Essays on Education and Kindred Subjects. Spencer Herbert

of unseen planets, the invention of calculating engines, the production of great paintings, or the composition of symphonies and operas. This activity of the faculties from the very first, being spontaneous and inevitable, the question is whether we shall supply in due variety the materials on which they may exercise themselves; and to the question so put, none but an affirmative answer can be given. As before said, however, agreement with Pestalozzi's theory does not involve agreement with his practice; and here occurs a case in point. Treating of instruction in spelling he says: —

      "The spelling-book ought, therefore, to contain all the sounds of the language, and these ought to be taught in every family from the earliest infancy. The child who learns his spelling book ought to repeat them to the infant in the cradle, before it is able to pronounce even one of them, so that they may be deeply impressed upon its mind by frequent repetition."

      Joining this with the suggestions for "a nursery method," set down in his Mother's Manual, in which he makes the names, positions, connections, numbers, properties, and uses of the limbs and body his first lessons, it becomes clear that Pestalozzi's notions on early mental development were too crude to enable him to devise judicious plans. Let us consider the course which Psychology dictates.

      The earliest impressions which the mind can assimilate are the undecomposable sensations produced by resistance, light, sound, etc. Manifestly, decomposable states of consciousness cannot exist before the states of consciousness out of which they are composed. There can be no idea of form until some familiarity with light in its gradations and qualities, or resistance in its different intensities, has been acquired; for, as has been long known, we recognise visible form by means of varieties of light, and tangible form by means of varieties of resistance. Similarly, no articulate sound is cognisable until the inarticulate sounds which go to make it up have been learned. And thus must it be in every other case. Following, therefore, the necessary law of progression from the simple to the complex, we should provide for the infant a sufficiency of objects presenting different degrees and kinds of resistance, a sufficiency of objects reflecting different amounts and qualities of light, and a sufficiency of sounds contrasted in their loudness, their pitch and their timbre. How fully this à priori conclusion is confirmed by infantile instincts, all will see on being reminded of the delight which every young child has in biting its toys, in feeling its brother's bright jacket-buttons, and pulling papa's whiskers – how absorbed it becomes in gazing at any gaudily-painted object, to which it applies the word "pretty," when it can pronounce it, wholly because of the bright colours – and how its face broadens into a laugh at the tattlings of its nurse, the snapping of a visitor's fingers, or any sound which it has not before heard. Fortunately, the ordinary practices of the nursery fulfil these early requirements of education to a considerable degree. Much, however, remains to be done; and it is of more importance that it should be done than at first appears. Every faculty during that spontaneous activity which accompanies its evolution is capable of receiving more vivid impressions than at any other period. Moreover, as these simplest elements have to be mastered, and as the mastery of them whenever achieved must take time, it becomes an economy of time to occupy this first stage of childhood, during which no other intellectual action is possible, in gaining a complete familiarity with them in all their modifications. Nor let us omit the fact, that both temper and health will be improved by the continual gratification resulting from a due supply of these impressions which every child so greedily assimilates. Space, could it be spared, might here be well filled by some suggestions towards a more systematic ministration to these simplest of the perceptions. But it must suffice to point out that any such ministration, recognising the general law of evolution from the indefinite to the definite, should proceed upon the corollary that in the development of every faculty, markedly contrasted impressions are the first to be distinguished; that hence sounds greatly differing in loudness and pitch, colours very remote from each other, and substances widely unlike in hardness or texture, should be the first supplied; and that in each case the progression must be by slow degrees to impressions more nearly allied.

      Passing on to object-lessons, which manifestly form a natural continuation of this primary culture of the senses, it is to be remarked, that the system commonly pursued is wholly at variance with the method of Nature, as exhibited alike in infancy, in adult life, and in the course of civilisation. "The child," says M. Marcel, "must be shown how all the parts of an object are connected, etc.;" and the various manuals of these object-lessons severally contain lists of the facts which the child is to be told respecting each of the things put before it. Now it needs but a glance at the daily life of the infant to see that all the knowledge of things which is gained before the acquirement of speech, is self-gained – that the qualities of hardness and weight associated with certain appearances, the possession of particular forms and colours by particular persons, the production of special sounds by animals of special aspects, are phenomena which it observes for itself. In manhood too, when there are no longer teachers at hand, the observations and inferences hourly required for guidance must be made unhelped; and success in life depends upon the accuracy and completeness with which they are made. Is it probable, then, that while the process displayed in the evolution of humanity at large is repeated alike by the infant and the man, a reverse process must be followed during the period between infancy and manhood? and that too, even in so simple a thing as learning the properties of objects? Is it not obvious, on the contrary, that one method must be pursued throughout? And is not Nature perpetually thrusting this method upon us, if we had but the wit to see it, and the humility to adopt it? What can be more manifest than the desire of children for intellectual sympathy? Mark how the infant sitting on your knee thrusts into your face the toy it holds, that you too may look at it. See when it makes a creak with its wet finger on the table, how it turns and looks at you; does it again, and again looks at you; thus saying as clearly as it can – "Hear this new sound." Watch the elder children coming into the room exclaiming – "Mamma, see what a curious thing," "Mamma, look at this," "Mamma, look at that: " a habit which they would continue, did not the silly mamma tell them not to tease her. Observe that, when out with the nurse-maid, each little one runs up to her with the new flower it has gathered, to show her how pretty it is, and to get her also to say it is pretty. Listen to the eager volubility with which every urchin describes any novelty he has been to see, if only he can find some one who will attend with any interest. Does not the induction lie on the surface? Is it not clear that we must conform our course to these intellectual instincts – that we must just systematise the natural process – that we must listen to all the child has to tell us about each object; must induce it to say everything it can think of about such object; must occasionally draw its attention to facts it has not yet observed, with the view of leading it to notice them itself whenever they recur; and must go on by and by to indicate or supply new series of things for a like exhaustive examination? Note the way in which, on this method, the intelligent mother conducts her lessons. Step by step she familiarises her little boy with the names of the simpler attributes, hardness, softness, colour, taste, size: in doing which she finds him eagerly help by bringing this to show her that it is red, and the other to make her feel that it is hard, as fast as she gives him words for these properties. Each additional property, as she draws his attention to it in some fresh thing which he brings her, she takes care to mention in connection with those he already knows; so that by the natural tendency to imitate, he may get into the habit of repeating them one after another. Gradually as there occur cases in which he omits to name one or more of the properties he has become acquainted with, she introduces the practice of asking him whether there is not something more that he can tell her about the thing he has got. Probably he does not understand. After letting him puzzle awhile she tells him; perhaps laughing at him a little for his failure. A few recurrences of this and he perceives what is to be done. When next she says she knows something more about the object than he has told her, his pride is roused; he looks at it intently; he thinks over all that he has heard; and the problem being easy, presently finds it out. He is full of glee at his success, and she sympathises with him. In common with every child, he delights in the discovery of his powers. He wishes for more victories, and goes in quest of more things about which to tell her. As his faculties unfold she adds quality after quality to his list: progressing from hardness and softness to roughness and smoothness, from colour to polish, from simple bodies to composite ones – thus constantly complicating the problem as he gains competence, constantly taxing his attention and memory to a greater extent, constantly maintaining