Volume I Part 7 (1/2)

_Chap. VI. Of Penmans.h.i.+p._--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 _a 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 a.n.a.lytic 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 diminis.h.i.+ng gla.s.s, 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 a.s.signed 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 antic.i.p.ated 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 a.n.a.lysis 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 antic.i.p.ated from that love of children which so honourably distinguishes the Germans as a people, not without very considerable success.

CASE OF APPEAL.

Our little Courts of Justice not unfrequently furnish cases of considerable interest; and we are always willing to make the resemblance between our microcosm and the world at large as close as possible, at least in every useful point we are trying to collect a volume of Reports. As all the boys are expected to be present during a trial, to give importance to the proceeding, the time of such as are capable of the task must be profitably employed in taking notes. A useful effect may also be produced upon the parties; and these records will be valuable acquisitions for those boys who wish to study the laws, and enable themselves to conduct the jurisprudence of the school. We shall detail a case which lately occurred, not because it is the most interesting which could have been selected, but because there will be nothing in its publication to hurt the feelings of any person engaged in the transaction.

It would be vain to attempt any concealment of the fact that our pupils, like all boys in the full tide of health and spirits, do not always see the folly of an appeal to the _ultimo ratio regum_ in so strong a light as that in which it _sometimes_ appears to older eyes; and resort is now and then had to trial by combat, in preference to trial by jury. The candid and experienced teacher, who knows the difficulty and the danger of too rigorously suppressing natural impulses, will not censure us for endeavouring to regulate this custom, than to destroy it altogether. In the hope of lessening the number of those _fracas_ (never very large), a law was proposed, which the committee adopted, to render it penal for any person, except the Magistrate and the Constables, to be present at a battle. Six hours'

notice must be given by both parties, and a tax paid in advance.

During the interval, it is the duty of the Magistrate to attempt a reconciliation. These regulations were intended to give opportunity for the pa.s.sions to cool, and to check the inclination for display which is often the sole cause of the disturbance.

We consider the effect on the minds of the spectators as the worst part of the transaction. There is something dreadfully brutalising in the shouts of incitement and triumph which generally accompany a feat of pugilism. Neither boys nor men ought ever to witness pain without sympathy. It is almost needless to say, that, with us, fighting is anything rather than a source of festivity and amus.e.m.e.nt.

To return to our story.--A day-scholar, whose father's grounds adjoin ours, was discovered by the Magistrate to have witnessed a battle from a tree which he had climbed for that purpose. The Magistrate fined him. He appealed, and the question of his liability was argued at some length before the Committee.

The ground which the appellant took was, that no day-scholar could be amenable to the laws of the school, except during the hours of business, or while on the premises of the school, and that the alleged offence was committed out of school hours, and on his father's land.

Public opinion ran in his favour. The plea that he was on his father's land seemed to have great weight with his schoolfellows. To fine a boy under such circ.u.mstances appeared to them like an attempt to invade the paternal sanctuary, and the motion for quas.h.i.+ng conviction of the Magistrate, at first received the support of several members of the Committee.

The attending Teacher saw that it would be necessary to call the attention of the Committee to general principles, and proposed as an amendment to the general motion, the following resolution, 'That it is desirable that the laws should be obeyed at all times, and in all places.' In support of this amendment he argued, that as the laws had the happiness of the school in view, a breach of those laws must certainly be in some degree destructive of the general good. That to allow this in certain individuals would be injurious to the great body, but still more so to the individuals themselves; and that what was wrong in the schoolroom or on the playground at eleven in the morning, could not be right in the fields at six in the afternoon. In conclusion he said, 'Whether or not we have the power to fine a person for a breach of our laws when he is at a distance from the schools, is a question which it is not our present business to determine; but I firmly believe that our laws are calculated to promote in the highest degree our welfare, and I wish the advantages to be derived from obeying them to be as widely diffused as possible.'

The amendment was carried unanimously.

Having determined 'that it was desirable that the laws should be obeyed at all times and in all places,' it was necessary in the next place to ascertain whether it was not a part of our law that such should be the case.

With this view an amendment was proposed which declared, that such was the intention of the law, and in support of it cases were cited in which day-boys had been punished for offences committed at a distance from the school. It was also insisted, that in no single instance had the laws made an exception in favour of the day-boys. They universally begin by saying, that, if 'any one,' or 'any pupil,' or 'any boy,'

shall commit such and such an offence, etc., and not 'any boarder,' or 'any day-boy then at school.'

The second amendment was also carried without opposition.

The question was now confined within very narrow limits. The Committee had declared that it was 'desirable that the laws should be obeyed at all times and in all places;' and also, that by law no exception was made in favour of day-scholars. It only remained therefore for the Committee to consider, whether the police of the school had the power to enforce the laws.

It was argued that in this case they had been enforced, for that the fine had actually been paid, and that unless the Committee interfered to prevent it, they would continue to operate as they had done, for the welfare of the school at large, and for the ultimate advantage even of the individuals who might at first appear to be injured.

The amended motion was now put, and the conviction was unanimously confirmed.

This detail will furnish the reader with a more correct conception than we could otherwise give him, of the opportunities with which the sittings of our little Committees furnish the members for making some important acquirements.

In the first place, they study the art of reasoning, and that too under very favourable circ.u.mstances; being fully acquainted with the facts on which they are called to exercise their judgments, and seeing them in all their bearings. We believe that intimate acquaintance with the facts of which we speak to be the first and most important element in practical logic. Reasoning, strictly speaking, being no more than the art of tracing a.n.a.logies and differences. The _reality_ of the business in which the students are engaged is very valuable, inasmuch as it furnishes them with strong motives to exert all their powers in the investigation. The matter at issue 'comes home to their business and bosoms;' it may deeply affect their interests, and will not pa.s.s unnoticed by their const.i.tuents; among whom the question will be again discussed, and the Committee-men will in conversation have to defend the opinions they have officially expressed. Thus every argument is well canva.s.sed in their minds, and the ideas remain under consideration for a sufficient time to become permanently fixed in their remembrance. The power of public speaking is also in some degree acquired, and, we hope, without the countervailing evils which have been so justly deprecated. The great defects of all artificial methods of learning the art of debating is, that it is seldom of any real importance to either speaker or hearer, on which side the question under discussion is determined; consequently, the speaker is more anxious to display his own talents, than to convince the audience; which, on its part, wishes rather for amus.e.m.e.nt than instruction, or seeks the latter only by watching the conduct of this mental fencing-match, in order to learn the most skilful manner of handling the foils. Every one who addresses the company a.s.sembled, feels that he shall be more applauded for agreeably wandering, than for pointing out and following the best and straightest road. In short, discussion, instead of being a means employed to gain an object, is the end itself.

The orator, if such a name is to be so degraded, rises not to gain the votes of his hearers, but to make them laugh and clap their hands; and, this is most easily done by advancing smart sophisms, and uttering well-delivered absurdities with mock solemnity, we may readily conceive how little the powers of investigation can be exercised and improved by such practice as that of spouting clubs and debating societies. No doubt there are many exceptions to these remarks, but the vice we complain of is, we fear, inherent in some degree in the nature of the inst.i.tutions, although by care in the choice of members, and the selection of an audience, it may, in a great measure, be counteracted.