The Madisonian. [volume] (Washington City [i.e. Washington, D.C.]) 1837-1845, 1839-02-12
THE SMITHSONIAN BEoUEsT.

In the Senate, on the lob, Mr.. Robbins submitted
the following resolution;
Resolved, That committee be appointed, consist
ing Of five members Of the Senate Jointly with such
COMMITTEES as may be appointed on the part OF The
House Of Representatives, to consider me e1Pe-
dieney Of providing institution Of learning, 10 De
established IN the city OF washington, Tor the aPp-
cation Of the legacy bequealhed BY MIR. James
Smhson Of London, to the United States, In trust,
for that purpose also consider the expediepey Of
a charter for such institution, together with the
powers and privileges, which in their opinion, The
said charter ought 10 confer, also 10 consider the ex-
pediency OF ways and means, 10 be provided by Con-
gress, other than The said legacy, but Ia addition
thereto and in aid Of said benevolent intention, and
to report by bill or bills in the premises.
The resolution having been read
Mr. Robbins said that some days ago he gave no
lice that he would take an opportunity TO ask leave
10 introduce Joint resolution on the subject Of the
legacy bequeathed by Mr. Smlhson, Of London, to
the United States in trust, and that he would take
the same opportunity TO submit 10 the Senate his
views upon that subject. rise now, said Mr.. H. to
ask that leave, and 10 submit these views.
The motive 10 This noble legacy was, as the Will
expresses H. The increase and diffusion OF know
ledge among men, Noble, indeed, it was in every
point Of view; noble as coming from stranger,
with whom This country had no personal relations
speaking al once his high sense OF our merit, while
Il proclaimed his own noble in amount, and may be
made effective 10 its bene6cent purpose but above
ALL noble for its destination" the increase and dif
fusion Of knowledge among men, leaving II to The
wisdom OF Congress 10 devise and provide the insti-
tuition that should be most effective TO this end II
ought TO be an institution whose effects upon the
country will make il living monument, 10 The
honor OF the iustrious donor in all time TO come
Such an institution, conceive, may be devised, OF
which, however AT present there Is no model either
in this country or in Europe, giving such course
Of education and discipline as would give to the
faculties Of The human mind an improvement and
power far beyond what they afterwards attain in any
I'm ryAf..S al attS Zach an
as 10 its principle, suggested itself 10 The sagacious
and far seeing mind n Bacon, Of the greatest
importance. But while his other suggestions have
been followed out with such wonderful success IN
extending the boundaries OF physical science, ms
has been overlooked and neglected. One reason is,
that the other suggestions more elaburatey ex-
planned by him there, too, be not only pointed out
the path, but he led the way in IL himself. Besides
those other suggestions could be carried out by midi
vdual exeron and enterprise, independently Of the
existing establishments OF learning; or they could
be grated on, and made part Of those establish
ments. But this required an original plan OF educa
ton, and new foundation for its execution; where
the young mind would be trained by course OF
education and discipline that would unfold and per-
feet all his faculties where the genius would plume
his young wings and prepare himself to take the
noblest flights. The idea however, was not entirely
original with Bacon for ii would be in effect but the
revival of that system OF education and discipline
which produced such wonderful Improvement and
power OF the human mind in Greece and Rome, and
especially in Greece. Its effects here am per-
suaded, would be many and glorious. OF these /
shall now indicate only one but that one whose i'm
porlance all must admit In its progress and ulti-
mately it would give TO our country have no doubt
national literature of high and immortal charac-
ter. However Notifying to our national pride 1t is
10 say il, il must be confessed that we have not
national literature of that character; nor is 1t posi-
BILE we ever should have, it appears to me, on our
present systems of education. Not that our lera-
ure such as it is is inferior TO that Of other nations
thnx Iat &c hn
character Of all literary works of the present day,
where you will tits SO in England il is SO in France,
the two most literary nations OF Europe. is true
learned men and great scholars are every where TO
be found indeed they may be said 10 abound more
than ever; the whole W rid TOO has become read
ing world the growth of the Press is prodigious |;
but it is all ephemeral and evanescent-all destined
to the grave of oblivion Nor is il that country
of that high and immortal character. Probably no
people were ever blessed with It in greater degree
of which every where we see the indications and
the evidence; but what signifies genius for an art
without discipline, without knowledge Of its princi-
Piles and skill in that art
Wis consi experes, mole ruit sua
Vim temperature, Dii quoque provehunt,
In majus."
Literature CONTINUED Mr. R } is now every where
medocre-because the Of literature no where
cultivated, but every where negecedand apparently
despsed. recolect to have in late and leading
periodical Of Great Britain, article in which the
writer congratuacs the age upon having thrown of the
shackles OF composition and says Tin tone OF trumph)
that no one thinks Of writing like Junius, (as if it
was easy matter, but beneath him, 10 write like Ju-
nIus,) except, he adds, junior sophiser in the
country, corresponding with the editor Of some village
newspaper. The whole tribe Of present writers seem
by their silence TO receive this description eulogy
as tribute Of praise properly paid to their merit while
truth is the characteristic Of barbarous age, of
declining barbarsm it is the very description
,linIp thad
in Greece and Rome
The object Of education, said Mr. R., is two-fod,
knowledge and ability; both important, but ability
by far the most knowledge is far important
1t is subsidiary to the acquiring Of ability, and no fur
ther except Of mental pleasure the ndi-
vidual II Is ability that makes itself to be felt by
clety IT is ability that welds the sceptre the hui
man heart and the human intellect Now it is great
mistake TO suppose that knowledge imparts ability of
course. 1t does indeed mpart ability Of certain kind
for by exercising the attention aud the memory i'm
proves the capacity for acquiring but the capacity to
acquire Is not ability to originate aud produce. No
ability only be given by the appropriate studes
companied with the appropriate exercises-drected by
a certain rule and conducting nfalbly certain re-
suit.
In all the celebrated schools Of Athens this was the
plan OF education and there The ingenious youth bless
ed with faculties Of promise, Jailed to attain the
emlnence aspred to, unless his perseverance failed.
Hence the mighty effect OF those schools; hence that
immense tide OF great men which they poured forth
all the departments OF science and letters and especi
ally Of letters, and hence too the astonishing perec-
ton Of their works. A celebrated writer, filed with
astonishment at the splendor well the number Of
the works produced by the scholars OF these schools
ascrbes the event to the hand of woodworking
Providence interposed in honor Of human nature, TO
show to what perfection the species might ascend.
But there nothing Of miracle in it the were
adequate to the end II is wonder all that such
schools gave to Athens her Thncyddes in history her
Plato in ethics her Sophocles to her drama, and her
Demoshenes to her forum and her popular assemblies,
and gave to her BESIDES that host Of rivals to these
and almost their equals 1t the natural and neces-
sary effect Of such system Of education and especi-
ally with people who held, the Athenisns did all
other human considerations cheap in comparison with
he ,Io If l,tsor nd the arta