ALBERT R. MANN LIBRARY New York State Colleges OF Agriculture and Home Economics Cornell University Cornell University Library LA 312.S14S9 Report of a survey of the school system 3 1924 013 014 372 Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/cletails/cu31924013014372 iHiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiin SSS*I* -■ ■ ■■■■ ■ ■■ " »■■■■ « <■ " ■■' 'Ml '■ ■ ' H m . i. M .i.- w— lH^*i^■pi■i^■ — ■■■■ w ..—■■— Mil w.iwi li I iSSmm REPORT of a Survey of the School System of St. Paul, Minnesota O <>xV^O AUTHORIZED BY AN ORDINANCE OF THE CITY COUNCIL, MAY 23. 1916 AMENDED FEBRUARY 16. 1917 :: :: ;: 35 ?tatc QloUegc of JKgricttlture Kt Qfarnell UniBeraUB Jftlfaca. Sf. 1. Kihratg REPORT of a SURVEY of /^^ SCHOOL SYSTEM of SAINT PAUL, MINNESOTA SURVEY COMMISSION George D. Strayer, Professor of Educational Administration, Teach- ers College, Columbia University, New York City — Chairman. Lotus D. Coffman, Dean of the School of Education, University of Minnesota, Minneapolis, Minnesota. C. A. Prosser, President of the Dunwoodie Institute, Minneapolis, Minnesota. ^ Authorized by the City Council of St. Paul, Minnesota February 16, 1917 GENERAL ADMINISTRATION AND SCHOOL BUILDING SURVEY By George D. Strayer, Professor of Educational Administration, Teach- ers College, Columbia University, New York City. and N. L. Engelhardt, Associate in Educational Administration, Teachers College, Columbia University, New York City. COMMISSIONER'S STATEMENT. Conforming to the provisions of an ordinance introduced by my predecessor and passed by the^ Council on May 23, 1916, a survey of the school system of St. Paul was made during the months of January and February. Dr. G. D. Strayer, Teachers' College, Columbia Uni- versity, was the director of that portion of the survey dealing with housing conditions and physical plant. Dr. C. A. Prosser, of the Dun- woody Institute, was director of that portion of the survey dealing with vocational education. Dr. L,. D. Coffmann, of the University of Minnesota, was director of that part of the survey dealing with the course of study and methods of instruction. The delay in the publication of the survey has been due to a com- bination of circumstances over which the Department of Education lias had no control. The surveyors, in some cases, did not get their copy ready for the printers' hands until October, 1917. The reading of proof was frequently delayed because of the pressure of work in the office of the surveyors and because some of the surveyors are now in the Government service. Some of the surveyors made changes in their copy at the time of reading their proof. The work in the print- ing office has gone forward 'slowly. The Department of Education, while fully appreciative of the good derived from the survey, does not wish to assume responsibility for any errors of fact, if any exist, omis- sions, delays, inaccuracies or mechanical imperfections therein. As rapidly as received, the copy has been given to the printer. The credit and responsibility for the mechanics and publication of the survey rests with the surveyors and the printer. ALBERT WUNDERLICH, Commissioner of Education. CONTENTS. Page. Commissioner's Statement 4 PART I. The Administrative Problem. The Administration of the Schools 5 Attendance and Census 19 Conservation of Heahh 39 PubHc Library Service 47 Buildings and Equipment 52 Cost of School Maintenance 195 PART II. The Instructional Problem. Instruction and the Course of Study 211 Instruction in the First Four Grades 216 Instruction in the Upper Four Grades 242 Measurement of Children's Achievements 259 The Course of Study \ 489 The Secondary School System 549 PART III. The Vocational Problem. Method of Procedure 661 Vocational Education for St. Paul 663 Training for Vocations 667 Vocations Training Their Workers 673 Vocational Training in the St. Paul Schools 683 Recommendations as to Training 706 Recommendations as to Schools , 711 Training for Girls. . . : 759 Appendices. Vocational Courses for Men and Women 833 Classification and Progress of Pupils 848 Index 933 THE ADMINISTRATION OF THE SCHOOLS. The St. Paul survey was undertaken at the request of the Com- missioner of Education and the Superintendent of Schools, with the understanding that there were four major issues upon which a report was desired, namely: 1, the situation with respect to the school plant, together with a programme for the development of adequate school accommodations ; 2, a study of the needs of St. Paul for voca- tional education, and a programme for the establishment of schools of this type ; 3, a study of the work done in the classroom with par- ticular reference to the development of more efficient teaching and a more satisfactory curriculum ; and 4, a consideration of the admin- tration of public education. This section of the report deals with the problems of the organization and administration of public edu- cation in the city of St. Paul as at present determined by charter pro- vision, and as developed by those now charged with administrative responsibility. St. Paul's charter provides for a Commissioner of Education who is designated by the Mayor for this particular service after the elec- tion at which all of the commissioners are chosen. Since all commis- sioners are elected for a two-year term, he serves for this same period in this most important office. The duties of the commissioner are those usually designated for the Board of Education in cities in which the schools are administered under this form of organization. The charter specifies that "under the direction and control by the Council, the Commissioner of Education shall establish, control, maintain, and provide for the public schools * * * and shall manage and con- trol the property -real and personal belonging to said city which is used for the purposes of education, subject only to the provisions and limitations provided for in this charter." It is also specified that the commissioner shall appoint the Superintendent of Schools, super- visors, principals, teachers, and all other employees. In another sec- 6 REPORT OF SCHOOL SURVEY tion of the charter (Section 390) it is stated that "On nomination by said superintendent, said commissioner of education shall appoint all assistants to said superintendents, all office assistants to said super- intendents, all principals and all teachers in the public schools, all of whom shall be subject to removal by said commissioner on his own motion or on the complaint of said superintendent, by the mayor or by a two-thirds vote of the members elected to the council." The quotations given above are intended simply to indicate the power vested in the commissioner of education. A fundamental weakness in the form of administration provided by the charter is, in the judgment of the Survey Committee, to be found in the centering of responsibility for the school system in the office of a commissioner who enjoys so short a term of office. The best practice in the United States, and indeed an almost overwhelming practice, provides for continuity in the administration of public edu- cation through the selection of the several members of the boards of education for relatively long terms of office. Where boards of educa- tion are composed of three, five, or seven members, it is common to provide for a term of office for each of the members of the board cor- responding to the number of members. Where a board consisting of five members, one being elected each year, and each serving a five- year term, is provided, there is not apt to be any sudden change in educational policy. The superintendent of schools is commonly elected for a period of from three to six years. Teachers, principals, and supervisors look upon the administration as continuous, and are ordinarily to be found working in co-operation with their administra- tive officers for the realization of a programme extending over a con- siderable number of years. With a commissioner of education elected for two years only, and with the expectation that each commissioner will' select a new superintendent, a lack of continuity in educational policy with an accompanying unrest and even unwillingness to exert a maximum of effort for the realization of the aims of the administration might rea- sonably be expected to follow. Something of this lack of confidence and failure to co-operate wholeheartedly with those in charge of the administration of the schools is apparent to anyone who becomes acquainted with the Saint Paul situation. It is therefore most earn- estly recommended that the charter be amended so as to provide either for a minimum term of four years, for a commissioner of education to be elected, not as one of a group of commissioners, but for the particular office which he is to occupy, or that the charter be so amended as to provide for a board of education of five or seven mem- GENERAL ADMINISTRATION 7 bers, one to be elected each year and each of whom will serve for five or seven years.* An increase in the length of term for which the superintendent of schools is elected should, of course, be provided. It may be noted as well that the present salary of the superintendent of schools is inade- quate as compared with the salaries being paid by other cities of the size of Saint Paul to superintendents of schools recently elected. It is not probable that the city can hope to retain the services of any first- class man over any considerable number of years if the present salary limitation continues in force. The relationship existing between the present commissioner of education and the superintendent of schools is most satisfactory. In a communication concerning the work of his office, the superintendent speaks of the support offered by the Commissioner as follows : "The consistent, prompt, and intelligent support of the Commissioner of Education * * * has made * * * progress possible." Since the beginning of the present administration, much has been attempted for the improvement of the schools. Important among these activi- ties are the discontinuance of the City Normal School, provision for more adequate supervision of the work of the elementary schools, or- ganization of courses of study and selection of new text-books, to- gether with certain reorganizations which seek to relieve congestion in high schools, to provide better facilities for mentally deficient chil- dren, an open-air class for anemic children, and a redistricting so as to eliminate half-day sessions as far as is possible. * In the remainder of this report the form of administration determined by charter with a commissioner of education dis- charging the duties commonly delegated to a board of education is assumed. The Survey Committee wishes, however, to place itself on record as favoring the control of public education by a board of from five to seven members elected at large, one each year for either five or seven year terms of office at a special school election. It is their judgment that this board, within certain limitations to be determined by the charter, should have the power to levy taxes and be responsible for the expenditure of all moneys raised for educational purposes. The board should, sub- ject to the limitations commonly imposed with respect to the lim- itation of debt and, upon the vote of the people, have the power to issue bonds for the erection of school buildings. The board should be responsible for the erection of such buildings. REPORT OP SCHOOI. SURVEY SUPERVISION OF INSTRUCTION. Much remains to be done in the reorganization of the supervision of instruction. As has been suggested above, during the present year the Superintendent of Schools has been at work upon this problem. The work has been reorganized, and additional supervisors have been employed who have attacked the problems presented for their solu- tion with much energy and intelligence. Dififerent members of the survey staff met with the supervisory corps, discussed with them their plans of work, and suggested the lines along which work in this field might be developed. The survey committee is glad to commend the assistance which has been given to teachers in bulletins which have been issued in the several subjects, which enable teachers to plan their work more ad- vantageously until a course of study is formulated. The plan for making the course of study, which is to involve supervisors and grade teachers, shows a proper appreciation of the contribution to be made by all members of the staff. Grade meetings, involving not only a discussion of the work being undertaken in the schools but also .i demonstration of methods which can be most satisfactorily employed, are most heartily commended, and should be still further developed. The checking up of the work of the children through carefully devised tests will, it is anticipated, prove very valuable to supervisors and teachers in their study of the relative value of the materials and methods now used in the classroom. The greatest need in the field of supervision is for a reorganiza- tion which will call into the service one or two additional supervisors for positions in which they will be responsible for the organization and direction of the work of the supervisory corps ; and the institution of a bureau of research and investigation, which will be responsible not simply for the giving of tests but for investigations "in other fields such as attendance, classification and progress of children, costs, and the like. In the judgment of the Survey Committee, this reorganization can be brought about, and the type of leadership which will be most productive secured, through the designation of one of the members of the present supervisory staff as director of research, and the addi- tion to the corps of a general supervisory officer charged with the organization and supervision for the first four grades of the elemen- tary school, and another general supervisor whose field will cover the GENERAL ADMINISTRATION 9 work of the upper grades. If the intermediate schools recommended in this report are instituted, there would still he a sufficiently large field for the corps suggested by dividing the first six years of the ele- mentary school into "two groups, the first to the third inclusive, and the fourth to the sixth inclusive, under the direction of the supervisory officers mentioned above. The development of the highest efficiency upon the part of those now at work in the field of supervision will re- quire of some of them an opportunity to study the work of supervi- sion in other cities, and ought within the next three or four years to involve further preparation, for this work by study in university courses in education dealing particularly with the field of supervision. In the opinion of the Survey Committee, a maximum of efficiency in the field of supervision cannot be expected, however, without the modifications with respect to the terms of office of the Commissioner of Education and Superintendent of Schools providing for continuity in educational administration as suggested above. The development of an adequate supervisory policy requires that the same persons work for the solution of the problems in which they are interested over a considerable period of years. It is necessary as well that principals and teachers look to the supervisory corps for leadership which is to be continuous, and even for control which will last beyond the very short period now provided by the term of office of the Superintendent of Schools. The efficiency of the work done in the classroom is, in no small measure, determined by the administration outside of the plans in- stituted for the supervision of instruction. The Survey Committee has therefore considered the present situation with respect to the work of the Deputy Commissioner of Education, the office of the Superin- tendent of Buildings and Grounds, the work of the division of com- puteory education, and of medical inspection. It is only as each of these parts of the whole administrative organization is developed ade- quately that the work of the schools can be conducted economically and efficiently. THE OFFICES OF GENERAL ADMINSTRATION OF THE DEPARTMENT OF EDUCATION. The offices of the Commissioner of Education and the Superin- tendent of Schools, together with those of all of the other administra- tive officers of the school system, are located on the top floor of the Court House, in the quarters that were once occupied by the city jail. 10 ' REPORT OF SCHOOL SURVEY It is regrettable that these rooms have been turned over to the De- partment of Education for their offices. The light is extremely poor, the quarters are very congested and ill-arranged, and the facilities which are provided are such as to prevent any efficient system of ad- ministration. Many of the offices that are furnished are of such a nature as to prevent of the proper transaction of the business of the department. The office of the attendance departments consists of one desk in the very congested workroom of the department. It is obviously impossible for the attendance officer to do any corrective work with boys who are brought in for truancy when he has no room for private consultation. The other offices are just as inadequate. The Survey Committee recommends that arrangements be made whereby the central office of this department may be housed in a prop- erly lighted, properly heated and ventilated, and properly equipped office. The success of the management of the whole school system depends upon an equipment which will permit of a prompt and thor- ough transaction of all the affairs of the department. The Survey Committee believes that it is possible to use either a certain section of the public library, or a section of the auditorium, as temporary of- fices for the department of education. Both of these buildings pro- vide far better facilities than exist in the Court House. Ultimately the offices of the Department of Education should be housed in a cen- tral building of administration. This building should provide, in ad- dition to the offices of all of the administrative and supervisory corps, an adequate supply room and consultation rooms for the use of the Superintendent and supervisors. It is advisable that this department should centralize in its offices cumulative record cards of all children attending the schools of the city. These cards are now kept in the individual schools. There are no duplicates, so that if one set is destroyed, the loss is irreparable. A complete modern record system of all phases of attendance, of the teaching staff, of the successes and failures by schools and grades, and such other phases of the work which would permit of a complete analysis of the work that is being accomplished in the school system, should be installed. ACCOUNTING DIVISION. The Accounting Division of the Saint Paul Department of Edu- cation is under the direction of the Deputy Commissioner of Educa- tion. By provision of the charter, the City Comptroller may require GENERAL ADMINISTEATION 11 of the educational administration accounts in such form and of such frequency as he may consider best for the service. Such accounts have been kept and such reports rendered to the entire satisfaction of the city administration. It seems, however, to the Survey Committee and to the Deputy Commissioner of Education that a much more adequate system of accounting should be installed. In order to administer with intelligence a large school system it is necessary to figure costs not only in terms of the purpose for which money is spent but also in terms of the various units which make up the whole school system. It should be possible, for example, to dis- cover just what the additional cost in terms of up-keep, supervision, teaching and the like for an eight-room building is as compared with a sixteen-room or a twenty-four-room building. It ought to be pos- sible at any time to determine accurately on a per pupil basis the cost of supplies, of tuition, of janitor service, fuel and the like. The Deputy Commissioner of Education should also be responsi- ble for the organization of a system of cost accounting for the depart- ment of buildings and repairs and for the public library. In a later section of this report it is advocated that in the building and repairs department labor costs, the standardization of supplies which are used by the repair department, and a careful system of accounting for all educational supplies which are furnished be instituted. In order to do this work satisfactorily, the Deputy Commissioner will need in his own office one or more additional clerks and it will also be neces- sary to add at least one more person to the staff of the superintendent of buildings and repairs. It is the judgment of the Survey Committee that the salaries that would need to be paid in order to bring about this needed reform would in all probability be saved by the economies which would be affected by an intelligent administration furnished, by means of the sys'tem of accounting suggested, data upon which to base their pro- cedure. It may be said in passing that in most cities of the size of Saint Paul much more adequate systems of accounting have been in- stalled and have more than justified themselves in the estimation of those responsible for the administration of the schools. It may be noted in passing that the essential features of such a scheme of ac- counting as is proposed have been recommended and approved by the Department of Superintendence of the National Education Asso- ciation, the United States Bureau of Education, the Bureau of the Cen- sus and the National Association of School Accounting Officers. The details of this system of accounting, in so far as the Survey Com- mittee is informed, have been best developed by the Statistical Divi- 13 REPORT OF SCHOOL SURVEY sion of the New York State Department of Education and are avail- able from the state printer.* DEPARTMENT OF BUILDINGS AND REPAIRS. School Supplies. The personnel of the Department of School Buildings and Grounds consists at the time of writing this report of a superintend- ent of buildings, one stenographer, three foremen, fifty-one mechanics and laborers, and the engineer-janitors and janitors oi the various school buildings. Under the present organization the shop foreman is responsible for the work of three cabinet makers, eleven carpenters, one painter foreman and seven painters, one plasterer, one brick ma- son, one steam fitter, one plumber, one assistant mechanic, three mason tenders, one truck driver, twelve common laborers, three team- sters, and one store keeper. An inspector of fuel and- heating plants is primarily responsible for the efficiency of the janitor-engineers and their plants, while the superintendent of buildings has a position of general oversight and control over the shop foreman and the men in his employ, and the work of the inspector of fuel and heating plants. The superintendent- of buildings is also directly responsible for the efficiency of the janitors, whose duties consist merely of the cleaning of the various buildings. The office of the superintendent of build- ings is located with the other administrative offices in the City Hall, while the repair shops, supply and store rooms are on the Jefiferson School grounds, at a considerable distance from the superintendent's office. This department is not held responsible for any new construction, since under Section 304 of the City Charter the construction of all new buildings in the city must be done under the direction of the Commis- sioner of Parks, Playgrounds and Public Buildings. Erection of buildings. — Sec. 304. (a) Sketch plans. When- ever the erection of any building is contemplated either by the council or any commissioner, then the commissioner of parks, playgrounds and public buildings upon written request, shall pre- pare, as soon as practicable, any and all sketch plans and other data therefor. *C. F. Williams & Son, Albany, New York. GENERAL ADMINISTEATION • 13 (b) Complete plans and specifications. When any such im- provement has been authorized, the council shall direct the com- missioner of parks, playgrounds and public buildings to prepare or cause to be prepared complete plans, estimates of cost and spec- ifications therefor. Under the direction of the commissioner aforesaid, the city architect shall frame all plans and specifications and make estimates of cost for all public buildings and superin- tend the construction thereof. The council may, however, au- thorizjs the said commissioner to employ a consulting or design- ing architect to aid in such work at such compensation as it shall fix. All plans and specifications shall be prepared and approved in the manner provided for in the chapter on parks, playgrounds and public buildings in this charter, as modified by this section. (c) Construction of buildings. (1) By contract. The committee on public buildings shall direct the purchasing agent to advertise for proposals in accordance with the provisions of this charter for alternate proposals: (1) upon the basis for the construction of said building at a fixed price to be named by the bidder, and (3) upon the basis for the construction of the said building by the said bidder upon force or cost account, which lat- ter bid shall contain the cost thereof as estimated by the bidder and the per cent of the cost demanded by the bidder for construc- tion and superintendence. It is hereby made the duty of the commissioner of parks, playgrounds and public buildings to sub- mit an estimate for such construction work. Subject to the approval of the council, the said committee au- thorized by this charter to open said bids shall award the con- tract for such improvement to the lowest responsible bidder either upon the basis of a fixed price or upon the basis of force or cost account and percentage, or it may reject all bids and readvertise, or it may recommend that the commissioner of parks, play- grounds and public buildings perform such work. The charter requires that this commissioner shall also appoint an architect of at least five years' experience, whose duty it shall be to prepare plans, specifications, and estimates, under the direction of said commissioner, for all public buildings of any and every character. Sections 431 and 434 of the Charter are here given in full. Commissioner ex-officio building inspector. — Sec. 431. Said commissioner shall be ex-officio building inspector of the City of St. Paul. With the approval of the council he shall appoint a competent architect of not less than five years' practical experi- 14 REPORT OF SCHOOL SURVEY ence in his professioa next preceding his appointment, to work under the direction of said commissioner. Said architect shall receive a salary not exceeding $4,000 a year. Duties of alrchitect. — Sec. 434. Besides performing such du- ties as the council or the commissioner of parks, playgrounds and public buildings may prescribe, said architect shall prepare plans, specifications and estimates, under the direction of said commis- sioner, for all public buildings of any and every character what- ever by the City of St. Paul or by any department, bureau or office thereof. Through said commissioner said architect shall submit said plans to the officer or department responsible for the expend- iture of the funds with which said building is to be erected. If said plans meet the approval of said officer, he shall submit them to the council, and after their approval by resolution -of the coun- cil, they shall be the official plans for the building in question. If they do not meet with the approval of the officer responsible for the expenditure of said funds, he shall point out in detail to said commissioner of parks, playgrounds and public buildings and to said architect, his objections to said plans, and said commissioner shall cause said architect to meet such objections. If in the opin- ion of the commissioner of parks, playgrounds and public build- ings, such objections are well taken he shall require said architect to so modify said plans as to remove said objections. If on the other hand said architect atid said commissioner of parks, play- grounds and public buildings consider said plans proper, he shall have said architect report upon said plans in detail and said com- missioners shall lay said plans with the objections to them and the report of the architect before the council which shall approve said plans or shall order said commissioner to have new plans pre- pared. Plans shall in this manner be prepared and submitted to said council until they prove satisfactory to the council and are approved by it. It will be seen that the council, as a whole, decides upon the type of school building to be erected ill St. Paul, while the plans and spec- ifications may be devised by an architect who may be lacking entirely in experience in schoolhouse planning and construction. It is unfor- tunate that such an arrangement exists. Schoolhouse planning and construction should be in charge of men who are familiar with the best practices in schoolhouse" construction elsewhere. These men should be constantly studying the developments of education through- out the country, and should be familiar with the probable future needs GENERAI, ADMINISTEATION 15 in education. The necessity for specialization in schoolhouse plan- ning and building has been recognized in many cities where this de- partment is directly under the supervision of the chief executive, the superintendent of schools. This officer, working through the super- intendent of buildings and a special school architect, can prevent many constructional blunders which prove disastroiis to the health and work of the school child. Under St. Paul's plan, school buildings when finished are turned over to the Department of Education. Lack of co-operation between the department that builds and the department that finally utilizes the schools has resulted in many defects even in the most recent buildings. The chief tasks of the present department of buildings and grounds are therefore the repair and maintenance of the school plant. The responsibility for the purchase of supplies needed in the depart- ment rests with the city purchasing department. Apparently some of the duties now assumed by the department of buildings are inherited from the system in vogue under the old Board of Education plan of control. While the school system was in the process of growing to its present ^ize it was quite necessary that many duties should fall to the lot of this department, which, under the new charter, have been provided for in other ways. The complete separation of this department from all educational responsibility is now desirable. The committee found the