The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1892-10-26
MisteIlanp.
About Schools and Teachers.
BY j. W. NEWTON.

Discussions of educational questions
are always in order. In this state they
are especially in order while the legis-
lature is in session. We hear it said
that our schools are behind the times.
Vermont has stood still while other
states have gone ahead in educational
matters. Wherein have other states
progressed? If you put this question
to well.informed men, they will give
you lists of improvements which will
contain the following advance steps
First and foremost will be the town
system of schools Next will be the
training of teachers. Third will come
skilled supervision. Then there will
be some other poirts-as free text.
books, the proper construction of school
buildings, etc.
Now, whatever objections there may
be to the town system of schools here
in Vermont, there are 80 maby advan-
tages connected with it that it is at
least worth the careful consideration of
every person who is interested in edu.
cation. There is just one trouble-dis-
lance from the central school-house or
houses. This is done away with in some
places by providing transportation for
the children living at a distance at pub.
lie expense. There are, it is said, some
hundreds of districts in the state having
from five to seven scholars, or even
fewer. If all such districts could be done
away with, it would be long step for
ward.
The next great lack in our school
system is that of trained teachers
AS we have far too many schools, We
consequently have too many teachers.
With multiplicity of teachers comes
inadequate preparation and meager
salaries. OF course it could not be ex-
pected that one who was to teach five or
six children would be able to expend
much time or money in the preparation
therefor; but when you have got rid of
one-half or three-fourths of your schools,
and consequently need only one-half or
three-fourths as many teachers, you can
pay those who are left much better and
can insist upon thorough preparation.
am not at all sure that it would be
best to carry consolidation of the schools
too far, or that it would be best to have
the country schools graded like city
schools. 1t might not be best to put a
normal graduate into every school in
the state, but all Of our teachers ought
10 have some special training for their
work. AS things are, taking the num-
Der of teachers we have, it would be
difficult to give them all thorough
trainings but, with one-fourth of the
number, training could be insisted on
and secured. Every teacher ought to
study the art of teaching or learn some
thing about it by carefully and thought
fully reading books aud periodicals de-
voted to this subject. have not space
in this article to enter iuto this further,
but hope to say more upon it at some
other time.
1t is not enough to have trained
teachers. The best teachers, and es-
pecially those who are young and in
experienced, need supervision. Skilled
supervision is one of the most power.
full and valuable factors of the new edu-
cation. A real supervisor is one who
aids, counsels, criticizes, encourages,
is in touch with the teachers, who
knows the teachers, knows the schools,
and knows what is best for each. How
to secure such supervision in this state
is question that may we'll puzzle our
wisest men; but it is one of the steps
in the progress of the schools of other
states. Here the benefit of the town
system shows itself again. With a
great number of small schools, adequate
supervision is impossible. With fewer
and larger schools and fewer teachers,
supervision may become efficient.