Elimination From a Different Angle
- Author:
Gayler,
Superintendent of Schools, Canton, III.
During the last few years many statistical studies of elimination have been made, all pointing to the fact that a very large percentage of the pupils who enter school drop out before finishing the eight elementary grades, and a still larger percentage never finish the high school. In this discussion we have heard little concerning specific and helpful plans to hold children in school. The plans given below were developed in part at several different places but they have been more fully matured and carried out in Canton than in any of the other towns.
Large Percentage of Gam in Upper Grades. The following table gives the enrolment of our schools by grades for the month of September for each of the three school years, 1910,
1911, 1912: Grades 1910 1911 1912 First 303 328 346 Second 265 257 267 Third 281 272 260 Fourth 234 309 286 Fifth 223 207 261 Sixth 165 201 209 Seventh 120 163 165 Eighth 107 120 159 High School 203 255 283 Shepley 23 (counted above) Total 1924 2112 2236 This table shows that there has been a gain in the last two years in almost every grade, but that the big gains have been made in the upper grades of the elementary school and in the high school. The average percentage of gain for the whole system during these years has been 16 per cent. The gain in the first six grades has been only 10 per cent, while the gain in the last six grades has been 47.4 per cent.
This shows that the high percentage of gain has been in the seventh and eighth grades and in the high school where a very large majority of the children are over fourteen years of age. In two years the gain in the high school has been 39.5 per cent. In the same time the eighth grade has increased 48.6 per cent, the seventh grade 37.5 per cent, and the sixth grade 26.6 per cent. The figures indicate that boys and girls above the legal age when they could drop out, are remaining in school, and that a greater effort than ever before is being made to have all the children of all the people get the maximum benefit of the schools. This does not mean that the problem has been solved, but it does mean that earnest efforts are being put forth and that these efforts are in a degree bearing fruit. We feel that the means used to hold children in school have been helpful but that only a start has been made along this line, and that this work should be given a great deal more attention than it has received in the past.
How did this come about? How did this gain come about? In the first place a study of school conditions, statistical in its nature, was made and discussed in principals’ and teachers’ meetings. This study brought before the teaching group, as nothing else could, the actual condition with regard to elimination,?the problem to be solved. For years many of us have been contented to teach the children who come to school without much thought about the ones who did not come?the ones who had dropped by the wayside. For years many have not seen the problem of the eliminated child in its seriousness. When the whole matter was brought before them, the teachers as a body enlisted in the fight to save boys and girls for the upper grades and the high school. The missionary spirit of the teachers of the schools and the personal effort as a result of that spirit has had much to do with results.
Elimination due to Failure in Work.
Our investigation showed that a very large percentage of those who dropped out of school were of the class who failed in work. The overgrown boys and girls when held back will be eliminated sooner or later. One of the problems is to prevent failures whenever possible. Attempts at prevention, to be effective, must commence the first month of the school year. Within the first two months the teacher should know rather definitely who can carry the work of the grade without extra effort, and who can not do so without some personal attention. In questionable cases it has been the plan to give all children the chance to go on and in all cases to give individual help whenever it was possible to do so.
Change of Spirit of School.
Here is where the spirit of the school counts. Formerly in many schools it was considered that a teacher did not do her work well, that her room was not up to standard, unless there were the usual number of failures, varying from one-quarter to one-third of the class. This has been in a large degree changed, and now we have the understanding that if more than 15 per cent of a class fail there must be something wrong and an investigation must follow. Two months before the end of the school year each teacher makes out a list of probable failures together with the cause of such failures and how each can be prevented. This list is gone over with the principal of the building, or the superintendent of schools, and each individual pupil failing in work is discussed, and if possible some way is found to help him make the grade. Basis of Promotion.
Instead of making promotions on the amount and quality of work done and on this alone, all promotions are made after taking into consideration four points,?age of child, heredity and environment, ability to do the work, amount and quality of work done. After promotions are made, it is the privilege of the superintendent to reconsider any case that may come to him and if in his judgment it is best for the child to be sent to an advanced grade, this action is taken, always however with the definite understanding that he assumes all the responsibility for the act. This method of handling promotions together with the new spirit of the teaching force has greatly reduced the number of failures. In many cases the failures have been reduced to one-third of the number failing in previous years. At the same time the grades of the children and the quality of the work done have been raised.
Acquaintance with High School.
