When we got to Ripley, we found the day very fine, and we got upon our horses and rode home to dinner, after an absence of just one month, agreeably to our original intention, having seen a great deal of the country, having had a great deal of sport, and having, I trust, laid in a stock of health for the winter, sufficient to enable us to withstand the suffocation of this smoking and stinking Wen.
But Richard and I have done something else, besides ride, and hunt, and course, and stare about us, during this month. He was eleven years old last March, and it was now time for him to begin to know something about letters and figures. He has learned to work in the garden, and having been a good deal in the country, knows a great deal about farming affairs. He can ride anything of a horse, and over anything that a horse will go over. So expert at hunting, that his first teacher, Mr. Budd, gave the hounds up to his management in the field; but now he begins to talk about nothing but fox-hunting! That is a dangerous thing. When he and I went from home, I had business at Reigate. It was a very wet morning, and we went off long before daylight in a post-chaise, intending to have our horses brought after us. He began to talk in anticipation of the sport he was going to have, and was very inquisitive as to the probability of our meeting with fox-hounds, which gave me occasion to address him thus: “Fox-hunting is a very fine thing, and very proper for people to be engaged in, and it is very desirable to be able to ride well and to be in at the death; but that is not ALL; that is not everything. Any fool can ride a horse, and draw a cover; any groom or any stable-fellow, who is as ignorant as the horse, can do these things; but all gentlemen that go a fox-hunting [I hope God will forgive me for the lie] are scholars, Richard. It is not the riding, nor the scarlet coats, that make them gentlemen; it is their scholarship.” What he thought I do not know; for he sat as mute as a fish, and I could not see his countenance. “So,” said I, “you must now begin to learn something, and you must begin with arithmetic.” He had learned from mere play, to read, being first set to work of his own accord, to find out what was said about Thurtell, when all the world was talking and reading about Thurtell. This had induced us to give him Robinson Crusoe; and that had made him a passable reader. Then he had scrawled down letters and words upon paper, and had written letters to me, in the strangest way imaginable. His knowledge of figures he had acquired from the necessity of knowing the several numbers upon the barrels of seeds brought from America, and the numbers upon the doors of houses. So that I had pretty nearly a blank sheet of paper to begin upon; and I have always held it to be stupidity to the last degree to attempt to put book-learning into children who are too young to reason with.
I began with a pretty long lecture on the utility of arithmetic; the absolute necessity of it, in order for us to make out our accounts of the trees and seeds that we should have to sell in the winter, and the utter impossibility of our getting paid for our pains unless we were able to make out our accounts, which accounts could not be made out unless we understood something about arithmetic. Having thus made him understand the utility of the thing, and given him a very strong instance in the case of our nursery affairs, I proceeded to explain to him the meaning of the word arithmetic, the power of figures, according to the place they occupied. I then, for it was still dark, taught him to add a few figures together, I naming the figures one after another, while he, at the mention of each new figure said the amount, and if incorrectly, he was corrected by me. When we had got a sum of about 24, I said now there is another line of figures on the left of this, and therefore you are to put down the 4 and carry 2. “What is carrying?” said he. I then explained to him the why and the wherefore of this, and he perfectly understood me at once. We then did several other little sums; and, by the time we got to Sutton, it becoming daylight, I took a pencil and set him a little sum upon paper, which, after making a mistake or two, he did very well. By the time we got to Reigate he had done several more, and at last, a pretty long one, with very few errors. We had business all day, and thought no more of our scholarship until we went to bed, and then we did, in our post-chaise fashion, a great many lines in arithmetic before we went to sleep. Thus we went on mixing our riding and hunting with our arithmetic, until we quitted Godalming, when he did a sum very nicely in multiplication of money, falling a little short of what I had laid out, which was to make him learn the four rules in whole numbers first, and then in money, before I got home.
Friends’ houses are not so good as inns for executing a project like this; because you cannot very well be by yourself; and we slept but four nights at inns during our absence. So that we have actually stolen the time to accomplish this job, and Richard’s Journal records that he was more than fifteen days out of the thirty-one coursing or hunting. Nothing struck me more than the facility, the perfect readiness with which he at once performed addition of money. There is a pence table which boys usually learn, and during the learning of which they usually get no small number of thumps. This table I found it wholly unnecessary to set him. I had written it for him in one of the leaves of his journal book. But, upon looking at it, he said, “I don’t want this, because, you know, I have nothing to do but to divide by twelve.” That is right, said I, you are a clever fellow, Dick; and I shut up the book.
