Miss ---- gave the D cla.s.s a lesson in Arithmetic. She taught very well.

The subject, Repetends, was a difficult one, which required careful preparation on the part of the teacher and close attention during the recitation. Miss ----, conscious of this, made herself perfectly familiar with the lesson before appearing in cla.s.s, and when pupils failed to explain examples from a want of knowledge, she was ready and able to give the necessary information. She marked judiciously. Teaching average 90.

Miss ---- gave the C cla.s.s a lesson in Ancient History. She was sprightly and animated. She spoke in a clear, decided tone; but she pursued no regular plan in conducting the recitation. Events in Egyptian and a.s.syrian history were indiscriminately mixed, the pupils became confused, and the lady herself was somewhat bewildered. Teaching average 88.

Miss ---- gave the D cla.s.s a lesson in Grammar. She did not speak loud enough for the cla.s.s to understand her. There was much disorder in the cla.s.s, but no notice was taken of it by the teacher. Some carried on a conversation among themselves, others asked questions without permission, often at the most inappropriate times. Many errors pa.s.sed unnoticed, and the lady gave corrections herself which she should have required of the pupils. Several times, in attempting to correct, she made the errors worse; for instance she pa.r.s.ed verbs that were transitive and in the pa.s.sive voice as being intransitive and active.

She must endeavor to gain more confidence in herself. Teaching average 75.

Miss ---- gave the A cla.s.s a lesson in Geometry. She taught the cla.s.s decidedly well. She deserves all the more credit, as it was a difficult lesson of her own cla.s.s. She allowed but one error of work--that I noticed--to pa.s.s uncorrected. Her method of calling upon the cla.s.s for criticisms was very good. She should strive to speak a little more distinctly. Teaching average, 96.

Miss ---- gave the B cla.s.s a lesson in Physiology. She evinced perfect familiarity with the subject of the lesson. She did not confine herself to the text-book, but asked many good, general questions. One of the pupils did not understand a portion of the lesson which was to be explained by a diagram. Miss ---- endeavored to make the matter clear by an explanation, which was very good, still the pupil did not see it clearly. I think the teacher would have succeeded in clearing the difficulty if she had used the _pointer_ instead of designating certain points by letters. She spoke a little too low. Teaching average, 96.

Miss ---- gave the D cla.s.s a lesson in Geography. She deserves great credit for the distinctness with which she speaks, for her care in the preparation of the lesson for the day, and for the promptness with which she stops all irregularities in the cla.s.s. Her marks for the day were a little too high; she did not make distinction enough between the good and the poor scholars. Teaching average, 96.

Miss ---- gave the A cla.s.s a lesson in Elocution. She succeeded admirably. The vocal exercises and concert reading were well given. The lady threw herself entirely into the work, and this was the real secret of her success. Her grade of marking was too high; otherwise, she did very well. Teaching average, 97.

Miss ---- gave the A cla.s.s a lesson in English Literature. She did not spend enough time upon the lesson for the day, and consumed too much of the period in reviewing old lessons. She was not careful in examining the blackboards. _Lbs._ was permitted to stand as the abbreviation for pounds sterling, and _whimsicalities_ was spelled with two l's. The lady made no deduction for errors; all the pupils with but one exception received 10. She deserves commendation for speaking in a loud, clear tone. Teaching average, 88.

Miss ---- gave the C cla.s.s a lesson in Const.i.tution. She did nothing more than hear the recitations. She did not venture to give any explanations or to ask them of the cla.s.s, but spent the whole period in repeating again and again the words of the text-book. It is probable that no pupil knew anything more of the subject on going from the room than when she entered. Teachers should possess and impart to their pupils some information independent of the book. Teaching average, 55.

Miss ---- taught the A cla.s.s Geometry. She did not question enough or criticise enough, but almost always called upon the cla.s.s for criticisms. She added no remarks or criticisms herself; thus many important omissions and errors were unnoticed. She succeeded well in calling upon almost every member of the cla.s.s. Teaching average, 75.

