The BLUE SCHOOL.
There seems to be three clases of people, who demand the care of
society; infancy, old age, and casual infirmity. When a man cannot
assist himself, it is necessary he should be assisted. The first of
these only is before us. The direction of youth seems one of the
greatest concerns in moral life, and one that is the least understood:
to form the generation to come, is of the last importance. If an
ingenious master hath flogged the a b c into an innocent child, he
thinks himself worthy of praise. A lad is too much terrified to march
that path, which is marked out by the rod. If the way to learning
abounds with punishment, he will quickly detest it; if we make his duty
a task, we lay a stumbling-block before him that he cannot surmount.
We rarely know a tutor succeed in training up youth, who is a friend to
harsh treatment.
Whence is it, that we so seldom find affection subsisting between master
and scholar? From the moment they unite, to the end of their lives,
disgust, like a cloud, rises in the mind, which reason herself can
never dispel.
The boy may pass the precincts of childhood, and tread the stage of life
upon an equality with every man in it, except his old school-master; the
dread of him seldom wears off; the name of Busby founded with horror for
half a century after he had laid down the rod. I have often been
delighted when I have seen a school of boys break up; the joy that
diffuses itself over every face and action, shews infant nature in her
gayest form--the only care remaining is, to forget on one side of the
walls what was taught on the other.
One would think, if _coming out_ gives so much satisfaction, there must
be something very detestable _within_.
If the master thinks he has performed his task when he has taught the
boy a few words, he as much mistakes his duty, as he does the road to
learning: this is only the first stage of his journey. He has the man to
form for society with ten thousand sentiments.
It is curious to enter one of these prisons of science, and observe the
children not under the least government: the master without authority,
the children without order; the master scolding, the children riotous.
We never _harden_ the wax to receive the impression. They act in a
natural sphere, but he in opposition: he seems the only person in the
school who merits correction; he, unfit to teach, is making them unfit
to be taught.
A man does not consider whether his talents are adapted for teaching, so
much, as whether he can _profit_ by teaching: thus, when a man hath
taught for twenty years, he may be only fit to go to school.
To that vast group of instructors, therefore, whether in, or out of
petticoats, who teach, without having been taught; who mistake the tail
for the feat of learning, instead of the head; who can neither direct
the passions of others nor their own; it may be said, "Quit the trade,
if bread can be procured out of it. It is useless to pursue a work of
error: the ingenious architect must take up your rotten foundation,
before he can lay one that is solid."
But, to the discerning few, who can penetrate the secret windings of the
heart; who know that nature may be directed, but can never be inverted;
that instruction should ever coincide with the temper of the instructed,
or we sail against the wind; that it is necessary the pupil should
relish both the teacher and the lesson; which, if accepted like a bitter
draught, may easily be sweetened to his taste: to these valuable few,
who, like the prudent florist, possessed of a choice root, which he
cultivates with care, adding improvement to every generation; it may be
said, "Banish tyranny out of the little dominions over which you are
absolute sovereigns; introduce in its stead two of the highest ornaments
of humanity, love and reason." Through the medium of the first, the
master and the lesson may be viewed without horror; when the teacher and
the learner are upon friendly terms, the scholar will rather invite than
repel the assistance of the master. By the second, reason, the teacher
will support his full authority. Every period of life in which a man is
capable of attending to instruction, he is capable of attending to
reason: this will answer every end of punishment, and something more.
Thus, an irksome task will be changed into a friendly intercourse.
This School, by a date in the front, was erected in 1724, in St.
Philip's church-yard; is a plain, airy, and useful building, ornamented
over the door with the figures of a boy and a girl in the uniform of the
school, and executed with a degree of elegance, that a Roman statuary
would not have blushed to own.
This artificial family consists of about ninety scholars, of both sexes;
over which preside a governor and governess, both single. Behind the
apartments, is a large area appropriated for the amusement of the infant
race, necessary as their food. Great decorum is preserved in this little
society; who are supported by annual contribution, and by a collection
made after sermon twice a year.
At twelve, or fourteen, the children are removed into the commercial
world, and often acquire an affluence that enables them to support that
foundation, which formerly supported them.
It is worthy of remark, that those institutions which are immediately
upheld by the temporary hand of the giver, flourish in continual spring,
and become real benefits to society; while those which enjoy a perpetual
income, are often tinctured with supineness, and dwindle into
obscurity.--The first, usually answer the purpose of the living; the
last, seldom that of the dead.