Parents back to the Childhood of their Offspring, I will, in Conformity
with that, suppose, that the Rules already laid down chiefly regard
the first Stage of Life; at most, that they are the Ground-work of a
future Superstructure: this granted, I will suppose too, that Parents
have employed these first seven Years in moulding their Children, and
rendering them so far pliable, as readily to submit to whatever their
Parents think proper for them to engage in. There is a strong Passion in
many Parents to have their Children forward and early in their Learning;
where there is really a Genius, a very great Propensity and Aptness
to learn, this may certainly not only be allowed, but improved; yet
in general I think very little Account is to be made of what they can
learn before seven Years old: it is commonly Rote-work, and often forgot
almost as soon as learned. However, let these things be taken as they are
found: if a Child has a great Quickness and Facility in learning, let it
by no Means be check’d; on the other hand, let not another be severely
chastised, or it’s Life rendered miserable, who has not the same early
Aptness. Those who would avoid Error on this Point must consider, that a
Child’s Memory and Judgment are yet too weak to be much exercised; that
close Application and intense Labour are very unfit for this Infant Age;
that it is putting their tender Minds too much upon the Stretch; and
endangers either a fix’d Aversion to learn, or an incurable Dulness: let
them farther consider, that such a quick Child as I have been speaking
of, learns without the least Difficulty; and if they oblige one of
another Cast to learn as much in the same time, it is odds but they give
him more Pain than his Frame can bear. Parents then must be very careful
to avoid these first Mistakes in the educating their Children; since from
a natural Fondness to have them appear to Advantage, they often thrust
them on things that are unsuitable to their Age, and such as they are by
no Means qualified to undertake.
It must not here be understood, that nothing is to be attempted in the
first Stage of Life; that would be the opposite Extreme of Error; and
playful as Children usually are at that Age, the leaving them wholly to
themselves for seven Years would be not only injuring their Capacities,
but might endanger a Habit of Idleness: what I mean is, that all which
relates to Education should now be made as light, as easy, and as
pleasant as possible; that, as I have observed before, Parents should
take things as they are, and not be dissatisfied or disappointed, if they
find no extraordinary Progress made.
But this first Stage being over, the Business becomes serious; they are
now to enter the Schools. Parents of almost every Rank aim, or seem to
aim, at giving their Children Learning; ’tis a natural Ambition, and, if
rationally used, highly laudable. Those of an inferior Class say, with a
significant Shake of the Head, ’Tis a fine thing to be a Scholar! True,
it is so: but surely it is a sad thing to be a learned Beggar; and worse
yet to be a learned Blockhead: an unlearned Cobler is a Prince to either
of these. To judge of the Propriety of Education, we should, I think,
argue from a Knowledge of Life; for as no one surely will say that the
same Degree of it is equally proper for all, it follows of course that
it will be right or wrong, in proportion to our Knowledge or Ignorance
of Mankind, and of those Stations wherein it is so variously exercised.
Now in viewing it in this judicious Light, it appears to me, that the
Steps frequently taken by Parents in the educating their Children, are in
many respects erroneous. Nor is this by any means to be ascribed to the
Teachers, but to the Parents; not to the Plan, but to the Execution: for
as in the Order of Nature, every thing has it’s own Sphere, it’s Province
assign’d it, which cannot be departed from without Error; so in the
various Degrees of Mankind, if a proper Regard be not had to Situation
and Abilities, the Mistakes committed in educating our Children must be
very many.
At the same time that I venture to think our Notions of Education
sometimes erroneous, I confess it is extremely difficult to fix precise
Rules for a better; no wonder therefore if I err in the Attempt; and in
that Case, I hope, the Goodness of my Intention will plead my Excuse.
But here let me ask a natural Question; What is it all Mankind aim
at in the Education of their Children? certainly to give them such a
Degree of Knowledge as will qualify them to fill some certain Post,
some certain Station in Life: in short, to fit them for an Employment
suited to their Condition, such as will make them happy in themselves,
and useful to Society. This, I say, is, or ought to be our Aim: but
how grievously do we pervert it? Parents often mistakenly soar above
their Reach; like Adventurers in a Lottery, all gape for the highest
Prizes; all ambitiously strive to make their Children something more than
common, something above themselves; and by these Means often, very often,
overturn and utterly ruin them.
The principal Aim of Parents should be, to know what Sphere of Life their
Children will act in; what Education is really suitable for them; what
will be the Consequence of neglecting that; and what Chance a superior
Education will give them for their Advancement to Posts of Dignity.
