The weekly Union times. [volume] (Union C.H., South Carolina) 1871-1894, 1879-10-17
Graded Schools.

/
graduation, as giving promise Of schools of q
nigh order in the near future. With the public
| school system of the State as q basis, ftst.cass
instruction at cheap rates will in time be affor-
ded. Thus far the friends Of education look to
graded schools" rs the means of accomplish
| ing their purpose. With many the term .sgra-
ded school" conveys no definite idea, but they
have been told that it is the "open sesame OF
good, cheap instruction, and they are desirous
OF trying it so soon as they may learn what it is
and how to set it in operation. For the benefit
OF this class generally, and more especially for
onr friends in Monticello and Feasterville, who
desire increased educational facilities for their
children, we will give some description of q gra.
| ded school rs 1.-The term is now understood in
South Carolina. Ordinarily graded school is
30 named simply from the method of classifying
the pupi!s. But in this State il means in addi-
propriationr and partly by funds raised Eom
other sources. AS to the method of raising this
supplemental fund usage varies in different parts
OF the state. In Winnsboro, where the first gra-
ded school, in the new acceptation of the term.
was organized, an additional fund is raised by
local tax OF one mill. In Chester, Abbeville ard
| other towns, the fund is raised by tuition fees
and subscriptions. A movement is on foot in
Chester, Bennettsvile and other places, to secure
a local tax law similar to that in operation in
Winnsboro. OF this, more anon.
Now, rs to the character of the school. The
S,"uSo SShooi Al itS primary sense Is dehned by
wells, IN his book on graded schools, to be "a
school in which the pupils are divided into class
es accol ding to their attainments, and in which
all the pupils of each class attend to the same
branches study at the same time Ira Divall,
superintendent of schools in St. Louis, says
"All the pupils in any one class attend to pre-
cisely the same studies and use the same books.
In each room there will be q first and o second
class, and 1t is important that the identical pu-
pills who constitute the first class in one brunch
should constitute the first class in every branch
pursued by the class. BY this arrangement,
while one class is reciting, the other is prepar.
ing for recitation, and On alternating process is
kept up through the day, affording the pupils
ample time to study their lessons, and the teach
er ample time to instruct each class This is
what Is meant by graded and classified sch ool
IL. Z. Hickok, late Superintendent of Educa-
tion Of Pennsylvania, also says:
Inc due classification and grading of the
schools is but the application to the edu cational
cause OF the same division Of labor that prevails
In oil! well regulated business establishments,
whether mechanical commercial or otherwise
IL Is not only the most economical, but without
II there can be little progress or prosperity
The quotation from Mr. Hickok shows why
!he graded school solves the problem Of cheap
instruction. Simply because of the aggregation
OF considerable number Of pupils into enc
class, the teacher can employ his time to the
best advantage. An uncassiied school, in which
whole half-hour may be required for class Of
one or two pupils only, is too expensive. Twen-
~ pupils can be taught as easily as two, and
with more satisfaction, alike to the teacher and
the child, owing to the life impaired to the re-
citation by numbers; so that the graded system is
adopted for Its cheapness. graded school is
but college on a small scale, with its different
classes, no pupil being in two different grades
ut once. This is the graded school" system as it
has been in use for years in all the States.
nf fha - H.
wider sense in South Carolina: The public
school fund raised by the two mill Tux is too
small TO support school q sufficient length of
time, while the curriculum does not embrace the
languages or the higher mathematics. In Winns-
boro, the State quota, the local tax, and hereto
fore q contribution from the Peabody fund, have
sufhced to give to oil the school population of
tho district the full public school curriculum,
absolutely free. No child is debarred by pow
cry from receiving the fullest advantages of
what the school law provides. If, in addition,
the parent desires to have his child instructed
In those branches not embraced in the school
law, he can secure his end by the payment of o
small tuition fee This, we believe, is the cor
rect principle, but it requires the levy of local
tax. We are not able now to give our views
fully upon the question of local taxation, espe-
cially as we have so often done it heretofore.
We may do so hereafter.
In other towns which have no local tax law,
Chester, If we are not mistaken, children in the
lower grades are taught free. In the higher
common school grades they pay small fee, and
Tor classics, higher mathematics, and instrument
tal music, they pay an additional charge. In
Abbeville, as we judge from the address of Mr..
Benet and from the papers, all the pupils pay
tuition, but the State fund is used somewhat in
the nature Of rebate to lessen the charge
This, MIR. Benet contends, is the proper idea,
that the State fund shall supplement private
tuition, instead Of being the basis Of the school,
lie would not have a free school. Taking the
theory that we do, that the State, as the mother
of all her citizens, is bound to educate the child
rem, we believe thoroughly in free instruction.
So many poor children secure an education
thereby who would otherwise be debarred, that
the State must, for the sake Of her own future,
maintain free schools. further discussion Of
this point, however, must be deferred for the
present.
Whatever be the method Of supplement- ng the
State tax, additional funds must be raised. The
citizens Of any place deserving increased facili-
ties must meet and discuss this question first.
Having provided for the money, tho next thing
is to get the school. No particular number Of
pupils is required, except that the larger the
number up to certain limit, the more econom-
icai the school. Employ teacher and, If need
be. assistants. Then get all the children TO-
gether and class them into grades. Some will
have to be pulled back, others pushed q little,
but very little, ahead. When q pupil is ad-
In