Another striking point of a.n.a.logy between mental and bodily nourishment, is to be found in the effects of repletion, when too great a quant.i.ty of food is communicated at one time.--As the increase of a child"s bodily strength does not depend upon the mere quant.i.ty of food forced into his stomach, but upon that portion only which is healthfully digested and a.s.similated; so in like manner, the amount of a child"s knowledge will not correspond to the number of ideas forced upon his attention by the teacher, but to those only which have been reiterated by the mind, and committed by that process to the keeping of the memory. In both cases, the evil of repletion is two-fold; there is the waste of food and of labour, while the strength and the growth of the child, instead of being promoted, are r.e.t.a.r.ded and diminished. The physical appet.i.te gains strength, by moderate exercise; but it is palled and weakened by every instance of repletion. The desire for food is never for any length of time at rest, so long as the stomach is kept in proper tone by moderate and frequent feeding; and the quant.i.ty of food which a healthy child will in these circ.u.mstances consume, is often surprising. But whenever the stomach is gorged, then restlessness, uneasiness, and not unfrequently disease, are the consequences. The digestive powers are weakened, the tone of the stomach is relaxed, and, instead of the healthful craving for food which should occur at the proper interval, the appet.i.te is destroyed, and food of every kind is nauseated.--Exactly similar is the case with the mental appet.i.te. The natural curiosity of children, or, in other words, their desire of information, before it is checked or overloaded by mismanagement, is almost insatiable; and the astonishing amount of knowledge which they usually acquire between the ages of one and three years, while under the guidance of Nature, has been formerly alluded to. But this desire of information, and this capacity for receiving it, are by no means confined to that early period of their lives. The same appet.i.te for knowledge would increase and acquire additional strength, were it but properly directed, or furnished with moderate and suitable means of gratification. But when a parent or teacher impatiently attempts to force it upon the child more rapidly than he can receive it,--that is, than he can reiterate it in his mind for himself,--he not only irritates and hara.s.ses the child, but his attempt neutralizes the effect of the ideas which the child would otherwise pleasantly and efficiently have received. Every such attempt to do more than enough greatly weakens the powers of the pupil"s mind, and discourages him from any after attempt to increase his knowledge.

As a general maxim in the education of the young, it may here be observed, that as long as the understanding of a child remains clear, and he can distinctly perceive the truths which are communicated to him, he will find himself pleasantly and profitably employed, and will soon acquire a habit of distinct mental vision;--the powers of his mind will be rapidly expanded and strengthened, and he will receive and retain the knowledge communicated to him with ease and with pleasure. But when, on the contrary, he is overtasked, and more ideas are forced upon his attention than his capacity can receive, the mind becomes disturbed and confused, the mental perception becomes cloudy and indistinct, and all that is communicated in these circ.u.mstances is absolutely lost. If the parent or teacher insists on the pupil persevering in his mental meal, in the hope that things will get better, we can easily, from the present a.n.a.logy, perceive the fallacy of such a hope. Perseverance will only create additional perplexity; the whole powers of the child"s mind will become more and more enfeebled, or totally prostrated; the labour of the teacher will be lost; and he will find his pupil now, and for some time afterwards, much less able to take a clear and distinct view of any subject than he was before.

There is yet one other point of a.n.a.logy between the supply of food for the body and the mind, to which we must also allude. It is to be found in the baneful, and often destructive, effects of unnatural stimulants applied to the mental appet.i.te, which strikingly correspond in their effects to the pernicious habit of supplying stimulants to the young in their ordinary food.--Stimulants will no doubt, in both cases, produce for the time additional excitement;--but they are neither natural nor necessary. In all ordinary cases, Nature has made ample provision for the supposed want, of which the craving--the natural and healthy craving--of children for knowledge and for food, gives ample testimony.

