Sometimes these difficulties result at last in an open rupture;
at other times in only a slight and temporary misunderstanding, arising
from what the teacher calls an unwise and unwarrantable interference on
the part of the committee or the trustees in the arrangements of the
school. Difficulties of some sort very often arise. In fact, a right
understanding of this subject is, in most cases, absolutely essential to
the harmony and co-operation of the teacher and the representatives of
his patrons.
There are then, it must be recollected, three different parties
connected with every establishment for education: the parents of the
scholars, the teacher, and the pupils themselves. Sometimes, as, for
example, in a common private school, the parents are not organized, and
whatever influence they exert they must exert in their individual
capacity. At other times, as in a common district or town school, they
are by law organized, and the school committee chosen for this purpose
are their legal representatives. In other instances, a board of trustees
are constituted by the appointment of the founders of the institution,
or by the Legislature of a state, to whom is committed the oversight of
its concerns, and who are consequently the representatives of the
founders and patrons of the school.
There are differences between these various modes of organization which
I shall not now stop to examine, as it will be sufficiently correct for
my purpose to consider them all as only various ways of organizing the
_employers_ in the contract by which the teacher is employed.
Pages:
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334