USA > Missouri > St Louis County > St Louis City > Education in Indiana. An outline of the growth of the common school system, together with statements relating to the condition of secondary and higher education in the state and a brief history of the educational exhibit. Prepared for the Louisiana purchase exposition, held at Saint Louis, May 1 to November 30, 1904 > Part 3
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EDUCATION IN INDIANA.
WHAT IT IS TO STUDY.
The greatest thing that you can possibly do for your pupils is to teach them how to study. Perhaps you have been so intent on driving in cer- tain facts that you have neglected this phase of your work. In a few years at best the facts you teach will be forgotten; but the habits of in- dustry, of study, you build into these lives will abide and grow. And edu- cation is not a matter of learning facts; it is a matter of habits, of character. Now, have you taken pains to inquire into the way your chil- dren work in getting a lesson? Do you sometimes take up a new lesson with them and show them how to go about getting it? Getting a lesson Is a matter of seeing what there is in it. And ten minutes of good, active, alert, wide-awake study is worth hours of stupid, passive stare. Study carries with it the concentration that can shut out completely the whole world from the subject in hand. It carries with it the power of obesrva- tion that can detect in the minutest detail the points in the subject. It carries with it a nicety of discrimination that can put all points observed in their proper relation. Finally it carries with it an ordering power that brings independent mastery. Patient work in leading your children to see what there is in a lesson, in selecting out the most essential thing, and the subordinate things, and in grasping these relations, will prove worth while.
RECITATION AND STUDY PERIODS.
This work of fixing the study habits of your children is just as impor- tant as the recitation, and just as much under your control. The study periods should be arranged with the same care and should be insisted upon with the same regularity as the recitations. As a rule the study period should be removed as far as possible from the recitation. After children are old enough to prepare lessons from assignments the study period of a subject should never immediately precede its recitation. A lesson should be prepared for eternity and not for the recitation, and the habit should be fixed early. With your working schedule you can insist upon a strict observance of the study periods. Let a recitation go occa- sionally and do quiet, individual work among your pupils. A workshop with the busy hum of industry is what a school-room ought to be and it is a sure sign of good teaching.
HOME STUDY.
I said that the real test of a teacher's success may be the degree in which he gets in touch with all his pupils and keeps them working up to the best there is in them. In order to do this he must deal with each indl- vidual. The advance in a subject may be determined by the average ability of the class or even by the ability of its weakest members. But the width and depth of investigation must be determined by the strength of each individual. Now, while the class as a whole covers a certain amount of work in the subject the teacher can direct the individual mem- bers in supplementary work, giving each one an opportunity to go as deep into the topics in hand as he can with the material at hand. To illustrate, the work that the class as a whole is to do upon some movement in his-
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EDUCATION IN INDIANA.
tory, say the ordinance of 1787, may be limited. But there is a field for very wide research. Now, suppose the teacher has at hand some data for this investigation. Here is an opportunity to call into play individual effort and to assign interesting profitable home work. And the work should always be interesting work which the pupil can do without worry to himself or his parents. Or suppose some little piece of apparatus would be helpful to the teacher in making clear some points in history or geog- raphy. Here is an opportunity to use the skill of some boy on the farm. To illustrate, a little model of the primitive cotton-gin, or a simple loom, might throw much light upon social and industrial problems in the history of our people. To the resouceful teacher every subject will suggest many things to occupy the attention of the boys and girls.
WRITTEN WORK.
