Institutio Oratoria

Yet how easy were the remedy for such fears. Would that we did not too often ruin our children's character ourselves! We spoil them from the cradle. That soft upbringing, which we call kindness, saps all the sinews both of mind and body. If the child crawls on purple, what will he not desire when he comes to manhood? Before he can talk he can distinguish scarlet and cries for the very best brand of purple. We train their palates before we teach their lips to speak.

They grow up in litters: if they set foot to earth, they are supported by the hands of attendants on either side. We rejoice if they say something over-free, and words which we should not tolerate from the lips even of an Alexandrian page are greeted with laughter and a kiss. We have no right to be surprised. It was we that taught them:

they hear us use such words, they see our mistresses and minions; every dinner party is loud with foul songs, and things are presented to their eyes of which we should blush to speak. Hence springs habit, and habit in time becomes second nature. The poor children learn these things before they know them to be wrong. They become luxurious and effeminate, and far from acquiring such vices at schools, introduce them themselves.

I now turn to the objection that one master can live more attention to one pupil. In the first place there is nothing to prevent the principle of

one

v1-3 p.45

teacher, one boy

On the other hand in the case of inferior teachers a consciousness of their own defects not seldom reconciles them to being attached to a single pupil and playing the part—for it amounts to little more—of a mere paedagogus.

But let us assume that influence, money or friendship succeed in securing a paragon of learning to teach the boy at home. Will he be able to devote the whole day to one pupil? Or can we demand such continuous attention on the part of the learner? The mind is as easily tired as the eye, if given no relaxation. Moreover by far the larger proportion of the learner's time ought to be devoted to private study.

The teacher does not stand over him while he is writing or thinking or learning by heart. While he is so occupied the intervention of anyone, be he who he may, is a hindrance. Further, not all reading requires to be first read aloud or interpreted by a master. If it did, how would the boy ever become acquainted with all the authors required of him? A small time only is required to give purpose and direction to the day's work, and consequently individual instruction can be given to more than one pupil.

There are moreover a large number of subjects in which it is desirable that instruction should be given to all the pupils simultaneously. I say nothing of the analyses and declamations of

The voice of a lecturer is not like a dinner which will only suffice for a limited number; it is like the sun which distributes the same quantity of light and heat to all of us. So too with the teacher of literature. Whether he speak of style or expound disputed passages, explain stories or paraphrase poems, everyone who hears him will profit by his teaching.

But, it will be urged, a large class is unsuitable for the correction of faults or for explanation. It may be inconvenient: one cannot hope for absolute perfection; but I shall shortly contrast the inconvenience with the obvious advantages. Still I do not wish a boy to be sent where he will be neglected. But a good teacher will not burden himself with a larger number of pupils than he can manage, and it is further of the very first importance that he should be on friendly and intimate terms with us and make his teaching not a duty but a labour of love. Then there will never be any question of being swamped by the number of our fellow-learners.

Moreover any teacher who has the least tincture of literary culture will devote special attention to any boy who shows signs of industry and talent; for such a pupil will redound to his own credit. But even if large schools are to be avoided, a proposition from which I must dissent if the size be due to the excellence of the teacher, it does not follow that all schools are to be avoided. It is one thing to avoid them, another to select the best.

Having refuted these objections, let me now