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They must run free and clear, or they will not keep the machine in vigorous motion. For example, a pupil who is full of rage, deeply mortified, consumed by envy or jealousy, or is strongly expectant of something that lies outside of his school work, will accomplish little or nothing so long as he remains in this condition. Nor is this all; a single pupil in a state of violent excitement will communicate his own feeling to the school of which he is member, and thereby interfere most seriously with its proper work. Accordingly, thunder gusts and cyclones of excitement or passion in the school house or schoolyard sky are strongly to be deprecated. Every experienced teacher. knows that indulgence in a paroxysm of emotion by a single pupil at the opening of school in the morning will leave its effects for hours, not merely in the single pupil, but in the teacher and in the school as well. If teachers were always free to do what was best they would often consult the good of individual pupils, and of the whole school, if they sent pupils who were wrought up to a high degree of mental excitement out of the school until their excitement had subsided. Feeling is communicated from mind to mind even more rapidly and more completely than intelligence.

3. Another thing to look to is the relations that exist between pu

pils and their teacher. If it be true that to secure freedom from undue disturbance of the sensibility is one of the constant tasks of the teacher of the well regulated school, what shall be said of a school in which the teacher herself is a constant source of such disturbance?

Not unfrequently this is precisely the case. Even in schools of high rank, it is desirable that students should be on good terms with their teachers. The emotional factor is of much importance to high schools and of considerable importance in colleges. But in the grades, and particularly the early ones, still more stress must be laid upon this relation. College students have some power of discrimination, and some control over their feelings. They may take "Old Crusty's" work, even if they do not like him, and get much good out of it, because he understands his subject and is a good teacher. But young pupils are incapable of any such discrimination or self-control. To do their best work they must like their teacher. A child is governed by his feelings almost wholly, and a teacher whom he does not like, or at least strongly dislikes, no matter how accomplished that teacher may be, is necessarily a bad teacher for him. Accordingly if a teacher, after a fair trial, can not adjust herself to a school, or the school to herself, or, in a word, if she can not bring about a good

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Only intellectual results of the emotional factor in education have been dwelt upon. As much or even more may be said of the moral result. Great positive evil is engendered in children by the unfortunate relations that exist between them and those under whose oversight they are placed. Some teachers excite children, or particular children, morally as other teachers excite them nervously, in the wrong direction. Children sometimes say, "I can't be quiet in that school." The teacher strokes them the wrong way. It is equally true that children can't be good in that school. Moreover, much the same that has been said of the teacher may be said of the nurse. Incalculable moral harm has been done to sensitive children by putting them, and keeping them, in the care of nurses and teachers whom they did not like and for whom they felt an aversion. Children may be greatly harmed or wholly ruined. by paying too much attention to their notions, whims, and caprices; but that is no reason for refusing to consult to a reasonable degree their likes and dislikes in relation to

those who have the oversight of them.

Hitherto the school has existed primarily for an intellectual purpose. Its great function has been to train the intellectual faculties. The feelings and the will have always been secondary. And this state of things there is good reason to think will always continue. It is difficult to imagine a system of education as existing primarily for the sake of the sensibilities and wills of students. Still it is a fair question whether the other primary faculties of the mind have received, or are receiving, as much attention in schools as is desirable. One thing at least must be borne in mind. This is the fact that the sensibility and the will can not be directly approached by the teacher as the intellect can be, but must rather be approached indirectly. The individual does not consciously allow his feelings and his will to be unduly interfered with. The wise preacher who desires to arouse his congregation to love and good works does not say to them, "Now I am going to make you feel as you know you ought to feel," or, "Now I am going to constrain you to do what you know you ought to do"; but he puts before them subject matter chosen with reference to the effect that it will produce upon their minds, and thus accomplishes the end before him.

In his book entitled "Mental

Physiology" the late Dr. W. B. Carpenter touched thus felicitously one of the topics that have been. dealt with above.

"Those 'strong-minded' Teachers who object to these modes of 'making things pleasant,' as an unworthy and undesirable 'weakness,' are ignorant that in this stage of the child-mind, the Will- that is, the power of self-control-is weak; and that the primary object of Education is to encourage and strengthen, not to repress, that power. Great mistakes are often made by Parents and Teachers, who, being ignorant of this fundamental fact of child-nature, treat as wilfulness what is in reality just the contrary of will-fullness; being the direct result of the want of Volitional control over the automatic activity of the Brain. To punish a child for the want of obedience which it has not the power to render, is to inflict an injury which may almost be said to be irreparable. For nothing tends so much. to prevent the healthful development of the Moral Sense as the in

