Semi-weekly independent. (Plymouth, Marshall County, Ind.) 1895-1897, 1896-03-14
NOTES ON EDUCATION.
MATTERS OF INTEREST TO PU-
Pill AND TEACHER.
The More Prominent Duties of the
Superintendent as Outlined by A.
w. Edison of the Massachusetts
Board of Education.
Duties of Superintendent.

be clasSed as general and professional.
His more prominent general duties are
TO iE-pect the school premises-the
grounds. buildings and Outhouses; To
know and as far rs possible To intro
duce the most approved methods of
heating. lighting and ventilating school
buildings; to select text and reference
books, apparatus and supplies, and 10
see To their distribution: and. in brief.
10 attend To the endless details accom-
panying the business part of the school
administration. From an economical
standpoint the superintendent often
proves himself Il profitable agent, say
ing Il town. city. or district in Il single
year no small part of his salary, and
sometimes more than his salary. If
prepared for lis work. the Supcrintcn-
dent is a thorough student of the
science and art of education. of psy-
chology with special reference 10 child
study, of applied pedagogy and of the
aims and work of our great educa-
tional rcfOrmerS. lie has had large and
successful experience in teaching. cS-
pecially in elementary grades. He has
IN intimate acquaintance with the
best schools of the day: he attends ed
ucational conventions, institutes, and
summer schools; in short, he keeps
abreast of all advanced educational
movements. Only by such preparation
is he fitted to arrange Il course of study
for his schools. This keystone TO any
educational structure should be the
work of Il scholarly and progressive
educator. 1t should indicate the princi-
pies underlying, the ends to be attain
ed, the subjects 10 be taught, the order
of their presentation, with some gen
eral suggestions on methods of teach
Ing. And after the course of study has
been prepared. it must be wisely in
terpretcd and intelligcntly applied. The
further professional duties of 4 super
intendent may perhaps be best shown
by discussion of his relations to four
classes of peOple-the school commit
tee, the teachers, the pupils, and the
public:
/. He Is the executive head of the
school committee. 1t is the province
of the committee to legislatc. to give
candid consideration and final decis-
ion on the general policy to be pursued
/ is the province of the superintendent
10 study every phase of education, to
suggest to the committee what in his
judgment he thinks for the best inter
est of the schools, and, after decision
~ IA IN N
wishes He keeps the committee we'll
informed on the actual and cOmpara-
tive condition and needs of the schools
freely and conscicntiously recommend
ing changes where improvements are
needed. He is their professional lead
err and makes his influence felt on all
questions pertaining 10 the welfare of
the schools.
.. The value Of skilled supervision
rests largely in the ability of the SUI
perintendent to select and retain good
teachers. and 10 assist all. both strong
and weak. 10 the best results possible
He secures a list of desirable candi-
dates. examines carefully into their
qualifications. corresponds with per-
sons able to speak from personal
knowledge of their worth and work.
visits them in the school room, and in
n variety of ways exercises n judicious
care in their selection. He places each
teacher where she is most likely TO sue
coed. visits her often, suggests good
methods and encourages her in every
, way in his power. He is n strength
and inspiration to the entire teaching
force Superior teachers are recogniZ-
eli and upheld. mediocre ones are slim
ulated TO better preparation and great
,r efforts. while those who have no abil-
| lty. who are hOpelessly poor, are soon
crowded out of the service. Many of
our best teachers refuse to teach in
towns having no supcrintendent-they
recognize the value of the help he is
able to render.
In the school room the Superintcnd-
cnt follows closely the work Of each
teachcr. notes mistakes. omissions, and
Weaknesses, and give occasional test
and teaching exercises. This constant
contact with the schools enables the
superintendent to understand and APP
preciate the difficulties of teachers far
better than can any amount of reading
and theorizing. Even brief visit en-
ables a superintendent to observe the
spirit and order of the school and the
value of the teaching.
The superintendent cOnfers frequent
| " with his teachers at general or grade
| meetings. Here he unifies and strength
ems effort. compares the work of teach
ers in the same grade and of several
grades considers with them the ends
and means in all school exercises. pre-
SCENTS model lessons, interpretS the va
| rous steps in the course of study. en-
courages and directs professional read
| ing and study. Teachers meetings
| without superintendent To direct are
rare and of little value.
>. The superintendent sees that the
schools are provided with everything
necessary to the bodily health and
comfort Of pupils. rs well as with every
appliance for their instruction. He as
sists in examining. classifying. and
promoting pupils from time to time,