Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1886-03-11


piis will be the result. 2. G. HILL.
Cheviot, Ohio.
THE needs of the country schools OF
Ohio seem to me TO be the following:
l. Better organization.
II. Intelligent oversight and direction.
Ill. Better teachers.
That a different and more systematic
organization is needed appears from the
following analysis:
l. The functions of the two eontroll-
ing boards-the sub-district board and
the township board, are neither clearly
defined nor definable; (a) In the en-
ployment of teacher, (b) In the erec-
tion of school houses, (c) In fixing the
salary, (d) Ia securing uniformity OF
text books and methods.
2. The sub.district board is oftentimes
negligent or incompetent, or beth, as
shown by the facts: (a) That they never
visit the schools to observe the workings
tb) That they frequently oppose wise
methods. (c) That, as shown Dy authen-
tic records, many directors are very de-
ficient in the rudiments of common
school education.
8. There is little or no uniformity OF
text books, organization or methods, as
shown by the fact: (a) That country
fand village schools, in the same county
and even in the same township, have
different series of books, causing a great
and needless expense to many patrons
(b) That each teacher has his own plan
of organizing, method of instructing. and
end to be attained. The first great need
of the Ohio country schools is, therefore
better organization.
That intelligent oversight and direc-
ton are needed will appear from the fol
lowing:
l. That incempetency may be discovi
cred and efficiency recognized.
2. That the immedi.;e neeGs of eact
individual school may be known aRd
supplied.
8. That good teachers may have a
longer tenure of Office.
4. That the aims of the country school
may be united, C, urses of study put into
operation, and proper records kept.
5. That UsELFss reviews may be
avoided and the pupils work given ar
onward rather than rotary teDdenc..
Two long steps toward securing the
third thing needful, better teachers, viii
have been taken when the first two con-
dltions of better organization and intel
ligent oversight has been supplied. As
is the teacher so is the school. Thai
better teachers are needed does not ad
NIT of argument. The laBge per cent.ei
reflections, the large number of tbost
contented with fifth grade certificate
the fewness of first grade certi6cates,tht
inexperience of large number of coun
try teachers, attest the character of tht
work done in the largest number Of
country schools. That better organiza-
tion and intelligent superiRtendenct
would bring better teachers appears, 81
it seems to me, from these considera4
tions:
1. There would be more probability Of
good teachers being employed at living
wages.
2. Competent teachers would be con
tinued longer in office.
3. A thorough classification, systemat
ic course of study, definite aim. and
carefully kept record of attachments
would greatly improve the conditions fol
good work.
4. inexperienced but naturally capa-
BILE teachers would have the encourage
ment and wise counsel which they So
much need.
3. Incompetent teachers would be dis
covered and licenses withheld.
6. An additional motive to excel would
be furnished both teacher and pupil.
How are these results to be secured
The township system. with its central
high school and tributary primary and
grammar schools, seems the most satis-
factory answer to this question. Parents
are recognizing more and more the value
of high school education .for their sons
and daughters. They are sending them
to the towns and villages to be educated.
Why not keep their money and children
at home, and so reorgaRize the country
schools as to give the children the same
advantages there? Make the principal
Of the township high school the head of
all the schools in the township, create a
county superintendent. and enlarge the
duties of the school commissioner into
those Of state superintendent, and the
question of oversight is settled.
Wherever the township system has