To counteract or to weaken this natural desire would be improper;--but artificially to _increase_ it is always dangerous. The reason is obvious; for the excitement thus caused being unnatural, it is always temporary; but its pernicious effects very soon become extensive and permanent. Every physician knows, that the habitual use of stimulants in the food of the young, weakens the tone of the stomach, palls the appet.i.te, creates a disrelish for plain and wholesome food, and frequently destroys the powers of digestion for ever after. Very similar are the effects of unnatural stimulants to the mental appet.i.te in training and teaching the young, when these stimulants are habitually, or even frequently administered. Their curiosity,--their appet.i.te for knowledge,--is naturally so vigorous, that the repet.i.tion, or the reading of any story, however commonplace or uninteresting to us, gives them the sincerest pleasure, provided only that they understand and can follow it. This is a most wise and beneficent provision of Nature, of which parents and teachers should be careful to take advantage. It is because of this disposition in children, that in all ordinary cases, the simplest narrative or anecdote in ordinary life, may be successfully employed in giving them mental strength, and in communicating permanent moral instruction. But whenever unnatural and injudicious excitements are used in their instruction, and the child"s imagination has been stimulated and defiled by the ideas of giants and ogres, fairies and ghosts, the whole natural tone of the mind is destroyed, plain and even interesting stories and narratives lose their proper attraction, and a diseased and insatiable appet.i.te for the marvellous and the horrible is generally created. Even to adults, and much more to children, whose minds have been thus abused, the plain paths of probability and truth have lost every charm; and the study of abstract but useful subjects becomes to them a nauseous task--an intolerable burden.

The accuracy of this a.n.a.logy, we think, will readily be admitted by all.

And if so, it will at least help to ill.u.s.trate, if it does not prove, some of the important conclusions to which we shall find ourselves led upon other, and philosophical grounds. But as the prejudices which, during several centuries, have been gradually congregating around the science of education are so many and so powerful, every legitimate means, and this among others, should be combined for the purpose of removing them.

CHAP. III.

_How Nature may be imitated in Communicating Knowledge to the Pupil, by the Reiteration of Ideas._

The phenomenon in mechanics and natural philosophy, which is popularly termed "Suction," may be exhibited in a thousand different ways, and yet all are the result of but one cause. When we witness the various phenomena of the air and common pump,--the barometer and the cupping gla.s.s,--the sipping of our tea, and the traversing of an insect on the mirror or the roof,--the operations appear so very dissimilar, that we are ready to attribute them to the action of a variety of agents. But it is not so;--for when we trace each of them back to its primitive cause, we find that each and all of these wonders are produced by the weight of the atmosphere, and _that alone_. In precisely the same manner, knowledge may apparently be communicated to the human mind in a thousand different ways; and yet, when we examine each, and trace it to its primitive cause, we find the phenomenon to be one--and _one alone_. The truth has been received and lodged with the memory,--made part of our knowledge--by _the reiteration of its idea_ by the mind itself;--by an exercise of active, voluntary thought upon the knowledge thus communicated. The cause and the effect invariably follow each other both in old and young; for whenever a new idea is perceived and reiterated by the pupil,--if it should be but once,--the knowledge of the child is to that extent increased; but whenever this act of the mind is awanting, there can be no additional information received;--the increase of knowledge is found to be impossible. This appears to be a law of our Nature, to which we know of no exception.

It is also worthy of remark here, that the retention or permanence of the ideas thus committed to the keeping of the memory depends upon two circ.u.mstances. The first is, the vigour of the mental powers, or the intensity of the impression made upon them at the time of reiteration;--and the second, and certainly the princ.i.p.al circ.u.mstance, is the frequency of their reiteration by the mind. In evidence of the first we see, that a fall, a fright, or a narrow escape from imminent danger, although it occurred but once, and perhaps in early infancy, will be remembered through life; and in proof of the second, we find, that the scenes and circ.u.mstances of childhood being frequently and daily reiterated by the mind, at a time when it has little else to reiterate, remain permanently on the memory. The object therefore most to be desired by the teacher, is an exercise, or a series of exercises, by which, in his attempts to communicate knowledge to his pupil, this act of reiteration may be secured, and if possible repeated at pleasure, for more permanently fixing on the memory the knowledge communicated.

In a former chapter we shewed, that this act of reiteration is the instrument employed by Nature for cultivating the powers of the mind as well as for communicating and impressing knowledge;--and we have also shewn that Nature in that process was successfully imitated by means of the catechetical exercise. This exercise has accordingly been found as powerful and efficient in promoting this, her second object, as it is in the first. The success of the catechetical exercise in communicating knowledge clearly to the young, even when it is but imperfectly managed, has been extensive and uniform; but wherever its nature has been properly understood, and it has been scientifically conducted, the amount of knowledge communicated in a given time, and with a given amount of mental and physical labour, stands confessedly without a parallel in the previous history of education. Minds the most obtuse, habits of listlessness the most inveterate, and mental imbecility, bordering on idiotcy, have been powerfully a.s.sailed and overcome; and knowledge, by means of this exercise, has forced its way, and firmly secured a place for itself, in minds which previously were little more than a blank.

