AMERICAN QUARTERLY REVIEW. No. XVIII. JUNE, 1831. ART. I.-COLLEGE-INSTRUCTION AND DISCIPLINE. 1.-Journal of the Proceedings of a Convention of Literary and Scientific Gentlemen, held in the Common Council Chamber of the City of New-York. October, 1830. NewYork: pp. 286. 8vo. 2. Catechism of Education, Part 1st, &c. By WILLIAM LYON MACKENZIE. Member of the Parliament of Upper Canada. York: 1830. pp. 46. 8vo. 3. Address of the State Convention of Teachers and Friends of Education, held at Utica. January 12th, 13th, and 14th, 1831. With an Abstract of the Proceedings of said Convention. Utica: 1831. pp. 16. 8vo. 4.-Oration on the advantages to be derived from the Introduction of the Bible and of Sacred Literature as essential parts of all Education, in a literary point of view merely, from the Primary Schools to the University: delivered before the Connecticut Alpha of the BK Society. On Tuesday, September 7th, 1830. By THOMAS SMITH GRIMKE, of Charleston, S. C. New-Haven: 1830. pp. 76. Svo. 5.-Lecture on Scientific Education, delivered Saturday, December 18th, 1830, before the Members of the Franklin Institute. By JAMES R. LEIB, A. M. Philadelphia: 1831. pp. 16. 8vo. THE subject of practical education has always been one of intense interest with every reflecting individual in this Union. It is a universally received axiom, that the foundation of a republic must be in the information of its people; and that whilst the monarchical governments of other countries may be successVOL. IX.-No. 18. 37 fully administered by an oligarchy of intelligence, a government like our own cannot be carried on without an extensive diffusion of knowledge amongst those who have to select its very machinery. The political circumstances of a country will also modify, most importantly, the course of instruction; and that system which is adopted in the old Universities of Oxford, Cambridge, and Dublin, in a nation in which the law of primogeniture exists, where wealth is entailed in families, and where the colleges themselves are richly endowed, may be impracticable or impolitic in a country not possessing such incentives. Education must, therefore, be suited to the country; and a long period must elapse before we can expect to have individuals as well educated as in those universities, although the mass of our community may be much more enlightened. We have no benefices, no fellowships with fixed stipends, to offer for those who may devote themselves to the profound study of certain subjects. In England and Ireland, it is by no means uncommon for a student to remain at college until he is twenty-two or twentythree years of age, in the acquisition of his preliminary education, or of those branches that are made to precede a professional course of study-the whole period of his academic residence being consumed in the study of these departments. In this country, such a course would be as unadvisable as it is generally impracticable. The equal division of property precludes any extensive accumulation of wealth in families. The youth are compelled to launch early into life: the more useful subjects of study have to be selected, and the remainder are postponed as luxuries, to be acquired should opportunity admit of indulgence. In no country are the colleges or higher schools so numerous, in proportion to the population, as in the United States. In France there are three universities; in Italy, eight; in Great Britain, eight; in Germany, twenty-two; and in Russia, seven whilst in the United States, we have thirteen institutions bearing the title of universities, and thirty-three that of colleges; making in all forty-six higher schools capable of conferring degrees: yet a very wrong inference would be drawn, were we to affirm that the education of a nation is always in a direct ratio with the number of its higher schools. Such would be the fact, did these institutions assume an elevated standard in the distribution of their highest honours, and were the condition of the intermediate schools such that the youth could be sent to the university so prepared as to be able to cultivate his studies there to the greatest advantage. Unfortunately, in many parts of the United States the condition of the intermediate schools and academies has been grievously neglected; and the authorities of the universities have been compelled to lower their standard, and to admit students totally unprepared for more advanced studies. In this way many of the higher schools have degenerated into mere gymnasia, or ordinary academies. This circumstance, with the multiplication of institutions capable of conferring degrees, has been attended with the additional evil, that, in some, the highest honours have been, and are conferred for acquirements, which would scarcely enable the possessors to enter the lowest classes in others. It seems, indeed, that the real or fancied insufficiency of most of our existing institutions, gave occasion to the proposition for establishing a university in New-York, and to the Convention, a review of whose proceedings will enable us to offer some practical considerations and reflections, deduced from some experience and meditation on this momentous subject. "Much as our country," observes the Rev. Dr. Mathews, in his opening adaddress in behalf of the committee of the university, "owes to her excellent colleges, the sentiment seems to be general, that the time has arrived when she calls for something more; when she requires institutions which shall give increased maturity to her literature, and also an enlarged diffusion to the blessings of education, and which she may present to the world as maintaining an honourable competition with the universities of Europe." p. 14. The establishment of a university in the city of New-York having been determined upon, and "an amount of means" pledged to the object, which would place the institution at its commencement on a liberal footing, its friends, "believing it to be desirable, and that it would prove highly gratifying to all who feel an interest in the important subject of education, that a meeting should be convened of literary and scientific men of our country, to confer on the general interests of letters and liberal education," appointed a committee, with powers to invite, as far as practicable, the attendance of such inviduals in behalf of the university. Accordingly, on the 20th of October last, a number of