The value of written work can not be overestimated. Frequent use should be made of it for recitations, reviews and examinations. In the recitation it will serve to present the independent thought of each individ- ual, and it will give splendid training in English expression. In reviews it will reveal the powers of organization and expression. To be of value, every paper handed in should be carefully gone over by the teacher with corrections and suggestions for improvement. Indeed, written work is worse than worthless if this is not done. And then the examination has its place and it is important. Not that I would have you exaggerate its importance or hold it over the pupils as a menace or threat, or that I would put very large stress upon it as a basis for promotion. But it has a place in school work, and if given under right conditions there will be no dread. A large part of the adverse criticism that has been made against examina- tions is mere drivel and has come more largely from teachers who do not like to work than from healthy, wide-awake pupils themselves. I think I should seldom announce beforehand any written work which I wanted to serve as a test. It is a part of education to learn to meet the conditions that confront us. In life the problems are not generally posted. We come up against them and must think on our feet. In the crowded rural school, then, the examination should serve some such purposes as these: (1) It should enable the teacher to examine his pupils and himself at the same time. (2) It should aid the pupil in thinking. (3) It should aid tlie pupil in the expression of good English. (4) It should reveal to the pupil his mastery of the points in question. (5) It should serve to make the pupil more self-reliant. (6) It should enable the teacher at times to do double work in the school-room. Of course, this all means work for you. But it will pay. The suggestions I made above in regard to home work and these in regard to written work are in keeping with the pedagogical prin- ciples that expression must keep pace with impression-that construction must equal instruction. The child must be encouraged to use that whie!i he takes in. Herein lies the value of manual training.
THE BOY ON THE FARM AGAIN.
It is just in his ability to do things that the boy on the farm has a better chance to succeed than the town or city boy. And it is because the
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EDUCATION IN INDIANA.
boy on the farm has work to do. He is well trained in the expressive side of life. It is expression, too, that amounts to something, and in it he gets the notion that there is work to do in the world-that life is not all play. Now, if you can use these good qualities in your school work, well and good. And if you can use them in building in the community a larger regard for labor and a supreme respect for the farm and its problems that will keep the boys in the country it will be all the better for the boys and the nation in the years to come. Of course, if a young man really believes that he will have better opportunities for himself and for what he would do for humanity by going to the city, he should go. He can succeed, as scores who have preceded him to the city are succeeding. But let him remember that farm work is just as important, just as honorable, just as clean, that it requires just as much ability, and that it is just as remu- nerative as any work he will find to do.
LAST DAY SUGGESTIONS.
The close of your term may be made profitable to the community by arranging a definite program of your work and sending it to the patrons with an invitation to be present at least part of the time. Two or three days could be taken up in oral examinations. A schedule of these should be made and dignified, interesting examinations conducted. You can make a careful preparation and conduct an oral quiz. Or you can make a careful list of the questions you wish to ask, write them on slips and let the children draw their questions. This device serves to keep interest alive. In addition to oral examinations an exhibit of written work, draw- ings and models may be made. If there is also the entertainment feature it can carry with it a dignity and an influence for better things in educa- tion by selecting that which is worth while for the occasion. Whatever you can do to promote a healthful, educational interest in your community will be so much gain for the cause in which we are engaged. Emerson must have been thinking of teachers when he wrote: "To help the young soul, add energy, inspire hope, and blow the coals into a useful flame; to redeem defeat by new thought, by firm action, that is not easy, that is the work of divine men."
2. ADMINISTRATION.
a. ELECTION, TENURE, DEPUTIES, SALARIES.
The state superintendent of publie instruction is eleeted by the people at the general elections for a term of two years. There is no limit to the number of terms he may be elected. His salary is $3,000.00. Three deputies are provided, with salaries of $1,500, $1,200, and $720.00.
b. QUALIFICATIONS.
While no edneational or professional qualifications are fixed by the constitution, the people have generally chosen men of high
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EDUCATION IN INDIANA.
moral character, strong educational leaders, practical teachers, well acquainted with the educational needs of the state, and capable of carrying on the work for which they were chosen.
c. GENERAL DUTIES.
The state superintendent has charge of the system of public in- struction and a general superintendence of the business relating to the common schools of the state and of the school funds.and school revenues set apart and apportioned for their support. At the request of school officials it is his duty to render, in writing. opinions touching all phases of administration or construction of school law.
d. VISITS.
Hevisits each county in the state at least once during his term of office, and examines books and records relative to the school funds and revenues. He meets with teachers and officers in various parts of the state, counsels with them and lectures upon topics calculated to subserve the interests of popular education.
r. REPORTS.
(1) Report to the Gorernor.
