[199] On this subject I can quote the authority of a great observer of the mind—no less a man, indeed, than Wordsworth. He speaks of the “grand elementary principal of pleasure, by which man knows, and feels, and lives, and moves. We have no sympathy,” he continues, “but what is propagated by pleasure—I would not be misunderstood—but wherever we sympathise with pain, it will be found that the sympathy is produced and carried on by subtile combinations with pleasure. We have no knowledge, that is, no general principles drawn from the contemplation of particular facts, but what has been built up by pleasure, and exists in us by pleasure alone. The man of science, the chemist, and mathematician, whatever difficulties and disgusts they may have to struggle with, know and feel this. However painful may be the objects with which the anatomist’s knowledge may be connected, he feels that his knowledge is pleasure, and when he has no pleasure he has no knowledge.”—Preface to second edition of Lyrical Ballads. So Wordsworth would have agreed with Tranio: (T. of Shrew, j. 1.)
“No profit grows where is no pleasure ta’en;
In brief, Sir, study what you most affect.”
[200] This remark, I am glad to say, is much less true now (1890) than when first published. Indeed some purveyors of books for children are getting to rely too exclusively on the pictures, just as I have noticed that an organ-grinder with a monkey seldom or never has a good organ. Of large pictures for class teaching, some of the best I have seen (both for history and natural history) are published by the S.P.C.K.
[201] Tillich’s boxes of bricks (sold by the B’ham Midland Educational Supply Company, and by Arnold, Briggate, Leeds), are very useful for “intuitive” arithmetic: for higher stages one might say the same of W. Wooding’s “Decimal Abacus” with vertical wires.
[202] The grammar question is still a perplexing one. There are Inspectors who require children (as I once heard in a remote country school) to distinguish “7 kinds of adverbs.” Then we have children discriminating after the fashion of one of my own pupils, (I quote from a grammar paper,) “Parse it.” “It is a prepreition. Almost all small words are prepreitions.” In such cases it is very hard indeed to find any common ground for the minds of the old and the young. The true way I believe is to lead the young to make their own observations. The way is very very slow, but it developes power. I have lately seen an interesting little book on these lines, called Language Work by Dr. De Garmo (Bloomington, Ill., U.S.A.)
[203] Books for a beginner should contain a little matter in much space, and, as they are usually written, they contain much matter in a little space. Nothing can be truer than the saying of Lakanal, “L’abrégé est le contraire de l’éléméntaire: That which is abridged is just the opposite of that which is elementary.” When shall we learn what seems obvious in itself and what is taught us by the great authorities? “Epitome,” says Ascham, “is good privately for himself that doth work it, but ill commonly for all others that use other men’s labour therein. A silly poor kind of study, not unlike to the doing of those poor folk which neither till, nor sow, nor reap themselves, but glean by stealth upon other’s grounds. Such have empty barns for dear years.” (School Master, Book ij.) Bacon says (De Aug., lib. vj., cap. iv.), “Ad pædagogicam quod attinet brevissimum foret dictu.... Illud imprimis consuluerim ut caveatur a compendiis: Not much about pedagogics.... My chief advice is, keep clear of compendiums.” And yet “the table of contents” method which I suggested in irony I afterwards found proposed in all seriousness in an announcement of Dr. J. F. Bright’s English History: “The marginal analysis has been collected at the beginning of the volume so as to form an abstract of the history suitable for the use of those who are beginning the study.”
I would rather listen to Oliver Goldsmith: “In history, such stories alone should be laid before them as might catch the imagination: instead of this, they are too frequently obliged to toil through the four Empires, as they are called, where their memories are burthened by a number of disgusting names that destroy all their future relish for our best historians.” (Letter on Education in the Bee: a letter containing so much new truth that Goldsmith in re-publishing it had to point out that it had appeared before Rousseau’s Emile.) A modern authority on education has come to the same conclusion as Goldsmith. “The first teaching in history will not give dates, but will show the learner men and actions likely to make an impression on him. Der erste Geschichtsunterricht wird nicht Jahreszahlen geben, sondern eindrucksvolle Personen und Thaten vorführen.” (L. Wiese’s Deutsche Bildungsfragen, 1871.)
[204] Dr. Jas. Donaldson has well said of the educator:—“The most unguarded of his acts, those which come from the depth of his nature, uncalled for and unbidden, are the actions which have the most powerful influence.” Chambers’ Information sub v. Education, p. 565.