St. Landry democrat. (Opelousas, La.) 1878-1894, 1889-09-14
Education.

This is word of many meanings and
all replete with vital interest to the hu-
man race. By itself it conveys one inter-
probation coupled with the word thor
ough it conveys quite different idea and
applies Exclusively to those who have
made languages and science life long
studies. There is yet another style of
education, viz that derived from observa-
ton and thought, coupled with little book
learning. This style of education is com
mon with many among US who were un-
able to receive an education of the most
limited kind in early youth, and, thrown
on their own mental resources, have man
aged to grasp a knowledge of business
affairs, and have passed through life with
both credit and honor.
A thorough educational training is
good thing to possess, particularly when
supplemented with good share of what
is known as ''mother wit ;" but experience
teaches that it is not sure forerunner in
the successful management and control of
worldly pursuits. Many of the men who
have figured as statesmen in our country,
and richly deserved the reputation they
acquired, had but little knowledge of
books, and owe their success strictly to
the mental cultivation and observation of
the daily events in which they partici-
pated. 1t strikes US that our system is
partial failure, as it depends too much on
books and too little mental work. Child
rem attend school, commit good deal to
memory, take up something else, commit
that to memory, and by the end of the
term what was learned at first becomes
faint image, and is finally lost. This is
the usual scholastic course, and we go on
from year to year, adding burdens which
rarely expand the mind or prove of any
practical use.
We conceive that the main object of
education is to teach US to think connect
eddy on any subject which interests US and
to convey the result of our reflections in a
clear and explicit manner, so as to be I'M
derstood by others.
All this seems to be simple problem,
and one that can be easily solved but this
is not the fact. But few persons attempt
to think seriously before they are nearly
grown, and others act ON the impulse Of
the moment without any regard to conse-
quences.
Cannot beginning in this line of edu-
cation be taught at home, even before the
child begins his school life? For instance,
children are curious and ask great many
questions. This is all right enough, for
in this way they add largely to their
knowledge of worldly affairs; but let us
suppose that when q simple question is
asked which could be answered by a little
thought, that the parent, instead of an
swering at once, should do it in such a
manner as to excite the reasoning powers
of the child, and in this way induce Kim
to think little and try and find out the
proper answer to his questions.
who is taught to think is already
half educated, and as matterNsf course,
the foundation being properly laid, the
superstructure will continue to grow and
give satisfaction to both parent and child.
The home circle is clearly the place where
this education should commence and be
fostered. The teachers of schools have
not the time or patience to carry out this
idea their time is occupied in the fulfill
ment Of routine duties, and their business
is with books, and not in stimulating the
minds of pupils.
Why is it that we see men succeed in
business pursuits who have but little
knowledge of books? The reason is plain
in the absence of books they have been
| forced to think and rely on, and work out
their own plans. We have met many I'M
| lettered men who would work sum In
interest as speedily as another with paper
and pencil.
Men who succeed in business learn to
| think sooner or later, and as success is
mainly dependent on the ability to think,
| there is every reason for stimulating the
| youth to think as soon as he begins to talk
and notice objects which attract his atten-
| ton. The art of thinking has its begin
ming and often growth, and the sooner the
exercise is begun the better for the student.
Writing compositions is an excellent
plan for training the mind and bringing it
to dwell continuously on one subject, fol
you cannot write sensibly and commercially
without some mental discipline, and the
more you write the easier the task be-
comes ideas present themselves, and
the words to clothe them come at will
Pioneer Of Assumption.