The Pickens sentinel. [volume] (Pickens, S.C.) 1871-1903, 1885-04-16
EDUCATIONAL.
Nuaiihcations Necessary for u Progressive
and Practical School Superin-
tendent.
Glennlngs From Various Sources on Var
lou" Subjects Embracing Suggest
i've Hints
PUBLIC OPINION.

S 'e"oo' "Nou!.'tciS equipped, ratn-
er than for each one to maintain a
we weak and poorly, equipped high school.
The only thing that stands in the way
OF such union is local jcalously, and
the sooner that is set aside tho better.
More liberal appropriations for salar-
les OF evening school-!cachcrs should
early follow, that these schools, as far
as can be, may be made widely rccoo-
nized and well regulated part of the
state system. Statistics tell lis that
evening schools, like day schools, when
Hnder similar conditions, have proved
success, but when maintained under
clcemosynary management, or by an
indifferent public support, have never
Justified the expenditure. c.-NdsSachu
sets Board Of Education.
To learn to read easy Latin prose
and ordinary French prose at sight, is
as good training for pupils who arc not
going to college as it is for those who
arc. If the technical schools
should add to their usual requirements
Tor admission, Latin, and the elements
OF chemistry, physics, botany, and 20
ology, they would strengthen the hiph
schools. secure to all their regular pn
pills broad and firm foundation for
special studies, and raise the general
level of their own courses. President
Eliot
asked two Prussan officers, whom
met in the summer of 1871 at FORTRESS
ina, how the German troops behaved
when going into battlefield they cheer
and encourage each other? The reply
l received was "Nevcr in our oyncr-
lcnce has the cry, .IVir 7nusScn scizcu
we must conquer,-bccn heard from
German soldiers; but in Il hundred in
stances we have heard them rcsolutcly
eXclaim, Iptr muSSen unScr Pficht Maua',
we must do our duty" 1t was 4
sense of duty rather than love of glory
that strengthened those men and filled
them with an invincible heroism. py0-
teSSor Tyndal.
Those whose reading is limited sell
dom makea success of teaching. They
form class of verbatim teachers,h
who teach children sound not sense. -
Mary Allen Vest
The results of reading arc best pre-
served by communicating them to 9th
ers. 1t is of little use to read to ones
self and never to speak of what one
rcads.-Lyman A6boU
tiop of stream is easily changed at its
source. you can make somethinn Of
Scotchman if he is caught youn9 ~
said DIR. johnson; and tho sayin~ nav
be applied to the little people of nil
lands.-7He Lighthouse, Uilmingiou.
N. C. '''
Educational journals furnish n means
OF improvement which no teacher can
afford to ignore, and which no success
lul teacher docs ignore. The best teach
crs need such helps; and what is to be
s&!h ct the teacher who fails to provide
himself with such implements?-
Normal Icachcr.
Chlld-naturc is n furnace wherein the
animal dross may be purrcd and the
mind and heart left pure and fresh for
the entrance of good thoughts and the
expression of noble deeds; or the pcm-
mel beauty Of precious souls may be
s0tt"d and cOrrodcd and burned with
passion so that they crave nothing
good, love nothing pure, and hate ali
that is holy.-S. W. JoWrndI Of EdUco.
non.
TIE SUPERINTENDENT AND TEACHER.
We can imagine cases where the
presence OF superintendent in town
may not be an unmiXcd JOY to the
teachers. The only safe basis on which
both the superintendent and teacher
may stand is one of mutual respect,
trust, and kindness. Where there is q
lack OF any of these qualities, all par
ties fail to secure the benefits which
should arise from such Il union.
lhc pcrlntcndcnt, from his posi-
ton, is like n Waterman on the tower
lie must look afar and read the signs of
the times, not only in events already
happening, but those to come. In one
sense he is n seer, while the teacher
pinned down to her schOol-rOOm routine |
VII find her horizon narrowing, if no |
fresh life comes to her from outside !
sources.
The progressive superintendent is |
supposed to be thoroughly acquainted |
with educational principles, and to
have his rv"5 open to what is going on
in those circles where there is the most
life and progress. Knowing well the
condition of his own schools, their !
weakness and the lions in the way it is |
his business, as well as pleasure, to be |
on the lookout, to CLEAN from the wide |
field all those methods and hints that |
will be of service to his own teachers.
In no other way can he become so truly
helpful.
The true superintendent is not a spy.
lie takes it for granted that his teach
ers are rs much in earnest as he is; that
they mean to work faithfully, ntcll-
gently, and with reverence. His posi-
ton being one Of greater freedom than
the teachers, naturally makes of him
source of supply. The teachers have
right to look to him for new light and
help. lie need not command but sup-
gcst. He need not listen behind closed
doors, or pump small urchins in regard
to the inner workings OF school life.
His own judgment and penetration
will give himall he has right to know.
The drift of teachers work, the quail
ity OF her spirit, are not such hard
things after all, to determine
No matter how far wrong Il teacher
is, if her mistakes are pointed out in a
kindly manner she will take it kindly
If she deserves to hold her position.
The greatest power of the superin-
tcndcnt is his moral force. He can