alone may censure the errors of a fellow-mortal. Lord Byron’s character is worthy of his genius. To do good in secret, and shun the world’s applause, is the surest testimony of a virtuous heart and self-approving conscience.
THOUGHTS ON PUBLIC EDUCATION.
MR. EDITOR.
AT a time when the great question of public education occupies so large a share of attention throughout the civilized world, and the most enlightened of all parties seem to regard its successful progress as being intimately connected with the happiness and prosperity of nations; a few desultory thoughts on the subject, will not, I trust, be altogether unacceptable to the numerous readers of your valuable miscellany. They were communicated to me some little time ago, by a French correspondent, and appear to take such a rational view of the important theme to which they relate, that I am anxious to give them publicity, while it still continues to excite the consideration of so many European philosophers and statesmen. Having in some preliminary observations, examined the very low state of public instruction in France, and pointed out the necessity of adopting the system of Bell and Lancaster in a modified form, my friend proceeds to give his opinion of education generally in the following terms.
“—It has been justly said, that nothing would be more difficult to govern than a nation of cavilling philosophers, or in other words, a people who fancied they had learned a great deal because they happened to be well versed in scholastic disputation and religious controversy. The truth of this remark was fully exemplified in the priesthood and monks of former days, than whom, a more litigious or intractable body never existed, whether viewed in the wrangling dissoluteness of the cloister, or their more important relation to political government. With the above fact before us, and suffering in some degree from its effects, I am fully of opinion that the best way to disseminate the benefits of public education, will never be found by crowding our schools and colleges with pupils; nor does it require much sagacity to foresee the result of thus throwing an immense proportion of the community out of its sphere, by creating undue pretensions, and exciting artificial wants, without affording any means of gratifying the latter, while the former disposition must even be ruinous to the peace and harmony of society. The paramount advantages of education should unquestionably extend to every individual of the state; but, in embracing too many objects, I apprehend its promoters would be very likely to defeat their own benevolent intentions, and a careful examination of the subject, convinces me that the blessings attendant on public instruction would produce all their salutary effects on the great mass of a people, by spreading a general knowledge of the useful and mechanical arts, and instilling purity of religious sentiments; for, as observed by Bossuet, a nation that becomes the prey of dogmatism, is attacked by the worst of all human evils; and finally, it is of no less importance to the interests of a state, that those laws by which the relative duties of the people and their rulers are defined, should be carefully promulgated, as the best means of preventing the evils which arise from an ignorance of them, in the very best regulated communities. While warmly advocating a scrupulous attention to the foregoing principles, as the most effectual sources of human happiness, I am induced to consider an aristocracy of learning as one of those attributes which is inseparable from civilized society, and in many respects, I cannot help thinking it both just and necessary. Its necessity is derived from the total impossibility of all men becoming learned, their interests not requiring them to be so, and its inutility if even acquired; while some possessing superior degrees of talent and information, are necessary for the services of the state. It is strictly just, on the ground that no man who possesses a sufficient degree of genius and inclination to ensure his advancement, is excluded from a class that is only superior to him, because it is wiser.
“A system of public education thus established, and extended to the various classes of society with becoming discernment, must eventually tend to the perfection of morals, the prosperity of nations, and the unfading glory of their sovereigns. With these momentous objects in view, too much cannot be done towards facilitating their attainment. Besides, in considering this highly important question, the legislator should combine the interests of the present moment, with those of future times, and in looking back to the days of barbarism
