Virginia Argus. [volume] (Richmond, Va.) 1796-1816, 1805-10-02
EDUCArIoM


1T is u question much agitated in the
literary world, whether public j. prefer
able 20 a private education. BY taking in
to consideration the great objects of edu.
cation, this question is readily resolved.
The philosophical poet informs us, that
" The proper study OF mankind is man ="
knowledge at once the most important,
TO which all our pursuits in literature
should ultimately tend. Abstract ioqui-
ries, which have little connection with The
common affairs oflife, so far only as they
further US in This Object, are worthy Of at.
tention. If then the great object OF edu-
Cation is to render US acquainted with hu-
man nature, and as this knowledge is
scarcely a,iainable in theory, the result
only or experiences, how is it 10 BE- expect
ed that those who are wholly or in part
secluded from the world will ever acquire
this knowledge " But lsay the advocates
for private educationl ii our youth are
placed in public situations, removed from
the care of friends, they will be subjected
to the influence OF bad example, and COR
rup,sd by those around them" To this
argument we reply, that if virtuous prin-
ciples have been carefully insti!Ied into the
minds Of our youth, if they have been
taught 10 look upon vice with adherence,
these principles will scarcely il ever be
supplanted, and little restriction will be
sufficient 10 keep them within the bounds
Of decorum. But it, after all these endea.
vors on the part of parents and instructors,
by some strange fatality vice should pre-
dominate, and usurP the seat ofvirlue: if
they will not take example from the con
sequences to which vice ever leads, much
less would they if, excluded from vicious
mediate direction of parents ill an age
when restraint is no longer iolcrable, when
the passions are alive and vigorous, and
consequently the greatest Inducements ex
list TO transgress the rules of propriety.
Without dwelling longer on this point,
the great error Of which those are guilty
whose conduct relative 10 their chsldren
we described IN our last number, must app
pear sufficiently obvious. II our Object is
10 render our youth useful to society, an
ornament Of The age in which they live,
let them be acquainted (,f possihle) with
men IN every station ia life ie, them not
be excluded FROM even he Vulgar for fear
of'mbib'ng bad examples but let their
first impressions be such that by their own
example vice will be discoun,enanced 5;
and the briliiancy of their virtues will even
cast lustre around them. BY inspecting
the records of antiquity We find that the
Lacedemonan and Athenian youth were
educated as children Of the community.
The idea was carefallyinculcated that they
we're born for their country. In this age,
it is true, we look in vain for Lacedzmo.
Man virtue or Roman greatness. The
striel and rigid discipline of Lycurgus was
peculiarly adapted to the turbulent spirit
of the Sparlans. But were our ideas on
the subject of education more contorma-
bic to the views of this grea, legislator,
reformation in morals and manners would
be the consequence. History, the great
mirror of wisdom, .presents true picture
Of man, in all nations and ages but we
disregard her precepts and seldom profit
by her striking examples.
In pursuance 10 our original plan let US
now proceed briefly to shew the state Of
common schools in our own country. On
this subject whether we consider the igno-
rance ofthe teachers or the apathy and in
difference of parents, We have equal cause
for regret and indignation. We have, in
preceding number endeayored TO shew
the conduct of many Of our gentry, their
contracted ideas on this subject, together
with the consequence as II regards them
selves and their offspring. We might
now proceed to shew this evil in its full ex-
tent we might shew the danger which
the people ought ever to apprehend, in
government like ours, il those who present
themselves as candidates for office, not
withdrawing their open professions Of
friendship for the people, secretly despise
them, and consider them as beings OF an
inferior order TO themselves. But we for
bear, and confne our observations within
smaller limits, the common people Datu-
rally parsimonioas, considering education
as an Object of small regard, and not hav-
ing the means in their power 10 give suf-
ficient encourage to men OF talents,
but a. the same time unwilling 10 have
their children brought up in profound ig-
norance, procure teacher. Whether he
is an abandoned foreigner lately escaped
from Mewpalc. with the manners and COR