Chapter 20
_Letter to a Friend_ [1806].
MY DEAR SIR,
I am happy to hear of the instructions which you are preparing for parents, and feel honoured by your having offered to me such an opportunity of conveying to the public any information I may possess upon the subject; but, in truth, I am so little competent in the present unarranged state of my ideas to write any thing of value, that it would be the highest presumption in me to attempt it. This is not mock modesty, but rigorous and sober truth. As to the case of your own child, I will set down a few thoughts, which I do not hope will throw much light on your mind, but they will show my willingness to do the little that is in my power.
The child being the child of a man like you, what I have to say will lie in small compa.s.s.
I consider the facts which you mention as indicative of what is commonly called sensibility, and of quickness and talent, and shall take for granted that they are so; you add that the child is too much noticed by grown people, and apprehend selfishness.
Such a child will almost always be too much noticed; and it is scarcely possible entirely to guard against the evil: hence vanity, and under bad management selfishness of the worst kind. And true it is, that under better and even the best management, such const.i.tutions are liable to selfishness; not showing itself in the shape of tyranny, caprice, avarice, meanness, envy, skulking, and base self-reference; but selfishness of a worthier kind, yet still rightly called by that name.
What I mean I shall explain afterwards.
Vanity is not the necessary or even natural growth of such a temperament; quite the contrary. Such a child, if neglected and suffered to run wild, would probably be entirely free from vanity, owing to the liveliness of its feelings, and the number of its resources. It would be by nature independent and sufficient for itself. But as such children, in these times in particular, are rarely if ever neglected, or rather rarely if ever not far too much noticed, it is a hundred to one your child will have more vanity than you could wish. This is one evil to be guarded against. Formerly, indeed till within these few years, children were very carelessly brought up; at present they too early and too habitually feel their own importance, from the solicitude and unremitting attendance which is bestowed upon them. A child like yours, I believe, unless under the wisest guidance, would prosper most where she was the least noticed and the least made of; I mean more than this where she received the least cultivation. She does not stand in need of the stimulus of praise (as much as can benefit her, _i.e._ as much as her nature requires, it will be impossible to withhold from her); nor of being provoked to exertion, or, even if she be not injudiciously thwarted, to industry. Nor can there be any need to be _sedulous_ in calling out her affections; her own lively enjoyments will do all this for her, and also point out what is to be done to her. But take all the pains you can, she will be too much noticed. Other evils will also beset her, arising more from herself; and how are these to be obviated? But, first, let us attempt to find what these evils will be.
Observe, I put all gross mismanagement out of the question, and I believe they will then probably be as follows: first, as mentioned before, a considerable portion of vanity. But if the child be not constrained too much, and be left sufficiently to her own pursuits, and be not too anxiously tended, and have not her mind planted over by art with likings that do not spring naturally up in it, this will by the liveliness of her independent enjoyment almost entirely disappear, and she will become modest and diffident; and being not apt from the same ruling cause,--I mean the freshness of her own sensations--to compare herself with others, she will hold herself in too humble estimation. But she will probably still be selfish; and this brings me to the explanation of what I hinted at before, viz., in what manner she will be selfish.
It appears, then, to me that all the permanent evils which you have to apprehend for your daughter, supposing you should live to educate her yourself, may be referred to this principle,--an undue predominance of present objects over absent ones, which, as she will surely be distinguished by an extreme love of those about her, will produce a certain restlessness of mind, calling perpetually for proofs of ever-living regard and affection: she must be loved as much and in the same way as she loves, or she will not be satisfied. Hence, quickness in taking offence, petty jealousies and apprehensions lest she is neglected or loses ground in people's love, a want of a calm and steady sense of her own merits to secure her from these fits of imagined slights; for, in the first place, she will, as is hinted at before, be in general deficient in this just estimation of her own worth, and will further be apt to forget everything of that kind in the present sense of supposed injury. She will (all which is referable to the same cause) in the company of others have too constant a craving for sympathy up to a height beyond what her companions are capable of bestowing; this will often be mortifying to herself, and burthensome to others; and should circ.u.mstances be untoward, and her mind be not sufficiently furnished with ideas and knowledge, this craving would be most pernicious to herself, preying upon mind and body. She will be too easily pleased, apt to overrate the merits of new acquaintances, subject to fits of over-love and over-joy, in absence from those she loves full of fears and apprehensions, &c., injurious to her health; her pa.s.sions for the most part will be happy and good, but she will be too little mistress of them. The distinctions which her intellect will make will be apt, able, and just, but in conversation she will be p.r.o.ne to overshoot herself, and commit eloquent blunders through eagerness. In fine, her manners will be frank and ardent, but they will want dignity; and a want of dignity will be the general defect of her character.
