Evening star. [volume] (Washington, D.C.) 1854-1972, 1898-07-12

most intelligent people, although it is not
yet by any means fully realized, at least in
cur own country. 1t Is but just to say,
however, that a study of the science and
art of education has not been thought to be
so necessary for the secondary school
teacher, for the reason that there still
turks in the minds Of people belief that
scholarship in the subjects of study is d
substitute fer a knowledge of child nature,
and particularly of the manner in which
the mind most readily puts off ignorance
and adorns itself with knowledge.
Statistics of Interest.
Referring to the report Of the committee
of ten, Prof. O'Shea saidit voiced the con-
viction Of the leading educators of the time
when it declared that in order to be prop
erly prepared for the work of secondary
teaching an instructor should have COM
pleted a college education. In Germany,
England, France, Sweden and other Euro
pean countries no one lacking a college
diploma would make any pretensions to
securing a position in the high school, But
with US, while recognizing the virtue of
the principle in theory we fail to in prac
tice In the state of Missouri one third of
the teachers in the high school have not
gone beyond the normal school education,
while another third have neither a normal
school nor a college diploma. In Mime
sofa one-sixth of the high school teachers
are normal graduates, while in Wisconsin
ore-fiftn of the teachers have never had
any instruction in college. These statistics
are probably not typical of all parts of the
country, but yet they indicate that quite
large percentage of high school teachers
at least in the, middle west have not gone
beyond the normal school in their pre-
paratory studies.
The Effect of Small Salaries.
The most important factor which is OPP
Grating to keep the standard of scholar
lhi in
than it should be is the matter of salaries.
Many high school positions pay no more
than normal school graduates expect and
do receive, and it is but natural that
young men and women seeking high school
positions should pursue the lines of least re-
sistance leading thereto. This is sociology
cal, not professional, problem. The school
cannot rise above the general level of So
cial evolution. When society demands gen.
erous culture and a broad outlook upon
life on the part of those who train youth,
and is willing to reward teachers for the
acquisition Of these qualities, then, and
not until then, will the possession Of a
couege education be an essential requisite
Tor teaching in the secondary school.
Educators Should He Educated.
Further on in his address Prof O'Shea
said the greatest need of the time in the
training of the secondary school teacher is
LILO piOSiSIOu III the uillFeTSiIeS lOr the
study of education in It's theoretical and
applied aspects. There has been a growing
consciousness on the part of university
men that such opportunities should be pro-
vided and so chairs of pedagogy have been
established Independent schools of peda-
gogy and normal colleges have been found
ed. and within the last two years a school
of education has been established at the
University of Wisconsin, and Columbia
University has adopted teachers college.
This enables these latter institutions to in
struct intending teachers in the history
philosophy and science of education, and
also In the art of applying theory In con-
crete instances. Not until other univer
sites follow suit viii iesbe possible to Sc
cure teachers in the aseeondary school who
have had decent preparation. 1@7
Defects OF Teachers.
Prof Walker B. Jacobs. High School,
Providence, r. l.. presented the view that
the defects of t. lelTers are due to fail
ures to satisfy demands made upon them
More teachers are wanting IN knowledge
OF their subject than.ins knowledge of how
to teach.
Miss Connaliy of washington spoke of
some students who take the theory of
teaching before they study the subjects
which they are to Teach This IS unfor-
,unate, but promising. Mr.. Roberts from
-N--r'ONAi SAhpifSlLtu, LIS ucco Ol
tact and an honest interest in the pupil
for his own sake as Welt as an Interest in
the subject for it's sake?S
Prof Hinsdale of Michigan University
mentioned two points of view from which
the teacher views his subject-the aca-
demic and the edueationat-thes subject for
Its own sake, and the subject as an edtl-
cational tool,s which in the hands of
competent teacher may mold the pupil.
The academic training of the teacher must
go before the professional training, and
we should not emphasize the latter to
the neglect of the former. Yet too much
knowledge is possible. ssisty rs sass
In closing the discussion Prof O'Shea
remarked that the secondary school is not
the only place where poor teaching exists.
There is more poor teaching in the univer-
stiles than in the high schools. A high
school teacher should be college or uni
yersty graduate, nothing less, and state
examiners should require Of them nor
mai training in addition to knowledge
of the subjects to be- taught. This was,
he saidss the practicalss solution of the edu-
cational problem