GENERAL CONCLUSION

The various departments of supervised study in this discussion have aimed to illustrate the conception stated in the opening chapter that supervised study is that plan of school procedure whereby each pupil is so adequately instructed and directed in the methods of studying and thinking that his daily preparation will progress under conditions most favorable to a hygienic, economical, and self-reliant career of intellectual endeavor. Practical illustrations taken from schools where the methods are successfully employed have been multiplied throughout the book. To the extent permitted by its present status the aim has been to reflect in these pages the practicability of the method. Evidence from schoolmen has been presented. Theory has been avoided as much as possible. Scientific results have been cited. No teacher need hesitate to adopt the method in some form if she or he is willing to observe its detailed procedure and to regard teaching as fundamentally a directing of the pupil's habits of study. This finer attitude on the part of the teacher will bring into fresh review the memories of the great teachers agone teachers great because they inspired, immortal because their inspiration aimed at individuals who in the glow and in the power of this inspiration were led step by step to the realm of independent thought whence they in turn could lift mankind a little nearer the Gloriously Unattainable. What they did teachers can do in this day of scientific supervision and direction of study.

APPENDIX

REPORT BY THIRD ASSISTANT E. E. SMITH

BAINBRIDGE SCHOOL, RICHMOND, VIRGINIA

INTRODUCTORY

THE Bainbridge school is both an Intermediate and Junior High School. There are 300 pupils in the former and 400 in the latter. In addition there are three rooms used for special classes.

Both schools are operated on the same schedule, the Intermediate School, consisting of fifth grades only, having eight periods per day instead of nine as in the Junior High. Departmental work is given in both schools.

NOTE: The Primary schools have the following grades: IA, IB, 1C, 2A, 2B, 3A, 3B, 4A, and 4B.

THE INTERMEDIATE SCHOOL

The Intermediate School consists of five 5A grades and three 5B grades. It receives all the fifth grade pupils of South Richmond and is fed by three schools, Powhatan, Oak Grove, and Franklin.

The grades are arranged and named as follows: 5A1, 5A2, 5A3, 5A4, 5A5, and 5B1, 5B2, 5B3. The 5A1 grade is much better than the 5A5 grade, and the 5A2 is better than the 5A3, and so The pupils were originally distributed and arranged in this order according to standard tests in arithmetic, language,

on.

spelling, and reading. The distribution is very satisfactory both from the teacher's standpoint and from the supervisor's. In fact, any one competent to judge of the matter can easily detect the difference in ability between any two of the classes.

Each of these grades is, in turn, grouped according to attainment in EACH SUBJECT. Individuals are promoted at any time in any subject from one group within a grade or from the fast group of one grade to the slow group of another. In other words, pupils climb by groups.

THE JUNIOR HIGH SCHOOL

The Junior High School consists of twelve grades named as follows: IAI, 1A2, 1A3, 1B1, 1B2, 2A1, 2A2, 2A3, 2B1, 2B2, 3A1, 3A2. (The 3A's will become 3B's in February, and will be completing the last term before entering the Senior High School of three years.)

Pupils are placed in the classes named above according to the elective subjects that they have chosen. For instance, the elective subjects in the 1A grade are Elementary Science, French, German, Spanish, Latin, and Practical English. Pupils may select one of these. Accordingly, those who select one of the modern languages are placed in the IAI grade, those who select Elementary Science or Latin are placed in the 1A2, and those who select Practical English are placed in the 1A3. Hence classes are arranged, as has been said, according to the elective subjects.

Each of these grades is grouped according to attainment in each subject in the grade. Pupils are promoted from one group to another within the grade.

THE DIFFERENCE BETWEEN THE TWO

Due to the fact that the Intermediate Classes are arranged according to ability and the Junior High School Classes according

to the subjects chosen, there is some variation in the way in which supervised study is conducted. The essential difference, however, lies in the fact that a pupil in the Intermediate School who is making great progress in one study or more studies can advance from one grade to another, climbing by groups across grade lines. The Junior High School pupil, on the other hand, goes on in the grade by groups, but finds that he cannot cross the grade line because he is limited by his elective subject. Therefore, if such a thing can be said, it is even more imperative that there should be more direction of pupils under supervision in the Junior High School than in the Intermediate School in order that this deficiency may be overcome, even though it is in a measure overcome by the fact that the subject matter becomes more difficult as the child advances; and yet even this may not help to overcome it but may retard it.

METHOD IN BOTH SCHOOLS

1

As has been said, all classes are arranged in groups. The number of groups is assumed to be two. Group I, however, is of course distributed between limits and group II is also distributed between limits. The best pupils of group I are not equal in advancement to the slower pupils of group II. Transfers occur at any time. Group work in the class should be evident at a glance even to the casual observer.

It is assumed that there is universal teaching according to the problem or laboratory method, and that these problems are submitted to the supervisors so that they may be passed on as to whether they are social questions and not merely easy or difficult questions according to the generally accepted meaning of this

1This grouping is not to be confused with the three-group plan which follows in the Junior High School. The former are arranged according to attainment and intelligence, while the latter are distributed for purposes of administration and study organization for the thirty-minute periods.

work. It is also necessary that bibliography, seat work, and definitely outlined policies of what will be done in the consideration of each problem by the pupils be given so that they may be guided in obtaining knowledge and in learning how to get information.

Not only do pupils work in groups, but they report to the members of the group by talking to them and not to the teachers. In making such reports and talks, it is a constant aim to develop in the children an increasing ability to stand and talk well to others who are interested in what is being said. In addition, rivalry between groups often becomes acute, and the attainment of the entire social body is thereby raised.

In other words, teachers are active in directing study and assignments; children are active in studying and getting knowledge. Each are active in coöperation, the lion's share of talking really falling to the pupils.

It is necessary that every teacher, or practically every one, be able to teach the mother tongue. Plans are now on foot to require almost every teacher to teach some branch of English to the pupils of his home room. The reason for this statement is the fact that, if pupils must make more or less extended reports to groups and must write about this, that, and the other subject or activity, then the process is one which involves the use of English. In other words, functional grammar, language, spelling, and the like is an essential method in these schools, and the field of English extends into all the studies and all the activities; and proper and wise guidance is necessary.

Space will not permit a report on the methods used in each subject of the curriculum. There is, however, a necessary differentiation of methods according to subjects. Supervised study in English must differ from supervision in algebra and the various sciences.