The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1917-05-25
LOCAL SCHOOLS ORGANIZE
ON THE SIx>YEAR SYSTEM.

The local School Board has recently
approved plans for the reorganization
Of the local schools on what is known
as the six-six plan. This plan to be
put in operation at the beginning OF
tn next school year. According to
this, six years will be required to COM
plete the work of the elementary
| grades, and six years to complete
that of the Junior and Senior high
schools.
Students who satisfactorily complete
the work of the elementary school
will be admitted to The Junior depart
ment of the high school without ex-
animation. Following are some of
the benefits derived from the change
in organization as claimed by school
administrators.
The junior high school is based on
the assumption that the physiological
and psychological time to enter upon
secondary school work is at the begin
ming of the ninth grade. The reasons
for this assumption are coming to be
more and more generally accepted by
school administrators as legitimate.
Briefly these reasons may be stated
as foilows:-
Six years of work in the elementary
schools have enabled the pupil to ac-
quire the tools of knowledge. He
can write legibly, can read ordinary
English Understandings, and can add,
subtract, multiply and divide. He is
twelve years old.
This is for most pupils the begin
ming of adescence. 1t is the time for
readjustment. New visions, new as
pirations and hopes spring into exist
ance at this time in the childs develop
ment. Life broadens. Individuality
asserts itself and conscious reasoning
looms large on the mental horizon.
! Everywhere there is a change. So in
school there is a change. In school
there is a need of shift from the
ordinary needs of procedure of the
elementary school if the varying
needs are to be met adequately.
The fupction of the junior high
school is TO meet this new situation
and give the pupil maximum amount
of knowledge and training in a mini
mum time. The school organization
is adapted to this new situation by
offering differentiated courses. I'm
necessary reviews are eliminated. The
work is new, there is no rehash Of
work already done. 1t is vital because
it is what the pupil wishes to do or
| is able to master. Given varied in
| terests, abilities, and, there must be
provided different types of work, and
this work must be related to and inter
woven with real life activities.
Each subject is taught by special
list. Each pupil instead of having one
| has as many as six or seven teachers.
The departmental arrangement stimu-
| lates greater effort because the pupil
feels he must satisfy each one OF his
! instructors. The teaching is better
since no teacher, no matter how ver-
satile he may be, is able to teach a
hall dozen different subjects, unrela-
| ted icr the most part, as we'll Us well
as he can teach the subject Of his
choice. The junior high school is
| supplied as a rule, with teachers
especially chosen for their particular
lines, and they are of superior educa
tional qualifications and training.
The junior high school economies
time. This is true whether the pupil
is preparing for higher education or
for some specific calling in life. If
he expects to go to college this plan
| will enable him to enter from half
to a full year sooner than formerly.
| If he must drop out of school he has
| profted by some specific training. He
is better prepared to earn livelihood.
Promotion is by subject, not by
grade. If a boy fails to pass in
language, he may take it again next
semester, he need not repeat the
whole grade. This fact tends to
lessen retardation and to hold the
pupils in school. The number leaving
at the end of the eighth and at the
end of the compulsory period has
greatly diminished under the junior
high plan. Pupils seem disposed to
finish the i.lird year cycle before leav-
ing school. Many more are ready to
enter the senior high because
transition is made easy. Articulation
between the two schools is close.
Attendance in the upper three grades