Education is a very extensive Subject; it is a vast Field to expatiate in; and has employed the Thoughts and Pens of many great Men, with whom I pretend not to vie: I confess myself far unequal to the Task; and perhaps the greatest Service I can do my Readers, is to inform them, that, besides the ancient Writers, the Archbishop ofCambray,Tanaquil Faber, Mr.Locke, MonsieurCrousaz, and MonsieurRollin, with some others still later, have handled this important Subject. To these then I refer them, as great and useful Guides; but not to these alone; they must go farther; and apply to those, whose Province it is to reduce the Theory of these to Practice: such are many of our living Guides; who tho’ they have not perhaps distinguished themselves by their Writings, are notwithstanding deservedly eminent for their Skill in teaching.
Nor is Education what I principally engagedin, in this Treatise; Manners alone, I have declared to be my Design; and if I can do the present or future Age any real Service by the Plan of puerile Government already laid down, I shall be happy in considering myself as a useful Member of Society. Still it will appear that Education and Manners have so great a Connection, that they are not always to be separated: many of the Writers on these Subjects have considered them as one and the same thing; many just Sentiments are imbibed at the same time that we are acquiring Languages, and other Parts of Learning: and notwithstanding a Truth which was advanced at our first setting out, that much Manners might be acquired without School-learning, yet it is not to be doubted that they ought to rise in proportion to the Education bestowed on us. Two things therefore I aim at in pursuing this Subject, without attempting to teach, or invading the Province of the Preceptor; the one, to point out what seems necessary for both Boys and Girls, in different Spheres of Life, to learn or avoid; the other, to shew how far the Education bestowed on them is applicable to the Improvement of their Manners; or to their Engagement in any Art, Profession, or Science.
As entering on the Subject of Education will naturally carry the Ideas of Parents back to the Childhood of their Offspring, I will, in Conformity with that, suppose, that the Rules already laid down chiefly regard the first Stage of Life; at most, that they are the Ground-work of a future Superstructure: this granted, I will suppose too, that Parents have employed these first seven Years in moulding their Children, and rendering them so far pliable, as readily to submit to whatever their Parents think proper for them to engage in. There is a strong Passion in many Parents to have their Children forward and early in their Learning; where there is really a Genius, a very great Propensity and Aptness to learn, this may certainly not only be allowed, but improved; yet in general I think very little Account is to be made of what they can learn before seven Years old: it is commonly Rote-work, and often forgot almost as soon as learned. However, let these things be taken as they are found: if a Child has a great Quickness and Facility in learning, let it by no Means be check’d; on the other hand, let not another be severely chastised, or it’s Life rendered miserable, who has not the same early Aptness. Those who would avoid Error on this Point must consider,that a Child’s Memory and Judgment are yet too weak to be much exercised; that close Application and intense Labour are very unfit for this Infant Age; that it is putting their tender Minds too much upon the Stretch; and endangers either a fix’d Aversion to learn, or an incurable Dulness: let them farther consider, that such a quick Child as I have been speaking of, learns without the least Difficulty; and if they oblige one of another Cast to learn as much in the same time, it is odds but they give him more Pain than his Frame can bear. Parents then must be very careful to avoid these first Mistakes in the educating their Children; since from a natural Fondness to have them appear to Advantage, they often thrust them on things that are unsuitable to their Age, and such as they are by no Means qualified to undertake.
It must not here be understood, that nothing is to be attempted in the first Stage of Life; that would be the opposite Extreme of Error; and playful as Children usually are at that Age, the leaving them wholly to themselves for seven Years would be not only injuring their Capacities, but might endanger a Habit of Idleness: what I mean is, that all which relates to Education shouldnow be made as light, as easy, and as pleasant as possible; that, as I have observed before, Parents should take things as they are, and not be dissatisfied or disappointed, if they find no extraordinary Progress made.
But this first Stage being over, the Business becomes serious; they are now to enter the Schools. Parents of almost every Rank aim, or seem to aim, at giving their Children Learning; ’tis a natural Ambition, and, if rationally used, highly laudable. Those of an inferior Class say, with a significant Shake of the Head, ’Tis a fine thing to be a Scholar! True, it is so: but surely it is a sad thing to be a learned Beggar; and worse yet to be a learned Blockhead: an unlearned Cobler is a Prince to either of these. To judge of the Propriety of Education, we should, I think, argue from a Knowledge of Life; for as no one surely will say that the same Degree of it is equally proper for all, it follows of course that it will be right or wrong, in proportion to our Knowledge or Ignorance of Mankind, and of those Stations wherein it is so variously exercised. Now in viewing it in this judicious Light, it appears to me, that the Steps frequently taken by Parents in the educating their Children, are in many respectserroneous. Nor is this by any means to be ascribed to the Teachers, but to the Parents; not to the Plan, but to the Execution: for as in the Order of Nature, every thing has it’s own Sphere, it’s Province assign’d it, which cannot be departed from without Error; so in the various Degrees of Mankind, if a proper Regard be not had to Situation and Abilities, the Mistakes committed in educating our Children must be very many.
At the same time that I venture to think our Notions of Education sometimes erroneous, I confess it is extremely difficult to fix precise Rules for a better; no wonder therefore if I err in the Attempt; and in that Case, I hope, the Goodness of my Intention will plead my Excuse. But here let me ask a natural Question; What is it all Mankind aim at in the Education of their Children? certainly to give them such a Degree of Knowledge as will qualify them to fill some certain Post, some certain Station in Life: in short, to fit them for an Employment suited to their Condition, such as will make them happy in themselves, and useful to Society. This, I say, is, or ought to be our Aim: but how grievously do we pervert it? Parents often mistakenly soar above their Reach; like Adventurers in a Lottery, allgape for the highest Prizes; all ambitiously strive to make their Children something more than common, something above themselves; and by these Means often, very often, overturn and utterly ruin them.
The principal Aim of Parents should be, to know what Sphere of Life their Children will act in; what Education is really suitable for them; what will be the Consequence of neglecting that; and what Chance a superior Education will give them for their Advancement to Posts of Dignity. I grant, it is Pity that a fine Genius should be uncultivated and buried in Oblivion; but surely it is greater Pity that Parents should so generally mistake their Children’s Station, Genius, Capacity, and Inclinations, as they generally do; nay more, mistake their own Capacity too; by engaging them in things above their Ability to conduct them through. The first thing many Parents do, is, blindly to magnify their Children’s Parts; in consequence whereof they engage them in such Studies as square with their Fancy; they then turn their Eyes on some few great Men, whose uncommon Merit, Genius, or Good-fortune, have rais’d them to conspicuous Stations; and thus, in the Vanity of their Hearts, conclude theirSons are to be Judges, Bishops, Generals, and I know not what. But I would here earnestly dissuade Parents from this capital Mistake; indeed it seems so glaringly absurd, that I am surprized it should be so common. But those in inferior Stations will say, May we not then give our Children Education? yes certainly: but it should be a suitable one. What then, may we not aspire to raise our Children in the World? or must they, from Generation to Generation, remain Mechanics, Tradesmen, or the like? Let me not be misunderstood. Every one should look forward; there is a necessary Degree of Spirit becoming all Mankind; but then to be judicious, it must be rational: thus, at the same time that we avoid sinking into Meanness, we must be very careful not to tower so high as to endanger our dashing down into Error.
