Note 163 — XVI. PESTALOZZI. 1746-1827. (continued 2)

One of the most interesting and most difficult problems in teaching is this:—How long should the beginner be kept to the rudiments? With young children, to whom ideas come fast, the main thing is no doubt to take care that these ideas become distinct and are made “the intellectual property” of the learners. But after a year or two children will be impatient to “get on,” and if they seem “marking time” will be bored and discouraged. Then again in some subjects the elementary parts seem clear only to those who have a conception of the whole. As Diderot says in a passage I have seen quoted from Le Neveu de Rameau, “Il faut être profond dans l’art ou dans la science pour en bien posséder les éléments.” “C’est le milieu et la fin qui éclaircissent les ténèbres du commencement.” The greatest “coach” in Cambridge used to “rush” his men through their subjects and then go back again for thorough learning. To be sure, the “scientific method” suitable for young men differs greatly from the “heuristic” or “method of investigation,” which is best for children. (See Joseph Payne’s Lecture on Pestalozzi.) But even with children we should bear in mind Niemeyer’s caution, “Thoroughness itself may become superficial by exaggeration; for it may keep too long to a part and in this way fail to complete and give any notion of the whole” (Quoted by O. Fischer, Wichtigste Päd. 213).