I grant, it is Pity that a fine Genius should be uncultivated and
buried in Oblivion; but surely it is greater Pity that Parents should
so generally mistake their Children’s Station, Genius, Capacity, and
Inclinations, as they generally do; nay more, mistake their own Capacity
too; by engaging them in things above their Ability to conduct them
through. The first thing many Parents do, is, blindly to magnify their
Children’s Parts; in consequence whereof they engage them in such Studies
as square with their Fancy; they then turn their Eyes on some few great
Men, whose uncommon Merit, Genius, or Good-fortune, have rais’d them to
conspicuous Stations; and thus, in the Vanity of their Hearts, conclude
their Sons are to be Judges, Bishops, Generals, and I know not what.
But I would here earnestly dissuade Parents from this capital Mistake;
indeed it seems so glaringly absurd, that I am surprized it should be so
common. But those in inferior Stations will say, May we not then give
our Children Education? yes certainly: but it should be a suitable one.
What then, may we not aspire to raise our Children in the World? or must
they, from Generation to Generation, remain Mechanics, Tradesmen, or
the like? Let me not be misunderstood. Every one should look forward;
there is a necessary Degree of Spirit becoming all Mankind; but then to
be judicious, it must be rational: thus, at the same time that we avoid
sinking into Meanness, we must be very careful not to tower so high as to
endanger our dashing down into Error.
Education, tho’ design’d to lead us to every Advantage, is often bestowed
to our Disadvantage, by being the Cause of many Errors, we should
otherwise have escaped. Education is often wasted on us, either by being
improper for our Station, or by engaging us in things we are unfit for.
Education is a Term that often misleads Parents themselves; for many do
not know either it’s Extent or Use, nor know if their Children possess
it or not. These things considered, it is easy to conclude how common an
erroneous Education must be; and how much it behoves Parents to reflect
on the necessary Means to obviate the like Errors for the future.
I remember a Lady whose Coachman was an Instance of the Mistakes I have
been speaking of. I am resolved, says he to some of his Acquaintance,
to have one Gentleman in my Family at least. In order thereto, he gave
his Son Education, and then put him to an Attorney: this entitled the
young Fellow to dress out, and keep, what he call’d, good Company;
these led him to Pleasures, Gallantry, and many other Extravagancies;
in fine, the old Man broke his Heart; and the young one in a short time
was utterly ruined. But how much happier would he probably have been,
had he kept to his proper Sphere, and been a Coachman too! It frequently
happens, that honest industrious Men among the common Trades, as well
as others, grow wealthy, and consequently are ambitious of giving their
Children Learning; now as these People have usually but a very small
Share themselves, they know little more of it than the Name: they send
a Boy to School, and because they hear him speak hard Words, and see him
hammering at a Latin Exercise, sagely conclude that he has Learning; when
it is fifty to one, that, comparatively speaking, he knows nothing. It
requires a great deal of Time, Diligence, and Application for a Boy to
become a good Grammarian, tho’ taught by the best Methods and the best
Masters; what then must be the Fate of those who are under bad Teachers?
and that there are some such, I believe will not be disputed. But
supposing a Boy really acquires some Knowledge; let us see of what Use
it will be to him: his Father is perhaps a Baker, and it is convenient
to him to bring his Son up to his own Business; what does a Baker want
with Latin? nothing. Besides, continued Disuse will make him forget it;
or, should he retain it, of what Use could it be to him, but to make him
pedantic and self-conceited? But perhaps upon the Presumption that this
Boy is a Scholar, the honest Baker, desirous that his Son should cut a
Figure, sends him to the University, and he becomes a Divine: but what
Pity is it that a good Baker should be spoiled? The innocent young Man,
tho’ spirited up by his fond mistaken Parents, has perhaps no Talents,
no Genius, no Interest; what then must be his Fate? why—he must drudge,
and court, and wait his whole Life, and at last gain nothing. What can
be more mistaken than this Conduct, and yet what more common? It may be
urged, that these are Instances of illiterate Parents only, and that
People in better Life know better things: now allowing that to be the
Case, still as Parents of this Kind are very numerous, they stand in
great need of being set right, as the Errors they commit by this false
Education are productive of many Evils.
