R E M A R K S
EDUCATION.
^ajj* ■ - x
REMARKS ON EDUCATION:
ILLUSTRATING THE CLOSE CONNECTION BETWEEN
VIRTUE and WISDOM.
TO WHICH IS ANNEXED,
A SYSTEM OF LIBERAL EDUCATION.
YVHICH, HAVING RECEIVED THE PREMIUM AWARDED BY THE AMERICAN PHILOSOPHICAL SOCIETY, DECEMBER 15th,
1 797 » Is NOW PUBLISHED BY THEIR ORDER.
By SAMUEL H ARRISON SMITH, A. M.
MEMBER OF THE AM. PHIL. SOCIETY.
SnHa43BQQ|^ni5pi5iBIBKnH
PHILADELPHIA:
Printed for JOHN ORMROD.
m,dcc,xcviii.
t
■■■■" ■ ■ — ■ . . ■—
COPY R lr rTT SECURED ACCORDING TO LAW .
»
ADVERTISEMENT.
*X^HE American Philofophical Society offered lad year, among other premiums, one of an hun¬ dred dollars “ for ihe bed Sydem of liberal Edu¬ cation and literary indruCion, adapted to the ge¬ nius of the Government of the United States ; comprehending alfo a plan for indituting and con¬ ducing public fchools in this country, on princi¬ ples of the mod extenfive utility” — They icferved to themfelves, however, the right of giving, in all cafes, fuch part only of any premium propofed, as the performance fhould be adjudged to deferve ; or of withholding the whole, if it fhould appear to have no merit above what may have been be- fore publifhed on the fubjeC. But candidates were allured that the Society would always judge liberally of their feveral claims.
ADVERTISEMENT.
V aeious communications having, in confequence, been received, the Society, at a hated meeting held on the 15th of December 1797, proceeded to the adjudication of the premium. Although none of the Syflems of Education then under re¬ view appeared to them fo well adapted to the pre- fent hate of Society in this Country, as could be wifihed ; yet conhdering the fuperior merit of two of the performances, the one entitled u An Ehay on Education 5” the other, ct Remarks on Educa- u tion : Illuhrating the clofe conne&ion between “ Virtue and Wifdom : To which is annexed, a Sy hem of liberal Education;5’ the Society adjudged to each of the authors a premium of 50 dollars, and ordered the Ehay 5 to be published. On open¬ ing the fealed letters accompanying thefe perfor¬ mances, it appeared that the former was written by the Revd. SAMUEL KNOX of Bladenjhurg, Mary¬ land ; and the latter by SAMUEL H. SMITH of Philadelphia .
Ext raft from the minutes.
JONATHAN WILLIAMS,
One of the Secretaries .
Philadelphia, December 15th, 1 797.
/
PREFACE.
T HE following pages were written in the fum- mer of 1796. They are prefented to the public with only a few verbal alterations, as they were then written. New ideas have lince occurred to the author, and thofe which are contained in the effay might, in many inftances, have been better exprelfed. But as the produdlion, as it now ap¬ pears, received the premium, it was thought im¬ proper to make any fubftantial additions.
As this performance may be read by fome per- fons unacquainted with the author, it may be pro¬ per to (late that he neither claims the reverence due to age, nor the refpect attached to eftablifhed reputation — -The fewnefs of his years preclude the former, while his moderate attainments withhold the latter. If the efforts which he has made {hall excite the genius of his fellow-citizens, and he {hall prove, in a degree however limited, the in- {Irument of attracting the public attention to a fubjeft of all others the mod; momentous, he will be rewarded to the extent of his wifhes.
/
REMARKS ON EDUCATION.
I*
The man, who afpires to the honour of forming a fyftem of education adapted to a republic, fhould either polfefs the capacity of criginal refle&i- on, or that of improving, without adopting, the ideas of others. His hatred to vice, and averlion to error,* fhould be as ftrong, as his attachment to virtue, and love of truth. He fhould look upon the feritiments of the dead with diftruft, and oppofe with intrepi¬ dity the prejudices of the living. As the tribuna' to which he appeals may be fhrouded in delulion, he mull have the courage to rend the veil that inter¬ cepts the light of truth. He mull conlider the firlt fuggellions of his own mind as treacherous ; nor fuffer them to form a link in his chain of rea- foning, till they (hall have paffed the ordeal of rei¬ terated invelligation. Having undergone this trial unimpaired, he will dare to hold them forth to truth, as her legitimate offspring, and to prejudice, as her
B
JO
REMARKS ON
merited fcourge. No motive can bear him through this arduous performance, but a fupreme fenfe of duty, which, feeling ample retribution from the con- fcioufnefs of doing good, neither folicits nor defpi- fes general applaufe.
The two great objeds of a corred education are to make men virtuous and wife.
The terms virtuous and wife, do not feem fuf- Ceptibie of abfolute definition. Accordingly, as ap¬ plied to different perfons, and varying circumflan- ces, they prefent different afpeds; though it be pof- fible, nay probable, that the elements or fir ft prin¬ ciples of each, however modified by endlefs combi¬ nation, are the fame. This hypothehs derives fome confirmation from the great affinity of one virtue to another, and the clofe alliance between the feveral departments of fcience and literature.
W ithout attempting precife definition, it may be diffidently corred,. fo far as it regards the otjeds of this effay, to ffyle virtue that adive exertion of our faculties, which, in the higheft degree promotes our own happinefs and that of our fellow-men ; and wisdom, that intelligent principle, which improves our faculties, affords them the means of ufeful exer¬ tion, and determines the objeds on which they are exercifed.
While wifdom and virtue have united, time im¬ memorial, to panegyrife each other in'referen:e to the general good they produce in the world, two
EDUCATION.
queftiotts of great importance have remained unde¬ cided ; viz.
I. Whether wifdom and virtue are in any degree ncceflarily connected ; and if they are, whether univerfally, or partially ?
II. Wh ether wifJom, in its greateft practical extenfion, would, if univerfally diffufed, produce the greateft portion of general happinefs ?
It will be acknowledged that thefe points deferve a patient difculhon, as their decifion will determine the definite objeds of education; and as it is abso¬ lutely neceftary that man fhould know the objetls he defires to accomplifh, before he can apply, with the profped of a fuccefsful refult, the means adapted to fecure them.
1. The firft enquiry is, “ Whether wifdom and virtue are, in any degree, neceftarily connected ; and if they are, whether univerfally, or partially ?”
It has been the opinion of fome diftinguilhed philosophers that virtue and inftind are the fame ; and that a wife providence has not left the diredion of the moral principle under the capricious and fee¬ ble influence of reafon : while others have contend¬ ed, that although man be by nature ignorant and entirely defiitute of moral principle, yet that he pofteftes faculties capable of high improvement, if not of perfedion itfelf. Both thefe fyfiems, notwith- {landing their numerous votaries, are probably founded in error.
12
REMARKS ON
If indind and virtue be fynonimous, it is clear, that where there is mod indind, there (hould be mod virtue, and that, as the brute creation polTefs indind in a much higher degree than man, they mud likewife poffefs virtue in a higher degree. This refult will not be ferioufly contended for by any pne. For, however ferocious and ignorant man may be, he is indnitely furpaded in thefe qualities by every animal that has the capacity of being fero«* cious. In this contrad too, it is proper to obferve, that, however the indind of the brute may withhold him from doing injury, it feldom, if ever, infpires him with the ardour of doing good.
Were indind and virtue the fame, it would be clear that the infant would be more virtuous than
' *■ - i ' « . y < f £ V
his fire, and the favage inhabitant of the fored more virtuous than the offspring of civilization and fci- ence. For the ears of the infant are open to the voice of nature alone, while thofe of its parent are not altogether jregardlefs of the didates of reafon, A precife analogy exids between the infant and its parent, and the favage and civilized man ; the mind of the favage is dill in its infancy, while civiliza¬ tion, if the expredion be allowed, imparts manhood to the mind, — If this point remain dill undecided in the mind of any, let it be afked, if the ideot or the lunatic are ever edeemed virtuous ? It will then be feen that virtue without reafon is a phantom which never exided.
Those, who would afcribe every thing to reafon and nothing to nature, probably adopted their ideas,
h p . « »
EDUCATION.
*3
more from a convidion, that the rival fyftem was falle, than from any diftind convidion of the truth of their own ; and from that difpofition of the mind, which makes us readily, if not eagerly, embrace the reverfe of that which we have found to be errone¬ ous.
To affirm that becaufe education does much, it pan therefore accomplifh every thing, is to pro¬ nounce a maxim refuted by univerfal experience. Every circumftance in this life partakes of a finite nature ; and the power of education, however great, has doubtlefs its limits.
However difficult, if not impoffible, it might be to gain the affent of fome philofophers to the fyfiem of natural inequality in reference to virtue or capa¬ city ; they will, without heiitation, agree, that the phyfical part of man is infinitely modified by nature ; they will alfo grant, that an infinite variety feems to be delighted in by the author of nature ; and that this variety is moff difplayed in thofe works, which abound, in the highefi degree, with qualities that excite our admiration or regard. Both thefe infiances, borrowed from material objeds, furnifli firiking analogies, illufirative of the exif- tence of variety of morality and intelled in diffe¬ rent minds uninfluenced by education. Is it to be believed that an objed fo important, as variety ap¬ pears to be in the eftimation of the author of nature, fhould be left to the controul of caufes, operating fo unequally, and in fo contraded a fpherc, as rea-
14
REMARKS ON
fon and civilization ? Were it to depend entirely on thefe accidental c ire um da nee, might it not be highly endangered ? Might it not be loft ?
There are fome things, which, however contro¬ verted by the refinements of philofophy, will always continue to be held in fecure belief by the good fenfe of mankind. Such is the conviction of natu¬ ral biafs ; of one perfon poftefling genius; another, fancy; a third, memory; &c.—
The deductions from this eeneife and necefiarily fuperficial view of a fubjeCl, in fome refpeCts intrir cate* are, that nature is neither fo liberal, nor edu¬ cation fo omnipotent, as the rival fyftems affirm ; that man is indebted to both ; that certaiu paftions are born with him, which he cannot exterminate, but may control ; that a varied capacity is imparted to him, which, by education he can weaken or im¬ prove- But, that ft ill the traces of nature are vifi- ble in his thoughts and adlions ; and that her voice never ceafes to be heard amidft all the refinements of art.
But even granting, what is far from being the truth, that man, unenlightened by education, has engraven upon his heart certain great principles of duty, and is pofiefied of the means neceftary for their difeharge, it yet remains uncontefted, that thefe principles are few and undefined ; and that they do not comprehend half the relations in which men (land towards each other. It follows, of courfe.
EDUCATION.
I5
that they mud be extended and improved, before they can anfwer the great purpofes for which they were originally implanted in man, and fubmitted to his guidance, modification and extension.
Besides, it fhould never be forgotten in difcuflions fimilar to this, that man is already in a great degree civilized ; and that though it may be poffible for the favage to refift the force of improvement, and remain unfhaken in his attachment to his original hate, yet that man, once civilized, has it not in his power to return to his natural condition. He may overturn all the trophies of the arts, he may confign to the flames every veftige of fcience, he may extinguifh everv fpark ef genius ; but he is hill unable to re¬ duce himfelf to the favage hate. We behold him more debafed, perhaps, than the barbarian, but witnout hisferocity. The world abounds with fcenes in which the triumphs of fcience have been lucceed- ed by the mod: brutal ignorance ; over which fear* meannefs, and indolence have fpread their gloomy features ; features the very oppohte of thofe which charaderize the favage life.
We cannot, therefore, err in affirming it as a fad that virtue and wifdom are in fome degree neceffa- rily connected ; that the crude wifdom which nature beftows is unequal to the produdion and govern¬ ment of virtue, fuch as man in his purfuit of hap- pinefs difcovers it to be his interehto pradice ; and that to iniure this defirable objed, it is neceffary
REMARKS ON
16
that the original faculties of the mind fhould be vi- goroufly exercifed, extended, and drengthened.
It Rill remains to be conlidered whether wifdom and virtue are partially or univerfally conneCled.
It is generally agreed that no being can be per¬ fectly good without being perfectly wife. Such is the fublime idea we form of deity. It will be ob- ferved that perfeCl goodnefs is not here made to de¬ pend folely on the intention of the agent, but alfo on the good effected ; as we now confider virtue an efficient principle exerting all the energies of its nature.
THEafiertion that the man, who, without equall¬ ing this character, approaches it the neared, would partake in the highed degree of the divine excel¬ lence, might be deemed correCi, were not the world full of examples of men, who, though podeded of comprehendve powers of mind, are not only defici¬ ent in the exercife of virtue, but a&ually famed for the mod prodigate indulgence in vice. This enigma, however, admits of eafy folution. Great endowments of mind are fo rare, that they are fel- dom difplayed without exciting more envy than at¬ tachment. He, who not only admires but edeems another for his talents, mud podefs no inconddera- ble portion of talent himfelf; jud as the bed evi¬ dence of a lupreme love of virtue is a high regard for the fource of all virtue. The clafs of men pof- feffed of thefe qualities being fmall, and that pof-
EDUCATIO N.
