Homer guardian. (Homer, La.) 1888-1890, 1889-04-05

Practical Education.
EY l.. i. TRAlLOR.

finished his course at school or
college, must not expect to pass
through the world on "Flowery
Beds Of case" and that wcsricd
nights Of study has ceased; for it
may be laid down rs 4 kind oF AK
ION, in which few exceptions will
occur, that the practical benefits
occurring from an education, are
never to lie expected but rs the
result Of truly practical knowledge
combiaed with unwcaried lnycSti-
CATION. A few uneducatod men
have brought to ligh. some impor-
tant inventions, but The clam that
most scientific discoveries, which
have been added to the great ma
chinery Of life, come to be d!scov-
cred by mere chance is without
proof IN fact. | know 1t ia claim
ed hy some that the Telescope was
discovered by y spectacle makers
boy having sccldcntly taken up
two convex glasses OF different TO-
cal distances, and observed that
it turned 4 church smrc upside
down, and made it considerable
larger and longer. But it was left
TO Galilee, the great philosopher
OF Tuscany, to terit cut this prin-
pie Of light retrsction, the proper
ties Of lenses, etc, etc, before the
telescope could be invented. The
discovery Of the Mariners Com
pass was said to be a chance dis
covcry, from a small piece Of load,
stone suspended iu the water, ills
ends always pointing towards the
north. But i. WAS left to the prac-
teal genious Of The philosopher 10
construct the compass. The close
observer is at once contlnvccd
that this IS not Il chance world,
and that most Of the great lnvcn-
TONS given to the world is the re-
suit Of long and wearied researches
and observations. And rot only
are the great things, the really
scientific; but from Lhe great dis
coveries, such as the telescope.
steam engine and electricity
down to the invention CT the safe
~ lamp, discovered by the great
and learned Sir Humphrey Davy,
great scientific thought power has
been employed. We have, there
fore, every reason to believe that
mind trained in a school Of
practical education is better pre-
pared to progress IN the arts and
sciences and inventions already
discovered, and TO ferret out many
others hitherto unknown, than one
loaded with mere theories, learned
from the text books lie studied
and the lessons lie rec;ted, Parrot
like, to q stupid profession. nc
possible limit can be assigned tc
the powers of practical gcLius, tc
the resources Of science, and &c
the skill and industry of q reall,
practical mind. 1t is well to i'm.
press the young schola", that he
isiust beginning to seize upon iht
powers OF thought; that the prop
critics and powers Of material sub
stances are just beginning to b,
discovered, and that the tex
books now being used in the schoo
will gradually pass out under th'
infowing THE of new discoveries
and that it is left to practica
young scholars to extend the worl
OF scientific discovery. Hence, il
conclusion, we would urge prac
tical course of education in on
schools and colleges; and this cou
pied with 4 broad foundation O
moral and religious principle, will
equip the young scholar for thi
life work. In beginning this Sc
RES of articles, | purposed q thor
ougher discussion Of all phases O
this question, and TO give, what il
my humble opinion, the best me
thods OF imparting knowledge il
The school roam, as we'll as ,h
most profitable branches TO b
taught, etc. But finding it neces
sary to change ny present occups
ton for one giving more physics
exercise and less mental effort,
must desist.
Hoping that my articles vi