The Nashville globe. [volume] (Nashville, Tenn.) 1906-193?, 1913-03-28

lSItuJ luedS more suited 10 solving
our public school problems begin to
be advocated Roadway must be made
against these old opinions. Those
who advance the new ideas are re-
garded as dreamers, theoretical en-
thusiasts, or radicals.
Now, why should we stick to the
old rural school in every rural dis
trict when the idea of the central
country school house with a trans
p~ortation system furnished by the
township or county have been shown
to be a better plan of school organi-
zation than we have had before?
You know so well the system of con-
solidating the district schools into
one and having a large we'll
equipped centrally located school
with adequate building accommoda-
tons, that l need not take time to
discuss the plan.
But why should we also cling to a
modified idea of the monitorial sys-
tenn and overload n teacher with
too many pupils and require him to
teach too many subjects when better
management and organization have
been demonstrated. Why should we
be content to deny our children of
the country districts good high
school facilities because we cannot
furnish the high school on the old
district school plan, when we know
now, that by a system of transpor-
tation of pupils and consolidation of
districts, such schools can be pro-
vided?
Another idea that comes to us
from the past, and like a "dead-hand''
still holds many Of our communities,
is that the teacher who simply knows
something of the subjects In advance
of his pupils is fitted to teach.
Fortunate for the South, that grad.
ually We are beginning to learn that
we must have normal schools and col
leges to train the teachers who are
to teach u children, If the teaching
Is to be properly done. In this re-
spect, We should certainly be proud
of the State Of Tennessee in its re.
cent magnificent provision for the
normal school training for both white
and colored teachers. This should
be carried further by encouraging
some of these normal school gradu-
ates to go or through the colleges
and universities for advanced train
ing. And, I think, it is not too much
to ask our State authorities for CO.
operation with the normal schools,
colleges and universities in offering
pXfnnC nnITTCnC n-A oI1A-s.o
teachers credit for the pursuit Of
these courses.
The State Superintendent of Public
instruction and his associates also de.
serve Il high commentator for adj
vocating the magnificent plan for the
consolidation of the district schools
and for the development of consoli
dated common and county high
schools. Every thoughtful citizen IS
back of the Superintendent in the
nlan for a better county high school
tax plan and for an increase of the
State School fund from 25 to SO Is
ner cent. Of the gross revenues Of
the State. We are back OF him In
the development of the compulsory
TNhOOl NV WAY we 0OJ nope dlSC
that. with the enlarged nlans and in
creased revenues Of both the State
and counties, that there will be am
nile provision for consolidation OF thu
Negro schools and for county higr
schools for Negro boys and girls IL
the several counties Of the State.
We are encouraged to ask thi
from the SUPERINTENDENT and his as
sociates from the State and from tn,
counties, since there has been sucl
generous provision for the State Nor
nal School for colored students. a
the same time that such instruction
was provided for white students. II
connection with this system for tn,
colOred SCHOOLS let MS hone that there
is going to be developed a system o
sUOerintendance which has proved 81
effective in other regions. namely
Negro assistants to the ~Superinten
dent both in the county and the State
who not only know accurately thu