The criminals in Edinburgh Jail during the short time they were under instruction, acquired considerable facility in this valuable art. The report states, that "some of them were afterwards exercised on the application of the lessons. This part consists in supposing certain circ.u.mstances and temptations, to which they may be exposed in ordinary life, and then leaving them, by a very profitable, and usually a very pleasant operation of their own minds, in reference to these, to call up to their recollection, and to hold in review, the whole acc.u.mulated range of their previous knowledge. Among the various cla.s.ses of things thus brought in order before the eye of the mind, they are easily taught to discriminate all those precepts and examples which are a.n.a.logous to the cases supposed, from which again they very readily select appropriate lessons to _guide them in these emergencies_; thus linking the lessons to the circ.u.mstances, which is done in the previous exercise of deducing them; and then the circ.u.mstances to the lessons; and in this manner, establishing a double tie between the understanding and the conscience.

"For example, a woman from the Lock-up House, being asked how she ought to conduct herself when the term of her confinement was expired?

answered, That she ought not to return to her sinful courses, or wicked companions, lest a worse fate should befal her. When again interrogated where she got this lesson, she immediately referred to the case of Lot, who, being once rescued from captivity by Abraham, returned again to wicked Sodom, where he soon lost all his property, and escaped only with his life. Another being asked what she should do, when involved in a quarrel with troublesome companions? replied, That she should endeavour to be at peace, even though she should lose a little by it; and produced as her authority the conduct of Abraham, who when Lot's herdsmen and his could not agree, gave Lot his choice of the country, in order to secure peace."

The children in Aberdeen also found no difficulty in perceiving the use, and in applying the lessons to their common affairs. The report of that Experiment states, that "the most important part of the exercise,--that which shewed more particularly the great value of this System, and with which the Meeting were especially struck,--was the appropriate application of the lessons from Scripture, which they had previously drawn. They were desired to suppose themselves placed in a great variety of situations, and were asked how they ought to conduct themselves in each of these. A few examples may be given, though it is quite impossible to do justice to the subject. A boy, for instance, was asked, 'If your parents should become infirm and poor, how ought you to act towards them?' 'I ought,' replied the boy, 'to work, and help them.' And being asked, 'Whence he drew that lesson?' he referred to the conduct of Ruth, who supported Naomi and herself, by gleaning in the fields.--A girl was asked, 'If your mother were busy, and had more to do in the family than she could easily accomplish, what ought you to do?' Her answer was, 'I ought to give her a.s.sistance;' and she referred to the conduct of Saul, in a.s.sisting his father to recover the a.s.ses which were lost; and to that of David, in feeding his father's sheep when his brothers were at the wars.--A little boy was asked, 'If your parents were too indulgent, and seemed to give you all your own will, what ought you to do?' 'I ought not to take it,' replied the boy very readily; and added, that it was taking his own will that caused the ruin of the prodigal son. Another boy being asked, 'If you should become rich, what would be your duty to the poor?' answered, 'I ought to be good to the poor; but it would be better to give them work than to give them money; for Boaz did not give Ruth grain, but bade his shearers let some fall, that she might get it by her own industry.'"

In the Experiment in London, a child was asked, "When you live with brothers and sisters who are wicked, what should you do?" and answered, "I should not join with them in their sins." And when asked where she got that lesson, answered, "From Joseph, who would not join with his brothers in their sin."--Another was asked, "When you see others going heedlessly on in the commission of sin, what should you do?" and answered, "I should warn them of their danger;" and referred to Noah, who warned the wicked while building the ark.--Again, "When people about you are given to quarrel, what should you do?" We should endeavour to make peace; and referred to Abram endeavouring to remain at peace with Lot's herdsmen.--"When you have grown up to be men and women, what should you do?" "We should go to a trade, and be industrious;" and referred to Cain and Abel following their different employments.--"When two situations occur, one where you will get more money, but where the people are wicked and unG.o.dly; and the other, where you will get less money, but have better company, which should you choose?" "The good company, though with less money;" and referred to Lot's desire for riches taking him to live in wicked Sodom, where he lost all that he had.--"When your parents get old, and are unable to support themselves, what should you do?" "We should work for them;" and referred to Ruth gleaning for the support of her old mother-in-law; and another referred to Joseph bringing his father to nourish him in Goshen.--"When your parents or masters give you any important work or duty to perform, what should you do?" "We should pray to G.o.d for success, and for his direction and help in performing it;" and referred to Abraham's servant praying at the well.--"When we find people wishing to take advantage of us and cheat us, what should we do?" "Leave them;" and referred to Jacob with his family leaving Laban.--"Were any one to tempt you to lie or commit a sin, what should you do?" "We ought not to be tempted;" and referred to Abraham making Sarah tell a lie in Egypt.--"How should you behave to strangers?" "We should be kind to them;" and referred to Lot lodging the angels.--"Were a master or mistress to have the choice of two servants, one clever, but unG.o.dly, and the other not so clever, but pious, which one should be chosen?" "The pious servant;" and referred to Potiphar, whom G.o.d blessed and prospered for Joseph's sake.--"When any one has injured us, what should we do?" "Forgive them;" and referred to Joseph forgiving and nourishing his brethren.--"When you have once escaped the snares and designs of bad company, what should you do?" "We should never go back again;" and referred to Lot going back again to live in Sodom from which he at last escaped only with his life.

