In present day educational institutions, dust from pages of history and algebra books settle on eyelids of once eager souls and lay at rest, anchoring burnt out hearts that have since yearned for knowledge. Ralph Waldo Emerson speaks of truth in his criticism of modern American education. His ideologies parallel to those portrayed in dreams of the American student who longs for the freedom to study what they wish to acquire knowledge of. Also, they wish to obtain this knowledge at a pace that is suitable for them. In the words of his essay, he speaks of the wrongs that are inflicted upon a student who is forced to learn a premeditated curriculum and is restricted of his natural right to become versed in what he deems most fulfilling to his self-chosen purposes.
In his work, Emerson describes his theory of Genius and Drill. The Genius of a student is described by his ability to nurse a thriving idea and expand his knowledge on the idea, such that it leads to the demonstration of said idea; thus leading him into the journey of executing the Drill that follows his said Genius. The escapade of the Drill does not exist without the growth of the Genius. And in similarity, the Genius cannot be proven without the demonstration of Drill. By day, Genius relies on Drill because without Drill, Genius has no language, knows no laws, and diminishes by way of the difficulty. Genius, without Drill, would be subservient and fade away quickly; thus, true Genius is not prevalent without it's executive brother. Emerson encourages teachers to understand that Genius and Drill do not grow from force, but flourish only when they are treated with a passive and accepting tone. Emerson infers that "Always genius seeks genius, desires nothing so much as to be a pupil and to find those who can lend aid to perfect itself." By this, he means that human intelligence longs for the opportunity to be taught and become student to those who have more intelligence to offer. Intelligence yearns to perfect it's self by seeking the help and guidance of enlightenment.
Another allegation that is discussed in Emerson's work is the parallel between a child's temperament towards education and the raw will of nature. Emerson wants educators to understand that a child's attitude toward his cultivation reflects the patterning found in wildlife. Such as in wildlife, a forceful and hastened hand cannot feed gentle and timid mouths. In time, force will only result in reluctance of will. The hand must be, rather, docile and quiescent in order to receive satisfaction from its pupil. Eagerness comes with the feeling of security in a scholar. Often it is forgotten that man, or rather child, himself, has originated from a natural world. It only deems a rational idea that a man's nature would mirror that of wildlife and the natural world.
Though, Emerson argues that accuracy should not be pardoned when educating the student. A student still must understand "accurate perceptions" and "the difference between the similar and same." The mechanics of accuracy are crucial to the success and development of the learner. He must not accept to make mistakes, but must make a point to focus on blunt detail.
Emerson's ideologies are well thought out and throughly explained in his essay. But an important question to wonder is whether his ideas and explanations can be executed in today's society? Whether institutions and their faculty are willing to change their ways to better to a child's true nature? Whether is would be a plausible decision to make this change in our educational system?
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