The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1879-08-06
DIR. Gricl's Opening Address.

DIR. GFiCl opCiilAS 1A'''1h cSS.
Flhow Citizens and Ii0chcrs Of AbbrrNc County
So important and vital is the question Of edn-
cation TO every man and woman and child of
| Abbcvilc county, and especially that peculiar
feature of it with which DISSATISFACTION Is direct
~ concerned, the Common School system. that
we may feel sure of the cordial support
and hearty sympathy OF every thoughtful citizen.
There is not an interest or avocation, secular or
religious. that is not touched by the success or
failure of the system. And hence tho lawyer III
his Office. the minister III his study, the laborer
in the field and the mother by tho cradle, all
speak to lis words of cheer this day. all look with
earnc, It desire and bright hope to that co-opera-
ton of effort which this day happily inauguratcs.
Let us then begin and prosecute our work with
some just sense Of our responsibility and let Ms
feel and appropriate the healthy stimulus which
al anxious, cXpectant, hopeful ana numerous
constituency imparts.
Called upon as l nm this day to address the
teachers of this county it occurred to me that a
few thoughts, on the elements of successful
teaching, or the qualifications of the successful
teacher, might not be inappropriate to tho occa-
sion. l see before NE many men and women who
are measureably noviceS in their profession. They
arc filling one Of the most difficult. delicate and
responsible positions in society. They find them
selves every day greeted by bright and happy
faces, the generation of the future, with hearts
as soft as wax. with minds capable OF indefinite
expression. with q desire for knowledge that
manifcsts itself III a curiosity that Is Unsuitable
and an inquiSitivencss that would pose and stag
! ger the genius of Il Newton and tax the powers
Of an angel. l venture to say there is not a
teacher or parent in this presence but has been
asked questions by a child of !csS than ten sum-
mers which the combined wisdom Of all the
heathcnand christian philosophers could not an
swcr.
Holding. then, q position of such responsible
ty, None affecting so vitality the well being of State
and church I am sure you will appreciate
any helpi in YOUR work which others may be able
to suggcst-aud let Inc say that any suggestions
which + may make will be based not so much up.
on personal success as upon blunders committed
and q painful sense Of failure to do what OPP
portunity solicited and demanded.
Irclnark first, that all successful teaching i'm.
| plies a knowledge of what is to be taught. 1T Is q
truism that one can teach only what he knows
~hilnsclf-what he knows we'll and thoroughly. And
vet Obvious o. this truth il, familiar and thread
bare as it is. it needs to he emphasized at tins
particular time when we are attempting to bulid
up a vast educational system, and when our
school boards arc overwhelmed with applicants
for teachers certitcates
The whole plan of teachers examinations pro-
ceeds upon the fact just stated. 1t Is the design
N these examinations to measure the knowledge
Of the applicant in those branches which he Is
expected to teach; and he Is judged compGten,
or not according to the answers given. The ap:
plicant who blundcrsin his multiplication j. Judged
deficient III the important branch of arithmetic.
He who locates the Gauges in Southern Europe
is not the man to teach Geography, and so Oh
any other branch. The effort thcn to make these
examinations more comprehensive and thorough
is q wise one, because it secures to our schools q
higher grade OF teachers and ~elcvates tho Stan-
dard Of scholarship. II impresscs the teachers
with the fact that they must deserve the position
/, they seek by Il thorough familiarity with its re-
Quirements.
But while all this is true and plain, 80 plain
that we need not dwell upon it, it is also true
that this examination test, as determining the
qualification of teachers, is by no means ~satlsfac-
tory indeed it cannot DO relied upon: for l re-
mark in the next place, that
THE SUCCESSFUL TEACHER MUST HAVE A CAPACITY
FOE COMMUNICATING HIS KNOWLEDGE.
He may be thoroughly informed in grammar,
history, arithmetic and geography and yet be O
poor teacher. He may fail entirely to inspire
that desire for knowledge, that love of truth
which is the grand end i'll all teaching. He may
be so deficient in power of analysis, in a
capacity TO simplify and render attractive the
topic of the hour that every lesson viii be o dull
task to the pupil, except in those rare cases, with
those bright C~eniuscs who need q teacher not to
inspire but simply to guide and curb mental effort.
1t should never be forgotten that the most cXtCn-
sive and accurate knowledge docs not fit me for
n professional educator. In your own experience
as pupils you have no iced q marked difference in
the success of teachers who did not differ in the
extent of their knowlcdgc-whilc the one inter-
estcd and instructed you, the other simply taskcd
Won. WlilC one stimulated vou and made the
lesson q delight, the other drove you to every
sub.crfuGc to avoid a recitation. And inasmnch
as all those tests which are employed to deter
mine the qualifications of teachers relate only to
the amount and accuracy of knowledge there Is
very great danger lest We judge when VIC have a
first grade certificate that we are first class teach
CTS. Let us not thus lower and narrow our pro-
fessions. Not only must We have q thorough
knowledge of the branches VIC propose to teach,
but we must address ourselves to the work of
making all knowledge pleasant to those who have
heretofore found their only pleasure in rnae
sports, rithless jokes and green fruit. In this
connection the question of methods of instruction
forces itself Oh our attention, but as this topic
will no doubt be discussed by others, We will throw
out only one thought.
The teacher of the humblest school is not to
forget that he is
TRAINING TIE INTELLIGENCE
Of those who are to be learners all their lives;
that he is LAYING Il foundation On which his pupils
will build long after TIC grass has grown upon
his grave. If lie interest them in bis work he must
secure their attention. Now there is nothing so
likely to do this AZ all appeal to the eye. We all
know tile fascinating interest which belongs to
fine nyre~imputol Sriencr-hpW n urortIrnl and Oc-