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 3 1924 013 063 791 
 
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FOREWORD 
 
 In February, 1913, the Bureau was asked by the Committee 
 of Thirty re Needs of St. Paul's Public Schools, to answer 
 within the limits of a six day survey of school management 
 the following four questions : 
 
 Is the central office organization adequate? 
 
 Are the financial records adequate? 
 
 Are the educational records adequate ? 
 
 Is the teaching observed in 40 classes efficient? 
 
 The full report was submitted to the committee March 4th 
 and published in local newspapers. The study of class room 
 instruction by Mr. A. N. Farmer, now in charge of the normal 
 school study for the Wisconsin State Board of Public Affairs, 
 is reprinted here ; the other portions are omitted because their 
 points are largely covered by the Waterbury findings. 
 
 The three day survey of the Waterbury schools was made 
 by Dr. Horace L. Brittain, now director of the Ohio State 
 School Survey. It was included at the request of a committee 
 of business men as part of an investigation of the organization 
 and business procedure of all city departments, — financial 
 methods, departments of police, fire, health, charities, water, 
 parks, public works, public library, clerks, inspector of build- 
 ings, etc. — which was submitted by the Bureau April 16, 1913. 
 The Waterbury papers printed the summary which is here 
 given with the addition of some tables from the complete text. 
 
 These two reports are reprinted for the use of school com- 
 missioners, supervisors and laymen as pointing the way to 
 easy-to-take remedial steps which may be needed in your city. 
 
 BUREAU OF MUNICIPAL RESEARCH 
 
 TRUSTEES DIRECTORS 
 
 R. FULTON CUTTING WILLIAM H. ALLEN 
 
 FRANK L. POLK HENRY BRUERE 
 
 JOSEPH W. HARRIMAN FREDERICK A. CLEVELAND 
 
 GEORGE B. HOPKINS 
 
 BRADLEY MARTIN, JR. 
 
 VICTOR MORAWETZ 
 
 JOHN B. PINE 
 
 EDWIN R. A. SELIGMAN 
 
 ALBERT SHAW 
 
 FRANK TUCKER 
 
SURVEY OF PUBLIC SCHOOLS 
 
 OF 
 
 WATERBURY, CONNECTICUT 
 
 EXTENT OF SURVEY 
 
 Visits during 3 days in February, 1913, to 18 schools in the 
 second taxation district, 17 elementary and one high 
 school ; study of educational records and reports in offices 
 of principals and superintendent, of routine procedure in 
 offices of inspector of buildings and superintendent, etc 
 
 Points marked * were not investigated in detail and for 
 this reason no fuller treatment of them appears in the 
 text of the full report, which consisted of 35 typewritten 
 pages, 9 pages of tables, and 7 exhibits. The actual cost 
 of making the survey and report was $126.89 
 
CONDITIONS FAVORABLE TO EFFICIENCY 
 Administration 
 
 ♦The superintendent of schools has great freedom in the 
 selection of teachers. Only once in 16 years has one of 
 his appointments been set aside by vote of the board of 
 education 
 
 For over 10 years Waterbury has had in use an excellent 
 system of continuous record cards for pupils in the 
 schools, excellent in that 
 
 (a) by reason of the use of individual cards, the com- 
 
 plete record can be moved from school to school 
 as easily as the boy 
 
 (b) the things superintendent, board members and 
 
 taxpayers ought to know about the children are 
 there on the card 
 
 The superintendent receives excellent reports on enrollment, 
 transfers, net membership, attendance, promotions, double 
 promotions, absence of teachers, attendance of teachers at 
 professional gatherings, corporal punishment, etc. These 
 reports are excellent in that 
 
 (a) adequate information is given 
 
 (b) reports are frequent 
 
 (c) directions are clear 
 
 At the superintendent's office is a professional teachers' 
 library of several hundred volumes, carefully indexed. 
 Thirty or 40 magazines are also kept in this room 
 
 *The routine business of the office of the superintendent of 
 schools is well organized in that 
 
 (a) clerks work under a regular schedule for each 
 
 month of the year 
 
 (b) assistants' schedules tell them when to remind the 
 
 superintendent of matters demanding his atten- 
 tion 
 
 (c) all official papers are systematically filed in book 
 
 form 
 
 (d) record is kept of phone calls 
 
 The distribution of text books and supplies is under good 
 control because the system shows stock on hand and 
 amount consumed as well as purchased. Budget esti- 
 mates for text books and supplies are based on a definite 
 schedule 
 
 The average salary for teachers in the second taxation dis- 
 trict (being fourth on the list of Connecticut towns, ac- 
 cording to the report of the state commission of educa- 
 tion) is relatively high, placing the city in a strong 
 position in competition for good teachers in Connecticut 
 and neighboring states 
 
Waterbury Schools 
 
 Salary Schedules 
 
 POSITION 
 
 SALARY 
 
 Minimum 
 
 Maximum 
 
 1750 
 
 $1500 
 
 700 
 
 1100 
 
 
 850-900 
 
 
 850 
 
 
 800 
 
 
 850 
 
 
 800 
 
 
 700 
 
 Higli school teacher, man 
 
 " woman- 
 Grade principal's assistant 
 
 Department teachers 
 
 Teachers, grade II— IX 
 
 ' ' grade I 
 
 ' ' kindergarten 
 
 Kindergarten assistant. 
 
 *Considerable freedom seems to be allowed to the principals 
 in developing efficiency methods in their own schools. 
 One principal was found to have a special card index 
 scheme giving names of pupils residing in houses where 
 contagious disease had been reported 
 
 The superintendent spends from 3 to 4 hours daily among 
 the schools, except during such periods as the beginning 
 and end of terms and during budget making. The super- 
 visor of primary schools spends all the regular school 
 hours in supervision. The superintendent meets all the 
 principals every 2 weeks to discuss such topics as text 
 books, course of study, etc. The supervisors of primary 
 grades have regular and frequent meetings. Principals 
 meet their teachers every 2 weeks for discussion 
 
 Construction and Sanitation 
 
 All school rooms are scrubbed 3 times a year and kinder- 
 garten rooms once a week 
 
 Push brushes and a sweeping mixture are in use in all build- 
 ings 
 
 The tinting of the rooms is standardized 
 
 The high school is provided with a vacuum cleaning system 
 
 The board of education has adopted a definite policy with 
 regard to the character of school construction 
 
 The lighting of new school buildings is satisfactory as to 
 
 (a) height of windows 
 
 (b) piers narrow and beveled 
 
 (c) narrow spaces between windows 
 
 (d) 4 buildings exceed standard lighting 
 
 Most of the school buildings are provided with exhaust or 
 plenum fans, or with both 
 
 In recent years there has been a great improvement in the 
 construction of sanitaries by replacing wooden partitions 
 
Favorable Findings 5 
 
 and floors with stone and by installing well-constructed 
 toilets in old buildings 
 
 Corridors and stairways in new buildings are faced with 
 salt-glazed or painted brick 
 
 All school buildings, except 4, are equipped with fireproof 
 stairways 
 
 All doors open outward; many outside doors are provided 
 with panic bolts 
 
 Non-adjustable seats are being rapidly replaced by adjust- 
 able seats 
 
 The schools are provided throughout with sanitary drink- 
 ing fountains 
 
 Most of the new buildings have automatic control of tem- 
 perature in the class room 
 
 The school grounds are generally of good size compared to 
 school grounds in other cities of the size of Waterbury. 
 The location of schools is generally good, and in the case 
 of the more recent buildings, very fine 
 
 Text Books and Course of Study 
 
 *Principals and teachers are consulted in the choice of text 
 books and to some extent in outlining courses of study 
 
 Manual training and domestic arts are taught in the elemen- 
 tary schools from the fifth grade up. An evidence of 
 effective teaching is the fact that 300 girls made their 
 graduation dresses for June 
 
 *Waterbury elementary schools offer a satisfactory course 
 in physiology and hygiene 
 
 The night schools offer besides the regular grammar, high 
 school and commercial courses, instruction in practical 
 arts, such as dressmaking, millinery, drawing and chem- 
 istry 
 
 Of the average enrollment in night schools the percentage 
 that attends is high 
 
 Evening School Enrollment and Attendance 
 
 CITY 
 
 Enrollment 
 
 Attendance 
 
 Sessions 
 
 i Att. on Enr. 
 
