The Union times. [volume] (Union, S.C.) 1894-1918, 1905-05-12
EDUC UCATlON IN THE Corr
NON SCHOOLS.

FlON SSHUOLS.
E. GRAFTON M'cANTs IN SOUTH
ERN HOME.
Having given in our last pape,
some idea of the end to be sought
in child-training, and having
made it clear that SO far as this
discussion is concerned nv re.
marks are intended to apply to
that formal education given in
those institutions that are termed
in ordinary language schools, -
it is perhaps desirable that re-
state fact mentioned before.
VIZ, that the educative value of
the school is the product of three
factors, the teachers, the patrons
and the pupils. Of the three the
patrons are the most important.
for in the end these very largely
determine the character and the
effectiveness of the other two
classes. For the present, how
ever, we may pass the patrons
by and proceed to consider the
teachers.
To attempt to recount here the
ideal qualifications of these
poorly-paid, highly-eulogized,
and ill-respected individuals
would be but a waste of words,
for the thing has been done until
the subject has become flat,
stale and improbable" In fact,
every man knows-or rather he
thinks that he knows all that a
teacher should be, but just now
we are speaking not of things as
they should be, but Of things as
they are. That there are a great
many complaints lodged against
the men. and women who are en-
gagged in the business of instruct
ing the youth of our State: /
very we'll know; and know, too,
that in a great many instances
the complaints are we'll founded.
But granting that there is in
efficiency the reason for it is not
far to seek. This is a CONNER
cial age; in the marketplaces of
the world men get what they
pay for-the cheaper the price,
the poorer the quality of the
article. To this law the teacher
is no exception, although ] must
in justice say that he has tried
very hard to make himself one
has tried 80 hard, indeed, that
he has in some degree succeeded
in obscuring the issue, thereby
lessening the chances of his own
betterment. To state the case
badly, the really efficient teach.
ers work for too little pay, and
they keep it up until the circum.
stances of increasing family, in.
creasing ambition, or increasing
debts force them into other call.
ings. .
But even while these are able
to endure their starveling exist.
ence, that community which EN-.
ploys them does not drive a goot
U6I Ikdltls lNO IudIl CaIk uO IltS UCS
work when he is harassed by
debt and is hard put to it for thu
means of meeting his bare ne
cessities. The community re
quires much Of the teacher. HI
must have books, must keel
himself abreast of the times
must be neatly clad, must pa.
his bills promptly, must con
tribute to the church and to th,
charities. If he doesn't do thes
things he loses his influence II
: the community, and present.,
his position in the schools IN,
material loss to himself, thi
latter, if he could but see it tina
way.
A long time, however, befor
the instructor has reached hi
extremity, he has become, in tn
eyes of that boy of yours,
failure. The boy has his ow
ideas and his own ambitions; lif
is ahead Of him, financial success
looms large and seems to him
great srd desirable thing. Bu
the schoolteacher the ma