Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1862-04-18
Miseellamtnus.
Report of the Supervisor of
Schools of tho Town of Els
worth for the year 1852.

worth for the year 1852.
Mr.. Moderator and Felloto ToIensmen.
1t is made by statute the duty of the
Supervisor oil schools, to lay before the
Town, at its annual meeting, y report OF
the state of the schools
l proceed to the discharge of that
duty.
There was a general feeling throughout
the town, so far as | could learn, that
there should be some change made in re-
gard to the management of the schools.
There was the feeling, that deeper in
terest ought to be awakened that the
schools should reap a greater benefit from
the outlay of money that the teachers
should be urged to recognize their respon-
sibilities as teachers, more fully, than
they had done that they should have the
aid and cooperation, derived from the
frequent visits vi those having the charge
of the schools that there should be more
time devoted to the scho Is in looking a.
ter their interests, than had been IN the
past.
To effect this purpose, YOU chose, at
your last annual meeting a supervisor ln-
stead of Committee Of three
Before entering upon the duties Of that
Office, | visited somc Of the best reg gt.atei
schools in this State anl also III Mas,
conversed with several Supervisors AMI
with teachers who had given mech time
and attention to the management oi
schools, and the best modes OF usstfaet!on,
the best way to eluclte the young
| persued this course that | mi zIt be
better prepared, than | could otherwise,
to benctit your schools.
The first thing to be done, on entering
upon the duties of Supervisor, wa, 10 be.
come acquainted, as taily a possible, with
the condition of the schools with the
system of studies with the mode Of
taking up and pursuing the various
branches taught; with the mode, Of in
struction; with the order and regulation
of the schools.
If we would benefit the schools, and
raise them to a higher srade, il wc would
give them greater efficiency, it is not nee
essary to dwell only on the ex-elIeneles
which they now possess, but to poiat out
some of the defects, aud show how they
can be removed, aud then, as far as poasl-
bic, apply the means. earnestly and faith
fally ia removing these defects
1t is, however, 4 much more pleasant
task to speak of excelencics than OF dc.
feats. And should we conine our re-
marks to the excelencies OF the system
Of Common Schools, 10 the benefits, the
utility, the bearing aud the relation, OF
tae system to our children, to the rising
generation, to the State and to the Nation
We should fui ample room for aa hours
report.
But, while il should be admitted that
there are many excelleucies. the fact should
not be overlooked that there are defects
which, most seriously and detrimentally,
effect the practical working Of the school
system in this town aud it should not
be denied that these excelencies may be
increased, aud the defects decreased, aud
in great measure, removed.
And | know Of no better way to effect
this object, than to point cut some, at
least, of these defects and show, il posi-
bic, how they eau be removed.
Permit me, therefore, to state to you
some of those defects which should be re-
rsoyed. and which have labored to re-
Snoye. as far as possible, in the short
Detiod Of one year. In what have to
say on this subject do not wish to be
understood in any way, as iault-hndns'
or as laying the blame on any body, or as
,censuring any enc Ny object IS to seek
the highest good of all interested in the
schools.
The FIRST defect, to which l would c..l
your attention, is the ALMOST or total want
of order and regulation, in taking up and
pursuing the branches. usually taught IN
our schools.
As general thing. the scholars do not
take up the different branches of study,
early enough ia hfe,-it they ever do
for their own benefit. In many cases,
they DO not have any study, except read
ing and spelling. until they are ten, twelve.
or even fourteen years old; aud then they
may take up some other branch, as it may
happen. One scholar may take up one
branch. another may take up another
branch one arithmetic, another geogra-
ply. and still another grammar; one
takes up bis branch at one term, another.
his at another, and so ON through the
school by this process, class may
commence at first in reading and spelling,
of FIVE. ten or fifteen, and then be broken
into as many classes. almost as there are
scholars.
The evils of this course are the fruitful
source OF great part of the difficulties
to the success of our schools. They are
too numerous to mention. They effect.
most unfayorahlv, the nractical WORKING