Part 1

Chapter 14,043 wordsPublic domain

LEARNING TO BE A SCHOOLMASTER

THOMAS R. COLE

Superintendent of Schools, Seattle Formerly Assistant State Superintendent of Schools, Village School Superintendent, and City High School Principal

Set up and electrotyped. Published August, 1922.

FOREWORD

In "Learning to be a Schoolmaster" the author has related some of his personal experiences, which he trusts will be suggestive to those who are just entering the teaching profession.

TABLE OF CONTENTS

I. Entering the Teaching Profession 1 II. Getting a Position 7 III. Before School Opens--After Getting the First Superintendency 13 IV. Teachers' Meetings 17 V. Meeting with the School Board 22 VI. School Activities 28 VII. The Janitor--His Relation to the School 39 VIII. How the Principal Can Help the Teacher 44 IX. The School and the Community 56

ENTERING THE TEACHING PROFESSION

Little did I think, during my college days, that I should ever become a teacher. It would have made me unpopular to have said so, even if I had had any designs in that direction. My college mates, who were planning to be lawyers, engineers, or commercial men of prominence, considered teaching creditable only as a "fill in job." I joined them in their happy aspirations and tried to think I was preparing for something. Just what that "something" was, I was unable to say.

Finally the day of graduation arrived. I was ready to go out into the world with a college diploma, but was unprepared for a definite position. My false aspirations had failed, and I was looking hopelessly about for something to do that would save my pride. I must not accept just a mere job, and to escape that humiliation I became a teacher. It certainly was not a very creditable manner for a young man to enter a profession, to say nothing of the doubtful compliment of such an entry to the teaching profession. Such a confession, however, could be made by many of my associates of fifteen years ago.

The situation that confronted me after deciding to become a teacher _temporarily_, and two ways of meeting it, can be illustrated by the experiences of two young men who entered the teaching profession under similar conditions.

A few years ago I made a trip to a neighboring state to visit a friend who was engaged in farming. On a sunny July morning I arrived in an enterprising village a few miles from his home. While sitting on the porch of the hotel waiting for my friend, I met a man whom I had known years before. He recognized me. After stating that he was president of the local board of education, he invited me to go out to their school building, which was being remodeled.

One of the first rooms that we visited was the study hall. We found the janitor busily engaged in arranging the seats. He said he didn't know just which way the desks should face, as no one had told him, but he remembered that the pupils needed plenty of light, so he was facing the desks toward the side of the room which had the most windows.

We then went to a room set apart for manual training work. There was one bench in evidence and Mr. ---- told me that the board had not decided on the kind of benches or tools to buy, as the superintendent had not said in what grades the manual training work would be offered. "In fact," he said, "the superintendent forgot to tell us anything about the building equipment before he left for his vacation."

We next visited a room which, he explained, might be used for a gymnasium; but, since the superintendent had made no plans for using it, they were leaving it unfinished.

We looked through some of the grade rooms which had been in use for years. The seating was in bad condition, as little or no care had been taken to keep the proper distance between the desks and the seats. Some of the third grade seats were out of alignment at least four inches. I pointed out the irregular distances between the seats and the desks and asked my guide if it were due to the different sizes of the children. He said, "I think so." I made no comment, as remarks were unnecessary. As we left the building he said, "I guess our superintendent is more interested in something else than he is in his job here." This statement proved true.

Now for the second young man I have in mind. At one time it was customary for me to represent the state superintendent's office at county school board meetings that were held during the summer months in the different parts of one of the leading middle western states. On this particular trip, I was forced to stop over in a small town for about two hours, in order to make connection with the train that would take me to my destination. I was now really interested in education and thought it would be well to visit the school building. The first thing to attract my attention was the well-kept lawn, with flower beds along the walk that led from the street to the building. This was somewhat unusual for a school yard. I noticed that the front door was open, and entered the building.

