Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1914-01-28

rarely superior additional
Words headeahers' there is going to waste much
supervisory abcapaciy for service which else
render while they performing work that could often be done
well better onehaf the cost is almost impossible to make
average committee aymn understand what
the
of school of pupils day
committeeman crcizng him for not doing work"
This had regular of IA hours which usually
II Is by enforced substitution The work of prn
properly DONE that within his appropriation
cooperation with the superintendent education fits the
community and quantity that each teacher working eec
lively and happily his ability permits that each pupil is placed
feel and achievement and that each
sympathetic and intelligent cooperation with the school This
arduou difficult metaking task, and it is vain to expect it's
performance If "head-teacher"
In one two schools prn-
cpals that teachers that they conveniently
be discussed under that head
Personal observation of principals IS high schools accompanied
invariably by the
following They Woodworking and wholly devoted
personally attractive and sincere Their spirit
is usually progressive but to recent arrival nexperence
overwor and the resulting their commit
tees Of them not progressing They almost without
exception intelligent suggestion sympathetic criticism and
and forcef
would cooperate instruction. already noted
they greatly superior their best assistants sometimes
in the smaller schools for the important duty principal they find
little tme with instruction and clerical they heavily bur-
dened waseu direction Many have marked of leadership
and reasonable opportunity would exceedingly capable
supervisors
D. THE TEACHERS
of high principals
the general and training and
rence fume high school teacher the state While
of the returns indefinite and susceptible varying interpretations
it believed that the whole the that Part III
fairly represents the situation
counting the principals per the utme secondary
teachers Vermont The men the both
and twentsix majority of the teachers
received their college education and their secondary training out
side of Vermon-a situation characteristic Of the past but being
modified In contrast with the principals Of whom but rs cent
had received pedagogical training the teachers have
had educational theory Methods other than history
of education oaed teachers courses various SUBJECTS Four
of the number have done graduate education This difference
due chiefly the large number teachers who have taken
the educational offered by colleges for the first time
during recent The fact reveals furthermore the strong and
promising inclination the prospective teacher avail himself of all
possible professional preparation and that oo without the slightest
increase his formal eligibility appointment Were the qualifying
authority take advantage of this training amount
of professional study for all candidates for certificates it
would foster already strong and highly desirable tendency In
respect experience the returns for the 912 show that 1914
cent of the IT'S teachers teaching secondary schools for
the first time The number who inexperienced 1912 and
still teaching in Vermont high schools &C. 149 cent
Among the % larger schools the percentage Of nexpence 1873
among the two and teteacer schools is % cent
and 1872 cent. respectively.
OF