The Richmond Virginian. (Richmond, Va.) 1910-1920, 1912-07-14

LY IA, 1912.
rowed, TO the deteriment of the school
in that a number of pupils would re-
main longer In school could they elect
the subjects they prefer
I Should Re Classified.
In my Judgment the first grade high
schools should be divided into two
| classes. "A" and 81" in the "A
| class. in addition to the two required
subjects there should be at least four
| optional subjects, any two OF which
could be elected by the pupil. To car
~ such a program as this would
| necessitate the employment OF four
teachers. The school with three teach
ers, offering single program of stud
| les, should fail into the -"Bh class.
| The "A" class school with its broader
| program can take core OF the pupils
preparing for college entrance and at
! the same time that larger class which
elect those subjects which tend to fit
them for the practical needs of life;
| while The "B'' class school must neg
lect one or other of these classes. A
fouf-year school with less than three
teachers should not be rated as a
first grade high school; neither should
| three-year school with less than two
teachers be rated as a second grade
! high school
1T can be clearly seen from the
above that Standardization is the i'm
por'dht WORK now at hand; and while
| This Is task full of difficulties. II IS
| one that must be undertaken and
! carried through to successful con-
| cluston.
Teachers Must BE Prepared
! AS the decisive factor IN any school
| IS the teachlng-~we should look well
| into the qualifications of the teacher
| and begin our standardizing here. The
scholarship acquired in a well or
! Eanized high school is no more than is
| necessary for the intelligent appre-
| citation of the subject taught in the
| grades. until through a broader
| scholarship the teacher is raised to a
level above that on which she nnds
her pupils, 1t is impossible for her
| 10 lead them upward and few indeed
| viii be the children who will aspire
10 enter the high school Hence, the
! minimum requirement for the teacher
Of the elementary school should be
| graduation from high school say
| adVisedly, the minimum requirement.
| for the Ideal would be to have in ev-
| cry elementary school teachers who
| had completed the course of first
1 grade high school and had profess
! slonal training In addition.
II such is the recruitment for the
| alenentary school, II naturally follows
| that the teacher IN the high school
| should have for his preparation the
| discipline, the ideals and the training
| which obtains in a standard college;
| that Is, college maintaining four
years OF work based on graduation,
from standard high school. The
| tpoVe are Ideal conditions and We are
as yet far from them, but we should
| not rest satisfied until they are real
| zed.
| Our people have become go much
| interested In having a high school in
! their community that l fear some OF
| ghem have been established at the
| expense OF the elementary schools In
| my judgment, no community should
| he encouraged to establish high
| school until the elementary school has
! been thoroughly graded. In con-
solidated country school (with not
| more :han a hundred children} for
| efficient work there must be at least
| three teachers devoting their entire
time to the work OF the grades; 1t Is
| impossible to properly grade such q
! school with less than this number II
IS much more to the advantage Of the
| community to have the elementary
| school thorough IN It's work, and the
| children go no further. than to have
ono or two years OF high school work
| superdcially done at the expense Of
| the grades
Let Work BE Thorough
When conditions are ripe for the es-
| adjustment OF a high school no more
should be attempted than can be thor
| oughiy done. A four-year high school
should not be attempted when the
funds warrant the employment of only
| sufficient teaching force for two
years of thorough high school work,
While the program of studies
equipment, etc. Of the high schoo
are important. by far the most in
| fiuential factor in high school educa
don IS the teacher; this Is especially
| rue during the high school age, 70.
| the teacher has more personal indu
ence on his pupils during the adoIes
cent years than at any earlier o,
| later period. The teachers prepare
/ don should be extensive, as well i.
intensive, which is now easily possi
| BILE in any Of our standard colleges. s,
! fas as academic scholarship IL con
eerned. And ! am glad 10 note tina
/ some Of our pest CoileBeS are now
Io1ering---as eIectiVes-~courses In ed
ucational theory for the benefit OF
those who wish TO make teaching &
! profession; and ! believe the time T.
not far distant when Virginia vii
I offer courses for the professions
preparation of the high school teach
er JUS; as Is being done today in tn
| normal school for the elementary
/ teacher.
! In order to unity the high schoo
work in the state, there should
! be high school inspectors: mer
/ whose sole business It is to
| study conditions and to rem
| der that assistance which can
be given only 10y an expert. In manS
states the inspection OF the higl
schools liz in the hands of the Stat
university, nut this Inspection IL aF~
to be done with view to accreditiai
! the schools with reference to entranc.
requirements alone The State in
spector OF high schools should has
at heart not only the interests OF this
! few who will go to college, but ot
the many who will not, and shoult
J be responsible to the State board q
| education. in whose hands has been
! placed the responsibility of building
| up the system of public high schools
| In conclusion. word to the loca
school boards; If you would be of rea