Semi-weekly standard. [volume] (Raleigh, N.C.) 1853-18??, 1858-05-12
The aafe.
COMMON s0HooI


a the qualifications Of those Wishing To- teach
s11oasaom Sc6o0L : Ss1th Annua9 Letter Of ~.
str1sctions and svg gestsoas f.s.ss &
f7rNrr The fact that this sixth annual letter
"a stunning Committees Win find active aId intel
ieent officers Of the kind in nearly every county ~
4he State, is most gratifying evidence Of the pro-
rress Of our Common School System. 49,. -.
when issued my first letter the condition OF
things with regard to teachers was very 0lnereut
+ rom what it is now; it then seemed almost mPos-
sible IN any reasonable tine, to perfect emcient ar
for the certain and constant elevation OF
the standard of teachers qualifications. There were
many conflicting opinions as to what that standard
one6t to be- and as to the best methods Of bringing
the teachers up to il; and, in the meantime, con-
siderable number Of persons, among whom were not
few teachers believed that no regulations on tnis
subject would or could be generally andstrctly en-
forced. IS
few wears, however, of careful effort have set
tied all these points and We now have, in all the
counties. paid tribunal to pass on the quahcatons
of teachers and none dare to teach without It's sane
ton.
The wants of the public and the condition of sys-
tenn of Schools are tolerably well understood and aP
preciated; and while all that is needed cannot yet
be accomplished we are steadily advancing with
cautious steps, in systematic plan tor the relorma-
ton and elevation Of the schools.
A very large portion Of the parents of the State,
having been deprived Of the blessings OF educatlon
are necessarily liable honest errors as to the kind
of instruction which their children need; and while
this continues to be the case cannot be expected
that PREACHERS Of high qualifications will be everywhere
appreciated. Il is every way wise and just to make
allowances for the mstak preudices of those who
did not enjoy the opportunities of instruction now
conferred their children; and while this class IS
now almost universally in favor of education, we
should be satisfied with this great victory of the
cause and not endanger its further success by vio-
lent and ultra measures in regard to the best ksnd
of education and the most efficient method OF i'm
parting il:
Let us ever keep in mind that the mighty cause
1T stake is that OF the universal education OF the
people with whom we have to deal.
: We are not discussing plans for the government
of school for q particular class. We are managing
. system whose object is to afford instruction to the
children of every citizen whether he be educated
or not, and to obliterate from the community that
vast mass of ignorance which has, heretofore, cast
such dark cloud over the prospects of our State
We cannot educate these people against their will;
and considering that the chief difficulties in our way
are the inevitable result Of the very ignorance which
we wish to remove every consideration OF prudence,
of justice and Of patriotism calls us to be patient
to be tolerant of honest Mistakes to be dlgent and
to be faithful to our great cause by making the most
s Of circumstances.
Having said thus much in true justification of the
plan which have uniformly urged of endeavoring
to elevate the standard of teachers cautiously, grad
uay and as fast wise regard for the real inter-
: ests at stake would permit. and no faster, now
proceed respectfully and earnestly to urge on your
attention certain suggestions which, believe, our
present circumstances fully warrant.
l.. We are now in condition to elevate the STAN
dard of teachers rapidly than heretofore. The
5 Examining Committees have become fixed part of
the Common School machinery; and teachers and
people, seeing and feeling the proprety and necessi-
ty of this feature Of our system, yield very gen
eral obedience to the laws in regard to it. Almost
3 all eiassrs Of the people Pervaded with more
correct ideas as 70 what is necessary in good
teacher; and teachers themselves, as body, have
vastly improved and have also had ample opportu-
nifty and full warning to prepare for step in ad.
vance of our present position.
The time has therefore come to require teachers
generally to give instruction in all the essen
tial and elementary branches of an English educa-
ton; and among these essential branches are Gram
mar and Geography. Few teachers now give
any excuse for not having some knowledge Of these
branchesand such the facilities for learning in
almost every neghborhood, and often in families,
and such the cheapness and character Of text books
= that no one who can read, and who has capacity
and who expects to devote him herself to the bu
siness of teaching have any excuse but that of
hziness for ignorance of these branches.
There is now scarcely any community in the State
where teacher, desiring to learn these studies,
= not find some one able and willing to give such
sstance as is needed to promote his progress; and.
in fact. matured mind can easily acquire knowl-
edge OF Geography without instructor.
No one can read write correctly without a
knowledge of Grammar; and if there were no in
superabe opposition the part of parents it should
be introduced in some of its elementary FORMS as
soon as the child is able to read and to understand
rule for the construction Of sentence The prin-
ciples of Grammar should be insensiby interviewer
with all our earliest instruction, after leaving the
spelling book and in this age of discovery, of ter.
Ttorial expansion on the part of our Government,
OF rapid commercial intercourse among all nations,
and OF intimate and extended international connec-
into in oil Of <ho,
ply is an all-mportant branch of study to every
class of children.
The smallest farmer in the interior of North Caro-
lima has now direct and acknowledged interest in
the revolutions in China and the explorations in the
heart of Africa; and it is impossible to read salts.
fsctorily and understandjngly village newspaper
without some Geographical knowledge. Every mind
that wishes to be well and practically informed is
now turned to the map Of the world; and the
teacher who feels no interest and curiosity on this
subject cannot feel any interest in the affairs of the
world or the progress Of things, and is, therefore,
unit for the position of instructor of his fellow.
beings.
know well by experience and observation that
ing Of all studies, to chdren@they have natural
curiosity about the manners, the people and the
scenes OF different countries and they will learn to
fead sooner in good Geography than in any other
Mc.A Inc reading Of Geography is like travel
lng-there is perpetual and interesting change of
scenes and incidents, and the mind is more easily
impressed with ideas than in any other way.
is therefore, inexcusable in a teacher of ma.
tured Mcuties not to know nor want to know the
principles Of Geography.
The mere ignorance Of the science is not in itself
BY any means the worst sign Of his qualifications
the important post Of instructor Of others It is
the fact that this ignorance generally indicates a
most narrow range of thought and q great want
Of that kind Of interest in the affairs 81 the
world which is. an essential element of useful.
ness that renders him unfit for the position be seeks
Il y full time to require more thorough knowl
soge N al the branches taught; and to make the
examination, on esch particular study more full and
eeesehing thsn heretofore. There are nov MANY
teachers who have passed number Of examins.