Crittenden record=press., 1907-09-05


some useless fads, leave the school
with a defective thinking apparatus
and almost total ignorance of geog
raphy and other essentials and must
perforce be consoled by superficial
knowledge of educational frllls and
furblows This would not be so bad -,
were IT not that that the golden op-
portunity for brain development and
thoughttraining has been forever
lost in the majority of cases, the
child being compelled to at once bid
farewell to school days and 90 to
work to earn a living
The most woeful features of all
educational institutions, both public
and private, is the lack Of individual
discrimination and selective instruc-
tion. \ careful study of the indi-
vidual pupil is rarely made and such
attempts as are made IN this direction
are often frustrated, from the fact
that most teachers have failed to in.
form themselves along the line of
child study general and of child
psychology IN particular \ defect
that could be greatly overcome by
making the remuneration SO lucrative
that more teachers would take up The
profession as life work and prepare
themselves better to educate in true
channels and on scientific base.
Teachers should be brought to under
stand that the lnculcation of thouc Be
method and the development of rea,-
oning in the child should be the end
aud aim of the training of children.
\ single study, progressively mast
cred, simultaneously with the grow b
of the child's reasoning and power
of observation, l. of more real value
than a whole curriculum studied '1r
the purpose Of bringing the child +,
alledged knowledge up to the gradl-
alton standard. Less pains would
be taken TO teach a child TO know
and more to teach it to "think
Perhaps the greatest defect of our
educational system l. the failure Z
most teachers to appreciate the act
that brain development is the chef
function Of education Of childhood
and youth
Teachers not only fail to recognize
this objective point Of study method,
but they also seem to be unaware OF
the physiologic truth that the ,pcciaI
senses are not the only avenue;
through which to develop and mould
the brain.
That a harmonious balance between
physical and mental training j, nee
essary to healthy brain growth, i
not appreciated by very great mum
| Der Of educators. Improper training
of children make, defective brains
Badly developed, ill-nourished rain
are not favorable soil for the develop
ment Of a healthy moral sense, an,
thought capacity.
\ broad line OF distinction ,houl,
be drawn between delinquent- an,
non-delinquent, in our public schools
a These institutions should not b
made to bear responsibilitie, tha
should properly deyolve upon reform
atorie,. lncorrigibly bad chi,dre
; should be kept out of our schools al
- together. They spread moral cor
K tagion and bad physical habits, 'ror
n which well behaved children -houl
T. be protected
'- \ single tough boy or girl ma
Is corrupt an entire school. The mind
d Of children are plastic and rcspou
D. only too readily to evil influence
1t Is obvious that expensive Jail, an
2 legal machinery 20 hand in han
Sc with deficiency in number and d
n' fectiyeness Of quality of education
Is institutions for children. IN .uppo
~ Of the importance Of physical trail
oi ing in the education of children
r. teachers should appreciate the ia
al that the brain i a motor a. well as