LA 339 1-7 3 1924 067 870 000 0f % 3Fatrp0rt S^rtfnnliSi By H. CLAUDE HARDY, M.A. SUPERINTENDENT ig2I Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924067870000 TABLE OF CONTENTS Page Introduction f. Part I — The Teachers Chapter 1. General Statement 7 Chapter 2. Their Training J Chapter 3. Their Experience . . . ' g Chapter 4. What Teachers are Doing to Improve Themselves g Chapter 5. Eating g Chapter 6. Number and Per Cent of Teachers Leaving System and Why 12 ■ Chapter 7. Present Salary Schedule with Comparisons | 2 Part II— The Pupils Chapter 8. General Statement 1 4 Chapter 9. How the Schools Hold Pupils; School Oensus and Registra- tion; Per Cent Completing Elementary Course to- Enter High School; Per Cent of High School Graduates to Enter Higher Institutions; Regularity of Attendance |4 Chapter 10. Classification and Progress of Pupils; Distribution of En- rollment by Ages and Grades; Per Cent of Failures; Causes of Failures 17 Chapter 11. The Ability and Capacity of the Pupils of the Grades as Shown by Standard Tests and Intelligence Tests -. 27 •Chapter 12. The High School; Courses of Study; Failures by Subjects; Intelligence Tests; The Regents Record in High School.. ^Q Chapter 13. What the Graduates are Doing 63 Chapter 14. What the Patrons Think of the Fairport Schools 63 Chapter lo. What the Non-Graduates Think of the Fairport Schools. . 55 Chapter 16. What the Graduates' of the High School Think of the Fairport Schools 67 Chapter 17. What the Present Teachers Think of the Fairport Schools. JQ Chapter 18. General Summary and Conclusions 70 Bibliography 72 A STUDY OF THE EFFICIENCY OF THE F AIRPORT SCHOOLS To The Members of the Fairport Board of Btlncation Whose Chief Aim is to Promote The Best Interests of the Fairport Schools and Whose Efforts are Con- stantly Direeted Toward that End. Acknowledgement. In the prepartion of the material for this study, occasional use has been made of data included in reports of surveys or studies in other school systems. If there is not an adequate acknowledgement of borrowed material it is due to oversight and not to any intention on the part of the writer to utilize in an unauthorized manner what has been accomplished by others. Acknowledgement is due the Examinations Division of the State De- partment of Education, Albany, N. Y., for statistics. The writer is under personal obligation to the present Fairport te.iehers for valuable assistance, particularly to Mr. W. Drew Varney, who summarized several of the questionnaires referred to in the study, to Miss Louise Alber, who made the final typewritten manuscript, and to Mrs. H. Claude Hardy, who made the graph taibles of age and grade distribution of the pupils. But especially does the writer wish to express deep appreciation to Dr. L. A. Pechstein and Professor 0. E. Reynolds of the University of Eochester, for kind advice and encouragement. Mtvohnttxnn Purpose of the Study I have made a study of the efficiency of the Fairport schools, for two reasons. In the first place, in order that I might have definite, first-hand information concerning the schools. Secondly, in order that I might re- ceive, as a result of the work, graduate credit at the University of Roch- ester. ^ Plan of the Study Two factors have been considered in the study: teachers and pupils. Recognizing the important fact that no school is really efficient without a, strong teaching corps, I have begun my study along the teacher end first. After a discussion of the teacher situation, which will have to do with the preparatiou, experience, rating, salary schedule, etc., of the teachers, I shall present facts concerning the pupils. PART I The Teachers Chapter I. The Teachers — General Statement There are several things tliat might well be considered in connection with the teachers of any school. I have decided to limit this study to the following points: 1. their academic preparation; 2. their professional preparation; 3. number of years' experience in the system; 4. number of years' experience in other systems; 5. ways in which they are improving themselves; 6. fating; 7. number ami per cent, leaving annually and why; 8. the salary schedule with comparisons. At the present time, there are twenty-nine teachers in the Fairport schools. This does not include the superintendent. The list includes eight regular high school teachers, nineteen grade teachers, and two special teachers, viz., music and drawing supervisor and physical training instructor. In general, the attitude within recent years on the part of the Fairjiort Board of Education has been that to teach in the high school department, a teacher should be at least a college graduate. With reference to the grades, a, uniform requirement has been that the teachers be at least normal graduates, although that requirement had to be waived recently due to the shortage of candidates. With conditions coming back to normal, however, the requirements with reference to both the high school and grades will doubtless be rigidly enforced. There is a growing feeling, moreover, that all new teachers coming into the system should be experienced at least one year. Chapter II. Training There is not a single teacher employed at the present time who is not a graduate of a high school or academy. By high school or academy, I mean the conventional four year course beyond the elementary or eight grades. One took a post-graduate course after graduation from high school •All of the eight high school teachers are college graduates. Four hold B. A. degrees while there is one each with the following degrees: B. Pd., B. S., B. O. E.,B.L. One of the eight holds two degrees, B. S. and B. Pd. Among the grade teachers,' I find sixteen who are normal graduates, two who are training class graduates, and one who had one and one half years' normal training before beginning to teach. Three teachers, one in the liigli school, one in the grades, and one special teacher had, in addition to their regular training, special instruction before starting to teach. Chapter III. Expeilence There are ten teachers who have been teaching at least three years in the system. Of these, four have been at Fairport three years, two- four years, one -five years, one eleven years, one fifteen years, and one twenty years. The latter two are high school teachers. Six are teaching their sec- ond year in the system, this year. Thirteen, two in the high school, one special, and ten in the grades, are completing their first year at Fairport. The number of years' experience which the teachers have had previous to beginning work in the Fairport schools, varies from one to twenty-three. Three had one year of experience elsewhere, three two years, five three years, two four years, two five years, one five and a half years, one six years, two ten years, one eleven yars, one fifteen years, one twenty-two years, and one twenty-three years. Six began work at Fairport without having had previous experience. Chapter IV. What Teachers ajre Doing to Improve Themselves In a questionnaire which I distributed among the teachers the earlj' part of April, I asked them to give me all the data in respect to their training and experience. In order to find out also what they are doing to improve themselves, I requested them to state if they have taken any gradu- ate work, such as summer school, extension work, etc., and to specify what educational literature they read regularly. Of the entire number, I discov- ered nine wlio have attended summer school with an idea of bettering themselves professionally. Four have taken post-graduate work of at least a year since graduating from college or normal. One has been taking work at the University of Rochester Saturday mornings this year. I was pleased to find out that practically all of the teachers take at least one educational journal. Four find it worth while to take two, and still better, three are reading regiilarly three educational publications. Sixteen of the entire list take one or more popular magazines such as the Literary Digest, Out- look, etc. All of the teachers hold membership in the New York State Teachers' Association. Chapter V. Bating Various scales have been devised for measuring teachers. Some are more technical than others. Some are more practical for city schools than else- where. Tn looking over a number of scales, T found that most of them ciiUed for too much detail on a mathematical basis, for my use. In my position, : could not attempt to rate ray teachers and do justice to them for lack of time. For this reason, I have used a brief scale of a general type. I obtained the suggestion for such a scale in the February issue of the American School Board Journal, after reading the article entitled "A Scale for Measuring Teachers" by Superintendent B. 0. Clark of Seymour, Conn. The outline of the scale is as follows: Basis C B A Character Acceptable Genuine Outstanding Scholarship Adequate Appreciative Original Personality Commanding Winning Sympathetic Industry Automatic Constant Self-«aeriflcinfJ- Discipline Controlling Directing Regenerating Instruction Complete Interesting Inspiring From the outline it will be seen that I have arbitrarily chosen six factors as a basis for rating the teachers, namely, character, scholarship, personality, industry, discipline, and instruction. Other factors might well be added to the list, perhaps, but I have been satisfied to limit myself to the six. In my opinion a teacher worthy of the name should qualify in Class C. The better teacher, or perhaps the average as teachers go, will be found in class B, but those assigned to class A may well be designated as superior. Let me illustrate how I use the scale. Miss X, a sixth grade teacher, has a character that in my opinion is "above reproach," as we say. It is not only acceptable, but genuine and outstanding. So far as I know, she does not smoke, drink, chew, swear, etc. Presumably she does not intentionally break anj' of the ten com- mandments. All of this is a minimum essential for class C as to character. Miss X measures up in this r.espect and more, too. f have found out that she has a high and noble purpose in life. She goes to church regularly. She is interested in the things most worth while. I have come to admire the genuineness of her character. She is sincere. So far, she has met my requirements for Class B. But she happens to have impressed me with the positiveness of her character. She is vitally interested in the welfare of others and there is no sham about it. Her character functions every day. I am glad, therefore, to rate Miss X as Class A in the matter of character. Now as to scholarship, she has met the minimum requirements for she is a normal graduate. She uses good English, avoids slang as much as possible as well as provincialism. Being a moderately accurate scholar. Miss X may easily be ranked C. I consider her scholarship adequate, in ot'her words. But all knowledge to her is living, vital, and she enjoys teaching because she is an appreciative student. Literature, music, and art appeal to her. This places her in class B at least. But I notice she is 9 more or less iiiNoiitive. ISlie is Jovisiiig some new selieiue constantly to improve her teaching. She is original. In -seholarship, then^ she is marked A. Personality is a big word. We may disagree as to the things that go to make up personality but we DO know that the teacher who is not clean in person, neat, alert, and erect, teaches under a handicap. There should be soma thing about every teacher that will cause the pupils to accept sug- ges-tions from her naturally and to abide by her disciplining. Miss X is that kind and I rate her C on personality for she is at least commanding. She is enthusiastic, vivacious, though of a quiet, graceful type. The youngsters are unconsciously drawn to her. Her personality is winning and so she is qualified for at least class B. She is also human and has a great breadth of sympathy. She enters into the experiences of her pupils. They regard her as their best friend. Because of her sympathetic attitude, she is entitled to rank of A as to personality. A teacher may score A in character, seholarship, and personality and yet fail if she is not industriousf Work is neeesssary for results in any profession. Miss X keeps her desk neat and orderly. Her daily work is alwa.ys carefully