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THE
CURRICULUM OF MODERN EDUCATION,
AND
THE RESPECTIVE CLAIMS OF CLASSICS AND SCIENCE
TO BE REPRESENTED IN IT CONSIDERED :
BEING THE SUBSTANCE OF TWO LECTURES DELIVERED AT THE MONTHLY
EVENING MEETINGS OF THE COLLEGE OF PRECEPTORS,
APRIL 11TH, & MAY 9th, 1866.
By JOSEPH PAYNE,
LATE OF LEATHERHEAD;
FELLOW, AND ONE OF THE VICE-PRESIDENTS, OF THE COLLEGE OF PRECEPTORS,
MEMBER OF THE PHILOLOGICAL SOCIETY, ETC.
“ Not to know at large of things remote
From use, obscure and subtle, but to know
That which before us lies in daily life,
Is the prime wisdom: what is more is fume,
Or emptiness, or fond impertinence,
And renders us, in things that most concern,
Unpractised, unprepared, and still to seek.”
Milton.
LONDON:
VIRTUE, BROTHERS, & CO., 26, IVY LANE,
PATERNOSTER ROW.
1866.
�°So each study in its turn can give rea
sons why it should be cultivated to the utmost.
But all these very arguments are met by an
unanswerable fact, that our time is limited. It
is not possible to teach boys everything.
“ If it is attempted, the result is generally a
superficial knowledge of exceedingly little value,
and liable to the great moral objection, that it
encourages conceit and discourages hard work.
A boy who knows the general principles of the
study, without knowing its details, easily gets the
credit of knowing much, while the test of putting
his knowledge to use will quickly prove that he
knows very little. Meanwhile he acquires a dis
taste for the drudgery of details, without which
drudgery nothing worth doing ever yet was
done.”—Dr. Temple’s Answer to Questions of
the Commissioners on Public Schools.
“ If we are to choose a study which shall pre
eminently fit a man for life, it will be that which
shall best enable him to enter into the thoughts,
the feelings, the motives of his fellows.”—Ibid.
“ All education really comes from intercourse
with other minds. The desire to supply bodily
needs and to get bodily comforts would prompt
even a solitary human being (if he lived long
enough) to acquire some rude knowledge of
nature. But this would not make him more of
a man. That which supplies the perpetual spur
to the whole human race to continue incessantly
adding to our stores of knowledge; that which
refines and elevates, and does not educate merely
the moral, nor merely the intellectual faculties,
but the whole man, is our connection with each
other; and the highest study is that which most
promotes this connexion, by enlarging its sphere,
by correcting and purifying its influences, by
giving perfect and pure models of what ordinary
experience can, for the most part, show only in
adulterated and imperfect forms.”—Ibid.
“The classic life contains precisely the true
corrective for the chief defects of modern life.
The classic writers exhibit precisely that order
of virtues in which we are apt to be deficient.
They altogether show human life on a grander
scale, with less benevolence, but more patriotism;
less sentiment, but more self-control; of a lower
average of virtue, but more striking individual
examples of it; fewer small goodnesses, but more
greatness and appreciation of greatness; more
which tends to exalt the imagination and inspire
high conceptions of the capabilities of human
nature. If, as every one must see, the want of
the affinity of these studies to the modem mind
is gradually lowering them in popular estima
tion, this is but a confirmation of the need of
them, and renders it more incumbent on those
who have the power, to do their utmost to aid
in preventing their decline.”—John Stuart
Mill.
“ We would have classics and logic taught far
more really and deeply than at present, and
would add to them other studies more alien than
any which yet exist to the ‘business of the
world,’ but more germane to the great business
ofevery rational being—the strengthening and en
larging of his own intellect and character.”—Ibid.
“ In nations, as in men, in intellect as in social
condition, true nobility consists in inheriting
what is best in the possessions and character of
a line of ancestry. Those who can trace the
descent of their own ideas and their own lan
guage through the race of cultivated nations,
who can show that those whom they represent
or reverence as their parents have everywhere
been foremost in the field of thought and in
tellectual progress: these are the true nobility
of the world of mind; the persons who have
received true culture; and such it should be the
business of a liberal education to make men.”—
Anon.
“ The ancient classics would not be worse, but
better taught in th'- highest forms, did the pupil
receive a more general culture in his early
course.”—Dr. Hodgson, “Classical Instruc
tion,” an Article reprinted from the Westmin
ster Review, Oct. 1853.
" It is the early age at which classical studies
are begun that, rendering the work at once
tedious and unprofitable, necessitates so terrible
an expenditure of time, and prevents their suc
cessful prosecution. Difficulties which are now
surmounted, if at all, with infinite labour and
many tears; details which are now mastered, if
at all, by children who can have but little compre
hension of their meaning and purpose, and but
little motive to mental effort, would afford only
an easy and a pleasant exercise to minds more
mature and better prepared.”—Ibid.
“1 claim for the study of physics the recog
nition that it answers to an impulse implanted
by nature in the human constitution, and he
who would oppose such study must be prepared
to exhibit the credentials which authorize him
to contravene nature’s manifest design.”—On
the Importance of the Study of Physics as a
Branch of Education for all Classes. By
Professor Tyndall.
“Leave out the physiological sciences from
your curriculum, and you launch the student
into the world undisciplined in that science
whose subject matter would best develope his
powers of observation; ignorant of facts of the
deepest importance for his own and others’ wel
fare ; blind to the richest sources of beauty in
God’s creation; and unprovided with that belief
in a living law, and an order manifesting itself
in and through endless change and variety,
which might serve to check and moderate that
phase of despair through which, if he take an
earnest interest in social problems, he will as
suredly, sooner or later, pass.”—On the Educa
tional Value of the Natural History Sciences. By
Professor T. H. Huxley.
. “ J’aime les sciences mathfimatiques et phy
siques; chacune d’elles, 1’algfcbre, la chimie, la
botanique, est une belle application partielle de
l’esprit humain; Les Lettres. e'est Vesprit luimtme; l’6tude des lettres,Jc’estl’^ducation gfinfirale qui prepare h tout, l’iducation de l’ime.”—
Napoleon I., quoted by Dr. Hodgson.
“ Wenn uns miser Schulunterricht immer
auf das Alterthum hinweist, das Studium der
griechischen und latcinischen Sprache fordert,
so konnen wir uns Gluck wiinschen, dass diese
zu einer hoheren Cultur so nothigen Studien
I niemals riickgangig werden.”—Gothe.
�PREFACE.
The following pages contain the substance, with some alterations and
additions, of two Lectures lately delivered at the College of Preceptors, and
the writer seeks by the publication of them the suffrages of that larger audi
ence with which lies the ultimate decision in discussions of this kind.
The question of the curriculum is daily becoming more and more im
portant. The demand that it shall represent, in a far greater degree than
it has hitherto done, the wants and wishes, the active energies, and in
short the spirit, of the age, cannot be, and ought not to be, set aside.
This claim, which involves particularly the pretensions of physical science
to be represented in the curriculum, is much strengthened by the con
sideration, that science furnishes, when properly taught, a kind of educational
training of special value, as a complement to that of language. The writer has
attempted to show, that science teaches better, that is, more directly and
soundly, than any other study, how to observe, how to arrange and classify,
how to connect causes with effects, how to comprehend details under general
laws, how to estimate the practical value of facts. Having, however, dealt
out this measure of justice to science, he maintains that the difficulties
which lie in the way of the attainment of these valuable results, by means of
school education, have not yet been overcome ; and that even if they were, and
science were fully admitted into the curriculum,—which ought to be the case,
—that the classical and literary training is better adapted to the development
of the whole man than the scientific, and should therefore take the lead. In
pursuing this argument, he has been led specially to deal with two fallacies,
which, under a variety of forms, are extensively prevalent at present, and, by their
evil influence, tend very much to hinder the cause which they are, apparently,
designed to promote. The first is, That because there is so much to know in
the world, we are bound to try to make our children learn it all. The second is,
That because there is so much to do in the world, we ought to force all kinds of
business upon children’s attention beforehand, by way of preparation for it;
in other words, that the onine scibile and the omne facibile (to use a barbarous
Latin word) ought to be comprehended in every good curriculum of education.
If he has succeeded in exploding these fallacies, and in making good his own pro
position, that all true education involves, fundamentally, training, and training of
a kind that is quite incompatible with the claims of any system in which accumu-
B 2
�IV
lation is the first principle, and special preparation the second, he hopes to
gain the thanks of all judicious and really competent authorities in science; of
all who mean by teaching science, training the mind to scientific method, to
habits of investigation, and the diligent search after truth.
There can be little doubt that the recent Report on the results of classical
teaching in our public schools, and especially in the case of Eton, has done
much to strengthen the cause of those who wish to see a reform in the curri
culum. Few men, perhaps, at the head of public institutions have ever stood
in a more humiliating position than that occupied, about four years ago, by the
Head-Master of Eton, who, being under examination before the Commission on
Public Schools, could only say, in reply to the following pungent remarks
of Lord Clarendon, the chairman, that he was “ sorry —thus allowing the full
force of the charges implied. “Nothing can be worse,” said his Lordship,
“than this state of.things, when we find modern languages,geography,history,
chronology, and everything else which a well-educated English gentleman
ought to know, given up, in order that the full time should be devoted to the
classics; and at the same time we are told, that the boys go up to Oxford not
only not proficient, but in a lamentable state of deficiency with respect to the
classics.”
It is not to be wondered at, that those who were before discontented with
the established course of study in our public schools, became, after such a state
ment of facts, amply borne out as it was by the evidence, so indignant, as to
demand, in the interests of philanthropy as well as science, that the system
which had borne such fruits should be not only degraded, but deposed. This
violent reaction cannot, however, be sustained. The abuse must not be con
founded with the use. It may be true that very little besides classics is taught
at Eton, and that they are not learnt; but this is no argument against either
the theory or the practice of classical instruction. But while the present
writer, who has had long experience in teaching, defends generally that theory
and practice, he believes that the time is come for such a modification of its
working, at least in middle-class schools, as will admit of the honourable intro
duction of science into the curriculum. It is then as a friend, and not an enemy,
to science, that he has endeavoured to clear the ground of some of the frivolous
and damaging arguments which theorists have imported into the discussion,
and to plead that it shall be so taught as to make it a real mental exercise.
Thus introduced as a coordinate discipline, it would prove a most valuable ally
in education, and take its proper place among the great elements which are
moulding the civilisation of the age.
4, Kildare Gardens, Bayswater,
July 1, 1866.
�THE CURRICULUM OF MODERN EDUCATION,
AND THE
RESPECTIVE CLAIMS OF CLASSICS AND SCIENCE TO BE REPRESENTED
IN IT CONSIDERED.
From tlie time when the idea was first con out by Wisdom to build her house upon. The
*
ceived of interfering with the natural liberty structure, however, then, and for a thousand
of children, and setting them down on benches years after, remained unfinished ; and even at
or on the ground to “learn,” the question of the present day it must be acknowledged that
what they should be taught could not fail to Wisdom’s house of education is by no means
be one of great interest. An inquiry into the distinguished for symmetrical beauty and
details of the various curricula arranged for completeness. In the rivalry which, not un
the purpose of instruction by the wise men of naturally, arose between these two courses of
the different nations of antiquity, would no study, it would appear that the physical or
doubt elicit much that would be valuable for strict sciences were usually defeated; for,
the purpose of a writer on the History of either from indolence or distaste, the founda
Education, but opens up far too wide a field tion of the Trivium, to which precedence in
for our present limits. It may, however, be education was considered due, was generally
observed generally, in passing, that the scien so long in laying that the pupil rarely reached
tific or practical element seems to have pre what was then treated as the higher course.
vailed more in the primary schools of Egypt, Practically, indeed, in the lower schools, no
India, Phoenicia, and Persia ; the linguistic attempt was made to go much beyond
or literary in those of Judea, China, Greece, “ Grammar,” which, in connection with the
and Rome. Exception may, no doubt, be study of Latin alone at first, and subsequently
taken to this general statement, which, how of Greek, with a little reading, writing, and
ever, I must leave in its vagueness, without arithmetic, formed the common course for
even a momentary effort to estimate the com English boys in the fourteenth, fifteenth, and
parative value of the various curricula in their sixteenth centuries. If the curriculum of school
relation to the spirit and character of the education is to be considered as reflecting the
respective nations which adopted them ; and spirit of the age, which, however, is not, as we
without even contrasting, as educational pro see in our own case, a fair criterion, it would
ducts, Plato, the pupil of Socrates, on the one appear that physical science was in those
side, and Alexander the Great, the pupil of times, if not altogether neglected, at least
Aristotle, on the other.
treated with indifference; for not only in
Descending, then, as at a leap, to the com schools, but even in the universities, the quamencement of the Middle Ages, in Europe, we drivials were, as Harrison remarks, “ smallie
find the omne scibile comprehended, for the pur regarded.”} This state of things, continuing
pose of teaching, in two groups; the Trivium, almost unaltered to the seventeenth century,
consisting of Grammar, Logic, and Rhetoric ; roused the indignation of Milton, who denounces
and the Quadrivium, of Arithmetic, Music, Geo
metry, and Astronomy. These subjects were de * “Wisdom hath builded her house: she hath
hewn out her seven pillars.” (Prov. ix. 1.)
signated by Cassiodorus, the literary adviser and I f Harrison’s “Description of England,” prefixed to
friend of Theodoric, the “ seven pillars ” hewn Holinshed’s Chronicle, 1577.