 Hartford 
 
 Hew Haven 
 
 2,522 
 1,066 
 944 
 803 
 366 
 282 
 149 
 
 646 
 315 
 303 
 518 
 188 
 83 
 39 
 
 75 
 75 
 75 
 86 
 75 
 75 
 50 
 
 26 
 29 
 
 New Britain 
 
 32 
 
 Waterbury 
 
 Meridan 
 
 Danbury 
 
 Ansonia 
 
 64.5 
 
 51 
 29 
 26 
 
6 Waterbury Schools 
 
 180 apprentices are enrolled in the continuation school while 
 there is a waiting list of 40. Each apprentice receives 4 
 hours of class room instruction per week, in addition to 
 visits from the director of the school while the appren- 
 tice is at work in a particular shop. The classes are 
 limited in size to 20 each. The director, in addition to 
 thorough technical training, is experienced in shop work, 
 and factory practice 
 
 Outside Cooperation 
 
 Waterbury affords many examples of outside cooperation, 
 such as: 
 
 (a) a bequest for manual training 
 
 (b) the initiation of kindergartens, the beginning of 
 
 public library work with school children, the 
 opening of the first open-air school, the en- 
 couragement of the decoration of the school 
 rooms with plaster casts and reproductions of 
 paintings, by the Woman's Club of Waterbury 
 
 (c) assistance in the initiation of cooking instruction 
 
 in the public schools, by the Friendly League of 
 Waterbury 
 
 (d) supplying gymnasium facilities for boys in public 
 
 schools by the Waterbury Boys' Club and the 
 Y. M. C. A. 
 
 (e) support of the continuation school movement by 
 
 manufacturers and labor unions of Waterbury — 
 support without which success would have been 
 impossible 
 
 DEFECTIVE CONDITIONS EASILY CORRECTED BY 
 SLIGHT IMPROVEMENTS IN ADMINIS- 
 TRATION HEREWITH SUGGESTED 
 
 The school census is kept in a bound book instead of in a card 
 catalogue, thus making difficult the current correction of 
 the census and causing unnecessary writing of the same 
 children's names year after year 
 
 Before the next census is taken the superintendent's office 
 should be provided with the necessary cabinets and forms 
 for a census in card catalogue form 
 
 Continuous record cards of children are not arranged by classes 
 and grades, hence each teacher at the beginning of the year 
 can not easily make an age-progress-health study of her 
 class 
 
 At least in the offices of the principals the continuous 
 record cards should be arranged at once by grades and 
 classes, and at the beginning of the next school year each 
 
Checking Up Repairs Needed 7 
 
 teacher should make an age-progress study of her class by 
 means of the suggested form, and if data are then available, 
 an age-progress-health-mentality study of her class accord- 
 ing to a form similar to that given in Appendix A 
 
 *Accurate per capita costs for text books and supplies, based 
 on actual consumption, are available for the entire city but 
 not for each school, although the necessary accounts are kept 
 The next report of the board of education should utilize 
 this information and state accurate per capita costs for each 
 function in each school, kind of school and special activity. 
 Where possible pupil-subject-hour costs should also be com- 
 puted 
 
 Bills for repairs are not checked up properly as to time by 
 records kept by principals or janitors 
 
 Firms doing 'business with the education department 
 should be required so to itemize their bills for labor as to 
 make it possible to check them by time records kept by 
 principals or janitors in all school buildings 
 
 Time cards are not in use in the office of the inspector of 
 school buildings ; neither, as a usual thing, is the time of the 
 various men in the repair squad kept by principals or 
 janitors 
 
 A thorough system of time cards should be installed im- 
 mediately in the office of the inspector of buildings 
 
 Records of cost of materials and labor for each repair job are 
 not kept and even when these are continually recurrent they 
 are not standardized 
 
 Records of cost of every job for materials and labor should 
 be made a basis for standardizing the cost of the various 
 sorts of repairs, renewals and renovations which constantly 
 recur. Assuming that the whole amount, $16,000, allowed 
 this year for repairs, will be expended this year and that 
 repairs are charged to other accounts, repairs will cost 17% 
 of the total value of school buildings which are under the 
 direct control of the Waterbury board of education. An 
 unusual proportion of the school buildings in Waterbury 
 are of comparatively recent construction. In New York 
 where there are many old school buildings, the budget al- 
 lowance for repairs is on a basis of 1^2% 
 
 Records of the dates when rooms are renovated, etc., are not 
 kept, so that it is not possible at present to make a time 
 schedule for the life of different sorts of repairs 
 
 A card catalogue giving the history of each job of repair- 
 ing, renewing or renovating should be installed at once as a 
 basis for standardizing the life of all sorts of work done on 
 the physical plant 
 
8 Waterbuey Schools 
 
 The instructions to janitors are not detailed enough to secure 
 uniformity in essentials, such as proper use of feather 
 dusters and the flushing of water closets; nor does the 
 present system get sufficiently quick response when janitors' 
 supplies and small repairs are needed 
 
 Detailed regulations as to care of school buildings, noti- 
 fication of needed repairs and supplies, etc., should be drawn 
 up as soon as possible and placed in the hands of all prin- 
 cipals, teachers and janitors. Principals and teachers should 
 be held responsible for securing proper care of their build- 
 ings from day to day in order that janitorial service may be 
 effectively standardized. The board of education should 
 take immediate steps to have the repair squad and janitorial 
 force put under civil service regulations. The superintend- 
 ent of schools has no veto on the plans of buildings. Build- 
 ings may be planned, contracts let, and even construction 
 started without any knowledge of the superintendent dur- 
 ing his absence from the city at vacation time 
 
 Where yards are small and consequently cut up in wet 
 weather, as in the Clay Street school, the school room floors 
 are extremely muddy or dusty, yet they are not treated 
 with a non-drying oil 
 
 The floors in such buildings should be treated with non- 
 drying oil, well rubbed in. However, no application of oil 
 should be made on the floor immediately in the vicinity of 
 the teachers' desks 
 
 Toilet seats are often rough and consequently difficult to keep 
 clean 
 
 Toilet seats should be kept always smooth by varnishing 
 or otherwise and should be thoroughly cleaned at least once 
 every 24 hours. Some janitors should use a strong disin- 
 fectant, such as formaldehyde; some have been using var- 
 ious coal tar products which disguise any odors that may 
 be lurking in the toilets 
 
 Although most of the sanitary drinking fountains are excel- 
 lent, one type in use in Waterbury necessitates children 
 bringing their hands very close to the jet, thus affording 
 chance of contagion 
 
 The form of sanitary fountain to be attached to old fix- 
 tures should be of a kind which will not bring children's 
 hands in contact with or close proximity to the jet 
 
 During the inspection several rooms were found to be some- 
 what overheated 
 
 All principals, teachers and janitors should be given 
 thorough instruction in the ventilating and heating systems 
 in their own buildings, and every teacher should be pro- 
 
Annual Promotions Lose Time 9 
 
 vided with blanks on which to report temperature records. 
 Steps should be taken to make it impossible to have over- 
 heated class rooms, either by continuous expert attention 
 to the automatic control system, or in some other way. 
 
 In several new buildings some rooms have the air inlet 
 and outlet too close together, in some places as close as five 
 feet. This tends to the creation of dead air spaces in the 
 parts of the room farthest away from the inlets and outlets 
 
 Schools are not provided with individual paper towels for 
 pupils or with rolls of paper toweling 
 
 All schools should be provided with paper towels for the 
 use of pupils 
 
 Thoroughly organized school museums and reflecting ap- 
 paratus are not provided in all elementary schools to shorten 
 and make more efficient the teaching of geography, history 
 and English 
 
 Steps should be taken through neighborhood cooperation 
 to procure stereopticons and apparatus for solid projection 
 and museums for all schools. This apparatus could be used 
 effectively in social center and night school work, par- 
 ticularly among foreigners, as well as in regular class room 
 instruction 
 
 *Organized play does not receive sufficient attention, particu- 
 larly in the primary and intermediate grades 
 
 Course of study should be provided in organized play, and 
 teachers should be instructed in methods of teaching plays 
 and games 
 
 Time cards showing amount of time spent in teaching, in office 
 work and in class room supervision from month to month, 
 are not provided for the principals, and regular reports on 
 apportionment of principals' time are not sent to the superin- 
 tendent 
 
 Accurate records should be kept of the amount and char- 
 acter of supervision, time spent by principals in office routine 
 and in class room instruction 
 
 Regular semi-annual promotions are not made in the Water- 
 bury system. Where regular promotions occur but once 
 a year, so that units of work for a grade are large, and 
 where there are many oversize classes rendering individual 
 instruction out of the question, not very many promotions 
 throughout the year can be made to advantage 
 
 In order to decrease the amount of time lost through non- 
 promotion a system of regular semi-annual promotions 
 should be introduced into the elementary schools and the 
 high school. Causes for non-promotion are stated in the 
 annual promotion reports sent to the superintendent. 
 
