Читать книгу Practical Education, Volume I - Edgeworth Maria - Страница 4

Pere Bourgeois, one of the missionaries to China, attempted to preach a Chinese sermon to the Chinese. His own account of the business is the best we can give.

"They told me Chou signifies a book, so that I thought whenever the word Chou was pronounced, a book was the subject of discourse; not at all. Chou, the next time I heard it, I found signified a tree. Now I was to recollect Chou was a book, and a tree; but this amounted to nothing. Chou I found also expressed great heats. Chou is to relate. Chou is the Aurora. Chou means to be accustomed. Chou expresses the loss of a wager, &c. I should never have done were I to enumerate all its meanings******.

"I recited my sermon at least fifty times to my servant before I spoke it in public; and yet I am told, though he continually corrected me, that of the ten parts of the sermon (as the Chinese express themselves) they hardly understood three. Fortunately the Chinese are wonderfully patient."

Children are sometimes in the condition in which the Chinese found themselves at this learned missionary's sermon, and their patience deserves to be equally commended. The difficulty of understanding the Chinese Chou, strikes us immediately, and we sympathise with Pere Bourgeois's perplexity; yet, many words, which are in common use amongst us, may perhaps be as puzzling to children. Block (see Johnson's Dictionary) signifies a heavy piece of timber, a mass of matter. Block means the wood on which hats are formed. Block means the wood on which criminals are beheaded. Block is a sea-term for pulley. Block is an obstruction, a stop; and, finally, Block means a blockhead.

There are in our language, ten meanings for sweet, ten for open, twenty-two for upon, and sixty-three for to fall. Such are the defects of language! But, whatever they may be, we cannot hope immediately to see them reformed, because common consent, and universal custom, must combine to establish a new vocabulary. None but philosophers could invent, and none but philosophers would adopt, a philosophical language. The new philosophical language of chemistry was received at first with some reluctance, even by chemists, notwithstanding its obvious utility and elegance. Butter of antimony, and liver of sulphur, flowers of zinc, oil of vitriol, and spirit of sulphur by the bell, powder of algaroth, and salt of alembroth, may yet long retain their ancient titles amongst apothecaries. There does not exist in the mineral kingdom either butter or oil, or yet flowers; these treacherous names13 are given to the most violent poisons, so that there is no analogy to guide the understanding or the memory: but Custom has a prescriptive right to talk nonsense. The barbarous enigmatical jargon of the ancient adepts continued for above a century to be the only chemical language of men of science, notwithstanding the prodigious labour to the memory, and confusion to the understanding, which it occasioned: they have but just now left off calling one of their vessels for distilling, a death's head, and another a helmet. Capricious analogy with difficulty yields to rational arrangement. If such has been the slow progress of a philosophical language amongst the learned, how can we expect to make a general, or even a partial reformation amongst the ignorant? And it may be asked, how can we in education attempt to teach in any but customary terms? There is no occasion to make any sudden or violent alteration in language; but a man who attempts to teach, will find it necessary to select his terms with care, to define them with accuracy, and to abide by them with steadiness; thus he will make a philosophical vocabulary for himself. Persons who want to puzzle and to deceive, always pursue a contrary practice; they use as great a variety of unmeaning, or of ambiguous words, as they possibly can.14 That state juggler, Oliver Cromwell, excelled in this species of eloquence; his speeches are models in their kind. Count Cagliostro, and the Countess de la Motte, were not his superiors in the power of baffling the understanding. The ancient oracles, and the old books of judicial astrologers, and of alchymists, were contrived upon the same principles; in all these we are confounded by a multiplicity of words which convey a doubtful sense.

Children, who have not the habit of listening to words without understanding them, yawn and writhe with manifest symptoms of disgust, whenever they are compelled to hear sounds which convey no ideas to their minds. All supernumerary words should be avoided in cultivating the power of attention.

The common observation, that we can attend to but one thing at a time, should never be forgotten by those who expect to succeed in the art of teaching. In teaching new terms, or new ideas, we must not produce a number at once. It is prudent to consider, that the actual progress made in our business at one sitting is not of so much consequence, as the desire left in the pupil's mind to sit again. Now a child will be better pleased with himself, and with his tutor, if he acquire one distinct idea from a lesson, than if he retained a confused notion of twenty different things. Some people imagine, that as children appear averse to repetition, variety will amuse them. Variety, to a certain degree, certainly relieves the mind; but then the objects which are varied must not all be entirely new. Novelty and variety, joined, fatigue the mind. Either we remain passive at the show, or else we fatigue ourselves with ineffectual activity.

