305. The paying of the work-people, the keeping of the accounts, the referring to books, the writing and reading of letters; this everlasting mixture of amusement with book-learning, made me, almost to my own surprise, find, at the end of the two years, that I had a parcel of scholars growing up about me; and, long before the end of the time, I had dictated many Registers to my two eldest children. Then, there was copying out of books, which taught spelling correctly. The calculations about the farming affairs forced arithmetic upon us: the use, the necessity, of the thing, led to the study. By-and-by, we had to look into the laws to know what to do about the highways, about the game, about the poor, and all rural and parochial affairs. I was, indeed, by the fangs of the government, defeated in my fondly-cherished project of making my sons farmers on their own land, and keeping them from all temptation to seek vicious and enervating enjoyments; but those fangs, merciless as they had been, had not been able to prevent me from laying in for their lives a store of useful information, habits of industry, care, sobriety, and a taste for innocent, healthful, and manly pleasures: the fangs had made me and them pennyless; but, they had not been able to take from us our health or our mental possessions; and these were ready for application as circumstances might ordain.
306. After the age that I have now been speaking of, fourteen, I suppose every one became a reader and writer according to fancy. As to books, with the exception of the Poets, I never bought, in my whole life, any one that I did not want for some purpose of utility, and of practical utility too. I have two or three times had the whole collection snatched away from me; and have begun again to get them together as they were wanted. Go and kick an ANT's nest about, and you will see the little laborious, courageous creatures instantly set to work to get it together again; and if you do this ten times over, ten times over they will do the same. Here is the sort of stuff that men must be made of to oppose, with success, those who, by whatever means, get possession of great and mischievous power.
307. Now, I am aware, that that which I did, cannot be done by every one of hundreds of thousands of fathers, each of whom loves his children with all his soul: I am aware that the attorney, the surgeon, the physician, the trader, and even the farmer, cannot, generally speaking, do what I did, and that they must, in most cases, send their sons to school, if it be necessary for them to have book-learning. But while I say this, I know, that there are many things, which I did, which many fathers might do, and which, nevertheless, they do not do. It is in the power of every father to live at home with his family, when not compelled by business, or by public duty, to be absent: it is in his power to set an example of industry and sobriety and frugality, and to prevent a taste for gaming, dissipation, extravagance, from getting root in the minds of his children: it is in his power to continue to make his children hearers, when he is reproving servants for idleness, or commending them for industry and care: it is in his power to keep all dissolute and idly-talking companions from his house: it is in his power to teach them, by his uniform example, justice and mercy towards the inferior animals: it is in his power to do many other things, and something in the way of book-learning too, however busy his life may be. It is completely within his power to teach them early-rising and early going to bed; and, if many a man, who says that he has not time to teach his children, were to sit down, in sincerity, with a pen and a bit of paper, and put down all the minutes, which he, in every twenty-four hours, wastes over the bottle, or over cheese and oranges and raisins and biscuits, after he has dined; how many he lounges away, either at the coffee-house or at home, over the useless part of newspapers; how many he spends in waiting for the coming and the managing of the tea-table; how many he passes by candle-light, wearied of his existence, when he might be in bed; how many he passes in the morning in bed, while the sun and dew shine and sparkle for him in vain: if he were to put all these together, and were to add those which he passes in the reading of books for his mere personal amusement, and without the smallest chance of acquiring from them any useful practical knowledge: if he were to sum up the whole of these, and add to them the time worse than wasted in the contemptible work of dressing off his person, he would be frightened at the result; would send for his boys from school; and if greater book-learning than he possessed were necessary, he would choose for the purpose some man of ability, and see the teaching carried on under his own roof, with safety as to morals, and with the best chance as to health.
308. If after all, however, a school must be resorted to, let it, if in your power, be as little populous as possible. As 'evil communications corrupt good manners,' so the more numerous the assemblage, and the more extensive the communication, the greater the chance of corruption. Jails, barracks, factories, do not corrupt by their walls, but by their condensed numbers. Populous cities corrupt from the same cause; and it is, because it must be, the same with regard to schools, out of which children come not what they were when they went in. The master is, in some sort, their enemy; he is their overlooker; he is a spy upon them; his authority is maintained by his absolute power of punishment; the parent commits them to that power; to be taught is to be held in restraint; and, as the sparks fly upwards, the teaching and the restraint will not be divided in the estimation of the boy. Besides all this, there is the great disadvantage of tardiness in arriving at years of discretion. If boys live only with boys, their ideas will continue to be boyish; if they see and hear and converse with nobody but boys, how are they to have the thoughts and the character of men? It is, at last, only by hearing men talk and seeing men act, that they learn to talk and act like men; and, therefore, to confine them to the society of boys, is to retard their arrival at the years of discretion; and in case of adverse circumstances in the pecuniary way, where, in all the creation, is there so helpless a mortal as a boy who has always been at school! But, if, as I said before, a school there must be, let the congregation be as small as possible; and, do not expect too much from the master; for, if it be irksome to you to teach your own sons, what must that teaching be to him? If he have great numbers, he must delegate his authority; and, like all other delegated authority, it will either be abused or neglected.
