The Bennington evening banner. (Bennington, Vt.) 19??-1961, 1914-01-27

possible strictly individual personal merit
inducing trained teachers Vermont and to retaining such
teachers already in the state clearly of exceptional ability
Vermon policy should be well for ability and to
that she gets it, For town to refuse the deserved increase
retain notably successful teacher thereby sacrificing the
steady excellence it's schooling but wholly reprehns
form inefficient ought be tolerated by the
state unless the amount of needed is out of proportion to the
grade community capable supporting
An avowed shift of emphasis education from the curriculum
to the child involving the intimate continuous
dua child determine what his characteristics and needs ah
natural latent assetsand the adaptation organization
and methods of the school the development of those assets the
end that the social and economical each Individual
be increased to the largest possible extent This end is be
achieved
Through varied offering especially in such subjects
demand active motor application compared
with solely abstract pvy absortive verbal reacon hence the
practical arts original oral expression and composition mathematics
and modern languages applied stimulating content history life
story of the familiar present, and so
Through appropriate offering contributing to the educa
ton of each child elements that will illuminate his surroundings and
him directly for the life and work that probably await him.
hence particularly agriculture in its various forms;
Through elastic allowing skilled experienced
liberty adaptation their insight appro
pirate to the pupils with whom they deal; and
Through school
responsibility dealing individually instead of systematically
its pupils
involves delicate difficult reimbursement
1t be accomplished through of considerable
ability prevent degeneration pedagogical as
injurious the mechanical tendency of the present rigid system The
unifying factors should be-
O Constant panang criticism by the director of secondary
education
2 Frequent conferences of the schoolmn themselves agree
upon generous
factory personal and professional standards
persistent and careful scrutiny the cost of the curriculum
applied each school, with securing the actual
returns for the invested This realize the
full teacher piece apparatus
of portion the plant should lead the
specialized unless
possible with pupils having initiative these be directed informally.
Even the continuity involving extravaganza
pupmght well be sacrificed the teachers time salary
could be invested elsewhere greater advantage schemat
ration for college and strong desire logical consistency have blinded
here to just sense of actual values
general reorganization secondary prin-
cipe of contradictions:
ID The development Is to S central readily accessible
schools into regional high schools artcuatng directly with all neigh
boring junior high schools lsee p, and having:
rich and comprehensive twoyear curriculum appropriate
the youth to 10 drawn from the surrounding district
fouryear junior curriculum (2) including special
vocational opportunities, particularly in agriculture for pupils
IL to 16 of
highly trained and wellpaid staff
d. Adequate equipment for all purposes
Carefully studied for housing and supervising pupils who
from distance; and
The disposition facilities for becoming the of the
intellectual social fe both adocent adult the
of towns that they
2) The reorganization of the remaining high Schools together