Historical Newspapers of South Carolina

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SCHOOL CONFERKNCKS. Tatvir Origin and What Raj Iben \<viaii|tlt*tMHl With the hearty endorsement of the Sta* rd of I ilnnaRofi, ?N State HUh -Yhool Inspector Invii.d the high -fhool teachers of th. State to meet In conference in Columbia on May Ith end ?th mo. To this no I Inf Sf teache.s came. The entire time for t .n days and one night eas gtvrn to infoimil roiiml-iabh> discu-o the most exalted, one of the most ex? acting of its adhere.its. In the ab? stract teachmg is | profession, wheth? er it is on?- concretely is dee; indent upon ths sonfonnlty of Its followers unto its rigid requirements. If th.*ro hnd Leen only one tSOChsr, the one who spoke a?< never man .->pai\o t- ehlnrf would be incomparably the highest callings?the ttflSttSlned and unattainable profession. Men Judge a profession I y the fitness of thos Who follow It. It d p: tub upon teneh- | ers. thei.-f-'fe vv.-ther or not teaeh'.n. lore. Reduced t<> this absurdity it is tasy t?? mo h"\. preposterous the pro] s: loi Is; but many fall became while .-imply tilling. they fondly fancy th I they are teaching. Telling Ig not teaching) because it does not cause ?'t1 ' to !;u<i.v. Teaching re qulri i no only that ths teacher must oauss one to know; but that he must oauaa one to h low something that one did not know before. One may wests much valuable time, it matters not how graph la his presentation <>r h< w faithfully he may follow the BOYS' HI SCHOOL ?Um? of a few definite high school Probleme especially applicable to it I schools of South Carolina. The sub? ject to which was given the largssj allotment of time was the orgini'.a tlon and articulation of high School courses of study. Including the scop.-, quantity .and arrangement of the staple high ?chool subjects. The dls cuss'on* revealed the fsct that SJBiOasj the high schools of the State tberI was little virlty in either the sut matter or Its arrangement. For In? stance some schools were glvlrw nearly twice ?s much time to mathe? matics as other schools were giving; some schots were giving more time to Latin than to Kngllsh: still other:* Were giving no time |e any kind afl science work. All present realised that there ought not to e\is\ su< \ chaos. Supt. Swearlngen asked that g committee he appoint.) l.y toe High School Inspector to make a com? plete report on high school SOSgrSCS of study. TH'.s was done. Supt. Kd snunda of Sumter was* one of the committee. After more than six months of deliberation t!ie OCanaelttee msde a report Pgeomm^idlng five 4 year courses?classical. lUrt?ll Inn gnage. scientific cornmerclsj, and ftfl ? rl< uPural. loiter the State Board of ?ducatlon adopted these courses ar . the standard <>f the State. Perhapi ninety per cent of the high SShjOll of the State have accepted one or more'1 of these courses, with very lltle vari? ation. If any. During the scholastic year 1910 1911. nine similar conferences were held at convenient points throughout ' the State. To these were Invited not only the hlsh school teachers. but high school bor.ru?, county superin? tendents, snd such other persons as felt Interested In the discussions These nine conferences wero attend? ed by 2S8 high school teachers, 37 grade teachers. IS college pr'o'essors. 7 county superintendents, and 10 tmstSSS ?30 In all. At all thSS* meetings the chief topics for dlsrus slon were the function of the high school Itself and the functions of the humanitarian subjects In the high school. 8o fsr this scholastic year, six con? ferences have been held. Three nth- \ ers. Including the one at Sumter. are fjflo follow Th.- sit lhSOdl hiM have * been attended by 324 teacher** and trustees. Th - topics receiving the chief attention this year are how to get Into the high school* the boys and girls and how to keep ih.-m there four years, and the functions of the Laelences In high school courses of study. The objects of these conferences sre to make clear the fun. tlon of the high school, to stimulate an Inter? est In the high school as a factor In - a system of education, to aid high ajg\?.-h<."