A few years ago, a gentleman15 brought two Eskimaux to London – he wished to amuse, and at the same time to astonish, them with the great magnificence of the metropolis. For this purpose, after having equipped them like English gentlemen, he took them out one morning to walk through the streets of London. They walked for several hours in silence; they expressed neither pleasure nor admiration at any thing which they saw. When their walk was ended, they appeared uncommonly melancholy and stupified. As soon as they got home, they sat down with their elbows upon their knees, and hid their faces between their hands. The only words they could be brought to utter, were, "Too much smoke – too much noise – too much houses – too much men – too much every thing!"

Some people who attend public lectures upon natural philosophy, with the expectation of being much amused and instructed, go home with sensations similar to those of the poor Eskimaux; they feel that they have had too much of every thing. The lecturer has not time to explain his terms, or to repeat them till they are distinct in the memory of his audience.16 To children, every mode of instruction must be hurtful which fatigues attention; therefore, a skilful preceptor will, as much as possible, avoid the manner of teaching, to which the public lecturer is in some degree compelled by his situation. A private preceptor, who undertakes the instruction of several pupils in the same family, will examine with care the different habits and tempers of his pupils; and he will have full leisure to adapt his instructions peculiarly to each.

There are some general observations which apply to all understandings; these we shall first enumerate, and we may afterwards examine what distinctions should be made for pupils of different tempers or dispositions.

Besides distinctness and accuracy in the language which we use, besides care to produce but few ideas or terms that are new in our first lessons, we must exercise attention only during very short periods. In the beginning of every science pupils have much laborious work; we should therefore allow them time; we should repress our own impatience when they appear to be slow in comprehending reasons, or in seizing analogies. We often expect, that those whom we are teaching should know some things intuitively, because these may have been so long known to us that we forget how we learned them. We may from habit learn to pass with extraordinary velocity from one idea to another. "Some often repeated processes of reasoning or invention," says Mr. Stewart, "may be carried on so quickly in the mind, that we may not be conscious of them ourselves." Yet we easily convince ourselves that this rapid facility of thought is purely the result of practice, by observing the comparatively slow progress of our understandings in subjects to which we have not been accustomed: the progress of the mind is there so slow, that we can count every step.

We are disposed to think that those must be naturally slow and stupid, who do not perceive the resemblances between objects which strike us, we say, at the first glance. But what we call the first glance is frequently the fiftieth: we have got the things completely by heart; all the parts are known to us, and we are at leisure to compare and judge. A reasonable preceptor will not expect from his pupils two efforts of attention at the same instant; he will not require them at once to learn terms by heart, and to compare the objects which those terms represent; he will repeat his terms till they are thoroughly fixed in the memory; he will repeat his reasoning till the chain of ideas is completely formed.

Repetition makes all operations easy; even the fatigue of thinking diminishes by habit. That we may not increase the labour of the mind unseasonably, we should watch for the moment when habit has made one lesson easy, and when we may go forward a new step. In teaching the children at the House of Industry at Munich to spin, Count Rumford wisely ordered that they should be made perfect in one motion before any other was shown to them: at first they were allowed only to move the wheel by the treadle with their feet; when, after sufficient practice, the foot became perfect in its lesson, the hands were set to work, and the children were allowed to begin to spin with coarse materials. It is said that these children made remarkable good spinners. Madame de Genlis applied the same principle in teaching Adela to play upon the harp.17

In the first attempts to learn any new bodily exercise, as fencing or dancing, persons are not certain what muscles they must use, and what may be left at rest; they generally employ those of which they have the most ready command, but these may not always be the muscles which are really wanted in the new operation. The simplest thing appears difficult, till, by practice, we have associated the various slight motions which ought to be combined. We feel, that from want of use, our motions are not obedient to our will, and to supply this defect, we exert more strength and activity than is requisite. "It does not require strength; you need not use so much force; you need not take so much pains;" we frequently say to those who are making the first painful awkward attempts at some simple operation. Can any thing appear more easy than knitting, when we look at the dexterous, rapid motions of an experienced practitioner? But let a gentleman take up a lady's knitting needles, and knitting appears to him, and to all the spectators, one of the most difficult and laborious operations imaginable. A lady who is learning to work with a tambour needle, puts her head down close to the tambour frame, the colour comes into her face, she strains her eyes, all her faculties are exerted, and perhaps she works at the rate of three links a minute. A week afterwards, probably, practice has made the work perfectly easy; the same lady goes rapidly on with her work; she can talk and laugh, and perhaps even think, whilst she works. She has now discovered that a number of the motions, and a great portion of that attention which she thought necessary to this mighty operation, may be advantageously spared.

