Geneva.
In obedience to your request, I shall give
you my opinion freely with regard to
Lord ——’s scheme of sending his two
sons to be educated at Geneva.
The eldest, if I remember right, is not
more than nine years of age; and they have
advanced no farther in their education than
being able to read English tolerably well.
His Lordship’s idea is, that when they shall
have acquired a perfect knowledge of the
French language, they may be taught Latin
through the medium of that language, and
pursue any other study that may be thought
proper.
I have attended to his Lordship’s objections
against the public schools in England,
and after due consideration, and weighing
every circumstance, I remain of opinion,
that no country but Great Britain is proper
for the education of a British subject, who
proposes to pass his life in his own country.
The most important point, in my mind, to
be secured in the education of a young man
of rank of our country, is to make him an
Englishman; and this can be done nowhere
so effectually as in England.
He will there acquire those sentiments,
that particular taste and turn of mind,
which will make him prefer the government,
and relish the manners, the diversions,
and general way of living, which
prevail in England.
He will there acquire that character,
which distinguishes Englishmen from the
natives of all the other countries of Europe,
and which once attained, however it may
be afterwards embellished or deformed, can
never be entirely effaced.
If it could be proved, that this character
is not the most amiable, it does not follow
that it is not the most expedient. It is
sufficient, that it is upon the whole most
approved of in England. For I hold it as
indisputable, that the good opinion of a
man’s countrymen is of more importance
to him than that of all the rest of mankind:
Indeed, without the first, he very
rarely can enjoy the second.
It is thought, that, by an early foreign
education, all ridiculous English prejudices
will be avoided. This may be true;—but
other prejudices, perhaps as ridiculous, and
much more detrimental, will be formed.
The first cannot be attended with many inconveniencies;
the second may render the
young people unhappy in their own country
when they return, and disagreeable to
their countrymen all the rest of their lives.
It is true, that the French manners are
adopted in almost every country of Europe:
they prevail all over Germany and the
northern courts. They are gaining ground,
though with a slower pace, in Spain, and in
the Italian states.—This is not the case in
England.—The English manners are universal
in the provinces, prevail in the capital,
and are to be found uncontaminated
even at court.
In all the countries above mentioned, the
body of the people behold this preference
to foreign manners with disgust. But in
all those countries, the sentiments of the
people are disregarded; whereas, in England,
popularity is of real importance; and
the higher a man’s rank is, the more he will
feel the loss of it.
Besides, a prejudice against French manners
is not confined to the lower ranks in
England:—It is diffused over the whole
nation. Even those who have none of the
usual prejudices;—who do all manner of
justice to the talents and ingenuity of their
neighbours;—who approve of French manners
in French people; yet cannot suffer
them when grafted on their countrymen.
Should an English gentleman think this
kind of grafting at all admissible, it will be
in some of the lowest classes with whom he
is connected, as his tailor, barber, valet-de-chambre,
or cook;—but never in his
friend.
I can scarcely remember an instance of
an Englishman of fashion, who has evinced
in his dress or style of living a preference
to French manners, who did not lose by it
in the opinion of his countrymen.
What I have said of French manners is
applicable to foreign manners in general,
which are all in some degree French, and
the particular differences are not distinguished
by the English.
The sentiments of the citizens of Geneva
are more analogous in many respects to the
turn of thinking in England, than to the
general opinions in France. Yet a Genevois
in London will universally pass for a
Frenchman.
An English boy, sent to Geneva at an
early period of life, and remaining there
six or seven years, if his parents be not
along with him, will probably, in the eyes
of the English, appear a kind of Frenchman
all his life after. This is an inconvenience
which ought to be avoided with the
greatest attention.
With regard to the objections against
public schools, they are in many respects
applicable to those of every country. But
I freely own, they never appeared to me
sufficient to overbalance the advantages
which attend that method of education;
particularly as it is conducted in English
public schools.
I have perceived a certain hardihood and
manliness of character in boys who have
had a public education, superior to what
appears in those of the same age educated
privately.
At a public school, though a general attention
is paid to the whole, in many particulars
each boy is necessitated to decide
and act for himself. His reputation among
his companions depends solely on his own
conduct. This gradually strengthens the
mind, inspires firmness and decision, and
prevents that wavering imbecility observable
in those who have been long accustomed to
rely upon the assistance and opinion of
others.
The original impressions which sink into
the heart and mind, and form the character,
never change.—The objects of our attention
vary in the different periods of life.—This
is sometimes mistaken for a change
of character, which in reality remains essentially
the same.—He who is reserved,
deceitful, cruel, or avaricious, when a boy,
will not, in any future period of life, become
open, faithful, compassionate, or
generous.
The young mind has, at a public school,
the best chance of receiving those sentiments
which incline the heart to friendship,
and correct selfishness. They are
drawn in by observation, which is infinitely
more powerful than precept.
