A Practical Enquiry into the Philosophy of Education Part 7

In following out the only legitimate plan for the accomplishment of this fundamental object, that of imitating Nature, the first thing required by the teacher is an exercise, or series of exercises, by which he shall be able _at his own will_ to enforce upon his pupils this important act of the mind. If this object can be successfully attained, then the proper means for the intellectual improvement of the child are secured; but as long as it is awanting, his mental cultivation is either left to chance, or to the capricious decision of his own will;--for experience shews, that although a child may be compelled to read, or to repeat the _words_ of his exercises, they contain no power by which the teacher can ensure the reiteration of the _ideas_ they contain. The words may correctly and fluently pa.s.s from the tongue, while the mind is actively engaged upon something else, and as much beyond the reach of the teacher as ever. But if the desiderated exercise could be procured, the power of enforcing mental activity upon a prescribed subject would then remain, not in the possession of the child, but would be transferred to the teacher, at whose pleasure the mental cultivation of the pupil would proceed, whether he himself willed it or no.

In the "catechetical exercise," as it has been called, and which has of late years been extensively used by our best teachers, the desideratum above described has been most happily and effectively supplied to the Educationist. This valuable exercise may not perhaps be new;--but certainly its nature, and its importance in education, till of late years, has been altogether overlooked, or unknown. It differs from the former mode of catechising, (or rather of using catechisms) in this, that whereas a catechism provides an answer for the child in a set form of words,--the catechetical exercise, having first _provided him with the means_, compels him to search for, to select, and to construct an answer for himself. For example, an announcement is given by his teacher, or it is read from his book. This is the raw material upon which both the teacher and the child are to work, and within the boundaries of which the teacher especially must strictly confine himself. Upon this announcement a question is founded,[10] which obliges the child, before he can even prepare an answer, to reiterate in his own mind, not the _words_,--for that would not answer his purpose,--but the several _ideas_ contained in the sentence or truth announced. All these ideas must be perceived,--they must pa.s.s in review before the mind,--and from among them he must select the one required, arrange it in his own way, and give it to the teacher entirely as his own idea, and clothed altogether in his own words.

In the common method of making use of catechisms, the words of the answer may be read, or they may be committed to memory, and may be repeated with ease and fluency; while the ideas,--the truths they contain,--may neither be perceived nor reiterated. In this there is neither mental exercise, nor mental improvement;--and, what is worse, without the catechetical exercise, the teacher has no means of knowing whether it be so or not. By means of the catechetical exercise, on the contrary, there can be no evasion,--no doubt as to the mental activity of the pupil, and his consequent mental improvement. Its benefits are very extensive; and in employing it the teacher is not only sure that the ideas in the announcement have been perceived and reiterated, but that a numerous train of useful mental operations must have taken place, before his pupil could by any possibility return him an answer to his questions. We shall, before proceeding, point out a few of these.

Let us then suppose that a child either reads, or repeats as the answer to a question, the words, "Jesus died for sinners."--At this point in the former mode of using a catechism, the exercise of the pupil stopped; and the parent or teacher understanding the meaning of the sentence, and clearly perceiving the ideas himself, usually took it for granted that the child also did so, or at least at some future time would do so. This was mere conjecture; and he had no means of ascertaining its certainty, however important. It is at this point that the catechetical exercise commences its operations. When the child has repeated the words, or when the teacher for the first time announces them, the mind of the child may be in a state very unfavourable to its improvement; but as soon as the teacher asks him a question founded upon one or more of the ideas which the announcement contains, and which he must answer without farther help, the state of his mind is instantly and materially changed.

Hitherto he may have been altogether pa.s.sive on the subject;--nay, his mind while reading or repeating the words, may have been busily engaged on something else, or altogether occupied with his companions or his play;--but as soon as the teacher asks him "Who died?" there is an instant withdrawal of the mind from every thing else, and an exclusive concentration of its powers upon the ideas in the announcement. He must think,--and he must think in a certain way, and upon the specific ideas presented to him by the teacher,--before it is possible for him to return an answer. It is on this account that this exercise is so effective an instrument in cultivating the powers of the mind;--and it is to the long series of exercises which take place in this operation, that we are now calling the attention of the reader, that he may perceive how closely this exercise follows in the line prescribed by Nature, in creating occasions for the successive reiteration of different ideas suggested by one question.

