Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1913-10-15

'as rosas and good country schools.
elements are concerned In the max
GOOD schools. II Is not possible to
= me best educational results unless the
ssas,siuss. for example, are suitably con-
800 and furnished and kept In sani-
~. wholesome condition.
49, IA schools are not likely to be found
.ss-, there is any degree Of carciessness
=. choice OF men and women who are
1--WE on committees. Again, good
'ssao,s will always follow an interested,
'~,nratnetic public sentiment, and poor
,rs likely to result when neighbor-
- chickering's are permitted TO disturb
-, prosress or where there 10 public in
-. relative TO their welfare.
while these and many other factors are
.,.rsut. in the making of schools, yet Ii
-, be acknowledged that the one most
'..nortsnt element in the making Of q
..se.,l il the teacher. Under the guidance
- direction OF . skiiifui teacher there
"a, he not only tho quality OF instruction
,.,u.nre the progress OF the children in
-, school work, but there will usually
..llos ths other elements that 20 to make
40 good school.
low 10 secure and to hold an efficient
,s.ehinr force is, therefore, one of the
,,,.,est problems OF the rural school
srx,sm OF Maine. There are approx
,.,.ly twenty five hundred oae-room
.,,rtrv schools In the State. Many other
s.nools located In very small villages
h,vs the essential CHARACTERISTICS OF
e,aptry schools. Probably not hess than
.osr thousand teachers are employed in
schools whose pupils represent Maine
rassl homes.
VIVA, are shs means Tor training these
,earhers 10 efficient. service and for making
,sem more effective after they have en-
ss,ea the school roomf The higher stand
ards promoted by progressive saparinten-
ssa.s and reinforced By public opinion
asvs eliminated practically all but gradu-
ssss Of high schools and academies from
sas,derati0n as teachers.
vita more than go Of these institutions
Ire TO any qualified youth Of the State,
;ssre "a ample opportunity for anyone TO
.ecaes that minimum Of education. First,
~ Professional training schools, there are
.ae sssts normal and training schools
Tss graduates Ut these institutions, IL Is
true, 20 in larger proportions TO the cities
and large towns, because OF tbs higher
sslarlss paid there. and because OF other
presumed, bat not proven, professional
advantages.
Kiss mistake, however, to assume that
10 normal graduates find their way into
country schools, since the reports OF
socal super,ntendents snow that several
haadrea normal graduates are perma-
nsully employed in country schools,
vaile @, sacu years graduating class a
considerable nuuJber enter the service Of
ecan,ry schools. In a few towns none
bal trained teachers are employed In any
sarAl schools. Special training courses in
academies, undee special sdbsidles from
iks Safe treasury, make annual contri-
eslioas 10 tbs rural teaching force.
By m.Ans OF form OF correspondence
work the normal seauois began last year
xasl 10 avail thsms ,lvvs OF their services.
Et.snsion lectures osiora groups of
is,ehsTs are another form OF aid availa BILE
ioeounlry teachers.
Each summer, special courses arranged
i7s ;be bsnei * OF country teachers are
sssssd in hs state simmer schools. This
par about avs - iared teachers took
hTaniagu % "a ss courses and will re-
TARA, better sldi yet, TO their schools in
ss9emoer. County Institutes, with en-
paasis on the problems OF rural teachers,
a's hsgd in several counties just prior TO
The opening OF the tall term. The
eTpense Of these is borne By the State.
fAess Institutes are az present expert
mental. Tney ~lIi, IL successful, be ex-
lsa I'D to ! Iclu ie ether counties.
Bat not alone 1. the State engaged in
promoting the efficiency OF rural teaching.
lac local training school, under the dis
ms supesiniendent, has In many locali-
Tics proven one OF the most powerful In
sIamsnts for making country schools bet
'ef' Indeed, the system OF district super
'A~'~M u HpnUiice1 one Oh Lnt Dcct hEShNtn7
We have in the forward movement for
coantry schools.
Finally, the betserment OF rural school
conditions, and especially the improvement
Of the rural teaching force, rests chiefly
via the people themselves. Good teach
ssAn be had for country schools-out
sAsy cannot be had except for adequate
aaries. Good teaching, like other good
'aings, costs money, but in the end
o0'hing is 80 expensive as poor teaching,
aoseysr cheap the money price.
ihe education OF a country child is OF
4aal Importance to that OF any other
'aud, and country people should insist
NAT the best teaching is not too good for
'as county school. There are, of course,
saestions OF ways and means. The State
helping in part, by its special funds, to
snswer these questions. Some towns are
saaressing themselves seriously to the
Problem and are already approaching the
'oation. The one paramount considera-
'on should be the welfare OF the child,