LIBRARY OF THE f *Jk ia .ov;?iff« JS63* DATE DUE 1 1 1 UNIVERSITY OF MASSACHUSETTS LIBRARY LB 1569 R8 ^ci^O Digitized by the Internet Archive in 2011 with funding from Boston Library Consortium IVIember Libraries http://www.archive.org/details/doyouknowfactssoOOwind PAITPHLETS ON RURAL SCHOOLS /Babcock, HI* B, Suggestions for garden v/ork in California schools oGockefair, E. A'^ The use of the score c.ird in rural schools, ^avis , J. practical training in negro rural schools ^Draper 3 A. S . Shall we have school super- vision in the rural districts? •^ Gates, p. T« The country school of to-morrow e James, G« C* Teaching of the elements of agriculture in the common schools g. Maofeat, M» Elementary agriculture and school gardening at Winthrop Ccillege, Rock Hill, S.C fip Fearing , S. Doing things in rural schools ^ Ohio rural school agricultural cluhs. Direction and report sheet for corn. Updegraf f , H» The improvement of the rural school ^"^^indsor County Y.M»C.A<., White River Junoton, Vt, Some conditions and needs among the rural schools of Windsor Courity (p Illinois, University bulletin. Consolidation of country schools, / Llassachusetta board of education bulletins 4 and 8 Agricaitural r^^oj^ct study 1918 " " " bibliography Do You Know the Facts? AUG 21 191-^ SOME CONDITIONS -^^^Si^' AND NEEDS AMONG THE RURAL SCHOOLS OF WINDSOR COUNTY VERMONT i ISSUED BY THE WINDSOR COUNTY Y. M. C. A. COMMITTEE HEADQUARTERS WHITE RIVER JUNCTION, VERMONT. THE WINDSOR COUNTY COMMITTEE OF THE YOUNG MEN'S CHRISTIAN ASSOCIATIONS (Incorporated) Intrusted with the supervision and extension of Town, Rural and Community Y. M. C. A. Work in Windsor County, Vermont. (See inside of back cover) Chairman, F. THOMAS KIDDER, M. D., Woodstock Vice-chairman, ROBERT F. MEECH, White River Junction Treasurer, FREDERICK P. CAMPBELL, Wilder Clerk, HARRY L. GALE, White River Junction HORACE C. PEASE, Hartford WALLACE BATCHELDER, Bethel ERNEST J. HEWITT, South Royalton ARTHUR B. WILDER, Woodstock JAY G. UNDERWOOD, Hartland CHARLES TUXBURY, Windsor LEON S. GAY, Cavendish FREDERIC S. LEE, Ph. D., Woodstock ELWIN L. INGALLS, Hartford County and Rural Work Secretary ARCHIBALD C. HURD, White River Junction Assistant County Work Secretary W. EDWARD DAVIES, White River Junction Office and Headquarters, White River Junction, Vermont Telephone Connection. The whole effort of the Windsor County Y. M. C. A. Committee has been co-operative. No other agency is engaged in a program of such broad usefulness and impartial service in this county. It has been pioneering for nearly seven years — a campaign for a recognition of the value of rural life itself; for the development of the constructive rural forces; for trained leaders for com- munity enterprises; for wide federation of rural institutions; for freedom from the enervating maternal- ism of the city; for an educational system which fits for rural life; for stemming the tide which sweeps towards the city; for co-operation among community institutions; for civic improvement and community betterment; for the increased power of the church; for the dominant Christian life throughout every small town and rural community. INTRODUCTION. THE accompanying data, statistics, etc., is the result ot a little study into the con- ditions and needs of 97 of the rural schools in Windsor County, Vermont, made by the County Y. M. C. A. Secretaries during the spring and early summer of 1913. It is in no way complete or exhaustive, but the findings may be considered indicative of what may be found in the rural districts quite generally over Vermont. The study was the best possible with the time and facilities at their disposal. Incomplete as it is, it presents certain facts quite clearly, so that those who are interested can better under- stand the actual state of aflairs. The County Committee of the Young Men's Christian Association, through its rep- resentatives, have found, with one or two exceptions, the school officials kindly disposed toward their work, co-operating heartily in many ways : especially in connection with the playground propaganda, carried on during the past seven years, in which the Y. M. C. A. has led. From close observation it has been found, as a general thing, that the superintendents were trying to do more and more to improve both conditions and the