Practical Education. Maria EdgeworthЧитать онлайн книгу.
the imagination entertains us; and when we are weary of reasoning, we can amuse ourselves with wit and humour. Men, who have attended much to the cultivation of their mind, seem to have felt all this, and they have kept some subordinate taste as a refreshment after their labours. Descartes went from the system of the world to his flower-garden; Galileo used to read Ariosto; and the metaphysical Dr. Clarke recovered himself from abstraction by jumping over chairs and tables. The learned and indefatigable chancellor d'Aguesseau declared, that change of employment was the only recreation he ever knew. Even Montaigne, who found his recreation in playing with his cat, educated himself better than those are educated who go from intense study to complete idleness. It has been very wisely recommended by Mr. Locke, that young people should early be taught some mechanical employment, or some agreeable art, to which they may recur for relief when they are tired by mental application.[30]
Doctor Darwin supposes that "animal motions, or configurations of the organs of sense, constitute our ideas.[31] The fatigue, he observes, that follows a continued attention of the mind to one object, is relieved by changing the subject of our thoughts, as the continued movement of one limb is relieved by moving another in its stead." Dr. Darwin has further suggested a tempting subject of experiment in his theory of ocular spectra, to which we refer ingenious preceptors. Many useful experiments in education might be tried upon the principles which are there suggested. We dare not here trust ourselves to speculate upon this subject, because we are not at present provided with a sufficient number of facts to apply our theory to practice. If we could exactly discover how to arrange mental employments so as to induce actions in the antagonist faculties of the mind, we might relieve it from fatigue in the same manner as the eye is relieved by change of colour. By pursuing this idea, might we not hope to cultivate the general power of attention to a degree of perfection hitherto unknown?
We have endeavoured to show how, by different arrangements and proper excitations, a preceptor may acquire that command over the attention of his pupils, which is absolutely essential to successful instruction; but we must recollect, that when the years commonly devoted to education are over, when young people are no longer under the care of a preceptor, they will continue to feel the advantages of a command of attention, whenever they mix in the active business of life, or whenever they apply to any profession, to literature, or science. Their attention must now be entirely voluntary; they will have no tutor to excite them to exertion, no nice habitual arrangements to assist them in their daily occupations. It is of consequence, therefore, that we should substitute the power of voluntary, for the habit of associated, attention. With young children we depend upon particular associations of place, time, and manner, upon different sorts of excitement, to produce habits of employment: but as our pupils advance in their education, all these temporary excitements should be withdrawn. Some large, but distant object, some pursuit which is not to be rewarded with immediate praise, but rather with permanent advantage and esteem, should be held out to the ambition of youth. All the arrangements should be left to the pupil himself, all the difficulties should be surmounted by his own industry, and the interest he takes in his own success and improvement, will now probably be a sufficient stimulus; his preceptor will now rather be his partner than his master, he should rather share the labour than attempt to direct it: this species of sympathy in study, diminishes the pain of attention, and gives an agreeable interest even in the most tiresome researches. When a young man perceives that his preceptor becomes in this manner the companion of his exertions, he loses all suspicion that he is compelled to mental labour; it is improper to say loses, for in a good education this suspicion need not ever be created: he discovers, we should rather say, that all the habits of attention which he has acquired, are those which are useful to men as well as to children, and he feels the advantage of his cultivated powers on every fresh occasion. He will perceive, that young men who have been ill educated, cannot, by any motive, command their vigorous attention, and he will feel the cause of his own superiority, when he comes to any trial of skill with inattentive men of genius.
One of the arguments which Bayle uses, to prove that fortune has a greater influence than prudence in the affairs of men, is founded upon the common observation, that men of the best abilities cannot frequently recollect, in urgent circumstances, what they have said or done; the things occur to them perhaps a moment after they are past. The fact seems to be, that they could not, in the proper moment, command their attention; but this we should attribute to the want of prudence in their early education. Thus, Bayle's argument does not, in this point of view, prove any thing in favour of fortune. Those who can best command their attention, in the greatest variety of circumstances, have the most useful abilities; without this command of mind, men of genius, as they are called, are helpless beings; with it, persons of inferior capacity become valuable. Addison trembled and doubted, and doubted and trembled, when he was to write a common official paper; and it is said, that he was absolutely obliged to resign his place, because he could not decide in time whether he should write a that or a which. No business could have been transacted by such an imbecile minister.
To substitute voluntary for associated attention, we may withdraw some of the usually associated circumstances, and increase the excitement; and we may afterwards accustom the pupil to act from the hope of distant pleasures. Unless children can be actuated by the view of future distant advantage, they cannot be capable of long continued application. We shall endeavour to explain how the value of distant pleasures can be increased, and made to act with sufficient force upon the mind, when we hereafter speak of judgment and of imagination.
It has been observed, that persons of wit and judgment have perhaps originally the same powers, and that the difference in their characters arises from their habits of attention, and the different class of objects to which they have turned their thoughts. The manner in which we are first taught to observe, and to reason, must in the first years of life decide these habits. There are two methods of teaching; one which ascends from particular facts to general principles, the other which descends from the general principles to particular facts; one which builds up, another which takes to pieces; the synthetic and the analytic method. The words analysis and synthesis are frequently misapplied, and it is difficult to write or to speak long about these methods without confounding them: in learning or in teaching, we often use them alternately. We first observe particulars; then form some general idea of classification; then descend again to new particulars, to observe whether they correspond with our principle.
Children acquire knowledge, and their attention alternates from particular to general ideas, exactly in the same manner. It has been remarked, that men who have begun by forming suppositions, are inclined to adapt and to compress their consequent observations to the measure of their theories; they have been negligent in collecting facts, and have not condescended to try experiments. This disposition of mind, during a long period of time, retarded improvement, and knowledge was confined to a few peremptory maxims and exclusive principles. The necessity of collecting facts, and of trying experiments, was at length perceived; and in all the sciences this mode has lately prevailed: consequently, we have now on many subjects a treasure of accumulated facts. We are, in educating children, to put them in possession of all this knowledge; and a judicious preceptor will wish to know, not only how these facts can be crammed speedily into his pupil's memory, but what order of presenting them will be most advantageous to the understanding; he will desire to cultivate his pupil's faculties, that he may acquire new facts, and make new observations after all the old facts have been arranged in his mind.
By a judicious arrangement of past experiments, and by the rejection of what are useless, an able instructer can show, in a small compass, what it has cost the labour of ages to accumulate; he may teach in a few hours what the most ingenious pupil, left to his own random efforts, could not have learned in many years. It would take up as much time to go over all the steps which have been made in any science, as it originally cost the first discoverers. Simply to repeat all the fruitless experiments which have been made in chemistry, for instance, would probably employ the longest life that ever was devoted to science; nor would the individual have got one step forwarder; he would die, and with him his recapitulated knowledge; neither he nor the world would be the better for it. It is our business to save children all this useless labour, and all this waste of the power of attention. A pupil, who is properly