SCHOOL ORGANIZATION AND INSTRUCTION 131 



organization bears no resemblance to that arbitrary aggregation known 

 as a ' grade.' 



The effect of the present grading system upon the treatment of 

 subject-matter has been pernicious. It has led to endless attempts at 

 cross-sectioning subjects, in order that certain portions may be trimmed 

 down to fit the pigeon-holes of the grades. This is reflected in thou- 

 sands of text-books, and there is scarcely a subject that has not been 

 marred by the ill-advised analysis. 



The evils of arbitrary grading are not less marked in their effects 

 upon the teacher. The notion that each grade must have its method 

 is most persistent at the two extremes — the kindergarten and the high 

 school. Those entering a course of training for the kindergarten are 

 loath to trouble themselves with what lies beyond; and the would-be 

 high-school teacher is apt to regard a suggestion that he look into the 

 nature of elementary instruction as a reflection upon his intelligence. 



The influence of the grading system upon the pupil is necessarily 

 bad. It retards his progress through the elementary school, and it 

 fosters selfishness. In the wake of the grade, trail many evils that fret 

 the children. Not the least of these are the marking system and formal 

 examinations, which have done more to introduce and foster knavery 

 during the impressionable years of childhood than all other agencies 

 combined. Under such unphilosophic and arbitrary stimuli to action, 

 it matters not how hard he may try, no pupil can grow up wholly honest 

 or unselfish. 



Grouping of pupils under the ideals of the new education rests 

 upon a principle radically different from that which now prevails. 

 Under the old ideals, the children must exert themselves to excel each 

 other. Under the new, members of a group must exert themselves to 

 help each other. In the former, the work is so planned that each must 

 strive for the same thing — the very same bone ; in the latter that — as in 

 the building of the house — the best effort of each is a needed con- 

 tribution to the welfare of all. Each, therefore, must encourage and 

 support the other. It is the operation of this principle that at once 

 divides the light from darkness, that lifts civilization out of barbarism, 

 that filters righteousness from iniquity, and that will finally give us 

 the ideal school. The problem of grading and grouping of pupils 

 will be solved when the children are permitted to plan work for them- 

 selves that demands cooperation. It must be for an end that no one by 

 himself can attain, that, in school as well as out, the principle may be 

 established that no one can live unto himself alone. That is the su- 

 preme fact in democracy. 



The reorganization of the schools on the basis of community life 

 makes an imperative demand for a new type of trained teachers. 

 Academic training has been amply provided for and it hereafter will 



