Mexico weekly ledger., 1901-02-21
Supervision of Schools.

supervision VI OCHOOtSs
Mr.. EDIToR:-I see that the
question Of county supervision of
schools is to be submitted TO the
people at the school election in
April. While / cannot speak from
a practical knowledge of its work
ings. yet ii Is asubject that ! have
given considerable consideration.
In 1896 there was a bill before the
Committee on Education TO make
supervision general over the State.
The bill was brought before the
House, and after a hard fight was
sent to engrossment. After close
count Of the House il was found
that the bill could not pass, and it
was never called up. Being on
the committee to which it was re-
ferred, and listening to all the ar
guments for and against il in the
House, besides giving it a thoroI
investigation in the committee, /
think sm in a position to judge
somewhat OF its merits.
| must say that in all the argu-
ment. and the bitter attacks made
upon that bill. there was not a
single argument against it show
ing its ineficieney. But to the
contrary. the testimony of all who
were acquainted with its workings
was that it was good. Some States
have i. some counties in this
State have adopted it. and from all
Of these came that they were salts
fed with it.
The grounds of objection in the
House were;
First. its cost to the people.
Second, that it was intended to |
give a fat Office to some one.
Third. that the teachers were
trying to manipulate the schools
in their own interest.
As to the first proposition, it is |
worthy of consideration. There
should be no more burdens placed
upon the people than is absolutely |
necessary. | would be the last
man to argue needless taxation.
1t matters not whether that taxa
tion is much or little, if it does
not bring return to the people in
furthering their interests it should
not be borne. But how could the
interests of the people be better
advanced than a step forward in |
the States institutions of learn
ingi When the testimony Of those
who are well acquainted with its |
practical operations is so over
whelming in its favor, should we |
not think well over it before we
east our votes against iti
As to giving some one a fat Of |
fee, it is hardly supposable that a |
community of men would labor so
hard and with such unanimity |
simply for the benefit of one outl
Of a Thousand. The argument is
too absurd for consideration. Be-
sides, the supervisor who does his
duty viii earn every dollar of his |
salary.
As to the third objection, that
the teachers are trying to manipu-
late the schools in their own in
terests, am surprised at the con-
clusions. True, in a sense, teach
ers work for their own interests, |
but the teacher knows that his in
terest is the interest of his patrons;
their interests are and must BEL
inseparably connected. | have the
highest consideration for the opin-
ions of the teachers of our eoun-
try. / am not one of those who
thinks that a teachers motives are
entirely selfish and that he has in
view only money consideration;
that he is actuated only by a few
dollars and cents. True, / will
admit there are exceptions, but
they are exceptions and not the
rule. | would not trust my child
ren in the care and training of one
who | felt had no more interest
in their future than that sordid
selfshness that contemplates only
the pittance of his salary. The
efficient teacher, the successful
teacher, is that one who has the
welfare, the advancement and ele-
walton Of the children at heart,
and who labors to bring this about.
If he is the teacher he ought to be
this is his life work. These are
the ones who give those subjects
the most thought and who take all
such subjects with careful consid-
The teachers life is hard one, Z
and when we consider that to them
We commit, in great degree, the
moulding Of the characters of our !
children. it seems to me that we
should lend helping hand to them,
in giving their conclusions the
highest consideration. If the law =
IS not good, the teacher knows r
that no one would suffer more than 3