Latter-Day Pamphlets [87]
in it. Nay he, and the European reader in general, but he chiefly in these days, will require to consider it a great deal,--and to take important steps in consequence by and by, if I mistake not. And in the mean while, sunk as he himself is in that bad element, and like a jaundiced man struggling to discriminate yellow colors,--he will have to meditate long before he in any measure get the immense meanings of the thing brought home to him; and discern, with astonishment, alarm, and almost terror and despair, towards what fatal issues, in our Collective Wisdom and elsewhere, this notion of talent meaning eloquent speech, so obstinately entertained this long while, has been leading us! Whosoever shall look well into origins and issues, will find this of eloquence and the part it now plays in our affairs, to be one of the gravest phenomena; and the excellent stump-orator of these days to be not only a ridiculous but still more a highly tragical personage. While the many listen to him, the few are used to pass rapidly, with some gust of scornful laughter, some growl of impatient malediction; but he deserves from this latter class a much more serious attention.
In the old Ages, when Universities and Schools were first instituted, this function of the schoolmaster, to teach mere speaking, was the natural one. In those healthy times, guided by silent instincts and the monition of Nature, men had from of old been used to teach themselves what it was essential to learn, by the one sure method of learning anything, practical apprenticeship to it. This was the rule for all classes; as it now is the rule, unluckily, for only one class. The Working Man as yet sought only to know his craft; and educated himself sufficiently by ploughing and hammering, under the conditions given, and in fit relation to the persons given: a course of education, then as now and ever, really opulent in manful culture and instruction to him; teaching him many solid virtues, and most indubitably useful knowledges; developing in him valuable faculties not a few both to do and to endure,--among which the faculty of elaborate grammatical utterance, seeing he had so little of extraordinary to utter, or to learn from spoken or written utterances, was not bargained for; the grammar of Nature, which he learned from his mother, being still amply sufficient for him. This was, as it still is, the grand education of the Working Man.
As for the Priest, though his trade was clearly of a reading and speaking nature, he knew also in those veracious times that grammar, if needful, was by no means the one thing needful, or the chief thing. By far the chief thing needful, and indeed the one thing then as now, was, That there should be in him the feeling and the practice of reverence to God and to men; that in his life's core there should dwell, spoken or silent, a ray of pious wisdom fit for illuminating dark human destinies;--not so much that he should possess the art of speech, as that he should have something to speak! And for that latter requisite the Priest also trained himself by apprenticeship, by actual attempt to practise, by manifold long-continued trial, of a devout and painful nature, such as his superiors prescribed to him. This, when once judged satisfactory, procured him ordination; and his grammar-learning, in the good times of priesthood, was very much of a parergon with him, as indeed in all times it is intrinsically quite insignificant in comparison.
The young Noble again, for whom grammar schoolmasters were first hired and high seminaries founded, he too without these, or above and over these, had from immemorial time been used to learn his business by apprenticeship. The young Noble, before the schoolmaster as after him, went apprentice to some elder noble; entered himself as page with some distinguished earl or duke; and here, serving upwards from step to step, under wise monition, learned his chivalries, his practice of arms and of courtesies, his baronial duties and manners, and what it would beseem him to do and to be in the world,--by
In the old Ages, when Universities and Schools were first instituted, this function of the schoolmaster, to teach mere speaking, was the natural one. In those healthy times, guided by silent instincts and the monition of Nature, men had from of old been used to teach themselves what it was essential to learn, by the one sure method of learning anything, practical apprenticeship to it. This was the rule for all classes; as it now is the rule, unluckily, for only one class. The Working Man as yet sought only to know his craft; and educated himself sufficiently by ploughing and hammering, under the conditions given, and in fit relation to the persons given: a course of education, then as now and ever, really opulent in manful culture and instruction to him; teaching him many solid virtues, and most indubitably useful knowledges; developing in him valuable faculties not a few both to do and to endure,--among which the faculty of elaborate grammatical utterance, seeing he had so little of extraordinary to utter, or to learn from spoken or written utterances, was not bargained for; the grammar of Nature, which he learned from his mother, being still amply sufficient for him. This was, as it still is, the grand education of the Working Man.
As for the Priest, though his trade was clearly of a reading and speaking nature, he knew also in those veracious times that grammar, if needful, was by no means the one thing needful, or the chief thing. By far the chief thing needful, and indeed the one thing then as now, was, That there should be in him the feeling and the practice of reverence to God and to men; that in his life's core there should dwell, spoken or silent, a ray of pious wisdom fit for illuminating dark human destinies;--not so much that he should possess the art of speech, as that he should have something to speak! And for that latter requisite the Priest also trained himself by apprenticeship, by actual attempt to practise, by manifold long-continued trial, of a devout and painful nature, such as his superiors prescribed to him. This, when once judged satisfactory, procured him ordination; and his grammar-learning, in the good times of priesthood, was very much of a parergon with him, as indeed in all times it is intrinsically quite insignificant in comparison.
The young Noble again, for whom grammar schoolmasters were first hired and high seminaries founded, he too without these, or above and over these, had from immemorial time been used to learn his business by apprenticeship. The young Noble, before the schoolmaster as after him, went apprentice to some elder noble; entered himself as page with some distinguished earl or duke; and here, serving upwards from step to step, under wise monition, learned his chivalries, his practice of arms and of courtesies, his baronial duties and manners, and what it would beseem him to do and to be in the world,--by