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JOURNAL.
-
JOURNAL
OF THE
PROCEEDINGS OF A CONVENTION
OF
LITERARY AND SCIENTIFIC GENTLEMEN,
HELD IN THE
}
COMMON COUNCIL CHAMBER
OF THE CITY OF NEW YORK,
OCTOBER, 1830.
New Work ;
JONATHAN LEAVITT AND G. & C. & H. CARVILL.
William A. Mercein, Printer, No. 240 Pearl-street. corner of Burling Slip.
1831.
No longer the property of
Columbia University
SOUTHERN DISTRICT OF NEW YORK, ss.
Be it Remembered, That on the 23d day of November, A. D. 1830, in the
55th year of the Independence of the United States of America, JOHN
DELAFIELD, of the said District, hath deposited in this office the title of a
book the right whereof he claims as author in the words following to wit:
“ Journal of the proceedings of a Convention of Literary and Scientific
gentlemen, held in the Common Council Chamber, of the city of New York,
October 1830.
In conformity to the Act of Congress of the United States, entitled “An
Act for the encouragement of Learning, by securing the copies of Maps,
Charts, and Books, to the authors and proprietors of such copies, during the
time therein mentioned.” And also to an Act, entitled "An Act, supplemen-
tary to an Act, entitled an Act for the encouragement of Learning, by securing
the copies of Maps, Charts, and Books, to the authors and proprietors of such
copies during the times therein mentioned, and extending the benefits thereof
to the arts of designing, engraving, and etching historical and other prints."
FRED. J. BETTS,
Clerk of the Southern District of New York.
10-1907
13.J?
PREFACE.
hours
bernama
In the month of September last, the friends of
the University of the city of New York, believing
it to be desirable, and that it would prove highly
gratifying to all who felt an interest in the impor-
tant subject of educationthat a meeting should
be convened, of literary and scientific men of
our country, to confer on the general interests of
letters and liberal education, and to interchange
opinions on these most interesting topics :-they
appointed a committee with powers, to invite as
far as practicable, the attendance of such indivi-
duals, on behalf of the University.
Aimee
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The committee appointed, was composed of the
Rev. James M. Mathews, the Rev. Jonathan M.
Wainwright, the Hon. Albert Gallatin, and John
Delafield, Esq.
This committee issued the following Circular,
addressed to the heads of colleges, and to such
252923
6
gentlemen as it was supposed could without much
inconvenience, attend the Convention from a dis-
tance.
New York, 25th September, 1830.
SIR,
The establishment of a University in the city
of New York, has for some time occupied the
attention of our citizens, and an amount of means
is now pledged to the object, which will place the
Institution at its commencement, on a liberal
foundation.
In contemplating the various plans, by which
the University, as well as other seminaries of
learning in our country, might best promote their
common cause, it has been thought, that a meeting
of literary and scientific gentlemen, to confer on
the general interests of letters and liberal educa-
tion, would be attended with happy results.
Impressed with the belief that our literary men,
and literary institutions, have been too much in-
sulated, it is urged that more frequent intercourse
and comparison of views, would be a source of
high gratification to all, and a benefit to those in-
terested in the welfare of science and literature.
7
With this view the undersigned have been ap-
pointed a committee, on behalf of the University
in this city, to invite such a meeting, to be held
in New York, on the 20th of October next.
We are happy to state that some of our distin-
guished scholars, who have spent several years in
the universities of Europe, will be present on the
occasion, and give the result of their observations
on the systems of education now pursued at home
and abroad.
It is requested that you will favor the meeting
with your presence, and with such views as you
may be pleased to lay before it.
We have the honor to be,
Respectfully, yours,
J. M. MATHEWS,
J. M. WAINWRIGHT,
Committee.
ALBERT GALLATIN,
JOHN DELAFIED,
The Honorable the Corporation of the city,
granted the use of the common council chamber
for holding the Convention: generously adding
the privilege of occupying the Rotunda or new
8
court room, if either would better suit the wishes
of the committee.
On the day appointed, about one hundred mem-
bers took their seats, and an abstract of the pro-
ceedings of the Convention are given in the fol-
lowing Journal.
The addresses read on the occasion, are en-
bodied in the Journal, and the communications
presented are given as an appendix.
J. DELAFIELD, Secretary.
JOURNAL.
New York, Wednesday, 20th October, 1830.
A meeting of literary and scientific gentlemen,
having been invited by a committee on behalf of
the University of the city of New York, to confer
on the general interests of letters and liberal edu-
cation-the following persons appeared from
different parts of the United States,-viz:
President Bates, of Middlebury College, Vt.
President Marsh, of the University of Vt.
President Mason, of Geneva College, New York.
President Cushing, of Prince Edward Col. Va.
Hon. E. Livingston, New Orleans.
Hon. Albert Gallatin, New York.
Hon. C. C. Cambreleng, Member of Congress.
Hon. S. R. Betts, Judge of the District Court,
of the United States.
Chancellor Jones, New York.
Professor Adrain, of the University of Penn.
Professor Dewey, of Pittsfield, Massachusetts.
Professor Hodge, of Princeton, New Jersey.
1
2
10
!
Professor Perdicari, of Washington Col., Hart.
Professor Robinson, of Andover.
Professor Silliman, of Yale College, N. H.
Professor Griscom, of New York.
Professor Patton, of Princeton, New Jersey.
Nath. Chauncey, Philadelphia.
Henry E. Dwight, New Haven.
Rev. Thomas H. Gallaudet, Hartford.
Dr. Lieber, of Boston.
Jared Sparks, of Boston.
Rev. W. C. Woodbridge, Hartford.
Rev. Dr. Yates, of Chitteningo.
Professor Keating, Philadelphia.
Don S. Gener, of Spain.
Dr. J. E. Dekay, Delegates from the New
Abm. Halsey,
York Lyceum.
Judge Hall, of Ellington, Connecticut.
Dr. I. Leo Wolf, of Hamburg.
F. Hasler, of New York.
Col. Trumbull, President of the American Aca-
demy of the Fine Arts.
Rev. Dr. Emory, of New York.
Dr. Stearns, New York.
Col. S. L. Knapp, late of Boston.
Hugh Maxwell, New York.
Rev. Dr. Phillips, New York.
11
60
66
46
66
Rev. Mr. Dubois, New York.
Rev. Dr. De Witt,
Rev. Mr. Mortimer,
Rev. Mr. Peters,
Dr. David L. Rogers,
Rev. Dr. Knox,
Mr. Shaler, late Consul of the United States,
Resident at Algiers.
Lieut. Drum,
Delegates from West Point.
Lieut. Mitchell,
Hon. G. C. Verplanck, Member of Congress.
Theo. D. Woolsey, of New York,
With the following members of the council of the
University
Rev. Jona. M. Wainwright, John S. Crary,
Rev. James M. Mathews,
Samuel Ward, junr.,
Rev. Spencer H. Cone, William Cooper,
Rev. James Milnor,
Fanning C. Tucker,
Rev. Samuel H. Cox,
Oliver M. Lownds,
Rev. Jacob Brodhead, Valentine Mott, M. D.
Rev. Cyrus Mason,
Edward Delafield, M. D.
Rev. Archibald Maclay, William W. Woolsey,
Gen. Morgan Lewis,
Charles G. Troup,
Hon. Albert Gallatin, Gabriel P. Disosway,
Hon. Samuel R. Betts,
Charles Starr,
Hon. James Tallmadge,
John Delafield,
12
Henry I. Wyckoff
,
George Griswold,
Myndert Van Schaick,
Stephen Whitney,
John Haggerty,
Martin E. Thompson,
James Lenox,
Benjamin L. Swan,
Walter Bowne, Mayor of the
City ex-officio, together with
the following members of
the Common Council :
William Seaman,
William W. Mott,
Benjamin M. Brown,
Thomas Jeremiah.
President Bates was called to the chair, and the
Hon. Albert Gallatin, and Walter Bowne, Mayor
of the city, were appointed Vice-Presidents.
John Delafield, was appointed Secretary, and
the Rev. William C. Woodbridge, Assistant
Secretary
The meeting then joined in an appropriate
prayer by the Rev. Dr. Wainwright, of New
York.
The Secretary then read extracts from letters
received from gentlemen invited to the meeting,
who could not with convenience attend the same,
but all heartily approving of the objects of the
meeting.--Letters were read from
Governor Throop, Auburn.
Chancellor Walworth, Albany.
Hon. Ambrose Spencer,
Hermanus Bleecker,
66
13
66
G. C. Bronson, Albany.
Judge Story, Boston.
Hon. E. Everett,“
P. S. Duponceau, Philadelphia.
Judge Sutherland, Albany.
Horace Binney, Philadelphia.
President Nott, Schenectady.
Judge Thompson.
Judge Savage, Albany.
President Carnahan, Princeton.
J. P. Cushman, Troy.
Judge Daggett, New Haven,
and others.
The Rev. Dr. James M. Mathews, addressed
the meeting on behalf of the committee of the
University, setting forth more particularly the
objects in view. Dr. Mathews observed that,
“ It had been highly gratifying to learn how generally the
late movements in this city, on the subject of Education
and Letters, had met with the approbation of wise and good
men throughout the nation. Much as our country owes to
her excellent Colleges, the sentiment seems to be general,
that the time has arrived when she calls for something more;
when she requires Institutions which shall give increased ma-
turity to her Literature and also an enlarged diffusion to the
blessings of Education, and which she may present to the
14
world as maintaining an honorable competition with the Uni-
versities of Europe. By general consent, too, it has been con-
sidered that it is both the duty and the privilege of New York,
to be, at least, one of the places which should lead the way in
this noble work; and for reasons that are equally obvious
and cogent.
“This city is the commercial metropolis of the land; and we
owe it to the nation which is enriching us with its commerce,
to be foremost in creating and sustaining those institutions
which are indispensable to make knowledge and science keep
pace with our wealth. We owe it also to ourselves. According
to the Mythology of the ancients, it was the same Divinity
who presided over wisdom and the liberal arts, who, in her
zeal for commerce, presented to the Argonauts the prophetic
tree from the forest of Dodona, which should guide and pro-
tect them in their pursuit of the Golden Fleece; and there
is a wisdom in the fable, which shows that the sages who
invented it, well understood how the various pursuits of men
should be combined. Commerce should ever be considered as
inseparably allied to science and the arts, and when they
have been divorced from each other, the consequence has
always been disastrous to both ;-commerce, and the wealth
that follows it, rendering a community selfish and contracted,
while science languishes for the want of that support and
countenance which liberal wealth alone can bestow. But
when this alliance is sustained, we have only to look at the
commercial cities of Italy, to see the happy result. It was
Venice and other marts on the shores of the Adriatic,
15
that first rescued the arts from the graves in which
they had long been entombed by the rude Goth; and drew
back the fabled Minerva to resume her abode in a land, once
her favorite home, but where her monuments and temples
had long been shattered or crumbled into dust.
“It may be added, as another reason for commencing this en-
terprise in our city, that the legitimate object of a University,
is not only the education of youth, but the fuller development
of the minds of men; and for this object, the dense and
numerous population of a city, creates advantages that are
incalculably important. Intellectual communion is so much
desired by all men, and especially by the learned, that it is
only when the distinguished proficients in any department
of knowledge can so cluster together as to form a world of
their own, and thus stimulate each other in their common
pursuits, that conspicuous excellence can be most successfully
developed. The greatest scholars and artists who now adorn
the Halls of Science in London and Paris, would never have
grown to their giant stature, had they been scattered
among the villages or hamlets of France and England. Feel-
ing themselves alone in their views, the sense of solitude
of itself would, in some degree, have palsied their efforts, and
have induced them either to abandon their aim, or relax in
their high pursuits. But in the variety of intellectual worlds
which a populous city furnishes the means of creating,
they have found, that as iron sharpeneth iron, so doth the
countenance of a man his friend. It is in this contact of
mind with mind, that these men of renown have become
their country's ornaments, and blessings to the world
16
“Besides these advantages and responsibilities common to
all great commercial cities, there are other circumstances be-
longing to the state of letters in New York, that strongly
invited us to the establishment of a University in this city
without delay. To quote a fact from a valuable communica-
tion hereafter to be laid before this assembly,—A very few
years ago, the government of Bavaria opened a University
in Munich, a city not much more than one third as large as
New York; but as former ages had already collected there,
hospitals, a very valuable museum, a magnificent library and
other fixtures, the establishment, within a year after its for-
mation went into successful operation. So, too, at Berlin, a
city by far the largest in Northern Germany, yet infe-
rior to New York in wealth, business and population; a
royal library, hospitals, a most admirable cabinet of natural
history, were at once given to lend a lustre to the rising
University, and its growth into celebrity was sure and rapid.
But it took nearly a century to bring Göttingen to its present
high distinction,'—inasmuch as the materiel of knowledge
was not furnished to its hand.
"It is in the power of a University in this city, to avail itself
of the advantages which have operated so propitiously at Mu-
nich and Berlin. There are here various literary associa-
tions that have either languished or failed to reach the dis-
tinction they both deserved and desired, for the want of close
alliance and mutual support.
" UNION IS STRENGTH"
and on the broad foundation, now laid, these various insti-
tutions have already become so far united, as to acquire
17
strength themselves; while at the same time, they furnish a
great amount of means to the University which unites them,
by which it can enlarge and hasten its usefulness to the com-
munity. The Lyceum of Natural History, with a prompt-
ness and unanimity which have always characterized its
proceedings, led the way in this important movement; and
has thus furnished a liberal endowment for improvement in
that interesting department of knowledge. The Historical
Society next followed, and has thus brought to the Universi-
ty a Library, which is invaluable to the Civil Historian. The
Directors of the New York Athenaeum have also unani-
mously resolved to accept of the proffer made to them by
the University ; and wait only for a vote of the Patrons, as
to the amount of their capital which should be invested in
books to enlarge their present collection, in order to con-
clude the contemplated union. It is believed too, that other
societies, actuated by an enlightened regard to their own
usefulness, and the public good, will follow these conspicuous
examples; and thus may these various Institutions, which
however excellent in themselves, have lain hitherto like scat-
tered or disunited columns, be erected into a Temple of
Science, equally perfect and magnificent as a whole, and
harmonious in the adaptation of its parts.
“Let it not be imagined, however, that these hopes, san-
guine as they may appear, are wild and visionary. We
indeed have acted, and we intend to act on the maxim, that
if we expect great things, we must attempt great things;
and thus far, our attempts have been crowned with success,
3
18
and our expectations have been realized. "Rome was not
built in a day; and we have not been so unwise, and so
little acquainted with the nature of our work, as to expect to
create a University, complete throughout all its parts, in one
or two years. We feel that we have yet much to do; much
to do in adding increased means to the Institution ; and also
much to do in devising and maturing a system of govern-
ment and instruction, adapted to the state and wants of our
country. It is on these topics that we are desirous of having
the views of such gentlemen as are here present; and we
have been induced to invite this meeting, believing that we
should both enjoy and bestow a benefit, by the measure.
Whatever knowledge any of us can throw into the common
stock, must be for the advantage not of one Institution, but
of all with which any of us may be particularly connected.
“In this age of the world, distinguished by what some
men, in ridicule, and others in seriousness, term the march
of mind, it cannot be disguised that the interests of litera-
ture are somewhat jeopardized by the very efforts made to
improve them. Tyranny of every kind is now beginning
to tremble and to fall, whether it be the tyranny of thrones
and of ignorance, or the tyranny of schools and of long
established usage.
But there is great danger, lest this spirit
of reform may sweep away many of the old and venerable
landmarks which ought to be preserved. In our review of
what literature has been, we should rather inquire, not what
can be relinquished, but what can be usefully retained; and
while we bring every thing to the test of practical utility,
19
whether old or new, let us not forget that it is the most pre-
cjous seed that is sometimes longest in producing its invalua-
ble fruits. On every subject, however, that may come before
us, it is the general wish, that all opinions should be freely
expressed. If they collide, so be it. The collision is nothing
more than that of minds honestly aiming at the same great
end. Let every sentiment be advanced with the purpose
valeat quantum valere potest. It is only by 'proving all
things,' that we can hold fast that which is good ;' and
should we pursue the object of this meeting, with this frank
and fearless spirit, the result cannot fail to be happy.
“* Let me congratulate all who are now before me, that,
on so short a notice, our assembly is so respectably and
numerously attended. We may view it as an earnest of His
favour 'from whom all holy desires, all good counsels, and
all just works do proceed ;' and before whom we have united
in presenting our prayers for his presence and direction in
our deliberations. From the first, it was contemplated that
this meeting should be introductory to others which should
draw together in still greater numbers our leading men in
the republic of letters; and judging from the auspicious ap-
pearance of this day, why may not science hereafter ex-
pect to have in our land her council of Amphictyons, whose
decisions shall become as venerated and as useful, as were
those of the venerable sages, to whom Greece, in her best
days, rendered an homage that was alike the glory of those
who gave and of those who received it."
20
The Mayor of the city being detained by offi-
cial duties, from his seat as Vice President, on
motion of Dr. S. H. Cox, of New York, the
Hon. Samuel R. Betts, of New York, was appoin-
ed Vice President pro tem.
The Secretary, Mr. John Delafield, then read
the following topics as proposed by the Committee
of invitation,
FOR DISCUSSION, OR INQUIRY.
No. 1. As to the Universities of Europe; and
how far the systems pursued in them may be
desirable for similar institutions in this country.
No. 2. The organization of colleges and of
universities in this country-exhibiting defects to
be remedied, and improvements to be made.
No. 3. Police—with the best system of disci-
pline, the distribution of rewards, or honours, and
whether the exercise of such discipline should be
confined to a faculty, or shared, and to what extent,
with the students.
21
No. 4. The advantages of a large city as the
seat of a university, and the demand at this time,
by the community, for such an institution.
No. 5. The importance of extensive libraries
for intellectual improvement.
No. 6. Instruction by public lectures
the ad-
vantages and disadvantages of open lectures and
recitations from a text book-how they may be
combined so as to excite the teacher to keep pace
with the knowledge of the age, and make the pupil
not only a hearer, but also a diligent learner.
No. 7. The necessity for improved, and more
extensive means, for educating classical teachers.
The President stated that other topics would
gladly be received from members of the meet-
ing-which would be entered by the Secretary
for discussion.
Dr. Wainwright, of New York, presented a
communication from Professor Vethake, of Prince-
ton, New Jersey, in which he considered the
existing method of collegiate education in the
United States.
22
By request, Dr. Wainwright read the paper
presented, as follows:
“The students of our colleges, it is well known, are almost
universally divided into four different classes, viz: the
Freshman, Sophomore, Junior, and Senior Classes. The
course of study in each of them endures for a year, and is the
same for every student, whatever may be his capacity or
tastes. A candidate for admission to the Freshman or lowest
class, besides possessing a competent knowledge of the various
branches of what is usually styled an English education,
such as English Grammar, Geography, &c. must come pre-
pared to be examined on a certain number, or on portions of
a certain number of the classical (Greek and Latin) authors;
and the Greek and Latin languages are also usually the
principal subjects of study during the first two years of the
collegiate course, the sciences only becoming predominant
objects of the students' attention in the Junior and Senior
years. The instruction in the different sciences, Mathema-
tical, Physical, and Moral, is, generally speaking, conducted
almost entirely by recitation from a text book, with remarks,
less or more extended, on the part of the teacher. At certain
stated periods distinctions or honours are awarded to a
certain number of the students who excel in scholarship;
and, at the close of his college career, every individual receives
the first degree in the Arts. These are all the different cir-
cumstances which involve the points that will present them-
selves for my animadversion.
23
" It is clear that our colleges are not institutions which are
engaged in diffusing the blessings of knowledge among
the
community as generally as they have it in their power to do.
They do not say to parents, send your children within our
walls to make such acquirements in science, or letters, as their
previous education may fit them to make. A young man
desirous of obtaining a knowledge of Mathematics, Natural
or Moral Philosophy, Chemistry, Natural History, or Politi-
cal Economy, and who may possess all the preparatory infor-
mation requisite for attending with advantage the course of
instruction in any of those branches of knowledge, will yet
find himself debarred from admission to college, if he have
not provided himself with a certain stock of Latin and Greek.
Our colleges do in fact say to such an individual, whatever
your aspirations after knowledge may be, to you we are not
the dispensers of it. It is true that we have it in our power
to make you more useful members of society, and to exalt
you in the scale of being; but, nevertheless, we condemn
you, as far as lies with us, to comparative ignorance and a
lower sphere of usefulness; and we reserve our instructions
for those only who have the wealth necessary to enable them
to consume many years of their lives in the exclusive, or
nearly the exclusive, occupation of learning two complicated
and difficult languages, very imperfectly, in most cases, after
all. That the learned or dead languages should, some two
or three centuries ago, have been made the study of every
one having in view scientific information as his ultimate end,
as well as by those whose lives were to be devoted to literary
or philological pursuits, was natural enough; since at that
24
period almost all useful knowledge was contained in books
written in those languages, which for that reason then hardly
deserved the epithet of dead. But that, at the present day,
when men of science, with very few exceptions, and those
chiefly among the Germans and the other northern nations
of Europe, make use, in recording their speculations, of their
vernacular tongues --when every thing which antiquity has
left us worth the perusal, for the sake of acquiring informa-
tion, has been translated into the modern dialects, the English
among the number, when the progress of knowledge, more
especially of mathematical and physical science, has been
such as to render the older authors of no value, except in so
far as the gratification of the curiosity of those who are in-
terested in tracing the gradual advances made by the human
mind gives them one,--and when, more particularly in the
United States, the number of individuals desirous of gaining
useful information, vastly exceeds that of those who have the
time and money to enable them to go through the whole
course of education prescribed by our colleges,--it does seem
to me that the very general persistance of those institutions,
in the restricted system above mentioned, is one of the most
remarkable instances with which I am acquainted, of a per-
sistance in error, merely because it has been long established.
“The only plausible arguments, if they deserve that name,
that I have seen adduced against the introduction of the
open or proposed University system, which asks of the candi-
date for admission, no other qualifications (besides of course
a fair moral character) but that he be qualified by his age
25
and previous education to attend with advantage to himself,
the course or courses of instruction on the subjects he is desi-
rous of becoming acquainted with, are, in the first place,
that this system would act as a discouragement to the
acquisition of classical literature:--secondly, that the several
courses of instruction would necessarily degenerate into
mere popular courses ; by popular instruction being here
understood, an instruction divested of precision, and, there-
fore, communicating only a superficial acquaintance with the
topics treated of,--and lastly, that the object of education is
not so much to make good scholars in any particular branch
of literature or science, as to present to the student an outline
of the whole range of human knowledge, and to subject his
mind to that preparatory discipline which may afterwards fit
him for its vigorous and useful exercise in his future pursuits
in life. I shall say a word or two on each of these heads of
objection.
$
"1. I am not one of those who are opposed to the study of
Classical Literature. On the contrary, I am disposed to as-
sent to most of what has been advanced in its favor, by its
most zealous advocates. It seems to me, that it would be
extremely difficult to find a better means of disciplining all
the various mental powers of youth tian by directing their
minds, at the period in which they are usually made to apply
themselves to the study of classical literature, to the acquisi-
tion of some one or two languages, differing in construction
and idiom from their own. And next to a familiarity with
the best writers in English literature, I am persuaded that,
4
26
there is not a more efficient method of acquiring a free and
accurate use of our own language than by the practice of com-
paring its idioms with those of another language, and by
frequently translating from the one into the other. For this
purpose, Greek and Latin are, no doubt, quite as well adapted
as any of the modern dialects, and perhaps better, on account
of the greater complexity of their construction, and the
greater inversion of the order of words in a sentence of which
they admit. Among their advantages, too, the very great
facility, which a previous acquaintance with them communi-
cates to the learner in acquiring a knowledge of the most
useful of the modern languages, ought not to be forgotten.
But besides all this I will very readily grant, that for enjoying
some of the noblest and most delightful gratifications which
can be administered to the mind through the inlet of the
imagination, there is no purer and better source than the
historians, orators, and above all, the poets of antiquity. It is
plain, however, that the enjoyment of such advantages as
these, imply nothing short of a thorough acquaintance with
the ancient languages. Only to one' possessed of such an
acquaintance with them can the perusal of Homer or of
Virgil, of Demosthenes or Cicero, in their originals yield as
correct an idea of their merits, or even of their meaning, as
the translations of them accessible to the mere English
scholar. For the reasons which have been stated, chiefly,
I would inculcate on every young man, with whom I had
any influence, as essential to a liberal education, and of
course in the highest degree desirable as a preparation for any
of the learned professions, not a superficial, but an accurate,
27
acquaintance with the Greek and Latin languages, one,
indeed, much more accurate than is to be had in many of
our colleges. But while I thus fully acknowledge the value
of classical literature, I see no reason why an artificial pre-
ference should be given to it in our systems of education, and
why young men should be told, that unless they learn Latin
and Greek, they shall not be permitted to learn any thing else.
Whilst I would have ample provision made in our colleges
for instruction, and able instruction, in these languages, as
well as in every branch of literature and science, I would
leave the supply of instruction in all to be regulated by the
proportional demand of the public for each.
"It may now be asked, will not the number of young men
who, if the system recommended be generally adopted, will
pursue the study of the ancient languages, be less than at
present; and will not this be acknowledged to be an evil by
all those who hold the same opinions with myself in relation
to their utility? The answer, however, to the objection here
implied, is obvious, even on the supposition of the questions
put being answered in the affirmative. First, the evil will be
compensated by the greater advantage to the community of
having a much larger number of individuals instructed in
the various other branches of knowledge ; and, secondly, it
may be remarked, that those who will give up their classical
education will be chiefly such as under the existing arrange-
ments pursue it sluggishly, without having any taste for what
they undertake and pretend to learn, who have mainly in
view in a college residence the eventual obtaining of the
28
mystic sheepskin, which shall evidence to the world that they
have received a liberal education, and who never attain to
such a knowledge of either Greek or Latin as to enable
them, after they have, in the customary phrase, completed
their education, to peruse a single page of any one author in
those languages with pleasure or profit. But that because
young men, or their parents for them, under the proposed
system, are to be at liberty to select their subjects of study, the
number of those who would pursue the study of the ancient
classics would be diminished, night possibly be true in the
first instance, although even then I think that effect would be
produced to an extent much less than is supposed by many;
for it ought to be kept in view that a decided majority of those
who now learn the Greek and Latin languages are either
intended for the learned professions, or are the sons of parents
who have the means of giving their children a liberal educa-
tion. Besides, we may rest assured that, in proportion to the
number of those who apply themselves to the acquisition of
knowledge of any kind, there will be diffused through the
community a taste and a desire for all sorts of knowledge.
"2. That the courses of instruction would become superficial
if opened, as is proposed, to all who are sufficiently prepared,
by their age and previous education, to attend them with
advantage, is an assumption which seems to me, to be quite
gratuitous. In the present state of things, as every one knows,
a few of our colleges, in order to attract such students as are
more anxious to get a degree, than an education, degrade their
instruction below what is furnished by many of our gym-
:29
nasiums, or academies of reputation, which, having no fo-
reign or adventitious support from the power of operating on
the imaginations of the public, and more particularly of the
younger portion of it, by the magic of degrees and diplomas,
are dependent for patronage on merit alone. So, no doubt,
would this continue to be the case under the system of which
I am an advocate. Some institutions would still think it for
their interest to teach more superficially than others, or would
not have it in their power to furnish as extensive and thorough
an education as others; but I do not hesitate to assert, for
reasons to be presently stated, that the fact would be found
to be, that the changes proposed would have a tendency to
elevate rather than to lower the scale of education. This is,
indeed, implied in the next objection to be considered, and
which is in direct contradiction with the one of which we
have been speaking.
“3. The remark, so often made, that the object of that
education which is communicated by one mind to another, is
not intended to make men masters of any one science, but
rather, in addition to the expanding and invigorating of their
faculties, to give them an encyclopedic outline of human
knowledge, to be afterwards filled up, by their own unassist-
ed efforts, in such parts as they may then select for their par-
ticular provinces of intellectual labor, is one which I am not
disposed to controvert; but I cannot but think its application
to the case under consideration to be somewhat strained, and
out of place. I presume it can hardly be intended by the
friends of the new University scheme, to undertake to produce
30
one.
annually a number of finished scholars, and accomplished
men of science. They will still leave the eminences of
knowledge to be slowly attained by the strenuous and per-
severing efforts of the student, long after he shall have quitted
the walls of the University. The several courses of instruc-
tion will certainly not be of a nature to require the whole time
and attention of those who attend them; the students, with
the exception of a few, of inferior capacities, or of inefficient
habits of intellectual exertion, will have ample leisure to
engage in the study of more branches of knowledge than
The numerous relations, too, which apparently the
remotest of the sciences bear to each other, and the frequent
points of contact which many of them present, have a con-
stant tendency to withdraw the mind from a limited field of
study, and to induce it to waste its energies in ranging fruit-
lessly over too wide a surface. Hence there is no room for
apprehending that young men at college will confine them-
selves, from inclination, to the acquiring of a single science
alone. I see no objection, however, to render it obligatory
on them to attend at the same period of time, a certain num-
ber of courses, unless specially exempted for sufficient reasons,
as is now the arrangement in the University of Virginia.
Such a regulation would, indeed, be highly expedient in
reference to the discipline of an institution, by securing, as
much as possible, a full employment of his time for every
student. But independent of any measure of the kind, there
will be no difficulty in acquiring an outline of human know-
ledge. Besides the effect naturally resulting from the discur-
sive disposition of the mind above mentioned, the tendency
31
of the present age, more especially in our own country, for
reasons which it is unnecessary to adduce, since the fact will
hardly be questioned, is to produce a state of things in which
the most educated men are, in general, acquainted, to a cer-
tain extent, with all things under the sun, rather than with
any one branch of knowledge thoroughly, so as to be able to
be of much practical service to their fellow men, or to con-
tribute in any striking degree, to the progress of invention or
discovery. And it would be well, perhaps, for the interests of
education, if our literary institutions were to administer some
check to this prevalent evil, instead of encouraging it by
teaching, as some of them do, a mere smattering of many
things.
(
Before proceeding farther, I ought to mention that I am
aware that several of our colleges admit young men, who are
desirous of acquiring a knowledge of a limited number of
subjects, to attend to those, exclusive of others, which they
are disinclined, or unable, to learn, through want of the
requisite preparatory knowledge, or any other cause. This
deviation, however, from the vigorous system commonly
practised, can hardly be regarded as an exception of much
importance. Where the young men have not the privilege
of attending, during the same period, to the studies of more
than one of the regularly organized classes of the college,
and I believe they rarely have that privilege in the institu-
tions to which I allude, they are necessarily obliged to con-
tent themselves with only a portion of the studies of some
particular class, and are consequently not provided, generally
32
speaking, with adequate employment for their time. Nor
have they it at all times in their power to attend to such
subjects of study as they would wish. If, for example, one
of these students were desirous of learning geometry and
chemistry, he would be prevented from doing both at once,
if the arrangement of the courses be such as is usual: he
must be a member of the institution during two successive
years in order to effect his object, and do what could
well be done under the proper university system in a year,
or a part of a year.
When to these circumstances we
add, that he is excluded from receiving a degree, and is, on
that account, regarded by his fellow-students as an intruder
among them, holding a less honourable rank than themselves,
it ought to surprise no one that so few young men embrace
the opportunities for acquiring knowledge thus afforded them.
“ Were I to stop here, I think enough will have been said
to convince the unprejudiced mind, that by the abolition of
the present system of regularly organized classes, the mem-
bers of which are all compelled to pursue the same course of
study, and by ceasing to require the previous acquisition of a
certain amount of Latin and Greek, as an indispensable con-
dition for being admitted to the opportunity of acquiring
knowledge of a different description, our colleges would be
much more numerously attended, and their usefulness be
proportionably enlarged. The proposed alterations would,
however, lead to other beneficial results. Instead of a num-
ber of individuals assembled together in the same classes
with the most discordant views and tastes, many of them,
33
indeed, anxious to exercise their minds, and to acquire infor-
mation, yet many also feeling very little stimulus to mental
exertion, and having for their main object more the getting
of a degree than of an education,-—we should have, in every
branch of instruction, classes of young men all pursuing
their studies con amore. They would all of them come to
the University or College to learn what they have a peculiar
predilection for acquiring, or what they themselves, or those
in whom they most confided, were convinced would be of
especial advantage to them in reference to their future desti-
nations in life. Such young men would voluntarily prosecute
their studies with a diligence to render coercion by means of
college discipline almost wholly unnecessary; and on that
account, their instructers would teach with more spirit, and
could then display an enthusiasm in behalf of the science or
branch of literature to which they had devoted themselves,
and in which they had attained to reputation, without subject-
ing themselves, as would too often be the case at present, in
consequence of the difficulty or impossibility of carrying along
with them the feelings of their pupils, to the imputation of
pedantry, and to the ridicule attached to it. The reflection
again of that enthusiam from the instructers upon their
hearers must produce results altogether unknown under our
existing arrangements. This I take to be the principal secret
of the exertions made, and exploits achieved, by so many in
the universities of Europe, under circumstances, too, in many
other respects not by any means so propitious to close study,
as are to be found among ourselves. On the plan proposed,
We would likewise have a very simple expedient for remedying
5
34
the injurious effects now resulting from the assignment
of the same tasks to a number of young men associated
together in the same class, without regard to the inequality
of their capacities. Instead of doing injustice to one portion
of them by requiring what they are unable to perform, and
to another by not giving them sufficient employment for their
time, the comparatively small number who out of a class, so
to speak, of volunteers, would find it impossible to keep pace
with the progress of the rest, might be excused from at-
tending as many courses, during the same period, as their
more fortunate companions. Another great advantage, which
would be the consequence of breaking up the regular organi-
zation of the classes, has relation to the discipline of our
colleges. No one thing, I am persuaded, is a greater obstacle
to the preservation of order in them, and to the efficient exer-
cise of authority on the part of their administrators, than that
esprit du corps which is no where so strong as among young
men at college thus organized. This feeling is of so excita-
ble a nature, that discipline is rarely inflicted, however justly,
without exciting in the breasts of his classmates a high degree
of sympathy for the offender: and the dismission of a student
is sometimes the signal with them of a common and open
resistance to the college authorities. Now, on the other hand,
it must be evident, that a system which, during the same day
brings the student before his instructers in the society of
different sets of companions, and which does not retain any
one set of young men continually and exclusively associated
together for years, must have a direct tendency to remove the
cause of the evils described. To mention one advantage
35
more which the discipline of our colleges would derive from
the adoption of the system recommended: by introducing
into them a much larger number of the sons of persons in
moderate circumstances, ---of our farmers and mechanics, ---
of such persons as bring up their children with modest and
unassuming manners and industrious habits, and who do not
spoil them by allowing them to have too much money,
the
whole mass of the students would be likely to profit by their
example, and the general tone of our colleges in respect of
morality be improved.
“I am disposed to suggest the expediency of doing away
with the customary distinctions and honors conferred on
those who excel as scholars in their respective classes. They
are seldom, if ever, conferred in a manner to give general
satisfaction, and they sometimes produce a state of discontent
and irritation among the students, affecting injuriously the
interests of the institution of which the latter are members.
When to these circumstances we add the consideration that
these distinctions operate only on a few individuals, the most
talented or ambitious of a class, and that as to the majority,
comprehending all those who require in the greatest degree
the application of a stimulus, they are entirely and notorious-
ly inefficient, I think that, putting out of view all that has
been plausibly urged against the principle of rivalry as a
chief motive to exertion on the part of the youthful mind, an
unprejudiced person would be led to doubt at least the expe-
diency of the distinctions in question, even if nothing could
he discovered to be substituted in their place. There is,
36
However, a substitute which, in my opinion, would be of
much more efficacy than what it is proposed to dispense with;
one which would instil motives much purer in their nature,
would be much more influential on the minds of students
generally, and have a tendency, at the same time, to render
the exercise of a severe discipline less necessary and less
frequent. What I allude to is the introduction into our
colleges of a much more familiar intercourse between the
students and their instructers than is the case at present.
That intercourse is now almost every where strictly profes-
sional, the instructions of the professors being exclusively, or
nearly so, such as are given ex cathedra. I would institute,
in the presence, and under the superintendence, of each pro-
fessor, in such departments of study as admit of it, discussions
between the students, of questions connected with the subjects
of their studies, and would, in every department, encourage
and lead them to ask freely for information on such points as
they found either difficult or obscure, inviting them at the same
time to make any objections they pleased to the explanations
or opinions of their teachers. To give them an opportunity
for this I would have an hour to be set apart by every profes-
sor for conversation with his pupils. I would have him to
be at home at that hour to receive their visits. The infor-
mation and hints that would be derived by the student from
such an intercourse with his instructers would, I am persua-
ded, be a valuablc auxiliary to the more formal instructions
obtained by him from his books or in the lecture room, and
would powerfully contribute to excite in his mind a taste for
knowledge, and a spirit to pursue it, worth more than all the
37
effects producible by the distribution of the ordinary college
honours. But this is not all: the occasional meeting of pro-
fessor and student in a friendly and familiar manner in the
appartments of the former, and the investing of the latter
with the character of his visiter, will have a very natural
tendency to bind them together by a closer and a kindlier tie.
The student will become less inclined to look upon his instruc-
ters and governors as a party having different interests from
himself, and less disposed to regard a violation of college law
as the breaking loose from a restraint imposed upon his
natural liberty by a foreign and oppressive authority. Hav-
ing more of a feeling of gratitude than at present for the
interest taken in his education by his instructers, and, treated
by them, in a certain degree, as a companion, he will natu-
rally assume a self-respect, and a manliness of character and
deportment, which, supposing him to be actuated by no
higher considerations of propriety, will make him scorn to be
guilty of outrages on order, or even of any more childish
mischief. In short, in such a state of things a confidence
would be reposed in his instructers by the student which
would have a strong tendency to render their counsel and
admonitions efficacious in preserving him from vice, and in
inculcating correct and virtuous principles of action ; and thus
likewise, as I have already stated, to render the application of
penalty and punishment much less requisite or frequent.
"If it be asked, why not, as our colleges are at present
organized, introduce these proposed improvements, without
interfering with the established system of rewards, I might
38
reply to the question by inquiring in my turn; why have
they not been already introduced into our colleges ? Surely
the suggestions made are not so recondite in their nature as
never to have occurred to the many men of high intelligence
constituting the Faculties of so many of them. The fact
is that the existing state of things, which I am anxious to
see altered, is the necessary result of the arrangement of the
students into regularly organized bodies, and of the distribu-
tion among them of the usual distinctions and honors. The
student who would frequently visit his instructer, or even ex-
hibit, unasked for and unnecessarily in any way before his
class, his information, or his desire to obtain information,
would at once become an object of suspicion and jea-
lousy. He would be charged by his fellow students with an
intention to curry favor in order to obtain unfairly an honor.
