"A fine sample, on the whole,Of rhetoric, which the learn'd call rigmarole."
"Against this liberal discipline," he remarks, "the example of the Virginia university has very erroneously been alleged by way of disapprobation, or as a failure: it affords no proof of that kind. The erroneous system of collegiate life has been preserved in it. The locality is insulated, and the constant sameness of the company, of fellow-students only, produces the bad results of tedious and too close influence between the student, even with the professors. Besides that, the architect of that building, the well informed, philosophical, and amiable Jefferson,died before it was finished; for the construction of such an institution is not finished, with the walls that enclose its lecture rooms, or the dwellings; the organization can only be the result of several years actual activity of the institution, particularly when the plan is novel in the place where it is established. To this is still to be added, that the professors appointed there, were all accustomed to the collegiate life, and therefore not likely of such dispositions as to be proper secundents to the liberal plans of the original founder." P. 265.
Without pointing out the numerous minor errors that pervade this paragraph, we may remark, that Mr. Hasler is manifestly uninformed regarding the condition of the institution to which he alludes. We have every reason for believing, that the discipline of the University of Virginia, is equal to that which prevails in any institution of the Union. The evils of bad discipline, occasioned by the want of sufficient and efficient rules, were speedily experienced there. The objections felt by the board of visiters to over-legislation, led to an opposite error; whilst undue dependence was placed upon the effect that might be produced from the participation of the students themselves in the judicial power. Accordingly, we find, from the supplement to the printed enactments, that it became necessary to tighten the reins of authority during the very first session.
It has often been remarked, that owing to the feeble domestic discipline which ordinarily prevails in the United States, the youth, particularly of the southern parts of the Union, require a different mode of management from those of other countries. There does not appear to be the slightest foundation for this vulgar error. Young men, as well as adults, are much alike over the whole civilized globe; and if it be found that mild measures are ineffectual, recourse must be had to more severe every where: and in all cases, the laws, where needed, must be executed temperately, unhesitatingly, and firmly.
It has been said, that certain offences are esteemed as such in all institutions: of these, perhaps the most fatal are gambling and drinking. Both exert their baneful effects upon the morals, habits, and application of the student; and it is difficult to say, which is the most to be deprecated. The general evils produced upon society by their indulgence, it is as unnecessary as it would be out of place, to depict. It is only as regards their influence on college life and discipline, that they concern us at present.
Habits of gambling should lead to immediate separation of the offender; they are rarely abandoned; whilst they are as pernicious to the student himself, as they are likely to be by evil example to others. Gaming is one of the offences that require a collegiate, in addition to the municipal law. Under this head are included all those, which, from their seductive character, are apt to engross the time of the student, or to lead to parental loss and inconvenience, as cards, dice, billiards, &c.
Serious, however, as we must necessarily esteem the offence of gambling, it is, if possible, less so than habits of drinking. The latter is not an evil which entails with it so much pecuniary difficulty, but it is apt to lead to the former, and to every other loathsome vice. Few professed drunkards are reclaimed; and even should they be, the valuable time lost in youth in these indulgences, renders the youth subsequently unfit for the reception of moral and intellectual culture; hence he remains in after life debased and vicious, exhibiting merely the wreck of his previous intellect. Both these weighty offences may, in some measure, be checked by wisely devised sumptuary laws. In all well regulated universities, such endeavours have been directed to restrain the expenditure of the students.
TheCredit Gesetreof Göttingen occupy a space of twenty-two octavo pages in the work of Meiners. At Harvard, (and we take this in our references to institutions on the old system of instruction, as being one of the longest established of those that receive resident students,) every student who belongs to places more than one hundred miles distant from Cambridge, is compelled to have a patron, appointed by the corporation, who has charge of all his funds, and disburses them under the regulations of the establishment. For this duty, he receives from the student six dollars a year as a compensation. In the University of Virginia, the proctor is the patron; and it is enacted, that "no student, resident within the precincts, shall matriculate, till he shall have deposited with the proctor all the money, checks, bills, drafts, and other available funds, which he shall have in his possession or under his control, in any manner intended to defray his expenses whilst a student of the university, or on his return from thence to his residence." On this the proctor is allowed a commission of 2 per cent. To ensure a more faithful compliance with this and other enactments on the subject, each student, about to leave the university, is required to sign a written declaration that he has made such deposit; or if not, to state the sum withheld, and the proctor is entitled to the same commission upon that sum as if it had been deposited. But if the student refuses to give such written declaration, the proctor is entitled to demand and receive from him so much as, with the commission on the money actually deposited, will make the sum of twelve dollars. Moreover, in all cases in which the student fails to make such written declaration, or in which it may appear that he has not deposited the whole of his funds with the proctor, that officer is required to report the fact to the chairman of the faculty, in order that it may be communicated to the parent or guardian of the student, be laid before the faculty and visiters, and otherwise properly animadverted upon.
The contraction of debts by students has, also, been made liable to the severest collegiate penalties; but, notwithstanding, the offence is always committed to a greater or less extent. The tradesman will give credit, and the student escape detection. The last and best resource is in the public spirit of the parent or guardian, who ought, unhesitatingly and firmly, to refuse to discharge any debt of an unauthorized nature, which his son or ward may have contracted, and especially those of the tavern-keeper or confectioner. The censures which he may incur from the exercise of his public spirit, can proceed only from the interested and sordid; whilst he will receive the applause of all those, whose favourable opinion it is desirable to possess. He will, moreover, have the gratifying conviction, that, by such a course, he is contributing to the annihilation of a system which is the cause of much public and domestic mischief.
