A Practical Enquiry into the Philosophy of Education. Gall James

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СКАЧАТЬ principles upon which it is founded. In the mechanical arts, this practice is now generally followed, and with the happiest effects. The men of the present generation have profited by the painful experience of thousands in former times; who, trusting to mere conjectures, tried, failed, and ruined themselves. The mechanics of our day, instead of indulging in blind theories of their own, and hazarding their money and their time upon speculation and chance, are willing to borrow light for their guidance from those who have provided it. They slowly, but surely, follow in the path opened up to them by the discoveries of science—and they are never disappointed.

      The unexampled success of the mechanical arts, would, upon the above principles, naturally lead us to conclude, that the sciences, from which they have derived all that they possess, must have been cultivated with corresponding energy. And such is the fact. Since the adoption of the inductive method of philosophizing, nearly all the sciences have been advancing rapidly and steadily; and the cause of this is to be found in adhering to the rules of induction. No science has been allowed to rest its claims upon mere theory, or authority of any kind, but upon evidence derived from facts. Mere opinions and suppositions have been rigidly excluded; and that alone which was acquired by accurate investigation, has been acknowledged in science as having the stamp of truth. The inductive philosophy takes nothing for granted. Every conclusion must be legitimately drawn from ascertained facts, or from principles established by experiment; and the consequence has been, not only that what has been attained is permanent, and will benefit all future generations, but the amount of that attainment, in the short time that has already elapsed, is actually greater than all that had been previously gained during centuries. In this general improvement, however, the science of Education has till lately formed an exception. The principles of true philosophy do not appear to have been brought to bear upon it, as they have upon the other sciences; and the consequences of this neglect have been lamentable. In every branch of natural philosophy, there are great leading principles already established. But where were there any such principles established by the philosopher for the guidance of the teacher? By what, except their own experience, and conjectures, were teachers directed in the training of the young?—Thirty or forty years ago, what was called "education" in our ordinary week-day schools, was little more than a mechanical round of barren exercises. The excitement of religious persecution, which had been the means of disciplining the intellectual and moral powers of Scotsmen for several previous generations, had by that time gradually subsided, and had left education to do its own work, by the use of its own resources. But these were perfectly inadequate to the task. The exercises almost universally employed in the education of the young, had neither been derived from science, nor from experience of their own inherent power; and they would, from the beginning, have been found perfectly inefficient, had they not been aided, as before noticed, by the stimulant of religious persecution.—The state of education, at the time we speak of, is still fresh on the memory of living witnesses who were its victims; and some of the absurdities which were then universal, are not even yet altogether extinct.

      Soon after the period above stated, an important change began to take place in the art of teaching—but still unaided and undirected by science. Some of the more thinking and judicious of its professors, roused by the flagrant failures of their own practice, made several noble and exemplary efforts to place it on a better footing. Had these efforts been guided by scientific research, much more good would have been done than has been accomplished, and an immense amount of misdirected labour would have been saved. But although many of the attempts at a change failed, yet some of them succeeded, and have gradually produced ameliorations and improvements in the art of teaching. Still it must be observed, that philosophy has had little or no share in the merit. Her labours in this important field have yet to be begun. Valuable exercises have no doubt been introduced; but the principles upon which the success of these exercises depends, remain in a great measure concealed from the public generally:—And the reason of this is, that the public have been indebted for them to the art of the teacher, and not to the science of the philosopher.

      That this is not the position in which matters of so much public importance should continue, we think no one will deny. Education must be cultivated as a science, before teaching can ever flourish as an art. The philosopher must first ascertain and light up the way, before the teacher can, with security, walk in it. Experiment must be employed to ascertain facts, investigate causes, and trace these causes to their effects. By fair and legitimate deductions drawn from the facts thus ascertained, he will be enabled to establish certain principles, which, when acted upon by the teacher, will invariably succeed. But without this, the history of all the other arts and sciences teaches us, that success is not to be expected;—for although chance may sometimes lead the teacher to a happy device, there can be no steady progress. Even those beneficial exercises upon which he may have stumbled, become of little practical value; because, when the principles upon which they are based are unknown, they can neither be followed up with certainty, nor be varied without danger.

      There will no doubt be a difficulty in the investigation of a science which is in itself so complicated, and which has hitherto been so little understood; but this is only an additional reason why it should be begun in a proper manner, and pursued with energy. The mode of procedure is the chief object of difficulty; but the experience and success of investigators in the other sciences, will be of great advantage in directing us in this. In the sciences of anatomy and physiology, for example, the investigations of the philosopher are designed to direct the several operations of the physician, the surgeon, and the dentist; in the same way as the investigations of the Educationist are intended to direct the operations of the Teacher. Now the mode of procedure in those sciences for such purposes is well known, and forms an excellent example for us in the present case. The duty of the anatomist, or physiologist, is simply to examine the operations of Nature in the animal economy, and the plans which she adopts for accomplishing her objects during health, and for throwing off impediments during disease. In conducting his investigations, the enquirer begins by taking a general view of the whole subject, and then separating and defining its leading parts. Pulsation, respiration, digestion, and the various secretions and excretions of the body, are defined, and their general connection with each other correctly ascertained. These form his starting points; and then, taking each in its turn, he sets himself to discover the principles, or laws, which regulate its working in a healthy state;—what it is that promotes the circulation or stagnation of the blood, the bracing or relaxing of the nerves, the several processes in digestion, and the various functions of the skin and viscera. These are all first ascertained by observation and experience, and then, if necessary, established by experiment.

      These principles, having thus been established by science, are available for direction in the arts. The physician acts under their guidance; and his object is simply to regulate his treatment and advice in accordance with them. In other words, he endeavours to imitate Nature, to remove the obstructions which he finds interfering with her operations, or to lend that aid which a knowledge of these principles points out as necessary. The surgeon and the dentist follow the same course, but more directly. In healing a wound, for example, the surgeon has to ascertain from science how Nature in similar cases proceeds when left to herself; and all his cuttings, and lancings, and dressings, are nothing more than attempts to imitate her in her healing operations. So well is this now understood, that every operation which does not at least recognise the principle is denounced—and justly denounced—as quackery; and the reason is, that uniform experience has convinced professional men, that they can only expect success when they follow with docility in the path which Nature has pointed out to them.

      Precisely similar should be the plan of operation pursued by the Educationist. He should, in the first place, take a comprehensive view of the whole subject, and endeavour to map out to himself its great natural divisions;—in other words, he should endeavour to ascertain what are the things which Nature teaches, that he may, by means of this great outline, form a general programme for the direction of the teacher. His next object ought to be, to ascertain the mode, and the means, adopted by Nature in forwarding these several departments of her educational process; the powers of mind engrossed in each; the order in which they are brought into exercise; and the combinations which she employs in perfecting them. In ascertaining these principles which СКАЧАТЬ