, the trustees entered upon a thorough repair of the old edifice, and the erection of additional buildings. Before the expiration of the year 1820, the alteration and improvements were completed, and the principal edifice now appears as in the engraving above. At the same time, improvements were made in the interior concerns of the Seminary,

Present Plan of Instruction.

149

the usefulness and respectability of which, were afterwards farther increased by the re-establishment of the professorships of Law, and of the Italian and French languages and Literature. In 1827, the Grammar School was revived, and a new building erected in the rear of the college for its accommodation.

'On the death of Dr. Harris, the Hon. Wm. A. Duer, the sixth president of this institution, was appointed, and entered on the duties of his office in 1830. In the same year, a literary and scientific course was opened, and persons were admitted to the privileges of the college without being expected to pursue classical studies, or undergo an examination for the literary honors of the institution. Free scholarships were also established by the bounty of the trustees, the nominations to which were vested in each of the religious denominations of the city, and in its leading institutions for the promotion of knowledge; and the professors were authorized to deliver public lectures at extra hours. 'At the same time, the Grammar School was reorganized, the number of instructors increased to nine, and a junior department established; so that the pupil can be received as soon as he can read the English language, and be conducted through the various branches of the institution to the period of his graduation, in one uniform system of instruction.'

The present general course of instruction in the college may be considered as three-fold, viz. ;

1. The Full Course, including every branch of collegiate study, but forbidding all professional pursuits and studies, and entitling the successful student to the degree of Bachelor of Arts.

2. The Literary and Scientific Course, which excludes the study of Ancient Languages, but includes that of the Modern, and admits the pursuit of professional studies. A College Testimonial is conferred by a vote of the Board of Trustees on the successful student in this course.

3. The Voluntary Course, requiring no matriculation, and limited solely by the wishes of the parents or the applicants, as to its duration and extent. It admits of a higher course of instruction in the Greek and Latin languages, and is capable of being rendered consistent, not only with professional, but even with mercantile and mechanical employments.

The course of classical studies is an object of special attention in Columbia College, and is said to be conducted in a manner more thorough and accurate, than in most of our literary institutions; and the great national subject of Constitutional Law is made a part of the course. We hope the reproach of superficiality in classical attainments, and of utterly neglecting our own political institutions, will soon be wiped away from all our colleges.

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Obstacles to Collegiate Intercourse.

Columbia College is now under the direction of a faculty consisting of the President and ten Professors, comprising names which rank high in the annals of American Science and Literature. It contained the last year about one hundred students. Among its former graduates, the names of Livingston, Jay, Morris, Johnson, &c. would adorn the catalogue of any institution; and the names of Griffin, Bruen, and Eastburn, are not less valuable testimonials to its recent influence.

DIFFICULTIES AND REQUISITES IN COLLEGIATE INTERCOURSE.

(Communicated for the Annals of Education.)

[We now publish the concluding remarks of our correspondent, on the intercourse in colleges; and we think no instructor can read them without deriving some useful hints, even if he does not agree with the writer on all points.]

IN two preceding articles, we have described the nature of the intercourse which should exist between instructors and pupils in our colleges. We observed that it should be based on mutual confidence, that it should be a free, courteous and christian intercourse. We remarked that the intercourse in recitations was also highly important, that much might be done there to secure influence over the student. But we are obliged to admit, that there are obstacles to this intercourse, to some of which we will advert.

We will merely mention the fact, that the students of our colleges are generally of an age which is impetuous and impatient of restraint, monitoribus asper,'-and at the same time requiring, almost as much as any other, watchful oversight, and wise counsels; and remark in the first place, that the spirit of emulation, which has been much, and we think unduly fostered, in our literary institutions, presents a serious obstacle to the cultivation of such an intercourse. It has operated to make it disreputable in the college community to seek intercourse with the officers. To consult his instructors in regard to his studies, subjects the student to the suspicion of using undue methods to promote his private interest, and he runs the risk of being branded with no very desirable epithets. Preposterous as this state of feeling is in regard to the plainest duty of the student, it nevertheless requires no little moral courage in a youth to contemn the obloquy, and to avail himself of the advantages which might be derived from the counsel and assistance of his instructors. We are rejoiced to believe, that within a few years, this absurdity has sensibly lost its power.

Requisites in Instructors.

