Some Thoughts Concerning Education, Part IV
Section 67. Manners, as they call it, about which children are so often perplex’d, and have so many goodly exhortations made them by their wise maids and governesses, I think, are rather to be learnt by example than rules; and then children, if kept out of ill company, will take a pride to behave themselves prettily, after the fashion of others, perceiving themselves esteem’d and commended for it. But if by a little negligence in this part, the boy should not pull off his hat, nor make legs very gracefully, a dancing-master will cure that defect, and wipe off all that plainness of nature, which the a-la-mode people call clownishness. And since nothing appears to me to give children so much becoming confidence and behaviour, and so to raise them to the conversation of those above their age, as dancing, I think they should be taught to dance as soon as they are capable of learning it. For tho’ this consist only in outward gracefulness of motion, yet, I know not how, it gives children manly thoughts and carriage, more than any thing. But otherwise, I would not have little children much tormented about punctilio’s or niceties of breeding.
Never trouble your self about those faults in them, which you know age will cure: and therefore want of well-fashion’d civility in the carriage, whilst civility is not wanting in the mind, (for there you must take care to plant it early) should be the parents’ least care, whilst they are young. If his tender mind be fill’d with a veneration for his parents and teachers, which consists of love and esteem, and a fear to offend them: and with respect and good will to all people; that respect will of itself teach those ways of expressing it, which he observes most acceptable. Be sure to keep up in him the principles of good nature and kindness; make them as habitual as you can, by credit and commendation, and the good things accompanying that state: and when they have taken root in his mind, and are settled there by a continued practice, fear not, the ornaments of conversation, and the outside of fashionable manners, will come in their due time: if when they are remov’d out of their maid’s care, they are put into the hands of a well-bred man to be their governor.
Whilst they are very young, any carelessness is to be borne with in children, that carries not with it the marks of pride or ill nature; but those, whenever they appear in any action, are to be corrected immediately by the ways above-mention’d. What I have said concerning manners, I would not have so understood, as if I meant that those who have the judgment to do it, should not gently fashion the motions and carriage of children, when they are very young. It would be of great advantage, if they had people about them from their being first able to go, that had the skill, and would take the right way to do it. That which I complain of, is the wrong course that is usually taken in this matter. Children, who were never taught any such thing as behaviour, are often (especially when strangers are present) chid for having some way or other fail’d in good manners, and have thereupon reproofs and precepts heap’d upon them, concerning putting off their hats, or making of legs, &c. Though in this, those concern’d pretend to correct the child, yet in truth, for the most part, it is but to cover their own shame; and they lay the blame on the poor little ones, sometimes passionately enough, to divert it from themselves, for fear the by-standers should impute to their want of care and skill the child’s ill behaviour.
For, as for the children themselves, they are never one jot better’d by such occasional lectures. They at other times should be shewn what to do, and by reiterated actions be fashion’d beforehand into the practice of what is fit and becoming, and not told and talk’d to do upon the spot, of what they have never been accustom’d nor know how to do as they should. To hare and rate them thus at every turn, is not to teach them, but to vex and torment them to no purpose. They should be let alone, rather than chid for a fault which is none of theirs, nor is in their power to mend for speaking to. And it were much better their natural childish negligence or plainness should be left to the care of riper years, than that they should frequently have rebukes misplac’d upon them, which neither do nor can give them graceful motions. If their minds are well-dispos’d, and principled with inward civility, a great part of the roughness which sticks to the outside for want of better teaching, time and observation will rub off, as they grow up, if they are bred in good company; but if in ill, all the rules in the world, all the correction imaginable, will not be able to polish them. For you must take this for a certain truth, that let them have what instructions you will, and ever so learned lectures of breeding daily inculcated into them, that which will most influence their carriage will be the company they converse with, and the fashion of those about them. Children (nay, and men too) do most by example. We are all a sort of camelions, that still take a tincture from things near us; nor is it to be wonder’d at in children, who better understand what they see than what they hear.
Section 68. I mention’d above one great mischief that came by servants to children, when by their flatteries they take off the edge and force of the parents’ rebukes, and so lessen their authority: and here is another great inconvenience which children receive from the ill examples which they meet with amongst the meaner servants.