�“ the haling and dragging of our choicest and commended, too, by their much closer connec
hopefullest wits to that asinine feast of sow tion with the interests and happiness of mankind.
thistles and brambles, which is commonly set The fact cannot be denied, that our general
before them as all the food and entertainment school curriculum includes much that is not
of their tenderest and most docible age
practically available in the world for which it
while Cowley, rather later, pleads for the is by theory a preparation, and excludes much
initiation of children into “ the knowledge that is ; that it rests mainly on the traditions
of things as well as words,” and for the “ in and experience of the past; and that it does
fusing knowledge and language at the same not appear to keep pace, pari passu, with the
time into them.” Both these eminent men actual life, the feelings, and hopes, and aspi
constructed schemes, on paper, for revolution rations of the present. If these admissions,
izing the existing curriculum in accordance with literally interpreted, are to be considered
their views. Inasmuch, however, as they were sufficient causes for condemnation, the ques
in no respect themselves the fruit of the system tion is at once decided, and society has only
they advocated, nor recommended it (I allude to order the delinquent for execution without
specially to Milton) by their own practice, delay. Before, however, the matter is thus
the public generally seems to have attached summarily disposed of, the defendant should,
little importance to their views, and certainly and indeed must, in all fairness, be allowed to
showed no desire to adopt them.
plead his cause at the bar of reason and com
After their days, the established system was mon sense. In the case of this as of other
occasionally complained of (notably by Locke, time-honoured institutions, it will probably be
and Clarke, and more recently by Sydney found that we are not so very much wiser
Smith); but within the last fifty years, various than our fathers as we may at first sight be
causes have tended to strengthen the assailants disposed to flatter ourselves. The very fact of
and give piquancy to the strife ; and at the pre the antiquity of an institution is, at all events,
sent moment, more than ever before, the advo a respectable plea, and should not be wantonly
cates of the old and new systems respectively rejected. It must, however, be admitted that
are pertinaciously presenting their claims to the this plea has not in our day the strength which
arbitration of the public. The maintenance it once had. Old institutions, of whatever
of a hostile feeling is, however, much to be kind, are nowrequired to prove that they deserve
deprecated. This question may be, it is to live, if that privilege is to be allowed them.
hoped, dispassionately discussed; and for
In the case before us, we have an extreme
myself, though advocating the retention of party of reformers, who without hesitation
much of the old system, I am, as will be seen, declare that the proper place for Classical
strongly impressed with the great claims of instruction in the curriculum is no place at
science, and disposed to recommend a fair all—who would not only dethrone it from the
and liberal compromise. I cannot but think position it has so long held, but thrust it
that a curriculum framed in such a way ignominiously forth. This is the not unnatural
as to retain the sound discipline of the old reaction against the unwarrantable assumption
classical course, and to embrace the vivifying on the other side, that the proper place of
influences of the scientific element, would prove classics in the curriculum is the whole cur
advantageous to both. Science, judiciously riculum ; that they alone constitute “ learn
and thoroughly taught, supplies a training of a ing
and that the most honourable and
different kind from that supplied by classics, lucrative positions in society ought to be
and of a kind especially adapted to correct the allotted, as a matter of course, to those who
defects of the latter. This has been, indeed, hold their certificate. Exaggerated preten
to some extent, admitted by the general intro sions, however, on whichever side they are
duction of mathematics into the curriculum. held, only injure the cause of those who main
It will, however, be shown that pure mathe tain them, and in the present case are espe
matics are not sufficiently comprehensive for cially unsuitable. For, as between the rival
the purpose. The observational and experi claims of language and literature on the one
mental sciences, besides being more generally side, and science on the other, there is surely
inviting as a study than mathematics, are re much to be said for both so true and so reason-
�able as to claim the respectful attention of all
fair and competent judges. It must never be
forgotten that out of those ages in which
science, properly so called, was unknown,
came forth the great teachers of mankind, the
pioneers, nay more, the efficient agents, by
words and deeds, in originating and carrying
on the civilization of the human race. /Phis
important work was accomplished by men
utterly unacquainted with geology, the steamengine, the electric telegraph, spectrum
analysis, or the dynamic theory of heat.
Without these means and appliances, or even
an atom of the spirit of which they are the
fruit,—without any of the enthusiasm of
modern physical philosophy,—statesmen and
warriors, heroes, patriots, and artists, of whom
all ages are proud, have so lived as to leave an
imperishable name behind them. Whether
the age of science will produce grander results,
has yet to be proved. On the other hand, it
is most reasonable that science too should, in
our day especially, claim its proper place
in education as a civilizing agent. It may
point with pride to what it has done and is
doing, and may without rebuke exclaim : “If
you need memorials of my power and influence,
look around you ; the results are everywhere.
Nay more, if, instead of mere details, dry facts,
and practical applications, you have a taste
for sublime speculations and theories, I can
furnish you with views into the distant and
the past almost unequalled for elevation, range,
and depth, and fraught with the profouudest
interest to the present and all future genera
tions.” We may therefore, without slavish
humility, bow reverentially before both these
claimants on our homage, and denounce
impartially the zealots and fanatics on either
side,—the men who audaciously, declare that sci
entific instruction is “ worthless,” and equally
those who stigmatize the classics as “ useless,”
—in the curriculum of modern education.
In dealing with the subject of my lecture,
I propose in the first place, to consider
generally the curriculum of modern education
for the middle classes, and to discuss some ot
the plans proposed for its reformation; and
secondly, to advocate the claims of classical
instruction to continue to hold the leading
place in it as a mental discipline.
The object we have in view is to discuss
the curriculum of modern education, as
far as the middle classes of society are con
cerned— excluding, on the one hand, those
whose instruction must, from circumstances,
be limited to the barest elements of learn
ing ; and those, on the other hand, whose
course is intended to terminate in a uni
versity career. The question then is—con
sidering the age in which we live, with its
immense accumulation, and wonderful appli
cations, of knowledge; considering too that
the longest life is too short for securing for
the individual man any large portion of this,
which constitutes the treasury of the race; and
that the immature faculties of the child can
grasp only a very limited portion of that
which is ultimately attained by the mau—
whether we do wisely in giving up any consi
derable portion of the small space of time
available for acquisition, to the attainment of
a kind of knowledge which appears, in com
parison with scientific and general information,
to be only slightly demanded by the wants
and the wishes of the age. If it is neces
sary, or even important and desirable, that
we should all attempt to know all things,
this question is at once settled by the exi
gencies of the case. Every moment of the
time devoted to instruction must, on that
assumption, be given up to the earnest and
unremitting pursuit of the “ things that lie
about in daily life;” and everything which
impedes or interferes with that pursuit must
be regarded as impertinent. It is, however,
perfectly clear that the attempt to force the
individual man to keep up with the intel
lectual march of the human race, must end in
utter disappointment; and, moreover, involves
a fatal misconception of the object which all
true education should. have in view. It can
not be too frequently repeated, that develop
ment and training, and not the acquisition
of knowledge, however valuable in itself, is
the true and proper end of elementary educa
tion, nor too strongly insisted on, that
he who grasps too much holds feebly, or,
as the French pithily express it, qui trop
em.brasse mal etreint. The fact that there is
a vast store of knowledge in the world is no
more a reason why I should acquire it all, than
the fact that there is an immense store of food
is a reason why I should eat it all. We may
mourn over the limitation of our powers, but
as our fate in this respect is quite inevitable, it
�is our duty, as rational creatures, to submit to sented in the former. The other principle
it, and to be satisfied with doing, if not all seems to be, that as men are often found
that we fondly wish, yet all that we can, and, “ unpractised, unprepared, and still to seek,”
what is more important, as well as we can. in regard to the circumstances in which they
1 cannot but think that the protest of the are actually placed in life, we should anticipate
high-minded and conscientious men who are this difficulty by making children acquainted
in our day aiming at the reform of the beforehand with “ the leading kinds of activity
school curriculum, would be much more whicji constitute human life”—in other words,
influential with the public if they would keep with all varieties of practical business. In
closely to the true issue in discussing this enforcing both these views, touching appeals
question. It is most desirable, certainly, that ad misericordiam are made by their supporters,
there should be a thorough reform; but it is based, first, on the cruelty of withholding from
equally desirable that the reform should be the child that knowledge of science which has
established on a sound basis, and that both become the inheritance of the race, and which
parties should co-operate in arriving at a wise he so much desires to have ; and again, on the
decision on this point.
criminal neglect of his teachers in not secur
It is much to be regretted that so many of ing him, by ample knowledge of practical
those who have handled the subject of the business, against the dangers into which, from
curriculum in the interests of philanthropy, ignorance and inexperience, he is not only
should be disqualified from treating it judi likely, but certain to fall. The theory, then,
ciously by a want of practical acquaintance with stated in its bare simplicity, is, that the boy
education. Very much at their ease, they con is to be provided by his education, first, with
struct airy and fantastic theories, founded not all scientific knowledge; and secondly, with
on what is practicable, but what is desirable ; all practical knowledge, as his proper equip
recommend them earnestly, as if they were ment for the battle of life.
the genuine fruits of experience, and too fre
That I may not, however, be suspected
quently reproach the hard-working teachers, of misrepresenting these theoretical views of
who, however much they may admire such the curriculum, I will now endeavour to ex
theories, cannot by any amount of labour hibit them, as taken from the works in which
realize them, and therefore feel themselves they are to be found.
aggrieved at having their actual educational
In the first number of the “ Westmin
product unfairly brought into comparison with ster Review,” published in 1824, we find
the highly-coloured results promised by the an article mainly devoted to the explanation
theorist. These writers, men, if you will, of and enforcement of Mr. Bentham’s “ Chrestobenevolent hearts, certainly of lively imagina mathia”* as a scheme of instruction which
tions, evince far too little sympathy with -(to use the reviewer’s words) should “ compre
the actual work of the practical teacher, with his hend the various branches of education which
arduous, long continued, little appreciated toils, are spread over the whole field of knowledge,
his never-ending struggle against the natural giving to each its due share of importance
volatility, ignorance, dulness, obstinacy, and with a view to the greatest possible sum of
sometimes depravity, of his pupils ; and com practical benefit.” It is curious to see the
prehend not the true vital organisation of that course of study proposed by Bentham, and
“ pleasing, anxious (professional) being,” which which has been extended by the enthusiastic
perhaps, after all, no earnest teacher ever resigns Mr. Simpson, in his work entitled “ The Philo
without some “ longing, lingering look behind. ’ ’ sophy of Education.”
Two leading principles seem to charac
The subjects proposed for the Chrestomathic
terize most of the theories which have been, in
modern times, proposed for the reform of the
* “ Chrestomathia: being a Collection of Papers
old curriculum. The first is, that the cur explanatory of the Design of an Institution proposed
to be set on foot, under the name of the Chrestoma
riculum ought to be considered as a counter thic Day-Schools, or Chrestomathic School, for the
part or reflex of the world of knowledge to Extension of the New System of Instruction to the
Higher Branches of
of the
which it is introductory, and that therefore Middling and HigherLearning, for the use Jeremy
Ranks of Life.” By
the omne scibile of the latter should be repre Bentham, Esq. London: 1816.
�9
curriculum of study in the case of boys, and
girls too, “ between the ages of seven and four
teen,” are as follows :—
Elementary Arts.—Reading, writing, arith
metic.
1 st Stage.—Mineralogy, botany, zoology, geo
graphy, geometry (definitions
only), history, chronology,
drawing.
2nd Stage.—Same subjects, with mechanics,
hydrostatics, hydraulics, pneu
matics, acoustics, optics.
Chemistry, mineral, vegetable,
animal.
Meteorology, magnetism, elec
tricity, galvanism, balistics.
Archaeology, statistics.
English, Latin, Greek, French,
and German grammars.
3rc? Stage.—Subjects of previous stages, and
mining, geology, land-survey
ing, architecture, husbandry,
including the theory of vegeta
tion and gardening.
Physical economics—i. e., the ap
plication of mechanics and che
mistry to domestic manage
ment, involving “maximization
of bodily comfort in all its
shapes, minimization of bodily
discomfort in all its shapes,”
biography.
4.th Stage.—Hygiastics (art of preserving and
restoring health), comprising
physiology, anatomy, patho
logy, nosology, dietetics, mate
ria medica, prophylactics (art
of warding off evils), surgery,
therapeutics, zohygiastics (art
of taking care of animals).
Phthisozoics (art of destroying
noxious animals : vermin kill
ing, ratcatching, &c.).
5th Stage.—Geometry (with demonstrations),
algebra, mathematical geogra
phy, astronomy.
Technology, or arts and manu
factures in general.
Bookkeeping, or the art of regis
tration or recordation.
Commercial book-keeping.
Note-taking.
Such is the scheme of the Chrcstomatbia,
which designedly omits (as Mr .’Bentham tells
us) gymnastic exercises, fine arts, applications
of mechanics and chemistry, belles lettres, and
moral arts and sciences. These are omitted
on various grounds which I have no time to
specify, except to mention one, which might
indeed have very suitably excluded five-sixths
at least of those enumerated—“time of life too
early.”