In the month of Jannary in each year in which there is no regular session of the general assembly, he makes a brief report, in writing, to the governor, indicating, in general terms, the enumera- tion of the children of the state for common school purposes, the additions to the permanent school fund within the year, the amount of school revenue collected within the year, and the amounts apportioned and distributed to the schools.
(2) Report to General Assembly.
At each regular session of the general assembly, on or before the fifteenth day of January, the superintendent presents a biennial report of his administration of the system of public instruction, in which he furnishes brief exhibits-
First. Of his labors, the results of his experience and observa- tion as to the operation of said system, and suggestions for the remedy of observed imperfections.
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EDUCATION IN INDIANA.
Second. Of the amount of the permanent school funds, and their general condition as to safety of manner of investment ; the amount of revenue annually derived therefrom, and from other sources ; estimates for the following two years ; and the estimated value of all other property set apart or appropriated for school purposes.
Third. Of such plans as he may have matured for the better organization of the schools, and for the increase, safe investment, and better preservation and management of the permanent school funds, and for the increase and more economical expenditure of the revenne for tuition.
Fourth. Of a comparison of the results of the year then closing with those of the year next preceding, and, if deemed expedient, of years preceding that, so as to indicate the progress made in the business of public instruction.
Fifth. Of such other information relative to the system of public instruction-the schools, their permanent funds, annual revenues-as he may think to be of interest to the general assembly.
He appends to this report statistical tables compiled from the materials transmitted to his office by local school officials with proper summaries, averages and totals. He makes a statement of the semi-annual collections of school revenue, and his apportion- ment thereof ; and, when he deems it of sufficient interest to do so, he appends extracts from the correspondence of school officers, to show either the salutary or defective operation of the system or of any of its parts.
Ten thousand copies of this report are printed and distributed to the several counties of the state ; and they have been the means of stimulating the schools of the state to greater effort; for instance, the report assists in certain movements such as for better sanitation and decoration of school buildings, modern architecture in building schoolhouses, manual training in public schools, con- solidation of rural schools into graded township high schools.
[. COURSE OF STUDY.
The construction of the course of study and the state manual was placed in the hands of the state superintendent of public
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EDUCATION IN INDIANA.
instruction by a resolution of the county superintendents' associa- tion in June, 1894. The course of study is revised from time to time in order to meet the changing conditions. While the superin- tendent is responsible for the course of study in its preparation and revision he confers with county, city and town superintendents who are in closer touch with the schools and know better their needs. If the reader cares to examine the present course of study he may obtain one from the manager of the exhibit.
g. TOWNSHIP INSTITUTE OUTLINES.
The laws provide that all township teachers shall meet in insti- tute one day in each month while the schools are in session. There are in Indiana 1,016 townships and this number of institutes is held each month of the school term, or 7,112 meetings during the year. The programs for these meetings are professional and cultural. In addition to the consideration given the branches of study which are taught in the schools, two books adopted by the Indiana reading circle board are studied each year. During the present year the books were Ivanhoe, and Nicolay's Lincoln. Those for the coming year are, Dutton's School Management, and Henderson's The Social Spirit in America. The reader may obtain a pamphlet on the Indiana reading cirele work from the manager of the exhibit.
h. ARBOR AND BIRD DAY PROGRAMS.
The superintendent issues programs to be used in the public schools for the observance of certain days in October and April each year. These programs are somewhat elaborate, giving something of the history of the days, the reasons for observance, the governor's proclamation, descriptions of trees, with pictures and instructions as to what and how to plant them, descriptions of birds, with suggestions as to their value and care, poems on trees and birds, and appropriate selections.
In Governor Durbin's last proclamation on arbor and bird day he said: "There has been within recent years a widespread awak- ening of interest in reforestization, especially in Indiana, a state favored lavishly by nature with timber resources that to the pioneer seemed limitless and inexhaustible. The rapid develop-
3-EDUCATION.
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EDUCATION IN INDIANA.
ment of the agricultural and industrial interests of the state has been accompanied by a sacrifice of our forests, until the people have been brought to a realization of the importance of a system- atie effort with a view of preventing further devastation."
