The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1868-04-02

Better
Better Schools and Better
Teachers.


In-the second place, to secure better
schools the standard of qualification for
teaching must be raised. More must be
required of the teacher. By this we would
not simply imply that teachers should be
required TO pass examination in higher
branches than at present, although this
would be far from detrimental, but that
they should be more thorough in the app
pointed branches, particularly the lower
ones which they obliged most to teach
Too great stress cannot be laid upon this
necessity. AS the instructor is to lay the
foundation of an education, he should be
we'll acquainted with the first principles of
@ science If there is defect in knowledge
here there must be defect in teaching
Tor he cannot be expected to teach what he
does not know himself As considerable
part Of every school is composed Of those
who are learning to spell, read, and write,
much Importance is attached to the requis-
5 lite qualifications Of the teacher to lay
proper foundation for subsequent attain
ments. 1t is Iamentabe fact that these
are regarded by SO many teachers as of
- minor Importance, as indicated by the min
amount of attention bestowed on them
in comparison with other branches. The
principles OF Orthography, for instance, are
too much neglected. Very few possess the
requisite knowledge Of the nature and pow
er ofletters, and the rules ofspelling Few.
er still make the application Of the latter a
part Of their regular school exercises The
abominable spelling that curses the land,
calls for radical reform in this reg ard
yet until teachers understand the subject
better themselves there is little hope that it
will receive the attention it merits Again
every one who teaches school, should be
good reader. How few there are who may
properly be called such 1t lis not to be
pected that a child will learn to read with
correctness and ease, without being well
taught. Nor can it be expected that oae
will teach well who does not himself know
how to read with propriety,-or that much
progress will be made, when SO much de.
ponds upon example. Thus we might speak
of other common branches, since it is jus
these that are too much ignored. 1t is while
studying these that the pupil is inauenc ed
to greater degree by what is told him,
than when farther advancement has strength
ened his mind to think more for itself II
is here that oral instruction is essential to
the ohild's advancement and comprehen-'
sive understanding is necessary to proper
sirnpli6cation for this kind Of instruction
1t is just at this period, during his early at
tempts at study, that he gains either Xix
ing or distaste for it. Hence the paramount
Importance of not only thorough UNDER
standing of these rudimsntary branches
but also of such methods Of teaching them,
as shall awaken and sustain an interest in
pupils minds.
Again, ssme degree of aptness for teach
ing should be made part of the requisite
qualification. The lack Of any natural ap
titude in the teacher has been the occasion
of the failure Of many of our schools yet
as long as School Boards take this Into little
or no account in their selection of teachers
the matter will not pro baby mend to any
very great extenb. Also the moral charac-
Ter of him who is to occupy the responsible
position of an instructor of youth, should be
matter Of weighty interest The
little one will rapidly learn by
example. and will initiate improper habits
and practices as readily, with natural tend
encies to assist, as those that are good.
There should be a preparation of the moral
nature as well as the intellectual, of the
heart as well as the head and this should
underlie all ether. Let it not be understood
that any one who has finished Arithmetic
or is simply able to answer the required per
cent Of questions to obtain a Certificate
may without further questioning engage as
ateacher. Let higher qualification be
demanded in all these particulars, and paid
for accordingly, and We shall have better
teachers, and consequences better
schools
AT another time we shall resume the con-
sideration of this subject
.o E-HH tOuAERo