has never studied the Rules of Logic: so too we may say, that every
Man who speaks grammatically is a Grammarian, tho’ he has not been
taught Grammar. What I here mean is, that a due Attention to Children,
and proper Instructions with regard to _English_ only, will enable
them to make a very considerable Figure both in Reading and Speaking.
Nature furnishes us with the Faculty of Speech, but the Mode of it in
great measure depends on the Place we are born in, and the Language we
are accustomed to hear. The Court, and the learned Part of a Nation,
certainly speak the purest Language; the Vulgar and the Illiterate speak
the coarsest, and the most corrupt: but there are many Degrees between,
who may be said to have the Power of choosing, as they frequently hear
both. It is then the Parents Business to be greatly attentive in this
important Point; especially as Experience shews us that a great Man
can be vulgar, and a little one polite, and the Medium can neglect the
Advantages in his Power by adhering to the wrong Side, when with equal
Ease he may attain the right. I have already cautioned the Great never
to sink beneath their Quality; and while they learn to be humble, they
must carefully avoid being mean. I have also recommended to the Gentry
to approach as near to the Quality in good Behaviour and polite Language
as possible: and to those of this Class, I strongly urge, that every
thing coarse, vulgar, and incorrect, is not only improper, but highly
unbecoming; is not only abusing the Faculties Providence has furnished
them with, but is debasing their Nature. If then the Parents of this
Class enter upon the Education of their Children with just Reflections
(which all, more or less, are capable of making) the natural Consequence
will be, that they will seek such Methods as are most conducive to their
acquiring a thorough Knowledge of their Mother-tongue.
It may be urged that a compleat Knowledge of the _English_ cannot be
acquired without _Latin_; but, with all due Respect, I beg leave to
dissent from this: I have seen a good _Latin_ Scholar greatly deficient
in the Knowledge of _English_, and a very correct _Englishman_ who did
not know a Word of _Latin_. But nice grammatical Rules are not strictly
the Province of Boys in common Life, and much may be done without
them. A good Master will enable them to read in a very expressive and
significant Manner, at the same time that he makes them acquainted with
his Subject. He will teach them the different Types, why a _Roman_, why
an _Italic_ Letter is used; where the Accent is to be laid on different
Words, and on the same Word in different Senses; where capital Letters
are to be used, and why; the different Stops, which we call Pointing,
and their Force; the Cadence, or Falling of the Voice, in ending a
Sentence, or a Paragraph; and, what is the greatest Beauty of all, where
to lay the Emphasis or Stress on every Expression, so as to give it
it’s utmost Energy. Farther, he will teach his Scholars to keep close
to Nature; and not suffer them to borrow a Whine, a Tone of Voice from
that almost universal Destroyer of Nature, Affectation. He will shew
them that the only thing which can be granted in this Case, is a certain
adjusting, or rather a little Elevation of the Voice in Reading, above
Speaking; and that they come nearest to true Reading, who would be
supposed to be Speaking, were a blind Man the Hearer. He will shew too,
that, according to Nature, all Subjects do not require equal Energy in
Reading; and consequently the Voice must be modify’d and varied, on
suitable Occasions: for as we are susceptible of various Impressions;
and as Joy, Grief, Anger, and other Passions, are differently expressed
by us without any previous Study, purely from the Force of Nature, so
a good Master will shew, that a Prayer, a History, and a Poem, have
each something different in their Nature; and that to give them their
due Propriety, Force, and Beauty, each must be read in a different way.
Besides these, the Master will shew his Scholars, that in order to speak
to Perfection they must observe first, what Language their Betters speak,
and by comparing it with that of the Vulgar, they will be enabled to
distinguish, not only good from bad, but Propriety from Impropriety;
whence they will insensibly learn, Gender, Number, and Case; Person,
Mood, and Tense, with many other things relating to Grammar, without once
supposing that they are acquiring them. Secondly, he will direct them in
the Choice of such Books as will give a double Relish to Reading, by the
Goodness of the Language they are wrote in. And lastly, he will recommend
their seeking Opportunities of hearing their Betters read, that they may
compleat by Imitation, what Instruction has laid the Foundation of.
