Sometimes the schoolmaster or private tutor was an indented white servant who had come out as a redemptioner, or even as a convict. Among the criminals there might be persons of rank, as Sir Charles Burton, a Lincolnshire baronet, who was transported to America in 1722 for “stealing a cornelian ring set in gold;” or scholars, like Henry Justice, Esq., of the Middle Temple, Barrister, who in 1736 was convicted of stealing from the library of Trinity College, Cambridge, “a Field’s Bible with cuts, and Common-prayer, value £25, Newcastle’s Horsemanship, value £10, several other books of great value, several Tracts cut out of books, etc.” For this larceny, although Mr. Justice begged hard to be allowed to stay in England for the sake of his clients, “with several of whom he had great concerns,” he was nevertheless sent to America for seven years, under penalty of death if he were to return within that time.[237] From such examples we see that, while the convict ships may not have brought many Eugene Arams, they certainly brought men more likely to find employment in teaching than in manual labour. Jonathan Boucher, rector at Annapolis in 1768, declares that “not a ship arrives with either redemptioners or convicts, in which schoolmasters are not as regularly advertised for sale as weavers, tailors, or any other trade; with little other difference that I can hear of, except perhaps that the former do not usually fetch so good a price as the latter.”[238]
Virginians at Oxford.
Sometimes, as we have seen in the case of Augustine Washington and his son Lawrence, the young Virginians were sent to school in England. Oftener, perhaps, the education begun at the country school or with private tutors was “finished” (as the phrase goes) at one of the English universities. Oxford seems to have been the favourite Alma Mater, doubtless for the same reason that caused Cambridge to be chiefly represented among the founders of New England; Oxford was ultra-royalist in sentiment, while Cambridge was deeply tinged with Puritanism. This difference would readily establish habits and associations among the early Virginians which would be followed.[239]
James Madison.
It was not in all cases necessary to go to England to obtain a thorough education. James Madison’s tutors were the parish minister and an excellent Scotch schoolmaster; he was graduated at Princeton College in 1772, and never crossed the Atlantic; yet for the range, depth, and minuteness of his knowledge of ancient and modern history and of constitutional law, he has been rivalled by no other English-speaking statesman save Edmund Burke. Such an instance, however, chiefly shows how much more depends upon the individual than upon any institutions. There are no rules by which you can explain the occurrence of a heaven-sent genius.
Contrast with New England in respect of educational advantages.
On the whole, the facilities for education, whether primary or advanced, were very imperfect in the Old Dominion. This becomes especially noticeable from the contrast with New England, which inevitably suggests itself. It is no doubt customary with historical writers to make too much of this contrast. The people of colonial New England were not all well-educated, nor were all their country schools better than old field schools. The farmer’s boy, who was taught for two winter months by a man and two summer months by a woman, seldom learned more in the district school than how to read, write, and cipher. For Greek and Latin, if he would go to college, he had usually to obtain the services of the minister or some other college-bred man in the village. There was often a disposition on the part of the town meetings to shirk the appropriation of a sum of money for school purposes, and many Massachusetts towns were fined for such remissness.[240] This was especially true of the early part of the eighteenth century, when the isolated and sequestered life of two generations had lowered the high level of education which the grandfathers had brought across the ocean. In those dark days of New England, there might now and then be found in rural communities men of substance who signed deeds and contracts with their mark.
Causes of the difference.
After making all allowances, however, the contrast between the New England colonies and the Old Dominion remains undeniable, and it is full of interest. The contrast is primarily based upon the fact that New England was settled by a migration of organized congregations, analogous to that of the ancient Greek city-communities; whereas the settlement of Virginia was effected by a migration of individuals and families. These circumstances were closely connected with the Puritan doctrine of the relations between church and state, and furthermore, as I have elsewhere shown,[241] the Puritan theory of life made it imperatively necessary, in New England as in Scotland, to set a high value upon education. The compactness of New England life, which was favoured by the agricultural system of small farms owned by independent yeomen, made it easy to maintain efficient schools. In Virginia, on the other hand, the agricultural conditions interposed grave obstacles to such a result. There was no such pervasive organization as in New England, where the different grades of school, from lowest to highest, coöperated in sustaining each other. There were heroic friends of education in Virginia. James Blair and the faithful scholars who worked with him conferred a priceless boon upon the commonwealth; but the vitality of William and Mary College often languished for lack of sustenance that should have been afforded by lower schools, and it was impossible for it to exercise such a widespread seminal influence as Yale and Harvard, sending their graduates into every town and village as ministers, lawyers, and doctors, schoolmasters and editors, merchants and country squires.
Illustrations from history of American intellect.