*7
lefled of different, if not hodile qualities, being very numerous, it is not furprifing that refentment and malice fhould be adive in their efforts to crufh fo formidable an adverfary. Thus the mod unworthy means are ufed to nip in the bud talents qualified to enlarge the fphere of human happinefs.
' ■** A _ / mi
Human virtue has its limits. To be the objed of unceafmg calumny and detradicn, without fighing for vengeance, would argue an apathy of heart by ho means mortal. The fubjed of opprefiion, has now, in his turn, recourfe to thofe means, which had been fo fuccefsfully applied to his ruin ; and finding them fuccefsful, he throws away the crutch of truth for the ftaff of deception. Ceafing to feel an intereif in that virtue which he had jud feen fo much defpifed, his ambition grafps objeds which bring with them immediate gratification, and lull the con- fcience to a dangerous repofe. Wealth, power, and pleafure, throw out their gay and folendid folicitati- ons, and virtue is exiled from the heart in which it lately delighted to dwell.
This would not be the cafe, if virtue and talents were as common as vice and ignorance. The mo¬ ment a majority enlid themfelves on the fide of the former marks the aera of their eternal reign. This sera is that which all good and great men fhould unite to haden.
From a review of bidory, it will appear, that juft
in proportion to the cultivation of fcience and the
C
i8 REMARKS O N
arts has the happinefs of man advanced in the nati¬ on which cultivated them. And this arofe in a great meafure from this confideration. The wants of na¬ ture are fe\v in itp unimproved date. Man of courfp is exempt from the neceffitv of making any great ef¬ forts for his fuppprt. He is therefore indolent. Not dependent on another, for any thing which his heart holds dear, he is referved, didant, unaccam- jaipdfting in his deportment. He fearcely merits the epithet of a fecial being. Of courfe, if his vices are not numerous., his virtues are dill lefs fa.
The very reverfe of this takes place as fopiety im¬ proves. The deared part of man’s happinefs, in this dage of his exidence, is connected with a Tup- ply of articles, which depend on the indudry of one, who is alike dependent on him. Hence a re¬ ciprocity of \yants ! Hence the origin of new and permanent regards, the parents of a thoufand new virtues! From what fource do tnefe proceed, but from the developement of yeafon, fuggeding to man the improvement of his duration ? This improver ment feems fufceptible of endlefs extendon. Hence the concludon, tha$ reafon in alliance with virtue admits of piogrefiion without termination, and that the purity of thp lad is feed fecured by the drength of the did.
We proceed to confider,
II. Whether wifdom itfelf, in its greated exten¬ don, would, if utiiverfally diffufed, produce the greated portion of general happinefs.
education.
*9
The affirmative fide of. this quefiioii will be il-
r „ 1 r #
fa fixated by considering ,*
That the diffufion of knowledge actually produ¬ ces fome virtues, which without it would have no exiftence, and that it firengthens and extends all fuch virtues as are generally deemed to have, in a limited degree, an exifience independent of un¬ common attainments. And that,
The exercife of the'fe virtues is the onlv certain
*
means of lecuring real happinefs.
The virtues, which are the exclufive and appro¬ priate offspring of an enlightened understanding, are thofe which are difconne&ed with any particu¬ lar time, perfon, or place. Exifiing without refe¬ rence to thefe, a fpirit of univerfal philanthropy is infpired, that views die whole world as a Single fa¬ mily, and transfers to it the feelings of regard which are indulged towards the raoft amiable of our ac¬ quaintance. This fentiment, free from the alloy of perfonal consideration, or national attachment, lifts the mind to an elevation infinitely fuperior to the.fenfation of individual regard, fuperior to the ardent feelings of patriot ifnr, and rivals, in a mea¬ sure, the enjoyment of the fublime ideas we con¬ ned with the apprehenfion of the divine mind. This tone of mind muft acknowledge congeniality
with the nobleft virtues. The mind is full and yet tranquil. The turbulence of paffion is fubdued in¬ to a reverence of reafon. Man feels himfelf too en-
remarks on
SO
nobled to do a bafe or a mean thing. He yields to an irreddible enthudafm to atchieve whatever unites the highed portion of greatnefs with the larged por¬ tion of goodnefs. Language is inadequate to the defcription of the feelings of a man thus infpired ; it hadens to his a&ions, which can receive only a feeble delineation.
It will be found dill more unequivocally, that a diffudon of knowledge drengthens and extends all fuch virtues as have in a limited degree an exidence, independent of uncommon attainments. This clafs of virtues comprehends thofe which are created by the relation in which one man dands to another, and which are the bads of what may be denominated common duty.
The; difcretion with which man is veded implies the necedity of fome knowledge. Were it not for this poffedion, he would be the fport of cafualtyand accident. He would nominally be his own mader, but really a dave to fome unknown power.
Nature appears to have been liberal in its endow¬ ments to mod of her offspring, as far as refpe&s the prefervation of each fpecies ; but to have been lead liberal in this refped to man; doubtlefs becaufe die has lavilhed her bounty in imparting to him alone the capacity of gradual and large improvement.
The dodrine of original depravity here affords a forcible illudration. It is not material to decide
EDUCATION.: , ai
whether this belief be corredly true in the extent to which fome writers have carried it ; or whether the alleged depravity be a c: ime, or only a deled. It is fufficient that fuch a belief almoft univeriaiiy- prevails, and that all mankind acknowledge the va(! intermediate fpace that lies between the barrennefs of the hate of nature, and the improvement effeded by a liberal education. This general opinion of man¬ kind is alike authoritative in regard to virtue as well as reafon. If it has any fuperior application, it tends more to ehablifh, in the natural date, the abfence of virtue than of intelled.
All agree that virtue can never be carried too far. But does not the truth of this remark depend entirely upon the manner in which virtue is d’red- ed, or more properly, perhaps, on an accurate de¬ finition of it ? If this be true, will not the greated portion of virtue be afcribed to the man, who, with given means, accomplilhes the moft good ? And is not this the fame with faying that virtue in its high- eft exercife requires the great.eft attainments ? If it be enquired what thefe attainments fhould be, it may be replied that, as all knowledge is fufcepti- ble of pradical application, and is abufed when it does not receive fuch application, it is improper to fix any limits to the improvement of the mind, which in proportion to its extenfion is qualified to effed general good.
REMARKS <>N
22
“ In general and in fum, fays lord Bacon**, eef- 44 tain it is, that veritas and bonitas differ, but as the 41 feal and the print ; for truth prints goodnefs, and' 41 they be the clouds of error, which defcend in the’ 44 ftorms of paffion and perturbation.”
The duties of men are precifely co-extenlfve with their knowledge. If that be granted, which cannot be denied, that every man is bound to do all the good he can, then follows clearly the obligation of every one to enlarge the powers of his mind, as the only means of extending the fphere of his ufefuh nefs.
It has been obferved, in refutation of thefe re¬ marks, that half the knowledge of which philofophy boafts, withdraws the mind from ufeful employ¬ ment, by occupying it with confiderations of idle curiofity and unprodu&ive fpeculation. But if it be enquired by whom this obfervation has been made, it will appear that literature and fcience difclaim it ; that it has generally arifen from the indolence and envy of ignorance, or fprung from the malice of blafted pretenfions. It is true that he whofe years revolve in acquiring, without ufing, learning, is even more felfifh and criminal than the mifer, as he hoards from foeiety a greater good ; and, in this view of the fubjeeV, what Bacon fays is ftri&ly juft ;
* Bacon, vol. 2, p. 447.
EDUCATION.
^3
¥ As for the philofophers, they make imaginary W laws for imaginary commonwealths, and their M difcoveries are as the liars, which give little light, V hecaufe they are fo high.”*
But has that fcience been ever named, the profe- eution of which is entirely unconnected with the general good ? Has not adronomy, now acknow¬ ledged to be the molt fublime of fludies, which unites whatever is great and altonifhing both on the moral and phylical fcale, been the theme of uncori- fcious ignorance and folly ? Has not chemiltry been affailed by the too fuccefsful fat ire of illiterate wit ? That fatire which now fallens on the departments of Natural Hiltory and Botany ? Has not fuperdi- tion attempted to identify alironomy and profani¬ ty.; and for a time fucceeded ? And yet alironomy [Note A.] now holds, by an undidenting voice, an elevated rank among the fciences ; and chemillry, .potwithftanding the philofopher’s done, unfolds, every day, its high pra&ical importance ; and difco¬ veries, which, at fird, promifed only cold fpecula- tive truth, have produced the greated pradical good. [Note B. ]
It is worthy of remark, that all kinds of know¬ ledge are intimately allied, and that the perfeclion of one depaitment if fcience depends as much on the advancement of other departments, as it does on the accurate developement of its own peculiar j principles [Note C.] An excludve devotednefs of
* Bacon, vol. 2. p. 537.
24
REMARKS ON
the mind to one branch cf knowledge, inflead of
enlarging, will impair it. Inflead of furnifhing
it with truth, it will burthen it with error. Of
this tendency Locke relates feverai whimfical in- *
fiances.
41 A metaphysician,” he fays, 41 will bring plow- 44 ingand gardening immediately to abftr2cl notions; 4,1 an aichymift will reduce divinity to the maxims of 44 his laboratory, and allegorife the fcriptures into 44 the philofopher s ft. ne. And I heard once a man, 41 who had more than ordinary excellence in mufic, 44 feiioufty accommodate Mofess feven days of the 44 firft week, to the feven notes of mufic, as thence 44 had been taken the meafureand method of creati- 44 on.” H , therefore, who grants it to be necef- fary that 'one fcience fliould be deeply explored, yields more than the fuperficial obferver imagines. He acknowledges the propriety of applying all the ne- ceftary means, and thefe will be found to embrace a confiderahle acquaintance with almoft every branch of knowledge.
Were a fpecification to be made of thofe circum- fiances moft clofely connedled with the happinefs of man, it would appear in how eminent a degree they are promoted by a cultivated underftanding.
Under the head of morals, it would appear, that the virtues appropriate to a family would be fecured as well as rendered more captivating ; fecured by the enlightened conviction of the intimate cohvecli-
EDUCATION.
on between duty and intereff : rendered more cap¬ tivating by their borrowing a new chai after from the liberal lpirit infpired bv reafon. Tj the natural tie of parental regard would be added the grateful fen- fation exci ed in the mind of a child from the com- munication of new ideas, and the produftion, of courfe, of new pleafuies. To the magic of inftinft would be iujeradded tne charm of reflection.
The fenfe of juft ice and honefty would be con¬ firmed by the folly ot injustice and difhonefty. Sup- poling a general illumination of mind to prevail, the means of detefting, and the conlequences of ex- poling, ddhone;-y, would be lo eafy and ferious* that every rational being would fee hisinrereft miepara- bly connefted with juftice and honefty.
Patriotism, a virtue which has fertiTzed the bar¬ ren rock and given the greateft expanliun to the mind and the heart, would oecome a fteady and a rational principle. Founded on an unprejudiced at'achment to country, we (liouid ceafe to glorv in error, folely becaufe it proceeded from our ances¬ tors. Love of country would impel us to transfufe into our own fyftem of economy every improve¬ ment offered by other countries. In this cale, we fhould not be attached lo mucL to the foil, as to the inflitutions and manners, of our country.
In phvlics, it would appear, that in proportion to the extenlion of philofophicai refearch, new con- neftions and relations are difcovered between natu-
D
7.(1 ' REMARKS OH
f -
ral obje<fis, which refult in difcoveries of high prac¬ tical life ; promoting whatever tends to the conve¬ nience and comfort of focial life, enlarging the fphere of harmlefs gratification, and giving, birth to new, and frequently ingenious occupations.
It remains to be confidered, whether the exer- cife of the enumerated virtues, be not the only mean of fecuring real happinefs.
No neceffity is believed to exifi, to prove, that a fyftem of pure felfifhnefs is hofiile in the higheft de¬ gree to happinefs. If this fyfiem fliould find any advocates but thofe whofe objed it is to dazzle by ingenuity and wit, infiead of convincing by argu¬ ment, I would appeal to the univerfal odium at¬ tached to an indulgence of thofe paflions which cen¬ tre entirely in feififii enjoyment. Avarice, drun- kennefs, monafiic feclufion, are all now the objeds of impartial execration while the pradifer of thefe felfilh induigencies holds in as great contempt the World which defpiies him, and feels himfelf inde¬ pendent only in wretchednefs.
I shall not dwell longer on this fubjed, but af¬ lame, from what has been already laid, and from that which mult obvioully fuggefi itfeif to every mind, that the exercife of feeiiugs which lead to beneficent actions is the furetf pledge of internal happinefs.
EDUCATION.
27
Whether reafon itfelf would be fertile in the prddudion of virtue need not be decided . It is pro¬ bable that reafon is only that power which directs the pafiions to their fit objeds, and determines the force with which they ought to be applied. Rouf* feau fays, 44 It is by theadivity of our pafiions, that 44 our reafon improves ; we covet knowledge merely 44 becaufe we court enjoyment, and it is impofiible 44 to conceive, why a man exempt from fears and 44 defires fhould fake the trouble to reafon. The 44 pafiions, in their turn, owe their origin to our 44 wants/’*
The pafiions, as imparted by nature, are few, but impetuous. The whole energy of the foul here fpeaks in every word and adion. 1 he eondud of one individual to another, in proportion as man ob¬ tains a more corred knowledge of duty, becomes the fubjed of a cer ain portion* often a moderate one, of praife or blame, of reward or punifh^ menu And, accordingly, civilized man is as cautious in pronouncing an opinion on the eondud of the perfon who invites his find u res, as unbridled pafiion is impetuous and rafh. The lafi knows no gradations between virtue and vice, and of courfe loves or hates in the extreme!! degree. The confer quence is, that man is miferable ; as miferable per¬ haps from the eenfcioufnefs of ill direded ven-* geance or mifapplied regard, as from the fenfe of undeferved refentment.
