The Greatest Works of John Dewey - Джон Дьюи

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where the proportion of pupils who leave school at fourteen is overwhelming, and where the usual reason given is that the parents need the financial help of the children, the real reason for defection is the indifference of the pupils themselves to school. The almost invariable answer given by the child to the question, “Why did you leave school?” is, “Because I did not like it.” This fact taken with the poverty at home is enough to make them leave school at the first chance. Give the child work that he recognizes as interesting and valuable and a chance to play, and his hatred of school will speedily be forgotten.

      The inflexibility of the ordinary public school tends to push the pupils out of school instead of keeping them in. The curriculum does not fit them, and there is no way of making it fit without upsetting the entire organization of the school. One failure sets a pupil back in all his work, and he soon gets the feeling that his own efforts are not important, because the school machinery works on at the same rate, regardless of any individual pupil or study. Indifference or dislike is almost surely the result of feeling that work is making no impression, that the machine for which he is working is not after all affected or dependent upon his work. In Gary organization has been made to fit each individual child, and is flexible enough so that even the most difficult pupil can not upset its working. The child and the school get along together. We have explained in an earlier paragraph how the two-school system works so that an individual can spend more or less time on any one subject, or can drop it altogether. The child who is weak physically spends much of his time on the playground, while the child who is weak in arithmetic or geography can take these lessons with both schools or even with a grade below, and hundreds of children in the same building can make the same sort of change in their program without disturbing the orderly conduct of the school routine. A pupil who is stronger in one subject than in the rest of his work, can take that subject with a higher grade. The pupil who is losing interest in school and falling behind in most of his studies, or who is beginning to talk of leaving, is not punished for this lack of interest by being put still further back. His teachers find out in what he is good and give him plenty of time to work at it, and to get ahead in it so that his interest in his work is stimulated. If he later wakes up to an interest in the regular school program, so much the better. Every facility is given him to catch up with his grade in all the work. If this awakening does not come, the boy or girl has still been kept in school until he or she learned some one thing, probably the one most suited to the pupil’s ability, instead of leaving or failing entirely by being held back in everything until even the one strong faculty died and the pupil was without either training or the moral stimulus of success.

      Special teachers for special subjects from the very beginning. (Gary, Ind.)

      The school program is reorganized every two months and the pupil may change his entire program at any one of these times, instead of having to struggle along for half a year with work that is too hard or too easy or not properly apportioned. For administrative convenience the schools still keep the grade classifications, but pupils are classified not according to the grade number, but as “rapid,” “average,” and “slow” workers. Rapid pupils finish the twelve years of school at about sixteen years of age, average workers at eighteen, and slow workers at twenty. This classification does not describe the quality of work done. The slow worker may be a more thorough scholar than the rapid worker. The classification is used not to distinguish between the abilities of scholars, but to take advantage of the natural growth of the child by letting his work keep abreast with it. The rapid child moves as quickly as possible from grade to grade instead of being held back until his work has no stimulus for him, and the slow worker is not pushed into work before he is ready for it. Does this flexible system work successfully or does it result in easy-going, slap-dash methods? We have only to visit the schools and see the pupils hard at work, each one responsible for his own movements through the day, to be convinced that the children are happy and interested; while from the point of view of the teacher and educator, the answer is even more positively favorable, when we consult the school records. Fifty-seven per cent. of all the school children in Gary who are thirteen years old are in the seventh grade or above it. This is a better showing than most industrial communities can make, and means that the majority of all the Gary school children go through school at about the same rate as the average pupil who is preparing for college. Even more remarkable than this are the figures regarding the pupils who have gone on to higher schools or colleges after leaving the Gary schools. One-third of all the pupils that have left the Gary schools during the eight years of their existence are now in the state university, in an engineering school, or a business college. When we remember that the population of Gary is made up principally of laborers in the steel mills, and is sixty per cent. foreign born, and compare with this the usual school history of the second generation in this country, we realize how successful Mr. Wirt has been in making a system which meets the needs of the pupils, a system that appeals to the community as so good that they want to go on and get more education than mere necessity requires.

      The motive back of these changes from the routine curriculum is always a social one. Mr. Wirt believes that if the social end of the school is properly emphasized the pedagogical will take care of itself. The public schools must study the needs and qualities of its pupils, the needs of the community and the opportunities that the community contributes to the schools’ welfare. We have seen how the physical life of the child and the health of the community are used in the school curriculum, so as to make the curriculum more interesting, and for the good of the community as well. This same close connection is kept up between the school work and other community interests and matters of daily life. Every advantage is taken of the social instincts of children in the teaching. Instead of isolating each grade and cutting off the younger children from the older, the two are thrown together as much as possible. The younger grades use the laboratories and shops which would be an unwarranted extravagance if the high-school pupils were not in the same buildings and using them also for technical training. They use them not only for beginning lessons in science or manual training, but they go into them when the older classes are working there to act as helpers or as an audience for the higher grades. Fourth and fifth grade pupils thus assist seventh, eighth, and ninth grade students in shops, studios, and laboratories.

      The older children learn responsibility and coöperation from having to look out for the little people, and the latter learn an astonishing amount about the subject from waiting on, watching, and asking questions of the older pupils. Both grades find out what is going on in the school and get thereby a large feeling of fellowship, while the interest of the lower one grows and finds reasons for staying in school. The work of the older children is used, wherever it is feasible, in teaching the lower grades. Maps and charts made in drawing are used for less advanced pupils in nature study or geography; the printing shop makes the spelling lists and problem sheets for the whole school; the doctor in his health campaigns calls in the art and English workers to make posters and pamphlets. The halls of the schools are hung with notices of what is going on in the school, with especially good and interesting drawings or maps, with information about what is being made in the different shops, or about anything that the whole school ought to see or know.

      Another strong element in making public opinion is the auditorium, where every pupil in the school spends one hour each day, sometimes for choral singing, sometimes to hear an older grade tell about an interesting experiment in physics, to find out from a cooking class about cheap and nutritious bills of fare, or to hear the doctor tell how the school can improve the health conditions in its home neighborhoods. The auditorium period is for the use of the general community as well. Ministers, politicians, any one in the city who is doing anything interesting, may come in and tell the children about it. The school invites all social agencies in the neighborhood to come in in this way.

      The hour for “application” contributes to the same end. The children go to the nearest public library to read or to look up references for their class work, or simply for a lesson on the use of library books; or they may go to the neighboring Y. M. C. A. building to use the gymnasium or to listen to a lecture; or they may go to any church or club that offers religious instruction desired by the parents. The school is a social clearing house for the neighborhood. The application period is also used to supplement the regular classroom studies by means of practical work in the shops or on the

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