In the experiment upon the prisoners in the County Jail of Edinburgh, the acquisition of their knowledge of Old Testament History, instead of being a burden, was to them a source of unmingled gratification. There were painted upon their minds the leading incidents in the history of the patriarchs, not only in groups, but their judgments being ripened, they were able to perceive them in regular connection. These pictures, then so pleasantly impressed on their imaginations, are likely to remain with them through the whole of their lives. The Report says, that "they were examined on their knowledge of the Book of Genesis," and "gave a distinct account of its prominent facts from Adam down to the settlement in Goshen, and shewed by their answers that these circ.u.mstances were understood by them in their proper nature and bearings."

By the same means, but in less time, and to a greater extent, the same object was attained with the children in Aberdeen, who, though chosen from the schools specially on account of their want of knowledge, were, by only a few hours teaching, enabled, besides many other subjects of knowledge, to receive and retain on their minds the great leading circ.u.mstances that occurred from "the death of Moses downwards, to that of the revolt of the ten tribes in the reign of Rehoboam."

In the experiment in London also, a large portion of Old Testament history, with much other knowledge, was acquired in a few hours by a boy of about nine years of age, who, previously to the commencement of the experiment, knew no more of G.o.d than the name;--who had no idea of a soul, or that he should live after death;--who "had never heard of Adam, Noah, or Abraham;"--"had no idea of a Saviour; knew nothing of heaven or h.e.l.l; had never heard of Christ, and knew not whether the name belonged to a man or a woman." Yet this boy, in an exceedingly short time, could give an account of many groupings in the Old Testament history.

We shall only remark, in conclusion, that if, by the proper application of this principle, so much knowledge may be acquired by rude and ignorant children, not only without effort, but in the enjoyment of great satisfaction; what may not be expected in ordinary circ.u.mstances, when the pupils are regularly trained and prepared for the purpose, and when all the principles employed by Nature in this great work, are made to unite their aids, and to work in harmony together for producing an enlightened and virtuous population? This may most a.s.suredly be gained in an exceedingly short period of time, by a close and persevering imitation of Nature in these educational processes.

FOOTNOTES:

[17] Note O.

CHAP. VI.

_On the Methods by which Nature may be imitated in Communicating Knowledge by Cla.s.sification, or a.n.a.lysis._

In a former chapter we had occasion to notice a fourth principle brought into operation by Nature in the acquisition of knowledge, which is the principle of Cla.s.sification, or a.n.a.lysis; and we shall now enquire how this principle may be successfully imitated by the teacher for the furtherance of his art.

There are two forms, which in a former chapter we endeavoured to trace out and explain, in which this principle of a.n.a.lysis appears in the educational process of Nature. We shall here again very shortly advert to them, beginning with that which in education is perhaps the most important, but which hitherto has certainly been least attended to,--that of teaching connected truths by progressive steps.

When we read a connected section of history for the first time, and then examine the state of our knowledge respecting it, we find that we have retained some of the ideas or truths which we read, but that we have lost more. When that portion which we have retained is carefully examined, we find that it consists chiefly of the more prominent features of the narrative, with perhaps here and there occasional groupings of isolated circ.u.mstances. We have, in fact, retained upon the memory, little more than the general outline,--the great frame-work of the history. There will be the beginning, the middle, and the end, containing perhaps few of the minor details, but what is retained is all in regular order, bound together as a continuous narrative, and, however meagre, the whole forms in the imagination of the reader, a distinct and connected whole. There is perhaps no more of the intended fabric of the history erected in the mind than the mere skeleton of the building; but this frame-work, however defective in the details, is complete both as to shape and size, and is a correct model of the finished building from top to bottom. This is the state of every advanced pupil's mind, after he has for the first time closed the reading of any portion of history or biography. If the narrative itself has been correct, this general outline,--this great frame-work of the history,--remains on his mind through life, without any material alteration. Additional information afterwards will a.s.sist in filling up the empty s.p.a.ces left between the more ma.s.sive materials, but it will neither shake, nor shift them; and even the most minute details of individual or family incidents, connected with the general narrative, while they add additional interest, and fill up or ornament different and separate parts, will never alter the general form of the fabric, nor displace any of the main pillars upon which it is supported.

