Rensselaer Union, Volume 7, Number 35, Rensselaer, Jasper County, 20 May 1875 — OUR PUBLIC SCHOOLS. [ARTICLE]

OUR PUBLIC SCHOOLS.

Official Report of Hon. J. H. Snoddy for 1874. Hon. A. C. Hopkins, Superintendent of Public Instruction , State of Ind. : In compliance with the law requiring .written reports of County Superintendents, I submit the following : EXAMINATIONS. The regular examinations at tlie close of each month have been invariably held in the county seat. ! During the fall and early winter, I found it necessary to hold other examinations than the regular ; monthly. These were sometimes i held at the county seat, and soraei times at other places thought to be more convenient for that occasion. Some of these special examinations were held at school houses, at the time of the township institute, in order that citizens might see how they were conducted. On these occasions advanced pupils of the district schools were encouraged to enter tbe'class, in order to give them a test of their advancement, and encourage them in their efforts at culture. There have been held in this county during the last year, twelve regular monthly examinations and five special ones, making seventeen in all. The special ones became necessary from the fact that at the time of opening the schools in the fall there were not as many teachers holding valid licenses as there were schools needing teachers. As new applicants applied for schools—sonic from other counties—these special examinations were held in older to facilitate the opening of the schools not at first supplied with teachers.

As to the manner of holding: at the regular monthly examinations 1 have invariably used the State questions, but in these questions I noticed that some were repeated under various forms until they become somewhat stereotyped. Sometimes I took the liberty of changing them. At the special examinations I have used other questions, graded in character and depth as nearly as possible with the State questions. In order to encourage regular study in rules of punctuation, I.have generally used a set of questions specially .relating to that branch,-and I am assured that this has had a good effect; Seventy per cent, on the general average has been required for the lowest grade ot license, and where other qualifications have been good, almost as a matter of necessity, a few licenses have been granted where the per cent, on some single branch has been below forty, but only on tlie understanding that they would be revoked if a higher per cent, could not be made at the following - regular examination. Though I am confident that this is not the most perfect wav, I have generally considered the questions of equal difficulty, and given per cents accordingly. Where answers have shown evidence of a knowledge of the subject, and have failed to directly answer the questions, I have graded according to the knowledge indicated.. In case a question has embraced several distinct propositions, answers have been graded in proportion to the number of those answered. Neatness of execution, correctness and precision of language, together with the general average of knowledge indicated in the answers, have always been taken as factors, in determining the final results.

SCHOOL VISITS. There were sixty-seven schools jn this county last year. All of these were visited except two, and nearly all of them twice. I intended to visit all of them twice, but failed in a few cases. In the first visit my aim was to suggest new plans, where needed, and to explain systems oi gradation, etc. On the second visit I hoped to test the results. I did not attempt to divide my time equally among the various schools, but placed my work where I thought it would “do the most good.” Sometimes a very few minutes in a school would indicate that it was in good working order, and then my visit was not prolonged. In another school a glance would inform me that heavy friction retarded every element of motion and execution, f Here the visit was prolonged. The following have been the general; 1 testtj of the efficiency of a school: 1. Per cent, of attendance on enumeration. ‘2. Punctuality and its modifying circumstances. 3. Arrangement and execution of the regular daily programme. 4. General order, as to useful industry and prompt obedience, in study hours, and proper decorum, absence of boisterous ami rough movements in the room and on the play ground during recess. 5. Condition of- the ..room,’yard and privies as to cleanliness and neatness, . 6. The gradation and arrangement Of the school *work, according to the system adopted for the counts. ■ n • \ Where a large enumeration has

been found and a small attendance, the causes Have been looked after. Disaffected and careless parents have been visited at their homes, misunderstandings between parents and teachers and teachers and pupils have been arranged, school work made more attractive, etc. In regard to tardiness, the same method has been pursued. Teachers were supplied with a printed outline of the course of study and the plan of grading, and were aided in arranging the school work according to it, and instructed in regard to its designs and provisions. I never criticise teachers on their work publicly in either the.presence of pupils or citizens, as this would decrease confidence on the part of pupils and do harm. Of evenings I have called public meetings at the school houses. At these meetings questions of citizens in regard to the school work have been answered, and talks given on popular educational themes. In addresses to citizens, as a plea for more efficient public schools, I have explained the true object of education in the propel development of character, and have shown the partial results of our educational system in developing habits of industry, mental dicipline, self-con-trol, heart purity, taste and culture among our citizens, and have plejjd for long schools, better attendance, improved methods, and professional teachers, and proper supervision and parental co-operation as means of improvement. When addressing the pupils I have encouraged them in the cultivation of correct habits, and shown .them the necessity of a proper use of their time, money, health* and character, for good among their fellows. TIME SPENT AND COMPENSATION. The Commissioners allowed me no additional time for visiting schools, and I therefore spent sixtyseven days—the number of schools —in visiting work. I attended thirteen Township Institutes—one for each township; ten days were spent in office work, seventeen in examinations, five in the Normal Institute, aud eleven in attending and hearing appeals. Total 123 days, and compensation $492. The agent of the Attorney General gave the records of this county a pretty thorough examination with results barren to the school fund, and I did not think it proper to add a bill of that kind to my expense account, with such little prospect of increasing the fund. Shall give them a thorough overhauling this year. INSTITUTES. The annual institute was held at the county seat beginning the last Monday in Septeioßer, and embracing five* days. The enrollment was eighty-two and average attendance sixty-two. . The work was mainly done by teachers of county and myself; time mostly occupied in discussing methods in the common school branches. The only special feature Was a presentation and discussion of the plan of gradation proposed for the county township institute. Owing to the fact that some townships in this county have but two or three schools, it has been very difficult to make their success universal. But in the more densely "populated townships and where trustees have taken an interest in the matter, they have been successful in doing good, though some teachers have complained of the rigidness of the law, and a few chronic grumblers among. citizens have thrown cold water upon their expectations.

COUNTY BOARD OF EDUCATION, LIBRARIES, ETC. A majority of the trustees take a commendable interest in the meetings of the Couuty Board, while others take no interest at nil, never putting in an appearance. The' law on this subject seems to have one radical defect in not properly equalizing the suffrages. Two small incorporated towns, with eight teachers and about six hundred children of school age, cast six votes, while thirteen townships -with sixty teachers and twenty-two hundVed children cast but thirteen votes —hardly a just representation. As a general thing the libraries are in a good state ot preservation, but the books are used very little. APPEALS. Appeals from the decisions of trustees in locating school houses have Been a source of great trouble and intense feeling—doingmuch harm. The greater number of these appeals have been engendered by scheming politicians, not for the good of the school, but as a part of the county politics, brought up to elect or defeat trustees or sustain party cliques and clans. Through the influence of these political tricksters, district feuds are intensifiedl and kept alive much to the detriment of the schools and the peace of society. CONCLUSION. In the main onr trustees are faithful, courteous and efficient, and onr schools doing a good work. 31 ay their good work continue and improve, and may demagogues learn how. little they make theraeetfKFXu impairing their usefulness for selfiish ends.