WILLIS AND NICHOL ON THE EDUCATION OF THE PEOPLE.

Tins is a valuable work. M. Willm, the author, and Dr. Nichol, the translator and commentator, possess in a rare degree the qualifications of comprehensive and cultivated philosophical minds and extensive prac- tical experience in teaching. Both are experienced teachers, and both are at once philosophers and men of the world. The consequence is, that their joint work (for Dr. Nichol has in the preliminary dissertation contributed from his own stores quite as much as he found in the origi- nal treatise he has translated) is large and catholic in its scope—real and practical in its details.

The publication of the work at this moment is well timed. The squabble in and out of Parliament about the Educational Minutes of Council, and a few supplementary struggles at the general election, have, by the sheer influence of fatigue, toned down the excess of zeal without knowledge. The talkers both for and against the Ministerial measure of last session have proved, what was before strongly suspected, that the popular views of the importance of education, though widely diffused, are vague in the extreme. One man sees in education an additional instrument for enabling a sharp fellow to get on in the world. Another looks upon it as a means of casting the impressible character of youth in the most eligible mould; the vanity of the individual generally mak- ing him anxious to have this mould a cast of his own features. But few comprehend the high scope and aim of true education; which is, to coun- teract the depressing and perverting influence of accident and circum- stance, and insure to youth the full and equable development of its inborn powers and sentiments. And as to the means or instruments of educa- tion, the many are as wide of the truth in their desultory opinions as in their appretiation of its importance. A public which thus imperfectly comprehended the true nature of what it had been clamorous for, was

precisely in the condition to be split up into fierce partisan sections by the

propounding of a specific measure for its attainment. That measure now belongs to the past ; it was calculated for the year, and will die with the year. The excitement it occasioned has stormed itself out by its own spasmodic exertions ; and during the interval of repose, that instinctive love of truth which, however overborne by momentary passion, is un- dying in the human breast, and is the great redeeming feature of human- ity-, will be accessible to earnest and intelligent voices like those of M. Willm and Dr. Nichol.

M. Willm's treatise is divided into three parts. In the first, he ex- plains the principle and aim of education in general. In the second, he treats of the institution, organization, and maintenance of schools for the people. In the third, he directs attention to the condition of teachers and the means of ameliorating their condition. The first and third of these topics are despatched with the intelligent and pregnant thought of a mas- ter, but with great brevity. Into the second M. Willm enters with a degree of detail, that, without ever being wearisome, brings out, stroke by stroke, a full picture of what education can effect, and how it is to be ac- complished. The arrangement of the school buildings, the combination and distribution of the pupils, the methods by which they are to be in- structed and their characters developed, are graphically and convincingly expounded. Dr. Nichol says truly, that there is much in these details that cannot be new to those in this country who of late years have de- voted themselves to the cause of education, but that nowhere is such an exhaustive exposition of the requisites of a sound education to be met with. We may add, that here and there opinions are expressed, and pre- cepts enunciated, the justice of which may be fairly questioned, but that perhaps no other work equally comprehensive will be found with so little to dissent from.

Dr. Nichol, in his preliminary dissertation, has reversed the proce- dure of M. Willm. Satisfied with indicating the extent of his ac- quiescence in his author's exposition of practical pedagogy, he devotes himself to explain and advocate a comprehensive, unsectarian, useful sys- tem of education. He combats the narrow views of those who mistake the instruments of education for its end, and of those who would substi- tute attempts to form men according to some preconceived model, or the mere imparting of professional skill, for true education as men and citi- zens; and he exerts himself to show how the imaginary obstacles to the establishment of a complete educational system, offered by sectarianism and shortsighted avarice, may be overcome. His views on these im- portant topics are developed under four heads,—the comprehensiveness of the aim of education; the organization and conduct of an adequate na- tional system ; the obstacles to such a system arising out of our varied religious opinions; and the several bearings and value of the diffusion of a right education.

Both authors agree in taking for the basis of their system the principle that the education to be promoted by the state is not special or profes- sional education, but that which has the equable development of all human faculties in the individual. They are not the first who have recognized the importance of such a general education : indeed, no one who has had opportunities of comparing the rapidity and certainty with which the elbves even of our imperfectly organized public schools and colleges mas- ter the technical details of professional business, compared with the slow and hesitating progress of those who have not enjoyed such previous training, can call in question the advantage of a liberal general educa-

tion. But we are not aware of any previous writers who have so clearly seen and emphatically announced that this is the education which it is the especial vocation of the state to insure to all its subjects.

M. Willm, in the following extract from the section of his treatise de- voted to the exposition of the principle, exposes a frequent and mis- ehievous error in the organization of primary schools, arising from neglect or ignorance of this truth.