10 Waterbury Schools 
 
 Notices of impending failure of pupils are sent to parents in 
 time to affect the programs of pupils. In the elementary 
 schools promotions are by subjects. About 90% of the 
 pupils on the register at the end of the year are promoted, 
 although the promotion problem is particularly acute in 
 Waterbury on account of 
 
 (a) the rapid growth of the city — almost 60% in ten years 
 
 (b) the influx of non-English speaking people 
 
 (c) the entry into the grade of large numbers of immature 
 
 pupils under 5 or slightly over 
 
 (d) the large number of overage children in the lower 
 
 grades 
 
 The causes of dropping out in individual cases are not ascer- 
 tained and recorded as a matter of routine 
 
 Records of dropping out and the causes of dropping out 
 should be kept in each school building and in the office of 
 the superintendent of schools 
 
 The elementary school should offer more than the one full 
 course. There are no intermediate schools nor is there any 
 differentiation in the last two or three years of the course 
 given 
 
 Each teacher is not expected at the beginning of each term to 
 make a careful age-progress-health study of her class in 
 order to learn 100% of her overage and retardation problem 
 For the purpose of locating children specially needing at- 
 tention, each teacher should be required at the beginning 
 of each term to make a careful age-progress-health study of 
 her class, which shall be kept currently up to date by mark- 
 ing pupils who have dropped out, been transferred, or re- 
 ceived promotions during the term 
 
 Where there are several classes in each grade in the same 
 building, children are not assigned to classes according to 
 age, mental age, physiological age, or degree of retardation 
 or acceleration ; but children are divided "fairly" among the 
 teachers. This results in unnecessary extremes of age, size 
 and progress within each individual class. In age, for ex- 
 ample, 4 classes showed each a difference between the oldest 
 and youngest child of 9j^ years or over. Of the 17 classes 
 in the upper 5 grades of one school, 13 contained both slow 
 overage children and rapid underage children. See p. 3, cover 
 
Unit Costs in School Budget U 
 
 These age-progress studies along with other data should 
 be made the basis for classification and continuous reclassifi- 
 cation of pupils. The necessity for such classification is in- 
 dicated by the fact that an age-progress study of one gram- 
 mar school with a membership of over 1,300 (the material 
 for which study was supplied through the earnest coopera- 
 tion of the principal and teachers) shows that in this school 
 4 times as many pupils lose time as gain time 
 
 While the budget estimates for textbooks and supplies are 
 carefully computed on a unit cost basis, the budget estimate 
 form as submitted does not state the number of units and 
 the unit costs for janitors' payrolls and supplies, various 
 items of expense, maintenance and repairs and manual 
 training 
 
 The whole school budget should be reduced to a basis of 
 units and unit costs 
 
 ♦Sufficient care is not given to pass along in a regular way 
 efficienc}'- devices from principal to principal and school to 
 school. For example, an excellent device used by one prin- 
 cipal for locating children exposed to danger of contagion, 
 is not in use in other schools of the city 
 
 A clearing house should be established in the superin- 
 tendent's office through which (1) efficiency devices in ad- 
 ministration or instruction found to be valuable in any 
 school within or without the system may be made immedi- 
 ately available to all Waterbury schools, and (2) the superin- 
 tendent, the board and the public may currently be told 
 where attention is needed 
 
 In one elementary school 3 ninth grade classes had member- 
 ships respectively of 29, 27 and 35, while 3 first grade classes 
 had memberships of 55, 55 and 54 
 
 Where such conditions exist small classes could be com- 
 bined and large classes divided without any increase in the 
 number of teachers and to the great advantage of the effi- 
 ciency of the school as a whole. For example, in the case 
 cited, the first grade could have been organized in 4 classes 
 and the ninth in 2 without any increase in the number of 
 teachers and without any class having more than 46 pupils 
 
12 
 
 Waterbury Schools 
 
 
 
 
 
 Membership of 
 
 Classes 
 
 
 
 
 
 
 S 
 
 « 
 
 O 
 
 m 
 
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 ^ 
 
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 r* 
 
 00 
 
 
 V 
 
 V 
 13 
 
 5 
 
 i 
 
 T 
 
 i 
 
 J, 
 
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 1 
 
 I 
 
 X 
 
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 J, 
 
 5 
 
 bo 
 
 2 
 
 2 
 
 CO 
 
 CO 
 
 « 
 
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 ID 
 
 lO 
 
 yo 
 
 vO 
 
 r^ 
 
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 S 
 
 V 
 
 o 
 
 3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 K 
 
 
 3 
 
 
 2 
 
 1 
 
 2 
 
 1 
 
 2 
 
 
 1 
 
 1 
 
 3 
 
 59 
 
 1 
 
 
 
 3 
 
 9 
 
 8 
 
 10 
 
 3 
 
 
 
 
 
 
 50 
 
 2 
 
 
 7 
 
 4 
 
 6 
 
 3 
 
 4 
 
 1 
 
 
 
 
 
 
 44 
 
 3 
 
 
 3 
 
 5 
 
 12 
 
 8 
 
 3 
 
 
 
 
 
 
 
 44 
 
 4 
 
 1 
 
 1 
 
 6 
 
 6 
 
 10 
 
 3 
 
 
 
 
 
 
 
 42 
 
 5 
 
 3 
 
 3 
 
 3 
 
 5 
 
 12 
 
 
 
 
 
 
 
 
 40 
 
 6 
 
 2 
 
 4 
 
 5 
 
 12 
 
 1 
 
 
 
 
 
 
 
 
 36 
 
 7 
 
 5 
 
 4 
 
 6 
 
 6 
 
 1 
 
 
 
 
 
 
 
 
 36 
 
 8 
 
 4 
 
 1 
 
 3 
 
 1 
 
 
 
 
 
 
 
 
 
 32 
 
 9 
 
 6 
 
 
 3 
 
 2 
 
 1 
 
 
 
 
 
 
 
 
 31 
 
 
 21 
 
 26 
 
 38 
 
 61 
 
 45 
 
 22 
 
 5 
 
 2 
 
 
 1 
 
 1 
 
 3 
 
 
 Membership and attendance reports to the superintendent, in 
 addition to the usual membership figures, do not contain 
 membership figures which result from 
 
 (a) counting every child as a member until his absence, 
 
 irrespective of its length, has been satisfactorily 
 explained and his membership cancelled officially 
 by the superintendent 
 
 (b) counting as members pupils who have dropped out 
 
 of school finally during the course of the term with- 
 out completing an elementary school course 
 The second figure need be obtained at every promotion only 
 for the purpose of using it as a basis for computing percents 
 of promotion, non-promotion and dropping out 
 
 Stating membership on the first basis is desirable for ad- 
 ministrative reasons and tends to put a check on truancy 
 and unnecessary absence. Membership on the second basis 
 is necessary as one element in measuring social efficiency of 
 schools — their efficiency in retaining children to the end of 
 the elementary school course and to the end of the high 
 school course 
 
 The allotment of time to arithmetic, etc., for the various 
 grades is open to question 
 
 The whole time schedule should be subjected to a thor- 
 ough study, in connection with studies of 
 
 (a) the course of study in relation to life 
 
 (b) methods of teaching in relation to the development 
 
 of judgment, initiative, and power of adaptation to 
 actual conditions 
 
 (c) dropping out in the various grades and at the various 
 
 ages, with its causes 
 
 (d) failure and its causes in the various subjects of the 
 
 course, in various grades and schools, and among 
 pupils of various origins 
 
Tests for Board Members 13 
 
 DEFECTIVE CONDITIONS EASILY CORRECTED 
 
 WITH SUGGESTIONS FOR REORGANIZATION 
 
 FOR WHICH STATUTORY ENACTMENT 
 
 IS NECESSARY 
 
 Owing to the fact that the whole board of education comes up 
 for election every year, continuity of policy is made very 
 difficult. When the present board was elected, 5 of the 7 
 were new men 
 
 Arrangements should be made by which not more than 2 
 members shall be elected annually or semi-annually. 
 Whether it is possible to put this into effect at once or not, 
 the 6 following questions should be used in testing individu- 
 als considered for the school board : 
 
 (a) are they interested in the success of the public school? 
 
