4th. What if in every house there were valuable fellowships for learned scholars who would remain their whole lives in the position?
Would not the country benefit by these measures? And hath not the State authority to carry them out, seeing that it hath already given its sanction to the making of foundations, with a reservation of the right to alter them if sufficient cause should be shown? Is it not as admissible to discuss the improvement of the Universities by planting sound learning, as to decide upon taking away lands from colleges, and boarding out the students, because they cannot agree among themselves about the use of the endowments? Would there be any better means of giving a new and fairer aspect to the work of the Universities, and of bringing them into greater favour with the public? In the first erection of schools and colleges, private zeal inflamed good founders; in altering these for the better, the State, for considerations of public interest, may increase the advantage, without departing from the intention of the founders, who would have gladly welcomed any improvement. It is for each age under the spur of necessity to point out what is best for its own circumstances, and the State must exercise its wisdom and policy in bringing this about. I will now take up more fully the four points I have named, in the hope of offering reasons that may prove convincing.
A College for Languages.
Would it not be convenient and profitable if there were one college where nothing was professed but languages, to be thoroughly acquired as a means to further study within the university, and to public service outside? That being the professed end, and nothing else being dealt with there, would not a high standard of sufficiency be the better reached through general agreement? And would not daily conference and continuous application in the same subject be likely to secure efficiency? As it is now, when everyone deals confessedly with everything, no one can say with certainty, “Thus much can such a one do in this particular thing,” but he either speaks by conjecture that may often deceive even the speaker, or else out of courtesy which as often beguiles those who hear and believe. For where all exercises, conferences, and conversations, both public and private, are on the same subject, because the soil bringeth forth no other stuff, there must needs follow great perfection. When the tongues are thus separated from other learning, it will soon appear what a difference there is between him who can only speak and him who can do more. No subject can be more necessary than languages in university training. For the tongues being the receptacles of matter, without a perfect understanding of them what hope is there of understanding matter? And seeing words are the names of things, applied and given according to their properties, how can things be properly understood by us, who make use of words to know them by, unless the force of speech is thoroughly understood? I do see in writers and hear in speakers great defects in the mistaking of meanings, and evident errors through insufficiency in the study of language. Such study should be well advanced by the Grammar School, but it needs to be brought to greater perfection than it can be there. And it may be that some, wishing only a general culture, will be content to rest in this literary faculty, taking delight in the writings of the poets and historians, and not passing on to any professional study.
A College for Mathematics.
I would have another college devoted to the Mathematical Sciences, though I shall be opposed by some of good intelligence, who not knowing the force of these faculties because they considered them unworthy of study, as not leading to preferment, are accustomed to mock at mathematical heads. Such studies require concentration, and demand a type of mind that does not seek to make public display until after mature contemplation in solitude. It is this silent meditation on the part of the true students, or the appearance of it in those that are but counterfeits, that layeth them open to the mockery of some, who should rather forbear if they will remember in what high esteem those sciences were held by Socrates, and by Plato, who forbad anyone to enter his Academy that was ignorant of Geometry. For the men who profess these sciences and bring them into disrepute are either quite ignorant and maintain their credit by the use of certain terms and technical expressions without ever getting at the kernel, or they are such as having some knowledge occupy themselves with the trivial and sophistical and illusive parts of the subject, rather than with its true uses in the advancement of the arts. But in spite of the contempt which is thus often brought on the Mathematical Sciences, I will venture to give my opinion in defence of their value. In time all learning may be brought into one tongue, and that naturally understood by all, so that schooling for tongues may prove needless, just as once they were not needed; but it can never fall out that arts and sciences in their essential nature shall be anything but most necessary for every commonwealth that is not utterly barbarous. We attribute too much to tongues, in paying more heed to them than we do to matter, and esteem it more honourable to speak finely than to reason wisely. After all, words are praised only for the time, but wisdom wins in the end.
The Mathematical Sciences show themselves in many professions and trades which do not bear the titles of learning, whereby it is well seen that they are really profitable; they do not make much outward show, but our daily life benefits greatly by them. It is no just objection to ask, “What should merchants, carpenters, masons, shipmasters, mariners, surveyors, architects, and other such do with learning? Do they not serve the country’s needs well enough without it?” Though they may do well without it, might they not do better with it? The speaking of Latin is no necessary proof of deeper learning, but Mathematics are the first rudiments for young children, and the sure means of direction for all skilled workmen, who without such knowledge can only go by rote, but with it might reach genuine skill. The sciences that we term ‘mathematical’ from their very nature always achieve something good, intelligible even to the unlearned, by number, figure, sound, or motion. In the manner of their teaching also they plant in the mind of the learner a habit of resisting the influence of bare probabilities, of refusing to believe in light conjectures, of being moved only by infallible demonstrations. Mathematics had its place before the tongues were taught, which though they are now necessary helps, because we use foreign languages for the conveyance of knowledge, yet push us one degree further off from knowledge.
A College for Philosophy.
The third college should be devoted to Philosophy in all its three kinds, each of which forms a preparation for a particular profession—Natural Philosophy for Medicine, Political Philosophy for Law, and Moral Philosophy for Divinity. But in this distribution some will ask, “Where do Logic and Rhetoric come in?” I would ask in reply, “What is the place of Grammar?” It is the preparative to language. In the same way, Logic on the side of demonstration takes the part of Grammar for the Mathematical Sciences and Natural Philosophy, and in its consideration of probabilities fills the same place for Moral and Political Philosophy. Rhetoric helps the writer to attain purity of style without emotion, and the speaker to use persuasion with an appeal to the feelings, though sometimes, indeed, the latter deals only in argument, while the former may wax hot over his writing. As to the proper order of these studies, we are accustomed to set young students to Moral and Political Philosophy first, but we should rather follow Aristotle in placing Natural Philosophy next to the Mathematical Sciences, because it is more intelligible for young heads on account of its deductive reasoning, whereas Moral and Political Philosophy, being subject to particular circumstances in life, should be reserved for riper years.