Connected with the term popular instruction there is an ambiguity I must bore remove; the ambiguity, viz, which induces the frequent confounding of pri- mary instruction in general with that entire instruction required by the working classes of society—the classes which cultivate the soil and defend it, and whose energies are employed in the service of the useful arts. In France, these classes constitute thirty millions—labourers, artisans tradesmen, and soldiers; and on their education really depend the destinies of? the state and the prosperity of the empire. Now it is not so much with primary instruction in itself that I am de- sirous at present to be concerned, as with the instruction that ought to be placed within reach of the children of the people—of the inhabitants of our agricultural districts, and of the artisans of our towns—themselves destined for the culture of our fields and the pursuit of ordinary trades. I indeed exclude from my plan all special schools, and solicit attention only to the subject of such popular primary :clods. Speaking of instruction in general, we would class it into three divisions --primary instruction, secondary instruction, and the higher instruction; degrees which are regarded as successive, and which, taken together, form an entire scheme of education. But this division, founded solely upon the objects of instruction as determined by the different ages of the pupils, quite disregards the wants of the different classes of society. It is clear, nevertheless, that primary schools like those attached to our colleges, and which are attended only by young persons pre- pitting for higher studies, ought to have a character wholly different from that of primary schools destined for the working and numerous classes. The primary se-hool, in the first instance is merely the first step towards a literary and scien- tific education; but in the fatter case, it should aim at giving an education corn paratively complete, and which must suffice for the child's entire life. Popular primary schools are thus eminently distinguished from those organized for the tuition of children who shall pass from them to the secondary schools: in the one case, the object is limited and special, and the result incomplete; but in the other, the instruction afforded must, although elementary, be also sufficient and complete —Adequate to every want of those to whom it is addressed.

"This distinction between primary schools that are only preparatory, and schools which, in respect of their pupils, are final and complete, is one of great importance; sad it is never lostsight of without hazarding very unfortunate consequences. The difference between the two kinds of seminaries is so marked, so essential, and so wide, that it would not be easy to believe they had ever been confounded: but mani- fold facts evince that such confusion not only exists but is extremely common, to the great detriment of the public education. It would divert me from my object were I to show, in illustration, how vicious those primary schools annexed to col- leges, or which are mere introductions to higher ones, necessarily become when they attempt to do such things as teach systems of measurement, or the elements of the history of France, to children of eight or ten years of years: I shall, there- fore, be satisfied with pointing out, on the other hand, how far short our popular primary schools come of their true objects when they are reduced to the place of mere preparatory schools. "Our Inspectors have often had occasion to make the singular remark, that in general the primary schools are not so efficient in small towns where the commu- nal colleges are as in others where they are not; and that in the districts where higher schools have been instituted, the elementary ones are usually of an inferior character."

- Proceeding upon the assumption that the education promoted by the state ought to have in view, not the training of divines or lawyers or handicraftsmen, but of men and citizens our authors go on to show that tnere instruction is not education ; and that mere teaching to read and Write is not even instruction. The mechanical arts of reading and writing are only valuable as extending the means men possess of ac- quiring and communicating ideas. It is not in all schools in this coun- try that children are thoroughly grounded in these elementary arts ; but even when they are, if not initiated in their practical application as a means of acquiring knowledge, it depends on chance whether upon their going out in the world they do not forget them from disuse, or employ them in learning what were better unknown. Mere instruction implies some care on the part of the teacher to develop the knowing faculties of his pupils. And even instruction if unaccompanied by education in the more extensive sense of the word, may do those who receive it as much harm as good. Education in this sense implies the accustoming of ehildren to rational discipline, with a view to create in them those ha- bits of steady application and cotiperation for the attainment of definite ends which fit men for civil and social duties. It implies also the accele- rating of the spontaneous development of the judgment, taste, and moral faculties which make up the man, by exercise.

On these subjects the book under review contains perhaps little of po- sitive novelty : its value consists in the completeness with which all requisites of education are detailed, and the lucid order in which they are arranged. With respect to what is said of the development of the intellects of children, the views advocated in this work are not likely to encounter much opposition. The difficulty will lie in reconciling a nation of sectarians, at odds among themselves, to the catholic views of moral and religious instruction that are developed. It is, however, precisely for the tempered boldness with which it adventures on this difficult ground that we think the book valuable and its publication opportune.

Some matter-of-fact people may be startled by the proposal to cultivate the tastes of children of all classes. The following practical exposition of the importance of this branch of education should allay their appre- hensions.

