The Uncollected Writings

cat

truction of Boys

and May

r from being essentially a system for the poor) has been adopted in some of the great classical schools of the kingdom.2 The difference is more logically stated thus-that the Madras system regards singly the quality of the knowledge given, and (with a view to that) the mode of giving it: whereas the system, which we are going to review, does not confine its view to man as a being capable of knowledge, but extends it to man as a being capable of action, moral or prudential: it is therefore a much more comprehensive system. The system before us does not exclude the final purpose of the Madras system: on the contrary, it is laudably solicitous for the fullest and most accurate communication of knowledge, and suggests many hints for the attainment of that end as just and as useful as they are enlightened. But it does not stop here: it goes further, and contemplates the whole man with a reference to his total means of usefulness and happiness in life. And hence, by the way, it seems to us essential-that the whole child should on this system be surrendered to the school; i. e. that there should be no day-scholars; and this principle we shall further on endeavour to establish on the evidence of a case related by the author himself.3 On the whole therefore we have designedly stated our general estimate of the author's system with a reference to that of the Edgeworths; not only because it has the same comprehensiveness of object, and is in some degree a furthe

that argument to do evil, than blindly pronounce-it is good or it is bad, because it has produced-or has failed of producing-such and such effects; even if those effects were easy to collect. In fact, for any conclusive purpose of a practical test, the experience is only now beginning to accumulate: and here we may take occasion to mention that we had ourselves been misinformed as to the duration of the experiment; for a period of four years, we were told, a school had existed under the system here developed: but this must be a mistake, founded perhaps on a footnote at p. 83 which says-'The plan has now been in operation more than four years:' but the plan there spoken of is not the general system, but a single feature of it-viz. the abolition of corporal punishment: in the text this plan had been represented as an immature experiment, having then 'had a trial of nine months' only: and therefore, as more than three years nine months had elapsed from that time to the publication of the book, a note is properly added declaring that the experiment had succeeded, and that the author could 'not imagi

from a responsibility for his morals. Accordingly, this must be assumed of course to exist amongst the positive objects of every boarding-school. Yet so far are the laws and arrangements of existing schools from at all aiding and promoting this object, that their very utmost pretension is-that they do not injure it. Much injustice and oppression, for example, take place in the intercourse of all boys with each other; and in most schools 'the stern edict against bearing tales,' causes this to go unredressed (p. 78): on the other hand, in a school where a system of nursery-like surveillance was adopted, and 'every trifling injury was the subject of immediate appeal to the supreme power' (p. 80), the case was still worse. 'The indulgence of this querulousness increased it beyond all endurance. Before the master had time to examine the justice of one complaint, his attention was called away to redress another; until, wearied with investigation into offences which were either too trifling or too justly provoked for punishment, he treated all complainants with harshness, heard their accusations with incredulity, and thus tended, by a first example, to the re-establishment of the old system.' The issue in any case was-that, apart from what nature and the education of real life did for the child's morals, the school education did nothing at all except by the positive moral instruction which the child might draw from his lessons-i. e. from B. But as to A, i. e. the school arrangements, either at best their effect was = 0; or possibly, by capricious interference for the regulation of what was beyond their power to regulate, they actually disturbed the moral sense (i. e. their effect was =-x). Now, on the new system of our Experimentalist, the very laws and regulations, which are in any case necessar

. to the end)- comprehending four chapters-may be considered as a second or miscellaneous part, treating of some general topics in the business of education, but with a continual reference to the principles laid down in the first part. An ap

and industry. These marks are of two kinds: the most valuable, called premial4 marks, will purchase a holiday; the others are received in liquidation of forfeits. Our punishments5 are fine and imprisonment. Impositions, public disgrace, and corporeal pain, have been for some years discarded among us. To obtain rank is an object of great ambition among the boys; with us it is entirely dependent on the state of their acquirements; and our arrangements according to excellence are so frequent-that no one is safe, without constant exertion, from losing his place. The boys learn almost every branch of study in classes, that the master may have time for copious explanations; it being an object of great anxiety with us, that the

