The Richmond Virginian. (Richmond, Va.) 1910-1920, 1912-07-07
THE SCHOOL TRUSTEE
III. Duties and Qualifications.

/ are trustees. expanding TO the best
tsaSa ntage the funds which are com
mstted to,their Keeping for school pur-
poses Thus they select teachers, FIX
! the amount of salary and length or
the school term, they decide as to the
erection of new buildings, receiving
| bids and letting contracts. In a word.
| they are the peoples agents for the
expenditure of the peoples money for
the education OF the peoples children.
The school trustee, If he is wise.
should not attempt TO direct the de-
! tails of management and instruction,
supervision of these details IL neces-
sary. but II should be the trained
supervision of the expert-the school
| principal or the division superinten-
! dent I do not mean that the trustee
should not risis the schools and feel
and manifest his interest IN their
work: but he should visit only that
he may know conditions from per
sonal observation and actual conduct
and that he may be the better quail
fed 10 give advice TO teachers in per-
plexity. to discuss school problems
with the division superintec dent, to
arouse in others greater enthusiasm
in their work, and to give information
to parents and patrons when they
consult him. lie. should not interrupt
the teachers in Their work, certainly
never should criticise iE the presence
OF the pupils. Generally teachers do
their best--far below perfection as
they often are--and they probably sue
coed In solving the knot.y problems
of administration and instruction bet
ter than the average trustee could 90
were he in their place. We are all
too prone TO give advice ard TO give
expression to destructive criticism.
Il Is wise also for the trustee TO
avoid too great familiarity with the
tes cheers OF hts district He should
know them, of course; he should be
cooked upon as a friend; but there
is an element OF danger in permitting
them to run 20 him with every little
worry or peFpiesit<.
Complaint If made at all, should
ecme to Nirn through the proper chan
mel. II there is principal, his ala
should be invoked and his resources
exhausted before the trustee takes a
hand. If there is no principal, il will
be well to let the teacher tight 1t OUT
alone If possible. 1t is good for the
discipline OF the school that the
teacher should control unasssted: ii
is beneficial to the teacher TO learn
sslf-reliance and to acquire tTe ability
to manage the parents as well as the
children, The trustee a-s far as pos
sible must be content TO be the court
OF last resort. whose tribunal is sell
dom approached and to whose au-
tnoritp appeal is seldom made.
In the expenditure of the public
funds. trustees should realize that
there Is such thing as being penny
wise and pound foolish" They should
be cautious and economical of course
and be- sure that as agents fer others
they receive a quid pro quo. but it
should be borne in mind that a good
article in the nature nf ithaca COSTS
more than an inferior one and is
worth more, that in a child's de-
EAlepfteat- much depends on as7sociaz
tion and environment. Therefore, it
Will be necessary to expend money
in order that the school premises may
he sanitary. comfortable and pleasing
to the aesthetic sensibilities OF the
pupils and teachers and the general
public. Furthermore, good teachers
must be paid good salaries ard a pub
lie which sometimes seems ready TO
lavish offerings on the altar of edu-
cation must not neglect 10 feed the
priests.
What maner Of man should the
qualifications for this high and i'm
portant oifice7 AS the trustee Is, as
1t were, the connecting link, between
the people and the school system, AZ
he Stands In dual capacity as the
representative OF the people and as
the representative also of that vague
abstraction known as the educational
FORCES OF the State, as he Is TO the peo-
pie the living embodiment OF the
school Idea and the point OF contact
with the most important agency OF
our social progress and of our civic
life. the trustee should be man
among men. one who stands four
square to every wind that blows. AS
matter Of course. he should have
all the cardinal virtues OF an honest
man and OF an upright citizen; but
this is not enough, He should pos
sess breadth OF view, judicial tenn
permanent. ready sympathy an in
stinctiye tact, hard horse sense" and
a knowledge of men and their WAYS
lie must have the full confidence
81 the community in which he iires,
should have lively interest In neigh
eorhood affairs. zeal Tor the advance
ment Of educational interests, and a
compelling and impt ling sense of the
Importance and responsibility OF the
Office which he fills
A recent writer on the, subject. Mr..
II. h. Ailbee, says: a good degree
OF tact. wide knowledge Of human
nature. and determination not 20
be swayed by what this one or that
one may say are essential charac-
tertstics OF the successful member of
q board OF education"
Along the game line. Mr.. W. l.
Kaufman writes: '.Fcae, much stress
can hardly be placed upon qualifi-
cations for membership of school
boards. in view of the important
functions they perform and the inti-
mate relation they sustain to the en-
tire social structure, They are in
trusted with public funds for the
erection and maintenance of build
ings. payment of teachers and pur-
chase of apparatus: the public has a
right 10 demand an honest and eco
nomical Use OF funds thus appropriat-
ed. In view Of these important
powers and duties. boards OF educa-
ton should - composed OF public |
spirited men pf good fldpmept husi |