The Marietta journal. [volume] (Marietta, Ga.) 1866-1909, 1877-03-16
For the Marietta Journal. ]
GRADED PUBLIC SCHOOLS.


COMMANDED Ine attentlon Oh Inc
thinking men and women of Geor-
gia, to greater or less extent, for
sometime past and it is growing
upon their thoughts. AS often, and
as thoroughly as the question has
been discussed, there is widespread
misconception Of the genius of the
system, on the one hand, and ignor-
ance as to its constituent parts on
the other hand.
AS there is no subject of greater
moment to the individual citizen or
State. than a well regulated system
of Public Schools, we propose to of
fer this as the frs. of series of ar
ticles on the subject; hoping that
this intelligent community may be
put upon train of thought, evolv-
ing eventually system of graded
schools which might we'll claim to be
regarded as one of its nobIest monu-
ments.
The history Of public schools both
in this country and Europe has
demonstrated the truth of the propo-
sition, that individual effort alone,
without State aid, is inadequate to
the speedy improvement and educa
ton of the masses; being both un-
certain and irregular in its opera
ton. In some States, therefore, ed
ucalion has been made compulsory
by statute, as tending to decrease
crime and better dispose the individ-
ual to discharge the high and impor-
tant duties of citizenship.
In this State the public schools
are largely dependent for their sup>
port upon the school fund, which
is altogether insufficient as, the
amount will OILY keep up the schools
from three to five months Of the
year. During the long recess the
pupils lose much of what they have
gained, and the teachers cannot live
upon so short and uncertain employ
ment. Consequently, this half-ex-
istence, like an obscured light, but
renders the uncertainty of progress
more sensible. The schools should
be opened and continued for ten
months of the year; in two sessions
of five months each, under the man
agement of first class instructor
The question is frequently asked
is not school in which there are
three or more classes under the di.
rection Of one teacher graded
schools The answer is, no; the
graded system is the out come of
true economy a recognition of and
confirmation to the division Of labor
principle. 1t recognizes the fact
that whilst there are differen. meth
DDS Of instruction, there are also diff
ferent modes of discipline that the
discipline which may be applicable
to a youth of fourteen will not apply
to a child of seye years; that teach
ers vary in their adaptability to the
instruction of beginners and more
advanced pupils; that despite the
industrious efforts of the teacher
there is great loss of time in an I'M
graded school; that there can be
only an approximation to thorough
ness in instruction where the teach-
err is obliged to hear one class recite,
whilst he keeps the three or four re-
naming classes in order; that in an
ungraded school it is practically i'm
possible to develop fully the great
est teaching force; that there is lack
of time, during which, the teacher
may be giving evidence of his apt
ness to teach. The system is not a
peradventure it long since ceased
to be an experiment it is a success /;
and some of the most satisfactory
evidences of that fact are found at
Nashville, Memphis, Knoxville, Sa~
vannah, Atlanta, Columbus, Angus
ia, Macon, Charleston, and through
out the North and West. In the
cities above named, it has been
demonstrated that a good teacher
can teach forty or fifty pupils with
as much ease and with better results,
than twenty or thirty divided into
the usual three or four classes. The
whole work is systematized there
lie time for every thing and every
thing 10 its time. There is no hur-
rying from one subject to another !;
no detention of pupils after hours to
make up the time lost by the teach
err 10 manipulating bis several classs
es. There is ample time for the
teacher to do his work thoroughly,
and that, too, without the fear of
trespassing upon the rights of any
class. There are no drowsy pupils
in such school, unless ventilation
has been neglected, as is too often
the case. 1t is work, work, work,
but there is no loss of vigor or en-
thusiasm. Teacher and pupils go
home each day satisfied that some
progress has been made.
We have roughly outlined the
economy of time and labor; in our
next, we will show, by actual figures,
how this system captures and extir>
pates that nightmare, High Tuition,
and cheapens education to all.
Nov