The Charleston daily news. [volume] (Charleston, S.C.) 1865-1873, 1871-07-03
The Educational Institute OF South
CarolIna.

We have received q copy OF the annual ad-
dress, delivered before the Educational In
stitute of South Carolina on the 2lst OF De-
cember last, by Professor James a. Carlisle,
of Wofford College, Spartanburg, on "Some
ssof the Mistakes which Young Teacher
ssmay make" The Institute, volun-
tary association OF teachers, establish
ed for the promotion OF the educational
interests OF the State, is as yet 10 its
infancy; but it has made good beginning,
and bids fair, ere long, to grow to vigorous
being, and make its healthful influence felt
throughout the State.
Professor Carlisle is just the man OF all
others in the State to address a convention
OF teachers. He belongs to the chosen few,
so rarely met with in the country, who have
selected teaching as profession deliberate
ly, and have not "taken to it" from accident
or convenience. Moreover, he is proud OF
his profession, and will, we doubt not, follow
it to the last OF his life, with the same con-
stancy, loyalty and ardor that characterized
his devotion 10 the years that are past. And
it is through such men that the profession is
ennobled and the country benefited. Pro-
fessor Carlisle is eminently thinking man,
and attaches great Importance to that part
OF the teachers duty which makes it incum-
bent upon him to teach the youthful pupil to
exercise the thinking faculty. The whole
address abounds in strong common sense,
wholesome admonition, and valuable sug-
gestive hints. We must, however, content
ourselves with the following extract:
'The relative claims o. the scientific and
classical courses have been fully discussed of
late. Perhaps every candid man, who has been
able to keep abreast with these discussions,
will admit that his original opinion (whatever
it may have been) has been somewhat modi-
fed, even if 1t has been confirmed in the main.
No attempt will be made now to give an opin-
ion, or to sum up the arguments on both sides.
Up to certain point (but On the precise loca-
ton of that point turns the whole controversy
YOU need not inquire what trade or calling
your pupil intends to follow. He ought to be
educated not simply or chiefly because he in-
tends to be farmer, lawyer OF statesman, but
because he is human being. With capacities
and powers, with inlets of JOY, with possibili-
ties of effort and action which no trade or
calling can satisfy or exhaust An educated
mind is not Tor should no, be) an implement
fitted to this shop or that office. 1t is power
which can be readily thrown into any required
shape. And yet it is much easier here to see
part than the whole. 1t is very easy 10 de-
claim against utilitarianism, but who will ad-
vocale a system which has no utility in it
Or, is any utility found in it, only an incidental
and tolerated appendage, not entering at all
into It's merit or substance Is an education
to have no reference whatever to the proba-
bllity that the subject will live in Amer
lea, Africa or Jupiter? or whether he will
probably live on air, mamma, or bread earned
In some honest calling? On the other hand,
is the whole ground covered-are the highest
demands of his nature met-when you have
trained him to be skilful day-laborer But
there is no intention to 60 farther in this d.
rection. Perhaps, in most cases, this question
is practically decided by the age or resources
OF the pupil, or the views of his parent, be-
fore the case reaches US. Aud perhaps, when
not on avowedly controversial ground, all will
freely admit that our education should be as
thorough, as real and life.lke as possible. A
student may have finished geology and yet