The Union times. [volume] (Union, S.C.) 1894-1918, 1895-03-08
Is "VON' CORRECT
WHEN liz oAlS OUR FREE SCHOOLS
ARE \ FAILURE?
Editor Of uSloN TINES:


Editor Of UStoN TINES:
In your issue of March lst., you publish
paragraph pcnued by "VoX' which is
without doubt the most condensed piece of
ccnsurism have ever seen.
Ii takes in everyone connected with eur
free school system from the lawmakers of
our State down; and as | am engaged in
teaching one of those free schoU's feel, rs
many others engaged in the same work do,
| that "NoX has not done the subject Justice:
and hope you will allow m space in your
columns 10 state a few facts.
"NoX' says. .'Our free schools are be.
coming more and more complicated Per-
haps this is true III some cases and untrue
III others. Teachers are now required TO
teach several branches winch were ommi,-
ted from the free school curriculum until
recently. Ii these additional requirments
make our tree schools more complicated,
then am ready to yield THIS point; other
wise | see NO additional complication. This
feature raises the standard in our free
schools, enables the poorer class of children
to gain a greater amount of knowledge than
they could before these studies were requir-
ei to be taught i'll the public schools, aud
therefore it deserves to be commented by
all liberal minded people
lie says No real benefit is being derived
from ii 10y the country children Allow
ne to say just here thai personally know
several young men, who were born and
reared i'll the rural districts OF this State
WHO were enabled by aucLding our public
schools TO attain such knowledge as enabled
them to proceed with their studies at home,
prepared them to transact ordinary business,
and they taxing al Iantasc of these oppor.
tuuitics succeeded III advancing step by step
TIL they gained for themselves u thorough
collegiate educatiou and today some of them
stand among the best educated men of our
country. Had it not been for the public
schools they could not have constructed the
foundation for their cducations, and their
circumstances would have necessarily forced
them to remain illiteratc laborers. Our free
schools are as good now rs they were then,
aud what these men have done others can
do il they Try.
These cases, admit, Il re exceptions aud
not the ruic, but they will assist US in ap-
prcciating the value of our public schools.
But let US take the schools now, let us
visit all the public schools in our county
aud see what is being done. In most of
them We will find conscientious, faith full
earnest, working teachers, and though they
arc working for the "pccuniary reward"
they rcliazc their responsibility, they know
their duty aui are striving in every possible |
way to perform that duty faithfully and nc.
complIsh some lasting good. We will find
these teachers surrounded 10y many bright |
children who possess iuc meutal powers TO
bc trained. Many OF these children have |
already learned enough to create q thirst tor
are studying faithfully and are
rapidly gaining information which will be
of service 10 them al through life. We will
,l. fin. m Oh irpn ln al rn. ypfk
the value Of kuowlcdgc and therefore, arc
not doing such good work. But do not give
them VI. Their teachers by gentle, patient
means will succeed IN stimulating desire |
for learning, and most Of these children will |
gain such knowledge as will DC Suthclent to
enable them to calculate and keep an intel |
ligcut record Of their business transactions: |
and that will be of incalcuIab,e benefit 10
them Many Of the parents Of these childieu
are unable 10 pay for having their children
instructed, it would be impossible for them
TO do So aud therefore these children would
remain III complete ignorance II 1t were not
for the free schools.
This being the case | can not sec how any
liberal thinking man can say our free schools
are failure. When we carefully examine
our free schools sy'tcm we arc all compelled
TO admit that it is not perfect but, because
il j. imperfect, do MT let us condem it rs q
whole for it has many things about it which
We mast ny hold il we would assist tho poor
cr class of children in advancing and i'm.
proving their condition.
We cannot i'll II casual way even form All
iea OF the vast amount of good hese schools
are doing therefore let us investigate their
work and try to improve the system, but
never con lem it.
"Pedagogue.