But to give all the Satisfaction in my Power, I beg leave to observe,
that as Grammar (if I may be allow’d the Expression) is the Soul of
every Language, it may, in essential Matters, be taught in _English_
as well as in _Latin_: it is true, that, in compound Words, and some
of the Derivations, both _Latin_ and _Greek_ are necessary, and indeed
many other Languages; but they are only so for Gentlemen and professed
Scholars; and tho’ a mere _English_ Scholar cannot give all the
Derivations of Words, yet he can give all the Meanings, and all, or
most of their Rules; and thereby be enabled to acquire a considerable
Degree of Perfection, a pretty thorough Knowledge of his Own Language;
and sometimes a Knowledge superior to those who in other respects are
superior Scholars. Should it still be urged, that if Boys learn _Latin_,
a Knowledge of _English_ will be a necessary Consequence, and that
Grammar in _Latin_ is Grammar in _English_; I am ready to grant it: but
the Point here maintained is, that what is called a learned Education is
unnecessary and often hurtful to Boys of this Class, nor have they Time
to acquire it. Besides, there are always Difficulties in referring or
applying grammatical Niceties from one Language to another; Difficulties
which are not within the Province of every one to get over. If therefore
Boys of this Class, instead of engaging in _Latin_, which, as has been
shewn, they have not Time to acquire, nor in general have any use for
it if they did, would apply to the Study of _English_ only, and make
the most of that, they may improve to a great Degree; vastly more than
is usually done, because prevented by an injudicious Application to the
_Latin_.
Thus much have I said, in some measure to do Honour to the Language of my
own Country; but chiefly with a View to remove the Errors too generally
run into by inferior People, partly from their Vanity, and partly from
their being Strangers to the many and great Advantages which this
Branch of Education only is capable of affording. I know that innocent
well-meaning People are often misled in educating their Children; and
have heard many say, that a Boy must learn _Latin_ to enable him to
spell _English_; but this is a vulgar Error, and henceforward, I hope,
will be removed. But yet farther to prove the Usefulness of our Language
in the real Concerns of Life, we may add, that by this alone may be
learnt, from those whose Province it is to teach, every Duty, every
Obligation we owe to God and Man; by this we are enabled to read the
sacred Writings; by this we can become acquainted not only with the
History of all _Europe_, both ancient and modern, but of the whole World;
and particularly with the History of our own Country: by this we are
furnished with Books containing Helps in Building, Planting, Gardening,
and many other things of great Use to Mankind; and by this, in a word, we
are furnished with vast Abundance of both Instruction and Delight; not
only from the excellent Translations from _Latin_, _Greek_, _Spanish_,
_Italian_, _French_, &c. but from the original Writings of many of our
own Countrymen: Men, whose Geniuses were perhaps inferior to none. Here,
without Flourish, Parade, or Exaggeration, my Readers will see how noble
an Use may be made of our Mother-tongue; how much Pleasure it will yield
us, how much Knowledge it will convey to us; and hence, I hope, Parents
will be induced to consider it in the Light it deserves.
Boys are next to engage in Writing; and I earnestly recommend that it
be closely attended to, and considered as a Matter of great Importance.
The present Method of teaching, and the Kind of Hand now usually wrote
in Business is, I think, admirable; the Merchants of _London_, and some
of our public Offices, shew great Perfection in this Way; and I would
recommend that every Boy both learn and practise a mercantile Hand, as it
is at the same time useful and beautiful. Every Man who is acquainted
with Life must daily see the too general Defects of Hand-writing. If a
Bricklayer, or any other Workman, brings in a Bill, what a pitiful Figure
it makes; nay, it is sometimes so very bad, that none but the Writer
himself can read it; and where we see one wrote out in a masterly Way,
it is ten to one but he has, at considerable Expence, employed somebody
to do it for him. Now this must surely be considered as a grievous
Misfortune, both as it is an Inconvenience, and a Loss; and which ought
carefully to be prevented in the rising Generation. Besides, if we
reflect on the unforeseen Advantages which many meet with who are fine
Penmen, we shall be convinced how necessary it is to excel in this Art.
We come now to Arithmetic, which includes a large Field of Knowledge.
