USA > Massachusetts > Worcester County > Oakham > Town annual report of the officials of Oakham, Massachusetts 1906 > Part 4
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Article 1st. To choose a Moderator to preside at -aid meeting.
Article 2d. To hear the annual report of the several town officers and act thereon.
Article 2d. To bring in their votes for one Selectmen one Assessor, one Overseer of the Poor. one School Committee. one Library Trustee, one Cemetery Committee, for three years. one Assessor for two years, Collector of Taxes. Treasurer, three Fence Viewers, six Constables. Anditor and Tree War- den. for one year. Also to vote "Yes" or "No" in answer to the question, "Shall license be granted for the sale of intoxicating lignors in this town?" all on one ballot. Ballot to be folded as received, when presented for deposit in the ballot box. The polls to be opened at ten o'clock in the fore- noon and may be closed at two o'clock in the afternoon.
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Article 4th. To choose all necessary town officers and committees for the ensuing year not required to be eleeted by ballot.
Article 5th. To see what compensation the town will allow their Treasurer and Collector.
Article 6th. To see if the town will raise and appropriate any money for the relief of poor and needy soldiers, as required under Chapter 79, Revised Laws, Sections 18 and 19, 1902.
Article 7th. To see if the town will raise and appropriate money for bonding their officials.
Article Sth. To see what compensation the town will allow for men and teams in repairing highways and opening roads for ensuing year.
Article 9th. To raise such sums of money as may be nec- essary to defray town charges for the ensuing year, and make appropriations for the same.
Article 10th. To see if the town will authorize the treas- urer, with approval of the selectmen, to borrow sueh sums of money in anticipation of taxes as may be necessary for the ensuing year.
Article 11th. To see if the town will accept the list of jurors as prepared by the selectmen.
Artiele 12th. To determine the manner of collecting taxes the ensuing year.
Artiele 13th. To see if the town will employ some person to care for the Town Hall and Town Clock for the ensuing year, or pass any vote relative thereto.
Article 14th. To determine the manner of supporting paupers the year ensuing.
Article 15th. To see if the town will provide for lighting the street lamps the ensuing year, or pass any vote relative thereto.
Article 16th. To see if the town will vote to have their valuation by the Assessors printed the ensuing year.
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Article 17th. To see if the town will have the library building lot surveyed, corner of Maple and Central streets, or pass any vote relative thereto.
Article 18th. To see if the town will raise and appropriate a sum of money for the proper observance of Memorial Day.
Article 19th. To see if the town will appoint some person or persons as agents to prosecute and defend all suits that may be brought for or against the town for the ensuing year.
Article 20th. To see if the town will vote to elect a high- way surveyor, according to Chapter 11, Revised Laws, Seetion 336, 1902, or pass any vote relative thereto.
Article 21st. To see if the town will raise and appro- priate any money to purchase a new road scraper. or pass any vote relative thereto.
And you are directed to serve this warrant by posting up three attested copies thereof, one at each of the Post Offices, and one at the Congregational meeting house, in said town, seven days, at least, before the time of holding said meeting.
Hereof fail not, and make due return of this warrant, with your doings thereon, to the Town Clerk, at the time and place of meeting as aforesaid.
Given under our hands this eighteenth day of March. in this year oue thousand nine hundred and seven.
HARRY B. PARKER, ) Selectmen JOHN P. DAY. of GARDNER MI. DEAN, ) Oukhai.
.
SEVENTH ANNUAL REPORT
OF THE
Superintendent of Schools
FOR THE
CENTRAL WORCESTER UNION TOWNS : HOLDEN, OAKHAM, PAXTON, RUTLAND WORCESTER COUNTY, MASS.
MARCH, 1907
THE CENTRAL WORCESTER UNION.
The union was formed July 16, 1900. The services and salary of the superintendent are shared as follows: Holden, one-half; Rutland, one- fourth; Paxton, one-tenth; Oakham, three-twentieths. The superintendent 's year begins August 1. Thirty-two teachers are employed in twenty-nine schools. The chairman of the joint committee is Jesse Allen of Oakham, and the secretary is Mrs. Addie M. Holden of Holden. The members of the various committees, with the expiration of their respective terms, are shown below :
HOLDEN.
Mrs. Anna P. Fay,
Term Expires. 1907
T. Walter Howe,
1907
Mrs. Addie M. Holden, secretary.
