Historical Newspapers of South Carolina

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? / The Press and Banner. 15y Ilnjfli Wilson. We<jnfcstlay> July 25, 1563. Tiro Teaclu'is Institute. ftEETlXv* OF EDUCATED MEN AMI WOMEN. Culture, Hi nil mid fipjirt?Beauty, Wit aul An Andience ol' Intelligent ami Learned Spectators Assemble to ilear Able Essays nncl to Listen to interesting Discussions, The Teachers Institute, of A bbevtlle County metin the Court House, Thusday, July li>, Dr "\V M. tirier, 1'ivMdent, in the chair. The exorcises were opcuc1 with prayer. l)>* the Uev. .1 $?. Muse. The President then stat.. ?! the object of the Instltut",anilexpIaiiK'd the constitution, as regards memtiers, stating that not only teachers hut friends of education genrr* a!'y were requeslcd to become members, auil *ivo the Institute Km benefit of their c?un-el si-jJ advice. Upou an opportunity being iriveti ?iulte a .lumber of tcachers und the friends of ?-d tier t ton enrolled their names as memljerso' the Institute. The President then stated that although it was a requirement of the Constitution tor the rresldeiit to make the opening i?ddri*s. he was sure the members of the In stituie wor.Ul be glad when he iuformud tliem that Mr. \V. C. Henet had kindly consented <o deliver lh?it address for him, and that Sir "Henet meded 110 introduction tonn Abbeville jiudieace of the filends of education, Mr* StlCnel tlun dcllvcicd the following addiv.vs: DIVERSIFIED PATRIOTISM. All for Love and Nothing for lieuard--A Field in Which Lovers ol 'their Country May Find Work ol ":he Highest Kind.--The (Croat Neglect ol' Educational Interests. ? * . He began by expressing the great pleasure it utlorded him to ittiend the meetings of tlie Abbeville County Teach els' Institute. They had always hitherto been ,,,1 1 n<triwt i ve in si liieh deirree ?nd tic was sure tiiose won id iiro^fc^rr^ra'.* The great dilllcr.lty had/ffcu:i||y been loinnoe ih<? scliool-ti ai-liiTK/tijemselves to attend ^hese meetings in suili<>ft.nt numbers: u eonFilterable number of teachers and friends of education had comrij()l]iv attended ; but th? vreat body ol Ihe^i.hcvlllo Countv schoolleachers rtitledtj,wj(1j r tht. institute and to attend its mee^tv/s Perhaps tills season of the year wusj',0t a convenient tltne for those teachers,-; ,ln<j n would be well for liif rnerit"Cwprgsent to consider whether the time tor IVoIdlijg these moetiri^js should be chanced. Thc,-yn<aitit?" had been largely successful in riUtninins: the objects for which it iva-.J >rpinlxed. but nntil every while teacher in a'?i - bcvllle County was an active member, it would full short of complete MJcec*s. Teachcrs need cooperative work as much asdoctors. dentists. Journalists, politicians: the <0111 moil-schools call for county conventions ?ind Slate Conventions, as well as Sundayschools; and why should there not h-* a Teachers' Institute in every county as well as <1 St.:te Institute, the County Institutes, to be >ut?sidiary to the state Institute, and worklmr along with It for the good of schools him! jit'hool-tcuchers ? He did not mean Normal Institutes, training schools, wherein the teacher Is taught as ? pupil; but organizations fir professional strength, prol'e.-sionU elevallon, and. if need were, for professional legislation. Abbeville County had been one iimonir the first to form a County Teachers' ? - Institute: let her take the initiatory Steps to ? 'Invito the exoneration of the various Iustiteites now* exist in:: and the-creation of others, sons to form along with the State Institute. a weM-orranized body of professional teachers V-xorclsins a steady nnd wholesome influence *ipon the public iniml in matt'-rs educational. I jukI r:ti-inu their own standard nnti! the Teachers' Institute of South f'arolira would | in-a power In the land, nnd a blessing to f( l-ommonwealtn, anil an hmor to lite teaching ' profession After these preliminary remarks Mr. Benet j uk up tho subject proper of bis address and *ald:? j When I wn? unexpectedly aniiointo I lo de liver the opening ail lre?s at this meeting of, the Institute, the difficulty of discovering > something new and fresh in the field of edura1lon. was present t<? my mind. So many put> lie addresses have been delivered on so many ; aspects of the educational question, thed illy | weekly Journals have so often and so I Jhoroughly discussed it.?I have spoken ami : written not a little thereon myself.?that it I *eein<?(l impossible to find any subject proper! lo this occasion and worthy of tills Institute, i J!nt education Is a subject which has so many | Vides, It concerns Itself with so many Interests.' that Iho mnn who approaches U with an j honest and unprejudiced mind ran hardly fall . to bpc something fresh and new, and to find; Komething worth saying. Much has been said here at the South, nnd much a'lvlcc lias been given the Southern i states sbont the necessity for diversified; crops.nnd diversified industries. Wcaretold, 1 and probably with truth, that we are too ex- I Inet v?i\- agricultural and too exclusive in our nsriculture: that to the industry of the firm ;Vre need to odd the Industries of the factory, the mine, the foundry,the machine-shop, and ihut cotton Alinul'i not <)'cenp.v our fields to ' 1he exclusion ot other proflt'ib'c crops hut ; rhonld take Its place In a wholesome and Ju j <licIou* rotation. It has occurred to me that -diversification is required in otlier depart-< jnents of our Southern life.? that the pitriot|ps 1sm of South Carolina nc"d? to be diversified. Thtie Is no lack of It; there has never been. In poncKand war In the pn?t ns In the present.' : the patriots of South Carolina have answered every tifl in the held afnl in the forum : - Patriots have toiled and in their country's r^v cause IJtled nobly: and tlieir deeds as they deserve, Ueceivc proud recompense." The number of those who aro wll'lne to *erve their country for their coautry's yood In as great n?w as ever. Were another war. civil r.r International, to ; disturb ll>e serenity of the "ountry, the Stale of south Carolina would furnish again. as she i furnished tx>fore, hpr thousands of patriotic; Eric *o?s to flcht theirc nntry's cause an I main-j tuln it with their life. Hut at pr<s.-nt and: happily the doors of the Temple of Janus are i I closed." Th.? times are "sacred to sweet peace." i For patriotism In the Held of war there is now no need. And ihose who destr<' to serve their e.iMiitrv confine their efforts to the political, fjirena. Ample Munich this arena is. and nntn*>n>UR the prices, it <f ie? no: afford scope sufficient. nor do they oiler inducements enough ( to satisfy the ambition of the numerous, patriots. Plenteous though the harvest truly tj, is the laborer* are not few ; they are more in , number than the offices to he tilled. Thissur-j pin* patriotism demands employment. Iti .stands ready, crying out, "Here :it.i I; send ; me!'' Is It wNo t> te:ive it uneinploye<l ?: Khali tliese patriots e and in the market-place oil the day idle? In there no work for them to du? t.'un they servo their country only, can "tiiey fcrve their country "best. tiy representing nerin Washington or In Columbia, or by holding Suite or County office of honor, trust, and emolument. ? Let us not decry nor deride patriotism. Hod forbid. It is the sleepless sentinel of liberty.! Though demagogues, office-seekers and p'acemen too often masquerade in th- patriot's: fcarb. U ltil thesayirig or Samuel Johnson may \ sometimes seem to tie fulfilled, that "patriotism Is ttie la-'t refuse of the scoundrel," y?>t is the true patriot the iruan'lan ot our liberty. It lit of true patriotism that I would speak, that patriotism which, in the !?njruaiC of Rollnghroke, ' must tie founded <<n ureat principles and supported by g?eat vir-; ' lues." Ami patriot* of the ri?ht mould are jiot few ninoiiKotir people. Hut it would seem ry, {lint nt the present time onr patriotism likfcur HCi'IcuJtUK. Is too one-*ddcd.?runs too lunch in one channel. while the directions it should takenre manifold nrni vaious us are 1he wants of the peo> le. I desire to Invite this surplus patr!o*!sni. ihis unemployed, unexercised love of country.. to turn In laree measure to a eh:?nn"l which U by no means worn out.?to a field almost unoccupied. I a<?k It to turn in the direction : of our schools and school Interests, to ?eek employment in the field of education. Here, Jvill the lovers of t heir country find work to i !p" flo of the highest kind, demanding the hk*Is> tauw tWVi<est heads, the steadiest hands. I the truest hearts. Here will our young s!a-e<-: k ? ?nen find problems waiting for solution Which it should be their highest abition to jtolvc. If they would he something more fhan mere placemen, if they would be some-; ihlnjrh'Kiier than mere officers' ekers, if they! would he true patriots, let thein come over > and help us In this work which the efforts of Te-'Chers' Institutes arc all loo weak to cope; ?; ?-? ?..m? T^-t them come hither and exercise; their ambitious Ftntccrnft und silve their patriotism breath in the Held where there is room forall and work for each. If they wont office. If tlfey be'levo that this Is a country ! In which man Inborn to office as the spark* fly upward, let them study educational prob-' lenis and public school systems ami lit themv.tvfs for being candidates fir the office < { Stale Superintendent of Kducatlon ; or hi them 4tM ire to the office of County School Commissioners. <tr do they desire an unsalaried office.?Is their patriotism so pure and ni)selfish us to work without pay, to serve their country for tln\Jove tliev hear it "all for love mid nothing f r reward," Mill can they v? suited here. They can serve on the County Examining Hoard, on the Townsljip Hoard of Tni-tecs, or on the local school hoard. And, W nie assure th<mi. If their desire is to serve fheir country faithfully at that post where! their service is needed mo-t, these are the1 places they ought to HI'. Let me assure them, I further, that tn "running" for these cfllcvs A>r i * lone time at least they will meet with littie opposition.?very likely with none ntall. So few opposing candidates will be In their way, i > they will quietly walk over the course. Nav, more, the question -of rotation in office will f-hloni.lf ever, he ra'sed and the Incumbents will be left to hold otflee until death or rc>.|?.' iiatlon. In cn?e It may he suspected that!! [ a in palntlrrg this picture wlih the rn.-c color of f fancy, I may he permitted to state tluit I ?peuk largely from experience. In p<?litle:il I -office-seeking and office-holding I have had p no experience, and In this regard I speak -entirely from hearsay, but the unvarying report Is that for any office iu the gift of the universal voter there are usually a cloud of candidates, that success Is uncertain and the! tenure brief. Do not. these unsalaried offices, <! ? our Kchool svstem. therefore, offer unusual Inducements to patriotic aspirants, especially to the'iinMiccpKsfiil ? Here tho wicked cease ?' from troubling and I lie weary ?ro nl rest, f. * Heie tl>ey wn serve the people well ; and the : people need their service here. I know of no interest." important to the; people ofHouh Carolina which chU for and ' oeserve tbe attention or ihe ambitious younz ' {statesman and" the unselfish patriot more! than than the welfare of her school*, Hnd her vchool system,?if system it can be called except by courtesy. In spite of the perpetual: chorus of congratulation afforded lis by public speakers and public Journals, It is feared that we have no system. That oan hardly be called a system -which sustains no i teaching profession -/which pays it* Uaeher* holding first grade certificates only about twenty five dollars a month for only three, or fonr months a year: which builds no uchoo'-houses.l nor teacheis' houses; and i which breaks d">wn old establlshe-d hichfchools and rrammar selio?ls as If they were a'tneked by the dry-rot. For Its three hundred and fifty or four hundred thousand dollars-a year expended on its numerous schools, what has It to show ns ? Only those ?vsu!l6 wh'ch delight the shitlstl-: own but which do not and ought not to satisfy the patriot:?It shows us a Targe amount of Tnoney raised by RtoVe taxation?more than Is raised by any oth??r 8tate in the Union; tt shows us a larjre number of schools, and a large number of teachers, a'fti a lanje number ' ?>f scro <1-children; It looks beautiful on j arer; hut when we ko behind the statistician's PSiuri.a, bat do wo find ? flow many teucb ]ers wvihy or Hir name <1 ops itsuslain? TT-ow inuiiy schools worthy of the name does it I iiiiiin'.ulu? Can a good teacher be 111 nil for a ! year's work f.?r one handled, or oiks hundred ; ami fifty dot-nis? Can education worUiy of ' '.lie name K' imparted to the children of j South i aro^oaat t wo and a half or three ilol' lars a head ? To ask l! i e ~ e questions is lo uusuertleio. ' I The Melist'ifci iii lias li: d i\ to himself all ton1 I long: ih'.I i n this state alone tint, in America, j ! The so much praised American public school j i system cmi luiidh met It those praises since lt; dors isoi oiler remuneration siitlk:l-*nl tout-' tiact educated amiiomp?"e!it men as teachers : iii it* schools, or to Ue"j>!hem iherc. In iimsel Stales where the system has !>< > 11 longest in I operation, eighty-li\e per cent of 1J it- teach*] ! inn 'force ate women, and of the remaining fifteen, ten at least ale young men wi.ilill': lor ' -'imc: him; better to turn up. With all due re-! ! -peel to the ladies that cannot be called a i *ood system whose trachoix are so poorly j j l>abl that n<>ne hut yotiiii; lads and young la j lies can atlr.Td to take charge of lis schools. 1 vif the cighl.v-iive females, at least eighty lol-j I iow the na'ural law and ord>*r of things, an I j | antler themselves to be married, and they > I eeaMJ t<> he |cii<:!n-rs wli'-n thbegin to be | I wives and in Uliers,?Jiu-t at the time when i their exporien.-c makes them more valuabp | t as teachers ami worthy ot higher salaries, j ! Marriageable girls and aspu big young coilege boys can afford to teach on a miserable pit-1 j lance; bill a school system worthy of Amoii- . lea cannot a lord to employ such teachers. Il j inti*t o-g inizo and pay lor a profession o! , t teachers. ! Is not this work worthy of o'.tr young states- j ! men an<l ambitious patriots?to construct a . I school sys|,*ni worthy of tiie name in thej | Slate lo w!ios?? service they long to devote; ! themselves? If they desire to do good in j i tli"lr l-mr- mid to ili's.Tve Well of their con j temporaries a:?d of posterity, lot them probe i jtbe >ras-bafj of the statistician, and cure lliis! i nineteenth cent m y of sonic of Its over-ween 1 lint; sHI-complacency. by showing it that t lie ' i iniHi'tiial period ot schools has ?