The Oskaloosa herald., 1902-12-11
Progress of Education in the South.

Progress OF EDUCATION IN the South.
The growing interest in education
among the people of the southern
states and realizing sense of the in
adequacy of their school facilities is,
we believe, the most hopeful sign of
progress now noticeable in that Sec
ton. The following short paper read
by Miss Lily McCune at a recent
teachers meeting throws light on the
question which, in view of the great
possibilities open to the south, is one
Of more than ordinary interest:
During recent years much enthusi-
asm has been manifested by the
South for lettering their condition
through educational progress. Thus
would they recognize education as
coming to be the most important of
all public interests. And with the
great minds at the late National con-
vention, say, "Class distinctions have
no place on American SOIL"
Under the supervision of Southern
Education Board-composed largely
of Southern professional educators
summer schools were held during the
summer OF 1902, at various places OF
interest throughout the South.
The most important of these was
held in the University at Knoxville,
Tenn, which is a center for rural civ
ilization and progress in the half of
the country that most needs school
reform. Over two thousand students
were enrolled at this school. A new
movement for the regeneration of
country schools was thoroughly dis
cussed, and plans for a session of the
school for next year we're arranged.
Another summer school for Virginia
teachers was held at the University Of
Virginia at Charlottesville, with near
~ one thousand members. South
Carolina held an excellent summer
school for teachers at Rock Hill where
great earnestness was manifested;
several local assemblages of teachers
were in session for several weeks in
North Carolina, Alabama, Louisiana,
and other southern states.
The Summer School at Knoxville in
its declaration of principles included
the following which seemed to sound
the keynote of the new school move
ment, not merely for the South, but
the entire country:
"a mere extension of the present
school term with the present course
of study will not meet the needs of
the children. The lines Of develop
ment in the south must be both agri-
cultural and mechanical. Our people
must bring a trained brain and
trained hand to their daily labor. Edu-
cation should be means not OF escap-
ing labor, but of making it more effec-
tive. The school should be the social
center of the community, and should
actively and alphabetically touch
all the social and economic interests
of the people In addition to the
usual academic studies, therefore, our
courses should include manual train
ing, nature study, and agriculture.
To secure more efficient supervision,
to encourage grading, and to broaden
the social life of the children, we IA
yor the consolidation of weak schools
into strong central schools. 1t is bet.
ter in every way to carry the child to
the school than to carry the school to
the child.
We endorse the movements recently
made by the women Of the south for
model schools, built with due regard
to sanitation, ventilation and beauty.
Teaching should be a profession,
and not steppingstone to something
else. We therefore stand for the high
est training Of teachers, and urge the
school authorities OF every state to
encourage those who wish TO make
the educating of children a life pro
fession. We cali upon the people to
Danish forever politics and nepotism
from the public schools, and to estab-
fish system in which from the hum
blest teacher to the Office Of the State
Superintendent, merit should be the
tombstone"
Besides the summer schools, the
University Of Louisiana at New Or
leans stands at the head Of those in