Shoshone journal. [volume] (Shoshone, Idaho) 1884-1931, 1914-04-17
DUTIES OF BOARD
Of EDUCATION
COMMISSIONER SISSON COR
RECTS MISREPRESENTATION
CONCERNING WORK.

Dr. Edward O. Sisson, commissioner
of education, has issued a statement
for publication dealing with the policy
that has been adopted and that the
state board of education is attempting
TO carry out in this state The state
ment corrects some misrepresenta-
tions that have been made and clears
up matters that were not thoroughly
understood before. 1t is as follows:
MANY of our people are anxious for
some definite reforms in the educa-
tional system of the state and are
looking to the state board of educa-
tion for action in them latter. Some
have become little impatient in de-
lay and in one or two cases the press
b has given utterance to the feeling
generally in a rational and dignifed
manner. May l present brief outline
of the situation and policy of the
boaAd, so that the public may more
fully understand its procedure?
First, the board is loaded with
mass Of administrative duties former
ly shared by six separate and distinct
boards. The board is directly re-
sponsibIe for six state institutions, en-
rolling in the course of the year more
than 2000 young people. These insti-
tutions-eover the whole field of higher
and special education, and include al
so state wide work in agricultural eX-
tension, experiment and demonstra-
ton.
Important Work Outlined.
Some of the most important items
of the work are: The appointment of
teachers and other employees, of
~, IN oil Ice t114 J
200 in the six institutions the super
vision of purchases of supplies and
equipment; the inspection and appro- !
val of every voucher paid; the ad-
justment of educational and business
problems in the institutions. Each |
school has its peculiar problems,
which receive the attention first of a
committee and then, if necessary, of
the board.
Besides this the board exercises,
through the office of the state super
intendent, general supervision over
the wide field of the public schools.
dealing with the certification of all
teachers of the state, the framing of
the course of study, the adoption of
text books, approval of plans for
school buildings, etc.
Moreover, there are no precedents
to guide us; the whole plan is new,
and we are very busy finding the best
ways to proceed. The public should
not forget under the new administra-
ton the work of all the institutions
has moved along without a single SER
ious break, and with increased econ
omy and efficiency in a number of
lines. SO much cannot be said of sew
eral other states which have attempt
ed similar joint control.
Can Now Make Recommendations
Had the duties of the state board
of education been limited to an inves-
tigation of existing conditions and the
rectifying of such weaknesses as
might be found, it is altogether prob
able that the people of the state would
have already been in possession of
facts, but the dual duty of admins
tration and investigation has been
too burdensome to permit of earlier
conclusions as to possible reforms,
and the board is only now arriving at
the point where definite recommended
tions can safely be made.
with regard to presumed defects
in the present system, and the need
of reorganization, it must be remem-
bered that we are dealing with a sys-
TEN whichh is the growth of years, and
is rooted deep in the hearts and minds
of men; he would be rash indeed who
would lay hasty hands upon the
schools. The problem of the higher
institutions particularly is one of ex-
treme difficulty, owing to the fact
that peoples opinions vary with the
situation and in many
cases are passionate in their intensity.
Toward any particular institution you
will find among its adherents enthu-
siastic loyalty and among its oppo-
nents intense prejudice.
Meanwhile, an earnest study has
been made of the whole educational
situation in the state. The commits
sioner has completed preliminary
survey or reconnaissance of the edu-
cational situation, and will report to
the board at their next meeting in
April. With their authorization on a
bulletin will then be issued contain
ing the essential facts and such pro-
posals as can be definitely reached at
this time. The facts will set forth as
fully as possible the nature of our ed
ucational problem both with respect to
the higher institutions and the public
schools. Some remedies and improve
ments the board can itself effect, and
these it is dealing with as rapidly as
possible. In the larger matters the
board can only make proposals; en-
and the people,