A Practical Enquiry into the Philosophy of Education

All this appears pretty evident; and it obviously leads us to the next and concluding step, which is, that the natural and proper reward for moral actions, ought to partake of the moral character. It is the love and affection of those we serve, or who are called on to estimate, or to decide on the character of our actions, – that is the proper, the natural, the desirable return. A little consideration, we think, will shew us, that this, as a general principle, is really correct; and that applause, admiration, or wonder, when they are afforded without affection, do not satisfy the heart, that in the exercise of love, seeks love in return. – It is the friendship, the fellowship, the affections of those whom we aim at pleasing, that alone can approve itself to our minds as the appropriate returns for moral actions.

Note Z, p. 299. – The following are a few specimens of the paraphrastic exercise, as employed upon different subjects: —

"But Martha was [cumbered] [about much serving,] and came to [him,] and said, Lord, [dost thou not care] that my sister hath left me to [serve] alone? [bid] her, therefore, that she [help] me."

This verse is paraphrased in the Help to Luke by substituting the explanation of the words printed in Italics, and within brackets, for the words themselves, in the following manner:

"But Martha was [much incommoded and harassed] [to get every thing in order for the temporal accommodation of Jesus and his disciples,] and came to [Jesus,] and said, Lord, [art thou indifferent or careless about the circumstance] that my sister hath left me to [prepare the victuals, and do all the work of the house] alone? [Command] her, therefore, that she [leave her seat at thy feet, and come to assist] me."

"Every thing [in nature] [shews forth] God's [wisdom,] [power,] and [goodness;] but the Bible, which is the [word of God,] and which was [written] by [holy] men at [different times,] under [his direction,] has most [clearly] [revealed] what [God is,] what he has done and what [we should do."]

This is paraphrased in the Key to the Second Initiatory Catechism thus:

"Every thing [that has been made in the world and sky] [gives clear and constant proof of] God's [chusing the best ends, and accomplishing these by the best means,] [his being able to do any thing, and every thing,] and [never ceasing to care for, and to promote the happiness of all his creatures;] —but the Bible, – which is the [only declaration of God's mind and will to man,] and which was [composed, and put, with pen and ink, upon parchment or paper,] by [good and pious] men, at [dates long distant from each other,] under [the care of God, who told them what they were to write,] —has most [distinctly and plainly,] [brought into view, and let us know,] what [God's character and perfections are,] what he has done, and what [is our duty, both to God and man."]

"The [word of God,] which is contained in the [Scriptures] of the Old and New Testament, is the only [rule] to [direct us] how we may glorify and enjoy him."

This is paraphrased in the Key to the Shorter Catechism in the following manner:

"The [revelation of God's will,] which is contained in the [writings] of the Old and New Testament, is the only [guide] to [give us information] how we may glorify and enjoy him."

Note A a, p. 321. – Nature has obviously intended that all men should be both physically and mentally employed; and that, for the proper maintenance of health, the time occupied by physical exercise, ought in general to exceed that which is employed exclusively in study. The combination of both in ordinary cases, however, is still more plainly indicated. In the circumstances of the young, physical exercise is peculiarly necessary. The writer looks forward with confidence to a time, when to every seminary of eminence will be attached a sufficient plot of ground for gardening and agricultural purposes, that the physical energies of the pupils may not be allowed irregularly to run to waste, as at present; but when they shall be systematically directed to interesting, and at the same time to useful purposes. The hand-swing, although an excellent substitute, will never cope in interest, even to a child, with the moderate use of the hoe, the rake, or the spade. Such a system will produce many and valuable advantages to the young. Gardening, by postponing the results of labour, exciting hope, and by its daily advances, encouraging to perseverance, will tend to produce a most beneficial moral effect; and will greatly assist the teacher in establishing and strengthening some of those valuable checks upon the volatility of the young mind, which are exceedingly necessary for the proper conduct of life, but which there is usually but small opportunity of cultivating in youth.

