Herald and tribune. [volume] (Jonesborough, Tenn.) 1869-current, 1871-11-16
Relation 81 Superintendent t.
Teachers.

We clip the following suggestions from
the National Teacher. .E5i
The first of the relations of superintend-
ents to teachers. that L shall notice, is that
of supervisor of the teachers work, 1t is
not necessary to more that mention this.
In graded schools. teachers are to be dis
tributed among the ~varions grades, and
this IS the superintendent duty.
The second relation is that of instructor.
IE the absence of professional training of
teachers, or of any law that requires teach
ers to have professional training, it is ne
cessary for the superintendent to be the
instructor of his teachers In the art OF
teaching and in the management of schools.
The teachers come into the schools without
Experience, and with but a superficial pre-
partition for their work, and after they
engage in the work of the ~schoolroom,
they have not adequate time to think out
proper plans for themselves, and to study
methods of instruction. The superintend-
ent must supply this need BY standing in
this relation of instructor upon these sub
jects, correcting errors and faulty methods
of teaching. This. l think, is the business
of the superintendent. He is to observe
the work of his teachers, and call their at
tention to better plans and better methods.
As has been said in former discussions on
this subject. teachers are apt to fall into
ruts. 1t is the dutyof the superintendent
to get his teachers out of these ruts, and
keep them out, and to do this he should
be careful not to get into ruts himself.
There may be a tendency IN that direction
on the part of superintendent. Another
caution, in this connection, is that the su-
perintendent should ride no hobby. An
other is that he should force no method
upon his teachers. Any teacher will be
most successful in the use of methods
which he or she understands and appreci-
ates, whether such method be right or
wrong in principle. The teacher has faith
in himself. The superintendent should
exercise tact in carrying out his views of
instruction and school management. He
should first so present his views and methods
to his teachers as to convince them of their
correctness.
Another relation which the superintend-
emit s~ustains to teachers is that of counselor.
Difficulties are constantly occurring in the
DTacllCt VI CNCIJ bC1CnCf ia nAiCu COuuScl
is needed. In order to be able to gil this
part of his duty, the superintendent should
himself nave a mature experience as a
teacher. so that every phase of difficulty,
which his teachers may experience, shall
have some counterpart in his own expert
ence. Teachers some times need encourage
ment under the perplexities which beset
them. Especially is this true of those
who have had but little or no experience.
They are apt to become disheartened in
their work, and the superintendent if he
has had the necessary experience, can en-
courage them, and supply needed advice.
This duty should, of course, be discharged
caution, and j~udiciously.
Teachers some times, need to be stimU-
lated in the discharge of their duty, and,
where this fact is observed, it is the duty
of the superintendent to apply this stimu-
lus. The superintendent should be able
to inspire enthusiasm in his teachers. He
should be filed with it himself, that he
nav communicate it to his teachers.
The superintendent should be able to
rally his teachers about him, so that be
and they may be a unit in carrying out
The work of the schools.
In his visits to the schools, the superin-
should not be suspicious or fault
He should place himself in such
/ relation to his teachers that his presence
the school-room shall not be embarrass-
ing to them, but they should feel that be
S a help to them, and that they are strong
Or By bis presence. These, Mr.. President,
ire all the items / had noted down to
consider on this occasion.