As this act of the mind lies at the root of all mental improvement, during every stage of the pupil"s education, it becomes a matter of considerable importance, that its nature, and mode of operation, should be thoroughly understood.

Let us for this purpose suppose that a lighted candle is suddenly presented before a young infant. He looks at it; he thinks of it; his mind is employed with the flame of the candle in a manner quite different from what it is upon any thing else in the room. All the other images which enter the eye fail to make an impression upon the mind; but this object which the child looks at,--observes,--does this; and accordingly, while it is pa.s.sive as to every thing else, the mind is found to be actively engaged with the candle. He not only sees it, but he looks at it. This, and similar "reiterations" of ideas by the mind, frequently repeated by the infant, gradually communicate to it a consciousness of mental power, and enable him more and more easily to wield it. Every such instance of the reiteration of an idea,--of the voluntarily exercise of active thought,--strengthens the powers of the mind, so that he is soon able to look at and follow with his eyes other objects, although they are much less conspicuous than the glare of a candle.

When we examine the matter a little farther in regard to infants, we perceive, that all the little arts used by the mother or the nurse, to "amuse the child," as it is called, are nothing more than means employed to excite this reiteration of ideas by the mind. A toy, for example, is presented to the infant, and his attention is fixed upon it. He is not satisfied with pa.s.sively seeing the toy, as he sees all the other objects in the room, but he actively looks at it. Nor is this enough; the toy is usually seized, handled, mouthed, and turned; and each movement prompts the mind to active thought,--to reiterate the idea which each of the sensations suggests. These impressions are no doubt rapid, but they are real; and each of them has been reiterated,--actively thought of,--before they could either be received, or remembered; and it is only by these impressions frequently repeated, in which the mind is vigorously and delightfully engaged, that it acquires that activity and strength which we so frequently witness in the young.

At a more advanced period during childhood and youth, we find the cultivation of the mind still depending upon the same principle. It is not enough that numerous objects be presented to the senses of the pupil; or that numerous words or sounds be made to vibrate in his ears; or even that he himself be made mechanically to utter them. This may be done, and yet the mind may remain perfectly inactive with respect to them all:--Nay, experience shews, that during such mechanical exercises, his mind may all the time be actively employed upon something else.

There must therefore, not only be a hearing, or a reading of the words which convey an idea, but he must make the idea his own, by thinking it over again for himself. Hence it is that mental vigour is not acquired in proportion to the number of pages that the pupil is compelled to read; nor to the length of the discourses which are delivered in his hearing; nor to the multiplicity of objects placed before him. It is found entirely to depend upon his diligence in thinking for himself;--in reiterating in his own mind the ideas which he hears, or reads, or which are suggested to his mind by outward objects. This is still the same act of the mind which we have described in the infant, with this very important difference, however, that a large portion of his ideas is now suggested by _words_, instead of _things_; but it is the ideas, and not the words, that the mind lays hold of, and by which its powers are cultivated. When this act therefore is successfully forced upon a child in any of his school operations, the mind will be disciplined and improved;--but wherever it is not produced, however plausible or powerful the exercise may _appear_ to be, it will on scrutiny be found to be totally worthless in education,--a mere mechanical operation, in which, there being no mental exertion, there can be no mental culture.

In the adult, as well as in the young and the infant, the culture of the mind is carried on in every case by the operation of the same principle.--However various the means employed for this purpose may be, they all depend for their success upon this kind of active thought,--this reiteration of the _ideas_ suggested in the course of reading, hearing, observation, or reasoning. A man may turn a wheel, or point pins, or repeat words from infancy to old age, without his mind"s being in the least perceptible degree benefited by such operations; while the mill-wright, the engineer, or the artist, whose employments require varied and active thought, cannot pursue his employment for a single day, without mental culture, and an acquisition of mental strength.--The reason is, that in mere mechanical operations there is nothing to induce this act of reiteration,--this active mental exercise of which we are speaking. In the former case, the individual is left to the train of thought in the mind, which appears to afford no mental cultivation;--whereas, in the latter, the mind is, by the acts of comparing, judging, trying, and deciding, which the nature of his occupation renders necessary, constantly excited to active thought,--that is, to the reiteration of the several ideas presented to it.

These remarks may be thought by some to be exceedingly commonplace and self-evident.--It may be so. If they be admitted, we ask no more.--Our purpose at present is answered, if we have detected a principle in education, by the operation of which the powers of the mind are invariably expanded and strengthened;--an effect which, so far as we yet know, in its absence never takes place. It is by means of this principle alone that Nature accomplishes this important object, both in young and old; but its effects are especially observable in the young, where, her operations not being so much interfered with, we find her producing by its means the most extraordinary effects, and that even during the most imbecile period of her pupil"s existence.