He is condemned by their esprit du corps to content himself
with such displays of his knowledge or talent alone as can
be fairly made in reply to the questions put to him, in the
class by his teacher. 'For the confirmation of this statement
I appeal to the professors and students of colleges generally.
f
"In urging the abolition of the usual system of distinctions
and honors, I wish not to be understood as being hostile to the
practice which prevails in several of our colleges, of making a
report at certain stated periods to parents and guardians, not
only of.the conduct, but likewise of the scholarship, of their
children or wards. This I regard, on the contrary, as a
most useful measure, since it secures, in aid of college disci-
pline, the co-operation of those whose approbation must
39
always be one of the most powerful incitements to diligence
and virtue, on the part of the young, that can possibly be
applied.
"I would also approve of competitions for prizes to be
awarded for excelling in the voluntary performance of some
specific exercise, such as writing the best essay on some par-
ticular subject, or giving the best solution of some particular
problem. The objections stated above, would scarcely apply
to cases of this kind, since the merits of the competitors would
not be determined by a doubtful comparison of them during
a considerable period of time, but by a single more appre-
ciable effort; and the awarders of the prizes would, on that
account, be less subject to the imputation of partiality.
Moreover, until the prizes were actually proposed from the
uncertain nature of their subjects, the individuals who would
compete for them, would not, and could not, be known or
surmised, and none would, therefore, stand out as objects of
suspicion or jealousy to their colleagues, in reference to their
intercourse with their professors. In order, however, to avoid,
as much as is possible, an occasion for any thing of this sort,
it would be expedient in all cases where prizes are to be
competed for, that as little time as can well be, should inter-
vene between their being proposed, and decided upon.
3
“The student should, at the close of every course of instruc-
tion which he may have attended, with the approbation of
his professor, be entitled to a certificate from the latter
testifying to that fact. These certificates might be made
40
entirely to take the place of the degree of A. B. now conferred
on all who complete their college course; and I am not sure
whether they might not do it with a good effect. But with res-
pect to this, I shall be silent, having already extended my obser-
vations to an immoderate length, and also because I am dis-
posed to think it expedient, on account of the prejudices which
prevail in the community generally, and particularly among
the younger portion of it, in favor of diplomas and degrees, to
continue to confer them as heretofore with the following modi-
fications, to prevent them from doing more harm than good.
First, in the place of the degree of Bachelor of Arts, a term
which in a literal sense, has now no meaning, I would suggest
the adoption from the French, of the two degrees of Bachelor
in literature, and Bachelor in science. To be entitled to the
former of these, the candidate should be required to have
among other requisites, a knowledge of the Greek and Latin
languages; and the latter should be conferred on every stu-
dent, who had made a certain progress in some of the sciences,
as, for example, in Mathematics and Natural Philosophy, or
in Chemistry and Natural History. Secondly, applications
should be made for degrees at stated periods :-annually
would be preferable in deference to existing usages, and, per-
haps, likewise on account of the arrangement and length of
the college courses, which would naturally have some rela-
tion to the period of a year; and the candidates ought, a
short time, or immediately, after making their applications,
to be examined on the branches of knowledge requisite for
obtaining the degree applied for. With these arrangements
the sciences would no longer be regarded, in so far as the
41
degrees conferred in our colleges have a tendency to make
them so regarded, as entirely secondary in importance to the
knowledge of the languages; but would assume their natu-
ral and proper dignity in the college system. And by ma-
king the conferring of a degree to depend on a special appli-
cation to be made shortly before it is conferred, a perfect
equality of rank would be ostensibly maintained among the
students so long as they continue together, and little or no
feeling of degradation could possibly enter the breasts of
those who did not aim at the honors of a diploma, ----a cir-
cumstance which I deem of no small importance, not only
in reference to the comfort and happiness of the young men
who are actually members of a college institution, but like-
wise because an obstacle would thus be removed, which,
under a different state of things, might operate to the ex-
clusion of many individuals of sensitive feelings, from the
advantages of an education.
"I had intended to dwell somewhat at length on what
appears to me to be the most profitable mode of conveying
instruction to young men of the age of those who usually go
to college. But I must, gentlemen, have already exhausted
your indulgence; and I shall' merely remark, that from
much experience and inquiry both at home and abroad, I am
persuaded that the error is as frequently committed in this
country of teaching almost entirely by hearing recitations
from a text book, as in Europe by trusting to the delivery of
lectures mone. Both these methods I regard as extremes to
be avoided. The proper system seems to me to be a combi
6
42
nation of lectures, on all the branches that admit of them,
with close examinations on their subject, and on the corres-
pondent parts of a text book to be put into the hands of the
students. With these accompaniments I do think that lectur-
ing is not only the most agreeable mode of communicating
instruction but that there is no other public mode in which a
taste and an enthusiasm for knowledge can be so readily
excited. There is something peculiarly impressive in the
tones and aspect of a public speaker which we can fully
realize by reflecting on the very different effect produced by
a written discourse read in the closet, and the same discourse
delivered from the pulpit or the rostrum by a man of even
ordinary powers of elocution. I would, therefore, oblige
every professor to read a course of lectures, or to lecture with-
out note if he pleased, on the subjects embraced in his
department: if he can do the latter well, so much the better.
There is, indeed, one case, and one case only, in which I
would allow him to hear recitations from a book, and comment
upon the text, to wit, when he is himself the author of the
text-book; for there would then be evidently very little use
in repeating to his hearers what they have before them in
print; and there would be no danger of his comments being
either spiritless or sparing.”
It was then
Resolved, That the thanks of this Convention
be presented to Professor Vethake for his interest-
ing communication.
Resolved. That the communication of Profes-
sor Vethake be referred to a committee of three
members, to take the same into consideration, and
to report thereon.
The following gentlemen were appointed a com-
mittee on Professor Vethake's communication, viz:
President Marsh,
Mr. Jared Sparks,
Professor Robinson.
The following topics were then handed in for
discussion, and having been read by the Secreta-
ry were placed on file.
No. 8. The importance of adding a department
of English Language, in which the studies of
Rhetoric and English Classics shall be minutely
pursued.
No. 9. A National Society, for the promotion
of Science and Literature.
No. 10. The importance of making the civil
and political institutions of our country, the sub-
ject of special study for all our youth.
No. 11. Whether any religious service, and if
$
44
any, what, may with propriety be connected with
a University.*
No. 12. Whether any course of instruction on
the evidences of Christianity will be admissible.
On motion of Dr. Cox, duly seconded,
Resolved, That a committee of five members
be appointed, to whom shall be referred Topic
No. 9—“a National Literary and Scientific So-
ciety."
The following gentlemen were appointed a com-
mittee, under the above resolution-
Hon. E. Livingston,
Hon. Albert Gallatin,
Professor Silliman,
Dr. J. M. Mathews,
Dr. Samuel H. Cox.
On motion of Mr. Hasler, of New York, duly
seconded, it was
Resolved, That a committee of arrangement
be appointed of five members, to whom shall be
Topics No. 11 and 12 were withdrawn. See proceedings of the
third day.
45
referred all propositions or communications for
discussion or inquiry.
The following gentlemen were appointed a
committee of arrangement, under the foregoing
resolution, viz:
Dr. J. M. Wainwright,
Professor Dewey,
Mr. John Delafield,
Rev. T. H. Gallaudet,
Rev. Cyrus Mason.
Dr. Mathews then presented a communication
from Mr. George Bancroft, of Northampton, Mass.
which, at the request of the members, was read,
as follows:
“To the successful execution of any scheme of benevo-
lence, there is required a clear perception of the nature of the
purpose to be accomplished, and an iron will to execute it.
In the present case the object in view does not avoid discus-
sion, but rather rises in distinctness and importance as inquiry
is pursued.
"A University in its perfect extent is one of the noblest
results of human intelligence. It aims at nothing less than
to furnish a concentration of all useful knowledge; to collect,
to digest, to diffuse all the learning, which can in any man-
J
46
ner be made the fit subject of public instruction and promote
the honor and advantage of the nation. An individual
is plainly incompetent to fulfil any but a small part of such a
purpose. It requires joint action : it requires that, which
more than any thing else constitutes the happiness of liberal
minds, the extensive co-operation of good men in furthering
good designs. To such an institution belong, a library, col-
lections in natural history, hospitals; men learned in the
professions and in the arts ; the inquisitive and ambitious
of the young
"A University is not devoted exclusively to any one de-
partment of knowledge. It opens its gates wide to the recep-
tion of all valuable truth; and sustaining no particular
branch of science by the sanction of prescription, by the
continuance of favoritism, or by the dead letter of intellectual
mort mains, it allows to each division of human knowledge
that degree of prominence, which its intrinsic merits can
obtain. In the true social spirit, it receives and takes an in-
terest in every thing that belongs to the human understand-
ing.
“Neither is it a mere system of lectures adapted to the
curious and the idle. It is designed not to afford pastime but
to excite and encourage severe industry; not to furnish
amusement, but to diffuse and also to advance science.
“Nor does it attach itself to any sect in religion. God
forbid, that the day should ever arrive, when there should be
a separation of pure morality and deep religious conviction
from our public places of education ; but the character of a
University requires, that it should he subordinate to no religious
party, subservient to no religious sect. It must be established
independently, on its own merits.
“ The idea of a University, liberally constructed, precludes
rivalry or jealousy. Competition between literary corpora-
tions does not produce the same excellent results as competi-
tion between literary men. The very nature of a University
implies, as we have seen, so extensive co-operation, so enlar-
ged a liberality, that it cheerfully receives within itself all the
genuine friends of science.
“But as between man and man, there is nothing so sala-
tary as that healthful competition, which ensures the greatest
success to the most industrious and most powerful efforts, in a
University, a career must be opened, not places established.
Things must be so arranged, as to have exertion a natural
result of causes always in operation. No board of directors,
no examining committee, no legislative precautions, can effect
the results, which come spontaneously from the free develop-
ment of talent under the excitement of emulation, and stimu-
lated by the prospect of emolument and fame. The scholar
should, indeed, himself, prefer his vocation to every thing,
and will never attain eminence, unless his unbiassed inclina-
tions are heartily engaged in his pursuit ; but the interest of
the public requires that honors and rewards should be com-
mensurate with practical exertions; for the public in its nur-
48
series of science needs to foster, not the indolent gratification
of a favorite taste, but a hardy perseverance in a course of
active usefulness
“The establishment of a University, calls for an effort,
proportioned to the dignity and importance of the design.
Its perfect results can at best be realized but slowly. A very
few years ago the government of Bavaria opened a University
in Munich, a city not much more than one third as large as
New York;, but as former ages had already collected there,
hospitals, a very valuable museum, a magnificent library, and
other fixtures, the establishment within a year after its forma-
tion, went into successful operation. So, too, at Berlin, a city
by far the largest in Northern Germany, yet much inferior to
New York, in wealth and business, and population; a palace,
a royal library, hospitals, a most admirable cabinet of natural
history, were at once given to lend a lustre to the rising
University, and its growth into celebrity was sure and rapid.
But, it took nearly a century to bring Göttingen to its present
high distinction ; the genius of a Haller was needed, to
expand its means of instruction in Natural History : the
marvellous perseverance of Heyne, to impart correct views
on the subject of its library ; and now the talent of a Gauss
to give perfection to its observatories.
“In New York there is no public library of any very coll-
siderable value.* No scientific collections in the various de-
* Mr. Bancroft will be happy to know that he is under a mistake
as to the facts in this matter...See page 17
#2
49
t
partments which need them. But the study of medicine and
surgery is favored by the very condition of being in a metropo-
lis; and a learned, intelligent and active bar, courts of all
kinds, the natural attractions of a large city, and a lucra-
tive profession, would seem suited to invite the youthful aspi-
rants after eminence in the law. At Göttingen seven hundred
is no unusual number to belong to the law department alone.
And the profession is with us, a more crowded one, than it is
in Europe. The pursuits of philosophy and the arts, on the
contrary, may have a harder struggle. Our countrymen
profess, many of them, -to strive to see, how much of the
learning of former ages may be dispensed with, rather than
how much may be retained. In the absurdly boasted march
of mind, they would propose to throw away the accumulated
stores of preceding ages, as useless baggage, forgetting that
all knowledge is but an accumulation of facts, and of rea-
sonings, based upon them. The rejection of the wisdom of
the past, does not awaken originality, but produces poverty of
intellect by the loss of the materials, on which originality
should be exercised.
1!
Finally, the question recurs, whether the country in its
present condition, demands a University, and whether any
l'esponsibility rests upon New York with relation to it.
(
With respect to the wants of the country, the answer must
be found in the numbers of our people, already surpassing
that of any protestant kingdom or -state in the world, except-
ing England ; in the character of our government, which
50
can never interfere with free inquiry and the pursuit of truth;
in the relative age of our population, which, in its rapid
increase furnishes a larger proportion of persons to be educat-
ed than is found in older countries; in the basis of our
social system, which regards intelligence as a conservative
not less than as a productive principle in the body politic; in
the forming character of all our institutions, which are as
yet hardly fixed, but remains yet to receive the impress which
they are to bear forever; in the period of our history, when
the old states are in truth rapidly becoming the mothers of
new ones; in the condition of our strength, since the weak-
ness of to-day becomes to-morrow, the confidence and ad-
miration of the world ; and lastly in the character of our
population, proverbially ambitious, and inquisitive, where
elementary education is already universally diffused, and
where, under the auspices of our political equality, the public
walks of honor and emulation, are crowded with throngs
from every class of society.
"If attention recurs to New York, the mind readily recals
the extended relations of this city with the foreign world.
Where can the wisdom of former generations, the intellectual
inheritance bequeathed by the old world to the new, where
can it so readily be gathered and received as in the city,
which has its agents under every zone, and is connected
by the closest bonds with every part of the civilized world?
"The subject gains a deeper interest, when we consider
the influence which New York must necessarily exert upon
51
the country. The emigrant in the remotest settlements
looks to this city as the place that connects him with the
active world. Whether we give attention to it or not, New
York, the mistress of the sea, holding also in her hands
the keys of the interior, is the very heart of the business com-
munity; and its pulsations are felt throughout the land.
The christian philanthropist, the advocates of religious liberty,
and the advocates of intelligence, have to decide, whether
this extensive power shall be felt only through the markets
and the exchange, or whether it shall be the means of fos-
tering that great communion, which exists among all the
friends of humanity.
事
​“On New York itself a successful University might not
only reflect a brilliancy of reputation, but also confer ines-
timable benefits. It might assist in giving an honorable
direction to the destinies of the city, and might aid in deve-
loping the talent, required for the wisest and noblest em-
ployment of the vast material wealth, which is so rapidly
increasing
"On men of letters the great commercial city would exert
a favorable influence. The habit of the place is industry;
and the literary man, partaking of the general excitement, is
led to form habits of profound application. So, too, the varied
intercourse with men of all nations, stirs the stagnant pool of
superstition and prejudice. The immense movements in
business, the daily spectacle of crowds of sail from every
quarter of the world, the frequent presence of minds, which
52
have been developed in the most different pursuits, or ripened
under every sky, gradually yet surely tend to promote intel-
lectual freedom, and to do away that narrow mindedness
which is the worst enemy of improvement.”
Whereupon, on motion, duly seconded, Mr.
Bancroft's communication was referred to the
committee of arrangements.
On motion made and duly seconded,
Resolved, That this Convention will meet, dur-
ing its Session, at 10 o'clock in the morning, and
5 o'clock, in the afternoon.
Mr. William C. Woodbridge, in consequence of
ill health, requested to be excused from serving
as the Assistant Secretary; which having been
agreed to by the members, the Rev. T. H. Gal-
laudet, of Hartford, was appointed Assistant Se-
cretary
The following topics were presented for discus-
sion.
No. 13. Ought students to be confined to their
classes; or allowed to receive degrees when found
prepared on examination ?
53
No. 14. Is it proper to introduce the Bible as
a classic in the institutions of a christian country?
The Secretary read the topics to the meeting,
and placed them on file.
The Convention then adjourned to meet at 5
o'clock, P. M.
J. DELAFIELD, Secretary.
AFTERNOON SESSION.
The President, Vice Presidents and members,
took their seats, at 5 o'clock.
The Secretary, read letters from Dr. Nott, of
Schenectady, and President Carnahan, of Prince-
ton, regretting their unavoidable absence, and
expressing their best wishes in favor of the pro-
posed objects.
The committee of arrangements then presented
topic No. 1, for consideration.
Dr. Lieber, of Boston, read a communication
in relation to the organization, courses of study,
34
and discipline of the German universities, as
follows:
" It is an opinion, very general in England, and, as I
have reason to suppose, not much less so in the United
States, that the high state of science in the German univer-
sities, is chiefly, and some maintain, even solely owing to
the scanty remuneration of their Professors, and their being
consequently obliged to be more active, in order to be able
to support themselves and their families. This opinion is,
according to my knowledge, totally erroneous. That the
salaries at most universities in Germany are very low, com-
pared to what other persons of much less acquirement enjoy
from government, is true, and is' owing, partly, to the cir-
cumstance, that most universities were founded in ages
when the value of money was much greater than at present,
(hence also the Professors of Gymnashims have generally
very small salaries); and partly to the fact that many of them
are supported by small sovereignties, unable to give much
higher salaries ; as those, for instance, belonging to Saxony,
the Saxon dukedoms, Wurtemberg, &c. The Professors of
those universities which have been established recently, and
by governments, able to afford comparatively high salaries
for the Professors, have received such, and this arrangement
has been crowned with the most brilliant success. The
universities of Berlin and Bonn are both of very recent date,
and yet they have already eclipsed almost all the ancient
universities, Göttingen and Halle excepted; and of Göttingen
55
the same may be said as of Berlin, it has been more
liberally endowed than other more ancient universities,
being, though an old university in comparison to Berlin
and Bonn, yet of recent date, if compared to many other
academies of Germany. And is this consequence of a libe-
ral remuneration at all surprising? Though, as I immedi-
ately shall state more fully, I firmly believe, that the German
universities do not owe their excellence to the emulation of
Professors, stimulated by the love of gain; yet a Professor,
who has an equal chance to be useful, to distinguish himself
and to labor successfully in the field of science in one uni-
versity as in another, (and has in fact a better prospect of
success and usefulness, where he finds most students assem-
bled,) of course prefers to go where a larger salary awaits him,
and where he therefore can provide more easily for his
family, and, perhaps, save a small sum to leave to his
children. Berlin has thus attracted the first men of Ger-
many, in almost all branches, and, though her university
has existed only twenty years, it rivals any university in
the world. I know that for several branches, particularly
medicine, Berlin affords peculiar advantages, on account
of many institutions only to be found in large cities, and
that the university owes a great part of its unequalled
success to these institutions, and other opportunities for the
successful prosecution of science, which offer themselves there
to the student; but its numerous assembly of distinguished
Professors is owing to the more liberal remuneration with
which this university rewards the labors of its Professors.
56
Does it not much more agree even with the principles of po-
litical economy, to which the opinion, given at the beginning
of these lines, often is referred for support, that he who pays
best, will have the best work? I have lived many years in
Germany, and always intimately connected with teachers of
universities, and never in my life have heard even an allu-
sion to the principle, that the German universities owe
their excellence to the emulation of Professors, caused by
the necessity to provide for themselves by a monied harvest
of popularity among their students; yet emulation is one
of the prime agents with the German Professors, but it is
an emulation of a nobler kind.
"In every German university the permission to teach may
be obtained by any one, if he has proved, by examinations,
made under the authority of the university, that he is fit
to teach in that branch, for which he wants the permission,
called licentia docendi. Gentlemen, who have thus ob-
tained the right to lecture, generally young men, who may,
for example have just distinguished themselves by some new
work, are called Privat-docenten (private teachers,) and
have the privilege, to insert their intended lectures in the
half-yearly university catalogue, and generally, to lecture
in the university building, where such exists. These lec-
turers receive no salary; but this is almost without exception
the ways in which German Professors begin their career.
Thus then a Professor ordinarius, or a regularly appointed
Professor, has young teachers competing with him, and
3
57
should he have become negligent, or should he not have
gone, with sufficient activity, along with the times, he is
exposed to the danger of having such rising suns eclipse
hiin, and carry away the favor of the Professor and the
students, the opinion of the former, of whom, is of much
more consequence to him, than that of the latter. Govern-
ment also often appoints Professores extraordinarii, a
kind of second rank of Professors, either if there are too
many students for a certain branch, or if government wishes
particularly to appoint a certain person, and yet cannot dis-
charge the Professor ordinarius. Teaching in German
universities, of which there are so many, forms a real pro-
fession, as that of the healing art, or that of theology ; the
emulation therefore is much greater, than in countries,
where the Professors of universities form but a small body,
not numerous enough for emulation.
“Let us however see, how far the stimulus of love of money
possibly could operate with German Professors. I allow that
in the two branches of medicine and law, Professors may
gain by popular lectures considerable sums, in universities
which count a large number of students, as Berlin and
Göttingen. In fact, I know that some lectures, treating
of subjects of immediate professional interest, are very lucra-
tive for the lecturers. But how is it with all other branches;
with those very branches which have become the greatest
ornaments to some universities? If love of gain had been
the most powerful stimulus of German Professors, theology
never would have flourished with them, because in Ger-
8
58
many the students of theology, are far, by far the greater
part poor, and yet are not the German theologians (though
many may disagree with their opinions and doctrines)
generally considered the most learned of the age ? Does
not Germany owe a great part of her fame for erudition to
her theology, cultivated, as we have seen, by men far from
being actuated by the love of gain? Mathematics form
another branch in which the Germans have much distin
guished themselves ever since the time of Regiomontanus.
Now, I ask how much, even Professor Gauss-le plus
grand des mathematiciens, as La Grange called him,--
has realized from his lectures ? Mathematics, at least the
higher branches of them, never can be very popular, I
mean, it is impossible that they should be generally studied,
and it would be to consign a Professor to absolute indigence,
if
government should leave Professors of mathematics de-
pendent on the honorarium, paid by their students. I studied
mathematics under the celebrated Pfaff, at Halle, whom La
Grange called un des premiers mathematiciens, and we
were never more than twenty in his lecture room, of whom,
I fully believe, not much more than half paid the honora-
rium, which, was very small. The same remark is appli-
cable to astronomy, and, in a great degree also to natural
philosophy; because, though it is a science of very general
interest and use, it will be always found, that few per-
sons only make a regular study of it. Philology in its
widest sense is another science, to which Germany owes
a very great part of her reputation for erudition. But have
her Professors realized any amount of money, worth being
59
mentioned here, from their lectures on the ancient lan-
guages? I say, certainly not, and do not except Fer-
mann, at Leipzig, nor Boekh, at Berlin. By far the greater
part of those students, who attend to philological lectures,
are either such, as are preparing themselves for the higher
schools, or theologians, both of whom are generally poor.
What would become of a Professor of Hebrew, for instance,
if he depended for support on his students? I include here
even Professor Gesenius, of Halle, where the study of oriental
literature now flourishes more than at any other place in
Germany. If a Professor of the ancient languages could
not find a sufficient support by the fees of the students in
Germany, where philology is studied, at least, as much as
in any other country, how could it be expected that a
teacher of this indispensable science could maintain himself
by the fees for his lectures only, in a country, where this
study is not yet so generally pursued. The German Pro-
fessors of philosophy are distinguished, but no one can pre-
tend, that they ever received sufficient worldly support, from
their pupils. Kant, Fichte, Schelling, never have been ac-
tuated by the love or necessity of gain, to make their lectures
popular. The same is true of history. But enough of ex-
amples. The fact is too evident, to need farther illustration.
«The above mentioned stimulant can only, by possi-
bility, have any effect in those branches of study, which
have an immediate professional interest (and with these even
many exceptions take place, as philology, and theology)
and moreover only in those universities, which are so nu-
60
merously frequented as Berlin and Gottingen, because in all
the other universities, the income of even a Professor of Law
or Medicine, could not amount to any thing considerable.
"Almost in all those very branches, to which Germany
owes its greatest fame, the love of gain cannot have had
much influence from the nature of things.
1
A
“Here the objection might be made, that the truly useful or
professional lectures, would be attended numerously, and
would afford a decent income to the Professors, whilst those,
which are not attended so numerously, are proved, by this
very fact, not to be needed. Indeed, Scottish economists
have started this assertion. It would lead me beyond the
limits of the present subject; were I to give my views re-
specting that word useful, so popular in our time, and, in my
opinion, so often misunderstood, so vaguely applied, a word,
which indicates something so powerful in respect of all the
lower branches of human concerns, and is so devoid of
meaning, wherever we elevate ourselves above that point.
But, it is necessary for me to state, that utility, in the mean-
ing in which it is taken most commonly, that is, as turning
directly to account, ought by no means to be the sole stan-
dard in establishing a university, nay not even the highest.
It is the very character of utility, that common life itself
provides for it, but it does not, and cannot provide for things
or objects, whose effects, though the most noble, are the
more distant. Science is always useful in a higher sense.
It ennobles the mind, and the most abstract sciences, which
61
at first glance may appear the most useless, are the least
excepted from this assertion. I ask simply and plainly,
who is able to give a definition of the word useful, with
regard to sciences ? Certainly some are more important for
a university than others, because they answer certain pur-
poses, for which a university is established, more fully than
others; but all are useful, and to determine their degree of
usefulness, by the number of students who attend the
lectures, in which they are treated, would be, in my opinion,
somewhat like judging the usefulness of christianity by the
small number of persons, who in some countries, and in some
ages, attend divine service But let us consider those sciences
which are generally admitted to be useful. I have mentioned
that mathematics and astronomy are attended to in the
German universities in a way, that would not afford an
income of any consideration, to the Professor from the fees
of his pupils. The case would be quite the same in this
country, and who is there, who has attended at all to science,
or literature, and does not acknowledge that the very highest
branches of mathematics, and astronomy, have had the most
momentous influence upon mankind, have infused their
influence into natural philosophy, chemistry, navigation, and
through these into the ordinary business of life. The most
abstract function of a La Grange is in connexion with the
most common concerns of our daily life. Is it forgotten, that
most of the brilliant and influential inventions of the last
half century, are founded upon laws, scientifically established
before the respective inventions for practical life? If the view
of the Scottish economists was true in its full extent, the im-
62
mediate consequence would be that science would rather follow
common life, than advance before it; astronomy then would
have to follow navigation, instead of pressing boldly forward,
unconcerned whether every step could be turned to account,
and afterwards offering the whole result of its useless labors
to the common concerns of life, which greatly profit by it. It
seems to me, that it is the very duty of a university to
provide for branches which by the natural course of things
as in every country they take a certain course-are
left unprovided for. I will give an instance. Every one
in this country studies the constitution, and is naturally
led to do so. It would seem to me not necessary, then,
to appoint a Professor for the history of the United States
alone; perhaps even some evils would be connected with
such a chair, as he must necessarily view it in the light
of one or the other party of his time; whilst I would
urge strongly the establishment of a professorship of general
history, (perhaps connected with some other professorship,)
because the ordinary course of things in this country, or in
fact any where, does not naturally lead to that salutary,
noble study, that truly republican and religious study, which
unfolds to us the great book of experience, teaching us
wisdom from the experience of extinct races, from what
they had gained or lost, enjoyed or suffered, and offering
a warning from the grave in the lessons of past times,
and giving warmth and expression to religious feeling by
showing how He, who appears in every leaf and insect,
in the eternal laws of nature, and the fine construction of
physical man, manifests his god-like wisdom still more to the
63
adorer of his greatness in the moral construction of man, and
the great ways on which He conducts nations and ages
through apparent disorder to His own great ends. Truly, it
is edifying to see the development of the bright butterfly
from the slow caterpillar, but it is much more edifying to see
the development of one single principle of liberty, or science,
or social order,
“I would, certainly, urge the establishment of a pro-
fessorship for astronomy, and if possible, an observatory,
though all this might not be immediately useful in the
popular sense.
“I would propose also a professorship of the German lan-
guage, (which a theologian and a physician can hardly dis-
pense with,) for the very reason that the common business of
life provides little for this study, in comparison with French
and Spanish, which are more immediately wanted and more
in vogue, so that a Professor of the German language would
have much fewer students, probably, than Professors of these
two other European languages.
“The principle of making a Professor almost entirely de-
pendent upon his pupils, is objectionable also on another
account. To refer a Professor solely or chiefly to his popu-
larity with the students for his support, would be dangerous
in all branches, which are not of a very positive and distinct
nature, as for instance, anatomy. A Professor of history
might make his lectures popular, nay, he might treat gene-
64
rally parts of history, which are more entertaining than
others; but whether he would thus most contribute to the
purpose of his appointment is a very different question. The
best is not always the most popular. Indeed, I have seen
students fill a lecture room for the mere sake of entertain-
ment, because the Professor interspersed his lecture (by no
means the best of the university) with entertaining anec-
dotes. I recollect two such instances. However, taking the
principle generally, would it not be making the students judges
of the professors ? Competition is excellent, and the vital
agent in all things, where the people interested are proper
judges of the subject which interests them. The public, if
they are not able at large to judge whether a steamboat is
safe and good, are at least fully competent to judge whether
it is comfortable, and to collect such information respecting
the captain, machinery, &c. as will enable them to form an
opinion coming pretty near to the truth. At all events, here
are men judging of men and things; but what would be the
case in universities established on that principle ? youths
would judge of men, and in regard to that very matter, which
they have still to learn; in which they, therefore, are incom-
petent, else, they would not need the instruction. I do not
deny, indeed, that the intense study found in the Gernian
universities is owing in a great measure to the liberty of
choice left to the students, because liberty produces activity;
but I do deny that it would be safe, to let the support of the
Professor depend upon the judgment of the students. Have
the greater men always been the most popular among the
students ? By no means.
65
6
'Yet I believe that, generally speaking, it is better for Profes-
sors and students, to have fees paid for the lectures, for various
reasons, although it would be unsafe to let Professors be solely
or chiefly depending upon them, for it would be unsafe to
settle such annuities upon persons, intended to live for science,
or to guarantee them, forever, an easy life. It has besides
been found that, generally, students attend those lectures more
carefully for which they pay. With the different branches of
instruction, the principle upon which professorships are to be
established, ought to vary. In a city, in which many stu-
dents of medicine always will be assembled, it may be safe,
to let the Professor greatly depend upon the fees of the stu-
dents, whilst a Professor of Hebrew ought to be provided for
in such a way, that he may follow the difficult study of
oriental languages without the direct care for his support, in
case the number of students would be too small for this pur-
pose, as it generally will prove.
1
“What, however, has given such excellence to the German
Universities? What maintains such a truly scientific spirit
among their Professors? I answer-the scientific spirit of
the whole nation; a consequence of its entire want of a pub-
lic political life, the destruction of its political existence as a
nation for centuries, and the liberty of thinking produced by
the reformation ; in one word, it is a consequence of the fact,
that the German's life is entirely within him; a good, bought
dearly enough. It seems to me, that were you even to give
to a German a settled annuity, as those of the English
fellows, he would nevertheless be found active and ambitious
9
66
in the cause of science; because almost the only field of am-
bition of a German, I mean that ambition which looks beyond
the life of the individual and seeks for another distinction
than that of titles and wealth, is science.
It has been often observed, and in my opinion, justly,
that German education directs the pupil much more to self-
studying, than those systems and plans pursued in English
schools and universities, and in those of America modelled
after the same. It is not the place here to inquire into the
system of education followed in our colleges, and how far it
is adapted rather to lead the student to study for himself
and to develop his powers in general, than to learn certain
prescribed courses by heart; but it seems to me that in estab-
lishing a new University, which aims at teaching the higher
branches, and therefore generally would not have very young
persons among its students, a system somewhat similar to that
of the German universities ought to be followed; I mean,
the student ought to be left more at liberty, and time ought
not be wasted in recitations. Certainly I would not advise
the following entirely the German system, which leaves the
student totally without control in respect to his studies, no
examinations ever taking place; but it must be remembered
how severe in most States, particularly in Prussia-how very
severe are those examinations established by government,
without which no person can begin to practice medicine, law,
or can become ministers, or teachers at a gymnasium, or
receive an employment in the administrative branch. As
government here does not ordain such examinations, it would
67
be best perhaps to adopt somewhat the French system, viz: 10
have semi-annual examinations, real, thorough examinations,
connected with prizes, etc. as in the Ecole Polytechnique.
In Germany, Professors often appoint hours, in which they
receive questions from their pupils respecting the lectures
they have heard from him, and talk over the different
subjects.
"Gymnastics, of great importance in all countries, are
peculiarly so in this, as people seem to have, probably in
consequence of the climate, an indisposition for exercise,
which is one of the causes of the frequent complaints of the
viscera. In Germany fencing masters are always connected
with the university, and generally, for instance in Berlin, a
large hall in the university building, is granted for this pur-
pose. In my opinion this ought to be always done. Such
a hall could be used for fencing, and at the same time during
winter, for all other kinds of gymnastics, which it is of the
highest importance to have taught l'egularly and systema-
tically. In Germany a riding school also is generally con-
nected with a university ; but this would be probably too
expensive here. A swimming school however ought not
to be omitted; it is so easily established, and of so vital
an importance. How many lives might be saved by offer-
ing thus to a number of assembled youths, an opportunity
to learn this art, so beneficial, moreover, to the health, par-
ticularly in a changeable climate, as that in which we live.
Swimming, at the same time, is practised at a season when
the heat of summer prohibits almost all other gymnastic
68
exercises. Such swimming schools would soon become a
model for many in the whole country, and prove a true bene-
fit to it. Probably the University would not be obliged, in
regard to gymnastics, to do much more than to appoint com-
petent persons to teach them, and others to superintend the
same; few of the German universities give salaries to the
ſencing masters, but only designate them by the appointment,
as competent persons. Some support, however, would most
probably be required for the other branches of gymnastics, as
a building and apparatus. I have always found that it is
very important to teach the different kinds of gymnastics in
a regular succession, not only in regard to health, but also to
the interest which must be maintained for the various ex-
ercises.
"If Machiavelli says, that after him who establishes true
religion, he is the greatest benefactor who establishes civil
order: I would add that, after these two, he is the greatest
benefactor of his nation, who raises the standard in what-
ever is good, and I should consider it one of the fairest days
of my life, if I could contribute, even the smallest part, to
raise the standard of science and education in this happy
country, in the establishment of the projected university."
This communication was also of deep interest
to the Convention, and was referred to the com-
mittee of arrangements.
Theo. D. Woolsey, Esq., of New York, gave
69
an account of the French colleges,—their system
of instruction and discipline, as follows:
“As it does not enter into my plan, to describe the whole
system of instruction in France, I shall pass over the lowest
and the highest places of education entirely. It may not,
however, be amiss to remark, that the whole system of schools
and colleges, for classical and professional learning, is called
the université. This system includes. 1. The Faculties
of theology, law, medicine, science, and letters, which exist,
either together, as at Paris, or separately, some one or more in
many of the large provincial towns. 2. In certain extraor-
dinary institutions, such as the college of France at Paris,
where twenty-one courses of gratuitous lectures are given,
the school of Nises, the Polytechnic school, &c. 3. In colleges.
4. In boarding schools, and classical schools, called institutions
and pensions, all of which are subjected to a certain control,
and a permission is necessary, I believe, to set them up. 5. In
primary schools. This system is placed under the direction
of the ministers of the interior, and a council of nine, called
the council royal de l'instruction publique, under this council
is a body called inspectors general of study. The acting
head of the collegiate system, and I believe of the whole
system of education, is called the grand master. What his
relations to the minister of the interior, and the council of
instruction are, I cannot tell, but his powers are very great,
both in fixing the plan of studies in the colleges, and in con-
trolling the professors. When I was in Paris, I saw a gen-
70
tleman, a Professor in the college Commercial, of Falaise in
Normandy, who had offended a jesuit, the head of public in-
struction there, by his liberal sentiments, and was deprived of
his place under pretext of incompetency. He came to Paris
to appeal to the grand master, at that time Freyssinous, Bishop
of Hermopolis and almoner of the King. Freyssinous, as I
understood, attended to the subject with full power of making a
final decision, and as might be expected from his political
character, confirmed the decision of the provincial authority.
“The colleges of France are divided into colleges com-
munaux and royaux, the first of which are of a lower grade
than the second, and students go from one to the other.
They do not exist in Paris. The number of colleges in the
kingdom is given in detail, I believe, in the royal Almanach,
but I am not able to state it at this moment. It was made
equal under Bonaparte to that of the royal courts, which
were, in all, about twenty-five. The colleges were then
called lycées. Since the restoration their number must have
increased. The royal colleges of Paris, however, are five in
number, Henry IV. called under Bonaparte, lycee Napoleon,
Louis le Grand, then called lycee Imperiale, St. Louis,
Bourbon, then called lycee Bonaparte, and Charlemagne.
Besides these, there are two institutions which have in some
degree the rank of colleges, and contend for the prizes with
the others, as I shall describe hereafter. Their Professors,
however, have not any connection that I know of with the
government, being I believe appointed and supported by the
71
institutions themselves, and the charity scholars are not placed
there.* These two institutions are the colleges of St. Barbe
and Stanislas, both of them under the control of priests,
and I believe of jesuits. They were a short time since only
boarding schools, and were favored by the government on
account of the character of their officers.
'In the colleges of Paris, the students are divided into
internes and externes. The former are those boarding and
studying in the colleges : the latter are such as are placed in
pensions or boarding schools, so as at the same time, to study
under the teachers of such schools, and to recite in the
colleges. A peculiar class of externes, called externes libres,
live with a friend, or at home, instead of in the institution.
Two of the colleges, those of Bourbon and Charlemagne,
admit only externes, or scholars not boarded.
“ The number of eleves in the Colleges of Paris during
1827, was about 5000, and in one of them, Henri 4th, about
800. Of these a very considerable number came from the
country, as the Colleges of Paris have the reputation of being
the best in the kingdom.
“The Classes are nine in number, that is to say, the
lowest is called the huitiéme, the next the Septieme, and so
* In all the royal colleges 50 eleves, often the sons of military
officers, are supported in whole, two-thirds, or half, supported, accord-
ing to a certain ration by the government. In the time of Bonaparte
the number of charity scholars was 150 to each college.