Mr. Simpson, approving of the whole of the
above curriculum, thought it still incomplete,
and therefore introduced the department of
Moral Science omitted by Bentham, as a
6th Stage.—History, government, commerce.
Political economy.
Philosophy of the human mind.
Risum teneatis, amici! Was anything more
extraordinary ever proposed in the whole his
tory of man ? This imposing display of the
triumphs of the entire human race is actually
presented as a curriculum of study for children
between seven and fourteen years of age 1
Such is the scheme lauded by a writer who
complains that “ hitherto the education proper
for civil and active life has been neglected, and
nothing has been done to enable those who are
to conduct the affairs of the world to carry
them on in a manner worthy of the age and
country in which they live, by communicating
to them the knowledge and the spirit of their
age and country.” This is the panacea, then,
proposed by the Chrestomathic school for the
cure of the educational maladies of the day.
Education, according to this view, is to con
sist in the administration of infinitesimal doses
of knowledge: a little drop of this, a pinch of
that, an atom of the third article, and so on ;
the names and technicalities of a great range
of subjects, and mastery and power over none.
Comment on such a scheme is unnecessary.
It condemns itself, as a method of teaching
superficiality and sciolism on system. Is
there any connection between such a course
and the “complete and generous education”
(these are Milton’s words) that “ fits a man to
perform justly, skilfully, and magnanimously
all the offices, both private and public, of peace
and war”? Are we not rather injuring than
aiding true mental development, and perhaps
moral too, by pretending to teach the sciences
when all the while we are teaching little beyond
their names ? Is such a scheme as this to super
sede the sound instruction and invigorating dis-
�10
eipline of the old school ? Is this the desidera
tum so eagerly looked for as a means of pro
ducing men capable of carrying on the affairs
of the world in “a manner worthy of the age and
country in which we live ”? I quite agree with
the most advanced of the reformers in ques
tion as to the need of reform ; but I hope they
will agree with me that this is not the direction
in which it is to be promoted, and that if the
new crusade is to be successful in its objects,
Messrs. Bentham and Simpson must not be
permitted to head the movement.
Another theoretical writer on modern edu
cation is Mr. Herbert Spencer, who, in his
work entitled “Education, Intellectual, Moral,
and Physical,” has presented us with a scheme
—evolved apparently out of the depths of his
own consciousness; for he does not profess to
have any practical experience as a teacher or
schoolmaster—so ingenious, and pretty, and
complete, that one can only sigh over the
limited capacity of human nature, which will,
it is to be feared, for ever prevent its being
realised. While agreeing for the most part
with Mr. Bentham, that a child can and ought
to learn—at least, what he calls learning—an
immense number of subjects, he insists with
great earnestness upon the principle (which,
if rightly interpreted, no one questions), that
education should prepare the pupil for the
duties of life; or, as he styles it, for “ the
right ruling of conduct in all directions, and
under all circumstances.” This, as he remarks,
—and everyone will agree with him,—is the
“ general problem, which comprehends every
special problemand he goes on further to
tell us, that the solution of it involves our
knowing “ in what way to treat the body; in
what way to treat the mind ; in what way to
manage our affairs ; in what way to bring up
a family; in what way to behave as a citizen;
and in what way to utilise those sources of
happiness which nature supplies; how to use
our faculties to the greatest advantage of our
selves and others; how to live completely.
And this being the great thing needful for us
to learn, is by consequence the great thing
which education has to teach.”
This is an epitome of Mr. Spencer’s views
on the curriculum, and it appears to be impos
sible to satisfy the conditions of his theory
by anything short of special preparation for
all the contingencies of life. My limits will
not allow of a close investigation of arguments
and illustrations, spread over nearly sixty
pages of his book; but a practical school
master has surely some right to inquire,
whether he is serious in adducing, as evidences
of defect in the school curriculum, nume
rous instances of persons injuring their eye
sight by over-study, and their limbs by over-ex
ercise ; of others suffering “ from heart-disease,
consequent on a rheumatic fever that fol
lowed reckless exposureand again, of
“ the engineer who misapplies his formulae for
the strength of materials, and builds a bridge
that breaks downof the shipbuilder who,
“ by adhering to the old model, is outsailed
by one who builds on the mechanically-jus
tified wave-line principle;” of the bleacher,
the dyer, the sugar-refiner, the farmer,
who fail more or less, because unacquainted
with chemistry ; and notably of the mining
speculators, who ruin themselves from igno
rance of geology; and the constructors of
electro-magnetic engines, “ who might have
had better balances at their bankers,” if they
had understood “ the general law of the cor
relation, and equivalence of forces.” Are all
these sad delinquencies, and many more,
recounted with terrible accuracy by Mr. Spen
cer, fairly to be laid to lack of service and
duty and sense in the schoolmaster ? Ought
the elementary schoolmaster—that is the real
question—to have furnished all hispupilsoffrom
seven to fourteen years of age with the know
ledge, and judgment, and common sense, and
experience, which are the proper safeguards
against the failures I have enumerated ? I
answer distinctly, that he is not responsible;
and I might say this much more strongly, but
that I respect Mr. Spencer’s earnestness and
true sincerity of purpose. But Mr. Spencer, who
is no schoolmaster himself, having, it would
appear, a most exalted opinion of the omnipo
tent and omniscient faculties of that func
tionary, demands still something more of him,
and regarding it as “an astonishing fact, that
not one word of instruction on the treatment
of offspring is ever given to those who will by
and by be parents,” that is, given by the
schoolmaster, lays that obligation also upon
him. Here too, it appears to me, the prac
tical schoolmaster has a right to ask, very
specifically, what kind of information “on the
treatment of offspring” Mr. Spencer would
�11
himself propose to give, as a sortof model school inefficient and enervating. General truths, to
lesson, to a child of twelve or fourteen years be of due and permanent use, must be earned.’’
of age ? The child is, to be sure, in a certain
The same principle would seem to decide
sense, “the father of the man’’; but it is coming the question of special preparation. The ex
down rather sharply upon him to apply this perience of those who have gone before us
literally, and make him leave his tops and cannot supersede our own ; and no conceivable
balls so early in life, and set about this unsea improvement, therefore, in the curriculum will
sonable preparation for the duties of paternity. ever provide for “ the right ruling of conduct
The general conclusion, then, from our re in all directions, under all circumstances ;” or,
view of Mr. Spencer’s theory is, that its due in other words, furnish a child beforehand
satisfaction involves the assumption that every with the mental and moral powers which are
man is to be his own doctor, lawyer, architect, to be developed in the actual life of the man.
bailiff, tailor, and, I suppose,—clergyman; so It is by living that we learn to live.
that the Chrestomathic scheme, which required
I have already suggested, that development
the child to learn the omne scibile, is supple and training, not the acquisition of knowledge,
mented, as not being comprehensive enough, however valuable in itself, is the true and
by Mr. Spencer’s, for learning also the omne proper end of elementary education. In a
*
facibile; and both must, I fear, be condemned, I general way it may be asserted that the former
not only as being utterly impracticable, (though is the main tenet of the old or conservative,
that might beasufficient objection,) butas being the latter of the new or reforming school. We
based on a total misconception of what ele shall have to dwell at some length on this
mentary education ought to be.t
point, that we may be prepared to recognise
The fact is, that however captivating to the the respective claims of various subjects to be
imagination the idea may be of communicating admitted into the curriculum. It is perfectly
to our pupil those immense stores of knowledge, true that neither view of necessity excludes
the possession of which distinguishes the pre the other. Any subject, however suitable in
sent from all previous ages, it is one which, itself for the discipline of the pupil, may be so
when brought to the test of experience, proves taught as to involve no good training ; and a
utterly illusory. A higher power than that subject presumptively unsuitable may, by the
of either the theoretical educationist, or the skill of the teacher, be made to yield the
practical schoolmaster, has ordained that into happiest fruits. Still the prominence given
the kingdom of knowledge, as into the king to these respective features in theory must
dom of heaven, we must enter as little children. materially affect the practice founded on them.
We must begin at the beginning, and learn I need not refer to the very etymology of the
the prima elementa each for himself, as all word “ education” to support the more oldchildren before us have done, gaining little ad fashioned view of the case. All will allow
vantage as individuals from the achievements that it means training or development; but
which science has effected for our race. We I would dwell for a moment on the meaning of
find, too, that if, from a desire to spare our the cognate term“ instruction,”in support of the
pupil the labour of learning fact after fact in same argument, and also to show that a real
apparently endless succession, we frame com and judicious teaching of science, not a ran
pendious formulae, rules, and general prin dom gathering together of scraps of “ useful
ciples, founded on other men’s mental expe knowledge,” does indeed involve a genuine dis
rience, and endeavour to feed his mind with cipline of the mind. The original meaning
them, they prove, in the early stage of instruc of instruere is to heap up, or pile up, or
tion, utterly indigestible, and minister no put together in a heap generally, and seems
proper nourishment for him. Mr. Spencer, in somewhat to countenance the Chrestomathic
another part of his book, justly remarks: notion ; but the secondary meaning, and that
“ To give the net product of inquiry, without with which we are more concerned, is “ to put
the inquiry that leads to it, is found to be both together in order, to build or construct”; so
that instruction is the orderly arrangement
* This phrase is, I am aware, non-classical. It is,
and disposition of knowledge, a branch of
however, to be found in Ducange.
t See Appendix, Note A.
mental discipline which all must acknowledge
�12
to be of great importance and value. But rate, and mature all the faculties, so as to
heaping bricks together, and building a house exhibit them in that harmonious combination
with them, are two very different things. The which is at once the index and the result of
orderly arrangement of facts in the mind im manly growth. In order to gain the ends I
plies a knowledge of their relation to each have specified, or indeed any considerable
other ; and, if carried out to a certain extent, number of them, it is essential that the studies
furnishes the ground-work for the establish embraced in the training course should be
ment of those general laws which constitute few. We cannot hope to have, in the early
what is properly called science. The knowledge, stage of life, both quantity and quality. In
however, of these mutual relations is gained by giving a preference to the latter, we do but
quiet, earnest brooding over facts, viewing them consult the exigencies of the case. At the
in every kind of light, comparing them care same time, it may be hoped that, because the
fully together for the detection of resemblances aim is to enrich and prepare the soil, the ulti
*
and differences, classifying them, experi mate harvest will be proportionately bountiful.
menting upon them, and so on. Allowing,
I have said that the subjects to be studied
then, to science, properly so called, all in the training course should be few. But I
that can be claimed for it as a con proceed further, and maintain that for the
stituent of the curriculum—and of its im purpose of real discipline it is advisable—nay,
mense value in education I shall have to even necessary—to concentrate the energies
speak presently—we must explode, definitely for a long period together on some one general
and finally, the notion that these valuable subject, and make that for a time the leading
results can be elicited by frittering away the feature, the central study of the course—
powers of the mind on a great variety of keeping others in subordination to it. By
subjects. Nor must we be led away by the giving this degree of prominence to some par
frequently meaningless clamour for “ useful ticular branch of instruction, we may hope to
knowledge.” Knowledge which may be un have it studied to such an extent, so closely,
questionably useful to some persons may so accurately, so soundly, so completely, that
not be useful at all to others; therefore, it may become a real possession to the pupil
although education is to be a preparation —a source of vital power, which the mind
for after life, yet it is to be a general, not “ will not willingly let die.” The concentration
a professional, preparation, and cannot pro of mind and range of research necessary for
vide for minute and special contingencies. this purpose obviously involve many of the
The object of education is to form the man, advantages I have recently enumerated. In
not the baker—the man, not the lawyer—the this way, too, the pupil will become fully con
man, not the civil engineer.
scious of the difference between knowing a
What then, we may now inquire, should be the thing and knowing something about it, and
main features of a training, as distinguished will be forcibly impressed with the superiority
from an accumulating, system of instruction ? of the former kind of knowledge. This con
It should, I conceive, aim at quickening and viction is of no small importance; for it gives
strengthening the powers of observation and him a clear, experimental appreciation of the
memory, and forming habits of careful agency—the measure and kind of intellectual
and persevering attention; it should habitu effort—by which the complete and accurate
ate the pupil to distinguish points of difference knowledge was gained, and thus can hardly
and recognise those of resemblance, to analyse fail to exercise a valuable influence upon his
and investigate, to arrange and classify. It character. He who has learned by experience
should awaken and invigorate the understand the difficulty of obtaining a thorough mastery
ing, mature the reason, chasten while it kindles of a subject, has made no trifling advance in
the imagination, exercise the judgment and re
fine the taste. It should cultivate habits of * The opinion of Locke confirms this view. His
words are:—“ The business of education is not, as I
order and precision, and of spontaneous, inde think, to perfect the learner in any of the sciences,
pendent, and long continued application. It but to give his mind that freedom, and disposition,
and those habits which may enable him to attain
should, in short, be a species of mental gym every part of knowledge himself.” (Some Thoughts
nastics, fitted to draw forth, exercise, invigo concerning Education.)
