Library Collections: Document: Full Text

From Chambers' Journal.

AT the conclusion of our last article on the tuition of idiots, we dwelt briefly on the methods of exciting the senses of taste and touch. We now proceed to consider the means to be adopted with a view of acting on the organ of vision. In devising expedients for this purpose, as also in every other proceeding respecting the object in hand, the condition of the young subject must be carefully regarded, and the appliances made to bear on the individual in greater or less intensity, according to the peculiarity of the case. In most idiots a vacant wandering gaze is observable; the first aim of the tutor should therefore be directed so as to fix the eye of the pupil on some object. This may, in general, be accomplished by holding up a small substance in the axis of vision, and causing it to follow the varying motions of the eyeballs. As soon as the regard is attracted to whatever is thus presented, and the eye is noticed to dwell upon the object, it should be kept stationary until the attention is fixed upon it; and then being slowly moved backwards and forwards, so as to draw the eye in a corresponding direction, a regular and voluntary action of the muscles of the eyeball becomes excited. In most instances this preliminary exercise will be followed by the desired result; but should a more powerful stimulus be found necessary, it may be advisable to employ a luminous body. If this prove insufficient, the room ought to be darkened, and a beam of light permitted to enter through a small circular aperture in the shutter. To this point the face of the pupil should then be directed for a longer or shorter time; and when the object of fixing the attention by means of this strong impression is obtained, the exercises on the organ of sight, already described, may be adopted at a subsequent period.

As soon as the efforts to fix the regard prove successful, attempts may be made to impart an idea of color. To accomplish this, pieces of wood, of the same form and size, painted with the three primitive colors, red, blue, and yellow, as well as white and black, should be provided. These should be successively and slowly exhibited. In due time duplicates of each color ought to be placed on the table; and the tutor, selecting a particular piece from the one set, intimates that the pupil should take a corresponding one from the other set which are placed before him. Whenever an indication of appreciation of color is manifested by readiness in matching the portion presented by the tutor, it will be advisable to pronounce the name of each, so as to affect both the eye and the ear with a distinct impression in relation to the quality of the object held up for observation.

In like manner, some impression as to the different forms of objects may be engendered by placing on the table pieces of wood having distinct and marked shapes-such as square, circular, triangular, &c. The exercise with these may be pursued in a way precisely similar to that adopted to impart ideas of color -- namely, by first showing each separately, then by then placing whole before the pupil, and drawing from a duplicate set a particular piece to be matched, and at the same time pronouncing its form.

When conducting this exercise, it is advisable to bring the sense of touch, as well as that of sight, into play. The hand should be caused to pass over the surface of each figure, so as to distinguish the different sensations produced by objects differently shaped. At a more advanced period, it may serve a good purpose to bring each sense into operation independent of the other, with a view of quickening them in a still higher degree. To accomplish this, a bandage should be lightly passed over the eyes, and then each figure should be placed in the hands, in order that the sense of touch may be exercised to discover the form of the object without the aid of sight; and so, in a similar manner, the eye may be encouraged to discriminate without the assistance of the hands.

The continued action of the senses of sight and touch may, after the lapse of a short interval, be made serviceable to communicate the separate ideas of size and number. This can be accomplished by pursuing the principle adopted to impart notions of color.

To give instruction as to size of objects, procure several duplicate pieces of wood, some in the form of squares, others oblong, and another set in long pieces. Each set being successively placed before the pupil, his attention is to be directed to them; and if he has already conceived the idea of shape from the previous exercise, he will become conscious that the objects before him have the same figure, but are different in another particular -- namely, size. Whenever this conception is formed, the duplicate set may he produced, and the exercise pursued in the manner already described when speaking on the method of communicating ideas of color, using the words large or small as the corresponding fragments are presented. In conducting this, as well as every other exercise, care must be taken that no objects except those in use are exposed to view, otherwise the attention will become distracted, and the ideas confused. It is equally important to avoid wearying or irritating the pupil by continuing any effort too long, or by an unnecessary repetition of performances in which he is tolerably perfect. A judicious variety of action, passing from the simple to the more advanced, by bringing into play the several functions of the mind, prevents irksomeness, and promotes improvement in a material degree.

