consideration on account of their degrees, but deserve none for
their learning? If men did not judge sensibly that young shoots
must be green, however good an appearance they may make, youth
might deceive them with its titles, as it deceives itself with
conceit. The causes of haste are--impatience, which can abide
no tarrying when a restless conceit is overladen; the desire of
liberty, to live as he pleases, because he pleases not to live
as he should; arrogance, making him wish to appear a person of
importance; hope of preferment, urging him to desire dignities
before the ability to support them. In the meanwhile the common
welfare is sacrificed to personal advantage, and even that
advantage is in appearance and not in reality. The canker that
consumeth all, and causeth all this evil, is haste, an ill-advised,
rash, and headstrong counsellor, that is most pernicious when there
is either some appearance of ripeness in the child, or some unwise
encouragement from a teacher who is without true discernment. It is
time that perfecteth all; it is the mother of truth, the touchstone
of ripeness, the enemy of error, the true support and help of man.
Limit of Elementary Course.
When the child can read so readily and confidently that the length
of his lesson gives him no trouble; when he can write so neatly
and so fast that he finds no kind of exercise tedious; when his pen
or pencil gives him only pleasure; when his music, both vocal and
instrumental, is so far forward that a little voluntary practice
may keep it up and even improve it; then the elementary course has
lasted long enough. The child’s ordinary exercises in the Grammar
School will continue his reading and writing and he will always
be drawing of his own accord, because it delighteth his eye, and
busieth not his brain. His music, however, must be encouraged by
the pleasure taken in it by the teacher and his parents, for in
those early years children are musical rather for others’ benefit
than for their own. It is certain that in tarrying long enough
to bring all these things to perfection there is no real loss of
time, especially seeing that these attainments, even if they go
no further, make a pretty adornment to a household if they be
thoroughly acquired.
Difficulties in Teaching.
A great and learned man of our day, Philip Melancthon, thought so
much of the troublesome and toilsome life which we teachers lead
that he wrote an interesting book on the miseries of schoolmasters.
We have to thank him for his good-will; but as there is no kind of
life, be it high or low, that has not its own share of troubles, we
need not be overwhelmed by a sense of our special difficulties. Our
profession is certainly more arduous than most; but, on the other
hand, not many have such opportunities of doing good service. There
is little profit, however, in such comparisons. To what purpose
should I show why the teacher blames one thing, the parent another,
the child nothing but the rod which he is so prone to deserve? So
apt are we to repine at the pain we suffer, without weighing the
offence which deserved it. I will rather proceed to deal with the
remedies for what he calls “miseries,” but I would prefer to term
_inconveniences_, with which the teaching profession has to contend
in our own time. The counsel I offer, though referring specially
to the youngest scholars, may well be carried further and applied
to the oldest and most advanced in any course of learning. The
remedies I take to be two--uniformity of method, which would secure
economy both of time and expense, and the establishment of public
school regulations, made clearly known to all concerned, which
would prevent misunderstandings between teachers and parents or
scholars.
Uniformity of Method.
No one who has either taught, or has been taught himself, can
fail to recognise that there is too much variety in teaching, and
therefore too much bad teaching, for in the midst of many by-paths
there is but one right way. This is proved by the differences of
opinion that men show, due to better or worse training in youth,
to greater or less application to study, to longer or shorter
continuance at their books, to their liking or disliking some
particular kind of learning, and many other similar causes, which
may lead ignorance to vaunt itself with all the authority that
belongs to sound knowledge. The diversity of groundwork which
lies at the root of so much confusion of judgment is a great
hindrance to youth and a discredit to schools, and causes serious
inequalities in the universities. It may happen that a weak teacher
by some accident brings up a strong scholar, and that an abler man
owing to some ordinary hindrance makes little show for his labour.
But if variety had given place to uniformity, even the weakest
teacher might have done very well, if he had the intelligence to
follow the directions put before him.
