The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1899-08-03
MANITOWOC TEACHERS AND
TRAINING SCHOOLS.


the county in personal letter TO the
editor says:
Are You aware Of the fact that teach !
ers, or at least great many OF them,
are very doubtful about the training
school movement, and if not actually OPP
posed to il are at least not supporting it
| The editorial on this subject in a recent
/ issue Of The Pilot they say, is sound
/ logic but think it establishes the fact
\ that there is imperative need OF improve
ment rather than that the training will
| improve the rural school, which they say
is assumed rather than proven. | must
acknowledge that my views are the same
If the idea is to be agitated in our coun-
ty, we would like to hear further discus
sion Of it in The Pilot
1t is favorable sign that the atten-
ton of teachers is directed toward the
training school, even though in question
of its adaptation to the end sought, as it
betokens interests Honest opposition is
more helpful than Indifference, because
the interest which provoked opposition
will be just as active in support when
the merit of the scheme is conceded.
AS preliminary to discussion few
propositions may be offered which will
receive general acceptance from those
whose interest in common school educa-
ton enables them to understand the con
ditions prevailing;
~ The great need of the country
schools is stimulant to public sentiment
regarding them, and particularly with
reference to patrons, SO that their real
value as part of our educational system
may be properly appreciated
(2) A proper estimate of their worth
would beget Il demand for qualifications
in teachers commensurate with the re-
suits expected.
(3) While good results are accepted
and often appreciated, the means for Sc
curing them are more largely left to
chance than to intelligent scrutiny of
those employed Economy is more &C
tive as rule. than intelligent discrimi-
nation.
"a No instrumentaiity for the i'm
provement of the country school has been
added to those employed when popular
education was in its primitive stage.
| New forces have been added to those
impelling the higher institutions forward
in step with the progress in all other
| lines of human activity But those in
high places seem to think the harvest in
rural neighborhoods may still be gather
ed by means of the antiquated reaping-
hook and that cast off clothing is suit
able to backwoods surroundings,
The pride of being the object on which |
force is directly applied to insure better
conditions, is IA local stimulus to which |
| the country school has long been d
stranger when the force was not of local
creation When it is local it is isolated |
and transltory as all movements are |
which are wanting in general char
acteristics
The country training school is IA recog |
milton of the country school, not in the
usual way of being "a pairing from the
fruit designed for the more favored insti-
tutions. 1t is for the country school as
an entity in itself and for its own good
without reference to its being subsidiary
to other agencies The title to it is in
the patrons of these schools. Its support
is dependent upon them. Its output is
their property Its influence is direct |
and conferred Their duty toward it is
direct and almost unshared 1t has the
steadying influence which responsibility
gives, Its existence is a sign that the
state takes an interest in the country
schools and is willing to second local eff
fort for their improvement
1t is the establishment of these schools,
of course, which stimulates sentiment i'll
the manner suggested Their establish
ment requires activity and that is what
we need to make interest active and gen
eral, 1t is apathy, or misrepresentation
of the possibilities of the country schools
sary to their improvement. If the state
discredit these schools by ignoring them
the people will soon lose confidence in
them and will treat them as being de-
signed only for the most elementary
form of education. If the state comedies
their Importance to the extent of provid
ing special means for their upbuilding,
All enhanced idea of their Importance |
will be entertained and they will be
treated with more hberality and receive
greater consideration.
The country school has been lost in the |
almost exclusive attention given to adj |
vanced education The neglect has FL |
tered through until it has reached the
country school patron. His thought was
turned to the schools which receive the |