part17- 第7部分

which；　if　duly　pursued；　failed　to　prevail　in　the　end。　　We　have　proof

of　this　in　the　history　of　the　endeavors　in　the　English　parliament　to

suppress　that　very　trade　which　brought　this　evil　on　us。　　And　you　will

be　supported　by　the　religious　precept；　〃be　not　weary　in　well…doing。〃

That　your　success　may　be　as　speedy　&　complete；　as　it　will　be　of

honorable　&　immortal　consolation　to　yourself；　I　shall　as　fervently

and　sincerely　pray　as　I　assure　you　of　my　great　friendship　and

respect。







　　　　　　　　A　SYSTEM　OF　EDUCATION




　　　　　　　　_To　Peter　Carr_

　　　　　　　　_Monticello；　September　7；　1814_




　　　　　　　　DEAR　SIR；　　On　the　subject　of　the　academy　or　college　proposed

to　be　established　in　our　neighborhood；　I　promised　the　trustees　that　I

would　prepare　for　them　a　plan；　adapted；　in　the　first　instance；　to　our

slender　funds；　but　susceptible　of　being　enlarged；　either　by　their　own

growth　or　by　accession　from　other　quarters。




　　　　　　　　I　have　long　entertained　the　hope　that　this；　our　native　State；

would　take　up　the　subject　of　education；　and　make　an　establishment；

either　with　or　without　incorporation　into　that　of　William　and　Mary；

where　every　branch　of　science；　deemed　useful　at　this　day；　should　be

taught　in　its　highest　degree。　　With　this　view；　I　have　lost　no

occasion　of　making　myself　acquainted　with　the　organization　of　the

best　seminaries　in　other　countries；　and　with　the　opinions　of　the　most

enlightened　individuals；　on　the　subject　of　the　sciences　worthy　of　a

place　in　such　an　institution。　　In　order　to　prepare　what　I　have

promised　our　trustees；　I　have　lately　revised　these　several　plans　with

attention；　and　I　am　struck　with　the　diversity　of　arrangement

observable　in　them　　no　two　alike：　Yet；　I　have　no　doubt　that　these

several　arrangements　have　been　the　subject　of　mature　reflection；　by

wise　and　learned　men；　who；　contemplating　local　circumstances；　have

adapted　them　to　the　conditions　of　the　section　of　society　for　which

they　have　been　framed。　　I　am　strengthened　in　this　conclusion　by　an

examination　of　each　separately；　and　a　conviction　that　no　one　of　them；

if　adopted　without　change；　would　be　suited　to　the　circumstances　and

pursuit　of　our　country。　　The　example　they　set；　then；　is　authority　for

us　to　select　from　their　different　institutions　the　materials　which

are　good　for　us；　and；　with　them；　to　erect　a　structure；　whose

arrangement　shall　correspond　with　our　own　social　condition；　and　shall

admit　of　enlargement　in　proportion　to　the　encouragement　it　may　merit

and　receive。　　As　I　may　not　be　able　to　attend　the　meetings　of　the

trustees；　I　will　make　you　the　depository　of　my　ideas　on　the　subject；

which　may　be　corrected；　as　you　proceed；　by　the　better　view　of　others；

and　adapted；　from　time　to　time；　to　the　prospects　which　open　upon　us；

and　which　cannot　be　specifically　seen　and　provided　for。




　　　　　　　　In　the　first　place；　we　must　ascertain　with　precision　the　object

of　our　institution；　by　taking　a　survey　of　the　general　field　of

science；　and　marking　out　the　portion　we　mean　to　occupy　at　first；　and

the　ultimate　extension　of　our　views　beyond　that；　should　we　be　enabled

to　render　it；　in　the　end；　as　comprehensive　as　we　would　wish。




　　　　　　　　1。　Elementary　schools。




　　　　　　　　It　is　highly　interesting　to　our　country；　and　it　is　the　duty　of

its　functionaries；　to　provide　that　every　citizen　in　it　should　receive

an　education　proportioned　to　the　condition　and　pursuits　of　his　life。

The　mass　of　our　citizens　may　be　divided　into　two　classes　　the

laboring　and　the　learned。　　The　laboring　will　need　the　first　grade　of

education　to　qualify　them　for　their　pursuits　and　duties；　the　learned

will　need　it　as　a　foundation　for　further　acquirements。　　A　plan　was

formerly　proposed　to　the　legislature　of　this　State　for　laying　off

every　county　into　hundreds　or　wards　of　five　or　six　miles　square；

within　each　of　which　should　be　a　school　for　the　education　of　the

children　of　the　ward；　wherein　they　should　receive　three　years'

