Evening journal. [volume] (Wilmington, Del.) 1888-1932, 1922-01-21
WORK, STUDY PLAYDEA
MEETS TEACHERS FAVOR
Pupils DeUeIop Better and There is Less
Truancy Detroit Platoon School In
structorS Declare-Exceptiorc-! Child
Advances More Easil,-7eam Work En-
couraged and Public Spirit Developed

ed from the Detroit school author
tiles some Of the definite statements
made by individual teachers in re-
Spouse to the questionable. Here are
some picked at random:
Pupils develop better physically.
There is less truancy.
Teachers under less nervous
strain.
Teachers rest period a real recup-
erative boon.
Rest periods give teachers chance
to become acquainted.
Teachers can follow pupil from
term to term.
There is an incentive for a teach
er to become efficient in her special
line.
The class being taught is the only
one before the teacher.
Pupils use their leisure time more
worthily.
Pupils gain experience in meeting
changing conditions quickly.
An exceptional child advances
more easily.
The platoon school encourages
team work and makes pupils more
public spirited
The pupil gets the best from
number OF teachers.
The school affords a better op-
portunity for teaching civics.
Operettas and plays are prepared
during school hours. and tea,hers
are not burdened by after school
work
Programs for holidays and fete
davs do not disturb the regular
school routine.
Children become accustomed to
departmensa'.satio and tins helps
them to become adjusted in the
high school.
Foreign children lose their shy
ness earlier.
Principals Point OF View
Having cleaned something Of the
teachers opinions. the views Of the
principals become OF pertinent inter
est. According to Charles l.. Spain.
deputy superintendent of the De-
troit schools. the fifteen principals
| in charge OF the platoon schools are
unanimous in their endorsement of
! this type OF organization. Five prin-
cipals find TIE platoon school easier
to administer eight find It about
the same. and two find It more diff
cult. Twelve think the teachers
work is less burdensome, and three
think Il about the same. The entire
group OF fifteen find the results more
satisfactory OF the twelve who an
swered the question. eight received
fewer complaints from parents and
four about the same number as in a
traditional school.
THE duties OF an elementary
school principal under the tradi'
r uonal system" remarks Mr., Spain
tend to become mechanicized and q
degenerate into mere matter Of
routine. The constant increase In
the number OF administrative de-
tails to which the elementary schoo
principal must give attention makes
his position more and more formal.
The conventional school when once
we'll started and organized offers
few new problems which challenge
the ingenuity Of the principal. The
path along the line OF least resist
n ance becomes alluring and many
\ principals become simply admins
traitors instead Of educational lead
ers.
THE platoon school comes to the
principals in the light Of a new and
stimulating opportunity. 1t presents
so many new problems and so many
old problems under new conditions
that 1t offers a challenge to the
principal to put forth the best that
he has in him. Each principal who
has tried this organization has
passed rapidly from the stage wher
) he was merely receptive to the ides
E and willing to do his best to th'
point where he has become al
avowed enthusiast and an apostle
D of the new type OF school"
q ron Monday. The Evening Jour
+ nal win present the platoon syster
10 from the pupils and parents point
. OF view.l