The Denison review. [volume] (Denison, Iowa) 1867-current, 1899-05-12

'S-SO> 49, l
'er cent on examination by virtue of t
he fact, of having the diploma from 8
his Correspondence School. Oh! the t
beauties of our system of examining t
This kind of proposition is
made possible by our outrageous sys- I
tenn of examining. If person staying
at home should get a diploma from a
Correspondence School, and by virtue
of that ought to be given twenty per
cent on examination; what ought to be
given to a person who attends a good
school and puts in his whole time, UNI
der first class instructors, and then
finishes good course. l suppose that
on the basis of equity the county sup
erintendent ought to give him a certi-
ficate for life, and pay the applicant the
usual examination fee for the pleasure
of bestowing certificate upon him.
In the heart of the man there seems
to be an uncomfortable desire to get
something for nothing. 1t gives rise to
the terrible gambling mania, lottery
schemes, and faxes without number.
This desire, though under a form
which very likely conceals from the un-
suspecting individual its real nature,
leads many teacher into the vain |
hope that by a few lessons in cores
pondence, the dissolutory reading of a
book or two will give him the necessary
preparation for first class work. Do
not misunderstood me. 1 do not in
tend to say one word against private
study, nor against any help that may
be obtained from any source. But l
only mean that it be genuine, and be
estimated at what it is worth.
1t is pretty hard to do two days. work
in one. While the teacher is doing
full days work in the school room it
ought not to be expected that at the
same timea full days work can be done
in some course of study. The greatest
advancement comes when the teacher
stops his other work and puts his whole
time to the work in hand. This will
come probably only at the time of the
summer vacation. A couple of months
in the summer can be devoted to pro-
fessional improvement, that will be of
great good. After the teacher has been
giving lessons day after day, for some
one else to learn and recite, if he will
just turn about and let someone give
him lesson and let him try to give a
satisfactory recitation it will have quite
an awakening effect. He will find
empbatically what ought to be done in
assigning new work to the pupil, that
the pupil may be able to know definite
ly what is to be mastered, and how it is
to be done. Quick and practical peda-
gogic lessons may be learned from this
one thing alone. There are other adj
vantages that come from the nature Of
the summer term. 1t is when the
teacher who has no other work can
give his full and undivided attention to
further preparation. Grant that it is
at period of the year when people
suppose that one cannot readily apply
himself to mental work. / confess for
my own part cannot see that this is of
so very great Importance. 1t seems to
me that it comes largely from lack of
desire. Our psychological friends i'm
press upon us that for the mastery of
any subject and advancement along any
particular line, one thing that will ma
terially assist in successful work is a
keen desire, and firmly believe that
the particular season of the year is not
of such prime importance, as this desire
to Improve. Again, a model class can
be made Of any grade from the child
rem, who are at this time out of their
regular school work. BY this any stage
of school work may be illustrated. and
that too, not hampered by any require.
ments of grade regulations. This model
class may be in any particular subject
at any particular point, for such a
length of time, as is sufficient to illus
trate the method to the teachers under
instruction; the kind of work being
guaged by the needs of the class OF
teachers and not by the needs of the
pupils. who might require several weeks
to drill on the given subject.
Also, the organization of classes in
the summer school can be more easily
made for review work. Anyone having
little experience in summer schools
will discover that the classification il
much more easily accomplished than
when the full years work is in progress.
There is fellow spirit that the teach
ers are together for the specific purpose
of learning how to teach.
The inspiration they receive from
one another and their surroundings, is
not the least profitable element in the
work. But here we are again confront.
ed with the desire to get something for
nothing. The few weeks in the sum
mer school is imagined by some to be
sufficient to give thorough instruction
IN all the necessary subjects, and the
profound understanding of all the
Nor ,,oo1xr