<>t yet conic, j ? that il is, indeed. nf:ir oil yet. Should Mich j ! work full short of fillimr the measure of hlsj ainbilion. lei him dpvlso u plan for the sue-1 cessful schooling ??f the Negro in our school; ! vyslo-n whi.'li is rimnioti to tiolh races. Can i ! any more <1 iflli-ult task affront any statesman , i or p-it;-li'.t ? The Negro's equality at the bal-i j lot-box.? that is a problem hard enouuh tol Uo'vc: but, the Nemo's equality in the free! school system,?is that easier of solution? | ' Then there arc the old. oft-debated, and ev- j er-reeurrimr questions of state taxa'ion fort (school purposes, and of local taxation for! scho >1 purposes. It had been thought th.it j ! these questions had been settled by theJotfie] i of events, at least in the States of the North; janl North-east, where the system has been i ] longest in vogue. Hut there isa cloud gather-] . ins on 'he educational horizon, not bigger a" i I on-sent. it may !> , than a man's hand, but it j ' is a prcsag*.* of ? storm th it may burst at any ; 1 day and shatter the educational labile ofi ; those stat' s and of this. Men lik" Kichard j I (Jra'it White and Charles Francis Adams. Jr., | i have turn.-d the attention of Americans to, I this growing cloud. The first. niutteri:n;s ofi 'the storm are heard In the question?Why' 'should I b<* taxed to educate your children,' : unless the law will compel yourchlldren to boj j dnca'ed? The free school system, they say, I lis a failure, because attendance is not coiu-j , pulsovy; and free schools and compulsory at-1 I tendance are correlative. One man may take ! a horse to the water but ten cannot make him drink: and the question is?Are our schools! ' to lie free to a'l. while all are free to stay uwftyl j from out- schools? I.et our young^jlfttesmeii | j illKI pa'nois pnnurr ui:i< >[Wrsiiuii unu ut| i ready in good time tqjtx^'.Tcr'il. I, 'l'li^re i>r? numerous other educational prob-, items of vast Importance, but these arej jenough to fill the ambition of any man. I] I call upon our young patriots, our umpiring i statesmen to make themselves masters of | th-'se prob'ems. lo study them and ilis-mss i tliem In astatesmanlike mariner. Let them familiarize themselves with the educational | j wants of our people from the infant school to | | the university. I.et them master thequestions: : connected therewith, not to use them as polit-1 j ical witch words, as halt to angle for ballots, as [ i the decoy quack of the denrigogue. Let the j j yonng put riot take the saying of Fletcher of j Saltoun. so wise, so .philosophic,?'"L'*t me! i make th" son.'s of a people, and let who will j make their laws,"?let him lake the wise saw land make it hM by adaptation and adoption I and say, "Let me make the srh'mlx of my peo-1 ! pie and let who will make their laws." Let) j him be more anxious to attend a school-hoard i I meeting than a township club, and count it a | i greater honour to he elected a school trustee > I than to sit as a de'egite in a county political j convention. i Thoma* Jefferson, the statesman, the patri-1 j ot. directed as the highest praise that could be I engraven on his tombstone, that he should be | i spoken of as the founder of Virginia University. Let some voungf'arolinian emulate the I ! example of the" illustrious Virginian, not by j founding a University? for that has already! j been done?but by devoting his life to the es! tahlishment of a perfect system of schools In I j this state. Then shall hebe counted worthy j I to sit among statesmen, and to wear the pat-l j riot's crown. Then shall he. laurelled with i honours go down to his crave followed by the i lamentations of the commonwealth, ami our! [children and our children's children shall I rise up and call him blessed. | I>r. Crier th?n enme forward and said that I next on the programme was an essay by Mr. James S. Perrin, ex-Principal of the | Prosperity Iligh School, and that itwasal-j ways a custom of the Institute to discuss the i essay after it was read, and he hoped that no? one would feel a delicacy in freely discussing' the essay. Mr. Perrin then read the follow-! 1 i;,' essay: I SCHOOLS AND SCHOOL TEACH-! ING. Physical, Moral and Mental Training, the Ncctl of the Child?Skill, , scholarship, Executive Ability, the; lit qui re incut of the Teacher. "As is tlio toadior. so is Ihesehool," hasevcr ; boon retarded as :i great fundamental maxim, j' In the main Ills beyond dispute. As soon j expect a sirenm which issues from a fountain to rise higher than lis source, asthegen- , eral results of the school to be above and i, t>etter than the teacher. There is, however, I, an influence which attects the'teacher, which makes him it) a measure what he is, and thus biiiig the "power behind the throne,' Is at , lcist an Indirect, tuit important factor, for good or evil, in the general result and tenor of , the school. That factor shows it-self In every* , undertaking of a general nature, and often by Its tyiaanv crushes the hopes and weakens I the energy of those who are tumble to with-j stand it. It Is known as Public Opinion.! Thoskillful, or rather politic, teacher manages in some way toget public opinion in symra-l, thy with him, hot woe to that teacher, oven , if he Is in the right, who Is not sustained by : public sentiment. No teacher has the right, j to utterly disregard public opinion, but. itj seems to me It must be very humiliating to! J the teacher, and I bail almost said degrading j I to his profession, if In addition to his arduous:, duties as teacher, he lias to assume those of a!; politician. -The natural order of things seems i to tic reversed, and Instead of the teacher]' having. t>y bonk and crook, to take advantage ' of public opinion, public opinion should be so] educated as so give its entire sympathy andj! support to the teacher. i Let it tie understood that the entire sympa-,. thy and support of the community is eiiliMcd j ( oti' the side of education, and the results;, which a conscientious, trained and expert* j enced teacher will bring about, will he surprising. Says an eminent educator: "The schools j j nre improved only by the pressure of public i, oD'nion. and cannot rise higher than ttie j average intelligence of the comnmnity oi|. which tticy are the outgrowth." Patrons and ! thecommunity in general tlio-n. inasmuch as! they have duties as important, though not its j, arduous In the syr aihy and encouragement, | which tlicy give the school, areas much re-}, sp insibie for its success as teachers and trust-j' tecs. Schools a''o nn organic growth of society. , Kuch community tlien. must Inivcn school io!. suit lis own Individual need. No one ace can ,: pre-crlnean exact method or teaching for nn- , oilier, no one district for all other districts, I no one race for all ol her races. Here It seems! to tne. is pointed out the radical defect in our present common school system. We have transplanted into our Southern soil, t lie svs- ] tem of New Kngiand. forgetting the fact that differences in cir< umstanees and surround- ' ings. temperaments and dispositions, require a tilth-rent school system in very many pur-; th-ulars. I am not prepared to suggest a more practical system. nor am I inclined to tlml >00 much fault with the present one. Onri duty as teachers is not to complain of its de- j fects, ?>ut to exert our energies in every way to remedy them a? tirst we can. In tills work we need each other's sympathy and counsel. For this purpose are we a?- ! snelate:! together, and hound as with hooks of steel t>v t tint 'yellow-feeling for a fellow-being." , ' I 11 rliimw./i ' WO nili:|i'l> Mini'' nni uuti'.iiit, <> , asocial Inn. Association Is the motive power of progress in civilization, science and art. Our lawyers, physicians, dentists, and j farmers have associations, and are benefitted by them, shall w??lag hehlnd. while all others are pushing forward with the progress of the| times ? To in nice our influence felt to an v ex-; tent, we mn?l wield it through the consolldat- j ed rower of organizations, such" as associations, convention*, institutes and the like. j "Like political constitutions," pays Herbert j1 Spencer, "educational systems are not made, hut grow, and within brief periods growth Is j Insensible." This is true, not only of systems, hut also of the teacher's work in the school !' r toni. Tie sows, the seed, lint must wait fori time to develon the lull grown plant. The re- j suits accomplished cannot be estimated In dollars nn?l cents, but will tell In after aires, possibly when the teacher has been assigned 1 his lust rest Ins p'nee In the lap of mother earth. I,et the teacher not despond then If he ' falls to behold visible results of his labor, but keep up the faith of the martyrs, knowing "he sba'l reap if lie fnh>t not.' Knough though.on the general nature of schools. T,et us turn to the more important subject of s'-hool-teaehlnsr. There is quite a differ-, enfe betweon school-teaching and schoolkeeping. and it Is a verv erroneous idea to i suppose that any one of any education can t-acli school; it even reouires some skill to keep school. Teaching Is neither a science nor an ? rt. but a combination of the two. ; Says Prof. SoMan. "No matter how limited , the strictly scientific domain of education Is i : considered to be. it cannot be denied that there is such a science, and it should he mustered before the practical duties of teaching j nie a?snmed. In other pursuits the tyro may ; tie allowed to spoil and waste the first piece o'f 1 ? ??. *?? ?i*?l?I ?* # t l?o luutiiriul ic !/m ? ?t*r?_ "HWH, U?l Ml IWUHII16 clous to admit of useless experiment." The scientific part of fcacbins consists then In knowlmr what to do. and the art of tcachtimj how to do It. Seienec is general in Itsappiica-j tlon : art specific. The hone and sinew of the j one is knowledge, of the other wisdom. In! successful (fuelling the (%vo go hand In hand,) and bring in ns additional the Information sained by experience. Teaeliine being then, I both a science and an art. requires of its votaiies seholarshLp and skill. To make it a profession recognized. its members must con-i k st >>f men and women of aeknowledged j h holnrshlp. command ng the respect and ! cootwic nee of all. The teacher's learning loo, i should he vnrled nnd iilmost universal, yet'1 nil of it mu'tbesubservient to his high call-'inir. To be successful lie must be pie-eml-i minently a specialist. Nature has not been j as kind to this prcfesslon as she lias been to I some others. We have born poels, orators, ! <fcc., hut the born t'-aclier has not yet been i brought forth. Men may lie born with peculiar capacity to 1rii|uii't Instruction, but that Is 1 not nil of teaching. In its truest, highest sense, teaebinsr einbrnces physical, moral ami < mental training. Neglect any one af these and the child to that extent glows into the de-. formed man. ji But how are the best results in eacli one of' < these cases to he biought about ? "No perfect!1 br.tin ever crowns an imperfectly developed j body," savs Dr. Cln:k, of Boston, and the! truth of his assertion cannot be denied. Noli education Is worth the having If it has io be; Ruined lit the expense 01 neniin. iei ni ( often lire the germ* of disease, plnnt-.: ed In the school-room, t>y over-exertion j or other open violence of the laws of health,! countenanced and sometimes commended j' by the teacher. "It Is the duty," says John < Swell, of California, "of every teacher, j i whether In the primary, grammar, or high]' school, whether in city or country, to impress i upon pupils hy emphatic iteration, the laws 11 of health In relation to food. air. sleep, rpst, 11 exercise, work, play and personal habits in i general." In Mils sphere torin s In i.n, I exhll-iMon of his wisdom. The over-ii ambitious must not lie stimul a ted to too | great exertion, the natura'l.v delicate and 1 weak must not be taxed with long lessons, the i boyish, childish spirit of restlessness, must < not be conquered by too close conflnemen'. I The Introduction of calisthenics and the like ' should be not as a substitute for the gamesand i bnmsements of the pla'-ground, but as a re- i creation tor the hours of stndy, and to make 1 them beneficial they ihould be regarded, not 1 us a duty, but as a xKut-Uiue. Dy the carelcss < nntl indifferent. teacher, the physical training of the child muy be regarded as beyond Ills sphere. I tit to all who recognize as u first principle in the science of education, that the best results In Intell?*?-tnul training can he secured only by a correlative physical development, its Importance will be manifest. Ills true to a larce extern that physlc.il strength or wcakne-s is heri dltaiy, but it is a'so true! thai the former Is frequently undermine!1, and tlvc latter brought about by youthful indiscretions, which could easily be guarded airai-tis't by the thoughtful leaHier acquainted witli the Jaws of health. Ht-gardless though of . all we can say on (tils subject. no teacher will deny us tin abstract proposition, that sound 1 hcaith Is the true basis of mental and moral culture. Ilis own common .sense tviking In bis sutrout tilings will tell him what lie must do to restore to health the sicklv, recuperate the weak, and prevent the strong and robust fr;?m losing their health. Physical ttalnin^, however, is but one step towards a complete education. Moral training is also essential. The question as to whether the natural propensities of children arc good or bad, and whether they must by discipline be directed or corrected, has of late been eliciting considerable discussion, anil it is a question that deeply concerns hot li parent and tC'ieher. It is hard to conceive of a child ill a natural m;uu iiiiiiiimi-in;i:u "> ! ???