Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1908-02-14
maine SCHOOLS,
First Annual Report Of
State Supt. Smith.
State Has 4602 Schools and
131,671PupI|s In Attendance.
Discussion Of the Needs of the
Rural Schools.

|
tendent of public schools. was fiji ID
with the Governor and Council Thurs
day
| Ihe report says in part:
1t would be difficult to overestimate
the Importance of the position held by
the rural school in the educational
| system of Maine. This Importance
is clearly indicated by the fact that
of our entire public school enrolment
nearly one-half is to be found in the
| country schools
Much has been done in the past
| decade to draw the attention of the
| people to rural school needs and con-
ditionS and to increase the interest in
them. 1t is Of supreme Importance
| that this class Of schools continue to
| hold leading position In the minds
of our people and in the study and at
tcntion they will give to Improvement
of all educational conditions. The
country school should not be a close
| imitation of other schools.
In the schools of large towns ana
| cities peculiar problems of adminstra-
| ton are encountered These arise
| from the necessity of dealing with
| large numbers of children and with
| conditions that are, to some extent,
artificial.
Some of the methods employed in
city schools may possibly be adapted
| to rural school conditions, but it is a
mistake to accept the city school as a
| pattern for the rural school to copy.
The latter presents its own pecu!iari-
! ties and individuality. 1t should be
neither superior nor inferior to any
! other kind Of school 1t should be
treated as a distinct type. Its special
needs should receive attention and it
should be made the most effective in
strument in its own peculiar field. 1t
| is entitled to ali the careful study that
is given to other classes of schools,
but it will be worthic. OF respect for
being itself, rather than Il weak imita-
! ton of q city school.
Perhaps the relation between the
country school and the community is
closer than in the case of any other
class Of schools. 1t stands often as
the only local public institution.
| Where there is no local church. few
| amusements, no public library. no
local organization of any kind. it is
natural that the country community
should look to its school to meet some
of the needs supplied 10 villages and
towns by these other agencies.
1t is highly desirable that the
| country schoolhouse be used as a
center of educational interest for the
adult as well as for the youthful por-
ton Of the population it serves. Public
meetings of various kinds. simple
entertainments, lyceums and debating
clubs help to dignity the school by
making it more useful. The use of the
| country school, as q distributing
| center for a branch of the town
! library, or for one of the travelling
libraries provided by the State, serves
TO give it a new Importance as local
institution.
1t is often noticed that. in the
small community the daily life of The
school is more frequently a subject
| of conversation than is the case in the
| community where a larger variety of
outside interests divides the attention
of the people. Whether this reacts 20
| the advantages of the school depends
upon the spirit of the conversation.
Constant carping and criticising. even
| of n mild variety and without a
positively hostile intent, cannot fail in
the end to injure the efficiency and
influence Of the school.
There is, however. no greater source
| of strength to the teacher. nor of in
SEPARATION to the pupil, than the kindly
words spoken of the school in the
home. This vital radiation between
the school and the community should
be recognized by the teacher. the
| I'D fl,o oft NY,air of VI
should be united to strengthen it and
| make it effective for mutual improve
| ment.
| Much discussion has been given to
the question as to whether it is adj
visabe for the country school to at
tempt to follow a definite course of
study. Much of the uncertainty on
this point has been caused by the at
tempt to follow a course of study in
the same manner it would be followed
in a closely graded school system.
Much loss has come to the country
school because it has not had the
benefit Of the close supervision that
has been available for the schools Of
cities and large towns
The frequent changing of teachers,
| the lack of definite courses and plans,
the waste in supplies and text books
are among the factors that reflect the
inadequate supervision of rural
| schools.
There should be placed behind them
! the same strength of authority that
has been found useful to others.
They are entitled to the same watchful
scrutiny, careful guidance and expert
direction that have been found essen
tial to Improvement in other business
and professional lines. They should
be often visited that the work of both
teacher and pupil may receive intelii-
gent criticism and encouragement.
| These things are not usually posi-
BILE under a system of supervision that