Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1900-05-23
MAINE SCHOOL SYSTEM.
state superintendent w. W. Stetson
and His Work.
by n. a. Luce, late Superintendent Of State
schools,


schools,
Hon. w. W. Stetson, state superinten-
dent OF the public schools OF Maine, was
appointed to his position and entered up
on his duties in January, 1895. The work
which he found waiting him, and his
preparation and fitness for its doing, seem
almost to have been foreordered.
Mr.. Stetson was fortunately born of
sturdy Puritan stock, and inherited a
sound mind In sound body. lie drew
from his ancestry that intense energy, per-
sisteuce, and push which fitted him by
nature for the kind OF work he found to
do. Not less fortunate was he in being
bred. in his childhood and youth, In a
typical Maine rural community, and In
getting his early education In the rural
schools OF that community.
At fifteen years OF age he began teach
ing In the rural district schools OF his
time during winter terms, and during the
spring and fall further pursued his studies
in Monmouth academy. At the age OF
nineteen be went West. There he taught
again In the rural schools, was further
educated In western college, had experi-
ence In graded school-work, both as prin-
cipal and superintendent, and for W hile
taught in a normal school. He also did
WORK in county institutes.
In 1885 he returned to Maine, assumed
the principalsbip of the Webster school
in Auburn, and with 1t the superin-
tendency OF tho Auburn schools. This
two-fod position he held till called to the
state uperintendency. While holding 1t
he tonx prominent position among the
leading educators OF the State, was called
to aid TN the work OF the county educa-
tiohsi associations In almost every county,
md took prominent part in organizing
rnh conducting the experimental summer
schools Tor teachers held In 1893 i-5.
Thus, by virtue of heredity and train
ing, Mr.. Steison brought to his work Wig
orous health, marked enthusiasm aud
'ireiess energy, great capacity Tor sds-
tIued effort. with knowledge OF school
vrganization and management, quick in
sght into educational conditions AID
} eeds, aud foresight into methods Of
meeting them. large and ready fund OF
pedagogical laws aud facts, the power to
think clearly, connectedly. to right con-
illusions, and, witbal, terse, vigorous,
graphic, ready style OF expression in
speech aud writing, giving power to make
Others think with him and make h 8
thoughts their own.
II would seem more than mere coin
cidence that, while Mr. sielson was get
ting the preparation thus outlined, Others
had foreseen necessity for the work for
which his experiences were preparing
him, and had labored to make that work
ready for somebody's doing. 1t had long
been seen by educators that the rural
ungraded schools OF the State were In
unsystematic, superficial, inefficient. The
teachers doing that work were, the ma
jority OF them, known to be poorly fitted
IN scholarship, knowing little beyond the
textbooks used, and knowing that in
many cases imperfeetIy, wanting in skill
to impart what they knew, and working
without definite ends in view other than
the hearing OF more or less gibly- recited
lessons. Their supervision was irrespon-
u
annual change OF personnel, aud SO want
ing in continuity OF force aud purpose,
and inefficient because OF these character
istics.
Attempts at reform and improvements
in all these regards had been made. Ten
tative courses OF study had been outlined
for the rural schools TO bring their work
81 10 fEni.
and the adoption OF them had been urged
upon school committees; but when they
attempted to put them in force, con-
ditions growing out OF he district system
OF management made those attempts I'M
successful.
Agencies in the form OF county teach
ers meetings were organized to awaken
their teachers to the need OF better prep
aration and to give them somew hat OF
elementary knowledge of pedagogical
principles and met hods; but these, while
successful in reaching and affecting the
work OF the better OF these teachers,
tailed 10 reach and affect the work OF the
great body Of them; and here again con-
ditions growing out Of the district system
were largely accountable for this failure.
Nor were attempts 10 make supervision
more efficient any more successfully for its
inefheiency. was In larger part directly
que to that essential characteristic OF that
system by virtue OF " hich those whose
auty II was to plan and direct the work
OF the schools had little or no voice in
selecting the workers. While the district
system existed, therefore, the rural
schools could not be lifted into better
condition. To get this out OF the way, to
reorganize local supervision in such way