The silver state. [volume] (Unionville, Nev.) 1870-1903, 1885-12-09

by the schools, how important then |
that the conditions be favorable. Ii |
their mission is to teach the child in so
many ways, who will say that he who
engineers the craft is not intrusted with
solemn and responsible duty? Skill
in the profession is here demanded.
The teacher needs to know the child
physically and psychologically. Not
only so, but he needs to know what ma
terial to use in their proper develop
ment and also the methods to be en-
ployed that are best calculated to bring
about desirable results. Hence it is
that the live and progressive teacher
will allow the headlight of Theory" to
shine on the opening way, SO that he
may safely run the train Of Right
Method" along the track of practice. D
1t is not only true that the teacher
should know in general way the most
| approved methods in use, but he should
also know what are best for the par
ticular school in which he is employed.
This requires skill and tact in the ap-
plication of general principles to special
cases. Normal schools and teachers
institutes come to the rescue of the
teacher at this point by proposing to
educate and drill him specially in this
art of adaptation. Though the number
who aspire to the profession is legion,
still ! am persuaded that the world
needs more teachers whose precept and
example measure up to the responsible
ity they assume--teachers who are quail
cited both Intellectually and morally
for the important work Of training the
young mind ia the way It should 60.
Then would We have more consecrated
Gives in the profession-more who by
their habits of thoxght and conduct are
prepared to place themselves at all
rtimes in sueh craftsmanship to the in
mates of the scbeol-room and to society
s-as to be able to ed&oate not only INTEL
lectually those committed to their
charge, but Also physically and morally.
,sSinecures whose ideal of teaching is no
higher than to propoaad questions and
see that the child has memorized the
answers as given in the text book will
find no place in the schools of the near
tdutnre. Such msy dor time hold the
fort under existing laws that have so
nnanifestiy ignored the true theory of
supervision. Boards of examination
are ,powerless to prevent this. They
cannot at least give full protection to
the schools in the direction of that
efficiency and executive ability de-
mssdsd by the advanced public senti-
meae Of the age, for the reason that the
legal lprerogative to choose is not at all
times lodged with those who are CON-
petent. judges. Besides the opportunity
for examiners to grapple with practical
demonstration under existing laws and
regulations is very meager. Applicants,
who have been previously employed
by boards eff trustees, appearing before
the exami&i no board are entitled to GER.
| tificates If Shey answer correctly the
prescribed percentage of the abstract
Questions that may be propounded. A
-eer tificate In the teachers pocket is not
therefore conclusive evidence that the
holder is q COED, successful, practical
teacher. To Os,rtail the evils arising
from retaining snefficient teachers, a
mere thorough and intelligent super.
sssisn upon the part of boards of edu.
catien is absoaatsly demanded. Tell
me not that trustees can have any ad-
eqaate understanding of the character
of the work that 10 going on in the
school room, or that they in any sense
are proper judges as DO whether teach.
ers in their employ are,rendering honest
and capable service so long as they ha.
bitualiy and persistentlv fail to exercise
that supervision contemplated by the
law that clothes them with the exclu.
sive right &c hire the teacher, grade the
school, and prescribe the regulations
governing the same. / know what the
ardnous duties and weiohty xaspops;