Now, when there is so much talk about education, let me ask how many pounds it generally costs parents to have a boy taught this much of arithmetic; how much time it costs also; and, which is a far more serious consideration, how much mortification, and very often how much loss of health, it costs the poor scolded broken-hearted child, who becomes dunder-headed and dull for all his life-time, merely because that has been imposed upon him as a task which he ought to regard as an object of pleasant pursuit. I never even once desired him to stay a moment from any other thing that he had a mind to go at. I just wrote the sums down upon paper, laid them upon the table, and left him to tackle them when he pleased. In the case of the multiplication-table, the learning of which is something of a job, and which it is absolutely necessary to learn perfectly, I advised him to go up into his bed-room and read it twenty times over out loud every morning before he went a hunting, and ten times over every night after he came back, till it all came as pat upon his lips as the names of persons that he knew. He did this, and at the end of about a week he was ready to set on upon multiplication. It is the irksomeness of the thing which is the great bar to learning of every sort. I took care not to suffer irksomeness to seize his mind for a moment, and the consequence was that which I have described. I wish clearly to be understood as ascribing nothing to extraordinary natural ability. There are, as I have often said, as many sorts of men as there are of dogs; but I do not pretend to be of any peculiarly excellent sort, and I have never discovered any indications of it. There are, to be sure, sorts that are naturally stupid; but, the generality of men are not so; and I believe that every boy of the same age, equally healthy, and brought up in the same manner, would (unless of one of the stupid kinds) learn in just the same sort of way; but not if begun to be thumped at five or six years old, when the poor little things have no idea of the utility of anything; who are hardly sensible beings, and have but just understanding enough to know that it will hurt them if they jump down a chalk pit. I am sure, from thousands of instances that have come under my own eyes, that to begin to teach children book-learning before they are capable of reasoning, is the sure and certain way to enfeeble their minds for life; and, if they have natural genius, to cramp, if not totally to destroy that genius.
I think I shall be tempted to mould into a little book these lessons of arithmetic given to Richard. I think that a boy of sense, and of age equal to that of my scholar, would derive great profit from such a little book. It would not be equal to my verbal explanations, especially accompanied with the other parts of my conduct towards my scholar; but at any rate, it would be plain; it would be what a boy could understand; it would encourage him by giving him a glimpse at the reasons for what he was doing: it would contain principles; and the difference between principles and rules is this, that the former are persuasions and the latter are commands. There is a great deal of difference between carrying 2 for such and such a reason, and carrying 2 because you must carry 2. You see boys that can cover reams of paper with figures, and do it with perfect correctness too; and at the same time, can give you not a single reason for any part of what they have done. Now this is really doing very little. The rule is soon forgotten, and then all is forgotten. It would be the same with a lawyer that understood none of the principles of law. As far as he could find and remember cases exactly similar in all their parts to the case which he might have to manage, he would be as profound a lawyer as any in the world; but if there was the slightest difference between his case and the cases he had found upon record, there would be an end of his law.
Some people will say, here is a monstrous deal of vanity and egotism; and if they will tell me, how such a story is to be told without exposing a man to this imputation, I will adopt their mode another time. I get nothing by telling the story. I should get full as much by keeping it to myself; but it may be useful to others, and therefore I tell it. Nothing is so dangerous as supposing that you have eight wonders of the world. I have no pretensions to any such possession. I look upon my boy as being like other boys in general. Their fathers can teach arithmetic as well as I; and if they have not a mind to pursue my method, they must pursue their own. Let them apply to the outside of the head and to the back, if they like; let them bargain for thumps and the birch rod; it is their affair and not mine. I never yet saw in my house a child that was afraid; that was in any fear whatever; that was ever for a moment under any sort of apprehension, on account of the learning of anything; and I never in my life gave a command, an order, a request, or even advice, to look into any book; and I am quite satisfied that the way to make children dunces, to make them detest books, and justify that detestation, is to tease them and bother them upon the subject.
As to the age at which children ought to begin to be taught, it is very curious, that, while I was at a friend’s house during my ride, I looked into, by mere accident, a little child’s abridgment of the History of England: a little thing about twice as big as a crown-piece. Even into this abridgment the historian had introduced the circumstance of Alfred’s father, who, “through a mistaken notion of kindness to his son, had suffered him to live to the age of twelve years without any attempt being made to give him education.” How came this writer to know that it was a mistaken notion? Ought he not rather, when he looked at the result, when he considered the astonishing knowledge and great deeds of Alfred—ought he not to have hesitated before he thus criticised the notions of the father? It appears from the result that the notions of the father were perfectly correct; and I am satisfied, that if they had begun to thump the head of Alfred when he was a child, we should not at this day have heard talk of Alfred the Great.
Great apologies are due to the OLD LADY from me, on account of my apparent inattention towards her, during her recent, or rather, I may say, her present, fit of that tormenting disorder which, as I observed before, comes upon her by spells. Dr. M’Culloch may say what he pleases about her being “wi’ bairn.” I say it’s the wet gripes; and I saw a poor old mare down in Hampshire in just the same way; but God forbid the catastrophe should be the same, for they shot poor old Ball for the hounds. This disorder comes by spells. It sometimes seems as if it were altogether going off; the pulse rises, and the appetite returns. By-and-by a fresh grumbling begins to take place in the bowels. These are followed by acute pains; the patient becomes tremulous; the pulse begins to fall, and the most gloomy apprehensions begin again to be entertained. At every spell the pulse does not cease falling till it becomes lower than it was brought to by the preceding spell; and thus, spell after spell, finally produces the natural result.