University of Virginia Library

SYSTEM OF INTELLECTUAL CULTURE.

On comparing the system of intellectual culture adopted in this
institution with that in use in the higher seminaries of learning in
other states, we remark two distinctive features, which, from their
influence upon the interests of education, may be deemed worthy
of especial note. The first is the privilege allowed to students of
selecting such studies as have a more immediate reference to the
pursuits in which they design afterwards to engage, and the second,
the practice of combining to an unusual extent oral instruction in
the form of lectures, with the use of text-books.

Election of Studies: The former of these peculiarities of system,
originating in a wise regard to the practical wants of society, has
been found well adapted to the genius of our country, and at the
same time eminently favourable to that thoroughness of knowledge
which in a just plan of education is even more important than variety
of attainment. In virtue of this system, the student preparing
for divinity, law, or medicine, is enabled to secure substantial
attainments in ethics, metaphysics, and political economy, or in
chemistry and general physics; the young engineer, in mathematics,
mechanics, and geology; and the incipient teacher, in the
languages, mathematics, belles lettres, and such other portions of
knowledge as will accomplish him for his intended pursuits; while
in neither case is he required to spend his resources and his time
in the acquirement of branches which are but slightly related to
the objects he has in view.

Nor does the privilege thus granted often lead, on the part of
those who aim at a general education, to a neglect of the more difficult
but yet indispensable branches of study, since custom has
established a particular order of studies to which, with some modifications,
the great majority conform. Besides, all are aware that,
although a separate diploma is conferred in each department,
nothing short of a full and thorough course in all the academic
schools can prepare the student for the highest honours to which
he may aspire.

It is not unworthy of remark, that the advantages of such an
election of studies, clearly evinced in the experience of the University,
have been substantially recognised of late by the adoption at
Harvard, and we believe other prominent institutions abroad, of a
similar feature, to replace the Procrustes system hitherto in general
use. But we may be allowed to add, that, while engrafting upon
their old established methods this liberal improvement, they have
allowed much latitude of election even to their candidates for the

higher honours, and thus departing from the stern requisitions of our
University, have held out inducements to the student to choose his
studies rather in accordance with his fancy or love of ease, than
with the claims of a rigorous mental discipline and a more profound
and thorough scholarship.

Instruction by Lectures along with Text-Books: Adverting now
to the other distinctive feature in the system of the University, the
extensive use of lectures as a means of training and instruction, we
would call attention to the fact that distinguished scholars abroad
agree in regarding this mode of teaching as the most valuable improvement
in the plan of university instruction witnessed in modern
times, and that they ascribe to its inciting influences, both upon
teachers and their pupils, much of that marvellous advancement in
letters and science which has made so many of the seats of learning
of the old world the renowned centres of a knowledge no less
beneficent than bright.

The advantages of an extensive use of this method in association
with text-books, as compared with the old and still very usual practice
of exclusive text-book study and recitation, although as yet
but imperfectly recognised in many of the colleges in this country,
must, we think, become apparent from considering first, the greater
impressiveness of knowledge orally conveyed, and secondly, the
more wholesome discipline of the faculties which such a method
renders habitual.

Respecting the former of these considerations, it may be enough
to add, that this greater force and permanency of the impressions
made upon the mind by the teachings of the lecturer, proceeding
from a very simple law of our mental organization, is exemplified
by the familiar experience of all, as well in the lessons imparted to
infancy by maternal lips as in the oral instructions descending from
the forum, the pulpit, and the bar. In proof of the prevailing conviction
on this subject in Europe as well as at home, reference might
be made to the eagerness with which crowds of all classes of society
gather around the desk of the distinguished expounder of philosophy,
science, or taste, and the earnest activity of thought with which
they analyze and assimilate the knowledge he imparts. Indeed, so
highly is this method of teaching valued at the present day, that
while it has been made a prominent feature in the system of all the
most active and successful institutions of learning in the old world,
and has been legitimately applied as a most efficient mean of popular
instruction by the learned and wise, it has not unfrequently been
spuriously employed to deceive the simple and to tax the purses and
the credulity of the uninformed.

In judging of its good influences we should bear in mind that
they show themselves as much in the increased vivacity, clearness
and originality of thought excited in the teacher, as in the
quickened apprehension and sharpened criticism of those whom he
instructs, and that thus by a reactive sympathy of thought the one
becomes better qualified to teach, and the other more ready fully

to appropriate the lessons he receives. It is true, that unaided by
the systematic study of well-selected books, mere lectures alone
would prove but an ineffective means of thorough collegiate instruction.
But when united with the daily or occasional study of a
text-book, they conduce, as we think, to a more wholesome discipline
of the faculties than any other collegiate system could
secure.

Experience has amply shown that a large proportion of the students
at academies and higher institutions, where book-lessons are
confided in too much, fall into a mechanical routine of unreflecting
labour, and discovering that it is easier to remember words than to
analyze and compare ideas, cease to apply the higher faculties of
thought to the subject of their studies. And even where this worst
of all the abuses of scholastic training does not follow, we but too
generally find them resting with implicit confidence on the reasonings,
and resorting to the very language of their book, without so
much as daring to frame for themselves other arguments or illustrations,
or even imaging that such are to be discovered. Thus
habitually leaning upon the thoughts, and repeating the words of
others, accustomed to be satisfied with whatever stands in verba
magistri, their powers of thought are but imperfectly developed,
and whatever of invention they may have had is enfeebled or paralysed
by disuse. Inured to influences such as these, and scarcely
permitted to walk alone, how little is the mind prepared for that
vigorous and independent exercise of its powers demanded in the
pursuits of life, and how utterly unfit for the hardy achievements
of original and inventive genius?

Glancing now at the other, and, as we believe, far better method
of instruction, we discern a different order of effects. Here the
pupil, accustomed in the lectures of his teacher to hear doubtful
questions discussed, and to see new proofs and illustrations given
of established truths, catches the enthusiasm of critical or inventive
thought, and learns to reason and to demonstrate for himself.
Taught by his own efforts rightly to value the systems of philosophy
and science, and the productions of taste, which have been
wrought out by the master minds of our race, he acquires a deep
reverence for their authority, because it is the authority of truth.
But along with this modest deference to the oracles of knowledge,
he cherishes that manly self-dependence of thought which springs
from the conscious vigour due to the free training of his faculties;
and when he quits the hall of alma mater, he carriers with him the
spirit of an intellectual freeman beneath the bright insignia of his
first literary achievement.