The so-called "conservative view" denounced the concept of preparing its undergraduates for specific professional work and suggested a liberal education. In the Report, it says, the appropriate object of a collegiate education is to lay the foundation of a superior education. The ground work of a thorough education, must be broad, and deep, and solid. The two great points to be gained in intellectual culture are the discipline and the furniture of the mind; expanding its powers, and storing it with knowledge. The former of these is, perhaps, the more important of the two. What's more, it argued that there is no science which does not contribute its aid to professional skill. Classical curriculums have the function of disciplining people's mind since they have been passed down generation after generation and have survived from earlier times.
所谓的"保守派观点"谴责了试图将本科生培养为特定职业工作者的观点，建议实施自由教育。报告指出，大学教育的目标在于"为更高层次的教育奠定基础。这种卓越英才教学，必须是广博的、深入的、扎实的。在智力培养的过程中，尤为重要的两点，在于对心智的训练和教养。训练指扩展心理官能的力量，教养指要以知识来充实心灵。而前者或许是两者中更为重要的一点。另外，报告中认为，对所有科学的学习都有助于职业技能的训练，古典学科的知识世代相传，经历了时间的考验， 具有训练心智的独特功能。

In the following year, A. S. Packard wrote on North American Review to support the report, using "general education" to state the necessity of offering common courses in colleges. From then on，the term "general education" came into being in America.
《耶鲁报告》发表的第二年，A·S·帕卡德即在《北美评论》上发文表示支持，并提出"通识教育"的概念，陈述了大学开设基础课程的必要性。从那时起，"通识教育"一词正式在美国出现。
Yale Report is one of the most influential documents in the history of American higher education. It had influenced the education at Yale throughout the 19th century, and since many presidents and professors in southern as well as western colleges are Yale alumni, the report had also influenced them for dozens of years.
《耶鲁报告》是美国高等教育历史上最具影响力的文献之一。它不仅影响了耶鲁大学整个19世纪的教育，由于当时美国南方和西部许多大学的校长和教授都是耶鲁校友，这项报告也影响了其他大学几十年。
Despite the strength of the leaders of Yale University, reform of curriculum began to change by the end of the 19th century. However, discussions on the retention of classical curriculum have never stopped.
尽管耶鲁高层极力坚持自由教育，到19世纪末，课程改革还是不可避免地发生了。 然而，关于古典学科去留问题的讨论从未停止过。