- Waverly (Chapter III - Education) by Sir Walter Scott
HumanitiesWeb HumanitiesWeb
Periods Alphabetically Nationality Topics Themes Genres Glossary

Selected Works
According To...
Suggested Reading
Other Resources
Related Materials


Get Your Degree!

Find schools and get information on the program that’s right for you.

Powered by Campus Explorer

& etc

All Rights Reserved.

Site last updated
28 October, 2012
Real Time Analytics

Chapter III - Education

by Sir Walter Scott

The education of our hero, Edward Waverley, was of a nature somewhat desultory. In infancy his health suffered, or was supposed to suffer (which is quite the same thing), by the air of London. As soon, therefore, as official duties, attendance on Parliament, or the prosecution of any of his plans of interest or ambition, called his father to town, which was his usual residence for eight months in the year, Edward was transferred to Waverley-Honour, and experienced a total change of instructors and of lessons, as well as of residence. This might have been remedied had his father placed him under the superintendence of a permanent tutor. But he considered that one of his choosing would probably have been unacceptable at Waverley-Honour, and that such a selection as Sir Everard might have made, were the matter left to him, would have burdened him with a disagreeable inmate, if not a political spy, in his family. He therefore prevailed upon his private secretary, a young man of taste and accomplishments, to bestow an hour or two on Edward's education while at Brerewood Lodge, and left his uncle answerable for his improvement in literature while an inmate at the Hall. This was in some degree respectably provided for. Sir Everard's chaplain, an Oxonian, who had lost his fellowship for declining to take the oaths at the accession of George I, was not only an excellent classical scholar, but reasonably skilled in science, and master of most modern languages. He was, however, old and indulgent, and the recurring interregnum, during which Edward was entirely freed from his discipline, occasioned such a relaxation of authority, that the youth was permitted, in a great measure, to learn as he pleased, what he pleased, and when he pleased. This slackness of rule might have been ruinous to a boy of slow understanding, who, feeling labour in the acquisition of knowledge, would have altogether neglected it, save for the command of a taskmaster; and it might have proved equally dangerous to a youth whose animal spirits were more powerful than his imagination or his feelings, and whom the irresistible influence of Alma would have engaged in field-sports from morning till night. But the character of Edward Waverley was remote from either of these. His powers of apprehension were so uncommonly quick as almost to resemble intuition, and the chief care of his preceptor was to prevent him, as a sportsman would phrase it, from over-running his game—that is, from acquiring his knowledge in a slight, flimsy, and inadequate manner. And here the instructor had to combat another propensity too often united with brilliancy of fancy and vivacity of talent—that indolence, namely, of disposition, which can only be stirred by some strong motive of gratification, and which renounces study as soon as curiosity is gratified, the pleasure of conquering the first difficulties exhausted, and the novelty of pursuit at an end. Edward would throw himself with spirit upon any classical author of which his preceptor proposed the perusal, make himself master of the style so far as to understand the story, and, if that pleased or interested him, he finished the volume. But it was in vain to attempt fixing his attention on critical distinctions of philology, upon the difference of idiom, the beauty of felicitous expression, or the artificial combinations of syntax. 'I can read and understand a Latin author,' said young Edward, with the self-confidence and rash reasoning of fifteen, 'and Scaliger or Bentley could not do much more.' Alas! while he was thus permitted to read only for the gratification of his amusement, he foresaw not that he was losing for ever the opportunity of acquiring habits of firm and assiduous application, of gaining the art of controlling, directing, and concentrating the powers of his mind for earnest investigation—an art far more essential than even that intimate acquaintance with classical learning which is the primary object of study.

I am aware I may be here reminded of the necessity of rendering instruction agreeable to youth, and of Tasso's infusion of honey into the medicine prepared for a child; but an age in which children are taught the driest doctrines by the insinuating method of instructive games, has little reason to dread the consequences of study being rendered too serious or severe. The history of England is now reduced to a game at cards, the problems of mathematics to puzzles and riddles, and the doctrines of arithmetic may, we are assured, be sufficiently acquired by spending a few hours a week at a new and complicated edition of the Royal Game of the Goose. There wants but one step further, and the Creed and Ten Commandments may be taught in the same manner, without the necessity of the grave face, deliberate tone of recital, and devout attention, hitherto exacted from the well-governed childhood of this realm. It may, in the meantime, be subject of serious consideration, whether those who are accustomed only to acquire instruction through the medium of amusement may not be brought to reject that which approaches under the aspect of study; whether those who learn history by the cards may not be led to prefer the means to the end; and whether, were we to teach religion in the way of sport, our pupils may not thereby be gradually induced to make sport of their religion. To our young hero, who was permitted to seek his instruction only according to the bent of his own mind, and who, of consequence, only sought it so long as it afforded him amusement, the indulgence of his tutors was attended with evil consequences, which long continued to influence his character, happiness, and utility.

