The understandings may, and do, survive the operation; but why should they be put in unnecessary danger? and why should we early disgust children with literature, by the pain and difficulty their first lessons? We are convinced, that the business of learning to spell, is made much more laborious to children than it need to be: it may be useful to give them five or six words every day to learn by heart, but more only loads their memory; and we should, at first, select words of which they know the meaning, and which occur most frequently in reading or conversation. The alphabetical list of words in a spelling-book, contains many which are not in common use, and the pupil forgets these as fast as he learns them. We have found it entertaining to children, to ask them to spell any short sentence as it has been accidentally spoken. “Put this book on that table.” Ask a child how he would spell these words, if he were obliged to write them down, and you introduce into his mind the idea that he must learn to spell, before he can make his words and thoughts understood in writing. It is a good way to make children write down a few words of their own selection every day, and correct the spelling; and also after they have been reading, whilst the words are yet fresh in their memory, we may ask them to spell some of the words which they have just seen. By these means, and by repeating, at different times in the day, those words which are most frequently wanted, his vocabulary will be pretty well stocked without its having cost him many tears. We should observe that children learn to spell more by the eye than by the ear, and that the more they read and write, the more likely they will be to remember the combination of letters in words which they have continually before their eyes, or which they feel it necessary to represent to others. When young people begin to write, they first feel the use of spelling, and it is then that they will learn it with most ease and precision. Then the greatest care should be taken to look over their writing, and to make them correct every word in which they have made a mistake; because, bad habits of spelling, once contracted, can scarcely be cured: the understanding has nothing to do with the business, and when the memory is puzzled between the rules of spelling right, and the habits of spelling wrong, it becomes a misfortune to the pupil to write even a common letter. The shame which is annexed to bad spelling, excites young people’s attention, as soon as they are able to understand, that it is considered as a mark of ignorance and ill breeding. We have often observed, that children listen with anxiety to the remarks that are made upon this subject in their presence, especially when the letters or notes of grown up people, are criticised.
Some time ago, a lady, who was reading a newspaper, met with the story of an ignorant magistrate, who gave for his toast, at a public dinner, the two K’s, for the King and Constitution. “How very much ashamed the man must have felt, when all the people laughed at him for his mistake! they must all have seen that he did not know how to spell; and what a disgrace for a magistrate too!” said a boy who heard the anecdote. It made a serious impression upon him. A few months afterwards, he was employed by his father in an occupation which was extremely agreeable to him, but in which he continually felt the necessity of spelling correctly. He was employed to send messages by a telegraph; these messages he was obliged to write down hastily, in little journals kept for the purpose; and as these were seen by several people, when the business of the day came to be reviewed, the boy had a considerable motive for orthographical exactness. He became extremely desirous to teach himself, and consequently his success was from that moment certain. As to the rest, we refer to Lady Carlisle’s comprehensive maxim, “Spell well if you can.”
It is undoubtedly of consequence, to teach the rudiments of literary education early, to get over the first difficulties of reading, writing, and spelling; but much of the anxiety and bustle, and labour of teaching these things, may be advantageously spared. If more attention were turned to the general cultivation of the understanding, and if more pains were taken to make literature agreeable to children, there would be found less difficulty to excite them to mental exertion, or to induce the habits of persevering application.
When we speak of rendering literature agreeable to children, and of the danger of associating pain with the sight of a book, or with the sound of the word task, we should at the same time avoid the errour of those who, in their first lessons, accustom their pupils to so much amusement, that they cannot help afterwards feeling disgusted with the sobriety of instruction. It has been the fashion of late to attempt teaching every thing to children in play, and ingenious people have contrived to insinuate much useful knowledge without betraying the design to instruct; but this system cannot be pursued beyond certain bounds without many inconveniences. The habit of being amused not only increases the desire for amusement, but it lessens even the relish for pleasure; so that the mind becomes passive and indolent, and a course of perpetually increasing stimulus is necessary to awaken attention. When dissipated habits are required, the pupil loses power over his own mind, and, instead of vigorous voluntary exertion, which he should be able to command, he shows that wayward imbecility, which can think successfully only by fits and starts: this paralytic state of mind has been found to be one of the greatest calamities attendant on what is called genius; and injudicious education creates or increases this disease. Let us not therefore humour children in this capricious temper, especially if they have quick abilities: let us give rewards proportioned to their exertions with uniform justice, but let us not grant bounties in education, which, however they may appear to succeed in effecting partial and temporary purposes, are not calculated to ensure any consequences permanently beneficial. The truth is, that useful knowledge cannot be obtained without labour; that attention long continued is laborious, but that without this labour nothing excellent can be accomplished. Excite a child to attend in earnest for a short time, his mind will be less fatigued, and his understanding more improved, than if he had exerted but half the energy twice as long: the degree of pain which he may have felt will be amply and properly compensated by his success; this will not be an arbitrary, variable reward, but one within his own power, and that can be ascertained by his own feelings. Here is no deceit practised, no illusion; the same course of conduct may be regularly pursued through the whole of his education, and his confidence in his tutor will progressively increase. On the contrary, if, to entice him to enter the paths of knowledge, we strew them with flowers, how will he feel when he must force his way through thorns and briars!
