240
EDUCATION.
straint, of all that is evil in human nature. A proper regulation,therefore of self-love ought to be a principal object with parentsanil teachers in the education of children, before we concludethis article, it will be proper to take notice of the impropriety andinconvenience of not teaching voung people to think and act ofthemselves. The art ol a governor, and the lessons of a preceptor,change a child into a youth ; thev infuse into him a greater shareof knowledge than he could be naturally supposed to have at hisage. Hut this very child, when he arrives to that stage of life inwhich he must think, speak, and act, of himself, is stripped all of a 'sudden of his premature merit. Ills summer is far from answeringthe fine blossotrf; of his spring. The too solicitous education he 'has received, becomes rather prejudicial to him, by reason of itsbeing the occasion of itis falling into the dangerous habit of lettingother people think for him. Jlis mind has contracted an internallaziness, which makes him wait lor external impulses to resolve andto act. The mind contracts a laziness with as much facility as thelegs and feet. A man who never stirs without the assistance ofsome vehicle, becomes soon incapable of the same free use of bislegs, as a person that has been constantly accustomed to walk. Astherefore, we must lend a hand to the one when he walks, so wemust help the other to think, and even to will: whereas a childbred up to the exercise of bis own thoughts and reason, naturallybrings his powers into exertion, and his mind from being accustom-ed to labour becomes active. lie learns to reason and determine ofhimself, in the same manner as other things are learned. Atlength he attains to argue and resolve rightly, by mere dint ofreasoning and reflecting on the cause of his deception, when theevents convince him of the error of his judgement. It is not ourpurpose here to enter into a detail of the several particularbranches of education and discipline of youth in their differentrising years, and according to their different stations in liie,and the different views of their parents; neither have we roomto expatiate on tiie proper qualifications and requisites oftutors, governors, &c. or on the peculiar advantages or disadvan-tages of public, schools, and of private or domestic educa-tion. For full information on these subjects, we reter to the nu-merous treatises, which have been written on education, and ofwhich we shall mention a few of the most remarkable, Themost excellent author on education, among the ancients, isQuintilian, who, when he gave over teaching rhetoric at Rome ,wrote a Treatise on Rhetoric, and on the most proper means foreducating a boy, so as to render him both an eloquent orator, anda good man. In that work Quintilian gives a particular detail ofall that appears most likely to conduce to those ends. Even fromhis birth, he would have the greatest care to he used in selectingthose who are to be placed about his young orator. The nursemust have no impediment of speech. If his parents be not per-sons of sense and learning, his tutor, at least, must possess thesequalifications. A -■ soon as lie ten speak distinctly, he must be ini-tiated in the first elements of literature. Even al this early periodof life, Quintilian proposes, that max,ins of prudence and the firstrinciple; of morals should be mculcatnd upon his mind, by theooks which are nut into his hands, and by the lines which tie co-pies m learning to write. The Greek language was to the Romansin Quintilian’s time, (like the Latin, Greek, and French , to us atpresent,) indispensably necessary to all who aspired to a liberaleducation; and Quintilian judged it proper, that the boy shouldbegin his literary course with the Greek, in preference to the I^t-tin language. Quintilian , after.examining the question, whether adomestic or a public education is liable to the fewest inconveni-ences, and likely to be attended with the Greatest advantages;gives Ids decided opinion in favour of the latter, and wi-he- thatparents would place their children in public seminaries of educa-tion, 1 his judicious author declares against severe chastisementsof children “ According to his temper and dispositions, let theboy be treated with mildness or severity; but never let severityextend to blows. Let the bov be allured and led, by the mostartful and insinuating treatment, to do his duty; there will then heno occasion to punish him for neglecting it.” Quintilian ’s pro-fe-sed object being, not merely to give general directions lor form-ing the heart and cultivating the understanding, hut to form aparticular character in life, the scho'ar and the orator; he entersinto minute details concerning the manner in which the boy is tobe instructed in speaking, writing, grammar, and composition.Music and geometry, he advises also to make a part of die young
