Year: 1874

amount expended for school buildings and
Free high schools. OF this sum towns have
directly contributed $G25,619, and tho. State
1914 ,91S. Ii to this sum should be added the
annual expenditures for school buildings, Free
High Schools, Normal Schools, and College
Of Agriculture and Mechanic Arts, and the
public and private expenditures for those
Academies, Seminaries and higher institutions
of learning which supplement our educational
| system and confer such lasting benefits on the
| State, there can be little doubt that the
amount would reach a million and a half dol
/ lars. SO large an annual expenditure on the
part of the people, is conclusive answer to
the suggestion that the people are losing their
interest in our free schools. To our credit as
State, let it be said, never before was there
so general interest in education; never before
so almost universal willingness to make the
largest sacrifices, in order that our children
may have the inestimable blessings of intel
lectual culture. All that the people of Maine
ask is to be assured that their contributions
for so grand an end, are prudently and wisely
expended. To my mind, indeed, it seems
clear that the work on which our educators
may at present well unite their earnest efforts
is not so much to secure larger school reve-
nues-although these are essential in some
localties-as TO devise methods by which bet
| ter results may be obtained from the means
at our disposal. By this it should not be in
| ferred that there is not the closest economy in
school expenditures. For the most part,
there is tliis; and yet that policy which loses
sight Of the fact that good teacher is cheap
at any price, and poor instructor dear even
If his services are gratutous, is not true econ
omy, but waste.


NORMAL Schools.


1t is in this direction that our two Normal
Schools are comforting lasting benefits upon
the public schools of this State. Recognizing
the truth that the highest success as teacher
requires not only natural aptitude, but also,
like other professions, special preparation
and training, the State has wisely established
and maintains these institutions as part of
its educational system. Probably no money
expended in educational directions, yields larg-
ger returns. The teachers who 60 forth from
Pennington and Castine, not only impress
themselves on the schools over which they
are called to preside, but also make their in
tluence felt for good over many other instruc-
tors with whom they come in contact No
one who has watched the progress of our COM
mon schools for the past decade, can have
failed to discover striking improvement in
methods of instruction, coming largely from





ever appropriations are required to maintain
their high standard and excellence, and in
crease their means of usefulness, should be
made; and made, too, in the interest of the
wisest economy. 1t should not be forgotten
that special necessity for increasing the ef-
ficiency of our common school system, has
arisen from the fact that the intense activity
pervading modern American life, is seriously
abridging the time within which our public
schools must do their work, by Withdrawing
our youth from them at least five years ear
lier than formerly; while at the same time it
is necessitating broader culture.


SCHOOL SUPERVISION.


Next to skilful instruction, nothing is
more essential to the highest efficiency of our
public schools, than careful, intelligent and
we'll sustained inspection and supervision.
Excellent as is the work of most of our school
committees, yet it is not to be expected that
men engaged in other pursuits, can spare the
time requisite to keep abreast of the progress
sive educational movements of the times and
thus be able to suggest Improvements in the
work of the teachers under their charge, and
inspire in them that professional pride and
ambition which is so essential to success. As
it is physically impossible for the State Su-
perintendent to personally and effectively
reach the several towns and town committees,
sooner or later it will be found necessary to
establish some form of intermediate supervi-
sion, through which the State Superintendent
may impress on them the results of his obser-
walton and experience, and secure a uniform
system that will cover the examination and
certitication of teachers, rs well as the most
effective inspection of schools. In view Of
the fact that time and means will be required
to perfect and extend the Free High School
system, SO that its advantages may be felt by
every town, do not recommend that any leg
islative steps De taken at present to secure a
more effective inspection of the common
schools, but trust that the subject may con-
tinue to receive that public consideration
which its Importance may demand.


THE DISTRICT system.


While it is generally conceded by the most
experienced educators that the District system
is in the way of the highest efficiency in the
public schools, yet, in view of the strong hold
which it has on the public mind, it would be
unwise for legislation to 60 further at present
than it has already gone in simply authorizing
towns to abolish the system and manage the
schools as a unit. Many towns have already
done this, and in every case with satisfactory
results. BY this change better teachers have
been secured, the smaller districts have had
the same length of school as the more densely
pupuldteu flIldSe CeutTcs, less ullUCullles nave
been encountered, and more effective inspec-
ton had. For the present, however, these
are considerations that must be addressed to
the citizens of the several towns, rather than
to the law makers.


OBLIGATcRY ATTENDANCE.


Notwithstanding the large expenditures 20
maintain free schools in sufficient number to
secure to every child such elementary educa-
ton and training as all alike will need for the
common duties and the ordinary pursuits of
life, yet the last census makes the startling
announcement that there are 1886 persons
in this State, above ten years Of age, who can
not read or write. Our State pride may be
somewhat satisfied by the consideration that
large portion of this army of illiterates are
immigrants; yet we cannot lose sight of the
fact that they and their children are now
part of our people, and that their education
into American ideas and duties, has become
doubly essential. But the evils of .truancy
and absenteeism from our common schools are
by no means confined to the children of for
eign born parents. Poverty may have some
thing to do with the development of these
dangerous evils, and thoughtlessness and av-
arice more; but both of these causes united
have not had half so much to do with it as in