The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1892-11-02
The Town System.


ton and our retiring governor recommend
the adoption of the town system of schools.
The teachers, viewing the subject from the |
standpoint of professional experience, have |
in recent years been practically unanimous |
in its favor. Now their judgment is rein
forced by that of Governor Page, who, dur
ing the past two years, has brought to this |
subject the careful thought and sound prac-
tical sense that have distinguished him as a
business man. This subject has not received |
that general and careful discussion that its
importance demands. What are the distin
gushing features and the chief benefits OF
the town system of schOolsy 1t is not with
the expectation of adequately answering
these queries, but with the hope of promoting
early Investigation of the subject that this
letter is written. First, the town system,
placing educational expenses on the same
basis as other town charges, will establish
an equal tax rate for every citizen in town.
Is this fair, is it right, is il eXpedient? III
not, why not? The town is the natural unit
of organization, and is there any reason
whatever why the principle of equal taxa
tion which is adopted in other matters--n
making roads and bridges-should not be
used in educating the children of the people?
The statistics presented by the last able re-
port of the state superintendent showed
that while some districts were raising
school tax which was almost confscation
of property, other districts in the same town
were supporting schools almost solely from
the public money. An attempt was made
in the school law of 1888 to obviate in some
degree this palpable injustice. Repeal
this malleshiit, this lame apology for in
justice, and enact justice. Right wrongs no
man. and an equal tax rate for every man
in town is right.
The town system places the management
and responsibility of the schools in the
hands of town committee, or school board
of three or more persons, while the present
system rests the control in each district in a
single local committee. | am aware that
the present system is fortified by custom and
prejudice, that it appeals to the sentiment
OF local independence, and in theory seems
all right. III intelligent and well.regulated
communities it works fairly well, but unfor-
tunately there are some of our districts that
are not included in this definition. There
are districts-and not "a few-where there
is scarcely person resident therein who
has any adequate conception of the pur-
poSes needs and requirements of a good
school, or of the qualifications of a good
teacher. Yet each man must have his turn
as committee AS a result, there are too
many terms, and about every term things
are turned inside out, and upside down, and
this legalized anarchy is called the district
system. What misnomer! / might refer
to that sum of all villainies that snare for
the feet OF the unwary teacher, the district
quarrel, where the children OF neighbor b.
enter school with spirit of determined hos
Utility to the teacher of committee A. The
town system is not expected to usher in a
school millennium, but there is a strong pro-
ability that men of better Judgment and
larger experience will be elected as men,
bers of the school board; that they will serve
for longer time, and will become more
Interested and better acquainted with the
needs of the scholar and the qualifications
of the different teachers. AS a result, the
good teacher will be retained for longer
time, and be stimulated by the hope of pro-
motion Encourage and improve the teacher
and you improve the school, Who ever
knew district committee to visit the school?
The superintendent visits the schools, and
annually makes recommendations which are
annually disregarded. The school board
is likely to carry out its own ideas
Governor Fuller's experience as bust.
ness organizer naturally suggests the idea
of the consolidation of districts. / have the
assurance of State Superintendent Patter.
son of New Hampshirei that the adoption
of the town system in that state at once re.
suited in the consolidation of the weaker
districts, and in an increase in educational
prosperity throughout the state that was
immediate and continuous. Under like
conditions, why will not the same result fol
low in Vermont? This subject of education
is too important, too sacred, to be trifed
with during the haste of the closing hours
of a session. In its consideration, as cit
zens or legislators, we should disabuse our
selves of all narrow or selfish motives, have
the courage of our convictions, and raise
ourselves to that elevation and comprehen.
siveness of thought becoming the great work
entrusted to our care. Our educationa
system, above all, should be Just, fair, anC
equal to every citizen 1t should regarC
the future as well as the present, and keel
abreast of the best thought, and in toucl
with the most hopeful, yet attanable, pos
sibilites of the times. j. III. WALBRIDGE.
West Concord. October 49,