superintendent of buildings spending some of his time in disciplining boys who had injured school property. Such duties should be assumed entirely by the attendance and truancy departments. The cost of appraising damage done to school property by mischievous boys may well be determined upon by this department, but the responsibility for discipline belongs else- where. The reorganization of the attendance department together with the provision for an adequate staflE for the enforcement of the compulsory education law, will doubtless render this type of activity upon the part of the superintendent of buildings and repairs unneces- sary. The proper transaction of the business connected with the ma- terial side of a school system as large as that of Saint Paul requires all of the time and supervision of the head of that particular depart- ment. The fact that the office of the superintendent of buildings and the stenographer of the department is separated entirely from the main workshop of the department indicates that the transition from the old Board of Education plan to the new charter organization has failed in bringing about the greatest efficiency. The superintendent of buildings should have his office so located that he may give con- 16 REPORT OF SCHOOL SURVEY stant and direct supervision over the work that is being done in the storeroom and in the shops. The Survey Committee recommends that the entire Jefferson building be devoted to the needs of the build- ings and grounds' department, and that the office of the superintend- ent of the department be located therein. Telephone connections with the main office will permit of the rapid communication needed between the two- departments. Thousands of dollars have been spent by this department during the past few years on repair work in the various schools. In fact, the cost of repair work in Saint Paul has been excessive because of the condition and age of the various school buildings. No reports from this department of the repair work done during a^iy year were avail- able, nor are records kept of job costs or the cost of repairs distributed by buildings. It appears that such records were not made. It is un- derstood, however, that a system of reporting repairs has been insti- tuted during the current year. The building department spent during the year 1914-15, $54,135.93 on wages alone for mechanics and labor- ers. No distribution of this amount could be obtained. No business firm could afford to be without such records. There is much criticism in the city over what is called the soldiering and loafing in the repair work. Records showing that these criticisms are unfair "should be available. All repairs, alterations, equipment and standard supplies should be on a strict budget basis determined in advance and adhered to so far as can be done with a sufficient leeway allowed for emergencies and Unforeseen requirements. All jobs should be numbered and as- signed in advance, job costs kept of materials and labor by schools or objects, and a monthly report made to accompany the payroll each month. The superintendent of buildings, while having general super- vision, might delegate the two main divisions of the work to two sub- ordinates. One of these, the foreman of repairs, should be in direct charge of work being done in the field by mechanics and laborers, should approve of their time, look after the proper reporting on job tickets, and the distribution of material in advance of jobs to obviate loss of time. He should also make the assignment of crews. The other, the foreman in charge of engineers-janitors and janitors, should be responsible for the efficient and economical operation of the heating and ventilating equipment, the proper distribution and use of fuel and supplies, and the checking of janitors' requisitions. He should see that janitors are properly instructed and efficient in their work. He should make a daily report to the superintendent of buildings showing the schools visited, conditions found, and repairs or changes heeded GENBKAL ADMINISTRATION 17 in any mechanical equipment. He should maintain service record cards and approve the monthly payrolls. The school principals should have immediate charge of janitors, subject to general instructions from the superintendent of buildings. Janitors should be permitted to make minor repairs, such as screwing down desks, placing hooks, and the like, at the request of the princi- pal, without the approval of the Superintendent of Buildings. To avoid misunderstanding or conflict of authority, a manual of printed instructions should be placed in the hands of every janitor and en-- gineer. The present typewritten instructions are most inadequate. The stock room facilities of this department are so inadequate that it would not be possible to store a year's supply there, especially ^with the present lack of system. The Superintendent of Buildings says that they are at present "buying from hand to mouth." For in- stance, two groSs of candles for fumigating and two tons of clean- sweep, enough to last but three months, are purchased at a time. Much junk is stored in this building which should be sold. Suplies are received at the storeroom without any intimation of the amounts ordered by the purchasing department. The records kept in the stock room are also evidence of a failure on the part of this department to keep pace with the growth of the city school system. It has obviously been impossible for this department to provide a modern system of storeroom records with the help that has been fur- nished. With more commodious storeroom facilities, supplies should be purchased sufficient for a year's needs. An adequate supervision should be furnished over the issuance of all supplies. The depart- ment should standardize, as far as possible, all of the supplies that are used, so as to prevent misunderstanding and duplication. The day's work for mechanics and laborers should also be standardized so that the department may know whether the city's money is being wisely expended. Beginning in January, 1917, a supply clerk has been employed by the Department of Education for the purpose of assisting generally in the office of administration, arranging for the proper distribution of educational supplies, supplementary readers and books for indigent pupils, and for the purpose of establishing and maintaining inventories of books, supplies, and school property. It is highly important that these tasks be done. In fact, the school system cannot be properly managed unless thes« details are wisely and carefully handled. The Survey Committee believes that much of this work should be done in the main supply storeroom located at the Jefferson. The supply clerk should be held responsible for the care of all supplies, and not 18 REPORT OF SCHOOL SURVEY merely educational supplies. The city does not supply free textbooks, and furnishes a much smaller part of the educational supplies than is done in many other cities. The labor involved in distributing educa- tional supplies is therefore relatively light. The supply clerk and storekeeper should work together in the same office, and should be held responsible for its efficiency. The maintenance of stock records and job costs, the receipt and distribution of material on the perpetual inventory plan ; the making of requisitions ; checking purchase orders, receiving and transmitting requests for fuel, supplies, and repairs, and above all, maintaining an accurate distribution by schools on all of these items, including the time of all employees, are some of their problems. All of these clerical duties could be performed by two clerks and a stenographer. At present much of this work is not done at all, and the foremen of repairs and heating plants are forced to spend a great deal of their time in the shop office upon clerical details. There is no clerk at the shop office, and no definite responsibility for particular tasks. The Superintendent of Buildings employs a ste- nographer at his office at the Court House, much of whose time is occupied in duplicating work done at the shop, such as copying requi- sitions which are mailed from the, shop. These should originate at the shop and the copy be left there as a reference against which to check receipt of goods. Papers are mailed back and forth between the shop and Court House and time lost, when the matter could better and more promptly be handled at the shop office and time and labor saved. The supply clerk and storekeeper, together with the stenographer of this department, should be able to put this depart- ment on a proper basis. There should also be kept in this department a building record card, giving all details of measurement of the various school buildings, the types of equipment contained in them, as well as the moneys ex- pended upon each building from time to time. Such record cards may be easily devised, and would be of great assistance to the department when making repairs or additions. No records of this kind were available to the Survey Committee. Because of the great lack of all kinds of records, it was quite evident to the Survey Committee that much time is lost by members of the repair gangs in going to school buildings for observation purposes, or for slight measurements, when many of the needs might have been foreseen and provided for by an adequate record system. Detailed reports should be required from this department from time to time showing how improvements are being made in the management of the department. ATTENDANCE AND CENSUS 19 SCHOOL ATTENDANCE. In Minnesota every child between eight and sixteen years of age must attend school during the entire time the public schools of the district in which the child resides are in session. A child under sixteen years of age must be excused by the school board of the district in which the child resides for the following rea- sons: V (a) If such child's bodily or mental condition is such as to pre- vent his attendance at school or application to study for the period required. (b) If such child has already completed the studies ordinarily required in the eighth grade. (c) If there is no public school within reasonable distance of his residence, or if conditions of weather or travel make it impossible for the child to attend. To enforce this law the school census of all children of compul- sory school age should be checked, at the opening of school, and all children not attending 'should be found and caused to enroll. Article 327 of state school laws requires that in case of non-con- formance with the above, the city superintendent shall present the matter before the county attorney and that the principals of private schools shall report to the city superintendent the same type of infor- mation required by the law for children attending public schools. Article 331 requires that a complete school census be taken in every school district of all children between the ages of 6 and 16 be- tween July 1 and October 1 of every year, and that no special school funds be apportioned to such district as fails to take such a census. The school census for the city of St. Paul was taken in accord- ance with the law previous to September, 1916. Supervisors work- ing with four to six enumerators each were appointed for each school district. Bach supervisor was given an alphaibetical list of all chil- dren found in his district during the previous year. This list formed the basis of the enumeration. The following type of card was used in obtaining the data. 20 REPORT OF SCHOOL SURVEY SCHOOL CENSUS .School Date . .1916 Parents or Guardian Address Names of Children Date of Birth Age Boy Girl Surname Given Name Month Day Year The form of the card is highly inadequate, though it does comply with the law. One card is used for an entire family, while the age recorded for any child is apparently that given by the representative of the family who responds to the enumerator's knock on the door. No common age basis was accepted for computing ages. The results of the enumeration by school districts compared with the September enrollment in each school are given in Table A. The September enrollment in the elementary schools was 21,437, while the total census figures were 34,294. Subtracting from the census figures the September enrollment in the four high schools, it is found that 9,180 children enrolled by the census were not accounted for in the September public school enrollment. ATTENDANCE AND CENSUS 31 Sept.— 1916. "g fe 2 S SCHOOLS j« ^ 1. Adams ■ 490 2. Ames 314 3. Baker ,. . 373 4. Boys' Farm 21 5. Cleveland 561 6. Crowley 738 7. Davis 263 8. Deane 80 9. Douglas 733 10. Drew 373 11. Ericsson 675 12. Finch 313 13. Franklin 707 14. Galtier 584 15. Garfield 289 16. Girls' Home 10 17. Gordon 372 18. Gorman 431 19. Grant 291 30. Hancock 736 21. Harrison 385 23. Hawthorne 347 33. Hendricks 542 24. Hill 639 35. Homecroft 120 26. Irving 390 27. Jackson 294 28. Jefferson 637 39. Lafayette 913 30. Lincoln 585 31. Logan 34 32. Longfellow 570 33. McClellan 423 34. McKinley 613 TABLE A. I-l Census August, 1,047 Adams and Riverside 409 Ames and Hayden Heights 374 1,061 Cleveland and Ericsson 787 476 349 1,294 1,168 192 1,483 Franklin and Hawthorne 735 502 631 957 415 956 1,138 829 837 354 Homecroft and Quincy 877 659 915 1,098 Lafayette and Edison 790 72 785 657 869 22 REPORT OF SCHOOL SURVEY Sept.— 1916. SCHOOLS 35. Madison 36. Madison Normal. 37. Mattocks 38. Maxfield 39. Monroe 40. Mound Park 41. Murray 43. Neill 43. Phalen Park 44. Quincy 45. Ramsey 46. Rice 47. Scheffer 48. Sheridan 49. Sibley 50. Smith 51. Taylor 53. Tilden 53. Van Buren 54. Webster 55. Whittier 56. Riverside 34 57. Special School Washington . . 64 TABL E A — Continued, i ° Census August, 1916 556 593 48 45 395 313 764 456 790 433 685 369 496 368 486 680 744 33 448 771 364 403 393 911 101 163 535 1,063 314 840 60 118 130 183 600 955 559 930 455 603 Grade total.. . .31,437 Central High 1,687 Humboldt High. 456 Johnson High.., 679 Mechanics Arts High 855 High School total 3,677 Total 35,114 34,394 ATTENDANCE AND CENSUS 33 After the census cards have been collected the package for each district is sent to the principal of that district's school. The principal is supposed to check her school enrollment with the census cards and then report back to the main office. This is not always done, as the committee found one package of census cards which had not been untied. The principal was not positive as to the use that was to be made of them, and yet this census had cost the city $1,600. Had all reports been handed in to the main office, it would have been obvi- ously impossible for the one attendance officer, without clerical assist- ance, to check up the 9,180 children who had not enrolled in the public schools. There is a great probability also that many of the children who did enroll were not included in the census, thus raising the 9,180 figures considerably. To be sure, the great majority of the children enrolled in private schools in the fall, but how many is not known. It was also impossible for teachers and principals to secure the infor- mation desired about these children, for in the Adams district alone the census figures give 533 children more than the Adams and River- side enrollment, whose cases it would have been necessary for the principal to investigate. It is evident that if the city of St. Paul desires to accept the re- sponsibility for enforcing the school compulsory attendance laws that a permanent continuing census of the type now used in such cities as Rochester, Philadelphia, and Buffalo should be established. The sys- tern followed by the Buffalo School Census Board is worthy of adop- tion by St. Paul. 24: KEPORT OF SCHOOL SUEVBY A DESIRABLE SCHOOL CENSUS PLAN FOR ST. PAUL. In Buffalo the "Block System" is used. Under this system the city is divided into blocks, and the census is taken by the police. See form "A." « PRECINCT BUFFALO SCHOOL CENSUS NAME SEX BLOCK MONTH, DAT AND I ADDRESS TEAR OP BIRTH f .AUUHiLbi, BIRTHPLACE SCHOOL DEFECTS COLOR EMPLOTBD? EMPLOTER'S NAME LABOR CERT.?. HOW MANT ) TEARS WORKING? 1 CAN READ AND I WRITE ENGLISH? I PATROLMAN'S SHIELD NO. Leave This Space Blank PARENT NAME BIRTHPLACE . TEARS t • ■ NATIVE I IN U. S. ( LANGUAGE I ATTEaSTDANCE AND CENSUS 2o m i) xn 1) en O u o o o -a u c i P u o •a o o o o ta O < fMlz; •So (Q cd mCQ a o Hs w 0) a; 43 ^ j:3 ;^ m . O ' d cq A 0) a c o tH K 4) O «J U fl4 So a o a J3 S H J3 G O ■a ■d L»^J.XN*JJ!/ AIMJJ «jJ!jaNi3UO these schools are concerned. On the receipt of this notice the attend- ance officer mails a notice to the parent. If after four or five days no reply is received, he writes a letter to the effect that he will bring them into the Juvenile Court unless the child returns to school. No regular letter form is used, all notices being written in long hand. There seems to be no regular system as to the number of days of grace, but the claim is made that each case is handled on its merits. Some of the most flagrant cases he visits as time permits. No record of the disposition of these cases is kept nor of the prosecutions nor their results. The attendance officer estimates, however, that on the aver- age twelve cases are presented to the Juvenile Court each month. When a child leaves one school to go to another a transfer card is sent to the attendance officer. He waits until the child should be enrolled in the school to which he was transferred and then makes in- quiry as to whether or not the child has enrolled there. If not, a no- tice is sent to the parent asking why the child has not entered the school, and the case is treated as a truancy case. According to the statement of the attendance officer an average of about thirty applicants per month asks for working certificates who are neither eighth grade graduates nor sixteen years of age. In some instances where poverty or other extenuating circumstances make the case unusually urgent, the attendance officer, while refusing the employment certificate which could not lawfully be granted, refers the case to the principal of the school which the pupil attends. When the principal, after making an investigation, believes it advisable, he permits the child to leave school knowing that he is going to work and does not report him further as a truant. If he can secure a position he may work in clear violation of law unless the agents of the State Department of Labor discover it. The attendance officer has no rec- ord of these cases nor was he able to give any estimate of the number of children so excused and so employed. Undoubtedly the attendance department of St. Paul like that of other Minnesota cities faces many difficulties in regulating the school attendance and the employment of children between 14 and 16 years of age, particularly those over 15. The Minnesota law has taken high ground among the states in raising the compulsory attendance to a 16 year, 8th grade basis, and in practically restricting employment certificates to the same group. No discretion is given under the law. Without doubt many cases occur where compelling the youth who is approaching the 16th year to remain in school until 16 is to inflict upon him and his family hardships out of proportion to the educational ben- efits he seems to be getting from continued schooling. In some of these 34 REPORT OF SCHOOL SURVEY cases it seems almost inhuman for the attendance department to insist upon the strict enforcement of the statutes. The situation becomes all the more distressing when the responsibility falls upon the shoulders of a well meaning official already so overcrowded with work that he has no time to either investigate the case thoroughly or to secure the co-operation of other agencies in so relieving the family that the youth may remain in school. While the change in the mothers' pension law now pending should enable widows in the future to keep their children in school until 16 years of age, there will remain the cases of children in large families where the father earns low wages, and where illness, unem- ployment, or disability, temporary or permanent, reduces the family income below the point of subsistence. On the other hand the burden of the tragedy of poverty should not be allowed to shift to the shoulders of the child. If the citizens of the state are to compel the child to attend school, they are morally bound to see that conditions are such that this is possible. This may be done through direct relief from social agencies in some cases and in others through the provision of vocational scholarships, loans, or funds, or by the readjustment of employment, etc. In every case the right of the child to receive the minimum of schooling established hy statute should be clearly recog- nized. Before issuing an employment certificate the attendance depart- ment is required by lavir to take five distinct steps : 1. They must inspect the school . record of the child properly filled out and signed by the principal of the school the child last at- tended. ' 3. Thej^ must have proof of the age of the child. This must be a duly attested transcript of the birth certificate filed according to law with the officer charged with the duty of recording births, or if this cannot be obtained it must be the affidavit of the parent, guardian, or custodian of the child showing date and place of birth of such child. This affidavit must be taken before the officer issuing the employment certificate. 3. There must be a personal appearance^and examination of the , child by the attendance officer. 4. A record of the case must be made for inspection by the pub- lic before the certificate is issued. This is to be in the form of a state- ment that in the opinion of the attendance officer that the child is four- teen years of age or upwards. 5. There must be a statement from a reputable practicing physi- cian duly designated by the school board filed with the attendance offi- ATTENDANCE AND CENSUS 35 cer. This statement must affirm that the child has reached the normal development of a child of its age, is in sound health, and is physically able to perform the work for which the certificate is to be issued. The survey finds that none of these requirements and safeguards are being strictly observed by the attendance officer and some of them are ignored altogether. In no case is the physician's certificate re- quired. The personal statement of the attendance officer that in his opinion the child is of the proper age to receive the certificate is never made, and consequently is not on file in his office either for inspection by the public or his own protection. Personal appearance and exam- ination according to the attendance officer is not always insisted upon. Proof of age as provided by law is not required. While other school systems of the state require a special form of record for the child ap- plying for employment certificate properly filled out and signed by the principal of the school which is filed permanently in the office of the attendance department, as the evidence required by law, St. Paul requires only the display at the time of application of an eighth grade diploma. It is obvious that when this is taken away by the child along with his employment certificate, nothing remains as a school record for the protection of the department or for further inspection. As the employment certificate permits the child under sixteen years of age to work at a specific and approved occupation only the child must secure a new certificate for each new position. In order to insure this, employers are required under penalty to return the cer- tificate to the attendance officer on the termination of the employment of the child. When a child leaves a job in St. Paul the permit is some- times given to him, sometimes returned to the attendance department, and very often is not accounted for in any way unless discovered by a state factory inspector. It is entirely useless to expect a proper enforcement of the state laws governing the school attendance and juvenile employment in St. Paul with the present equipment of the attendance department. It is therefore recommended that: 1. A department of attendance and the census be established for the St. Paul schools with a director in charge, together with a voca- tional assistant, three attendance officers and three clerks on a basis of one officer and one clerk to every 11,000 pupils, which is a conserv- ative estimate on the same bases as used by other cities having well established attendance departments. 2. The attendance department be organized so as to provide for a systematic filing of necessary records, and that better and larger quarters and improved office equipment be furnished. 36 REPORT OF SCHOOL, SURVEY 3. A cross card index file be made of all children as their cases are brought in any way to the attention of the department. 4. A systematic check be made of the census list with the en- rollment of all public, private, and parochial schools. 5. All cases of absences reported be systematically followed up. 6. Attendance officers verify all withdrawals and transfers, and that there be a file record of transfer and withdrawal cards. 7. The record of each child applying for a working permit be kept even when the eighth grade has been completed. 8. Recognition be given to the right of each child to attend school regardless of the economic condition of the family and co-oper- ation with social agencies be established in order to obtain this result. In this connection attention is called to the fact that there is now pending in the Minnesota Legislature a bill enlarging the provisions of the Mother^' Pension Act so as to provide relief for mothers of children until these children become sixteen years of age. This should to a very great extent relieve the pressure of the plea of pov- erty which has been such an embarrassment to the attendance depart- ment in the past and practically eliminate any arrangement or devices under which children below the age of sixteen who are without an eighth grade diploma are permitted to leave the schools. Properly administered this Mothers' Pension Act should make it unnecessary for any child of a widowed or deserted mother to go to work under six- teen years of age. 9. All requirements of the law in regard to the granting of em- ployment certificates be observed by the attendance department. 10. Attention be given to the fitness of the child for the employ- . ment to be undertaken together with the suitability of the employ- ment. 11. The employment certificate provide nptice as is required by law that whenever the child leaves the services of the employer, the certificate should be sent by the employer" directly to the attendance department of the public schools. It will greatly facilitate matters, if the certificate issued to the employer have attached to it a return post-card addressed to the attendance department of the public schools. This post-card should contain this statement: "This is to certify that has this day left our employment for the following reasons :" If this card be given the same number as the permit, the attendance department will have a record of every change of employment which the child makes. It will also be necessary for the child to return to the attendance officer before he accepts other employment. ATTENDANCE AND CENSUS 37 12. All data relating to employment certificates issued during the month be filed together and a complete report made to the Com- missioner of Labor monthly. At the time this report is written two very important bills reported by the State Child Welfare Commission are under consider- ation by the Legislature, — Child Labor Bill No. 33 and Street Trades Bill No. 34. Both of these bills increase the duties and responsibili- ties of the attendance department greatly. The Child Labor Bill writes into the statutes additional precau- tions and safeguards to govern the issuing of the employment certifi- cate by the attendance department. These very detailed provisions add to the grave necessity for an attendance department equipped with a force large enough to do the work committed to it. The Street Trades Bill will add much more to the responsibilities and details of the attendance department. Children under twelve years of age are to be prohibited from street trading. Children over twelve and under sixteen years of age are to be permitted to engage in street trading only on a permit issued by the attendance department. A City Ordinance already in effect has for a year prohibited street trading by children under ten. The Street Trades Bill raises this pro- hibition to twelve years and, therefore, places a new group of street traders under the control of the attendance department so far as pro- hibition is concerned. At the same time it throws upon the depart- ment the entire control of the right of children over twelve and under sixteen years of age to sell on the streets. The experience of other cities goes to show that this one bill alone would take the full time of at least one person in the attendance department. The recommendation for the proper organization and equipment of the attendance department as given above are, therefore, made not only in order that the department may discharge the duties now con- ferred upon it by law but may be in a position to handle properly new responsibilities. The state law regarding the apportionment of school funds reads as follows: The state superintendent shall apportion the available current school fund among the counties on the first Monday of March and of October in each year, in proportion to the number of. scholars of school age entitled to apportionment therein. No- scholar shall be counted more than once in any county, which shall be in the district in which his parents or guardians reside, if such scholar has attended school and is entitled to apportionment therein. But no district shall be entitled to any portion of said fund that has not had at least six months of school term within the year, conducted pursuant to the pro- 38 REPORT OF SCHOOL SURVEY visions of this chapter, nor shall any district, be entitled to any part of said fund for any pupil who has not attended school at least forty days within such year. (2895 as amended Sec. 3, c. 396, Laws 1915.) Since 1906 the following numbers of children in St. Paul have not been entitled to apportionments, not having attended the requisite number of days. 1906 1302* 1907 1080 1908 1233 1909 1318 1910 1369 1911 1322 1912 1050 1913 1211 1914 1300 1915 1090 1916 1212 It is safe to assume that if the compulsory attendance laws were properly enforced that the apportionments for many of these children would not have been lost to the city. The committee is also confi- dent that the more rapid enforcement of the law as outlined above will add to the income of the school department a considerable sum from the state apportionment to partially offset the increased cost of run- ning the attendance department. THE SIZE AND COST OF ATTENDANCE DEPARTMENTS IN OTHER CITIES. In Table B have been included statistics showing the size and cost of the attendance departments of thirteen cities of St. Paul's class. St. Paul ranks last in the list. Rochester, with less than half the area and about the same population, is employing five officers and is spend- ing five times as much as St. Paul for the attendance work only. The officers and cost of the school census division of both Buffalo and Rochester are not included below. It will be seen that the survey, in its recommendation for a staff which will be able to properly transact the business of this division, has kept the size of the staff at a mini- mum. Among the cities in Table B Jersey City and Louisville claim that their staffs are not large enough. * Co. Superintendent's report to State Superintendent. ATTENDANCE AND CENSUS 39 TABLE B. RELATIVE INTEREST IN SCHOOL ATTENDANCE IN THIRTEEN CITIES. City Newark 23 Buffalo 43 Jersey City 19 Milwaukee 26 Louisville 27 Indianapolis 38 Kansas City 60 Minneapolis 53 Toledo 31 Cincinnati ,75 Rochester 24 Columbus 22 St. Paul 54 •a tH c ma .2 8 tsj^ S<^t: 3 „, dj a 2^ «-s ^g£ QUI Ofi 0-" g ■" § S o! g 3.9 P.4J >*j^ o ■*-» CbH f^oa «:k o^ 401,000 19 56,334 $21,388.67 480,000 16 50,176 16,616.05 270,903 14 34,028 16,893.33 448,765 10 48,472 12,520.00 265,420 7 24,904 ** 301,000 7 26,176 4,510.78 300,000 8 35,997 8,000.00 370,000 12 42,483 12,156.15 250,000 6 24,627 6,691.94 450,000 6 40,181 7,572.98 265,000 5 26,141 5,241.14 210,000 5 24,574 4,175.00 290,000 1 24,732 1,100.00 MEDICAL INSPECTION. From the LTnited States Commissioner of Education's Report for 1914-15, which is the last one available giving statistics for all cities, data have been secured which permit of comparisons in the amount spent for health conservation in the school departments of a number of cities. In Table C a distribution of such expenditures, based on average daily attendance, is given for' a number of cities of St. Paul's size. It will be noted that St. Paul's expenditure is thirty-five cents per child in average daily attendance, and that St. Paul ranks tenth in the list of sixteen cities in the amount expended per child. * Population taken from the World's Almanac, 1917. ** Figures not obtainable. 