The record-union., 1892-11-03
WHO SHOULD TEACH THE PRI-
MARY CLASSES.

We are sometimes all but driven to the
conclusion that there is not sufficient
vigor in our system to enforce the laws
made by the people for their own govern
ment and well-being, if any group, small
or large, stubbornly resists-excepting
only the criminal laws.
The educational authorities of the State,
for instance, with but here and there an
exception, have defantly ignored the
plain and unmistakable mandate of the
law, and to which penalty attaches for
the.violation, commanding them in cities
having graded classes to provide that be-
ginners shall be taught for the first two
four years experience; also, that such
teachers shall rank in point of salary with
those of the first grade.
There has been no pretense that Boards
of Education are not bound to obey this
law. 1t has simply been put aside and
coolly disobeyed to crafty the vanity of
tors who engage in the instruction of lit
tie children do not rank so high in educa-
tional codes of etiquette and precedence
as those who teach in grammar grades.
The common sense of the matter is, that
these teachers of beginners occupy the
highest because the most responsible po-
sition, and should therefore be the best
equipped of all common school instruct
ors.
Some time ago, Interviewing the annual
report of School Superintendent Hart of
this city, the REcoRD-U UNION took occa-
sion to approve the recommendation then
made that the primary classes should be
consolidated, made whole day classes so
far as the teachers were concerned, and
that over such classes should be placed
the most experienced and qualified
teachers, because they must be assumed
to be best fitted for the task Of character
molding that begins in these earliest
grades.
But that was by no means the first
time this journal had commended the
idea. The RECoRD-UNIoN has many
times since the law was passed called
attention to this statute and urged
that it be enforced, because, first,
it is duty to enforce the law; second, it is
reasonable; third, the idea is approved
by all leading educators and every sound
thinker upon educational systems;
fourth, wherever tried the result has
fully and emphatically justified it.
At the last meeting of the Board of
Education in this city the Superintendent
again pressed his recommendation, and
though there are scarcely two opinions
among leading educators concerning the
matter, the scheme was rejected by vote
of three to four.
tits matter of first concern, of surpass-
ing importance, and because it has not
met the views Of duty entertained by
our local board 10 obey the mandate of
the law, the question should not be the
less agitated and the enforcement of the
statute cease to be insisted upon.
1t ought to be unnecessary to present
reasons for the affirmative of the propo-
sition, that the teaching of the youngest
pupils is the most important task and
calls for the highest ability. The critical
period in child life in school is that in
which first momentum is given in the
direction character budding is to take:
that time in mental development and in
tellectual training when the whole trend
of his life is determined.
Both in America and in England among
the best informed educators, those of
widest observation, the judgment obtains
that the system contemplated by the law
of this State, to which we have referred.
is that which in the very nature of things
must be applied if we are to get best re-
suits. To place the inexperienced in au-
thority to mold, train and lead out the
infantile mind, is to commit it in nine
cases out of ten to error, no matter how
good the intention may be. The teaching
of the tyro is not the field for expert
ment; it is not the ground upon which
we should trust those who have not in
the school of experience themselves
learned that which can nowhere else be
so well acquired.
If it is replied that then experience
with infantile minds can never be gained.
we respond that training schools fill the
requirement, and that the placing of
teachers beginning, with those of expert
ence, serves the purpose of the training
schools, where the latter is not part of
the educational system. We should no
more put the primary grades in charge of
the freshly graduated and the new-fedged
teacher than we should intrust babes to
the care of those who have no knowledge
of the needs of these helpless creatures.
On the contrary, in the development of
chiId-life in the schools into strength,
symmetry, orderly thinking, correct
habit and mental vigor through carefully
applied discipline, we ought to call to our
aid the best informed and most expert