It seems, indeed, that the real or fancied insufficiency of most of our existing institutions, gave occasion to the proposition for establishing a university in New-York, and to the Convention, a review of whose proceedings will enable us to offer some practical considerations and reflections, deduced from some experience and meditation on this momentous subject. "Much as our country," observes the Rev. Dr. Mathews, in his opening address in behalf of the committee of the university, "owes to her excellent colleges, the sentiment seems to be general, that the time has arrived when she calls for something more; when she requires institutions which shall give increased maturity to her literature, and also an enlarged diffusion to the blessings of education, and which she may present to the world as maintaining an honourable competition with the universities of Europe." p. 14.
The establishment of a university in the city of New-York having been determined upon, and "an amount of means" pledged to the object, which would place the institution at its commencement on a liberal footing, its friends, "believing it to be desirable, and that it would prove highly gratifying to all who feel an interest in the important subject of education, that a meeting should be convened of literary and scientific men of our country, to confer on the general interests of letters and liberal education," appointed a committee, with powers to invite, as far as practicable, the attendance of such individuals in behalf of the university. Accordingly, on the 20th of October last, a number of literary and scientific gentlemen assembled from various parts of the United States, when President Bates, of Middlebury College, Vermont, was appointed president of the convention; and the Honourable Albert Gallatin, and Walter Bowne, Esq. Mayor of the City, were named vice presidents. The convention sat daily until the 23d inclusive, when it adjourned sine die; but not without having provided for the perpetuation of its species at a future period.
In an assemblage so constituted, it was not to be expected that, excepting the notoriety occasioned by it, any great advantage could accrue to the university or to the public from its deliberations; the most discordant sentiments on almost all points of discipline and instruction;—the views of the experienced and inexperienced—the experientia vera, and the experientia falsa—of the contemplative and the visionary, were to be anticipated; but we must confess, that humble as were our expectations from the results of its labours, the published record of its proceedings proves that we had pitched them too high. The committee appear to us to have had no definite object—no system—in bringing many of the subjects before the convention; every discussion is arrested, without our being able to decide what was the conclusion at which the meeting arrived: and
"Like a man to double business bound, They stand in pause where they shall first begin, And both neglect."
Of these debates the "Journal" is, doubtless, a faithful record, so far as regards their succession; the brevity, however, of the minutes, published by the secretary, renders the work very unsatisfactory; and scarcely elevates it above the character of a log-book, if we make exception of one or two excellent addresses—such as that of Mr. Gallatin—which are reported at length; and of some (generally indifferent) communications transmitted by their authors.
The first topic presented for the consideration of the convention, was:—"As to the universities of Europe; and how far the systems pursued in them may be desirable for similar institutions in this country." On this subject, Dr. Lieber read a communication of interest in relation to the organization, courses of study and discipline of the German universities, which was referred to the committee of arrangements. Mr. Woolsey, of New-York, gave an account of the French colleges; their system of instruction and discipline; a few desultory observations are next made by Mr. W. C. Woodbridge. Mr. Hasler flies off at a tangent, and offers "a few remarks on the appointment of professors," and is followed by Professor Silliman on the same subject. Mr. Sparks presents a few observations and alludes to the organization of Harvard College. President Bates gives the plan of choosing professors adopted at the college over which he is placed; and Mr. Keating, of Philadelphia, puts a finale to the proceedings of the day and to the question at the same time, by the expression of his views. After this, we hear no more of this "topic," and we are left in the dark whether the system or any part of the system of the universities of Europe be desirable for similar institutions in this country.
It is a mere truism to remark, that the success of an institution must be greatly dependent upon the character of its professors; hence, in all universities, the best mode of selecting them has been a point of earnest and careful inquiry. In some countries, they are appointed by the government; in others, the office is obtained au concours. The candidates being required to defend theses of their own composition, and the most successful receiving the office; whilst in others, the faculty have the power of supplying vacancies in their own body. In our own country, no uniformity exists on this point. Harvard, by the scheme of organization, is under the supervision and control of two separate boards, called the Corporation, and Board of Overseers. The former is composed of seven persons, of whom the president of the college is one, by virtue of his office; the other six being chosen from the community at large. The board of overseers consists of the governor and lieutenant-governor of the state, the members of the council and of the senate, the speaker of the house of representatives, and the president of the college ex-officio; and, also, of fifteen laymen and fifteen clergymen, who are elected, as vacancies occur, by the whole board. This board has a controlling power, which, however, is rarely exerted over the acts of the corporation.
The professors are all chosen, in the first instance, by the corporation, or rather nominated for the approval or rejection of the board of overseers: "but as a case has rarely, if ever been known, in which such a nomination has been rejected by the overseers, the election of all the professors and immediate officers, may be said to pertain in practice to the corporation alone. It is probable, however, that this is seldom done without consulting the members of the faculty into which a professor is to be chosen." Journal, p. 82.
In the generality of our institutions, the appointing power is vested in a board of trustees, who have no controlling body placed over them. In almost all, however, we find from the Journal of the Convention—that the faculty are consulted—"that" according to Dr. Bates, "experience had proved the wisdom of consulting the faculty on any contemplated appointment of a professor; and that, in fact, though not professedly, yet in effect, professors are appointed by the instructers or faculty,—and thus by securing their good will towards the new incumbent, amity was enforced." P. 83.
The great difficulty exists in becoming acquainted with the qualifications of the candidate, especially if he has not been previously engaged in teaching. There can be no better mode of testing the capacity of a teacher, than in the class room; but if this be not available, the recommendation of sufficient individuals, with us, has always to be taken; and in this, a certain degree of risk must necessarily be incurred. It is never, however, a matter of so much moment to procure a professor, who is pre-eminently informed upon the subject of his department, as one that is capable of communicating the knowledge he possesses, is systematic, has a mind that can enable him to improve and to take part as a member of the faculty in the management of the university, in which the greatest firmness, good sense, and ability are occasionally demanded. "A man," says the illustrious Jefferson, "is not qualified for a professor, knowing nothing but merely his own profession. He should be otherwise well educated as to the sciences generally; able to converse understandingly with the scientific men with whom he is associated, and to assist in the councils of the faculty on any subject of science in which they may have occasion to deliberate. Without this he will incur their contempt and bring disreputation on the institution."[[1]]