Every Nation has it’s Custom of dividing the People into Classes. The
_Police_ of _France_ divide them into Quality, Noblesse, Artificers,
and Peasantry. _England_, a mix’d Government, and a trading Nation,
have the Nobility, Gentry, Mercantile or Commercial People, Mechanics,
and Peasantry. Were we to subdivide the People, we might run it to an
Infinity: to avoid Confusion therefore, I will select five Classes;
_viz._ the Nobility, the Gentry, the genteel Trades, all those
particularly which require large Capitals, the common Trades, and the
Peasantry. But tho’ for the Sake of Perspicuity and Brevity, I confine my
Observations to these, yet they may occasionally be applied to others;
and tho’ _London_ may in general be called the Scene of Action thro’ my
whole Design, yet is it equally applicable to, and intended for, the
Benefit of the whole Kingdom.
Persons of Rank and Quality are, I doubt, placed in too high a Sphere
for any Instructions of mine to reach them; or should this Attempt fall
into their Hands, what Chance is there for it’s being useful to them,
since they seem to have every Advantage, every Help at command. Still as
true Wisdom consists in seeking Instruction wherever it can be found, and
as the lowest among Mankind may drop a Hint that may be useful to the
highest, I will, with all due Deference and Respect, venture to speak my
Thoughts; and if they reach the Ears of the Great, I dare hope, they will
at least commend the Design, if they cannot applaud the Execution.
Human Nature (as daily Experience shews us) is, in the general, alike in
all, from the Prince to the Peasant: the same Weaknesses attend us; the
same Passions torment us; the same Diseases kill us: all are the Work
of ONE GREAT ARTIST! all are born for the same great End! The Gifts of
Fortune indeed are innumerably different; the Advantages of Education
very many; and as a Train of Vices corrupts our Manners, so a Succession
of Virtues may be said to enoble our Birth and purify our Blood. Hence it
is we often see those exalted Virtues in the Great and Noble inherited
by their Posterity; and hence too we often discover, even where Pains
are taken to conceal it, an inbred Dignity, a Mein and Aspect superior
to the Generality of Men. Still this Rule is by no Means universal; for
the same Experience shews us, that great Men can do little things; even
such as the private and obscure would be ashamed of. And how so? because
Passion, not Reason, is their Guide. Parents then, we see, even of the
highest Rank, are under an indispensable Obligation of regulating the
Manners of their Children. Philosophers say, that all Passions are in all
Men; but that their Predominance is unequal, and different in different
Men: if so, the Great stand in most need of having them subdued, or at
least regulated, as the Power to indulge them is greater in them than
in others. But granting that Parents of Quality are convinced of these
Truths, and take all the Steps already recommended for training up their
Children in proper Decorum; granting too, that they design every thing
for their real Advantage; they have still many things both to do and
avoid which are not common to all.
Their first Care must be to avoid Sycophants, Flatterers, and Hypocrites;
they are but too constant Attendants on the Great, and their Business is
to diffuse an imperceptible Poison (if I may be allowed the Metaphor)
over both Parents and Children. Nothing is so amiable as Truth, nothing
more desirable, and yet nothing more difficult to reach the Great. If
a Nobleman has a Child whose Parts are weak, whose Genius is slow and
shallow, it is undoubtedly a Misfortune, but cannot be his Fault: the
natural Blindness of Parents keeps them from seeing these Defects so
clearly as another; but the unnatural, at least unmanly Artifices of the
Flatterer totally prevent their seeing them at all: and thus the noble
Heir is mistakenly taught to think himself what Nature has forbid he
shall ever be.
Another Care is, that Youth of Quality, who have Parts and Quickness, be
not suffered to waste the first Flower of their Age in Idleness: it is a
grievous Error, yet very common. I have already observed, that Parents
who know nothing are injudiciously, and even anxiously solicitous to
have their Children Scholars; and by a strange reverse Infatuation,
Parents of Rank are often very indifferent about it. This Error is
undoubtedly sometimes owing to themselves only by a supine Negligence
in their own natural Temper; but it is much oftener owing to the false
Praises given by those that have both the Parents and the Child’s Ear.
A young Heir soon knows the Title, Dignity and Estate he is born to
possess; too soon does he know his Independence, and too apt is he to
grow careless about his Learning on this very Account, but if to these
Impediments be added imaginary Excellence and Knowledge, thro’ the daily
Flattery of a Dependent, what is likely to be the Consequence? why, that
he will remain ignorant his whole Life. For who will take Pains to learn,
that is firmly persuaded he knows enough already? and that many of our
young Noblemen are trained up in this Disposition, nobody, I believe,
will deny: it is true that Time may convince them of their Error; but it
will then perhaps be too late to recover what they have lost.
