The Minneapolis journal., 1903-03-20
WHAT OTHER PEOPLE THINK
A Plea for the Teachers.
C0 the Editor of Thu Journal. .s

present stage, is a fertile topic for dis
cussion with the teachers and with the
patrons of the schools. 1t is certainly on
probation, it's comparative usefulness vet
improved. If the work is really done by
the teachers, for the most part, as is
claimed, aided by mothers at home, or
even: if done by pupils at home, in the
hours after school which should be given
to pay, its value to the pupil may be
fairly questioned. Rather, there is no
question about it, Industrial work is then
a burden to already hard worked teachers,
without. an equivalent value to the child.
Many of the teachers say that it cannot
be taught as class work, but is really in
dividual Work-or at most only two or
three pupils can be taught at time,
For this reason, they stay after school
and give the instruction. Preparation Of
material and finishing of pieces begun by
the pupils, takes all the teachers spare
time, often until late at night. When
samples Of work were required to be sent
to London, one mother told me that she
remained up past midnight on several
nights to finish a basket, which her little
son. simply could not have done had he
beene allowed manya times the allotted
time The teacher Of this child finished
many of the pieces from her school, sit
ting up late at night and also felt that
she greatly neglected t TIE OTHER work of
| the school, All this makes a. good SHOW
ing in ans exhibit, but what ss the Use
to herchild? He is not leafhiFg NOR do
ing what he is supposed to be learning or
doing iand is moreover simbibing, a moral
lesson that is unequiVocally bad. ...e4. +,
+ Teaching Is hard work, wearing to the
nerves at best. Ideally the teachers s
work Should be. such that after the days
work is done her nerves may recover from
its wear and tear, regain their normal
tone, and she return each morning to her
SchOO1 fpa1inpr vii md
eager for the days work. When her work
is so hard, SO prolonged beyond the GUS
tomary hours, that she cannot make good
her loss in nervous capital, but returns to
school weary and either nervous or nerve
+ lessgtshe is doing too much, and not her
pest Generally the secret Of rest is
change. If the teacher can leave the
school room early enough so that she can
get a complete change Of thought and
occupation, she can continue indefinitely
in the school, and she is always a good
teacher. Load her with work out of
school, and she ages prematurely or
breaks in health, closes her grip,n so to
in social life, daily recreation opportunity
for reading, interest in art or music, on
the part of the teacher, is worth more in
actual dollars to those who employ her
than the seizure Of all her time for
school purposes: If the teacher would toss
HAASo ~AAS -"e1oIS DoShSIp d4LSI 1GctIlllllS d
few of their commonest and most glaring
faults, the bundle Of papers she: intends
| carrying home, and spend her time as she
chooses, freeing her mind from school
plans and worries, until she finds herself
In her school room the next morning, her
and active brain will evolve far more for
them than as if she had toiled late at
night, weary in mind and body. g..
Were teacher, would toss into my
philosophers scales on one side over
against possible future reelection on the
other, an emphatic .I WON'T" to the de-
mand, expressed or implied, for my out of
school hours, and see which sailed to the
skies, and abide by results. To advertise
Minneapolis is not the aim and intent of
industrial work in the public schools. To
say that is to cheapen the plans Of trusted
educators. The idea Of it ALL is the har-
n1onious development of the powers Of the
child. No one can deny the high value
of ability In various industries, nor that
the slight sowings made in young minds
may later produce rich harvests. But
when it is bought at the cost Of over
| worked brain and nerves on the part of
the teachers, by the use Of hours which
are legally and morally their own, too
high a price is paid for something which
after all may be acquired later with
greater ease, and with slight expenditure
| on the part Of the Individual. 1t is mani
testify more rationalgfo preserve health
| than to restore it, and no one has greater
right to nor more need of unimpaired
nerve force and bodily strength than the
| teacher Let her work be made so light
she will preserve both-nory should she
ever be forced by pressure Hof work to do
work for which the pupil gets the credit
at home or elsewhere. Too many avenues
are open through which the child may
pass to inaccuracyz OF thought and action
and statement. Above all things. and in
all things, the public school should stand
I for education Of the opposite sort.
Florence c. Baier