The central Presbyterian. [volume] (Richmond, Va.) 1856-1908, 1886-10-06
For the Central Presbyterian.
About Long Lessons.
BY REV. H. H. RAVES, D D.

Now that our schools and colleges have
begun work, two questions ought to be
considered, viz: Have long lessons any
thing to do with morality? Have they
any bearing on religion?
Teacher and pupil are brought to-
gether for the greater part of the year
the pupil in daily subsection to the teach
er-therefore, influenced, in great meas
ure by the teacher Undeniably, every
teacher has much to do with forming the
character of the pupil-snd is, therefore,
responsible to both God and man. He
has souls in charge at the very time
when impression is most easily made,
most firmly fixed, and has most power to
shape life towards its future. But what
has this to do with long lessons? Much
every way. Too great task is discour.
aging to anytha,g-m or beast. To
have a task set which one cannot per-
form, and to have such task imposed
every day, is enough to take spirit out of
1.-THE very bravest. What next? This
task must be accomplished, or disgrace,
in the form of kept in, or "demerit"
follows. The pupil has no room to doubt
this. What next? He, often, cannot
accomplish the task, and to save himself
from the penalty, is tempted to resort to
unfair means for escape. There is such
thing as getting lesson" and rel it.
ing it, without having mastered it. In
this, the pupil does only surface work,
or plays the hypocrite in pretending to
know what he really, does not know.
Added to this, he is, sometimes, driven
to peeping," and stealing, etc. Who
drives him to it? Does not the teacher,
who imposes too great task? Honesty
and principle ought to prevail but these
are the very things the teacher has to
form and develope. For, as yet, the
pupil 8 character is not formed and fixed
The teac her has more to do with this
work than any other person living-the
pupil 8 parents not excepted. This is es-
pecially true in boarding schools, etc.
We have known lessons assigned to chill
dren, which many grown persons would
have difficulty in managing within the
allotted time. In such case, as the
child is made to feel he must "get them
or suffer penalty, is not temptation forced
upon him to resort to some dodge" or
other to save himself? But look fur
thur. All education should be in the
direction of religion. And, here, we re-
peat the wish expressed sometime since,
that all schools and educational institu-
tions, would close on Saturday. at noon,
and not open again until Tuesday morn
ing. 1t would be in the interest of Sab.
bath. keeping. We know, certainly, OF
many cases in which Gods day has been
used In preparing Mondays lessons. But
how is the teacher responsible for this ?
Many give specially long lessons for
Monday, because Saturday furnishes time
for extra study. But two things ought
not to be forgotten-O The pupil needs
time for recreation-after being confined
each day from nine to four o'clock-snd
ought to have it. The sin and curse of
our present system are in the almost ut
ter disregard of the body. We know of
many condemned to ruined health by
having been overtaxed at school. Who
is responsible, if not those who impose the
overwork, and then infict the penalty in
case of failure? But-(2) 1t is hard to
carry over, through Sunday to Monday,
lesson which is too long for mastering.
The temptation, therefore, is strong, and
many yield to it, to study on Sunday
True, they ought not to do it. Yet they
must meet the penalty Of failure in reel
tation, if they are not ready. Cannot
any one see the temptation We have
known tasks set, Covering several branch
esq for one day, which were enough for
three days
Again, do not teachers forget one or
two things-( lst) That the pupil mind
is not as developed and strong as their
own? (2d.) That in most schools each
pupil has to study for more than one
teacher-has other lessons which require |
part of the study time? Again and
again we have known lessons given, by
one teacher, which were enough for every |
moment the pupil has for study between
school hourse. Then, if this same pupil |
has other teachers who assign tasks in |
their departments, what is to become OF
him ? Many will labor at these tasks, to |
utter WEAKNESS, and not be able to do
them. Yet the law is, Do this work, or
be pitched" No wonder that morals
and religion hath suffered in the strug.
gle. And why is all this2 Only because
teachers are prone to forget two things
(lst.) Their pupils are mortal. (2d) |
They are young and not able to do tasks
their teachers might accomplish in the
given time. But, not seldom, in exam
lining into this matter, we have seriously |
doubted whether any one of the teachers
oou1J aooi1ry do fha vuorL ouoionod 70 q |