Education Reform; or, the necessity of a national system of education

Preface

. The following work, as will appear from several passages in the text, was commenced and in part printed in the year 1832, and resumed at such inter vals as other avocations, and the difficulty of obtaining adequate information on many details, in the present defective state of statistical knowledge, would permit. The author, nevertheless, sees no reason for making any considerable alterations. Unfortunately, with much decided progress in education in particular cases and localities, with all the knowledge and zeal existing in particular quarters (and a long catalogue of supporters, worthy of such a cause, might easily be found), neither the. legislature nor the people have yet taken any decisive steps to give to the community at large the advantage of such progress ; in other words, no measure, with the exception of Lord Stanley's " Instructions to the Duke of Lein ster" for establishing the present Irish Board, has been attempted, for the organising, on a broad, efficient, and permanent scale, a National System of Education.

The old anomalies, and many also of the old abuses, still continue as vigorous as ever. The minister waits for the country, and the country waits for the minister ; each fearing to go first, both, it seems, have come to a sort of tacit agreement to

PREFACE.

. stand still. This is the more remarkable, as in the interval no other nation has followed the same ignoble course. Since 1833, the few countries who, like England, were unprovided with a National System of Education, have had the wisdom and the courage to adopt one. In England only, a National System is still wanting: — Education Reform is still needed; as much so, nay more, from the greater extension of civil franchises, in the year 1836 than in the year 1833. The evils now existing are as great, the com plaints as just, the remedy as obvious, as in any of the preceding years. As long, therefore, as this unhappily shall continue to be the case, no apology will surely be needed for the writing, or publishing, of such works as the present. CONTENTS Of THE FIRST VOLUME. PiiefAce ----- Page v Introduction - 1

Part I

Theory. — Principles of National Education. General Positions. — What is Education ? — Difficult to define. — Diversity of Opinions. — Fluctuation of Systems. — Yet may be ascertainable. — Depends on the End proposed. — Happiness not the End. — Nor Utility. — Perfection through Duty the End. — Education classified. — The Power of Education especially Public. — National Education the Object of this Work - - 24 Preliminary Considerations. The Nation should interfere in National Education. — In what Manner aud for what Purposes - 43

Chapter I

National Education should be good. What constitutes the Goodness of National Education. — Depends on Dispositions, and Position. — Position again, on the classes of the Community, on Government, and the actual State of Civilisation. — Advantages and Disadvantages of Civilisation. — Each to be considered. — Best System of National Education, what ? — Means for carrying it into Effect — Good Methods for such Purpose essential. — CONTENTS.

VIII Necessity of combining thoroughly, the three Branches of Education, Physical, Intellectual, and Moral Each necessary to the other. — Evil of separating them. — Means for combining and effectively con ducting each. — Physical Education. — Gymnastic Exercises. — Exercises and Arts of Industry. — Agricultural and Mechanical Labour Country Walks, and Occupations. — Cleanliness. — Diet. — Healthy Situation. — Callisthenics. — Intellectual Education. — Should be methodical and comprehensive. — Education of the Senses. — Formation of Language. — To be carefully conducted by the Mother. — Influence of Maternal Instruction. — Education of the Intellect. — Twofold, rational, and æsthetic Reason. — Attention. — Judgment. — Memory, verbal, and methodical. — Imagination, its Changes ; dependent on Age ; how to be conducted ; its Dangers ; its Advantages. — Æsthetics, their Utility, their Beauty, their Applica tions. — What Studies are essential. — What accessory. — Lessons preliminary to reading. — Lessons on Objects. — Reading. — Writing. — Mother Tongue. — Mathematics. — Arithmetic. — Algebra Geometry. — Elements of Useful Knowledge. — Drawing. — Archi tecture. — Natural History, &c. — Geography. — History Legis lation. — Political Economy. — Physical Sciences. — Ancient and Modern Languages. — Psychology. — Music. — Æsthetics. — Me. theds of Instruction. — The Individual. — The Simultaneous. — The Mutual. — Distribution of Instruction. — Form of Instruction. — Lec tures. — Examinations. — Importance of good Methods. — Moral and «eligious Education. — Origin in the Mind of the moral and religious Feelings. — Origin of Conscience. — The Will. — Educa tion of the Will. — Weakness of the Will. — Capriciousness of the Will. — The Will should be strengthened. — By what means ? — The Will should be directed. — By what ? — By the Feelings and by Principles. — Education of the Feelings. — Feeling of Order. — Of Justice. — Of Benevolence and Generosity. — Of the Noble, the Pure, &c. &c. — Religion. — Formation of Habits. — Influence of the Teacher on the Pupil Influence of Pupils on each other. — Influence of the Pupil on himself. — Self-examination. — Self control. — Punishments, corporeal Punishments, very ancient. — Still prevalent. — Injurious to the Teacher ; to the Pupil. — Re proof ; Public, injurious, Private, beneficial. — Kindness the best Instrument of Correction. — Rewards dangerous. — Emulation. — Inculcation of Principles. — Religious and Moral Instruction. — Teaching the Holy Scriptures. — Shoidd be adapted to the Capacity of the Pupil. — Selections, therefore, expedient. — Interpretation expedient. — Union of Sects in the same School advantageous. — United religious Instruction advantageous. — Not always prac- CONTENTS.