This is one way of ill.u.s.trating this a.n.a.lytical process of Nature; but for the purposes of imitating it in education it is not perhaps the best. The idea of a regular a.n.a.lytical table of the history, formed of successive branches, by successive readings, is by far the most natural and applicable. By a first reading of a portion of history, there are certain great leading points established in the mind of the reader, which form the first branches of a regular a.n.a.lysis, and to some one or other of which parts or divisions every circ.u.mstance of a more minute kind connected with the history, will be found to be related. This first great division of the history attained by the first reading, if correct, will, and must, remain the same, whatever addition may afterwards be made to it. By a second reading, our knowledge of the leading points will greatly a.s.sist us in collecting and remembering many of the more minute circ.u.mstances embodied in them, or intimately connected with them; but even then, an ordinary mind, and more especially a young person, will not have made himself master of all the details. A third, and perhaps a fourth reading, will be found necessary to give him a full command of all the minuter circ.u.mstances recorded.[18]

In endeavouring to take advantage of this principle, so extensively employed by Nature, it is of great importance to observe, that a certain definite effect is produced by each successive reading. A first reading establishes in the mind of the pupil a regular frame-work of the whole history, which it is the business of every successive reading to fill up and complete. There is by the first course, a separation of the whole subject into heads, forming the regular divisions of a first branch of the a.n.a.lysis;--the second course tends to subdivide these again into their several parts; and to form a second branch in this a.n.a.lytical table;--and a third course, would enable the pupil to perceive and to separate the parts of the narrative included in these several divisions, by which there would arise a third branch, all included in the second, and even in the first.

We have here supposed, that the pupil has been engaged with the very same chapters in each of these several courses;--and that he read the same words in the first course that he read in those which followed. He had to read the whole, although he could retain but little. He had to labour the whole field for the sake of procuring plants, which could have been more certainly and more healthfully raised upon a square yard.

His reading for hours has produced no more knowledge than is expressed by the first branch of the supposed a.n.a.lysis; and therefore, if the teacher would but a.n.a.lyse the subject for the child, whether it be a science or a history,--suppose for example, the History of Joseph,--and give his younger pupils no more at first than the simple _outline_ of the story, some very important advantages would be the result. In the first place, the very difficult task of keeping the volatile mind of a child continuously fixed to the subject during the lengthened reading of the whole narrative will be unnecessary;--the irritation and uneasiness which such a lengthened exercise must produce in a child will be avoided;--time will be economised, the labour of the teacher will be spared, and the mind of the child at the close of the exercise, instead of being f.a.gged and prostrated, will be found vigorous and lively. And yet, with all this, the positive result will be the same. The child's knowledge of the subject in this latter case, will in reality be as extensive, and much more distinct and permanent, than in the former.

Here is the first step gained; and to attain the second, a similar course must be pursued. Nature, who formed this first branch of the a.n.a.lytical table on the minds of the first cla.s.s of the children, formed another and more extended branch in the minds of the second cla.s.s. The teacher therefore has only to take each of the branches which form the first step, and sub-divide them into their natural heads, so as to form a second,--and to teach this to his children in the same manner that he taught them the former. By this means, the first cla.s.s will now possess an equal degree of knowledge with those who occupied the second;--and by a similar process, the others would advance to the third and the fourth cla.s.ses according to circ.u.mstances.

The plan here proposed for imitating Nature by progressive steps, has been tried with undeviating success for many years. Its efficiency, as embracing the principle employed by Nature for the communication of knowledge, has been repeatedly subjected to the most delicate and at the same time the most searching experiments. By its means, in connection of course with the catechetical exercise by which it is wrought, very extraordinary effects have been produced even upon individuals whose minds and circ.u.mstances were greatly below the average of common children.

In the experiment made upon the adult criminals in the County Jail of Edinburgh, the pupils acquired easily and permanently a thorough knowledge of the history contained in the Book of Genesis. "They gave a distinct account of its prominent facts, from Adam, down to the settlement in Goshen, and shewed by their answers, that these circ.u.mstances were understood by them, in their proper nature and bearings. They gave, in the next place, a connected view of the leading doctrines of revelation; when their answers evinced, most satisfactorily, that they apprehended, not merely each separate truth, but that they perceived its relation to others, and possessed a considerable knowledge of the divine system as a whole. They were also examined upon several sections of the New Testament; where their answers displayed an equally clear and accurate knowledge of the subject." These persons, be it observed, belonged to a cla.s.s of individuals, who are generally considered to be peculiarly hostile to the reception of information of this kind, and certainly who are least able to comprehend and retain it; and all this, besides other portions of knowledge, on which they were examined during the experiment, was communicated with ease by about twenty hours teaching.

