To this conclusion my own mind has been irresistibly brought by the whole course of my observations and experience for the last forty years of my life. But as some of my auditors may possibly differ from me, I will respectfully ask leave now to state more particularly my views of the great objects of education and the errors into which we have fallen in pursuit of them—errors which I verily believe will never be corrected but by voluntary and numerous associations, similar at least in design, to the one here established.
These objects are, the perfecting of all our faculties, both of mind and body; but chiefly, the full developement of man's moral nature, as the means of leading him thoroughly to understand, as well as voluntarily, constantly, and anxiously to aim at accomplishing all the glorious ends of his creation. Nothing deserves the name of education which does not tend directly and intelligibly to these great objects. Judge then, I pray you my friends, how little what is usually called education is entitled to be so styled! But first hear that you may judge. Is it not the sole aim in all our schools of the lower kinds to enable pupils to enter those of a higher grade, not by the evidences they can produce of advancement in the knowledge and practice of moral and religious principles, but by their proficiency in the elements of certain languages and abstract sciences? And what are the great, the ultimate purposes to be achieved after reaching these higher schools—the colleges and universities of the land? Are there any other, generally speaking, than merely to obtain a college degree—a diploma for a more extended proficiency in the same or other languages and abstract sciences? Is moral and religious acquirement ever made a pre-requisite? Is moral and religious conduct always rendered indispensable? Yet man without these is either a drone or a nuisance in society. Surely then, I may assert without fear of contradiction, that education conducted on any of the plans most prevalent among us, is really not what it should be,—for it continually places objects of scholastic pursuit in the highest rank, which have no just claim to any such elevation; but should ever be held subordinate to the far more exalted and all essential acquisition of sound, moral and religious principles. No more of these however, than will superinduce general conformity to college rules, and decency of general conduct, are ever required of candidates for collegiate honors; and all these may be and frequently are obtained without other proof either of moral or religious attainment, than what has just been stated.
This cannot be right. Man, in fact, must be considered and treated from infancy to the last moment of his life as a being formed by his Maker for a state of existence far, very far different from the present—a state for which his sole business on earth is,—constantly to be preparing, by a diligent culture of all his powers—by the beneficent use of all his means; and by the faithful performance of all his duties to himself, to his fellow creatures, and to his God. This and this only is education. The learning of languages, arts, and sciences, which too often comprise the whole of education, furnishes him only with the stepping-stones, the scaffolding, and the tools to aid him in the erection of the grand edifice, which although based on earth, should rear its Dome to the highest Heaven, and be built for eternity as well as for time. But alas! these sciences, arts and languages, are almost always mistaken for the edifice itself—an edifice whose external decorations are much more valued and regarded than the great purposes for which it should be constructed: in other words, it is prepared more for show than use—more to attract the admiration of others, than really to benefit for all time the vain possessor who is to live in it, and to derive lasting security, comfort and true enjoyment from the skilful adaptation of all its various parts to the complete attainment of these inestimable blessings. To the mistake here figuratively expressed, more than to any other cause, we owe the countless failures, the innumerable, unsuccessful, heart-sickening efforts to educate the rising generation: for scholarship, by which I mean a thorough acquaintance with all that is usually taught in our schools of the highest grade, is really and truly not thorough education, but a very inconsiderable and quite inferior part of the grand total. That which crowns the whole—that to which all else should be merely subsidiary—that which alone can elevate man from earth to Heaven,—is moral and christian education, producing constantly, by divine grace, moral and christian practice. It is this and this only, which can enable us to meet as we should, all the changes and chances of this mortal life—to carry along with us into whatever calling or profession we may choose, all the requisite knowledge, ability and will, to render it most conducive not only to our own subsistence, comfort and happiness, so far as these are dependant thereon, but to the general good of the whole community in which we live. In other words, it is moral and christian education alone, that will give us both the power and effectual desire to fulfil every duty of the present life in such a manner as will best promote our own interests, temporal and eternal, as well as the great interests of society at large, in every way towards which we can possibly contribute. This efficient devotion of our powers and our means to the good of others, proceeding from a union of moral and religious principle, should ever constitute man's highest honor here below, since it is certainly the most important of all his earthly duties.