The legislature of Massachusetts, to aid in the prevention of expense and dissoluteness, have patriotically enacted "That no inn-holder, tavern-keeper, retailer, confectioner, or keeper of any shop or boarding-house, for the sale of drink or food, or any livery-stable-keeper, shall give credit to any under-graduate, of either of the colleges within the commonwealth, without the consent of such officer or officers of the said colleges, respectively, as may be authorized to act in such cases, by the government of the same, or in violation of such rules and regulations as shall be, from time to time, established by the authority of said colleges respectively."
The example might be advantageously followed in other states. The objection, that, in a free country, every one ought to be protected in the exercise of his avocation, provided it be honest, is nugatory. They who are receiving their education at our universities, are to form the future strength,—and, in many cases, the pride and ornament of the state; and the pecuniary detriment that might accrue to a few individuals by the enactment of such a law, must be reckoned as nothing, compared with the overwhelming evil which results where unlimited indulgence is permitted.
One of the most prevalent sources of expense is in the article of dress. They, whose pecuniary means will admit of ostentatious display, will frequently attempt to exceed others in this fancied evidence of superiority. This excites a spirit of emulation in such as are but ill able to afford it, and is the origin of much idle extravagance.
To rectify this evil, as well as to aid in the more ready detection of offences, a uniform style of dress has been adopted in many of the universities of this country, and of Europe.
In some, this consists merely of a gown thrown over the clothes: which latter may be as costly as the wearer chooses.
In others, as in the universities of Harvard and Virginia, cloth of the cheapest colour, and of a determinate quality, has been selected; and the uniform dress, made from this, has been directed to be worn, whenever the student is out of his room. The plan pursued at those colleges, is the most advantageous, both in a sumptuary and penal point of view: the fashion of the dress being such as to distinguish readily the student from others, and thus to admit of the discovery of transgressors.
As a general system, the adoption of a uniform is attended with the most beneficial results: although, in particular cases, it may clearly and necessarily add to the expenditure, where, for instance, the student purposes to remain at an institution for a single session only. He leaves home provided with his ordinary apparel, which he is compelled to abandon, on becoming a matriculate. The prescribed uniform must, of course, be laid aside, on his quitting college at the end of the collegiate year; and, by this time, his ordinary apparel has become too small for him. For this reason, a law requiring a uniform dress, is obviously more beneficial in such institutions as prescribe a particular course and term of study, than where no such regulations exist. In the laws of the University of Virginia, we find that boots are proscribed, and this may seem to be descending to unnecessary minutiæ; but they who are practically conversant with university discipline, are aware that this article of dress is objectionable on other grounds than expense. It is one of the contraband methods, often had recourse to, for the introduction of forbidden liquors. The boot is sent apparently to the shoemaker, containing an empty bottle, which returns, by the same conveyance, filled with the prohibited article.
On the important topic of practical instruction, the Convention appear to have entered at some length; but, seemingly, with the same discursive irregularity, that characterizes all their other deliberations. We observe no method,—no lucid exposition, and no evident conclusion. A great part of their discussion was connected with the question, "whether students should be confined to their classes, or allowed to graduate, when found prepared, on examination?" On this subject, again, we find the most discordant sentiments. The majority, perhaps, are in favour of what they term "classification," and adherence to "tried and well-known courses;" whilst others, from the same premises, have arrived at opposite conclusions:—the courses having been, in their opinion, tried and found inadequate.
The most conflicting sentiments have been indulged on this point for ages: whether, for example, it be advisable to permit a student to select his own studies, or to compel him to enter and proceed with his class: to pass a definite period at college,if desirous of attaining honours, and to offer himself for graduation only in company with his class.
Most of the older universities adhere to the system, which requires a fixed course to be followed, and for a certain time. Many of the more modern, on the other hand, permit a free choice; and some allow the student to become a candidate for graduation, whenever he feels himself competent to offer.
In the United States, with but one or two exceptions, we believe, the antiquated system, with more or less modification, is adopted; and, in most, the distinctions into freshman and sophomore, junior and senior classes, prevail: the sciences only becoming predominant objects of the student's attention in the two last. The course of study in each of these continues for a year, and is the same for every student, whatever may be his capacity or tastes. To be received into any of those upon the old system, it is made indispensable, that he should be acquainted, to a certain extent, with the Greek and Latin languages.
"No boy," says Mr. Gallatin, in an address characterized by the same comprehensive and enlightened views, which we mark in every thing emanating from that distinguished individual—"who has not previously devoted a number of years to the study of the dead languages; no boy, who, from defective memory, or want of aptitude for that particular branch, may be deficient in that respect, can be admitted into any of our colleges. And those seminaries do alone afford the means of acquiring any other branch of knowledge. Whatever may be his inclination or destination, he must, if admitted, apply one-half of his time to the further study of those languages. It is self-evident, that the avenue to every branch of knowledge is actually foreclosed by the present system, against the greater part of mankind."Journal. P. 175.
Mr. Gallatin does not seem to have been aware that there is one university in the Union to which his strictures do not apply—the University of Virginia. In it the student, except in the schools of ancient languages, mathematics, and natural philosophy, is subjected to no preliminary examination; and, moreover, he is required to pass through no definite course or term of study; to attend no particular classes, but is left free to select his own studies. When he has once embraced them, however, he is not permitted to relinquish them, unless by request of his parent or guardian, and by the permission of the faculty; and whenever he esteems himself sufficiently informed on the subject taught in any one of his schools, he is permitted to become a candidate for graduation in it. This system, which, so far as it goes, will bear the test of rigid and philosophical examination more than any other, prevails more or less in the German universities, and has been adopted, we believe, in the new London University.