instruction　gratis；　in　reading；　writing；　arithmetic　as　far　as

fractions；　the　roots　and　ratios；　and　geography。　　The　Legislature　at

one　time　tried　an　ineffectual　expedient　for　introducing　this　plan；

which　having　failed；　it　is　hoped　they　will　some　day　resume　it　in　a

more　promising　form。




　　　　　　　　2。　General　schools。




　　　　　　　　At　the　discharging　of　the　pupils　from　the　elementary　schools；

the　two　classes　separate　　those　destined　for　labor　will　engage　in

the　business　of　agriculture；　or　enter　into　apprenticeships　to　such

handicraft　art　as　may　be　their　choice；　their　companions；　destined　to

the　pursuits　of　science；　will　proceed　to　the　college；　which　will

consist；　1st　of　general　schools；　and；　2d；　of　professional　schools。

The　general　schools　will　constitute　the　second　grade　of　education。




　　　　　　　　The　learned　class　may　still　be　subdivided　into　two　sections：　1；

Those　who　are　destined　for　learned　professions；　as　means　of

livelihood；　and；　2；　The　wealthy；　who；　possessing　independent

fortunes；　may　aspire　to　share　in　conducting　the　affairs　of　the

nation；　or　to　live　with　usefulness　and　respect　in　the　private　ranks

of　life。　　Both　of　these　sections　will　require　instruction　in　all　the

higher　branches　of　science；　the　wealthy　to　qualify　them　for　either

public　or　private　life；　the　professional　section　will　need　those

branches；　especially；　which　are　the　basis　of　their　future　profession；

and　a　general　knowledge　of　the　others；　as　auxiliary　to　that；　and

necessary　to　their　standing　and　association　with　the　scientific

class。　　All　the　branches；　then；　of　useful　science；　ought　to　be　taught

in　the　general　schools；　to　a　competent　degree；　in　the　first　instance。

These　sciences　may　be　arranged　into　three　departments；　not　rigorously

scientific；　indeed；　but　sufficiently　so　for　our　purposes。　　These　are；

I。　Language；　II。　Mathematics；　III。　　Philosophy。




　　　　　　　　I。　Language。　In　the　first　department；　I　would　arrange　a

distinct　science。　　1；　Languages　and　History；　ancient　and　modern；　2；

Grammar；　3；　Belles　Lettres；　4；　Rhetoric　and　Oratory；　5；　A　school　for

the　deaf；　dumb　and　blind。　　History　is　here　associated　with　languages；

not　as　a　kindred　subject；　but　on　the　principle　of　economy；　because

both　may　be　attained　by　the　same　course　of　reading；　if　books　are

selected　with　that　view。




　　　　　　　　II。　Mathematics。　In　the　department　of　Mathematics；　I　should

give　place　distinctly：　1；　Mathematics　pure；　2；　Physico…Mathematics；

3；　Physic；　4；　Chemistry；　5；　Natural　History；　to　wit：　Mineralogy；　6；

Botany；　and　7；　Zoology；　8；　Anatomy；　9；　the　Theory　of　Medicine。




　　　　　　　　III。　Philosophy。　In　the　Philosophical　department；　I　should

distinguish：　1；　Ideology；　2；　Ethics；　3；　the　Law　of　Nature　and

Nations；　4；　Government；　5；　Political　Economy。




　　　　　　　　But；　some　of　these　terms　being　used　by　different　writers；　in

different　degrees　of　extension；　I　shall　define　exactly　what　I　mean　to

comprehend　in　each　of　them。




　　　　　　　　I。　3。　Within　the　term　of　Belles　Lettres　I　include　poetry　and

