Memphis daily appeal. [volume] (Memphis, Tenn.) 1847-1886, 1883-05-04
Cruel and Needles. Tasks for Little

Between $50 and O'Clock every morning
our streets ere dotted with children on their
way TO school. In come parts of the CITY
almost all these children belong to the pub-
lie schools, but in other districts the IN aiority
are on their way TO the many private schools
Tor which Boston is 50 famous. They come
lngroups, IN hocks, in long streams-some
by horse cars, others by railroads from neigh
boring towns, others from their city homes;
here children just old enough 10 he trusted
IN the trains alone; there young men and
maidens oil fifteen or sixteen yesrs-all NOV
lng 10 their mornings work, and all with
books. Books-often two or three apiece
sometimes strap full; not child without
at least one volume.
From these books the children have been
learning their "home lessons." These lessons
are reciied in school, but have 10 be pre-
pared at home, where also much extra work
has 10 be done for which-for one reason or
another-ihere is no time in school. II one
would know what this work amounts 10, let
him inquire OF scme of these be-booked
children what they had for their last nights
lessons, and how lang they had to work. The
answer will probably be, "Ob, only French
exercise-thst took an hour; and a little
history, with the writing out of some notes
about half an hour more" Or, "Last night
l had algebra, hut l didn't get through,
though l worked over an hour, because l
had some Latin grammar 10 make up, and
that took me nearly an hour" This, per-
haps, from girls Of fourteen or fifteen. "And
does it ever tire you TO study 80 long out of
school?' "Yes, sometimes; but We have 10
get the lessons, you know"
1t is 10 be hoped that the stories that one
sometimes hears of overworked boys and
girls are exsggerate and that there are net
many teachers, successful" or not, who put
excessive pressure on their pupils. Yet it
must be admitted at examining, both in our
private and public schools, is far too com.
mon. So much is required of the teachers,
there is so much emulation among The schol-
arr, there Ia 20 much rivalry among the
schools, that it is difficult for even the most
discreet teachers TO resist the demand for a
system OF high pressure. And not all teach
ers are discreet Too many OF them think
little OF The physical, or indeed of the mem
tai, welfare OF their pupils. They regard
them as little receptacles into which a great
deal has TO be forced in certain limited
lime, and they devote themselves to their
task with immense energy, skill and perse.
verance, too often ignoring the dsnger 10
which these frail vessels are exposed by the
process OF cramming.
To make children-hoys or girls-between
the ages of twelve and sixteen study more
exceptional cases, to impose on these growing
bodies and brains more than they ought 10
bear. Children are tough, and they are
ambitious; and so are able TO do much more
than they ought to do. Some may work
hard all the morning and all the evening,
aud keep this up for years before any evil
effects appear. Others need constant watch
ing in school hours, and should never have
work to do out OF school. The evil of the
forcing system lies not only in giving chill
drep, on the average, toe much 10 do at
home, but in requiring the same amount OF
work OF all the children in class, reg srdless
OF their health, their temperament, and their
quickness and capital for work.
This forcing system is not only dangerous,
il is short-sighted; it tends to defeat the very
object for which it was employed. OF what
avail is 1t 10 carry children along at high
pressure for half dozen years if at the end
of that time they have to give up study? A
thorough education may be valuable, but
not at the expense of weakened brain, dis
ordered s;om ach, impaired eyesight, general
loss of vigor, exhaustion of vital power. 1t
is better that children should devote their
years of growth to securing strength and
toughness of body, even at the expense of
some mental discipline, than that they should
try TO master all wisdom and all knowledge,
and TO run the rick OF being unable 10 use
these dearly bought requirements.
1t is the work out of school, rather than
the work in school, that is Objectionable.
Most children under twelve should have no
task at home. A little easy memorizing,
that may take twenty or thirty minutes; a
bit of interesting investigation or expert
ment; something that shall seem like play
rather than work-this is az much as ought
to be put upon any child of this age, as extra
work. From twelve to fifteen, light home
tasks may we'll be given to all but the least
vigorous, but the tasks should be such that
only the slowest students will have TO study
OF them more than an hour, aud this limit
OF lime should be set for all. AT sixteen,
children of vigor may begin doing harder
work out of school-work that NAV some
times occupy an hour and a half, or even
more. But children of this age should be
watched with especial care; that they are
ambitious; that they feel that their school
days are nearly over, and they are becoming
clearly the meaning and value of their
studies, and 30 are prone to spend too much
time over the studies themselves and the
reading The studies suggest.
1t ID TO be remembered, too, that study
under pressure, except for limited time, ia
almost useless-in some cases is worse than
useless. Study prolonged after child begins
to grow tired of it is time wasted. Some
children tire more quickly than others; bnt
10 most children the work given them 10 do
at home, even il interesting, ia a task, an
intrusion on leisure time; and study pro-
loDged under such conditions does not amount
to much. Again, if studying in school is
carefully conducted, the four hours and
half in school ought to give child about
all he can digest in day; and if he has any
work at home, it ought to lie not only light
and entertaining, bat quite different in char
scter from what he is busy with during the
morning. More attention tc this matter on
the part of teachers would take away much
of the reproach that attaches to the practice
of plyino home lessona