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


ReUiep Of The Course of Studies in HanD9en S;5n.,,
College, and in the -4cademv attached 10 thai
Institution.
The subject eff education, at all times of nre
eminent Importance in a free country. has re.
Gently been clothed with additional interest in
tins state, by the patronage of the Legislature
The representatives of the people can do no.
thing better for their constituents; nothing mora
honorable to themselves, than to employ the
power with which they entrusted, and the
funds committed to their management; in build.
ing up institutions for ths cultivation of sound
and good learning; & making education so cheap,
thatit will be within the means of every sober
honest, industrious citizen
The wisdom of our Legislature has provided
large and growing fund for this purpose-and
mighty responsibility is involved in its distribu
lion. Should this sacred treasure be souan.
dered in useless projects it will be an everIast-
ing disgrace to Virginia. But should il be
wisely appropriated, it will then be indeed
durable riches" and IFS happy effects will be
cit by the latest posterity. That this NAV be
the case, ii is indispensibly necessary, that cor
rect views should be taken of the subject of edu-
Cation, a'd ct the proper manner of conducting
literary institution. This is an affair which
requires nice management and consumnate
skill. 1t affords no place FOR the novel expert
ments of bold projectors. No one ought TO trifie
with the delicate and complicated machinery of
the human mind. The rash empyrc who tries
his newly invented nostrums on credulous pa.
tents -pdtic'ats they are, indeed-deserves not
reprehensIon so severe, as the quack. teacher.
who subjects the minds and the hearts of bc
pupils to the influence of his theoretical schemes
of education.
1t is not intended, hereby, to denounce all i'm
proyement IN the mode OF nparting knowledge
but only to besPeak necessary caution and care
fui attention 10 all the lessons of experience 1t
ought, however, always to be borne in mind
that even experience may misIead US, when cir
cumstances are greatly dissimilar The dis
ciplne aud mode Of instruction which obtain in
German university, for instance are not at all
suited 10 tue literary institutions of our country;
because, mare, young men are not admitted
until they have gone through course as extern
sive, and lave been subjected TO a discipline az
rigorous, us are to be found in anv of our COL
leges. The observation is general one: il is
experience in hesame, OF similar circumstances
which affords sure guide.
Education may be regarded either as general
or purtjculnr. Particular education is that bv
which one is prepared for a profession, such a,
law or medicine. General education is that
course Of intellectual and moral discipline by
which one Is prepared for the study of profess
sion, for any liberal pursuit in which he NAV
wish TO engage. This is the subject now under
consideration.
The great object, as far as the intellectual
part OF education IS concerned, is To assist i'm the
devclopeneOt and growth Of the various facul-
ties of the human mind. In order TO do this
With succnss, the plan Of study must be con-
formed 10 tic order established by nature in the
progress OF the intellect. IL must afford as vi.
gorpus exercise as the mind is able to bear II
must bc sufficiently extensive 10 give enlarged
view, aud form regular habits of study. Yet
II must not be so prolonged as To prevent ncCrs
sary attention to The h:isiurss OF life.
These particular are TOO important to be over
looked in ans course Of study But as INIT ore
scribrd for iIlnpdcn Sidney College. has beer
published IN the Enquirer and las doubtless at
tracted Che attention II Dumerous readers. ",
have thought proper to make ii the basis of sucl
other remarks as are 10 be offered on the subject
l. The position FIRST in order Is of very Urea
im"or'luce. Without method IN study notliint
VIiuiDle eau je accom- li,lc l. That method mus
bc contJrGied 90 nature, or both teacher ann
pupil Will, 20 use provcr5. constantly ,yt
a<t'nsi mini nad hie. Uu;,apDiIv. however
III observation /, p'trn disrcgaried bv those
VII tn parents or Instructors, who prescrIb
the stuCi,. 81 .ogth parent for instance
dcs,rns N # lis boy shall gnr-ue A cnN;oo. :
winch some tuOwled.e u mathematics, natura
phi'o,oohy aud igrsp,y is thought TO be nc
.ssr'. cordi 'gly, the youth is sent to col
Ter and, wi ,OJt ,pi; bic preparatory discip
line i "lmge into the nenerous and appaIlinr
difficulties If new, 'ry, and uost rksorn,
study -hJu'l 70 ply frUaut ard become ut
tcrly diss'pated i"ne cugtt to be surprised
Bat ~ 'pOsc 'ii1 to bc AZ OrIc~l, studeut-if bf
has g2ot ;neTn ~, he gels Euclid by heart
learns iew OF the most -triking facts in natural