In the evolution of our schools, those teachers who most carefully observed these outward forms were counted most successful; they were, therefore, most in demand, and hence the type has persisted. Most of us, and most of the teachers associated with us, have been brought up under the systein; hence it is hard to break away from it. It is so easy to measure a teacher by this standard; so hard to take less tangible things into account.

I regard it important that the class interval used in the grammar grades shall be used at least in the earlier years of the high-school course. If the grammargrade interval is one-half year, and yet pupils are admitted to the high school only in September, a large number must be held back at a time when it is very important that they should move forward.

A larger number of those promoted in January enter the high school than of those promoted in June. They leave the eighth grade on Friday, and begin the work of the ninth on the following Monday. No long vacation, with its many opportunities for a change of purpose, intervenes. Ninety-five per cent of those promoted last month at once took up the high-school work. Only 80 per cent of those promoted last June registered in the high school in September. We find the plan no more expensive than the plan of annual admission, since the classes are so large as to require division. Fewer pupils drop out through discouragement, since failure in any study means only a reasonable review of that one study. Besides carrying the half-year interval through the twelve grades, we attempt to care for the interests of the individual in the high school by making a large number of studies optional. Any pupil not a candidate for graduation may study any subject which the daily programme will permit. All pupils, to quite an extent, make their own courses. Certain studies are required of all pupils alike if they wish the diploma of the school. Aside from this list, which is relatively small, pupils may choose, with the advice of parents and teachers, those studies which appear best suited to their several needs.

Fixed courses, in which all must do the same amount of work in the same time, do not take account of differences in mental and physical strength. Those who can carry all of the work stay in school; others, becoming discouraged, drop out. We aim to provide for all, the mentally strong and the mentally weak, the physically strong and the physically weak, the permanent and the transient." Those who can not carry four studies may take three; those who can not carry three may, without the slightest loss of self-respect, limit themselves to two.

The official course of study is an inventory of the studies authorized to be taught, with a statement of the aims of the school, suggestions as to the amount of work a pupil should undertake, the subjects characteristic of certain courses, the proper grouping of studies, etc.

At the close of each half year each pupil receives a certificate showing the studies successfully pursued and the number of periods per week devoted to each. When he gets enough of these certificates to show that the official requirements have been met, he receives the diploma of the school, which bears on its face a record of the subjects pursued and the time devoted to each.

Each pupil may work according to his strength by choosing just the number of studies that his physical and mental ability permits. He may take as long a time to earn his diploma as he needs-five years if necessary; or, if possessed of sufficient physical and mental vigor, he may earn it in three and one-half or three years.

The aim of the pupil's effort is the mastery of distinct subjects of study rather than the maintenance of a general average. The pupil does his work more enthusiastically since the studies are largely of his own choosing. His course may not differ materially from one that would be chosen for him by his teachers, but it makes a vital difference in the spirit with which he undertakes it whether he loads himself with work or is loaded by another.

The plan has been in operation in our school for three years. We have noted that the pupils do more work and better work than formerly. More pupils remain in school to complete a course. The development of natural talent is encouraged. Of 102 graduates (three classes) no two have pursued exactly identical courses.

RECAPITULATION.

A class interval less than a half year is desirable in the lower grades.

The class interval may be longer as the pupils become older and able to work more independently.

In the grammar grades and in the high school the half-year interval is satisfactory.

As the mechanism grows more rigid, owing to the necessity of consolidating classes at fixed dates, freedom to make class management flexible steps in to the rescue of the individual.

The pupil is educated by a gradual increase of responsibility, and the accompanying necessity of choice, till finally a most important choice, that of his highschool course, is intrusted to him in part.

