The clarion. [volume] (Jackson, Miss.) 1883-1888, 1885-05-13
Our Educational Needs.

EDITOR CLARION 1t occurs to me that
this is the time to bring this subject before
the people of the State. We have had a
system of public education in Mississirpi
now about fifteen years-cert 4inly a period
of sufficient length TO develop its practical
workings and to indicate its needs. When
we remember, too that it Is about the only
means OF providing at least an elementary
education for about 800 coo children, its
vastness and importance are at once APP
parent. And more, that we are now max
ing the future of the State, for the next
generation so far as intelligence Is CON
cerned. Add to these 100000 annually
expended for public education in the State,
and we have the case stated III men are
not important factors in the history ef
States, Of nations, and of the world !
have read history to little purpose. So
also in tillin, the soilA mechanic arts. com
merce, the foe arts, literature and eduea-
ton in all its departments For these
make the State. These leaders OF thought
and of action, trained in the fields where
they became famous did not wait for
events they made them. Success depends
upon fitness. and this is but another word
for professional ability. These leaders.
without being commanded, "incute vim
vents"
Horace Mann lifted public education in
Massachusetts ogt of chaos and gave il
symmetry and life; and his ideas now
pervade the educational systems Of the
Great West
We need a man at the lead Of public
education who is not only enthusiastic. but
Is also thoroughly acquainted with the
history of public education, at least in
Il L 4
in no small degree, the legislation OF the
State on education, and the changes in the
law from time to TIME. would indicate
I:fe, rather than mistakes Of revious legis-
laton But he would work, too, through
more than twenty hundred teachers He
would at once see that the great body of
these must be taught, or else he could
accomplish but little for public education.
How can this be done? One way Is, BY a
system OF Summer Schools, having a caIe-
fully arranged curriculum for a three
years course, and graduating those who
completed IL, giving diplomas which shall
entltle graduates to first grade certificates.
good throughout the State, and free
them from further examinations These
schools should be In ssesion from four to
six weeks each year. OF course the stu
dies for each year would be pursued at
home. The last days of each session
devoted to graduating ceremonies, and
arranging classes for the next year. The
expense should be borne in part by the
State.
Soon the number of graduates would be
large and it is easily seen what vigorous
life would be unused into public educa-
ton throughout the State; and the IN
progressive teachers would soon be eIimin-
ated from the roll of teachers great
blessing to the State.
An era of better school houses would
follow-another great need and teachers
would be better paid. Who would not re-
joice To see such Improvement in the State
1t can be done. And this suggests my idea
of evolution. Life is growth. Improve
man in his taste for nealness, things suit
able, lovely and beautiful, and Won a~e
evolving a high type OF civilization. This
Is long way off from the nonsense OF
making man out OF a tadpole, but it Is a
long step, too, from the uncomfortable.
dilapidated house, miscalIed a school
house l have observed, too, that when
the teacker is more than usually refined
and intelligent, that the people almost in
stinctirely think OF putting the house in
the best condition. We would soon have
a Chatauqua" in our own State. and its
meetings, sources OF social pleasure and
profit TO every party of the State. But as
these thoughts are designed to be only
suggestive, ! close. F. ID. MILLER.
Holly Springs.