Education, tho’ design’d to lead us to every Advantage, is often bestowed to our Disadvantage, by being the Cause of many Errors, we should otherwise have escaped. Education is often wasted on us, either by being improper for our Station, or by engaging us in things we are unfit for. Education is a Term that often misleads Parents themselves; for many do not knoweither it’s Extent or Use, nor know if their Children possess it or not. These things considered, it is easy to conclude how common an erroneous Education must be; and how much it behoves Parents to reflect on the necessary Means to obviate the like Errors for the future.
I remember a Lady whose Coachman was an Instance of the Mistakes I have been speaking of. I am resolved, says he to some of his Acquaintance, to have one Gentleman in my Family at least. In order thereto, he gave his Son Education, and then put him to an Attorney: this entitled the young Fellow to dress out, and keep, what he call’d, good Company; these led him to Pleasures, Gallantry, and many other Extravagancies; in fine, the old Man broke his Heart; and the young one in a short time was utterly ruined. But how much happier would he probably have been, had he kept to his proper Sphere, and been a Coachman too! It frequently happens, that honest industrious Men among the common Trades, as well as others, grow wealthy, and consequently are ambitious of giving their Children Learning; now as these People have usually but a very small Share themselves, they know little more of it thanthe Name: they send a Boy to School, and because they hear him speak hard Words, and see him hammering at a Latin Exercise, sagely conclude that he has Learning; when it is fifty to one, that, comparatively speaking, he knows nothing. It requires a great deal of Time, Diligence, and Application for a Boy to become a good Grammarian, tho’ taught by the best Methods and the best Masters; what then must be the Fate of those who are under bad Teachers? and that there are some such, I believe will not be disputed. But supposing a Boy really acquires some Knowledge; let us see of what Use it will be to him: his Father is perhaps a Baker, and it is convenient to him to bring his Son up to his own Business; what does a Baker want with Latin? nothing. Besides, continued Disuse will make him forget it; or, should he retain it, of what Use could it be to him, but to make him pedantic and self-conceited? But perhaps upon the Presumption that this Boy is a Scholar, the honest Baker, desirous that his Son should cut a Figure, sends him to the University, and he becomes a Divine: but what Pity is it that a good Baker should be spoiled? The innocent young Man, tho’ spirited up by his fond mistaken Parents, has perhaps no Talents, no Genius,no Interest; what then must be his Fate? why—he must drudge, and court, and wait his whole Life, and at last gain nothing. What can be more mistaken than this Conduct, and yet what more common? It may be urged, that these are Instances of illiterate Parents only, and that People in better Life know better things: now allowing that to be the Case, still as Parents of this Kind are very numerous, they stand in great need of being set right, as the Errors they commit by this false Education are productive of many Evils.
Every Nation has it’s Custom of dividing the People into Classes. ThePoliceofFrancedivide them into Quality, Noblesse, Artificers, and Peasantry.England, a mix’d Government, and a trading Nation, have the Nobility, Gentry, Mercantile or Commercial People, Mechanics, and Peasantry. Were we to subdivide the People, we might run it to an Infinity: to avoid Confusion therefore, I will select five Classes;viz.the Nobility, the Gentry, the genteel Trades, all those particularly which require large Capitals, the common Trades, and the Peasantry. But tho’ for the Sake of Perspicuity and Brevity, I confine my Observations to these, yet they may occasionally be appliedto others; and tho’Londonmay in general be called the Scene of Action thro’ my whole Design, yet is it equally applicable to, and intended for, the Benefit of the whole Kingdom.
Persons of Rank and Quality are, I doubt, placed in too high a Sphere for any Instructions of mine to reach them; or should this Attempt fall into their Hands, what Chance is there for it’s being useful to them, since they seem to have every Advantage, every Help at command. Still as true Wisdom consists in seeking Instruction wherever it can be found, and as the lowest among Mankind may drop a Hint that may be useful to the highest, I will, with all due Deference and Respect, venture to speak my Thoughts; and if they reach the Ears of the Great, I dare hope, they will at least commend the Design, if they cannot applaud the Execution.
Human Nature (as daily Experience shews us) is, in the general, alike in all, from the Prince to the Peasant: the same Weaknesses attend us; the same Passions torment us; the same Diseases kill us: all are the Work ofone great Artist! all are born for the same great End! The Gifts of Fortune indeed are innumerably different;the Advantages of Education very many; and as a Train of Vices corrupts our Manners, so a Succession of Virtues may be said to enoble our Birth and purify our Blood. Hence it is we often see those exalted Virtues in the Great and Noble inherited by their Posterity; and hence too we often discover, even where Pains are taken to conceal it, an inbred Dignity, a Mein and Aspect superior to the Generality of Men. Still this Rule is by no Means universal; for the same Experience shews us, that great Men can do little things; even such as the private and obscure would be ashamed of. And how so? because Passion, not Reason, is their Guide. Parents then, we see, even of the highest Rank, are under an indispensable Obligation of regulating the Manners of their Children. Philosophers say, that all Passions are in all Men; but that their Predominance is unequal, and different in different Men: if so, the Great stand in most need of having them subdued, or at least regulated, as the Power to indulge them is greater in them than in others. But granting that Parents of Quality are convinced of these Truths, and take all the Steps already recommended for training up their Children in proper Decorum; granting too, that they design every thingfor their real Advantage; they have still many things both to do and avoid which are not common to all.
Their first Care must be to avoid Sycophants, Flatterers, and Hypocrites; they are but too constant Attendants on the Great, and their Business is to diffuse an imperceptible Poison (if I may be allowed the Metaphor) over both Parents and Children. Nothing is so amiable as Truth, nothing more desirable, and yet nothing more difficult to reach the Great. If a Nobleman has a Child whose Parts are weak, whose Genius is slow and shallow, it is undoubtedly a Misfortune, but cannot be his Fault: the natural Blindness of Parents keeps them from seeing these Defects so clearly as another; but the unnatural, at least unmanly Artifices of the Flatterer totally prevent their seeing them at all: and thus the noble Heir is mistakenly taught to think himself what Nature has forbid he shall ever be.
Another Care is, that Youth of Quality, who have Parts and Quickness, be not suffered to waste the first Flower of their Age in Idleness: it is a grievous Error, yet very common. I have already observed, that Parents who know nothing are injudiciously,and even anxiously solicitous to have their Children Scholars; and by a strange reverse Infatuation, Parents of Rank are often very indifferent about it. This Error is undoubtedly sometimes owing to themselves only by a supine Negligence in their own natural Temper; but it is much oftener owing to the false Praises given by those that have both the Parents and the Child’s Ear. A young Heir soon knows the Title, Dignity and Estate he is born to possess; too soon does he know his Independence, and too apt is he to grow careless about his Learning on this very Account, but if to these Impediments be added imaginary Excellence and Knowledge, thro’ the daily Flattery of a Dependent, what is likely to be the Consequence? why, that he will remain ignorant his whole Life. For who will take Pains to learn, that is firmly persuaded he knows enough already? and that many of our young Noblemen are trained up in this Disposition, nobody, I believe, will deny: it is true that Time may convince them of their Error; but it will then perhaps be too late to recover what they have lost.
