FROM THE ARCHIVES: BOOKNOTES:

Benjamin Rush: Patriot and Physician by Alyn Brodsky (C-SPAN, July 4, 2004, 8 & 11pm)

The only full biography of Benjamin Rush, an extraordinary Founding Father and America's leading physician of the Colonial era

While Benjamin Rush appears often and meaningfully in biographies about John Adams, Thomas Jefferson, and Benjamin Franklin, this legendary man is presented as little more than a historical footnote. Yet, he was a propelling force in what culminated in the Declaration of Independence, to which he was a cosigner.

Rush was an early agitator for independence, a member of the First Continental Congress, and one of the leading surgeons of the Continental Army during the early phase of the American Revolution. He was an constant and indefatigable adviser to the foremost figures of the American Revolution, notably George Washington, Benjamin Franklin, Thomas Jefferson, and John Adams.

Even if he had not played a major role in our country's creation, Rush would have left his mark in history as an eminent physician and a foremost social reformer in such areas as medical teaching, treatment of the mentally ill (he is considered the Father of American Psychiatry), international prevention of yellow fever, establishment of public schools, implementation of improved education for women, and much more.

For readers of well-written biographies, Brodsky has illuminated the life of one of America's great and overlooked revolutionaries.

MORE:
-Benjamin Rush (Alexander Leitch, A Princeton Companion)
Benjamin Rush: Signer of the Declaration of Independence
-Colonial Hall: Biography of Benjamin Rush
-Benjamin Rush 1745 - 1813 (Africans in America)
-Founding Fathers: Benjamin Rush (Christian America)
-THOUGHTS UPON THE MODE OF EDUCATION PROPER IN A REPUBLIC (Dr. Benjamin Rush, Philadelphia, 1786)

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 favor of our country are formed in the first one and twenty years of our lives. The policy of the Lacedamonians 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, through 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 com posed 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 inquire 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 re publican 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 Mohammed 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 the religion of JESUS CHRIST.

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 re publican, 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 him self." And lastly, a Christian cannot fail of being wholly in offensive, for his religion teacheth him in all things to do to others what he would wish, in like circumstances, they should do to him.

I am aware that I dissent from one of those paradoxical opinions with which modern times abound: that it is improper to fill the minds of youth with religious prejudices of any kind and that they should be left to choose their own principles after they have arrived at an age in which they are capable of judging for themselves. Could we preserve the mind in childhood and youth a perfect blank, this plan of education would have more to recommend it, but this we know to be impossible. The human mind runs as naturally into principles as it does after facts. It submits with difficulty to those restraints or partial discoveries which are imposed upon it in the infancy of reason. Hence the impatience of children to be informed upon all subjects that relate to the invisible world. But I beg leave to ask, Why should we pursue a different plan of education with respect to religion from that which we pursue in teaching the arts and sciences? Do we leave our youth to acquire systems of geography, philosophy, or politics till they have arrived at an age in which they are capable of judging for themselves? We do not. I claim no more, then, for religion than for the other sciences, and I add further that if our youth are disposed after they are of age to think for themselves, a knowledge of one system will be the best means of conducting them in a free inquiry into other systems of religion, just as an acquaintance with one system of philosophy is the best introduction to the study of all the other systems in the world.

I must beg leave upon this subject to go one step further. In order more effectually to secure to our youth the advantages of a religious education, it is necessary to impose upon them the doctrines and discipline of a particular church. Man is naturally an ungovernable animal, and observations on particular societies and countries will teach us that when we add the restraints of ecclesiastical to those of domestic and civil government, we produce in him the highest degrees of order and virtue. That fashionable liberality which refuses to associate with any one sect of Christians is seldom useful to itself or to society and may fitly be compared to the unprofitable bravery of a soldier who wastes his valor in solitary enterprises without the aid or effect of military associations. Far be it from me to recommend the doctrines or modes of worship of any one denomination of Christians. I only recommend to the per sons entrusted with the education of youth to inculcate upon them a strict conformity to that mode of worship which is most agreeable to their consciences or the inclinations of their parents.

