The new dominion. [volume] (Morgantown, W. Va.) 1876-1904, 1884-11-08

Recently, both here and in England
there has been much talk of educa
tional over-pressure. At one period
there was good ground for uneasiness
on this score. Recognition of the i'm.
portance of better education had then
created one-sided enthusiasm which
could appreciate nothing but intellec-
tual culture, and could not have too
much of that. The result was over
pressure, and much harm to ex-
citable, ambitious and delicate chill
dren. But there are few lines of pro-
gress in which greater advance has
been made than in education. Many
Of the best minds of the time have been
occupied with it. Suggestion, discus
sion, experiment, comparison, have
rapidly sifted out obsolete or mischiev-
GUS views and practices, and substituted
improved methods. 1t is true that the
greater facilities for teaching to-day
may operate as temptations to over
work, and no doubt sometimes do.
But on the other hand, it is now gen.
orally realized that the education of
the body must be co-ordinated with
that of the mind, and therefore there
is less danger than ever before of
the mischievOus one-sidedness re-
ferred to previously Of course where
instruction is attractive TO the young,
where the educational methods are in
teresting and not repulsive, where the
mind of the pupil is aided instead of
being coerced, it is inevitable that
greater efforts to learn should be made.
This, however, is the result aimed at;
it is the demonstration of the success OF
the modern educational theory and
practice; it is, in short. the response to
the popular demand for better educa-
ton.
To the extent that improved teaching
develops improved learning there must
be some evidence of increased eager.
ness for knowledge among the children.
To the extent that they are more inter-
ested in their school work they will raw
more attention to it. And thus there
will be closer application. But to ar
que from this that the modern methods
are dangerous is really to imply that
they are beyond the capacities of the
children, and such an Inference GER
tainly is not warranted. No doubt there
are cases of injury from over-pressure.
So there was under the old system.
There are always feeble consti-
buttons breaking down, but that
proves nothing as regards the average
results. There is, however, reason to
suspect that in many of these cases the
home is far more responsible than the
school, for whereas, in the latter, regard
is at present always paid to the physical
needs, in the former there is frequently
no intelligent regulation whatever. I'M
wholesome food, late hours, dissipation,
tho candy-esting vice, which is to girls
what cigarette smoking is to boys, each
and all contribute toward the collapse
which is hastily ascribed to educational
ovcr-pressuro. Want of bodily exercise
is a common cause of ill-hcalth among
girls, and in their schools probably
there should DC more gymnsstic train
ing. There is room still for improve
ment in the methods of education, be-
yond qscasion, but the present tend
ency TO lay Ill tile blame OF occasional
breas doNrs upon the schools. and to
ovcrlsoi tho accountability ofthe home
training, is calculated To lead to erron-
eous csnc!usions. and is BY no means
fair TO vslr educators and their methods.
Dict esd hours have probably quite 8
much 10 do IN tho establishment q
abnormal conditions Of health - any
possible educational overSpressurs. =
M = IssvuNe