The Lafayette gazette. [volume] (Lafayette, La.) 1893-1921, 1893-05-27
Mental Improvement.

We taught to believe by those who
have carefully Investigated the subject, that
neither the mind nor body, can be over
taxed without corresponding exhaustion
of the other. In fact many know this to be
true from experience. And every one who
has attempted to cultivate the mind knows
that intense mental labor is more fatigung
than physical. But how few parents and
teachers act according to the dictates of
such knowledge in directing and assisting
children in acquiring education. Haste
in every pursuit, seems to be national
fault, and pupils of every age have imbibcd
this spirit; and, unfortunately, parents and
teachers encourage it. This is Particu-
larly observable in the public schools, and
also in private ones of like grade. I refer
to the ..cramming'' process. TO be con-
vinced of the existence of this prevalent evil
one has only to stand on the street of any
town or city, and watch the pupils going
to, and returning from school; for they will
he seen weighted down with books-their
physical powers painfully taxcd-tteir little
spincs bent in their efforts to maintain
their equilibrium. 1t is not difficult
to account for the incentives to
this undue haste in cndeavoring to accom-
Plish in one year the work of two. Mothers
become impatient to see their daughters en-
ter society at age when they should be
taught to appreciate the advantages of a sub
stantial education; the fathers, generally,
possess the idea that the amassing of wealth
is the chief duty of man; that mental culture
is unnecessary to the attainment of that OBJ
ject; the teachers are not blameless, but they
have to drift along with the current of pub
lie opinion, be continually and unsuccess-
fully opposing the demands of public senti-
ment; besides many believe that their repu-
tation is increased in proportion to the lex
terity with which they turn out super
fetal graduates, those whose requirements de-
serve no higher appellation than a mere
smattering. Some are actuated by mo higher
ambition than the cooper who goes to his
shop with the desire to complete many
casks, in given time, possible; but the
cooper does his work faithfully, Or else his
will not bear close an inspection, for the
heads of his machine graduates go from
school, not only empty, but wholly incapa-
bic of retaining anything of value that may
be put into them. Another potent factor in
establishing this mischievous policy is the
almost univeral desire for change. Nothing
hat is old is considered worthy of retention.
Many would abolish the laws that keep the
planets in motion if they could do it with
safety, for the reason that they are old.
have been frequently asked if taught ac-
:ording to the methods, and by men
wholly illiterate-those who had no con-
:eption of the meaning of the question pro-
1 always reply to such an inquiry,
hat if you mean to ask if have any patent
process by which to impart information, 0,
% bestow an education, will have to say, no.
I believe it was the poet, Dryden, who
aid, ssmen are but children of larger
growth" I know of resemblance in |
which the comparison can be more fttingly
applied than in connection with the course
pursued by parents and teachers in rushing
children through text books. Haste does |!
not always mean advancement t; in fact, it |
often causes retrogression. The attempt to !
master so many branches in unreasona-
superficial understanding of them; this |
creates an Indifference on the part of pupils. |
which is fatal to the acquisition of knowl- |
edge, for one will long continue in the |
pursuit of mental improvement, when both
he mental and physical powers over
axed. Harvard College few years ago,
discussed the ACCESSIBILITY of cutting out a
short road to finished education by rcdu- |
ling the term from four to three years; but |
when the matter was carefully considered it
vas decided that whatever might be gained |
n time, would be lost in thoroughness, and !
he proposition rejected. Old Sam
Johnson, more than a hundred years ago,
advised friend to be shy of the man who
lad read but one book. This advice car
les with it the idea, that the person who has
horomskLy studied ous book is more to be |
cared in an intellectual combat, than the
me who has read mary eareIessLy.