The people's journal. (Pickens, S.C.) 1891-1903, 1899-07-27

universality and the immutability OF
cause and effect. Then they will know
that o wrong done can never be
righted that 1t cannot be undOne.
Teach o man TO recognize in all epheres
Of activity tho orderly processes OF
nature, and so to feel his responsibility
to be in harmony with the Divine
WILL to promote the good and not the
evil.
Education does not consist merely in
developing In lib mental power. 1t
should also supply us with useful
knowledge OF our environment. This
cannot be acquired in day, and it ls
folly to lose the years OF our schooling
in exercise merely for the strengthen
Ing OF our minds, as dum6-bells strength.
on the muscles, instead OF strengthen
Ing our minds by acquainting us with
the great truths that are involved in
the life about us and with the problems
that will soon press upon. Life Is too
short. Duties are too pressing. We
should learn what we need. In the
last half century there have como to
the front social and industrial problems
overshadowing all else. Some sage
has said, "The only good ia knowledge;
tho only evil is ignorance" In the
last analysis, svery good goes back to
knowledge as It's basis. Every OWL
may be resolved into ignorance as its
cause. We must know tho right In
order to do the right.
But education should do more than
fit one to grapple with tn, problems OF
life. The whole man should be devel-
oped to the fullest. Our course Of study
Artistic side Of our nature, that We may
be in full harmony with tho creation.
Otherwise, these potential pleasures
remain unknown to us-there is an
irreparable loss to the total o.
human happiness. We should teach
art and music In our schools. The ex-
pertinent at the State summer school
has satisfied me that anybody can learn
to draw, and that anybody can learn to
sing.
The school should not aim to prepare
for college; it should prepare for life.
The college should take the boy that
comes to 1t and prepare him still bot.
ter for life. 1t should not make an lido.
out OF what it calls college course
All education should prepare for life;
should help to give US h true attitude
towards life.
3. Better moral support from local
authorities Is the next most important
! need Of our country schools.
The trustee and the parent, aI vel
as the teacher, need to be educated al
to their duty. Their attitude may de-
stroy all discipline. Above all they
should not change the teacher unless
there is certainty Of getting better
teaching. The good teacher should be
kopt permanently. Thus may the
teacher learn the children's disposi
tions, win their hearts and train theil
characters. Moreover. o new teacher
doesn't know whore the children are
prepared to take up their studies. A
| large part of the session Is practically
lost while the teacher Is experimenting
with the children.
| 4. Better supervision Is another
need. The county superintendent ar.
usually paid too little to support theo
and permit them to devote themselves
to the work and study OF supervision
as profession. They must pursue
other occupations for living. Some
perform no more than certain cleric =
duties that might as we'll be performe.
by the county auditor. All this shoult
be changed.
5. Better organization and division
of tho school itself is O pressing need
We should seek to cultivate our coun
try schools. Instead Of four or tiv
poor schools scattered over neig b
borhood we should have one stron,
school, with two or more teachers
The children could be graded an,
taught better. The teachers woul
stimulate each other by association
and conference. The monthly salar
could be higher and the employm on
get to the school Here is the prob
lem. | insist that they can walk
great deal farther than their too indul
gent parents are now usually willin
, for them to walk. We now have man
neighborhoods In which 1t Is possibl
to dispense with several schools an
patroniZe one without serious lncoAve
nionce. | am glad to observe som
tendency to this.
In the theastern and Northwest
ern States they have resorted to tn
practice OF employing driver 80
team to bring to school and carry hon
the children who live beyond q certai
distance. | hope within the next yet
to look into this system. 1t Is vel
possible that with the money saved /
, abolishing just one Of our weak count
J schools the moro remote children me
D be hauled to the big school hou,
which will be supported by the man
VI eAo WILL 90 VI Aoul osISI bCAOOlb bu
I planted by it.
6. Lastly we need better ansnci
l support, longer terms, better equi
y ments, better salaries. This must con
u by levying a special local tax. p,
Q this last because | believe that wit
Gus present resources we can do mut
i on tho lines above indicated to give
}, better schools. When these things a.
l done and the people SEQ that I'll
Q schools are not humbug, they will
q readier to pay moro money to suppo
IF them. But until there 10 evidence
D something being done, nobody Is W
ling to give more money. l belie'
J that a good teacher will In the 81
a bring everything else. We SEQ 1t
y many localities.
a. Ono thought moro. There arc tho
Is who condemn universal educatiC
10 They think that education belongs
10 the select few and units the ordina
In man for his station In life, makes hi
p discontented with his lot, threatens
Is ciallsm. | will only say that as lo
IN as there IL room for improvement 1t
ID curse to keep mons minds contente