Examples of questions, calculated to excite and exercise the minds of the young

Preface

TO THE FIRST AMERICAN EDITION.

The name of Elizabeth Hamilton is associated with much that is sound and practical in the science and art of Early Education. Those who have read Iter former works on this tubject, particularly her "Elementary Principles", will be disposed to receive with favor this little treatise, which is now, for the first time, it is believed, reprinted in this country. Though a distinct work, and complete in itself, it was originally appended to an admirable Essay by Mrs. Hamilton, entitled " Hints addressed to the Patrons and Directors of Schools." The Editor avails himself of this in offering a few remarks intended to illustrate the author's design more fully than is done in the Introduction which follows.

The "Questions" now republished are founded on the principles which Pkstalozzi adopted, with well known success, in every part of education. To him belongs the high praise of having followed the indications of nature in the instruction of the young, instead of subjecting their minds to preconceived theories. He observed that the intellectual powers can only be developed gradually, and by a regular series of eftbrts; and that when a clear idea on any subject is acquired, the idea next in-, succession is easily imbibed. This idea, moreover, he believed, should not be directly imparted to the children, but should be obtained by their own mental efforts. Instead therefore of obliging his pupils to repeat by rote, words, that suggested ideas to his own mind, he first endeavored to ascertain the ideas that actually existed in theirs. He then by questions adapted to their capacity, induced them, by a further exertion of their powers, to add to the

IV PREFACE.

number of ideas already acquired. The mind, according to his method, cannot be passive in receiving instruction. It is compelled to work its way to know^ledge ; and, having its activity properly directed, is led step by step, in easy and delightful progression, to the perception of truth. In the ordinary method of teaching, the memory of the pupil is loaded with arbitrary, and to him often unintelligible signs of thought; but in this, he is led to acquire definite ideas, and what is of more importance than even this, to the self-discipline of his intellectual powers.

To aid parents and instructors in carrying these principles into effect, is the object of the " Questions" now offered to the public. They are intended, not, as is ordinarily the case, to recal or refresh the recollection of what has been already learned ; but as the title imports, to *' excite and exercise" the minds of the young; to induce and enable them to try their own powers j to think for themselves ; and to follow out their own conclusions. If the book has any peculiar merit, it lies principally in this; and to those who believe, with the Editor, in the justness and importance of the general principles above stated, it is confidently recommended.

Should it be thought by any that the questions arc too simple and minute, they are requested to remember that it is only simple things that young children can learn at all ; and that it is necessary to begin with what is adapted to their comprehension. And as to the objection of minuteness, it may be observed, that nothing can be properly said to be known, either by the young or old, that is not minutely known; and that one important and leading object of early instruction should be a habit of perfectly accurate observation and perfectly accurate thought.

It may be proper to observe that the original title, " Questions calculated to excite and exercise the Infant Mind," has been altered to " Questions calculated to excite and exercise the Minds of the Young." This appeared to the Editor more appropriate. The work has been carefully revised ; but no alterations, except some merely verbal, have been made.

J. B.

Salem, February, 1829.

Introduction

BY THE AUTHOR.

The method of instructing by interrogation is not an invention of modern date ; it is, on the contrary, known to have been practised by some of the wisest and most revered of the ancient philosophers ; nor has it, indeed, at any period fallen totally into disuse ; but, though retained in form, it has been so perverted from its original purpose, that instead of being regarded as a mode of exciting the mind to an exertion of its powers, it is only resorted to as an expedient for assisting the memory, when it is our wish to impress it with axioms which the intellect is not prepared to receive, or comprehend. The pupil, in this case, does not refer the question to his understanding, but finds it connected with the answer in his mind by an arbitrary association ; and should he at an afler perio-d be led to reconsider the important truths which he thus learns to repeat by rote, as it is in the answers that he will find them to be contained, he will set aside the questions as superfluous.

But though the questions, in such instances, contribute little to instruction, when propositions are to be committed to memory, of a nature far remote from every idea with which the mind of the pupil is familiar, their use as a memoria technica is sufficiently obvious. Wherever, therefore, it is deemed necessary to impress upon the memory words and terms of mighty import, while the mind is yet incapable of attaching to them any corresponding idea, the form of question and

VI I-XTRODUCTION.

answer will justly obtain a preference. Concerning the benefits to be derived from the exercise, opinions may differ, but it must be admitted by all, that when a child is to be made to repeat answers to propositions beyond his comprehension, the words must necessarily be put into his mouth, for by his own mind they could not possibly be suggested.