* i ??mhhings and entirely free from the hereditary transmission of a moral nature. Kiom n general observation, though, of barbarous ax j well as civilized races, we are almost forced to i the conclusion that the natural instincisofj children are Ixitl. Parents seem to recognize this fact In the control they exercise over | their children, knowing that the child nn-j governed nt home, almost invariably grows j into the ungovernable man of itie world. Ac-! customed always to have his own way he j flinches under moral restraint, and seems to think only of the gratification of his appetites, j Moreover it is nearly always the neglected I child who crows into the dls^olule man, audi this neglect consists chiefly in leaving tin; child to follow his own moral Instincts, and the general experience of humanity seems to corroborate the statement Hint these instincts | are bad and should be corrected. That train- | im; is no education which merely endows a child with intellectual power, but at the same time pays no attention to the direction of that power, allowing it to be swayed by ea-1 price and na'ural depravity, utterly disregarding the teachings of morality and honesty. It i? lather misedueatJon. It is not possible either to sepaiate this training from the mental culture. It is always exerted ill oneway or the other. The weak, plastic nilndofthe young necessarily receives an Impress from "the stronger, more matured mind of the teacher with which it daily comes in contact. Recognizing this fact the conscientious teacher dares not neglect this moral training. However closely allie I, there is a difference between morality and religion. The moral influence of the teacher need not l>c exerted on the side of an> religious creed. How then, so important as it is, is this moral Influence to be brought about ? Herbert Kpenccr tells us how it is not done, when lie says : '-(.'reeds pasted 011 the memory, good principles learned by rote, lessons in right am! wrong, will not I eradicate vicious propensities, though peoplel in spite of their experience as parents and as citizens, persist in hoping they will.^.iHt;! I the famous German educatfiT-NlTnTu'yer tells ! us how to accomplish it, when he says: j "What chll<lr<Mf see constantly done by those they.rt.speet !(n,i love, I hey very soon conn- to 111hR is what ought to he done. ' Action then, on the partol' ttic teacher is the secret of nil moral trainlne. I.Ike the physical nature, the mora! nature of the child is frequently attributable to home Influences and hereditary transmission, but, be that as It may, it Is nevertheless the bonnden duty of the teacher j to foster the propensities II they are good and to attempt to eradicate them if they are bad. This age is too far advanced in the scale of j civilization to clamor against free education because it sometimes endows the irretrievably immoral with Intellectual powers they would not otherwise possess. Kor one ca?e of this kind there are many snatched from the J whirlpool of depravity, by being allowed the] blcssinss< f an education, and being brought In contact with those who arc socially and morally above them. Kd neat Ion does dot increase but is rathera preventive of crime. In this statement I am corroborated by the carefully prepared statisticsof Prof, Wickershain, of I'ennsjlvania. The apparent Increase of erlmc In tlie present time is due not to education, hut to the opportunities for committing as well as the facilities for ferreting outj crime. 4 In the moral culture of children is mainly exhibited theetl'ects of unconscious teaching.) It is the contact of spirit, with spirit?the one | emanating unconsciously from the teacherI and affecting Insensibly the other meeting It from the scholar. As the teacher is unconscious of it. and so has no control over it, he cannot alter its ctrcct by attempting to modi- j fy the cause. Its cllect is as lie Is. Nor can the pupil easily shield himself against It. Insensibly be Is acted and unconsciously it grows upon him. "Put yourself in the place of tho pupil," remember how your life has been affected by your school days, govern yourself accordingly and you will not be far ?? I "11^. Another and one of tlie best modes of morn, training is to Inculcate among the children themselves, in their Intercourse with each oilier, a high sense of honor and consequent loathing of everything mean and belittling. Do this by showing your confidence in th??ni ami leave them when ever you can to the discipline of experience. Says I'estalozzi: "Young children cannot be governed by appeals to conscience, because it is not.vet developed. Sympathy must be gradually superseded by the rule of right, and children must I be led from good teellngs to right principles." Physical training is important, moral training essential, but. material culture Is regarded as the chief end of the school-room, and how i to bring it about is regarded as the secret of teaching. Every artisan first acquaints him-1 self wilh the material lie is to work upon, as regards its hardness, flexibility, strength, <tc. | Shall theteaeher who has to do wJth material I much more preeions, regard as worthless all j knowlcdgeconcernlngit. because thematcrial i is not tangible and visible as In the case of the artisan? Is not the necessity for tills knowledge much more urgent with theteaeher than with theartlsnn? IIow many of us can be pluccd in the same category with Car-j l.vle's pedagogues, who "knew enough of syntax. and of the human soul this much?that It had a faculty cl'ed memory, and could be: ncted on through the muscular integument.! by the appliance of blrelien rods." It is not; necessary for the teacher to tie a learned j metaphysician, hut is it not necessary for tiim, to know, wliat must from the very nature of tlie case, result in good for the pupil, and not what may. after experiment. Is It not. neee?3:1 ry for him to know the order in which the mind is developed: that in young children the perceptive faculties are most active, then j ilio exnresslve faculties, and lastly the re-1 fleet lve. That curiosity Is the impelling! Inrec of the first, nn<l tlie result of Its uction knowledge; that feeling Is the impelling foree of the second, and Its result communication :; Inquiry the Impelling foree of the third, and i the result of Its action, truth. The young should he taught. then, mainly through observation. With them the main question, prompted entirely hy curiosity, is "What Is it ?" as they grow older, the question, 'Howls It?'' presents Itself, and finally. "Why is It?" Is it not the height of follv then, wiieji the first question Is the all important one in ! the mind of the child, to attempt to replace It by the third? This is what Dr. Mayo re-! fers to when he sa.vs, "there is no hardness ofj heart like that of the teacher infuriated with i nmhltion Tor the menial progress of n child."! riieattempt to develop the reasoning faculties prematurely. Is, I fear, one of the most! noticeable faults of our present method ofj Leaching. We become impatient for morej visible results, and instead of first developing) Hi?> r>nu-prK of observation.attention, memory i and then reason?the crowning point o/j humanity, bo considered?we Invert thoj natural order nnd start with reason. The re-1 suit in some cases may lie one or two mental : prodigies, but, alas. It Is too often the ease, as Huxley says, that, "they are conceited all the forenoon of their life and stupid all the afternoon." The most erudite man living will not make j i successful teacher, If he be lacking In ex ecu-1 live ability. A good disciplinarian is as necessary as a competent scholar. "Order is i Heaven's first law," and the school-room is' much like Heaven in this respect. The (jties-i lion of school government is one of the most preplexing which the teacher has to deal, with. In olden times the school-room was i considered a sort of absolute monarchy, with ; the master as lis sovereign. In the enllgtit-j ment of this age it is considered more of a re-1 public. The teacher, however, combines in | himself the tiiree departments of a republic, I viz., the lecislative, the executive and tliej Judicial. He should regard It as a republic though, to thoextent of secuilng the co-opera-j tion of the pupils, in the enforcement of the; penalties tor the lnfrlncement of the rules, i Public opinion is as elfective In the schoolroom as In the world. Oflcnachild Is prompt-1 ed to actsof disobedience, because lie believes! he will have the sympathy of his fellows. Let i that, sentiment be on the side of the teacher,1 and the result must necessarily be in favor of law and order. In every school there are, among the pupils, leaders of opinions, either good or bad I.et the teacher enlist these on his side by gaining their confidence, and sup-1 port, which may be done in various ways, i One of the most otTecllve ways of gaining tins i confidence, Is to show your confidence in them ! by placing them, as often as may be In positions of honor and trust. If you wish their! iicniiv snnDort gain their aflcction. Supposing thouirh. the public sentiment of. the school Is with the teacher, are there then never any cafes for discipline? It in a recognized fact, that without punishment, there ran he no government. The nature of the punishment to be indicted In the schoolroom. for the Infringement of rules, necessary for the maintenance or order, is a most vital j question to be decided by the teacher. In this sphere particularly has he to be "as wise' ns a serpent, and as harmless as a dove." The traditional pedagogue, whose chief delight j was in the rod and ferule. Is "numbered among the tilings that were," but the teacher I who Is actually prohibited by public opinion,; or by positive resolutions of a Hoard of Trus-! Inrtlnltnir nririwirti I rm.iUI._l tnent, is deprived of a very necessary means' for the maintenance of Inw and order In the, cchool-room. When civil society Is upon so hiuli a plane that the stale may do away with severe penalties attached to the infringement o< certain laws,and when the Inherited propensities of children nre good, and onlygood, then may corporal punishment he altogether abolished In the sclMiol-rooiri. Ascer-i tain persons in the world are only restrained from lawlessness by the fear of physical pain, so in the school-room are certain children only restrained by the fenr ol corporal punishment. Undoubtedly then, the teacher should have the right to inflict corporal punishment, hut he should put it at the far end of the penalties. His aim should lie to govern without It. In some cases, however, corporal pun-1 Ishinent is absolutely necessary, and very' frequently is not inflicted when the good of the school and everything else demands It,, for fear on the part of the teacher of (King considered behind the times. He should bear I In mind that "It is not the severity, hut the! certainty of the punishment" which most Ire-, quently"detersevil-doers. Cast-iron rules, with 1 inevitable penalties, are by no means the hest modes for securing good order. Such fre-j quently lead to manifest Injustice. Clrcum-i stances alter cases. "Common sense," says ! John Swett, "is in the highest degree requisite for the right administration of school affairs. It Is easy enough to sit In Judgment on the i.i.nrk cases, and the white, but the gray coses me the difficult ones. Nothing but Round judgment cun determine a largo classoi of-, fences." In no Instance does a teacher require more tact than In dealing with obstinate children. I It Is a dangerous experiment, for a teacher to : attempt to break thostrong will of n child by j main brute lorce. Even if lie succeed", in I nine cases out of ten. there will still remain j that spirit of sullenness and dnggedness so1 common among strong-willed children. Re-: member that the independent boy is the! father of the independent man, and try In I someway to gain the atFrction of such, and j obedience will naturally follow. "Have tact: enough" says Huxton,"todivert the chlld'sat-1 tention from its own obstinacy, and in n few ! moments you will lead It gently round to submission." The government being thus established as a ; necessary requisite for the success of the' school, the teacher Is then prepared to do the j best work with regard to instructing. The! methods of Instruction would afford ample matter of Itself for an essay, and hence can j rmly be noticed to a very limited extent. In; mine Instances too, they are so varied, that I the teacher has to rely solely on his own common sense as to which method will best I suit his circumstances. An Interest in the' study has to be awakened in the pupil, re-; srardless of the method of Instruction. In i faot this Is oneof thechlefaims of the method., No substantial work In Instructing can be performed if there is on the part of either, teacher or pupil, a lack of Interest In the f study pursued. Enthusiasm must be exhibit- > iid on the part of the teacher to awaken i Interest in the pupil. Enthusiasm is the heat which softens all opposition, and overlooks teeming obstacles. Interest In studies Is often ! iwakened through the agency ot emulation, 3ut like everything else In the sehool-rooni .his must be kept within bounds. The system j >j awarding medals and prizes In the school*! t ( room for the highest c'a*s slandini. inn.v be n | very k?>o?J one, but it Is also subject to abuse, ?causing conceit, Jealousies, rivalries and hard-feelings frequently to sprint; up where "humility, love and peace onlv should abound, j ; If used at fill It should be used with the, I greatest discretion on the p.irt of teachers. . ; l)iscreet praisu and encouragement is ef:cn ! tiie ino?t effective and necessarily tl.e most harmless way of bringing about this Interest; I in the studies of the sehool-Vooni. The over-j j talkative teacher?on'e who likes to hear him- j I self talk?istoo apt to disgust Ills pupils by his ; I super-abundant words of praise or censure, i ! besides wasting their valuable time. Says i Haiti, in Ills "Kdueation as a Science "The j !school-master's means of reward is chiefly i conIIlied to approbation or praise, a irreat and J flexible Instrument, yet needing delicate ma-1 nipuiatlon." i [ Itecently a creat line and cry has . been raised against textbooks. The t<5xl-boo!t, never!iieless, is a necessity in Ihesrhool-rooin. i | It lias its uses and out of these have grown its! a'uses. The mere hearing of a recitation! 1 troni a text-book is too frequently considered I by the teacher as his whole duty. Ailowinc' ! it thus to usurp the pi of the teacher is Its chief abuse, and should he guarded against I No matter thouuh. liow well , ? teacher may be posted on any subject, nor how much interest ! iie may take In it. he cannot po-sibly create the same interest anion:.' his putdls without a | text-book, as he can by the judicious use of one*, and as is the interest manifested, so is the prouress likely to be made Hut, time would fall me to touch on all subjects connected witli the Instruction given in a school-room. Let us as teachers remember I in* loiiownig a.Moios, iimi m i- ii|/ ...