The watchman and southron. [volume] (Sumter, S.C.) 1881-1930, 1904-11-09
HR. EDNUDDS'S ADDRESS
Obedience, The First Virtue in
Classroom.
REQUISITES DEMANDED FOR IT.

An Excellent Paper Delivered to the
Normal Students OF the South
5s sz Carolina College.
The following address was deliver
ed by Mr.. S. II. Edmund>, superin-
sendens of the city schools "f Sumter,
before the normal students OF the
South Carolina College IN Celum-
sbia:
If were asked what virtue under
Hes every successful effort III class
room my answer would be, obedi-
.ence. Not that inakeshift that so
often passes for obedience. but true
obedience; not forced compliance
with ones demand, but ready and
willing response To ones wishes eX-
pressed or implied. ALL obedience
to be worth the name must be
prompt, willing and ready. To yield
30 the force OF the scourge Of fear or
TO follow the siren OF favor IS not 20
obey. This 10 siavish submission or
selfish ACKNOWLEDGMENT. Forced
compliance though ie may leave the
enc that complies ia the same frame
OF mind or spirit, does much for the
one who gives and the one who
takes; but the means must not be
confounded with the end. Must one
be forced to comply? Certainly, 1T
Us yery frequently necessary to pun
ish, TO use force systematically, con-
ssistentlyEand conscientiously in order
to compel compliance; buG true
obedience is the ideal and forced
compliance but the base degrees by
which we ascend. He who is wise
does. not scorn these bass degrees
until upon the npmostronnd he may
unto the ladder turn his back, and
even then generous wisdom demands
agraseful recognition Of these base
degrees but to make forced COM
piianee synonomous with true obe-
sdieuce is to lose that conception OF
an exalted virtue whose apprecia-
tior involves SO many subsidiary
virtues, so many cooperative ac-
compartments that it develops daily
that feeling that is SD desirable.
divine discomfort. Blessed Isl that
mat, who can truthfully say that ali
who owe him loyal allegiance are
truly obedient.
THE DEFINITION.
True obedience is very ready and
willing response TO ones wishes eN-
pressed or implied. Will it do to
stop here? No; for only that obedi-
deuce is true that is worthily be-
slowed. If tniS lecture were address
sed to pupils should emphasize the
readiness and willingness Of the one
who obeys; but this class of pros
pective teachers brings into promE
i,ence the consideration of the worth
:aess OF the recipient OF obedience.
Its incumbent upon the one who
demands obedience to see TO it that
as far as he is concerned this obedI-
es,ce shall not be false because he is
unworthy. The, parent who says to q
8child, .'Do as / say. not as 1 do, can
never have truly obedierit child.
The monarch who in making laws
for his subjects deems himself above
the Law is q syrant and his subjects
are his slaves. Rebellion rnns
rampant through Russia. In the
ideal republic TO obey is to be free.
In the ideal school eoobey Isl to lai-
fill che letter and the spirit of the
law. It's for us who teach and for
You who expect TO teach to examine
closely what characteristics are me-
cessary to make as worthy of the
obedience We demand.
SCHOLARSHIP.
A logical statement requires that
we place at top of this list sctaot-
arship. We :cept this term 10 its
broadest Significance. It includes q
thorough preparation OF each days
lessons; lit asks for a broader and
deeper view than that simply OF an
1 understanding Of that days lesson;
is would have that enthusiasm that
freshness engeuders; it says in the
words of DIR. Arnold: II wish my
BOYS TO drink from running stream.
not from stagnant pool" It's ideal
is comprehensive grasp. SD that
one may view lesso,. in its relation
To the whole subject. It abhors that
deafness OF dry bones that results
from, q belief that oue knows all
there is to- knew about any subject:
Your classes, young gentlemen, VIII
3 do very much more effective work II
YOU ga before them fresh with the
results of study than if you approach
a subject with the lazy lassitude of
self satisfied assurance. 1t is for
this reason that one frequently
,sact,.s with more effectiveness q
subject with which one is not upon
terms of easy familiarity. The very
! absence of self assurance compeis
that study that gives freshness and
vI.or ta the conduct Of a recitation.
It is this that gives some slight
semblauce OF plausibiIity t" a state
,n.nt Sf Jacotot-ths French educa-
tinutst, whom Adams calls crack
brAiued theorist.
Jacnsot who says: II have already
saiI that one can teach what one
ts.;es NOT know when one wishes to-
Y,,is extreme view. of course, is ab-
sard: but it contains warning that
Will. scholarship is very desirable