The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1892-01-01

| NASAA oAAS P1NoCllU dllluCuCc VI
all educational resources and facilities.
that love of learning, and hunger for
knowledge, which sent the sons and the
| grandsons OF the men who first broke
the stubborn soil of Maine miles away
| through the woods for few terms at the
distant academy, and which enabled
them to accomplish so much with oppor-
tunlues and advantages so meagre: in
the midst of the uniformity of process.
and elaborate methods, and almost per-
feet finish of the product of modern
SCHOOLS, to give as free range as the old
schools did to the movement of indi-
vldual popularity and capacity, to loose
from the common standard those to
whom it should not apply,-not fret
them by an unequal yoke; not hurry
too much those whose natural pace Is
slow and who by and by may be all the
stronger for that, nor on the other hand
tetter nor impede the steps of genius,
nor put Pegasus in pound as an estray,
after the manner of the wise men of the
village IN Longfellow's poem it is easy
TO suggest problems like these which life
after life may be expended in working
out to their true solution.
Here whatever affects the interests of
the schools, or their usefulness for the
future, in little things and in large. may
be freely discussed. From this centre Of
educational influence for the State, may
the light stream through all its borders.
President Sampson replied appropri-
ately to the address, and then introduced
Miss Louise M. Callahan of Lewiston.
Miss Callahan recited the poem, "How
Salvador Won" Pedagogues are sup
posed to frown upon horse racing; but
we suspect that not few of those who
heard Miss Callahan's spirited and really
excellent rendering of that piece will
take an early opportunity to see race.
A. w. Edson's Address.
The second address of the evening was
delivered by MI. A. w. Edison, of Wor-
cester, agent of the Massachusetts, State
Board of Education. His subject was
the improvement of our public school
system. He favors the substitution of
the town for the district system, better
school houses with better appliances,
employment of trained teachers, skilled
supervision, especially in the country
schools and a better adaptation of the
school to the needs of the child so that
all the faculties of the mind may be de-
veloped tremendously. The kinder
garten and the teaching of drawing,
music, cooking, manual work, etc., are
commended in this connection. Mr..
Edison then proceeded to describe
THE THREE FACTORS
of greatest importance in the manage
ment of schools:
1.-THE three factors that control the man.
agement of the schools and are thus re-
| sponsible for their condition, are the peo-
pie, the school committee and the teach
ers. Upon each in large measure de-
ponds their future progress. The public
pulse should be quickened. The people
should know from personal observation
what the schools are doing and then their
criticisms if offered will be well founded
and valuable. The people should visit
the schools frequently and during regu-
lar school hours. These visits will prove
an inspiration to the pupils, an encour-
agement to the good teacher, and a spur
to the poor teacher. They should ex-
anime into all differences between pupils
and teachers and support the teacher in
proper management Critical comment
of the teacher by parents is always dis
astrous to pupils. They should insist
upon promptness and regularity on the
part of their children, if they expect good
work. They should thoroughly agitate
all public school questions. A measure
SO vital, so personal, so well founded on
broad and statesmanlike principles, so
necessary to the intellectual and moral
welfare of the people, will always bear
tho o1ocnct inv clo
criticism. Like diamond it will shine
all the brighter for the rubbing. They
should approve a liberal appropriation
for the support of the schools. There
are some things which do more than a
low tax rate to make place attractive
to settlers and investors, chief among
which are good schools. They should
see that all school interests are kept free
from politics. When party faction en-
ters into school questions, an unbiased
judgment is out of the question.
THE SCHOOL COMMITTEE.
They should select the very best men
and women for members of the school
committee; men and women who appre-
ciate the difference between a good and
poor school; who are willing to make
great sacrifices for the good of the
schools, who have good stiff backbone
which will enable them to do the right
thing irrespective of personal and politi-
cal influences. A school committee has
more to do in shaping the present and
future life of any place than all the other
town officers combined. Ladies should
be represented on every school commit
tee. Again, the people should demand
skilled supervision. This means that at
the head of the school system in any
town or city, there shall be an expert
critic teacher, deep student of the sci
ence and art of teaching, one who under
stands thoroughly the principles involved
in good teaching and can detect, at
glance, when any of these principles are
being violated. Such man can do in
finitely more for the schools in training
teachers, than can any committee indi-
vidually or collectively.
The second factor in advancing the
school interests is the school committee.
In this body is vested by law the whole
management of the schools. 1t is their
business to see that suitable buildings
are provided, properly heated, lighted
and ventilated, with special attention
given to the sanitary arrangements, and
] to see that an abundant SIlnn1v of uOod