National Republican., 1873-03-31
FATAL NEGLECT IN EDUCATION.

MOI Only u inc tuughNlOn VI NnC luuuk rt
conducted as to impair their health, In the
vast majority Of institutions Of learning, but
II IL 80 managed a. to misdrcct and distort
their mental functions and unfit them for the
cares and duties Of later life. In no profess
sion Is there so much quackery as In cduca-
ton Parents, for lack Of the proper In
struction in their own earlier years, assume
the sacred responsibilities OF their relation to
offspring with scarcely any knowledge Of the
task they undertake, and with still less
capacity for judging Of the fitness Of instruc-
tore. They arc usually far from realizing the
important truth that the power to understand
and the power to lead other and younger
minds to understand arc by no means GER
tain to he united in the zane person. They
have commonly imaginary conceptions Of
what education Is or should be, and try to
compel the youthful intellect to conform to
standards and methods for which II has
neither comprehension nor sympathy. They
arc easily imposed on by the prc's1tions Cd
the Instructor who claims to be able to carry
out their programme, and often discover
their mistake only when too late to repair It.
II parents and teachers would recognize
that God gives the child its intellectual ma
turc, and that their duty Is not to force or
direct its q owth, hut simply to aid that de-
yclopment and enable the new conner to see
with its own eyes the dangers with which its
life IL bcset, they might easily fnd guide
to their action, which Ia commonly over
looked or lmpatlcntly thrust aside. The
child Is almost always eager for Information,
Its desire IL manifested most striklngly by
the questions with which II constantly pile:
every one about II, and which they, afraid to
admit their ignorance even to child, often
rebukc as foolish" and so escape the con
fession. These ccaselcss inquiries indicat,
what knowledge the young intellect vii
drink In faster than Il can be supplied, ant
what Il Is prepared to digest and assimilat'
| for the evolution OF Its character. Thos
parents who, instead Of disregarding thel
childrens queries, take note Of them, answc
them as ac.orlly as practicable, an
strive both to be prepared to do so and to In
form themselves where the little ones hay
unconsciously proved the parental ignorance
are rarely disappointed In their hopes for tn
intelligence Of their offspring, and in the ad
ditional development Of their own faculties
wroughtby this kindly and generous exercise
they almost alone Of all fathers aud mother
fnd that full fruition Of the family relatio
which, though so sweet and rare, Is In som
degree attalnable by all.
Mark now the lesson Of this method. tn
child's lnterrogatories arc about the thing
perceived around. Its mind docs not scare
far into the unseen; Its appetite Is for pract
sal facts II seeks to know about Its hous'
} the trees, the dog, the cat, and about itsel
! 1t wishes to understand why fire hurts, rh
; itself ia sometimes sick, why flowers SINE
, sweet, why some food Is pleasant and VIII
> some Is disagrccablc. Yet these practict
9 matters arc usually the last things 1t learn
, Physiology-thc structure and uses of
I own body-isne neglected, while facts for whi'
y Il cares nothing Me forced into
' reluctant ganglion by threats or penalties. tt
a mystery of the beginning and deyelopme
Of animal life Is hidden from 1t when IL b
s gins to wonder and catechise. Alstak,
: dellcacy denies It the enlightenment II cravs
n and IL turns TO ''obscenc literature" for q
i insight II fails to fnd elsewhere. This ncglc
= to teach this most important subject wi
c clearness and propricty Ia leading cause
$ the circulation Of such literature, and viii
+ the cause continues the effect cannot reason
u hly I've expected TO cease.