The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1891-11-12
REPORT OF SUPERINTENDENT OF
SCHOOLS.


in groups showing relative standing:
SECOND GRADE-Vdlid throughout the
county for q period Of t,co gears:
Anna Kellner, ". Erickson, Mamie
Brennan, Michael Hewitt, Mamie Sol
berg, }. L. Morrissey, NJ. K. Olson.
THIRD GRADE,-Valid throughout the
county for a period Of one gear:
Acreage So per cent. or orer.
Addie Prochazka, Nellie Carey, Clara
Filholm.
Average 10 per cent. or orer and less
than 50 per cent.
Alice P. Newcomb, Clara Tostensen.
Alice Garnet, NJ J. McKeough, F. Axley,
Mary Burke, Mrs. F. M. Cleary.
Acreage 20 per cent or orer and less
than 70 per cent.
Arthur Tempke, John Brennan, O..
Pritcbard, 81. F. Groth, Caspar Plockel-
mann.
Average So per cent. or orer and less
than 10 per cent.
Nellie Hussey, Katie Sechrist, Lizzie
| Meapy, Otto Guidinger, 10 L. Eggers,
| Ida Luebke, r. Shambeau, Frances Gray,
| Maggie Mullins, Adella Lawrence. Mag
gle Murphy, G. H. Magee, Selma Hoeh.
Acreage 90 per cent. or OUer and less
| than Is per cent.
Minnie Luebke, Adelia Boecher, t. j..
Walsh. Clara Zentner, Matena Tollefson,
Joanna O'Connor, David Fitzgerald,
Ariet G. Bailey, JOHN Dunbar, Ida Symes.
L. A. Schmitz FL. A. Schmitz, J. P.
Shambeau, Bessie Campbell, s. F. Wehr-
vein, Albert Mill, Jennie Danielson,
Anna Simon, G. Illness, Clara Meyer,
Mona Cooney, Emma Roethel. Nellie
Burns, Joanna Meggers, Blanche Til'son.
| 1t is expected Of teachers to come to
the assistance OF the superintendent in
dissuading applicants who have not made
a thorough preparation both to pass the
examination and to teach from attend
ing these examinations. A cursory ex-
animation of papers would convince the
most skeptical of the colossalimpudence
displayed by some who seem to think the
only thing necessary to secure a certii-
cate is perseverance in presenting them
selves for examination.
If in this report departure is made
from established precedent it is done in
| the hope that discussion of method
may possibly result in more thought be-
ing bestowed upon the principles of
teaching. These principles are few In
number and are easy of recognition and
application by one who is willing to study
! the workings of his own mind and apply
the knowledge so gained in the study of
child nature. In this county teachers
have not been advised to study theory of
teaching from book, and for good rea-
sons Nothing mechanlcalizes instruct
ton SO much as a slavish adherence to
methods. It demands teacher of some
intelligence and experience to be really
benefited by book like 'Calkins Object
Lessons and it is no exaggeration to say
that DE CRAFTS Development Lessons
and books of like character are positive
ly harmful In the hands of the novice.
SO also Helps to teachers and Devices
in teaching as found in educational jour
mails are often questionable value, their
mechanicalizing tendencies counterbal-
ancing the little good derived from their
| use. No matter how infinitely method
| of procedure may be outlined it will not
it proved 30 in the hands of the origina-
tor. Personality is not transferable and
thus what was possibly the most vital
| element In the so-called method may be
lacking in the work of the imitator But,
though no treatise on theory of teaching
is recommended all applicants must pass
an examination in theory of teaching,
which examination is based largely on
the Course of Instruction for Country
| Schools. In the oral examinations in
| this branch / was not a little surprised
by the ability and readiness with which
| educational problems were discussed by
teachers who did not get their knowledge
| ofprinciples from books. Furthermore
the practice-work of these teachers, as
| observed In the school room, was gener-
ally of high character. One special
feature, worthy of commentator, was
the amount of oral instruction observ-
| able in all elementary work. 1t is to one
| part of oral teaching that / desire
to call attention in this report, namely,
Oral instruction IN elementary language
| work
1t is probably true that since language
is simply the vehicle of thought it can
best be taught by encouraging the pupil
to express his thoughts, but this presup-
poses proper teaching. II the observa-
ton lessons have resulted in storing his
mind with accurate knowledge OF plants
and animals, of the more obvious forces
of nature. of water in its different forms,
OF the atmosphere and its more simple
phenomena, Of rivers-thei- work and
use, his progress in language will natnr-
ally keep pace with his acquisition of
knowledge. But with no observation
lessons of the above nature shall lang
mage training be postponed until formal
grammar is taught? Or shall his time
be frittered away by 'tinkering sentences
that soul-killing process which will never
help the pupil to express his thoughts
more clearly and melodiously? By no
means. Nor are such books as Grammar
made easy How to talk and write III
which minute details are given as to how
to write an invitation to party, of much
use. What then can we do in this ex-
tremity? We must again revert to the
underlying principle of all language
training,-that language is the vehicle Of
thourht and profirieDcy in its use can