CHAPTER III.

OF THE DEFECTS OF THE SYSTEM OF COLLEGIATE EDUCATION IN THE UNITED STATES, AND THE MEANS BY WHICH IT MAY BE IMPROVED.

SECT. 1. Of the Visitorial Power.

THE first question that here presents itself for discussion is the following:-Whence arises the necessity for the exercise of visitorial power in a system of collegiate instruction. The answer to this question will immediately present itself, when we have considered the difference between an establishment for public, and one for private education. A private school or academy is established by the instructor on his own responsibility, and solely for his own benefit. Like any other producer, he asks what is the product most in demand in the market, and having answered this question satisfactorily to himself, he offers to furnish the product to those who may desire and can pay for it. If he and his employers agree, his business prospers. If they differ, his business fails, and he must either abandon or modify it. If his

employers are satisfied, his end is accomplished. If he be incompetent or unfaithful, the thing speaks for itself, and in a very short time works its own remedy. The public is in no manner interested in the result. Beyond the parents who pay the teacher, the success or failure of the experiment is no man's concern. No immunities are granted to the instructor. The public supports him by none of its funds, and therefore the public has no right to interfere with his affairs, or to inquire whether he manage them well or ill.

In the case of a public institution, however, all this either is or ought to be reversed. This will appear from several considerations.

The

1. A collegiate establishment is supported in part by the public. Either the whole State, or a large number of individuals in the State have advanced a considerable amount of funds which are devoted exclusively to the support of the institution. Not unfrequently legislative grants are annually made for the same purpose. amount of capital thus invested in New England alone, would amount, I presume, to more than a million and a half of dollars. This sum having been invested for a particular purpose, it is evident that the public has a right to visitorial power, in order to ascertain whether the income arising from it be appropriated according to its original design. Boards of Trustees or Corporations, are the agents to whom this power is committed, and they are bound to exercise it according to the design for which they were appointed.

2. To these institutions is committed the power of conferring academical degrees, or publicly recognised certificates of a certain amount of literary and scientific acquirement. These degrees were formerly to a great degree, necessary to entrance upon the study of either of the learned professions. The rules in these professions have of late been in this respect, greatly relaxed, yet the desire even at present manifested to obtain a degree, shows whatever may be said to the contrary, that this form of testimonial has not by any means lost its value. It is always understood to mean that a man has passed through that course of liberal study, which, in the judgment of the community in which he lives, is necessary to a well educated man. It is obvious that such a testimonial, if conferred with any thing like a strict regard to merit and attainment, must be of material value to any young man just entering upon the duties of active life. It creates a presumption in his favor, which is no contemptible advantage. It is the guarantee to the public, without examination of the candidate, that a certain portion of his life has been devoted to liberal studies. And it is manifest that the general literary and intellectual character of a community must be greatly affected by the degree of attainment which this testimonial is made to represent. What would be the intellectual condition of a community if nothing were required of the candidate for a degree but a knowledge of English Grammar and Geography; that is, if this amount of knowledge were all

that was required of him who was recognised as a liberally educated man. The exclusive power of conferring this testimonial being thus given to collegiate institutions, it constitutes a second difference between them and private establishments for the purpose of education.

Let us next observe the reason for which these privileges are conferred.

I think it will be admitted without controversy, that this capital is not invested and these privileges are not conferred for the purpose of supporting instructors in Colleges. They deserve nothing more for laboring in this vocation than in any other. A man can no more claim a salary from the public as a matter of right, because he teaches Greek and Geometry, than because he teaches English Grammar and Arithmetic. A man who teaches the former branches of education may incidentally derive benefit from the arrangements which the community may make with regard to this subject, but this is not the reason for which the community has made them.

Nor is it, I think, the object of the public, in the encouragement which it gives to collegiate education, simply to multiply the number of professional men, whether Lawyers, Physicians, or Divines. This is a matter which may very well be left to individual preferences and individual talents. In all intelligent communities, the supply of professional labor will commonly be at least equal to the demand for it. The demand, as in other cases, creates the supply. If this mode of

labor be lucrative, it will attract producers in sufcient numbers to meet the exigencies of society. With respect to two at least of the professions, there is more reason at all times to apprehend a glut, than a scarcity.

3. Nor is it the object of these encouragements to fix a general standard of acquisition, and then induce as large a number as possible to attain to it. For, in the first place, it would be difficult if not impossible, to hit upon such a standard as would meet the wants of those who desire a valuable education, and be at the same time within reach of all who wished to attain to it. And, besides, the only method by which all who desired to make this acquisition could be reached, would be to give it away altogether. If this were done, it would greatly increase the number of those who would make this modicum of attainment, but to à large portion of them the gift would be worse than useless. It would unfit them for more active pursuits, and would not enable them to procure a sustenance by intellectual exertion. It would produce a large amount of very moderately educated talent, without giving any real impulse to the mental energy of the community.

4. The object then for which I suppose these encouragements to a liberal education are given is, to furnish means for the most perfect development of the intellectual treasures of the country. In order to the most perfect condition of any society, it is necessary that, whenever unusual talent of any kind exists, it be so cultivated as to be able to ac