The causes of its success in cultivating the powers of the mind were formerly explained; but its adaptation to the communicating of knowledge is still more peculiarly striking. We shall endeavour to point out a few of these peculiarities.

Let us for that purpose suppose a teacher desirous of communicating to a child the important fact, that "G.o.d at first made all things of nothing to shew his greatness;" it must be done, either by the child reading or hearing the sentence. If it be read, there is at least a chance, that the words may be all decyphered, and audibly p.r.o.nounced, while the ideas contained in them have not yet reached the mind. The child may have carefully examined each word as it occurred, and may have reiterated each of them on his mind as he read them, and yet there may not be the slightest addition to his knowledge. The reiteration of _words_, as we have before explained, is not that which Nature requires, but the reiteration of _ideas_; and although we may, by subst.i.tuting the one for the other, deceive ourselves, Nature will not be deceived; for unless the ideas contained in the sentence be reiterated by the mind, there can be no additional information conveyed.--The same thing may happen, if the words, instead of being read by the child, are announced by the teacher. The pupil may in that case hear the sounds; nay, he may repeat the words, and thus reiterate _them_ in his mind after the teacher; but if he has not translated the words into their proper ideas as he proceeded, experience proves, that his knowledge remains as limited as before;--there has been no additional information. These cases are so common, and so uniform, that no farther ill.u.s.tration we think needs be given of them.

The desideratum in both these cases is, some exercise by which the child shall be compelled to translate the words into their several ideas; and by reiterating the ideas themselves, not the words which convey them, he shall be enabled at once to commit them to the keeping of the memory, and thus make them part of his knowledge. The catechetical exercise supplies this want. For if, in either case, after the words have been read or repeated, the child is asked, "What did G.o.d make?" the translation of the words into the ideas, if previously neglected, is now forced upon him, because without this it is impossible for him to prepare the answer. The ideas must be drawn from the words, and reiterated by the mind, independently of the words, before the exercise can be completed. And not only must the particular idea which answers the question be extracted, but _the whole_ of the ideas contained in the sentence must be reiterated by the mind, before the selection can be begun, and the choice made. It is also specially worthy of remark, that even in such a case as this, where, on the sentence being read or heard, the words alone were at first perceived, yet no sooner does the mind proceed to its legitimate object, the reiteration of the ideas which the words convey, than the words themselves are instantly lost sight of, and in one sense are never again thought of. As soon as the kernel is extracted, the sh.e.l.l has lost its value. The pupil having once got sight of the ideas, tenaciously keeps hold of _them_, and never once thinks again of the words, which were merely the instrument employed by Nature to convey them. When the question is asked, and he answers it, the process consists in his translating the words of the whole sentence into their several ideas, chusing out the idea which answers the question from all the others, and then in clothing that idea in words which are now entirely his own.

In all this there is a long and intricate series of mental exercises, in every one of which the mind is actively employed, and it is in this, as before explained, that the value of this exercise, in cultivating the powers of the mind, really consists. But our present business is with the acquisition of knowledge by its means; and we have to observe, that in each of the mental operations required for the answer of a single question, the ideas contained in the original sentence have repeatedly to undergo the process of reiteration; by which they are more clearly perceived, and more permanently fixed on the memory, than they otherwise could have been. Hence the value of this exercise, even in those cases where the original sentence has been at the first fully understood. This will appear obvious by tracing the mental operation of the pupil from the beginning, when he has to answer the question.

There is first the understanding of the question asked at him. This must be heard and reiterated by the mind before its purport can be perceived, and all this before he can commence the proper mental operation upon the original sentence from which his answer is to be selected. He has then to review the words of the original sentence, still sounding in his ears, and to translate them into their several ideas, before he can begin to select the one required. Then comes the act of selection, having to chuse out from among all the others the special idea required as his answer; and lastly, there is the clothing of that idea in words suitable for the occasion, and the audibly p.r.o.nouncing of these words as the answer required. The rapidity with which the mind pa.s.ses from one part of this exercise to another, may prevent these several operations from being perceived, but it is not the less true that they must have taken place. And hence arises the value of the catechetical exercise, not only in cultivating in an extraordinary degree the mental faculties of the pupil, but in powerfully forcing information upon the mind, and permanently fixing it upon the memory for after use.

