press any far-fetched proposals into this discussion of general
principles, and I shall therefore deal only with methods that
are in harmony with the customs of this country, and with the
circumstances of the time. Among the subjects of instruction
that have universally been recognised and practised, _Reading_
certainly holds the first place, alike for the training of the
mind in the process of acquiring it, and for its usefulness after
it is acquired. For the printed page is the first and simplest
material for impressions in the art of teaching, and nothing comes
before it. When by gradual practice in combining letters and in
spelling out words under direction, the child has acquired the
faculty of reading easily, what a cluster of benefits thus come
within reach! Whatever anyone has published to the world by pen or
print, for any end of profit or pleasure, whether of free will
or under constraint, by reading it is all made to serve us--in
religion, to promote the love and fear of God, in law, to aid us
in rendering obedience and service to our fellow-men, and in life
generally to enable us to expel ignorance and acquire skill to do
everything well. Wherefore I make Reading the first foundation on
which everything else must rest, and being a thing of such moment,
it should be thoroughly learned when it is once begun, as facility
will save much trouble both to master and scholar at a later stage.
The child should have his reading perfect both in the English and
in the Latin tongue long before he dreams of studying grammar.
The Vernacular First.
As for the question whether English or Latin should be first
learned, hitherto there may seem to have been some reasonable
doubt, although the nature of the two tongues ought to decide the
matter clearly enough; for while our religion was expressed only
in Latin, the single rule of learning was to learn to read that
language, as tending to the knowledge valued by the Church. But now
that we have returned to our English tongue as being proper to the
soil and to our faith, this restraint is removed, and liberty is
restored, so that we can follow the direction of reason and nature,
in learning to read first that which we speak first, to take most
care over that which we use most, and in beginning our studies
where we have the best chance of good progress, owing to our
natural familiarity with our ordinary language, as spoken by those
around us in the affairs of every-day life. This is the better
order also in respect that English presents certain difficulties
that are absent in Latin, and that children can master more easily
when their memories are still unstored, and considerations
of reason do not affect them. While Latin has been purified
to a definite form in which it has been fixed and preserved,
English, though it is progressing very fairly, is still wanting
in refinement, the spelling being harder, and the pronunciation
harsher, than in Latin.
Material of Reading.
In this a special and continual regard should be had to these four
points in the child--his _memory_, his _delight_, his _capacity_,
and his _advancement_.
As to his _memory_, I would provide that as he must practise it
even from the first, so he may also practise it upon the best, both
for pleasure in the course of learning, and for profit afterwards.
As to his _delight_, which is no mean allurement to his learning
well, I would be equally careful that the matter which he
shall read, may be so fit for his years, and so plain to his
intelligence, that when he is at school, he may desire to go
forward in so interesting a study, and when he comes home, he may
take great pleasure in telling his parents what pretty little
things he finds in his book, and that the parents also may have no
less pleasure in hearing their little one speak, so that each of
them shall rather seek to anticipate the other, the child to be
telling something, and the parent to be asking.
As to his _capacity_, I would so provide, that the matter which he
shall learn may be so easy to understand, and the terms which I
will use, so simple to follow, that both one and the other shall
bring nothing but encouragement.
As to his _advancement_, I would be very particular that there
may be such consideration and choice in syllables, words, and
sentences, and in all the incidental notes, that there shall be
nothing wanting which may seem worth the wishing, to help fully
either in spelling correctly, or reading easily; so that the child
who can read these well, may read anything else well, if the
reading master will keep that order in his teaching which I intend
to give him in my precept, and not do the infant harm by hurrying
him on too fast, and measuring his forwardness not by his own
knowledge but by the notions of his friends.
Writing.
