particularly those employed by Foreign Consuls, are of the race of
Kabyles, who as before stated, inhabit the mountainous districts of
the Regency, and are with good reason supposed to be the descendants
of the aboriginal _Nomades_. One of these tribes having made some
attacks on the people in the vicinity of Bugia, the Dey on the 22d of
October, ordered all the Kabyles in Algiers to be put in confinement.
The Consuls of some of the smaller European powers, after a little
hesitation, surrendered those in their service; the Agent of the
Netherlands offered to his the choice of remaining under his
protection, or of escaping; they chose the latter, and his premises
were not disturbed. The French Consul at first made a show of refusal
to deliver his domestics, but afterwards adroitly got rid of the
difficulty, by _paying and discharging them_; they were of course
immediately arrested. Mr. Shaler and the British representative
Macdonnell each indignantly resisted this invasion of privileges,
which had always been held as most sacred in Barbary. Mr. Shaler
placed his Kabyle servants in his cabinet, where he remained with
them, declaring to the Dey that they could only be removed from thence
by force, and warning him of the consequences which would attend such
an insult to his nation; this determined conduct produced the desired
effect, the guards were withdrawn, and the servants of the American
Consulate were effectually protected. In treating with
semi-barbarians, much depends on the personal character of the agent;
Mr. Macdonnell, a mild and amiable old gentleman, devoted to rural
pursuits, could not secure for himself that respect, which was enjoyed
by the shrewd, energetic and intrepid Shaler; so that notwithstanding
he had hoisted the flag of his nation, and placed its seal on the
doors of his house, it was forcibly entered by the Algerine guards,
and its most private apartments were ransacked in search of the
unfortunate servants.
Mr. Macdonnell complained to his Government of this insult, and a
frigate was in consequence despatched to Algiers in January 1824, for
the purpose of demanding satisfaction, and of requiring that the
rights of British Consuls should be guarantied by additional articles
to the treaty. These articles were presented to the Dey for his
signature; he refused to agree to them, and Mr. Macdonnell embarked
with his family on board the frigate, leaving his property under the
care of Mr. Shaler.[4] A large British force was soon collected before
the city under the command of Admiral Sir Harry Burrard Neale, who
endeavored to negotiate the acceptance of the conditions proposed; the
Divan were unanimous in wishing to yield points so unimportant, but
Hussein was obstinate, and although he at length on the 28th of March
agreed to admit the articles, he would not consent that Mr. Macdonnell
should return as Consul to Algiers. The Admiral then declared that war
was begun, and that the place was blockaded; but he continued his
endeavors to make peace on the terms he had first proposed. At length
on the 24th of July, the British force being increased to twenty-three
sail, a fire was commenced on the city and batteries, which was
instantly returned. On this occasion, a steam vessel was employed, for
the first time it is believed in naval warfare; its appearance excited
much astonishment on the part of the Algerines, and caused them to
direct their fire particularly at it, which was done with so much
effect that the wheels were in an instant rendered useless. After a
few minutes the Admiral displayed a flag of truce, which having been
answered by a similar signal from the Casauba, the firing ceased on
both sides, and an officer was sent on shore again to submit the
demand which had first been made. Two days having been spent in
messages and negotiations, the affair was adjusted; the Dey signed the
articles containing stipulations for the protection of the British
Consul and the support of his rights, and confirmed the engagement
made with Lord Exmouth in 1816, that in any future wars with European
powers, the prisoners should not be consigned to slavery, but be
treated with humanity until regularly exchanged. Respecting the return
of Mr. Macdonnell nothing is said in the documents signed by the Dey;
in the negotiation, he declared that he had no personal objections to
that gentleman, yet that he had made himself most obnoxious to the
inhabitants, and that no assurance could be given of his safety should
he attempt to land. This was notoriously untrue, yet the Admiral
thought proper to waive a point which he had before considered so
important, and after the trouble and expense of a four months blockade
and an attack upon the city, he accepted exactly what had been offered
in March. Thus by the determination of the American Consul, were his
privileges maintained, and a rupture between his Government and that
of Algiers was prevented; while the agent of the most powerful nation
on earth, from possessing less energy, was himself insulted, and his
country placed in the necessity of requiring satisfaction by arms.
