How is it possible for professional instruction to develop the intelligence in a measure quite beyond the reach of classical instruction? This has been well shown by M. Taine.
“Ideas,” he says, “are only formed in their natural and normal surroundings; the promotion of the growth is effected by the innumerable impressions appealing to the senses which a young man receives daily in the workshop, the mine, the law court, the study, the builder’s yard, the hospital; at the sight of tools, materials, and operations; in the presence of customers, workers, and labour, of work well or ill done, costly or lucrative. In such a way are obtained those trifling perceptions of detail of the eyes, the ear, the hands, and even the sense of smell, which, picked up involuntarily, and silently elaborated, take shape within the learner, and suggest to him sooner or, later this or that new combination, simplification, economy, improvement, or invention. The young Frenchman is deprived, and precisely at the age when they are most fruitful, of all these precious contacts, of all these indispensable elements of assimilation. For seven or eight years on end he is shut up in a school, and is cut off from that direct personal experience which would give him a keen and exact notion of men and things and of the various ways of handling them.”
“… At least nine out of ten have wasted their time and pains during several years of their life—telling, important, even decisive years. Among such are to be counted, first of all, the half or two-thirds of those who present themselves for examination—I refer to those who are rejected; and then among those who are successful, who obtain a degree, a certificate, a diploma, there is still a half or two-thirds—I refer to the overworked. Too much has been demanded of them by exacting that on a given day, on a chair or before a board, they should, for two hours in succession, and with respect to a group of sciences, be living repertories of all human knowledge. In point of fact they were that, or nearly so, for two hours on that particular day, but a month later they are so no longer. They could not go through the examination again. Their too numerous and too burdensome acquisitions slip incessantly from their mind, and are not replaced. Their mental vigour has declined, their fertile capacity for growth has dried up, the fully-developed man appears, and he is often a used-up man. Settled down, married, resigned to turning in a circle, and indefinitely in the same circle, he shuts himself up in his confined function, which he fulfils adequately, but nothing more. Such is the average yield: assuredly the receipts do not balance the expenditure. In England or America, where, as in France previous to 1789, the contrary proceeding is adopted, the outcome obtained is equal or superior.”
The illustrious psychologist subsequently shows us the difference between our system and that of the Anglo-Saxons. The latter do not possess our innumerable special schools. With them instruction is not based on book-learning, but on object lessons. The engineer, for example, is trained in a workshop, and never at a school; a method which allows of each individual reaching the level his intelligence permits of. He becomes a workman or a foreman if he can get no further, an engineer if his aptitudes take him as far. This manner of proceeding is much more democratic and of much greater benefit to society than that of making the whole career of an individual depend on an examination, lasting a few hours, and undergone at the age of nineteen or twenty.
“In the hospital, the mine, the factory, in the architect’s or the lawyer’s office, the student, who makes a start while very young, goes through his apprenticeship, stage by stage, much as does with us a law clerk in his office, or an artist in his studio. Previously, and before making a practical beginning, he has had an opportunity of following some general and summary course of instruction, so as to have a framework ready prepared in which to store the observations he is shortly to make. Furthermore he is able, as a rule, to avail himself of sundry technical courses which he can follow in his leisure hours, so as to coordinate step by step the daily experience he is gathering. Under such a system the practical capabilities increase and develop of themselves in exact proportion to the faculties of the student, and in the direction requisite for his future task and the special work for which from now onwards he desires to fit himself. By this means in England or the United States a young man is quickly in a position to develop his capacity to the utmost. At twenty-five years of age, and much sooner if the material and the parts are there, he is not merely a useful performer, he is capable also of spontaneous enterprise; he is not only a part of a machine, but also a motor. In France, where the contrary system prevails—in France, which with each succeeding generation is falling more and more into line with China—the sum total of the wasted forces is enormous.”
The great philosopher arrives at the following conclusion with respect to the growing incongruity between our Latin system of education and the requirements of practical life:—
“In the three stages of instruction, those of childhood, adolescence and youth, the theoretical and pedagogic preparation by books on the school benches has lengthened out and become overcharged in view of the examination, the degree, the diploma, and the certificate, and solely in this view, and by the worst methods, by the application of an unnatural and antisocial regime, by the excessive postponement of the practical apprenticeship, by our boarding-school system, by artificial training and mechanical cramming, by overwork, without thought for the time that is to