Professor Vethake of Princeton, New-Jersey—a communication from whom was read to the convention, and which exhibits sound practical sense, and ingenious and discriminating reflection—has exhibited the prevalent inaccuracy of information, regarding the system adopted at the southern university, to which, from its novelty, we have so frequently alluded. "I see no objection," he remarks, "to render it obligatory on them (the students) to attend at the same period of time, a certain number of courses, unless specially exempted for sufficient reasons, as is now the arrangement in the University of Virginia."Journal, P. 30. No such arrangement exists in that institution. The professor has been guilty of anerror loci; the plan is pursued at the old college of William and Mary, in Virginia.
In canvassing the comparative merits of the two systems, and, indeed, of every point of college discipline and education, it is necessary to take into consideration the age at which the students are received. In most of our colleges they are admitted when mere boys, and the course of instruction is necessarily made more elementary. In the University of Virginia, on the other hand, no student is received under the age of sixteen, and when, whatever may be the fact, it is to be presumed, that the more elementary portion of his education has been completed, and that he is now prepared for the prosecution of more advanced academic, or for professional, studies. To adopt a rigid rule, that students of this age should be compelled to pass a period of four or more years at college, before they can offer themselves for honours; or that they should be confined to classes, with boys, to whom a few years is a matter of comparatively little moment, would be manifestly unreasonable. This much is certain, that in this country few can spare the time in the mere attainment of academical or preliminary information. The truth is, our universities are, like those of Scotland now, and Oxford and Cambridge in former times—both schools and colleges. The under graduate course, in those venerable seats of learning, seems at first to have corresponded precisely, in point of age, with that of the modern schools. Many of the statutes, still in force at Oxford and Cambridge, respecting the discipline of students, sufficiently attest the boyhood of those for whom they were enacted. One of these directs corporal chastisement for those who neglect their lessons. Another, at Cambridge, prohibits the undergraduates from playing marbles on the steps of the senate house. In process of time, excellent schools arose, at which the ordinary preliminary education was obtained, and the period of resorting to college became thus postponed. The dislike to innovation, which augments in intensity according to the age of the establishment, prevented, however, any modification in the course of scholastic instruction,and thus it would seem was occasioned the length of time consumed there in preliminary education.[3]
It will be manifest, that the objections to the system of classification are not so numerous or so weighty in those colleges into which mere boys are received. It has been repeatedly urged, that by such a system they are compelled to study subjects foreign to their inclinations and capacities; but, until the age of sixteen or seventeen, the mind cannot, perhaps, be better employed than in the acquirement of such knowledge as forms part of the course prescribed in the generality of our universities. The great objection is, that those of all ages are subjected to the same restrictions.
The opposite course, as it at present prevails at the University of Virginia, is also liable to animadversion; the less, however, as the students are not received under sixteen years of age. It will most generally happen, that neither the youth, nor his parent nor guardian, is sufficiently acquainted with the course he ought to adopt with the view of being well educated; and if the youth be left solely to the exercise of his own discretion, which is often a negative quantity, he will be apt to select those schools that require the least application, and are the most interesting, to the exclusion of more severe and elementary subjects. The best system is that which turns out the greatest number of well instructed individuals, or which holds out the greatest amount of incentives to regular study. This cannot be accomplished by any plan which leaves the student, or the parent or guardian—often less competent than the student—to be the sole judge of what should be the course of instruction in all cases. The University of Virginia, which admits this system to the full extent—in no wise controlling the choice of the student—affords us some elucidation of the comparative value attached to different subjects of university instruction, by the student, or by parents and guardians, and of the disadvantages of this unrestricted plan. From the report of the rector and visiters of that university for 1830, we find that there were attending the
We have selected those subjects only, which constitute the usual course of academic instruction; and which, we think, ought to constitute it. The school of chemistry we have omitted, because it was composed of both academic and professional students, with the ratio of which to each other we are unacquainted. The probability also is, that some of those attending the departmentsof natural and moral philosophy, were students of law or medicine. From this list we find, that whilst the schools of ancient languages, of mathematics, and of natural philosophy were well attended, that of moral philosophy—one of eminent importance in forming the youthful mind—was comparatively neglected. The two first departments, as taught in most of our colleges, are the subject of the first years' attention; the latter are esteemed more advanced studies, and, where free agency is allowed the pupil, he will generally prefer the study of matter, with the advantage of the beautiful and diversified elucidations afforded by the advanced state of physical science, to that of mind, with all its arid, but by no means sterile investigations.
We have said that, in the University of Virginia, the selection of studies by the student is free and uncontrolled. An indirect influence is, however, exerted by the graduation of the fees paid to the professors. If the student attends but one professor, he is required to pay $50; if two, $30 to each; if three or more, $25 to each. A similar effect is produced by the enactment which requires that the student shall enter three classes, unless his parent and guardian shall authorize him, in writing, to attend fewer. Such regulations are favourable only to diffusion of studies over three subjects; the evil remains—of permitting the student to employ his own unassisted judgment in the choice. Such a rule must, however, be generally inoperative. If the collegiate regulation be known, the student will take care to provide himself with the necessary authorization from his parent or guardian; and if not known, it would be hard that the rule should apply. But let us suppose that he arrives at the university without any such authorization, and desires to join the elementary departments of ancient languages and mathematics. When he discovers that he is required to attend three schools, he will necessarily select one that may afford the greatest attractions, and the attention to which may be esteemed recreation rather than study. In such a case, the law, independently of being productive of no clear advantage except that of adding to the emolument of a greater number of professors, has the evil of compelling an elementary student to adopt a more advanced subject of study, or, at all events, an additional study to the disadvantage of the main object for which he joined the university. Less objection would have existed, if the regulation had required the student to attendtwoschools under such circumstances. He might then devote himself exclusively to elementary studies; or, if more advanced, he could readily find a collateral subject, which would not distract his attention from the main department, and might form an agreeable and useful alternation.