40 EEPOET OF SCHOOL SURVEY TABLE C. DISTRIBUTION OF EXPENDITURE FOR HEALTH CON- SERVATION, 1914-15, BASED ON AVERAGE DAILY ATTENDANCE. Oakland 1-12 Minneapolis i 62 Syracuse 60 Newark 53 Seattle 51 Jersey City , 46 ' Toledo 46 Providence < 45 Scranton ■ 37 St. Paul ■ 35 Spokane < 36 Columbus 31 Washington 19 Worcester 18 Fall River 14 Paterson 08 During the year 1915-16, $10,854.59 was the total amount spent for the medical inspectional service of the Division of Hygiene in the city. This sum does not permit of adequate service. The best au- thorities and students of the work that is being done by the medical inspection forces of cities of the United States maintain that this branch of school work cannot be properly supported at an expenditure of less than seventy-five cents per child. With an expenditure of sev- enty-five cents to a dollar per child in the city of St. Paul, or a total expenditure of twenty-five to thirty thousand dollars a year, the Divi- sion of Hygiene would be able to give to the city a service equivalent to the best that is being given in any city in the United States. The Survey Committee has studied the reports of the Division of Hygiene since its foundation in 1909. It has observed nurses at their work in the schools, and has visited the classes for subnormal, defec- tive speech, and deaf children, which are under the supervision of this Division in the city of St. Paul. From these observations it has been evident to the Survey Committee that great strides are being made in St. Paul by this very important educational division. The report CONSEEVATION OF HBAIVTH 41 of the Director of Hygiene for the past year, 1915-16, indicates that the Division fully appreciates its enormous responsibilities, and has endeavored to use every agency at its command in perfecting its work. In January, 1917, the personnel of this Division, exclusive of the teach- ers for special classes, included one Director of Hygiene, twelve nurses, and one stenographer. The Director of Hygiene has made it very clear in the report mentioned that it is impossible to cover the field adequately with this limited corps. His report shows that there were 12,189 telephone calls answered at his ofi&ce during the year, that 235 patients visited' the ofifice for consultation, and that 666 athletes were examined by the Director. The annual report of the school nurses, which is given in Table D, will further indicate the amount of work done in this Division. TABLE D. COMPILATION OF DAILY REPORTS OF SCHOOL NURSES ON COMMUNICABLE DISEASES. o c a Diseases § ra o Q) o TO O Diphtheria 9 Scarlet Fever 4 Measles 28 Chicken-pox 166 Small-pox 1 Pertussis 83 Mumps , .'. . 410 Pediculosis 2,768 Ringworm 2,384 Scabies 189 Tuberculosis 5 Conjunctivitis 1,228 Impetigo 2,123 Tonsilitis 1,040 Miscellaneous i. . 12,120 Total 22,558 3,935 7,515 2,992 a n a 3 o PS O O u P.3 to O 01 g gW tn o Ofe 8 18 17 24 30 28 465 749 493 232 503 398 1 3 1 259 359 342 807 1,558 1,217 29 1,474 20 191 . 19 118 5 13 10 43 428 24 165 285 414 1,714 1,492 486 43 REPORT OF SCHOOL SURVEY Other summaries from the reports of school nurses follow : 4,558 visits were made to schools. 8,459 home visits were made ; 169 of these were pure cases of tru- ancy. 198,763 pupils were interviewed by the nurses for various reasons. 16,873 physical examinations were made. 13,445 examinations for pediculosis were made. 80,623 examinations were made for various contagious diseases. 762 parents consulted the nurses. 17,449 parents were notified that their children required medical or surgical attention. 7,515 children were excluded and 10,863 re-admitted. Charital)le aid was obtained for 403. 22,558 cases of communicable diseases were found in the school. 3,935 were found in the home. 7,515 excluded for communicable diseases. 2,992 cases reported to the Health Bureau. 30,203 treatments wer^ given in the schools. Most of these pu- pils would under other circumstances have been excluded. This tabulation is compiled from the daily reports of the school nurses and indicates the number of treatments they have been instru- mental in obtaining during the year 1915-16. Teeth 2,562 Medical 199 Surgical 105 Oculist 884 Nose and Throat 808 Miscellaneous 88 Total 4,037 With approximately 31,000 children enrolled in the public schools, and 10,000 children attending other schools in the city, many of whom require the assistance that this Division may be able to give them, a much larger staff of nurses is necessary. The number of pupils for which a school nurse may reasonably be held responsible is from 1,500 to 2,000. The number of school nurses, therefore, in the city should at least be twenty. At present one of the most important elements in medical inspec- tion service is being neglected in the city. This is the anntlal physical examination of every child attending the schools of the city. The Division is also at present unable to give any service to the needis of CONSERVATION OF HBAUTH 4 high school boys and girls, except to those who are entering athletic contests. One full-time female physician should be employed to givi the service needed to each group of 1,000 to 1,200 high school girls ii the city, while one full-time male physician should be employed fo each similar group of high school boys. It seemed to the Survey Committee that the plans for organiza tion of records and work for this Division were as thorough as wer( found anywhere in the school system. The reports indicated that th( records are- adequate, and that as far as possible a careful check ii made against the work of all employees of the Division. The effor of the Director to extend the service of his Division to open-aii classes, school lunches, and carfares for children who are required tc come to central special classes, dental clinics, and extension of psycho logical testing, promises proper future development. It is to be regretted that this Division has been hampered by lad of funds or competent help. The generous amount of state aid thai is allowed' for special classes should permit, without hindrance, of aX. needed development in this particular field. The annual state allow- ance of one hundred dollars per child is surely sufficient to cover al' costs. It has been of interest to the Survey Committee to read the verj complete sanitary surveys that have annually been made by the nurses of this Division. There i's indication of progress resulting from yeai to year in these surveys. The May, 1916, survey is a sample of those made. A part is here reproduced as evidence that many of the defects pointed out by the present Survey Committee have been repeatedly brought to the notice of the school authorities and the citizens in the past few years. EXTRACTS FROM THE SANITARY SURVEY MADE BY SCHOOL NURSES, MAY, 1916. Nurses visited all schools in the city and recorded their answers to the following questions. The number of schools in which the ques- tion could be answered by affirmative is listed under "yes." The number of schools in which the question could be answered by the negative is listed under "no." No. of Schools Yes No 63 42 31 34 38 53 11 36 37 51 13 1- 50 13 50 13 44 REPORT OF SCHOOL SURVEY 1. Is damp sweeping practiced? 3. Is a moist cloth used for wiping up dust? 3. Has the feather duster been abolished? 4. Is any disinfectant used upon the floors? 5. Are the desks cleaned with a disinfectant? 6. Are the school desks disinfected when necessary? 7. Is the common use of articles which might carry in- fection avoided? 8. Are all the windows thrown open at recess? 9. If a stove is used in the room does it have a "jacket" around it, and is there special arrangement for in- gress and discharge of the air from the room? 7 3 10. Is the fresh air inlet removed from toilets or other source's of contamination? 51 10 11. Is the room free from unpleasant odors at all times? 37 86 13. Are green or brown flat finish boards used instead of glossy black? 50 13 13. Are the floors oiled or otherwise treated to prevent dust rising from them ? 14. Is the room temperature kept even? 15. Is it kept under 70 degrees and over 60? 16. Do the windows have an area equal at least to one- fifth the floor area? ' 56 17. Are the desks so placed as never to face direct sun- light? 18. Is the room evenly lighted? 19. Are yellow or linen colored shades used? 30. Is the tinting of the walls light enough ? 31. Are neutral colors used? 33. Are the seats adjustable? 33. Are the desks adjustable? 34. Are they adjusted to the pupils? 35. Are wooden footstools provided where the seats cannot be adjusted? 41 36. Is a light, dry, clean, ventilated room provided for clothing? 37. Are ventilating screens provided? 38. Are deaf pupils seated near the front? 39. Are pupils with defective vision seated near the front? 63 44 19 40 33 38 38 53 11 51 13 30 43 46 17 46 17 43 31 43 31 50 13 48 14 50 13 63 50 7 49 13 43 21 53 6 59 4 CONSERVATION OF HBAI/TH _ 45 No. of Schools Yes No 30. Are soap and towels provided? ~ 9 53 31. Are sanitary drinking faucets or fountains pro- vided? 43 30 32. Has the common drinking cup been abolished? 61 2 Basement. 1. Are the floors clean and dry? 2. Are toilets clean and well ventilated? 3. Is the air wholesome? 4. Are toilets well shut off from air intakes ? 5. Is the ventilation and heating apparatus in order? 59 General Sanitation. 1. Is there a pleasant rest room for teachers and pu- pils? 18 45 3. Is any inspection ever made of pupils' lunches ? 31 21 The Environment of the School. 1. Is the ground well drained? 46 17 2. Is manure and other refuse hauled away as fast as it collects? • 51 4 3. Is it thoroughly understood at your school that all refuse of the above sort furnishes breeding places for flies? 59 4. Would fly screens be beneficial? 57 6 5. Is the air in the neighborhood of the school clean and free from an excess of gases, dust, and smoke? 53 9 Are the "School Nurse" Cards over the door of the Nurse's room? 36 37 46 REPORT OF SCHOOL SURVEY General Sununary and Recommendations. I. Twenty-eight schools reported the feather duster as being used. The practice of using the feather duster cannot be too strongly condemned. 3. The most efHcacious method of disinfecting is the cleaning of the desks, floors, and toilets with a istandard disinfecting agent. This is far superior to fumigation. 3. Thirteen schools were reported as not opening the windows during recess. In previous years there were rules that required all windows to be opened during recess and other stated periods. 4. Thirteen schools reported as having glossy blackboards. 5. Twenty-eight schools reported has having the temperature of the room above the maximum. 6. Seven schools were reported as having rooms with insuffi- cient light. 7. Opaque shades are still used in forty-three schools. 8. Seventeen schools were reported with walls too dark. 9. No effort to adjust the seats to pupils was reported in thirteen schools. 10. Unsatisfactory cloakrooms were reported in fourteen schools. II. Thirteen schools were not provided with ventilating screens. 12. Only nine schools were provided with soap, water, and towels. 13. Twenty schools were reported without sanitary drinking fountains, and in two schools the common drinking cup was found. 14. Provision is made in the entire sixty-three schools for only 1,238 children to obtain a drink of water at the same time. In eight of the schools only one child can obtain a drink at a time. The Survey Committee makes the following recommendations for this department: 1. That medical inspectors be employed in sufficient number, preferably by the hour, to assist the Director of Hygiene so that every child in the grade schools may be given a complete physical examina- tion in the fall of every school year. 3. That an assistant full-time male physician be employed to make such examinations and to give further medical attention and advice to every 1,000 to 1,200 high school boys. That an assistant female physician be employed to make such examinations and to give further medical attention and advice to every 1,000 to 1,200 high school girls. CONSERVATION OF HBAIiTH 47 3. That the staff of nurses be sufficiently increased to permit oi one nurse for every 3,000 children attending school in St. Paul, so that the follow-up and corrective services may be extended. Medical in- spection is of no avail unless corrections are made where defects are found. This can only be done through the assistance of a competent corps of nurses. 4. That the Director of Hygiene be provided with an automobile to permit of the proper transaction of the business of his Division. 5. That when provisions are being made for new offices of gen- eral administration, this Division be provided with ample quarters and faciHties for making physical and psychological tests of children. This recommendation includes the complete equipment of a medical clinic. 6. That proper nurses' quarters be provided in all of the present buildings where such provisions have not as yet been made. 7. That in all new school buildings, grade as well as high school, shower baths be provided for both sexes. That shower baths be in- stalled in all present buildings where the Director of Hygiene deems it essential. 8. That the dental clinic service be further extended by the es- tablishment of school dental clinics at five or six centres. These clinics should provide opportunity for treatment for each child each year where parents are unable or unwilling to give proper dental su- pervision. The large number of cases of defective teeth reported by nurses last year indicates the necessity for the extension of this im- portant work. The employment of dentists on full or part time and for summer service, when much work can be accomplished, will be necessary. THE CO-OPERATION OF THE PUBLIC LIBRARY WITH THE SCHOOLS. By charter provision the schools and the library of Saint Paul are united under one administrative head. The Commissioner of Educa- tion has charge of the library and auditorium as well as the schools. In the administration of the library he is assisted by an Advisory Li- brary Board. On this Board, the Superintendent of Schools, the prin- cipals of the high schools and a teacher elected by the whole body of teachers are members. This close relationship and co-operation be- tween the schools and library seems to members of the Survey Com- 48 REPORT OF SCHOOL SURVEY mittee to be more than justified by the splendid co-operation which exists between the schools and the library. The High School Teachers' Club, the Principals' Club, and the Grade Teachers' Federation have each devoted time to the considera- tion of library questions, and the last named organization has a stand- ing library committee, publishes library notes in its Bulletin, and has appropriated money from its treasury for the purchase of books and pictures of special use to teachers in the elementary schools. Within the past year the administration of school libraries has been formally transferred to the public library; a division of school libraries has been organized, and the issue of a monthly school service bulletin for distribution among the schools inaugurated. A recent examination of the library registration records showed that of the high school teachers 76% have library cards; of the ele- mentary school teachers, 71^ ; of the high school pupils, 53% ', of the elementary school pupils, 17%, ranging from 24^ in the district within one mile from the central library to 9% in the territory more than three miles from the library; from 28.3^ in the 8th ward to 3.3% in the 13th ward; and from 49% in the Edison School district to 1% in the Galtier school district. Central library service. In addition to the collections of books, pamphlets, magazines, pic- tures, lantern slides, and phonograph records for general use, plans have been made in the assignment of space in the new library building for the shelving of collections of special interest to teachers in a sep- arate room. This room adjoins the Children's room. In it will be placed a model pedagogical library, story tellers' aids, special day ma- terial, a set of text books used in the public schools arranged by grades, and a model library for children. Adjoining this room is an auditorium for the use of teachers de- siring to arrange for special illustrated lectures for their classes. For smaller groups special study rooms may be reserved, and for the individual members of a class books may be reserved in any of the reference rooms. School libraries. No systematic effort has as yet been made to organize libraries in the schools. In none of the high school buildings is there room for a library, and in only three are there library collections. One of these, how- ever, has been classified and catalogued during the past year, with the PUBLIC LIBRARY SERVICE 49 assistance of the central library staff, and work has been begun on the others. Of 39 elementary schools reporting 10 have had rooms set aside for library purposes, and 13 closed shelves for library use. Five of those reporting library rooms have shelving, the average •amount be- ing 98 feet; and five have seats for readers, the average number being 27. In the 12 schools reporting closed library shelves the average number of feet of shelving is 55. In a few schools the only library equipment is that constructed by pupils in the manual training course. Of 49 elementary schools 34 have the nucleus of a library. Of these one numbers 4,000 volumes; five, 2,000 volumes or more; and fifteen 1,000 volumes or more. Only one has been classified and cat- alogued. Class-room libraries. ■ The school libraries are supplemented by class-room libraries sent out by the central library. These traveling libraries are sent to 62 schools. The number of books in them is about 2,000 ; of volumes, 20,512. Of these about 44% are fiction. Each school desiring these collections may be furnished 25 books for each room exclusive of kindergartens. In rooms having a- quar- terly, book circulation of more than 150; two books may be added to the collection for every hundred circulated. Books may be exchanged during the year, the library paying the carfare of a pupil returning and borrowing ten or more books re- quested by a teacher. The schools are visited three times a year ; in October for the pur- pose of distributing library cards to pupils who are without them and telling about the class-room libraries, and in December, March, and May, for the purpose of conferring with teachers in regard to the use of the books and noting what amount of use they have had. The circulation of these books in 1916 was 196,265, or 60% of the total juvenile circulation, and 32% of the total circulation of the library. The average circulation per pupil was 8 ; per book 14.5. Supplementary reading. In addition to the class-room library books intended primarily for general home reading the library has arranged to supply sets of books for supplementary reading. With a view to securing a variety of books without too much duplication of copies as many titles were se- 50 REPORT OF SCHOOL SURVBT lected for each grade as there are schools having these grades. Below the 7th grade the books are of a miscellaneouB character. In the 7th grade they are wholly of a geographic character. And in the 8th grade, half are historical and the other half vocational. In order that each pupil in the class may have a copy of a book at the same time 40 copies of each book are made available in each of the upper grades and 35 copies in each of the four lower grades. A month is allowed for the reading of each book, the books b*eing shifted from one school to another during the last week of each month. • Instruction in use of libraries. With a view to making teachers more familiar with the resources and use of the library a series of conferences with teachers was held during the year 1915. The number admitted to these was limited to fifteen. During the coming year they will probably be resumed. Op- portunity to talk to pupils about the use of the library has been given members of the library staff at the opening of the school year, at grad- uation exercises, and at weekly assemblies. A beginning has been made in the systematic instruction of pupils in the high schools, and efforts put forth to establish an apprentice course for pupils in the library, primarily with a view to recruiting the library staff, but also with a view to giving students practical instruc- tion in the use of the library. During the last year the following syllabus of instruction in the use of library tools for the 7th and 8th grades elaborated for use in the Douglas school was recommended for adoption in all the schools : B Seventh. Alphabeting. Structure and printed parts of a book. English dictionary and general encyclopedia. Use of the index of a book. Card catalogue. Arrangement of books on the shelves. General use of the library. A Seventh. The parts of a dictionary. The parts of a general encyclopedia. Use of the index of a book. Use of the index to a set of books. PUBLIC LIBRARY SERVICE 51 Card catalogue. Classification. Atlas. Gazetteer. B Eighth. History of books. Dictionary and encyclopedia (review). Dictionary of subjects. Encyclopedias of subjects. Directories. Year books. Card catalogues and classification (review). A Eighth. Indexes. Reader's guide to periodical literature. General review. Reference problems. Bibliographic work. School excursions to the library are provided for, the ^th and 8th grades being given special invitations to make the visit. An outline which is useful not only in showing what is to be seen, but also in writing an account of the visit is given tp each visitor. The reports of these visits sometimes take the form of letters to the city librarian, and sometimes the form of essays, the best among which may be in- corporated in manuscript school magazines. Publications. For the information of teachers in the elementary schools the library has recently published a four-page leaflet, entitled "Service of the libraries to the elementary schools ; suggestions as to ways in which the library may be made more useful to pupils." For the use of teachers and pupils alike four graded lists of "Books for boys and girls" of four pages each have been published. It is planned to supplement these lists by a list on vacation read- ing, in which books on the crafts, gardening, and out-door life shall predominate, and by a library manual for the special use of high school pupils. 52 REPORT OF SCHOOL SURVEY THE SCHOOL PLANT. The survey of the school system of St. Paul was determined upon by the school administration and by the city council with the idea of discovering as accurately as possible the present needs of the school system with respect to buildings and equipment. The school authori- ties and the members of the administrative, supervisory, and teaching corps have not been ignorant of the deplorable condition of afifairs with respect to school accommodations. The public press has re- peatedly called attention to deficiencies in the school plant which called for reform. In this part of the survey there will be presented as adequately as is possible the condition of the school plant at present in use in St. Paul, the need for additional school accommodations, a plan for meeting these needs, a consideration of the cost of erection of school buildings, and a program, both in terms of buildings to be erected and money to be provided to place the school plant upon a fairly satisfactory basis of efficiency. THE PRESENT SCHOOL PLANT. In January, 1917, seventy-eight buildings or parts of buildings were being utilized in the city of St. Paul for public school purposes. Seventy-four of_ these buildings were being occupied by elementary school classes, and four were high school structures. The total num- ber of class-rooms in each one of these buildings, the date of the orig- inal building, together with the number of class-rooms at that date, and the date of any addition to a building, together with the number ipf class-rooms added at that time, are all included in Table I. Cot- tage annexes, as the portable, one-room annexes are called in St. Paul, are not included in this table, nor are the various other annexes such as stores and churches which are temporarily being used for school purposes. There were twelve cottage buildings, one store, one chapel, and one building called the Hebrew Institute, which were being used in addition to the regular school buildings. BUILDINGS AND EQUIPMENT 53 TABLE I. Elementary- Schools o « rt q o ^ Eh 1.* Adams 14 2. Ames — New bidg. — old building to be abandoned 8 3. Baker 16 4. Cleveland 20 5. Crowley 18 6. Davis 8 7. Deane 2 8. Douglas 16 9. Drew 8 10. Edison — Original building torn down — addition now used 6 11. . Eripsson 16 13. Finch— 1 story.... 8 13. Franklin 18 14. Galtier 12 15. Garfield 8 16. Gordon 8 17. Gorman 8 18. Grant 7 8 19. Hancock 16 20. Harrison 8 21. Hawthorne 8 22. Hendricks 12 23. Hill 16 o a . . . , 3 One-room cottage annex < 4 Two-room building 2 Two-room cottage annex 2 Three one-room cottage group 1 Four-room building 1 Six-ropm building 1 Eight-room building 18 56 KEPOBT OF SCHOOL SUKVBY Tvvelve-room building 8 Fourteen-room building 3 Sixteen-room building • 10 Eighteen-room building. . . : , 4 Nineteen-room building ; 1 Twenty-room building 3 Thirty-five-room building 1 A further distribution of the elementary school buildings on the basis of the date of erection will be found in Table III. This table also includes a distribution of the additions made to such elementary buildings according to the years in which they were made. TABLE III. Distribution of Elementary School Buildings According to Years of Original Erection and Years When Additions Wete Made. No. of Build- ings to Which Years No. of Build- Additions ings Erected Were Made 1860 — 4 or previous , 2 1865-1869 1870-1874 2 1875-1879 . 2 1880-1884 ' 10 6 1885-1889 24: 10 1890-1894 3 1895-1899 2 1900-1904 4 6 1905-1909 1 7 1910-1914 2 4 1915-1917 1 2 It will be noted that the distribution is made in five-year periods. The period of greatest activity in school construction seems to have been the 1885-9 period, or, in a larger sense, the decade from 1880 to 1890. Forty out of fifty-three, or 75% of the present elementary school buildings had their origin previous to 1890, while modern scientific school architecture began its development considerably later BUILDINGS AND EQUIPMENT 57 than that date. Measured in class-room units, 413 out of 633 class- rooms, or 66% of the elementary school housing of St. Paul, including additions, was constructed before 1890. The children attending school in such class-rooms are thus deprived of the advantages to be derived from the tremendous improvements made in schoolhouse con- struction in the past twenty-five, and especially in the past fifteen years. In order to measure the adequacy of all the school buildings in St. Paul, three or more competent judges recorded their ratings on each building, using as a basis for the determination of such judg- ments the 'Standards set by and the items included in the Strayer score card for measuring school buildings. The twelve men who spent the greater part of eight days for this purpose were men of wide experi- ence in the field of public education, and with a training in the use of the score card. Each school building was visited by one man at a time so as to permit of an unbiased, unhampered recording of the con- ditions actually found to exist in the building. The building score card* in the form in which it was used follows : I. SITE. A. Location : 1. Accessibility — centrality (present and future), car lines, streets. 3. Environment : a. Physical — gardens, trees, shrubbery in vicinity and on grounds are desirable. b. Buildings and hills if not too near are desirable as windbreaks. (S** — skyline should not have an angle of more than 30 degrees from base of building.) c. Nearness of non-fireproof buildings becomes a source of danger. The neighborhood of railroad crossings and intersecting carlines should be avoided. • d. Brick and cobblestone pavements in the vicinity are undesirable. Asphalt or creosote block pavements preferred. * Score Card for City School Buildings, by G. D. Strayer. Pub- lished by the Bureau of Publication, Teachers College, Columbia Uni- versity, New York City. ** S=Standard. 