Edgefield advertiser. [volume] (Edgefield, S.C.) 1836-current, 1894-12-12
they had to bear ne became their
fellow-sufferer. He partook of
their meals. and slept among them.

them to meet the rising sun, anc
to the praise of God. All day he
was with them, assisting the help
less, teaching the ignorant, ano
admonishing the transgressor. He
wept when they wept, and rejoiceo
when they rejoiced. He was tc
them as q father, and they were tc
him as children. This will doubt
less seem to our modern teachers
al extraordinary school, but we
think the secret of good teaching
lies in this kind of school. We
do not altogether agree with Pesta-
lozzi in his way of teaching, but
IN the main we do. This nearness
through sympathy, which doubt
less was the secret of Pestalozzi,
should be found in every school;
and the power which brings the
teacher inIo near sympathy with
his pupils Is the feeling of benevo-
lence, of humanity, of philan-
thropy.
However, tried by modern stand
ards, as we have said, schools like
Pestalozzi's would be failures. The
disorder was pitiable, and the posi-
tive instruction was very slight.
He was cropping for method all
his day. He felt intensely, but be
saw but little. His benevolence,
goodness, and generosity were
boundless. He was as simple, un-
affected, and truthful as a child.
What then was the secret of his
success and power? How has it
happened that this Swiss peasant,
this ignorant and uncouth man,
this itinerant teacher, has made a
name and secured an influence in.
the world which have insured his.
Immortality? 1t was the absolute.
devotion to the good of his kind,
1t was his quenchless for the poor;
poor.
All the great reforms in politics.,
in religion, and in education +
consisted in restoring to
certain rights of
that thus ithfpfles b }i1tea the mfnoo'HopbIy
tain things by: those wh
chance to be invested w
thority and power. Thus in
before the revolution on the one
hand was defiant, naughty royalty,
and on the other the poor people,
weary and heavy laden. Could
power always be arrogant and un-
pitying? Would the people alwaysl
suffer? Had Louis XVI put his
ear to the ground he might have
heard the rumbling of the EARTH
quake, but he did not and the
crash came, his throne was over
turned, and he periahed in that
awful night of pitiless storm.
1t has been the tendency ever to
make a monopoly Of learning, and
learning is disposed to be aristo-
cratic. In all ages of the world
men have. attempted to make 6
monopoly of learning. Anciently
the priestly class was great be
cause it was the only educated,
class, and it continued it's au.'
thority by keeping learning FROM
the masses. Popular ignorance
was the condition of priesty
power. Il is a problem in Englam,
and we might say in some parts'ftt
America, to-day, as to what nniet'
result if the lower classes shoud'
be educated more highly. In so1esa'
places there is tendency to &C. 8,
cate the men and women as toe,
or machines, and in those plas = =
the poor people are neglected -
most entirely.
There is also some ground I
fear that the schools may be dra =
into false tendencies by the =. =
ministration of education by =. :.
scholarly class. 1t is very prol ~, =,
BILE that when a professional teat -
er draws up course of study :tN
his school that he will rather thi
of his own taste than really wEp'
those need whom be is to teaGf1
The school by no means is to -
conducted on the basis that -
students are to enter some profe'
sion, but on the other hand thu
are to become men and wome
who must live by their labor III
believe, to some extent, slightot
perhaps, the school has driftne
away from the people, and thai
wishes are ignored, and SO an he
tolIoo+,,o1 aristocracv ia encOlOC