Domestic portraiture; or, The successful application of religious principle in the education of a family, exemplified in the memoirs of three of the deceased children of the Rev. Legh Richmond

II New- York: Published By Jonathan Leavitt, 182 Broadway

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NEW- YORK:

PRINTED BY R. & G. S. WOOD, 261 PEARL STREET.

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TO MRS. RICHMOND.

Allow me to present to you the following little work, in which I have endeavoured to draw out your late husband's plan of education, and to illustrate its success in the conversion of three of his children. The materials placed in my hands appeared to me too valuable to be buried in oblivion ; and I am persuaded I shall receive the thanks of every Christian parent for having brought before them such an examplar to direct and encourage them in their own labours. My excellent friend has long since been known as a minister of the gospel and the advocate of our religious societies, and " his praise is in all the churches." But in the following pages it will be seen that his private character, as the father of a family, shone with no less bright a lustre, and is worthy to be held in still higher estimation.

My heart's desire and prayer to God for you and for every member of your family is, that you may continue to follow Christ after the example

V11I

of your instructor and guide, and under the influence of the same spirit, may bear an honourable testimony to the nature and worth of vital religion. I am, be assured, with the highest esteem and affection,

Your faithful servant,

The Author,

TO THE READER.

If any apology be deemed needful in presenting to the public another volume connected with Mr. Richmond's name and memory, we might refer to the lively interest with which the productions of his pen have ever been received, and the frequent demand made for more of his correspondence. It must be remembered that the letters now published were not intended to be read by any one beyond the circle of his own family, and they are not introduced on the present occasion as specimens of extraordinary talent and composition, but with a vi^v to exhibit the unwearied efforts of a Christian father in the education of his children, and to encourage those who are engaged in the same pursuit to hope to the end, while they diligently persevere in the use of means, since they may here contemplate another proof that God is faithful to his promise — " Train up a child in the way he should go, and when he is old he will not depart from it."

X TO THE READER.

It has not been the design of the Editor to censure others, who may adopt a mode of education somewhat different, or to claim for his friend or himself an exclusive right to dictate to the Church of God. Mr. R. had, in some respects, his peculiarities, and men must judge for themselves as to their imitation of them; but there can be no mistake in earnestly recommending to their regard his zeal and love — his devout and heavenly spirit — his consistent and firm preference of eternal to temporal advantages, and the evident blessing of God, which crowned with success his method of instructing his family. May the same divine blessing accompany the present humble attempt to promote the glory of God and the spiritual good of men,

CONTENTS,

Chapter VI

Life of Wilberforce Richmond — His childhood — Letter to his Father — Mr. Richmond's letters to Wilberforce in his childhood. — Wilberforce's early character and letters — Lines on Wilberforce's birth day — Mr* Richmond's letters to him page 132

Fragments relating to Lydia G , of Newcastle on

Tyne. page 271

FAMILY PORTRAITURE.

CHAPTER I. Quintillian.*

The importance of education has ever % been acknowledged by all civilized communities. To the diffusion of knowledge, and its influence on the economy of life, may be traced the superiority of one age and country over another ; and it is the neglect or the cultivation of their minds, which forms the only true distinction between man and his fellow.

The education of their youth was esteemed by some nations as so intimately connected with the public weal, that they placed the children of the subject under the superintendence of teachers chosen by the state ; a practice which, no doubt, inspired a political patriotism, but at the expense of many better feelings, and w 7 ith the enfeebling, if not dissolving, those parental ties, on which the conduct and happiness of life must greatly depend.

There have been many writers on this subject, and widely differing from each other in their respect-

* " It is of great moment by whom and in what manner every one is educated."

2 REMARKS ON EDUCATION.

ive theories. The opinions of some are so extravagant and opposed to all sound practical wisdom, as scarcely to deserve an allusion. Who could have supposed that a grave and intelligent author would recommend a parent to leave his child without instruction until nearly the age of manhood, under the pretence of not embarrassing freedom of thought ? If such a strange conceit could be acted upon, it would soon reduce an enlightened people to the condition of barbarians. But the experiment is impracticable, for " the process in the formation of character, though rude and ruinous by neglect, will go on." From the cradle to the grave, a succession of hourly events and influences of a thousand kinds will gradually and ultimately establish habits, and give a capacity for happiness or misery on an entrance into the eternal world according to their resu.lt. A bias of some kind or other will be received, and the only alternative for our choice is, whether that predisposition which arises from the inculcation of good principles, and a reliance on authority for a time, is not preferable to the impulse of corrupt inclination and the influence of more corrupt communication.