prepared. She keeps her plan book up to date. Her reports are submitted promptly. She is automatic in performing the essential duties. I assign her to Class C. Doing all of this is not enough, however, in order to be classed B. All teachers should understand that the profes- sion requires more than merel.y teaching subjects. The important thing to remember is that the child must be educated. Miss X is interested in every pupil. She takes a personal, interest in each individual in her room. Her efforts to help each pupil are constant and for this reason I regard her as qualified for Class iB. The crowning feature, however, is that she is will- ing to sacrifice time and effort, if necessary, to help the backward pupil and direct the brighter to increased achievement. She keeps in training for her work. She avoids lat© hours, rich foods, and indulgences that pull her down and render her inefficient. If possible, she 'attends summer school to get extra inspiration for her chosen work. She is self sacrificing and that is why I regard her as in Class A again. Success in discipline is most desirable for all teachers. A good teacher sliould eon rt,! with firmnesss, fairness, and good nature. She should have a quiet, busj-, well ordered room. This I believe every teacher shoiild do to rank C in discipline. Miss X measures up fully in this requirement. She has control. She has a knack of getting her pupils to decide for themselves the right thing to do in a given situation. Her influence is directing rather than restraining, positive instead of negative. Being able to do this. Miss X ranks B in discipline. The room of the best disciplinarian will be largely self-governed. This teacher inspires her -pupils to have regard for each other. In other words, she develops a sort of community spirit. Her pupils refrain from disorder because they realize that disorder hinders not only Ihpir own progress but that of the entire room. She helps them to see the III value of training to liocoiiie good Anu'iit'an citizens, so tliat hev iiifincnec is regenerating. Finally, instruction. The real test of any teacher is right here. V.nn she impart to the pupils a fund of accurate knowledge that will be of use to them for the immediate present and the future? Can she select the essentials and get her pupils to master themf Is she thorough? Is her in- struction complete? If so, she is entitled to the passing mark of C. Miss X not only can do this by her own interest in the work at hand and variety of methods and technique, but she also makes the learning process' for the pupil attractive. She has the ability to create interest and so may be rated class B. Her instruction is accurate, and the pupils are interested. In the meantime, she also is able to create a spirit of thoughtfulness. She trains her pupils to think. This stamps Miss X as class A in intruction, because she is inspiring. It will be noticed that Miss X scored A all through the scale. In my opinion, therefore, she is a superior teacher. Other teachers will score A as Iq character, sc'iolarship and personality, but will not be rated higher than B as to industry, discipline and instruction. All of this should be noted for each teacher. I realize the danger I am facing in attempting to rate the teachers in the Fairport schools. In every school system there are good teachers, better teachers and superior teachers, and every school superintendent who has had any amount of experience in a school atmosphere will classify teachers in his own mind, in spite of himself. 1 shall give here my confidential personal rating of the present teaching corps. Perhaps 1 have not done justice to some. In fact, T am frank to admit that I have not observed the work of each teacher enough 1o form a definite and final opinion. The duties of my position are so largely administrative and clerical that :\ close study of the teacher situation is absolutely impossble. I am present- ing here simply my impressions as I go casually from room to room. At times, I pause long enough to hear two or three pupils recite. At other times 1 witness the work of the entire class. At best, however, 1 have not had time enough to observe adequately the work of any insti'uctor. This much I think I should say in justice to the teachers. In general, the teachers at Fairport are a fine lot. They are very much interested in their work and, on the whole, maintain high standards. In checking over their names according to the scale for rating teachers, which I have just described above, I find fourteen whom I am inclined to rate A in every particular. These I consider the very best teachers of the sys- tem. I am not disposed to mention any names, for obvious reasons, but my judgment for ijiost of them would be substantiated by others who know them intimately and who are competent to judge. The majority of the fourteen have been offered much better positions elsewhere. 11 Tliere arc six teaeliers whom I would consider entitled to a, rank of A in five of the basic factors and B in one. Two in my opinion are worth A in four respects and B in two. One is in the A class with respect to two factors and in. the B class with respect to the other factors. I have scored two with five Bs and one A each; one with two Bs and four Cs; and one with one A, 'two Bs, and three Cs. The conclusion is natural, therefore, that practically all of the teachers are satisfactory. Personally, I would like to have all of my teachers average B or better. A summary of my rating for the entire group is 133 As, 30 Bs and 11 G, or an average per teacher of alittle better than 4 As, one B, and one-half C. Chapter VI. Number and Per Cent of Teachers Leaving System, and Why. Previous to this year, the average number of teachers in the system for at least five or six y^rs has been twenty-three. I stated previously thai now there are twenty-nine. Next year there will be at least thirty. The population of Fairport increased during the past ten years from 3112 to 4626, a growth of 1514, or 49%. This increase, of course, was reflected in the school registration with the result that extra teachers have been added as needed. Statistics are not available concerning all of the teachers who have recently been employed in the Fairport schools and who have left for some reason or other. I have been able to get some facts for four years, viz., 1914-19a5, 191.5-1916, 1916-1917, 1919-1820. During those four years, forty teachers left the system, an average of ten a year. In other words, the teaching corps has been nearly half new each year for the period indicated. Twenty-four of tlie forty left Fairport to take positions elsewhere, seven married, four changed to other occupations, one took graduate work in college, and of the remaining four there is no record. Chapter VII. The Salary Schedule with Comparisons On anollier iJage following, I have prepared a table showing the lowest and highest salaries paid in six other school systems of New York State of about the same size as Fairport for the years 1920-1921 and 1921-1922. The list includes East Rochester, Dansville, Frankfort, Lancaster, LeRpy and Penn Yan. All of these villages, like Fairport, are in the .5000 population class, approximately, and employ a local superintendent of schools. It is required by law that schools maintaining village superiuteudencies shall pay their high school teachers a' minimum of $11.50 with at least eight annual increments. The required minimum for grade teachers is $1000 witli at least eight annual increments. Fairport and all of the villages conform 12 to requirements as to minimum salaries for both grades and high seliool. The range of salaries paid is indicatejil in the table. The average salaries paid to high school teachers for six of the seven school systems separately this year are as follows: East Rochester," $1429, Dansville $1330, Fairport $1247, Frankfort $1215, LeBoy $1446, Penn Yan $1275. The averages similarly for the grade teachers are: East Eoehester $107.5, Dansville $1014, Fairport $1050, Frankfort $1078, LeBoy $1208, Penn Yan $1000. In general, Fairport 's salary schedule this year is low, but next year it will compare favorably with m,ost villages of its size. Lancaster, LeBoy, and East Rochester paid much higher salaries this year than Fairport and will have a slight lead next year. It will be observed from the table that follows on the next page that these four villages, which are located near large cities pay their teaclie s better than the other villages which are more remote from the influence of large centers. TABLE 1 Salary Schedules Villages of the 5000 Class 1920- 21 and, 1921-1922. High Schools School Lowest, Highest 1920 1921 1920 1921 E Bochester .$1300 $1450 $1600 $1650 Dansville 1200i 1250 190O 1950 FAIRPOBT 1150 1350 1530 16O0 Frankfort...' 1150 120O 3325 2O0O Lancaster 1500 1200 1700 1600 LeBoy ' 1150 HSO 1725 1825 Penn Yan 1150 1200 1400 1450 Grades School , Lowest Highest 1920 1921 1920 1921 E. Bochester $ lOOO $ lOOO $ • 1150 $ 1&50 Dansville lOOO 1050 1050 llOU FAIBPOET lOOOi 1000 1225 1400 Frankfort 1000 1000 1125 1225 Lancaster .....'." 1000 1200 160O 1600 LeEoy 1000 1000 1650 1750 Penn Yan '. 1000 1050 1050 1050 K! PART II Chapter VIII. The Pupils Greneral Statement The matter of jvLiging the efficiency of any school system is a most difficult task. It is easy enough to take the results as we find them and form conclusions. But even then, there are extenuating circumstances, ex- ceptions to the rule, etc., and we are not entirely satisfied. What determines the efficiency of a school? We liave not fully answered that question yet. There are certain general standards by wh'ieh we seek to measure efficiency in our schools. Those standards have been the basis for forming judgment for so long a time that we wonder if there- is not some new point of view, possible. 'However, I have made an attempt to proceed along familiar lines. I make no claim to originality, and whatever innovations I have introduced I have done merely for my own benefit, hoping tha t the information will be of use in shaping the future policy of the Fairport schools. In making a study of the pupil side, I have been interested to know the following: 1. How the schools hold the pupils; 2. The classification and progress of the pupils; 3 The ability and^ capacity of the pupils in the dif- ferent grades as shown by standard tests and intelligence tests; 4. The record of the high school; 5. What the graduates are doing; 6. What the local people, business andvprofessional, think of the Fairport schools; 7. What the high school students who did not graduate think of the schools; 8i iWhat the graduates of the high school think' of the schools; 9. What the present teachers think of the schools. Chapter IX. How the Schools Hold the Pupils Census and Begistration. Thfi scliool census, which I took myself by a house to house ca-nvass ten days prior to the opening of school last September, showed 796 chilldren in the school "district under 16 years of age. The -registration at the time these figures were compiled (Jan. 1931) showed 776 childlren under 16 years of age in scliool, or 97% of the total number aceeording to the census. The census figures revealed 196 children l4 to 18 years old in the district, 147 of whom liave been enrolled in the schools which is 75% of the number possible. There are 40 in the school district 16 to 18 years of age. Of that ' number 32, or 80% have been attending scliool this year. Of 156 who are 14 to 16 years of age, llSi, or 74%, are registered in the schools. There are 40 pupils attending school above the compulsory school age (16) and 56 below seven years of age attending. According to the census there are 87 children between five and seven years of age in the district, 56 of whom are now in school, .31 not attending school. 14 Per Cent Completing Elementary Course To Enter High School Statistics are not available conpcruing all of tlie pupils wlio have com- pleted the elementary course in the Fairport sehools for the past ten years. It is safe to assume, however, that better than ninety-five per cent of those completing the eight grades enter high school. The records for the past four and one-half years indicate that 212 received preliminary certificates. Of that number 2C15 entered high school or 97% of the total number". A summary for the four and one-half years is as follows: Number receiving Number enter- Preliminary Cer- •■ ing High tifii-ates 8chool .fanuary 1917 12 11 June 1917 23 21 January ISIIH IS IS June 1918 30 21 January 1919 . 