Chap. II
Of the Education of Youth in Nations increasing in Wealth.— the Errors generally committed by Writers on that Subject. — Importance of Female Education on the Manners of a People. — Not noticed by Writers on Political Economy.— Education of the great Body of the People the chief Object.— In what that consists.
The changes of which we have spoken, that take place, gradually, in a nation, from the increasing luxury and ease in which every succeeding generation is raised, cannot be prevented. They are the natural consequences of the situation of the parents being altered. But when that period of life comes, when children enter upon what is called education, then a great deal may be done; for, though the fathers and mothers have still power over their offspring, it is a diminished power; besides which, they are seldom so much disposed to exert even what power remains, as at an earlier period.
It is necessary and fair, after the severe censure that has been passed on parents, for bringing up children wrong, at an early period, to admit, that for the most part, they would not run into that error, and spoil their children, if they were sensible of doing so; and that, as they grow up, they would have them properly instructed, if it were in their power: that is to say, if they had the means.
There are certain things for which individuals can pay, but which it is impossible for them to provide individually; and if they attempt to do it collectively, it is liable to great abuse, and to be badly done.
Individuals never could afford to send their letters, from one end of the kingdom to the other, without combining together, unless government furnished them the means: but, by the aid of the government, they are enabled to do it at a very cheap rate, with expedition and safety, whilst a profit arises to government greater than any regular business in the world produces.
There is a possibility of an individual sending a letter by a particu- [end of page #94] lar messenger, at his own expense, to the greatest distance, provided he can afford it; but, as it happens, there are many more letters require sending than there are messengers to send, or money to defray the expenses.
It is the same with the education of youth. A man may have a tutor to his son, and educate him privately, if he can afford it; but it happens, as with the letters, that there are many more sons to educate than there are tutors to be found, or money to pay them.
As the individual, in the case of the letters, would be obliged to depend on some self-created carrier, if government did not interfere, so they are with regard to the education of their children; and, as in the one case they would be very badly served, so they generally are in the other.
In the first place, the plans of education are every where bad, and the manner of executing still worse. — Those to whom the education of youth, one of the most important offices in society, is intrusted undergo no sort of examination, to ascertain whether they are fit for the business. They, in general, depend upon their submissive conduct towards the parents and improper indulgence of the children for their success. It was found that the judges of criminal and civil law could not be intrusted with the administration of justice, while they depended on the pleasure of the crown. Can it then be expected that a much more numerous set of men, who are, in every respect, inferior in rank and education, to judges, will maintain that upright and correct conduct that is necessary, when they are infinitely more dependent than the judges ever were at any period?
This is one of the questions that is to be argued on the same principles, that the independence, under a monarchical or democratic government, is decided. Under the dominion of one chief, on particular occasions, which occur but seldom, it may be necessary to yield to his will, if the ruler is shameless enough and infamous enough to insist upon it; but, with a community for one’s master, there is a complete system of submission, a perpetual deviation from that which is right.
In the first place, the fathers and mothers are no judges themselves of the merits of the master, or the proficiency of the boy, whom the [end of page #95] master is obliged to treat with indulgence, that he may not complain. Where there is a complete ignorance of the right and wrong of the case, any thing will turn the balance; and it is clear, that where there is no proof of superior merit, there must be good will, flattery, or some other method taken, to obtain a preference.
There are, occasionally, men of real merit, who distinguish themselves as teachers; and who, having a solid claim to a preference, use no mean arts to obtain it. It is but justice to parents in general, to say that such men are always encouraged, while they keep their good qualities uncontaminated by some fault that counterbalances them. 85
As this is a case where individuals cannot serve themselves, nor provide the means of being properly served, it is one of those in which the government of every country ought to interfere. Not in giving salaries, at the public expense, to men, who, perhaps, would do no duty; but in seeing that the men who undertake the task of education are qualified, and that when they have undertaken it they do their duty, and follow a proper system.
There should be proper examinations, from time to time, and registers should be kept of the number of scholars, and the satisfaction they have given to those who examined them.
Parents would then have a measure, by which they could estimate the merit of a school; the master would have another motive for action, and there would be an emulation amongst the scholars. The business professed to be done, and undertaken, would then be performed. At present, at about three times the expense necessary, children learn about half what they are intended to be taught.
Interfering in this manner would be no infringement on private liberty; nothing would be done that could hurt, in any way, the individuals, but what must greatly benefit them. The evil habits that are contracted in early childhood, at home, would be counteracted, and the
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youth would be taught to know what it is that renders a man happy in himself, and respected and valued by society.
But the consideration of the system to be followed is not the least important part of the business. The useful should be preferred to the useless, and in this the example of the ancients might be followed with advantage. They had no dead languages to study, and the mind appears to have been in many cases expanded, far beyond its present compass.
Nothing, indeed, can equal the ignorance of the most part of boys, when they leave school; those who are considered as bad scholars, have lost the good opinion of themselves, that ought to be maintained throughout life; they think every thing difficult or impossible. Those, again, who have excelled, are something less ignorant, but become vain and conceited, owing perhaps to their having learnt some useless and superfluous pieces of knowledge.
Education, on the general principle, consists in learning what makes a man useful, respectable, and happy, in the line for which he is destined, whether for manual labour, or for study; for a high or a low occupation.
What is useful becomes a question, in some sort depending upon place, and still more on circumstances, it will therefore be better to discuss it at length in the Third Book, where England is the place, and particular circumstances are taken into consideration.
There are, however, some general rules that apply to all places and to all situations.
Good principles, honour, honesty, and integrity, are equally necessary in every rank of society; with those qualities, even a beggar is respectable, and will be respected; without them, no man ever was or ever will be so. In every mode of education, the importance of those should be inculcated; and that they may be adhered to, every man, either by inheritance, or by talents, or by habits of industry, should have it put in his power to command the means of living in the way that he has been brought up.
