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in doubt not, [li?] reformed, if
they knew how to do it, without
interfering with the fundamental
the system - which is that each student shall [elect?]
him a life of {elective [student?]}. {[illeg.]}
the studies to which he will [design?] himself
A [confusion?] with other colleges in
[fallacisns?] because they employ {} a
regular + uniform curriculum of study, +
it is easy + proper to adopt a gene-
ral standard of knowledge for
admission. But how can this be done at this University
In most other schools, as in there of Moral Philoso-
{each Student selects the school, he}
phy, Natural Philosophy, Chemistry, {the school}, Med-
{could attend in most [illeg.] [no?]}
icines + Law, no
Special [Selectionary?] institution
can be epxcted
{is [illeg.]} In the schools
where such [survives?] instruction
is [justifiable?], as in those of An-
cient languages, + Mathemat-
ics, especially, the necessary
knowledge is executed. When
a student wishes to learn Natural
Philosophy, why should he be expected
to posessess any
acquiantance with Latin or if

he [furpence?] to devote his attention
to Chemistry, why must he un-
dergo an examination [when?]
Mathematics/ The system of
electives studies which when the whole has [prove?[
so immensely beneficial, has there-
fore incident to it, + no fear in-
sefacably incident the draw-
back of tempting ill advised
young men to occasionallly to
contract in studies for which
they are unfitted by [special?[
discipline; and yet he greatly
[decides?] whether any instutiton
of learning, if any grade, in-
hibits a larger [suopection?] of
diligent + empowering students,
and [illeg.], we apprehend, so
many young men thoroughly in
stunted in the particular handles
of knowledge to which they have applied them-
selves.