San Andreas independent., 1858-04-24
A few Thoughts on Practical Education


The most interesting subject, doubtless,
that can be presented to the mind is that
of EDUCATION. The past, the present,
and future condition of the whole human
family, is brought into view in its con-
temptation. All that is moral and intel
lectual is indissolubly connected with the
improvement Of man. The proud monu-
ment of antiquity, the gigantic efforts of
modern skill and ingenuity, developed in
the physical Improvement of the face of
the earth, are secondary, are subordinate
to the important object from which they
derive existence and value In the great
chain of causes and effects by which sci
ence and morals were to be bound together,
there was one link wanting. In the de-
velopment of the rights of man, intelli
gence, unanimity, and action were re-
quired. OF the problem of mans capa-
bility for self-government, the world re-
quired demonstration. In the annals of
time, posterity will point to that page, in
which is recorded the American revolu-
ton, for that bright, that enduring link,
for the union of Liberty with Right, and
for practical testimonial evinced in a
Government of the People.
In casting about for guide by which
we are to be regulated in our search after
truth, there is an unerring one to be found
and to be found in the works of Nature
only. 1t is in scrutenizng, in watching
her apparently unimportant motions, that
we detect those latent truths affecting
whole series of causes and effects. Thus
we find that all her movements are grad
ual and almost imperceptible, rendering
1t difficult to trace those operations by
which the ideas, feelings, and habits Of
our species are acquired. From this fact,
we deduce general proposition that in
all our attempts to give impressions to the
mind, in order to be correct, they must
be gradual, they must be made by fire.
quent repetitions, they must be presented
in isolated principles. We already real
ize, that when impressions are made, it is
almost impossible to eradicate them
Upon this narrow ground, stands that
foundation which determines the charac-
ter of the superstructure of education.-
1t is as much a matter Of Importance to
guard against false impressions, as it is to
make true ones. The soil that produces
corn and wheat, just as readily grows the
thistle and thorn. The senses of the
child though ever so acute, are still un-
practiced. To give energy and efficiency
to their action, it is necessary that there
should be incessant repetitions; that OBJ
jects should be presented to the senses in
their boldest and most imposing aspect
When we look at the paper, the printing,
the type of the books, and the rods, that
generally compose part of the furniture of
schools, we can readily judge why the
former should be neglected or misunder-
stood, and the latter kept in constant en-
ployment. We do not intend to blame
those who resort to the ferule, knowing
as we well do, that child who is accus-
toned to the rod at home, cannot do with
out it at school. When we therefore say,
that of all debasing practices, that of whip
ping ideas into children is the most CEN
surable, our remark is intended for pa
rents
The education of child commences
with It's nurse, with the mother, with the
father, or with those surrounding it in in
fancy. This is the important considera-
ton; and when parents realize that the
destinies of their children depend upon
impressions received in infancy, theirs is
the sole responsibility. The fable of the
boy, who, at the moment he was to be
hung for theft, called to his mother, bit
off her ear, reminded herof his first crime
and her encouragement, conveys an awful,
sublime moral Parents may shuttle
this question; they may throw the burden
upon bad associations, upon society gen
orally, but there is point to which 'they
must all come at last" They individu-
ally form part of this society, and for its
good and bad actions are entitled to their
full share of its rewards and punishments
The object that first strikes the reader, as
necessary to the proper development of
our subject, is, that those who have charge
of infancy should be well informed, should
apprehend those incipient steps by which
the child is to be taught-in word, that
they should be educated. Away then
with the unmanly thought, that educa-
ton is not equally the right of daugh-
ters as well as sons. Our subject, in all
Its details, is inexhaustable. After all
that has been spoken and written, we have
arrived at this general proposition: Edu-
cation, to be efeetaal, must be practical.
Here we have salient point, from which,
when we direct our energies, more can
be accomplished in months than has here
tofore been effected in years. s.-Boston In
uesttgator.
TRUTH UNADULTERATED.- Eng
lish paper, eulogising outdoor games of
all sorts, says: The only sports of an