St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1888-12-27
tut THEIR RODS AWAY
Superintendent of County
Schools Take Advantage
of the Holidays.
An Intellectual Array Takes
Possession of the State
Capitol.
Proposed Changes in Eduea-
tional Methods to Be Sent
to the Lawmakers.
Teachers Seeking Relaxation
From Text Books Listen to
Choice Papers.

The capitol building was thrOnged
last evening with scholastic representa-
tiyes of the state. The corridors of the
senate and house chambers were over
run by county school superintendent
and teachers, assembled In convention
to discuss legislative requirements and
the means whereby the scholastic train
ing of the state could be improved.
They are called together by two aSsocia-
tions-the County superintendent of
Schools association. and the Minnesota
Educational association, which covers
the teaching staff of the state.
The county uperintendents of schools
held their convention in the senate
chamber. A. Z. EngstrOm, of G0odhue
county, is president Of this association,
and c. l.. GreenOugh, of Dakota county,
secretary. uperintendentS who an
swered the roll call we're: A. b. Clinch,
Anoka county; J. B. Galman, Benton;
V. ID. Eddy, Chisago: 5. Torgerson,
Clay; G. L. GreenOugh, Dakota; Ida L..
Geddes, Faribaut; A. Z. Engstrom,
GOodhue; l.. f. hammers, Jackson: j..
S. Andrews, Kandiyohi; w. r..
Edwards. Lyon: l.. p. Harrington, Nc
Leod; j. Il. Finney, Marshall; W. A.
Mcdonald, Martin; A. Campbell.
Mobiles; S. Peterson, Norman: j. IL.
Chapman, OlmSted: G. j. CraDdall,
Pipestone: f. F. Elliott, Polk; liver J.
Lee, Pope; II. G. Blake, Ramsey; s. j.
Rose, Redwood; Eric Erickson, Rem
vile; S. B. Wilson, Rice; w. Ii. Stuitz,
st. Louis; E. Adams. Steele; W. c..
BicknelI, Stevens; J. B: Dye, Waseca;
j. @. Macintosh, Washington: ID. Nc
VNinnna
DR.. Strong, president Of Carleton col
lege, being present, was called upon to
open the convention with prayer.
Prof. d. l.. Kiehle, state superinten-
dent of public instruction. delivered an
address of welcome to the superinten-
dents, drawing attention to the bust
ness which was
TO COME BEFORE THEM.
He said that he knew the response
bilities, the physical laborS and the dis
cOuragementS in their work; they
were to move among the elements of our
population without the ability to reach
either in the sense of control, direction
or discipline Much of their influence
must be exerted morally and in a
general way, with view to a general
upbuilding of the work of the schools
in every county. There was no position
which required so much physical en-
durance, or so much good, level. common
sense. "A mere scholar" he con-
tinued, cannot do the work that
is appointed to you. You are
required to know men, men of
all nationalities and grades of culture,
and TO devise means and ways to in
tluence them to do those things for their
families that are for their good when
you cannot exert an authority. The
common school work in this state was
as good as in any state, and no conven-
ton of county superintendent could
exhibit more experienced ank energetic
men than those present" The subjects
of legislation were very many-in fact
enough educational legislative work
could be brought forward to occupy the
legislature tor liinety days. 1t was thus
necessary to make a selection of the
more prominent educational needs of
the state. If they agreed upon these
there would be 10 practical difficulty in
securing appropriate legislation.
President EngStrom was announced
to take up in his inaugural address, the
subject: 1.-THE Necessity of a Profess
siOnal Basis in our School System"
He said they had met as the representa-
tives of the people and the peoples
school. to discuss with one another and
to learn the best manner for diffuSing
light and knowledge into
EVERY DARK NOOK AND CORNER
of every common school district in Min
neSota. The Importance of that part
of the public school system known
as the common schools the country
schoolS-became apparent when it was
remembered that seventy per cent of
oil xvho attan1aA Snbool in tbic ctota ara
found in these schools. Only very
small percentage of the pupils in the
! common schools had attended any
other. 1--WE might" he said, expect
some special provision for promoting
efficiency in this large and important
branch of the system. We find, how
ever. that this is the part of our system
that has been neglected and ignored by
legislators and educators. Now. to get
the common school system on a profess
sional basis was the real problem before
them, but they could never get
the lowest stratum of our system
upon this solid foundation until
all the higher grades of their systems
were similarly equipped. Skill was one
essential to success. That was a prin-
ciple of business never disputed and
never violated with impunity. II costs
money to run public schools. Three
and half millions were expended in
this state last year for this purpose. and
was it not worth while to assure them
selves that the we'll established rules of
business were observed? The state had
provided for the professional training
of its teachers by the establishment of
four normal schools and institute
instruction. In institutes the aim
IN Stir RnfhnGi1Gt
to give instruction. The normal
schools were established to educate
and prepare teachers for the
common schools? To what extent had
these schools accomplished their mis-
sion? There were 60.000 teachers in the
common schools, and ~ per cent never
had norma, training, 20 per cent had at
tended a normal school but
LEFT BEFORE THEY REACHED METHODS
while 2l5 per cent had taken a full nor
nal course. Whatever the normal
schools might have done. may be doing,
or may do in the future for special and
independent districts, they have not
done, are not doing, and as now organ
lied, never can or viii do much for the
common schools; T115 per cent of
teachers who applied and received GER
tificates had never made an effort to
learn anything of the science or art of
teaching, and beside they were often
immature in years and judgment and
inaccurate in scholarship, The state of
affairs was appalling, and the children
of a school might well append to the
coat of country pedagogue:
Oh. Lord of Love.
Look down from above,
And pity Us poor scholars.
They have hired a fool
To teach 4 school,
And then imported others.
Was there one school superintendent
who could visit the schools in his own
county without finding several persons
attempting to run schools who were