Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1882-12-22

no 6DOVe 6E0 OuCn I6CbS anu u&uE06 aS
ARE most easily gathered; but the full es-
innate of what a superintendent has &C
complished includes very much that can
not be enteredin tables, and the va3ue of
very much that'is reported in tables de-
ponds upon the general ability andFaith-
fulness of the superintendent. He may
make a hong visit, and see nothing ,or do
nothing, or his visit n,sy be short, Jet take
in the entire situation
My acquaintance with the duties Of these
officers, and my knowledge of their efforts
to improve their schools, and to improve
the sentiment of the people, warrant me
in bearing hearty testimony to their ener-
gy and success.
To these seventy five men is committed
the care and supeEisi on of about 10000
children in nearly 900 schools, scattered
over OUT entire state.
All that is being done in select; ng good
teachers, in improving teachers through
institutes, associations and literature is
done by or through these officers. And,
all this at cost of $33, 40, or about twice
what is paid by ten cities for the super
vision of about $4,000 children. Surely
We shall not feel that the supervision of
our county scho OILS is costing tonuch,
THE ssoGREss AND PROMISE OF CUB SCHOOL
SYSTEM.
It is worth while to note with care the
progress of our-school system toward COM
pleteness. It snade up of three parts,
the university, the graded schools of indie
pendent districts and the common or un-
graded schools.
Ut these the university may de consid-
cred as we'll established in its organization.
curriculum and-support.
Of the graded schools, those which come
under the supervision of the high school
board are under.a plan of inspection and
examination which will insure work of
high character. The others are left to
themselves, the boards examining their
own teachers, o. appointing examiners,
and inspecting their own work.
With this freedom, the character of the
schools varies with the character and in
terest of the people and the school boards.
In some cases it is very high, teachers only
of the best class being engaged, and the
schools being amply furnished with ap-
paratGs and all oenveniences that will i'm
prove the work. In others. freedom has
encouraged laxitg. Teachers of every
grade are engaged without examination;
the school is conducted without speervision
and without teachers meetings, and, free
from the authority of the county superin-
tendent, the teachers habitually absent
themselves from all institutes and county
examinations. This is defect foc which
no remedy has yet been found.
The common schools are the most nu-
|; merous, and their improvement sis the
slowest. We have about 10000 pupils in
the graded schools end over 4OyOOe in the
common schools. The graded schools av-
erage over eight months of schoal each
year, while the common schools average
less than FIVE. The graded schools have
teachers from term t0,term with something
like permanency, whle the common
schools arc likely to have new teachers
each term. The graded school has its
course of study, SO thatreven a new teach
er will know somethingcf the organization
of the school, and the grading of the gu
pills; but the common school must begin
de novo each term,-new teacher, new
CLASSES, and all hands reviewing from the
beginning, since, after the long vacation,
this is the only way to find out what the
children know.
These difficulties are aggravated by the
difficulties of attending school, families
being scattered, and the weather often
severe or. the roads impossible. Hence
thare 10 much hardness, absence, and a
consequent loss Ct interest.
So disconraging picture noight seem to
some like an argument against the FEAST
bility of common schools in so new a
country and SO cold climate The truth
is, that the children of the country are
trained to habits of endurance. and the
very obstacles that seem to prevent, de-
velop power. Yet this is the important
part of our system, and until this multi
tude of children is provided with good
schools, with good teachers and systematic
instruction, the problem of state education
is quite unsolved. 10 this end very much
has been done. In the preparation of
teachers, which is of tie first importance,
we have three normal schools exerting
constant influence by the high standard of
their work, providing many teachers of
the best class, and establishing govern
ing standard for the entire profession.
Then, too, we have state institutes which
are free to all, and within the reach Of ev-
cry teacher. These, providing for half
the counties of the state each year, are de-
signed to instruct in plans of teaching
and school management, and to direct
thought and study among ambitious teach
erS.
Next in importance in securing good
teachers, is the examination by which tie
incompetent are excluded, and those only
of at least some ability and education are
allowed to engage in teaching. Although
much may be said in self Reorganization
upon the progress we have made, too much
remains still to be done to allow so young
and thriving people to rest in the least
satisfied with present attainments.
THE OFFICE OF COUNTY SUPERINTENDENT.
Whatever else is done for the improve
ment of the schools, either in normal
schools, institutes, associations, exami-
nations, or criticism, the profit to any one
county will be determined by the efficiency
of its SUPPLEMENTARY. The county which
has an appreciative educator in its su-
perintendency will encourage teachers to
better preparation, attending normal
schools, high schools and institutes. He
visits thoroughly the schools, and knows
we'll the value of his teachers and the
needs of the schools. He has the conf
dence of the people, and is, therefore, fire.
quently consulted and has much to do with
the selection and promotion of good
teachers, and the retirement of the in
efficient. The teachers, understanding
fIic fool III ot r,,or;% will find rocoor;f;ov,