Under this head, I must be excused in not agreeing with those modern writers who have opposed the use of the Bible as a schoolbook. The only objection I know to it is its division into chapters and verses and its improper punctuation which render it a more difficult book to read well than many others, but these defects may easily be corrected, and the disadvantages of them are not to be mentioned with the immense advantages of making children early and intimately acquainted with the means of acquiring happiness both here and hereafter. How great is the difference between making young people acquainted with the interesting and entertaining truths contained in the Bible, and the fables of Moore and Croxall, or the doubtful histories of antiquity! I maintain that there is no book of its size in the whole world that contains half so much useful knowledge for the government of states or the direction of the affairs of individuals as the Bible. To object to the practice of having it read in schools because it tends to destroy our veneration for it is an argument that applies with equal force against the frequency of public worship and all other religious exercises.

The first impressions upon the mind are the most durable. They survive the wreck of the memory and exist in old age after the ideas acquired in middle life have been obliterated. Of how much consequence then must it be to the human mind in the evening of life to be able to recall those ideas which are most essential to its happiness, and these are to be found chiefly in the Bible. The great delight which old people take in reading the Bible, I am persuaded, is derived chiefly from its histories and precepts being associated with the events of child hood and youth, the recollection of which forms a material part of their pleasures.

I do not mean to exclude books of history, poetry, or even fables from our schools. They may and should be read frequently by our young people, but if the Bible is made to give way to them altogether, I foresee that it will be read in a short time only in churches and in a few years will probably be found only in the offices of magistrates and in courts of justice.*

Next to the duty which young men owe to their Creator, I wish to see a SUPREME REGARD TO THEIR COUNTRY inculcated upon them. When the Duke of Sully became prime minister to Henry the IVth of France, the first thing he did, he tells us, was to subdue and forget his own heart."" The same duty is incumbent upon every citizen of a republic. Our country includes family, friends, and property, and should be preferred to them all. Let our pupil be taught that he does not belong to himself, but that he is public property. Let him be taught to love his family, but let him be taught at the same time that he must forsake and even forget them when the welfare of his country requires it.

He must watch for the state as if its liberties depended upon his vigilance alone, but he must do this in such a manner as not to defraud his creditors or neglect his family. He must love private life, but he must decline no station, however public or responsible it may be, when called to it by the suffrages of his fellow citizens. He must love popularity, but he must despise it when set in competition with the dictates of his judgment or the real interest of his country. He must love character and have a due sense of injuries, but he must be taught to appeal only to the laws of the state, to defend the one and punish the other. He must love family honor, but he must be taught that neither the rank nor antiquity of his ancestors can command respect without personal merit. He must avoid neutrality in all questions that divide the state, but he must shun the rage and acrimony of party spirit. He must be taught to love his fellow creatures in every part of the world, but he must cherish with a more intense and peculiar affection the citizens of Pennsylvania and of the United States.

I do not wish to see our youth educated with a single prejudice against any nation or country, but we impose a task upon human nature repugnant alike to reason, revelation, and the ordinary dimensions of the human heart when we require him to embrace with equal affection the whole family of mankind. He must be taught to amass wealth, but it must be only to increase his power of contributing to the wants and demands of the state. He must be indulged occasionally in amusements, but he must be taught that study and business should be his principal pursuits in life. Above all he must love life and endeavor to acquire as many of its conveniences as possible by industry and economy, but he must be taught that this life "is not his own" when the safety of his country requires it. These are practicable lessons, and the history of the commonwealths of Greece and Rome show that human nature, without the aids of Christianity, has attained these degrees of perfection.

While we inculcate these republican duties upon our pupil, we must not neglect at the same time to inspire him with republican principles. He must be taught that there can be no durable liberty but in a republic and that government, like all other sciences, is of a progressive nature. The chains which have bound this science in Europe are happily unloosed in America. Here it is open to investigation and improvement. While philosophy has protected us by its discoveries from a thousand natural evils, government has unhappily followed with an unequal pace. It would be to dishonor human genius only to name the many defects which still exist in the best systems of legislation. We daily see matter of a perishable nature rendered durable by certain chemical operations. In like manner, I conceive that it is possible to analyze and combine power in such a manner as not only to increase the happiness but to promote the duration of republican forms of government far beyond the terms limited for them by history or the common opinions of mankind.

[originally posted; 2004-07-04]