The watchman and southron. [volume] (Sumter, S.C.) 1881-1930, 1910-07-13
THE SCHOOL: HOW THE HOME
CAN HELP"
ny Mrs. r.. l.. Stevens. West Raleigh,
". &.

The district school lacks dignity
and social prestige. The graduates
OF colleges. academies and town or
city high schools take pride in their
alma mater" but apart from a
weak sentlmentality for "the little
red schoolhouse." no one feels any
keen satisfaction because of his re-
iation TO the district school. The ef-
feet upon the men and women look
ing back upon their school life is
not such a serious matter. but 1t is
a very serious matter that country
children at an early age outgrow
their respect for the country school
and do not wish to attend II.
A gentleman not long ago visited
q country school and asked this
question Of the 2e boy and girl mem
bcrs: How many Of you like to
live In the country? Raise your
hands all who like to live in the
country" One hand was timidly
raised. Then in answer to the ques-
tien. Flow many do not like to live
In the country" 25 hands were
prsmptiy raised. The one child who
liked to live In the country was a
ehiid visiting for a few weeks in the
country.
why Are You Not Proud Of Your
school.
n Jack OF pride In the country
school. and country life in general
seems TO me to account for the gen.
eral unrest among the youth of our
rural communities. The country
school OF the past has failed of its
mission. of that there can be no
question. Today In many localities
II is still a barren. isolated. unkept
place. Many lines OF effort are need
ed to make the country school all it
should be. but wish only to en-
phsslze what may be accomplished
through a community working in
cooperation for the best interests OF
the school.
The teacher OF the country school
Is usually town or city bred. with
little or no interest or understand
ins of rural conditions. II she is
successful. she Is quite likely TO be
transferred to the graded schools of
tho town. Thus the corps of rural
teachers Is a constantly shifting pop
ulstion. and because of this fact
there Is always an element of un-
certainty about a succeeding instruct
tor which works a constant disad-
vantage TO the school.
The country will never comp tie
with the town In the employment and
retention of the best Of the teaching
profession until our country districts
are consolidated. thus making possl-
bic a graded school with the equip
ment such as we find in an up-to-
date graded school system OF the
city or town.
Tho Farmer Who Did Not Need an
Education.
A teacher interested i'm country
life can do much TO bring about an
atmosphere Of wholesome content
ment. but the selection OF material
for study Is not left with the teach
er. The course of study of the coun-
try school In the past has been who'll
~ untitled 10 the needs of the boys
and girls. Because the subjects
taught I'm the country school have
been SO far removed from the life
of the farm boy and girl. there
has come about the very general i'm
preston that boy or girl who is t.
remain on the farm does not need an
education,
? met one such youth not long ago
who told me with pride that despite
the loss OF his father. with a widow
ed mother 20 care for. he had been
able To educate an older brother for
tho legal profession. 7 was much
Interested I'm his account Of his strug-
giles and his successes. but IL seemed
quite time that ne was making some
preparation for his life work. so |
asked. "And when and where will
you attend college," Quite sur
prised came his reply. "Oh. am
going to be just a farmer. so do
not need an education.
vantage to the profession of farming
as profession. as just such senti-
ments as these.
A school That Did Not Train for Life