58 REPORT OF SCHOOL SURVEY The vicinity of saloons, and other sources of immoral influence should .be avoided. Adaptability of school to density and composition of local settlement should be considered (present and future). Freedom from noises, dust, dangers and malodors. This should consider the dangers of the approaches to the school. B. Drcdnage : 1. Elevation, slope. (S-Grounds should slope away from the buildings at a minimum slope of 1 in. per 3 ft.) a. Freedom from surface drainage of contiguous ground, especially if such ground is exposed or has been recently exposed to pollution of any kind. b. If built on flat ground, tile drainage may be needed underneath cellar as well as about the grounds. Depth of tile to be determined by the character of the soil. 2. Nature of soil: — a. Should be non-erosive; sandy loam best, 15-35^ sand. b. Natural preferred to artificial. c. Playground section should be dry and pervious. Should be ' constructed- to drain very rapidly and should have a top layer of gravel. C. Size and Form. 1. Should be large enough and of good shape to allow for the proper placing of building. 2. Playground should provide a minimum of 30 sq. ft. per child. More is desirable if obtainable. Playground should also have adequate playground equipment. High School and Junior High School athletic field and gardens require 5-13 acres, and should adjoin school building where possible. BUH/DINGS AND EQUIPMENT 59 II. BUILDING. A. Placement : 1. Orientation — light, exposure. (S.-So.East, East, So. West, West, and South in order.) 2. Position on site. a. Should 'be placed for maximum aesthetic effect. b. Should not be too near noisy street nor face un- sightly buildings. c. Should permit maximum utiHzation of playgrounds. d. Should permit of future additions. B. Gross Structure. 1. Should be open type, rectangle, square, inner court, T. H. E. U. Y. 2. Materials: Vitrified brick or concrete, terra cotta trim- mings (granite, stone, and marble more affected by fire). 3. Height — numbe;r of stories. (S-Two stories above base- ment, but basement should have as a maximum 3 feet be- low ground level, depending upon the severity of win- ters.) 4. Roof — type and material. (S-Flat, waterproof, suitable for playgrounds, protected from elements; properly sloped for drainage.) a. Flat, made of thick slate laid in high melting asphalt. b. Provided with eave gutters and down pipes. c. Provided with a continuous seat near edge, which also can be used as running track. 5. Foundation. a. Reinforced concrete with wide footing. b. Should not descend more than three feet below ground level. c. Made water-proof and damp-proof. 60 REPORT OF SCHOOL. SURVEY 6. Walls. a. Outer and interior bearing walls hard 'brick laid in cement. b. Interior non-bearing walls hollow tile, 7. Entrances. a. Number. 1. Should be one central entrance (10-13 ft. wide) on main axis. b. Secondary entrances (8-10 ft. wide) near stair land- ings at the intersections of the main and secondary- corridors. One basement entrance leading to sani- taries. c. One entrance should lead directly from the play- grounds to the gymnasium. d. One entrance should lead directly to the manual training quarters and one directly to the heating sys- tem. e. Encased fireproof stairwells and fire escapes should all have separate exits. f. Kindergarten room _should have a separate entrance. g. All entrances should be free from outside obstruc- tions. h. Steps. 1. As few as possible and non-exposed. 2. Stone or concrete, with a non-slipping surface. 3. Six-inch riser and a 13-inch non-slipping tread, i. Vestibules. 1. 10-13 ft. wide. 3. Double swing wire glass doors and waterproof floors, j. Doors. 1. Two pairs of double doors opening outward. 3. Substantial but not too heavy. 3. Provided with fire bolts, checks, stops, and auto- matic closing devices. 4. Size SyixS ft. 8. Aesthetic Balance. 1. Building should be symmetrical and pleasing to the eye. 3. Variations in construction that add to the appearance BUILDINGS AND EQUIPMENT 61 3. Avoid extensive and costly ornamentation which does not add to vitility. 9. Condition. (S-Should be in good repair.) C. Internal Structure. 1. Stairways. a. Construction — 1. Fireproofness imperative. Should be separated from corridors by fire glass doors and absolutely fireproofed from the remainder of the building. 3. Material : Steel frames encased in cement with treads of the same material. Handrails on both sides should be of metal with ends turned into the wall. Gratings should be imbedded in con- crete 12-15 inches above the stairs. Two sets of rails should be provided for the varying sizes of children. 3. Dimensions: Width 5 ft. 12 in. tread. 6}i in. riser. 4. Landing: There should be two runs with land- ing nearly twice as wide as the length of the treads between floors. b. Number — Should be sufficient to empty building in three minutes or less, on basis of fact; 120 pupils in line two abreast can pass a given point in one min- ute. c. Location. Location on outer walls, leading directly to exits, at intersection of the main and secondary corridors. Should provide for lighting, safety, rapid circulation, and minimum of travel distance between parts of the building. d. Lighting. Good provision for natural lighting as well as artificial lighting should be made. Switches for lights to be near exits. e. Sanitation: Should have sanitary coves free from dust-catching corners and ledges. f. Should be sound proof. 2. Corridors. a. Location. Determined by the position of the class- 62 REPORT OF SCHOOL SURVEY rooms and special rooms. Should provide, ready ac-- cess to stairways arid permit rapid circulation to every part of the building. Construction. 1. Material: Should be fireproof, :;ioiseless, and durable. Cement, overlaid with patent process or battleship linoleum is most , desirable. Hard maple or hard pine is the best wood. Picture mold should be grooved metal. 2. Width : Should be wide enough to prevent con- gestion; main corridor wide enough for decora- tion. In elementary schools main corridor, 13 feet, others not less than 8 feet. In high schools main corridor should be 14-16 feet, secondary corridors, 10 feet. 3. Doors — all class-room and special-room doors should open into corridors. 4. Lighting — should be natural and adequate. 5. Footwarmers — convenience, adaptability, free- dom from dust. 6. Sanitation — sanitary coves and free from dust catchers. Obstructions : Should be free from lockers, cases, pedestals which prevent easy passage. Aesthetic balance. Provisions made for influencing children with beautiful surroundings, pictures, busts, friezes and the like. 3. Ground Floor. Depth below grade — 3 feet, except for boiler rooms, ventilating plant and coal pits, which may be lower and at a height which will permit the direct dumping of coal from driveway. Ducts for the distribution of heat may be enclosed in moistureproofed passages underneath the floor. This will keep the height of the rooms on the floor down to 13 feet. If the ducts are placed along the ceiling add their height to the height of the rooms. Heating and ventilating departments should be sep- arated from the rest of the floor by masonry walls. BUILDINGS AND EQUIPMENT 63 c. Floor and walls should be waterproofed, ceiling soundproof. d. Should be divided by a masonry wall between boys' and girls' toilets and baths. e. Should have window surface approximately 20-25% of the floor area. f. Adequacy of equipment of the heating, fuel and ven- tilating departments. Size and construction of fuel room; ash cans, ash-hoists, lighting facilities for in- spection of boilers, hot water heating apparatus, fire hose, etc. g. Utilization of entire space in basement. No waste space nor excessive storage rooms should be allowed. 4. Color Scheme — see Class-rooms. 5. Attic. Should consist of an air chamber of two or three feet in height ; heatproof and waterproof. III. SERVICE SYSTEMS. A. Heating and Ventilating Systems. 1. Kind of System — "split system," — heating and ventilat- ing system separated, preferred; direct-indirect, gravity, plenum, plenum-exhaust. 2. Installation — piping, workmanship, noise, control. (S- All piping should be insulated.) 3. Air supply — source, amount, humidification. (S — From top of building; 2,000 cu. ft. per hour per pupil; should not enter with a velocity greater than 6 ft. per second; humidity 40-60%.) 4. Fans and Motors — multiple steel blade fans and electric motors, soundproof. 5. Distribution. (S — Radiation under class-room windows bracketed 5 in. from floor and 3 in. from wall, piping sys- tem separate; ducts individual from fan-room to base of 64 REPOKT OF SCHOOL SUEVBY each classroom flue with mixing anc? volume damper for each in plenum chamber automatically controlled. Noise- less and easy of control. Inlets 8-9 ft. above floor; out- lets near floor, both without gratings. 6. Temperature control — automatic, thermostatic; attached to both systems. 7. Special provisions. (S — Auditorium, intake and exhaust openings on both sides. With sloping floor and fixed seats, mushroom floor and ceiling vents with reversible damper are preferred; toilet room ducts to seats and urinals with separate exhaust fan system for main toilet rooms ; chemistry laboratory-exhaust fans to general and student-table hoods.) B. Fire Protection. 1. Apparatus (S — Automatic sprinkler systems with pres- sure heads located in the proportion of one to about 100 Sq. ft. of floor area; or standard stand pipe system with no part of building more than 75 ft. distant from nearest hose outlet ; 3J^ in. hose, hose racks and valves exposed in corridors; gravity tank on roof; fire pump with electric driven motor in basement; one fire extinguisher to every 5,000 sq. ft. of floor area placed between class-rooms; fire alarm stations on each floor in plain sight, in office of principal, chemistry and household laboratories, and boiler rooms. Arrangement in in principal's office should permit of monthly trials. Should be connected with the city fire department. 2. Fireproofness — rating of underwriters. 3. Fire escapes — number, location, kind, protection, number of exits. (S-Encased fireproof stairwells.) 4. Electrical wiring, nature and place of intake, insulation, number and kind of outlets, location of switches, meter, cutout, cabinets. (S-Should be installed according to the rules of underwriters.) BUILDINGS AND EQUIPMENT 65 5. Fire doors and corridor partitions — fire doors at all places of probable danger, especially near heating plant; corri- dor partitions for purpose of closing off sections of build- ing at night; fire glass windows should be provided be- low or overlooking fire escapes. Doors and partitions should automatically close. 6. Red globe exit lights and hall arrows for fire exits where necessary. C. Cleaning System. 1. Kind. (S- Vacuum system.) 2. Installation — permanent piping so that every part of building is not more than 50 ft. from a hose outlet. If there is no vacuum system, adequacy of equipment should be considered. 3. Efficiency — Hose should be IJ^ in. in diameter, stiffened with spiral wire, 50-75 ft. long. D. Artificial Lighting. 1. Gas for stairways, corridors and auditorium. Electricity for entire building. 3. Outlets — 6-9 per class-room ; auditorium footlights, rear of stage, sides, ceiling, corridors 20-25 ft. apart; at least one for each vestibule. Fixtures — simple yet appropri- ate. 3. Standard illumination — (S — For class-rooms, study, library rooms, 9 ft. candles at each desk without objec- tionable glare of shadows.) 4. Adjustment — Lights placed high enough not to shine in the eyes of occupants ; provided with means of lowering ; switches near entries, auditorium, stage and picture lan- tern booths ; each cluster with individual switch ; darken- 66 REPORT OF SCHOOL SURVEY ing curtains for rooms provided with picture lantern switch. Method of illumination — semi-direct or indirect. E, Electrical Service. 1. Clocks — one for each class-room. Program clocks for Junior and Senior High Schools. 2. Bells and gongs for assembly dismissal and fire drill sig- nals. 3. Telephones — one for secretary's office with extension to principal's office; at least one on each floor, preferably one in each class-room. F. Water Supply. 1. Drinking-^(S — One automatic bubbling fountain for every 75-100 children; wall-attached, easy of access to class-rooms and play-rooms, none in toilets; placed at varied heights ; refrigerating system ; apparatus should prevent children from touching face to same.) 2. Washing- — ^washbowls adapted to height of children, lo- cated in toilet rooms, teachers' rooms, janitor rooms, lab- oratories, bathrooms. Sinks — located in laboratoryj science lecture room, laboratory instructor's workroom, printing shops, kitchen, drawing rooms, manual training rooms, boiler rooms and janitor's closets on each floor. 3. Bathing — showers easy of access from gymnasium, swim- ming pool, and playgrounds, number depending upon probable size of gymnasium classes; individual shower stalls and adjoining dressing rooms, canvas curtains for girls ; overhead showers for boys, side showers for girls. 4. Hot and cold water should be provided in 3 and 3 above. BUILDINGS AND EQUIPMENT 67 G, Toilet Facilities. 1. Distribution — location, accessibility. (S-Most on ground floor, at least one seat for boys and one for girls should be provided for emergency on each floor, or one for each class room. Conveniently placed with reference to stair- ways, corridors, and readily accessible to class-rooms.) Offices, teachers' rooms, auditorium, gymnasium dressing rooms and jaintor's quarters should be provided with toilet conveniences. Separate toilets for kindergarten convenient to class-room.) 3. Fixtures. Kind, material; seats, urinals, lavatories, pa- per towels and toilet paper racks. Porcelain seats of open type with individual automatic flush or general flush times for more rapid action during intermission. Urinals — sides and backs of stalls of white carrara glass (non- absorbent and easily, cleaned.) Back of stall should in- cline forward toward bottom and receive cleansing spray evenly distributed across the top. Swinging doors should be light and white. Fixtures should vary in height according to the. size of children. Different sizes segregated. 3. Adequacy and arrangement. 1 seat for each 35 boys ; 1 urinal stall for each 15 boys ; 1 seat for each 15 girls. H. S. 35^ less. Placing of seats and urinals should be such as to avoid obstruction of light. Should be arranged along walls in single rows. Urinals at point nearest door in boy's toilet, seats farthest from door. 4. Seclusion. Non-communicating, soundproof walls be- tween adjoining rooms provided for the two sexes. En- trance to toilet rooms properly screened. Partitions and swing doors for each seat. 5. Sanitation — southern exposure desirable, separate stack, duct and fan for ventilating purposes ; exposed plumbing — action automatic, flush, timed for individual automatic ; non-absorbent, non-corrosive dampproof walls and floor. Tile or cement overlaid with hard asphaltum. Wainscot 68 REPORT OF SCHOOL SURVEY same material as stall partitions or white tile. Walls, facing of light glazed brick, absolutely white. Ceiling soundproof and odorproof. H. Mechanical Service Systems. 1. Elevators: — a two-story building may need a single freight elevator. For building of more than two stories adequate elevator service must be provided for passengers as well as freight. 3. Book lifts, dumb waiter type, desirable at both ends of building. 3. Dust or waste chutes, 2 ft. square with self-locking doors on each floor. All these systems must be enclosed and fireproof. IV. CLASS ROOMS. A. Location and connections — easy of access to exit, drinking fountains, toilet. B. Construction and finish. 1. Elementary. Size (S — 15 sq. ft. of floor space and 200 cu. ft. of air space per child.) 2. 22x28x12 seats 30 pupils ; 24x30x12 seats 40 pupils. Each eleventh class-room may be smaller to provide for a spe- cial class of 20 pupils. High School — varying from 18x25 to 34x33. 3. Floors — material, condition (cracks, checks, splinters, loose boards, projecting ends, width of "boards, sound- proofness, cove, baseboard, surface, finish. (S — Cement, overlaid with battleship linoleum, or hardwood, durable, well joined and not dust-retaining.) ' 4. Walls and ceilings. Plastering, finish, texture, condition, BUILDINGS AND EQUIPMENT 69 Hard, smooth, non-glass plaster, with cement plaster for dado, avoiding grooves and ledges.) Deaden ceiling where "floating ceiling" is used. Metal picture mold. 5. Doors — how opened, size, kind, lock, thresholds, tran- soms, number of exits. (S — wire ribbed glass doors (2 ft. 8 in.x7 ft.) with circular 6-inch clear areas in upper half. Doors should swing in both directions or open out- wards; no thresholds or transoms. 6. Closets and built-in bookcases — at least one in each room, large enough to provide for supplies, books, globe and maps when not in use. Located as near the teacher's desk as construction permits. 7. Blackboards — kind, length, width, color, chalk rail, height from floor, surface, quality, condition, trim. (S — High- est grade slate or ground glass, dull black, on front and side of room ; width, grades 1-3, 28 in. ; 4-5, 33 in. ; 6-8, 36 in. ; high school, 36-40 in. ; height of chalk rail, grades 1-3, 34 in. ; 3-4, 36 in. ; 5-6, 28 in. ; 7-8, 30 in. ; high school, 33-36 inches. The height of the chalk rail may depend upon the nationality of children. Amount of surface deter- mined by the number of children accommodated; double sliding in front of class-rooms, lecture-rooms and labora- tories ; light curtains for covering boards on dark days or when not in use. 8. Bulletin Boards. Space not provided with backboards or space above boards should be provided with cork bul- letin boards for illustrative purposes. 9. Color Scheme — woodwork, dado, walls, ceiling, furniture, shades, finish, fixtures. (S — walls light buff or very light green or gray ; ceiling white or extremely light cream ; dado slightly darker than walls ; woodwork, furniture and shades to harmonize in tone ; dull finish.) C. Illumination. 1. Glass area 1/5 to 1/4 area of floor — determined by lati- tude and by the presence or absence of light obstructions. 70 REPORT OF SCHOOL SURVEY 2. • Windows — size of mullions, nearness to ceilings, height of sill, kind of glass, distance of front window from the front wall, orientation, shape. (S — Unilateral,, from pu- pils' left, except where movable furniture is used light from the rear and side is permissible; grouped symmet- rical, as near ceiling as possible, 3^ to 4 ft. from the floor, plain glass, mullions not over 12 in. wide. Front win- dows should not come within 7 ft. of the front wall ; east- erly exposure best, rectangular in shape. Variations may be necessary for geographical reasons.) Fire glass where there is exposure to fire dangers. 3. Shades — kind, material, hanging, adjustment, condition. (S — ^Adjustable from center; color bisque, light sage.) D. Cloakrooms — Wardrobes. 1. Location, size, convenience, ventilation. (S — Should provide ample space for winter wraps for each child, teacher control, proper ventilation away from the class- room, height of hooks adapted to child, umbrella racks. Should be easily accessible to children and so arranged to avoid confusion at all times of the day.) E. Equipment. 1. Seats and desks — individual, movable, adjustable. (S— Adjustable — movable or adjustable ; not over 43 in num- ber.) 2. Teacher's desk — of adequate size with drawer space ar- ranged for various size papers, (S — No platform). 3. Other equipment, such as provision for maps, stereopti- BUILDINGS AND EQUIPMENT 71 V. SPECIAL ROOMS. A. Large Rooms for General Use. 1. Playrooms^ocation, size, accessibility, adaptability, fin- ish. (S — One for boys and one for girls, accessible to toilets and to playgrounds ; per pupil 15 sq. ft. of floor space and 200 cu. ft. of air space.) 2. Auditorium. a. Location, accessibility. (S — Should he on the first floor accessible from class-rooms and main entrance.; b. Size. (S — Seating capacity sufficient to accommo- date entire capacity of high school or 50^ of elemen- tary school.) c. Construction — floor, acoustics, obstructions, exits, gallery, (kind, seating capacity, location, accessibil- ity), light, and nature of stage, finish, ornamentation, (S — Floor, level; seats movable tiers; acoustic prop- erties provided for; stage, 25^-3 ft. above floor level, of sufficient size to permit of extensive use, with soundproof curtain and fire-proof motion picture cur- tain; exits sufficient to enable vacation in 2 minutes.) d. Auxiliaries — dressing rooms, settings, stage para- phernalia, moving picture booth. 3. Study Halls — Adaptability, location, size, accessibility. (S — For the elementary school — none; fqr the High School, series of study rooms ensuite library sufficient to seat 50-75 pupils per room, one-half of student capacity of building in all. Well ventilated and lighted, with am- ple reference stacks.) 4. Library — location, size, accessibility, form and arrange- ment of stacks. (S — ^On first floor near main entrance; size of two class units ; equipped with metal book stacks and card catalogue.) 5. Gymnasium. a. Location. Accessibility and segregation of the sexesi (S-On ground floor accessible from playground.) 73 EEPOET OF SCHOOL SURVEY b. Construction — size, floor, track, gallery, soundproof- ness, finish. (S— Minimum, 50x80 ; height, 23-25 ft. length and width should relate as three to two ; walls light colored.) c. Auxiliaries. Lockers, showers, dressing-rooms (num- ber, kind, location, convenience, condition). d. Equipment — adaptability to type of school. 6. Swimming pool — size, nearness to dressing rooms, etc., adaptability, finish, water supply and provision for cleansing. 7. Lunch rooms. Location, accessibility, size, adaptability, arrangement, finish, sanitation. (Rarely for elementary schools.) (S — ^Adjoining household arts department; large enough to accommodate one-half of the students at one lunch period; long, self-serving counters, guide rail, tables, kitchen, pantry, service entrance.) B. Rooms for School Officials. 1. Principal's office. Location, size, adaptability, finish. Waiting room, ditto. (S — Should he located on first floor beside main entrance ; consist of suite of rooms, com- prising reception room, smaller private office with vault and secretary's office. Coat room, cabinets for fihng and telephone.) 2. Teachers' rooms. (Size 18x22; one each for men and women; should include dressing room, toilet facilities, couch, gas plate, and hot and cold water. 3. Nurses' Rooms — location, size, equipment and toilet facil- ities (including bath), sanitation and finish. Number and facilities dependent on size of school and school sys- tem. 4. Janitor's room. Conveniently located near boiler and toilet rooms. Equipped with wash basin, sink, and indi- vidual bath. Thermostat, telephone and office supplies BUILDINGS AND EQUIPMENT 73 C. Miscellaneous Rooms. 1. Laboratories: Kind, location, size, adaptability. (S. Domestic Science group, reproducing home conditions; Manual Training, size 21x45 will accommodate 20 pupils, also provide storage and drying room for wood. Gen- eral Science Room; same as ordinary class-room with chairs and tables, shelves for reference and storage, and running water. 2. Lecture Rooms. 3. Supply and Store Rooms — location, size, adaptability. 4. Studios — kind, location, size, adaptability. Include drawing, art, and music rooms. The score card as printed above suggests the method of study of each building undertaken by the judges, together with the standards which would secure for a building a rating of 100% of eificiency. It is necessary in scoring a building to have in mind not simply the ele- ments which go to make up a satisfactory school plant, but also a weighting of these several elements, in order that the final judgment with respect to the whole building may be comparable as among build- ings of the same school system, or with respect to a perfect school plant. After considerable experience in the use of the score card, the judgments of some hundreds of school superintendents as to the rela- tive weight which should be assigned to the various elements have been determined. They are as appear in the following abstract of the score card : ABSTRACT OF SCORE CARD. I— Site 135 A. Location 55 1. Accessibility 2. Environment B. Drainage 30 1. Elevation 20 2. Nature of soil 10 25 30 u EEPOET OP SCHOOL SURVEY C. Size and Form. II — Building A. Placement 1. Orientation 2. Position on site . . B. Gross Structure 1. Type 2. Material 3. Height 4. Roof 5. Foundations 6. Walls 7. Entrances 8. Aesthetic balance 9. Condition C. Internal Structure 1. Stairway 2. Corridors 3. Basement 4.- Color scheme 5. Attic A. 165 40 25 60 40 80 B. Ill — Service Systems Heating and Ventilation Systems. 1. Kind 2. Installation 3. Air supply 4. Fans and motors 5. Distribution , 6. Temperature control 7. Special provisions - Fire Protection System 1. Apparatus 2. Fireproof ness 3. Escapes 4. Electric wiring 5. Fire doors and partitions 6. Exit lights and 'signs Cleaning System , 1. Kind , 2. Installation 380 70 65 20 BUlUJiNGS AND EQUIPMENT 7 a D. Artificial Lighting System 20 1. Gas and electricity 2. Outlets and adjustment 3. Illumination 4. Method and fixtures E. Electric Service System 1. Clock 2. Bell 3. Telephone F. Water Supply System , 1. Drinking 2. Washing 3. Bathing 4. Hot and cold G. Toilet System 1. Distribution 2. Fixtures .... 3. Adequacy and arrangement 4. Seclusion 5. . Sanitation H. .Mechanical Service System 1. .Elevator ....*..., 3. Book-lifts 3. Waste-chutes IV— Class Rooms 290 A. Location and Connections B. Construction and Finish 1. Size 2. Shape 3. Floors 4. Walls , 5. Doors 6. Closets 7. Blackboards 8. Bulletin board 9. Color scheme C. Illumination 1. Glass area 2. Windows 3. Shades • . . 5 ■ . • 5 ■ > • 5 5 15 .... . ■ • 5 5 5 30 • t ■ ■ • • • 10 ■ • • 10 . . . 5 5 50 .... . • • 10 . • • 10 . . . 10 1 . . 5 15 10 .... , , 5 , , 2 • • 3 35 35 95 • • • • , , 25 , , 15 , , 10 , , 10 , , 5 . , 5 , , 10 , , 5 10 85 45 ■ • 30 , , 10 76 REPORT OF SCHOOL SURVEY D. E. B. Cloakrooms and Wardrobes. Equipment 1. Seats and desks 2. Teacher's desk 3. Other equipment 35 50 1. 2. 3. 4. 5. 6. 7. V — Special Rooms Large Rooms for General Use. Playroom Auditorium Study hall Library Gymnasium Swimming pool Lunch room Rooms for School OfiScials . . . . L Ofifices 2. Teachers' room 3. Nurses' room 4. Janitor's room Other Special Siervice Rooms . . 1. Laboratories 2. Lecture rooms 3. Store rooms 4. Studios 140 65 35 40 25 35 10 5 10 15 5 10 10 5 10 10 10 10 5 20 10 5 5 Totals 1000 1000 1000 Under each main item on the score card are found the various component parts on which the ratings are actually based, which when totaled, produce the score for the building. The final rating, however, that was assigned to any building was only made after three or more individual ratings had been secured on that building. The tabular work involved in securing the rating for all buildings is too great to include in this report, though the ratings for one or two buildings will indicate the plan followed. Two sample ratings are here shown, namely those of the Hawthorne and the Van Btiren. BUILDINGS AND EQUIPMENT 77 TABLE IV. Hawthorne Van Buren Scorer's No. 6 9 12 Median 8 9 10 Median Items I 85 ■71 83 83 90 88 111 93 A 45 30 45 45 45 40 51 45 B 20 26 23 33 35 28 30 38 C 20 15 15 15 20 30 30 20 " II 94 113 91 101 81 98 80 88 A 15 22 16 16 30 22 32 22 B 44 36 26 36 34 35 26 34 C 35 55 49 49 27 41 33 32 " III 116 123 115 135 149 148 119 135 A 31 33 30 31 32 60 37 33 B 8 9 8 15 9 13 13 C 13 15 16 15 12 16 17 16 D 9 1 6 6 E 5 15 15 15 15 4 9 9 F 15 2 5 5 19 10 13 13 G 42 41 35 41 40 43 36 40 H 10 10 5 10 7 5 9 7 " IV 174 186 187 179 171 154 178 173 A 35 25 25 35 30 10 15 15 B 49 67 60 60 46 64 57 57 C 47 50 56 50 60 30 53 53 D 20 20 16 20 10 10 15 10 E 23 24 30 24 35 40 38 38 " V 111 78 75 85 70 80 61 80 A 45 28 35 35 30 37 8 37 B 28 13 10 13 35 19 18 19 /I C Potal 38 . 580 37 571 30 551 37 573 15 561 34 568 35 549 34 569 Final score for Hawthorne Building 573 Van Buren " 569 it it 78 REPORT OF SCHOOL SURVEY It will be seen that three judgments were secured on each of these buildings and that in the case of the Hawthorne, the final ratings were 580, 571, and 551, while the median rating, which is the composite of the medians of the twenty-two sub-items, is 573. This median rating is accepted as the final rating upon this building. In like manner, the three judgments that were recorded on the Van Buren were 561, 568, and 549, while the composite of the medians of the twenty-two sub- items was 569. After the ratings for all buildings were secured in this manner, it was possible to rank the school buildings of the city in the order of their merit and their adaptability for educational purposes.^ The total possible score' which may be assigned any building is 1,000 points, the total of all the items on the score card. A school building perfect in every particular would receive a score of 1,000 points. A school building which approached perfection in every detail, or was perfect in all but one or two minor respects, could be expected to receive a score of between 900 and 1,000 points. Any building receiving a score of more than 700 points, it has been observed by those who have studied school buildings in the light of the score card, may be consid- ered fairly satisfactory. A building .which ranks between 600 and 700 needs considerable alteration before it can be brought up to a satiS' factory standard of efficiency, A .building which scores between 500 and 600 points is a very poor building, which may be made habitable by extensive repairs and reconstruction. A building which scores less than 500 points is, in the judgment of those who have used the score card and who are well acquainted with the prevailing standard for school accommodations, a building which should be vacated at once. It is not possible to repair such a -building in the expectation of making it suitable for school purposes. Table V, which follows, shows the rating and relative position of each of the elementary school buildings. Some of the srilaller build- ings are not included in this list. TABLE V. St. Paul's Elementary Schools Arranged According to Scores Allotted By the Survey Committee. 1. Lafayette 313 2. Jefferson 358 3: Monroe ..'. 