The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1889-06-06

Average 70 per cent. or orer and less
than Is per cent.
Fred Dicke, Alice Carey, Katie Egan,
Mary Short, Joseph Seidl, Kate Kirwan,
Blanche Stupecky, E. J. Kirwan, Katie
Hayes, Max Staehle, Hattie Y. Mcintosh,
]. n. Rock, Jerome Cratic, Fannie Bough-
ton, Hattie Symes, Robert Shambean,
Maggie O'Brien, Sarah Walsh, T. B. Nor
rissey, Minnie Goedien, P. H. Guhin,
Jerry Donovan, Bridge O'Dea, Frank
Vraney, Julia A, McKeough.
Auerage IS per cent. and less than
10 per cent:
Mary A. Davis, George Goldie, 7. J.
Walsh, Phebe Rlckaby, Joseph Miller,
Alice Newcomb, Name X. Brennan, Julia
Dubetzky, Adele Lawrence, Maggie Pin
ter, John A. Sohus, Ida f. Symes, Vic
toria Pelishek, Erwin Chloupek, Julia
0. Marker, Louise Fechter, Edmund C..
Burtt, Willie O'Hara, John Walsh,
Henry L. Bacon, Minnie Meany, Clara
Bresler, Laura Gelbke, Corett Thomp-
son, Otto Drews.
Average 80 per cent or orer and less
than 50 per cent:
Clara E. Noble, Otto lander, J. P.
Gallagher, Joseph F. Volta, Tim Nc
Keough, Emma Hougen, Anthony laugh
er, Della J. Boecher, John Goldie, Julia
NJ. Lyken, Emelia Obrland, Eli Bartke,
Willie Koch. Daniel Loughlin, Rose NJ
Safer, j. P. Shambeau, Kate Schnathorst,
Matena Tollefson, John J. Regan, Lizzie
Schwalbe, A. F. 9roth, Arthur Lehman,
Nellie Pinter, Agnes Doolan, Pearl J.
Pierce, Daniel O'Brien, Carl 81. Cove, 8.
A. Schmitz, Mary A. Egan,, Oscar P. Del
beck, Maggie V. Kelley.
LIMITED,-to particular county and
| for period less than one gear
Arerage 81 per cent. or ouer and less
than 50 per cent:
Matilda Hanson, Esther Baldwin, AL
bert Pilon, Frances Bergeman, E. S.
Schmitz, George Sievers, M. G. Loughlin
Bridget Long, Elma Lawrence, Thomas
Conner, Katie Fitzgerald, Nellie Mari.
borough, Caroline Knutzen, Wenzel
Tomek, Bertha Stirn, Matte Sechrist.
! Applicants for the higher grade certi
ficates experience the greatest difficulty
with Algebra and Geometry. This is due
to the fact that these subjects do not
yield their truths, even for temporary
purposes, to spasmodic efforts. They
must be studied with a view to theil
mastery to the extent the student goes
In mathematics there are no fragments
every part must be complete ana have
the element of continuity.
1t was hoped that the issuance OF
limited certificates could be discontinued
this spring. But the failure of few en-
gagged in teaching to attain standing
requisite for third grade certificates, and
reluctance,.to force their dismissal from
schools which they were then engaged il
teaching, led to a change. of determine
ton with respect to this class of certif-
Gates. There no longer exists any neces
slty for this grade of certificates in this
county as there are sufficient number
OF teachers of proper qualifications to
supply the schools. There are circum
stances however which draw largely on {
superintendent sympathy; when in ad
dition, schools are engaged it is only ma
tural that rules should yield in pity ant
against the dictates of severe though up
right judgment. Is it asking too mucl
of school boards to make no provisional
contracts and to act upon the application
OF no one not regularly qualified? Sucl
action would terminate the limited Ger
tificate in this county and be a notice t.
all those who desire to teach that they
must first attain to qualifications suit
able for the teacher.
| While gratifying improvement may be
noted in the work done by teachers al
examinations in the matter Of clearness OF
expression thus indicating a closer GRASP
of the thought. it is yet evident in mum
Der OF cases, that the word, and not the
idea of which it is the representative, re.
celves the chief attention. This fault is
common to those who limit study to
special preparation for the examination
1t may also be noticed in the work OF
those who accept definitions without q
critical examination to determine whether
| the words used are an accurate express
sion of the thought, emitting or adding
nothing. 1t is not sufficient for the pur-
pose of study, that we may be reason
ably confident the definition offered in
cludes the thought concisely and in its
entirety. The definition must be made
our own by clear perception of its ap-
| propriateness; otherwise it ceases to be
a definition for US.
The foundation of good habits of
| thought ranks equally in Importance
with the knowledge obtained in school.
| Indeed the former is condition prece-
dent to the latter. The teacher who
studies in shallow fashion will never give
inspiration to his pupils, because there
cannot be fxity of purpose where there
| Is superficiality. The habits of the
student determine the character of in
struction he gives as teacher I have
never yet failed to observe these quail
| ties exhibited in the school room which
were apparent in the teachers work at
the examination. If the language of the
examination papers are Faulty and their
general appearance slovenly, the faults
are reproduced in magnifed form in the
school room. The pupils even assume
the mental condition of the teacher 1t
is difficult to over-estimate the impor-
lance of the silent influence exercised by
| the teacher who is accurate in language,
| methodical in his work, and precise in
| his thought. Such teacher is an en-