 (b) do they know reasonably well the local conditions 
 
 which the public school is supposed to express and 
 the local needs which the public school is supposed 
 to meet? 
 
 (c) are they in the habit of basing judgment upon facts? 
 
 (d) are they in the habit of working from first hand in- 
 
 formation instead of hearsay? 
 
 (e) can they use effectively such sources of information 
 
 as school records, reports of state and national 
 bureaus of education, the valuable discussions of 
 school methods and advance steps in educational 
 journals? 
 
 (f) are they capable of managing any other business 
 
 where the number of subordinates, patrons and days 
 spent equals the number of subordinates, patrons 
 and days spent of Waterbury's school system? 
 
 Owing to the short term of office of the inspector of school 
 buildings and the frequent changes in personnel, the inspec- 
 tion of repair work and janitorial work suffers 
 
 The inspector of school buildings should be placed under 
 civil service regulations 
 
 DEFECTIVE CONDITIONS EASILY CORRECTED BUT 
 
 REQUIRING INCREASED APPROPRIATION, 
 
 WITH CONSTRUCTIVE SUGGESTIONS 
 
 Physical examination of school children is inadequate, and 
 the continuous record cards contain no physical data, hence 
 proper follow-up work is impossible 
 
 The school officials should help the board of health to 
 secure a sufficient appropriation to make possible a thorough 
 physical examination of each school child each year, the 
 entering of the resulting data on the children's continuous 
 record cards used by the board of education, and effective 
 follow-up work by nurses and physicians 
 
14 Waterbuey Schools 
 
 No school buildings are supplied with humidifying apparatus 
 Every school building should be supplied with some form 
 of such apparatus if only a pan of water. One building 
 should be so supplied as an experiment and the resulting 
 improvement in the health of pupils and reduced cost of 
 heating should be tested by comparison with records in 
 other buildings 
 
 Children's outer clothing is either hung on racks in the 
 corridors or in cloak rooms with no ventilation save by the 
 windows 
 
 Ventilated cloak rooms should be supplied in all school 
 buildings hereafter constructed 
 
 Several of the older school buildings and several toilets have 
 practically no ventilation save by windows 
 
 Wherever on account of disproportionate expense it is 
 undesirable to provide forced ventilation, the latest and 
 best devices for using window ventilation without danger 
 to children's health from drafts should be installed 
 
 Some school buildings are still unprovided with fireproof 
 landings at the bottoms and tops of stairways 
 
 No building of more than one story should be allowed to 
 remain in this condition if it is to continue in use for school 
 purposes 
 
 One school is provided with fire escapes which increase fire 
 risks to children and teachers in the building 
 
 These should be replaced at once by adequate and safe 
 escapes 
 
 No manual training or sewing is taught in the high school 
 These courses should be given if the high school is to 
 meet 100% of the community needs 
 
 *The manufacturing city of Waterbury needs more continua- 
 tion instruction. The feasibility of such instruction has been 
 proved by the wise policy of the board and the superintend- 
 ent and by the cooperation of organized labor and of em- 
 ployers of labor 
 
 The superintendent's policy of satisfying demands for 
 continuation training as they become apparent should be 
 heartily supported by the board of education and the citi- 
 zens of Waterbury. The present waiting list of 40 indicates 
 the reality of the present demand 
 
 Waterbury has no technical high schools and no facilities for 
 technical instruction in the present high school 
 
 In view of the fact that the present high school has double 
 sessions, and that the city is an industrial center, Water- 
 
Part Time and Overcrowding 15 
 
 bury should proceed immediately to the construction of the 
 technical high school which has been under consideration 
 for years 
 
 *Principals of elementary schools with from 12 to 14 classes 
 have no clerical assistance, so that they are not able to give 
 a sufficient amount of time to class room supervision 
 
 Clerical assistance should be supplied to the principals 
 in the ratio of at least one assistant to 36 rooms, the assist- 
 ants to go where necessary, from principal to principal ac- 
 cording to a regular schedule 
 
 Social center and neighborhood work in connection with the 
 schools is under present conditions practically impossible 
 in Waterbury. For example, no school in Waterbury is 
 provided with a gymnasium or shower baths and no ele- 
 mentary school has an auditorium. The lack of auditoriums 
 makes it impossible for principals to meet all their pupils 
 in general exercises, for teachers to meet parents of pupils 
 at parent-teacher meetings, or for neighborhood organiza- 
 tions to hold meetings in the most conveniently located 
 building in the neighborhood — a building moreover, which 
 is the property of the public 
 
 No future school building should be constructed without 
 supplying adequate provisions for neighborhood activities. 
 The use of expensive school buildings only 6 hours a day 
 for 200 days in the year is uneconomic 
 
 Waterbury provides inadequate school room accommodation 
 and insufficient number of teachers for the children attend- 
 ing its schools as is shown by the following facts: 
 
 (a) 840 pupils in the elementary school of Waterbury are 
 
 on part time. The 5 unoccupied class rooms even 
 if properly located would be entirely inadequate to 
 take care of the part time children. These pupils 
 are distributed as follows: 
 
 Grade I II III IV V VI VII VIII IX Total 
 No. 103 96 175 225 174 67 840 
 
 (b) of 198 elementary classes 59 have 40 to 45 pupils per 
 
 teacher, 54 have 45 to 50 pupils per teacher, 20 
 
 have from 50 to 55 per teacher, and 4 have 55 or 
 
 over per teacher, excluding kindergarten classes 
 
 and mixed classes which are few in number and 
 
 small in size 
 
 That Waterbury, which, according to the report of the state 
 
 commission of education, ranks fourth in population, fourth 
 
 in registration, fourth in amount received from the state and 
 
 fourth in the 1909 examination, ranks only 119th in amount 
 
16 Waterbury Schools 
 
 spent per child based on enumeration, and only 82d based 
 on average attendance, is not due to low salaries paid her 
 teachers. According to the report above cited, only 8 cities 
 and towns in the state surpass Waterbury in salaries paid, 
 if the district schools be included, and only 4 if the schools 
 of the second taxation district be considered by themselves. 
 If, as appears to be the case, the low cost per child is due 
 partly to overcrowded classes and perhaps to part time un- 
 avoidable with the present equipment, Waterbury is pay- 
 ing too large a price for her showing in economy 
 
 The board of education should take immediate steps to 
 learn whether the Ettinger part time plan (New York) or 
 the plan used in Gary, Indiana, whereby 2 class rooms do 
 the work usually done by 4 or more, would not greatly re- 
 lieve the situation both as to part time and oversize classes. 
 The board of education should determine just what construc- 
 tion will be necessary to cope with any wants which can- 
 not be met by reorganization, and with the extremely rapid 
 growth in school population. Whatever new construction 
 is necessary should be immediately undertaken 
 
 The complete report of the Bureau has been published 
 in all our daily papers and I wish to thank you for the fair- 
 ness with which you made your survey here. 
 
 Beyond a doubt your report will help me greatly in my 
 work and will secure for us better boards of education, 
 more liberal appropriations and an awakening interest 
 among the general public. Quite a number of your sug- 
 gestions I have put into operation at once and shall con- 
 tinue to take them up as rapidly as possible. We have just 
 put our schools on an eight year basis and begun the pre- 
 liminary work about revising our work in arithmetic. The 
 principals have already arranged their card indexes by 
 grades and rooms and I have been making plans so that 
 our census next fall would be taken on a card index. In 
 J^egard to the latter it seems to me that if we had it on a 
 card index, we ought not to be obliged to pay five cents 
 per name as we do at present because the work of the enu- 
 merators would be very much less. 
 
 Letter from SupH. B. W. Tinker, May 6, 1913 
 
CLASSROOM INSTRUCTION 
 
 IN 54 CLASSES 
 
 ST. PAUL'S ELEMENTARY SCHOOLS 
 
 EXTENT OF SURVEY 
 
 Visits consuming 19% hours from February 14th to 20th, 
 1913, to 54 classes in 8 school buildings 
 
 SUBJECT 
 
 GRADE 
 
 Kg. 
 
 TOTAI, 
 
 Reading 
 
 Composition.. 
 
 Grammar 
 
 Spelling 
 
 Phonics 
 
 Arithmetic .... 
 Geography .... 
 
 History 
 
 Music 
 
 Drawing 
 
 Manners 
 
 Total.. 
 