172
upward. The Premiere is usually called the class of rhe-
torique, and the one above it, the class of philosophy. The
small boys in the 8th and 7th do not contend for prizes,
and possibly may be peculiar to the College Henry IV.
It is not necessary to enter any class in particular; nay,
those of Rhetorique or Philosophe may be entered at once,
or a boy may skip from the 6th to the 4th, if competent
to keep up with the class. In order to get a degree of 'bachelier
es sciences, however, it is necessary to have passed through the
class of philosophy, or to have pursued studies equivalent
with the proper certificates, and to undergo an examina-
tion, which consists chiefly if not entirely in answering three
questions, drawn by lot from a box. These, if answered very
or tolerably well, entitle to a degree, but if answered ill, or if
two are answered tolerably well and one ill, cause the rejec-
tion of the candidate. This rejection often happens, but the
disappointed candidate may apply again the next year.
Those who receive their degrees at once, pay 60 francs :
those who are thus made to wait, 20. This degree is neces-
sary for all French subjects, I believe, who wish to attend
the lectures in law or medicine, or who seek for degrees in
those professions, or even wish to practice in them.
“But to return to the classes in the colleges; the lowest
may be entered with no classical knowledge, and without
examination. I believe the age for this class is about 10, but
I have not heard that any positive regulations respecting age
are adopted.
/
173
“For the classes below that of Rhetorique, the mode of
instruction and management is nearly the same throughout.
Each class forms two divisions and is placed under two Pro-
fessors, or a Professor and an adjunct, who has a smaller
salary than the other and can be removed from one class to
another, while the professor has in ordinary cases only the
charge of a particular class. There are two periods of reciting
to the Professor during the day: at 8 and at 2. The study
of Greek is commenced by boys about twelve years old.
They study with the languages, geography and history.
The study of history is continued in the 5th, 4th and 3d ;
that of natural history is pursued in the 3d; those of arith-
metic and geometry begun in the second and continued in
that of Rhetorique. This last part of the plan is very sul-
prising, particularly in France, where the sciences are pushed
with the greatest ardor ; I have seen boys of about fourteen
years old who knew nothing of arithmetic.
“The punishments for neglecting a duty or for speaking
in recitation time, are something like those which still exist in
the English universities. They are such as to write the
lesson ten or twelve times over, to write eight hundred verses
of Virgil and the like—in the lower classes to remain upon
one's knees for some time. For crimes committed by the in-
ternes the punishment is, to be kept in durance during seve-
ral hours, or in more aggravated cases to be confined in a
dungeon and fed on dry bread and water. A boy hung
himself in 1824, 5. while subjected to these punishments.
10
174
"I have already adverted to the powers of the Grand Master.
This is the place to mention that he gives every year a kind
of agenda to the Professors in all the Royal Colleges, contain-
ing such a plan of study and such changes in the previous
plan as he sees fit. Thus the plan is the same for all the
Royal Colleges throughout the kingdom, at least it should be
so, but the provincial colleges being not so well officered as
those of Paris and not having the same spirit of competition
to animate them, and especially not having very good board-
ing schools to draw their scholars from, do not come up to the
standard of those in Paris.
"The Professors in Paris have a traitement or a salary of
3000 francs and upwards; an Agrege of 2000 and less.
The Professors have also a fluctuating salary depending on
the number either of scholars or of externes in their College.
Both sources cannot make much more than 5000 francs for
the Professors of the higher classes. Some of the Agreges
have almost nothing. These salaries appear small for such
a place as Paris, but with French economy they are about
sufficient for the maintenance of a family in that part of the
city where nearly all the colleges are situated.
“The price of education for an externe is 126 francs the
year in the college of Henri 4th; and the same I believe in
the others.
"The internes, or those students who are lodged and board-
ed in the colleges, are kept very strictly. They rise for
prayers at about the same time as in our colleges. They are
not allowed under a severe penalty to be absent from the col-
lege beyond a certain time of the evening, and they must be
then with a responsible person. They sleep in dormitories
containing ten, twenty, or forty beds, and responsible persons
keep guard over their conduct during the night. When
assembled at their meals, which are sufficiently plain, some
book, generally of piety, is read. When they go out to walk
or to the baths, it is under the control of their maitre d'etudes
and in a body. Their clothes are all washed and taken
care of in common. Sometimes there occur barrings-out,
in these little societies, which are curiously punished. When
a class have entrenched themselves in a recitation room,
determined to give no admittance to the Professor, he
sends for a corps of sapeurs and pompeurs, a military body
answering to our firemen, who plant their fire engine at a
window and drown the poor boys into submission without
much difficulty. The eleves are sometimes, but not often sent
away from the colleges for crimes, e. g. for reading infidel
books, which is made a crime of the first order.
“Nothing now remains, but to describe the annual con-
course or distribution of prizes, which takes place at the mid-
dle of August, after which time the colleges close, for six
weeks. The colleges admitted to this concourse, are the
five royal and two private ones of Paris already mentioned,
and that of Versailles. A certain number of the most promi-
nent eleves of a particular class in each of the colleges, are
designated by the Professors to compose for the concourse.
.
176
These compositions, which have the same name with the
weekly devoirs of the students, are given to judges, and every
precaution is taken that they shall be impartial ;-the meet
ing is held in the large hall of the Sorbonne. The floor of
the hall is occupied by the university body, consisting of
the Professors of the colleges, and the Professors of the se-
veral faculties in their different robes, and headed by their
Deans, together with the students to be crowned. First there
is an oration in Latin from a Professor, then a speech from
the Grand Master, which consists chiefly of advice to the
students, and of a statement of his and the ministers exer-
tions to promote the good of the colleges, and the comfort of
the Professors. Then the prizes are read off, beginning
with the class of philosophy, each eleve being called by name,
and the college being named also to which he belongs. Up-
on this a most violent clapping and shouting takes place on
the part of the eleves and partizans of the college, that hap-
pen to be named, and this is kept up throughout. There is
much that is imposing in this ceremony: the papers publish
the successful concurrents, and carry their names through
France; and a book is published by the university, contain-
ing their names also, and the prizes gained. This book I
obtained through a friend, it being not exposed for sale. The
day succeeding this concours general, prizes are awarded
by the several colleges to their own students, and another
prize is given in April of each year, to such as may have had
the most honorable places at the compositions, the greatest
number of times.
77
- The only marked peculiarity of the French system as
practised in the colleges of Paris, is the union of the school and
college system which takes place. I mean the system of
having a Professor to recite to, and a college body to be a
member of; and at the same time, a person to control their
studies, who is the maitre d'etudes for those living in the
college, and the instructeur or head of the boarding school,
for those called externes. I could not perceive that there was
any great advantage in this : the small boys may have needed
to be managed according to the school system, and the larger
ones, to whom other and more immediate motives are pre-
sented in their course of studies, may have needed another.
Nor could 1 find that the results of the French system were
very great. The eleves certainly acquire a considerable
facility in writing Latin, both prose and poetry; and this, as
familiarizing the memory and the understanding to the forms
of speech of a language, is beyond doubt as important a part
of the exercises in studying a language as any other; but
beyond that I did not see that they were either very tho-
roughly or very extensively educated. To me it appeared as
a very great defect to postpone teaching the science of pum-
bers and quantities, until the boy was about 15 or 16 years
old. So entirely is this the case, that I knew a boy who was
about 14 years old and had never studied arithmetic at all.
In Greek and in geography, if I may trust to personal ob-
servations, they appear also to be far below the mark which
they ought to have attained long ago. But it is not always
safe to trust to observations derived from a few cases, and I
therefore will not pronounce this with confidence.”
18
Mr. Wm. C. Woodbridge addressed the meet-
ing, and stated that,
" In all comparisons of European institutions with our own,
it is important to remember, that in Europe, the line is dis-
tinctly drawn between the students of different ages, and in
different periods of advancement. In our institutions, those of
all ages are mingled. There, there are schools adapted to
every age. The Latin schools and the gymnasia take the
place of our colleges, and young men do not appear in the uni-
versity, until the age of eighteen. During the earlier periods,
they are placed under constant inspection, and parental
restraints. In the university, they are expected to govern
themselves in a great measure. The difficulty of govern-
ment in our colleges, arises from attempting to educate men
and boys in the same establishment. The same regulations,
the same inspection, the same system of discipline, cannot be
applied to both. It will be too relaxed for the one class, or
too restricted for the other; and distinctions would be invi-
dious. There seems to be no mode of obviating the evil, but
to establish some line of separation. Let our colleges gra-
dually raise their requisitions until they shall receive only
young men, and let them be treated accordingly. Let them
provide gymnasia and higher schools, where younger pupils
shall be under constant parental care and inspection at all
hours, and not thrown into the midst of the temptations and
facilities for evil, which our colleges present, while neither
reason nor experience are sufficiently matured to protect
them."
79
1
Mr. Hasler offered a few remarks on the appoint-
ment of Professors--and was followed by Profes
sor Silliman, who stated that,
“The faculty of Yale College have no voice in the ap-
pointment of Professors, by lawas the appointments are
made by the board of Trustees called the President and
Fellows"—that in fact however their opinions and wishes are
regarded, and it is very rare that an appointment is made
except in accordance with them :-that the President of the
College being the presiding officer both in the corporation
and in the faculty, the wishes of the latter readily find,
through him, a passage to the former, and a nomination by
the faculty, or at least an expression of their views is always
expected; that the faculty ought always to be men in whose
heads and hearts unlimited confidence can be reposed, and
that this being the fact, a board of trustees could rarely be
safe in disregarding their suggestions,--that there is in Yale
College, besides the corporation, a “Prudential Committee,"
consisting of the President and three other gentlemen, mem-
bers of the corporation, of whom one is regularly the Gover-
nor or Lieut. Governor of the state,—who meet at least four
times in a year and deliberately settle the accounts, and in
conjunction with the faculty devise the various plans, and
mature the reports which are to be made to the corporation.
The latter board generally sit but once in a year, and on
common occasions finish their business in one day.: this they
are enabled to do, because the business is prepared and diges-
ted by the Prudential Committee and the faculty-and
80
although the corporation is an independent body, it rarely
acts in important cases, without the concurrence of both the
faculty and the Prudential Committee--and as great con-
fidence always prevails, between these respective bodies, the
business of the institution proceeds harmoniously.”
N
Mr. Jared Sparks presented a few observations,
and alluded to the organization of Harvard Uni-
versity. He stated,
1
“That the organization of Harvard College is derived
from a charter early received; and from subsequent acts of
the Legislature, which has from time to time contributed
liberally to the funds of the institution. By the scheme of
organization, the college is under the supervision and control
of two separate Boards, called the Corporation, and the Board
of Overseers, deriving their powers from the legislative acts of
the commonwealth.
Va-
“The corporation is composed of seven persons, of whom
the President of the college is one by virtue of his office.
The other six are chosen from the community at large.
cancies are filled by the members in office, who thus have the
power of perpetuating their own number. To this body
the general management of the college affairs is entrusted ;
they appoint the professors, tutors, instructers and all other
officers; they prescribe the laws and regulations for its inter-
nal goverment, both in reference to discipline and instruction;
they assign the duties and compensation of the officers, and
.
81
have the entire control of the funds and revenues of the
institution.
“ The Board of overseers is of a more popular character. It
consists of the Governor and Lieut. Governor of the State, the
members of the council and of the senate, the speaker of the
House of Representatives, and the President of the college
ex-officio; and also of fifteen laymen and fifteen clergymen,
who are elected as vacancies occur by the whole Board.
Hence in this body there are somewhat over fifty members,
who are chosen annually by the people. The other thirty
retain their places for life. The Board of overseers has a
controlling power over all the acts of the corporation; and,
indeed, its sittings seems to be for little other purpose, than to
hear the reports of that body, and sanction its proceedings,
any or all of which, they may, if they please, disapprove or
annul. They usually meet in the Senate Chamber during
the sittings of the Legislature.
“In addition to these two bodies, there is another, called
the immediate government or faculty of the college. This
is constituted of the President, Professors, and Tutors, who
reside at the colleges, and who are engaged in the active
duties of governing and teaching. They have charge of
all the internal regulations, and execute the laws prescribed
by the corporation, and approved by the overseers, as well in
regard to order and discipline, as to the general plan and par-
ticular details of instruction.
11
82
“There are, moreover, the three schools of Theology, Law,
and Medicine, attached to the college, each of which has its
separate faculty of Professors, who superintend and regulate
the immediate concerns of their respective departments, under
the control of the corporation and overseers.
The President
of the college is at the same time President of the corpora-
tion, the immediate government, and of the three faculties of
Theology, Law, and Medicine, thus presenting the peculiar
circumstance of a layman presiding over a body of Theological
Professors, or of a clergyman at the head of the faculties of
law or medicine, as the case may be. The Governor of the
State presides at the meetings of the overseers.
“The Theological school has, besides, a body of Direc-
tors, who act in some manner distinct from the corporation,
but on all important points, subject to the revision of that
body, and consequently of the overseers.
Overseers.
“As to the topic now before the convention, respecting the
mode of choosing Professors, they are all chosen at Harvard
College in the first instance by the corporation, or rather
nominated by that body for the approval or rejection of the
But as a case has rarely, if ever been known, in
which such a nomination has been rejected by the overseers,
the election of all the Professors and immediate officers may be
said to pertain in practice to the corporation alone. It is
probable, however, that this is seldom done without consulting
the members of the faculty into which a Professor is to be
83
chosen. No good policy would introduce an efficient mem-
ber into a small body, where such a step would be likely to
endanger harmony of feeling and action. For this reason,
it may be well worthy of consideration, whether, in the
scheme of a new constitution, it is not better to provide for
the nomination of a Professor by the members of the faculty,
with whom he is to be associated. Such a body would be as
capable as any other, to say the least, of judging in regard to
the requisite qualifications of a candidate, and much more
capable of deciding whether his personal qualities, traits of
character, and habits of thinking, would make him accepta-
ble in their community. It seems evident, therefore, that
something is lost, and nothing gained by referring this nomi-
nation to another body of men, who have no interests in com-
mon with the party chiefly concerned. It is enough that the
electing, or sanctioning power, dwells in a separate tribunal.”
President Bates having left the chair, Mr. Gal-
latin presided.--Dr. Bates addressed the meet-
ing. He stated that the appointing power was
generally vested in a Board of Trustees that
experience had proved the wisdom of consulting
the faculty on any contemplated appointment of a
Professor, and that, in fact, though not professedly
yet in effect, Professors are appointed by the in-
structers or faculty--and thus by securing their
good will toward the new incumbent, unity was
enforced.
84
Dr. Bates having resumed the chair, Mr. Kea-
ting, of Philadelphia, addressed the convention-
he observed,
“ That the information which had been presented to the
meeting by the experienced gentlemen who had preceded him,
fully proved the delicacy and difficulty of this task,—where
objections so powerful, existed against all modes hitherto adopt-
ed, it might perhaps be deemed excusable in him to throw out
some ideas on a new mode of appointment, which had lately
suggested itself to his mind. He thought it was to a certain
extent, new and untried; he had not himself had it long un-
der consideration, but he offered it that it should receive that
attention to which others might think it entitled. He believ-
ed that many of the objections to elections would be removed,
if the nomination of candidates were entrusted to a different
body from that which had the power to elect, as if for instance,
the faculty had the right to nominate a certain number, say
three candidates, to fill a vacancy, and it was made the right
and duty of the trustees to elect one of the three. The purity of
elections would, he thought, be the greater where the electing
body was the larger-while in order to ensure a sufficient con-
densation of opinions, it might be well that the nominating
body be small. This would also offer the advantage of ena-
bling the abilities and claims of the respective candidates to
be freely canvassed, and it would remove the objections to the
close borough system, which had been so strongly, and he
thought, so justiy urged, against one of the modes of election.
Perhaps on further consideration, it might be deemed advisa-
85
ble to extend the privilege of election to a large number.-
He was not prepared to say that it was, yet he felt some dis-
position to adopt the idea of placing the nomination of candi-
dates in the Board of Trustees, and committing the election
to the alumni at large. The latter formed a large body of
intelligent men, dispersed throughout the country, free from
local, sectional, or sectarian principles, who would feel a deep
interest in the honor of their Alma Mater, and a warm desire
to add to its fame by strengthening its faculty at every succeed-
ing vacancy.--He was aware of the objections which would
be made to any plan of innovation—but with due deference
he would submit his idea on this delicate subject, which was,
that where a system worked well, and no objections could be
brought against it, it was wise to let well enough alone, but
whereas in the present instance strong objections were urged
and admitted on all sides, a cautious attempt at devising a
new method was admissible, and should be encouraged. But
the plan was not perhaps as new as some might think it. In
some of the universities abroad, even the under-graduates had
a vote in the election of the highest officer or chancellor of
the university. The meeting he addressed must certainly re-
collect the interesting election that took place a few years since
at Glasgow, in which Sir Walter Scott was one of the candi-
dates. At Oxford and Cambridge the chancellor is elected bi-
ennially by the members of the convocation or senate, both of
which are large bodies.
"He would detain the meeting one moment more to state
his conviction that the interests of colleges would be promo-
86
ted by placing the situation of President, Provost, or Rector,
upon higher ground than it at present occupied in most of
our institutions-He thought that this officer should be above
all the faculties and not too closely connected with any one
of them, that his duties should be rather of supervision and
general management than of instruction-In too many of
our colleges or universities, he was viewed only as a member
of the faculty of arts; being so treated by the trustees them-
selves—and by the other faculties. He would like to see the
President in truth the head of the university, occupying a
distinguished station in the Board of Trustees, controling
all the faculties, superintending all the departments. It should
be a situation such as an experienced and retiring statesman
would be proud to fill ; a good example had been set by the
new university of Virginia. It was in a measure followed
by a recent appointment in the oldest university in this coun-
try; and he would rejoice to see the principle acted upon in
other institutions."
}
The Convention then adjourned to meet at ten
o'clock, on Thursday morning.
J. DELAFIED, Secretary.
.
87
New York, 21st October, 1830.
Pursuant to adjournment the convention assem-
bled this morning at 10 o'clock--President Bates
having taken the chair, opened the business of the
day with an appropriate prayer.
The Secretary read the minutes of the proceed-
ings on the previous day.
The committee of arrangements proposed the
following rule of order, “Whenever a distinct
proposition in writing, drawn from a subject that
has been discussed before this convention, shall be
submitted, with a desire to have an expression of
opinion by ayes and noes thereupon ; the ques-
tion shall first be put by the presiding member,-
Will this body express an opinion upon the proposi-
tion now submitted ?-and no proposition as afore-
said shall be voted upon until this question shall
have been determined in the affirmative."
On motion duly seconded, the proposition was
adopted.
88
Dr. Wainwright read an interesting letter from
Professor Stuart of Andover, expressing his
appro-
bation of the meeting, and offering his views in
relation to the proposed university.
Lieut. Drum, and Lieut. Mitchell, of West
Point, were introduced and took their seats--and
presented to the convention an exposition of the
views and objects of the Associate Society of
West Point
On motion duly seconded the paper was referred
to the committee on a National Society.
Professor Perdicari rose and addressed the
meeting, offering his views in relation to teaching
the Greek language, and to its pronunciation.
Mr. Perdicari remarked that,
" At a moment when literature excites such interest as to
bring to one place many of the distinguished scholars of the
nation, I hope that it will not be thought improper if I should
beg the liberty to make a few remarks on the system of teach-
ing theGreek language.
“As the present system is well understood by every one
of my audience, I will not dwell upon it more than to re-
mark, that it is carried on with great haste that the youth
89
who seldom understands the grammar of his own language,
is driven through the spacious halls of grammar, if I may use
the expression, in full gallop, without being suffered to ac-
quaint himself with the beauties and proportions of each de-
partment, and with the connexion and bearing of each other
part to the formation of the whole; he is taught the names
of cases, declensions, moods, tenses, &c. without a full ex-
planation of their meaning; he is questioned upon the eight
parts of speech at the same time, without being suffered to un-
derstand one of them fully, and he is then introduced into
the labyrinth of syntax with less precaution than into techno-
logy. I need not remark that such a system, far from disci-
plining the mind, has every thing calculated to dishearten the
most persevering scholar and confound the best intellect : for
the human mind never delights in what it does not under-
stand; it may dig and seek for a while, but it will soon give
up the object. In order to avoid the pernicious effects of such
a system there is but one way, and that is to introduce the
black board of the mathematician into the recitation room of
the Greek instructer; the scholar may be permitted to have.
a manual grammar, but the instructer must be his own
grammar while in the recitation room; he must put the ex-
ample of the subject, whatever it happens to be, upon the
board; he must explain it in a familiar manner, and inform
his scholars with regard to the rules and exceptions, and when
they have fully understood his explanations and remarks
he may then efface from his board all the examples, and re-
quire his pupils to come the next day prepared, to lecture him,
on the same subject, having upon the board the same or other
12
90
examples that will answer for the subject; when they have
fully understood one part of speech, then the work of some
proper author may be placed in their hands and they may be
drilled upon the parts of speech they have learned only, their
instructer assisting them in the translation of the other parts.
When they have been thus taught all the eight parts of
speech, and the whole philosophy of technology, so as to be
able to explain upon the board, by examples, all the rules and
the meaning of grammatical terms, then each of his little
heroes is a Theseus, ready to enter the complicated labyrinth
of syntax: here again the instructer must not permit them to
burden their young minds, with rules they are unable to
understand, but as in the first part of the grammar, he must
use his own discretion, as to the order of the subject; he must
begin by putting upon his board some simple sentences, and
give simple and familiar rules, then pass from simple to more
complicated sentences, requiring of, and teaching them the
power and ability of explaining what they have learned, in
their own language, without the assistance of their grammars,
while in the recitation room; they will thus be carried from
one step to another without being permitted to mount on the
top of this structure by a single leap; they will thus acquire a
thorough knowledge of grammar, which will enable them to
pursue the study of the classics without being disgusted with
them; they should not be required to translate any author,
before their teacher has given them in a familiar lecture, the
life of the writer, his excellencies as well as defects, if he
happens to have any; besides this, a short lecture should pre-
91
cede every recitation, the object of which should be, to explain
historical facts, which being beyond the grasp of young scho-
lars, often render the author dark, and incomprehensible.
“After the scholars have been well strengthened in their
grammar, and have spent some time in translating ; then
there is another very useful exercise, I mean that of com-
position. I do not mean original composition; for to write
an original Greek composition and have it mean something,
pre-supposes a thorough acquaintance with the classics, be-
sides no man can write unless he can enter into the spirit
of the language he writes, and Greek words put down (let
them be according to the rules of grammar,) without this
spirit, are but words, and such a composition has as much of
meaning in it, as a mummy has life. Instead of compelling
the scholar to write original composition let his instructer or
professor translate from some Greek prose writers into English,
let him have it as literal as possible, then let him present this
translation to his class, and require them to turn it into Greek;
when that has been put into execution, let him first correct it
as a mere Greek composition, then let him compare it be-
fore his scholars, with the original, and see wherein they
have differed: let this exercise be as frequent as possible, and
they will soon imbibe the true spirit of the language.
“This is the system, gentlemen, which if carried into effect,
will surely guide in safety, all those who are engaged in the
study of the Greek language. I know that this system will
require a long time to be executed as it should be ; but let
92
me candidly tell you, that this is the only way that leadeth to
success, and consequently this is the shortest.
“But in the present system there is one obstacle which
throws the veil of death over the whole language; I have re-
ference to the pronunciation ; there are two pronunciations,
the Erasmian or reformed, and the old or that of the mo-
dern Greek; the Americans profess to follow the Eras-
mian, though in fact they do not.
661
propose to lay before you gentlemen, the history, and
discuss the merits of these pronunciations, and if you favor
me with your attention and indulgence, I hope to convince
you of the superiority of the modern,
"In examining the antiquity of the Erasmian pronuncia-
tion, we retrace it to the sixteenth century, and find it to be
the offspring of a trick played upon Erasmus, its founder.
The incident (the veracity of which has not been questioned
by the best friends of Erasmus,) is the following :-while
Erasmus was at Louvain, Glarianus arrived from Paris, and
was invited to dine in the college, and being asked what
news he had brought with him from Paris-Glarianus,
knowing Erasmus to be very fond of novelties and wonder-
fully credulous, made up a story of his own, and replied, that
some Greeks, of fine education and acquirements had arrived
in Paris, and used a different pronunciation from the prevail-
ing one, for example, says he, instead of pronouncing the
second letter of the alphabet betta they say vetta, instead of
93
018, 0s, &c.
As soon as Erasmus heard this report he wrote
his dialogue of the reformed pronunciation of the Greek lan-
guage and it soon was adopted by many European scholars.
I know, gentlemen, that reason hesitates to admit that ma-
ny excellent scholars could have been so easily led into this
error by Erasmus, but when we recollect how easy it is to pro-
pagate error and vice, when we recollect the lamentable con-
dition of Greece, the situation of her sons, and her literature,
at that period ; and more than all, when we recollect the
magic charm that clings around the genius of great men,
we should not be at a loss to account for the speedy success
of the reformed pronunciation. But the pretences of the
reformed pronunciation to antiquity, may be easier unravel-
led and better understood by examining the history of the
modern pronunciation.
"At the capture of Constantinople by the Turks, most of
the noble families of the Greek nation, took refuge in wes-
tern Europe, where they taught their native language with
their native pronunciation. These were persons of great ac-
quirements in the Greek and Latin literature, these are the
scholars known by the honorable title of restorers of learn-
ing, and the correctness of their pronunciation (which was the
same with that used by the present Greeks) was no more
questioned by European scholars, than you will be disposed
to question that of any modern language when taught by a
native scholar. And accordingly we find that Erasmus him-
self, before he had ventured to manufacture his reformed
pronunciation, when in need of a Greek Professor for the
94
university of Louvain, wrote to Lascharis, a Greek gram-
marian at Constantinople, to forward him a native Greek
scholar, competent to fill the chair of the Greek professorship.
I will read that part of his letter to Lascharis which has re-
ference to the subject before us.
“ The letter is dated Louvain, 2d March, 1518, and reads
thus :-
“Many persons here are seeking for the Greek professorship,
but my opinion has always been, that we should send for a
native Greek, from whom the students might at once acquire
the genuine pronunciation of the Greek language ; and this
opinion is acceded to by all those, who have the management
of this business,--they have accordingly directed me in their
behalf, to send for such a man as I should think qualified
for the office. Relying therefore, on your obliging disposition
towards me, and on your regard for the cause of learning, I
beg you, if you know of any person, who in your opinion
will do honor to us both, that you would direct him to hasten
to this place immediately.
2
"Now gentlemen this proves satisfactorily that the modern
pronunciation was considered not only by the European
scholars but even by the great Erasmus himself, to be the
genuine pronunciation.
“From the capture of Constantinople we may trace the
modern pronunciation to the Christian era; as a proof of
95
this I would point out to you, gentlemen, the well known fact
of the Greek church, whose services and ceremonies, without
one exception, are performed in the ancient Greek language,
and if their superstition did not permit them to perform
their rites in a language more intelligible to the mass of
the people than the ancient Greek, we have little reason,
if any at all, to believe that they would have disregard-
ed the pronunciation. Again Dr. Gillies remarks, in his his-
tory of Greece, that the Greek was spoken in the middle
of the fifteenth century, when Constantinople was taken by
the Turks, so that, from the time of Homer, it subsisted
with little variation as a living language, for two thou-
sand four hundred years: if this be a fact (and I have not the
least doubt that it is) then I say that the strong probability is,
that no perceptible change could have taken place in the pro-
nunciation of the Greek. But we can arrive at the certainty
of this truth by referring to the works of Plutarch,--there
we find that he uses all the disputed letters just as the
modern Greeks do ; for example, in translating the name of
Livi, he writes Nibios, and thus proves at the same time that
I was pronounced e. and not 1. and 6. ve and not be, &c. It
seems, gentlemen, that the European scholars in the dark
ages of literature, guided by some bright luminary of their
fancy, descended to the regions of the dead, held conver-
sation with the manes of Plato and Aristotle, listened to the
sweet accents of Homer and Sophocles, and ascended like
intellectual giants, with wisdom sufficient to correct the
pronunciation of the untaught Plutarch.
1
96
.
"I will not take up your time, gentlemen, by entering in-
to the minutiæ of this reformation, but I will bring for-
ward some of the strongest arguments of the reformers
against the old or modern pronunciation. The followers of
Erasmus protest against the five e's of the modern pronun-
ciation, they say that this would oblige one to speak in one
way and write in another, and they cannot, possibly, see how
the ancient Greeks could understand each other, since words
of different meaning would have the same sound; now with-
out taking the trouble to answer that the ancient Greeks
understood each other just as the modern Greeks do, I would
only point out the absurdity of their wise rule, of writing
just as we speak, by begging you to apply it to your own
language, and tell me if it does not throw the whole fabric
of orthography into confusion.
"The next and the last argument of the reformers, which 1
intend to mention, is that respecting dipthongs: they say that
the modern pronunciation abuses the term dipthong, which
means a combination of two sounds by uttering them with
one simple sound ;--without answering that a combina-
tion of two or three things ought to be one and the same
thing after the combination has taken place, I merely ask,
how was it that some of these reformers, who doubtless were
Englishmen, did not perceive the same abuse of the term
dipthong in their own language ? I should suppose that they
never met with the words Cæsar, Phænix, &c.
" It is truly astonishing to see men of wisdom and learn-
97
ing engaged in such an idle controversy; we can hardly per-
suade ourselves that, scholars as they were, they could have
been guilty of such absurdities; but strange and ridiculous
as it may appear, it is a fact much to be lamented, that man
does not dispose of the schemes of his fancy, as he does of his
dreams; he is too proud to admit as false, what he, while
wide awake, asserts to be true, and far from waking from
his wild fancies, he uses his utmost ingenuity to inveigle
others, and make them partakers of his delirious reveries ; for
had Erasmus investigated the matter before he ventured to
publish his dialogues on the Greek pronunciation, he never
would have brought them to light.
1
“Again, we find that the wild mountaineer as well as the
polished Greek; the scholar as well as the untutored peasant;
the one who inhabits the splendid halls of Constantinople, as
well as he who lurks beneath the ruins of the once opulent
Athens; the Islanders, as well as those who have been scat-
tered in the different parts of the world, have one and the
same pronunciation, without the least variation; this, gentle-
men, points to a strong cause.
d
“Now let us examine the unity of the reformed pro-
nunciation. In looking over the European nations we find
that the reformed pronunciation of the Italians, on account
of the great similarity of the sounds of its vowels with those
of the modern Greek language, bears a greater analogy to
it than that of the French; the farther to the North we go,
the greater dissimilarity we find in the two pronunciations :
13
98
as we come westward, on the shores of America, (gentlemen
excuse me if I express my opinion freely) I say, as we
come to the shores of America, we find all these pronun-
ciations as it were in a heap; we find every Academy has
its peculiar pronunciation, and every college is blessed with
all the pronunciations of the different Academies ; and each
scholar claims some peculiarity of his own: in short, gen-
tlemen, here we find what I should term, the Indistincto
promiscua et, turbulentissima pronunciatio, which being in-
terpreted means, no pronunciation at all. If the immortal
spirit of Demosthenes should ever revisit this habitation of
mortals; if it should cross the Atlantic for the purpose of
gazing once more upon the splendid shrine of his and your
favorite liberty, if he should happen to be present at some
of your Greek declamations, and should be told that it was
Greek, he would exclaim,
« Ου μα τους εν Μαραθώνι προκινδυνεύσαντας των προγόνων, και
τους εν Πλαταιαϊς παραταξαμένους, και τους εν Σαλαμίνα ναυμαχήσαν-
τας και τους εν’ Αρτεμισίω, και πολλούς εσέρους τους εν τοϊς δημοσίοις
μνήμασι κειμένους, αγαθους άνδρας.
>
“ Since the present state of the Greek pronunciation in
America is so unsettled, I think it will greatly contribute to
the encouragement of Greek literature to adopt either of the
two, and in order to make a happy choice, let us carefully
examine the utilities of each. After what I have said in
relation to their antiquity, it will be useless, I think, to re-
inark which of the two has the superiority ; in this respect
99
indeed, we cannot admit that either is what the ancient pro-
nunciation was, but then we ought to weigh the probabili-
ties of each in this respect, and though we cannot arrive at
the whole, let us apply practice, nay, let us do more than this,
let us apply the rule of approximation and see which of the
two will carry us nearer to the whole,—but as I wish to
save you as well as myself, the trouble of applying practice
and approximation, let us suppose, (which by the by is
rather a broad supposition,) that their claims to antiquity
are the same, and then let us proceed in our choice :-first,
then, the refoi med pronunciation is more difficult to be
acquired, since it discards the accents and rests wholly upon
prosody, which is never understood by beginners, and sel-
dom by scholars, when they read prose, where they cannot
be guided by the number of syllables, as they are when
they read poetry. Secondly, the Erasmian pronunciation
is inconsistent with itself; its rules are not settled, as in the
modern, seeing each nation in Europe has its peculiar rules;
the moment therefore you adopt the reformed pronuncia-
tion, the question occurs, which of all these niodes or na-
tions, will you follow as your example, and why have
not you the same right to pronounce the Greek according
to the analogy of your own language, as they do? which
will bring us to the very point from whence we started,
namely to have no pronunciation. But if you introduce into
the halls of learning the modern pronunciation, you will not
be obliged to refer to this one and that one, for authority, but
to a whole nation whose rules bear the mark of usage: but
here some one may ask, as they often do, what shall we do
100
with the quantity if we adopt the pronunciation of the pre-
sent Greeks? If I ask what you do with the accents, you
would probably answer, they are insignificant points; but I
have too great a respect for quantity to give a similar reply. I
answer, then, the question, by saying, that the dispute is
respecting sounds, and not quantity; and what has quantity
to do with sound? surely no more than the sublime with the
ridiculous! When the question respecting the sound shall have
been settled, who can doubt that any sound may be made
long, or short. I will prove my assertion by reading a few lines
from Homer with the quantity.
--
* Αλλοι μέν βα Θεοί τε και ανέρες ιπποκoρυσται
Εύδον παννύχιοι • Δία δ' ουκ έχε νήδυμος άπνος
'Αλλ' όγε μερμήριζε κατά φρένα , ώς 'Αχιλήα
Tιμήση, ολέση δε πολέας επί νηυσιν 'Αχαιών.
"Ήδε δέ οι κατα θυμον αρίσση φαίνετο βουλή,
ΠέμΨαι επ’ 'Ατρείδη 'Αγαμέμνονι ούλον Ονειρον
Καί μιν φωνήσασ, έπεα πτερόεντα προσηύδα"
Βάσκο 79, ούλε"Όνειρε , εοάς επί νήας Αχαιών
'Ελθών ές κλισίην 'Αγαμέμνονος ' Ατρείδαο,
Πάντα μάλ' ασρεκέως αγορευέμεν, ώς επισέλλω
Θωρήξαι εκέλευε καρηκομοωντας Αχαιούς
Πανσυδίη νύν γάρ κεν έλoι πόλιν ευρυάγυιαν
Τρώων" ου γαρ επ' αμφις Ολύμπια’ δώμασ’ έχοντες
'Αθάνατοι φράζονται ' επέγναμ Ψεν γαρ άπαντας
“Ηρη λισσομένη Τρώεσσι δε κηδε' εφήπται.'
“ It is true that the Greeks read prose as well as poetry by
accent, and the reason of their doing so is to be attributed to
101
the great difficulty of reading by quantity. There arc,
however, many scholars who read by quantity, and any
one may do it, but you know, gentlemen, that it is a rare
attainment to read poetry as it should be read, and we meet
with few who can read properly English poetry; and I have
met with few, if with any, who can read Greek poetry.
“To adopt the modern pronunciation then, does not admit
the fact of disregarding quantity, on the contrary a perfect
knowledge of the accents will lessen the difficulties of the
prosody. Again, by teaching the Greek with the Erasmian
pronunciation, you introduce to the notice of your pupil a
skeleton ; let it be that of some venerable man to whose
virtues the world paid and pays its homage: let it be that
of some hero, whose noble achievements excited the admira-
tion of mankind, or at whose outrageous crimes, the world
stands aghast, it can only excite, and that for a moment,
awe and solemnity ; but its charms took their flight with its
immortal spirit, and though the scholar should be disposed
to treat it ever so ill, he cannot excite a frown, or cause the
blood to boil and his eye to sparkle.
“But the case will be far otherwise if you introduce into
your academies the modern pronunciation. The scholar would
not, indeed he cannot be insensible of the fact that he reads
the Greek language with a pronunciation by which he will
be able to converse with a whole nation, who writes and
speaks a language not unlike to the ancient Greek. I am
fond of illustrating my assertions by facts."
102
In illustration of this assertion, Mr. Perdicari
read the following extract, written in praise of
the press by Dr. Corey.
• Αύτη μόνη ενίκησε τον πανδαμάσορα χρόνον, φυλάξασα τα σοφά
των παλαιών φιλοσόφων και προγόνων ημών παραγγέλματα αυτή μόνη,
καταςήσασα κοινήν την ανάγνωσιν των παλαιών και νέων συγγραμμάτων,
έσπειρε σας ορθάς δόξας εις τον κοινόν λαόν, και εφώτισε πολλά έθνη της
Ευρώπης αυτή και σήμερον , ώς άγγελος εξ ουρανού και ταράσσει την κολυμ-
βήθραν των επισημών , και βαπτίζει εις αυτήν την Ελλάδα, δια να
θεραπεύση τα πολλά και μακρά της αρρωςήματα , και να την καθαρίση
από τον ρύπον της απαιδευσίας αυσή τέλος πάντων , σπείρουσα και
των απανθρώπων αντιφιλοσόφων τάληρώδη και ασύντακτα συντάγματα,
αποδειχνει επί μάλλον και μάλλον και της φιλοσοφίας την γιγάντειον ισχύν,
και των πυγμαίων αυτής έχθρών σαγελοία και βωμολόχα παλαίσματα”.
