Urbana union. [volume] (Urbana, Ohio) 1862-1872, 1870-08-17
CONCERNING sTUFFIYe.

/
"TO educate means, etymologically,
| to draw out. But many of our instruct.
Ors seem to think that it should mean
! to push in. In other words, instead OF
| leading out and unfolding the mental
powers of those intTusted to their care,
| they seek rather to cram their tender
minds with barren facts. The tempta-
| tions to pursue such a course of training
are manifold. 1t enables children to
pass a snowy examination, and it Is
very satisfactory to most parents.
Those who have the care of children are
usually satisfied ifOn a set examination
day their little ones succeed in answer
ing a succession of difficult questions.
No matter how transparent the device
by which their offspring have been stuff
fed for the occasion; no matter how
weak and puerile their minds may re-
main, it matters little so they can recite
the prescribed jingle of words. Never
theless, an honest teacher cannot afford
to follow this method of instruction. 1t
is not what we put into a child's head,
but what we draw out which builds him
up. He may be able to Tecite all the facts
in the cyclOpedias and gazetteers, and
remain little better than an idiot. We
have all attended competitive eXamina-
tions, and have held our breath with a
feeling akin to awe at the almost pre-
ternatural exhibitions of knowledge we
have been called on to listen to. Small
children have seemed as familiar with
the entire field of science, art, and Ian
guage, as with their Fairgrounds. But
when we have met these little prOdigies
shOrn of their recitatiOn-rObes, we have
found them as weak and as ignorant and
undisciplined as their fellow mOrtals of
the same age. The explanation is OBJ
vious. They have not been educated
they were only stuffed for the occasion.
Need it be said that this method of in
structing is both worthless and dishOn-
est? While there are certain facts
which must be conveyed to children,
the great end and object of the teacher
should be to awaken, quicken, and
draw out the latent powers Of the little
ones committed to his charge. One
is worth a thousand facts
Let those who have the care of the edU-
cationof children dare to be honest, and
refuse to gorge their pupils with mean
ingIess names and dates, even to elicit
the plaudits of their fond mammas and
doting papas. What would you think
of the parent who should say that he
was pursuaded that his boy would soon
grow to be athlete, because he succeeded
in getting him to devour a dozen mince-
pies, bushel of eream-cakes, and other
delicacies in proportion? Would you
call him foolish? Well, he is not one
whit more foolish than the parent who !
thinks because his son has gorged his !
mind with barren facts, and knows a
thousand things by heart, that he will |
surely turn out genius at last. 1t is
not what we eat that nOurishes and in
vigorates our bodies, so much as what |
we digest and take into our blood. In |
like manner it IS not what child reads |
or studies which strengthens his mind,
so much as what he assimilates, and |
makes q part of himself. AS what we
eac may sometimes make us sick rather !
than we'll, so what we study may posi- |
lively weaken rather than invgOrate
OnF minds"