Year: 1874

OF our national strength and purity. With a


continuance of the system, there can be


scarcely a doubt that within brief period


these schools will be established in most of


the towns of the State; and will give such an


impetus % our educational interests as moth


ing else could.


EDUCATIONAL EXPENDITURES.


Inc aggregate expenditure for the public


schools OF the State, during the past school


year mas been 81 ,596, exclusive of the


amount expended for school BUILDINGS and


expended for school buildings and Free biob


schools. OF this sum towns have directly


contributed $625, ,61S, and the State 1874 97S


If to this sum should be added the annual ex-


penditures. for school-huildings, Free High


Schools, Normal Schools, and College of Ag-


riculture and Mechanic Arts, and the public
| and private expenditures for those Acade-


mics, 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 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 inestimabe 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 cur 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
| locaiitles-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 this; and yet that policy which loses
sight of the fact that good teacner is CHEAP
at any price, and poor instructor dear even
II his services are gratuitOus, is not true econ
oiny, but waste.


NORMAL SCHOOLS.


1t is in this direction that our two Normal
Schools are conferring lasting benefits upon
the public schools of this State. Recogniz-
ing the truth that the highest success as
teacher requires not only natural aptitude,
but also, like other professions, special pre-
paratlon and training, the State has wisely
established aud maintains these institutions
as part OF its educational system. Proba-
bly, no money expended in educational direc-
tons, yields larger returns. The teachers
who go forth from FarmingtCn and Castipe.
not only impress themselves on the schools
over which they are called to preside, but al
so make their influence felt for good over
many other instructors with whom they come
in contact, No one who has watched the
progress OF our common SCHOOLS for the past
decade, can have failed to discover a striking
Improvement in methods of instruction. COM
ing largely from the influence of our normal
schools. Whatever appropriations are re-
quired 10 maintain their high standard and
excellence, and increase their means of use
funess, should be made; and made, too, in
the interest of thHwisest economy. 1t should
not be forgotten that special necessity tor
increasing the efficiency of our common
school system, has arisen from the fact that
the intense activity pervading modern Ameri-
can lite, is seriously abridging the time within
which our public schools must do their work.
bv withdrawing Onr youth from them at least
five years earlier than formerly; while at the
same time it is necesstating broader culture
SCHOOL SUPERVISION.


Next to skillful instruction, nothing is
more essential to the highest efficiency of our
public schools, than careful, intellinent and
well-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 Super
intendent 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 ;hch the State Superintendent
may impress on them the results of his OBJ
servation and experience, and secure a uni
form system that will cover the examination
and certlflcatlon OF teachers. as well as the
most effective inspection of schools In view
OF the fact that time and means will be re-
quired TO perfect and extend the Free High
School system, so that it's advantages NAV be
felt By every town, do not recommend that
anylegislatiue steps be taken at present to Sc
cure more effective inspection of the COM
mon schools, but trust that the subject NAV
continue 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 go further at present
than it has already gone in simply authoriz-
ing towns to abolish the system and manage
the schools as unit: Many towns have al



factory results. By this change better teach
ers have been secured, the smaller districts
have had the same length of school as the
more densely populated village centres, less
difficulties have been encountered. and more
effective inspection had. For the present,
however, these are considerations that must
be addressed to the citizens of the several
towns, rather than to the lawmakers.


OBLIGATORY ATTENDANCE


Notwithstanding the large expenditures to
maintain free schools in sufficient number to
secure to every child such elementary educa.
tion and training as all alike will need for the
common duties and the ordinary pursuits of
life, yet the last census makes the staatlng
announcement that there are 13, 1856 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
a large portion of this army of illiterates are
immigrants; yet we cannot lose sight of the
fact that they and their children are now a
part of our people, and that their education
iuto American ideas and duties, has become
doubly essential. But the evils of tuancv
and absenteeism from our common schools
are by no means confined to the children of
foreign born parents. Poverty may have
something to do with the development of
these dangerous evils, and thoughtlessness
and avarice more but both of these causes
|
it as intemperance and immortality. 1t must
be confessed that such is the indifference of
the public mind, or its aversion to interfer
ence with what is popularity thought to be
the right of parents to control their own chill
dren, the experience of other States with OBJ
lgatory statutes, has by no means been dn-
couraging. Even the Factory Act in this
State, which requires certain attendance at
school OF children who work in manufacture
ing establishments is a dead letter.


Compulsory laws, with strong central
government to enforce them, as in Prussia
have produced excellent results. But in
this country, where the execution of the laws
depends so much on public opinion, there
must be more earnest and general public
discussion of the subject, before we shall reap
much benefit from such legislation. The
right of the State to have every child edu-
Gated sufficiently to intelligenty discharge
his duties as citizen, and shield him against
the dangers of ignorance, is necessary to its
own safety. The child has the right to such
an education. The parent, indeed, has
fights, but he has duties also; and the en-
forcement of the duties which every parent
owes his child, cannot be an invasion of his
rin fc hnfc IL