They are wholly, if possible, to be kept from such conversation; for the contagion of these ill precedents, both in civility and virtue, horribly infects children, as often as they come within reach of it. They frequently learn from unbred or debauch’d servants such language, untowardly tricks and vices, as otherwise they possibly would be ignorant of all their lives.
Section 69. ‘Tis a hard matter wholly to prevent this mischief. You will have very good luck, if you never have a clownish or vicious servant, and if from them your children never get any infection: but yet as much must be done towards it as can be, and the children kept as much as may be1 in the company of their parents, and those to whose care they are committed. To this purpose, their being in their presence should be made easy to them; they should be allow’d the liberties and freedoms suitable to their ages, and not be held under unnecessary restraints, when in their parents’ or governor’s sight. If it be a prison to them, ’tis no wonder they should not like it. They must not be hinder’d from being children, or from playing, or doing as children, but from doing ill; all other liberty is to be allow’d them. Next, to make them in love with the company of their parents, they should receive all their good things there, and from their hands. The servants should be hinder’d from making court to them by giving them strong drink, wine, fruit, playthings, and other such matters, which may make them in love with their conversation.
Section 70. Having nam’d company, I am almost ready to throw away my pen, and trouble you no farther on this subject: for since that does more than all precepts, rules and instructions, methinks ’tis almost wholly in vain to make a long discourse of other things, and to talk of that almost to no purpose. For you will be ready to say, what shall I do with my son? If I keep him always at home, he will be in danger to be my young master; and if I send him abroad, how is it possible to keep him from the contagion of rudeness and vice, which is every where so in fashion? In my house he will perhaps be more innocent, but more ignorant too of the world; wanting there change of company, and being us’d constantly to the same faces, he will, when he comes abroad, be a sheepish or conceited creature.
[Footnote 1: How much the Romans thought the education of their children a business that properly belong’d to the parents themselves, see in Suetonius, August. Section 64. Plutarch in vita Catonis Censoris, Diodorus Siculus, l. 2, cap. 3.]
I confess both sides have their inconveniences. Being abroad, ’tis true, will make him bolder, and better able to bustle and shift among boys of his own age; and the emulation of school-fellows often puts life and industry into young lads. But still you can find a school, wherein it is possible for the master to look after the manners of his scholars, and can shew as great effects of his care of forming their minds to virtue, and their carriage to good breeding, as of forming their tongues to the learned languages, you must confess, that you have a strange value for words, when preferring the languages of the antient Greeks and Romans to that which made ’em such brave men, you think it worth while to hazard your son’s innocence and virtue for a little Greek and Latin. For, as for that boldness and spirit which lads get amongst their play-fellows at school, it has ordinarily such a mixture of rudeness and ill-turn’d confidence, that those misbecoming and disingenuous ways of shifting in the world must be unlearnt, and all the tincture wash’d out again, to make way for better principles, and such manners as make a truly worthy man. He that considers how diametrically opposite the skill of living well, and managing, as a man should do, his affairs in the world, is to that mal-pertness, tricking, or violence learnt amongst schoolboys, will think the faults of a privater education infinitely to be preferr’d to such improvements, and will take care to preserve his child’s innocence and modesty at home, as being nearer of kin, and more in the way of those qualities which make an useful and able man. Nor does any one find, or so much as suspect, that that retirement and bashfulness which their daughters are brought up in, makes them less knowing, or less able women. Conversation, when they come into the world, soon gives them a becoming assurance; and whatsoever, beyond that, there is of rough and boisterous, may in men be very well spar’d too; for courage and steadiness, as I take it, lie not in roughness and ill breeding.
