Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1868-03-20

tOaoing Report:
Elected in my abaence from Town
Meeting, to fill a position at once del
icate, important, onerous, and poorly
compensated, my first impulse was
positively to decline assuming the
duties of the Office so unceremonious-
ly thrust upon me. But fearing that
such action might be construed as
evincing lack of interest in the
Schools of the town and unwilling
ness to bear my share Of burdens in
securing their efficiency and success
| decided to do the best could IN
this Office in connection with other
and pressing duties and responsible
ties. Especially was my courage the
greater because not without reason |
expected that the efficient services Of
my predecessor in this office would
make my task the easier.
Having then during the past year
served in this capacity not as | acOuId
but as l could, l am glad to-day to
lay my honors down, and hope that
my successor may have skill to profit
by my errors, and time and ability to
discharge his duties far better than
my report will show that | have dis
charged mine.
The law divides the work of the
Town Superintendent into two main
divisions: the examination of teachers
and the supervision of the schools.
The first part of this work is in
my opinion the most difficult duty
that is assigned to the Superintend-
ent. 1t is wholly matter of discre-
ton. To insist simply upon q certain
grade Of attainment in books does
not reach the matter at all. My ex-
lperience even during the past year
has shown that some of those who
pass the best examination in the
branches Taught in the common schools
make the worst failures in teaching
and managing a school. Others to
whom | have hesitated to give certiti-
Gates, have been among the most sue
cessful. 1t is not merely necessary
that a teacher know enough of the
subject he is to teach he must also
know how to tell what he knows !;
and more important than all this, he
must have the faculty to manage, in
terest, and stimulate his scholars, or
4 he can do but little. In this view a
teacher, like poet is "born not made. "
There is a certain quality requisite,
which memorable character in a tic-
tiOn by one OF our popular American
authors oallo ,J,oo"s." can define it
no better than he. "If," said he, "you
take thunder and lightning, and a
steamboat, and a buzz-saw, and mix
'em up and put 'em into a woman,
that's jasm." Now something of the
power there limited at, is wanted in
the teacher who will infuse enthuSi-
asm into school because she has it
herself. 1t is evident that to detect
the peculiar gift which characterizes
the true teacher is difficult except in
the school-room. 1t is a fact more
over that but few such teachers are
in the market. They command high
er wages than we are willing, or per.
haps able to pay, and their whole
number is far too small to supply all
our districts. OF course the best
material available must be used, if il
J, be no better than that of which the
. late Secretary of the Board Of Edu
cation declared, that "a smart Yan
kee boy with a decent jack-knife anC
tolerable Eastwood could whittle out
A the equal" With things as they are
o the Superintendent must vary his de
= mand for qualifications with the ma
l; ture Of the various schools to b(
:, taught. A young girl with gooC
qualifications, and evident faculty tt
- interest and manage a small schoo
of young scholars, would be very un
5, fit for a different work till age anC
ri ripper judgment should prepare hel
for it. A young man, or strong
minded, masculine young woman (an(
we find such) may be we'll adapted tt
r teach and govern winter school
= who would miserably fail in seaching
IN in summer school composed mainly OF
the little ones.
Another element Of difficulty i
= found in the fact that many of Ou
}. schools must, from the brevity of tim
\ in which teaching is followed by tn
Y majority Of the teachers, take person
- of inexperience and make the expel
n iment to learn the fitness or unftneS
af Gt of the new candidates for pedagogical
E. hOnors. Many districts too keep u
EST the old idea Of rotation in Office, S
far as the teacher is concerned, S
= that instead of paying little NOR
for the services Of an old and az
proved teacher, they prefer to say
the dimes at the risk of paying a les
IN, IN, sum for that which is worse than NJ
in, in, thing-a poor school. 1t was my di
BY advantage in addition to all this, nc
'as as to know the history of most Of tn
ali. teachers who applied to me for ce
tifcates. l was stranger to the
-, past record. Ny decisions mu.
Io- therefore be made from their appa
is list ent qualifications of mind, and hear
Is and temperament for the importal
ian work. may undoubtedly have bee
/. in some cases exposed to an error tt
opposite to that of the phrenologis
y who supposed he was examining tt
heads Of the inmates of penitent