309. With regard to girls, one would think that mothers would want no argument to make them shudder at the thought of committing the care of their daughters to other hands than their own. If fortune have so favoured them as to make them rationally desirous that their daughters should have more of what are called accomplishments than they themselves have, it has also favoured them with the means of having teachers under their own eye. If it have not favoured them so highly as this (and it seldom has in the middle rank of life), what duty so sacred as that imposed on a mother to be the teacher of her daughters! And is she, from love of ease or of pleasure or of any thing else, to neglect this duty; is she to commit her daughters to the care of persons, with whose manners and morals it is impossible for her to be thoroughly acquainted; is she to send them into the promiscuous society of girls, who belong to nobody knows whom, and come from nobody knows whither, and some of whom, for aught she can know to the contrary, may have been corrupted before, and sent thither to be hidden from their former circle; is she to send her daughters to be shut up within walls, the bare sight of which awaken the idea of intrigue and invite to seduction and surrender; is she to leave the health of her daughters to chance, to shut them up with a motley bevy of strangers, some of whom, as is frequently the case, are proclaimed bastards, by the undeniable testimony given by the colour of their skin; is she to do all this, and still put forward pretensions to the authority and the affection due to a mother! And, are you to permit all this, and still call yourself a father!
310. Well, then, having resolved to teach your own children, or, to have them taught, at home, let us now see how they ought to proceed as to books for learning. It is evident, speaking of boys, that, at last, they must study the art, or science, that you intend them to pursue; if they be to be surgeons, they must read books on surgery; and the like in other cases. But, there are certain elementary studies; certain books to be used by all persons, who are destined to acquire any book-learning at all. Then there are departments, or branches of knowledge, that every man in the middle rank of life, ought, if he can, to acquire, they being, in some sort, necessary to his reputation as a well-informed man, a character to which the farmer and the shopkeeper ought to aspire as well as the lawyer and the surgeon. Let me now, then, offer my advice as to the course of reading, and the manner of reading, for a boy, arrived at his fourteenth year, that being, in my opinion, early enough for him to begin.
311. And, first of all, whether as to boys or girls, I deprecate romances of every description. It is impossible that they can do any good, and they may do a great deal of harm. They excite passions that ought to lie dormant; they give the mind a taste for highly-seasoned matter; they make matters of real life insipid; every girl, addicted to them, sighs to be a SOPHIA WESTERN, and every boy, a TOM JONES. What girl is not in love with the wild youth, and what boy does not find a justification for his wildness? What can be more pernicious than the teachings of this celebrated romance? Here are two young men put before us, both sons of the same mother; the one a bastard (and by a parson too), the other a legitimate child; the former wild, disobedient, and squandering; the latter steady, sober, obedient, and frugal; the former every thing that is frank and generous in his nature, the latter a greedy hypocrite; the former rewarded with the most beautiful and virtuous of women and a double estate, the latter punished by being made an outcast. How is it possible for young people to read such a book, and to look upon orderliness, sobriety, obedience, and frugality, as virtues? And this is the tenor of almost every romance, and of almost every play, in our language. In the 'School for Scandal,' for instance, we see two brothers; the one a prudent and frugal man, and, to all appearance, a moral man, the other a hair-brained squanderer, laughing at the morality of his brother; the former turns out to be a base hypocrite and seducer, and is brought to shame and disgrace; while the latter is found to be full of generous sentiment, and Heaven itself seems to interfere to give him fortune and fame. In short, the direct tendency of the far greater part of these books, is, to cause young people to despise all those virtues, without the practice of which they must be a curse to their parents, a burden to the community, and must, except by mere accident, lead wretched lives. I do not recollect one romance nor one play, in our language, which has not this tendency. How is it possible for young princes to read the historical plays of the punning and smutty Shakspeare, and not think, that to be drunkards, blackguards, the companions of debauchees and robbers, is the suitable beginning of a glorious reign?
