Besides contrasting the manufacturer with the agriculturalist, it may be observed, that he has much more leisure; and in his over hours, not having other pleasant employment to turn to, he is more likely to find reading a relief. What, then, are the books which should be put in his way? Without being myself a clergyman, I have no hesitation in saying, chiefly religious ones; though I should not go so far as you seemed inclined to do, excluding others because they are not according to the letter or in the spirit of your profession. I, with you, feel little disposed to admire several of those mentioned by Gilbert Burns, much less others which you name as having been recommended. In Gilbert B.’s collection there may be too little religion, and I should fear that you, like all other clergymen, may confine yourself too exclusively to that concern which you justly deem the most important, but which by being exclusively considered can never be thoroughly understood. I will allow, with you, that a religious faculty is the eye of the soul; but, if we would have successful soul-oculists, not merely that organ, but the general anatomy and constitution of the intellectual frame must be studied; for the powers of that eye are affected by the general state of the system. My meaning is, that piety and religion will be the best understood by him who takes the most comprehensive view of the human mind, and that, for the most part, they will strengthen with the general strength of the mind, and that this is best promoted by a due mixture of direct and indirect nourishment and discipline. For example, Paradise Lost, and Robinson Crusoe, might be as serviceable as Law’s Serious Call, or Melmoth’s Great Importance of a Religious Life; at least, if the books be all good, they would mutually assist each other. In what I have said, though following my own thoughts merely as called forth by your Appendix, is implied an answer to your request that I would give you ‘half an idea upon education as a national object.’ I have only kept upon the surface of the question, but you must have deduced, that I deem any plan of national education in a country like ours most difficult to apply to practice. In Switzerland, or Sweden, or Norway, or France, or Spain, or anywhere but Great Britain, it would be comparatively easy. Heaven and hell are scarcely more different from each other than Sheffield and Manchester, &c., differ from the plains and valleys of Surrey, Essex, Cumberland, or Westmoreland. We have mighty cities, and towns of all sizes, with villages and cottages scattered everywhere. We are mariners, miners, manufacturers in tens of thousands, traders, husbandmen, everything. What form of discipline, what books or doctrines — I will not say would equally suit all these — but which, if happily fitted for one, would not perhaps be an absolute nuisance in another? You will, also, have deduced that nothing romantic can be said with truth of the influence of education upon the district in which I live. We have, thank heaven, free schools, or schools with some endowment, almost everywhere; and almost every one can read. But not because we have free or endowed schools, but because our land is, far more than elsewhere, tilled by men who are the owners of it; and as the population is not over crowded, and the vices which are quickened and cherished in a crowded population do not therefore prevail, parents have more ability and inclination to send their children to school; much more than in manufacturing districts, and also, though in a less degree, more than in agricultural ones where the tillers are not proprietors. If in Scotland the children are sent to school, where the parents have not the advantage I have been speaking of, it is chiefly because their labour can be turned to no account at home. Send among them manufacturers, or farmers on a large scale, and you may indeed substitute Sunday-schools or other modes of instructing them; but the ordinary parish schools will be neglected. The influence of our schools in this neighbourhood can never be understood, if this, their connection with the state of landed property, be overlooked. In fact, that influence is not striking. The people are not habitually religious, in the common sense of the word, much less godly. The effect of their schooling is chiefly seen by the activity with which the young persons emigrate, and the success attending it; and at home, by a general orderliness and gravity, with habits of independence and self-respect: nothing obsequious or fawning is ever to be seen amongst them.