Something of this sort of character, which I have thus loosely sketched, and something of the sort of selfishness to which I have adverted, it seems to me that under the best management you have reason to apprehend for your daughter. If she should happen to be an only child, or the only sister of brothers who would probably idolize her, one might prophesy almost with absolute confidence that most of these qualities would be found in her in a great degree. How then is the evil to be softened down or prevented? a.s.suredly, not by mortifying her, which is the course commonly pursued with such tempers; nor by preaching to her about her own defects; nor by overrunning her infancy with books about good boys and girls, and bad boys and girls, and all that trumpery; but (and this is the only important thing I have to say upon the subject) by putting her in the way of acquiring without measure or limit such knowledge as will lead her out of herself, such knowledge as is interesting for its own sake; things known because they are interesting, not interesting because they are known; in a word, by leaving her at liberty to luxuriate in such feelings and images as will feed her mind in silent pleasure. This nourishment is contained in fairy tales, romances, the best biographies and histories, and such parts of natural history relating to the powers and appearances of the earth and elements, and the habits and structure of animals, as belong to it, not as an art or science, but as a magazine of form and feeling. This kind of knowledge is purely good, a direct antidote to every evil to be apprehended, and food absolutely necessary to preserve the mind of a child like yours from morbid appet.i.tes. Next to these objects comes such knowledge as, while it is chiefly interesting for its own sake, admits the fellows.h.i.+p of another sort of pleasure, that of complacence from the conscious exertion of the faculties and love of praise. The accomplishments of dancing, music, and drawing, rank under this head; grammar, learning of languages, botany probably, and out of the way knowledge of arts and manufactures, &c. The second cla.s.s of objects, as far as they tend to feed vanity and self-conceit, are evil; but let them have their just proportion in the plan of education, and they will afterwards contribute to destroy these, by furnis.h.i.+ng the mind with power and independent gratification: the vanity will disappear, and the good will remain.
Lastly comes that cla.s.s of objects which are interesting almost solely because they are known, and the knowledge may be displayed; and this unfortunately comprehends three fourths of what, according to the plan of modern education, children's heads are stuffed with; that is, minute, remote, or trifling facts in geography, topography, natural history, chronology, &c., or acquisitions in art, or accomplishments which the child makes by rote, and which are quite beyond its age; things of no value in themselves, but as they show cleverness; things hurtful to any temper, but to a child like yours absolute poison. Having said thus much, it seems almost impertinent to add that your child, above all, should, I might say, be chained down to the severest attention to truth,--I mean to the minutest accuracy in every thing which she relates; this will strike at the root of evil by teaching her to form correct notions of present things, and will steadily strengthen her mind. Much caution should be taken not to damp her natural vivacity, for this may have a very bad effect; and by the indirect influence of the example of manly and dignified manners any excessive wildnesses of her own will be best kept under. Most unrelaxing firmness should from the present hour be maintained in withstanding such of her desires as are grossly unreasonable. But indeed I am forgetting to whom I am speaking, and am ashamed of these precepts; they will show my good will, and in that hope alone can I suffer them to stand. Farewell, there is great reason to congratulate yourself in having a child so promising; and you have my best and most ardent wishes that she may be a blessing to her parents and every one about her.[29]
[29] _Memoirs_, vol. ii. pp. 164-70. G.