In the account given of the Newry Experiment, the boys were equally ready in applying for their own benefit the lessons they had drawn from their knowledge of anatomy and physiology. The account says, that "the most interesting, as well as the most edifying part of the examination, and which exhibited the great value of this method of teaching the sciences to the young, was the _application_ of these lessons to the circ.u.mstances of ordinary life. Circ.u.mstances were supposed, in which they or others might be placed, and they were required to apply the lessons they had drawn for their direction, and for regulating their conduct in every such case. This they did with great sagacity, and evident delight, and in a manner which convinced the audience that the few hours during which they had been employed in making these acquisitions, instead of being irksome and laborious, as education is too often considered by the young, were obviously among the happiest and the shortest they had ever spent in almost any employment,--their play not excepted. We shall give a specimen of these, and the answers given, as nearly as can be recollected.

"The case of walking in a frosty day was supposed, and they were asked what, in that case, ought to be done? The answer was, That we should take care not to fall. Why? Because the bones are easily broken in frosty weather.--When heated and feverish in a close room, what should be done? Let in fresh air; because it is the want of oxygen in the air we breathe that causes such a feeling, but which the admission of fresh air supplies.--When troubled with listlessness, and impeded circulation, what should we do? Take exercise; because the contraction of the muscles by walking, working, or otherwise, forces the blood to the heart, and through the lungs, by which health and vigour is promoted.--Where should we take exercise? In the country, or in the open air; because there the air is purer than in a house or a town, where fires, smoke, frequent breathing, and other things, render the atmosphere unwholesome.--Would breathing rapidly, without exercise, not nourish the blood equally well?

No; because although more air be drawn into the lungs, there would be no more blood to combine with its oxygen.--What should be done, when candles in a crowded church burn dim, although they do not need snuffing? Let in fresh air; because the air is then unwholesome for want of oxygen; which, carried to a great extent, would cause fainting in the people, and would extinguish the candles themselves.--When a fire is like to go out, what should be done? Blow it up with bellows. Why not by the mouth? Because the air blown from the lungs has lost great part of its oxygen, by which alone the fire burns. Why then does a fire blown with the mouth burn at all? Because part of the oxygen remains, said one boy; and another added, "and because part of the surrounding air is blown in along with it."

At the second meeting with these boys, occasioned by the unexpected circ.u.mstances formerly alluded to, they were summarily, and without previous notice, taken from their school to another public meeting, without knowing for what purpose they were brought, and had to undergo a still more searching examination on what they had been previously taught. Here again they shewed their dexterity in making use of their lessons, by the application of them, and proved that they had been doing so to themselves in the intercourse which they had had with their relations at home. The account goes on to say, that "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. The lessons, _with considerable additions_, were also given, and the applications especially were greatly extended. In these last they appeared to be perfectly at home; and relevant circ.u.mstances might have been multiplied for double the time, without their having any difficulty in applying the lessons, and giving a reason for their application."

But the most satisfactory of all the experiments on this point, as implying the possession of a well-cultivated mind, holding at command an extensive field of useful knowledge, was the one in Leith, although from accident, or inadvertence on the part of the reporter, a large portion of it has been lost to the public. The following fragment, however, will be sufficient to shew its nature and its value. The examinator wished "to ascertain the power which the children possessed of applying the pa.s.sage to their own conduct; and for this purpose, he proposed several circ.u.mstances in which they might be placed, and asked them to show how this portion of Scripture directed them to act.--Supposing, said he, that your father and mother were to neglect to take you to church next Sunday, would that be wrong?--Yes.--From what do you get that lesson? And when he was twelve years old, they went up to Jerusalem after the custom of the feast.--Is it right that children should go to church with their parents? Yes.--Why? Because Jesus went with his parents.--Would it be right for you to go out of church during the time of the service? No.--Why? Joseph and Mary remained till the service was over.

"The next point to be ascertained was, whether the children were able, not only to perceive what pa.s.sages of Scripture were applicable in particular circ.u.mstances, but also to find out what circ.u.mstances in life those pa.s.sages might be applied to. For this purpose, Mr Gall asked, 'Could you tell me any circ.u.mstances which may happen, in which you may be called on to remember that Joseph and Mary attended public worship?'--If a friend were to take dinner or tea with us, that should not detain us from attending church.--Idle amus.e.m.e.nts should not detain us from church; and nothing should keep us from it but sickness.

"Mr Gall again expressed his unabated satisfaction at the results of the examination, in proving the intellectual acquirements of the children.