1908
William J. Powers,
1908
James A. Holden, chairman,
1909
Mrs. Martha E. Graham,
1909
RUTLAND.
Term Expires.
Louis M. Hanff, secretary,
1907
Dennis E. Smith, chairman,
1908
William C. Temple.
1909
OAKHAM.
Term Expires.
H. W. Lineoln,
1907
Mrs. Minnie L. Woodis, secretary,
1908
Jesse Allen, chairman,
1909
PAXTON.
Term Expires.
Lewis S. Clapp,
1908
Walter E. Clark,
1909
Mrs. Susie E. Flint.
1910
ANNUAL REPORT.
To the School Committees of Holden, Oakham, Paxton and Rutland.
Since the organization of your towns into the Central Wor- eester Union, your superintendent has aimed to unify the work of all the schools under his supervision so far as local condi- tions would permit. The elementary schools have the same course of study and largely the same text-books. All use the same system of records and reports, and the same general plans of supervision are applied to all. For these and other reasons, this seventh annual report, like its predecessors, is made to you jointly. As in previous years, matters of merely local interest are briefly treated under the title, "The Towns in Particular."
ATTENDANCE.
The usual "Summary of Attendanee" inserted below, and the tables following, give the main facts as compiled from the school registers. The summary shows a falling off in the per eent. of
SUMMARY OF ATTENDANCE.
HOLDEN.
'KVHMVO
PAXTON.
RUTLAND.
Total.
No. enrolled since September 1, 1906 ..
508
102
82
262
954
Average membership for year.
453.3
90.7
71.5 222.7 871.5
Average attendance for year.
408.5
85.5
62.4 ' 194.7 751.1
Per cent. of attendance for year
89.8
94.4
89.01
88.0
90.3
Per cent. of attendance for last year
91.2
95.0|
86.8
90.6
90.9
4
STATISTICAL TABLES. HOLDEN.
SCHOOLS.
TEACHER -.
TERMS, 1906-'07
No. Weeks
in Term.
Average
Membership.
Average
Attendance.
Per Cent. of
Attendance.
Per Cent. for
No. Cases of
Tardiness.
High School.
.
A. K. Learned, Prin. .. Marion E. Bascom. Anjennette Newton . . . Assistants
Spring . .. Fall .. Winter ...
12 12
50.1 65,6 65.4
46,3 60.4 58.6
92.2 91.6 89.6
91.1
83
1
Margery A. Rice ..
Spring. .. Fall.
13
49.0
44 7 34.7
91.2 92.0
. .
55
Center Primary ..
Margery A. Rice ..
Winter .. .
12
35.2
28.7
82.0
88.4
59
Center Grammar ..
Elizabeth A. Brown ..
Winter ...
12
33.3
30.2
90.0
90.9
Jefferson,
Laura L. Chenery
Spring. .
13
46.4
41.1 29.7
88.5 89.3
.....
9
First Primary
Josephine V. Judge. .. Ella Bartley .
Winter, ..
12
27.4
19.3
70.0
82.6
33
Jefferson,
Esther C. Hendricks Ella O. Peterson. Ella O. Peterson
Winter ...
12
33.0
28.0
89.0
92.4
38
Jefferson,
Agnes Dolan Esther C. Hendricks ..
Spring .. Fall
13
23.0
21.8 31.0
93.0 93.5 86.2
91.6
8
Jefferson,
Clara K. Baseom
Spring ..
13
20,9
18.9
90.5 93.5
19
Grammar
-
'Clara K. Baseom
Winter ... 12
26.9
23.2
87.6
90.5
21
Spring ...
1:
80.0
25.0 24.4
96.3 93 0
1
Chaffin Primary . . .
Ella O. Peterson. Elsie H. Crawshaw
Fall ..
12
27.0 27.0
22.0
84.0
91.1
Chaffin Grammar
L. Ula Skelton L. Ula Skelton
Spring. . .
13
26.2
23.7
90.0 91.0
. .
$5.8
1
Quinapoxet
١
A. Florence Kirby
Spring.
13
21.0
20,0 14.5
91.2
.
4
Primary
A. Florence Kirby A. Florence Kirby.
Winter ... 12
21.0
18.3
87.0
92.0
91.8
11
1
Margaret V. Gray
19
21.0
18.0
55.G 93.0
15
Margaret Tracy.
