The Cass County Republican. [volume] (Dowagiac, Mich.) 18??-1880, 1858-11-04
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For the Cass County Republican.
The Pupil and his Task.

While lately at the head of my school-in charge
OF the hive all at work. retiring to my room
after dismissing it for the day, fell into the fol-
lowing train of reflection Day after day we have
kept these pupils steadily advancing in the howry
path of knowledge, till some getting tired and
are looking anxiously for a vacation We have
been long on the march, " and when one of them
turns to me and asks chow long before the term
will be out ~ and signs "O Oh, dear % when an
swer, few weeks yet, it brings to mind the MANY
difficulties attending the pupil in the pursuit of
knowledge. 1t is something to attend school for
four long months and get from four to six lessons
every day. We are apt to think that the school
boy has nothing difficult to do-that his school
hours pass pleasantly by while he is storing his
mind with knowledge Here is where we err; we
do not fully understand his labor in the school
ROOM His books are often cherries companions
his teacher tyrant, and the school house his
prison. How eloquently, when thus porting over
books day after day. the little pen up prisoner has
expressed his feelings in the following lines
Mother, am wild for pleasure,
No bright angel Ger dull books pores,
Science and knowledge are School wallis treasures:
GOD and beauty are out of DOORS
lie needs at times courage amounting to herosm
to accomplish what he does Is it nothing that his
whole mind is engaged for hours on his lesson,
without CLEAN of light to cheer him on without
ray of hope to whisper of success? What incen-
tives has he to study when he comes to "passes''
that battles all the strength and energy of his soul
know there are some of rare intellectual endow-
ments who have the ceni-ridi-rici of achievement
in them but they are few, and throw out in strange
contrast the hard toll and slow progress of the
rest. 1 often sit in front of my school and watch
with deep interest the young learners getting their
lessons, end visiby trace on their faces smiles
of success, when they meet with no trouble but
when the lesson is hard ana i.S nricaces distract
the mind the saddened look and disappointed hope
Is easily read in their countenances. Every step
of their way is beset with obstacles and discourage
ments. besides the temptations and allurements
that draw their minds from their studies. The
teacher is not only to instruct but to encourage his
pupils and to see that nothing is undertaken but
what is accomplished, and that nothing is accom-
pished at the sacrifice of the cheerfulness and
courage of his class.
The object in the pupils attending school is to
acquire knowledge, and the labor necessary to that
= snrmonnting obstacles in the way OF
knowledge. If that is a
.ho causes two thoughts to
=. when there were but one
bef,. !. Is surely a philanthropist who
semoves one difficulty out of the w-of the pupils
progress. where two had existed. MucirIs Id the
way of rendering the acquaintance OF knowledge
easier to the pupil, that more may study and love
to do IL. Science and knowledge are dlfhcul'
enough of access and hard enough to acquire,
without being made more difficult Of comprehen
sion and access bv authors and instructors The
teacher believing that the harder the STUDY 'he oe'
ter for the pupil, imposes bis tasks-that IS
"packs' his little mules to the extent OF thell
power to carry. then urges, threatens, and WHIPS
them over the alps and splugens OF science. dc
thinks that labor and discipline are learning ano
shooting labor onsnia rincit" at the head OF his
pupils. he rivals Napoleon in "forced marches
He has forgotten that labor is exhaustive ana ina
it is better to do less and still be able 10 DO more
than to do mncb. and then be able to do nothing
The bow in the field has always done his task wner
he has done lust what his physical strength can %
and not +. t;rs ,, The teacher should consider tina
the mind ike the body is not to be worked beyone
its power If endurance. Authors have been afraie
that they would elet out too much knowledge
for the benefit of the pupil. Little Heorge u. wa
anoble boy, and always stood at the head OF M
class, both teacher and parent were preud Oh M
progress. One day the teacher increased ms les
SON in the Greek Grammar George with ms usua
love of study commenced the task; he soon foun'
il too much for him, he grew tired soon dlscour
aged and finally in fit Of impa'lenee 'n'e" ~