instruction given. The secretaries were frequently piloted over the districts visited, by the superintendents themselves, and some conditions pointed out that the superintendents were then work- ing to improve. Certainly the superintendents and a majority of the teachers deserve better at the hands of the parents and the public generally. Most of us believe that we should be chiefly concerned with the care ot children — not agriculture — for they are our best crop after all, and one of the most important factors in the education of these children, three-fifths of whom live under rural condi- tions, is the rural or district school. Therefore, the rural school should be the first country institution to find itself, ahead of the church, creamery and all other agencies. Most of us know, in a general way, that many of the country schools are not what they should be, that they are not equipped properly or meeting the need of the children. We hope that a better knowledge of actual conditions may be gained, as a result of the following survey, which will lead to much improvement among the rural schools of Windsor County. F. Thomas Kidder. Chairtnan Windsor County Y. M. C. A. Committee. Archibald C. Hurd. W. Edward Davies. County Secretaries. White River Junction, Vt., Oct. 1, 1913. TOWNS, VILLAGES AND DISTRICTS VISITED. Hartland. Village or Three Corners, Primary and Graded; Four Corners; No. Hardand, Primary and Graded ; Webster ; Grout. Hartford. Christian St. ; Jericho ; Quechee Vil- lage; Hillside; Brockway; West Hart- ford. Pomfret. Center; South Pomfret; North Pomfret; Hewittville; Sawyer; Doton. Bridgewater. Riverside; West Bridgewater; Corners; Daily Hollow; Briggs; Bridgewater Cen- ter; Curtis; North Bridgewater. Woodstock. Lincoln ; Pelton ; South Woodstock ; Branch; Prosper; Wendall; West Wood- stock. Royalton and Bethel. Center; North Royalton; Camp Brook; Flynn; Old Church; — Gilead; Moun- tain; Lympus; Lillyville; Quarry; East Bethel; Dutton; Dairy Hill. Springfield and \A(^eathersfield. Upham; Parker Hill; Scrabble; West Springfield; Pleasant Valley; Gould's Mills; Connecticut River; — Weathers- field Bow; Amsden; Perkinsville; As- cutneyville; Marsh; Weathersfield Cen- ter; Spencer Hollow. Baltimore. Baltimore. Chester and Andover. Poplar Grove; Chandler; Smokeshire; Gassetts; Simonsville; Peaseville; Sims- bury; Bailey's Mills; Rainbow Hill; North Street; Kingdom Valley, Boyn- ton Hollow. Weston and Ludlow. Weston Center; Island; Barton; Wad- leigh; Hemenway; Tarbell Hill; Smith- ville; Liberty Hill; Bennett; Shattuck; North Hill. Rochester. West Rochester; Maple Hill; Branch; Jerusalem. Stockbridge. Branch; Commons; River School. Norwich. River; Norwich Center. ^A/^est Windsor. Brownsville. Cavendish. Cavendish Center; Twenty- Mile Stream. Sharon. Sharon Center and Three Corners. TOWNS VISITED. NO. SCHOOLS. ROOMS. Hartland, 5 7 Hartford. 6 9 Pomfret, 6 6 Bridgewater, 8 9 Woodstock, 7 8 Royalton and Bethel 13 14 Springfield and Weathersfield 14 16 Baltimore, I I Chester and Andover, 12 12 Ludlow and Weston, II 14 Rochester and Stockbridge 7 7 Norwich, 2 5 West Windsor, I 2 Cavendish, 2 3 Sharon, 2 2 Total, 97 Some of the Good and Bad Conditions AS THEY HAVE BEEN FOUND TO EXIST AMONG OUR OWN WINDSOR COUNTY RURAL SCHOOLS, GIVEN IN DETAIL UNDER THE FOLLOWING HEADINGS. Attention is called to the fact that only a few of the 97 schools visited are reported upon under some of these headings. The "box" type of school house that must go. Situated on lot allowing no room for play space. I. SCHOOL BUILDINGS. Out of 97 buildings visited and reported on, 1. Three school buildings were modern and new. 2. Two very poorly located : in both cases site was unsuitable. 3. One school met in room of private dwelling. 4. Thirty-six schools had only a fair building for location, arrangements, equipment, etc. 5. Twenty - three schools had very well planned buildings, well kept up. 6. Twelve school buildings were in decidedly poor condition. 7. Seven buildings needed shingling, paint- ing, and some slight overhauling. 8. Five buildings needed repairs immediately. In very bad condition. 9. Nine school buildings set on very edge of road. 10. Attracted to one good modern school building, but without provision for a playground. 