Excerpt from Reports of Investigations by Members of the Society of College Teachers of Education, 1913, Vol. 3
The following paper is intended to serve two distinct purposes. It aims first to deal through the medium of scientific principles with a series of difficult school problems. Secondly, it aims to illustrate the possibility of a type of educational psychology which has never been worked out as fully as it might be on the basis of facts now at hand. The psychology of the different grades would supplement the psychology which we now have dealing with the different subjects of instruction. Thus in addition to the psychology of reading, writing, and drawing, the present paper aims to present a study of the general mental characteristics which appear in all of these subjects at one point or cross-section.
The facts on which this paper is based are derived from a number of recent papers dealing with various phases of education. We may take up first the facts regarding promotion. In a paper published in the Elementary School Teacher of October, 1911 (XII, 60-70), Mr. Mirick shows that failures to secure promotion in the Indianapolis schools were at the beginning of the period under investigation, most pronounced in the fourth grade, first division. In the primary grades below the fourth and in all the grades above the fourth, promotion was more frequent than just at this middle point in the school. Like facts appear in an unpublished report made by the Superintendent of Schools in Michigan City.
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