Winter ...
12
16.0
113
90.0
$9.5
1
Mary G. cahill
1:
1.0
16.0
$9.0
14
Springdale
Mary G. Cahill
14
12.3
11 2
91.0
90.0
13
1
1
Margaret Tracy. Margaret Tracy Mary Early
Spring
11
25.0 . 24.1 24.7
23.0
93.1
17
1
Sadie I. Packard.
Spring.
13
19.0
17.7
93.2
71
South
1
Sadie J. Packard. Sadie 1. Packard 1
Fall
12
14.1
15.0
99.1
95.7
1
Ague- L. Kirby
Spring.
13
20.1
Unionville
Agios L. Kirby Agnes L. Kirby
Fall ..
12
216
90.0
82.1
...
4
Second Primary
Elizabeth A. Brown .. Elizabeth A. Brown.
Spring .. . Fall.
13
29.2
26,2
89.7 93.0
49
Fall
12
33.1
32.1
29,S
93.2
19
Spring. . Fall .
12
38.0
36.4
94.9
22
Intermediate .
Esther C. Hendricks. ..
Winter .. .
12
31.1
26.8
Martha Clark
Winter ... 12
Fall
12
25.9
25.0
21.2
84.0
94.8
3
Fall ..
12
15.4
20.4
Grammar
-
Ethel HI. Crowe. Ethel H. Crowe
Winter ... 12
24.5
21.6 18.9 22.1
93 0 92.8
16
Quinapoxet
Ethel HI. Crowe ..
Spring. . Fall.
13
24.2
North Woods
Margaret V. Gray
12
16.0
150
Dawson
12
11
21.3
17.9 5
$7.7
Winter .. . 12
18.0
17.0
91.1
91.0
15
Winter ...
12
30.1
28.2
23.6
1
L. U'la Skelton.
Winter. .. 1:>
12
33.1
Clara K. Bascom
Fall.
12
37.7
Margery A. Rice ..
30
62
12
34.7
32.4
S
....
. .
15
12
Spring ... Fall
spring. Fall ... Winter ..
Fall.
Winter
$9.7
15
20.
13
15
Year.
=
1
5
PAXTON.
SCHOOLS.
TEACHERS.
TERMS. 1906-'07.
No. Weeks
in Term.
Average Membership.
Average
Attendance.
Per Cent. of
Attendance.
Per Cent.
for Year.
No. Cases of
Tardiness.
Primary.
Sarah T. Britton
Sarah T. Britton
Winter ..
G
17
25.9
22.5
86.9
Fall
12
31.0
28.2
91.1
60
-
M. Alice Convers
Winter . .
27.1
22.8
81.2
$7.4
52
Jennie R. Burnham .
Spring
17
14.7
13.3
90.0
41
Grammar.
Jennie R. Burnham . . . Fall Jennie R. Burnham . .. Winter . .
12
15.1
14.4
95.5
24
14.2
12.9
90.7 . 92.1
19
RUTLAND.
William S. Dunn,
15
High School
Louise Marcley,
Assistant.
Spring ... Fall Winter ..
13 12 15
24.0 20.8 29.0
22.6 28.9 27.6
94.3 96.8 95.2
95.4
20 25
Beulah W. Higgins . . ..
Spring. . .
12
50.6
44.4
87.6
51
Center Primary ...
Beulah W. Higgins
Fall
12
41.0
38.4
89.3
55
Beulah W. Higgins
Winter
10
38.6
34.1
80.1
.85.7
78
Intermediate
Martha E. Bemis Martha E. Bemis
Spring ... Fall
12
42.9
40.9 40.2
93.5
27
Martha E. Bemis
Winter
10
+ 40.8
37.0
90.7 93.2
35
Louise Marcley
Spring ... Fall
12
41.0
36.5
89.2
91
Alice F. Dodge
Winter ..
10
37.4
31.7
85.2 89.1
51
12
:41.2
32.2
S6.0
23
North Rutland
Maud A. Moynihan Georgiana Fiske
Winter ..
10
26.0
20.0
77.6 76.3
91.7
30
West Rutland .
Marion Kelleher Marion Kelleher Marion Kelleher
Spring ... Fall
12
36.1
34.4
90.3
21
Winter ..
10
34.5
28.3 . 82.0
KSB
91.0
12
Florence E. Bothwell. . Spring ..