It may be added, that this ability (from the two causes, land and schools) of giving their children instruction contributes to spread a respect for scholarship through the country. If in any family one of the children should be quicker at his book, or fonder of it than others, he is often marked out in consequence for the profession of a clergyman. This (before the mercantile or manufacturing employments held out such flattering hopes) very generally happened; so that the schools of the North were the great nurseries of curates, several of whom got forward in their profession, some with and others without the help of a university education; and, in all instances, such connection of families (all the members of which lived in the humblest and plainest manner, working with their own hands as labourers) with a learned and dignified profession, assisted (and still does, though in a less degree) not a little to elevate their feelings, and conferred importance on them in their own eyes. But I must stop, my dear Wrangham. Begin your education at the top of society; let the head go in the right course, and the tail will follow. But what can you expect of national education conducted by a government which for twenty years resisted the abolition of the slave trade, and annually debauches the morals of the people by every possible device? holding out temptation with one hand, and scourging with the other. The distilleries and lotteries are a standing record that the government cares nothing for the morals of the people, and that all which they want is their money. But wisdom and justice are the only true sources of the revenue of a people; preach this, and may you not preach in vain!
Wishing you success in every good work, I remain your affectionate friend, W. WORDSWORTH.
Thanks for your inquiries about our little boy, who is well, though not yet quite strong.
(c.) EDUCATION.
Two Letters to the Rev. Hugh James Rose, Horsham, Sussex.
Rydal Mount, Dec. 11. 1828.
MY DEAR SIR,
I have read your excellent sermons delivered before the University several times. In nothing were my notions different from yours as there expressed. It happened that I had been reading just before Bishop Bull’s sermon, of which you speak so highly: it had struck me just in the same way as an inestimable production. I was highly gratified by your discourses, and cannot but think that they must have been beneficial to the hearers, there abounds in them so pure a fervour. I have as yet bestowed less attention upon your German controversy than so important a subject deserves.
Since our conversation upon the subject of Education, I have found no reason to alter the opinions I then expressed. Of those who seem to me to be in error, two parties are especially prominent; they, the most conspicuous head of whom is Mr. Brougham, who think that sharpening of intellect and attainment of knowledge are things good in themselves, without reference to the circumstances under which the intellect is sharpened, or to the quality of the knowledge acquired. ‘Knowledge,’ says Lord Bacon, ‘is power,’ but surely not less for evil than for good. Lord Bacon spoke like a philosopher; but they who have that maxim in their mouths the oftenest have the least understanding of it.
The other class consists of persons who are aware of the importance of religion and morality above everything; but, from not understanding the constitution of our nature and the composition of society, they are misled and hurried on by zeal in a course which cannot but lead to disappointment. One instance of this fell under my own eyes the other day in the little town of Ambleside, where a party, the leaders of which are young ladies, are determined to set up a school for girls on the Madras system, confidently expecting that these girls will in consequence be less likely to go astray when they grow up to women. Alas, alas! they may be taught, I own, more quickly to read and write under the Madras system, and to answer more readily, and perhaps with more intelligence, questions put to them, than they could have done under dame-teaching. But poetry may, with deference to the philosopher
and the religionist, be consulted in these matters; and I will back Shenstone’s school-mistress, by her winter fire and in her summer garden-seat, against all Dr. Bell’s sour-looking teachers in petticoats that I have ever seen.
What is the use of pushing on the education of girls so fast, and mainly by the stimulus of Emulation, who, to say nothing worse of her, is cousin-german to Envy? What are you to do with these girls? what demand is there for the ability that they may have prematurely acquired? Will they not be indisposed to bend to any kind of hard labour or drudgery? and yet many of them must submit to it, or do wrong. The mechanism of the Bell system is not required in small places; praying after the fugleman is not like praying at a mother’s knee. The Bellites overlook the difference: they talk about moral discipline; but wherein does it encourage the imaginative feelings, without which the practical understanding is of little avail, and too apt to become the cunning slave of the bad passions. I dislike display in everything; above all in education.... The old dame did not affect to make theologians or logicians; but she taught to read; and she practised the memory, often, no doubt, by rote; but still the faculty was improved: something, perhaps, she explained, and trusted the rest to parents, to masters, and to the pastor of the parish. I am sure as good daughters, as good servants, as good mothers and wives, were brought up at that time as now, when the world is so much less humble-minded. A hand full of employment, and a head not above it, with such principles and habits as may be acquired without the Madras machinery, are the best security for the chastity of wives of the lower rank.