 10 
 
 10 
 
 20 
 3 
 4 
 1 
 1 
 
 11 
 5 
 4 
 2 
 2 
 1 
 
 54 
 
 Interviews with teachers, principals and superintendent taking 
 \2y2 hours 
 
GENERAL FINDINGS 
 
 In 23 of the 54 classes visited the instruction was excellent: 
 8 in reading; 5 in geography and history; 4 in arithmetic; 
 2 in music; one in manners, phonics, language; and one 
 kindergarten class 
 
 In 31 of the 54 classes the teachers showed the need for help- 
 ful and sympathetic supervision : 12 in reading ; 7 in arith- 
 metic; 4 in grammar; 4 in geography and history; 2 in 
 language ; one in spelling and one in drawing 
 
 Of 31 teachers whose work showed the need for supervision 
 and direction. 24 protested that they were not to blame for 
 existing conditions, and raised objections to 
 
 a — The textbooks supplied for reading classes and the 
 
 lack of supplementary material 
 b— The failure to require systematic instruction in phonics 
 c — The course of study in grammar and the course of 
 
 study in spelling 
 d — The textbook and course of study in arithmetic 
 
 In at least 30 of 54 classes visited the subject matter of the 
 textbooks was dull, deadening and without interest to pupils 
 
 In 45 of 54 classes teachers took a moment or two to open 
 windows and gave pupils a sharp gymnastic drill. The bene- 
 ficial results were evident 
 
 In 2 rooms some children could not reach the floor with their 
 feet when sitting. In not a single room visited were seats 
 properly adjusted to all pupils 
 
 The finish of walls in all buildings visited was a dark green. 
 This decreased the light, especially in rooms where the 
 lighting area of windows was far too small to properly light 
 the rooms 
 
 In 6 of 8 buildings it was found that children clean all erasers 
 and blackboards. The pounding together of erasers is un- 
 healthful and unsanitary and results in children's breath- 
 ing not a little of the chalk dust 
 
 In 30 rooms blackboards were found in a most untidy con- 
 dition, partly due to poor cleaning and partly to negligence 
 and carelessness in erasing written work 
 
 In but 6 out of 38 recitations in which the use of blackboards 
 was necessary to get the best results, was the blackboard 
 used. In 2 rooms most of the blackboard was so covered 
 up it could not be used. In one room the principal explained 
 that he did not like to insist on clearing the boards because 
 it would hurt the teacher's feelings 
 
Reading Contrasts 19 
 
 The records showed that since September, 1912, and up to 
 February 14, 1913, every school in the city had been visited 
 by the superintendent once and a second visit had been 
 made to most schools. In all, over 100 visits had been 
 made. The record shows unusual energy in visiting on the 
 part of a superintendent 
 
 In 2 of the buildings visited, meetings of principal and all 
 teachers are held regularly and are made the occasions for 
 carefully going over school problems that all teachers are 
 interested in. Meetings with groups of teachers having 
 common problems are held as frequently as needed, and 
 "experience" meetings are held every six weeks when each 
 teacher relates facts that show defects in instruction and 
 discipline. These are considered and discussed. Frequent 
 conferences with individual teachers are held by the prin- 
 cipal to work over special problems 
 
 CLASSROOM INSTRUCTION BY SUBJECTS 
 
 Detailed descriptions of each recitation visited, working papers 
 of children, etc., were submitted to the St. Paul Committee 
 with the original report 
 
 MUSIC 
 
 Observation base: Two formal classes, one in 2nd grade and 
 one in 6th grade. At other times pupils were heard in rote 
 songs 
 
 The work shows the effect of careful and intelligent super- 
 vision. In every case where singing was heard, whether in 
 a regular music class or otherwise, the voices of the children 
 were of the soft, light quality so much sought by directors 
 of singing in public schools. In the 6th grade lesson the 
 singing by the children of "Twilight" was especially dainty 
 and accurate 
 
 The pupils in both the classes heard were doing individual 
 work in reading music. In one room two children sang a 
 two part song without self-consciousness ; in the other room 
 the little 2nd graders without hesitation sang their exercises 
 and sang exceptionally well 
 
 READING 
 
 Observation base: Twenty classes, 8 in 1st grade, 4 in 2nd, 
 4 in 3rd, 2 in 4th, and 2 in 5th 
 
 A comparison of classes shows what a great difference there 
 can be in the subject matter used in teaching reading to 
 children in the primary grades. In one lesson the reading 
 
20 54 St. Paul Classes 
 
 by pupils was a mere calling of words. Pupils named words 
 as if listed in columns, entirely unrelated. The teacher 
 realized that the reading was lifeless and tried very hard to 
 get a bit of expression in the reading. She read each sen- 
 tence as she wished it rendered and the pupils tried just as 
 hard to imitate her, but it was almost impossible to interest 
 children in A rat is in the trap, The man has on his hat, 
 Had the man a cap on? 
 
 In another lesson a child unconsciously and almost in spite of 
 itself, even if stolid and indifferent, became enthusiastic 
 when reading 
 
 "Where are you. going, my little cat?" 
 "I'm going to town to get me a hat." 
 "What ! A hat for a cat ! 
 A cat get a hat! 
 Who ever heard of a cat with a hat?" 
 "Where are you going, my little kittens?" 
 "We're going to town to buy some mittens." 
 "What ! Mittens for kittens ! 
 Do kittens wear mittens? 
 Who ever saw little kittens with mittens?" 
 "Where are you going, my little pig?" 
 "I'm going to town to get a new wig." 
 "What! A wig for a pig! 
 Can a pig wear a wig? 
 Who ever heard of a pig with a wig?" 
 
 When this dialogue was rendered by different pairs of 
 pupils, all vied with each other to read the lines with the 
 best possible expression 
 
 A comparison of two lessons shows the difference in teaching 
 efficiency due to different methods. In one lesson children 
 read the story of The Little Red Hen and the Sly Fox. The 
 boys and girls found no difficulty in recognizing the words 
 and getting the thought. They read with facility and fine 
 expression. In the other lesson the children were absolutely 
 unable to help themselves. They read brothers as purty, 
 my as mamma, it as I, I have a pretty puppy as Harold has 
 a pony, this is Harold's birthday as I do see, and I do not 
 like big dogs as I do I do I do one kitty baby dogs 
 
 Some of these children appeared to be defective but the ma- 
 jority seemed of normal capacity. Some had been in school 
 3 years. The physical conditions in the room were bad, the 
 light poor, many of the desks far too large for the children 
 so that their little legs were dangling in air. Worst of all 
 the teacher's hearing was so defective that it was only with 
 the greatest difficulty she was able to understand what the 
 visitor said to her. Indeed it is doubtful if she is able to 
 hear when addressed in ordinary speaking tones unless she 
 is watching the lips of the speaker. This was the poorest 
 work observed 
 
More Reading Texts Needed 21 
 
 The reading in at least 10 of the 20 classes visited showed that 
 pupils were greatly handicapped because they could not 
 make out the words of the lesson. Getting thought under 
 such circumstances is practically impossible. This kind of 
 reading results in failure when a pupil comes to study 
 history, geography or civics. Even in the solution of arith- 
 metic problems pupils fail, not so much because they can- 
 not perform the operations, but because they have failed to 
 read problems and so failed to understand the conditions 
 stated. One 8th grade teacher made an earnest plea for 
 more time to teach reading. She stated that the inability 
 of pupils to get the thought from a printed page was pitiful 
 and resulted in failure to get on later in all subjects involv- 
 ing reading; that while 200 minutes per week were pre- 
 scribed for reading, whenever pupils were deficient in any 
 other subject reading was always the subject sacrificed 
 
 Three principals and 7 primary teachers stated that some years 
 ago when the primary reading was directed by a primary 
 supervisor, phonics were taught to children, but that in 
 recent years the teaching of phonics had been discouraged. 
 One principal and one teacher stated that they had been 
 ordered to stop emphasizing phonics, although they be- 
 lieved that to teach reading most efifectively phonics should 
 be systematically taught. In every class where children 
 read fluently it was found that the teacher had taught 
 phonics to the children. In every case where children had 
 serious difficulty in recognizing the words of the lesson 
 phonics had either not been taught at all or greatly neg- 
 lected. In 8 of the 20 classes visited the reading was fluent 
 and the children were able to read so as to get the thought. 
 In the 12 other classes the reading was labored and pupils 
 had more or less difficulty in determining what the words 
 of the lesson were 
 
