Buchanan County bulletin. [volume] (Independence, Iowa) 1869-1891, 1877-04-27

scientious in their work, and to redeem
time? These schools, no doubt were
much better than no schools. But, were
they success? The pupils were led
husks. That young minds are, in any
case, fed husks, when golden grain IN
unlimited abundance may be had for the
mere skillfuz picking up, is lamentable.
Ihavc not said that the schools above
spoken of were in Iowa. But they are
by no means isolated cases. Would to
God that they were; then the work to
make every school success would be
light.
THE STANDARD"
In the examinations, is there standard
with which to measure the applicants
proficiency in each branch? The law re
quircs that applicants be examined as to
their competency ard ability to teach Or
biography, reading, writing, arithmetic.
geography, English grammar, physiology
and history of the United States. This is
the limit as to to number and kinds of
branches. In all our common schools in
Iowa; in the common schools of every
State, certain text books are used; books
by different authors, 1t may be, but the
range of the respective branches is nearly
or quite the same. So,whocver can teach
arithmetic as presented in Whites Com
plete, may teach it as presented IN Peck s
Complete, Olney's Common School, Wal
tons, Robinson's Shorter Course, Hagar's
Common School, Greenleaf's, Stoddard's
Practical, Sanford's Common School, or
back to Talbot, Pike, or Dibold. Prln
ciples are to be taught, not books
Whoever can teach English grammar as
presented in Browns Institutes, can
teach it as presented by Green, Harvey,
Clark, Kerl, Hadley, Swinton and hun
dred others. Just so of the other branch
es. AS to literary qualifications, the
question of standard is aquestion ex-
tent. Without wasting time upon this
point now, as the question may come up
again, may say: l have fixed as
standard for second class certificates, the
principles of the different branches as far
as presented in our common school text.
books. As to this particular branch OF
the examinations, the object is to answer
this question: Can the applicant, with
out loss of time, and without the text
book in hand, properly conduct the pupil
through these common school textbooks:
To place the standard lower than this
would be to make the examination mere
farce; higher than this would be much
better, did all circumstances permit. Of
necessity, the teacher must be much be-
yond his classes \ mental race between
teacher and pupils, with the teacher often
in the rear, is rather humiliating; and
worse yet, with the teacher little in ad
vance, digging pitfalls for the pupils.
| We have teachers who can conduct
their pupils up rugged heights, and IN
such way that the pupils are strength
ened and invlgorated, and still anxious
for other struggles. The work is-the
great work is, to greatly increase the
number of such teachers, and TO prepare
others to take their places when need
be.
These reports show that persons doing
such work as is exhibited, do not under
stand the common school branches well
enough to teach them. l haye seer
several applicants labor five hours on the
above list in arithmetic. Indirectly these
reports show that very many persons
know nothing about the teachers work
or his responsibility. In the matter OF
mental training, they do not realize the
value of time These reports show thai
if these persons are permitted to enter the
school room as teachers, they must con
stantly and continually lean upon tht
text book, and even then, they want the
ability to interpret and apply the text
book
For all our schools, we need teachers
who are independent of the textbooks -
We must have them, if all the schools are
ever what they should be- Let us bt
thankful that we have so many compe
tent teachers, and constantly labor to fiji
up their ranks. w +. PARKER.