The Essential Writings of Jean-Jacques Rousseau. Jean-Jacques RousseauЧитать онлайн книгу.
but it is not always necessary to choose between them. Sometimes the same experiments allow one to use both analysis and synthesis, and thus to guide the child by the method of instruction when he fancies he is only analysing. Then, by using both at once, each method confirms the results of the other. Starting from opposite ends, without thinking of following the same road, he will unexpectedly reach their meeting place and this will be a delightful surprise. For example, I would begin geography at both ends and add to the study of the earth's revolution the measurement of its divisions, beginning at home. While the child is studying the sphere and is thus transported to the heavens, bring him back to the divisions of the globe and show him his own home.
His geography will begin with the town he lives in and his father's country house, then the places between them, the rivers near them, and then the sun's aspect and how to find one's way by its aid. This is the meeting place. Let him make his own map, a very simple map, at first containing only two places; others may be added from time to time, as he is able to estimate their distance and position. You see at once what a good start we have given him by making his eye his compass.
No doubt he will require some guidance in spite of this, but very little, and that little without his knowing it. If he goes wrong let him alone, do not correct his mistakes; hold your tongue till he finds them out for himself and corrects them, or at most arrange something, as opportunity offers, which may show him his mistakes. If he never makes mistakes he will never learn anything thoroughly. Moreover, what he needs is not an exact knowledge of local topography, but how to find out for himself. No matter whether he carries maps in his head provided he understands what they mean, and has a clear idea of the art of making them. See what a difference there is already between the knowledge of your scholars and the ignorance of mine. They learn maps, he makes them. Here are fresh ornaments for his room.
Remember that this is the essential point in my method—Do not teach the child many things, but never to let him form inaccurate or confused ideas. I care not if he knows nothing provided he is not mistaken, and I only acquaint him with truths to guard him against the errors he might put in their place. Reason and judgment come slowly, prejudices flock to us in crowds, and from these he must be protected. But if you make science itself your object, you embark on an unfathomable and shoreless ocean, an ocean strewn with reefs from which you will never return. When I see a man in love with knowledge, yielding to its charms and flitting from one branch to another unable to stay his steps, he seems to me like a child gathering shells on the sea-shore, now picking them up, then throwing them aside for others which he sees beyond them, then taking them again, till overwhelmed by their number and unable to choose between them, he flings them all away and returns empty handed.
Time was long during early childhood; we only tried to pass our time for fear of using it ill; now it is the other way; we have not time enough for all that would be of use. The passions, remember, are drawing near, and when they knock at the door your scholar will have no ear for anything else. The peaceful age of intelligence is so short, it flies so swiftly, there is so much to be done, that it is madness to try to make your child learned. It is not your business to teach him the various sciences, but to give him a taste for them and methods of learning them when this taste is more mature. That is assuredly a fundamental principle of all good education.
This is also the time to train him gradually to prolonged attention to a given object; but this attention should never be the result of constraint, but of interest or desire; you must be very careful that it is not too much for his strength, and that it is not carried to the point of tedium. Watch him, therefore, and whatever happens, stop before he is tired, for it matters little what he learns; it does matter that he should do nothing against his will.
If he asks questions let your answers be enough to whet his curiosity but not enough to satisfy it; above all, when you find him talking at random and overwhelming you with silly questions instead of asking for information, at once refuse to answer; for it is clear that he no longer cares about the matter in hand, but wants to make you a slave to his questions. Consider his motives rather than his words. This warning, which was scarcely needed before, becomes of supreme importance when the child begins to reason.
There is a series of abstract truths by means of which all the sciences are related to common principles and are developed each in its turn. This relationship is the method of the philosophers. We are not concerned with it at present. There is quite another method by which every concrete example suggests another and always points to the next in the series. This succession, which stimulates the curiosity and so arouses the attention required by every object in turn, is the order followed by most men, and it is the right order for all children. To take our bearings so as to make our maps we must find meridians. Two points of intersection between the equal shadows morning and evening supply an excellent meridian for a thirteen-year-old astronomer. But these meridians disappear, it takes time to trace them, and you are obliged to work in one place. So much trouble and attention will at last become irksome. We foresaw this and are ready for it.
Again I must enter into minute and detailed explanations. I hear my readers murmur, but I am prepared to meet their disapproval; I will not sacrifice the most important part of this book to your impatience. You may think me as long-winded as you please; I have my own opinion as to your complaints.
Long ago my pupil and I remarked that some substances such as amber, glass, and wax, when well rubbed, attracted straws, while others did not. We accidentally discover a substance which has a more unusual property, that of attracting filings or other small particles of iron from a distance and without rubbing. How much time do we devote to this game to the exclusion of everything else! At last we discover that this property is communicated to the iron itself, which is, so to speak, endowed with life. We go to the fair one day42 and a conjuror has a wax duck floating in a basin of water, and he makes it follow a bit of bread. We are greatly surprised, but we do not call him a wizard, never having heard of such persons. As we are continually observing effects whose causes are unknown to us, we are in no hurry to make up our minds, and we remain in ignorance till we find an opportunity of learning.
When we get home we discuss the duck till we try to imitate it. We take a needle thoroughly magnetised, we imbed it in white wax, shaped as far as possible like a duck, with the needle running through the body, so that its eye forms the beak. We put the duck in water and put the end of a key near its beak, and you will readily understand our delight when we find that our duck follows the key just as the duck at the fair followed the bit of bread. Another time we may note the direction assumed by the duck when left in the basin; for the present we are wholly occupied with our work and we want nothing more.
The same evening we return to the fair with some bread specially prepared in our pockets, and as soon as the conjuror has performed his trick, my little doctor, who can scarcely sit still, exclaims, "The trick is quite easy; I can do it myself." "Do it then." He at once takes the bread with a bit of iron hidden in it from his pocket; his heart throbs as he approaches the table and holds out the bread, his hand trembles with excitement. The duck approaches and follows his hand. The child cries out and jumps for joy. The applause, the shouts of the crowd, are too much for him, he is beside himself. The conjuror, though disappointed, embraces him, congratulates him, begs the honour of his company on the following day, and promises to collect a still greater crowd to applaud his skill. My young scientist is very proud of himself and is beginning to chatter, but I check him at once and take him home overwhelmed with praise.
The child counts the minutes till to-morrow with absurd anxiety. He invites every one he meets, he wants all mankind to behold his glory; he can scarcely wait till the appointed hour. He hurries to the place; the hall is full already; as he enters his young heart swells with pride. Other tricks are to come first. The conjuror surpasses himself and does the most surprising things. The child sees none of these; he wriggles, perspires, and hardly breathes; the time is spent in fingering with a trembling hand the bit of bread in his pocket. His turn comes at last; the master announces it to the audience with all ceremony; he goes up looking somewhat shamefaced and takes out his bit of bread. Oh fleeting joys of human life! the duck, so tame yesterday, is quite wild to-day; instead of offering its beak it turns tail and swims away; it avoids the bread and the hand that holds it as carefully as it followed them yesterday.