The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1873-03-14
Tp. OF NoRrHEREER /:


ency. and what shall we do With it I must
certainly give the author credit for being honest
hearted when he admits that the system has
failed II every particular to crafty the people /;
that il has been bill OF expense 10 them with
but yoiy little return or compensation; and
that tie history Of the experiment in THIS state
proves il to be at least a failure.
HIS reasons why il is failure are perhaps
most OF them correct, but when lie comes to
give ~ his remedy I must say | was somewhat
astouisned as well as disappointed, and that /
pected his honesty more than his Judgment
Hear MN " Ii tine first place we must take
come means to secure man Tor the placs who
has aiiliyand experience as lis qualifications. "
That sounds very well, and reminds one OF
certain. wise man who said - be could manu-
racturc lever with power enough to move the
Whole world, providing he could find place
outside 10 rest the fulcrum on Now its one
thing 10 find man OF sufficient ability and ex-
perience, when its nothing but system of ez-
pertinent and none are experienced, and then
its another thing 10 nominate and elect him, in
this iay Of rings" and political intrigue and
when neatly every man IN the country, who has
ever tan1ed in a school house over winter at
tempting to teach whether he made it out or
not, ls all aspirant for the Office. And besides.
in cue Years that are passed did not the people
do as we'll as they could under the circumstances,
ana just as well as they would bo likely to do
again IN selecting tins officer? Again, passing
over many OF the minor points of the COM
munication for want OF time TO .notice them
Aanadu saws: having secured such q man.
ne should be considered. in every important
particular the head and chef authority Of the
common school system Of the county. He
should he required to spend bis time largely in
holding examinations. IN short, 1t should be
nS daty 10 teach the teacher how to teach. -
"a TO the first proposition I would say that If
the ;up't s 10 be tue head OF every school
district in such large county as ours, il TO
act in the place Of both telcher and district
officers, If he is 10 be the chief magnate. who
s. O Govern guide and decide upon all matters
81 difference, orc thing is certain he must
hayo q large, healthy and very active brain: b,
mus be possessed Of very strong utuitions. 40
As 70 be able TO decide quicEly or else jump at
conclusions, POI lie will certainly be called upon
70 Gee de man very nice OK puzziiuy points O;
Winch he. being a stranger, can have no partic-
uiar knowledge. Nor y tvs az. Nc;hiuks mo
will require more than Cos days in 8 year. and
that they should be more than .; hours long,
or e'se some Of the district smost remote from
biz home, will have TO rest upon tier oars for
somo time before being able TO obtain ms fine
attention, or decision Then comes the second
pioposlnon' which voC - plainly zee Mills the
hi't ~ ieavnc TO time in which to perform it.
requirements, by making il obligatory upon him
to sDend his time largely IN examination a,d
te1chels' conventions. Dear. dear It's con. |
vehloas. conventions, til we can't rest now:
ana In sure II We are to have them any often
er than foI TIE past few Years some Of rs. Al
ieaet, viii set tined OF tho name if not the /
nature, of them. Now don't know bnt those
Same GO inventions arc the most entertaining and .
instructive institutions n existence. but don't
behcVa n-7imPly because have r3var seen
any GOOD results accruing TO our SCHOOLS from
'"em' have a!vays considered them 10 be
very mcr place for teachers 20 90. and '.3vo 81
GOOD soca'le time among themselves At the
'Nl'eAse of the good people OF the town where
'"o' meet ana nothing mors. and yet. per-
maps II tue teachers would practice upon all
TIE ileaS Tor Improvement they hear presented
"e might see better results; rs II w.. i. does
SEEN as though they como bacl. 10 ms more
"s'iess and indifferent than ever. Ontv 10 de-
mand higher vsgoz and fewer hours of labor
'itnr was fov years ago, when tsacLars
thought their duty 10 hear their reoul,r o,s-.s
tw'H h everybody VIII admit is ysry jranort,7,t
esrse.a',. with small childrenl eyerv IA ~,
i"ler "a day, as the case NAV he. and To iascn
"i'"' 'i~ i~N requires six hours a day But
now atnid AZ The light Of the nineteenth csDty.
~ AIDED ~ tue powerful influence OF the Sr-
'eFihtendency with its long retnue Of coven
tiohr' examination, etc, etc. IL they hear t,ro
"hirdH OF the classes, and teach fly, boprs
ddy, they are overcome and must d. s.ojss Viii,
out further exertion. At least this has besn
mo experience IN our district and presu,no
our teachers average with the rest n the Va
hS 10Y examinations they axe not conducted ~,
any safer or more perfect plan than thev were
"ofoIe' as teachers, OF would-be sucb. are co,-
,ihUhny RECEIVING certificates who are no more
nj 10 enter tue schoo-room FOR the PURPOSE o,
teaching the Young idea how TO sbootu than
a new'bcrn babe. They cannot govern them
selves let alone governing children, and IL thew
have any book knowledge they have no ener0v
ability or desire to impart il to others.
ara row comes the third proposition "tba,
tAe superintendent should teach the teacbo-
40" to teach. Well If Nanadu thinks he has {
the power or ability to DO that, we had letter
select him for our next officer, if We are 40 nm
fortunate ms to lave one. ana il he is success i
mi | vii ut once concede that ho has more .
power tlan / ever believed was delegated 20 /
mortai man; for my theory Is, and IN fms I c
t'inl s'a sustained by every thinking. observ.
~ mind. that teachers are born and mot odu. i
Gated or made. NOM il person has not .be e.
native ability to teach, voa msy give INN Al, P
tho booh education :ou please. and ips,ruoi
hLm IatliuIy NJ an TIE modern ihanries ~