But so important did the application of the lessons appear to him, that he must trespa.s.s still further upon the time of the meeting by a more severe test of the children's practical training on this particular point. It was a test which he believed to be altogether new to them; but if they should succeed, it will prove still more satisfactorily, that their knowledge of Scripture has made it become, in reality, a light to their feet, and a lamp to their path.

"Mr Gall then produced a little narrative tract, which he read aloud to the children; and after the statement of each moral circ.u.mstance detailed in it, he asked the children whether it was right or wrong.

When the children answered that it was _right_, he required them to prove that it was so, by some statement in the word of G.o.d, because the Bible should to them, and to every Christian, be the _only_ standard of what is right and wrong; and so, in the same manner, when they said that it was _wrong_, he required them also to prove it from Scripture.

"As soon as the children perceived what was wanted, pa.s.sages of Scripture, both of precept and example, were brought forward with as much readiness and discrimination as before. The only exception, was one or two quotations from the Shorter Catechism in proof of their positions, which were of course rejected, as deficient of the required authority."

The concluding remarks by the Right Honourable and Reverend reporters of the Experiment in Edinburgh, may with propriety be here given, as it is applicable, not only to prison discipline, but to education in general.

"The result of this important experiment," they say, "was, in every point, satisfactory. Not only had much religious knowledge been acquired by the pupils, and that of the most substantial, and certainly the least evanescent kind; but it appeared to have been acquired with ease, and even with satisfaction--a circ.u.mstance of material importance in every case, but especially in that of adult prisoners. But the most uncommon and important feature of it was, the readiness which they, in this short period, had acquired of deducing _Practical Lessons_ from what they had read or heard, for the regulation of their conduct. Every leading circ.u.mstance in Scripture, by this peculiar feature of the System, was made to reflect its light on the various common occurrences of ordinary life, by which the pupils themselves were enabled to judge of the real nature of each particular act, and to adopt, or to shun it, as the conscience thus enlightened should dictate. The acting and re-acting, indeed, of every branch of the System, upon each other, interweaves so thoroughly the lessons of Scripture with the feelings and thoughts of their minds, and a.s.sociates them so closely with the common circ.u.mstances of life, that it is almost impossible that either the portions of the Bible which they have thus learned, or the practical lessons thus drawn from them, should, at any future period, escape from their remembrance. The evolutions of their future life, will disclose circ.u.mstances which they are prepared to meet, by having lessons laid up in store, adapted to such occurrences; and especially, when the mental habit is formed of applying Scripture in this manner, there is scarcely an event which can happen, but against its tempting influence they will be fortified by the armour of divine truth.--Their compliance with temptation, should that take place, will not be done without a compunction of conscience, arising from some pointed and warning example that comes in all its urgency before their minds;--and they will, when seduced from rect.i.tude, have a light within them, and a clue of divine truth, to guide them out of the dark and mazy labyrinth of error and crime, into the path of duty and virtue. It is G.o.d alone that can bless such instruction, and render it savingly efficacious; but surely the inference is fair, that this System furnishes us with an instrument, which, if skilfully employed, will effect all that man can do for his erring brother or sister."

FOOTNOTES:

[26] 1 Cor. x. 1-11.

[27] Heb. xiii. 5, 6

CHAP. XI.

_On the Imitation of Nature, in training her Pupils fluently to communicate their Knowledge._

There is a fourth, or supplementary process in Nature's educational course, the successful imitation of which promises to be of great general benefit, as soon as it shall be universally adopted in our elementary schools. It is, as it were, the door-way of intellect,--the break in the cloud, through which the sun-light of concocted knowledge is to find its way, to enlighten and cheer the general community.--We refer to that acquirement, by which persons are enabled, without distraction of mind, internally to prepare and arrange their ideas, at the moment they are verbally communicating them to others.

When this process is a.n.a.lysed, we find, as explained in a former chapter, that it consists simply in an ability to think, and to arrange our thoughts at the time we are speaking;--to exercise the mind on one set of ideas, at the moment we are giving expression to another. Simple as this at first sight may appear, we have seen that it is but very gradually arrived at;--that many persons, otherwise possessing great abilities, never can command it;--that it is altogether an acquisition depending upon the use of proper means;--but that, at the same time, any person whatever, by submitting to the appropriate discipline, may attain almost any degree of perfection in its exercise. The object required by the teacher, therefore, is a series of exercises, by means of which his pupils will be trained to think and to speak at the same moment; to have their minds busily occupied with some object or idea, while their powers of speech are engaged in giving utterance to something else. For the purpose of suggesting such an exercise, we shall again attend shortly to the exhibition of the process, as we find it under the superintendence of Nature.

An infant, as we formerly explained, can for a long period utter only one or two words at a time,--not because it is unacquainted with more, but because it has not yet acquired the power of thinking the second word, while it is giving utterance to the first. It has to attain, by steady practice, and by slow degrees, the ability of commanding the thoughts, while uttering two, three, or more words consecutively, without a pause. A child also, whose mind is engaged with its toys, cannot for some time, during its early mental advances, attend to a speaker; much less can it think of, and arrange an answer to a question, while it continues its play. It has to stop, and think; it then gives the information required; and after this it will perhaps resume its play, but not sooner. When a child can speak and continue its amus.e.m.e.nts, it is an evidence of considerable mental power; and as Nature makes use of its play, for the purpose of increasing this ability, the teacher, and especially the parents, ought to excite and encourage every attempt at conversation while the pupil is so employed.

