Friends in Council — First Series

by Sir Arthur Helps

EDUCATION.

The word education is so large, that one may almost as well put “world,” or “the end and object of being,” at the head of an essay. It should, therefore, soon be declared what such a heading does mean. The word education suggests chiefly to some minds what the State can do for those whom they consider its young people—the children of the poorer classes: to others it presents the idea of all the training that can be got for money at schools and colleges, and which can be fairly accomplished and shut in at the age of one-and-twenty. This essay, however, will not be a treatise on government education, or other school and college education, but will only contain a few points in reference to the general subject, which may escape more methodical and enlarged discussions.

In the first place, as regards government education, it must be kept in mind that there is a danger of its being too interfering and formal, of its overlying private enterprise, insisting upon too much uniformity, and injuring local connections and regards. Education, even in the poorest acceptance of the word, is a great thing: but the harmonious intercourse of different ranks, if not a greater, is a more difficult one; and we must not gain the former at any considerable sacrifice of the latter.

There is another point connected with this branch of the subject which requires, perhaps, to be noted. If government provision is made in any case, might it not be combined with private payment in other cases, or enter in the way of rewards, so as to do good throughout each step of the social ladder? The lowest kind of school education is a power, and it is desirable that the gradations of this power should correspond to other influences which we know to be good. For instance, a hard-working man saves something to educate his children; if he can get a little better education for them than other parents of his own rank for theirs, it is an incentive and a reward to him, and the child’s bringing up at home is a thing which will correspond to this better education at school. In this there are the elements at once of stability and progress.

These views may possibly seem too refined, but at any rate they require consideration.

The next branch of the subject is the ordinary education of young persons not of the poorest classes, with which the State has hitherto had little or nothing to do. This may be considered under four heads: religious, moral, intellectual, and physical education. With regard to the first, there is not much that can be put into rules about it. Parents and tutors will naturally be anxious to impress those under their charge with the religious opinions which they themselves hold. In doing this, however, they should not omit to lay a foundation for charity towards people of other religious opinions. For this purpose, it may be requisite to give a child a notion that there are other creeds besides that in which it is brought up itself. And especially, let it not suppose that all good and wise people are of its church or chapel. However desirable it may appear to the person teaching that there should be such a thing as unity of religion, yet as the facts of the world are against his wishes, and as this is the world which the child is to enter, it is well that the child should in reasonable time be informed of these facts. It may be said in reply that history sufficiently informs children on these points. But the world of the young is the domestic circle; all beyond is fabulous, unless brought home to them by comment. The fact, therefore, of different opinions in religious matters being held by good people should sometimes be dwelt upon, instead of being shunned, if we would secure a ground-work of tolerance in a child’s mind.

INTELLECTUAL EDUCATION.

In the intellectual part of education there is the absolute knowledge to be acquired, and the ways of acquiring knowledge to be gained. The latter of course form the most important branch. They can, in some measure, be taught. Give children little to do, make much of its being accurately done. This will give accuracy. Insist upon speed in learning, with careful reference to the original powers of the pupil. This speed gives the habit of concentrating attention, one of the most valuable of mental habits. Then cultivate logic. Logic is not the hard matter that is fancied. A young person, especially after a little geometrical training, may soon be taught to perceive where a fallacy exists, and whether an argument is well sustained. It is not, however, sufficient for him to be able to examine sharply and to pull to pieces. He must learn how to build. This is done by method. The higher branches of method cannot be taught at first. But you may begin by teaching orderliness of mind. Collecting, classifying, contrasting and weighing facts, are some of the processes by which method is taught. When these four things, accuracy, attention, logic, and method are attained, the intellect is fairly furnished with its instruments.

As regards the things to be taught, they will vary to some extent in each age. The general course of education pursued at any particular time may not be the wisest by any means, and greatness will overleap it and neglect it, but the mass of men may go more safely and comfortably, if not with the stream, at least by the side of it.

In the choice of studies too much deference should not be paid to the bent of a young person’s mind. Excellence in one or two things which may have taken the fancy of a youth (or which really may suit his genius) will ill compensate for a complete ignorance of those branches of study which are very repugnant to him; and which are, therefore, not likely to be learnt when he has freedom in the choice of his studies.