_(b)_ OF THE PEOPLE, THEIR WAYS AND NEEDS.
_Letter to Archdeacon Wrangham_.
Grasmere, June 5. 1808.
MY DEAR WRANGHAM,
I have this moment received your letter.
--is a most provoking fellow; very kind, very humane, very generous, very ready to serve, with a thousand other good qualities, but in the practical business of life the arrantest marplan that ever lived. When I first wrote to you, I wrote also to him, sending the statement which I sent to you, and begging his exertions _among his friends_. By and by comes back
With regard to the more important part of your letter, I am under many difficulties. I am writing from a window which gives me a view of a little boat, gliding quietly about upon the surface of our basin of a lake. I should like to be in it, but what could I do with such a vessel in the heart of the Atlantic Ocean? As this boat would be to that navigation, so is my letter to the subject upon which you would set me afloat. Let me, however, say, that I have read your sermon (which I lately received from Longman) with much pleasure; I only gave it a cursory perusal, for since it arrived our family has been in great confusion, we having removed to another house, in which we are not yet half settled. The Appendix I had received before in a frank, and of that I feel myself more ent.i.tled to speak, because I had read it more at leisure. I am entirely of accord with you in chiefly recommending religious books for the poor; but of many of those which you recommend I can neither speak in praise nor blame, as I have never read them. Yet, as far as my own observation goes, which has been mostly employed upon agricultural persons in thinly-peopled districts, I cannot find that there is much disposition to read among the labouring cla.s.ses, or much occasion for it. Among manufacturers and persons engaged in sedentary employments, it is, I know, very different. The labouring man in agriculture generally carries on his work either in solitude or with his own family--with persons whose minds he is thoroughly acquainted with, and with whom he is under no temptation to enter into discussions, or to compare opinions. He goes home from the field, or the barn, and within and about his own house he finds a hundred little jobs which furnish him with a change of employment which is grateful and profitable; then comes supper, and bed. This for week-days. For sabbaths, he goes to church with us often or mostly twice a day; on coming home, some one turns to the Bible, finds the text, and probably reads the chapter whence it is taken, or perhaps some other; and in the afternoon the master or mistress frequently reads the Bible, if alone; and on this day the mistress of the house _almost always_ teaches the children to read, or as they express it, hears them a lesson; or if not thus employed, they visit their neighbours, or receive them in their own houses as they drop in, and keep up by the hour a slow and familiar chat. This kind of life, of which I have seen much, and which I know would be looked upon with little complacency by many religious persons, is peaceable, and as innocent as (the frame of society and the practices of government being what they are) we have a right to expect; besides, it is much more intellectual than a careless observer would suppose. One of our neighbours, who lives as I have described, was yesterday walking with me; and as we were pacing on, talking about indifferent matters, by the side of a brook, he suddenly said to me, with great spirit and a lively smile, 'I _like_ to walk where I can hear the sound of a beck!' (the word, as you know, in our dialect for a brook). I cannot but think that this man, without being conscious of it, has had many devout feelings connected with the appearances which have presented themselves to him in his employment as a shepherd, and that the pleasure of his heart at that moment was an acceptable offering to the Divine Being. But to return to the subject of books. I find among the people I am speaking of, halfpenny ballads and penny and two-penny histories in great abundance; these are often bought as charitable tributes to the poor persons who hawk them about (and it is the best way of procuring them). They are frequently st.i.tched together in tolerably thick volumes, and such I have read; some of the contents, though not often religious, very good; others objectionable, either for the superst.i.tion in them, such as prophecies, fortune-telling, &c., or more frequently for indelicacy. I have so much felt the influence of these straggling papers, that I have many a time wished that I had talents to produce songs, poems, and little histories that might circulate among other good things in this way, supplanting partly the bad flowers and useless herbs, and to take place of weeds. Indeed, some of the poems which I have published were composed, not without a hope that at some time or other they might answer this purpose. The kind of library which you recommend would not, I think, for the reasons given above, be of much direct use in any of the agricultural districts of c.u.mberland and Westmoreland with which I am acquainted, though almost every person here can read; I mean of general use as to morals or behaviour. It might, however, with individuals, do much in awakening enterprise, calling forth ingenuity, and fostering genius. I have known several persons who would eagerly have sought, not after these books merely, but _any_ books, and would have been most happy in having such a collection to repair to. The knowledge thus acquired would also have spread, by being dealt about in conversation among their neighbours, at the door, and by the fire-side; so that it is not easy to foresee how far the good might extend; and harm I can see none which would not be greatly overbalanced by the advantage. The situation of manufacturers is deplorably different. The monotony of their employments renders some sort of stimulus, intellectual or bodily, absolutely necessary for them. Their work is carried on in cl.u.s.ters,--men from different parts of the world, and perpetually changing; so that every individual is constantly in the way of being brought into contact with new notions and feelings, and being unsettled in his own accordingly; a select library, therefore, in such situations may be of the same use as a public dial, keeping everybody's clock in some kind of order.
