Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1900-05-09

c Correspondence.
Maine School system.

BLUEHILL, May 2, 1900.
To the Editor Of The American:
A short time ago ! read in THE AMERI-
CAN an article on the school question
headed another View OF IT.. 1t was In
favor OF the new system, and was from
. BluehiIl correspondent. II unanswered,
it might be regarded ~ representing the
prevailing sentiment here on this ques-
tion, therefore write to say that the SEN
timent In this town on the school ques-
tiou is divided. Some favor the new sys-
tenn and some are opposed to 1t. Others
say that while they are not opposed to 1t
they fail to ses good results from 1t, such
% to warrant them In declaring emphsti-
caily In favor Of It,; and while they may
not be In favor OF return to the old sys-
TEN for several reasons-one OF which IL
that they regard the frequent changing Of
the school law - bad poiicy-still they GER
tainly are not satisfied with the present
school law As . whole. Especially il this
which discontinues small schools; for
pubic sentiment in this town Is not In
favor OF closing schools where the closing
OF such would require the conveyance Of
pupils to other schools. The majority OF
the people here, for several reasons, are
opposed to the plan of conveying young
children to and from school.
To this law there Is one redeeming
feature, which 10 that to towns Is reserved
the right to continue schools without
the action Of which they would be dis
continued. This renders the law inopera-
tive and ineffective. and therefore removes,
in = measure, the objection there other
wise would be to 1t. In many cases, by
the act OF towns, schools are continued
Which, without such action would have
been discontinued, to the great inconven-
fence and dissat isfaction OF all directly
concerned, and many of these cases
would doubtless serve as evidence that
the law has failed of its design. at least
with reference to such particular cases.
In regard to graded schools, common
observation and practical experience with
US have failed to prove that they are very
far ahead of ungraded schools. For
example, we have in our academy pupils,
part of " hom received their preparatory
training in graded schools and part In
ungraded schools, and the rank OF
scholarship of those from ungraded
from graded schools.
This little testimony about one school is
not given with the intention OF making an
argument against graded schools, but II
the same be true of other high schools
and academies IL serves as evidence to
confirm the belief common 10 many tina,
ungraded schools are not n failure that
they may be very profitable schools, aud
that they still have and should continue
to have place in our school system. II
the adoption OF the graded system means
in short time the turning down OF all
the little, ungraded district schools and
the transporting OF scholars to larger
schools, then any measure intended to
force such system en- all towns in the
State should meet with strenuous oppo-
sition. Such a system in small towns
would be more expensive, announcement
and unsatisfactory than the present sys-
TEN, and would not materially improve
the condition of our schools.
Every change in the school law which
is Objectionable, has tendency to lessen
the general interest In schools on the part
OF the people in general, therefore it is
my opinion that fewer changes and a
deeper interest in school work on the
part Of all concerned would improve our
schools very much. By "all concerned"
Is meant teachers, school officers, schoI-
ars, parents and the public in general,
for every body has reason to feel gener-
al interest in schools. also believe that
our schools are not in as bad condition
as represented by some, and il all inter
ested would cteerfuliy accept the present
situation aud work together for the gem
eral good OF the scholars, good results
would soon follow our efforts.
q