TYRONE PLANTATION,
May 26, 1860.
DEAR SIR: . . . As
to the "satisfactory and beneficial compromise” which you suggest, all
compromises are temporary expedients, and I never have seen a temporary
expedient resorted to that did not result in permanent trouble. When a thing is
right adhere to it as right, and you avoid much trouble. In the case under our
consideration, a very full Board, with two dissenting voices, determined that
this school should be “a literary and scientific school, under a military
system of government, on a program and plan similar to that of the Virginia
Military Institute.” The public sentiment of the state has sanctioned this, the
voice of the legislature has ratified it, every application for professorship
in it was made with a distinct knowledge that this was to be its character; and
because this was to be its character, is it right, proper, just, in any sense
whatever, that a constant warfare of side blows should be kept up against the
system adopted, thus forever keeping the minds of these most intimately
connected with it, and most immediately interested in the institution, in a
state of doubt and uncertainty? If things are to be constantly changed, how is
there to be any stability? What is the use of the shadow of anything if there
be no substance to it?
The circumstance to
which I had most particular reference in my letter of 16th ult. and which
incited me to that letter, was the effort made, and still pending, in the Board
to declare that these professors who do not teach any purely military branch
are not under the military government of the superintendent, but stand to him
only in the relation of professors to a president of an ordinary college,
coupled with a right of their "instructing" the superintendent to do
a thing, thus creating two kinds of power, and two kinds of government in one
institution.
I do not apprehend
that you and I differ at all in our "views” as to what shall be taught in
the school. I desire to have everything taught that is taught at the Virginia
School, which comprehends everything necessary to a useful, practical
education. In addition to what is taught there I would have Spanish taught
here, as being both a utility and an accomplishment, but I would have neither
Greek nor Hebrew taught here (neither being taught there), at least until the
educational wants of the people of the state require it, because, useful to but
few, they take too much time from studies of greater utility. There are plenty
of other schools where those can go who desire to acquire a finished classical
education. There is no school in the state, and but few out of it, of the
utilitarian character that we desire to give to this one, where those arts and
sciences shall be taught which are of practical use in the every day
employments of life, together with a fair degree of useful literature.
Still in deference
to the wishes and opinions of the few, the professor of English and ancient
languages is required to teach Greek to those who desire it; yet in an
institution where there is a regular routine of studies, duties, and hours,
optional studies, as a part of the course, are impracticable. They may be
pursued in private, but uanvoidably throw everything out of gear if attempted
in the course. Hence the Professor of ancient languages advises that Greek be
either made compulsory on all alike, or else omitted altogether. English and
Latin are enough for one man to teach. . . How many of the boys of Louisiana
want to learn Greek? or will go to an institution at all where they will be
compelled to study it?
What I am solicitous
about, however, is that the classic studies should not be given a preponderance
over the scientific, and that the military system of government for the
institution should be clearly and entirely maintained. This thing of elevating
the standard of education in our state, giving it a utilitarian character, and
making it attractive and attainable at home, has long occupied my thoughts –
the past five years of my life have been devoted to it — it has been the
subject of a good deal of study and of considerable correspondence with me. . .
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