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tive constructive powers of the pupil rather than the old absorbtive powers. The ideas acquired are more and more "moving ideas," ideas that are to function in after conduct. In short, the boy and girl are to be taught not only that which will be of use to them in their larger social life, but they will more and more be taught the very way in which they are to use such facts. When we teach what can be put into practical use, we are giving "moral ideas." "Moral ideas" are taught when a boy is helped toward self support. "To suppose," as Dewey in his Moral Principles in Education says, "that a good citizen is anything more than a thoroughly efficient and serviceable member of society, one with all his powers of body and mind under control, is a hampering superstitution which it is hoped may soon disappear from educational discussion."

And I would not preclude the story as a moral factor. Moral ideas can be imparted for there is no child but aspires to emulate the heroic and the good. But let us take our models, as the old Romans did in the training of their youth, from the living as well as from the dead. Let us teach, however, that there is a new style hero, one of our own direct acquaintance who puts on the armour of service and dies in its cause far more nobly than did many who died in the armour of plate. No mention of moral need be

made, nothing but the simple tale of the triumphs of peace, of the conqueror of natural forces who cuts the mountain and finishes the work of God; of the bacilli hunter who by his serum spares the child; of the red cross carrier of solace; of the champion who dares stand in the public forum and wage war against the incorporate buccaneer. Our victories of today are not those of war but of brains and our pupils should recognize the newer type of hero.

The

Can patriotism be taught? story of Sammy Meisenberg has already thrilled the heart of a million school boys. The mayor of a great city, the Governor city, the Governor of a state, the President of a mighty nation have laid a flower on his bier. Could a life of service be fuller? Can courage and devotion be taught? Tell the story of Mrs. Straus who in the language of her sister spoke, "whither thou stayest I will stay" and went down with her husband on the vessel's deck. Can virtue be taught? My friends, when virtue is practiced, as it is coming to be practiced, it will not have. to be taught. And we may yet join with Socrates when he said: "O son of Appollodorus how deeply grateful I am to you for having brought me hither; I would not have missed the speech of Protagoras for a great deal; for I used to imagine that no human care could make men good, but I know better now."

Methods Used to Encourage Experienced Teachers to Continue Their Professional

Training and Study.

Chas. R. Hertenstein, Superintendent Ripley County Schools.

When a school official determines on the selection and location of teachers, he finds it necessary to consider the many characteristics of both the given school community and the teacher concerned. It is often said that no two school children are alike. This statement is also applicable to the patrons of any community; and, the statement is just as applicable to teachers. Intricate relations are involved in assigning a school to a teacher, so there is always the possibility of a "misfit;" however, the stronger the teacher, the greater is the number of positions from which he may choose-in other words, the better the teacher, the more he is in demand. Officials and the community in general should be encouraged to recognize genuine merit only on the part of teachers, and teachers should realize that such an attitude prevails. Competent authorities recognize three broad and deep qualities on the part of a teacher. These qualities are personality, ability to govern, and preparation. The personality of an individual is inherited and inherent; it can be modified to a degree only. The ability to govern depends very largely on the personality of the teacher, and we may repeat that the possibility of developing this phase of the teacher's make-up is rather meager; so when it comes to the significant progress of the teacher, her

hope lies in preparation—the matter of study and professional training, the matter of gleaning up the facts concerned in the various lines of work taught, and of artistically presenting these relations to pupils. The teacher should be a master of a field of methods and devices sufficient to enable her to empower the pupils to secure the most desirable results in each line of work pursued. It is the teacher's sacred duty to assist children in obtaining such an education as will best fit them for life, for making an honest living, for the duties and responsibilities of citizenship, and for eternal destiny.

As supervising officials, county superintendents should seriously observe the duty of inspecting actual schoolroom work. We should make a special effort to see the recitation proceed as it usually does in order that we might suggest most intelligently and helpfully, and in order that we might make the official rating impartially and justly. It is well to make a written report on the life of the school as it was while we were present, and then to discuss the situation with the teacher. This conference gives opportunity to direct the attention of the teacher to both the strong and weak points of her pedagogy. We should assume a frank attitude in this discussion of conditions observed, reserving very little, if anything. The temperament of the

teacher concerned is to determine as to the nature of the suggestions, and as to how detailed these suggestions are to be. If the county superintendent thus succeeds in causing the teacher to realize her strength to the degree that she is inspired to do the very best she can, and if he thus succeeds in causing the teacher to realize her defects to the degree that she determines to continue her professional training and study, he has succeeded well, indeed, in executing a very vital duty.

As long as a teacher feels that her preparation is entirely satisfactory to herself and all others concerned, she

allied to agriculture served the teachers of our county last September in the capacity of an institute instructor. He converted one portion of the hall into a laboratory that was fairly well equipped. Our teachers brought in an abundance of specimen material such as soils, diseased parts of plants, weeds, insects and milk. Many excellent experiments were performed and the discussions that followed were spirited. Those in attendance asked many questions, and the school room work in agriculture the county over is much better this term than it would have been without this instruction and

will not attempt to improve herself inspiration. As a consequence of such as an instructor, but as the real teacher becomes conscious of imperfections in her work, she yearns to make more thorough preparation to help the girls and boys that come under her supervision. The pupils of the former teacher sup from a stagnant pool, the pupils of the latter drink a hearty draught from the sparkling and refreshing waters of an ever flowing fountain.