The Education of a Nobleman should contain every thing that is both
useful and ornamental. As he is more conspicuous than others, as he
always stands on an Eminence, his Education should be such as may reflect
a Lustre on every one that beholds him. He is to be considered as a
Pillar of the Laws, an Honour and an Ornament to the Age he lives in. To
this End he is to study first, Languages; that is to say, two of the dead
ones, _viz._ _Latin_ and _Greek_; and of the living ones, besides his
Mother-tongue, _French_ at least. The Learned disagree very much as to
the Variety of Languages necessary to be acquired; some are of Opinion,
that besides these already named, _Italian_, _Spanish_, _Portuguese_,
and more yet, are becoming the Education of a great Man; and urge in
their Favour, that the more Languages are gained, the more the Mind is
enlarged: others dissent from this, and maintain, that a great Variety
rather confuses the Mind than otherwise; that _Latin_ and _Greek_ are
indisputably the Languages of all learned Men; after those, _French_,
and at most _Italian_, are all that need be added, as every thing may
be found in these, either originally or translated into them: but they
farther argue, that it is a great Waste of Time, spent merely in the
Acquisition of Languages, when so many nobler Studies are to be pursued;
Studies which at once strike the Mind, and constitute true Science. This
last Reasoning has, I think, great Force; but here for a Moment let me
leave the Nobleman, to make an Observation on general Life. Languages,
besides being considered as general Parts of Education, are particularly
necessary in certain Circumstances of Life. If one, whether for Education
or Business, goes to reside in _Holland_, _France_, _Spain_, or _Italy_,
it would be an Absurdity not to attain the Language of the Country; so if
another is to be a Merchant, surely he should not be a Stranger to the
Language of his Correspondents; thus are these, and many other things
more or less necessary, just as they are circumstanced: and therefore
should Parents, besides the Education they bestow on their Children, as
suited to their Station in general, join to it that which is necessary in
particular. But, to return;
Besides Languages, a Nobleman is to learn Philosophy, both Moral and
Natural; Mathematics; the ancient and modern Laws of our own Country; and
the Customs, Laws and Manners of other Nations. He should particularly
be a Critic in our own History, and our own Language; because they are
what in real Life he will have most occasion to exercise. To this solid
Learning should be added the Embellishments of polite Literature,
Poetry, Painting, and Music; and to compleat the Character, Dancing,
Fencing, Riding and Architecture. Tho’ this is going a considerable Way,
it is much the least Part of what ought reasonably to be expected from
him, considering the Light he stands in. It is of great Consequence
that his Preceptor have a good Head; but it is of much more that he has
an honest Heart. He is to humanize his Pupil’s Soul, and form him for
all those Actions that will give him a real, not a fancied Dignity. He
should raise in him an ardent Love of his own Country; but, as every
other Nation has it’s Virtues as well as Vices, he should at the same
time avoid the customary Prejudice of allowing them nothing. While he is
taught to think and act nobly, he should be informed that the Knowledge,
the Care and the Improvement of his Estate, are essential Obligations,
and such as cannot be dispensed with. He must be easy of Access, without
which Truth will seldom reach his Ear; nor will he be able to distinguish
Merit from Demerit; or know how to right the Injured, or punish the
Injurer. While he maintains his Dignity, he must be ready to condescend
to Inferiors with an humble Deportment where necessary; and be taught
to see and feel another’s Woe: which nothing will more inforce, than
convincing him of the Instability of all human Grandeur. His Dress and
Behaviour should be like his Quality, noble; yet perfectly free from
Affectation, Vanity and Pride. He must be taught to know, that ’tis not
for himself alone he is to live, but, from the politest Manners, a wise
Conduct, and a benevolent Heart, to diffuse Pleasure and Joy to all that
know him. Vice and Virtue are to be placed before him in their genuine
Light; and the Beauty of the one made a Contrast to the Deformity of the
other. While he is taught to distinguish Honour from Infamy, Nobility
from Meanness, the utmost Care should be taken to shew him how much he
would sink beneath a Man, should he become a Slave to any irregular
Passion. He should, for Example sake, as well as his own, be instructed
to shun every thing that is mean, base or vicious; and, in a word, be
endowed with all those Virtues that will make him generous, noble, wise,
and good. Much more might be said on this Occasion, much more might be
added; but as the Great are supplied with far abler Helps from other
Hands, I will only add on this Head, that if the Admonitions here offered
be reduced to Practice, every other Virtue, even the most heroic, will
become familiar and easy.