| t. achers In ipproachlng and solving their special problems, and to lend encouragement and Inspir? ation to the teachers through heart to heart talks about their experiences, successes ami Ideals. The develop fjfeeni of tb*? high school* of the State -'can com* about only thro igh an In? telligent and patriotic r .-operation t?etween th?>ee who m ?nage and teach thes? schools and those, who support them. I Ik Mo .Hi..ii- of I . a. In i - Mfi Whether or not -h.- t. o hers' rall Ing Is to be a profession depends up? on tho-in who compos, th > teaching force Tea hers have It In Ihslf power to dlgnlfv their faiths] hv lr worthiness Te 14 hing Is ? p? ? feeslon?one of the noble, t. one of v. Ill receive from nun that recogni? tion it so richly d rorvtt. Let U8 lot k Ihm M arm-: of the ouallfications i.ec??sary in thoae Who would do their part to contri? bute to the fund ? f the QUaHttei th it ##n nd tha hom*?* and rospoci cf mankind. To be cnalificd to I ? ^ T.ca? her one must knew t l a: whtc? I.o profttftf to teach In fOTItral imill this ij'.;;\'ity m:;y 1 e call" ! s< indarship. There Is danger today of sacrificing matter for merh >d. it ? true that the ultimate end of education is the l \.s of pedagogy, !f he upends ii In i- ay'ng over and over again only those ngl v.' !ch nil pupill already know. L"n la u ? illy cause one to know ' ?*? i and -more broadly, you have t it'.- thing. Hah? knowledge is no; kn wledge und t la frequently r.ece <> em pi : repetition, the Strongest rhetorical figure of ipeecta, prd employ it a:;ain and again before y w r y cause ? na to know; but nev? er 1: ? :it-;ht of this ideal; that teach? ing demand! that you cause a pupil to kn >w. either absolutely or in a dif? ferent relationship, something that h<* l'KIMAK * FCHOOU development of power; it is true also that wisdom is transcendently higher than knowledge, hut it i* als?? true that one should know what he teach? es?know it broadly and definitely and positively?so that he may teach as one having authority. It Is also true that, whi ? "Knowledge and wisdom, far from being one, ' have often no connection," knowledge ll the food upon which wisdom feeds, the fulcrum by whose aid It mani? fests Its fore.-. < ?ne should know hi subject far more broadly than hid pupils do. that they may BAYS ? ontt <)? nee in him and from him may get the Inspiration that comes by catch? ing constant glimpses of the lofty heights of knowledge which they may he abb- never to explor >. These glimpses develop that divine discon? tent so desirable In a student and dls pol aalf comp'acency which means death. There Is a daflgor her?-; one may know or may think that he knwi hi>- sui>jeet so well that he may mcceed in doing very little leaching. Tins arlaes from two causes; first, in takss loo mach for granted. Hi can? not appreciate t' ? ililllcultlei of his pupils. He skips premise. end leaps to conclusions. H<t lias forgot teTi the b;ise degrees by which he did ascend. Thinking that he needs no preparation there is no freshness in his teaching. He dost no* rsallM that even Arnold mads telly prepar? ation of the b ssons that he had been is idling f..r years in order that bis boys might "drink from a running stroomi not from a stagnant pool*'1 One should know not o?ii\ the branch of study thai hs prol ?ssei t>> teach; but also how |o leacli It. On account of taking i. o mu< h f t gratlt? ? ?I and for want of freshness one may f.iii to leach oiu- maj fall also be* cause l?e lack? -kill; because he doei not knon how t.. p.,. p. ?, echini causing one ?,. \ hoi something thai he did not know before, Teaching is not telling, if it were, hoe easj would ?.iii leak be. it w.eild b?- nec? essary only to teil I rhlld'hls alpha bet or bis tables m arithmetic and tu?- problem would be solved. Tell I sttid< nt <-f Latin ,,|| difficult para ?iigms and construction! and! he would leap into th- light of Latin ?.IM r.M know before, There can bo ne teacher, where there is not also a I on r nor. To be a successful lecher one ist know not only what he profess? es to teach end bow to teach; bat also how to govern. If one possesses the* two qualifications mentioned above he |f already on a fair road to the ability to govern bis class room* One who knows and knows how to impart his knowledge Inspires con? fidence end create* Intereel?two very Important factors in the har? monious and effective management <>f up and down i:i their tracks: the