The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1891-01-01

than IS per cent.
Fred w. Aexly, Cornelius J. Mulcahy
Mrs. T. NJ. Leary, Nellie Doyle, G. A
Magee, Nellie Hussey, John J. Brennan
Lizzie A. Meany, 10. L. Eggers, Ida
Luebke, Francis Gray.
Average s. per oeat. or orer and les
than roper cent.
Selma Hoeh, Lizzie Sechrist, Matte
Sechrist. Annie Hayes. Casper Plockel
mann, Kate Finnegan, Fred kestley
Belle Carey, Phebe Rickaby, Ida Symes
Fred Hammond, Carl II. Greve, Joanna
O'Connor, Mona Cooney.
| Average 90 per cent. or orer and less
than 90 per cent.
| Ii. A. Schmitz, Johanna Meggers,
Bessie Campbell. David Fitzgerald, J. P.
Shambeau, Ida Olson Ella Bartke, Ariet
c. Bailey, Mary Pelishek, Theodore J.
Oesau, Mary E. Taugher c. f, Groth,
Oscar 2. Delbeck.
LIMITED to q particular torn and for
a period less than one gear.
Clara Salmon, Martha Bonekemper,
Minnie Morris, Albert Mill, W. G. Wehr-
vein, Antoinette Schroeder. Nellie Burns,
Isabel Croker, Emma Roethel.
| One person whose name appears IN the
above list as having received a second
| grade certificate did not have his certifi-
cate signed because of his youth A few
third grade certificates were issued with
out signature for a like reason.
The increasing purpose of teachers to
strive for certificates of the higher grades
is evidence that reciprocal effort on the
part of school boards to properly COM
pensate well-qualified teachers would
result in the rapid improvement of ouI
schools. The fact that many teachers
even from country schools, secure posi-
tions in the larger cities or as principals
of graded schools shows that the teacher
is far in advance of the local sentiment
by which he is sustained. There is but
little to stimulate the teacher either in
the intelligent demands of patrons OF
their recognition, In any substantial sense
of the merits of his work.
For years the trend of discussion has
been the duty of the teacher to the pub.
lie until there has developed feeling
that the whole burden OF obligation rests
upon the teacher. In many instances he
is made the scape-goat for bad home
training, inherited yiciousness and cult.
waited Incidence. The parent and society
are held blameless, while to them the
faults of which they complain are chiefly
ployed and when the best they can do is
poor, they are blamed because they do
| not bring to the performance of their
tasks talents for which no adequate COM
pensation is offered.
There is economy in paying good wages
to good teachers and a splendid oppor-
tunity for the exhibition of good sense in
approaching the fact that the child is an
important factor in the school, both as
to his presence and his conduct. With
the patron, the teacher and the child
working in harmony, each conceding the
rights of the other and recognizing his
own obligations, the school cannot fail to
be successful. Ifany one is derellct he
lessons the efficiency of the school.
The agencies employed to impress the
fooahor Il ba nrnnar ron 1i1ntiop If his
duties and to assist him in their proper
discharge are numerous. His value to
the school increases as his aims become
more definite, his purpose steadier and
his work generally more productive Of
good results. 1t is manifestly unjust to
him that he be required to furnish the
fruits of experience receiving only the
compensation due an apprentice. The
teacher who is thorough, systematic, per-
sistent and logical is invaluable if he
labors to invest his pupils with these
qualities. 1t is not the time spent upon
recitation, but the lesson impressed and
the work accomplished which are valu-
able. To insist upon the pupils seeing
clearly the thouget he is to master and
that he give proof of the clearness of his
perception by the accuracy of his lam
guage in translating the thought into
words, is the chief element in good teach
ing. No one can teach any subject well
in language of which he is not a thor
20 10
sary by the demands of that subject. Just
as soon as the language becomes obscure,
ambiguous or incomplete, the thought
assumes these features and the child's
intellectual nature becomes warped by a
practice conducive to mental inertness.
In every definition, explanation or recital
of facts the accuracy of the language
| should be made measure of the clear
ness of the thought, to the end that the
child may form habit of being exact
and also learn that honesty in thought
and purpose is essential to intellectual
completeness and a factor in moral IN
| tegrity.
The teacher who requires,close, connect.
ed and thorough work from his pupils
helps to make them self-reliant and self
critical, and being ohedient to duty they
are never at variance with authority. Any
one who is frequent visitor to schools
will see this fact exemplifed in such as
are taught by strong teachers who in
culcate habits of system, order and in
| dustry through the searching character
Of the recitation and the pitiless exposure
of pretense and sham. The strength
which enables the teacher to do this is
developed only through long practice,
close observation and association with
| those who have attained some eminence
in the profession. While it is the duty
| Of faaa 70 10