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Reynolds, Annie / The training of teachers for the country schools of Wisconsin
(1917)

Cooperation of city grades,   pp. 57-59 PDF (692.3 KB)


Page 58


58 TRAINING OF TEACHERS FOR THE COUNTRY SCHOOIA
qualifications in the way of preparation.   If cities with. training
schools have grade teachers who. without normal graduation, are
doing fair work or even good work, it is even then the part of wis-
dom to inspire them to take a year's leave of absence and get pro-
fessional training. After securing these superior teachers, it may
easily happen that in order to keep them, more adequate salaries
and more money for grade equipment and furnishings may be nec-
essary, If the training students are to get right ideals regarding
ventilation, heating, lighting, seating, blackboards and well kept
modern textbooks.
  b. Progressive superintendents. The outlook is, on the -whole,
encouraging. The standard of grade work in all towns in whicn
there is training work is rising. In a few of these towns, at least,
no grade teacher of several years' experience is receiving ten dol-
lars less a month than a high-school teacher who is teaching her
first year. In the same towns, the city superintendent or super-
vising principal, even though his training and experience may have
tended to make him better acquainted with high school work than
with grade work, is seeing to it that he supplements his defective
preparation by every means In his power.
           5. Illustrations of Weak Work in The Grades
  In spite of these encouraging facts opposite conditions at times
obtain. Often the work done by the teachers in the grades does not
illustrate the kind of work it is profitable for students to observe.
  Of what avai Is it to give students good training professionally if they
afterward work in an intermediate grade in which the teacher has pupils
say the multiplication tables in order day after day and never skips around?
Of what use is good phonic teaching if they must work in rooms where
pupils pronounce lists of words in concert before reading, receive no in-
dividual drill and then stumble over these words in oral reading and the
teacher remains wholly unconscious that anything is amiss? Can one ex-
pect students to teach geography well when they go out in their own
schools, If while receiving their training they observe a fifth grade teacher
send twenty pupils to adjacent blackboards where each one writes the
names and capitals of the New England States and the unobservant grade
t.-a' her remains utterly oblivious of the prodigious rate at which copying
is dune? Should training teachers teach students how to manage the writ-
ing of numbers correctly and then introduce them to grade teachers whose
pupils in response to the direction "Write one million", first
write 1,000,
then 10.000.000. then 1.000,000? Is not not worth some one's while to see
to it that these or similar illustrations may not be observed in towns In
which training departments are situated?
                0. The Rights of City Grade Children
  There is no intention of leaving the impression that the chief rea-
son for improving the grade work in any town Is for the sake of
the students who are receiving training there. The children of
  * See relation between length of service and efficiency of teachers in
Stoggestive Studies ot School Conditions issued by the state department.


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