Morning journal and courier. [volume] (New Haven [Conn.]) 1848-1894, 1892-09-13
Total number in district.

IoIdl HuInper IL olSCr1cC.. 1901
After speaking of the work of the
teacher and the desirability, yea necessity.
for good teaching. in order to have good
schools, the superintendent adds: "Our
test in the employment of teachers may
seem to some already too exacting, but
when We consider how vital are the inter
ests involved, we are forced to the con-
clusion that these tests should be far more
rigid and more searching than we are at
present able to make them.
Those who would enter this walk of
life and assume it's weighty moral obliga-
tions, should be halted at the threshold
and seriously questioned, not only as to
their educational qualifications, but as to
their purposes, hopes and aims. To deter
mine the fitness of person for the re
sponsible duty of training immortal
minds to estimate even the probabilities
of success or failure, account must be
taken of ,. her integrity of character.
Of spirit, her enthusiasm, and
of her devotion to the sA-
cred calling Not only these traits and
characteristics must be considered, but in
quiry must go farther and touch questions
relating to her knowledge of child life and
sympathy with children. Looking beyond
the mere routine of study and recitation,
can she touch the secret springs that open
the right doors to child life? Can she
train these youthful minds to the highest
possibilities of their God given powers?
Can she so guide and inspire her pupils as
to lead them unconsciously, but certainly.
into right thinking and right living? Such
are the duties and responsibilities assumed
by the conscientious teacher. Her gifte
must be rare as the poets gifts, and her
conservation to her work must be as
jealous and devoted ss that of the minister
of the gospel. This is our conception of
the ideal teacher, and fortunate indeed are
the children who come under the refining
influence Of suoh teacher. Unfortunate
ly, however, in corps of three hundred and
fifty or more, comprising the teaching
force of large city, we find many teachers
| who fall short of our ideal, and who only
| seek the employment of the district as a
means of temporary support until they
shall, by matrimonial alliance, get rid Of
| the irksome and, to them, distasteful du-
ties of teaching school.
Such teachers, as we'll as those who
though faithful, are not at all adapted te
| the work of imparting instruction, are the
troublesome and discouraging factors in {
public school system. They hinder the
progress and impair the general efficiency
of the schools, besides working irrepair
able injury to the children who ace entrust
ed to their care and guidance. A mistake
in the selection of a teacher is so far-reach
| ing in it's consequences that the utmost car,
should be exercised in securing "surviva
| of the fttest."
The rank and file of our teachers are re
cruited mainly from the city training
school, and many earnest and capable
teachers have been enrolled on the forc'
/ Oft Gv1iohinr tho IL, tho biol
school, have received their professional
training in the WEIGH training school.
THE TRAINING SCHOOL.
Increased experience confirms tn
opinion that local training school is al
indispensable adjunct of every large schoo
system.
A well-conducted training school bear,
directly and effectively upon the progress
of the schools by placing the teaching
force upon a higher plane of usefulness
It enables the school authorities to insis
| upon a certain preparation for the worl
of teaching, and though the preparation
may not be entirely adequate, and whil'
individual results will naturally vary il
excellence, yet the average outcome of tn
training given is eminently satisfactory
and the plan is much better than it coule
be under the plan of appointing by scholar
ship only.
A mistaken idea prevails in some mind
as to the real functions. of training
school. Some persons seem to think tina
all who enter the school and take tn,
course must necessarily and inevitably b.
| turned out good teachers, and that all wht
''pass through" the training school have {
certain claim upon the district for employ
ment in the schools.
But it is evident that there will occa
sionally be those amongst the applicant
who, even if they possess the scholarshiI
requisite for admission, do not possess ar
adaptation to the work, have not thu
health, disposition, temperament or ambi
| ton essential to success as teachers. Nc
| course of study, no system of training, ne
amount of experience can make gooc
teachers of such material. While thu
training school offers the advantages Of
instruction in the principles of education
and in methods of teaching, while it givel
opportunity for actual practice under thu
keen eye Of q competent critic, its pro
vince is also to ascertain the fitness of the
candidates for the teachers profession
To this end and to faithfully guard tht
| interests of the district, it is obviously the
bounden duty of the training school teach
ers to apply the most rigid tests and tt
maintain the highest standard possible.
Candidates should understand tha'
while the board of education will freely
furnish them the means of securing
an education in the high school, and viii
even maintain free training school fol-
those who desire to avail themselves of it,
advantages, yet the responsibilities com
mitted to teachers of developing the men.
tai and moral character of the next genera
ton are so weighty that no one of them
can be permitted to assume those response
bilities unless strong assurance Ia given
that che possesses the essential qualifca
tions and has made her preparation as
thorough as it can be made with the means
provided.
This Will only ADVANCE the standard 0.