Rewards and Punishments.—It has already been mentioned that corporal punishments are entirely abolished;41 and upon the same principle all such disgrace as 'would destroy self-respect.' 'Expulsion even has been resorted to, rather than a boy should be submitted to treatment which might lead himself and his school-fellows to forget that he was a gentleman.' In this we think the Experimentalist very wise: and precisely upon this ground it was that Mr. Coleridge in his lectures at the Royal Institution attacked Mr. Lancaster's system, which deviated from the Madras system chiefly in the complexity of the details, and by pressing so cruelly in its punishments upon the principle of shame. 'Public disgrace' (as the Experimentalist alleges, p. 83) 'is painful exactly in proportion to the good feeling of the offender:' and thus the good are more heavily punished than the bad. Confinement, and certain disabilities, are the severest punishments: but the former is 'as rare as possible; both because it is attended with unavoidable disgrace' (but what punishment is wholly free from this objection?) 'and because, unlike labour, it is pain without any utility' (p. 183). The ordinary punishments therefore consist in the forfeiture of rewards, which are certain counters obtained by various kinds of merit. These are of two classes, penal (so called from being received as forfeits) and premial, which are obtained by a higher degree of merit, and have higher powers attached to them. Premial counters will purchase holidays, and will also purchase rank (which on this system is of great importance). A conflict is thus created between pleasure and ambition, which generally terminates in favour of the latter: 'a boy of fourteen, although constantly in the possession of marks sufficient to obtain a holiday per week, has bought but three-quarters of a day's relaxation during the whole of the last year. The same boy purchased his place on the list by a sacrifice of marks sufficient to have obtained for him twenty-six half-holidays.' The purchase of rank, the reader must remember, is no way objectionable—considering the means by which the purchase-money is obtained. One chief means is by study during the hours of leisure—i. e. by voluntary labour: this is treated of (rather out of its place) in Chap. VII., which ought to be considered as belonging to the first part of the work, viz. to the exposition of the system. Voluntary labour took its rise from the necessity of furnishing those boys, who had no chance of obtaining rank through their talents, with some other means of distinguishing themselves: this is accomplished in two modes: first, by giving rewards for industry exerted out of school hours, and receiving these rewards as the price of rank; making no other stipulation than one, in addition to its being 'tolerably well executed'—viz. that it shall be in a state of completion. The Experimentalist comments justly at p. 187, on 'the mental dissipation in which persons of talent often indulge' as being 'destructive beyond what can readily be imagined' and as leading to 'a life of shreds and patches.' 'We take care' (says he) 'to reward no boy for fragments, whatever may be their excellence. We know nothing of his exertions until they come before us in a state of completion.' Hence, besides gaining the 'habit of finishing' in early youth, the boy has an interest also in gaining the habit of measuring his own powers: for he knows 'that he can receive neither fame nor profit by instalments;' and therefore 'undertakes nothing which he has not a rational hope of accomplishing.'42 A second mode of preventing rank from being monopolised by talents is by flinging the school into various arrangements, one of which is founded on 'propriety of manners and general good conduct.'
We have thus gone through a pretty full analysis, and a very accurate one, of the new system as contained in the three first chapters. Of the five miscellaneous chapters, the seventh or last but one (on voluntary labour), has been interwoven with our analysis; and the eighth, which contains a comparison of public and private education, we do not purpose to notice; the question is very sensibly discussed; but it is useless to discuss any question like this, which is a difficult problem only because it is an unlimited problem. Let the parent satisfy himself about the object he has in view for his child, and let him consider the particular means which he has at his disposal for securing a good private education, and he may then determine it for himself. As far as the attainment of knowledge is concerned,—it is always possible to secure a good public education, and not always possible to secure a good private one. Where either is possible indifferently, the comparison will proceed upon more equal grounds: and inquiry may then be made about the child's destination in future life: for many destinations a public education being much more eligible than for others. Under a perfect indetermination of everything relating to the child—the question is as indeterminable as—whether it is better to go to the Bank through Holborn or through the Strand: the particular case being given, it may then be possible to answer the question; previously it is impossible.–Three chapters therefore remain, viz.—Chap. IV. on Languages; Chap. V. on Elocution; and Chap. VI. on Penmanship.
