The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1890-07-17

as only subordinate, can De expected 10
flourish. One of the first things to be
done is the explosion of this delusive
idea. Men must, in some way, be made
to see that education possesses an intrin.
sic value which cannot be estimated by
decimal computations, whose standard
unit is the almighty dollar.
How may the common schools be SO
improved as to meet the growing de.
mands of our civilization, 30 perfected in
organization and method as to work eff.
cieutly side by side with the other com.
ponents of the system? Such questions
most deeply concern us as teachers and
as citizens. 1t may not be out of place
to remark, in passing, that the methods
of some quasi reformers who, in their
blind zeal to correct errors, persist in
tearing down everything, good and bad
together, will not serve wise purpose in
this connection.
Whatever other influences may be
brought to bear in carrying out this
much needed reform, it is almost self
evident that the ;nitiatory must be taken
by the teachers themselves. However
much or little they are responsible for
the present condition of the school sys-
tenn, no one else is likely to undertake
the work Of renovation. Shall we wait
for Legislative aid? We have already
been waiting and relying on that for
quarter of century with rather discour.
aging results Shall ne wait till public
opinion changes and begins to appreciate,
as it should, the Importance of the teach.
er's position? We shall assuredly suffer
disappointment if we do. Public opin-
ion has to be formed and moulded by
influences not always confined within
itself. Ifit is not what we wish it to be,
| it must be made 80. Allusion was made
moment ago to the manner in which
the average pedagogue is regarded-the
"certain condecension" with which be is
tolerated. It is too often, alas we'll de-
served. If such one finds that the title
Professor must be adorned with quotation
points when applied to him, let him not
take offence too hastily, but consider
whether his bungling methods and lack
of enthusiastic energy have not brought
the reproach upon him. General ideas,
vague conceptions of the nature Of teach.
ing will not enable one to do successful
work. He must not attempt the intricate
and laborious duties of the school room
without definite plans and aims. He
must think, develop, perfect. This
has been denominated "the age Of
specialists" The teacher must be spe.
cialist if he desires to elevate his calling
to the rank OF profession.
True teaching is an art, not trade;
the true teacher is an artist, not an arti.
san. The latter follows models devised
by others as an imitator; the former, as
creator, invents, discovers and pro-
duces. To be an artist requires devotion,
patience, perseverance, enthusiasm and
concentration. "This one thing 1 do"
must be the controlling and inspiring
principle of the teachers life, if he
would magnify his Office and make it
honorable. The artist teacher must pos
sess all these requirements in high de.
degree. His studies are not human faces
and natural scenery, but the human
mind, in all its powers, unfolding and
developing in accordance with the laws
of its being. His ideal is the complete
man. With the nature of the mind and
the laws of its growth, then, he must be
we'll acquainted. In order to the
upbuilding of the common school system,
no effort should be spared to have the
teachers professionally trimmed. Arts
tic or professional work in al other
departments demands this, and it is
absurd to expect the beet results in teach.
ing without it. Put we'll tuned piano
of delicate touch and sweetest tone in the
hands of novice and the result is, not
harmonious sounds, bat grating discord,
and, very probably, badly damaged
instrument. The child.mind is far more
delicate than any musical instrument.
Its heavenly harmonies cannot be
brought out by unskilled hands. Give
US energetic, enthusiastic, trained teach
ers, and an educational reform will sweep
over the land, and our common schools
will take their proper place as one of the
most important Gomponents of the com.
pleted system Then they will become,
with the other stronger aud more digni-
fed departments, "a thing of beauty and
a joy forever"
Teaching is hard work; but, if faith.
fully performed, a work not without
grand rewards. It is an humble calling,
at least very generally so regarded. This
should not discourage the devoted
teacher. The world, although it may
forget him, will see the fruit of his labor
and will be made the better and happier
by it. Let him not look upon it only as
an ordinary calling, having for its ulti.
mate end the acquisition of mere pecu.
MARY reward, but as noble profession
to which he may devote all his strength
aud energy. By and by he will find
himself ranking with the good and the
great, not beneficiary, but benefactor
of the race. Let him have regard to the
demands of his work, its grand possibili,
ties, its far reaching results. Character
and destiny, national as we'll as individ-
ual, are in his hands. By taking this
exalted, but we think not exaggerated,
view of his calling, the horizon of his
life will begin to widen, and instead of
being hemmed in by Insignificant bound.
aries, his vantage ground will be the
| s.nn-oat f,,1 Ill,