A Practical Enquiry into the Philosophy of Education. Gall James

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СКАЧАТЬ building its nest. But the principles which regulate these different operations are perfectly dissimilar. In the case of the spider and the sparrow there is no teaching, and, of course, no learning. Their first web, and their first nest, are as perfect as the last; but in the case of the infant, with only two or three exceptions, there is nothing that he does, and nothing that he knows, which he has not really learned, – acquired by experience under the tuition of Nature, by the actual use of his own mental and physical powers.

      The benefits accruing to education, from successfully imitating Nature in this department of her process, will be incalculable; not only in adding to the amount of knowledge communicated, but in the ease and delight which the young will experience in acquiring it. All must admit that the pleasure, as well as the rapidity, of the educational process in the young, continues only during the time that Nature is their teacher; – and that her operations are generally checked, or neutralized by the mismanagement of those who supersede her work, and begin to theorize for themselves. The proof of this is to be found in the fact, that although a child is much less capable of acquiring knowledge between one and three years of age, than he is between eight and ten; yet, generally, the amount of his intellectual attainments by his school exercises, during the two latter years, bears no proportion to those of the former, when Nature alone was his teacher. In the one case, too, his knowledge was acquired without effort or fatigue, and in the exercise of the most delightful feelings; – in the other, quite the reverse.

      That we shall ever be able to equal Nature in this part of her educational process, is not to be expected; but that, by following up the principles which she has developed, and imitating the methods by which she accomplishes her ends, we shall become more and more successful, there can be no doubt. The method, therefore, to be adopted by us is, to examine carefully the principles which she employs with the young, through the several stages of her process, and then, by adopting exercises which embody these principles, to proceed in a course similar to that which she has pointed out.

      In prosecuting this plan, then, our object must be, first, to examine generally the various means employed by Nature, in the acquisition of knowledge by the young, – and then to attend more in detail to the mode by which she applies the principles involved in each.

      These general means appear to consist of four distinct principles, which, for want of better definitions, we shall denominate "Reiteration," "Individuation, or Abstraction," "Grouping, or Association," and "Classification, or Analysing."2

      The first is the act of "Reiteration," of which we have already spoken, as the chief instrument in cultivating the powers of the mind, and without which, we shall also find, there can be no acquisition of knowledge. The second is the principle of "Individuation," by which Nature communicates the knowledge of single ideas, or single objects, by constraining the child to concentrate the powers of its mind upon one object, or idea, till that object or idea is familiar, or, at least, known. The third is the common principle of "Grouping, or Association," and appears to depend, in some degree, on the imaginative powers, by which a child begins to associate objects or truths together, after they have become individually familiar; so that any one of them, when afterwards presented to the mind, enables the pupil at a glance, to command all the others which were originally associated with it. The fourth is the principle of "Classification, or Analysing," by which the mind distributes objects or truths according to their nature, – puts every truth or idea, as it is received, into its proper place, and among objects or ideas of a similar kind. This classification of objects is not, as in the principle of grouping, regulated according to their accidental relation to each other, by which the canary and the cage in which it is confined would be classed together; but according to their nature and character, by which the canary would be classified with birds, and the cage among other articles of household furniture. All knowledge, so far as we are aware, appears to be communicated and retained for use, by means of these four principles; and we shall now proceed to examine the mode in which each of them is employed by Nature for that purpose.

      CHAP. IV

       On Nature's Method of communicating Knowledge to the Young by the Principle of Reiteration

      We have, in a former chapter, endeavoured to describe that particular act of the mind which generally follows simple perception, and by which an idea, when presented to it, is made the subject of active thought, or is "reiterated" again to itself. We have found upon good evidence, that it is by this process, whether simple or complex, that the powers of the mind are cultivated; and we now proceed to shew, that it is by the same act, and by it alone, that any portion of knowledge is ever communicated.3 No truth, or idea of any kind, can make an effective entrance into the mind, or can find a permanent lodgement in the memory, so as to become "knowledge," until it has successfully undergone this process.

      There are two ways by which we usually acquire knowledge: – The one is by observation, without the use of language, and which is common to us with those who are born deaf and dumb; and the other is through the medium of words, either heard or read. In both cases, however, the knowledge retained consists entirely of the several ideas which the objects or the words convey; and what we are now to shew, is, that these ideas thus conveyed, can neither be received by the mind, nor retained by the memory, till they have undergone this process of "reiteration." While, on the contrary, it will be seen that, whenever this process really takes place, the idea thus reiterated does become part of our knowledge, and is, according to circumstances, more or less permanently fixed upon the memory. We shall for this purpose endeavour to trace the operation of the principle, both in the case of ideas communicated by objects without language, and in those conveyed to the mind by means of words.

      That this act of reiteration of an idea by the mind, must take place, before objects of perception can become part of our knowledge, will, we think, be obvious, from a consideration of the following facts. – When, for example, we are in a crowded room, or in the fields, numerous sounds enter the ear, – thousands of images enter into and impress the eye, yet not one of these becomes part of our knowledge till it is thought of; – that is, till the idea suggested by the sensation, has not only been perceived, but reiterated by the mind. This will appear to many so plain, that any farther illustration of the fact may be deemed useless. But experience, has shewn, that the illustration of this important process in education, is not only expedient, but is really necessary; as the overlooking of this simple principle has often been the cause of great inconsistencies on the part of teachers. We shall therefore endeavour to exhibit the working of the principle in various forms, that it may be fully appreciated when we come to apply it.

      Let us then suppose two children taken silently through a museum of curiosities, the one active and lively, the other dull and listless. It would be found on retiring, that the former would be able to give an account of many things which he saw, and that the other would remember little or nothing. In this case, all the objects in the exhibition were seen by both; and the question arises, "Why does the knowledge of the one, so much exceed that of the other?" The reason is, that the mind of the one was active, while the mind of the other was in a great measure inactive. Both saw the objects; but only one looked at them. The one actively employed his mind – fixed his eye on an object, and thought of it; that is, he reiterated the ideas it suggested to him, whether as to form, or colour, or movement, and by doing so, the ideas thus reiterated, were effectively received, and given over to the keeping of the memory. The other child saw the whole; they were perhaps objects of perception; but he allowed his sensations to die away as they were received; and his mind was left to wander, or to remain under the dreamy influence of a mere passive and evanescent train of thought. His "attention" was not arrested; – his mind was not actively engaged on any of the articles he saw; in other words, the ideas which they suggested were not "reiterated."4

      Now, that it was the want of this mental reiteration which was the cause, and the only cause, why this very usual means of СКАЧАТЬ