Yorkville enquirer. [volume] (Yorkville, S.C.) 1855-2006, 1906-03-23
Miseellaauus Radina.
PROBLEMS OF EDUCATION.
Mental, >, Moral and Physical Phases Of
Public School Works.

WI oral FHJSlCdi VI
Public School Works.
Education Is rapidly assuming its
proper sphere, but still the question as
to how it shall be attained, and Of what
it shall consist. involves problems
that are indeed perplexing.
AS the masses will never be reached
through the higher institutions OF
learning, 1t is evident that we must
turn our attention to the public school
and in doing this, we are confronted
with difficulties that deserve careful
consideration.
1t is generally conceded that schools
are established primarily for mental
instruction. but with this, moral and
physical development are so closely
allied, and each Is so essential to the
others. that the three are inseparable.
In the mental phase we are con-
fronted by perplexing problems, hard
to solve. and no less difficult to even
remedy. Many peculiar and dissimilar
types Of the mind may be discovered
In the youth, and in no place Is this
fact more obvious than In the school
room. Here we find the sluggish, nom
energetic as one type; the frivolous,
surface deep as another; the stubborn,
Indifferent for a third, and various
other kinds that invade the materials
placed before the instructor for devel-
opment. This makes 1t incumbent on
his part to put forth only such methods
as will lead youthful thinking to a
higher plane. The young mind does
not know the world, nor the various
problems. that come into every life;
neither does seriousness enter into 1t
as such; in way 1t Is blank and only
conscience of those things that pertain
to surface life. Pupils know they at
tend school, and must recite perfect
lessons, or else suffer the penalty, but
beyond this they see nothing. Are not
these circumstances due to youthful
by the application of proper methods?
Cannot the teacher, with the aid Of pa
rents. cultivate I'm them a taste for the
higher beauties Of life. and install the
true principles on which every life
should stand? BY appropriate lectures,
timely remarks, and private talks, a
teacher can enthrill into these imma-
ture minds those things that will cause
pupils to feel the necessity of mental
activity, elevation and edification, and
| otk hot ta,il1 ,rix oh fo
and aspirations Of a far better mis-
sion among their fellowmen and women
than the mere fact Of existence.
Furthermore. the pupil can be made
to realize that the success Of others
depends largely on his attainments and
accomplishments, that his influence Is
to play an important part in life's
mission. Once he sees his gain; once
he feels that desire for representative
rank in his community; once he looks
forward to what the future has in store
for him. then he has his Incentive to
exertion, and does his school duty, not
\ through fear of punishment, but
through hope of reward. o.. .--
Then, again, we see that indisposi-
tions toward school duty are due large
ly to irregularity in attendance. Pune
tuaiity and regularity are virtues Of
success, and with pupils. this can be
enforced only when parents assume
the same burden of responsibility that
is placed upon the teacher. If child
i I,,.i, h., 70 do i,tcf
by the teacher. is 1t cooperation on
the part OF the parent to permit him to
stay at home because Of "a bone In
his leg?" When this Is the case, do
| the words of the instructor fall on fer
tie ground. or among thorns and this
ties? How many children are permit
| ted to attend school today, and stay
at home. or go elsewhere for
proximate number consult the various
school registers). Why wonder that
they become discouraged and careless
about theig school work? Whose fault
Is it that they do not reap the full BEN
eft Of the school-the teachers or the
parents? These are questions for the
reader to answer. Mental training
alone will never make men and women
If thcy are to be measured by the
standard implied by all those records
stand for.
An increase in learning means an
upbuilding of morals-the two form
direct ratio. Ignorance without NOR
atty is pity. learning with immoral
ity IS q human weakness, but knowledge
guarded by morality is civilization in
its highest and most important phase.
Moral excellence is a virtue every pu-
pill may possess If properly guarded by
both teacher and parent. 1t is ready
to enter the life Of every youth who
is willing to cultivate and augment 1t
in sincerity The progress of any
schoo. depends on the moral attitude
of it's pupils, and it is here, as well
as at home that honesty, rectitude and
right should be impressed upon their
mi 1ds If child Is punished, or even
admonishcd, for some breach of school
| IL 10 tic "lliiiioiSci POI VII
who stands ready to side with him, as
| though the teacher meant an imposi-
ton. What is the consequence? The
child does not believe that he has done
wrong and In the near future, a rep
etition may be expected. Then, too,
another class of patrons stand ready
to defend the child without even In
vestigating the matter Does not
every school have its gossip. Is it rea-
sonable to suppose that a teacher
would volu ltarily and willingly inflict
punishment on an innocent child? On
the other hand it Is his impartial and
conscientious duty to protect him In
all re aspects, but it is equally the teach
er's duty to meet all breaches Of honor
with the severest penalty. For this,
the parent also should punish the Of
fender Upholding one misdemeanor
only encourages another. II parents
would take this one fact into consid-
Grafton, they would place more conf
dence in those to whom they have