s own election. The magistrate is bound, in conjunction with his constables, to detect all offences committed in the school: petty cases of dispute he decides himself, and so far becomes a judicial officer: cases beyond his own jurisdiction he sends to the attorney-general, directing him to draw an impeachment against the offending party: he also enforces all penalties below a certain amount. Of the judicial body we shall speak a little more at length. The principal officers of the court are the judge who is elected monthly by the committee, and the attorney-general who is appointed at the same time by the master. The court assembles every week: and the jury, consisting of six, is 'chosen by lot from among the whole number of qualified boys:' disqualifications arise in three ways; on account of holding a judicial office, on account of conviction by the court within the preceding month, and on account of youth (or, what we presume to be tantamount, being 'in certain lower classes'). The jury choose their own foreman. The attorney-general and the accused party, if the case be penal, and each disputant, if civil, has a peremptory challenge of three, and an unlimited right of challenge for cause. The judge decides upon the validity of the objections. Such is the constitution of the court: its forms of proceeding we cannot state in fewer words than those of the Experimentalist, which we shall therefore quote: 'The officers of the court and the jury having taken their seats, the defendant (when the cause is penal) is called to the bar by the crier of the court, and placed between the constables. The clerk of the court then reads the indictment, at the close of which the defendant is asked if he object to any of the jury-when he may make his challenges (as before stated). The same question is put to the attorney-general. A short time is then allowed the defendant to plead guilty, if he be so disposed: he is asked no question however that he may not be induced to tell a falsehood: but, in order to encourage an acknowledgment of the fault, when he pleads guilty-a small deduction is made from the penalty appointed by the law for the offence. The consequence is-that at least five out of six of those who are justly accused acknowledge the offence in the first instance. If the defendant be determined to stand his trial, the attorney-general opens the case and the trial proceeds. The defendant may either plead his own cause, or employ a school-fellow as counsel-which he sometimes does. The judge takes notes of the evidence, to assist him in delivering his charge to the jury: in determining the sentence he is guided by the regulations enacted by the committee, which affix punishments varying with the magnitude of the offence and the age of the defendant, but invest the judge with the power of increasing or diminishing the penalty to the extent of one-fourth.' A copy of the sentence is laid before the master, who has of course 'the power of mitigation or pardon.' From the decision of the court there lies an appeal to the committee, which is thus not only the legislative body, but also the supreme court of judicature. Two such appeals however are all that have yet occurred: both were brought by the attorney-general-of course therefore against verdicts of acquittal; and both verdicts were reversed. Fresh evidence however was in both cases laid before the committee in addition to that which had been heard in the court below; and on this as well on other grounds there was good reason to acquit the jury of all partiality. Whilst appeals have thus been so rare from the verdicts of juries, appeals from the decisions of the magistrate, and even from those of the teachers, have been frequent: generally indeed the decisions have been affirmed by the committee; and, when they have been reversed, in all but two cases the reversal has met with the sanction of th