When, in pursuing the catechetical exercise, a question is asked from an announcement, there is first a call upon the attention, and an exercise of mind upon the _question_ asked, the words of which must be translated by the pupil into their proper ideas, which accordingly he must both perceive and understand. He has then to revert to the _ideas_ (not the words) contained in the original announcement, the words of which are perhaps still ringing in his ears; and these he must also perceive and reiterate in his mind, before he can either understand them or prepare to give an answer. At this point the child is necessarily in possession of the ideas--the truths--conveyed by the announcement; and therefore at this point one great end of the teacher has in so far been gained. But the full benefit of the exercise, in so far as it is capable of fixing these truths still more permanently on the memory, and of disciplining the mind, has not yet been exhausted. After the pupil has reiterated in his mind the ideas contained in the original sentence, or pa.s.sage announced, he has again to revert to the question of the teacher, and compare it with the several ideas which the announcement contains. He has then to chuse from among them,--all of them being still held in review by the mind,--the particular idea to which his attention has been called by the question;--and last of all, and which is by no means the least as a mental exercise, he has to clothe this particular idea in words, and construct his sentence in such a way as to make it both sense and grammar. In this last effort, it is worthy of remark, children, after having been but a short while subjected to this exercise, almost invariably succeed, although they know nothing about grammar, and may perhaps never have heard of the name.

But even this is not all. There has as yet been only one question asked, and the answer to this question refers to only one idea contained in the announcement. But it embraces at least three several ideas; and each of these ideas, by the catechetical exercise, is capable of originating other questions, perfectly distinct from each other, and each of which gives rise to a similar mental process, and with equally beneficial results, in exercising and strengthening the powers of the mind.

It is also here of importance to take notice of the additional benefits that arise from the multiplying of questions upon one announcement. The first question proposed from the announcement, brought the mind of the child into immediate contact with all the ideas which it contained. They are now therefore familiar to him; and he is perfectly prepared for the second, and for every succeeding question formed upon it; and he fashions the answers with readiness and zest. Every such answer is a kind of triumph to the child, which he gives with ease and pleasure, and yet every one of them, as an exercise of the mind, is equally beneficial as the first. When the teacher therefore asks, "What did Jesus do?" and afterwards, "For whom did Jesus die?" a little reflection will at once shew, that a similar mental exercise must take place at each question, in which the child has not only to reiterate the several original ideas, but must again and again compare the questions asked, with each one of them, choose out the one required, clothe it in his own language, and in this form repeat it audibly to his teacher.

Before leaving this enquiry into the nature and effects of the catechetical exercise, there are two circ.u.mstances connected with it as a school-engine, which deserve particular attention. The first is, that Nature has made this same reiteration of ideas, for the securing of which this exercise is used, the chief means of conveying knowledge to the mind; and the second is, the undissembled delight which children exhibit while under its influence, wherever it is naturally and judiciously conducted. With respect to the former of these circ.u.mstances, it falls more particularly to be considered in another chapter, and under a following head; but with respect to the latter,--the delight felt in the exercise by the children themselves,--it deserves here a more close examination.

Every one who has paid any attention to the subject must have observed the life, the energy, the enjoyment, which are observable in a cla.s.s of children, while they are under the influence, and subjected to the discipline of the catechetical exercise. This will perhaps be still more remarkable, if ever they have had an opportunity of contrasting this lively scene with the death-like monotony of a school where the exercise is as yet unknown. Many can yet remember instances when it was first introduced into some of the Sabbath schools in Scotland, and the astonishment of the teachers at its instantaneous effects upon the mind and conduct of their children. The whole aspect of the school was changed; and the children, who had but a few minutes before been conspicuous only for their apathy, restlessness, or inattention, were instantly aroused to life, and energy, and delight. Similar effects in some children are still witnessed; but, happily for education, the first exhibition of it to a whole school is not so common. One striking proof of the novelty and extent of its effects upon the pupils, and of the vivid contrast it produced with that to which the teachers had at that time been accustomed, is afforded by the fact, that serious objections were sometimes made to its introduction, by well-meaning individuals, on account of its breaking in, as they said, upon the proper devotional solemnity of the children;--as if the apathy of languor and weariness was identical with reverence, and mental energy and joyous feelings were incompatible with the liveliest devotion. These opinions have now happily disappeared; and the catechetical exercise is not now, on that account, so frequently opposed. Christians now perceive, that by making these rough places smooth, and the crooked ways straight for the tottering feet of the lambs of the flock, they are following the best, as it is the appointed means, of "making ready a people prepared for the Lord."

