The state herald., 1893-09-15
help them all to r..lis. th. sr.ndu... Of

minds with the sublime ideas OF truth,
beauty and right In their relation TO TIE
practical side Of libsrsl culture. The
result will be desire for knowledge snd
facts that will not cease until kaowl-
edge Of the whole subject 10 obtained.
Then the mind Overlooking with con.
captions 20 wholesome tho soul Will bs
stirred up with . nsver-tiriug energy
that will iu,part knowledge that will IN
viGorats and inspire IL, and that will
produce results which will last through
life. With these thoughts then ever up
permost how shail the superintendent
proceed in his efforts to do for his teach.
or that which will draw them toward
this high plane. Having been csretul In
his work thus far and only granting the
privilege OF teaching to those whom he
believes has, to an extent, at least, some
OF the attributes before alluded to, his
next duty to them will BE- In his vista
tions to their school. In these visits lot
him first put aside his tremendous and
overshadowiug authority and next lot
him atudy the teacher % - 10 know
how to spprosch him or her in proper
spirit OF helpfulness unmixed with awe,
fear or hate. Then endeavor to SEQ the
school clearly from the teachers stand.
point ~ we'll - his own, and NEXT to en-
able the teacher 10 zee the school - he
ssss il. Some Of the points would first
look for would be, the arrangement u
the building, relative,to The health OF
the pupils, ventilation, etc., the order Of
the school, the ability OF the teacher to
preserve order, power to develop thought
10 pupil. skill in questioning, energy
Of teacher, plsasantnsss Of voice, power
to gain the good will Of pupils, attention
Of pupils during recitation ~ well -
those in their ssats, nsAtnsas aud clean.
illness Of teacher, pup,ls and room. sbili.
~ to secure cheerful AMI thorough work
by pupils. originality 10 arrangements
and methods II defecss in these points
are noticed. steps mnst b taken to over
come them or alter them. II tho pupils
are at fault, would appeal to them. II
the teacher, I would ss.k with be-, rri
vatsly about them. sndssvor 70 shnv her
better plans or methods. II che take
them kindly, which sns vill, IL properly
given, you have dops eood work. II
she should noa take kindly 70 your sug-
gsstions, do not pres your point until
you can demonstrate tn her, 10 practi-
cal way, perhaps. that your su. gestions
were for her good. II may become nee.
essary sometimes 10 conduct . recitation
with the tsscher's permission. You may
in this way bring out points in which
she may be deficient. jot down thinss
that nsed attention and hand them II
the teacher, but whether write them
out or speak to hsr Ut them, I speak 10
her first Of Whatever good l may have
ssen IN her work and 10 no care would I
do ought that would dstract from the
good opinion her pupils may have OF her
by word or act. Above all tb,ugs . su-
perintendent must be fair, honest and
candid With his teachers and inspirs
them 70 srsster efforts in their work
There 10 On inspiration which comes
from personal Influence and this I 70.
gard - IN essential element IN sohool
work. l want teachers 70 have nm.
bounded confidence ~ themselves. Con.
fidsncs that they can do veil what they
Determine 10 do. Their work then b.
comes . pleasure. While ths sapsrin.
tsndent In tins busily engaged in the
work spoken Of, which, With HE routiss
Office ~ork, would sppeas to bs about
ell he could b expected to attend 70,
yet be has another very vide Geld u
work devol'iug upon him; be should ~
to !, that this 10 not neglected, refer to
tssohor's meetings, whore topics Of 10.
tsrsst relative to school work should b.
discussed. Thoss Of more sxpssisncs
can impAri In these msstisga muuh help
to the tescher Who il inst beginning aud
10 sn1ious to receive susGsstsons from
those more sxpsr,sncsd. This rubbing
Of mind against mind. coming IN con.
tact with superior natures and larger
experience, will DO found prolific Of great
good. Those teachers Of wider expert.
socs aud knowledge owe Il 10 the pro.
fsssiou aud arc willing to render II il
only for this. yet In Il there 10 strength
and help 10 them, their research 10 o..
tended aud their mind strsussbsusd
thereby and the young and ,psxpsri.
sucsl have hssu greatly aided and %.
Outraged. Nov Ne have the sducstsou.
al problem from the staedpo,st Of the
patron. Enlist the sympsthy and 90.
operation Of pAtrns 10 place books Of
sducstiosai value batoss their chIidrss
The supssintes,isut hss . duty hs,s.
Get sssr the sAtroas - we'll ~ tie
schools, get them 70 visit educational
gsa6sriuxs. urge than u visi, the sohools
Isssiil 10 them the idsa that education
- sell - all thiuss rise 10 advancing
Show than that svsp good methods snd
ideas 10 ycars Aso. srs greatly iupsossd
upon IN tho methods Of to-day Thi'
will have the effect Of creating . sssii
nent ths, will demand instead 81 iuss
psrienced teachers. becausc they IN
ehssp. teachers Of experience AMI speeia
training Tor their ~ork. II Ia necessary
also, that We have ctlcisut school bosrtis
THY have more ~ do thea simply %
look after the financial part a ths,l
work. thoash this indeed y inPo,tsat
They shosh 10 Interested IN having o.
iicient wosk dos by The tsschss. rhsy
should frsqusntly v'sit t.s school. ,oa
fer aud discuss with her the dlilsrsn