Farewell. I have exhausted my paper.
Your affectionate
W. WORDSWORTH.
Of the Same to the Same,
MY DEAR SIR,
I have taken a folio sheet to make certain minutes upon the subject of EDUCATION.
As a Christian preacher your business is with man as an immortal being. Let us imagine you to be addressing those, and those only, who would gladly co-operate with you in any course of education which is most likely to ensure to men a happy immortality. Are you satisfied with that course which the most active of this class are bent upon? Clearly not, as I remember from your conversation, which is confirmed by your last letter. Great principles, you hold, are sacrificed to shifts and expedients. I agree with you. What more sacred law of nature, for instance, than that the mother should educate her child? yet we felicitate ourselves upon the establishment of infant-schools, which is in direct opposition to it. Nay, we interfere with the maternal instinct before the child is born, by furnishing, in cases where there is no necessity, the mother with baby-linen for her unborn child. Now, that in too many instances a lamentable necessity may exist for this, I allow; but why should such charity be obtruded? Why should so many excellent ladies form themselves into committees, and rush into an almost indiscriminate benevolence, which precludes the poor mother from the strongest motive human nature can be actuated by for industry, for forethought, and self-denial? When the stream has thus been poisoned at its fountain-head, we proceed, by separating, through infant-schools, the mother from the child, and from the rest of the family, disburthening them of all care of the little-one for perhaps eight hours of the day. To those who think this an evil, but a necessary one, much might be said, in order to qualify unreasonable expectations. But there are thousands of stirring people now in England, who are so far misled as to deem these schools good in themselves, and to wish that, even in the smallest villages, the children of the poor should have what they call ‘a good education’ in this way. Now, these people (and no error is at present more common) confound education with tuition.
Education, I need not remark to you, is everything that draws out the human being, of which tuition, the teaching of schools especially, however important, is comparatively an insignificant part. Yet the present bent of the public mind is to sacrifice the greater power to the less — all that life and nature teach, to the little that can be learned from books and a master. In the eyes of an enlightened statesman this is absurd; in the eyes of a pure lowly-minded Christian it is monstrous.
The Spartan and other ancient communities might disregard domestic ties, because they had the substitution of country, which we cannot have. With us, country is a mere name compared with what it was to the Greeks; first, as contrasted with barbarians; and next, and above all, as that passion only was strong enough to preserve the individual, his family, and the whole State, from ever-impending destruction. Our course is to supplant domestic attachments without the possibility of substituting others more capacious. What can grow out of it but selfishness?
Let it then be universally admitted that infant-schools are an evil, only tolerated to qualify a greater, viz., the inability of mothers to attend to their children, and the like inability of the elder to take care of the younger, from their labour being wanted in factories, or elsewhere, for their common support. But surely this is a sad state of society; and if these expedients of tuition or education (if that word is not to be parted with) divert our attention from the fact that the remedy for so mighty an evil must be sought elsewhere, they are most pernicious things, and the sooner they are done away with the better.
But even as a course of tuition, I have strong objections to infant-schools; and in no small degree to the Madras system also. We must not be deceived by premature adroitness. The intellect must not be trained with a view to what the infant or child may perform, without constant reference to what that performance promises for the man. It is with the mind as with the body. I recollect seeing a German babe stuffed with beer and beef, who had the appearance of an infant Hercules. He might have enough in him of the old Teutonic blood to grow up to a strong man; but tens of thousands would dwindle and perish after such unreasonable cramming. Now I cannot but think, that the like would happen with our modern pupils, if the views of the patrons of these schools were realised. The diet they offer is not the natural diet for infant and juvenile minds. The faculties are over-strained, and not exercised with that simultaneous operation which ought to be aimed at as far as is practicable. Natural history is taught in infant-schools by pictures stuck up against walls, and such mummery. A moment’s notice of a red-breast pecking by a winter’s hearth is worth it all.
Delphi Complete Works of William Wordsworth Page 346