My next Topic is the Education of a young Lady of the first Quality; from
which, if the Course of my Design did not make it necessary, I would
gladly be excused: for as the most delicate Flowers require the tenderest
Treatment, so the conducting a Woman of Quality thro’ the first Stages,
and ushering her into the World, is of all others the nicest Part to act.
Still, as Nature and Reason are my Guides; by them I hope to be enabled
to offer some Aid, however small, for the promoting this great End.
As all Parents have a Right to exercise a proper Authority, so all
Children, however high their Rank, should be taught to obey. Great
Spirits may think Obedience mean; but Parents are to remember their
Children’s Happiness is at stake: without Obedience they cannot regulate
their Passions: and if not regulated, they have but little Chance for
Happiness. Misfortunes with a Coronet, Misfortunes with a Coach and Six,
are still Misfortunes; and it is the Business of every Parent so to
conduct their Children, that they may on their part avoid them, or so to
fortify them that they may bear them as they ought. But, as it is most
agreeable to good Sense, I will conclude that Parents of the highest Rank
are convinced of this, and have employed the Infant Age of their Children
accordingly. What next is to be done? What Education is most proper for a
young Lady of the first Quality? Such surely as will distinguish her from
the Crowd; such as will more adorn her Mind, than the Jewels she wears
adorn her Person.
The Errors committed in the Education of the Children of private Persons
are many, from the Parents educating them above their Rank; still there
is one general Excuse may be made for them, which is, that as the Turns
of Fortune are sometimes very great, they don’t know what Occasion they
may have for it. But in Persons of Quality the Case is different; they
are already at the Summit, and their Education should suit their Rank.
As soon therefore as the first Stage is over, (not to mention what she
may have learnt during that Period) a young Lady’s Time is to be esteemed
precious: Reading, Writing, Working, Dancing, _French_, _Italian_ and
Music are all to be taught her; and that not superficially, as is too
much the Custom; not so as to puzzle and confound her Understanding, but
to enlarge and improve it. A certain Author says, that there is not a
Man in a thousand who reads well; if so, and Men assert a Superiority
of Knowledge, it will be no unfair Conclusion to say, there is not a
Woman in two thousand that does: but I hope this Gentleman’s Assertion
is not true, and then the Conclusion falls of course. Still it is very
certain, that much more is required to read our Mother-Tongue well,
than is commonly imagined; and as that is really graceful, a young Lady
should be taught to set a great Value on it. To know the Words and their
Meaning is not sufficient; she must know the Pointing, the Emphasis and
the Cadence; and she must know too, how, in different Parts, and on
different Subjects, to modify her Voice, or she will never read well. To
read with Energy and Beauty, we should know our Subject; and here the
Understanding is concerned; this gain’d, we have nothing more to do but
to keep close to Nature; for the greatest Fault committed in reading is,
the throwing ourselves out of Nature. As I have formerly attended the
Lectures of several public Professors, I remember one who committed this
Fault of throwing himself out of Nature, as I have just observed; when
he read, he put on a Tone of Voice not his own; when he laid down his
Paper to explain what he had been reading, he was himself again; and thus
was he in and out of himself, if I may be allowed the Expression, ten
times in an Hour. And yet this was a Man of Letters, a Man of Science, a
Philosopher!
The Hand-writing of a young Lady should have an easy Elegance in it; a
Medium between the _Italian_, which tho’ beautiful to see is usually
wrote very slowly, and that Meanness of Hand too common in the Sex.
Either of these Faults in a Lady’s Hand-writing will appear in their
true Light, if we consider that the Custom of writing familiar Epistles
is one of the most important Steps in her Education. Nothing tends more
to open the Mind, nothing bids fairer for gaining a Knowledge of the
World, next to the seeing it, than the giving and receiving one another’s
Thoughts with Freedom, in a virtuous Intercourse of friendly Epistles.
Now an evident Obstacle to this is the Manner of Writing; if a young
Lady’s Hand is a fine _Italian_, she hates the Thoughts of writing a
Letter, because it will take up so much Time; and if it be a bad Hand,
she says her Scrawl is so frightful, she is asham’d that any body should
see it. But there is another important Reason for familiarizing a young
Lady to her Pen, which is that of writing correctly. For a fine Lady not
to spell with exact Propriety, is frightful beyond Expression; but when
she has gained that, she possesses nothing till she writes with Grammar,
with Stile, and a suitable Turn of Expression. Some, it is true, have by
Nature a happier Turn this way than others, and may be said to be born
with a Talent for Writing; but tho’ this be granted, yet certainly a
great deal may be obtained by a due Care of their Education in this Point.