The truth is, however, that the law is liable to all the objections which apply to the old collegiate regulations, which maketime the only element of qualification for distinction. The board of visiters of that university should have gone a step further, and instead of stating thenumberof schools which a pupil should be compelled to attend, unless his parent or guardian wished otherwise, they should have recommended, not enforced, a particular system of study for those desirous of attaining high literary distinction, or of becoming well educated; still retaining the valuable feature, that they, whose opportunities, tastes, or capacities, do not admit of their following the recommendation, may choose their own subjects.
What this system ought to be, we will now inquire into. It will enter naturally into the consideration of the latter part of the question canvassed before the Convention—"ought students to be confined to their classes, orallowed to receive degrees when found prepared on examination?" The affirmative of the proposition, as regards graduation, seems to be the natural view; yet there are few institutions at which this course is permitted. If the pupil be constrained to follow a prescribed and unbending series of studies, as is the case in most of the universities of this country and of Europe, it would appear to result as naturally that the negative view should be adopted.
In the Convention, the most opposing sentiments were here again elicited; and, as on other topics, they seem to have arrived at no fixed conclusion; all that we are informed being, that "the discussion of the topic was discontinued."
As regards the requisites for graduation in the different colleges of the Union, they are as various as the colleges themselves. This circumstance has, indeed, given occasion to the little estimation in which the degrees are in general held. It often happens, in truth, that the degree of Bachelor of Arts is conferred at one institution, on such as would be utterly incapable of acquiring it at another; and, at the close of his college career,—which differs in length in different institutions,—every individual receives the first degree in the arts: the examinations instituted being a matter of form, and, too often, of farce. We cannot be surprised, then, that a degree, thus obtained, should be contemned; and that, even in legislative assemblies, members should be found to declare themselves totally unworthy of the honours thus conferred upon them. This is not the case in the universities of Europe. In the English universities, the Baccalaureate is made the test of severe devotion to particular studies; and, whatever objections may be made to the plan followed in those institutions, of requiring accurate classical and mathematical knowledge, to the exclusion of every thing else, the degree is, at all events, an evidence that the possessor is unusually well instructed in those matters. Hence, we find in that country the initials B. A. and M. A. proudly appended tothe names of the Bachelor or Master, and received by all as emblems of literary distinction. How rarely do we see the title thus added in this country? This comes from the causes already alluded to;—the degree is too easily attained; and, when attained, is such an insufficient evidence of learning, that it is discarded; and the parchment and the seal and riband, and the pomp and ceremony of the day for the distribution of honours, which excited so much juvenile exultation, are, in after life, esteemed no criterion of literary distinction. We cannot, then, be surprised, that one of the topics which engaged the Convention, was, "whether the title of B. A. should be retained?"
To the titleBachelor of Arts, unmeaning as it derivatively is, we have but little objection, provided certain definite ideas are attached to it. In the University of Virginia, the termgraduateseems to be considered more appropriate. We do not think it an improvement upon the ancient appellation:—
"Sound them, it doth become the mouth as well—Weigh them, it is as heavy."
But few appellatives, in their received acceptation, would be found to correspond with their derivative meaning. The French have their "Bachelors" and "Masters of Sciences," but these terms are not more significant; whilst "Doctor" too often means any thing rather thandoctus—"Qui dit Docteur ne dit pas un homme docte, mais un homme qui devrait être docte."
Every well devised system of education should combine an attention to language; to the sciences relating to magnitude and numbers; and to those that embrace the phenomena of mind and of matter.
Little doubt, we think, can exist in the minds of the intelligent, that the ancient languages should form one element. Much has been said, and much will continue to be said, on both sides of this question, into which we do not propose to enter: admitting, however, that the Latin language, for example, is less necessary now than when it was the exclusive language of the learned, and that the modern languages have emerged from their thenPatoiscondition, and risen in relative importance, a certain knowledge of that tongue, as well as of the Greek, ought still to form part of the education of every gentleman. The mind of youth cannot be better engaged, during the early period of their university career, than in becoming acquainted with the classic models of antiquity, and practised in the habits of discrimination which the study engenders. Whether it should be prosecuted to the extent inculcated at the English universities, and to the comparative exclusion of other subjects, is another question. In this country, at least, the course would be injudicious and unfeasible, and has been canvassed by Mr. Gallatinwith that gentleman's usual felicity of exposition. The illustrious founder of the University of Virginia appears, however, to have had different views on this subject from those we have expressed; and views which appear somewhat inconsistent with freedom of graduation in the separate schools.
In the earliest copy of the enactments, (1825,) we find it stated, amongst other matters relating to the attainment of honours, that "the diploma of each shall express the particular school or schools in which the candidate shall have been declared eminent, and shall be subscribed by the particular professors approving it. But no diploma shall be given to any one who has not passed such an examination in the Latin language as shall have proved him able to read the highest classics in that language with ease, thorough understanding, and just quantity. And if he be also a proficient in the Greek, let that too be stated in the diploma; the intention being that the reputation of the university shall not be committed but to those, who, to an eminence in some one or more of the sciences taught in it, add a proficiency in those languages which constitute the basis of a good education, and are indispensable to fill up the character of a 'well educated man.'"
Without dwelling on the unreasonableness of denying a diploma to one who has sufficient knowledge of mathematics, or chemistry, or of natural or moral philosophy, because he may not be thoroughly acquainted with Latin, we cannot avoid expressing our surprise that it should not have struck that philosophic individual, and his respectable colleagues, as being a total prohibition to graduation in certain departments. To be able "to read the highest classics in the Latin language with ease, thorough understanding, and just quantity," would, of itself, require as much time as the majority of our youths are capable of devoting to their collegiate instruction. Accordingly, we find, from the printed enactments, that the faculty judiciously suggested a modification of the rule relating to graduation, which was confirmed by the board of visiters. As it now stands, it merely requires that every candidate for graduation, in any of the schools, shall give the faculty satisfactory proof of his ability to write theEnglish languagecorrectly.
