The Lancaster news. [volume] (Lancaster, S.C.) 1905-current, 1915-10-19
COUNTRY SCHOOL PROBLEMS J


(By Lueco Gunter, State Supervisor
of Rural Schools.) :. :. :.
Having seen something of the quail
i6cations necessary to success in the
country school work, let us consider
what are the actual conditions in the
State with reference to the training
of teachers and their location in the
schools. In the latest report of the
State superintendent of education
2.556 teachers were classified as to
training. OF this number 1,017 were
graduates of colleges; 412 attended
college but did not graduate; 542
completed a high school course. Out
of the 1850 teachers, therefore, there
ware 5S5 with only common school
education. There were last year in
the schools of the State 4,7S9 teach
ers. If the figures with reference to
the training of teachers remained
in the same proportion in the coun-
ties reported. there were the past
year more than 1000 teachers in the
State with less than a high school ed
ucation.
SALARY OF TEACHERS
There are no figures available with
reference to the salaries paid town
teachers and country teachers in the
State. 1t is known, however, that
as "A rule the monthly salaries in town
schools have exceeded the monthly
saIaries of country teachers. The
average session of the town schools
for the State last year was 165 days:
while the average for the country
schools was 120 days. The teachers
are usually paid only for the time en-
ployed. 1t is easy. therefore, to see
that the superior inducements which
the town can offer secure for the
towns best teaching talent.
These figures are hardly necessary.
however, as it is a matter of COM
mon knowledge among the school
workers in the State that the college
graduates and teachers generally of
the best training and experience are
secured for the town schools and the
q consolidated
These 1000 teachers with only a COM
mon schol education, therefore, are
for the most part located in coun-
try schools, and the greater number
of them in one-teacher country
schools. AS has been pointed out,
this type of school is in need Of a
teacher with thorough training and
an unusual amount of resourceful-
ness more than in any other type of
school. If the large number of
One-teacher school in South Caro-
lima could secure teachers of the best
scholarship and training, the one
teacher school problem in this State
would not continue very long. Under
the leadership of the teachers these
schools would be consolidated where
possible and where impossible many
of the present mistakes made in the
one-teacher schools would be avoided
1t is unfortunately true that the
possession of a college diploma does
not always argue preparedness to
teach. Most of the recruits to the
teaching profession each year, even
though they possess the scholarship.
must learn by their own experience
the best methods OF teaching and
school management. II these recruits
after they have been developed into
successful teachers remain in the pro-
fession there might be some hope of
securing trained teachers for our
schools. But. unfortunately, from the
best available figures it is found that
the average teaching life of a teacher
In the State Is not more than four
years.
HIT OR MISS METHOD.
In the city and larger town school
systems under the supervision of the
superintendents and principals these
recruits each year would sooner be
developed into efficient teachers, but
in country schools where there is al
ways an absence Of close supervision
the schools must get along with the
hit or miss method of the inexperi.
enced teacher.
Methods of t,Gching. as methods OF
foing everything else, have undergone