The Austin weekly statesman. (Austin, Tex.) 1883-1898, 1884-02-28
FORCING THE YOUNG MIND.

Says writer upon public school
There is too much forcing
Of the intellect; too much work for
the brain to execute" This is true of
most of the schools. A mass of work,
too often in advance of capacity, is
laid out for pupils; the ambitious
probably perform it at the expense OF |
nerve force, while the less studl- |
Gus LABOR unintelligably. and there
fore accomplish but little
in the ehd. 10 eat too
much is ruinous to the digestive
organs, while, TO be fed upon that
which is not assimilating is quite as
bad Improper study operates upon
the mind as unnecessary or unwhole-
some food affects the stomach, both IN
the end producing collapse: 1t might
be proper to denominate the mode OF
training the mind in these schools as
machine education. The mind IS
kept fabricated and is forced
to run at its greatest speed.
1t Is htraihed, not strengthenedj 1t
does not develop the mind, but simply
strengthens the memory. The cram
ming process leads to mental weak
ness instead of power, and i'll the
train of such weakness follows or
sanic affection of various parts of the
human structure. The ideas received
under mental strain are improperly
digested, and when education thus
conducted Is complete, 1t is worthless
for the rugged conditions OF life. The
writer. above referred to, very prop
erly objects to the examinations which
are made the ground for promotion III
the grades: He says: DO all who
pass triumphantly through the ordeal
better deserve success than others who
fail to do so, and are not many who
fail at such times in reality more
worthy OF promotion than those who
are successful?' 1t can scarcely be
dhubted that the result in the former
case is often due rather to the posses
sion Of good memory and to freedom
from mental excitement while passing
through the examination test; while
In the case of the latter morbid and
disturbed action of the brain has often
affected mental balance, and the mem
airy in consequence fails to recall the
knowledge which under other circum-
stances would readily have been avail
able. Memory should not decide the
question OF fitness for promotion. TIC
the sensitive pupil these examinations
are often inquisitorial torture. They
are dreaded for weeks in advance; are
dreamed of. There is longing to be
freed from the necessity OF going
through the fiery ordeal, and so worked
up does the child often become
that mental balance is dethroned al
the very time when it is most de.
manded. Is such experience neces.
sary in making test of capacity OF
improvement ? Is it not cruel tt
thus torture sensitive children
Must education be gained at cost
Of health and happiness. of injury to
brain and nerves and the physical
system ? Would not the genera
average of scholarship, made up from
daily recitations, be a far better cri
terion for readiness for promotion
The extra brain effort required tt
| fit pupils for these examinations is
only calculated to weaken the menta
structure-the very organ upon which
they are to depend in life for conflict
with a vigorous world. A SOUND
mind and sound body go together
and both are impaired by this system
Of forcing education.