There have been other writers who seem disposed to consider man as the mere creature of circumstances, and education as forming "the only ground of difference between the judge on the bench and the prisoner at the bar." These attach too great an importance to human effort and the force of habit, when they compare a rational agent to the plant of the field, and expect that he will of necessity take his form and shape from the hand of the cultivator. If they do not deny in plain terms the need of divine interposition, they make no appeal to it, and seem to regard it as superfluous to the purposes and ends of education. But whatever value we set on moral culture, its failure, in many

REMARKS ON EDUCATION. 6

instances, — a failure so great that corrupt nature seems as it were exasperated to evil by the very means employed for its correction, — affords a mournful proof, that u it is apoor centre of a marts actions, himself." Another equally affecting fact leads us to look higher than mere human agency ; for have not many useful and virtuous characters sometimes appeared like lights in the midst of darkness, emerging from influences the least calculated to warrant such an exception. It never must be concealed or forgotten by a teacher, that " God worketh both to will and to do of his good pleasure." He gives to the mind its first impulse, and directs every step in its progress wherever the culture of man is successful. Independence is no attribute of a creature ; and to challenge success as the necessary result of our own efforts is a presumption no less opposed to reason than denounced by revelation. " Not by might nor by power, but by my spirit, saith the Lord."

There is a third error which has its advocates. While some attribute too much to human culture, others expect too little from it. There is a pride which inspires an undue confidence in the use of means, and there is an indolent reliance on divine aid which vainly looks for an end without them, and disposes men to neglect or wholly disregard them. This perversion of a truth generates a reckless feeling, and has done great mischief in religious families. It is perhaps a chief cause of the melancholy spectacle not unfrequently exhibited in the ruin of many children w 7 hose parents have professed to respect and value christian principles. They « seem to overlook both the precept and the promise of the word of God-' — " Train up a child in the way in which he should go, and when he is old he will not depart from it."

But dismissing whatever is chimerical or mis-

4 PUBLIC MORALS.

taken in these theories, (for it is not to my purpose to carry the discussion to a greater length,) I would observe, that to train and prepare the soul for its eternal destiny is the proper business and end of education. It must be admitted that there are subordinate ends which may be desired, and means of the same character which may be employed for their attainment: that a competent provision; acquirements which will render us respectable in life ; all that is connected with the security and promotion of present happiness, are lawful objects of pursuit, and it is folly to neglect or despise them. In many cases it would be a dereliction of duty; for we must not consider ourselves as insulated beings, and "go out of the world," but continue in it as " the salt of the earth," to dispense a purifying influence. I am not the advocate of superstition or eccentricity; but I contend that the chief end of education is to train for eternity. There may be an awful consistency in the sentiments of those whose hopes and prospects are bounded by time, when they say, We and our children will eat and drink, for tomorrow we die. But, independently of revelation, and assuming only the belief of a future state, — a state to be determined by our conduct in the present world, it follows as a necessary consequence, that whatever we teach or do, ought to have a bearing on another condition of being, and be made subservient to its interests. Here I stand on the vantage ground, and fear not to make my appeal to every thinking man ; not only whether the welfare of a future life can be reasonably set aside, and children taught to despise and disregard it, but whether it be consistent with the expectation of another world to give it less than the chief and foremost place in our thoughts and actions. It cannot be regarded as subordinate or secondary without exciting a just suspicion that we do not

PUBLIC MORALS, 5

admit its existence. Such an appeal may be made with still greater force to an avowed disciple of the Christian faith. The whole bearing of revelation goes to this point, " Seek first the kingdom of God. 55 Let it be observed that the question is not here one of mere opinion. Few would venture to deny the principle, for this would be to deny the authority of the principle ; but we must look to opinion as realized in practice, and insist on the propriety and necessity of interweaving religious principle as a golden thread in the whole texture of education ; deriving from it the motives, the means, and the end ; and so steadily keeping in view the final result, as to make a cheerful sacrifice of every thing which would be likely to impair or interfere with it.