In concluding this part of our investigation, we would very briefly remark, that the existence of this principle in connection with the cultivation of the mind, accounts in a very satisfactory manner for the beneficial results which usually accompany the study of languages, mathematics, and some other branches of education similar in their nature.--These objects of study, when once acquired, may never afterwards be used, and will consequently be lost; but in learning them the pupil was compelled to think,--to exercise his own mind on the subjects taught,--to reflect, and to reiterate the ideas communicated to him, till they had been fully mastered. The mental vigour which was at first forced upon the pupil, by these beneficial exercises, remains with him, and is exercised upon other objects, as they are presented to his observation in ordinary life.--The mind in commencing these studies gradually emanc.i.p.ates itself from the mechanical tendencies which an improper system of teaching had previously formed, and now gathers strength daily by this natural mode of exercising its powers. It is the effects of this kind of discipline that const.i.tute the chief element of a cultivated mind. In this princ.i.p.ally consists the difference between a man of "liberal education," and others who have been less highly favoured.--His superiority does not lie in his ability to read Latin and Greek,--for these attainments may long ago have been forgotten and lost;--but in the state of his mind, and the superior cultivation of the mental powers.--He possesses a clearness, a vigour, and a grasp of mind above others, which enable him at a glance to comprehend a statement;--to judge of its accuracy;--and, without effort, to arrange and communicate his ideas concerning it. This ability, as we have seen, can be acquired only by active mental exercise, and is not necessarily the result of extensive reading, nor is it always accompanied by extensive knowledge. It is the natural and the necessary product of mental discipline, through which the above described act of "reiteration," like a golden thread, runs from beginning to end. It is the fire of intellect, kindled at first perhaps by cla.s.sical, and mathematical studies; but which now, collecting force and fuel from every circ.u.mstance of life, glows and shines, long after the materials which first excited the flame have disappeared.

If then, as we formerly explained, the arts are to derive benefit from the investigations of science, we are led to the conclusion, that the wisdom of the Teacher will consist in taking advantage of the principle which has been here exhibited. He should not speculate nor theorize, nor go forward inconsiderately in using exercises, the benefits of which are at least questionable; but he ought implicitly to follow Nature in the path which she has thus pointed out to him. One chief object with him should be, the cultivation of the minds of his pupils; and the only method by which he can attain success in doing so has now been stated.

He must invent, or procure some exercise, or series of exercises, by which the act of "reiteration" in the minds of his pupils shall be regularly and systematically carried on.--He must induce them to think for themselves, and to exercise the powers of their own minds deliberately and frequently,--in the same manner as we see Nature operating in the mind of a lively and active child. When he can accomplish this, he will, and he must succeed; whereas, if he allow an exercise to be prepared where this act of the mind is absent, he may rest a.s.sured that he is deceiving both himself and the child.--The laws of Nature are inflexible; and while she will undoubtedly countenance and reward these who act upon the principles which she has established, she will as certainly leave those who neglect them to eat the "fruit of their own doings."--But the pupil, more than the Teacher is the sufferer. Under the pure discipline of Nature in the infant and the child, learning is not only their business, but their delight; and it is only when her principles are unknown, or violently outraged, that education becomes a burden, and the school-house a prison.

FOOTNOTES:

[1] Note A.

CHAP. III.

_On the Means by which Nature enables her Pupils to acquire Knowledge._

The _second_ stage of the pupil"s advance under the teaching of Nature is that in which she prompts and a.s.sists him in the acquisition of knowledge.--The importance of this department of a child"s education has uniformly been acknowledged;--so much so, indeed, that it has too frequently absorbed the whole attention of the Teacher, as if the possession of knowledge were the whole of education.--That this is a mistake we shall afterwards see; because the value of knowledge must always be in proportion to the use we can make of it; but it is equally true, that as we cannot use knowledge till we have acquired it, its acquisition as a preliminary step is of the greatest importance. Our intention is at present, to enquire into the means employed by Nature, for enabling her pupils to acquire, to retain, and to cla.s.sify their knowledge; so that, by ascertaining and imitating her methods, we may in some degree share in her success.

For some time during the early years of childhood Nature is the chief, or the only Teacher; and the contrast between her success at that time, and the success of the parent or teacher who succeeds her, is very remarkable, and deserves consideration.

When we examine this process in the case of infants, we see Nature acting without interference, and therefore with undeviating success.

