The Richmond palladium and sun-telegram. [volume] (Richmond, Ind.) 1907-1939, 1907-04-02
EMINENT EDUCATOR
At HIGH SCHOOL
Supt. J. r. Greenwood. of Kan
sas City, Makes Two
Splendid Addresses.
ESSENTIALS IN TEACHING.
CONTINUAL GROWTH is NEEDED
TEACHING, SAID THE SPEAK
Err, is A DYNAMIC POWER; NOT
A STATIC ONE.
(By Prof. ". A. Fiske.)


The coming of DR. J. f. Greenwood,
| superintendent of the Kansas City.
| Mo, schools to Richmond is another
| mile stone in the educational inter
ests Of the city. 1t is of value TO any
teacher to look in the face and to lis
ten to the voice of an educator with
the ripe experience and wide range of
knowledge possessed by Supt Green
wood. He became superintendent of
the Kansas City schools when there
were but forty eight teachers; now
there are nine hundred teachers con
nected with that system. The high
schools alone, of which, there are four
have an enrolment of four thousand
four hundred pupils, while the school
enrolment of the city has represents
tives of almost every nationality.
Delivered Two Addresses.
During the last few years Supt.
Greenwood has Travelled all over the
union, and many places in Europe, in
his study of schools and school sys-
TENS, and is well acquainted, if any
man could be, with what goes to make
up a good school. He gave two lee
lures In the high school Monday. one
in the morning to the student body,
on the subject. Some Essentials for
Success in Life" and another in the
afternoon to the teachers of the city
on, Means Employed for Making the
Entire School System Compact
Unit
Compliments Local Schools.
In introducing his lecture he compli-
mented the earnestness and enthus-
iasm manifest on the part OF the
teachers and school authorities OF
Richmond and stated that Indiana.
while not the largest state has always
been in the advance guard of the es-
tablishment and Improvement of a
school system. The three essential
forces, the speaker regards, in making
the school system a compact unit, are
the superintendent, principals and
teachers The superintendent should
know the nature of school work in all
the states and abroad, if he would be
most efficient i'll his duties at home.
Many duties of superintendent and
principals toward the teaching forces
were pointed out but the main force
in the great system after all is the
varied influence and power of the
teachers.
There is soul as we'll as a body
said the speaker. land the soul of the
teaching force is more powerful than
that of any other body in the world"
Continual Growth Needed.
To bring about compact unit OF the
system there must be a higher aim
than to merely keep the machine run
ming. There should be no relying up
on brilliancy, no feeling that the cause
will succeed because of some previous
1y accomplished work. but there must
be a continual growth, a constant
pushing on to something better, high
er and nobler.
Teaching Dynamic Power.
The speaker laid special emphasis
on the fact, that the teacher who I'M
dertakes to rest upon great deeds OF
the past, will surely fail, while the
one who starts out with small promise
and keeps persistantly at it will sure
ly win in the end. THE teacher who
does not bring in a new face each
day will never be a great teacher.
Teaching is a dynamic power, not
static one, and at no point should
there be arrested development
Dr. Greenwood is much in favor of
the teacher visiting other schools 10th
at home and in other cities, that in
this way much inspiration may be ac
quired and many mistakes corrected.
Some of the points of observation
should be: 1 The spirit or atmosphere
of the school, which is thing very
difficult to explain and which includes
many things in relation to the opera
ton of the school The manner of
questioning. which should be a con-
slant growth and lead to the perfect
development of the subject in hand.
Questions are Answered.
number of questions were asked
at the close of the lecture which show
ed that the speaker did not possess /
a high regard for the elective system
in the high school, as many endeavor
to select the easiest work which is
much TO their disadvantage. He
thinks high school students should
pursue few difficult subjects rather
than a larger number of easier ones
and that the work should be hard and
amount to something rather than to
De made thing of play and good
lime