Abstract
The 1828 Report of the Course of Instruction in Yale College, a reaffirmation of the classical curriculum in American college teaching, is recognized as the definitive expression of the philosophy of liberal arts education as seen by nineteenth-century American scholars. Based on the theory of faculty psychology, the Report declared mental discipline to be the prime objective of a college education. While often interpreted as a defensive, conservative declaration, the Report nonetheless left room for the modernization of the college curriculum in an age of growing industrialization. This essay adds to the existing literature by pointing out how, in addressing the particular conditions of the new republican United States, the Yale authors went beyond the similar case argued in 1810 by Professor Edward Copleston of England’s Oxford University.
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The report appeared first in print asReport of the Course of Instruction in Yale College by a Committee of the Corporation and the Academical Faculty (New Haven: Yale College, 1828). My page references are to Silliman's journal (The American Journal of Science and Arts) in which it appeared as “Original Papers in relation to a Course of Liberal Education” in volume XV (1829): pp. 297–351. Excerpts may be found in Richard Hofstadter and Wilson Smith, eds.,American Higher Education: A Documentary History, volume 1 (Chicago: University of Chicago Press, 1961), pp. 275–291, in Theodore R. Crane, ed.,The Colleges and the Public, 1787–1862 (New York: Teachers College, 1963), pp. 83–99, and in Lester F. Goodchild and Harold S. Wechsler, eds.,ASHE Reader on The History of Higher Education (Needham Heights, Mass: Ginn Press, 1989), pp. 171–178. The report has been discussed in R. Freeman Butts,The College Charts Its Course: Historical Conceptions and Current Proposals (New York: McGraw Hill, 1939), pp. 118–125, George P. Schmidt,The Liberal Arts College: A Chapter in American Cultural History (New Brunswick, NJ: Rutgers University Press, 1957), pp. 55–58, Ralph Henry Gabriel,Religion and Learning at Yale: The Church of Christ in the College and University, 1757–1957 (New Haven: Yale University Press, 1958), pp. 98–108, Melvin I. Urofsky, “Reforms and Response: The Yale Report of 1828”,History of Education Quarterly, V (1965), 53–67, Brooks Mather Kelley,Yale: A History (New Haven: Yale University Press, 1974), pp. 162–166, Stanley M. Guralnick,Science and the Ante-Bellum American College (Philadelphia: American Philosophical Society, 1975), pp. 28–33, Frederick Rudolph,Curriculum: A History of the American Undergraduate Course of Study since 1636 (San Francisco; Jossey Bass, 1977), pp. 66–75, Wesley E. Vanderhoof, “New Doctrine and Old Discipline: New Haven Theology and the Yale Report, “Ph.D. dissertation, State University of New York at Buffalo, 1985, Jack C. Lane, “The Yale Report of 1828 and Liberal Education: A Neorepublican Manifesto,”History of Education Quarterly, XXVII (1987), 325–338, Frederick Rudolph,The American College and University: A History (Athens: University of Georgia Press, 1990), pp. 130–135, Herbert M. Kliebard,Forging the American Curriculum: Essays in Curriculum History and Theory (New York: Routledge, 1992), pp. 7–11, Paul Mattingly, “The Political Culture of America's Antebellum Colleges,”History of Higher Education Annual (1997), 85–89, David B. Potts' essay in Roger L. Geiger, ed.,The American College in the Nineteenth Century (Nashville, TE: Vanderbilt University Press, 2000) pp. 39–40, and Caroline Winterer,The Culture of Classicism: Ancient Greece and Rome in American Intellectual Life, 1780–1910 (Baltimore: Johns Hopkins University Press, 2002), pp. 48–49. In myThe Once and Future School: Three Hundred and Fifty Years of American Secondary Education (New York: Routledge, 1996), pp. 27–39, I have discussed theReport's significance for American secondary education.
B.M. Kelley,Yale: A History, p. 162.
Bruce A. Kimball,Orators & Philosophers: A History of the Idea of Liberal Education, (New York: Teachers College Columbia University, 1986), pp. 111–123, 150–152.
Meyer Reinhold, “The Silver Age of Classical Studies in America 1790–1830” in: idem, Meyer Reinhold,Classica Americana: The Greek and Roman Heritage in the United States (Detroit: Wayne State University Press, 1984), pp. 174–203.
Quoted in Samuel Eliot Morison,The Founding of Harvard College, (Cambridge, MA: Harvard University Press, 1935), p. 432.
Pierre Bourdieu, “Systems of Education and Systems of Thought,”International Social Science Journal, XIX (1967), quoted from reprint in Earl Hopper, ed.,Readings in the Theory of Educational Systems (London: Hutchinson University Library, 1971), p. 162.
J.C. Lane, “The Yale Report of 1828 and Liberal Education: A Neorepublican Manifesto,” 336–337.
Henri-Irénée Marrou,The History of Education in Antiquity (New York: Sheed and Ward, 1956), p. 223 (=Idem, Henri-Irénée MarrouHistoire de l'éducation dans l'antiquité, 6th ed. [Paris: Éditions du Seuil, 1965], p. 331).
For the description of Yale's curriculum I have relied heavily on B.M. Kelley,Yale: A History, p. 156–160, and, to a lesser degree, on John C. Schwab, “The Yale College Curriculum, 1701–1901,”Educational Review, XXII (June 1901), 1–17.
John F. Fulton,Benjamin Silliman, 1779–1864: Pathfinder in American Science (New York: Henry Schuman, 1947), pp. 160–161.
Chandos Michael Brown,Benjamin Silliman: A Life in the Young Republic (Princeton, NJ: Princeton University Press, 1989), pp. 137–138 and B. M. Kelley,Yale: A History, p. 161.
George William Pierson,Yale: An Educational History, 1871–1921 (New Haven, CT: Yale University Press, 1952), p. 37.
“Original Papers”, p. 300.
Ezra Stiles,Plan of a University: A Proposal Addressed to the Corporation of Yale College, 3 December 1777 (New Haven: The Fellows of Pierson College, 1953).
“Original Papers,” p. 299.
B.M. Kelley,Yale: A History, pp. 134, 135.
C.M. Brown,Silliman, p. 129.
C.M. Brown,Silliman, p. 135.
Rachel Laudan,From Mineralogy to Geology: The Foundations of a Science, 1650–1830 (Chicago, IL: University of Chicago Press, 1987), p. 21.
Cf. C.M. Brown,Silliman, p. 204.
“Original Papers”, p. 300.
F. Rudolph,Curriculum, p. 86.
William S. Tyler,A History of Amherst College ... from 1821 to 1891 (New York: Frederick H. Hitchcock, 1895), pp. 64–65.
W.S. Tyler,A History of Amherst College, pp. 66–67.
“Original Papers”, p. 319.
“Original Papers”, p. 311.
See J.C. Lane, “The Yale Report of 1828 and Liberal Education: A Neorepublican Manifesto”, 325–338, for the argument that the Yale Report was not a “reactionary plea”, but “a conservative effort” to preserve tradition while, at the same time, adapting it to “the needs of an expanding entrepreneurial society.”
For a survey of German influences on American colleges and universities see Hermann Roehrs,The Classical German Concept of the University and its Influence on Higher Education in the United States, Heidelberger Studien zur Erziehungswissenschaft, 45 (Frankfurt am Main: Peter Lang, 1995) (=Röhrs, Hermann,Der Einfluss der Klassischen deutschen Universitätsidee auf die Higher Education in Amerika [Weinheim: Dt. Studien-Verl. 1995]), the Section on “The German Influence on Higher Education” in Henry Geitz, Jürgen Heideking and Jurgen Herbst, eds.,German Influences on Education in the United States to 1917 (Cambridge: German Historical Institute and Cambridge University Press, 1995), pp. 195–287, and myThe German Historical School in American Scholarship: A Study in the Transfer of Culture (Ithaca, NY: Cornell University Press, 1965).
F. Rudolph,Curriculum, pp. 76–79, 81–83.
“Original Papers”, p. 315.
“Original Papers”, p. 316.
“Original Papers”, p. 313.
P. Bourdieu, “Systems of Education,” 170.
Histories of English university education in the 19th century that provide excellent background information on the issues raised by Copleston and the Yale Report are M. Brock and Mark Curthoys, eds.The History of the University of Oxford, VI:Nineteenth Century Oxford I: 1801–1870 (Oxford: Oxford University Press, 1997) and Sheldon Rothblatt,Tradition and Change in English Liberal Education: An Essay in History and Culture (London: Faber and Faber, 1976.)
B.A. Kimball,Orators & Philosophers, passim, and pp. 37–38, 165.
John Henry Cardinal Newman,The Idea of a University (Notre Dame, IN: University of Notre Dame Press, 1960), p. 134.
B.A. Kimball,Orators & Philosophers, p. 126.
“Original Papers”, p. 315.
Edward Copleston,Reply to the Calumnies of the Edinburgh Review Against Oxford, Containing an Account of Studies Pursued in that University, 2nd ed. (Oxford Cooke, Parker, and Mackinlay, 1810), pp. 132–133.
E. Copleston,Reply to the Calumnies, pp. 132–133.
E. Copleston,Reply to the Calumnies, p. 132.
E. Copleston,Reply to the Calumnies, p. 149.
E. Copleston,Reply to the Calumnies, p. 146.
E. Copleston,Reply to the Calumnies, p. 151.
E. Copleston,Reply to the Calumnies, p. 177.
E. Copleston,Reply to the Calumnies, pp. 151, 154–155.
“Original Papers,” p. 300.
“Original Papers,” pp. 328–330.
“Original Papers,” p. 337.
“Original Papers,” p. 344.
“Original Papers,” pp. 350, 351.
“Original Papers,” p. 345.
“Original Papers,” p. 323.
“Original Papers,” p. 323.
“Original Papers,” p. 300.
“Original Papers,” p. 303.
“Original Papers,” p. 300–301.
Sheldon Rothblatt,Tradition and Change in English Liberal Education, p. 130.
Peter Slee, “The Oxford Idea of a Liberal Education 1800–1860: The Invention of Tradition and the Manufacture of Practice,”History of Universities, VII (1988), 66.
For the Yale Report as a forward-looking document see J.C. Lane, “The Yale Report of 1828 and Liberal Education: A Neorepublican Manifesto,” 325–338.
“Original Papers,” p. 301.
F. Rudolph,Curriculum, p. 75.
B.A. Kimball,Orators & Philosophers, p. 152.
“The great retrogression” is the title of a section in Richard Hofstadter and Walter P. Metzger,The Development of Academic Freedom in the United States (New York: Columbia University Press, 1955).
J. C. Lane, “The Yale Report of 1828 and Liberal Education: A Neorepublican Manifesto,” 335.
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Herbst, J. The Yale report of 1828. Int class trad 11, 213–231 (2004). https://doi.org/10.1007/BF02720033
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DOI: https://doi.org/10.1007/BF02720033