For auniversity degree, then, the subject of ancient languages should certainly be one element. This, we believe, is conceded in all colleges: at least, the only exception with which we are acquainted, is that of William and Mary, in Virginia.
As little doubt can there be, with regard to mathematics; which has, in some institutions, been esteemed the study of primary importance. The utility of a certain acquaintance with numbers and magnitude, is obvious in every department of life; but the greatest advantage from the study, is the precision andaccuracy which it gives to the reasoning powers. When the student has attained this more elementary instruction, he is capable of undertaking, satisfactorily, the study of physics, and of becoming acquainted with the bodies that surround him, and the laws that govern them, as well as of entering upon the science of moral philosophy, and of comprehending the interesting subject of his own psychology.
These seem to be the only departments that need be acquired for a university degree. They embrace an acquaintance with the ancient classics, and the philosophy of language, as well as with mathematical, physical, and metaphysical facts and reasonings; and their acquisition enables the student to enter upon professional or political life with every advantage.
We have said nothing, it will be observed, of the modern languages. The valuable stores to be drawn from these, especially from the French and German, are, of themselves, attractions which render unnecessary collegiate restraint or recommendation. No one can now be esteemed well educated, who is thoroughly ignorant of them.
It has been remarked that the student is permitted, in the University of Virginia, to graduate in the separate schools; and that an evil exists there, in no course of study being advised. The consequence of this is, that few can be expected to remain, for any length of time, at that institution. We would by no means interfere with this graduation in the schools; but, in addition to this, there ought, we think, to be some goal of more elevated attainment, which might excite the attention and emulation of those whose opportunities admit of their being well educated. Let it bear the title ofBachelor of Arts, orMaster of Arts, orgraduate, and, if a definite meaning be affixed to it by the college authorities, it cannot fail to be as well understood as the unmeaning terms, sophomore, freshman, senior-wrangler, &c. and let the requisites for this higher honour be graduation in, or a sufficient knowledge of ancient languages, mathematics, natural philosophy, and chemistry and moral philosophy. If this plan were universally adopted, a certain degree of uniformity might exist amongst the different colleges: the degree would be received as the test of literary merit, and the possessor be proud of appending the title to his name. At present, as Mr. Sparks has correctly observed, the "diplomas of this country, as they are now estimated in the United States, appear to be of little value."
The only other topic on which we shall pause, relates to the mode in which instruction should be conveyed, and to the examinations to be instituted, with the view of ascertaining comparative merit, and of exciting emulation. On this subject, as is well known, the English universities of Oxford and Cambridge, andthat of Dublin, differ essentially from the Scotch and many others: the latter teaching, solely, by lectures delivered orally. The most successful plan is that which combines both lectures and examinations. It is but rarely, that a text book can be found to suit the views of the professor, and no student pays the same degree of attention to a written composition. Even in the departments of ancient languages and mathematics, where the combination of lectures with examinations would appear most difficult, a prælection, explaining the various points of the subsequent examination, may be, and often is, premised with striking effect. In the ordinary method of teaching the classics, little attention is paid, except to the vocabulary; and many a student has thumbed his Horace for the fourth or fifth time, without being aware of the import of the philological, geographical, historical, and other allusions, with which the inimitable productions of the satirist abound. The vocabulary is but the key, that unlocks these various treasures. In a well devised prælection,thingscan be thought as well aswords. We do not, indeed, know any department of science or literature, in which a union of prælections and examinations may not be employed with advantage. There is, however, another and a more serious objection to confining a student, in most branches at least, to a text book:—the professor is not stimulated to keep pace with the rapidly improving condition of science. If indolent and devoid of enthusiasm, he confines the youth closely to the text,—takes no pains to advance him farther,—and the student leaves the institution with the most insufficient instruction on the subject. The text books which are used at this time, in some of our colleges, and have been so for the last fifty years, are melancholy evidences of the imperfect mode in which particular studies are taught there, and of the absence of all progress on the part of the teachers.
We believe the very best system of instruction, where it can be adopted, is:—to recapitulate the subject of the preceding lecture, and, after the lecture of the day, to examine the class thoroughly on the last lecture but one. In this manner, the facts and theories of a science are impressed three times, upon the memory of the pupil; and if, after this, he is unable to retain them, he must be pronounced incorrigible. This plan we conceive to be the superlative; and to this conclusion we are led, not from theory simply, but from practice.
The nature of certain subjects, and the shortness of time appropriated, in some institutions, to lecture, may, occasionally, preclude its fulfilment: the nearer it can be accomplished, the better. Under this plan, the text book becomes a matter of comparatively trifling moment,—as the student will, of course, beunderstood to come prepared for examination on the subject of the lecture, as deliveredex cathedrâ.
With regard topublic examinations, we need not dwell on the question of their policy. All well-regulated universities in this country and Great Britain, at least, have a system of rewards, as well as of punishments; and this uniformity may be esteemed a fair criterion of the opinions of the wise and reflecting of those countries on this topic. However desirable it may be, that mankind should do their duty without fear or expectation, every day's experience testifies that the hope of reward, or the dread of punishment, powerfully influences their exertions, not only for temporal, but eternal purposes.