The Education of a Nobleman should contain every thing that is both useful and ornamental. As he is more conspicuous thanothers, as he always stands on an Eminence, his Education should be such as may reflect a Lustre on every one that beholds him. He is to be considered as a Pillar of the Laws, an Honour and an Ornament to the Age he lives in. To this End he is to study first, Languages; that is to say, two of the dead ones,viz.LatinandGreek; and of the living ones, besides his Mother-tongue,Frenchat least. The Learned disagree very much as to the Variety of Languages necessary to be acquired; some are of Opinion, that besides these already named,Italian,Spanish,Portuguese, and more yet, are becoming the Education of a great Man; and urge in their Favour, that the more Languages are gained, the more the Mind is enlarged: others dissent from this, and maintain, that a great Variety rather confuses the Mind than otherwise; thatLatinandGreekare indisputably the Languages of all learned Men; after those,French, and at mostItalian, are all that need be added, as every thing may be found in these, either originally or translated into them: but they farther argue, that it is a great Waste of Time, spent merely in the Acquisition of Languages, when so many nobler Studies are to be pursued; Studies which at once strike the Mind, and constitute true Science. This last Reasoninghas, I think, great Force; but here for a Moment let me leave the Nobleman, to make an Observation on general Life. Languages, besides being considered as general Parts of Education, are particularly necessary in certain Circumstances of Life. If one, whether for Education or Business, goes to reside inHolland,France,Spain, orItaly, it would be an Absurdity not to attain the Language of the Country; so if another is to be a Merchant, surely he should not be a Stranger to the Language of his Correspondents; thus are these, and many other things more or less necessary, just as they are circumstanced: and therefore should Parents, besides the Education they bestow on their Children, as suited to their Station in general, join to it that which is necessary in particular. But, to return;
Besides Languages, a Nobleman is to learn Philosophy, both Moral and Natural; Mathematics; the ancient and modern Laws of our own Country; and the Customs, Laws and Manners of other Nations. He should particularly be a Critic in our own History, and our own Language; because they are what in real Life he will have most occasion to exercise. To this solid Learning should be added the Embellishmentsof polite Literature, Poetry, Painting, and Music; and to compleat the Character, Dancing, Fencing, Riding and Architecture. Tho’ this is going a considerable Way, it is much the least Part of what ought reasonably to be expected from him, considering the Light he stands in. It is of great Consequence that his Preceptor have a good Head; but it is of much more that he has an honest Heart. He is to humanize his Pupil’s Soul, and form him for all those Actions that will give him a real, not a fancied Dignity. He should raise in him an ardent Love of his own Country; but, as every other Nation has it’s Virtues as well as Vices, he should at the same time avoid the customary Prejudice of allowing them nothing. While he is taught to think and act nobly, he should be informed that the Knowledge, the Care and the Improvement of his Estate, are essential Obligations, and such as cannot be dispensed with. He must be easy of Access, without which Truth will seldom reach his Ear; nor will he be able to distinguish Merit from Demerit; or know how to right the Injured, or punish the Injurer. While he maintains his Dignity, he must be ready to condescend to Inferiors with an humble Deportment where necessary; and be taught to see and feel another’s Woe:which nothing will more inforce, than convincing him of the Instability of all human Grandeur. His Dress and Behaviour should be like his Quality, noble; yet perfectly free from Affectation, Vanity and Pride. He must be taught to know, that ’tis not for himself alone he is to live, but, from the politest Manners, a wise Conduct, and a benevolent Heart, to diffuse Pleasure and Joy to all that know him. Vice and Virtue are to be placed before him in their genuine Light; and the Beauty of the one made a Contrast to the Deformity of the other. While he is taught to distinguish Honour from Infamy, Nobility from Meanness, the utmost Care should be taken to shew him how much he would sink beneath a Man, should he become a Slave to any irregular Passion. He should, for Example sake, as well as his own, be instructed to shun every thing that is mean, base or vicious; and, in a word, be endowed with all those Virtues that will make him generous, noble, wise, and good. Much more might be said on this Occasion, much more might be added; but as the Great are supplied with far abler Helps from other Hands, I will only add on this Head, that if the Admonitions here offered be reduced to Practice, every otherVirtue, even the most heroic, will become familiar and easy.
My next Topic is the Education of a young Lady of the first Quality; from which, if the Course of my Design did not make it necessary, I would gladly be excused: for as the most delicate Flowers require the tenderest Treatment, so the conducting a Woman of Quality thro’ the first Stages, and ushering her into the World, is of all others the nicest Part to act. Still, as Nature and Reason are my Guides; by them I hope to be enabled to offer some Aid, however small, for the promoting this great End.
As all Parents have a Right to exercise a proper Authority, so all Children, however high their Rank, should be taught to obey. Great Spirits may think Obedience mean; but Parents are to remember their Children’s Happiness is at stake: without Obedience they cannot regulate their Passions: and if not regulated, they have but little Chance for Happiness. Misfortunes with a Coronet, Misfortunes with a Coach and Six, are still Misfortunes; and it is the Business of every Parent so to conduct their Children, thatthey may on their part avoid them, or so to fortify them that they may bear them as they ought. But, as it is most agreeable to good Sense, I will conclude that Parents of the highest Rank are convinced of this, and have employed the Infant Age of their Children accordingly. What next is to be done? What Education is most proper for a young Lady of the first Quality? Such surely as will distinguish her from the Crowd; such as will more adorn her Mind, than the Jewels she wears adorn her Person.
The Errors committed in the Education of the Children of private Persons are many, from the Parents educating them above their Rank; still there is one general Excuse may be made for them, which is, that as the Turns of Fortune are sometimes very great, they don’t know what Occasion they may have for it. But in Persons of Quality the Case is different; they are already at the Summit, and their Education should suit their Rank. As soon therefore as the first Stage is over, (not to mention what she may have learnt during that Period) a young Lady’s Time is to be esteemed precious: Reading, Writing, Working, Dancing,French,Italianand Music are all to be taught her; and that not superficially, as is toomuch the Custom; not so as to puzzle and confound her Understanding, but to enlarge and improve it. A certain Author says, that there is not a Man in a thousand who reads well; if so, and Men assert a Superiority of Knowledge, it will be no unfair Conclusion to say, there is not a Woman in two thousand that does: but I hope this Gentleman’s Assertion is not true, and then the Conclusion falls of course. Still it is very certain, that much more is required to read our Mother-Tongue well, than is commonly imagined; and as that is really graceful, a young Lady should be taught to set a great Value on it. To know the Words and their Meaning is not sufficient; she must know the Pointing, the Emphasis and the Cadence; and she must know too, how, in different Parts, and on different Subjects, to modify her Voice, or she will never read well. To read with Energy and Beauty, we should know our Subject; and here the Understanding is concerned; this gain’d, we have nothing more to do but to keep close to Nature; for the greatest Fault committed in reading is, the throwing ourselves out of Nature. As I have formerly attended the Lectures of several public Professors, I remember one who committed this Fault of throwing himself out of Nature, as I have justobserved; when he read, he put on a Tone of Voice not his own; when he laid down his Paper to explain what he had been reading, he was himself again; and thus was he in and out of himself, if I may be allowed the Expression, ten times in an Hour. And yet this was a Man of Letters, a Man of Science, a Philosopher!
The Hand-writing of a young Lady should have an easy Elegance in it; a Medium between theItalian, which tho’ beautiful to see is usually wrote very slowly, and that Meanness of Hand too common in the Sex. Either of these Faults in a Lady’s Hand-writing will appear in their true Light, if we consider that the Custom of writing familiar Epistles is one of the most important Steps in her Education. Nothing tends more to open the Mind, nothing bids fairer for gaining a Knowledge of the World, next to the seeing it, than the giving and receiving one another’s Thoughts with Freedom, in a virtuous Intercourse of friendly Epistles. Now an evident Obstacle to this is the Manner of Writing; if a young Lady’s Hand is a fineItalian, she hates the Thoughts of writing a Letter, because it will take up so much Time; and if it be a bad Hand, she says her Scrawl is so frightful, she is asham’d that any bodyshould see it. But there is another important Reason for familiarizing a young Lady to her Pen, which is that of writing correctly. For a fine Lady not to spell with exact Propriety, is frightful beyond Expression; but when she has gained that, she possesses nothing till she writes with Grammar, with Stile, and a suitable Turn of Expression. Some, it is true, have by Nature a happier Turn this way than others, and may be said to be born with a Talent for Writing; but tho’ this be granted, yet certainly a great deal may be obtained by a due Care of their Education in this Point.