n is, that 'As in præsenti' and its companions, are not so much adapted to the reading as to the writing of Latin. For instance, I remember (we will suppose) this sequence of 'tango tetigi' from the 'As in P.' Now, if I am reading Latin I meet either with the tense 'tango,' or the tense 'tetigi.' In the former case, I have no difficulty; for there is as yet no irregularity: and therefore it is impertinent to offer assistance: in the latter case I do find a difficulty, for, according to the models of verbs which I have learned in my grammar, there is no possible verb which could yield tetigi: for such a verb as tetigo even ought to yield tetixi: here therefore I should be glad of some assistance; but just here it is that I obtain none: for, because I remember 'tango tetigi' in the direct order, it is quite contrary to the laws of association which govern the memory in such a case, to suppose that I remember the inverted order of tetigi tango-any more than the forward repetition of the Lord's prayer ensures its backward repetition. The practical applicability of 'As in præsenti' is therefore solely to the act of writing Latin: for, having occasion to translate the words 'I touched' I search for the Latin equivalent to the English word touch-find that it is tango, and then am reminded (whilst forming the preterite) that tango makes not tanxi but 'tetigi.' Such a use therefore I might by possibility derive from my long labours: meantime even here the service is in all probability doubly superfluous: for, by the time that I am called on to write Latin at all, experience will have taught me that tango makes tetigi; or, supposing that I am required to write Latin as one of the earliest means for gaining experience, even in that case the very same dictionary which teaches me what is Latin for 'touch' teaches me what is the irregular preterite and supine of tango. And thus the 'upshot' (to use a homely word) of the whole business-is that an effort of memory, so great as to be capable otherwise directed of mastering a science, and secondly (because directed to an unnatural composition, viz. an arrangement of metre, which is at once the rudest and the most elaborately artificial), so disgusting as that no accession of knowledge could compensate the injury thus done to the simplicity of the child's understanding, by connecting pain and a sense of unintelligible mystery with his earliest steps in knowledge,-all this hyperbolical apparatus and machinery is worked for no one end or purpose that is not better answered by a question to his tutor, by consulting his dictionary, or by the insensible progress of daily experience. Even this argument derived from its utter uselessness does not however weigh so much with us as the other argument derived from the want of common-sense, involved in the wilful forestalling and artificial concentrating into one long rosary of anomalies, what else the nature of the case has by good luck dispersed over the whole territory of the Latin language. To be consistent, a tutor should take the same proleptical course with regard to the prosody of the Latin language: every Latin hyperdissyllable is manifestly accentuated according to the following law: if the penultimate be long, that syllable inevitably claims the accent; if short, inevitably it rejects it-i. e. gives it to the ante-penultimate. The determining syllable is therefore the penultimate; and for the due reading of Latin the sole question is about the quantity of the penultimate. According to the logic therefore which could ever have introduced 'As in præsenti,' the tutor ought to make his pupils commit to memory every individual word in which the quantity was not predetermined by a mechanical rule-(as it is e. g. in the gen. plural [=o]rum, of the second declension, the [=e]runt of the third per. plurals of the preterite, &c., or the cases where the vowel is long by position). But what man of sense would forbear to cry out in such a case-'Leave the poor child to his daily reading: practice, under correct tuition, will give him insensibly and without effort all that you would thus endeavour to communicate through a most Herculean exertion.' Whom has it cost any trouble to learn the accentuation of his own language? How has he learned that? Simply by copying others-and so much without effort, that the effort (and a very great effort) would have been not to copy them. In that way let him learn the quantity of Latin and Greek penultimates. That Edmund Burke could violate the quantity of the word 'Vectigal' was owing to his tutor's ignorance, who had allowed him so to read it; that Lord North, and every other Etonian in the house, knew better-was owing not to any disproportionate effort of memory directed to that particular word, as though they had committed to memory a rule enjoining them to place the accent on the penultimate of the word vectigal: their knowledge no more rested on such an anticipation by express rules of their own experience, than Burke's ignorance of the quantity on the want of such anticipation; the anticipation was needless-coming from a tutor who knew the quantity, and impossible-coming from a tutor who knew it not. At this moment a little boy (three years old) is standing by our table, and repeatedly using the word mans for men: his sister (five years old), at his age, made the very same mistake: but she is now correcting her brother's grammar, which just at this moment he is stoutly defending-conceiving his dignity involved in the assertion of his own impeccability. Now whence came the little girl's error and its correction? Following blindly the general analogy of the language, she formed her plural by adding an s to the singular: afterwards everybody about her became a daily monitor-a living Propria quæ maribus, as she is in her turn to her brother, instructing her that this particular word 'man' swerved, as to this one particular point, from the general analogy of the language. But the result is just as inevitable from daily intercourse with Latin books, as to the parallel anomalies in that language. In proportion as any case of anomaly could escape the practical regulation of such an intercourse, just in that proportion it must be a rare case, and less important to be known: whatsoever the future experience will be most like to demand, the past experience will be most likely to have furnished. All this we urge not against the Eton grammar in particular: on the contrary, as grammars go, we admire the Eton grammar;8 and love it with a filial partiality from early associations (always excepting, however, the three lead-mines of the Eton grammar, 'Propria quæ maribus,' &c. of which it is not extravagant to say, that the author, though possibly a good sort of a man in his way, has undoubtedly caused more human suffering than Nero, Robespierre, or any other enemy of the human race). Our opposition is to the general principle, which lies at the root of such treatises as the three we have been considering: it will be observed that, making a proper allowance for the smallness of the print, these three bodies of absurd anticipations of exceptions, are collectively about equal in quantity, and virtually for the effort to the memory far more than equal, to the whole body of the rules contained in the Accidence and the Syntax: i. e. that which exits on account of many thousand cases is put on the same level of value and burthen to the memory, as that which exists on account of itself alone. Here lies the original sin of grammars, the mortal taint on which they all demand regeneration: whosoever would show himself a great artist in the profound but as yet infant art of teaching, should regard all arbitrary taxes upon the memory with the same superstition that a wise lawgiver should regard the punishment of death: the lawgiver, who sets out with little knowledge (and therefore little veneration) of human nature, is perpetually invoking the thunders of the law to compensate the internal weakness of his own laws: and the same spirit of levity disposes inefficient teachers to put in motion the weightiest machinery of the mind for the most trifling purposes: but we are convinced that this law should be engraven on the title page of all elementary books-that the memory is degraded, if it be called in to deliver any individual fact, or any number of individual facts, or for any less purpose than that of delivering a comprehensive law, by means of which the understanding is to produce the individual cases of knowledge wanted. Wherever exceptions or insulated cases are noticed, except in notes, which are not designed to be committed to memory, this rule is violated; and the Scotch expression for particularising, viz. condescending upon, becomes applicable in a literal sense: when the Eton grammar, e. g. notices Deus as deviating in the vocative case from the general law for that declension, the memory is summoned to an unreasonable act of condescension-viz. to load itself almost as heavily for one particular word in one particular case, as it had done by the whole type of that declension (i. e. the implicit law for all words contained under it, which are possibly some thousands). But how then would we have such exceptions learnt, if not by an act of the memory? Precisely, we answer, as the meanings of all the words in the language are learned: how are they learned? They are known, and they are remembered: but how? Not by any act or effort of the memory: they are deposited in the memory from daily intercourse with them: just as the daily occurrences of our lives are recorded in our memories: not through any exertion on our part, or in consequence of previous determination on our parts that we will remember them: on the contrary, we take no pains about them, and often would willingly forget them: but they stay there in spite of us, and are pure depositions, settlings, or sediments, with or without our concurrence, from the stream of our daily experience.-Returning from this long excursus on arbitrary taxations of the memory suggested to us by the mention of 'Propria quæ maribus,' which the Experimentalist objects to as disgusting to children before they have had experience of the cases in which it furnishes assistance (but which we have objected to as in any case barren of