404 ^ A _1 _ . . ... t/\t\ BUIIJ)INGS AND EQUIPMENT 79 5. Jackson 427 6. Franklin 452 7. Webster 491 8. Rice 500 9. Crowley 500 10. Lincoln 511 11. Hendricks 516 12. Irving 521 13. Murray 524 14. Cleveland 530 15. Edison 531 16. McCIellan 533 17. Maxfield 538 18. Neill 538 19. Hancock 541 20. Drew 543 21. Si'bley 549 22. Gorman 550 23. Ericsson 55S 24. Madison 563 25. Hawthorne 573 26. Van Buren 569 27. Garfield 576 28. Douglas 580 29. Davis 583 30. Scheffer 582 31. Longfellow 586 32. Washington 587 33. Harrison 607 34. Deane 608 35. Smith 613 36. Whittier 613 37. Sheridan 615 38. Grant 617 39. Ramsey 627 40. Tilden 627 41. Baker 643 42. Hill 661 43. Galtier • 681 44. Phalen Park 687 45. McKinley 700 46. Mound Park ... ; 710 80 REPORT OF SCHOOL SXJEVEY 47. Gordon 71:2 48. Ames 792 49. Finch 937 Total number of points allotted by judges. 37,977 Possible number of points 49,000 If one were to try to view the whole elementary school plant as a single total situation it would be observed that out of a possible 49,- 000 points for the forty-nine buildings included in the list, only a total of 37,977 points has been allotted by the judges. In other words, these buildings that constitute a very large part of the elementary school plant are shown, by this rough total measure, to be most inadequate. It is only by studying the rating of individual buildings and of the various elements constituting them that we can locate the extent or type of deficiency found in St. Paul's buildings. Of the forty-nine larger elementary school buildings, it will be observed from the table that seventeen rank above 600 points, twenty-three between 500 and 60G, and nine at 500 points or below. In the buildings which rank be- low 600 points are housed 16,661 children, all of whom are attending school in buildings lacking proper facilities for lighting, ventilation, fire protection, as well as most of the other facilities commonly deemed necessary in a modern school plant. The four high school buildings of St. Paul rank high on the score card, — all of them scoring between 793 and 809 points. The rating for high school buildings follows : TABLE VI. Central High School 809 Humboldt High School 805 Johnson High School 811 Mechanics Arts High School 793 Table VII shows how the total score for each school building was distributed among the twenty-two sub-items on the score card. 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C 3 ^2; tic ' to > V o 13 T3 C o CO C S.2 o o P=! o b rt en SOW O < pq O Q W o CD O CO m CO CO CO E- O a O O 000 04 rH CO in CO 04 04 tH 04 05 04 CO y-\ CO rH CO S> rH 04 rH m 00 © 04 o 00 m OQ rH eo in in o CO CO Ttl . to • s to s n! o 03 1) s o o o U 1) be « 13^ a, . o o mo in CD O in m 04 rH CO m 00 CD © o o o > BUILDINGS AND EQUIPMENT 85 IIPN »n o o lo iH »0 CO CO Oi! «5 t- O 00 Tfl i-l N «o Ofl ■>* o O (14 -^ ■* Ci O « «o 05 0« CO CO 00 rH tH CO CO«OT-lTH->*ICOi>Tt(i- O 0« rH 1-f CO 10 bo e '•3 ^H • r4 3 •o pq u «-H 3 8 1 o ^OJ f— < 3 HH R) > PQ a o in .1-1 o u CO cd c sjjBj punoj\[ 30JU0J\[ ppgxBj\[ UOSipEJ^ UJOOUI^ SlUIOJ JO -oj^ •xBp\[ ajqissOjj ■it to n 3 pq a O O •* 5D tH »0 CQ CO lO »o o © i> ■* « 1-1 00 O 00 o 00 -^ ■* (N 05 CO 00 00 o lo cn lo lo 00 CO N (K! o >o O lO 05 -^ CO 1-1 o >o ra o 00 tH W tH © CO i> o •^ OC! rH OS 0? o c- CO CO m >o © © c0 CO 50 rH « (N CO 00 rH •<*< OS rH ■* CO rH CO CQ «r> 00 04 CO 0JO •^ >o »o ■>+( ■* rH 04 CO © CO t- >0 rH rH 04 mm©© CO 04 CO 00 w<; PQtJ o u (U 3 -M 3 S tn B 3 =3 i- -^ "3 © 04 rHt-C0OS!>tOCO2> CO rH rH rH CO i--!t<04VOOSCOJ>2> OSt-lO>O©0404© 04 rH rH 7-1 CO rH 100eO©©©rHi# ■^ CO rH rH rH rH CO ©©0004©-*i-00 U5 CO rH rH IH CO 000400S4CO-*m£- 04 rH CO 04rHO0J>©©!>J> 04 rH rH rH rH CO COC0rH04E-OS04i> CO 04 rH CO O0J>-«>©O0£-J>'© CO04OSrH£-0404CO 04 rH y-l ©m©©ir5©o© t-CD0404rHCOrarH > ^ 3 S m o s s ^ tn 3 CLi o ars , C^ o nl 13 TO O OTfe 's 1- -M 1) I) rt ^ -4-> ^ o .rt -s D ^§ ^ <■ pq a O w fa d W 86 REPOET OP SCHOOL 8IJEVBY IIPN §S§ O lO o •* iH ■"^ o CO 00 , 00 O 00 ABJjnj^ o CO "O o >o lO J> iH M CO O 05 O id CO O 1-H CQ CO t- jjjBj punoj\[ « CO O lO 30JUO]/\[ 2 '"' '^ o o >o i> CQ CO (N 04 tH tJH T-H (JJ !> 1-1 O •* CO ■* CO 00 o iH CO O ppyxB]^ §0 m S CO 00 o lO tH CO "* « iH tH 00 CO CO »o to UOSipBJ^ ?^ '"' "" O lO !> lO iH CO 03 W 00 Ci t- CO tH ■M W t» J d M o n ■£- XajuT^aoH ^ ^ ^ O J> 1-1 UEJP130J\[ § =^ "" o _ 00 O 05 MonajSuc^ oi (N -^ tH lO to to T-l CO t- >0 !> lO tH CO lO lO 0<> CO 1-1 CO r ^o«ocooeaj> 3;;3ABJB'7 iH ,H ^ CO tH >-l Tin C4 ca *^ ■H^ ^ UU!>4dJJ.dJ[ to (S »0 'i* rH C« S^UtO J 10 'OSJ o m lo >o in o ■ OlcOCiOOOQlO •XB2/\[ ajqissoj (u to 3 a; a u m C u a.2 g o i-i *-■ r, ni m Ph q o . x) • n Cm., •2 a^ c a s ■a ^.& G nj 3 now o<; cqopw >■ OJ 00 CO 00 CO iH t-l CO CO o is> 00 (?« w CO tH' 2> £- O rl J> to 03 TiH tH tH 04 iH O in lo o to CO -^ c O a o eft O ap^ o Odd P^ bo " o ^ ^ J, o o "o "S O OT o .2 o 'G ^ aj o CL OToa O 1) tn +-» ao o o P<0 o S3 in CO to 00. in 00 m CO o o o O > BUILDINGS AND EQUIPMENT 8^ V a o O < 03 C 3 o o X u 3 o 10 V u O u M I— I nt 8 J3WHM S5^«?? J31sq,3M § :5 g ^ UO^SUIUSB M K5 O lO O ■""• 5D CO C« IH U3jna uBA g ^ g° g T,-,^,,., «D CO 00 ira "^PIJX O >Q N « CO O CO O iHjuig o lo N CO /■ornir* «0 m lo m •^^II'IS 03 Tt< C« N _ o o o o UBpuaqg th >o CO CO lO O JO o jajjaqDg ^oo ^tn i-i co _-.„ t-l lO CD O 83ly^ E- CO (N iH iCasuiB-jj § g § § lo 00 >o oa jjjBj uai^qj o ■* « CO siuioj JO -ojsi ^ g ^ § ■xvyi ajqissoj '^ to bo a 3 pq B u O to C .2 s- o rt QJ O t-i N «! 00 o o 04 T-I 1—1 CO 04 CO T-I 00 CO 00 00 CO i> 00 iH CO ^ o tH tH 04 04 7-1 m tH CD CO CO co J> iH »0 00 CO 00 >* 04 CO o CO CO rH rH rH o tH in CD CO o rH 00 ITS 00 04 CO OS CO in CO 04 CO 04 T-I CD CD C5S CO rH J> CO (^^ 1-1 o »o 05 in CO 00 CO 04 04 O tH t- m tH 04 t- -* 04 y-i 04 1—1 ^ 00 04 rH CO O T-I lO tH O m CO y CD CO t- CD 04 C3 04 04 CO 04 04 T-I m 04 CO T-I CO T-I in 04 tH CO tH CO CO t- 04 in 04 04 04 00 CD CO 04 T— t O CO o CO T-l o O m T-I 04 o rH >n o4 r-i Oi 04 o 1H oo OS o CO tH 2> OS CO t- 00 00 1— ( CO 05 04 04 l-H tH CO Oi o tH o m o rH CO O tH CD O CO 04 T-I o CO CO O CO oo 04 tH 04 CO rH OS Tti 00 ^ E- 05 00 04 tH 04 OS CO 04 T-I CD 04 o 04 rH 00 in £- CD CO i> CD 04 1—i o CD o 00 O 00 04 O in CD O 04 o 04 in rH O CO o in C bo o u 3 u o 3 i-i > 10 bo .s 4:: bo m ro<5pqO CO •3 Ph o 3 . m<;pqo bo g 'S (L> o Si 3 rt (O "O '-p, s s ^ t^ boS .H K fe o < W ^ OT o t- 10 C4 «5 TjH 1-1 W CO O CO 10 10 O O CO to CO rH CO CO in j> CO O 2> T-l .iO 10 iH o 05 o 05 CO CO to to tH CO 05 o to >n o 00 iH CO to to (Ti CO rH 10 ^ 10 O O t- N 10 10 iH CO >o 10 00 (N 00 N O CO to 10 tH CO 'G« to i> Tj< to O Oi O 04 to >0 t- oj CO o >n in "JO 10 o Oi CO 0:1 00 CQ 10 C4 to .is tn -S'S g o o o •a ni en O o i4U 2 S S 2 3 o 3 „ . - a- SOW O < pq d P M CO 05 to o 00 'it* 10 CO 10 to 00" 00 o 03 O -"^ ■tH 04 CO 10 .CO 1-1 1-1 tH 0« OS to 00 r)< o« J> 05 -# OJ iH CO 10 £- 0« m 10 10 04 tH OJ o ""ti >n 04 0<8 rH O »o O 04 CO O 05 00 T-l T-H CO O t- J> CO CO in in 00 rH iH 04 O 05 CO CO 04 04 10 m o to CO -* u o C a; o o to O o a o o Pi o o o a, CO T-l to 05 fc-- 00 in Oi to m 04 to CO 1-1 to m 04 00 10 o o in 04 to 00 o o o 3 ^ ^ a u M bfl en « S -3 SP 85 o "cS a, • . . -t-j w< pq > BUILDINGS AND EQUIPMENT 89 TABLE VII— Continued. Final Scores on St. Paul's School Buildings. Names of Buildings I. Site A. Location B. Drainage C. Size and Form IL Building A. Placement B. Gross Structure C. Internal Structure III. Service Systems 280 A. Heating and Ventila- tion 70 B. Fire Protection 65 C. Cleaning System 20 D. Artificial Lighting 20 E. Electric Service 15 F. Water Supply 30 G. Toilet Facilities 50 H. Mechanical Service ... 10 IV. Class Rooms 290 A. Location and Connec- tions 35 B. Construction and Fin- ,. ish 95 C. Illumination 85 D. Cloakrooms and Ward- robes 25 E. Equipment 50 JS CA e Max. Points IHigh ool 3ldt Hig hool n High ool nics Art School :a"o 2-y -Sr^ CO u .^f„ Poss No. O s 3 o 1—, 125 115 105 85 85 55 55 55 50 50 30 30 25 25 25 40 30 25 10 10 165 150 141 147 155 25 25 18 20 . 24 60 53 53 56 56 80 72 70 71 75 217 205 227 203 55 50 60 53 50 45 64 48 13 17 11 16 15 12 12 15 14 12 14 10 25 22 20 23 46 40 39 35 7 7 5 J44 251 248 351 25 30 30 33 81 83 82 83 73 73 71 75 20 20 20 20 45 45 45 40 90 EEPOET OF SCHOOL SUKVBY TABLE VII— Continued. Final Scores on St. Paul's School Buildings. Names of Buildings jj ^ ■5 o PL, :2i V. Special Rooms 140 A. Large Rooms for Gen- eral Use 65 B. Rooms for School Offi- cials 35. C. Other Special Service Rooms 40 Total 1,000 Xi CO bo *i f« ffi bo ■h .-I < 8 to .c O o M^ ffi ^ o C -:; a w p il o S m O a .G s"' j3 O J3 " O TO 1—. ^w 83 103 104 99 37, 46 43 43 21 25 26 20 35 32 35 36 809 805 811 793 It will be observed from a study of the table given above that the school buildings of St. Paul, especially the elementary school build- ings, are deficient, partictilarly with respect to. heating and ventilating, fire protection, toilet facilities, water supply, large rooms for general use, cleaning systems, artificial lighting, internal structure, and gross structure. A bird's-eye view of the whole situation can be had by a consideration of the score allowed, out of the total provided on the score card for perfect buildings, with respect to each of these items. In Table VIII the part of the total possible score which could be had for each of these several items is expressed in per cent. For ex- ample, the total number of points allowed for fire protection for any building is sixty-five. Twenty-nine elementary school buildings se- cured from zero per cent to twenty-five per cent of this score ; that is, they all scored less than nine points out of a possible sixty-five. Six- teen buildings showed a score of from twenty-six per cent to fifty per cent of the total score allowed ; that is, these sixteen buildings received less than thirty-three points out of a possible sixty-five. Four build- ings scored from fifty-one per cent to seventy-five per cent; that is, they received forty-nine points or less out of the total of sixty-five. Only four buildings received a score of fifty points or more out of the total possible score. SCHOOL FLAYGEOUNDS 91 TABLE VIII. A percentile distribution of the efficiency of certain features of the school buildings of St. Paul as judged by the Survey Committe. Un- der the percentages is given the number of buildings scoring within the range of percentage stated : i 0%-25% 26%-50% 51%-75% 76%-100% Heating and Ventilating.. 3 36 11 3 Fire Protection 29 16 4 4 Toilet Facilities 1 7 29 16 Water Supply 24 22 4 3 Large Rooms for General Use 5_ 41 7 Cleaning System 9 29 15 Artificial Lighting 38 16 8 1 Internal Structure 1 15 26 11 Gross Structure 1 7 30 15 It seems advisable to inquire carefully concerning each of the sev- eral elements which enter into the composition of a satisfactory mod- ern school plant. There will, therefore, be considered, in order, the situation with respect to school sites, the gross and internal structure of buildings, the service systems, the classrooms, and the special rooms which are provided in the St. Paul school plant. SIZE AND FORM OF SCHOOL SITES. One of the most important considerations with respect to school sites is the playground space which is provided. Table IX shows the enrollment of each school in December, 1916, and the number of square feet of playground area per child enrolled. All the area of the school sites, except the ground upon which the building itself was located and the area directly devoted to lawn and landscape, was in- cluded in the so-called playground area, though it was quite evident that a number of the buildings had no area set aside distinctly for play. 93 REPORT OF SCHOOL SURVEY TABLE IX. 30 or Less Cleveland Crowley . Ericsson . Franklin . Hill Irving . . . Jefferson Lafayette Scheffer . Webster . Whittier . 30-100 Area of Play- Enroll- ground ment Per Child 626 30 815 9 713 21 808 9 775 15 501 13 763 4 668 19 370 37 700 15 508 30 7,345 Adams 547 Baker 413 Davis 301 Douglas 813 Garfield 354 Gordon 460 Grant 339 Hancock 831 Harrison 333 Hawthorne 390 Hendricks 605 Homecroft 130 Jackson 335 Lincoln 7OI Longfellow 728 McClellan 47O McKinley 723 Madison 735 Maxfield 373 31 37 85 45 89 70 83 64 57 36 66 77 49 40 43 70 36 80 60 SCHOOL PLAYGEOUNDS 93 TABLE IX— Continued. 30-100 Monroe Mound Park Murray Neill Ramsey Rice Sibley Smith Tilden Van Buren .. 100-200 Ames Deane Drew Gorman . . . . Phalen Park Taylor Area of Play- Enroll- ground ment Per Child 532 60 490 83 414 47 316 60 571 93 290 53 595 54 342 58 152 65 685 73 13,935 378 114 95 118 409 103 477 123 724 131 67 113 2,468 200 and Over Galtier .. Logan . . . Mattocks Quincy .. Randolph Sheridan . 636 318 27 1,889 39 1,085 33 497 353 382 125 739 1,312 94 REPORT OF SCHOOL SURVEY St. Paul has made provision under its City Charter for a Depart- ment of Parks ^nd Playgrounds. Fortunately, some of the schools, such as Phalen Park, Sibley, and the Scheffer, adjoin playgrounds un- der the supervision and care of this department. It seems wise that in any future planning of playgrounds and schools that this procedure of locating the playground where it is. available for use for part of the school day program should be followed. The contrast between the playground advantages offered children attending the Galtier School and those enjoyed by the 800 children enrolled in the Franklin School is very marked. In the latter, each child is allotted nine square feet of playground area, while the spa- cious grounds of the Galtier provide over thirty square feet of play- ground area for each child. The contrast in mid-winter when St. Paul was in the midst of its outdoor carnival, was pathetic. At the Galtier a long toboggan slide had been provided by a carnival com- mittee, and provision had also been made for skating, while at the Franklin, no attempt of any kind had been made to provide for these children opportunity for enjoying the pleasures of a St. Paul winter. A playground is just as vital a part of the school equipment as text- books, and if utilized properly will produce as beneficial results. The small area lying about the Jefferson School below the S:treet level is reported by the principal to be filled with water at times dur- ing the year. It is to be contrasted with the splendid playground which has been provided and equipped for the children of the Irving School. The parents who provided^ this latter playground will be amply repaid by the returns which will be made to the city in greater health, better moral tone, and the democratic spirit of its youth. The burden of providing school playgrounds, however, should be accepted by the school authorities and not shifted upon the shoulders of an am- bitious principal who secures the co-operation of a parents' organiza- tion. The size of the playground adjoining the new Finch School which provides, 383 square feet per child enrolled in December, 1916, is, it is hoped, a standard which will be maintained in future school plan- ning. The contrast between the types of city planning which located the Central High School within the spacious Central Playground, and the Johnson High School on the edge of a hill with no provision for playground or future additions, needs no Jurther comment. Ample provision in congested centres is relatively more vital than in open sections. A comparison of playground space provided in the cities of St. Paul, Denver, and Salt Lake City, is available, and is given in the following table. STRUCTURE OF BUILDINGS 95 TABLE X. The Playgrounds of Three Cities. Percentage of Sch. 30 sq. ft. 30-100 100 sq. ft. 100-200 300 sq. ft. Bldgs. with or less sq. ft. or less sq. ft. or over St. Paul 29.1% 56.1% 85.2% 9.9% 4.9% Denver 82.0% 12.5% 5.5% Salt Lake 37.0% 33.0% 31.0% Lowest No. of Median No. of Highest No. of Playground showing sq. ft. per sq. ft. per sq. ft. per child child child St. Paul 4 sq.ft. 60 sq. ft. 1,889 sq.ft. Denver 40 sq. ft. 130 sq. ft. 1,037 sq. ft. Salt Lake 4.1 sq. ft. 62 sq. ft. 2,560 sq. ft. GROSS AND INTERNAL STRUCTURE OF SCHOOL BUILDINGS. Under gross structure, it will be seen, were considered the type of building, the material, height, roof, foundations, walls, entrances, estehetic balance, and general condition. Under internal structure were considered types, construction, and location of stairways ; size, lighting, and accessibility of corridors ; the economical utilization of basements, and construction of attics. The distribution of the build- ings according to percentage of perfection obtained in these two items is given in the following table : Gross and Internal Structute. Maximum Possible Rating. 140 Points 50% or less of total score allowed Lafayette, Jackson, Jefferson, Monroe, Adams, Franklin, Madison, Rice, Van Buren. 96 REPORT OF SCHOOL SURVEY 51%-74%of total score allowed Cleveland, Crowley, Davis, Deane, Douglas, Drew, Edison, Ericsson, Garfield, Gorman, Grant, Hancock, Harrison, Haw- thorne, Hendricks, Hill, Irving, Lincoln, Longfellow, Mc- Clellan, Maxfield, Mound Park, Murray, Neill, Scheffer, Sher- idan, Sibley, Smith, Webster, Washington Annex. Above 75fo of total score allowed Ames, Baker, Finch, Galtier, Gordon, McKinley, Phalen Park, Ramsey, Tilden, Whittier. The Gordon, the Ames, and the Finch ranked highest, with 123, 138, and 140 points respectively, for combined totals of these two items. It does not seem necessary in this report to review all of the items which have brought about these extremely low ratings. The reasons will be perfectly evident to the observer who is familiar with building planning. The chief deficiencies may be summarized as fol- lows: I. The poorly arranged and inadequately equipped basements, built at great cost, adding largely to fuel and janitor expense, but pro- viding frequently no educational facilities. Such conditions exist in the Franklin, Jefferson, Monroe, and others. The possibilities for utilization of basements such as in the Ericsson have not been realized, though the progress made in this direction by such' schools as the Longfellow, Hancock, and others, due largely to the initiative of principals and teachers, is highly commendable. II. An extremely large amount of unusued space is found in the attics of the Ramsey, the Van Buren, and i« fact, in any of the build- ings erected previous to 1890. Much money has been spent in the past on elaborate stairway approaches to these attics, and in the effort to make some of them available for educational work. This is to be re- gretted, since most of St. Paul's buildings are not fireproof, and even lack adequate fire-escapes. The risks involved are greater than the advantages derived. The use of third-story class-rooms as in the Jef- ferson, and third-story auditoriums as in the McKinley, is fraught with much danger and should be discontinued. All school audito- STRUCTURE OF BUILDINGS 97 riums of the future should open upon the ground level. The school buildings in a city where land is as inexpensive as it is in St. Paul should be no more than two stories above the basement. III. The entrances to many buildings were not built for the purpose of providing safety for children. An example of a very bad entrance may be seen at the Crowley School. Here there are two curved steps just inside the door, and a stairway directly outside this same door. Wooden steps on the outside of buildings, as at the Adams and Lafayette, and unprotected entrances as at the Drew and the Van Buren, also show a disregard for the welfare of the children. The necessity for providing hand-rails at many entrances was brought out very clearly during the visits of the survey commission after the severe fall of snow in January. IV. Dangerous stairways were constantly evident. The stair- way in the main entrance hall of the Ericsson ofifers no fire protection of any kind, standing as it does in the open. The wretched make- shifts for stairways leading to the basements as found in many build- ings, particularly the Scheffer and the Jefferson, should be replaced at once. The curved stairway, as found in the Jackson, with treads narrowing down at one end, leaving a very small width for the foot, is surely a source of injury, considering the insecurity involved. The extremely steep stairs of the Hancock School, the lack of handrails as in the Grant School and the Harrison, the wooden material used in the construction of the majority of staircases in the city, and the failure to make them conform to dimensions fitted to the physique of children, show that architects and school authorities have failed in realizing the importance of constructing perfect stairways. The standard stairway is of fireproof construction, separated from the corridors by fire glass doors. These encased stairways, made of steel and concrete, are be- ing built into the best modern school buildings. V. The type and construction of corridors in many school build- ings materially lowered the score on internal structure. The corri- dors in such buildings as the Hancock, Cleveland, and Smith require too great an expenditure for fuel considering the purpose for which they are used. There are some corridors in the Adams that are too narrow. The Monroe building has not a sufficient number of corri- dors. Class-rooms are in use here as passage ways. The standard corridor should be wide enough to prevent congestion. The main 98 REPORT OF SCHOOL SURVEY corridor may be twelve feet wide in elementary schools, while the others need not be more than eight. SERVICE SYSTEMS. Table VII showed that one of the places of greatest inadeqaucy in the school plant was in the service systems; i. e., the heating and ventilating, fire protection, cleaning, artificial lighting, water supply, and toilet systems. These will be considered separately in the next few pages. HEATING AND VENTILATING SYSTEMS. The 1914 report of the Board of School Inspectors contains on pages six and seven a financial statement of expenditures amounting to $132,481.17 for alterations and improvements in heating plants in various school buildings covering a period of twelve years, from 1898- 1910. These figures presumably include expenditures for the accom- panying ventilating facilities. These investments, together with those of the 1911-16 period, should bring adequate returns. It speaks well for the heating systems of the schools to recall that relatively few reports were made to the survey committee regarding the inability of the heating apparatus to maintain adequate tempera- tures in the class-rooms. When one considers that the committee was visiting the schools during a two-weeks period of intense cold, the school authorities have further occasion for self-congratulation. It was found futile to endeavor to judge heating efficiency by read- ings of the class-room thermometers because of the many inaccurate thermometers being used throughout the city. The thermometers of the Whittier building were a good illustration of this point. The teachers and principal had no confidence in their accuracy, and the readings collected during a period of fifteen minutes around ten o'clock on a bitterly cold inorning supported their impressionsi Though the thermometers ranged between 52 degrees in Room 7 to 82 degrees in Room 2, the children were apparently equally com- fortable throughout the building, and when asked, reported that they were not cold. The Smith School, which is very much exposed to the winds on all sides, reported on this same morning that its north rooms were ex- tremely cold. The thermometer readings at 11:30 on January 31, HEATING AND VENTILATING 99 • 1917, were 59, 73, 68, 66, 72, 60, 72, 66, 63 for its nine rooms. Some classes had been combined and were reciting together in one room. This could very easily be done because of the poor attendance on this day. The open basement, thirteen feet high, and the spacious corri- dors were preventing adequate returns from the heating plant, though the boilers were being urged to the point of carrying fourteen pounds pressure of steam. Weather strips on all windows facing north would no doubt assist materially in the heating of this building. A surprisingly marked variation from the generally reported ex- cellence of the heating plants was noted at the Scheffer School, where from 10:30 to 11:00 on the morning of January thirty-first the ther- mometer readings were : 64°, 70°, 66°, 66°, 66°, 66°, 66°, 66°, and 63°, for the eight rooms. The building was just becoming comfort- able at this hour, though the janitor had very conscientiously come to the building at a very early hour in his endeavor to have the rooms comfortable for the children at 9 :00 A. M. Carrying a twenty-five pound pressure on the boiler, the janitor had been unable to heat the building sufiiciently until 11 :00 in the morning. The janitor's im- pression is that there is not enough radiation in the building, while the principal reports that this building has been cold for twenty years. The dangef involved in the carrying of such high pressure and the frequent complaints that have been made about this building should have produced a change long before this in what is apparently a fun- damental heating fault. The temperature report for this school for January twenty-second speaks for itself. Room Room Room Room Room Room Room Room 13345678 8:30 48 50 50 44 44 40 48 46 9:30 50 54 63 56 54 53 60 60 11:00 70 68 68 60 60 64 70 68 Thermometers are installed chiefly for the purpose of enabling janitors and teachers to regulate the heat and ventilation in class- rooms. If the teachers have no confidence in them because of their variation in quality and efficiency, their reason for being a part of the school equipment no longer exists. The purchase and supplying of a 100 REPORT OF SCHOOL SURVEY recognized standard thermometer for every room without thermostatic control is advised. The readings of the dry bulb thermometer of the sling psychrom- eter used in determining the- humidity of the various class-rooms in the city will give a far better index of the control of the heating sys- tem than merely the readings of the class-room thermometers. The readings made are distributed in Table XI. TABLE XI. The median reading for the 181 readings coming from 17 schools is 68.40°. St. Paul No. of % of Rooms Rooms Denver No. of % of Rooms Rooms Readings below 60° either 60° " 62 " 64 66 Standard " 68 Readings " 70 73 " 74 76 78 80 7 3.9 14 1 or 61° 6 3.3 25 2 "63 8 4.4 56 4.8 "65 20 11.0 109 9 "67 38 21.0 160 13 "69 37 20.4 343 29 "71 37 20.4 248 21 "73 15 8.3 113 9 "75 7 3.9 61 5 "77 5 2.8 14 1 "79 7 .6 or above. ... 1 .4 7 .6 As before stated, considerable money has been expended on the installation of ducts and flues in all buildings for the purpose of ventil- ation. Almost universally in the elementary schools the gravity sys- tem alone was providing what change in air was made in the various class-rooms. The recognized standard for change of class-room air 5s at the rate of 2,000 cubic feet per hour per pupil. The Short and Mason No. 3136 Anemometer, Briams pattern, was used in order to test the amount of air that was being changed in the city's class-rooms. In twelve elementary schools, fifty-four class-rooms, and in two of the four high schools, twelve rooms, making sixty-six rooms in all, were tested. The results are arranged in Tables XII, XIII, and XIV. HEATING AND VENTILATING 101 CO - V. - i-H ro o - OS O OJ iH 04 " - " CO W CO - 04 CO 04 CO g^BQ cs ni S - S S S tH K-, = s S 5 S 5 ;s3iiStjj CO 2> 2> lO CO 2> + 1 in !> 05 00 OS 00 ^t ^i <* J D J> 0« lO OJ iH 00 CO CD 04 r)< iH iH in CO 00 04 2> 00 O iH «0 CO o -* 04 00 c:5 in J> CO 04 3 tH rH tH 04 tH rH OS 1-1 o -a 1 J 1 + 1 + + 1 + 111 + 1 ± J 8 UBip3J\[ lO t- O tH r-( 00 i> !> rH N c0 iH 00 00 Tt< 05 CO ^ 04 OJ 04 in !