* Hqutfeau onlnequality.o# mankind} 8?o.Edit- p. 40,
REMARKS QN
*3
In proportion to the advancement of the arts and fciences, the paflions are increafed in number, and abridged in force, by the diverfity of objefls which folicit, rt^eir exes Man, reduced from a fullen
{late of independence, becomes the fubjed of innu¬ merable wants, the centre of innumerable pleafures. Avarice, fo congenial to ig lorance and indolence, is robbed of more than hd i s violence by the love of pleafure, and a regard to popular opinion. It ntver fails to be as much weakened in the vortex of adivity, as it is cherifhed ip the liflleffpefs of feclu- lion. In large commercial towns theie are few mi- Ters. In monaftenes they abound. Befides the am-
. 4 v*. C v
bition of acquiring more keep afloat immenfe rich¬ es, which chculate till they become the inheri¬ tance of an heir, who feldom feels a difpofnion to boaid them*
Pity is faid by fpme writers tp be the ftrongeft paflion of nature. But how does it operate ?---Upon every objed it meets. Accident accomplifhes every thing. Entirely mechanical, it as frequently encou¬ rages vice, as it relieves virtue. Whereas knowledge produces difcernment and 4ifcrimination. The benevolence of an improved mind is virtue, because it aids merit in diflrefs ; natural pity is often vice, becaufe it is blind, apd as frequently aflifts the wicked as the good ; perhaps oftenef, as virtue is more averfe to fplicitaUpn t|iap vice*
Lit us confider the different effedls of pity and benevolence, as here diftinguifhed, on the peifon
E DUC ATIO N.M
»9
who exercifes them. Pity is a mere natural impulfe ; there is no merit in obeying its voice ; the good which it does is forgotten as foon as accomplifhed ; all the happinefs it affords is confined to a moment* and this is an unreflefting happinefs ; it is the hap¬ pinefs of an infant. —Benevolence, on the contrary* is never praflifed without reflection. It choofes its obje&s with care, which when chofen it is liberal in rewarding. It does not give to depravity the debt due to viitue, and thereby generate felf- reproach. Virtue and merit are its creditors, to whom it ever ftruggies to be juft. Gratitude, almoft unknown to ^he difpenfer of pity, is the offspring of benevolence. Remembrance recals, perhaps heightens, the plea¬ sures excited by the good effected ; and he, who is atfluated by enlightened benevolence, is amply re¬ warded by his own feelings, independentlv of the treatment he may receive from the objecf of his bounty, or the propitious influence of his adlions
on his future peace.
' < " “ ' ' '
. The fame remarks, illuftrating the difference be¬ tween the paflions of the ignorant and the wife* might be extenfively applied with but little variation. Suffice it in addition to fay that with the wife, in¬ clination is fupplanted by duty, caprice by confift- ency. Emulation ai d competition too come in with all their forces, and, perhaps, produce more virtue in the world than they found in it. [Note D. J
^ s
He who has been accuftomed to feel within hira- felf the reiourc* of reflexion, and the capacity of
$* REMARKS ON
improvement, delights in abftrading his attention from grovelling purfuils, and in difengaging himfelf from the fordid cares of low occupation. However impcffiblie it foe for him entirely to withdraw him- fell from thefe engagements, yet he always poftefies an unexfoaufted treafure, on which be may draw, when opprefied with them. Neither the mind nor tzhe body feem dehgned for one uniform employ¬ ment. The more extenfxve the objeds, therefore, within the reach of man, the larger is his circle of enjoyment. Hi fiery enforces the truth of this re* mark. Who more happy as well as diftinguifhed, than they who alternately exchanged the plough for the clofet ; who now procured food for the body, and now fought food for the mind ? Who more unri¬ valled in tranquil pleafure, in unambitious retire¬ ment, in fpkndid confideration, than Cincinnatus f
That man feems, on the whole, to be the moft happy, who poflefted of a large bock of ideas, is in the conftant habit of encreafing them, and whom every hour of his exiftence renders more informed. The energy of fnch a mind is almoft without limits $ it admits of conftant adivity; for when farigued with one train of ideas, it finds repofe in another. A rich variety of enjoyment is ever before it, the bare con feioufnefs of pofiefling which is fufficient of itfelf to make it happy.
Some notice is due to the objedions to the con- nedion between knowledge and happinefs. It is faid that a refinement of ideas difinclines the mind
%
EDUCATION.
3*
to an attention to common objects, to which a very moderate degree of reflexion is equal. This objec¬ tion, if it has any prefent force at all, would be wholly removed by that knowledge becoming common which is now rare. We now find it to be the gene¬ ral exclamation that profperity is altogether owing to accident, and this remark is fan&ioned, in fomc meafure, by the concurrence of the wife as well as the uninformed. I his anfes from the imperfe&ion of human knowledge, thereby men obtain a good deflred, not through the fit means as difcovered by reafon, but as fuggefled by accident. Hence the in¬ clination is fo often repugnant to availing itfelf of the means of acquiring a defirable obje<t, that it is frequently coerced into them, contrary to its wiflies* Hence the affairs of the world are called a lottery, where fortune prefides, and reafon is blind.
As, however, every effect is infeparable from its caufe, and as the events of this life, which men mod covet, depend uponcaufes, which the improv¬ ed mind without doubt poffeffes the power of difco- vering, the time may and probably will arrive, in which by far the greater part, if not the whole, of thofe things, at prefent the gift of accident, will be the reward of virtue and reflection. It will then be as great a phenomenon for wifdom not to be fuc- ceeded by profperitv, as it is now to be connected with it, even in reference to thofe objects which it ever will deem fubordinate.
s v. ■ . . '' c ,
3*
REMARKS ON
I
One philofopher of great didindion, it is grant- ed, has faid that were man to confult his real happi- nefs, he would never refled ; intimating that the ad of refl.edion i<? injurious to health. This a(per- fton on fcience can be traced, as it regards Reufl'eau, to no better origin, than that of a mind, inconfident with irfelf, and difcontented with every prelent en¬ joyment.^ The mind of RoulTeau was, without doubt, a great one ; it emitted, as copioufly as geni¬ us or fancy could delire, the fparks of a noble in- telled, which dared to difdain the (hackles of preju¬ dice, and break the chains of ignorance. But it mud be allowed, that in thole cafes which admitted of perfonal application, he grofsly erred, and ge¬ nerally fuffered his drong fenfe to be overruled by* his inexplicable feelings. Complete refutation, how¬ ever, will be the portion of this injurious remark, by conlidering the perfevering zeal, which has cha- raderized the condud of the cultivators of fcience ; by confidering their unanimous opinion that the moment which gives birth to a new thought is a period of unrivalled enjoyment, which has been compared to the feelings of deity at the creation ; [Note E. ] and hdly, by conlidering that longevity has, in a remarkable degree, been the reward of
thofe, who have cultivated fcience. Let any one,
* / •
who doubts this fad, confult a biographical didiona- rv, and all the prejudices he ever pofleflfed on the fubjed muff vanilh; he will grant that as the mind depends on the exercife of the body for its vigor, fo the health of the body, in its turn, is promoted
EDUCATION.
33
by the aclive employment of the faculties of the mind.
One great objection cannot be here overlooked ; ito dilbuffion is highly important from its connexi¬ on with numerous prejudices, and particularly with the pafiion o f avarice. It will be faid that i hough refined happinefa be intimately contieXed with vir¬ tue and knowledge, yet that this kind of happinefs was never defigned for the mafs of any nation, as their fubfiftence depends entirely on labour, the produXiveneis of labour depends on the ii._ e devoted to it.
Ironly requires a zealous difpefition to embrace uhat ought to be , infhad of clinging to ukat //, to difarm this objection of ail its force. It is granted that a fmaik portion of that time, which is at prefent occupied cy the labour of the body, will, (hould them ideas be adopted, be abforced in the exerc.fe of the mind. But it Ihouid be ouferved ;
1. That it is not true, as implied in the objecti¬ on, that the mind and body are incapab e ot con¬ temporaneous employment. So fa ** is this from being a faX, that fome aXivitv of be dy is able lutely necelfary to vigorous refltX.on. The more le^ ere the refleXion, the more likely is the fludent to be involved in even involuntary exercile. Viewing this oljXion with the gieatelt par'.alitv, it tan only apply to thole lhidits that re. June the hig td
aunrawtiou ot mind, winch w*.l ioiever «--e eoA*haed
Jtu
' t * * *4
t'o a few. Tbofe trains of thought, which are con- neded with pradical improvement, will be aided rather than impaired by labour, if .it be not un¬ commonly fevere.
<2. The adual labour neceffary to fubdd man is much lefs than that which occupies the whole of his time. The hours at prefent devoted to labour are about twelve. Let us fuppofe thefe to be abridged by bringing them down to ten. A quedion occurs whe¬ ther this diminution of time will leffen the mafs of articles of neceffity or convenience fabricated? — The foliation of this quedion either affirmatively or negatively is of little confequence, though from the fird fuggedions of the mind it would feem impor¬ tant. It is not probable it would produce the dimi¬ nution fuppofed ; becaufe ten hours of adive labour hiay in their refult be equal to twelve ; as there is & profradion of labour dedrudive of all energy. This is fo abundantly illudrated in the cafe of flaves* Compared with freemen, that the fad needs only to be mentioned to be decidve ; but yielding for a mo¬ ment that ten hours ot manual labour will not pro¬ duce fo much as twelve, will not more be gained by improved modes of labour, than is lod by this dereliction of two houis? Will not the habit of reflec¬ tion and progrefiive improvement continually devile new means of accomphffiing a given objed? Have not tiie powers of machinery already given a new creation to nianixfaduies ? And is not agriculture equaii) fuieeptible of improvement?
EDUCATION. , :3 5
But granting that this abridgment of labour would diminifh the articles of ufe, is it unequivocal that this effect would be an evil ? The neceffaries of life would hill be produced in abundance. The con- veniencies of life produced would be fully equal to a moderate indulgence of its pleafures. The only deficiency exiffing would apply to articles of luxury.
* And whether thefe ought to be encouraged or re- preffed cannot be a quefiion in a hate of fociety ih which every man is a candidate for equal happinefs. An indulgence in luxury is a felfifh enjoyment, which may be faid to feduce every one from his du¬ ty. The lefs, therefore, it prevails, the better for virtue and general happinefs.
3. The relative wealth of individuals, under this arrangement, would remain the fame with that un- ' der the old one, as far as it applied to the citizens of the United States. Some fmall difference might be produced between the relative wealth of the United States and that of foreign nations ; but its effe&s Teem too unimportant to be dwelt on.
Let us, then, confider a moderate increafe of the hours of reflection, and a fmall decreafe of thofe of labour, as a leading feature in a fyllem of republican education. He, who thinks frequently, imbibes a habit of independence, and of feif-efieem, which are perhaps the great and the only prefervatives of virtue. Let us confider this feature as new, and as one which would be happily diffin&ive. Let us con- lider it as the prerogative of political virtue to enno-
3$
REMARKS ON
ble man, as much as it is the affumption of political vice to degrade him.
A review of what I have written convinces me that l i.ave entered a field which ieems to acknow¬ ledge no limits. Points of morality and expedience occur in ro.ufion, whofe elucidation ftnl demands the highefi talents, after having employed, for ages* the deeped powers of research.
In the fubfequent part of my remarks, I (hall, to avoid prolixity, aim at the troll rigid eoneifenefs, and trull almoll entirely to the reader for an exami¬ nation of what I ilate.
The diffufion of knowledge, co-extenfive with that of virtue, would feem to apply with clofe pre- cifion to a republican fyileui of education, becaufe ;
1. An enlightened nation is always mod tenacious of its rights.
2. It is not the intereft of fuch a focietv to per¬ petuate error; as it undoubtedly is the interefi of many focieties differently organized.
3. In a republic, the fources of happinefs are open to ail without injuring any.
4. If happinefs be made at all to depend on the improvement of the mind, and the collifion of mind with mind, the happinefs of an individual will great¬ ly depend upon the general diffufion of knowledge and a capacity tq think and ipeak corretfllv.
ED U C A T ION,:
37
5. Under a Republic, duly confiru<?led, man feeis as flrong a biafs to improvement, as under a defpotifm he feeis an impuiie to ignorance and de- preflion.
We have now reached the goal of the preceding fpeculations. The neceflary limits to an eBay of this nature have prohibited minute illuftration ; but ii has, we hope, been made to appear, with fuffi- c'ent perfpicu.ty, that human happinefs depends up¬ on the poiTeflion of virtue and wifdom ; that virtue cannot be too highly cultivated; that it is only fecure when allied with knowledge ; and of confequence that knowledge itfelf cannot poffibly be too exten¬ sively diflufed. It follows that the great objetd of a liberal plan of education (hould be the almoil uni- verfal diffufion of knowledge.