10
13.8
13.2
96.0
Center Grammar ..
Florence E. Bothwell . Fall
11
11
25.2
23.8
94.0
95.3
11
Ruth E. Butterfield. .. . Spring.
10
1 14.5
14.6
95.6
()
Coldbrook
Ruth E. Butterfield . ...
Fall
11
Winter
11
i
17.0
16.6
97.6
Spring ...
19.7
18.9
94.9
South
Mrs. Minnie G. Woodis Fall
11
20.0
19.5
97.5
- 1
Spring ...
10
13.2
11.6
West.
Julia Connelly Julia Connelly Inlia Connelly
Fall ...
11
11 6
11.2
Winter ..
10
10 0
90.5
93.0 95.0 85.0
0
Center Primary.
Mrs. Minne M. Day .. Mrs. Minnie L. Woodis Ethel Braman.
Spring ... 10
11
21.0 / 20.0
Fall Winter
11
17.0
13.0
21.8
9.0
98.9
-
Ruth E. Butterfield ...
1
Mrs. Minnie G. Woodi-
Mrs. Minnie G. Woodis Winter ..
11
16.3
-
Anna F. Finnerty
Spring. Fall
12
44.5
29.1
65.4
36
12
26.5
24.3
93.0
86
Grammar
Alice F. Dodge
12
: 36-1
33.6
95.3
29
12
1 43.0
21.5
82.3
$7.4
6
Intermediate
Mabel C. Reid.
Spring . . . Fall
17 12
29.6 30.8 26.2
24.3 27.3
91.4 88.6
12
M. Alice Converse M. Alice Convers
Spring . ..
Principal.
OAKHAM.
24.0 | 26.0
'Florence E. Bothwell . Winter
18.2
6
attendance in all the towns except Paxton, as compared with last year. The severity of the present winter, and the presence of a few cases of scarlet fever in several schools, may account for the decrease.
Let me again call your attention to the meaning of the figures in the column headed "Per cent. of Attendance," and in the following one. The Coldbrook school in Oakham, for example, secured through regular attendance 98.4 per cent. of the benefit of the town's expenditure for that school, suffering only a small loss. The North Rutland school. on account of irregularity, ex- cusable or otherwise, secured only 76.3 per cent. of the benefits intended by the town's outlay for that school.
Much of the losses caused by irregular attendance is, perhaps, unavoidable, but my inquiries indicate that a large part of these losses might be saved by fuller co-operation of parents, attend- ance officers, and teachers.
RECENT HEALTH LEGISLATION.
The Legislature of 1906 enacted a law which requires the school committees of the State to appoint one or more school physicians, except in cities in which medical inspection of schools is already maintained by the board of health. Sec- tions 2 to 4 of the law are here quoted :
Section 2. Every school physician shall make a prompt examination and diagnosis of all children referred to him as hereinafter provided, and such further examination of teachers, janitors and school buildings as in his opinion the protection of the health of pupils may require.
Section 3. The school committee shall cause to be referred to a school physician for examination and diagnosis, every child returning to school without a certificate from the board of health, after absence on account of illness or from unknown cause; and every child in the schools under its jurisdiction who shows signs of being in ill health or of suffering from in- fectious or contagious disease, unless he is at onee excluded from school by the teacher; except that in the case of schools in remote and isolated situations the school committee may make such other arrangements as may best carry out the purpose of this act.
.
-
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Section 4. The school committee shall cause notice of the disease or defects, if any, from which any child is found to be suffering, to be sent to his parent or guardian. Whenever a child shows symptoms of small pox, scarlet fever, measles, chickenpox, tuberculosis, diphtheria or influ- enza, tonsilitis, whooping cough. mumps, scabies or trachoma, he shall be sent home immediately, or as soon as safe and proper conveyance can be found, and the board of health shall at once be notified.
The town of Holden has already made the appropriation which the law preseribes shall precede any expenditure required under the act, and has appointed two sehool physicians. At the coming town meetings in the other towns, an appropriation should be made for the purpose of carrying out the provisions of the act. As the duties of the school physician are limited to the examination and diagnosis of children referred to him by the teachers, the appropriation for his compensation need not be large.