V.-PROMOTIONS IN THE GRAMMAR SCHOOLS OF CAMBRIDGE,

MASS.1

The course of study is divided in two ways: (1) Into six sections; (2) into four sections; each section covering a year's work. Pupils taking the course in six years are classified in six grades, called the fourth, fifth, sixth, seventh, eighth, and ninth grades. Those taking it in four years are classified in four grades, called grades

Arrow No. 1 indicates the four years' course; grados A, B, C, D. Arrow No. 2 indicates one of the five years' courses; grades A, B, 7, 8, 9. Arrow No. 3 indicates the other five years' course; grades 4, 5, 6, C, D. Arrow No. 4 indicates the six years' course; grades 4, 5, 6, 7, 8, 9.

A, B, C, and D. When pupils are promoted to the grammar schools they begin the first year's work together. After two or three months they are separated into two divisions.

One division advances more rapidly than the other, and during the year completes one-fourth of the whole course of study. The other division completes one-sixth of the course.

During the second year the pupils in grade B are in the same room with the sixth grade. At the beginning of the year they are five months (one-half the school year) behind those in the sixth grade. After two or three months grade B is able to recite with the sixth grade, and at the end of the year both

1 From the Cambridge School Report of 1897, prepared by Francis Cogswell, superintendent.

divisions have completed one-half the course of study-the one in two years, and the other in three years. The plan for the last half of the course is the same as for the first half, the grades being known as the seventh, eighth, and ninth in the one case, and as C and D in the other.

There are also two ways of completing the course in five years: (1) Any pupil who has completed one-half the course in two years may at the end of that time be transferred to the seventh grade, and finish the course in three years; (2) any pupil who has completed one-half the course in three years may at the end of that time be transferred to grade C, and finish the course in two years. In both cases these changes can be made without omitting or repeating any part of the course. It is now six years since the schools were first classified on this plan. During this time 3,055 pupils have graduated from the grammar schools. Of this number, 9 per cent completed the course in four years, 30 per cent in five years, 47 per cent in six years, and 14 per cent in seven years or more.

Of the number who entered the Latin school during the past three years, 21.5 per cent did the work in the grammar schools in four years, 39.8 per cent in five years, and 38.7 per cent in six years. Of those who took the general course in the English high school, 13.8 per cent did the work in the grammar schools in four years, 43.1 per cent in five years, and 43.1 per cent in six years. Of those who took the commercial course in the English high school, 12.1 per cent did the work in the grammar schools in four years, 38.4 per cent in five years, 49.5 per cent in six years. Of those who took the manual training course in the English high school, 9.9 per cent did the work in the grammar schools in four years, 39.5 per cent in five years, and 50.6 per cent in six years.

More than 50 per cent of the pupils entering the high schools did the work in the grammar schools in less than six years, 41 per cent doing it in five years, and 15 per cent in four years. It does not follow, however, that because so many did the work in less than the full time the plan is a good one. It is comparatively easy to carry pupils rapidly over a course of study. The value of the plan is shown rather by the thoroughness with which the work has been done, not in one year only, but in a series of years.

The following table shows how the pupils who completed the course of study in the Cambridge grammar schools in four years and in five years sustained themselves during the first year in the high schools, the results being compared with those of the pupils who were six years in the grammar schools:

Record of three different classes, first year in high schools.

Record of three different classes, first year in high schools—Continued.

From this table it appears that the average per cent during the first year in the high schools of the pupils who were four years in the grammar schools was higher than the per cent of those who were five years in the grammar schools, and that the per cent of those who were five years in the graminar schoo's was higher than the per cent of those who were six years in the grammar schools.

This does not show that even these pupils were prepared for the work in the high schools. It does show that if these pupils ought to have remained longer in the grammar schools those who spent six years in the grammar schools should have remained still longer, and it also emphasizes the fact that no classification should ever be made that does not provide either for the more rapid advancement of a part of the pupils, or for additional work for those able to do it.

