CHAPTER VIII.

EDUCATION.

IN this chapter we include two different classes of bocks: first, those which treat of the science of Education; and are, therefore, addressed to parents and tutors. Secondly, those which are introductory to general Science, or to any particular branch of it; and are, therefore, composed for the sake of children and pupils.

A highly valuable and deservedly popular system of practical Education had been published, in which the authors give the result of their personal experience with respect to all the important topics of instruction, except the inculcation of religious sentiments and feelings: a serious omission, indeed; but surely, considering the vast and even radical differences which are entertained on this subject, by no means inexcusable. This omission is supplied, not indeed avowedly, but in fact it is so, by Miss Hamilton's Letters on Education; in which, upon the Hartleian theory of association, are shewn the extreme importance of forming early habits of piety and moral exertion. With the exception of some metaphysical inconsistencies, and other slighter blemishes, this work is highly creditable to the abilities of the author, and will doubtless be perused with benefit and pleasure by all those to whom it is addressed. Dr. Barrow is an advocate for the old, but now relaxed system, of free-school discipline; and considers all that time in education as thrown away which is not devoted to the study of the Greek and Roman classics, and the catechism of the English church: he writes in a free manly style, and exposes, in a striking manner, some of the radical mistakes in modern schools.

In works intended for the use of young persons, the contribution of last year' is more distinguished by its value than the number of its volumes. Mr. Kett's Elements of General Knowledge, from its academic dignity, deserves the first place. It is, as all such works must necessarily be, very imperfect; defective and erro neous on those topics that are less familiar to the author; more full and valuable on those that are the particular objects of collegiate instrucion.

Miss Edgworth's Poetry explained deserves honourable mention, and is valuable both in itself, and as affording a specimen of a method which may be pursued by parents and instructors with the happiest effect. Dr. Aikin had added to the obligations which both tutors and pupils are under to him by his Arts of Life and The Woodland Companion: and Mr. Lindley Murray has laudably employed himself in compiling the Lecteur François, which, like all his other works, unites in worthy association literary taste with sound morality.

ART. I. Letters on the Elementary Principles of Education. By ELIZABETH HAMIL TON, Author of the Memoirs of Modern Philosophers, &c. 2 vol. 8vo. pp. 431 and 455.

FEW practical subjects have more employed the thoughts and the pen, than the important subject of education; so much has been written, and by authors of such distinguished abilities, that one might naturally suppose little remained to be said upon so beaten a subject, yet such is the deep interest inspired by the successive generation of helpless and innocent human beings that come into life under the necessity of receiving from other and imperfect human beings all their ideas, habits, and associations; such is the immense difference between man and man according as the process he goes through is favourable or unfavourable to his improvement in know ledge and virtue; such waste of genius, such wrecks of innocence, such cruel disappointment of early hopes do we see around us, that a speculative mind will be continually turning its thoughts towards some new plan of instruction, some peculiar system of management which is to remedy every preceding defect, and by assiduous and unremitting care, prolonged from infancy through youth, to build up a perfect man. Much of this sanguine hope is probably fallacious. The workman by his rules can make a machine with accuracy, and which shall fully answer his purpose, but the human mind is submitted to so many influences, the far greater part of them beyond the controul of the parent, that no certain receipt for making a wise and virtuous man will ever be found, and hence a degree of disappointment will attend every system that has been tried, and a degree of new hope every one that is untried. By education much how ever may be done, though not every thing, and it is perhaps more powerful to harm than to benefit; it is therefore at least desirable that bad systems should be exploded; an elegant shape may be formed without stays, but an ill made pair is sure to ruin one. It is a commendation of Miss Hamilton's treatise, considered in a practical light, that it offers no peculiar system, holds out no views of extraordinary proficiency by uncommon methods, runs into no eccentricities; forbids nothing which is commonly reckoned salutary, recommends nothing which does not approve itself to common

