Year: 1878




A large amount of costly and preten-
tious teaching fails dismally, for no 9th
er reason than because it is not directed
to any knowledge of the mode of action
of the organ to which the teacher endea-
vors to appeal; and mental growth in
many instances, occurs in spite Of teach
ing, rather than on account of it. Edu-
cation, which might once have been
defined as an endeavor to expand the in
tellect by the introduction of mechanic
ally compressed facts, should now be
defined as an endeavor favorably to in
| f1uence a vital process; and, when so re-
garded, its direction should manifestly
fall somewhat into the hands of those
by whom the nature of vital processes
has been most completely studied. In
other words, it becomes neither more
nor less than branch of applied physi-
ology; and psychologists tell us with re-
gard to it, that the common processes Of
teaching are open to the great objection
that they constantly appeal to the low
er centers OF nervous function, which
govern the memory of, and reaction up
on sensations, rather than to those higher
ones which are the organs Of ratiocina-
tion and of volition. Hence a great deal
OF what passes for education is really
degradation of the human brain to
efforts below its natural capacity.


Facts without an interest in them are
OF but little Importance to the possess
or; they will be but little used, and
soon forgotten; but facts obtained
through lively interest in them can
not be soon forgotten.


To compel child to study distaste-
ful subject before an interest is excited.
or compel him to commit texts of. to
him, meaningless words, .ostensibly, to
train his memory, is an outrage against
/ child nature. No wonder the child
sheds bitter, burning tears: and the
teacher, not to say the father, who can
thank God for such tribute to his (the
teacher's) skill in teaching. needs the
heather mother, who thanks her god
for the privilege of throwing her child
into the Ganges, to convert him. at
least educationaly.


Nature never made nor meant that
normal growth should be attended with
intense suffering. Pain is evidence Of
violated law.


But these distastful subjects are not
to be neglected. The child must be
prepared for them. They must be ta-
ken up at the proper time, and be pre-
sented in Il way that shall induce inter
est. Any other way is fatal to success.
1t were like "a physician who world fill
the already nauseated stomach Of his
patient with solid food. thereby hoping
to make this patient weigh more a few
months hence Let him first induce a
normal condition in the stomach. and
the appetite will call for the food, and
the digestive apparatus will take care
Of it. The young are not duh and list
less. neither is their reason all wild fan
cy. They are active and intensely IN
terested in the outside world In the
senses they live, and through these the
teacher must approach them. Gaining
knowledge OF the outside world, in their
own way, in nature S way. never caused
them to shed tears. \ child never
cried at Witnessing the analysis Of q
ent, though he may, under some task
master, shed bitter tears over some
text book on Botany; no young person
ever shed tears in examining the mech
anism of philosophical apparatus, and
witnessing the experiments, though he
may have done so over the description
of these in his text book, under some
severe taskmaster. Approach children
mentally in natures way, and pleasure
will accompany every process and stage
of their mental growth; tears can then
be reserved for other purposes. In the
name of natures God, let no one boast
that young pupil shed tears because
of textbook lessons imposed upon him.