314 STATE BOARD OF AGEICULTURE. 



be tested, but as soon as marked ability is shown it is demanded for the more 

 desirable and more renumerative positions of the village and city schools. 



Our district boards do not thoroughly investigate the qualifications of the 

 candidates desiring their schools. Often they are quite unfitted for such inves- 

 tigation. 1 have frequently heard this statement made by the director, " You 

 are the first applicant and your chances are excellent." How frequently prece- 

 dence of application takes the place of preeminence of fitness. If a farmer 

 were raising a superior breed of horses or sheep he would not entrust their care 

 to one of no experience or special preparation in the management of horses or 

 sheep ; and yet his boy, before whom are all the possibilities of American citi- 

 zenship, he often places, for his education, into the care of one who has no 

 previous preparation, except that she has sufficient knowledge of certain books 

 to secure a certificate from the board of examiners. 



It is not enough that a person holds a certificate to qualify her for teaching. 

 Her knowledge of the child's mind aud the order in which knowledge should 

 be presented to it, her power of self control and ability to manage, lier knowl- 

 edge aud culture, her own character and the force of her moral influence are 

 all essentials which the examiners cannot determine. Then again the larger 

 proportion of those seeking employment in the district schools have no desire to 

 become teachers. They only keep school for a few terms waiting for something 

 better to turn up. They wish to secure the pecuniary necessities for further 

 study, and are hoping soon to prepare for some profession offering brighter 

 prospects for a career or a fortune. Or they desire means to dress in better 

 style and so gain a more prominent place in society. Any of these notions are 

 worthy enough in themselves, but when considered as the reason for entering 

 the teachers' ranks they are deserving of much criticism. Our district boards 

 do not protect themselves from teachers having no higher aims than these, and 

 many failures result from the insincere labors of such teachers. 



Another serious defect in the country schools is the constant changing of teach- 

 ers. Our farmers apply one good agricultural principle in the management of 

 their schools, that of rotation. But unfortunately the principle does not prove 

 as successful with teachers as with crops. In the districts surrounding our city 

 the teachers are employed for terms of two, three, or four months, and it is a 

 rare exception if they are reengaged for the same school. They must spend 

 the greater portion of that time becoming to a degree familiar with the work 

 they ought to do, aud when they have just come to a fair realization of the 

 scope of their labors, and before they have been able to do themselves or their 

 school Justice, the term is ended, and they are allowed to seek employment 

 elsewhere. 



Let us investigate the course of our neighboring schools in this respect. 

 District No. 5, of Eaton Rapids township, maintains its school for three terms 

 during the year, these corresponding closely in time to the city schools. But 

 for the last two years no teacher has been engaged for two consecutive terms. 

 In former years the same lady has at times been retained for spring and fall 

 terms, but such action appears to be quite exceptional. Think of it ! Six 

 different teachers for the children to become acquainted with in two years. 

 Are we expected to look for systematic progress amid such arrangements. 



In District No. 15 of Hamlin township the terms are the same as above. In 

 the past two years three ladies and three gentlemen have successively filled 

 the place of teacher. 



District No. 1, Brookfield, still follows the ancient custom of one winter 

 and one summer term. Here the change has been regular for three years 



