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pleasure of success, will balance the pain of a few moments prolonged application, and by degrees the cherries may be withdrawn, the association of pleasure will remain.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power of pleasing; as the needle touched by the loadstone acquires polarity, and retains it long after the loadstone is withdrawn.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.”
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 “he 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 persever
e. 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, recourse to your thunder only when you are in the wrong. Some preceptors scold when they cannot explain, and grow angry in proportion to the fatigue they see expressed in the countenance of their unhappy pupils. If a timid child foresees that an explanation will probably end in a phillipic, he cannot fix his attention; he is anticipating the evil of your anger, instead of listening to your demonstrations; and he says, “Yes, yes, I see, I know, I understand,” with trembling eagerness, whilst through the mist and confusion of his fears, he can scarcely see or hear, much less understand, any thing. If you mistake the confusion and fatigue of terror for inattention or indolence, and press your pupil to further exertions, you will confirm, instead of curing, his stupidity. You must diminish his fear before you can increase his attention. With children who are thus, from timid anxiety to please, disposed to exert their faculties too much, it is obvious that no excitation should be used, but every playful, every affectionate means should be employed to dissipate their apprehensions.
It is more difficult to manage with those who have sluggish, than with those who have timid, attention. Indolent children have not usually so lively a taste for pleasure as others have; they do not seem to hear or see so quickly; they are content with a little enjoyment; they have scarcely any ambition; they seem to prefer ease to all sorts of glory; they have little voluntary exertion; and the pain of attention is to them so great, that they would preferably endure the pain of shame, and of all the accumulated punishments which are commonly devised for them by the vengeance of their exasperated tutors. Locke notices this listless, lazy humour in children; he classes it under the head “Sauntering;” and he divides saunterers into two species; those who saunter only at their books and tasks; and those who saunter at play and every thing. The book-saunterers have only an acute, the others have a chronic disease; the one is easily cured, the other disease will cost more time and pains.
If, by some unlucky management, a vivacious child acquires a dislike to literary application, he may appear at his books with all the stupid apathy of a dunce. In this state of literary dereliction, we should not force books and tasks of any sort upon him; we should rather watch him when he is eager at amusements of his own selection, observe to what his attention turns, and cultivate his attention upon that subject, whatever it may be. He may be led to think, and to acquire knowledge upon a variety of subjects, without sitting down to read; and thus he may form habits of attention and application, which will be associated with pleasure. When he returns to books, he will find that he understands a variety of things in them which before appeared incomprehensible; they will “give him back the image of his mind,” and he will like them as he likes pictures.
As long as a child shows energy upon any occasion, there is hope. If he “lend his little soul” to whipping a top, there is no danger of his being a dunce. When Alcibiades was a child, he was one day playing at dice with other boys in the street; a loaded waggon came up just as it was his turn to throw. At first he called to the driver to stop, but the waggoner would not stop his horses; all the boys, except Alcibiades, ran away, but Alcibiades threw himself upon his face, directly before the horses, and stretching himself out, bid the waggoner drive on if he pleased. Perhaps, at the time when he showed this energy about a game at dice, Alcibiades might have been a saunterer at his book, and a foolish schoolmaster might have made him a dunce.
Locke advises that children, who are too much addicted to what is called play, should be surfeited with it, that they may return to business with a better appetite. But this advice supposes that play has been previously interdicted, or that it is something pernicious: we have endeavoured to show that play is nothing but a change of employment, and that the attention may be exercised advantageously upon a variety of subjects which are not called Tasks.
With those who show chronic listlessness, Locke advises that we should use every sort of stimulus; praise, amusement, fine clothes, eating; any thing that will make them bestir themselves. He argues, that as there appears a deficiency of vigour, we have no reason to fear excess of appetite for any of these things: nay, further still, where none of these will act, he advises compulsory bodily exercise. If we cannot, he says, make sure of the invisible attention of the mind, we may at least get something done, prevent the habit of total idleness, and perhaps make the children desire to exchange labour of body for labour of mind. These expedients will, we fear, be found rather palliative than effectual; if, by forcing children to bodily exercise, that becomes disagreeable, they may prefer labour of the mind; but, in making this exchange, or bargain, they are sensible that they choose the least of two evils. The evil of application is diminished only by comparison in their estimation; they will avoid it whenever they are at liberty. The love of eating, of fine clothes, &c. if they stimulate a slothful child, must be the ultimate object of his exertions; he will consider the performance of his task merely as a painful condition on his part. Still the association of pain with literature continues; it is then impossible that he should love it. There is no active principle within him, no desire for knowledge excited; his attention is forced, it ceases the moment the external force is withdrawn. He drudges to earn his cream bowl duly set, but he will stretch his lubbar length the moment his task is done.
There is another class of children opposed to saunterers, whom we may denominate volatile geniuses. They show a vast deal of quickness and vivacity; they understand almost before a tutor can put his ideas into words; they observe a variety of objects, but they do not connect their observations, and the very rapidity with which they seize an explanation, prevents them from thoroughly comprehending it; they are easily disturbed by external objects when they are thinking. As they have great sensibility, their associations are strong and various; their thoughts branch off into a thousand beautiful, but useless ramifications. Whilst you are attempting to instruct them upon one subject, they are inventing, perhaps, upon another; or they are following a train of ideas suggested by something you have said, but foreign to your business. They are more pleased with the discovery of resemblances, than with discrimination of difference; the one costs them more time and attention than the other: they are apt to say witty things, and to strike
out sparks of invention; but they have not commonly the patience to form exact judgments, or to bring their first inventions to perfection. When they begin the race, every body expects that they should outstrip all competitors; but it is often seen that slower rivals reach the goal before them. The predictions formed of pupils of this temperament, vary much, according to the characters of their tutors. A slow man is provoked by their dissipated vivacity, and, unable to catch or fix their attention, prognosticates that they will never have sufficient application to learn any thing. This prophecy, under certain tuition, would probably be accomplished. The want of sympathy between a slow tutor and a quick child, is a great disadvantage to both; each insists upon going his own pace, and his own way, and these ways are perhaps diametrically opposite. Even in forming a judgment of the child’s attention, the tutor, who is not acquainted with the manner in which his pupil goes to work, is liable to frequent mistakes. Children are sometimes suspected of not having listened to what has been said to them, when they cannot exactly repeat the words that they have heard; they often ask questions, and make observations, which seem quite foreign to the present business; but this is not always a proof that their minds are absent, or that their attention is dissipated. Their answers often appear to be far from the point, because they suppress their intermediate ideas, and give only the result of their thoughts. This may be inconvenient to those who teach them; but this habit sufficiently proves that these children are not deficient in attention. To cure them of the fault which they have, we should not accuse them falsely of another. But it may be questioned whether this be a fault; it is absolutely necessary, in many processes of the mind, to suppress a number of intermediate ideas. Life, if this were not practised, would be too short for those who think, and much too short for those who speak. When somebody asked Pyrrhus which of two musicians he liked the best, he answered, “Polysperchon is the best general.” This would appear to be the absurd answer of an absent person, or of a fool, if we did not consider the ideas that are implied, as well as those which are expressed.
Complete Novels of Maria Edgeworth Page 697