Mr. Perdicari exhibited the differences exist-
ing between the ancient and modern Greek, in
the cited passage, stating that his remarks were
applicable to the modern Greek, as used by well
educated persons. Mr. Perdicari then continued,
“Let a pupil be informed that a scholar who has a
thorough knowledge of the ancient Greek, and especially
one who has the proper pronunciation, may acquire the
modern Greek in the course of three months, and in order
that he may not think your assertion wild and Quixotic,
tell him that while I was at Mount Pleasant, Mr. Sidney
Johnson, late of Yale college, attended to the subject, and
103
in the course of three months he was able to converse, and
after he left the place he corresponded with me in modern
Greek ; let him be informed, if he needs be at all, that the
modern Greek differs from the ancient in the arrangement
of the words only, that it has the same vocabulary, and with
few exceptions, the same grammar, that a good knowledge of
the modern Greek, which he can never acquire unless he is a
good scholar in the ancient, besides the charm of accom-
plishment, will tend to perfect him in the ancient Greek,
by teaching him to think in that language; tell him that
the Greek nation is already free, and that its literature
will soon take its place among the refined literatures of
other nations ; tell him that its language has already its
poets and philosophers, that you will soon have commer-
cial intercourse with that nation, and that she will then
have an easy access to her literature and her concerns
through the medium of her newspapers : and after you
have told him all this, be asured that you will not fail to rouse
within his young bosom a new ambition and a warm love for
that literature which withstood the mad whirlwind of time.
I have thus far laid before you, gentlemen, the history of the
pronunciation as well as the utility of each :- I hope to
have convinced those, if there were any, who might have
been prejudiced against the modern pronunciation.
“ Gentlemen, perhaps I have tried your patience more
than I ought to have done, but I must beg your indulgence
and add that, John Pickering, that great scholar of whom
Amcrica may well boast, and whose acquirement in the
104
Greek literature might do honor to any nation, advocated the
cause of the modern pronunciation; that the Rev. Mr. King,
Mr. Jones, Dr. How, Rev. Mr. Robertson, all gentlemen of
liberal education, and who have had the opportunity of being
acquainted, by experience, with the modern pronunciation,
have at various times expressed their approbation in its
favor, and indeed many of the Presidents of colleges, Profes-
sors of the Greek language, and instructers of different acade-
mies with whom I have had the honor to converse upon
the
subject before us, all admitted the force of the arguments I
have brought before you, and indeed one of your presidents
added, that the modern pronunciation will ultimately prevail
in this country--but with all this, gentlemen, the mode has
been hitherto treated with utter neglect.
“And let it be said to the honor of Mount Pleasant Aca-
demy, that it was the first institution in this country whose
founders, convinced of the important truth, that the pronun-
ciation of a language is its very life, disregarded usage, and
by their praiseworthy perseverance proved that young Ameri-
cans could, and can, read the Greek with its proper pronun-
ciation with as much facility and correctness as any Greek.
I know there is an opinion abroad that the pronunciation of
the Greek is of little consequence, and its accents and dip-
thongs of less, but I hope that no one who has any pretension
to scholarship and taste for languages can be guilty of enter-
taining such an opinion as this, for though the pronunciation,
accents, and dipthongs, be of little consequence, it cannot be
denied that they are parts of a whole, and nothing can be a
105
whole which has not all its various parts. Such an opinion is
probably advanced in consequence of the Greek language
being called dead, but truly, gentlemen, I am unable to under-
stand, if not the meaning, at least the extent of this term:
when one can understand Homer as well as he does Milton,
when he can feel the sensation of the sublime, when he has
before him the immortal Iliad of the former, as well as when
he reads the Paradise Lost of the latter; when he can enjoy
the beauty of buoyancy he meets with in the odes of the
Old Anacreon, as well as that he finds in any of the English
or American bards; and especially when he reads them with
the same pronunciation with which Plutarch used:-in such
a case I will not take it upon myself to decide what kind of
death this can be. The fact is that the Greek language and
literature have been committed to the cold grave and all its
horrors alive; there they have slumbered for centuries, there
they are, and it is from the depth of the tomb they appeal
alike to the philanthropy of the christian, to the generosity of
the statesman and patriot, and to the taste of the scholar.
I hope, Sir, that the time has arrived when the friends of the
Greek language and literature will save them from the cruel
and awful doom to which they have been committed. I
assure you, gentlemen, that the moment you have expelled
from your Institutions and your country, that truly deformed
pronunciation of the Greek, and as soon as you will insist
upon its being studied as a living language, so soon you will
see that the object improperly called dead, is in fact, a lovely
and living being
106
"I have said, if not all I wish, at least all that time permits
me, and now submit the subject to your candid and im-
partial consideration.”
On motion duly made and seconded, this address
was referred to a special committee, consisting of
President Cushing,
Professor Robinson,
Professor Patten.
Rev. Dr. Edwards, of Boston ; Rev. Mr. Emer-
son, from Weathersfield; Rev. Mr. Colton, from
Brooklyn; and the Rev. Mr. Ware, of New
York; were introduced, and took their seats.
Mr. Theodore Woolsey, offered some remarks
in relation to the Greek language.
President Marsh, of the committee, to whom
was referred the address or communication from
Professor Vethake, reported the following ques-
tions, as calculated in their view to bring into
discussion the most important subjects of that
communication.
1. Is it expedient to bring together into the
same institutions, students who are seeking only
107
such instruction as will prepare them for the ac-
tive employments of society, and those who aim
at a general, or what is called a liberal education ?
2. Is it expedient, that all who are aiming at
the more liberal cultivation of the mind, should
pursue, in order for its attainment, the same
course of study, and to what extent should it be
the same?
3. What are the advantages and disadvantages,
of the present arrangements of classes in our col-
leges, and how far is it practicable to admit the
method of classing students, with a reference to
their progress only in the several departments of
study.
4. How far is it expedient in the discipline of
a literary institution to dispense with such pun-
ishments as bring public disgrace upon the stu-
dent, by the more efficient employment of the
parental mode of discipline.
5. Are the methods now employed to excite the
ambition, and promote the industry of students,
such as giving discriminating appointments to the
most distinguished, and bringing them forward in
108
public exhibitions, wisely adapted to their end,
and what are the best methods of securing the
industry of all ?
6. Is it expedient to retain the degree of A. B.
as now received in our colleges, and if so, what
should be the qualifications of those, on whom it
is conferred, and how are they to be ascertained.
(Signed,) JAMES MARSH, Chairman.
On motion duly seconded, the report as read
was accepted.
The Convention then entered upon the discus-
sion of the following subject, being topic No. 13.
56 The confining students to their classes, or al-
lowing any to graduate when found prepared, on
examination."
Colonel Knapp addressed the meeting in favor
of the present system of classification.
Mr. W. C. Woodbridge replied on the other
side, and introduced an account of the Fellenberg
School, at Hofwyl, in Switzerland. Mr. Wood-
hridge remaked, that,
109
"Some account of the Fellenberg institution had been re-
quested. I fear it may be found irrelevant to the objects of the
meeting, but as the request has been repeated, although I
have been unable to prepare myself, I will venture to make
some remarks concerning those principles of the establish-
ment which apply to the subject under discussion.
“ The great object of Fellenberg is to educate-to form
the character, not simply to teach. He does not wish to make
mere receptacles of knowledge, living encyclopedias of
learning, but men capable of action and knowing how to
apply their knowledge. He regards instruction as a means
to this end. In this view he considers it necessary to adapt
his course to the capacity and wants of each individual. To
educate alike those powers and propensities, he deems unrea-
sonable. He endeavors first to ascertain the intellectual
capacity and physical vigor of each individual. He assigns
only such a task as can be performed without oppressing the
mind or injuring the body. He watches the progress of
the youth, and changes the course whenever his bodily
or intellectual state may require it. He never suffers the
mind to advance at the expense of the body, and often for-
bids or restricts study for months. Nor does he allow the
mind to become distorted by too much attention to a single
subject, or too much development of a single faculty, and
sometimes even interrupts the pupil in a study which absorbs
him too much. He divides education into two periods, that
of development, and that of acquisition. In the first he
seeks to produce harmonious development of all the faculties.
110
In order to attain this end, his classification is founded upon
the capacity and advancement of the pupils, and classes are
multiplied so as to place together only those whose physical and
mental
powers are nearly similar. He has thirty teachers for
one hundred pupils. He suffers no one to languish in idleness,
or turn his activity to evil for want of occupation. He allows
none to be broken down by excessive effort, or to be discou-
raged by inability to comprehend the lessons assigned. Fre-
quent examinations and constant observations are made in
order to keep every one in his proper place. He allows and
adopts no arbitrary standards like the bed of Procrustes, to one
or other of which, every individual must be cut down or ex-
tended or shortened. The gentleman before me has exhibi-
ted very happily the evil results from the effects of ambition,
in leading to destructive exertion or exciting more destructive
passions.
" It has been said that such a course would excite still
greater jealousy and envy. If it be accompanied with the
system of rewards and honors it would-but it does not follow
that it would if this also is banished. On the contrary, in
Fellenberg's Institution, it is not. He does not suppress emu-
lation unless it appears in some improper form, but he avoids
every artificial excitement. In Hofwyl there is neither first
nor last; neither rewards nor honors. He employs moral
influence and the love of knowledge itself as the motives to
industry. The mind is as much disposed to activity as the
body, and if it were properly directed there is no reason why
that eager curiosity of childhood which asks a thousand
111
questions on every subject, could not be maintained through-
out the whole course of instruction. Let knowledge be given
in the time, and measure, and manner, in which the mind
can receive it, and it would generally be welcomed. The
fundamental error in our system seems to me to be, that we
require the child to attend to subjects he cannot compre-
hend, and punish him for his want of interest in them. An
insect flies across the school room, which exhibits a world of
wonders and beauties in itself adapted to his capacity and
age, but he is punished for gazing at it, and compelled to fix
his eyes on the book before him, which is often from the na-
ture of the subject, and still oftener from the manner in which
it is treated, entirely beyond his capacity. We give the infant
strong meat; he cannot digest it, we disgrace him ; if he dis-
gorge it, we punish him. I do not mean to say this error can
be repaired in our higher schools or colleges. They can only
act on the materials furnished them, which are often ruined
before they are received. The reformation, if there be one,
must begin at the foundation and not at the top stone of the
structure of education.
"In regard to ambition let me ask-But is it not this
never-sated thirst of honor and power which is threatening
the best institutions of our country more than any other
cause? Where is its birth place? In our schools for chil-
dren. Where is it nurtured and strengthened? In our
academies and high schools. And where is the glowing
passion fanned to a flame? By the honors of our colleges.
Why should this evil be done that good may come? why
112
should we cherish rivalry to encourage industry? The institu-
tion of Fellenberg proves that this motive is not necessary.
He urges his pupils forward by the love of knowledge, the
influence of affection, the sense of duty, and the influence of
religious motives; and never did I see a more ardent thirst
for knowledge, or more vigorous and patient habits of appli-
cation pervading an institution I found none of that rivalry,
that rankling envy, which I had seen around me from my
childhood, and which has planted thorns in many a heart,
and yet a far more general and intense application than I
had ever known produced by these dangerous stimulants.
“In regard to the studies to be pursued, I am not de-
sirous that the arrangements of our existing institutions
should be destroyed, much less, that one and the same course
should be adopted in all. On the contrary, it seems to me,
there ought to be a greater division of our institutions. We
attempt to combine too much in a single establishment. Let
us have schools adapted to every class of students, fitted to
prepare them for every station in life. Let us have classical
schools and colleges, where classical studies shall be pursued
in the most thorough manner, with the addition of the ele-
ments of science, which shall retain the pupil until his mind
is developed, and his judgment and experience matured.
Let us have universities, where the same studies shall be
pursued, to any extent which may be desired, where the
sciences shall be taught in all their heights and depths and
applications, and where any branch may be attended to which
the circumstances or taste of the individual may render
113
desirable, beyond the usual course. But let us not compel
every one to pass through this course, in order to avoid the
stigma of ignorance. It is this which obliges our institu ,
tions to adopt a method of study comparatively superficial, in
order to diminish the weight of the burden, and thus in effect
lowers the standard of classical instruction. Let us have
practical schools. like the “Realschule” of Germany, where
science and modern literature may þe pursued by those
whose time or other circumstances forbid their becoming
classical scholars.
“ Nor do I propose to destroy classification, but only to
regulate it by a natural, instead of an arbitrary standard, in
accordance with the simple and admirable project of Pro-
fessor Adrain. A class should be composed of those only
who have not the knowledge which is to be given, and who
are prepared to receive -it. This may be done in your
collèges by subdividing the classes. It has been done in
Harvard in one department, and, as I was assured by Profes-
sor Ticknor, with complete success.
“ The question has been asked, whether if the "esprit
du.corps" of a class were diverted in this manner, it would not
find some other means of showing itself? I can reply, that I
have seen it-diverted to other and excellent purposes with
complete effect in the institution of Fellenberg, by adopt=
ing the principle of classifying according to capacity, and
attainments, and by inspiring the love of knowledge, which is
set before the class as the great object at which they are to
15
114
aim. They are made to feel that they have a common
interest in advancing as rapidly as possible. They feel
assured that every thing which retards this progress shall be
avoided or removed, that they shall not be kept back by the
incorrigible idleness or incapacity of any individual. The
consequence is that they frown upon every one whose faults
or negligence interrupts or retards their lessons. The stron-
ger aid those that are weaker, as long as there is any hope
of their keeping pace with them, and when they must be
sent to another class, they are regarded with pity rather
than contempt. I do not mean to say that all are actuated
by feelings of this kind—but the prevailing spirit of the
institution is to regard involuntary defects of mind, as they
do those of body, and not to despise one of inferior talents
more than they would one of inferior strength or stature.
This is the result of making the attainment of knowledge,
and not of honors, the aim of making the class-room a
scene of united effort for improvement instead of a field of
contest for distinction. There is no such brand affixed as
in our colleges to two thirds of a class if having no appoint-
ment-no honor which often palsies their efforts, and affects
their reputation for years."
A
Dr. Lieber followed in favor of opening the
classes. Dr. Lieber said,
“The gentleman (Colonel Knapp) who opened this dis-
cussion, compared the system, according to which every
pupil in a college advances from class to class, according
115
to his efficiency, proved by examination, and who is not
obliged to remain in each class a certain fixed time:- This
system, he compared to a great race, in which all the
boys would start, with imprudent violence, so that those
who were in advance would drop down long before the
goal was reached. Dr. Lieber willingly adopted this com-
parison, nothing could be fiercer than the emulation of
students, ambitious to distinguish themselves in science. If
the gentleman was afraid that the system in question
would drive on some students, like imprudent runners, he
(Dr. Lieber) was rather afraid that the other system would
have the same effect as if weights were tied to the feet of the
swiftest runner, so that the best were kept back for the sake
of those less gifted; whilst at the same time the least gifted
would not be allowed to stay longer in the class, but would be
hurried through each in a fixed time: every body very well
knows, how sad an effect it has for life, if a pupil or student
proceeds without having attained those acquirements neces-
sary for advancing in science. The gentleman has said
that it would make the pupils uneasy, they would look
with envy at each other, and those who remain behind
would perish.
“As to the first, Dr. Lieber thought, that if it makes the
pupils uneasy, which he did not believe, let them be se.
Boys are not sent to the college, students do not visit the
University in order to be easy. They go there to learn,
ambition makes them study hard. As for the second point,
he did not see anything more in such a system than what
1
116
+
we find throughout life. He to whom nature has given
talents, whom providence has endowed with greater resources
-advances, generally speaking, through life before others,
and it would be nothing less than finding fault with the
Creator for having established variety in his world, if we
should complain that one person is more gifted than another.
Shall we accustom young people to an order of things, they
do not find at a later period in life? But Dr. Lieber wished
to state a fact, which in his opinion would defeat at once
the argument of the gentleman wbo opened the subject. In
all German gymnasiums, those establishments which corres-
pond with our colleges, the pupil advances according to his
acquirements, which he of course must prove by an exami-
nation, held half yearly. Of course the opinion of his
teachers, whether the pupil is fit to advance to a higher class
or not, is of great weight, as it ought to be. Now the very
Germans are known for their bonhomie and good nature, and
an ill tempered disposition cannot therefore be the conse-
quence of the system under question. Dr. Lieber was not
quite sure whether this system had been adopted in all
Catholic German schools, but he was perfectly sure that it
was so in all Protestant gymnasiums. The gentleman who
led this discussion was also alarmed, lest it would greatly
impair the health of young persons if they were allowed to
be stimulated by their ambition to go quicker through a class
than others; Dr. Lieber thought that he must greatly mis-
take human nature, or such apprehension was unfounded.
Indeed, through life we find, not that we must restrain people
from advancing and pressing vigorously forward on the path
117
in which good things are to be attained, but that the great
ſault in human nature is relaxation in that which is good.
He did not hesitate one moment to assert that it would be
found by any biographical dictionary, that at least two thirds
of all distinguished men, have early advanced before their
fellow students, have laboured with great diligence to get on
quickly, and Dr. Lieber remembered an able article in a num-
ber of the American Review, in which it was shown by
frequent instances that hard study appears to be by no means
injurious to health : these facts, that in Germany, a coun-
try in which so much has been done for education, the system
had altogether been abandoned which obliged the students
to remain a certain time in each class, and to advance in a
fixed time without regard to the pupil's fitness, and that
most distinguished men had begun very early to study
hardthese facts seemed to him irresistible.”
22
Rev. Mr. Gallaudet followed on the same side.
He observed that,
“ The suggestions which he was about to make, were in-
tended rather to bring the minds of the Convention to some
definite points, than to be considered as the expression of his
own opinions. He also observed, that while the course of
studies pursued at the colleges now in being, may be well
adapted to certain wants of the community, it was still a
question whether there were not other exigencies in our state
of society, rendering it desirable to have an institution in
which a different system should be pursued. With these
/
118
explanations, he offered the following hints :-Let students
enter the institution, to go through a course of study for four
years. Let certain studies be prescribed to be pursued during
the Freshman year, some of these to be attended to by the
whole class : with regard to others, a choice to be allowed,
which, when made by the student, (the parent or guardian
sanctioning it, to be binding during the Freshman year.
The same plan to be adopted with regard to the studies of
the three succeeding years.
“Any student may pursue all the studies prescribed, if he
can satisfy his instructers of his ability, both intellectual and
physical, to do this, subject to monthly examinations before
a suitable board of Examiners. Those students who shal]
have pursued, during the four years, the studies to be pursued
by all, and also those peculiar ones which they have chosen
at the commencement of each year, after an examination,
shall receive the usual degree of Bachelor of Arts. Those
who shall have pursued the common studies, and the pecu-
liar ones also, shall receive, after a satisfactory examination,
the usual degree of Bachelor of Arts, with the accompanying
testimonial of their peculiar proficiency.
“ Any student, at the expiration of the third year, may ap-
ply for the privilege of being examined in those studies which
are required for a Bachelor's degree, and if he passes a satis-
factory examination, which shall always be a very rigid one,
he shall receive this degree. Such a course would be less
likely to produce injury to health, than the present course
119
pursued at our colleges. There are now powerful stimulants
to effort, and especially is over exertion made by those who
have a very ambitious spirit, accompanied with but moderate
intellectual capacity.
“ More teachers would doubtless be necessary on this plan,
but this appears to be the only radical difficulty in carrying it
into effect; and for the accomplishment of such important
objects, are there not resources enough in this country to
overcome this difficulty.”
Mr. Hasler offered a few remarks.
President Marsh addressed the meeting in
favor of sustaining the systems heretofore pur-
sued, and advocating the adherence to tried and
well known courses.
Mr. J. Sparks stated the practice pursued in
Harvard University, and offered opinions favora-
ble to opening the classes.
Dr. Emory rose to inquire, whether difficulties
did not arise in some colleges from classification,
growing out of sectional feeling.
Professor Silliman replied to the inquiry, and
120
gave an account of sectional feelings once exhibi-
ted, but which have now subsided in Yale college.
He stated that,
“There are among the undergraduates three literary so-
cieties, two of them ancient, and one modern; the latter
the Calliopean, instituted about a dozen years since; at first
it was sectional in fact, although it was not known to be
so in its constitution, which, like that of the other societies, is
kept secret. At first, however, none but persons from places
south of New England were admitted into the Calliopean
Society, and while that was the case, the government felt
some objections to it, because in periods of excitement, it
tended to cherish a local spirit.
“The society had for some years, in fact, relinquished its
sectional character, and had shown its good sense, by extend-
ing its wings over the whole country; that its members
were no longer confined to the south, and that the govern-
ment no longer felt any objection to the society; that its
members are ambitious to distinguish themselves as scholars
and gentlemen, and to collect a fine library ; that all the
societies are viewed by the faculty, as having a happy effect
in advancing the literary improvement of the students, and
that they are all regarded with equal favor."
1
7
Rev. Mr. Colton followed, expressing a decided
opinion, as to the necessity of promoting emula-
tion in classes.
)
2
121
Professor Adrain stated his experience, which
did not lead him to believe that the objections
against the present system of classification, were
sufficient to warrant any change.
Rev. Mr. Gallaudet rose, to show a seeming
want of consistency between the alleged prac-
tice of some colleges, and the hesitation to open
the classes, for as had been stated, a student may
enter the Sophomore or Junior class, and by a
residence of one or two years obtain his degree;
why not then, he argued, permit the same privi-
lege to a student who, by his industry, can in
three years' residence in the college, qualify him-
self therefor.
An invitation was presented from the Trustees
of Clinton Hall, to accept their Lecture Room
for the better accommodation of the Convention.
On motion made and seconded, the invitation
was referred to the committee of arrangements.
The following topic was then handed in for
discussion.
16
122
No. 15. “ What are the best expedients to se-
cure the great objects of physical education, in
connexion with intellectual and moral.”
The Convention adjourned to meet at five o'clock,
in the afternoon.
Afternoon Session.
The President took the chair, and called the
meeting to order.
The committee of arrangements, to whom was
referred the invitation of the Trustees of Clinton
Hall, reported the following preamble and resolu-
tions.
“ An invitation having been received from the
Trustees of Clinton Hall, generously offering the
use of their Lecture Room for the accommoda-
tion of this Convention,
“Resolved, that the thanks of this Convention be
123
returned to the Trustees of Clinton Hall, for their
polite offer, at the same time informing them that
under the present circumstances, it will be most
convenient for this Convention to continue its ses-
sions in the Chamber generously granted them
for the purpose by the Honorable the Corporation
of the city.
“ Resolved, that the Trustees of Clinton Hall
be requested to attend the meetings of this con-
vention and unite in its deliberations."
On motion made and seconded, the proposition
was accepted, and the Secretary was instructed
to transmit a copy thereof to the Trustees of
Clinton Hall.
A paper was then presented, entitled, “ Plan of
a University to be adapted to the wants of the
poorer classes.” By request, the paper was read,
and on motion, the thanks of the Convention were
given to the author.
The Hon. E. Root, of Delaware county, N. Y.
was introduced and took his seat,also Mr. Elliott
Cresson, from Philadelphia.
124
1
The discussion in relation to "confining stu-
dents to their classes, or allowing them to gra-
duate when found prepared on examination," was
resumed.
President Cushing, of Prince Edward College,
addressed the meeting, stating the course of study
in relation to degrees, as practised in Prince Ed-
ward College. The students having the privilege
of graduating as early as they may be found pre-
pared, on examination.
President Bates, of Vermont, followed, in favor
of maintaining the usual course pursued by the
older colleges of our country, and advocating the
adherence to tried, and well known systems.
Mr. Sparks presented a view of the relative
value of diplomas, in this country and in Europe,
shewing that as they are now estimated in the
United States, they appear to be of little value.
Dr. Lieber stated that,
W
" It would not be unimportant to look at the history--the
origin of that system which now prevails in American col-
125
leges in regard to the distribution of the degrees, as well as in
respect of the advancement from one class to another ;
because to him the former seemed to be a continuation of
the latter only, and therefore intimately connected with each
other. He believed that no where in America this system
had been established in consequence of a free investigation of
its nature. It seemed to him rather of a traditional charac-
ter. The Americans had adopted this system like so many
other things, from England, and in that country this
system was of a Catholic origin. Not that it was in itself
either Catholic or Protestant, but most colleges originated in
Catholic times, and were chartered in such a way that any
material change in them was connected with great difficulties.
Before the reformation most, perhaps all colleges and schools
were established on the plan, that only a fixed time, during
which a pupil had been in a class, could qualify him to advance
to the next one. This plan, according to his knowledge,
was followed to this day in all Catholic countries except
France, in which the revolution had produced so many
changes. In Germany the reformation, causing that great
liberty in science, changed also this system. Liberty in
science as well as in religion and politics is the consequence
of civilization, and just as formerly, a certain time of appren-
ticeship was required before a person could exercise a certain
trade or art; thus a similar system, in which time was the only
test for advancement, prevailed respecting science. In Ger-
man Protestant Universities the degree of Doctor only exists
at present ; at least that of Master of Arts is very rarely
126
sought for, and neither is granted except after examination.
Thus a certain meaning is attached in that country to
these titles, which he could not see connected with most of
the degrees granted by American colleges, merely in con-
sequence of a certain time which a person had spent in a
college. Dr. Lieber repeated that this way of granting degrees
seemed to have much of the character of the ancient corpora-
tions for mechanical arts and other trades and professions,
and that it certainly had its origin at the same time with
them; he expressed his anxious wish that if degrees
should be established in the new University, they would not
merely be a matter of form ; but that such distinction only
should be granted after a person had shown himself fit for it.
How could time be the test of distinctions or degrees in
science and literature, when no person would trust to time
alone in mechanical arts. It was not unfrequent, in former
times, on the continent of Europe, that a person was obliged
to be an apprentice for seven years in a trade, before he
could be made a journeyman, which every one will admit,
could be learned in much less time. At present these forms
are done away, and people now see whether a person is fit
to accomplish the labor required; if so, they do not care
much, how long he had been an apprentice to make time
the test of acquirement was, in his opinion, the remains of
ruder times, which always checks free, easy intercourse by
forms and outward restraints."
Dr. Emory avowed himself in favor of the
system pursued by our older colleges.
127
Professor Adrain expressed his difficulty to
account for the few in number, who sought to be
advanced in the college courser for a degree.
\ Rev. Cyrus Mason replied—alleging that the
cause was to be found in the present prescribed
courses, and in the system of classification.
Mr. Keating rose to express his acquiescence in
the views of Mr. Mason, on the difficulty which a
student has in getting sufficiently ahead of his
class, to pass into a more advanced one. He
thought both the speakers on the opposite side of
the room (Professor Adrain, and Mr. Mason,)
had not alluded to the want of assistance, under
which the student labored. He might have talent
to advance, and industry to attempt it; but he had
no one to guide him, and to facilitate his studies
;
there was no one in the institution, whose duty it
was to give that assistance. Mr. K. did not in-
tend any reflection upon the character of profes-
sors in general, or upon their desire to promote
the advancement of the youths committed to their
care; when he stated that students so situated,
found no one in our colleges, as at present organ-
ized, disposed to assist them. Those gentlemen
128
had already very arduous tasks to perform, and it
was not fair to expect of them, to volunteer to
devote extra hours to the advancement of their
more zealous pupils. Indeed, perhaps, they could
not in many cases do so, without encroaching
upon that time, which, even the most experienced
and learned scholars, must devote to private study.
But in the establishment of a new institution, of a
higher grade of usefulness, it might be a question,
whether provision should or not, be made to meet
this exigency? For his part, he believed, not-
withstanding the able arguments he had heard in
favor of detaining young men, in what had been
termed a classical atmosphere, that it was the
interest and duty of every institution, to enable
its students to get through it, in as short a time as
was consistent with a proper knowledge of the
subjects intended to be taught.
While he was up, he would take the liberty to
offer to the meeting, a few observations on a point
connected with the question of classification, which
he believed had escaped the attention of the gen-
tlemen who had furnished so much interesting
matter, in relation to the institutions of Germany.
His experience of them, had been partly acquired
129
ner.
in Saxony; in a college which adhered but
par-
tially to the division into classes. This system
being restricted to the pupils of the king, or to
those who were natives of Saxony; while the fo-
reign students, including those from other parts of
Germany, were allowed to follow their own incli-
nation in the selection of their studies. The min-
ing school of Freyberg, in Saxony, had acquired
great renown from the ability of its teachers, but
especially from the distinguished talents of Wer-
To it flocked, for nearly half a century,
pupils from all parts of Germany, as well as from
other countries in Europe, and even some from
America. The Saxon Alumni of the school were
numerous; yet he thought few had ever acquired
great distinction in science-and while the pupils
of Werner filled professorships of mineralogy in
Stockholm, Edinburgh, Paris, Berlin, Vienna and
most other institutions in Europe, nay, even those
in Spanish America, yet when that great man
died, there was not found among his numerous
pupils in Saxony, one able to succeed to his chair,
and the Saxon government found itself obliged to
bestow it upon a foreigner, upon an Austrian.
This fact, Mr. K. considered as bearing strongly
upon the merits of the question that had been
17
130
under discussion. He would not permit himself to
doubt the talents of the Saxons in general, they
were too well established in other respects; but
he believed the deficency arose in this case, from
the imperfect education which the Saxon pupils
received, they being bound down to the old rou-
tine of division into classes, from which all fo-
reigners were exempt. Mr. K. did not wish to be
considered as advocating a departure from classi-
fication, in youths of the age of those that generally
frequent our colleges; but as he believed that our
collegiate education was equal to that of any
nation in Europe, his observations were intended to
apply. to pupils of a higher grade, to such as he
hoped it was in contemplation to instruct in any
new University, about to be established. Experi-
ence clearly showed that young men of from four-
teen to eighteen, were not the best judges of their
own talents, or aptitude for certain branches, and
it was doubtless desirable that they should be de-
vided into classes, and made to attend to studies
which might not at first please them. But the
case was widely different with students of a more
advanced age.
The learned President, (Dr.
Bates) in supporting the other side of the ques-
tion, had very justly observed that it was not so
131
much the accumulation of knowledge that was
desirable, as its proper reception into the mind.
Information, if acquired by mere accretion with-
out assimilation, was of little avail; but in order
that there should be assimilation, there must be
digestion; and this could not take place when the
study produced rather disgust than pleasure; all
experience proved that there were certain minds
that could not adapt themselves to all studies ;
and after the fact had been well ascertained, not
by a hasty, but by a cautious investigation of the
powers--the idiosyncrasies, of each individual, it
would be folly to insist upon his continuing to
devote time to pursuits which suited neither his
inclination nor his talents. Eighteen was per-
haps about the average age, at which such a
discrimination might be expected, in a well con-
stituted and well educated youth; and therefore,
if an institution of a higher order than our ordi-
nary colleges was contemplated, it would, he be-
lieved, be desirable to adopt in it this principle.
That such would be the character of the proposed
institution, he sincerely hoped. For the purpose
of educating youths under eighteen, our colleges
were probably, on an average, equal to similar
institutions in Europe, whatever might be their
132
pames.
The information obtained from gentle-
men conversant with the Gymnasia of Germany,
the Lyceums of France, and the High Schools of
Eton, Harrow or Westminster, in England, con-
curred with his own observations, satisfactorily to
establish this fact. But we have nothing of a
higher grade, in the United States, (the Military
Academy, at West Point, being of course out of
the question.) Yet the condition of our country
is such, as amply to call for it. Our colleges
afford no facilities to those young men who, either
from the affluence of their circumstances, or from
their thirst after knowledge, are disposed to de-
vote a few additional years to the acquisition of a
thorough knowledge of any one department of
science or literature. The number of these young
men is already great; it is daily increasing, and
it is certainly desirable that they should find, at
home, those facilities which they are now obliged
to seek abroad.
The discussion on this topic being discontinued,
the Committee of arrangements produced the fol-
lowing topic for discussion.
No. 7. The necessity for “improved, and more
extensive means for educating classical teachers."
133
Mr. H. E. Dwight, from New Haven, address-
ed the meeting, in substance, as follows:
# As I wasn ot aware that this subject would be proposed
at this time, I am under the necessity of presenting those
thoughs which first occur to my mind. I must therefore beg
the indulgence of the Convention, if the remarks I shall
make, should not exhibit that connection, which under other
circumstances would be expected of me.
66 That more extensive means for the education of classical
teachers are necessary, no one of us I presume will deny.
The only diversity of opinion will
, probably, be in relation to
the manner in which this change is to be effected. But two
modes now present themselves to my mind; the first by
extending the foundation on which the classical departments
of our colleges rest; the other, by establishing schools for the
express purpose of educating classical teachers. Such schools,
as far as my knowledge extends, do not exist in any part of
Europe. There are, however, seminaries for the education
of the instructers of the common schools, in most of the
states of Northern Germany. As the system of instruction
adopted in those schools has been much admired, it may not
be unadvisable to contemplate them for a moment, as their
actual condition, and the influence they exert, may throw
some light on the present question.
"In the countries which have been referred to, there are
one or more seminaries in every province where young
134
men assemble, in order to acquire, not merely a knowledge
of the elementary branches of education, but also the best
manner of communicating this knowledge to their pupils.
Here they reside a number of years, and they are not permit-
ted to leave these institutions, until they have acquired a
knowledge of every branch essential to an elementary instruc-
ter of youth. These seminaries are under the direction of
the consistory of each department; some of whose members
often visit them, for the purpose of ascertaining the character
of these schools, and observing the attainments of the pupils,
as well as to provide a remedy for any evils which may exist.
Into these institutions, as well as into the common schools,
no work is introduced without the approbation of the consis-
tory, and no one of the pupils is permitted to become a
teacher, until having passed' an examination, he is found
qualified for that station. As the members of the consistory
are distinguished for their attainments in literature and
science, the Northern Germans are exempted from many
evils which exist in the elementary schools of most countries.
“The beneficial effects resulting from this system of in-
struction, are every where visible in those countries. Instruc-
ters thoroughly qualified to take charge of the common
schools, are thus educated under the direction of the govern-
ments; and places are assigned to them as rapidly as vacancies
An uniform system of education has thus been
introduced, and although defects may exist, still the evils are
much less numerous, than in those countries where every
one, whether qualified or not, is permitted to become an
instructer.
Occur.
135
"A similar system introduced into our country, for the
purpose of educating classical teachers, would be followed
by the happiest results. It would gradually eradicate that
system of superficial instruction so general in the grammar
schools of the United States, and classical literature would
acquire that influence, which it has so long enjoyed in
Europe. The want of competent teachers is one of the
principal reasons, why the classics baye been studied with so
little enthusiasm in our country. Teaching with us, is in
most instances a secondary employment, one which the gra-
duates of our colleges embrace for a few years, and then
abandon forever. Even while thus occupied, their profes-
sional studies are the most interesting objects presented to
their view, engrossing most of their thoughts. Their limi-
ted resources compel them to devote several years to this
employment, and when they have learned a little of the art
of teaching, which, in truth, is one of the most difficult arts
ever acquired, they resign their places to those who are still
younger, and who have had less experience than themselves.
Education has consequently never become a distinct profes-
sion in the United States, but a stepping-stone to one of the
learned professions. In consequence of this, instructers are
less respected in our country than in any other, and few men
of talents are willing to devote their lives to teaching, or even
to pursue it longer than their necessities compel them, unless
there is a prospect of obtaining a place in some of our colleges.
66
"If classical seminaries, like those we have contemplated,
could be established in every state, the complaints which
136
now exist on this subject, would seldom be heard. A separate
department has not been thought necessary in Germany,
where for a long period have been found the most dis-
tinguished classical teachers of Europe. The Universities of
that country present to the student every facility for ac-
quiring a thorough knowledge of Greek and Roman litera-
ture, which could be found in schools expressly organized for
this object. As the literary character of every country de-
pends so much on its classical institutions, I will dwell for a
few moments, on the present state of the classical schools of
Germany.
“The German youth commence the study of the classics
as soon as they enter the Gymnasia of that country. In
these schools they are daily drilled, until they become fami-
liar with the construction and idioms of the Greek and Latin
languages. They are then taught to write Latin and Greek,
and to speak the former language with great facility. The
instructer reads a passage from some German classic, which
they immediately translate into Latin. Having acquired this
facility in writing Latin prose, they are taught to write Latin
poetry, and some of the students have such a knowledge of ,
the idioms and the prosody of that language, as to translate
an ode of Schiller or Klopstock into Latin verse, with an ease
and rapidity, rarely, if ever seen in any other country. They
then study the classics exegetically, as no student is thought
qualified to enter a University without being able to present
an exegetical view of at least some of the works he has pe-
rused. To accomplish this, they study the geography, anti-
137
quities, religion, law, history, state of society, manners and
customs of Greece and Rome; and examine their institutions
and the influence they exerted on the character of those
nations, that they may be enabled in perusing the classics,
to place themselves in the situation of the authors at the time
they wrote, and of the people for whom their works were
written. By pursuing this course for one or more years, they
acquire an enthusiasm, which is never seen in any other
school of Europe.
+
“In some of these institutions which I have visited, the
pupils who are qualified, are allowed to take the attitude of
instructers during the recitation. Here one of them reads a
Latin dissertation on the ode or poem which is the subject of
investigation. In these dissertations, he inquires who was
the author, when, where, at what time, and under what
circumstances was the work written. The poem is then
explained exegetically. If the explanations given are not
correct in the opinion of the Teacher, he calls upon the class
to point out the error. When thus addressed, half of their
number will sometimes elevate their hands, and fixing their
eyes on the instructer, endeavour to attract his attention.
When one of them is called upon to explain the passage, he
does it in Latin, the writer of the dissertation being allowed
to defend his own interpretation. A literary discussion is
thus introduced, which is carried on by these youthful com-
batants, with an ardour, and an enthusiasm, not surpassed
in the controversies of those, who are much their superiors in
age and attainments.
18
138
« This thorough instruction prepares the German youth to
attend the lectures of the Universities, and study higher
criticism with great success. Here they remain three years,
constantly pursuing classical literature. The lectures of the
university unfold most of the beauties of the poetry of
Greece and Rome, and under the guidance of such men as
are found in most of these institutions, the students at the
end of three years, become admirably qualified to teach in
the Gymnasia. A large number of classical teachers is thus
provided for the schools of Germany, and as there are more
applicants than vacancies, every motive which can be desired,
is presented to them, to qualify themselves for their future
stations.
“The German schools have acquired this superiority
without any separate institutions for the educationof classical
teachers. Such an institution does not appear to me to be
necessary in the contemplated University of this city, provi-
ded it shall assume the character of an European institution.
In those of Germany there are from eight to twelve profes-
sors and teachers of Greek and Roman literature. One
Greek Professor lectures on Aeschylus, another on Euripides,
a third on Aristophanes, or Homer, or Demosthenes. As
most of them give two or three courses of lectures at the
same time, a lecturer on one of the tragic poets, will also
give another series of lectures on the grammar, the accents,
or the metre of the Greek language. The most important
branches of philology and literature are thus examined, by
the aid of experienced guides, who are capable of explaining
199
I
inost of the difficulties, which time and distance have thrown
in the way of the student. As the Professors are principally
dependent on their lectures for subsistence, the utmost rivalry
exists among them, and the most beneficial effects result to
the students, and to the cause of literature.
