The silver state., 1888-06-16
Ca u N.'t H..
Tina c IF flee Of 2 ache's In cur
s.u " schOnis.


| cation ~ d,str ct schools IS not always OF
| the best quality Is found III the desire of
Boards Of Trustees To have the teachers
changed very ft-n. When school pa
irons come To know that poor teacher
is dear at any pre-, aud that a good
| teacher Is W rth far more the srcoud
year than the first, the millennium IN
school affairs will have arrived. We be-
li-ye that good teacher, who has taught
fr n year III a schoJl, eau do more and
b tier work IN the Dext six mouths than
, an equally good teacher, wto Is new to
4. district, can do III eight months.
W, bell We that examination records will
ptove the truth of this assertion. IL
takes I, acher at least two mouths to
learn thoroughly the rtquremt nts of his
schOtl, the Varyln dispositions Of ms
lpils aud the desires OF his patIoos; and
e.ery time a 30 ri of Trustees dlspeuses
w tn the services Of 4 competent teacher,
they wssts large portion of the school
fluid As the majority of our county
sc lo9ls are III s.-eiJn tor eight months
or ,ss, and as a new teacher must OF ne-
cesslty waste at least two months before
Thoroughly good work can be done, we
m .intsin that in those schools where
teachers are changed annually, at least
t. o eighths Tor one-fourth) of the school
fund is paid out for the purpose of
'break n in teachers .Iust think of
it. Oo--fourth of all the time spent at a
country school - wasted through the
short-sighted policy ot school Trustees !!
No wonder that parents complain that
their children do not advanc. as rapidly
as they should; no wonder that Boards of
Commissioners hesitate to allow large
tax for the county school fund 30 wonder
that the overburdened taxpayer com.
plains that his money 10 spent uselessly
How long should we keep q teacher in
one position in a public school! We
answer, as long as possible. We would
wish that parents would refrain from
that mt id esome and protitless criticism
that discharges teacher upon slight
cause aftt hssty trial. We ask consid.
Grafton OF the following propositions:
| Frst-retain the teacher in your common
J schools for at least tao years, be he good,
bad or Indifferent. The second year 8
| relation of the teacher TO the parent often
dissipates many cloud. We know him
better. His methods and manner are
more intelligible. Our irregularities in.
terlock and adjust themselves, and we
approach each other more closely. Give
the teacher time to grow into his position.
Your symmetrical fruit trees require six
or eight years to form their arch. Only
give the young teacher time, and in the
msjority OF instances he will develop to
the necessary stature. Second-if at the
end of the second year he proves himself
efficient, give him to understand that
you will retain him as long as possible
! thereafter. Endeavor to retain him till
he grows gray in your service, till he be.
comes an integral part of your family till
he knows all of the necessities and lido.
syncracies of your case. 1t is thus with
your physician, your minister, your Law.
yer. We obtain more urgent reasons for
the retention of your teacher. Whatever
you do, do not dismiss him for political
reasons. The vilest schemes of malice,
the basest acts of treachery, find their
contamination here. What great wrong
you do your children when you subject
their guide aud instructor to the mercies
/ Of political battledoor 1t is worse than
educational suicide; it is social disorder
aud crime Do dot dismiss him for petty
personal reasons-because, forsooth, he
! tips his hat too slowly, because he fails
to fondle your hopeful progeny as often
as you like, because your blessed poodle
dog must stand unnoticed in his presence.
Must so dignlfied and exalted an office
as that of "Instructor of Youth" stoop
to the thousand-and.o petty tricks o!
! social dissimulation 7hird-retaip him
without subjecting him to the anxiety