New Iberia enterprise. (New Iberia, La.) 1885-1902, 1898-12-31

"Is it Practicable to Grade the COuntr
Schools in Louisiana, Under Present
Conditions p
This subject was assigned to Prof. J. E
Keeny, principal of the New Iberi
Schools, for discussion at the annual meet
ing of the Louisiana Public School Teach
ers' Association, held in New Orleans tn
past week, and we present his paper il
full :
That Louisiana educators are discussing tn
question of grading its rural schools. is not re
Election upon it's educational status, nor is it in
dicative of its having neglected problem of schoo
policy to an extent very far beyond that of man.
of our sister states; for, nowhere have they 81
thoroughly graded these schools that the system
is perfect and satisfactory and meeting all Of tn,
just demands of the people and the varied need.
and requirements of the children.
Louisiana has its peculiar conditions education
ally that the practcability of grading the rura
| schools is certainly open question and one
worthy the time and attention of its educationa
association.
According to the common usage of the tern
graded, | should say that many of the Louisiana
rural schools are and hare been graded these many
years. In short they what might be termed
many graded schools and described by al
authority about follows: Whenever pupil
presents himself for admission he is received and
his studies frequently determined by the books
he brings or the request of his parents if not OF
his own choice His first lesson is apt to be the
next following the last that his former teacher
had given him. II he has been through the Blue
back Speller' to the tenth page the third round
the first column on the eleventh page is naturally
the first lesson for his new teacher to give him. II
class exists in spelling just at that place he is put
into it, and likewise he is fitted into other subject
with classes of his advancement--if there are
such-otherwise he is placed into class by him.
self. 1t is thus by no means uncommon to see a
dozen or more classes in the same school studying
the same book, but at as many more stages of
advancement in it. Hence the instruction is al
most entirely individual in every of the
word, and each pupil studies what he pleases. "
This school is certainly many graded school,
at least many classified school. 1 do not
entirely condemn this system. 1t has some splen-
dtdresuitsin its xaxoEs susae sss-sha lessons are
learned with but little help the pupils attention
in recitation is sure orhis lesson must be prepared
he will faile very time. This system favors the
formation of habits of self reliance and independ
ent effort, patience, perseverance and courage
Gus attack of difficulties. 1t gives valuable
training for school and after life; it makes boys
manly; accustoms them to the use of their own
strength; and fosters the growth of originality
and decision of character Of thought and of
speech; and may account for the fact that the
ungraded school is developer of genius, for from
them have come many of the strongest characters
who have easily led all Others in the battle for
supremacy. Surely a system which accOmplishes
these results is not to be entirely nor hastily
demned.
Without any attempt at defense for my plan
of grading. l shall briefly state what l regard as
practical grading for the rural schools. l believe
that under favorable conditions there is no ques-
ton to the advisabity cfand necessity for grad
ing the rural schools, but how far may sue
ceed and when to begin and what to attempt must
be determined by the conditions affecting these
efforts.
All schools should be graded to the extent of
having a graded course of study, which has
correlation of the topics and exercises in the
course-the course to be flexible as to grading
and as to classification, providing for reclassifica
tion to meet the varied abilities and qualifications
Of the individual pupils. In no case, however, is
the course to be anything more than that toward
which teachers and pupils may work; and not to
be followed as if it to be forced upon pupils
without due regard to their capacities. In short,
the course should be lin the language of DIR.
Sabin) a measuring rod or scale which is used
to determine at what point in the work in the
elementary course the pupils work has arrived,
and not to be used as Procrustean bed on which
to stretch the work of the school in order to give
uniformity. The studies should be grouped into
four general divisions 1.-TWO years work in each
not separated by arbitrary lines but
sisting of practical divisions that will serve as
general guide. The principal idea of the course
being to grade the work of each pupil to a proper
tiOnate advance in each of the branches compos-
ing . division; and the subordinate idea is to
grade the school into classes, each working in the
same general division. In other words, a division
is body of related work, and is not group or
class of pupils. Each division comprises sew
eral classes and all of the pupils doing
the work of division can neither enter nor
leave the division at the same time. The re.
classification of each pupil will depend upon his
own ability industry and regularity of attendance.
We must keep in mind that the basic condition of
any proper method of grading is the accurate
classification Of pupils.
1t must be remembered that true grading aims
to advance the pupil in the several branches as
to produce symmetrical development; while
c,iG -, l.
with his individual capacities resulting in his
harmonious development When these come in
conflict, classification must have right of way
thus making the individuals ability, effort and
qualifications determine his place in grade and
class. Said classes being separated by short
intervals as possible thus favoring frequency of
promotion. child should go fast as he can do
his work well and no faster. While we cannot do
without organization and dehniteness of arrange
ment, must consult the needs of children more
and demands Of organization less; must guard the
interests Of the classified rather than those Of
To make such grading practicable in the rural
schools, we need good teachers; competent un-
and true men composing the board of
school directors; and, active and professionally
qualified superintendents. OF course, if can
have ward graded schools and district central
schools and parish central high schools.
snd ffee transportation, the system will be
.onger, more practicable and more easily
perfected.
The question at once arises. how many Of these IA
1orable conditions exist within the rural districts
If our State. would not pull down. without re-
placing my wreck with q substantial and
beneficial edifce. Nor would cast single onus
,r reflection upon the good people, teachers, ,direc
tors, superintendents, legislators and educational
actors Of our State; but, there exist conditions
o-day, affecting public schools which can not
md should not be overlooked ignored by those
Who have the best interest of schools at heart
md who are in position to raise voice against
he continuance Of these retarding factors.
The teachers of our state compare favorably |
nth the rank and file Of more school favored |