Published by Good Press, 2021

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      EAN 4057664637017

Table of Contents

       CHAPTER I.

       CHAPTER II.

       CHAPTER III.

       CHAPTER IV.

       CHAPTER V.

       CHAPTER VI.

       CHAPTER VII.

       CHAPTER VIII.

       CHAPTER IX.

       CHAPTER X.

       CHAPTER XI.

       CHAPTER XII.

       CHAPTER XIII.

       CHAPTER XIV.

       CHAPTER XV.

       CHAPTER XVI.

       CHAPTER XVII.

CHAPTER I.

       Table of Contents

      THE PLACE OF DICKENS AMONG EDUCATORS.

      Dickens was England’s greatest educational reformer. His views were not given to the world in the form of ordinary didactic treatises, but in the form of object lessons in the most entertaining of all stories. Millions have read his books, whereas but hundreds would have read them if he had written his ideals in the form of direct, systematic exposition. He is certainly not less an educator because his books have been widely read.

      The highest form of teaching is the informal, the indirect, the incidental. The fact that his educational principles are revealed chiefly by the evolution of the characters in his novels and stories, instead of by the direct philosophic statements of scientific pedagogy or psychology, gives Dickens higher rank as an educator, not only because it gives him much wider influence, but because it makes his teaching more effective by arousing deep, strong feeling to give permanency and propulsive force to his great thoughts.

      Was Dickens consciously and intentionally an educator? The prefaces to his novels; the preface to his Household Words; the educational articles he wrote; the prominence given in his books to child training in homes, institutions, and schools; the statements of the highest educational philosophy found in his writings; and especially the clearness of his insight and the profoundness of his educational thought, as shown by his condemnation of the wrong and his appreciation of the right in teaching and training the child, prove beyond question that he was not only broad and true in his sympathy with childhood, but that he was a careful and progressive student of the fundamental principles of education.

      Dickens deals with twenty-eight schools in his writings, evidently with definite purposes in each case: “Minerva House,” in Sketches by Boz; “Dotheboys Hall,” in Nicholas Nickleby; Mr. Marton’s two schools, Miss Monflather’s school, and Mrs. Wackles’s school, in Old Curiosity Shop; Dr. Blimber’s school and “The Grinders’” school, in Dombey and Son; Mr. Creakle’s school, Dr. Strong’s school, Agnes’s school, and the school Uriah Heep attended, in David Copperfield; the school at which Esther was a day boarder and Miss Donney’s school, in Bleak House; Mr. McChoakumchild’s school, in Hard Times; Mr. Wopsle’s great aunt’s school, in Great Expectations; the evening school attended by Charley Hexam, Bradley Headstone’s school, and Miss Peecher’s school, in Our Mutual Friend; Phœbe’s school, in Barbox Brothers; Mrs. Lemon’s school, in Holiday Romance; Jemmy Lirriper’s school, in Mrs. Lirriper’s Lodgings; Miss Pupford’s school, in Tom Tiddler’s Ground; the school described in The Haunted House; Miss Twinkleton’s seminary, in Edwin Drood; the schools of the Stepney Union; The Schoolboy’s Story; and Our School.

      In addition to these twenty-eight schools, he describes a real school in American Notes, and makes brief references to The Misses Nettingall’s establishment, Mr. Cripples’s academy, Drowvey and Grimmer’s school, the Foundation school attended by George Silverman, Scrooge’s school, Pecksniff’s school for architects, Fagin’s school for training thieves, and three dancing schools, conducted by Mr. Baps, Signor Billsmethi, and Mr. Turveydrop. He introduces Mr. Pocket, George Silverman, and Canon Crisparkle as tutors, and Mrs. General, Miss Lane, and Ruth Pinch as governesses. Mrs. Sapsea had been the proprietor of an academy in Cloisterham. One of the first sketches by “Boz” was Our Schoolmaster, and his books are full of illustrations of wrong training of children in homes, in institutions, and by professional child trainers such as Mrs. Pipchin.

      Clearly Dickens intended to reveal the best educational ideals, and to expose what he regarded as weak or wrong in school methods, and especially in child training.

      Dickens was the first great English student of the kindergarten. His article on Infant Gardens, published in Household Words in 1855, is one of the most comprehensive articles ever written on the kindergarten philosophy. It shows a perfect appreciation of the physical, intellectual, and spiritual aims of Froebel, and a clear recognition of the value of right early training and of the influence of free self-activity in the development of individual power and character.

      Dickens is beyond comparison the chief English apostle of childhood, and its leading champion in securing a just, intelligent, and considerate recognition of its rights by adulthood, which till his time had been deliberately coercive and almost universally tyrannical in dealing with children. He entered more fully than any other English author into sympathy with childhood from the standpoint of the child. Other educators and philanthropists have shown consideration for children, but Dickens had the perfect sympathy with childhood that sees and feels with the child, not merely for him.

      Dickens attacked all forms of coercion in child training. He discussed fourteen types of coercion, from the brutal corporal punishment of Squeers and Creakle in schools, of Bumble and the Christian philanthropist with the white waistcoat in institutions, and of the Murdstones and Mrs. Gargery in homes, to the gentle but dwarfing firmness of the dominant will of placid Mrs. Crisparkle. He condemned all coercion because it prevents the full development of selfhood, and makes men negative instead of positive.

      Among the many improvements made in child training none is more complete than the change in