Miss ---- gave the B cla.s.s a lesson in Physiology. She was not sufficiently animated and self-possessed. The substance of the lesson was recited before the expiration of the period, which left the lady at a loss to know what she should do with the remainder of the time. It might have been profitably employed asking questions of importance connected with the lesson; but instead of doing so, Miss ---- turned to me for a.s.sistance. She was asked her opinion of a disputed point, which, although of slight importance, merited some attention; but she pa.s.sed it by, notwithstanding her attention was called to it several times.

Teaching average, 76.

Miss ---- gave the A cla.s.s a lesson in Elocution. She displayed the tact and skill of an experienced teacher. She a.s.sumed full authority over the pupils (though they were her cla.s.smates), and her whole manner was such that a visitor entering the room would have supposed she was the permanent teacher. One secret of her success was that she had given the reading lesson much home practice and preparation. Teaching average, 100.

Miss ---- taught the A cla.s.s in Literature. She taught well. Though rather quiet, she succeeded in awakening the interest of her pupils, and the entire recitation was very animated. The cla.s.s is a good one, and the pupils deserve as much commendation as the teacher. Teaching average, 96.

Miss ---- gave the D cla.s.s a lesson in Geography. She came before the cla.s.s well prepared for her duties. She did not use the book, though it was written in the catechetical style--the one most difficult to teach without some such reference. She by her questions brought out a number of points not given in the text-book. Teaching average, 97.

Miss ---- gave the B cla.s.s a lesson in Rhetoric. She showed a thorough preparation of the lesson and taught well. She should have worked a little faster. Pupils were allowed too much time to think. Teaching average, 98.

Miss ---- gave the D cla.s.s a lesson in History. She taught with much dignity and self-possession. She did not teach simply by having the lesson recited as the author had given it, but asked for the definition of words, and gave information not found in the text-book. But one error was allowed to pa.s.s, which was that of calling Queen Victoria the grand-daughter of William of Orange. Teaching average, 98.

Miss ---- gave the B cla.s.s a lesson in Physiology. She conducted the recitation in a very dignified and lady-like manner. The lesson was a difficult one, but the teacher seemed to understand the subject thoroughly. There was a reference to the _retina_ of the eye in the lesson; the pupils not having studied that subject, did not know what the retina was, and called upon the teacher for explanation; she attempted to describe it, but failed to make them understand because she did not thoroughly understand it herself. With this exception, she taught very well. Teaching average, 96.

Miss ---- gave the B cla.s.s a lesson in Elocution. She is a good teacher, and reads well. She maintained her dignity and composure during the entire recitation, though several visitors were present. Nothing tends to embarra.s.s a teacher so much as the entrance of strangers; the lady's calmness and self-possession then are worthy of much commendation.

Teaching average 100.

Miss ---- gave the C cla.s.s a lesson in Mental Arithmetic. She read the questions distinctly, and had them correctly solved; but for the plan of recitation, she helped the pupils too much. The method was that called "Chance a.s.signment;" in this method, as the pupils have time to think of the problems, the work should be purely that of the memory, in regard to the example itself. Teaching average 95.

Miss ---- gave the A cla.s.s a lesson in Literature. She evinced thorough preparation, and displayed considerable tact in conducting the recitation. Every pupil was called on and compelled to recite or confess ignorance. Teaching average 98.

Miss ---- gave the C cla.s.s a lesson in Elocution. She selected a very difficult reading-lesson, and not only read it well herself, but insisted upon the pupils reading it well too. The lady has a good clear voice, but it lacks power; nothing will develop this quality but constant daily practice. Teaching average 97.

Miss ---- taught the C cla.s.s in Ancient History. She did not succeed.

Her embarra.s.sment was caused in a great measure by not knowing the names of the pupils. Teachers should obtain lists of the names, if they are not familiar with them. The lesson being one in mythology, could have been made very interesting with a slight effort on the part of the teacher. Many errors in p.r.o.nunciation made by both teacher and pupils, were allowed to pa.s.s. Teaching average 72.

