If the native boy had but that one study he would
shine, he would dazzle, no doubt. But that is not the case. He is
situated as are our public-school children--loaded down with an
over-freightage of other studies; and frequently they are as far beyond
the actual point of progress reached by him and suited to the stage of
development attained, as could be imagined by the insanest fancy.
Apparently--like our public-school boy--he must work, work, work, in
school and out, and play but little. Apparently--like our public-school
boy--his "education" consists in learning things, not the meaning of
them; he is fed upon the husks, not the corn. From several essays
written by native schoolboys in answer to the question of how they spend
their day, I select one--the one which goes most into detail:
"66. At the break of day I rises from my own bed and finish my
daily duty, then I employ myself till 8 o'clock, after which I
employ myself to bathe, then take for my body some sweet meat, and
just at 9 1/2 I came to school to attend my class duty, then at
2 1/2 P. M. I return from school and engage myself to do my natural
duty, then, I engage for a quarter to take my tithn, then I study
till 5 P.
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