But as knowledge is infinite, and as its complete attainment requires more time than man has at his command, it becomes intereft ing to aflign ;
I. The time fit to be devoted to education.
II. T he objects proper to be accomplifhed; and
III. The manner of accomplifhing them.
I. The time Jit to be devoted to education.
Philosophy, which is but another word for experience, has decided the happinefs of man to de¬ pend upon the labour of the body and the exercife
REMARKS ON
e-s
of the mind. It had been well for mankind, had the human race in its earlieft age been under the .control of principles of legiflation, which by a ju¬ dicious apportionment of the hours of reflection to thofe of labour, had produced in infancy and youth habits deflined from their ftrength to remain unim¬ paired in advanced age. Had the voice of philofo- phy dictated luch a fyftem, it would have been efta- blifhed on thefe principles. Bare fubflftence re¬ quires certain articles, which are the product of la¬ bour. Thefe are neceflaries of life, and rnufl be obtained by labour. Convenience demands a fur¬ ther fupply, the furniftiing of which would occupy an additional period of labour. This convenience is eflentially connected with happinefs, mental as well as corporeal. Labour would, therefore, have been called upon to fatisfy the claims of neceflity and convenience ; it would have been unfeduced by the allurements of luxury.
Unfortunately for mankind no fuch fyflem has been adopted. It has fcarcely even been thought of. The novelty of the plan forms no objection to its truth. If it poflefs decided advantages, let us dare to believe human virtue equal to its accomplifh- ment.
We have feen that in a nation, in which the hours of labour fhould be abridged, and thofe of reflection increafed, no injury would be fuflained ’ by individuals, and little, if any, by the nation itfelf. ; ‘ • *
EDUCATION. 39
^ w • *
It were a vain attempt, however, inflantaneoufly
to infpire with a love of fcience men from whofe' minds reflection has long been alienated. The im¬ provement propofed muff be the effeCt of a fyftem of education gradually and cautioufly developed.
Previously to any profpeCl of fuccefs, one prin¬ ciple mufl prevail. Society mufl eflablifh the right to educate, and acknowledge the duty of having educated, all children. A circumftance, fo momen- toufly important, mufl not be left to the negligence of individuals. It is believed, that this principle is recognifed in almofl: all our hate conflitutions. If fo, the exercife of it would not be contefled. In- deed, whether at prefent acknowledged or not, it would produce fuch beneficial effects, as well in re¬ ference to the parent as the child, that a general acquiefcence might be relied on. [Note F.]
Having contemplated in reference to man an abatement of two hours of labour, the next objeCi of enquiry is what time fhould be devoted to the edu¬ cation of youth. It fhould unqueftionably be much larger; as during this period the mind is unimprov¬ ed; as impreffions of the greatefl flrength are rapid¬ ly made ; and as the future biafs of the mind en¬ tirely depends upon the improvement of thefe im¬ preffions. The period, however, lhould have its limits. Study fhould never be continued after it becomes oppreffive. The preceptor fhould be as cau¬ tious in ufmg every mean neceflary to prevent dif-
0
4o REMARKS ON
gild , as he ought to be zealous in exciting a third" of knowledge. Withort aiming at rigid precTion, in conhdering the claims of labour and ftudy, we (haiL not, perhaps, materially err in aligning four hours e<n. h d av to education.
ii. The objects proper to he accompli/bed .
It is neceffary that the principle of an univerfal diflfufion of knowledge fhould be in the highed de¬ gree energetic. This is a principle which cannot be too extern lively embraced ; for it is too true, that all the efforts of an enligh ened zeal will never make a whole nation as well informed as its interefis would prefcribe.
Bur this necedary limit forms no objection to every pradi cable extenfion of it. We (hall be fur- nifhed with irrefragable evidence of its beneficial tendency, on confidering that knowledge has only produced injurious effeds, when it has been the lub- jed of monopoly. The effoi ts of ignorance to op- prefs fcience have excited a fpirit of retaliation, which we mud not be fur pri fed at beholding, in its turn, its own avenger. 1 he moment, how¬ ever, which marks the univerfal diffulion of fcience, by withdrawing the temptation to, as well as the means of, injury, will re II ore knowledge to its ori¬ ginal purity and Indie. It is with knowledge, as with every other thing which influences the human mind. It ads pfecifely in proportion to the force of the ©bjed aded upon. As the beggar cannot cor-
EDUCATION.
41
rupt by gold the beggar ; fo neither can opulence corrupt opulence. -In the fame manner, equality of intellectual attainments is a foe to oppreftion ; and juft as mankind fhall advance in its pofteflion, the means as well as the inducement to opprefs will be annihilated. We are correct therefore, in declaring a diffuiion of knowledge, the beft, perhaps the only pledge of virtue* of equality, and of independence.
Let us, then, with mental inflexibility, believe that though all men will never be philofophers, yet that all men may be enlightened ; and that folly, unlefs ariftng from phylical origin, may be banifhed from the fociety of men. [Note G.]
The ideas already exprefted, and thofe which fuc- eeed, muft be underftood as applicable to a fyftem of general education. They only preicribe what it is neceftary every man fhould know. They do not at¬ tempt to limit his acquifttions. Wealth and genius will always poftefs great advantages. It will be their prerogatives, if properly directed, to carry improve¬ ment to its higheft eminences.
In forming a fyftem of liberal education, it is neceftary to avoid ideas of too general a character, as well as thofe which involve too minute a fpecifica- tion. Coniiderable latitude muft be allowed for the different degrees of natural capacity, and the vary¬ ing (hades of temper and biafs. It feems, therefore, fit to lay down principles which poftefs properties
common to every mind, and which wiil, of courfe,
F
42
REMARKS ON
in their application, admit of few, if any, excep¬ tions.
The fir Id great object of a liberal fyftem of edu¬ cation fhould be, the admifiion into the young mind of fuch ideas only as are either 2bfolutely true, or in the highell degree probable ; and the cautious exclufion of all error.
Were man able to trace every effed to its caufe, he would probably find that the virtue or the vice of an individual, the happinefs or the mifery of a fa¬ mily, the glory or the infamy of a nation, have had their lources in the cradle, over which the prejudi- des of a nurfe or a mother have prefided. The years of infancy are thole in which the chains of vir¬ tue or of vice are generally forged. Firft imprefiions are almofi. omnipotent. Their reign is fiient, but not on that account the lefs fecure. The mind no fooner begins to unfold itfelf than it grafps with ea- gernefs every new idea. Intoxicated, as it were, with pleafure at its reception, it furrenders itfelf more to enjoyment than lefledicn. Indeed, it has now the capacity to enjoy, but not to refled. In proportion to the length of fine any idea occupies the mind, does it acquire Rreng'h and produce con¬ viction. And no fooner have thefe ends been ac- compiifhed, than it conflifutes itfelf the judge of every other relembling or oppofing idea. Hence it tyrannizes with defpodc authority.
If this view be correct, fhould it not be thought treafon againd truth and virtue, to inftil prejudice
E D U C A T I O N.
43
and error into the young mind ? If his be treafon againfl: truth and virtue, what (ball we fay of thofe who inculcate principles which they know to be falfe, and attempt in this way to eflablifh fyilems that only exift in the midft of human carnage and deftruction ?
Whether we conflder mans exigence as termi¬ nated by the grave, or view h.m, as he doubtlefs is, the heir of a future life, we muft conlider his happinefs as altogether dependent on the obfervance of certain moral principles. The univerfality with which thefe have been received may be confidered as the tell of their truth. Thefe principles are few and Ample. As the mind expands they fhould be explained. They require no other aid than clear ill u fixation. The unperverted underftanding ac¬ knowledges their truth as it were by intuition. [NoteLL]
Let then thofe truths in which all men agree be firmly impreffed ; let thofe which are probable be inculcated with caution, and let doubt always hang over thofe refpeding which the good and the wife difagree. Above all things let the infant mind be
protected from conviction without proof.
* • - »
But it will be faid that in almofl ail the depart¬ ments of a general plan of education, the perufal of approved books mud be chiefly relied on. The indifpenfable economy of arrangements which are to pervade a whole focietv, will prohibit the em-
REMARKS ON
U
-ploy me fit of preceptors of either great or original talents. It will therefore be fit that the preceptor, inhead of inculcating his own immature ideas, ffiould be guided by prefcribed works. It is afked, where performances explaining and enforcing plain and undeniable truths, and avoiding prejudices or falfe- hoods, are to be found ? Such produ&ions are ac¬ knowledged to be rare. It is al-fo granted that this difficulty p' efents one of the moft ferious obftacles to fuccelsful education But it is not infurmounta- ble. It is attempted to be removed, as will appear hereafter, by offering large rewards for books of this nature, and by inciting the learned by other inducements to embark in fo noble a fervice. At prefent we muff be fatisfied in giving the prefe¬ rence to thofe works which abound moll with truth and are the moff exempt from error.
The elements of education, viz. reading and writ^ ing, are fo obvioufly neceffary, .that it is ufelefs to do more than enumerate them.
Of nearly equal importance are the firfl princi¬ ples of mathematics, as at prefent almofl univerfally taught.
A tolerably corredt idea of Geography would feem, in a Republic efpecially, to involve great ad¬ vantages. The interefl of the mercantile part of the community is clofely connedled with correct geographical knowledge. Many important depart¬ ments of fcience include an accurate knowledge of
ft * * t + ' '***'' • 1 • ' • * * - . v
EDUCATION.
4 5
it. But the mod important confideration is that which contemplates the United States as either al¬ lied in friendlhip, or arrayed in hoftility, with the other nations of the earth. In both which cafes, k becomes the duty of the citizen to have juft ideas of the pohtion, iiZe, and ftrength, of nations, that he may as much as poftible, confide in his own judg¬ ment, in forming an opinion of our foreign relati¬ ons, iiiftead of yielding his mind to a dangerous credulity. A moft interefting part of Geography relates to a knowledge of our own country. Correct information on this fubjecft will always conduce to fire ngt hen the binds oi friendlhip, and to diflipate the mifreprefentations of party prejudice.
The cultivation of natural philofophy, particu¬ larly fo far as it relates to agriculture and manufac¬ tures, has been heretofore almoft entirely negledled. The benefits, however, which it would produce, are great, both as they regard the happinefs of the individual, and as they regard national wealth; Many of the labours of the farmer and the mecha¬ nic, fo far from forbidding refle&ion, invite it. Thus the conftant developement of new beauties in na¬ ture, and the almoft as conftant production of new wonders in art, extort admiration from the moft ignorant, and even imprefs their minds with confi- derable delight. And yet how little do they know of the energies of nature or art? Loft in the con¬ templation of effe&s, the tribute of a grateful mind finds vent in fimple wonder.
46
REMARKS ON
If we reverfe the fcene, and behoid the farmer enlightened by the knowledge of chemiflry, how wide a field of reflection and pleafure, as well as profit, would acknowledge his empire ?
The ingenuity of the mechanic would not long remain paflive. Repeated efforts at improvement would often prove fuccefsful, and be the fource of new and rapid wealth. At any rate in all thefe cafes, whether profpered with the expe&ed fuccefs or not, an adequate compenfation would be con¬ ferred on the mind thus employed, whofe thoughts generally bring with them their own reward.
The circumfcribed advantages, attending Geo¬ graphical knowledge, will be greatly enlarged by a liberal acquaintance with Hiflory. In proportion as this branch of education (hall be cultivated, men will fee the mighty influence of moral principle, as well on the private individuals of a community, as on thofe who are called to prefide over its public concerns. It will be diflindly feen, that ambition has generally rifen on a deflru&ion of every fenti- ment of virtue, and that it much oftener merits execration than applaufe. Power, long enjoyed, will appear to be hoftile to the happinefs, and fub- verfive of the integrity, of the individual in whom it centres. Fanaticifm and fuperflition will appear furrounded with blood and torture. War will (land f orth with the boldefl prominence of vice and folly, and make it, for a while, doubtful, whether man is moff a villain or a fool. In fhort the mirror which
EDUCATION. 47 •
hiftory prefents will manifeft to man what, it is pro¬ bable, he will become, fhould he furrender himfelf up to thofe felfifh purfuits, which centering in his own fame alone, have ennabled him without horror to wade through the blood and the tears of millions.
This horrid truth, confirmed by every page of hiftory, will reftrain, as it undoubted has reftrained, the indulgence of furious pafiion. The immortal admiration attached to great and difinterefted vir¬ tue, the immortal detefiation infeparable from great and felfifh vice, will furnifh the mind at once with the ftrongeft incentives to the one, and the livelieft; abhorrence of the other.
The fecond leading objed of education, fhould be to infpire the mind with a ftrong difpofition to improvement.
It is acknowledged that fcience is ftill in its in¬ fancy. The combination of ideas is infinite. As this combination advances the circle of knowledge is enlarged, and of courfe, the fphere of happinefs extended. At prefent fcience is only cultivated by a few reclufe fludents, too apt to mingle the illufi- ons of imagination with the refults of indiftind ob- fervation. Hence the reproach that theory and pradice oppofe each other. But no fooner fhall a whole nation be tributary to fcience, than it will dawn with new luftre. To adopt a phyfical illuftra** ticn, its rays may be expeded to meet with little abforption from ignorance, but to be rcfleded
48
REMARKS ON
with additional luflre, from every obiecl they ffrike.