Miss ---- gave the A cla.s.s a lesson in Elocution. She taught well, but would have succeeded better if she had given the lesson a little more home practice. When delivering a pa.s.sage requiring considerable force, she heightened the pitch of her voice, and thus gave an unpleasant shrillness, where the pure orotund tone was needed. Teaching average 95.

Miss ---- gave the B cla.s.s a lesson in Elocution. She is a very sprightly, animated teacher, and reads well. She paid special attention to the correct orthoepy of words, and insisted upon pupils' making use of their dictionaries whenever a word occurred with which they were not familiar. Teaching average 100.

Miss ---- gave the D cla.s.s a lesson in History. She is one of the best teachers in her cla.s.s. She is sprightly, animated, and critical. The lesson was well taught; a map having been neatly drawn on the board, the teacher required the most important places referred to in the lesson, to be pointed out upon it. Teaching average 100.

Miss ---- gave the A cla.s.s a lesson in Chemistry. She has improved very much in teaching. She understood the subject which she taught, and had given the lesson careful preparation. She requested one of the pupils to look for the orthoepy of a word which occurred in the lesson. The lady turned over the leaves of the dictionary in a very careless manner, then took her seat, saying she could not find the word, although she must have been conscious all the while that she was not searching for it in the proper place. Miss ----, instead of sending the lady to look for the word again, as she should have done, p.r.o.nounced it herself. The teacher should require prompt obedience on the part of pupils. Teaching average 95.

Miss ---- gave the C cla.s.s a lesson in Elocution. She is a very energetic teacher, and manifests a deep interest in her pupils--hence, her success. A visitor would have inferred from her manner, that she was the permanent teacher, not a mere subst.i.tute for a pa.s.sing hour.

Teaching average, 100.

XXVI.

ATTENTION AS A MENTAL FACULTY, AND AS A MEANS OF MENTAL CULTURE.

The ill.u.s.trations which first led to a satisfactory elucidation of the subject, were drawn from the eye. There are many facts in the history of vision, which show that we may experience sensations and perceptions and other intellectual operations, and may at the time be conscious of the same, without giving them any attention, or, at least, without giving them such a degree of attention as to have the slightest recollection of them afterwards.

When, for instance, we read a printed book, the eye glances so rapidly from sentence to sentence, that we can hardly persuade ourselves that we actually see successively every letter. We certainly have no recollection of having gone through such an innumerable train of conscious acts as the theory necessarily implies. That such, however, is the case, is proved by the fact, that if by accident any letter is omitted, or transposed, or put upside down, the eye at once detects the mistake. The fact is familiar to all. It can be accounted for only on the supposition that, even in the rapid and cursory perusal of a book, the eye actually pa.s.ses from letter to letter, and gives to each a distinct notice. It not only notices each letter, but the position of each in reference to the other letters in the line, and even those nice diacritical points by which one letter is distinguished from another, as _c_ from _e_, _u_ from _n_, _b_ from _d_, _p_ from _q_. This notice, however, is so slight, the transition is so rapid, that we have no recollection of it afterwards, and we can hardly persuade ourselves that such has been the sober and yet most wonderful fact.

Take another instance. If, on the occasion of an evening a.s.semblage, by a sudden movement of the gas-pipe, any one should instantly extinguish all the lights in the room and leave the building for a time in total darkness, and if, by an equally sudden movement, he should then restore the light to its previous condition, every one present would notice the change and have a distinct recollection of it afterwards. Yet, every time we close our eyes in winking, that is, several times in every minute of our waking hours, we experience precisely this change from full and perfect vision to total darkness. But no one ever notices or remembers the fact of his winking, unless he stops to make it the subject of special attention.

Sight however is not the only means of ill.u.s.trating this point. We are drawn to a similar conclusion by observing the workings of the mind itself, in the act of volition. Whenever we make any single volition an object of special attention, we are conscious of that volition, and we have a distinct recollection of it afterwards. Yet probably not one out of ten thousand, possibly not one out of a million, of our simple volitions, is ever known to us after the moment of its occurrence. In voluntary muscular action, every distinct movement requires a distinct volition. And how innumerable are the movements necessary to the accomplishment of any one of the ordinary purposes of life! We sit down for example to write a letter to a friend. The nimble pen dances from point to point over the darkening page, and when we reach the bottom, we have not the least recollection of having willed any one of those countless muscular movements which have been necessary to what, but for its every-day occurrence, would be accounted the greatest feat of legerdemain ever performed by man!

