St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1890-07-05

population and the progress of society
the principle of combination appears,
and the result was the School-the one
teacher school, the representative OF the
family and modelled after it.
The next step in this development or
evolution was the organization of schools
for different classes of pupils, as the
college for more advanced pupils.
Last came the principle of integration
and unification. and the state assumed
the function of public education and the
state school was the grand and bene-
fcent result.
We are now prepared to consider in
telligently the organization of school
systems in our cities.
Organization is attested by the actual
administration of public schools IN
cities. Boards of education have in
creasingly realized that they are not
competent to perform wisely all the
duties imposed upon them by law. and,
especially, that they are not compe-
tent for the efficient discharge of
those executive functions which
are connected with school inStruc-
ton and discipline, including
the selection and assignment of teach
erS. the preparation of courses of study
and the direction of the methods of
teaching and discipline.
The office of superintendent of schools
now exists in nearly all of our cities, and
the superintendent has generally the
oversight,
If Not Direction.
of school instruction and discipline.
While the superintendentiS nominally
intrusted with the running of the
schools. he is required to do this under
the direction of the board;" or, what is
more common in practice, under the di-
rectiOn, often the obstruction, OF its
several committees.
1t is the belief of your committee that
the experience of the cities of the
country now affords sufficient basis
for the wise application of Mr.. Spencer's
vital law of progress to school admins
tration, that the time has fully come for
the differentiation of the department of
school supervision and its organization
with well defined functions and powers.
What is now needed is the adding of
responsibility to duty, the Specialize
tion and authorization Of these super
visory functions by law. The vital
principle in this much-needed reform
is that the superintendent of
schools be clothed with initiatory
power. He must not only be permitted
to make suggestions aud recommenda-
tions, but the responsibility of school
progress must be laid Squarely upon
him. Take as an illustration the sew
eral plans by which the superintendent
may become primarily responsible for
the selection and assignment of
teachers:
First-The superintendent may be required
to select and name TO standing committee
OF the board the person whom he believes to
be best qualified. If the committee approves,
it recommends to the board the employment
of the appointee. If the board approves the
person is employed.
Second-The superintendent may select
teachers for specified positions and submit
their names directly to the board for its ap-
proval. The board may act on the nomina-
tions at the time. This second plan makes
the nominations of the superintendent pub
lie before their approval
BY the Board,
and this assures care on his part.
Third-A more radical plan is the vesting
of the selection and appointment of teachers
wholly in the superintendent, the same not
being subject to the formal approval of the
boards.
1t has been suggested that better
initiative function for the superin-
tendent is the examining and licensing
of all persons who may be appointed
teachers. 1t is claimed that this gives
the superintendent all necessary
control of appointments. This
may be true in rural districts, where
the schools are all of the same grade,
but it is not true in cities, where the es-
sential of a wise appointment is the
teachers fitness for the position to be
filled. The necessary Initiative act must
include both selection and assignment,
and this cannot be determined by a
teachers certificate.
Besides, the licensing of school teach
ers is one of those special functions of
school administration which should be
under the direction of the state depart
ment of public education. The quail
fication of all applicants for
the teachers high office should
be determined by board of experts, at
least five in number, and acting directly
as agents of the state. The superin-
tendent of schools may very properly be
made member of this board, with the
special duty of determining the pro-
fessional knowledge and skill of appli-
cants.
The superintendent should be made
dill dubuOIlLCu diiu IGCOSIllLOQ dSCub VI
the state, and he should be chosen in a
manner consistent with the dignity
and high duties of the position,
and his tenure of Office should
be made sufficiently secure to
enable him to serve the schools and
the public in accordance with his best
Judgment and power, and to these ends
his appointment and continuance in
office should, in some practical way. be
placed beyond the control of the ward
politician, whose self-assumed function
is to attend to other peoples business
in public affairs.
The liveliest interest was manifested
in this paper, and spirited discussion
followed, i'll which A. Love, b. A.
Hindsdale, d. L. Harris, f. A. Fitz-
patrick, f. L. Soldan, M. Greenwood.
Miss l.. j. Martin, Nv. E. Sheldon and
w. r. Barrett took part. The
report was ultimately accepted and ap-
proved.
Before adjourning for lunch the coun-
Gil received an invitation from the
Great Northern railway, placing the
Hotel Lafayette at the disposal of the
members for the session this afternoon.
The invitation was accepted.