F
-
�13
the knowledge of himself. He has tested his preceded it; he must also keep it in recollec
power of struggling with difficulties, and ac tion, that he may observe its connection with
quired in the contest that command over his what follows. When he encounters difficulties
faculties, and that habit of sustained and which he cannot at the moment solve, he must
vigorous application, which will ensure success retain them in mind until the clue to their
in any undertaking. He who has only begun solution is gained. He must often retrace his
a study, or advanced but little in it, is a steps with the experience he has acquired in ad
stranger to that consciousness of strength and vancing, and then advance again with the added
range of mental vision which are involved in knowledge gained in his retrogression. It is only
the cultivation of it to a high point. The by thus wrestling—agonising, as it were—with
knowledge, thus thoroughly acquired and pos a subject, that we eventually subdue it, and
sessed as a familiar instrument by the pupil, make it ours, and a part of us. By such or
becomes not only a powerful auxiliary to his analogous processes, constantly and patiently
further attainments, but a high standard to pursued, we rise at last to the highest gene
which he may continually refer them.
*
ralisations ; so that a knowledge of the pheno
One of the chief reasons why the study of one mena of the material world is digested into
thing, one subject, or one book, is so valuable Science, a knowledge of the facts and matter
a discipline, is that the matter thus sub of language is elaborated into Learning, and a
mitted to the mind’s action forms a whole, knowledge and intimate appreciation of the
and by degrees reacts on the mind itself, and facts of human life ripens into Wisdom.
'creates within it the idea of unity and harmony. Everyone will bear me out in the remark,
Suppose, for instance, that we read a book that it is from those few books that we
with the view of thoroughly studying and read most carefully — that we “chew and
mastering it. We find, as a consequence of digest,” to use Bacon’s words—that we pe
the unity of thought and expression pervading ruse again and again with still increasing
it, that one part explains another, that what interest—that we take to our bosom a3 friends
is hinted at in one page is amplified in the and counsellers; it is from these that we are
next, that the matter of the first few sentences is conscious of deriving real nourishment for the
the nucleus (the oak in the acorn, as it were) of mind. Nor is it perhaps rash to assert that
the entire work. Thus the beginning of the book the general tendency, in our day, to dissipate
throws light upon the end, which the end in its the attention on all sorts of books, on all sorts
turn reflectsupon the beginning. He who studies of subjects, which just flash before the mind,
in this way must carefully weigh each word, and excite it for a moment, leave a vague impres
estimate its value in the sentence of which it is sion, and are gone, is stamping a character
a part, and its bearing on those which have upon the age which will render nugatory the
well-meant efforts which have of late been
made for the enlightenment of the popular
* The above argument is powerfully confirmed in
the following passage from an “ Introductory Lecture” mind, and the extension of useful knowledge.
by Professor De Morgan, delivered at University It is, I say, characteristic of the age, that we
College, October 17,1837:—
“ When the student has occupied his time in learn emasculate and enfeeble our powers by the
ing a moderate portion of many different things, vain attempt to know everything which every
what has he acquired—extensive knowledge or useful
habits? Even if he can be said to have varied body else knows ; and learn, in conformity to
learning, it will not long be true of him, for nothing the fashion of the times, even to feel it as a
flies so quickly as half-digested knowledge; and when reproach that we have not “dipped into,” or
this is gone, there remains but a slender portion of
useful power. A small quantity of learning quickly “skimmed over,” or “glanced at” (very
evaporates from a mind which never held any learn significant phrases) all the articles in all the
ing, except in small quantities; and the intellectual
philosopher can perhaps explain the following pheno newspapers, magazines, and reviews of the
menon :—that men who have given deep attention to day. We indolently allow ourselves to be
one or more liberal studies, can learn to the end of
their lives, and are able to retain and apply very carried on, in spite of our silent protest,
small quantities of other kinds of knowledge; while against our real convictions, with the shallow
those who have never learnt much of any one thing tide which is sweeping over the land; and,
seldom acquire new knowledge after they attain to
years of maturity, and frequently lose the greater' inasmuch as we do so, are neutralising the
part of that which they once possessed.” (p. 12.)
real interests of the cause we profess to be
�14
advocating, and preventing the formation
of valuable and useful judgments on any
subject whatever. If you consider with me
that this general dissipation is an evil, you
will also sympathise with the desire to prevent
the organization and establishment of the prin
ciple in the curriculum of elementary education.
A thousand times better, in my opinion, to
have the old hum-drum monotony, the cease
less drill, which ended only in preparing the
faculties to work to some purpose, when they
did work, on the problems of life, than the
counterfeit knowledge which can give an opi
nion on every subject because substantially
uninformed on any.
It is not, perhaps, too much to assert, that
concentration of mind on a few subjects is,
and ever has been, the only passport to excel
lence. All the great literary and scientific
men of all ages, whose opinions we value,
whose judgments are received as the dictates
of wisdom and authority, have acted on the
conviction, that the powers of the mind are
strengthened by concentration, and weakened
by dissipation.
*
The practical inference from the foregoing
remarks is, that in order to train the mind
usefully, concentration, and not accumulation,
must be our guiding principle; in other words,
we must direct the most strenuous efforts of
our pupils to the complete and full comprehen
sion of some one subject as an instrument of
intellectual discipline.
The next consideration, then, is, what the
subject submitted to this accurate and com
plete study ought to be. And here we come
again nearly to the point at which we set out,
and must now for ourselves renew the friendly
strife between the “ trivials” and the “ quadrivials” once more. I say “ friendly,” because
the claims of both are so reasonable, that it
really ought not to be very difficult to adjust
them, and no angry feeling therefore ought to
accompany the discussion. We have left the
theorists behind, and are now to settle such
questions as practical and experienced men,
with reference to their real merits, judicially,
and with some degree of authority.
On the general subject of the curriculum, I
will quote some remarks which I have lately
met with in a pamphlet by an able American
writer, apparently acquainted by experience
with his subject.
*
He is strongly opposed to
what we usually call the Classical System,
but candidly admits that its defenders have
hitherto had greatly the advantage of their
opponents in the line of argument they have
pursued. “Disagree with them,” he says,
“ as you may as to what studies go to make up
a liberal education, you must go to them for a
true definition of that training of mind in
which a liberal education consists.” As he is
one of the ablest advocates of the claims of
science, we may listen to what he says on
its behalf as a part of school education.
He assumes, then, as axioms these following
propositions:—
“1. That in the Science and Art of edu
cation we must study and follow nature,—that
we shall only be successful as far as we do.
“ 2. That there is a certain natural order
in the development of the human faculties ; and
that a true system of education will follow,
not run counter to, that order.
“ 3. That we may divide the faculties of the
mind, for the purposes of education, into
observing and reflective; and that in the order
of development the observing faculties come
first.
* See some very interesting illustrations in
D’Israeli’s “ Curiosities of Literature,” in the essay
entitled, “ The Man of One Book.” To these may be
added, as an instructive, though somewhat extra
vagant, specimen of the non-multa-sed-muUwn
principle advocated in the text, the following, taken
from the “ Foreign Quarterly Review” for 1841:—
“ Porpora, an Italian teacher of music, having
conceived an affection for one of his pupils, asked
him if he had courage to pursue indefatigably a
course which he would point out, however tiresome
it might appear. Upon receiving an answer in the
affirmative, he noted upon a page of ruled paper, the
diatonic and chromatic scales, ascending and descend
ing with leaps of a third, fourth, &c., to acquire the
intervals promptly, with shakes, turns, appoggiature,
and various passages of vocalisation. This leaf
employed master and pupil for a year; the follow
ing year was bestowed upon it; the third year there
was no talk of changing it: the pupil began to
murmur, but was reminded of his promise. A fourth
year elapsed, then a fifth, and every day came the
eternal leaf. At the sixth it was not done with, but
lessons of articulation, pronunciation, and declama
tion were added to the practice. At the end of this
year, however, the scholar, who still imagined that
he was but at the elements, was much surprised
when his master exclaimed, ‘ Go, my son; thou hast
* “ Classical and Scientific Studies, and the Great
nothing more to learn; thou art the first singer of
Italy, and of the world.’ He said true. This singer Schools of England.” By W. P. Atkinson, Cam
bridge (U.S.), 1865.
was Caffarelli.”
�15
“4. That individual minds come into the
wor'd with individual characteristics; often,
in the case of superior minds, strongly marked,
and qualifying them for the more successful
pursuit of some one career, than of any other.
“ 5. That the study of the material world
may be said to be the divinely appointed
instrument for the cultivation and development
of the observing faculties ; while the study of
the immaterial mind, with all that belongs to
it, including the study of language as the
instrument of thought, is the chief agent in
the development of the reflective faculties.”
Speaking in the interests of that reform in
the curriculum which is very decidedly needed,
I would frankly accept these propositions,
though the terms of some of them, especially
those of the fourth and fifth, might give a
caviller a favourable opportunity. Of one
point essentially involved in them, I have no
doubt; and that is, that any rational curriculum
of elementary study must be based on the fact
that the observing, are called into action before
the reflecting, faculties ; in other words, that
the food must be swallowed before it is
digested ; though 1 believe it to be an educa
tional fallacy to maintain that therefore no
food should be swallowed that cannot be
instantly digested. The general consideration
would, however, seem to justify us in carry
ing forward, before anything else is attempted,
the instruction which the child has already
commenced for himself, in the study of the
phenomena of the external world, and in that
of the mother tongue. Professor Tyndall has
shown, in his interesting lecture on the study
of Physics, that even the new-born babe is an
experimental philosopher, and improvises by
instinct a suction-pump to supply himself
with his natural food, and day after day, by
experiment and observation, makes himself
acquainted with the ordinary properties of
matter, acquires the idea of distance, sound,
and gravitation, and so on, and, by burning
his fingers and scalding his tongue, learns
also the conditions of his physical well being.
In this hand-to-mouth way the pupil in the
great school of nature begins his lessons, and
surely it is most natural that he should be
encouraged to continue this self-education,
and, under judicious guidance, he may very
properly be made acquainted with the things
“ which lie about in daily life,” and also be
trained to the study of that proper con
nection between things and words which is
the true basis of a good knowledge of his own
language. Such a course of instruction, such
“ lessons on objects,” will no doubt amuse and
interest the young natural philosopher, and may
be the means of eliciting, even quite early in life,
thosepredilectionsofwhichMr. Atkinson speaks
as the special characteristics of the individual,
and which, in certain cases, may furnish sug
gestions to be afterwards employed in con
ducting his education.
Having arrived at this point in the discus
sion of ray subject, I must make a confession ;
—which, however, is not humiliating, because,
though I have to speak of personal failure, I
am supported by the consciousness of honest
intentions. I have always been fond of
science in every shape, and well remember
the delight with which, when a boy, I
adopted as the pocket companions of my
leisure hours the little volumes of Joyce’s
“ Scientific Dialogues,” and Miss Edge
worth’s charming “ Harry and Lucy.” I
say this to show that in the experiments
which I made in teaching something that
might be called science to young children, I
was working con amore, and with a real desire
to succeed. But I found my young natural
philosophers somewhat difficult to manage.
As long as everything was new, and striking,
and amusing, they were attentive enough :
but as soon as anything like training was
attempted, as soon as I required perfect accu
racy in observing, and careful classification
and retention of results, my popularity waned
astonishingly. They were, for the most part,
satisfied with the attainments which they had
made in the knowledge of the external world
within the first three or four years of their
lives, and did not discover that “craving after
knowledge’’ which, I am told by Mr. Spencer
and others, is always exhibited by children
until it is for ever extinguished by the spectral
display of the Latin grammar, which, like the
famous Medusa’s head, turns every one that
looks at it into stone. According to my own ex
perience, the young natural philosophers gene
rally preferred choosing their own subject of
instruction, and their own arena for the exer
cise ; and that subject was what is usually
called play, and the arena the playground.
It is true enough that there is a great deal to
�]6
be learned of the properties of matter,—resist with this evening. Neither children nor men
ance, elasticity, action and reaction, the com naturally like the difficulties, the drudgery of
position of forces, &c.,—in playing at bat, any subject whatever. No practical teacher
trap, and ball ; but I doubt very much will pretend that they do. Yet these diffi
*
whether there is any natural craving after culties must be overcome, if the subject is to
such knowledge as the final cause of the game. be really learned. But we may test my posi
In general, I must say from experience that tion by reference to music. I might, of course,
it is as possible to make even abstract subjects, indulge in any amount of rhapsody about
such as arithmetic and grammar, quite as music,—its exquisite charms,—its universal
interesting to young children as those parts popularity, and so on,—but what verdict
of science which really call for mental effort, would a jury of little girls give on what is tech
and involve minute accuracy and care. Facts nically termed “practice,”and on the “gram
and phenomena certainly do interest the mar of music”? That “practice,” however, and
young; but science, as such, the knowledge of that “grammar, ” are the very foundation of the
the relations between them, does not. Practical excellent performance which so delights our
teachers are well aware of this fact, which ears and our taste, and without the one we
theoretical writers too often forget, or, most absolutely cannot have the other. I wonder,
indeed, whether, if we could collect all the
probably, do not know.