I ■ **
. The mod fplendid difcoveries have not been made by philofophers of profound erudition and abflra&ed reflection, but by men of moderate at¬ tainments and correct obfervation. They have pro¬ ceeded from fleady and patient obfervation.
Were the progrefs of a mind to improvement attended with no other effects than internal delight, it would flill deferve the higheft rank among thofe objets which produce happinefs. Banifhing from the mind all thofe fenfations of indifference, ennui, and vacancy, which produce effects the more cruel from their being almoft wholly without remedy, it would give to exiflence a thoufand new charms ; not fleeting, but conflant and always at command. The periods of youth and of active life would be invigorated, the clofe of exiflence would become a blefling inflead of a burthen. Is there any thing in exiflence more interefling than an old man, vvhofe mind is ftored with wifdom, and whofe heart is full of fenhbility ?
Were it fuppofed probable that any objectipn would be made to a vigorous fpirit of relearch, an appeal might be made to the words of Dr. Clarke, alike eminent for diftin&ion in virtue and fcience : “ A free and impartial inquiry into truth is far from fA being reprehenffble. On the contrary, it is a 41 difpofltion which every man ought in himfelf to
EDUCATION,
49
44 labour after, and to the utmoft of his power efi- 41 courage in others. It is the great foundation of u all our knowledge, of all true virtue, and of all “ lincere religion.”
This progreflive improvement would be pro¬ moted, in the third place, by infpiring youth with a taffe for, and an attachment to, fcience, fo firm, that it fhould be almoft impoflible to eradicate it in the fubfequent periods of life.
For this purpofe fludies which addrefs themfelves to the heart, as well as thofe which require flrong mental attention, fhould invite the exercife of their thoughts. Rewards fhould be liberally be¬ llowed, as well thofe which furnifh the means of moderate pleafure, as thofe which confer diftinc- tion. Coercion fhould be feldom, if ever applied^ [Note I.]
But this great objed would be a/Ufted, more than by any other conlideration, by —
Rendering, in the fourth place, knowledge as highly pradical as poflible.
This idea has been already noticed. But it merits a more extenfive difcuflion. Next to the firft objed it claims the greateft notice.
All fcience ought to derive its rank from its utility. The real good which it adually does, or
is capable of doing, is the only genuine criterion
G
x
5°
REMARKS ON
of its value. Man may indulge himfelf in fublime reveries, but the world will forever remain uninte- reded in them. It is only when he applies the powers of his mind to objects of general ufe, that he becomes their benefaclor ; until he does this he is neither entitled to their gratitude or applaufe.
He is the bed friend of man, who makes difco- veries involving effe&s which benefit mankind the mod extenfively. Moral truths are therefore of im¬ portance but little fhort of infinite. For they ap¬ ply to numbers which almod evade enumeration, and to time which lofes itfelf in eternity. Thefe truths, all agree, are not to be fought in the cloi- der. They are only acquired by uniting the calm and patient reflection of retirement, with the bold and penetrating obfervation of a&ive life.
In phyfics, the happinefs of mankind is in the highed degree increafed by difcoveries and im¬ provements connected with agriculture and manu¬ factures. Thefe two occupations employ nine- tenths of mod communities, and a much larger proportion of others. Does it not then become an intereding enquiry, whether it be not expedient in infancy and youth to communicate to the mind the leading principles of nature and art in thefe depart¬ ments of labour, not only by a theoretic expodtion of them, but alfo by their practical developement.
If almod the whole community be dedined topur- fue one or other of thefe avocations from neceffity,
Q • ' C'
?
EDUCATION.
5*
and if it be the duty of an individual to fupport himfelf, whenever he can, by an exertion of his own powers ; and if thefe can only yield a fure fup¬ port from an ability to be acquired in youth to pro- fecute a particular branch of agriculture or mecha¬ nics, does it not feem to be the duty of fociety to control education in fuch a way as to fecure to every individual this ability ? If this ability ex¬ ited, how much mifery would be annihilated, how much crime would be deftroyed ? Even under a government,* in which the happinefs of men does not appear to have been the leading objedt, the no¬ bility were obliged to be intruded fully in the principles, and partially in the practice, of a parti¬ cular trade.
Should, however, the judice of abridging natu¬ ral right in thefe cafes be doubted, and its expe¬ dience denied, the propriety of a union of pradical with theoretic inftrudion will not be contefted in reference to thofe who are defigned for agriculture or mechanics.
Naked fpeculation is either unintelligible or un- interefling to the young mind, while it delights in examining external appearances, and often in fearch- ing after their caufes. Thofe objeds which have engaged our earlieft, and furely in fome refpects our happieft days, are cherifhed and purfued by jhe mind with increafing delight in advanced and old age. From this plain view of the fubjed, it ap-
9 In France.
REMARKS ON
pears that in youth the addition of pradlical to theoretical knowledge would add to its charms ; while in maturer age the blending theoretic with pra&ical knowledge would render labour more agreeable and engaging.
As the period of education will, it is probable, in mod: inftances, be protradfcd till the child fhall be engaged in preparing himfelf for fome employ¬ ment in life, it would be important to confine his attention, in a confiderable degree, to the acquifition of that kind of knowledge which would be of the greatefl; pradlical ufe in the profeflion for which he is defiined. Give the mind an objedt worthy of its efforts, and you may rely upon their being made. In this cafe the child would realife the con¬ nection between its prefent purfuits, and its future profperity, and this impreffion could not fail to kindle new ardour in its youthful breaft. ♦
The fifth objedl fhould be the infpiring youth with an ardent love for mankind. To accomplifh this end, the preceptor fhould cautioufly avoid in¬ filling into the mind of his pupil a mean idea of human nature. The pages of the moralifi; by de¬ baling man have aided that degeneracy which they deprecate. We fhould not even convey a fufpicion of the honefiy of him whom we wifh to be virtuous. Thofe who have led the public mind, fo far from attending to this maxim, have almoft univerfally pourtrayed the heart and condudl of man as infi-
EDUCATION.
53
nitely depraved ; and we have often beheld the gloomy fpedacle of a mifanthropic infant. If we examine the tendency of the unperverted princi¬ ples of nature, we muft acknowledge their hoftility to that fufpicion and jealoufly which have proceeded from the force of education. The delight which we all feel on contemplating the abfence of fufpicion, is an evidence of the triumph of virtue and nature. The child has no doubt of the honefty of thofe about him, until his mind has received an artificial biafs. Having received this unfortunate biafs, and looking upon his fellow-beings as hofiile, as he en¬ ters on life, he treats them with fufpicion ; and perhaps, on the fuppofition that they would purfue their own intereft even to his injury, he hefitates not to purfue his to theirs. This aggreflion, on his part, cannot fail to produce from them that conduct which he has been taught to exped ; and thus irra¬ tionally is firengthened a conviction didated by pre- judice.
We know, in our intercourfe with the world, that confidence is the parent of friendfhip, which forbids its fubjed to do an ad bafe or dilhonoura- ble. On the other hand, it is alike evident that dif- truft produces enmity, and that enmity will often didate, in the paroxyfm of refentment, a mean and diigraceful adion.
In whatever light this fubjed is viewed by rea- fon, it will appear that men are the creatures of fentiment, and that their virtue is often greatly.
54
REMARKS ON
fometimes altogether, dependent on the opinion entertained of them by others. Let us then em¬ brace the fentiment fo forcibly expreded by Sulli¬ van, “ It is not polfible,” fays he, 44 for a fane 44 mind, for any continuance, to look upon man- 44 kind, either as emmets, below his ferious atten- 44 tion, or as monders, more worthy of his hatred 44 than his regard.”
III. The manner of accomplifhing the objetts of education.
i
This branch of the fubjed may, in many re- fpects, claim fuperior importance to the other branches. It involves a more detailed datemenfc, and more minute and fpecific ideas, than thofe which have been already difcufled.
It is to be feared, however, that the necedary fpe- cification of fmall objeds which it requires to ren¬ der it clear or ufeful, may leffen, in the minds of fome, the dignity of the fubjed, and expofe it to the edge of ridicule. But it fhould be confidered that as education itfelf altogether coniids in a vigi¬ lant attention to fmall objeds, and would be wholly defeated without fuch attention, fo that fyfiem of education, other condderations being equal, mull be the bed, which, in thefe fmall objeds, leaves the lead to error, negligence and caprice. As in the natural world the boundlefs ocean takes its fource in innumerable petty fprings, fo the mind, invigo¬ rated with extenfive acquidtions, acknowledges its dependence on the humbled ideas*
EDUCATION.
55
Before we proceed to adjuft the feveral parts of the fyftem, two interefting enquiries prefent them- felves for folution.
I. At what age education (hould commence ?
uD
II. Should education be public or private ?
I. Every correct view of human nature fhews the young mind, though tender, to be capable of great improvement. The injury it fo often fuf- tains from yielding to fuperftitious notions, by be¬ ing facrificed to unmanly fear, and by being wedded to numerous prejudices, abundantly attefts the in¬ fluence of certain ideas on the mind, which had it been honeftly directed, would have embraced truth in (lead of delufion, and courage inftead of pufilla- nimity. Mark the firft dawnings of the mind, and fay if the infant exhibit any evidence of attach¬ ment to falfehood? On the contrary, with the moft engaging fimplicity, you behold it giving exprefii- on to truths the moft obvious. Regard the inte¬ refting credulity with which the child hears a mar¬ vellous ftory, until its mind labour under the op- preftve burthen of a tiftue of fupernatual incidents. We may then aftume it as an undeniable fad that an attachment to truth is the property of the un¬ perverted mind.
While this principle is in its vigopr, it is infi¬ nitely important that the mind fliould be.as highly exercifed as poftible. But, it is faid, that it fliould not be fatigued, much lefs opprefled. Granted.
REMARKS ON
But, let it in reply be remarked, that at no period of our life, as at the eariieft* are we, in fome refpeds* fo capable 'of a conftant exercife of our faculties. Every objed around, every idea within, is then new. Novelty is the fource of our higheft enjoyment ; of courfe not an objed imprefles the fenfes, not an idea is formed in the mind, which does not yield the moll exquilite delight. Why is the remem¬ brance of the fcenes of childhood fo dear to us, but from the interefting recoliedion of fcenes
« Forever varying, and forever new.”
On this branch of fhe fubjed, we may gather corred ideas, by attending to the remarks of a wri¬ ter of antiquity, who has for the moft part united with mailed y fkill philofophy and a knowledge of human nature. Quintiliian fays, 44 Some have 44 thought that none fhould be intruded in letters 46 who are under feven years of age, becaufe that “ early period can neither comprehend learning 44 nor endure labour.
14 But what can they do better from the time at 44 which they are able to talk? For fomething 44 they mud do. Or why fhould we flight the gain, 44 little as it is, which occurs, before the age of fe- 44 ven ? For certainly, however little that may be 44 which the preceding age (hall have contributed, 44 yet the boy will be learning greater things in that 44 very year, in which he would otherwife have 44 been learning lmaller. This, extended to feve- 44 ral years, amounts to a fum ; and whatever is an-
EDUCATION.
£7
“ ticipated in infancy, is an acquifition to the period 44 of youth.
44 Let us not then throw away even the very firft 44 period ; and the lefs fo as the elements of learn- lt ing require memory alone, which is not only 44 found in little boys, but is very tenacious in 44 them.”
It is true, that the meafure of knowledge which infancy will receive is fmall. But in moil fyftems of education it has been injudicioufly reftrided. The mind has loft half its vigor by being opprefted with the nomenclature of fcience. Languages have been exclulively forced upon it ; and it has been compelled to believe legitimate fcience to be as unmeaning and as barren as the words which it has acquired.
Had a different plan been purfued ; had our na¬ tive language only occupied the attention until well underftood; had the fimple elements of morals and phyfics received concurrent inculcation, intellec¬ tual ftrength might have been fecured inftead of be¬ ing fpent. The mind, engaged in objeds intimate¬ ly conneded with its own happinefs, and the happi- nefs of thofe around it, would have imbibed a love of knowledge, which would probably never have been loft. [NoteK.]
These remarks are forcibly illuftrated by a lu¬ minous obfervation of Montefquieu. “ Another
H
REMARKS ON
5*
“ advantage,” fays he, 41 their (the Ancients) edu- 14 cation had over ours ; it never was effaced by con- 44 trary impreffions. Epaminondas the lad year of 44 his life, faid, heard, faw, and performed the very 44 fame things, as at the age in which he received 44 the fird principles of his education.”
One confideration may deferve fome attention, though it is not known hitherto to have received any ; and as it flows from a general law of nature, its truth is confided in. All animals excepting man are fubmitted almoft wholly to their own efforts as to fubfiflence and welfare, as foon as they have ac¬ quired phyfical flrength fufficient to proted them from the invafion of force. No animal is known to exifl which does not require a certain portion of fa- gacity to guide it. This fagacity, it may therefore be fairly fuppofed to poffefs as foon as it attains its phyfical manhood. Man alone, in his prefent date, paffes a courfe of years in corporeal manhood, and mental infancy. May not the idea be hazarded that this has arifen from falfe education, which has retarded the progrefs of the mind, and protraded the period of mental infancy beyond the limits affigned it by nature.