IX ticable. — Sects should not, however, on that Account, be separated, for the sake either of the Country or of Religion. — But religious Instruction should be given apart. — Proselytism should be prevented. — Religious Instruction the Duty of the Clergy. — The Clergy should be associated in National Education. — Moral Instruction General and special. — Special Duties and Virtues. — Truth. — Patriot ism. — Consistency. — Importance of their early Inculcation. — Specific moral Education necessary for the several Orders and Professions of Society. — For the Landlord — The Barrister — The Physician — The Clergyman — The Merchant — The Shop keeper and Artisan — The Agriculturist. — After Education ne cessary. — Neglected. — To conduct these three Branches with Efficiency, competent Teachers essential. — Teachers' Schools, there fore, necessary. — Duties of Teachers. — Qualifications, Physical, Intellectual, and Moral, of Teachers. — They must receive an Educa tion calculated to produce them. — Merits of a good Teacher. — To give Teachers and Pupils the Power of applying these means, Classification of Schools necessary. — Primary Schools. — Secondary Schools. — Special Schools. — Universities. — Subsidiary Education. — Female Education. — Effects of a good System of Education, Physical, Intellectual and Moral, on the Individual and the Com munity. — The Uneducated versus the Educated. — The educated Labourer, Operative, Manufacturer, Gentleman. — The Influence of each on the Community. — Inconsistency of the present System. — Its Effects. — How to be counteracted. — Conclusion - Page 46" CHAP. II.

National Education should be universal. Universal Diffusion of Education, a Necessity, a Benefit, a Right. — Objections. — I. Distinction of Orders. — The Aristocracy, in England, in Scotland, in Ireland. — The Middle Class, in England, in Scotland, in Ireland Apprehensions entertained by the Aristocracy of the Advance of Education, groundless. — The Lower Class, not disqualified for the Reception of Education by their Position, nor by want of Time. — Advantages of good Education to the Lower Orders. — Extends true and useful Knowledge — And therefore Diminishes Presumption, and Discontent. — Proved by Experience. — Good Education lowers the Amount of Crime. — Advantages resulting from the Education of the Lower Classes to the other Orders. — Danger of disturbing the several Classes, considered. — Progress of Education, not abrupt, but gradual. — Multiplies Discoveries. — Of Benefit to all. — Dangers apprehended, should be encountered.

Mil., i. a CONTENTS. X — Dangers apprehended, imaginary If real, may be easily coun teracted. — Effects of Education on Public Order. — Effects of Edu cation on Public Liberty. — II. Difference between the three Coun tries, considered. — III. Existing Position of the three Countries. — Reform, necessary and inevitable. — Object of Reform. — Reform should be guided, by guiding Public Opinion. — And Public Opinion, by guiding Public Education. — For which purpose Education should be universal. — The Church Question. — Church Property not in violable. — Church Property not protected by National Ignorance.

Church Reform injuriously delayed, necessary, inevitable. — May in its Progress be guided and moderated by Education. — Unionism, its Errors, its Tyranny, its dissocial Doctrines, not the Result of Edu cation, but of its Want. — To be counteracted by the Improvement and wider Diffusion of Education. — Obstacles in Ireland, to the Extension of Education. — The Poor Law Question. — Poor Laws should be accompanied by a comprehensive System of National Edu cation. — Tithe and Church Questions ; delay in settling them injurious to National Instruction and Morals. — Settlement essential to all Parties. — Inevitable. — Not to be prevented by Ignorance. — Prædial Agitation. — How caused ? — How increased ? — Might have been prevented by wider Diffusion of Knowledge. — Political Agitation, not caused by Education — Nor by Catholic Emancipa- . tion. — Real Cause of Agitation. — When excusable. — Agitation no Argument against the Diffusion of Education. — Agitation controlled by Education. — Ireland not over-educated, but mis-educated. — Universal Diffusion of Education inevitable. — Essential. — By what means is such Result to be most easily and safely produced, Page 34<) CHAP. III.