22 21 June ]'919 S.') :!.5 January 192(1. 27 26 June 1920 , 2(i 24 J anua ry 1921 . 19 19 Total 212 2(1.1 Per Cent Entering High School To G-raduate. On the average there have been eighteen students to gradufite from Fairport High School every year for the past ten years. The largest class to graduate during that time consisted of thirty-two members, the class of 1914. Including this year's graduating class of nineteen, sixty-two have received diplomas during the past four years. This represents 30i% of the number that entered high school, viz., 205. During the past ten years the average number of students in the High School has been approxi- mately 130. On the basis of 18 to a graduating class, about fourteen per cent of the entire academic enrollment have been completing the high school course each year. The percentage this year, however, is ten, as the regis- tration in the High School the present school year is the largest on record, namely 181. Per Cent of. High School G-raduates To Enter Higher InS'titutions. Nearly seventy per cent of the graduates of Fairport High School go to higher institutions of learning, such as university, college, normal, busi- ness institution, etc. Of the graduates of the past ten years, T selected at 15 random one hundred and twenty-eight and' sent questionnaires to them in April. According to the school records ninety-three of them entered higher institutions of learning after graduating from High School. This is 72 per cent of the entire group. Kfty-fiVe of them, or 43 per cent, entered colleges of the first rank. When the replies came back from forty-four of the one hundred and twenty-eight to whom questionnaires were sent, I was interested to note that 29 had graduated from college. In the four years i i6 1.917, 1918, and 1919, there was a total of 65 graduates. Of these, 41 or 63 per -cent entered higher institutions of learning. Twenty-five of them, or 38 per cent of the total number graduating went to college, while the remaining sixteen of the forty-one took work in normals, b'usines colleges, training schools and the like. Regularity of Attendance The Fairport schools this year have made a splendid record iu the mat- ter of attendance. The average for all of the grades to date, eight months, is 94.1 per cent. There have been only a few cases of truancy which were dealt with promptly and strictly in the early part of the year with the gratifying result that only occasionally has it been necessary to call on the truant oflicer to look up children. Practically -all of the absences have been due to illness of either the children themselves or members of the family. The average of attendance for the North Sida School has been 94.3 per cent to date and for the South Side grades 93.9 per cent. In the High School the average of attendance to date has been 91.2 per cent. TABLE 2 Summary of Attendance by Grades Sept. 1920 to May 1921. North Side School Soutli Side Grades "First Grade . : 92.6% First B 90.29^ Second Grade . 92.8% First A 90.6% Third Grade _ 96.2% Second B , 95.6% Ppurth Grade 94.1% Second A 91.0i% ^ifth Grade 94.1% Third Grade 91.6% ixth Grade 96.5% Fourth Grade 93.7% Seventh Grade 94.2% Fifth Grade 95.5% Sixth Grade 93.7% Seventh 'B 97.67,, Seventh A . . .- 96.2% Eighth B 9.5. S',; Eighth A 96.1% Averajii' for all grades, 94.1%. 16 Chapter X Classification and Progress of Pupils Distribution of Enrollment By Ages and Grades Tlio (listribution of eiirolhnent at the time of this wi'iling (April 20, 1921 presents some interesting facts. The total enrollment for all of the grades is 625, 341 boys and 284 girls: Of that number, a total of 88, 48 boys and 40 girls, are below normal age for their grade. These are generally considered underage gifted or super-normal children. They represent 14.1 per cent of the entire grade registration. There are .S9.t normal pupils, in- cluding 210 boys and 185 girls. This is 63.2 per efeiit of the total grade enrollnient. The number of pupils who are retarded, over-age, or probably subnormal is 142 for all grades or 22.7 per cent. Of these 83 are boys and ~9 girls. Fairport is divided into two geographical sections locally referred to as the ' ' North Side ' ' and the ' ' South Side. ' ' The main lines of the West Shore and the New York Central railroads with the Erie Canal form the division line. As is true in most villages of its size, there is a difference in popula- tion where such a division exists. Most of the foreign element is located in the North Side while in the South Side native stock prevails for the most part. Let us look at the enrollment of the North Side School which con- sists of the first seven grades. In the North Side school we find 2.54 pupils attending school, 145 boys and 100 girls. Twenty of these, nine boys and eleven girls, or 7.S7 per cent of the registration for the building are below normal age. One hundred and sixty eight, 97 boys and 71 girls, are considered normal, making 66.14 ])cr cent of the enrollment for the school. Twenty-seven girls and thirty-nine boys, a total of 66, or 25.99 percent of the number in the building are re- tarded. In the South Side, the school children of the grades are housed in three different buildings: the West Avenue School in which are located three grades. Second B, Second A, and Third B and Third A; the South Side Annex, with four graies, viz., First B, First A, Fourth, and Fifih; and High School building. In the latter, five grades are accommodated, Six B and A, Seven B, Seven A, Eight B, an dEight A. The total number of. children in the three 'buildings is 371, 196 boys and 175 girls. Of these, 68 of whom 39 are boys and 29 girls, are below normal age, or 18.33 per cent of the total for the South Side. The normal children, a' total of 227, constitute 61.19 per cent of the enrollment and include 113 boys and 114 girls. There are 76 too old for their grades, 44 boys and 32 girl.s. They nxakc up 20^.48 per cent of the total of 371. A summary of the enrollment for both North and South Side in graph form is given lafer in this study. It includes a graph for 17 eaeli building, also oiio for the High Sehool, and one -showing the distribution of the enrollment by ages and grades for the entire elementary school system. Prom the graphs we find that the majority of the retarded pupils are retarded one year. There are 86 in all, 47 boys and 39 girls, Thirty-six ars retarded two lyears, and of these 23 are boys and 13 girls. Those that are retarded three years are found mostly in the North Side School and in the upper grades of the South Side, as is the case also for those retarded as much as four years. (This situation may be seen by referring to the age graphs for the North Side School and for the grades in the Hiigh School building. The explanation for this condition in the North Side School is that there are several Italian children who recently came to this country and have had little or no school training. Besides, there are two or. three mentally defective, children in the building. Among the upper grades of the South Side, we find several non-residents, some of whom were either re- tarded when they came to us or have since failed because of incomplete preparation. Of the resident pupils, two, a boy .and a girl, in the eighth grade are by far too old for their group, due to inferior ability as shown in the intelligence tests which will be discussedlater. Comparison as to Age and Grade. In trea,ting the subject of retardation, acceleration, and normal age classification, I have followed the usual method that has been used in school surveys. For instance, children of the first grade 6 and 7 years of age are considered normal; all 8 years of age and over, over-age, retarded, sub- normal. In the second grade, children under 7 years of age are regarded as under-age, gifted, accelerated, or super-normal; and all 9 or more years old, over-age. And so on throughout the grades. It will be interesting now, jierhaps, l'o compare our findings with data from other school systems in the United States. In the book entitled "Methods and Standards for Local School Surveys" published in 1918, by Don C. Bliss, Superintendent of Schools, Montclair, N. J., page 47, is a table representing the age distribution of 206 495 chil- dren of twenty nine cities and villages of the United States. The average percentage of children under-age for the group is 28.79. The average per- centage of children under age in the Pairport schools, I said, is 14.1 per cent. The highest percentage of acceleration noticeable in the table is 50' per cent for Quincy Mass. The lowest percentage of acceleration is 16 per cent for Kenoslia Wi.s. It would seem therefore that an effort shoifld be made to increase the percentage of under-age children at l-'airpovt ii it is desirable to bring them up to standard average. The reason that so small u number of children comparatively are accelerated is in part at least due to the fact that no kindergarten exists in the system and few children are allowed to enter school under six years of hge. IS When wt! consider the situation as to normal age however it is significant that the average for the entire school system, 63.2 per cent, is higher than the highest given in the table, which is 62 per cent for the Montolair schools, New Jersey. The lowest in thelistis 23 per cent for Amsterdam, N. Y., while, the average for the twenty-nine cities and villages was 34.4 per cent. The showing for Fairport in this respect is apparently very good and should bo kept in mind especially with reference to the number under-age and over-age. Of the latter the registration showed 22.7 pej cent. The small- est percentage of retarded pupils in the table presented by Bliss is 16 per cent and the highest, 51 per cent for Montclair and Passaic, N. .1., respec- tively, while the average is 3'6.48 per cent. TABLE 3 • Table of Percentage Classification as to Age Groups! for 29 Cities and Villages. Age Classification City % Young % Normal % Old Amsterdam, N. Y 49 23 28 Bayonnc, N. .1 27 31 42 Oanton, Ohio 28 38 34 Danbury, Conn 38 31 31 Dansville, N. Y 28 34 38 E. St. Louis, 111. 23 34 44 Elizabeth, N. J 23 31 46 Elmira, N. Y, 38 28 34 FAJHiPORT, N. Y 14 63 23 Hazelton, Pa 22 36 42 Indianapolis 34 37 29 Kenosha, Wis 16 ' 36 48 Milwaukee, Wis 28 41 31 Montclair, N. Y 22 62 16 Muskegon, Mich 25 40. 35 New Orleans,' La 20' 31 49 New Eochelle; N. Y. ...... 36 30 34 Niagara Falls, N. Y , 31 33 36 Passaic, N. J. . ; 17 32 51 Perth Amboy, N. J 27 32 41 Plainfield, N. J 30 30 40 Quiney,. Mass ■■■•■; ^0 31 19 Kacine, Wis 1 30 42 28 Beading, Pa 25 35 40 Bockford, 111 "• 28 40 32 Schenectady, N. Y 26 30 44 19 Syracuse, X. V 42 29 H) Topeka, Kan 26 38 36 Trenton, N. J .' 31 31 38 Watertown, N. Y .' 25 32 43 (Methods, and Standards for Local School Surveys, Don C. Bliss, 1918). 20 ii rH OJ c- P^S ^ CO cm' to OJ aT • * 9 lB?ox OJ OJ 00 OJ f! (11 s 00 M rH 1 spiO "*OC»lOCO(MCDCOOOi-HeDM rH ^ o LA OJ V o (MOJcoeocoeocoMM OO- ^ 00 Kj Jh E- OJ l s 3 !g S G O u sjjio 1-1 CO o ■* to s -t^ s to .3 K Q- C/3 sAog Ol S S3 C^ (M «J CI 5! '^ 3 a Qi IiJ^oX o CO 00 ■jll '-^ 00 00 o s 3 < ■l-J si-ipO d: J- o C- rH 00 CO CO s 00 \L E sAog t- .-' 00 (M 1-1 ■* o c- OS CO ~i> i2 ^ 1 S 0) ~~o~ be to 0) rt nJ B T) "d "ri o Ul J to I 1 <~ 1- < lOtoc-oocjioi-iC'jeoTfusixi Si s 1 o S i 1 ^ H cq IZ z n H I-' I-' ^ H c o (D 2. cn*».cotoi-'0'a30o-3aien m ii r g ■< > X w ^ c >• f^ A' 3 CO en >P» eirls O 1 S 3 p s CO DO (-J en CO CO Total O- y Is. 11 as S' 00 h- - h-* CO CO CO l>3 CO O CD -3 rfi. - Boys Girls 3 i^ K g to (-' CO *- o -a OS ^^ Total a- H I o 00 CO ^ M M I-' en Ol r>. 00 on en ro i-i M CO o> CO Boys a ^ CO -^ to to ^ ^ ^ 03 rfi. CO Girls ? 0) 1 -q C71 en to M CO CO l-i t I-" en o en Total I *>. I-* ol I-' k-i to en Ci Boys en :3- & CD f o 00 tf* to CO I-' to M CO *». ^ o to CO Girls Total r ►1 en -J 1- s H^ I-' t-i (XI h- Boys ft El CO to rf^ s M CO h-i 00 >p- Girls < ro EL 00 Ol U1 g C71 CO M *^ 4^ I-' Total S- rt- M ^ to" o cr (g ; a- . cr £L 1 o' ' ^ ET' s s < h 0) Ui Id J_ < < 8 ! en \ E3 -o c o sjtog inox SHSO OJ 00 OJ lO o CO CD m (N CO 00 tn tJ" 00 ED t> t> W CM IM -* U3 lA 00 Ol O ^ (N CO CO irt CO in CO CO 00 03 CM CM in C- CO -^ in Tf o - ^ H M Z :^td!'