The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-08-25

] result of }our last unifoi',l cNlniin:.!on
emphasized the need OF more symmetry
In our training. tIui' examiners t@ii4.,i,
tia. frequently they fonrd papers
strong in arith,nctic, accompanied by
compe.e failures in grammar. COM
position and drawing. This serious
defect In our educational system must
be removed. Tile ado tirn OF this uni
form graded course of study would
largely overcome 1t. 1t woul0 call fora
daily program and a proportionate dis-
tribution of time among the different
branches OF study, which would iN-
suit in harmonious development OF
the faculties Of the mind.
Increase Attendance.
In the second place, 1t would tend
to increase the percentage OF attend-
ance Grades have All adhesive influ-
ence upon the student body Attend
ance Is one of our serious problems;
the sentiment for compulsory education
as its proper solution is growing
rapidly. Any effort, therefore. that
Will increase the attendance is de-
sirablc. The graded course would APP
peal to the boys pride. Hc would att
tend school regularly In order to adj
vance with his grade. He would see
at the end promotion or failure. He
would be trained at the same time 10
stand upon the principle of merit, ona
OF the great lessons of life. 1t would
also appeal to the pride of parents.
They love to see their children advance
with their grades, and would CO.
operate with the teacher In keeping
them in school.
This advantage is not supposition.
1t has been established by experience.
Why This Difference.
In looking over the last Virginia
school report found that the average
daily attendance Of pupils in our cities
is about ninety per cent, while the
average daily attendance in our rural
schools is about seventy. Why this
difference in favor of the city school?
l do not believe that graduation of our
rural schools is a panacea for all the
ills of the public school system; but
l do not believe that 1t would increase
ma terially the percentage Of attend
ance in rural districts. l can SEQ it's
influence In my own work. T believe
it would be we'll to have certificate
OF completion to issue to pupils grad
uating in the public school course. 1t
would prove n great stimulus to pub
lie school work. and aid In increasing
the attendance.
Would Help Officers.
Again, uniform graded course for
the rural schools would aid the SUI
perintcndent In effective supervision.
1t would enable him to compare the
work of the different schools
and thereby stimulate laud-
able emulation. For instance. he
could compare examples of drawing Of
the third grade Of one school to the
efforts OF drawing of the third grade
OF another school. This would create
4 desire in the poorer school to do bet
ter work. He might compare compost
ton work Of school, short written tests
ir different subjects, and thereby gain
the relative worth of schools. This
official comparison OF the efficiency OF
the schools would stimulate pupils and
teachers. It would give definiteness
to the work Of each.
It would aid. too, in eliminating In
competent teachers from the profess
sion. This course calls for specific
work in specific branches. New de-
mands are made of the teacher. which
he must meet or give place to his
successor. Progressive teachers would
meet these new demands; unprogres-
sive one would not. They would drop
out of their own accord.
Two Excuses.
In conclusion I desire to refer briefly
to two excuses offered for retaining the
rural ungraded school. We are told
that there Is not enough time for all
w
strong argument for establishing this
course. 1t implies that this work is
| not done in the ungraded school. IT is
| perfectly absurd to maintain that n
we'll graded school requires more time
for instruction than an ungraded
school. 1t Is true all of this work can
not be done by one teacher In an I'M
graded school: 1t Is also true that It
can be done by one teacher In a well
graded school. It is being done to-day
by one teacher In a great many of our
district schools. Organization and
systemization are savers of time.
Again, we are told that it is a hind
rance to advancement. This may be n
real objection in a city graded school.
but 1t Is not In the rural graded school.
In rural graded school there Is no
objection to boys pursuing the fourth
grade, say, and at the same time doing
some third grade work. This cannot
be done without friction in city
school. The pupil has to do the work
| of his room. In fact the rural school
would lend itself to graduation more
readily than city schools,