Miscellany: Letters From Michigan: Number VII

W e have a State university in Michiigan. containing fifty-three studente, with four branches, located in distant villages, containing 133 more. Th is University will undoubtedly follow in the track „of the Eastern insiitutious of the same kind, and be characterized by the excellencies and defects. It is favorably' regarded here, and many of our farmers are desirous of availing themselves of the opportunity it presents of educating thcir sons at college. This is all right in itself. There should be a University in the State.endowed with all the facultïesóf attainingexiensive and various knowíedge, which can be secured. But the imporfance of a collegiale education until recenth-j has been much overrated. The talismanic phraso, "líber allij educated," fhough often brought to view in the conversation oí the initialed, is fast loaing its influence on the community. In proportion as the mass of the people are elevated, the distance between thetn and the liberally educated is dnuinished, and the claims of the latter on acoount of theii1 superior knowledge are regarded with far less deference. In the time of the Revolution, and as far back as Dr. Cotton Mather, the case wásdiflerent. Society jogged along on its accustomed basis of different orders of nobility and learnmg, each of which rnust be ascertained by the establisheddip!omn,made out with exact formality and precisión. and it was chiefly by these, instead of real merit or great attainments, thet the claims of their possessors to distinction and preferment in church and state were determined.At present, society is governed far more by practical than by learned men. Reverence for antiquity and mere learning, assuch, has diminished. Pcoplc demand some thing adapted to practical lifc. - Henee, when they want Governors, Legislators, Judges and Members of Congress. they are quite as likcly to select them frorn the farm yard, the lumber yard, the merchant's desk, the peddlar's waggon, and the printer's inkpot, as from the halls of the Universities. I know that it is a mortifying assertiou to the graduates of those institutions; butastrictexamination Avill demónstrate its'truth. Whence come our fnost successful lawyers - our most popular ;yoician.s - oúr most useful and enterprising merchante? Do they all come from college? Or rather do not a rnajority attain thcir standing from the rniddling and ss-inetimes from the lówést stations in cemrnunity. by tbc aid, not ofcollege diplomas, but of a fixed purpose and a vigorous intellect? One consequence of a college education Í have seldom seen alluded to, and yet it. is an almost inevitable result of it. The graduales imbibe a spirit of caste - a' feeling of respect for "themselves and for other graduates.merely bccause they have been to college - and a low opinión of all others, höwever learnedor talented, merely beeause they had not acquired their learning at a college. This feeling is manifested by most gradúate, in a greater or less degree, whatever may he their age or moral character. In their iniaginations, they divide tho human race into two cla&ses, the educated anduneducated: those who have bcon to college, and those who have not; and bestow on the former class, though doubtless often unconsciously, a disproportionate regard, simply on account of this adventitious distinction But another, and to a great extent, a necessary consequence of a college education much-mars its utility. What is the object of education? It is two fold: 1. Toiinpart to the mind the greatest amount of useful knowledge. This is one thing. 2. To enable the mind to exert all its faculties to the best advantage in effecting a given purpose. This is another object, and tolally distinct from the former.JMow, a college edueation only secures the iirst object, leaving the other, and most important one, to a great extent unattaineu. That collegiate institutions are .well calcalated to impart a knowledge of literature and of some of the sciences, I admit. That this knowledge is valuable- - is ahvays vaiuable - is valuable to men of all professions and employments, '. admit. But tlïis knowledge, in all ifs variaties, may be acquired out of college valJs, as well as within them. The ac[uisition of knowledge is desirable - the icquisition of the knowledge in a college, s worth nothing. Here again I run against the prejudices of the liberally educated. In discussing this subject once vith a learned gradúate, I adduced the case of Dr. Franklin. He admitied the extent of Franklin's knowledge, but afimedthatifhe had acquired the same niowledge within thewalls of a college, ie would -have been a wiser man, and nigbt have been more useful to mankind! My position is directly the reverse of this. ?he knocks and thumps that Franklin r'eeived from his brother- his consequent unning way, and subsequsnt necessities - his deception by the Ex-Governor of 'ennsylvania - his difllculties with his jrother jours in the London printing ofice, and the other adventures which beel him,were a part of his edueation - and torc important to his elevatioh and useulness in theworld, than all the Greek, jatin and Malhematicshe could have acuiredin the same number of vearsin the walls of a college. He wlio is sluit up there may treasure up the riches of literature to the full extent: but just in proportion as he devótes himself wholly to these, yill be his ig'norance of pracical life - an ignorance more detrimental ïan would Be ihat of mere literature. - ..et two individuáis of equal capacity acuire the sanie ámount of literature, one n college, and one while following som e wactical business, and the knowledge of ie lat ter wiH be far the most useful to ïim and to Jiïs fêllow men. A University then,is useful in its place. It dispenses knowledge of literature to many who would otherwise be ignorant: ut it does not impart that increase pf vtll and mental power which are far iore important; hut on the contrary. to u jreat extent, precludes their attainments, nd leaves them still to be secured in subequent life, as best they may. A third obstacle to thé more complete sefulness of colleges, is the foolish and bsurd character'of some of the bocksused. In acquiring a knowledge -of Latin and Greek. the young students are made to pore for many months, and some times for years, over the productionsof Homer, Virgil, Horace, Ovid, &c. The perusal ■ of Thucydides, Tacitus, Livy; and other historians may impart a knowledge of facts: but what benefit is there to th'è morals or intellect of boys, in reciting the absurd and licentious storiesof the heath: en poets? The very subjects proposed s the foundation of their fables, as well as the sentiments inculcated in the narraons, are calculated to excite all the pasions which are at variance with the spirit of Christianity. Thus Homer: iCAchilleJ wralh. to Greece the direfiil sprinsr, Ot woes unnumbercdjheavenly Gddess eing!' It must be vastly odifying to boys who ave no fixed principles,tocon over twenty-four books about the q narréis of two heathen savages concerning a strumpet; and to recite the long and disgusting peeches of brutal héroes, whose characers and discourses would disgrace a com)any of bar room pugillists. In like manner,Virgil recites the praisc f war, and the ridiculous intrigues of his icentious divinities: t{Arma virumque cano - "Arrns, and the man I sing" - And then proceeds through twelve ooks of fables, absurd or obscene, about "cruelJuno'sunrelenting rage," and the other senseless foolertes of his heathen deities.But apart iVoni the absurdity of thes works, and their licemious lendency, lire impression tbey leave on the mind of th scholar who studies them for years at a periQd when the mind is most capable o ünpressions - is decidedly antagonistic to tlie humble, mild and forgiving spirit o the Christian religión. I have often wondered that tliey were put into the hands of candidates for the ministry. was first led to think ofthis, by conver sation.with a young gentleman of uncom moa talents who was studying for the min istry. He discussed by the hour witl the greatest enthusiasm he difieren characters of Hom'er's héroes: he admirec their noble sentiments, their undauntec spirit and heroic courage, and could re peat any numbér of the blood thirsty anc rufflian-like speeches of these savages with the most exalted pathos. Alas thought I, you have gone to a school poorly adapted to teach you to proclaim the meelt, loving; child-like forgiving doctrines of the Prince of Peace. Such works as these are of no practical use to mankind, so far as I can see. They impart no useful knowledge to the mind.nor do they establish or strengthen correct moral principies. If preserved at all. on account of the genius of the authors, they should be placed upon the upper sh.elf, to be consulted by literati and antiquaries, instead of being forced upon the time and atiention of those who might be far better employed.