Smithsonian Institute [pp. 277-279]

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human knowledge. I do not believe that any per manent good would result from such a system. A
confused and imperfect idea of the various facts
of science would thus be communicated, without
any basis upon which to build a practical course
of instruction. The auditory continually varying;
few, comparatively speaking, would have the bene fit of a full course of lectures upon any one sub ject, while the lectures themselves would of ne cessity be of a more popular character than would
be consistent with a full and thorough course of
instruction.
An Institution that would correspond to the
views of the munificent donor, and meet the wants
of the whole country, should not be devoted ex clusively to any particular branch or branches of
knowledge. Give it a direction either for science or
literature, and you thus cut off a large class of per sons from a participation in its benefits. Although
all are interested in the results and achievements
of science, there are other subjects of great im portance which it should also encourage and pro mote. The labors of the chemist and geologist
contribute greatly to the supply of the necessities
of mankind, but there are other professions equally
important and essential to their comfort and happiness. WVe should not cramp the influence of
such an institution, supported as it would be by the
power and patronage of the government; it should
embrace every subject within the compass of human acquisition, and aim at the general " diffusion
of knowledge among men." It should therefore
be a NATIONAL UNIVERSITY. It should be supplied
with the ablest professors which this or any other
country could produce. It should have an extensive library, complete philosophical and chemical
apparatus, and laboratories for practical instruction. Avoiding rivalry with the State Institutions
of the country, its design should be to complete
what they have begun. It should be an Institute for men, not boys, and should be designed to
supply the defects which cannot be reached by the
limited means of the States.
Such an Institution would regulate and elevate
the standard of learning throughout the country,
and, above all, it would be the means of supplying
our Colleges and Academies with thoroughly educated and well qualified professors and teachers.
It is in this last respect that the deficiency of education in this country mainly consists. So limited
is the course of instruction in most of our Colleges,
that their graduates on entering upon the duties of
professors are oftentimes very little better qualified
than the pupils of the higher classes themselves.
Who can expect an able professor of chemistry,
when the amount of instruction consists in two
or three lectures a week for one short year. No
laboratory-no practical instruction-and a bare
acquaintance with the more common experiments
introduced in a course of lectures. Who can
make an efficient professor of mathematics, when
the course is in many instances limited to mere
mechanical operations. How is it in languages.
How far do the beauties and defects of the classics
claim the attention of the student, so as to fit him
to criticise the various authors read by his class?
Is it not the fact that our professors are oftentimes
elected and enter upon their duties, not from a
sense of present fitness, but from the hope that by
proper diligence that may in time make themselves
useful instructors l And even with the best natural
abilities, how often are their energies and efficiency
contracted, by the want of proper books for study
and reference. Few of the libraries in our State
Institutions contain more than five thousand vol umes, and many of them do not number as many
hundred. Most of these books are of a character
little suited to meet the wants of the inquirer, and
he is thus left to rely upon his own resources for
whatever attainment he may make in the study of
his profession. The writer has felt the inconve nience of which he complains,-an inconvenience
sufficient to dampen the ardor and contract the
usefulness of any one. He has been engaged in
the duty of public instruction for many years, and
he has rarely been able to command one volume in
twenty, which in the common course of his studies
it should be his duty to consult and examine.
How admirably would such an Institution as I
propose, meet the wants of the country in these
respects?
But it is argued that the donation of Mr. Smithson is insufficient for so extensive a plan. Grant
it. But do we depend alone upon this? May we
not look for and claim the aid of the General Government? With the exception of the Academy at
West Point, what has Congress done to advance
the cause of Education 1 Is it not time that something should be done, and especially at this time,
when the astounding developments are ringing in
our ears, which the results of the late census make
known? It would seem as if the donation of Mr.
Smithson had been providentially made, to direct
the deliberations of Congress to this too long neglected subject. Five hundred thousand dollars
will make a good commencement, and, if Congress
will follow out the plan, a noble Institution would
be the result.
Does any one doubt the power of Congress over
the subject! Does not the cause of Education come
legitimately within the meaning of that clause of
the Constitution which gives to Congress the power
of passing laws providing for the general welfare I
What could more conduce to the public good, or in
a greater degree promote the general welfare than
a prudent and well regulated system of public instruction I.
In one of the first messages of the Father of
of his Country to Congress, he thus adverts to this
important subject,-showing that he viewed the
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