Practical Education, Volume I. Edgeworth Maria
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the use of it: to either sex, this taste will be highly advantageous. Children who are active and industrious, and who have a taste for natural history, often collect, with much enthusiasm, a variety of pebbles and common stones, which they value as great curiosities, till some surly mineralogist happens to see them, and condemns them all with one supercilious "pshaw!" or else a journey is to be taken, and there is no way in making up the heterogeneous, cumbersome collection, which must, of course, be abandoned. Nay, if no journey is to be taken, a visitor, perhaps, comes unexpectedly; the little naturalist's apartment must be vacated on a few minutes notice, and the labour of years falls a sacrifice, in an instant, to the housemaid's undistinguishing broom.
It may seem trifling to insist so much upon such slight things, but, in fact, nothing can be done in education without attention to minute circumstances. Many who have genius to sketch large plans, have seldom patience to attend to the detail which is necessary for their accomplishment. This is a useful, and therefore, no humiliating drudgery.
With the little cabinets, which we have mentioned, should be sold cheap microscopes, which will unfold a world of new delights to children; and it is very probable that children will not only be entertained with looking at objects through a microscope, but they will consider the nature of the magnifying glass. They should not be rebuffed with the answer, "Oh, it's only a common magnifying glass," but they should be encouraged in their laudable curiosity; they may easily be led to try slight experiments in optics, which will, at least, give the habits of observation and attention. In Dr. Priestley's History of Vision, many experiments may be found, which are not above the comprehension of children of ten or eleven years old; we do not imagine that any science can be taught by desultory experiments, but we think that a taste for science may early be given by making it entertaining, and by exciting young people to exercise their reasoning and inventive faculties upon every object which surrounds them. We may point out that great discoveries have often been made by attention to slight circumstances. The blowing of soap bubbles, as it was first performed as a scientific experiment by the celebrated Dr. Hook, before the Royal Society, makes a conspicuous figure in Dr. Priestley's chapter on the reflection of light; this may be read to children, and they will be pleased when they observe that what at first appeared only a trifling amusement, has occupied the understanding, and excited the admiration, of some great philosophers.
Every child observes the colours which are to be seen in panes of glass windows: in Priestley's History of Vision, there are some experiments of Hook's and Lord Brereton's upon these colours, which may be selected. Buffon's observations upon blue and green shadows, are to be found in the same work, and they are very entertaining. In Dr. Franklin's letters, there are numerous experiments, which are particularly suited to young people; especially, as in every instance he speaks with that candour and openness to conviction, and with that patient desire to discover truth, which we should wish our pupils to admire and imitate.
The history of the experiments which have been tried in the progress of any science, and of the manner in which observations of minute facts have led to great discoveries, will be useful to the understanding, and will gradually make the mind expert in that mental algebra, on which both reasoning and invention (which is, perhaps, only a more rapid species of reasoning) depend. In drawing out a list of experiments for children, it will, therefore, be advantageous to place them in that order which will best exhibit their relative connection; and, instead of showing young people the steps of a discovery, we should frequently pause to try if they can invent. In this, our pupils will succeed often beyond our expectations; and, whether it be in mechanics, chemistry, geometry, or in the arts, the same course of education will be found to have the same advantages. When the powers of reason have been cultivated, and the inventive faculty exercised; when general habits of voluntary exertion and patient perseverance, have been acquired, it will be easy, either for the pupil himself, or for his friends, to direct his abilities to whatever is necessary for his happiness. We do not use the phrase, success in the world, because, if it conveys any distinct ideas, it implies some which are, perhaps, inconsistent with real happiness.
Whilst our pupils occupy and amuse themselves with observation, experiment, and invention, we must take care that they have a sufficient variety of manual and bodily exercises. A turning-lathe, and a work-bench, will afford them constant active employment; and when young people can invent, they feel great pleasure in the execution of their own plans. We do not speak from vague theory; we have seen the daily pleasures of the work-bench, and the persevering eagerness with which young people work in wood, and brass, and iron, when tools are put into their hands at a proper age, and when their understanding has been previously taught the simple principles of mechanics. It is not to be expected that any exhortations we could use, could prevail upon a father, who happens to have no taste for mechanics, or for chemistry, to spend any of his time in his children's laboratory, or at their work-bench; but in his choice of a tutor, he may perhaps supply his own defects; and he will consider, that even by interesting himself in the daily occupations of his children, he will do more in the advancement of their education, than can be done by paying money to a hundred masters.
We do not mean to confine young people to the laboratory or the work-bench, for exercise; the more varied exercises, the better. Upon this subject we shall speak more fully hereafter: we have in general recommended all trials of address and dexterity, except games of chance, which we think should be avoided, as they tend to give a taste for gambling; a passion, which has been the ruin of so many young men of promising talents, of so many once happy families, that every parent will think it well worth his while to attend to the smallest circumstances in education, which can prevent its seizing hold of the minds of his children.
In children, as in men, a taste for gaming arises from the want of better occupation, or of proper emotion to relieve them from the pains and penalties of idleness; both the vain and indolent are prone to this taste from different causes. The idea of personal merit is insensibly connected with what is called good luck, and before avarice absorbs every other feeling, vanity forms no inconsiderable part of the charm which fixes such numbers to the gaming-table. Indolent persons are fond of games of chance, because they feel themselves roused agreeably from their habitual state of apathy, or because they perceive, that at these contests, without any mental exertion, they are equal, perhaps superior, to their competitors.
Happy they, who have early been inspired with a taste for science and literature! They will have a constant succession of agreeable ideas; they will find endless variety in the commonest objects which surround them; and feeling that every day of their lives they have sufficient amusement, they will require no extraordinary excitations, no holyday pleasures. They who have learnt, from their own experience, a just confidence in their own powers; they who have tasted the delights of well-earned praise, will not lightly trust to chance, for the increase of self-approbation; nor will those pursue, with too much eagerness, the precarious triumphs of fortune, who know, that in their usual pursuits, it is in their own power to command success proportioned to their exertions. Perhaps it may be thought, that we should have deferred our eulogium upon literature till we came to speak of Tasks; but if there usually appears but little connection in a child's mind, between books and toys, this must be attributed to his having had bad books and bad toys. In the hands of a judicious instructer, no means are too small to be useful; every thing is made conducive to his purposes, and instead of useless baubles, his pupils will be provided with play things which may instruct, and with occupations which may at once amuse and improve the understanding.
It would be superfluous to give a greater variety of instances of the sorts of amusements which are advantageous; we fear that we have already given too many, and that we have hazarded some observations, which will be thought too pompous for a chapter upon Toys. We intended to have added to this chapter an inventory of the present most fashionable articles in our toy-shops, and a list of the new assortment, to speak in the true style of an advertisement; but we are obliged to defer this for the present; upon a future occasion we shall submit it to the judgment of the public. A revolution, even in toy-shops, should not be attempted, unless there appear a moral certainty that we both may, and can, change for the better. The danger of doing too much in education, is greater even than the danger of doing too little. As the merchants in France answered to Colbert, when he desired to know "how he could best assist them," children might, perhaps, reply to those who are most officious to amuse them, "Leave us to ourselves."
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