 The question of reading material was discussed with 5 prin- 
 cipals and 22 teachers. It was the consensus of opinion 
 that teachers were greatly handicapped by the lack of suit- 
 able material. In the upper grades some supplementary 
 reading has been supplied, but it was claimed by some 
 principals that part of this was selected without consulting 
 the needs of the children and was therefore unsuitable 
 
 In the primary grades the need is the greatest. The children 
 may have 2 books in a class, one supplied by the school and 
 one bought by the pupil. In one school, a third book had 
 been added with money raised by the sale of old papers 
 and magazines 
 
 One 1st grade teacher when asked how much her pupils could 
 read during the term stated she did not know, that she had 
 never had an opportunity to find out; that they went over 
 
22 54 St. Paul Classes 
 
 and over the 2 books available and had no other material 
 to read. She felt sure, if only they had the books, the 
 children could just as well as not read 10 or a dozen books 
 a term 
 
 The experience of teachers in other schools has demonstrated 
 that children in the first grade when properly taught can 
 without difficulty complete 20 standard primers and first 
 readers during the first year's work. This is done by chil- 
 dren who have not enjoyed the advantages of the kinder- 
 garten 
 
 In one 8th grade class pupils were discussing the Man With- 
 out a Country. These pupils had a fine appreciation of the 
 story and discussed it intelligently. The teacher in charge 
 was one of the ablest seen 
 
 In other classes pupils were reading from the textbooks in 
 history and geography. On the whole the children did not 
 read effectively as was shown by their inability to tell in 
 their own words what had been read 
 
 In 2 of the buildings visited the reading was excellent while 
 in the other 6 it was poor or mediocre 
 
 LANGUAGE AND COMPOSITION 
 
 Observation base: Three classes, one in 2nd grade, one in 3rd, 
 and one in 8th 
 
 The 2nd grade recitation was delightful. Children 6 and 7 
 years old were called on and in a spontaneous way told 
 what they had to say. One delivered a short address of 
 welcome to the visitors. Another told of an adventure in 
 a sail boat. The children had something to say and said 
 it freely. When a child was called on and had nothing to 
 say, it was not urged. But in every such case the child was 
 disappointed that it had nothing to tell 
 
 In the 3rd grade pupils were copying formal, uninteresting 
 "stories" from the blackboard. The children had formulated 
 the stories under the leadership of the teacher. They gave 
 these stories because they had to say something and not 
 because they had something to say 
 
 To test the ability of pupils to express themselves in writing 
 and also to find out what pupils knew of their home city, 
 177 pupils in the 7th and 8th grades in 7 rooms located in 
 4 different buildings were asked to write on this subject, 
 put on the blackboard : Is St. Paul a desirable city in which 
 to live? Give reasons. In every class teachers were glad 
 to have their pupils write on this subject. In no class was 
 
Testing by Citizenship Essays 
 
 23 
 
 less than 15 minutes given for the exercise. In some classes 
 pupils had 30 minutes. In nearly every class pupils had all 
 the time they desired and wrote all they wished to write. 
 Pupils were directed not to write their names on their 
 papers nor the name of the school, but to indicate the grade 
 to which they belonged. In some cases pupils also indicated 
 their ages. These papers were grouped by grades into two 
 classes, good and poor. Unfortunately the grading of 
 papers is a matter on which individuals differ. In the opin- 
 ion of the investigator less than 10 per cent, of the papers 
 showed sufficient power in writing English to warrant a 
 passing mark 
 
 GRADE 
 
 No. PAPERS 
 
 Good 
 
 Poor 
 
 Total 
 
 8A 
 8B 
 7A 
 7B 
 
 25 
 
 27 
 
 3 
 
 4 
 
 20 
 39 
 16 
 
 43 
 
 45 
 66 
 19 
 47 
 
 Total 
 
 59 
 
 118 
 
 177 
 
 Examples selected from papers graded as good, medium and 
 poor, illustrate the variety of work 
 
 8 A Grade (Age 13), good 
 
 St. Paul is one of the best cities in the United States in which 
 to live. 
 
 It is situated in the north central part of the United States and 
 therefore has a temperate climate which is most advantageous to 
 the health of the people. Its central position makes it accessible 
 from all parts of the country by railroad beside being situated on 
 the "Father of Waters" which affords it a waterway to the Gulf 
 of Mexico. 
 
 Another advantage is that it is not far from the Great Lakes 
 which can be easily reached by railroad. This gives it a water 
 route almost all the way to the Atlantic. 
 
 8 A Grade (Age 13), medium 
 
 St. Paul is a very good place to live. Because it is a place where 
 people can get a good education and people are more apt to get a 
 positions and more money than anywhere else. The climate is 
 agreeable and that is why so many people come from other parts 
 of the world to live here and people can live more cheaply here. 
 
 8 A Grade (Age 16), poor 
 
 Is St. Paul a good place in which to live? Reason. I think 
 St. Paul is a good place to live. It is a healthy city. There are a 
 great many park for the people to enjoy their selves. They have 
 a good way of providing for the sick and poor. 
 
 8 B Grade, good 
 
 What makes St. Paul a Desirable to live in 
 
 1. For its health. 
 
 2. For its clean streets. 
 
 3. Its good schools. 
 
24 54 St. Paul Classes 
 
 4. Its a beautiful city. 
 
 5. Has a good fire department. 
 
 7. Good waterworks. 
 
 8. For its position. 
 
 9. Has a good police force. 
 10. Has many railroads. 
 
 8 B Grade, medium 
 
 St. Paul has a temperate climate, agreeable summers and win- 
 ters, it is reached by many railroads, its is a clean city and has a 
 fine system of waterworks, it has many good schools and colleges, 
 it is connected by trolly with many summer resorts and has fine 
 parks. 
 
 8 B Grade, poor 
 
 St. Paul is a desirable place to live because they have pure water 
 and they try to keep it clean and healthy and they have IS beau- 
 tiful parks and the are building all the city buildings so they have 
 fresh air and have them clean. And they have some of the finest 
 street cars in the World and you travel rapitely. and the city is 
 govened so well lately the st Paul will be the best city in the united 
 states in time. 
 
 7 A Grade, good 
 
 St. Paul is is a good place to live in. It has street car, railroads, 
 electric lights, fine buildings, beautiful scenery and beautiful parks 
 and lakes. It has fine streets. It is a beautiful city, has big schools, 
 churches and hosipals. 
 
 7 A Grade, poor 
 
 St Paul is a good place to live It has clean stre. is Electric 
 light has fine building, it has fine lake and park and school and it 
 is the Capital of Minnesota 
 
 7 B Grade, good 
 
 St. Paul is a good city to live in. One reason is because it is 
 situated on the Mississippi River and it is a good place for com- 
 merce. It is one of the busiest place and there is enough water 
 power for manufacturing. It has a very rich soil in some places 
 and it is a good place for homes. It is in the center of great rail- 
 roads. It has pure city water and the streets are kept clean. This 
 is the healthiest city and it is very thickly populated. 
 
 7 B Grade, poor 
 
 St. Paul is a desirable place to live. 
 Because the climate is nice. 
 Because it an't lonley 
 Because 
 
 St Paul is a desirable place in which to live. 
 Subject — a desirable place. Predicate — in which to live is St. 
 Paul 
 
 GRAMMAR 
 
 Observation base: Four classes in 3 different schools, one in 
 7th grade, and 3 in 8th grade 
 
 The work was beyond the comprehension of the pupils and 
 the time was practically wasted 
 
Grammar Time Wasted 25 
 
 In one lesson a pupil when asked how to express an action 
 completed in present time, replied With the nominative 
 case. Other children called on for similar examples gave 
 sentences at random showing they had not the slightest 
 appreciation of what was meant 
 
 One teacher after conducting a lesson which she realized was 
 hopeless as far as results go, stated that "it was a shame and 
 a waste of good time to teach those pupils grammar when 
 their oral speech and written work were so full of errors" 
 
 In one lesson, when asked to give a sentence to illustrate the 
 passive voice, one boy gave. The boy has been sick. An- 
 other boy gave The work was done by the boy to illustrate 
 an intransitive verb 
 
 After the definition. Mode is the manner of the assertion, had 
 been repeated by several pupils and after some discussion 
 of it by the class, the following statements of what the 
 definition really meant were written by the 17 pupils in the 
 class, said by the superintendent to be in one of the best 
 schools in the city: 
 
 The assertion means the acting part of the verb. 
 The way in which the Sentence is said. 
 
