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
Quickness of memory is that quality which is most easily developed,
especially in young persons. It is also its most showy quality, and the
temptation to give it an inordinate development is strong. The habit of
getting things by rote, is easily acquired by practice. It is
astonishing what masses of Scripture texts young children will get by
heart, when under some special stimulus of reward or display. I have
often refused to publish marvellous feats of this kind, not because I
thought the accounts incredible, (unfortunately, they were too true,)
but because I thought they were a species of mental excess, and they
should no more be encouraged than bodily excesses. A little girl in my
own Sunday-School once actually committed to memory the whole of the
Westminster Assembly's Shorter Catechism in three days! Six months
afterwards she hardly knew a word of it. It had been a regular mental
debauch. A few more such atrocities would have made her an idiot.
College records tell us of what are called "crammed men," that is, men
who literally stuff themselves with knowledge in order to pass a
particular examination, or to gain a particular honor, and who
afterwards forget their knowledge, as fast as they have acquired it.
There is a well authenticated instance of a student who actually learned
the six books of Euclid by heart, though he could not tell the
difference between an angle and a triangle. The memory of such men is
quickened like that of the parrot. They learn purely by rote. Real
mental attention, the true digester of knowledge, is never roused. The
knowledge which they gorge, is never truly assimilated and made their
own.
A quality of memory vastly more important than quickness, is tenacity.
To hold on to what we get, is the secret of mental, no less than of
pecuniary accumulations. The mind, too, like other misers, clings most
tenaciously to that which has cost it most labor. Come lightly, go
lightly, the world over. Knowledge which comes into the mind without
toil and effort, without protracted and laborious attention, is apt to
go as easily as it came.
Public-domain text, read in full here on John Shaqi.
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