Literary institutions may bring to the utmost possible degree of perfection the methods of acquiring all languages, arts and sciences—they may invent matchless ways of making accomplished scholars, in the ordinary acceptation of the term—they may indoctrinate the youth of our country in every thing usually called scholastic learning—all this they may do with a rapidity and certainty heretofore inconceivable, yet they will fall immeasurably short of attaining the grand, the paramount objects of all which deserves to be called education, unless the fixing indelibly of moral and religious principles in the minds of all who are to be educated, be made the basis, the essence, and vital end of all instruction whatever. The idea is utterly preposterous that human beings ever can be taught to form adequate conceptions of the great purposes for which they were created—of the indispensable necessity of fulfilling most faithfully all their duties, in order to accomplish these purposes; and of the ineffable happiness both here and hereafter, that will be secured to all who do thus fulfil them, merely by teaching them all the languages, arts and sciences in the world,—if that be omitted, without which all else is but mere dust in the balance,—I mean self-knowledge, self-control, self-devotion to duty as the supreme objects of our temporal existence. Do not, I beseech you, my friends, here misunderstand me. Far indeed, very far am I from underrating the real advantages, the true value of what is generally understood by the term scholastic attainments. No one can estimate more highly than I do, their power of extending our views, liberalizing our sentiments, enlightening our minds, strengthening our intellectual faculties, and exciting an ardent desire to increase our knowledge. Considered as the means and not the ends of education, I would always award to them the highest rank. But when we have said this, nothing more can justly be affirmed in their favor—if disconnected, as they too often are, from the ultimate and vital purposes of all perfect education. These undeniably are, (and it cannot be too frequently repeated,) to expand, to warm, to christianize the heart—to call into vigorous, untiring action, all our best affections, our noblest attributes, and to fit us thoroughly both for our present and future state of existence. Unless that which is called education will do this, we may safely assert that it is grossly miscalled, and that if it is never made to comprehend any thing more than what is generally understood by the term scholastic attainments, a mistake more fatal to the happiness of our species can scarcely be committed. Of this I would ask no better proof than would be afforded by an impartial examination of the actual acquirements, the conduct and the characters of those who are honored with the high sounding title of accomplished scholars. If they are really better educated, ought they not certainly to be not only wiser but better men, that is if education actually was what it most assuredly should be? But what is the fact? Do we find them better men, better citizens, better neighbors, friends and heads of families or states, than those who, with less scholarship, have had much more attention paid to their moral and religious education, than to those scholastic acquirements of which nothing but the most thorough, moral and religious instruction can teach us either the true value or the proper use? Gladly, most gladly do I admit that very many amiable men will be found among the former; for I am happy to say that I know many such—but it is equally true, that those praiseworthy traits of character and conduct which we frequently see apart from religious belief in christianity, form exceptions to the general rule that unbelief in christianity tends certainly to produce both vice and depravity. Whereas immoral character and practice among professors of religion, form exceptions to the general rule that christian faith tends surely to produce christian conduct. The first class of persons are good in spite of their worldly creed—the latter are bad in direct opposition to what they believe to be right.
We shall never arrive at a clear, satisfactory conclusion in regard to this all important subject, education, but by first solving the questions, what are the paramount duties of the present life—what the only means of securing their fulfilment? Are these duties solely or even chiefly, to speak, or to understand a great variety of tongues—to measure the earth, the waters of the mighty ocean, nay the heavens themselves, with instruments and means of human invention—to wear away life itself in the vain attempt to discover the elementary principles of all visible things—to scan thoroughly the vast powers and possible expanse of human intellect—and to astonish the world by the perfection to which all human science, arts and accomplishments may be brought? Or, are they that we should think wisely, act justly, and practice truth, industry, self-denial, and universal benevolence,—from the sincere, heartfelt, ever active love of our fellow creatures,—and willing obedience to all the commands of our God? Are the means to secure the fulfilment of all these most momentous duties, such as are usually adopted in our schools?—or, shall we not find them in very numerous instances nearly destitute of any but means rather of counteraction than promotion? By what other term can we characterize the usual school appliances, to the chief of which I beg leave to invite your special attention? These are, the fear of human punishments and disgrace, instead of the fear of offending our Maker—the stimuli of emulation and ambition: the first, to surpass supposed rivals and competitors for fame and fortune; the latter, to attain the worldly distinctions of high rank and emolument in what are called the "learned professions," or the celebrity of political power, and elevation above our fellow men. But will any sober, reflecting person say, that such appliances do not tend constantly, nay almost certainly, to make us fear man more than God—to inspire more dread of public sentiment than love of public and private duty—to poison our hearts with jealousy and envy, and to intoxicate us with pride, vanity and ambition, rather than to fix indelibly in our souls all those truly christian virtues, which man must not only possess but exercise—not only acquire but ardently cherish, to attain the great end of his being?
