The free lance. (Fredericksburg, Va.) 1885-1926, 1906-04-07
PRICE, 3 CENTS
VOICE FROM TEACHING RANKS

The Improvement OF our public schools
ls assuming the Importance OF burning
question. Nothing is more certain than
that the deepest needs OF our country
schools can not be- remedied byimprOyed
buildings. more attractive grounds, ex-
changedble libraries. increase OF funds,
&c. Each and all vi these are consuma-
tlOn- deyOutly 20 be wished, but they
stagd as desirable surroundings, while
TIE supreme needs are deeper and more
primary The fault is not with our
stars, but with ourselves. Whatever
may be said To- the contrary, we primary
teachers are, many OF Us, not what we
should be-. Given devoted, skillful
teacher and willing. sensible patrons,
and profitable, delightful school can be
had undcr almost any circumstances.
We country people need truer ideals
anu opinions IN regard 20 teaching.
somehow or other old methods are per-
petuated with wonderful tenacity. We
are lacking lu the newer, more advanced
ideas. There cannot be- an intelligent
doubt that many Of the older aims and
methods arr hurtiul, even destructive, TO
thepro-pect~ OF beginners Now the ecrucal
point with every child is at the beginning.
We need primary teachers above every
thing. Almost anyone can teach a little
Latin and Algebra 20 pupils who have
been inteliigcntly trained from the
primary grades upward. But il the
advantages of q correct beginning are
perverted there viii De evil results geu-
orally. The fountain has been yexed and
the stream j. muddy; the whole course
shows damage continually.
Do you city folks know that ourcoun-
try schools are dominated by antequated
IDEAS about teaching? That the effort
Is still made 10 develop good reading
from much spelling, and arithmetic from
set processes rather than from underlying
thoughts? DO you know that many OF
the schools are still asking for the teach
er who, without sympathy or tact, will
most vigorously drive pupils forward by
stern bearing and eXacting rules? OF
progress in such schools, and if we await
the process Of natural evolution it will
be- a long time before appreciable im-
prOyemeut will come.
Why DO not we teachers take hold OF
the matter and inaugurate better things?
We have our teachers meetings regular
is. and good deal Ofimterest is manifest
ed We sometimes have animated discus
siOns. lt must be admitted that we
habitually reyel in an atmosphere eleyat-
ed somewhat above that Of our deyOutest
school work. Many Of our teachers fail
20 take interest. But even il they DO take
tr.. I'd lsfr.r I. f.la fufaIIf
gence to the task; even though they sit
under a competent lecturer and take
notes, and can give again the true princl-
pies ON inquiry, these things are no proof
that they are going 20 put them in prac-
tice. In the neighbOrhOOd OF their
schools the patrons are holding the bal
ance Ol power. and with these the volume
of influence has decided trend fOrestab-
lished usages. The teacher has not the
bravery to oppose it and adopt some
thing new which he knows would be
looked upon with dstrust and criticism.
Matters drag on az they have been drag
ging for ages.
What is the remedy? All must admit
that until the schools themselves are
efficient, until the sincere fact OF teaching
has lie, interest in the surroundings must
flag. Concern about the mere surround
ings Is like sending u rufiies when
wanting q shirt" Who will advise what
is best to be done to remedy the existing
evil? The promised normal schools and
those now at work may be efficient for
the teachers OF the future. Summer
schools of methods and county institutes
are promising OF good results. But 1t Is
believed that we teachers should not be
still and impassiye in the situation. and
wait To be acted upon by these external
efforts. We have our county and district
organizations OF teachers. Something
more direct and drastic should be accom-
pished through them.
We are too general in our endeayors
here. There is the extensive In abund-
ance, but lack OF the intensive Now the
most desirable aim is not TO eliminate at
once the unprOgressiye teachers, but to
find a way 20 change their system
fundamentally
The writer would like 10 see the follow
ing PLAN For the county association, to-
gether with the county officers, 10 adopt
some one book on primary teaching, one
that sets forth the genuine principles OF
teaching according 20 the latest advance
ment in that art. Suppose we adopt
Parker's Talks on Teaching" and get
the promise OF every teacher 70 study it
and put its suggestions IN practice till
they are understood and applied. Then
when we hold county and district meet
ings. not TO spend the time in highilown
and often indefinite speech-making, but
confine ourselves to talking over the
principles and methods set forth in that
one book. enquiring OF the teachers con-
cerning their success, asking questions,
giving directions a. TO how principles
are to be understood and carried Out,&c.
When the adopted book has been
thoroughly studied, comprehended and
adopted. then choose another one.
have mentioned only the study OF pri-
mary teaching because the principles are
the same throughout oil teaching and
they are more easily understood as APP
piled in the beginning OF the child 3 edu-
cation.
Let it be understood that when teach
ers show themselves incompetent or III
corrigible they will be excluded from the
ranks.
1t seems to me that according to the
above plan improvement could be in-
duced in our teaching force more certain
ly and definitely and with less cost than
in any other way-H. +. Bailey in
Times.D Dispatch.
HEALTH REPORT FOR MARCH