An Interesting Experiment

E. H. Drake
1914 The Elementary school journal  
The grade teachers of the Elkhart public schools tried out an experiment during the past year with what may be called a system of minimum-maximum assignments of lessons. The purpose of the system was to provide a course to meet the different abilities of different children and thus to increase the promotion rate among them; also to test out the scheme as a forerunner to the planning of a course of study along the same lines. The minimum assignment was that expected of all pupils in a given
more » ... ils in a given class, while the maximum was the assignment given to the more capable. The former was planned to be as rich in content in proportion to the quantity of subject-matter assigned as the latter. The two were supposed to differ merely in the quantity of subjectmatter. For example, in a geography lesson on Germany, the minimum assignment was a certain portion of the text, with an addition, for the maximum, of reports on such information as the German government, its military system, the growth of certain centers of industry, effect of certain physical features, points of historical or artistic interest, etc. A certain minimum arithmetic assignment consisted of ten problems in local banking, while the maximum provided several additional problems, one or two of which were more difficult; also an assignment of a future report on a special study of banking. A seventh-grade history assignment had as the minimum the causes of the Revolutionary War, while the maximum provided for a more intensive study of certain causes, for instance the British idea of taxation and representation; also a search in reference books for causes not commonly stated. Maximum assignments in the above or other subjects might provide merely more extensive subject-matter in a lesson or more intensive preparation of certain phases of it. The minimum 2I9
doi:10.1086/454413 fatcat:3x3qf6axvfbwvaw3pgtazdkcou