"Let no one be startled by the name aesthetic education, or take occasion to ob- ject that I expect too much from popular schools. Esthetic education has for its object the development of the sentiment of the beautiful and the sublime—of cleanliness, order, suitableness, and harmony. This sentiment, as has been observed, is, along with the religious sentiment, the moral sentiment, and the disinterested love of truth, one of the constituent elements of the spiritual or true nature of man; sad, as such, it is a duty to cultivate it: its development should form a part of all education, that of the people as well as that of the other classes of so- ciety. First, it is right in itself, because of its own importance; and next, from its close relation to the moral and religious sentiments. •

"In Alsace, there are already teachers who at certain periods of the year arrange Walks, and even distant excursions, with their best pupils, and take advantage of the occasion to direct their attention to the wonders of nature; and in every sea- son of the year the festivals of the church might, without losing anything of their religious character, be made use of for this purpose. Such are, first, the patronal festivals; then Easter Monday and Whit Monday, in spring and the beginning of summer; the feast of the Assumption in autumn; and All Saints, which coincides with the end of the vintage and harvest; and lastly, Christmas and New Yeaea Day, which introduce the stern beauties of winter.

To these walks, to which only the more advanced pupils would be admitted, should be joined lessons received in school; some forming part of the course of study, and connected with those intended to explain the principal pluenomena of nature; others occasional, and it may be introduced in the course of reading, or by the actual occurrence of one of those pluenomens, such as the rainbow, or the rising of the sun. In general, a good teacher must know how to take advantage skilfully of all incidents, whether occurring unexpectedly or in a natural order. This, at the same time, is a good way of relieving the monotony of the customary routine of instruction, without any confusion resulting from it or serious interrup- tion of the established order. Such extempore lessons are often most useful, and make the deepest impression.

"Linear drawing, besides its material utility, might be another means of nourish- ing the sentiment of the beautiful; as also vocal music, which should be culti- vated not only for the sake of sacred but also fur the sake of general singing. The taste for singing is widely spread through many districts: it is necessary to aid it, and turn it to the advantage of education and good morals, by substituting for ballads often gross and obscene, simple and easy lyrics, which pod taste could not disown nor morality condemn.

"Another essential part of (esthetic education in popular schools has for im ob-- ject to give the pupils the love of order and cleanliness. Order is pleasing for it own sake, independently of the many advantages which arise from it. Discipline makes it a duty; (esthetic education renders it a pleasure and a habit throughout life. It is by discipline that children must be accustomed to cleanliness, but the habit is confirmed only when we succeed in making them love it for its own sake. Here also the example of the master will be more effectual than his lessons."

One fertile topic of declamation among the opponents of state education is the immense addition it would make to the national expenditure. The following businesslike estimate by Dr. Nichol dispels this bugbear.

"The question of national education, then, in one of its aspects, amounts ,when precisely stated, to the following inquiry—Is a town or locality of six thou- sand inhabitants willing or able to undertake the pecuniary sacrifice necessary to uphold such a seminary? Now, before replying to this question, there are two very important considerations which should first be weighed: 1. In regard of the mere element of expense, I would crave my countrymen to reflect on the actual expense of the education at present sold and purchased in every such a town. Ten teachers, I have said, were sufficient, under due system, and with that acces- sion of energy depending on combination, to accomplish in the best manner the work here required: now, if my experience of this part of the United Kingdom has not been wholly peculiar, I should say that there are very few towns of that standing which have not at least three times the number referred to by M. Willm. Let any observer in a town, at least in a Scotch one, of 6,000 inhabitants, take the trouble to make the enumeration; and certainly it would surprise me if he finda fewer than thirty people sustained by what is termed the profession of education. The living of many of these functionaries is indeed far from being enviable—for the most part it is probably extremely poor; but I venture to assert, that the sum-total is nevertheless not far from equivalent to an amount adequate for one complete system; at all events, it must be deducted in an estimate of our new sacrifice. 2. There is another consideration, which in proportion to its weight goes to abate the amount of fresh endowments which the realization of this com- prehensive scheme would render necessary. In most communities there are al- ready considerable sums given, from public revenues of various descriptions, to the support of special machineries of education—in themselves unquestionably of great importance, and well meriting that public support—which yet undoubtedly belong to the second class, ranking them by their comparative claims. Our ci- ties in Scotland, for instance, are nowhere wanting in these endowed institutions; but they are either what M. Willm denominates Special Schools, or Higher Schools and assuredly it is the verdict of every principle alike of philanthropy or con- cerned with the general advance of our civilization, that, in the first .place, an effective primary education be established, really and not merely nominally, for the children of the entire people. I indeed trust the times are far behind, and not ahead of us, in which it would appear in any way a commendable or accept- able proposition, to erect a primary education on the ruins of those scattered elements of a higher one that are happily to be found among these lands."