Crittenden press. [volume] (Marion, Ky.) 1879-1907, 1905-11-23
EDUCATIONAL.

have it more abundantly. "--Jesus.
"There is glory greater than tn
glory of wealth and power and arm
and conquest; the glory of loving,
getting, cherishing, diffusing a n d
perpetuating knowledge, whereby
men may adorn their lot in this life
whatever that lot may be; and where
by as far as knowledge can, they
may be led to know better life to
come. "--Jobert j. Breckenridge in
1853.
The public sch ools are the Collie
ges of the people; they are the nur-
series of freedom; their establish
ment and efficiency are the paramount
duty of a republic. The education
of the children is the most legitimate
object of taxation. DIR. j. l.. M.
Curry.
"The power of the State, the in.
terests of civilization, and the perpe-
tuity Of our institutions alike call
upon the Legislature to devise sys-
tenn which will meet the wants of the
rising generation. State Supt. X.
+. billiard, in 1847."
In order to preserve our civiliza-
ton, its history and its traditions,
must we not make the schools of all
the people efficient. But the schools
will be DO better, unless we begin
their reformation with the teacher.
The teacher is the real center of an
education. Among the educational
problems, therefore, which must be
solved before our schools become eff
cient, the teacher problem is perhaps
the most vital. He must be trained
to teach and he must be paid for the
services not starved and ostracised.
Henry Bernard, in speech before
the Legislature in 1880 said
at is idle to expect good schools
until we have good teachers, and the
people will rest satisfied with such
teachers as they have, until their at
tention is directed to the subject and
until they can demonstrate the neces-
state of employing better teachers,
and show they can be made better
by proper training in classics or Sc
minary established for the specific
purpose.
There is but one way practicable
to attain the end of popular educa-
ton, and that is the education Of
teachers adapted to the wants of our
schools. This reform is fundamental
to every other in the cause of educa-
ton. For want of it all the endow-
ments of the state, and all the en-
dowments of benevolence in behalf of
education, however extensive, will
languish and fail; for it is only at
last through good teachers that good
teaching could be had, and without
good teaching no system Of education
is effectual. From Edward Joynes,
William and Mary College.
In an article in the Southern
School Journal for November, 1905,
Judge W. NJ. Beckner, of Winches-
ter, said
'In the new education, which we
may fairly call American, the chief
factor is the teacher. Text books are
very well but they are of Ondary
consideration. Does anybody know
or care what books, if any, we're used
by Socrates, Plato, Aristotle, Come
MUS, Pestalozzi, Frochel or Parker?
Their pupils were sheep, whom the
shepherds not only fed, but led into
green pastures where they could feed
themselves. The old system of me-
morlzation is passing away with the
rod by which it was stimulated. I'm
der the new methods initiation and
not imitation is the keynote. The
old way was easier because it was
mechanical Its results were much
like the music of the organ grinder,
The instrument on which the modern
teacher must know how to play is
the harp of thousand strings found
in the nature of every child commit
ted to his care. How can he sue
cessfully do this without an adequate
training and where can this be had
save in properly arranged and equip
ped Normal school.