sense, and instead of sparkling with the fire of genius, holds out the sober lamp of truth and experience; the popularity it has gained does credit, therefore, to the public taste. This popularity has, we apprehend, been very much promoted by the judicious moderation with which it treats the important article of religion, It is well known, that two treatises on education, each of great merit, which have lately appeared, have exhibited a marked difference in this respect, the one bringing forward religious tenets with a zeal and fervour which many will term enthusiastic, the other carefully abstaining from all mention of them. Miss Hamilton observes that mean which is likely to be most agreeable to the generality of serious and moderate people; her religion is rational and liberal; she is pious without being severe, and a friend to enquiry without its leading her away from the common and most approved systems. The method Miss Hamilton proposes to herself is, first, to examine the principles of the human mind, as far as education is concerned, and to that and the practical inferences arising from them the first volume is devoted. The grand principle the author makes use of for explaining every phænomenon is the law of association, a very important principle certainly, and one that has been often discussed by phi losophical writers. We think, in the present treatise, too much is made of it, and that the term is often used where habit would have been more proper; neither does the author give any clear definition of it, though we are particularly led to expect one from the observation, "that she has been assured, that however familiar the use of the term might be to a certain class of rea ders, to such as had never heard of any other associations than those of the loyal volunteers, it was to the last degree perplexing." If the doctrine was so new to many of her readers, certainly they had a right to expect an accurate definition of a term on which is made to depend the whole of the reasoning in all the first volume; yet for such a defi. nition we looked through the subsequent pages in vain; we find indeed, in allusion to the volunteer associations, that,

timidity ought rot to be encouraged in females, as it is almost always accompanied by an extreme regard to self, and incapacitates for benevolent exertion; striking instances of each kind are given. The author goes on to observe on the danger of early antipathies, on behaviour to servais, in which she opposes a doctrine of Miss Fdgeworth's, which has been generally thought exceptionable. The following observations are not only excellent, but give an amiable idea of the author:

"Whatever tends to inspire children with an high opinion of their own comparative importance; whatever annexes to the idea of situation, independent of worth or virtue, ideas of contempt or complacency, will certainly counteract our design of inspiring them with humility. The light in which children are generally taught to consider servants, must infallibly, at a very early age, produce this high opinion of their own comparative importance; an importance which they must attach to situation, and which must therefore be necessarily productive of the pride of rank and power.-A pride which we would vainly endeavour to reconcile with true christian humility. Would we make a proper use of the instruments which nature so kindly affords us, in the helplessness of

the associations which take place in our ideas are seldom volunteers but are united by laws which are to the last degree arbitrary, and that their union, when once formed, is no longer at the will of a superior, but frequently remains indissoluble notwithstanding the commands issued by reason for disbanding them." We also find some appropriate instances of association, but still no definition, such as would give a person who had never before heard of the term, a just idea of it. But we find the author saying in the next page, "Of systems I have none save the system of Christianity." What has the system of Christi anity to do with a treatise which professes to examine philosophically the principles of the human mind, and thence to deduce our opinions and actions? Christianity has no system of the kind, it directs our faith and practice, but it does not in the least degree assist the investigations of the metaphysical rea'soner. If therefore, Miss Hamilton choose to spread a philosophic and scholastic air over her work, to talk about association, perception, generalization of ideas, abstraction of ideas, &c. she ought to recollect, that instead of boasting that she has no system, it is incum-infancy, we should find a powerful assistance bent upon her to have one, and most certainly in these points and many others that she treats of, she will not find it in the New Testament. Indeed, without undervaluing the philosophy of this part of the work, we think its merit consists still more in the maxims of sound sense and experience, and the familiar illus. trations it contains, than in those observations which have an air of greater abstruseness; neither is it for want, as Miss Hamilton seems to suppose, of clear ideas of the laws of mind, that mistakes are made in education; for all practical purposes the laws of mind are sufficiently understood by the most illiterate; and the nursery-maid who gives a child sweat meats to make it fond of her, or whips it to make it fear her, understands perfectly well the nature of the law of association, though probably she never heard of the term. The first chapters (letters they are called) of the work, show the influence of early associations in inspiring aversion or terror; permanent associations depend either on the strength of the original impression, or on the frequency of the repetition; to the former class belong those of the painful kind;

in laying the foundation of this inestimable virtue. Why should we not teach them to accept the services their tender age requires, with meekness and gratitude? Might not this first exercise of the social and benevolent affections, produce effects upon the mind so advantageous to the character, as completely to counterbalance all the evils which can arise from occasional intercourse with domesties? But are these evils certain and unants for our children, of uncorrupted minds voidable? Is it impossible to procure attendand undepraved manners? I cannot believe it. The corruption and depravity of servants is a general theme. From whence does it proceed, but from the corruption and depravity of their superiors? Governed by the selfishness of luxury and pride, we concern ourselves no further with the morals of our domestics than is necessary to the preservation of our property. No qualities are regarded in them, but such as contribute to the gratification of our ease or convenience. Their virtues are unrewarded by our esteem; their vices, provided they do not immediately injure us, unpunished by our disapprobation.

