Part 13

In all free States eloquence has preceded poetry, history, and philosophy. By opening the road to wealth and fame it subserves the purposes of avarice and ambition; society is led captive by its charms, and sometimes bound in fetters by its powers. In this State the bar and the General Assembly have been thus far the theatres for its display. Oratory is the branch of literature which we have cultivated with most success, and in which we have not been far behind any of our sister States.

Not long after Davie left the House of Commons there appeared in that body another man whose genius we have all admired and whose misfortune we all deplore. I hope I may be permitted to speak of him, although he be still living. Providence has withdrawn him from public view, and he has been followed by the regrets and tears of his countrymen. I speak of John Stanly, Esq. For more than twenty years he has been the ornament of the bar and of the House of Commons. Small in stature, neat in dress, graceful in manner, with a voice well modulated, and a mind intrepid, disciplined and rich in knowledge, he became the most accomplished orator of the State. His style of eloquence was more varied than that of any of his predecessors. Such were the versatility of his genius and the extent of his acquirements that he could at pleasure adopt the lofty, flowing style of Davie, or the plain, simple, energetic style of Moore. He could rouse the noble passions, or amuse by his wit and pleasantry. He excelled in appropriate pauses, emphasis and gesticulation. No speaker was ever more fortunate in accommodating his manner to his subject; and on all important subjects he had a greatness of manner which small men seldom acquire. He resembled Moore in the quickness of his perceptions and the intuition of his judgment. His talents and knowledge were always at command, and he could bring them to bear with force and effect as occasion required, without any preparation. His mind was so well disciplined and so happily toned that it was always ready for action. He possessed the rare talent of conversing well; his conversation was the perpetual flow of sober thought or pleasant humor, and was heightened in its effect by his happy style and gracefulness of manner. He was among the few orators of this or any country, whose style and manner in conversation equaled his style and manner in public speaking.

Few of the men whom I have named had the advantage of a liberal education; they rose to eminence by the force of genius and a diligent application to their studies. The number of our literary men has been small, when compared with our population; but this is not a matter of surprise when we look to the condition of the State since the close of the Revolutionary war. When the war ended the people were in poverty, society in disorder, morals and manners almost prostrate. Order was to be restored to society and energy to the laws before industry could repair the fortunes of the people; schools were to be established for the education of youth and congregations formed for preaching the gospel before the public morals could be amended. Time was required to effect these objects; and the most important of them, the education of youth, was the longest neglected. Before this University went into operation, in 1795, there were not more than three schools in the State in which the rudiments of a classical education could be acquired. The most prominent and useful of these schools was kept by Dr. David Caldwell, of Guilford county. He instituted it shortly after the close of the war and continued it for more than thirty years. The usefulness of Dr. Caldwell to the literature of North Carolina will never be sufficiently appreciated; but the opportunities of instruction in his school were very limited. There was no library attached to it; his students were supplied with a few of the Greek and Latin classics, _Euclid's Elements of Mathematics_, and _Martin's Natural Philosophy_. Moral philosophy was taught from a syllabus of lectures delivered by Dr. Witherspoon at Princeton College. The students had no books on history or miscellaneous literature. There were indeed very few in the State, except in the libraries of lawyers who lived in the commercial towns. I well remember that after completing my course of studies under Dr. Caldwell, I spent nearly two years without finding any books to read except some old works on theological subjects. At length, I accidentally met with Voltaire's history of Charles XII. of Sweden, an odd volume of Smollett's _Roderick Random_, and an abridgment of _Don Quixote_. These books gave me a taste for reading, which I had no opportunity of gratifying until I became a student in this University in the year 1796. Few of Dr. Caldwell's students had better opportunities for getting books than myself; and with these slender opportunities of instruction, it is not surprising that so few became eminent in the liberal professions. At this day, when libraries are established in all our towns, when every professional man and every respectable gentleman has a collection of books, it is difficult to conceive the inconveniences under which young men labored thirty or forty years ago.