By the experiment made at Aberdeen, upon children the most ignorant that the Committee of Clergymen could find among the several schools in the city, it was ascertained, that after only nine or ten hours teaching, they had not only received a thorough knowledge of "several sections of New Testament History," but that they had acquired a knowledge of all the leading events included in the Old Testament History, from "the death of Moses, downwards to that of the revolt of the Ten Tribes in the reign of Rehoboam. Here they distinctly stated and described all the leading circ.u.mstances of the narrative comprised in the 'First Step,'

whose brief but comprehensive outline they appeared, in various instances, to have filled up at home, by reading in their Bibles the corresponding chapters."

The efficiency of this form of a.n.a.lytical teaching, as exhibited in successive steps, when employed for the purpose of teaching a knowledge of civil history and biography, was also proved with equal certainty;--for these same children showed a thorough knowledge of that portion of the History of England embraced by the reign of Charles I.

and the Commonwealth; and in biography, the life of the late John Newton having been employed for the purpose, they shewed such an acquaintance with the leading facts, and the uses to be made of them, that the reverend gentlemen in this report of the experiment say, that the children had "to be restrained, as the time would not permit."

In teaching the sciences, particularly the science of natural philosophy, this method of employing the principle of a.n.a.lysis has been found equally successful. Nature indeed, by the regular division of her several works, has obviously pointed this out as the proper method of proceeding, especially with the young; and the success that has invariably accompanied the attempt, shews that the opinion is well founded.

In the experiment at Aberdeen, the cla.s.s of children, who were specially selected from their companions on account of their ignorance only a few days before, were "interrogated, scientifically, as to the production, the nature, and the properties of several familiar objects, with the view of shewing how admirably calculated the Lesson System is, for furnishing the young with a knowledge of natural science and of the arts. One of their little companions being raised before them on a bench, they described every part of his dress, from the bonnet downwards, detailing every process and stage of the manufacture. The bonnet, which was put on his head for this purpose, the coat, the silk-handkerchief, the cotton vest, were all traced respectively from the sheep, the egg of the silk-worm, and the cotton-pod. The b.u.t.tons, which were of bra.s.s, were stated to be a composition of copper and zinc, which were separately and scientifically described, with the reasons a.s.signed, (as good as could be given,) for their admixture, in the composition of bra.s.s." "A lady's parasol, and a gentleman's watch were described in the same manner. The ivory k.n.o.b, the bra.s.s crampet, the bamboo, the whalebone, the silk, were no sooner adverted to, than they were scientifically described. When their attention was called to the seals of the gentleman's watch, they immediately said, 'These are of pure, and those of jeweller's gold,' and described the difference. The steel ring was traced to the iron-stone in the mine, with a description of the mode of separating the metal from its combinations. The processes requisite for the preparation of wrought-iron from the cast-iron, and of steel from the wrought-iron, with the distinguishing properties of each of these metals, were accurately described, and some practical lessons drawn from these properties; such as, that a knife ought never to be put into the fire, and that a razor should be dipped in warm water previous to its being used. Various articles were collected from individuals in the meeting, and successively presented to them, all of which they described. India-rubber, cork, sponge, pocket combs, &c. A small pocket thermometer, with its tube and its mercury, its principles and use, and even the Turkey-leather on the cover, were all fully described. After explaining the nature and properties of coal-gas, one of the boys stated to the meeting, that since the commencement of this experiment, he had himself attempted, and succeeded in making gas-light by means of a tobacco-pipe;--his method of doing which he also described."

The other form in which the principle of a.n.a.lysis may, in imitation of Nature, be successfully employed in communicating knowledge to the young, is not to be considered as new, although the working of the principle may not have been very clearly perceived, or systematically regulated. It is seen most simply perhaps in the division of any subject,--a sermon for example--into its great general heads; and then endeavouring to ill.u.s.trate these, by sub-dividing each into its several particulars. By this means the whole subject is bound together, the judgment is healthfully exercised, and the memory is greatly a.s.sisted in making use of the information communicated.