Take for example the act of reading aloud. Every letter requires for its utterance at least one distinct muscular contraction. Some letters require several. Now it has been found on trial that we are able to p.r.o.nounce more than a thousand letters in a minute. That is, during every minute that we are reading aloud, we perform between one and two thousand distinct muscular movements, and by necessity a like number of antecedent acts of the will, to say nothing of those other acts, not less numerous in the case of a speaker, connected with the general movement of the body in earnest gesticulation. Yet after the hour's performance, what does the speaker or the reader remember of all these countless volitions? Nothing but the one general purpose to please, instruct, or persuade an audience.

The conclusion, toward which these ill.u.s.trations point, is objected to by some writers, on the ground of the incredible rapidity which it attributes to our intellectual operations. Is it possible, it is asked, that we can crowd into such a s.p.a.ce of time so many acts of the will, and that we are, at the moment when each happens, conscious of its presence? Is it not more probable that these rapid muscular actions are resolvable, in some way, into the law of habit? May they not become in some sense mechanical and automatic, so as to require no intervention of the will? Take for example, the case of a person learning to play upon a musical instrument. The first step is to move the fingers from key to key with a slow motion, looking at the notes, and exerting an express act of volition at every note. By degrees, however, the motions somehow cling to each other, and to the impressions of the notes, in the way of a.s.sociations, the acts of volition all the while growing less and less express, until at last they become quite evanescent and imperceptible.

An expert will play from notes or from memory, and with a rapidity of motion that is perfectly bewildering, while at the same time he himself is carrying on quite a different train of thoughts in his mind, or even perhaps holding a conversation with another. Hence, it is concluded, by the writers referred to, that in these cases there is really no intervention of that idea or state of the mind called will.

The authorities for this hypothesis are among the highest that can be named in the history of intellectual science. Let us see how far the hypothesis explains the facts of the case. The most rapid performer, it is obvious, can at any time r.e.t.a.r.d his execution, until his movements become so slow that each one may be made, as originally it was made, the subject of special attention, and may be distinctly remembered afterwards. Now, according to the hypothesis proposed, we will our actions, and are conscious both of the act, and the antecedent volition, so long as their rapidity is confined to a certain rate; but, as soon as the rapidity exceeds that rate, the operation is taken out of our hands, and is carried on by some unknown power, of which we know no more than we do of the circulation of the blood, or of the systole and diastole of the heart! Such a supposition is about as reasonable as it would be to say that a projectile pa.s.ses through the intermediate s.p.a.ce, when it is thrown with such a moderate degree of velocity that we can see it, in its progress; but, when it is thrown with such velocity as to become invisible, it ceases to pa.s.s through the intermediate s.p.a.ce, and reaches the goal only because projectiles have the habit of doing so!

The hypothesis then breaks down, and we are forced back to our original supposition, namely, that those actions which are voluntary originally, never cease to be so; that when, as in the cases supposed, we retain no recollection of particular volitions, it is because of some law of our nature by which we are capable of recollecting only those acts upon which the attention has been fixed with a certain degree of intensity and for some perceptible s.p.a.ce of time; that the volition, in other words, is too feeble and too rapid to leave any impression on the memory. To argue that there has been no volition, because we do not recollect it, is as absurd as it would be to say that there has been no muscular act, because in many cases we have as little recollection of the muscular act, as we have of the antecedent volition.

Besides, there are many other mental acts, as rapid as those which have been adduced,--so rapid that not the least recollection of them remains,--where, yet, this mechanical or automatic hypothesis affords not the least explanation. Thus the expert accountant in a Bank adds up a long column of figures with the same rapidity and ease with which ordinary persons would read a pa.s.sage from a familiar author, and he brings out in the end the exact sum, which he can do in no other way than by taking note in pa.s.sing of the precise character and value of each figure. Yet, at the end of such a process, the accountant has no more recollection of those rapidly succeeding acts of the mind, than has the musical performer of those countless volitions put forth in the course of a piece of brilliant musical instrumentation.

