THi: CAPABILITIES OF HOME EDUCATION. 71 



the Latin grammar ; he must be taught that dreary grind which we call 

 formula, in order that he may have a mental tape-measure to go by 

 hereafter. 



But just as little should be taught by rote as possible, especially what 

 the child does not understand. It cripples the mind, while it helps the 

 memory. Original thinkers have never been able to learn much by rote. 

 \\ ' must remember that education is like the grafting process, and there 

 must be some affinity be ween the stock and the graft if we wish to get 

 good fruit. Even if it were desirable, it is very poor work to try to oblit- 

 erate natural tendencies, and make the tree grow artificially. We want, 

 while we are grafting our young tree, and cutting off the unnecessary 

 shoots, tu preserve the fine original flavour of the fruit which God gave it, 

 which we did not make, and can only help it to mature and ripen ; for- 

 tunate if, in our blundering ignorance, we do not injure rather than im- 

 prove it. 



We should teach our children to communicate to us their thoughts and 

 inclinations with perfect freedom, so that we can guess what their minds 

 are leading to. We can thus help them on their favourite road toward 

 any art or science to which their talents tend. We have to contend mor- 

 ally with the habitual reticence of childhood ; but intellectually, if not 

 repressed or frightened, childhood is frank. 



In teaching anything, as little as possible should be taught a child at 



once. No wise mother gives her child a half-dozen dishes to eat at once. 



n->pects his stomach. Why not have the same regard for his brain ' 



In tliis, we arc making the mother the teacher. We are speaking of 



abilities of home, which is to be opposed to the very injudicious 



lencies of the average school, an institution in which most mother^ 



who look nark upon an extended experience usually unite in decrying. 



n Dr. Arnold, of Rugby, who was the model school-master, says, A 



hool is \.-rv trying. It never can present images of rest mid 



and when the spring and activity of youth are altogether unsanc- 



1 l.y anything pun- and elevated in its desires, it becomes a spect 



that is dix/yini:. and almost more morally di than the >houts and 



ibolfl of a set of lunat 



troul.lt- with many of our schools is simply this: they are m" 

 making institutions only. Hard teachers, bad air, and the forcing system, 



I all. ( )h : what 



,vhat curious diseases, what wrath, what 



; air, have not heen horn in a fa>hionahlr school ; It 



If ul to think of tip- ta>ks whi.-h are imjM.x-d. And \vt it is not 