Virtue is harder to be got than a knowledge of the world; and if lost in a young man, is seldom recover’d. Sheepishness and ignorance of the world, the faults imputed to a private education, are neither the necessary consequences of being bred at home, nor if they were, are they incurable evils. Vice is the more stubborn, as well as the more dangerous evil of the two; and therefore in the first place to be fenced against. If that sheepish softness which often enervates those who are bred like fondlings at home, be carefully to be avoided, it is principally so for virtue’s sake; for fear lest such a yielding temper should be too susceptible of vicious impressions, and expose the novice too easily to be corrupted. A young man before he leaves the shelter of his father’s house, and the guard of a tutor, should be fortify’d with resolution, and made acquainted with men, to secure his virtues, lest he should be led into some ruinous course, or fatal precipice, before he is sufficiently acquainted with the dangers of conversation, and has steadiness enough not to yield to every temptation. Were it not for this, a young man’s bashfulness and ignorance in the world, would not so much need an early care. Conversation would cure it in a great measure; or if that will not do it early enough, it is only a stronger reason for a good tutor at home. For if pains be to be taken to give him a manly air and assurance betimes, it is chiefly as a fence to his virtue when he goes into the world under his own conduct.
It is preposterous therefore to sacrifice his innocency to the attaining of confidence and some little skill of bustling for himself among others, by his conversation with ill-bred and vicious boys; when the chief use of that sturdiness, and standing upon his own legs, is only for the preservation of his virtue. For if confidence or cunning come once to mix with vice, and support his miscarriages, he is only the surer lost; and you must undo again, and strip him of that he has got from his companions, or give him up to ruin. Boys will unavoidably be taught assurance by conversation with men, when they are brought into it; and that is time enough. Modesty and submission, till then, better fits them for instruction; and therefore there needs not any great care to stock them with confidence beforehand. That which requires most time, pains, and assiduity, is, to work into them the principles and practice of virtue and good breeding. This is the seasoning they should be prepar’d with, so as not easily to be got out again. This they had need to be well provided with, for conversation, when they come into the world, will add to their knowledge and assurance, but be too apt to take from their virtue; which therefore they ought to be plentifully stor’d with, and have that tincture sunk deep into them.
How they should be fitted for conversation, and enter’d into the world, when they are ripe for it, we shall consider in another place. But how any one’s being put into a mix’d herd of unruly boys, and there learning to wrangle at trap, or rook at span-farthing, fits him for civil conversation or business, I do not see. And what qualities are ordinarily to be got from such a troop of play-fellows as schools usually assemble together from parents of all kinds, that a father should so much covet, is hard to divine. I am sure, he who is able to be at the charge of a tutor at home, may there give his son a more genteel carriage, more manly thoughts, and a sense of what is worthy and becoming, with a greater proficiency in learning into the bargain, and ripen him up sooner into a man, than any at school can do. Not that I blame the schoolmaster in this, or think it to be laid to his charge. The difference is great between two or three pupils in the same house, and three or four score boys lodg’d up and down: for let the master’s industry and skill be never so great, it is impossible he should have fifty or an hundred scholars under his eye, any longer than they are in the school together: Nor can it be expected, that he should instruct them successfully in any thing but their books; the forming of their minds and manners requiring a constant attention, and particular application to every single boy, which is impossible in a numerous flock, and would be wholly in vain (could he have time to study and correct every one’s particular defects and wrong inclinations) when the lad was to be left to himself, or the prevailing infection of his fellows, the greatest part of the four and twenty hours.
But fathers, observing that fortune is often most successfully courted by bold and bustling men, are glad to see their sons pert and forward betimes; take it for an happy omen that they will be thriving men, and look on the tricks they play their school-fellows, or learn from them, as a proficiency in the art of living, and making their way through the world. But I must take the liberty to say, that he that lays the foundation of his son’s fortune in virtue and good breeding, takes the only sure and warrantable way. And ’tis not the waggeries or cheats practis’d amongst school-boys, ’tis not their roughness one to another, nor the well-laid plots of robbing an orchard together, that make an able man; but the principles of justice, generosity, and sobriety, join’d with observation and industry, qualities which I judge school-boys do not learn much of one another. And if a young gentleman bred at home, be not taught more of them than he could learn at school, his father has made a very ill choice of a tutor. Take a boy from the top of a grammar-school, and one of the same age bred as he should be in his father’s family, and bring them into good company together, and then see which of the two will have the more manly carriage, and address himself with the more becoming assurance to strangers. Here I imagine the school-boy’s confidence will either fail or discredit him; and if it be such as fits him only for the conversation of boys, he were better to be without it.