A further provision of the law is as follows:
Section 5. The school committee of every city and town shall cause every child in the public schools to be separately and carefully tested and examined at least once in every school year to ascertain whether he is suf- fering from defective sight or hearing or from any other disability or defect tending to prevent his receiving the full benefit of his school work, or requiring a modification of the school work in order to prevent injury to the child or to secure the best educational results.
The test of sight and hearing shall be made by teachers. The commit- tee shall cause notice of any defect or disability requiring treatment to be sent to the parent or guardian of the child, and shall require a physi- cal record of each child to be kept in such form as the state board of edu- cation shall prescribe.
Reports from teachers on the tests of sight and hearing are not yet complete. Of 560 pupils examined. 144. or about 25 per cent., are reported as defective in sight, and 65, or about 1116 per cent., as defective in hearing. As this is the first time the teachers have made the tests, errors are quite possible. The test of hearing is more difficult to make than the eye-test, and errors are more likely.
It is too early to report definitely regarding the praetieal re-
1
8
sults of the eye and ear tests in our schools, but experience in towns and eities where similar inspection of pupils has been practiced for several years, indicates that much good comes of such inspection.
The superintendent in Quiney, Mass., reports:
There have been many cases of marked improvement, not only in schol- arship, but in conduct, where the defects have been corrected. The hand- writing of some has undergone a gratifying transformation; others have already attained a rank in their studies much above their previous record; others are no longer troubled with headache or pains in their eyes. In many cases attention, interest and ambition have displaced indifference and dullness, and in several instances the change in deportment has been as commendable as it has been noticeable.
It will be seen that the results desired depend upon the prompt attention of the parent or guardian to the notice re- ceived from the teacher or the school physician. This notice advises securing competent professional adviee regarding the defeet discovered. For example, if a child is reported as hav- ing insnffieient visual power. an oculist should be consulted, and, if glasses are preseribed. they should be proeured at once.
THE PROBLEM OF THE TEACHER.
To the less thoughtful onlooker. educational work may appear very simple and easy. There are many educational questions which those without experience and only easual knowledge are ready to answer off-hand and with much positiveness. A great scientist once said, "If you want to be eoeksure of a thing. look at it onee and never look again." He himself had learned eau- tion through numerous blunders. So those who have given many years of praetieal study to the vital problems of the school have learned the exceeding complexity of those problems, and by such persons conclusions are stated with reserve. Educators are still looking for light on some of the oldest and commonest questions of theory and practice in school teaching and manage- ment.
: 9
The eentral problem, on which many others depend, is the one named at the head of this article.
What the school may do for the pupil is conditioned by what the teacher is, in equipment, in experience, in professional spirit, and in personal worth. Everywhere and always the ery is for splendid teach- ers. The issues involved are of such far-reaching consequences that we shall never be content with anything short of ideal teaching by ideal teachers .- Supt. M. G. Brumbaugh, Philadelphia.
We shall never get the ideal teachers in any great numbers, therefore we shall never be content. But the schools must go on, and the practical questions of how to seeure competent teachers, how to keep them alert and growing in efficiency. and how to retain proved efficiency for the benefit of our own children, are questions ever with us, and they seem to be growing in difficulty.
At the present time the supply of good teachers is exceedingly limited. The condition is the same as exists in other lines of industry. Even farm help is very scarce, and the demand for competent skilled labor is everywhere far beyond the supply. The condition in the various industries has caused a decided in- crease in the market value of labor. and wages have risen. Nat- urally the same result must take place in the industry in which we are engaged. The Secretary of the Board of Education has written :
Higher wages would tend to secure all the elements of efficiency. Abler persons might be drawn from other employments; teachers could afford to spend longer time in preparation and so gain in scholarship and training; they could afford to avail themselves of forms of self- culture now beyond their means, and thus grow in efficiency. Fortu- nately the country at large is awakening. thongh slowly, to the fact that the teachers make the schools, and that in the last analysis the sneeess of the public school system is a matter of wages.
No increase of salaries that we can make will by any means relieve all the difficulty we meet in seenring and retaining satis- factory teachers. But our towns are able to make such an advance over present salaries as to overcome a part of our trouble. At
10
the proper time I shall be prepared to recommend reasonable action regarding the salaries of teachers whom we desire to re- tain, and as to the amount to be offered when vaeaneies are to be filled.
THE PROBLEM OF SUPERVISION.
