Locke: Themes

Some Thoughts Concerning Education - by John Locke, 1693

§ 171 Themes. But to tell you, a little more fully, why I would not have him exercised in making of themes and verses. 1. As to themes, they have, I confess, the pretence of something useful, which is to teach people to speak handsomely and well on any subject; which, if it could be attained this way, I own would be a great advantage; there being nothing more becoming a gentleman, nor more useful in all the occurrences of life, than to be able, on any occasion, to speak well, and to the purpose. But this I say, that the making of themes, as is usual in schools, helps not one jot towards it. For do but consider what 'tis in making a theme, that a young lad is employed about; 'tis to make a speech on some Latin saying, as, Omnia vincit amor [Love conquers everything], or Non licet in bello bis peccare [In warfare, a mistake is not allowed twice], etc. And here the poor lad, who wants knowledge of these things he is to speak of, which is to be had only from time and observation, must set his invention on the rack, to say something where he knows nothing, which is a sort of Egyptian tyranny, to bid them make bricks who have not yet any of the materials. And therefore it is usual, in such cases, for the poor children to go to those of higher forms with this petition, "Pray give me a little sense;" which, whether it be more reasonable or more ridiculous, is not easy to determine. Before a man can be in any capacity to speak on any subject, it is necessary he be acquainted with it; or else it is as foolish to set him to discourse of it, as to set a blind man to talk of colours, or a deaf man of music. And would you not think him a little cracked who would require another to make an argument on a moot-point, who understands nothing of our laws? And what, I pray, do school-boys understand concerning those matters, which are used to be proposed to them in their themes, as subjects to discourse on, to whet and exercise their fancies?

§ 172 In the next place consider the language that their themes are made in. 'Tis Latin, a language foreign in their country, and long since dead everywhere; a language which your son, 'tis a thousand to one, shall never have an occasion once to make a speech in as long as he lives, after he comes to be a man; and a language, wherein the manner of expressing oneself is so far different from ours, that to be perfect in that, would very little improve the purity and facility of his English style. Besides that, there is now so little room or use for set speeches in our own language in any part of our English business, that I can see no pretence for this sort of exercise in our schools unless it can be supposed, that the making of set Latin speeches should he the way to teach men to speak well in English extempore. The way to that I should think rather to be this: that there should be proposed some rational and material question to young gentlemen, when they are of a fit age for such exercise, which they should extempore or after a little meditation in the place, speak to, without penning of anything. For I ask, if we will examine the effects of this way of learning to speak well, who speak best in any business, when occasion calls them to it upon any debate; either those who have accustomed themselves to compose and write down beforehand what they would say; or those, who thinking only of the matter, to understand that as well as they can, use themselves only to speak extempore? And he that shall judge by this; will be little apt to think, that the accustoming him to studied speeches, and set compositions, is the way to fit a young gentleman for business.

§ 173 But perhaps we shall be told, it is to improve and perfect them in the Latin tongue. It is true, that is their proper business at school; but the making of themes is not the way to it: that perplexes their brains, about invention of things to be said, not about the signification of words to be learnt: and when they are making a theme, it is thoughts they search and sweat for, and not language. But the learning and mastery of a tongue being uneasy and unpleasant enough in itself, should not be cumbered with any other difficulties, as is done in this way of proceeding. In fine, if boys' invention be to be quickened by such exercise, let them make themes in English, where they have facility and a command of words, and will better see what kind of thoughts they have, when put into their own language. And if the Latin tongue is to be learned, let it be done the easiest way, without toiling and disgusting the mind by so uneasy an employment as that of making speeches joined to it.