The daily star-mirror. (Moscow, Idaho) 1911-1939, 1914-01-28
WEDNESDAY, JANUARY IS, 1914
A COMPLIMENT AND A CAUTION

The record made by the Eighth A
grammar school class in the state
examination for entrance into the
high school deserves the hearty COM
mendation due to hard work well
done. Among those who took full
work there was not single failure,
and a great number received a mark
higher than the required 85 per cent
for general average. This means that
they have been doing good work and
doing it steadily. In becoming, as
they now will, the freshmen of the
high school, these youngsters have
earned all the pleasure and satisfac-
ton to be derived from their transit
ton from the grammar school into
the high school.
This transition period is, we believe,
the most critical one in the entire
school-life of a boy or girl. Too often
1t has proved period of utter dis
aster. The history of high schools the
country over is witness to the fact that
at this time scores of excellent rec
ords become disgraceful failures.
Children formerly studious and devot-
ed to their work become lazy, indif-
ferent, unruly. Amazed and grieving
phosis of the leader of his class into
the sulky and sullen, or the mischiev-
GUS and daredevil boy their son has
become Sometimes, though less often,
the daughter formerly so keen to ex-
eel in her studies seems to be list
less, discouraged by her new tasks,
disinclined to concentrate her ener-
gies, and eager for constant excite
ment She begins to have silly no.
lions about the boys, about her dress,
and about good time" Pleasure not
work absorbs her. No one who has
not had to live through this sorry bus
mess can imagine the heart-ache sill
emily endured by many an anxious
mother and father during the months |
subsequent to their sons or daugh- |
ters promotion into the high school. |
No doubt this uncomfortable and |
dangerous situation arises sometimes
from the age of the child in question.
1t is likely to be difficult time and
brings many problems not confined to
the physical well-being Of son or
daughter.
But the great root of the matter is,
we believe, the change in the char
acter of the school life. Often up to
this time the pupils have had only one
teacher for all their subjects. Their
study periods have been arbitrarily as
signed and carefully supervised. Their
conduct has been continuously a mat
ter of special responsibility for one
person. Behavior and scholarship
alike are more likely to have direct
and unremitting attention. The ses-
,ions are longer than they are in high
chool. Privileges have been fewer, the :
social life of the class more limited. i
In the high school the freshmen take
Up new and difficult branches taught
" a greater number of teachers. As
I this were not enough to tax their
lowers of readjustment, they sudden
y confront a more flexible schedule.
shorter working day, a different type
+ discipline, and a greater freedom III
he choice of their study periods. y
Without knowing how and without
aving been trained to use their new
reedom and powers, they are sudden
' thrown largely upon their own re-
ources From state of dependence Il
,ng familiar in the grades they sud-
emily enter upon state of compare
we and entirely novel independence.
he shock has often proved too great.
he child fails to get his work, fails
, like his teacher or his books, and
ails to behave himself l.
High schools everywhere are en-
eavoring to make the pupils in the
rades more self-reliant, to put into
lie grades some of the features for
erly peculiar to the high school,
nd in the first year or two of che
Ugh school they are trying to re-
,tablish some of those checks and |
lfe-guards of which the young peo-
e stand in need. 1t is being rec
,nized that children do not become
en- and women by the mere act of /
riting a set of examination papers. |
We are inclined to think that the
hole success or failure of a high
hool depends upon how the eighth
ade pupils accomplish their transit
IN into the freshman class IL thau