Virginia Argus. [volume] (Richmond, Va.) 1796-1816, 1807-03-20

NERAL PREVALENCE OF USEFUL E.
DUCATIoN AND THE DIFFUSION
or KNOWLEDGE.
FROM the view which has been taken of
the subject of education, it must occur to e.
very person capable of reflection, that, in a
republic, each individual has an immediate
and momentous interest in the mental i'm
provement OF every other individual; be-
cause on the virtue and intelligence of the
whole, depends the salutary or vicious ten
dency OF public administration. Mankind
should not be lulled into false security by a
short, uninterrupted course of national and
political prosperity, which accident and the
temporary ascendancy of a few virtuous in
divlduals, has had more agency in produc-
ing, than the exalted character of the natl
on. SO long as a great portion of the soci-
ETY. remains in ignorance, there exist the
materials for effeCting great national mise
ry; and whilst the materials exist, the dis
position and the power to fabricate the en-
gines OF despotism and destruction, will not
long be wanting. Independently of the Sc
curity which political freedom derives from
the prevalence of information, and the dam
gers to which it is liable from general ieno-
rance, an enlightened people possess sourc-
es OF happiness, from which the ignorant
| are excluded, under the greatest possible
! state of civil liberty. The existence of IL
perty does not necessarily imply the pre-
sence of happiness. The citizens of de-
mocracy may become the slaves of their
| own vices, and the instruments Of self-de-
struction; and even a monarch will respect
she voice ofan enlightened people and trem-
fble at their Indignation.
lE IL men are duly impressed with the in
Ultimate connection which exists between ge-
| neral instruction and individual happiness,
4 thPIi. SnliritnIa ~
| education Of their own offspring; they will
feel correspondent anxiety to promote the
intellectual Improvement of all the mem
| bers OF the commonwealth. From this mu-
tual anxiety, and the inequality of the pc
| cuniary resources of men, there will arise
| eor ought to arise) combination of effort,
| directed to the object of Derfecting eCluca-
ton, as we'll as that of diffusing its benefits.
| A question will then occur, respecting the
| most ethcacious mode of concentrating the
| force OF society, so as toproduce the great
est portion of general instruction. Whe-
ther II shall be effected, by the coercive in
terterencc of government, or by the un-
! shackied efforts of voluntary associations.
III no amelioration in the moral and intel
lectual state OF society, were to be expect-
ed, except what should be effected by the
aid OF government, we might turn our ewes
from the prospect of social Improvement,
| IN utter despair Mankind are too prone
to look up TO their government, for rene
dies against the evils which affict them.
j. government be omnipotent in a politi-
cal sense, II is not so, in n moral OF. Dhvsi
cal one: its capability to bestow active be-
Enehts on a nation, is limited and imbecile :
it cannot by a legislative fat, either build a
bridge, pave road, dispel the clouds of ig-
norance, nor eradicate vice. There is no.
thing which so bcnumbs the active qualities
of the mind, as the habit of looking for aid,
where aid ought not IL be expected Let
us then, forever renounce the expectation.
and diSclaim the necessity, of deriving from
Legislative interference the means of moral
and political Instruction.
In addition to the impracticabiIitv of en-
ploying government as an operative agent in
the business Ofcducption there are imminent
dangers to be apprchendcd, from placing
so powerful an engine under the superin-
tendance of n power, which would have
such strong temptations 70 pervert il to the
purposes of intoxicating political dormas, OF
limpressing dull uniformity of opinion, and
thereby, fperpetuating error Whenever
education has been placed under the tute-
lage OF government, established opinions
and institutions have been substituted for
fundamental principles, an attachment to
PolIliNdt StiIslS anu religious tenetS, Tor a
love oftruth. Voluntary associations afford
the means, for efecting any object which
: requires combined eXertion, much more eff
fectual and less eXceptionable, than the CO.
ercive agency of government They are
more effectual, because those who superin-
tend the direction of the contributed fund,
will be animated by stronger motives Of du-
ty and interest, when acting from volunta-
ry impulse, than when under the fettered
constraint of political coercion. They will
be less exceptionable, because they will
have, neither the power nor the motive IN
render education an instrument of political
faction, or religious bigotry.4
IL has been previously remarked. that we
must expect the principal effects of edu-a-
ton on an extensive scale, from numerous
rural seminaries, dispersed throughout eve
ry neighborhood, and accessible to every
member of the community, however limit
ed his resource. 1t is not to be expected
that an opulent man, although he NAV not
be bound to society by any of the ties of do
mestic or family affinity, can be so far des-
tltute OF all sentiment of patriotism, or G.
ven of a sense Of self-interest, as to be al
together Indifferent to the improvement of
his species; or not TO contribute portion
OF his superfuous wealth towards the edu-
cation OF his poor and less fortunate neigh
Dor. Education must commence its reform
IN schools established by the spontaneous