But our object at present is to arrive at one or more regular exercises that shall embody the principle; exercises which may at all times be at the command, and under the controul of the teacher and parent, and which may form part of the daily useful arrangements of the school or the family. The following are a few, among many, which we shall briefly notice, before introducing one which promises to be still more beneficial, and more generally applicable to the economy of literary pursuits, and the arrangements of the academy.

One of the exercises which a.s.sists in attaining the end here in view, we have already alluded to, as being successfully employed by Nature for the purpose,--that is, the child's play. Any amus.e.m.e.nt which requires thought or attention, is well calculated to answer this purpose,--and if the child can be induced and trained to speak and play at the same time, his thinking powers being occupied by the external use of his toys, the end of the teacher will in so far be gained. Questions put to a child at that time, and answers given by him while he continues to exercise his mind upon his amus.e.m.e.nts, will prepare the way, and greatly a.s.sist in giving him the power of exercising it upon ideas, without the help of these external and tangible objects. The principle in both cases is the same, although in the one it is not carried out to the same extent as it is in the other. And here we cannot help remarking, how extensive and important a field the working of this principle opens up to the ingenious toy-man. If a game, or games, can be invented, where the child must have his attention occupied with one object, while he is obliged to answer questions, or to make observations, or to detail facts, or in any other way to employ his speaking powers extemporaneously, (not repeating words by rote,) the person who does so will greatly edify the young, and benefit the public.

Another method by which the principle may be called into exercise, is to tell a short story, or simple anecdote, and then to require the child to rehea.r.s.e it again. In doing this, the mind of the child is employed in communing with the memory, while he is engaged in detailing to the teacher or monitor, the special circ.u.mstances in their order. Upon the principles of individuation and grouping, too, (the two most important principles, be it observed, which Nature employs with young children,) we can perceive, that it will be much easier for the child, and at least equally powerful in producing the effect, if the teacher or parent shall confine himself to one or two stories or anecdotes at a time, till, by repeated attempts, the child can in its own words, and in its own way, readily and fluently detail the whole of the circ.u.mstances to the parent or teacher, whenever required.

A similar mode of accomplishing the same object, when the child is able to read, is, to require him at home to peruse a story of some length, and to rehea.r.s.e what he can remember of it next day. This ought, however, in every case to be a narrative, or anecdote, consisting of groupings which the child can, on reading, picture on his mind. If this be neglected, there is danger of the child's being hara.s.sed and burdened, without any corresponding benefit being produced. It is here also worthy of remark, that Dr Mayo's "Lessons on Objects" may be employed for this purpose with considerable effect. If a list of qualities, such as colour, consistence, texture, &c. be put into the child's hand, and he be required to elucidate and rehea.r.s.e those relating to one particular object, either placed before him, or, what is better, one with which he is acquainted, but which at the time he does not see, the eye and the mind will be engaged with his paper, and in recollecting the particular qualities of the object, at the same time that he is employed in communicating his recollections.

Another method for producing the same end, consists in the parent or teacher repeating a sentence to the child, and requiring him to remember it, and to spell the several words in their order. Here the child has to remember the whole sentence, to observe the order of the several words, to chuse them one after another as he advances, and to remember and rehea.r.s.e the letters of which each is composed. The mental exercise here is exceedingly useful, besides the advantages of training children to correct spelling. At the commencement of this exercise with a child, the sentence must be short, and he may be permitted to repeat each word after he has spelled it, which will help him to remember the word that follows;--but as he advances, he may be made to spell the whole without p.r.o.nouncing the words; and the length of the sentence may be made to correspond with his ability. Great care however should be taken by the teacher that this exercise be correctly performed.

Many other methods for exercising the child's mind and oral powers at the same moment, will be suggested by the ingenuity of teachers, and by experience; and wherever a teacher hits upon one which he finds efficient, and which works well with his children, it is to be hoped that he will not deprive others of its benefit. Such communications in education, like mercy, are twice blessed. But the exercise which, for its simplicity and power, as well as for the extent of its application to the business and arrangements of the school, appears to answer the purpose best, and which embodies most extensively the stipulations required for the successful imitation of Nature in this part of her process, is that which has been termed the "Paraphrastic Exercise." The exercise here alluded to has this important recommendation in its practical working, that while it can be employed with the child who can read no more than a sentence, it may be so modified and extended, as to exercise the mental and oral powers of the best and cleverest of the scholars to their full extent. It consists in making a child read a sentence or pa.s.sage aloud; and, while he is doing so, in requiring him at the same moment, to be actively employed in detecting and throwing out certain specified words in the pa.s.sage, and in selecting, arranging, and subst.i.tuting others in their place; the child still keeping to the precise meaning of the author, and studying and practising, as far as possible, simplicity, brevity, elegance, and grammatical accuracy. It may be asked, "What child will ever be able to do this?" We answer with confidence, that every sane pupil, by using the proper means, may attain it. This is no hypothesis, but a fact, of which the experiment in Leith gives good collateral proof, and of which long and uniform experience has afforded direct and ample evidence. Any teacher, or parent indeed, may by a single experiment upon the very dullest of his pupils who can read, be satisfied on the point. Such a child, by leaving out and paraphrasing first one word in a sentence, then two, three, or more, as he acquires ability, will derive all the advantages above described; and, by advancing in the exercise, he may have his talents taxed during the whole progress of his education to the full extent of their powers.