Notions of number will be generated if twenty or thirty circular pieces of white card are exposed to view in two different quantities, distinguishing each by the words larger and smaller. As soon as this conception is created, equal numbers should be presented, using at the time the word same or like. Subsequently, a single portion should be held up, and indicated by pronouncing the figure one, then two, and so on. Whenever ideas of quantity and number are thus formed, attempts should be made to impress the mind with the corresponding symbol. To effect this, a blackboard should be provided, having white spots painted upon it of the same size as the pieces of card, and with the figure corresponding to the number placed at the extremity of each line, thus: --
10
200
3000
A single line should be exposed separately, so as to show only one figure and the corresponding circles at the same time.

To those pupils who have the capacity, and with whom it is desirable to pursue instruction further respecting the power of numbers, the task will be much facilitated, and the object better attained, by employing the separate portions of card in preference to the arbitrary symbols. The design of tuition should be carefully kept in view -- namely, that of quickening the faculties, and creating clear conceptions, so as to turn them to good account. We should therefore be especially guarded against the temptation of slopping beyond the bounds of utility; we should ever keep in mind what ought, rather than what can, be accomplished.

It is pleasing to discover, amidst much that is unattractive in these imperfect creatures, some peculiarities which are singularly interesting. Among these may be noticed the remarkable susceptibility of the majority of idiots to musical sounds. Nearly all are acutely sensible of this influence, though they may be unable to utter a note or intelligible sound; and many, ignorant and incapable in other respects, manifest a remarkable power of imitating with the voice any simple air which has been carefully and repeatedly executed for their benefit. This sensibility of the organ of hearing becomes important as a means of producing impressions and awakening emotions. By a judicious education of the ear, the tutor acquires both a capability of communicating pleasing sensations, and also an increased power of enforcing obedience by a careful and marked intonation of his own voice, when imparting the various necessary directions to his pupils. Although in general naturally acute, yet this sense should receive a like systematic culture with the others. In addition to the regular gradations of the gamut, impressions should be made by striking various sonorous bodies together, and by uttering the different vocal expressions indicative of the emotions of the mind. It may be here remarked that there appears to be a greater susceptibility to lively and well-marked instrumental music than to that produced by the voice.

In following out the foregoing directions respecting the cultivation of the senses, great discretion will be absolutely necessary on the part of the tutor in adjusting the exercises to each particular case, as well as to the relative imperfections of the different organs observable in the same individual. Careful observation, combined with a fair amount of tact, will, however, lead to an adaptation of suitable means to each pupil. It may here be remarked, that too rigid an observance of the above directions should not be enforced. Considerable latitude should be taken by the tutor, lest, by following too rigidly the somewhat artificial, though scientific and progressive order of cultivating the senses, a degree of irksomeness might in some instances be produced. To prevent this, frequent opportunities should be made available of directing the notice of the pupil to all ordinary objects which come within the range of his observation. He should be made as familiar with their names and uses as his imperfect capacity will allow. He should be taught to handle various articles, to attend to personal cleanliness, to dress and undress, as well as to take his food, without assistance. To accomplish all these objects, the force of example must be brought into operation, and much reliance must also be placed on the ingenuity, judgment, patience, and perseverance of the instructor.

In pursuing a systematic course of training, it will be found that the imitative tendency is strongly implanted in the objects before us. This is a fortunate circumstance, as by a judicious use of that well-known influence which the stronger has over the weaker mind, a valuable means of leading forward, regulating, and rendering useful the rudest and most inert materials is placed in our hands. Of all the various elementary principles brought into operation in the tuition of idiots, this is the most powerful and important. It fortunately happens that so useful an agent is applicable in all cases, and may be made to bear with due efficacy upon each, taking, as the faculties become developed, a higher range of action. It may be divided into three kinds or stages: first, the simple motions of the limbs; next, the handling of objects; and lastly, the moral influence of example in all that relates to conduct and duty. The manner of causing the pupil to conceive and follow the various positions of the tutor having been already described when speaking on the regulation of muscular action, we proceed to the consideration of the more advanced stage-namely, the method to be employed with a view of leading, by means of the imitative tendency, to the use of various implements.

The first step in this important procedure may be accomplished by placing on the table two pieces of wood, about the size and shape of ordinary building bricks. One of them being handed to the youth, the instructor takes the other, and placing it in a certain position, requires that the remaining piece shall be moved by the pupil so as to correspond with it in situation. At first, little or no idea of the intention is formed, and some assistance becomes necessary. In a short time, however, an appreciation of the object sought is engendered, and the pupil will readily cause his portion to assume the various positions of the opposite one. When this is accomplished, an increased number should be employed, and the faculty of imitation cultivated, by arranging one set in a certain order, to be followed by the pupil with the other set. Succeeding to this exercise, domestic implements may be introduced, and their uses taught through the power of imitation. Thus, by gradual and progressive steps, instruction in various easy occupations may ultimately be inculcated, and the apparently hopeless object rendered useful and happy by means at once simple and applicable.

