The Placer herald., 1872-07-13
Educational Department.
DON'T CROWD THE CHILD.


to the question, still find their minds perplexed
in founding correct answer when asked the
cause. When We compare the average length OF
life of the present generation with the average
length of life in the days of the patriarchs of DID,
we must admit that the longevity of the human
family is greatly diminishing. And when We
take into consideration the puny and sallow COM
pleXion of our friends, the weak and unhealthy
condition of their frames, and compare them in
minds, robust health and sound constitutions
possessed by those who live now bat in antique
history we feel prone to admit that the human
family is degenerating. Believing then that the
longevity of the human family is diminishing
and that the work of degeneration is gradually
going on, it is but natural to again inquire the
cause. But this is not SO readily arrived att evils
are often more easily comprehended than are
heir causes. That some guiding law of our be-
ing has been violated can hardly be denied.
1t has for long time been generally believed
to be some law of our physical nature. Some
have affirmed the cause to be from a want OF
proper care in clothing; others to q dmnution
of volume of lung and the consequent enfeebled
circulation. l do not doubt but these causes
have been very pernicious in their effects; nei-
ther do doubt that many daughter has been
sacrificed to satisfy the mothers false notion OF
genteel figure; and that to day, many mother
weeps amid the desoaton she herself has brought;
about waist of half the usual size cannot
perform but half its intended work; and the pa
rent, guardian or teacher who counsels a child to
regard these violations of nature as accomplish
ments, is violating Gods law, and abusing thu
II l. -, L. L,,, a.,
trust them with. But making allowance for all
these violations of our physical constitution they
seem hardly adequate to the extent Of theinjury
We are therefore led to conclude that there is
some other exhaustive drain upon the vital pow
ers. This it seems, has been traced to orer-
lared brain IN childhood. Now, my friends the
subject comes home to us, however remote il
NAV have appear, d at first, and asks of US. as
teachers and parents. our gravest consideration
Firm in the belief which is rife at this age that
early mental culture IS indispe nsibe. we have
allowed ambition to predom' nate over onr better
judgement, and have endoayored to have the
children accomplish something extraordinary,
and that at an age when they were entirely unfit
for any exertion either of mind or body. Pa.
rents and teachers have aattered themselves upon
the great results until they have quite over
looked the universal law of all human affairs.
that excess is ruin. A stimulus is good, tut toe
much is harmful We must not disregard thes,
way hope for success. knowledge is mans rich
est gift but it is necessary that be wise in the
selection thereof and the proper time of acquir
ing it. Like every other good it may be forced
upon us at q time when it would prove an injury,
and when obtained it may be used for an in u
rious purpose.
The advantages derived from our school sys-
tenn have been deemed great blessings bless
ing which parents have been too eager to i'm
prove and teachers have been too free to misuse.
The father or the mother reason thus. Ny
Johnny is now five years old; L have my portion
of the tax to pay whether he goes or not. The
cost is the same barring 25 cents for primer.
He can be Of no service at home, being too
small to assist his mother i'll the most ing
luties; and besides what he learns now he vii
not waste the time to learn when he has grown
STRONGER. and will be of use to me at home. Ger
.ainlv. saws the indulgent Pa. the argument il
in favor of sending him, and he shall go. AnG
he does 20. H)r strange! Does that parent not
NOW that the boys mind is the same age as hi,
body? No, he does not. aud affirm from theii
actions parents seldom do. They are well aware
that his little bones are too small, and his little
muscles too tender to perform any physical ser
,ice. but act as though his brain able to per
ro,n the work of an adult. They know the task
imposed upon the boy during his first week al
school by four fifths of the teachers, is equal.
accord ng to his powers of comprehension, t.
those imposed upon the child of fifteen or eigh
Of the brain is moro exhaustive than labor of the
body. Still parents persist in sending then
children to school when they know they are, and
expect them to be, put to the most arduous intel
lectnal tasks. If by the more considerate teach
er this torture is not fully carried out, he is cen
sured by the parent for allowing the child the
priv eye of his birth right, viz: freedom, tt
act in that srhere which his nature so clearly
demands The parents, | say most invariably
expect this imposition upon the child, and expect
also the child to worry with his imposed duties
without sigh murmur. If perchance he
indulpes in n compaint, he is Immediately S.
fenced bv threat which fills him with alarm
seeing no alternative he submits and tries to re-
sign himself to his .ate, believing, as he should
that his parents right and that 1t is good foi
him to be thus treated; being taught from th'
first ispng of his infant tongue to rely on then
judgement at all times and IN all cases whatso-
yer. I do not say that this is wrong by any
means. to have unlimited power over your chill
lren. and to have them to suc9umb to that pow
r. even in such cases which may seem to then
he most trying. But do say that it is wronl
for parents and teachers, who are, fro y the very
nature of their position, under the highest re-
sponsibility both to God and man. to 60 on as II
majority do without any thought or consideration
of the mental requirements Of those whom 1t has
pleased God to place under their control.
The child's work is play; it is his birthright
and he or she who attempts to deprive him OF It,
is in the very act deprvlng MIN OF one OF Ma
tures requirements. Do not think the child s
brain is inactive because you are not forcing
upon it some intellectual task. 1t requires but II
casual observer to detect earnest Workings OF the
intellect even in the infant, much less the ir-
quisitive boy of eight or ten years of age. Pa
rents are not satisfied with this natural develop
ment. They too frequently labor Under thc
erroneous opinion that the child is not learning
anything unless he has book in his hand. The
mere fact of his having book is not obectiona-
BILE, provided he Is allowed to use it with dscre-
ton; that is as he would any other OF mis- play
things, merely for the purpose of exciting curios-
ity and interest. Volition is one of the natural
functions of the human mind. The child s
thoughts will naturally be led, without any tirine
exertion on his own part, to flow in channel
that will lead to wisdom and virtue, if the char
acter of the surroundings are of wise selection.
But contrary to this natural development, # the
.h;Il l,o fcroad 10 taLe hank and cit with