Practical Education (Vol.1&2). Maria EdgeworthЧитать онлайн книгу.
our pupils occupy and amuse themselves with observation, experiment, and invention, we must take care that they have a sufficient variety of manual and bodily exercises. A turning-lathe, and a work-bench, will afford them constant active employment; and when young people can invent, they feel great pleasure in the execution of their own plans. We do not speak from vague theory; we have seen the daily pleasures of the work-bench, and the persevering eagerness with which young people work in wood, and brass, and iron, when tools are put into their hands at a proper age, and when their understanding has been previously taught the simple principles of mechanics. It is not to be expected that any exhortations we could use, could prevail upon a father, who happens to have no taste for mechanics, or for chemistry, to spend any of his time in his children's laboratory, or at their work-bench; but in his choice of a tutor, he may perhaps supply his own defects; and he will consider, that even by interesting himself in the daily occupations of his children, he will do more in the advancement of their education, than can be done by paying money to a hundred masters.
We do not mean to confine young people to the laboratory or the work-bench, for exercise; the more varied exercises, the better. Upon this subject we shall speak more fully hereafter: we have in general recommended all trials of address and dexterity, except games of chance, which we think should be avoided, as they tend to give a taste for gambling; a passion, which has been the ruin of so many young men of promising talents, of so many once happy families, that every parent will think it well worth his while to attend to the smallest circumstances in education, which can prevent its seizing hold of the minds of his children.
In children, as in men, a taste for gaming arises from the want of better occupation, or of proper emotion to relieve them from the pains and penalties of idleness; both the vain and indolent are prone to this taste from different causes. The idea of personal merit is insensibly connected with what is called good luck, and before avarice absorbs every other feeling, vanity forms no inconsiderable part of the charm which fixes such numbers to the gaming-table. Indolent persons are fond of games of chance, because they feel themselves roused agreeably from their habitual state of apathy, or because they perceive, that at these contests, without any mental exertion, they are equal, perhaps superior, to their competitors.
Happy they, who have early been inspired with a taste for science and literature! They will have a constant succession of agreeable ideas; they will find endless variety in the commonest objects which surround them; and feeling that every day of their lives they have sufficient amusement, they will require no extraordinary excitations, no holyday pleasures. They who have learnt, from their own experience, a just confidence in their own powers; they who have tasted the delights of well-earned praise, will not lightly trust to chance, for the increase of self-approbation; nor will those pursue, with too much eagerness, the precarious triumphs of fortune, who know, that in their usual pursuits, it is in their own power to command success proportioned to their exertions. Perhaps it may be thought, that we should have deferred our eulogium upon literature till we came to speak of Tasks; but if there usually appears but little connection in a child's mind, between books and toys, this must be attributed to his having had bad books and bad toys. In the hands of a judicious instructer, no means are too small to be useful; every thing is made conducive to his purposes, and instead of useless baubles, his pupils will be provided with play things which may instruct, and with occupations which may at once amuse and improve the understanding.
It would be superfluous to give a greater variety of instances of the sorts of amusements which are advantageous; we fear that we have already given too many, and that we have hazarded some observations, which will be thought too pompous for a chapter upon Toys. We intended to have added to this chapter an inventory of the present most fashionable articles in our toy-shops, and a list of the new assortment, to speak in the true style of an advertisement; but we are obliged to defer this for the present; upon a future occasion we shall submit it to the judgment of the public. A revolution, even in toy-shops, should not be attempted, unless there appear a moral certainty that we both may, and can, change for the better. The danger of doing too much in education, is greater even than the danger of doing too little. As the merchants in France answered to Colbert, when he desired to know "how he could best assist them," children might, perhaps, reply to those who are most officious to amuse them, "Leave us to ourselves."
[2] Dr. Fothergill.
[3] Dr. Beddoes.
[4] We are indebted to Dr. Beddoes for this idea.
[5] We do not mean to do injustice to Mrs. Raffeld's professional skill.
[6] V. Diderot's ingenious preface to "Chymie de gout et de l'odorat."
CHAPTER II.
TASKS.
"Why don't you get your task, instead of playing with your playthings from morning till night? You are grown too old now to do nothing but play. It is high time you should learn to read and write, for you cannot be a child all your life, child; so go and fetch your book, and learn your task."
This angry apostrophe is probably addressed to a child, at the moment when he is intent upon some agreeable occupation, which is now to be stigmatized with the name of Play. Why that word should all at once change its meaning; why that should now be a crime, which was formerly a virtue; why he, who had so often been desired to go and play, should now be reviled for his obedience, the young casuist is unable to discover. He hears that he is no longer a child: this he is willing to believe; but the consequence is alarming. Of the new duties incumbent upon his situation, he has but yet a confused idea. In his manly character, he is not yet thoroughly perfect: his pride would make him despise every thing that is childish, but no change has yet been wrought in the inward man, and his old tastes and new ambition, are in direct opposition. Whether to learn to read, be a dreadful thing or not, is a question he cannot immediately solve; but if his reasoning faculty be suspended, there is yet a power secretly working within him, by which he will involuntarily be governed. This power is the power of association: of its laws, he is, probably, not more ignorant than his tutor; nor is he aware that whatever word or idea comes into his mind, with any species of pain, will return, whenever it is recalled to his memory, with the same feelings. The word Task, the first time he hears it, is an unmeaning word, but it ceases to be indifferent to him the moment he hears it pronounced in a terrible voice. "Learn your task," and "fetch your book," recur to his recollection with indistinct feelings of pain; and hence, without further consideration, he will be disposed to dislike both books and tasks; but his feelings are the last things to be considered upon this occasion; the immediate business, is to teach him to read. A new era in his life now commences. The age of learning begins, and begins in sorrow. The consequences of a bad beginning, are proverbially ominous; but no omens can avert his fate, no omens can deter his tutor from the undertaking; the appointed moment is come; the boy is four years old, and he must learn to read. Some people, struck with a panic fear, lest their children should never learn to read and write, think that they cannot be in too great a hurry to teach them. Spelling-books, grammars, dictionaries, rods and masters, are collected; nothing is to be heard of in the house but tasks; nothing is to be seen but tears.
"No tears! no tasks! no masters! nothing upon compulsion!" say the opposite party in education. "Children must be left entirely at liberty; they will learn every thing better than you can teach them; their memory must not be overloaded with trash; their reason must be left to grow."
Their reason will never grow, unless it be exercised, is the reply; their memory must be stored whilst they are young, because, in youth, the memory is most tenacious. If you leave them at liberty for ever, they will never learn to spell; they will never learn Latin;