No change of subjects is in general necessitated, but a change of the
attitude which subjects pupils to the subjects seems essential.
The genuineness of the pupil's response depends on the pupil and the
subject. A policy of coercion will usually beget only dislike or
failure.
Properly selected student advisers, appointed early, may transform the
school for the pupil, save the pupil for the school, and his work from
failures.
A relatively high degree of flexibility and specialization of the
curriculum will help the pupil find what he is best fitted for, and
thereby minimize waste. This will include a virtual parity between the
classical and scientific subjects.
The reduction of some subjects to smaller units will tend to facilitate
flexibility and a reduction of failures.
The provision of directed study will help the pupils to help
themselves. Good teaching demands it. The harness is often heavier than
the load. Failures are inevitable.
The plan of study direction must be varied according to the varying
needs of pupils, subjects, and schools. The poorer pupils are aided
most. They are made even more reliant on themselves. The reduction of
failures tends to balance any added expense.
Records adequate and complete should be a part of the business and
educational equipment of every school. The exposition and use of these
facts as recorded will then give direction to school progress, and
dethrone the authority of assumption and opinion.
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