256 REMARKS ON THE NECESSITY OF 



" in every case in which the pupil remains stationary, or advances 

 but slowly, the cause must be referred either to the ignorance of 

 the teacher, or to the mal-organization of the pupil's brain/' 



It may be enquired how I arrived at this conclusion ; I answer, 

 from constant and close observation. If it was not true, the business 

 of teaching would indeed be a dreary and dispiriting occupation. 

 The master would be at the mercy of the pupil, and no care on the 

 part of the former could insure him a harvest in proportion to the 

 pains bestowed in cultivating the mind of the pupil. But by adopt- 

 ing the plan nature has wisely marked out, the teacher may be as- 

 sured that, if his pupil is blessed with moderate talents, his reward 

 will be in proportion to the skill and care he has bestowed on his 

 youthful charge. This is a cheering thought, and it ought to be 

 known and cherished by every one who has the care of youth. 



I have invariably remarked that, in proportion to the ignorance 

 and unskilfulness of the tutor, in the same ratio are the frequent 

 complaints of the want of mental capacity in the pupil. The 

 trite adage of " A bad husbandman complains of his soil," is equally 

 applicable in teaching. The act of imparting knowledge has been 

 aptly compared to pouring water into bottles. Some children have 

 less aptitude for learning than others, and these resemble the bottles 

 which have narrow necks; and so much the more skill is requisite 

 in these instances. What glory is there in having brought up men 

 of genius ? these will acquire knowledge under the worst, or rather, 

 in spite of the worst, systems of teaching, and is amply testified by 

 the few (comparatively few) great men who have received their 

 education within the precincts of our public schools and universities. 

 But let the teacher exert his talents in bringing forth mediocrity ; 

 here is scope for his skill — here is a field for his exertions. 



It is notorious that compulsion makes even the pleasantest things 

 disagreeable. Locke understood this, and in order to convince those 

 who are guided by authority when reason alone would fail, I shall 

 quote his words : — " None of the things they fpupils] are to learn, 

 should ever be made a burden to them, or imposed on them as a 

 task. Whatever is so proposed, presently becomes irksome ; the 

 mind takes an aversion to it, though before it were a thing of de- 

 light or indifference. Let a child be ordered to whip his top at a 