ers obtained by various kinds of merit. These are of two classes, penal (so called from being received as forfeits) and premial, which are obtained by a higher degree of merit, and have higher powers attached to them. Premial counters will purchase holidays, and will also purchase rank (which on this system is of great importance). A conflict is thus created between pleasure and ambition, which generally terminates in favour of the latter: 'a boy of fourteen, although constantly in the possession of marks sufficient to obtain a holiday per week, has bought but three-quarters of a day's relaxation during the whole of the last year. The same boy purchased his place on the list by a sacrifice of marks sufficient to have obtained for him twenty-six half-holidays.' The purchase of rank, the reader must remember, is no way objectionable-considering the means by which the purchase-money is obtained. One chief means is by study during the hours of leisure-i. e. by voluntary labour: this is treated of (rather out of its place) in Chap. VII., which ought to be considered as belonging to the first part of the work, viz. to the exposition of the system. Voluntary labour took its rise from the necessity of furnishing those boys, who had no chance of obtaining ra

em. Let the parent satisfy himself about the object he has in view for his child, and let him consider the particular means which he has at his disposal for securing a good private education, and he may then determine it for himself. As far as the attainment of knowledge is concerned,-it is always possible to secure a good public education, and not always possible to secure a good private one. Where either is possible indifferently, the comparison will proceed upon more equal grounds: and inquiry may then be made about th

life, and partly his hearing it spoken by those who thoroughly understand it. 'Stimulus to exertion then, and good models, are the great advantages of this mode of instruction:' and these, he thinks, are secured even for a dead language by his system: the first by the motives to exertion which have already been unfolded; and the second by the acting of Latin dramas (which had been previously noticed in his Exposition of the system). But a third imitation of the natural method he places in the use of translations, 'which present the student with a dictionary both of words and phrases arranged in the order in which he wants them,' and in an abstinence from all use of the grammar, until the learner himself shall come to feel the want of it; i. e. using it with reference to an experience already accumulated, and not as an anticipation of an experience yet to come. The ordinary objection to the use of translations-that they produce indolent habits, he answers thus: 'We t

nts of that art remain to be acquired-Enunciation and Inflection. These are best learned by Recitation. Thus far there is no great novelty: the most interesting part of the chapter is what relates to Stammering. This defect is held by the Experimentalist to result from inattention to rhythmus: so much he thinks has been proved by Mr. Thelwall. Whatsoever therefore compels the pupil to an efficient perception of time and measure, as for example, marching and music (p. 32), he resorts t