The appointment of a special teacher for each of the grammar schools was an important factor in the success of this plan. In the opinion of the superintendent it was not only a wise measure on the part of the committee, but an economical one. In all but one of our grammar schools there are at least eleven classes occupying separate rooms. If through the efforts of the special teacher only four pupils are promoted from each class who otherwise would spend two years in the same grade, the salary of the special teacher does not add to the cost of the schools, for when a pupil spends two years in a grade it costs twice as much for his instruction in that grade as when he spends one year. If, in addition to this, the special teacher is enabled to help four other pupils from each class to shorten their course by one or two years, the employment of a special teacher is a gain, not only to the pupils in the saving of time, but to the city from a financial point of view.

These statements in regard to the financial side of the question should be modified in a measure. They are made on the basis that pupils remain in the grammar schools until the work is completed.

In connection with this the superintendent desires again to express his conviction that a special teacher could render important service in each of the high schools. It is not expected that efforts would be made to carry pupils over the course more rapidly, certainly not in the English high school, but to render such aid to faithful pupils, in addition to that given by the regular teachers, as will enable them to do their work successfully.

More than 400 pupils enter these schools each year. They come from all parts of the city and from homes representing all conditions of life. Many of these pupils have no one at home to render them assistance, and it is not strange that with new studies and new surroundings they become discouraged and disheartened and leave school. Some of these would be saved from failure by the aid and influence of a special teacher.

VI. THE GRADING AND PROMOTION OF PUPILS.

REPORT OF JOHN T. PRINCE, AGENT OF THE MASSACHUSETTS STATE BOARD OF EDUCATION,1

There is no question of school organization at present more important than that of a proper adjustment of conditions to the needs of individual pupils. The assumption upon which most courses of study seemed to be based, that just so much ground must be gone over with equal thoroughness by all pupils in the same time, is the greatest bane of our public school system. The courses in use are probably intended to meet the needs and capacity of pupils of average ability. Such, however, is the difference of ability between the brightest third and the dullest third of almost every class of pupils, that the work thus required is en feebling to one part while it is discouraging or unduly excessive to the other. To neither group is there the stimulus of success with effort. To one group there is success without effort; to the other there is effort without success. The difficulty, it is feared, is enhanced by the want of ability or inclination on the part of many teachers to adapt each lesson's requirements to the capacity of individual members of the class.

There are some signs of reaction against a system which encourages or permits a dead uniformity of ability and effort. The only fear is that the opposite extreme of individualism will be sought as a remedy. As between the practice by which forty or fifty pupils of all degrees of ability are required to do the same work with nearly equal efficiency, and a return to individual teaching such as was carried on in ungraded schools forty years ago, there is but little choice, although the ill effects of the two practices must be felt in widely different ways. But a choice between these extremes of practice ought not to be necessary. No more useful service can be rendered the public schools than that of devising ways by which the benefits of a class system of teaching will be secured, and at the same time such an adjustment of work be made as will permit pupils of varied abilities to do the most for themselves. To this task many educators have given much time and effort of late. Out of all the plans that have been devised, there should be found some which can be readily adapted to any conditions that are likely to exist. It is evident that no one scheme will do for all. A classification which can be made in large schools should not be made in small ones, and a system of promotion that is feasible in small ungraded schools would be wholly inoperative in large graded ones.

In responses to letters of inquiry to prominent school superintendents throughout the country, concerning plans of classification and promotion, over eighty replies have been received, from which the following facts and conclusions are gathered:

The written examination as the sole means of ascertaining the pupil's fitness for promotion seems to be passing away. Out of the entire number of places reported, there are but seven in which entrance to the high school is determined solely by examinations, and only two in which promotions from grade to grade in grammar schools are so determined. It is pleasant also to record the fact that in only four cities is the determining element for admission to the high school the superintendent's examination alone. The teacher's judgment alone generally determines the class in which pupils of the primary schools are placed. Promotions from grade to grade in the grammar schools of about two-thirds of the places reported are based upon the combined judgment of the class teacher and that of the superintendent or principal. In a few instances the examination by the superintendent or principal is made the determining element in all doubtful cases only, or cases in which the teacher is not able to decide.

1 Massachusetts School Report, 1896-97, pp. 297–314.