Virginia Argus

FOR THE VIRGINIA ARGUS.

That train of politics, which has been, for some time, entered into by our rulers, being well understood to be continued; it would perhaps, not be amiss, to recreate the mental faculties, so highly irritated by acrimonious party opinions, with a short discussion of the present mode of education in that state, which, for various reasons, is denominated, the main pillar of the union.

It will only be attempted, in this cursory examination, to shew what is thought to be that system of information, which is, in the highest degree, concordant to reason; and most productive of real knowledge. If these desultory opinions be just, contrary ones must be incorrect. A minute enquiry into the existing manner of communicating intelligence, would, to me, be disagreeable and painful. But as these observations are intended to apply generally: I do no expect to give umbrage to individuals.

The just expansion of the juvenile mind, has always been held, the great support of popular form of government; and the only means, by which genuine liberty, can be well understood and enjoyed. But nothing can be more absurd than a uniform System of education. A consideration of situation and future destination, relatively applied, should always be kept in view. What is a correct mode of education for one, would be quite preposterous for another; unless nature, as she sometimes does, should bestow on mankind a more than ordinary genius; which certainly should not be restrained, but suffered to rove at pleasure, in the extensive fields of literature.

And here I most solemnly protest against the opinion, that all are born with equal mental powers. I do not deny, but that in infancy all appear so; but, as the mind expands, what an astonishing difference do we observe, even in those possessing the same advantages! But we have to lament, that it is not always the sprightly penetrating genius, that terminates in solidity and profundity. May it not be, that in the volatile progress of the fine genius, the road to science is not sufficiently surveyed? or if it is, that, by the celerity of acquirement, sufficient impressions do not always remain.

An elegant and learned modern writer, after giving a biographical sketch of a most singular phenomenon in literature, who, having ranged through the whole circle of science, and destroyed his constitution by continual assiduity, died at the age of nineteen, concludes with the following metaphorical contrast: The poplar, which soon becomes a lofty tree will soon decay; the strong and sturdy oak, whose majestic trunk stands unimpaired through centuries, requires a century to bring it to maturity."

If this be true, upon mature consideration, that mind, which, steady and unyielding, possesses sufficient force, by long and close examination, for the acquisition of the desired intelligence, may, perhaps, be most safely relied on for encompassing, what ought to be the ultimate intention of the student, real knowledge.

The necessity for a knowledge of the learned languages, is held by some to be indispensably requisite; while others as zealously, assert their inutility. If any one will, for a moment, reflect on the imperfection of our language, and its want of originality; that all the learned and elegant parts of it, are Latin and Greek in masquerade; that, till lately, almost all learning had been confined to those two languages; and, that even now, the philosophical opinions of their writers, with some exceptions, constitute the base of the modern fabric of science; he must acknowledge his conviction of their all-importance. But those of a different opinion, answer, that some, destitute of this sort of learning, have figured greatly in the literary world, and even enlightened their contemporaries by original discoveries. Admitting this, I fear very much, that these should be considered rara avis; and that, before we instance a Franklin or a Henry as models for youth, we should guarantee to them a genius, which will, ultimately, in defiance of the defects of education, like the luminary of heaven in the dispersion of morning clouds, burst forth with an innate splendor that is truly astonishing.

The great principle of education should be, that language and science go hand in hand. Whenever they are compelled to pursue their way separately; what unfortunate consequences ensue! Every body knows, that all the classics in the two learned languages, are replete with traits of science. How then can the pupil understand his author, unless he have received, previously, the necessary information. On the other hand, if the true meaning of the writer be not fully comprehended, it is utterly impossible for the bewildered student to acquire a just knowledge of the genuine force and grammatical properties of language. Notwithstanding the perspicuity of this position, in the best seminaries, of which I have known any thing, the unhappy pupil, to whom science, at first, is totally denied, is forced, in the flower of youth, to attempt acquiring a knowledge of authors, whose subject matter is, in many instances, far beyond his comprehension. The subject starts entirely beyond his reach. In this situation, if he acquire any information, it must be a superficial knowledge of words; and very often, through the residue of life, detests the excellent writers, placed in his hands by his injudicious tutor. I inflexibly advocate system in education; but let that system be regulated by reason and experience.

1. The pupil should first learn to pronounce with just articulation, his native language; having at the same time, regard to punctuation, as it relates to the modulations of the voice. Writing, requiring little exertion of the mind, may commence at the earliest period of education. 2. Then the grammar of the vernacular tongue should be committed to memory, which conduces highly to the necessary strength of the tender mind; and arithmetic begun. 3. After that, the application of grammatical rules in the analysis of language; and geography, accompanied by incidental explanations of the involved principles of geometry. In this course of education the pupil is sure to be informed and delighted. And here the judicious tutor will avail himself of numberless opportunities to expand the mind, as far as its immaturity will allow, by imparting ideas of general knowledge.

4. In the next place, he will begin the Latin language; commence the reading of history; and enter on, the only sure foundation of science, geometry. 5. As the student gains information and maturity of mind, he will be able to enter into the complexity, and taste the beauties of the Greek language; to engage in the study of Algebra, and the sublimer parts of Mathematics, and become acquainted with Natural and Moral Philosophy. 6. Finally, the mental powers, having acquired the firmest texture, and most intrinsic value, will, by the perusal of works of taste and criticism, become polished, and acquire that degree of excellence, which is the most elevated point of human perfection.

AMICUS JUVENTRITIS.

December 15, 1808.