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

of the individual. IL must be a real ed
ucation. training him into the best of
the faculties he possesses, not a foist-
ing upon him of something he cannot
appreciate and does not know how to
use. cultivation of hand and heart as
well as of mind; an education that he
can grasp and assimilate. and which
will become a part of himself. some
thing that he can use every day and
every hour, and not a veneer that Will
drop from him and be forgotten as
soon as the school room door closes
behind him"
This Federation of women's Clubs
of Illinois binds itself to support all
that is good In the public schools of
the state and to strive to eradicate
all that is evil To accomplish this
the members of the federation bind
themselves to visit public schools in
their home cities and study education
al questions with reference TO local
conditions, and to endeavor to secure
the election of disinte-ested and nom
political members of boards of educa-
ton. The language Mrs. Flower used
is certainly very strong and IL what
she says is true In Illinois, II is also
true, in a great measure. in a great
many other states. There is a tendency
in many localities to employ none but
home teachers whether experienced or
not. Lack of experience counts against
them but little and that In salary.
Why should there be any discrimina-
ton against grades? Are not the chill
dren Of one grade the equal Of those
I'm another? Should one grade be pro-
vided with practical, experienced
teacher while another room is provided
over by one that is experimenting, try
ing to ascertain whether her tastes
are for teaching or not. Superinten-
dent Cooley of GAINESVILLE, Wis, a few
years ago in his report to the board
said: / am not able to do good. thor
ough work in your schools owing to
the pernicious practice here OF en-
ploying high school graduates without
experience or professional training.
Children poorly taught In any grade
present to the next teachers problem
/ do not wish them to solve. II your
honorable body finds that the same
policy must be still pursued, I do not
wish reelection.
While I have the greatest desire to
give employment to home teachers, yet
Justice to home children should be par
amount, and no teacher, unless she has
shown talent for teaching, should take
the training of As or SO children into
her hands. Children are critics, and
the faults and shortcomings of teachers
are recognized by them where we least
expect II. When we shall more fully
realize that the schools are for the
children and not to furnish positions
for any one. when superintendent are
chosen for recognized ability and
worth, when teachers shall specially
prepare for the work of teaching, then
and not till then shall we have our
best schools. We ask that patrons Wis
Ii the schools and IL there Is anything
wrong, no one would take more pride
In trying to remedy the evil than the
true teacher.
There is an awakening all along the
pedagogical line. The need of better
training has been felt by the leading
educators of the land. The normal
schools. colleges and universities have
established chairs of pedagogy and
nearly every one OF these departments
have large classes of enthusiastic stu
dents drawn from the foremost educa-
tors of the land. both men and women,
The training schools of Germany have
many American educators. The effect
must be beneficial to the schools of this
country. These educators are mainly
superintendent and supervisors of
years of experience who are seeking to
give to the educational standing of this
country one of pedagogical merit.
The superintendent, in order to put
these principles in force, must trans
NIT them to his schools through his
teachers.
The relation of superintendent and
IedcneT SnOulu never De OuI
the most cordial If the most good Is to
be accomplished. There should be no
bearish, lordly, arrogant superintend-
ents nor any 'know-aH teachers. The
course Of study should be understood
thoroughly by the teacher. She should
not attempt work she has not a good
conception OF. The work to be perform
ed in a term should be clearly under
stood.
BY means of general meetings, grade
meetings, and personal interviews, the
may aid in systematic
ing the work. In the general teachers
meetings points should be discussed
and suggestions given that effect the
work generally. In grade meetings, the
work of the grade under consideration
should be outlined and discussed, and
in personal interviews the shortcom-
ings of the grade work in that particu-
lar room should receive consideration.
For small systems, personal interviews
are fruitful of great good. The inter-
views should be confidential in a great
measure There is no reason that Miss
A should know from the superintendent
that Miss B is not doing satisfactory
work. Many young teachers make mis-
takes that are soon rectified. and II the