Fort Worth gazette. [volume] (Fort Worth, Tex.) 1891-1898, 1894-09-21

hand. Is one in which the pupils are
taught individually, each one being ad-
vanced as far and as fast as circum-
stances win permit, without regard 10
the progress of other pupils And, IL
may be added. that pupil Is often al
lowed TO advance much faster in one
subject than In others. thus encourage
ing him In those subjects in which he
is already much interested, and neg
lecting TO strengthen him and encour-
age him In these subjects in which he
is deficient and which he does not
like. The minds OF children should
have symmetrical growth In the sub
jects essential for general mental dlsci-
pllne.
The Directory OF Education gives the
following as the Leading advantages Of
graded school over an ungraded one.
/. They economize the labor Of In
struction.
2. They reduce the cost of tuition.
3. They make the instruction more
effective.
4. They facilitate good government
and discipline.
s. They afford better means of In
citing pupils to study.
1t Is not necessary to do more than
give brief reasons for each OF the
positions stated above:
/. The labor Of instruction is econ
omized by having the pupils OF similar
advancement in the same classes and
by giving each teacher only one or two
classes Under these circumstances
the most effective results are obtained
and the results Of Individual instruction
cannot be compared with the results
under this plan
2. The duplication of work is avoided
and each teacher having pupils of
similar advancement can teach a larger
H.. 81.
any other conditions. thereby bringing
the cost to the minimum.
.. me effectiveness of the instruction
IN a class OF about equal attachments
has Its fullest force. The teacher hay-
Ing small number OF classes can make
tmofoush preparation FOR each of them.
The stimulus that comes from the
simultaneous efforts of pupils well
classified intenslnes the work OF in
struction and brings it to the highest
degree of effectiveness.
a. Pupils that are about the same
age, that have common pursuits and
pleasures, and that have room 10
themselves for their common work
are much more easily controlled than
any miscellaneous crowd OF children
OF unequal advancement and without
ciass organization, thrown together
without order, system or purpose.
.. Inc means of melting pupils to in
uustry are certainly multiplied many
iolu when all those that we would have
pecuhie Industrious are so classified
that they may receive much attention.
encouragement and judicious help from
the teacher. If a room has but one
or Two sections of pupils and is NOT
crowded the teacher may know the
needs Of every child under her Instrtle-
ton and, knowing the needs OF each
one, she can without delay supply them
ana thereby remove cause for discour-
agement or idleness. Under these cir
Gumstances the teacher can give much
time and attention, in the lower grades
TO what is known as busy work which
WIN keep pupils from contracting idle
habits.
A graded school is organized on the
exact plan OF all the colleges that have
tnelr courses divided so that the work
of one year Is done by a class
All pupils OF the freshman class work
together. And so with all the other
elasses' what would be thought of
eoiiese mat would abandon Its classes
anu teach the individual pupils? What
would be thought of any school that
would do this? Yet that Is what the
opponents of the graded schools wouid
nave us do; that H., IL they Thought
enough about the matter to want any
thing done.
A graded school is a classified school
and to oppose the grades is to oppose
classes and | take 1t that no reasona-
pie person is ready to advocate the
return 10 those days wnen the pupils
sat on benches. without desks run
ming all around the room, and when
the FIRST pupil reached school I'm tho
morning took his seat Mt the "head"
and recite1 first and the other pupils
took turns" as they came, each punu
being taught without regard to any
other pupil. Shall We return to those
schools In which there was no COM
torl no order no classes, which our
iathers and grandfathers remember
put which have gone with the "reap-
hook" the "tallow candle" ana The
'olue-back speller?"
NO. we are not ready TO return 10
these features of those good old dnvs
me world is moving forward I'm All
departments OF labor. OF science Of
literature. and with this forward move
meht the schools have improved he
yond estimate and are sim improvinp
iheIe is no rear of retrogression in
euuSatlenai matters. Let us hold fast|t
20 me good OF the past and the pres
ent and move forward to higher and
better plans for the future.
me children OF this generation are
entltled TO the advancements OF the |
past and Il is the duty OF teachers To |
bring to them all wise plans of ed,ica- |
t,on that the study and experience OF |
given to us. H"Ne
Let i-et me congratulate you upon the
lie schools, which were organized oniv
iour years ago. Your board, your sii-
perintendent, your teachers and. I'm |
iaet your whole people, are 10 be |
upon your marked sue
cess which / hope is but the begin
ming Of the great things that are TO
Follow in your educational work