The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1903-10-25
THE SCHOOL LOCK.STEP
EXTRACTS FROM SPEECH DEALING
WITH GRADING QUESTIONS.
Prof. shearer, of Elizabeth, n. j., Says
the Worst Fault of school Methods
May BE Corrected.


schools are increasing In efficiency. Yet
in the method of organiza ton most schools
follow the methods adopted by Sturm at
Strausburg 360 years ago. They are, there
fore. only so far behind the times. Methods
which were intended 10 serve the interests
of the children have long since become the
tyranncal masters OF both children and
teachers.
The decree of the Demon Uniformity,
born OF the examination fiend, seems to
have been "in together. all together. on
together. out together" This decree men,
aces the intellectual life of all pupils,
shortens the school life of many and makes
pupil drivers out OF those who, but for it,
could be teachers in deed and in truth.
Is ii not an outrage to compel teachers
to drive the slow and hold back the bright
that all may walk in intellectual lock-step?
Since the lock-step has been abandoned in
prison and army it is time that the chill
dren receive equal consideration. 1t may
not be so easy for us superintendents and
principals. but there are those who think
the schools are for the children and that
it is our business to find way of break
ing the lock-steD in the schools. None
dare deny that the keeping of pupils OF
great injury to all. The effects of such
methods on the bright children is most dis
astrous; for il Injuries them greatly. both
mentally and morally to hold them down
to the pace OF the slower ones. Who would
work the nettlesome racer with the heavy
draught horse and not expect Ii to end the
usefulness OF the racer?
Regardless of thOroughness. the dull are
rushed over the work. They fall behind,
stumble for time at the foot of the class,
then, misunderstood. unappreciated and
discouraged. drop out of school, or are
quickly obliged to leave lest they bring
down the examination average" What
teacher has not seen such pupils drop out
of school. having lost all interest in life?
Sad it is that they have lost the confidence
of their teachers: sadder still that they
should longer be encoura ged by the
confidence of their parents. But infinitely
more are such pupils to be pitied because
they have lost all confidence. in their own
abilities. Almost certain are they to be-
come lost characters. Yet teachers know
that the most of them could have been
saved, if only they could have been per
mitted TO go at the pace that the Almighty
intended that they should. instead of being
of education had fixed. Why should any
one wonder that the most of these leave
school? Is IL not time that an effort be
made to suit the pace. to them, instead OF
expecting teachers TO force them into an
unnatural gait?
INJUSTICE TO PUPILS.
1t Is certainly injurious 10 keep pupils
with those of greatly different ability and
attachments; il is little less than criminal
to compel them to walk in intellectual lock-
step with such for months and years; it is
an outrage to compel teachers to constantly
goad children to hurry forward the slow
or to hold back the bright, and for the sake
of the machine, to force many out of
hay fpU
confidence and condemned them to lives
OF Ignorance, If not worse, is barbarism
such as should not be permitted in the
present condition of civilization.
The demands OF a rational system are
very simple.
/. Pupils should be kept with those of
2 They should all go over the course as
fast as they can do the work thoroughly
and well. and no faster Gould anything ne
more reasonable? Yet every teacher knows
that she seldom, if ever, has a class where
these conditions are met.
From every part of the country comes
murmurings which foretell the coming of a
storm OF protest against the system which
gives so little consideration TO individual
differences and conditions under which
pupils and teachers work. In the hope of
quoting the protests many fruitless at
tempts have been made to secure tenn
porary relief. That these attempts are the
result OF ignorance of the underlying prin-
ciples of proper grading is conclusively
proved by an examination of the results
Promoting twice a year will not help mat
tiers. Neither will a shorter class interval,
nor double track course of study, nor two
teachers 10 class nor an ungraded room
in each building, nor the giving of some
pupils extra work. These are but make
shifts which do not strike at the root of the
evil. If you doubt this statement step into
any school and secure a truthful answer
to the question, Are the pupils In this
room so equally advanced in their work
all in the same CASE 70 p hane when
does not make possible the answer yes
to this question is worthy of place in
the schools of the present century.
FAULTS OF PRESENT SYSTEM.
AS schools are generally graded the fol-
lowing are some of the objections:
l. Pupils are not placed or kept with
those of equal dvancement.
2 The bright are injured by being held
back. The slow by being hurried for
ward.
g. The work cannot be well suited to the
T. The work is not done thoroughly.
s. The school-life of the majority is
shortened. and the intellectual life of all
g. Eighty per cent lose time. whereas,
at least 70 per cent. are able to save time
under proper plan.
T. Seventy-five per cent do not 60 as
far the fifth grade in twelve years
course
s. Less than per cent. reach the
high school. and not more than per cent.
graduate.
g. The lessons are generally prepared
at home, though there Is no good reason
why they should not be prepared in school
10. Compelled to walk i'm lock-step with
those who can and should be allowed to
move at a different rate, n great many
lose all interest in school work. They
therefore leave school,
In Elizabeth, a city of 10000, the follow
ing advantages are noted: No teacher need
retain in any class any pupils not fitted
for the work of the class. No teacher is
required or permitted to take any class
over the work faster than they can do the
work thoroughly. No pupil below the
grammar grade is permitted to have any
home study. In the higher grades they
are not permitted TO have over one hour s
home work. From to per cent. are re-
CLASSIFIED each month. that they may be
where they can work to advantage. But
few have lost and 10 per cent. have gained
time. The attendance in the higher grades
has increased greatly. and that of the high
school has increased over 400 per cent. since
the plan was adopted.
Is there another place which can sub
stantiate similar claims? Yet there is nc
good reason why every town and city
the United States should not have all these
advantages.
Whose fault is 1t? Not the pupils no,
the teachers. Generally. not the princi-
pals. IT Is the superintendent function to
provide a proper plan of grading IL he has
not done so he must bear the responsibility
IL the Board of Education has interfered
and prevented the superintendent provid-
ing proper plan, then the responsibility
must rest upon the Board of Education
Superintendent dare no longer plead ignor-
ance an excuse for not having provided
a method of grading which makes IL posi-
BILE for the teacher to suit the work to the
needs OF the child, In place Of compelling