Windham County reformer. (Brattleboro, Vt.) 1901-1906, 1904-07-15
The Report Of the Principal.

. liltItltTt AHis hNNi'h Wa
your part.
The Report Of the Principal.
Principal IL. X. Whitaker in his re-
port mentions the interruption In the
work OF the high school which was
caused by the epidemic in November
and December. but adds that as much
as usual was accomplished by eX-
tending the term to a later date in
June. The average of the work done
| in the past year has been of an un-
usually high grade, and the demand
upon the high school for better gem
eral education increases every year
OF the "a graduates this year about
one third will enter college; of the "a
students from the local high school
who are in college excellent reports
are received. Continuing. Mr.. Whit-
aker says:
Almost one fourth of the pupils
graduated from the school in eight
years will complete college courses,
Nearly as many more have found
their way into teaching. OF the re-
mainder, no one at all acquainted with
the facts can say that they have sur
fered any loss or disadvantage from
the fact that the standards of the
school have been kept up. No work
eight years ago has been dropped.
The requirements upon the time and
strength of pupils have not been ex-
cessive. Several boys who have rank
ed high in their classes have been
able to support themselves In large
part, by working outside of school
hours Any student who Will give MS
work two or three hours careful study
every day outside of school hours can
keep a creditable place in his class,
In almost every instance of failure.
careful investigation shows that no
such amount of study is regularly Sc
cured. Spasmodie effort. an OCCASION
al afternoon or evening of study, is OF
little value. II cannot bring success.
| wish again TO emphasize the fact
that while so many Of our boys ana
girls are fitting for college. the inter-
ests of other students do not suffer.
on the contrary, the work of the
school is broader and more thorough
for this very reason. The fundament-
al purpose Of the high school, to se-
cure the best possible all around
training. is kept constantly in view.
There are some other facts con-
cernine our school which are not so
hopeful and encouraging as these |
have iust mentioned Notable among
them is the lack of intimate knowl-
edge of the methods and work OF the
school on the part of parents ana the
public generally. A single statement
win illustrate what ! mean. during
the past wear not six parents have
visited the school and no more thah
that have come TO the principal TO
make any Inquiry. Less than a dozen
ueople all told from within the dis
trict have taken any such steps TO be- I
come acquainted with actual condi- |
tions. | know people are very busy |
with many interests. but | can hardly |
conceive of any interest more import
ant than the training and education |
pf youth Teachers are possibly neg |
ligent of opportunities for establishing |
Intelligent relations between home ana |
school. Even this, however does not /
excuse someone else. Tnen thefe /
must be active home support and CO.
operation or the teachers efforts WIZ /
meet with no appropriate response
from pupils. No matter how hard
-eacber works. he can not hope to get /
corresponding effort from pupil in I
whose home there is indifference to
he school or ignorance of its purpose
md requirements. Nor can sure and
.eliable information concerning the
school be secured from pupils. With
he best intention in the world. and
most pupils are honest and well-dis-
posed. they can not furnish informa-
ion which affords a sure foundation
'or Judgment and criticism. The
,hild sees only in part and under
stands, at best, very imperfectly the
scope and purpose of school require
nents.
Two serious evils follow from such
lie l.YaT
community as in any other. The f1rst
md most dangerous one has already
,een indicated. 1t is the lack OF IN
elligent harmony between home and
chool. leading to lack of interest on
he part of the pupil, then TO neglect
4 duty. and finally to failure. only
n rare cases can the efforts OF teach
RS prevent the inevitable result. Inc
econd evil. less serious than the first
nly because its influence upon pupils
; less direct, is undiscerning and
asty criticism. That there are
aults in the school deserving severe
riticism no one seeks TO deny
,verage public comment, however,
oes not concern itself with
hese faults. but takes its start in. .iso-
tied facts. half stated, often wholly
and leads on to gen. |
raj condemnation. Intelligent and
ell directed criticism is most whole
ome and it is heartily welcomed by l
II teachers. But mere fault-finding,
MY slightly removed from scoldlng,
, not criticism and can result in
othing good 1t is a very easy mat |
,r TO find fault Any one can do /
lat. 1t usually takes a wise man to
orrect faults and mistakes, espec-
Iny if they be deep-rooted. Is IL TOO
luch to ask THAT patrons of the
,hool and the public generally, seek
borough information as to condl- !
ons and then that all join in a gen. =
,ous and hearty effort to find the :
est possible means of bettering :
lese conditions? i
There seems to be some disposition -
, bring UP again the question OF one =
. two sessions in the High school. IL Il
ould be well to have the matter :
fought out carefully and settled q
isely. There are unquestionably .,
so sides TO it; there are arguments i
II and against both systems. Ihese :,
lould be considered. The most prev :,
ent objections to the present sys-' a.
m. which was put into operation by q,
tie of the patrons of the school in :,
9S. seem to be four. E,
/. 1t involves too early breakfast fc
,urs. ii
3. II causes inconvenience in din n
II hours. B
4. Ii necessitates too long a time 3
tween breakfast and the second fo
cal of the day. 4,
4. II does not keep boys and girls p
nut up in the afternoon and so OFF .;
e street ,:
The first seems not a very effective W
lection in a community like ours, "
len nearly all men are at their
siness as soon as eight o'clock.
,ere are few homes in which the
Il. ,,rlnck school hour CAUSES an