Virginia Argus. [volume] (Richmond, Va.) 1796-1816, 1807-03-27


ment OF rational being, from infancy to
maturity, which tends to unfold, invigorate
and give proper direction TO his moral
and intellectual faculties, and to impress on
the memory and understanding, correct and
useful ideas. In proportion as a system Of
education tends 10 the accomplishment of
these ends, is it perfect or defective: / am
aware that the word will admit Of more
extentensive application & that the sense in
whlch it is vhIgarlv used, is more limited
but this definition, best corresponds with
that view OF the subject, To which the pre-
sent investigation leads. 1t is particularly
essential that the province of education
should not be considered as confined to the
exercise of the memory, to the exclusion of
the more important task of commune ating
vigor and activity to the understanding,
above all, cultivation of the feelings Of the
heart, as well as the operations of the mind,
should be a favorite object of its care.
The FIRST view of education which pre-
sents itself to the mind, when. considered
as the means of promoting general and ma
uonal happiness, is distinct from the edu-
cution adapted to those who either from
their circumstances, have leisure to devote
70 literary pursuits, CT are destined to pro-
tessions intimately connected with scienti-
education can have material efficacy in
capacitatinS nation for the exercise of
self government, but such one as is capa-
bic OF operating on the whole mass of the
community. such one as is compatible with
the occupations of the poorer classes of so.
ciety, and will not abstract IN great de-
gree from the time which necessity requires
should be devoted to the purposes of per-
sonai labor. That the course of liberal e.
ducation, usually adopted in schools and
colleges, Is too expensive, and requires too
much time to become medium of national
instruction, is equally obvious. Itremains
to be enqulred, whether any system can be
suggested, which will so simplify and expe
dite the process of instruction, rs to become
accessible 10 the whole community, with
out material encroachment, either on the
time or pecuniary resources of iudiN iduals
FOR tins purpose, we must turn our expect
atoms, not TO rich and splendid colleges,
the creatures OF regal or national cslenta-
ton, basking and sbmbering in the sun
shine OF governmental patronage, but to
those obscure, rural Summaries of learning,
where the children of husbandmeR and me-
chanics, are initiated into the rudiments
OF literature. There is little room TO doubr
that such a reformation might be gradually
introduced into schools of this description.
as would render them more capable of qua
lifying men to discharge the duties Of citi-
zens, and even of legislators, than the bar
barous discipline of endowed and incorpo-
rated colleges.
1t was the fate of learning in Europe to
revive at time, when the mass of the Deo-
pie, were considered with no more respect
than the soil which they titled for the bene
fit of their lords. It could not be expected,
that in such state of society, learning
should be cultivated with a view of promot-
ing g neral Improvement, or that any sys
tenn ofeduc ton shouolbe sought for, which
would extend its benefits to all classes of
men, of whatever occupation or pursuit
Accordingly, the profession of a scholar or
clerk, became distinct from all others of
which truth, our laws retain a standing me-
mento, III that sad remnant of feudaI bar
barity, called the 6en%ft Of clergy. The
respect for learning which induced the peo-
pie vt that age, to permit learned men 70
perpetrate crimes with impunity, had an
obvlous foundation in the necessities of
rude society, yet sufficiently advanced, to
recognize the rights of territorial property.
Their superstition created supposed de-
mand for priests, and their knavery and vi
olence, real demand for lawyers: under
such circumstances, the hanging a man who
could read and write, would cEeate a seri-
Gus loss to the community. Beyond the
mere purpose Of supplying the demand for
law and divinity, learning was never deem
ed OF any utility, for many ages. 1t was
despised by the mobiles, who were devoted
to the sword it was above the reach of the
commonalty, who we're doomed to servitude
and the plough. Under the influence of
such manners, habits and opinions, did Ii
terature spring, under such impediments
did 1T grow, and by their remains is it still
encumbeTed.
80 long as literature was confined to dis
tinct class Of men, who used it only for the
purposes OF cmoiument and imposture, il is
natural that they should endcavor, rather
to involve 1t in mystery and obscurity, than
to facilitate the acquisition of it. Hence it
is, that learning is still enveloped in cloud
OF superfuous jarson, renderingth the attain.
ment Of scientific knowledge, both more diff
hcult, and less attractive. 1t will not be
work OF much time TO divest learning of the
mystery by which It has been designedly
obscurcd: the operation has commenced,
and is in state Of rapid progression.
The introduction OF the elementary bran.
ches OF science, into the rural seminaries,
would not be attended with those insur-
mountable difficulties, which a superficial
view of the subject, and judgment found
ed on the existing state Of things, might
lead us to infer. 1t may be safely asserted
as fundamental truth, which pervades e.
very department Of society, whether physi-