Four Early Pamphlets

by William Godwin

Nothing can certainly be more absurd than the attempt to educate children by reason. We may be sure they will treat every determination as capricious, that shocks their inclination. The chef d'oeuvre of a good education is to form a reasonable human being; and yet they pretend to govern a child by argument and ratiocination. This is to enter upon the work at the wrong end, and to endeavour to convert the fabric itself into one of the tools by which it is constructed. The laws of the preceptor ought to be as final and inflexible, as they are mild and humane.

There is yet another method for facilitating the acquisition of languages, so just in itself, and so universally practicable, that I cannot forbear mentioning it. It is that of commencing with the modern languages, French for instance in this country. These in the education of our youth, are universally postponed to what are stiled the learned languages. I shall perhaps be told that modern tongues being in a great measure derived from the Latin, the latter is very properly to be considered as introductory to the former. But why then do we not adopt the same conduct in every instance? Why to the Latin do we not premise the Greek, and to the Greek the Coptic and Oriental tongues? Or how long since is it, that the synthetic has been proved so much superior to the analytic mode of instruction? In female education, the modern languages are taught without all this preparation; nor do I find that our fair rivals are at all inferior to the generality of our sex in their proficiency. With the youth of sense and spirit of both sexes, the learning of French is usually considered, rather as a pleasure, than a burden. Were the Latin communicated in the same mild and accommodating manner, I think I may venture to pronounce, that thus taken in the second place, there will be no great difficulty in rendering it equally attractive.

I would just observe that there is an obvious propriety in the French language being learned under the same direction, as the Latin and Greek. The pursuit of this elegant accomplishment ought at no time to be entirely omitted. But the attention of youth is distracted between the method of different masters, and their amiable confidence, in the direction under which they are placed, entirely ruined by mutability and inconstance. The same observation may also be applied here, as in the learned languages. The attention of the pupil should be confined as much as possible to the most classical writers; and the French would furnish a most useful subsidiary in a course of history. Let me add, that though I have prescribed the age of ten years, as the most eligible for the commencement of classical education, I conceive there would be no impropriety in taking up the modern language so early as nine.

Such then is the kind of subjection, that the learning of languages demands. The question that recurs upon us is; How far this subjection may fairly be considered as exceptionable, and whether its beneficial consequences do not infinitely outweigh the trifling inconveniences that may still be ascribed to it?

But there is another subject that demands our consideration. Modern education not only corrupts the heart of our youth, by the rigid slavery to which it condemns them, it also undermines their reason, by the unintelligible jargon with which they are overwhelmed in the first instance, and the little attention, that is given to the accommodating their pursuits to their capacities in the second.

Nothing can have a greater tendency to clog and destroy the native activity of the mind, than the profuseness with which the memory of children is loaded, by nurses, by mothers, by masters. What can more corrupt the judgment, than the communicating, without measure, and without end, words entirely devoid of meaning? What can have a more ridiculous influence upon our taste, than for the first verses to which our attention is demanded, to consist of such strange and uncouth jargon? To complete the absurdity, and that we may derive all that elegance and refinement from the study of languages, that it is calculated to afford, our first ideas of Latin are to be collected from such authors, as Corderius, Erasmus, Eutropius, and the Selectae. To begin indeed with the classical writers, is not the way to smooth the path of literature. I am of opinion however, that one of the above-mentioned authors will be abundantly sufficient. Let it be remembered, that the passage from the introductory studies to those authors, that form the very essence of the language, will be much facilitated by the previous acquisition of the French.

Having spoken of the article of memory, let me be permitted to mention the practice, that has of late gained so great a vogue; the instructing children in the art of spouting and acting plays. Of all the qualities incident to human nature, the most universally attractive is simplicity, the most disgusting is affectation. Now what idea has a child of the passions of a hero, and the distresses of royalty? But he is taught the most vehement utterance, and a thousand constrained cadences, without its being possible that he should see in them, either reasonableness or propriety.

I would not have a child required to commit any thing to memory more than is absolutely necessary. If, however, he be a youth of spirit, he will probably learn some things in this manner, and the sooner because it is not expected of him. It will be of use for him to repeat these with a grave and distinct voice, accommodated to those cadences, which the commas, the periods, and the notes of interrogation, marked in his author, may require, but without the smallest instruction to humour the gay, or to sadden the plaintive.

Another article, that makes a conspicuous figure in the education of our youth, is composition. Before they are acquainted with the true difference between verse and prose, before they are prepared to decide upon the poetical merit of Lily and Virgil, they are called upon to write Latin verse themselves. In the same manner some of their first prose compositions are in a dead language. An uniform, petty, ridiculous scheme is laid down, and within that scheme all their thoughts are to be circumscribed.

Composition is certainly a desirable art, and I think can scarcely be entered upon too soon. It should be one end after which I would endeavour, and the mode of effecting it will be farther illustrated in the sequel, to solicit a pupil to familiarity, and to induce him to disclose his thoughts upon such subjects as were competent to his capacity, in an honest and simple manner. After having thus warmed him by degrees, it might be proper to direct him to write down his thoughts, without any prescribed method, in the natural and spontaneous manner, in which they flowed from his mind. Thus the talk of throwing his reflections upon paper would be facilitated to him, and his style gradually formed, without teaching him any kind of restraint and affectation. To the reader who enters at all into my ideas upon the subject, it were needless to subjoin, that I should never think of putting a youth upon the composition of verse.