Richmond enquirer. [volume] (Richmond, Va.) 1815-1867, 1818-03-20
liberty, yrlep, academies, colleges and univer-

liberty, yelspt academies colleges and uuiyer-
sites.
The reason which the Constituent gives for
extending the patronage of government exclu-
sively to the higher order of schools, is not a
little singular, and is as follows" the govern
mentis bound TO perform all duties for the cit
liens, which they caunot perform Tor them
selves" Now i appeal TO any mau OF common
sense, whether this condition docs not apply
much more torcibly TO primary schools than 10
colleges, &c. Have not that kind Of persons
who uniteic establish colleges more knowledge,
skill and means 10 effect their object, than
those who require the primary grade of etuca-
ton YeS II is an unidentified fact, Mat many
poor petFons ave obliged TO let their children
20 wii!i0ut education, although DESTROYS 80
procure IL fer them because they know not
how 20 "a about getting it--hOw or where to
procure teachers, or concert measures Tor es-
,abiishing schools: an undertaking which re-
quires mol a snail pc rtion OF knowledge. Aud
what is the character OF such schools as tile
pour avcS what are the qualifications that
obey h.sIpv How many otthe peor of Virginia
arc acquainted with the advantages of the
Laneastr.8n method, which is cheaper aud
more etfcepiilgan the common one and which
'Sould readily Oe adopted they had It IN their
power
The Constituent objects to The system ofpri-
uary schools. because, lie saws. the effect OF IL
is''tO compel one niau To contribute to tbs
education of another mans chiid." Now This
exceeds ANY Inconsistency l have before met
with. is not this still more tie case, il the
| literary fund is exclusively appropriated To
colleges, SC. Win not niamy persons then con-
! tribute, who wiil derive no benefit whatever
! iram those schools. except the general one of
thet. iuSiou of kn0wiedees Aud what is absO-
luteiy uuJost and tyrannical, viii not the poar
| he made To pay for the education of the rich I!
| Tie hose of delegate lately erred on the
| other extreme, by wishing to appropriate the
tuud erciHSireig TO the poor. Justice requiges
| that both rich and poor should participate, as
I..al
lie, il is much more important that the mass of
the people should be tolerabty well educated,
| than that few should be very we'll educated I;
becsase knowledge rs power, and ought there
tore not TO be confined exclusively To casts,
which would I've the case, II we had only the
higher order of schools and what would IN
crease the evil is, that this cast would be the
| wealthy BY which its power wond be rendered
| still more complete. The effect of coniinlng
| knowledge 10 casts, was seen in antieDt Egypt,
| during the middle ages Of Europe, and at
| present in the oriental countries. I he effect
! of dffusing it, is evinced by The improvements
| in all modern civilized societies This concern
| tralion of knowledge and wealth, is the inevi-
| table result OF the counter TgGjet.
As lar as relates 10 thehigherorder OF schools,
| there are fewer absurdities III The project than
| could have been expected. 1t the plan is aban-
| doned of selecting the most scientific and the
| wisest men, TO prescribe tee course of iusiruc-
| ton, and TO superntcnd the system, then, for
| many reasons, the executive of the state would
| be preferable TO the president aud directors of
| the literary fund l dsclaim the slightest IN
| sinuaiiou as to the Incompetence OF Tie il IN
dnals who al present compose those Two bouies.
| they may or they MAY not be competent. All
thatl contend for is, that they not necesSd-
| rily 50, as they are not selected with view TO
that cl1ect-as a board Of public instruction.
would be.
| should also he disposed to agree with the
| Constituent, IN making tue Central College the
university though should be regulated in
some measure by the SUM which individuals
would contribute to the object III aid of the
| literary fund. 1t is probable that Richmond
could subscribe more than amy other place..
| bni am opposed to that, principally on account
Of its being the seat of government, where
should never wish 10 see the university. The
advantage of the student hearing the debates
OF the legislature, if indeed It be an advantage
| would not compensate for the iunumerable
| evils which would result, some of which have
| already limited at in a former No. Otherwise,
notwithstanding The common pre- udices against
large cities. believe they have many advanta-
| ges over villages for semnaries OF learning.
The three reasons the Constituent has given,
! for preferring his own plan, apply more forcibly
10 that, he so much condemns They are,
/. II is perfectly simple and practicable.
| 2. 1t violates no private right, NOR assumes
the discharge of any private duty.
8. Ii is "a discharge oil am appropriate 60
veInmentai duty.
| Besides these three acquisitions TO good sys-
| TEN, the school bill offers innumeTabie advan-
tages which that does not; among which, is
that of educating the whole community, instead
of part aud of providing for the perfection
of the System, by eniisting the best talents of
the country. There are doubtless objections
10 the school bill, but upon the whole it is in
my opinion the most unexccptioDable, that has
yet been offered TO public consideration.
a VIRGlEIAN.