^ !':tr as we may lit- able, and good results must necessarily follow : 11 ) A clii lit should never he told what heenn reasonably find out for himself, or as Herbert Spencer says : "Tell htm as little an possible, but induce him Ui discover as much as possible."' (2.) It Is not what Is done for the child, but what he docs for himself that is lasting and Improving. After the reading of the essay and upon its being given to the Institute for discussion Mr Marchant, of Graniteville said in substanc0 as follows: He conducted liis school on the same principle that lie would a mill ; when corn was brought him to grind he ground corn ; when wheat was brought him lie ground wheat: when a child was sent to his school to be tauuht reading, he taught it reading: when arithmetic he taught it arithmetic, and so on with the other studies. lie was not in favor of putting too ninch on the teacher, and thought that physical and moral training as such were entirely beyond the sphere of the teacher, and when attempted Interfered materially with the intellectual training of the child, which should be the tcacners chief aim." Mr. I/. It. Hnyne, of Columbia, said . "He rose to express his admiration ol tlie essay and his agreement with it from beglning to end. In discussing it a great, deaj depended upon thedefirtittotS j'oii gave to education^ I f if. \v.'!S defined as Herbert Spencer defined it viz: The training which is necessary for us to know how to live in its broadest, truest sense, then truely it Included moral and physical training as well as Intellectual. If you defined It as the development of power, then too it must also include physical iiml morn! tminincr. lie thought no teacher had :i right, to disregard physical nnd moral training and wished that more attention htul I been given to tils physical development." lJr. E. H. Joynes, of Columbia, then said : I "That lie agreed with most the essayist li I said. lie would not call teaching a profession, as it has scarcely been raised to that I dignity. It was rather a work, and In the work it was quite necessary to know whether | the natural instincts of the children were good or bad, and whether they should be dlI reeled and developed, or corrected and eradicated, lie dllleivd from the cassaylst, [and thought that naturally they were good and should be developed. They were given i by an ail-wise Creator in his goodness, and naturally they should partake somewhat of 1 that goodness. He was not ready to believe that men, and they were but children of a larger growth, had been created only with in: st I nets which had been completely eradicated, and were now In a measure new creatures." The discussion was closed at this point and the President announced lhat next on the programme was an essay, by Prof. J. I. McCain, of Ersklnc College, on "Pronunciation of i English." [We regret that we have been unable a? yet to secure the copy of tills essay, but hope to present it to our readers next week,] I After the discussion of Prof. McCain's essay whs ended, upon motion the Instllute adjourned until 8.30 I*. M.. and the President extended an Invitation to the public to assemble at that time to hear the address of I)r j E.S. Joynes, of the South Carolina University on "The English language." I I)r. Joynes, chaste address was delivered at : the above mentioned time to a largo and select I audience. We hope next week to present our readers with a synopsis of it. SECOND DAT. Election of Officers?Appointment of Time for Next Meeting?The (tendin" nf F?vni'? llp.mimrd. | T ? ? ? I The Institute was called to order by the President. The unfinished business was taken up, and acted upon. The old ofllcers were re-elected, viz; President. I>r. W. MUrler; Vice-President, M. L. Ronliam, See re" tary and Treasurer, L. P. Kpnnedy. Upon motion a meeting of the Institute is to be called the evening preceding the examination of white teachers in January next lode, termine when the regular meeting shall take place. There being 110 further business the President introduced J/C. Klugh, Esq., who ver.d the following essay, on : SOME REFORMS IN TIIE COMMON SCHOOL STUDIES. Needless Waste of Time nntl Money in a Multiplicity of liooks--Tuo Much Time Given to the Study of Grammar, Arithmetic, and Geography?Demnnd for Practical Results ?The Desirableness of Manual i Traininr. The object of figuration, according to Dr. William T. Herri". in to fit man to live in the institutions of civilization?to develop the mere j animal that is born into tlio world, into that | morul and iu?ellcetu:il beins that shall, in the j pursuit and attainment of happiness, realize] the ideal forms of human nature in a perff ct j manhood To lend him up to this high estate is not the p? cnlinr office of any one of the institutions of civilized lif*. it belongs to them ! ail. In the familv the incipient mnu must re- j ceive his first and moat important lessons in j practical morals. He must find, in his relations j and intercourse with his fellows, a life work, and thus he becomes a constituent element in j ciwl society. Oth> r in titutions must do their j part in this greut work of education. The State i must make the citizen, trained in the duty of | obedience to law and submission to authority j and all the duties incident to the political relation. While to the religions institution is del- j egated the high duty of instructing mnn in the I mysteries of his origin and destiny, of foster- I ing and calling out these nobler aspirations and impulses of his nature which induce him to ' seek to realize bis la*t and highest ideal of hap-! piness in the perfections of the life eternal. These are the cardinal institutions of our civi- i lization ; the family, Fociety, the State, the I church. Kach must contribute all it can within j the bounds of its own province in order to at-; tain the highest degree of development in the i inaivian.ni. | O-cupyincr an extremely intciwtiiifr position in relation 1o each of tbf.se crand d^p irtmentf ' of civilized life, in the rebool. It receives the child from the nurturiug care of the family, supplements the work already besnn in the { home by deveioriir.ir and training all the power* | of hi* mind and will, and fairly introduces him i into the provinces of the church, the State, and the busy world, with more or less adequate pre-, parutinn to meet the duties and responsibilties to be laid on him there. The school, then, j holds a most important relation to civilization I itself because of its intimate connection with the chief institutions of civilization, and should : receive from each of these, all the care and j support necessary to enable it to achieve the j most dcsira' le remits in its trand mission as a j factor in education. At the same time its twofold capacity of a supplemental and a preparatory7 worker maH's the demand imperative that it shall do its utmost to discover and develop ' all the powers of the individual so as to fit him , to work out in a perfect manner, the problem j of existence in an enlightened age. To very many our school system does not. Rive h&Ubiui'iiuii in itn ?'pt i tuiuii. /\ muuui m i its design for giving educational advantages to j nil alike, in practice it has fallen pbort of the , mark on account of the many and great embar- j rassments under which it ban labored from tho firHt. It? enemies have maligned it, its friends j have too often proved untrue, the newspapet g' find it a convenient ubjcct of criticism, ti e people themselves are not enthusiastic In its praises ; and what, with tlio scanty means at its i disposal, it is no matter of surprise thai the, system has not done all it promised to do. It I is not for us to stop here to discuss any want of adapt 'lion of the plan to the nonius of our people, nor any of I he causes inherent in the j system itself that may have contributed to prevent a fuller realization of its aims. It insufficient; for us to awake to the reality that it is the adopted medium of instruction through which the great mas* of the children of this generation are to be trained, if trained at all, for thej duties o? life in its varying phases, soon to do-! volvo upon them. Ou^ht the public school* of ! to-day to t ndertake more than they are doing i to tit those who are soon to bo men and women i demanding equal place and participation with ourselves in tho oujoymont. and control of onr institutions, for the task of preserving and advancing our civilization? Passing over the questions of tho need of fit teachers, good sal avies, zealous and capable school boards, and a proper public Hcutiment in support of school enterprises, let us point the inquiry directly to the work that is going on in the schools, the subjects taught therein. A writer in an educational journal lays down ' tho following as the aim which every child in tlio public schools should be brought to achieve : i "1. To read end spell well. 2. To write a neat and legib'o hard. 3. To know the main point* in the geography of the world, and the leading events in our! country's history. 4. To spea'< correct English, and to write ' rerdilv a well expressed letter of business or friendship. 5. To work accurately any plain business j questions involving the four rules, common j and decimal fractions, and simple interest." \ This is a fair statement of the object sought by the common schools in the course of studies which they now teach and winch has been in vogne since the tiuie when persons now well past the middle point of life were school cbil- : dren. ! i The people for several decades have been ,! quite satisfied with the fulness of the course of instruction and the fuclilies afforded by it for ii gaining knowledge, without making much in- ! i quiry as to the real value of the knowledgo,1 impared or the mental training which its ac- j i quisition gives as a preparation for the business ' 1 of life. i Of Jate years, however, the educational pulse i has grown restless and apparently a change is ] come over the popular feeling toward tho < schools. The people are asking themselves if i the branches taught ought to take up all the ' time of their children. The ago demands util- I ity in everything. Tho spirit of progress has 1 wrought reform or revolution in most other de- 1 partments of life and is fast bringing alout the i i i cmvicMon that improvement mn<t be imde in I th? method < and results of educational enter- j pri'e. Admitting tluit th? course of study i wcil chosen to attain the ronulw above outlined, an- there not other object* to be nought, from a copiinon hdiool education of at leant equal importance to th? pupil and to society ? And if, the end* a-oiredly are not reached in I i.ia-tueuc:neHmit of every twenty, htti is y j not tine to mk for a change in the methods of | teaching thfc jfesentconr?e or else that the! course of i'Htruction itself be md>itierl ho as to ' n' coinplidi th>*pnrpo.<e intendedVOr would it not I be better to reconstruct the whole plan of study. | retaining the old branches to such extent as j shall secure all the good results to be derived j from iu:-lruc!ii')ii in tin-in, and Introducing new, subjects to meet the d-Jinand for more practical re.-ulUV A irominent cati-e of complaint! against tne i-chool course a^ at present organ-j ix.'-d is Ih j great number of text books required ; to teach the few elt-raen'ary branches. Each ; j u! jcet (>f study must be tnnghl from a series f books. On the sinitle topic of spelling.! i there is the word piimer, and the word -speller, | and the w>>rd deiiner, and the word-analy^i-, i and the test-speller. with otlin s too nunierom | to mention. Knrely tho?<Mif uswho were truii.-ed to spell in We.bster's "Blue Uack," and thought it a high distinction when we wt-ro promoted to the Dictionery class with lb'- big boys and pirls, must. nLTfo that here is need of retrenchment. j I'lil tlie case of the spellers ij hardly as burl as 11 hat of the renders. VeriK their series is endless. Not oiio child in ft hundred of those plodding up the hill of knowledge ever reaches the point where the tr.viti of read' rs eeases.And sowith the other subjects of study.Formerly each one could he letrned out of one book. Now English rr.nnmar must ho taught from thren or four hooks; geography I requires as many ; while arithmetic, reputed | the only practical science taught in the schools, : i-i perhaps for that rea* n, divided up into at, lea?t one hook for each class, with the "mental" ho k thrown in. To make the matter still worse the number of writers of school hooks has in? creased till it is scarcely compassed by the hounds of infinity. Each one evidently thinks himself commissioned to write up the whole i range of school liter iture in series and to deI mousfrato, with the aid of the ever-willing publisher that all Other books are thrash and his I own alone fit to lie in the schools. Now a stop should l<e put to this extravagance somewhere. Already the gr&it army of parents who<c pockets are drained every year in the vain eudeavoi to keep up with the ever increasing, ever cha1 ging series, are raising their voices in ati on'cry of remonstrance against the! imposition. But the cost in dollars and cents is the least part of the expense of this growing J evil. It. ha* monopolized the time of the cliil-1 dren. It makes the process of getting an cd-: | ucation a wearyjraf,'to them, because by re-J I pen ting the sanio principle, rnie definition.: over and over in one book after another of tTie series, it robs the school life of one of its great est charms, novelty. For the same reason, it tends to make less accurate scholars. A factor principle once clearly impressed ou the youthful mind, stays ; but try to make the same impression by degrees, at intervals of say six or twelve months, each time out of a bigger book, and ten tr? one instead of making it deeper and clearer you only make it blurred, and the indistinct idea soon parses away entirely or reremains a? a stumbling block* in the way of the cnild's progress. All tin* tena*, 01 course. 