Within a few months after the child has attained some degree of consciousness, we find that Nature, under every disadvantage of body and mind, has succeeded in communicating to the infant an amount of knowledge, which, when examined in detail appears very wonderful.--The child has been taught to know his relations and friends; he has acquired the ability to use his limbs, and muscles, and organs, and the knowledge how to do so in a hundred different ways. He has become familiar with the form, the colour, the texture, and the names of hundreds of articles of dress, of furniture, of food, and of amus.e.m.e.nt, not only without fatigue, but in the exercise of the purest delight, and with increasing energy. He has begun to contrast objects, and to compare them; and this capacity he evinces by an undeviating accuracy in choosing those things which please him, and in rejecting those things which he dislikes. But above all, the infant, along with all this substantial knowledge, has been taught to understand a language, and even to speak it. The fact of all this having been accomplished by a child of only two or three years of age, is so common, that the mysterious principles which it involves, are too generally overlooked. We thoughtlessly allow them to escape observation, as if they were mere matters of instinct, and were to be ranked with the spider"s catching its prey, or the sparrow"s 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 a.s.sociation," and "Cla.s.sification, or a.n.a.lysing."[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 a.s.sociation," and appears to depend, in some degree, on the imaginative powers, by which a child begins to a.s.sociate 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 a.s.sociated with it. The _fourth_ is the principle of "Cla.s.sification, or a.n.a.lysing," 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 cla.s.sification 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 cla.s.sed together; but according to their nature and character, by which the canary would be cla.s.sified 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.

FOOTNOTES:

[2] Note A.

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 circ.u.mstances, 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 ill.u.s.tration of the fact may be deemed useless.

But experience, has shewn, that the ill.u.s.tration 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 pa.s.sive 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 acquiring knowledge failed to communicate it, may be proved we think by a very simple experiment. For if we shall suppose that the child who was obtaining no knowledge by means of the various curiosities around him, had been asked at the time a question respecting any of them,--a stuffed dog, for example,--his attention would have been arrested, and his mind would have been roused to active thought. The words, "What is that?"

from his teacher, or companion, would have made him look at it, and reiterate the ideas of its form and colour, so far as to enable him to give an answer. And if he does so, it will be found afterwards, on leaving the place, that although he might have remained unconscious of the presence of all the other objects in the museum, he will remember the stuffed dog, merely because, by the question, the idea it suggested was taken up, and reiterated by the mind; while the sensations caused by all the rest, were allowed to pa.s.s away.

There is another circ.u.mstance of daily occurrence, which adds to the evidence that it is this principle which we have called "reiteration,"

which forms the chief, if not the only avenue, by which ideas find access to the mind; and it is this:--That when at any time we bring to recollection some former circ.u.mstance of life, however remote, or when we recall any part of our former knowledge or experience, it comes up to the mind, accompanied with the perfect consciousness, that, at the time we are thinking of, this act of reiteration had taken place upon it; that we most a.s.suredly have thought of it before. We are not more certain that it occupies our thoughts now, than we are that it did so when it occurred;--that the operation of which we are at present speaking, did actually then take place; and that it was by our doing so then, that it is remembered now. This circ.u.mstance, when duly considered, is of itself, we think, a sufficient proof, that no part of our knowledge,--not a single idea,--can be acquired, or retained on the memory by any other process, than by this act of reiteration.

Hence then it is plain, that all the knowledge which we receive by observation, without the use of language, is received and retained on the memory by the operation of this principle; and we will now proceed to shew, that the same process must also take place, when our ideas are received by means of _words_, whether these be spoken or read.

It is of great importance for us to remember, that the only legitimate use of words is to convey ideas; and that Nature rigidly refuses to acknowledge any other use to which they may be put. Hence it is, that in conversation, we are quite unconscious of the words which our friend uses in communicating his ideas. Nature impels us to lay hold of the ideas alone; and in proof of this we find, that we have only to attempt to concentrate our attention upon the _words_ he uses, and then we are sure to lose sight of the _ideas_ which the words were intended to convey. Hence it is, that our opinion of the style, and the language, and the manner of a speaker, when the subject itself is not familiar, are formed more by indirect impressions, than by direct attention to these things while he speaks; and oftener by reflection afterwards, than by any critical observation during the time. The reason of this, we may remark once for all, is, that what the mind reiterates it remembers,--but nothing more. If during the hearing, it reiterates the ideas, it will then remember the ideas; but if it reiterates the words without the ideas, it will remember nothing but words. Those therefore who sow words in the minds of the young, hoping afterwards to reap ideas, are as inconsistent as those who seek to "gather grapes of thorns, or figs of thistles."[5]

Knowledge is received by the use of words in two ways,--either by oral speech, or by written language; but in both cases, the reception of the ideas is still governed by reiteration. We shall endeavour to examine the operation in both cases.