> ■* m in in 04 CD p^ iH 04 iH rH iH 04 T-l 04 tH i-l CK> tH iS d o 8 3 (J JO CO CO O 04 t- in CO 00 CO j> in in CO rt O "^ 03 CO iH CO 00 00 CO in (?4 m m T-t 1 0] o U'Bip3J\[ .rff 1-1 OS CO ■* OS 1-1 rH tH CO CO O 'tH iH C35 1-1 iH iH IH 04 1—1 o M M X CO "o 'a< g o :2;pL, ;S3MO'7 CO 00 -* CO 1-1 tH o >n 00 CO iH a> m 00 U lO tH CO OJ lO lO CO in o ■* 00 05 O t C/2 OJ O "O i-( OS OS 05 ■* CO 05 2> Tt< 2> H i-l iH iH 00 3 ^ 1 -t-> el 1-1 -^ 03 iH t- iH 05 04 ■^ m CD t- OS t- fH Ifl u B Ah ^saqSjH J> 00 o? t- »o ^ in o o in «3 as iH Oi iH iH 00 tH iH co T-i 1-1 m CO 04 00 CD tH 04 CO 04 H d 1 — 1 CO 00 00 00 i>- iH CO 00 04 in CO o OS 00 Ih ^ Oi 04 CO C4 lO 00 CO J> CO in 04 c 1-1 iH 1-1 OS 04 tH O OS 00 «D 00 o CO 04 J> CD tH iH in <» oj 00 04 O 1-1 CO 00 cOTH^TjHTH In — . •--■ o ^ 3 ^ O y ■tH in u O > 102 REPORT OF SCHOOL SURVEY ^ nl (^ +S .s '6 JS u o 3 o 1 S s? 1 o ^ +2 ^ CO hH 3 X O JT (I, M ■gW M CO * < ■li Ih U -*-> V a o c < aiBQ S c ^ r-l Isg^BiH =*g eo 04 flj OJ iH S^ 00 OS ^^ 6- tH tH O 04 1-1 '^ 04 Da ^ '^'d §5 00 + + ^1 UBip3J\[ 7-1 ta OS OS E- 00 1) rt ^saMoq ■as 00 -J CO CO o «2 CO 00 ls3qSiH OS OS r-l O fm^ : • S ' iiO' lO 5D tH t-I s -s UEip3J\[ s^ 00 -^ 04 r-i O nJ T-1 04 rH »-M o n3 • a, .2 ^ o eo CD 00 ;z;pM IsaAvcj ■r-l id CO >* t- OS in ■" ;s3ij;Sijj rH 04 CO tH 00 OS P-t rt 04 CO JO 04 . -M *" 1— 1 3 -M 05 J> CO 00 UBipaj^ t- 00 J> 00 O ."rt iH 04 CO rH • Oh O 3 12; Pm • jsa^wc^ °|: t- OS t- 00 03 OS OS pa^sajL smoo-g jo -o^ a s " s O > HEATING AND VENTILATING m „ OOS'g-TOO'g OOrHOOOOOOOOO w W H E o gri -,, o o ill o 12; I— I Pi w Pi I— I ft 008'T"T09'T ®®®®®'~'®®'^®®® I** ; hi' 009'l"T0^'l '^OOOOiHr-li-HrHiHOO |lO 00^'T-T0?''I "^^i^®®®"^'^'"'®®® I"" 00?''T"T00'T ^^^'^'^^'^^'^^^'^ 000'l"T08 oooooothoootho 008 "T09 OOOC>OOOi-IOrH0*e<3 nOQ "TO"]^ C^tHOCOtHOCOCQt— (OOt— i 00^ -TQg OSCOOoaOOOOOOrHO tH 04 ^ 00 OOOOCOOOr-IOOOO \ -^ O •^ -no 008 -0 [3 siuoo^ JO J9.qmn|vi o < Eh o o «3 Eh n Eh o o u ta s tJ ^ 2 -g _rt ^ 1) c ^QOKoOKPiPim>^W CO O Eh 104 3 ■^ Pi o 1 M l-H l-H X H m b. lU a o H c < xn W < o o M ^1 o l-H Eh w o O <; o o I— { pq l-H P^ BEPOET OF SCHOOL StTBVBY dn-xo9'g -"^ I « „ 009'g-T0f''g oo I <=> „ OO^'g-TOS'g o <=> I <=■ „ OOg'g-TOO'g '-' « I ^ „ OOO'g-TOS'T O rH I rH „ 008*T-T09'T ■= = I ® „ 009'T-T0yX '^ == I -^ „ 00=^'I-T0g'l o o I o „ OOg'l-TOO'T -H o I --< „ 000'T-T08 <= o I o „ 008 -T09 ® <=> I ■=> „ 009 -10=^ o o I o „ OOf -OOg o o I o •;j -no 002-0 CO o I CO suioo-g; JO jaquinisi; ^ o o A u xn •a < o " 5 o Eh 3 m > di •4-» CO fH X/i < i H a m W ;^ o w ^^ W Id /Si. I ,o K. £-< O '^ IJ Pi lii'.ii. HEATING AND VENTILATING dn-TQo'g OOOOOOOOOt-IO© I 009'8"T0^'8 oooooooooooo | O0?''2-T08'g ooooooor-(oooo I OOS'g-IOO'g COrHOOOOrHO© O O ] OOO'S'TOS'l OtHNOOt-HOt-IOOOO I 008'I-T09'X oooooooooooo | 105 009'T-T0^'T ,'t OO-iHT-IOOOiHrH 00^'T-IOS'I 'T Ol-IOOOS OOOOOONi-lrHi-lT-liH 2> 008 "X09 ooooooooooot-i i „ 009 -TO^ WOOtHi-IOt-IOt-IOOO |5D i a < to O ^ 00^ "T08 <>«OOC rt m s 1— 1 0) Pi S to T-l ucsJst'Jsk.u. ^O a p O W O o W rt p:J cH ^t; w 106 EEPOET OF SCHOOL SUEVBY © iH I T-l a < fa O ^ w. « tH a ^ 5 P s O Ci S < < tt K tH fa o :z: o n I— I I— I Q dn-X09'g „ 009'g-T0^'g „ OOS'g-TOO'g „ ooo'g-tos'x „ 008'I-T09'I O tH I rH „ 009'I-I0?'I „ 00=^'T-T02'T „ OOg'T-IOO'l „ 000'T-X08 „ 008 -T09 „ 009 -TO? „ 00? -log •;j -no 002 "0 smoo-g; JO 'o^ o o •s 03 bo w o o 1 o o o I o o o o o o I o O 1-1 rH o o o 04 N ■* O O O ,-< O 1 rH rH O I rH O O 1 O CO O I CO < o ^ S " s ''d o HEATING AND VENTILATING 107 Rooms facing in all directions of the compass, and rooms on dif- ferent floor levels, as well as buildings in various sections of the city, were tested in order to make the samplings as representative as possi- ble. Some of the more modern buildings, as well as some of the older buildings, were also included in this test. The tests were made over a period of two weeks. These records were taken by constantly mov- ing the anemometer over the entire opening. The lower half in most instances recorded practically nothing when tested alone. In this connection it may be said that even in the new Ames School the thick mesh screens on the room intakes delays the entrance of air forced up by the fan into the room. Although the standard requirement is 2,000 cubic feet per hour per pupil for change in air, only two rooms out of the fifty-four ele- mentary rooms approximated this amount, one room in Sibley and one in Garfield, the records of which show 2,215 and 2,022 cubic feet respectively. The average amount of air entering these fifty-four rooms was 811.8- cubic feet, the median amount 629 cubic feet. The air from a number of the intakes barely moved the wheel of the ane- mometer, while intakes which did not register at all were found in the Cleveland and Ramsey schools. The record for the outlets shows a corresponding lack of change of air. The intakes in the Crowley School registered more uniformly than any other school, its lowest figure being 1,412 and its highest 1,941, with the median 1,781. The outlets also registered fairly uniformly. The high school ventilation record is far better. The standard for high school pupils is 2,500 cubic feet per pupil per hour. Three of the twelve rooms, or 25%, reached this standard, while six of the rooms, or 50%, were above the 2,000 point. The Mechanic Arts and Johnson High School were the buildings tested. The average air in- take for the twelve rooms was 1,696 cubic feet per pupil per hour. It is obvious, from these findings that the ventilating systems of the elementary schools in particular are very unsatisfactory, irrespec- tive of the great investments made in them by the people of the city. Either many of the janitorial staff have no conception of the real pur- pose of a ventilating system or the systems installed conflict seriously with the maintenance of the requisite temperatures of rooms, for many instances were found where dampers were entirely closed, the main intakes from the outside absolutely air-tight, and the intake chambers filled with dust, manual training supplies, or other accumu- lations. The standard location set by the building score card for the outdoor intake is at the top of the building or at least above the first story. The necessity for adopting this standard in future building 108 EEPOBT OF SCHOOL SUEVEY construction in St. Paul was obvious to the survey committee, who found many of the intakes completely or partially blocked with snow, while some gathered the air which was to enter the lungs of the chil- dren in the class-room directly from the ash-pile in the rear of the building. The following situations were typical: Ericsson: Air intake directly from much used alley. Air shafts closed. Irving : Intakes clogged with snow — air intake directly out of toilet rooms. Jefferson : ■ Air intake directly under a side entrance. Gordon : Ventilating intakes closed. Douglas: Dampers broken — snow covered intakes. Intakes usually closed, snow or no snow. Hendricks: Class-room intakes down at floor levels pouring air directly upon children. Ramsey: Room 9, intake at floor level. Outlets closed with boxes and wraps in cloakrooms. Plenum chamber filled with rubbish. One intake passing through toilet. Crowley : Outlet in floor opposite intake. Hancock: One intake closed to keep out odors of domestic science room' where intake was located. Another closed by snow. Mechanic Arts High School: Fan system reported rarely operating successfully — either too little or too much air was the report of the teachers. Air intake directly from street. Monroe Air intakes from ash-piles. Neill : Air supply taken from ground level under steps covered with snow. McClellan : Ventilating system not in use. Another test of the efficiency of the heating and ventilating sys- tem may be made by determining the humidity of the class-room, The survey commission secured 181 different readings of the sling phychrometer in buildings selected at random throughout the city. The results are shown in Table XV. HEATING AND VENTILATING TABLE XV. The Relative Humidity of St. Paul's Class-rooms. Standard — 40% in very cold weather. — 50% in ordinary winter weather. 109 o o .a o o o o o Per Cent Relative Humdity u to a u m a c o O o 8 a a 3 c u o W. u CD o tn K a o en a o 1—. •a X "o X5 g Mechanics Arts High School Schools of few readings each en o 1- 5.. .. 6-10.. . 3 1 8 3 3 17 11-15.. . 6 1 1 6 7 1 3 14 9 48 16-30.. . 2 7 4 10 3 5 4 7 10 53 21-35.. . 8 1 10 3 1 4 27 36-30.. . 2 1 1 13 16 31-35.. . 5 5 36-40.. . 3 3 41-45.. . 1 1 46-50.. . 1 3 3 51-55.. . 1 1 3 56-61... . 1 1 3 Median ^ 14 31 17 1_ _ i - 16 ._ 1 ■ 13 27 30 J _ f 16 14 I* __ 17 17 It will be noted that only sixteen per cent of the readings obtained are above twenty-nine per cent relative humidity, while only seven per cent of the readings are above forty-five per cent relative humid- ity. The standard percentage of humidity for a class-room is consid- ered to be about fifty per cent. The humidity outside of the school buildings on the days from January 20th to February 2nd, 1917, when the tests were made, varied from 79 to 95 at seven o'clock in the morn- ing, and from 59 to 91 at twelve o'clock noon. It will be seen, then, * These medians are calculated from a finer distribution. 110 EBPORT OF SCHOOL SURVEY that most of the St. Paul class-rooms that were tested were made far too dry in the heating process. When a large percentage of the mois- ture is taken out of the air, the effect upon the children is such as to produce nervousness, restlessness, and nos« and throat troubles. Teachers have apparently endeavored to overcome the intense dry- ness that prevails in many class-rooms by placing pans of water here and there in the rooms. The proper method of providing humidifica- tion is, however, by air washers, or better still by providing the re- quired amount of water vapor directly in front of the fan, through , which all air entering class-rooms must pass. FIRE PROTECTION. The school buildings of St. Paul were found to rate extremely low on fire protection. It seemed to the members of the survey staff that there had been almost a complete disregard for the safety of school children in St. Paul, if one may be justified in reaching this conclusion from the present condition of buildings and of the measures taken to prevent fire. Some of the conditions found were almost unbelievable, and gave indication of a lethargy on the part of fire and school officials from which one might fear an awakening such as occurred in Pea- body, Massachusetts, or Collinwood, Ohio, where disaster resulted from the lack of proper fire protection. In scoring under the heading of fire protection, the committee considered apparatus such as hand extinguishers, fire hose and fire sprinklers, the fireproofness of the building itself, the fire escapes, in- sulation of the electric wiring, fire doors and fire partitions leading to or from immediate sources of fire, and exit signs or lights for dark cor- ridors or in buildings utilized in the evening. It seems some hand fire extinguishers have been provided for manual training rooms and boiler rooms. The installation of one small J. M. hand extinguisher in a sixteen-room building like the Hancock is surely insufficient. The thiee-story eighteen-room Jefferson building was without extinguish- ers. It had fire escapes reaching from the third story. The sixteen- room Longfellow had one extinguisher. The detailed score card gives the standard for this item of fire protection as one extinguisher for each 5,000 square feet of floor space. There is no excuse for not reaching this standard. Anything less should not be tolerated. Of the elementary buildings only five or six can make any claim to fireproofness, i. e., the Ames, Finch, Galtier, Gordon, and the Hill. The buildings erected previous to 1890 offer no barriers to the pro- FIRE PROTECTION 111 gress of a fire and would burn with astonishing rapidity if the fire were not extinguished in its incipency. The wooden, warehouse-like structure bearing the name of Lafayette needs no comment here. It is simply a fire-trap which should be abandoned. Many of the other buildings which have walls of brick and stone have interiors built entirely of wood, which would burn quite as freely as any wooden building. A great many of these buildings are not provided with fire escapes, and have stairways entirely insufficient and inadequate to provide against the danger from fire. It seems worth while in this connection to list some of the buildings which are par- ticularly dangerous, and to call attention to conditions as they were found by the survey staff. Franklin School. Under the main rear exit, within a few inches of the stairway, was a tank filled with floor oil. The fire escape leading from the third story runs above the wooden door of this exit. Rice School. In the janitor's supply room, under the stairway from the second to first floor to basement, the committee found a can of kerosene, con- siderable paper, and other material. The stairs were wooden. SchefFer School. Boiler at twenty-five pounds pressure ; boiler three feet from wooden ceiling; one highly inadequate wooden stairway for each sex from the basement with no other outside exit, so that children in lav- atories might easily be trapped in case of fire ; only one narrow stair- way from second to first floor for 160 children, opening at top less than six feet wide ; fire gong on stairway, but it is too small and can- not be heard from the class-rooms, necessitating a messenger to each room in case of danger; no outside fire escapes. Grant School. Boiler room with wooden lath ceiling, with no fire doors or parti- tions cutting the boiler off from the rest of the basement; two cords 112 REPORT OF SCHOOL SURVEY of kindling piled six feet high directly in front of the fire box. The Grant is situated on a high elevation, towering above the surrounding territory where the winds have a complete sweep. In case of fire be- ginning in the boiler rooms, the draft created would be enormous, and children and teachers would have slight chance to escape since the building is not protected with fire escapes. Jefferson School. Conditions that cannot be too severely condemned were found in this building. The situation need not be described in detail. A complete plumbing repair shop with its oil waste is located directly under one of the class-rooms. The other repair shops for the whole school system, where carpentry, painting, varnishing, and cabinet work are the main industries, directly adjoin the boiler room of the school. On January twenty-third, three barrels of engine oil were stored in this shop at the entrance to the engine room so that it might not freeze. Seven hundred and sixty-two children were being housed in this three-story building at this time. The very low ceilings in the basement, the multitude of basement sub-divisions, and the accumula- tions of discarded materials afiford every opportunity for fire in this building. The Only Means of Egress From the Basement in a Large School. FIRE PltOTECTIOX 113 Irving School. This school is equipped with a substantially built fire escape, but the means of exit are such that approximately two hundred children must pass into a very congested cloakroom six feet wide and eighteen feet long before reaching the open. A fire escape is of service in pro- portion to its accessibility and avoidance of possible congestion. The removal of a partition would eliminate some of the congestion. A condition found in the Gorman illustrates another serious hin- drance to rapid exit in case of danger. The great majority of the exit doors in the schools have been equipped with a very fine panic bolt, permitting the opening of the doors by even the youngest of the children. In order to prevent these doors from being opened outside of school hours, a small sliding bolt has been attached to each of the doors. On the morning of January thirty-first, with a high pressure of steam on the boiler in the unprotected boiler room of the Gorman, it was found that this night bolt had either not been drawn for the day, or that a child had carelessly locked the door, preventing egress at one of three exits. This situation was also found in other buildings. These small bolts should be removed, so that it will not be possible for children, or for others ignorant of the danger involved, to lock the school doors while school is in session. Windows which face upon and might easily render fire escapes useless. These windows are not glazed with a fire retarding (wire) glass. 114 REPORT OF SCHOOL SURVEY The situations above named are not isolated cases, but merely typical of conditions commonly found. Unprotected wooden ceilings above overheated boilers were common. In most instances no effort had been made to separate boiler from fuel rooms or boiler room from the remainder of the basement. A carelessness in the storage of pa- pers and combustibles was evident in many places. All the non-fireproof school buildings of two or more stories should be- immediately equipped with adequate fire escapes. The three-story structures have been so provided, but the lack of fireproof- ness demands the same protection in the two-story structures. The Webster, for example, has its stairways from the first to the second floor converging in a small area in the hall. The Scheffer, the Smith, the Rice, the Van Buren, and others, are without any fire escapes. In the construction of new fire escapes, it must be borne in mind that they may be rendered ineffective by windows opening upon or beneath the runs of the escape not properly glazed with fire glass. The long runs in the rear of the Franklin and the Jefferson might easily be ren- dered useless because of the lack of proper glazing of the windows facing the escapes. The entrance to the fire escapes on the third floor of the Hendricks cannot be too severely condemned. Children must ascend three steps at a very congested point before being able to reach the fire escape level. The standards for fire doors and partitions and exit -lights and signs, as indicated on the detailed score card, should serve as the basis for the extensive alterations necessary in these particulars. Boiler rooms should, as far as possible, be made fireproof, and should be made entirely separate from the other parts of the basement. THE CARE OF SCHOOL BUILDINGS. The ideal method of cleaning a school building is by the vacuum cleaning process, which permits of a thorough cleaning of walls, desks, floors, and chalk-rails without raising of dust, and affords the oppor- tunity for cleaning during school hours. No school buildings in St. Paul are using this system, though the Humboldt High School has been equipped with the necessary piping. It was the combined judgment of the Survey Committee that most of the buildings were as well cleaned as could be expected, and that many of the janitors were very efficient workmen. In instances "• was quite evident that much of the credit for the splendid condition CLEANING AND SANITATION 115 in which some buildings were found was due to the insistence of the principals. The condition of some of the buildings was not what is to be desired. The practice of sweeping corridors and stairs during school hours seems particularly unfortunate. The lack of artificial lighting in the schools has made this necessary in the past. The absence of electric lights in the schools in this city, where the sun set at four o'clock on January twentieth, revealed some very pathetic situations; janitors groping in the dark endeavoring to put the finishing touches on their sweeping for the day, and even using the obsolete kerosene lantern in order to find the way to the heating plant. The feeble lights that were furnished in some of the buildings, as in the Franklin, were in- sufficient to permit of the best cleaning. Janitors should not be held responsible when an adequate equipment is not furnished them. The use of gas lighting in a school building, except to supplement the elec- tric lighting in the main corridors, is inadvisable and inexpedient. Because of a suggestion from the State Fire Marshal, floor oil is no longer being applied to the school floors except in a few schools. The Franklin School was using the floor oil under special dispensation} If the order to discontinue the use of floor oil was given to the schools, it should have been made universal. When properly applied, floor oil can be of great value and productive of no danger whatsoever. Floors should first be mopped clean and allowed to dry thoroughly; then a very light coat of hot oil should be spread, after which all that has not been absorbed should be mopped up. The following table, showing the enormous difference in the number of dust particles col-^ lected from floors oiled and not oiled, is by Dr. Lambert. TABLE XXI. Effect of Treating Floors With Oil. Colonies of Bacteria Floors Floors Treated Not By Oil Treated Plates Exposed 5 minutes: in still air 7 30 minutes in still air 2 12 5 minutes during sweeping 38 456 5 minutes just after sweeping 11 79 5 minutes beginning 30 minutes after sweeping. 6 62 5 minutes beginning 15 minutes after sweeping. 1 31 116 REPORT OP SCHOOL SURVEY The salaries of janitors are apportioned according to the number of regular class-rooms found in the buildings, and no allowance is made for such rooms as the manual training and the domestic science rooms, gymnasium, and the like. This is manifestly unfair. It may be due to this that no uniform regulations for mopping, sweeping, using of sweeping compound, washing of windows, and the like, have been issued to the janitors. Some janitors having the additional rooms above mentioned would find it impossible to adhere to such regulations. A salary schedule on the basis of square feet of iloor space, coupled with proper consideration of the playground and land- scape areas, would produce greater uniformity. The custom of having slight repairs in buildings and the changing of seats done by men of the repair department is costly. Principals should be free to call upon janitors for such work, and janitors should be provided with a proper work-room and sufficient tools for this pur- pose. The excessive cost of having small repairs made by any other workman is prohibitive, and prevents the employment of the regular repair men in the bigger alteration jobs of which there are enough in , the St. Paul schools to keep the present force busily employed for a long period. Conditions in many school buildings suggest the necessity for more adequate training of janitors, and for more definite regulations with respect to the work which they are required to do. The rules at present in force with respect to the duties of janitors are in many cases vague, especially with reference to the frequency with which .certain work shall be done. Such situations as are described in the following illustrations emphasize some of the needs in this field: 1. In a relatively new building the white walls of lavatories were streaked with dirt brought in by melting snow, which should have been removed by the jaitor. In this building walls were smeared, floors dirty, and toilet rooms unclean. 2. In another building the feather duster was being used. The janitor stated that he did not have time to use oiled cloths. It may be noted in passing that the medical inspection department reports twenty-eight buildings in which the feather duster is being used. 3. A bushel basket is the only means furnished in another build- ing for the removal of ashes, which must be carried up sixteen steps to the outside of the building, and then ten feet farther, where they are stored for a month. No ash cans are furnished. Metal ash cans and ash hoists should be provided for every building. Without this equipment a janitor must waste much of his time and energy. CLEANING AND SANITATION 117 4. In a very modern school no arrangement has been made for janitor's quarters. In most school buildings the janitor's quarters were inadequate. The janitors are entitled to a small room, properly equipped both with respect to the variety of duties which he should perform and with regard to his long hours of service. 5. On February first, with the thermometer sixteen degrees be- low zero, children who came to school in the morning had to be sent home because no coal had been provided for the day. Coal bins in all buildings should be large enough to hold a carload. The Survey Committee is of the impression that one of the best investments that can be made in St. Paul is in instructional service for janitors. Classes should be arranged whereby janitors are taught all the details of their work. Men who wish to qualify as janitors should be allowed to enter these classes. The requirements for ad- mission to the civil service examinations should include a certain number of weeks of this kind of instruction. Some of the time of the long summer vacation can be well utilized for this purpose, since during the ten weeks of summer vacation the majority of janitors have work which only keeps them employed, together with their allowed vacation of two weeks, for a six weeks' period. The other qualifica- tions for janitorial setvice should also be definitely stated by the civil service board so that only men of proper temperament and adaptabil- ity may enter this highly important service. An age limit should also be set upon this service, since an enfeebled though otherwise compe- tent janitor should not be burdened with the responsibility of hun- dreds of lives. TOILET FACILITIES IN ELEMENTARY SCHOOLS. It is important that toilet facilities be well lighted, well ventil- ated and properly located with respect to availability. It is very de- sirable to have them so placed so as to admit a maximum of sunshine and light. In addition to the larger part of the equipment generally placed in the basement or ground floor, each other floor should be provided with emergency toilets. Separate toilets should be pro- vided for kindergarten children, and placed in a room adjacent to the kindergarten room. Offices, teachers' rooms, auditoriums, gymna- siums, dressing rooms, and janitors' quarters should be equipped with toilet conveniences. 118 BEPOET OF SOHCK)L SUEVEY The fixtures should include porcelain seats of the open type with individual automatic flush; urinal stalls with sides and backs of non-a'bsorbent material, backs of stalls inclining forward toward the bottom and receiving a cleansing spray evenly distributed across the top. Fixtures should vary in height according to the size of the chil- dren, and be separated on that basis. Adequate provision of toilet facilities requires one seat for each .35 boys, one urinal stall for each 30 boys, and one seat for each 15 girls. They should t>e so arranged as to avoid obstructing the light, to which end. the fixtures can best be placed in single rows along the walls. For convenience in repair all plumbing should be exposed. Non-communicating soundproof walls should be provided be- tween adjoining rooms to be used for the two sexes. Seclusion and privacy should be provided and maintained. In some basements, notably in the case of the Hendricks School, very little judgment was shown in the kinds of partitions used separating the boys' section of the basement from the girls. The proper arrangement will provide for the- complete segregation of the sexes and the utmost seclusion. The serious problem of ventilation of toilet rooms can best be solved by separate stacks, ducts and fans for that purpose. The walls, floor and fixtures should be of non-absorbent, non-corrosive damp-proof material, capable of being flushed out with the hose from the ceiling to the floor. Tile or cement overlaid with hard asphaltum forms the best type of floor; walls and ceiling should be white with non-absorbent finish. Throughout the city the toilet rooms are lo- cated in deep basement rooms with but little, if any, sunshine and extremely poor light. As a rule, the walls of the rooms are the un- finished foundation walls treated with a generous coating of white- wash. Partitions and doors are of rough wood white-washed. The stalls are frequently in double rows in the center of the room cutting off what light would otherwise reach the farther side. No emergency toilets or toilets for kindergarten use are provided on other floors. The teachers are provided with separate toilet facilities in but a very small number of buildings. A separate toilet is not provided for janitors or workmen in any building. The type of fixtures installed in the St. Paul schools is in general satisfactory. The seats are individual with automatic flush, but un- fortunately of uniform height. The urinals used are of standard variety, but are set in cement floors, which are in many cases stained and in some instances foul-smelling and unclean. Lavatories are insufficient in number and useless because no pa- per toweling, soap, or hot water is provided. Toilet paper is dis- CLEANING AND SANITATION 119 pensed from a single roller, which at the rest hour is entirely insuffi- cient, children often going to the toilet without being supplied rather than waiting their turn at the single dispenser. In many toilet rooms the supply was found to be exhausted. A study of Table XVII will reveal the fact that no standard of sufficiency has been observed in the distribution of toilet facilities in the various buildings. It will be noted that in the Dean there are but six boys to each toilet seat, while in the Crowley there are sixty-five. For urinals the range isi from nine to seventy-eight boys per urinal, and for girls' toilets a variation of from two in the Logan to thirty-five girls per seat in the Douglas. TABLE XVII. Sufficiency of Toilet Accommodations. Per Cent of Boys' Toilet Girls' Toilet Sufficiency Seats Boys' Urinals Seats 31 to 30 2 31 to 40 1 41 to 50 1 1 51 to 60 3 1 61 to 70 5 4 3 71 to 80 7 4 6 81 to 90 6 8 4 91 to 100 3 8 7 101 to 125 10 7 13 126 to 150 9 8 11 151 to 200 4 6 4 Over 200 7 1 2 Standard of suificiency- -1 toilet for each 25 boys. 1 urinal for each 20 boys. 1 toilet for each 15 girls. With few exceptions the toilet rooms were as clean and as well kept as location and conditions will permit. Noteworthy exceptions were in the Jefferson, Douglas, Monroe, Maxfield, Lincoln, and Ames (old and new). These buildings scored very low on sanitation, in toilets. * Ventilation by means of the windows was the only method possi- 120 EEPORT OF SCHOOL SURVEY ble in toilet rooms, and that was not resorted to because of the cold weather. As a result, the air from the toilets penetrated to all parts of the building. In some instances it was actually forced into the class- rooms by fans. In the Lincoln School the fans were running at full speed, with the doors to the fresh-air intake closed and barred. The suction created by the fans drew the foul air from the basement and toilet rooms and forced it in turn to the children in the class-rooms. WATER SUPPLY. 1. Drinking Facilities. The passing of the community drinking cup from the public schools did not mean that drinking was to be discouraged or neg- lected. On the contrary, children should be encouraged by every possible inducement to drink freely and often and at the same time with a positive guarantee against contagion. The drinking fountain, wisely selected and properly located, is our best solution of the problem. By a wise selection is meant select- ing a type of fountain which is so designed that the child cannot while drinking place his lips in contact with any part of the mechanism directly connected with the jet of water. By proper location is meant that fountains should be so placed as to be easy of access. They should be on each floor of the building at points frequently passed by many students and upon the playground. St. Paul's school buildings are very poorly equipped with drink- ing fountains. In many of the buildings no drinking facilities of any kind are provided. At common wash basin faucets in the toilet rooms, either individual cups owned by the students are generously passed around, or the children drink by placing their heads in the wash bowls with their mouths over the faucet. It will be noted that in eleven buildings housing 4,371 children, 17.6^ of the entire enrollment, no drinking facilities are provided. This is a condition unparalleled in any city comparable with St. Paul from which similar data are available. Table XVIII shows the rela- tive standing of three cities. Immediate stfps should be taken to remedy this ifitolerable condition. WATER SUPPLY 121 TABLE XVIII. Comparison of the Drinking Facilities of St. Paul Elementary Schools With Those of Salt Lake City and Denver. ST. PAUL SALT LAKE DENVER No. of Chil- dren Per No. of Per Cent No. of Per Cent No. of Per Cent Fountain Bldgs. of Bldgs. Bldgs. of Bldgs. Bldgs. of Bldgs. Less than 25... 2 6.6 3 6.2 50 to 49 9 16.6 3 10.0 12 22.2 50 to 74 9- 16.6 11 36.6 22 40.6 75 to 99 3 6.2 9 30 5 9.2 100 to 124 5 9.2 3 10 2 3.6 125 to 149 1 1.8 " 5 9.2 150 or over. . , . . 15 27.7 2 6.6 5 9.2 No. of buildings with no drink- ing fountains. 12 22.2 Per cent of children without drinking fountains 17.6 00. 