middle classes. We pass on to those which tend to the education of man as man: first, by awakening mental vigour generally; secondly, by calling out human sympathy. Had logical consistency been regarded, the education of the man should have come first. I have reserved this subject for obvious practical reasons—certainly not because I undervalue its importance. In the mind of the true Educator it will ever have precedence.
I once heard the advice given by a distinguished reformer of educational institutions, that instead of farmers being troubled with scientific questions in which they take no interest, they should be advised to read good novels, on the ground that it would give them an interest in the feelings of other classes, encourage a taste for general reading, and afford them many a pleasant hour with their families which is now devoted to the thought of the markets. Some of my readers will smile (as well they may) at the suggestion, and say that it is not much needed, at least on one side of the fireplace; but the principle contained in the advice is sound, viz., that the imagination is a gift of our Creator as well as the reason, and that it is not intended to be wasted or crushed. One great use of the imagination in youth is to excite an interest in persons and things which do not centre in self. It may suffice to say, without dilating further on this subject, that an interest in the feelings of mankind at large may be awakened by poetry; in the good and great men of other times, by history and biography; and in the productions and scenery of other lands, by geography and travels. All these subjects may be comprised for our present purpose under the general term Literature. But I shall speak principally of poetry, as that which best represents literature with reference to the earlier stages of education, and also because it has hitherto been too much neglected in systematic English education.[1]
It is with feelings of painful interest that I quote, in support of this opinion, the following passage from a pamphlet which my lamented friend, the late Professor of Ecclesiastical History at Oxford, did me the honour to address to me eighteen years ago, during the first week of the Long Vacation, when he had been just released from laborious duties in the University and in his College—one among many proofs of his untiring industry,
- ↑ I am permitted to quote the following extract from a letter to Mr. Penrose from Dr. Boole, on the study of an entire poem:— "I sympathize with your feeling of the importance of the study of English literature, and venture to throw out a suggestion. Instead of confining the attention of boys to the reading of mere extracts of a page or two in length, such as we meet with in school 'Reading-books,' 'Speakers,' &c., why not add the careful study, in a judiciously, not profusely, annotated edition of one or more of our English classics in their completeness—Cowper's Task, for instance? I have tried this plan myself, and, as it seemed to me, with success."