This defect has often been deplored by our best teachers, who have
nevertheless shrunk from the task of supplying the remedy. If a
uniform system could be agreed upon, all the youth of this whole
realm will seem to have been brought up in one school, and under
one master, both in regard to the matter and to the manner of
their teaching, while differing in their own invention, which is
individual by nature, though it may be trained by general rules
of art. Such a measure must needs bring profit to the learner by
saving him from the chances of going astray, ease to the teacher by
lightening his labour, honour to the country by providing a store
of good material, and immortal renown to the enlightened sovereign
who should confer so great a benefit. Though agreement in a uniform
method must be enforced by authority, it must be based on some
likeness of ability in teachers in regard to their own specialty,
though they may differ much in the manner of applying it and in
other qualities. Now the only way to procure this equal standard of
efficiency, where natural differences are so great, is to lay down
in some definite scheme what seems best, both as to what and as to
how to teach, with all the particular circumstances that may apply
to the best-ordered schools not beyond the reach of the indifferent
teacher, yet such as to satisfy the more skilful. Thus diligence
on the part of the less able may even effect more than the greater
learning of the other, who may become negligent or insolent from
over-confidence. If I am not mistaken, there are good reasons
for holding that it is better for the commonwealth to provide
some direction for the ordinary teacher who will continue in his
profession the greater part of his life and have many chances of
doing good, than to leave it at random to the liberty of the more
learned, who commonly make use of teaching only to shift with for
a time, and are but pilgrims in the profession, always thinking of
removing to some easier or more profitable kind of life. Scholars
cannot profit much when their teachers act like strangers, who,
intending some day to return to their own country, cannot have that
zealous care which the native showeth, and though conscience may
sometimes cause an honest man to work well and do his duty in this
temporary position, such cases can be only exceptional, and general
provision must be for the leading of the weaker, who will always
need it.
If when this scheme for settling the matter and the manner of
teaching is set down, those who have to carry it out prove
negligent, and delay or even defeat the good effects, by their
ill-advised handling of what was well meant, the overseers and
patrons of schools must bring pressure to bear on such teachers,
of their own motion if they can, and if they cannot, then by the
assistance of learned men who are competent to act, and who out
of courtesy will help to further the end in view. Our precepts
are general; the application must be made according to the
circumstances of particular cases. I have only roughly indicated
the purpose of uniformity in teaching, and the disjointing of
skill by misordered variety, yet who is so blind as not to discern
that the one removes the evils caused by the other, and thereby
relieves the schools of many hindrances? Rapid progress in learning
would at once follow, through the choice of the best and fittest
authors from the first, the use of exercises adapted to the
advancement of the child, and the teacher’s orderly procedure in
general. By this means the scholar would not learn anything he
ought to forget, or leave anything needful unlearned, through the
ill-advised counsel of his teacher, and the teacher on his part
would be saved from hurrying on too fast, or dwelling too long on
one thing. The best course being hit upon at the first, as may be
generally appointed, one thing helpeth another forward naturally,
without forcing; what is first taught maketh way for what must
follow next, and continual use will let nothing be forgotten which
is once well got, and the gradual advance in learning will succeed
in proportion, without loss of time or unnecessary labour either
through lingering too long or hurrying on too fast. This result
cannot possibly be brought about at present, while things are left
to the discretion of teachers, of whom the most are not specially
enlightened, and even the very best cannot always hit upon the
most fruitful methods, and while the customary education is held
as a sanction, alteration even for the better considered a heresy,
and approval determined by personal prejudice. I do not touch upon
any hindrances that cannot easily be removed, if the matter be
taken in hand by authority; difficulties that belong to special
circumstances must be dealt with at another time.
The lack of uniformity is clearly shown when children change
both schools and teachers; either the new master thinks it some
discredit to himself to begin where the old one left off, or
disapproves of the choice that the previous teacher had made, or
seeks to exalt himself by finding fault with the other, or else the
arrangement of his school does not admit of a regular progression,
every school having a plan of its own. Sometimes the boy not being
properly grounded, either through the ignorance of his teachers
or his own negligence, cannot easily be influenced for the better,
or led to give up his own conceit of himself, and this generally
happens when the parents are unreasonable and think their child
disgraced if he is “put back,” as the phrase is, whereas in reality
he is bid only to _look_ back, to see that which he never saw
and ought to have seen very thoroughly. This cause of disorder,
proceeding from the parents, affecteth us all, causing great
weakness and much failure of classification in the forms of our
schools, whereas if there were a uniform order fixed by authority,
however often the child may change, his advancement is easily
tested, and the parents will have no pretext for discontent, when
they see that the matter is fixed by public provision, and that
there is no room for private partiality. At present the only thing
that is uniform in our schools is the common grammar set forth by
authority, the use of which confirms the opinion I have expressed,
as regards both the policy of adopting it from the beginning, and
the advantage of having something definitely decided to which we
are all bound to agree. Whether the book now in use may be retained
with some amendment, or should give place to one with a better
method, is a matter for consideration, for all such books, serving
for direction, must be fashioned to the matter which they seem to
direct by rule and precept, existing as they do, not for their own
sake, but as a means to an end. The experience of having a common
grammar proves the value of uniformity, but it remains a matter of
controversy whether it is itself the best possible grammar.