-3 — K^h-^ H C-omO cnrf».&3i>3 <-' O to 00 -1 Cft Ol 13 «■ B ■« ff . : . * ' p > ' CO CO Gl ^ Boys !S H to 03 I>B O M4 r- - Cn M Girls tCb CJI OJ CO ^ ^ *. 1- JJ Total C3 K CO O CO M ,-i ro LO Boys 3 ^ 5 *. en o >t- )~i en Girls w '^ 5 ■■< HI .p.. a^ CO CO lU r^ "Z 00 Teal > 0) CO ^ ^3 3J 1— ro <- o to Boys Tl cr ^ K ^ S Ol C£> -J Girls o c IS ro CO CO c;i as -J M ro 3S to CO Total :r c 2 rt> H o *- O Oi O ff- ro 00 St Boys g X o l>3 N CO -^ h-" h- ■ex 00 CO Girls S- tf\ < ■^ M CD " Ol ^ 31 5j <£> Total \Ji ►1 ■HM (6 O s D 3 m n. B. ^1^ <-h Di ff J^ Z (9 z •^ m O X 6i c ■a ro -^ 3 O -1 3 -- — p_ ci- 3" O a Q- « S -Q O U« M *. !-■ ■* (M w U? to •tl' ID £ 1 sAoa ■H-^MCOOtNlO'-H E: S S S ! o 1 LU 1 1 Q MM ■^ (0 — ' — i I o h 01 D ■ o if) ^4 0) C 1 3 z <; I«*oi r-t eO CO t- la 7-1 i-{ S ^ 8 ^ (H Q r-i CO CO O tr- ee •f .H CO -^ t- CM W 1-1 j-j to CO in S J 5 M l^lOi *"* ' " 00 CO .-1 g -' S S o a' m j3 q-^io CO tc CO nH M_ OS -* w sjtda t-. CO in lO (M .-' C^ -H 00 OO o .c . J IB s I < mojj CO 00 — 1 .-0 i-H ^^ CO m ^ ■a g c > SHIO CO to in "^ en Sitog (M eo CM w "^ CO 00 CO Is PQ IBIOX t- CD ■* T)< rH cvj r- o m CO si-'!0 =^ CC t-l (M W CT) C < ca dJ - * >. " S E ? S 5 a 5 P4 1- CFiOrHCgCC-^iraeCit-jGO o ^ o ^ H M 2 <1 ■0 5, o 3 " 3 » > Z w ^ 3 o ST I « :: OO00-JACn4^00t>9K' ro CO C71 O O M I-* 09 en CO en aa ^^ CO ^ CO s to- CO CO 1^ !S co CO .t^ S g t i-i en (-• -q M Kl >;>■ CO •f^ ^' h- tc -3 >(- CO I>S OS o 00 - -a o) to C71 I-' a> to so to CO CO CO CO '^ \ o> w »^ -J CO t ^s ~3 il^ Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total CO u: 00 C71 OS Ol ti g -a D9 I-* CO iCk ti 5! g s C h- -1 © s 8 £ s S to Boys Girls Total 32 9 a- Tl > ;d I o I 0) I r 26 Per Cent of Failures in Grades. Twcnity per cent of the pupils of all the grades,, previous to mid-year promotions this year, were repeating their w rli in whole or in part. There were 111 failures last year in all, an average of five to a room. Sixty-five of these were in the South Side grades and forty-six of them were in the North Side School. This is a very high rate of failures for grade children, the general opinion among leading educators being that on the aveiage not more than ten per cent should fail each year. After the mid-year pro- motions, February 1 this year, the number of those failing to be promoted for all the grades was 96 or 1.5 per cent of the total grade enrollment. Of these, 52 were from the South Side grades and 44 from the North Side School. Causes of Failure. A study of the failures referred to above was made to find out the reasons for failure. The reasons for most of the failures assigned by tlie teachers were as follows: Pupils mentally slow or deficient 10; Lack of ap- plication 9; Too many absences 5; ill health 4; Outside distractions 3; T^nfav- orable home influence S; Inability to speak and understand English 3; Change of school 3; Lack of text-books 2; Lack of time for preparation -of work on part of pupil 2. Other general reasons were assigned such as lack of interest in school work, poor preparation, etc. Chapter XI. Ability and Capa<;ity of the Pupils as Shown by Standard Tests and Intelligence Tests. In order that I might know something of the results secured in 1he dif- ferent grades and be better able to .judge of the efficiency of the instruction, I gave standard tests in all of the grades starting in soon after the mid- year period. I regret that time did not permit the givinn' of more tests. Th,e tests that were given extended over a period of ten weeks, averaging about one test in two weeks. In practically every instance the teachers gave the tests themselves, after a conference preceding each test to obtain instructions, and marked the papers. As far as possible, a uniformity in the administering of the tests was adhered to and it was gratifying to notice how quickly and efficiently the teachers did their work. The standard tests given were as follows: Reading, Sigma 1, first three grades; Thorndike-McCall Reading Scale, form 2, grades four to six inclu- sive; Woody Arithmetic Tests, Series A; Spelling, Department of Education Special Lists, and Ayres' Short List. Sigma 1 Reading Examination Haggefty 's Reading Examination, Sigma 1, was given the last part of April to the pupils of the first three grades. A summary of the results is given in the tables following. The first table shows the results by grades, the second by ages. In the table of results by grades, we notice the pupils of the first grade. North Side, did much better, than those of the same grade, South Side, where as in the seeonii and third grades the South Side pupils scored higher than those of the North Side. Sigma 1 Reading Examination consists of two parts, test 1 and test 2. Test one is an achievement test in reading while test 2 is practically an intelligence test. It will be observed that the pupils of the first two grades of both the North Sidei School and the South Side grades equalled or bettered the standard scores for those grades while the third grade pupils of the North Side had low scores comparatively and the pupils of the third grade, South Side, scored high in test 1 and low in test 2. In the ta.ble of results by ages it may be seen that the South Side pupils scored higher- than the pupils of the North Side. This is probably due to fact that many of the North Side children are from foreign families, mostly Italians." The children seven and eight years old scored above the norms for their ages, on the average, for both the North Side and the South Side. The children nine, ten and eleven years old, however, did relatively poorer work. A glance at the results for the older pupils ,on test 2 would seem to indicate that some of those pupils are probably sub- normal, as they scored about half what pupils of their ages would be ex- pected to score. It is interesting to note what the children six years of age accomplished in the examination. There were seventeen in all and in test 1 they scored above the norm for seven years old and in test 2 slightly under. Beading Examination — Sigma 1 North Side School TABLE 9 (By Grades) Grade I II III Test 1 Ul (4) 12 (12) 12 (16) .Score: Test 2 6 (2) 8 ( «) S (U) I'yxplanation: Figures outside of parentheses indicate average scores for the North Side School in each grade; figures in parentheses indicate stand- iU'd scores, or norms for the grades. 28 Reading Examination — Sigma 1 South Kidi. Siliools Gvade T II T] r Tost 1 4 (4) 12.5 (]2) 16.5 (16) Score: Test '2 2 (2) H.r> ( 8) 11 (14) Explanation: Figures outside of parentheses indicate average scores for the South Side Schools in each g-rade; figures in parentlieses indicate stan- dard scores or norms for tiie grade. Reading Examination — Sigina I. North Side School TABLE 10 (By Ages) Age in Vc:irs 7 S 1) 10 11 Test 1 11 (li) 11.6 (12) 12. .T (15) 9 (IS) 7.7 (24) Score: Test 2. 7 (4) 7 (7) (! .(12) 7.4 (15) 9 (Ul) Explanation: Eigurcs outside of parentheses indicate aver;igc score for the Xorth Sirie grades; figures in parentheses indicate standard scores or age norms, for tha grade. Reading Examination — Sigma I. South Side Schools (By Ages) Age in Years 7 S 10 11 Test 1 11.0 (6) 1.3..5 (12) 13.5 (15) 12.5 (IS) 15.S (24) Score: Test 2 6.7 (4) s.9 (7) g.."! (12) 11. (15) 1(1.5 (Ifi) Explanation: Figures outside of parentheses indicate average score foi' the South Side grades; figures in parentheses indicate standard scores, or age norms, for the grade. Reading Examination — Sigma 1 Children six years old jSfumber Score Test 1 Si-oi-e Tc-t 2 North Side ' 5 Td.S 6.4 South Side 12 6.2 2.5 Total 17 Averjge 6.S 3.6 THORNDIKE-McCALL READING SCALE, No. Z. The Thorndike-McCall Keading Scale, Form 2, was used in the fourth, fifth and sixth grades the test being given in the early part of May. A summary of the results of this test is given on another page following. The individual score for each pupil was computed by taking the total number of questions correctly answered and then referring to Table L, page 4, of the pamphlet of directions for using the scale to find the corresponding "T" score. The " T " score represents the pupil 's score. The class or grade score is the mean (average) of the pupils ' scores. In the first table is given the summary by grades for the Xorth Side and the South Side combined with grade norms indicated in parallel column. Except for fifth B and sixth A the grades equalled or excelled the standard scores for respective grades. Pairport 's record may be considered good especially since the norms as given in the table represent achievement at the end of the grades. In the second table a summary of the results in this reading test is given for the North Side School and the South Side grades separately. In the North Side School all of the grades except six B and six A scored above the norms. A comparison with the results of this grade in the National Intel- ligence Test, Scale A, would lead to the conclusion that this 'grade did as well as could be expected, as the average for the group in the intelligence tests was below standard. The results of the Intelligence Tests are given later in this chapter. The pupils of grade five B, South Side, also made a poor record, scoring on the average 7.9 points below standard for their grade. The pupils of six B and six Aj South Side the latter group especially, .leorcd below the norm for their classification. TABLE 12 Summary of Results of Thorndike-McCall Reading Scale Form 2 May 1921 All the Grades, Four to Six Inclusive. (Iraile Average T Score Mean Norm i B 42 80.6 4 .V 47 41.S 5 B 40 44.9 A ^ 51 4S fi B .50 .lO.S) 6 A oO .-).■!. 7 11 IBL lE 13 Summary of Results of Thorndike-McCall Reading Scale Form 2 May 1921 North Side School (! in (1(5 AvorasG T Si-oio i B 41 I A 47.1 5 B 47 5 A 51 6 B 43.5 6 A 511 «outli Sid V Scliools i B 43 4 A 4S .') B 37 A 50 (i B 411.3 6 A 49.7 The Woody Arithmetic Scales, Series A The Woody Aritlimetie Scales consist of two series, A and -B, for eacli of the four fmjdameiital processes in arithmetic, viz., addition, subtraction, multiplication and division. 1 chose series A because of the gTcater numbei- and variety of problems "whieli it contains. For this reason it is more valuable from the point of view of diagnosis. In general, the results were most satisfactory^ the pupils ou the average scoring higher than the standard scores for the respective grades. The third and fourth grades made remarkable records in comparison with the other grades as will be seen in the summaries ou the _f ollowing pages. For instance, tlie third grade A sections more than doubled the standard median score in multiplication and nearly doubled it in division. Tlie third and fourth grades scored relatively higher than the upper grades in comparison with tlie standard medians; also in addition and subtraction. .Ml of the A sections were aljove standard rating except 6 A and 8 A in addition. Sufficient st.itistios of resulls in other schools are not available for comparison in connection with the B sections. It is significant, however, that more than half of tlie Bisections scored up to or above the standard medians for the A sections. A comparative table is given on another page, following the distribution tables, showing the standard scores, or norms, for the different grades, the average scores for the following schools of Monroe County, Ghurclij/ille, East Eoehester, Fairport, Penfield, Pittsford, Eush, Webster, Williamson, and tlie average scores of the Fairport grades separately. It is interesting to ob- 81 serve that in only one case was a Fairport grade below the average in ac[- (lition, and that was the fourth grade in addition. In all other instances, the Pairport grades scored higher, than the average for the county. The pupils in the Fairport schools complete arithmetic in the 8 B and the data that is given in the summary is for the 8 A grade in which the pupils passed the preliminary Regents in the subject last January. In the tables following the results given are fpr the entire grade or section. In order to obtain the scores for each group the individual papers were marked according to the number of problems solved correctly, a dis- tribution table was made, like the ones following, showing the number of pupils who were not able to solve a single problem correctly, the number who solved one problem, two problems, three problems, etc. and the median score for the group or grade was computed. By the median number of problems solved is meant such a number of problems that there are just as many pupils who solve a greater number as there are pupils who solve a less number. TABLE 14 Summary of Results in Addition The Woody Arithmetic Scales, Series A North Side School April 1921 Grades Score III B IV B V B VT P> VTI B .39 38 37 : . . . . 