After looking through the well-kept lower rooms, I ascended the stairs to see the high school portion of the building, which contained eight rooms. Upon reaching the second story landing, I heard some hammering in one of the rooms and proceeded to locate it. I soon found myself confronted by a young man about twenty-five years of age, whose face gave the expression of accomplishment. He enthusiastically told me that he was interested in the agricultural conditions in the surrounding districts, and was preparing boxes and equipment to offer a course in agriculture to the boys in and out of school who might wish to elect it. "The course," he said, "will be offered outside of the regular school hours, at a time that will be best suited to those who may wish to attend. I hope to make it an evening class, and that the fathers may also become interested." He told me about the short summer course he had taken at the state agricultural school and the help that he expected to get from the dean through booklets and suggestive lessons.

He then invited me to go through the rooms of the building. When we reached the fifth and sixth grade room he said, "In this room I have corrected a condition that caused the failure of one or more teachers. When I was elected here a year ago, the president of the board told me they had been unfortunate for years in securing a satisfactory fifth and sixth grade teacher. The teachers had all failed because they were unable to maintain good order. I was asked to secure a teacher for the room, which I did, after careful investigation. It was less than three weeks, however, after the semester started, when the restlessness of the pupils became apparent. I was at a loss to know the source of the trouble until a bulletin from the state superintendent's office reached me, which gave suggestions as to the care and equipment of school grounds and buildings. I noticed in this bulletin that the correct distance between No. 3 seats is twelve inches. I thought immediately of our troublesome fifth and sixth grade room. It took me but a few moments to discover that the distances between the seats in this room ranged from twelve to fifteen inches. I observed how the pupils were forced to sit on the edges of the seats in order to work at the desks and soon became tired and restless. The desks were changed immediately and the "teacher problem" in this room was solved. That experience was a lesson to me, and since then I have given much time and attention to making the building attractive and comfortable for the teachers and pupils." It was quite evident, as we went from room to room, that he had put the lesson into practice.

I shall never forget that young man. Three years later he was at the head of one of the largest consolidated high schools in the state, and when I met him at the meeting of the Department of Superintendence in Detroit in 1916 he told me that he had recently been appointed to take charge of one of the state agricultural schools.

One man had made school teaching a _job_; the other had made it a _profession_.

GETTING A POSITION

Many young men and women enter the educational field without giving due consideration to the type of work they are best fitted to do. A large percentage of the teacher failures belongs to this class. I am often interviewed by candidates who are seeking positions. When I ask them the kind of work they can do the best, I occasionally receive the reply, "In what grades do you have the greatest number of openings?" Others will say, "I am prepared to teach any of the grades. I have no preference, for I am as good in one as I am in another." In the case of some candidates the last statement is likely to be true.

Boards of education usually grade applicants on three main points: personality, preparation, experience. The first two, every candidate who has completed a normal school or college course possesses to a greater or less degree. The third must be gained by actual work in teaching.

A pleasing yet forceful personality is one of the leading factors in any teacher's success and it should be cultivated to the greatest possible degree. I feel that I was influenced in a large measure to complete my high school education by the attractive personality of the principal of our village school. His predecessor by harsh and dictatorial discipline had driven many boys out of school, and I came near being one of them. I found my ideal in the principal who succeeded him; and when I meet the inspirational teacher--the teacher with a personality that attracts young people--I can see the picture of that splendid young man who gave me the first real desire for an education.

A teacher should always be desirous of making a good personal impression, yet I have seen young women seeking positions waiting at the big counter in the superintendent's office who were dressed more suitably for a social function than for a business call. Not long ago we were greatly in need of a commercial teacher. A young woman of otherwise good qualifications made application. Her attire was somewhat extreme and we decided it would be well to have her visit the principal of the school who needed the teacher. He reported that he could not use a teacher to instruct young men and women in commercial work who lacked one of the first requisites of business--"dress sense."

The time is rapidly drawing to a close when mediocre preparation will be accepted in the field of education. The teacher for elementary or high school work must first secure a good general education. Specializing in one or more subjects based upon a fragmentary educational foundation is the cause of many failures in the teaching profession. One of the chief weaknesses of such teachers has usually been found to be in English. In reading applications I have often noticed statements of this character given by one of the references: "Mr. ---- is good in his particular subject, but his use of English is so bad that I cannot recommend him for a position where he comes in contact daily with young people." "I can recommend Miss ---- for a position, as for example penmanship teaching, but that is the only thing she can do as her educational vision is very limited."