The Use of Figures, is so universally known and allowed, that it seems
needless to urge any thing in their Favour. Men of all Degrees want
their Aid; they are the first Introduction to the Mathematics; and the
Knowledge of them is more or less necessary from the Prince to the
Peasant. If a Man fails in _Holland_, they immediately say, he has not
kept good Accounts; in Truth People of almost every Rank stand in need of
their Help; and their Use and Power thoroughly known and attended to,
would preserve thousands from Ruin. Parents then cannot do too much to
instruct their Children in this important Branch of Knowledge; especially
if they consider on one hand the Confusion and Perplexity which attends
the Ignorance of it, and on the other hand the many surprising Turns
for the Advancement of their Fortune, when possessed of the Knowledge
of it. All young People, as I have before recommended, should be taught
Method, and nothing more likely to initiate them in it than a masterly
Knowledge of Figures. Besides, Debtor and Creditor, Loss and Gain,
are by no means confined to the Merchant; every Man, however low his
Trade, or however narrow his Dealings, while he does trade or deal,
should understand what he is about: and he has no other Way than this of
attaining that necessary Knowledge. I am very sensible, that some Men,
even in Trade, have got thro’ the World, and make good Acquisitions,
without any considerable Degree of this Kind of Knowledge; but we may
truly say of such, that Fortune stood so very near them, that they
stumbled upon her: tho’, for one who has thus succeeded, a thousand have
miscarried. But my Aim is, to have the rising Generation so educated,
that either Misfortunes may be prevented, or, if they do come, that their
own Conduct may be irreproachable: and, I say again, no way more likely
to effect this, than knowing thoroughly and attending closely to Figures.
But farther, this and the foregoing Branch of Knowledge are strong
Recommendations in various Stations of Life: many, even from nothing,
have by these Qualifications become great Merchants; our _East-India_ and
other Companies frequently want Boys who write and account in a masterly
Way; and when young People set out in the World and act for themselves,
the Knowledge of their Affairs, from their Skill in Figures, is often a
Restraint upon them, and a Curb to their Passions; by keeping them from
what they see they cannot afford.
I shall now speak of that important, tho’ much neglected Branch of
Knowledge, Drawing. It is matter of Surprise to me that a thing so
obviously useful, and in many Respects so indispensably necessary,
should be so generally disregarded. Young Gentlemen at an Academy indeed
sometimes learn a little Drawing; but neither so often, nor so compleatly
as they ought; but it is not of those I now mean to speak, but of that
large Body of Youth comprehended in the fourth Class of People.[9] As
Parents cannot know certainly what their Children will be, it is fit
that, according to their Station, they should be so educated, as to be
prepared for whatever may suit their Circumstances, their Capacity,
and their Inclinations: to this End, besides Reading, Writing, and
Arithmetic, I earnestly recommend Drawing. To prove it’s Use, let us
first view the various Branches of Building; where we shall immediately
see the Necessity of understanding it. It is my Advice to all Parents,
without Exception, that they implant in their Children an ardent Desire
to excel; not to engage them in things they are unequal to, not to fill
their Heads with Chimeras of fancied Power and Abilities, but that
they labour with unwearied Industry to become perfect in their Way, be
their Profession, Trade, or Business what it will. Thus, if a Boy is
to be a Bricklayer, a Carpenter, a Smith, or any other Trade relating
to Building, it is right that he should be animated with a Desire to
become perfect, and not sit down contented with a scanty, superficial
Knowledge of his Business: and, to attain this, Drawing should be made as
familiar to him as Writing; which would greatly tend to his Advancement
in the World: for how often does it happen that a Gentleman wants his
own Conceptions and Designs explained and improved; which are easily
done by a masterly Workman, but are entangled and made worse by a
Blunderer. Drawing shews us the Difference between Beauty and Deformity;
as Features, Mein, Aspect, Stature, and the Power of Light and Shade. It
teaches us the Use of Lines, Angles, Squares, and Circles; it teaches us
the Rules of Proportion, what Base is proper for an Edifice of different
Dimensions; what constitutes a regular, what an irregular Building; it
distinguishes true Taste from false; it assists our Fancy, and enlivens
our Imagination; it is the Foundation of Architecture, and therefore
necessary for every Branch of Building: for tho’ there are general Rules
and Principles in each Order of Building, yet is there great Latitude for
what we call Fancy, Taste, and Judgment: and thus the whole Beauty and
Propriety of an Edifice may be said to depend on the artful blending of
the several Orders into one perfect Superstructure.
