When the necessary studies are once organized and departmental
work introduced, it is not difficult to arrange for the necessary
differentiation of courses in the same school.
Finally, courses of study should provide for children of differing
natural ability. Extra materials and opportunities should be provided
for children of large capacity; and abbreviated courses for those
of less than normal ability. In departmentalized grammar grades
and junior high schools this can be taken care of rather easily by
permitting the brighter pupils to carry more studies than normal,
and the backward ones a smaller number than normal. Under the present
elementary school organization with classes so large and with so many
things for the teachers to do, it is practically impossible to effect
such desirable differentiations.
SUMMARY
1. The fundamental social point of view of this discussion of the
courses of study of the Cleveland schools is that effective teaching
is preparation for adult life through participation in the activities
of life.
2. The schools of Cleveland devote far more time to reading than do
those of the average city. In too large measure this time is employed
in mastering the mechanics of reading and in the analytical study
of the manner in which the words are combined in sentences and the
sentences in paragraphs. The main object of the reading should be
the mastery of the thought rather than the study of the construction.
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