In the German universities, there are neither daily, nor semi-annual, nor annual examinations; and, accordingly, we are not much surprised to find them objected to by some who had received their education in that country. The difference, however, which prevails upon this point in the best colleges of different parts of the globe, ought to have suggested some slight qualification of the sweeping censures that were passed upon the system in the Convention. "The semi-annual examinations," says Dr. J. Leo Wolf, "as recommended by some of the gentlemen of the Convention, lower the student to the rank of a schoolboy, while, being a man, as he ought to be, they are useless, for he will know that it is for his own good, to be assiduous in his studies. Moreover, the result of his studies is proved at the time when he desires to graduate, and to be licensed for the practice of his profession. Then he must pass a strict rigid and public examination; and this I should warmly recommend. In Prussia, these examinations are particularly severe, but quite impartial and recorded." P. 251. So far as we can judge from the involved and almost unintelligible twaddle contained in the address of Mr. Woodbridge on the subject of discipline, we should conceive him opposed to these as well as to all other means, which would excite theemulationof the student; thus discarding, on faulty metaphysical speculation, one of the most powerful stimuli to all literary and honourable distinction; and which, if rightly directed, can never, in collegiate life, act otherwise than beneficially. Granting, then, that annual, or semi-annual public examinations are of excellent policy in all higher schools, it remains to inquire into the best mode of conducting them. The oral system is that received into most of our colleges. In it the students are necessarily interrogated on different subjects, so that it becomes a matter of difficulty, nay of impracticability, to determine, with any accuracy, their relative standing. Added to this, if the class be numerous, it is impossible to put a sufficient number of questions to each individual; and the bold and confident, will ever exhibit a manifest advantage overthe timid and retiring. In every respect, the oral, seems to us to be inferior to the written examination, where either is practicable. In the departments of the languages—ancient and modern—an admixture of the two would always be requisite, for the purpose of determining the student's acquaintance with quantity or accent, etymology, syntax, &c.
The plan universally adopted into the higher schools of England, is that by written answers. The students of a class are all furnished with the same questions; and the answers to these are written in the examination room. All communication between the examinants is prevented; and no book allowed to be brought into the apartment. After the expiration of a certain time the answers are collected.
The English method has, so far as we know, been received into one of our universities only—the University of Virginia. It has now been practised there for five years; and, we have reason to believe, the results have been such, as to satisfy the faculty of its pre-eminence over the methods usually practised. The following is its arrangement as published in theVirginia Literary Museum.
"1. The chairman of the faculty shall appoint for the examination of each school, a committee consisting of the professor of that school, and of two other professors. 2. The professor shall prepare, in writing, a series of questions to be proposed to his class, at their examination, and to these questions he shall affix numerical values, according to the estimate he shall form of their relative difficulty, the highest number being 100. The list, thus prepared, shall be submitted to the committee for their approbation. In the schools of languages, subjects may also be selected for oral examination. 3. The times of examination for the several schools shall be appointed by the chairman. 4. At the hour appointed, the students of the class to be examined shall take their places in the lecture room, provided with pens, ink, and paper. The written questions shall then, for the first time, be presented to them, and they shall be required to give the answers in writing with their names subscribed. 5. A majority of the committee shall always be present during the examination; and they shall see that the students keep perfect silence, do not leave their seats, and have no communication with one another or with other persons. When, in the judgment of the committee, sufficient time has been allowed for preparing the answers, the examination shall be closed, and all the papers handed in. 6. The professor shall then carefully examine and compare all the answers, and shall prepare a report, in which he shall mark, numerically, the value which he attaches to each: the highest number for any answer being that which had been before fixed upon as the value of the corresponding question. For the oral examinations, the values shall be marked at the time by the professor, with the approbation of the committee, but the number attached to any exercise of this kind shall not exceed 20. 7. This report shall be submitted to the committee, and if approved by them, shall be laid before the faculty, together with all the papers connected with it, which are to be preserved in the archives of the university. 8. The students shall be arranged into three separate divisions, according to the merit of their examinations as determined by the following method. The numerical values attached to all the questions are to be added together, and also the values of all the answers given by each student. If this last number exceeds three-fourths of the first, the student shall be ranked in the first division; if it be less than three-fourths, and more than one-fourth, in the second; and if less than one-fourth, in the third."
This scheme combines the advantages of affording both thepositiveandrelativestanding of the pupil. And as those in the separate divisions are arranged alphabetically, it does not necessarily expose the lowest in the third division to the degradation and mortification, to which, however, they are often richly entitled.
The plan of examinations for honours and prizes, in the University of London, resembles the above essentially; differing from it, indeed, in few particulars. It comprises one regulation, however, which might be advantageously appended to the other. We copy it from the printed "Regulations"—Session, 1828-29.
"The paper containing the answers must not be signed with the student's own name, but with a mark or motto; and the name of the student using it, inclosed in a sealed envelope, inscribed with the mark or motto must be left with the professor, to be opened after the merit of the answers shall have been determined." This prevents the possibility of favouritism, in all classes, which are so large that the professor does not become acquainted with the autographs of his students. The examinants are there also placed, according to the merits of their answers, in classes, denominated thefirst,second, andthird; provided the sum of their answers be equal to a certain amount; all below this point are not classed.
We have now touched upon the most important topics presented by the committee for the consideration of the Convention. Several others were propounded, but they seem to have fallen still-born from their authors. As regards the 11th, 12th, and 14th, "whether any religious service, and, if any, what may with propriety be connected with a university?"—"Whether any course of instruction on the evidences of Christianity will be admissible?"—And, "Is it proper to introduce the Bible as a classic in the institutions of a Christian country?" We shall gladly follow the example of prudence exhibited by the Convention, and pass them over. The affirmative view of the last topic, meets with an enthusiastic supporter in the author of one of the works, whose titles are placed at the head of this article.