From what has been already advanced, the reader will perceive that the impressions received by a sound infant mind intuitively, require to be communicated by artificial means to the idiot. In pursuing those higher branches of instruction which prepare him to enter on active and useful avocations, the same principle must be carefully kept in view. Before the attempt is made to instruct the pupil in any handicraft employment, his ideas of form, and his capability of describing various figures in chalk, must be fully cultivated. This is an exercise which usually excites an agreeable impression among the pupils, and is accordingly entered on with readiness and pleasure. A blackboard being provided, the tutor draws upon it, by means of a rule and chalk, a single line; then requires that a similar one shall be imitated by each pupil in succession. The first lesson is devoted to a perpendicular line, the next to a horizontal, and the following one to an oblique.

As soon as the pupil has made each respective line, he should be required to utter the word, up, flat, slant, according as the line is perpendicular, horizontal, or oblique. After this combined exercise of both hands has been duly practised, he should be taught to draw a straight line without the aid of a rule. Then the three lines he has been taught being connected at each extremity, a triangle becomes represented on the board. To familiarize him, or rather to impress him, with a just conception of the nature of this picture, place in his hand the triangular piece of wood formerly employed to impart ideas of form, and encourage him to compare it with the figure on the board. By so doing, he becomes aware that the lines he has made constitute a representation of the substance he holds in his hand. A little reflection will convince us that the various steps embraced in this simple lesson are of great value in creating steadiness and capability of directing the hand, in perfecting the conception of form, and in generating a power to draw a representation of a simple object.

Whenever some proficiency is attained in drawing straight lines, the pupil should be taught to describe a curve; first by the aid of the rule, one extremity of which being fixed by the thumb, forms an axis, and becomes the centre of the circle. Subsequently, the hands should be exercised in forming curves without the aid of any instrument. After some practice of the eye and hand, in proportion to the capacity of the pupil, these preliminary exercises in the art of drawing should be followed up by efforts to impart the power of representing simple objects. This will be effected with the greatest ease, by presenting the mathematical figures, shaped in wood for imitation, beginning with the triangle, and passing to the square, circle, oblong, oval, &c. In due time, simple implements, with which the youth has become familiar, should be held up, that he may attempt a rude picture of them.

Several advantages ensue from this course of tuition. The object sought is not to make a painter, but to expand and cultivate the mind, to open out stores of improvement and enjoyment by this simplest of languages -- the hieroglyphical. It also serves a most useful purpose in perfecting ideas of shape, and a power of imitation which can ultimately be turned to good account in manual operations requiring a capacity to cut and work out rude materials into useful articles.

The first instruction in letters is founded on the preliminary exercise respecting a straight line and curve, the various combinations of which form the complete alphabet. This important branch of instruction is greatly facilitated, and precise ideas respecting the symbols of language are created, by first making known those letters which consist of simple lines, next the circle, and lastly those consisting of a straight line and portion of the circle. We may here remark, though not forming a part of this portion of instruction, that when a consonant is represented, the simple sound should be associated with it, not that compound with a vowel which is usually employed in ordinary schools. This both aids utterance, and prevents confused notions.

Most idiots are mute; that is to say, they do not utter any intelligible sounds, owing to causes analogous to those which impede control over muscular action in other parts of the body. The means of cultivating the organ of speech consist in producing successive motions of the jaw, lips, and tongue. When the faculty of imitation is developed, and the pupil is able to control the muscles of those parts, the object may be easily attained if the tutor exhibit the necessary movements. But in some cases, both the tendency to follow the actions of others, and the power over the vocal apparatus, are so imperfect, that it becomes necessary to aid the muscles. The jaw should be opened and closed, the lips brought into various positions by the use of the fingers, and the tongue moved by means of a paper knife.

When, however, imitation and power of motion are more perfect, the mechanical assistance is unnecessary. Such exercises as whistling, sucking a ferule, holding a small body between the lips, protruding the tongue, and moving it in every direction, should be practised. After these muscular actions have been many rimes exercised, a simple sound should be uttered by the tutor, and repeated till the pupil does the same. When he becomes perfect in uttering simple labials and linguals, he should be practised in uttering consecutive syllables.