Because children attending a lecture on tears which have been shed by children re
natural science open their eyes very wide, and spectively learning the Latin grammar and
look intensely interested when they hear a the piano in two separate receptacles, the
loud bang, or see some of those striking ex music lachrymatory would not contain the
periments performed—often in a sort of a la\ larger quantity. And yet music is so delight
Stodare fashion—which form the stock-in- ful, and the Latin grammar so horridly dis
trade of the lecturer on, say oxygen and agreeable 1 To return, however, to my main
hydrogen gases, it is too hastily concluded argument.
that that would be the normal condition of
The early stage of life is doubtless the most
their attention to the science of chemistry in suitable time for improving and exercising
general. Look, however, at the same children the natural faculty of observation, and much
when the lecturer takes his chalk in hand, may be done at this time in preparing the
and endeavours, by a diagram of very simple mind for the great benefit which the proper
character, to make them understand the study of science is to confer upon it. But I
causes of the phenomena. The lack-lustre must protest against dignifying the desultory
eyes and the yawning mouth very soon tell us scraps of information thus acquired — the
that what we just witnessed was simple excite results of the process of taking up one sub
ment, a matter of the senses, nerves, and ject after another to keep the child in good
muscles mainly, and being connected with humour — the cakes and honey supplied
amusement, and therefore involving no mental to sweeten the youthful lips—by the name
exertion, caught the attention for an instant, of science; nor do I feel inclined to think
but was not in itself an element of mental that we have at last reached the long-sought
improvement. The moment the mind was desideratum in teaching, when a band of chil
called on, it obeyed the summons with just dren, in all the frolic and fun belonging to
as much alacrity as it usually displays their nature, gather handfuls of flowers, and run
when invited to dissect a diagram of up to the teacher to ask the names of them, and
Euclid. The assertion, that, as a general —to forget them as soon as named.
*
How
rule (and independently of the all-important ever, if this is science, I would certainly teach
question of what sort of a man the teacher is), it in the early stage of instruction. Children
children love science and hate language, is generally like this desultory style of skipping
another fallacy of the same kind as those
* Mr. Henslow’s interesting experiments in teach
we have been already so liberally dealing ing village children accomplished much more than
this; and, indeed, proves the applicability of the sub
* Thia is very pleasantly exemplified in Dr. Paris’s ject to the wants of the early stage of education. (See
Museum, vol. iii. p. 4, and Educational Times, Nov.,
ingenious little book, “Philosophy in Sport made
Science in Earnest.”
I860.)
�17
from subject to subject. It stimulates their
senses, brings them into contact with nature
herself in the open air, interests them in
her glorious variety and boundless fulness,
and thus supplies happy emotions; it calls
for little exertion on their part, does not
“bother their brains,” and is rarely the occasion
of tears or punishments.
*
If this is science, I
would teach it as a part of the training of the
observing faculties, a discipline which has been
too much neglected by the ordinary systems
and in the hands of a judicious teacher, out of
these random efforts real instruction may grow;
and the bricks thrown together in a heap, and
so far valueless, may, under the genial influ
ence of the educational Ainphion, rise up, like
the walls of the fabulous Thebes, into the form
of a harmonious fabric.
We must not, however, forget that our young
philosopher, who has learnt so much by him
self in the first two or three years of his life
by exercising his faculty of observation, also
developes, in the same space of time, eminent
powers as a linguist; and if we follow nature
in aiding and encouraging his researches in the
one field, it appears quite right to do the same
in the other. Indeed, the two faculties are
exactly adapted to assist each other ; for not
withstanding all that is said about the learning
of things as opposed to the learning of words,
there is a sense in which they are one and the
same, and it is very curious to see how Mr.
Spencer, for instance, in describing what he
evidently considers model lessons in elementary
science, speaks as if a great part of the object of
these lessons was to teach the accurate mean
ing of words. “The mother,” he says, “must
familiarize her little boy with the names of the
simpler attributes, hardness, softness, colour; in
* It is well, too, to encourage children to make
eollections of leaves, butterflies, Deetles, &c. Every
thing should be done to make the connexion
between teacher and pupils pleasant for both; and
therefore sympathy should be warmly evinced in
such pursuits as these. Professor Blackie has well
expressed these views in the following passage from
a lecture delivered in Latin, at the Marischal College,
Aberdeen:—“ Exeant in campos pneri, fluminum
cursus vestigent, in montes adscendant; saxa, lapides,
arbores, herbas, flores notent, et notando amare
discant; oculis non vagis, fluitantibus et somniculosis, sed apertis, Claris, firmis; auribus non obtusis
incertisque sed erectis atque accuratis rerum varietatem percipiant.” (De Latinarum literarum proestantia atque utititate, p. 13.)
t See Appendix, note B.
doing which she finds him eagerly help by
bringing this to show that it is red, and the
other to make her feel that it is hard, as fast
as she gives him words for these properties.”
There is much more to the same purport, which
I have no time to quote. But is it not singular
that so ingenious a man does not see that this
process, which he lauds so highly, is only a
sensible way of teaching, not science merely,but
the mother-tongue? The teacher is trying to get
the pupil to attach clear ideas to the use of
words; and, while professing to despise the
teaching of words, is in reality doing little
else; for words are, in a well understood sense,
the depositories of the knowledge, spirit, and
wisdom of a nation.
*
I am perfectly aware
that the pupil, while thus engaged, is learning
much more than mere words ; but I maintain
that he is also learning words while he is
learning things, and that the antithesis so
much insisted on is more specious than real.
However this may be, I quite approve of these
lessons on things, or lessons on words, which
ever they may be called, as a part of the ele
mentary stage of instruction, which may be
practically considered as terminating at twelve
years of age.
But this stage is also the most suitable for
learning the use of a foreign tongue, and, there
fore, to the elementary subjects which must,
as a matter of course, come into the cur
riculum—reading, writing, arithmetic, taught
at first by palpable objects, or counters;
geography, commencing with the topography
of the house and parish in which the pupil
lives ; history, made picturesque by oral teach
ing in such a way as to arrest the attention
and stimulate the imagination ; lessons on
objects as introductory to the rudiments of
science; word-lessons,t gradually extended
from the names of material objects to those of
moral and intellectual notions—should be added
the study of French. The lessons in this lan
guage should be eminently practical; accurate
pronunciation should be insisted on, and as
* He who completely knows a word knows all
that that word is or ever was intended to convey, its
etymological origin, its first meaning as fixed in the
language, its subsequent history, its varying for
tunes, and the idea it suggests to various classes of
persons.
f Hints for such lessons might be gained from
Wood’s Account of the Edinburgh Sessional School;
but better ones can easily be framed.
C
�18
rapidly as possible the actual practice secured. the Curriculum ; and henceforth the develop
This is the main point. At no period of life ment of the reflective faculties, and the acquisi
will so good an opportunity be found' for tion of habits of industry and hard work, are
doing this in an easy, natural way. The the main objects to be kept in view. This is
organs are in a flexible condition, the ear to be especially the stage of discipline ; disci
is apt at catching, the mouth at imitating, pline by means of Science (including Mathe
sounds ; and without even talking of grammar matics) and Language. The question now is,
(should such talk seem very alarming) a true which shall take the lead.
Vitiation into the language may be gained.
Science may, for our present purpose, be
All that has now been suggested appears to defined to be the knowledge of the laws of
be quite consistent with the principle above nature, as gained by reflection on facts which
recommended, of continuing the exercise of the have been previously arranged in an orderly and
faculties of observation and imitation already methodical manner in the mind, in accordance
commenced by nature.
with their natural relation to each other.
Such rudimentary lessons in science as have Every one must see that such a subject as
been proposed above, do not appear to involve this affords abundant scope for a life-long, and
much strict mental discipline ; nor do I believe, not merely a school, education. Considering,
for reasons which will presently be suggested, too, that this knowledge is not only deeply
that true science can advantageously be studied interesting in itself, but, being gained for the
by very young pupils.
*
There is, however, one very purpose of diffusion, adds greatly to the
subject, which might, perhaps, be taken as sum of human happiness and prosperity, the
the disciplinary study of the elementary stage, motives to its pursuit are indeed transcendantly
and with the greatest advantage. That sub powerful, so that it must be a matter of great
ject is Arithmetic, which, ifjudiciously taught, concern to all to secure for those who are to
involves a genuine mental discipline of the pursue it, even in a subordinate degree, a worthy
most valuable kind ; and though really abstract training.
in its nature, is capable of exciting the live
If science, then, is to constitute a real
liest interest, while it forms in the pupil habits discipline for the mind, much, nay every
of mental attention, argumentative sequence, thing, will depend on the manner in which
absolute accuracy, and satisfaction in truth as it is studied. In the first place, it is to be re
a result, that do not seem to spring equally membered that (to use the oft-quoted phrase)
from the study of any other subject suitable to the pupil is about to study things, not words ;
this elementary stage of instruction.
and therefore treatises on science are not to be
At twelve years of age the pupil may be in the first instance placed before him. He
considered as entering on the second stage of must commence with the accurate examination
(for which he has been partially prepared by
* It is only fair to place in view here the opinions the first stage of instruction) of the objects and
on this point of Dr. Carpenter and Mr. Faraday, to
whose judgment on any subject great deference is phenpmena themselves, not of descriptions of
due; only adding, that I should attach more value to1 them prepared by others. By this means not
their opinions on teaching men, to which they are |
accustomed, than on teaching children, to which, as only will his attention be excited, the power
far as I know, they are not accustomed. In this of observation, previously awakened, much
matter as in others referred to before (see p. I strengthened, and the senses exercised and
13), going through with a thing is very different
from merely beginning it, or touching it at special disciplined, but the very important habit of
selected points. Have these gentlemen taught children doing homage to the authority of facts
hour after hour, year after year?
“ At ten years old a boy [and therefore the average rather than to the authority of men, be initiated.
of boys] is quite capable of understanding a very These different objects and phenomena may be
large proportion of what is set down for matricula
tion at the London University under the head of placed and viewed together, and thus the
Natural Philosophy.” (Dr. Carpenter's Evidence mental faculties of comparison and discrimina
before Commission on Public Schools, vol. iv. p. 364.) tion usefully practised. They may, in the next
. “ I would teach a little boy of eleven years of age
ft. e. the average boys of eleven?] of ordinary intel place, be methodically arranged and classified,
ligence, all these things that come before classics and thus the mind may become accustomed to
in this programme of the London University, i. e.
mechanics, hydrostatics, hydraulics, optics,” &c. an orderly arrangement of its knowledge.
(Mr. Faraday's Evidence, vol. iv.p. 378.)
Then tlie accidental may be distinguished from
�19
the essential, the common from the special, and
so the habit of generalization may be acquired ;
and lastly, advancing from effects to causes,
or conversely from principles to their necessary
conclusions, the pupil becomes acquainted
with induction and deduction—processes of
the highest value and importance. Every one
will allow that such a course as this,
faithfully carried out, must prove to be a
very valuable training. It would not, in
deed, discipline the mind so closely as pure
mathematics, yet its range is wider, and
it is more closely connected with human in
terests and feelings. It is no small advantage,
too, that it affords, both in its pursuit and its
results,—both in the chase and the capture,—
a very large amount of legitimate and generous
mental pleasure, and of a kind which the pupil
will probably be desirous of renewing for himself
after he has left school. After all, however, it
will be observed that, while the study of the
physical sciences tends to give power over the
material forces of the universe, it leaves un
touched the greater forces of the human heart;
it makes a botanist, a geologist, an electrician,
an architect, an engineer, but it does not make
a man. The hopes, the fears, the hatreds and
the loves, the emotions which stir us to heroic
action, the reverence which bows in the presence
of the inexpressibly good and great; the sen
sitive moral taste which shrinks from vice and
approves virtue ; the sensitive mental taste,
which appreciates the sublime and beautiful
in art, and sheds delicious tears over the
immortal works of genius—all this wonderful
world of sensation and emotion lies outside
that world which is especially cultivated by
the physical sciences. This is no argument,
of course, against their forming a proper, nay
an essential, part of the curriculum, but it is an
argument against their taking the first place.
They are intimately’connected, of course, with
our daily wants and conveniences. The study
of them cultivates in the best way the faculties
of observation, and leads naturally to the for
mation in the mind of the idea of natural law,
and so ultimately to investigations and sugges
tions of a very high order, in the pursuit of which
it is sought to define the shadowy boundary be
tween mind and matter, or to reveal to present
time the long buried secrets of the past. But
in order to attain at last these eminent heights
of science, the preliminary training must be
rigorous and exact. It must embrace the
difficult as well as the pleasing and amusing
—that which requires close and long-con
tinued attention as well as that which only
ministers to a transient curiosity. It must
be based on the “ firm ground of experi
ment,” and be ind .pendent of mere book study,
which, it has been well observed, is, in rela
tion to science, only as valuable, in the absence
of the facts, as a commentary on the Iliad
would be to him who had never read the poem.
We may assent then, on the whole, without
hesitation, to the wise and careful judgment
passed on the study of physical science as a part
of the Curriculum by the Public School Com
missioners in their report. “ It quickens,’’they
say, “ and cultivates directly, the faculty of ob
servation, whichin very many personslies almost
dormant through life, the power of accurate and
rapid generalisation, and the mental habit of
method and arrangement; it accustoms young
persons to trace the sequence of cause and effect;
it familiarizes them with a kind of reasoning
which interests them, and which they can
promptly compreheud ; and it is perhaps the
best corrective for that indolence which is the
vice of half-awakened minds, and which shrinks
from any exertion that is not, like an effort of
memory, merely mechanical.” In spite, then,’
of Dr. Moberly’s denunciation of such studies as
“worthless,” and as “giving no power” in edu
*
cation, 1 maintain that it is utterly impos
sible to exclude a subject with pretensions like
these from our curriculum. They must and will
occupy a considerable space in it—they deserve
to do so. For reasons, however, already stated,
I would not give them the post of the highest
distinction, which ought to be reserved for the
studies which exercise, not special faculties,
but the whole man ; not the man as a profes
sional and with a utilitarian end in view, but
as a citizen of the world, as one who is to
meet his fellow men and to influence their
decisions upon the difficult and complicated
problems of society.!
