The American Quarterly Review, No. 18, June 1831 (Vol 9)

by Various

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 prælection, 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 prælection, things can be thought as well as words. We do not, indeed, know any department of science or literature, in which a union of prælections 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 cathedrâ.