Buchanan County bulletin. [volume] (Independence, Iowa) 1869-1891, 1877-06-01
erintendents should not be less than
s. q day. and might be $50

piONluIUS SdldTlCS 81 IuuCH SlCdeCi
than the old law, for township sup
ervision at 81 day, would not be
well received by persons estimating
education as of little value, compar-
ed with the almighty dollar The
fact of significance to us in Mime
sofa, who desire to sustain our law
for county superintendency is, that
the influences which led to the re-
peal of the law IN Michigan for coun-
ty supervision, originated. not with
men of experience in the manage
ment of schools, not with citizens
fully recognizing the principle, that
able and efficient teachers are wor-
thy of liberal pay, and of public con-
fidence, out rather among class of
persons who want cheap teachers,
and cheap and loose supervision, no
matter how inferior In quality. For
proof of these statements, quote
from the school report of Michigan
for 1878: when the county superin-
tendency law was passed, revolu-
tion took place. Those who had en-
gagged in teaching found themselves
without vocation. Instead of
little preparatory talk with their faith
ers, uncles or friends, they found it
necessary to appear before a stran
ger, and, in many instances, to write
an examination on studies that to
them were 'all Greek The conse-
quence was that few who applied, al
though having taught for terms,
passed, and every one that failed ma
terially increased the enemies of the
system of county superintendency.'
Opposition, coming from this source,
is certainly no indication that the re-
suits of the system n.this respect are
not desirable"
"The same may be said Of the OPP
position evoked against the system
in Michigan in view of its increased
cost, compared with that of the law
supplanted byit. The maximum rate
of S. day was allowed in some
counties on 25O or 800 days. BY
contrasting such a salary with the
cost Of township supervision at 81
day, it was easy to create alarm by
the cry of extravaganza. This cry
was raised by many who did not see
that what cost only 81 was often
worth nothing, and that the increas-
ed rate of pay generally secured su-
pervision Of corresponding value"
Many things may we urged in IA
vor of county superintendency. Mr..
Ely gave references and handled the
general principle. Mr.. o. V. must
combat the general principle, or if he
admits this, he must show that it
fails to apply in school matters.
The cases of 3. Franklin, A. Lin
coin ct. al, were disposed in an arti-
Gle by Mr.. Ely. Mr.. o. V. seems to
be narrow in his observations and
hasty in his conclusions. 1t is one
thing to observe and quite another
to correctly inter. Was it because
these persons had not the advantages
of common schools that they became
distinguished, or was it per force Of
native talent and the combination of
circumstances? If the former, then
let the thousands of illiterates arise
and claim supremacy. Did Franklin
study? Then Franklin both taught
school and attended school at the
same time. So of the others. Is it
to be wondered at that these persons
by the mental strength thus acquired,
rose above the common level? 1t
may be rather humiliating, but no
man is absolutely great. Greatness
is 4 relative term merely. In any
generation, a great few is mark up
on the little many. The common
school proposes to have all great and
none illustrious, except he be illus
trious in goodness and benevolence.
For this work we need teachers
How shall we secure an adequate
supply? In a future article the ans
wer to this may be attempted.
Says Pres. Baldwin i'll the -Ameri-
can Journal OF Education:
COUNTRY SCHOOLS.
These are our most important
schools. Here the men and women
who move the world acquire the rud.
iments of an education. Search the
history of the men and women most
distinguished in all the great fields
of human achievement; probably
nine-tenths of all these began their
careers in the country-school. 1t will
doubtless continue to be so to the
end of time. God made the country
and blessed it. Man makes babels
and cities and suffers the consequences.
In view of the facts, how inesti-
mably important becomes the educa'
ton of our country schools! Our
cities have all the educational adyan-
tages. They pay salaries that secure
the best talent for superintendents,
principals and teachers. They Sc
cure all that can be desired in the
way of school houses, school turni-
ture, and school apparatus. They
have we'll defined courses of study,
thorough grading, and efficient sup
ervision.
In country schools nearly all these
conditions of success are wanting.-
Good school houses, we'll furnished,
and managed by good teachers arc
the exceptions. In most of the
States the course of study is is left
mainly to the whim of the teacher
In no State is the supervision sutfici
emily penetrating.
The elevation of the county y
school is the grandest field of use
fulness now open to the statesman Cl
the political economist.
l. Better school houses, we'll heat
ed and ventilated, with good furni
ture and apparatus, and having suita
BILE outbuildlngs and pleasant sur
roundings, will form the basis of the
upward movement. These the peo
pie will furnish.
?. Efficient supervision is simply
necessity. TO this end, the county
superntendency is, beyond question
the means. An efficient county sup
erintendency is, indeed, the right
arm of the public school system. Ii
States where this Office is most etfici
ent, country schools are advancing