fliction of punishment which the child feels to be unjust; and nothing retards the acquirement of the power of directing the Intellectual processes, so much as the Emotional disturbance which the feeling of injustice provokes. Hence the determination often expressed to 'break the will' of an obstinate child by punishment, is almost certain to strengthen these reactionary influences. Many a child is put into 'durance vile' for not learning the 'little busy bee,' who simply cannot give its small mind to the task, whilst disturbed by stern commands and threats of yet severer punishment for a disobedience it cannot help; when a suggestion kindly and skilfully adapted to its automatic nature, by directing the turbid current of thought and feeling into a smoother channel, and guiding the activity which it does not attempt to oppose, shall bring about the desired result, to the surprise alike of the baffled teacher, the passionate pupil, and the perplexed bystanders."

ARE TEACHERS UNDERPAID?

BY HENRY G. WILLIAMS.

The above question was discussed at the Round Table of Superintendents and Principals of Eastern Ohio and Western West

Virginia, held at Bellaire, O., Oct. 21-23, 1897. The chairman of the Executive Committee, the writer of this article, had several weeks

previously submitted to the teachers of the district covered by the Association, two questions for them to answer in writing, one of which was this: "Are teachers underpaid? If so, why?" The answers were sent to the writer and by him compilea and submitted to the Round Table for discussion. The Round Table decided that this symposium of replies should be published.

Several hundred teachers submitted their replies. The following classified summary is made of the answers read at the Round Table. Several hundred pages of manuscript had to be read, re-read, and condensed in order to get the exact meaning of the teachers and to classify these replies. It should be said in this connection that the replies represented the unbiased opinions of the teachers themselves, since they were not asked to sign them. The replies from all city teachers were collected by the Superintendents or Principals and by them forwarded.

A few teachers (about one per cent) said they were satisfied with their salaries. None of these gave any reasons.

About sixty per cent replied, in substance, that good teachers are almost everywhere underpaid, and gave various reasons for this condition of affairs, a number of which are classified below.

About thirty per cent replied, in substance, that certain classes of

teachers are underpaid, some saying that primary teachers are usually underpaid, others that country teachers are almost always underpaid, others that lady teachers are underpaid.

The remaining nine per cent may be classed as saying that teachers are not underpaid. Several of these answers, however, were qualified by such statements as these: "for the preparation made"; "for the degree of efficiency employed"; "for the time. and interest put into it."

We shall discuss the sixty per cent group first. The various reasons assigned as the cause of the underpay of teachers may be classified as follows:

1. The fault is with the Board of Education. "Boards do not appreciate the work of their teachers." "Boards of Education too frequently measure a teacher by his certificates only, hence, the cheapest teacher gets the place. The Board is likely to think that one certificate is as good as another, and that any one who holds a certificate is a teacher." "Boards do not adjust salaries properly. A good teacher should be paid in proportion to her experience, grade of work, certificate she holds, degree of skill as estimated by competent superintendent, and general fitness for her work. If a scale based on these essential qualifications could be devised. and teachers paid accordingly,

salaries would be more satisfactory." "Many teachers are overpaid and many are underpaid. Teachers should be paid according to their efficiency and experience." "School Boards in particular do not understand how hard a good teacher works, and how much time and money are spent in preparing her for her work." "Because directors of schools do not comprehend the teacher's usefulness. Teachers need never expect to be paid this side the Celestial City." "Because qualifications and work to be done are not taken into account by those employing teachers." "Because it is generally thought that a certificate is a sufficient guaranty of qualifications." "Because Boards and the public are not sufficiently interested in education and do not appreciate the real importance of education." "Yes, because the market is flooded with a spurious article, which the average School Board is not able to distinguish from the genuine."

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"Because

one can teach school." there are many who are worthy of no better salary than they receive.” "The same amount of energy and interest in other professions would mean absolute failure." "Yes, but it is the fault of the teachers. They should take more time and care in preparation for this great work, prove to the public they are worth more, and they will get more." "The competition of teachers is wholly unprofessional, and is responsible for the low wages in many places." "A large majority of teachers are practically inexperienced. Young people get the idea that it is an easy matter to teach school, that money is thus earned easily, and they decide to enter the profession so-called for this reason. This acts in two ways to cripple the profession: It lowers the standard of quality in the teacher and it lowers the estimation of teachers in the eyes of the public." "Because there are So many poor teachers, and the whole class is judged by the worst, just as church members in general are often judged by the most unpromising." "Because too many teachers so-called are willing to do cheap work." "Because poor

teachers are willing to cut wages, and because there is not enough co-operation among teachers themselves. A Teachers' Union might be a good thing." "Because teachers themselves do not hold the profession of teaching up to

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