* “ In a school like this (Winchester), I consider
instruction in physical science, in the way in which
we can give it, is worthless......... A scientific fact....
is a fact which produces nothing in a boy’s mind....
It leads to nothing. It does not germinate; it is a
perfectly unfruitful fact..........These things give no
power whatever.” (Evidence before Commission on
Public Schools, vol. Hi. p. 344.)
f See Dr. Johnson’s opinion, Appendix C.
�20
Some think that pure mathematics should
occupy this central post of honour. A
moment’s consideration, however, will show
that the study of algebra, geometry, the
calculus, <fcc., not only does not embrace
those topics of common interest which are
essential for our purpose; but has a special
and limited office to perform — I mean, of
course, independently of their practical appli
cations. Lord Bacon has judiciously summed
up their special functions. “ They do,” he
says, “ remedy and cure many defects in the
wit and faculties intellectual ; for if the wit be
too dull, they sharpen it; if too wandering, they
fix it ; if too inherent in the sense, they abstract
it. So that, as tennis is a game of no use of
itself, but of great use in respect it maketh a
quick eye, and a body ready to put itself into
all postures ; so with mathematics, that use
which is collateral and intervenient is no less
worthy than that which is principal and in
tended.” These words aptly characterise the
advantages of the study of mathematics, and
point out their proper office in education.
They cannot, from their very nature, exercise
a formative power over the whole mind ; but
they are very profitably employed in correcting
certain defects, and in teaching, as scarcely
anything else can teach, habits of accu
racy. They call into play but few of the
faculties ; but these they exercise rigorously,
and therefore usefully. It has been objected
to them, that when pursued to any considerable
extent, without the counterpoise of more gene
ral studies, they become particularly exclusive
and mechanical in their influence; but this
perhaps can hardly be considered as an essen
tial characteristic. On the whole, however, it
can scarcely be maintained that mathematics
will serve as the basis we require for our educa
tional operations, though no education can be
considered as complete which excludes them.
Having then shown that, notwithstand
ing the great value both of physics and of
mathematics in education, they are too special
in their application to serve as the central
subject in our curriculum, we turn once more
to language, and especially to the Latin lan
guage which I should propose as the exer
cising ground best adapted for the intellectual
drilling of our young soldier. Greek, in the
case of those whose school education is to
terminate at sixteen years of age, must, I
think, be displaced in favour of the prac
tical claims of German. This concession, and
this only, would I recommend making to pub
lic opinion. And it is the less necessary to con
test this point, as nearly all the disciplinary
advantages which so eminently characterise the
study of the classical languages may be gained
from the study of Latin alone. It may then,
I conceive, be fairly maintained that the
place which classical instruction holds in the
curriculum of English education is not due
to prejudice, as some believe; nor to ignorance
of what is going on in society around us, as
others pretend; but to a well-judged estimate
of its importance and value as a discipline for
the youthful mind, and as an element of the
highest rank among the civilising influences of
the world.
This study may be considered under two
aspects, the language itself and its literature.
My first proposition is that the study of the
Latin language itself does eminently discipline
the faculties, and secure, to a greater degree than
that of the other subjects we have discussed,
the formation and growth of those mental
qualities which are the best preparatives for
the business of life—whether that business is
to consist in making fresh mental acquisitions,
or in directing the powers, thus strengthened
and matured, to professional or other pursuits.
Written language consists of sentences, and
sentences of words. In commencing the study
of a language, we may consider these words
as things, which we have to investigate and
analyse. They possess many qualities in
common with natural objects, and may be
therefore treated in a somewhat similar way.
They have material qualities; they can be
seen — they can be named (their sound is
their name)—they can be compared together
—their resemblances and differences discrimi
nated, and arrangements or classifications of
them made in accordance with observed simi
larity or difference in form. The memory,
too, is practically and systematically exer
cised. The paradigms of inflexions must be
accurately learnt by heart, and so familiarly
known that the constant comparison between
them as standards, and the varying forms
which arise for interpretation, may be spon
taneous and easy. And these acts of com
parison are themselves of great value, and
tend to cultivate accuracy of judgment: the
�21
very blunders made are instructive: the half when placed in juxtaposition with words
perception induced by indolence must be of our language, or when viewed in connec
corrected by increased labour. The attempt tion with cognates of their own, capable of
at evasion ends in a more complete reception ; affording vivid illustrations of the methods
hence a moral as well as a mental lesson. Thus, and artifices by which languages are formed.
acts of attention, observation, memory, and Hence arise exercises in derivation, or tracing
judgment are called forth; and these acts, by of words up to their roots, and in analysis,
being performed numberless times, grow into or breaking up the compounds into their
habits. Again, these words can be analysed, several components. These exercises in deri
separated into their component parts, and these vation cultivate moreover, when properly car
parts severally examined, and their functions ried out, the habit of deducing the secondary
ascertained. Conversely, we may employ the and figurative senses of words from the pri
synthetic process. We may fashion these mary and literal. Such an exercise leads the
elements in conformity with some given model, pupil beyond the boundaries of mere language.
and thus adapt them to some given end. By In pursuing it, he learns to study the mode
closer investigation and comparison, affinities in which the early stages of society formed
before unperceived are traced and appreciated, their conceptions, and to notice how, as
the transformation of letters detected, and civilization advanced, the language too bore
the foundation laid for the science of Philo evidence of the change. Thus the word guberlogy. It should be observed, that all these nare primarily means to pilot a vessel; second
operations or experiments (for so they may be arily, to direct the vessel of the state, to
*
called) are performed on facts—on objects (a govern
But words, in themselves vital organisms,
word is as much an object as a flower)
directly exposed to observation; that they are though frequently the life is rather latent than
at the same time simple in their nature, and visible, are also to b3 considered in their com
though requiring minute attention, and so bination in sentences. Their vitality now
forming the habit of accuracy, are evidently becomes intensified. The original author,
within the competency of a child. It is no speaking to men of his own nation, and aptly
small advantage that the means of training employing the resources of his craft, had by
the mind to such habits are always within a kind of intellectual magnetism converted
reach, and available to an unlimited extent; the neutral and indifferent into the active and
and not, as is often the case with respect to significant, and constrained all to cooperate in
physical objects, adapted to elicit somewhat effecting his great purpose of speaking out to
similar exertions, obtained with difficulty, and other minds. And there before the eyes of
therefore, perhaps, only heard of, and not seen. our pupil is the result. But it does not speak
But the attention of the pupil, at times out to him. That sentence, beginning with a
necessarily occupied with the accidents or in capital and ending with a full stop, is a body
flexions—the characteristic point of difference with a soul in it, with which he has to com
between his own and the Latin language—is municate. But how to do this? His eye
at others directed especially to what we may passes over it. It looks unattractive, dark,
call the being of each word, the idea which it and cold. Soon, however, something is seen
is intended to convey or suggest. And now in the words or their inflexions, which he
these words, lately treated as simply material, recognises, by a kind of momentary flash, as
inanimate, and dead—anatomical “ subjects” significant. The soul within begins to speak
—are to be considered as invested with a kind to him ; and he catches some faint conception
of physiological interest, and as exhibiting
* Tnis
phenomena of life whose nature it becomes interestingsort of investigation, often opens a very
field of inquiry. Thus the word virtue,
important to study. Our pupil’s interest in in different stages of the Roman history, meant suc
cessively, active physical courage or manhood, and
them, viewed under this aspect, cannot but be
active moral courage, or virtue ; while later, in
much augmented. Words are now no longer Rome’s comparatively degenerate days, virtu signified
things merely, but significant symbols of ideas. a taste for the fine arts! a pregnant commentary on
people. That people, however,
These little organisms, in one sense mere the character of the has already begun to restore the
it may be remarked,
torpid aggregations of matter, are in another, original meaning of the word.
�22
of what it would reveal. As he still gives heed, described, can only be accomplished by <5ne
other points show symptoms of life, and the who is armed with grammatical power. With
lately brute and torpid mass becomes vocal out this, the efforts made to communicate with
and articulate. One after another the words the soul of the author must be feeble and
kindle into expression ; clause after clause is ineffectual. It is one of the special objects of
disentangled from its connection with the the course I am advocating, to cultivate this
main body of the sentence, and appreciated faculty, because in doing so we are in fact cul
both separately and in combination, until at tivating to a high degree the reasoning powers
length a thrill of intelligence pervades the of the pupil. The construction of words in a
whole, and the passage, before dark, inani sentence does not depend upon arbitrary laws,
mate, and unmeaning, becomes instinct with but upon right reason, upon the exact cor
light and life.
respondence between expression and thought,
By these and similar processes, which it is and therefore “ good grammar,” as has been
needless to specify, the pupil learns to apprehend well observed, “ is neither more nor less than
his author’s meaning, though perhaps at first good sense.”*
only obscurely. The next stage in his training
A wise teacher—one who wishes to quicken,
is to find wordsand phrases in his native tongue and is anxious not to deaden, his pupil’s mind—
suited to express it. To do this adequately, he will not, of course, force upon him those indi
must not only ascertain the meaning of each gestible boluses, the technical rules and defini
term, but conceive fully and correctly all the tions of syntax, before training him to observe
propositions that constitute a complete sen the facts on which the rules are founded ; but
tence, in their natural connection and interde will accustom him to the habit of reasoning only
pendence ; he must observe the bearing of the in the presence offacts, which is so valuable
previous sentences on the one under considera at all times. The habit of reasoning on the
tion, and the ultimate point to which all are construction, the syntax of one language, is,
tending. Now, in order to convey perfectly of course, generally applicable to others ; and
to others the meaning, which he has himself its practice in connection with Latin tends by
laboriously acquired, he must not only have an amount of experience which countervails
made an exact logical analysis of the sentence, all theory, to prepare the pupil for learning
so as to see what he has to say, but must his own language thoroughly.
exercise his judgment and taste (not to say
In addition to the grammatical advantage
knowledge) on the choice of words and just named, there are two others I would men
phrases which will best answer the purpose, tion, which prove that learning Latin is a
and truly represent the clearness, energy, or good preparation for the better knowledge of
eloquence of the author. To do this fault the mother tongue. The one is, that as so large
lessly requires of course the matured judg a part of the vocabulary of the English lan
ment and refined taste of the accomplished guage is derived from the Latin, either directly,
scholar; but the very effort involved in the or indirectly through the French, no accurate
attempt to grasp the spirit of the author, to study of the former can be accomplished
rise to the elevation of his thoughts, and to gain without a fundamental knowledge of Latin.
the sympathy of others for them by an ade According to Archbishop Trench, thirty per
quate and worthy representation of them in
his native language, cannot but elevate his
* As the analysis of sentences is now become a
own mental stature. “ We strive to ascend,
regular part of the study of English in all good
and we ascend in our striving.”
schools, I would strongly recommend its also being
The advantages of such a course as I have made ancillary in the study of Latin. Lessons on
a sentence,
and
now sketched must be acknowledged to be the essential elements of predicative,on “subject” and
“predicate,” and on the
attributive,
very great, although only the language is as other relations (such as may be found admirably dis
Mason English Grammar),
form
yet under consideration. But there are two or played in of the ’steaching of Latin, asshould do of
the basis
they
three other points that must not be omitted. English, syntax. Their application to Caesar, Cicero,
The first of these is the value of the strict or Virgil, would be not only most valuable in itself
as mental training, but would greatly lessen the diffi
grammatical analysis required. The process culties felt by a boy in dealing with complicated
of eliciting light out _of darkness, before constructions which are new-Jto him.
�23
cent, of the vocabulary actually used by our
authors is derived from the Latin; and the
proportion is still greater, if we analyse the
columns of our English dictionary, where the
words are what is called “ at rest.” Indeed,
to so great a degree have we admitted these
aliens into our language, that we have learnt
to attach Latin prefixes and suffixes to pure
English roots, so as to form new and hybiid
compounds. But further,—and this point is
less obvious than that just adduced,—as almost
all our greatest authors were trained in the clas
sical school, both their vocabulary and phrase
ology, their language and their thoughts,
bear a characteristic stamp upon them which
can only be fully appreciated by those who
have undergone a similar training. It is not too
much to say that many exquisite graces, both
of thought and expression, in the works of
Bacon, Milton, Sir T. Brown, Jeremy Taylor,
Sir W. Temple, Gray, Young, Cowper, and
others, must elude the notice—and so far fail in
their object—of a reader not qualified to meet
the authors as it were on their own ground.
*
And may I add that, as far as my own observa
tion goes, by far the most enthusiastic lovers
of our own language and literature are the
votaries of classical learning. They love more
because they can appreciate better.
But it will be thought that I have sufficiently
pleaded the cause of Latin as fai as the lan
*
guage is concerned. I must, therefore, devote a
few words to its literature. In a course such as
I have proposed, and which I would commence
at 12, with the idea of carrying it on up to
the age of 16, and employing in it half the
hours of every school day, and which would
comprehend, besides the study of the lan
guage, such cultivation of geography, history,
* Examples are numberless: just three or four
occur at this moment. Take Milton—
“ Satan exalted sat, by merit raised
To that bad eminence.”—(Par. Lost, ii. 5.)
