Re-arranging the School Divisions.—But we should not depend wholly upon the stern arm of the law for the solution of a problem like that of keeping pupils at school. When normal boys and girls strongly dislike going to school, when they stay away at every opportunity and leave school as soon as they can, we may well suspect that there is something wrong with the school system itself. Graduation from grammar school has hitherto been looked upon as the natural point at which to break off. The majority of pupils leave the schools at that stage; only a minority go on with the regular school course. Our whole system of school divisions has therefore brought it about that there is no logical breaking-off point between the ages of thirteen or fourteen on the one hand (grammar school graduation) and seventeen or eighteen (high school graduation) on the other. It is believed by many educators, moreover, that the last two grades of the grammar schools have not been so organized as to awaken in the average pupil a desire to go further. The upper grades of grammar schools do not differ essentially in their methods of instruction from the lower grades although the much greater maturity of the pupils would seem to warrant the use of different methods.
The junior high school system.
To improve this situation it is now proposed to divide the school course into three parts by establishing junior high schools, and many communities have already adopted this plan. The junior high school as usually organized takes the last two grades of the grammar school, adds on the first year or the first two years of the regular high school course, and thus provides a three-year or a four-year program which carries pupils through to the ages of fifteen or sixteen. The methods of instruction are those of the regular high school.[[247]] This plan is said to have two marked advantages: it induces pupils to continue their schooling one or two years longer, and it gives them a type of instruction which is better suited to their age and interests. Objection is sometimes raised against the junior high school system on the ground that it involves the introduction of elective studies and hence may result in the neglecting of fundamentals. It may also result in bringing all the customary social and athletic diversions of the high school into the lives of younger pupils. Whether this is an advantage or a defect may be regarded as an open question.
The junior college.
What becomes of the regular high school if its first year or two years are lopped off? There are two alternatives. It may become simply a senior high school with a three-year or a two-year course, or it may add on two additional years covering work which has hitherto been done by freshmen and sophomores in colleges, thus providing what has come to be known as a junior college course. Where this policy is pursued the pupil can be carried two years beyond the old high school graduation and enabled, on entering a college or university, to obtain a degree in less than the usual time. All this involves a considerable increase in the expense of maintaining the school system, of course; but it also increases the service rendered to the community.
The Training of Teachers.—In the last analysis the success of education depends upon the teacher. Suitable buildings, a well-planned curriculum, good text books, all contribute their share towards the efficiency of a school; but these are inanimate things. Without capable teachers they are of little avail. Now effective teaching requires two attainments on the part of the teacher, a knowledge of the subject and ability to impart this knowledge to others. Both of these things are essential and both are in large measure the result of training. |Normal schools.| It is for this reason that all the states maintain normal schools in which prospective teachers are trained in the art of giving instruction. For teachers who are already in service many of these normal schools provide courses during the afternoon and evening hours so that teachers may keep abreast of the most modern methods in education. |Extension courses.| The universities also provide extension courses and summer instruction with the same end in view. All this is highly desirable and should be carried even further. We are inclined to spend our school appropriations on buildings, books, supplies, and facilities for the pupils and to feel that the community discharges its full obligation to the teachers when it pays them salaries that are by no means proportionate to the importance of the work in which they are engaged. But human knowledge is moving forward at a rapid pace and anyone who does not keep close on its trail is sure to be left far behind. Unless the teachers are afforded the opportunity of keeping in touch with everything that is new it is difficult to see how their instruction can keep pace with the times.
The School and the Public Library.—The public library is an institution of great educational value and its relation to the schools ought to be more intimate than is usually the case. Too often the public library is merely an ornate building with a miscellaneous assortment of books (mostly fiction) on its shelves. It is regarded as a place for adult readers primarily. But the way to enlarge this circle of adult readers is to bring them into touch with the resources of the library when they are young, and the public schools are the natural channels through which this can be accomplished.
How the public library can help the schools.
In well-managed public libraries this is now being done. Many of them have established juvenile departments in which an expert carefully chooses books that are likely to interest the young. Reading lists of interesting and timely subjects are also kept posted; the pupils in the schools are encouraged to use the library in connection with their studies; illustrated lectures are provided in the late afternoon hours and on Saturdays, and the whole atmosphere of the library becomes one of welcome to readers of every age. It should not be thought, however, that all public libraries are rendering this degree of service. Many of them are unprogressive in these things.
The school as a neighborhood center.