I may be censured for rashly libelling the community in which we live, yet it must be apparent to an unprejudiced mind, that for the most part we are a nation of christians by profession, and of heathens in opinion and practice, Christianity may have improved the moral sense, or at least driven into the shade the grosser abominations of ancient times, but it is a palpable fact, that the Bible is not our standard; nor a provision for the w r orld to come, our object, and end. Are not our motives derived from reputation, interest, or gratification ; and were not these the fulcrum employed by the gentile world to move the youthful mind to exertion ? What are the virtues which are prized and commended ? We hear of a becoming pride — a conscious dignity — a noble ambition — a deserved scorn and contempt — a just revenge — dispositions and impulses of corrupt nature which are totally condemned by*the word of God. In what light are many acknowledged vices regarded by us? The Christian and the heathen moralist equally reprobate murder, impurity, and fraud; and legislators of

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PUBLIC MORALS.

every age have enacted laws to deter from their commission ; but do we not in a multitude of instances endeavour to hide the enormity of these crimes, when we cannot alter their character, and talk of a proper defence of honour, an affair of gallantry, and a fortunate stroke of policy?

" All these things the Gentiles did," and we, though professing to know God, by our imitation of their actions, dishonour him. Even when a stricter rule of morals is approved, the leading feature of heathen ages is still retained, and a boy is taught by the example of his teacher, and by the conduct of all around him, to regard religion as an affair of secondary importance, — at best to be viewed with awe at a distance — not to be brought into contact with all his aims and ends; as a something he must submit to of necessity, rather than choose as a source of his purest enjoyment. The peculiarities of the gospel, in principle, disposition, and conduct, are so far from being applauded or enforced, that the very reference to them on any occasion, would expose him to suspicion, scorn, and reproach.

This is no idle declamation, but a simple statement of facts ; and it. is worth while to enquire the cause of so lamentable a departure from the character of true Christianity.

We will therefore examine the course of education pursued in this country, as it is conducted in public schools or by private tuition, and which if carried on, is usually completed at one of the universities.

A public school presents some advantages. These consist chiefly, perhaps, in the superior ability and attainments of the masters, who are generally selected from the ablest scholars of the age. The pleas often urged, of the value of connections, and the knowledge of the w r orld, (which to boys can neither be necessary nor. useful,) seems to carry

PUBLIC MORALS.

little weight ; and if allowed to possess any, is more than counterbalanced by the evils arising out of numbers, bad companions, and the neglect of the holy scriptures; which lay a foundation for habits and conduct in life beyond measure injurious. Many private schools abound with the same evils, and offer fewer advantages than the larger establishments. In both cases, it has been justly observed, instruction may be secured in the school-room, but education is carried on in the play-ground, or in the dormitory. There is seldom at such seasons any superintendence. Neither the eye nor the ear of the master is with his pupils, and they are, for the most part, left without control or restraint, to follow the devices of their own minds. A few elder boys prescribe the standard of opinion and conduct, and whatever may be erroneous or corrupt in the leaders, finds a ready acquiescence from those below them. Painful are the details of a Tyro, who either boasts or laments the fruits of these evil communications.

The neglect of religion in public schools has often been asserted, and the charge repelled with indignation. Certain it is, however, that the greater number of pupils leave these establishments and enter into life, with an ignorance and indifference towards religion, or with an avowed contempt for it. They have no idea of viewing it as the end of their being, — the rule of their conduct, and to be carried by them as a governing principle into every event and transaction of life. It has evidently not been a prominent feature in their past studies. A form of prayer, a chapter in the Greek testament on the Sunday, or an exercise for the memory from some elementary author, (and such I believe to be the amount of religious instruction,) are poor substitutes for a constant reference to the commands and promises, the motives and models of the Bible,

— for a diligent cultivation of right habits and opinions. Can it be said with any truth that the word of God is read daily, or pains taken in its application to the heart and conscience ? Although a decent respect may be inculcated for revelation, is a boy instructed by his teacher to regard the world as a bauble, and the service of God as his glory? Are sinful tempers watched over and reproved ? Are heavenly dispositions cultivated and encouraged, with a close and intimate inspection of morals and the employment of leisure hours? They can best answer these questions who have been the victims of vices contracted in our public schools ; or who, when awakened to real principle and piety in after years, have endured throughout life a kind of martyrdom in conflicting with the sinful habits of their youthful career. -

The chief studies in our public seminaries are the classics. Science, till of late years, formed no part of them, nor has it even now more than a small share of the seven or eight years devoted to acquire an imperfect acquaintance with the authors of Greece and Rome.

The objections made to the use of heathen authors in Christian education are not always valid. Classical knowledge forms a good foundation for theological attainment, while it is considered as the handmaid of religion, and is made subservient to its purposes. An illiterate ministry is never a safe one, nor can a sound and accurate interpretation of the word of truth be expected without a knowledge of the original languages, and without that disposition to sober and patient investigation, which the habits and discipline of the mind under proper culture, seldom fail to inspire.

