The Fairmont West Virginian. (Fairmont, W. Va.) 1904-1914, 1908-02-11
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Der Of years teaching under .he license
carried by her diploma, say five years,
if that seem best. but after some lin.
tied number Of years teachtng under
the certificates of graduation, a teach
er should be granted a life certificate.
This. certificate should not be abso.
lutte, as in some States, but subject
to cancellation for bad conduct.
If Senator Ashburn win write into
this new law that the graduate of the
State Normal school, shall for two
years after his graduation, enjoy the
privileges Of the holder OF a number
one certificate. and then after two
years of successful teaching. the State
Normal school shall grant him Nor
NAL diploma which shall constitute q
life certificate of the number one
grade, subject to cancellation by the
board of regents for bad behavior, he
will secure the enduring thanks of the
teachers who want to do better work.
Or he might make the probationary
period longer but not more than three
years, and these three years should
not be the three Immediately succeed
ing the date OF graduation. 1t should.
however, be within a five year period,
for while circumstances sometimes
prevent graduate from teaching sue
cessfully two or three years Immedi-
ately after graduation there are few
who would not be able to qualify with
in FIVE years succeeding graduation.
The reasons that apply to the Nor
NAL school bill apply with equal force
to the University bill. And the argu-
ments not alone for the teacher it is
more for the system. Why should
the examiners be required to examine
Normal graduate every five years?
There Is another unanswerable ar
gument in behalf of the life certifi-
cate to the Normal school. or Univer-
sity graduate, who has taught sue
cessfully a specified term after gradu-
alton, and that is offered by the ex-
perience Of the primary teacher. The
primary school demands the highest
talent to be secured. A young woman
graduates with high marks in the
branches OF the course. Much Of the
work she has done in her preparation
in high school work. In her primary
work she has no occasion to use this
branch knowledge except in its rela-
ton to the philosophy of teaching as
she applies It to the primary work.
What is true OF these phases of the
branches is true of that phase of
them which is emphasized in the
questions given at the uniform exam
nation which this primary teacher
has to meet at the end of five years
after graduation at the Normal
school or university as the case may
be. Every educator knows just what
this means to the conscientious pri-
mary teacher. She has no need to
keep up on the branches as such.
She knows fundamentals but she for
gets incidentals. She has no time for
lncidentals The number of capes
on given coast and the number of
islands in given stream must give
way to the demand that she know the
child's interest, mark you, every
chifd's particular interest, even If
there be half hundred under her
care, and added to this demand is the
more imperative one for material
and means so that she may help these
fifty to hitch on to some experience
of their past lives and move forward
to the work of the grades that she
long ago passed, but which she now
does not even have an opportunity
to give a casual glance.
Under these conditions this teach
er, leader and a force in the school
and in the community, comes to the
uniform examination, and shame on
us that it is as IT Is, she gets third
grade certiacate.-c larksburg News.