The Manning times. [volume] (Manning, Clarendon County, S.C.) 1884-current, 1906-03-21
Teachers Meet-A1 Able Address.


Teachers Meet-Aa Able Address.
The Clarendon County teachers as
sociation held session last Saturday
at the Institute. There was a splendid
attendance of teachers and few in
vited guests. 1t was indeed a fine as
sembly of beauty and culture. The
writer was present by invitation, and
he profted much by the contact with
these teachers, whose labors are max
ing an impress daily upon our civiliZa-
tion. We have always felt an appre-
citation for this scantily repuuerated
profession, but we never before real
lied how little those in control Of our
country's finances appreciate the work
of this people: they do more and get
less, of money or thanks, than any 9TH
er profession in the world. Is it any
wonder then that school teaching these
days is used as stepping stone to a
more remunerative employment?
The men, not inclined to Sop per-
spiration from their browsssk the
law, pulpit or saddle bags, WhFSs the
women seek husbands, and therefore
the mind is preoccupied with things
other than the profession of teaching,
as consequence, the profession con-
tains more recitation hearers than
teachers.
1t should be otherwise, teaching
should command adequate compensa-
ton, the better the teacher, the bet
ter the pay, and if this was the rule,
there would be an elevation of the 9TH
er professions. and fewer women tied
to unworthy men. 1t is not our pur-
pose in this article tolecture, but.mer
ly to give to our readers an account OF
what TOOK place at the Institute last
Saturday. The meeting was presided
over by Professor c Daniel, who in
troduced to the association, Professor
Patterson Wardlaw, of the South Car
olina College, and we sincerely wish
that every teacher and scholar, and
too, everybody interested in schools
was present. They would have heard
an address full of practical ideas and
sense. It was indeed a lesson TO teach
ers, so demonstrated, that any Of them
whose heart is more in the work than
in fashion books, must have greatly
pro6ted from the well put words OF
wisdom which fell from this distin-
guished teachers lips. To "a layman
like ourself, it was more than lesson,
it was revelation, because we wan
dered with such practical ideas IN
reach Of ali teachers, why it is that
there is so much educational veneer?
Of course we cannot attempt in our
limited space to give Professor Ward
laws remarks as much as we would
like to, as it would make valuable ad-
ditlon to our columns, therefore we
must be content with synopsis:
The following is an outline OF Mr..
Wardlaw's talk:
It was to be plain shop-talk on THE
Self-Improvement of Teachers. The
subject, though very trite, is greatly
needed A man must study to be an
expert cattle raiser: one must study
four years to doctor the bodies Of men.
Yet, while the frame of man exceeds
that of animals, in compleNity and in
delicacy OF adjustment, as far as the
automobile exceeds the buggy. so the
human body falls as far below the mind.
in these respects, as the cart does be-
low the mogul engine with its Iurlong
freight train. Yet the care OF this crum
of creation is undertaken without any
preparation. The time is surely COM
ing when the unprepared teachers
will be crowded out OF the profession
by their filter competitors. Improve
ment in teaching will bring improve
ment in pay. Meanwhile teachers
must look for their chief compensation
in the consciousness of good accom-
plished and in work competenuly done.
One is tempted to demand of the teach
er an almost infinite number of Infinite
}ly good qualities; butthe speaker prom
ised to advise only what is within rea-
son.
How, then. shall teacher who is al
ready in the work improve himself pro-
fessionally?
The teacher is cautioned not to per-
nit his zeal for improvement to inter-
fere with his receiving a small part of
each day for relaxation and exercise.
The improvement of teachers, like
charity and the study OF geography and
numerous other things, should begin
with what is nearest at hand, (yet. like
them. it should not end there.) The
first thing is to master each days les
|sons. To study the subject matter and
method c. presentation. 1t is an error
to suppose that the elementary lessons
do not call for study. One.of the best
primary teachers ever knew spent
the afternoon and more than half the
night in planning next days lessons.
Then master the whole textbook,
but don't stop there. No teacher is
prepared to teach a subject who hasn't
cone beyond the textbook that he IS
using. "No one." says DR.. Fitch, "can
teach all that he knows" Besides the
only way 70 keep knowledge iresh. and
vitalizing is to be constantly adding
to it. The teacher. as Thomas Arnold
says, must be "a living strssn and not
a stagnant pool.
If YOU follow this plan persistently,
conscientiously. and intelligently. you
will inevitably be led to realize your
need OF a broader course-your work
will naturally and imperceptibly widen
out into an effort at broader profession
al improvement.
Firt and most important ain, at gen.
eral culture. If YOU don't know any
thing bat the arithmetic, geography,
etc. OF the textbooks and the school,
YOU don't know them well enough tc
) teach them. These studies are for
dealing with the facts of life. Tc
profess really to know them without
knowing life, is as absurd as to pretend
to be an expert with the axe without
/ being able to cut wood.