The Barre daily times. (Barre, Vt.) 1897-1959, 1921-06-04
Vary MONOTONY
OF SCHOOL WORK
Commissioner Dempsey Also Suggests
Speeding UP of School Machin-
cry and Frightening of
Surroundings.

As a result of a tour visiting repre-
sentative rural schools in Vermont
during the last two weeks, the fol-
lowing suggestions concerning their OPP
GRAFTON are offered by Commissioners OF
Education C. II. Dempsey:
/. The teacher should not only en-
deavor in every possible way to plan
the regular work according to a fixed
course of study for each grade, but
she should also endeavor to enrich the
lessons given in reading, history, geog'
raphy, English composition, current
events and arithmetic by bringing in
supplementary information.
A striking characteristic of many
rural schools is the monotony of their
p--->rams and the consequent lifeless-
ness of the days work. These should
be remedied in every possible way, es-
pecially because of the few opportu
mites that many rural children have
for education, culture and other desir-
able things.
2. There is tendency in rural
schools for work to settle into slow
and passive character rather than de-
velop into an alert, active occupation.
This evidences itself in a low, monot
onous tone of voice in reading and
recitation, in slowness of response TO
questions, and in lack of Initiative
and eagerness. There is often marked
tendency on the part of children to
content themselves with the study of
assigned lessons.
Education is not merely acquisition
of facts and their reproduction, but it
is more largely the development of APP
plication of knowledge and of self ac'
tivity, and constant effort must be
made by the teacher \, avoid lifeless.
ness and to develop vigor, energy and
positive qualities. Reading and recita-
tions should be characterized by clear,
sufficiently loud and positive tone OF
voice. Self confidence should be devel-
oped in every way.
Oftentimes a lack of confidence is
evidenced by Rotations given in a
questioning voice with rising infection
at the end of sentences, indicating an
uncertainty on the part of the pupil.
This should be corrected constantly I'M
til scholars form the habit of reciting
in definitely positive manenr.
3. The life of the rural schools
should be varied by developing special
activities, such as games and sports,
special assignments of Rotations,
readings, reports on current events,
reading of selected books by teacher
and upper grade pupils, exercises to
which parents are invited, and the
like. The school Should be made as
much as possible center of vital in
terest in the community.
A. Constant efforts should be made
by superintendent, teachers and school
directors to improve school property by
repairs, painting, cleaning and other
needed work. A poor or dilapidated
school has a harmful and not an edu-
cative effect upon the children. 1t tends
toward shiftlessness and inefficiency
and reacts upon the community. The
schoolhouse, grounds and equipment
should be a positive, helpful influence
and an excellent model, not an estab-
lishment for which the community
must apologize.
Children react TO their surroundings
and unconsciously estimate the charac-
ter of their town and the value OF edu-
cation by the opportunities and adj
vantages furnished them.