intricacies of spelling; they are oppressed by columns of dates, by lists
of kings and places, which convey no definite idea to their minds, and
have no near relation to their daily wants and occupations; while in our
public schools the same unfortunate results are produced by the weary
monotony of Latin and Greek grammar. We ought to follow exactly the
opposite course with children--to give them a wholesome variety of mental
food, and endeavor to cultivate their tastes, rather than to fill their
minds with dry facts. The important thing is not so much that every child
should be taught, as that every child should be given the wish to learn.
What does it matter if the pupil know a little more or a little less? A
boy who leaves school knowing much, but hating his lessons, will soon have
forgotten almost all he ever learned; while another who had acquired a
thirst for knowledge, even if he had learned little, would soon teach
himself more than the first ever knew. Children are by nature eager for
information. They are always putting questions. This ought to be
encouraged. In fact, we may to a great extent trust to their instincts,
and in that case they will do much to educate themselves. Too often,
however, the acquirement of knowledge is placed before them in a form so
irksome and fatiguing that all desire for information is choked, or even
crushed out; so that our schools, in fact, become places for the
discouragement of learning, and thus produce the very opposite effect from
that at which we aim. In short, children should be trained to observe and
to think, for in that way there would be opened out to them a source of
the purest enjoyment for leisure hours, and the wisest judgment in the
work of life.

Another point in which I venture to think that our system of education
might be amended, is that it tends at present to give the impression that
everything is known.