more noini a train mal es the more ?lowly it moves. Electricity is per fectly sil?? nt: but power follow! in its wake. Gravitation is absolutely noise? less; but it is the only Instantaneous fore*' in nature. A noisy teacher makes a noisy class-room and his pupils progress Invert ly as the amount of noise. To attain to .he ' ability to govern one should study the experience <>f others. He who fail? to do this missel in opportunity to re? ceive benefit from accumulated j knowl >dge and must b-arn solely I from his own experience, which is always a dear teacher. While study? ing the experience <>f others one should profit by his own mistakes. < ?ne is sure to make mistakes and h? redeems himself only as he derives profit thereby. This requires close and constant introspection?not that lntrospe< ti<m that makes one gloomy and morbid and morose; but that ha? bit of self-examination that causes one to know his weaknesses and tend? encies and enables him to get that srrio upon himself, which we desig? nate self-control?a very great vir? tu ? and its greatness makes it to be eagerly desired For after all the whole essence of government of oth? ers has Its being in that supreme con? trol?the mastery of self. To give sweetness to one's ability to govern, it must have a saving sense of humor. One should not take him? self too seriously; should not think 1 that, whenever he closes his eyes, the ?un sets. He must be able to see a joke. He must know that even he has to others a side that may evoke a smile. He must not let the opening ( f his lips be a prohibition upon the barking of dogs. He must smile often and most frequently at himself. The consciousness of his prof undity should not make him obtuse, as was the Englishman who. when asked if he had heard of that collector of curios j who showed the skull of St. Paul When he was a hoy and when he was j a man, eagerly replied, "No, tell me about it." Humor saves many a situation, hene*- its name?the saving sense. Back of these qualifications and above them?Scholarship. Teaching 1 Power, and ability to govern?is Character. Without it. all three are j but as sounding brass and a tinkling cymbal; with it the three may blend [ into a perfect whole giving a resul? tant whose force will be forever felt and when multiplied indefinitely each deVOted tO the cause espoused, teach? ing will come back Into its own and one need not ask if teaching be a profession; but all shall know that it has always been such and that all who profess to teach have at last realized its true dignity and grandeur and the influence of this realization upon the adherents of teaching will be so markedly effective that men reasoning objectively shall do belat? ed but unstinted homage to that pro? fession whose ideals have no superiors I and few peers. Enrollment up to i>nte. The reports of the teachers in the schools for the month just passed show an enrollment in the white public schools of the city as follows; Hoys, 402; girls, 398; total, S00. In the high school the enrollment by years, is: Boys Girls Total. 1st year. 4 4 27 71 2nd year.31 31 02 GIRLS' III'.II s< WOOL. a clBSSi bill this is not all. One tnnst know how t ? manage mid must be a governor, Nu ostentation is neces aary; but it must never be out of th< mlndi of his puplli that power Ii there- t serve power it may be ami better perhaps that II be In reserves but that it i- there, there should nev? r be the slightest doubt A teacher to j gov in as he should must be patient, '?im. systematic, resourceful, consis? tent, and just. He must lave com? mon sense, so often called the moat uncommon of nil the senses, This i nes a I? ? Tu-T w a \ towards helping one ever may a rough place. He must i h?. filled with that quiet calmness that presages power, Noise does not Indicate force, \ rocking-horse may rack the nerves of h bollermakerj but 't goes nowhere, There are hot- >p ,,f flesh whose noisy f<- t would had tin listener to believe thai they nre running sway, but their riders kno\ that thej nre simply Jumping ? 3rd year.30 4th year.it Total. 