The West Virginia journal. [volume] (Charleston, W. Va.) 1864-1877, 1864-12-21
Prof Whites Lecture.

the III. E. Church, last Thursday night.
wrdidanasao,iecs xhhs those who still
cling to ths:1e5el.cause5 amonS the audi.
enco, however. mo! iEree. Schools do
oosigud6 With their docttiDes.a.i o:i
bIEIWHir1s has sBeeaa i practical
teacher, and1fn1ly understands the sub.
sect lie has adertakcu, to superiptend2
We hoper and expect; to- see: tho, Free.
.Sehooirsystam. of West, Virginia de:
seJop and become, rs it should be, a
lsading Interest 10 our new State, under
bis direehons.; The School Laws are
certainly sgood, liberal. and explicit
enough and only need being carried out
to' letter. rs 9a"lf',": $50 's'''',' '..
Tho same influence which led the
AristocFacy Of, the. Southern States into
rebellion-the slave cintercs.-kcpt this
State, as we'll as the others, far behind the
North In the Educational interest, and
upon i. must be thrown the responsibility
for, the limited number md poor quality
Of the school. houses, of which Mr.. White
spoke: 1t vas a severe, though Just re-
bulc, when he said that one town
which'was ambi.iously seeking to have
the, Capitol of tho State within its limits,
co3ld:nota boast of q single respectable
schooI. houseH D." 81. = '."i 81 ''
He said that VIC we're too apt to fall
into the opinion long ago exploded iu
the Northern cities-7that, any cabin was
good enough for a school. house But
"the mind Of child is ike wax to
receive, but'lik marble to retain" and
an uncomfortable, miserable hut Of a
school: house, uneasy benches, black
walls, and dirtyaHoor, with tyrapt for
atteacher, leave an impression which
ever after makes learning a'tash, instead
of pleasure. 49,. ~. - g." ~.
80, We have not space to follow Mr.. White
through his lecture as VIC would like, but
will note few suggestions he made,
The best way to keep children at homo,
is to make home pleasant. So with the
school. We. should have a good, com
Portable. house; neatly and tastetully fur.
'nishod,; and governed by kind and
pleasant teacher, ,cho understands HI,
york., A poor teacher is bad invest
~neut; better. payodoublc or treble, and
get good one, under whom the child
viii not oaIy. learn. twice, as fast, but
viii learn to lore study. i. The. teacher
should be = ,n'odel imam. for the instinc,
tive Impressions t2of q child arc that
,vhsieser Ibis teacher docs and 'soys, is
rsigh s'Butin practice, we are 'too"apt to
Justify the saying, Of the Governor Of
South Carolina, that "whenIu man is
,ua6t 1for any thing, You may make a
teacher of him !" In reality, more de.
ponds on tho, Teacher, in tho economy Of
society, than, on any other profession.
yHetillustrateds Tho; grent fa|lacy of the
commop:e1pressioo, Sho'll do to teach
inlaN children" He gave US some good
and interesting examples Of different
modes Of. teaching aud kinds Of teachers.
MIR. White ,prorsd tbati was to the
: pecuniasy interest Of rich men to educate
.. the children of their poor noighbors, and
"ei'qNaeladed ri With the following remarks;
,a::HIf rgop are going to make a great
State ofsWest Virginia, you must make
''Jodr children into great''men, by edu.
catag them training the, talent and
!, genius: With which nature, has endowed
s.them.: Poor, men, are called upon to
perform tho labor for capital,7 ito serve as
soldiers for thur country, to do, the
., tooFk ,fqF ps,-and Justice demands that
|, they be educated" -. ,.,. !. ..:,,o$
i.r Willaour ocitiscus go to work in this
.'faattsrfa2'tWhy have .we2Tno Public
School hero In 'Charleston?I Will the
>: Tsxnskip Board explain, that all may
,ukpaV?,s NE are taxed LILO per cent. on
bpearly Two nmillions valuation, in this
''eodnsystqer school purposes, and why
't stSr rs have schools? I%1, ,,'-.'''.t r:
:" .fH..r12 rrSid'..! ..3It Gl.ti .4:,.-.:Sl. =