In a similar manner, in the exercise of our minds upon subjects that are new to us, we generally exert more attention than is necessary or serviceable, and we consequently soon fatigue ourselves without any advantage. Children, to whom many subjects are new, are often fatigued by these overstrained and misplaced efforts. In these circumstances, a tutor should relieve the attention by introducing indifferent subjects of conversation; he can, by showing no anxiety himself, either in his manner or countenance, relieve his pupil from any apprehension of his displeasure, or of his contempt; he can represent that the object before them is not a matter of life and death; that if the child does not succeed in the first trials, he will not be disgraced in the opinion of any of his friends; that by perseverance he will certainly conquer the difficulty; that it is of little consequence whether he understands the thing in question to-day or to-morrow; these considerations will calm the over-anxious pupil's agitation, and, whether he succeed or not, he will not suffer such a degree of pain as to disgust him in his first attempts.

Besides the command which we, by this prudent management, obtain over the pupil's mind, we shall also prevent him from acquiring any of those awkward gestures and involuntary motions which are sometimes practised to relieve the pain of attention.

Dr. Darwin observes, that when we experience any disagreeable sensations, we endeavour to procure ourselves temporary relief by motions of those muscles and limbs which are most habitually obedient to our will. This observation extends to mental as well as to bodily pain; thus persons in violent grief wring their hands and convulse their countenances; those who are subject to the petty, but acute miseries of false shame, endeavour to relieve themselves by awkward gestures and continual motions. A plough-boy, when he is brought into the presence of those whom he thinks his superiors, endeavours to relieve himself from the uneasy sensations of false shame, by twirling his hat upon his fingers, and by various uncouth gestures. Men who think a great deal, sometimes acquire habitual awkward gestures, to relieve the pain of intense thought.

When attention first becomes irksome to children, they mitigate the mental pain by wrinkling their brows, or they fidget and put themselves into strange attitudes. These odd motions, which at first are voluntary, after they have been frequently associated with certain states of mind, constantly recur involuntarily with those feelings or ideas with which they have been connected. For instance, a boy, who has been used to buckle and unbuckle his shoe, when he repeats his lesson by rote, cannot repeat his lesson without performing this operation; it becomes a sort of artificial memory, which is necessary to prompt his recollective faculty. When children have a variety of tricks of this sort, they are of little consequence; but when they have acquired a few constant and habitual motions, whilst they think, or repeat, or listen, these should be attended to, and the habits should be broken, otherwise these young people will appear, when they grow up, awkward and ridiculous in their manners; and, what is worse, perhaps their thoughts and abilities will be too much in the power of external circumstances. Addison represents, with much humour, the case of a poor man who had the habit of twirling a bit of thread round his finger; the thread was accidentally broken, and the orator stood mute.

We once saw a gentleman get up to speak in a public assembly, provided with a paper of notes written in pencil: during the exordium of his speech, he thumbed his notes with incessant agitation; when he looked at the paper, he found that the words were totally obliterated; he was obliged to apologize to his audience; and, after much hesitation, sat down abashed. A father would be sorry to see his son in such a predicament.

To prevent children from acquiring such awkward tricks whilst they are thinking, we should in the first place take care not to make them attend for too long a time together, then the pain of attention will not be so violent as to compel them to use these strange modes of relief. Bodily exercise should immediately follow that entire state of rest, in which our pupils ought to keep themselves whilst they attend. The first symptoms of any awkward trick should be watched; they are easily prevented by early care from becoming habitual. If any such tricks have been acquired, and if the pupil cannot exert his attention in common, unless certain contortions are permitted, we should attempt the cure either by sudden slight bodily pain, or by a total suspension of all the employments with which these bad habits are associated. If a boy could not read without swinging his head like a pendulum, we should rather prohibit him from reading for some time, than suffer him to grow up with this ridiculous habit. But in conversation, whenever opportunities occur of telling him any thing in which he is particularly interested, we should refuse to gratify his curiosity, unless he keeps himself perfectly still. The excitement here would be sufficient to conquer the habit.

Whatever is connected with pain or pleasure commands our attention; but to make this general observation useful in education, we must examine what degrees of stimulus are necessary for different pupils, and in different circumstances. We have formerly observed,18 that it is not prudent early to use violent or continual stimulus, either of a painful or a pleasurable nature, to excite children to application, because we should by an intemperate use of these, weaken the mind, and because we may with a little patience obtain all we wish without these expedients. Besides these reasons, there is another potent argument against using violent motives to excite attention; such motives frequently disturb and dissipate the very attention which they attempt to fix. If a child be threatened with severe punishment, or flattered with the promise of some delicious reward, in order to induce his performance of any particular task, he desires instantly to perform the task; but this desire will not ensure his success: unless he has previously acquired the habit of voluntary exertion, he will not be able to turn his mind from his ardent wishes, even to the means of accomplishing them. He will be in the situation of Alnaschar in the Arabian tales, who, whilst he dreamt of his future grandeur, forgot his immediate business. The greater his hope or fear, the greater the difficulty of his employing himself.

To teach any new habit or art, we must not employ any alarming excitements: small, certain, regularly recurring motives, which interest, but which do not distract the mind, are evidently the best. The ancient inhabitants of Minorca were said to be the best slingers in the world; when they were children, every morning what they were to eat was slightly suspended from high poles, and they were obliged to throw down their breakfasts with their slings from the places where they were suspended, before they could satisfy their hunger. The motive seems to have been here well proportioned to the effect that was required; it could not be any great misfortune to a boy to go without his breakfast; but as this motive returned every morning, it became sufficiently serious to the hungry slingers.

It is impossible to explain this subject so as to be of use, without descending to minute particulars. When a mother says to her little daughter, as she places on the table before her a bunch of ripe cherries, "Tell me, my dear, how many cherries are there, and I will give them to you?" The child's attention is fixed instantly; there is a sufficient motive, not a motive which excites any violent passions, but which raises just such a degree of hope as is necessary to produce attention. The little girl, if she knows from experience that her mother's promise will be kept, and that her own patience is likely to succeed, counts the cherries carefully, has her reward, and upon the next similar trial she will, from this success, be still more disposed to exert her attention. The pleasure of eating cherries, associated with the pleasure of success, will balance the pain of a few moments prolonged application, and by degrees the cherries may be withdrawn, the association of pleasure will remain. Objects or thoughts, that have been associated with pleasure, retain the power of pleasing; as the needle touched by the loadstone acquires polarity, and retains it long after the loadstone is withdrawn.

Whenever attention is habitually raised by the power of association, we should be careful to withdraw all the excitements that were originally used, because these are now unnecessary; and, as we have formerly observed, the steady rule, with respect to stimulus, should be to give the least possible quantity that will produce the effect we want. Success is a great pleasure; as soon as children become sensible to this pleasure, that is to say, when they have tasted it two or three times, they will exert their attention merely with the hope of succeeding. We have seen a little boy of three years old, frowning with attention for several minutes together, whilst he was trying to clasp and unclasp a lady's bracelet; his whole soul was intent upon the business; he neither saw nor heard any thing else that passed in the room, though several people were talking, and some happened to be looking at him. The pleasure of success, when he clasped the bracelet, was quite sufficient; he looked for no praise, though he was perhaps pleased with the sympathy that was shown in his success. Sympathy is a better reward for young children in such circumstances than praise, because it does not excite vanity, and it is connected with benevolent feelings; besides, it is not so violent a stimulus as applause.

Instead of increasing excitements to produce attention, we may vary them, which will have just the same effect. When sympathy fails, try curiosity; when curiosity fails, try praise; when praise begins to lose its effect, try blame; and when you go back again to sympathy, you will find that, after this interval, it will have recovered all its original power. Doctor Darwin, who has the happy art of illustrating, from the most familiar circumstances in real life, the abstract theories of philosophy, gives us the following picturesque instance of the use of varying motives to prolong exertion.

"A little boy, who was tired of walking, begged of his papa to carry him. "Here," says the reverend doctor, "ride upon my gold headed cane;" and the pleased child, putting it between his legs, galloped away with delight. Here the aid of another sensorial power, that of pleasurable sensation, superadded power to exhausted volition, which could otherwise only have been excited by additional pain, as by the lash of slavery."19

Alexander the Great one day saw a poor man carrying upon his shoulders a heavy load of silver for the royal camp: the man tottered under his burden, and was ready to give up the point from fatigue. "Hold on, friend, the rest of the way, and carry it to your own tent, for it is yours," said Alexander.

There are some people, who have the power of exciting others to great mental exertions, not by the promise of specific rewards, or by the threats of any punishment, but by the ardent ambition which they inspire, by the high value which is set upon their love and esteem. When we have formed a high opinion of a friend, his approbation becomes necessary to our own self-complacency, and we think no labour too great to satisfy our attachment. Our exertions are not fatiguing, because they are associated with all the pleasurable sensations of affection, self-complacency, benevolence, and liberty. These feelings, in youth, produce all the virtuous enthusiasm characteristic of great minds; even childhood is capable of it in some degree, as those parents well know, who have never enjoyed the attachment of a grateful affectionate child. Those, who neglect to cultivate the affections of their pupils, will never be able to excite them to "noble ends," by "noble means." Theirs will be the dominion of fear, from which reason will emancipate herself, and from which pride will yet more certainly revolt.

