The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1894-11-22


THERE are three elements indispensable
to the success of every school.
% Patrons who are intelligently active
IN behalf Of the school, demanding the
full measure of effort from teacher and
pupil and not unmindful of their own re-
sponsib1litv.
(2) Pupils who are ambitious and who
do not recognize duty as a hardship.
81 Teachers who realize the influence
of habit upon character and who do not
fall into the error of believing that the
school is an institution designed to fur
nish them employment, but who are ever
conscious of the reciprocal relation of en-
ployer and employed. From business
standpoint they agree to give certain
amount Of labor for certain money con-
slderation. The delicate1nterests confd.
ed to the teacher makes 1t proper that he
be guided by higher considerations than
those of monetary redlutal. That these
receive attention IS evidenced by the in
Huence of the teacher on the pupil when
not under his Immediate charge. This
kindly interest ~ the intellectual and
moral welfare OF the child is shown in the
character OF the reading he does, in the
societies organized for his benefit, in the
hand of friendly restraint laid upon him
when IN danger of forming bad habits
and Ii various other acts of duteous So
hcitude.
But the purpose was to take up, seriatim,
the propositions above stated and dis
cuss them In their relation to the north
side school. For years there has been
a conviction that results in that school
have not been prOpOrtlonate to the out
lay or commensurate with opportunities.
1T IS true they have not, and it is about
time there be candid inquiry as to the
causes. They cannot be due to lack of
mOnentary support as the people always
manifest q commeudable readiness to tax
themselves for school purposes. The
fault lies with all three of the factors
mentioned In the beginning of this artl-
Gle, and mainly with the patrons of the
school, as the share OF the others is large
ly legacy from the first.
The writer's first acquaintance with the
north side school was when L. J. Nash
was principal. The north size school
building was a modest structure, by no
means calculated TO Impress the idea that
provlnclalism existed outside its walls.
Then the people had not attained the ex-
allied idea that school building was all.
sufficient for educational purposes, or
that a splendid pile of brick made unnec-
essary any critical inquiry, guided by in
telliGent interest, as to the real progress
OF the school Mr.. Nash's knowledge of
pedagogy aid not seem TO extend far be-
You'd demanding hard work from his pu-
pills and meeting them more than half
way in this line Of mutual effort. There
were, no oubt,;many things, which could
be done fully as well with less expendi-
ture of effort on the part of teacher ard
pupil: but they were done at any cost,
and the school had name. There was
sentiment then, which sustained the
teacher, although holding him to strict
accountability for his work. There was
no pointing with PRIDE to the school
bnildlng; 1t was the conduct of pupil and
teacher which received attention.
Any attempt on the part of school
pTlnclpal OF the north SIDE to-day to eX
act from pupils what t.ey GIVE themselves
and the school, would raise such storm
that his dismissal would be demanded IN =
side Of month. On Tuesday noon the
writer saw four of the pupils of the high
schoo! descend the steps. open their cigar
cite cases, light their cigarettes aud pro-
coed up Seventh street with the sang rroid
Of accomplished rOues. They were fresh
from dismissal and on their way home.
Ii Is no Uncommon thing 10 see small boys
in the school pa-k during tbs noon hour
putting cigarettes. These facts must be
known to parents, buo they seem to inter
pose no parental authority to check the
rninous habit. They seem TO think that
the attendance at school covers all neces-
sary requisites for education,
want Of space prevents the continu-
ton of this article this week.-Ed.)