A boy perceives, that courage, generosity,
gratitude, command the esteem and
applause of all his companions. He cherishes
these qualities in his own breast, and
endeavours to connect himself in friendship
with those who possess them.—He sees that
meanness of spirit, ingratitude, and perfidy,
are the objects of detestation.—He
shuns the boys who display any indications
of these odious qualities. What is the object
of applause or contempt to his school-fellows,
he will endeavour to graft into, or
eradicate from, his own character, with ten
thousand times more eagerness than that
which was applauded and censured by his
tutor or parents.
The admonitions of these last have probably
lost their effect by frequent repetition;
or he may imagine their maxims are
only applicable to a former age, and to
manners which are obsolete.—But he feels
the sentiments of his companions affect his
reputation and fame in the most sensible
manner.
In all the countries of Europe, England
excepted, such a deference is paid to boys
of rank at the public schools, that emulation,
the chief spur to diligence, is greatly
blunted.—The boys in the middle rank of
life are depressed by the insolence of their
titled companions, which they are not allowed
to correct or retaliate.—This has
the worst effect on the minds of both, by
rendering these more insolent, and those
more abject.
The public schools in England disdain
this mean partiality; and are, on that account,
peculiarly useful to boys of high
rank and great fortune. These young people
are exceedingly apt to imbibe false ideas of
their own importance, which in those impartial
seminaries will be perfectly ascertained,
and the real merit of the youths
weighed in juster scales than are generally
to be found in a parent’s house.
The young peer will be taught by the
matters, and still more effectually by his
comrades, this most useful of all lessons,—to
expect distinction and esteem from personal
qualities only; because no other can
make him estimable, or even save him from
contempt.—He will see a dunce of high
rank flogged with as little ceremony as the
son of a tailor; and the richest coward
kicked about by his companions equally
with the poorest poltroon.—He will find
that diligence, genius, and spirit, are the
true sources of superiority and applause,
both within and without the school.
The active principle of emulation, when
allowed full play, as in the chief schools in
England, operates in various ways, and always
with a good effect.—If a boy finds
that he falls beneath his companions in
literary merit, he will endeavour to excel
them in intrepidity, or some other accomplishment.—If
he be brought to disgrace
for neglecting his exercise, he will try to
save himself from contempt by the firmness
with which he bears his punishment.
The listlessness and indolence to be found
so frequently among our young people of
rank, are not to be imputed to their education
at a public school, which in reality
has the greatest tendency to counteract
these habits, and often does so, and gives an
energy to the mind which remains through
life.
Those wretched qualities creep on afterwards,
when the youths become their own
masters, and have enfeebled their minds
by indulging in all the pleasures which
fortune puts in their power, and luxury
presents.
Upon the whole, I am clearly of opinion,
that the earliest period of every Englishman’s
education, during which the mind
receives the most lasting impressions, ought
to be in England.
If, however, the opinion of relations, or
any peculiarity in situation, prevents his
being educated at home, Geneva should be
preferred to any other place. Or if, by
some neglect, either of his own or his
parents, a young English gentleman of fortune
has allowed the first years of youth
to fly unimproved, and has attained the age
of seventeen or eighteen with little literary
knowledge, I know no place where he may
have a better chance of recovering what he
has lost than in this city. He may have a
choice of men of eminence, in every branch
of literature, to assist him in his studies, a
great proportion of whom are men of genius,
and as amiable in their manners as
they are eminent in their particular professions.
He will have constant opportunities of
being in company with very ingenious
people, whose thoughts and conversation
turn upon literary subjects. In such society,
a young man will feel the necessity of
some degree of study. This will gradually
form a taste for knowledge, which may remain
through life.
It may also be numbered among the advantages
of this place, that there are few
objects of dissipation, and hardly any
sources of amusement, besides those derived
from the natural beauties of the country,
and from an intimacy with a people by
whose conversation a young man can scarce
fail to improve.
P. S. An English nobleman and his lady
having taken the resolution of educating
their son at Geneva, attended him hither,
and have effectually prevented the inconveniencies
above mentioned, by remaining
with him for seven or eight years.
The hospitality, generosity, and benevolent
dispositions of this family had acquired
them the highest degree of popularity. I
saw them leave the place. Their carriage
could with difficulty move through the
multitude, who were assembled in the
streets.—Numbers of the poorer sort,
who had been relieved by their secret charity,
unable longer to obey the injunctions
of their benefactors, proclaimed their gratitude
aloud.
The young gentleman was obliged to
come out again and again to his old friends
and companions, who pressed around the
coach to bid him farewel, and express their
sorrow for his departure, and their wishes
for his prosperity. The eyes of the parents
overflowed with tears of happiness; and the
whole family carried along with them the
affections of the greater part, and the esteem
of all the citizens.