The times. (Owosso, Mich.) 1882-1897, 1891-02-27
Educational Notes.
GRADING THE DISTRICT SCHoC

L
"Why are you attempting to grade our
country schools and what do you expect to
accomplish by it" is aquestion so frequently
asked me, that take the liberty of replying
through the educational column of The
| TIMES.
A common cause of opposition to the pro-
posed grading arises from the fact that maIy
totally misapprehend the meaning of the
word. / have heard school patrons pro-
claim themselves opposed to grading but in
favor of classification; yet the two terms, as
l applied to district schools, are absolutely
synOnomOus-grading is simply classitica-
tion. The end to be attained by classiica-
ton or grading is such a systemiZatiOn of
school work, that the very best possible re-
suits can be obtained. Grading implies
continuity of school work; it is All at
| tempt TO introduce order and method where
| too often the reverse is now the condition.
The superiority of the village scnOol is due
| in no small degree to the careful gradation
of the pupils and the attempt to grade the
| district schools is simply an attempt to Sc
cure the same advantages for the country
schools; it will require neither additional
expenditure of money nor the introduction
of new studies in the school course; further
more the proposed grading of the district
schools does not logically necessitate the
township unit system and free text books,
as Is sometimes asserted nor do intend to
discuss the advisability of these measures
Briefly then grading is an attempt to in
troduce system i'm the district school, as IL
1,O,O erists, and IL is not an attempt to sub
stitute some other system for the district
system.
The further discussion of this subject nat
urally ranges itself under two topics.
l.. The necessity for grading. III. The
benefits of grading.
Taking up these topics l shall first point
out the defects in the ungraded district
school and then give the advantages of the
graded school. One of the main difficulties
in the districts is the chaotic condition of
school work. At the commencement of the
term the teacher is obliged to ascertain by
personal inquiry just where each pupil is
competent to begin work in each branch;
many of the scholars are turned back in Or
der to accommodate a few, who have not
thoroughly covered the work; considerable
time is lost in getting start. How often
do we hear the teacher ask: ''Well, boys
and girls, where do you want to begin this
term?" and the inevitable result is that
large portion wish to review" If care
ful record of the Individual work of each
pupil for the preceding term had been made
out and left in the desk, the studies could
have been continued without interruption
and without loss of time. The period that
the average boy or girl can give to mental
training, is too short to be frittered away in
useless reviews and unnecessary delays.
Again it is not unusual to see district
schools where the entire energy of teacher
and pupils is directed in particular lines, as
arithmetic, geography, or some other favor
IN fnIv ha mi int hos oil
most completely sidetracked for this hobby
of the pupil or the teacher. The natural
! result of this abnormal training is an incom-
| plete and one-sided development of the
child. l have seen instances in the schools
| of this county where bank discount and the
| third reader were being studied by the same
child. A well graded school presents no
| such glaring combination Of studies. The
Course OF Study for District Schools" is
| sued by the Supt. of Public Instruction pro-
| vides for a natural and progressive grouping
of studies, and where the cOurse'of study is
| followed, we do not find child at once
| pigmy in grammar and a giant in geog-
raphy. The foundation work of an educa-
| ton should be broad and even and success
| full grading will accomplish this much
| desired end. An evil of the ungraded school
work that too often escapes notice, is the
| teacher wishes to be successful, it Is neces-
| sary to secure the interested attention of the
pupil; to arouse the enthusiasm of the child
| should he the aim of every teacher. Does
| the present system Of turning back" stim
| ulate the activity of the child or does a
| twice-tOld tale lose some of its freshness at
| each repetition? Is much mental power de-
| veloped by the parrOt-like location of the
same cities term after term. Is the mind
strengthened by continually diagramming
| simple sentences? Does 1t pay forever to
thresh old straw? Yet this condition of
school work is only the ripened fruit of the
ungraded school.
Before giving q summary of the advan-
tageS of systematic grading and careful
supervision, wish to speak of an evil that
| is always and necessarily characteristic of
| the ungraded school. refer TO the excess
i've number of recitations that each teacher
is called upon to hear each day. 1t is fire.
| quently over thirty and rarely under that
number. This allows the teacher not over
ten minutes for each recitation, after de-
ducting the recess, the time used in calling
and dsmissing classes, answering questions.
etc. There is no time for explanation and
individual instruction; the special needs Of
each scholar cannot receive the special aid
that better system might allow.
III. The advantages Of Grading.
Q). The various studies are so arranged
that they can be pursued in their natural
order and when completed provide good
basis for higher school work or the pract
cal duties of life.
(2). The scholars begin to look forward
to day when they can graduate from the
district school, This stimulus of definite
end creates and fosters spirit of ambition
| to maintain their rank i'm the grade to which
they belong and to advance to higher
grade as soon as possible. When pupil
realizes that progress depends on successful
work, and that advancement will only follow
successful work, his best endeavors can be
secured.
(3). The time now wasted in getting the
school in working order Is saved.
az. The enrolment is greater and at
tendance more regular.
(5). The number of classes is reduced
and the teacher Is enabled to give more at-
tention to the individual needs of the pupils.
0). The evils following frequent changes
OF teachers are reduced to o minimum and
the probability of such frequent changes is