10 make the teacher's lot harder and sadder. Furthermore the result* of common scho#l work are by thin mean* reduced to a minimum, whether as regards amount or quality. The art of rending is but imperfect ly acquired from all the reader* of the HcrieH. Most persons educated in the cmmou schools, if they ever learn to read creditably, must do ho after their school-days are over. While any pupil who can write a sbort noto in a neat hand and with accurate spelling, is an object of wonder and admiration among his fellows and of gratifying remark to his older friends. Yet these three arts constitute the groundwork upon which the superstructure of arithmetical, geographical, historical and grammatical knowledge is to be erected ; and as the foundation is defective so the whole structure becomes irregular, inaccurate and faulty. The introduction of graded series into such branches as geography and grammar holds < nt the temptation to put young children into studies quite beyond the reach of their comprehension. The vanity of foolish parents overpowers the scruples of the honest teacher, and too often we find the child introduced into foreign cities and countries before he knows with certainly what town or county he lives in ; before ho is old enough to realize that beyond the neighboring branch or creek t here is a river a hundred feet wide and deeper than he i* tall, we have him crossing oceans and threading the Amazon or the Nile to its source. The same is true of grammar. The mind gratps the concrete tirst and after it expands into something approaching maturity, it is prepared to under stand tii.it there are truths which the hand cannot touch nor the eye perceive and which yet have existence in nature or art as real and as fixed as thife that are patent to the senses Upon such truths rest almost the whole science of language. Present the simplest of these to the mind too immature to receive it and the impression is not only devoid of meaning but tends to discourage tho youthful learner by making him think the study is hard when really a year or two later it would be very easy for him to master. The use of grammar is very j important, but its study should occupy a verv small part of the time of the common school j pupils, and that as near as possible to the close i of the course. A month in this branch at the J age of fourteen or fifteen is worth as much as a year to the average child of te?. I would not I be understood as wishing to deprive tho chilj dreu of the opportunity to leam "to speak cor 1 ? ! >? rnn/lilv n. well ex I icul unu,j uuu iv MI>kv *w? ? I pressed letter of business or friendship," which ' is laid down as one of the ends to be nought ! from a common school education. I believe these ends ought all to be maintained and their fullest achievement Bought by holding out to the pupils every inducement and aid postib'e. But the correct and easy use of the English ; language is not to he acquired by the study of English grammar alone, however long it may be ptmuvd. Indeed the most that can be expected of the common schools in teaching this nitldy, and all that they should attempt, is to acquaint the pupils with tho rudiments of the science, the parts of speech with their u es and inflections and the commonest rules of byntax. I Ileyoud this a command of the language is to [ be sou ht through the medium of a trained ear, practice in the art of composition and an acquaintance with English literature, without ' which its real mastery cannot be hoped for Teachc rs might accomplish this and atthesame time stimulate their pupils to wonderful improvement in the art of reading, by making judicious selections among the best productions cf English and American clastic writers, each work to be read entire. The present course of study, tanglit as it must be out of tlnse multitudinous text-books, covers tho whole period allot ted to common j scIrioI training and leaves no time nor place in | the schools for other studies which are justly regarded as equally fruitful in important re-! suits The youngest pupils, as soon as they can read a little, are put to the study of arith- ' matic, geography and grammar, in their ele- j montary books, and if we look in on them from j year to year wo rind them rising i erhaps one j step in a year in each of these studies, till the end of the school life is reached. "If," as has: been recently said, "we ask for the introduction of some studies which may teach the child the knowledge of himself, of the body he inhabits, of the world he lives in,of the myriad forms of life aronnd him, we are met with*tho cry, 'we have more studies iilready than we can teach!' " Every child begins lirst the study of na'.ure. The wee, toddling thing, scarce able to follow it* mother around, is charmed by the green grafts, | the llowcK, the bntterilieo, the been, tne oirus. j A whining pebhle is a treasure of untold rich-1 ress ; tho bright leaves of autumn afford in-1 finite delight. The golden t-nnshino is a thing of joy and glorious | beauty; the iliitering clouds, tho rain, tha calm j blue t^y, the stam, and the very darknass of night, are sources of wonder and admiration. Tliese are the thii g-t which first impress the] cpenitm facn'ties of the mind an 1 the child is lmt?y with endless speculations and theories about, j them all? It is natures method of education. Would it not be well for tis to take a hint from j this as to the studies which shou'd be fi st pursued in the school. The conviction is very strong that tin-study of tho iiwct and plant life of our gardens and fields is of more value, whether as a means of storing the mind with useful knowledge or of training the powers of thought, than that of the boundaries, and productions of the nations of Central Asia, or the capitals of the raving savage tribes of Africa. I How many of the children in our public schools j could ?ivethe names of half the birds that; flit and sing about their morning pathway?! What one of them can tell the character and i habits of life of a single bird, with its power for injury or benefit to man and his possessions? Is not a| knowledge of the laws of health, tho parts of i the body and their functions, and the pre-j ven.'ive measures against disease, of at least ( equal importance wiih tho knowledge of the! - o C< 1? ,.fl laws 01 langllUKU r r>un-ijr iuo <:a?>i<|?o W. I nature in her method of dealing with the young I child, teachos us more eloquently and forcibly j than spoken language could, tlio importance of such subjects of study to the growing youth. Children should be taughttho sciences of natur.i i in their earliest school yearn. Ah a means of j disc'osing and developing tho powers of tho i n i.id and of t-trcngthening and training it to *ys tematie habits of observation and thought the | study of botany, zoology, geology and physiology ' is unsurpassed. That they art) proper | subjects of studv for the youngest classes not; indeed in their abstruse theories and cumbrous j nomendelature, but in their practical application j as seen in every dav life, is KUflioiently apparent from the nature of mind itself from great ease and quickness with which children learn by object Ioshoih Another subject which should have considera-t tion in the common schools, is the cultivation of' the industrial art-<. | The demand s heard for tho introduction of; such new departments of school work as shall! yield more practical results. Tho time is fast I coming when tho sbopH and factories of the . South will call loudly for skilled artisans. In the disu-e of tho apprentice system., There is no other means to! supply tl is demand so well as through the ' common schools. For this among other reasons the necessity becomes urgent on the schools to : prepare to meet this call by affording means of instruction in tho principles of tho mechanic and industrial arts. A mistaken notion prevails with repard to drawing and tho decorative arts, that they require special talont for their successfHl practice, that, they are fine art- ranking along with paint- [ ing and sculpture, and that it in therefore useless | to try to tench then) to everybody. So far from ! this being true, however, drawing can ho learned j hr easily as writing, and this being once ac-' quired all such arts a? de-igning, woodcarging, I moddeling in clnv, chiua painting, art needle-1 work and the like, of which drawing is the! fundamental principle, may bo readi'v learned i and made to yield prolitabio results loth rt-- a I means of mental culture and mono} making. As matter of fact this truth is*'ul]y rec-' ognized in many portions of tho Norlhern and Western States, where art study is being extensively introduced into the public schools; while in England and France it has long been the chosen means of supplying the demand for such training in tho manufactures and trades. In the Industrial Art Schools of Philadelphia largo num- j ffnm fho ntihlirt wflinrtlrt art instruction each day. Mr. Charles G. Leland, the director of these Schools, has contributed a. most interesting and instructive papor on this xnhject to the National Bureau of Education, j Mr. Leland has had a very long and successful BXperience in art education and is therefore 1 qualified to spoik authoritatively. "Tho ivhole secret of learning to draw," he j tella us. "consists of malting an easy j beginning in the simplest rudiments and in re?o j lutely persevering. There is no 'gift' or 'talent' I necessary," "It is much easier to learn to draw l **? ,v: r> * . well thnn fo write well." Tie demon?trates (been-' p tire feasibility of makitg drawing and the upeci-1 r fic application of its piieiples in the minor in- I daf rial arts, branche* of common instruction in | ^ all the schools. 'Nineteen twentieths of all | v the most expensive carpets and wall papers no d ii are inferior in design to what nineteen cliil- t dren out of Uvuity e?.u!d produce iu a few months if properly trained." And f*?aiu lie ' t?ll? ?s, '[ nave considered the expediency of Industrial art as a brunch of education, and ? nbown how it may be introduced to village or a private Hchools. It is wortb remai'king that the (J teachers them "elves, learning while instructing,' h will also htcouie accomplished, and in many in " stances fit themselves for a more congenial * camera as at ti>ts or touchers of art. No ouc cm doubt that if over.- teacher in America could practice one or morn sticily intln-rtrial d< cirative art-t of a more practical nature than are now taught in schools, there would he an immense impctu* given to our national culture and indu-!rv." ! The limits of this paper do not admit of an expended presentation of the valno of Mich a feature in the public school<1. Let this short extract from an article on the snl j*'Ct, by Prof. John F. Weir, in the North American Review, ' sullicH for the advantages to la, gained. j ; "It develops, says l'rof. Weir, "and concentrates the j lowers of observation by imitation; it exercies the analytical and s> nthetical faculties ; it trains the land, and renders it a skillful | instrument of mind ; it furnishes a means, only . second to that of written and spoken language for communicating ideas ; it gives experimental or definite from to inventions and designs that cannot otherwise be placed before the eye and the mind except in the more laborioiu and co.-tIv form of phvsin al models ; it tends to bridge : over the gulf be. ween the theoretical and the | practical by continuing a strict subservience to I truth i.i defining natural forms, and by making these forms conform to nature und to common j sense under the tests of the sense of sight; it opens to the mind the universe of sensible an-, ! pearance, to which wo are often unconsciously | blind ; it is a means of livelihood, of intellectual ; recreation, and it acquaints one more intimately . I with the wonderful beauty aud structure of the j ' world in which we live. As a means of educa-' ' fcion, therefore, undeniably it has its ' place, and this should be accorded duo promi- j nence. Education, if it means anything, is the! ! quickening of the power- that enable us to live, { j ?ideally and practically, mentally nuti morally,-- j : or that give ux the capacity to enjoy and expand i t ! this life ; and art, even iu* itn simplest forms, i t | tends to these ends." if Doubtless the fact that this kind of training if I coiubinoH mental culture with the immediate j' production of articles that hive a money value i |lii the market, and thus enablutt even childien i and women tho more readily to make a living ! t for thswselvew by work that can beet bo done ] i at home, will most commend it to that large \ i datiilif 'he public who complain of school work t' J thatil is>Tf8trof pMflical tesults.in other words j1 [ of bread-and-butter-earniug7?5Utt*-^ While no J one of us has drifted ho faraway from th? niem- ij j orios of childhood an not to recall the Hense""~Of^ i I elation it gives a boy or girl when able to apply ( i to a practical usesome of the knowledge (.-ained in 1 f | school. It is this feeling intern ilied which the J ! child enjoys so keenly when he can get money | J I for the products of bis skill, especially il that I skill was acquired in the school room. ^heif I moral effect of such feelings need not be em- t phasized here. 1 I The means manual training in those prin-11 | ciples which are are at the foundation of all the | J j handicrafts ought to be furnished by overy | "J school. The steady nerve, the practiced eye,1 ( skill in the use of tools, these are essential to t success in the practice of the mechanic arts, i Proper sechool training in these and the like i principles would yield in-valuable results in the ( after life of very many pupils and go far to 1 ! supply the increasing demand for skilled work- , men. By requiring all to take part in such ex- | orcises all would learn wholesome lessons with j regard to the usefulness and the honorableness ! t of labor, while many is the situation in which t professional men, merchants or farmers would I' be made independent of tho aid of a mechanic, j Such instruction is the counter part of instuc-', I tion in drawing, each being a mutual and valu-! ( I able aid to the other. It is to tho schools ef j i our cities and larger towns perhaps, that wo ] i must look to take (lie initiative in such education j ' al reform. After the value of such training ban ij bee i demonHtratcil there, we may hope for it; ( due consideration and ultimately* itn admia.