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

per over; medn the
group be that the figures quoted
represent changes additions that they typical
appear that % schools
changes equal teaching slightly
smaller schools When
these fume teachers only dealing with the
branches instruction. it clear that the effect of this continual
graduation would bid farewell
the teachers who greeted him when he entered Or two
standbys remain departments have witnessed annual ubstu
TONS This continual change methods and personalities
the early of the subjects Getting used to the teacher
task for the pupil while the other hand the different
procedure the ast teacher constitute continuous problem
for the With such nesant shifts at its vital parts school
simply of self consciousness it has
conference for its pupils and is weathervane instead
influence in the community Could effective high
really strike root these towns and develop gradually
the full exercise their the town could have greater
permanent factor in its progress.
table Part III the number of class rectatons
week taught by the futm teachers each school The limits within
may expected high grade of naturally
with the character of the subjects taught the amount of special
preparation necessary the quantity written work to be reviewed
corrected and the number individual problems the amount of
bookkeeping the class attention which the of the
generally agreed however that with normal
membership of 20 to 2 teacher hope to give successful
nday instruction with of than % class periods
week and 90 is much better For teachers English under present
methods this latter number should reduced Beyond 25 periods
quality deterorates rapidly and place the merest hack work.
well meant is assumed furthermore setting this
that teacher teaching two of subjects
for which he has had special preparation Three classes of Latin and
of German constitute preferable all respects to five
of Latin but work cannot be done with made
senior Latin junior physics secondyear history fryear Eng
h and algebra 1t only glance at the table mentioned
how Vermont high school requirements with this stand
the IT schools budening their teachers with
variety which makes excellence impossible Unfortunately
quality of teaching not readily detected by the lay mind and
conditions Journalism cant and likely to
the best intentions
In speaking principals oppor-
This situation reacts dsasousy
upon the teachers AT the time spite of the increase
conventional the theory education colleges
supply the opportunity for what be considered
indispensable portion teachers training namely
criticism The teacher rarely
such subjects has thoroughly prepared
college and his professional technique consists of dim composite
of all the varieties instruction that he himself has
begins therefore, with college methods because they freshest
his mind To protect his scholars from injury and loss of time
for other inexperienced teacher has right expect
intelligent criticism and advice based the careful
observations of his principal For this Vermont principals except
time that the teacher inevitably stumbs along
with that crude and must stand fall
the somewhat and inadequate issues of whether he govern
popular The real waste for the pupils only be imagined
respect salary finally the observations hold
of the principals The medan salary of me teachers the
% largest high schools Vermont $3.50 The liberal
school in the s14 the lowest paid by school
These minimum
this but these salaries good teachers
often be secured much less retained Vermont still paying
wages to her teachers instead salaries and the smaller towns