Locke: Latin

Some Thoughts Concerning Education - by John Locke, 1693

§ 162 French. As soon as he can speak English, it is time for him to learn some other language: this nobody doubts of, when French is proposed. And the reason is, because people are accustomed to the right way of teaching that language, which is by talking it into children in constant conversation, and not by grammatical rules. The Latin tongue would easily be taught the same way, if his tutor, being constantly with him, would talk nothing else to him, and make him answer still in the same language. But because French is a living language, and to be used more in speaking, that should be first learned, that the yet pliant organs of speech might be accustomed to a due formation of these sounds, and he get the habit of pronouncing French well, which is the harder to be done the longer it is delayed.

§ 163 Latin. When he can speak and read French well, which in this method is usually in a year or two, he should proceed to Latin, which 'tis a wonder parents, when they have had the experiment in French, should not think ought to be learned the same way by talking and reading. Only care is to be taken, whilst he is learning these foreign languages, by speaking and reading nothing else to his tutor, that he do not forget to read English, which may be preserved by his mother, or somebody else, hearing him read some chosen parts of the Scripture, or other English book, every day.

§ 164 Latin I look upon as absolutely necessary to a gentleman; and indeed custom, which prevails over every thing, has made it so much a part of education, that even those children are whipped to it, and made spend many hours of their precious time uneasily in Latin, who, after they are once gone from school, are never to have more to do with it as long as they live. Can there be anything more ridiculous than that a father should waste his own money, and his son's time, in setting him to learn the Roman language, when, at the same time, he designs him for a trade, wherein he, having no use of Latin, fails not to forget that little which he brought from school, and which it is ten to one he abhors for the ill usage it procured him? Could it be believed, unless we had everywhere amongst us examples of it, that a child should be forced to learn the rudiments of a language which he is never to use in the course of life he is designed to, and neglect all the while the writing a good hand, and casting accounts, which are of great advantage in all conditions of life, and to most trades indispensably necessary? But though these qualifications, requisite to trade and commerce, and the business of the world, are seldom or never to be had at grammar-schools, yet thither not only gentlemen send their younger sons, intended for trades, but even tradesmen and farmers fail not to send their children, though they have neither intention nor ability to make them scholars. If you ask them, why they do this, they think it as strange a question, as if you should ask them, why they go to church. Custom serves for reason, and has, to those that take it for reason, so consecrated this method, that it is almost religiously observed by them; and they stick to it, as if their children had scarce an orthodox education unless they learned Lily's grammar.

§ 165 But how necessary soever Latin be to some, and is thought to be to others, to whom it is of no manner of use or service, yet the ordinary way of learning it in a grammar-school, is that, which having had thoughts about, I cannot be forward to encourage. The reasons against it are so evident and cogent, that they have prevailed with some intelligent persons to quit the ordinary road, not without success, though the method made use of was not exactly that which I imagine the easiest, and in short is this: to trouble the child with no grammar at all, but to have Latin, as English has been, without the perplexity of rules, talked into him; for, if you will consider it, Latin is no more unknown to a child, when he comes into the world, than English: and yet he learns English without master, rule, or grammar; and so might he Latin too, as Tully did, if he had somebody always to talk to him in this language. And when we so often see a French woman teach an English girl to speak and read French perfectly in a year or two, without any rule of grammar, or anything else, but prattling to her, I cannot but wonder, how gentlemen have overseen this way for their sons, and thought them more dull or incapable than their daughters.

§ 166 If therefore a man could be got who himself speaks good Latin, who would be always about your son and talk constantly to him and make him read Latin, that would be the true, genuine and easy way of teaching him Latin, and that I could wish; since besides teaching him a language without pains or chiding (which children are wont to be whipped for at school six or seven years together) he might at the same time not only form his mind and manners, but instruct him also in several sciences such as are a good part of geography, astronomy, chronology, anatomy, besides some parts of history and all other parts of knowledge of things that fall under the senses, and require little more than memory. For there, if we would take the true way, our knowledge should begin and in those things be laid the foundation, and not in the abstract notions of logic and metaphysics, which are fitter to amuse than inform the understanding in its first setting out towards knowledge. In which abstract speculations when young men have had their heads employed a while, without finding the success and improvement or use of it which they expected, they are apt to have mean thoughts either of learning or themselves, to quit their studies and throw away their books, as containing nothing but hard words and empty sounds; or even concluding that if there be any real knowledge in them, they themselves have not understanding capable of it; and that that is so, perhaps I could assure you upon my own experience. Amongst other things to be learned by a young man in this method, whilst others of his age are wholly taken up with Latin and languages, I may also set down geometry for one, having known a young gentleman, bred something after this way, able to demonstrate several propositions in Euclid before he was thirteen.