e larger hand is not wanted at all, either before or after the running hand: if it does really contribute nothing to the more accurate formation of the letters, by compelling the pupil to exhibit his aberrations from the ideal letter more clearly because on a scale of greater magnitude (which yet in the second sentence of this chapter our Experimentalist himself admits), then let it be abandoned at once: for not doing this service, it does nothing at all. On the other hand, if this be its specific service, then it is clear that, being no object per se, but simply a means to an object, it must have precedency in the order of communication. And the innovation of our Experimentalist is so far (in the literal sense of that word) a preposterous inversion of the old usage: and this being the chief principle of his 'plan' we desire to know no more of it; and were not sorry that (p. 178) we found him declining 'to enter into a detail of it.'-The business of the chapter being finished however, there yet remains some little matter of curiosity. 1. The Experimentalist affirms that 'Langford's copper-plate copies, or indeed any other which he has seen, fail' if tried by a certain test: what test? Why this: that 'the large hand seen through a diminishing glass, ought to be reduced into the current hand; and the current hand, magnified, ought to swell into a large hand.' Whereas, on the contrary, 'the large hands reduced appear very stiff and cramped; and the magnified running hand'-'appears little better than a scrawl.' Now to us the result appears in a different light. It is true that the large hands reduced do not appear good running hands according to the standard derived from the actual practice of the world: but why? Simply because they are too good: i. e. they are ideals and in fact are meant to be so; and have nothing characteristic: they are purely generic hands, and therefore want individualisation: they are abstractions; but to affect us pleasurably, they should be concrete expressions of some human qualities, moral or intellectual. Perfect features in a human face arranged with perfect symmetry, affect us not at all, as is well known, where there is nothing characteristic; the latency of the individual in the generic, and of the generic in the individual, is that which gives to each its power over our human sensibilities. And this holds of caligraphy no less than other arts. And that is the most perfect hand-writing which unites the minimum of deviation from the ideal standard of beauty (as to the form and nexus of the letters) with th

l diffusion? This question we dare not answer in the affirmative, unless we could ensure the talents and energy of the original inventor in every other superintendent of this system.-In this we may be wrong: but at all events, it ought not to be considered as any deduction from the merits of the author-as a very original thinker on the science of education, that his system is not (like the Madras system) independent of the teacher's, ability, and therefore not unconditionally applicable.-Upon some future occasion we shall perhaps take an opportunity of stating what is in our opinion the great desideratum which is still to be supplied in the art of education considered simply in its intellectual purposes-viz. the communication of knowledge, and the development of the intellectual faculties: purposes which have not been as

of Ap

ected to be present during a trial, to give importance to the proceeding, the time of such as are capable of the task must be profitably employed in taking notes. A useful effect may also be produced upon the parties; and these records will be valuable acquisitions for those boys who wish to study the

nced teacher, who knows the difficulty and the danger of too rigorously suppressing natural impulses, will not censure us for endeavouring to regulate this custom, than to destroy it altogether. In the hope of lessening the number of those fracas (never very large), a law was proposed, which the committee adopted, to render it penal for any person, except the Magistrate

in the shouts of incitement and triumph which generally accompany a feat of pugilism. Neither boys nor men ought ever to witness pai

trate to have witnessed a battle from a tree which he had climbed for that purpose. The Magistrate fin

of the school, except during the hours of business, or while on the premises of the schoo

fellows. To fine a boy under such circumstances appeared to them like an attempt to invade the paternal sanctuary, and

breach of those laws must certainly be in some degree destructive of the general good. That to allow this in certain individuals would be injurious to the great body, but still more so to the individuals themselves; and that what was wrong in the schoolroom or on the playground at eleven in the morning, could not be right in the fields at six in the afternoon. In conclusion he

t was carrie

t all times and in all places,' it was necessary in the next place to asc

or offences committed at a distance from the school. It was also insisted, that in no single instance had the laws made an exception in favour of the day-boys. They univers

t was also carried

hould be obeyed at all times and in all places;' and also, that by law no exception was made in favour of day-scholars. It

s the Committee interfered to prevent it, they would continue to operate as they had done, for the welfare of th

w put, and the conviction

ould otherwise give him, of the opportunities with which the sittings of our

usiness and bosoms;' it may deeply affect their interests, and will not pass unnoticed by their constituents; among whom the question will be again discussed, and the Committee-men will in conversation have to defend the opinions they have officially expressed. Thus every argument is well canvassed in their minds, and the ideas remain under consideration for a sufficient time to become permanently fixed in their remembrance. The power of public speaking is also in some degree acquired, and, we hope, without the countervailing evils which have been so justly deprecated. The great defects of all artificial methods of learning the art of debating is, that it is seldom of any re

dities with mock solemnity, we may readily conceive how little the powers of investigation can be exercised and improved by such practice as that of spouting clubs and debating societies. No doubt there are many exceptions to thes

he mental machine. In general, nearly every person who knows a boy at all, has an opportunity of becoming better acquainted with him than his instructor. No wonder, considering the many painful sensations which the latter, in his various offices of accuser, witness, judge and executioner, is compelled to exite. We are happily relieved from these difficulties, but we still seize with avidity every means by which our pupils may be induced to d

s and illustrations to support our opinions, than we should or could do, under other circum

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