Thus much for the Usefulness of Drawing in Building; but I should injure
this Art if I stop’d here, for it is still far more extensive. It is not
enough that a Gentleman builds himself a House, it must be furnish’d
too; and if he be a Man of Fortune and Taste, he will not be contented
with what is merely useful, but will add the ornamental likewise: hence
appears the Necessity of the Artificers in this Way learning to draw in
order to excel. If an Upholsterer be sent for, it is an Advantage to him
not only to give the proper Dimensions of Furniture, but to display the
several Ornaments and Fancies in use, and even strike out new Designs of
his own; that he may convince People he is a Master in his Way: he cannot
shew a Piece of Damask or printed Linen, but the Draughtsman appears in
it; and it is right that he should be equally knowing in his own Business.
But if we take a more general Survey of things, in order to give us
a true and solid Estimation of real Life, we shall find this Art of
surprising Use. How many Trades are there subservient to the Arts and
Sciences? all those who make Maps, Charts, and Globes; all those who make
mathematical Instruments, and the vast Apparatus for the different Parts
of Experimental Philosophy; so too Engravers, Sculptors, Painters, and
Anatomists; all these, with many others, needless to enumerate, stand in
need of Drawing: So vast is it’s Use, and so necessary is the Knowledge
of it!
The last Step of Education for Boys of this Class is Geography, or the
Knowledge of Maps. Geography makes us acquainted with the whole Surface
of the Earth; the whole terraqueous Globe: it is first divided into
Quarters, viz. _Europe_, _Asia_, _Africa_, and _America_; again, these
Quarters are subdivided, so as to make us acquainted with particular
Provinces, Kingdoms, States, and Empires: hence it is easy to see the
Pleasure and Use that arises from this Knowledge. Men of every Rank
are liable to leave their native Country; and indeed it is often the
only Way to their Advancement. What a Pleasure then must it be to be
acquainted with a Road we never saw? to travel in a Country without Pain
from our Fore-knowledge of it? which is really the Case with an Adept in
Geography. But supposing our Travels exceed not the Bounds of our own
Country; it is a Subject of great Delight to be thoroughly acquainted
with that. Or farther yet: supposing we do not travel at all; Geography
has still it’s Use: it assists us in the Knowledge of History, and
thereby adds Instruction and Pleasure to our Reading: in fine, it makes
us acquainted with the whole World, without going out of our Closets.
My Readers are, I hope, by this time convinced, how advantageous these
Steps of Education are for many of the Purposes of Life; nay they are
such as some in better Stations are in great measure Strangers to, tho’
they may be possessed of Qualifications otherwise useful. If then to this
be added virtuous Dispositions, a docile Mind, a becoming Behaviour, and,
in a word, that genuine Manners recommended to all, I think Parents in
general of this Class may promise themselves much more Comfort in their
Children than they usually find.
Girls too of this Class are capable of being very valuable; but again I
must caution Parents to be aware of those Banes of Happiness, Idleness,
Pride, and Vanity. Idleness is justly called the Root of all Evil; and
Pride and Vanity are empty nothings: or if they can be said to produce
any thing, it is Evil. Girls of this Class have many things within
their Reach, and if well attended to, may attain them. They may read
and write to great Advantage; and learn so much of Accompts as will be
necessary for conducting their Concerns, and understanding those Affairs
they may in future Life be engaged in. They may and ought to work to
Perfection, but principally the useful Parts: and tho’ the ornamental is
highly commendable, yet it must not here be encouraged to the Prejudice
or Neglect of the useful. When this Foundation is solidly laid, let
them be carefully instructed in the Management of a House, according
to what has already been observed in the foregoing Class; from whence
they will receive such a Fund of useful Knowledge, as when joined with
good Demeanour, will procure them not only the Esteem of their Equals,
but that of their Superiors. Let Parents farther inspire them with
Dispositions daily to improve their Minds; to maintain with firmest
Resolution the nicest Innocence, even amidst the rudest Attacks, should
they occur to them; and lastly, to support themselves with a chearful
Mind in that State which is allotted them. In fact, Happiness is much
more within their Reach than they commonly imagine; but if they neglect
to consider the Advantages they enjoy beyond thousands who are beneath
them, and anxiously dwell on the Splendor of those above them, it is the
certain way never to find it.
