The Catholic bulletin. [volume] (St. Paul, Minn.) 1911-1995, 1915-07-03
BAG K WARD CHILDRE n

IMPORTANCE OF SPECIAL TEACH
Frs FOR THEM-HoW SUCH
TEACHERS SHOULD PROCEED.
On "The Importance of Special
Teachers for Backward Children, :
Rev. A. F. Hickey, Diocesan Super
visor of Parochiai Schools, Boston,
Mass, said in part:
The topic selected for this discus
sion has become a burning question
in view of all present day educational
thought and endeavor, for we are liv-
ing in an age whose highest hopes and
Hottest ideals can be- summed up in
the watchword,-ef efficiency. So ear
nest and determined has the pursuit of
this modern virtue become that school
men do not hesitate to apply schol-
astic yard-stick according to whose
units of measurements classroom re-
suits are studied to the last detail.
Standards have been set with an abso-
lutte hand. If children do not rise to
the appointed heights they are at once
declared inefficient and dull. No one
honestly doubts the need of standards
and the absolute necessity of methods
for determining actual conditions in
the grades. Requirements and tests
intelligently used serve the schools
purpose and the pupils best interests.
Is there, however no thought of those
who find these authoritative standards
too high? Does the elementary school
embody philosophy which inculcates
the survival of only the fittest? Are
all accurate standards absolutely in
fallible and must the child live and
die by them? For life is progress
and continued retardation may mean
the death of the slowly developing
mind
Investigations and studies of con-
ditions made during the past decade
have revealed some startling facts.
Many children cannot conform to the
standards set by school authorities.
The division of work by grades has
failed to meet the needs of great
number of scholars for as star differs
from star in glory so are children diff
ferentiated in mental acumen. All
children are not keeping in step with
the rigorous order of advance during
the eight years of ten-month stretches
of forced marches. The effort is too
great. Many fall to the rear ranks
only to desert at the first opportunity
In this, the first attempt of life, the
failures are too numerous. The jour
lney's end seems set for but select
few. With us the problem is of spe-
cial interest For our schools are not
merely for the satisfaction of leading
a few exceptional minds to an excep-
tionally high standard. The school is
not for the standard: the school is for
all the children. To ignore this fact
is to forget the purpose underlying
the Catholic system, and to close our
eyes to the high ideals which this sys.
tenn is striving to attain.
The Catholic school stands always
for the rights of each individual pupil
This system of religious education
owes its marvellous development to
the self-sacrifice and devotion OF
parents and teachers born of deep.
rooted love for the highest interests
of Catholic children. The value OF
the child is never estimated by his
intellectual power or physical
strength; it lies in that immortal soul
made to the blessed image and like
ness of the Creator Himself. On this
basis each pupil in the Catholic school
has an identical claim to the best that
unselfish endeavor can offer him
Great numbers of children flock to us
for parents know that we are con
cerned first and foremost with all that
makes for the good character of oul
charges. A bitter disappointment in
the earliest mental efforts will never
develop faith in human nature mol
those virtues which beautify and en-
noble the Christian soul.
1t is then the solemn duty of eacf
school to awaken to a realization Of
actual conditions. The general extent
of the evil of retardation is admitted
by everyone. There is an army Of
Catholic children in Catholic schools
clogging the system. They are ovel
: lage. They do not advance according
to the standards set They are the
bane and sorrow of many a struggling
teachers life. Yet the responsibility
has been assumed of giving them al
Elementary education in the Catholic
way. For them our schools are bound
J to do something. Each principal mus
see the situation in his own school AMI
! meet it squarely. This stopic is o
! serious import. 1t concerns the full
J fillment on the part of the school o
those sacred obligations which thu
! school has voluntarily accepted. /
/ brings into clear vision the inborr
} fright of every child to those elements
Iof learning which mean peaceful ant
] contented service on eArth,-ths