The Daily Ardmoreite. [volume] (Ardmore, Okla.) 1893-current, 1921-09-11
Richards Gives
Idea of Junior
High in Report

luuOTSelleHJ OF IHe lneInOuS
to be used in the new school
is found in the report of c.. w.
Richards, city superintendent
Of schools, to the school board
of the city.
1t is partly from this report that
the curriculum of the Junior High
school is worked out in connection
with the ideas developed by Prof. II.
L. Bash, principal of the school.
Following is the report as taken
from the year book Of city schools
for this year:
AS you are aware, the Junior High
school has come into the American
school system as a distinct department
during the last twelve years. As such
school is defined at this time. It Is a
school that is separately housed. de.
partmentally taught and promotion
by subjects. II these are the only
distinctive features of a Junior High.
then | personally am not IN favor OF
the Junior High School hear many
educators make great claims for this
particular type oi school. yet | doubt
seriously II up to the present time
the Junior High has accomplished
what it should accomplish as a dis.
tinct type of school.
Richards Idea OF School
My idea is that the Junior High
should be both school Of diffcren-
tiation and intcgraton. For the past
two years We have been giving the
psychological tests TO our children
IN order that We might determine
whether or not the intelligent quota
is constant. The first year We used
the Alpha Army Test. Last year We
used the National Intelligence Tests.
After making tho proper correlation Of
these two tests, We find to our own
satisfaction, az least, that the intel.
ligcut quota is practically constant
For instance. il child has an intel
ligrnt quota ~ 90 this year. his intel.
ligcnt quota viii not vary more than
three or four points either way next
year. That being true. we believe
that We are able To- measure the in.
tellectual potentially quite accurut
ely.
we know. further, that child
with an intelligent quota VI So will
belong to "a certain group OF work
ers. We know that child with un
intelligent quota OF 20 In all prob
ability will never complete high
school course We know that "a child
with an intelligent quota below 20
will never reach the high school in
hig academic work-that tie is de-.
stined TO br hcwcr VI wood and
q drawer uf water. That being true.
We propose o. give this child such 10.
struction ls Will enable him to Do,
more efficient hewcr of wood ami
drawer OF water.
Recognizes Child's Faults
We rue guikc that d. is utterly m.
tile to place this child In % cliss with
another child whose ut,llsrut quota
is llO. teach them both the same suh-
iccts In the same way ut the amr
NANNA'H NN'N 'NN'NNN w NWNM NNl NNNf
same product We recognize that We
have too many round pcrs .u square
holes and too many sumr. pegs in
round holes in lie For that r,u.
son. We shall classify our children
ln thy Junior High according 10 their
Intelligent uuOA's We shall rudp8.
vor to give each one the type ~
W. which will nt him To- render
the largest service possible ot which
he is capable.
we prop -r to take into ac,oun,
the intellectual ability OF children
whom ID rnmps tp classifying them
Last v,lr v" classified children in
the Senior High according tu their
intelligent uuoN's children with to-.
tvlligvnt quotas of i20 to ilO Wvr'
placed In Glasses together and taught
together aud allowed tu take nNc
units uf work Pupils with mipili
gent quotas or golso were rlassl
fled together aud allowed tu take .
four units uf work. pupils with I'M
trlligcnt quotas below gO were
classified together. taught hy The .
heads ut departments and allowed to .
take thruu subjects