114 Mrs. Johnson. [A.D. 1736. While we acknowledge the justness of Thomson's beauti ful remark, 'Delightful task! to rear the tender thought, And teach' the young idea how to shoot!' we must consider that this delight is perceptible only by 'a mind at ease,' a mind at once calm and clear; but that a mind gloomy and impetuous like that of Johnson, cannot be fixed for any length of time in minute attention, and must be so frequently irritated by unavoidable slowness and errour in the advances of scholars, as to perform the duty, with little pleasure to the teacher, and no great advantage to the pupils'. Good temper is a most essential requisite in a Preceptor. Horace paints the character as bland: Ut pueris olim dant crustula blandi Doctores, elementa velint ut discere prima”. Johnson was not more satisfied with his situation as the master of an academy, than with that of the usher of a school; we need not wonder, therefore, that he did not keep his academy above a year and a half. From Mr. Garrick's account he did not appear to have been profoundly reverenced by his pupils. His oddities of manner, and uncouth gesticulations, could not but be the subject of merriment to them; and, in particular, the young rogues used to listen at the door of his bed-chamber, and peep through the keyhole, that they might turn into ridicule his tumultuous and awkward fondness for Mrs. Johnson, whom he used to name by the familiar appellation of Tetty or Tetsey, which, 'In the original To Teach. Seasons, Spring, 1. 1149, Thomson is speaking, not of masters, but of parents. In the Life of Milton, Johnson records his own experience. 'Every man that has ever undertaken to instruct others can tell what slow advances he has been able to make, and how much patience it requires to recall vagrant inattention, to stimulate sluggish indifference, and to rectify absurd misapprehension.' Johnson's Works, vii. 76. Aetat. 27.] A scheme of study. 115 like Betty or Betsey, is provincially used as a contraction for Elisabeth, her christian name, but which to us seems ludicrous when applied to a woman of her age and appearance. Mr. Garrick described her to me as very fat, with bosom of more than ordinary protuberance, with swelled cheeks of a florid red, produced by thick painting, and increased by the liberal use of cordials; flaring and fantastick in her dress, and affected both in her speech and her general behaviour. I have seen Garrick exhibit her, by his exquisite talent of mimickry, so as to excite the heartiest bursts of laughter; but he, probably, as is the case in all such representations, considerably aggravated the picture'. That Johnson well knew the most proper course to be pursued in the instruction of youth, is authentically ascertained by the following paper' in his own hand-writing, given about this period to a relation, and now in the possession of Mr. John Nichols: 'SCHEME for the CLASSES of a GRAMMAR SCHOOL. 'WHEN the introduction, or formation of nouns and verbs, is perfectly mastered, let them learn 'Corderius by Mr. Clarke, beginning at the same time to translate out of the introduction, that by this means they may learn the syntax. Then let them proceed to 'Erasmus, with an English translation, by the same authour. As Johnson kept Garrick much in awe when present, David, when his back was turned, repaid the restraint with ridicule of him and his dulcinea, which should be read with great abatement. PERCY. He was not consistent in his account, for he told Mrs. Thrale that she was a little painted puppet of no value at all.' . . . 'He made out,' Mrs. Piozzi continues, 'some comical scenes, by mimicking her in a dialogue he pretended to have overheard. I do not know whether he meant such stuff to be believed or no, it was so comical. The picture I found of her at Lichfield was very pretty, and her daughter said it was like. Mr. Johnson has told me that her hair was eminently beautiful, quite blonde like that of a baby.' Piozzi's Anec. p. 148. 'Mr. Croker points out that in this paper 'there are two separate schemes, the first for a school-the second for the individual studies of some young friend.' 'Class 116 A scheme of study. [A.D. 1736. 'Class II. Learns Eutropius and Cornelius Nepos, or Justin, with the translation. 'N.B. The first class gets for their part every morning the rules which they have learned before, and in the afternoon learns the Latin rules of the nouns and verbs. 'They are examined in the rules which they have learned every Thursday and Saturday. 'The second class does the same whilst they are in Eutropius; afterwards their part is in the irregular nouns and verbs, and in the rules for making and scanning verses. They are examined as the first. 'Class III. Ovid's Metamorphoses in the morning, and Cæsar's Commentaries in the afternoon. 'Practise in the Latin rules till they are perfect in them; afterwards in Mr. Leeds's Greek Grammar. Examined as before. 'Afterwards they proceed to Virgil, beginning at the same time to write themes and verses, and to learn Greek; from thence passing on to Horace, &c. as shall seem most proper. 'I know not well what books to direct you to, because you have not informed me what study you will apply yourself to. I believe it will be most for your advantage to apply yourself wholly to the languages, till you go to the University. The Greek authours I think it best for you to read are these: Thus you will be tolerably skilled in all the dialects, beginning with the Attick, to which the rest must be referred. 'In the study of Latin, it is proper not to read the latter authours, till you are well versed in those of the purest ages; as Terence, Tully, Cæsar, Sallust, Nepos, Velleius Paterculus, Virgil, Horace, Phædrus. 'The greatest and most necessary task still remains, to attain a habit of expression, without which knowledge is of little use. This is necessary in Latin, and more necessary in English; and can only be acquired by a daily imitation of the best and correctest authours. 'SAM. JOHNSON.' |