From thefe confiderations, it appears, that the earlier the mind is placed under a proper regimen, the greater is the probability of producing the de¬ fied effeds. Some years mud be furrendered to the claims of maternal regaid; fome will elapfe before the child is able to attend to any thing but
EDUCATION.
59
thofe external obje&s which irrefiftibly force them- felves on its notice.
Making an allowance of five years, for thefe un¬ avoidable facrifices, and for the acquifition of thofe elements of knowledge which are with facility ac¬ quired in any fituation, we arrive at the period of life moft proper for commencing a fyftem of gene¬ ral education.
It is acknowledged that there is fomething arbi¬ trary in fixing the period of commencing the edu¬ cation of youth, as the mind varies in different perfons. Still however, it ieems neceffary that age fhould decide the time fit for beginning education, which on the whole, with perhaps few variations, will be found the leaft exceptionable mode of giving to this part of the fyffem a feature definite and cer¬ tain ; a feature which fhall not be under the control of parental weaknefs or ignorant caprice. If at the age of five, the mind, in fome children, be too tender to receive much, an intelligent inftrudlor will be fatisfied with imparting little. No danger need be apprehended from intenfe application at this period of life. Every idea formed in the mind will be fimple, and it is only in the combination of ideas that much mental vigor is required.
II. Should education be public or private ?
The moft diffinguifhed talents have been engaged in the difcuffion of this fubjedl; and here, as in moft
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controverfies of a fpeculative caff, we find a great diverfity of fentiment. Quintillian and Milton are warm in their eulogium on a public, while Locke is equally animated in his praife of a private fyflem of education. The great argument, which may be called the centre of all others urged, is the produc¬ tion of emulation by a public education ; while the great objection made to public education, is the facrifice, alleged to be produced, of morality and honefiy.
As there is, undoubtedly, truth on both fides, it becomes neceffary to confider what weight the al¬ leged advantages and difadvantages ought to poffefs in determining the preference of the judgment to one over the other fyflem. It will, perhaps, be poflible to reconcile the apparently conflicting ideas, in fuch a wav, as to make the relul t of benefit produced infinitely larger than the rifque of injury fufiained. T '
The early period of life is under parental and efpecially maternal control. The folicitude of a mother is now the btfi, the only protection, which the child can receive. Some years eiapfe, before the mind feems capable of being imprefied with true or falie knowledge in a degree fufficient to influence its future expanfion, and during this pe¬ riod, it is fortunate that we have not occafion to regret the unenlightened fiate of the female mind. But though thefe years do not mark much ftrength of mind, yet they rapidly unfold and form vhe dif-
EDUCATION.
61
portion, which feldom fails to receive a virtuous bias from a mother, who, however vicious her~ felf, feels deeply interefted in the virtue of her offspring. Hence thofe amiable affe&ions are ex¬ cited which are the ornament of human nature. Before the age of five the child feldom feels a dif- pofition to do an immoral thing ; and even if it fhould exhibit fuch a lymptom, the temper is fo flexible, that it ealily yields to a more virtuous dire&ion.
The young mind, having paffed five years of its exigence, free from much corruption, and a plan of education being now commenced, it becomes an objed of confideration whether the child fhould remain with its parents, or be feparated from them.
As a large portion of parental folicitude flill exifls, which alone feems capable of fecuring a vi¬ gilant attention to thofe little indications of temper and mind which now fo profufely appear, it feems highly important that the child fhould flill remain under the immediate control of parental authority. That affection which, on the part of the child, is but half formed, will have time and oppoitunity to gain ffrength, a love of domeffic tranquillity will be produced, and both thefe principles will form a firm fhield to viitue.
On the other hand, the daily attendance at fchool will withdraw the mind of the child from an entire dependence on its parents ; will place it in fkuati-
REMARKS ON
, 6s
ons demanding the exercife of its faculties ; and will ftrengthen, inftead of weakening, its attach¬ ment to domeftic fcenes. To be deprived of that which we love is in fome degree painful to us all ; to children it is painful in the higheft degree. Yet a habit of voluntary or compulfory abftinence from pleafure is abfolutely neceftary to human happi- nefs.
i
The child, in this fituation, having its time di¬ vided between fchool, the hours of diverfion, and thole fpent in the houfe of its parents, will, per¬ haps, remain as free from a proflration of morals, as can be expe&ed in infancy. This, indeed, is the plan, which univerfally prevails in the civilized world, and its univerfality is certainly fome argu¬ ment in its favour.
Let this plan, partly domeftic and partly public, be purfued till the mind begins boldly to expand it- felf, and to indicate an ability and an inclination to think for itfelf. The commencement of this capa¬ city of combining ideas takes place about the age of ten. We have now reached the period which claims the ciofeft attention. The mind now feels its vi¬ gour, and delights in difplaying it. Ambition is kindled, emulation burns, a defire of fuperiority and diftin&ion are roufed.
This, then, appears to be the era, if ever, of pub¬ lic education. The indulgence of parental tender- nefs fhould now be exchanged for the patient and
EDUCATION.
63
unobflruded exercife of the mental powers. Let us attend to the advantages of the two rival fyftems at this period.
With regard to the plan of public Education ;
1. Emulation is excited. Without numbers there can be no emulation. It is founded on the love of diflindion. In a private family this dif- tindion cannot be acquired.
2. An attention to ftudy, when the child is re¬ moved from the houfe of its parent, may be unin- terruped ; whereas while it relides with him a thoufand trifling, menial, avocations, will always take precedence. From this refults the convidion in the mind of the child that ftudy is altogether fubordinate to the objeds to which it is compelled to attend.
3. But, above every other confideration, the fyflern of public education, infpires a fpirit of in¬ dependent refledion and condud. Removed from a fcene, where it has little occafion to think, and lefs to ad, the child now finds itfelf placed in a fitu- ation free from rigid parental authority. [Note L.] Placed in the midft of objeds of purfuit, its prefe¬ rence of one objed to another, is often determined by its own volition. Hence refledion is excited 1 and with children there is certainly no danger of too much thought ; — the only apprehenfion is that there being too little.
64
REMARKS ON
Let a fpirit of independent reflexion animate a large number of even youthful minds, and the ac- quidtion of ufeful truths will foon be rapid. This fpirit, aided by the indrudion of enlightened pre¬ cepts, mult give an undeniable afcendency to the public over the private plan.
Error is never more dangerous than in the mouth, of a parent. The child, from the dawn of its exi¬ gence, aceudomed to receive as undoubted every idea from this quarter, feldom, if ever, quelliotis the truth of what it is told. Hence prejudices are as' he¬ reditary as titles; and you may almod universally know the fentiments of the fon by thofe of the fa¬ ther. [Note M. ] Now by education remote from parental influence, the errors of the father ceafe to be entailed upon the child- — Still farther, the child, having acquired true ideas, very often, from the fuperior force of truth, diffipates the errors of his parent by the remonflrances of reafon.
As education profedes to improve the date and character of men, and not barely to oppofe their declendon, it muff follow that domedic education is improper, as it does no more, even if fuccefsful,
than fecure the lad at the expence of the fird.
✓ • •
When we condder the argument urged againd public education (for only one is urged with any tenacity) we fhall find that the evil it deprecates arifes from the imperfedion of human nature, more than from any appropriate and excludve property of public education.
EDUCATION.
*>S
41 Wherever there are numbers of children af- 44 fern bled together, there will be mifchief and im- 44 morality.” This is true; but is it fo extenlively true as to countervail the numerous advantages which have been but partially Hated ? Is it equal to the injury fuftained by the mechanical adoption of pa¬ rental error or vice ? More mifchief, more immo¬ rality, have fprung from this fource, than from the one complained of. On the other hand does not the condud of children, in a public inftitution, in a conliderable degree, referable the adions of men in the world? The knowledge, therefore, thus ~ acquired, though fometimes at the expence of ho- nefty and truth, mull be deemed of fome impor¬ tance. It is probable that it arofe from the fpirit of their plans of education, that Sparta was the laH nation that fell a prey to the Macedonians, and Crete to the Romans. The Samnites, Mcntefquieu obferves, had the fame inftitutions, which furnilh- ed thofe very Romans with the fubjed of four and twenty triumphs. Indeed, though it be probable* that no plan can ever be devifed, which (hall ad¬ mit all the advantages of an honorable and zealous competition, and exclude all the injuries hereto¬ fore fo clofely allied as to be deemed infeparable, yet fome improvement ought not to be defpaired of, amidll the univerl'ai tendency of every thing to amelioration.
The difcufiion of this fubjed appears in fome meafure fuperfeded, and the preference unequivo-
I
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HEM. ARKS ON
cally eftablifhed of the public over the private plan, by the fmall expence of the firft, compared with the impracticable expence of the la ft. If parents educated their children, the hours withdrawn from bufinefs would alone impoverifh them.
Before a detail is given of the courfe of educa- tion propofed, it may be proper concifely to ftate the points, which it has been the objed of the pre¬ ceding remarks to eftablifh.
In the first place, virtue and wifdom have been deemed to poftcfs an infeparable connedion, and the degree and efficiency of the one has been decid¬ ed to depend on the meafure and vigor of the other. From this propofition the inference is deduced that a nation cannot poffibly be too enlightened, and that the moft energetic zeal is neceffary to make it fufficiently fo for the great interefts of virtue and liappinefs.
Secondly That it is the duty of a nation to fu- perintend and even to coerce the education of children, and that high confiderations of expedi¬ ency not only juftify, but didate the eftablifhment of a fyftem, which Grail place under a control, in¬ dependent of, and fuperipr to, parental authority, the education of children.
Thirdi v. The preference has been given at a certain age to public education over domeftic edu¬ cation.
EDUCATION'.
<7
Fourthly. The period of education recommend¬ ed has been fixed at an age fo early, as to anticipate the reign of prejudice, and to render the firft im- preffions made on the mind fubfervient to virtue and truth.
Guided by thefe principles it is propofed ; •
I. That the period of education be from 5 to 18.
II. That every male child, without exception, be educated.
III. That the inftru&or in every diffricl be di¬ rected to attend to the faithful execution of this in¬ junction. That it be made punifhable by law in a parent to neglect offering his chi)d to the preceptor for inftrudlion.
IV. That every parent, who wifhes to deviate in the education of his children from the eftablifhed
X
fyftem, be made refponfible for devoting to the education of his children as much time as the efta- blifhed fyftem prefcribes.
V. That a fund be raifed from the citizens in the ratio of their property.
VI. That the fyftem be compoied of primary fchools ; of colleges ; and of a Univerfity.
VII. That the primary fchools be divided into two clafes ; the firft confiding of boys from 5 to io years old; the fecond confifting of boys from 10 to
1
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REMARKS ON
18. — And that thefe clades be fubdivided, if necef- fary, into fmaller ones.
VIII. That the indrudion given to the firft clafs be the rudiments of the Engliih Language, Writing, Arithmetic, the commiflion to memory and delivery of feled pieces, inculcating moral du¬ ties, defcribmg natural phenomena, or difplaying corred fancy.
IX. Though this clafs is formed of boys between the age of 5 and 10 years, yet fhouid rapid acqui- fitions be made in the above branches of knowledge at an earlier age than that of 10, the boy is to be prpmoted into the fecond clafs.
X* T»e mod folemn attention mud be paid to avoid indilling into the young mind any ideas or fentiments whofe truth is nor unequivocally eda- blifhed by the undidenting fuffrage of the enligh¬ tened and virtuous part of mankind.
XI. That the indrudion given to the fecond clafs be an extended and more corred knowledge of Arithmetic ; of the Englifh language, compridng plain rules of crmcifm and compofition ; the con- cife dudy of General Hidory* and a more detailed acquamtance with the hidory of our own country; of Geography ; of the laws of nature, pradicaily illudrated. That this practical illudration conlid in an adual devotion of a portion of time to agri¬ culture and mechanics, under the fuperintendance
EDUCATION.
69
of the preceptor. That it be the duty of this clafs to commit to memory, and frequently to repeat, the conftitution, and the fundamental laws of the United States.
XII. That each primary fchool confift of 50 boys.
XIII. That such boys be admitted into the col¬ lege as (hall be deemed by the preceptor to be wor¬ thy, from a manifehation of induftry and talents, of a more extended education. That one boy be annually chofeti out of the fecond clafs of each pri¬ mary fchool for this preferment.
XIV. That the ftudents at college fo promoted be fupported at the public expcnce, but that fuch other ftudents may be received, as (hall be main¬ tained by their parents.
XV. That the ftudies of the college confiff in a dill more extended acquaintance with the above Hated branches of knowledge, together with the cul¬ tivation of polite literature.
XVI. That each college admit 200 ftudents.
XVII. That an opportunity be furnifhed to thofe who have the ability, without interfering with the eftablifhed Rudies, of acquiring a knowledge of the modern languages, mufic, drawing, dancing, and fencing; and that the permiftion to cultivate thefe accomplifhments he held forth as the reward of diligence and talents.