What is thus learned may, at a future period, be recollected with advantage ; but if the instruction contained in those propositions be of the utmost importance to his soul ; if it be of a nature that nearly concerns his eternal welfare ; can it be deemed safe or prudent to cast our sole dependence on the strength of his memory, which may, perchance, as the understanding opens, recal the truths we have impressed upon it to his consideration ? Would it not be a safer and a better course, to endeavour to prepare his mind for comprehending the doctrines we so justly value, by enabling him, through the exercise of his faculties, to acquire the intermediate ideas ?

For the accomplishment of this high object the mode of instructing by interrogation appears well adapted. But when it is to be thus applied, we must carefully abstain from helping the pupil to the proper answer, as otherwise we shall be defeating our purpose ; nor will such assistance be necessary, for questions that are calculated to excite to the acquirement of new ideas must be so adapted to the present state of the mind as to be easily understood ; in which case the reply will be given spontaneously.

As questions are on this system resorted to, not as expedients to assist the memory, but as means of suggesting new ideas to the mind, and thereby preparing it for comprehending the important truths of religion, every question which is ascertained to be beyond the comprehension of the pupil must be put aside as useless, until, by suggesting ideas more nearly connected with those he is possessed of, the mind has been gradually expanded to the degree necessary for comprehending them.

INTRODUCTION. Vll

In the following pages an attempt has been made to form a series of questions on this model. The examples given are^ however, by no means presented as being adequate or complete, but merely as affording hints to the instructor concerning the mode of bringing the powers of the infant mind into action, and of exercising those powers. In each description of questions, as they severally apply to the understanding or the heart, much must necessarily be left to the discretion of the instructor, who may omit or enlarge them at pleasure ; taking care, in every instance, to modify the question so as to make it thoroughly understood. With this precaution, teachers, by selecting such parts of the work as appear to them best adapted to the minds of their pupils, may avail themselves of,whatever assistance it is calculated to afford in developing the faculties.

As, happily, in this part of the kingdom, a notion of the existence of a Supreme Being is in every situation in life one of the first ideas communicated to the infant mind, I have proceeded on the supposition, that some notion of Deity has been received. And as the questions intended to lead to a consideration of the attributes of the divine nature have be^n found perfectly intelligible to little girls of seven and eight years of age, recently admitted into a charity-school, it is to be hoped they will not be found beyond the capacity of any children of the same age. To some they may perhaps appear objectionable, as being too simple and obvious. But if we wish to apply to the minds of children, we must not disdain to stoop to them. It is by taking hold of what they know, that we can alone lead them to greater knowledge, and only by awakening the affections that we can hope to raise the heart to God.

EXAMPLES, &c

Part I

EXAMPLES OF QUESTIOISS INTENDED TO EXERCISE THE PERCEPTION BY ATTENTION TO EXTERNAL OBJECTS.

Section I

Qiiestioner. Do you know the meaning of the words upright and across, and flat and crooked ?

Answer.

Q. Let all hold the first finger of their right hands pointing upwards, and then do you tell me which is most truly and exactly upright.

Q,. Now let all hold the same finger straight across, or horizontal, as it is properly termed. Very well ; next shew me what crooked means, by holding your finger crooked.

Q,. Do you know what is meant by slanting, or oblique ? If you do, explain, by holding your finger in an oblique direction.

Q. Let us now examine the tables and desks in the room : Is any part of that before us what you would call flat ?

Q,. Are any parts of the table upright?

Q. Are any of its parts horizontal or straight across ?

2 EXTERNAL OBJECTS.

Q. Is the surface of that desk flat like the table, or is it slanting ?

Q. Can you now describe to me the form of the table ?

Q,. Are all tables made exactly of the same form ? Describe then the form of any other table that you have seen.

Q.. Do you know the difference betwixt square and round ? Here are two bits of paper, one square and one round ; tell me which is square and which round ?

Q. Are all sides of a square of equal length ? Fold that piece of paper from corner to corner, and you w^ill discover whether they are exactly equal.

Q. Can you now describe the nature of a square ?

Q,. Examine this round or circular paper; fold it and fold it again ; now open it, and observe whether all the folds do not meet in the middle, or what is more properly called the centre. Next, look and tell me whether the outward edge be more distant from the middle in one part than in another ?

Q. A circle is always perfectly round, and the middle point of the circle is called the centre : Now give me an accurate description of a circle.

Q,. Can you describe to me the form of a cart wheel ? Is it square or circular ?

Q. Where do the spokes of the wheel meet ?

Q,. Are all the spokes of a wheel of equal length ?

Q,. Why are wheels made of a circular form, instead of being made square ?