Chap. IV. On the best method of acquiring Languages.—The Experimentalist had occasion to observe 'that, in the Welsh towns which are frequented by the English, even the children speak both languages with fluency:' this fact, contrasted with the labour and pain entailed upon the boy who is learning Latin (to say nothing of the eventual disgust to literature which is too often the remote consequence), and the drudgery entailed upon the master who teaches Latin,—and fortified by the consideration, that in the former instance the child learns to speak a new language, but in the latter only to read it,—first drew his attention to the natural mode of learning languages, i. e. learning them from daily use. This mode never fails with living languages: but how is it to be applied to dead languages? The Experimentalist retorts by asking what is essential to this mode? Partly the necessity which the pupil is laid under of using the language daily for the common intercourse of life, and partly his hearing it spoken by those who thoroughly understand it. 'Stimulus to exertion then, and good models, are the great advantages of this mode of instruction:' and these, he thinks, are secured even for a dead language by his system: the first by the motives to exertion which have already been unfolded; and the second by the acting of Latin dramas (which had been previously noticed in his Exposition of the system). But a third imitation of the natural method he places in the use of translations, 'which present the student with a dictionary both of words and phrases arranged in the order in which he wants them,' and in an abstinence from all use of the grammar, until the learner himself shall come to feel the want of it; i. e. using it with reference to an experience already accumulated, and not as an anticipation of an experience yet to come. The ordinary objection to the use of translations—that they produce indolent habits, he answers thus: 'We teach by the process of construing; and therefore, even with the translation before him, the scholar will have a task to perform in matching the English, word by word, with the language which he is learning.' For this natural method of learning languages he alleges the authority of Locke, of Ascham, and of Pestalozzi. The best method, with those who have advanced to some degree of proficiency, he considers that of double translations—i. e. a translation first of all into the mother tongue of the learner, and a re-translation of this translation back into the language of the original. These, with the help of extemporaneous construing, i. e. construing any passage at random with the assistance of a master who supplies the meaning of the unknown words as they arise (a method practised, it seems, by Le Febvre the father of Madame Dacier, by others before his time, and by Condillac since)—compose the chief machinery which he employs for the communication of dead languages.
Chap. V. On Elocution.—In this chapter there is not much which is very important. To read well, the Experimentalist alleges, presupposes so much various knowledge, especially of that kind which is best acquired by private reading, and therefore most spares the labour of the tutor, that it ought reasonably to bestow high rank in the school. Private reading is most favourable to the rapid collection of an author's meaning: but for reading well—this is not sufficient: two great constituents of that art remain to be acquired—Enunciation and Inflection. These are best learned by Recitation. Thus far there is no great novelty: the most interesting part of the chapter is what relates to Stammering. This defect is held by the Experimentalist to result from inattention to rhythmus: so much he thinks has been proved by Mr. Thelwall. Whatsoever therefore compels the pupil to an efficient perception of time and measure, as for example, marching and music (p. 32), he resorts to for its correction. Stammerers, he observes, can all sing: let them be taught to sing therefore, if not otherwise corrigible: and from this let them descend to recitative: then to the recitation of verses distinguished by the simplicity of their rhythmus, marching at the same time and marking the accented syllables by the tread of the foot; from this to the recitation of more difficult verses; from that to measured prose; thence to ordinary prose; and lastly to narrative and dialogue.
Chap. VI. Of Penmanship.—This is a subject on which we profess no experience which could warrant us in contradicting a writer who should rest his innovations solely upon that ground: but the writer before us does not rely on the practical issue of his own experiment (he does not even tell us what that issue was), but on certain à priori arguments, which we conceive to be ill-reasoned. The amount of the chapter is this—that to write a good running hand is the main object to be aimed at in the art of caligraphy: we will go farther, and concede that it is the sole object, unless where the pupil is educated for a writing-master. Thus far we are agreed; and the question is—as to the best means of attaining this object. On which question the plan here proposed differs from those in use by the very natural error—that what is admitted to be the ultimate object, this plan would make the immediate object. The author starts from a false theory of the practice amongst writing-masters: in order that their pupils may write small and running hands well, writing-masters (as is well-known) begin by exacting from them a long praxis in large hands. But the rationale of this praxis escapes the Experimentalist: the large hand and the small hand stand related to each other, in the estimate of the masters, as a means to an end; whereas the Experimentalist supposes them to be viewed in the relation simply of two co-ordinate or collateral ends: on which false presumption he grounds what would on his own view be a very sound advice; for justly conceiving that the small hand is of incomparably more use in life, he argues in effect thus: let us communicate the main object, and then (if he has leisure and taste for it) let the pupil direct his attention to the lower object: 'when the running hand is accomplished,' says he, 'the pupil may (if it be thought necessary) learn to write the larger hands according to the received models.' When it is acquired! 'Aye, but in order that it may be acquired,'—the writing-master will reply, 'I must first teach the larger hands.' As well might the professor of dancing hold out as a tempting innovation to the public—I teach the actual dances, the true practical synthesis of the steps and movements, as it is in fact demanded by the usage of the ball-room: let others teach the analytic elements of the art—the mere useless steps—to those who have time to waste on superfluities. In either art (as in many others) that, which is first (or rather sole) in order of importance, is last in the order of attainment: as an object per se, the larger hand is not wanted at all, either before or after the running hand: if it does really contribute nothing to the more accurate formation of the letters, by compelling the pupil to exhibit his aberrations from the ideal letter more clearly because on a scale of greater magnitude (which yet in the second sentence of this chapter our Experimentalist himself admits), then let it be abandoned at once: for not doing this service, it does nothing at all. On the other hand, if this be its specific service, then it is clear that, being no object per se, but simply a means to an object, it must have precedency in the order of communication. And the innovation of our Experimentalist is so far (in the literal sense of that word) a preposterous inversion of the old usage: and this being the chief principle of his 'plan' we desire to know no more of it; and were not sorry that (p. 178) we found him declining 'to enter into a detail of it.'