Now first we shall want our pupil to understand, speak, read and write the mother tongue well. To do this thoroughly in English involves a fairly sound knowledge of Latin grammar and at least some slight knowledge of the elements of Greek. Latin and Greek, which are disappearing as distinct and separate subjects from many school curricula, are returning as necessary parts of the English course.
But nowadays a full life is not to be lived with a single language. The world becomes polyglot. Even if we do not want to live among foreigners, we want to read their books and newspapers and understand and follow their thought. Few of us there are who would not gladly read and speak several more languages if we had the chance of doing so. I would therefore set down as a desirable part of this ideal education we are planning, two or three other languages in addition to the mother tongue learnt early and thoroughly. These additional languages can be acquired easily if they are learnt in the right way. The easiest way to learn a language is to learn it when you are quite young. Many prosperous people in Europe nowadays contrive to bring up their children with two or three foreign languages, by employing foreign nurses and nursery governesses who never speak to the children except in the foreign languages. In many cases what is known as the alternate week system prevails. The governess is Swiss and for one week she talks nothing but French and for another nothing but German. In this way the children at the age of eight or nine can be made to talk all three languages with a perfect accent and an easy idiom.
Now, if this can be done for some children it could be done for all children—provided we could find the nurses and governesses or some equivalent for the nurses and governesses, and if we can organize the business efficiently. That point I will defer. I note here simply that the thing is possible, if not practicable.
Children, however, who have made this much start with languages are unable, in England and America at least, to go on properly with the learning of languages when they pass into a school. Our schools are so badly organized that it is rare to find even French well taught, and there is rarely any teaching at all of modern languages other than French or German. Often the two foreign languages are taught by different teachers employing different methods, and both employing a different grammatical nomenclature from that used in studying the mother tongue. The classes are encumbered with belated beginners. The child who has got languages from its governess, therefore, marks time—that is to say, wastes time in these subjects at school. The child well grounded in some foreign tongue is often a source of irritation to the teacher, and gets into trouble because it uses idiomatic expressions with which the teacher is unfamiliar, or seems to reflect upon the teacher's accent. These are the limitations of the school and not the limitations of the pupil. Given facilities, there is no reason why there should not be a rapid expansion of the language syllabus at thirteen or fourteen, and why language generally should not be studied. Some Slavonic language could be taken up—Russian or Czech—and a beginning made with some non-Aryan tongue—Arabic, for example.
The object of language teaching in a civilized state is twofold: to give a thorough, intimate, usable knowledge of the mother tongue and of certain key languages. But if teaching were systematic and no time were wasted, if schooling joined on and were continuous instead of being catastrophically disconnected, there is another side of language teaching altogether—now entirely disregarded—and that is the acquisition in skeleton of quite a number of languages clustering round the key languages. If at the end of his schooling a boy knows English, French and German very well and nothing more, he is still a helpless foreigner in relation to large parts of the world. But if, in addition, he has an outline knowledge of Russian and Arabic or Turkish or Hindustani—it need only be a quite bare outline—and if he has had a term or so of Spanish in relation to his French, or Swedish in relation to his German, then he has the key in his hands for almost any language he may want. If he has not the language in his head, he has it very conveniently on call—he needs but a sensible conversation dictionary and in a little while he can possess himself of it.
You may think this a large order; you may think I am demanding linguistic prodigies; but remember that I am upon my own ground here; I am a trained teacher and a student of pedagogic science, and I am a watchful parent; I know how time and opportunity are wasted in school, and particularly in language teaching. Languages are not things that exist in water-tight compartments; each one illuminates the other and—unless it is taught with stupefying stupidity—leads on to others. A child can acquire the polyglot habit almost unawares. This widening grasp of languages is or was within the capacity of nearly everyone born into the world—given the facilities.
I ask you to note that qualification—"given the facilities."
And now let us turn from the language side to the rest of schooling. A second main division of our schooling was mathematical instruction of a sort. It fell into the three more or less isolated subjects of arithmetic, algebra and Euclid. We carried on in these closed cells what was, I now perceive, a needlessly laborious and needlessly muddled struggle to comprehend quantity, series and form.
In all these matters, looking back upon what I was taught, comparing it with what I now know, and comparing my mind with the minds of more fortunate individuals, I cannot resist the persuasion that I was very badly done indeed in this section. And it is small consolation to me to note that most people's minds seem to be no better done than mine.
My arithmetic, for instance, is mediocre. It is pervaded by inaccuracy. You may say that this is probably want of aptitude. Partly, no doubt, but not altogether. What is want of aptitude? Bad as my arithmetic is now it is not so bad as it was when I left school. When I was about twenty I held a sort of inquest upon it and found out a number of things. I found that I had been allowed to acquire certain bad habits and besetting sins—most people do. For instance, when I ran up a column of figures to add them I would pass from nine to seven quite surely and say sixteen; but if I went from seven to nine I had a vicious disposition to make it eighteen. Endless additions went wrong through that one error. I had fumbled into this vice and—this is my point—my school had no apparatus, and no system of checks, to discover that this had occurred. I used to get my addition wrong and I used to be punished—stupidly—by keeping me in from exercise. Time after time this happened; there was no investigation and no improvement. Nobody ever put me through a series of test sums that would have analysed my errors and discovered these besetting sins of mine that led to my inaccurate arithmetic.
And another thing that made my arithmetic wrong was a defect in eyesight. My two eyes haven't quite the same focal length and this often puts me out of the straight with a column of figures. But there was nothing in my school to discover that, and my school never did discover it.
My geometrical faculties are also very poor and undeveloped. Euclid's elements, indeed, I have always found simple and straightforward, but when it comes to anything in solid geometry—the intersection of a sphere by a cone, let us say, or something of that sort—I am hopelessly at sea. Deep-seated habits of faulting and fogging, which were actually developed by my schooling, prevent my forming any conception of the surfaces involved.