Vice, if we may believe the general complaint, ripens so fast now-a-days, and runs up to seed to early in young people, that it is impossible to keep a lad from the spreading contagion, if you will venture him abroad in the herd, and trust to chance or his own inclination for the choice of his company at school. By what fate Vice has so thriven amongst us these years past, and by what hands it has been nurs’d up into so uncontroul’d a dominion, I shall leave to others to enquire. I wish that those who complain of the great decay of Christian piety and virtue every where, and of learning and acquir’d improvements in the gentry of this generation, would consider how to retrieve them in the next. This I am sure, that if the foundation of it be not laid in the education and principling of the youth, all other endeavours will be in vain. And if the innocence, sobriety, and industry of those who are coming up, be not taken care of and preserv’d, ’twill be ridiculous to expect, that those who are to succeed next on the stage, should abound in that virtue, ability, and learning, which has hitherto made England considerable in the world. I was going to add courage too, though it has been look’d on as the natural inheritance of Englishmen. What has been talk’d of some late actions at sea, of a kind unknown to our ancestors, gives me occasion to say, that debauchery sinks the courage of men; and when dissoluteness has eaten out the sense of true honour, bravery seldom stays long after it. And I think it impossible to find an instance of any nation, however renown’d for their valour, who ever kept their credit in arms, or made themselves redoubtable amongst their neighbours, after corruption had once broke through and dissolv’d the restraint of discipline, and vice was grown to such an head, that it durst shew itself barefac’d without being out of countenance.
‘Tis virtue then, direct virtue, which is the hard and valuable part to be aim’d at in education, and not a forward pertness, or any little arts of shifting. All other considerations and accomplishments should give way and be postpon’d to this. This is the solid and substantial good which tutors should not only read lectures, and talk of, but the labour and art of education should furnish the mind with, and fasten there, and never cease till the young man had a true relish of it, and plac’d his strength, his glory, and his pleasure in it.
The more this advances, the easier way will be made for other accomplishments in their turns. For he that is brought to submit to virtue, will not be refractory, or resty, in any thing that becomes him; and therefore I cannot but prefer breeding of a young gentleman at home in his father’s sight, under a good governour, as much the best and safest way to this great and main end of education, when it can be had, and is order’d as it should be. Gentlemen’s houses are seldom without variety of company. They should use their sons to all the strange faces that come here, and engage them in conversation with men of parts and breeding, as soon as they are capable of it. And why those who live in the country should not take them with them, when they make visits of civility to their neighbours, I know not. This I am sure, a father that breeds his son at home, has the opportunity to have him more in his own company, and there give him what encouragement he thinks fit, and can keep him better from the taint of servants and the meaner sort of people, than is possible to be done abroad. But what shall be resolv’d in the case, must in great measure be left to the parents, to be determin’d by their circumstances and conveniences; only I think it the worst sort of good husbandry for a father not to strain himself a little for his son’s breeding; which, let his condition be what it will, is the best portion he can leave him. But if, after all, it shall be thought by some, that the breeding at home has too little company, and that at ordinary schools, not such as it should be for a young gentleman, I think there might be ways found out to avoid the inconveniences on the one side and the other.
Section 71. Having under consideration how great the influence of company is, and how prone we are all, especially children, to imitation, I must here take the liberty to mind parents of this one thing, viz. That he that will have his son have a respect for him and his orders, must himself have a great reverence for his son. Maxima debetur pueris reverentia. You must do nothing before him, which you would not have him imitate. If any thing escape you, which you would have pass for a fault in him, he will be sure to shelter himself under your example, and shelter himself so as that it will not be easy to come at him, to correct it in him the right way. If you punish him for what he sees you practise yourself, he will not think that severity to proceed from kindness in you, careful to amend a fault in him; but will be apt to interpret it the peevishness and arbitrary imperiousness of a father, who, without any ground for it, would deny his son the liberty and pleasures he takes himself. Or if you assume to yourself the liberty you have taken, as a privilege belonging to riper years, to which a child must not aspire, you do but add new force to your example, and recommend the action the more powerfully to him. For you must always remember, that children affect to be men earlier than is thought; and they love breeches, not for their cut or ease, but because the having them is a mark or step towards manhood. What I say of the father’s carriage before his children, must extend itself to all those who have any authority over them, or for whom he would have them have any respect.