00. Per cent of build- ings, standard or above ...J 33.2 53.2 69.0 Per cent of build- ings below stand- ard 67.1 46.6 31.2 In buildings in which drinking fountains have been more or less adequately supplied, the selection has not been wise, nor the location satisfactory. The type of fountain most commonly found is one from which a child can scarcely drink without touching his lips to the out- let. A number of principals reported that, as used, the drinking foun- tains were no more sanitary than the community drinking cup, and that they had the distinct disadvantage of being more often out of re- pair. The fountains are frequently located in the toilet rooms of the 122 REPORT OF SCHOOL SURVEY basement, without regard to the convenience of the children, nor other potent considerations. Toilet rooms at their 'best are no fit place for drinking fountains. Apparently no standard has been recognized in determining the number of pupils per fountain. The table given above shows the ex- treme variation. There should be one jet for about fifty pupils, or at most one for seventy-five pupils. They should also be graduated in height for the pupils who are to use them. No such precaution has been taken in St. Paul, and as a result the younger children cannot drink comfortably if at all from them. 2. Washing and Bathing. The installation of washing and bathing facilities in public schools is no longer an experiment. Wash bowls and shower baths have come to be recognized as standard equipment. Early experiments in Amer- ican public schools along this line were in buildings in the poorer quar- ters of our cities where homes did not provide properly for such needs. It soon became evident that the school was not to be looked upon as a charity provided for the unfortunate. Children and parents of greatly varying economic status demanded bathing facilities, and school baths have come to be recognized as standard equipment in modern school ^buildings. In addition to an adequate number of wash bowls with hot and cold water and a generous supply of soap and paper toweling, every new building and all of the better class of existing buildings that are to be used for any considerable period of years should have two shower rooms, one for boys and one for girls. The latter should be equipped with individual showers and dressing booths for the older girls. Tub baths should be provided for the kindergarten children only. For cleanliness and sanitation the shower is the most satisfac- tory and the most economical. In schools large enough to justify the outlay, where the number of pupils served is great enough to make the cost per pupil sufficiently low, the swimming pool serves the addi- tional end of providing the means for teaching all children to swim, — an art which at some time in the lives of many may serve a more vital purpose than the knowledge of how to extract cube-root or recite all the dates of history. We spend money freely for the latter; might we not spend it as freely and with a greater assurance of a tangible re- WATER SUPPLY 133 ward for the former? The swimming pool also provides opportunity for wider use of the school plant. It should at regular and stated times be open to the community. Almost without exception the number of wash bowls in St. Paul's school buildings is inadequate, and the usefulness of those provided is reduced to a minimum by the fact that neither soap, toweling, nor warm water is supplied. In consequence, children do not wash re- gardless of the amount of perspiration, bodily dirt and grime that Is collected by them in the course of a day of work and play. It was observed that when in rare instances of extremity or because of home training a c^iild did use the cold water he had to dry his face and hands on articles of his clothing or upon toilet paper. It was a fre- quent complaint of janitors that they could not keep the toilet rooms supplied with toilet paper for the reason that some of the children used it to dry their faces and hands. In many class-rooms ingenious teachers kept tin wash basins of water on the radiators for emergency use in case of accidents, or for their own personal use. Shower baths were found in but two of the elementary buildings, and a swimming pool in but one. These conditions should be cor- rected immediately. The score of the elementary school buildings shows that water supply is one of the lowest items on the score. A comparison of this figure with the same items for high school build- ings will reveal a gross injustice and neglect of 33,000 elementary school children as against a fair recognition of the needs of 3,833 high school students. THE ELEMENTARY CLASS-ROOMS. The ideal class-room for the elementary classes is a room varying from 23x38 to 24x33 feet, with a height of 12 feet. Such a room should accommodate not more than 40 children. Larger rooms offer constant temptations, to administrators to overload teachers with classes of more than 40 children. In larger groups a child suffers un- der the handicap of receiving very little instruction and being merely a part of a large recitative machine. The elementary class-rooms of St. Paul, distributed both by areas and cubiture, are shown in Tables XIX and XX. Four hundred and eighty-nine rooms have been con- sidered in this distribution. 124 REPOEX OF SCHOOL SURVEY TABLE XIX. Class-Room Areas. Square Ft. J^o. of Rooms 550 and below 3 551 to 600 6 601 to 650 10 651 to 700 23 701 to 750 60 751 to 800 104 801 to 850 115 851 to 900 69 901 to 950 65 951 to 1,000 8 1,001 to 1,050 1 1,051 to 1,100 2 1,101 to 1,150 1 1,151 to 1,200 2 1,201 to 1,250 1,251 to 1,300 1,301 to 1,350 1,351 to 1,400 1,401 to 1,450 30 489 Median 840 sq. ft. Standard 616 to 768 sq. ft. Below standard 12 rooms or 2.5^ Standard : 132 " " 27.0fo Above standard 345 " " "^OAfo SIZE OF CLASS EOOMS 135 TABLE XX. Class-Room Cubical Contents. Cubic Feet No. of Rooms 8.000 and below 8 8.001 to 9,000 50 9,001 to 10,000 118 10,001 to 11,000 94 11,001 to 12,000 131 13,001 to 13,000 43 13,001 to 14,000 15 14,001 to 15,000 7 15,001 to 16,000 1 16,001 to 17,000 3 17,001 to 18,000 .18,001 to 19,000 i 19,001 to 30,000 20,001 to 21,000 30 489 Median 10,700 cubic feet Standard 7,392 to 9,984 cubic feet Below standard 6 rooms or 1.3^ Standard 135 "' " 27.4% Above standard 348 " " 71.'^% It will be seen that the median number of square feet of class- room area is considerably above the maximum of 768. In other words, more than half of the elementary class-rooms have consider- ably more floor area than is necessary to provide for the maximum number of 40 children that should be allowed to register in any ele- mentary class. The 30 class-rooms ranging from 1,401 to 1,450 square feet are in the old Van Buren structure. It should be borne in mind that many children cannot read instructions or class work written on the front blackboards when seated at a distance of more than thirty feet. Rooms wider than 24 feet do not permit of adequate lighting of the blackboard area opposite the windows in a properly uni-later- ally lighted room, unless lighted from overhead as in the Finch build- ing. All of these class-rooms which have floor areas above 768 square 126 BEPOET OF SCHOOL SURVEY feet added considerably to the required cost of construction, and also increase the cost of maintenance and repairs. St. Paul will find that rooms 33.3x38.3, as are planned for the new Diew building, will be suitable for all purposes, while no rooms should be larger than the 34x33 maximum. The 37' 3"x33' Yz rooms for the new Finch and Lindeke Schools are unnecessarily large, though the saw-tooth roof lighting arrangement provides splendid light. The State requirement is eighteen square feet of floor area per child. In a city like St. Paul, where the very severe winters require a maximum of expenditure for heating purposes, it seems unwise to provide more than the state requirement of 316 cubic feet of air space per child, or 8,640 cubic feet for forty children. The situation in St. Paul at present is such that 88^ of the class-rooms exceed this re- quirement. The median number of cubic feet for the 489 class-rooms included in the total is 10,700 or 2,060 cubic feet above the state re- quirement, and 1,484 cubic feet more than the contents of a maximum sized room 24x33x13. The twenty Van Buren class-rooms more than double the required amount. THE COST OF HEATING THE ELEMENTARY SCHOOLS. The great over-supply of class-room cubage is responsible for the high cost of heating the St. Paul schools. Present day architects claim that only -33% of the space in a building should be devoted to corridors, stairways, and the like, the remaining 68% being utilized for actual teaching operations. In the Van Buren, the Sibley, the Cleveland, and similar structures, the large rambling corridors occupy more than their just share of the buildings. This feature, added to the excessively large rooms, requires that the school authorities heat much space which does not contribute in the slightest degree to the success of the educational program. The cost of heating all this extra space over a period of years is surely not a negligible item, and should be given full consideration in all future planning for the St. Paul sys- tem. The fuel costs for all the elementary- buildings covering a period of four years have been determined on three different bases, — ^the cost of heating 1„000 cubic feet of class-rooms, the cost of heating using the class-room as a unit, and the cost of heating using the child in average daily attendance as a unit. These distributions may be seen in Table XXI. HEATING 137 w 6 ■M ft "A P^' < (4 o; <+H en o a d o o p^ th-^ ■5t^coe(3■«d^■^<^icoco csjco o«no404 oOT(*coo>J"X>c<3i-(-rH005T-i?ooij5Dci!eoeooa>o OirH C<8-*CO 0 oo C4C004COT)Hci3iHiHrHTtHCO a-^i bo fe O l-i 13 o u: CO k> o 1) lU O c -.^j ic -a li ni rt O ^ a o o o _tn o *Jh c u rt a <;<;moopqQqwwfeOOOooKM X m < (A o O 3 en en ni O +j y ^ a o o o O Ph o o O P4 bo 2 8 3 ^ Ph 50eoi-io«Tlz>«5 CO CO' Co' CO Co' Co' ■*' -^ tH TlH ■*' TjH T^i t}5 •.^' t^ T)H tH ■«*' V ^ ^ rt g c aj TO c to -i-> to ;-< J; a ^-p^wo rrt'rSho'^'-' — 'p'h •'^i3 2Pto-j->wi;-§H!:^p:iK^§g<; OOOi-lOOOOOOOOOOOOOOO Or-;t-.oqcOr-;50 50 0oOCO co' 00 00 00 O rH tH tH tJ^ MH tc> ^^J i!>; !>■ 00 00 00 00 05 cocococOTti-^-<^-^rHTt<-^TlHTt<-^-^'*Tt<-^"^ C/J P^ 3 na 3 O 3 CO •— ' .in O o 3 8 > cj .ii -O ^ g >,ij 3^ S "* '3 3 3 c QOJ^;^tegpqp:i:^am cooijKitDcooeo'^ioeoeDtot-i-iTHiHeoeo'* J> OS 05 OS O 1-; iH rH r-J tH T-j iH r-J CQ 0« Ci 3 ni " 3 "3 >-i u o > < •a c a -4-1 < OOi-HC0050QOe05D(r«T-IS>CO!>OOt->Ol>rH>i5 n' roiocoOiHOi-i'^THoocomiooiini-ojeDiHOs I— I i-li-li-lT-liH tH iH(N tHtH iH O O .5 M .■" >^ o bon Q O o ^ S S^ ^, ^ 1;; ^ : J4 ni ■PL, a ffi ^ A A^ ;4 3 3 § s § s § § § s ■ nj :p^ ■ C P !2;ph Oi-icnmoocQooocOT-ico-^^toojiHNOiHOos OOOOCqcn03r-j(NCOTtH!>2>OqTHi-((?JOjTjH>OOCQ ■^' x^H rH ■^" tH id lO lO >0 "O id lO CD CD «D «d to" CO i> 2> ni 3 ^ O ^ 3 O ^ tn 3 rj "-■ ni P5 ni ni Ph -"-■ tC —1 ■3 tn ni ni S ni .3 §s c^SKSOfficffioc^oEi^QMKw^^rtd to '^ " 3 „ u "I O OOOOOCOOOOOtHOOOOOOOK-O 030-^Tj<101000CDCDi-OOOtOt-COCDtOOC<5CO" 03 O O O O tH (^^ OJ CO CO CO i- CO O CO «D ?> CO 03 (NJ TiH1010101010101010l01ClC10COCC)COCOCD;D2> 3 > en .nJ "bi-S 3 p n - .t; Pi S S5 o 3 .y o pq 1- ni 3 3 rt 3 > ^ ^ 32f-J-:pcJ oj 3 o ^•^•- aj'S*^0^'« *'-^rtni^3^r'rt3 3H^*>rCnlVHV,CJ*^ Q:2;oOQOTOw<;ffi>|llOPp^fcO§wW iot-ooo50o}050(NTH!>otoo; N !?J 0 to t-; t-; t-; 00 ^ -s tuO 4-) !tl Irvin Gran Sche to |2; w 13 •rrt^J«!c3^iinije'S^-3rt^>y«^'C ►i50OTPqh4ffiOO<§^:2;wfeoQW>0<; HEA.TING 129 as pi PM ►5 § r-lTH0000O5e4OS!>0?i-!«OiH iH05'*I>000>J»OiO"*O05t|H E a 1) cm •7:. "S >->2 s^J ^ J ;^ -g ^ :9 e ^'S S ^ ^ u H o I X < 8 o 3 ul rt (U ■M u fe a, d Ui U s 0^ Pi T-T u aj Ah s o o Pi o Oh OrHfc-ei5050>0(»0«D>0»0 P rt C a C Sf rt .S i> ^ o 4 C>j 04 CO CO T)i CT>' i-H O in in r-H 05 £-2>fc-i>J>t-00OOO>n05 a o M 1-, OJ O c o tn iH ,.- O o biO 2> 05 in i> rH rJH c o tn u o ^ tn w CJ J:^ to C to o .2 o o c *^ y ^ S O "S .y rt ^ ^ S 3 10 CO to rH CD 03 J> CO_ -.f'S:^ A o 7.0 .•k'C- I I* biO s The windows should be banked and separated by mullions more than twelve inches wide. The windows should begin at not the LIGHTING 131 rear of the room and run up to within seven feet of the front wall. These seven feet of wall are left so as not to defeat the very purpose of unilateral lighting, namely, to prevent children and teacher from sit- ting facing any light. The windows should extend from a distance of 3^ to 4 feet from the floor up to the ceiling. This arrangement as- sures proper lighting of the further side of the room. TABLE XXII. J3 bo S Schools § >, m K OT O «w '-' °& 6£ 1. Adams 2 2. Ames 9 3. Baker 2 4. Cleveland 10 5. Crowley 9 6. Davis 7. Deane 8. Douglas '. 9. Drew 10. Ericsson 5 11. Franklin 6 13. Galtier 13 13. Garfield 14. Gordon 8 15. Gorman 1 16. Grant 17. Hancock 2 18. Harrison 19. Hawthorne 20. Hendricks 21. Hill 16 23. Homecroft 3 33. Irving 3 24:. Jackson SI bo bO(. 3 oi J3 bo bo si S bo Oirt «„ OS, -bo -3 'a °6 °B is P° .6 9. 9 8 6 11 8 12 8 11 12 16 7 8 •13 8 6 1 2 1 1 1 3 3 u o to m ■*-> ce,C r, bo °B 6? zi: ,0 Oi Or- OSi si bo eg s£ o u C" ^z; p. IsS .0 1 3 3 3 2 1 1 3 1 3 2 3 3 3 4 3 3 2 7 4 4 1 3 2 Erf °£ ■s° . J3 o bo « 132 EEPOET OF SCHOOL SUEVEY TABtE XXII— Continued. n -a -u -t-J bo bo 5 &£ Schools 9^ Q^ ta 5 W « W ^ m ra T^tM '3(1-1 (,_,'-' q_, >-i Og Og 6 o o g 25. Jefferson 18 26. Lafayette 4 5 27. Lincoln 4 11 28. Logan 29. Longfellow 2 14 30. McClellan 1 3L McKinley 8 5 32. Madison 10 11 33. Mattocks 1 34. Maxfield 1 8 35. Monroe 4 8 36. Mound Park 16 37. Murray 1 8 38. Neill 1 1 39. Phalen Park 8 9 40. Quincy 41. Ramsey 5 7 42. Randolph 6 2 43. Rice 11 44. Scheffer 8 45. Sheridan 4 46. Sibley 2,11 47. Smith 1 8 48. Taylor 2 49. Tilden 8 50. Van Buren 2 15 51. Webster 11 62. Whittier ,0 12 53. Riverside Annex. . .. 54. Washington 5 4 S3 °s Si 60 "si m tio o CO s§ Si bo m IS o 60 °s d o 1 CO B b a m o M ^ t-l o > pq u rt < ^>^ o ^ -4-t o o -t-J (V) U 3^ o Ph ja Td CO 1— i 1-1 f Ta boar s CO tH o ^ ■^ o tH 1—1 ii S TjH « .5 o iH W iH (M CO ■* in ^ Tfl o CO C4 (73 ^ tH 1-1 1—1 ^H ^■^ 00 N co iH 1— 1 1— ( CQ w w CD CO 2> E- to Tt< "* CO CO CO §ii CO +J J2 lO 1-1 N co CJ >o CO CO 00 1— ( S o CO 1—1 - tH CO CO lO CD CD J> 00 o CO - CO iH CO ^- CO tH o 1— i O OS »o 05 ■^ CD "" CO 1-1 1-1 iH 1—1 C W iH 1-1 (TS — CS 0 O ho o ..;...:.:: ^ ho Co ::■::::;■: -^ -- ^Z :::::::::: o jhI s :::::::: : cnCUl■^-|-^-)-M^->-l-J k> t/J 1— iPHiHOJCO'^lOCOt-OO ?N 31.5 38 31 31.7 40 34 33.3 40 34 33.6 41 34 33.6 43 34 33.9 43 27 33.3 44 36 33.1 43 36 33.0 40 36 144 REPOET OF SCHOOL SUEVET TABLE XXIX. Heights of St. Paul's Blackboards. Median Average Maximum Minimum. Grades Heights Heights Heights Heights Kindergarten 31.6 1st 31.4 3nd 31.8 3rd 31.3 4th 33.3 5th 33.6 6th 33.6 7th 33.9 8th 33.1 Heights are given in iilches. The slight difference in median and average heights between kin- dergarten and the eighth grade is extremely marked. The quality of slate blackboards being installed in recently constructed buildings is of the very best. EQUIPMENT OF CLASS-ROOMS. In the Adams School, two members of the committee selected two boys from an upper grade class-room who were occupying seats of the same size. The boys differed in height by twelve inches. More startling differences than this can be readily found in' the schools of St. Paul. These differences, and all grades contain children of vari- ous sizes, demand proper seating facilities. To be sure, 6,653 seats in the elementary schools are adjustable, while 17,737 are non-adjust- able. On inquiry it was found, however, that seats were rarely ad- justed, while no record of any kind was kept by the principal of any adjustments that were rnade. The requirement that janitors leave repair work for the regular repair men may possibly be one of the causes of non-adjustment. If seats are not being adjusted, it is un- economical for the school authorities to buy this more expensive equipment. A room equipped with three or four sizes of the non-ad- EQUIPMENT AND ACCOMMODATION 145 justable seat is much more desirable than one equipped with adjust- able chairs which are never changed, providing the teacher in the first case regroups her children frequently during the year in order to allow for the rapid growth of some of the children. The authorities who purchased the seats for the new Ames ajid Finch Schools appar- ently saw no good coming from the use of the adjustable chair, and have purchased the other type. Why room after room was seated, however, with only one size of chair is a cause for wonderment. These rooms should be re-seated immediately, and at least three sizes put into each. A lack of co-operation between educational and building authorities is here evident. The medical inspection division should be held directly responsible for the seating of children, and should be re- quired to evolve' a plan which-will compell adjustment at least twice a year. Many of the ancient, uncomfortable desks in use should be consigned to the junk heap. The modern movable chair and desk combination, which permits of the greatest flexibility in class-room exercises, and of which none were seen in the St. Paul schools, might well be substituted. A very unfavorable impression was created upon the survey com- mittee by the type and condition of the general equipment of the class- rooms. In many instances teachers and principals had, with the as- sistance of pupils, secured adequate equipment through their own in- itiative. The Irving, Longfellow, Monroe, and Mound Park Schools furnished striking examples. In most cases antiquated pictures, niaps, glo'bes, and dictionaries were in evidence, while many buildings were woefully lacking in pictures and other aesthetic features. A few thousand dollars invested here would surely bring adequate returns. The most alarming feature was the apparent lack of books, supple- mentary readers, interesting picture books, and libraries of history, travel, and biography, which ought to be within the child's immediate reach. A well organized program for providing such books is, the survey committee understands, being developed by the public library. But even after these circulating class-room or school libraries are fully developed, there will remain much need for supplementary books such are are now commonly supplied in most city school systems. CLOAKROOMS. The new rooms of the Galtier, Gordon, Ames, and Finch have ideal cloakroom arrangements. When the older buildings were being constructed, very little consideration was given to location, accessibil- 146 REPORT OF SCHOOL SURVEY ity, adequacy, and security of the cloakrooms. The cloakrooms should open into the class-rooms only so as to prevent petty thieving, while foul-air outlets should be located in them in order to prevent passage of undesirable odors into the class-rooms. A space allowance of eight to twelve inches per child is sufficient for the hanging of wraps. Expensive hooks and rails are unnecessary. Sunlight should be permitted to enter the cloak-room for at least part of the day. The third floor cloak-rooms of the Hendricks School are dark and breeding places for disease-carrying germs as no light reaches them at all. The number of foot candles recorded in these cloak-rooms was only .13. The Van Buren, Franklin, Jackson, and Deane Schools furnish cases of small and obstructed cloak-rooms. In the Deane, one entry way 7^ by 15 feet contained' the wraps of 93 children. THE CLASS-ROOM EQUIPMENT FOR THE TEACHER. Altogether too little attention has been paid to the teachers' needs in storerooms and equipment. Every class-room should have a book closet opening into it in order to provide storage facilities for books and supplies. It is unfortunate that such closets were not put in at the new Finch, where teachers are already complaining about the lack of storage. The teacher's desk should be a large flat-top desk with ample drawer capacity. Some cities are furnishing cabinets five to six feet high with narrow drawers, size 9x13, for filing children's maps, drawings, classwork, and other such material. These files facilitate greatly the work of the teacher. SPECIAL ROOMS. The survey committee found that the schools had a most inade- quate number of large rooms for general use, such as auditoriums, playrooms, or gymnasiums, lunchrooms, and domestic science and manual training rooms. The buildings are commonly deficient in rooms for school officials. No modern scheme of education can be adequately carried out without provisions for the special rooms mentioned above. It can hardly be expected that all of these advantages can be added to an eight-room building. Since, as has been pointed out, forty-eight per cent of the elementary buildings are of eight rooms or less, it is evi- EQUIPMENT AND ACCOMMODATION 147 dent why the rating is so low in this item. The remedy in a city of the size of St. Paul is the construction of sixteen to thirty-two-room buildings, thus spreading more rationally the additional cost of these extra features. It has been very gratifying to find some courageous principals utilizing makeshift auditoriums, gymnasiums, and the like, showing that they were fully appreciative of the possibilities for even the lower grades in this field of socialized activity. A principal who, as at the Hancock, through a complete utilization of a basement audi- torium accommodates eightteen classes in a sixteen-room building, de- serves honorable mention. The attempt to utilize the labyrinthic Monroe structure for com- munity purposes by changing a class-room into an auditorium is highly commendable, though the lack of correlation bfetween the dilapidated building and the idealistic aims of the faculty is surely pathetic. What splendid influences could be exerted upon this section of the city, if the faculty were only given an adequate plant ! It was found to be commonly true that, wherever domestic science and manual training or any other special rooms were provided, it was done after many and most urgent appeals had been made to the authorities. The principals had in instances been compelled to secure equipment or alterations by raising money through the efiforts of the children themselves. If schools like the Longfellow, Douglas, Ram- sey, and the like, can, through comparatively inexpensive treatment of parts of their large unused basements, utilize them in this highly commendable way, the alterations; should be willingly made. Other buildings, such as the Ericsson, ofifer splendid opportunities for such changes, and the fine example set by other schools should be followed in them. The custom of establishing centres of domestic science and manual training in various schools and requiring children to travel back and forth over considerable distances, especially in intensely cold weather, is not to be approved, since nearly every school has room for an equipment of its own. The sending of children from the Rice to the Lincoln School for this purpose was particularly absurd. The Rice has had four or five rooms vacant for at least two years. Dur- ing 1915-16, children at the Franklin School, one of its nearest neigh- bors, were on half-time. A re-distribution would have avoided this difficulty. Rooms 3, 5, 10 and 11, and the basement class-rooms "are vacant this year. In spite of this, the children of the Rice, who, be- cause of their social status, would benefit most by a full household arts and manual training program, have been sent many blocks on the severe days of this past winter, to the Lincoln School for a mere dab- bling in these branches. The vacant rooms on the second floor have 148 EEPOET OF SCHOOL SURVEY sliding doors between them. These doors have evidently been nailed for years. Instead of one splendid community gathering place which is greatly needed in this section, are found two vacant, unfinished, un- lighted rooms, which are heated and cared for the winter round by the school authorities, but which do not function for the good of the city. The standards for rooms; for principals, teachers, nurses, and jan- itors, as outlin"ed on the score card, should be observed in all future construction. Where teachers' rest rooms, with their necessary equipment, are at present lacking, they should be provided as soon as possible. RECOMMENDATIONS REGARDING BUILDINGS. It has already been pointed out in Table V that nine of the ele- mentary school buildings are rated at 500 or below. These buildings are altogether unfit for school purposes. The committee recommends that they be vacated as soon as new buildings can be supplied to house the children from these districts. THE LAFAYETTE SCHOOL. That St. Paul has permitted this dilapidated, ill-ventilated, ill- lighted building to stand indicates a lack of appreciation of what civic responsibility means. This building has no good features about it, though hundreds of dollars have been spent upon it during the past few years to make it at least partially habitable. A rating of lower than 313, which is that accorded the Lafayette, is hardly possible. The committee can make no recommendations which will permit of the continuance of the use of this building for educational purposes. THE JEFFERSON SCHOOL. This school was given a rating of 358. The original part was built in 1870, and an addition made in 1887. No recommendations can be made to rnake this a presentable building. It is recommended, however, that the building be turned over entirely to the building re- pair and supply departments so as to provide them with adequate stor- age and workshop facilities. Considerable alterations are necessary before the building can be made suitable for these purposes. The EBCOMMENDATIONS RBGAEDING BUILDINGS 149 school authorities should no longer permit such a combination of school and repair shop as exists here. THE MONROE SCHOOL. The program for new buildings should include the redistributing of the children attending from the third, fourth, and fifth wards of the city, and the location in this neighborhood of a larger elementary school, adequately equipped for all branches of community work. The present building has little to commend it. While the new build- ing is in the process of construction, the following temporary repairs are advised: 1. New urinals. The present ones are inadequate, unsanitary, and in a very bad state of repair. 3. Fire-plas.teir on the ceiling just over the furnace. 3. Desks should be varnished in all rooms — at least the tops of the desks. Better still, install desks of a modern style. 4. Make an outside entrance to basement under stairs at south opening. 5. Build a suitable partition between boys' and girls' toilet rooms. 6. Cut high windows in rooms down to level of the full-sized windows. THE ADAMS SCHOOL. This school ranks fourth from the bottom with a rating of 409. The building program of the fourth and fifth wards should embrace children attending the Jefiferson, Monroe, Davis, and Adams, ail of which should be abandoned within the next two or three years. The recommendations for temporary changes in this building are as fol- lows! : 1. Basement ceilings covered with metal sheeting at danger points as a precautionary measure. 3. Exit from basement near manual training reopened. 3. Wooden steps leading from basement to first floor removed and replaced by fire-proof stairs with safety rail. 4. New electric fire gong installed with a gong and push button on each floor. 150 EEPOKT OF SCHOOL SITEVBY 5. Bolts removed from room doors wherever found, as in doors of rooms 1 and 2. 6. New floor in room 4. 7. Windows wfiich are now half-size, as in rooms 13, 14, etc. en- larged to full size. 8. In rooms 7 and 11, each about 38x28 feet, pupils' desks ought not to be placed more than 24 or 25 feet from the lighted side of the room. 9. In room 1 the blackboards should be adjusted to the needs of the grade using the room. THE JACKSON SCHOOL. Table V shows that this school was rated at 427, It is poorly- located on the edge of its district. Its abandonment has been publicly discussed for a number of years, and recommended by the former com- missioner. The survey committee can see no reason why this pre- vious recommendation should not be repeated and carried out. There is no redeeming feature about this building. THE WEBSTER SCHOOL. The Webster School rates at 491 while its nearest neighbor, the Neill, which is only three blocks away, rates at 538. The building program should include an elementary school which shall house all of the children of these two districts. The playground of the Web- ster is inadequate ; the stairways are dangerous, with twenty-five steps in one continuous run from the first to the second floor; two corner rooms are veritable fire-traps ; the manual training room, with a long, dark, winding alley leading to the stairs and the exit should be aban- doned at once ; the fire-escapes are insufficient and poorly planned, the principal reporting that he had been warned, not to use them ; the use of the rooms on the third floor should be prohibited. Minor changes, such as the removal of small door bolts, the substitution of rubber treads instead of steel on the stairs, the installation of sufficient toilet accommodations for the boys, should be made even though the build- ing is soon to be abandoned. RECOMMENDATIONS EEGAEJDING BUILDINGS 151 THE RICE SCHOOL. This building is apparently being slowly abandoned as four of its twelve regular class-rooms are not being used at present. This sec- tion of the city may be seriously affected soon by the expansion of rail- road property. If this occurs in the near future, it is futile to build a new school here. The section needs a building which can be adapted to community purposes. Adequate homekeeping and manual train- ing departments should be provided. Playgrounds and playrooms with bathing facilities would add tremendously to this community's development. THE CROWLEY SCHOOL. This building, having deteriorated to such a degree that it was considered unfit for children of high school age, was, after the erection of the Humboldt High School, turned over to children of lower grades. Surely a building which is inadequate for one group of chil- dren is inadequate for all. The different type of construction in a high school makes it a very poor elementary building to say the least. In the location of new elementary buildings on this side of the Mis- sissippi River, the program should include a redistributing of this sec- tion, and the erection of a new elementary building with provision for additions so that all of the children of the first six grades from the Lafayette, Crowley, and Edison may be housed there. The ratings of all elementary buildings on this side of the river are low — La- fayette 313, Crowley 300, Hendricks §16, Edison 531, Douglas 580. This necessitates special and immediate attention in this section for adequate school housing. THE 501-600 BUILDINGS. Twenty-three buildings were rated between 501 and 600. They are listed in Table V. It is to be regretted that a number of these struc- tures cannot be immediately abandoned. The very small amounts spent for new school buildings during the past sixteen years as com- pared with other cities; in St. Paul's class necessitates the expenditure of a very large sum at this time for the replacement of the poorer structures and the erection of other new plants: The building program 153 EEPORT OF SCHOOL SURVEY of the next ten years should provide for the further elmination of the buildings ranking between 501 and 550. It is recommended that the following immediate action be taken in respect to each of these build- ings ; that their scores be studied and compared with the standards of the score-card; that alterations be made in each instance which will bring the total scores of the buildings above the 600 mark ; that the alterations on buildings in the 501-550 class be as inexpensive as possi- ble as these buildings are to be replaced as soon as possible ; that alter- ations on the 550-600 class be made with the idea of permanency and complete conformance with the standards given on the score-card. THE 601-700 BUILDINGS. The scores point out the few radical defects in these buildings. Changes can be made at slight cost which will put these buildings in splendid repair and in the 701-800 class. It is recommended that changes be made with this point in view. GENERAL COMMENTS ON SEVERAL OUTLYING SCHOOLS, AS THE HOMECROFT, MATTOCKS, QUINCY, DEANE, AMES (OLD BLDG.), SHERIDAN. These schools include four temporary one-room portable "cot- tages" in addition, to the permanent buildings which have done serv- ice for several generations as rural schools. The rapid growth of the city into these once rural districts will soon make it necessary to re- place these smaller buildings with larger and more modern structures. That this movement is already well under way is evidence in the re- cent erection of the Finch and new Ames buildings. The older build- ings are, on the whole, in good condition for such schools. A wise policy to pursue with reference to them might be stated as follows : 1. No expensive permanent improvements should be attempted in them, but they should be kept clean, and serviceable until the growth of the city eliminates them altogether. 