Yorkville enquirer. [volume] (Yorkville, S.C.) 1855-2006, 1860-05-17
For the Yorkville Enquirer.

remain until next week, and until death,
Yours, very truly, OLD FOGf.
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For the Yorkville Enquirer.
.zs.-,ss =, COMMON SCHOOLS.
3 4essrs. Editors: Grant me space in your COL
umns for few remarks on the present system
Of Common Schools. While the academies, COL
leges and other literary institutions in our coun-
try flourish, these languish. The people should
be infinitely more interested in them than in all
the other schools of,the country. Il is evident
that education can be made universal only in
common schools. tis through them, and them
alones that the great body of the people are to
be enlightened. It is through them that the
scroll Of knowledge is to be unfoldsd to the
mass; or, If it be not unfolded here, their future
path will be in darkness. Yet these humble
seminaries are sadly neglected. They ocme far
short of accomplishing what they should.
WHAT'S the remedy for this evil? I answer,
it must be found in o full and free discussion,
before the people, Of the claims Of common
schools. The press must be made to speak. g I
shall endeavor to point out o few Of the prevail
ing evils under which our common schools are
lsboripg.
The first will notice is, the neglect to thor
oughly drill the mind in the elementary studies.
Without waiting to train the pupil thoroughly
in the most essential elements, he is hurried
forward to studies for which he is wholly unpre-
pared; from these. again, so soon as he can i'm
perfectly repeat the prescribed portions Of a
textbook, he is hurried to others equally re-
mote from his tastes, as preliminary studies;
and thus his whole education is made to consist
of hasty and superficial surveyor many sub
jects, which are no sooner dismissed than they
are forgotten.
The want of interest on the part Of parents
and others who ought to feel the most lively
concern for the welfare Of our schools, is an
evil which cannot fail to chill the zeal Of all
other persons. This apathy manifests itself in
many ways: in the preference which is so fire.
quently given to the poorest teachers, provided,
only, that they are the cheapest; in permitting
children to be irregular in their attendance; in
the neglect of parents to visit the school, that
they may know whether the teacher under
stands his duty, and discharges it; in omitting
such examination Of the children at home, as
will animate them to greater diligence, and, at
the same time, reveal the true degree Of their
proficiency; in not having suitable and con.torta-
bic school-houses. how many thousands are so
situated that they must receive their whole prep
aration for future life at the common schools
Yet they too often think - these uncomfortable,
wretched tenements with repugnauce; it is 8
the story of disease could be told. there would
be sad associations about the miserable school
houses in which thousands are exposed during
the winter season. Will parents, who love their
children, think of these things, and not only
think but act ? The support of such schools is
money actually 1oasted. The pupils comfort
should be carefully consulted; his school-house
should be place of pleasant resort, connecting
pleasant associations with study. Tae heart
should 90 to school as well as the head.
Another evil is the continual changing of
teachers as one retires another enters the
school, stranger to the children and their par
ents; unacquainted with the disposition and apt
itude Of the different scholars; ignorant of the
course which was pursued by former teachers
and with the prospect, probably, Of retiring
himself, at the end Of three or four months, to
be succeeded BY another in the same blind and
erring course. It is evident that the progress of
the school must be arrested till he learns his po
sition; and the children will often spend the
whole period Of his stay in becoming familiar
with his mode of teaching, and in renewing
their studies on a new plan; and, consequently,
accomplish but little. The effect on the teacher
must be equally bad; this practice, in truth,
makes him but little better than o vagrsnt; he
has no ambition to rise; his employment keeps
him occupied without improving him; and in
most cases he either hastens to leave it, or be-
comes q useless drone.
Our schools suffer much, also, from want of
suitable books. Go to many of the school
houses and examine the books used, and tell US
if you think man with the tooth ache, would
be likely to dream anything much worse! You
will find in many, from five, to ten or twelve diff
ferent kinds of old reading books, some of the
authors of which have been dead a hundred
years; books in which there is no more danger
of the pupils comprehending, either the Ian
gusge or the thought, than there is Of his taking
balloon trip to the moon.
I will close by remarking that the importance
and responsibility of the office of teacher, have
been sadly underYalued. The impression has
always been too common, that any person who
had been through school, is qualified to teach
q natural effect of which has been, that the Of
fee of teacher has come to be looked upon by
many as low and unimportant Office, aud the
qualifications for it have been thought of little
importance. Fortunately, this state Of feeling
and opinion is passing away. Men are begin
ming to see that it is quite important to get suit
able persons to take charge of their schools.
Everything indicates this change, and shows that
a higher tone, on this subject, is beginning to
prevail. LAMBERTIUS.
The Scene at tho Secession.
A letter in the Washington Constitution gives
description of the scene at the secession of the
Cotton States from the National Convention. 1t
says: