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 analysed, 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 amusements, 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 assists 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 amusement 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 amusements, will prepare the way, and greatly assist 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 rehearse 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 circumstances 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 circumstances 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 rehearse 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 harassed 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 rehearse 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.