The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1896-02-17

full and unsuccessful teachers. POOR
schools and unsuccessful teachers
mainly because OF no natural adapta-
ton for the work and improper or in
sufficient preparation for IL. Also we
have teachers who have become hxed
in certain routine processes quite sat
isfactory to themselves, but in the re-
suits obtained are really very bad.
1T is hard work at best to handle
room full of active children conducting
them through their exercises by the
simplest processes, and exceedingly try
ing to any person who has sufficient
nerve to undertake II. consequently
many teachers fall into the mechanical
processes so easy under our defective
system of over-grading and promotions
in mass education. The Butte teachers
are as capable as any. loyal and devot-
ed to duty and some of them really ex-
pert in their methods; while others
aim too much at mere mechanical pro-
ficiency which puts on sort of exter-
nal veneer exceedingly deceptive to
teachers, parents and pupils. 1t is as
tonishing how many deluded parents
there are who are ambitious to have
their children pushed along, through
the books and on and on from grade to
grade regardless of the immense harm
that must come from such a process,
and the embarrassment and discour-
agement of the poor victimized child
rem.
1.-The Butte teachers have resolved TO
make their schools equal to the very
best and thus we are working together
along the line of the latest and best
systems and methods. II we had
quantity of diamonds. pebbles and
brickbats to polish we should not pro-
coed to treat them all by the same pro-
cess. nor hope to gain the same results
by different processes. We find among
our children in school some of double
the capacity of others in the same class
and also we find all phases of charac-
ter and temperament. 1t is obviously
unfair. improbable and even destruc-
tive to deal with them en- masse. I'm
partially" serving all alike, holding
back the progressive and capable and
crowding and over-stuffing the stupid
ones. If we put our boys and girls In
a row like so many clothespins on a
line and handle them automatically
with less differentiation than a shep-
herd would manipulate a flock of
sheep, we may succeed in shining up
some of the pebbles-the middle class
but the diamonds and brickbats will
still remain in the rough.
I'VE are now engaged in studying our
pupils that we may learn how to prop
erly conserve the interests of the indiv-
idual and still provide for the many;
how we may do ungraded work in a
graded SYSTEM how we may suit the
work to each child according to its
Entertainments, temperament physical
conditions and mental capacity; how
we may give each a fair chance ac-
cording to its ability and desires.
I'VE are now dividing our pupils as
far as possible into three classes, to-
wit: First, those who are ambitious to
study; second, those Indifferent TO
study, and third, those who positively
dislike study and school
"Of course IL would not be proper to
let the pupils know into which class
we have placed them, but il is highly
important to us that we make such
classification that we may devise
methods adapted to the needs of each
class.
This will necessarily lead to a care
full individual child study and into the
principles OF child psychology. When
a teacher is able to characterize each
child, including something of his ma
tionality, Establishments and home en-
vironment, then she may hope to prop
| erly suit the quality and quantity of
work to its needs. The teachers who
| fail to do this are apt to become grad
| grind word mongers, developing stu
pidity and turning out mechanical au-
/ donations.
1--WE do not seek publicity but we
| want our ambitions and desires our
| systems and methods known that we
| may have the sympathy and coopera-
ton Of our patrons"