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

THE UNSTABLE FOUNDATION.
a number of excellent papers were
read before the Teachers Institute last
week, and we propose to publish them.
We present here the first one by Prof.
McElroy, Of the Generostee Academy:
Our educational system viewed as s
whole, from the university down to the
district school, is somewhat suggestive of
the manner in which the Japanese
houses are onstructed-roof FIRST, foun-
dation afterward, each part of the work
as it is successfully completed resting on
temporary props. Higher institutions of
learning constitute the superstructure of
the educational edifce; common and
high schools the foundation, on which
the whole building, ftly framed together,
safely and solidly rests. So constructed,
the system, which has for its grand end
the amelioration of the people, not the
benefit of privileged classes, assumes an
air Of strength and symmetry, and gives
assurance of safety and protection to the
important interests that reside therein.
Considering the high character of the
colleges and universities of the country,
how nobly they respond TO the demands
of the age, it is matter of surprise and
regret that the common schools should
be 30 sadly inefficient. They have fallen
into decay. The age being progressive,
it demands progress equal progress, all
along the line. Great improvements in
the science of teaching have been made
within the last half century. Each sue
ceediug decade marks an epoch in educa-
tional history. The common schools,
however, do not share in the progress
manifested in other departments. They
are relatively far behind. Now, it is
very evident that this state Of things
must be detrimental to the cause of edu-
cation, particularly in country like
ours the existence and preservation of
whose institutions depend 30 largely on
the intelligence of the people Any
detection of one component of the sys-
tenn endangers the whole. Its beauty
and symmetry are marred, its strength
and usefulness diminished, and it can no
longer perfectly subserve the interests
Entrusted to it. The common schools
being the only available means of edu-
eating the masses, the danger is pecu-
liarly great if they fail to keep apace
with the progress of the times.
There is good reason to believe that
the higher institutions have already suf-
fered much on account of the ineficiency
of the lower. The necessity of estab-
fishing preparatory departments in
almost every college, is evidence of the
existence of g wide gap between the two.
1t is noticeable, moreover, that year after
year, more thorough equipment Of
these departments is demanded. This
fact seems to indicate that the gap is
growing wider. The reason is obvious.
The colleges are advancing, while the
common schools are almost at q stand
still. They surely ought to finish such
instruction in English, Arithmetic, Ge-
ography, the elements of Latin, Greek,
and higher mathematics, as would enable
pupil to enter the lowest college class.
Yet in these branches, without which
even the rudiments of an education can
not be acquired, they are so deficient
that to enlei the Freshman Class requires
from one to three years of additional
study. We repeat, thea, that it is to
be feared that the higher and the lower
componeDts of the system are growing
farther and farther apart, the former
keeping abreast with the spirit OF the
times, the latter falling steadily behind.
The noble ediice is resting, not on a
solid foundation, but on precarious
framework of rough, decaying tim
bers. The efforts of our educational
architects have been devoted to complet-
ing one part to the neglect of another.
The ornate marble keystone has been
cut, polished, and set in place; the rug
ged granite corner stone has not yet been
hewn from the side of the mountain.
One naturally inquiries. "What has
brought about this lamentable condition
of the common schools?" In view of
the universal need of improvement in
popular education, it ia not easy to an.
swer such question. Many things
enter into satisfactory solution, for
many things, perhaps, have contributed
in producing the state of affairs alluded
to. We might conjecture that unwise
legislation, the effects of which are seen
in our clumsy public school system, is
one of them. 1t is unwise, or at least
unfortunate, lie. islation that fails to dis
tinguisk between competent aud iocom-
petent teachers, that provides only the
most meager facilities for training teach.
ers, that makes the annual examination
the only test of ability, and that stupidity
insists on submitting them to the annoy
ance and humiliation of re-examination
from time to time, or whenever they cross
a County line or a district boundary
Public opinion, that powerful but not
always discriminating arbiter, has doOe
much to bring teaching, as q profession,
into disrepute. The average itinerant
pedagogue is regarded with Certain
condescension" as sort of beneficiary,
nevertheless very honest and useful fel.
low, deserving respectful notice of the
Township guardians of the
public funds. He is even sometimes
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