Next to reading followeth _Writing_, at some reasonable distance
after, because it requireth some strength in the hand, which is
not so steady and firm for writing as the tongue is stirring and
ready for reading. But though in education writing should succeed
reading, in its origin it must have been earlier. For the pen or
some such instrument did carve, first roughly and then completely,
the letter or letter-like device, and thereby did the eye behold in
outward form what the voice delivered to the ear in sound, so that
writing was used as the interpreter of the mind, and reading became
the expounder of the pen. From its rude beginnings writing has
advanced so much that it now proves the prop of remembrance, the
executor of most affairs, the deliverer of secrets, the messenger
of meanings, the inheritance of posterity, whereby they receive
whatever is bequeathed to them, in law to live by, in letters to
learn and enjoy. For the proper study of this valuable art the
master must himself acquire, and must teach his scholar, a neat
handwriting, fast and easy to read, and the matter of the headline,
from which example is taken, should be pithy, and suitable for
enriching the memory with a profitable provision. Practice should
not be left off till it hath brought great skill and readiness,
for writing once perfectly acquired is a wonderful help in the rest
of our learning.
Elementary Period a Time of Probation.
During the time of learning to read and to write the child’s
intelligence will manifest itself so as to decide whether it may
venture further upon greater learning, or were best, owing to some
natural defect, to take to something requiring less skill. But if
the child is set to any higher work while he is still of tender
years, his master pushing him on beyond what he is ready for, there
may be loss of temper, which often breaks out into beating, to
the dulling of the child, the discouraging of the master, and the
reproach of school-life, which should not only yield satisfaction
in the end, when learning has become a sure possession, but should
pass on very pleasantly by the way. Whatever children learn, they
should learn perfectly, for if opportunity to go on further should
fail them, through loss of friends or other misfortune, it were
good that they know thoroughly what they had practised, whereas
if it is known only imperfectly it will stand them in very small
stead, or none at all. To write and read well is a pretty good
stock for a poor boy to begin the world with.
Drawing.
After careful consideration of the matter no one will hold it open
to controversy that _Drawing_ with pen or pencil should be taught
along with writing, to which it is very closely related. For a
pen and penknife, ink and paper, a pair of compasses and a ruler,
a desk, and a sandbox, will set them both up, and in these early
years, while the fingers are flexible, and the hand easily brought
under control, good progress can be made. And generally those that
have a natural aptitude for writing will have a knack of drawing
too, and show some evident talent in that direction. And the place
that judgment holds in the mind as the measure of what is just and
seemly, is filled in the world of sense by drawing, which judges of
the proportion and aspect of all that appeals to the eyes.
Because Drawing uses both number and figure to work with, I
would cull out as much numbering from Arithmetic, the mistress
of numbers, and so much figuring out of Geometry, the lady of
figures, as shall serve for a foundation to the child’s drawing,
without either difficulty to frighten him, or tediousness to tire
him. Whatever shall belong to colouring, shading, and such other
technical points, since they are more the concern of the painter
than of the beginner in drawing, I would reserve them for a later
stage, and leave them to the student’s choice, when he is to
specialise and betake himself to some particular trade in life. At
which time, if he chance to choose the pen and pencil to live by,
this introduction will then prove his great friend, as he himself
shall find, when he puts it to the proof. Last of all, inasmuch
as drawing is a thing that is thoroughly useful to many good
workmen who live honestly by its means, and attain a good degree of
estimation and wealth, such as architects, embroiderers, engravers,
statuaries, modellers, designers, and many others like them,
besides the learned use of it for Astronomy, Geometry, Geography,
Topography, and such other studies, I would therefore pick out
some special figures, appropriate to many of the foresaid purposes
which it seems fittest to teach a child to draw, and I would also
show how these are to be dealt with from their very beginning to
their last perfection, seeing it is beyond all controversy that
if drawing be thought needful it should be dealt with while the
fingers are supple, and the writing is still in progress, so that
both the pen and the pencil, both the rule and the compass, may go
forward together.
Music.
