Clever Children.

Bruce Herald, Volume IX, Issue 817, 4 July 1876, Page 7

Clever Children.

An exceptionally sharp and intelligent child is acceptable to most teachers, who feel that they have in it material which, if properly ;handied, cannot fail to do them justice. They know very well, therefore, that it is worth their while to devote a great deal of care and attention to it, while, on the other hand, they are perfectly assured that a dull child will not, apparently at any rate, repay the labor bestowed upon it. This being so, it is, perhaps, natural that many teachers are led to neglect dull scholars to the profit of bright ones. At the same time it is certain that those teachers who do this fail to appreciate the importance and responsibility of their office, and are guilty of manifest injustice. Moreover, though it is true that dull children suffer when they are neglected, it is by no means sure the majority of bright children repay, permanently, the extraordinary time and attention which are bestowed upon them. It is a significant fact that a large number of brilliant boys develop into the reverse of brilliant men, while many are injured in health, if they do not positively break down. The reason of this is that they are pressed beyond their powers by teachers who are anxious to establish reputations, and who, in their desire to make their pet scholar shine, render the latter's existence a joyless one. Nor is the fault all the teacher's, upon the shoulders of certain parents themselves resting a good deal of blame on account of the mischief that is being wrougbti These parents second the efforts of the injudicious teachers by keeping their children grinding at the mill when they ought to be indulging in those exercises and recreations which, while strengthening their physical nature, would also do no little good to their minds. Such injudicious persons can see the cheeks of their children paling, and their bearing continually displaying weariness and lassitude ; but, in the hope of causing the unhappy youngsters to win an empty honor, they pause not. Perhaps the honor is won ; the children are flattered ; and the teachers are advertised. But at what cost; is all this done ? The parents have the mortification of seeing the children, after they have reached a certain point, come to a sudden standstill, while slower travellers pass them and push onward, and of learning that a great deal of what the children have been crammed with is positively useless. Moreover, the children are, in not a few cases, rendered incapable of original thought, their receptive organs being fostered at the expense of more useful ones. Many, no doubt, rise superior to the depressing influences to which they are subjected, but even of these a larger proportion abandon their studies upon the first opportunity, and even look back with disgust upon their school days, and regard with aversion all that pertains to learning. It would, then, be well if parents and teachers treated children as children, remembering that it is unwise in the extreme to place severe strains upon minds before they have become matured. Now, most teachers teach in order that they may live. It is, therefore, natural that they should avail themselves of any opportunity to advertise their merits. In the competitive examinations for children, which have become so common of late years, they see a means of advertising themselves ; and so long as the same bears the stamp of public approval they will readily have recourse to it. Porhaps, if people would cease to believe that the teacher whose pet pupils shine most brilliantly at these competitive examinations is the best teacher, the cramming system would fall somewhat into disrepute. But as long as many persons irrationally conclude that one or two brilliant bliow scholars indicate that all those who are under a teacher's care must be exceptionally well treated, ib is useless to look \ for a very much better state of things than now exists, It is time, therefore, that people took a more reasonable view of this matter than they have hitherto done. It should be borne in mind that schools, the one or two exhibition members of which are constantly distinguishing themselves, the world being carefully apprised of the fact, are frequently very indifferent, through the causes which we have already indicated, so far as the bulk of the scholars are concerned. In a gene^ ral way, the best sphqols for_ children of ordinary papacity aro those in which the pupils are not expected to engage in a national rivalry, nor tq develop extraordinary powers, but are made to do their duty, are taught to realise the end and aim of learning, are instructed how to apply the knowledge which they receive-^ this is 6eldgi£ done in regard to those who are simply " crammed "—and are spurred on when necessary, due regard meanwhile, being paid to their pleasures a.n.3 physical education. It cannot h,e too well rememhere4 that a wise teacher — who is neither yam nor desirous of advertising himself — will rather hold back, an unduly precocious child, than u,rge it forward, for he remembers that early pnd. unnatural growth in nine cases out of ten involves early decay, if not something worse. It is a satisfactory sign that many parents are beginning to see the danger and folly of forcing the immature mind. There is, therefore, reason to hope that those, academies in which the brilliant scholars are forced while the dull ones are neglected will gradually fell into disrepute. Meanwhile, teachers, will do well to recognise the healthy change which, is paining over public opinion, and act accordingly. It- will be their own fault if the present race of them some day wake up and find that their places have been taken by educators of a more approved and useful order than themselves..-—