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THE

AMERICAN

QUARTERLY REVIEW.

No. XVIII.

JUNE, 1831.

PHILADELPHIA: CAREY & LEA.

SOLD IN PHILADELPHIA BY E. L. CAREY & A. HART. NEW-YORK, BY G. & C. & H. CARVILL.

_LONDON_:--R. J. KENNETT, 59 GREAT QUEEN STREET. _PARIS_:--A. & W. GALIGNANI, RUE VIVIENNE.

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. New-York: 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 Phi Beta Kappa Society_. On Tuesday, September 7th, 1830. By THOMAS SMITH GRIMKE, of Charleston, S. C. New-Haven: 1830. pp. 76. 8vo.

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 successfully 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 twenty-three 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 academics 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 address 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 individuals 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, And both neglect."

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 has been a point of earnest and careful inquiry. In some countries, they are appointed by the government; in others, the office is obtained _au concours_. The candidates being required to defend 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: "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 occasionally demanded. "A man," says the illustrious Jefferson, "is not qualified for a professor, knowing nothing but merely his own profession. He should be otherwise well educated as to the sciences generally; able to converse understandingly with the scientific men with whom he is associated, and to assist in the councils of the faculty on any subject of science in which they may have occasion to deliberate. Without this he will incur their contempt and bring disreputation on the institution."[1]

Young professors are, on the above accounts, _caeteris paribus_, preferable to old. They have not had time to acquire any bad system; are energetic in the acquisition of information, and become attached to the occupation. In institutions where the faculty live within the same walls, it is, likewise, important that the disposition of the individual should be taken into the account, in order that every thing may go on harmoniously. A kind, conciliating deportment, will also gain the respect of the student, and tend materially to discipline.

The best system for the appointment of professors, perhaps, would be--that the faculty should nominate, and the trustees approve or reject. It is improbable, that they would ever be guided by any feelings which would be counter to the prosperity of the institution; whilst they would generally have better opportunities of becoming acquainted with the qualifications of individuals than the board of trustees. This course appears to us less objectionable than any other; and we are glad to find that it was suggested by Mr. Sparks, in the convention.--

"No good policy," he remarks, "would introduce an efficient member into a small body, where such a step would be likely to endanger the harmony of feeling and action. For this reason, it may be well worthy of consideration, whether, in the scheme of a new constitution, it is not better to provide for the nomination of a professor by the members of the faculty, with whom he is to be associated. Such a body would be as capable as any other, to say the least, of judging in regard to the requisite qualifications of a candidate, and much more capable of deciding whether his personal qualities, traits of character, and habits of thinking, would make him acceptable in their community. It seems evident, therefore, that something is lost and nothing gained by referring this nomination to another body of men, who have no interest in common with the party chiefly concerned. It is enough that the electing or sanctioning power dwells in a separate tribunal." P. 83.

Much diversity of opinion has prevailed on the subject of remuneration to professors. In some universities they are paid entirely by fees from the students. The objection urged against this, is, that the professor is too much dependent upon the student, and that this feeling may materially interfere with discipline. To those who consider that there ought to be no discipline in our universities--and strange as it may seem, such views were expressed in the convention--this plan of remuneration can be liable to no objection. Nor to institutions in which there are no resident pupils, like the one proposed in New-York, would the objection apply. On the contrary, the mode in which the professor receives his remuneration entirely from the students, the stimulus which is thus excited, and the feeling that his emoluments may be proportionate to his energy and success in conveying instruction, may have the most beneficial effect upon his exertions. Accordingly, we find the most meritorious application on the part of the professors in our great medical schools; and a degree of enthusiasm aroused, which might not be elicited were the mode of recompensing them other than it is.

