The Big Stone Gap post. [volume] (Big Stone Gap, Wise County, Va.) 1892-1928, 1900-10-25


each AT present the teacher must please
the upcrintendent, the principal, the
board, aud the parents, but does not
know what.any of them wants. She must
hit the mark, but it is not in sight, or at
any rate much envelOped in mist in
estimating the Teachers work, superin-
tcndcnt, principal, and school board
should unite. Naturally the superiu
tendcnt would note especially teaching
skill, the principal, power TO control, and
the board, interest in pupils, as observed
i'm school and reflected in relations with
parents. A well-balanced and reasonably
jIst estimate would he the result The
record made should he open to the teacher
concerned at all times, without the slight
est reservation, and fullest opportunity he
always given for any explanations she
may wish to offer.
Such plan would work no hardship to
the teacher. The good teacher should
have the privilege of making such record
as she is entitled TO. The teacher must
be promoted on merit or depend on the
chances of political and personal layorit-
ism. The record made by some would
not interfere with others who were con-
tent to remain as ordinary teachers. To
make three classes, as follows,
A record of - to 50 per cent, Third class,
20 to 90 Second class,
80 to 100 First class,
would doubtless work satisfactorily. II
third class teachers were elected for one
year, second class for two wears, and first
class for three, the election for the longer
term would he an appreciated privilege
aud one that might he safely granted
Teachers of the first class, after having
served term in that class and continuing
to show improvement, might appropriate
ly he elected during good behavior. Such
privileges would he no more than a Just
recognition of faithful. and efficient SER
vice.
The difference H. salaries between the |
different classes would he a matter TO be |
determined by the board. A liberal in /!
crease in the higher ranks would be reas-
enable and just. 1t is much more diff
cult to gain point between 80 and 100 !
than between 50 and 90 The value of
excellence in such work as teaching is
greater than can be measured by money. |
A moderate increase for limited time, |
say two or three years IN each class, might |
also be awar led for experience, not to
leave everything TO the estimate of super |
visors. This would give the dildent but |
faithful teacher better chance.
For teacher remaining permanently in |
the second class, the average for the nine
years would be $40
While there may be difficulties in carry
ing out such II plan, there is always some
simple and practicable way uf doing what
ever ought to be done. If teaching is
ever to be profession, there must be
something TO determine professional
standing. The doctor, the lawyer, aud
others determine their own professional
by their success and the emolu-
ments they can command and no two
occupy just the same plane 1t should be
so with teachers. While the present sys-
TEN allows a slight recognition of profess
sional standing, its tendency is to put all
grade teachers on nearly the same level,
and 1t puts premium on quite other
things than valuable service
The difference between such plan and
one where experience alone is made the
basis tor increase OF salary or where there
Is no definite basis is fundamental. The
one employees tests which secure al least
good service, the other
keeps door open where even utter worth
essness as to value of service may enter
m and remain; the one gives Just and
wholesome recognition TO good work, the
other permits or rather creates the scan
ialous spectacle of unfaithfulness or iu-
competency usurping the sacred position
II teacher; the one gives just aud adequate
protection to the faithful teacher in re-
pect to reputation and livelihood, the
'ther makes these the sport OF political
ma personal fayoritism. This subsection
II the teacher IN so great II degree to ire
ponsble and sometimes incompetent or
Unjust authority is not only unjust to him.
'ut degrades his calling in the eyes of the
ublic aud makes proficiency in politics
nore Important than mastery OF his pro-
ession. 1t denies, in fact, that there lis
ny such thing as a profession OF educa-
ION. Even men OF the highest education
rank, OF national or world wide reputa
ion, receive little consideration If they
appen TO cross the path OF the ward pol
ician and his ilk, as is demonstrated by
'cts constantly occurring, Undoubted
nc great majority OF school boards are
Zen oi honor and sincerely devoted to the
eliare OF the schools, but that does not
AXE the system under which they work
ny the lees degrading to the teacher.
TO all parties, Injurious TO
Ie schools, and preventive OF progress.
cry lew even OF the best OF these men
e competent to distinguish very fully