To the teacher, especially, it must be a matter of great practical importance, to perceive clearly the cause why this exercise is so fascinating to the young, as well as so beneficial in education. The cause, when we a.n.a.lyze all the circ.u.mstances, is simply this, that it resembles, in all its leading characteristics, those amus.e.m.e.nts and pastimes of which children are so fond. In other words, the prosecution of the catechetical exercise with the young, produces in reality the same effects as a game would do if played with their teacher. It brings into action, and it keeps in lively operation, all those mental elements, which, in ordinary cases, const.i.tute their play; and the effects of course are nearly similar. We shall direct the reader's attention to this curious fact for a moment.

It is easy to perceive, that the pleasure and happiness experienced by a child during his play, arise altogether from the _state of his mind_, to which the physical exercises and amus.e.m.e.nts only conduce. When this mental satisfaction is examined, we find it to consist chiefly of two elements,--that of active thought, and that of self-approbation. The first,--that of active thought, or the reiteration of ideas, we have before pointed out and explained, as it is ill.u.s.trated in their play, and in the pleasure they take in hearing stories, reading riddles, dressing dolls, and similar acts; and it is only here necessary to add, that their desire of congregating together for amus.e.m.e.nt has its origin in a similar cause. New ideas stimulate more powerfully to active thought; and children soon find, and insensibly draw the lesson, that the aggregate of new ideas is always enlarged by an increase of the number of persons who supply them. Two children will play with the same number of toys for a longer time, without tiring, than if they were alone;--and three or four would, in the same proportion, increase the interest and prolong the season of activity. But as soon as the reiteration of the ideas suggested by their game becomes languid or difficult, their play for the time loses its charms, and the fascination is gone. That it is the cessation of active thought, which is the chief cause of their play ceasing to please, is proved from the circ.u.mstance, that if another interesting companion shall be added to their number, or if any thing shall occur to renew this operation,--the reiteration of ideas,--upon the mind, the same degree of interest, and to a corresponding extent, is immediately felt, and the play is resumed. Now, the catechetical exercise is in reality the same operation in another form. The questions of the teacher excite the pupil to the same kind of active thought as that which gives relish to his play; and, while the teacher confines himself within the limits of the announcement, the mental excitement is active, but moderate, and always successful.

This leads us to observe the influence which the catechetical exercise exerts in affording means for that self-approbation, or sense of merit, which const.i.tutes another element of delight to a child during his play.

All must have observed the beneficial effects of this principle in children, as an incitement to emulation and good conduct. It is not only perceptible in the love of approbation from their superiors, but in their desire to excel at all times. We see it in the pleasure felt by the child when he outstrips his fellows in the race,--when he catches his companion at "hide and seek,"--when he finds the hidden article at "seek and find,"--in winning a game, expounding a riddle, or gaining a place in his cla.s.s. In all these instances there is a feeling of pure satisfaction and delight;--a feeling of self-estimation, which is at once the guardian and the reward of virtue. Now, when the catechetical exercise is conducted in its purity,--that is, when the teacher keeps strictly to the announcement, without wandering where the child cannot follow him,--the answers are invariably within the limits of the child's capacity;--they are answered successfully; and every answer is a subject of triumph. He has a delightful consciousness of having overcome a difficulty, deserved approbation, and made an advance in the pathway of merit. When properly conducted, therefore, the catechetical exercise becomes to the pupils a succession of victories; and it imparts all that delight, softened and purified, which he experiences in excelling his companion, or in winning a game.--These are the reasons why the catechetical exercise is so much relished by the young, and why it has succeeded so powerfully, not only in smoothing the pathway of education, but also in shortening it.

From a careful consideration of all these circ.u.mstances, we are led to conclude, that the catechetical exercise does, in a superior degree, fulfil all the stipulations required for imitating Nature, in exciting to the reiteration of ideas by children, and thus disciplining and cultivating the powers of their minds. We might also have remarked, that another advantage arising from persevering in this exercise, is the arresting of the attention of the children, and successfully training them to hear and understand through life the oral communications of others;--but we hasten to consider the time and the order in which this exercise should be made use of in schools.

