Ottumwa semi-weekly courier. [volume] (Ottumwa, Iowa) 1899-1903, 1901-08-06
eet the exigencies that constantly

No careful observer will deny that
defects exist. The true economy of
school management consists in the
employment of professionally trained
teachers.
In 1900, the number of persons in
the United States engaged in teaching
from the kindergarten to the universe
ty, exceeded 485 900; in the same year
1880 students and pupils received
normal training of some kind, while
only 5000 graduated. Thousands leave
the normal schools after one year Of
training. while thousands more join
the ranks from other institutions, and
thousands upon thousands enter the
work without any training whatever
In 1900, in the state of Iowa. there
were in round numbers 10000 school |
rooms valued at s1S,000,O00. The
state expended more than $4,000, 900 |
for school purposes; there were 1872
900 persons of school age, and only |
I771a per cent of these enrolled In the
schools of the state, under the train
ling of nearly $4,000 teachers. OF
these nearly $500 We're teaching their
first term, and less than 900 of these
had any professional training.
| The term or annual election or re.
election, or appointment of teachers
| still stands as a barrier against teach
| ing as a profession. The state laws
limiting the tenure of Office of the
teacher to a term or year are sur
vivals of the primitive school; there Is
a tendency, however, to lengthen the
time of service; and in some cities,
by ordinance, the tenure Of Office is
during good behavior.
1t is, to be hoped that the future will
justify this and that it will generally
prevail that the teacher will be pre-
pared to accept the conditions, and
thus place teaching on the dignified
plane of a profession
That the public school has an enor-
nous task before it; that it has room
for expansion and improvement in the
way of meeting the eXigencies of the
times, is obvious; when we consider
the popular educational departments
of many of the leading newspapers of
the day; when we consider the public
lecturer, the platform speakers so uni
versally engaging the attentive ear of
the masses; when we observe the null
titude of commercial schools and col
leges all over our land; when thou
sands upon thousands of persons are
J respondence schools of the different
states.
The establishment of trade schools,
special schools, schools of technology,
and many others of various characters,
as we'll as the remarkable growth of
sentiment in all states for general pub
lie libraries. These all only indicate
the popular clamor for popular in
struction. and general education.
The entire tax of the city of Chicago
for 1900 is about S17.uO0,000 annually
: I-of this amount more than $10,00O,O0O
! is for the maintenance of her public
schools; nearly $7,O0O,O0O for the run
2 ming expenses and improvement of the
: city, while about s$250,000 is levied for
public library fund.
e We desire to call attention to GER
: tain conditions that are more peril
$ nent to the discussion of educational
interests in Wapello county. They are
n to be found under such headings as
: discipline, methods, punishment, class
t ificatien, examinations, promotions
n teachers personality in social life IN
e the ward or district in which he works,
o hardness, absence and irregularity in
e attendance, lack of uniform text
e books, lack of provision for same fol-
t pupils use, the scant supply of alb
e sense entirely, of apparatus for the
e Eschool room, the teachers failure tC
l. use and care for the same, and the
l. average teachers ability to repair OF
l. construct certain articles for demon
$. stration and experiment, the materia
I; for which is to be had under all cir
= cumstances and at the expense only
S, of work.
II ! believe more failures are made by
: teachers, more schools or communities
e become notorious. more dissatisfaction
e or the part of the taxpayer, paren
+ and pupil result by reason of the
4 teachers weakness as a disciplinarian
II than from any other cause. The tern
e disciplinarian is used in it's broades
e application as well as in specific
IS sense.
a. Frequently the personality of tn
al teacher is not felt beyond the walls o
lc the class room. The teacher Otter
u times engages in a community, dis
IL trict or ward and perhaps lives at
$, distance, and not during the who'll
O. year ever eningles in social life wit
= the people whom she serves. In rura
ut schools it is almost the prevailing rul
r. that the teacher never meets with tn
al school board, many times not even see
to ing the board after the time of cor
Il tracing. I believe it is duty an
IS one of the essential elements of SUI
Us cess that, the teacher meet the fail
ers and mothers at some time or place
" that the teacher may be able to al
ic preciate conditions and offer sympath
10 and fully realize the needs of the chi
es dren of the community; to assist
ID moulding or modifying the sentimer
#. of the school.
IS. We believe that the teacher in til
Ike independent district and teachers
~ school townships should meet with til
In board monthly at which meeting tn
of teacher should report the true cond
in ton, needs and progress of the schoo
Nv ask for suggestions, criticisms, and 2
III. operation. 1t would be ideal, if pa
fiji ents and patrons would be a party
IS. this conference, when all compliment
nd complaints and complexities could
ity rendered with intelligence. Much,
fact most adyarSo criticicm from I?