Section 72. But to return to the business of rewards and punishments. All the actions of childishness, and unfashionable carriage, and whatever time and age will of itself be sure to reform, being (as I have said) exempt from the discipline of the rod, there will not be so much need of beating children as is generally made use of. To which if we add learning to read, write, dance, foreign language, &c. as under the same privilege, there will be but very rarely an occasion for blows or force in an ingenuous education. The right way to teach them those things, is, to give them a liking and inclination to what you suppose to them to be learn’d, and that will engage their industry and application. This I think no hard matter to do, if children be handled as they should be, and the rewards and punishments above-mention’d be carefully apply’d, and with them these few rules observ’d in the method of instructing them.
Section 73. 1. None of the things they are to learn, should ever be made a burthen to them, or impos’d on them as a task. Whatever is so propos’d, presently becomes irksome; the mind takes an aversion to it, though before it were a thing of delight or indifferency. Let a child but be order’d to whip his top at a certain time every day, whether he has or has not a mind to it; let this be but requir’d of him as a duty, wherein he must spend so many hours morning and afternoon, and see whether he will not soon be weary of any play at this rate. Is it not so with grown men? What they do chearfully of themselves, do they not presently grow sick of, and can no more endure, as soon as they find it is expected of them as a duty? Children have as much a mind to shew that they are free, that their own good actions come from themselves, that they are absolute and independent, as any of the proudest of you grown men, think of them as you please.
Section 74. 2. As a consequence of this, they should seldom be put about doing even those things you have got an inclination in them to, but when they have a mind and disposition to it. He that loves reading, writing, musick, &c. finds yet in himself certain seasons wherein those things have no relish to him; and if at that time he forces himself to it, he only pothers and wearies himself to no purpose. So it is with children. This change of temper should be carefully observ’d in them, and the favourable seasons of aptitude and inclination be heedfully laid hold of: and if they are not often enough forward of themselves, a good disposition should be talk’d into them, before they be set upon any thing. This I think no hard matter for a discreet tutor to do, who has study’d his pupil’s temper, and will be at a little pains to fill his head with suitable ideas, such as may make him in love with the present business. By this means a great deal of time and tiring would be sav’d: for a child will learn three times as much when he is in tune, as he will with double the time and pains when he goes awkwardly or is dragg’d unwillingly to it. If this were minded as it should, children might be permitted to weary themselves with play, and yet have time enough to learn what is suited to the capacity of each age. But no such thing is consider’d in the ordinary way of education, nor can it well be. That rough discipline of the rod is built upon other principles, has no attraction in it, regards not what humour children are in, nor looks after favourable seasons of inclination. And indeed it would be ridiculous, when compulsion and blows have rais’d an aversion in the child to his task, to expect he should freely of his own accord leave his play, and with pleasure court the occasions of learning; whereas, were matters order’d right, learning anything they should be taught might be made as much a recreation to their play, as their play is to their learning. The pains are equal on both sides. Nor is it that which troubles them; for they love to be busy, and the change and variety is that which naturally delights them. The only odds is, in that which we call play they act at liberty, and employ their pains (whereof you may observe them never sparing) freely; but what they are to learn is forc’d upon them, they are call’d, compell’d, and driven to it. This is that, that at first entrance balks and cools them; they want their liberty. Get them but to ask their tutor to teach them, as they do often their play-fellows, instead of his calling upon them to learn, and they being satisfy’d that they act as freely in this as they do in other things, they will go on with as much pleasure in it, and it will not differ from their other sports and play. By these ways, carefully pursu’d, a child may be brought to desire to be taught any thing you have a mind he should learn. The hardest part, I confess, is with the first or eldest; but when once he is set right, it is easy by him to lead the rest whither one will.