The second advantage of uniformity is the saving of expense. While
it is left to the teacher’s liberty to make his own choice, both
as to what book he shall use and what method he shall adopt,
what with the variety of judgment and inequality of learning in
teachers, which may be unified by authority, but will never be by
consent, the parents’ purses are heavily taxed and poor men are
sorely pinched. This is brought about both by the change of books,
the master often reversing his former choice, and also by their
number, every book being commended to the buyer which either maketh
a fair show to be profitable, or is otherwise solicited to the sale
owing to the need for disposing of an over-supply. Whatever is
needful to be used in schools may be very well comprised in a small
compass; one small volume may be compounded of the marrow of many,
and the change need not be great. Nor yet hereby is any injury done
to good writers, whose books may very well tarry for the ripeness
of the reader, and the place that is due to them in the ordinary
ascent of learning and study, according to their value and degree,
so that they may win praise for their authors from those who are
able to judge, and may bring profit to the student when he is able
to understand and remember them.
Choice of School Books.
In our Grammar Schools we profess to teach the tongues, or rather
to make a beginning with teaching them. Every subject that is
treated in any tongue supplies the student with the terms that
belong to it, which are most easily got up in connection with the
matter. If, then, the scholar of the Grammar School be taught to
write, speak, and understand readily in some well-chosen subject,
the school has performed its duty in doing even so much, though the
boy may not know all, or even most, of the words in the language,
which is a matter for further study. Those that assign their tasks
to Grammar School teachers recommend historians and poets, though
they make some distinction of writers according to the tendency of
their matter and the purity of their style. But what time is there
in our schools to run over all these, or even to deal with a few of
them thoroughly? Would it not be more creditable to our profession,
and more convenient for the parents, to have a selection carefully
made and printed by itself? And should not the most important books
be left over to be taken in connection with the particular callings
to which they refer? Let those who are gifted with imagination make
a special study of the poets, and those who take most interest in
the records of memorable deeds devote themselves to history. If men
of greater learning have leisure and desire to read, they may use
histories for pleasure as an after-dinner study, neither trying the
brain nor proving tedious, since they cannot generally be accepted
as a basis of judgment, because ignorance of the circumstances
causes a difficulty in applying conclusions. They may also run
through the poets when they are disposed to laugh, and to behold
what bravery enthusiasm inspireth. For when poets write soberly
and plainly, without attempting any illusion, they can scarcely
be called poets, though they write in verse, but only when they
cover a truth with a veil of fancy, and transfigure the reality.
We should therefore cull out some of the best and most suitable
for our introductory course, and leave all the rest for special
students, and that not in the poets and histories alone, but also
in all other books that are now admitted into our schools. Some
very excellent passages, most eloquently and forcibly penned for
the polishing of good manners and inducement to virtue, may be
picked out of some of the poets, and from none more than Horace.
But heed must be taken that we do not plant any poetic _fury_ in
the child’s disposition. For that impetuous imagination, where
it already exists, is in itself too wayward, though it be not
helped forward, and where it is not present it should in no case
be forced. As for other writers, regard must be paid to the number
and choice of their words, the smoothness and propriety of their
composition, and the solid worth of their matter. Quintilian’s
rule is the best, and should always be observed in choosing
writers for children to learn, to pick out such as will feed the
intelligence with the best material, and refine the tongue with the
most polished style, so that we avoid alike trivial and unsuitable
matter, however eloquently set forth, and what is rudely expressed,
however weighty and wise it may be, reserving only those passages
where the good tendency and intelligibility of the subject are
clothed and honoured with refined and fitting language.
I intend myself, by the grace of God, to bestow some pains on this
task, if I see any hope of my labour being encouraged. If any one
else will take the matter up I am ready to stand aside and rejoice
in his success; if none other will, then I trust my country will
bear with me when I offer my dutiful service in so necessary a
case. If any one of higher position should be inclined to resent
my action, I must appeal to the public judgment, yet if such a one
does not step forth and prove his own skill, he cannot complain if
another speaks while he is silent. I crave the gentle and friendly
construction of such as be learned, or love learning, and if I
should have the misfortune to dissatisfy any in my work, I will do
my best to improve it.
School Regulations.
The second remedy for the difficulties of teachers is to set
forth the school regulations in a public place, where they may be
easily seen and read, and to leave as little as possible uncertain
which the parent ought to know, and out of which dissatisfaction
may arise. For if at the first entry the parent agree to those
arrangements which he sees set forth, so that he cannot afterwards
plead either ignorance or disapproval, he cannot take offence if
his child be forced to keep them in the form to which he consented.