After a teacher has secured adequate general education and finds his "bent," he should then give particular attention and study to his chosen field. A teacher, however, should never cease to utilize every opportunity of broadening his general education. To do so means a narrowing of his viewpoint and the power of associating his special subject with the larger field of education.

In filling out application blanks teachers are sometimes careless in giving the information requested. Failure to do this often results in obtaining little or no consideration for the position desired. The references named should be responsible persons who know of the applicant's real qualifications and teaching work. It is always well for an applicant to secure the permission of the people chosen as references before using their names. A superintendent is much more likely to understand a teacher's motive for applying elsewhere if he has been interviewed. When the motive is understood, he is in a better position to serve the applicant as well as the officials to whom the applicant has applied. The large majority of superintendents encourage their teachers to feel that they want them to improve professionally and are ready to assist them in doing so.

Not long ago a young man came to see me about a promotion. I asked him in what line of work he was best fitted for advancement. He said he didn't know, but he wanted the job that paid the most money.

It was interesting to note his idea of the teaching profession as contrasted with that of a young woman who had interviewed me a short time before concerning a possible opening in one of the high schools. She had taught for two years and realized the need of further specialization in her chosen field. To obtain this training, she had spent a year's time and her savings in taking post-graduate work. I was interested in the frank statement that she gave concerning her teaching experience, which she confessed had been very ordinary in character. It was also pleasing to note the feeling of gratitude she had for those who had encouraged her to take the post-graduate training.

We had no opening for her at that time, but I took her name and address in order that she might be considered for vacancies that might occur later. It so happened that a few days later a superintendent from a near-by town called to see me, and stated his need of a high school teacher who could teach mathematics, English, and history. It was quite a range of work, but I thought of my visitor of a few days before and made an appointment for her to meet this superintendent. After the interview was over, she came in with tears in her eyes, to tell me that she had declined the offer. She said she was financially much in need of a position, but she could not again go into a classroom to teach work in a department that she was ill prepared to handle. A short time later one of our teachers resigned. The place was given to this young woman. She has proved to be one of our best classroom teachers, and has been an inspiration to the other instructors in her department. Self-examination and study had caused her to realize the real strength, as well as the limitations, of her teaching power, and she made the most of it.

BEFORE SCHOOL OPENS--AFTER GETTING THE FIRST SUPERINTENDENCY

Four years as a high school teacher had given me an opportunity to study the educational field. During that time I had made a practice of attending county, sectional, state, and, whenever possible, national teachers' meetings, so that I might become acquainted with current school problems and with the men and women who were educational leaders.

After considering carefully my possible qualifications for administrative work, I decided that to secure the superintendency of schools in a small town was the proper educational step for me to take. By an application through regular channels I succeeded in being elected to the coveted position and thereby gained what I was seeking--administrative opportunity.

As the election had been given me without a personal application, I decided to invest eighteen dollars in a trip to my new field of labor during the spring vacation, so that I might get acquainted with the general school situation. The first important discovery that I made was that the superintendent who was leaving had the ill will of a part of the community, but still had the loyal support of the teachers. My problem was to get his coöperation so that I could enter the work with as little friction as possible, and to obtain general knowledge of his plans of school administration. Both these factors were very essential to a succeeding superintendent. He gave me the coöperation and information most willingly--a service which I have never ceased to appreciate.

I met the members of the board as individuals and was received very cordially by them. No doubt they were interested in seeing me and appreciated the interest I showed in getting acquainted with the work in advance.

We moved to the town during the middle of August. As soon as we became settled, my attention was turned to the work of the new position. I had already given a close study to the grade and high school programs and course of study. Copies of the different courses of study offered in well-organized neighboring schools were also obtained in order that I might get a broader view of the school conditions in that section of the state.

Ten days before the opening of school I placed a notice in the town paper inviting all the high school pupils who had attended school the year before to call at the building and see me. A considerable number responded to this request, and through these pupils I received a large amount of valuable information.

