a judge of the differences amongst his schoolfellows, and had oneday whipped him for giving a wrong sentence.”—W.C.H.]
My pedant must make me a very learned oration, ‘in genere demonstrativo’, before he can persuade me that his school is like unto that. They knew how to go the readiest way to work; and seeing that science, when most rightly applied and best understood, can do no more but teach us prudence, moral honesty, and resolution, they thought fit, at first hand, to initiate their children with the knowledge of effects, and to instruct them, not by hearsay and rote, but by the experiment of action, in lively forming and moulding them; not only by words and precepts, but chiefly by works and examples; to the end it might not be a knowledge in the mind only, but its complexion and habit: not an acquisition, but a natural possession. One asking to this purpose, Agesilaus, what he thought most proper for boys to learn? “What they ought to do when they come to be men,” said he. [Plutarch, Apothegms of the Lacedamonians. Rousseau adopts the expression in his Diswuys sur tes Lettres.] It is no wonder, if such an institution produced so admirable effects.
They used to go, it is said, to the other cities of Greece, to inquire out rhetoricians, painters, and musicians; but to Lacedaemon for legislators, magistrates, and generals of armies; at Athens they learned to speak well: here to do well; there to disengage themselves from a sophistical argument, and to unravel the imposture of captious syllogisms; here to evade the baits and allurements of pleasure, and with a noble courage and resolution to conquer the menaces of fortune and death; those cudgelled their brains about words, these made it their business to inquire into things; there was an eternal babble of the tongue, here a continual exercise of the soul. And therefore it is nothing strange if, when Antipater demanded of them fifty children for hostages, they made answer, quite contrary to what we should do, that they would rather give him twice as many full-grown men, so much did they value the loss of their country’s education. When Agesilaus courted Xenophon to send his children to Sparta to be bred, “it is not,” said he, “there to learn logic or rhetoric, but to be instructed in the noblest of all sciences, namely, the science to obey and to command.” [Plutarch, Life of Agesilaus, c. 7.]
It is very pleasant to see Socrates, after his manner, rallying Hippias, [Plato’s Dialogues: Hippias Major.] who recounts to him what a world of money he has got, especially in certain little villages of Sicily, by teaching school, and that he made never a penny at Sparta: “What a sottish and stupid people,” said Socrates, “are they, without sense or understanding, that make no account either of grammar or poetry, and only busy themselves in studying the genealogies and successions of their kings, the foundations, rises, and declensions of states, and such tales of a tub!” After which, having made Hippias from one step to another acknowledge the excellency of their form of public administration, and the felicity and virtue of their private life, he leaves him to guess at the conclusion he makes of the inutilities of his pedantic arts.
Examples have demonstrated to us that in military affairs, and all others of the like active nature, the study of sciences more softens and untempers the courages of men than it in any way fortifies and excites them. The most potent empire that at this day appears to be in the whole world is that of the Turks, a people equally inured to the estimation of arms and the contempt of letters. I find Rome was more valiant before she grew so learned. The most warlike nations at this time in being are the most rude and ignorant: the Scythians, the Parthians, Tamerlane, serve for sufficient proof of this. When the Goths overran Greece, the only thing that preserved all the libraries from the fire was, that some one possessed them with an opinion that they were to leave this kind of furniture entire to the enemy, as being most proper to divert them from the exercise of arms, and to fix them to a lazy and sedentary life. When our King Charles VIII., almost without striking a blow, saw himself possessed of the kingdom of Naples and a considerable part of Tuscany, the nobles about him attributed this unexpected facility of conquest to this, that the princes and nobles of Italy, more studied to render themselves ingenious and learned, than vigorous and warlike.
Chapter 25
Of the Education of Children
TO MADAME DIANE DE FOIX, Comtesse de Gurson
I never yet saw that father, but let his son be never so decrepit or deformed, would not, notwithstanding, own him: not, nevertheless, if he were not totally besotted, and blinded with his paternal affection, that he did not well enough discern his defects; but that with all defaults he was still his. Just so, I see better than any other, that all I write here are but the idle reveries of a man that has only nibbled upon the outward crust of sciences in his nonage, and only retained a general and formless image of them; who has got a little snatch of everything and nothing of the whole, ‘a la Francoise’. For I know, in general, that there is such a thing as physic, as jurisprudence: four parts in mathematics, and, roughly, what all these aim and point at; and, peradventure, I yet know farther, what sciences in general pretend unto, in order to the service of our life: but to dive farther than that, and to have cudgelled my brains in the study of Aristotle, the monarch of all modern learning, or particularly addicted myself to any one science, I have never done it; neither is there any one art of which I am able to draw the first lineaments and dead colour; insomuch that there is not a boy of the lowest form in a school, that may not pretend to be wiser than I, who am not able to examine him in his first lesson, which, if I am at any time forced upon, I am necessitated in my own defence, to ask him, unaptly enough, some universal questions, such as may serve to try his natural understanding; a lesson as strange and unknown to him, as his is to me.
I never seriously settled myself to the reading any book of solid learning but Plutarch and Seneca; and there, like the Danaides, I eternally fill, and it as constantly runs out; something of which drops upon this paper, but little or nothing stays with me. History is my particular game as to matter of reading, or else poetry, for which I have particular kindness and esteem: for, as Cleanthes said, as the voice, forced through the narrow passage of a trumpet, comes out more forcible and shrill: so, methinks, a sentence pressed within the harmony of verse darts out more briskly upon the understanding, and strikes my ear and apprehension with a smarter and more pleasing effect. As to the natural parts I have, of which this is the essay, I find them to bow under the burden; my fancy and judgment do but grope in the dark, tripping and stumbling in the way; and when I have gone as far as I can, I am in no degree satisfied; I discover still a new and greater extent of land before me, with a troubled and imperfect sight and wrapped up in clouds, that I am not able to penetrate. And taking upon me to write indifferently of whatever comes into my head, and therein making use of nothing but my own proper and natural means, if it befall me, as oft-times it does, accidentally to meet in any good author, the same heads and commonplaces upon which I have attempted to write (as I did but just now in Plutarch’s “Discourse of the Force of Imagination”), to see myself so weak and so forlorn, so heavy and so flat, in comparison of those better writers, I at once pity or despise myself. Yet do I please myself with this, that my opinions have often the honour and good fortune to jump with theirs, and that I go in the same path, though at a very great distance, and can say, “Ah, that is so.” I am farther satisfied to find that I have a quality, which every one is not blessed withal, which is, to discern the vast difference between them and me; and notwithstanding all that, suffer my own inventions, low and feeble as they are, to run on in their career, without mending or plastering up the defects that this comparison has laid open to my own view. And, in plain truth, a man had need of a good strong back to keep pace with these people. The indiscreet scribblers of our times, who, amongst their laborious nothings, insert whole sections and pages out of ancient authors, with a design, by that means, to illustrate their own writings, do quite contrary; for this infinite dissimilitude of ornaments renders the complexion of their own compositions so sallow and deformed, that they lose much more than they get.
The