REMARKS ON
70
XVIII. That a National Univeriity be effablifh- ed, in which the higher! branches of fcience and literature (hall be taught. That it conlift of flu- dents promoted from the colleges. That one Rudent out of ten be annually chofen for this promotion by a majority of the fuffrages of the profeffors of the college to which he may belong.
XIX. That the Undent fo promoted be fupported at the public expence, and be lodged within the walls of the Univeriity ; remaining fo long as he pleafe on a falary, in confideration of his devoting his time to the cultivation of fcience or literature, in which laid cafe he (hall become a fellow of the Univeriity.
XX. The number of profeffors in the College, and the Univeriity is not fixed ; but it is propofed that the laid contain a prefeffor of every branch of ufeful knowledge.
XXL It is propofed that the profeffors be in the firft inOance defignated by law ; that afterwards, in all cafes of vacancy, the profeffors of the college chufe the preceptors of the primary fchools, and that the profeffors of the Univeriity chufe the pro¬ feffors of the colleges.
XXII. For the promotion of literature and fci¬ ence, it is propofed that a board of literature and fcience be eflabliflied on the following principles;
It {hall condd of fourteen perfons (killed in the feveral branches of, l. Languages. 2. Mathematics. 3. Geography and Hiftory. 4. Natural Philofophy in general. 5. Moral Philofophy. 6. Englifh Lan¬ guage, Belle Leftres, and Criticifm. 7. Agricul¬ ture. 8. Manufactures. 9. Government and Laws. lo. Medicine. 11. Theology. 12. Elements of tade, including principles of Mufic, Architecture* Gardening, Drawing, &x. 13. Military Tadics.
And in addition, 14. A perfon eminently (killed in Science, who (hall be Prefident of the board.
The perfons forming the board (hall, in the firdv in da nee, be determined by law, and in cafe of va¬ cancy, a new eleCtion (hall be held by the remain¬ ing members of the board.
Twenty years fubfequent to the commencement of the eftablifhed fyftem, all vacancies (hall be fup- plied by a choice made in the firft indance by the profeffors of the Univerdty, which (hall be then approved by a majority of colleges, the profedors of each college voting by themfelves ; and finally fanclioned by a majority of the fellows of the Uni¬ verdty voting. No perfon under 30 years of age (hall be eligible.
The perfons, fo elecied, (hall hold their offices during life, and receive a liberal falary, which (hall render them independent in their circumdances. No removal (hall take place unlefs approved by the fuffrages of three-fourths of the colleges, three-
72
REMARKS ON
fourths of the profellors of the Univerfity, and three-fourths of the fellows of the Univerfity.
It (hall be the duty of this board to form a fyf- tem of national education to be obferved in the Univerfity, the colleges, and the primary fchoois ; to chufe the profeffors of the Univerfity ; to fix the falaries of the feveral officers ; and to fuperintend the general intereifs of the inftitution.
As merit and talents are bed fecured by liberal rewards, a fund ffiall be efiablifhed and placed un¬ der the control of this board, out of which premi¬ ums {hall be paid to fuch perfons as ffiall, by their writings, excel in the treatment of the fubjecfs pro- pofed by the board for difcuffion, or fuch as ffiall make any valuable difcovery.
It ffiall further be the duty of this board to pe¬ rn fe all literary or fcientific produ&ions fubmitted to them by any citizen, and in cafe they ffiall pro¬ nounce any fuch work worthy of general perufal and calculated to extend the fphere of ufeful know¬ ledge, it (hall be printed at the public expence, and the author rewarded.
It ffiall be the efpecial duty of the board to de¬ termine what authors ffiall be read or fludied in the feveral inftitutions. and at any time to fubfiitute one author for another.
As the extenfive diffufion of knowledge is admi¬ rably promoted by libraries* it (hall be in the power
EDUCATION,
75
© f the board to edablifh them, wherever it (hall fee fit ; and to direct all original produClions of me¬ rit to be introduced into them.
c
It is not concealed, that on the edablifhment of this board, the utility, the energy, and the digmty of the proposed fyftem are deemed greatly to de¬ pend. It will therefore be proper to exhibit with fome minutenefs the reafons which render fuch an inditution expedient, or in other words to date the advantages which may be expeCled to be derived from it.
Our feminaries of learning have heretofore been under the management cf men, either incompetent to their fuperintendance, or not intereded in a fuf- ficient degree in their welfare. Voluntary and didntereded fervices, however honorable, are but rarely to be obtained. The zeal, which embarks a man of talents in the promotion of any object, will cool, unlefs fudained bv fome fubdant al bene-
* m'
fits, either received or expeCted. It is almod im- pofdble in this country for the cafe to be different. Affluence is fo uncommon that few are to be found who pod'efs it in union with intellectual attain¬ ments. Independent of this condderation, it is generally conceded that more knowledge is to be expedted from men in a fubordinate fphere of life, who are condrained to cultivate their minds, than from thole who can live, without fuch cultivation, in eafe and afduence. From this combination of acknowledged facts, it mud clearly appear that every
74
REMARKS ON
advantage will flow from the inflitution of the pro- pofed board, which either does or can proceed from thofe formed on the exifling plans, and that great and exclufive additional benefits may be expeded.
The high refponfibility of this board will infure its fidelity. Every member of it, being diflinguifh- ed by eminent attainments in fome department of learning, will be conftrained by the powerful ob¬ ligations due to charader, to fuperintend with zeal and honefly thofe concerns Ipecially delegated to him. No branch of fcience or literature will flou- jifh at the expence of another, as they will all be reprefented at this board, This board being the fource from which all inferior appointments pro¬ ceed, if it be governed in its choice of perfons by incorrupt and intelligent motives, the feveral fiations of profeflbrs and preceptors will probably be filled with men equally eminent for knowledge and induftry.
So far the advantages conneded with the efla- blifhment of fuch a board have been contemplated in their immediate relation to the education of youth. Benefits, equally great and more fplendid, will flow to fociety, from the fecurity given to mo¬ rals, and the impulfe given to fcience. To this board, if liberally endowed with funds, talents will look for fure protedion and encouragement Not only talents previoufly exifling will be rewarded and animated to the noblefl efforts, but talents which bad never otherwife exifled, will trace their crea-
1 . ... • • . . _ ' 4 * l-
73
EDUCATION-
don to this inflitution. The reliance on having publicity given to their difcoveries and refearches, and the being rewarded by fame and fome (hare of pecuniary afliftance, will encourage all thofe who feel confcious of poflefling great powers of mind, to give them adivity and expaniion.
As it may be relied upon that a body of men, well known, and poflefling a full fenfe of the va¬ lue of charader, will guard with peculiar circum- fpedion, the interefls of virtue, and will only reward talents when exerted in its caufe, we may expecl that authors, as they regard the approbation of this board, will be careful to promote and not attack morals. Hence it may be inferred that fewer vicious produdions will iflue from the prefs* than at prefent difgrace it*
When it is conlidered how flow literary merit is at prefent in receiving its reward, and that pofl- humous is more frequent than living fame ; when it is conlidered how detrimental this circumflance is to the acquilition of knowledge ; when it is further confidered that poverty is almoft always the fure lot of devotion to fcienee ; it becomes difficult to affign limits to the advantages which fcience would derive from always knowing where to meet with protedion, and receive both reputation and pecuniary reward. Every work recommended to general acceptance by this board would furely go into a rapid circulation, which of itfelf will generally amply recompenfe the author. v
REMARKS ON
If any one circumffance be more conne&ed with the virtue and happine s of the United States than another, it is the fubfinution ef works defining cor- retfily, political, moral and religious duty, in the place of thofe which are at prefent in ufe. The radical ideas we have already eftablifhed, and which are in a great meafure peculiar to us, claim a new and entirely different expofition from that which they have yet received. Every new work, there¬ fore, which comes from the pen of a citizen, may be deemed an important acquifition, a Hay to our virtue and a fhield to our happinefs.
Exclusu'ely of the enumerated advantages, which fcience may derive from this board, great ad¬ vances in knowledge may be expected from the individual contributions of its feveral members. Inured in the early period of their lives to clofe application, having acquired the habits of patient and perfevering ftudy, and at length being placed in independent and eafy circumftances, we need not fear difappointment in expe&ing from them performances and difcoveries of the firft order.
In con fide ring the ohjeedions likely to be urged againff embracing the plan of education here pro¬ posed* only two of much importance are forefeen. The fir it k its exten.fi vends, the fecond its ex- pence.
As the extenfivenefs can only be objectionable in reference to the expence, this alone feems to require examination.
EDUCATION,
77
To give a fair trial to this fyftem, liberal com- penfation fkould be allowed to the preceptors and profedbrs. Their offices {hould be efteemed as ho¬ norable as *any employments, either public or pri¬ vate, in the community ; and one fure way of ren¬ dering them fo is to attach to them independence. Without thi^ appendage we (hall in vain exped: that exclufivej attention to fcience and profeffional duty, which pan alone accomplifh the ends defired.
The neceflarv expence muff, then, be fubmitted to without reludance. On an enquiry into the fources of taxation we fhall find more encourage¬ ment than difcouragement. When it is ftated that the wealth of the fiate of Pennfylvania alone may be eftimated at more than 400 million of dollars, it will at once be feen how little the mod libera} fum, raifed for the purpofe of education, would partake of burthen or oppreffion. When on the other hand the greatnefs of the ohjed is corredly eftimated and truly felt, all prejudices ought at once to be annihilated ; and it is only doing juftice to the patriotifm of our citizens to believe that they would be annihilated.
Two fuhjeds conneded with a general fyftem of education, viz. female inftrudion, and that which fias been called ornamental, have been avoided; Borh of the'e certainly invoive very important con- fiderations. But in the exifting diverfity of opinion relpeding the nati re and extent of the firft, fuch coincidence and agreement as to produce a fyftem
78
remarks on
mud abfolutely be defpaired of. It is fufficient, perhaps, for the prefent that the improvement of women is marked by a rapid progrefs, and that a profped opens equal to their mod ambitious de- fires. — With regard to ornamental infirudion, it would feem to red more on principles of expedi¬ ency than of necefiity. It may, alfo, be confider- ed as a kind of mental luxury, which like that of a gr offer nature, will imperceptibly, but furely, by the allurements and pleafures which its cultivation holds forth, infinuate itfelf into general acceptance. But as it is of fome confequence, that a plan of indrudion in the polite arts fhould be devifed., which fo far from being incompatible with, might aid the promotion of branches of knowledge more immediately neceffary, it is propofed, that a limit¬ ed opportunity be offered in the colleges, and a full one in the univerfity, to become acquainted with the principles as well as execution of every polite art. The effeds of thefe elegant purfuits on the mind and temper are of the mod beneficial nature. [Note N.] They may be emphatically denominat¬ ed the fin idled offspring of civilization and refine¬ ment. Befides, a fydem of fufficient comprehen- fivenefs fhould contain a department for every fpe- cies of genius. Every fpark of mental energy fhould be cherifhed. The mind fhould be left free to chufe its favourite objed, and when chofen fhould find the means of profecuting it with ar¬ dour.
EDUCATION.
79
Such is the fyftem oropofed. Its imperfections are beyond doubt numerous. Of this fad, no man Can be more fenfible than their author. In the dif- cuffon of a fubjed, which has ably employed the pens of the moft diftinguifhed writers, without pro¬ ducing a general convidion of the preference of one plan over another, it became the writer to ex- ercife as much diffidence as confifts with the expo— fition of truth. If he has manifefled in any part of the preceding fpeculations the appearance of arro¬ gant confidence in his own fentiments, he trulis it will be afcribed to his impreffions of the importance of the fubjed, and not to a vain attachment to his peculiar ideas. He who is folemnly impreffied with interefting truths, will think with energy, and ex- prefs his thoughts with decifion.
Notwithstanding the univerfal agreement of all men in this country as to the neceffity of a re¬ form in education, fo effentially do their profeffions dilagree with their adions, that nothing ffiort of the commanding eloquence of truth, without ceffation thundered on their ears, can produce that concur¬ rence of adion, that unity of effort, which {hall give efficiency to a wife fyfietn of education. Let then the voice of the good man mingle with that of the wife in announcing the neceffity of fpeedily adopt¬ ing fuch a meafure. Inflead of one party denoun¬ cing another for equivocal political crimes, let all parties unite in attefling their patriotifm by their co operating efforts in fo great a caufe. Is it a
r
g©
REMARKS ON
queftion with any man whether our liberties arc fecure? Let him know that they depend upon the knowledge of the people, and that this know¬ ledge depends upon a comprehenlive and energetic fyflem of education. It is true that fome nations have been free without poffeffing 3 large portion of illumination ; but their freedom ^as been precari¬ ous and accidental, and it has fallen as it rofe.
f
The two things which we are moft interefled in fecuring are harmony at home, and refped abroad. By calling into a&ive operation the mental refour- ces of a nation, our political inflitutions will be rendered more perfect, ideas of juflice will be dif- fuied, the advantages of the undiflurbed enjoy¬ ment of tranquillity and induflry will be perceived by every one, and our mutual dependence on each other will be rendered confpicuous. The great, refult will be harmony. Difcord and ftrife have always proceeded from, or rifcn upon, ignorance and paflion. When the firft has ceafed to exifl, and the lalf (hall be virtuoufly dire£ted, we (hall be deprived of every fource of mifunderflanding. The fword would not need a fcabbard, were all men en¬ lightened by a conviction of their true inlerehs.
