Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1914-07-10

Castine, Me-, July 9.-(SpeciaD-Th
general topic of arithmetic in the ele-
mentary schools was discussed at this
mornings session of superintendent
or schools. Principal W. c. Mallett
of Pennington and Principal w. E.
Russell of Gorham were the leaders in
the discussion. Principal Malletts talk
dealing with the matter of economy of
time in teaching arithmetic and
Principal RusselPs suggesting some
topics commonly taught, which could
be eliminated from the arithmetic
course.
The principals of secondary schools
We're much interested in a discussion
by Professor Arthur J. Jones of the
University of Maine on the advisable
1ty of Offering practical extension
courses for secondary teachers In
speaking of the necessity of devising
some way by which secondary teach
ers might secure professional training
Professor Jones said that the statis-
tics for the past year show that, of the
teachers in our class A secondary
schools nearly % per cent of the
principals, exactly % per cent. of the
male assistants, and 43 per cent. of the
female assistants are not college
graduates; while about 10 per cent. OF
the principals, &c per cent. of the male
assistants and "a per cent of the fe-
male assistants have had no experience
in secondary school work. Further
than this, 40 per cent of our teachers
are new to their positions this year.
The value in dollars and cents of ad-
ditional preparation is clearly appar-
ent. Data for the present year shows
that one year of study beyond gradua-
ton from college counts in increased
salary, for women teachers, as much
as six years of experience, for men
teachers nearly as much as three years
of experience, and for all teachers as
much as ten years of experience.
In view of the present condition he
believed that some means must be de-
Vised for bringing to the teachers
while at work the opportunity for some
study along professional lines. Courses
so offered must be practical, compare
lively short and inexpensive, and must
give some tangible credit. The gem
eral plan here proposed is offered
merely as a basis for discussion and
as providing a possible frame work
upon which to build.
/. Secure from those connected with
the Departments Of Education in our
colleges. who are able and willing to
undertake such work, list of courses
which could be offered
.. Circulars describing these =cours-
es, with names of conductors and with
complete statements of conditions I'M
der which the work may be taken
Of \ 70
be prepared by the State Superinten-
dent and sent to all secondary teach
ers in the State.
g. Some local principal or teacher
will then take the matter up with
groups of teachers interested and or
ganiZe classes. They will choose the
course and conductor and the final
arrangements will then be made with
this conductor
4. These courses will consist of not
less than ter meetings, preferably
every other week and win represent
intensive study, comprising lectures,
outside reading. reviews and final ex-
aminations.
5. Credit for such work successful
ly completed would be given toward
the professional secondary certificate,
the amount of such credit to be deter
mined by the State superintendent. In
some cases college credit might also
be given. This would. of course, be
determined by the college concerned.
6. The expense of the courses
would be reduced to the lowest terms
compatible with efficient service.
I. In the larger cities enough teach
ers interested in such study could be
secured to form group. In smaller
places it would sometimes be possible
for teachers from surrounding schools
to meet at some central place for the
work.
Principal Verbeck of Parsonsfeld
Seminary outlined the value of the
agricultural course to the community.
At Parsonsfleld Seminary such a
course has been maintained for some
little time and Principal Verbeck
showed how great an interest had been
taken by the people of the town in the
work of the school.