“ If the contemplated University of New York should be
placed on a broad foundation, it will not be necessary to have
a separate department for the education of classical teachers.
If the Greek and Latin departments should assume that pro-
minent character, which they exhibit in the Universities I
have referred to, there will be every thing provided, that the
classical student can desire. Graduates after leaving the
colleges of the United States, usually abandon their classical
studies, because there are no Universities to which they can
resort, and attend lectures on the higher branches of classical
literature. If this University should in this respect equal the
ardent hopes, and may I not add the expectations of its
friends, many of the graduates of our colleges will visit it for
the purpose of pursuing criticism, and we shall ere long see
some of that enthusiasm, for classical literature, which is
now so visible in Germany.
1
“The friends of literature throughout the Union, are look-
ing with intense interest towards this University. They are
ardently desirous to see it placed on that broad foundation,
which the size and wealth of the city and state of New
York, and the extent and power of our country demand.
They are fully aware, that its influence will not be confined
140
to this metropolis, but that it will be felt throughout our great
republic.
“Those of us who have visited France, have often seen
and felt the truth of the remark, that Paris is the heart of
that kingdom, while the late revolution has shown conclu-
sively, that the beatings of that heart, have been felt and
answered by the pulsations of the most distant provinces.
Though New York is not now the heart of the United
States, it will become so at no distant period. The fifty
steamboats which enter this port, are bringing more than
a thousand strangers daily to this metropolis. The canals
and rail roads which we are now constructing, will soon
greatly increase the intercourse between this city and every
part of the Union. As the population and wealth of New
York increase, its influence will be greatly augmented, and
the time is not far distant, when it will exert that sway over
the public mind, which the great cities of Europe have
so long enjoyed. Let this University then be placed on a
broad foundation, one which shall equal the wants of our
great country; not our country as it now is, but as it will
be half a century from this period. Some thousands are
added to our population every week, and some of us may
live to see the day, when it will be more numerous than that
of the Russian empire. As our population becomes more
dense, there must be a greater division of mental as well as
of physical labor, and to meet the wants of the country, our
literary institutions must be remodeled, or new ones must be
established.
141
“ The feeling is very general in the United States, that we
need a University like those of Germany. The present
time is peculiarly favorable to try the experiment. Our
country is now in its youth, and fortunately we have not to
encounter prejudices which have been gaining strength for
many centuries. The present generation must provide for
the wants of those which are to come; their fortunes are
entrusted to us, and it is for us to decide whether they shall
assume that elevated character in literature and morals, which
is so essential to our national prosperity. Let such a Uni-
versity, as those we have just contemplated, be established in
this city, and the sympathies of all the friends of literature
will be enlisted in its favour. It will become the prominent
object of interest to every stranger visiting this metropolis, and
from its walls the light of science and learning will be shed,
not only over our great country, but over our mighty con-
tinent. With intense interest shall we observe its growth
and its increasing influence, and as we behold its blessings
widening and deepening with every succeeding year, we
shall remember with gratitude those who have been instru-
mental in its formation, and enrol their names among the
benefactors of mankind.”
Dr. Mathews, from the committee of invitation,
stated that, as the course and plan of the proposed
University in the city of New York, had been fre-
quently alluded to in the debates of the day, he
begged to state, that the discussions proposed by
the committee, were expected to have a bearing
142
/
on all seminaries of learning in our country; to
cover generally the interests of letters, and liberal
education; that in relation to the University of
this city, the council hoped (and their hopes
were thus far fulfilled) to gather wisdom and ex-
perience from this Convention, on which they
might better construct the system to be pursued
in the New Institution.
The Convention then adjourned to meet at 10
o'clock, on Friday morning, the 22d instant.
J. DELAFIELD, Secretary.
143
New York, Friday, 22d October, 1830.
Pursuant to adjournment, the Convention as-
sembled this day at 10 o'clock, when the meeting
was opened with an appropriate prayer by the
Rev. Dr. Yates, of Chittenango, President Bates
in the chair, supported by the Honorable Albert
Gallatin, and the Honorable Judge Betts.
The Secretary read the minutes of the proceed-
ings of the previous day.
Col. Knapp read an interesting and eloquent
address on the establishment of a University,
whereupon, on motion made and seconded,
Resolved, that the thanks of this Convention
be presented to Colonel Knapp, for his valuable
communication on the subject of a National Uni-
versity.
The Rev. Dr. Rice, of Virginia, was introduced
and took his seat.
144
The Committee of arrangements presented the
following subject for discussion, being topic
No. 3. “ Police--with the best system of disci-
pline, the distribution of rewards or honors, and
whether the exercise of such discipline should be
confined to a faculty, or shared, and to what ex-
tent, with the students.”
President Marsh, of the University of Vermont,
addressed the meeting—advocating the parental
system of government and objecting to discipline
involving public disgrace to the student.
Dr. Wainwright expressed his entire concur-
rence with the sentiments of the Rev. President,
who had just spoken. He believed it to be of the
utmost importance to the interests of our literary
institutions, that the parental system of discipline
should be recognized and established within their
walls. Both the comfort of the officers of colleges
and the progress of the pupils, in their respective
studies, would be thereby materially promoted.
He thought that these views had been rapidly
gaining ground. Formerly, in the intercourse
between the teachers and taught, a great and
almost impassable distance had been maintained.
145
and the consequence was, that their interests
seemed to be separate, while in truth they were,
and should be made to appear, identified. That
punishments were sometimes necessary, no one
could doubt, and that in colleges these punish-
ments must occasionally tend to the separating
an offending pupil from the institution with which
he was connected. But it was an important
branch of enquiry, how far this kind of discipline
was to operate. There was a general understand-
ing amongst our colleges, that no student having
been dismissed from one, should be received into
another, except he should be so far restored to
favor as to receive from his college, what was
termed a regular dismissal. While this was the
understanding, he thought that the comity which
should always be maintained between sister semi-
naries, required that the rule should be strictly
adhered to. It was a serious enquiry, however,
whether or not it should be abolished. It might
be argued that in so doing, salutary discipline
would be essentially weakened. A young man
knowing that without any impediment, but his
own, or his parents or guardians will, he might
transfer his connexion from one college to another,
would be perhaps, rendered more careless in regard
19
146
to his conduct, than he would be under the opera-
tion of the present system. But on the other hand,
was it well to stamp upon a young man of six-
teen, a mark of disgrace, which should be almost in-
delible, for some single act of indiscretion, or even,
to put the case stronger, for some months of negli-
gence and insubordination? This was not paren-
tal. A father would give him several trials. Why
should he not have a similar advantage in our
colleges ? If he had not succeeded in one, why not
permit him freely to go to another, where under
new associations, and with the experience he has
gained from the consequences of his former mis-
conduct, he may become a new character. For
his part, he would give a young man as many
opportunities to recover himself as possible, and
while he would maintain discipline, he would not
allow punishment to be inflicted in a relentless
spirit. He could not venture to decide upon such
an important question; he would merely suggest
those views which had been impressed on his own
mind when he was connected with one of the most
prominent literary institutions of the country, and
which subsequent observations had only strength-
ened. Still, however, those whose lives were en-
gaged in promoting the interests of good morals
}
1457
and sound learning in our colleges, and who were
more concerned than others could be in their wel-
fare, were perhaps the best judges upon such a
question. For himself he would have the paren-
tal discipline carried to as great an extent as pos-
sible, and have the intercourse between teachers
and taught, approach in the nearest practicable
degree to that which exists between a wise and
affectionate father and his sons.
)
Mr. Hasler was adverse to all punishments in
a University.
Dr. Yates, of Chittiningo, admitted the neces-
sity of some change in the present system of dis-
cipline, and advocated the parental system.
Rev. Mr. Woodbridge, of Hartford, was also in
in favor of the parental system.
Mr. Woodbridge addressed the meeting in sub-
stance as follows:
“I was struck with the remark of an eminent professor of
law in the University of Pisa, who was deeply interested in
the subject of education ; that it was the business of the legis-
lator to continue and complete the education, which the pa-
148
rent and teacher had begun, and to supply what they had
neglected. Every means by which the character is formed
or influenced, from the cradle to the grave, makes a part of
education. The same nature is to be operated upon, the
same results are aimed at, and therefore the same principles
must be adopted in the discipline and education of the man,
whether it be in the school or the state; with only such va-
riation in their application as the age and circumstances of
the individual require. It is not my intention to refer to
existing institutions in my remarks; I would merely attempt
to state those general principles, which it seems to me are too
much kept out of view in attending to particular cases, and
I would leave their practical application to those whose ex-
perience qualifies them for the task.
“In the earlier periods of society, the only object of disci-
pline was to avenge the offence, or to suppress or prevent the
exterior act of evil. The idea of vindictive punishment is
now abandoned in every enlightened and christian country.
It is not deemed sufficient merely to prevent the repetition of
the crime, but it is universally admitted, that the great object
of discipline should be to promote the reformation of the
offender, and exert a corresponding influence on those who
may be inclined to imitate his example, and that this is the
most effectual mode of suppressing crime.
"To attain this end, I know of only two means, force and
influence. Both are necessary in their respective places, ac-
cording to the age and character of those who are the subjects
149
of discipline; and hence arises the importance of that separa-
tion before alluded to in our institutions, between those whose
age and character require different methods of treatment.
“By force, I mean the whole apparatus of bolts, and fetters,
and sentinels, and laws, enforced by the exertion of physical
power, and administered by absolute authority, which dis-
tinguishes the military and naval systems of government.
These means must be applied where reason is immature or
enfeebled; where experience cannot guide; where the feelings
and habits of the individual are so deeply corrupted that rea-
son and conscience have ceased to operate ; or where the exi-
gency of the case demands a sudden and violent remedy.
They are undoubtedly the most summary and convenient for
suppressing immediate acts of evil in a faniily or a school, so
long as the power and skill of the teacher can overcome that
of the pupil; and on these accounts, they are often extended
beyond the period and the circumstances which demand them.
But it is of great importance to resort to them as seldom as
possible, and to relax as soon as reason and conscience as-
sume their power. They are but partial and temporary in
their effects. They extend no farther than the hand and
eye of the teacher, and their influence ceases when his
power
is destroyed. They give rise to a perpetual contest of skill
and power, between the teacher and the pupil, which places
the teacher in the light of an enemy to be overcome, rather
than a parental friend to be obeyed. They tend to debase
the character of the pupil by showing him that he is deem-
ed unworthy of confidence, and lead him to regulate his
150
conduct rather by calculations, of immediate danger of de-
tection, and the certainty and amount of punishment, compar-
ed with the gratification he seeks, than by regard to his
teacher or his duty. The only mode in which they can
subserve the great end of discipline, we have stated, is by
interrupting the exercise of evil disposition, and passions, thus
breaking the chain of labit, and allowing reason and con-
science time to exert their power. If they are not accompa-
nied by means adapted to improve the character, they often
produce an accumulation of passion and appetite, which will
be followed by a reaction, like the explosion of an overload-
ed steam engine. The voyage may have been rendered more
rapid and agreeable, but it will terminate in ruin.
“I will not attempt to decide on the soundness of the argu-
ment, that this course must be adopted in military schools, in
order to prepare thepupils for the sphere in which they are
to act. But if it be sound, it proves as decisively that it
should not be employed, as it has been of late years, in the
government of those destined to civil life. The habit of
obeying blindly and governing despotically, which is the basis
of this system, is not the best preparation for one who is to
act as the citizen of a republic.
"I have seen one example which satisfied me that it is not
necessary even in a military institution. The military school
of the kingdom of Wurtemberg was formerly govethed on
this plan. At the close of the late war in Europe, it was
placed under the direction of a veteran general, who changed
151
the system entirely. The students were required to observe
regularity in hours, and order in every habit ; and there was
frequent inspection to ascertain whether they were observed.
But I found no gates, or sentinels, or military restraints. The
early part of a student's residence is a period of probation,
in which he is placed under the immediate and constant
inspection and authority of a guardian. When his charac-
ter is proved, confidence is reposed in him; he is left to
govern himself. He is allowed to spend his leisure hours as
he pleases, only giving notice of his places of resort. These
are occasionally visited to ascertain his conduct. The stu-
dents dine with their officers at a public table in their neigh-
borhood, and are placed, while there, on the footing of gentle-
men who are expected to govern themselves. Should they
prove themselves unworthy of this confidence, by improper
conduct, they are separated from their companions and again
placed under the system of rigid restraint. In conversation
with the commanding general, and the officers who had been
conversant with other institutions as well as this, I was assur-
ed that this system produced far better results than that usu-
ally adopted.
“The remaining means of government is influence. It
may be addressed to interest and passion, to affection, or
to the moral sense. The appeals to interest and passion,
to hope and fear, are next to force, as convenient and sum-
mary modes of discipline. They are also indispensable in
similar circumstances (for God himself appeals to them), and
they may be employed as a substitute for force. But their ef-
152
fect, like that of force, is to a great extent partial and tempo-
rary. In the hands of men they are liable to produce great
and radical evils. They lead the pupil to refer to the fear of
man, and of consequence to his motive of action, in place of
the will of God and a sense of duty, to which they are often
in direct opposition. If not used with great caution they will
render it more difficult to act with the independence of a pa-
triot and a christian ; or they may lead to the same reaction
as force itself. Appeals to emulation, as a means of disci-
pline, are even more dangerous. They often kindle this pas-
sion to a flame which is never suppressed. We have heard
of a "noble emulation." I should rejoice to hear this more
fully defined. If by this is meant merely the desire to at-
tain a given standard of excellence, nothing can be more
important. We are commanded “ Be ye perfect even as
your Father in heaven is perfect.” But if it is employed, as
it generally is, to mean the desire of superiority to others and
of the honor connected with it, I know not how it can be
robbed of its poison. What more noble ambition than that
desire to be as Gods, which drove angels from heaven, and
brought down a curse upon the earth! If prizes and dis-
tinctions were given to all who attain a given point of excel-
lence, their effects would be less unfavorable--but let those
who distribute them on the ground of personal superiority,
beware lest they scatter seed as dangerous as the fabled
teeth of the dragon, and produce a host of armed men, en-
grossed in contending with each other, instead of striving to
promote their country's good.
153
“The influence founded on affection and reverence, is ad-
mirable in its effects, and should be one of the main springs
of discipline in the family or the small circle. But it is diffi-
cult to act the parent to each of one hundred pupils.
64
4
" It is almost impossible to become intimately acquainted
with every trait of character, and spring of action ; to observe
the feelings and motives, which are operating upon them, and
to employ that appropriate influence and that familiar inter-
course, which gives to parental government all its charm and
efficacy.
i
“It is obviously very important to secure the assent and
co-operation of pupils in discipline, and the question has
been proposed, how far their being directly concerned in it
would be useful. I have seen this plan adopted in two foreign
institutions of great celebrity. In one, its effects appeared to
me at least doubtful. In the other, it was abandoned on ac-
count of the consumption of time, the excitement of feeling,
the unfavorable results arising from the application of orie
invariable penalty for the same fault, and the incapacity of
youth to act with reference to the great end of discipline.
The parent must often treat the same offence very differently,
according to the age, the motives, and the disposition or ac-
tual feeling of the child, if he wishes to promote his reforma-
tion. But in a public trial, under an invariable law, the
benefit of private influence, and of the experience and tact,
of the teacher, is lost.
20
154
" But all these means of discipline, however important in
their place, will be insufficient, unless the appeal be made to
the moral sense. There is but one governor whose sight
we cannot escape, whose power we cannot resist. A sense of
His presence and of duty to Him, will accomplish more than
all the laws and penalties which can be devised, without it ;
and this should form the basis of every plan of government.
A humble example will shew its efficacy. A deaf and dumb
boy was charged with an injury committed some time before
on an article of furniture. He denied it in opposition to
testimony. One of his companions, who stood by, put his
hand upon his shoulder, and looking earnestly in his face,
exclaimed “God sees you, tell the truth.” - The boy fixed
his eyes upon the ground, reflected a few minutes, and at
length replied with solemnity, “ It may be that I did it, but
if I did I have forgotten it," and offered no farther opposition
to the charge, lest his memory should deceive him.
“The only system of discipline which can be efficient and
permanent, is that which recognises the omnipresent Deity as
its Supreme Head, which refers to his word as its standard,
and presents the love of God and man as its motives of
action. It is in this system we find the only vital principles
of action, the only influence which is all pervading. It
involves no evils—it creates no dangers. Its whole tendency
is to elevate the character, to suppress every wrong motive,
to strengthen every good principle, and to prepare the subject
of it for every sphere of action, for every stage of his exis-
155
tence. The institution which adopts this system as its basis,
will best provide for its own prosperity, and cannot but secure
the blessing of heaven."
President Bates, of Vermont, maintained the
necessity for laws and regulations-few and sim-
ple. He advocated the parental system, whenever
it could be introduced, but did not believe that,
system sufficient for good government. President
Bates then adverted to the several questions pro-
pounded by the committee on Professor Ve
thake's address, and gave his views on each.
Professor Adrain of Pennsylvania, was in favor
of the admission of a student into a college where
he might apply for admission, though he might
have been dismissed from some other college, and
without reference to the wishes of the latter.
Professor Dewey, of Pittsfield, addressed the
meeting in favor of the parental system of educa-
tion.
Professor Silliman, of Yale College, agreed with
the views presented by President Bates, urging
that parents did not often enough tread on college
ground, he remarked that,
156
“ It would be happy if parents would frequently resort to
the institutions in which their children are members, and as-
certain in person their condition ; that they should go into
their recitation and lecture rooms, and into their chambers, and
thus ascertain their habits, opportunities and prospects; that
the government of a college should be efficient, and should
have power to remove any injurious member, after suitable
efforts to produce reformation; that the government is crip-
pled and will not be respected by the students, provided it is
obliged to depend upon a higher board to confirm its decisions ;
that the government should, however, be held amenable to a
higher board to revise its decisions, and that this board should
have power to revise them if they should appear erroneous,
but until this is done, their decisions shculd be final:that
the government should, however, itself, be governed by fixed
laws, which should of course be made public, as well as those
that govern the students; that all may know their duties;
that the spirit of the government should be entirely parental
-the intercourse of the officers with their pupils, mild, affec-
tionate, and winning, like that of parents with their children ;
and that if students were disobedient, and unworthy in their
conduct, the tone of their instructers should still be calm al-
though firm, never harsh or menacing. It was observed that,
as good parents are familiar with their children, enter into
their feelings, and even mingle occasionally in their amuse-
ments, so, as far as it is practicable, the college government
ought to imitate the parental, but that in both cases there
must be obedience, and the authority of the parent or instruct-
er should not be questioned by the child or pupil, althoughi
159
both are held amenable to moral sanctions, to public opinion,
and to the laws."
Rev. Dr. Wainwright stated the great impor-
tance of the subject under discussion, and feeling
that it required further consideration, he begged
leave to move, “ that a committee be appointed to
take into consideration the question of the best
system of discipline, as adapted to the colleges and
Universities of our country, and to report.
President Marsh rose to second the motion, and
expressed an opinion that dismissal from one col-
lege, ought not to disqualify or exclude an appli-
cant from admission to some other college.
1
Dr. Emory was of opinion that this system of
excluding students dismissed from other colleges,
required some modification.
Mr. Sparks offered some remarks on the sense
of honor entertained by students. Believing that
it might be advantageously used to guide and
govern them, he opposed the infliction of disgrace.
Other gentlemen appearing desirous to address
the meeting on the subject under discussion, by
consent the motion was laid on the table.
1
158
Lieut. Mitchell, from West Point, addressed the
meeting, setting forth the views of the “ Associate
Society of West Point.”—The remarks of Lieut.
Mitchell were to the following effect.
C I feel deeply the peculiarity of my situation. I rise for
the purpose of presenting to a Convention of the Literati of
my country, the views and objects of an association which
has originated among a number of young men, and whose
supporters thus far, are principally among the youth of our
country.
“My remarks will be rather in reference to the spirit in
which the “exposition” is presented to the Convention, than
to the plans and objects proposed, since these will be dis-
covered from the paper itself.---Learning that a large number
of the distinguished literary and scientific gentlemen of our
country, were already convened, for the purpose of consult-
ing upon the best means for promoting the cause of educa-
tion; and observing that one of the subjects brought in for
consideration, was the formation of a national association;
we hope that it will not be presuming too far to lay before
this Convention the views and plans of an association which
already exists, and whose objects are precisely the same as
those which now claim the attention of the Convention.
"I would have it understood that our "exposition” is not pre-
sented with a view of dictating in the remotest degree, to the
Convention, hardly indeed with a hope that we would attain
159
more, than barely to give information to those interested in
the formation of a national association, that there are others,
less able indeed, but quite as zealous and ready to co-operate
in
any proper measures which might be adopted.
“ We could not expect or ask, that the Convention as a
body would take our "exposition" into consideration. It will
be seen from the paper," that our plan is to propagate our
views from individual to individual, and the present Conven-
tion, which unites so much of the talent and wisdom of our
country, furnishes us an opportunity of presenting our views,
and asking their advice and assistance, individually, if not
collectively.
“ The object to be effected is one of vast importance, and
which may require for its completion a number of years.
It will be necessary to unite in its support all the strength that,
can be obtained, and we hope that this may excuse us for
proffering our feeble assistance in so great and good a cause.
“Our plans and objects are submitted to the Convention.
They are the result of our reflection on so vast a subject; we
know them to be crude, and imperfect, but they will at least
show that we are interested, and that deeply, though our
projects may seem entirely beyond our grasp. If our "ex-
position" contains one idea that is valuable, it will be discov-
ered by a candid perusal which will doubtless be given. We
claim nothing for our "exposition," farther than the true
interests of the common cause will warrant. We are ready
160
to give up our plan and adopt those which may spring from
the united wisdom of this Convention. We ask not to
lead; so far from it, our most ardent wish is, that we may be
permitted to follow the guidance of those master spirits, by
the force of whose industry and genius, our efforts may be
so directed as to further in some slight degree the happiness
of our common country.”
1
Whereupon, on motion made and seconded, it was
Resolved, that the thanks of this Convention
be presented to Lieut. Mitchell, and Lieut. Drum,
of West Point, delegates from the Associate So-
ciety, for their communication.
The Convention then adjourned to meet at five
o'clock, in the afternoon.
Afternoon Session.
President Bates having taken the chair, Rev.
Dr. Rice, of Virginia, addressed the meeting. He
admitted the excellence of the parental system of
discipline, but doubted its sufficiency for students,
living in masses within college establishments, nor
did he believe it could be made effectual until a
161
change was effected in public opinion; not pre-
pared to give an opinion in relation to the dis-
missal of students, and their reception into other
colleges, he was in favor of the motion for com-
mitting the subject as had been proposed, and
concluded by declaring his firm belief, that no
discipline could be perfect without religious in-
fluence.
Professor Patten, from Princeton, expressed his
belief that an internal error existed in all our
colleges, in relation to discipline; that the system
of parental government was much needed. He
drew a distinction between the government of a
college, and of a University, adverted to the Uni-
versity of Virginia, and recommended a modified
course of college government, based on the paren-
tal system, as best adapted to Universities.
Rev. Mr. Woodbridge rose to explain. He was
in favor of the parental system,—but believed
that this, and all other means of government,
would be inefficient without religious influence.
Mr. Woodbridge said,
" So far was I from desiring to abrogate laws or abolish
discipline, it was my whole aim to state those principles on
21
3
162
er.
which it seems to me laws and discipline ought to be found-
ed, and leave their application to those of more experience.
I maintained that to resort to force or appeal to interest or
emulation, was but an imperfect method, attended with obvi-
ous evils, and serious dangers, and to be employed as seldom
as possible. On these grounds then, I would urge that the
laws of a seminary of learning should be as few and simple
as possible, that they should be such as are obviously neces-
sary for the welfare and education of the pupil, and not
merely for the interest or dignity or convenience of the teach-
That the penalties should not be the arbitrary infliction
of pain, or fines, or disgrace, but those which are the natural
consequence of the fault; such as exclusion from a class, in
which he is too idle to keep his standing
or from a society
which is corrupted by his example, or disturbed by his disor-
der or from privileges or liberties, if he abuse them. That
they should be calculated to soften and improve his feelings,
and not merely to vindicate the honor of the governor, or the
claims of vindictive justice—to reform the offender instead of
fixing an indelible stain upon his character, or making him
an outlaw of the collegiate republic, and thus leaving him
no hope from reformation.
“I venerate many of our institutions--but after all is
done that the wisdom of their guardians can accomplish,
in these methods, we are still told, that our colleges are fre-
quently scenes of rebellion; that all our literary institutions are
infested with a spirit of insubordination, which perplexes their
163
governors, alarms their friends, distresses parents, and leads
to the destruction of many a promising youth.
Something more must be done, then. As one important
step, provision must be made, and inducement offered, for the
occupation of every moment. No room must be left for evil to
take root. Each pupil must have such a task assigned him
as shall demand all his strength, but not discourage its exer-
tion as shall be adapted to his capacity and age, and thus
allure and gratify.
But my great object was to maintain that some additional
motives must be brought into action; some higher, nobler prin-
ciple than the fear of man, or the love of distinction, and I am
persuaded that no other will be found effectual but a sense of
duty-a conviction of the presence of God, and our immedi-
ate responsibility to him--without these means of influence,
the use of force, and appeals to interest must be inefficient.
Allow me to mention a few examples, to show the practical
efficacy of moral influence.
“ In the celebrated missionary seminary at Basle, in Swit-
zerland, the only rules are a few texts of Scripture, copied
and hung up in the study. The Principal and Professors
are the friends and mentors of their pupils. They believe
that no young man should come to prepare for a responsible
station in life, who is not able to govern himself; and if he
is not prepared to do this, he is unfit for such a course and
such a place; he should again be committed to the care of
164
guardians. It may be said, there are persons who have a high
and important object before them, and are from their circum-
stances peculiarly devoted; every man who is just prepar-
ing to enter life, should be so. But let us go to the military
school of Wurtemburg, already mentioned, and we find that a
mild government has proved more efficacious there, also, with
a class of young men widely different in their destination,
and often in their spirit. Still if these also are young men
of mature minds ;* then let me point you to the school of
* We have obtained from Mr. Woodbridge the following extract
from the “General regulations for schools,” published by the govern-
ment of Wurtemburg, in illustration of the subject.
“We expect that teachers will pay the most earnest attention,
not merely to compel industry and morality, by threats and punish-
ments, but to awaken the love and disposition to them. Severe pu-
nishments should be used with great care, and with reference to the
peculiar character of the pupil, in order not to awaken a spirit of bit-
terness or defiance or dislike to school. Equal care should be taken
in the use of rewards, to avoid awakening ambition and the love
of rewards, and cherishing selfish feelings. Their effort should
be especially directed to promote the love of order, diligence
and morality, by appropriate, kind, and at the same time earnest and
energetic representations and instruction, by a good example, by
firm consistent and impartial treatment, with a proper application of
external motives, and encouragements. They should endeavor par-
ticularly, to make such arrangements in the interior of the schools,
as will tend to make going to school, pleasant to the pupil ; to pro-
mote the love of learning, quiet, and the disposition to self employ-
ment of the pupil."
165
Fellenberg, composed of boys, where I have seen the obstinate
subdued, the vicious reformed, and the indolent rendered
diligent, without any appeal to force or fear, or to selfishness.
Let me lead you to the infant school of Geneva, where I
have seen one hundred and fifty children playing daily in a
garden, whose walls hung thick with clusters of ripe grapes,
and yet not a grape was missing, or had ever been taken.
They are taught that God sees them.-But these are gene-
rally well educated and well disposed children.
“As a last example, then, let me carry you to the asylum
for juvenile delinquents at Edinburgh. It is inhabited by
boys educated in the streets, and taught to gain their sub-
sistence by theft, who were collected from the criminal
courts, and the prisons, yet it has neither bars, nor bolts,
nor sentinels. It is the house of a poor, but pious shoemaker,
where all are at liberty to go and come at pleasure, and have
no other restraint than conscience and religious influence.
Yet it is a house of morality, of kindness, of religious order.
Only one pupil had ever refused to stay, and many had been
reformed. They were kept diligently at work, and tools and
materials were placed in their hands. They were employ-
ed as messengers to procure and carry articles for the house;
they were entrusted with money and accounts, and have
never abused their confidence. Some have been finally
placed in good situations, and sustained irreproachable cha-
Let us not be told, then, that similar principles can-
not be applied in our enlightened country. I am persuaded
that at this day, no other can be with success. The spirit of
racters.
166
liberty pervades every age, and every class of society :-in it-
self, it is pure and peaceful as the waters of the mountain lake.
But like that, it may be converted into a turbid torrent by
the channel through which it passes, and the streams which
pour into it-mingled as it is, with the imperfect views and
strong passions of youth, it often degenerates into a mere
spirit of resistance to all external influence. It will discover
only by degress, that order is indispensable to the enjoyment
of liberty. Violence will but augment the force, and confirm
the illusions of passion. They must be corrected by the pa-
tient lessons of wisdom and kindness, and the progress of
reason and experience. In the mean time, I know of no
method which is so likely to be effectual, as to bring
the pupil into the presence of that (overnor before whom
the proudest spirit bows with reverence, and call on him
to obey that law to which the rulers of the earth may submit
.
without humiliation."
The question was then taken on Dr. Wain-
wright's motion, and carried in the affirmative.
General Tallmadge moved, that the commit-
tee be instructed to report with all convenient
speed, the result of their deliberations, to the Secre-
tary of this meeting, and that the Secretary, be
instructed to cause the same to be published for
the information of the members of this Conven-
tion. The motion having been seconded, and the
question taken, it was carried in the affirmative.
167
The committee on a National Literary and
Scientific Society presented their report, as follows:
“The committee to whom was referred the sub-
ject of a “National Literary and Scientific Society,
report,--that in their opinion, it is expedient and
would prove highly useful to the cause of know-
ledge and education, that a society, as contempla-
ted by the proposition referred to them, should be
formed, and they accordingly submit the follow-
ing resolution.
“Resolved, that a committee, to consist of seven
members be appointed, to prepare and report a
plan of a National Literary and Scientific Socie-
ty:
“The committee also propose that the communi-
cation made to this Convention, by the Associate
Society of West Point, be referred to the com-
mittee appointed by virtue of the preceding reso-
lution."
92
The Hon. Edward Livingston, chairman of the
committee, on presenting the report, remarked, that
next to our political institutions, none could take
168
precedence in value to the society now proposed.
He suggested the idea of calling a Convention on
the subject, each State in the Union to send dele-
gates in proportion to its inhabitants, with a view
to organize the society, and to provide funds for
its support, urging the object upon the attention
of all, he presented the report
.
Mr. Sparks offered a few remarks in relation to
connecting education, by some system, with this
society, and suggested the idea of associate socie-
ties, subordinate to a central or mother institution.
On motion made and seconded, the report was
accepted.
The following topics were then handed in for
discussion or inquiry.
o. 16.—“Would it be expedient to connect
with a University, established in a large city, and
intended to raise the standard of learning, and to
embrace, as far as its means would permit, every
department of science and literature,-a prepara-
tory college, in which should be taught mathe-
matics, physical and moral science, and English
169
literature, and belles letters, not to the exclusion
of classical learning, but making this a voluntary,
instead of an indispensable branch of study ?"
No. 17.—" It is proposed that a committee be
now appointed, whose duty it shall be, after due
research and deliberation, to fix upon one uniform
mode of naming and pronouncing the Greek and
Roman letters, and of reading these two langua-
ges; and that this committee present their report
to this Convention at the next annual meeting."
S
The committee of arrangements produced the
first of the preceding topics for discussion.
The Hon. Albert Gallatin addressed the meet-
ing in substance as follows:
"I had not intended to address this meeting, composed of
men superior to me in knowledge, and from experience prac-
tically acquainted with the subject of education. I have been
much gratified and enlightened by the discussions which have
taken place. But I was desirous to call the attention of this
Convention to some definite proposition on the subject of the
intended University. The proposition, and the observations
I wish to make, are my own. Lately honored with a seat in
the Council of the University, I have not yet had an opportu-
nity of ascertaining the particular opinions and views of the
friends of the Institution.
22
170
“But it is well known, that two objects are in contempla-
tion. One is, to elevate the standard of learning, to com-
plete the studies commenced in the colleges, to embrace in
the plan of education those branches which may not be in-
cluded in that of the existing seminaries of learning ; in a
word, to assimilate the University to the most celebrated es-
tablishments abroad, which are designated by that name.
The other is, to diffuse knowledge, and to render it more
accessible to the community at large.
"I do not apprehend any insurmountable difficulties in
attaining, in due time, the first object. Our means are as yet
limited; but there are studies which do not come within our
plan, and others which may be postponed. Our first object
must be to supply the wants which are not satisfied, and to
take possession of the ground which is as yet unoccupied.
In a country blessed with perfect liberty of conscience, it is
the right of every religious denomination to have its own
schools of divinity. They have accordingly established dis-
tinct seminaries of theology, and this study does not enter in-
to the plan of the University. There are in this city, and
elsewhere, excellent schools of medicine, and this branch does
not require immediate attention. Although various branches
of knowledge, connected with the study of the law, are not
generally publicly taught, yet the distinguished men who
adorn the bar of this, and the other States, afford a satisfac-
tory proof that the present mode of instruction supplies sound
and profound lawyers. Dr. Leiber's observation, that the
study of lucrative professions may be supported by the stu-
171
dents, and that those branches of general knowledge, the
application of which to profitable objects is not so immediate,
require public support, appears to me perfectly correct. Our
attention in this upper department, may at first be confined
to general science and literature, to what are called abroad
the philosophical faculty, or the faculties of science and
letters.
“The difficulties attending the establishment of a proper
discipline, in colleges of which the students are inmates, are
truly great, and have been ably discussed. But it does not
seem, that they are much to be apprehended in a Universi-
ty where that discipline applies only to the lecture room, and
which, in that department will admit principally graduates of
colleges, or young men of the same age.
“But the other object contemplated by the establishment of
this University, that of diffusing knowledge more generally,
and of extending the blessings of education to that numerous
class which as yet has not had the opportunity of enjoying
them, is still more important, and is attended with considera-
ble difficulty. The necessity of assimilating the system of
education to the present state of society, is felt every where;
and the governments of Europe, where the necessity is far less
urgent, are daily adopting measures to that effect. But that
which with them is only an anticipation, is already with us an
imperious necessity. Even the most liberal of those govern-
ments have left subsisting, or erected barriers between the
people and the most wealthy and best educated class, which
172
place, in fact, the substantial power in the hands of the few.
But with us, the sovereignty of the people has not been a
nominal declaration. It has been heretofore attended with
a success exceeding the most sanguine expectations. But
that which, fifty years ago, was yet a theory, has become a
fact. As power is enjoyed it is better understood; the people
understand and feel more and more, that the power is exclu-
sively in their hands; and they exercise it accordingly.
They are in fact, as of right, the sovereigns of the country.
We all know it, we all feel it ; and there is but one question
left; Shall we be governed by ignorance, or by knowledge ?
On that single question, whether we shall afford to the people,
the opportunity of adding knowledge to intelligence, depends
the solution of the all important problem, whether our insti-
tutions shall be so administered, as to become a model for
imitation or a shoal to be avoided.
“Great advances have been recently made, in those
schools where the first elements are taught, by the impulse
given to infant, Sunday, and other primary schools. The
impediments to a general acquisition of knowledge, begin
with the high, or preparatory schools, and extend to the col-
leges. Our seminaries of learning have been modelled on
the plan of those of Europe. These were established prior
to the reformation, or new modelled at that epoch; and they
were well adapted to the existing state of society, and of learn-
ing. No European nation, with perhaps a single exception,
had at that time a fixed and polished language, or any do-
mestic literature. Latin and Greek authors were the only
173
models of style, taste, and eloquence. Hardly any progress
had been made in science, since the time of the Greeks.
The accumulated stock of the knowledge of mankind was
to be found exclusively in the works of those authors. The
people were oppressed, and all but a few, grossly ignorant.
There were in every country, but few readers; and the few
men of learning, scattered throughout Europe, corresponded
in Latin, and published their works in that language, which
was common to them. The discovery of printing was re-
cent, and its prodigious effects' could not have been anticipat-
ed. It was therefore not only proper, but absolutely neces-
sary, that the study of the dead languages should be made
the primary, fundamental, and absolute requisite of a learned
education. This state of things has altogether changed.
Whatever valuable knowledge was contained in the writings
of the ancients, has long since been translated. As models
of style, they remain; but every nation now has, in every
department, a rich fund of literature of its own, and better
adapted to the present feelings, habits, and modes of thinking
of mankind. In the mean while, every science, natural,
moral, or mathematical, has made immense progress, and
reached a height, and a degree of perfection far beyond what
the ancients had attained : and every man, of science or let-
ters, writes in his vernacular tongue.
"It is said, indeed, that the study of the dead languages
is still the best foundation of solid learning, and better calcu-
lated than any other to exercise the faculties, and train the
mind of youth. In stating the creation of modern literature,
174
and the prodigious progress of science, during the three last
centuries, the fact has substantially been admitted, that those
to whom we are indebted for those blessings, were almost all
educated in those ancient seminaries of learning, and that
their minds had been disciplined at that school. It is there-
fore with diffidence, that this subject must be approached.
No friend of learning can wish to run the risk of destroying
a system which has borne such fruits. Such, however, is not
the object of the proposition submitted to you.
1
More may
“ Yet, the assertion, that the study of the dead languages
is particularly appropriate, either to the formation of style in
the vernacular language of the student, or to exercise the
faculties, and form the mind, appears erroneous.
be due, in this respect, to the manner of teaching, than to
what is taught. Every branch of knowledge, properly taught,
will unfold and exercise the faculties. Memory is almost the
only one called into action, by the study of the elements of
languages. If the knowledge of a foreign language is ne-
cessary to improve that of your own, it is not perceived that
one of the modern is, for that purpose, much inferior to the
ancient languages. But a notorious fact may be more
striking than argument.
" It is admitted by all, that the Greek is one of the most, if
not the most perfect of languages. It is equally well known
that the Greeks who carried that instrument to such a degree
of perfection, did not learn, and were not assisted, by any
other language than their own. And it will not be denied
175
that,--trained by an education carried on in their own lan-
guage exclusively, the faculties of those fathers of modern
civilization were unfolded and exercised in a most wonderful
degree. The highest and most acute powers of the mind
are displayed in their splendid, though often erroneous specu-
lations. And the whole stock of knowledge in every science,
with which we took our departure in the sixteenth century,
was almost exclusively due to the discoveries made by that
small nation within the short space of its national existence.
