The Milan exchange. (Milan, Gibson County, Tenn.) 1874-1978, 1882-10-28
Failures at School.


A boy named William Elmer died not
long since in New York under circum-
stances of terrible significance TO every
parent. He had passed into the gram
mar school in the autumn or winter, and
was ambitious TO reach high grade in
the next June examinations, in order
that his portrait might appear in a GER
tain school journal.
He studied out of school late into the
night, giving himself but two hours in
the day for recreation. As the eXamina-
tons approached, the nervous strain up
on him became more exhaustng, until
one day he sank down at his desk. and
was carried home TO die with cerebro-
spinal meningitis.
During his delirium he recited his
lessons increasingly, or scrubbed prob
lens on his pillow. The strain must
have been terrible, as he was not
weak or sickly boy, which was proved
by the fact that he fingered for weeks
in the grasp of disease which often
proves fatal in a few days.
In the same week in which this boy
died, a young girl in New York gram
mar school, failing TO pass in her exam
nations, and made insane by her
modification and disappointment,
threw herself into the North River.
Now the dullcst observer must see
that system of education which pro-
duces such destructive effects upon the
immature brains of CHI ldren, is faulty.
The object of education is to strengthen
the mental faculties, not to cripple
them by loading them with burdens
which they cannot carry.
Instead of this, the purpose too often
seems to be to force IN the bricfest
time the greatest amount of undigested
facts into the pupils mind, that he
make brilliant show at examination.
BY this course dull boys are urged into
course of study possible only to eX-
ceptionally clever boys. Unfortunately,
the majority of boys are not exception
ally clever and the boys who are dull
at their books should be considered, for
they may have other capabilities which
will be quite as useful in the world as
those of their more scholarly fellows.
1t is, the duty of every parent to watch
and control the training of his child If
he has quick brain and strong ambi-
ton, like this poor boy, Elmer, let him
NC IdttSht dI iFIluei ludL Jllere are nl9ner
and broader aims before him than class
honors, or the publication of his portrait
in aschool paper. a
Accurate knowledge, sound physical
health, a cheerful temperament, and q
clear, calm, reasonable mind. should be
the real objects of youthful training,
and any feyerish competition or petty
prizes which destroy these should be
avoided
Ii a boy is naturally slow. and cannot
keep pace with his fellows, let him take
heart; learn what he can; learn II at
thoroughly; and go forward toward
the manhood that awaits him. Out in
the big world where he is to play his
part it matters little whether his scAool
average was two or ten. If he is truth
full and honest; if what he has learned
he has well dgested, and he has shown
that he is not sluggard if he is slow;
his work is ready and waiting fer him
there, and the very qualities of slowness
and thoroughness may help him to a
higher place among men than if he had
been Dux every year at school. j YOUTH S
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