On the other hand, it has been maintained, that the professor should be in no wise dependent upon the student; that he should receive no fees, but be paid by a fixed salary. The objection urged against this system is, that there is here no stimulus, and that as the professor feels his income altogether independent of his exertions, he will relax in his efforts, neglect his duties, become inattentive to his own improvement, and uncourteous in his behaviour to the pupil. This is plausible in theory, and doubtless, has occasionally been found to be the fact. It is not likely to occur, however, if the professor be held rigidly responsible, and if the tenure of his office be on good behaviour, instead of for life. It is to be calculated, likewise, that every professor is a gentleman, and that the honour of the situation is a part of the emolument. These should be a sufficient guarantee that his duties will be performed energetically, and that his behaviour will be courteous. Should this not be the case, he is unfit for his situation, and the trustees should have moral courage enough to remove him. Experience, too, has, we think, sufficiently proved, that the evils of fixed salaries, under the tenure _dum bene se gesserit_, are more imaginary than real: some of the very best institutions are conducted upon this system, in various parts of Europe and of this country. On the whole, perhaps, where the students reside within the precincts, a combination of a fixed salary, of a sufficient amount to enable the professor to be, to a certain extent, independent of the student, with the payment of a fee from the student for tuition, is the most politic and satisfactory mode of remuneration. In this manner, he receives a certain stimulus to exertion, whilst other objections to both exclusive systems are obviated. Experience, however, shows, that although the zeal and industry of a professor may occasion a slight fluctuation in the numbers that resort to his school, this influence is very limited in its action. It is the character of the study which attracts followers; and whilst one department will be crowded to excess, independently of the merits or demerits of the professor, others will be almost entirely neglected. This will occur in all institutions in which professional, or extremely advanced, or unusual studies are taught. Every student, whether he may be intended for one of the learned professions, or for any other pursuit, considers it absolutely necessary to attend certain academical departments;--those of ancient languages and mathematics for example;--whilst comparatively few can be expected to attend the professional chairs, or the higher branches of study, notwithstanding the subjects may be taught in the most attractive and sufficient manner. Unless the manners of a professor are strikingly obnoxious, but little effect will be produced in the numbers frequenting his school: and if they are so, it is a sufficient ground for removal.

In those universities in which the professors are remunerated by a fixed salary, this inequality of attendance is not felt; but it is a serious evil, where the emolument accrues wholly or in part in the form of tuition fees. The greatest inequality may prevail in the compensation; and those teachers who are engaged in the most abstruse departments, will necessarily be worse paid than those who are engaged in superintending the elementary branches. Suppose the department of mathematics to be divided into the elementary and transcendental: if each be remunerated by an equal fee from his students, the latter cannot expect to have an income of more than one-twentieth part of that of his colleague. This we know is a ground of much dissatisfaction in many institutions, and attempts have been made to obviate it. Meiners,[2] a reflecting writer on the subject of universities, thinks it would be proper to correct this inequality by making a portion of the fees received common stock: but if we admit that the abilities and attention of the professors are equal, and that the same number of hours is employed in teaching the various branches, there seems to be no reason why the remuneration of one professor should be permitted to exceed that of his colleague. On this subject, some pertinent remarks were made by Dr. Lieber, in which he agrees, in many respects, with his countryman, _Meiners_.

"Now I ask," says he, "how much even Professor Gauss, _le plus grand des mathematiciens_, as _La Grange_ called him, has realized from his lectures? Mathematics, at least the higher branches of them, never can be very popular; I mean, it is impossible that they should be generally studied, and it would be to consign a professor to absolute indigence, if government should leave professors of mathematics dependent on the honorarium paid by their students. I studied mathematics under the celebrated Pfaff at Halle, whom _La Grange_ called _un des premiers mathematiciens_, and we were never more than twenty in his lecture room, of whom I fully believe not much more than half paid the _honorarium_, which was very small." P. 58.

And again,--

"Yet I believe, that generally speaking, it is better for professors and students to have fees paid for their lectures, for various reasons, although it would be unsafe to let professors be solely or chiefly depending upon them, for it would be unsafe to settle such annuities upon persons intended to live for science, or guarantee them, forever, an easy life. It has besides been found, that generally, students attend those lectures more carefully for which they pay. With the different branches of instruction, the principle upon which professorships are to be established, ought to vary. In a city, in which many students of medicine always will be assembled, it may be safe to let the professor greatly depend upon the fees of the students, whilst a professor of Hebrew ought to be provided for in such a way, that he may follow the difficult study of Oriental languages, without the direct care for his support, in case the number of students would be too small for this purpose, as it generally will prove." P. 65.