Lapas attēli
PDF
ePub

TEACHERS' NORMAL INSTITUTE.

There has been a great advancement made in the institute since its organization, both in attendance and methods of instruction. The institute enrollment in 1874 was 170. In the six years following the gain per cent was but 61. For the six years ending with the session of 1886 the gain per cent in attendance was 107, the enrollment reaching 364. To our graded course of study do we ascribe much of the success that has attended on our institute work in the past six years. The course of study provides for three years' work, the completion of which entitles to graduation. Those completing the work in the second year or who hold first-class certificates and have attended three or more sessions of a county institute are admitted to the third year's work.

Those completing the work in the first year or who have had an experience of one year or more in teaching and have attended one or more sessions of a county institute, or who have diplomas of graduation from high schools or the graded country schools are admitted to the work in the second year. All others are classified in the first year. Candidates for promotion to a higher grade or year, are required in the first grade to have a credit of eighty per cent in the work of that year. In the second grade a credit of ninety per cent and in the third grade to entitle to graduation a credit of ninety-two per cent. Special studies are provided for those who have finished the three years' course and who still desire to be present at the institute. At the close of the institute those in attendance every day of the session and who taught during the past year in the schools of the county, who promptly furnished to the county superintendent all reports called for, and who filed in his office specimens of their pupils' school work may have their certificates duplicated in all branches not below eighty-five per cent. Those who enroll in the institute and have completed or do complete during the session the work of the third grade, may at the close of the session, have their certificates duplicated for one year.

Teachers from other counties not having diplomas of graduation from other institutes, and persons who have heretofore failed in examinations in this county are required to write the full examination. Each year ere the close of the spring schools an outline of the work to be pursued in the institute is sent to each teacher. While in general the character of these outlines is the same year by year, still through observation of the plan of work pursued by the teachess in their respective schools many modifications are made; and in the institute great care is exercised in presenting for their consideration, and having the instruction include those features of the teacher's work that seem to have been neglected in the school room. It is not possible in an institute of two, three or four weeks' duration to impait to those in attendance thereat the knowledge that will secure to them the license to teach, yet to a considerable extent instruction that will aid to perfect the scholastic knowledge of the common branches as must be furnished, for many there be who attend these annual schools for the teachers whose knowledge of the simplest principles is very defective. With few excep

tions those expecting to teach in the country attend the institute. Such a number of instructors is employed as will permit each one to devote his time and attention to not more than two lines of work. Nothing has done so much in Tama county to advance the cause of education as the teachers' normal institute and educational meetings which are of frequent occurrence during the year.

[ocr errors]

SCHOOL-HOUSES.

The rural school-houses are with four exceptions frame structures; those excepted being in one instance a brick house, the three other instances stone structures. In general the houses are well built; many of them being shiplapped and back-plastered, in addition to being weather-boarded. The interiors are usually well plastered and finished with wainscoting from base of window to the floor. A goodly number are provided with vestibules or storm rooms" with an east or south entrance. Nearly all are furnished with comfortable and convenient combination wood and iron seats and desks. The more recently erected or re-modeled structures being provided with single seats and excellent slate black-boards. The interior wood work is usually neatly painted and in some instances handsomely grained. Hooks for hats and wraps, and shelves for lunch baskets and apparatus are found in every school-house. The rooms are heated with few exceptions by means of soft coal stoves, although in timbered districts wood is sometimes substituted, and in a few instances hard coal. The tendency is to dispense with the horizontal stretch of stove pipe extending over the pupils' heads, and instead to have the chimney so situated as to permit of communication therewith by means of a vertical stretch of pipe.

The rooms are lighted by windows on either side, usually three on a side. In general the lighting is good; but the provisions for ventilation in many of the older structures are very indifferent. Little thought seems to have been expended in arranging for the introduction of fresh air, so that the health of the occupants might not suffer from exposure to strong draughts.

GROUNDS.

Considerable care has been observed in the selection of school sites. In most instances the houses are pleasantly situated, on well drained grounds. Usually sufficient care has not been observed in the selection of secluded places for the out-houses. They are generally visible from any part of the grounds. In not a few instances a partition only separates the closet designed for the use of one sex from that designed for the other. In the majority of cases, however, separate buildings are provided, but situated much nearer to each other than necessity requires or a proper regard for privacy will admit of. Neat board fences as a rule enclose the grounds, with stiles or gates at the entrances. There are a few school grounds though that are not enclosed, are ragged and desolate and a disgrace to the communities that permit them to remain in their present dilapidated condition. Many of the grounds present a most pleasing appearance; having grassy lawns, beautiful groves and in the summer time well kept beds of flowers.