These objections apply rather to the manner of teaching the classics, — to their being viewed as an end, not a means, and to the measure of time and attention bestowed on them, to the exclusion of more important subjects which would counteract the evils incident to them.

While discussing the merits of school education, I cannot refrain from adverting to a modern system, which discards the aid of religion in the hours of instruction. I view this novel experiment with extreme alarm. The reduction of expense, and a plausible pretence to liberality of sentiment, has prevailed on men of real piety to give their sanction to it, and they have been seduced, in their simplicity, to approve a plan more worthy, of the enemies of religion than of its friends. The classical tutor must take the Bible in his hand with every book of instruction, or the mind of his pupil will necessarily be exposed to the daily influence of many things which are false in principle and vicious in practice. He will insensibly be led to prefer knowledge to its right use and application, and to estimate talent above piety. He will despise as unworthy of the manly age, the principles confined to the nursery and the family, and which are never brought before him by those whom he is taught to regard with superior veneration and respect. We may boast of the march of intellect, and treat w 7 ith supercilious contempt the example and usages of former ages, but the diffusion of unsanctified knowledge will prove a great evil to the community. The feeblest recognition of a Deity, and the admission only of the forms of religion — nay, even superstition itself is preferable to the entire exclusion of all reference to a divine power.

" No institution," said my excellent friend, " can or ought to stand, in w 7 hich Christ is not the foundation ; and I wholly disapprove of all schemes which deliberately shut God out of their direction."

To schools, and particularly to the manner in which they are conducted, Mr. Richmond felt the strongest repugnance. The sentiments which I have laid before the reader are in fact the substance of conversations with him on these subjects. He never spoke without emotion when he recollected the vices which his eldest son had contracted by a public education, and the sad influence of bad connections formed under those circumstances, and which, counteracting the good effects of early instruction at home, caused the ruin, as he used to say, "of his poor wanderer." He resolved in consequence to adopt the plan of home education, with the assistance of a private tutor.

Private teaching has certainly some disadvantages, but they are few in comparison of the benefits secured. I grant that there is a danger of irregularity in the hours of study, arising from visitors and invitations — the severity of needful discipline may be softened into a mischievous relaxation by affection ill-directed and unduly interfering with the teacher — and the stimulus of competition, the desire of distinction and the love of praise, (very questionable motives, however,) are lost. But these and every other defect of a private education may be remedied, while advantages of the utmost importance in the formation of character are secured. Regular habits may be established — interruptions of every kind prevented by a firm resistance of them — motives in unison with the Scriptures will be found more than adequate to every occasion — the devotional exercises of the closet may be watched — hourly opportunities will be afforded for breaking off the shoots of evil as they spring up, an example of principle embodied in action may be presented to youthful observation, and affections of the best kind be cultivated between the members of the family — much useful general knowledge may be imparted, and a fair share of the learning of public schools be acquired. Numbers can only be restrained by force or fear, or excited by pride and interest. Choice, affection, principle can seldom be employed. The discipline of a great school must be that of a man of war, and it is conducted in either case under much the same necessity. Two or three boys may be watched every hour — evil checked as it arises — every occurrence improved — religion infused into every pursuit and instruction, without any necessity for recurring to stimuli which befit only the lowest condition of mortal existence, and are never found, in their application, to produce any other effect than to depress or exasperate generous natures.

There is an error which universally obtains in every plan of education, public or private, and which is perhaps a principle cause of the distaste of our young persons for grave and solid studies. They are never taught to think. Materials in abundance are set before them, but they know nothing of the use and end designed by working them ; they are ignorant of the rationale of grammar, or the application of science. The memory is burdened as a drudge, whilst the understanding remains torpid and unexercised ; and thus the interest which real knowledge inspires is lost in the mere acquisition of words. A boy can give a rule but not a reason. Pestnlozzi has attempted, with some success, to improve former methods of imparting knowledge, but even his system falls short of rational instruction, where the understanding and the heart should keep pace with the progress of the memory. The practice of. enforcing by authority, instead of leading the mind to investigate, explain, and digest in the exercise of its own energies, disposes a youth to affirm rather than prove, and resting contented with a crude and superficial acquaintance with all subjects, to shrink from the labour of acquiring solid and accurate information.