It is upon this plan that the several discourses and speeches in the Acts of the Apostles have been a.n.a.lysed, as an introduction to the teaching of the epistles to the young.[19] Upon the same principle depends the success of the "a.n.a.lysis of Prayer," of which we shall afterwards have to speak; and it is by means of this principle, in connection with the successive steps, that the several departments of natural philosophy are proposed to be taught.

The efficiency of the principle in this form, as applied to the teaching of natural philosophy to mere school boys, has been ascertained by numerous experiments, of which the one in Aberdeen, already alluded to, has afforded good evidence. But the experiment conducted in Newry, on account of several concurrent circ.u.mstances, is still more remarkable and appropriate, and to it therefore we propose briefly to refer.

"In the year 1830, the writer, in pa.s.sing through the town of Newry on his way to Dublin, was waited upon by several Sunday school teachers, and was requested to afford them some information as to teaching their schools, and for that purpose to hold a meeting with them and their fellow teachers, before leaving the place. To this he readily agreed; but as he intended to go to Dublin by the coach, which pa.s.sed through Newry in the afternoon, the meeting had to take place that same day at two o'clock. At that meeting, the Earl of Kilmorey and a party of his friends were very unexpectedly present; and they, after the business of the meeting was over, joined with the others in requesting him to postpone his departure, and to hold a public meeting on the following Tuesday, of which due intimation would be given, and many teachers in the neighbourhood, who must otherwise be greatly disappointed, would be able to attend." To this request, accordingly, he at once acceded.

"In visiting the schools next day, the propriety of preparing a cla.s.s or two of children for the public meeting was suggested and approved of; and the day-teacher being applied to, gave Mr Gall a list of six of his boys for the purpose. With these children he met on Monday; and after instructing them in the doctrines of the Gospel, and teaching them how to draw lessons from Scripture, he began to teach them some parts of natural philosophy, and to draw lessons also from these. Their aptness, and eagerness to learn, suggested the idea of selecting one of the sciences, and confining their attention princ.i.p.ally to it, for the purpose of ascertaining how much of the really useful parts of it they could acquire and learn to use, in the short s.p.a.ce of time which must intervene between that period and the hour of meeting. Considering what would be most useful and interesting, rather than what would be most easy, he hastily fixed on the science of anatomy and physiology, and resolved to mark the time during which they were engaged with him in learning it. These lessons were altogether oral and catechetical,--as neither he nor the children at that time had any books to a.s.sist them in their labours.

"The method adopted by Mr Gall in communicating a knowledge of this important and difficult science to these school-boys, was strictly a.n.a.lytical;--cla.s.sifying and connecting every part of his subject, and bringing out the several branches of the a.n.a.lysis in natural order, so that the connection of all the parts was easily seen, and of course well remembered. An ill.u.s.tration of his method may induce some parents to try it themselves.

"He first directed their attention to the bones, and taught them in a few words their nature and uses, as the pillars and safeguards of the body;--the shank, the joint, and the ligaments, forming the branches of this part of the a.n.a.lysis. He then led them to imagine these bones clothed with the fleshy parts, or muscles, of which the ma.s.s, the ligaments, and the sinews, formed the branches. He explained the nature of their contraction; and shewed them, that the muscles being fastened at one end by the ligament to a bone, its contraction pulled the sinew at the other, and thus bent the joint which lay between them.--He then taught them the nature and uses of the several viscera, which occupy the chest and belly, and their connection with each other. This prepared the way for considering the nature of the fluids of the body, particularly the blood, and its circulation from the heart and lungs by the arteries, and to them again by the veins, with the pulsation of the one, and the valves of the other. The pa.s.sage of the blood through the lungs, and the uses of the air-cells and blood-vessels in that organ were described; when the boys, (having previously had a lesson on the nature of water, atmospheric air, and the gases,) readily understood the importance of bringing the oxygen into contact with the blood, for its renovation from the venous to the arterial state. The nature of the stomach and of digestion, of the intestines, lacteals, and absorbents, was next explained, more in regard to their nature than their names,--which last were most difficult to remember;--but the knowledge of the function, invariably a.s.sisted the memory in recalling the name of the organ. They were next made acquainted with the brain, the spinal cord, and the nervous system generally, as the source of motion in the muscles, and the medium of sensation in conveying intelligence from the several organs of sense to the brain, by which alone the soul, in some way unknown, receives intelligence of outward objects. This prepared the way for an account of the organs of sense, and the mechanism of their parts; and lastly, they were made acquainted with the integuments, skin, hair, and nails, with the most obvious of their peculiarities.--On all these they were a.s.siduously and repeatedly catechised, till the truths were not only understood, but were in some degree familiar to them. In this they were greatly a.s.sisted by a consideration of their own bodies; which Mr Gall took care to make a kind of text-book, not only for making him better understood, but for enabling them more easily and permanently to remember what he told them. When he shewed them, by their hands, feet, and face, the ramifications of the blood-vessels and nerves,--the mechanism of the joints,--the contraction of the various muscles,--the situation and particular uses of which he himself did not even know, but which were nevertheless moved at their own will, and whenever they pleased,--the young anatomists were greatly pleased and astonished; and this added to their eagerness for farther information, and to their zeal in shewing that they understood, and were able again to communicate it.

