Essays on Education and Kindred Subjects

We are quite prepared to hear from many that all this is throwing away time and energy; and that children would be much better occupied in writing their copies or learning their pence-tables, and so fitting themselves for the business of life. We regret that such crude ideas of what constitutes education, and such a narrow conception of utility, should still be prevalent. Saying nothing on the need for a systematic culture of the perceptions and the value of the practices above inculcated as subserving that need, we are prepared to defend them even on the score of the knowledge gained. If men are to be mere cits, mere porers over ledgers, with no ideas beyond their trades – if it is well that they should be as the cockney whose conception of rural pleasures extends no further than sitting in a tea-garden smoking pipes and drinking porter; or as the squire who thinks of woods as places for shooting in, of uncultivated plants as nothing but weeds, and who classifies animals into game, vermin, and stock – then indeed it is needless to learn anything that does not directly help to replenish the till and fill the larder. But if there is a more worthy aim for us than to be drudges – if there are other uses in the things around than their power to bring money – if there are higher faculties to be exercised than acquisitive and sensual ones – if the pleasures which poetry and art and science and philosophy can bring are of any moment; then is it desirable that the instinctive inclination which every child shows to observe natural beauties and investigate natural phenomena, should be encouraged. But this gross utilitarianism which is content to come into the world and quit it again without knowing what kind of a world it is or what it contains, may be met on its own ground. It will by and by be found that a knowledge of the laws of life is more important than any other knowledge whatever – that the laws of life underlie not only all bodily and mental processes, but by implication all the transactions of the house and the street, all commerce, all politics, all morals – and that therefore without a comprehension of them, neither personal nor social conduct can be rightly regulated. It will eventually be seen too, that the laws of life are essentially the same throughout the whole organic creation; and further, that they cannot be properly understood in their complex manifestations until they have been studied in their simpler ones. And when this is seen, it will be also seen that in aiding the child to acquire the out-of-door information for which it shows so great an avidity, and in encouraging the acquisition of such information throughout youth, we are simply inducing it to store up the raw material for future organisation – the facts that will one day bring home to it with due force, those great generalisations of science by which actions may be rightly guided.

The spreading recognition of drawing as an element of education is one among many signs of the more rational views on mental culture now beginning to prevail. Once more it may be remarked that teachers are at length adopting the course which Nature has perpetually been pressing on their notice. The spontaneous attempts made by children to represent the men, houses, trees, and animals around them – on a slate if they can get nothing better, or with lead-pencil on paper if they can beg them – are familiar to all. To be shown through a picture-book is one of their highest gratifications; and as usual, their strong imitative tendency presently generates in them the ambition to make pictures themselves also. This effort to depict the striking things they see is a further instinctive exercise of the perceptions – a means whereby still greater accuracy and completeness of observation are induced. And alike by trying to interest us in their discoveries of the sensible properties of things, and by their endeavours to draw, they solicit from us just that kind of culture which they most need.

Had teachers been guided by Nature's hints, not only in making drawing a part of education but in choosing modes of teaching it, they would have done still better than they have done. What is that the child first tries to represent? Things that are large, things that are attractive in colour, things round which its pleasurable associations most cluster – human beings from whom it has received so many emotions; cows and dogs which interest by the many phenomena they present; houses that are hourly visible and strike by their size and contrast of parts. And which of the processes of representation gives it most delight? Colouring. Paper and pencil are good in default of something better; but a box of paints and a brush – these are the treasures. The drawing of outlines immediately becomes secondary to colouring – is gone through mainly with a view to the colouring; and if leave can be got to colour a book of prints, how great is the favour! Now, ridiculous as such a position will seem to drawing-masters who postpone colouring and who teach form by a dreary discipline of copying lines, we believe that the course of culture thus indicated is the right one. The priority of colour to form, which, as already pointed out, has a psychological basis, should be recognised from the beginning; and from the beginning also, the things imitated should be real. That greater delight in colour which is not only conspicuous in children but persists in most persons throughout life, should be continuously employed as the natural stimulus to the mastery of the comparatively difficult and unattractive form: the pleasure of the subsequent tinting should be the prospective reward for the labour of delineation. And these efforts to represent interesting actualities should be encouraged; in the conviction that as, by a widening experience, simpler and more practicable objects become interesting, they too will be attempted; and that so a gradual approximation will be made towards imitations having some resemblance to the realities. The extreme indefiniteness which, in conformity with the law of evolution, these first attempts exhibit, is anything but a reason for ignoring them. No matter how grotesque the shapes produced; no matter how daubed and glaring the colours. The question is not whether the child is producing good drawings. The question is, whether it is developing its faculties. It has first to gain some command over its fingers, some crude notions of likeness; and this practice is better than any other for these ends, since it is the spontaneous and interesting one. During early childhood no formal drawing-lessons are possible. Shall we therefore repress, or neglect to aid, these efforts at self-culture? or shall we encourage and guide them as normal exercises of the perceptions and the powers of manipulation? If by furnishing cheap woodcuts to be painted, and simple contour-maps to have their boundary lines tinted, we can not only pleasurably draw out the faculty of colour, but can incidentally produce some familiarity with the outlines of things and countries, and some ability to move the brush steadily; and if by the supply of tempting objects we can keep up the instinctive practice of making representations, however rough; it must happen that when the age for lessons in drawing is reached, there will exist a facility that would else have been absent. Time will have been gained; and trouble, both to teacher and pupil, saved.

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