Wood County reporter. [volume] (Grand Rapids [i.e. Wisconsin Rapids], Wis.) 1857-1923, 1896-01-02


1t is the duty Of the schools to furnish
d well grounded and complete educa-
ton for the child; it is the duty of
higher institutions to accept a we'll
grounded and complete education as a
suitable preparation for entrance upon
their courses. Whatever improves the
schools must improve the colleges; but
our function seems to be simply to rec
ommend the best system which we can
devise for the schools, without taking
into account any subdivision of pupils.
This idea was formally presented in
resolution 81 of the conference (see Re
port, page 1859, which reads as follows:
Resolved, That the instruction in
history and related subjects ought to
De precisely the same for pupils On
their way to college or the scientific
school, as for those who expect to stop
at the end Of the grammar or at
the end Of the high school," and was
further quoted in the report of the com
mittee of ten on page 80.
These words express as we'll as ]
could now do the attitude towards the
schools of the university throughout its
history.
We have never advocated or encour-
aged the establishment of separate pre-
paratory courses. We accept of the
schemes of study recommended by the
state superintendent; and however we
may feel as to the possibilities of i'm
prOVement, We adopt those schemes
fully and heartily as the basis of all
our judgment in respect to particular
schools. The university has no scheme
of study which it desires to impose up
on any school. We simply adopt as
a standard the scheme which has the
official sanction of the duly constituted
educational authorities of the state.
So too the university has attempted
10 revolution or innovation in regard
to the specific qualifications Of instruc-
tors. It does not undertake to deter
mine how long the teachers shall have
studied q given subject, nor what the
/ experience OF a teacher shall have
been. We believe, however, that mas
much as no teacher can teach all he
knows, every teacher is called upon to
know more than he is called upon to
teach. We believe, therefore, that no
teaching can be really efficient, if the
teacher has never gone farther or done
more in a single subject than the class
he is to instruct. 1t would seem to go
without saying that as a rule a class
cannot be we'll prepared in Latin by
a teacher whose studies in Latin have
been limited to the studies of the pre-
paratory classes he is to teach. The
same is true in German This general
instruction does not apply, of course.
to those brilliant exceptions which
sometimes show that unusual enter
prise and ability may overcome all the
DEFICIENCIES Of an inadequate prepara-
ton. There is occasionally, as we all
know, what is sometimes called ga born
teacher" whom no deficiency of train
ing can prevent from exerting an in
spring and uplifting influence.
And now having explained the con-
siderations which determine who the
inspectors shall be, let us inquire into
the results. This will require, first of
all, the dry bones of a few statistics
The number Of accredited schools on
the list of the university at the present
time is 124. The number Of schools
inspected on application in 1894-5 was
S. The number that has applied dur
ing the present year thus far is 70.
Up to the present date % schools have
this year been inspected. In 1881
three schools were dropped as the re-
suit of inspection; in 1S94-5 two, and
thus far in 1855 one; making, in the
course of two years and about one
third an aggregate Of six schools
which have been found in the judg-
ment of the faculty unworthy to con-
tinue on the accredited list. Now this
showing seems to me to give rise to
two questions. In the first place why
is the number dropped so small, and
secondly, why is it necessary to drop
any of them? In answer to the first
question it may in general be said that
the defects observed in any one school
are ordinarily found to be wealne sses
Of which the principal or superinten-
dent of the school was already aware.
In nearly all such cases the presiding
officer is grateful to have his views con-
firmed, and to have his desires and
efforts for improvement fortified. He
can now appeal to the school board fer
the necessary changes with the larger
hope Of success. Wherever there is a
reasonable probability that such rec
cmmendation will be needed, the school
is either continued on the list of ac-
credited schools or accredited anew,
as the case may be. If the prob
abilities seem less, especially
if the defect is regarded as serious,
the accrediting of the school is made
conditional upon the improvements rec
commended. In some cases the school
is placed on the accredited list for one
year with the express understanding
that it cannot be continued for a
longer period unless the weaknesses
pointed out are removed. Such a meth
Cd is almost invariably successful. 1t
is a pleasure to say that in nearly all
cases where improvement is called for,
the suggestions of the inspectors are
gratefully received and are acted upon
with all due promptness by the school
board. But to answer the second ques-
ton, it sometimes occurs that owing
for the most part to friendly relations
Of teachers complained of with persons
in the city or in the board such re
suits do not ensue. In such rare cases
there is no course for the university to
pursue except to either deg ade its
standard or to change the school to an