Before I proceed to the subject of this essay, I shall point out, in a few words, the influence and advantages of learning upon mankind.
I. It is friendly to religion, inasmuch as it assists in removing prejudice, superstition and enthusiasm, in promoting just notions of the Deity, and in enlarging our knowledge of his works.
II. It is favourable to liberty. Freedom can exist only in the society of knowledge. Without learning, men are incapable of knowing their rights, and where learning is confined to a few people, liberty can be neither equal nor universal.
III. It promotes just ideas of laws and government. “When the clouds of ignorance are dispelled (says the Marquis of Beccaria) by the radiance of knowledge, power trembles, but the authority of laws remains immoveable.”
IV. It is friendly to manners. Learning in all countries, promotes civilization, and the pleasures of society and conversation.
V. It promotes agriculture, the great basis of national wealth and happiness. Agriculture is as much a science as hydraulics, or optics, and has been equally indebted to the experiments and researches of learned men. The highly cultivated state, and the immense profits of the farms in England, are derived wholly from the patronage which agriculture has received in that country, from learned men and learned societies.
VI. Manufactures of all kinds owe their perfection chiefly to learning—hence the nations of Europe advance in manufactures, knowledge, and commerce, only in proportion as they cultivate the arts and sciences.
For the purpose of diffusing knowledge through every part of the state, I beg leave to propose the following simple plan.
I. Let there be one university in the state, and let this be established in the capital. Let law, physic, divinity, the law of nature and nations, economy, &c. be taught in it by public lectures in the winter season;after the manner of the European universities, and let the professors receive such salaries from the state as will enable them to deliver their lectures at a moderate price.
II. Let there be four colleges. One in Philadelphia; one at Carlisle; a third, for the benefit of our German fellow citizens, at Lancaster; and a fourth, some years hence at Pittsburg. In these colleges, let young men be instructed in mathematics and in the higher branches of science, in the same manner that they are now taught in our American colleges. After they have received a testimonial from one of these colleges, let them, if they can afford it, complete their studies by spending a season or two in attending the lectures in the university. I prefer four colleges in the state to one or two, for there is a certain size of colleges as there is of towns and armies, that is most favourable to morals and good government. Oxford and Cambridge in England are the seats of dissipation, while the more numerous, and less crouded universities and colleges in Scotland, are remarkable for the order, diligence, and decent behaviour of their students.
III. Let there be free schools established in every township, or in districts consisting of one hundred families. In these schools let children be taught to read and write the English and German languages, and the use of figures. Such of them as have parents that can afford to send them from home, and are disposed to extend their educations, may remove their children from the free school to one of the colleges.By this plan the whole state will be tied together by one system of education. The university will in time furnish masters for the colleges, and the colleges will furnish masters for the free schools, while the free schools, in their turns, will supply the colleges and the university with scholars, students and pupils. The same systems of grammar, oratory and philosophy, will be taught in every part of the state, and the literary features of Pennsylvania will thus designate one great, and equally enlightened family.
But, how shall we bear the expense of these literary institutions?—-I answer–These institutions will lessen our taxes. They will enlighten us in the great business of finance–they will teach us to encrease the ability of the state to support government, by encreasing the profits of agriculture, and by promoting manufactures. They will teach us all the modern improvements and advantages of inland navigation. They will defend us from hasty and expensive experiment in government, by unfolding to us the experience and folly of past ages, and thus, instead of adding to our taxes and debts, they will furnish us with the true secret of lessening and discharging both of them.
But, shall the estates of orphans, batchelors and persons who have no children, be taxed to pay for the support of schools from which they can derive no benefit? I answer in the affirmative, to the firstpart of the objection, and I deny the truth of the latter part of it. Every member of the community is interested in the propagation of virtue and knowledge in the state. But I will go further, and add, it will be true oeconomy in individuals to support public schools. The batchelor will in time save his tax for this purpose, by being able to sleep with fewer bolts and locks to his doors–the estates of orphans will in time be benefited, by being protected from the ravages of unprincipled and idle boys, and the children of wealthy parents will be less tempted, by bad company, to extravagance. Fewer pillories and whipping posts, and smaller goals, with their usual expenses and taxes, will be necessary when our youth are properly educated, than at present; I believe it could be proved, that the expenses of confining, trying and executing criminals, amount every year, in most of the counties, to more money than would be sufficient to maintain all the schools that would be necessary in each county. The confessions of these criminals generally show us, that their vices and punishments are the fatal consequences of the want of a proper education in early life.
I submit these detached hints to the consideration of the legislature and of the citizens of Pensylvania. The plan for the free schools is taken chiefly from the plans which have long been used with success inScotland, and in the eastern states of America, where the influence of learning, in promoting religion, morals, manners, and good government, has never been exceeded in any country.
The manner in which these schools should be supported and governed–the modes of determining the characters and qualifications of schoolmasters, and the arrangement of families in each district, so that children of the same religious sect and nation, may be educated as much as possible together, will form a proper part of a law for the establishment of schools, and therefore does not come within the limits of this plan.