Observations upon Liberal Education

Chapter I

171 An Essay on Liberal Education, &c. u c h a p t e r i u Instruction in the science or art of right living is the chief lesson in education, to which all others ought to be rendered subservient , and what this science is, and what may justly be called false learning. If there be any such thing as duty, or any such thing as happiness; if there be any difference between right and wrong conduct; any distinction between virtue and vice, or wisdom and folly: In fine, if there be any such thing as perfection or imperfection belonging to the rational powers which constitute moral agents; or if enjoyments and pursuits admit of comparison ; good education must of necessity be acknowledged to mean proper care to instruct early in the science of happiness and duty, or in the art of judging and acting aright in life. Whatever else one may have learned, if he comes into the world from his schooling and masters a mere stranger to the world, quite unacquainted with the nature, rank, and condition of mankind, and the duties of human life (in its more ordinary circumstances at least) he hath lost his time; he is not educated; he is not prepared for the world; he is not qualified for society; he is not fitted for discharging the proper business of man. The way therefore to judge whether education be upon a right footing or not, is to compare it with this end; or to consider what it does in order to accomplish youth for choosing and behaving well in the various conditions , relations, and incidents of life. If education be calculated and adapted to furnish young minds betimes with proper knowledge for their guidance and direction in the chief affairs of the world, and in the princi- 172 observations upon liberal education pal vicissitudes to which human concerns are subject, then is it indeed proper or right education. But if such instruction be not the principal scope to which all other lessons are rendered subservient in what is called the institution of youth, either the art of living and acting well is not man’s most important business, or what ought to be the chief end of education is neglected, and sacrificed to something of far inferior moment. The enquiries which are the most suitable employments of man, because none other so nearly concern him, are beautifully described to us by an excellent moralist. Discite, o miseri, & caussas cognoscite rerum, Quid sumus, & quidnam victuri gignimur; ordo Quis datus; aut metae quam mollis flexus, & unde: Quis modus argento: quid fas optare: quid asper Utile nummus habet: patriae, charisque propinquis Quantum elargire deceat: quem te Deus esse Jussit, & humana qua parte locatus es in re. Disce: nec invideas, quod multa fidilia putet. In locuplete penu, &c. Pers. Sat. 3.2 And these therefore are the researches into which youth ought first to be led. Accordingly we find the same poet in another satire describing with the warmest gratitude the care his tutor had taken to direct and assist him in this true philosophy. Cumque iter ambiguum est, & vitae nescius error Deducit trepidas ramosa in compita mentes, 2. [Persius, Satires, 3.66–74: “Come and learn, O miserable souls, and be instructed in the causes of things: learn what we are, and for what sort of lives we were born; what place was assigned to us at the start; how to round the turning-post gently, and from what point to begin the turn; what limit should be placed on wealth; what prayers may be rightfully offered; what good there is in fresh-minted coin; how much should be spent on country and on your dear kin; what part God has ordered you to play, and at what point of the human commonwealth you have been stationed. Learn, I say, and do not grudge the trouble because your neighbour has many a jar going bad” (Loeb translation by G. G. Ramsay).] observations upon liberal education 173 Me tibi supposui: teneros tu suscipis annos Socratico, Cornute, sinu. Tunc fallere solers Apposita intortos extendit regula mores; Et premitur ratione animus! vincique laborat, Artificemque tuo ducit sub pollice vultum. Tecum etenim longos memini consumere soles, Et tecum, &c. Pers. Sat. 5.3 Where are we? Under what roof? On board what vessel? Whither bound? On what business? Under whose pilotship, government or protection ? What are we? Whence did we arise? Or whence had we...