Q. How many corners has a square ?

Q. Is every thing which has four corners exactly square ?

Q,. Observe the shape of the door : Has it not four corners ?

Q,. And is it exactly square ? Is it equal in length and breadth ?

EXTERNAL OBJECTS. O

Q. When a tiling is made longer than it is broad, it is called oblong : now tell me the form of the door.

Q. Repeat to me the meaning of the word circular.

Q. Is a circle long or broad, or is it quite round ?

Q. Where is the centre of a circle ?

Q. Where is the centre of a square ?

Q,. Are all the windows of this room of the same size and form ?

Q. In what form are they made ?

Q. Of what shape is this room ?

Q. Of what shape is the poker that stirs the fire ?

Q. Of what shape are the tongs and the shovel ?

SECTION 11.

ON THE LETTERS OF THE ALPHABET.

Questioner. Let us now examine the forms of the capital letters of the alphabet. What letter is formed by two oblique lines meeting at top, and slanting opposite ways, and joined about half way down by a short line across ? ( A )

Q. Describe to me how this next letter is formed.*

* The same mode of interrogation may be pursued with regard to the ollicr letters of the alphabet, as a means of producing habits of observation and accuracy. Nor should any means which can contribute to the formation of such habits be rejected on account of their simplicity. It is by attending to the objects with which they are surrounded, that children gradually acquire the use of their external senses ; and in proportion as we can increase that attention, we increase in them the quickness of discernment.

ON DITFERENT SUBSTANCES.

Section III. On Different Substances

(Questioner. Saw the air in this manner, back and forv/ards, with your hand : does the air make any resistance ?

Q,- Strike the table with your hand : does it yield to you as the air did ?

Q. The table is a substance, and is therefore seen and felt. In this respect all substances are alike. What then is the nature of a substance ?

Q. But are all substances of the same sort or class ?

Q. You are to be seen and felt, your body is therefore a substance, so is a cabbage, for it also is a thing that we can both see and feel ; but there is surely some difference between you and a cabbage-stock.

Q. True, a cabbage grows in the ground, and you are a living creature : what grows in the earth is called vegetable, what lives is called animal, because it is animated. Now tell me whether you are an animal or a vegetable ?

Q. Is the hair of your head a substance ?

Q. Is the hair an animal or a vegetable substance ? .

Q. Of what is that table made ?

Q. But what is wood .^ Did it ever grow in the earth ?

Q.. Of what substance then is the table ? Is it animal or vegetable ?

Q. Of v/hat is that table made ?

The exercises, of which examples have been given in the two preceding sections, may be extended at pleasure, until accurate notions concerning the forms and appearances of ^11 objects within reach of observation has been obtained.

ON DIFFERENT SUBSTANCES. 5

Q. Of what are those shoes made ?

Q. Of what is leather made ?

Q. Of what substance then is leather ?

Q. Are there any other sorts of substances besides animal or vegetable ?

Q. Look at the grate and fire-irons : are they either animal or vegetable ?

Q. They are made of iron, which is a metal, and all metals are mineral substances. Is this penny-piece made of copper ?

Q. Is copper a metal ?

Q. Of what substance then is the penny-piece ?

Q. Here is a pin. Of what substance is the pin ? Is it mineral or vegetable ?

Q. Your memory may perhaps be assisted by a rhyme ; learn to repeat, —

In earth the vegetables grow,

Dug thence with care and toil.

But animals have power of motion,

For life to them is given ; On earth, or in the air or ocean,

Each kind 's preserved by heaven.

SAME SUBJECT CONTINUED.

(Questioner Can 3'ou point out to me any thing of mineral substance

Q,. Can you show me a vegetable production ; for you know that whatever has been once a vegetable is of vegetable substance ?

1^

6 O'S DIFFERENT SUBSTANCES.

Q. Can you show me any thing of animal substance ?

Q. But there is another class of which we have not yet spoken ; I mean earthy substances, or substances belonging to the earth, being neither mineral nor vegetable. Did you ever see clay dug from the earth ? Of v/hat substance is the clay ?

Q,. Does stone belong to the earth ?

Q. Of what substance is stone ?

Q. Yes, it is a hard earthy substance. Now examine that framed v/hite slate : are the slate and frame of the same substance ?

Q,. Of what substance is the slate ?

Q. Of what substance is the frame ?

Q. Of what substance is the pencil ?

Q,. Is this pen of the same substance as the pencil ?

Q. Of what substance is the pen ?

Q. I shall now name things with which you are familiar, and expect whoever I point to, or look at, to answer me, by saying of what substance the thing is of. To begin, then, I say, the floor ?