-ion, into all the public schools. . These arc wane of the desirable changes j i as it seems to iue. to which it is proper to call1' the attention of a body of teachers and friends j1 of education met together to consider the best 11 i interests of our schools. Doubtless many others j j j suggest themselves to those present, some per- i i | haps of equal importance or more, i presMiig need. ^uch improvements!' j are to be accomplished, if at all, through the i1 j action of tha teiichers. It may be at the in-1J stance of pressing popular demand so strong |, J as not to be resisted, or it may be by wisely in-1 I terpreting the needs of the times and meeting 1i them in advance of popular clamor. The times J' change, the spirit of progress is ever maichingij onward rendering the old useles< and absoletel and creating new needs to be met by new means | J and methods. This is true of education as of all , the otlior interests of life. The next generation ' may see changes taking place in our Southern I school life equal to those which keep the pre*- I ont ago ever in a state of wide-eyed wonder at ' the development of our material resources. ' I The old branches of study with tho old means ( and methods of schoolwork- will be , sifted and questioned to tho utmost aud crowd-1 ed into the smallest possible comuana of time i and space consistent with tho acquisition of whatever is good in them. Let us hope that j j such changes as shall be made will redound j to the good of the cause of education in the | at taiumeut of its true object, the davclopnient , of the individual. i In discussing this essay Dr. Joynes (-aid. < lie agreed most heartily with the I views of the writer, and expressed the hope < that the entire paper would be given to the i public. The subjects discussed were of recog- ' nlzed Importance, and were forcing them- < selves far and wide, upon the attention of I thoughtful educators or ivory grade. The ' complaint was that our public education was not successful, beeause it was not adapted to < it... mii.iicu-nni.?did not meet the demands of 1 the age; and if this conIInlies to l?n lite case, the schools will fail of public confidence and support. The schools do not supply the knowledge nor the training most necessary for the uses of life; and the question Is, how shall they he better adapted to furnish this I practical and necessary training. The speaker'alluded with commendation to several | points of the paper, particularly with reference to the necessity ot providing the elements of Industrial education, and of giving lurger attention to studlesoi science, such as train the perceptive faculties, besides Imparting knowledge that w ill be useful in practical pursuits. With reference to the question.on I such reform should be ellccted, and how time could be round tor such studies, be urged thai j it could be usefully taken from studies, com-' para lively useless, upon which?under the Influence of traditional methods. It was now | worse than wasted. He thought that a large portion of the time now given to the study of Knglish grammar, might be better given to the practical use of the language, and to acquiring a taste fur reading On tills subject he spoke as an expert, and strongly criticised the view that by the study of grammar a pupil could learn the use of language. A large part of such theory, with young children, he I believed to be worse than useless. .So In | arithmetic: tlinc was wasted on mere puz-i zies, such as never occur in practical life. A I large part of this time might be given to ele- . ! mentary geometry, drawing and construction, which besides useful training,would have a direct practical value. So with geography. In which valuable time is wasted upon the pcr[ pctual iteration of useless details, impossible to be remembered. If In these subjects better methods and a wiser economy of lime could prevail,opportunity could be found for the introduction of such studies and exercises as had been referred to by the writer. The necessity for such reform was becoming widely ] admitted by the best teachers,and the subject j not only with renard lu the .student's mind, " hut ulsn (lie pureutH pocket. j *' The time for discussion heing taken up I>r- j |, Orier then introduced as the next essayist n I'rof. J. C. Cork, Principal of Prosperity High 'J School, who read the following essay oil I |: I M I 'I TIIE CO-EDUCATION OF THE;[j SEXES. !>? I 11 |e The Way in Which they Should be1'1 Equally Taught?The Cultivation of " Womanly Graces?The Development j"1 of Manly Valor?Refined Sweetness, f< ?Cultivated Maimers. The orlplnal difference of capacity between J1 man and woman has furnished a subject for '? much discussion among writer* of both s'-xes, " and it not (infrequently happens, these dls- V eussionsare conducted in such ft spirit as to , give rise to much unpleasantness,,between sl those, who should ever deal kindly with each |" other,and conlrihuleas much as possible to each other's happiness. Very many are of 11 the opinion that man Is woman's superior in natural endowments, while others claim that jv woman has the advantage in this rcpcet. Both these views, when, zealously advocated, ?' have a tendency to provoke hard feelings,and * place the sexes in antagonism to each other. ?}, There is another view of the matter, how- !' ever, which appears to us more correct than 1,1 either of the ones we have mentioned, and which we might adopt us our own, without es exposing ourselves to an equal degree of cen- Je sure. This opinion Is, that while the minds je r>f the sexes ate not exactly similar, still there ce Is no such orlgnal dltlerenee existing between o; them, as to constitute cither the superior of hr Lhe other, but that the dlllcrence which up- ly earn to us so manifest In many eases is the eMilt of unequal education. In the lirsi part of our essay, therefore, It hall he our purpose to insist upon the sexes ei 111? equally edne.iied, and In l.lie hitter part re shall endeavor to show ihot this can he est accomplished by the system of eo-educuloll. In order to place tl;e education of the sexes n an equality, we deem It our duty 10 give ur attention more especially to female equation. Inasmuch as there seems to be a uener1 tendency to overlook Its Importance, and llow It lo languish ihroUL'h neglect. In orer to be con vi need that female education has ecu generally neglected, we have but to turn iur attention to the fact that nearly every Inention and new discovery In the arts nml ciences, and most all the important works of Herat lire, have been the productlonsof men; irhile I he centler sex, constiluting more than me-half the human race, ban done coniparuively nothing In tills respect. On the presumption that the natural capacities ot tli# sexes are equal, we have no rea011 to iifiuht. thai tills immense number ol in man irolinrs, who have born mostly a'??orb(I In frivolous nihI often useless occupations, oulil have been made by a proper education, o (Ornish an equal share of the world's Un;uists, historians and great poets. Oil the contrary, we have reasons for sieving that. if tlio sexes were (inally educated women wo?ld even ixeel men In literature. A great leal depends. In Iheacquisition of knowledge >nri the production of literary works upon tiie .mount of time we are abb* to devote to that uirpose. Men, as a general thins:, have less uisitre than women. The cares of supporting heir families neee.-sarl ydevolve upon them, nut they are also intrusted with all the pubic transactions of life. Women on the other muit are employed only with the domestic afuIrs of life, and as their work, in this departuent. Is greatly fieilltated by many modern mprovciiients, tliey have a meat deal of b-lsire, which I hey might profitably devote to litrature and sclentitle Investigation. Already Itiltea number of distinguished Indies, who mve been so fortunateas loobtain a thorough (location, have proved themselves an inculpable benefit, to the literary world. Hut not withstanding the "many advantages | vhieli would accrue from the higher eduea-! Ion of woman, still we find the sublect Is not iiitlrcly free from objections. It is said by some that If women are highly j educated it will have a tendency to make] hem neglect those domestic duties which' latunilly devolve upon them. A sufficient' iirawer to this objection is found In the fact hat womei. are far better educated now than ormerly, and yet we cannot see that this has , n any way Injured domestic economy. No! rue womanly duty has been neglected, nor ire women any less disposed to accept the' ares of domestic life. It Is a fact now gener-l illy admitted that the laborer, who litis merey received a conitnoti school education ls| nore efficient than one, who has none at all. j rhcsaine principle wc think can be applied >vItli equal force to women in the perforinince of their household duties. The belter heir minds are trained mid cultivated the liore thoughtful and systematic will they bej n every depuiiment of housekeeping. It Is die to suppose that education will ever have inch n powerful inrttn*nce over wornan>a? nakc licr neclect UiU ^'iTiTWtttrrrrfrrf rts of l^famllvL ^ir^aller Scott in theproducloiior msinarvelous fictions,and very many )lher authors of distinction were not. so ahiorbed in their work as to neclect the wants >f their families, nrtd we do not suppose that ,he most literary women an? likely to become^ nore absorbed than these authors. A further objection Is that ivomen were designed to be the companions of men, and If hey received I lie same kind of education that s given to men they would no longer be commnions but rivals. We do not think that a legree of Intellectual rivalry between the ;exes would Interfere very materially with tie social pleasure which they derive from ;ach other; still we have not the least idea lint any such rivalry as is generally feared voul J exist at all. Women have a natural nodesty and timidity, which no amount of Mlucatlon can over destroy, and which will 11 ways keep them from engaging In any of .hose professions or public duties, which imtirally belong to men. They may be Justus amillar with the theories of government, jolltics, civil engineering, etc.. as those of the sterner sex, and yet there is little danger that ,hey would ever engage In those professions >i pursuits, which are based upon a Unowl?dge of such things. But here the ultfitnrlan dea of education would naturally suggest the question, why should such waste be made in living tmvoinflii an education of which she s never to make any use? This false theory n respect toeducatlon has nowjusily become :o nniioniil.-ir uinoncr Int^lllL'ent. i?eot>le. and ,he arguments against it lmve become so fa1111h>r, that* \rc fool ashamed to mention Mem. It litis already done enough In discourlging liberal education unions: men. ttint it should not lie tolerated foNa moment when ipplied to fenuile education. A liberal educainn always lias a tendency to Incn use our lnpplness and if this were it* only use It ivouid certainly be desirable. It Is tills, that onstltutes Its chief value to woman. It nf 'orils her u never falling source of pleasure, which makes her cheerful and happy, ntnid ill (lie trials ami vicissitudes of life; and In loing this, it certainly bestows an important joon, not only upon herself, but upon nil hose about her Surely a liberal education will not Injure woriiun as a companion. We isk in the words of a distinguished writer, Will woman's smiles cease to be attractive A'bcn they are brightened by intelligence? Will her conversation lose its power when itrenglhened by words of wisdom? Will her icauty ot form and feature vanish amid metiphysleal problems? Will her companionship be less valued ns her nhility to counsel ivisely and control judiciously Isincrescd?" We are disposed to answer that It will vastly ncrcase her sphere of usefulness. It will refine and elevate her. make her more respected, and cause her to exert a stronger and betler influence over her husband. Asa general rule men derive most pleasure from thut society. which Is most congenial to their tastes md dispositions of mind. An educated man will naturally seek the society of educated persons,and if he has much regard for his liappiness or prosperity he will select as his life companion an educated lady. No one, we *uppo?e, would envy the happiness of that man, who has for lii? constant companion, an Ignorant and narrow-minded woman, who Is constantly boring him with her Idle and silly ::oiiversa!ion. It matters not how high Ills liosition mny be nor how extensive his wealth, ills home, though elegant and pleasing In appearance, will possess for him none if the amenities which sweeten life. Its magnificent halls and airy apartments will be but lark and gloomy cells without tbeenliphtjning, animating Influence of that bright. Intelligent being wbieli can make the humblest jwt'iimy it fjiiiiiuihu <jii i'liiui. In order to make home attractive It Is not !nout!h for a lad v to understand music, nn<l ->lay nrctty well on the piano. Of course tliIs k a beautiful accomplishment when hud In connection with other and more Important ici|ulrements, I?ul It Is not sufficient !>y Itself. S'or Is It enough for her sensibilities to be so ulilvated hy the rending of trashy novels, hilt she can "weep with equal ease over the leatli of a pet canary and a victim of the Inliilsltlon." Drawing and painting are also lttractlve female accomplishments, yet they ire inadequate, unless tiiere be In the cultivated mind tar greater designs and more jeautlful pictures than those which nppenr in the canvass. In order to sccure the greatest amount of congeniality nnd social enjoyncnt tietween the sexes their education night to be as nearly equal as possible. It Is loubtless true, that, "there can tie nodlspnrl,y In marriage like uiiHuttabtlity of mltiii nnd nirposc." We do not believe there would be any great lanircr In allowing a lady to have some cnowledge of the business or profession of ler husband. Let her be aide to enter Into ill of his plans, and Interpret as nearly as josslble his very thoughts. If he Is a miniserof the gospel, a lawyer, a physician, or a .euchcr, let her make his profession her spe lal study, until her mind will naturally run n the same channel with his; and then, she vill be able to appreciate all his difficulties, ind sympathize with him whenever he Is In rouble. She will know exactly what so1>ects will most interest him,and thus hereon was wortliy of tin; most earnest, practical con-; > slderatlon l>y tills Association. The speaker was listened to with marked attention. Mr. Marchutit snid: "lie thought tho reforms spoken of by the essayist might be very nec?ssnry, l>nt lie did not think they were practicable. It was not right to expect a man to teach all these olo-I gles for the paltry sum of twenty dollars a | month. It was a disgrace to any school system to be able to pay r.o mere than that for a | tlrst-elass male teacher. He did not consider j a woman tit to leach,and with I he present, system thought If we could gel reading, writ-) lug and ailthmetic, with one or two cither j tilings taught successfully, it was all we could | expect, i Capt. Bonham then said : | I have been very much Impressed with the! practical nature of the suggestions made by ; Mr. Ivlugh In his admirable essay. I was particularly impressed with the Idea it suggests tlint the public expect too much from the1 public, school system. For the pitiful sum of; the 2 mills and poll tnxwhlchcach man pays,; the nuijorlly of the patron# of the .public schools expect tlielr children to rcci'ivc the;, tlCIM'M IS Ol U iltgll rsCIIOOl fUlllMl lull. 11 nu' iu.