The morning star and Catholic messenger. [volume] (New Orleans [La.]) 1868-1881, 1868-07-05

0U0CC Oh C0f1eCla01Cy anu, 80 oucn, poIm6.
nent onef Let us do right then, and hope
for the best.
Practical Education.
We were extremely pleased during the
recent examination of the st. Joseph's paro-
chial school, at Witnessing the result of the
system of teaching pursued by the Chris
tan Brothers. We have never before seen
such thoroughness and prOmptness in what
they knew, shown by pupils, OF such prac-
teal application Of what they knew to the
affairs of every day life. They not only
understood the subjects on which they were
examined, so as to arrive at conclusions
with correctness, but they had such famili-
arity with those subjects that their conclu-
sions were arrived at with the greatest
rapidity, and without any delay for refec-
ton. That this was not the result of
" cramming," but of healthy digestion, was
apparent from the nature of the questions,
evidently the inspiration of the moment,
and from the facility extended to the audi
ence of framing and proposing any original
questions connected with the subject in
hand. ,-s
We could but compare this examination
very favorably with many others where
those pupils who are considered the best,
obtain their results or give responses slowly,
hesitatingly, and only after labored men
tai effort. The promptness with which
these boys, not in exceptional cases, but as
class, were ready with correct results in
any exercise, could have been the result Of
but one cause-frequent repetition. Knowl-
edge of theory may enable one to reduce
that theory to practical act, but only the
familiarity resulting from sufficient repe-
tition of that act can give rapidity in it's
performance.
Repetition, then, appears to be o leading
repetition, not of the identical instances af-
forded by text books, but of the principles
there taught, the instances being furnished
by the ingenuity of the teacher. This in
sures both an intelligent comprehension of
those principles and an unhesitating prompt
ness in applying them.
The other leading peculiarly of their
system, and which is of perhaps equal ef-
ficiency with the one just mentioned in pro-
curing their extraordinary success, is its
practicalness. Every mental operation re-
quired of the pupil seems to be coupled
directly and intimately with the commonest
affairs of daily life. distractions are avoided
as much as possible. Thus, according to
their plan, If student understood the
theory of surveying, he would also be o
complete practical surveyor, perfectly COM
potent to do any proposed work of that
kind without delay or consultation. If he
had studied French or Latin, he could talk
French or Latin. If he had finished the
course of bookkeeping, he could take
charge of mercantile books without aid or
supervision. It was matter of surprise at
the examination to see the readiness and
correctness with which very small boys
threw off checks, notes, bills, receipts, or
ders, ETC., of every variety, and in compli-
ance with any kind of impromptu sug-
gestion.
The utility of this principle is twofold. |
First, it is of great advantage in aiding the |
acquisition of knowledge. The mind is
aroused by presenting to it the objects of its
usual interest, and that interest is carried
over to the new ideas which the teacher
with those objects. A boy might
be intensely indifferent to an abstract in
vestigation into how much three times four
makes, but three times four marbles
would be another thing. The practical APP
plicatien of abstract truth to their own
little world of action, evokes an attention