Nature intends, that the cultivation and strengthening of the powers of the mind shall in every case precede those exercises in which their strength is to be tried. In infants and young children we perceive this cultivation and invigorating of the mind going on, long before these powers are to be taxed even for their own preservation. The child is no doubt putting them to use; but in every such case it is voluntary, and not compulsory,--a matter of choice on the part of the child, and not of necessity. The infant, or even the child, is never required to take care of itself, to clothe itself, to wash itself, or even to feed itself. To require it to do so before the mind could comprehend the nature and the design of the particular duty, would be both unreasonable and cruel.

This being the case, the exercises of the nursery and the school must be regulated in a similar manner, and follow the same law. The due cultivation of the mind, like the due preparation of the soil, must always precede the sowing of the seed. If this principle in Nature be duly attended to, the seeds of knowledge afterwards cast into the soil thus broken up and prepared, will be readily received and nourished to perfection; but if the soil be neglected, both the seed and the labour will be lost, the antic.i.p.ations of the spring and summer will end in delusion, and the folly of the whole proceeding will be shewn by a succession of noxious weeds, and at last by an unproductive harvest.

The evils which must necessarily result from thus running counter to Nature in this first part of her educational proceedings, may be aptly ill.u.s.trated by the very common custom of beginning a child's education by teaching it to read. It would perhaps be difficult to convince many that this custom is either unnatural or improper. We shall not attempt here to _argue_ the matter, but shall merely state a fact which they cannot deny, and which will answer the purpose we think much better than an argument.--To teach the art of reading was wont to require the labour of several months, sometimes years, before the perusal of a book could be managed by the child with any degree of ease,--and even then, without any thing approaching to satisfaction or pleasure. And even yet, although the error has in some measure been perceived of late years, yet the art of reading by the young, still requires several months'

attendance at school, with corresponding labour to the teacher, and great irritation and unhappiness to the child. But experience has established the fact, that, by acting on the principle of previous preparation which we are here enforcing, and by calling into operation the principle of individuation formerly explained, the whole drudgery of teaching a child to read is got over in a week,--sometimes in a day; and this with much more ease and satisfaction, than could have been done by a thousand lessons while his mind was unprepared.[11]

The acc.u.mulation of labour, and the loss of precious time by this non-observance of the dictates of Nature, are in themselves serious evils; but they are not by any means so great as some others which almost invariably accompany this unnatural mode of proceeding with the young. Many who have nominally been _taught to read_, are still quite unable to _understand by reading_. Those who have heard chapters read by families in the country, "verse about," will at once understand what we here mean; and even in towns and cities where newspapers and low-priced books are more numerous and more tempting, it often requires long practice before the emanc.i.p.ated child can read these publications so readily and intelligently as they are intended to be. It is another, and an entirely different course of learning to which he subjects himself, when he labours to acquire the capacity of understanding the words that he _reads_, as readily as the words that he _hears_. Where the inducements to this are sufficiently powerful, the ability is no doubt _at last_ acquired;--but where these stimulants are awanting, the difficulty of understanding by reading has by the previous habit become so great, that reading is gradually disused, and at last forgotten.

Many are at a loss to account for this; but it is easily explained on the above principles. To teach a child to read, before his mind is capable of understanding, or of reiterating the ideas conveyed by the words he is reading, is to train him to this habit of reading mechanically;--that is, of reading without understanding. He gradually acquires the habit of p.r.o.nouncing the words which he traces with the eye, while the mind is busily engaged upon something else; in the same manner that a person acquires the habit of thinking, and even of speaking, while knitting a stocking, or sewing a seam. This habit is confirmed by constant practice; and then, the difficulty of getting off the habit is all but insurmountable. This difficulty will be best understood by the experience of those who have been during some time of their life compelled to abandon a habit after it was thoroughly confirmed;--or by those who will but try the difficulty of persevering to do something with the left hand, which has. .h.i.therto been done with the right. A very little consideration will shew, that when this habit of reading mechanically has once been established, it will require, like an improper mode of holding the pen in writing, ten-fold more labour and self-denial to _remedy_ the evil, than it would have taken at first to _prevent_ it, by learning to do the thing properly and perfectly.