National Education should be permanently supported. Best System of Support, what ? — Individual or Voluntary Support and Management considered Arguments for — Arguments against Public, or Government Management and Support considered. — Of various Kinds. — To be advantageous, should be shared with the People. — In what Way and to what Extent? — Government Interference should be gradual _ And adapted to Circumstances. Popular Support and Management considered. — When shared with Government, just and salutary. — Interference of both, to be useful, should be honest, enlightened, and enlightening. — Should be directive and controlling. — Means for such Purposes possessed by Government. — Superior to those possessed by the People. — Conspicuous especially in choosing Books — And Teachers. — People ill CONTENTS.

XI uualified to choose either. — Government Interference necessary. — Objections to, answered. — Extent and Nature of such Interference, or respective Duties and Functions of Government and People. — Should be clearly denned. — The Government should originate and establish. — The People should aid and maintain. — Mode of applying these Principles in Practice On the Part of Government, a Minister Board, and Inspectors of National Education. — On the Part of the People, School Meetings, School Assessments, and School Com mittees. — Summary of the three preceding Chapters. — Conclu sion .... Page 445

Appendix

A. Mutual Instruction ... 479 B. Classification of Teachers - - - 490 C. Self-Examination ... . 493 D. Classification of School- Courses and Schools - ERRATA.

Page 40. line 5. for "which we," read " with which we." 57. 1. 4. of note*, for "neither compelled," read " neither are compelled. 61. 1. 27. for "cannot," read "can." 67. 1. 8. of note, for " perdu," read " perdre." 71. 1. 2. from bottom, for •' roidir, l'ame" rend " roider l'ame," 78.1.4. of note, for "selfishness; unkindness," read "selfishness, un kindness." 83. 1. 2. for " can," read " could." 123. 1. 7. from bottom, for " being the signs"' read " the signs being." 149- 1. 4. of note, for " since," read " from." 150. 1. 5. for " is entirely," read " are entirely." 153. note *, for " casligat," read " castigatque." 159. 1. 33. after " physical," read " means." 174. 1. 5. of note from bottom, for "a thousand of other," read "a thousand other." 1 77. 1. 3. for " two classes, only," read " into two classes only." 185. 1. 18. for " Saadi Boustan," read " Saadi's Boustan." 183. 1. 10. of note, for "general," reaa "generally." 188. 1. 7. of note, for "que s'y," read " qui s'y." 193. 1. 36. for " morale," read " la morale." 194. 1. 4. for " it has intended," read " it has been intended." 194. 1. 26. for " view," read " point of view." 202. 1. 6. for " desciptions," read "descriptions." 208. 1. 31. for "perform the unpaid," read " perform unpaid the." 233. 1.3. from bottom, for " executioner," read " executor." 253. 1. 11. from bottom, for "some trifle of discipline; the enforcing,' read " the enforcing of some trifle of discipline." 254. 1. 12. of note, for " Carlberg," read " Carlsberg." 261 . 1. 8. for " their," read " his." 294. 1. 1 1. for " with whoever," read " with whomever." 297. 1. 1 5. of note, for " as of the nature," read " as to the nature." 302. 1. 14. for " intuism," read "criticism." 303. note t, for " Appendix A," read " Appendix D. " 303. 1. 6. of note i., for "economies," read "economics." 309. 1. 9. for " lies," read " lie." 309. 1. 15. from bottom, for " does," read " do." 310. 1. 16. from bottom, for "vision," read "view." 322. 1. 1 1. from bottom, for " requisite," read " applied." 340. 1. 9- for " were," read " was." 357. 1. 9. of note, for "deserters from," read "deserters on." 395. 1. 13. of note, omit the comma after " forces." 395. last line but one, for " of its tenacity," read " of tenacity." 406.

I. 10. from bottom, for "being," read "having been." 414. last line of note, insert a comma after " Parochial." 423. 1. 20. for "line," read "like." 427. 1. 3. for "it is," read "they are." 433. 1. 16. for " Mortgagees," read " Mortgageors." 433. 1. 19. for "work of itself together," read " work itself together." EDUCATION REFORM.