There is a material difference between teaching children in play, and making learning a task; in the one case we associate factitious pleasure, in the other factitious pain, with the object: both produce pernicious effects upon the temper, and retard the natural progress of the understanding. The advocates in favour of “scholastic badinage” have urged, that it excites an interest in the minds of children similar to that which makes them endure a considerable degree of labour in the pursuit of their amusements. Children, it is said, work hard at play, therefore we should let them play at work. Would not this produce effects the very reverse of what we desire? The whole question must at last depend upon the meaning of the word play: if by play be meant every thing that is not usually called a task, then undoubtedly much may be learned at play: if, on the contrary, we mean by the expression to describe that state of fidgeting idleness, or of boisterous activity, in which the intellectual powers are torpid, or stunned with unmeaning noise, the assertion contradicts itself. At play so defined, children can learn nothing but bodily activity; it is certainly true, that when children are interested about any thing, whether it be about what we call a trifle, or a matter of consequence, they will exert themselves in order to succeed; but from the moment the attention is fixed, no matter on what, children are no longer at idle play, they are at active work.
S —— , a little boy of nine years old, was standing without any book in his hand, and seemingly idle; he was amusing himself with looking at what he called a rainbow upon the floor; he begged his sister M —— to look at it; then he said he wondered what cou
ld make it; how it came there. The sun shone bright through the window; the boy moved several things in the room, so as to place them sometimes between the light and the colours which he saw upon the floor, and sometimes in a corner of the room where the sun did not shine. As he moved the things, he said, “This is not it;” “nor this;” “this has’n’t any thing to do with it.” At last he found, that when he moved a tumbler of water out of the place where it stood, his rainbow vanished. Some violets were in the tumbler; S —— thought they might be the cause of the colours which he saw upon the floor, or, as he expressed it, “Perhaps these may be the thing.” He took the violets out of the water; the colours remained upon the floor. He then thought that “it might be the water.” He emptied the glass; the colours remained, but they were fainter. S —— immediately observed, that it was the water and glass together that made the rainbow. “But,” said he, “there is no glass in the sky, yet there is a rainbow, so that I think the water alone would do, if we could but hold it together without the glass. Oh I know how I can manage.” He poured the water slowly out of the tumbler into a basin, which he placed where the sun shone, and he saw the colours on the floor twinkling behind the water as it fell: this delighted him much; but he asked why it would not do when the sun did not shine. The sun went behind a cloud whilst he was trying his experiments: “There was light,” said he, “though there was no sunshine.” He then said he thought that the different thickness of the glass was the cause of the variety of colours: afterwards he said he thought that the clearness or muddiness of the different drops of water was the cause of the different colours.
A rigid preceptor, who thinks that every boy must be idle who has not a Latin book constantly in his hand, would perhaps have reprimanded S —— for wasting his time at play, and would have summoned him from his rainbow to his task; but it is very obvious to any person free from prejudices, that this child was not idle whilst he was meditating upon the rainbow on the floor; his attention was fixed; he was reasoning; he was trying experiments. We may call this play if we please, and we may say that Descartes was at play, when he first verified Antonio de Dominis bishop of Spalatro’s treatise of the rainbow, by an experiment with a glass Globe: and we may say that Buffon was idle, when his pleased attention was first caught with a landscape of green shadows, when one evening at sunset he first observed that the shadows of trees, which fell upon a white wall, were green. He was first delighted with the exact representation of a green arbour, which seemed as if it had been newly painted on the wall. Certainly the boy with his rainbow on the floor was as much amused as the philosopher with his coloured shadows; and, however high sounding the name of Antonio de Dominis, bishop of Spalatro, it does not alter the business in the least; he could have exerted only his utmost attention upon the theory of the rainbow, and the child did the same. We do not mean to compare the powers of reasoning, or the abilities of the child and the philosopher; we would only show that the same species of attention was exerted by both.