"These preparatory meetings were never protracted to any great extent, as the whole time was divided into three or four portions,--the boys being dismissed to think over the subject, (for they had nothing to read,) and to meet again at a certain hour. The watch was again produced, and the time marked; and when the whole period occupied by this science and its connections was added together, it amounted to two hours and a half exactly. One of these lessons, and the longest, was given during a stroll in the fields.

"The public meeting of parents and teachers was held at Newry on the 5th of October 1830, when the above cla.s.s, with others, were examined on the religious knowledge which had been communicated to them on the previous days, with its lessons and uses; after which the six boys were taken by themselves, and thoroughly and searchingly catechised on their knowledge of the anatomy and physiology of the human body. They were examined first on the nature and uses of the bones, their shapes, substance, joints, and ligaments. Then on the nature and offices of the muscles, with their blood-vessels, nerves, ligaments, sinews, and motions;--the uses of the several viscera;--the heart with its pulsations, its power, its ventricles and auricles, and their several uses;--the lungs, with their air-cells, blood-vessels, and their use in arterializing the blood;--the stomach, intestines, &c. with their peristaltic motions, lacteals, &c.;--the brain, spinal cord, and nerves, with their connections, ramifications, and uses;--the senses, with their several organs, their mechanism, and their manner of acting. On all these they were questioned, and cross-questioned, in every variety of form: And that the audience might be satisfied that this was not a mere catalogue of names, but that in fact the physiology of the several parts was really known, and would be remembered, even if the names of the organs should be forgotten, they were made repeatedly to traverse the connecting links of the a.n.a.lysis forward from the root, through its several branches, to the extreme limit in the ultimate effect; and, at other times backward, from the ultimate effect to the primitive organ, or part of the body from which it took its origin. For example, they could readily trace forward the movement of the arm joint, or any other joint, from the ligament of the muscle at its junction with the bone, through its contraction by the nerve at the fiat of the will, by which the sinew of the muscle, fastened at the opposite side of the joint, is pulled, and the joint bent;--or they could trace backward any of the operations of the senses,--the sight, for example, from the object seen, through the coats of the eye, to the inverted picture of it formed upon the retina, which communicated the sensation to the optic nerve, by which it was conveyed to the brain. In all which they invariably succeeded, and shewed that the whole was clearly and connectedly understood.

"When this had been minutely and extensively done on the several parts of the body, some medical gentlemen who were present were requested to catechise them on any of the topics they had learnt, for the purpose of a.s.suring themselves and the audience that the children really and familiarly understood all that they had been catechised upon. One of the medical gentlemen, for himself and the others present, then stated publicly to the meeting, that the extent of the children's knowledge of this difficult science was beyond any thing that they could have conceived. And afterwards affirmed, that he had seen students who had attended the medical cla.s.ses for six months, who did not know so much of the human body as these children now did."

This experiment became more remarkable from a circ.u.mstance which took place within a few days afterwards, and which tended still more strongly to prove the permanence and efficiency of this method of imitating Nature; shewing, not only that truth when communicated as Nature directs, is easily received, and permanently retained upon the memory, but that all such truths when thus communicated, become more and more familiar to the mind, and more decidedly under the controul, and at the command of the will. The circ.u.mstance is thus recorded in the account of the experiment[20] from which we have already quoted.

