The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1895-12-28
TEACHERS TALK SHOP


teacher knows that she and the super
fntendent are the only ones that know
anything about 1t. she feels that she
is not forever disgraced. But a teach
er should profit by her mistakes and
strive to make as few as possible, for
the superintendent must not be expect
ed to step beyond duty. Where mis-
takes are the result of carelessness and
thoughtlessness, the teacher should be
informed firmly but kindly that her
position demands her best energies and
that anything short of that should be
communicated to the hoard.
The superintendent should not exact
certain methods OF teachers, IL they
have other methods of presentation
pedagogically as sound. The superin-
tendent might suggest, but. as Com.
Harris says. he should not force Its ac-
ceptance. A teacher Is in daily contact
with her pupils. She makes study OF
methods. The superintendent studies
principles by which to test her meth
DDS. as one superintendent aptly puts
It.
Teachers should be encouraged to
read school journals for information,
and to attend teachers gatherings for
inspiration. Give US more teachers
with inspiration. A superintendent
says: I'VE have the ideal teacher
when the best professional training Is
bestowed upon a strong personality,
struct, to move and inspire.
The teacher should show that she has
interest in her work. The disinterest-
edness Of some New York teachers led
a member of the board of education to
remark: II have discovered that teach
ers are interested in two things-more
holidays and more pay"
Let's consider the last In Commits
sioner Harris report we find there are
nearly 100000 teachers in the United
States. This includes superintendents.
principals and specialists. The average
pay for the entire number is the very
small sum of $500 a year, or IS per
week. When we consider that the sal
aries Of superintendents and principals
are on an average three or four times
that amount. 1t will be seen many are
teaching for much less than S. per
week. What a salary! How can one af-
ford to prepare specially for so small
a remuneration? 1t is my candid opin-
ion that for every dollar paid for sala-
ries in the United States more than
double that amount is earned. 1t is
true that the salaries paid in Montana
are much higher than is paid in some
other portions of the United States. and
Ii Is also true, 80 far as my experience
goes, that there are fewer incompetent
teachers in the schools of Montana
than In many portions of some of the
Eastern states. / hope when the Fed
aminations of the public schools that
1t will not fail to recognize the fact
that there are incompetent teachers.
for one reason, because they can not
AFFORD to fit themselves for teaching at
the low compensation. I believe that
the question of lettering our schools
lies largely with the rising generation.
They are now receiving instruction.
The bar to better compensation is the
non-possession of better qualifications.
More is being done and more is expect
ed in the educational field than ever
before. Let US then, both superintend-
ents and teachers, prepare more thor
oughly for the work we have chosen.
Let the superintendent inspire and aid
his teachers to make a more extended
study of the children before them; let
there be a general uplifting all along
the line. We shall then have better SUI
perintendents. better teachers and bet
ter trained pupils. both mentally and
morally.
Let us strive to Undue our high
school pupils with the importance of
the work of teaching, and inspire them
with the idea that thorough prepara-
ton Is necessary for teaching, and by
this means we shall receive recruits
that have a conception of the work be-
fore entering upon II. and If more COM
pensation Is not received, there will
come the satisfaction that II Is de-
served.