Much therefore depends upon the early and persevering use of the catechetical exercise for cultivating a child's mind, before beginning to teach it the art of reading, or requiring it to make use of the powers of the mind on subjects which these powers are as yet incapable of comprehending. By proper _preliminary_ exercises, the powers of the mind will be gradually expanded; ideas of every different kind, both individually and in connection with each other, will become familiar; the design of language in receiving and communicating truth will by degrees be practically understood; and, by means of the catechetical exercise, it will be gradually and successfully practised. These are obviously the means by which the present crooked ways in the child's early progress in education are to be made straight, and the rough and difficult paths which he has had so long to tread, may now be made both easy and smooth.[12]

The effects of the catechetical exercise, and its uniform beneficial results, have given sufficient evidence of its being a close imitation of Nature in this part of her educational process. Its success indeed has been invariable, even when employed by those who remained unconscious of the great principles by which that success was to be regulated. The observations and experiments employed to ascertain in some measure the extent of its efficiency, have uniformly been satisfactory, and to a few of these we shall here very shortly advert.

The first case of importance, which came under our notice, and to which we think it advisable to allude, is that of Mary L. who, about the year 1820, resided in Lady Yester's parish in Edinburgh. This girl, when her name was taken up for the Local Sabbath Schools in that parish, was about seven or eight years of age, and in respect to mental capacity, appeared to be little better than an idiot. She could not comprehend the most simple idea, if it related to any thing beyond the household objects which were daily forced upon her observation, and which had individually become familiar to the senses; and was unable to receive any instruction with the other children, however young. The catechetical exercise was adopted with her, as with the other scholars; and although, for a long period, she was unable to _collect knowledge_, yet the constant discipline to which the powers of the mind were thus subjected, had the happiest effect in bringing them into tone, and at last giving her the command of them. The comprehending of a simple truth when announced, became more and more distinct, and the answering of the corresponding questions, became gradually more correct and easy. At a very early period she began to relish the exercises of the school; and although these occurred only on the Sundays, she continued rapidly to improve; till, in the course of a few years, she was able to join the higher cla.s.ses of the children, and made a respectable appearance among her companions, at those times when they were submitted to examination.--When these schools were broken up, no stranger could have remarked any difference between Mary L. and an ordinary child of the same age.

A similar instance occurred more recently in the case of two sisters, (Margaret and Mary J.) the condition of whose minds originally was better, although not much, than that of Mary L. At the respective ages of six and eight years, these sisters could scarcely receive or comprehend the simplest idea not connected with their daily ordinary affairs. For some years they had no more teaching, or regular mental exercise, than two hours weekly on the Sundays, and during that period they were, in regard to mental capacity, advancing, but still nearly alike. The eldest (Margaret,) was then removed to another cla.s.s, the teacher of which dedicated another evening during the week for the benefit of her scholars. The consequence of this apparently slight addition to the mental exercise of this girl soon became apparent; and in the course of a short time, the powers of Margaret's mind not only advanced beyond those of her sister's, but equalled at least those of children of the same age, who had not enjoyed similar opportunities of improvement. Her sister Mary, who continued to enjoy only the two hours on Sunday, advanced proportionally in mental strength;--and before she left the district in which the school was situated, her original incapacity could scarcely have been credited by a stranger. In proof of this, it may be added, that long after she had left the parish, the writer found her by accident in the school which she attended after removing, examined her with the other children, and made some strict and searching enquiries concerning her. The report of her teacher was exceedingly satisfactory; and, without knowing the reason of these enquiries, declared, that Mary J. was one of her best scholars. Before leaving this notice of these two children, there is a circ.u.mstance which may perhaps be worthy of recording. In Margaret's countenance there had gradually appeared, latterly, that which to a stranger gave all the ordinary indications of intellect, and rather superior intelligence; while in Mary's case, at the same period, there continued to be much of that vacancy of look, and stupid stare, indicative rather of what she was, than of what she had become. That also, however, was gradually disappearing.

We shall advert only to one other instance, less remarkable perhaps, and certainly not so decisive, on account of the shortness of the time during which the experiment was continued. In the opinion of the honourable and venerable examinators, however, it was considered as sufficiently decisive, and of much public importance. Its application to prison discipline may ultimately be of value, where prisoners are confined but for short periods, and where the cultivation of the mind, and the growing capacity to receive and retain religious truth are objects of importance.

