The Charleston daily news. [volume] (Charleston, S.C.) 1865-1873, 1867-03-01
SCHOOLS AND sCHoOLnIAsTERs.


griefs. 4. III -.55t-5 9 ~
SCHOOLS AND SCHOOLMAsTERs..
That education is boon, knowledge desirable,
and even a littlo learning not dangerous thing,
all the world believes. But all the world is not
agreed as to the best method Of imparting this
privilege Of. blessing. Some hold that tho surest
way Of educating the masses is by addressing our
selves to them directly, establishing common
schools sufficiently numerous, to reach all, and
thus at least to mpart the rudiments Of science to
the rising democracy of tho land.
Others, and among them some of the wisest and
most thoughtful Of our public men, have all along
held that education cannot be forced, any more
than refinement Of manners, and the various other
social graces, characteristic Of high state Of civ
ilization; and that, in order to ensure real and
abiding interest in the subject Of educationa full
appreciation of its blessings-we must first en-
gender and awaken desire for ia thirsting after
knowledgo-and that this only be done effec-
tually by raising the standard Of education among
the upper classes. It was held, furthermore, by
the advocates of this view, that by increasing the
facilities for the attainment Of liberal education
a number Of competent teachers would be secured,
whose mere presence in the State would contribute
much toward creating an interest among the peo-
pie in favor Of education This, in the main, was
the opinion Of DR.. THoRNwE1I, so ably advocated
in his interesting paper on Common Schools, pub
lished about ten years ago in the Southern Quar-
tely Reuic,o and in his letter this subject ad-
! dressed to Governor MANNING.
to reside exclusively either the one side or the
other. It is so, in opinion, with tho two theo-
ries just stated Each contains truth, but neither
perfect, altogether practicable in the exist
ing state Of things. We. viii speak of the last
first. The objections to it in the fact that but
very few Of the graduates of our colleges make
teaching their profession in after life Teaching
is laborious pursuit. especially SO when there is,
perhaps, no natural fitness, training with this
special object in view; no real apprenticeship or
Practice It's taken up generally till something
else presents that will tpay better" 1t is consid-
cred stepping stonen merely to something more
congenial, less laborious, more profitable. This
has been the rule to such extent, that while it
Is considered quite in order for young gentleman
to teach year or two after leaving college, his
friends are not pleased, if he is contented to WELD
the ferule beyond that time. Teaching is badly
paid; not, perhaps, as compared with other coun-
tries, Il the mere number Of dollars are taken into
consideration; but inadeauatey paid, when COM
pared with the reward Of mental and physical
exertion that awaits men in other walks Of life;
men Of the same natural endowments, and equal
or perhaps inferior scholastic culture.
Hence teaching has never attained to the dig
nifty Of profession in this part Of the world nor
nave teachers enjoyed the social recognition due
TO so useful, honorable and intelligent class
There is no reason why the teacher Of youth should
not have the same consideration that is readily
awarded to the clergyman, the lawyer and the
physician. His status is still in the formative
stage. It should be determined. His nay should /
be equal to the average pay Of members Of the
liberal" professions. With such Inducements.
the community would then have right to look for
man Of character, ability and fitness, to ll the
position Until then we have little hope Of the
reflex influence Of the higher educational nstitu-
tons on the character or intelligence Of the people
at large. -as-.-s NJ l8sIF
- We think the first stated method,-that of free
or common schools, s,-preferable as ameans Of dis
seminating the elements Of knowledge. True, the
land, and Tie system adapted - to MassacIusetta M
may be out OF place in South Carolina We are Of |
those who think that systems Of theology, philoso
pny' OF even schooiteaching, are not Like shoes !
ana mats, that may be manufactured in Lynn or |
Albany to suit given numbers" whenever foot or
9 head OF the prescribed size may be found. s,,yn
cusque. IF every man isl a law to himself certain
y every nation and every State has Alright to claim
as much Individuality; and could we read the pro
tests OF the native teachers Of China and Japan
OF Turkey, Algiers and Hndostan we doubt not /
we shond hear objections very similar to those Wa
mold ourselves. The French, Dutch and English
taders, soldiers and teachers are doubtless aharp
er than tho aborigines Of those countries. and En-
ropean civilization to our eyes may appear prefer
able to the effete state Of Asiatic society. Rnt
this, in our opinion does not settle the question Of
right and propriety IN regard to forcing our svs-
tenn upon them by holy crusade. Change ia NOT
always progress. Mastato 1aon.ine de 1e fnbn,,
- 0.1-"
: Much has been said Of the Prussian system :,
education, and very often by persons who know
notnlng OF u. 1hls system now obtains all over
europe OF very nearly SO; and its corner stone is
n the fact that the Minister Of Public Instruction,
member Of the Royal Cabinet, is the head school.
master Of tho State. Attendance at school is COM
ou.sory The school is as much an instit ution az
he state as is the Church. Teachers are carefully
Talned, undergoing preparation ia government l.
'choos, for five OF sig years, during which time
hey pass annual examinations, thus 'fiddinp The
zalnlng school every year Of such as are deemed
INIT 1or the career they had entered upon It. is s
y a'niy thus Q competent body of school tedchers 4
An pc secured only thus that viyifyine esp,.t
~ " corps viii Sizing mp and teachInhe VIII be re.
ognlzed as liberal profession. The teanbar i'1
mere LOOKS tor something better. only i, The liza
= his fession Promotion Is open to him, ~
egular gradaton, just as it is in tie armvs or :
avy, orin IN the civil service. d IL e
After he graduates in the stseminary !, . anac;a.
Normal SCHOOL, he Is . ecandidate!s 2rha M il
e OF admissions into; Seminary being imitaa
government soon finds q place for the dan 9
sually 81 assistant - some village school If ::
here he gives satisfaction e. the people whom hs
srves, and to the scholastic, authoritiss he HI
ses to higher positions; but generally Is
slow After some years hes becomes the prinei-
alof common school; he may then riso rom 4 =
lsgs to atown Or to and enjoy The bast 5
ssi s,., ID