Needle-work is by no means below the Dignity of a Woman of Quality, therefore she should certainly be taught it; for tho’ it may not be called a thing she wants, yet the very Change of Employment is often a Pleasure: besides that the knowing it is really useful. I have seen a Woman of Quality at her sick Lord’s Bed-side, so far from being ashamed to own she could use a Needle, that what things of that kind were wanted during the Course of his Illness she would let nobody do for him but herself; and thus at the same time that her Tenderness and Concern proved the Sincerity of her Affection,she proved that it was not below her Quality to be notable too.
Dancing I mention in course, tho’ it is needless to recommend it here, not only because I have elsewhere done justice to this Part of Education, but because all are convinced of it’s Importance, as an Accomplishment which strikes the Beholder’s Eye, and gives more or less favourable Impressions in proportion as we excel in it. But here, to avoid Error, the End of Dancing should be remembered; that it is not so much for the sake of shining at a Ball (tho’ that too may sometimes be necessary) but to give an easy Air and Grace to all the Motions of the Body.
French, in it’s Purity and Perfection, is a great Ornament to a Lady’s Education; but that is not all: it is not only polite, but highly useful; both as she may have frequent Occasions to speak it, and as there are many good Authors in that Language not yet translated into ours.
Italianand Music for a fine Lady should be inseparable; for tho’ it is allowed that our Music is vastly improved within half a Century past, yet the Critics in that wayinsist, that Music in our Language is incapable of equalling theItalian, from the great Number of Consonants it abounds with.
When a young Lady is advanced thus far, she has certainly done a great deal; but not enough. If she is taught to think that the Great must be distinguished by their superior Knowledge, she will be animated with a Desire to acquire it; and not sit down contented with an inferior Degree of it. Still, as deep Studies and very close Application seem by Nature more the Province of Men than Women, so I have not urged the Study of the more learned Languages; and will leave this Point to be determined by the Parents and Preceptors. History, ’tis true, gives us many Examples of Queens and Ladies of every Rank, who were distinguished by their great Learning. SirThomas More, High Chancellor ofEngland, in a Letter to his Daughter, commends her for the Purity and Elegance of herLatin; and MadamDacier, Daughter ofTanaquil Faber, is well known (besides her other learned Works) to have translatedHomerfrom theGreek: but these are rare Examples, and such perhaps as should rather be admired than imitated. Nature, I think,points out to us, that the Education of a Woman should rather be sprightly than grave; thus polite Literature seems a fitter Study for a Lady than Syllogisms in Logic. However, that a Lady of Quality may by no means be deficient, she should have, besides what is already recommended, a Knowledge of Arithmetic, Geography, and Drawing; to which may, with great Propriety, be added, at least a general Acquaintance with Moral and Experimental Philosophy.
The Sketch here given is not to be considered as the Edifice, but the Ground-work, the Foundation alone; the Superstructure is still to be raised. In order thereto a young Lady is to be nicely directed what Language she should speak, and what shun: what ought to be her Sentiments, her Deportment, and her Actions. But first she should be taught to know that the World has it’s Eyes upon her, and that in proportion as she increases in Merit, so much nearer will she approach to gaining universal Admiration and Esteem. The Reasonableness of this Admonition will appear, if it be considered how many Actions we do unworthy ourselves, only because we are unobserved, or at least think we are so; whereas by keeping our Attention awake,and considering ourselves as always beheld, we shall often blush at the very Approach of Vice and Folly, and thus nobly fly from them. Yet this Consideration of being beheld, tho’ in itself a Virtue, must be carefully inculcated and nicely distinguished, lest it degenerate into a vain Desire of Applause: her Business is to deserve Esteem, but not to look for it. We often see a half-bred Player stare about him when he has finished his Speech, as if he would beg a Clap, a Smile, or a Nod of Approbation; but we never see this in a thorough bred one; he attends to his Part, to his Business, and nothing else; he knows that the best way to obtain and secure Applause, is to deserve it.
I have said a young Lady should be nicely directed what Books she is to read; indeed it is too nice a Matter for me to determine; Mr.Addison, in one of hisSpectators, has, in a burlesque Way, given a Sort of Lady’s Library; but I wish he had reversed it, and told them seriously what Books would grace a Lady’s Closet, and improve her Mind. For my own Part I think nothing is more difficult, even among Men, than a proper Choice of Books. Wisdom and Virtue are the great Sciences we are born to learn; Books and Men are the Channels to conveythe Knowledge of them to us. Now most Parents give their Children some general Cautions against bad Company, but Books are usually thrown into one undistinguished Heap: and tho’ some perhaps are pointed out to us as good, we are not instructed to shun the bad; at least they are still open to our View. Witness the Swarms of lewd Plays, Poems and Romances, calculated to inflame the Minds, and corrupt the Hearts of the Readers: witness the Sophistry and false Reasoning of many Writers, who take Pride in shewing how ingeniously they can deceive: witness the Loads of Lumber produced by those, whose Talents have been mistaken by making them Scholars without Genius: and witness too the Train of Trifles the present Age abounds with. From this clear and rational View of the State of Books, is it not apparent how liable we are to be misled? True it is, that we may read our whole Lives and learn nothing, nay far worse than nothing; learn Vice, Error, and Impiety. Since then this Point is of such Consequence to all, those in exalted Stations of both Sexes should have very able and faithful Guides herein; as from their Influence so much Good or Bad must flow. Still I must beg leave to caution Parents of the highest Quality, to imprint on theirChildren’s Minds and Hearts this Maxim, that all their Studies should tend to make them wise and good. Convinced of this, as they advance in Years, their own Judgment and Goodness of Heart will, in great measure, instruct them what to read, and what to avoid.
A young Lady should be taught to speak her Mother-tongue with great Clearness, Purity, and Elegance; nothing coarse, mean, or vulgar should ever drop from her Lips; nothing uncouth, strained, or affected; the one debases her Quality, and the other her Understanding. Great Ladies may perhaps think that their Greatness entitles them to say any thing; but where this happens, it is certainly an Error in their Education; or at least it is one in their Practice. There is yet a third Error in Speech which Women of Rank should carefully avoid; an Error consistent with good Sense, but good Sense obscured; that of catching every new-coin’d Word. TheEnglishbeing a living Language, is subject to great Variations and Changes; but is now deservedly esteemed in high Perfection, as it is certainly stronger, more expressive, and more copious than heretofore. Still there is Reason to fear, that every Change is notan Amendment; and if it be, a Lady should not be the first to adopt it: yet so it happens, that a Desire to appear wise and learned sometimes makes them over-shoot themselves, and thus by aiming too high, they are liable to fall too low.
The Sentiments of a young Lady of Quality should be noble, virtuous, and pure. While she is surrounded with external Grandeur, she must be taught to support a Dignity of Mind, without which, all her Pomp will be mere Farce and Pageantry, and only tend to inflame her Vanity; she must be taught to know, that the noblest Sentiments are those which inspire her with a Love of Virtue; and to be truly great, she must condescend frequently to revolve in her Mind the Hardships, Sorrow, Pain, and Sufferings of the various States beneath her: above all, she must be taught to maintain a spotless Innocence; and live in a constant Resolution to suffer any thing, however great, rather than disgrace her Birth and Quality by any Action unworthy of herself.
