The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1897-06-28

WASHINGTON. June 2T.-The report OF
'ne committee ca rural schools In the
United States appointed at the convention
OF The National Educational Association
in July. Iss5. has been completed and
viii be submitted az the next annual
gathering It IS one Of the most import
ant documents on school education that
has appeared since the promuigation OF
the report Of the committee of ten on
secondary education in this country a
couple of years ago.
The committee consists of Henry Sabin
Of Iowa; ID. l.. kiehle. of Minnesota 4.
X. Poland. of New York: C. {. Rounds
of New Hampshire: H. II. Phiiiipas of
Alabama s. r Black OF California w
5 Sutton. OF Texas: /. 4. Wolf. OF Mis-
souri,: United States Commissioner of Ed
ucation Harris. L. r. Evans. of Georgia:
and q. X. Skinner Of New York
ne report discusses the central school
problem in Respect TO school maintenance.
supervision. supply of teachers and in
struetion and discipline Each Of these
subjects was in charge Of sub-commif-
tee or three. their work being reviewed
by the entire committee
The report says that for purposes of
organization. maintenance or supervision,
nothing should be recognized as the unit
smaller than the township or the county
The school district is the most desirable
unit possible. Efgecting this change
wherever the district system prevails
would conduce TO effectiveness and sim
piicity of organizst ton. economy of The
funds, equalization of taxation and a sys-
tenn of supervision which would produce
better results
All the subcommittee favor the con-
solidation Of schools which are too small
to employ profitabiy the tine of one teach
er into larger schools. when practicable.
In order that better instruction may be
provided than is now possible Every
community should be induced to pay a
certain amount OF the support of its
schools as prerequisite for serving its
share of public money. a certain 1efnite
sum should be appropriated TO each school
out Of the state funds and the remainder
should be divided III accordance with some
fixed established rule. and discrimination
being made In favor Of the townships most
willing TO tax themselves
The committee recommends collecting
pupils from smaller schools into larger
and paying from the public funds for their
transportation. believing that in this way
better teachers can be provided more
rational methods adopted and at the same
time expenses of the schools can be ma
terially lessened There is tendency 10
fii the rural schools with unframed i'm
mature teachers. The establishment of
Instructors. with short courses. each year
Of which shall he complete in itself would
do much to remedy this evil. The extern
sion and adjustment of the courses and
the terms Of the state normal schools so
as to constitute continuous session
would enable them to combine more di-
rectly than now 10 the Improvement of
teachers % rural schools The rural
schools are suffering from the want of
official and intelligent supervision. In
every state some standard of qualitica-
ton, moral and intellectual. with some
amount OF actual experience. should be
demanded by law from those who aspire
10 fill the offices OF superintendent or
supervisor of schools
Good morals and good manners cnnsti-
tute an essential part OF an educational
equipment. The incubation OF patriot
ism. of respect for law and order. Of
whatever tends 10 make good citizen Is
or As much Importance in 2 small as IN a
large school. Regularity. plnctualty.
obedience, industry. self-conirol are as
necessary In the country as i'm city
schools Country school teachers need 70
call 70 their aid the beautiful things in
nature
some important recommendations are
made az to instruction and discipline. and
the evils Of attempting 70 grade rural
schools are set out az length
The feature Of social intercourse. the
stimulus which comes from meeting with
ones mate. has advantages which ought
not - re neglected
There Is embodied an interesting repor,
urging negro teachers for negro schools
II says the instruction and educational
advancement If The negro must he from
within and by the race Ieself ana not
solely through extraneous agencies. but
The intellectual end moral dependence of
the race must not be psrpet5lated The re-
sponS'hiiit3 q teaching his own race fur
niShes Incentives and means for race ,le-
walton. The conclusion of The report {s
that instinct II race identity renders I'M
possible the realization Of an idesi rpla-
ton between the white teacher and the
negro puuil.