The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1881-03-30
The Teachers Association.
THE NEEDS OF OUR SCHOOLS.
An Essay Read Before the Teachers
Association of Abbeviile County, at
Due West, 5. c., September l. 1881,

An Essay Read Before the Teachers
Association of Abbcville County, a
Due West, 5. c.. September l. 1881
by the Rev. W. NJ. Grier, ID. ID.
The Teachers Association OF Abbevill,
county Is not simply Il social gathering-it !.
not simply an annual reunion of those ell
gagged IN the same work. with their comnnoi
difficulties. common experiences, conmon en-
courageImcntS and disbursements. 1t IS ar
organization-an organization with q definite
aim and q fixed purpose; that Is. to promote
The interests Of education, with special. though
not exclusive. reference TO our common
schools. Now. whatever bears npon this higl
: aud worthy object directly or indirectly Is {
roper subject for discussion and conSidcrn
lioT here. It is our desire that tina Associa
ton shall prove y practical benefit 70 all thu
schools in tn" cc2niy. To-day We enter oul
third anniversary, anu while we could wish ;
larger attendanceuf Teachers ut these sessions
we feel sure that those whomcct with us from
year 10 year feel repaid for their time and Ia
hor. OitcntinlCS II is Just In such conference
rs these. with their essays and their iniOrlna
discussions; That high and noble impulse.
Srring into beings and are nurturcd into fixed
AMI definite rurpnScs-purpOScs commanding
all the efforts of our lives. Who is there in
any profession that has not sometimes fell
Tchry and hcavy-ladcn f rom sheer loncli,
ness.-who has not felt In the tread-mill rou
tine of his work that he Is passing through d
drcary wilderness without either auailS OF
mannac These annual reunions are to en-
gender hope. quicken sluggishncss. arouse en-
,liuSiaSm. in the ielt consciousness o
strength. dignity and high responsibility
Here 1t IS that the scattered picllcts rally and
the heart:cSsncSs and, it may be. panic OF sin,
glr-handed conflict gives place to the courage
and dannt'eSs intrepidity Of combined power
down" feeling let us hope that it will disap
pear in the fellowship and communion of this
OCCASION.
| desire t. offer few practical thoughts on
"Thc needs of our Schools For the sake Of
convenience these may be classcd as external
and Internal. Under the external weinclude
|. School houses. Wha: Is the character Of
these? Asa rule they are unSishtiy and un-
comfortable. Outside of towns and villages
they are generally structures OF The rudest and
most primitive type. Built Of logs, covered
i"!th boards, with but 4 single room. and that
contracted, there Is not IN element OF attric.
~tivcne>S or comfort in the buildings. In the
winter the children Shivcr with cold, despite
the blazing log-hcap In the immense fire.
place. In the summer the heat is intolcrablc,
and If the pupils were allowed the privilege
of making the Geography they would certain
~ locate their school-house in the torrid zone
directly under the equator. II Is freely adj
mittcd that successful teaching has been done
under such disadvantages, n that eminent
humble homes. But let MS not forget that 1t is
the prerogativc Of gcliius alone TO triumph
over difficulties and make rough places
smooth and crooked places straight. Mcdioc-
nurscl under all favoring conditions possible,
In order that 1t may grow TO q vigorous, sym.
metrical development We know, for in
stance, that Blaise Pascal having been pur-
pOsely kept In Ignorance of Geometry. Ibis
Seif-prompted genius discovered for itself the
elementary truths Of theI:orblddcn science.
At twelve years of age. according TO the uni
verSally received tradition, he was surprised
llic pavcmcnto OF an old hall. where he used 10
Play, and by means Of q diagram traced by q
piece of coal, a proposition corresponding to
the 32d Of the First Book Of Euclid. At the
age OF sixteen despite all the prohibitions and
obstacles that could be thrown in his way he
composed q %tractate on Comic Sections which
provoked the mingled i~ncredulity and adml-
ration of Dcscartes.9 We know that many
others less gifted and less known to fame have
battlcd their way TO extensive learning and
extensive usefulness without the aid OF school
houses or text books even. But IT would be 4;
great mistake to suppose that therefore the
school house. In It's appearance and the com
the education Of children. 1t is Impossible
for the Teachrrtodc good work unless certain
physical conditions are complied with. Chill
dren are naturally restless. In the most IA
vorablc circumstances 1t requires no small
amount OF skill and tact to curb Il do not say
Suppress q tendency so universal II pre-
dominant. The school houses of our county
in their general discomfort, with their biting
draughts Of air In the winter and their scorch.
ing rays in the summer. foster this %restless.
ness n render impossible h9.rieSree Of at
tention which the Teacher justly requires. 1t
Will no donbt be said that the school houses
are as good rs the public funds will allow.
