The San Francisco call. [volume] (San Francisco [Calif.]) 1895-1913, 1897-12-29

the instruction given. should be OF ma
ture 10 fit them as fully as possible for
the active duties OF life.
The average school curriculum for the
primary and grammar grades provides for
at least 20 per cent more work than the
child Of average ability can accomplish in
the time allotted without being oyerworked
As q consequence the child is forced 10
study early and late, and is kept at high
pressure, mentally, throughout his school
course. Instead OF being educated he is
crammed for examinations and injured
physically and mentally.
We are al aware OF the fact that the
ordinary pupil at the completion OF the
grammar grade course is but poorly fitted
for the high school work. or for any OF the
pursuits OF life. The majority OF pupils in
the public schools Will be called upon ulti
mately to earn a livelihood by means OF the
hands as we'll as the brain. and It should be
the mission OF the schools TO give them
some form Of manual training.
Members OF the Boards OF Education who
formulate courses Of study are often special
teachers Of some particular subject, and
insist upon an undue representation OF their
specialtieS in the course Of study OFTEN
no two members OF the board quite agree
as TO which is really the most important
subject and compromise by overlooking the
course in nearly all the subjects. As
result. teachers and pupils are overworked-
II is absolutely requisite 10 8 continuous
advancement n the field OF educational
thought. and for the very best interests
OF the public schools. that researches and
experiments should be made all along the
various lines OF education. and that when
such experiments and researches are pro-
ductiye OF results which may be applied
benehcially to the everyday work OF the
school room, they should be placed IN the
hands OF the teacher as part OF her equip
ment for the work
There is 6 class OF so-calied educators
who spend an amazing amount Of time and
language IN mere theorIZtng and in pulling
down existing methods. without attempting
have attempted TO tske cut OF existence.
There IS no valid reason why teachers
should not take an active interest IN all
phases OF politics affecting their work On
the contrary, II is the duty OF teachers 70
take an active interest n all matters OF
legislation pertaining 70 the public schools
II the teachers OF the State would stand
shoulder 10 shoulder in an 6ctivs, earnest,
persistent endeavor 70 secure the legislation
which the best interests OF the schools 50
inpsratively demand, success would crown
their efforts
Important changes should be made IN
the school law ar the next session OF the
legislature. There should be q law passed
providing for : uniform system o. cerItn-
eating teachers in accordance with the sug-
gesttons which viii be presented by the
state Superintendent Of Public Instruction
during the session o. this association
Provision should be made for 6 thorough
revision OF some. ald Il possible all. OF the
State text books. majority OF which. 50
far as adaptation 70 our present Enethods @
teaching and the requirements OF the pupils
IN the public schools are concerned. are
twenty years behind the times
lection % teachers IS noIainally made by
the Board OF Education or Boards q TTus-
tees, but in reality BY some poHucat boss,
who dictates % The officers elected oy the
people 10 manage and control the schools
\ most determined effort should be made
70 secure at the next session OF the Leslsla-
ture some provision which will lead 70
more permanent tenure % position This
result can be accomplished Il the teachers q
the State VIII give & their active and united
The sessions OF this association has OF
lste years assumed q degree q Importance
which was not Indicated by the small
gatherings o. the faithful during the early
years Of is existence The teacher who
goes 70 the trpuble and expense OF attending
close OF terms work and worry, and
during the short recreation between the
holidays. is almost without an exception an
earnest. conscientious instructor The
teacher who attends 2 county institute OF
al association meeting and returns 70 her
schooIrcom feeling that she has not been
benefited n some degree IS invariably the
teacher whose work IS q g low order.
The moment you become thoroughly salts
fed with the character OF the work you
are accomplishing and imoued with the
idea that there is no further opportunity or
necessity Tor Improvement tender your res
ignation 70 the Board OF Education and
take the benefit o. the pension act. OF get
married. for your dsys OF usefulness in the
school-oorn are Ove~
The Special Work Of the Norma
School was the subject OF an address
by President 4. II. Randall Of the Nor
nal School, He spoke substantially a
fauows:
That this suojec. may be clearly stated
ard .utslltzsntly discussed. q careful re-
view OF the history and development c
the common school system. with special
reference to the general scope OF its work.
its IMPERATIVE needs and demands. should
normal school may be satisfactorily deter
mined Such reriew would. I think.
show that in the Development .: the com
mon school system necessity Tor trained
teachers becomes apparent. and that this
necessity led 10 the establishment OF the
normal school
aware that there are any other Institu-
tons in the State IN which regular in
struction IN the methods OF teaching in the
primary and grammar schools IS given, and
II the same tine s department maintains
in which the students Ars required 10
demonstrate, BY actual practice. that they
prehension Of the subject itself. but that
they possess the teachers ability 70 make
this same subject clear TO others
teachers srs q the safe are obIIsea 20 ss eas
employment IN the primary and grammar
schools. and 50 long & ; conditions continue
institutions o. learning 70 furnish any
large number OF trained teachers for this
work. SO long must this training Largely
Gevolvs upon the normal school
With the demand for trained teachers
came also the necessity for 6 course OF
study for TIE normal school that would
provide for instruction in the science and
art OF teaching. and would al the same
time give 10 the student comprehensive
knowledge OF those branches required IN
the common schools. The normal school
student in the very beginning Of his work.
should have 6 conception OF the end which
this training Is intended 10 produce. and
this ideal thus early formed. though din
end obscure at first. should grow with his
growth until the true spirit OF the teacher
becomes the controlling influence
At the conclusion Of President Ran
iall's address & short recess was takel
10 permit the delegates TO renew OLD
acquaintances and form new ones. an
lpon reconvening the Philomel Quartz
gain favored them with some choic.
selections
Frank J. Browne. State Superinten
lent OF Schools. of Washington, ad
dressed the assemblage on The
Stratford Schoolmaster." IN which he
reviewed the works OF the irnmorta
and termed him the great
sst teacher the world has ever known
The concluding number on the pro.
yramrne was the address by Preslden
Andrew s Draper Of the University o
Illinois on The Functions OF the Stat,
Touching Education" II was a mas
erly effort and commanded the closes
attention % every person within SOUND
u his voice. The address is given fl
another column