Hot Springs weekly star. (Hot Springs, S.D.) 1892-1917, 1895-01-25
TEACHERS MEETINGS
PLEA FOR Better .oRoANlzA.
TON AND MORE ACTIVITY.
Work Of the school-Room 10 Greatly
Unified, simpliaed and Intensifed
by Good Teachers' Gatherings-In-
struction in Manual Training.
An Iowa Teacher Talks.

~ 4OSAAA i
were put together for the professional
to read, writes one who signs himself
1.-THE Village Schoolmaster" in the Iowa
Normal Monthly. There would be the
tale of the ambitious organization
which opened a winters work with
full-fledged constitution and bylaws
ind q set of Offices that made provision
for a place for every n who was eligi-
BILE to membership. There would be,
also, the tale Of the organization that
was so free and easy, with no formal
Inauguration, no set time or place for
meetings, and no heavy system of any
kind to induce formality and death.
The recital would include that ass0cia-
ton where every member was SO anx-
tous to do that nothing was accom-
plished; and the association, too, where
everyone was anxious to throw the Ia
Dor and responsibility on the shoulders
Of some one else.
Out Of all the confusion of aim and
means, which these efforts have discov-
cred, much good has mi The work
of the school room in many commune
ties has been greatly unified, simplified
and intensified because of these occa- |
sional teachers gatherings. The young
teacher has been many times enlight-
ened, and her daily duties made plain
er. The experienced teacher has often
been taught that her long-used methods
and devices are not the best. And in
mauy other ways good has been accom-
! plislledt. But
4 The word is used advisedly. The
teachers of Iowa are often referred to
in complimentary terms. The low per
cent. of illiteracy in the State is often
held up, and the men and women
through whose efforts this condition Of
affairs has been reached and retained
IRE lauded as beings of high intelli-
gence and great devotion to their work.
Yet, in comparatively few localities has
this boosted intelligence or this much
lauded devotion been able to success
fully exert itself in lie line of effective
association in teachers organizations.
Who is not familiar with the ordinary
routine of such meetings? The chair
man, always an earnest and enthusiasts
tic teacher, calls the meeting to order.
If any business is to be done it drags,
two or three making all the motions
and doing all the voting. The papers
prepared for the occasion, or the adj
dresses less formally introducing a sub
ject for discussion, are given one by one
for the consideration of those present.
The question is thrown open for gem
eral remarks. And the clock ticks.
Perhaps, ashamed of the lack of inter
est or knowledge shown by the great
majority of the membership, some bold
err spirit ventures q review of the intro
duction of the subject; but even this
breaking of the educational ice does
not. embolden the mass. And again
the clock ticks. Another and another
subject is introduced with the same re
suit. And the clock ticks an adjourn.
ment.
The ambitious, active teacher, who
sees the possibility of advancement in
q live local educational meeting, be
comes disguised. She does not carr
care whether she attends any more OF
the dead ones or not, and is glad to fine
IN xcuse to stay away. The teacher
who is really so timid, or SO ignoran'
of the right view-or a right view-o,
the topic under discussion, that she can
not properly express herself in q publi'
gathering, finds no encouragement o
help in such a dead meeting, and 4
therefore not SO strongly drawn to at
tend another.
Will anyone claim the situation la
been overdrawn? Let him speak. II
truth, the story has not been half TOLD
Teachers within walking distances o
many such advertised meetings YER
often pass the place of meeting on thei
way to town, to visit some friend or t
go somewhere else. Is there not q larg
number Of teachers in every count
who are never seen at the educationa
gathering except under compulsion
What is the reason for all this? LIZ
someone tell. Is there not q large nun
Der, also, whose voices are never hear
6 in such places, even though they ma
often attend? They always decline I
prepare q paper or lead a discussio
when asked to do so by those who a
range the program. They are not SUI
they will be present; or they do n,
4 know anything about the subject; {
they are too busy; or their health
not good. No trouble to find excuse
5, when one doesn't want to do q thin,
And yet these very people can find IL
(: most fault with those who do take par
r can present, in many instances, as goo
y q d~iscussion-in somec cases a better OF
n than that to which they listened.
$ anyone can explain the reason, IL
q ! writer would like to learn 1t.
q This article is written, not to fir
fault, but to suggest a discussion til,
o may result in opening the eyes of Il
class or classes of teachers referred I
= II these silent creatures can be broug
to see how they are standing in Il
: way of their own advancement as W.
as in that Of their fellow teachers, Il
educational world will be given a d
cided impetus toward greater activit
q better, higher and more profession
life in the great mass Of its members.