But has the number of our distinguished men increased as the facilities of instruction have increased? They certainly have not. Of the number of young men who have been educated at this University, how few have risen to eminence in any branch of literature! Their number bears no proportion to the increased means of instruction which they have had. To what causes is this to be attributed? The causes are numerous, but we will notice only a few of the most operative. In the first place the plan of education in all our schools, particularly in our preparatory schools, is radically defective; too much time is spent upon syntax and etymology; the time of the student is wasted, and his genius frittered away upon words instead of being developed and polished by the spirit of the writer. Instead of directing the study of the Greek and Latin classics to the development of his faculties and the improvement of his taste, his time is taken up in nice attention to words, arrangement of clauses and construction of periods. With his mind thus injured, he enters upon the study of the physical and moral sciences, and long accustomed to frivolous investigation, he never rises to the dignity of those sciences nor understands the methods by which their truths are illustrated. In the next place, too many studies are crowded upon the student at once; studies which have no analogy or connection. In the third place, the time allotted for completing a course of scientific study is too short; the student's mind flags under the severe labors imposed upon it. The elasticity of the mind ought never to be weakened; if it be, the student thenceforward hobbles through his course, and is often broken down before he gets to the end of it. In the fourth place, too many studies are pursued, and none are pursued well; the student acquires a smattering of languages and sciences, and understands none of them. This encyclopedical kind of learning is destructive of the powers of the mind, and unfits it for deep and severe investigation. In the last place, the multitude of books is a serious injury to most students. They despair of reading many of them, and content themselves with reading reviews of the most celebrated. At length the valuable books are placed away carefully in a library, and newspapers, pamphlets and other fugitive productions take up all their time for reading. There is nothing in this course which teaches youth how to think and investigate. The great object of education is to give to the mind activity and energy: this object can never be attained by a course of studies which distracts its attention and impairs its elasticity.

The evils which I have mentioned are not confined to the schools of North Carolina; they exist in nearly all the schools of the Union. Massachusetts has taken the lead in correcting them and introducing methods of instruction founded upon the philosophy of the mind. The state of science and literature among her people shows the happy effect of these changes. The Trustees of this University have resolved to make similar changes, to remodel the plan of studies, and introduce new methods of instruction. But whatever changes may be made in our plan of education, young men, who are desirous of being either useful or eminent in active life, should recollect this truth, that the education received at a college or university is intended only as a preparation of the mind for receiving the rich stores of science and general knowledge which subsequent industry is to acquire. He who depends upon this preparation alone will be like a farmer who ploughs his land and sows no grain. The period of useful study commences when a young man finishes his collegiate course. At that time his faculties have acquired some maturity from age and some discipline from exercise; and if he enter with diligence upon the study of a branch of science, and confines his attention to that branch, he soon becomes astonished at his progress and at the increase of his intellectual powers. Let him avoid reading or even looking into a variety of books. Nine-tenths of them are worse than useless; the reading of them produces a positive injury to the mind; they not only distract his attention, but blunt his faculties. Let him read only works of men of genius--read but few books, and read them often. Take two young men of equal minds and similar genius; put into the hands of one Shakespeare's _Plays_, Milton's _Paradise Lost_, _Don Quixote_ and _Gil Blas_; and into the hands of the other all the hundred volumes of dullness which fill our libraries; and at the end of twelve months mark the difference between them. The first will be like the high-spirited steed that is ready for the course; the other will be encumbered with a load of useless ideas, his faculties weakened, and the bright tints of his genius obscured.

The next great object, after the improvement of the intellectual faculties, is the forming of a moral character. This is by far the most difficult part of education: it depends upon the doctrines of morals and the philosophy of the passions and feelings. Little success has heretofore attended it, either in the schools of Europe or this country. The moral character of youth has been generally formed by their parents, by friends who gained their confidence, or by their pursuits in active life. The morality thus taught is purely practical; it has reference to no abstract truths; it looks only to the passions and feelings of our nature under the variety of circumstances in which we may be placed in society, and the duties which thence result. The science of ethics taught in our schools is a cold, speculative science; and our youth are misled by substituting this for practical morality. It is to be regretted that we have no work on moral philosophy which treats of ethics purely as a practical science; and it is remarkable that, notwithstanding the great improvement that has been made within the last century in metaphysical and physical science, and the liberal turn of philosophical inquiry which has been introduced, the science of ethics remains stationary. The question, "What is the foundation of moral obligation?" is not more satisfactorily answered now than it was two centuries ago. And until the principles of ethics shall be disentangled from the speculative doctrines of theology, interwoven by the schoolmen and monks in the sixteenth and seventeenth centuries, and those principles be traced to the constitution and condition of man, having for their object the development of his social rights and duties, we shall have to regret that the most sublime of all the sciences remains imperfect. It seems to be reserved for the philosophers of Scotland to trace those principles and make this development; and we wait with impatience for the promised work of Dugald Stewart on this subject. But any system of morals which we may study as a science will never have much effect in forming our moral character. We must look to our constitutional temperament, to our passions and feelings as influenced by external circumstances; and for rules of conduct we must look to the sermons and parables of Christ: they are worth more than all the books which have been written on morals; they explain and at the same time apply that pure morality which is founded upon virtuous feeling.

