The Newberry herald. [volume] (Newberry, S.C.) 1865-1884, 1881-01-26
FoR THE HERALD.
Schools and Teachers.


ID in irony.
We, too, write Institute with en-
Dhasis in the catalogue of means for
promoting the interests of education;
out one or the other of them had
deal to say about teaching being made
a stepping stone.
We are glad that the numbers con-
tanning their articles are not before US,
and We have forgotten which one
harped on the ''stepplng stone )" tc'
the fate of Smike would make US ner-
yous of the one and We might not rid
US of the other as did Bone Bones
with his pumpkin. Though we would
foster the Institute We will not pass
The Stepping Stone.''
Why is the school room of an old
field school made a stepping stone to
other professions ? Does any interest
suffer by it? Is it not, under the
circumstances that We shall show,
rather a benefit to all Interests!
The great mass Of the people never
have had, and none need hope or wish
to see them have, more than the e!e-
ments of scholastic education. In
the first place it is impossible: they
will nos receive it. In the second
place it can not be desired by the most
benevolent fanatic. It would not be
conducive to their prosperity and hap
piness. Were it feasible and costless
to carry the great mass of the people
through several years in the higher
branches now taught in the currieu-
lums of our high schools and colleges,
we in kindness to them would protest
against it. Possibly the system OF
teaching may be altered so as to change
US in oar opinion. We are not able
to suggest that alteration. The great
bulk of the people must from necessl-
ty and choice and for happiness labor
at the plough and hoe, the forge and
work bench. The tendency Of thor
ough scholastic training in our schools
is to disqualify the recipient both by
taste and habits for these pursuits.
We are an enthusiast for popular edn-
cation to degree.
The elementary books and branches
should be thoroughly understood by
all, even to the most abject. Means
adequate to this result should be pro-
vided and the Site should foot the
bill.
But don't try to make water run up
hill. The frog could not swell up to
the size of the OK. Do not try to
change the tastes when those tastes
are natural, healthy and lead to hap
piress. After the masses have re-
ceivad he.elements of scholarship, if
you can not give them science and art
in the vocation their tastes and neces
sites lead to; if you. can not cultivate
them to industry and patience, dill
gence and perseverance, stop tight
there. 1t matters only little to the
mechanic or husbandman whether he
can demonstrate Euclid or conjagate
the Greek verb. We know there are
those who cavil at an education made
means to special end. They want it
as expansive as the universe. That is
we'll and true but not for the mass
They have neither such leisure, ability
nor taste. In giving the elements spe-
cial gerius and talent will manifest.
These rarer stones will find their way to
the lapidaries in our colleges and thus
those lofty sciences which have been
evolved and fostered by the most Illus
trious lives, and which through the
most intricate labyrinths Of thoug gbt
have given simple rules to mankind,
will be preserved and improved.
Is any great degree of talent neces-
sary to teach these elementary ranch-
es, viz Orthography, reading, Wri-
ting, aud the simplest combination Of
numbers! Are they not principally
taught by rote or memory? Are there
sufficient difficulties to surmount, or
do they offer sufficient honors and
emoluments to command professionally
the best talents fo- more than few
years? We mean the old field school
teacher; what is the fate of him who
selects this as profession? Partly
from its sinpleness and partly from
the poverty and spalseness Of our pop
ulation the common pedagogue barely
gets good living for himself and
family. There may be, too, some want
of appreciation in it, but We will say
nothing of that as men do not love to
be told of their faults. After few
wears of his zenith the teacher be-