Study: Bad marriage could damage heart

[Brian Ellis]

This leads one to some questions.

When I was a kid, many, many years ago, I had the privilege of attending one of the best schools in Edinburgh, a city noted for its good education. The classes ranged from 1st year primary (4½-5½-y.o.) to university entrance. The system was that kids were classed according to ability, rather than age. In the final year, you therefore had an age range from 15 to 21. Partly because of logistic reasons due to the shortage of teachers during the war, I was "kicked upstairs" 3 times, so I took my University entrance exams (Scottish Senior Leaving Certificate) at the ripe old age of 15 (along with every single kid in my class). At college, they had the same system, so I became a graduate engineer at 18, even though most of my peers were ~25. In fact, I spent my 19th birthday square bashing (boot camp) as a conscripted soldier.

At the time, the system in England is strictly by age. In smaller schools, you had the dumber and brighter kids mixed, but at 11+ most kids were selected to either a grammar school, for the brighter ones, or secondary school, for the rest. In larger schools, with 2 or more classes/year, streaming according to ability happened.

I would say that neither system is ideal. In my case, I was the little squirt, physically less well developed than my peers, tending to be left out of games. Margaret underwent the English system and took her A-levels at 18 in a grammar school. She said that her peers varied in ability to failing many of the exams up to passing 5 or 6 A-levels plus as many O-levels.

So my question: which is better, an intellectual peerage or a physical one? I can't really imagine how to compromise between the two. In the first case, you risk grave psychological damage for those who are either 2-3 years older or younger than the norm. In the second case, you risk both bright and dim children simply giving up on the classwork (boring or simply unable) and the class being dumbed down generally.

???

[Fat Tone]

I live in a semi rural location. Although my school is fairly large (nor=~430) there are many small schools in the area. These will have big mixes of age and ability simply because you can't have 10 teachers for 60 kids.

I personally don't like mixed year groups but I know of many professionals who don't have a problem with it, I suspect because they are only over a 2-year range and it can actually provide better differentiation for the children.

I'd never want any child to be significantly smaller than their peers. The school does take a very positive attitude towards bullying (if you see what I mean) but I still see complaints about it when I survey the children.

[Jammrock]

I can see how bullies would think Erik was nerd bait. I bet the shock on those kids faces when he pummeled them was priceless.

[proud parent stands up]

My oldest is currently going to one of the rare few public school Montessori programs. He's been at school for only a couple of months and we can tell a huge difference in his vocabulary and knowledge. The Montessori program is doing so well we are scared to leave the school district, which has the only public program in the entire metro area.

[Jammrock]

@Brian: For the most part my schools were by age (physical peerage as you called it), but for bright kids we had special programs. For example, if you were good at math you went into an "honors" math class, which was usually what the kids one year older than you were taking. If you were gifted at a subject, i.e. better than honors, you actually went to the upper classman's math class, or if there were enough, they held a special advanced math/science class.

The rest of the time, however, you attended classes with your peers of the same age. That way could take the classes that challenged you, but stay within your age group for socialization and whatnot.

There were still a great deal of people who skipped a grade or two, but for the most part you stayed near your age group but were pampered to if you were gifted in science or math studies.

While I was in 8th grade honors math I had a 6th grader sit next to me. He ended up finished calculus and diff eq. by his sophomore year. He also ended up placing in the top ten at the national science fair for three years running, and he was a friend of mine so he stayed protected at school

In fact, I rarely had to step in to protect a geek/nerd because our jock class weren't the "stereotypical" bullies and actually left the smart kids alone. We had lots of very smart kids at my school, many of whom fit in with the regular crowd, so that helped a lot. That and I was a geek and the biggest, strongest kid in school by my Junior year, with only 3-4 kids stronger than me my sophomore year.

[Dr Mordrid]

My early school career was in the prototypical "one room schoolhouse", literally 1st through 6th grades in one room with each grade having a column or two of seats. It was a Lutheran school run by our church. Uppers were expected to help lowers and our teacher had the powers of God by way of her ruler

In 4th grade I moved into the township public school, which meant separate grades by age and maybe 15 kids per class. Typical for a farm community of <5,000 people. Jr. High and High school were similarly small classes.

The way "smart kids" were handled was twofold; extra materials and when necessary new classes. This kept us in with our age peers but gave us materials appropriate to our abilities. In high school it became apparent that just basic physics wouldn't do so they started a new higher level physics class and got a teacher with a physics minor to teach it and new advanced math classes. He was one of the best teachers I ever had and happened to be a Greek who had moved here; Mr. Fotinelis. Promotions did occur, but not until at least 7th-8th grade (Jr. High).

Not too bad a job for a school board made up of 6 farmers, a dentist and the town doctor

Erik's school is doing similar things with extra materials, talented and gifted certifications and programs set up with nearby colleges and business to provide enrichment and college credits. Later on, say in Jr. High and High School, they may promote kids but not in the elementary schools.