The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1914-01-29


questions taught and well is taught are of
fundamentally important The curriculum will be discussed
The writer's impressions of the way which applied
contact with five teachers
the
based upon brief visits
discrimination in some respects however they are as conclusive as
exhaustive acquaintance In the majority the
sonty of the visitor and the his visit unknown The
call intended little disturbance possible usually
made apparent impression the routine of the Glass; the caller
entered and retired without ceremony 1t must be said result of
this experience there nothing praise personal
exception they gave the
impression of being hghmnded naturally capable painstang
and Deep interest their pupils and devotion to their
and welfare qualities that making up
possible lack information and skill and such qualities Vermont
teachers peculiarly rich In the quality of the
appeared almost wide variety noted physical equipment
On whole may safely said that the work done honest faith
full and panstakng professional clearly frequently
the hadzen largest schools and in occasional instances the
others.
professional" instruction must
at least the following features in considerable degree first
knowledge the subectmaer comprehensive
automatic that the
uppemo uembaassed procedure exhibit
reasonable insight into individual and class problems and sku
application the best modern experience their solution third the
performance both teachers pupils should proceed with
stimulated undstmbed
Comparison with the medical profession regard
helpful unfair To the surgeon professional involves
technique that has become second adequate
knowledge Of modern surgical methods and and confidence
that finely challenged by attendant critics The teacher should be
held to standard fully high instruction in Vermont high schools
exceedingly vulnerable at these points is indeed in the great
high schools Most of the teachers
high ideals and the goodwill bred by their college For
their specific tasks they unframed and must their either
of the service into commensurate with whatever skill hard
experience them majority them teaching subjects
in which they i'll prepared their of information is therefore
limited and their application of likely to be tmd and foess
else Incorrect There results therefore, to extreme degree the
American pedagogical vcesavh dependence textbook
teaching instruction; assigning
pages hearing lessons and recording marks Forty periods of this
sort of recitation week not exhausng while really instruct
power normal minds their
than 20 25 periods The conditions nd
Gated reflected unerrng in the class work. Instead of dng
forward with the confidence Of knowledge and trusted
of youth loves to do expey led the classes
response have be pumped suggested
spontaneous reaction to the content of the lesson unusual The
this the pupil depressing hardening In far
instruction fails to genuine interest and develop peasube
power not only negatively useless positive dscour
agement hs education however loyal he be to the teacher
personally The waste at this point certainly large Part of
the blame quesonab due to the curriculum although
the of professionalism to be helpless in the grip
rigid curriculum Part Of the blame doubt due to the mall
adjustment by which children that they have business
attempt Even for that part the waste for which the teachers
responsible they cannot be said be cuae Few of them
have had the opportunity of observing kfu secondary nrc
ton with studying uch and practically has
pracced teaching under skilled criticism defective system that
permits them teach what they have not studied thoroughly and
g