Since 1896, the year the state department of education began effectively to urge the importance of this matter, thousands of trees have been planted by the teachers and pupils of the state, and the birds have received more consideration than ever before. The results of this work have been very gratifying to all lovers of nature.
i. TEACHERS' MINIMUM WAGE LAW.
It is the duty of the state superintendent of public instruction to enforce the minimum wage law. This is a recent piece of legislation calculated to increase the salaries of teachers and to bring about better preparation of teachers, and will be found under the discussion of "The Teachers of Indiana."
j. SCHEDULES OF SUCCESS ITEMS.
An act of the last legislature, approved March 9, 1903, makes it the duty of the state superintendent of public instruction "To adopt and schedule the items entering into teachers' snecess grades," to be used by the city, town and county superintendents in grading the "teachers under their charge and supervision." In compliance with the provisions of this act, the following forms have been prepared, which are now used by all county, city and town superintendents in grading their teachers in success :
SCHEDULE OF SUCCESS ITEMS.
FORM I.
For the Use of County Superintendents.
I. Qualification .0 to 20
1. Natural ability and personality. (0 to 10)
2. Scholarship .(0to 5)
3. Professional training (Oto 5)
II. The Recitation .0 to 40
1. Subject matter-appropriateness of. . (0 to 5)
2. Purpose (0 to 5)
3. Plan (0 to 5)
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EDUCATION IN INDIANA.
4. Preparation
a. Teacher (0 to 5)
b. Pupils (0 to 5)
5. Skill (0 to 5)
6. Thoroughmess . (0 to 5)
7. Assignment . (0 to 5)
III. Relation of Teacher to the School and Community .0 to 40
1. Classification and gradation. (Oto 5)
2. Industry, and interest in the aims and plans of the school community (0 to 5)
3. Governing ability . (0 to 10)
4. Sanitary conditions and neatness. (O to 5)
5. Care of school property, keeping records, mak- ing reports . (O to 5)
6. Co-operation with other teachers, the trustee
and county superintendent. (Oto 5
7. Libraries, reading circles and journals (O to 5)
Total . 7%
Teacher. County Superintendent.
Ind .. 1903.
SCHEDULE OF SUCCESS ITEMS.
FORM II.
For the Use of City and Town Superintendents Desiring a Brief Schedule.
1. Teaching Ability 55%
1. Professional attainment (20%)
2. Conduct of the recitation (15%)
3. Results in scholarship of pupils. (20%)
II. Governing and Disciplinary Ability. 30%
1. Moral and social influence on pupils and commu- nity .(10%)
2. Ability to develop self-reliance, industry, integrity. . (10%) fidelity, etc
3. Personality of the teacher (10%)
III. Professional and Community Interest. 15%
1. Co-operation with other teachers and supervisors. . (5%)
2. Interest in aims and plans of the school. . (5%)
3. Professional ambition and growth. .(5%)
Total %
Teacher.
City - Superintendent. Town
. Ind .. 1903.
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EDUCATION IN INDIANA.
SCHEDULE OF SUCCESS ITEMS.
FORM III.
For Use of City and Town Superintendents Desiring a More Detailed Schedule.
I. Teaching Ability 55%
A. Professional attainment . (20%)
1. Scholastic preparation.
2. Professional training.
B. The recitation .(15%)
1. Preparation of teacher and pupils.
2. Appropriateness of subject matter.
3. Definiteness of aim and purpose.
4. Skill in questioning.
5. Progression in plan.
6. Care in assignment of lessons.
7. Balancing of lines of work.
C. Results in scholarship of pupils. .. (20%)
1. Acquisition of facts and relations.
2. Accuracy.
3. General information.
4. Awakening of scholarly interest.
5. Clearness and elegance of expression.
Il. Governing and Disciplinary Ability. 30%
A. Moral and social influence on pupils and commu- nity (10%)
Ability to develop in the pupils the altruistic virtues-recognition of law and social rights.
" B. Ability to develop egoistic virtues-industry. hon- esty, reliability, fidelity, etc. (10%)
C. Personality and appearance of teacher (10%)
Personal and moral worth and influence. habits. disposition, health. attire, sympathy. energy. manliness or womanliness, honesty, etc.
