The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1903-02-27

missioner f.. a. Aseltine before the
county farmers institute last week
Our schools are very complex things.
being made up as they are of teach
ers, pupils, parents, officers, tax pay
ers, funds, houses and apparatus.
And 20 obtain the best results these
should all be in harmony and each
contribute its full share TO the devel-
opment of our boys and girls into up
right, patriotic citizens.
To do this more perfectly, some
things are needed, and the first is a
better corps of teachers. Do not think
that we have an incompetent corps Of
teachers at present in our rural
schools. Just here, let me correct The
Northerner reporter, who made me
say at Gobleville last week that the
boys and girls of to-day are farther
advanced in all that makes for prac-
teal education at II years Of age than
we were at L. What / did say was
that a resolution TO this effect was
passed by the Progressive Farmers
club, many of whose members attended
school from 80 TO IS years ago, were
teachers Is TO 80 years ago, and whose
children have been in school during
the past 10 70 20 years. If these are
not competent to Judge, who is?
The weakness in our teaching force
is caused, first, by lack of experience
in the work; second, by too frequent
changes; third, by the division of the
teachers time and energies.
We have in this county, out of 157
schools, 80 first year teachers and IS
teaching their second year. OF the
entire number, only 50, or practically
one-fourth have taught three years or
more. And yet, in no other avocation
Is experience more essential than in
rural school teaching. For in the
graded schools teachers may become
proficient more quickly because they
have only one class of pupils TO deal
with. The primary teacher, the inter
mediate, the grammar, and the high
school teacher, each specializes for
her particular work, but the rural
teacher has 20 be three in one.
We as parents and patrons should
endeavOr TO retain among the rural
teachers those who by energy and
tact manifest ability for this work.
How can we do this? l will try TO tell
you after stating the other causes Of
weakness, but will say here that the
law requiring second grade certificates
has nothing whatever TO do with IT.,
Notwithstanding Mr.. Richs state
ment at Gobleville TO the contrary.
To make this plain, let me take his
own township Of Waverly. During
the past IS years the following land
they will pardon the use of their
namesl have taught and ceased 90
teach in the rural schools: Mr.. Rich
and his brother, three Aliens, two
Daytons, Messrs. More, Whipple,
Anton, Scamehorn, and Misses Anna
Dillon, McFarlin, Frisbie, and others.
OF this number not one quit rural
school work because he or she could
not get a second grade certificate; in
deed, with one or two exceptions, all
held or had held a second grade certi-
ficate at the time of leaving the work.
1t is true that persons sometimes fail
TO get a second grade certificate, but
it is not because of lack of educational
qualifications. A greater number fail
to get a third third grade, and d still
greater number fail TO get a second
third grade. The reason should be
obvious, since it requires something
besides book learning TO succeed as a
teacher.
Second, weakness arises from too
frequent changes of teachers. Sever
al districts last year had one teacher
for fall term, another for winter. and
still another for spring term. What
unity of purpose and work can there
be between pupils and teacher when
they scarcely have time 60 become
acquainted? Several districts have
already had two teachers this year,
and some are looking for third. The
township of Porter has nine districts,
no one of which is taught by the same
teacher as last year, though most OF
them are still teaching. Once in a
while a bright spot is found, as in the
case of the Quail Trap school of Pine
Grove township, where they have kept
the same teacher eight years, and any
one would know it from a short visit
TO the school by the excellence Of the
work done there. Some schools, after
letting a good teacher 20 and trying
others at low wages, get their former
teachers TO come back 60 build again
school interest, but the time lost 20 the
boys and girls is never regained.
Why all these changes? For the same
reason that teachers do not stay in
rural school work.
The third source of weakness is in
the necessary division Of time and en-
ergies under present conditions. Here
is a man who teaches school and
works at carpenter work nights and
mornings and Saturdays. Here
is another who teaches and farms it,
another who clerks, or reads law, or
studies medicine, or is getting ready
for civil service examination. Here is
a woman who teaches and is house
keeper, dressmaker, etc. Can these
do the work that they could were they
at liberty 20 devote their whole time
and energy 70 school work? Certainly