The city school districts of Tama, Toledo, Traer, Gladbrook and Montour have commodious brick school-houses; the city independent of Dysart has a well built frame school-house. These buildings were all planned with a view to the proper lighting and ventilation of the different rooms, and are very creditable to the districts in which located. All are provided with good black-boards, are well-seated, are supplied with maps and charts, good libraries and a fair amount of scientific apparatus for the higher departments. In point of architecture and all modern conveniences the city district of Toledo has one of the finest school buildings in central Iowa. It is heated throughout by steam; and, while a model of symmetry, is yet so constructed as to permit of the proper heating and ventilation of every

room.

The city district of Tama employs nine teachers; that of Toledo, eight; Traer, seven; Gladbrook, four; Montour, four; and Dysart, four.

SCHOOLS.

The minimum salary paid rural teachers is $25 per month. The majority of teachers receive as high as $30; many $35, and the maximum salary paid is $50. In district townships a difference of from $2.50 to $3.00 is made in favor of teachers holding first-class certificates. To be entitled to a firstclass certificate a teacher must have taught three terms and in examination have a general average of 90 per cent, with no one branch lower than 80 per cent.

The branches of study pursued are generally those prescribed by law; although in some of the rural schools algebra, philosophy, general history and English literature are taught.

Where these higher branches are introduced the teachers usually receive a greater compensation for their labors. Hygienic physiology in compliance with the late legislative enactment, is taught in every school in the county, city and rural. It proves interesting to the pupils, and meets with the approbation of patrons generally.

Vocal music is not taught as a branch in either city or rural schools. Music, however, is a feature of the programme in nearly every school in the county. Instruction in vocal music was one of the features of the normal institute this year, and it proved a very interesting one.

City directors pay their teachers as follows:

[merged small][merged small][merged small][graphic][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small]

A diploma of graduation from the schools of Tama, Toledo or Traer, admits the holder to the freshman classes in the State University, Iowa College, Cornell College and Western College.

In conclusion: Those who teach in the public schools do not, as a rule, receive the professional training, nor possess the scholastic knowledge necessary to make them masters of the science, nor adepts in the art of teaching. Too many under the present system of licensing teachers are admitted to the teachers' ranks who have received no instruction but that obtained in the country school, and who have never given the principles of teaching a thought.

The county school is overburdened. It is crowded with young men and women who should spend a year or two in some good school ere thinking of applying for a license to teach. It is beyond the resources of the county institute to properly fit these young people for the teacher's work.

We need more professional schools and a statutory provision requiring that to be eligible for a license to teach, there must have been an attendance of not less than one year at one of these teachers' schools. It would have the effect of eliminating from our public schools that class of individuals who teach merely for the purpose of making a few dollars in what they consider a more genteel way than by manual labor.

UNION COUNTY.

BY C. B. STAYT.

We are trying to do all we can to advance the educational interests of our county. During the past spring we have organized a county teachers' association.

1

Our county normal institute begins July 25th; continues three weeks. We have adopted the graded course of four years' work. We are trying to induce teachers to take a higher standard in their preparation and school work. We have no printed work out for this summer, but our object is to have the best methods we can get.

We have the common wooden buildings in the country. Most of our school-houses are well built, and heated by stoves-wood or coal. Our city school-houses are part brick. We have five brick buildings, well lighted and ventilated-that is, as well as it can be done with windows-and all have good seats. Our city schools are comfortably arranged but the country schools are not, at least not all of them, and have but very little convenience about them.

General condition of the grounds fair. Out-houses many of them in a terrible condition; no privacy about them. Fences are nearly all good. Many of the districts have planted trees which are growing nicely, but some are dead.

Time of school, from six to ten months. Salaries in our country schools, from $20 to $35 per month; in the graded schools, from $30 to $60; principals and superintendents, from $600 to $1,200 per year.

We have no vocal music taught, only as an opening exercise.

On the whole we seem to be improving, and we are gradually raising the standard.

VAN BUREN COUNTY.

BY JOHN H. LANDES.

In compliance with your request, I transmit the following report of the schools of Van Buren county. Permit me to say that this report must necessarily be somewhat unsatisfactory, owing to the fact that I was appointed county superintendent at the beginning of this year, and as I was principal of the schools here I was engaged in my individual school until my term closed, which was about the middle of May. For this reason I am not well prepared to give in detail such a report as I would wish to send into your department.

CONDITION AND PROGRESS.

The condition of the schools in this county is not flattering, although I think our schools are a very fair average with those of the adjoining counties. There has been little substantial progress of late years, although we have some good teachers. But we have too many poor ones, without expe

« iepriekšējāTurpināt »