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It would be a very salutary practice to withhold from young persons the use and enjoyment of every thing, however simple, whether an effect of art or nature, till they had prepared themselves to explain its history, origin, place, and means of production. Thus no moment would run to waste, and table talk, which now consists of little more than barren details, would become a vehicle of much interesting and useful communication.

If science ought not to precede language, they should walk together as friends from the commencement, and be associated throughout the progress of education.

But leaving the reader to form his own opinion on the comparative merits of public and private education, I shall lay before him, in the next chapter, the method resorted to by Mr. Richmond in his family arrangements.

PLAN OF EDUCATION. 13

CHAPTER II. And this our life, exempt from public haunt

Finds tongues in trees, books in the running brook?,

Sermons in stones, and good in everything.

Shakspeare.

One great reason why so few people in the world are truly religious, and why among the truly religious so many are not laappy in their religion, is this, that early religious habits are too commonly associated, not with cheerfulness, but with constraint and gloom. — Jebb.

Mr. Richmond's first object was to make home the happiest place to his children ; to render them independent of foreign alliances in their pursuits and friendships; and so to interest them in domestic enjoyments, as to preclude the feeling, too common in voung people, of restlessness and longing to leave their own fire-sides, and wander abroad in search of pleasure and employment. In this attempt to satisfy his family and engage their compliance with his wishes, he so completely succeeded, that every member of it left home with regret, even on an occasional visit, and returned to Turvey with fond anticipation, — as to the place of their treasures.

To his daughter F — he writes —

" We are going on quietly at home.

Little K — , by a sudden determination, is gone into Norfolk. My love and respect for your dear, most dear mother, has prevailed to gain my consent; otherwise I much .prefer a mother's and elder sister's roof, for female education, to any school. But I leave this affair in God's hands, and hope he will overrule it for the best. I have long thought

14 AMUSEMENTS FOR

that though a good school is better than a bad home, a good home is the best of schools. Children are for the most part educated in temper and habits of all kinds, not by governesses, but by companions, and here all is contingency. But so much of my own happiness consists in making your dear mamma happy, that I waive my objection to a temporary alienation from the parental roof, and pray God it may not injure K — 's spiritual welfare. Some may think I am too fond of seeing my children around me ; if it be a weakness, I must plead guilty to it : from their infancy I have looked forward, as far as providential circumstances would permit, to find comfort, support, and companionship in my children. My middle, and if spared, my old age, may much require it ; and if my life be short, can any wonder that I should like to see and know much of them while I remain in this world. It has ever been my heart's desire and prayer to give them a useful, happy, exemplary home ; were I to fail here, life would indeed become a blank to me. I would strive " to roll the troublous trial on God," but I should deeply mourn in secret. Sons must in due season go forth into a wanton and wicked world to seek their bread ; but daughters, while unmarried, are better calculated to become comforters and companions to their parents, as they go down to the vale of years. .....

A happy home greatly depends on the recreations and amusements which are provided for young people. It is no small difficulty to give a useful direction to their play-hours : little more has been contemplated in the gambols of youth than the health and activity of their bodies, and the refreshment of their spirits ; it is well when these objects

LEISURE HOURS. 15

can be attained without the indulgence of sinful tempers; but youthful sports have often proved the nursery of pride, ambition, and contention. In public schools these evils have been encouraged, or at least deemed unavoidable. The seed of revenge in manhood has been planted in boyish violence, and the unheeded acts of oppression by the elder boys towards their juniors, have trained them to tyranny in riper years. Private education affords greater facilities for checking these evils, but the want of the stimulus supplied by numbers is apt to render the pastime uninteresting and home distasteful.

Mr. R. was alive to these inconveniences, and endeavoured by a succession and variety of recreations to employ the leisure hours to advantage. He had recourse to what was beautiful in nature or ingenious in art or science ; and when abroad he collected materials to gratify curiosity. He fitted up his museum, his auctarium, and his library, with specimens of mineralogy, instruments for experimental philosophy, and interesting curiosities from every part of the world : he had his magic lantern to exhibit phantasmagoria, and teach natural history ; to display picturesque beauty, and scenes and objects far-famed in different countries : his various microscopes for examining the minutiae of plants and animals ; his telescope for tracing planetary revolutions and appearances ; his air-pump and other machines for illustrating and explaining the principles of pneumatics and electricity ; authors of every country who treated on the improvements connected with modern science ; whatever, in short, could store the mind with ideas, or interest and improve the heart. When he travelled he kept up a correspondence with his family, and narrated to them tha persons, places, and adventures of his progress. On his return he enlivened many a