Music completes the list of elementary subjects, and is divided
into two parts--the cultivation of the voice, and the practice of
an instrument, the former resembling reading, as it produces to
the ear what is seen by the eye, the latter resembling writing, as
it imitates the voice. Both should be begun early, while the voice
and the muscles are still pliable to training. Singing has the
advantage of being less costly than the study of an instrument in
regard to the necessary provision. As to the value of Music, there
can be no room for doubt; indeed, it seems to have been sent as a
solace from heaven for the sorrows of earth. Some men think it is
over sweet, and should be either dispensed with altogether, or at
least not much practised. For my own part I cannot forbear to place
it among the most valuable means in the upbringing of the young,
and in this opinion I have the support of all the best authorities
of antiquity. There are so many arguments in favour of the art; it
is so ancient, so honourable, so universal, so highly valued in all
times and places, alike in Church services and otherwise; it is
such a calmer of passion, such a powerful influence on the mind,
that I must stay my hand in writing about it, lest being fairly
embarked I should be unable to stop. It will be enough for me to
say of Music that it is in accordance with national custom, that
it is very comforting to the wearied mind, that it is a means of
persuasion which all must appreciate who delight in the proportions
of number, that it is best and most easily learned in childhood,
when it can do least harm, that its harmonies could not have such
power to stir emotion if they had not some close natural affinity
to the constitution of the body and soul of man, and that we see
and read the wonderful effects it has had in the cure of desperate
diseases. And yet with all its claims it arouses distrust in some
quarters, even in honest and well-disposed natures that are too
much inclined to sternness. They, however, will probably alter
their opinion, if they will consider more deeply what Music is in
its true nature, or if they come to discuss the matter with those
who take a sounder view, or more certainly still if the art in its
best form has a favourable chance of appealing to their listening
ears. The science itself hath naturally great power to probe and
sway the inclination of the mind to this or that emotion, through
the properties of number in which it consists. It also gives great
delight through its harmonies, to which the moods of the hearers
respond. It is for this that some disapprove of it, holding that
it provokes too much to vain pleasures, and lays the mind open to
the entry of light thoughts. And to some also it seems harmful
on religious grounds, because it carrieth away the ear with the
sweetness of the melody, and bewitcheth the mind with a siren’s
sound, seducing it from those pleasures wherein it ought to dwell,
into fantasies of harmony, and withdrawing it from virtuous
thoughts to strange and wandering devices. A sufficient answer to
all this is that in respect of a thing that may be, and was meant
to be, properly used, it is no just ground against it that it may
also be abused. Music will not harm thee if thy behaviour be good,
and thy intention honest; it will not betray thee if thy ears can
take it in and interpret it aright. Receive it in a proper spirit,
and it will serve thee to good purpose. If thy manners be bad,
or thy judgment corrupt, it is not music alone which thou dost
abuse, nor canst thou clear thyself of the blame that belongs to
thy character by casting it on Music. It is thou that hast abused
her, and not she thee. And why should those who can use it rightly
forego their own good because of a few peevish people who can never
be pleased?
The training in Music, as in all other faculties, has a special eye
to these three points:--the child himself, who is to learn; the
matter itself, which he is to learn; and the instrument itself,
on which he is to learn. I will so deal with the first and the
last heads, that is, in regard to the child and the instrument,
that neither of them shall lack whatever is needful, either for
framing the child’s voice, or exercising his fingers, or choosing
his lessons, or tuning his instrument. For in the voice there is
a proper pitch, where it is neither over nor under-strained, but
delicately brought to its best condition, to last out well, and
rise or fall within due compass, and so that it may become tunable
and pleasant to hear. And in the training of the fingers also,
there is regard to be had, both that the child strike the notes
clearly, so as not to spoil the sound, and that his fingers run
with certainty and lightness, so as to avoid indistinct execution.
Of these the first commonly falls out through too much haste in the
young learner, who is ever longing to press forward; the second
fault comes of the master himself, who does not consider the
natural dexterity and order of development in the joints, for if
this is rightly attended to, the fingers easily become flexible and
master difficulties of execution without pain. As for the matter of
music, which the child is to learn, I would set down by what means
and degrees, and by what lessons, a boy who is to be brought up
to sing may and ought to proceed regularly from the first term of
art, and the first note in sound, until he shall be able without
any frequent or serious failure to sing his part in prick-song,
either by himself at first while he is inexperienced, or with
others for good practice afterwards. For I take so much to be
enough for an Elementary institution, which can only introduce the
subject, though it must follow the right principle, and I postpone
the study of composition and harmony till further knowledge and
maturity are attained, when the whole body of music will demand
attention. And yet since the child must always be advancing in
that direction, I would set him down to rules of composition and
harmony, which will make him better able to judge of singing,
just as in language he who is accustomed to write can best judge
of a writer. Concerning the virginals and the lute, which two
instruments I have chosen because of the full music uttered by them
and the variety of execution they require, I would also set down as
many chosen lessons for both as shall bring the young learner to
play reasonably well on them, though not at first sight, whether by
the ear or by the book, always provided that prick-song go before
playing.