Let us suppose that a teacher announces to a cla.s.s of young children, that "Cain killed his brother Abel,"--and then examines the state of each child"s mind in regard to it. All of them heard the words, but some only perhaps are now in possession of the truth communicated. Those who are so, followed the teacher in his announcement, not so much in reiterating the words, as in reiterating the idea,--the truth itself; and therefore it is, that they are now acquainted with the fact. Of those who heard, but have failed to add this truth to their stock of knowledge, there may be two cla.s.ses;--those who attended to what was said, but failed to interpret the words; and those whose attention was not excited at all. Those who failed to interpret the words, or to extract the idea from them, reiterated the _words_ to themselves, and would perhaps be able to repeat the words again, but they do so in the same manner that a person reads or repeats words in an unknown tongue.

The idea,--the truth,--is not yet perceived, and therefore cannot be remembered. The others who remember nothing, have reiterated nothing; their minds remained inactive. They also heard the words, but they failed to listen to them; in the same way as they often see objects, but do not look at them. Here it is evident that every child who reiterated the idea in his own mind, is in possession of the fact communicated; and all who did not do so, even although they reiterated the words, have no addition made to their knowledge; which shews that it is only by this act of the reiteration of the ideas, that any portion of our knowledge is ever acquired.

That this is a correct exhibition of the principle, and a legitimate inference from the phenomena, may be still farther proved by an experiment similar to one formerly recommended. Let the teacher, in the middle of a story, ask some of the inattentive pupils a question respecting some of the persons or things he is speaking about, and force the reiteration of that part of the narrative in the child"s mind by getting an answer, and it will be found at the close, that although he may remember nothing else of all that he heard, yet he will most perfectly remember that part about which he was questioned, and respecting which he returned an answer.

The same thing may be ascertained by our own experience, in hearing a lecture or sermon, or even in conversation with a friend. In these cases, as long as our attention is kept up,--that is, as long as we continue to reiterate the ideas that we hear,--we may remember them; but when our minds flag, or wander; in other words, when we cease to reiterate the ideas of the speaker, the sounds enter our ear, but the matter is gone. All that has been said during that period of inattention has been lost; it never has formed, and never can form, part of our knowledge.

Thus we see, that in the act of hearing oral communications, the principle of reiteration of the ideas is obviously necessary for the acquiring of knowledge; and we shall now shew, that it is equally necessary in the act of reading.

Many persons must have witnessed children reading distinctly, and fluently perhaps, who yet were not made one whit wiser by what they read. The act of reading was correctly performed, and yet there was no accession to their knowledge. The cause of this is easily explained. The _ideas_ conveyed by the words have not been reiterated by the mind,--perhaps they were never perceived. For as long as the act of reading is difficult, the words undergo this process first, and the ideas must be gleaned afterwards. Hence it is, that children, when hurried from lesson to lesson before they can read them so easily as to perceive and reiterate the ideas while reading, acquire the habit of decyphering the words alone, and the eye from practice reads mechanically, while the mind at the moment is usually wandering, or is engaged in attending to something else. Nature, as we have before shewed in the act of hearing, does not intend that the mind should pay attention both to the words and the ideas at the same time; and reading being only an artificial subst.i.tute for hearing, is made subject to the same law. It is the _ideas_ that Nature induces us to grapple with; and the reading of words like the hearing of language, is merely the means employed to get at them. Hence the necessity of children being taught to read fluently, and with perfect ease, before they leave the school; and the neglect of this is the reason why so many after leaving school, derive so little instruction from the use of books. Of these individuals, experience shews, that many, who on leaving school could not collect ideas by their mode of mechanical reading, yet persevere, and at last teach themselves by long practice to understand what they read; while there are not a few who, in similar circ.u.mstances, become discouraged, abandon the practice of reading, and soon forget the art altogether.

Of the correctness of these facts, every one may be convinced, by recollecting what must often have taken place with himself. When at any time the mind is exhausted while reading, we continue to read on, page after page, and when we have finished, we find, that not 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 circ.u.mstance, 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 circ.u.mstances 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 circ.u.mstances 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 circ.u.mstance of common occurrence.

For when, even in early infancy, any event happened which made a deeper impression upon the mind than usual, that simple circ.u.mstance 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 princ.i.p.ally 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.