It is in this that one great recommendation lies to this exercise,--it being adapted to every grade of intellect, from the child who can only paraphrase a single word at a time, to the student who, while glancing his eye over the pa.s.sage, can give the scope of the whole in a perfectly new form, and in a language and style entirely his own. Of the nature and versatility of this exercise we shall give a single example.

Let us for this purpose suppose that a child sees in the first answer of the First Initiatory Catechism the words, "G.o.d at first created all things to shew his greatness," and that the teacher wishes to exercise his mind in the way, and upon the principle of which we are here speaking, by making him paraphrase it. He begins by ascertaining that the child knows the exact meaning of one or more of the several terms used in the sentence, and can give the meaning in other words. As for example, he should be able to explain that the first word means, "the Almighty;"--that the words at "first," here signifies, at "the beginning of time;"--that "created" means, "brought into existence;"--that the term "all things," as here used, indicates, "all the worlds in Nature, with their inhabitants;"--that the phrase to "shew," means to "exhibit to his rational creatures;"--and that his "greatness," at the close implies, his "infinite majesty and perfections."

Now it must be obvious, that any one of these explanations may be made familiar to the dullest child that can read; and if _this_ can be done, the principle may immediately be brought into exercise. For example, when the child knows that the first word means "the Almighty," and that "first" is another way of expressing "the beginning of time," he is required to read the whole sentence, and in doing so, to throw out these two words, and to subst.i.tute their meanings. He will then at once read the sentence thus: "[The Almighty,] at [the beginning of time,] created all things to shew his greatness." The same thing may be done with any one or more of the others; and if the child at first feels any difficulty with two, the teacher has only, upon the principle of individuation, to make one of them familiar, before he be required to attend to a second; and to have two rendered easy before he goes forward to the third. Each explanation can be mastered in its turn, and may then be employed in forming the paraphrase; by which means the child's mind is called to the performance of double duty,--reading from his book,--throwing out the required words,--remembering their explanations,--inserting them regularly and grammatically,--and perhaps transposing, and re-constructing the whole sentence,--at the moment that he is giving utterance to that which the mind had previously arranged.

The same thing may be done with a sentence from any book, although not so systematically prepared for the purpose as the Initiatory Catechisms have been. The explanations of any of the words which may be pointed out, or under-scored by the teacher, can easily be mastered in the usual way by any of the children capable of reading them; and if he shall be gradually and regularly trained to do this frequently, his command of words, in expressing his _own_ ideas, and his ability to use them correctly, will very soon become extensive and fluent. The importance of this to the young is much more valuable and necessary than is generally supposed. Nature evidently intends that childhood and youth should be the seed-time of language; and the exercise here recommended, when persevered in, is well calculated to produce an abundant harvest of words, suited for all kinds of oral communications.--Its importance in this respect, as well as its efficiency in fulfilling all the stipulations necessary for imitating Nature in the exercise of the principle which we are here ill.u.s.trating, will be obvious to any reader by a very simple experiment.

For this purpose the sentence which we have already employed may, for the sake of ill.u.s.tration, be represented in the following form.--"[G.o.d]

at [first] [created] all [things] to [shew] his [greatness.]"--Here each of the words, which we formerly supposed to be explained by the child, is inclosed in brackets. Now if the reader will be at the pains of trying the experiment upon himself, and shall endeavour to observe the various operations of his own mind during it, he will at once perceive the correctness of the above remarks. That he may have the full benefit of this experiment, he has only to fix upon any one--but only one--of the inclosed words in the above sentence, and having ascertained its precise meaning as before given, he must _read_ the sentence aloud from the beginning, following the words with his eye in the ordinary way, till he arrives at the word he has fixed on. This he leaves out, and in its stead inserts the explanation, and then goes on to read the remainder of the sentence.--At the first trial he will perhaps be able to detect in his own mind some of the difficulties, which the less matured intellect of the young pupil has to encounter in his early attempts to succeed in the exercise; but he will also see, that it is a difficulty easily overcome when it is presented singly, and when the pupil is permitted to grapple with the paraphrasing of each word by itself. The reader will also be able to trace the operation of the young mind while engaged with the explanations, which differ entirely from the words which he is at the moment looking upon and reading. He will observe, that when the eye of the child arrives at the word fixed upon, he has to pause in his utterance for a moment, till the mind goes in search of what it requires; in the same way, and upon precisely the same principle, that an infant who has managed to speak one word, has to stop, and go in search of the next, and then to concentrate the powers of its mind upon it, before he can give it expression. But if the reader will repeat the operation to himself upon the _same word_, till he can read its explanation in the sentence without difficulty and without a pause; and then do the same with two, then with three, and so on, till he has completed the whole; he will be able to appreciate in some measure the importance of this exercise in training the young to such a command of language, as will enable them, on all known subjects, to deliver fluently, and in any variety of form, the precise shade of meaning which they wish to express.