Besides contrasting the manufacturer with the agriculturalist, it may be observed, that he has much more leisure; and in his over hours, not having other pleasant employment to turn to, he is more likely to find reading a relief. What, then, are the books which should be put in his way? Without being myself a clergyman, I have no hesitation in saying, chiefly religious ones; though I should not go so far as you seemed inclined to do, excluding others because they are not according to the letter or in the spirit of your profession. I, with you, feel little disposed to admire several of those mentioned by Gilbert Burns, much less others which you name as having been recommended. In Gilbert B.'s collection there may be too little religion, and I should fear that you, like all other clergymen, may confine yourself too exclusively to that concern which you justly deem the most important, but which by being exclusively considered can never be thoroughly understood. I will allow, with you, that a religious faculty is the eye of the soul; but, if we would have successful soul-oculists, not merely that organ, but the general anatomy and const.i.tution of the intellectual frame must be studied; for the powers of that eye are affected by the general state of the system. My meaning is, that piety and religion will be the best understood by him who takes the most comprehensive view of the human mind, and that, for the most part, they will strengthen with the general strength of the mind, and that this is best promoted by a due mixture of direct and indirect nourishment and discipline. For example, _Paradise Lost_, and _Robinson Crusoe_, might be as serviceable as Law's _Serious Call_, or Melmoth's _Great Importance of a Religious Life_; at least, if the books be all good, they would mutually a.s.sist each other. In what I have said, though following my own thoughts merely as called forth by your Appendix, is _implied_ an answer to your request that I would give you 'half an idea upon education as a national object.' I have only kept upon the surface of the question, but you must have deduced, that I deem any plan of national education in a country like ours most difficult to apply to practice. In Switzerland, or Sweden, or Norway, or France, or Spain, or anywhere but Great Britain, it would be comparatively easy.
Heaven and h.e.l.l are scarcely more different from each other than Sheffield and Manchester, &c., differ from the plains and valleys of Surrey, Ess.e.x, c.u.mberland, or Westmoreland. We have mighty cities, and towns of all sizes, with villages and cottages scattered everywhere. We are mariners, miners, manufacturers in tens of thousands, traders, husbandmen, everything. What form of discipline, what books or doctrines--I will not say would equally suit all these--but which, if happily fitted for one, would not perhaps be an absolute nuisance in another? You will, also, have deduced that nothing romantic can be said with truth of the influence of education upon the district in which I live. We have, thank heaven, free schools, or schools with some endowment, almost everywhere; and almost every one can read. But not because we have free or endowed schools, but because our land is, far more than elsewhere, tilled by men who are the owners of it; and as the population is not over crowded, and the vices which are quickened and cherished in a crowded population do not therefore prevail, parents have more ability and inclination to send their children to school; much more than in manufacturing districts, and also, though in a less degree, more than in agricultural ones where the tillers are not proprietors. If in Scotland the children are sent to school, where the parents have not the advantage I have been speaking of, it is chiefly because their labour can be turned to no account at home. Send among them manufacturers, or farmers on a large scale, and you may indeed subst.i.tute Sunday-schools or other modes of instructing them; but the ordinary parish schools will be neglected. The influence of our schools in this neighbourhood can never be understood, if this, their connection with the state of landed property, be overlooked. In fact, that influence is not striking. The people are not habitually religious, in the common sense of the word, much less G.o.dly. The effect of their schooling is chiefly seen by the activity with which the young persons emigrate, and the success attending it; and at home, by a general orderliness and gravity, with habits of independence and self-respect: nothing obsequious or fawning is ever to be seen amongst them.
