West Point, N. Y., July 28.
On board the Steam-boat this morning, I met —— —— and his family; who, without my knowing it, were in Albany all of yesterday. They have landed here too; and we expect to descend the river together to New York city, to-morrow. He has given me a very gratifying account of the Temperance reformation in this state. It seems to be triumphant, beyond all experience in Virginia, or even in New England. The means have been, perfectly organized action—great diligence of exertion—and the use of the PRESS. The organization consists in a regular and intimate concert, of township societies with county societies, and of these with the State society. This powerful machinery has been aided by the active zeal, and generosity, of individuals, who have profusely lavished time, and toil, and money, to advance the goodly work. And by a judicious use of a great modern improvement of the Press, a monthly paper (the Temperance Recorder) is published, at the price of seventeen cents per annum: a copy of which, or of some other Temperance newspaper, it is believed, is received by almost every family in the state. Measures are taking to convey light thus to, absolutely, every family. Cannot something like this be done in Virginia? In Massachusetts, I perceived with regret, a strong disposition to invoke Legislative action in support of the Temperance Society: to get the making and vending of ardent spirits prohibited by Law. In New York, they disarm opposition of so plausible a pretext for hostility, by fixedly determining to ask—to accept—no such aid; but to rely exclusively upon reasoning, the exhibition of facts, and the influence of example—means, which have already achieved, what were seven years ago deemed chimæras, and which will doubtless be fully adequate to the consummation of this great work.—But I am digressing from my design, of dwelling a little longer on some features of New England.
Manual Labor Schools (on the Fellenberg plan) have not multiplied there, or grown in esteem, as might have been expected from the forwardness of the people in adopting every valuable improvement; and particularly, from the congeniality of this one with their own long-cherished custom, of blending labor with study. Possibly, this very custom may, in their eyes, make the improvement unnecessary: since their youth already substantially enjoy its advantages. To study in winter—to work in summer—has, time out of mind, been the routine of New England education: differing from the Fellenberg method only in having the alternations half-yearly, instead of half-daily.—Franklin, the Trumbulls, Sherman, Dwight, Pickering, Webster, Burges, and all the illustrious self-made men, who have rendered that otherwise unkindly soil so verdant with laurels, were nurtured strictly in the discipline of manual labor schools: and perhaps the new method would be quite needless, were not the progress of wealth, luxury, indolence and pride, now rapidly swelling the numbers of those who, urged by no necessity, and relying upon no exertions of their own for distinction, would never feel the salutary influence of labor, if not sent to schools where it is taught; and were not the same progress multiplying those also, who never could procure instruction, except by the opportunity which this method affords them, of purchasing it by their labor. Perhaps too, the Common Schools (in which poor and rich are equally entitled to learn) may tend still more to render the new plan useless; as to the branches of knowledge taught in them.
Infant Schools appear to have sunk a good deal in esteem, among intelligent people in New England. At Hartford, a lady, whose name (were it seemly to publish a lady's name) would give commanding weight to the opinion, told me that they were found hurtful both to body and mind: To body (and this the physicians confirmed) by overexciting, and thus injuring, the brain and the nervous system: to mind, by inducing the habit of learning parrot-like, by rote—by sound merely—without exercise of the thinking power. It seems agreed, that some features of the infant school system may advantageously be transferred to ordinary schools: for instance, the use of tangible and visible symbols and illustrations. And infant schools themselves are certainly well enough, for those children who would otherwise have to be left alone, or untended, while their parents are abroad or at work. But for young children, where the sternest necessity does not forbid, there is nothing comparable to domestic education; no care, no skill, no authority, like those of a mother—or of a father. And how few parents there are, who, by methodical husbandry of time, and reasonable exertion of intellect, might not find both leisure and ability to train the minds and form the habits of their offspring, for at least the first nine years of life!
The Common-school system, as a system, is certainly admirable. But some minutiæ of its administration may be censured. Teachers are often tasked with too many pupils. I saw a young woman of twenty, toiling in the sway of fifty-two noisy urchins, with twenty of whom I am quite sure my hands would have been over-full: and it was said to be no unusual case. Then, Webster's spelling book is in frequent use. There are half a dozen better ones. And the barbarous usage, of making a child go on to spell in five or six syllables, before he is allowed the refreshment of reading—instead of teaching him to read as soon as he can spell in three letters, and then carrying on the two processes together, to their mutual acceleration—is still kept up, as in our old-field schools.—A usage about as worthy of this enlightened age, as the old rule, of whipping a boy for miscalling a word, or for not crossing a t. I was glad to see Warren Colburn's books—his Intellectual Arithmetic particularly—in pretty general use. His merit is, not so much that he has smoothed the road to that child-perplexing branch of knowledge (though in that respect he has entitled himself to every child's gratitude), as that he has rendered the study an improving exercise to the mind—a strengthener and quickener of the reasoning faculty; and has disclosed the rationalia of many processes of calculation, as mysterious before to the young mind as so many feats of jugglery. A pervading fault in the management of the common-schools, is a false economy; shewn, in choosing teachers less by their proper qualifications, than by their cheapness. In Connecticut, more especially, this wretched mistake seems to prevail; as a curious fact, told me in Providence, strikingly illustrates. Of the many who go forth from the University there, and from several good Academies in the state of Rhode Island, to find employment as teachers in the adjoining states, few or none, it was said, found it in Connecticut: owing to the niggardly wages paid there. The man for their money, is he who asks the least.
