The Junior High School, the course of study for which is now issued, represents a further step in the improvement of the provincial system of education in conformity with the recommendations of the British Columbia School Survey Commission. It expresses in concrete form the pronouncements of the science of education with respect to the educational provision which should be made to meet the needs of early adolescents. It introduces into the public schools of this Province the well-tested practice of Great Britain and other European countries, where secondary education has been commenced at an earlier age than has been customary in Canada. The growth of the Junior High School in the United States has, from its successes and from its failures alike, given fruitful instruction both as to what should be done and what it is wise to avoid.
Though the Junior High School as now inaugurated owes much to the practice, the research, and the philosophy of administrators and students of education in other lands, it nevertheless has been organized as a distinctly Canadian school, designed to fit Canadian conditions, to perpetuate what is best in our traditions, and, it is hoped, to make some contribution to Canadian life and education.
Inasmuch as the Junior High School is an outcome of the developing science of education, and as its function, broadly conceived, is the unifying of life and education, its character will inevitably experience change form time to time in the light of the growth of the science upon which it is based, and according as the specific objectives of the Junior High School, and the best means of reaching them, become further clarified.
It has not infrequently happened that a new educational movement has begun with high hopes and promise, but after the first enthusiasm attached to it has died down it sinks into routine and formalism. In order that the Junior High School may continue to realize the hopes that are entertained for it, it is essential that principals and teachers continue to be students of education, to keep themselves informed concerning the results of educational research, and to preserve that openness of mind which will enable them to consider upon their merits new ideas and teaching procedures. While these statements are of universal application, it is particularly important that they be recognized at the present time, when the future character of the Junior High School is being determined by action which is taken now.
In order that the Junior High Schools which will be established throughout the Province may be a proper expression of the Junior High School ideal, it has been considered advisable to state with more explicitness the purposes which it is hoped tp realize through them.
They may be stated thus:-
I. The provision of a suitable educational environment for children of the early adolescent period (approximately from 12 to 16 years of age). To carry this out involves:-
(1.) An enlarged and extended background of experiences. This means that there should be: (a) Enriched curricula and courses of study; (b) laboratories, shops, libraries, assembly-halls, gymnasiums; (c) well-trained teachers, sympathetic with children of the early adolescent stage; (d) methods of teaching and social control justifiable in the light of what present-day psychology has contributed to our knowledge of the early adolescent.
(2.) Ample provision for common integrating education. The �constant� subjects have this aim. More particularly English and the Social Studies give that common background of ideas and experience necessary for the attainment of social solidarity.
(3.) Abundant facilities for the progressive discovery and experimental direction of pupils' interests, aptitudes, and abilities, involving especially: (a) Exploratory activities in varied occupational fields; (b) general and survey courses in the major academic fields; (c) flexibility in curriculum organization and administration; (d) individual diagnoses, leading to educational and vocational guidance.
(4.) Adequate provision for individual differences, involving especially: (a) Enriched curricular and extra-curricular offerings; (b) opportunities for gradual curriculum differentiation; (c) flexibility in methods of promotion; (d) provision for varying rates of progress; and (e) vocational training for those who must leave school early.
(5.) Increased opportunities both for the development of leadership and for learning social co-operation and democratic citizenship. This should be effected through (a) an adequate programme of extra-curricular activities and (b) participation in such school duties as, under guidance, it may be possible for the pupil to assume.
II. To provide, in such matters as curriculum, methods of teaching and social and administrative control, a gradual and less abrupt transition from elementary to secondary education.
III. To provide equality of educational opportunity.
IV. To effect economy of time in education, through (a) provision of the conditions most favorable for learning and (b) that elimination of waste which should come from the adoption of a reformed and better adjusted curriculum.
The forgoing represents an ideal. Its complete realization may be impossible in many communities on account of inadequacy of resources. In particular it may be impossible to have the kind of school plant which is described above. Much may be done, however, by means of expedients, provided that, intellectually, the Junior High School is correctly conceived. The organization of Junior High Schools even under conditions far short of the ideal will frequently be found to be better than the continuation of the traditional school.
This course of study is a tentative one. Criticism of it, when based upon a thorough knowledge of the Junior High School, will be welcomed.