composition　generally；　and　criticism。




　　　　　　　　II。　1。　I　consider　pure　mathematics　as　the　science　of；　1；

Numbers；　and　2；　Measure　in　the　abstract；　that　of　numbers

comprehending　Arithmetic；　Algebra　and　Fluxions；　that　of　Measure

（under　the　general　appellation　of　Geometry）；　comprehending

Trigonometry；　plane　and　spherical；　conic　sections；　and　transcendental

curves。




　　　　　　　　II。　2。　Physico…Mathematics　treat　of　physical　subjects　by　the

aid　of　mathematical　calculation。　　These　are　Mechanics；　Statics；

Hydrostatics；　Hydrodynamics；　Navigation；　Astronomy；　Geography；

Optics；　Pneumatics；　Acoustics。




　　　　　　　　II。　3。　Physics；　or　Natural　Philosophy　（not　entering　the　limits

of　Chemistry）　treat　of　natural　substances；　their　properties；　mutual

relations　and　action。　　They　particularly　examine　the　subjects　of

motion；　action；　magnetism；　electricity；　galvanism；　light；

meteorology；　with　an　etc。　not　easily　enumerated。　　These　definitions

and　specifications　render　immaterial　the　question　whether　I　use　the

generic　terms　in　the　exact　degree　of　comprehension　in　which　others

use　them；　to　be　understood　is　all　that　is　necessary　to　the　present

object。




　　　　　　　　3。　Professional　Schools。




　　　　　　　　At　the　close　of　this　course　the　students　separate；　the　wealthy

retiring；　with　a　sufficient　stock　of　knowledge；　to　improve　themselves

to　any　degree　to　which　their　views　may　lead　them；　and　the

professional　section　to　the　professional　schools；　constituting　the

third　grade　of　education；　and　teaching　the　particular　sciences　which

the　individuals　of　this　section　mean　to　pursue；　with　more　minuteness

and　detail　than　was　within　the　scope　of　the　general　schools　for　the

second　grade　of　instruction。　　In　these　professional　schools　each

science　is　to　be　taught　in　the　highest　degree　it　has　yet　attained。

They　are　to　be　the




　　　　　　　　1st　Department；　the　fine　arts；　to　wit：　Civil　Architecture；

Gardening；　Painting；　Sculpture；　and　the　Theory　of　Music；　the




　　　　　　　　2nd　Department；　Architecture；　Military　and　Naval；　Projectiles；

Rural　Economy　（comprehending　Agriculture；　Horticulture　and

Veterinary）；　Technical　Philosophy；　the　Practice　of　Medicine；　Materia

Medica；　Pharmacy　and　Surgery。　　In　the




　　　　　　　　3rd　Department；　Theology　and　Ecclesiastical　History；　Law；

Municipal　and　Foreign。




　　　　　　　　To　these　professional　schools　will　come　those　who　separated　at

the　close　of　their　first　elementary　course；　to　wit：




　　　　　　　　The　lawyer　to　the　law　school。




　　　　　　　　The　ecclesiastic　to　that　of　theology　and　ecclesiastical

history。




　　　　　　　　The　physican　to　those　of　medicine；　materia　medica；　pharmacy　and

surgery。




　　　　　　　　The　military　man　to　that　of　military　and　naval　architecture　and

projectiles。




　　　　　　　　The　agricultor　to　that　of　rural　economy。




　　　　　　　　The　gentleman；　the　architect；　the　pleasure　gardener；　painter

and　musician　to　the　school　of　fine　arts。




　

　　　　　　　　And　to　that　of　technical　philosophy　will　come　t