But even this does not exhaust the catalogue of benefits to be derived from the use of the catechetical exercise in communicating knowledge to the young. We have supposed only one question to have been asked by the teacher upon the original sentence, and yet we have seen that this one question has in fact in a great measure secured the understanding of the whole of the ideas contained in it. But instead of one question, the catechetical exercise has the power of originating many, each producing successively similar results, but with greater ease to the child, and with much more effect in rivetting the several ideas upon the memory.

The first question, when properly put, gives the pupil the command of the whole proposition; but it requires considerable mental effort in the child to recall the words, and internally to translate the ideas _for the first time_. But when this has once been done, and a second question is asked from the same sentence, the ideas being now more familiar, there is less mental labour required in preparing the answer, and there being equal success, there is of course more satisfaction. The ideas become much more clear and distinct before the mind by a second review; and the effect, in fixing the whole upon the memory, is much more powerful than it could be by means of the first. When therefore the teacher confines himself to the original sentence, and does not indulge in catechetical wanderings, the questions, "When did G.o.d make all things?" "How many things did G.o.d make?" "Of what did G.o.d make all things?" and, "Why did G.o.d make all things?" produce extensive and powerful effects. The pupil finds himself able to master each question in succession without difficulty, and the answering of each appears to him a triumph. Whoever has been in the habit of making use of this exercise in the manner explained above, must have witnessed with pleasure the life, and energy, and delight, which it invariably infuses into the scholar, giving education a perfectly different aspect from what it usually a.s.sumes in the eyes of the young, and making it even in the estimation of the pupil a formidable rival to his play. In this manner has Nature set her seal upon this exercise, as a near approximation to her own process for attaining the two preparatory objects she has in view in the education of the young; that of cultivating the powers of the mind, and that of communicating to her pupils the elements of knowledge.

This exercise has been reduced to a regular system, which has placed it more directly at the command of all who undertake the instruction of the young. By a little attention on the part of parents and teachers, to a few simple rules, they may catechise upon any book, and apply the exercise to any species of knowledge whatever. We shall endeavour to explain the nature and uses of these rules.

For the purposes of this exercise, the school books of the pupil are supposed to consist of sentences, each of the princ.i.p.al _words_ in which conveys some specific idea;--these again are combined into _clauses_, which also convey an idea;--and the combination of these clauses in a _sentence_, or _paragraph_, usually forms a complete truth. For example, the sentence, "G.o.d at first [made all things] of nothing [to shew his greatness,"] contains one great truth; but the sentence which conveys it, embodies at least two _clauses_, inclosed in brackets, while the whole is made up of _words_, each of which is the sign of an idea which may readily be separated from all the others. Now it is evident, that questions may be formed by the teacher relative to each of these three parts. He may ask a question, which shall require the _whole_ truth for the answer; or one which will be answered by a _clause_; or another which is answered by a _word_.

In "revising," accordingly, where time is an object, the teacher confines himself to those general questions which bring out the _whole truth_ at once, as is exemplified in the Larger and Shorter Catechisms.

This is called the "Connecting Exercise," because it is employed in uniting sections together, which have previously been taught to the pupils separately, but which are necessary to be perceived also in connection. This, however, would be too limited an exercise for the purpose of directing the mind to the several parts of a truth for the first time; and therefore the teacher in those cases forms his questions chiefly upon the _clauses_ in the sentence, and the other words which have some material relation to them, and this is called the "General Exercise." But even this is not enough, where the child is dull, or where healthful mental exercise is required; and accordingly in that case, the teacher not only questions upon the clauses in connection with the other princ.i.p.al words, but he takes the _words_, of which the clauses are composed, and catechises the child upon them also. This is called the "Verbal Exercise," which has been found of great value in the teacher"s intercourse with his younger cla.s.ses. Upon these principles the Initiatory Catechisms and their Keys have been formed, together with the several Helps for communicating Scriptural knowledge. The success of these school books, although labouring under all the disadvantages of new instruments, imperfectly formed to work out new principles, is mainly to be attributed to the close imitation of Nature aimed at in all their exercises.