Q. The nails by which the boards are fastened?

Q. The hearth ?

Q. A paper book ?

Q,. The binding of abound book ?

Q,. A golden guinea ?

Q. The gold leaf with which bound books and other things are gilded.

Q. A hair-brush ?

Q. A birch or broom besom ?

Q,. A spinning-wheel •'

Q,, Woollen yarn ?

0.\ DIFFERE>'T SUBSTANCES. 7

Q. Lint or flax ?

Q,. Linen yarn ?

Q. Cotton ? &c. &c.*

* Children will soon learn to proceed of themselves in this exercise. Nor let it be supposed, that in being thus converted into an agreeable recreation, its utility in promoting the ends of education Tvill be diminished. Between children who have spent their play hours in listless indolence, and those who, during the intervals devoted to relaxation, have been actively engaged in amusements which afford exercise, either to body or mind, a radical difference will be discernible. JMuch tlierefore does it concern every teacher to encourage such recreations as may tend to invigorate the faculties of his pupils.

PART IJ.

EXAMPLES or qUESTIO-\S CALCULATED TO LEAD THE MIND TO SUCH A CONSIDERATION OF THE DIVINE AT- TRIBUTES AS MAY TEND TO IMPRESS THE HEART.

Section I

Quesiioncr. You are a living being ; Who gave you life ?

Q. Did not your parents live before you were born ? Who gave life to them ?

Q. And who gave life to the parents of your parents ?

Q. Do you suppose, that in time to come God will give life to creatures yet unborn ?

Q,. God has then existed in times that are past, and sliall continue to exist in times that are to come ?

Q. Do you think that the earth, and the seas, and the skies, have been lately made ; or that they were made a great many ages ago ? ■ ^

Q,. By whom were they made.

Q. God must then have lived before all worlds. Are there many sorts of living creatures in the earth ?

Q. Who made all those living creatures to exist ?

Q,. Does the earth produce what is needful for the support of all who live in it ?

Q. Is it from the earth alone that we derive all that is necessary for our comfort? or has God been pleased that

DIVINE ATTRIBUTES. y

we should receive benefit from things placed at a distance from the earth ?

Q. What is it that gives us light by day ?

Q,. Is not the sun at a great distance from the earth ?

Q. Yet, are we not cheered by its light and warmed by its heat ?

Q,. Does the sun shine on us because it loves us ; or is it the love and mercy of God that makes it continue to enlighten us day by day ?

Q. Is it not in the power of God to extinguish (or put out) the light of the sun, and thence to leave us in perpetual darkness ?

Q. Is it not in the power of the Maker of all things to destroy the earth and all the worlds that he has made ?

Q. But do you not trust and expect that God will continue to permit the sun to shine in its season ?

Q. Do you not hope and trust that the earth will continue to produce food to supply the wants of living creatures ?

Q,. Why do you thus expect the continuance of these mercies ? Is it because you believe that God is as good as he is powerful ?

Q,. Where is God ? Is he in heaven ?

Q, Are we then far removed from his sight ?

Q. Does he behold us continually ?

Q. Can we with our bodily eyes see God ?

Q. You see me and bear my voice ; but do you see the spirit within me ? Do you see the thoughts which stir my heart ?

Q,. My spirit is confined within this body ; but do you think that the spirit of the great and incomprehensible Father of our spirits is confined in the manner that ours are ?

Q,. Is then the Almighty, by whose power the heavens and the earth were made, iioiv, at this montnt, near us ? Do we stand in his siarht ?

■10 EXPERIE.NCE OF PERSO^'AL MERCIES.

Q. When shall we be out of his sight ?

Q. At whatever time we pray to God, we are certain then of his being present to hear us ?

Q. When any one gives you what is good, do you feel glad and thankful ?

Q. If you were in danger of being killed, w^ould you not be \eYy grateful to any one who rescued you from the danger ?

Q. Would you strive on such occasions to show your gratitude ?

Q.. Who gave you life and every blessing that you enjoy ?

Q.. Who has by night and by day preserved your life?

Q. And ought you not then to feel very thankful to God ?

Q. But if you really feel thankful, w411 you not express your thanks ?

Q. When you awake to the light of a new day, ought you not to thank him who has preserved you through the dark hours of night.

Q-. When you go to your bed at night, ought you not to express your gratitude to him who has protected you through the day from numerous dangers ?

SECTION II. EXPERIENCE OF PERSO:yAL MERCIES

Queslioner. Can you walk and run ?

