The Mena weekly star., 1909-10-21

SiSt the Olg OoyS III tnS SViueioD of difficult problem.
 70. The conscientious teacher having no guide for the selection of the practical in education, de. votes as much time to the unim-
 portaut details of the text as to the practical, thus throwing away much valuable time.
 20. Pupils select some branch
 and pursue 1t as study for years, because they admire it. We have known large number of cases where pupils had pursued the study of textbook geography for as much as eight years, and yet an examination revealed the fact that they knew no more of the important places in the world than they did of the unimportant ones. Their knowledge in this branch was but medley of iso- lated facts gathered from the question and answer process, be- ginning every term with the first question in the hook, and study ing as far as possible during the 
 term, only to repeat the same pro cess the next term under change of teachers, the absence of rec ord of individual attachments, etc., only to repeat the same pro- cess during the next term.
 q. With all of this devotion to special subjects 1t is not infre- quent.y the case that classes must begin at the first page iu the book and take everything so tar as they maT advance during the term, and then be compelled to go over the same ground next term, never completing the book.
 22. Parents know nothing of the progress of their children, owing to the want of regular statements at regular intervals from the teacher; parents have
 
 right to know of the progress of their children and should demand 1t; but how can the teacher fur. nish it so long as he has no we'll defined purpose in view or has neither course of study nor a special test upon the work of period?
 g. The election of members of the board of education not qualified for the discharge oi their duties is an ever present source of mistakes and neglect. The writer has known of boards serving for years in which no one could sign his name, but each was compelled to make his mark (his mark when signing orders for the teachers pay or for neces- sary contingent expenses.
 24. The unwillingness of di- rectors to take hold of, and initi- ate anything ''new under the sun" Any departure from the usual method of doing things is looked upon with suspicion and unfounded objection.
 25. The want of confidence on the part of teacher and school-of- ficer in hIs ability to carry out anything of systematic charac. ter, under the impression that he will either fail or stir up opposi- tion, is hindrance that lies in the way of radical reform. 26. The absence of anything like decorations in the school room has induced lethargy on the part of the pupils that tends to lessen the love for books aud for study; they, too, are indiffer- ent and frequently would as soon remain at home as to attend the school of their own accord. 27. Finally, the entire absence of anything like required def. mite work to be accomplished by both teacher and pupil during stated period in tie bane of our present school system; just so long as the teacher is not held responsible for certain results in his teaching, just so long will there be an isolated aud varying condition of our rural schools.
 Now that we have presented the leading obstacles in the way of a definite plan of work for all