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18

Epilogue: Securing the Republic



CHAPTER 18 | Document 30

Benjamin Rush, Of the Mode of Education Proper in a Republic

1798Selected Writings 87--89, 92, 94--96

The business of education has acquired a new complexion by the independence of our country. The form of government we have assumed, has created a new class of duties to every American. It becomes us, therefore, to examine our former habits upon this subject, and in laying the foundations for nurseries of wise and good men, to adapt our modes of teaching to the peculiar form of our government.

The first remark that I shall make upon this subject is, that an education in our own, is to be preferred to an education in a foreign country. The principle of patriotism stands in need of the reinforcement of prejudice, and it is well known that our strongest prejudices in favour of our country are formed in the first one and twenty years of our lives. The policy of the Lacedemonians is well worthy of our imitation. When Antipater demanded fifty of their children as hostages for the fulfillment of a distant engagement, those wise republicans refused to comply with his demand, but readily offered him double the number of their adult citizens, whose habits and prejudices could not be shaken by residing in a foreign country. Passing by, in this place, the advantages to the community from the early attachment of youth to the laws and constitution of their country, I shall only remark, that young men who have trodden the paths of science together, or have joined in the same sports, whether of swimming, skating, fishing, or hunting, generally feel, thro' life, such ties to each other, as add greatly to the obligations of mutual benevolence.

I conceive the education of our youth in this country to be peculiarly necessary in Pennsylvania, while our citizens are composed of the natives of so many different kingdoms in Europe. Our schools of learning, by producing one general, and uniform system of education, will render the mass of the people more homogeneous, and thereby fit them more easily for uniform and peaceable government.

I proceed in the next place, to enquire, what mode of education we shall adopt so as to secure to the state all the advantages that are to be derived from the proper instruction of youth; and here I beg leave to remark, that the only foundation for a useful education in a republic is to be laid in Religion. Without this there can be no virtue, and without virtue there can be no liberty, and liberty is the object and life of all republican governments.

Such is my veneration for every religion that reveals the attributes of the Deity, or a future state of rewards and punishments, that I had rather see the opinions of Confucius or Mahomed inculcated upon our youth, than see them grow up wholly devoid of a system of religious principles. But the religion I mean to recommend in this place, is that of the New Testament.

It is foreign to my purpose to hint at the arguments which establish the truth of the Christian revelation. My only business is to declare, that all its doctrines and precepts are calculated to promote the happiness of society, and the safety and well being of civil government. A Christian cannot fail of being a republican. The history of the creation of man, and of the relation of our species to each other by birth, which is recorded in the Old Testament, is the best refutation that can be given to the divine right of kings, and the strongest argument that can be used in favor of the original and natural equality of all mankind. A Christian, I say again, cannot fail of being a republican, for every precept of the Gospel inculcates those degrees of humility, self-denial, and brotherly kindness, which are directly opposed to the pride of monarchy and the pageantry of a court. A Christian cannot fail of being useful to the republic, for his religion teacheth him, that no man "liveth to himself." And lastly, a Christian cannot fail of being wholly inoffensive, for his religion teacheth him, in all things to do to others what he would wish, in like circumstances, they should do to him.

. . . . .

From the observations that have been made it is plain, that I consider it is possible to convert men into republican machines. This must be done, if we expect them to perform their parts properly, in the great machine of the government of the state. That republic is sophisticated with monarchy or aristocracy that does not revolve upon the wills of the people, and these must be fitted to each other by means of education before they can be made to produce regularity and unison in government.

. . . . .

With the usual arts and sciences that are taught in our American colleges, I wish to see a regular course of lectures given upon History and Chronology. The science of government, whether it relates to constitutions or laws, can only be advanced by a careful selection of facts, and these are to be found chiefly in history. Above all, let our youth be instructed in the history of the ancient republics, and the progress of liberty and tyranny in the different states of Europe. I wish likewise to see the numerous facts that relate to the origin and present state of commerce, together with the nature and principles of money, reduced to such a system, as to be intelligible and agreeable to a young man. If we consider the commerce of our metropolis only as the avenue of the wealth of the state, the study of it merits a place in a young man's education; but, I consider commerce in a much higher light when I recommend the study of it in republican seminaries. I view it as the best security against the influence of hereditary monopolies of land, and, therefore, the surest protection against aristocracy. I consider its effects as next to those of religion in humanizing mankind, and lastly, I view it as the means of uniting the different nations of the world together by the ties of mutual wants and obligations.

. . . . .

I beg pardon for having delayed so long to say any thing of the separate and peculiar mode of education proper for women in a republic. I am sensible that they must concur in all our plans of education for young men, or no laws will ever render them effectual. To qualify our women for this purpose, they should not only be instructed in the usual branches of female education, but they should be taught the principles of liberty and government; and the obligations of patriotism should be inculcated upon them. The opinions and conduct of men are often regulated by the women in the most arduous enterprizes of life; and their approbation is frequently the principal reward of the hero's dangers, and the patriot's toils. Besides, the first impressions upon the minds of children are generally derived from the women. Of how much consequence, therefore, is it in a republic, that they should think justly upon the great subject of liberty and government!

The complaints that have been made against religion, liberty and learning, have been, against each of them in a separate state. Perhaps like certain liquors, they should only be used in a state of mixture. They mutually assist in correcting the abuses, and in improving the good effects of each other. From the combined and reciprocal influence of religion, liberty and learning upon the morals, manners and knowledge of individuals, of these, upon government, and of government, upon individuals, it is impossible to measure the degrees of happiness and perfection to which mankind may be raised. For my part, I can form no ideas of the golden age, so much celebrated by the poets, more delightful, than the contemplation of that happiness which it is now in the power of the legislature of Pennsylvania to confer upon her citizens, by establishing proper modes and places of education in every part of the state.


The Founders' Constitution
Volume 1, Chapter 18, Document 30
http://press-pubs.uchicago.edu/founders/documents/v1ch18s30.html
The University of Chicago Press

The Selected Writings of Benjamin Rush. Edited by Dagobert D. Runes. New York: Philosophical Library, 1947.

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