The _rule_ for the parent or teacher in mastering these exercises is the same in all; it consists simply in forming the question in such a manner, as that the word, the clause, or the whole proposition, shall be required to make the answer. Sufficient explanation and examples of all this will be found in the Note.[13]

The uniform results of many experiments, have established the importance of this exercise as an instrument in communicating knowledge to the ignorant, whether young or old. We shall shortly advert to a few of the circ.u.mstances connected with these experiments, for the purpose of satisfactorily establishing this.

In an experiment made in May 1828, under the direction of the Very Rev.

Dr Baird, Princ.i.p.al of the University of Edinburgh, before the Lord Provost, and several of the Professors and Clergymen of that city, nine adult criminals, "taken without regard to their abilities," and who, in the opinion of Governor Rose, "formed a fair average of the usual prisoners," were, in the s.p.a.ce of three successive weeks, exercised in whole for eighteen or twenty hours. They were at the end of that time minutely examined in the Chapel of the County Jail, in the presence of the Right Honourable and Reverend Professors and Gentlemen, who formed Princ.i.p.al Baird"s committee; and their Report of the experiment and its effects bears, that "the result of this important experiment was, in every point, satisfactory. Not only had much religious knowledge been acquired by the pupils, and that of the most substantial, and certainly the least evanescent kind; but it appeared to have been acquired with ease, and even with satisfaction--a circ.u.mstance of material importance in every case, but especially in that of adult prisoners." "The examination evidently brought out only a specimen of their knowledge, and did by no means comprise all that had been acquired by them; but, even though it had const.i.tuted the whole amount of their information, the fact that such a treasure had been ama.s.sed in three weeks is in itself astonishing. The writer of this Minute 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 every where, would be followed by effects incalculably precious to the individuals themselves, and to the improving of society in general."

The efficiency of this exercise in communicating knowledge, was equally conspicuous in another experiment, conducted under the eye of the Princ.i.p.al, Professors, and Clergymen of Aberdeen, in July 1828. The persons on whom this experiment was made, were children taken from the lower cla.s.ses of society, carefully selected on two several days, by a committee of clergymen appointed for the purpose, from the various schools in the city. These children were all carefully and individually examined in private by the committee, and were chosen from among their companions, not on account of their natural abilities, or educational acquirements, but specially and simply on account of their ignorance.

The precautions taken by the Rev. and learned examinators, to secure accuracy in their ultimate decision, were at once judicious and complete; and were intended to enable them to say with confidence at the close of the experiment, that the results, whatever they might be, were really the effects of the exercise and discipline to which the children during it had been subjected, and were in no respect due to the previous capacity or the attainments of the children.

To secure this important preliminary object, therefore, the sub-committee of clergymen above alluded to was appointed, as soon as the experiment was determined upon, with instructions to collect a cla.s.s of the most ignorant children they could find, attending the several schools, and who it was thought would be, of course, most incapacitated for receiving instruction. This sub-committee, consisting of the Rev.

John Murray, the Rev. Abercromby L. Gordon, and the Rev. David Simpson, in their previous Report, say, "We, on two several days, met with the children which were collected from the various schools, and examined them individually, and apart from each other; avoiding every appearance of formality, and endeavouring to draw them into familiar conversation, that we might correctly ascertain the state of their religious knowledge on the three following points, which we considered to be the best criterion by which to judge of their understanding of the other less important points in the gospel scheme of salvation.--These points were, 1. Our connection, as sinners, with Adam; 2. Our connection with Christ as the Saviour; 3. The means by which we become interested in the salvation of Christ. On minutely examining each child on these points, one by one, and endeavouring, by varied and familiar language and cross-questioning, without confusing their ideas, to ascertain the knowledge which they possessed on these first principles, we accurately, and at the time, minuted the result, distinguishing those points which they understood, and those which they did not. From this list we afterwards selected twenty-two names, of children who appeared from the list, to be the most ignorant, by _not having any marks of approval on any one of these points_ on which they were examined;--although delicacy to the children, as well as to their parents and teachers, prevented us from stating to them, that this was the principle by which we had been regulated in our selection. From these twenty-two children, Mr Gall has made up his cla.s.s of ten, for this experiment, which he proposes shall continue for eight days, occupying two hours each day; and having thus chosen that cla.s.s of pupils which appeared to us the most ignorant, we have, in justice to Mr Gall and this system of teaching, stated the fact, leaving the examinators to make what allowance they may on this account think proper, in determining on the failure or success of this very important and interesting experiment."

