A Practical Enquiry into the Philosophy of Education

by James Gall

Note M, p. 192.—In communicating knowledge to the young by means of the Catechetical Exercise, care ought to be taken that the truths or ideas be communicated regularly, and not too many at a time. In making use of the "Groupings," or "First Steps," the contents of one section ought to be well understood, and all the circumstances to be made familiar, before the child passes to another. To do otherwise is not to forward, but to retard his advance in the attainment of knowledge. There ought also to be frequent returns upon the sections formerly mastered, so that the truths be more and more firmly fixed upon the memory. This will also be accomplished by means of the lessons from the several moral truths taught, and by their application to the circumstances of ordinary life.

It is also a matter of great practical importance, in teaching any subject, that the teacher confine himself strictly to it, avoiding all kinds of "Catechetical Wandering," by which the minds of his pupils will be distracted and enfeebled if they cannot follow him, and by which their attention will be powerfully drawn away from the lesson, if they can.—For example, if the subject to be taught be the "Good Samaritan," nothing can be plainer than that the mind of the pupil ought to be concentrated upon the subject, till it be "grouped," and fixed upon the mind and memory as one combined and moving scene, so that one circumstance in the story will conjure up all the others.—This is Nature's plan.—But if the teacher, at the very commencement, when the child has read that "a certain man went down from Jerusalem to Jericho," shall call his attention from the story itself, to ask where Jerusalem was? What was Judea? Who dwelt there? Who was their progenitor? From what bondage were they saved? Who conducted them through the wilderness? Who brought them into Judea? requiring the whole history of the Jews, their captivity, and restoration; the effect is most pernicious, and is fatal to the great design intended by the teacher. It is destructive of that habit of concentration of mind upon a particular subject, which is always the accompaniment of genius; and which ought to be cultivated in the young with the greatest assiduity and care. But this habit of "Catechetical Wandering," does not stop here, for the teacher has yet another word in this first sentence which admits of a similar treatment; and instead of returning to the lesson, he takes up the word "Jericho," by means of which he follows a similar course; "riding off" from the original subject, and leaving the child bewildered and confused, to commence again, to be again interrupted and distracted by other irrelevant questions. Many evils result from this practice; and the cause is obvious. For if the child has been taught these irrelevant truths before, this is obviously not the time to introduce them, when he is in the very act of learning a new subject;—and if he has not been taught them previously, the matter becomes worse; for by this attempt to teach a variety of new things at the same time, some important principles of Nature are still more violently outraged.—After the subject has been taught, and the child is called on to revise his several lessons, then is the time to combine them, and to point out their various connections,—but not before.

Note N, p. 195.—It will always be found advisable to teach the alphabet to children long before they begin to read; and while they are being verbally exercised on the "Groupings from Scripture," and other books of a similar kind. To do so at home by way of games, will be found easiest for the parent, and most pleasant for the child. By having the small letters on four dice, (six on each,) and allowing the use of only one till the six letters on its sides are familiar;—and not giving the third, till those on the two first have been mastered; and the same with the fourth,—will be found useful, provided they be only occasionally made use of. A too frequent repetition of the game will destroy its effect; and therefore, as there is sufficient time, it ought only to be allowed on proper, and perhaps on great occasions. Other contrivances, besides those given in the text, such as making the child guess at letters, drawing letters from a bag, and naming them, &c. will readily occur to ingenious parents or teachers. It should be observed, that as this acquirement is needed but once in the child's lifetime, a little pains or trouble ought not to be grudged in forwarding it.

Note O, p. 208.—In using the "First Class Book on the Lesson System," the teacher must take care that the letters and their sounds, or powers, be perfectly familiar to the child before he begins to read. The first lesson, of course, is composed altogether of words new to the child, each of which he must be taught to read by combining the powers of the letters composing it;—and he must never be allowed to pass on to the following word, till all the previous ones can be correctly and readily decyphered. Before beginning to the second, or succeeding lessons, the new words occurring in it, (which are prefixed,) must be read and made familiar to him one by one, and explained if necessary. By this means he will soon be able to pick up the ideas in his lesson by even a first reading, which is the great end that the teacher ought to have in view.—The capital letters need not be taught till the child comes to them in his reading.—The lessons being consecutive, none must be omitted.

Note P, p. 220.—The nature of successive "Steps" will be better understood by using, than by describing them. The following, however, will give some idea of their design; keeping in mind, that the contents of the several branches must be written out in such a manner as to convey the ideas in the common way. The following is a rude sketch of what the History of Joseph would be like, if the ideas under each branch of the analysis were fairly written out as First, Second, and Third Steps.

ANALYTICAL TABLE.

SHEWING THE NATURE OF SUCCESSIVE STEPS IN EDUCATION.

THE HISTORY OF JOSEPH.

Substance of a First Step.	Substance of a Second Step.	Substance of a Third Step.
Joseph was beloved by his father, and hated by his brothers;	Joseph's father was partial to him.	Jacob loved Joseph best of his family; who brougoht him the evil reports of them; and got a coat of many colours.
	And he dreamed that he was to be great.	Joseph told his dream of the sheaves, and his brothers hated him the more. He told his dream of the sun and stars; and his father observed the saying.
	These things made the family uneasy.	His brothers would not speak peaceably to him; and envied and hated him; and his father expostulated with him.
———	———	———
And although he was long in affliction,	Joseph was cruelly used by his brothers,	Joseph sought his brothers at Dothan; was cast into a pit, and afterwards sold for a slave. His brothers concealed the crime, and his father mourned him as dead.
	And was made a slave to Potiphar	Joseph was carried to Egypt, and was a slave in Potiphar's house; where he was industrious and faithful; and was tempted by his mistress.
	Who unjustly cast him into prison.	Joseph was unjustly put into confinement. He was useful in prison, where a butler and baker were confined. Joseph interpreted their dreams; but was left in prison by the butler forgetting him.
———	———	———
He rose at last to great prosperity.	He was brought out to Pharoah,	Pharoah was displeased with the magicians. The butler told him of Joseph; and Joseph interpreted his dreams, and was advanced to authority.
	And made ruler over all Egypt;	Joseph married and was made next to Pharoah. He collected corn for seven years; Distributed it to all nations; and sold it for the cattle and lands of Egypt.
	During which time he behaved with great prudence to his brothers;	Joseph's brothers came to Egypt for food; and he spake roughly to them. He detained Simeon; Brought and entertained Benjamin; and hid his cup in Benjamin's sack. He then made himself known to his brothers.
	And kindly took care of the whole family.	Joseph brought his father and family to Egypt. He settled, supported, and honoured them. He buried his father, and left several charges with his brothers.

Note Q, p. 225.—In giving a specimen of this mode of illustrating a connected subject, we may only premise, that the method, as a branch of Education, requires that all the general heads should be perceived first, before any of them is sub-divided. For example, Paul's sermon at Antioch, (Acts xiii.) must be perceived by the pupil in its great outline, or general heads, before he be called on to separate these into their several particulars. These heads as given in the Analysis, (Help to Acts, vol. I. p. 187,) are to the following purport: