A Merit System for Elementary Schools

Abstract

A merit system may properly be called a bank account for good deeds. When this plan is introduced into a school, it generally is a great success or a dismal failure; it seldom hits the midpoint. The very nature of a merit system causes this outcome since it must rest on a solid foundation of genuine school democracy. Democratic ideas do not succeed unless the majority of influential individuals want them to succeed. The first step, therefore, in installing a successful merit system is to sell the idea thoroughly to both teachers and pupils. Many school men state that elementary-school pupils are not far enough advanced to make possible the operation of a successful merit system. The same criticism was made when merit systems were first introduced into junior high schools. This article describes a successful effort to extend this type of pupil participation into an elementary school. The operation of the merit system of the Fremont School includes a council of five pupils, who officially approve or disapprove of merits won or lost. This approval is generally a mere formality. The council also hears appeals against the loss of merits and occasionally tries by the jury method flagrant violations of school rules, such as continued fighting, bullying, and stealing. The principal is present at all meetings of the council but plays a minor r6le in the activity unless he is appealed to for a decision or unless a need for harmony arises.