Given a foree of teachers as good as the compensation offered will secure, the practical question of such oversight and direction of the work of the force as will bring the best returns from the town's expenditure, is the one with which the superintend- ent mainly has to deal in his daily work. His work elosely corresponds in general aim to that of the superintendent of any business or manufacturing enterprise. Each is the exeeu- tive officer of a board of directors, who in turn represent a body of stockholders, to whom all are finally responsible. Both must see that dividends are earned for the stockholders. But there is, however, an important difference. The superintendent of a mill can show his results by a balance sheet and by eash in hand, whereas the material with which the sehools deal is spir- itual, and the dividends, though real, are too precious to be measured in dollars. Hence the popular failure to appreciate the significance of the sehool enterprise.
Though the office of superintendent of sehools is a compar- atively new one, considerable has been written regarding the offiee and its duties. Your superintendent tries to keep in touch with current discussion of questions of supervision. as well as with that of the general educational problem.
Nothing is more surely established in pedagogy than that the fundamental ends in teaching, knowledge, power, and skill, can be developed in the pupil only through his own activity. "It is what the pupil does. not what the teacher says, that deter- mines the sueeess of the teaching process." Henee the teach- er's function is to arouse and direet the activity of the pupil. In the exereise of his funetion of a teacher of teachers, the superintendent is under the same law. If a teacher is to ae- quire knowledge which will aid her in teaching, if she is to
11
attain power in its use, if she is to develop skill, or the ability to do her work easily and well, it must be by means of her own activity in study and practice. The thinking or the work of no one else will aid her, except as it may lead her to think and work. One of the problems of supervision is how to induce teachers to study, definitely and practically, the questions which pertain to their daily work. Routine is easier than study, and the teacher is in constant danger of falling into it.
A teacher of high intelligence and professional spirit will study the broader aspects of education, and in order to coun- teract the narrowing influence of constantly dealing with im- mature minds, and to keep her own soul alive and growing. will read much in other lines. But so far as my own direction of the studies of teachers is concerned. I have thought it best to keep very close to daily school-room needs. A teacher ought to read Browning and Tennyson. but she must know how to teach spelling. She ought to read the best fiction, but she must know how to run a school programme in a business-like way.
"Utilizing Educational Resources" is one topic discussed in teachers' meeting during the year. and planned for continuous study. The study of the topic was designed to lead teachers to "scrutinize" their own work day by day, with a view to eliminating waste, just as industrial concerns do.
"Class-Individual Teaching" has been studied with a view to establishing firmly in daily practice the plan of which I wrote in my report of last year.
"Training Pupils to Study" has received attention in teach- ers' meeting, and is expected to receive the teachers' attention in practical ways every day.
"Points in Teaching Reading." "Points in Teaching Writ- ing." "Points in Teaching Spelling, " and " Points in Teaching Drawing" are the titles of outlines furnished teachers, and dis- cussed with them, and which they are expected to study and reduce to practice.
I wish I could report extensive reading by teachers of the many helpful professional books now accessible. I have in-
---
le e-
12
sisted that every teacher should own and study one book of that elass, White's "The Art of Teaching." This book has proved its worth as a elear presentation of fundamental peda- gogieal truth, and teachers are often referred to its pages.
The response to the call of the superintendent for definite study of sehool problems on the part of the individual teacher as a means of increasing effieieney in daily work, is not uniform in results. Such uniformity could not be expected, for we have the young teacher whose experienee has not yet fitted her to see the large meaning of the work she has undertaken, and the older teacher whose feeling of self-satisfaction pre- vents vigorous effort for improvement. But in many cases the results desired have been realized in a high degree.
SOME RESULTS OF THE YEAR'S EFFORT.
Results in school work are accomplished mainly in the school- room when teacher and children are working together. The chief factor in good results in the thoughtful, vigorous, persist- ent effort of the faithful teacher. The superintendent's main duty is to secure if possible an increase of thoughtfulness, vigor, and persistency on the part of his faithful teacher, and to direct her effort in the most fruitful lines. By frequent visits and by other means. the superintendent keeps informed as to the quality of the work being done in the various sehool-rooms, and is ready to give the committees a critical estimate of the ability and accomplishment of each individual teacher. As one means of acquaintance with the facts. I have asked each teacher a few questions regarding a part of the year's endeavors, and the answers are before me. I give three of the questions, and select a few answers:
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