It is a mere farce to call the committing to memory of definitions “education.”
Whatever the subjects, it is a dwarfing process, whether the definitions are memorized at home or at school, silently, by oral repetition, or by singing them. All definition learning as the origin of thought is certain to destroy interest and arrest development and lead to inaccuracy of thought. Miss Le Row’s collection of blunders made by children could never have been made if the children had been taught properly.
Such mistakes as “The body is mostly composed of water, and about one half of avaricious tissue” or “Parasite, a kind of umbrella,” or “Emphasis, putting more distress on one word than on another,” should suggest to teachers the absurdity of committing definitions to memory. It is one of the weakest forms of cramming, and is most ridiculous and least useful when the memorizing is done by simultaneous oral repetition.
Hard Times exposes the evils of cramming in the teaching practised in the normal school in which Mr. M’Choakumchild was trained, and in the definition repetition as given by Bitzer, and so highly praised by Mr. Gradgrind:
“Bitzer, your definition of a horse:”
“Quadruped, graminivorous. Forty teeth, namely, twenty-four grinders, four eyeteeth, and twelve incisors. Sheds coat in the spring; in marshy countries sheds hoofs, too. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth.”
How clear this would make the conception of a horse to a man who had never seen one! Sissy Jupe, too, is used to show the failure of cramming to educate a girl of quick intellect and strong emotions. She could not be crammed.
M’Choakumchild reported that she had a very dense head for figures; that, once possessed with a general idea of the globe, she took the smallest conceivable interest in its exact measurements; that she was extremely slow in the acquisition of dates, unless some pitiful incident happened to be connected therewith; that she would burst into tears on being required (by the mental process) immediately to name the cost of two hundred and forty-seven muslin caps at fourteenpence half-penny; that she was as low down in the school as low as could be; that after eight weeks of induction into the elements of political economy, she had only yesterday been set right by a prattler three feet high, for returning to the question, “What is the first principle of this science?” the absurd answer, “To do unto others as I would that they should do unto me.”
Mr. Gradgrind observed, shaking his head, that all this was very bad; that it showed the necessity of infinite grinding at the mill of knowledge as per system, schedule, blue book, report, and tabular statements A to Z; and that Jupe “must be kept to it.” So Jupe was kept to it, and became low-spirited, but no wiser.
Dickens makes the artist in Somebody’s Luggage say: