Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1892-10-24
tween 1890 and 1s45 the districts were

/ sequences of such unlimited cOnUrOl
soon became apparent; and since the
latter date the changes have for the
most part been in the direction OF
town superintendence and control.
The school districts now handle and
control more than half of the school
money; but beyond this, as Superin-
tendent Palmer shows in his late re-
port, they have been deprived of
most of their powers. Under the ex-
listing laws the districts are not allow
ed to decide as to text books, or as to
the qualifications of teachers, or
whether teacher oughtto be dismiss
ed, or how a school should be graded
or regulated, or what sort of school
house is Suitable" or whether they
shall maintain any school at all.
We believe that the time has fully
come when the state should take one
step farther, which many states have
taken and which is needed to bring
our common schools up to the aver
age level Of the public schools. of the
Northern states = the step of giving
the town, which is the unit under our
syste m, the full control of the schools,
as it controls the roads and care of
the poor, and public buildings, and
O ther public business of the commun-
ity.
There has been some Improvement
in the schools during the past few
years The average school term has
been a little longer, and there have
been over 5000 more scholars in the
schools which have kept for rs or %
weeks. But the notifying facts are
not to be disguised that our state is
behind most Of the states in the mat
ter of it's public schools; but there is
a melancholy amount Of illiteracy
among our population; and that one
powerful reason why Vermonters en-
igrate from Vermont is that they can
find in other states better school ad-
vantages for their children.
What is The matter with our public
schools? If it were possible to put the
answer to this question into one word
it would be inequality quality in
the sizes of the districts; inequality in
taxation for school purposes; Unequal
ity in the distribution of the public
money; inequality in the qualification
of teachers an inequality in which
poor teachers far outnumber the
good. There are school districts with
only single scholar in them, each Of
which draws $50 from the state treas
ury-and makes money out Of its less
than an apology for school. There
are over 500 district schools-averag-
ing over two to town-of less than
twelve pupils each. These little dis
tricts can not procure good teachers
and the poor teacher makes the
poor school.
AS to our school tax law Superin-
tendent Palmer doubts 'twhether
there can be found in the civilized
world another tax law SO unjust in its
operation.'' The inequalities with
which his tables bristle can not be re-
produced here, but the rate per cent
of district taxes ranges from nothing
up to $50 per cent. In many towns
the tax rates in the districts which
pay most is ten times as great as in
those that pay least. We commend
the statistics on this subject in Mr..
Palmer's report to the careful atten-
ton of our legislators.
1t is, of course, impossible to secure
absolute equality in human affairs, but
such tremendous and outrageous inc
qualities can and should be avoided.
The simplest remedy for them is the
to wn syetem. This is no experiment.
It's value has been amply demonstrate
ed in Massachusetts and New Hamp
shire, and in towns in this state. No
town in which it has had fair trial has
gone back to the old system. No
state that has adopted it has regret
ted the change. Past experience has
shown that no halfway measure will
answer the purpose. The town sys-
tenn should be adopted by the state.
We are glad to learn that the House
committee on education will report
bill for that purpose. More than one
hundred thousand dollars is wasted
yearly in Vermont in sustaining sep
arate schools in little districts, which
ought to be virtually consolidated,
under the authority Of town school
board, which, having full responsible
ty, will deal fairly by both the thickly
and thinly settled localities. Under
this system we shall have better
teachers, better schools and more
equal taxation, and we shall get more
for the amount of school money raised
and expended. Enlightened public
spirit and the truest and best economy