11. One dilapidated building, entirely beyond repair, still kept open. 12. Mean, low, front stone steps at two schools and weak, broken steps and walks at three others needing attention. Pupil seen to step through one and barely escaped breaking her limb. 13. One building which had been closed was reopened owing to local demands. 14. Plaster was off in three schools. 11. GENERAL EQUIPMENT. 1. Circulating branch libraries found in thir- teen school rooms. 2. Old benches now in use at five schools. 3. Organs found in eleven schools. 4. Soiled hand towels in use at three schools and very dirty roller towel in another. 5. Common tin cups and dippers in use at seven schools. 6. Individual drinking cups seen in two schools and in one case not in dust proof cabinet. 7. Bubbling fountains used in ten of the schools inspected, but where tanks are used instead of running water, water is not always kept fresh. 8. Covered stone crocks used in three schools. SOME OF THE GOOD AND BAD CONDITIONS riii-iii- juja4LUjyj'ini M i 1 1 1 1 1 1 1 i 1 II 1 1 S 1 1 1 1 M i 1 1 lUJjMi ill n •3C/1'="L-5°"n-35''5(25°- Mill J 1 Mill 11 1 M 1 i 1 R 1 S II 1 1 The old "box" type of school house compared with a modern building. In one school pupils drank direct from tin pails. In ten schools inspected four water pails were used and five wash basins, the wash basins in some cases needing a thorough washing or scalding they had become so dirty. III. LIGHTING OF SCHOOL BUILDINGS. Of one-room schools reported on for light- ing eleven were lighted from three sides, thus submitting the children to trying cross lights and in some cases compell- ing them to face the light. The lighting space in thirteen other school rooms was inadequate or crossed. In some schools the conditions were aggravated by improper curtaining of the windows and the tinting and paint- ing done without any reference to the principles of good lighting. In one school room special attention had been given to the tinting of the walls. IV. HEATING OF SCHOOL BUILDINGS. Among school rooms reported upon as to the heating eight contained stoves un- ■ZrOCL-EUML- 3Crt°°L- BUlU)inqOrt°UlAQ •OEDIAARY-IUJAL-^K""L-Clir\°DtLC0- jacketed and the corresponding varia- tions of temperature. 2. Two school rooms reported as having dis- connected stove pipes, throwing out gas and smoke. 3. Four school rooms were reported as being very poorly heated. The air movement in a good system of heating and ventilation. AMONG WINDSOR COUNTY RURAL SCHOOLS School room showing cross lighting, unjacketed stove with poor stove pipe and non-adjustable seats. Similar arrangements are found in too many of our schools. 2. A jacketed stove with a foul air extractor. The temperature in the ordinary school room heated by stoves of this type will not vary more than four degrees in any part of the room. Fresh air is brought in from the outside, while the bad air is extracted through the pipe shown on the right. SOME OF THE GOOD AND BAD CONDITIONS V. VENTILATION OF SCHOOL BUILDINGS. 1. In four school rooms apparently the teach- ers had given no attention to the matter of ventilation and in many cases there was no way to ventilate the school room. 2. Especially good ventilation systems were noticed in three 'schools. VI. CARE OF SCHOOL BUILDINGS. 1. Of nine schools inspected for this fact five were found kept very neatly. 2. Three were disorderly and one school room decidedly dirty. 3. It was quite evident at five schools that attempts had been made at keeping school room attractive. VII. WATER-CLOSETS OR TOILETS. 1. Of the ninety-seven schools inspected four- teen were reported with toilets well screened. 2. Two with no screens. 3. Fourteen common toilets or water-closets fotmd under the same roof, for both boys and girls. 4. Toilets needed immediate cleaning; smell- ing badly in nineteen cases. 5. At one school building no toilet was located. 6. Toilets were in bad condition, with excre- ments all open or in part to flies and to view in eight cases, some of which were indescribable. 7. a. In four cases toilets were attached to school buildings. b. Six toilets were found to be from three to ten feet from school buildings. c. Four toilets were found in sheds. d. One toilet found standing in stagnant water. e. In ten cases toilets were only fairly well located. f. Eleven toilets well situated and kept in good condition. 