If I had not been hindered by some extraordinary Business, I should
have sent you sooner my further Thoughts upon Education. You may
please to remember, that in my last Letter I endeavoured to give the
best Reasons that could be urged in favour of a private or publick
Education. Upon the whole it may perhaps be thought that I seemed
rather enclined to the latter, though at the same time I confessed
that Virtue, which ought to be our first and principal Care, was more
usually acquired in the former.
I intend therefore, in this Letter, to offer at Methods, by which I
conceive Boys might be made to improve in Virtue, as they advance in
Letters.
I know that in most of our public Schools Vice is punished and
discouraged whenever it is found out; but this is far from being
sufficient, unless our Youth are at the same time taught to form a
right Judgment of Things, and to know what is properly Virtue.
To this end, whenever they read the Lives and Actions of such Men as
have been famous in their Generation, it should not be thought enough
to make them barely understand so many Greek or Latin Sentences, but
they should be asked their Opinion of such an Action or Saying, and
obliged to give their Reasons why they take it to be good or bad. By
this means they would insensibly arrive at proper Notions of Courage,
Temperance, Honour and Justice.
There must be great Care taken how the Example of any particular
Person is recommended to them in gross; instead of which, they ought
to be taught wherein such a Man, though great in some respects, was
weak and faulty in others. For want of this Caution, a Boy is often so
dazzled with the Lustre of a great Character, that he confounds its
Beauties with its Blemishes, and looks even upon the faulty Parts of
it with an Eye of Admiration.
I have often wondered how Alexander, who was naturally of a generous
and merciful Disposition, came to be guilty of so barbarous an Action
as that of dragging the Governour of a Town after his Chariot. I know
this is generally ascribed to his Passion for Homer; but I lately met
with a Passage in Plutarch, which, if I am not very much mistaken,
still gives us a clearer Light into the Motives of this Action.
Plutarch tells us, that Alexander in his Youth had a Master named
Lysimachus, who, tho he was a Man destitute of all Politeness,
ingratiated himself both with Philip and his Pupil, and became the
second Man at Court, by calling the King Peleus, the Prince Achilles,
and himself Phoenix. It is no wonder if Alexander having been thus
used not only to admire, but to personate Achilles, should think it
glorious to imitate him in this piece of Cruelty and Extravagance.
To carry this Thought yet further, I shall submit it to your
Consideration, whether instead of a Theme or Copy of Verses, which are
the usual Exercises, as they are called in the School-phrase, it
would not be more proper that a Boy should be tasked once or twice a
Week to write down his Opinion of such Persons and Things as occur to
him in his Reading; that he should descant upon the Actions of Turnus
and Æneas, shew wherein they excelled or were defective, censure or
approve any particular Action, observe how it might have been carried
to a greater Degree of Perfection, and how it exceeded or fell short
of another. He might at the same time mark what was moral in any
Speech, and how far it agreed with the Character of the Person
speaking. This Exercise would soon strengthen his Judgment in what is
blameable or praiseworthy, and give him an early Seasoning of
Morality.
Next to those Examples which may be met with in Books, I very much
approve Horace's Way of setting before Youth the infamous or
honourable Characters of their Contemporaries: That Poet tells us,
this was the Method his Father made use of to incline him to any
particular Virtue, or give him an Aversion to any particular Vice. If,
says Horace, my Father advised me to live within Bounds, and be
contented with the Fortune he should leave me; Do not you see (says
he) the miserable Condition of Burr, and the Son of Albus? Let the
Misfortunes of those two Wretches teach you to avoid Luxury and
Extravagance. If he would inspire me with an Abhorrence to Debauchery,
do not (says he) make your self like Sectanus, when you may be happy
in the Enjoyment of lawful Pleasures. How scandalous (says he) is the
Character of Trebonius, who was lately caught in Bed with another
Man's Wife? To illustrate the Force of this Method, the Poet adds,
That as a headstrong Patient, who will not at first follow his
Physicians Prescriptions, grows orderly when he hears that his
Neighbours die all about him; so Youth is often frighted from Vice, by
hearing the ill Report it brings upon others.
Xenophon's Schools of Equity, in his Life of Cyrus the Great, are
sufficiently famous: He tells us, that the Persian Children went to
School, and employed their Time as diligently in learning the
Principles of Justice and Sobriety, as the Youth in other Countries
did to acquire the most difficult Arts and Sciences: their Governors
spent most part of the Day in hearing their mutual Accusations one
against the other, whether for Violence, Cheating, Slander, or
Ingratitude; and taught them how to give Judgment against those who
were found to be any ways guilty of these Crimes. I omit the Story of
the long and short Coat, for which Cyrus himself was punished, as a
Case equally known with any in Littleton.
The Method, which Apuleius tells us the Indian Gymnosophists took to
educate their Disciples, is still more curious and remarkable. His
Words are as follow: When their Dinner is ready, before it is served
up, the Masters enquire of every particular Scholar how he has
employed his Time since Sun-rising; some of them answer, that having
been chosen as Arbiters between two Persons they have composed their
Differences, and made them Friends; some, that they have been
executing the Orders of their Parents; and others, that they have
either found out something new by their own Application, or learnt it
from the Instruction of their Fellows: But if there happens to be any
one among them, who cannot make it appear that he has employed the
Morning to advantage, he is immediately excluded from the Company, and
obliged to work, while the rest are at Dinner.
It is not impossible, that from these several Ways of producing
Virtue in the Minds of Boys, some general Method might be invented.
What I would endeavour to inculcate, is, that our Youth cannot be too
soon taught the Principles of Virtue, seeing the first Impressions
which are made on the Mind are always the strongest.
The Archbishop of Cambray makes Telemachus say, that though he was
young in Years, he was old in the Art of knowing how to keep both his
own and his Friends Secrets. When my Father, says the Prince, went to
the Siege of Troy, he took me on his Knees, and after having embraced
and blessed me, as he was surrounded by the Nobles of Ithaca, O my
Friends, says he, into your Hands I commit the Education of my Son; if
ever you lov'd his Father, shew it in your Care towards him; but above
all, do not omit to form him just, sincere, and faithful in keeping a
Secret. These Words of my Father, says Telemachus, were continually
repeated to me by his Friends in his Absence; who made no scruple of
communicating to me in their Uneasiness to see my Mother surrounded
with Lovers, and the Measures they designed to take on that Occasion.
He adds, that he was so ravished at being thus treated like a Man, and
at the Confidence reposed in him, that he never once abused it; nor
could all the Insinuations of his Fathers Rivals ever get him to
betray what was committed to him under the Seal of Secrecy.
There is hardly any Virtue which a Lad might not thus learn by
Practice and Example.
I have heard of a good Man, who used at certain times to give his
Scholars Six Pence apiece, that they might tell him the next day how
they had employ'd it. The third part was always to be laid out in
Charity, and every Boy was blamed or commended as he could make it
appear that he had chosen a fit Object.
In short, nothing is more wanting to our publick Schools, than that
the Masters of them should use the same care in fashioning the Manners
of their Scholars, as in forming their Tongues to the learned
Languages. Where-ever the former is omitted, I cannot help agreeing
with Mr. Locke, That a Man must have a very strange Value for Words,
when preferring the Languages of the Greeks and Romans to that which
made them such brave Men, he can think it worth while to hazard the
Innocence and Virtue of his Son for a little Greek and Latin.
As the Subject of this Essay is of the highest Importance, and what I
do not remember to have yet seen treated by any Author, I have sent
you what occurr'd to me on it from my own Observation or Reading, and
which you may either suppress or publish as you think fit.