This of itself will be a great attainment by the pupil; but it is not all. The reader will also perceive what must be the necessary result of persevering in this exercise, during the time of a child's attendance at school, in training him to that calm self-possession,--that perfect command of the mind and the thoughts,--while engaged in speaking, which the frequent and gradually extended use of this exercise is so well calculated to afford. All the children of a school, without exception, may be exercised by its means, and upon the same paragraph; for while, by the paraphrasing of but one word in a clause, it is within the reach of the humblest intellect; yet, by the changes and transpositions necessary in more difficult pa.s.sages, either to smooth asperities, or to avoid grammatical errors, it provides an extemporaneous exercise suited to the talents of the highest grade in any seminary.

The collateral advantages also of this exercise, are both valuable and extensive. The operation of the principle which supposes double duty by the mind, enters into the nature of numerous acts in ordinary life, besides that of thinking and speaking, and which a perfect command of the thoughts in paraphrasing will tend greatly to facilitate.--For example, it will greatly a.s.sist the pupil in making observations during conversation, in attending to the weak and strong points of an argument, and in preparing his materials for a reply, while he is all the time hearing and storing up the ideas of a speaker.--It will enable him more extensively, and more deliberately to employ his mind on useful subjects while engaged with his work, even in those cases where a considerable degree of thought is required;--and it will greatly aid him in acquiring the art of "a ready writer," and will be available, both when he himself writes his own thoughts, or when he requires to dictate them to others.

Many persons who can express their ideas well enough by speech, find themselves greatly at a loss when they sit down to write them;--and this arises entirely from the want of that command of the mind which is necessary whenever it is called on to do double duty. The person cannot think of that which he wishes to write, and at the same moment guide the hand in writing; in the same way, and for the same reason, that a child cannot answer a question and yet continue his play. By the use of the paraphrastic exercise, however, the pupil will soon be enabled not only to concoct in his own mind what he intends to write, during the time he is writing; but the faculty may, by the same means, be cultivated to such an extent, that he may at last be able to dictate to two clerks at a time, and sometimes perhaps, (as it has been affirmed some have done) even to three.

A similar collateral advantage, which will arise from the persevering use of the paraphrastic exercise, deserves a separate consideration.--It will gradually create a capacity to take written notes of a subject, either in the church, the senate, or the lecture room, during the time that the speaker is engaged in delivering it. It is in the ability to hear and concoct in the mind one set of ideas, while writing down an entirely different set, that the whole art of accurate "reporting"

consists. The writing part of the process is purely mechanical; the perfection of the art consists chiefly in the command which the reporter acquires over the powers of his mind. The person while so employed has to hear and reiterate the ideas of the speaker as he proceeds; these he must remember and arrange, selecting, abridging, condensing, or abandoning, according to the extent of his manual dexterity in writing.

But it is worthy of remark, that if the person be able to think,--to exercise his mind,--and to continue to write without stopping while he does so, the _amount_ of what he writes is a mere accident, and depends, not upon the state of the mind, but upon the mechanical part of the operation, which is aided by the arts of stenography and abbreviation.

This mental capacity is most likely to be acquired by the regular and persevering use of the paraphrastic exercise. It will train the pupil to that command over his thoughts, which, with a little practice in this particular mode of applying it, will soon enable him, with perfect self-possession, to hear and to keep up with a speaker, while he continues without a pause, to write down as much of what has been said, as his command of the pen will allow. Without this mental ability, he could not while listening write at all; but when it has been sufficiently acquired, there is no limit to his taking down all that is spoken, except what arises from the imperfection of the mechanical part of the process,--his manual dexterity. All these collateral advantages will accrue to the pupils by the use of this exercise; and this latter one will be greatly promoted in a school by a piece of history, an anecdote, or a paragraph of any kind, which none of the pupils know, being read slowly for only a few minutes, while the whole of the pupils who can write are required to take notes at the time, and to stop and give them in, as soon as the reading is finished.[28]

