Practical Education (Vol.1&2). Maria Edgeworth
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who have the misfortune to be born deaf and dumb, continue for ever in intellectual imbecility. There is an account in the Memoires de l'Academie Royale, p. xxii-xxiii, 1703, of a young man born deaf and dumb,[10] who recovered his hearing at the age of four-and-twenty, and who, after employing himself in repeating low to himself the words which he heard others pronounce, at length broke silence in company, and declared that he could talk. His conversation was but imperfect; he was examined by several able theologians, who chiefly questioned him on his ideas of God, the soul, and the morality or immorality of actions. It appeared that he had not thought upon any of these subjects; he did not distinctly know what was meant by death, and he never thought of it. He seemed to pass a merely animal life, occupied with sensible, present objects, and with the few ideas which he received by his sense of sight; nor did he seem to have gained as much knowledge as he might have done, by the comparison of these ideas; yet it is said that he did not appear naturally deficient in understanding.
Peter, the wild boy, who is mentioned in Lord Monboddo's Origin of Language,[11] had all his senses in remarkable perfection. He lived at a farm house within half a mile of us in Hertfordshire for some years, and we had frequent opportunities of trying experiments upon him. He could articulate imperfectly a few words, in particular, King George, which words he always accompanied with an imitation of the bells, which rang at the coronation of George the Second; he could in a rude manner imitate two or three common tunes, but without words. Though his head, as Mr. Wedgewood and many others had remarked, resembled that of Socrates, he was an idiot: he had acquired a few automatic habits of rationality and industry, but he could never be made to work at any continued occupation: he would shut the door of the farm-yard five hundred times a day, but he would not reap or make hay. Drawing water from a neighbouring river was the only domestic business which he regularly pursued. In 1779 we visited him, and tried the following experiment. He was attended to the river by a person who emptied his buckets repeatedly after Peter had repeatedly filled them. A shilling was put before his face into one of the buckets when it was empty; he took no notice of it, but filled it with water and carried it homeward: his buckets were taken from him before he reached the house and emptied on the ground; the shilling, which had fallen out, was again shown to him, and put into the bucket. Peter returned to the river again, filled his bucket and went home; and when the bucket was emptied by the maid at the house where he lived, he took the shilling and laid it in a place where he was accustomed to deposit the presents that were made to him by curious strangers, and whence the farmer's wife collected the price of his daily exhibition. It appeared that this savage could not be taught to reason for want of language.
Rousseau declaims with eloquence, and often with justice, against what he calls a knowledge of words. Words without correspondent ideas, are worse than useless; they are counterfeit coin, which imposes upon the ignorant and unwary; but words, which really represent ideas, are not only of current use, but of sterling value; they not only show our present store, but they increase our wealth, by keeping it in continual circulation; both the principal and the interest increase together. The importance of signs and words, in our reasonings, has been eloquently explained, since the time of Condillac, by Stewart. We must use the ideas of these excellent writers, because they are just and applicable to the art of education; but whilst we use, it is with proper acknowledgments that we borrow, what we shall never be able to return.
It is a nice and difficult thing in education, to proportion a child's vocabulary exactly to his knowledge, dispositions, or conformation; our management must vary; some will acquire words too quickly, others too slowly. A child who has great facility in pronouncing sounds, will, for that reason, quickly acquire a number of words, whilst those whose organs of speech are not so happily formed, will from that cause alone, be ready in forming a copious vocabulary. Children who have many companions, or who live with people who converse a great deal, have more motive, both from sympathy and emulation, to acquire a variety of words, than those who live with silent people, and who have few companions of their own age. All these circumstances should be considered by parents, before they form their judgment of a child's capacity from his volubility or his taciturnity. Volubility can easily be checked by simply ceasing to attend to it, and taciturnity may be vanquished by the encouragements of praise and affection: we should neither be alarmed at one disposition nor at the other, but steadily pursue the system of conduct which will be most advantageous to both. When a prattling, vivacious child, pours forth a multiplicity of words without understanding their meaning, we may sometimes beg to have an explanation of a few of them, and the child will then be obliged to think, which will prevent him from talking nonsense another time. When a thoughtful boy, who is in the habit of observing every object he sees, is at a loss for words to express his ideas, his countenance usually shows to those who can read the countenance of children, that he is not stupid; therefore, we need not urge him to talk, but assist him judiciously with words "in his utmost need:" at the same time we should observe carefully, whether he grows lazy when we assist him; if his stock of words does not increase in proportion to the assistance we give, we should then stimulate him to exertion, or else he will become habitually indolent in expressing his ideas; though he may think in a language of his own, he will not be able to understand our language when we attempt to teach him: this would be a source of daily misery to both parties.
When children begin to read, they seem suddenly to acquire a great variety of words: we should carefully examine whether they annex the proper meaning to these which are so rapidly collected. Instead of giving them lessons and tasks to get by rote, we should cautiously watch over every new phrase and every new word which they learn from books. There are but few books so written that young children can comprehend a single sentence in them without much explanation. It is tiresome to those who hear them read to explain every word; it is not only tiresome, but difficult; besides, the progress of the pupil seems to be retarded; the grand business of reading, of getting through the book, is impeded; and the tutor, more impatient than his pupil, says, "Read on, I cannot stop to explain that to you now. You will understand the meaning of the sentence if you will read to the end of the page. You have not read three lines this half hour; we shall never get on at this rate."
A certain dame at a country school, who had never been able to compass the word Nebuchadnezzar, used to desire her pupils to "call it Nazareth, and let it pass."
If they be obliged to pass over words without comprehending them in books, they will probably do the same in conversation; and the difficulty of teaching such pupils, and of understanding what they say, will be equally increased. At the hazard of being tedious, we must dwell a little longer upon this subject, because much of the future capacity of children seems to depend upon the manner in which they first acquire language. If their language be confused, so will be their thoughts; and they will not be able to reason, to invent, or to write, with more precision and accuracy than they speak. The first words that children learn are the names of things; these are easily associated with the objects themselves, and there is little danger of mistake or confusion. We will not enter into the grammatical dispute concerning the right of precedency, amongst pronoun substantives and verbs; we do not know which came first into the mind of man; perhaps, in different minds, and in different circumstances, the precedency must have varied; but this seems to be of little consequence; children see actions performed, and they act themselves; when they want to express their remembrance of these actions, they make use of the sort of words which we call verbs. Let these words be strictly associated with the ideas which they mean to express, and no matter whether children know any thing about the disputes of grammarians, they will understand rational grammar in due time, simply by reflecting upon their own minds. This we shall explain more fully when we speak hereafter of grammar; we just mention the subject here, to warn preceptors against puzzling their pupils too early with grammatical subtleties.
If any person unused to mechanics was to read Dr. Desagulier's description of the manner in which a man walks, the number of a-b-c's, and the travels of the centre of gravity, it would so amaze and confound him, that he would scarcely believe he could ever again perform such a tremendous operation as that of walking. Children, if they were early to hear grammarians talk of the parts of speech, and of syntax, would conclude, that to speak must be one of the most difficult arts in the world; but children, who are not usually