The answers to the foregoing questions involve matters of the deepest possible interest not only to the present, but to all future generations; for it depends entirely upon them, and the effects they may have on those who regulate and direct our schools of all kinds, whether the whole business of scholastic education shall be conducted in reference merely to the things of time, or to the immeasurably higher concerns of eternity. In judging of this matter, let us not trust entirely to the customary forms of expression, in which all our schools, from the highest to the lowest, publicly invite patronage. These are rarely deficient in promises that the moral and religious principles and conduct of the pupils shall be strictly attended to; which proves at least the general belief in the class of instructers, that the parents and friends of children attach great importance to these matters. But no one who has the least knowledge of the manner in which our schools are usually conducted, can be ignorant that such promises are much more a matter of form than substance, however sincere the individuals may have been in making them. "Profession," we all know "is not principle;" neither is it very generally followed by conformable practice. In nothing is this melancholy fact more conspicuous, than in the neglect, throughout our schools of every kind, of all such moral and religious instruction as would thoroughly convince the pupils that this is deemed of infinitely higher value than every thing else which either is or can be taught at such places. But instead of such instruction, if we examine with a view solely to ascertain the truth, we shall find almost every where that the real, the constant, the supreme object, is to make what are called good scholars and learned men—men to make a figure in the world, and to be celebrated in the various walks of well disguised pride, vanity and ambition. To accomplish this object all efforts are strenuously directed, all appliances industriously used; while moral and religious principles, if inculcated at all, will be found to occupy rather a nominal than a real and efficient rank. If any doubt it, let them inquire as impartially as they can, what manner of men those are in general who constitute the educated class? Are they in most instances moral and religious persons, or are they not? Do they seem better qualified or more disposed to fulfil the various duties of life, than those who have not been blessed with equal opportunities for intellectual improvement? If they do not, we may be absolutely certain that some radical errors have been committed in their education,—since the great object of all that deserves the name, assuredly is to make men, not merely more learned, but wiser and better—more intelligent and more virtuous, than they could possibly be without it. That they would be so under a proper system of instruction—a system wherein mere scholastic learning, in the common acceptation of the term, should never be considered synonymous with education, none can possibly doubt who have ever paid the least serious attention to the subject, or who have any faith in the scripture declaration that, if we train up a child in the way he should go, he will never depart from it when he is old. Whenever, therefore, we witness any departure among such of our young people as are said to be well educated, it amounts to a demonstration that they have not been thus trained. If they had been, such departures would be very rare, instead of being most fatally common; nor should we find, even after making all due allowances for the frailty and depravity of our nature, these educated youths, in so many deplorable instances, despisers of religion, loose in their morals, voluptuaries in practice as well as principle, ignorant or regardless both of their public and private duties, and devoted entirely to their own selfish, depraved gratifications. But the lamentable truth is, that in a vast majority of our schools, whatever promises may have been honestly promulgated to the contrary, the moral and religious principles of the pupils are not made paramount objects of attention. On the contrary, it seems to be almost always presumed, that the great work of forming these principles has been accomplished under the parental roof, where alas! (to our shame be it spoken,) it is in thousands of instances utterly neglected! Each pupil is consequently left to form them for himself, after his last course of collegiate instruction, during which these all essential guides to present and future happiness are rarely put into requisition, farther than may be deemed necessary to the peace and good order of the establishment, or as a part of the mere compendious formulary of instruction. The fatal and almost certain consequence is, that multitudes of college graduates, after being emancipated from scholastic restraints, either plunge at once into the destructive vortex of folly and vice, or devote themselves so entirely to the pursuits of wealth, pride, vanity and ambition, as effectually to exclude from their minds all thoughts of another life. These minds, thus pre-occupied, have actually no place left for such ideas and reflections as tend to produce a thorough conviction of the necessity for making some preparation to quit our present state of existence, with a reasonable hope of infinitely greater happiness in the next we are destined to enter. That the one we are now in cannot possibly last beyond a period most fearfully brief, infidels as well as christians are compelled to observe; for none live to be capable of observation whose experience has not perfectly assured them, that all are doomed to die; none live to years of reflection, who can well avoid sometimes looking forward, however sceptically, to that awful doom, without many terrors and alarms as to what may follow so fearful a change. For this change, so absolutely sure, so truly appalling to man, christian education alone can effectually prepare us—and ought therefore most assuredly to be made the basis, the substantial part, the great end of all education whatever.