It is also here worthy of remark,--and it is perhaps another proof of the efficiency of the several exercises before enumerated as imitations of Nature,--that they all, more or less, embody a portion of this principle of double duty performed by the mind. In each of them, when properly conducted, the pupil is compelled to speak, and to think at the same moment. Not a little of their efficiency and value indeed, may be attributed to this circ.u.mstance. In the catechetical exercise, for example, it is not difficult to trace its operation. For in the attempt of the child to answer a question previously put to him, the teacher will be at no loss to perceive the mind gradually acquiring an ability to think of the original question and of the ideas contained in the subject from which he has selected his answer, at the very moment he is giving it utterance. And a knowledge of the fact should excite teachers in general, so to employ this exercise as to produce this effect.--The a.n.a.lytical exercise also, in its whole extent, calls into operation the working of this principle, whether employed synthetically or a.n.a.lytically. When children are employed with the a.n.a.lytical exercise proper,--as in tracing a practical lesson backwards to the subject or circ.u.mstance from which it has been drawn, and in attaching that circ.u.mstance to the story or cla.s.s of truths to which it belongs; or when, as in the "a.n.a.lysis of Prayer," a text of Scripture has to be cla.s.sified according to its nature, among the several parts into which prayer is divided;--in all these cases, there is this same double operation of the mind, searching and comparing one set of ideas, while the pupil is employed in giving expression to others.

The exhibition of the principle will be easily traced, from what took place in the experiment in London, where the report states, that "the third cla.s.s were next examined on the nature and practice of prayer.

They shewed great skill in comprehending and defining the several component parts of prayer, as invocation, adoration, confession, thanksgiving, pet.i.tion, &c. They first gave examples of each separately; and then, with great facility, made selections from each division in its order, which they gave consecutively; shewing, that they had acquired, with ease and apt.i.tude, by means of this cla.s.sification, a most desirable scriptural directory in the important duty of prayer. They then turned several lessons and pa.s.sages of scripture into prayer; and the Chairman, and several of the gentlemen present, read to them pa.s.sages from various parts of the Bible, which they readily cla.s.sified, as taught in the 'Questions on Prayer,' and turned them into adoration, pet.i.tion, confession, or thanksgiving; according to their nature, and as they appeared best suited for each. Some of the texts were of a mixed, and even of a complicated nature; but in every case, even when they were not previously acquainted with the pa.s.sages, they divided them into parts, and referred each of these to its proper cla.s.s, as in the more simple and unique verses."

But a similar working of the same principle takes place when the a.n.a.lytical exercise is employed synthetically, and when the pupil is required to go from the root, forward to the extreme branches of the a.n.a.lysis, as is done when he forms an extemporaneous prayer, from a previous acquaintance with its several divisions and their proper order.

In this very necessary and important branch of a child's education, the "a.n.a.lysis of Prayer" is usually employed, and has, in thousands of instances, been found exceedingly effective. During this exercise, the child has steadily to keep in view the precise form and order of the a.n.a.lysis, and at the same moment he has to select the matter required under each of the parts from the miscellaneous contents of his memory, to put them in order, and to give them expression. In doing this there is a variety of mental operations going on at the same moment, during all of which the pupil will soon be enabled continuously to give expression to his own ideas, with as much ease and self-possession as if he were doing nothing more than mechanically repeating words previously committed to memory. This is a valuable attainment; and yet the whole of this complicated operation of attending to the several branches of the a.n.a.lysis, and of selecting, forming, and giving utterance to his confessions, his thanksgivings, and his pet.i.tions, with perfect composure and self-possession, is within the reach of every Christian child. It is accomplished by a persevering exercise of the principle which has been ill.u.s.trated above, and which is exemplified in the paraphrastic exercise. Many adults, it is believed, have been enabled, with ease and comfort, to commence family worship by its means; and numerous cla.s.ses have been trained to the exercise in a few lessons. We shall here detain the reader by only a single example.

The writer having been requested to meet with the Sunday School Teachers of Greenock and its neighbourhood, about the year 1827 or 1828, paid a visit to that place, and had the proposed meeting in a large hall of the town, where he endeavoured to explain to them, practically, a few of the principles connected with Sunday School Teaching, as more scientifically detailed in the present Treatise. For the purposes of that meeting, three children belonging to one of the Sunday Schools, were for a few hours previously instructed, and prepared to exhibit the working of some of those principles which, it was hoped, would lessen the labour of the Sunday School Teachers, and at the same time increase their influence and their usefulness. These children, (two girls and a boy,) about the ages of ten or twelve years, were regularly instructed by means of the catechetical exercise, in the doctrines, examples, and duties of Christianity; and among other subjects, they were made acquainted with the "a.n.a.lysis of Prayer," and exercised by its means, without its being hinted to them, however, what use was intended to be made of it.