-N | to iiic iniich may be done to remedy the defects of the system hy directing Its efforts to-1 wards thorough instruct Ion in the rtidimentory branches of knowledge?|>:iyin^r as the; essayist suggests, particular attention to t he English hranehes. Another reform tliat he; suggests I like, and that, is the teaching of! drawing?not the highest art, but the praetl-1 cal part of the science; that, which is likely' to the yeoman and the mechanic. Why not j teach too as he suggests, the decorative arts? This knowledge might keep some young wo- j man to earn a livelihood, who Is incapable tiy I want of strength and health for manual labor, of a heavier kind. What more practical and ; useful, and therefore what more necessary toj teach in our common schools, than a knowl-1 edge of Insect and liird life? Yet are they j ever taught, there? Many a farmer may save his fruit and farm crops by a knowledge of;'I tiiis branch of study. Yet how few possess | v more of it than they have gained by observa-: o tion. I think Mr. Klugh deserves our thanks | c for his suggestive and practical paper. It, f< must result in good. ! t Mr. Ilood In discussing this essay, said: One of the crying evils of the day was theic number of text-hooks on every subject. He j ii.1,1 m,iu i! 1111;ii- there was esnecial ! ? need for reform. There was necessarily a, irrent deal ol' repetition when there wcrescv-! era I grades of hooks on I In- same subject, and j J1 a consequent loss of valuable time. He cited ; J as nn example the many trades of arithmetic,!' and called up.in the teachers to assist in this U lllf.ll U'lillllt fliniltlost itSI'tf " . ersanoii win aiwajs uc rcasonuoie iuiu appropriate. It may be too Inte, however. for her to ncinlre this knowledge after she has assumed: .he responsibilities of a wife, unless she has i dready received, at least, some ueneraI Ideas espceling these Important duties of life In ,he school room. We fear it Is too often the ase that she Is educated in some sehool, a here her mind is diluted and enfeebled by a alse method of instruction, which never nkes into consideration the important misdon for which t-!ic is designed. and It may be hat her modes ol thinking have bneome so >oii(lrmcd that to change them is an impossljility. Now as the best method lor making the edjeationof both sexes equal and of ecjual importance. we have already suggested thesysem of co-education. We advocate this system because we consider It the most conve-J ilent, economical, and perhaps the only prn'c-i leal ethod. It Is impossible, at present, to' dace female education on an equal footingj vltli the male in separate schools. The maorlty of our people are not able to meet tIk? :xpensc8 of support inn separate schools for heir sons and daughters. Suppose, for initauce, that every community, in obedience osometime-honored custom.should endeAv-| >rto furnish separate houses and teachers for he education of their small children In the primary branches. II would he very easy to mint out the results of such 'an nitempt. ] I'hc expense of creel I nir two school houses vould very naturally be curtailed by building. nferior structures, nHording but little protec-1 Ion either trom the Inclemency of winter' veatlier or the heatof summer. The expense i >f paying two teacb?rs would also be dlmln-l shed by employing Incompetent persons, who i vould work cheap anil do cluapwork. The chools would latiuuish,and In a short tlme.i >ne of Ihem.iii all probabilltv. the female I chool, would be entirely ncgleclcd. lint this Is merely a supposillon. There Is : lot the least probability that such an attempt j vill ever be ntaile. Co-education in our com-, non schools meets with almost universal ap- j imitation, and has always been attended with he most happy results. Owing to thlssysem every community that Is at all prosperills or that lakes any interest In educational, natters Is enabled to provide a comfortable i chool house.and employ eonipelent teachers ; or the Instruction of lis children. As a lur-1 her result, we might also observe in this con- ] lection, that up 10 the lime thatchl'dren quit i bese schools there Is no perceptible differ-! nee in the attainments of boys and girls, j 'lie experience of all teachers In such schools,' t-e venture to say, will testify to this. In our j iwn expei icnee we liave always found that iris are equal to any lask that may be perurmt'd by hoys. They are Just as enthuslas-! Icnnd diligent In their studies, their memo-, ies are Just as retentive, If Hot more so, and n every Intellectual con'est we have the most (inclusive evidence that Ihelr minds are cainble of Just as much culture as the minds of he other sex. Now since co-education is such a success In ' ur primary schools why should it not be In-; induced into al! of our higher grade i nst I lulons? It would certainly diminish very rea.'y the expense of obtaining!! liberal ed-1 icatlon; so much soas to place II In the reach! T very ninny, who are now entirely deprived I" lis advantages. This Is especially true of: [ male education, for as we have remarked efore It is more generally neglected, and this cg'ect is owing in a great measure to it.s exensiveucss. Movt of our male colleges are ndowed, which renders tuition very cheap, 11 some instances it Is nearly free; mid weal-' 11 have Slate Institutions in w hleh tuition Is ntirely free. This, however, Is not the case 11 our female colleges. Tuition in tli-m inges fiom at least Sixty to over one bun red dollars per year. Now if our male col'cos wore thrown open to both sexes 11 would fit only remove the expense of supporting iinale colleges, hut would cnnhlc us to inrcftse the endowment funds to such sin exmt as to render tuition free for both boys ml girls. And besides, our college buildings could lie ;>nHtructcd on a much larger scale and be etter furnished with all necessary apparatus ir performing scientific experiments. The est teachers from both our male and female Hopes could bo selected: their salaries could ogreatly increased; their classes would bo irger and more Interesting; and we would ion have one person performing the work hlelt is now Imperfectly done by two. 1 gain, a? we have before intimated, we lould have boys and girls coming from the reparatory schools imd entering these col- < res with no appreciable difference os to iclr attainments. 'Ihis equality would b</ reserved throughout their college course by similar curriculum and a similar mule of istruction, and they would thus leuve these dlcgo* equally educated and equipped for . le responsibilities and duties of their re- ' icctive missions in life, which Is the very ! dug that we have all the while been insist- ] K upon. j Hut we must not forgot that oo-odncntlon, | peeiaily In high grade institutions, has obctlons urged against it, and that those obcllons although trilling In themselves often 1 nhc from such respectable quarters that we | i{;lit not to pass over them In silence. We ive not time, however, to consider them ful- 1 nor do we deem It necessary us the mott oi i i - . 1 tlicm n-onnly theoretlcnl and liavc been sut- t flclently answered by experience. , The flrf-t objection Is thnt we could have no eurrlrulutn equally adapted to both kmccb. It 1 will be seen lit ona that this objection In t founded either uponTne opinion that there In , n vast difference In the natural capacities ol the sexes, or upon the utilitarian theory of eiiucttlon. both of which we have already fef.-rred to In the first part of our e^suy when; we anticipated the objection. We will remark right hi re that music, drawlnr. painlIna, etc., which are confined almost exclusive j ly to female Institutions could be tauzht Just lis successfully In mixed schools and colleges, and that this would have the additional advantage of uIvIiik to hoys the opportunity of taking lessons in such things If they choose to do so. Another objection is that If the sexes are educated together they will beeoinc so fond ol each other's society as to necleet their studies. We cannot deny that this Is true In ninny Instances, yet we do not believe It Is any oftener the cat." than when they are educated tn separate collcirtt*. When they arc thrown to-| jjcther soofien as tlie.v necessarily are. In the recitation rooms it often has u tendency to ' make them more indifferent, than when Ihey I are together only occasionally. Kvcn If very j strong attachments should spring up hetween the sexes we believe It would be far fiom making them neir ect their studies If they re-! cite In the presence of each other. A student | In a male colleue. who has any ambition or J pride about hint, docs not like to make a fall- I urc nciore nis classmates. ue wouni ccrinin- > ly hate much worse to do so in the presence. of his sweetheart. An to the nntiireof thfesej attachments wo would also remark that they are generally of a hither order than thosB 1 formed at halls, ple-nlc?. camp myelins* and | other places where (he sexes are acchlentelly thrown together In schoo', hoys and girls I are placed <m\ an Intellectual pane. Theyes-| tlmale one another according to Ihelr true' value. They Ieyrn lo admire lhe beauties of the mind rather than personal attraction?. If h-school hoy happens sometimes to like his Ken tie classmate too well Is it not because she Is Intelligent and studious,and always recites1 good lessons rather than because she Is pretty < , and dances well ? What, reason Is there In refnslne on this score to allow the sexes to recite together in the school room, and permitting them ,0' dance together In the ball room ? The last objection weshall notice Is that In mixed schools and colleges, where the sexes ate thrown together so much, the rough manners of the boys have a tendency to change that modesty and gentleness peculiar to the feminine nature to something that is more masculine?In other words, that co-education will unsex woman. So serious Is this objection, that If there j were Just Grounds for It. we should be In favor of Icecplni: the sexes entirely separate, not only in schools but everywhere else. If our friends of the male persuasion are so rough and exert such un i- fluenceas to de- f1 stro3\ merely bv their presence In the class,1 room,tlio?e lovely attributes of woman's na-[; turc. will she not be unfavorably afl'ected hy the society of father and brothers, and will she not Incur great danger by having any ; tnale friends who arc norrelatioiis. or by ever ' , marrying? Would it not be better for her to I?w6k the seclusion of the convent, or for tho i entire sex to form un empire of their owti ttnd like the fabulous race of Amazons wage a war of extermination against this pernicious element In society? In answer to this great objection we remark, in the first place, that It N contrary to nature to suppose that the peculiarities of either sex will be changed hy their being associated together?under normal circumstances. The : sexes were made for < acli others' society, and when they are together they are in their nat| ural element. Much of the modesty and irenj tlenesj, which we observe In the female character springs from a consciousness of dependence on the sterner sex. Now if the sexe? he | kept separate from chlldnood to maturity will It not tend very greatly to diminish this consciousness? When girls ar*1 kept entirely IsoI lated from the other sex It Is evident that | incy are ooiiged to uo many tilings wmcn would naturally devolve upon hoys. These ' duties which they ore thus compelled t/> perlorm for themselves may oftentimes appear ' very Insignificant, yet it lias a tendency to make thein feel more Independent than they naturally are. and nfler a while their sense of modesty may become so much weakened that they will even aspire to the highest, positions that are filled li.v men. When Joan of Arc was ii (rlrI she performed the work a boy at a country tavern?when she wan grown she commanded the Trench army On the other hand where the sexes Hi e associated together as (hey are In mixed schools every little attention and net of courtesy bestowed by the boys will help to preserve tlu> modesty of the girls and kPeplhem in their proper spheres, while at the >amc time It will Increase the manliness or the boys. It may be said, however, that the disposition of women to take part In politics and engage In public professions Is most strongly manifested at the North, and that It Is in Ibis section that mixed schools are most preva-| lent. Uoth these statements are line, yet wej have not the least evidence that the one is the' cause of the other. In the /list place, eo-edu-. cation lifls not been practiced long enough at the North to onsluce thlseflect. Indeed 'his disno?llion manifested itself long beforeCoeducailon was ever introduced Into the higher grade institutions, and surely no one will j think It is possible for an effect to pre* ede its j cause. i In the second place, there Is another cause | exNtlng In the prevailing state of society which fully accounts for this disposition. Jt is often remarked that the ladies of the North are so much more independent than they are at the South. They are Independent because' they ate compelled to be so. The men are so much absorbed In money-making that they pay little are noattenllon to their ladles?and this Independent spirit after It has been Arm-! ly Implanted In thein changes their feminine ! ! nature and makes them aspire to positions they would scarcely have thought of had tbey i been treated differently by the men. j Wedo not believe that crvedncatlon hasanyI thing to do with this disposition at the North, I and we are surprl.