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

.hough nonest ana industrious, is sure to
be outdone. Competition is sharper
than it was, and tho competitors moro
numerous, and improved methods make
1t harder to keep up with the times the
adaptation Of means to ends is moro 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 subie.;
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 hut 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 tho exer-
else OF the judgment as we'll as the
memory. The pupil is made to SEQ
with his own eyes, and to rely on his
own observations. Books are a mere syl-
labus, skelotoli. 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 exer-
cises, drawing and the cultivation of tho
voice, receive special attention. This
common-sense knowledge of useful
things IS vital part Of popular educa-
ton. 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.
aud to make the schools the pride of the
people, is for the State to make provision
for thoroughly training q largo body OF
teachers. When schools are established
in every district, and law is passed
that none but competent teachers ehall
be employed, profession is established
and persons can afford to prepare them
selves for it. 1t will thus become O 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.
10 make suitable provision among tea.
chers certain, it is necessary to establish
formnl Schools, which is the uroper
function of the State. This will give
dignity to the profession and produce a
rauicaI cnnnge 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 oi
many of the tcachcrs?"
The contrast between the teacher
trained ms such and the merely educated
man who undertakes the profession Of
teaching is thus forcibiy drawn:
THE objection has been made to Nor
NAL Schools, that knowledge is what tb,
teacher needs, and that our literary in
stitutions furnish it best. This ia onl,
half of what the teacher needs, anc
much the easier half You will fine
twenty who have this qualification, where
y0u find one who knows how to teacl
and govern. This assertion ia made moi
from tnoreiicai point Of view, 55u: ::o.
a large experience and observation.
was for some years connected with tn,
public schools Of Massachusetts. Schoo
boards who had formerly employed col
lege graduates, but more recently gradu
ates oi the State Normal Schools, couil
not be induced to appoint as teacher
young man just from college, without
Normal training. This is the more re
markable rs the members of the boards
were themselves generally college grad
!iates: II was found by trial that G
knowledge of what is commonly taught
In learned schools is not all .hat 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, and the teacher like diver who
goes to the bottom 90 bring It VI. I!
you do not descend, and ascertain nrst
exactly where the child's mind ia. YOU
will not bring him up where you are.
The descent of the teacher is essential
to the ascent of the pupil"
Or the philosophy that lies ct 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, new and
progressive science is springing up. On
what fundamental principles it should
be founded and conducted is q question
whicH is now tasking the strongest in :
tel,ects of the Old World. The ablest
philosophical writer's of Germany and
England have taken up the subject.
Since the education of tie entire mass
of the people has been undertaken by
ell civilized nations, G 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 fixcd-the
kind and degree of it appropriate to the
public schools; and the better prepara.
tion for the duties of life are to be more
nicely adjusted. Rcform--not mere in
novation made on untried theories. or
one-sideG, empirical methods, or any
dead mechanism-but sound, rational
reform, founded on well-tested prnci-
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 n practical
form, and applied in all the schools OF
the land? They must be made known
by I.o;.:.s 0f Norma. Schools &c y.
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 i'm its own State
but throughout the South. There
can be no doubt that it has been produc.
tive of more substantial educational ben.
EFT shan 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 q source CT supply of competent
teachers 10 carry out 70 rs fall results G
good system of public education.
TAKE Your COUNTY PApER.-The
WdUeriy Magazine, one of the soundest
and most popular periodicals published
in the United States, thus discourses on