The Portland daily press., 1871-11-29
Maine Educational Association
SECOND DAY-MoRNING SESSION

On Nonlindtions-R. Woodbury., Earmingtor
j. ID. Hanson, Watervlle; Laura E. Hovey
Portland
On Teachers and Teachers Places-A. E. Chas
Portland; G. I. Fletcher, Castine; Thoma
Tash, Lewiston.
| G. b. Stetson of Auburn then read an inter
esting paper ON "What shall be taught in on
public schools" As this will be printed il
full in the PRESS at an early day, we omit
summary of it,
Discussions followed, participated in by Mel
son Dingley of Lewiston, and j. H. Hanson o.
Waterville, the latter contending that much Of
| the failure to understand studies arises from al
ignorance of the meaning of English words
and arguing in favor of giving more attention
to the study of language.
A brief recess followed, after which Miss
Laura E. Hovey read paper written by D. N.
| Hagar of Massachusetts, ON music in the com.
mon schools, claiming that it cultivated the in
| tellect, developed the moral qualities and i'm
proved the health.
Thomas Tash of Lewiston, spoke in favor of
more thorough supervision of schools, point
| ing out some OF the advantages which would
| arise from it,
The next subject was the best methods of
teach!ng drawing, and Rev. N. w. Il. Root of
this city presented an interesting and valuable
essay upon it, He discussed the advantages of
drawing, its practical use and its importance
rs a study In the common schools. He then
proceeded to suggest and to answer the obiec-
lions which would be likely to be made to it as
school study. Of all the methods employed
In teaching it, he considered Bartholomew s the
best
After the close of Mr. Roots essay some re-
marks were made upon the subject by Rev. E.
Z. Thwing
w. j. Corthell of Calais, then spoke on the
question of school supervision. He thought
our schools were controlled too much by men
whose personal business occupied nearly all
their time, and consequently left little or none
to inspect the schools under their charge, or to
nave an eye to the progress made by pupils in
them. Schools should be under the supervision
of persons who could give their entire time to
them, and see that the teachers employed were
competent He argued strongly in favor of
schools for training teachers, and said he had
learned from experience that teachers who came
from these schools were much better qualified
to instruct the lower grade schools than gradu-
ates OF high schools or colleges.
IN THE AFTERNOON
President Rounds first called attention to the
Educational Journal, stating it's present condi-
ton and urgent needs of support by fuller SUBJ
scription from the friends of education in the
ooapC. Dy iCqucSt3 IuI. ltICueT spoke IuIIner
directly to the teachers of the State, basing his
remarks upon which he considered their three
chief oblgations-1st, to the educational inter-
ests of the State, which it represents; I'd, to
their fellow teachers, and Sd, to themselves;
and promising that it would increase in value
with their support.
The President then announced he had receiy-
ed letter from President Chamberlain, of Bow
doin College, stating his inability to be present,
and hearty cooperative feelings in their work.
The subject for discussion, 'sPublic School
Revenue was given, and the opening was
made by State Superintendent Warren John
son. That gentleman did not feel that the SUBJ
ject of Public School Revenue came strictly be-
fore teachers conventions still it concerned
them. The Legislature issues its mandate-let
there be education, and then provides for it.
The teachers are interested in its provisions and
the question belongs to them as such and as cit
izens. He would indicate the present method
of paying for schools, its inefficiency, its in
equality and the remedy Not more than one
person in hundred understands how the means
are raised; 1st, by local revenue; 3D. State funds
derived by sale of State lands); Sd, town or
city taxation on property. By the third form
it is 81 per each inhabitant and $615, 900 were
divided in that way, portion of the State be-
ing exempted. Actually $75O,000 was raised,
which is more than required by law. The sum
is insufficient. With the exception of New
Hampshire, Maine pays less per scholar than
any Northern State. She stands lowest
in the Union in the length of her schools-not
baipo oh1a To ford 1onoar onos Hor taocbarc
are among the poorest paid. In comparison
California pays $50 per month, Nevada $157 per
month, for male teachers; the first $62 and the
second $107 for female teachers. Evidently
there is trouble somewhere. With all the efforts
we are making, by Normal Schools and other |
wise, we secure good teachers but they soon |
leave u.s. What is wanted is more money and |
the question is how shall we get it. 1t won't |
do to increase town OF city taxation. That is |
what is proposed, but to add 20c to the 81 would
be unjust. AS it is, Portland pays $33,000; her
is $27 000,0 000-making her school tax
one mill on the dollar of her wealth. Augusta
pays $4,000, with a valuation of $50OOOOO-be-
ing five mills. The town of jefferson pays
$4,000, valuation $4,000 OOO-being ten mills. Thus
the poorer the town the larger in proportion the
school tax.
The remedy:-As the State says educate, s
the State should bear the tax. 1t should be by
State tax on State valuation. The valuation is
$225, 100000 and one mill ON that would give
to schools $225,0OO. (The schools cost about
81 100000 per annum. By this mode of taxa
tion the State has many advantages. Among
them is ths:-we receive an income from own
ers of property who are outside our tax per in
habitant. This fund should be divided accor-
ding to average attendance This would be an
inducement to towns and thus accomplish what
is suggested by a compulsory law. The pres
ent tendency of parents in the country is to
work into the larger towns for the better educa-
ton of their children, and thus become con-
sumers instead of adding to the wealth of the
State by producing. The effort should be to
work out into the country. BY this fund and
the provision for its distribution the share
would be greater in proportion for the country
than for the cities, as in the former the average
attendance is greater 1t is said you are rails
ing the taxation. The proposition should be,
take off 20 cents from the dollar now assessed
when the mill goes to the school fund By so
doing you really gain $60,0O0. What is abso-
lutely required is tax of five mills on our
State valuation, but one mill at time should
be added till we receive for school purposes ST.
100000 or 81, 100000. This method the speaker
did not claim as a novelty, as other States had
pursued it with satisfaction for years. He then
presented his views for discussion.
Hon. James M. Stone, of Kennebunk, joined
in the discussion. He would indicate objec-
tions rather than argue the plan proposed. 1t
was desired to establish a school fund, but if
we could get at the end desired in any other
way perhaps it would be better. In his town
there were 2609 inhabitants, and they annually
raised $4,000 for their graded schools. The ex-
cess of what was required by the law indicated
their interest in the subject. 1t is said they
would have an additional amount of $3.50 to
raise. He did not know who would use that
and how it would be used if it went into State
fund. Why they now raised the extra sum was
their local pride If they were to have this adj
ditonal tax he desired it should go upon the
borders of the town where they look after it,
1t is to go were they have the largest average;
thus the town having the best educational at
mosphere would derive the extra benefit. Such
town will take care of its teachers, and the
teachers the scholars. 1t seemed to him to be
giving to those who have the least need. Furtll-
er he would not have County Supervisors sup
ported by such fund.- He wanted those gem
tlemen to feel that they had no fund behind
them. 1t was well they should feel that they
had to earn what they get-that their rela-
| tions should be with the people in such way
| that they were nearer the people and the peo-