But even then, for the proper conducting of a school, there will, for in-door exercise, be something more required than has yet been provided, both as to kind and degree. When we examine a number of children at play, we seldom find them sitting, or even standing for any length of time, when they have space and opportunity to exercise their limbs. The hand-motions of the infant schools, therefore, although excellent so far as they go, do not go far enough; and even the marching of the children is obviously too monotonous, and not sufficiently lively, for throwing off the accumulated mass of animal spirits, which is so speedily formed in young persons while engaged at their lessons. It was to supply this defect that the writer, a number of years ago, made some experiments with a large class of children, and with complete success. The exercise was founded on the singing and marching of the infant schools, and consisted in what is known in certain seminaries, as "Rights and Lefts." The children were taught to meet each other in bands of equal number, and by giving the right and left hand alternately to those who came in the opposite direction, they undulated, as it were, through each others ranks, and passed on to their own music, till they met again on the other side of the room, and proceeded as before. The exercise thus afforded to the upper and lower extremities of each child, the expansion caused to the chest, and the play given to the muscles of the back and body, are exceedingly beneficial; and the whole being regulated by their own song, gives healthy, and not excessive exercise to the lungs and the whole circulation.

It was also found, that this amusing employment for the young, was capable of great variety. Instead of two bands meeting each other in lines in opposite directions, and parting, to meet again at the other side of the room, they were formed into a circle, one-half moving in one direction, and one-half moving in the opposite, by which means the circle was never broken. It was also found, that one of these circles, containing six or eight children only, could move within the other when it contained a larger number, without those in the one interfering in the least with those of the other; and the effect became still more imposing when between these, and without them, two other bands of children joined hands, united in the song, and moved round in opposite directions.

These details may appear trifling to some; but experience will soon convince practical men, that in education, as in Nature, the most simple means often produce the most powerful and the most beneficial results.

1

Note A.

2

Note A.

3

Note B.

4

Note C.

5

Note D.

6

Note E.

7

Note F.

8

Note G.

9

See the Fifth Public Experiment in Education, conducted before Sir Thomas Kirkpatrick, and the clergy and teachers of Dumfries, in the month of October 1833.

10

Note K.

11

Note H.

12

For the methods of employing this exercise and the books best adapted for it, see Note I.

13

Note L.

14

For some practical information and directions connected with the subjects in this chapter, see Note M.

15

Note N.

16

Note H.

17

Note O.

18

Note P.

19

Note Q.

20

Complete Directory for Sunday School Teachers, vol. i. p. 267, and Effects of the Lesson System, p. 37.

21

Counsellor Jackson, M. P. Secretary to the Kildare Place Society, and Mr Hamilton, brother-in-law to the Duke of Wellington, one of the Committee.

22

At this part, the Report of the Experiment contains the following Note: – "The reader will perceive that some of the lessons diverge at times from the announcement; but it is of great importance, in an experiment of this kind, neither to omit nor amend what is wrong, but to give exactly the words that were spoken. Not the least remarkable circumstance elicited by this experiment is the fact, that these children, who know nothing of the rules of grammar, have obviously, by the mental exercise induced by the system, become pretty correct practical grammarians. The variations made in many of the passages of Scripture quoted by them show this."

23

See pages 111 to 129

24

Note X.

25

Note Y.

26

1 Cor. x. 1-11.

27

Heb. xiii. 5, 6

28

Note Z.

29

Note R.

30

See Part II. chap. x. p. 111. Part III. chap. ix. p. 257, and p. 310-313. For the methods of teaching, see Note S.

31

Note T.

32

Note U.

33

Note V.

34

Note W.

35

Note A a.

36

See pages 215, 216.

37

See Pages 297, &c.

38

See Key to Second Initiatory Catechism, pages xxi. & xxii.

39

See Complete Directory for Sunday School Teachers, vol. i. p. 278.

40

For these exercises the Teacher or monitor will find himself greatly assisted by means of the "Helps" to Genesis, Luke, Acts, &c. where, besides the lessons, all the explanations are given in the form of a paraphrase.

41

See Note V.