[Footnote 4: Mr. Shaler quitted Algiers in 1829 having been appointed
Consul of the United States in Havana, where he died of cholera in the
spring of 1833. He was succeeded as Consul General for the Barbary
Regencies, by Henry Lee of Virginia, who remained in that office at
Algiers, until the city was taken by the French.]
For the Southern Literary Messenger.
THE VICTIM OF DISAPPOINTMENT.
'Tis vanishing!--'tis vanishing!--
The last bright star that shed
Its cheering light upon a path,
Whence all light else had fled!
'Tis vanishing!--'tis vanishing!--
As night steals on the day,
And slowly wraps the glowing west,
In its dark cloak of gray.
So, silently, o'er me advance
The shades of dark despair,
And fade away the hopes that shone
But yesterday, so fair!
Aye! when they shone so fair, and seemed
As soon to be enjoyed,
And I (fond fool!) believed so, came,
The blight that hath destroyed!
I might have known it would be so!
There is an evil sprite,
That, ever present, watches me,
My every joy to blight!
I never grasp'd the cup of bliss,
And, raising, thought to sip,
But, straight, the envious demon came,
And dash'd it from my lip!
I never keenly strove to win
What heart was set upon,
But, when I thought it surely mine,
And grasp'd at it--'twas gone!
And now, the cherished dream, that hath
So long, so deeply blessed--
That gave me heart to struggle on,
Hath vanished--_with the rest!_
P. H.
For the Southern Literary Messenger.
MR. WHITE,--Having long believed that Education was by far the most
important subject on which the talents of either public or private men
could be exercised, I have ever deemed that man in some degree a
public benefactor, who contributed even a mite towards its promotion.
To the study therefore of _this subject_, much more than of any other,
I have devoted my time and thoughts for the last twenty or thirty
years; vainly perhaps, hoping that I also might contribute something
in aid of this most momentous work. How far the labor has been
productive of any good, must be determined by others; but _their_
approbation, although it would certainly gratify my feelings, has
operated, I trust, only as a secondary motive. To contribute
something, be it ever so little, towards the good of my fellow
creatures, has been the chief purpose of my existence since I came to
years of serious reflection; and the consciousness of having achieved
this good in any degree, would be (could I once possess it) my highest
reward in the present life.
Influenced by such sentiments and considerations, I now send you five
manuscript lectures, delivered about two years ago, before the Lyceum
of Fredericksburg, "On the Obstacles to Education arising from the
peculiar faults of Parents, Teachers, Scholars, and those who direct
and control our Schools and Colleges."
Trite as the subject of Education is, it can never cease to be
deeply--nay, vitally interesting, so long as the happiness of the
whole human race--both in their private and public relations--both in
this world and the next, so entirely depends upon the nature of the
objects embraced by it, and the manner in which it is conducted. Deep
and deadly too will be the guilt of any wilful neglect, error, or
perversion, on the part of all those who direct the physical and
intellectual training of the youth of our country. Unless both become
what they should be, neither our forms of government, nor our
political nor literary institutions, can ever accomplish any of the
great ends for which they were designed.
I remain, dear sir, yours with regard,
JAMES M. GARNETT.
_Elm-Wood, August 1835_.
INTRODUCTORY LECTURE
To a Course on "The Obstacles to Education arising from the peculiar
faults of Parents, Teachers, Scholars, and those who direct and
control our Schools and Colleges," delivered before the Fredericksburg
Lyceum, by James M. Garnett.
Once more, my friends, I am about to address you--although at present,
on a subject by far the most important that can engage the attention
of intelligent, social, and moral beings. This subject is _Education_;
in regard to the true meaning and object of which, as many and as
fatal errors have been committed, as in relation to any other term in
our language--although nothing less than our happiness in both worlds
depends upon its being rightly understood, and properly applied. From
the earliest ages to the present day, men have differed widely, not
only as to the particulars which should be comprehended under the term
itself, and the modes and the means by whose instrumentality they
should be taught; but a large portion of society have attached the
utmost importance to certain acquirements which others have deemed at
least useless, if not actually and deeply pernicious. Literally,
Education means an elicitation, a drawing or leading forth--and when
applied to a human being, should be understood to indicate such a full
development of all his powers and faculties, both physical and
intellectual, as will best promote his own happiness, and that of his
fellow-creatures; in a word, it embraces "every influence by which man
becomes what he is, or may be made what he should be," and never
ceases until death terminates our earthly pilgrimage. Every one, I
think, may agree that any other general definition less comprehensive
of this all-important term would be false, and consequently lead to
mistakes. But the great misfortune is, the moment we approach the
details, vital differences of opinion present themselves, which often
give rise to practices decidedly hostile to each other--thereby
demonstrating, that until all such as are erroneous can be exploded,
the good will be unavoidably counteracted if not entirely superseded,
by the bad. The removal then, of all the obstacles to the universal
adoption of the former, is the great, the truly arduous task to be
performed; and the first step towards its achievement, will be to show
what these obstacles really are.
Although perfectly aware that many of the ablest writers in every age
and nation, have been so frequently and long engaged in efforts to
promote the cause of Education, as almost to preclude the possibility
of saying any thing new on the subject, still I believe there is one
view of it which has not yet been taken to a sufficient extent for all
the salutary purposes to be accomplished by it:--I mean a connected
and full exposure, apart from all other matter, of the various
obstacles which have long impeded, and still greatly retard its
progress among us. These I propose to examine thoroughly, and to trace
to their respective sources, in such a manner as to lead, if possible,
to their final removal. All of them, I believe, will be found in what
may be called the peculiar mental maladies, and moral diseases, (if I
may so express myself,) of parents, teachers, scholars, and that
portion of society by whom our literary institutions are directed and
controlled. This shall hereafter be made more fully to appear. In the
meantime, before I commence the very delicate task of apportioning
censure among such large classes of my fellow-citizens, I beg to
premise that special care shall be taken so to generalize my remarks,
that no just cause of offence shall be afforded either to any
individual persons or schools. Nothing shall intentionally be said
which can, by possibility, be fairly construed into invidious
personalities, nor be with justice ascribed to any motives whatever
but such as I have avowed. Having no other object in view--none other
at heart, than to mark for universal reprobation and avoidance the
many fatal obstructions to the general adoption of those great
fundamental principles of instruction, without which neither public
nor private Education can ever become what it should be, my hearers
may rest perfectly assured, that every example, allusion, argument, or
illustration I may use, shall be directed, in perfect sincerity and
good faith, to this end and to this alone. Previously however, to any
specifications of the obstructions interposed by either of the classes
of persons already enumerated, I beg to be indulged in several general
observations. These appear to me essential, by way of introduction to
that minute exposure of their respective prejudices, faults, and vices
which I design to exhibit--not like a faint hearted recruit, who shuts
his eyes when he pulls trigger, and recoils from the report of his own
piece--but with the resolute purpose of killing, if I can, what I wish
to destroy.
The attainment of most of the objects of human pursuit, would be a
work of comparative ease, if nothing was necessary to be done but to
devise the best ways and means of acquiring them. By far the most
difficult achievement is to remove those numerous obstacles to their
attainment which the ignorance, the folly, and the vices of mankind
either create entirely, or aggravate; for unless _this_ be first done,
all our labor will be utterly thrown away, or must fall very short of
accomplishing what otherwise might be effected. While these obstacles
remain, the task of applying the proper ways and means, and producing
the desired end, is little less discouraging than to begin building a
house without foundation or scaffolding, or to render the earth
productive of wholesome food without first clearing away the stumps
and roots, the briers and noxious weeds with which it is encumbered.
To nothing within the whole scope of our desires and efforts does this
remark apply with more truth and force, than to the great object of
Education. Hindrances and impediments, vast in number, and formidable
in degree, surround it on almost every side. Many of these have their
source in long established, but very erroneous practice--while others
are intrenched in some of the most deeply rooted prejudices of
mankind. Hence they oppose barriers of nearly insurmountable strength
to all individual skill, however great--to all isolated exertion,
however well directed.