The weekly Elko independent. [volume] (Elko, Nev.) 1872-1887, 1885-01-11
AHorurnc u.

"There was q time when the frequeE-
CT of the remark. "all l want MY boy
to have is n common education, " excited
neither surprise nor comment, but that
fine has passed Now parents omit the
~o-d ull aud an entirely different signif.
cation IS given TO the remainder o! the
sentence. The FIRST ioim did very we'll
when a common school education in
cluded little else than a knOwledse OF
the three RS and the tcehnicaiities
of Lirdley Muny. hut u change
slowly, gradually and almost impcrcep-
tibly turned the wheel Of educatio. FROM
its well worn groove until the 'uew de-
parturc" would scarcely be recognized
by the pupils Of III. old school. All that
Is necessary for the ordinary positions o.
life is q practical or common school edu-
cation in its true suusc, but the latter
term is cisep abused, because, at times
in II too limited sense.
Education cOmin-nccs as soon as the
infants eyes axe opened To surrounding
objects Rud IS carried through iour sue
~ecssiye stages, viz: home. school, col
lese and Iae school Oi experience, IN
which &c apply the knowledge acquired
during the lUrnIgr three.
The home training is the fouEdItiOn,
and ON 1t depends wA,thcT the structure
reared, b sta Ule enough 10 Resist the
ever conteDdIng clements Ol Lie OK
whether its weak iTamc DC shattered by
the first blast. Home and its influences
strengthen or weaken tine mental aOilI-
ties vi the child. There. are aowu the
seeds which the teacher cG!tIvatcs.
There is the great kindergarten with ali
its iaults and per.eciIOns and according
to that planted, Sd shall bc ''hl, blade,
the ear, and alter that the iuil corn ia
ear"
Let those to whom this import..n; task
be con;ided never loose sight OF this TACT
and l prophecy tn"t " stupid boy Or "a
giIl will Uc Ia rdrG dVJ in our common
schools.
When the pupil FIRST enters the school
room his id.as must usually be re-
modelled aud expanded; and each day
will bring forth some latent power which
WAS dormant before the awakening pro-
cess was commenced. o. late yeas our
progress in things educational has b,rn
very rapid, ana the luaay vino began lie
with ~ common education have since,
felt the need oil IL more general kHOwI-
edge oi things %scicnunc. Ine studying
OF specialues, While good in a parteu-
lar sphere will not answer the pur-
poses OF the masses.
The world o calls for the truths to
prove nll that Tor years have been nc,
cepted as !ucts. To do this We must
nave Il system OF education that is some
thing mUrS than Practical III ITS abused
Is like u laddc reaching from the cradle
to the station OF lite we mean 10 hill. In
preparing himself for tho wonderfully
ideal existence OF when / shall br
grown up" the youth is inclined to let
his thoughts run III one particular dlrcc-
ton, or study only what ut the time
seems the most interesting, thereby shut
ting oil the various streams that would
How from other sources and empty their
waters in the common basin; but is he
ever satisfied with tenaciously adhcring
10 one particular branch? Would it be
right that he should be so? Is il night
to live in the sunshine because it seems
warm and comfortable, und never enjoy
or consider the beauties of moonlight or
Starlight In walking through n gallery
OF paintings in search OF u particular
one, can We, or would it be right for us
to walk with head erect and never pause
to give even n passing glance at other
~.canVassed histories as We pass? Can
VIC walk through n garden of flowers
without manifesting n desire to stop and
examine that schrub; admire that rus
or pluck that lily, aud not consid.r the
elements that produced them? No!
W. shNhi hti'uNi Nhh we Wink tiGOOkn
the splendid Gniis OF knowledge, whose
every niche and ~crevice is radiant with
innumerable arts and sciences, without
looking for the actual realities which
make up the whole.
Can We, l repeat, con~scienciously shut
our eyes to the past, present and future
glories OF the various sciences, for the
reason that wo are after the practical
only? As well stop cuItiynting flowers,
Tor the reason that cnbbdges are better
10 cut. How often do we hear II re-
marked, 81 wish my boy to DC thorough
III arithmetic" but never u wotd about
anything less practical. What "a mis-
taken idea that, because bread is whole
some, because II Is bread, that we should
not consider the elements that produced
the wheat. Was IL practical education
that made the world what it is, "r was It
science. Was Impractical education TINT
made Newton watch the falling npplc.
and Franklin draw lightning from he
cloudsp Was it practical Tor Watt TO
watch the tea.kettlc sending mp a tiny
column OF steam, apply what he learned
and aiterward creute what he did Tor lie
Toridf act 1t would have been more
pronlfaaI H. Id. a. -