This was the state of the children"s knowledge and capacity when the experiment began; and the following was found to be the state of these same children"s knowledge when examined publicly in the East Church, before the Very Rev. Princ.i.p.al, Professors, and Clergymen of the city, and a large congregation of the citizens, eight days afterwards.

The children were first interrogated minutely on the doctrines of the gospel, which had been previously arranged in a list under sixteen different heads, embodying all the leading doctrinal points in the Confession of Faith and Shorter Catechism, a copy of which was handed to the Very Rev. Princ.i.p.al Jack, who presided. The Report of the Experiment, prepared by their Committee, goes on to say, that "After being examined generally and satisfactorily on each of these heads, the chairman, by means of a list of the names with which he was furnished, called up some of them individually, who were carefully examined, and shewed, by their answers, that they severally understood the nature of the above doctrines, and their mutual relation to each other.

"They were then examined on the Old Testament History, from the account of the death of Moses, downwards, to that of the revolt of the Ten Tribes in the reign of Rehoboam. Here they distinctly stated and described all the leading circ.u.mstances of the narrative comprised in the "First Step," whose brief but comprehensive outline they appeared, in various instances, to have filled up at home, by reading in their Bibles the corresponding chapters. They were next examined in the same way, on several sections of the New Testament," with which they had also acquired an extensive practical knowledge, besides some useful information in Civil History, Biography, and Natural Philosophy, on all which they were closely and extensively examined.

In another experiment, undertaken at the request, and under the sanction, of the Sunday School Union of London, the efficiency of this exercise, as a successful imitation of Nature in communicating knowledge, was also satisfactorily ascertained. We shall at present advert only to one feature of it, as being more immediately connected with the present branch of our subject, that of communicating knowledge to the most ignorant and depraved.

The Report of this Experiment, drawn up by the Secretaries of that Inst.i.tution, records, that "it had been requested, that, if possible, children should be procured, somewhat resembling the heathen, (or persons in a savage state,) whose intellectual and moral attainments were bounded only by their knowledge of natural objects, and whose feelings and obligations were of course regulated princ.i.p.ally by coercion and fear of punishment."

Two gentlemen of the Committee, accordingly, undertook the search, and at last procured from the streets three children, a boy and two girls of the ages, so far as could be ascertained, (for they themselves could not tell,) of seven, nine, and eleven years, whom we shall designate G, H, and I. These children had no knowledge of letters; knew no more than the name of G.o.d, and that he was in the skies, but could not tell any thing about him, or what he had done. They knew not who made the sun, nor the world, nor themselves. They had no idea of a soul, or that they should live after death. One had a confused idea of the name of Jesus, as connected with prayers; which, however, she did not understand, but had never heard of Adam, Noah, or Abraham. When asked if they knew any thing of Moses, one on them (viz. I,) instantly recollected the name; but when examined, it was found that she only referred to a cant term usually bestowed upon the old-clothesmen of London. They had no idea of a Saviour; knew nothing of heaven or h.e.l.l; had never heard of Christ, and knew not whether the name belonged to a man or a woman. The boy, (H,) when strictly interrogated on this point, and asked, whether he indeed knew nothing at all of Jesus Christ, thinking his veracity called in question, replied with much earnestness, and in a manner that showed the rude state of his mind, "No; upon my soul, I do not!"

This cla.s.s, after eleven days" teaching, conducted in public, and in the presence of numbers of teachers, during one hour daily, were publicly examined in the Poultry Chapel, by a number of clergymen, before the Committee of the Sunday School Union, and a numerous congregation. The Report goes on to say, that the children of this cla.s.s "were examined, minutely and individually, on the great leading doctrines of Christianity. The enumeration and ill.u.s.trations of the several doctrines were given with a simplicity, and in a language, peculiarly their own; which clearly proved the value of that part of the Lesson System which enjoins the dealing with the ideas, rather than with the words; and which shewed, that they had acquired a clear knowledge of the several truths. They were also examined on some parts of the Old Testament History," with which, during that short period, they had been made thoroughly acquainted.