“ The undaunted fiend what this might be admired ;
Admired, not feared.”—(Par. Lost, ii. 677.)
“ That wise and civil Roman, Julius Agricola.”
(Areopagitica.)
“ Sadness does, in some cases, become aChristian, as
being an index of a pious mind, of compassion, and a
wise, proper resentment of things.”—(Jeremy Taylor.)
‘‘ Prevent us, 0 Lord, with thy most gracious favour.”
(Book of Common Prayer.)
“ This proud man affects imperial sway.”—(Dryden.)
It is obvious that a mere English scholar, unedu
cated in classics, would not, of himself, see the exact
meaning of the words in italics.
archaeology, <fcc., as would be required for the
elucidation of the text, and also the parallel
study of English literature, we could not hope
to read many authors. Indeed, faithful to
the principle, multum non multa, I would not
even attempt it. A selection of the best might
be made, to be studied on the principle that
they were to be actually known, not merely
“ gone through,”* by means of which not only
would the pupil profit by the invigorating dis
cipline I have described, but be subjected to
the enlarging and refining influence which
would place him in communion with some of
the master spirits of antiquity, and therefore
give him an introduction to those great authors
of all modern times whose labours have tended
to form the civilization of Europe. In no
other way can he so well be introduced to the
commonwealth of letters, and be made free
to avail himself of its privileges. The fact
that these finished works of literary art still
survive amongst us, as real substantial powers
whose influence cannot be gainsaid, is a won
drous proof of their merit as models of com
position. They present us with histories which
still enlighten and instruct men in the art of
government, with oratory which still speaks
in trumpet tones to the human heart, with
poetry still “musical as is Apollo’s lute”; in
short, with matter which, however now dispar
aged, has served in successive ages both to
furnish men with thoughts, and to teach them
how to think; so that in truth, though styled
dead, they are, in the highest sense, ever liv
ing ; having (to use Hobbes’s eloquent expres
sion) “ put off flesh and blood, and put on
immortality.”
But I must pass in review a few of the
objections commonly taken against the posi
tions I have maintained in this paper.
1st. Some object to the very principle of a
central or fundamental study, and denounce it
as a fundamental fallacy. Since it is admitted,
they say, that it is not so much the subject as
the manner of learning it that constitutes the
discipline, one subject is as good as another ;
and as it is a matter of great importance to
interest the pupil, we had better adopt sub
jects pro re nata, which seem likely to accom
plish that object, without respect to their rank
in the circle of knowledge. We may thus se
* See Appendix, D.
�cure the object in view without the difficulty,
perplexity, hard work, and sometimes even
tears, which are attendant on a stricter disci
pline, and which often set the pupil against
learning altogether. To refute this objection,
I should have to repeat much of my previous
argument, in which you will remember I con
tended for the upholding of one subject, or at
least very few subjects, on the principle that
while, with regard to some, we may be con
tented with a general knowledge, there should
be one at least which should be learned as well
as possible, and serve as a sort of standard of
comparison. I accept, however, these objec
tions as valid, on condition that those who
uphold them will promise that their pupils
shall not shirk the drudgery, the drill, which
must be undergone in the learning of any sub
ject whatever, and which often constitutes the
most valuable part of the process; that in
teaching music they will strictly require the
“ practice” and also the “grammar of music
in teaching languages, perfect grammatical
analysis; in teaching science, rigidly close
attention to details, however irksome, and
to every step of the reasoning properly de
duced from them. If the objectors accept
this test, they surrender the position that the
study is to be accommodated to the pupil, and
therefore tacitly allow the principle of a train
ing subject; if they do not, they are driven
back upon the Chrestomathic curriculum, and
the idea of real education, as I understand the
term, is given up.
2nd. It is maintained that if a leading sub
ject is desirable, modem languages, or our
jown, would more usefully occupy that position.
First, with regard to the modern languages.
Their eminent claims to a high place in our
curriculum are at once admitted. They have a
great practical value as languages; and their
literatures are brilliant and attractive, and
fraught with modern interest. Both French
and German, too, have affinities with English,
the one as being a daughter of that paternal
stock from which we derive so much, and the
other as belonging to the great Teutonic
family of languages, of which ours is also a
member. Then, in consequence of the in
creasing intercourse between nations, they are
becoming every day more and more useful;
and lastly, involving as they do many of the
advantages claimed for Latin, they are much
more easily and rapidly acquired; These are
valid reasons for admission into the curriculum,
but not for taking the leading place in it. As
to French, so many of its words resemble our
own, and its construction is apparently so
simple and transparent, that a pupil is
tempted to guess or scramble at the meaning,
rather than carefully approach it by thought
ful consideration, as he must do in Latin.
Without dwelling on this as an evil in itself,
I must insist on it as a great disadvantage in
a training subject. A certain amount of
resistance, enough to encourage effort, and not
enough to intimidate, is an advantage rather
than otherwise to the pupil. It serves to detain
him awhile in face of the difficulty, and gives
him the opportunity of estimating both it and
the resources with which past experience has
furnished him for its solution, and thus trains
the mind to encounter successfully other diffi
culties. On the other hand, as we avowedly
learn French and German more for practical
than literary purposes, more as means than
ends, the less resistance we meet with, the
more rapid the acquisition, the better. The
training subject is, however, in a certain sense,
the end itself; and losing time in acquiring
it may be an ultimate gain. The same general
remarks apply, though less strictly, to Ger
man, which I have recommended as a sub
stitute for Greek.
Secondly, as to the claims of English to
occupy the leading place. The main objec
tion to this claim, as far as the language
itself is concerned, is that we are, as is some
times said of a material object, too near to see
it. We must stand at some distance from it,
in order to comprehend its form and features,
or, which is often easier, study the form and
features of something else of the same kind,
and then apply the knowledge thus gained to
the case in point. Those who ask us to study
the general principles of grammar, by the
acknowledgment of all so valuable, in our
own language first, pretend that they are
substituting the easy for the difficult; but it
is not so. The real difficulty is to abstract the
clear and transparent medium in which our
ideas circulate, and to view it by itself. So
with the study of human nature; obvious as
it seems to look at home, to know ourselves,
to watch the operations of our own hearts and
minds, yet general experience admits that it
�25
is far easier to gather its principles from valuable, so indispensable, as a means to the
observing the actions of other men projected, end they have in view, the attainment of com
as it were, before our view, and favourably plete command over them, that they recommend
adapted for our examination. Our own lan constant repetition of the same exercise until
guage, then, is to be the object, rather than it is thoroughly mastered, rather than rapid
the means, of our pupil’s training. Through advancement to the next stage of knowledge;
out his entire course his training in another so that for a while—to the horror of the objec
language is preparing him most effectually to tors just quoted—they treat the means as if
learn his own, and the practical application of they were the end. The usual success of this
the disciplinary power should keep pace with policy may perhaps be allowed to pass as an
its attainment.
argument for its continuance. This view, of
Another objection against the spirit of the course, does not satisfy those who think that
method I would recommend has been taken, everything should be made pleasant to a child
and may be deserving of a brief treatment. —that he should have no experience of diffi
It is said that much of what I have described culty, or trial, or ennui.
*
Such is not, how
is simply “drill,” and that it is absurd to ever the spirit of the old system. We con
expend a great amount of labour on mental sider that the man who has not encountered
gymnastics, merely for the sake of the dis and overcome difficulties is only half a man.
cipline, while, by taking up a more suitable Nor would we be so little friendly to the child
subject, we may get both discipline and know as to remove them all from his path, and
ledge together. Why, says the objector, make leave him unwarned and unprepared for those
a postman, who has to walk about all day, go which he must meet with in his journey through
through a preliminary drill every morning, life. If the result of the training be that the
since he gets his exercise in his work ? And pupil comes forth from it firm in mind and
*
the argument seems to be, that exercise for limb, robust and well developed, in perfect
the direct purpose of developing power, which health and capable of enduring fatigue, we
may be developed by ordinary action, is un may be well contented with these as the results
desirable. Without attempting a full reply of the process that he has gone through.
to this objection, I would however suggest,
And now, before closing my paper, I would
in the first place, that, if logically carried out, make a few remarks on the pretensions of
it would abolish education altogether. If the science to supersede—for that is what some re
ordinary spontaneous action is sufficient, teach formers aim at—the classical training of our
ing is tyranny, for it implies that the pupil schools. I have shown my appreciation of the
must be constrained. Why not allow the great value of science, not only in itself, but
child to wander about and play from morning as a means of education; but I confess that I
to night, ‘ ‘ at his own sweet will ’ ’ ? His senses have not, never having been enlightened on this
and his thoughts will be employed in some way point, a clear idea of the manner in which it
or another, and practice will make perfect. is to be taught, so as to be a real mental dis
No teacher, however, adopts such principles cipline in schools. Those gentlemen—one of
as these, nor are they worthy of serious refu whom we proudly include in the governing
tation. Secondly, I would remark that the body of our College — who a few years
practice of all professed trainers, whether of
men or animals, refutes the objection. In
* This too is one of the notions of Mr. Spencer.
order to make a soldier, it is generally thought Everything is to be made easy and delightful. He
forgets that this is not really consistent with his own
well to keep him on the parade-ground a long idea of education as a preparation for life. A prac
time, doing goose or other steps, which he is tical teacher would remind him of the established
not to use at all after the training is over. So dictum, On ne s'instruit pas era s’amusant. Every
study is, indeed, to be rendered interesting to the
it is with music, dancing, riding, rowing, and pupil. The work of the teacher fails if he does not
other accomplishments, in which the training accomplish this. The apt teacher, however, succeeds,
not by amusing his pupil, but by sympathising with
exercises are the essence of the teaching. The him, and thus gaining his confidence—by under
teachers of these arts consider practice so standing and entering into his difficulties—by en
* See Atkinson’s pamphlet, before quoted, p. 33.
couraging him with word or look, when he is puzzled,
—never intruding help when it is not needed, never
withholding it when it is.
�26
ago, at the Royal Institution, pleaded so noble, aspirations. But the question returns,
eloquently the claims of chemistry, physics, How is science to be taught ? It will not be
*
philology, phys'ology, and economic science, pretended that the scientific mind is formed
to be adopted in the curriculum as branches by a lecture once a week on electricity or
of education for all classes, meant of course chemistry, as the case may be, nor by the
that all these subjects were to be intro occasional cramming of a text-book on the
duced. Even lately, two gentlemen, every subject. The advocates of science mean some
way competent to speak upon the subject, thing far transcending this, or they mean
have urged in this room the claims of botany just nothing. But I am compelled to say
and zoology as branches of education for all that their utterances on the practical part of
classes. We have, then—breaking up Professor the subject are singularly vague and unsatis
Tyndall’s “physics” into mechanics, hydro factory. “Teach science,” they say; but
statics, optics, pneumatics, sound, heat, &c„ then Professor Huxley does not mean, teach
some fifteen or twenty subjects claiming ad Pneumatics, he means, teach Physiology.
mission into the school curriculum. I again Professor Tyndall means by these words,
ask, how are they to be taught ? Each of Physics, and not Botany, and so on. Each
these accomplished men of course considers thinks, and naturally enough, that his own
his own special subject as worthy of every special subject is the one to be taught, and
attention, and would not be satisfied with therefore the general recommendation in
the communication of a mere smattering volves the teaching of them all, and we come
of it as representing his idea of its value. back to the Chrestomathic idea which, pre
Would any one of them be contented to hand sented pur et simple to these authorities in
over his subject to either Mr. Bentham or Mr. science, would be indignantly rejected. I
Spencer to teach ? Certainly not. They would have read with much interest the evidence
all wish the subjects which they know so well, given before the late Commission on Public
which they appreciate so highly, and on which Schools, by those eminent men, Carpenter,
they have expended so much thought and Lyell, Faraday, Hooker, Owen, Airey, and
labour themselves, to be thoroughly taught— Acland. Whatever such men say must, of
to become a real possession of the pupil. But course, be interesting ; but I confess that the
how is this to be done ? That is the question, impression left on my mind was not that of pro
the satisfactory solution of which will do more found admiration for their practical “faculty.”
to advance the claims of science to admission Their remarks and suggestions—very valuable,
into the curriculum than all the arguments no doubt, as “hints”—leave the real difficulties
that have hitherto been adduced. We hear of teaching science in schools untouched; and
the pleadings in favour of each fair claimant indeed will be found so various and inconsistent
for our regard, as she appears before us,—we as frequently to neutralize one another. With
admire her charms,—we admire all the char very few exceptions, these eminent men scarcely
mers,—but we cannot marry them all; we seem to have perceived, or at least appreciated,
cannot take them all for better, for worse, the fundamental principle, that teaching sci
to have and to hold, &c.
ence does not mean teaching electricity, or
What, then, are we to do ? We not only optics, or chemistry, or geology, but training
admit, but claim, the aid of science in educa the mind to scientific method; and that if all
tion. That general enlightenment—that apt the “ologies,” from A to Z, are to have a
handling of business—“faculty,” as some peo chance of occupying the field, a general meltie
ple callit; that appreciation of cause and effect; will be the result, which will effectually frus
that comprehension of details under general trate the object. In that case, all the sci
laws ; these, which are the proper fruits of ences might be taught—if that is the word
scientific culture, would form the best correc for it—but science would not be learned.
tive of Literature, would simplify and give a Dr. Acland’s evidence is, however, very much
definite aim to her somewhat vague, though to the point. He had clearly given thought
to the subject, and handled it like a man of
* The lectures were delivered by Drs. Whewell, business. He recommended that Physics, Che
Faraday, Latham, Daubeny, and Hodgson, and
mistry, and Physiology should be required of
Messrs. Tyndall and Paget.
