Richmond enquirer. [volume] (Richmond, Va.) 1815-1867, 1827-09-25
UNIVERSITY OF VIRGINIA.


UNIVERSITY OF VIRGINIA
Having published brief, though, we fear, very
imperfect outline of the plan pursued in the depart,
menis of Law and Medicine, in the University OF
Virginia, we lelt desirous also to present some faint
sketches of the other departments, particularly
where they differ from the system of instruction u
sually adopted in other institutions. The design
which was originally formed for the distribution of
the subjects OF education among the several classes,
has. we believe, with few and very unimpor'snt
rstions been carried faithfully into effect, So that
while the University as an entire school, embraces
the whole circle of Sciences, each class of that
school comprelenis every thing which can appro-
prisieiy belotg TO its particular subject The
scope of SOME Of the classes is much more compre-
kensiye than woui be supposed from mere emu
neration OF the principal subjects Of instruction
Including many branches OF knowledge which are
intimately connected with and form a part of the
main design OF the class, and others which are aux
Hilary TO such design by illustration and analogy
Thcfe are 10 classes In The institution to which
this remark applies with more Truth, than those of
ancient and modern languages. Instead of being
mere schools Of Greek, Spanish or Italian where
the structure and iom only Of language are taught
BY lessons and exercises Of etyInolosy they Unfold
the origin and history OF the people who spoke each
Language exhibiting in condemned lectures all that
was or is remarkable in their government, habits,
literature, arts or religion and acGuaintins The stu
dent, al The same time, with the geography of the
country, which was the theatre OF what he is con-
tempiating.
The following is brief statement of the mode Of
Instruction at present adopted in the School of An
tient Language
An the students who en'er the Greek class are
expected to be able read he Auabasis OF y emo
phon: the class is divided into two parts. Those
who less advanced, read in the Lecture room
few books of the Anabasis OF Xenophon in the
FIRST part of The session In the latter part they
read Greek play of Euripidcs, and are instructed
ia the principles of Greek ProsoJy and Metre.
The members OF the other division read DO, K
two of IfeIodotus In the LIST part OF the session:
10 the s.te part OF this session they will read
Greek play together with the members of the other
division AMI besides this, one day in the week
they will read The Had
The object of the teacher is to direct the atten
ton of his pupil. to minute ob.ervaon of the
composition o! words in this language, TO know
Ledge Of their primary and secondary qualification
10 an accurate acquaintance with lis idiom By COM
psrison OF similar modes OF expression, and to The
characteristic distinctions between the language Of
Homer, Hercdotus, and the writers of Athens
The quantity flat lie studied well during
oe or even t"o sessions, bears hut very small
proportion 10 that which Grecian literature con
,ains The teacher, therefore, attempts by careful
explanation of few OF ihs best authors, TO enable
the student 10 prosecute his studies without fur her
aid. This IL now done by several OF the former
members of the Greek class, who read those writer's
OF Athens, that cannot well be studied in the lee
ture room in the present state of elucaton all the
previous labor is but poorly repaid if these wrers@
not ultimately studied.
To facilitate the acquisition of the Greek Ian.
guage, the EbgIish is used ss the medium of in
terpre,aton the LexicoHs Of Jones and Doanegas,
the best that have been received here are intro
duced into the school.
The attention of the student is not merely al.
Gfeied TO the language: the teacher attempts TO
explain to him all that is necessary TO luslra'e
the state Of society, Of opinion, the constitutions
81 The GTecisn states, their geographical bounda-
ries add such local peculiaTiiies as contribute to
the formation Of character and manners.
Lectures are read, cad the pupils are then es-
6roned, on the geography Of the Greeks aud Ro-
some OF the best modem travels in the oun-
tries bordering on the Mediterranean are taken b,
ihe teacher the basis vt his geographical dsscip-
lions. Toe maps of D'Anville, or the smaller
and cheaper maps Il DR.. Butler are recommended
10 the student.
Lectures read, followed as before 6y ex.
aminauOns on the history OF the Greek States; the
lecturers object is 10 dn ect the Iupils bi,.orc.l
reading 10 The really useful and instructive parts
OF Gfocian history 49, these considered to be
the political consti utions Of tie several sta,es
heir public snis, their trade and commerce,
their naval and military establishments, their do
mestic and household relations, their iereiufe and
their remaining works Of art.
In the Latin School, the teacher prosecu!es the
same plan The Satnes Of Horace, some of .he
Epistles, aud some or The Satire4 of Juyenal. ere
read in The lecture room: the object is 20 derive
from The study of these writers information that
VIII be useful ia giving corr eel idea Of The ma.
Lonal character, sc. IN The time Of Horace and
iayenal: this knowledge is applied to the hisio-
rians. In reading the poets, another object - to
make he student arnilisr with The principles Of
Lain ProeOdy, not by sqnHn2 him 10 commit, 10
i"sinory Number Il rules, bu. by showing him bow
~ dedacs them from the study OF these ,yyitersa
little more eUeDdon in schools would facilitate
,lls Object ma efiaiy. The letters If Cicero Gd
ds51sos, ste read once week in chrOnnlog icaf
HrJer 'hs student fasy thus improve himself in the
knowistss OF the Latin language snd acquire a.
sc .ame Imt ne acquaintance with uns Of the
iaOs inpOi ant periods of Nontn history ffoui
Cbo o. the G'0-t q sirgu.shei men u hat sge
The student y occasioneiiy required 10 make
written transition 81 one ol zoe letters that ha-.
rlmcyirdes --.siie Athefisp cJmcrs-- Atisio.
.rou. y.