151

Another serious obstacle to the influence which other teachers may acquire over their charge, is the fact, that the youth in our colleges live by themselves. They are excluded, in a great measure, many of them entirely, from other society, especially from the influences of domestic life. This circumstance gives increased power, and more favorable opportunity, to the ill-disposed, and weakens the influence of the good. Less heed is given to the proprieties of life than elsewhere. Indeed, we know of no surer way by which the principles of a courteous, manly demeanor may be broken down, and rude and boisterous manners be acquired, than to send a youth to live within college walls. We have no doubt that much of the irregularity which occurs in our colleges, inay be ascribed to this circumstance. Who does not perceive that influences must exist in such an assemblage, unfriendly to salutary restraint? An 'esprit du corps' always prevails, which, in the absence of unceasing vigilance and unwearied assiduity, may effectually counteract all the weight of the moral influence and authority of the faculty.

These are serious obstacles to the intercourse which it is exceedingly desirable should be maintained between the officers and students in our colleges. Still they must be met. They will not be entirely removed, but they may be neutralized in a great measure. To this end, it is a duty incumbent on instructors to make this subject a matter of special attention. They should regard the means of acquiring a moral influence over their pupils of as much consequence, as the best apparatus of instruction. The time is coming, and indeed has already arrived, when a talent for guiding youth will be thought scarcely less important in a teacher, than intellectual power or attainments. Before dismissing this subject, then, we will offer a few brief suggestions on the method of cultivating such an intercourse as we deem of the greatest importance.

The first, and an essential requisite to such an intercourse, is a knowledge of human nature. We cannot influence our fellow men without knowing the secret springs of action in the human breast, and being well acquainted with the peculiarities of disposition and temper of those whom we would influence. It is, therefore, manifestly incumbent on the instructor to study the human heart to discover, if he can, the avenues by which he may gain access to its secret chambers. He who has a quick perception of character, will be spared the mistakes which are continually occasioning difficulty to an inexperienced or ignorant teacher.

A second requisite is, a deep interest in the business of instruction. We know of nothing so likely to promote a free interchange of opinions and sentiments between an instructor and his pupils, as zeal in the business of instruction. A zealous teacher will

152

Interest.-Sense of Responsibility.

awaken sympathy, and excite ardor, in the minds with which he comes in contact. It is well known, that a taste may be formed and cultivated for teaching, as well as for other things. If, then, an instructor perceives in himself a deficiency in this respect,-if teaching is to him a drudgery,—it should be a question with him, whether his duty to his pupils and to the community, does not require him to resign his station.

Another requisite in the instructor is, a personal interest in his pupils. He may be faithful and successful, as a teacher merely, and yet never manifest any peculiar interest in his pupils out of the recitation room. But in such a case, he has discharged, in our apprehension, but half of his duty. They have strong claims upon his sympathy and tender regard. They will never come to him of their own accord, and prefer these claims. He must make the first advances; and when this is done in the spirit of kindness and with sincerity, he will most commonly meet with the return he desires. He should cultivate this personal interest in those who are under his charge, as a sacred obligation; always remembering that every student is an object of affection and deep solicitude somewhere, though he may not, at first, commend himself to his special regard.

The last requisite in the teacher, which we shall mention as essential to the existence of such an intercourse as we would see in all our seminaries of learning, is a deep sense of responsibility in regard to the moral and religious character of the youth under his care. If he possesses this, he will exert himself to establish such relations between himself and his pupils, as will enable him to exercise over them the control of a faithful guardian, and an affectionate friend. If the instructors in our colleges could enter the paternal dwelling from which a beloved youth has been sent, with much fear and trembling, into the midst of the temptations of college life, and could hear the earnest prayers which ever follow that youth, and witness the deep solicitude there felt, that those who are now to him in the stead of a parent, may discharge their duty faithfully-if they appreciated the relation which they sustain to the community as the guardians of those on whom will essentially depend the interests of morality and religion as well as sound learning, and would open their eyes to the cloud of supplications which continually ascends to Heaven for a blessing upon our institutions of learning, they would then, without fail, attach that importance to this subject which it deserves.

In relation to this subject, an important duty devolves upon parents, and teachers in our preparatory schools. Much may be done by giving the youth who resort to our higher institutions, correct views of the relations and duties which belong to them in their