Section 75. Though it be past doubt, that the fittest time for children to learn any thing, is, when their minds are in tune, and well dispos’d to it; when neither flagging of spirit, nor intentness of thought upon something else, makes them awkward and averse; yet two things are to be taken care of: 1. That these seasons either not being warily observ’d, and laid hold on as often as they return, or else, not returning as often as they should, the improvement of the child be not thereby neglected, and so he be let grow into an habitual idleness, and confirm’d in this disposition: 2. That though other things are ill learn’d, when the mind is either indispos’d, or otherwise taken up; yet it is of great moment, and worth our endeavours, to teach the mind to get the mastery over itself, and to be able, upon choice, to take itself off from the hot pursuit of one thing, and set itself upon another with facility and delight, or at any time to shake off its sluggishness, and vigorously employ itself about what reason, or the advice of another shall direct. This is to be done in children, by trying them sometimes, when they are by laziness unbent, or by avocation bent another way, and endeavouring to make them buckle to the thing propos’d. If by this means the mind can get an habitual dominion over itself, lay by ideas or business as occasion requires, and betake itself to new and less acceptable employments without reluctancy or discomposure, it will be an advantage of more consequence than Latin or logick or most of those things children are usually requir’d to learn.
Section 76. Children being more active and busy in that age, than in any other part of their life, and being indifferent to any thing they can do, so they may be but doing, dancing and Scotch-hoppers would be the same thing to them, were the encouragements and discouragements equal. But to things we would have them learn, the great and only discouragement I can observe, is, that they are call’d to it, ’tis made their business, they are teaz’d and chid about it, and do it with trembling and apprehension; or, when they come willingly to it, are kept too long at it, till they are quite tir’d: all which intrenches too much on that natural freedom they extremely affect. And it is that liberty alone which gives the true relish and delight to their ordinary play-games. Turn the tables, and you will find they will soon change their application; especially if they see the examples of others whom they esteem and think above themselves. And if the things which they observe others to do, be order’d so, that they insinuate themselves into them as the privilege of an age or condition above theirs; then ambition, and the desire still to get forward and higher, and to be like those above them, will set them on work, and make them go on with vigour and pleasure; pleasure in what they have begun by their own desire, in which way the enjoyment of their dearly beloved freedom will be no small encouragement to them. To all which, if there be added the satisfaction of credit and reputation, I am apt to think there will need no other spur to excite their application and assiduity, as much as is necessary. I confess, there needs patience and skill, gentleness and attention, and a prudent conduct to attain this at first. But why have you a tutor, if there needed no pains? But when this is once establish’d, all the rest will follow, more easily than in any more severe and imperious discipline. And I think it no hard matter to gain this point; I am sure it will not be, where children have no ill examples set before them. The great danger therefore, I apprehend, is only from servants, and other ill-order’d children, or such other vicious or foolish people, who spoil children both by the ill pattern they set before them in their own ill manners, and by giving them together the two things they should never have at once; I mean vicious pleasures and commendation.
Section 77. As children should very seldom be corrected by blows, so I think frequent, and especially passionate chiding of almost as ill consequence. It lessens the authority of the parents, and the respect of the child; for I bid you still remember, they distinguish early betwixt passion and reason: and as they cannot but have a reverence for what comes from the latter, so they quickly grow into a contempt of the former; or if it causes a present terror, yet it soon wears off, and natural inclination will easily learn to slight such scare-crows which make a noise, but are not animated by reason. Children being to be restrain’d by the parents only in vicious (which, in their tender years, are only a few) things, a look or nod only ought to correct them when they do amiss; or, if words are sometimes to be us’d, they ought to be grave, kind, and sober, representing the ill or unbecomingness of the faults, rather than a hasty rating of the child for it; which makes him not sufficiently distinguish, whether your dislike be not more directed to him than his fault. Passionate chiding usually carries rough and ill language with it, which has this fartser ill effect, that it teaches and justifies it in children: and the names that their parents or praeceptors give them, they will not be asham’d or backward to bestow on others, having so good authority for the use of them.