The Portland daily press., 1897-01-01
THE PUBLIC SCHOOLS.

Points from the Report of State Super-
intendent Stetson.
Interesting Investigations into the oondi-
ton of the Schools-Many | Things
Which Should Be tStet-
sons Ideas as to tho Ways and Means.
State Superintendent Stetson in his
annual report on the public schools OF
the State, refers again to the investi-
cations which attracted SO much atten-
ton in his report of last year.
In the new report, Supt. Stetson con-
tinues his figures and statements of the
condition of things, with recommends
tions that seem to him urgent and
proper. These new figures are compiled
from answers to series of questions sent
to each school superintendent in the
state, replies being received from practi-
cally every one Of them. A few of these
questions, bringing the most interesting
replies were: "What are the most en-
couraging things in your school" :" What
are the most discouragingg In
what way do the parents hinder the work
Of the schoolsp" In what way do the
churches interest themselves In schools?"
"Have the politicians of your towp ex-
erted helpful or harmful influence over
your Schools or in selection Of teachersf"
and care you in favor of law provid-
ing for state examination of teachers?"
All these questions. bear upoh important
issues of this school question as it exists
in Maine today.
To form an Intelligent opinion of the
answers returned, lit is necessary to know
that there are 51S superintendents in the
state, and 1900 tenchers employed during
any given term of school, and the aver
age length of school year ID 20 weeks
days.
The question concerning the influence
Of politicians upon schools is perhaps the
most upon peoples minds, at times, and
Ii was answered in the main that they
neither helped nor hfndered, though a
mum Der of replies indicated that they as
sisted in securing money for school pur
poses, AID in one or two instances that
they influenced the retaining or dismissal
of teachers to some degree.
Referring to the question of .sthe most
discouraging thing in the schools" the
answers were varied and pithy. Lack of
suitable buildings and grounds, the
apathy of parents toward schools and
teachers, criticisms of parents. the tender
age at which scholars leave school and
istlessness of pupils came in very gener-
ally for scoring.
The encouraging things were variously
enumerated as increased obedience and
desire to study" more rural pupils In
high schools, general demand for bet
ter teachers. willingness to provide
more money for schools, y "a realizing
sense of the fact that we are not up to
OATS, - s'fights'' (this from a minister
who is man of peace) and "a desire
from the children to be graduated.
s'In what way do the parents hinder
the work of the schoolsS" brought out
an almost universal answer: "By up
holding children in bad behavior" and
others, like these: "By finding fault
with the teacher before the children,
sby not getting acquainted with teacher
or the school," sby allowing the child
rem to lose sessions or days, by ignor-
ance of modern methods, s'by not
voting money for fres high school or
books, and giving s25 for repairs, "by
wanting children to 60 too fast" The
opposites of these answers will apply
equally to the question:: "How can par
ents help?" and to this clergyman an
swsred: "By keeping still till they
know that they don't knowi'
On the question of demanding state
examination from the teachers, there was
much division Of opinion, and Mr.. Stet-
son states that in a great measure the
opposition comes from ssuperintendents
who are teaching themselves, have rela-
tives who teach, or are OF limited educa-
ton.
Concerning the snperintendeDts them
selves, some interesting figures can be
given. Sixteen per cent Of them received
their education in common schools, anc
per cent never went to school; 65 pc
cent have been teachers, Clearing Be per-
cent Ewho have had no experience in
schoolrooms; only per cent give their
time to sulerintendence; 30 per cent of
them are farmers, 81 vrer aoeut teachers
and per cent housekeepers, the rest be-
ing distributed among professional and
laboring men. These superin tendents
report that 80 per cent OF the teachers of
the state are teaching without having
been examined b. them, and right here,
though perhaps having no connection
with the former statement it is well to
say that II per cent of the teachers of the
state are relatives of superintendsDts.
Mi. Stetson points out that until q
change can be made in the requirements
demanded from tie teachers, there must
of necessity be too many that cannot be
ranked as successful, to say the least
One superintendent reports that the
strong points Of his teachers are "oam-
paigning for schools and love of
money"
Mr. Stetson himself comments on the