_Young Gentlemen of the Dialectic and Philanthropic Societies_:

As you have conferred on me the honor of delivering this first public address under your joint resolution, I hope you will permit me before I sit down to say a few words upon a subject connected with the usefulness of your Societies and the interests of the University. I speak to you in the spirit of fellowship, and a long acquaintance with your Societies enables me to speak with confidence. I well know the influence which your Societies can exercise in maintaining the good order of this Institution, in sustaining the authority of the faculty, in suppressing vice and promoting a gentlemanly deportment among the students. Every respectable student of proper age is a member of one or the other of your Societies, and feels more mortification at incurring its censure than that of the faculty. This feeling is the fulcrum on which the power of the Societies ought to be exerted. Let me entreat you then, more particularly as you propose hereafter to occupy a higher ground than you have heretofore done, to exert that power in sustaining the discipline of the University, in encouraging industry and good manners, and in suppressing vice. The united efforts of the two Societies can do more in effecting these objects than the authority of the Trustees or faculty. A high responsibility rests upon you; your honor and the welfare of the University demand its faithful discharge.

In a short time you will complete your course of studies at this place and bid adieu to these halls, to act your parts upon the great theatre of active life. Your friends and your country have much to hope, much to expect from you. Devote yourselves with diligence to your studies. When you shall have finished your course here, remember that your education is just commencing; I mean that education which is to fit you for acting a distinguished part upon the theatre of your country. The pursuits and the honors of literature lie in the same road with those of ambition; and he who aspires to fame or distinction must rest his hopes upon the improvement of his intellect. Julius Caesar was one of the most accomplished scholars of Rome, and Napoleon Bonaparte of France. In our own country we lately have seen one of our most eminent scholars raised to the chief magistracy of the nation, and the greatest orator of the age made his prime minister. I speak not here of politics: literature has no factions; good taste no parties. Remember, my young friends, that most of the men who thus far have shed a lustre upon our country had not one-half the opportunities of education which you have enjoyed. They had to rely upon their genius and industry. Genius delights to toil with difficulties: they discipline its powers and animate its courage; it contemns the honors which can be obtained without labor, and prizes only those which are purchased by noble exertion. Wish not, therefore, for a life of ease; but go forth with stout hearts and determined resolution. As yet you little know what labor and perseverance can effect, nor the exalted pleasures which honorable exertion gives to an ingenious mind. May God take charge of you; lead you in the ways of uprightness and honor; make you all useful men, and ornaments to your country!

LETTER FROM CHIEF JUSTICE MARSHALL TO MURPHY.

RICHMOND, October 6, 1827.

DEAR SIR:--Your oration, delivered in Person Hall, Chapel Hill, reached this place during a visit I had made to our mountain country. It was taken out of the post-office and placed on a general table, among a number of papers and pamphlets received during my absence, and was not perceived till to-day. I mention this circumstance as an apology for having permitted so much time to elapse without making any acknowledgments for the gratification derived from its perusal.

I take a great deal of interest in your portraits of the eminent men of North Carolina, who have now passed away from the theatre of action. It was my happiness to be acquainted with those of whom you speak as being known to yourself, and I feel the justness of the eulogies you have bestowed upon them. I never heard Mr. Davie nor Mr. Moore at the bar, but the impressions they both made upon me in private circles were extremely favorable, and I think you have given to the character of each its true coloring. Neither have I ever heard Mr. Stanly, but I have known him also in private, and it was not possible to be in his company without noticing and being struck with his general talent, and most especially his vivacity, his wit, and his promptness. He appeared to be eminently endowed with a ready elocution, and almost intuitive perception of the subjects of discussion. With Mr. Haywood and Mr. Henderson I was well acquainted, and have heard them often at the bar. They were unquestionably among the ablest lawyers of their day. I saw not much of Mr. Duffy as a professional man, but thought him a pleasing, agreeable gentleman. You omitted one name which ranks, I think, among the considerable men of your State. It is that of the late Judge Iredell. I was well acquainted with him too, and always thought him a man of real talent.

