The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1898-12-11

Without question, the most important
achievement OF the eight years, and espe-
cially OF the past year, has been the prac-
teal fruit.en OF the plan OF graduation and
classification according TO relative ability.
As previously suggested, this plan was first
devised and applied by Mr.. Barnard In the
Seattle schools. and had been used nowhere
else. Other cities have since taken up with
Il. but the Seattle schools. by reason OF
prior experiment, are able 10 produce the
first complete and serviceable showing OF
the results.
Because OF the originality of this plan. a
review OF the work Of the Seattle schools
some moderate fullness. Briefly. then, the
plan IS this;
Given any school: Entering primary
classes are distributed among about four or
six teachers. The first month is devoted TO
a process OF selecting those who get along
most easily In their studies. The brightest
are then placed In "a division by themselves.
under separate teacher. Those next In
brightness are placed in still another divi-
sion with separate teachers And 50 on
down the scale making from four 20 six
divisions In all. those who have he most
difficulty with their studies are placed by
themselves and their separate teacher is
instructed neither TO hurry them nor 10 ex-
rect them 20 finish the ordinary years
The pupils in tho brightest class are al
loved TO make rapid progress az they
can. II they can finish a normal years
work In five or seven or more or less
months they are given a chance 10 do so.
and 20 pass on to the work OF the succeed
irr grade on the other hand. the slow
pupils may remain in the work Of their
grade ten months. twelve months. or fifteen
months Il necessary. They are not pro-
noted until they have mastered the studies.
In their own way. as vel as the more bril-
liant ones who went on ahead Of them.
OTTO HIS system really amounts 20 a reaii-
II cation OF a ng-enphasszed desid-
IL era'um IN public school sdminlstra-
ton. namely. the cultivation or the .n3i-
vfdaal: or, perhaps. rather the considera-
ton az the individual Fly ia Use no pupil
Is held back because his nelghhor is not
so capable as 10 Is. At the same time
p,lul who ~ less bright is forced and
crowded beyond his natural capacities.
81 {. -
UT ANY CT the pupils who entered the
Nyll Seattle schools when this system
IL - was lnauguratoi have now com
pieted their courses ard are aNout TO anter
me high school Fer This reason Supertn-
tenfent Barnard has been able 10 compile
tables showing The definite results 81 the
system These results are instructive IN
many ways
FIRST % all they show that The gTada-
ton system is q very considerable saving
81 time 10 many pupils By enabling them
30 take advantage OF their superior bright
ness X enables them 70 cofnglefe their
courses liz fraction % ths tine required
under the Oil system. For example .ss5
pupils were able 20 save sl1sa between en-
tevtng the primary ana completing the
grammar cas1rsss The amouat o< time
saved BY 4he total nuynee~ was IL L.
months. Computing .he average cost OF
pssalic school education st s. g. Per pupil
psr month. this involved saving % the
taxpayers wsao ara tAe Is2rents-cf s4t-
a. 80
There was also saving 20 thA parents
GO the cost 81 keepirg lAe children in
school she additional time ard the .a*an-
ssge 20 them ~ preparing fher 70 be self
supporting a. al earlier tine % TIE.
Orr tAe ether hand. l&-gs na-ls.sr lost
tine bw t1ss system. bat tas iast tgrze q
course was offset by the Increased -
feIsacy cs the education The table hare
wttA. under the e~rEion 'sEa~rara SvSseYz
IL tAe Different Schools" exhibits the
gA3ns and soss~s n the various gra3es 7.
Il rrlnse. IN faa herewith because IL 10 the
syst table Of sae Kind eva< pr-psarea
TIE higher TIRE grade. tAe greater seems
30 - the s<syaztage % the SYSTEM. Ia the
n'sa seAoe.s tie Ees ga.1 o. al Students