Thought makes slow progress without a basis of feeling. Dickens opened the hearts of humanity in sympathy for suffering childhood, and thus gave Froebel’s philosophy definiteness and propulsive power. The darkest clouds have been cleared away from child life during the past fifty years. Teachers, managers of institutions for the care of children, and parents are now severely punished by the laws of civilized countries for offences against children that were approved by the most enlightened Christian philosophy at the time of Froebel and Dickens as necessary duties essential in the proper training of childhood.
Dickens helped to break the bonds of the doctrine of child depravity. This doctrine had a most depressing influence on educators. It was not possible to reverence a child so long as he was regarded as a totally depraved thing. Froebel and Dickens did not teach that a child is totally divine, but they did believe that every child possesses certain elements of divinity which constitute selfhood or individuality, and that if this selfhood is developed in conscious unity with the Divine Fatherhood the child will attain to complete manhood. This thought gives the educator a new and a higher attitude toward childhood. The child is no longer a thing to be repressed, but a being to be developed. Men are not persistently dwarfed now by deliberate efforts to define a blighting consciousness of weakness; they are stimulated to broader effort and higher purpose by a true self-consciousness of individual power. The philosophy that trains men to recognise responsibility for the good in their nature is infinitely more productive educationally than that which teaches men responsibility for the evil in their nature.
Dickens taught that loving sympathy is the highest qualification of a true teacher. He showed this to be true by both positive and negative illustrations. Mr. Marton, the old schoolmaster in Old Curiosity Shop, was a perfect type of a sympathetic teacher. Dr. Strong was “the ideal of the whole school, for he was the kindest of men.” Phœbe’s school was such a good place for the little ones, because she loved them. Like Mr. Marton, she had not studied the new systems of teaching, but loving sympathy gave her power and made her school a place in which the good in human hearts grew and blossomed naturally.
“You are fond of children and learned in the new systems of teaching them,” said Mr. Jackson.
“Very fond of them,” replied Phœbe, “but I know nothing of teaching beyond the pleasure I have in it, and the pleasure it gives me when they learn. Perhaps your overhearing my little scholars sing some of their lessons has led you so far astray as to think me a good teacher? Ah, I thought so! No, I have only read and been told about that system. It seems so pretty and pleasant, and to treat them so like the merry robins they are, that I took up with it in my little way.”
She had heard of the kindergarten and had caught some of its spirit of sympathy with the child, but she did not understand its methods. Jemmy Lirriper received perfectly sympathetic treatment from Mrs. Lirriper and the Major; Agnes loved her little scholars; Esther, who sympathized with everybody, loved her pupils, and was beloved by them; and the Bachelor, who introduced Mr. Marton to his second school, was a genuine boy in his comprehensive sympathy with real, boyish boyhood.
So throughout all his books Dickens pleads for kindly treatment for the child, and for complete sympathy with him in his childish feelings and interests. He gave the child the place of honour in literature for the first time, and he aroused the heart of the Christian world to the fact that it was treating the child in a very un-Christlike way. He pleaded for a better education for the child, for a free childhood, for greater liberty in the home and in the school, for fuller sympathy especially at the time when childhood merges into youth and when the mysteries of life have begun to make themselves conscious to the young mind and heart. The poorer the child the greater the need he revealed.
Canon Crisparkle, Esther Summerson, Mr. Jarndyce, Joe Gargery, Rose Maylie, Allan Woodcourt, Betty Higden, Mr. Sangsby, the Old Schoolmaster, the Bachelor, Mrs. Lirriper, Major Jackmann, Doctor Marigold, Agnes Wickfield, Mr. George, and Mr. Brownlow are types of the people with whom Dickens would fill the world—men and women whose hearts were overflowing with true sympathy. Esther Summerson is the best type of perfect sympathy to be met with in literature. She expressed the central principle of Dickens’s philosophy regarding sympathy when she said: “When I love a person very tenderly indeed my understanding seems to brighten; my comprehension is quickened when my affection is.”
The need of sympathy with childhood was revealed by Dickens most strongly by the cruelty, the coercion, and the harshness of such characters as Squeers, Creakle, Bumble, the Murdstones, Mrs. Gargery, John Willet, Mrs. Pipchin, Mrs. Clennam, and the teachers in The Grinders’ school.
Dickens’s description of Dr. Blimber’s school is the most profound criticism of the cramming system of teaching that was ever written. He treats the same subject also in Hard Times, Christmas Stories, and A Holiday Romance.
The vital importance of a free, rich childhood, the value of the imagination as the basis of intellectual and spiritual development, the folly of the Herbartian psychology relating to the soul, the error of regarding fact-storing as the chief aim of education, and the terrible evils resulting from the tyranny of adulthood in dealing with childhood are all treated very ably in Hard Times, the most advanced and most profound of Dickens’s works from the standpoint of the educator.
The need of a real childhood, so well expressed in Froebel’s maxim, “Let childhood ripen in childhood,” is shown also in Nicholas Nickleby, Old Curiosity Shop, Martin Chuzzlewit, Barnaby Rudge, Dombey and Son, Great Expectations, and Edwin Drood.
The true reverence for individual selfhood is shown in Dombey and Son, David Copperfield, Bleak House, Hard Times, Little Dorrit, Our Mutual Friend, and Edwin Drood.
The wisdom of studying the subject of nutrition as one of the most important subjects connected with the development of children physically, intellectually, and morally, and the meanness or carelessness too frequently shown in feeding children, were taught in Oliver Twist, Old Curiosity Shop, Martin Chuzzlewit, Dombey and Son, David Copperfield, Bleak House, Great Expectations, Edwin Drood, Christmas Stories, and American Notes.
Play as an essential factor in education is treated in Martin Chuzzlewit, Dombey and Son, David Copperfield, and American Notes.
The folly of the old practice of attempting to educate by polishing the surface of the character, of training from without instead of from within, is revealed in Bleak House and Little Dorrit.
Bleak House discusses the contents of children’s minds and the need of early experiences to form apperceptive centres of feeling and thought in a comprehensive and suggestive manner.
The need of practising the fundamental law of co-operation and the sharing of responsibilities and duties, as the foundation for the true comprehension of the law of community, is shown in Barnaby Rudge, David Copperfield, Dombey and Son, and Little Dorrit.
The need of child study is suggested in David Copperfield and Bleak House.
The value of joyousness in the development of true, strong character is discussed in Nicholas Nickleby, Barnaby Rudge, Old Curiosity Shop, Martin Chuzzlewit, Dombey and Son, David Copperfield, Hard Times, Little Dorrit, Great Expectations, and Edwin Drood.
Dickens was one of the first Englishmen to see the need of normal schools to train teachers, and to advocate the abolition of uninspected private schools and the establishment of national schools. He taught these ideals in the preface to Nicholas Nickleby, issued in 1839, so that he very early caught the spirit of Mann and Barnard in America, and saw the wisdom of their efforts to establish schools supported, controlled, and directed by the state.
He says, in his preface to Nicholas Nickleby:
Of the monstrous neglect of education in England, and the disregard of it by the state as a means of forming good or bad citizens, and miserable or happy men, this class of schools long afforded a notable example. Although any man who had proved his unfitness for any other occupation in life, was free, without examination or qualification, to open a school