In the experiment in 1828, made before the Lord Provost, Princ.i.p.al, Professors, and Clergymen of Edinburgh, in the County Jail, a cla.s.s of criminals which had been formed three weeks before, and exercised one hour daily, were thoroughly and individually examined without intermission during nearly three hours. Our present extract from the Report of that Experiment refers, not to the amount of knowledge acquired by these persons during these three weeks, but to the capacity which, at the end of that time, they were found to possess of acquiring every sort of knowledge. This experiment was so far imperfect, as the Examinators had no means of ascertaining the true state of their minds, previous to the commencement of their exercises. But having, upon enquiry found from the governor of the prison, that there had been no selection, that all the individuals in the ward had been taken, and that at the commencement of the experiment, they formed a fair sample of the prisoners commonly under his charge,--the progress of this mental cultivation during that short period, became a special object of examination by the Reverend and learned individuals who conducted it.

Their Report of the Experiment bears, that "these individuals had been taken without any regard to their abilities, and former acquirements, and formed a fair average of the usual prisoners." In endeavouring to ascertain the grasp of mind which these individuals possessed, and the readiness with which they received and retained whatever was, even for the first time, communicated to them, "it was mentioned, that a gentlemen on the previous day, in order to try the capacity of mind which they had attained, desired Mr Gall to catechise them upon a section, consisting of fourteen verses, which they had not seen before, and that, after just ten minutes' examination, one woman, who could not read, repeated the whole distinctly in her own words. Dr Brunton proposed, for a similar experiment, the parable of the 'talents,' with which none was acquainted except one woman, who was consequently not permitted to answer. With its being only read to them, and with a few minutes' catechising, they perceived its various circ.u.mstances, and were able to enumerate them in detail. This exercise demonstrated the capacity of attention, and the power of a.n.a.lyzing and laying hold of circ.u.mstances, which they had reached, as well as the indisputable superiority of this System, in unfolding and strengthening the mental faculties, even in adults."

"The writer of the Report," it is added, "was not acquainted with the extent of their acquirements when Mr Gall commenced his operations; but judging from the examination, and from his knowledge of the contents of the books taught, he has no hesitation in averring, that the answers which they gave, arose entirely from information communicated by them.

And when he reflects that their answers, being clothed in their own words, guaranteed the fact, that it was _the ideas_ upon which they had seized, and that their knowledge partic.i.p.ated in no degree of rote, the conviction to his mind is irresistible, that the universal application of the Lesson System to Prison Discipline, and to adults everywhere, would be followed by effects, incalculably precious to the individuals themselves, and to the improving of society in general."

Numerous other instances might be adduced in proof of the efficiency of this method of attempting to imitate Nature in this first part of her educational process, who will always be faithful in adhering to her own laws, and countenancing her own work. These however may suffice;--and it ought not to escape observation, that in two of the cases first alluded to, the young persons enjoyed only two hours' instruction in the week, and these not divided, but continuously given at one time. For this reason, it might have been feared, that the benefits then received would have been lost, or neutralized, by the variety of objects or amus.e.m.e.nts which must have intervened during the week between the lessons. But it was not so. And we may here remark, that if with all these disadvantages, so much good was really done in cultivating the powers of the mind by this exercise, what may we not expect by the enlightened, regular, and daily application of the same powerful principles in our ordinary schools, when the teacher shall know where the virtue of the weapon which he wields really lies, and when the nature of the material he is called to work upon is also better understood. Every exercise and every operation in the school will then be made to "tell;" and every moment of the pupils' attendance will be improved. In these circ.u.mstances, we are far within the limits of the truth when we say, that more real substantial education will then be communicated in one month, than it has been usual to receive by the labours of a whole year.

From what has been already ascertained, we are fully warranted in making the following remarks.

1. From the above facts we can readily ascertain the cause, why some exercises employed in education are so much relished by the young, and so efficient in giving strength and elasticity to the mind; while others, on the contrary are so inefficient, so irksome, and sometimes so intolerable. Every exercise that tends to produce active thought,--the "reiteration of ideas,"--is natural, and therefore, not only promotes healthful mental vigour, but is also exciting and delightful; while, on the contrary, whenever the mind is fettered by the mere decyphering of words, or the repeating of sounds, without reiterating ideas, the exercise is altogether unnatural, and must of course be irritating to the child, and barren of good.

2. By a due consideration of the above principles, we see the reason why mental arithmetic, though it may not communicate any knowledge, is yet productive of considerable mental vigour. These exercises compel the young to a species of voluntary thought, the reiteration in the mind of the powers of numbers; and although the result of the particular calculations which are then made, may never again be of any service to the pupil, yet the consequent exercise of mind is beneficial. It should never be forgotten, however, that this exercise of mind upon _numbers_ is altogether an artificial operation, and is on this account, neither so efficient nor so pleasant as the reiteration of moral or physical truths. The same degree of mental exercise, brought into operation upon some useful fact, where the imagination as well as the understanding, can take a part, would at once be more natural, more efficient, more pleasant, and more useful.

