The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1899-03-23


ty proved their loyalty to educational IN
terests by the support they gave this
institute. They are we'll sal listed with
the result.
THE REEDSV1LLE INSTITUTE.
The institute Friday evening and Sat
urday was az unquestiored success. The
lectures were well attended, about 200
being present Notwithstanding the fact
that the weather was not very favorable.
In addition to this drawback, it was
difficult to persuade patrons of schools
that the exercises would not be eXclu-
slvely for teachers. Prof. Hewitt soon
dispelled this idea, and as usual with him,
held the audience 10 helpless attention
until he closed. Prof. Patzer followed
and beng our superintendent felt
privileged to speak plainly and forcIbly
on some of the rural school problems.
His earnest mannerand convincing words
were almost, if not quite, as successful
10 holding the audience as the eloquent.
inspiring words of Prof. Hewitt. Both
speakers struck at the root of the incOm
peteDt teacher evil l, g. the lack of de-
mand for competent teachers. There
was but one thing 70 be regretted that
more members of school boards and pa
irons of schools were not present. The
Institute Saturday was what the evening
exercises seemed to foretell, enthusiast
ic, profitable and pleasant meeting.
About 70 teachers were enrolled includ-
ing large number from -Manitowoc.
Everyone not only Drofted by hut
enjoyed the meeting. Supt. Christensen
deserves the gratitude Of our teachers for
this innovation In the holding of insti
tutes, We take 1t upon ourselves to
warrant double if not treble the attend
8nce at the evening session of the next
Re. dsviile Institute which We hope to
see the coming year. We feel too that
the attendance during the day will ex-
ceed that of Saturday If our city CO. work
ers respond with the same spirit they
have already shown.
Your respondent felt some doubts
as to whether the glowing accounts of
the Institutes conducted ID other portions
of the county were not little exaggerat-
ed. He now begs pardon for entertain
log such thought. The good effect Of
such helpful and elevating talks of such
men as Prof's Hewitt and Patzer cannot
be exaggerated,
The rural Institute we trust and hope
his come to stay. 1t Is founded on
sound proposition. IL tn re Is a rural
school problem as real, as vital and as
consequential as there are other great
problems 1t should be brought home to
the rural school people. That there Is
such a problem seems to be we'll estab
iishsd by educators. 1t exists not in
Manitowoc County alone; 1t iG of much
more consequence in other counties. 1t
exists not IN Wisconsin alone, but 10 the
Il
been 10 despair evar since 1871 over the
rural school," But it Is not enough that
educators recognize its existence; tLey
can at beat devise only mechanical rem
edies. The best working machine if
placed iu careless, indifferent hands may
do but poor work. The rural school pa
irons must recognize the rur8l school
problem and seek to remedy it. This
cannot be done by reports of committees,
however exhaustive the committees labor
or we'll founded their co illusions, Dor by
able articles written by educators, which
appear II the educational Journals. OnlY
teachers are reached 10 this way 8nd they
being personally interested 10 the rem
edylng of the problem, can do lljJle to-
ward arousing real interest 10 1t II can
not be done by the large county institute
IN which a taxpayer is a curiosity and A
farmer unknown. Convince the farmers
that their boys or girls welfare depends
on trivial extra tax, or more active
interest in school affairs, or Tia sir co-op-
GRAFTON with the teacher as thoroughly as
the teachers are convinced of 1t, and you
may expect remedies emanatIng from the
people. Do not suppose that because
farmers are careless IN school matters
they are not interested in their chlldren's
welfare. Convince them that the main
tanning of good schools is an essential
factor IN securing their welfare and they
will respond.
This has not been done. The educa-
tIonal Journal, nor the county institute
do not reach the farmer. These only
reach the teachers who already appreciate
the importance of the rural school; at
least 1t is appreciated by the teachers
who alm TO make their work profession
not the "sorrIest of all trade :" They
acknowledge the problem but are power
lass 10 ramedylng certain features Of it.
THey do not vote the miserable stipend Of
district tax that precludes the pOsslbll-
ity of purchasing needed apparatus, a
nine months term, or the securing or re
tention OF progressive teacher. Ii they
vote for higher tax, their influence stops
with their vote. "They have 10 property.
pay no taxes and can afford TO be LAVISH
Talk TO the property holders, the tax
payers, the patrons if you expect results,
This has not been DONE The state and
county papers with few exceptions are
not particular disturbed over the rural
school problem. No problem has ever
been solved until the people had become
convinced that the problem really existed.
How is this to be done? The country
institute is at least one means of bringing
this about and We may hope it we'll be
come not insignificant one. Convince
the farmer that good school is as essen
tial TO his boys welfare as tbs self bIuder
is to the working of bis farm aud be will
provide the former as cheerfully as the
latter. TEACHER"