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Image from page 56 of “Biennial report of this Superintendent of Public Instruction, condition of Montana” (1894)
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Title: Biennial report regarding the Superintendent of Public Instruction, state of Montana
12 Months: 1894 (1890s)
Writers: Montana. Dept. of Public Instruction
Subjects: Montana. Dept. of Public Instruction Education
Publisher: Helena, Mont. : State Pub. Co.
Adding Library: Montana State Library
Digitizing Sponsor: Montana State Library
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Text Appearing Before Image:
t it should be, the idea ofthe high grade graded college with ideal gear and apermanent and completely accredited high school training course cannot befully considered, for in the end, carrying on a school ofthat sort isn’t a concern of passion, of belief, orof need, but among dollars and cents with which equipmentcan be provided and educators paid. Whenever appropriate valuation is in picture, whether or not it hasbeen guaranteed by combination or else, 1st year ofthe course best adapted into requirements of community inwhich the institution is found is taken up and strictlyadhered to until enough teaching power are employedto carry-on extra work. In determining this, it shouldbe recalled that no recitation period should really be shorterthan forty mins, that very best senior high school in themiddle western would drop its accredited standing that it prizesmost extremely, that of the North Central Association, if evenone of the educators handled over six recitations per
Text Appearing After Image:
brand new BUILDING AT LIVINGSTON. 52 FOURTEENTH BIENNIAL REPORT day, which the best interests of all of the pupils from theprimary to your greatest level carried must be considered.Then a permanent record, offering each topic, the name ofthe teacher, text book made use of, few pages covered, num-ber of recitation durations, duration of each period and quality re-ceived, should-be held making sure that any pupil will get a statementof work done that’ll be of genuine solution to him, just in case hewishes to keep make use of another instructor or in anotherschool. Using this thought taken into account, the job could be builtfrom the bottom up, no districts is going to be compelled to behopelessly in debt, the girls and boys can get instructionthat may help all of them when they stay-at-home and help them ifthey subside for additional planning, and both large andsmall high schools can work alongside the elementaryschools on a basis of mutual comprehending that will hastenthe time when additional education comes into placewhere it
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