Notwithstanding what has been said on this Class, Allowances are
still to be made as Circumstances vary; and if the Plan be in general
practicable, it is all that can be expected. Education is in some measure
accidental; and it is right to embrace those Advantages which Accident
offers, provided they do not interfere with more useful Knowledge, for
then they are no Advantages. For Example: nobody should neglect their
Mother-tongue; yet if they are so situated that they can add _French_
to it, they ought by all means to do so. In the preceding Classes
_French_ is considered as a necessary Part of Education chiefly from it’s
Politeness, and the Advantage of reading _French_ Authors; but according
to the present Age it is far more useful. _French_ is now so universal,
that a Man who speaks it can do Business with whatever Foreigner comes
in his Way; or should he go abroad, he can transact his Affairs in
any Country, or on any Exchange in _Europe_. But it is still farther
necessary. _Moliere_, in one of his Comedies, introduces a Conversation,
where a Servant is accused of flattering his Master: “What can I do?
replies he: I am to please, I am to secure my Service by keeping in his
good Graces, and I have no other way of doing it: therefore, continues
he, it is not the Fault of me who flatter, but of him who will be
flattered.” So in taking a View of Life we may sometimes observe, that to
secure the Interest and Favour of the Great, the Taylor, the Milliner,
the Shoe-maker, and many others, are expected to introduce their
Modes under a _French_ Tongue. But to do justice to the Wisdom of our
Nation, this is far from being general; therefore a general and close
Application to the _French_ for the fourth Class does not seem either
necessary or practicable; because to some it would be useless, in others
it would be forgot again, and by many it would never be attained.
Another Part of Education which is oftentimes merely accidental, is
Music. If a Man plays on any Instrument, it will be delightful to him to
employ his Son’s leisure Time in giving him something of so agreeable
an Accomplishment; or if he can improve his Daughter’s Ear or Voice,
by giving her a pleasing Manner in Singing, she should not be deprived
of it; for these things make young People sprightly in themselves, and
pleasing to others. But then Care must be taken that they stop here: they
must not engage in an expensive and laborious Study of Music, unless it
is to be their Trade; nor must they be attached to it so as to neglect
other Obligations, or so as to engage them in irregular Company: and
above all, great Care must be taken that they be not tainted by that
Torrent of Corruption, bad Songs.
There is indeed a Step of Education for this Class, as well as all the
preceding, which I think of Importance, could it be obtained without
the usual Inconveniencies attending it; that is, Dancing. I consider
Dancing as conducive to Health; I consider it as sometimes a Means of
preventing Deformity; and where there is no danger of that, all must see
that it is the great Means of making young People of both Sexes stand,
and walk, and sit, and even look and speak to advantage. Mr. _Locke_,
speaking of a docile Mind, and good Dispositions, as superior to every
other Consideration, says, “Parents surely must have a strange Affection
for _Latin_ and _Greek_, who will prefer them to their Sons Virtue.” So
too I may say of Dancing; if we cannot get the Good without the Bad, it
is better to let it alone. First, it is, for a great many People, too
expensive; nothing indeed to those of Fortune, and in great Business; but
to others, more so than is convenient. Next, it is apt to inflame young
People’s Vanity, as well as increase the Expence of their Apparel. A Boy
who learns to Dance is dissatisfied unless he has Pumps, white Stockings,
laced Hat, and many other things not necessary to his Station; and a Girl
rejoices when the dancing Days come, only because she is to have her
Silk Coat on. A third Objection is, the Danger of their contracting a
Passion for Dancing; for tho’ young People may sometimes very innocently
divert themselves with an Evening Ball or a Country Dance, yet an eager
Desire for these Engagements, especially to those of lower Rank, and
to those who live in _London_, are extremely dangerous. Still, as this
Qualification seems really necessary, if the Expence of the Master can
be submitted to, the other Difficulties may, I think, be got over. But
here the Manners are concerned: Children must obey, and wear without
a Struggle, and without a Blush, such Apparel as their Parents judge
fit for them. If besides this, they are made sensible that every Step
in their Education is taken purely for their Good, and are carefully
instructed never to abuse by an inordinate Attachment what is bestowed
on them only for Use; if Parents I say do this, they may in general hope
that all their Children learn will turn to good account.