The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1878-10-24

tectlng them wider; but the relations OF
trade are more complicated. Business
is in the hands of experts and novice,
though honest and industrious, is sure to
be outdone. Competition IL sharper
than it was, and the competitors more
numerous, and improved methods make
it harder to keep up with the times the
adaptation of means to ends is more ex-
act; and the study and forecast of COM
ing changes in the state of business have
become more common BY means of in
creased knowledge"
In the second part of his discourse DR..
Sears, turning from the general subject
of public education, directs attention to
the advantages Of normal schools. He
says:
"The great fault with unframed teach
ers is that they do little but teach the
words and formulas of books. A Normal
graduate teaches things, principles,
thoughts. Every point is examined or
ally, and subjects are sifted by the exer-
else of the Judgment as we'll as the
memory. The pupil is made to see
with his own eyes, and to rely on his
own observations. Books are mere syl-
labus, skeleton, to be clothed, with
flesh by the teacher and pupil. Practi-
cal knowledge of almost every kind is
worked in continually with the subjects
of study. All the common objects of
sight, such as flowers, plants, trees, rocks
birds, insects, tame and wild animals,
forms, colors and dimensions manners,
morals, laws of health gymnastic e1er-
cises, drawing and the cultivation of the
voice, receive special attention. This
common-sense knowledge of useful
things is vital part of popular educa-
tion. Instead of this, how often are the
poor children wearied with the endless
repetition of mere words, the dry and
stale lumber of the books The only
way to prevent such disastrous results,
and to make the schools the pride of the
people, is for the State to make provision
for thoroughly training a large body OF
teachers. When schools are established
in every district, and law is passed
that none but competent teachers shall
be employed, n profession is established,
and persons can afford to prepare them
selves for it. 1t will thus become per-
manent and attractive occupation when
the schools become annual, and when
graded schools open the way for promo
ton from the lower to the higher grades.
TO make a suitable provision among tea
chers certain, it is necessary to establish
Normal Schools, which is the proper
function of the State. This will give
dignity to the profession and produce Il
radical change in the schools. Can any,
thing be more desirable than these two
objects? Is there any greater reproach
resting upon our system OF education
than the low character of many of the
schools, and the utter incompetcncy of
many of the teachcrs?"
The contrast between the teacher
trained rs such and the merely educated
man who undertakes the profession of
teaching is Thus forcibly drawn:
"The objection has been made to Nor
NAL Schools, that knowledge is what the
teacher needs, and that our literary in
stitltions furnish it best. This is only
half of what the teacher needs, and
much the easier half. You will find
twenty WHO have this qualification, where
you find one who knows how to teach
and govern. This assertion is made not
from a theoretical point of view, but from
a large experience and observation. l
was for some years connected with the
public schools of Massachusetts,. School
boards who had formerly employed COL
lege graduates, but more recently gradu-
ates of the State Normal Schools, could
not be induced to appoint as teacher q
young man just from college, without a
Normal training. This is the more re-
markable as the members of the boards
were themselves generally college grad
yates. II was found by trial that a
knowledge of what is commonly taught
in learned schools is not all that teach
er needs. He must know how enter into
the hidden recesses of the youthful mind,
and from that point work outward and
upward. The pupils is like treasure in
the sea, aud the teacher like diver who
goes to the bottom to bring it up. If
you do not descend, and ascertain first
exactly where the child's mind is, you
will not bring him up where you are.
The descent of the teacher is essential
to the ascent of the pupil"
Of the philosophy that lies at the bot
tom of any true system of education by
the State, DIR. Sears says:
"There is still broader and higher
view of education to which the teacher
must aspire. On this subject, a new and
progressive science is springng up. On
what fundamental principles it should
be founded and conducted is question
which is now taskiug the strongest in
tellects of the Old World. The ablest
philosophical writers of Germany and
England have taken up the subject.
Since the education of the entire mass
of the people has been undertaken by
all civilized nations, vastly wider range
is given to the subject than was known
to the old writers. The true aim of ed
ucation is to be more carefully fxed-the
kind and degree of it appropriate to the
public schools; and the better prepara-
ton for the duties of life are to be more
nicely adjusted. Rcform-not mere IN
novation made OIL untried theories, or
one-sided, empirical methods, or any
dead mechanism-but sound, rational
reform, founded on well-tcsted princi-
pies, is to control the whole process.
Shall all this pass over our heads? Or
shall the great thoughts of the foremost
men of the age be put into practical
form, and applied in all the schools o!
the land? They must be made known
by means Of Norma! Schools to the
great body Of teachers.
In conclusion the learned educator
speaks OF the good accomplished by the
Normal School of Tennessee and its
growing popularity not in its own State
but throughout the South. There
can be no doubt that it has been produc-
tive of more substantial educational ben
eft than other equal investment of the
Peabody Fund, and it is sincerely to
be hoped that similar institutions may
be established in every Southern State
as source of supply of competent
teachers to carry out to its full results a
good system of public education.