�"As an educational means,” he says, in a letter
all educated men, and that the two former
should be learnt at school. When reminded, published by Mr. T. Dyke Acland, in a document
prepared by the latter for the Commission, “ che
however, that the Matriculation Examination mistry is not to be compared with other means of
of the London University comprised these and training the mind.......... The direct benefit result
other cognate subjects, he gave an opiuion, in ing from the teaching of analytical chemistry in
which I confess I agree, upon the value of such schools is nil.......... I grant that two or three boys
out of fifty may be benefited by practical instruc
scientific teaching as that examination pre tion in experimental and analytical chemistry;
supposes. It is so much to the point that 1 but am also bound to add, that the rest only
will quote it:—“ I may say, genei ally, that I waste the time which may be more usefully em
This is the result,
should value all knowledge of these physical ployed. experience, but also not only of my own
personal
that of many of my
sciences very little indeed unless it was other scientific friends in this country, at least of those
wise than book-work. If it is merely a ques who love science and desire its prosperity. More
tion of getting up certain books, and being over, I would direct your attention to the fact,
that the attempt has been made in Germany, on a
able to answer certain book-questions, that is large scale, to teach chemistry practically in
merely an exercise of the memory of a very schools for lads under sixteen years of age, and has
useless kind. The great object, though not proved so complete a iailure, that it has been all
the sole object, of the training should be to but universally abandoned in my native country.”
It appears, then, that there are difficulties in
get the boys to observe and understand the
action of matter in-some department or another, the way of teaching science, even where the
and though I am perfectly aware that what is subject is well chosen, the field comparatively
called practical knowledge, if merely mani limited, and the means and appliances am
pulatory, on any subject whatever, is a humble ply provided. Dr. Volcker’s cold and dry
thing enough ; yet, on the other hand, I must experience does not perfectly accord with Mr.
say that the utmost amount of knowledge on Spencer’s enthusiastic theory, and does not go
these subjects, without that practical and expe to prove that children eagerly hunger after
rimental knowledge, is to most persons nearly scientific knowledge as they do after their daily
as useless. You want the combination of the food. Of course it is easy to throw the blame
two; and for youths, I value very little the of failure on the teacher; but Dr. Volcker’s
mere acquisition of a quantity of book-facts on words are too definite, and apply to too large
these subjects. I want them to see and know an area to admit of this. Still, there can be
the things, and in that way they will evoke no manner of doubt that science is immensely
many qualities of the mind which the study of attractive; that it is favoured by the spirit
these subjects is intended to develope.” Thus of the age; and that it will and ought to
speaks the true teacher and votary of science, be extensively taught in schools. But its
llis anxiety is to form the scientific mind, not educational advocates have, as yet, no prac
merely to communicate information on science. tical plan involving good scientific discipline,
From a great part of the evidence of the men and no well digested results, to show. Their
whose names I just quoted, you can only gather voice will be powerful enough when they
a commentary, by “eminenthands” certainly, have, and will command the attention of
on the text, “ That the soul be without know all. As the case now stands, we have pracledge, it is not good;” which—though not a I tice on the one side, and theory on the other.
Solomon myself—I would supplement by add An amount of experience which no one can
ing, “ That the soul attempt to grasp all effectually gainsay attests the value of the
knowledge, it is not wise.”
Classical training ; while an amount of theo
Dr. Acland, it will be observed, recommends retical plausibility, which no sane man can
that chemistry be adopted as a general study ; affect to despise, supports the claims of Science
and from some little opportunity I have had of to a trial. Why should there not be a com
seeing that this subject may, to a certain promise ? Intellectual education is strictly the
extent, be adopted into the school course, I training of all the mental faculties in the best
should have thought it a wise suggestion. But way. Science teaches better, that is, more
observe what a practical teacher of chemistry on directly and thoroughly, than any other study,
a large scale, Dr. Volcker, of the Cirencester how to observe, how to arrange and classify,
Agricultural College, says on this point:—
how to connect causes with effects, how to
�estimate the practical value of facts. Why
not adopt it then as the proper complement
of the literary element ? Let botany be taught
quite early in life,—in the first stage of instruc
tion,—together with such parts of physics as
give general views of science, and interest the
mind in it. In the second stage, let some one or
two branches of physics be taken as the basis
of a sound training in science, with a view to the
formation of the really scientific mind.
*
The
classical course would thrive the better for the
collateral study of science, and the scientific
would thrive the better for the classical.
Why should not both work harmoniously
together in the curriculum ?
The principle appears to be sound in general,
that the spirit of the age should be repre
sented in the education of our schools;—
this is the reforming element of the question.
See Appendix, E.
At the same time it seems equally reasonable
that we should not forego our hold on that
mighty past of which the present is the legi
timate offspring ;—and this is the conservative
element. It is well for the son, when prepared
for the world of life, to leave his father’s home
and create one for himself. It is not well that
he should do so too early, before he is prepared.
Physical science may become—probably is des
tined to become—the organic representative of
the civilisation of the age. At present it can
not be so considered ; and its claims, therefore,
to take the lead in the curriculum of education
are inadmissible. While it is labouring to
attain that position, 1 would advise its votaries
to aid those of classical instruction in securing
the great advantages of the training I have
recommended. The minds so prepared would
be the fittest of all for sharing in the researches
of science, and promoting its triumphs.
�APPENDIX.
It is necessary to say this, since the confound
A. (See page 11.)
ing of the two is evident in many of the docu
In a very interesting address of Lord Ash ments that have been published of late on these
burton’s, at the Meeting of Schoolmasters in very important subjects. Many persons seem
Manchester, in 1853, we find the follow to fancy that the elements that should consti
ing remarkable words :—“ In this progressive tute a sound and manly education are anta
country we neglect all that knowledge in which gonistic ; that the cultivation of taste through
there is progress, to devote ourselves to those purely literary studies, and of reasoning
branches in which we are scarcely, if at all, supe through logic and mathematics, one or both,
rior to our ancestors. In this practical country, is opposed to the training in the equally im
theknowledgeof all thatgives power over nature portant matter of observation through those
is left to be picked up by chance on a man’s sciences that are descriptive and experimental.
way through life. In this religious country, Surely this is an error. Partisanship of the
the knowledge of God’s works forms no part one or other method, or rather department, of
of the education of the people, no part even mental training, to the exclusion of the rest,
of the accomplishments of a gentleman.” is a narrow-minded and cramping view, from
It appears from this passage that Lord Ash whatsoever point it be taken. Equal develop
burton does, after all, consider this to be a ment and strengthening of all are required for
progressive, practical, and religious country, the constitution of the complete mind ; and it
though nothing would seem to be done to is full time that we should begin to do now
make it so. The work goes on, and bravely what we ought to have done long ago.”
too, in spite of the assumed general low level
of attainments, and the indifference with
regard to progress. Lord Ashburton does
C. (Seep. 19.)
not see that there is, in fact, no “ common
“ The purpose of Milton, as it seems, was
measure” between the progress of a nation to teach something more solid than the com
and that of an individual. The time may mon literature of schools, by reading those
come when the progress of knowledge and the I authors that treat of physical subjects, such
practical applications of it may be tenfold as the Georgic (i.e. agricultural) and astrono
what they now are. But we shall still have to mical treatises of the ancients. This was a
consider the average capacity of the race as a scheme of improvement which seems to have
“constant quantity,’’and frame our curriculum busied many literary projectors of that age.
accordingly. The progress in question arises Cowley, who had more means than Milton of
from the impulses generated in the minds of knowing what was wanting in the embellish
those who, being endowed beyond their fellows, ments of life, formed the same plan of education
stand forth as their leaders to the promised in hi3 imaginary college.
land ; but the common mass have to begin at
“ But the truth is, that the knowledge of
the beginning still in their instruction, just as external nature, and the sciences which that
if none had gone before them.
knowledge requires or includes, are not the
great or the frequent business of the. human
mind. Whether we provide for action or con
B. (See page 17.)
versation, whether we wish to be useful or
The following valuable remarks on the cul pleasing, the first requisite is the religious and
tivation of the observing powers are from an moral knowledge of right and wrong; the
“ Introductory Lecture” on the Educational next is an acquaintance with the history of
Uses of Museums, by the late Professor Ed mankind, and with those examples which may
ward Forbes, 1865:—
be said to embody truth and prove by events
“ The great defect of our systems of educa the reasonableness of opinions. Prudence and
tion is the neglect of the educating of the ob justice are virtues and excellencies of all times
serving powers—a very distinct matter, be it and of all places; we are perpetually moralists,
noted, from scientific or industrial instruction. but we are geometricians only by chance. Our
�30
intercourse with intellectual nature is neces
sary ; our speculations upon matter are volun
tary and at leisure. Physiological (physical?)
learning is of such rare emergence that a man
may know another half his life without being
able to estimate his skill in hydrostatics or
astronomy; but his moral and prudential cha
racter immediately appears. Those authors,
therefore, are to be read at schools that supply
most maxims of prudence, most principles of
moral truth, and most materials for conversa
tion; and these purposes are best served by
poets, orators, and historians.” (Johnson’s
Lives of the Poets, vol. i. p. 92.)
D.
(See page 23.)
E.
_ Subjoined is a scheme of an amended cur
riculum :—
First Stage of Instruction.
(From about eight to twelve years of age.)
First Division (about two years).
1. Reading, Spelling, and Writing.
2. History, Scriptural and English.
3. Geography, Topographical and Physical.
4. French, Elementary Speaking and Read
ing.
5. Lessons on Objects.
6. Lessons on Words.
7. Arithmetic, chiefly Mental.
Second Division (about two years).
Same subjects, as far as may be necessary,
with
Arithmetic, as an art generally.
Botany, Structural ana Systematic.
Elementary Physics, general facts and
phenomena.
English Grammar, Parsing and Analysis
of Sentences.
Merely as a suggestion, the following scheme 1.
for the study of Latin may be proposed :—
2.
1. Dr. W. Smith’s Principia Latina, Parts I. 3.
and II.
4.
2. C®sar—De Bello Gallico.
3. Virgil—Eclogse, books 1, 3, 4, and 5.
Georgica, books 1 and 2.
Second Stage of Instruction.
JEneis, books I, 2, 3, 6, and 12.
(From about twelve to sixteen years of age.)
4. Cicero—Oratio pro Milone.
First Division (about two years).
Orationes in Catilinam.
Proportion of
De Amicitia.
time, taking
5. Livy, books 1 and 21.
40 hours per
week for
6. Terence—Andria.
school-work.
7. Tacitus—Agricola.
1. Latin, taught as a training subject 20
Annales, books 1 and 2.
2. French and German, practical
8. Horace—Odse, Epistolse, and Ars Poetica.
mainly ....................................
5
3. Mathematics, especially Euclid ...
5
This matter should be thoroughly studied in 4. Physics, taught as a training sub
the spirit of the method described in the text
ject ...........................................
6
(pp. 13, 20, 21), and would require therefore’to 5. English Language and Literature 5
be gone over, parts of it at least—the Caesar and
Second Division (about two years).
Virgil—three times: first very slowly, weighing
and investigating nearly every word; the second 1. Latin (time diminished)............... 10
time less deliberately, improving the transla 2. French and German (time increased
for more composition) ........... 10
tion and enlarging the illustration; and the
third time rapidly and in good English, so as 3. Mathematics — analytical, with
practical applications ...........
5
to evince familiarity with both language and
matter. The passages from Virgil and Horace 4. Chemistry or Human Physiology 10
5. English Language and Literature 5
should be committed to memory.
Of course “Latin” and “English” both in
clude the subjects—such as geography, history,
archaeology—which may be necessary for their
illustration.
�
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Title
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Victorian Blogging
Description
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A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
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Conway Hall Library & Archives
Date
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2018
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Conway Hall Ethical Society
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A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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The curriculum of modern education, and the respective claims of classics and science to be represented: being the substance of two lectures delivered at the monthly evening meetings of the College of Perceptors, April 11th, & May 9th, 1866
Creator
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Payne, Joseph [1808-1876.]
Description
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Payne presents his recommendations for the reformation of the curriculum. He writes of his belief that science should be fully introduced and that education should represent the spirit of the age.
Place of publication: London
Collation: 30 p. ; 24 cm.
Notes: From the library of Dr Moncure Conway. Inscription on title page: With the author's compliments. Printed in double columns. Includes appendices.
Publisher
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Virtue, Brothers, & Co.
Date
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1866
Identifier
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G5191
Subject
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Education
Rights
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<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (The curriculum of modern education, and the respective claims of classics and science to be represented: being the substance of two lectures delivered at the monthly evening meetings of the College of Perceptors, April 11th, & May 9th, 1866), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
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application/pdf
Type
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Text
Language
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English
Classical Education
Education
Science and Education