If Henry the Fourth of France had been reduced, like Dionysius the tyrant of Syracuse, to earn his bread as a schoolmaster, what a different preceptor he would probably have made! Dionysius must have been hated by his scholars as much as by his subjects, for it is said, that "he20 practised upon children that tyranny which he could no longer exercise over men."

The ambassador, who found Henry the Fourth playing upon the carpet with his children, would probably have trusted his own children, if he had any, to the care of such an affectionate tutor.

Henry the Fourth would have attached his pupils whilst he instructed them; they would have exerted themselves because they could not have been happy without his esteem. Henry's courtiers, or rather his friends, for though he was a king he had friends, sometimes expressed surprise at their own disinterestedness: "This king pays us with words," said they, "and yet we are satisfied!" Sully, when he was only Baron de Rosny, and before he had any hopes of being a duke, was once in a passion with the king his master, and half resolved to leave him: "But I don't know how it was," says the honest minister, "with all his faults, there is something about Henry which I found I could not leave; and when I met him again, a few words made me forget all my causes of discontent."

Children are more easily attached than courtiers, and full as easily rewarded. When once this generous desire of affection and esteem is raised in the mind, their exertions seem to be universal and spontaneous: children are then no longer like machines, which require to be wound up regularly to perform certain revolutions; they are animated with a living principle, which directs all that it inspires.

We have endeavoured to point out the general excitements, and the general precautions, to be used in cultivating the power of attention; it may be expected, that we should more particularly apply these to the characters of different pupils. We shall not here examine whether there be any original difference of character or intellect, because this would lead into a wide theoretical discussion; a difference in the temper and talents of children early appears, and some practical remarks may be of service to correct defects, or to improve abilities, whether we suppose them to be natural or acquired. The first differences which a preceptor observes between his pupils, when he begins to teach them, are perhaps scarcely marked so strongly as to strike the careless spectator; but in a few years these varieties are apparent to every eye. This seems to prove, that during the interval the power of education has operated strongly to increase the original propensities. The quick and slow, the timid and presumptuous, should be early instructed so as to correct as much as possible their several defects.

The manner in which children are first instructed must tend either to increase or diminish their timidity, or their confidence in themselves, to encourage them to undertake great things, or to rest content with limited acquirements. Young people, who have found from experience, that they cannot remember or understand one half of what is forced upon their attention, become extremely diffident of their own capacity, and they will not undertake as much even as they are able to perform. With timid tempers, we should therefore begin, by expecting but little from each effort, but whatever is attempted, should be certainly within their attainment; success will encourage the most stupid humility. It should be carefully pointed out to diffident children, that attentive patience can do as much as quickness of intellect. If they perceive that time makes all the difference between the quick and the slow, they will be induced to persevere. The transition of attention from one subject to another is difficult to some children, to others it is easy. If all be expected to do the same things in an equal period of time, the slow will absolutely give up the competition; but, on the contrary, if they are allowed time, they will accomplish their purposes. We have been confirmed in our belief of this doctrine by experiments. The same problems have been frequently given to children of different degrees of quickness, and though some succeeded much more quickly than others, all the individuals in the family have persevered till they have solved the questions; and the timid seem to have been more encouraged by this practical demonstration of the infallibility of persevering attention, than by any other methods which have been tried. When, after a number of small successful trials, they have acquired some share of confidence in themselves, when they are certain of the possibility of their performing any given operations, we may then press them a little as to velocity. When they are well acquainted with any set of ideas, we may urge them to quick transition of attention from one to another; but if we insist upon this rapidity of transition, before they are thoroughly acquainted with each idea in the assemblage, we shall only increase their timidity and hesitation; we shall confound their understandings, and depress their ambition.

It is of consequence to distinguish between slow and sluggish attention. Sometimes children appear stupid and heavy, when they are absolutely exhausted by too great efforts of attention: at other times, they have something like the same dulness of aspect, before they have had any thing to fatigue them, merely from their not having yet awakened themselves to business. We must be certain of our pupil's state of mind before we proceed. If he be incapacitated from fatigue, let him rest; if he be torpid, rouse him with a rattling peal of thunder; but be sure that you have not, as it has been said of Jupiter,21