Q. Could you walk and run as soon as you were born ?

Q. Who taught you to walk ? or do you think that you v/ould have learned to walk without being taught ?

EXPERIENCE OF PERSONAL MERCIES. 11

Q. No. If you h9-d been left in a wood as soon as 3'ou were able to creep upon the ground, you would not have learned to walk, but have run upon your hands and feet all your life. Some poor unfortunate children, who, being deserted by their parents, have been found in different parts of the world ; and these, even at the age of fourteen and fifteen, did not walk as we do, but on their hands and feet ; for they, poor things, had no example before them but the beasts of the field. Can you put on your own clothes ? Can you dress yourself.^

Q. Who taught you thus to use your hands ?

Q. Do you think if you had been left in a forest, like the poor deserted children I have mentioned, that you could have dressed yourself if clothes had been given you ?

Q,. Who carried you until you were able to walk ?

U, Who cherished you in her bosom, and fed you and took care of you v/hen you could not take care of yourself ?

Q. Were you ever sick ?

Q. When you were sick, did your mother then watch over you, wishing all the time that you might recover ?

Q. But had she it in her power by her wishes to preserve your life ?

Q. By whose power then were you restored to health ?

Q>. Was it by God's blessing on your mother's care that you were restored ?

Q. God then heard your mother when she prayed for you ; she asked for your recovery, and God granted what she asked ?

Q. You are much indebted to your mother ; is she not still anxious that you should be preserved from every danger ?

Q. Can she save you from danger when you are out of

her siirht ?

12 EXPERIENCE or PERSONAL MERCIES.

Q. But does she not think of you, and love you, when you are absent from her.

Q. Her mind then can be v/ith you, though her body is at home : But can she, by thinking of you, prevent your being exposed to any injury ?

Q. It is then only w'^hile she is present with you that the strength of her arm has power to help you ?*

Q,. Is God Almighty confined to one place as we his creatures are ? %

Q. Is God equally present, and always present, in heaven and earth, and in ail places ?

Q,. Can vi^e ever, for a single moment of our existence, be out of his sight ?

Q,. Can we speak so low as that God cannot hear what we say ?

Q. Can we think without his knowing the thoughts of our hearts ?

Q. Is God, who is thus all-seeing and all-wise, visible in our eyes ? Can we see him as we see one another ?

Q. You believe that your mother thinks of you and loves you ; but do you see the thoughts of her heart ? Do you see that within her which thinks and loves ?

Q,. You feel the effects of her kindness, and therefore believe that she loves you in her heart, do you not ?

Q,. And do you not feel the effects of the kindness and goodness of God, who has given you eyes to see, and ears to hear, and a mind capable of receiving instruction ?

*It will be perceived, that when children have been early deprived of parental care, by death or desertion, the form of tlie questions must be altered to suit their peculiar circumstances ; and framed in such terms r.s may lead to a consideration of the goodness of God, in raising np to them the benefactors who have supplied to them the place of parents.

EXPERIENCE OF PERSONAL MERCIES. 13

Q. Who gave your mother the heart to love you ? Who inspires every mother with fondness for the child of her bosom ?

Q. Who has given you the friends who have taken care of you when too young to take care of yourself ?

Q. By whom has your life been preserved to this present moment ?

Q,. Is God still able to protect you ?

Q. Is it only in day-light, and while you are in company of your friends, that God is able to preserve you ?

Q. If God can preserve you by night as well as by day, would it not be very foolish to fear to be alone ?

Q. Have you ever heard of silly children who were afraid of being in the dark ?

Q,. But can those who know and are assured that God surrounds them, and that his presence is on every side, be ever thus afraid ?

Q,. Do you think yourself safe when under the immediate care and protection of your mother ?

Q,. But by whom has your mother been so long protected and preserved ?

Q. Has she from the first moment of her existence been in the presence of God, and fed by his bounty, and cherished by his goodness, and preserved by his mercy ?

Q. Has God, in giving life to you, bestowed a blessing on your parents ?

Q. Do we call that which makes us happy, or that which makes us unhappy, a blessing ?

Q,. Do naughty and disobedient children make their parents happy ?

Q. But do not good and obedient children gladden the hearts of their parents, and make them very happy indeed ?

14 RELATING TO THE PROVISION

Q,. Would you like to be looked upon as a blessing by your parents and friends ?

Q,. By what sort of behaviour will you give them most reason to rejoice in you ?

Q,. Think then often of all that they have done for you ; and, when you think of it, be thankful.

Section III. Relating To The Provision Made For Our Sustenance

Qiiestio7i€r. Are you glad to have bread to eat when you are hungry ?