Part 4

"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 than _doctus_--"Qui dit Docteur ne dit pas un homme docte, mais un homme qui devrait etre 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 then _Patois_ condition, 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. Gallatin with 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 the _English language_ correctly.

For a _university 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 and accuracy 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 of _Bachelor of Arts_, or _Master of Arts_, or _graduate_, 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, and that 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 praelection, 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 praelection, _things_ can be thought as well as _words_. We do not, indeed, know any department of science or literature, in which a union of praelections 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, be understood to come prepared for examination on the subject of the lecture, as delivered _ex cathedra_.

With regard to _public 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 the _emulation_ of 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 over the 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 the _Virginia 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 the _positive_ and _relative_ standing 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 the _first_, _second_, and _third_; 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 ought to 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.

[Footnote 1: Memoir, Correspondence, &c. Vol. IV. P. 387.]

[Footnote 2: Ueber die verfassung und verwaltung deutscher universitaten. Goettingen, 1801-2.]

[Footnote 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 metier 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 those which 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.