In the School-Room: Chapters in the Philosophy of EducationHart, John S. (John Seely)
Philosophy
In the School-Room: Chapters in the Philosophy of Education
Hart, John S. (John Seely)
Teaching
The subject, then, becomes one of first importance in every kind of
either mental or moral improvement. Its vital connection with the
faculty of memory has been already suggested. Perhaps, however, this
branch of the subject should be set forth with a little more
distinctness. There are many vague, dreamy notions afloat on the subject
of memory, standing comparisons and metaphors, intended to illustrate
its uses and magnify its importance, but not declaring with any degree
of precision what it is. It is called, for instance, the "storehouse of
our ideas." The metaphor conveys undoubtedly a certain amount of truth
in regard to the subject. At the same time, there are some important
particulars, in which the comparison, for it is nothing more, conveys a
wrong impression. Experience teaches us, for instance, that
recollections, unlike other articles of store, are from the time of
their deposit undergoing a continual process of decay, and if they do
not fade entirely from the mind, it is because we occasionally bring
them anew under the review of the mind, and thus restore them to their
original freshness and vigor.
Dismissing, therefore, the metaphor, I shall, I presume, express with
sufficient accuracy the established doctrine on this subject by the
following statements: that of the great multitude of mental operations
which we experience, by far the larger part perish at the moment of
their birth; that others, to which for any reason we give, at the time
of their occurrence, some sufficient degree of attention, afterwards
recur to us, or are in some way present to our thoughts; that this
recurrence of former ideas to our thoughts is sometimes spontaneous,
without any voluntary action on our part, and sometimes the consequence
of a direct effort of the will; and lastly, that the capacity which we
have of being thus revisited by former thoughts is called memory, while
the thoughts themselves, which thus return, are called memories, or more
commonly recollections.
How it is that by an act of volition we can summon again into the mind
an idea which has formerly been present, and which is now absent, we
have the same difficulty in explaining which we had in explaining how,
by an act of volition, we can banish a thought which is now present, or
by the power of attention can detain some one thought to the exclusion
of all others. To think what particular thing it is that we wish to
remember, is in fact to have remembered it already. It is an obstruse
and difficult inquiry, into which it is not necessary now to enter. A
more important inquiry, and one connected directly with our present
theme, relates to the different kinds of memory, and their connection
severally with the faculty of attention.
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