To fix the attention of children, or, in other words, to interest them about those subjects to which we wish them to apply, must be our first object in the early cultivation of the understanding. This we shall not find a difficult undertaking if we have no false associations, no painful recollections to contend with. We can connect any species of knowledge with those occupations which are immediately agreeable to young people: for instance, if a child is building a house, we may take that opportunity to teach him how bricks are made, how the arches over doors and windows are made, the nature of the keystone and butments of an arch, the manner in which all the different parts of the roof of a house are put together, &c.; whilst he is learning all this he is eagerly and seriously attentive, and we educate his understanding in the best possible method. But if, mistaking the application of the principle, that literature should be made agreeable to children, we should entice a child to learn his letters by a promise of a gilt coach, or by telling him that he would be the cleverest boy in the world if he could but learn the letter A, we use false and foolish motives; we may possibly, by such means, effect the immediate purpose, but we shall assuredly have reason to repent of such imprudent deceit. If the child reasons at all, he will be content after his first lesson with being “the cleverest boy in the world,” and he will not, on a future occasion, hazard his fame, having much to lose, and nothing to gain; besides, he is now master of a gilt coach, and some new and larger reward must be proffered to excite his industry. Besides the disadvantage of early exhausting our stock of incitements, it is dangerous in teaching to humour pupils with a variety of objects by way of relieving their attention. The pleasure of thinking, and much of the profit, must frequently depend upon our preserving the greatest possible connection between our ideas. Those who allow themselves to start from one object to another, acquire such dissipated habits of mind, that they cannot, without extreme difficulty and reluctance, follow any connected train of thought. You cannot teach those who will not follow the chain of your reasons; upon the connection of our ideas, useful memory and reasoning must depend. We will give you an instance: arithmetic is one of the first things that we attempt to teach children. In the following dialogue, which passed between a boy of five years old and his father, we may observe that, till the child followed his father’s train of ideas, he could not be taught.
Father. S —— , how many can you take from one?
S —— . None.
Father. None! Think; can you take nothing from one?
S —— . None, except that one.
Father. Except! Then you can take one from one?
S —— . Yes, that one.
Father. How many then can you take from one?
S —— . One.
Father. Very true; but now, can you take two from one?
S —— . Yes, if they were figures I could, with a rubber-out. (This child had frequently sums written for him with a black lead pencil, and he used to rub out his figures when they were wrong with Indian rubber, which he had heard called rubber-out.)
Father. Yes, you could; but now we will not talk of figures, we will talk of things. There may be one horse or two horses, or one man or two men.
S —— . Yes, or one coat or two coats.
Father. Yes, or one thing or two things, no matter what they are. Now, could you take two things from one thing?
S —— . Yes, if there were three things I could take away two things, and leave one.
His Father took up a cake from the tea-table.
Father. Could I take two cakes from this one cake?
S —— . You could take two pieces.
His Father divided the cake into halves, and held up each half so that the child might distinctly see them.
Father. What would you call these two pieces?
S —— . Two cakes.
Father. No, not two cakes.
S —— . Two biscuits.
Father. Holding up a whole biscuit: What is this?
S —— . A thing to eat.
Father. Yes, but what would you call it?
S —— . A biscuit.
His Father broke it into halves, and showed one half.
Father. What would you call this?
S —— . was silent, and his sister was applied to, who answered, “Half a biscuit.”
Father. Very well; that’s all at present.
The father prudently stopped here, that he might not confuse his pupil’s understanding. Those only who have attempted to teach children can conceive how extremely difficult it is to fix their attention, or to make them seize the connection of ideas, which it appears to us almost impossible to miss. Children are well occupied in examining external objects, but they must also attend to words as well as things. One of the great difficulties in early instruction arises from the want of words: the pupil very often has acquired the necessary ideas, but they are not associated in his mind with the words which his tutor uses; these words are then to him mere sounds, which suggest no correspondent though
ts. Words, as M. Condillac well observes, are essential to our acquisition of knowledge; they are the medium through which one set of beings can convey the result of their experiments and observations to another; they are, in all mental processes, the algebraic signs which assist us in solving the most difficult problems. What agony does a foreigner, knowing himself to be a man of sense, appear to suffer, when, for want of language, he cannot in conversation communicate his knowledge, explain his reasons, enforce his arguments, or make his wit intelligible? In vain he has recourse to the language of action. The language of action, or, as Bacon calls it, of “transitory hieroglyphic,” is expressive, but inadequate. As new ideas are collected in the mind, new signs are wanted, and the progress of the understanding would be early and fatally impeded by the want of language. M. de la Condamine tells us that there is a nation who have no sign to express the number three but this word, poellartarrorincourac. These people having begun, as Condillac observes, in such an incommodious manner, it is not surprising that they have not advanced further in their knowledge of arithmetic: they have got no further than the number three; their knowledge of arithmetic stops for ever at poellartarrorincourac. But even this cumbersome sign is better than none. Those who have the misfortune to be born deaf and dumb, continue for ever in intellectual imbecility. There is an account in the Memoires de l’Academie Royale, p. xxii-xxiii, 1703, of a young man born deaf and dumb, who recovered his hearing at the age of four-and-twenty, and who, after employing himself in repeating low to himself the words which he heard others pronounce, at length broke silence in company, and declared that he could talk. His conversation was but imperfect; he was examined by several able theologians, who chiefly questioned him on his ideas of God, the soul, and the morality or immorality of actions. It appeared that he had not thought upon any of these subjects; he did not distinctly know what was meant by death, and he never thought of it. He seemed to pass a merely animal life, occupied with sensible, present objects, and with the few ideas which he received by his sense of sight; nor did he seem to have gained as much knowledge as he might have done, by the comparison of these ideas; yet it is said that he did not appear naturally deficient in understanding.
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