The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1873-07-26

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thus use our profession as temporary re.
source, do not feel to take the interest in
it that we do. They are satisfied with the
poor emoluments of the position, thinking
they can endure poverty for year Or two,
till they attain the better situation. While
we who are laboring to build up the pro-
fession, must suffer from such com petition,
and all our efforts for advancement are
rendered futile, ON account of this cheap
labor being so easily obtained.
Those who thus use our profession as an
assistant in their efforts to enter the min
istry, to become lawyers, physicians, &C
countants, or to provide means to enable
them to pass through college, are posi-
tive injury to the teachers profession, by
thus accepting low wages, and keeping the
wages at low point. Perhaps there is no
remedy for this; but still we can protest
against it, until the people learn that
cheapness is poor economy in education.
But there is another serious wrong with
which we have to contend, and this wrong
is the favoritism that Local Boards have in
their power to show. l here reiterate the
assertion that l have already made more
than once, that the power of appointing
teachers to the various schools, should be
vested in the County School Commissioners
as they are placed above the local preju-
dices, which influence the Local Board.
And the County Board being better &C
quainted with the capacities of the teachers
and the peculiarities of the schools, can
exercise better judgment in suiting the
individual to the locality. Thus a great
temptation would be removed from the
Local Boards. l have not felt in my own
experience much of this favoritism, but
some of my fellow-teachers have; so that
do not exhibit an abraded cuticle ON my
own person in these remarks on the ap-
pointing power.
Too often the Local Board are, net by
knowledge or position, qualified to judge
of tho wants and requirements of the
schools, or of the qualifications or capacity
of the teacher, and prejudice or partialty
takes the place of calm, sober judgment.
Too often, also one of the Local Board, or
a friend of one of them has near relative,
who desires a situation as teacher, and the
ties of consanguinity, or the claims of
friendship prevail over all considerations
for the good of the community. Thus
many persons are placed in positions for
which they are totally untitled, and because
thus untitled are content to receive low
salary. AS their labor is not worth much,
they do not expect to receive much. They
are not solicitors to elevate the standard of
the teachers qualifications, as in that case,
their want of merit might be discovered;
but they indolently drag along, doing much
injury to the pupils under their charge,
and bringing discredit on the teachers
profession by their inability to perform
the duties they have assumed. But the
teachers have the power Of they will use it)
to keep these school-keepers from entering
the ranks. Let the teachers insist upon
elevating the standard of qualifications SO
to reach to the height, until they have
the same laborious path through
which we have gone, and when they are
prepared, place among US will
be cheerfally given them. Teachers, you
have the power to sift the dross from the
profession, if you choose to use it.
None can be employed in the schools,
without a certificate, and if certificate
can be obtained only by those who are pro-
perly qualified, then many who care only
for pay day to arrive, and do not care for
the good of their schools, or the advance
ment of the teachers profession, must leave
the ranks and find other employment
This power will be exercised. if the teach
ers demand it, and if exercised, will afford
adequate protection against the class l
allude to.
There is one other point l wish to re-
mark upon. But before entering upon it,
would say that intend no personal al
lusions but intend my remarks for the
good all of concerned. The point then is the
of grading the salaries, and of pay
ing the teachers. l do not suppose that
my opinion on this point will effect any
change, and perhaps, is not of much value,
but still will have the consciousness of
having tried to effect some good. The sal
aries of the teachers are based on the num-
Der of pupils in attendance, and are sup
posed to be graded on the amount of labor
performed in the school-room; but it is so +?
Let us see: a well-qualitied teacher in
small school does more work than an indf-
ferent teacher can or will do in a large
school. Yet the qualified teacher gets the
small salary. If all teachers were equally
qualified and skillful, then the salaries
would be graded properly, according to the
number of pupils in attendance.
But in my opinion, better method of
grading salaries, would be according to
the qualifications, as shown by the certiti-
cate, and ascertained by actual work in
the school-room. We would then be re-
for the work we do, for it is
not always the most capable teachers who
are appointed to the best paying schools.
And still greater incentive for teachers
to qualify themselves better to perform
their duties, would be to pay their salaries
and then to commence with the
lowest salary at point sufficiently high to
free the mind of the teacher from pecuniary
anxiety. The school terms are so lengthy
that persons with whom the teachers must
deal, get wearied, waiting for the amounts
lue to them. The cash system is becom-
ing 80 much in vogue, that in some locali-
les credit is difficult to obtain, and board
ing house keepers do not like to fill the
mouth of hungry teacher for three
months without pay.
Tie teacher should be an example of
in all things. Yet how to be
prompt in payments, and wait for three
months for the means to pay, is to me an
lnsolvable problem. Nor can it be solved,
ill the salaries are raised above the wants
merely of our animal nature.
This is question for the consideration
If our County School Board. know they
i. IA. I