Her Deportment must answer her Quality, and be elevated, majestic, and noble; such as will strike us with Awe, at the same time that we see in it a Complacency andAffability which charms us: such as will not suffer even the most bold and abandoned to offer the least Indecency or Rudeness, at the same time that it discovers a Heart susceptible of the tenderest Impressions. An easy Grace, a lively chearful Air should accompany all she says and does; but lest this should degenerate into Levity, she must be instructed never to throw off, that great Ornament of the Sex, Modesty.
Her Actions must be such as will contribute to others Happiness and her own; such as will reflect a Lustre on herself, and attract the Beholders of them to an unfeigned Esteem for her: Generosity, Benevolence, Charity, and Humility, accompanied with a Sweetness of Temper, should alternately prevail: and if the Distresses of others sometimes intrude too far upon her, (which from their great Severity they are apt to do) let her not add Misery to Misery, by dropping the Air of her Countenance, or use any Bitterness of Expression, at the same time that she refuses to relieve.
I have here laboured to shew what Education is necessary to adorn a Woman of Quality; and will leave it to abler Pens to refine, to correct, and improve it. What Ihope and wish is, that the Plan here laid down may be deemed natural, practicable, and no way repugnant to good Sense: nothing stoical, wild, or romantic; nothing, in short, (allowing for the Difference of Genius, Health, and other Circumstances) but what every Woman of Quality may and ought to be. But before I quit this Head, I cannot help remarking how injuriously Men often think and speak of the Capacities of the other Sex. If all be true that they urge, (which with some is still a Doubt) that the Understandings of Women are weaker than those of Men, yet it by no means excuses our excluding them from Education. Nature indeed seems to have formed the Men strong in Mind and Body, that they may labour either with their Understandings or their Limbs as Occasion requires; the Women more tender, for Employments of a gentler Kind: thus each have their several Provinces: allowing then the Woman to be the weaker Vessel, that is, neither her Frame nor Faculties so strong as the Man’s, does it imply that she has no Strength, no Faculties at all? by no Means. Experience shews us that the Sex have Wit, Judgment, and a Capacity to learn; how then can we justify our too general Neglect of them? But this Error is of great Consequenceeven to ourselves. If our Love for the Sex extends no farther than a gross Sense, we miss our Aim if we expect to find Happiness; or if we go so far as to consider them useful in their domestic Capacity, that will not secure to us the agreeable: good Sense, and good Temper, improved more or less by Education, should be every Man’s View in a Partner for Life; and where shall we find them, if their Education be universally neglected? A rational Man should choose a rational Companion; but how will such be found, if Pains are taken to keep them ignorant? Thus it is evident, that we are injuring ourselves, and Posterity too, by this unworthy Treatment of the Sex. Still it seems reasonable, that as Men are to bear the Burden of Business, they should have superior Education, as well as superior Strength; therefore the only thing here contended for, is, that every Woman should have her Mind improved, her Understanding enlarged by such an Education as is best suited to her Condition in Life: such an one, in short, as will make her lastingly pleasing by being both useful and agreeable.
The Transition from the Nobility to the Gentry is very easy; for whatever Difference there may be as to Rank and Title, it iscertain that many private Gentlemen have equal Ability to educate their Children as they please. The Plan then already laid down for the Education of a Nobleman, will in general hold good here. The eldest Son, to whom our Laws give the Estate, should resemble our young Nobleman as nearly as may be; not from a vain Desire of being equal to him, (tho’ it is the Way to make him so) but from a laudable Ambition of being excell’d by none in Learning and Virtue. Still there will sometimes be great Difficulty to persuade young Gentlemen who are thus situated to apply themselves to Study: the early Knowledge they have of the Fortune they are to inherit makes them giddy; and they leave Study to their younger Brothers. What then is to be done? Parents must discard their outward Fondness for their Children, to prove their inward Affection; for how can they be said to love them, while they suffer them to live in Ignorance? how can they be said to love Virtue, yet lead their Children into Vice? Parents then must do violence to themselves, they must be in earnest, and consider that the Education of their Children is an indispensable Obligation. Parents, whatever be their Fortune, must exert a due Authority over their Children; must shew themthey are serious, and convince them that they will not be trifled with. Dr.Busby, the famous Master ofWestminsterSchool, is said to have made more eminent Scholars than any Man of his Time; the Reason is obvious, he was in earnest; his Scholars durst not trifle their Time away, or neglect their Studies: whether or no he carried it with so nice a Hand as never to err by his Rigour, I will not presume to determine; but if he did, it is no Matter of Surprise, since every Man is liable to Error. Whoever considers the Depravity of our Nature, how propense we are to love Ease, and fly from Labour, will be convinced that Boys stand in need of every Help to make them diligent. The Authority of the Parents, the Authority of the Masters, a Sense of their Duty, and a pleasing Prospect of Reward, by the Acquisition of Knowledge, must all combine to enforce their Compliance: and happy will it be for them if they can all produce the desired Effect. But it will be happier still, if the joint Endeavours of Parents and Teachers can create in Boys a Love for Study, and an ardent Desire to gain Knowledge: then it is we see them go to their Book with as much Alacrity as they go to Dinner; then it is we see them striving to excel; and the Knowledge they gainfrom a Love of Learning, makes them sprightly and happy in themselves and pleasing to all that see them. Besides, this Turn of Mind has something in it so promising, that it is what every thinking Parent would wish for, and should earnestly strive to inculcate; yet he must not be surprised if he does not always find it; and indeed Experience shews us, that it is generally necessary to govern Children with a tight Rein: for early Indulgence does them incredible Mischief; in particular, it gives them a Reluctance for Study very hard to be conquered.
When these first Difficulties are got over, Parents should then apply themselves to their Children’s Understanding: the joining Reason and Authority together will give double Weight to their Injunctions. Suppose then a Father addressing his Son, let us see what Reason will dictate. “Do you know, my Dear, why you go to School? why I engage you in Study, and threaten you so severely if you neglect it? is it for my Sake, think you? or is it because I take Pleasure in giving you Pain? no; it is for your Sake alone that I thus urge your Obedience. Providence has made me the Instrument of your Being; therefore, as your naturalGuardian, I am accountable for your Education: Learning is the Road to Knowledge; Knowledge will lead you to Virtue; and Virtue to Happiness. Need you then any other Inducements to learn than the Duty you owe to me, and the Advantages that will accrue to yourself? no surely; I trust you will want no other Motive.” Is not this Method both rational and natural? I think it is undeniably so; and that, by these easy Means, Parents may, in general, promise themselves great Comfort in their Children by guiding them as they see proper. Children, if moulded while young, readily yield, like Wax, to the Impression; yet now they are merely passive: but when Reason gains Strength, when they see their Parents acting with a generous Affection for their Good alone, then it is that they are animated with a Love of Duty, and with a Desire to become every thing that they would have them be.
Every Gentleman of Fortune should certainly give all his Sons the Education of Gentlemen; and therefore the younger Brothers are, in the fundamental Points of Education, to accompany the eldest: but tho’ this be granted in general, yet there are certain particular Rules to be observed;some one Point to be excepted against, another to be pursued, with many other things, according as Circumstances vary, all which require the Parents Attention. I have just observed, that the Foundation of their Learning should in all the Sons be becoming the Stock they spring from: but the eldest must be graced with every Ornament. He must be taught to know, that possessing a Fortune superior to his Brothers, obliges him to acquire superior Qualifications. He is to consider himself as one designed to do Honour to his Family, and to his Country; and be convinced, that if he neglects to cultivate his Mind, he will be a Disgrace to both.