As to the objection, that the theory attributes an almost inconceivable rapidity to some of our mental operations, it may be answered, in the first place, that there is no reason, surely, why mind should not be capable of as rapid action as its handmaid, matter; and, in the second place, that our ideas of time are relative, quite as much as our ideas of s.p.a.ce; and if the microscope has revealed a world of wonders too minute in point of s.p.a.ce to be observed by the naked eye, in whose existence we yet believe with undoubting confidence, we may without greater difficulty believe in the existence of mental acts crowded into so narrow a point of time, so rapid and transitory in their occurrence, as to leave no impression upon the memory.

The facts which have been adduced, then, teach clearly two things: first, that by far the greatest part of what we do and experience and are necessarily conscious of at the time of their occurrence, immediately fade from the recollection, as shadows pa.s.s over a landscape; and secondly, that in order to the recollection of any act or object, it is necessary that the mind be fixed upon it for some perceptible s.p.a.ce of time and with some sensible degree of attention. It is this indissoluble connection of the attention with memory, this absolute dependence of the latter upon the former, which gives the subject such far-reaching import in considering the means of intellectual culture.

How it is that we are able to exclude all subjects but one from the thoughts, is not very easy of explanation. It is obvious that we cannot do it by direct volition. The very fact of our willing not to attend to a particular object, fixes our attention upon it. That we have, however, some power and agency in fixing our attention on one object and in withdrawing it from another, is a fact within the knowledge and experience of every one, whether we can explain the mode by which it is done or not. We have the power of what the chemists call "elective affinity;" we make our choice of some one of the various objects claiming the attention, and fix it upon that; and it seems to be a law of our nature, that when we thus direct the attention to one object, all others, of themselves, and by some natural necessity, retire from the thoughts. This is as near an approach, probably, as we shall ever make, towards an exact verbal expression of a fact, for an intimate knowledge of which, after all, every man must refer to his own consciousness.

This power of singling out and fastening upon some one object to the exclusion of all others,--in other words, this power of attention--exists in almost infinite degrees in different individuals.

The degree in which it exists is the measure of a man's intellectual stature. No man can be truly great who does not possess it to a high degree. To command our attention is to command ourselves, to be truly master of our own powers and resources.

The subject, then, becomes one of first importance in every kind of either mental or moral improvement. Its vital connection with the faculty of memory has been already suggested. Perhaps, however, this branch of the subject should be set forth with a little more distinctness. There are many vague, dreamy notions afloat on the subject of memory, standing comparisons and metaphors, intended to ill.u.s.trate its uses and magnify its importance, but not declaring with any degree of precision what it is. It is called, for instance, the "storehouse of our ideas." The metaphor conveys undoubtedly a certain amount of truth in regard to the subject. At the same time, there are some important particulars, in which the comparison, for it is nothing more, conveys a wrong impression. Experience teaches us, for instance, that recollections, unlike other articles of store, are from the time of their deposit undergoing a continual process of decay, and if they do not fade entirely from the mind, it is because we occasionally bring them anew under the review of the mind, and thus restore them to their original freshness and vigor.

Dismissing, therefore, the metaphor, I shall, I presume, express with sufficient accuracy the established doctrine on this subject by the following statements: that of the great mult.i.tude of mental operations which we experience, by far the larger part perish at the moment of their birth; that others, to which for any reason we give, at the time of their occurrence, some sufficient degree of attention, afterwards recur to us, or are in some way present to our thoughts; that this recurrence of former ideas to our thoughts is sometimes spontaneous, without any voluntary action on our part, and sometimes the consequence of a direct effort of the will; and lastly, that the capacity which we have of being thus revisited by former thoughts is called memory, while the thoughts themselves, which thus return, are called memories, or more commonly recollections.