Wide discretion, as to the classification of the Common-schools, and as to the extent of the studies in them, is given to the Towns. In some, the people, or their commissioners appointed to superintend the schools, are content with a single grade or tier, in which are taught merely the necessary sorts of knowledge, from Arithmetic downwards. Others classify them, into 1st. primary schools, where only spelling, reading, and writing, are taught: 2nd. secondary schools, for the rudiments of Arithmetic, Geography, English Grammar, and further progress in reading and writing: 3rd. Apprentices' schools, where the above branches are further taught, with the addition of some History, Book-keeping, and Geometry: 4th. High schools, for Algebra, Geometry, use of the Globes, Latin, (and sometimes Greek) with perhaps the elements of Natural Philosophy. The classification sometimes stops at the third, sometimes at the second, tier. There are but few towns, in which it is carried to the fourth. Worcester is one of these: Boston, and Salem, are the only others that I heard of. In the first and second grades, boys and girls are schooled together: in the higher grades, male and female schools, are separate.
Latin and Mathematics are coming to be considered as a regular part of female education, throughout the North. But I have not ascertained satisfactorily, whether it is a mere smattering that is taught, or so thorough a course as may solidly improve the memory, taste, judgment and reasoning powers. In relation to women even more emphatically than to men, (it seems generally agreed) these studies are less to be prized, for any specific pieces of knowledge they furnish, than for the activity, strength, acuteness and polish, they give to the various powers of the understanding. The Yankees are too shrewd, and too habitually observant of practical utility, not to perceive this truth, and act accordingly.
The voyage hither from Albany abounds with captivating spectacles. For the first fifty miles, these consisted chiefly of waving hills, interspersed with modest but handsome country seats half-veiled by trees;—and of villages and landings, where, at intervals of four or five miles, our immense floating Hotel would halt to take in and land passengers—if halt it could be called, when her motion was not actually suspended, but only slackened, while by her boat, she rapidly communicated with the shore. The Catskill Mountains were in sight; and we were nearly entering the Highlands, so celebrated in the journal of every tourist, from Dolph Heyliger downwards, for their almost matchless combination of beauty and sublimity; when the lean "orderer of all things," for reasons best known to himself and his employers, contrived to coop us all under hatches at dinner. A slender appetite, and a surmise that there would be something worth seeing, carried me on deck before the rest were half done eating; when mountains, hemming in the majestic Hudson to a width of not more than five or six hundred yards, broke at once upon my view. They rise, from the water's very edge, within twenty or thirty degrees of the perpendicular, to a height of fourteen or fifteen hundred feet; their sides and summits undulating with various prominences and depressions, occupied by dark brown rocks, intermingled with scanty shadings of evergreens, stunted bushes, and shrubs. After sailing three or four miles between these awful embankments, we reach West Point. Here are quite too many pleasing objects, for enumeration; a skilful book-wright could make a volume of them. 'Kosciusko's Garden' is a romantic sinus, or recess, in the precipice which forms the eastern face, (upon the river) of the table land called West Point. Hither, it is said, that hero used daily to retire for meditation and repose; and a shelf in the rock is shewn, as the couch where he often reclined. Nay, within a few inches of where his head probably used to lie, an indentation in the rock is pointed out, said to have been made by a cannon ball, fired at him from a British man of war that lay in the river: but this story "wants confirmation." You descend by a flight of stone steps to the "Garden," which is only ten or fifteen feet above the river. It is furnished with wooden seats; and with a neat fountain of whitish marble, in which bubbles up a bold vein of water.
On the north-eastern angle of the "Point," around which the river somewhat abruptly sweeps, is a handsome monument, erected by the Cadets some years ago, to the same hero. It is a plain marble column, about fifteen or eighteen feet high; with no inscription save the single word "KOSCIUSKO." This simple memorial is, in moral sublimity, scarcely inferior to that conception, one of the noblest of its kind in the whole compass of poetry—