The Fremont weekly journal. [volume] (Fremont, Sandusky County, Ohio) 1867-1877, 1867-06-07
Our schools.

u l.t. r.. IOWNSkHDJ June y, tOOds
Messrs Editors:-If your readers have
given the Teachers last letter as critical an
examination as he has, they doubtless have |
come to the conclusion that he was one of
those unfortunate youths whose literary pow
ers we're developed in the district school, and |
that he has emerged from that painful situa
ton to manifest to the world the utter futility
of the mode of operation. Whatever they
may think, it is fact that he has passed
"under the rod" the ferule, played "tip-up"
and many Of the other popular games of the
school-room; has survived the ordeal and feels
grateful that he can give practical illustra-
ton of the defects which the rural school has
impressed. 1 accept it as such and use it as
a strong argument in favor of something
better. If such are the fruits, the tree must
be nuisance, therefore hew it down.
have long since learned that if mistakes
are made or errors occur in anything with
which the school master is connected, he is
the guilty one. He is responsible before the
tribunal of public opinion for about ninety
nine times as much as he has the liberty, abil-
ity or power to execute. fully realize the
Justice of such proceedings, acknowledge
everything, and without an apology proceed
with the subject, hoping the compositor will
be kind enough to ego my halves in the fu-
ture.
Sympathy for my friends of the profession
and natural forbearance lead me to touch
lightly upon school discipline and the many
failures that occur. If person on earth is
eligible to the sympathy of the public, it is
the teacher of Common Schools; but how
few even receive justice. They are watched
BY everybody and censured by everybody,
when they should receive the undivided sup
port of everybody; and far be it from me to
cast reproach upon the frailest OF them. 1t
is not my object to criticise them or their
systems, to suggest or advocate this or that
measure in connection with the management
of schools prefer rather to lay the ak at
the root and if possible induce those who
have the whole control of the matter to study
the subject thoroughly and see if there is not
something they may do to remedy this grow
ing evil.
The way you manage but little inducement
is offered to teacher of merit; especially is
it SO with regard to gentlemen, for who can
feel that interest, or work with that earnest
ness, realizing that when three months are
finished some inferior workman will take and
modify and mutilate the temple so besuti-
fully begun, that he would were he assured
that he alone should be the architect and that
moral edifce towering heavenward should
| in all time stand as a city upon hill, reflect
ing credit or discredit upon its builder Will
not men act as reasonably when the growth
and proper development of an immortal be-
ing is under consideration, as they would in
rearing frail domicile to stand but a few
wears and crumble to dust? Yet who would
indulge the novice to plan, another to exc
cute part, still another to complete any
work of art, any earthly structure.
| How is it with your children, those
little Jewels from the infinite storeheuse
of Deity, the material for an ediice, last
| ing as eternity, indestructible as their Au-
| thor; shall they endure this succession of
change, this murderous precedence longer?
| Your most fatal error is on this very point
| frequent change of teachers. Very few
teach the second term in the same locality,
and uery seldom, no matter how well the peo-
pie are satisfied, are they permitted to re-
main the third. As a general thing, just
when they have arrived at a point where
they can begin to be useful, they are super
ceded. This is the grossest injustice to the
L Ioadlu rnOiuto1 of tho
progress of the children. You complain that
the school does not progress, it is backward.
| Just blame yourselves for it. You say, we
have a Door school. Then hire a stranger
because he works cheap. If you delight to
see the least possible improvement, change
i teachers every month. If you want to real
ize the worth of your money, procure good
teacher and keep him. No matter what COM
| pensation he demands, you make saving
bargain. If this should fall in the hands oi
an advocate of the "change of pasture makes
fat stock" have but word to offer. re-
| respectfully invite him to 60 with me into the
rural school at the commencement of each
| term. and witness the first prescription. 1g-
norant of the qualifications or abilities OF the
| little group, the teacher very knowingly deals
out to each his portion, invariably from the
commencement of the text book. From
that grand starting point they proceed during
| the term. Another commences. The old
title page is again sought and that delightful
mess must be dosed out in like manner again
No teacher can do justice to his school until
he has learned the peculiarities and needs Of
every pupil. So diversified are the tempera-
ments and abilities of children that it is i'm
POSSIBLE to successfully administer to their
wants without knowledge of their natures
This can only be obtained by association and
observation, which require time; and to say
that a stranger, other things being equal, can
be as successful as one thoroughly acquaint'
ed, is little better than nonsense.
| .. TEACHER.