36 35 34 33 • 1 32 2 31 1 .1 30 ] 1 29 1 28 27 2 :^6 1 2.3 2 - 1 24 ^ 1 1 1 23 1 1 22 2 21 .......'. . 1 1 1 20 1 19 I 1 i2 18 :7 2 1 2 1 3 1 1 1 1 o 16 lo 14 13 1 •' n !()■ il s 1 (i 4 3 2 1 (1 No. of Pupils Median .17 7 3 1 16.3 22.3 28..5 21 12 2S Seovc 30 :jS TABLE 15 Summary of Results in Addition The Woody Arithmetic Scales, Series A North Side School April 1921 Grades 111 A IV A V A VI A VII A + 37 4 '.'.(i 3.0 ') 31: . 1 1 32 12 1 12 13 3 2 4 • + 2 . 3 1 31 .311 , 20 1 ■t; 2fi -. . 33 2.T 1 i 2 •2-1 S 2 23 1 4 1 23 1 2 O 21 O 1 2 20 3 2 19 3 IS 3 1 17 1 1 16 o 15 1 14 ". . . - 13 .... 12 .... 12 11 10 fl ,8 6 5 4 3 2 .... 1 ..... — . No. of Pnpils Median 18 19.6 2.5 24.3 21 26.3 26 26.7 lo 3.5.5 Score 39 ... 38 ... 37 ... 36 . . . TABLE 16 Summary of Results in Subtraction The Woody Arithmetic Scales, Series A" North Side School April 1921 Grrades ni B IV B V B VI B VII B VIII B 34 30 84 :. . 33 , . 32 31 -. 1 30 2 29 25 27 26 .......... ■ 3 25 1 24 1 2 23 2 22 1 21 ^ , 1 1 2 1 20 '1 3 1 19' ' 1 15 1 17 1 16 4 1 1.5 1 14 .......... 1 1 13 1 1 12 1 11 1 10 9 1 8 No. of Pupils 17 7 3 4 12 Median 14.5' 20.2 21.5 21.5 24 35- TABLE 17 Summary of Results in Subtraction The Woody Arithmetic Scales, Series A North Side School April 1921 Grades Score HI A IV A V A VI A VII A VlJl A 39 as 37 . 36 . 35 34 . 33 32 '. 31 30 ^ iS 1 4 5 17 ....'.':'.'.'.. 2 J6 3 2 25 2 2 2 2)i . y. . . . 2 5 3 23 3 3 22 ,.' 3 2 2 21 '2 7 1 1 2,0 2 4 2 19 3 2 2 1 18 1 17 3 16 3 2 15 1 14 1 13 1 12 11 10 1 9 8 7 ; . 6 5 . 4 ^6 4 3 2 o T ; Xo. of Pupils 18 2.-) 20 26 1 Median 17.7 21.6 23 ;iT 3 TABLE 18 Summary of Results in Multiplication - The Woody Arithmetic Scales, Series A North Side School' April 1921 ' Grades fS.'ore m B TV B V B \i 30 3S 37 HO 35 , 34 33 1 32 31 ; 30 29 1 2S 1 27 1 26 1 25 24 2 23 ''2 1 21 1 . 20 19 1 IS , 2 1 17 ......... 1 1 16 2 2 . '■ ' 15 1 14 13 -1 12 o 11 2 1 15 32.S Yll B 37 ]lt ;. 3 1 9 8 , 7 6 5 1 4 . 3 2 1 No. of Pupils 17 7 o 4 12 Median 12.8 17.0 24.8 27 29 ~ TABLE 19 Summary of Besults iu Mnltiplicatiou The Woody Arithmetic Scales, Series A North Side School April 1921 Grades Score 111 A IV A V A VI A vn A 39 38 37 1 • 2 36 3 35 2 3 34 ......... 2 2 33 1 4 2 32 2 2 2 31 3 4 1 30' 2 5 29 ■2 2 28 2 1 27 3 2 1 1 1 26 25 24 1 1 1 23 1 1 2 23 1 1 21 2 2 20 4' S 19 1 4 18 1 2 17' 1 3 1 38 :6 z lo 1 14 1 13 1 ') 12 1 11 1 10 9 -1 8 7 6 5 1 4 3 f) 1 No. of Pupils 16 2. Median 19 ] 27 26 2.1 21 26 15 ]9.4 28.8 31.5 35.2 TABLE 20 Summary of Results in Division The Woody Arithmetic Scales, Series A North Side School April 1921 Grades Seore Ut B IV B V B VI B VII B 39 38 . . 37 36 35 ' . 34 . 33 , 32 •■■• ^ 1 - 31 30 29 28 39 it I 1 23 1 1 22 1 1 1 21 ' 1 1 20 1 I 19 1 IS 17 ■ 2 36 15 1 1-t 1 2 la .: :.. 1 12 1 11 2 10 2 1 9 'A =■ 8 2 1 7 S 6 1 .......... 4 2 .., 1 1 No. of Pupils 17 7 3 4 12 Median 9.5 14.8 21.5 24 23.5 TABLE 21 Summary of Results in Division The Woody Arithmetic Scales, Series A North S'de School April 1921 Grades Score HI A IV. A V A VI A VII A 39 ..- :i,s 37 3(; 33 34 1 -t 33 1 i , 32 -t ■■^ 40 31 30 29 2,S . 27 2i(i o 2.3 9 24 5 23 4 oo 1 2 3 2 21 20 4 O 19 1 O 18 2 1 17 3 ■T 1 16 2 5 15 1 9 14 4 13 1 2 12 1 11 3 10 9 S 1 7 6 .") 4 3 o 1 No. of Pupils 16 24 21 Morlian .113 16.6 2:!. 6 TABLE 22 Summary of Results in Addition The Woody Arithmetic Scales, Series A South Side Schools April 1921 Grades Scovo ni B TV B Y B VI B 39 3S 1 29.6 VTl r. VIII [', as 1 6 1 3 35 5 4 34 1 1 33 3 1 5 32 o .> 31 1 1 3 30 1 1 1 1 .> 29 1 2S 1 3 1 27 2(i 1 1 3 3" 2.1 24 . 23 1 1 22 2 . 1 1 21 1 1 20 1 1 19 1 1 IS rt 2 17 1 1 2 1 16 15 2 14 13 2 . 1 13 11 10 1 9 1 8 1 7 ~ 6 5 .......... 4 3 o 1 Nn. of Pupils 10 S 10 19 21 28 Median 13.5 18 23 32.3 32.8 33.8 42 Score 39 ... 35 . . . 37 . .. 36 ... 32 ... 34 . .. 33 . . . 32 31 ... 30 . . , 211 . . 25 . . 27 . . 26 . . ■2ri . . 2+ . . 23 . . 21 . . 20 . . Ul . . Jy . . 17 . . 16 . . 15 . . 1-i .. 13 . . 12 . . 11 . . 10 . . fl . . S , . 7 . . (i . . . . 1 . . TABLE 23 Summary of Results in Addition The Woody Arithmetic Scales, Series A South Side Schools April 1921 Grades ITI A IV A V A VJ A VII YIJT A ^:l No. of Pupils 31 27 27 21 26 80 Median 16.3 34.3 23.8 34.2 33.5 33 iScoic 39 ... 38 . . . 37 ... 36 ... 35 ... 34 ... 33 ... 32 ... 31 ... 30 ... 29 ... 28 ... 27. . . . 36 ... 2.5 ... 24 ... 23 ... 23 ... 21 ... 20 ... 19 ... ]« ... 37 ... 16 ... 15 ... 14 ... 13 ... 12 ... 11 ... TABLE 24 Summary of Results in Subtraction The Woody Arithmetic Scales, Series A South Side Schools April 1921 Grades m E IV B V B VI B VII B VIII B 1 1 2 3 1 3 1 3 3 1 5 1 3 2 a I 3 4 3 5 1 1 1 1 3 1 1 1 2 1 . 1 3 1 o 1 1 1 1 2 1 2 1 3 , 2 3 1 1 1 3 1 1 2 1 44 10 1 9 S / 1 / - 6 4 3 •> 1 1 No. of Pupils 10 8 9 19 21 30 Median 15.3 18.3 21.5 27.5 26..5 30 TABLI ; 25 Sumin ary of Results in Subtraction The Woody Arithmetic Scales, Series A South Side Schools April 1921 # Grades- Score III A IV A V A VI A vri A VI If A 39 38 37 36 35 2 4 s 6 34 5 33 1 3 6 32 2 4 1 1 1 4 3 31 O 30 3 29 1 1 1 1 2.S 1 1 1 3 3 1 1 3 27 1 26 25 1 4 2 1 6 2 2 2 3 3 1 1 4 3 1 1 1 1 1 •'4 23 90 21 20 19 5 18 7 4.^ 17 5 6 1 1 2 16 15 2 3 14 ,. ^ 1 1.1 1 V 12 3 1 11 ..... 10 . : 1 9 s 6 ......... 1 3 1 ; No. of Pupils 31 26 27 21 26 30 Median 17.5 20.5 23.2 32.1 TABLE 26 34.3 33.3 Summary of Results in Multiplication The Woody Arithmetic Scales, Series A South Side Schools April 1921 Grades Scoio III B IV B V B VI B VII B viri B 39 1 1 2 38 37 • 36 •> 3.-). 1 2 3 3-4- 1 5 33 1 6 33 2 1 3 + 31 1 30 ... . . * 2 2 2 3 3 ■29 2 28 3 2 "7 1 2 1 26 46 35 1 3 1 24 1 33 1 1 2 22 21 1 1 3 1 30 1 19 3 2 18 17 2 16 1 1 15 1 1 14 13 1 1 12 3 11 10 ' 9 1 . 8 7 2 6 1 4 3 2 2 1 1 Xo. of 19 21 "" Pupils 10 8 10 30 Median 7.5 17.5 22 - — 28.2 29.8 33.5 TABLE 27 Summary of Results in Multiplication The Woody Arithmetic Scales , Series A South Side Schools April 1921 Gradffi Score HI A IV A V A VI A VTl A VIII A .19 38 1 3 ,4 2 37 1 36 7 :•;; 1 2 .T :u 1 2 6 33 1 1 3 7 32 2 2 1 1 31 2 1 4 2 30 1 3 3 1 ■:»9 1 2 2 2 1 28 1 27 3 1 9.6 3 1 3 1 25 24 1 4 ■'3 3 1 1 1 2 22 21 1 2 ■?o 1 3 3 19 18 2 3 17 4 2 '5 3 16 15 8 4 1 2 14 13 6 2 1 ■ 12 11 1 10 2 9 8 1 7 fi a 4 , 3 s; 1 ■ No. of Pupils 32 27 27 21 26 30 Median 14 18.5 25.8 , 30.8 33 34.5 48 Score 39 ... 38 ... 37 . . . 36 ... 35 ... 3-t . .. 33 ... 32 . .. 31 . ., :!0 . . . •29 ... •2S . . ■27 . .. 26 .., 2.> . . , •2i .. 23 .. 22 21 .. 20 .. 19 .. 15 . . 17 . . 16 . . 1.3 .. u .. 13 .. 12 . . 11 .. 10 . . 9 .. 8 .. 7 . . 6 .. 5 . . 4 . . 3 . . TABLE 28 Summaiy of Results in Division The Woody Arithmetic Scales, Series South Side Schools April 1921 Grades III B TV B V B VI B VII B VIII B 1 2 1 1 1 1 1 4 O 2 3 3 3 3 1 3 1 5 2 4 1 3 1 2 1 1 1 1 1 1 'y 1 1 O 2 1 1 49 ] No. of Pupils 8 8 10 19 21 • 31) Median 5.7 13 14.5 24.5 29..'i 28.2 TABLE 29 A Summary of Results in Division The Woody Arithmetic Scales, Series A South Side Schools April 1921 Grades Score UT A IV A V A \'i A 'VII A VIII 39 38 37 1 3G .■'•5 3 :i 3-t O 5 rt 33 .1 7 32 1 ' 31 1 1 1 1 1 e 30 .->' 29 ^, 4 28 1 1 i; 1 •^7 2 2 2 3 3 1 i.' 1 "li "o 1 24 23 00 1 3 ' 1 21 . 20 o ' 1 19 18 i) 4 1 4 - .1 5 6 I 1 I 2 1 17 . . 16 1 .T . . . . 14 13 10 • 1 4 1 i 12 11 10 9 8 ^ • • . . . 6 o ...... 4 :i o 1 No. of Pupils Median 30 15 •21. r, 21 2S..T 21) 2!) :!;i.i TABLE SO Oomparative Table of Median Scores The Woody Arithmetic Scales, Series A A Sections 3 Gv. i Gv. 5 Gr. 6 Or. Adclitiou Standard 15.1 18.9 23.2 2!).:! Monroe Co 17.1 22 24 2.S.4 FAIBPO'BT 17.3 21.7 24.S 2S.!l Subtraction Standard 13.3 16.5 21.2 25.3 Monroe Co 17.4 20.5 23. S 27.3 FAIRPOBT 17.6 21.2 23.1! 2S.S Multiplication Standard 7.2 12.8 19.9 26.9 Monroe Co 14.5 17 26.7 29.5 FAIBPOBT 1.1.4 18 27.5 31.3 Division Standard 7.2 11.6 18.3 25.1 Monroe Co 12.4 16.2 21.9 20.5 FAIBPORT 12.8 16.3 22 29,3 S (!v. 31.4 32.3 :!4.S :;:; 2S.5 30. s 2S,7 :::'.. 7 31.7 29.9 33.3 .^l>.9 33.2 34.6 34.5 27.6 29.2 2S.2 29.4 31.2 33.1 ;i SPELLING TESTS. Two tests in spelling were given, the State Department of Education Special Lists, and the Ayres' Short List, The Department of Education lists made out by Mr. J. C. Morrison, Specialist in Educational Measure- ments, is given below. There were twenty words for each grade, and the mid-year standard was set at 73 for class accuracy. As the lists were given ill the Pairport grades the third of March, it is only natural that we should expect the results to be on the average 73 or better. Tairport's average for the A sections, and only A sections may be considered to advantage here, except as noted later, was 73.9. The list of words by grades was as follows: Third Grade catch black warm vmless clothing began able gone suit track ' watch dash fell ' fight stop walk grant soap news small Fourth Grade afraid uncle rather comfort elect aboard jail shed retire rfefuse district restrain royal ob.ieetion pleasure navy population proper judge weather- Fifth Grade sometimes declare engage final terrible surprise period addition employ property select connection firm region convict private command debate crowd , fac.torv Sixth Grade Seventh Grade often meant stopped earliest motion whether theatei- ilistinguish mention consideration improvement colonies century assure total relief arriA-e occupy supply probably assist foreign difference expense examination responsible particular application affair beginning neither difficulty local scene marriage finally further develop serious circumstance The results of this graded list of words were for the most part satisfac- tory. -The third and fourth grades fell below the mid-year standard on the average of six points, approximately. All the other grades, on the average, except the sixth grade, scored considerably above 73 as will be seen by referring to the summaries on another page following. Spelling is com- pleted in the 8 B grade at Pairport and it is interesting to note the unusually high record of the 8 A pupils who passed spelling in the pre- liminar}-- Regents examinations in January. The pupils of S B were- a trifle below standard but, it is interesting to note that according to the Ayres' Short List Test that .this group was up to standard as will be .seen later. The same lists have been given "during the past year in several schools, mostly in New York State and it may be interesting to compare Fairport's results with those in other schools. Below is a summary for six school systems along with a summary of results in several schools in Monroe County, Fairport included. Eighth Grade organization emergency appreciate athletic extreme practical sincerely proceed cordially character separate February antique bicycle calendar consequence disease fatigue foreigners grease 53 TABLE 31 Department of Education Spelling Test Records School Average Score Attained in Grade System Grade 3 4 5 6 7 8 Aver- age Niagara Falls 54 46 60 75 68 69 62.8 Elmira 50 50 61 70 67 76 61.7 Whitehall 66 55 S7 72 73 81 67.3 Saratoga 64 65 68 79 71 83 71.7 Cleveland, 78 83 75 78 76 8o Gaiy, Ind 56 53 51 58 62 43 Monroe County 71 64 71 70 71 69 FAIEPOBT 68 67 80 72 77 87 73.9 The first four school systems of the above list, Niagara Falls, ETmira, Whitehall, and Saratoga, were tested in October or November, which prob- ably accounts for their low averages. TABLE 32 Results of Spelling Test Department of Education, Special Test March 1921 South Side Annex Grade ' Number Total taking mis- test spellings 4 B 8 64 4 A 27 166 5 B 9 94 5 A 27 113 For All: 81 437 For B Sections 17 158 For A Sections 64 279 High School Building 6 B 20 219 10.95 45.25 6 A \ . 