"At the close of the meeting, Mr Gall took farewell of his young friends, not expecting to have the pleasure of seeing them again; and (after a promised visit to Ravenstile,) he proceeded on the following Thursday to Rostrevor, where he found a numerous audience, (publicly called together by Lady Lifford, the Rev. Mr Jacobs, and others, to receive him,) already a.s.sembled.

"Here, in the course of teaching a cla.s.s of children brought to him for the first time, and explaining the nature and capabilities of the system, reference was made to the above experiment only a few days before in their neighbourhood at Newry. Two gentlemen,[21] officially and intimately connected with the Kildare Place Society of Dublin, being accidentally present, were at their own desire introduced to Mr Gall by a clerical friend after the close of the exercises. The circ.u.mstances of the Newry experiment, which had been mentioned during the meeting, were strongly doubted, till affirmed by the clerical friend who introduced them; who, having been present and witnessed it, a.s.sured them that the circ.u.mstances connected with the event had not been exaggerated. They then stated, that it must of necessity have been a mere transient glimpse received of the science by the children; which, being easily got, would be as easily lost; and that its evanescent nature would without all question be found, by their almost immediately having forgotten the whole of what had been told them. Mr Gall, however, a.s.sured them, that so far from that being the case, he was convinced, from long experience, that the information communicated would be much more lasting than that received in any other way. That the impressions, so repeatedly made upon their minds by the _catechetical exercises_, would remain with them very likely through life; while the effect of the _a.n.a.lytical mode_, by which he had linked the whole together, would prevent any of the important branches from ever being separated from the rest. If, therefore, they remembered any of the truths, they would most probably remember all. And besides, he shewed, that the daily use, in the ordinary business of life, which they would find for the lessons from the truths taught, would revive part, and perhaps the whole, upon their memories every day. But as it was of importance that they should be satisfied, and to set the matter at rest, he agreed _to call the boys unexpectedly together_ at another public meeting in Newry, where they might be present and judge for themselves; and without seeing or talking with the boys, he would examine them again publicly, and as extensively as before; when he was convinced they would shew, that the whole was as fresh on their memories as when they at first received it. In short, that they would be able to undergo the most searching ordeal, with equal, if not greater ease, than they had done formerly.

"This was accordingly done. A meeting took place next day, equally respectable, and perhaps more numerous than the former, to which the boys were brought from their school, without preparation, or knowing what they were to be asked. They were then more fully and searchingly examined than at first; and there being more time, they were much longer under the exercise. It was then found, that the information formerly communicated was not only remembered, but that the several truths were much more familiar, in themselves and in their connection with each other, than they had been at the former meeting. This had evidently arisen from their own frequent meditations upon them since that time, and their application of the several lessons, either with one another, their parents, or themselves. The medical gentlemen were again present, and professed themselves equally pleased."

From the number and variety of these facts, which might be indefinitely extended, it is obvious, that a new path lies open to the Educationist, which, as yet, has been scarcely entered upon. The same amount of success is at the command of every teacher who will follow in the same course, and keep rigidly in the path pointed out to him by Nature.

FOOTNOTES:

[18] Note P.

[19] Note Q.

[20] Complete Directory for Sunday School Teachers, vol. i. p. 267, and Effects of the Lesson System, p. 37.

[21] Counsellor Jackson, M. P. Secretary to the Kildare Place Society, and Mr Hamilton, brother-in-law to the Duke of Wellington, one of the Committee.

CHAP. VII.

_On the Imitation of Nature in Teaching the Practical Use of Knowledge._

The third step in the educational process of Nature we have found to be, the training of her pupil to the practical use of his knowledge.--All her other processes, we have seen from numerous circ.u.mstances, are merely preparatory and subservient to this; and therefore, the attempt at imitation here by the teacher is of corresponding importance. The practical application of knowledge must be the great end of all the pupil's learning; and the parent or teacher should conduct his exercises and labours in such a manner as shall be most likely to attain it. The powers of the mind are to be cultivated;--but they are to be cultivated chiefly that the pupil may be able to collect and make use of his knowledge:--And knowledge is to be pursued and stored up;--but this is to be done that it may remain at his command, and be readily put to use when it is required. To suppose any thing else, is to suppose something directly opposed to all the indications of Nature, and to the plainest suggestions both of reason and experience.