The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1894-03-08
perience are essential qualities In teach

perlence are essential qualltles IN teach
er, but. as before remarked, some things
are irremediable for tie present. But we
can demand that AL young teachers get
a limited amount of professional training;
limited in amount but thoroughly practi-
cal SO that the senseless and dangerous
experimentation on childhood shall cease.
To that end the superintendent OF
schools urged the county board at Its
session IN November to consider a plan
to provide for the training OF teachers for
country and elementary schools. After
some discussion the board adopted the
following resolution: Resolved, that
training school for teachers would tend
to elevate the cause of elementary educa-
ton, and further, Resolved, that the
superlndent of schools be hereby request
ed to formulate plan of organization for
such school to be submitted at the next
session of the county board of supervis-
ors" The fact that this resolution pass
ed unanimously would seem to indicate
tudl lut ItSI VI SuSd on ihStAGuIioi -
fully recognized by the county board.
THE WORK OF THE PROPOSED TRAINING
SCHOOL.
Such a training school must be real
school and something more. The branch
es of knowledge commonly taught IN
schools must also form the basis of in
struction ID the training school. But
since it is evident that teacher must
know more Of a subject than he IS ex-
pected to teach wider and deeper &C.
ouaintance with the subject matter of in
struction is demanded. He must have
a clear conception of every branch IN It's
entirety and as it is divided into organic
method-wholes. Closely allied to the
academic instruction is the professional.
The manner of teaching is possibly of as
great Importance as the subject matter,
for the end 20 be attained in education
can only be reached by systematic effort.
instruction that fails to educate is hard
ly deserving of the name.
But whether instruction becomes truly
educative in value depends much upon
the skill Of the teacher. To bring into
active play the power of mind, to insure
proper habits of thought, and finally to
create an interest for the things of the
understanding which shall live when the
pupil is emancipated from leading strings
of the educator demand skill which the
mere knowledge of facts cannot give.
How can this skill be obtained? In the
training school the knowledge impaired
can be considered from the standpoint of
the teacher and with view of its being
re-taught. The discussion OF methods OF
teaching can be intimately connected
with the presentation of every subject.
In order, however, that they be rational
ly discussed some knowledge of how the
child-mind works is indispensable. Hence
mind study must also be given a proml-
nent place. This can be made very prac-
teal if text books are eschewed and stu
dents are led to study their own minds
to the end that they study the children
under their charge. Without this ele-
mentary knowledge of mind-action no
teacher can properly develop the minds
of children. AS part of the professional
work here indicated students should be
required to make 4 close study of the
manual for country schools which Is Is
sued by the state department of educa-
ton. In connection with this all the
problems of elementary education pecu-
| liar to the district school should be fully
discussed. While 1t may be impossible
| to furnish the class with practice teach
ing provision for observing the work of
certain Of the best country schools can
easily be made. The training school
| should ever bear in mind that its work
must be thoroughly practical in order
that it may do the most good to the per-
sons who are to teach only a district
school.
THE STUDENTS.
Who should be permitted to attend
such a school? Evidently such persons
as will pledge themselves to follow the
teachers calling for some time. The
educational test to be applied should ex-
clude all who do not give promise of COM
pletlng the work in year.
What inducements can the school hold
out to its students? 1t seems TO me that
school boards will naturally take fitness
to teach into consideration in making APP
polntments SO that graduates will be
reasonably certain of securing positions.
The initial salaries will naturally also be
higher than they are at present.
The final examination will be equiva-
lent to third grade teachers examina-
ton, so that the diploma will at the same
time be legal qualification t. teach for
one year. If the schools secured, appli-
cation Will be made to the legislature to
make the diploma a legal qualification
for two years. Or, if elementary Algebra
be added to the course the diploma would
be equivalent to second grade certiti-
cate valid for two years.
Should it happen that the graduates
in any year outnumber the vacancies in
the schools of the county arrangements
could easily be made with a normal
school to give credit for work done in the
training school.
THE INSTITUTIONAL FORCE.
In order that the school may subserve
its highest purpose a man must be Sc
cured as principal who embodles wide
qualifications. He must first of all be a
thorough schoolman; he must be man
of the world in touch with human affairs;
he must be thoroughly conversant with
the conditions surrounding the work of
the country schools, and above all he