The Bennington evening banner. (Bennington, Vt.) 19??-1961, 1912-02-06
A Vermont Problem

There are two classes OF towns
and cities in Vermont, a few that are
increasing in population and over
two-thirds of them that have been
losing population for the past 80
years In the first class are found
good schools largely attended, town
and state pride, and a live spirit of
development and progress. In the
second class the reverse in conditions
is the rule. Several years ago the
people of the state became convinced
that the smaller and decadent towns
were unable to maintain suitable ed.
vocational facilities for themselves
and law was passed levying state
school tax and its division arranged
so the small towns should receive
much more money from the state
treasury than they paid into it. Bet
ter schools have resulted but in the
majority of towns 1t has failed to
bring about the establishment of
larger schools, to enthuse the schools
to develop town pride or arouse a
helpful and progressive spirit. The
schools continue small in charge OF
POVAiy paul AIeANutlog NlAnOul NOlli-
petition between the few scholars in
attendance and instead Of progressive
and enlivening institutions they re
semble the general spirit of decad-
ence and hopelessness that prevails
throughout the whole town.
These towns continue pensioners OF
the state and continue to lose popu-
lation and lose spirit and hope. The
state aid has not accomplished all
that is necessary to develop a spirit
of progNess.
A later law on the statute books
provides for the establishment OF
large central schools and the trans
portation of pupils to them. 1t pro
vides state aid for towns taking ad-
vantage of 1t and places the respon-
sibility on the towns themselves This
is a great improvement because II
encourages the establishment of lar
ger schools in the more progressive
sections of a township. 1t brings the
children out from the poorer and un-
progressive sections of the town and
places them in personal competition
with the children of the most progress.
sive sections and so arouses new &C
tivity and pride in school work. II
transforms the schools of the town
from isolated and dscouraging insti-
tutions into a real force for progress
When its value is seen pride is felt
in II and town loyalty follows be-
cause the town has an institution II
is proud of. Town loyalty develops
a spirit of responsibility to the towns
and awakens new effort for its devel.
opment. II must lead to better ap
probation of the town itself and pro
misses to lead to the retention Of a
greater proportion of its young peo-
pie than past methods have.
Every town that has consolidated
It's schools sufficiently to make large
progressive institutions is pleased
with the results and adheres to that
policy. Towns working out progress
sive methods within and for themsel
yes give better promise of real sue.
cess than those depending on a
state bounty. IL makes possible the
employment of more competent and
better paid teachers. Experience at
first appears because II requires few
err teachers, less expense for heating
and maintaining school buildings and
gives better returns for the money
expended.
The real problem before the state
Is how to induce a larger proportion
OF the small towns to establish cen
trail schools and maintain them. II
we wait for the towns to take the In
itiative as we have in the past the
change will be too slow II the state
should pass a law allowing state aid
for schools of 10 or more pupils II
would hasten the transformation Of
Vermont schools from small decadonl
institutions into live and progressive
educational institutions. IL would
distribute the spirit OF progress, pride
and loyalty over a larger proportion
OF Vermont's territory and aid In
state development The time has
come for a decisive step In this mat
ter.-St Johnsbury Caledonian.