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

SCHOOLS AND sCFIOOLMASTERS.
That education is boon, knowledge desirable,
and even o little 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 the 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 impart the rudiments OF acence to
the rising democracy Of the 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 eraces, characteristic Of high state OF civ
aization; and that, in order to ensure q real and
abiding interest in the subject of educatlon-a fu
appreciation Of its blessings-we must first en-
gender and awaken desire for ia thrsting after
knowledge-and that this Can; only be done etfec-
tually by raising the standard Of education among
the upper classes It was held, furthermore, by
tho advocates of thus 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-
ple in favor of education. This, m the main, WIS
the opinion Of Dr. TAoRNwELI, 80 ably advocated
in his interesting paper on Common Schools, pub
lished about ter years ago in the Southern Quar-
tery Reoie,o. and in his letter on this subject, ad
dressed to Governor MANNING.
T,nth in a dispute OF this kind, is sldom found
to reside exclusively either on the one side or the
other It is SO, in our opinion, with the two theo'
res inst stated. Each contains truth, but neither
is perfect or altogether practicable, in the exist
ing state Of things. We will speak OF the last
first The objections to itare in the fact, that but
ye-g few of the graduates Of our colleges make
teaching their profession in after life. Teaching
is laborious pursuit, especially 80 when there is,
perhaps, no natural fitness, no training with this
special object in view; no real apprenticeship OF
practice. tits taken up" generally till something
else presents thai will 'pay better" III is consld
cred q sstepping stone" merely to something more
congenial, less laborious, or more profitable This
has been the rule to such an extent that while 1t
is considered quite in order for young gentleman
to teach year or two after leaving college, his
friends are not pleased, he is contented to WELD
the ferule beyond that time. Teaching is badly
paid; not perhaps, as compared with other coun-
tries if the mere number of dollars are taken into
consideration; but inadequately 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 10 the dig
nifty of profession in this part Of the world; nor
have teachers enjoyed the social recognition due
to 80 useful, hone able and intelligent class.
There is no reason Why the teacher Vt 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
stago It should be determined. His pay should
be equal to the average pay of members OF the
ssliberal" professions. With such inducements,
the community would then have right to look for
man Of character, ability and fitness, to fill the
position. Until then we have little hope OF the
reflex influence of the higher educational institu-
tions on the character or intelligence OF the people
at large.
We think the first stated method,-that OF free
or common schools, preferable as means OF dis
seminatng the elements of knowledge. True, the
Prussian system may not answer for New Eng
land, and the system adapted to Massachusetts
may be out of place in South Carolina. we are OF
those who think that systems Of theology phlloso-
ply, or even school-teaching, are not Like shoes
and hats, that may be manufactured In Lynn or
Albany to suit given numbers, Whenever foot or
q head of the prescribed size may be found Su''na
cuique. IF every man is a law to himself, certain
l.. Ia
ly 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 Hindostan,- we doubt not
we should hear objections very similar to those we
hold ourselves. The French, Dutch and English
traders, soldiers and teachers are doubtless sharp
or Ian the aborigines Of those countries; and Eu-
ropean civilization to our eyes may appear prefer
able to the effete state of Asiatic society. But
this in our opinion, does not settle the question OF
right and propriety in regard to forcing our sys-
tenn upon them by holy crusade. Change is not
always progress. lhttato noneiae oe lie Jdb'aa
na7ratar.
Much has been said of the Prussian system OF
education, and very often by persons who know
nothing of it. This system now obtains all over
Europe, or very nearly SO; and its corner stone IS
in the fact that the Minister Of Public Instruction.
a member of the Royal Cabinet, is the head school,
master of the State. Attendance at school is COM
pulsory The school is as much an instit ution OF
the State as is the Church Teachers are carefully
trained, undergoing a preparation in government
schools, for five or six years, during which time
thoy pass annual examinations, thus ridding the
training school every year of such as are deemed
unfit for the career they had entered upon. 1t is
only thus competent body Of school teachers
can be secured only thus that vivifying esprit
dit corps will spring up. and teaching will be re-
cognizod as liberal profession. The teacher
there looks for something bettor only in the line
of his profession. Promotion is open to him by
regular gradation, just as it is in tie army, OF
navy, or in the civil service.
After he graduates in the SEMINARY, species
of Normal School, he is candidate" The num-
Der of admissions into the Seminary being limited,
Government soon finds place for the candidate,
usually m assistant in somo village school. Il
there he gives satisfaction to the people whom he
serves, and to tho s'scholastic' authorities, he
rises to higher position; but promotion generally
is slow. After somo years he becomes the prine-
pal of q common school; he may then rise from
village to town Or to city, and enjoy the best