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Page 50
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.
REFERENCES:
54. Thorndike, E.L. _Individuality_, pp. 38, 51.
55. Neuman, H. _Moral Values in Secondary Education_, United States
Bureau of Education Bulletin, No. 51, 1917, pp. 18, 17.
56. Maxwell, W.H. _A Quarter Century of Public School Development_,
p. 89.
57. Thorndike, E.L. _The Elimination of Pupils from School_, U.S.
Bureau of Education Bulletin, No. 4, 1907, p. 10.
58. Farrington, F.E. _French Secondary Schools_, p. 124.
59. Inglis, A. _Principles of Secondary Education_, p. 669.
60. Committee of N.E.A. _Vocational Secondary Education_, U.S. Bureau
of Education Bulletin No. 21, 1916, p. 58.
61. Breslich, E.R. _Supervised Study as Supplementary Instruction,
Thirteenth Yearbook_, p. 43.
62. Minnick, J.H. "The Supervised Study of Mathematics," _School
Review_, 21-670.
63. Wiener, W. "Home Study Reform," _School Review_, 20-526.
64. Colvin, S.S. _An Introduction to High School Teaching_, p. 366.
65. Brown, J.S. _School and Home Education_, February, 1915, p. 207.
66. Reavis, W.C. "Supervised Study," in Parker's _Methods of Teaching
in the High School_, p. 398.
VITA
FRANCIS PAUL OBRIEN was born at Overton, Pa., November 12, 1885.
He received his early education in the village school of Overton, Pa.,
and graduated from the high school at Wilkesbarre, Pa., in 1904. He was
a student at Lafayette College, Easton, Pa., receiving the Bachelor of
Arts degree in 1908. He was a graduate student at Teachers College,
Columbia University, from 1915 to 1918, receiving the degree of Master
of Arts in Education in 1916.
During 1908-09 he was high school teacher of science and history at
South River, N.J.; 1909-10, principal of the high school, and 1910-15
superintendent of schools at South River, N.J.
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