Daily Kennebec journal., 1922-04-22
cities of its size and general char

acter.
The funds devoted to schools in
Augusta increased from 1914 to 1920
in about the same proportion as
those devoted to police and fire pro-
lection.
In its distribution Of school funds
for various purposes general con-
troll, instruction. operation, mainten-
ance, fixed charges, debt services,
auxiliary agencies and capital out
lay) Augusta conforms very closely
to the general average for small
cities throughout the country.
The per capita cost Of education in
Augusta is slightly less than the
average for cities Of the same size
in the country, but slightly larger
than the average for cities OF the
same size in Maine.
The cost per. pupil in average
daily attendance In. Augusta, is less
than the average for 45 cities
throughout the country. This is es-
| pecially true for the cost Of instruc-
tion.
In general, the financial manage
! ment of the Augusta schools has
been markedly efficient.
Proposed Reorganization Of the
School System
The survey staff very strongly
recommends the reorganization of
the school system of Augusta so as
to conform to the requirements of
the Three Three Plan" This
involves (a) as many six-grade ele-
mentary schools as are required by
the needs of the school population,
(b) junior high school for grades
seven, eight and nine, (c) and a SEN
ior high school for grades 10. IL and
II. Under other conditions than
those which exist, the survey staff
would recommend a combined jun
ior-senior high school housed in one
building or in separate but nearby
buildings. However. the present
building situation appears to necessi-
tate that the proposed junior high
school be located in different Sec
ton of the city from the present
Cony High school building, the latter
being utilized as senior high
school.
1t should be noted that the pro-
posed reorganization is not one
which involves primarily buildings
and grade adjustments. Those are
necessary changes. but necessary
| only because the real reorganization
of the educational materials and
| methods require them. Here it must
be kept in mind that the dominant
purposes involved are: (a), a more
gradual transition from practices
which are characteristic of elemen-
tary education to those which are
characteristic Of secondary educa-
ton, including gradual changes in
subject matter. methods, discipline,
and internal administration-pro
tion by subject, departmental in
struction, and the like; (b) the re-
duction of review work, the elimina-
| tion of relatively less useful mater
ials for those of greater worth, the
abolition Of Journalism. and other i'm
provements in subject matter and
method; (c) earlier and better pro-
vision for individual differences; (d)
provision for elements of a diagnostic
education which will permit the test
ing of capacities. interests and apti-
tudes: (e) the subordination of de-
ferred values, i. e., provisions such
as that the pupil will receive benefit
in proportion to the amount and
quality of his study and not find the
value of this years work dependent
on next years work: C) recognition
Of the fact that many pupils will not
be able to continue their education
through the full secondary school
course.
Is the Teaching Force Stable?
In any school system effective
education is vitally conditioned by
manifested in the teaching force.
Where the teaching force is relative
ly stable effective education is pos
sible. Where teachers are constant
~ changing it is impossible to pro-
vide for the effective organization of
education.
The facts indicate that the teach
ing force of the public schools of Au
gusta has not manifested that degree
of stability which is necessary for the
effective. conduct of those schools.
This is particularly true of the teach
ing force of the Cony High school.
where a constantly changing staffs
has precluded that continuity and
coordination of instruction essential
for effective education.
It is true, of course. that during
the war emergency and stability of
the teaching staff was seriously af-
fected in all parts of the country.
Those responsible for the conduct
of the public schools of Augusta are
not to be blamed for the Interference
which war conditions brought to edu-
cation. 1t is imperative. however,
that such conditions should not be
permitted to continue. 1t is of seri-
Gus importance that steps be taken
at once to insure greater stability in
the teaching force of the schools of
Augusta, especially in the Cony High
school. The remedy. of course, is for
the most part a financial one. to be
considered later in connection with
the problem of teachers salaries.
Are Well Educated and Well Trained
Teachers Employed?
AS body, the teachers in the pub
lie schools of Augusta are well
trained and we'll educated, according
to the usual standards and in COM
parison with the teachers of other
communities.