“But, admitting the utility of the learned languages, for
those who are designed for one of the learned professions, it
is the perseverance, in continuing to make them an absolute
requisite in all our seminaries of learning, which must be
considered as the greatest impediment to the general diffusion
of knowledge. No boy, who has not previously devoted a
number of years to the study of the dead languages; no boy
who from defective memory, or want of aptitude for that par-
ticular branch, may be deficient in that respect, can be admit-
ted into any of our colleges. And those seminaries do alone
afford the means of acquiring any other branch of know-
ledge. Whatever may be his inclination, or destination, he
must, if admitted, apply one half of his time to the further
study of those languages. It is self evident that the avenue
to every branch of knowledge, is actually foreclosed by the
present system against the greater part of mankind. But
the evil does not stop here.
“The proposition submitted is intended to open that avenue,
176
and to form a connecting link between the upper department
of the University, and the high, or preparatory, which succeed
the elementary schools. It is not intended with a view to
exclude classical learning, but simply in order that this may
no longer be an absolute requisite. The proposition,
though, for the sake of simplicity confined, now, only to a
college, would, if adopted, spread its beneficial influence
much beyond the sphere of the college itself.
“The learned languages being the essential and funda-
mental part of a collegiate education, the academies, and
high, or preparatory schools in repute, have, almost without
exception, been necessarily adapted to the colleges for which
they were to prepare students. The study of Latin and
Greek is also made there the principal, almost the sole object
of education. It is notorious that those who, leaving those
schools, enter college, are in every other respect extremely
deficient ; that every thing else has been sacrificed to the
dead languages; and that in several branches, they are
destitute of the elementary knowledge which they ought to
have acquired at that age. But it is on those who are not
destined to enter college, that the effect is most baneful.
“ A few only are destined for the learned professions, or
calculated to follow the pursuits of science and literature.
But all want such degree of practical and useful knowledge,
which can be acquired during the earliest years of life. It
is that want which is generally felt; for which there is a loud
and well founded clamor, and which ought to be satisfied.
177
The greater part of mankind must necessarily recur to ma-
nual labor, or to active pursuits, for means of subsistence.
They must at an early age be inured to those habits, which
will fit them for those professions. The mechanic always,
the merchant often, wants the labour of his children, and
must withdraw them from their studies, at farthest at the age
of fourteen. The years which elapse from the time when
they leave the most elementary schools to that age, those
irrecoverable years are now almost irretrievably lost. The pa-
Fents have no choice; they wish their children to receive the
best attainable education : they place them in the best
academies which the country affords. Instead of having
acquired a considerable mass of useful and practical know-
ledge, in the study of which, the faculties of the mind, would
have been equally unfolded, and exercised, the boys leave
school, with no other acquirement, but a smattering of Latin
and Greek, which they forget in a few years, and which, if
remembered, would not be of the slightest utility to them in
their further pursuits. It is that tremendous loss of time
which constitutes the great evil
, that cannot be removed oth-
erwise than by substituting a more rational system of educa-
tion, and better fitted to the situation, pursuits, and wants of
the community.
We were all yesterday forcibly struck by the statement of
the President of this Convention, in reference to an attempt
made, at one of our most respectable seminaries of learning,
to subdivide the Freshman class into four sections, according
to their acquirments in the learned languages) at the time
23
178
of their admission. Those who were thrown in the lowest
division, asked for their dismission, adding with tears in their
eyes, that a further prosecution of their studies was hopeless,
and that the time already spent on that purpose was to them
utterly lost.
66
“Let it not be said that other schools may be established,
for the exclusive use of those who are not intended to learn
the dead languages. That this is in part true, and has been
attempted to some extent, is admitted. But those schools will
continue to be considered as inferior, and be attended, but
with reluctance, so long as they are not connected with " a
college” in which that study is not made on essential requisite.
In order that they may be properly improved and attractable
teachers, they must be placed on an equal footing with others.
They must, as the classical academies, open the road to a
college, to the upper department of the University, to the
highest branches of those sciences and letters, which do not
require a previous knowledge of the dead languages.
“It is not the object of this proposition either to exclude
classical learning, to deny its utility in many respects, or to
assign to it a rank below that of other branches of knowledge.
But whilst all the existing seminaries of learning afford am-
ple means for that special pursuit, no possible injury can arise
from embracing the opportunity, offered by the new Univer-
sity, to make the fair experiment of what may properly be
called an English college. It must be acknowledged that
there is at present an invidious distinction between classical
179
and other learning. The study of Latin and Greek con.
tinues, after the causes for it have ceased to exist, to occupy a
larger place in education, and a higher rank in opinion, than
it is now entitled to, as compared with other sciences and
branches of knowledge. No superiority is claimed for any;
but, in the republic of letters, every science has a right to
claim equality. At present to be a scholar, exclusively means
to be well versed in ancient languages; without this, the man,
who has reached the highest elevation in any other science,
is not deemed worthy of the appellation. It is the test by
which the well educated man, as he is called, is distinguished
from the man without education. Whilst that prejudice
remains, there is but little hope of any essential improvement
in our system of education, and none whatever to make this
generally popular.
1
"I have had some knowledge of what popular feeling is
in that respect, and of the difficulties which the advancement
of learning has here to encounter. Near thirty-six years
ago, an attempt was made, in the Legislature of Pennsylva-
nia, to establish an academy in every county. Many obsta-
cles were to be encountered, and objections to be removed ;
but I may aver, that the reluctance to sustain, at public ex-
pense, the study of Latin and Greek, was the true cause of
its failure. Unless supported by public opinion, the intended
University will fail. We wish to raise learning to its highest
standard: in order to succeed we must make the community
at large participate in the benefits of the institution. Permit
me to repeat, that nothing is farther from my object
, than to
180
depreciate the study of languages. Their varied structure
and the investigation of the means by which, through that
inestimable gift of Providence, ideas are communicated from
man to man, and the stock of knowledge is gradually accu-
mulated and transmitted to succeeding generations, is one of
the most interesting and important pursuits. It is one most
congenial to my own taste. As one of the essential branches
of the science of mind, I might even be inclined to prefer it to
those branches of knowledge which have matter for object.
It is the abuse, and not the use, to which I object. Without
intending to compare together subjects which admit of no
comparison, may I be allowed to say that, if before the refor
iration, the way to the word of God and to his worship was
obstructed by the improper use of the Latin language, we
now find the same impediment arresting a more general
diffusion of human knowledge."
Mr. Gallatin then gave, as he had been desired,
some account of the college of Geneva.
“That institution, which existed before the reformation,
was at that time entirely new modelled, chiefly under the
superintendence of Calvin. Up to the time when Mr. G.
left it, more than fifty years ago, though improved with the
progress of science chiefly in the Philosophical branches, it
had undergone no material alteration. Its leading feature
was that, under a sole control that of the Professors), and as
a whole, it embraced education, from the earliest childhood,
to the time when the student had completed his Theological
181
or legal studies. That education was open to all and alto-
gether gratuitous. The institution was divided into two
departments. The lower, designated there by the name of
college, consisted of nine classes. Reading, writing, and
spelling, were taught in the three lowest: the six others
were exclusively devoted to the study of Latin and Greek;
and this was the most defective part of the system. The
upper department, known there by the name of the Aca-
demy, was much superior to the first, and subdivided
into two sections. One, which received its students from the
lower department, corresponded exactly with our common
American colleges. The students remained in it four years,
ander the tuition of professors of belles lettres, mathematics,
natural, and moral philosophy. The upper section, though
assimilated to a University, embraced but two faculties,
that of divinity, and that of law, the course for each being of
four years' duration. Geneva, being the only considerable
seat of learning, where the protestant religion was professed
and the French language spoken, attracted many students
from the protestant population of France, and not a few from
England and Germany, who were desirous of acquiring the
French language. This contributed to the growth and im-
provement of the institution. Its principal merit consisted in
the excellent choice of professors, which, with hardly any ex-
ception, had uniformly fallen on the most learned and distin-
guished men, in every branch, that could be obtained. They
were appointed nominally by government, in fact by public
opinion. The compensation for each never exceeded five
hundred dollars : but the consideration attached to the place,
182
made it the highest object of ambition to every citizen, how-
ever favored by wealth, or other adventitious circumstances.
The education was rather general and correct, than profound
in any particular branch ; rather calculated for general than
for special purposes; intended to open to the students, accord-
ing to their respective faculties, the way to the several branches
of science and letters, and to fit them all for the pursuits of
active life.”
Mr. Gallatin observed, that he had said nothing
on the most important branch of the subject, the
beneficial effect of a more diffused education on
the moral feeling of the community. All were
agreed upon that point; and there was no mem-
ber of the Convention, who was not capable of
expressing his sentiments in that respect, more
forcibly and more happily than himself. He would
only say, that one of the most powerful means to
preserve man from mistaking the road, even to
earthly happiness, was to teach him and make
him feel the value of intellectual enjoyments.
He concluded, by apologizing for having detained
the Convention so long, and for having expressed
with so much freedom opinions, some of which
he was aware, did not coincide with those of se-
veral of its respectable members.
183
President Mason, of Geneva College, in the
state of New York, was about to explain the sys-
tem pursued in that College, but yielded to Pro-
fessor Robinson, from the committee on Profes-
sor Perdicari's communication.
Professor Robinson presented and read the
following report.
6. The committee to whom was referred the
communication of Professor Perdicari, on the best
mode of teaching the Greek language, and on the
propriety of generally introducing the modern
Greek pronunciation, beg leave to report.
“ It is not at present in the power of the commit-
tee--neither do they suppose this to be the proper
time or place, to enter into a detailed discussion
of the principles and positions, advocated in the
communication before them; that paper has been
heard, and listened to with deep attention by the
Convention, and the impression received from it
by each individual member would probably be
neither confirmed or corrected by any thing which
the committee could now offer.
184
6 The committee and the Convention also, are
well aware of the very defective manner in which
the learned languages have formerly been taught
in our country
“ Language, as written, or oral, is addressed to
the eye, or to the ear. To understand any living
language perfectly, or even well, it is necessary,
not only to be able to read it and write it, with
ease, but also to be able to speak it, and to com-
prehend it when spoken. These two modes of
understanding a language, i. e. as written or oral,
are entirely distinct and different things.—The
power of receiving and communicating ideas in
any language on paper, may exist where there is
no power of doing this through the medium of
speech and hearing; and so vice versa.--To learn
a language thoroughly, the power of doing both
of these things must obviously be acquired.--Now,
unfortunately, all the learned languages, being re-
garded as no longer spoken languages, have, until
recently, been taught among us only as written ;
the sounds assigned to the words, if uttered at all,
being regarded merely as signs of these written
words, and not as signs of ideas.-In addition to this,
almost the whole attention of the learner has been
185
generally confined to the reception of ideas, and
very little directed to the communication of them,
i. e. he has been usually taught to read and under-
stand a written language; while it has much more
seldom been made part of his instruction, to ex-
press his thoughts in that language either orally
or by writing
“These facts being admitted, and the committee
suppose them, generally speaking, to be obvious-
it is very easy to see why the study of classical
literature has been pursued in this country, with
comparatively so little success, and why so many
who have sustained a tolerably high rank in our
colleges as classical scholars in name, have after-
wards entirely abandoned the pursuit.
Ous.
“The remedy for this state of things is also obvi-
It is to introduce a more perfect mode of
teaching; to combine instruction for the eye and
for the ear, in the manner pointed out by Profes-
sor Perdicari, or in some other equivalent way;
and more especially to exercise the pupil as tho-
roughly and frequently in the communication of
ideas, both by speech and writing, as is done in re-
gard to the reception of them.
24
186
“ In regard to the other part of Professor Per-
dicari's paper, on the propriety of generally intro-
ducing the modern Greek pronunciation, the
Committee do not feel themselves prepared to
express any decided opinion.-While, therefore,
they would at present waive this point, there is
nevertheless a subject intimately connected with
it, which the committee wish to present to the
consideration of the Convention; not as one on
which they have made up their own minds, but as
a suggestion worthy of serious enquiry and de-
liberation, viz: the propriety of introducing into
all our classical schools, the study of the mo-
dern Greek language, as auxiliary to the study
of the ancient Greek.--The modern language, it
is true, has many points of difference from the
ancient; but yet it has many more points of re-
semblance, and even of identity with it.
“It has seemed to the committee, that if the
modern Greek were thus learned, as a living and
spoken language, in the same manner that the
French and other European languages are now
learned, the effect, upon the study of the ancient
Greek, would be most auspicious; and that this
noble tongue would then stand a chance to be
187
resuscitated from its living tomb, and enabled ta
present itself before us in something at least of
its primitive melody and beauty. Should this
ever be done, the application of the modern pro-
nunciation to the ancient language, also, might
then receive a broader support on the plea of
general utility
Signed, “EDWARD ROBINSON, Chairman."
On motion made and seconded, the report, as
read, was accepted and made the order of the
day, to be taken up at the opening of the session,
tomorrow morning at ten o'clock.
The Hon. E. Livingston, in a forcible and perti-
nent address, in relation to the want in our col-
leges and Universities of professorships of the
principles of legislation and jurisprudence, as
distinct from the professorships of existing law
offered the following topic for discussion:
No. 18.-“ Resolved, that a Committee of five
members be appointed to consider and report on
the propriety of recommending to the different
Universities and colleges in the United States:
188
professorships of the principles of legislation and
jurisprudence, as distinct from the professorships
of existing law."
Without discussion, on motion made and se-
conded, the resolution offered, was carried in the
affirmative.
The Convention then adjourned, to meet at 10
o'clock, tomorrow morning.
J. DELAFIELD, Secretary.
189
Saturday, 230 October, 1830.
The President took the chair at 10 o'clock, A.
M. and the members their seats: when Dr. Rice
opened the business of the day with an appropri-
ate prayer.
The Secretary read the minutes of the proceed-
ings of the previous day.
The President announced the following commit-
tees :
ON UNIVERSITY AND COLLEGE DISCIPLINE.
Rev. J. M. Wainwright,
Professor Silliman,
Dr. Rice,
Professor Patten,
Professor Dewey.
ON A NATIONAL SCIENTIFIC AND LITERARY SOCIETY.
.
Rev. James M. Mathews,
Hon. Albert Gallatin,
Jared Sparks,
190
Dr. Lieber,
President Marsh,
Henry Dwight,
John Delafield.
ON PROFESSORSHIPS OF LEGISLATION AND
JURISPRUDENCE.
Hon. Edward Livingston,
Hon. Samuel Jones,
Hon. James Tallmadge,
Hon. Samuel R. Betts,
Professor Adrain,
Dr. Coley, then read a communication on
the Universities of Oxford and Cambridge, in
Great Britain, setting forth in detail, the courses
pursued in those institutions from matriculation
to the several degrees. Dr. Coley added an ac-
count of the course pursued in Trinity College,
Dublin. He stated that,
“The first step upon entering these seminaries, is matricu-
lation, which is accomplished by an appearance before the
Vice Chancellor, who after a brief examination in the
Greek Testament, and the Æneid of Virgil, or similar pri-
mary books, enrols the name of the student on the books
of the University, and transfers him to his college. In a
191
college or hall at either University, there are two or more
tutors, who give separate lectures every day, exclusive of
holidays and festivals; in Oxford, these lectures consist of
translations from the Latin and Greek classics, (each student
following the other in construing a given number of verses or
lines to the tutor) and in exercises in divinity, and logic; in
Cambridge the exercises vary in one important particular,
mathematics taking the place, in a very considerable degree,
of the classics, and nearly superseding logic ; divinity, how-
ever, continuing the same as at Oxford. The usual classics
are in the Latin language, Virgil, Horace, Sallust, Ovid,
Tacitus, Cicero, Terence, Livy, Juvenal, Martial, &c.; in the
Greek, Herodotus, Xenophon, Thucydides, Pausanias, ,
Homer, Pindar, Anacreon, Æschylus, Sophocles, Euripides,
Aristophanes, &c.
1
"Dr Watt's Logic is the work in general use in that
science; and in mathematics, and the higher sciences Euclid,
and the optics and principia of Newton, (the Philosophia
Naturalis principia Mathematica), Plato, and Aristotle.
“A student pursues his studies for two years under the sole
superintendence of his tutor, or for eight terms, which occupy
about two years, when he is required to pass a public exami-
nation, termed “his responsions," and which consist in a
trial of his ability, in construing one Latin and one Greek
author, in his examination in Logic, and in the six first books
of Euclid, and also in one of the Gospels; after this respon-
sion, for which he receives a certificate if successful, he
192
returns to his usual course of study, and at the expiration of
eight terms more he claims his bachelor's degree by giving
in two Latin, and two Greek authors, the whole of Euclid,
Logic, and the four Gospels; an examination in these will
suffice for his degree, but if he be desirous of taking honors,
as they are called, he may give in for his examination, the
whole range of classic authors, Newton's Principia, and the
Poetics and Rhetoric of Aristotle, hesides the whole subject
of Divinity ; if his answers are perfectly satisfactory, he is
admitted “ first classman;" if not, in proportion to the excel-
lence of his answers, he is rewarded by a second or third
class-ship, beyond which there is no distinction; when it is
asserted that out of a number of from one to two hundred,
not more than five or six gain the first distinction, the severity
of their examination may be imagined.
" The above is the course of study adopted at Oxford; in
Cambridge it is similar in the general bearings, with the ex-
ception that a distinguished proficiency in mathematics is
more valued than a similar ability in classics, and that in
addition to the honors of class-ship, a separate rank is created
for the most distinguished scholar, under the title of Senior
Wrangler, the student next to him in ability being entitled
the Junior Wrangler. A bachelorship in arts thus obtained,
is the necessary preliminary to an entrance into any of the
three professions Divinity, Law, or Physic; the next honor
is likewise common to the three professions, viz: “a Master of
Arts,” which is gained by a residence of sixteen terms more,
although the necessity of attending lectures discontinues;
193
the examination for this degree is not severe, the former
subjects treated of are renewed in the trial, and there is
hardly an instance known of a failure, although a considera-
ble number of candidates for the bachelor's degree are rejected,
or as it is commonly called "plucked.” After the master's de-
gree, if further honors are contemplated, the choice of a pro-
fession is necessary; twelve terms added to a master's degree
entitles a man to claim his bachelorship of faculty, that is, a
bachelor of divinity, a bachelor of civil law, or a bachelor
of physic; the examination for these degrees is trivial to the
individual who has undergone the previous ordeals, and
having taken the degree, he has but to wait sixteen terms
longer to demand his full honor as Doctor of Divinity,
Law, or Physic.
“The individuals who constitute the University of Oxford,
are—the Chancellor (always a nobleman educated at the
University), the Vice Chancellor, elected by the heads of
houses (the colleges and halls), the proctors, elected by the
masters of arts, and who are in fact the police magis-
trates of the University, the fellows, scholars and exhibi-
tioners of colleges, the masters and bachelors of arts, and the
undergraduates, as those gentlemen are called, who have not
taken a degree; besides these grand distinctions, there are
officers connected with the dignity, police and pecuniary af-
fairs of the University, and a peculiar class of students term-
ed gentlemen-commoners in some of the colleges, who pay
a higher sum for accommodation, wear a more splendid
dress, and are entitled to claim their degree at rather an ear-
25
194
3
1
lier period than the common student. There are also the
professors of the University, consisting of Regius professors
of Divinity, Hebrew, Greek, Civil law, Physic; all of whom
are appointed by the King.
Margaret, Professor of Divinity,
Vinerian, Professor of Common Law,
Savillian, Professor of Astronomy,
Professor of Geometry,
Litchfield, Professor of Clinical Medicine,
Aldrichian, Professor of Physic,
Professor of Chemistry,
Professor of Anatomy,
Laud's, Professor of Arabic,
Lord Almoner's, Professor of Arabic,
These professors are appointed in the manner prescribed by
the wills of the founders of the professorships. There is also a
Professor of Natural Philosophy,
History,
Botany,
Poetry,
Mineralogy and Geology,
Music
Anglo-Saxon.
These professors are appointed by the Vice Chancellor and
the heads of houses, in convocation assembled.
>
9
“The scholars, exhibitioners, and fellows of the various col-
leges, are appointed in general under the conditions required
195
by the respective founders; but there are a few scholarships,
exhibitionships, and fellowships of the University, which
may be gained, and their emoluments enjoyed by the candi-
date who, at a public and severe examination, proves a supe-
rior ability to his fellows.
A
"The Vice-Chancellor is elected by the heads of the col-
leges and halls, every three years; the office of Chancellor is
for life, and is conferred by the graduates of the University,
at a regular poll, if there be more than one candidate; the
heads of houses are elected according to the forms directed
by the will of the founder of the college, by the fellows of
the society.
“It will be seen that the usual course of study, consists of
classical literature, logic and mathematics, all of which may
be pursued within the precincts of the college, but when the
student wishes to gain information on astronomy, history,
or botany, physic, anatomy, &c. he has to attend the classes
of the professors upon those sciences, beyond the walls of his
college.
“This statement may be sufficient to display the general
mode of instruction in the English Universities, but it is a
mere outline.
“ It is necessary to add, that in Cambridge, there is a class
of poor students called Sizars, supported upon the foundation
of different colleges, and entitled to every distinction in com
196
mon with others, in the forms of class-ships, prizes, ho-
nors, &c.
“The Cambridge professorships are as follows :-
“Regius Professors of Divinity, Civil Law, Physic, Hebrew,
Greek ; in the gift of the King.
Lord Almoners, Professor of Arabic,
Plumian, Professor of Astronomy,
Woodwardian, Lecturer,
Norrisian, Professor,
Jacksonian, Professor,
Lownde's, Astronomical Professor,
Hulsean, Lecturer,
Margaret, Professor of Divinity,
Margaret, Preacher,
Christian, Advocate,
Appointed under the regulations prescribed by the founders.
Professor of Arabic,
Mathematics,
Casuistical Professor,
Chemistry,
Anatomy,
Modern History,
Botany,
Common Law,
Medicine,
Mineralogy,
Appointed by the Senate of the University.
197
- The University of Dublin consists of one great college
Trinity College'—which is incorporated under the go-
vernment of a Provost, seven senior and fifteen junior fel-
lows; the plan of education is very different to the one pur-
sued in the sister country. In the first place, matriculation
is much more difficult, and according to the ability displayed
in an examination every quarter, the student gains what is
called his matriculation rank, and which merely consists in
giving his name precedence in the quarterly admission roll
of the University; not more than a third of the number of
students can reside within the walls of Trinity College, but
they all assemble at an early hour of the morning, and pursue
their studies until noon. The must striking peculiarity in
the Dublin University, is the privilege allowed to students to
choose their own tutors. The seven senior fellows take
no share in the daily instruction of youth, and out of the
fifteen juniors, any youth who has matriculated, may choose
one for his tutor, join his class, paying the fees separately to
him, and remain completely under his direction, during lec-
ture hours. Quarterly examinations take place under the
direction of the senior fellows: these examinations take the
place of the English responsions, and the same time is re-
quired to take the bachelor's degree, viz. sixteen terms, and
so also with respect to the higher degrees.
56 There are a certain number of Sizars in Trinity College,
who are admitted upon the foundation, and educated in the
same manner as the rest of the students; their privileges are
198
to rent a chamber, at a very trifling cost, to have their din-
ners free, and to pay a smaller sum than usual upon taking
a degree; they are admitted to their situations by a very rigid
examination in the classics, and perhaps out of the considera-
ble number of poor young men who offer themselves quarter-
ly as candidates, not more than six or eight generally succeed
in the object of their ambition,
“There are sixty scholars in Trinity College, consisting of
students who have stood the test of the most severe classical
examination perhaps in the empire ; in this trial, classics form
the whole subject, and the Provost is generally the Exami-
ner; the Latin and Greek historians and poets, in translation,
the composition of verses and theses, the varieties of metre,
&c. are all required from the candidate for a scholarship;
the privileges of this grade, are £20 per annum-rather a
better dinner than the ordinary students, and what is consid-
ered as the most important privilege, a vote at the election of
a niember of parliament for the University.
“The junior fellows are elected from the mass of gradu-
ates; any bachelor of arts is eligible to a trial for this distinc-
tion; the examination is public, and takes place on four suc-
cessive days, four hours being employed each day; the whole
of the examinations are in the Latin language, and are thus
divided and conducted :
The first two hours of the first day, Logic,
The second two hours of the first day, Mathematics,
199
The first two hours of the 2d day, Physics,
The second two hours of the 2d day, Ethics,
The first two hours of the 3d day, Hebrew & Greek.
The second two hours of the 3d day, Latin construed
into different Latin from that of the author.
The first two hours of the 4th day, Chronology,
The second two hours of the 4th day, History.
"The professors of these sciences and languages examine
and pass one question if unanswered to the next candidate,
and at the close of the examination, that individual who has
replied to the greatest number of questions, is proclaimed the
new fellow; this is an examination I believe without its pa-
rallel in Europe, for severity and extent of subject.
• There are twelve professors of Trinity College :-
The king's Professor in Divinity,
Civil Law,
Greek,
Lecturer in Divinity,
" The Professors of Common Law, Physic, French and
German, Spanish and Italian, the Andrews Professor of As-
tronomy, Anatomy, Chemistry and Botany."
On motion duly made and seconded, the thanks
of the Convention were voted to Dr. Coley, for
his interesting communication.
200
Mr. Jared Sparks then presented a communica-
tion on the defects of the present system of edu-
cation, by Lieut. D. H. Mahan, of the United
States' corps of Engineers at West Point. At
the request of Mr. Sparks, the communication
was laid on the Secretary's table.
Mr. F. Hasler presented a communication
“ upon College and University discipline.” This
paper was also placed on the Secretary's table.
A paper was then presented, entitled “ Sugges-
tions on the proper mode of conducting instruc-
tion in Universities."
And a communication, entitled “ Brief outline
of the history of education in Spain.”
These papers were also placed on the Secre
tary's table.
Mr. Jared Sparks offered the following resolu-
tion.
Resolved, that a committee of three members
be appointed to consider and report at the next
201
meeting of this Convention, on the expediency
and advantages of establishing professorships of
history in our Universities, with the special
design of communicating instruction on the politi-
cal and social progress of the nations of Europe,
as tending to develop and illustrate the princi-
ples of our government and civil institutions.
On motion made and seconded, the question
was taken and carried in the affirmative.
The following gentlemen were appointed, a
committee on the foregoing resolution.
Mr. Jared Sparks,
Mr. Wm. C. Woodbridge,
Dr. Lieber.
On motion of Mr. Jared Sparks, it was
Resolved, that a committee of three members be
appointed to procure information respecting the
history and present state of the “ London Uni-
versity,” and of “King's College,” in London,
with all convenient speed, particularly in regard
to their organization, discipline and mode of in-
struction, and that they be requested to report
26
202
thereon, to the Secretary of this meeting, as soon
as the information be obtained, that the same may
be published.
-
The following gentlemen were appointed a
committee under the foregoing resolution.
Mr, Theo. D. Woolsey,
Mr. Jared Sparks,
Col. Knapp
The order of the day was then called for, being
the report of the committee on Mr. Perdicari's
communication.
Mr. Perdicari addressed the meeting, and apolo-
gized for introducing the subject of instruction in
modern Greek at this Convention. Mr. Perdicari
expressed himself satisfied with the report of the
committee, though it had not ventured to express
an opinion in relation to the adoption of the
modern Greek pronunciation.
Professor Robinson, and Professor Patten, both
of the committee,-explained that they were not
prepared to give an opinion at this time, on the
modern Greek pronunciation.
203
on the Secretary's list, as numbers eleven and
On motion made and seconded, the report of
the committee was laid on the table.
Dr. Emory begged leave to'withdraw two topics
presented by him on a former day, and numbered
>
twelve. Agreed to.
Dr. Hamm, of Ohio, Charge d'Affaires of the
United States, to the Republic of Chili, was intro-
duced and took his seat.
The committee of arrangements then proposed a
continuation of the discussion on “ the advantages
of a preparatory college in connexion with a Uni-
versity, in which should be taught, mathematics,
physical and moral science, English literature,
and belles letters--not to the exclusion of clas-
sical learning, but making it a voluntary, in-
stead of an indispensable branch of study.
Mr. Gallaudet, of Hartford, addressed the meet-
ing. He observed,
" That he had no doubt he expressed the sentiments of
all present, in alluding to the great entertainment as well as
204
instruction which had been afforded the Convention, by the
profound and eloquent remarks of the gentleman who spoke
on this subject the preceding evening (Mr. Gallatin). That
gentleman uttered a sentiment in one short sentence, which
Mr. G. would make the basis of what he had now to offer.
“How many other languages was it necessary for an an-
cient Greek to study, before he could become acquainted his
own ?
“In conducting the education of youth, and in adapting
the course to be pursued to the peculiar exigencies of indi-
viduals, and to the wants of the public at large, it is a very
interesting question to be settled, whether one cannot become
a perfect English scholar, without studying the Latin and
Greek classics. Mr. G. thought this quite practicable, pre-
cisely for the same reason, that a Roman or Greek youth
could become master of his own language, without the aid of
any other. Tell me the process, by which a Roman child
was led to understand the import of words in Latin, and
their construction into sentences, and I will show you that
the same process can be pursued with an American child in
teaching him English.
“Mr. G. said, he wished it distinctly to be understood that
he did not intend, by any means, to decry the study of the
dead languages; on the contrary, he considered this study
as of the highest value. He would have them pursued to
their full extent, at the college proposed to be connected with
205
the University; he would give to all the opportunity of be-
coming perfect masters of Latin and Greek, but, at the same
time, he thought there might be peculiar cases in which the
privileges of the college should be granted to individuals,
who might wish to dispensē with the study of the dead lan-
guages, and substitute others in their stead. Washington
and Franklin wrote English with great clearness, chaste-
ness, and force; the former knew nothing of Latin or Greek,
and the latter was far from being a classical scholar. Many
persons who have not had a liberal education, have a much
greater command of the English language than some of
those who have enjoyed this privilege.
“There are some disadvantages in a lad's commencing the
sludy of the dead languages at a very early age, which need
to be guarded against with great caution. He begins before
he is well acquainted with his mother tongue. He acquires
the meaning of Latin words, by ascertaining from his dic-
tionary the corresponding English words. But if he knows
not the meaning of the latter, their precise and accurate
meaning, how can he understand the import of the former?
He may even translate from Latin into English, fluently,
correctly, and elegantly, by knowing that certain words are
to be rendered by certain other words, and to be arranged in
a certain order, which he is enabled to give them, in a mecha-
nical way, by his knowledge of the grammatical termina-
tions and inflections, and yet know very little of the mean-
ing and spirit of the author. He may thus become a good
linguist, in one sense of the term, but a miserable logician.
206
“ There is often a great deception in all this matter of boys
translating readily at school, which demands great attention
on the part of the teacher.
"A boy should understand his mother tongue well before
he enters upon the study of a dead language; or at any rate,
he should be made perfect master of the meaning of all the
words which are necessary to furnish him with a translation
of the particular author which he is studying.
:
"In all our colleges, or at least, in almost all, no lad can en-
joy their benefits without devoting a very considerable time to
the study of the Latin and Greek languages. This is a
hard case.
It is too exclusive. The circumstances of the
parent may not permit this the peculiar taste and habits of
the child may not justify it—his future pursuits in life may
not require it. Some have a very strong passion for the
sciences, the principles of which, especially in our country,
are susceptible of a very extensive application to the useful
arts, to the comforts, the conveniences, and the luxuries of
life.
“Rare talents in this branch of knowledge, the sciences,
are continually developing themselves. Shall the commu-
nity be deprived of these talents ? Shall those who possess
them, and who aspire to become an honor to their country
and a blessing to mankind, be excluded from an institution
where they can enjoy the advantages of a liberal education,
because they have no taste, or no wish, to pursue one depart-
207
ment of such an education, the study of the Latin and
Greek languages? This is too much in imitation of the
Scribes and Pharisees of old, who kept the key of know-
ledge within their own grasp.
46
At any rate, is not the experiment worth making ? and
while our other higher institutions require the dead languages
to be pursued, and while even this preparatory college, to be
connected with the University, makes them a part of the
course of study, and furnishes every facility for the acquire-
ment of them, ought it not to present itself to the patronage
of the public, as affording all the other means of acquiring
a first rate education, to those who may make great and use-
ful men, without becoming adepts in the Greek and Latin
languages ?
Dr. Lieber claimed the attention of the meet-
ing for a few minutes,-hę was fully aware how
precious the present moments were,,he desired
only to reply to some remarks of the gentleman
(Mr. Gallaudet) who had so eloquently spoken on
the subject. As to the proposal to try a liberal
education without the study of the classics, he
would direct the attention of the Convention to
several very successful trials already made-as for
instance, the Ecole Polytechnic in Paris, and a
new school of a higher character at Berlin.
208
In that city Professor Fisher, the well known
natural philosopher (and at the same time a gen-
tleman of very classical erudition), had urged the
government to establish higher schools, without
classical study, for those who did not intend to visit
the University, because, for such individuals, natu-
ral philosophy, natural history and several other
branches were of by far greater importance than
Greek and Latin, and it was utterly impossible to
introduce all these branches into the gymnasiums
already existing ; it was utterly impossible, be-
cause time could not be found. Dr. Lieber agreed
with the gentleman who had spoken before him,
that institutions for a liberal education should
exist, in which the classical studies were not pur-
sued; but he did not wish to restrain the study of
the classics to so few institutions as he believed
was the wish of the gentleman who spoke before
him, if he understood him right. He knew that
there was by no means time to give his reasons at
full length; he intended to touch briefly a few re-
marks only which had been made before him.
Mr. Gallaudet had somewhat ridiculed the idea that
the knowledge of Latin and Greek was necessa-
ry to understand our language thoroughly, because
its etymology would not be understood without
209
them. Now Dr. Lieber could not find any thing
ridiculous in this idea. He firmly believed thật it
was impossible to understand the etymology of the
English language, without a knowledge of two
ancient languages, and at the same time that it was
impossible to keep a language in its purity if there
were not always a large number of men who un-
derstood its etymology, just as it would be impos-
sible to keep up a sound knowledge of the Bible if
there were not always a number of men who un-
derstood thoroughly the languages in which the
scriptures were originally written. It had been
said that Franklin was one of the purest English
writers, and yet he never had received a classical
education; he (Dr. Lieber) had always believed
that Franklin was a fair Latin scholar, but even
if he had not been such, it seemed to Dr. Lieber
undeniable, that Franklin had formed his style
after English models, upon whom the influence of
classical study was evident. It has been often
asked, what is Latin and Greek? how is it possi-
ble to give such an importance to two languages
spoken by nations who thousands of years ago
disappeared from the stage of history ? Certainly
it is remarkable that these two languages should
have retained such an importance for centuries
27
210
with all civilized nations; yet there is good ground
for it. As to the Greek language, it appeared to
him a similar case as with the Greek arts. Is it
not remarkable that every one who wishes to
acquire great knowledge and skill in the fine
arts, should be obliged to return to those of
Greece ? and yet it is so, and it is necessary.
There are periods in history, which by singular
co-operation, by a happy constellation of circum-
stances, to express it rather more accurately, pro-
duce effects, which only can be produced just un-
der these circumstances, and never again, as
never precisely the same circumstances, in pre-
cisely the same proportions, could return. Other
effects, equally important, can be, and are produ-
ced, but not the same. Such peculiarly happy his-
torical constellation, if it is allowed to use this
expression, was it which produced in Greece that
high degree of perfection in which they cultivated
their fine arts, that they have ever since remained
in most respects a model for all ages and countries,
though mankind have changed religion, sciences,
languages, the very morality and every view of
public and private life. And though attempts
have been made to deviate from these models, they
carry perfection with them in such a degree that
211
they bind us to acknowledge them. We may wil-
lingly do so or not. And such a peculiarly happy
constellation was it, in his opinion, under which
flourished that beautiful idiom, that never equalled
language of ancient Greece. It often appeared
to him that all the languages of modern times
with which he was acquainted, were more or less
skilful contrivances, to overcome that great diffi-
culty, which arises from the want and necessity
to express in forms imperceptible and spiritual
ideas ; whilst, on the other hand, the dialect of
Hellas appeared like an idiom given from heaven,
and finished with so fine an organization, with
so pure a symmetry, so harmonious a sound, such
youthful vigour, as constitute the living elements
of uninterrupted development. He liked English,
for its conciseness and great descriptiveness, for its
peculiar strength in eloquence ; he liked German
for its abundant riches, its great power of composi-
tion and decomposition, its metaphysical power in
prose, and its lyrical vigor in poetry; he liked
Italian for its graceful suavity, its redounding
strength, and its delightful harmony; he liked
French for its poignancy, its preciseness, its pli-
ability and gracefulness in every respect which
regards social intercouse ; he liked Spanish for its
212
grandeur and almost pompous character ; he liked
the idiom of of Camæns, he liked the Sclavonian
language, for its rich and beautiful grammar,
and the great treasure of its words. But,
more than all these, he liked the language of
Greece, because it united all these beauties, and
offered many, many more. Certainly he could
not venture to prove this now.
And could it be
necessary? All those who agreed with him in
considering Greek the most beautiful, most philo-
sophical, most perfect language on the record of
civilization, would no doubt also agree with him
in considering the study of this magnificent lan-
guage, a most important branch of liberal educa-
tion. If it is important to study nature, how can
it be less important to study languages, these im-
pressions of our intellectual nature? What is
language? It is not only the means of commu-
nicating our ideas, but language is also the form
in which we think, a very part of ourselves. To
study, then, the most perfect of languages, no
doubt must be very important. As to the Latin
language, he could not think it so perfect a lan-
guage as the Greek, yet it is a very perfect one;
and so much they seemed to him superior to the
modern languages of Europe, that a thorough study
213
of either would have a decided influence upon the
logical thinking of a student. Beside«, the Latin
language was the language of all Christianity in
the middle ages, and so much is this language
connected, even now, with almost every branch,
that we can hardly make a few steps without hav-
ing occasion for the knowledge of Latin, or the
wish to possess such. It had been very often
asserted, if the influence of the study of the an-
cient languages on our minds has been extolled,
that with a young pupil, all this so called study,
could not be any thing else than a mere matter of
memory. Dr. Lieber allowed this, but he asked,
what subject ever could be, with a young scholar,
any thing else at the commencement, for a great
part, but matter of memory. The child imitates
and commits to memory, whilst the riper age di-
gests and thinks independently. If a classical
study had not proved very useful in this country,
as some gentlemen had asserted, he would impute
this rather to the way in which these languages
were pursued, than to the languages themselves; he
could not believe, that in this country, where all
matters had taken a practical turn, any danger
was to be apprehended from too extensive a study
of the classical languages.