Parents of this Class have, with regard to their younger Sons, two principal things to do: first, they are carefully to attend to their Genius, Temper, and Inclinations; and next they are to resolve on an Employment suited to them: this settled, they are to pursue their Education accordingly. The three learned Professions, Divinity, Law, and Physic, require not only deep Erudition, but require too a Species of Learning proper to each; besides, as these are Employments of the most serious Nature, and of the most weighty Consequence, not to give them all the Qualifications that humanWit is capable of attaining, is surely a grievous Error. Yet are there sometimes other Errors too material to pass unobserved: not those of the Head, but of the Heart. It is in general hoped, that where due Care is taken in forming the Manners, the natural Corruption of the Heart may be corrected; but where that is neglected, or our Endeavours to effect it prove fruitless, which, it is to be feared, they sometimes will, the utmost Care should be taken in the Choice of an Employment for Life. It is a Rule in Life, that where we cannot do any great Good, we should do no Harm; and therefore it should be a Rule with Parents to place their bad Children, if they are so unhappy as to have any, as remote from Mischief as possible. Now to apply this to the Matter in hand, we must observe, that to fill up these important Stations with all their just Requisites, we must not only have a sound Education, and a clear Head; but we must also have an upright Heart: that is, we must resolve to banish every sinister Aim, and have no Views but those of Justice, Probity, and Honour. To what must we ascribe the general Reproaches thrown with so much Freedom on Professions which have in their Nature the strongest Claim to Respect, as their Foundation is Virtue,Truth, and Justice; but to the corrupted Channels the Stream passes through? For tho’ Men’s Judgments frequently err, and false Constructions are often put on the best Actions; yet it is to be feared the Complaints are sometimes but too just. Men strongly tempted by irregular Passions, whether Pride, Avarice, Revenge, or others, will naturally incline to gratify them: hence then appears the Necessity, in these Professions particularly, of well-regulated Hearts: that on one side no Injury may be done, and on the other, that no Censure may be justly incurred.
It is to be presumed that the younger Sons of every Gentleman’s Family (unless by any lateral Means they have an independent Fortune) are to engage in some Profession or Employment, in order to their Advancement in the World; and it is perfectly right that they should: for by this means they may not only fill up their Time like reasonable Creatures, but become capable of doing Honour to some Profession, be useful to Mankind in general, and often raise a Fortune equal to their elder Brother. Now besides the learned Professions; the Sea, the Army, and the Exchange, with many others, needless to enumerate, are open for them toengage in; and hence farther appears not only the Necessity of considering their Fortune, but of attending to their Genius, Temper, and Inclinations.
Nothing is more talked of than the Necessity of consulting our Children’s Genius; and I think verily there is nothing so little understood, or so little attended to. I know that many People say, there is nothing more easy to discover than the Genius of Children; but if we view the continual Errors committed in this Point, we shall have reason to think otherwise. What is more evident than a general Partiality of Parents to their Children? and what will naturally be the Consequence of it? certainly a false Estimation of their Capacity. However, difficult as I think this Knowledge is to be obtained, either from general Partiality, Want of Penetration, or the natural Inconstancy of Youth; yet let us not throw aside our Attention, nor wildly give up our Children to Chance; but rather let us improve the Reason Providence has endowed us with, and labour to draw such Conclusions as will most conduce to their real Happiness. To act therefore with Judgment in this weighty Matter, Parents must not, because a Boy says he will go to Sea, immediately sendhim; nor because another says he will be a Soldier, directly buy him a Commission. One perhaps only wants to get away from his Studies, and the other thinks it a fine thing to wear a laced Coat. Youth is naturally giddy, and what they like to-day, they will often dislike to-morrow; Parents therefore would be grievously mistaken, were they to take every Start of Fancy, every premature Request of their Children for Genius. Still it is certain that they have many Ways of discovering what they are capable of, and what they are inclined to; therefore our Prudence and Judgment are to go hand in hand with these Discoveries. For Instance: if we see a Boy of intrepid Courage, loving, seeking, and enduring Hardships, and dwelling with Delight on maritime Affairs, at the same time that he has virtuous Dispositions, and both loves and applies to his Books; we need not hesitate to breed him to the Sea. So if we are convinced, that another seeks a Commission from true Honour and Courage, and from an ardent Desire to serve his King and Country, we may encourage his laudable Ambition; but if we discover that his Motives are those of being conspicuously dress’d, of sauntering and dangling one part of his Time away, and raking and gaming another part; if we seetoo, that his only Fear, is the Fear of having occasion to fight; we should certainly reject his Request, and oblige him to apply another way: nay more, we should convince him how mean a Soul he must have, to seek so inglorious a life. In like manner, if we see a Boy whose Head is manifestly turned for Business, whose Cast of Temper argues Method in every Action, we may pretty safely conclude we hit his Genius, by making him a Merchant. But there is a capital Mistake Parents frequently commit, that is, their being influenced by some oblique Interest; which often tends to ruin their Children. For Example: the Family has a Living in their Gift, and a Boy must be bred a Clergyman on purpose to fill it: or there is an Uncle a Bishop, therefore the Nephew must be a Bishop too; tho’ perhaps he has no more Genius nor Chance for it, than he has of being Emperor ofMorocco. Thus another, who would have been an Adept in the Mathematics, and have done Honour to the Science, or whose Sprightliness would have made a Figure in polite Literature, is cramp’d with the Study of the Law; not because he likes it, but because it is a Profession that may raise him to be a Judge; perhaps Lord Chancellor: tho’ he has as little Chance for either as theClerk to a Justice of Peace. A third, in Nature’s spite, is made a Physician, only because his Parents have seen aMead, aHulse, or aWilmotstanding at the Top of the Profession; and therefore conclude their Son will have equal Genius and equal Merit.
Here then it is evident, that Parents are often mistaken, not only by Inattention to the Genius of their Children, but by overrating their Parts; by fixing a Profession for them, perhaps as soon as they are born, or by blundering them into an Employment which their Education is not equal to. On this last Point let me explain myself. Suppose I have not over-rated a Boy’s natural Parts; suppose too that I have at great Expence kept him at School for ten Years; it does not from hence follow that he is learned: I must know if he has applied and improved these Years to his real Advantage; that is, whether his Learning is deep or superficial; I must know too the Tenor of his Studies, for even of those who are very diligent, all Parts of Learning are not equal Favourites; some are sprightly, some grave, some in short more striking to them than others: lastly, I must know if the Nature of his Education be adapted to the Employment I am about to engage him in. WithoutAttention and Regard to these Circumstances, it will be impossible to keep clear of Error in the Disposal of our Children for Life: and as not only themselves, but Society too, must feel the good or bad Effects of our Choice, it is of the highest Consequence that it be judicious.
But Genius is not the only thing to be considered in the fixing our Sons for Life. Mr.Popehas a Position,[8]which does not tally with general Observation; for according to him there will hardly be a Man in ten thousand qualify’d for the Station he is in. True Genius is, I think, but rarely to be met with; plain natural good Sense, carefully improved by Education, will certainly enable the Generality of Men to become Proficients in any single Art or Science: that is, as by well directed Steps they are capable of acquiring great Perfection in one Way, so would they have been equally perfect had their Steps been directed another Way. Our Defects in general are not so much owing to the Want of Parts, as to the Want of cultivating them; hence appears that amazing Weakness in some Parents, in shewing a Boy as a Prodigy, whenevery other Eye can see there is nothing uncommon in him; and hence too appears the Folly of others in neglecting those Improvements so essentially necessary for him.