literary and scientific gentlemen assembled from various parts of the United States, when President Bates, of Middlebury College, Vermont, was appointed president of the convention; and the Honourable Albert Gallatin, and Walter Bowne, Esq. Mayor of the City, were named vice presidents. The convention sat daily until the 23d inclusive, when it adjourned sine die; but not without having provided for the perpetuation of its species at a future period. In an assemblage so constituted, it was not to be expected that, excepting the notoriety occasioned by it, any great advantage could accrue to the university or to the public from its deliberations; the most discordant sentiments on almost all points of discipline and instruction;-the views of the experienced and inexperienced the experientia vera, and the experientia falsa -of the contemplative and the visionary, were to be anticipated; but we must confess, that humble as were our expectations from the results of its labours, the published record of its proceedings proves that we had pitched them too high. The committee appear to us to have had no definite object-no system-in bringing many of the subjects before the convention; every discussion is arrested, without our being able to decide what was the conclusion at which the meeting arrived: and "Like a man to double business bound, They stand in pause where they shall first begin, Of these debates the "Journal" is, doubtless, a faithful record, so far as regards their succession; the brevity, however, of the minutes, published by the secretary, renders the work very unsatisfactory; and scarcely elevates it above the character of a log-book, if we make exception of one or two excellent addresses -such as that of Mr. Gallatin-which are reported at length; and of some (generally indifferent) communications transmitted by their authors. The first topic presented for the consideration of the convention, was:-"As to the universities of Europe; and how far the systems pursued in them may be desirable for similar institutions in this country." On this subject, Dr. Lieber read a communication of interest in relation to the organization, courses of study and discipline of the German universities, which was referred to the committee of arrangements. Mr. Woolsey, of New-York, gave an account of the French colleges; their system of instruction and discipline; a few desultory observations are next made by Mr. W. C. Woodbridge. Mr. Hasler flies off at a tangent, and offers "a few remarks on the appointment of professors," and is followed by Professor Silliman on the same subject. Mr. Sparks presents a few observations and alludes to the organization of Harvard College. President Bates gives the plan of choosing professors adopted at the college over which he is placed; and Mr. Keating, of Philadelphia, puts a finale to the proceedings of the day and to the question at the same time, by the expression of his views. After this, we hear no more of this "topic," and we are left in the dark whether the system or any part of the system of the universities of Europe be desirable for similar institutions in this country. It is a mere truism to remark, that the success of an institution must be greatly dependent upon the character of its professors; hence, in all universities, the best mode of selecting them s been a point of earnest and careful inquiry. In some counthey are appointed by the government; in others, the of obtained au concours. The candidates being required to theses of their own composition, and the most successful receiving the office; whilst in others, the faculty have the power of supplying vacancies in their own body. In our own country, no uniformity exists on this point. Harvard, by the scheme of organization, is under the supervision and control of two separate boards, called the Corporation, and Board of Overseers. The former is composed of seven persons, of whom the president of the college is one, by virtue of his office; the other six being chosen from the community at large. The board of overseers consists of the governor and lieutenant-governor of the state, the members of the council and of the senate, the speaker of the house of representatives, and the president of the college ex-officio; and, also, of fifteen laymen and fifteen clergymen, who are elected, as vacancies occur, by the whole board. This board has a controlling power, which, however, is rarely exerted over the acts of the corporation. The professors are all chosen, in the first instance, by the corporation, or rather nominated for the approval or rejection of the board of overseers: 66 but as a case has rarely, if ever been known, in which such a nomination has been rejected by the overseers, the election of all the professors and immediate officers, may be said to pertain in practice to the corporation alone. It is probable, however, that this is seldom done without consulting the members of the faculty into which a professor is to be chosen." Journal, p. 82. In the generality of our institutions, the appointing power is vested in a board of trustees, who have no controlling body placed over them. In almost all, however, we find from the Journal of the Convention-that the faculty are consulted"that" according to Dr. Bates, "experience had proved the wisdom of consulting the faculty on any contemplated appointment of a professor; and that, in fact, though not professedly, yet in effect, professors are appointed by the instructers or faculty, and thus by securing their good will towards the new incumbent, amity was enforced." P. 83. The great difficulty exists in becoming acquainted with the qualifications of the candidate, especially if he has not been previously engaged in teaching. There can be no better mode of testing the capacity of a teacher, than in the class room; but if this be not available, the recommendation of sufficient individuals, with us, has always to be taken; and in this, a certain degree of risk must necessarily be incurred. It is never, however, a matter of so much moment to procure a professor, who is pre-eminently informed upon the subject of his department, as one that is capable of communicating the knowledge he possesses, is systematic, has a mind that can enable him to improve and to take part as a member of the faculty in the management of the university, in which the greatest firmness, good sense, and ability are occasion |