Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1869-06-04

The Additional school Enactms nts--What
viii They Do'
Late Legislative enartments have ad-
ded to our State Common School system.
the County Teachers Institutes, and Conn-
ty Superyisorship for schools. In view
of the great need touching the workings
of the most vital parts of our educational
structure, to what extent may We look
for these additional powers to regulate
the primary and vital motive forces. 1t
is obvious that the direct object of these
enactments was the systematic organiza-
ton of State i,tspection and supervision.
This is very important and necessary
branch of the system,a and it must be high
" gratifying to all having an intelligent
interest in. education, TO witness the es-
tablishment of complete and thorough
State inspections so long needed. This
is no less so at this time, that the present
head of common school education, Hon.
Warren johnson has shown to the people
that he has comprehensive and vigorous
policy,
All branches and departments have
their legitimate uses. What is the rela-
ton of inspection to the educational sys-
temp Unjust be simply what it is to the
military service, to test the degree of elf
cheney, to examine conditions, &c. by this
means the whole State is passed in grand
review, and The deficiency and errors in
every department are detected. Beyond
the capacity TO examine, report and adj
wise, inspection can do nothing. 1t be-
longs TO other departments to effect ex-
ecutively what inspection would recon-.
mend.
The executive power, properly termed
supervision, which is vested in the Offices
of inspection, enables them to effect a
remedy to what extent the evils that in
spection detects. The power vested in
supervision is very considerable, and inn
portanl; but excepting the power to quail
ify the teachers for the schools the con-
uection of the supervisors with the schools
in their ordinary and lawful workings is
advisory and Alternative They can hard
" be said 10 create anything. Gulzot
says, lit cannot be too often repeated that
il is the master that makes the school"
OF the teachers inspection, our last
State report of schools, speaks As follows
The teachers. in plain Saxon, do not
kno,c enough, one half of them nj least.
OF the halt with sufficient attainments,
not one halt can communicate Intelligent
ly what they do know; and of this last
fractional part, not one quarter kR0'c the
active, impossible, immortal humanities
placed in their charge, how 10 draw out
naturally their minds towards good learn
ing, and their hearts toward God and
their neighbor.
Here, then, is most vital and radical
defect Of vast magnitude. one hdJofthe
teachers, az least, 10 not kaoic enough
Can supervision render TO the State an
excuse for this palpable injustice upon
the people.
1t is true that the education and prep
aratiou of teachers is clearly beyond the
province OF supervision. But il is the
deplorable and aggrayating record that
supervision has opened the conditions to
this present state Of detection. The stand
ard OF qualifications of teachers has been
deprecated. The pressure of ignorance
has been Welded 10, the young and inn
patient seeing the gates aiar" have
pressed in and taken the position OF teach
ers when they should have remained as
students. The voice of inspection has
sounded ia vain. Hon. Mark ii. Dunnell,
years ago, when superintendent OF COM
mon schools, cried to supervision to make
no compromise with Ignorance; elevate
the standard of qualifications, keep un-
qualified teachers from the schools, even
il it created panic" The standard
has been lowered instead Of elevated. To
give supervision al possible consideration,
il is responsible thus Indirectly, to an ex-
tent, for this result. Let supervision consci-
entiously endeayor to repair the wrongs
it has caused by using the lever to elevate
the schools.
The education and preparation ofteach.
ers is regarded as an essential prerequi-
site TO successful schools.
For the better preparation of teachers,
the State has given us the County Teach.
ers' Institute. What may We expect it to
do? This is popular institution through
out the country. and very valuable is its
province, but let us not mistake its prov
ince. 1t is described as something addi-
tional, to stimulate teachers and awaken
them to new life" 1t is evidently pow
er upon latent and inert knowledge, to
give Instruction that knowledge may as
simulate for the practical instruction of
the school-room. But it cannot be regar-
ded as something" TO abridge the course
of instruction in the schools. 1t cannot
supplant the schools even to impart
knowledge. We consider knowledge a
necessary previous requirement in order
10 receive the benefits of the institute.
But what of the one half who do nOtkiso'c
enough? 1t is evident the addilionalleg-
islatiye school enactment cannot reach
this defective central point.
The nroner school training is the natII-