UNIVERSITY COURIER.
14
J. G. Smith went to Kansas City Saturday.
Solon T. Williams, 780, is now the Lawrence correspondent of the Kansas City Journal.
Kate Ridenour, '84, is again among her classmates. She has regained her strength after her severe illness, and is ready for another year's work.
O. D. Walker and B. K. Bruce, of the COURIER, took in the Kansas City Fair, Saturday.
Austin Hawley, a former student of K. S. U., but now a member of Michigan Law School, paid his friends here a visit on his way back to school. He wears a handsome Delta Phi pin.
Miss Mary Griffith, who has been ill for some time, has gladdened the hearts of the Juniors by her re-appearance among them.
L. M. Spray, '82, will teach this year in Springdale.
Harry Rankin, an old student, was at the University one day last week, saying good-by to the "boys." He expects to start soon for Nebraska, where he will engage in surveying under his brother Don.
Gen. Swaim, Judge Advocate General of U. S. A., who was visiting Judge Foote last week,paid the University a short call. His daughter, Miss Mary, contemplates attending school here this year.
C. J. Simmons, 182, was seen in our halls one day last week. He expects to study medicine at the K. S. U. next session, and prepare to enter an eastern school next winter.
A. S. Riffle, our exchange editor, has returned after a two weeks' absence at home. His health is much improved and his mustache- .
Dr. Luscher, 782, is now a practicing physician in Kansas City, in partnership with Dr. Kalley, of the "College of Physicians and Surgeons." He suffered from a slight attack of small-pox the past summer.
W. C. Spangler enjoyed a visit from his brother the early part of the week.
Clarence Smith has been nominated for Superintendent of Public Instruction by the Republicans of Wyandotte county. This is a fortunate piece of luck for one of the last year's Normal boys. Our congratulations.
NORMAL.
ARE OUR DISTRICT SCHOOL TEACHERS UNDER= PAID?
From the report of our State Superintendent we learn that their average wages is about $35 per month. And our legislature declares that a school month shall consist of four weeks of five days each, and six hours a day.
This is the letter of the law and if fulfilled entitles the teacher to his stipulated wages. But in equity does this entitle the teacher to all he receives? We think not. It is true that there is no class so underpaid as the teacher, but when we consider the "class" none are so much overpaid. Who are our district teachers? A set of young men—boys rather—who make the calling a stepping stone to something beyond. A set of young ladies who, in life's journey, are waiting for opportunities to
pass into other relations. Neither parties expect always to teach in the district schools, and neither should they. A person would be foolish, near-sighted, to content himself with the life of a country teacher, to regard the calling in any other light than an avocation. A teacher's life is a life of continual change. Three years in one place without removal is more than the average stay; and knowing that there is almost a certainty of having to "move on" every two or three years, makes the teacher's life a succession of "stays." A life which none but the most philanthropic should undertake, and then, such only as have other means for support in old age. But when, from the teacher's standpoint, we regard the calling as a stepping stone, then it appears in its true light.
It pays a young man to teach a winter's school, and thus provide means for continuing his studies. It pays a young man to teach a few terms and convert the proceeds into teams and implements for farming. Often is no other path so conveniently open, so sure of success. Looking at it thus the teacher is well paid. He gains experience, masters methods of controlling others, acquires a readiness to use whatever knowledge he may possess, becomes a leader among men, and all by virtue of his position. He makes mistakes, those under him are the losers. It may take him the full period of his teacher life to learn how to manipulate a school. What of that? He acquires a much needed discipline and receives some wages to boot.
Now, we believe that a teacher who does no more than the letter of the law stipulates fails in duty. Of all classes the teacher should be the most active. It is his province as well as duty to impart instruction, not only to his school, but to create in his district an increased state of mental activity. He should place himself at the head of the debating society. By management and enthusiasm draw in the patrons of his school, interest them, make them think. It makes not so much difference what a man thinks, so that he does think, thinks systematically and to a purpose. Every teacher has, or should have, some strong point, some subject which he is able to present in a new and attractive manner.
An evening class for the study of the Constitution of the United States could be made to interest nearly every adult in the neighborhood. And a winter's discussion of this instrument in every district in our land would produce a result remarkedly beneficial. An evening school for the discussion of social and political (we use the term in its broadest sense) questions could not fail of broadening and elevating our voters. These exercises should be conducted in a logical and orderly manner. The teacher should make them a means of mental discipline. Those should be excluded who are not willing to work. The school children should be debarred from attending these meetings, because it would interfere with their lessons. Such work as this would require extra exertions on the teacher's part, for which he may receive no compensation directly, but indirectly he will. Receive it in wider experience, in the good will of his patrons, which means greater influence with the children. His pupils will do better work because of the encouragement they receive from home. In a word, he will have increased his popularity, and this alone may be of untold value to him in future life.
If teachers would pursue some such course as this there would be less failures in our schools, less com-