Nevada County picayune., 1885-12-10
Educational Department,
J. W. CONGER, Editor.
Supervision.

i Is ItSdI dIutu dS d lIdl bit'uiip ''NN sity. It has been said' and wltl much truth, that effectual super vision is more essential and indis' pensable to the success of every undertaking than all other agencies combined.
 If this fact be true in other bnsi ness relations, and i'll our govern mental afflirs, it will certainly yer ify itself in our school work. In deed, it is the sine qua roa ofschoo
 work in older states. Here is the rock from which if q Moses speaks
 will gush forth refreshing water
 for the children. Supervision pays considered with respect either tc results, cost, or it's teaching force
 No state has yet succeeded with out it, and the improvement in the schools has been in direct ratio tc the improvement in the supervls ion. Our schools have been deprly ed of thorough, intelligent, yigllan' supervision, and they also lack unI ty, thoroughness and system
 "That is the best system o schools which is best supervised, i has become a maxim among eSpe- rienced educators everywhere. All foremost countries of Europe Prussia. Holland, Switzerland and Sweden - have q close and careful supervision.
 All supervisory work should be in harmony with some well-matur ed scheme. All system is simply a means towards an end. In exam ming the parts, we should not for get the organic connection. The Prussian system of schools gals it's true excellence, not so much in the character of anyone part, as in the unity of the whole, and ill the perfection with which each part, like the part of a Chinese pnzzle, exactly fits its necessary condition.
 The question. then, is to eFcienf uaiiy in our school system might arise. The inter-relation of direct ors and teachers, of examiners and directors, of the state snpcrlntcnd- ent and the examiners, all being advisory and superyisory,' consti- tute system as closely articulated as is desirable in a work that re- quires so much fexibility and,the constant exercise of individual judgment and forethOuglt.
 Thefoundations of this system in Arkansas have been laid deep and broad, and it remains. simply that the 'superstructure, in massive strength and graceful proportions, should correspond. .andcomport with the dignity and scope of that upon which it stands. The problemati- cal efforts of our fathers have be- come settled principles with Us. The problems now are with refer cnce to management and super vision. Here a few irregularities must be corrected. It required years of experiment ill Indiana. Michigan and other states to smoothc over the little angularitics and lopp off the excressences.
 Legislation shonld be construct i've, not destructive; uniiying, not isolating; developing, not distort- ing; utilizing existing forms, not multiplying them.
 Our State has created a depart ment of Public Instruction. with our Governor at its head, and q system, which consists of three sub-dcpartments, viz: lst, To raise money for necessary expenses; 2nd, Local supervision Cor District Boardl; 3rd, The general supcrvis- ion of teachers tor office of Exam iner).
 The relations of the examiner commence with public sentiment and comprehend the parents intiu- euce, the district officers duties, the labor of the teachers. and cX- tend even to the State Snpt. AS a legal phrase 1t seems that Coun- ty Supervision embraces oNly those who are to examine teachers, grant certificates and make certain re- ports. The examiner should be- come a more integral part of our system and should touch it at more than one point.
 Our present necessities are: CD, Better pay for doing the work; @ !, Compulsory visitation; 3, Compul- sory county institutes aud attend ance by teachers; (4), More time for doing the work, and, as cOnse- quence of this. (5), men fully compe- tent 10 do the work.
 The examiner, now, is required to certify three qualifications npon the part of teachers to whom he grants certificates. viz: CD, good moral character; (2, Competency to successfully teach. Crhis neces- sarily involves examination in Theory and Practice). (3), Prof. ciency in branches pres Cribed. Now, the last of these can he de. tcrmined by the usual examination, but the other two points cannot be so ascertained. The examiner can only determine these qualifications by becoming familiar with the teachers and the districts. These two things (mCral character and adaptability to teach) are of more importance in our profession than