The meeting was a crowded one; where, besides the Sunday School Teachers, and Parents of the children, nearly all the Clergymen of the place were present. When the more ostensible business of the meeting had been concluded, the writer consulted privately with two or three of the clergymen, and asked, whether they, knowing the general sentiments of the persons composing the meeting, would think it improper that one of the three children who had shewn themselves so intelligent, should be called on solemnly to engage in prayer with the audience before dismissing. To this they replied, that there could be no objections to such a thing, provided the children were able;--but of their ability, they very seriously doubted. On this point, however, the writer a.s.sured them there was no fear; and if that were the only objection, they would themselves immediately see that it was groundless. The boy accordingly, without his even conjecturing such a thing previously, was, before the meeting was dismissed, publicly called on to engage in prayer. He was for a moment surprised, and hesitated; but almost immediately, on the request being repeated, he shut his eyes, and commenced, with a solemn and faltering voice for one or two sentences; when, recovering from every appearance of trepidation, he proceeded with much propriety and solemnity of manner, with great lat.i.tude, and yet perfect regularity and self-possession, through all the departments of adoration, confession, thanksgiving, and pet.i.tion, in language entirely his own, selecting for himself, and arranging his sentences agreeably to the a.n.a.lysis, which was evidently his guide from the beginning to the end. This Treatise will, there is little doubt, be read by some who were that evening present, and who will remember the universal feeling of surprise and delight, at the perfect propriety of expression, the serenity of mind, and the solemnity of manner, which characterised the whole of this uncommon exercise. It did appear to many as a most unaccountable thing; but when the principle is perceived, as explained above, the wonder must at once cease, and we can distinctly see, that by using the proper means, the same ability is within the reach of all who will be at the pains to make the trial.

This same principle is also exercised to a very considerable extent in drawing and applying lessons from a previous announcement. A very little attention to the operations of the mind in that exercise will be sufficient to shew this. Let us suppose, for example, that an announcement is made to a child, from which he is required to draw a practical lesson. This announcement must be distinctly present to his mind, while he is engaged in considering its meaning, its moral character, and its bearing on his own sentiments and conduct;--but more especially, all this, besides the original announcement, has still to be kept in view, while he is engaged in giving the lesson to the teacher in his own language as required. But in the application of the lessons, the principle is still more extensively called into operation. The child is asked, how he should act in certain given circ.u.mstances. These circ.u.mstances must accordingly be kept steadily before the mind, during the whole of the succeeding mental operation. He has to consider the lesson, or the conduct which he should pursue in these circ.u.mstances, and then, by the a.s.sociation of his ideas, he must call up from the whole of his acc.u.mulated knowledge, the precepts, the examples, the warnings, and even the implications, which form his authority for deciding on the conduct which he ought to pursue. These again must be kept before the mind, while he is preparing, and giving in his own language his conclusions to his teacher.

All this was very obvious in the several public experiments, where the drawing of lessons, and the application of them by the pupils, were introduced.--In the case of the adult prisoners in Edinburgh County Jail, it was very observable; and the rolling of the eye, and the unconscious movement of the head, as if deeply engaged in some mental research when an application was required, were peculiarly pleasing and obvious to all the spectators. The reason was, that they had to keep before their mind, the circ.u.mstance, or statement involved in the question asked, while they had, at the same time, to review the several portions of their knowledge, chuse out the pa.s.sage or example which was calculated to direct them in the duty; and then, still keeping these acc.u.mulated ideas present before the mind, they had to prepare and give expression to their answers. The same thing had to be done, but to a much greater extent, by the children in Aberdeen, in London, and in Newry. But the most satisfactory evidence of the beneficial working of this principle, in the drawing and applying of lessons, and by this means in giving even to children a command of language, and a power of extemporaneous speech which is but rarely attained even by adults, is to be found in the Seventh Experiment in Leith. The writer feels more at liberty in descanting upon the extraordinary results of that investigation with the children, because he had no share in their previous instruction; the peculiar merits of which belonged entirely to their zealous and pious teacher. He was a plain unlettered man; and yet he has trained hundreds of children in his Sunday school, whose intellectual attainments, for their age and rank in life, the writer has seldom known to be surpa.s.sed. There were exhibited by the children, from the beginning of the experiment to the end, an amount of knowledge, a degree of mental culture, a grasp of mind, and a fluency of expression, which had never before been witnessed in children of a similar cla.s.s, or of the same age, by any person then present. The pupils were at the time quite unprepared for any extraordinary exhibition;--the subjects were chosen indiscriminately by the clergymen present, and were repeatedly changed;--and what is still more extraordinary, it was found, upon investigation, that the subjects were in general entirely new, or at least they had never been previously used as exercises in the school.

The children, however, with all these disadvantages, were perfectly at home in each one of them. There appeared to be no exhausting of their resources; and the ease, and copiousness, and fluency of their language, were remarked by all present, as extraordinary, and by some as almost incredible. Many who were present, could scarcely believe that the children spoke extemporaneously. All these phenomena were simply the effects of the principle of which we are here speaking, regularly brought into operation, in the weekly acts of drawing and applying their practical lessons. The exhibition of so much mental power possessed by mere children,--and these children collected from the very humblest and rudest cla.s.ses inhabiting a sea-port town,--appeared to be a circ.u.mstance altogether new. The official persons present, and the very Rev. Bishop Russell, who took an active part in the examination, expressed their decided satisfaction at the results of the whole experiment; and the effects of these principles, as ill.u.s.trated by such children, made the present Lord Murray remark publicly at the close of the meeting, that it was obviously "a valuable discovery, calculated to be extensively useful to society."