19 96 7 B 21 146 7 A 25 142 8 B 20 171 8 A 27 75 For All: 132 849 For B Section 61 536 8.78 56.10 For A Sections 71 313 _ 4.40 78. Average Class number accuracy misspellings 8 60 6.14, 69.30 10.44 47.80 4.18 79.10 5.39 73.0-5 9.29 53.55 4.35, 78.25 5.06 74.75 6.95 65.5 5.68 71.6 5.7 71.5 2.35 86.74 6.43 67.85 West Avenue School Grade Number Total Average Class taking mis- numlDer accuracy test spellings misspellings 3 B !i 111 12.3 38.5 3 A ■ 30 297 8..J 57..5 For All: 39 368 9.3 53.3 TABLE 33 Siunmaxy of Eesiilts of Spelling Test Department of Education Special Lists March 1921 North Side School Grade Number Total Average Class taking mis- number accuracy test spellings misspellings 3 B 18 151 8.38 .58.10' 3 A 17 46 2.70 »6..50 4 B 5 54 10.8 46 4 A 24 168 7 6.'5 5 B 4 31 7.75 61.25 5 A 22 S7 3.95 80.25 6 B 4 47 11.75 41.25 6 A '. 26 159 6.1 69.5 7 B 14 123 8.78 56.1 7 A ■ 14 40 2..S5 85.75 For All: 148 906 6.12 69.4 For B Sections 45 406 9.02 54.90 For A Sections 103 500 4.85 75.75 • TABLE 34 Summary of Results of Spelling Test Department of Education Special Lists Entire School System Grade Number Total Average Glass taking mis- number accuracy test spellings misspellings 3 B 27 262 9.70 5.50 3 A . . . '. 47 303 6.44 67.80 4 B 13 118 9.07 54.65 4 A 51 334 6..54 67.30' 5 B ...; : 13 125 ■ 9.61 ' 51.95 A 49 200 4.04 711.80 6 B 24 266 11.08 44.60 . 6 A 45 255 5.66 71.70 7 B 35 269 7.4 63 7 A 39 182 4.66 76.70 8 B 20 171 5.7 • 71.5 8 A 27 75 2.35 86.47 For All 390 2560 6.56 67.2- For B Seetiona 132 1211 9.17 54.15 For A Sections ' 258 1349 5.22 _ 73.90 Ayres' Short List I thought it desirable to give also a standard test in spelling that is well known and one that has been used extensively all over the country. 1 chose the Ayres' Short List which is composed of ten words for each grade from the second to the eighth inclusive. It is generally agreed that seven out of ten pupils of a grade should spell correctly all the words given in the list for that grade. Iii other words, a grade should make an average of seven, on the basis of ten, or seventy on the basis of one hundred, in order t obe considered up to the standard set for the grade. All of the Fair- port grades, except 2 A, made an average of seven or better. The B sec- tions, except 6 B, 7 B and 8 B, are not included in the summary below as the lists are intended for straight grades or A divisions'of grades. I have included the three B sections in the summary as pupils in the Fairport schools are expected to complete formal spelling in the eighth B grade, as previously stated. TABLE 35 Summary of Results in Spelling Ayres' Short List May 1921 Average Score by Grades North Side SchooP 2A 3A 4A 5A 6A 6B 7A 7B 6.3 9.3 9.9 8.3 8.5 7.7 8.2 5.8 South Side Grades 2A 3A 4A 5 A fiA 6B 7A 7B SB 6.9 6.8 9.4 8.8 8.8 6.8 S.l 7.4 7 All of the Grades 2A 3A 4A 5 A 6A 6B 7 A 7B SB 6.6 7.8 8.7 8.8 8.« 7 - 8.2 7 7 'a; Intelligence Tests Within recent years, especially since the world war, the tendency in schools has been to supplement achievement tests by some sort of an in- telligence test. Putting the results together from both kinds of tests, we are able to come to a fairer estimate of the work that is being done and at the same time account for some inequalities that would otherwise be inexplicable. The National Intelligence Tests, Scale A, Form 1, was used from grades 4 B to S A inclusive, and in my opinion it is an excellent in- telligence scale. Three hundred and twenty-three children in all were tested. The re- sults by grades are given in a table on another page following. The highest individual score was 180 made by a boy 12 years old in the sixth grade. South Side. The next highest score, 179, was also made by a boy, 11 years old, in the seventh grade, North Side. The highest score made by a girl was 172, a pupil 15 years old in the Eighth A grade. The second highest girl's score was 171, made by another pupil in the Eighth A grade, 14 years old. "While the highest individual scores were made by boys, the girls on the average in all of the grades excelled the boys, their aver- age being 118. The boys' average was 111. All but four of the grades scored above normal. The 8 B and 7 B grades. South Side, scored below normal on the average as did also the 6 A a.nd 6 B group.s, North Side. In this connection, it is interesting to note that those four groups were also comparatively low in the achievement teats. "VV'e might infer, therefore, that thoae groups are doing as well in their work as could be expected. There are a few individual eajios where pupils made high scores in the intelligence teats and scored below normal in the achievement test?. Thi'.,?? pupils should be dniny better work. In the table of results by ages, it will be noticed that up to fourteen years of age the pupils scored above normal. From fourteen to seventeen years of age the pupils made scores of thirteen year olds approximately. This probably accounts for the retardation in the upper grades, referred to in Chapter 10, in coiinection with distributiou of enrollment by ages and grades. Two pupils eight years old made unusual scores as indicated in the table of results by ages. The children in the North Side School scored on the average below nor- mal according to age. This is accounted for in the fact that one third of the children tested were Italians, many of whom have not yet a suflScient knowl- edge of English to do themselves justice in a test of this sort. 57 TABLE 36 Summary of Besults of National Intelligence Tests, Scale A Grade Number of Pupils Average Score Standard Score 4 B 17 75 63 4 A 50. 92 79 5 B ]2 74 67 5 A 4+ io« m 6 B 21 104 104 6 A 47 117 116 7 B 33 121 118 7 A 39 141 131 8 B 28 120 138 8 A 32 155 142 Total Number Total av. Pupils 323 Score 115 Total Number Girls 161 Girls' Average Score 118 Total Number Boys 162 Boys' Average Score 111 Highest Score 180>, A boy, 6tli grade, South Side Next Highest Score, 179, A boy, 7th grade. North Side Highest Girl's Score 172, Sth grade Next Highest Girl's Score 171, 8th grade TABI.E 37 B«sults on National Intelligence Tests Scale A South Side Grades Grade Number of Pupils Average Score 4 B 9 86 4 A 27 99 5 B . 10 74 5 A 21 112 6 B 17 105 6 A 21 127 7 B 21 115 7 A 24 - 145 8 B 28 120 8 A 32 155 Total Number of Pupils 210 Total Average Score 120 Total Average Score Below 8 B lO* Total Average Score, girls 123 Total Average Score, boys 116 58 TABLE 38 Results of National Intelligence Tests Scale A North Side School Grade Number of Pupils Average Scorn 4 B 8 63 -t A 23 84 5 B 2 75 5 A 23 101 (j B 4 102 e A 26 109 7 B . . .' 12 130 7 A 15 148 Total Number Pupils 113 Total Average Score 10'6 Total Average Score, girls 110' Total Average Score, boys 102 TABLE 39 Summary of Results by Ages National Intelligence Tests, Scale A All Grades Age Average Score Standard Score or Age Norm 8 120 65 9 85 78 10 95 91 11 105 103 12 115 113 13 131 123 14 . 125 131 ■ 15 128 137 16 122 17 ........ 117 TABLE 40 Summary of Results by Ages National Intelligence Tests, Scale A North Side School Age Average Score Standard Score or Age Norm 9 76 78 10 84 81 11 100 103 59 12 107 113 13 122 123 li 114 131 15 Ill . 137 16 128 TABLE 41 Summary of Results liy Ages National Intelligence Tests, Scale A ' South Side Grades Age Average Score Standarii Score or Age Xorm 8 1 20 65 9 93 78 10 103 91 11 108 103 13 136 123 14 126 131 15 136 137 16 ll.S 17 .117 Chapter XII The High School — Courses of Study The courses of study in the Fairport High School have not been altered to any great extent for the past ten or fifteen years, and only courses that lead to a diploma in classical subjects, Eegents college entrance diplomas, or a Eegents academic diploma, are given. In general, the subjects taught are: English, four years; Latin, four years; Spanish, three years; Algebra, Elementary and Intermediate; Plane and Solid Geometry; Trignometry; Ad vanced Algebra- History, three years; Biology; Physics; Chemistry; Civics. Bleetives include instruction in Music, Drawing and Commercial Oleography. Failures by Subjects. A study of the record of the high school students for four years, 1916, 1917, 1919, and 1920, reveals some interesting facts in the matter of high school failures by subjects. In those four years, 43 papers in Biology were rejected by the Depart- ment at Albany, 19 in Plane Geometry, 18 in Elementary Algebra, 10 in English and 4 in Latin. As far as Eegents examinations are concerned, therefore, the most disastrous results have been in Biology, 469^ of all of the papers rejected being in that subject. When the number of failures in class, in addition to the number of papers rejected by the Department iu the d:'£Eereiit subjects, is eoiisidereil, however, we find that more failures have occurred in Algebra than in Bi- ology, there being a total of 71 failures in^that subject for the four years and 69 failures in Biology. Plane Geometry comes next with a total of 46 failui'es. Then follows English with a total of 89 failures and Latin least of all, n total of ten. Intelligence Tests in High School As a sort of experiment, the National Intelligence Tests, Scale A, Form 1, the same as were given in the grades, were given to the high school students in the middle of the month of May, the high school teachers in charge Intelligence tests are not as satisfactory in high school generally as in the grades . It is possible, however, to find out, by means of these tests ,if a student is doing his best. It would seem, according to the results in Fairport High School, that the majority of the students have the capacity to do much better work than they are now doing. There were a few oases, however, where high school students scored much lower than the average seventh grade pupil. The highest score made in the high school was 187, made by one boy an! n- giil, the former a senior and the latter a junior. The boys' average was 155 ni;ie points higher than the average for the girls which was 146. It will be recalled that the girls' average iu the grades was seven points higher than the boys' average. The fourth year students had an average of 165; the third year students 155, the second year students 1.50, and the first year students 138. TABLE 42 Summary of Results by Ages National Intelligence Tests Scale A High School Age Number Average Score Boys Girls Boys Girls Both Boys and Girls 13 3 3 l.-^6 14S ^ry2 14 12 16 1.50 l.oO 1.50 15 13 23 147 145 146 16 18 19 15.5 141 14S 17 9 9 163 149 156 IK 10 9 153 150 152 19 3 1 166 106 151 20 3 1 167 143 161 Boys ' Girls' Average Average 1 176 . . . 1.5.5 ocorc ...... Score ... 146 6 1 Average for Entire Higli School 14!) First Year Students ' Average . 138 . Second Year Students' Average 150 Third Year Students ' Average , 155 Fourth Year Students' Average 165 Highest individual Score, 187, made by a, boy, fourth year student, and a, girl, third year student. Lowest individual Score, 96, by a girl, first year student. The Regents Record In High School The basis for judging the eflfieiency of most of the high schools of Xew York State is their record in Eegents Examinations Fairport's record com- pares favorably with other schools as will be observed in the table follow- ing. By permission of the State Department of Education I give data in Regents for the years 1916, 1917, and 1918 for the following village high schools: East Rochester, Pairport, Lancaster, Le Roy, Newark, Palmyra, Penn Yan, and Webster. I also give a table for comparison with city high schools. Of the number of papers written accepted Fairport's record is better than any of the city high schools in the table, viz., Buffalo Central, Rochester East High, and Syracuse Central, but is lower for the number of papers claimed accepted for the years 1916 and 1917 and about the same for the number of papers claimed accepted for the year 1918. The per cent of papers written by students of Fairport High School accepted for the year 1919 was 76.7 and of the papers claimed accepted 89.1 per cent. The per cent of papers written accepted for the year 1920 was 63.7 and of the papers claimed accepted by the State Department 83.7 per cent. Sufficient data are not available from other schools for purposes of comparison for these two years. TABLE 43 The Regents Record in High School With Comparisons with Other Village, High Schools January and June, 1916, 1917, and 191s Per Cent of Per Cent of N^ame of School Papers Writ- Papers Claimed ton Accepted Accepted East Rochester 72.6 92.2 FAIRPORT 79.2 89.5 Lancaster 68.7 91.7 Le Roy 66.6 84.3 Newark 73.2 90.5 Palmyra 82.2 95.4 Pemi Yan , , 68.1 86.7 Webster 73.8 86.6 62 TABLE U Comparison -with City High Schools Years 1916 and 1917 Per Cent of Per Cent of Name of School Papers Writ- Papers Claimed ten Accepted Accepted Buffalo Central 76.4 91.5 PAIRPOET 77.1 87.1 Kochester East High 70.8 94.4 Syracuse Central 70..5. 