The Manitowoc tribune. [volume] (Manitowoc, Wis.) 1866-1878, 1870-05-12
GFADED SCHOOLS.

Too much Importance cannot be at.
tached to the proper grading of a school.
By gaining this point long step is taken
in reform. It's e1pediency as an initia-
tory movement in lettering the internal
arrancements of a school is apparent.
This has in itsaIfthe outlines of a system,
an6 in q way gives character to further
processes of Improvement. Here we dis
cover the first principle Of order. eff
CLERGY and power.
It IS astonishing to see how little atten-
fion is given to this matter In fact,
most schools have not the slightest COM
plexior Of grade in them. So as rule
darkness is upon the face of the deep"
al is chaos, unless in rare case an IN
usual coincidence of parallels gives a
senblance Of order. But permanent or
der must come from intelligent processes.
One inference only can be drawn from
this utter neglect Of what is necessary to
success, and that is: The people have no
definite idea of what Graded School Is,
and much less an idea of its benefits.
4 Graded School is one in which the
scholars are 50 grouped that all who are
in the same class of a particular study,
are in q corresponding class of some other
study. This plan does not allow a scholar
to be with his fellow in one study and
elsewhere in another. It's aim is uni
Formity of classes; we might call it reel
taeive parallels. 1t beautiful exhibi
ton Of discipline to see scholarly lines
moving up in geometric order. Regular
intervals being established between real
tations, there is sufficient time for learn
ing each lesson. confusion is avoided and
the work of the day goes on with certain
+ and precision. Thus are sensitive ears
relieved Of the sound of friction.
= The number of grades depends some
what upon the number of pupils. Con-
sequently, in cities It IS found convenient
to have ten grades, -four Grammar
grades aud siz Primary. Each grade
should be sharply defined and the work
Of pupils thus as5ed, clearly mapped
ont
This Elan bears on It's face an instruct
i've infue.ee : he principle of honorable
succession. We despise the arrogance
that sometimes comes from superior
power: but we believe elevation of mind
has right to show itself In legitimate
WAYS. Nature has placed its eternal
seal upon this principle There are
grades al the way from Hell to Heaven.
But one sboGlt not expect to rise in this
life till his head is lost on the heights,
though he may reasonably expect to learn
facts from the hard sky. The necessities
Of civilization demand just recognition
Of superiority: and necessity is strong
against the tremendous tendency of a
bind democracy to knock everything
down to an everlasting level. What
should be thought of an iconoclasm that
would break the inimitable productions
Of G1eeIan art, or the distaste that would
fling mud at the paintings of Titan 1t
i this same spirit that would destroy the
successive character of graded power
anu bury the chivalry of the soul. Az,
It wonl 7.rjke out memory itself, and
With hnle.ass conceit enter upon career
Of hopeless, empirieism.
No pupil or class should be promoted
to a higher grade without faithful ex-
animation b. Superintendent or Princi-
r4; and this examination should CON
form to an invaria5le standard Other
wise most of the benefits of graduation
would be .-s in miserable execution. But
let the application be equal to the theory.
then the carciessness OF youth is met by
the force Of positive law.
Graduation affords the only means by
which the exact ability and advancement
Of school can be determined and thus
can the merits Of each teacher be discov-
cred. Attachments arc additive with the
terms: but even an expert in his reckon
ms would require figures of the same or
der to be cagrespondingly arranged.
In establishing a graduation of this
kind, judgement is required determining
the relative Importance of each study to
the demands of the age, and to give a
Just apportionment of time to each. Our
age Is scientific rather than literary it is
losing It's old enthusiasm for classical
lore, and Is giving its strength to inven-
ton. Practical plans for wealth are SUI
pereaa.ng the sweet creations of poetic
fancy. Whether this is right Or wrong,
we must accept the facts and act accord
ingiy. The curriculum that would have
been marked out by Plato in the groves
OF the Academy or by the monks of the
Riddle Ages IN their musty cloisters.
would be quite different from the one
that would come from the laboratory of
the modern man Of science or from the
ssaay q he progressive ittaate,r.
we defined our subject by the adiect-
I've proper. By this qualification we
mean ID part that pupil should not be
bound as firm as fate to his class. It is
TIE ain of the wise legislator to give the