Were this attended to, many scenes of misery and vice would be prevented. Admitting that there are propensities in some minds, [end of page #97] that lead to evil, independent of every possible check or control, it must be allowed that the far greater proportion of those who do well or ill in the world owe it to the manner in which they have been brought up in their early days.
It follows, from this general rule, that parents should carefully avoid bringing up children in a manner in which they have not the means of being afterwards maintained; and that, in the second place, when they cannot leave them in an independent fortune, they should, by making them learn a trade or profession, give them the means of obtaining what they have been accustomed to consider as necessary for them to enjoy.
There are, indeed, great numbers, and the greatest numbers of all; unable even to have their children taught what is called a trade. But there are none whom poverty prevents from bringing their children up to industry; and, if they have been taught to live according to their situation, they will find themselves above their wants, and therefore the same general rule will still apply.
Most writers have considered the subject of education as relative to that portion of it only which applies to learning; but the first object of all, in every nation, is to make a man a good member of society; and this can never be done, unless he is fitted to fill the situation of life for which he is intended.
Governments and writers on education fall, generally speaking, into the same errors. They would provide for the education of persons destined for the learned professions and sometimes for the fine arts; but agriculture, commerce, and manufactures, are totally left out: 86 the most essential, the most generally useful, are not noticed at all.
As so much value is set upon the language of the Greeks and Romans, surely we might pay a little attention to the example of those distinguished nations.
The Greeks studied the Egyptian learning, and improved upon it; but this was only confined to those who followed learning as a profes-
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sion, or whose means allowed them to prosecute it as a study. The common education of citizens was different; it consisted in teaching them to perform what was useful, and to esteem what was excellent. It was a principle with them that all men ought to know how happiness is attained, and in what virtue consists; but they neither trusted to precept nor example. They enforced by habit and practice, and in this the Romans followed the plan the Greeks had laid down, and, by that means, they surpassed all other nations.
When those great nations of antiquity abandoned their attention to the useful parts of education, they soon sunk in national character. It so happens, in this case, that the mode of education and the manners of a people are so closely connected that it is difficult, from observation, to know which is the cause, and which the effect. Youth, badly educated, make bad men, and bad men neglect the education of their children; they set them a wrong example: such is the case, when a government does not interfere. How this is to be done with advantage is the question.
Writers on political economy have, in general, considered female education as making no part of the system; but surely, if the wealth and happiness of mankind is the end in view, there can scarcely be a greater object, for none is more nearly connected with it.
Let it be granted that, in the first instance, women are not educated with any view to carry on those labours and manufactures, on which wealth is considered as depending. Let all this be admitted, and that, in an early state of life, they are of no importance in this respect; yet, surely, when they become wives and mothers, when the economy of the family, and the education of the younger children depend chiefly on them, they are then of very great importance to society. Their conduct, in that important situation, must be greatly influenced by their education.
Female education ought then to be considered as one of the things, on the conducting of which well the prosperity of a state does in a great measure depend; it ought, therefore, to be attended to in the same manner as the education of youth of the other sex.
In this case, also, so much depends on place and circumstances, [end of page #99] that we shall follow the same rule as with male education. It shall be treated of as for England, and with the different ranks of society as they are; but there are some general rules not to be forgotten, and which are applicable to all places and all countries.
The great error, in female education, does not consist in neglecting to instil good principles; for that is, in most countries, for obvious reasons, pretty well attended to; but good principles, without the means of adhering to them, are of little avail. If a desire for dress, or other enjoyments, that cannot be gratified fairly, and by the means of which they are possessed, are encouraged, principles will be abandoned in order to gratify passions. — Females are taught frivolous accomplishments in place of what would be useful, and expensive vanity is substituted for that modest dignity that should be taught; the consequence is, that, in every rank of life, according to her station, the woman aims at being above it, and affects the manners and dress of her superiors.
There is too much pains taken with adorning the person, and too little with instructing the mind, in every civilized country; and when women are wise, and good, and virtuous, it is more owing to nature than to education.
As, indeed, the duties of a woman, in ordinary life, are of a nature more difficult to describe than those of a man, who, when he has learnt a trade, has little more to do, the care employed in seeing that proper persons only are intrusted with the important office of teaching them to perform those duties ought to be proportionally great.
The farther remarks on the subject of education are deferred to the Fourth Book =sic - there is none=, where place and circumstances come into consideration. It is, however, to be observed, that, in all cases, as a nation becomes more wealthy, the business of education becomes more important, and has a natural tendency to be worse managed; it therefore demands a double share of attention.
If the women of a nation are badly educated, it must have a great effect on the education of their sons, and the conduct of their husbands. The Spartan and Roman mothers had the glory of making [end of page #100] their sons esteem bravery, and those qualities in a man that were most wanted in their state of society. It should be one part of female education to know and admire the qualities that are estimable in the other sex. To obtain the approbation of the other sex, is, at a certain time of life, the greatest object of ambition, and it is never a matter of indifference.
The great general error consists in considering the woman merely in her identical self, without thinking of her influence on others. It appears to be for this reason, that writers on political economy have paid no attention to female education; but we find no state in which the virtue of men has been preserved where the women had none; though there are examples of women preserving their virtues, notwithstanding the torrent of corruption by which that of the men has been swept away. [end of page #101]
Notes
85 As even those find it is necessary to make a strong impression on the minds of parents, (and as some wish their children to be treated with rigour,) there are teachers, who obtain a credit by overstraining the discipline, after having obtained a fair reputation, by carrying it only to a proper length.
86 Lord Somerville has some excellent observations, relative to this, in his publication on Agriculture, published in 1800.
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