 Mode is the manner in which an assertion is made (ex) 1. A sen- 
 tence may be expressed in more than way (2) Mode is the way in 
 
 which we make a statement 
 (Blank) 
 
 mode is the way the Sentence is made 
 Mode is the manner in which the assertion is made The thing being 
 
 done 
 Mode is the matter of assertion. In a manner a thing is done. 
 Mode 
 Mode is the maner of the asserted ",means to give," fact, command, 
 
 wish regest 
 In which way the sentence is said To say the thing in a certain way. 
 The way in which the thing is being done. 
 Mode is the manner of the assersion. means of which some thing is 
 
 said 
 Mode is the different ways in wich a verb may be used. Example — 
 
 Indicative — fact Subjunctive — wish or purpose. 
 Mode is the manner of the assertion means that mode tells what Rind 
 
 of a sentence it is. 
 Mode is the maner which the asertion is made means that mode tells 
 
 states a fact or ask a question 
 Mode is the manner the verb makes the assertion. 
 Mode is the manner in which an assertion is made means in what 
 
 manner the sentence is written. 
 
 In the 7th grade recitation pupils were "analyzing" simple 
 sentences. During the recitation these expressions were 
 used : He didn't say nothing, He ain't done it, I ain't got it, 
 He didn't do nothing 
 
26 54 St. Paul Classes 
 
 The following definitions were taken from the textbook in 
 grammar used by these pupils : 
 
 A word used with or without adjuncts to denote an object of thought 
 
 is called a substantive. 
 When we say that a sentence must contain a subject and a predicate, 
 
 we speak logically. Speaking grammatically, we say that it must 
 
 contain a substantive and a verb 
 A verb that denotes an action or feeling that passes from the doer of 
 
 the action to an object on which it falls, is called a transitive verb 
 
 (Latin transire, "to pass over") 
 
 It has been demonstrated that grammar contributes little, if 
 anything, to the training of pupils in the proper use of 
 language. Grammar is the science of language while the 
 proper use of a language is a habit to be acquired by con- 
 stant repetition and practice 
 
 SPELLING 
 
 Observation base : One regular class was visited and spelling 
 was studied in connection with reading and other lessons. 
 The teaching of spelling was discussed with 7 teachers 
 
 Pupils are required to spell words they rarely see or hear and 
 never use. One teacher stated that she believed the work 
 to be useless. It seems that 8 B grade pupils who habitu- 
 ally misspell there, where, then, right, almost and many 
 other common words could employ their time more profit- 
 ably than by studying herbaceous, anther, calcareous, foray 
 
 In a 1 B grade more than half of an entire recitation was used 
 for spelling. Among the words were squirrel, acorn, Harold. 
 The drill was hard, grinding, but ineffective, for the chil- 
 dren when they met these words in the reading failed to 
 recognize them. Should 1 B children be required to spell 
 squirrel when they may have no occasion to write the word 
 for years to come? 
 
 Many teachers are obsessed with the idea that children should 
 be required to spell every word appearing in any lesson. 
 If it be in physiology, children are asked to spell aesophagus, 
 diaphragm; in geography numerous proper names, rarely 
 appearing anywhere except in a textbook, are studied for 
 spelling. Is it really necessary for 8th grade pupils to con- 
 cern themselves with words like fallibility, cauterize, chal- 
 cedony? 
 
 In not a single instance was any teacher found who kept a 
 record of words commonly misspelled in written work of 
 her pupils. The fact that pupils are using words shows 
 that the)'^ are likely to continue using them and therefore 
 should be able to spell them. Failure to check up and to 
 give special attention to words habitually misspelled brings 
 
Arithmetic and Life 
 
 27 
 
 on a condition complained of by teachers in grammar grades, 
 high schools, colleges, and by business men who employ 
 young people trained in the public schools. They say that 
 children misuse words like to, too, two, their, there; that 
 they misspell words where, were, forty, through, until, right 
 
 ARITHMETIC 
 
 Observation base : Eleven classes, one in 1st grade, 3 in 2nd, 
 one in 3rd, one in 4th, 2 in 7th, and 3 in 8th. In addition to 
 class work, seat work in primary arithmetic was observed 
 in 4 rooms 
 
 Some of the primary teachers are most skillful in the use of 
 helpful devices which tend to make concrete the terms used, 
 and help greatly in forming problems for pupils to solve 
 
 In only a single instance were actual measures, as quart, yard, 
 foot," peck, used in teaching denominate numbers involving 
 these measures. The result was shown when pupils, asked 
 to draw on the blackboard a line a foot long, drew lines of 
 the following length in inches: 9, 9^^, 11, 12, 14, 16, 17, 20> 
 28, 30 
 
 In one class where the teacher had made use of the foot rule 
 3 children were asked to do the same thing. The lines 
 drawn measured 10, 10 J^ and 11 inches 
 
 In one 3rd grade class a boy was brought in front of the class 
 and the pupils were asked to estimate his height 
 
 No. PUPILS 
 
 ESTIMATEB 
 
 7 
 
 12 feet 
 
 3 
 
 5 " 
 
 3 
 
 10 " 
 
 2 
 
 3 " 
 
 2 
 
 4 " 
 
 2 
 
 3y, ■■ 
 
 1 
 
 6 " 
 
 1 
 
 24 '• 
 
 1 
 
 6% " 
 
 The actual height of the boy was 4 feet 2 inches 
 
 Great loss of time results from needless repetition of the 
 operation in number combinations. In one room a teacher 
 used cards upon which the numbers were printed. She re- 
 quired pupils to name the numbers and state the operation 
 before giving the result, 7 times 8 are 56. By this method 
 pupils got the result at the rate of one in 8 seconds, or 112 
 in 15 minutes 
 
28 54 St. Paul Classes 
 
 In another room of the same grade where this drill was con- 
 ducted omitting the words 7 times 8, pupils gave results 
 at the rate of one in 2 seconds, or 450 results in IS minutes 
 
 In another primary grade the same kind of a drill was con- 
 ducted from a blackboard where the number combinations 
 were written. The pupils were able to give results at the 
 rate of 600 to 750 in 15 minutes 
 
 The waste of time by the use of poor methods which reduce 
 efficiency, taken into consideration with the fact that in the 
 upper grades pupils were found handicapped because of 
 their inability to perform simple operations, points to greatly 
 needed supervision to increase the efficiency of drill work in 
 numbers in the upper grades 
 
 Great difference in efficiency was also shown by the character 
 of the problems given by different teachers. In one 2nd 
 grade class pupils were correctly solving concrete problems 
 as rapidly as the teacher was able to state them, pupils 
 giving the correct results, all of them interested and anxious 
 to be called on for examples like : 
 
 Ned earned SO cents one day and 2S cents the next day; how much 
 in all? 
 
 One dozen oranges cost 24 cents ; what is the cost of 6 oranges ? 
 
 A boy had 27 cents; he spent J^ of it; how much did he spend? How 
 much had he left? What part of the money had he left? 
 
 Bananas are 20 cents a dozen; how many bananas can I buy for 10 
 cents ? 
 
 To test these pupils on a problem with which they were not 
 thoroughly familiar they were asked If 2 apples cost 5 cents 
 what is the cost of 4 apples? In this 2nd grade class, 17 out 
 of 19 pupils obtained the result almost before the problem 
 was stated. The teacher then asked Five cents pays for 3 
 apples. How many apples can be bought for 15 cents? and 
 15 out of 19 pupils got the correct result. The principal 
 asked If 5 cents pays for 3 apples, at that rate how much 
 will a dozen cost? and 9 out of 19 gave the result immedi- 
 ately. Other problems of the same kind were given and 
 with practically no hesitation the pupils were able to give 
 the results 
 
 The problem to find the cost of 4 apples when 2 cost 5 cents 
 
 was given in 8th, 4th, and 3rd grade classes with the follow- 
 ing results : 
 
Where Eighth Grades Failed 
 
 29 
 
 GRADB 
 
 No. PUPILS 
 
 RESULT 
 
 8 
 
 13 
 
 4 
 
 16 
 
 20 cents 
 8 
 10 
 
 4 
 
 34 
 4 
 1 
 
 1 
 
 25 cents 
 10 
 8 
 IZ'A " 
 
 3 
 
 14 
 
 8 
 
 10 cents 
 20 
 
 In a 4th grade class the teacher asked : A boy earned 5 cents 
 for 6 days. He then bought 3 apples at 2 cents a piece. 
 How much money had he left? The written answers showed 
 that 31 pupils said 24 cents, 2 said 20 cents, and 3 pupils 
 answered respectively 33, 28 and 27 cents 
 
