[29] Note R.
CHAP. II.
On the particular Branches of Education required for Elementary Schools.
In making choice of suitable subjects for the education of a community, there are two considerations which ought to regulate us in our selection. The one is, the indications of Nature respecting any branch of education; and the other is, the peculiar usages of the place and persons with whom the pupil is destined to associate. As an example of the former class of subjects, we may instance reading and writing; and of the latter, book-keeping and the classics. The branches belonging to the former will be found more or less useful to all without exception; while those which rank under the second class, although requisite for some, will be found unnecessary, and generally useless, to many. From the character of the present work, our business is chiefly with the former class; and we shall therefore advert very shortly to a few of them, pointing out the intimations of Nature respecting them, and giving a few hints as to the best methods by which they may be taught.
And first of all, Religion and Morals are clearly pointed out by Nature as a branch of education peculiarly necessary for the young. On this we shall not here again enlarge, but shall merely refer the reader to some of our previous pages, where it has been made sufficiently clear.[30]
Next in importance as a branch of education plainly indicated by Nature, we ought to rank the principles of Natural Philosophy. We say next in importance, not in time; because they are evidently not to be taught to the child in this order, although it will be found in experience that these principles may be communicated by successive "steps" much sooner than is generally thought.[31] Nature begins early; and so should we. The very infant becomes practically a natural philosopher, and continues to act regularly upon the truths or principles which experience enables him to detect. He soon learns that flame burns, that clothes keep his body warm, that stumbling will cause a fall, and that the support of a chair or stool will prevent it. As he grows up he learns the danger of handling sharp knives, hot irons, and burning coals; he learns to detect some of the effects of the mechanical powers, which he frequently applies, although he cannot explain them. This we perceive exemplified in his ingenious contrivances in cutting his sticks, wrenching with forks, hammering with stones, kicking with his toes, and afterwards more powerfully with his heels; in trundling his hoop, in sailing his mimic fleets by the force of his breath, and in adapting to the requisite moving powers his wind and water mills. He even learns to know something of the composition of forces, as we perceive by his contrivances in the flying of his kite, the shooting of his marbles, and the rebounding of his ball. Now, as these adaptations are never to be ranked under the class of instinctive actions, but have been in every case acquired by actual experience, it shews, that there is an outgoing of the mind in search of principles, and we think it is probable, that these principles are often, although perhaps but dimly perceived, from the various, and frequently successful contrivances of the child in difficulties, and in circumstances when he is desirous of procuring relief. This at all events shews us, that children are very early prepared, and capable of receiving instruction of this kind.
The importance attached by Nature to this branch of learning, is not less remarkable, than is its universality. It is the great hinge upon which every temporal comfort of the individual is made to turn. What we have here termed "natural philosophy," is to the body and to time, what religion and morals are to the soul and eternity;—the well-being of both depends almost entirely upon the proper application of their several principles. It is no doubt true, that the principles are not always very clearly perceived; but it is equally true, that the application of these principles will be more easy, more frequent, and much more effective, when they are made familiar by teaching. Hence the importance of this branch of education for the young.
Next in importance as branches of education, and prior perhaps in point of time, come the arts of Reading and Writing.—Speech is a valuable gift of Nature, bestowed upon us for the communication of our ideas, and writing is nothing more than a successful imitation of Nature in doing so. The hearing of speech, in like manner, is closely copied in the art of reading. These two arts, therefore, as most successful imitations of Nature, recommend themselves at once to the notice of the teacher as an important branch of education for the young. The one enabling him to speak with the hand, and to communicate his ideas to his friend from any distance; and the other, the art of hearing by the eye, and by which he can make the good and the wise speak to him as often and as long as he may feel inclined.[32]