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When the child has acquired reading he should have some amusing book, such as Esop, and Reynard the Fox. Pictures of animals, with the names printed below them, should be shown him from the time he knows his letters. He is to be encouraged to give an account of his reading. Children,' says Locke, 'are commonly not taught to make any use of their reading, and so get to look upon books as "fashionable amusements or impertinent troubles, good for nothing."

ووو

For religious instruction, the child should learn some easy Catechism, and should read some portions of Scripture, but should not be allowed to read the whole Bible.

When he begins to learn writing, he must be perfect in holding his pen, before paper is put before him: for not only children, but anybody else that would do anything well, should never be put upon too much of it at once, or be set to perfect themselves in two parts of an action at the same time, if they can possibly be separated.' The child should then be given paper, on which is red-ink writing, in large hand. This writing he is to go over with black ink.

He is next to learn drawing, 'a thing very useful to a gentleman on several occasions;' but in this, as in all other things not absolutely necessary, the rule holds good, 'Nihil invita Minerva.'

He should now learn French. People are accustomed to the right way of teaching that language, which is by talking it unto children in constant conversation, and not by grammatical rules. The Latin tongue might easily be taught in the same way.'

'Latin,' says Locke, 'I look upon as absolutely

necessary to a gentleman.' But he ridicules the folly of sending boys to grammar-schools, when they are intended for trade. Yet, if you ask the parents why they do this, they think it as strange a question as if you should ask them why they go to church. Custom stands for reason; and has, to those who take it for reason, so consecrated the method, that it is almost religiously observed by them, and they stick to it as if their children had scarce an orthodox education unless they learn Lily's Grammar.'

But, though Latin should be taught to gentlemen, this should be done by conversation, and thus time might be gained for 'several sciences: such as are a good part of geography, astronomy, chronology, anatomy, besides some parts of history, and all other parts of knowledge of things that fall under the senses, and require little more than memory: for there, if we would take the true way, our knowledge should begin, and in those things should be laid the foundations; and not in the abstract notions of logic and metaphysics, which are fitter to amuse than inform the understanding in its first setting out towards knowledge.' Again he says, 'The learning of Latin being nothing but the learning of words, a very unpleasant business to both young and old, join as much other real knowledge* with it as you can, beginning still with that which lies most obvious to the senses; such as is the knowledge of minerals, plants, and animals;

* Real knowledge is here knowledge of things, as distinguished from all other knowledge. Our loss of this meaning of the word real shows how small has been the influence of the Innovators in this country. Both the word and the party have been more successful in Germany.

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and particularly timber and fruit trees, their parts, and ways of propagation, wherein a great deal may be taught the child which will not be useless to the man: but more especially, geography, astronomy, and anatomy.' He would also introduce some geometry.

But Locke was not blind to the difficulty that few teachers would be found capable of talking Latin. He would, therefore, have the mother make a beginning by getting a Latin Testament with the quantities marked, and reading it with her children. He also suggests the use of interlinear translations. "Take,' says he, 'some easy and pleasant book, such as Esop's Fables, and write the English translation (made as literal as can be) in one line, and the Latin words which answer each of them, just over it in another. These let the child read every day, over and over again, till he perfectly understands the Latin, and then go on to another fable, till he be also perfect in that, not omitting what he is already perfect in, but sometimes reviewing that, to keep it in his memory. And when he comes to write, let these be set him for copies, which, with the exercise of his hand, will also advance him in Latin. This being a more imperfect way than by talking Latin unto him, the formation of the verbs first, and afterwards the declension of the nouns and pronouns perfectly learned by heart, may facilitate his acquaintance with the genius and manner of the Latin tongue, which varies the signification of the verbs and nouns not, as the modern languages do, by particles prefixed, but by changing the last syllables. More than this of grammar I think he need not have till he can read himself

"Sanctii Minerva," with Scioppius and Perizonius's notes.' It is no objection to his plan, he says, that children will learn merely by rote. Languages must be learned by rote, and used without any thought of grammar: 'if grammar ought to be taught at any time, it must be to one that can speak the language already: how else can he be taught the grammar of it?' Grammar is, in fact, an introduction to rhetoric.'* I grant the grammar of a language is sometimes very carefully to be studied; but it is only to be studied by a grown man, when he applies himself to the understanding of any language critically, which is seldom the business of any but professed scholars.' This, I think, will be agreed to, that if a gentleman be to study any language, it ought to be that of his own country, that he may understand the language which he has constant use of, with the utmost accuracy.' And yet young gentlemen are forced to learn the grammars of foreign and dead languages, and are never once told of the grammar of their own tongue; they do not so much as know that there is any such thing, much less is it made their business to be instructed in it. Nor is their own language ever proposed to them as worthy their care and cultivating, though they have daily use of it, and are not seldom, in the future course of their lives, judged of by their handsome or awkward way

* Much confusion has arisen, as Bishop Dupanloup has observed, from the double use of the word grammar; first, for the science of language, and second, for the mere statement of the facts of a language. Those who teach what is called Latin Grammar' to children may argue that they only teach them, in order and connection, facts which they would otherwise have to pick up at random. See also M. Arnold: Schools, &c., p. 83.

THEMES AND VERSES.

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of expressing themselves in it. Whereas the languages whose grammars they have been so much employed in, are such as probably they shall scarce ever speak or write; or if, upon occasion, this should happen, they should be excused for the mistakes and faults they make in it. Would not a Chinese, who took notice of this way of breeding, be apt to imagine that all our young gentlemen were designed to be teachers and professors of the dead languages of foreign countries, and not to be men of business in their own?'

Locke grants that in some sciences where their reasons are to be exercised, difficulties may be proposed, on purpose to excite industry, and accustom the mind to employ its own strength and sagacity in solving them. But yet,' he continues, 'I guess this is not to be done to children whilst very young, nor at their entrance upon any sort of knowledge. Then everything of itself is difficult, and the great use and skill of a teacher is to make all as easy as he can.'

Locke inveighs strongly against the ordinary practice of writing themes on such subjects as 'Omnia vincit amor,' or 'Non licet in bello bis peccare.' 'Here the poor lad who wants knowledge of those things he is to speak of, which is to be had only from time and observation, must set his invention on the rack to say something where he knows nothing, which is a sort of Egyptian tyranny, to bid them make bricks who have not yet any of the materials.' Verse-making found equally little favour in his eyes.*

*The very singular estimate Locke gives of poetry will be found in Appendix, p. 309.