In the rapid sketch you have taken of the colonial government, some circumstances excite a good deal of surprise. The persecuting spirit of the High-church party was still more vindictive than I had supposed, and the principle of limiting your laws to two years was, I believe, peculiar to Carolina. The scarcity of books, too, which seems to have prevailed ever since the Revolution, is a very remarkable fact. Although I concur perfectly in the opinion you express that much more advantage is to be derived from the frequent and attentive perusal of a few valuable books, than from indiscriminate and multifarious reading--that cramming injures digestion--yet, some books are necessary, not only for ornament, but for use.

Allow me to thank you for the pleasure I have received from the perusal of your oration, for I must suppose that I am indebted to yourself for this mark of polite attention, and to express my particular acknowledgments for the flattering notice you have taken of the _Life of George Washington_. That work was hurried into the world with too much precipitation, but I have lately given it a careful examination and correction. Should another edition appear it will be less fatiguing and more worthy of the character which the biographer of Washington ought to sustain.

With very great respect and esteem, I am, sir,

Your obedient servant,

J. MARSHALL.

The Hon. ARCHIBALD D. MURPHY, Haw River, North Carolina.

WILLIAM GASTON.

BY WM. H. BATTLE.

William Gaston, late one of the Judges of the Supreme Court of North Carolina, was born in the town of New Bern on the 19th day of September, A. D. 1778. His paternal ancestors were distinguished French Huguenots, who were driven from their country by the revocation of the famous edict of Nantes, and retired to Ballymore, in Ireland, where they settled, and where Alexander Gaston, the father of the Judge, was born. Alexander, having chosen the profession of medicine and obtained his diploma at the medical college of Edinburgh, entered the British navy as a surgeon. After remaining a few years in this service, he resigned his commission and came to New Bern in this State, where he settled and commenced the regular practice of his profession. In the year 1775 he married Margaret Sharpe, an English lady of the Roman Catholic faith, by whom he had two sons and a daughter, of whom the Judge was the second son. The elder brother died young; and before the subject of this sketch was three years of age he lost his father in a manner deeply tragical. He was shot by a band of Tories, who, in the year 1781, surprised the town of New Bern, and singled out the doctor, who was an ardent and active Whig, as an especial object of their vengeance. It is said that the fatal instrument of death was fired over the head of the agonized wife, while she was imploring, as only a woman can implore, the life of her husband. The Judge was then doubtless too young to appreciate all the horrors of the scene, but that it made a deep impression upon him in subsequent life we are well assured. Many years afterwards, while he was a member of Congress, upon being charged, in an exciting party debate, with a want of proper American feeling, he indignantly repelled the imputation by the eloquent exclamation, "I was baptized an American in the blood of a murdered father."That same incident was alluded to with thrilling effect in the convention called to amend the Constitution in 1835 by the distinguished and venerable president of that body. The death of his father threw upon his mother the entire care and responsibility of rearing and educating her infant children. Her situation was peculiarly beset with difficulties. The death of two brothers, with whom she had come to this country, followed by the loss of her husband, left her without any other relatives in America than her two children. But happily for them, she was a woman of great energy of character, of singular prudence, and of devoted piety. It immediately became a leading object of her life to train up her son to usefulness and honor. We may be well assured from its results, that her course of discipline was eminently judicious. Indeed, the Judge has been heard to declare that whatever success and distinction he had attained in life he owed to her counsels and her admirable management, and that but for her he might have been a vagabond. He was first sent to school in his native town, and while there he was represented as having been "very quick, and apt to learn; of an affectionate temper, and yet volatile and irritable. His mother used every means to correct his infirmities of disposition, and to give an aim to his pursuits--sometimes employing kindness, or mild but solemn admonition, and occasionally still stricter discipline." She kept him under her own immediate supervision and control until the fall of the year 1791, when she sent him to the Roman Catholic college at Georgetown. After remaining at this institution about eighteen months, his failing health compelled him to return home. Soon afterwards his health was reestablished, and he resumed his studies under the tuition of the Rev. Thomas P. Irving, who then had charge of the academy at New Bern. Here he was prepared for admission into the junior class of Princeton College, which he entered in the fall of 1794; and in 1796 was graduated, at the early age of eighteen, with the first honors of the institution.