The Newberry herald. [volume] (Newberry, S.C.) 1865-1884, 1880-12-01
EuE THE HERALD.
-'SGueers'' and The NeWberrv
Teachers Institute.

S<iueorS ana EHc Nc"DcTrF
Teachers Institute.
In the last issue of the Newberry
NeUs. appears IN article in which the
writer first makes a ludicrous attempt
to draw a parallel between humble
bee and the Institute-very much to the
discredit of the latter--an6 then goes
on to utter some severe structures on the
Institute, showing, in his own peculiar
style, Where it is, What it is, and What
it has been.
In sober earneStness, much OF what
be says bears the impress of truth; but
we do not relish the tone in which it
was uttered, and we honestly think that
he could have occupied his time with
more profit to himself and his fellow
teachers, in showing what the Institute
should be, or whether it should exist.
The resolutions 1T the close Of his piece
are entirely in keeping with the char
acter of ''Squeers'', and we 'seVerally"
give them an emphatic No.
Resolved, That the Newberry Teach
ers' Institute neither is nor ought to be
living. breathing reality" Thus,
"Squeers'. Impelled by the spirit Of
this resolution. we shall turn our atten-
ton to the inquiry, Is this Institute de-
sirable? without going to the deeper
depth of inqairing whether it be a ne
cessity.
The press and the people clamor for
general and high-toned cnlighten-
ment. The 'wise men" who convene
least" of Newberry, and whose ser
wants we are, tell US that popular edu-
cation must prove the Open Sesame Of
the secret spring Of public purity and
prosperity. The State bias, toa limited
extent, provided educational facilities,
and our "wise men" are bringing their
heads together, and efforts are making
to supplement the too limited provi-
sions which support the weight Of our
system of public education. But is this
enough? Is this adequate to the accom-
plishment of the proposed good? Does
it lie within the power Of statutory en-
actments dictated by maturest wisdom,
to compel scholastic success? No; in
the working of cur educational system
as it is, there is something radically
wrong-something that present legisla-
ton is powerless to reach.
Take the average school of our Coun-
ty, ask its patron Of average intelli-
gence, what he thinks of it, and ten 20
one that he will give you wise wag of
his head. accompanied with "some-
things wrong i can'texactly understand
what; but something's wrong" You
impatiently ask, What's wrong? Bri-
die your petulance and let US view this
subject in q becoming manner. You
repeat, What's wrong? We answer
There are not five teachers in Newberry
County who honestly and earnestly
study the art of teaching. If, after re-
reading that, you dissent, we shall feel
disposed to strike out five" and substi-
tute three. You are teacher, and your
chances of being one of the three are
not enviable. We do not claim to be
like Caesars wife-we are not offended
at breath Of suspicion.
llC ClcilC, Ill OluCl W SSCu1C
in the school house, subjects the appli-
cant to an examination; but docs the
ability to answer a few rudimentary
questions involving a mere exercise of
memory, indicate the ability 10 impart
instruction? Is this sure test Of the
requisite qualification? Is to know more
important than to know how to teach?
Ah! good sir, we leave you to answer
whether quacks are more numerous In
the mouth of duck than elsewhere.
Here is the rub. Here is the wrong.
Too many men make school-teaching
stepping stone. Too many, of too slug
gish temperaments to engage in active
work, loll behind the teachers desk and
delude themselves into the belief that
they are masters Of an easy-going pro-
fession. Too many play teacher be-
cause hoodwinked public fails to see
that this is the last resort Of those who
are notoriously unfit for other profess
sions.
Too few teachers are actuated by high
and noble motives-without which true
success is impossible Of attainment.
Too few realize that the life of the teach
er, properly so called, is one of care
and self-sacriice. Too few bring to
the school-room hearts all aglow with
fervor and pure aspirations. Too few
feel the spirit Of the great Arnold of
Rugby, who preferred that his students
should drink from living fountain ra-
ther than q stagnant pool. Too few
make school-teaching study. There
is too much stagnation in the school,
houses of the land. There is too little
disposition to recognize that the world
moves, and to move with it. And,
most unhappily, the present degree Of
popular enlightenment does not enable
the people at large to discriminate be-
tween teacher and man who 'keeps
school,. We conceive the wrong" to
be due, in great part, to these circum-
stances. The remedy lies in proper
discharge of the teachers duties. How
this may be secured does not so plainly
appear.
The foremost thinkers who have turn
ed their thoughts to the subject, have
concurred in the propricty of calling
school-teaching profession. But whose
profession is it? Is it mine? Is it
yours, or anybody's else in Newberry
County? Do any Of US love it as q pro-
fession, and study itas profession? 1t
should be profession-yes, it should
be, and we shall call it a profession.
It is the duty of every teacher to feel
an honest pride in his profession. We
have long held this opinion. which daily
deepens into a conviction,-That the
man who does not feel proud of his pro-
fession, is out of place in the school
room. Every man owes duty to bis
vocation; it is his duty to DO al that be
properly may to elevate it, to give it
dignity and consideration in popular
oetoop, To tna oooon, NJ ic hn,oot ~ thic