We have said all this lest our less-instructed readers should fall into a mistake common to all beginners in study, that books, and schooling, and lectures, are the chief teachers in life; whereas most of the things we learn here are learned from the experience of home, and of the practical parts of our trades and amusements.
We pray our humbler friends to think long and often on this.
But let them not suppose we undervalue or wish them to neglect other kinds of teaching; on the contrary, they should mark how much the influences of home, and business, and society, are affected by the quantity and sort of their scholarship.
Home life is obviously enough affected by education. Where the parents read and write, the children learn to do so too, early in life and with little trouble; where they know something of their religious creed they give its rites a higher meaning than mere forms; where they know the history of the country well, every field, every old tower or arch is a subject of amusement, of fine old stories, and fine young hopes; where they know the nature of other people and countries, their own country and people become texts to be commented on, and likewise supply a living comment on those peculiarities of which they have read.
Again, where the members of a family can read aloud, or play, or sing, they have a well of pleasant thoughts and good feelings which can hardly be dried or frozen up; and so of other things.
And in the trades and professions of life, to study in books the objects, customs, and rules of that trade or profession to which you are going saves time, enables you to improve your practice of it, and makes you less dependent on the teaching of other practitioners, who are often interested in delaying you.
In these, and a thousand ways besides, study and science produce the best effects upon the practical parts of life.
Besides, the first business of life is the improvement of one's own heart and mind. The study of the thoughts and deeds of great men, the laws of human, and animal, and vegetable, and lifeless nature, the principles of fine and mechanical arts, and of morals, society, and religion—all directly give us nobler and greater desires, more wide and generous judgments, and more refined pleasures.
Learning in this latter sense may be got either at home or at school, by solitary study, or in associations. Home learning depends, of course, on the knowledge, good sense, and leisure of the parents. The German Jean Paul, the American Emerson, and others of an inferior sort, have written deep and fruitful truths on bringing up and teaching at home. Yet, considering its importance, it has not been sufficiently studied. Upon schools much has been written. Almost all the private schools in this country are bad. They merely cram the memories of pupils with facts or words, without developing their judgment, taste, or invention, or teaching them the application of any knowledge. Besides, the things taught are commonly those least worth learning. This is especially true of the middle and richer classes. Instead of being taught the nature, products, and history, first of their own, and then of other countries, they are buried in classical frivolities, languages which they never master, and manners and races which they cannot appreciate. Instead of being disciplined to think exactly, to speak and write accurately, they are crammed with rules and taught to repeat forms by rote.
The National Schools are a vast improvement on anything hitherto in this country, but still they have great faults. From the miserably small grant the teachers are badly paid, and, therefore, hastily and meagrely educated.