“Write dull receipts how poems may be made.”
Essay on Criticism.]
[191] Speaking of law, medicine, engineering, and the industrial arts, J. S. Mill remarks: “Whether those whose speciality they are will learn them as a branch of intelligence or as a mere trade, and whether having learnt them, they will make a wise and conscientious use of them, or the reverse, depends less on the manner in which they are taught their profession, than upon what sort of mind they bring to it—what kind of intelligence and of conscience the general system of education has developed in them.”—Address at St. Andrews, p. 6.
[192] “Comme vous n’avez pas su ou comme vous n’avez pas voulu atteindre la pensée de l’enfant, vous n’avez aucune action sur son développement moral et intellectuel. Vous êtes le maître de latin et de grec.” Bréal. Quelques Mots, &c., p. 243.
[193] Mr. Spencer does not mention this principle in his enumeration, but, no doubt, considers he implies it.
[194] “Si l’on partageait toute la science humaine en deux parties, l’une commune à tous les hommes, l’autre particulière aux savants, celle-ci serait très-petite en comparaison de l’autre. Mais nous ne songeons guère aux acquisitions générales, parce qu’elles se font sans qu’on y pense, et même avant l’âge de raison; que d’ailleurs le savoir ne se fait remarquer que par ses différences, et que, comme dans les équations d’algèbre, les quantités communes se comptent pour rien.”—Émile, livre i.
[195] This is well said in Dr. John Brown’s admirable paper Education through the Senses. (Horæ Subsecivæ, pp. 313, 314.)
[196] After remarking on the wrong order in which subjects are taught, he continues, “What with perceptions unnaturally dulled by early thwartings, and a coerced attention to books, what with the mental confusion produced by teaching subjects before they can be understood, and in each of them giving generalisations before the facts of which they are the generalisations, what with making the pupil a mere passive recipient of others’ ideas and not in the least leading him to be an active inquirer or self-instructor, and what with taxing the faculties to excess, there are very few minds that become as efficient as they might be.”
[197] A class of boys whom I once took in Latin Delectus denied, with the utmost confidence, when I questioned them on the subject, that there were any such things in English as verbs and substantives. On another occasion, I saw a poor boy of nine or ten caned, because, when he had said that proficiscor was a deponent verb, he could not say what a deponent verb was. Even if he had remembered the inaccurate grammar definition expected of him, “A deponent verb is a verb with a passive form and an active meaning,” his comprehension of proficiscor would have been no greater. It is worth observing that, even when offending grievously in great matters against the principle of connecting fresh knowledge with the old, teachers are sometimes driven to it in small. They find that it is better for boys to see that lignum is like regnum, and laudare like amare, than simply to learn that lignum is of the Second Declension, and laudare of the First Conjugation. If boys had to learn by a mere effort of memory the particular declension or conjugation of Latin words before they were taught anything about declensions and conjugations, this would be as sensible as the method adopted in some other instances, and the teachers might urge, as usual, that the information would come in useful afterwards.
[198] Mr. Spencer and Professor Tyndall appeal to the results of experience as justifying a more rational method of teaching. Speaking of geometrical deductions, Mr. Spencer says: “It has repeatedly occurred that those who have been stupefied by the ordinary school-drill—by its abstract formulas, its wearisome tasks, its cramming—have suddenly had their intellects roused by thus ceasing to make them passive recipients, and inducing them to become active discoverers. The discouragement caused by bad teaching having been diminished by a little sympathy, and sufficient perseverance excited to achieve a first success, there arises a revolution of feeling affecting the whole nature. They no longer find themselves incompetent; they too can do something. And gradually, as success follows success, the incubus of despair disappears, and they attack the difficulties of their other studies with a courage insuring conquest.”