years (upper), each in separate buildings. By this plan a year's time is saved, for it was thought that the year could readily be compensated for through carefully conserving the recitation periods, where it was believed much time was being wasted. The superintendent also urged, among other merits, that the plan would enable the child of the laborer to remain in school longer; that it would enable poor students to enter college earlier; and that it would eliminate what, under the old plan, would be the freshman class from the athletic and social dissipations of the high school.

In effecting the reorganization the plan was submitted to the board of education and then to the people through the press. The superintendent addressed several meetings of the citizens on the details of the proposal. The chief obstacle to its adoption, however, was not with the people, but with the teachers of the high school, who seemed to shrink at the thought of breaking with tradition.

The superintendent is pleased with the results. He writes:

This arrangement has accomplished all the things hoped for it, and besides has cemented more closely the courses of study in the elementary and high schools; has fitted more closely the textbooks and methods of teaching to the ages of the pupils; has also enabled the teachers to accomplish more with the old first year in the high school than was ever accomplished before in the history of our schools. Furthermore, it has enabled pupils to choose from highschool courses earlier and with better guidance, and to raise the standard of scholarship in all grades below those conducted on the old high-school plan.1

Los Angeles, Cal. J. H. Francis, superintendent.-In September, 1910, the seventh and eighth grades of several schools in one section of Los Angeles were congregated at the San Pedro Street School (B. W. Reed, principal) for departmental work, in which certain optional subjects were offered and in which promotion was made by points. So well did the experiment succeed that in September, 1911, four buildings, situated at points central to important attendance districts, were cleared of lower-grade children and filled with the seventh, eighth, and ninth grades, who were drawn from the schools which they formerly attended. The department is also committed to the plan of extending the high school upward two years as well as downward. Ultimately, when all details have been worked out, the school department will comprise the following groups: An elementary division, beyond the kindergarten, of six years; an "intermediate-school" division of three years; and a "high-school" period, covering five years and giving work which is the equivalent of that to be had in the freshman and sophomore years of college curricula.

Supt. Francis, in speaking of the organization, writes as follows:

This grouping is necessary from physiological, psychological, and sociological viewpoints.

Physiologically and psychologically the content of things taught and the method of presentation should differ with the preadolescent and the adolescent child. The principles involved are too well known to the teacher to justify discussion. With the facts so patent and well known, the marvel is we have tolerated the present grouping so long.

From the sociological viewpoint we hope to benefit greatly the child who will attend high school, the child who will not attend high school, the pupils who will go to the university, and the pupils who will not go to the university. Of these groups we regard the second and last as of greatest importance. A fifth thing, and no less important, we hope to accomplish is that of holding boys and girls in school through the only logical and rational means, that of interest in the work they are doing.

I have no doubt but that the new grouping will result in

(1) A saving of time. All that is meritorious that we are accomplishing in our 16 years of school work can be done better in 14 years under `proper

1 For course of study see Appendix, p. 165.

organization. There is enough that we are not doing, and that should be done, to occupy the other two years.

(2) A conservation of right ideals. The attitude of the average pupil toward scholarship and mental attainments is not sound, and as a result our schools are not producing thinkers. I believe the content and methods of instruction in seventh and eighth grades under the old plan to be responsible in part for this undesirable condition.

(3) A larger number and better class of students in the high schools and universities. Both to-day are carrying many who should not be there, for they lack purpose and will not make adequate returns to society for the money and the effort expended upon them. On the other hand, there are countless numbers who should be in attendance in these schools and are not because of discouragements due to courses of study and the time and money necessary to get what they desire.

(4) A grouping and presentation of subjects that will enable us to do for the intermediate pupil what the high school today is doing for its pupils.

(5) A grouping and presentation of subjects that will enable our 14-year high schools to produce technically trained men and women in music, art, commerce, industry, agriculture, and home economics.

(6) Allowing the university to occupy its legitimate field and do real university work.

I thoroughly believe that the reorganization of the school system along these lines is the largest and most significant educational movement in modern times.1 Berkeley, Cal. Frank F. Bunker, formerly superintendent.-In December, 1909, the board of education authorized the reorganization of the schools on the basis of a six-three-three grouping. The plan proposed that, at or near the center of each geographical quarter of the city, there should be erected a separate building, adapted particularly to the needs of the seventh, eighth, and ninth grades of the section. At the center of the city stood the high-school building, which, it was proposed, should be reserved for the tenth, eleventh, and twelfth grades. In January, 1910, three lower high schools were opened and the necessary transfers made. In August, 1911, the fourth school of the same character was opened, which date marked the end of the transition period, during which time the change from the old to the new system was being brought about. The plan, in respect to the form of organization, is now in full operation. A detailed description, together with a discussion of the difficulties which arose in its inauguration, are to be found in the next chapter." Minneapolis, Minn. Charles M. Jordan, superintendent.—The effort which is being made in Minneapolis by one of the civic clubs to secure the adoption of an educational plan wherein the divisions shall be based on function, and the discussion which this effort is arousing, will be helpful to other communities which are seeking to bring about a similar reorganization. The educational committee of the Minneapolis Commercial Club took up a careful consideration of the whole question of the reorganization of the public-school system of Minneapolis. After a discussion covering a year and a half the committee submitted in April, 1910, a report to the public-affairs committee of the club, with the request that, if it met with approval, the committee be authorized to present the plan to the board of education and urge its adoption. By unanimous vote the public-affairs committee approved the report and authorized the educational committee to lay it before the board of education and shortly thereafter this was done. The board referred the committee's plan to Supt. Jordan, with the request that he present his objections to its adoption. More recently the board has appointed a committee of 20 grade-school principals to examine the proposals at greater length. Because the Minneapolis discussion