These facts of themselves, and they could be enlarged to almost any extent, clearly prove the power and the value of this exercise in communicating knowledge to the young. And, as we have seen that its efficiency consists entirely in its close imitation of the process of Nature in accomplishing the same object, we are the better warranted to press upon the minds of all who are interested in education and the art of teaching, the importance of keeping strictly to Nature, so far as we can trace her operations; as it is by doing so alone that we are sure of success. It may no doubt be said, that there are other ways of communicating knowledge to the young, besides the catechetical exercise; and therefore the necessity of adopting it is neither so necessary nor so urgent. To this it may be answered, that there have been other plans adopted, in urgent cases, for the nourishment of the body, besides the common mode of eating and digesting food; but all such plans are unnatural, and are of course but momentary and inadequate;--this, therefore, would form no argument for depriving children of their food.

But even this argument is not parallel; for, although it has been found that partial nourishment may be conveyed to the blood otherwise than by the stomach, it has not yet been ascertained that any idea can enter the mind, except by this act of "reiteration." Unless, therefore, something definite can be brought forward, which will secure the performance of this act, different from the catechetical exercise, or the several modifications of it, that exercise ought to be considered as a necessary agent in every attempt of the teacher to communicate knowledge.

But this admission in a philosophical question is much more than is at all necessary for our present purpose. It is in every view of the case sufficient to shew, that knowledge cannot be imparted without voluntary active thought upon the ideas communicated, or what we have termed, "reiteration;"--and if this be once admitted, and if it can be shewn that the catechetical exercise produces this result _more certainly_, and _more powerfully_, than any other mode of instruction yet known, then nothing but prejudice will lead to the neglect of this, or will give the preference to another. And it is a remarkable fact, that on investigation it will be found, that almost every useful exercise introduced into schools within the last thirty years, owes its efficiency to the presence, more or less, of the principles which we have been explaining, as embodied in the catechetical exercise.[14]

FOOTNOTES:

[13] Note L.

CHAP. IV.

_On the Means by which Nature may be imitated in Exercising the Principle of Individuation._

While it appears to be a law of Nature, that there can be no acc.u.mulation of knowledge without the act of reiteration, yet there are other principles which she brings into operation in connection with it, by which the amount of the various branches of knowledge received is greatly increased, and the knowledge itself more easily comprehended, and more permanently retained upon the memory.

The first of these principles, which we have before alluded to and described, is that of "individuation;" that principle by which an infant or child is induced to concentrate the powers of its mind upon a new object, and that to the exclusion for the time of every other, till it has become acquainted with it.

In a former chapter we found, that as long as a child remains solely under the guidance of Nature, it will not allow its attention to be distracted by different _unknown_ objects at the same time; but whenever it selects one for examination, it invariably for the time abandons the consideration of every other. The consequence of this is, that infants, with all their physical and mental imbecility, acquire more real knowledge under the tuition of Nature in one year, than children who are double their age usually gain by the imperfect and unnatural exercises of unreformed schools in three or four. The cause of this is easily detected, and may be ill.u.s.trated by the a.n.a.logy of any one of the senses. The eye, for example, like the mind, must not only see the object, but it must look upon it--examine it--before the child can either become acquainted with it at the time, or remember it afterwards.

But if unknown objects are made rapidly to flit past the eye of the child, so that this cannot be done before there is time to fix the attention upon any of them, the labour of the exhibitor is not only lost, but the sight of the child is impaired;--the eye itself is injured, and is less able, for some time afterwards, to look steadily upon any other object, even when that object is stationary. Such is the injury and the confusion created in the mind of a child when it is hurried forward from object to object, or from truth to truth, before the mind has had leisure to lay hold of them, or to concentrate its powers upon the ideas they suggest. The labour of the teacher in that case is not only lost, and the child hara.s.sed and irritated, but the powers of the mind, instead of being brightened and strengthened, are bewildered and mystified, and must therefore be weakened in a corresponding degree.

The method to be adopted therefore for the imitation of Nature in the working of this principle, will consist in bringing forward, for the consideration of the child, every new letter, or word, or truth, or object, _by itself_. When presented separately and alone, there is no distraction of mind--no confusion of ideas; the child is allowed to consider it well before learning it, so that he will know something of its form or its nature, and will remember it again when it is either presented to his notice alone, or when it is grouped with others. His idea of the object or truth may be indistinct and faint at first, but it is correct so far as it goes; and the ideas which he retains concerning it, are obviously much more extensive, than if the mind at its first presentation had been disturbed or bewildered by the addition of something else.

His idea of the object or the truth, after being repeatedly considered, may still be very inadequate, but it will now be distinct; and it is the want of this precision in the pupil"s mind that so frequently deceives teachers, and confuses and obstructs the future advance of the scholars.