allow their children to enter school at five years of age. This is probably a full year too early. In spite of this fact, however, there is hardly a rural district in most states in which children are not sent to school before reaching the minimum age. This should never be allowed. It is bad for the child, and usually results in the necessity for organizing new classes for these beginners. If the board will not exclude children under age, the teacher should at once report to the county superintendent, whose duty it is to see that the school laws are obeyed in his county. The proper correlation of subjects in teaching will do much to render unnecessary the multiplicity of classes found in many rural schools. SpellCorrelation a remedy for multiplicity ing can often be taught more effectively in the regular work of other classes than in any other way. Language work and composition find their best basis in nature study, geography, hygiene, agriculture, and similar practical subjects of the course, and can be so combined with them as to render the teaching of both more effective. The arithmetic lesson may often be based on the work going on in manual training or domestic science, and time saved for other work. Indeed, the principle of correlation, already suggested in a former chapter, will, if properly applied, relieve the overcrowding of the program and increase the efficiency of the teaching.

of classes

FOR TEACHERS' DISCUSSION AND STUDY

I. Is it reasonably safe to concede that a teacher who has made a success of a country school will be successful in the same grade of work in a town school? Is there

any difference in standards to be taken into account? In methods?

2. Have you observed schools that were unsuccessful because of faulty organization? Can you point out where the difficulty lay?

3. Have you observed differences in "first days” illustrating the points made in the chapter? What is your own plan for opening day? How much time do you spend familiarizing yourself with the school records before the

terms open.

4. Have you ever found the records left by a former teacher so faulty as to be of little service in organizing the new term? What is your opinion of the professional ethics of a teacher who will leave defective records?

5. Make a full statement of what you consider the best routine for a one-room rural school; that is, a plan for calling and dismissing school, passing classes, handling wraps and supplies, and all else that should be included under the term routine. Also, discuss what regulations should be adopted to govern the conduct in the school.

6. Have you observed that certain forms of disorder, such as whispering, leaving the seats on errands, etc., have a tendency to grow? What is to be done to prevent them from becoming school nuisances?

7. Can you name, offhand, the studies and texts to be used in each grade of your school? If not, do you know where to go for such information?

8. What measures have you ever tried to reduce the number of recitations in your school? Can this be done in many rural schools without injustice? Or is it an injustice to all for the teacher to attempt to teach twentyfive or more classes a day?

CHAPTER XII

MANAGEMENT

This is the day of scientific management. Executive capacity, or the ability to manage, is at a premium in every line of occupation. In the business world almost fabulous salaries are paid to those who are able successfully to direct the activities of important commercial enterprises. These men do not themselves make or sell goods; it is their part to supply the best possible conditions under which goods may be produced and sold; they are managers. Likewise, in the educational system, the highest honors and salaries go to those who are able to act as managers of a system of schools. And here, as in the commercial world, it is the business of the manager to supply favorable conditions under which the work of the organization shall go on.

Rural teacher's

In the rural schools, as we have already seen, the teacher is the sole manager of the school. The school board can not well take part in this sole responsibility function, and the county superintendin management ent is unable to be of material assistance. The responsibility is on the teacher alone, and the problems are many and difficult. The reputation and success of the teacher as measured by the general public are gaged largely by his ability to manage. This counts with most patrons for more than even the matter of organiza

tion or teaching, for it is more easily understood and judged. The classification and grading of a school may be faulty, its program poorly planned, or the methods employed in instruction ineffective, and the public know little about it. But let the management of the school prove weak, let the teacher fail properly to control the school, or let his methods of government be such as to produce friction, and the whole community soon know of the trouble. If the school machine creaks in its running, the creaking is sure to be heard and to attract unfavorable attention.

We may organize a school once for all at the beginning of a term, but the school must be managed day after day What managing a as long as it runs. For no school, be school means it ever so well organized, or the teaching ever so good, will manage itself. This requires great skill and constant alertness on the part of the teacher.

Managing a school means much more than governing it, in the sense of keeping order. To manage a school is so to direct it as to obtain the largest educational returns with the least possible friction and waste of time and effort. In a well managed school each pupil will be doing his work in such a way as to gain the greatest good for himself, without interfering with the work or welfare of others. It is the business of the teacher, as manager of the school, to provide such conditions that these results are obtained.

This is not easy. A great part of the proverbial weariness and fag of teachers comes from the strain of managing the school. It is not the strain of actual teaching, but the worry arising from responsibility, tension, or conflict in management that results in frayed nerves and exhausted bodies. For the sake of efficiency in the work

of the school, therefore, and for his own welfare and happiness, as well, the teacher needs to master and put into practise the principles of good management.

Lying at the basis of all successful management is the spirit of cooperation. A school can not be forced or Spirit of cooperadriven against its will without great tion necessary loss in efficiency. Energy and thought which the teacher should devote to instruction must be expended in compulsion. Effort and attention which should be given by the pupils to their studies are directed to misdemeanors or resistance. It is impossible to gain good results while thus working at cross-purposes. spirit of antagonism is fatal to progress on the part of the pupils and to growth and efficiency on the part of the teacher.

A

This does not mean that the control of the school must be lax and that discipline and order shall fail in order to keep the good-will of the pupils. On the contrary, nothing is more certain to forfeit the pupils' respect and good-will for a teacher than weakness and uncertainty in government. Children expect the teacher to control the school, and hold him in contempt if he does

not.

to the method of control

But there is a great difference in the way this control is manifested. One teacher, in governing the school, causes friction, hard feeling and Cooperation refers antagonism; another teacher, by a different method, not only obtains better control of the school, but also holds the good-will and respect of the pupils. The difference lies largely in the ability of the second teacher to win the cooperation of the school, whereas the first teacher has to depend on the force of authority.