3. From the nature and operation of the above principle, also, we can perceive in what the efficiency of Pestalozzi's "Exercises on Objects,"

consists.--When a child is required to tell you the colour and the consistence of milk, qualities which have all along been familiar to him, it conveys to him no knowledge; but it excites to observation and active thought,--to the "reiteration of ideas;"--and for this reason it is salutary. But it is still equally true, as in the former case, that the same degree of mental exercise, brought into operation upon some useful practical truth, would be at least equally useful as a mental stimulant, and much more beneficial as an educational exercise.

4. From the nature of this great fundamental principle in mental cultivation, as consisting in the reiteration of ideas, and not of words, we have a key by which we can satisfactorily explain the remarkable, and hitherto unaccountable fact, that many persons who, in youth and at school, have been ranked among the dullest scholars, have afterwards become the greatest men. An active mind, in exact proportion to its vigour, will powerfully struggle against the unnatural thraldom of mere mechanical verbal exercises. The mind in a healthful state will not be satisfied with words, which are but the medium of ideas, because ideas alone are the natural food of the mind. Till the powers of the mind, therefore, are sufficiently enfeebled by time and perseverance, it will struggle with its fetters, and it will be repressed only by coercion. Minds naturally weak, or gradually subdued, may and do submit to this artificial bondage,--this unnatural drudgery; but the vigorous and powerful mind, under favourable circ.u.mstances, spurns the trammels, and continues to struggle on. It may be a protracted warfare,--but it must at last come to a close; and it is not till the pupil has emerged from this mental dungeon, and has had these galling fetters fairly knocked off, that the natural elasticity and strength of his mind find themselves at freedom, with sufficient room and liberty to act. The impetus then received, and the delight in the mental independence then felt, have frequently led to the brightest results. Hence it is, that the reputed dunce of the school, has not unfrequently become the ornament of the senate.

Lastly, we would remark, that from the facts here enumerated, we derive a good test by which to try every new exercise proposed for training the young, and for cultivating the powers of the mind. If the exercise recommended compels the child to active thought,--to the voluntary exercise of his own mind upon useful ideas,--that exercise, whatever be its form, will, to that extent at least, be beneficial. And if, at the same time, it can be a.s.sociated with the acquisition of knowledge, with the application of knowledge, or with the ready communication of knowledge,--all of which, as we have seen, are concomitants in Nature's process,--it will, in an equal degree, be valuable and worthy of adoption. But if, on the contrary, the exercise may be performed without the necessity of voluntary thought, or the reiteration of ideas by the mind, however plausible or imposing it may appear, it is next to certain, that although such an exercise may be sufficiently burdensome to the child, and cause much labour and anxiety to the teacher, it will most a.s.suredly be at least useless, if not injurious.

FOOTNOTES:

[9] See the Fifth Public Experiment in Education, conducted before Sir Thomas Kirkpatrick, and the clergy and teachers of Dumfries, in the month of October 1833.

[10] Note K.

[11] Note H.

[12] For the methods of employing this exercise and the books best adapted for it, see Note I.

CHAP. II.

_On the Methods by which Nature may be imitated in the Pupil's Acquisition of Knowledge; with a Review of the a.n.a.logy between the Mental and Physical Appet.i.tes of the Young._

The second step in the progress of Nature's pupil is the acquisition of knowledge.--This has always been considered a chief object in every system of education; and the discovery of the most efficient means by which it may be accomplished, must be a matter of great importance.

In our remarks upon this subject in a previous chapter, we have shewn, that Nature in her operations employs four distinct principles for acc.u.mulating knowledge, for retaining it upon the memory, and for keeping it in readiness for use at the command of the will. There are, _First_, the "reiteration of ideas" by the mind, without which there can be no knowledge; _Secondly_, the principle of "Individuation," by which the knowledge of objects and truths is acquired one by one; _Thirdly_, the principle of "Grouping," or a.s.sociation, in which the mind views as one object, what is really composed of many; and, _Fourthly_, the principle of "a.n.a.lysis," or Cla.s.sification, in which the judgment is brought into exercise, the different portions of our knowledge are arranged and cla.s.sified under different heads and branches, and the whole retained in order at the command of the will, when any portion of it is required.--Our object now is to consider, what means are within the reach of the parent and the teacher, by which Nature in these several processes may be successfully imitated, while they endeavour to communicate the elements of knowledge to the young.