That may be true, but there should be enough
private enterprise in every community to
make the school house, as also the church, at
%tractive to the eye and pleasant TO those who
occupy them. And indeed very much could
no 6nnn with frIfin0 nynanca Lot the Toaph.
err ask for the White wash and brush for q day
or,i4 Let him suggest TO the ladies that Il
cw pictures would add very much to the
pleasure OF the children: and, In many cases.
nestIy made, would work n revolution in the
general appearance of things. And such n
revolution as would awaken something akin
to fascination In school life. If there were no
Quickening Of the intellectual forces,
there would be such associations us would
render this quickcning much more probable.
We ask hen for better school houses-that
here may DC some %recosnttion OF the esthet-
children are to spend so many hours. There
is All education going on in every school,
without books or teacher-an education which
finds ruth in The beautiful, whether in
thought, in conduct or In our surroundings.
(2.) Under these external needs, we may al
SO include sympathiZing Trustees. The
school system under which we now work aims
TO be q thorough organization. Every detail
vi NEUTRALITY-SUSPICIOUS. llu SNuplo - SDSCl-
fed. According to its provisions the Trustees
stand in closest relationship to the Teacher.
They are to be his counsellors and helpers rs
well rs his inspectors. Too often the office is
merely nominal aud fails in the accomplish.
lnent OF its original purpose. The Trustees
are the recognized representatives OF the COM
and through them very much can be
done in the way Of building up. the school
md promoting It's success. Should differences
n:ise between the Teacher and parents, 81 wise,
hoard can do very much in adjust
ing such difficulties and restoring harmonious
relations. While it IS true that In the inter-
nal management Of the school the Teacher Is
and all interference Is impcrtinencc
still he will often feel perplexed and discour-
nged and will need sympathy and If he Is
young and without experience he Will CRATE
fully appreciate the suggestions Of larger OPP
portuni!ieS and of real interest In his work.
On almost every board there will be found at
least one member of education end profess
sional culture. Tie Teacher has Il right TO ex-
pect OF him an intelligent comprehension Of
the needs Of the school and a liberal support
of whatever will promote its efficiency.
81 Another external need is q E"..vOfinS pub
lie sentiment. The pui.!!.c school system has
had to tightits way in this section TO popular
endorsement and to this day, it L. regarded us
doubtful experiment on the part Of many.
Not q few contend that the appropriations
fo- it are u waste of public funds-olhers re.
gard 1t rs an enemy to cheap labor and q nur-
o n the ground that It is radically unjust, for.
cling the rich to educate the poor.
Let us look for a moment at one or two Of
these popular objections.
1t will not be denied that In the South there
Is Il largeand influential. though not active or
sentiment against our coinmon
on the ground that they spoil the Ia
bOrcr. They nil him with aspirations and
ambitions. They make him DISCONTINUED and
avcrse to hard work. After a little schooling
he begins at once to seek easy positions, TO
make speeches, and becomes a candidate for
that will take him out Of the sun
aud from the plough handles. ~ will be seen
this objection refers mainly to tour
brother in black" since he Is dis:inctively, the
of the South.l
Now there are certain general principles
recognized and illustrated by all writers on
political economy which ought to aid US in
measuring the force of this popular objective
sentiment.
Observation shows h :intelligencc as a rule
cy to multiply and stimulate human desires
effort. Nothing stimulates desire
like knowledge. 1t has been well said, "Igno-
everywhere clothes itself in rags and
lives III ho*e1sS but wneT( mans nature is
opened by education his desires c'a:nor at the
gateway Of every nerve and sense for gratiti-
The saraseis perfectly content with
q bare hut for Il home, Il few skins for his
dress and half cooked flesh and a few roots
for his food. Educate him to the civilization
Of Europe or America ard you increase his
wants Il thousand-iold. TO crafty these wants
becomes an earnest steady laborer. Every
power of body and mind Is aroused to the
highest activity. Invention and observation
are auickened. Incidence is spurred to cease
less toll, and the lazy child Of barbarism be-
comes the restless seeker after wealth.:
"rower'd cities please him then
And the busy hum of men"
The rude hut is changed into the pleasant
tasteful home, with its carpets, its pictures
and it's Thousand comforts. Letany one enter
the home Of a thrifty, intelligent, well to do
laborcr and he will see in every corner the
of toll. With this betterment of his
other benefits follow. Social and
moral Influences begin to restrain and con-
troll. and the tendency to vice and Cline Is