312. There is, too, another most abominable principle that runs through them all, namely, that there is in high birth, something of superior nature, instinctive courage, honour, and talent. Who can look at the two royal youths in CYMBELINE, or at the noble youth in DOUGLAS, without detesting the base parasites who wrote those plays? Here are youths, brought up by shepherds, never told of their origin, believing themselves the sons of these humble parents, but discovering, when grown up, the highest notions of valour and honour, and thirsting for military renown, even while tending their reputed fathers' flocks and herds! And, why this species of falsehood? To cheat the mass of the people; to keep them in abject subjection; to make them quietly submit to despotic sway. And the infamous authors are guilty of the cheat, because they are, in one shape or another, paid by oppressors out of means squeezed from the people. A true picture would give us just the reverse; would show us that 'high birth' is the enemy of virtue, of valour, and of talent; would show us, that with all their incalculable advantages, royal and noble families have, only by mere accident, produced a great man; that, in general, they have been amongst the most effeminate, unprincipled, cowardly, stupid, and, at the very least, amongst the most useless persons, considered as individuals, and not in connexion with the prerogatives and powers bestowed on them solely by the law.
313. It is impossible for me, by any words that I can use, to express, to the extent of my thoughts, the danger of suffering young people to form their opinions from the writings of poets and romances. Nine times out of ten, the morality they teach is bad, and must have a bad tendency. Their wit is employed to ridicule virtue, as you will almost always find, if you examine the matter to the bottom. The world owes a very large part of its sufferings to tyrants; but what tyrant was there amongst the ancients, whom the poets did not place amongst the gods? Can you open an English poet, without, in some part or other of his works, finding the grossest flatteries of royal and noble persons? How are young people not to think that the praises bestowed on these persons are just? DRYDEN, PARNELL, GAY, THOMSON, in short, what poet have we had, or have we, POPE only excepted, who was not, or is not, a pensioner, or a sinecure placeman, or the wretched dependent of some part of the Aristocracy? Of the extent of the powers of writers in producing mischief to a nation, we have two most striking instances in the cases of Dr. JOHNSON and BURKE. The former, at a time when it was a question whether war should be made on America to compel her to submit to be taxed by the English parliament, wrote a pamphlet, entitled, 'Taxation no Tyranny,' to urge the nation into that war. The latter, when it was a question, whether England should wage war against the people of France, to prevent them from reforming their government, wrote a pamphlet to urge the nation into that war. The first war lost us America, the last cost us six hundred millions of money, and has loaded us with forty millions a year of taxes. JOHNSON, however, got a pension for his life, and BURKE a pension for his life, and for three lives after his own! CUMBERLAND and MURPHY, the play-writers, were pensioners; and, in short, of the whole mass, where has there been one, whom the people were not compelled to pay for labours, having for their principal object the deceiving and enslaving of that same people? It is, therefore, the duty of every father, when he puts a book into the hands of his son or daughter, to give the reader a true account of who and what the writer of the book was, or is.
314. If a boy be intended for any particular calling, he ought, of course, to be induced to read books relating to that calling, if such books there be; and, therefore, I shall not be more particular on that head. But, there are certain things, that all men in the middle rank of life, ought to know something of; because the knowledge will be a source of pleasure; and because the want of it must, very frequently, give them pain, by making them appear inferior, in point of mind, to many who are, in fact, their inferiors in that respect. These things are grammar, arithmetic, history, accompanied with geography Without these, a man, in the middle rank of life, however able he may be in his calling, makes but an awkward figure. Without grammar he cannot, with safety to his character as a well-informed man, put his thoughts upon paper; nor can he be sure, that he is speaking with propriety. How many clever men have I known, full of natural talent, eloquent by nature, replete with every thing calculated to give them weight in society; and yet having little or no weight, merely because unable to put correctly upon paper that which they have in their minds! For me not to say, that I deem my English Grammar the best book for teaching this science, would be affectation, and neglect of duty besides; because I know, that it is the best; because I wrote it for the purpose; and because, hundreds and hundreds of men and women have told me, some verbally, and some by letter, that, though (many of them) at grammar schools for years, they really never knew any thing of grammar, until they studied my book. I, who know well all the difficulties that I experienced when I read books upon the subject, can easily believe this, and especially when I think of the numerous instances in which I have seen university-scholars unable to write English, with any tolerable degree of correctness. In this book, the principles are so clearly explained, that the disgust arising from intricacy is avoided; and it is this disgust, that is the great and mortal enemy of acquiring knowledge.