A lack of knowledge of what is done in the higher grades and in the high school together with a nervousness about the change from a small ward building to a central school, larger and more complex in its structure, has something to do with elimination. In order to give pupils some idea of the building and the work that is done, the High School each year entertains all the children in the grades above the fifth. This is done on an afternoon of a regular school day, and the children of the different rooms are brought to the high school building by the regular room teacher. The grades are assembled in the High School assembly room, where they listen to a program consisting of music by the High School Orchestra, the High School Chorus, and the High School Boys’ Quartette. Each of the literary societies presents a selection representing the work it does. The principal gives a talk on the work done in the High School, and upon the value of a high school education. One of the ward principals also presents the value of remaining in school. After a short interesting program of this kind, the children accompanied by their teachers and under the direction of high school pupils, are shown through all the different departments of the school. Especial attention is given to the science department, the manual training department, the printing department, the domestic science room, and the commercial department. In each of these departments students are at work illustrating the things done. In this way all departments are visited and the children become somewhat acquainted with the work offered. Probably for the first time they have had the opportunity of going through the building and becoming familiar with it. Whenever possible these same boys and girls with their parents are invited to a basket-ball game at night. The high school gymnasium and the high school grounds should be the center of school athletic activities so that the children will get the habit of coming there. All of this has its effect in holding children in school.
Talks about Value of Remaining. Before the close of school in the spring each teacher is asked to talk to the children concerning the value of remaining in school. She encourages the children to talk about the school and gets all the reasons why they can not or will not remain in school. This free discussion sometimes brings out criticisms of the school which are vital and which should be considered by the teachers. The superintendent visits many of the rooms and talks on the same subject, explaining and emphasizing the work of the upper grades and the high school. These personal talks instruct children and parents as to the advantages offered and they also show the value of many things not clearly understood before. Our experience is that our plan is worth all the time and energy it takes and that it has a tendency to stop elimination.
Letters sent to Individuals.
During the month of August just before school commences a little leaflet entitled “Does It Pay to Attend School?” is mailed to every sixth, seventh, and eighth grade pupil enrolled the previous year. It is also sent to many high school pupils. This is a direct appeal and in many cases there is no doubt that it has accomplished good. This leaflet brings home to pupils the value of an education in dollars and cents as well as the value of an education from the standpoint of an intellectual life.
In order to convey some idea of the contents of the leaflet, I am giving below four short selected paragraphs from it: “1. Are you thinking of continuing at work and of staying out of school? Do you realize that only the weightiest of reasons should cause one to leave school? Never has individual training been so important, and sacrifice so wise a course to follow, as to-day. Every line of work is calling for men with power to think. Conditions of life make it necessary to choose wisely what you do and whom you follow.
“2. Statistics show that a young person having a high school education has many times as many chances for success as the person without that training. The financial value of an education has been estimated in the following way: A day laborer without an education earns on an average $1.50 per day for 300 days in the year during a period of 40 years. The earnings of his life amount to ?18,000. One thousand is a fair average for the annual earnings of an educated man during a period of 40 years. The difference between the $40,000 and the $18,000 or $22,000 represents the value in future earning power of the time a boy spends in school. According to these figures the value in future earning power of a day in school is over $10.
“3. Again, the young man who has been brought to understand the writings and views of big men, has a power to enjoy what he reads and hears, for he has power to understand. You may feel that history has only to do with the past. Not so. It makes it possible to understand the present and often suggests plans in dealing with to-day’s problems. Appreciation of other men and their successes is very necessary to the understanding of what things will succeed to-day. Appreciation means intelligent enjoyment. “4. It pays in earning power to remain in school. It pays because of the greater power of mind that is developed. It pays because of training secured in dealing with organized groups of boys and girls. It pays in richness and fullness of life. It pays in strength and stability of character. From every point of view it pays.”
Checking up Children.
After school begins in the fall every child enrolled the previous year must be accounted for. If a child can not be found, the fact is reported to the office and the truant officer is called upon to locate him and find out why he is not in school. This method checks every child who has attended the public schools. In addition to all this our course of study has been undergoing a gradual change which makes it seem more practical to these boys and girls who see but little in Latin, History, Literature, and Mathematics, but who see much practical value in Domestic Science, Manual Training, Printing, Stenography, Typewriting, and Bookkeeping. This change of the course has just begun and it is our hope to place nearly every subject in the course in a new setting so that boys and girls can see that it is worth while to remain to master them.
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