(c.) EDUCATION.
Two Letters to the Rev. Hugh James Rose, Horsham, Sussex.
Rydal Mount, Dec. 11. 1828.
MY DEAR SIR,
I have read your excellent sermons delivered before the University[31] several times. In nothing were my notions different from yours as there expressed. It happened that I had been reading just before Bishop Bull's sermon,[32] of which you speak so highly: it had struck me just in the same way as an inestimable production. I was highly gratified by your discourses, and cannot but think that they must have been beneficial to the hearers, there abounds in them so pure a fervour. I have as yet bestowed less attention upon your German controversy[33] than so important a subject deserves.
Since our conversation upon the subject of Education, I have found no reason to alter the opinions I then expressed. Of those who seem to me to be in error, two parties are especially prominent; they, the most conspicuous head of whom is Mr. Brougham, who think that sharpening of intellect and attainment of knowledge are things good in themselves, without reference to the circumstances under which the intellect is sharpened, or to the quality of the knowledge acquired. 'Knowledge,' says Lord Bacon, 'is power,' but surely not less for evil than for good. Lord Bacon spoke like a philosopher; but they who have that maxim in their mouths the oftenest have the least understanding of it.
The other class consists of persons who are aware of the importance of religion and morality above everything; but, from not understanding the constitution of our nature and the composition of society, they are misled and hurried on by zeal in a course which cannot but lead to disappointment. One instance of this fell under my own eyes the other day in the little town of Ambleside, where a party, the leaders of which are young ladies, are determined to set up a school for girls on the Madras system, confidently expecting that these girls will in consequence be less likely to go astray when they grow up to women. Alas, alas! they may be taught, I own, more quickly to read and write under the Madras system, and to answer more readily, and perhaps with more intelligence, questions put to them, than they could have done under dame-teaching. But poetry may, with deference to the philosopher and the religionist, be consulted in these matters; and I will back Shenstone's school-mistress, by her winter fire and in her summer garden-seat, against all Dr. Bell's sour-looking teachers in petticoats that I have ever seen.
What is the use of pushing on the education of girls so fast, and mainly by the stimulus of Emulation, who, to say nothing worse of her, is cousin-german to Envy? What are you to do with these girls? what demand is there for the ability that they may have prematurely acquired? Will they not be indisposed to bend to any kind of hard labour or drudgery? and yet many of them must submit to it, or do wrong. The mechanism of the Bell system is not required in small places; praying after the fugleman is not like praying at a mother's knee. The Bellites overlook the difference: they talk about moral discipline; but wherein does it encourage the imaginative feelings, without which the practical understanding is of little avail, and too apt to become the cunning slave of the bad passions. I dislike display in everything; above all in education.... The old dame did not affect to make theologians or logicians; but she taught to read; and she practised the memory, often, no doubt, by rote; but still the faculty was improved: something, perhaps, she explained, and trusted the rest to parents, to masters, and to the pastor of the parish. I am sure as good daughters, as good servants, as good mothers and wives, were brought up at that time as now, when the world is so much less humble-minded. A hand full of employment, and a head not above it, with such principles and habits as may be acquired without the Madras machinery, are the best security for the chastity of wives of the lower rank.
Farewell. I have exhausted my paper.