As I have said, the most interesting and amusing part of the matter is the complete identity and solidarity of the gestures used to denote the same set of circumstances, even though by people of very different temperament; so that the gestures become exactly like words of a language, alike for every one, and subject only to such small modifications as depend upon variety of accent and education. And yet there can be no doubt but that these standing gestures, which every one uses, are the result of no convention or collusion. They are original and innate—a true language of nature; consolidated, it may be, by imitation and the influence of custom.
It is well known that it is part of an actor's duty to make a careful study of gesture; and the same thing is true, to a somewhat smaller degree, of a public speaker. This study must consist chiefly in watching others and imitating their movements, for there are no abstract rules fairly applicable to the matter, with the exception of some very general leading principles, such as—to take an example—that the gesture must not follow the word, but rather come immediately before it, by way of announcing its approach and attracting the hearer's attention.
Englishmen entertain a peculiar contempt for gesticulation, and look upon it as something vulgar and undignified. This seems to me a silly prejudice on their part, and the outcome of their general prudery. For here we have a language which nature has given to every one, and which every one understands; and to do away with and forbid it for no better reason than that it is opposed to that much-lauded thing, gentlemanly feeling, is a very questionable proceeding.
ON EDUCATION.
The human intellect is said to be so constituted that general ideas arise by abstraction from particular observations, and therefore come after them in point of time. If this is what actually occurs, as happens in the case of a man who has to depend solely upon his own experience for what he learns—who has no teacher and no book,—such a man knows quite well which of his particular observations belong to and are represented by each of his general ideas. He has a perfect acquaintance with both sides of his experience, and accordingly, he treats everything that comes in his way from a right standpoint. This might be called the natural method of education.
Contrarily, the artificial method is to hear what other people say, to learn and to read, and so to get your head crammed full of general ideas before you have any sort of extended acquaintance with the world as it is, and as you may see it for yourself. You will be told that the particular observations which go to make these general ideas will come to you later on in the course of experience; but until that time arrives, you apply your general ideas wrongly, you judge men and things from a wrong standpoint, you see them in a wrong light, and treat them in a wrong way. So it is that education perverts the mind.
This explains why it so frequently happens that, after a long course of learning and reading, we enter upon the world in our youth, partly with an artless ignorance of things, partly with wrong notions about them; so that our demeanor savors at one moment of a nervous anxiety, at another of a mistaken confidence. The reason of this is simply that our head is full of general ideas which we are now trying to turn to some use, but which we hardly ever apply rightly. This is the result of acting in direct opposition to the natural development of the mind by obtaining general ideas first, and particular observations last: it is putting the cart before the horse. Instead of developing the child's own faculties of discernment, and teaching it to judge and think for itself, the teacher uses all his energies to stuff its head full of the ready-made thoughts of other people. The mistaken views of life, which spring from a false application of general ideas, have afterwards to be corrected by long years of experience; and it is seldom that they are wholly corrected. This is why so few men of learning are possessed of common-sense, such as is often to be met with in people who have had no instruction at all.
To acquire a knowledge of the world might be defined as the aim of all education; and it follows from what I have said that special stress should be laid upon beginning to acquire this knowledge at the right end. As I have shown, this means, in the main, that the particular observation of a thing shall precede the general idea of it; further, that narrow and circumscribed ideas shall come before ideas of a wide range. It means, therefore, that the whole system of education shall follow in the steps that must have been taken by the ideas themselves in the course of their formation. But whenever any of these steps are skipped or left out, the instruction is defective, and the ideas obtained are false; and finally, a distorted view of the world arises, peculiar to the individual himself—a view such as almost everyone entertains for some time, and most men for as long as they live. No one can look into his own mind without seeing that it was only after reaching a very mature age, and in some cases when he least expected it, that he came to a right understanding or a clear view of many matters in his life, that, after all, were not very difficult or complicated. Up till then, they were points in his knowledge of the world which were still obscure, due to his having skipped some particular lesson in those early days of his education, whatever it may have been like—whether artificial and conventional, or of that natural kind which is based upon individual experience.