One of my first tasks was to prepare a high school program which would permit the pupils to carry the work that they should pursue in accordance with their chosen courses of study. We had only three teachers for the high school, including myself, which narrowed the range of subjects that might be offered each semester. Before attempting to make a program I compiled a list of names of all the pupils who had attended high school the year before, with the lists of the subjects each pupil had completed. I then made a statement of the subjects that each pupil should take during the ensuing year. This gave the necessary information for making a program. When school opened each pupil was given a slip of paper showing the credits he had made to date and the subjects for which he was to register. By checking carefully, all conflicts were eliminated and the first day of instruction went off without delay or friction. This was worth much to the school and to me. Not all my time, however, was given to the making of a high school program. I prepared a tentative time schedule for the subjects in the elementary grades. This schedule, with a few minor changes, was afterward adopted by the grade teachers.

The business side of the school was especially interesting to me. I believed then, and still believe, that a successful superintendent must be a close student of school costs. He must know and keep constantly in mind the amount of money available for school expenses and be able to recommend how that money can be expended to the best advantage. Too often the superintendent, by the nature of his tenure, is forced to plan only for the one year--a policy that is wasteful to the district and harmful to the general efficiency of the school. In order to secure a comprehensive idea of the school supplies on hand and what would be needed, I asked the janitor to assist me in making a complete check of all the books and supplies in the building. This work proved very helpful to me later and was alone worth the two extra weeks I had given to my new position.

With the school program made, supplies checked, and a good preliminary acquaintance with the board members and school conditions, I left the building on Friday evening preceding the opening of school feeling _ready_ for the year's work to begin.

TEACHERS' MEETINGS

A teacher said to me recently, "I wish Mr. ---- had remained at A---- as superintendent. We always had splendid teachers' meetings when he was with us." This comment interested me and I asked her the character of the meetings. She replied, "We had regular sectional meetings once a month and a general teachers' meeting every six weeks. The sectional meetings were for the purpose of giving and getting definite suggestions that would be helpful to the teachers of each individual group. The general meeting was always a happy gathering. Mr. ---- would make his message cheerful and inspirational and we left those meetings _with a spirit of wanting to do more than we had ever done before_." What this young woman said is true. Teachers want meetings that give something _tangible_ and _definite_ to assist them in their work.

The first teachers' meeting that I ever conducted was held about a library table where we could all look at one another and get the feeling of fellowship. A few definite points that the teachers needed to know on the _first day_ of school were prepared and everything else was left for subsequent meetings. It was my business to help the teachers get started and lighten a part of their regular work, rather than to add to their burden things unnecessary at that time.

One of the best talks I ever heard delivered by a superintendent was given to the new teachers a few years ago at the opening of the school year. He gave the teachers a hearty and sincere welcome and told them nothing about what their duties were to be. He advised them to _say but little_ at first about what they had done at their former places, but urged them to "_listen_ and to _learn our ways_ and then, with that knowledge in mind, to help by suggestions to make our schools better." How very differently is such a welcome received by teachers from that given by a superintendent who feels that he must place before the teachers, at the first meeting, an outline in detail of what is expected throughout the year!

The latter plan was unfortunately followed by a superintendent of my acquaintance. He went to his new position in ample time to get the school conditions well in hand and everything boded well for his future. His first teachers' meeting, however, ruined his chances of succeeding in that place. As one teacher reported, "He talked about everything in the educational catalog that had nothing to do with the opening weeks of school, and the teachers left the meeting with an adverse opinion concerning him that he was unable to change." The meetings he held throughout the year were of the same rambling type. The result was that he failed to secure the cooperation of his teachers and was asked to resign at the close of the year. This is an example of one who knew much--talked much--but gave little assistance of any constructive value to his teachers.

As a superintendent I always found it profitable, after the school year was well started, to hold sectional meetings for teachers of the lower grades, intermediate grades, grammar grades, and high school. Each section met every two weeks about a table and took up definite topics of the teachers' own choosing. The result was that our course of study and the methods of work were constantly being improved _and the teachers were causing the improvement_. A general meeting for all the teachers was held from time to time when a good speaker could be secured or when I wished to present a phase of school work that should be understood by all.

During the past year a series of meetings of the English teachers in one of our high schools demonstrated what can be accomplished if the topics for discussion are of a concrete nature.