1
214
President Marsh said, that Mr. Gallaudet had,
in some degree, anticipated him; he did not think
that sufficient justice had been done to the depart-
ment of the English language in our colleges.-
He hoped it would receive more attention-he
considered philology as ranking among the most
important sciences-nevertheless, he thought the
study of Latin and Greek as well calculated to
discipline the mind, and in his view the study of
the Greek language was even superior to that of
the English, in enabling a youth to become ac-
quainted with his own mind.
Professor Patten begged to state a few reasons,
why the plan proposed and under discussion,
would not subserve the cause of sound literature;
he would disclaim any enthusiasm in favor of
classical literature, but he could not conceive of
any studies better adapted to develop and strength-
en the powers of the mind, than those of mathe-
matics, and the Latin and Greek languages. The
study of these languages has the sanction of an-
tiquity. The Greek claims a superiority over all
other languages; its perfect character, when it is
studied, has a very powerful and happy effect upon
the youthful mind. He believed the study of Greek
215
and Latin, if properly conducted, would have a
tendency to make the student perfectly acquainted
with his own language. He urged, that the stan-
dard of a liberal education should not be lowered;
and that in order to qualify for commercial pur-
suits, it is important that classical studies should
be attended to in early life.
President Mason proposed a medium course;
he was attached to the dead languages; it had
been urged, that all youth were not endowed with
capacities for acquiring Greek and Latin; but
there was a repugnance to the study of languages
which should not be easily yielded to.
True
there may be cases of incapacity; and they should
not be urged to it; the faculties of the mind are
called forth in some at a later period than in oth-
His own experience was not sufficient to
produce a decided opinion; the practice of the in-
stitution over which he presided, pursued the me-
dium course; they have established an academic
school in connexion with the college, an English
course of studies is pursued in connexion with the
classical course; but with special reference to the
English students, they have added instruction in
the French language and literature as a substi-
ers.
216
tute for the Latin and Greek languages-students
who pass regularly through the English course will
receive an English diploma; the success, how-
ever, appeared to him doubtful.--He believed we
ought ever to offer powerful inducement, but no
compulsion, in favor of the study of the dead lan-
guages. They are the keys to our modern lan-
guages. Let us be careful not to run into ex-
tremes, nor to give up the model we have carefully
cherished for so many years.
Dr. Wainwright, as chairman of the the com-
mittee of arrangements, regretted the necessity of
now interrupting so interesting a discussion, the
hour of adjournment was at hand, and some neces-
sary business remained to be disposed of.
Mr. Wm. C. Woodbridge asked leave to pro-
pose the following resolution :-
Resolved, that a committee of three members be
appointed to consider and report, at their discre-
tion, on the thirteenth topic proposed to the Con-
vention," the propriety of studying the Bible as a
classic in the institutions of a christian country.
>
On 'motion duly made and seconded, the resolu-
tion, as read, was adopted.
!
217
The following committee was appointed on the
foregoing resolution :
Mr. William C. Woodbridge,
Professor Robinson,
Mr. Tho. H. Gallaudet.
The following resolution was proposed by Mr.
Sparks, and adopted.
Resolved, that a committee of three members
be appointed to procure information on the plan
of teaching by public lectures in the European
institutions, particularly at Paris, and also to
consider the advantages to be derived from a ge-
neral use of popular lectures in this country, and
to report on the same at the next meeting of this
Convention.
The following gentlemen were appointed a com-
mittee under the foregoing resolution :
Dr. Wainwright,
Dr. Lieber,
Professor Keating
28
218
Dr. Wainwright then rose, and in the name and
on behalf of the committee of invitation, express-
ed the satisfaction they felt in the proceedings of
the Convention, and in the increasing interest
manifested by members in the discussions up to
that moment-with such feelings he felt happy in
proposing the following resolutions :
Resolved, that the members of this Convention
have derived much satisfaction and received mu-
tual benefit and instruction from the opportunity
which has now been afforded of friendly inter-
course and free interchange of opinions upon the
important subjects of Science, Literature and
Education.
!
Resolved, under a lively sense of these advan-
tages, that it is highly expedient to hold an
annual meeting of a similar character, and that
results favorable to the cause of sound learning,
and propitious to the interests of our seminaries
of learning, may be anticipated from it.
Resolved, that when this Convention adjourns,
it shall adjourn to meet in the city of New York,
219
on the day and in the place to be designated by
a committee of invitation.
Resolved, that all Presidents or Heads of Uni-
versities and Colleges, be invited to a seat in this
Convention, or in case of their being unable to
attend, to designate for this purpose some one
connected with their respective seminaries.
The resolutions, as offered by Dr. Wainwright,
were severally carried in the affirmative.
On motion, duly seconded, it was
Resolved, that a committee of invitation and
arrangements be appointed, whose duty it shall be
to invite persons interested in the cause of science,
literature and education, to attend the meeting
of the next annual Convention, and also to solicit
and receive written communications, and to give
seasonable notice to the persons invited of the
topics of discussion which will be brought before
the Convention, and that this committee have
power to fill vacancies in their own body.
The following gentlemen were appointed a
220
committee of invitation, with power, under the
foregoing resolution :
Rev. Dr. J. M. Mathews,
Rev. Dr. J. M. Wainwright,
Hon. Albert Gallatin,
John Delafield Esq.
It was then, on motion,
Resolved, that the thanks of this Convention
be tendered to the Honorable the Corporation of
this city for the use of the Common Council
Chamber, generously granted to the Convention
during its present session.
Resolved, that the thanks of this Convention
be given to the President and Vice 1'residents of
this Convention, for the ability and faithfulness
with which they have presided over its delibera-
tions.
Resolved, that the members of this Convention
acknowledge with deep gratitude and respect the
liberality and courtesy manifested to them by the
gentlemen composing the committee of invitation
and arrangements.
221
Resolved, that the thanks of this Convention
be presented to the Secretary and to the Assistant
Secretary, for the services performed by them.
Dr. Wainwright then rose, and in behalf of
the committee of arrangements, observed that the
time had arrived at which it was proposed to sus-
pend the proceedings of the Convention. He be-
lieved that all present would agree with him, that
so far from finding the interest in the discussions
which had been carried on to abate, it had on the
contrary increased from day to day ; and at no
moment would they feel so unwilling to separate
as at the present. Many of the members of the
Convention were, however, from a distance, and all
had their particular or professional duties, which
could not with convenience be any longer post-
poned, even for the sake of the pleasure or improve-
ment which they were then receiving. It had been
asked by some, without these walls, “ cui bono”
for what object has this Convention been called ?
what points has it settled, or will it have a ten-
dency to establish? It is replied, that we did not
assemble here for the purpose of legislation in the
literary republic, or in any of those separate com-
munities of which it is composed. We are not
222
here to make laws for any college or University,
nor to establish the principles upon which they
are to be conducted. This would be an arrogant
assumption on our part. We are here to prepare
for legislation, to compare views, to acquire know-
ledge from the experience of others, and thus car-
ry to our respective spheres of active duty some
portion of useful information. Previous opinions in
regard to the great interests of science and letters
may have been confirmed, or modified, or in some
instances perhaps changed ; and consequently we
may look to this and future meetings of a similar
character, to produce a wider dissemination of
knowledge, and a more thorough and uniform
mode of communicating it. To compare thoughts
with those engaged in similar pursuits, is always
a grateful employment to an intelligent and inqui-
ring mind, and there are very few so far in ad-
vance of their fellows, as not to derive essential
advantage from it.—But he would not longer oc-
cupy the time of the Convention, by extending
this obvious train of reflection. He believed that
there could be no necessity for defending the rea-
sons for which the Convention was called, or the
manner in which its discussions had been conduct-
ed, to those who were present. For himself, he
223
had derived from his attendance on this Conven-
tion very great satisfaction, and he trusted no
small degree of information, and he looked for-
ward to its annual return with clear anticipations
of its increasing advantages. Believing that these
sentiments were very generally felt, he would beg
leave to propose to the Convention the following
resolutions:
Resolved, that the proceedings of this Conven-
tion be concluded with prayer --which was unani-
mously adopted.
It was then moved and seconded, that this Con-
vention do adjourn after prayer ; which was
carried.
President Mason, of Geneva College, was invi-
ted to close the proceedings of the Convention with
prayer.
The Convention joined in prayer, and then
adjourned sine die.
J. DELAFIELD, Secretary.
APPENDIX.
APPENDIX No. I.
BRIEF OUTLINE OF THE HISTORY OF EDUCATION IN SPAIN,
BY JOSE A PIZARRO, PROFESSOR OF SPANISH LITERA-
TURE IN ST. MARY'S COLLEGE, BALTIMORE.
The commencement of the era of learning in Spain I
may date back to the time of Julius Cæsar. The distin-
guished authors who flourished in that country between the
4th and 13th centuries have been numbered at 210, and de-
scribed as "sublime in letters and virtue." During that pe-
riod the Ildefonsos, Isidores, &c. figured as the successors of
several Spanish scholars of the Roman period. It is well
known that the literature of Spain is much indebted to the
Jews, fifty thousand of whom were transported to the king-
dom under the Emperor Hadrian, and multitudes entered
in the Gothic ages, where their descendants remained
until their expulsion, towards the close of the 15th century.
A list of the authors of Hebrew origin shows no less than
561 in the classics, 20 on astrology, 67 Commentators or
Expositors, 84 on Philosophy, 52 in grammar, 36 on Medi-
cine, 18 Historians, 52 Jurists, 18 mathematicians, 57 Poets,
8 on Rbetoric, 68 on Talmud, 19 Theologians and 73 Trans-
228
lators. The Goths suspended the progress of literature only
for a short time; as numbers of that race soon became con-
verted to Christianity, and became able writers in its defence.
The Arian and other sects produced much discussion, and
different Councils, by which the talents of many learned
men were displayed. Schools for Latin and Greek were ear-
ly established in Spain, and flourished down to the period of
the Moorish conquest, when of course they were overthrown.
The Latin language, however, as historians state, continued
to be the vulgar tongue of the country to the time of Alphon-
so the Wise, when the foundation for Romance was laid.
There was the Castillian first cultivated; and the first gram-
mar of it was published by Antonio de Nebrija, in 1614.
Such is the influence of the happy climate of Spain upon
literature, that the Goths and the Moors were in their turn
refined by those whom they conquered, and as the latter held
the Jews in much respect, they no doubt derived great bene-
fit from them. Among the Arabian authors of Spain
are found many of great merit in Literature, Philosophy,
Agriculture, Medicine and Botany ; to which three last
branches their races were particularly devoted. Nearly eight
centuries of war, however, had almost proved fatal to Spanish
literature; and when it was to be restored immense pains
were necessary to gather the scattered relics, and years
were passed in learning a part of what had been forgotten.
Many works were found, mutilated, scattered and deposited
in libraries and monasteries, where a solitary situation, or the
poverty of the inmates had offered no temptation to the inva-
ders to seek for wealth. It was towards the close of the 12th
-
229
century that this revival of literature began; and by the
remnants of Greek and Latin schools new professors were
formed, and instruction gradually became general. The
poem of “El Cid" and various works of Knight Errantry
were the first to appear, and tended to soften and ennoble the
Moorish wars, as well as contribute to their successful ter-
mination.
The first Universities were established under an admirable
system. That of Salamanca was regarded for two centuries
as a centre of light, in literature sacred and profane, and
claimed pre-eminence till the 17th century, when the de-
clension took place. During the reign of Philip 4th, our lite-
rature made its last exertion; and it decayed under the fol-
lowing monarch, the miserable Charles. It was succeeded
by mere pedantry in the time of the Grand Duke of Anjou,
Philip 5th. Literature emigrated successively to France and
England, with -wealth and industry, in the 17th and 18th
centuries, and there in a few years rose to an elevation which
it had hardly been able to attain in Spain in four centuries:
for they found the way all open and unencumbered, which
she had to rid of numerous obstacles, and thus passed, with
little expense of time or labor, through the periods of her
birth, infancy, childhood, youth and maturity.
Under the reign of Philip 5th, whose great grandfather's
policy regenerated Spain, the universities and colleges comple-
ted their ruin, and saw their pupils converted into mere par-
rots; fit subjects for the caustic satire of De Isla and Cadal-
230
So.
Not a few of the vicious features of the decayed Span-
ish literature at the present day exhibit their traces, having
affected the political and moral frame of the nation, and the
mind of almost every individual. The pacific reign of Fer-
dinand 6th, which followed, was devoted to amassing wealth,
the extension of religious policy, and the depression of edu-
cation, placing the seal of ignorance on two thirds of the na-
tion. Thus was prosecuted that system begun by the preced-
ing monarch, designed to hold in subjection the whole people,
and to control their movements like automata. The studies
of the middling classes were corrupted, at the time when
Charles, towards the close of the last century, began to think
he might derive something from the Spanish nation by in-
structing it, and determined to extend protection to education
and other means of public improvement. He sought and
obtained men of genius who had resisted the general decay
of learning.
Monino, afterwards Count Floridablanca, first attacked
and exposed the undue preponderance of the clergy, their
usurpations, and the dark and subtle policy of the preceding
monarchs. But he had to contend against the popular pre-
judices, as well as the ignorance of the lower classes, and
the influence of the clergy among them, exerted by the
wealth of the kingdom, which was to a great extent in their
hands. Charles 3d, and his ministers, found in the end that
they had not power enough to remove these obstacles. He
resolved, however, to extend knowledge as much as possible
through the kingdom, depending on its aid, principally, for
231
the accomplishment of his liberal views. He offered great
encouragement to literary men, paid them generously for
their services, and in a few years an evident change was
perceptible in the system of education, and many persons of
genius began to appear. Jovellanos, Cadalso, Valdez, Quin-
tana, and their distinguished cotemporaries, founded a new
school of learning ; the Universities were reformed, and the
Greek and Latin classics made a progress which promised to
give them their due eminencc. Primary schools were also
multiplied, but the death of the king checked the great plans
he had formed when they were but partly accomplished.
The state of learning, at the time when this monarch
came to the crown, is most powerfully described by Jovella-
nos, who states that the sciences were not then regarded as
the means of finding truth, but of finding a livelihood; and
that the number of students was multiplied with that of the
vices of study. Scholars were like certain insects which
increase the pile of dust in which they breed. Spain was
not alone condemned to occupy that low rank in literature at
this period, but different writers inform us that in other
countries a corresponding abasement prevailed. In England
and France it was a matter of complaint that the great object
aimed at by instructers was, to teach a little of every thing ;
and this resulted in the neglect of profound knowledge in
every
branch. This plan is directly opposed to that of the
Greeks, as well as of the Jesuits, who produced good scholars
in different sciences.
232
In the reign of Charles 4th, which followed, no progress
was made in the system of studies, but at the same time no
great decline is to be noticed. The men most instrumental
in its establishment, and its greatest ornaments, still survived,
as well as its numerous subjects. From it proceeded many
distinguished scholars who dignified our Cortes, both ordinary
and extraordinary, among whom might be mentioned others
beside the Torrenos, Marinas, Megias, Antillones, Arguelles,
Canga, Caratavas, and Martinez-de-la-Rosa. In 1813, Ruiz
Padron, delivered a speech before the Cortes, against the
Inquisition, which excited admiration and applause.
Under Charles 4th, unfortunately, primary education was
greatly neglected; so that at the time of the French inya-
sion, in 1808, it could not be said to exist in Spain. The
Cortes, duly and deeply impressed with its vital importance
to the kingdom, and convinced, indeed, that without its co-
operation their best exertions must prove vain, introduced
the ninth chapter into their constitution. This chapter con-
tains the 366th, 67th, 68th, 69th, and 70th articles, and estab-
lishes a complete system of education, as will be seen from a
perusal of them as follows.
Article 366th. In every town in the monarchy, schools
of primary education shall be established, in which children
shall be taught to read, write and cast accounts, and the
catechism of the Catholic religion, which also comprehends
a brief exposition of civil obligations.
233
Article 367th. The competent number of Universities and
other establishments shall be created and regulated, as may
be thought convenient for instruction in all the sciences,
literature and the fine arts.
Article 368th. The general plan of instruction shall be
uniform throughout the kingdom, and the political constitu-
tion of the monarchy shall be explained in all the Universities
and institutions for learning where the ecclesiastical and
political sciences are taught.
Article 369th. There shall be a general direction of studies,
composed of persons of acknowledged intelligence, in whose
charge shall be confided the inspection of public instruction,
under the authority of the government.
Article 370th. The Cortes, by means of special plans and
ordinances, shall regulate all that pertains to the important
object of public instruction.
Article 371st. All Spaniards have the liberty of wri-
ting, printing and publishing their political opinions without
the necessity of any license, revision or approbation, before
the publication, under the restrictions and responsibilities
established by the laws.
On account of the restoration of the king, and the abolish-
ment of the constitution which immediately succeeded it, this
plan did not then go into operation. In 1820, however,
30
234
when the constitution, was restored, the ninth chapter took
immediate effect. The general direction of studies was form-
ed, and Don' Manuel Jose Quintana was made its President.
The first step taken by that body was to obtain exact ac-
counts of the state of public instruction, in all its branches,
throughout the Peninsula and in the adjacent islands. From
accurate investigations made, it proved that in two thirds of
the nation primary schools were entirely wanting. Many
which did exist were inadequately provided with funds, and
many more were taught by persons incapable of the task.
The government afforded to the direction all the facilities and
pecuniary supplies necessary to raise their system to perfec-
tion, and at the close of twenty months, such activity and
intelligence had been exerted, that three quarters of the peo-
ple were supplied with the necessary primary schools for the
instruction of their children, good and commodious buildings,
and capable teachers. None were allowed to occupy the
place of instructers until they had been scrupulously examined
by the Direction, nor until satisfactory accounts had been ob-
tained of their moral, political, public and private characters,
as well as of their natural dispositions, according to the rules
established for the purpose : the government believing that
the fate of the country must depend on the youth.
1
The pay of teachers was proportioned to the expenses of
living in the different provinces, and secured in every case a
decent subsistence. The children of the poor were admitted
freely and gratuitously ; indeed the parents were compelled
by the municipality to send their children to school, when un-
235
willing, under proper penalties, without admitting any'ordi-
nary excuse.
The course of primary instruction embraced the grammar
and orthography of the Castillian language, as well as read-
ing and writing, the elements of geography, sacred and pro-
fane history, the religious and political catechism, with a
short and easy course of Ideology, to teach the pupils to think
while they remembered according to the principles of the
wisest Greeks and Romans.
1
Public academies had existed since the time of Charles
3d, in the provincial capitals and the other large cities. . In
those institutions gratuitous instruction was given in the even-
ing by the Alumni, in drawing, civil engineering and other
branches. Any person was allowed to keep a private school
or academy, on condition of submitting himself to the General
Direction of studies, after undergoing an examinationskonze
{},"? Mis
The Universities were re-organized, and in all of them
were founded Greek, Latin and Hebrew professorships. ,; In
Latin there were two or three professors, according to the size
of the Universities, which were divided into the 'Ist. and 2d
classes ; and so of the other branches : Geography, Ancient
and Modern History, Sacred and Profane, General Graññar,
Logic, Rhetoric, Elocution and Eloquence, Moral and Natural
Philosophy, Political Economy, Physics, Chemistry, Botany,
Mineralogy, all branches of Mathematics, Commerce, Navi-
gation, &c; Public Law and the Law of Nations, Moral and
236
Dogmatic Theology, the Canons, Ecclesiastical Law, &c.
The number of Universities of the 1st and 2d order, was
arranged under one system by the General Direction of
studies, according to the population of the provinces.
,ا
3
", A Central University was established in Madrid, which
rembraced all the branches of public instruction ; and a Nor-
mal or Polytechnic school was formed, which would have
been in time a noble nursery of eminent professors in all the
branches. Excellent professors were found in the kingdom,
and foreigners were admitted with great respect to teach cer-
tain kinds of knowledge not in use before. All the political
authorities of the nation were expressly required to aid and
protect the General Direction as might be necessary for the
performance of its duties; and the supreme government were
bound to furnish all freedom and privileges consistent with
the constitution. The youth of the country, by an excited
enthusiasm for learning, crowded to the Universities, where
they were able to obtain all the instruction they desired in
every, bránch, without expense, and regulate their plan of
study in relation to their future intentions. The only
money paid was a small sum for a degree, and a few neces-
sary expenses, which altogether amounted to very little.
3
The Colleges of Medicine, Surgery, Pharmacy, and
Botany, hardly needed reformation, for their interior regula-
tions were on an excellent footing; but yet they were all
made subject to the new system and the General Direction of
studies, under the immediate inspection of the illustrious
237
Don Juan-de-Arigula, the first genius of the present day in
Spain in those branches of science.
The Conciliar Seminaries, subject to the Bishops, were
allowed to continue so, but were regulated according to the
plan of the General Direction.
Such, in a brief and general view, was the system of
instruction established and put in active operation under the
constitution of Spain, and entirely overthrown together with
that constitution, by the French troops, under the command
of the Duke of Angouleme, in 1823. This noble system
the Spaniards had the honor of forming, while to others
belongs the responsibility of its overthrow.
In conclusion, Spain is not now on a level with other na.
tions in knowledge and refinement, and still less in power,
wealth and glory. This is true; and as a sincere and ingen-
uous Spaniard, I freely confess it, although with deep sorrow
in my soul. Among my countrymen there is much igno-
rance and fanaticism, and erroneous ideas prevail on the
principles from which the dignity of man is derived. We
have a numerous clergy, rich, powerful, and swaying great
political and moral influence, for the views of the govern-
ment have permitted them to obtain all objects attractive
to clerical ambition; and they are consequently fanatical
and inflammatory. They prevent or obstruct the enlighten-
ing of two thirds of the nation, on which they exert a
direct influence, and continually threaten the remainder,
238
which alone receives education or instruction. This portion
cannot overbalance the majority by its own moral weight, for
it is not allowed to have any communication, nor to exhibit
the illumination it has acquired, but is compelled to keep it
'concealed. The clergy, at the same time, do not extend the
necessary cultivation amongst those of their own orders,
because they can have no reasonable hope of finding a good
use made of it, and it may perhaps be apprehended that it
would prove prejudicial to themselves.
{
.
APPENDIX No. II.
THOUGHTS ON A UNIVERSITY TO BE ADAPTED TO THE
WANTS OF THE POORER CLASSES.
The following remarks are written in haste; but the
observations on which they are founded having been made at
leisure, and among the class of society to which they relate,
may claim some attention.
In the city of New York, there has been, for some years, in
operation a system of common school and Sunday school
education, which is deservedly ranked among the most noble
and useful features presented to an observer of our society.
By them many thousands of children, whose parents are too
poor to pay for their instruction, are every year taught
useful learning and religion, under advantages superior to
those which are afforded even to the children of the
most wealthy in many parts of the country. Recently
this system has been most powerfully reinforced by the
introduction of numerous infant schools; and the writer
would wish those to whom this communication is addressed,
to be persuaded, that the effects already produced are of
240
extensive and inestimable importance. A little examination
into the influence which these institutions exert among the
poor families inhabiting the garrets and cellars of this city,
would impress the fact deeply on any mind; and a few sim-
ple remarks which it is necessary now to withhold, might pro-
duce strong feelings in such as may not have had opportunity
to visit those whose homes are there. Children of natural
capacity equal to any born to splendor and abundance, are
thence taken to the places where mental and moral discipline
and food are administered, such as the richest have seldom
received ; ard society has already begun to enjoy the benefits
of it-benefits, of which society will never see the end.
But the systems in such happy operation for the instruction
of the poor, evidently demand extension. Children are now
taken by the hand at two years of age, and even earlier, and
led in the attractive paths of useful knowledge. Every faci-
lity is afforded, and great progress is often made, up to the age
when they have passed through the common and Sabbath
schools; and then they are abandoned. Let each person of
intelligence and education make the case his own, and much
need not to be said. The boy has now become an apprentice,
or perhaps a clerk, he has no longer a place in the common
school house, he is withdrawn from the benignant influence
of the Sunday school, unless, indeed, as is not unfrequently
the case, he takes the place of a teacher. He has hours of
leisure, and they must be spent in the narrow and ill furnish-
ed habitation where he was found by his instructers. There
he finds nothing to occupy his thoughts, to furnish aliment to
241
his mind, so long training to seek for knowledge. The void
is partially supplied by the valuable libraries open to such as
himself; but while experience proves that these are highly
beneficial, it also shows that they require the support of some
co-operating system. To most youths, books in themselves
appear dry and uninteresting, compared with the audible
sounds from the lips of a speaker; and few can prefer solitude
to society in hours of relaxation. Besides, few in the lower
classes, nay, we might say none, can have at command a
proper place, and suitable companions, for reading. The
result is, that many of those who are educated at our schools,
finding themselves released from agreeable and wholesome
restraints, wander about to find employment for their minds in
the crowds, soon form new associates, cast off their old habits,
and in not a few cases are less useful, it may be presumed, or
more injurious to society, than they could have been if they
had been less instructed. It has often been said that public
amusements are necessary in large cities. Places to which
the public may resort, undoubtedly are so; and whoever shall
establish such places, and there make the young assemble,
at periods when they would otherwise have gone to theatres,
taverns, gaming houses, and in general to assemblies where
the time is wasted, or prostituted, if he could substitute good
company, and good instruction, would produce immensely
beneficial effects to the public.
Such places might the halls of the University become, if
proper plans should be adopted to accommodate the time
and subjects of the lectures, to the lower as well as the mid-
31
1
242
dle and upper classes, and if they whose duty it is to encou-
rrage and countenance every judicious exertion for the public
benefit, viz. the parents and guardians and friends of the
young, in all stations, would lend their aid. The University
would then offer its hand to the poor and helpless youth,
when the guides of his childhood were withdrawing their
friendly support. It is the task of those who are to have the
direction of the new Institution, to secure him the intellectual
sustenance for future years, without which his mind would
languish, to enable him to pursue knowledge still further-
for with that class it is eminently the case more than with
others, that possibility is encouragement. They are to open
new occupation for his hopes, by removing the insurmount-
able barrier now opposed to his mind, and give it leave to
rise to the contemplation of subjects, to cope with which their
creator has furnished it with every necessary faculty.
It is not to be imagined that these suggestions are made,
under any forgetfulness of the importance of the similar ad-
vantages, required by the youth in other classes of society.
There would not be time to enlarge on the peculiar benefits
which the system proposed is capable of conferring on each
grade and branch of society. Indeed, if the present were an
appropriate occasion, an interesting and affecting picture
might be drawn, by an able hand, of the modes in which
the proposed system may be made to open channels for the
conveyance of useful knowledge into the most private and
retired family, the most obscure and humble minds, and of
the various steps by which its influence might mount the mar-
243
ble stair-case, and astonish many a mind with the conviction
of its deficiencies, and acquaint it with its own powers and
tendencies. A discovery of this nature is to be made by eve-
ry mind at some period of its existence; and many, in all
grades of society, remain long ignorant of it. We are apt to
judge of ourselves and our capacities, by the standard we find
adopted by those around us; and need constantly to be remind-
ed by visible evidence, that important acquisitions remain to
be made. By whatever means the acquisitions of the learned
are placed strongly before the view of our youth, it may be
presumed that the effects will be considerable ; but what
would more tend to operate on our society, on the broad scale
with greater effect, than to offer to the aspiring poor, the faci-
lities they want to obtain useful knowledge? The wealthy
must always have greater means of mental improvement
within their reach than the poor, but they will never properly
avail themselves of them, until they see an example set ;
and that example, if coming from those enjoying the fewest
advantages, would be most powerful. In this manner the
charge of a disposition to lower the standard of education,
sometimes made against plans like that now proposed, would
be practically answered. Instead of producing this effect, it
would directly tend to raise the standard, by pressing on the
lower class to compete with the upper in knowledge.
1
However it may seem to us that the plan proposed
is liberal, none must, on the one hand, fancy that it is a
hazardous, because an untried experiment, nor, on the
other, arrogate to this country the honor of its invention.
244
Several countries of Europe have long maintained Univer-
sities in which instruction is furnished to persons of different
classes for small sums, and even gratuitously. Such has been
the system pursued in some of the Universities of South
America, of which it is to be hoped that more may be here-
after known among us.
Those institutions have done great
good to the cause of learning ; but their operation has been
greatly limited by an impediment which the poor could sel-
dom find time enough to remove. The instructions. are
communicated in the Latin language ; and so many years
are required to be devoted to the study of that language, be-
fore a student is supposed to be acquainted with it, that the
waste of time totally precludes the greater part of the poor
from the benefits of instruction. Here we have an advantage
of the utmost consequence to those youths whose hours are
valuable, or rather every thing: those whose life is principally
devoted to obtaining the means of subsistence; but whose
leisure moments would often be made to suffice in acquiring
a degree of knowledge not always borne off with a collegiate
degree. The idle and indifferent, with every opportunity,
every day to mingle with books, are proof against the contagion
of learning; and there is now, no doubt, within the sight of
this very building, many a less favored individual, who would
gladly and incontestibly prove affirmatively the proposition,
that learning is obtained by voluntary personal application.
Although it was remarked above, that the design of the
New York University is not original on the grand scale,
some of the most important features are new; or rather
245
their operation will be among circumstances in which no
such institution was ever established. There are no preju-
dices in this country existing between different classes of
society, like those which are found in most other countries.
There is no bar between different ranks : they are divided
by imperceptible lines, and individuals rise and sink freely
between the two extremes, by personal character, and per-
sonal talent, and personal industry, with comparatively little
of the influence of adventitious circumstances. To the
peculiar structure of our society, our system of education
should be adapted ; and every intelligent member of the
community, will desire to see it adapted to the necessities of
the poor as well as of the rich, because he cannot be insensi-
ble to the truth, that his own character, or talent, or station,
cannot sustain his children, or raise his successors from any
level to which they may in the course of events descend.
The public good also imperiously demands, that some sys-
tem be adopted, by which the chief source and strong hold of
ignorance and vice, should be continually assailed. For this
object the lowest level of society should never be left out of
view. There the danger of the whole is to be apprehended.
There first are laid the foundations of ignorance, crime, and
disorder. And as there also lies a large portion of the politi-
cal power of the country, there is an imperious demand on
good men to devise means, and adopt measures, for its being
purified and ennobled.
1
APPENDIX No. 1II.
ON
THE ORGANIZATION OF A UNIVERSITY, BY DR. J.
LEO WOLF.
I beg leave to offer a few remarks with regard to the or-
ganization of a University.
The principal point to be kept in view, is, in my opinion,
the distinct line, which should be drawn between a college
and a University, as has justly been observed by several
gentlemen of the Convention. Both may exist under the
same head, but separately from each other. But the question
is : what is called for ? is it a university, or a college ? and
what are the objects of each ?
A college has to provide for the eruditio of young men, if
I may style it so; to fit them for the common vocations of
life. Of this kind, the same as are called Gymnasia in
Germany, we have a sufficient number, and among them
many, which may rival with the most famous of Europe.
A University, however, is to satisfy the higher demands of
science; Universitas literarum is its object. For this
248
reason, the inscription on the building of the Berlin Univer-
sity says: “Universitati Literarum.” The students who
are to be received in the University, must be expected to
have passed previously through a regular college education.
If I understand the object rightly, it is a University, and
this ought to be kept in view. Should it be deemed ex-
pedient, to establish a college or seminary, to be connect-
ed with the University, it could be done without injury to
the latter, nay, advantageously, provided both are, as they
ought to be, differently organized. I may be permitted to
make here but one question, f. i. as to the lectures on
history; would not the college course of this science have to
be different for a young man who is preparing himself
merely for private life, and would not the University course
have to be another and more extensive, as students of law,
and other professions would resort to it?
As I consider the University the main object, I shall dwell
but little on college education.--The classification of the
scholars of a college is a difficult subject, if it is desired to
engage every one in all branches of learning according to his
capacity. The best course for this object is, in my opinion,
pursued in the Gymnasium of Hamburg, where I attained a
part of my college education, and it has been followed by
many others; the scholar is ranked for every branch of learn-
ing in that class, which corresponds to the degree of his
knowledge; f. i. he may be placed for the study of the Latin
language in the first class, while his attainments in the Greek
249
-
language, being inferior, place him for that study in the third
class, &c. so that he may belong to four different classes for
four different sciences, according to his degree of information
in these different branches. As to rewards and punishments,
there are to my knowledge none in the German Gymnasia,
excepting that, at the semi-annual public examination, each
scholar receives, from the president publicly announced, the
applause or disapprobation of his literary attainments and
moral conduct during the past course; and besides this, cor-
responding certificates are furnished to their parents or guar-
dians. Of other punishments I know, in the better Gymna-
sia of Germany, none, excepting imprisonment, and this
suffices, even there, in countries, where men, at the very best,
have but a visionary liberty, and are moving, even when
called free, if I may say so, within a large prison. How
much more influence must this punishment of imprisoning
have on the youth of this country, where even the child
seems to feel his inborn dignity and liberty, and manifests
every where his anxiety, to enjoy his just privileges. Where
this does not change the conduct of the scholar, he is expel-
led from the college, although this does not disenable him to
be received in another, in order to have an opportunity to
commence a reformed course of life.
The idea of reward and punishment is however totally
inconsistent with the character of a student of a University;
the former (the scholar) is a boy, the student is a man, at
least ought to be so; his principles ought to be settled when
he enters the University, and therefore he ought to be able
32
250
to control himself; the very height of science, which he is aim-
ing at, requires it. Rewards may perhaps answer the age of
childhood, and prove salutary in the education of boys,
although even there it is a question, whether they do not
create jealousy and animosity in the young mind, more
hurtful than the benefit derived from them. But the idea
of reward for grown men, of settled principles, as I wish and
hope the students to be, is at the very best, erroneous.
The
reward of assiduity in the pursuit of science is in the very
result. No man of principle will be guided in his actions, or
stimulated to them by the hope of reward. Does not every
citizen fulfil his duties, although we have no rewards of
orders, ribbands, titles, &c. as in Europe? He is guided
merely by the love for this country, and rewarded by the
result of it, her prosperity. Or would any one pretend and
say, that our citizens neglect their duties for want of stimu-
lating reward ? Certainly not; on the contrary, their duties
are fulfilled voluntarily without any coercion, without any
hope of reward, and even to a greater extent than in any
country of Europe.
The students of the German Universities are under no
literary control. They may pursue their studies as they
please, although a general plan is recommended to them;
they may attend the lectures regularly or not; they are under
no control of this kind. Only in cases, where they attend
to no lectures at all, which is soon observed, they receive an
admonition from the Dean of the Faculty, to which they
belong, not to lose sight of the object for which they
251
stay in the University. Nor are the students ever examined
by their Professors, excepting they desire them to do SO,
and
engage them for it purposely.
The semi-annual examinations, as recommended by some
of the gentlemen of the Convention, lower the student to the
rank of a school boy, while, being a man, as he ought to be,
they are useless, for he will know that it is for his own good,
to be assiduous in his studies. Moreover, the result of his stu-
dies is proved at the time, when he desires to graduate and
to be licensed for the practice of his profession. Then he
must pass a strict, rigid and public examination; and this I
should warmly recommend. In Prussia these examinations
are particularly severe, but quite impartial, and recorded. To
maintain their impartiality, a law has been passed of late,
that no candidate for degree or license can be examined
in any science by the same Professor, whose lecture he has
attended, but another one of the same branch is chosen.
All restrictions upon the moral and literary freedom of the
students, are injurious to the free development of science.
The heroes of German science and literature, as Kant,
Kaestner, Leibnitz, Ernesti, Haller, Gronovius and others,
were all educated in the German Universities, when they en-
joyed the greatest freedom. The despotism of the German
governments, for centuries past, suffered and sanctioned this
unbound liberty of the students, while all other classes of so-
ciety were chained, for they were sensible of its importance to
themselves, as the means to be provided with able men to fill
252
!
their offices. Experience proves this. Austria has for some
time past confined the moral and intellectual liberty of her
students, and has turned her Universities almost into schools
What is the result? her seats of science are barren of all,
which has recourse to speculative branches of knowledge and
philosophy ; the exact sciences only continue flourishing
there.
The importance of this liberty is justly felt by many of
the German Professors. I was studying at Gottingen at a
time when an extensive rebellion happened among the stu-
dents on account of some proceedings of their court; it was
soon settled by the government, which then resolved to
change the character of the University and to organize it into
schools, on the plan of the Austrian Universities and the
Parisian Ecoles, by establishing a close control over the stu-
dents, instituting semi-annual examinations, &c. As soon as
the professors of the University of Gottingen were informed
of this contemplated plan, they made a remonstrance against
it to the government, declaring that they would sooner resign
their chairs, than to admit such a change, for while their lec-
tures were intended for men, they would not wish to teach
school-boys, nor were their lectures calculated for the latter.
The feeling of liberty and independence in youth, is a
prominent feature and an admirable characteristic of this
country; and if this feeling is with difficulty controlled in
boys, ás has been stated by several gentlemen of the Con-
vention, and has been intimated to me by some of my
253
friends; how much more difficult will this be in young men
of eighteen on twenty years of age, who will constitute, I
hope, the greater number of our students in the New Univer-
sity. All kinds of restrictions in this age have a tendency
to defeat themselves. Moreover those, who enter the Univer-
sity, must be expected to come, from love of science, and as
love for any subject whatsoever is a feeling, which rises
voluntarily, and cannot be enforced, so neither ought love
for science to be enforced, nor would it be of any avail.
I am persuaded, that the flourishing state of the German
Universities has its origin in this liberty. If you think the
natives of that country to be partial or prepossessed in their
statements, ask those of your own countrymen, who have
been there ; compare what they have seen of the state of
science in Germany to that of other countries, and see the
result. Dupuytren, of Paris, one of the greatest surgeons of
the age, has sent his own son to a German University, Got-
tingen, and admits the scientific part of medicine to be the
most profoundly taught and the most flourishing in that
country.
Why is the political state of this our country, the most
flourishing on the globe? but because we enjoy the most
unbound liberty of the press. We see the proof of liberty in
this; why not allow the same to science in its fullest extent,
and admit freedom to teach or to be taught in whatever the
human mind may incline to?