8. a. The doors were off entirely at three toilets at time of inspection, b. At two toilets doors would only partly close. 9. a. Boards were ofif, roofs leaked and poor entrances were found at six toilets. b. Three toilets were found very dark, dangerous of approach and hard to reach. c. Knot holes, holes cut with jack-knives, cracks in both wall and board partitions found in three toilets dividing boys and girls. 10. a. Many very smutty, dirty marks and suggestive designs found on the walls of twelve toilets, b. With the exception of two toilets which were placarded over with smut, the girls' toilets were found to be quite free of it. This unsanitary lavatory equipment is still used in many rural schools: hand or roller towel, basin, water-pail and dipper. AMONG WINDSOR COUNTY RURAL SCHOOLS One of many rural school houses of Windsor County in its lack of playground space. Children must play in road or trespass on private property. When a representative of the County Y. M. C. A. Committee visited this school he was compelled to give play demonstrations in the road. c. In three boys' toilets the walls were all covered with filthy writing. d. At one toilet a member of the Boy Scouts had volunteered to keep the walls free of dirty writing and had put up a sign on the outside that profanity or dirty talk would not be tolerated. VIII. CARE OF SCHOOL GROUNDS. 1. The grounds about three schools were scattered full of wood. 2. It was noticed that at many schools wood was in the way being thrown in shed, seldom piled or properly cared for, making a very untidy appearance. 3. At one school the teacher led the boys in a piling bee, and at another school the boys were paid so much an hour for piling. 4. Very dirty playground at one school. 5. Pupils interested by teachers to plant and care for flower beds at only two schools visited. 6. Vines planted and trained on one school- house. iX. PLAYGROUNDS AND SCHOOL GROUNDS. 1. No place provided at all for play space or grounds at six schools. 2. At five schools children played in road, which was usually deep with dust and some-times dangerous. The available space for play provided at twenty-three schools was either very rough or hilly. In twenty cases the playground space was found to be limited and many times too small. At twenty-one schools ample playground space had been provided. Ample playground space found at five other schools if it could be fixed up somewhat or used properly, grading needed. It was found on four playgrounds that older boys dominated, who were foot- ball or base-ball cranks and as usual were running everything with the smaller children continually frightened and the teachers apparently helpless or indiffer- ent. Playground used at two schools entirely by boys for base-ball diamond, the girls and small pupils being driven into the road or building for fear of the hard ball. Large yards at two schools with ample room for lawn aside from required play- ground space, yet children are not per- mitted to use the same very much for fear of injury to grass. Only four school grounds found properly shaded, three school grounds shaded too much, very damp. No attempt at any school visited to make school gardens. f SOME OF THE GOOD AND BAD CONDITIONS X. PUPILS. Some of the schools among the ninety- seven visited ought to be closed and the pupils carried to larger centers or the schools should be consolidated. 1. Four schools contained five pupils or less. 2. Seven schools contained eight pupils or less. 3. Two schools have quite isolated locations, being very lonely. 4. In eight school rooms no grading had been attempted. 5. In twelve schools the variations in ages were marked. 1. Five Finns in one school, where fortunately they had a teacher who was interested in them and where good toilets had been provided. 