Here is a very striking passage. He says, “A great school is very trying; it never can present images of rest and peace; and when the spring and activity of youth are altogether unsanctified by anything pure and elevated in its desires, it becomes a spectacle that is dizzying and almost more morally distressing than the shouts and gambols of a set of lunatics. It is very startling to see so much of sin combined with so little of sorrow. In a parish, amongst the poor, whatever of sin exists there is sure also to be enough of suffering: poverty, sickness, and old age are mighty tamers and chastisers. But, with boys of the richer classes, one sees nothing but plenty, health, and youth; and these are really awful to behold, when one must feel that they are unblessed. On the other hand, few things are more beautiful than when one does see all holy and noble thoughts and principles, not the forced growth of pain, or infirmity, or privation, but springing up as by God’s immediate planting, in a sort of garden of all that is fresh and beautiful; full of so much hope for this world as well as for heaven.”
To this testimony of a schoolmaster let us add the testimony of a schoolboy. De Quincey thus describes in himself the transition from boyhood to manhood: “Then first and suddenly were brought powerfully before me the change which was worked in the aspects of society by the presence of woman; woman, pure, thoughtful, noble, coming before me as Pandora crowned with perfections. Right over against this ennobling spectacle, with equal suddenness, I placed the odious spectacle of schoolboy society—no matter in what region of the earth,—schoolboy society, so frivolous in the matter of its disputes, often so brutal in the manner; so childish and yet so remote from simplicity; so foolishly careless, and yet so revoltingly selfish; dedicated ostensibly to learning, and yet beyond any section of human beings so conspicuously ignorant.”
There is a reverse to this picture, as I hope and believe. If I have met with those who looked back on their school-days with horror, as having first contaminated them with “evil communication,” I have met with others whose remembrances were all of sunshine, of early friendships, of joyous sports.
Nor do I think that a large school composed wholly of girls is in any respect better. In the low languid tone of mind, the petulant tempers, the small spitefulnesses, the cowardly concealments, the compressed or ill-directed energies, the precocious vanities and affectations, many such congregations of Femmelettes would form a worthy pendant to the picture of boyish turbulence and vulgarity drawn by De Quincey.
I am convinced from my own recollections, and from all I have learned from experienced teachers in large schools, that one of the most fatal mistakes in the training of children has been the too early separation of the sexes. I say, has been, because I find that everywhere this most dangerous prejudice has been giving way before the light of truth and a more general acquaintance with that primal law of nature, which ought to teach us that the more we can assimilate on a large scale the public to the domestic training, the better for all. There exists still, the impression—in the higher classes especially—that in early education, the mixture of the two sexes would tend to make the girls masculine and the boys effeminate, but experience shows us that it is all the other way. Boys learn a manly and protecting tenderness, and the girls become at once more feminine and more truthful. Where this association has begun early enough, that is, before five years old, and has been continued till about ten or twelve, it has uniformly worked well; on this point the evidence is unanimous and decisive. So long ago as 1812, Francis Horner, in describing a school he visited at Enmore, near Bridgewater, speaks with approbation of the boys and the girls standing up together in the same class: it is the first mention, I find, of this innovation on the old collegiate, or charity-school plan,—itself a continuation of the monkish discipline. He says, “I liked much the placing the boys and girls together at an early age; it gave the boys a new spur to emulation.” When I have seen a class of girls stand up together, there has been a sort of empty tittering, a vacancy in the faces, an inertness, which made it, as I thought, very up-hill work for the teacher; so when it was a class of boys, there has been often a sluggishness—a tendency to ruffian tricks—requiring perpetual effort on the part of the master. In teaching a class of boys and girls, accustomed to stand up together, there is little or nothing of this. They are brighter, readier, better behaved; there is a kind of mutual influence working for good; and if there be emulation, it is not mingled with envy or jealousy. Mischief, such as might be apprehended, is in this case far less likely to arise than where boys and girls, habitually separated from infancy, are first thrown together, just at the age when the feelings are first awakened and the association has all the excitement of novelty. A very intelligent schoolmaster assured me that he had had more trouble with a class of fifty boys, than with a school of three hundred boys and girls together (in the midst of whom I found him); and that there were no inconveniences resulting which a wise and careful and efficient superintendence could not control. “There is,” said he, “not only more emulation, more quickness of brain, but altogether a superior healthiness of tone, body and mind, where the boys and girls are trained together till about ten years old; and it extends into their after life:—I should say because it is in accordance with the laws of God in forming us with mutual sympathies, moral and intellectual, and mutual dependence for help from the very beginning of life.”
What is curious enough, I find many people—fathers, mothers, teachers,—who are agreed that in the schools for the lower classes, the two sexes may be safely and advantageously associated, yet have a sort of horror of the idea of such an innovation in schools for the higher classes. One would like to know the reason for such a distinction, instead of being encountered, as is usual, by a sneer or a vile innuendo.