254
The German students have their own court and tribunal,
formed in every University by the professors: they are not
under the control of the police or state laws, excepting in
criminal cases.
I am in possession of the laws of the Uni-
versities of Marburg, in Hesse-Cassel, of Gottingen and of
Berlin, in which places I performed my studies, from which
I furnish some of their particulars. But here, where the
students would necessarily stand under the common law,
many of those laws would not be applicable.
There are, besides, two other great causes of the flourishing
state of the German Universities, and of sciences there in
general.
The first is, that those who desire to be matriculated as
students of theology, law, or medicine, must prove their ability
for the pursuit of these professions, and that they have
attained a sufficient classical education. This is ascertained
either by testimonies, if they are issued by well known and
good colleges, or in want of these, by an examination, pre-
vious to the matriculation. Only the pursuit of those
sciences, which are embraced in the faculty of philosophy, as
history, geography, mathematics, languages, belles lettres,
philosophy, natural sciences, &c. should be permitted to all,
without further difficulty.
The second cause of the flourishing state of the German
Universities consists in the great literary rivalry between the
255
professors of a University, and particularly between those of
the same line. For every principal branch of science there
are in every good University at least two lecturers, in order
that their ambition may be excited by a noble competition. If
there be but one professor for a branch of science, and the
students be compelled by necessity to attend his lectures,
he is very apt to become careless in his zeal. I know of
instances of this kind in some of the German Universities,
although generally there are several lecturers on the same
subject. Berlin f. i. has two professors, lecturing on criminal
law; four on state laws; four on civil law; three on anatomy;
six on materia medica ; eight on therapeutics; three on the
theory of surgery; two on operative surgery, &c. These
competitions call forth all the talent and ability of every pro-
fessor, and excite an emulation and literary zeal, unequalled,
I may say, in any other country. For as the students are at
liberty to attend any lecture they please, every professor
endeavors to make his lecture the most instructive.
In our institutions, where the professors' are neither
appointed nor paid by government, but are obliged to rely
chiefly on their private efforts and the emoluments received
from the sale of their tickets, a larger number of teachers
would cause no additional expense, but would be beneficial as
well to the students as to the cause of science. I would
therefore suggest, that every one who thinks himself compe-
tent to teach, should be permitted to do so, and should
have the free use of the halls of the University, provided he
proves, that he has passed through a regular course of profes-
sional education, and has gone through a strict examination
256
for the degree or license of his profession. The result and
success of his professorship should entirely depend upon him-
self, and in order to create a noble literary, but no pecuniary
competition, a certain rate of charges for every kind of lec-
tures should be established, from which no one should be
permitted to deviate.
I have a catalogue of the lectures of the Berlin Univer-
sity for 1823, and another of the same University for the
last winter course before me, which contains 24 courses
of lectures on theology, 40 on jurisprudence, 86 on medicine
aud surgery, 29 on natural sciences, 15 on philosophy, 13 on
mathematics, 17 on politics, 11 on history and geography, 5
on the fine arts, and 38 on languages, making a total of 278
courses of lectures, all of them to be delivered during one
winter course, in the building of the University. This ex-
tent cannot at once be given to the new University, nor can
it be expected, but we ought to aim at it, and if the right
course be pursued, we shall attain it. As the soil of this, our
land, is bountifully blessed by nature before many others, and
wants but the hand to cultivate it; so is the mind and natural
talent of its people, and wants but a spot to be fostered in.
I sincerely, therefore, wish success to the new University, and
hope to see it soon established.
That event, when it takes place, we may justly consider as
a new era in the history of the literature of our country, and
the day will come ere long, when this land will be the
jeading star of the globe, as well by its literary, as now by its
political institutions.
APPENDIX No. IV.
ON COLLEGE DISCIPLINE, BY MR. F. HASLER.
The discussion upon the discipline proper in colleges and
seminaries of learning, had lasted so long that I thought it
best not to detain the Convention any longer by expressing
my ideas upon it, or counteracting the ideas, evidently errone-
ous, that had been thrown out, by rising again to speak.
Still I consider it in some measure a duty to lay them upon
paper, principally with the view to be handed to the commit-
tee, established upon that question, though they may also be
read to the Convention if found useful; which, however, I do
not positively claim or propose.
In reasoning upon this question we must go off from
certain natural and psychological principles. Examples are
no proper guides, because they are local; and it will be in
any case whatsoever, necessary to attend to the localities and
individualities in adopting laws or principles, for the discipline
of any projected institution, in the less important or neces-
bary parts of the regulations, without however interfering
33
258
with general principles. This is applying the principles
properly.
It is for that reason that the discussion carried on in the
general form could never give a result.
Following the human being from his first stage, where
from the mere animal existence, he is to be taken up, to
become an intellectual being, we see evidently that com-
pulsory means are unavoidable ; but the very aim indicates
that these means must be intellectual, and not corporal;
they must be grounded simply upon the superiority of
intellect of the older man over the child. Here much pe-
dagogie might be introduced, but it lies too far back, behind
the aim of the Convention,
In the next stage we come to the boy, (or girl,) that be-
gins already to reason, and because reasoning is a new thing
to him, has a great deal to say upon every thing, particularly
upon his teachers and to his teachers. This is an in-
teresting period of the life of man, and the boy who meets
in his teacher an able man, an amiable character, and a
good psychological observer, is a happy being : supposing his
intellect adequate, he will be the precocious student, the sue-
cessful scholar, when he comes to apply the result of the in-
fluence of his psychological leader to his actual progress in
learning and improvement, as well moral, as intellectual.
But here we are yet in the pedagogie, to which allusion
259
has been made in speaking of the German schools for the
education of teachers, and I wish to dismiss even this part
with these few words; too much has been written upon it to
add any thing.
What I should like to call the lad, but what by civil
language is usually called the young gentleman, forms the
third class; that is, the first which I think was under consid-
eration in the Convention, as it is he whom I consider as
entering the college.
The most of the Professors of the colleges of this country
have the habit, which I dare well call bad, to call them boys,
and to treat them as such, even often to call them so in their
allocution ; what other result can be expected, but that they
should behave as such, that is boyish, and still their actions
are taken at a higher rate, and their boyish misdemeanors
as crimes. The fault in fact lies not in them so much as in
their superiors. Begin every opening of a lecture or recita-
tion by the civil and proper address, " gentlemen," and no stu-
dent will behave boyish, and he will like his Professor for it,
(this is my own experience.)
The complaints against radicalism, independent spi-
rit, &c. are directly against the Professor, who, either by
being not sufficiently master of the subject he teaches, or not
having moral power enough to lead the young mind, natu-
rally independent, is subdued by his scholar. It is he who
wishes to call to his aid religious restraint, which is little
260
adapted to the turn of mind of the youth, and principally of
American youth, as it can never be successful in forming a real
intellectual citizen for a republic, particularly when its very
social contract declares him absolutely free in this respect.
The examples of unfortunate dissentions from that score, in
American colleges, are too numerous, but also too disagreeable
to quote here. It is even an actual harm to real religion,
that the colleges have introduced what is called religious ex-
ercises, which can never fail to be tinged with the individual
opinion of the President or Professor, that are, of course,
shared by the scholar who is not, by his parents, educated in
the same individual creed.
Though often at an earlier stage, still generally with
the college education, the young man leaves his parental
home; but while guidance would have been proper in his
teacher in the previous stage of his education, it no more fits
him in that state and that age. A new feeling rises in
him at that period, and a very strong one, which will last
during his life, namely that of friendship. Of this the
Professor, the future conducter of the young man, must be
able to take hold, or all his efforts are useless. The dignified
older friend of the young man, who admits him to easy and
close access, is fully master of him; no law, no restraint, no
regulation, are required to keep him in bounds, or to make
him obey the proper directions given to him; the attachment
formed, which increases every time that the scholar ap-
proaches him, supplies all possible laws and regulations. It
must not be objected that this is impossible with a great num-
261
ber of scholars; it is not the fact, for decency and a kind of
reverence never fail to keep back from intrusion the more
timid ones, whom the Professor shall call forward, and
excite to confidence, while the better scholars, that become
more intimate with him, will in a great measure supply his
task by their communication to others. But here it must be
observed, that the Professor must not be a man working for
money only, for then he will be considered, as has been said,
as a hircling. As a friend, he will never be considered so,
and the report of the son to his father will vindicate him
completely from that accusation.
As to the age when such conduct between teacher and
scholar can take place, there is nothing definite to be said,
and it is in fact in all cases improper to limit the passage from
one degree of instruction to the other by the age. The
young human being ought to be taken and classed according
to his moral and intellectual standing, and not according to
the mere animal criterion of his age. (I had in Virginia,
lads of 14 years, certainly superior in every respect to many
of mature age, and equally as capable to be guided by friend-
ship.) Climate and accessary circumstances have great in-
fluence in this respect, which to discuss is not here the place,
as it would lead me in too far.
Rewards and punishments have in any case an im-
proper tendency, as they lead either to vanity, or to depres-
sion and animosity ; if, however, they may be admitted as
means of emulation for the boy, when the jealousy of his
262
fellow scholars is not yet so lively as in later ages, they are
entirely improper and inadequate in colleges, or its cor-
responding stage of education, and still worse it is to make
the mechanical passage through a college the criterion for
obtaining a degree, as it is called, which in fact, in the man-
ner it which it is habitual in the American colleges, is not a
degree of merit, but merely the indication of the year when
the scholar leaves the college, often with the wish never to
look at it again, or glad to be allowed to forget what he was
told in it.
That no other punishment can be proper towards a
collegiate scholar, than proper remonstrances or simple dis-
missal, without either dishonor, or exclusion from seeking
instruction elsewhere, is too evident, according to my views of
the subject, to need speaking upon; the odious nature of any
other punishment, and the improper excitement which it
would show, or call forth, on the part of the faculty of a
college, to judge in her own proper cause, are too evident
not to force themselves upon every reflecting mind.
It is proper to touch here one peculiar feature of the
system of education of the United States at that stage, namely,
the collegiate life. It is, historically as well as by the name
itself, well known to be of monkish origin; it is the rem-
nant of the habit of educating youth in convents; it is the
constant source of dissention between the faculty and the
student, which regard only the cook or boarding house lady
and the boarder. This has been seen by many colleges, and
263
the deleterious habit begins to loose itself daily, so that
it needs properly no more to be battled against, but the conti-
nuance of this reform to be recommended. The educa-
tion of the young man and its corporal feeding must be
separated. A place where a college is placed must afford the
student the means of decent living; if it does not, it shows
that it is too much secluded from the society of men, to be
able to educate a man for the society he is destined to enter.
Arriving at the last stage of education, the most general
one, or so called University ; we have no more to do with
age, with distinction, rewards or punishments, in short the
instructer and the instructed stand towards one another in
the relation of man to man, exchanging their mutual wants.
The student, young or old, already well informed or ignorant,
must be considered as being present with the determined aim
and view to his intellectual improvement, and able to guide
himself in all his conduct in his common life, only searching
for the instruction which the Professor or instructer must give
to him liberally and without any other intermixture, unless
it should be called for by the student. The discipline is
confined to the lecture room alone, and here the Professor
has the simple task to propose his science upon the best and
simplest principles, and in the most tried manner, and by the
interest and value which he attaches to it, make it agreeable
and desirable to his hearers. Exan inations, which in colle-
ges become disagreable, and even odious, are here entirely
to be prohibited. What the scholar acquires shall be his
own, upon which the Professor has no account to ask of
264
him. The advantages which he will reap from his acquire-
ments in future life, are his reward, and his failure his
punishment.
The police or discipline as it may be called, is limited
to the lecture room, the Professor who should be unable
to acquire over his students the ascendancy required to
keep them in due order, that is, prevent excesses or distur-
bance, is not a fit man to fill the station, for here all boyish-
ness, that is, errors of want of reflection, cannot take place,
and experience proves that it does not take place.
Against this liberal discipline the example of the Vir-
ginia University has, very erroneously, been alleged, by
way of disapprobation, or as a failure; it affords no proof of that
kind. The erroneous system of collegiate life has been pre-
served in it; the locality is insulated and the constant same-
ness of the company, of fellow students only, produces the
bad results of tedious, and too close influence, between
the students, even with the Professors. Besides that, the
architect of that building, the well informed, philosophical,
and amiable Jefferson, died before it was finished; for the
construction of such an institution is not finished, with the
walls that enclose its lecture rooms, or the dwellings; the
organization can only be the result of several years actual
activity of the institution, particularly when the plan is novel
in the place where it is established. To this is still to be
added, that the Professors appointed there were all accustomed
to the collegiate life, and therefore not likely of such disposi-
265
tions as to be proper secundents to the liberal plans of the
original founder.
In a University the degree of doctor, or whatever it
may be called, for only one must exist, cannot depend on
the years of presence, not even of the peculiarity of having
performed the studies or acquired the knowledge in the insti-
tution that confers this degree; it is to be determined by the
satisfactory proof to the whole faculty that the acquirements
that may entitle to the degree are really possessed by the
applicant, and then alone an examination can take place;
and this must not only be verbal and strict, but an actual
work in writing produced by the candidate, as a product of
his own intellect, and knowledge, independent, and grounded
on views of his own, not a mere copy or compilation, must
testify to his capacity, and to the right to the distinction
which he claims.
In respect to all young or old men who would avail
themselves of the instruction presented by a University, the
institution must be satisfied with the consciousness of the
good, which it cannot fail to produce, and there is not the
least doubt that in a nation of so much activity, and strife
for advancement and distinction, men of all classes and all
dispositions, capacities and views, will resort to such a liberal
institution, and procure ample scope of utility, as well for the
acquirement of an eminent standing in the institution. It
must, however, be said that on this liberal plan, and with this
freedom of access and from restraint, besides the other quali-
34
266
fications, which it does not belong under this head to
enumerate, the intended University of New York can hope
so desirable success, of calling to its halls the men who,
after a neglected early education, by circumstances of what-
ever nature they may be, are actually so desirous' to see
means presented to them to recover at a later period of life
this loss, and probably proceed farther than at the present
moment is expected. Certainly no body would ever think
to apply to such men the discipline of a convent, school or
college.
APPENDIX No, V.
I
SUGGESTIONS
ON
THE PROPER MODE OF CONDUCTING
EDUCATION IN COLLEGES AND UNIVERSITIES.
The existence of the soul is made known to us by con-
sciousness; but its formation, character, qualities and opera-
tions differ so much, from those of every thing else, with
which we are acquainted directly through perception, that
we desire a farther knowledge of ourselves, than of our mere
existence as intellectual beings: but it is difficult to look
inwardly on oneself, and the glimpses of our nature are dark
and dubious; the mind cannot act and at the same time
examine its action, in as much as such examination is a new
and distinct act, two of which cannot be performed at the
same time; in reasoning concerning it, we therefore compare
its operations to those of thematerial world, thereby acquiring,
if not so correct, at least a more vivid conception : Addison
elegantly compares the mind to marble in a quarry, which
requires polishing to display the beauties of its variegated
colors and veins; ancient philosophers termed it a blank
sheet, capable of receiving any impression and conveying it
to others : I would rather consider it as a seed, containing in
itself the germ of the future vine, which, with all its branches,
268
leaves and tendrils, will be developed, though the gardener
does not water its roots or destroy the worm that is gnawing
them, but whose luxuriance may be repressed, its course
directed, its wounds healed, its tender shoots supported and a
better and more abundant fruit be obtained from it, by the
care and experience and indusıry of man: education then is
to the mind, what agriculture is to the vine, and the rules for
such culture are among the most difficult problems of practi-
cal wisdom.
1 he human faculties consist of three great classes, moral,
intellectual and physical, which must all be cultivated in
bringing the whole being to maturity: but the first object of
the instructer should be to improve the moral faculties: I do
not intend to examine the first efforts of the mind in the
dawn of intellect, though on them the foundation of the
human character is laid, and in them the innate propensities
of the animal part of man, his covetousness, irritability and
restlessness are exhibited; care, therefore, must be taken
never, on any account, to gratify the cravings of selfishness,
yield to the impulses of humor, or repress, so far as it is not
actually injurious, desire for employment; selfishness, when
it finds it must give way to the wishes of others, will become
softened by feelings of benevolence; impatience of restraint,
unindulged, will sink into contentedness with what is una-
voidable.
Attention must be paid to the peculiar character of the first
displays of mental exertion; if the mind, having mastered
269
1
the first elements of learning, becomes elate with success, and
fancies itself capable of easily overcoming the remaining
steps, it is apt to neglect necessary labor and precaution, to
exert itself irregularly, and finally yield to indolence, which is
the consequence of too great security; we should therefore
strive from time to time to throw in the way, little obstacles to
be surmounted, not sufficient to damp ardor, but to incite to,
and keep up a perpetual motive for exertion; and these should
be of that kind which it is useful to overcome, but which
might, in the ordinary course of instruction, meet the stu-
dent at a somewhat later period ; self conceit is dangerous,
because unperceived by its possessor, and must be crushed in
the bud, ere it create self sufficiency, arrogance and negligence.
Again, those who meet with obstacles through diffidence or
sluggishness, should be aided, supported and cheered; we
should explain to them again and again the nature of the
obstacle and the means of removing it; we should strive to
appear to endeavor, and to plan how to surmount it, to lead
them onwards with us in the same steps, and to urge them if
it be necessary; our triumph should be apparently the result
of joint exertion, or at least owing to themselves.
When a plan of education is adopted and its exigencies
complied with by many, there must be no distinction made
among those who are pursuing it; if the possession of a
quantum of property be made the qualification of a voter in
a state, no distinction is to be made between those, who but
just possess that quantum, and the owner of millions, in the
eye of the law; so in the republic of learning, all who pur-
270
sue the studies which will in the end entitle them to the
rights of citizenship, have equal privileges, without recogni-
tion of ranks, parties or sects; talent and virtue alone are to
be regarded, and the aim should be to raise the humble to a
level with the high.
Care should always be taken, not to ascribe want of abi-
lity to want of will, or the reverse, or to set down as incorrigi-
ble stupidity, what proceeds from the defects in the method
of instruction. Every one is capable of being roused up by
his peculiar motive. Some need the spur, some to be led
until they have gained the confidence and habits, to enable
them to go on with speed and certainty ; I would not have a
mind neglected, because it is dull
, or terrified by harshness
out of the little will and ability, it ever had; but to them
should a cheering voice be uttered, for them the teacher
should strive to make the path plain ; let him remember, he
himself has had difficulties, which only renewed and con-
tinued efforts have borne him through : it is a well admitted
fact, that those who are far advanced, forget the difficul-
ties they met with in their former course, and fancy what
appears evident to them, is also evident to others, and cannot
enter into another's feelings; the proper remedy for this diffi-
culty is to have instructers or rather examiners, if I may so
call them, who can find where the point of misapprehension
lies, and who have not so long since passed over the same
ground, as to forget its rough places ; while these should in
turn receive instruction from more advanced persons. It is
naturally expected that those who are engaged in communi-
1
271
cating knowledge to large bodies, cannot exactly meet the
views of each, or even ascertain how much benefit they have
derived from each communication ; this I would therefore
leave to the second class of examiners, who being more nume-
rous, might be able to give a greater attention to each indivi-
dual of that body. In every institution for the advancement
of education, there should be two classes of instructers, Pro-
fessors and Tutors; the former should communicate the
knowledge they have acquired, by deep and long investiga-
tion, either by lectures, or books, or by both, while the duty of
the latter should be to see how far the learner has profited by
this instruction; and this, from having heard the same
ground frequently gone over, they are enabled to do with
great effect; the latter class should be rigorously examined ere
they are admitted, and should be again equally rigorously ex-
amined ere they are admitted to the higher grade of Profes-
sors.
The enterprising and intelligent must not be detained on
account of the dull and ignorant ; if the latter, having in
vain attempted to keep pace with the former, finds himself
behind, he is apt to give up his career in disgust, or is borne
on without knowing whither, and finally, through misapplied
benevolence, is enabled to put a bold front on his ignorance,
and stalk about with all the dignity which parchment and
seals can bestow; those, therefore, who are unequal to the
task, should be allowed to fall behind, until by repeated trials
they are enabled to pass over the same ground, their former
more gifted associates trod long since.
272
As to the mode in which instruction should be received, I
would remark, that separate classes are dangerous ; the youth,
who enters a University, just escaping from the watchfulness
and over anxiety of parental care, and mingling with his
equals, begins to acquire, by collision, the hardihood which is
to prepare him for the world's rude shocks; he is then at the
most critical period of existence, for bad habits are then easi-
ly acquired or broken; he should therefore be prevented from
forming companions, because they are in the same institution,
or joined together by the same ties of being assembled togeth-
er in the same place; he should perceive that he comes to learn,
that if he outstrips his competitors, he must move onward,
and the feeling of emulation supersedes that of companion-
ship; he is not obliged to remain in the same place with
them, and consequently loses the prejudices of companionship,
which produce injurious consequences ; it more resembles the
great world, where each man presses forward in his own ca
reer, without regarding those around him ; for when men are
associated by a stricter bond of union, one is apt to consider
an injury to another, an injury to himself, and openly to
resist the authority which is necessarily and properly ex-
ercised. Classification is apt to produce favoritism; it is
the peculiar constitution of the human mind to be pleased
with the possession of power, and nothing so delights
a little mind as the dispensation of rewards and pun-
ishments; Dionysius was not less a tyrant over boys at
Corinth than over men at Syracuse ; it is destructive to
good order, for the members of classes unite to oppose
proper authority ; and the feeling that through a class-
273
mate a class has been insulted, will produce obstinacy in
the most honorable minds, the bloody laws of a Draco ought
not to be necessary in a civilized community. When all are
upon the same footing totally disconnected with each other,
the distinction can be made between the thoughtlessness of
exuberant spirits, and the settled purpose of intended mis-
chief; the former can be repressed by dignified yet affectionate
rebuke, for the fountain of feeling will gush at the touch of
a Moses' rod from the rock which a Sampson's strength
might in vain strive to cleave. But wilful obstinate disobedi-
ence must be repressed by severer methods, the knife must be
used when medicine fails; there is, then, no object for students
to resort to any means for acquiring favor, but by their own
deserts; no humoring of a professor's or instructer's foibles, no
hypocritical pretence can win the crown of learning; for
others are to test their success, and examine their claims, &c.
Their reward will depend not in what they have learned but
on what they have retained.
The faculties of the intellect are three, judgment, memory,
and imagination; there may perhaps be some difference of
opinion, as to the cultivation which each requires; but it
must be allowed that without judgment, imagination bewil-
ders, and memory overloads the mind, while it even without
them, is a sufficient guide through unknown and perplexing
paths : in all plans of instruction, therefore, the improvement
of this faculty should be first regarded ; for this purpose the
study of peculiar branches of science is beneficial, producing
close application to causes and effects, circumstances and
*
35
274
character separating truth from falsehood, distinguishing
sophistry from argument, probabilities from certainties, gene-
rals from particulars, for on all these depends judgment.
Among these branches may be enumerated mathematics,
history, logic, natural philosophy, metaphysics, political
economy and moral philosophy; by mathematics, the stu-
dent learns to abstract all other considerations from bodies
but those of number, size, shape, and motion ; from history
he gathers facts, and a knowledge of man's conduct, and by
it traces the operations of moral causes; by logic he detects
falsehood, and analyzes closely reasonings and arguments;
by natural philosophy he learns practical knowledge and
disciplines his inventive powers; metaphysics teaches him
the nature of his immortal part and the movements within ;
political economy exhibits the operations of peculiar laws,
customs, principles and circumstances, in increasing the
wealth of nations; while moral philosophy shows his duty to
his fellows, and gives a high tone of feeling, correct opinions,
whereby he pursues an honest and undeviating course, and
those principles of conduct, which change not in prosperity or
adversity, in honor or disgrace, not even when all things else
change and fall in ruins around him: it were worse than
useless for me to attempt to expatiate upon the advantage of
these studies ; let those, who have gathered into their own
granaries the plenteous harvest, display the value of their
treasures; I can only stand in the outer court and invite the
passers by, to the feast which loftier and better instructed
minds have prepared for them. Perhaps some will say,
the mind, when unformed and unused to abstract reason-
ing, is incapable of comprehending the beautiful simplicity
275
of a mathematical demonstration; to this we reply, that
learning is progressive, and that we must not at any time
tax the faculties beyond what they will bear: the memory
must undoubtedly be first cultivated, in order that we
may recur to admitted first principles; the mind must
receive impressions and be capable of calling them up
at will; it must know that many things are, without know-
ing why they are ; it must receive complex ideas, before it
can separate them into their component parts; but this should
not be all, it is not sufficient to commit to memory the con-
tents of books; the very moment the mind begins to com-
pare object with object, to observe similarity or dissimilarity,
analogy or opposition, should be seized upon, as the opening
blossom of judgment, and from that time should the instruc-
ter excite and goad the naturally thoughtless mind into a
restless inquiry after truth and goodness; no opportunity, no
desire, no appetite, no action should escape, without being
converted into means for this grand end: undoubtedly, the
memory should be cultivated diligently, nay, by artificial
'means; for this purpose three things are necessary, repetition,
system, and interest: as a general rule, words alone ought
not to be committed to memory, but ideas; if the pupil
understands any part of the subject on which he has been
employed, let him alone, or let him pass to a new subject;
what he has learned has been from its intrinsic interest and
from an exercise of his judgment; if you tax his memory
farther, he ceases to receive ideas of things, and acquires only
the impression of sounds or their written symbols; if the
process is continued, he ceases to reflect, and learns what he
will soon forget ; the mere desire of finishing his task urges
276
him on, and when it is finished, he has accomplished the
whole object of his labor ; unless he have a most vigorous
natural understanding, it will hardly survive the shock.
With regard to the imagination; it is a faculty which
needs the rein rather than the spur, and is apt to waste its
strength upon frivolous and puerile conceits, when it should
restrain its fervor to give buoyancy to the eagle flight of rea-
son; for it aids by its power of vivid and strong conceptions
the exertions of the other faculties; hence stories of the
marvellous gain such strong hold upon the memory because
they win upon the imagination and imprint every detail on
the mind in deep and ineffaceable colors: all hypotheses are
but schemes formed by imagination, and every established
theory in physical science has been adopted by testing hypo-
theses: every creation of ideas in the mind, not produced by
external objects, is affected by the imagination ; in its restric-
ted sense, however, it is only applied to a perception of the
similarity or dissimilarity of objects in the material, moral and
intellectual world, and requires to be checked, directed, and
trimmed into beauty, for which purpose a continued acquain-
tance with the best models, and a strict adherence to the rules
of good taste, to be acquired from such acquaintance and
from a study of rhetoric and belles lettres, is indispensably
necessary.
There is another subject of study upon which there appears
to be a diversity of opinion, I mean the classics; by some
they are considered as the very foundation of a liberal educa-
tion, as the test of scholarship and learning, without which
277
E
learning is but common place, and scientific acquirements vul-
gar; it is hardly worth while to trace this opinion to its source,
to stir
up the clouds that hover over the dark ages, in order to
shew the utter barbarism which prevailed in every other lan-
guage except those which are termed dead, or the monopoly
of learning in the hands of monks, and the exclusion of the
mass, by locking up knowledge in an unknown tongue, and
perverting truth and establishing error without the fear of
contradiction ; I need not speak of the cultivation, bestowed
upon languages, in which their text books were written by
those of the legal profession, who have ever had in civilized
communities, a commanding influence, or how long that pro-
fession was in the hands of those who professed to regulate
the civil as well as the religious conduct of mankind; suffice
it to say, that it is an error of long standing, and which is
supported as much by its antiquity as by any other reason ;
let me be, however, fully understood; I do not wish to under-
value this study, it is useful as a key to unlock treasures, but
it depends much on the possessor whether he chooses to open
the cabinet. It must be admitted, that all the important facts
and doctrines contained in the writings of antiquity, can be
obtained without reading them in the original, and it must be
remembered that my scheme of instruction has only to do
with facts and doctrines. I would ask if Euclid is not under-
stood by those who have never seen it in Greek, and if it injures
the truth of his demonstrations because they have not been
so seen? Are there not many who profess to be classical
scholars, who know the history of antiquity only through the
medium of translations ? Let us carry the same principle con-
tended for by my opponents farther ; there are sciences
278
and systems which owe their creation to modern genius.
Would you make it necessary, absolutely and indispensa-
bly necessary for a chemist to study French, because
Fourcroy has written an excellent treatise on chemistry, or
would you require the student in astronomy to do the same
because La Place has composed an admirable work upon it?
My object would be, to bestow practical wisdom, useful
knowledge, on the whole of mankind, or as great a num-
her as was practicable, but the classics cannot certainly come
in under this head ; if any one should object, that I seek to
throw contempt upon the venerable relics of the wise of past
ages, I deny the charge; if you wish for grace of style,
vigorous turns of expression, expressive epithets and harmo-
nious periods, learn Greek and Latin; but if you seek for the
wisdom which is to guide you in every day life, you must add
something more; I would give these their due attention, but
I would abandon them when they interfered with more im-
portant pursuits and studies.
In respect to rewards and punishments, it must be obser-
ved, that men in large bodies or in small are operated on in
the same way; and, that the excitement produced by fear
and hope is in proportion not only to the event hoped for or
feared, but also to its distance; hence the mind, which pants
for the distinction which it expects to receive from the great
world, as a reward for its learning and virtue, is apt to halt
and stumble in its initiatory course in a University, unless
buoyed up by the hope of some immediate return for its ex-
ertions; and this is particularly the case with youth, which
is proverbially fickle, despondent and indecisive ; rewards
279
should therefore be given, in every institution for education,
not great in value, nor as matters of course, but honorable
on account of their difficulty, and bestowed only after a
rigorous examination of the merits of the candidate, and
varying according to the result of that examination. These
rewards should be of two kinds; firstly, testimonials of ad-
vancement, and secondly, prizes for particular efforts ; the
first should be given for success in the different studies pur-
sued, and occasionally for a remarkable display of industry
and talent; the second for essays on various subjects, to be
proposed by the literary executive, if I may use the term, con-
nected with some of the different courses, and also for sup-
porting the soundest opinions most ably in literary and
scientific discussions, which I would also have introduced,
and in which a professor himself might deign to sit as um-
pire, to point out false assumptions and erroneous reasonings,
and give his pupils habits of original thinking and system-
atizing their thoughts: punishments should always be inflic-
ted, after conviction, by the delinquent's equals; not that they
should fix the punishment, but merely determine on his
criminality; it throws upon him the feeling of shame which
arises from condemnation by his equals, it puts them upon
their sense of what is right and honorable, and does away
with all those feelings, whereby the culprit is considered a
martyr to independence, his judges as tyrannical and arbi-
trary despots.
}
Public exhibitions, I am inclined to think, have an evil
tendency; they supplant solidity by showiness, make learning
to be considered a matter of parade, produce conceit on the
280
part of the actors, and implant the first seeds of pedantry;
besides they are no test of the excellencies of an institution
or its mode of teaching, for it may be a prepared display,
which has cost a little drilling of the soldiers, but which in
the end will be productive of evil consequence ; let the exami-
nations be public, if you please, but let them not seem to be
intended solely for the public.
The mind should be relieved by occasional abstinence
from tasking its utmost powers; nay, perhaps satiety with
indolence, may not be wholly useless; when the ever mov-
ing elements of our being have wrestled with each other for
want of some subject whereon to exert their strength, and
had tortured themselves into uneasiness, it is perhaps the best
time to present an object worthy of their attention, whereon
they will seize with the avidity of hungry appetite, and the
energies which have been dammed up, like the river, when
its sluices are opened, rushes forth with an impetuosity that
is felt through its whole length. Every one has seen the
efforts of which a powerful mind is capable when roused from
a long repose by some spirit stirring motive into immediate
and urgent action. But we should be cautious how we prac-
tice this too often, lest the activity of the mind should be
ruined by inglorious ease, like the army of Hannibal at Ca-
pua.
APPENDIX No. VI.
ON THE DEFECTS OF THE PRESENT SYSTEM OF INSTRUC-
TION, BY LIEUT. MAHAN, OF WEST POINT.
I
The subject of education, is one in which every member
of the community is too directly concerned, to allow me to
suppose that the following observations will meet with any
other than a kind reception ; I therefore make no excuse for
this trespass upon the notice of the Convention.
3
I have not that experience, which age is not only supposed,
but which it alone can give, to admit of my speaking other-
wise than by way of conjecture, on the subject that I would
beg to bring the more directly before your notice : I therefore
throw myself upon your goodness to regard this as the feeble
effort of a very young man, whose mind being deeply im-
pressed with the importance of the subject upon which it has
fixed itself, wishes to offer his mite, if it be found worthy of
acceptance, in forwarding its interests.
Since graduating at this institution, and indeed during the
greater part of the time that I was a student here, I have
heen called upon as an assistant in the instruction of the
36
282
mathematical sciences and their applications. During this
period I have been daily struck with the observation of a
deficiency somewhere, in the manner or matter, or perhaps
both, employed in most of our elementary schools in the
preparation of the young mind to follow those branches.
Independently of my regular class duties, it has happened
to me to take into my own room some young member of
the class, who was found behind the others, for the purpose
of aiding his efforts by private instruction. This, added to
what I recollect of the loss of the fifteen first years of my
life, has convinced me that there is a radical error in the in-
struction given in the elementary mathematics, and indeed
in most other branches of an elementary education. I am not
unapprised, that since my school-days, much has been done
to ameliorate education. I have followed with intense interest
the noble and successful efforts of New York, and Massa-
chusetts on this subject; I have regarded with feelings of true
pride the energies of their statesmen, and first literary bodies,
directed to aid and develop the infant's efforts, not thinking
that any detail was beneath their attention which might
effect this purpose. Had they in all cases been seconded by
subordinates capable of comprehending and entering into the
spirit of their views, those States would not only have had to
shew the best system of common school education that the
world probably can offer, but they would also have held up to
the eyes of the world a superiority which they might have
pointed to with feelings of the justest and proudest exultation.
283
Much has been done, but the wise scheme of Providence,
which has subjected the present state of man to continued
and approaching trials towards perfectibility, still keeping it
always beyond his grasp, (that the energies of that mind
given for employment, like its own eternal Founder, should
never slumber,) leaves always much to be done, and he who
sits down and says the work is over, should, like the neutral,
in the system of the celebrated Grecian, be branded with in-
famy.
I own a real difficulty, in myself, in attacking the hydra
of abuses in education, or in pointing out how the monster
might be most effectually destroyed. I would, however, with
all due reference to experience, propose to call the attention of
the Convention to a few points which might, at least, be
made the subject of inquiry
The head of the evil that I complain of, it appears to me,
is the want of competent instructers, and this want arises
partly from the want of a preparatory school for the purpose
of furnishing them; partly from a want of that just considera-
tion in which they should be held by the public; and partly
from a want of a proper appreciation of the talent necessary
for instruction, and the consequent recompense which that
talent, like every thing else, must command when brought
into the market of life.
Another defect in many branches is a vicious mode in
viewing the subject under consideration, and consequently in
284
conveying instruction in it. This evil will be remedied when
we have destroyed the first.
To combat the first, why may we not create a kind of nor-
mal school to prepare instructers, like a seminary of prepara-
tion for any other profession.
The influence of a body, like the one now about to assem-
ble, over public opinion, would, in this case be immense; free
discussion would strike out the best paths to be followed, and
our country might then be provided with what all, who have
the dearest interests of society at heart, would hail as a na-
tional blessing
The subject and incompetency on my own part, will pre-
clude any arguments on this head, to shew the utility of such
a scheme. I would simply ask why is a graduate in
divinity, in law, and even in the army, regarded with a kind
of respect by the public, which the teachers in most of our
common schools do not receive ?
Why do their supposed talents (I here leave out the gradu-
ate of the army) command a higher price than the teacher of
an elementary school? Public opinion invests the priest, the
physician, &c. with a robe of respect and places them in a chair
of state; whereas the school-master is clad in russet and left
in the back ground; and why? Take the most common
man in the community and ask him this question, his answer
is plain," any man can be a school-master, and no man whose
285
talents will command a higher market will bring them into
this.” And yet it is to this class that you are willing to en-
trust your child during the most interesting and most mo-
mentous period of his life, when all the faculties being pliant
and easily developed, they may be brought into any form or
receive any bias ---bad equally with good.
And what is this public opinion, and what is it based upon,
I pray you? If I have not deceived myself in my definition
up to this moment, I should say it is the result of the aggre-
gate of observation in a community, elicited by common sense.
As to its basis I will only remark, that the mass of mankind
seldom deceives itself with regard to its true interests.
To combat the second, I would here bring in again the in-
fluence of the Convention. The best mode of instruction in
any branch can only be found out by experience: facts, and
multiplied facts, can alone guide us : we are not called on to
operate on an individual, but upon a species. I would merely
hazard a suggestion on one point which enters into elemen-
tary education, and which has lately been brought more par-
ticularly under my notice, arithmetic. Why should this sub-
ject be taught in a manner different from a theorem or a
problem of Euclid ? it also being essentially composed of
theorems and problems, requiring the same rigour of demon-
stration and acuteness of analysis as the former?
As to the branches taught, the text books used, and a
variety of other details, this ought very properly to come
286
under the notice of this assembly, not that I would wish any
positive act of authority exercised. Man in spite of his
destination, is but too apt to become a creature of routine,
therefore trammel him as little as possible: like commerce let
education flow in a free channel. Suggestion, recommenda-
tion, and queries, usually divert the human mind, ever alive
to its own interest, into the proper road.
The direct influence of any body over education is too
plainly shown to trust to it for the best effects. Any one who
has paid any attention to the manner of regulating and co-
ordinating the studies of the common schools in France, for
instance, with those of the colleges, by positive and unalter-
able rules established by the University, will see that the
French merchant's reply to Colbert when he asked what he
could do for the trade, laissez faire, will apply also to educa-
tion. Stamp, if you please, for it will do well, the man who
is to teach, with your diploma; and the book to be taught, and
method of teaching, with your recommendation, mais allors
Jaissez les faire.
FINIS.
ERRATA.
Page 9-President Cushing of Prince Edward College, Virginia, read
Hamden Sydney College, Virginia.
10_Don S. Gener-read Don T. Gener.
31-9th line from the bottom-for vigorous-read rigorous.
69--14th line from the top-for Nises--read Nismes.
133—5th line-thoughs-read thoughts.
191–13th line, in a few copies---for Xenophen-read Xenophon.
212-22 line, dele 'of.'
259-6th line from bottom, in a few copies, for indepednt, read-independent.
261-4th line from top, after confidence, a ';'
}
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