It may be added, that this ability (from the two causes, land and schools) of giving their children instruction contributes to spread a respect for scholars.h.i.+p through the country. If in any family one of the children should be quicker at his book, or fonder of it than others, he is often marked out in consequence for the profession of a clergyman.
This (before the mercantile or manufacturing employments held out such flattering hopes) very generally happened; so that the schools of the North were the great nurseries of curates, several of whom got forward in their profession, some with and others without the help of a university education; and, in all instances, such connection of families (all the members of which lived in the humblest and plainest manner, working with their own hands as labourers) with a learned and dignified profession, a.s.sisted (and still does, though in a less degree) not a little to elevate their feelings, and conferred importance on them in their own eyes. But I must stop, my dear Wrangham. Begin your education at the top of society; let the head go in the right course, and the tail will follow. But what can you expect of national education conducted by a government which for twenty years resisted the abolition of the slave trade, and annually debauches the morals of the people by every possible device? holding out temptation with one hand, and scourging with the other. The distilleries and lotteries are a standing record that the government cares nothing for the morals of the people, and that all which they want is their money. But wisdom and justice are the only true sources of the revenue of a people; preach this, and may you not preach in vain!
Wis.h.i.+ng you success in every good work, I remain your affectionate friend, W. WORDSWORTH.
Thanks for your inquiries about our little boy, who is well, though not yet quite strong.[30]
[30] _Memoirs_, vol. ii. pp. 171-9. G.
(_c._) EDUCATION.
_Two Letters to the Rev. Hugh James Rose, Horsham, Suss.e.x_.
Rydal Mount, Dec. 11. 1828.
MY DEAR SIR,
I have read your excellent sermons delivered before the University[31]
several times. In nothing were my notions different from yours as there expressed. It happened that I had been reading just before Bishop Bull's sermon,[32] of which you speak so highly: it had struck me just in the same way as an inestimable production. I was highly gratified by your discourses, and cannot but think that they must have been beneficial to the hearers, there abounds in them so pure a fervour. I have as yet bestowed less attention upon your German controversy[33] than so important a subject deserves.
[31] _On the Commission and consequent Duties of the Clergy_, preached before the University of Cambridge, in April 1826, and published in 1828. G.
[32] The t.i.tle of which is _The Priest's Office difficult and dangerous_. It will be found in vol. i. p. 137. of Dr. Burton's edition of the bishop's works. G.
[33] _The State of the Protestant Religion in Germany_, a series of discourses preached before the University of Cambridge, by the Rev. Hugh James Rose; Lond. 1825: and his _Letter to the Bishop of London, in reply to Mr. Pusey's work on that subject_; Lond. 1829. G.
Since our conversation upon the subject of Education, I have found no reason to alter the opinions I then expressed. Of those who seem to me to be in error, two parties are especially prominent; they, the most conspicuous head of whom is Mr. Brougham, who think that sharpening of intellect and attainment of knowledge are things good in themselves, without reference to the circ.u.mstances under which the intellect _is_ sharpened, or to the quality of the knowledge acquired. 'Knowledge,'
says Lord Bacon, 'is power,' but surely not less for evil than for good.
Lord Bacon spoke like a philosopher; but they who have that maxim in their mouths the oftenest have the least understanding of it.