From what has been here advanced it is pretty evident, that a young Gentleman of moderate Parts well improved, is capable of becoming whatever is pointed out for him, provided he is diligent. But here it is my earnest Request, that Parents resolve to make their Children happy; and this they cannot do but by complying in some measure with their Temper and Inclinations; for it is on this chiefly their Felicity depends. The same Boy (as I observed before) would become an Adept either in This or That Employment, but it is perhaps one only that will make him happy: therefore it is not always Genius, but Inclination, that requires our Regard.
The seeming Resemblance of Genius and Inclination may make some People take them for the same thing. Genius is a natural Gift, a Power in the Soul to do what another, without that Genius, cannot do: Inclination is a natural Propensity to pursue some certain Employment, whether we have Genius to execute it or not. We are toldofCicero, that no Man had a stronger Inclination to be a Poet than himself; yet with all his great Abilities he had not a Genius for it. So in our own Times, we have seen Men with the greatest Itch of Writing produce nothing that argued Genius; some fond of Music almost to Distraction, without a Power of acquiring it: and others with a Passion for Painting, whose Genius amounted to nothing more than to dawb. On the other hand, there are Men possessed of Genius, but devoid of Inclination; so true is it, that however similar they appear, they are really distinct in themselves, sometimes very near to, at other times very distant from, one another. But to return to our Subject. As we have observed, that uncommon Genius is not to be always expected, and as we have shewn, that general good Capacity seldom is wanting; nothing more remains but to learn what Employment will suit our Sons Temper and Inclinations, and then compleat their Education accordingly. For surely it is wrong to insist on a Boy’s applying to the Law, when the Delight of his Soul is the Study of Physic and the Knowledge of Nature. Or is it not wrong to pin another down to the Study of Divinity, when Commerce engrosses his whole Attention; or his dauntless Heartburns to traverse the Ocean? and is it not equally wrong to make a Boy a Merchant, who delights in the Study of the Law? most certainly. These therefore are the things we must attend to, these the general Steps to be taken or avoided; and as none but general Rules can be laid down, the particular Exceptions every Parent’s Judgment must supply.
A young Lady of the second Rank comes next under my Consideration: but as I have dwelt pretty largely on the Woman of Quality, I have not occasion to say much here. One material Distinction to be made in a Lady of this Class is, whether she is an only Child, an Heiress, no Brother in the way to enjoy the Estate; or whether she is only a younger Child, and is to share the Fate of her younger Brothers or Sisters. In the first Case, I would recommend that her Education approach to that of a Woman of Quality, since it is highly probable she will become one; at least if her Education, Conduct, and Deportment correspond with those of superior Rank, she will always be Company for them: but, in the other Case, that is, where a Brother sweeps away the Estate, it is certain that her Educationneed not be so brilliant, nor ought to be so expensive as in the first. Yet let not this damp a young Lady’s Spirits; I do not mean to make her less happy, nor recommend the least Neglect of her; far from it. A State Coach with three Footmen answers no better than a plain Coach with one, for all the Purposes of a Coach: and a Diamond Necklace keeps a Lady no warmer than a Necklace of inferior Value. Thus it is with the Education of a Woman of Quality; it is in some measure merely ornamental, without being essential to her Happiness. Still it is fit it should be so. When the Superscription of a Letter begins with Her Grace, or Right Honourable, when a Coach or Chair appears with a Coronet, ’tis fit that due Deference and due Distance be observed; and to secure this, ’tis fit that her Education have a suitable Dignity. But, as I have just observed, this is not essential to her Happiness: and if those in private Life, and of moderate Fortunes, aim at equalling these either in external Appearances, or in too exalted an Education, they are pretty sure of running into Error; for Happiness much depends on an Education suited to our Condition in Life. Thus while I esteem it a Misfortune for a Woman of Rank not toappear to the utmost Advantage, it seems no less a Misfortune for a young Lady in private Life vainly to aspire at equalling her.
Still I warmly urge, that no contemptuous Neglect be shewn her; let her be taught as thorough a Knowledge of her Mother-tongue as if she were a Princess; let her too write, and dance, and speakFrenchto Perfection: Music too I recommend, but not to Perfection. Here, I am afraid, my Readers will start, and think that either the Author or the Printer has committed an Error; but a little Patience, and we shall, I hope, understand one another. When we consult a Physician, or a Council, they take the Fee, and give us their Opinion; which Opinion we may either reject or follow as we please. When I set out in this Undertaking, I declared myself not a Lawgiver, but an Adviser; as such then let me be considered. I speak my Mind freely, and like an honest Lawyer give my Opinion honestly; where the Advice is good, follow it; where erroneous, reject it: thus should all reasonable People do, taking along with them this Caution, not to condemn rashly and precipitately, but weigh the Matter well; and neither lavishly bestow unjust Praises, nor unfairly rob Merit of it’s Due. This premised, I return to my Subject. Itis very certain, that a young Lady of this Class should learn Music; it gives her a sprightly pleasing Air; it is a fine Relaxation from more serious Employments; and it greatly contributes to keep up a Chearfulness thro’ the whole Family: but I would not have her ambitious to excel; and I think Parents ought not to covet it. To attain Music to great Perfection, and to study theItalianfor that Purpose, is a Work of great Labour, Time, and Expence; too much by far to gain what at last amounts to no more than an Amusement. Ladies of great Rank and Fortune have every thing at their Command, therefore should aim at Perfection in all they undertake; but those in more private Life, have certainly other things to do. They are, by all the Rules of Prudence, to be taught to work: they should be taught to know too, that they must reduce their Theory to Practice. They are to stoop likewise to domestic Cares; whereby they will often be enabled to boast a Happiness which greater Ladies are Strangers to. But supposing that either to gratify herself or her Friends she engages deeply in the Study of Music; Parents are here often cajoled out of their Money, and their Senses too, by their Daughter’s fancied Excellence: and the same Man that is lavish in his Praises to the fond Father’s Face, will perhaps in thevery next Company swear the Girl squeaks like a Pig. There is a great deal of Insincerity, nay the grossest Flattery, attends this kind of Study; and Parents in general have need of better Eyes than common to see thro’ it. However, not to injure the young Lady’s Capacity, I will grant that she really does excel: still I say, her Time might have been much better employed in acquiring more useful Knowledge: such as is properly suited to her Station. There are yet other Inconveniencies attending this Study when a Lady excels, or has the Reputation of it; that of exposing both her and the Parents to a great deal of gay Company at least, if no worse; such as tends to dissipate the Mind, to shut out Reflection, and thereby check or prevent the Knowledge of more weighty Obligations: and it often likewise exposes them to a great deal of ill-timed Expence: which, as every Day’s Experience shews us, frequently does great Harm, but seldom any Good.
It is certain that every populous Place, especially a polite City likeLondon, ought to have some Entertainments of this Kind; and Persons of Quality and Fortune should give due Encouragement to them, as the Performers make it their Bread, and labour their whole Lives to excel, that they may give themthe utmost Entertainment in their Power: all this, I say, is highly reasonable, if reasonably used. But will not a Concert, an Opera, or an Oratorio always furnish this? most certainly. Is it worth a young Lady’s while, whose Fortune perhaps will be but scanty, to consume a great deal of Time and Money, and at last fall short of a Stage-performer? by no Means: any more than it is an Honour to a Man of Quality to be called the first Fiddle in the Kingdom; or for a Gentleman to boast that he can beat his Coachman at driving.
