Constitutional Whig. [volume] (Richmond, Va.) 1824-1832, 1825-02-11

&C. and returns TO bis parents with
a mind no more enlightened by science, properly
30 called, than that of his fathers plough boy.
And no wonder! The poor fellow has been re-
quired to do that for which his mind was not
Prcpared-to perform an achievement above his
strength. The ablest instructor in the world
must fail, when such pupils are entrusted to his
care. There must be order in this thing. and
one study must prepare the way for another.
Nature points out this course.
In early life, the memory is the most promi-
nent faculty of the mind. A clever child, living
where two languages are spoken, learns them
both, so as to speak Huently in either, by the
time he 10 five years old. And by the way, the
reason is, that the child hears ,coris, in de
meaning Of ,chich he takes an interest, CONSTANT
LY REPEATED. This is the true secret Of learn
ing language, as far as this is work of the
memory. But by the time the mind acquires
some degree of vigor and retentivencss, there is
also development OF the reasoning faculties,
and some exercise of the Judgment Now, in
learning language, it is not enough to remem-
Der words and rules of grammar. The various
shades Of meaning in the former, and the v:ri-
Gus applications of the latter, must be diligently
studied. The effect on the understanding of
youth is too obvious to be mentioned
The conclusion at which we aim is this: pre-
paratory course of study is indispensable neces-
sary, that student may enter on the higher
branches of knowledge with advantage, and
prosecute them with success. Parents do most
wocfuily mistake the true interests of their chill
dren, when this is neglected.
In applying these remarks to the subject i'm
mcdateiy before us, it ought to be understood
that the course of study prescribed for the aca-
deny attached to Handen Sidney College may
be considered a sample of the general prepa-
ration required of student, in order TO his adj
mission into that institution. 1t is taken for
granted, that the whole ought to be thoroughly
studied. In this case, young man may perhaps
he prepared for the labours which he must per.
form after matriculaton. Butwe cannot hclpsug
costing to those concerned in the go, ernment OF
that college the inquiry, whether higher quaf-
cations would not subservc the interests of learn
ing and science. youth Of ordinary capacity,
after the usual discipline of the grammar
schools in this country, will be severely tasbed,
if he does rceH all that is required in the college
course. And he cannot possibly allow much
time for miscellaneous reading. This hint will,
we hope, be taken in the spirit in which it is
given; ct ruie1t guantum UGt.re poSSu.
But, since the opportunity is here presented
we cannot but offer single remark on the great
injury which grows out of the high price of edu-
cation in this State. 1t is dcvouty to be wish
ed that the stores of learning may be open to
ALL Yet, really, education costs so much, thai
none but the wealthy can afford to keep their
sons at school long enough to make ripe an
good scholars. Let the Legislature adopt mea
sures which will cheaper this article, aud the
people will say, with one voice, sswell done
good and faithful servants" But to return un.
der this general head, we have room only for
one single additional remark. The order, o.
studies in the College course is so confor.ned TO
that 10 another similar Institution recommended
by long experience, that no reasonable doubt
can be entertained of its propriety.
Our second general observation was, that a
plan of study ought to afford to the mind, as
rigorous exercise as it is well able to bear
THE great secret IF improvement is rigorous
mental effort. But much care and skill are TO
be employed in proporhonIng the task to the in
tellectual strength OF the Student. If il is TOO
light, the mind continues feeble; if too severe
it sinks under it. The youth brough; up in ease,
and without bodily exertion, is weak AMI deli.
cate; but he who lifts every day as much as he
can, without overstraining the muscles, daily
gains strength. While, on the othcrhand, exer-
ton too violent, always produces debility. The
mind In lis progress under various kinds of dis
ciphne, presents striking analogy TO these well
known physical facts.
To this it ought to be added, that the task as
signed to Student ought never to appear in
superably difficult. Possu,i, quid posse rilen-
tw. Let but the courage be kept up-let a
high enthusiasm be excited. and the achieve
ments of Students will surprise even thernsc Ives.
Now in apportioning the pressure of study to
the intellectual strength, and in exciting the ne
cessary mental ardor, much depends on the
manner of giving instructions. And as this is
subject of great Importance, it requires parti
cular attention.
Two modes ofinstruction have been adopted
in Colleges: one, by the use Of tert books: the
other, by lectures. The latter has the greatest
name, and is thought 10 be much most worthy
of learned Professor; but the former is, in our
deliberate opinion, infinitely better adapted to
the state Of elucation in this country.
We must make room for a few remarks on
this subject.
The manner Of lecturing is somehow thus
Professor undertakes to instruct his class in
some branch of science. We will suppose
Mathematics or Natural Philosophy. The youpr
men are mere novices. The Lecturer states
and demonstrates his principles, and refers to
Authors TO be consulted or studied The clas,
take notes, or remember, and write out when
they return 10 their chambers, what they can OF
the lectures and then, if they please. repair to
the Library to search for the books referred TO-
There they find Teachers whose style and man
ner of illustration entirely different. it NAV
be, from those of their Professor. The verv
books which they consult present difficulties
which need to be explained; their minds become
confused, and they forget much that was heard
in the lecturc-rOom. There is no repetition of
lectures. The examination of the next day.
(which must necessarily be slight if the class is
large affords but little advantage; aud the class
in truth makes but little progress in science
| How, indeed. can set of noyices learn Comic