2. In one school the following pupils were found: Three French, three English, two Italians, five Poles, one German, three Americans. XII. TEACHERS. Among the one hundred and eleven teachers who were seen at the ninety-seven schools visited the majority were cordial, polite and interested to co-operate in any way they could. Others were indifferent. All these boys and girls used toilet jointly at this school. The need for playground supervision at this school is typical of the need in many district schools of the county. In one school larger and much older dirty talking boy with small children. Half-witted boy in one school the butt of all mean jokes, teacher indifferent to it all. Large, over-grown, backward boys and girls found in five schools among small children, sadly in need of individual attention. The scholars were too crowded in two schools for even fair work to be done. XI. AMONG SCHOLARS WHO ARE ALIENS. Children of alien parentage prominent in seven schools ; in many cases appear- ing more alert and making better scholars than the American boys and girls. In nine schools the teachers appeared to be quite interested, not only in the pupils but in the community itself. In five schools the teachers were glad to receive help or suggestions and to co- operate with anything that would be of benefit to the school. One teacher well informed regarding pupils' home life and conditions. The teachers of four schools were evi- dently very much dissatisfied and were looking for something else. They wanted a change. In two schools teachers were only tempo- rarily engaged. No particular interest in the school as a result. Teachers cooperate heartily at ten schools in the organization of corn, potato and poultry clubs. At one school pupils were seen playing in stagnant water and mud, getting wet AMONG WINDSOR COUNTY RURAL SCHOOLS their desk dur- ing playground demonstrations. Three rural school teachers raised small fund to purchase sim- ple equipment for playground games. *• Note approach over rough, large stones to this common toilet. and dirty but receiving no attention dur- ing noon hour. In six cases it was learned that teachers had called the attention of school direc- tors to bad conditions with no result. Only four rural schools found employing male teachers. XIII. TEACHERS AND THE PLAYGROUND. In ten schools the teachers were not par- ticularly interested in the recreative side of their pupils' life at all. Some indifferent through lack of knowledge. In fourteen schools the teachers had no appreciation of the value of play and its supervision and gave it no attention whatever. In thirty-nine schools teachers were found to be somewhat interested in the super- vision of play and a further use of the playground. The teachers were quite interested in the matter of play; witnessing playground demonstrations given by Y. M. C. A. Secretaries at thirty-six schools, taking notes on games taught. Teachers were found to be very much alive to the matter of supervised play on the playground at seven schools and were carrying on some sort of organized work themselves, and teaching folk dancing. In three cases teachers took actual part in playground demonstrations given on school ground by Y. M. C. A. Secreta- ries. In three schools it was noted that teachers were not interested enough to leave This very dark, UDlighted toilet used in common and located in rear of wood shed. Toilet entered between piles of wood. Note condition under toilet. A cotnmuuity with a Bible name and a school toilet like this. lO SOME OF THE GOOD AND BAD CONDITIONS The man shovvn in the above picture is the new school superintendent of the district, ^vho is heartily co-opera- ting with the Y. M. C. A. representative in the first attempt to organize the play life of the scholars at this school. Note space between sill of toilet and ground. Toilet filled with excrements and partly open to view and flies. Toilet at one Windsor County rural school, entered through shed. Door off hinges. Used in common while filled with open cracks. ^ A FEW SPECIAL NOTATIONS. Two families furnished all pupils at one school. Tobacco tins, stubs and matches found in one boys' toilet. Proper entrance steps needed at not a few school buildings and especially at toilets. Toilets often dark and unventilated. Number of pupils in one school shifted from twenty-three to nine during school year — moving population — parents renters of farms. A pupil at one school thanked Secretary for visiting school and suggesting some- thing they might do. Tough crowd in this same school. One especially good subject found for the study of phrenology at one school. Diphtheria in one place traceable to school house and toilets for its origin. More smut found in one girls' toilet than could be equalled at the average smutty boys' toilet. Window-glass in girls' toilet not