The Newberry herald. [volume] (Newberry, S.C.) 1865-1884, 1882-09-07
Total educational fund s5O2, 500.

Total educational fund 5O2,5OO.
Our contemporary then observes
"With this large fund of over
half million has there been that gen.
eral diffusion of learning and that
advancement among the children that
would rightly be expected? Where
are the fruits of this grand system !
Iti a grand system in theory, but IN
practice it has been and still is def
cieot. The people should not be sat
isfed with glitteriug geueralities about
free education" Most true. But
should they be whit more satisfied
with "glitteriog generalities" by way
of criticism !? A fund is large or
small, not BY the mere figures ex-
pressing the amount, but by the de-
mand made upon it by the exigencles
for which it is raised. A half mil
lion is big sum in private parlance,
but what is it for educating the
masses of a million people?
But let US examiue our coutempo-
-ary's figures before We 60 farther.
We throw off the S27,500 college
fund, which all men who contemplate
the necessities and advantages of
higher course of education will recog-
nize at once as bagatelle. We deal,
then, with the s475,000 common
school fund. Are these figures cor
rect? Let Us see. The Comptroller
Generals annual report, showing the
public school fund for the fiscal year
1S79-'sO, states it at s415, l08 90 3.
This shows 100000 less than our
contemporary claims. Besides this,
there is at least $4,000 of this fund
per anuum which must be paid to the
school debt which arose under the
Radical administration. And this,
Notwithstanding the earnest entreatles
of the Superintendent, the Legislature
has persistently refused to lift from
the shoulders of the school system
under its present management, thus
crippling the present performance of
our school department by saddling 1t
with past derelictions for which 1t
was in no way responsible.
This, then, reduces our common
school fund to $4,000 instead Of
s475,OOO as, claimed by our contem-
porary. Now, let US see what de-
nand is made on this fund. There
are l34 scholars and 5000 teachers.
This fund allows, say $3.50 to each
pupil per annun, besides construction
of school houses and repairs, which
must be met out of the same fund.
And measuring it alongside Of the
number of teachers We find it allows
$1l7 a year to each teacher. besides
meeting the constructions and repairs
necessary. Now what becomes of the
enornoos fund of which our ccotem-
porary talks aud "tbe grand system,
in theory about which our contem-
porary thinks the people should not
be satisfied by "glitterlug general
ities.' We think 50 too. But does
not our contemporary now see where
those glittering geueralities lie? Does
1t not behold them at its own door?
We put it to any sensible man who
has three children of the school age,
if upon the payment of IS 40 year
for their ''schooling" he would be en-
titled to expect that general diffusion
of learning and advancement" among
them which our contemporary thinks
might be brightly expected" from our
school system. 49,, what kind of
teachers can the public expect to get
at an average of SILT year, deduct
ing from their ueagre salaries, in the
meantime, the necessary cost Of the
construction and repairs Of the school
houses.
Let any man of plain common
sense look at the whole proposition
and see with what our starved free
school system has had to wrestle.
Need we seek for "the fruits of the
grand system " "There is no doubt
that a through reform is needed ?
Yes, but toe first reform required is
to remember the quaint adage "PooR
PAY, POOR PREACH" This is the
substance of the reform required.
This is the beginning and the end.
of mending the iueaiciency complain
ed of. Under all these circumstances
and the miserable sun, doled outae
49, aAa.=sI;. Ao.nhare thok onu nre