The other cla.s.s consists of persons who are aware of the importance of religion and morality above everything; but, from not understanding the const.i.tution of our nature and the composition of society, they are misled and hurried on by zeal in a course which cannot but lead to disappointment. One instance of this fell under my own eyes the other day in the little town of Ambleside, where a party, the leaders of which are young ladies, are determined to set up a school for girls on the Madras system, confidently expecting that these girls will in consequence be less likely to go astray when they grow up to women.
Alas, alas! they may be taught, I own, more quickly to read and write under the Madras system, and to answer more readily, and perhaps with more intelligence, questions put to them, than they could have done under dame-teaching. But poetry may, with deference to the philosopher and the religionist, be consulted in these matters; and I will back Shenstone's school-mistress, by her winter fire and in her summer garden-seat, against all Dr. Bell's sour-looking teachers in petticoats that I have ever seen.
What is the use of pus.h.i.+ng on the education of girls so fast, and mainly by the stimulus of Emulation, who, to say nothing worse of her, is cousin-german to Envy? What are you to do with these girls? what demand is there for the ability that they may have prematurely acquired? Will they not be indisposed to bend to any kind of hard labour or drudgery?
and yet many of them must submit to it, or do wrong. The mechanism of the Bell system is not required in small places; praying after the _fugleman_ is not like praying at a mother's knee. The Bellites overlook the difference: they talk about moral discipline; but wherein does it encourage the imaginative feelings, without which the practical understanding is of little avail, and too apt to become the cunning slave of the bad pa.s.sions. I dislike _display_ in everything; above all in education.... The old dame did not affect to make theologians or logicians; but she taught to read; and she practised the memory, often, no doubt, by rote; but still the faculty was improved: something, perhaps, she explained, and trusted the rest to parents, to masters, and to the pastor of the parish. I am sure as good daughters, as good servants, as good mothers and wives, were brought up at that time as now, when the world is so much less humble-minded. A hand full of employment, and a head not above it, with such principles and habits as may be acquired without the Madras machinery, are the best security for the chast.i.ty of wives of the lower rank.
Farewell. I have exhausted my paper.
Your affectionate
W. WORDSWORTH.[34]
[34] _Memoirs_, vol. ii. pp. 180-3. G.
_Of the Same to the Same_,
MY DEAR SIR,
I have taken a folio sheet to make certain minutes upon the subject of EDUCATION.
As a Christian preacher your business is with man as an immortal being.
Let us imagine you to be addressing those, and those only, who would gladly co-operate with you in any course of education which is most likely to ensure to men a happy immortality. Are you satisfied with that course which the most active of this cla.s.s are bent upon? Clearly not, as I remember from your conversation, which is confirmed by your last letter. Great principles, you hold, are sacrificed to s.h.i.+fts and expedients. I agree with you. What more sacred law of nature, for instance, than that the mother should educate her child? yet we felicitate ourselves upon the establishment of infant-schools, which is in direct opposition to it. Nay, we interfere with the maternal instinct before the child is born, by furnis.h.i.+ng, in cases where there is no necessity, the mother with baby-linen for her unborn child. Now, that in too many instances a lamentable necessity may exist for this, I allow; but why should such charity be obtruded? Why should so many excellent ladies form themselves into committees, and rush into an almost indiscriminate benevolence, which precludes the poor mother from the strongest motive human nature can be actuated by for industry, for forethought, and self-denial? When the stream has thus been poisoned at its fountain-head, we proceed, by separating, through infant-schools, the mother from the child, and from the rest of the family, disburthening them of all care of the little-one for perhaps eight hours of the day. To those who think this an evil, but a necessary one, much might be said, in order to qualify unreasonable expectations. But there are thousands of stirring people now in England, who are so far misled as to deem these schools _good in themselves_, and to wish that, even in the smallest villages, the children of the poor should have what _they_ call 'a good education' in this way. Now, these people (and no error is at present more common) confound _education_ with _tuition_.