One proposition only remains, on which, in conclusion, we may indulge a few remarks:—"The importance of adding a department of English language, in which the studies of rhetoric and English classics shall be minutely pursued." This subject, we regret to see, experienced the fate of others, more deserving of neglect, and was not discussed.
We have long felt impressed, that the organization of our colleges is defective in this respect. Into many of them the student is received, after having been employed in scraping together a few Greek and Latin words and phrases; yet lamentably ignorant of the literature, structure, and even of the commonest principles of the orthography of his own tongue. Such a chair oughtto be established in all our universities, and a certain degree of proficiency in the subjects embraced by it, should be a preliminary to every collegiate attainment. It would be an instructive and delightful study to trace back, as far as possible, the language of Britain to its aboriginal condition, and to follow up the changes impressed upon it, by the Celtic, Gothic, Roman, Saxon, Belgic, Danish, and Norman invaders; the investigation being accompanied with elucidative references to the literature of the different periods. The poetry, romances, and the drama would constitute inquiries of abundant interest and information. To these might be added didactic and rhetorical exercises for improving the student in the practice of writing—not merely accurately, but elegantly and perspicuously.
Such a professorship has been wisely established in the University of London; and we trust the new University of New-York will follow the good example. If we may judge, indeed, from the ungrammatical and inelegant Journal of the Convention, an attention to this subject is as much needed there as elsewhere; and were the professorship in the hands of an accomplished individual, it could not fail to improve the literary taste and execution of the community.
[1]Memoir, Correspondence, &c. Vol. IV. P. 387.
[2]Ueber die verfassung und verwaltung deutscher universitaten. Göttingen, 1801-2.
[3]Quarterly Review, Vol. XXXVI. P. 229.
Art. II.—The Life and Times of His Late Majesty, George the Fourth: with Anecdotes of distinguished Persons of the last fifty years.By the Rev.George Croly, A. M.London: 1830.
C'est un métier que de faire un livre comme de faire une pendule—it is a trade to make a book just as much as to make a watch—is a remark which was never better exemplified, than by the manner in which the craftsmen of the book-making trade in London, have compressed the Life of His Late Most Sacred Majesty, within the two covers of a volume. That exalted personage may have descended to the tomb unwept and unhonoured, in reality, however numerous the tears shed upon his bier, or gorgeous the ceremonies attending his interment; but he certainly has not gone down to it unsung, as the above work is only one of several, if we are not much mistaken, in which his requiem has been chanted with becoming loyalty. We have seen none of its fellows, though the advertisement of them has met our eye. Judging, however, from the reputation of its author, there is not much literary boldness in pronouncing it the best which has appeared about its kingly subject.
Mr. Croly is well known as a candidate of considerable pretensions, as well for the honours of Parnassus, as for thosewhich an elevated seat on the prosaic mount, whatever may be its name, can confer. But, in concocting this last production, it is beyond doubt, that the main object he had in view, was one of a more substantial kind than a mere increase of fame. "The Life, &c." is, in fact, a bookseller's job, executed, we allow, by a man of genius. There are evident marks about it of hasty and careless composition,—of a desire to make a book of a certain number of pages, with as little trouble and delay as possible. The style is often deficient in purity and correctness, and overloaded with glittering tropes and ornaments, not always in good taste; the arrangement wants consecutiveness and perspicuity; and attention is sometimes bestowed upon topics comparatively unimportant, to the detriment of such as are of more moment. But it is, on the whole, a work of undeniable talent, containing much powerful writing, richness and beauty of diction, graphic delineation of character, interesting information, and amusing anecdote. Some of the author's sentiments are obnoxious to censure, and we shall venture to disagree with him, occasionally, as we proceed.
It was on the 8th of September, 1761, that His Majesty, George the Third, espoused Sophia Charlotte, daughter of the Duke of Mecklenburg Strelitz; and, on the twelfth of August, in the following year, she presented him with a son and heir, to his own great delight, and the universal joy of the British empire. Ineffable as is the contempt which is expressed at the present day, for the superstitious trust reposed in omens by the heathen ancients, yet nothing of any consequence occurs, without being attended by signs in which the Christian multitude discern either fortunate or disastrous predictions. It has thus been carefully recorded and handed down, that the birth of the royal infant happened on the anniversary of the Hanover accession, and that the same day was rendered trebly auspicious, by the arrival at London of wagons containing an immense quantity of treasure, the fruits of the capture of a Spanish galleon off Cape St. Vincent, by three English frigates. A few days after his appearance in this world, His Royal Highness was created Prince of Wales, by patent, and would have been completely crushed under the load of honours that devolved upon him, had their weight been of a kind to be physically felt; Duke of Cornwall, hereditary Steward of Scotland, Duke of Rothsay, Earl of Carrick, and Baron of Rothsay, were his other titles,—being those to which the eldest son of the British throne is born. There is no harm in this, perhaps, as things are constituted in England, but we have never been able to think of one of the titles to which the second son is heir, without feeling an inclination to smile;—the Duke of York is Bishop of Osnaburgh;—nothing more ridiculous than this, can be discovered even amidthe nonsense that is inseparable from regal institutions;—born a bishop!