orator’s studies; to render him accurate in reasoning, and capableof relishing the beauties of the poets. With tender attention, thiselegant writer accompanies his pupil through the course of his stu-dies; insists that he be placed under a master distinguished for pu-rity of morals, as well as for abilities; advises his memory to bestored with the best passages of the poets, orators, and historians;and refute.-, the opinions of those who represent genius as aboveindustry. Among the moderns, few names are more justly vene-rated, than that of John Milton . IIis life was devoted to study;and part of it was employed in instructing youth. Among hi*other works we find a Treatise on Education. He had himselfbeen educated according to the plan long established in the Eng-lish universities. The object of bis dwtions is chiefly to formthe scholar, at.d to exhibit a plan of “ a better education, in ex-tent and comprehension far more large, and yet of time far shorter,and of attainment tar more certain, than any that had yet been inpractice.” His treatise contains many use,ul observations. Thename of John Locke is sufficient to excite the atte ition of everyreader to what he has written on the education of youth. He wascapable of thinking (or himself; but unlike Kous-i an, mor 1 desir-ous of rendering himself useful, than ot being admired for singu-larity. Mr. Locke bad been conversant with the world, had in-quired into the principle's of human natme, and had examined1 without prejudice the effects of those modes ol education of which'lie disapproves. IVhen we consider, that, to render him.,elf usefulto mankind, he could descend from the heights of science to thehumble task of translating /Ksop’s Fables , which a philosopher ofless philanthropy would have disdained; we cannot hut look withveneration on so exalted a character. Mr. Locke ’s two ehict ob-jects in his Treatise on Education, are, 1st, To preserve andstrengthen tlie bodily con-tiliition; Hilly, To inform the under-standing with useful knowledge, and to cherish good dispositionsin the heart. In his directions on the first of those heads, he re-commends plain fare, simple and light clothing, with abstinencefr<-m physic and strong liquors, as the most judicious nevus forpreserving and confirming the health of children; together withtemperance and early rising. In one thing, however, tew parentswill be willing to cornpK with Mr. Locke 's advice, lie not onlydirects that the child’s ieet be frequently bathed in cold water";but even wishes that his shoes were always kept in such a condi-tion as to admit water freely. This he thinks likely to fortify theconstitution of the body in such a manner, at to render hint lessliable, in the course of life, to such diseases as arise from any un-usual expo, ure to wetness or cold, than others whose feet havebeen more carefully kept dry. Mr. Locke entertained so utffa-vonraule an opinion of the effects of medical preparations on thehuman bod) , that he insists on the parent to beware of administer-ing any of them to his child. Rut whatever may bethought ofthese advices, or of Ins plan of invigorating the constitution, byexposure to hardships, his method of cultivating tile understand-ing, and forming the dispositions, deservedly claims the attentionof parents and preceptors. With a virtuous indignation he repro-bates that folly by which we generally corrupt tiie heart, and spoilthe temper of children, in infancy ; so as to render them incorri-gible when the) advance in life. On the other hand he reckonsit neither neces-ary nor prudent to treat them with harshness orseverity. Let them be formed to obedience from their earliestyears: let them be accustomed to submit implicitly to the direc-tion of those on whom thev depend. Rut beware of sowing theirtempers, and depressing their spirits by harshness; as w ell as ofaccustoming them to neglect their duty, except when allured to itby the hopes of reward. Mr. Locke ’s treatise is well deservingthe perusal of tHe judicious parent, or teacher; and though a fewtilings may be found in it exceptionable, yet for the most part itw ill present and furnish rules and observations, not only appropri-ate, but exceedingly proper for practical application. Tiie Rev,Or. Isaac Watts , whose numerous works upon philosophy, logic,divinity, &c. are well known, has also a Discourse on the Educa-tion.of Children and Youth; annexed to his excellent treatise onThe Improvement of the Mind, (t treats of, I. Instructing chil-dren in religion, which the Dr. thinks should be attempted “assoon as they begin to know almost any thing:” 2. The improve-ment of their natural powers: 3, Self-government, which he pro-pose-children to be earlv instructed in: 4. Reading and writing:3. An employment: 6 . hides, of prudence: 7. Accomplishmentsin life among which the Dr. enumerates the Greek, Latin , and