The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1897-11-03
A TEACHERS VIEW OF IN.

Seattle. Oct q. 1897.
To the Editor: Now that the registration
books are closed. viii you kindly give enc
OF the public school teachers OF Seattle a
hear.ng3
Does IL not seem a little significant that
experienced teachers should work entha-
sissticaiiy and almost unanimously 70
elect a candidate who Ia well known 10 be
a supporter % our superintendent Can
any party know better than We do who
IS the best man available for that Office?
We. as a body. are not newly graduated,
nor are We Western teachers cramped IN
our judgment ~ lie spent in one To-
cality. We come from all parts o. the
United States. and many Of Us have taught
under a much longer established school
system than the one IN Seattle and yet
We find ourselves 50 well pleased with THIS
system. our work Is attended with 50 1T
tie friction. ne are kept 50 constantly en-
thusizstic and are so proud of the repu-
tation that the Seattle schools have gained
in the East that We put forth our best
efforts that the superintendent who has
accomplished 50 much may be able 10 con-
tinue % hold our schools up 70 the high
standard which they have attained under
his supervision
A superintendent must not only know
the details of the work or each school I'M
der his care bur he must keep abreast or
the times by being thoroughly acquainted
with the methods Of the best educational
systems Of the world, and this IS cz7e OF
Superintendent Barnard's hest recommen-
dstions "a his teachers Can u De possible
that we teachers can be supposed by any
broad~mInded man or woman 10 be the
only voters In the community who do
not know who their choice among the can
dfaates Isl or. having a choice, that We
should he absolutely silent about IL? Are
we machinese Or dolts2 Are We not con-
sldered. BIS reason OF our profession, 20 be
a. least moderately intelligent In school
matters A leading citizen asked not long
ago ssyvho can better understand the
needs OF the schools than the superintend-
ent2H And who can better understand the
requirements for a superintendent than
the teachers
AS for the stigma OF coercfor-one Is un-
willing TO helittIe the mental capacity OF
a fa!r-minded community. or demean one ;
self by answering such an aspersion ana
vet the writer will say that TO her certain
knowledge during the years 10 which she
nss taught in the Seattle schools, there
has never been the faiBtest suggestion OF
coercion IN any form made 10 or suspect
ed BY any Of the teachers with whom she
Is acquainted. nor has she ever heard OF
anything Of the kind
Nor does one penny Of any teacher
EatAEN 20 luk0 1NttpVt NtNLs+t4s AtatA+-FF - -
anr school purpose whatever, excepting as
II is included in her general taxes or 20
help defray the legitimate expenses OF the
institute. We are not organized IN any
way in our support OF Superintendent Bar
uarS II Is entirely spontaneous, No
members OF any community can be more
easily made disconnected by the tncapacity
Of the one who plans their work than pGo-
lie school teachers. and yet We teachers
~ Gf1Y1A almost
unanimous in our support OF our superin-
tendent. though a few. for good ana
strictly personal reasons, have not regis
tered.
The writer Yields the pen az a citizen
who feels Insulted on her own account
not for Superintendent Barnard. We are
not politicians. far be Il from us' We are
workers. whose bread and butter depends
upon our positions. IL Is trUe-yet whose
minds are filed with our work. and We Go
not see what the fact az our being Demo
Gratis or Republicans or Popullsts has TO
do with IT, We are Americans and teach
ers and we do not fear the loss 81 our
positions for any reason. excepting inca
paclty 70 ail them well
We are the only members OF any pro-
fesston who. having prepared ourselves for
our work by long courses OF study. and by
constant intercourse with other members
Of our profession. are quite generally sup
rposed not TO know our business. The
Quincy method has long go been given I'd
IN Massa chusetts where Il originated.
Ch!l5ren's minds are not regarded a. re-
certacles for knowledge. but as living
parts Of living organism. which can only
grow by exercise which the teacher slim
ulates and directs. and I venture 20 say
that the parents themselves are not more
interested in the physical and mental and
moral development Of the children than
are the teachers who are with them five
hours az every school day.
Fortunately. We are ''old malds"-rnozt
Of us - ve were not. whore could the
experienced teacher come fromF
TEACHER.