At the time of the Prince of Wales's birth, George the Third was at the height of popularity,—the reasons for which, Mr. Croly has detailed at some length. In depicting the character of this monarch, he certainly has not employed the pencil with which it was darkened, as our readers may recollect, by Mr. Coke of Norfolk, on a recent occasion, who thus brought upon his own head a torrent of abuse. It was shocking, was it said, to disturb the repose of one who had so long been slumbering in the tomb, in the same way as it had been pronounced monstrous to say aught in disparagement of His Majesty, when he had just been gathered to his forefathers; as if kings were like private individuals, the effects of whose acts either expire with themselves, or are of contracted influence. It is far, however, from our wish, to dispute the fidelity of Mr. Croly's portrait; and we are perfectly willing to believe, that "no European throne had been ascended for a hundred years before, by a sovereign more qualified by nature and circumstances, to win golden opinions from his people, than George the Third," though, we must be allowed to think, that circumstances did not qualify him to win "golden opinions" from us Americans. "Youth, striking appearance, a fondness not less for the gay and peaceful amusements of court life, than for those field sports, which make the popular indulgence of the English land-holder, a strong sense of the national value of scientific and literary pursuits, piety unquestionably sincere, and morals on which even satire never dared to throw a stain, were the claims of the king to the approbation of his people;" but all these claims were neutralized, by the appointment of Lord Bute, as his prime minister. The odium that resulted from this measure, was carefully fomented by the arts of demagogues, the most conspicuous of whom was Wilkes. It was ascribed to an unworthy passion entertained for the handsome nobleman by the princess dowager, and to arbitrary principles in the monarch; and, such was the effect produced upon the latter, by the opposition and virulence which he encountered, that he is said to have conceived the idea of abandoning England, and retiring to Hanover. At one time, his inclination to take this step was so great, that he communicated it to the Lord Chancellor Thurlow, who honestly told him, that, "though it might be easy to go to Hanover, it might be difficult to return to England."
In December, 1765, when not quite three years of age, the Prince of Wales received a deputation from the Society of Ancient Britons, on St. David's day, and, in answer to their address, said,—"he thanked them for this mark of duty to the king, and wished prosperity to the charity,"—an early developmentof that talent for public speaking, which he is said to have possessed! In the same year, he was invested with the order of the garter, along with the Earl of Albemarle, and the hereditary Prince of Brunswick.
When the Prince had attained an age at which it was deemed necessary for his education to commence, it was determined that it should be conducted on a private plan; and Lord Holdernesse, "a nobleman of considerable attainments, but chiefly recommended by dignity of manner and knowledge of the court," was appointed his governor, and Dr. Markham, subsequently archbishop of York, and Cyril Jackson, were named preceptor and sub-preceptor. This measure excited a violent outcry; it was said that the heir to the throne should receive a public education at one of the great schools; and this opinion Mr. Croly strenuously advocates. It did not, however, produce any effect, and the whole course of instruction which the Prince underwent was private, though the preceptorship was twice changed. The Duke of Montague, Hurd, Bishop of Litchfield, and the Rev. Mr. Arnold, formed the last preceptorial trio.
In January, 1781, when the Prince was but a little more than eighteen, he was declared of age, "on the old ground that the heir-apparent knows no minority;" and a separate establishment, on a small scale, having been assigned to him, he now became, in a measure, his own master. In 1783, when about to take his place in the legislature, arrangements were commenced for supplying him with an income, and at the instigation of the king, the parliament voted him an annual revenue of £50,000, besides an outfit of £100,000. The sum of £60,000 for the outfit had been originally proposed by the king, but it was increased in consequence of the demand of the cabinet, known by the name of the Coalition Cabinet, some of the members of which, especially Fox, insisted for a time upon making the grant £100,000 a year. This, however, the king resolutely refused to allow, "for the double reason of avoiding any unnecessary increase to the public burdens, and of discouraging those propensities which he probably conjectured in the Prince." He accordingly demanded "but" the sums we have mentioned. Can any one read the sentence just quoted from Mr. Croly, without a smile? The precious fruits of royalty!—they even reduce a man of sense to write what is ludicrous from its absurdity. It is, without doubt, an admirable method of avoiding any unnecessary increase of the public burdens, and discouraging the evil propensities of a young man, to deprive the people of five hundred thousand dollars at once, and half that sum every year, in order to bestow it upon the individual who has no other use for it than to gratify those propensities. But, we shall be told, the heir to a throne must support his dignity. In thatphrase is comprised as unanswerable an argument against royal institutions, as can be desired. The people must be heavily burthened, to enable the person by whom they are to be governed, to indulge in all sorts of excesses, and thus disqualify himself for that duty, in order that he may support the dignity of his station! Thank Heaven we live in a land in which there is no such dignity to be supported,—where the time of the great officers of state is never occupied in wrangling about the extent of the facilities which shall be afforded the successor to the administration of affairs, of bringing disgrace upon himself, and the country,—where the people are infinitely better governed, at an infinitely less expense, both of money and honour!
"Now, fully," says Mr. Croly, "began his checkered career,"—which, properly interpreted, means, that now he fully plunged into that reckless course of profligacy and folly, which terminated only with his life, and which should render his name odious to all who are friends of decency and virtue. We were afraid when we saw the announcement of the work we are reviewing, that its author would allow himself to be blinded by the regal blaze which surrounded its subject, and would endeavour to palliate those violations by a king, of the most sacred ordinances of the religion of which he is a minister, which he would have branded with indelible infamy in a private individual. Our fears, unfortunately, have not proved groundless. "There are no faults that we discover with more proverbial rapidity, than the faults of others,—and none that generate a more vindictive spirit of virtue, and are softened down by fewer attempts at palliation, than the faults of princes in the grave. Yet, without justice, history is but a more solemn libel; and no justice can be done to the memory of any public personage, without considering the peculiar circumstances of his time." Such is the sophistry with which he enters upon the task of extenuation. The first part of the first period in the above extract, is certainly undeniable—"fit nescio quomodo," says Cicero, "ut magis in aliis cernamus si quid delinquitur, quam nobismet in ipsis;" but, though the second part may also be indisputable as a general position, it is not at all applicable to this case. The historian or biographer, who is discussing the character of a monarch long since "fixed in the tomb," will doubtless find it an easy matter to make