Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1905-07-13

dency to misjudge rural character and
to underrate the true worthiness and
Of country life. This has
in some measure given to the country
a sense Of social and educational in
has depressed public conn.
dence in rural schools and has awak-
ened educational effort, both state and
local.
The rural school has many things
worthy to be conserved as distinct ad-
vantages. It IL free from the evils of
class or graded system. Here the per-
sonality Of the teacher counts. Each
pupils has his chance. He has the op-
portunity to help himself. He must
study. while others are reciting.
Today's meeting Of the department
OF Training and Supervision had for a
general topic: Training while in Ser
vice. It's Needs and Limitations" which
was discussed from the view point of
the Normal teacher by Miss May l..
Baright Of the North Adams. Mass.
Normal School.
Miss Ella L. Sweeney, assistant SUI
perintendent of schools. Of Providence,
r.. l.. spoke from the view point of the
Primary supervisor. saying part:
Tho most perplexing problem in the
training Of teachers is found In the rela-
ton of theory to practice 1t Is COM
paratively easy to present a systematic
survey Of school subject but 1t Is quite
another matter to bring teachers to an
understanding Of the educational signifi-
canoe OF these subjects. A person Of i'm
mature intellectual strength needs far
more personal guidance and a longer
period OF training than one who clearly
apprehends the nature Of his task and
Is capable Of self direction and self criti-
cism in every effort. We have in public
school work teachers of all degrees Of
mental caliber.
what to do, how to do it, and why it is
worth doing. II the Normal School train
ing has not laid emphasis on this last
factor-an appreciation of why thing Is
worth doing-has not given the student
a philosophy of education. an under
standing OF child nature ana familiarity
with the means and instruments Of in
fiuencing child development-then the
good supervisor must make this her field
for work.
The mission Of supervision Is really to
see that all the children are receiving the
education to which they are justly en-
titled. Supervision Is really overseeing.
1t is taking a broad. general view and 1t
aims to see not only the foreground with
its details but the back and middle
ground as well. Supervision Is really in
sight. 1t aims at truthfulness. The SUI
pervisor's chief business is best expressed
by the one word service Supervision is
foresight The good supervisor sees
ahead and far ahead. She plans ahead
and gives instruction ahead. Supervision
is really ministry. The supervisor
should go to her associates to give help
The duties of the supervisor are these
l. To represent the department In
which she serves and the policy Of the
superintendent whom she represents.
2. To hold meetings for the instruc-
ton Of teachers. to furnish them with
outlines and programs. to counsel with
them.
3. To organize exhibits.
4. To give lessons for the instruction OF
the children or of the class teachers or OF
both.
s. To supervise the work Of all teach
ers and to report to the superintendent.
G. To grow in knowledge and skill. .
Some of the problems that the SUPER
visor meets:
l. There Is the classroom drudge. emil
nently faithful but without originality.
diligent in season and out Of season, but
without enthusiasm.
2 There Is the teacher Of moderate
ability, the self satisfied individual.
3. There Is the raw, crude unframed
woman. fresh from her normal training.
We cannot supply the student with the
educational theory in the abstract and
leave him to make the application in the
particular subjects. The enforcement of
theory and practice found in SO many
Of our Normal Schools Is the cause Of
much unsatisfactory training. The
method OF teaching must be learned In
connection with the study Of facts and
principles OF each subject. and this can
be best learned when the normal and
practice departments are In the closest
and happiest relation to each other.
The supervisor must be a student Of
supervision and she must possess consid.
cradle practical experience In the largest
sense. We need in this department sell
reliant women who are interested In hu'
manity, who are ready both to serve and
to rule and who are keen for action after
thought
Superintendent william c. Bates Of
the Cambridge schools. treated the top
ic LAS Viewed by the Superintendent.
He said In part:
The training while In service that
makes use Of the work Of the children
as a means Of helping the teachers
does not work by contrasts showing
the difference between the good and
tho had-hef xeen the Moor and the eX.