Evening capital and Maryland gazette. (Annapolis, Md.) 1910-1922, 1918-07-24

had educational opportunities beyond
high school.
Summer schools offer the teachers
best chance 10 build up her scholar
ship side Typewriter outlines and
reference readings. have been the SUI
pervisory means used 10 strengthen
the scholarship side of the teacher.
As scholarship is to furnish the ma
terial for school work, professional
training is necessary in order 10 know
how to use the scholarship TO get
maximum results with a maximum
outlay of time and money.
Some people say a teacher is born
and not made Would these people
trust their savings of q lifetime 10 a
banker with no training or expert
ence, hoping that he was born with
the ability to handle money? Would
they engage lawyer having no
knowledge of the tcchnicalities of law?
Would they employ doctor whose
knowledge OF medicine consisted in
his few Illnesses? The answer is self
evident Certainly some people are
born with a keener appreciation of
finances than others; to some. roaz on
ing is more natural than 90 others,
while skill in the use of medicines and
surgery comes much easier 30 one
than another. So it is with teaching
a love OF children. the ability 90 inn
part information and help others TO
use this information in tho best way
Ia, ~,
others, but the born teacher" with
no further training, like the born
doctor, banker or lawyer" is Woefully
handicapped in this day anu time.
Teaching. like medicine, law, or any
other business, is based on certain
fundamental principles. Without
knowledge OF these principles. teach
ing is hit or miss mostly miss The
whole purpose of supervision is to
give the teacher some knowledge of
these principles and the best ways of
applying them 10 the individuals com
prising the school
Teachers meetings. classroom in
struction. individual conferences. and
correspondence furnish the oppor-
tunity for supervision to help teach
ers become more familiar with the
science of teaching and more prof.
cient in applying ii.
If teacher has a scholarship back
ground and some professional train
ing, naturally. supervision may build
on this and reach a fine degree of eff
/ cheney; If she has scholarship and no
professional training, then supervis-
ion may still accomplish much for
the background necessary TO inter
pref the help given is there, but when
the foundation is weak or altogether
! lacking, there is no basis for techni-
cal training. Supervision cannot do
the work of the high school, nor can
it take the place of this work
Unfortunately, experience and eff
cheney do not necessarily go hand in
hand. teacher may have years of
experience and still be a very poor
teacher just as a farmer who has
farmed all his life may be a poor
farmer. On the other hand, teacher
with little experience may achieve
splendid results. Investigation has
led students of education to reach the
conclusion that with two years OF pro-
fessional training after completion of
work in an accredited High School,
teacher reaches her maximum eff
cheney in from three to five years.
Obviously, the more interested the
teacher is in the children out of
! school, the keener will be her interest
in school. The more she Identifies
herself with the life of the communi-
| ty, the greater her opportunity in that
community. The same principles hold
true concerning her attitude toward
supervision. If she regards supervis-
ion as furnishing her opportunity for
help, she will be helped. She will be-
come more conscious of her individual
needs, more eager for suggestions and
advice, thereby getting the best that
supervision can supply.
(To Be Continued