was well adapted to the condition of the country at a time, when schools, even of the inferior kind, were scarce, and it was desirable to effect much at as little expense as possible. At a subsequent period, however, this complexity of arrangement operated to the disadvantage of the higher branch of the seminary, both by taking away that unity of object, which in this, as well as all other pursuits, is essential to the greatest success, and by producing on the public mind an impression, that the whole institution was calculated rather for primary instruction than for completing the education of youth.
In the collegiate department was a grammar school, in which boys were taught the rudiments of the learned languages, previously to their entrance into the regular classes of the college. Of these classes there were only three, the freshman, junior, and senior; and the term of study was confined to the same number of years. Experience has shown that this period is too short for the attainment of the requisite knowledge by youth of ordinary abilities and industry; and, in the competition which afterward arose among the numerous colleges of this country, the arrangement was injurious to the interests of the school of Philadelphia. But, at first, no disadvantage was experienced, and, perhaps, the prospect of a speedy completion of the preparatory studies, tended to favour its success at a time, when it was necessary for young men to commence the business of life at as early a period as possible.
The college and academy were under the immediate direction of a faculty, composed of the professors, of whom the principal had the title of provost, and the second in authority, that of vice-provost and rector of the academy. The professors, five in number, were assisted, when necessary, by ushers, who were possessed of no authority in the government of the institution. The duties of the faculty, were to