clouded, permitting a direct view from school ground. Excrements ought to be taken care of oftener at many schools. Stove pipes needing attention in some schools. Toilets as a rule built too small and squatty. Found excrements just outside of one school building, not having been attended to for some Httle time. Water supply in many cases at too great a distance from school house, pupils drink- ing stale water as a result. One school using water from a poor well. Too often the school houses had no pro- vision for proper ventilation, or were allowed to go unventilated by the teacher, through ignorance or indifference. Through school efforts an interest has been aroused in gardening at home by pupils in a few localities. SOME IMPRESSIONS AND CONCLUSIONS. Believing that the rural life problem must be dealt with as a unit the Rural or County Work Department of the Young Men's Christian Association, for many years at work in Windsor County, does not attempt to try to better religious or ethical conditions without considering how large a part the improvement of farming and the rural school plays in dealing with country life affairs. In view of this attitude the Association perhaps, would not appear to be assuming too much in attempting to draw a few con- clusions in connection with the study that has been made. The variety of its activ- ities for many years has brought the Asso- ciation into intimate touch with the large town, village and rural schools of this county as no other agency has been and it is in a position to say many complimen- tary things of them, as to their progressive- ness, for constant progress has been made during recent years, but no one must get the impression that our good school system is county wide for usually the improvement has stopped at the village line leaving the district school to continue its work with meager equipment and inefficient instruc- tors. Your attention has been called to gen- eral conditions, not to isolated cases, and is it too much to assume, that so long as our rural schools remain in their present retard- ed condition, a larger number of our people will become more and more dissatisfied and we will find ourselves unable to maintain the native quality of the population and to induce them to remain on the farm ; espec- ially those families, where there are children. Few of our Windsor County ruralschools are reaching real concrete country condi- tions to-day. The types of teachers em- ployed and the general work they are doing have been observed, and it is very appar- ent that some of our one-room schools have got to go, while others will remain for years and must be vitalized and readjusted to serve the real every day needs of the pupils who will attend them. We need more rural minded teachers; 12 SOME OF THE GOOD AND BAD CONDITIONS teachers interested in the folks, yes, inter- ested in the over grown boy and girl found so frequently in many of our district schools needing individual attention sadly ; teach- ers who will more and more try to corre- late their teaching with the things that are common to the life of the child. The teacher must be provided with a system that will give more recognition to the farm utilities and the aflairs of the farm and farm home. It seems a great pity that so few of our rural school teachers are males when ninety per cent, of our rural children, especially the boys, are spending from forty to fifty per cent, of their waking hours under the direct influence of girls and young women. Except in a few cases the rural school buildings of the county have a rather bare, mean, unattractive appearance; and the general disregard for the aesthetic, sort of constitutes an invitation to children to dis- figure school walls, toilets and other out- buildings. And they accept the invitation. It was frequently noticed that the chil- dren in attendance at some schools were often tempted to trespass on other people' s property to find a place to play, because no play space had been provided at or near the school building. In view of this situation, shall we com- plain of the children? It would appear from what we have seen that some people have been passing their schoolhouses with their eyes closed too long, while other folks have been tak- ing the pains to inform themselves as to the real state of affairs