 In a 3rd grade recitation, pupils reading from a textbook ex- 
 ercises in which they were required to fill in blanks, 
 answered: 
 
 ^ of 6 equals 3 
 
 % oi 6 equals 6 
 
 J4 of 7 equals 3 
 
 Ji of 8 equals 2 
 
 J4 of 8 equals 4 
 Frank bought 3 pencils at 3 cents each. The pencils cost 6 cents. 
 William paid 9 cents for 3 pencils. The pencils cost 6 cents each. 
 All of this was review work. The advance lesson had to 
 do with the area of figures in inches. The children had 
 absolutely no idea what was meant by terms used, such as, 
 figure, amount, surface. One child repeatedly called area, 
 larea 
 
 In 2 of 11 classes, where the teacher gave a problem that ap- 
 pealed directly to the children, they took a lively interest 
 and were much more effective in doing the required work. 
 When pupils read their problems from books or from a 
 blackboard, the appeal was not nearly so strong. The con- 
 trast between the teacher who gave problems to pupils and 
 the teacher whose pupils were attempting to solve problems 
 which they had to read, was great 
 
 The arithmetic in the upper grades demonstrated the in- 
 ability of pupils to perform accurately the simplest computa- 
 tions. In a 7th grade recitation pupils were asked to add 1% 
 and IVe. Six out of 40 were unable to obtain the correct 
 result. In subtracting ZS/s from 4V^, 7 pupils obtained a 
 wrong result. In dividing 10 by 1^, 14 pupils obtained the 
 wrong results, the incorrect answers ranging from ly^ to 
 10%. In dividing 126% by 5, 25 out of 40 pupils obtained a 
 wrong result 
 
30 54 St. Paul Classes 
 
 In an 8th grade recitation, when adding 1% and 1 Ve.. 8 pupils 
 were unable to give the correct result, 3 of these using 12 as 
 a common denominator and 6 using 18. In dividing 10 by 
 V/s, these results were obtained : 15, 6, 7J4. 12, 26, 10, 2%, 
 13^. In dividing 126% by 5, the results were 25%, 32, 12, 
 25V», 76, 36%, 24 
 
 In another 8th grade recitation, pupils were asked to find in 
 square feet the area of a window whose dimensions were 36 
 inches by 42 inches. This problem was written on the black- 
 board so that no mistake could be made as to the dimen- 
 sions. It was definitely stated that the area was to be found 
 in square feet. These results were given : 22, 17, 156, 13, 12, 
 18, 14, 17%, 12%, 10y2 
 
 These pupils were again asked to find the interest on $240 at 
 4j^% for 1 year, 1 month, 10 days. Nineteen different re- 
 sults were obtained, ranging from $1.33% to $99.66. An 
 explanation of this situation may be found in the fact that 
 these pupils were busy just at this time in extracting the 
 square root of numbers like 98,764, and 63,725. Ten such 
 exercises were assigned for the lesson of the following day 
 
 In a third 8th grade recitation, pupils were solving the prob- 
 lem, A train travels at the rate of 150 miles in 3 hours and 
 20 minutes. How far will it go in 8 hours? Only 5 dif- 
 ferent results were obtained, in miles Y251 284, 4000, 360 
 
 In finding the interest on $240 at 4j^% for 1 year, 1 month, 10 
 days, these pupils obtained the result in record time, every 
 one having obtained the answer in less than 2 minutes, and 
 all but 2 had the correct result 
 
 The teacher conducted a rapid drill in addition, subtraction, 
 multiplication and division of whole numbers. The pupils 
 were thoroughly alive, attending strictly to business and 
 no time whatever was lost during the recitation 
 
 In 7th and 8th grades where pupils were required to solve intri- 
 cate problems, some of which are of a character never met 
 Avith in actual business life, they failed utterly when asked 
 to solve such problems as. If a pencil costs 2 cents and is sold 
 for 3 cents, what is the gain per cent.? In one 8th grade 
 class, of the 33 pupils solving this problem, 16 answered 
 50%, 11 answered 100%, 5 answered 33%%, and one 
 answered 66%% 
 
 In a 7th grade class the same problem was given and 8 pupils 
 answered 50%, 9 answered 33%%, 3 answered 1%, and one 
 pupil answered %%. In this room considerable time was 
 spent in trying to get pupils to demonstrate the correctness 
 or incorrectness of the results obtained. One pupil who 
 
Applied Geography 31 
 
 was particularly insistent that SSy^fo was correct soon 
 reasoned himself out of 33%% and concluded that 50% was 
 the right answer ; but even after that, some of the pupils who 
 had obtained 50% for a result were not at all certain that 
 33%% was not really the right answer 
 
 In order to study the actual work and procedure of pupils in 
 attempting to perform different operations, sets of papers 
 were collected to determine why pupils in the upper grades 
 fail in computation. The papers show, for example, that in 
 the solution of the interest problem some pupils covered a 
 whole page of tablet paper with figures because of the very 
 roundabout and indirect method of finding interest. Rarely 
 did pupils use the simple cancellation method or the bank- 
 ers' 60-day method so generally in use 
 
 GEOGRAPHY 
 
 Observation base: Five classes, one in 4th grade, 3 in Sth, 
 and one in 6th 
 
 Some of the best work observed was in geography. In all of 
 the recitations pupils recited fluently and showed they had 
 a keen appreciation of what they were studying 
 
 Such uniformly good recitations led to the conclusion that the 
 topical recitation method had been made effective in 
 geography teaching. In the 4 recitations visited 2 pupils 
 recited continuously and fluently for 4 minutes each, 4 for 
 3 minutes each, and 5 for 2 minutes each. At least 15 others 
 recited for one or one and a half minutes each 
 
 In 2 rooms maps were not used though very much needed 
 in the recitation 
 
 In a 3rd grade class pupils made charts for the study of 
 weather conditions, requiring observation as to temperature, 
 humidity, direction of wind, phase of moon, sunrise, sunset 
 and length of day. The record for nearly a month was ex- 
 hibited on the blackboard. Three pupils were asked to 
 explain it and each one knew what was meant by the record. 
 The use of similar charts by all the teachers in the grades 
 should be encouraged 
 
 In the 4th grade class the discussion by the pupils of how 
 raw materials, such as cotton, wood, silk, rice, wheat and 
 flax, are made into commercial, finished products, showed a 
 grasp and intelligence rarely found in 7th grade geography 
 classes. The teacher kept herself very much in the back- 
 ground, permitting the pupils to control the time of the 
 recitation 
 
32 54 St. Paul Classes 
 
 HISTORY 
 
 Observation base: Four recitations, one in 6th grade, one in 
 7th, and 2 in 8th grade 
 
 The pupils in the history classes showed little interest. The 
 method of the recitation tended to devitalize and sap the 
 subject matter of its life and interest 
 
 In a 6th grade recitation the class was reading stories of 
 American life and adventure. Pupils read in the order in 
 which they sat, each one reading one sentence. With such 
 procedure pupils do not get the story. Pupils in this class 
 were actually counting ahead to determine what sentence 
 would be theirs. Occasionally they counted wrong 
 
 In one lesson the teacher actually asked 37 questions during 
 a 20 minute period. The answers with one exception were 
 one word answers. To get these the teacher did some des- 
 perate pumping 
 
 In each of the three 7th and 8th grade recitations teachers took 
 up the subjects in too great detail. In one recitation the 
 events of 1862 and the Civil War were minutely gone into, 
 yet pupils were unable to locate points like Fort Sumpter, 
 Fort Henry and Shiloh, about which they had been closely 
 questioned 
 
 Two teachers were asked what the purpose of history work 
 was. In both cases the reply was to get over the course of 
 study 
 
 HYGIENE 
 
 No work in hygiene or physiology was examined. The 
 schedule time for elementary school programs as published 
 in the bi-ennial report of 1910-11 by the superintendent of 
 schools provides no time whatever for this subject. Yet the 
 state laws make instruction in this subject mandatory. In 
 conversation with teachers it was learned that 10 minutes 
 per week was given to this work, although this was not 
 done regularly 
 
have you age variation pacts for your 
 
 School? 
 
 V^ation in Age AttvQng Wattrbury PupUs in Sine 
 
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 i oi Total iJMdiiatins: 
 
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 - ' Older than no Janal^ 
 
 ... . .- 299 
 
 
 ■'iloinial or less 7 r 
 
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 Agfe-i'rbgress ^uininijE^ Forpne School 
 
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