The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1878-09-25

n. Y. Times.
1t is so rare to find good sense and gen
uine philosophy in the'utterances otthose
who have direction rsupervision otpublic
schools, that the report recently made by
Superintendent Eliot, of Boston, is deserv-
ing OF more than passing attention. He
shows a clear appreciation of the common
faults of our educational system, and sets
them forth with admirable %Clearness and
pungent suggestions Of reform. These
faults have long been evident to intelligent
observers and / many who are actively
engaged in the work of instruction, but 80
strong i the power Of habit and tradition
that little progress has been made in the
effort to correct them. One evil, perhaps,
more destructive OF good results than any
other. On which Mr.. Eliot dwells at some
length. is that OF crowding the work OF
schools. Pupils are TOO often treated as
though they were u collection OF vessels OF
tough material and equal strength and ca
pacity. into which, by some process or
other. a certain amount OF knowledge o.
various kinds is to be forced. II some Of
them will not hold it or will not receive 1t
80 fast us the forcing apparatus requires,
or II some break under the strain and are
mined forever, SO much the worse for the
vessels. the machinery is not at iauit.
This theory OF education has practically
prevailed in most public schools for many
wears. and all maner OF tortures IN the
.bane Of set tasks, vigorous examinations
and fxeI penalties have been resorted to
in The ~unavailing effort to crowd in, when
the natural and proper course Is TO draw
out. This is why the traditions OF school
life have long been those OF wearisome
drndvery, sore trial, and bitter recollection
with ali but the few whore natural zest ior
learning has overcome all obstacles.
More and more the tact is coming to be
recognized that children in public schools
are human beings, whose powers aad
capabilities are to be stimulated n drawn
ont. and not mere rcceptacles to he filled
nm: and that the theory Of instruction that
rests upon this fact il gradually making
its way among those who have charge OF
educational interests on behalf OF the
nnhl;c. Our schools have been continual
" irving TO do too much Ut q nIle, anu
consequently, losing the best fruits oil their
endeayors. There Is no advantage IN q
multiplicity OF studies to be'caried Onward
Mt Once, which imposes SUCH Durden upon
the mind, and 10 distract aud dlVlue the
attention that no clear idea OF any OF ihem
ia ever attained. On the contrary II Is
nrettv sure to defeat the highest purpose
az education, which is to expand n
strengthen the mental powers, enable
them 10 work for themselves, n no 70
confuse and deaden them by task WORK
| for which they have no rest and IN when
they see no meaning. And tho methods
employed are frequently Us much at tau!t rs
the oyercrowded course OF instruction.
The hest teacher is one who excites the
interest OF his pupils, furnishes them with
n motive and a stimulus for study, and
maEes their way easy and pleasant. I'm
dor him they find knowledge attractive,
their curiosity is awakened, and they are
eager 10 master the subject before them:
Bnt II they are set to q dull routine oil
tasks and compelled to get 9 q certain
ground in o number OF books in when
they see no attraction, they become list
less. wearied, and unambitious. Many q
scbnolmaster has regarded ita the triumph
N his art to make his scholars work hard
and drive :hem over difficulties, instead o.
bcIpinc them yer or removing the
difficulties out OF the way.
There Il too much teaching Of DOCKS ih'
stead OF subjects. TeSt-booEs are, OF
should be, merely aids, Instruments in the
hands Of the learner to clear his way and
bsin him along his cOurse To the attain
%ept Of knowledge. But they are often
made the end rather than the means
things to be devoured and not nsed. lnt
contents Of books, statements OF facts AMI
erinciples, take the place Of the facts aHt
nr;ncipies themselves, so that q who car
tsnest The statements is regarded as under
Standing the subject. which Is often "a
from being the case; The scholar shonlS
be taught 10 look beyond the text-bool
and see and study the subject itself, deri
wing such help a; he may from the prints
naoe but more from his teacher and tn