The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1890-12-04
THE MODERN SYSTEM OF EDUCATION.
An Examination of its Theory and Practice.
Written for The Herald and News.

An Examination of its The ory and Practice.
Written for The Herald and News.
The age in which we I've has justly
been described to be an age bristling
with questions. Every human institu-
ton is being tested in the crucible of
common sense; and with an earnest
ness never surpassed in the worlds his
tory, men are now asking Of each other
and of the things about them. Why
are you hereo The tremendous infu-
ence of this universal spirit of inquiry
is everywhere making its presence felt.
| No idle speculation this. l, is the eX-
perience of the entire civilized world;
nor is it wise to ignore the existence of
truths daily forcing themselves upon
! US. Some, fondly clinging to the past,
may naturally strive to resist the tide
of revolutionary ideas sweeping over
them; others, however, oftimes with
equal honesty and sincerity, believe
submission to the arbitrary eXpedients
Of generations wholly differently situ-
! ated from our OWE is not only folly but
madness. This latter class of thinkers
is a large and influential one. 1t is
moreover a growing one. Knowing
the past, respectingits usages and opin-
! ions to degree amounting almost to
reverence, willing to learn all lis closed
pages have to teach, they nevertheless
! believe that the present should in large
measure be controlled by the ideas and
needs of the present. What, then, do
we see transpiring about US? On all
sides the restless energy of transition
period. Opinions stamped with the
approval Of centuries are becoming
modified; traditions, sanctifed by the
love aud veneration of countless ages,
are losing their hold upon the human
mind, while principles, long accepted
and acted upon as though they were
indisputably true, are fading like morn
ing mists before the rising sun. Is it
then surprising that the false idols Of
education are tottering in manner
never before witnessed? Can we wCn-
der that ill-conceived notions regarding
the scope of instruction are meeting the
doom Of all other delusions?
With this change of sentiment and
opinion there come, however, some
grave considerations. There is, for eX-
ample, now and then suggested the
possibility that the awakening to the
shortcomings of contemporary meth
DDS of mental discipline may lead to
consequences not only unhappy but eX-
ceedingly undesirable and deplorable.
| We may prune too much from the tree
of knowledge; nor should the fact be
overlooked that every change by no
means promises an Improvement.
Radical alterations in the present
scheme of education would therefore
| be undesirable until after the very ma
turest deliberation. In ridding our
selves of evils that have come down to
| US from remote period, we must re-
member the essential elements of all
| liberal training or broad culture.
There is, of course, much in the mod.
ern system of education that may be
improved upon; and we should run
every error to the wall. Let us first be
fully persuaded, however, that what
we propose exterminating is in truth
an error. At the same time, we must
not be misled by those wholly incapa-
BILE of guiding US ia such matters. Nei-
ther should idle clamor sway our
minds. How common it is, for exam
pie, to hear people glibly discuss "new
methods" or eloquently dilate on "the
needs Of practical training" who are
really as ignorant Of such matters as
Uncle Toby was of women. 1t is the
attempt Of illiterate or injudicious men
to right what is clearly wrong-what
everybody comedies to be wrong-that
has so often occasioned to the world
and to mankind irreparable loss.
Hence the dlstrust for newly advanced
clearly grasped. In the familiar but
significant observation "we don't like
new-fangled notions' may be found an
apt illustration of this popular conserv-
alton. The position is very excellent
one to assume,-provided, always, one
is morally certain Of the dishonesty of
the hawker retaining such "new-fan-
pied notions.' We should ever be
ready, however, to compare what is
offered us with what we have to the
end that VIC may realize how we'll or
badly off we are. Indeed, no progress
| is possible unless such a course is pur-
sued.
There is yet another fact to be kept
in mind. Institutions altogether vi
| cous should not be confounded with
those naturally good but corrupted
| through abuse or neglect. Certain tea-
lures of our system Of education, for
example, may be discovered to be alto
gether indefensible; while others, in
stead Of abolition may require reforma-
ton only. This point is pressed.
Every change, whatever its results, has
improvement for its object. Before
materially altering the system of edu-
cation with which the world has so
long been familiar, it becomes our plain
duty to understand thatsystem. Then,
and not until then, could we be in a
position to discard what is useless and
retain what is necessary. A complete
mastery of the subject wonld, to be
sure, require the work Of a lifetime; but
even the slight work embodied in these
lines may suggest to some a few hints.
On the other hand, some again, becom-
ing dissatisfied with the lack Of origin
ality herein displayed, may, through
such influence, be led to perusal of
those volumes so often called upon in
the preparation of this very imperfect
sketch. PUPIL.
SENATOR HAMPTON SHOT.