Craftsmanship in Teaching

that they know what is expected of them. Now this looks to be a very simple precaution that no one would be unwise enough to omit. As a matter of fact, a great many superintendents and principals

t took me some time to realize that that was just what I was being paid to do,-telling teachers what should be accomplished and then seeing that they accomplished the task that was set. When I finally awoke to my duties, I found myself utterly at a loss to make prescriptions. I then learned that there was a certain document known as the course of study, which mapped out the general line of work and indicated the m

the way of habits, knowledge, ideals, attitudes, and prejudices. But such a course of study is the first requisite to efficiency in teaching. The system that goes b

e may choose to go is a restriction, and the captain's individuality is doubtless crushed and his initiative limited. But this result seems to be inevitable and he generally manages to survive the blow. The course of study must be to the teacher what the sailing orders are to the captain of the ship, what the stated course is to the wheelsman and the officer on the bridge, what t

e more uncertain and intangible the end to be gained, the less keenly will one feel the responsibility for gaining that end. Unhappily we cannot say to a teacher: "Here is a message. Take it to Garcia. Bring the answer." But we may make our work far more definite and tangible than it is now.