93.5 The Year 1918 Buffalo Central 74.8 , 92.6 FAIRPOIIT 82.6 93.1 Rochester East High . 68.9 91.4 Syracuse Central 65.6 93.6 Chapter XIII What the Graduates are Doing. As a result of a questionnaire which I sent out through the mail in April to one hundred and twenty-eight graduates of the Fairport High School of the past ten years, I was able to secure information as to the occupations of about one third of them. If the facts as revealed in the questionnaires that were returned are indicative of the graduates in general, more have entered the teaching profession than any other line of work, about one- fourth of those replying being teachers. Business came next to the teaching profession as a life occupation. Then came an equal number of graduates as foUoTvs: law, agriculture, stenography, mechanical engineering, and elee •trical engineering. The remainder with a smaller number represented the following occupations: dentistry, accountancy, investment banking, nursing, secretary-ship. Some of the women graduates, having married, are house- wives. Seven graduates who answered the questionnaires are pursuing work in college at the present time. The list of degrees held by these same graduates is as follows: B.A., B.S., LL. B, LI. M., M. P. L., J). D. S., D. C. L., M. E. The majority of the graduates heard from, hold B. A. and B S. degrees. Four hold two or more degrees. Chapter XIV What the Local Bi^iness and. Professional People Think of Fairport Schools In connection with this study, I was interested to know what certain groups 'of people, more or less qualified to speak, think of the Fairport schools. I decided to find out, if I could, by means of questionnaires. I selected four fi3 groups, viz., the business and professional peojole of Fairport, the non- graduates of the High School, the graduates of the High School, and the present teachers. About the first of January, I sent out the following questionnaire to sixty- individuals in the community: Dear Sir: The questionnaire below is intended to solicit from the business and professional people of this community a frank expression in regard to our schools. Feel free to express' yourself fully. Your opinions will be appre- ciated. Very truly yours, H. Claude Hardy, Supt. 1. In what respects do you find the pupils employed by you to be' deficient? 2. State fully and frankly the weakness of the public school product as you see it. 3. What suggestions can you make for the improvement of the Fairport scjiools? Twenty-two of the sixty questionnaires were returned with answers. Merchants, lawyers, doctors, clergymen, teachers, farmers, factory em- ployers and employes made up the list. When I sent the questionnaires I was told that I would not get many replies, so I enclosed a stamped e«- velope, addressed. I must •confess I was a bit disappointed that more did not reply. However, I attribute failure to reply not so much to lack of in- terest as to a feeling of inability to answer my questions intelligently. The average layman does not know much about our schools. At least he is not liable to know enough about what ought to be, to offer constructive criticism. I found some splendid suggestions "for the good of the order," however, on several of the questionnaires that were returneJ. The general tendency to lawlessness and poor discipline in schools at large was commented upon freely by some. Others feel that greater emphasis ought to be placed upon moral and religious instructi'Dn, while still others pointed out that the product of our schools should be better equipped to fit into the commercial atmosphere about us. 'Graduates of our public schools are shamefully weak in general business principles, they contend. In question one, I asked them to indicate what deficiencies they had observed in pupils of the Fairport schools employed by them. Seven ans- wered. Three said "lack of ability to concentrate." Of the other four, one said that the pupils are unable to employ what they have learned; one said they are deficient in spelling; one said they are deficient in English; and one said they are deficient in a knowledge of bookkeeping and general business principles. I noticed more were prepared to criticize the product of the public schools in general. Fifteen replied to, my second question which had to do 64 with the weakness of the public school product. Five stated that the aver- age graduate lacks the ability to use his education and apply it to practical problems. Three said students seem to have little or no moral and religious training with the result that they fail to show proper respect for the sacred and worth-while things of life. Three dwelt at length upon the spirit of lawlessness prevalent among school children which they attributed to faulty discipline. Two called attention to the carelessness of some pupils in the matter of health and hygiene while two others had been unfavorably im- pressed by the poor English used by our high school graduates. In question three I asked for definite suggestions for the good of the entire school system. This was by far the most difficult question and while some stated out-right that they were not competent to judge, or to express an opinion, fourteen ventured pertinent suggestions. Five of them found fault with the present courses of study in our high school. Fairport offers only the traditional classical and college preparatory courses, viz., languages, history, mathematics, science, drawing, music, and an occasional elective such as commercial goegraphy. This curriculum, which has not been changed, materially for the past ten or fifteen years, is altogether too narrow, they say_ They recommend the additio n of practical courses such as commercial, industrial arts, manual training, agriculture, home-making and domestic science. For instance one of the five said this: "In, this day and age a pure- ly classical course is entirely out of reason. What good will Spanish, Latin, and some of the other subjects now taught in your high schools, do a young , man who cannot go farther in his education than high school? ' ' Five others said there is a need of a better spirit of cooperation between parents, school board and teachers, with a view of instilling loyalty, obedience, and a re- spect for law and order in the pupils. Three expressed the opinion that a new high school building should be built as soon as possible. Three felt that a gymnasium should be erected to provide suitable opportunity for physical training. One would like to see a kindergarten established. I might add that some of the persons to whom questionnaires were sent but who did not reply, have since called on me in person and expressed oral opinions. In general, their suggestions were similar to those which I have just described. Chapter XV What the Non-Graduates of the High School Think of the Fairport Schools During the month of February, I sent out a questionnaire to one hundred students of the last ten years of Fairport High School who, according to the records, did not graduate. Twelve of the questionnaires were returned to me unclaimed. I regret to report that' of the remaining eighty-eight only fourteen replied. "With each questionnaire sent out there was an en- velope enclosed, stamped. Failure to reply I attribute to two or three reasons. Possibly the majority are sorry they did not continue in high school until graduating, and therefore, the least said about it the better. Perhaps in the case of some, they failed to graduate because they were indifferent in their school work and that same habit of indifference remains with them, so that to anticipate a reply from them was expecting too much. Then, too, I can understand that some would not have definite ideas on school matters and, therefore, having no contribution to make, did not reply. The questionnaire was as follows: Name Address Occupation I. Please mark with an (x) the reason, or reasons why you left high school before graduating: a. Lack of interest in school work. b. The desire to earn money or to work. L-. High school work too ditficult. d. Too old to remain in school in your opinion. e. Lack of harmony between you and teachers. f . The high school course was not worth while in view of your future plans. g. No appreciation of the value of the work, h. Parents objected. i. Expense too great, j. Ill health. k. If th^re were other reasons, please state them here or on the back of this sheet. II. Would an agricultural course have kept you in school?. III. 'Would a commercial course have kept you in school? IV. Would manual training or domestic science have kept you in school? V. What suggestions can yon make for the improvement of the Fairport schools? Seven of the fourteen left high school before graduating largel.v for financial reasons, four saying that the expense was too great and the other three stating that they left from a desire to earn money or to go to work. Three admitted that they could not get along withthe teachers. It is interesting to note that two of these same three also said, they left scliool because of a lack of interest in school work. Ill health apparentl.v prevented two from continuing in school. Two others quit because in the light of their future plans they did not think the high school course worth while. One moved out of town and graduated from another school. One has since earned a Regents diploma. Evidently an agricultural course would not havo iutercsted any ol' tlic fourteen replying for none said yes to question two. One said no. Four said a commereial courae would have kept them in school with one other answering "possitily". Two eould have been induced to remain in high school if courses in manual training or domestic science had been available. One said no to this question, however. Only one of the entire group had any suggestions for the improvement of the Pairport schools and this is what he said: "Erect a gymnasium with modern apparatus where athletics can be promoted. Athletics will do more towards creating a desire to remain in school and take an interest in school matters than any other thing." Chapter XVI Wliat the Graduates of the High School Think of the Fairport Schools. In tte early part of April, I sent out a questionnaire to one hundred and twenty-eight graduates of Fairport High School, of the last ten years. I enclosed a stamped envelope, addressed, for reply. Eight were returned to me unclaimed. Of the remaining one liundred and twenty, forty-foiir returned their copies of the questionnaire with answers, n little hotter thnn one tMrd. The following was the questionnaire: Please give below information called for and return to Supt. H. Claude Hardy, Fairport, N. Y., at the earliest possible date. Feel free to answer all questions fully. Name , Address 1. Present occupation or business 2. What higher institutions of learning have you attended since gradua- tion? 3. Have you found your high school course wortli while? Explain 4. What subjects of the curriculum did you find most useful? Name them in order of importance according to your opinion .=). What in your opinion should be done to make the jtresent liigli scliool course of greater value to our students: 6. What suggestions can you make for the improvement of the entire school system? ....'