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Show I1 THE HALF-DAY SCHOOL PLAN FOR THE SCHOOLS OF THIS CITV As Now Proposed by Superintendent Mills and the Original Statement Presented by Him to the Educators at the Banquet Wednesday Night, Published in Full. I The Standard has been requested to fcubllBh Professor Mills plan, just aa given by him to tho educators at "Wednesday night banquet. Professor Mills road his plan from a typewritten statement and the original Is in the Standard's possession and Is given In full just as it was read, as follows: The Ogden Half-Day School Sessions, "First. That children from six to nino years of ago bo In school three hours each day, for tho reason that longer hours would bo a strain detrimental detri-mental to tho physical and Intellectual strength of the child. Tho remain- I dor of the day is left for play at home. "Second. That children from ten to eloven years of ago (fifth and sixth gradoB) he In school all day from 1 o'clock until 4, with the academic or Intellectual work In one half day and tho industrial and physical work in tho other half day, both properly mingled min-gled with play, music, art, etc. "Third. The Junior High School students (seventh and eighth grades) would be in Bchool from S:30 in the morning until 4:30 In the afternoon, the academic or Intellectual studies being put in each half day and tho Industrial studies In each half day. For instance, tho pup'lls take their academic or Intellectual work In tho forenoon and their Industrial, physical and social work In the afternoon. This would enable the school officers to bring back to the school room scores of boys and girls who have loft school to earn the necessaries of life. They could Uiko their academic studies and thus go on to graduation as rapidly as those who are In school all day. Tho industrial work they, are doing outside of school would serve at least as good a purpose as the industrial work in the school. It would also enable those who are In school now all day and "who really ought to assist the family, to drop out of tho industrial half day and still complete their education In tho same length of time as their chums who remain in school all day, taking all tho academic work of the whole day In the proposed longer half day. No hoy or girl could be excused from school without the consent 6f all concerned, con-cerned, and then only on the best of reasons, and not to Its educational detriment Mr. Mills says that a High School education is the heritage of every boy and girl, poor as well as rich, and tho school should be adjusted to allow this opportunity. For those who could not he brought back for the half day, he proposes a free night school. He also says that even If a boy is unhampered by poverty pov-erty and can go to school, a part of his education should be how to work, how to make a living, to know the value of money, and how to save It, "Fourth. Tho Ogden High School and all other High Schools are prac-tlcnlly prac-tlcnlly organized on that basis now, It being possible for a young man who has to work to get his four units of forty-five minutes each in three hours in the forenoon, and work during the afternoon: Some are taking their four units In the mlddlo of the day and working mornings aud evenlngE. The only change that wo would propose pro-pose would be to lengthen the half-day half-day sessions so that the full day's studies may bo taken In either hair day the afternoon as well as the fore noon. "Fifth Mr. Mills has a firm conviction con-viction that work In the education of a ohild Is as Important as study, and that the best studying can not be dono.whcre the child, in the upper grades, is reIIove.d from all physical work. Work gives the child a motive, mo-tive, a point of view. Experiences along this line make mental pegs on which he bangs his Information, but since play has an equal educational value with either work or study, this feature will bo provided for. Mr. Mills says that child who Is not educated edu-cated for some useful service Is uneducated un-educated and unfit, and that home or school thnt deprives a boy of learning learn-ing to work robs the community of a useful citizen and bequeathes a nuisance, and yet ho does not believe In child labor. "Sixth. By making larger groupings group-ings In study halls and industrial work and play, large savings can bo made In the taxation and the efficiency effi-ciency very materially increased". No teacher would need to teach more than six hours a day with rest Inter-1 Inter-1 vals lntorspersed." on |