—The business of the chapter being finished however, there yet remains some little matter of curiosity. 1. The Experimentalist affirms that 'Langford's copper-plate copies, or indeed any other which he has seen, fail' if tried by a certain test: what test? Why this: that 'the large hand seen through a diminishing glass, ought to be reduced into the current hand; and the current hand, magnified, ought to swell into a large hand.' Whereas, on the contrary, 'the large hands reduced appear very stiff and cramped; and the magnified running hand'—'appears little better than a scrawl.' Now to us the result appears in a different light. It is true that the large hands reduced do not appear good running hands according to the standard derived from the actual practice of the world: but why? Simply because they are too good: i. e. they are ideals and in fact are meant to be so; and have nothing characteristic: they are purely generic hands, and therefore want individualisation: they are abstractions; but to affect us pleasurably, they should be concrete expressions of some human qualities, moral or intellectual. Perfect features in a human face arranged with perfect symmetry, affect us not at all, as is well known, where there is nothing characteristic; the latency of the individual in the generic, and of the generic in the individual, is that which gives to each its power over our human sensibilities. And this holds of caligraphy no less than other arts. And that is the most perfect hand-writing which unites the minimum of deviation from the ideal standard of beauty (as to the form and nexus of the letters) with the maximum of characteristic expression. It has long been practically felt, and even expressly affirmed (in some instances even expanded into a distinct art and professed as such), that it is possible to determine the human intellectual character as to some of its features from the hand-writing. Books even have been written on this art, as e. g. the Ideographia, or art of knowing the characters of men from their hand-writings, by Aldorisius: and, though this in common with all other modes of physiognomy, as craniology, Lavaterianism (usually called physiognomy), &c. &c. has laboured under the reproach of fancifulness,—yet we ought not to attribute this wholly to the groundlessness of the art as a possible art—but to these two causes; partly to the precipitation and imperfect psychology of the professors; who, like the craniologists, have been over-ready to determine the indicantia before they had settled according to any tolerable theory the indicanda; i. e. have settled what A, what B, what C, shall indicate, before they have inquired what it was presumable upon any systematic development of human nature would have a right to be indicated; and thus have assigned an external characteristic to a faculty of the third order—suppose (or perhaps a mere accidental effect of a faculty or a mere imaginary faculty), whilst a primary faculty went without any expression at all:—partly, I say, to this cause which is obviously not merely a subjective but also an accidental cause; and partly also to the following cause, which is objective (i. e. seated in the inherent imperfections of the art itself, and not removeable therefore by any future improvements to be anticipated from a more matured psychology); viz. that the human mind transcends or overflows the gamut or scale of the art; in other words, that the qualities—intellectual or moral, which ought to be expressed, are far more in number than the alphabet of signs or expressions by which they are to be enunciated. Hence it follows as an inevitable dilemma, that many qualities must go unrepresented; or else be represented by signs common to them with other qualities: in the first of which cases we have an art imperfect from defect, in the other case imperfect from equivocal language. Thus, for example, determination of character is built in some cases upon mere energy of the will (a moral cause); and again in other cases upon capaciousness of judgment and freedom from all logical perplexity (an intellectual cause). Yet it is possible that either cause will modify the hand-writing in the same way.
From the long analysis which we have thus given of the book recording this new system of education, it is sufficiently evident that we think very highly of it. In the hands of its founder we are convinced that it is calculated to work wonders; and so strong is the impression which his book conveys, that he is not only a man of very extraordinary talents for the improvement of the science of education, but also a very conscientious man—that, for our own parts, we should confide a child to his care with that spirit of perfect confidence which he has himself described at p. 74. There is an air of gentlemanly feeling spread over the book which tends still further to recommend the author. Meantime two questions arise on the system,—first, is it a good system? which we have answered:—secondly, is it a system adapted for general diffusion? This question we dare not answer in the affirmative, unless we could ensure the talents and energy of the original inventor in every other superintendent of this system.—In this we may be wrong: but at all events, it ought not to be considered as any deduction from the merits of the author—as a very original thinker on the science of education, that his system is not (like the Madras system) independent of the teacher's, ability, and therefore not unconditionally applicable.—Upon some future occasion we shall perhaps take an opportunity of stating what is in our opinion the great desideratum which is still to be supplied in the art of education considered simply in its intellectual purposes—viz. the communication of knowledge, and the development of the intellectual faculties: purposes which have not been as yet treated in sufficient insulation from the moral purposes. For the present we shall conclude by recommending to the notice of the Experimentalist the German writers on education. Basedow, who naturalised Rousseau in Germany, was the first author who called the attention of the German public to this important subject. Unfortunately Basedow had a silly ambition of being reputed an infidel, and thus created a great obstacle to his own success: he was also in many other respects a sciolist and a trifler: but, since his time, the subject has been much cultivated in Germany: 'Paedogogic' journals even, have been published periodically, like literary or philosophic journals: and, as might be anticipated from that love of children which so honourably distinguishes the Germans as a people, not without very considerable success.