and are applying themselves to the task with the result that here and there new life has come to the school and progress to the community. Many of the school houses in Windsor County ought to have wider use, and be made a common meeting place for various social affairs. Not a few schools could be tied up to the interests of the community by making the school house more of a social center. With the stimulus that is coming to agricultural conditions all over Windsor County there must also come a re-direction of the rural school curriculum. It is not our purpose to go into the matter of the curriculum here or the method of teaching, but merely to point out some pressing needs and re-emphasize again how very necessary it is that public sentiment be aroused in order that the means may be made avail- able for bettering and redirecting the rural schools on a basis of community interest. The teacher very often has too many grades, and she is generally untrained for the task before her. Too few of our teach- ers stay long enough in any one- room school to accomplish anything at all and this is a serious difficulty as is so pointedly shown in the carefully prepared study of this subject by Prof. Earle E. Wilson of Westboro, Mass., recently Superintendent of the Bethel and Royalton schools, given under same cover. It would appear as if we were going to need sooner or later an organization similar to the great Student Volunteer Movement for Foreign Missions and to be known as the rural school volun- teer movement, if this need for rural teach- ers who will stay on the job, is going to be met. If we can arrange to give more special training to fit teachers for work in our country schools and make a stronger pull for more respectable salaries, we will be accomplishing a great deal. In talking with many teachers it was very noticeable that they were not in sympathy with country life, and unconsciously were impressing the minds of their pupils with the superiority of city life. Suppose one third of the pupils should ultimately go to the city, is it not unfair and unjust to the majority that remain, to be constantly mak- ing references to the city and its advantages. Our teachers should be taught to exalt rural ideals and develop rural interests, opening the eyes of their pupils, not to fault finding and discontent, but to the many privileges of a life lived in the country along with the possibilities for scientific farming in Ver- mont. Teachers in training for the soil, must come, instead of away from the soil as at present. Certainly a rural minded school teacher, aided by proper equipment and support, can contribute much toward making the rural community a more satisfying place in which to live. Archibald C. Hurd. A LETTER FROM A MAN WHO KNOWS THE FACTS. Westboro School Department. IVestboro, Mass., Aug. 2g, igij Gentlemen : You ask me for a statement of my con- clusions in regard to the rural school prob- lem in Vermont as gained from my expe- rience in connection with these schools and from the statistical table which I have gathered; especially in regard to the fre- quent changing of teachers. During the three years that I was superintendent of the schools of Bethel, Royalton and Tun- bridge, the number of schools under my supervision varied from twenty-nine to thirty-five. During this time we had ninety- two different teachers in the Union; of this number twenty-two served but one term in the Union, eighteen served but two terms in the Union and twenty-four served for a full year or three terms in the Union. That is, only a little over thirty per cent of the teachers served over a year in the Union. Taking the town as the unit for our consideration, which I believe is the better and more logical thing to do, the condition of affairs is even more appall- ing. During the three years 19 10-19 13, there were one hundred seventeen differ- ent teachers in these towns, of whom forty served but one term in a school, twenty- six two terms and twenty-seven but three terms. That is only about one-fifth or twenty per cent of them served longer than a year in a school. Only four teach- ers remained in the same school for the three years and these were in graded schools. The average term of service for all the teachers for all the schools was slightly over two and a half terms in a