Yet when all is done there may be doubt about the interpretation
of the rules. Wherefore the manner of teaching, the method of
promotion, the times of admission, the division of numbers, the
text-books, and all those matters into which uniformity can be
introduced, being already known to be fixed by authority, as I
trust they will be, or at least the arrangements being set down
which the schoolmaster on his own judgment intends to keep, it
will further remove the chance of contention between the teacher
and the parents if it be also stated what are the regular hours of
work, exceptions being made in special cases, and what will be the
intervals for play, which indeed is very necessary, and not as yet
sufficiently taken into account.
Punishments.
But the teacher must above all make clear what punishments he
will use, and how much, for every kind of fault that shall seem
punishable by the rod. For the rod can no more be spared in
schools than the sword in the hand of the Prince. By the rod I
mean some form of correction, to inspire fear. If that instrument
be thought too severe for boys, which was not devised by our
time, but received from antiquity, I will not strive with any man
in its defence, if he will leave us some means for compelling
obedience where numbers have to be taught together. Even in
private upbringing, if the birch is wholly banished from the
home, parents cannot have their will, whatever they may say. And
if in men serious faults deserve and receive severe punishment,
surely children cannot escape punishments which bring proportional
unhappiness. And if parents were as careful to enquire into the
reasons why their child has been beaten as they are ready to be
unreasonably aggrieved, they might gain a great deal more for the
child’s advantage, and the child himself would lose nothing by the
parent’s assurance. But commonly in such cases rashness has its
recompense, the error being seen when the mischief is incurable,
and repentance is useless. Beating, however, must only be for
ill-behaviour, not for failure in learning, and it were more than
foolish to hide all faults and offences under the name of “not
learning.” What would that child be without beating, who even with
it can hardly be reclaimed, whose capacity is sufficient, the only
hindrance lying in his evil disposition? The aim of our schools is
learning; if it fails through negligence, punish the negligence,
if by any other wilful fault, punish that fault. Let the teacher
make it clear what the punishment is for, and leave as little as
possible to the report of the child, who will always make the best
of his own case, and will be sooner believed than even the best
master, especially if his mother be his counsellor, or if his
father be inconstant and without judgment.
The schoolmaster must therefore have a list made out of school
faults, beginning with moral offences, such as swearing,
disobedience, lying, stealing, and bearing false witness, and
including also minor breaches of discipline, such as truancy and
unpunctuality. To each of these should be apportioned a certain
number of stripes, not many but unchangeable. The master should
also try to secure that the fault should be confessed, if possible,
without compulsion, and the boy clearly convicted by the verdict of
his schoolfellows. For otherwise children will dispute the matter
vigorously, relying on credulity and partiality at home. If any of
their companions be appointed monitors--and such help must be had
where the master cannot always be present himself--and take them
napping, they will allege spite or some private grudge. And if the
master use correction, to support the authority of his lieutenants,
the culprit will complain at home that he hath been beaten without
cause. If the master postpone punishment, the delay will serve them
to devise some way of escape, in which they can count upon home
support.
To tell tales out of school, which in olden times was held to
be high treason, is now commonly practised in an unworthy way.
There are so many petty stratagems and devices that boys will
use to save themselves that the master must be very circumspect,
and leave no appearance of impunity where a penalty is really
deserved. It were indeed some loss of time for learning to spend
any in beating if it did not seem to make for the improvement of
manners and conduct. It is passing hard to reclaim a boy in whom
long impunity hath grafted a careless security, or rather a sturdy
insolence; and yet friends will urge that the boy should not be
beaten for fear of discouraging him, though they will have cause to
regret this afterwards. It is also not good after any correction
to let children dwell too long on the pain they have suffered,
lest it cause too much resentment, unless the parents are wise and
steadfast; and indeed that child is happy who has such parents,
and who lights as well on a skilful and discreet master who acts
in harmony with them. “But certainly it is most true, whatever
plausible arguments may be used in a contrary sense, that the
determined master who can use the rod discreetly, though he may
displease some who think all punishment indiscreet when it falls
on their own children, doth perform his duty best, and will always
bring up the best scholars. No master of any force of character can
do other than well, where the parents follow the same treatment
at home which the teacher does at school, and if they disapprove
of anything, will rather make a complaint to the master privately
than condole with their child openly, and in so doing bring about
more mischief in one direction than they can do good in any other.
The same faults must be faults at home which are faults at school,
and must be followed by the same consequences in both places, so
that the child’s good may be considered continuously as well in
correction as in commendation.”