Evening star. [volume] (Washington, D.C.) 1854-1972, 1956-03-18

Brig. Gen. 1RomdS a. Lane:
These notes will cover certain
aspects OF the District of
Columbia Public Schools which
appear to require study and &C
ton If this vital function of pub
lie education is to maintain
maximum efficiency and econ
orny in serving the community
and the nation.
1. Detectives. The objective
of public school education is to
hold open to all children. re-
eardless of race, creed or eco
nomic status. the opportunity to
acquire primary and secondary
school education. This vital OBJ
jective must not be obscured by
encumbering the school system
with responsibility for correcting
the failures Of parents or the So
cial deficiencies of the commu-
nifty, or for achieving other OBJ
jectives Of child welfare which
the community may entertain.
There is q trend Of current
educational views which would
impose on the public school Sys-
tenn a responsibility for each
student achieving his highest
educational potential. This is
erroneous basically in placing
responsibility on the school sys-
TEN which should be placed on
the individual and thereby i'm
posing compulsion in place of in
dividual initiative as a motivat-
ing force. It is in error, also. in
placing upon the school system
a financially impossible objec-
tive which could only be achieved
by individual tutoring. 1t is So
cially Objectionable because 1t
would squander our limited teach
ing resources on students with
the lowest learning potentials.
The public school objective of
holding open the door Of oppor-
tunity to all who have the capac-
ity to take advantage Of it is
consistent with our American
principles and public policy. It
is practicable financially and in
terms of our available educa-
tional resources. It is socially
sound because it offers equal
opportunity to all and advance
ment on the basis of merit. 4
2. Methods. Teaching in pri-
mary and secondary schools is
essentially and necessarily au-
thoritarian. The teacher knows
what is to be taught and pre-
sumably is qualified in the best
modern techniques Of instruc-
ton. The student is present to
learn what the textbooks con-
tain and wflat.the. teacher knows.
The teacher dispenses authority
and the student responds with
respect. In this teaching situa-
ton, democracy-i.e., the rule of
the students-could only destroy
learning.
Discipline. The essential
prerequisite of effective teaching
In primary and secondary schools
is discipline. The teacher must
hold the attention Of the pupils
to the subject being taught, or
there can be no progress. Time
required for achieving or main
tanning discipline is wasted to |
learning. Students not amen
able to the necessary discipline
of the classroom should be ex-
PEELED from school. It is neither
wise nor fair to jeopardize the
education Of the many to coddle
the erratic few who cannot or
will not meet disciplinary stand
ards.
4. Educational Standards. High
standards Of qualification must
be established in all courses
taught. Students falling to meet
standards must make UP credits
IN summer schools or repeat
courses. There can be no chron-
illogical promotion in q good
school system.
Chronological promotion ad-I
vances students who have not
passed the basic preparation for
entrance upon the studies Of the
higher grade. It creates impos-
sible teaching situations for the
faculty; it loses the student inI
subjects beyond his comprehen-
sion and illustrates any potential
he may have to make education
al progress. The school system
Is graded and these grades must
be significant in terms. of stu
dent capacity for learning if ef-
fective education is to be
achieved.
High educational standards