122 105 227 i >f this number only four boya and four glrla have for any reason atop ped achool, so that IIS hoys and 101 girls, a total of 219. are In the high achoo] today. Directory ?d < u\ Schools of Sumtcr, south Carolina, 1911-1012. Ronrtl or Kriticntion, ft, i. Manning, t -hntrman .1. A, stood, Will < I'Donnell, A I?. liar l.y. I /. D. J< nnlnga, <'. If, I'un t. Secr< l n\ nnd Tr< n u rar. Bupcrlntendent of Rchoola B, H, Rdinu ads. Principal ol Boys' Mich Hchool and 2 1 5 1 23 40 Commandant?W. M. Scott. Director Of Music?I,. C. Moise. Supervising Principal, Washington School- Miss B. W. McLean. Director of Art?Miss Marion Sat terwhite. Primary .School, Washington Building Miss A. I?. Richardson, 1st grade boys. Mis- A. M. Graham, let grade girls. Miss LUller Stevens, advanced 1st Krad.? boys. M'ss s. 11. Nelson, advanced 1st ^ grade girls. MiSS Mary Lowry. 2nd grade boys. 1 Miss L. L. Jennings. 2nd grade girls. Miss Ruth Harrington. 3rd grade boys. Miss Lydia Richardson, :'rd grade girls. Miss W. M. Wise, 4th grade boys. Miss Arrie Stuckey, 4th grade girls. Grammar and High Schools, For\ Girls, Hampton Building. Mlsa Kathleen Wright, ?th grade. Miss Edna Tohin, 6th. Miss Margaret Brunson, 7th. Miss L. C. McLaurin, 8th. Miss K. Moses, 9th. Miss (Mara WTelhorn. 10th. Grammar and High School, For Boys, Calhoun School Building. Miss J. H. McLeod, 5th grade. Miss l. B. Robinson, Gth. j Miss Elizabeth Hepburn. 7th. Miss B. A. Wilson. 8th W. M. Scott, 9th. L. C. Moise, 10th. CO!'NTY SCHOOL 1>AY. Committee Announce ? Prises for Con? tent Between Pupils of County Schools?Saturday, April 13th. Basket Picnic and All Hay Frolic to Be Feature; Information Can Re Obtained from Committee. < >n the 15th of last April, there we- held In the County Court House, what is familiarly known as "Field Day." There were gathered together more than one thousand pupils, teachers and patrons from Sumter County. The occasion was one of the most delightful and beneficial of its kind that has ever been held in the State. It was unanimously de? cided to make this an annual affair, and if possible, it is hoped by the committee in charge to make this year's "County School Pay" even a greater succesj than was the last. i he date set for our next "County School Day" -.s Saturday, April ISth, beginning promptly at 10:30 and the place will be the County court House. The public is invited to at? tend. Bvery child, every teacher, every 'rustic and every patron are urge d to be on hand to see. and be seen. All are requested to bring their lunch baskets, as the exercises will be continued for a short time in the afternoon. A committee of ladies will be on hand to help with dinner and take charge of the baskets. Dinner Will be served on ths grounds to the rear of the building at two O'clock, and in old picnic style. Just after dinner, the athletic con? test Will he held, and Judging from last year, this event will he very ex cit'ng and full of interest. Campetent committees will he on hand to select the best in each de? partment and award prises accord? ingly. Below is a list for which the prizes are to be offered, and all nec? essary information pertaining to same. Arithmetic?one prize offered. Open to boys and girls. Wentworth's Prac? tical Arithmetic will he the hook used. Algebra?Two prizes offered. Open to boys and slirls. Wentworth's New School Algebra will be used. One examination will embrace all sub? jects To "simple" Intermediate equa? tions" on page 205; the other, begin? ning with page 205 and completing j the book. i History?Two prizes offlered. Opento j boys and girls. One examination will be on South Carolina History, and the other on United states History. No pupil allowed to stand both of t hese. Geography?One prize offered. Open to boys and girls. The contest will h ? map drawing of South Carolina with counties. Pupils should be sup , plied With coloi-,.,1 crayons. Spelling?i >peii to boys and girls. Bach grade will be given an examina? tion and the prizes are offered?one for each grade. Grammar?One prize offered. Bueh lera Grammar used. Open to boys and girls. Oratorical Contest?Two prizes of? fered. Open to boys only. Any -elec? tion by standard author will be ac j copied. $1" gold pieee has already j been off, red as first prize. I Ih -t Loaf of Bread?Oi\e priz< ol ? fered. (men to girls only. The girls , entering this contest should begin practice at once. Dring in on April 13th what >ou consider th.