There is a limit to the number of observations which the mind can carry and use. Nature-study may be overdone. Mere seeing is not thinking. What the eye beholds must be sorted and assigned to its appropriate class; otherwise the treasure-house of memory will soon resemble a wilderness of meaningless facts. Than this only one thing can be worse,—namely, a wilderness of meaningless words.

Reading is a species of observation. An exercise in oral reading, during which each pupil is called down as soon as he miscalls a word, is often an astonishing revelation, showing how few of the advanced pupils can accurately see and correctly name every word in a stanza or paragraph. Methods of teaching a beginner to read are correct in seeking to develop the ability to pronounce words without help from others. Faulty application of a method that is right in this respect may seriously retard, and even destroy, the power of thinking what is on the printed page. What on earth is a first-year pupil to do with the many hundred words which he is sometimes taught to pronounce? Often words are arranged in sentences which come dangerously near the slang of the slums, and which no child ever hears in a cultured home. Furthermore, some sentences in primers and first readers are well-nigh void of meaning, the aim being to teach the words for the sake of the combinations of letters which they contain. The first test to apply to a method of teaching a beginner to read is the question, How quickly does it teach that which must be known as a condition of pronouncing new words,—namely, the shape and the sound or sounds of each of the letters of the alphabet? As compared with the sound and the shape, the name of the letter is of relatively little importance. Students of Hebrew may read that language fluently without being able to repeat the Hebrew alphabet, the names of the letters being a mere matter of convenience in talking about them. The second great test to be applied to the method of teaching a beginner to read is the question, Does it form the habit of getting thought from the printed page? Grown men have admitted that they passed through several readers before they discovered that there was a meaning or connected story in the words which they were pronouncing. They saw and gave names to words very much as people see and give names to objects round about them without recognizing the significance of what is seen, or thinking the thoughts which the Author of the Universe has spread out before them in the great book of nature.

The third test to be applied to the method of teaching reading is the question, Does it save the pupil from the unnatural tones of the school-room by training him to use his voice in the right way? To this test reference will be made later.

If observation is to have abiding value, it must lead to thinking. This is as true of the observation of words and sentences on the printed or written page as it is of the observation of earth and sky and sea, of the starry heavens above and the moral law within (which filled the soul of the philosopher Kant with never-ceasing awe). How the things obtained from books and from the world outside are appropriated in thought and made our own will appear more fully when we discuss the relation of memory to thinking.

XI

THE MEMORY AND THINKING

Overburden not thy memory to make so faithful a servant a slave. Remember Atlas was weary. Have as much reason as a camel, to rise when thou hast thy full load. Memory, like a purse, if it be overfull that it cannot shut, all will drop out of it: take heed of a gluttonous curiosity to feed on many things, lest the greediness of the appetite of thy memory spoil the digestion thereof.

THOMAS FULLER.

To impose on a child to get by heart a long scroll of phrases without any ideas is a practice fitter for a jackdaw than for anything that wears the shape of man.

DR. I. WATTS.

The habit of laying up in the memory what has not been digested by the understanding is at once the cause and the effect of mental weakness.

SIR W. HAMILTON.

There is no one department of educational work in which the difference between skilled and unskilled teaching is so manifest as in the view which is taken of the faculty of memory, the mode of training it, and the uses to which different teachers seek to put it.

FITCH.

XI

THE MEMORY AND THINKING

Many people freely admit that they have a poor memory. Their misstatements, breaches of etiquette, and failure to keep engagements they excuse by claiming a poor memory for dates, names, faces, facts, and the like. Accuse them of possessing poor judgment, and they are very much offended. They fail to see the close relation between a good memory and good judgment, between an accurate memory and sound common sense, which is but another name for good judgment in matters that all men have in common. Judgment affirms the agreement or disagreement between two objects of thought. It involves comparison. How can the comparison be accurate if the memory is not accurate in the ideas it recalls of the things to be compared?