That we can never hope to see so desirable and highly important a reform accomplished without some other means, some other agencies than such as we have heretofore had, seems to me demonstrably true. It appears equally clear that they must be voluntary associations, in some form or other, for the promotion and improvement of education, consisting of true, sincere, persevering, efficient friends to the cause—no "sleeping partners," (as mercantile men say,) but all, both active and zealous to the utmost of their power. To expect such reform from legislation is a vain hope, unless we already had such law-makers in sufficient numbers for the purpose, as that reform in our parental instruction, schools and colleges alone could produce. When such consummation can take place, all essential as it seems to our national welfare, and devoutly as every one may wish it, none but he who knoweth all things can possibly tell. But each of us may venture so far as to predict, that voluntary institutions and societies, similar, gentlemen, to that which you have established, hold out far more cheering promises of success than can be hoped for from any other source. They will serve as appropriate nuclei, (if I may thus apply the term) for attracting around them the scattered talent, the learning and active benevolence of society. When thus concentrated, they will perform for our intellectual world what the sun does for that magnificent world of effulgent stars and constellations with which he is surrounded—by diffusing in every direction that genial light and heat, so essential to adorn, to sustain, and to invigorate both. What a glorious prospect! what a delightful anticipation! Shall we not then cherish it, my friends, as a possible event—nay, as one which nothing is wanting to accomplish, but a general combination of the intelligence, the zeal, and active perseverance of the numerous and sincere, but too desponding, too supine friends to the cause of universal education?
You, gentlemen members of this institution, have commenced the noble work. Let your exertions then to sustain and carry it on never know a moment's intermission, and my life on the issue, but a few years will elapse before the happy effects of such efforts will be felt and seen to the remotest limits of our community. Your patriotic example will soon be followed in other parts of our beloved state; similar associations will be formed elsewhere; a similar spirit of benevolence will be awakened and exerted, until poor old Virginia will once more hold up her long drooping head among such of her sister states as have most advanced in all those useful arts and sciences, best calculated not only to adorn and embellish private life, but to secure both individual and national happiness.
Before I conclude, permit me to address a few remarks to you, young gentlemen, the cherished alumni of this college. Although not directly applicable to our main purpose, I hope they may be found to have an important bearing on it,—since I shall adduce a few practical illustrations of the fatal errors you may commit in regard both to professional and domestic duties, unless you adopt forthwith and forever, as constant guides, those good principles of education which voluntary and numerous associations for its improvement, seem alone capable of introducing into all our schools. You will be the first to enjoy the precious fruits of all such as the members of this institute will probably recommend. Suffer me then to add my humble efforts to theirs for your benefit; and deem me not obtrusive, if they should partake somewhat of the admonitory character: for, be assured that my remarks shall all be such as a friend and father would make to those in whose happiness he felt the deepest solicitude.
If I have succeeded in my most anxious desire to impress upon your minds the thorough conviction that the principles of morality and religion, indissolubly united, must form the beginning, the middle and the end of all that deserves the name of education, your first, your constant and supreme effort will be to acquire them. Then indeed, you may pursue the usual course of your scholastic studies, not only without danger of mistaking the means for the end, but with incalculable advantages both present and prospective; for all will be made conducive to the great, the eternal purposes for which you were created. Your knowledge of foreign languages and histories will contribute to convince you that there have been and still are nations, kindred and people like yourselves,—with similar wants, passions and capabilities, deserving your sympathy, your regard, your brotherly love,—that national antipathies should have no place in a human bosom—that national wars, except for defence, are national crimes; and that man should consider man his brother, in whatever condition or on whatever spot of the habitable globe he may be found.