ENGLAND AND FRANCE,
from the beginning of the 17th Century to
the present time"}
The word education itself appears to be misapplied or misunderstood, owing, probably, to its original construction and use, and no other word having been substituted in its place.
By education was meant, in former times, the teaching to read and write; and these accomplishments, which, at that time, distinguished a gentleman from the lower classes, and, by that means, education is still considered as only applying to the learning of what is taught at schools or universities. It is principally in this light that those who have written on it have viewed it, though in fact well brought up (bien eleve) comes nearer to the meaning than being well learnt, which is equivalent to well educated.
In this, as in every other thing, the end in view should never be forgotten; but, as it happens with respect to the middling and lower orders, it is forgotten so soon as affluence has made a little progress in a country.
The education of the higher classes is generally pretty well conducted; and, indeed, human beings, when beyond the reach of want, who do not inherit the necessity derived from Adam, of gaining their bread by the sweat of their brows, require much more teaching than others, whose conduct is regulated by necessity, and who have not the means of giving way to the passions that beset human nature.
With respect, however, to the higher classes, it is scarcely possible for a government to interfere to much purpose. Those who are possessed of fortune will act according to inclination; and, in respect to this class of society, in England, it is already in less need of reform or interference than any others, while the lower and middling classes require it more.
There is no possibility for an ignorant man to become of any importance in this country, even with the aid of wealth and fortune. An immoral character, or a mean selfish one, has not a much better chance, while, by talents and good conduct, every thing desirable may be obtained: perhaps, nothing further can be done to excite men of rank and fortune to emulation and virtue.
With respect to the learned professions, the modes by which students are brought up to them are by no means unexceptionable; but that is not a point of very great national importance; at any rate, [end of page #217] it is not the part in which England stands the most in need of attention {174} and interference from the government of the country.