The Method of Treatment.
Whosoever shall consider carefully the manner of bringing up children which is in general favour within this realm, cannot but agree with me in wishing that it were improved. I do not think it well, however, in this place to lay bare its special defects, because I am in hope of seeing them healed without so strong a measure. If I should seek to expose all the inconveniences which are experienced between parents and schoolmasters, and between teachers and learners; if I should refer to all the difficulties through which the education and upbringing of children is seriously impaired, I might revive causes of annoyance, and thereby make the evils worse. And even though I were to remedy them, the patient might bear in mind how churlishly he was cured, and though he should pay well for the healing, he might be ill-satisfied with the treatment. Wherefore in mending things that are amiss, I take that to be the most advisable way which saveth the man without making the means unpleasant. If without entering into controversies I set down what seems to me on reasonable grounds to be the right course as being not only the best, but most within compass, the wrong course will forthwith show itself by comparison, and will thus receive a check without any need for fault-finding.
The Purpose of Writing.
I have taught in public now without interruption for two-and-twenty years, and have always had a very great charge committed to my hands, my fulfilment of which I leave to an impartial judgment. During this time, both through what I have seen in teaching so long, and what I have tried in training up so many, I well perceive that, with the disadvantages which myself and other teachers have been subject to, none of us have been able to do as much as we might. I believe I have not only learned what these disadvantages are, but have discerned how they may be removed, so that I and all others may be able to do much more good than heretofore. And as I write for the common good I appeal to the reader’s courtesy to give me credit for good intentions, though my hopes should not be realised. For I am only doing what is open to all, namely, to give public utterance to my personal convictions, and to claim indulgence for what is intended for the general good. As I am myself ready to give favourable consideration to others who do the same, I expect any who make use of my work to their own profit to give me credit for it, and those who get no benefit from it at least to sympathise with me in meeting so little success for my good intentions. I may be told—You are alone in raising this matter; you do but trouble yourself; you cannot turn aside the course, which is old and well-established, and therefore very strong for you to strive against. This thing which you recommend is not every man’s wares; it will not be compassed. Do you let it alone; if you must needs write, turn your pen to other matters which the State will like better, which this age will readily approve of, which you may urge with credit if they be new and suitable, or confirm with praise if they be old and need repeating.
If such objections were not invariably raised to all attempts to turn either from bad to good, or from good to better, I would answer them carefully, but now I need not, for in order to gain any advantage he who wishes to have it must be prepared to wrestle for it, both in speech and in writing, against the corruption of his age, against the loneliness of attempt, against party prejudice, against the difficulties of performance. Nor must he be discouraged by any ordinary thwarting, which is a thing well known to experienced students, and of least account where it is best known, however fearful a thing it may seem to timid fancies to stem corruption and strive against the stream. For the stream will turn when a stronger tide returns, and even if there be no tide, yet an untiring effort will make way against it till it prevails. And surely it were more honourable for some one, or some few, to hazard their own credit and estimation for the time in favour of a thing which they know to be deserving of support, though it may not be held of much account, than through too timorous a concession to public opinion, which, in spite of its influence, is not always the soundest, to leave excellent causes without defence if they be opposed. For may it not fall out that such a thing as this will be called for hereafter, though at present it may be out of favour, because something else is in fashion? I had rather, therefore, that it were ready then to be of use when it is wished, than that posterity should be defrauded of a thing so passing good, for fear of its being disliked at the first setting forth.
Reasons for Writing in English.
I write in my natural English tongue, because though I appeal to the learned, who understand Latin, I wish to reach also the unlearned, who understand only English, and whose interests are to be the more considered that they have fewer chances of information. The parents and friends with whom I have to deal are for the most part no Latinists, and even if they were, yet we understand that tongue best to which we are first born, and our first impression is always in English before we render it into Latin. And in recommending a new method of attaining an admitted benefit, should we not make use of all the helps we can to make ourselves understood? He that understands no Latin can understand English, and he that understands Latin very well can understand English far better, if he will confess the truth, however proud he may be of his Latinity. When my subject requires Latin I will not then spare it, as far as my knowledge allows, but till it do, I will serve my country in the way that I think will be most intelligible to her.
First Principles.
My purpose is to help the whole business of teaching, even from the very first foundation, that is to say, not only what is given in the Grammar School, and what follows afterwards, but also the elementary training which is given to infants from their first entrance, until they are thought fit to pass on to the Grammar School. In my manner of proceeding I propose to follow the precedent of those learned authors who have treated with most credit of this and similar subjects, in first laying down certain principles to which all readers will agree. By this means it is possible to pass on to the end without challenge, or if any difficulty should arise, it can always be resolved by a reference to these principles. In mathematics, which offers the best model of method to all the other sciences, before any problem or theorem is presented, there are set down certain definitions, postulates, axioms, to which general assent is asked at the outset, and on which the whole structure is built up. I am the more inclined to adopt this method, because I am to deal with a subject that must at the first be very carefully handled, till proof gives my treatment credit, whatever countenance hope may seem to lend it in the meanwhile.
I mean specially to deal with two stages in learning, first the Elementary, which extends from the time that the child is set to do anything, till he is removed to the higher school, and then the Grammar School course, where the child doth continue in the study of the learned tongues till at the time of due ripeness he is removed to some university. The importance of the Elementary part lieth in this, that a thorough grounding here helps the whole course of after study, whereas insufficient preparation in the early stages makes a very weak sequel. For just as a proper amount of time spent here, without too much haste to push onwards, brings on the rest of the school stages at their due season, and in the end sendeth abroad sufficient men for the service of their country, so too headlong a desire to hurry on swiftly, in perpetual infirmity of matter, causeth too much childishness in later years, when judgment and skill and ripeness are more in keeping with grey hairs. The Grammar School course, while it is a suitable subject for me to deal with, as I am myself a teacher, is also very profitable for the country to hear of, as in the present great variety of teaching, some uniform method seems to be called for. To have the youth of the country well directed in the tongues, which are the paths to wisdom, the treasuries of learning, the storehouses of humanity, the vehicles of divinity, the sources of knowledge and wisdom—can this be a small matter, if it be well performed? If fitting occasion by the way should cause me to attempt anything further than these two divisions of the subject, though I should seem to be going beyond my school experience, I trust I shall not be thought to travel beyond my capacity. In seeking for the approval of men I may indeed find some who are satisfied with things as they are, who think their penny good silver, and decline my offer, being unwilling to receive teaching from such humble hands as mine. There may be others who grant that there is something amiss, but think my remedy not well fitted to amend it, and look disdainfully on my credentials. I admit my lack of authority, but till some one better takes the matter up, why should I not do what I can? If the wares I bring prove marketable, why should I not offer them for sale? As I am likely to encounter such objections, I propose at the outset to meet all I can on grounds of reason, with full courtesy to those who make them.