III. Professional and Community Interest. 15%
A. Co-operation with other teachers and with super- visors . (5%)
B. Interest in aims and plans of school community (5%)
1. Care of school property-
a. Protection of supplies and furniture.
b. Neatness.
c. School decoration.
2. Building up of strong school sentiment in the community.
3. Educational, literary or social club work.
C. Professional pursuits . (5%)
1. Present lines of professional study.
2. Reading of educational literature.
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EDUCATION IN INDIANA.
C. Professional pursuits-Continued.
3. Attendance upon summer schools, institutes and associations.
Total
..... . %
Teacher.
City
Superintendent.
Town
Ind., 1903.
Form I, as indicated, is for the use of county superintendents in grad- ing the teachers under their supervision. Form 11 is for the town and eity superintendents. Form III is a detailed analysis of Form II, and is in- tended more especially for guidance of teachers in their study, but may be used by the city and town superintendents desiring the longer form.
The city and town superintendents should hand the success grades to their teachers not later than July 1st each year, and forward copies of the same to the county superintendents, who will keep the official success records for the counties.
The county superintendents should ask the county councils to provide supplies of blanks and records made necessary by the passage of this act.
The following explanations of the schedule are submitted: By "scholastic preparation" is meant the time spent in study in some of the higher educational institutions in addition to the scholarship as shown on license. Teachers should be encouraged to study at least four years in advance of the work they are engaged in. A high school teacher should have a four years' college course and a grade teacher at least a four years' high school course, etc.
The teacher who is really interested professionally is the one who seeks most persistently to better fit herself both by scholastic and professional training for more thorough work. Experience is sometimes counted by superintendents as a large factor in marking success, but the teacher who has taught twenty or more years may have shown in all that time no professional interest and little ability, and may have been unwilling to spend any of her time or money in real preparation for her work. It seems to me that a teacher who is willing to teach ten or twelve years without first having made extensive preparation for good work in some first-class school, ought to be ranked very low in success.
The remaining items under I and II will be readily understood.
By "community interest" is meant the co-operation of teacher with the other teachers and the principal or superintendent in furthering the aims and plans of the school community. Many teachers who are satisfactory in their sehoolroom work do not fit into the community life of the school. They are controlled by little troubles of various kinds, and are often exclusive and self-centered. This always gives annoyance to the principal and keeps him constantly adjusting troubles. Again, many good teachers are without ambition to assist in the general welfare of the school. They look after their own room, but give no time or attention to help carry out
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EDUCATION IN INDIANA.
the suggestions from the principal or superintendent. The best teacher co-operates heartily with her principal, her superintendent and associates in all movements for the improvement of the school and the school com- munity.
"Professional pursuits" is an important item. A teacher who is satisfied simply to teach school without investigating and improving, except as suggested by the principal or superintendent, is not doing her best. She should be interested in good works on pedagogy, psychology, methods, etc. Her reading of school periodicals, attendance upon educa- tional gatherings, her knowledge of current events and the literature of the day, are all important factors to be considered in marking the success grade.
The difficulty in applying these schedules will be in marking the details. After having marked the items conscientiously the superintendent often finds that he does not give his real estimate of the teacher. He feels that it is too much or too little, especially when she is compared with other teachers whom he has marked just as carefully on the same plan.
The superintendent should have in mind all the items mentioned in the schedules, but it will be difficult to mark them separately. After all, one's "general impression" of a school is a better guide than the summary of the several items, especially when the superintendent is in doubt.
A teacher is successful when she is training her children to love order. obedience. politeness, and to have reverence for things sacred. In judg- ing the work of a gardener we pay very little attention to the "method" of planting. sowing, cultivating or reaping, but the emphasis is placed upon the growing plant in its various stages, and to the finished product. Likewise, in passing judgment upon the work of the teacher, the general spirit of the school, rather than the detailed analysis: the "general impression" of the teacher's worth instead of the grading of the several items, should guide the superintendent in marking the success grades.
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