Four Elementary Subjects.
Children, therefore, are to be trained up in the Elementary School,
for helping forward the abilities of the mind, in these four
things, as recommended to us both by reason and custom: _Reading_,
to enable us to receive what has been bequeathed to us by others,
and to store our memories with what is best for us; _Writing_, to
enable us to do for others what was done for us, by handing on
the fruits of our own experience, and besides to serve our own
purposes; _Drawing_, to be a guide to the senses, and to afford us
pleasure in the objects of sight; and _Music_, both with the voice
and with an instrument, for the reasons above stated.
By reading we receive what antiquity has left us; by writing we
hand on what posterity craves of us; by both we get great advantage
in all the circumstances of our daily life. By delineating with the
pencil, what object is there open to the eye, either brought forth
by nature, or set forth by art, the knowledge and use of which we
cannot attain to? By the study of music, besides the acquirement
of a noble science, so definitely formed by arithmetical precept,
so necessary a step to further knowledge, such a glass in which
to behold both the beauty of concord and the blots of dissension,
even in a body politic, how much help and pleasure our natural
weakness receives for consolation, for hope, for courage! I do
not touch here on the skilful handling of the untrained voice,
nor the fine exercising of the unskilled fingers, though these
things are not to be neglected where they can be obtained, and are
naturally required when imperfection is to be removed by them.
Again, does not all our learning, apprehended by the eye and
uttered by the tongue, confess the great benefit it receives by
reading? Does not all our expression, brought forth by the mind
and set down by the pen, acknowledge obligation to the study of
writing? Do not all our descriptions, which picture to the sense
what is fashioned in thought, both preach and praise the pencil
which makes them visible? Does not all our delight in times of
leisure,--and we labour only for the sake of gaining rest and
freedom from care,--protest in plain terms that it is wonderfully
indebted to the music of both voice and instrument? This is the
natural sweetener of our bitter life, in the judgment of every man
who is not too much soured. Now, what quality of learning is there,
deserving of any praise, that does not fall within this elementary
course, or is not furthered by it, whether it be connected with the
higher professions, or occupations of lower rank, or the necessary
trades of common life?
Study of Languages.
Inasmuch as Grammar is used partly as a help to foreign languages,
it furthers us very much in that way, because all our learning
being got from foreign countries, as registered in their tongues,
if we lack the knowledge of the one, we lack the hope of the other.
When learning and knowledge came first to light, those men who were
the authors of them uttered their minds in the same speech that
they used when they bred the things. And as they needed no foreign
tongue for matter that was bred at home, so they had no use of any
Grammar but that by which they endeavoured to refine their natural
speech at home. But when their devices, first set out in their own
tongues, were afterwards sought for by foreign students to increase
their learning and to enrich their country with foreign wares, the
foreign students were then driven to seek the assistance of Grammar
of the second kind, because they could not understand the things
which were written in a foreign tongue, without the knowledge of
the tongue itself.
In the primitive Grammar children being trained as I now require,
went straightway from the elementary to the substance of learning,
and to the mathematical sciences, which are so termed, because
indeed the whole scholars’ learning consisted in them, as in the
first degree of right study. For whatever goes before them in
right order is nothing but mere elementary study, and whatever
goes before them in wrong order, as it is distorted in nature, it
works no great wonder. But in the second use of Grammar, we are
forced of necessity, after the elementary subjects, however hurried
and simple they may be, to deal with the tongues ere we pass to
the substance of learning; and this help from the tongues, though
it is most necessary, as our study is now arranged, yet hinders
us in time, which is a thing of great price,--nay, it hinders us
in knowledge, a thing of greater price. For in lingering over
language we are removed and kept back one degree further from sound
knowledge, and this hindrance comes in our best learning time,
while we are under masters and readers, of whom we may learn far
better than of ourselves, if as much regard be had to their choice,
as I have elsewhere recommended.
Follow Nature.