-cd that any one else should think It does. j But us we have remarked before all these ] objections urged against co-education are I merely theoretical. As a general rule those I who have bad experience In mixed schools, i and know the most about- the practical workjlnzs of the system, spenk only In lt? nralse. I 1 here may be a few exceptions to this rule, but they always result from an abuse of the system through imp tree I diselplltie and bad management. We might refer to many Instances showing the success of co-education, but we shall con-1 tine ourselves in conclusion to only one or two. In the first place, we will quote the followIrg statement In reference to co-education Ih i the United Stales: 1 ( o edUeatlon St) the liithI nr institutions of learning has during the lost: i few year" been thoroughly trird in the United [ States; and the?.vst-n? ha* rapidly advanced.! stimulated by the success which appears uniformly to have attended tlieexpcrlmctit. Hut a few years ago there was not one'*ollege In the United States which utTbrded equal Instruction to both sexes; In ISTt according to the report of the United States Commissioner of Education there were 97 colleges and universities in which the co-education system prevailed. Of the academies, normal schools and high schools more than W1 percent, are frr both sexes. The testimony of those experienced as instructors In the higher institutions, as well as thealumme themselves, appears to favor highly the prluclpieand paucilee of co-ed ucation." As n further proof of the high character of f?n.odiif??Uvfi Insttditimifi. wft will nlpo quote a statement made by Horace Mann with reference to Antioch College: "We really Wave" says lie "the most orderly, sobei\diligent and exemplary institution in the country." Another statement says: "No oneacqnainted with the daily life and walk of Antl<x-li College can deny that the purity and hIt'll tone of f,s morals and manners In both departnien ? were nnequaled by those of any other known institution." As to the a hi lity of female students to perform the intellectual tasks assigned to those of the other sex, the testimony of college presidents and professors Is uniformly am* stronsly favorable. President Pali child says: "During my experience as professor?27 years In all?I have never observed tiny difference I | in the sexes as to performance In recitation." | President Angell.of the University of Michigan, says, "V?'e iiave not had the slightest emhairassineut from the reception of women. They have done their work admirably, and apparently with no Injury to their health." [ Many other statements of a similar character might he a<'deil but we deem it nnneces-aI ry. Sufficient has already been said we think | to prove- that the co-educaMve system is correct In theory, and that In practice it is attended with many advantages. Jf this be so wo leave (his question with you. Wny not i adopt it In all of our schools and colleges? I >lr. .T. S. Perrln ojvened the disctif^lon of this essay. lie said: He rose, ns possibly the only ore present, who had attended a college where both sexes were In attendance, to elve his experience as regards co-education. After a two year's observation he was forced to the conclusion that lliere was no great difference In the mental capacities of the sexes. In Cact It had been i noticeable at. the Nashville Normal College thai as a general thine the youiisr ladles carried oft the medals. The lnfiu"iiceof thesexi cs upon each other seemed good and only cond. There were some objections to the system, but it had its advantages and as far a* he was concerned he would like to see the sys-1 I cm lIl'rotluccM mm lilt* luiijtiriij u ij* j t uii ?1 the colleges of tills State. Ur. firlcr being called upon to take part in tills discussion, said: lie hint very decided views on the subject, lint thxl possibly Ills opinion wits due more to j his igtioraiic&of the actual workings or the ays tern ttinn lo his knowledge of It. In hlscatiditl Judgment the old was better thnn-the new. j' It was not so much aqucstlon of expediency, | mental capacity, Ac., ns it was a question of sex. These were Invariably drawn Into the j argument, though In his opinion they were entirely Irrelevant. Tt wits claimed that the system had been tried, and Its results were | entirely satisfactory. It would take more\t than one year, yes more than twenty years to | know the results of the system. It would | manifest itself in the next generation of| wives and daughters, and the experiment was tro risky to be tried unthoughtedly. There was a distinct mark between the two sexi'S, I i and across that mark a brother dares not go. j J l'ut them together in our colleges and you do i much to obliterate that mnrk. He would close : as lie commenced by saying In his honest i I opinion the old was hotter tliun the new. I Mr. Sonet said : ' lie was perfectly willing to grant all that was said In the essay, lnit still he was not prepared to advocate co-educatlon. He was ft strong believer In the higher education of wo- . man. but thought her sphere wok not the bread-winning one. That was man's and woman's was rat lier the bread-dispensing sphere. I lie frit he wfts advocating the cause of the fair sex in opposing the co-education system. JudgeJ. S. Cotliran on being culled upon to take part in the discussion, said : lie too wan an advocate of the old system. Woman no% possessed the balance or power 11 and It was pcrfec'ly right that she should do | J sit. Attempt though to invest her with additional power such as voting, Ac., and you Immediately divert her of what she already has. The tendency of co-education would naturally Hecm in that direction. That our girlsi need all the cure we can bestow upon their. Is | recognized liy the line which parent* Instinct-, j Ively draw between brothers and sisters, | Open our colleges to both sexes and you will t make boors of our sons and holdcns of our i daughters. The Honorable A. Burt, was also asked to ( take part in the discussion and gave his views 1 as follows: i He had remained silent in all of the discus-1 slons up to tills point, but as this was of a general nature he felt lie could express Ms opinion on It. There was no doubt about the spheres of the sexes being quite different, and : unvillin<_' which tends to take clther sex out j i?f Its sphere, to that extent unfits it for the! performance of the duties peculiar to it. He ( thought more depended upon our women ? than upon the men. The contact with the 3 rough unpolished manners of the world, was by no means refining. If we had means j enough to educate only one of the sexes, he [ was by all means In favor of educating the, women, who are to be the future mothers,! mid whose influence will be greatest. ' a Prof. AVm. Hood said: He was afraid this strenuous opposition to J Ihe co>educailnn of tlie sexes would be inju rlous, especially In the rural districts, where i If it was understood to lie Injurious ton girl,: ifter sIih had reached a certain nee, to be educated with tiie opposite sex, would certainly * ue delriniental to that class. He did not wUh I itieh an universal opposition to he quietly ae- ,, 1 ulesecd In, and rose to express his fears as _s exards the result. 'tl The time allotted for the discussion lmvinir jeen consumed Dr. (filer proceeded to deliver lis closing address. The subject of his ad-; iress was "Indirect Teaching." He treated it na manner as only I>r. Griercan, and held i /* " . . :m ssasss he attention of the nndlcnce during tb? vliole time of It# delivery. No ?ynop?l* cfla lo It Justice und we hope to preseut the whole a otr render* next wetdt. _ 1ST otice. I HAVE J lift fliilslieti repair* on my MILL, and liavif Ixjih WHEAT MILI/8 in open*- . $ Sou again, und now op with iny grinding. N"-? M. ERWIN. L> July 18, 1883, tf ,.i i LOOK OUT 1 FOR THE Savannah Valley Railroad PUBLIC meetings In the Interest of the fta> vannnh Valley Hall road Com puny will be icld In Abbeville County at the following lines and places: At Lowndefvllle. July 30tli, 1883, at 10 A. M. At Riley's School House, July 31st, 1883, at 10 A. M. At Ml. Carmcl, August 1st, 1883, at 10 A. M. At Dr. Glbcrt's, August. 2d, 1883, at 10 A. Mi At MeCormlck'8, AugUnt 3d, 1883. at 10 A. M. At Troy, Auxust 3d, 1K83, at 4 P. M. By order or the President. J. E. BREAZEALE, -I Secretary S. V. R. R. Co. .T ill v 18 1BS.1 ot THI POOR HOUSE, i Office County Commissioners. July l>th. 1883. OEALED proposal* for the maintenance of the pauper* of the County during the ensuing two years, commencing on NovemM-r 1st. 15K3, will bo received at this office Motxlajr. tnq 6th day of August next.on which Jay the bids will be opened and the contract awarded to the lowest responsible bidder. Bond with approved serbrlty will be required. The contractor will be ullowcd the use of the Poor House farm. Specifications may be seen at tills offlce.and copies will be furnished on application, S3 By order of the Board. > /:*> JAMES C. KLUGH, ^ *C Clerk U. C. C. A. C. July 11,1883, U Sheriff'8 Sale'. G. VV. Connor, F. W. Wagener & Co.. and otucrsagainst B.C. HarL?Executions. "BY virtue of sundry executions to me direct' ed, In the above stated case, I will sell to the highest bidder, at public auction, within the leuul hours of sale,at Abbeville Court House, on Monday, the Hixtli day of Angu*t( lftCI.all the right, title and Interest of B.Ci Hurt, In the following described real estate, Id I wit: 7 No. 1. ONE HOUSE AND LOT, In the town of Cokesbury, containing SEVEN (?) ACRES, more or less, and bounded by Mm. M.Jones und vlrcets. No. 1 THE MILL TRACT, containing THREE HUNDRED AND FIFTY (850)* 3 ACRES, .-,.M more or loss, and bounded by Snlnda River, G< W. Joirt'8, J'olHson and others. No..1. THE PUCKET PLACE, containing ONE HUNDRED AND FIFTY (ISO? ACRES, more or less, nnd bounded by M. Williams, \V. Z. Mcfihee and others. No. t. THE TURKEY CREEK TRACT, containing TWO HUNDRED (200) ACRES, more or less, nnd iHwhued by C. L. Smltb, VZ, Z. Mctthecand other*. No.5. THE WARE TRACT.containing ONE HUNDRED AND FIFTY (150) ACRES mom or less, and bounded by Saluda River, Estate S. Daniel, Cork nnd other*. No. H. ONE LOT,In the town of Cokesbury conta'nlng ON??HALF ACRE. more or less, oil which Is a WOODEN STORE IIOUSK, hounded by O. W. Connor, A. M. Alk'-n and others. d levied on and to be sold ns the property of I B. C. Hart to satlbfy the uiorcsalU Execution* J and cost. TERMS CASH. 1 J. F. C. PuPRE. 1 Sln<rlA O.l.avlllolViinlv M July IM8S3.tr V iState of SoulL Carolina, Abbeville County. IN THE COMMON PLEAS. Mary A. Olive, Plaintiff, } Summons against [ 7or Relief. Josinh 8. White, n.s Admlnlstra-1 t<?r of tlic Kstate T. C. While, f Compliilnt deceased,and In hi* own right) not Served, und others, Defendant. J To tho Defendants Josinh S. White, Carter C. White, Rachel N. White, John J. White, 01lu Pitoinn und llo.xunnn Rddlemnn. \y 01* nre hereby summons! und reqnlrcd t<> answer tho complaint in this action,or which a copy is filed In the office of the Clerk of said Court fit Abbeville Court llou*?. and / to H*rVe a copy of your nnswer to the wild compliilnt on the subscrlliers at their office at Abbeville Court lions'*. Booth Carolina, wllh- i in twenty days uric-.- the service hereof, exclusive oi the day or xurvlce. and ir you fall to . answer the complaint within the Mmafore' said, the Plaintiff In this actton will apply to the Mild Court lor the relief demanded In said coinplulut. PERRIN & COTHRAN, ' Plaintiff'a At torn ova. Dated 28th Juno, 1883. [L.S.J M. G. Zkiglkb, C. C P. To .losiah S. While, Carter ('. White, Rachel N. Wnite, John J. While, OUa Pitman and Roxannn Kddleman. Tuke Notice. That ihe summons of which the above In a copy lias this day been filed (with the complaint to foreclosea mortgage of the real estate ot Thomas C. White, dntaMil, , situated in sntd Stule and In the of- > /ice of the Clerk of the Court of Common ^ Plea? for suld Coutlty. '/. 20th June, 1883. I M. G. ZEIGLER, N C. C. P. 1 June 27,1883.6t i TO "CONTRACTORS! * '1'UE buildlngof a Church for_Ebene?>r con1 gregatlon, seven ntlles east of Abbeville viilaue, will be let to an acceptable bidder. It is desired that the contractor aball go to work as soon as possible. Church to be :W by -10 feet In clear, nnd 15 feet between floor and over-head ceiling. 2 loorM ;<>? by 7 feet, 2 aisles, ft rows of seal* made wlfh slats like street car seals, 10 windows filled with eighteen lights each, 12 by IB Inches, bllhd* to each. House ceiled throughout, wllh pulpit and alter, covered with good heart pine or cypres* shingles. 18 Inches, Pulpit reccss five square In shape of hay window. with 2 windows In It. Material and work to be flrst-cla^s. Building Committee is now ready to receive bids. Plans and speclfl- v cations of the Church. I. A. KELLAR, Chairman, Abbeville, S, C. July 4,1883, tf - 7 AIM District Bible Society. THE sixtieth Antiiversnry Meeting will be in the Biipilst Church on the li'Ht Wednesday In July, at 10U o'clock A.M. Rev. \V. M. Urier. D. D., preacher. Address by Tlios. I'. Cothrnn. Esq. The meeting <<i the Directors will b?- held at tlie office of A. Burt, Esq., President, at 10 o'clock AM. WM. H. PARKER, Recording Secretary. " July 11, 1883, tf Farm to Lease I'HE OL'FFIN HOMESTEAD, uear Abbeville village, conutlr Ing 655 Acres, J offered for RENT. If not disposed of before I <AI.KDAY IN HEITE.MnKK.Mt that d*le it .vlll he offered to the highest bidder, for one rear, with the privilege or extending the lease or three years. The place is susceptible of inprovernent, and this presents nn excellent >pportunity for an enterprising fanner to uakc a good bargain. C. W. GUFFIN, Osceola. Mississippi County, Arkansas. June 'J7.1SS3, tf HI m HILL READY FOE BUSINESS. J. A. Brooks nAS returned Ills ENGINE to Ills GRIST AND I-LOUR MILL ON CALHOUN'S 'REEK, and Is prepared to grind all GRAIN hat may he carried to him. J. A. BROOKS. June 27,18S3, .*?t Sf-.rn.ir Mule. ~ J ??" *TRAYED irom the nmlcrsJaned lastSaluri ?Jav iildht, ?(d June, a hay, bare-fooled, IA RE MUI.E, ahout live yearn old. Any lie finding lier will please notify SANDERS CRAWFORD, Abbeville C. H., S. C. June 27, ISfv). If INSURANCE '* REPRESENT THE CONTINENTAL IN- " Sl'RANCE COMPANY, of New York, rliich Iiiih ontuini'd license to Insure In this late. This Is a first class Company aud will ikegoi*l risks at minimum rates. J. T. PARKS, AGENT, Abbeville, S. C. July 11,1883,4t