The power of arrangement may be taught by placing several square and oblong pieces of wood so as to form a certain figure, to be imitated by the pupil. As soon as some knowledge of letters is communicated, he should be taught the sound of two letters combined, and then of those which form a word. The instruction in this department is greatly facilitated by having the letters on separate portions of card, so that they can be selected and brought together. The first words formed should be substantives of one syllable only, as hat, cap, &c. The object should also be presented at the time, so as to impress the mind with the power of the letters employed in forming the word. No words should be used of which the meaning has not been communicated.

From substantives proceed to adjectives: show that a hat may be white or black; then to verbs: form the sentence "move the hat," and when moving it, point to the verb. So with prepositions, place an object in, on, under the hat, &c., repeating the respective preposition, and showing the word whenever the object is placed in these different situations.

We now approach a most important department of tuition; namely, that of moral guidance. Owing to the inherent deficiencies already described, the several actions of idiots, constituting conduct, belong in a great measure to that class termed evil. To check this unfortunate tendency, and to cultivate the moral sense, so as to engender ideas of duty and improved conduct, form the highest office of the tutor. Although certain influences about to be described may be said strictly to belong to the class of moral agents, yet it is to be observed that every step already taken bears on the same end in a most material degree. The faculties have been cultivated, knowledge imparted, and an affectionate regard for, and obedient reliance on, the tutor is felt. During the whole progress of intellectual training, it is vitally important that the moral sense be regarded, and that means should be taken to regulate and cultivate it. The first object to be accomplished is to prevent the pupil from committing any evil act; the next, to direct him to a more improved conduct by constant supervision; and lastly, to promote a desire and will to continue such conduct when no control is exercised over him. It will be perceived that, in training the moral sense, a course very similar to that adopted in the regulation of muscular action is recommended to be pursued; namely, first the prevention of vicious tendencies and habits; next, a judicious regulation under control; and lastly, a free and unrestrained power, stimulated by due excitants.

In accomplishing this latter and very exalted duty, the pupil should be taught to notice, compare, and judge-in fact, to reason, and then to will. He should be made to feel his wants both in food and clothing, and to supply them by fetching the necessary articles from a distant part of the establishment. When conducting this moral tuition, the first dawning of a better disposition should be carefully looked for, and made available when discovered. It is probable that, after the perverse propensities have been conquered, and the pupil has submitted to direction in a better course, some manifestation of a new desire or will may become apparent. This, if correct, should be actively encouraged, and other aids sought for to cultivate and gratify pure tastes and feelings. By these means, he will, in course of time, be made sensible of many rational enjoyments, the gratification of which can be turned to good account as rewards for improved conduct.

Our remarks on the tuition specially adapted to the idiotic having already occupied so much space, we are unable to dwell at any length on the means applicable to those children in whom the development of the mental faculties has been retarded, owing to the occurrence of certain actions of the brain which have supervened after birth. The gymnastic exercises calculated to invigorate the bodily functions maybe safely encouraged, but it will be advisable to adopt precautions respecting those agents destined to stimulate the brain in a direct manner, lest, by an injudicious excitement of a disordered organ, additional disturbance arise, of which it may be difficult to allay. The advice of a medical man should be sought, who, taking into account the cause which has operated in preventing the expansion of the mind, will be able to suggest what exercises are likely to prove advantageous, and what, prejudicial.

Something remains to be said respecting the m properties of the individual required to execute this nice and delicate work of tuition. He who is employed in the task should possess many amiable qualities. A mild, gentle, persuasive, serene, and charitable nature should be sought for, but at the same time a weak and yielding disposition is to be avoided. With much calm self-possession should be united an equal share of firmness, consistency and perseverance. Those endowments of temper, address, forbearance, superior judgment, and strong determination, constituting a power to command, are especially needed; as well as that ready and decisive appliance of just means to every emergency, usually denominated tact. Considerable play and power of voice, gesture, and look, are necessary to fix attention, communicate an impression, and enforce obedience. A capability to enter with spirit on various games and pastimes, and a facility of a expressing emotion, as well as a taste for music, are all desirable qualities.

The power of observation should be studiously applied, the peculiarities of each pupil carefully marked, and met with that discretion which can alone lead to success.

We have now traced some of the essential influences destined to elevate the most inert and degraded creature, by the education of the whole being to the likeness of man. The means are as simple and applicable as they are sound and philosophical, and it is only necessary to use them with energy and discretion, to secure happy results.