1 For course of study in intermediate schools see Appendix, p. 167.

2 For course of study see Appendix, pp. 169-172,.

goes to the heart of the matter and, therefore, is of general interest, it is here given in full:

A PLAN FOR THE REARRANGEMENT OF THE PUBLIC SCHOOL SYSTEM OF THE CITY OF MINNEAPOLIS.

I. THE PLAN.

A. We recommend that intermediate schools be established comprising the seventh, eighth, and ninth grades. This involves

(a) The housing of these grades together in buildings exclusively devoted to that purpose.

(b) The establishment of such administrative relations between each high school and the intermediate schools in its district as to avoid any hiatus between them, any duplication of work, or any lowering of the standard in such high-school subjects as may continue to be offered in the ninth grade.

We would suggest that this end may be most surely attained by making each high-school principal the supervisor of the intermediate schools in his district.

B. We further recommend that differentiation begin at the seventh grade, at least to the extent of offering two parallel courses, one containing much handwork and intensive training in practical branches, the other emphasizing preparation for high school.

C. Finally, we recommend that promotion in the intermediate schools be by subjects in place of by grades.

II. THE REASONS.

In our opinion the foregoing provisions are all equally essential to the success of the plan. The reasons for this conclusion are, in brief, as follows: 1. A thousand pupils drop out of school every year in Minneapolis during or at the end of the eighth grade, and another thousand during or at the end of the ninth grade; that is, before being in high school long enough to accomplish anything worth while. If this combined army of 2,000 children who now leave school every year in Minneapolis prepared for doing nothing in particular could be given a unified course, under one roof, beginning at the seventh grade, the effect would be-(a) to hold in school through the ninth grade many of those who now leave during or at the end of the eighth grade; and (b) to give them all a far more valuable preparation for practical life than is now possible.

2. At about 12 years of age, which usually marks the beginning of adolescence, children begin to differ markedly in their tastes and capacity; and to attempt longer to teach them all everything offered in these grades, or which may profitably be offered there, is in our opinion a grievous waste of the pupils' time, the teachers' energy, and the people's money.

3. In the face of these growing differences between pupils, to compel them to repeat subjects which they have mastered, merely because they have failed in other subjects in the same grade, is to cultivate apathy and distaste for school. 4. A large percentage of those who leave school during the eighth and ninth years are boys, and it is well known that many of these now lack interest and energy in school work. We believe that such changes as are recommended would tend to hold their interest and increase their energy during these years. Moreover, if interest in school work is once aroused many who would otherwise drop out at the first opportunity are likely to continue through the entire high-school course. 5. By concentrating the work of these three grades in relatively few centers, yet so placed as to be within walking distance for children 12 to 15 years of age, it would be possible to provide assembly halls, gymnasiums, and ample facilities for handword of all kinds. Such rooms and facilities are imperatively needed for children in these grades, yet can not be provided on an adequate scale for all school buildings except at prohibitive cost.

6. By such concentration it would also be possible to equalize classes, avoiding both very large and very small sections. In this way the efficiency of the work could be notably increased.

7. By concentration of these grades it would likewise be possible to have teachers devote themselves to whatever line of work they can do best, thus reducing the pressure on teachers and improving the quality of their work.

8. By separating the larger from the smaller children the problem of discipline would be materially simplified, since the methods suited to one age are not suited to another. In this way the principals would be freed from many needless annoyances and enabled more effectively to supervise the work of teaching.

9. It is impossible, and it would be undesirable if possible, to train boys of 12 to 15 or 16 years of age for definite trades; but it is possible and highly desirable to give them such general training of the hand and eye as shall enable them readily to adapt themselves to the requirements of whatever occupation they finally enter. This we regard as one of the most important ends to be obtained by the provisions of a unified course under one roof for grades 7, 8, and 9.

10. Finally, the plan proposed would in our opinion make for economy as well as efficiency.

In the first place, assuming the number of children to remain the same, it would involve merely the rearrangement of certain district boundaries and the provision of assembly halls, gymnasiums, and workshops. But some schools already have certain of these facilities, and we understand that others are clamoring for them. Even supposing that the expense of equipping the intermediate schools would be greater than the expense for such other schools as would obtain these facilities anyway, it would still be true that the saving achieved by equalizing classes and by using the equipment for handwork up to its full capacity would in the end more than offset such additional expense of equipment.

In the second place, if the intermediate schools should render school work not only more effective but also so much more attractive as to hold in school many who now drop out and thus increase the number of children to be educated, we have full confidence that the people of Minneapolis would rejoice in the fact and consider money so spent well spent. Respectfully submitted.

E. V. ROBINSON, Chairman.

SUPERINTENDENT JORDAN'S REPORT TO THE BOARD OF EDUCATION.

My opinion is asked by the board concerning the feasibility of the plan for intermediate schools submitted to the board by the educational committee of the commercial club.

While there are some excellent suggestions in the plan with which schoolmen have long been familiar, I am opposed to its adoption by the board of education for the following reasons:

1. It would involve an entire reorganization of the school system, which would necessarily extend over several years.

2. It would, in my judgment, involve a large expenditure for suitable buildings and would increase instead of diminish the cost of maintenance.

3. It would make a natural stopping place for boys and girls of the ninth grade, and would diminish instead of increase high-school attendance.

4. It would largely reduce the attendance in the high schools, although at the present time the board has already made arrangements to largely increase their capacity.

5. The so-called "bridge" between courses by which a pupil could pass from one course to the other is not feasible if the courses be as radically different as I understand the plan of the club contemplates.

6. There is no evidence whatever to show that the proposed arrangement will hold in school the boys and girls who now leave.

7. While I believe in extending as far as possible industrial work in the schools, I do not believe that at the beginning of the seventh grade it is usually possible for the children or teachers to decide which of two entirely distinct courses one largely literary and the other largely industrial-the pupils should pursue.

I would suggest in place of this plan a general plan as follows, which, however, will be only an experiment:

That in the location and erection of new buildings for the coming year the board have in mind the idea of massing the seventh and eighth grades as far as possible. In this case, if it were desirable to have two courses, a change could readily be made in the high-school courses so that either grade course could easily articulate with the corresponding course in the high school.

So far as departmental work is concerned, which is so strongly recommended by the committee, it has been in use in many of the Minneapolis schools for years. Promotion by subjects instead of by grades need involve no change of system.

I take the liberty of adding that the difficulty, in my judgment, is not in the seventh, eighth, and ninth grades, but in the grades below. The primary grades especially are so crowded that it is impossible for the teacher to properly prepare the large number of children which she has under her charge for the next higher grade, and for this reason retardation, of which we hear so much, is most in evidence in the lower grades. With the number of children per teacher reduced, with a helper in each building for the children who are behind in their work, and with a few ungraded rooms in different parts of the city to which abnormal children might be sent, I think the problem of retaining pupils in school through the seventh and eighth grades, and even through the high schools, would be practically solved.

State of New York, Department of Education. Andrew S. Draper, late commissioner. Perhaps the most significant and far-reaching step toward reorganizing the school system on a functional basis which has yet been made in the United States was that taken by the school authorities of the State of New York under the distinguished leadership of Andrew S. Draper, late commissioner of education. Speaking upon the significance of this step, Dr. De Garmo, of Cornell University, recently said:

Unless my perspective is wrong, this New York reorganization, whereby we can keep and even emphasize our democracy and at the same time make the European efficiency in secondary education possible, and can, moreover, establish a type of industrial education of the masses suitable to our conditions, so different from those of Europe, will spread to the other States of our Union and will ultimately become the accepted type of organization of education in all countries that are at bottom democratic. I therefore consider this the best piece of constructive educational statesmanship since the time of Horace Mann. The plan which was adopted in September (1910), and which is being rapidly accepted by the schools of the State, proposes that, from the standpoint of the content of school work, the entire school period below the college be broken into three groups: The elementary group, embracing the first six years of school life; the intermediate group, comprising the seventh and eighth years; and the high-school group, covering the usual ninth, tenth, eleventh, and twelfth years. Ultimately, it is thought, the ninth grade may be added to the intermediate course, though at the present time, owing to the physical organization of the schools, the condition of the buildings in cities and villages, and other local difficulties, it seems impracticable to make the shift. The character and scope of the change which was proposed were briefly set forth in the following statement, introductory to the "Course of Study and Syllabus for the Elementary Schools" (1910):

In determining the work of the elementary schools a six-year course has been prepared. This course is general in character and adapted to all children until that period of their development when they manifest different interests, mental powers, and tastes, which is usually at the age of 12.

This six-year course is followed by an intermediate course of two years covering the usual seventh and eighth grades and rounding out the elementary course. In this two-year course the work begins to differentiate. Work is planned which leads to the long-established high-school courses, to commercial courses, and to industrial courses. Certain work previously done in the highschool course has been brought down in this two-year course to economize the pupils' time, to reduce the pressure and strain under which high-school students have labored during their first years in high school, and to interest pupils in work which will induce them to remain in school for a greater number of years. There are, therefore, the following courses:

I. Six-year elementary course.

II. Intermediate course, seventh and eighth years.