The Washington herald., 1907-08-05
By e. L. sCHARF, PHI. d.

taken a deep interest IN their schools.
and to their credit. it can be said have
spent vast sums mstintingly for their
advancement and extension. They have
always stood behind all movements for
their Improvement or the eradication o.
evils connected with them.
The purpose of this article is TO point
cut certain radical defects in our school
system, and 10 discuss them in terms
that are ineligible to all
The three greatest defects are:
The lack OF a proper arrangement and
division of the functions upon which de-
pends their successful operation.
The 'professionless" and transient char
acter Of the teaching force.
The pernicious influences OF politics.
Functions.
The functions pertaining TO the public
school system are either administrative
or pedagogic.
Ihe administrative department should
be confined 10 the construction and main
tenanee Of school buildings; the purchas-
Ing Of supplies. such as stationery, wood
coal. &c, the hiring Of janitors. and
other similar duties
The pedagogic department should deal
with the actual school work and the
duties incident to It; the selection and ar
rangement of the course of studies; the
employment, promotion. and discharge Of
teachers; the purchase Of schOolbooks;
the supeTintendence Of the school work.
and the determining OF the time and
du" of holidays.
ieW OF the distinct differences in
work of the two departments, it is
evident that they should act inde-
pendently Of each other, for the Qualifica-
tions needed in one are rarely 10 be found
in the other.
The administrative department should
be exclusively in the hands of business
men. just as the pedagogical department
should be managed entirely by men of
ripe experience. At the present time
these separate and distinct functions are
not clearly recognized, and the manage
ment of our schools is left largely with
school boards. leaving the superintendent
In sort OF an advisory position, with
little definite authority, except such as he
may enforce through his own personality.
The school board.
To the credit Of the communities. It
must be said that, as a rule. men of high
standing are selected for the school
boards. This is even the case where
boards are subject to political appoint
ment The trouble is that these men are
expected to deal with subjects with which
they are not familiar. Among the men,
bers Of school boards may be found law
yers, physicians. engineers, bankers. mill
tary officers, and other men Of business.
But, with all their high standing in the
community and their success in the par
ucular professions they follow, what dc
they know about pedagOgics? A physi-
clan with a serious case of illness on his
hands would never think OF asking the
advise Of a colleague on the school board
who may be a lawyer; neither would the
lawyer consult a civil engineer on a law
case. Yet I have known instances where
just such men have decided off-hand in
tricate questions in pedagogics with an
assurance and complacency that would
have been droll had the questions in
v0lved been of less serious moment.
Sometimes man is appointed a men,
beT of the school board because ne had
been at one time a teacher. He is, for
that reason. considered especially fitted to
deal with school questions Now, he is
the very last man who should be ap-
pointed to such position. Why? you ask
n astOnishment. Very simple The very
fact that he had given up the work of the
teacher would lead to the conclusion
that it had not been congenial to him, and
that he had taught school, for a time
from necessity, and not from love He
FaH sharaf.-a
spirit Of his enforced vocation, and, con
sequently, is not capable Of passing iudg-
ment upon the needs Of a system which
probably had progressed far beyond his
experience since the time when he was a
reluctant and not over-enthusiastic
teacher.
What furore would be created il a
governor Of State nominated for a
judgeship a man who at one time had
dabbled in law. but had given it I'D for
something else.
While men Of all walks Of life can be
found on school boards, there are. on the
other hand. few teachers found on boards
Of business establishments. The teach
er's judgment on business matters is evil
denty considered Of little value. but the
judgment OF any one at all is deemed
good enough In school affairs.
Again. instead OF employing men fitted
to conduct the affairs OF our school gvs-
TEN at a salary which would enable
them to give their entire time TO the work
men are selected who have large business
interests Of their own. and can only
afford 70 give a few hours now and then
10 the affairs of the schools.
The Teachers
The nondescript character Of the occu-
patton Of the teacher IS another serious
defect Of the public-school system. The
teacher though man of learning. is not
classed with the professional of the learn
ed professions.
Worcester. under the heading '.profes-
sion," gives the following definition:
Employment especially an employment
requiring learned education. as those of
divinity, law. and physic."
Webster. under the same head, saws:
The three professions, or learned pro-
fessions, are, especially. theology. law
and medicine"
Not-a word there about the poor teach
er, but he has himself to blame. The
cause of his undesirable position lies in
the fact that he does not, as a rule. take
up his occupation as a life-work. but
rather as makeshift thus belittling
himself and his work
Women teach 10 Ill In prcftably the
time between their young maidenhood
and married life. For / take il that
every American woman with a sound con-
stftution. a loving heart, and a level
head looks forward TO the time when she
VIII preside over home Of her own. with
q loving husband and a due allowance
OF children. Any woman who does not
look at it that way is not fit 10 be IN