The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1890-07-24
REPORT OF SUPERINTENDENT OF
SCHOOLS.

county and for q period Of one year.
Arerage so per cent or orer.
Annie Nagle, Nellie Carey, Anna Kell-
ner, Name K. Brennan, Michoel Fl.
Hewitt, Nellie O'Connos Julia Hayes,
II. A. Hayes.
Acreage Is per cent. or Orer and less
than so per cent
J.F. Magee, Maggie Pinter, Verona
O'Grady, Felix J. Walsh. Timothy Burke,
N. J. McKeough, Kate kirvan, Fred
Dicke, Blanche. Stupecky, Katie Hayes,
Willie O'Hara Ida Mason.
Average 20 per cent. or orer and less
than - per cent.
James NJ. Kennedy, p. FL. Guhin, Hat
tie V. Mcintosh, Adele Lawrence, Julia
McKeough, Julia O. Marker, Laura Gelb
Ike, J. A. Miller, Jennie Hayes, Julia Du-
betzky, Mary A. Davis, Robert Sham
beau, J. F. Seidl, t. B. Morrissey, Matilde
Hanson, Charles Werner, Maggie O'Brien,
Martha K. Olson, d. NJ. Loughlin, jerome
| Cratic. Victoria Pelishek, Louise Fechter,
| Minnie Goedjen.
| Acreage Is per cent. or orer and less
than 70 per cent.
Minnie Meany, Erwin Chloupek, Fred
Kolb, Frank Meisnest, Emma Hougen,
| Cora H. de Garmo, Frank Vrany, Minnie
Luebke, Elma Lawrence, Bridget Long,
Maggie Egan, John Goldie, S. j. Nash,
Adelia Boecher, Lillian M. Swarts, John
Brennan, Caroline Knutson, Willie A.
Koch, Otto Drews, Mary Walsh, George
Goldle, Katie Mullins, Edmund G. Burtt,
Laura Fulton, Josie Thompson, lena j.
| Armenian, Anton A. Lyken, Joseph +.
Volta, H. F. Groth, Annie Falge.
acreage 90 per cent. or Ouer and less
than 65 per cent
Frank Gehbe, Fred Aexley, Bertha Stirn,
NJ. F. Salzman, Michael M. Guhin, VIM.
Christensen, Walter Stoker, Otto Fan
der, Coretta Thompson, Ida Stirn, Lena
| Miller, Lizzie Schwalbe, Agnes Doolan,
E. s. Schmitz, Josie SEEKER, John J. Re-
gan, L. A. Schmitz, Emanuel Overland,
Katie Clark, Joseph Stangel, Hannah
Brennan, Emma Eberhardt, Francis
Taugher, Fred J. Sachse, Ida Eberhardt,
John Mudroch, Maggie Kelley Emelie
Oberland, Henry Werner, Wenzel Tomek,
Annie NJ. Sibree, S. E. Bebeau, Nellie
Pinter.
LIMITED THIRD GRADE,-Limited to a
particular torn and for q period Of
time less than one gear.
Blanche Pelishek, Sarah Kennedy,
| King Weeman, Arthur Lehman, Kate E.
Finnegan, Aggie E. Halverson, Hannah
Regan, Annie Hayes, Daniel Noonan,
Anna lander, Emma l.. Buschman, G. j.
Groth, Bessie Campbell, Rosa Oberland,
| Nellie Burns, Emma ROethel Julia Nj.
Lyken, John Wolter, Emma Hammel.
The spring examinations have now an
attendance fully three times as great as
the fall series. This increase of work at
| this season added to the labor imposed
by course of study examinations makes
it extremely difficult to complete the
work OF the school year with the termi-
nation of that period. The delay of this
report is due to these causes as well as
others equally valid.
The increased attendance at teachers
examinations is not, in all Its features, a
| sign OF healthy educational progress.
| The motive of those attending is a meas
ure of the value of their presence as an
indication of growing interest in educa-
tional work A multiplicity of applicants
may mean retrogression,- symptom OF
diseased condition in the school district
arising from unremitting attention to
economy. 1t may mean an effort TO sup
| plant the trained teacher with the mere
apprentice. The youthful applicant is
not wholly to blame for his readiness tc
assume grave responsibilities with the
thoughtless confidence of inexperience
and shallow conception. Heis encouraged
by the school board, who act as guard
ians Of the children in their district, tC
undertake task for which he has made
no preparation and for which he has nc
| special aptitude. All that is asked is
| that he run the gauntlet of the examina
ton and put low price on his services
as teachers, at schoolhouse doors it is not
matter of graduation.
But there are many whose ultimate
| purpose is to become teachers who at.
| tend examinations for the clearer in
| sight thereby obtained into the work
they contemplate doing. They realize the
! importance of the teachers duties and
| hold in allegiance the purpose to assume
them until by patient labor they attain
the proficiency in scholarship and the
| tact to stimulate thought in others, with
out which, good teaching Is impossible.
This class of candidates command sue
cess from the first and it is source of
| satisfaction that they turn their atten-
ton to teaching. The mistaken notion
that the little scholarship necessary to
secure a certificate meets all the condi-
| tons needed for successful teaching is a
| fruitful source of mischief to our schools
The teachers duties are of complex
nature and cannot be satisfactorily per-
formed unless thoroughly comprehended
| The power to do in season what is pro-
per as we'll as the strength TO resist in-
| clination or temptation to do wrong, is
not impaired through any occult virtue
in the subjects taught. The teacher can
strengthen the child only by melting in
him activity in doing or resisting. The
potentially is in the child, not in the cub
iect taught, and it is by cultivating his
powers and not in feeding him the husks
of knowledge that he is developed moral
ly and intellectually. There is no soul or
power in words unless they are declara-