If to the Steps already laid down of a young Lady’s Education of this Rank be added Arithmetic, Drawing, and Geography, I think every thing will be done that her Parents need Wish; and enough, if well improved, to enable her to make a very advantageous Figure. Still she should be taught to know that this is only learning the Road; and she herself, with these Guides, is to take care not to go wrong: good Company, good Books, and an Attention to her own Actions, are to compleat her. She should not aim at more deep or learned Studies, which probably would only make her affected or pedantic; make her a Pain to herself, and disgustful to all who converse with her, particularly her own Sex. Knowledgedoes not consist in Words, but in Things; and a Language, merely as a Language, conveys only the Knowledge of Words. If on this Foundation, and with these Materials, she builds with Care, with Diligence and Judgment, I dare affirm, that these alone will furnish her with every Means of being wise and happy.
I am now to treat of the third Class of People, the Men of Trade and Commerce, in which I comprize the Merchants, and all those that are usually distinguished by the Epithets of genteel Trades and good Businesses: such as require Figure, Credit, Capital, and many other Circumstances to conduct and support them: But I confess there is no small Difficulty herein. In some Countries the Gentry and the Men of Trade are as distinct People as if each were a Kingdom by itself:England, a trading Nation, connects more closely the whole Body of the People; links them, as it were, in one continued Chain, and brings them nearer to a Level. The Man of Trade marries the Daughter of the Gentleman; the Gentleman the Tradesman’s Daughter: and again, the Gentleman makes his Son (the younger at least) a Man of Trade. Hence arises the Difficulty of separating them; nor can it indeed be altogether done. The Reputationand Value of Trade has convinced Gentlemen of the Usefulness and Necessity of an Alliance with it; and Trade is greatly indebted to the many and great Fortunes thrown into it from the Produce of Estates: thus are they blended and interwoven; and thus are they become reciprocally beneficial. Still, according to the general State of things, regarding the various Ranks in Life, I think we may make one sensible Distinction without Offence; that is, Gentlemen may be said to stoop or condescend to Trade, and Trade may be said to aspire not only to an Alliance with Gentry, but to become Gentry too. Thus while I honour Trade, I would by no means fail to pay a due Respect to Gentry; and therefore give them that Preference they are intitled to.
Birth, Education, and Manners, may be said to constitute the Gentleman. Birth alone, tho’ a Claim, is too poor a one to deserve that Title; Education adds indeed a Lustre to Birth; but both together are not sufficient without Manners: that is, to complete the Gentleman, they should all unite. To adjust this Matter fairly, we may without Impropriety urge, that Manners alone will give us a better Claim than Birth and Education together; and why? because these are not in our Power to choose. ForExample: It is not my Fault that I was not born a Nobleman, nor did I choose my own Education, but my Parents for me; yet when once I have learnt to know Right from Wrong, if I chuse the Right, and labour to maintain it for Virtue’s Sake; surely some Degree of Merit is mine: therefore, to use again the good old Bishop ofWinchester’s Motto,Manners maketh Man. Still, as I observed before, to perfect the Character, all should combine: and thus if the Man of Trade depends on his Acquisitions only, he will find himself greatly mistaken. There is a pleasant Story told of KingCharlesII. I think not unapplicable here. An unbred Citizen becoming very rich, made a Friend at Court, who informed the King he desired much to be made a Gentleman; That, says the King, with a Smile, is not perhaps in my Power; but tell him, I’ll do better, I’ll make him a Knight. Thus at the same time that he conferred an Honour, he ingeniously reproached him, by shewing, that, to make a Gentleman, required something more than even Money or Title. The principal thing then that Men of Trade have to do is, to keep clear of Self-sufficiency; and avoid that Arrogance and Conceit which Money is apt to create. Their frequent Marriages and Intermarriages with well-bred People,are some Means to effect this; and educating their Children suitably is another. Thus the rising Generation at least will be improved; and hence appears the Necessity of good Education and well-regulated Manners for this Class of People: that as they insensibly, as it were, become allied to their Betters, they may be taught properly to coincide with them.
Many Reasons prove the Necessity of good Education for People of this Class. In a Society of Men, suppose a Coffee-house, we see a promiscuous Croud of Gentlemen and Men of Trade; in an Assembly of Women, we see mixed with the Gentry, not only the Wife of the Merchant, but that of the Brewer, the Distiller, the Druggist, and the Draper; and it is highly necessary that these should have such Education, and their Manners so regulated, as will make them fit Company for those. But there are more weighty Reasons yet. Every Man conversant in Life, must have observed, not only the many calamitous Falls from high to low; but also the frequent Progressions from low to high; and where these Advancements are the Fruits of honest Industry, I rejoice with them in their Success. A Citizen grown rich by Trade, resolves to approach to the Gentry; and his first Advanceis usually to the Center of the Town. Here for a while he sits down, and with sweet Content enjoys the Fruit of his past Labours; but perhaps it is only for a while; the Heart of Man is restless, and he burns to taste the Manners of the Court: thus he flies to St.James’sSquare,Grosvenor Square,Berkley Square, or one of the surrounding Streets; thus the Son gets a Post, and the Daughter marries a Lord; and thus the next Generation or two reaches the Summit of Grandeur and Honour. If things are so, and daily Experience proves they are, is it not highly necessary to set out with a good Education? most certainly. Still it should be a suitable one. A Man of Trade may be qualified to keep his Betters Company, without vainly aspiring to be like them; for that would be rendering him unfit for the very Trade he is engaged in. Every Man may and ought to look forward; but if every Man anxiously dwells on future Greatness, and continually dreams of Posts, Titles, and Palaces, it is the certain Way never to reach them: for tho’ the Advancements just pointed out are, I think, literally true, yet are the Instances but few in comparison with the whole. Therefore the Business of Parents is, to give their Children first a just Sense of their present Station; then to guide their Education, and regulatetheir Manners accordingly; that done, leave the rest to Providence.
I hope this Reasoning upon the close Connection of Gentry and Trade is clear and express; and proves what I advanced, that they are not to be wholly separated. Whence it appears, that the Education both of Boys and Girls of this Class must in general be like that of the preceding. Still some Judgment, Prudence, and Self-knowledge are necessary to guide Parents herein.
The first wise Caution is, that Parents consider their own Fortune, and the real Prospects before them: it is not enough that a Man be of such or such a Trade, to entitle him to train his Child equal to another of the same Trade; for if this be taken as a Guide, many grievous Errors will be committed. What can be a greater Misfortune, than to educate a Boy like a fine Gentleman, and not be able to support it? or to train a Girl with the Expectation of keeping her Coach, and have little or nothing to give her? yet is this often the Case. Another Caution is, not to neglect such an Education as may be at least solidly useful, if they cannot reach the ornamental Part; for as Carving, Gilding, and Painting may at any time be added to adorn awell-proportioned Room, so a sound Education is every Day capable of Improvement: and as the Vicissitudes of Life are many, it is right that Children should on every proper Occasion be able to prove the Goodness of the Stock they spring from. To set this Matter in the clearest Light, let us suppose any two of the same Business, no matter what; one has a large Trade and small Family, the other a small Trade and large Family; the Trade being the same, our Idea of both the Men will at first Sight be alike; but if we come to a nearer View, and thence draw a Comparison, we shall find it very unequal: for tho’ a Merchant is still a Merchant, yet while one has great Difficulty to give his Daughter a single thousand Pound, the other can with Ease give his twenty thousand. Thus, tho’ each should educate his Children suitable to his Character, yet each should at the same consider his Abilities.