school. One of the principal reasons for this fre- quent changing of teachers has been the feeling that has been prevalent among the rural people, the school boards and even the teachers that two or three terms in the same school was long enough. I say, has been; because I believe that the school boards, some of the people and a few of the teachers are beginning to realize that a longer term of service means better schools. The people should be made to realize the importance of getting a good teacher and then keeping her at all costs. The school boards should pay a minimum of not less than $10. per week for their rural teachers and furthermore there should be a graduated scale of increase in this salary for continued service in the same school. But most important of all is the need of training our teachers to realize the great opportunity of the rural school teacher. She should be enthused with the spirit of the * "Corn Lady," so that she would not be looking forward to getting into a graded school or for the end of the term. Too many of the rural teachers are village girls who are entirely out of sympathy with farm life. Too many teachers in all kinds of schools think that teaching is simply hearing of recitations from so many pages of a book. Earle E. Wilson, Superintendent. "The Corn Lady," by Jessie Field. Published by A. Flanagan Company, Chicago, 111. Price. 40 cts. H 2 O > < h Z o z H CO < O CO O O o CO h O Z z o z o < < Q < o H CO »— ( H < H CO m OOO OOO lOOOO fOOO OOfO "^OOfO o III III I 1 1 1 32 III III 1 1 1 1 OOiO 0"^0 i000»0 cOrOi-* O*^*^ i-iOrOi-' -a M M M M !-' CS l-< M M M 1— ( K 0-. 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(>. t^ CO CO r^cd t^ OO OOOO OOO OO OiOOiO OOio cd 1 1 1 1 1 1 III o OOO OOOO OOOO q loq >j^oo »o o"^iou-. ■^coco pi co^co Tl-cococo •a^ oc OOO oooo oooo o_ '^ q o q q "oo o looioc c-g pi ^CO -^Picoco "^d^ 1-' ^11 till 1 1 1 1 dH ill 1 1 1 1 1 II 1 '5 JJ OOO oooo oooo "^l upoo oooo oooo u d\ 6 6 co' 6 d^ 6 d ctn pi oo C ^^ " - - - u- - OJ '^ 2 ajPii -Xi^'^C/^ oT^ C rt^ ID'S ^^"^ -fV^ o 2 2 03 >- uj'n n! -=iS «^ O K P o Zpq pq fe O P3pq m uKm c o > 3 c o rt >. ^ o 01 ^ bJO U2 W w 4-1 Q. 0) 3 in TS >, iH ■Q M •d -a (U c cfl a u a. Statistics concerning the teachers of the towns of Bethel, Royalton, South Royalton, (Inc. Dist.) and Tunbridge, for the years 1910 — 1913. White River Valley Union School District. No. of Schools 29 — 35 Year 1910-1911 Town r,^^^^^^% No. oJ Schools Average term of service Bethel Royalton So. Royalton Tunbridge 16 10 8 13 9 7 5 8 1 1 1- 16 terms 2 2-5 25-8 I 11-13 Totals 47 29 Year 1912-1913 I 39-47 terms Totals 57 Town No. of No. of Average term Teachers Schools of service Bethel 19 II I 14-19 terms Royalton 19 II I II-I9 " So. Royalton 8 5 258 Tunbridge ir 9 25-11 36 -57 terms Year 1911-1912 No. of Teachers No. of Schools Bethel Royalton So. Royalton Tunbridge 14 14 7 Totals 47 10 9 8 32 Average term of service 2 1-7 terms I 13-14 " 3 2 2-47 terms Totals for the three years 1910-1913 Town No. different Terms of Average term sachers School of service Bethel 39 90 2 12-39 terms Royalton 34 81 2 13-34 " So. Royalton 15 63 4 1-5 Tunbridge 29 75 2 17-29 " Totals 117 309 2 65-ii7terms The above tables are for each town for each year, town for the three years as a whole. The following table is for each Town No. different Normal High School One or two years Teachers Graduates Graduates High School Bethel 33 8 13 12 Royalton 3C 6 16 9 South Royalton 15 3 13 Tunbridge 24 5 16 3 Totals 103 58 24 One teacher in South Royalton was both a High School and Normal Graduate which accounts for the discrepancy in the figures. Terms OF SERVICE OF THE TEACHERS IN THE TOWNS AND Union 1910- -19 [3- No. of terms Bethel Royalto n So. lloyalton Tunbridge Totals Union I term 14 15 2 10 41 22 2 " II 8 2 6 27 18 3 " 9 5 6 7 27 24 4 " 2 3 3 8 7 5 " I I I 3 4 6 " X 2 2 I 5 8 7 " 2 2 3 8 " none 9 " 3 I 4 6 39 34 15 29 92 Have had 92 different teachers in the Union during the past three years, not counting substitutes, nor those who have served less than one term. Of these only four have remained in the same school and these were in graded schools. HELPING TO MAKE COUNTRY LIFE MORE SATISFYING. The Rural Y. M. C. A. Work COVERS WINDSOR COUNTY. HfADOUARTERS WHirE RIVER JCT.. 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