cerning religion, we all agree that a notion Whatever may be our own opinions conof a Deity, and a fear of fature punishment, is necessary to the vulgar; and yet who, in this age of philosophy and refinement, makes the religious instruction of their servants any

And yet she was but the orphan daughter of a poor servant! It must be, however, confessed, that the principles of religion were early and deeply implanted in her mind."

part of their concern? Pride prevents us from undertaking what policy would dictate. We feel it too mortifying to represent to beings so much beneath us, that we are the creatures of the same GOD; that we are to be judged by the same laws; and that in a few fleeting years no other distinction shall be found be tween us except that of virtue. The moral precepts of our religion, it may not indeed be convenient to dwell upon, as we must blush to recommend rules to their practice, which seldom govern our own. The golden precept of doing as we would be done by, may, perhaps, sometimes occur to us in our transactions with our equals; but it seems as if we had some clause of exception with regard to our behaviour to those of an inferior station. We consider not them as beings endowed with passions and feelings similar to our own. Wapt up in our prerogative, we provoke the one with impunity and insult the other with out remorse. If we cannot read a chapter of the New Testament in their presence which does not libel our conduct, it is no wonder that we decline the task of religious instruction. But why, after this, declaim against the ignorance and depravity of servants? Those who have had sufficient energy to obey the call of principle in their domestic regulations: those who have considered the moral qualities of their servants as no less important than their abilities, and who to instruction and precept, have added the weight of example; have generally found that worth is to be met with in every station. People of moderate fortune have indeed here, as in many other respects, a mani fest advantage. The size of their establishments does not swell beyond the possibility of inspection. The conduct and character of every individual of their families is, or ought to be, known to them. But, alas! the indolence of luxury is no longer confined within the walls of palaces! It pervades all ranks in society. What more common, than to hear ladies, even of moderate fortune, de clare they have not a servant on whose truth or honesty they can depend; but that they do not change, because they know it impossible to get better? Were I to speak from experience, I should question this impossibility; for in the course of my life it has been my fate, both in town and country, in the corruption of the metropolis and the secluded scenes of retirement, to meet with ser vants, the excellence of whose moral characters entitled them to my esteem. The attendant of my infancy still possesses the regard, the gratitude, and veneration of my heart. She is now advancing into the vale of years, and I firmly believe will go to the great audit with a conscience that has never been stained by deceit, equivocation, or falsehood; nor is it improbable, that, I may, perhaps, be more indebted for my love of truth to her example "With a contempt for the female sex, on than to all the precepts of my instructors. an account of this fancied inferiority, has

The important subject of religion is next treated on, and the author very properly insists upon the desireableness of connecting all ideas of the Supreme Being and his laws with exhilarating and chearful impressions, and avoiding that air of gloom which is so frequently cast on such subjects: " the religious instruction of children ought to be chiefly ad. dressed to the heart" In all this part the ideas are sound and liberal. It may be remarked, however, that the use of religion being principally as a restraining power, all those who believe and obey will be benefited by it, though the gloomy tinge which has been spread over it may hinder them from enjoying its consolatory influences; if their opi nions direct them right in matters of practice, they will "depart from evil," though they may not be able ❝ to rejoice in the Lord." Proceeding to moral from divine, we have a number of good observations on the method of cultivating the benevolent affections in chil dren, and inducing such an orderly quiet behaviour as may tend to the comfort of those about them, without encroaching on their natural vivacity. The author is an advocate for the good old system of implicit and early obedience, and throws strong and just blame on those parents who, in order to avoid a little present trouble, allow their children to grow selfish and ungovernable, till they are obliged at length, as the most unreasonable indulgence must stop somewhere, to use those severe methods of correction which completely sour their tempers. Her reasonings are 'enlivened with many entertaining anecdotes both of warning and example. The pernicious influences of partiality in parents are next considered, and particularly of a partiality not uncommon, that, towards the male part of their offspring, which coinciding with the opinion of the world, tends not only to degrade the female sex in their but also to degrade and throw a shade own eyes and in those of their brothers, upon those virtues, supposed to belong peculiarly to the sex.