Ideas being the only proper food of the mind, Nature has created in the young an extraordinary appet.i.te and desire for their possession. There is a striking a.n.a.logy in this respect, between the strengthening of the body by food, and the invigorating of the mind by knowledge; and before proceeding to detail the methods by which the parent or the teacher may successfully break down and prepare the bread of knowledge for their pupils in imitation of Nature, it will be of advantage here to consider more particularly some of the circ.u.mstances connected with this instructive a.n.a.logy. By tracing the likeness so conspicuously held out to us in this a.n.a.logy by Nature herself, we shall be greatly a.s.sisted in evading the bewildering and mystifying influence of prejudice, and the reader will be much better prepared to judge of the value of those means recommended for nourishing and strengthening the mind by knowledge, when he finds them to correspond so exactly with similar principles employed by Nature for the nourishing and strengthening of the body by food. We shall by this means, we hope, be able to detect some of those fallacies which have long tended to trammel the exertions, and to prevent the success of the teacher in his interesting labours.

The first point of a.n.a.logy to which we would advert, is the vigour and activity of the mental appet.i.te in the young, which corresponds so strikingly with the frequent and urgent craving of their bodily appet.i.te for food.--The desire of food for the body, and the desire of knowledge for the mind, are alike restless and insatiable in childhood; and a similar amount of satisfaction and pleasure is the consequence, whenever these desires are prudently gratified. That the desire for knowledge in the young is often weakened, and sometimes destroyed, is but too true; but this is the work of man, not of Nature. It will accordingly be found on investigation, with but few exceptions, that wherever the general appet.i.te of the child, either for mental or bodily food, becomes languid or weak, it is either the effect for disease or of some grievous abuse.

Another point of a.n.a.logy consists, in the necessity of the personal active co-operation of the child himself in receiving and digesting his food.--There is no such thing in Nature as a child being fed and nourished by proxy. His food must be received, digested, and a.s.similated by his own powers, and by the use of his own organs, else he will never be fed. In the same way, the food for his mind can benefit him only in so far as he himself is the active agent. He must himself receive, reiterate in his own mind, and commit to the keeping of his memory, every idea presented to him by his teacher. No one can do this for him;--he must do it himself. In a family, the parent may provide, dress, and communicate the food to the child,--but he can do no more; and similar is the case with respect to the mental food provided by the teacher. He may no doubt select the most appropriate kinds,--he may simplify it,--he may break it down into morsels;--but his pupils, if they are to learn, must learn for themselves. When a pupil, to save himself trouble, tries to evade the learning of a preliminary lesson, or when the teacher winks at the evasion by performing the exercise for him, it is as absurd as for a parent to eat the child's food, and expect at the same time that his boy is to be nourished by it. If the mental food be too strong for the child, something more simple must be provided for him; but to continue to administer knowledge which the pupil does not comprehend, and force the strong mental food of an adult upon the tender capacities of a child, is an error of the most mischievous kind.

It prevents the mind from acting at all, without which there can be no improvement. The mind must wield its own weapons if ignorance is to be dislodged; and if the child is to advance at all, he must overcome the difficulties that lie in his way by the exertion of his own powers. His teacher may no doubt direct him as to the best and the easiest way of accomplishing his object; but that is all. The pupil must in every case perform the exercise for himself.

This leads us to notice another point of a.n.a.logy in this case, which is, the necessity of adapting the food to the age and capacities of those who are to receive it.--There is in the mental, as well as in the physical nourishment provided for our race, milk for the weak, as well as meat for the strong; and it is necessary in both cases that the kind and the quant.i.ty be carefully attended to. In the case of the strong, there is less danger; because, with regard both to the mental and bodily food, Nature has so ordered matters, that the food which is best adapted for the weak, will also nourish the strong; but the food adapted for the strong is never suitable, and is often poisonous to the weak. There must therefore be, in all cases where the young are concerned, as careful a selection of the mental food, as there is of the food for the body; and the parent or teacher should, in all cases, present only such subjects, and such ideas to his pupils, as the state of their faculties, or the progress of their knowledge, enables them to understand and apply.