Harmony at home mufl produce refpedl abroad. For the aera is at hand when America may hold the tables of juflice in her hand, and proclaim them to the unrelifling obfervance of the civilized world. Her numbers and her wealth vie with each other in
EDUCATION.
81
the rapidity of their increafe. But the immutable vvifdom of her inflitutions will have a more efficient moral influence, than her phybcal ffrength. Pof- felled of both (he cannot fail to affume, without competition, the ffation afiigned her by an overrul¬ ing power.
Such is the bright profped of national dignity and happinefs, if America give to her youth the advantages of a liberal and juft education. On the other hand, fhould avarice, prejudice, or malice, fruftrate this great objed, and fhould a declenfion of knowledge, gradually, but not the lefs deciftvely as to a future period, be differed to triumph, the profped is gloomy and dreadful. Gigantic power mifapplied, towering ambition unfatiated with cri¬ minal gratification, avarice trampling poverty un¬ der foot, mark but a few of the dark (hades which will,' in all probability, envelop our political hori¬ zon. On luch an event, we muft exped the mi¬ series of opprefiion at home, and conqueft: abroad.
It may intereft the attention, as it certainly will amufe the fancy, to trace the effeds of the preced¬ ing principles of education on a future age. It has been obferved that however virtuous, enlightened and vigorous our firft efforts to aggrandize the hu¬ man charader, it were, notwithftanding, fohy to exped the celerity of preternatural agency. A fyftem founded on true principles muff gradually and cautioufly eradicate error, and fubftitute truth. The period, will, therefore, be remote before the
L
8z
REMARKS ON
world is benefkted by its complete develope- ment.
Let us contemplate the effedls of a juft fyftem,
I. On THE INCIVIDUAL CITIZEN.
II. On the United States.
III. On the World.
I. The citizen, enlightened, will be a freeman in its trueft fenfe. He will know his rights, and he will underhand the rights of others ; difcerning the c-nne&ion of his interell with the perfervation of theie rights, he will as firmly fupport thofe of his fellow men as his own. l oo well informed to be milled, too virtuous to be corrupted, we (hall behold man confident and inflexible. Not at one moment the child of patriotifm, and at another the ilave of defpotifm, we fhall fee him in principle forever the fame. Immutable in his character, inflexible in his honefty, he will feel the dignity of his nature and chearfully obey the claims of duty. He will look upon danger without d’fmay, for he will feel within himfelf the power of averting, or the faculty of dilarming it. With Lucretius, he may fay*
“ It is a view of delight to ftand or walk on the 44 fhore fide and to fee a imp u n ct with tempeft 41 upon the fea, or to be in a fortified tower, and 44 to fee two battles joined upon a plain. But it is
EDUCATION.
83
u n pleafure incomparable for the mind of man to
41 be fettled, landed and fortified in the certainty
41 of truth, and from thence to defcry and behold
/ 0
44 the errors, perturbations, labours and wanderings 41 up and down of other men.”
The love of knowledge, which even a moderate portion of information ne er fails to infpire, would at the fame time (hut up manv fources of mifery, and open more fources of happinefs. The love of wealth would ceafe to be the predominant pafiion of the heart; other objeds would divide the attention, and perhaps challenge and receive a more confiant regard.
The acquifition of knowledge is open to all. It injures no one. Its objed is difinterefied. It de¬ lights in diftindion only fo far as it increafes the mafs of public good. Here then is an objed which all may purfue without the interference of one with another. So far from producing inte ference, it will confiantly tend to defiroy it ; for the more men think, the more they wi!i relembieeach other, and the more they reie nble each other, the firon- ger will their mutual attachment be.
II. Viewing the efieds of fueh a fyfiem on the United Stales, the fir It refult would be the giving
o o
perpetuity to thofe political principles fo clofeiy connected with our prefent happinefs. In addition to thele might beexpeded numerous improvements in our political economy.
84
REMARKS ON:
By thefe means government without opprefflon, and protection without danger, will exift in their ne- ceflary ftrength.
Politics are acknowledged to be hill in their inr fancy. No circumflance could fo rapidly promote the growth of this fcience as an univerfal illumina¬ tion of mind. The minds of millions centering in one point, could not fail to produce the fubli- meft difcoveries. Hence the profpeCt that our po¬ litical inflitutions would quickly mature into plans as perteCt as human happinefs would require.
If all the genius of a nation could be impelled into aCtive exertion, philofophy, both moral and phyfical, would foon prefect a new face. Every new difcovery would probably tend to abridge the labour of the body, and to allow opportunity, as well as infpire inclination, to cherifh reflection. Man would feel himfelf in pofleflion of two exten- five fources of enjoyment, the exercife of the body, and the reflection of the mind ; and he would foon And the laft as fubmiflive as the firfl.
This flats of things could not fail to elevate the United States far above other nations. Poflefled of every fource of happinefs, under the guardianfhip of all neceffary power, fhe would foon become a model for the nations of the earth. This leads in the third place to,
III. The conflderation of the effeCts of fuch a fyflemonthe world.
4.
EDUCATION.
Nation is influenced as powerfully by nation, as one individual is influenced by another. Hence no fooner (hall anyone nation demonflrate bv prac- tical illuflration the goodnefs of her political infti- tutions, than other nations will imperceptibly in¬ troduce correfponding features into their fyflems. No truth is more certain, than that man will be happy if he can. He only wants a complete con¬ viction of the means, to purine them with energy and fuccefs. This conviction the United States may be deflined to flafh on the world.
Independent of this neceffary effect, other effects will be produced. Many of the molt enlightened of our citizens will traverfe the globe with the fpi- rit of philofophical refearch. They will carry with them valuable information and an ardent enthu- fiafm to diffufe it. Its diffulion will be the asra of reform wherever it goes.
But more important, Hill, will be the example of the molt powerful nation on earth, if that exam¬ ple exhibit dignity, humility and intelligence. Scarcely a century can elapfe, before the population of America will be equal, and her power fuperior, to that of Europe. Should the principles be then eftablifhed, which have been contemplated, and the connection be demon ft rated between human happinefs and the peaceable enjoyment of induilry and the indulgence of reflection, we may expect to fee America too enlightened and virtuous to fpread the horrors of war over the face of any country,
\
86 REMARKS ON EDUCATION,
and too magnanimous and powerful to fuffer its exigence where (he can prevent it. Let us, then, with rapture anticipate the <era, when the triumph of peace and tne prevalence of virtue (hall be ren¬ dered fecure by the diffufion of ufeful knowledge.
Note A.— p. 23.
‘A
j\ STRQNQMY is not merely a fpeculative fcU t( ence ; its ufe is as extenfive as its researches are profound. “ To it, navigation owes its fafety ; to it, commerce is in* i( debted for its extenfion, and Geography for its improve* u ment. But, what above all, fpeaks its praife, is, that it u has led the way to the diffufion of knowledge, and to l* the civilization of mankind.”
Sullivan, vol. 1. p. 42 6,
Note B. — p. 23.
** What benefits do we receive from the celebrated deeds ** of an Alexander or a Caelar ? But Pythagoras gave us “ our commerce a^d our riches ; if it be true, that he in- vented the 47th propofition o! the firft book of Euclid, “ which is the foundation of Trigonometry, and confe- quently of Navigation.”
Sullivan, vol. 6. p. 303*
£8
, N O T E S.
Note C. — p. 23.
“ Generally let this be a rule, that ail partitions of know- “ ledge, be accepted rather for lines and veins, than for «« fe£tions and feparations ; and that the continuance and « entirenefs of knowledge be preferved. For the contrary “ hereof hath made particular fciences to become barren, “ fhallow, and erroneous, while they have not been nou* “ rifhed and maintained from the common fountain.”
Bacon, vol. 2. p. 478.
Note D.— p. 29.
“ And it is without all controverfy, that learning doth “ make the minds of men gentle, generous, amiable, and “ pliant to government ; whereas ignorance makes them ** churlifh, thwarting and mutinous : And the evidence of “ time doth clear this affertion, confidering that the mod “ barbarous, rude and unlearned times have been mod fub- “ je£l to tumults, feditions and changes.”
Bacon, vol. 2. p. 421.
Note E.— p. 32.
“ Is not fuch the delight of mental fuperiority, that “ none on whom nature, or dudy, have conferred it, would “ purchafe the gifts of fortune by its lofs,”
Sullivan, vol. 6- p. no.
Note F.— -p. 39.
cc it is proper to remind parents, that their children be- “ long to the date, and, that in their education, they ought i: to conform to the rules which it preicribes.”
Preliminary fpeech of Cambaceres, on a plan of a Civil Lode for France.
note s.
Note G. — p. 41.
** Let no ns an, upon a weak conceit of fobriety, or an “ ill applied moderation, think or maintain, that a man “ can fearch tco far, or be too well ftudied in the books (t of God’s word, or in the book of God’s work ; divinity “ or philofophy ; but rather let men endeavour an endlefs (( progrefs, or proficience in truth.”
Bacon’s works, vol. 2. p. 417,
1
Note H. — p. 43.
“ The favage receives divine truths carelefsly, hears them fs with indifference, apprehends them confufedly, and fuf- “ fers them foon to be obliterated from his memory. But a “ Newton liftens to them attentively, weighs them delibe- cc rately, comprehends them accurately, and keeps them in (( careful remembrance. In port nothing can fecure the mind tl from error and impojlure , but the prccifion arijing from a can - did philofophical fpirit , which admits no terms that are not t( clear ; no premif s that are not evident 5 and no concluftons that do not intuitively follow premifes well afcertained •* Sullivan’s view of Nature, vol. 2. p. 231.
Note I. — p. 49.
t( The end of matters in the long courfe of their ftudies “ is to habituate their fcholars to ferious application, to (t make them love and value the fciences, and to cultivate « luch a tafte as fhall make them third after them when “ they are gone from fchool.” Rollin.
Note K.— p* 57.
« There is nothing to hinder a child from acquiring 14 every ufeful branch of knowledge, and every elegant ac-
M
90
NOTES.
u complifhment fuited to his age, without impairing his “ conftitution ; but then the greateft attention muft be paid f( to the powers of the body and the mind, that they nei- ther be allowed to languifh for want of exercife, nor be “ exerted beyond what they can bear.” Dr. Gregory.
Further,
fc He, who in his early age, has been taught to fludy “ and revere the characters of the fag°s, heroes, ftatefmen, <c and philofophers, who adorn the annals of Greece and “ Rome, will necefiarily imbibe the molt liberal notions.' (c He will catch a portion of that generous enthufiafni| “ which has warmed the hearts* and directed the conduCt, t( of the benefactors and ornaments of the human race.”
Knox, p. iy2o
Note L,_p. 63.
fl Too long have we been accuftomed to confider as an « authority, a duty of protection engraved by nature in our « hearts Contrary to the eternal order of thing, a power « of adminiftration has been turned to the exclufive advan- « tage of thofe by whom it was exercifed. This miftaken cc idea originated in the opinion long implicitly received, «c that man can belong to man, an atrocious fyitem which « the- Romans modified in the days of their refinement, << and which we propofe totally to overthrow, by reducing « the relations between father and child to kindnefs and be-
(c nefits on the one fide, and to refpeCt and gratitude on the
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other.”
Preliminary fpeech of Cambaceres, on a plan of a civil Code for France.
K
NOTES.
9E
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Note M _ p. 64.
Thefe are the fentiments of Juvenal, whom juftice for¬ bids us folely to regard as a poet. His character is only duly appreciated by confidering him as one of the mod en¬ lightened and inflexible moralifts of antiquity.
ct There are many reprehenfible things which the parents <l themfelves point out and hand down to their children — ** bo nature orders it ; the examples of vice which we fee at 4( home corrupt us fooner than any other — One or two, u whofe hearts Titan has formed of better clay, and with a " partial hand, may, indeed efcaps the influence of fuch 4‘ example *, but the reft are led into thofe footfteps of their 44 fathers which ought to be fhunned ; and the path of 44 fome habitual vice pointed out for a long time, by a pa* 44 rent, draws them into it.”
Note N — p- 78.
44 A juft tafte in the fine arts, by fweetening and harmo* ff nizing the temper, is a ftrong antidote to the turbulence of pafiion. Elegance of tafte procures to a man fo much 44 enjoyment at home, or eafily within reach, that, in or- 44 der to be occupied, he is, in youth, under no temptation « to precipitate into hunting, gaming, drinking ; nor, in 44 middle age, to avarice. A juft relifti of what is beauti- 44 ful, proper, elegant, and ornamental, in writing or 44 painting, in archite£fure or gardening, is a fine prepa- 4( ration for difcerning what is beautiful, juft, elegant or 4( magnanimous in character or behaviour.” Lord ICaims’s elements of criticifm.
“ The truth is, that polite learning is found by experi- t( ence to be friendly to all that is amiable and laudable in 4i focial intercourfe j friendly to morality. It has a fecret
9a NOTE S.
« fcut powerful influence in fattening and meliorating the « tUrpofition. True and correct tafte dire&ly tends to a reftrain the extravagancies of paflion, by regulating that u nurfs of paffion, a difordered imagination.”
Knox’s plan of a liberal Education, p. 8*
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T H E END.
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