Edward's power of imagination and love of literature, although the former was vivid and the latter ardent, were so far from affording a remedy to this peculiar evil, that they rather inflamed and increased its violence. The library at Waverley-Honour, a large Gothic room, with double arches and a gallery, contained such a miscellaneous and extensive collection of volumes as had been assembled together, during the course of two hundred years, by a family which had been always wealthy, and inclined, of course, as a mark of splendour, to furnish their shelves with the current literature of the day, without much scrutiny or nicety of discrimination. Throughout this ample realm Edward was permitted to roam at large. His tutor had his own studies; and church politics and controversial divinity, together with a love of learned ease, though they did not withdraw his attention at stated times from the progress of his patron's presumptive heir, induced him readily to grasp at any apology for not extending a strict and regulated survey towards his general studies. Sir Everard had never been himself a student, and, like his sister, Miss Rachel Waverley, he held the common doctrine, that idleness is incompatible with reading of any kind, and that the mere tracing the alphabetical characters with the eye is in itself a useful and meritorious task, without scrupulously considering what ideas or doctrines they may happen to convey. With a desire of amusement, therefore, which better discipline might soon have converted into a thirst for knowledge, young Waverley drove through the sea of books like a vessel without a pilot or a rudder. Nothing perhaps increases by indulgence more than a desultory habit of reading, especially under such opportunities of gratifying it. I believe one reason why such numerous instances of erudition occur among the lower ranks is, that, with the same powers of mind, the poor student is limited to a narrow circle for indulging his passion for books, and must necessarily make himself master of the few he possesses ere he can acquire more. Edward, on the contrary, like the epicure who only deigned to take a single morsel from the sunny side of a peach, read no volume a moment after it ceased to excite his curiosity or interest; and it necessarily happened, that the habit of seeking only this sort of gratification rendered it daily more difficult of attainment, till the passion for reading, like other strong appetites, produced by indulgence a sort of satiety.

Ere he attained this indifference, however, he had read, and stored in a memory of uncommon tenacity, much curious, though ill-arranged and miscellaneous information. In English literature he was master of Shakespeare and Milton, of our earlier dramatic authors, of many picturesque and interesting passages from our old historical chronicles, and was particularly well acquainted with Spenser, Drayton, and other poets who have exercised themselves on romantic fiction, of all themes the most fascinating to a youthful imagination, before the passions have roused themselves and demand poetry of a more sentimental description. In this respect his acquaintance with Italian opened him yet a wider range. He had perused the numerous romantic poems, which, from the days of Pulci, have been a favourite exercise of the wits of Italy, and had sought gratification in the numerous collections of novelle, which were brought forth by the genius of that elegant though luxurious nation, in emulation of the 'Decameron.' In classical literature, Waverley had made the usual progress, and read the usual authors; and the French had afforded him an almost exhaustless collection of memoirs, scarcely more faithful than romances, and of romances so well written as hardly to be distinguished from memoirs. The splendid pages of Froissart, with his heart-stirring and eye-dazzling descriptions of war and of tournaments, were among his chief favourites; and from those of Brantome and De la Noue he learned to compare the wild and loose, yet superstitious, character of the nobles of the League with the stern, rigid, and sometimes turbulent disposition of the Huguenot party. The Spanish had contributed to his stock of chivalrous and romantic lore. The earlier literature of the northern nations did not escape the study of one who read rather to awaken the imagination than to benefit the understanding. And yet, knowing much that is known but to few, Edward Waverley might justly be considered as ignorant, since he knew little of what adds dignity to man, and qualifies him to support and adorn an elevated situation in society.

The occasional attention of his parents might indeed have been of service to prevent the dissipation of mind incidental to such a desultory course of reading. But his mother died in the seventh year after the reconciliation between the brothers, and Richard Waverley himself, who, after this event, resided more constantly in London, was too much interested in his own plans of wealth and ambition to notice more respecting Edward than that he was of a very bookish turn, and probably destined to be a bishop. If he could have discovered and analysed his son's waking dreams, he would have formed a very different conclusion.

Terms Defined

Referenced Works