- best loaf Be prepared to state- that no assist ancc was given, should be brought in Conn House before 10 o'clock 1 April I 3th. Best Blkcull?? Mil- pri;a offen d I Open to girls only. See instructions foi ', bread, i Best Pound Butter?One prise of? fered. Open to girls only. See in IruCtloiUI for bread. Beet Cake?One prise offered. Opa* to girls only. Bee instructions for bread. Heal \\o Handle?One prise offer* od. Open to boys only. The SXe bandle must be made without assistance and of durable material Should be brought to Court House before 10 (.'??lock. April 13th. Heal single Tree?? me pi red open to boys only. Bee instructional for ax?' handle. Host Cotton Basket?i mm prise of? fered. Open ?SO boys only. Bee instruc? tion for ax?- handle. Best llojc, Handle?One pi I i d Open to i.oys only. See Instructions for axe handle. Beet Bar Corn?Three prises offer? ed. Open to boys who an- meml ers of corn club only. Taken from father's crib. Beet Runner?Three prizes offered. ? )no for beet hoy runner between ages of 12 and 16; another for boys be? tween ages of 8 and 12; am ther for girls between ages of 8 and I I. Beat Standing High Jut HQ?one prize. Open to hoys only. Best Running High iniap Ore prize. Open to boys only. Beet Broad Running High .Tump? One prise Open to hoys only. Best Broad Standing High .lump One prise. Open to boys only. The prizes in this contest are valuable and warrant keen competi j tion. Any pupil in the county will t be allowed to compete for one or j more prizes. The school winning the I greatest number of prizes will be presented a Mag. Every pupil desiring to enter the contest should notify the chairman, W. M. Scott, Sumter. S. C, of his or her desire, giving name, address, name of school, and most important of all. the prize (r prizes for which he or she desires to compete. These requests for permission to enter contest must be in by April 1st. The committee is very desirous of having a strong representation from every school on "County School Day." Teachers and parents are urged to ally themselves with this movement and help make this oc? casion a greater success, if possible, than it was last year. Praise of this movement has been heard on all sides, and other counties will soon pattern after Sumter. Eet all remember their baskets on this occasion, for the dinner will he a ?pecial feature as is usually the case. This is the season cf the year uhen mothers feel v?-ry much r?on corned over the frequent colds con? tracted by their children, and have abundant reasor f? r it as every cold weakens the lunge lowers the vital? ity and paves the way for the more serious diseases that so often follow. Chamberlain's CoTigh Remedy is fa? mous for its cures, and Is pleas? ant and safe to take. For sale by all dealers. WHO'S RESPONSIBLE? Ts This Town What It Ought to <?B? Is it all that it could and should oe? Yes or no? Can I answer yea to these questions or can I not? If not, why not? who's keeping it hack? Who's responsible Isn't this town equal to the sum of all its parts? Am not 1 a part??just as much a partner as Jon? s is? You bet. Then who's responsible? I AM. Yours truly, (Sign here, cut out and return for publication.) Blamed a Good Worker. "I blamed my heart for severe dis? tress in my left side for two years," writes W. Evans. Danville. Va? "but I know now it was indigestion, as Dr. Kind's New Life Pills completely cured me." Best for stomach, liver and kidney troubles. constipation, headache or debility. 2r'C at Sihert's I >rug Store. Street Commissioner White had a force of hands at work Friday morn? ing deepening the ditch along rail? road avenue whleh was recently eios e?i. Wuh the opening of this ditch the conditions < f Bee ami South Main street will he partially improved. Foley Kidney Pills will cure any Case of kidney or 1 I older trouble not beyond the reach ? I medicine. No medicine can d ? more. s??vrt\s Drug stoic-. Books ror Wlllard School. Tin? membera of the IT, D. C. and of the D. a. u. who have school books, primary hooks, or magazines p. ui\,. to the Wlllard School are re quested to send them to Mrs. s. C. linker b> the first of March. For a apraln you will find Cham* herlaln'a Liniment excellent. It ai laya the pain, removes the aoretieos ami soon restores the part* to a healthy condition. 25 and M rcn< bottles for sale by all dealers.