. ■ ■ ■ ■ Twenty-nine of the forty-four replying are college graduates. It is not surprising, therefore, that many of the answers showed a keen insight 67 into present day educational problems. Practically all of them eoudemu the present courses of study in the High School, not in themselves, however, but stating that more practical courses should be built around the present scheme of merely college preparatory courses. Many good suggestions were submitted to improve the entire school S3'stem at large. The information asked for and given in regard to present occupation or business and higher institutions attended has been referred to in an- other part of this study and so will be omitted here. In question three I asked them to state, with explanation,if they have found their high school course worth while. All replied yes, most of them very emphatically. Two, however, were not very enthusiastic on the subject. One said "Yes, in general" and the other, "I am glad to have had the training but can now see that it was about only fifty per cent efficient. '"' Still another ans- wered the question as follows: "In two ways only. Firstly, it incidentally determined my career. Secondly, furnishing college entrance. Otherwise, it would have been of no practical value to me." Those who felt that the high school course of study was worth while pointed out thit it laid the fouiulition for broader education. They admit- ted that the work required was difficult but the training obtained in doing it as valuable in their opinions. One of them said this: "Tremendously worth while! A high school course furnishes a necessary ba^isfor a more complete education to be cojitinued in a university or by intelligent reading and self -study. Without this academic education, one is irrevocably handi- capped, socially as well as in business." It was interesting to note that several emphasized the training which they received in high school along the line of habit formation. Others seemed to think they had "found themselves" in the words of one who is now in college. He said the best thing he had learned at Fairport, moreover, was how to study. That a better appreciation of the ordinary facts and experiences of , life is possible be- cause of a high school course like the one pursued at Fairport is theSrgu- ment of one writer. Several pay tribute to the influence of the teachers. English was almost unanimously voted the most useful subject of the curriculum, thirty-six mentioning it either first or second in the list. Twenty- three placed it ahead of all other subjects. Six felt that Latin did them more good than any other subject studied. Six others felt the same way about mathematics.' In both of these instances, the writers were following lines of work which called for a knowledge of their favorite subject. For instance, a lawyer from Washington, D. C, placed Latin first on his list. An engineering student placed mathematics first. A summary of all the sub- jects mentioned, with the times mentioned indicated, as being most usefitl by the forty-four, is as follows: English 36; Mathernatics 22; Latin 21; His- tory 20; Science 17; Foreign Languages 12; Civics 4; Drawing-4; Music 4; Bookkeeping 2; Elocution 1; Physiology 1; Spelling 1. I stated before that practically all of those answering the questionnaire 68 coudamned our present high school courses of study. Tliis was reflected in their answers to question five in which I asked them to state what in their opinions should be done to make the press' t high school course of greater value to the students. Thirty three replied that courses in vocational sub- jects, such as agriculture, domestic science, home-making, and manual train- ing should be added. Fifteen would include a commercial department. The other suggestions included a wide range. About one each favored the in- troduction of classes in the high school in the following: penmanship spell- ing, economies, bookkeeping, French, Italian, Geography,' banking. One each said more advanced work should be done in music, drawing, mathematics, and Spanish. Three probably had in mind either a commercial course or vocational training for they said subjects more practical than those now taught should be included in the curriculum. The greatest need at the present time at Fairport is a new higli school building with a suitable gymnasium attached according to the opinions that were expressed by the graduates in connection with question six which solicited their suggestions for the improvement of the entire school system. Nine in all-expressed themselves along this line. Better facilities for teach- ing in the high school and some sort of provision for physical training should have more attention than has been the ease to date, they maintain. In thii ■ connection, the present high school building, built in 1872, is very much over crowded and Fairport has no gymnasium. This, probably, accounts for the opinions expressed on the two subjects. The suggestion that was brought out so decidedly in connection with question five, namely, that the present courses of study should be supplemented by the introduction of more practical subjects, was reemphasized also under question six. Five had the matter ftn their hearts so much that they rfepeated their arguments for the improvement of the curriculum that they would like to see brought about in the high school. Two graduates were interested in the teachers' salaries. It was interesting to note that they would have the teachers paid more than they are now receiving. Listen to the state- ment of one, a lawyer: "Increase the salaries of the teachers. Teachers in the grades should receive not less than $1500' and high school teachers should, in my opinion, receive not less than $2,500." Otlier suggestion for the good of the Fairport schools were offered along various lines such as more encouragement to athletics, the purchasing of more library and supplementary books, better equipment, the hiring of col- lege graduates with at least two years' experience on the high school faculty, having outside speakers address the high school students once a week, and a concerted program to help uplift the morals of the growing generation. 69 Chapter XVII What the Present Teachers Think of The F airport Schools In the early part of this study I referred to a questionnaire which I had the teachers fill out and return. The primary purpose of the questionnaire was to obtain data in respect to their training and experience. Incidentally, however, I included some questions concerning the Fairport schools as now constituted and asked for their frank opinions. For instance, I urged them to state what teaching problems or possibilities they would like to see tried out in the system. Thirteen recommended supervised study. Four were in- terested in development work in the grades. Three would like to see the honor system experimented with in the high school. Other possibilities sug- gested were these: improved methods of teaching penmanship; project meth- od in science and civics; testing of high schoolcstudents to find out the kinds of work for which they are best fitted. I also asked them what suggestions they could make for the improvement of the grades and the high school. In respect to the grades, fourteen said we ought to establish a class for mentally defective pupils. Grade libraries should have more attention according to nine and the instruction in music and drawing that is now done by one teacher should be divided into two positions so that there would be a supervisor for each subject. The latter was urged by seven teachers. Other suggestions relative to the grades had to do mostly with housing conditions, equipment, text-books, playground apparatus, etc. The suggestions for the improvement of the high schools were few and included the following: the broadening of the present courses of study by including vocational subjects in the curriculum; a larger and bet- ter kept library; and better teaching facilities. The last question which I asked in the questionnaire was this: "What do you consider the greatest need of the system at the present time?" The majority, nineteen in all, said a new high school building. Apparently, the next greatest ne^d of tlie Fairport schools is improvement of the high school courses of study for sixteen mentioned the advisibility of intro- ducing courses in commercial subjects, domestic science, manual training, and agriculture. A special class for mentally deficient children was ^gain em- phasized as a real need in the schools. Chapter XVIII General Summary and Conclusions In general, this study has been very much wortli while. , I have secured valuable information concerning the schools for the past ten years. I also have more definite data with reference to the present teachers and pupils than T otherwise perhaps would possess. The opinions which 1 solicited 7° from tlio diflfereiit groups of poople referrefl to in tlu> last four (■linj]ti.'rs seem to be well founded and are worth considering. In. Part One, I presented the teacher side. It would be difficult to find a village school system of the size of Fairport with a better equipped teaching corps. It would seem that the policy of the present Board of Kducation favors paying high enough salaries to attract the l)est teaching material and is a good sigii. Part Two reflects the pupil side. The Fairport schools have had a re- markable holding power as indicated in the high percentage of pupils in school in comparison with the school census figures^ the large number of pupils completing the elementary course to enter high schoolj the good show- ing with respect to the number and per " cent entei-iny high scliool to graduate, the relatively high j^ercentage of high school graduates t(i enter higher institvitions of learning, and the excellent record as to regularity of attendance. The classification of the pupils according to age shows a high luMcentano of normal pupils and twenty three per cent retarded, which i.s a good record in comparison with other achools. The percentage of pupils accelerated, liow- ever, is very low comparatively. The percentage might be raised by making it possible for the gifted children, in the lower grades, especially, to ad- vance more rapidly than they are now doing. The situation might be helped somewhat by the establishment of a kindergarten. T%venty per cent of the pupils in the grades failed last year. The per cent of failures at the mid- year period this year was reduced to fifteen and indications at tlie present time are that it will be further reduced, without sacrificing the school stand- ards, at the end of the school year. The results of the achievement tests in reading, arithmetic, and spelling, indicate that the pupils are up to standard for their grades, and in some instances are doing exceptionally good work. As a result of the intelligence tests, we are aow better able to judge of the ability and capacity of the students. The Fairport children scored comparatively high in the intelli- gence tests. Some of them showed in the intelligence tests that they could do better work than they are now doing. In the upper grades there are a few pupils retarded two, three and four years and the intelligence tests revealed in their cases inferior mental ability. Some children in the lower grades appear to be misplaced, having ability to do work in a higher grade. Judging by the results obtained in the. intelligence tests in the high school, the present students could do much better work, on the average, in the different classes, than they are now doing. Fairport High School has an enviable record in Regents examinations, especially previous to the last two years. The record for these two years 71 was not up to the traditional standard for the sehool, especially for the year 1M9-1920. The occupations of teaching and business seem to have claimed the majority of the graduates of the past ten years. A high percentage are college graduates. The patrons of the sehool, the non-graduates, the graduates, and tlie present teachers all agree that the present high school courses of study are too narrow and should be supplemented by more practical courses, as revealed in the answers to the questionnaires which I- submitted to the four groups. The greatest need.of the school system at the present time, accord- ing to their combined opinions, is a new up-to-date high school building, adequately equipped.". Another need is adequate indoor provision for physical training. It would also seem that the establishment of a special class for meU'tally deficient children would be helpful. BIBL.rOOE.APHY 1. American School Board Journal, February Issue, ]921. 2. Bliss, Don. C. "Methods and Standards for Local School Surveys." 3. Cubberiey, E. P. "Public School Administration". 4. Beffenbaugh, W. S. and Muerman, J. C. " Administration and.^upervision of Village Schools", Bulletin No. 86, Department of the Interior, Bureau of Education. 5. Foster, "A Study— The Dansville High Sehool". 6. Nutt, H_ W. "The Sjipervjsion of Instruction." 7. Starch. "Educational Measurements"- 8. Strayer, C. D. "Some problems in City School Administration". 9. Straver and Norsworthv. "How to Teach".