New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1899-07-03
where the same duty, TO enforce the law 'he
whole of It. without fear or favor.
ONE CAUSE or OvERSTUDY

ONE CAUSE or OVERSTUDf
The question of overstudy In public Schools
s undoubtedly serious one. and that teach-
ers and the public are coming to realize 'he
fact is amply shown by the interest aroused by
The Trbune's publications upon the SUBJECT
With all due appreciation of the value OF eau
cation II may unhesltatingly he said that any
system which cultlvateS the mind ut the eN-
pense Of physical vitality is mischlevous one
II is more than that 1t is needlessy mischieV-
Gus. No rational man Will dispute Tor hio-
ment the possibility Of having mems saha III
corporc sano" a cultivated brain ana AT the
same time a healthy and robust body. Indeed
II Is only through perverslon or natural E'Ws
that the two are separated That nina shou'u
naturally be keenest and most vigorous Which
dwelS in the most perfect physical organism,
and that body the healthest and longest hVeu
which IS dominated by the most active anu
comprehensive intelligence. The brain STUDY
that dwarfs or weakens the body. and the physi-
cal training that stunts or leaves undeVelopeu
the brain. must both be regarded IA unnatural
and msdirected
In the discussion of the subject which has
been brought out in the columns OF The Trib-
une one cause of overstudy is mentioned ny
competent authorities which are inclined
10 think NAV he among the foremost. That IL
tbe multiplicity of studies There is n tendency
here and there 10 require children to learn not
too long lessons, but lessons in too many
things The idea seems 10 be that as "the
"thouchts of men are wilen'd with the process
"of the suns" the scope of cOmmOn-school study
should be expanded to include them ALL The
"three Rs" are nowhere near enough There
must he instruction in Latin. and. of course, In
French and German, in the sciences when
have in late years been so marvellously devel-
oped in psychology and aesthetics. ana In every
branch OF human learning. until the common
school is a university in epitome.
That. we are convinced. is an incxcusable
evil Beyond doubt the range and scope or
studies must be extended commcnsurately with
human progress But such extension should
be at the top. College and university courses
NAV be extended from four years to fourteen
If necessary TO cover all the ground of llberai
culture. But the foundation of the system in
the primary schools remains the same. II
should be and must be a thorough grounding
I'm the elements Of learning, not hurried ana
superficial Swimming over the whole range
The pupil is tC be taught, above all else now
TO study how &c use his mind. how to observe
and how TO rcSTOn from the results OF his OBJ
scrvation ria, IL the best possible prepara-
ton for whatever more ample courses of study
he may subsequently pursue. and also for the
practical work cf life If his schooling stops with
the common school. II will profit him little 10
have n smattering Of all other tongues ancient
and MODERN living and dead. II he does not
know how TO use his own Alright Ana now
many Of the graduates of our common schools
arc perfect in their English grammar: so per
feet that they unfangly and inv0luntarly OBJ
serve all its rules through all their after life:
We are not arguing against giving students
a glimpse Of something beyond the three KS.
But we believe in making sure first that they
are masters Of the three Rs There Is little
use in teaching boy the ''pons asnorum II
he is not able TO explain the rule OF simple sub
traction. 1t is idle TO teach a girl French or
German II she does not know when TO say Il
shalr' and when to say Il WILL !; Is or no
value 10 give lessons in psychology TO those
who do not understand the Constitution OF the
United States. or to cxpatiate on archaeology
TO those who have not become familiar with
the modern history Of their own land. Inc
teacher of high attanments may find II irks0me
10 cOnf1ne his work to instruction IN rudimcn-
tary branches. And the latter may not give
much chance for showing off" AT examinations
and commandments. But II Is. after all. the
true work Of the common school And the
common school that devotes most earnest and
thorough attention to these simple and r'ldl-
mentary branches will give It's pupils the best
preparation for the future. whatever that future
NAV be. and will most perfectly fulfil the pur-
pose for which the free common school system
Of this land was devised and established. 1t
will. moreover. TO return 10 the topic under
present discussion, most surely avoid the evil
OF OverStudy.