The constantly changing course of study in our schools indicates the increased demands on the part of society in the matter of service by teachers; these readjustments are but a response to the ever changing demands of life. The addition of vocational work to the curriculum requires additional preparation by the teachers. The subjects of agriculture and domestic science cannot be artistically presented to a class without special preparation by the teacher in the natural sciences that are involved in these vocational lines. A specialist in the natural sciences that are closely

efforts in a county institute the teachers are enthused to more thoroughly prepare in their work. Some of our teachers are so sincerely concerned about the work in agriculture that they are taking correspondence courses to better enable them to present this subject to their schools. The effort of the agricultural agent, too, encourages this spirit, as will the new examination requirement along the line of agriculture and domestic science in the teachers' examination questions. It is my opinion that not only more of our teachers will enter a higher institution of learning as a result of our county institute, but also that a larger percentage of this class will elect vocational work in the course to be pursued.

Another county educational meeting that encourages greater proficiency in conducting the most vital part of our schools, is the county commencement. With the co-peration of all the townships in our county, it was possible last June to secure the services of Dr.

Aley to give the class address. This address dealt with the following line of thought: "The Relation of Knowledge to Progress." With such a masterful educator delineating the value of knowing, it is needless-in the Central West at any rate to discuss the merits of this address. Each of the two and a half thousand individuals in attendance whether local minister, editor, educator, patron or graduate was given the opportunity of receiving the most modern educational philosophy, portrayed, too, in the simplest language. The commenting on the program of this county commencement indicates that our communities were helped to more intelligently appreciate the work of the school. It is impossible to realize that such a sentiment is fostered without also realizing that a greater percentage of our teachers are inspired with a deep consciousness of their sacred duty, and as a consequence caused to continue their professional training and study.

Of the educational meetings that may be made instrumental in encouraging teachers to be progressive, the township institute ranks very high. With such an excellent program of work as is outlined for the present series of township institutes, it occurs to me that for the meagerly equipped teacher, the atmosphere is not altogether delightful. Each member of the township institute is encouraged to express himself freely, so lack of modernness cannot be concealed; and upon the other hand thorough preparation is given due recognition. Each

member is thus enabled to see himself

as others see him. In other words, the public, or at any rate the teaching

body, is given the opportunity of correctly rating each participant in the work of the program. No one is really happy in his task unless he is given meritorious recognition by his fellows, particularly by his co-laborers. In the light of this reasoning, I conclude that the work of the well conducted township institute is a great force in encouraging teachers to prepare well for their professional duties.

Executive and supervising school officials should establish a reasonable standard of pedagogy. Each teacher should know what the requirements are, and he should be held responsible for measuring up to these requirements. It is true that pedagogical generalities can be stated in approximations only, so it is not possible to express a definite attitude of details in a brief discussion; however, when it comes to so intrinsic a fundamental in the teaching process as the matter of the instructor's professional training and study, there is little room for a compromise. Of the one hundred and thirty-five of our teachers in total, fiftyfour have done work in a higher institution of learning within the last year. It is well for the county superintendent to "keep book" in a rather detailed way on each teacher. If such a record or method of "checking up" the life of the teacher is justly kept, it stimulates development.

Does this business-like plan of procedure by the county superintendent imply in any sense that an unpleasant attitude between between himself and his teachers prevails? No, quite the contrary. We should ever assume the attitude of helpfulness and justice. We should inspire the teachers with the

fact that the schools are the most important factors in the life of the republic, and that on their efficiency depends the welfare of State and Nation to a greater degree than on any other agency. We should emphasize the fact that the school is the hope of our

country. As Moses led the children of Israel out of bondage into the glories of the Promised Land, let us inspire the teachers to lead the children of infirmities out of their shortcomings into an efficient mood of happy intelligence.

Course in Vocational Information.

D. H. Eikenbury, Muncie High School.

General Plan of the Course.

I. A general survey of the occupational field of the United States. This information is to be found in the 1910 Census Report, Vol. IV., Occupational Statistics. The purpose is to give the pupils a broad view of the distribution of labor.

II. A study of the qualifications that make for success in any life work. Material for this study will be found in various inspirational books and in selected biography.

III. A detailed study of the leading vocations open to high school pupils. This information will be gained from the books on vocations added to the school library and to the city library. In studying each vocation the following information will be ascertained as accurately as possible:

1. Nature of the vocation.
2. History of the vocation.
3. The qualifications required.
4. The preparation necessary.
5. The demand for.

6. The opportunity for advance

ment.

7. The possible money returns.

8. Other conditions affecting the desirability or the non-desirability of the

vocation.

From the material gathered an at

tempt will be made to reach definite conclusions concerning the seven points listed above. points listed above. For each vocation studied the pupils will answer these questions: Am I fitted for this occupation? If so, why? If not, why

not?

IV. Excursions to the leading inObservation dustries of the city. should impress upon the pupils the necessity of thorough preparation for a definite life work and the dangers of "blind alley" occupations.

V. Where a definite choice has

been made the pupil will learn the best way within his means to prepare for that occupation.

VI. Some study will be made of the principles of efficiency. Articles by Harrington Emerson in the Engineering Magazine and elsewhere, and Edward E. Purington in the Independent, will serve as a basis for this part of the work.

VII. It is hoped that the course will reveal to each pupil the line of work for which he is best fitted and for which he can equip himself. The function of the instructor is that of guide and counselor. No attempt will be made to force a decision on the pupil; each must discover his own. aptitude, ability, and future possibilities.

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