A Practical Enquiry into the Philosophy of Education. Gall James

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СКАЧАТЬ a single truth has made its way to the memory. Now this did not arise from any difficulty in comprehending the ideas in the book, because it does not make much difference whether the subject has been simple or otherwise; neither did it arise from the want of all mental activity, for the mind was so much engaged as to read every word and every letter in the pages upon which we were occupied. But it arose entirely from the want of that principle of which we are here speaking. The words were read mechanically, and the ideas were either not thought of, or at least they were not reiterated by the mind, and therefore it is that they are lost, – and no effort can ever again recall them. The proof of the accuracy of these views will still be found in the circumstance, that if, while the person is reading, this act of the reiteration of some one or more of the ideas be in any way forced upon him, these ideas thus reiterated will afterwards be remembered, although all the others are lost.

      Here then we have arrived at a principle connected with the acquisition of knowledge, by attending to which education may be made most efficient for that purpose; but without which, education must remain a mere mechanical routine of barren exercises. No idea, no truth, we have seen, can ever form part of our knowledge, till it has undergone this particular mental process, which we have called "reiteration." If the idea, or truth, intended to be communicated, be reiterated by the mind, – thought over again, – it will then be remembered: – but if it be not reiterated by the mind, it never can. It is also worthy of remark, that the tenacity with which the memory keeps hold of any idea or truth, depends greatly upon the vigour of the mind at the time, and still more perhaps upon the frequency of its reiteration. If a child, however languid, is forced to this act of reiteration of an idea but once, it will be remembered for a longer or a shorter time; but if his mind be vigorous and lively, and more especially if he can be made repeatedly to reiterate the same idea in his mind at intervals, he will on that account, retain it much more tenaciously, and will have it at the command of the will more readily. Hence the vividness with which the scenes and the circumstances of youth arise upon the mind, and the tenacity with which the memory holds them. These scenes were of daily occurrence; and the small number of remarkable circumstances connected with childhood and youth having few rivals to compete with them in attracting the attention, were witnessed frequently with all the vigour and liveliness of the youthful mind, as yet unburdened with care. They were of course frequently subjected to observation, and as frequently reiterated by the mind, and have on these accounts ever since been vividly pictured by the imagination, and continue familiar to the memory. It also accounts for another circumstance of common occurrence. For when, even in early infancy, any event happened which made a deeper impression upon the mind than usual, that simple circumstance will generally outlive all its neighbours, and will take precedence in point of distinct recollection to the close of life. The reason of this is, not only the deep impression it made upon the mind at the moment, but principally because it had so strongly excited the feelings, that it was oftener thought of then and afterwards; – in other words, this act of reiteration occurred more frequently with respect to it than the others, and therefore it is now better remembered.

      This is a principle then of which the Educationist should take advantage. For if Nature invariably communicates knowledge by inducing her pupils to exercise their own minds on the subject taught, it is plain that the teacher should follow the same plan. His pupils cannot remain mentally inactive, and yet learn; neither can the mere routine of verbal exercises either cultivate the mind or increase knowledge. These are but the husks of education, which may tantalize and weaken, but which can never satisfy the cravings of the young mind for information. Their mental food must be of a perfectly different kind, consisting of ideas, and not of words; and these ideas they must receive and concoct by the active use of their own powers. The teacher must no doubt select the food for his pupils, and prepare it for their reception, by breaking it down into morsels, suited to their capacities. But this is all. They must eat and digest it for themselves. The pupil must think over in his own mind, and for himself, all that he is either to know or remember. The ideas read or heard must be reiterated by himself, – thought over again, – if he is ever to profit by them. Without this, no care or pains on the part of the teacher, no exertion on the part of the pupil, will be of any avail. All the knowledge that he seems to acquire in any other way is repudiated by Nature; and however plausible the exercise may appear, it will ultimately be found fruitless and vain.

      CHAP. V

       On the Acquisition of Knowledge by the Principle of Individuation

      Nature, as we have seen, has rendered it imperative that the act of reiteration should be performed upon every idea before it can have an entrance into the mind, or be retained by the memory; but as the individual cannot reiterate, or think over, all the ideas suggested to him by the innumerable objects of sensation with which he is surrounded, it next becomes a matter of importance to ascertain the means employed by Nature for enabling her pupils to receive and retain the greatest number of ideas, so that they shall ever afterwards remain at the command of the will. This she accomplishes by the operation of the three other principles to which we have adverted; namely, "Individuation," or "Abstraction," "Grouping," or "Association," and "Classification," or "Analysis." – We shall in this chapter attend to the principle of "Individuation," and endeavour to trace its nature and uses in the acquisition of knowledge by the young.

      The first thing in an infant that will be remarked by a close observer of Nature is, that while adding to its knowledge by observation, it always confines its attention to one thing at a time, till it has examined it. Before the period when this principle becomes conspicuous in an infant, the eye, and the other senses are in a great measure inactive, so far as the mind is concerned; and the first indication of the senses really ministering to the mind is the eye chusing an object, and the infant examining that object by itself, without allowing its attention to be distracted by any thing else.

      This operation takes place as soon as an infant is capable of observation. It fixes its eye upon an object, generally one that is new to it, and it continues to look upon it till it has collected all the information that this object can give, or which the limited capacity of the infant will enable it to receive. Hence with stationary objects this information is soon acquired; but with moveable objects, or toys, or things which are capable of varying, or multiplying the ideas received by the child, the look is more intense, and the attention is sustained without fatigue for a longer time. Till this information has been received, the child continues to look on; and if the object be removed, the eye still follows it with interest, and gives it up at last with reluctance. That by this concentration of its mind upon one object, the infant is adding to its knowledge, appears evident from the fact, that objects which have already communicated their stock of information, and have become familiar, are less heeded than those that are new or uncommon. Every new thing excites the curiosity of the child, who is not content till that curiosity be gratified. This has been called "the love of novelty;" – but it is not the love of novelty in the very questionable sense in which many understand that term. On the contrary, it is obviously a wise provision of Nature, suited to the capacity and circumstances of children, which is to be taken advantage of, for conveying such crumbs and morsels of knowledge as their limited powers are able to receive; and which should never be abused, by presenting to them an unceasing whirl of names and objects, – a process which fatigues the mind, and leaves them without any specific information. It is the same principle, and is to be considered in the same light, as that which induces the philosopher to confine himself to the investigation of one phenomenon till he understands it. The information which the child is capable of receiving from each of the impressions then made is no doubt small; but it is still information – knowledge. – This is what he is seeking; and, at this stage of his progress, it is only acquired by the concentration of the powers of the mind upon one thing at a time.

      The effect of this principle in the infant is worthy of remark. – While the pupil remains under the teaching of Nature, there is no confusion, – no hurry, – no failure. The tasks which she prescribes for him are never oppressive, and are constantly performed with ease and with pleasure. – Although there be no selection made by the parent or teacher for the child to exercise his faculties upon, yet he instinctively selects for himself, СКАЧАТЬ