2. These buildings, if used at all, ought to be used only for the lower grades. The older children and those in the upper grades, particularly in grades above the sixth, ought to be attending larger schools where they could receive greater attention from teachers and where they would benefit from better instruction and a greater variety of opportunities. EBCOMMBNDATIONS EEGAeDING BUILDINGS 153 3. If. it is found necessary to erect any more of the one-room portable "cottages" for temporary use, each should be sup- plied with two exits widely separated. At present, each is supplied with only one exit and the jacketed stove is, in nearly all cases, located at the end of the room near the exit, constituting an unnecessary fire hazard. 4. Among the minor improvements which seem to be demanded by their present condition are some adjustable furniture for pupils, a better supply of drinking water and more attention to the out-ibuildings. Each room ought to be supplied with at least 20% to 30% adjustable furniture. The supply of drinking water ought to be good and adequate and each child ought to have his own drinking cup kept in sanitary condition. The out-buildings can be kept cleaner and troughs ought to be provided for the boys' out-buildings. The absence of troughs in the new out-buildings for boys at the Quincy School resulted in a very bad condition ex- isting there when the surveyor visited the school in Janu- ary. THE NEW BUILDINGS. The Finch and Lindeke Schools. The Finch one-story building was rated at 937, the highest rating of all the buildings. This and its duplicate, the Lindeke, which is just being finished on Wheelock Parkway, are in many respects model buildings, though the cost of construction has been out of all propor- tion to the advantages furnished. They are of the one-story type, with grade exits and over-head light to all class rooms. Each school has six class: rooms, an auditorium 64'x55', with 32' ceiling, stage and stereopticon room, library and kindergarten rooms with window seats, showers and swimming pool with water heaters, principal's outer and private office, doctor's outer and private office, teachers' rest room, janitor's room, boiler and fuel rooms. The entire first floor is of re- inforced concrete, excavated below to a depth of six feet. This space accommodates heating mains, hot air ducts and plumbing; all of which are hung from the slab and are open for inspection at all times. Class-room and auditorium floors are of maple ; corridors of terrazza ; toilets, shower and pool rooms have cement floors. Keene cement wainscoting is in all rooms and glazed brick in corridors. The build- 154 REPORT OP SCHOOL SURVEY ings are far too ornate, while many features of the construction indi- cate that costs were not seriously considered when the buildings were being planned. The light from over-head and the well planned rooms and cloak rooms and the sanitary toilet and bathing appointments are highly commendable. The buildings are so constructed as to permit of additions so that when class-rooms are added, the cost per class- room will be considerably reduced as many of the special features such as auditorium, pool and complete toilet equipment are already provided. It seems to have been unnecessary to have installed more than the state maximum requirements in toilet equipment. The pro- vision could have been made for fixtures for any additional rooms and fixtures added as required. The following tabulation of the plumbing fixtures installed in the Lindeke School illustrates the point. State Rule for Toilets for Schools. 1 Water closet for 25 boys. 1 Urinal for 25 boys. 1 Water closet for 15 girls. 1 Lavatory for 3 fixtures. 60% girls 40% boys } 40 pupils to a room Fixtures 6 rooms rduv - o 3 * a- 3 5.S Water closets for girls 10 Lavatories " " 4 Water closets " boys 4 Urinals " " „.. 4 Lavatories " " 3 Total 25 { 96 144 boys girls si Oil a a S3 12 7 9 12 8 48 3 3 , 3 3 8 5 23 RECOMMENDATIONS REGARDING BUILDINGS 155 The heating and ventilating plant of the Finch School was not operating satisfactorily in January. The same lack of economy in materials and construction that characterizes the Finch and Lindeke Schools is also apparent though in less degree in the new Ames and in the new addition to the Galtier School. St. Paul has so many wretched school buildings that need replacement, that unwise and excessive expenditures on new struc- tures should not be permitted. THE NEW AMES SCHOOL. The Ames School is the last word in fire-proof construction. Floors are of reinforced concrete ; walls are of brick and sash of steel ; stairs are provided at each end of the main corridors but are separated from them by brick walls and metal covered doors. The first and sec- ond floors consist of eight class-rooms, doctor's and principal's outer and private offices. The basement accommodates a large manual training room, boys' and girls' toilet and boiler and fuel rooms. This building is finished similar to the Finch School except that the corri- dors have marble wainscots. This new eight-room structure was finished last year at a cost of $78,000. It does not now accommodate all the children of this outly- ing center, for the ill-shaped old structure and a cottage annex are still in use for three classes. It seems that better planning might have pro- vided accommodations for all of these children for a sum slightly in excess of what was paid for the eight-room building. The four large tapering brick pillars at the entrance, each brick of which had to be made in a separate mold, and the very elaborate metal framework about the windows have added unnecessarily to the excessive cost of the building. The fountains installed are unsanitary and insufficient. The foot-warmers in the cloakrooms, because of their horizontal posi- tion, are dirt catchers. They cannot be cleaned readily. The artifi- cial lighting is inadequate, and the screens on the class-room warm-air intakes are too thick a mesh, thus preventing the proper use of the ventilating system. There are, on the other hand, many splendid features in the new Ames; School which should be reproduced in other new construction. Unilaterally lighted class-rooms of standard shape and size, broad, ac- cessible stairways and well-planned corridors are among the pleasing features. 156 EEPOET OP SCHOOL SUEVEY THE COST OF BUILDING SCHOOLS. For the purpose of making a comparative study of the costs of school buildings in the United States, three bases of computation have been chosen; the cost per class-room, the cost per pupil and the cost per cubic foot. The following methods were employed^ in determin- ing costs. The cost per class-room was obtained by dividing the total cost of the building by the number of class-rooms, leaving out of con- sideration the special rooms, such as domestic science, manual train- ing, teachers' and principal's rooms, auditorium, toilets, and heating and ventilating plant. These latter rooms were considered as auxil- iary to the class-rooms. The cubic footage in ^ school building was arrived at by multiplying the ground area of the building by the dis- tance from the lowest parts of the basement floor to the average height of the roof. The cost of building does not include lot or fur- niture but includes the cost of plans, specifications and inspection service. The cost of plans, specifications and inspection service were also listed separately. The number ©f pupils used in computing costs was decided upon by alloting the maximum number of forty pupils to each grade and kindergarten room. Table XXX shows the cost on these three bases of the elementary buildings built in St. Paul since 1911. COST OF BUILDING SCHOOLS 157 'J o o o o in o iH — o o 1-1 "W 'no CO t- C3 N J> jad ^soo -* >o Cv! 04 OJ 1-1 rH 04 04 04 CO CO O o z> CO C5 o 00 tH nanj j> i> 2> 8>^ lO J3d ;soo lO ^ lO lO ^ 1-1 1— t CO CO 04 m- w J> o CO lO 1-; CV! o 00 t- , UIOOH BSBIO lO I> o 1-H 00 CO jad ;soo 05 iH 00 C4 1—1 CO oo__ es CO lO t)<" '# oT 1— t te- 1-1 1-1 3 m ^ ■H to c • ^ X a. X 3 X m u ^ h) 1 M t c3 >t i4 J3 g uot^Dadsui pu'B -oadg 'su'Ei,! JO jsoo Saipxma JO isoo «0 CO o o o 00 t-j o o o ■^ >o o o o lO C4 CO CO lO Oi O O^ 05 lO H 04 ■r CO CD * ^* %. O o C5 o 1-H o o o o CO co' o *^ o O 1— I o ^ o Ttl CO o 04 o s> th" oo" CO t-^ ■^ Tt< as 03 ^- STidnj o O o o o TO -nS 04 OS 00 00 0^ JO ON CO CO 04 04 CO BUIOOH ^ 00 tH -^ 00 SS-BIOi UI CO iH CD CO CO •}j -bs 00 as CO 00 i- .04 O lO CO O lO CO iH 1-1 00 •spxa «T °o '^ "^^ 00 o "W "no co" CO CO 04 CD TtH en CO -^ tH CO OvJ "* -# CO suiooH SS'BtO CO o iH S> 00 CD CD 00 .23 -g 1-1 o >n t- CD UOH0nj}SUOO 1-1 1-1 1-1 iH iH JO aiBQ 2 2 2 2 2 tooqog o -a .Ji r- 1> O) ^ U "CI HJ o rt .S .S 6 •3 "^ * "J X o * * * 158 REPORT OF SCHOOL SURVEY The costs per pupil in these schools on the basis of 18 square feet of floor space allotted to each child are $157.38, $147.93, $357.00, $357.80, and $345.47 respectively for the schools as listed above. It must be borne in mind that the Finch and Lindeke Schools are one-story buildings. Their costs may be compared with those of sim- ilar types of schools constructed at Reno, Nevada. The Orvis Ring School of Reno was finished in 1909. It has eight class-rooms and four special rooms with a building cubiture of 336,424 cubic feet. It will accommodate 320 pupils and cost complete $43,000. Of this amount $3,000 was used for plans, specifications and inspectional serv- ice. The cost per class-room was $5,375. The cost per pupil was $134.38 and the cost per cubic foot 12i^c. COSTS OF FIREPROOF ELEMENTARY SCHOOL BUILD- INGS IN FIVE LARGE CITIES. Table XXXI shows costs per class-room, per pupil and per cubic foot of fourteen fireproof elementary school buildings in the cities of Boston, Cleveland, Detroit, Newark and St. Louis. The number of pupils in this table has been arrived at by allowing 18 square feet of class-room floor space for each pupil. It will be noted that the range in cost per class-room is from $4,642 for the Thirkell School in De- troit to $10,047 for the Delaney School in St. Louis. COST OF BUILDING SCHOOLS 159 ;oo>a otqno. lO CO(^^T-^^^r-^r^T^lH^— li— IrHi-HCQi-f o tidnd: 60- T-lT-HTHrHlHT-ll-lTHl— liHC uonoadsui pu^E '^ suou«0B!08onj}suoo JO ej-BQ ii a. u ii E a V V ■*-» t* S fe ti ^ 5 Id Q m 00" z> to" CO cxT ^" TfT 10" in ■yi" to 00" o" 00" _ OTOOOoOi-IOJI^i^CDCO^tO OOOCNmlOCOINlOi^SOOlCTSi-lrH osooO(NO«D-^CQ05ir4coa50<:o co" 00" ffif ui" £- -^'" Ttn" 10" ctT in co t-" in" oo" O 05 ■-0000(NincOTHOTHOOOOC2 OOOSOJCO'^O'^Oi— Ii— li— i « o" o^" o" •*" 05" o" o" cooooinoosaiiHOrHcooooo CO t- CO CQ Oi T— I CO CQ (N in in o (Nc^jt-inocococoo iHTHintocooinco-^ OOCX3t-«DiXi05a5-*0 TlHOO£--*^!>-i>COCDininOOCOCD ^'■' CX)O0*C0inOOO05C00S«O'^ ^THC<8SJCOiHS^OSTHOJ T-iiHcc!coinininin 1— IiHt-Ii-HiHi-IiHi-I T^H rH in iH iH -5tl iH 7-1 iH iH iH i-l I 03 C5 O^ O^ O^ ^3 C Ph ■" -^ :S -M K rt B nj tnO^E-iOMQ J n o en O Id c > : lU O Q ^ 3 Ui : '-^ 160 BEPOET OF SCHOOL SURVEY For further comparison in school costs, three of St. Paul's new buildings were included in a table containing data of school buildings erected in Minneapolis, Duluth, and North St. Paul. The Hiawatha- School of Minneapolis is a one-story building though not of fireproof construction. The Junior High School building of North St. Paifl is the least expensive building of this group. The extremely low cost of $3,343.99 per class-room does not permit of an entirely fair com- parison as the building is not entirely finished and unwise economy has been shown in some of its features.. It is interesting to know, however, that such a substantial building as the one in North St. Paul could have been built in 1916 at this remarkably low price. The aver- age cost per class-room unit of the five recently constructed buildings of Minneapolis and Duluth is $8,061.67, though the largest building of the group, the seventeen-room Thomas Lowry School, cost but $7,275.00 per class-room. COST OF BUILDING SCHOOLS 161 X X X 1:1:1 pq < h a C J3 '='S +-• 4Jr=l u W- 3 2 offl -o ti (d X 4-1 5 -2 i; I. 3 Q f^PH o-i 2 m oE . ■■3 0. d c 3 nt ft ttJ 3 1—1 o o j: u 03 [0 O O V > nl at a o O »OOJ005IN0050«5D-?)HOO «D «5_ r-j_ 0<8_ (J4_ CTJ_ C 00 CO_ 05'j>'tOCOO"or!>'i:D'j>OOr)5" ■i-lrHOO0000-*00OJ>O CO ■*_ O O CO -*_ CO t-; O liH O ^T-!oioi-i>ni-i«D«Do*jco' oom':DiHtoma5coa5cocN s> to" TtT 10" c0(r«-*o500cQoocncQOi * * ^H ^H ^^ ^H ^H ^H ^H (^ ^^ ^H p~l be bjo o fi ■a is Mm (U OJ (D *0 ^ 'O nj rt rt li Li t^ .2 13 T3) -ts -a "13 .2 'O Ac 0000 ►^O en ^ ^ ^ o JS O o en ^— ^ en ni .y S ^ c O , , , ^ , ■u 3 ^J 3 L/J D rt rt ni .r- Ph PM fL, -M tn en tn tn tn O O Oh ft ni ni n a a nt ni <1> CJ C 3 3 3 o g-2 tntntn ^§§§§§P « OH t-Ii-Ht-II-ItHtHi-I'-HtHtHt-H > 3 3 O o o nS o -4-J cn O u n! O a *J u ni ni ■4-» 3 3 tn u ni '3 ■J-* u ni i> 0 o aO- B l> P. moft ttH*^® "l-i^® t(_(®:m °iM °>!-Z °lm o"3.S o"c.S Od-S Pci Z'om J^ptn ^'om !? sin Johnson 30 8 16 39 Central 36 11 7 20 Humboldt 6 4 6 8 Mechanic Arts 20 21 9 24 Totals 82 44 38 91 172 EEPORT OF SCHOOL SURVEY This provides comparatively little leeway in program construction for the high school principals. Teachers under this plan are also de- prived of their rooms for consultation purposes. None of the high schools: are provided with the large consultation office which should be a part of every large high school's equipment. In the high schools one hundred and twenty ' classes are meeting daily in inadequate rooms. There are, during the day one hundred and thirty-five unoccu- pied rooms in these buildings. The greater part of the former are recitation rooms, while the latter are special rooms. These vacancies cannot wholly be avoided, but better program making and scheduling of classes will reduce "them to a minimum. Mechanic Arts is using the auditorium as a study hall for over 1,000 single periods daily. This room is equipped with chapel seats, making such use utterly impracticable. Central High School has solved this problem by using the extra seats in recitation rooms for study classes, which provides a much saner solution. Central has had to sacrifice its library facilities for study hall and lunch room use. This is unfortunate, indeed. Under crowded conditions like these either home study for the upper classes or for merit pupils would relieve much of the pressure for study accommodations and secure equal re- sults. Uniform supervised study may not be wholly good, and espe- cially not under poor physical conditions. A part-time plan, with an even longer day than at present, might make it possible to increase the present capacity. It will be seen from the above data that relief must be afforded these schools if they are to be held responsible for any educational progress. With the intermediate schools providing for children at- tending the ninth grade, or what is now the first year of the senior high schools, and with the growth in numbers that should occur in the sophomore, junior, and senior classes of the high schools, these build- ings will soon again reach an overcrowded condition. The building of an additional high school will then be necessary. More important still, however, is the question of the proper con- servation and training of the young people of St. Paul. In the wake of the overcrowded school house there follow ills which defeat the purpose of the entire school system and set at naught the hope and sacrifice of the taxpayer. Overcrowded buildings always mean lack of proper sanitation, lowered vitality of children and teachers, lack of enthusiasm necessary to interest and study, overworked and discour- aged teachers, absence of proper attention to the individual needs of pupils, poor attendance, retardation and elimination of pupils. OOireTEUCTION OF NEW BUILDINGS ' 173 THE INTERMEDIATE SCHOOLS. The intermediate school provides the best plan for securing the physical facilities needed to give St. Paul the educational opportuni- ties which other cities of the same grade and rank are providing. The intermediate School provides for the children of the seventh, eighth, and ninth grades, thus covering the last two years of the elementary school and the first year of the present high school. It is based upon the idea which is practically universally accepted that the first six years of schooling (grades one to six) should be given to thorough- going training in the fundamentals of an education. Beginning with the seventh grades the pupil should, while continuing his general edu- cation, be given an opportunity to get an elementary knowledge of an experience in a variety of activities taken from the world's work. He should, in so far as is possible, discover the vocation for which he wishes to prepare. At present there are enrolled in the sixth, seventh and eighth grades of the city 6,761 children, the great majority of whom would be eligible for the seventh, eighth and ninth grades of the intermediate school if such schoolsi were in operation next September. THE TECHNICAL HIGH SCHOOL. The committees on vocational education and course of study have also included in their plan of educational development one technical high school, which shall provide for some children from the seventh grade through the twelfth grade. The intermediate schools, with dif- ferentiated courses of study and opportunities for vocational tryouts, will provide for other children of the seventh, eighth and ninth years who might pass from these schools either into the present high schools or the newly planned technical high school. NEW TYPES OF BUILDINGS RECOMMENDED. The buildings which must be constructed in order to carry out the plan for better educational opportunity for the children of Saint Paul are as follows : Five intermediate schools each housing 1,200. . . . 6,000 children A technical high school housing 1,500 children Provision of additional facilities for 7,500 children 174 REPORT OF SCHOOL SURVEY CHILDREN ON PART TIME AND IN ANNEXES. At present there are 1,083 children on half-time, 355 provided fo*- in portables, and 328 in rented annexes. On reference to Table XXXVI it will he seen that this makes 1,709 children in the elementary schools who do not get the advantage that should follow from attending a well-equipped school. Some children are included in each of two col- umns. TABLE XXXVI. February— 1917. Number of Children in Portables, Annexes, and on Half-Day Session. Schools Portable . 1 Adams Ames 30 Drew Galtier Garfield Gordon 77 -Gorman Hancock ' 83 Hendricks Hill Homecroft 112 Irving 35 Lafayette McClellan 32 Mattocks 30 Murray 44 Neill Riverside Annex Half-Day Sessions 2 3 50 212 4 rooms 8 half- 31 day sessions 109 2 rooms 4 half- 136 day sessions 2 rooms 4 half- 164 day sessions 2 rooms 4 halt 83 90 42 57 day sessions 153 38 75 1 room 2 half- 56 day sessions 92 24 355 328 1,083 CONSTRUCTION OF NEW BUILDINGS 175 OVERLOADING OF THE ELEMENTARY TEACHER. The average number of pupils per teacher based on average daily attendance in the first eight grades and the high schools covering the years 1910-16 is given in Table XXXVII. No statistics of this kind were available in the superintendent's office, and they were only ob- tained after much effort. It will be seen that the average for the city in the grade schools has been very large for a period of years. There is no place for the addition of pupils without considerably impairing the efficiency of instruction. TABLE XXXVII. Average Number of Pupils Per Teacher, Based on Average Daily Attendance. 1910-11 1911-12 1912-13 1913-14 1914-15 1915-16 Adams 39 39 40 32 34 36 Ames 33 34 41 37 45 36 Baker 38 40 40 33 35 31 Cleveland 31 38 39 38 35 36 Crowley 38 36 34 44 41 35 Davis 40 40 39 39 39 36 Deane . .i 28 26 31 30 32 29 Douglas 45 43 44 40 45 42 Drew 49 40 41 44 42 36 Edison 45 43 44 Ericsson 38 43 43 42 44 45 Franklin 41 39 34 35 37 46 Galtier 34 36 41 42 39 Garfield 39 41 41 39 47 Girls' Home 8 20 Gordon 33 33 37 36 43 Gorman '47 40 37 39 39 51 Grant 41 37 37 37 35 37 Hancock 45 41 39 43 43 31 Harrison 45 37 41 38 33 37 Hawthorne 42 42 35 41 39 43 Hendricks 44 38 38 41 44 42 Hill 44 42 37 38 40 43 Homecroft • • • • ^^ ^8 32 176 EEPOET OF SCHOOL SURVEY " TABLE XXXVII— Continued. Average Number of Pupils Per Teacher, Based on Average Daily Attendance. 1910-11 1911-12 1912-13 1913-14 1914-15 1915-16 Irving 42 38 39 38 41 39 Jackson 46 39 41 41 36 33 Jefferson 40 36 38 41 36 37 Lafayette 47 50 41 45 36 39 Lincoln 36 36 37 37 36 31 Logan 29 30 27 27 33 21 Longfellow 40 39 36 33 35 38 McClellan 40 37 41 38 36 42 McKinley 43 40 38 36 33 42 Madison 42 39 32 36 32 38 Mattocks 29 32 17 19 22 Maxfield 42 41 41 -43 42 37 Monroe 42 43 36 39 33 34 Mound Park 41 43 40 34 31 33 Murray 37 38 38 41 31 36 Neill 38 36 33 30 42 36 Phalen Park 43 43 41 39 41 42 Quincy 22 25 36 20 22 38 Ramsey ..' 37 46 47 40 34 39 Randolph .. .. 38 61 41 Rice 27 32 24 38 52 38 Scheffer 41 40 41 38 37 42 Sheridan 30 31 22 25 27 34 Sibley 41 39 43 38 38 45 Smith 40 35 36 31 39 33 Taylor 26 20 15 29 28 26 Tilden 34 29 34 27 28 25 Van Buren 35 34 33 31 37 34 Webster 33 35 33 37 38 36 Whittier 40 40 39 37 44 38 For City (Elem. Sch.) 39.7 38.2 37 37.6 36.9 37.6 Mechanic Arts 19 20 20 17 17 19 Central High 25 24 25 26 24 26 Humboldt High 16 20 18 19 17 19 Johnson High 20 24 21 25 20 20 For City (High Sch.) 21.5 22.4 21.9 22.2 20.4 32 CONSTRUCTION OF NEW BUILDINGS ' 177 SCHOOLS TO BE ABANDONED. The proposed immediate abandonment of the schools of the Haw- thorne, Franklin, and Washington district because of the inroads made by the railroads will necessitate further provision for 1,085 children. Many of these children will go to other schools, but will find' over- crowded conditions wherever they attempt to register. The Survey Committee has recommended the gradual abandon- ment of the most wretched and ill-adapted elementary buildings. The nine buildings scoring under 500, exclusive of the Franklin, are caring for children at present as follows : Total Lafayette 567 Jefferson 738 Monroe 497 Adams 529 Jackson 340 Webster 637 Rice 353 Crowley 626 Kindergarten 6th, 7th 6th Grade and 8 567 540 198 445 152 401 128 199 141 375 262 162 91 264 362 4,187 2,853 1,334 If these eight buildings, are abandoned it will be necessary to pro- vide new elementary buildings f9r about 2,853 children, the present enrollment of these buildings below the 7th grade. NEW ELEMENTARY ENROLLMENT. The new elementary enrollment for the fall term has been approx- imated by adding the total present enrollment of the first, second, and third grades, 3,321, 2,964, and 2,882 respectively and dividing by three. The result, 3,055, may be considered a fair estimate of the number of children entering the lower grades for the first time on next Septem- ber. 178 REPORT OF SCHOOL SURVEY THE NEW BUILDINGS. The situation as regards new buildings then resolves itself into the following: The present high schools will be partially relieved of their over- crowded condition when the entering classes are diverted into the in- termediate schools. Further relief will be provided in a new technical high school which will not duplicate the present courses of study in the other high schools, but will undertake work in a new field as outlined by the com- mittee on vocational education. The overcrowded condition in all elementary schools will be re- lieved by transferring as soon as the intermediate schools are com- pleted, approximately 6,500 children to such schools and the technical high school. These schools will permit of a further enrollment of 1,000 which may come from the high schools or private schools. When the recommendations regarding the eight poorest buildings are followed, the Franklin, Hawthorne, and Washington abandoned and new enrollment is considered, together with relief of the present part-time situation, there will be approximately 4,000 elementary chil- dren not provided with proper housing. This is best illustrated in Table XXXVIIa. TABLE. XXXVIIa. If the survey recommendations are carried out, the following ele- mentary children must be provided for in new elementary buildings. Children in the Hawthorne-Franklin-Washington combination. 1,085 In the eight old schools to be abandoned ) 4,18'!' From present part-time, annex, etc 1,709 From new enrollment in September \ 3,055 From other growth (very low estimate) 500 10,536 Children provided for by the newly planned intermediate schools and technical high school 6,500 Further provision needed for 4,036 CONSTEUOnON OF NEW BXJIbDINGS 179 These 4,036 children will require at least 100 elementary class- rooms in 'buildings located in different sections of the city. The build- ings in the congested centres should be of at least 24 rooms each, while those in outlying sections may be 8-room units with provisions for ad- ditional growth. LOCATIONS OF SCHOOL BUILDINGS. The intermediate schools should be so located that the children attending live within a radius of three-quarters of a mile from the school. Children of the seventh, eighth, and ninth grades will not suffer from being required to go even the extreme distance. The dis- tance to be traveled by children of the elementary grades should be re- duced considerably. The elementary school must be so located that each child lives within a radius of a half-mile of the building. In several instances in St. Paul elementary buildings are within four to eight blocks of one another. This has resulted, as has already been pointed out in Table II in a large number of buildings of less Ihan sixteen rooms. Such buildings, especially those of eight rooms or less, are uneconomical from every standpoint. The cost of supervision by principals in the elementary schools is one index of this lack of economy. The cost of such supervision, using maximal salaries, varies from $137.25 per class-room in eight to eleven-room buildings to $75 per class-room in twenty-one to twenty- four-room buildings. The relative cost of construction, supervision, janitorial service, and maintenance is considerably reduced in the larger building unit. Data were not available to ascertain these facts for St. Paul because of the highly inadequate system of accounting in use in the past. The larger building unit, as has been shown, may be provided with .-i greater number of special rooms permitting the greatest elasticity in the school program. Where 6th, 7th, and 8th Grade Children Are Now Attending School. The following groupings of schools will show those sections of the city which are furnishing the greatest number of children for the sixth, seventh, and eighth grades. The section feeding into the Web- ster, Neill, Hill, Irving, Maxfield, and McKinley Schools shows the greatest enrollment, the Phalen Park, Harrison, Cleveland, Ericsson, and Grant group ranks second, while the Lafayette, Crowley, Hen- 36 36 128 66 56 196 20 10 58 43 41 152 180 REPORT OP SCHOOL SURVEY dricks, Douglas, and Garfield section is placed third. The city of St. Paul may be divided into a number of natural land divisions. These were taken as the basis for the combinations in Table XXXVIII. TABLE XXXVIII, The 6th, 7th and 8th Grade Children Grouped By Natural Divisions of the City. 6th 7th ffth Total Adams 56 Jefferson 74 Davis 28 Monroe 69 534 Lafayette ( . . Crowley (101 153 108 362 Edison ( . . Hendricks 62 Douglas 75 Garfield 35 Van Buren 66 Mound Park 37 Sibley 74. Phalen Park 85 Harrison Cleveland 90 Ericsson 66 Grant 29 99 86 247 88 92 255 35 15 85 949 66 65 197 58 46 141 39 65 178 ' 516 98 58 241 88 69 247 69 74 209 28 30 87 984 OONSTKUOTION OF NEW BUILDINGS 181 TABLE XXXVIII— Continued. The 6th, 7th and 8th Gtade Children Grouped By Natural Divisions of the City. 6th 7th 8th Total Irving 64 Neill 44 Webster 81 Hill 62 Maxfield 17 McKinley 90 Drew 46 Jackson 43 Scheffer Gorman 43 Whittier 80 Smith 29 Galtier 77 McClellan .' 45 Tilden 19 Hancock 83 Baker 53 Murray 43 Ramsey 46 Gordon 38 Longfellow 76 60 50 174 53 39 125 78 103 263 99 86 347 17 96 59 193 1,020 46 67 31 141 41 43 125 36 58 ' 174 29 34 83 568 76 49 203 39 34 118 13 19 50 80 94 356 43 33 118 39 35 116 860 100 56 203 51 , , 89 75 83 333 524 182 REPORT OF SCHOOL SURVEY THE TREND OF POPULATION. In making recommendations for the locations of buildings the Survey Committee has taken into consideration all possible means for determining the growth in the various sections of the city. It seems that the greatest future growth will be in Wards t, 10, 11, and 12. In order to show the trend of population, the committee used the follow- ing data: (1) the numbers of voters by wards ; (3) the number of dwelling permits issued by the department from 1910 to 1917 ; (3) the present and prospective location of factories; (4) the extension of lines planned by the telephone companies ; (5) the desirable territory still available for home sites ; (6) the increase in elementary school chil- dren in the various wards; (7) growth of the city in land additions. It will be noted that all of these data point to the 7th, 10th, 11th, and 12th wards as the wards of greatest growth. I. The return in the mayoralty campaigns indicate substantial growth in the numbers of voters in Wards 1, 3, 5, 6, 7, 10, 11, and 12. The last three show the greatest development. TABLE XXXIX. Ward Increases in Voters in St. Paul City Elections for Mayor. Wards 1900 1904 1906 1908 1910 1912 1914 1 2,547 2 2,164 3 1,114 4 2,220 5 2,529 6 2,395 7 1.. 2,288 8 3,795 9 2,348 10 815 11 651 12 2,638 2,762 3,270 3,148 3,561 3,425 2,379 2,674 3,037 3,053 3,408 3,344 1,249 1,149 1,114 1,129 1,028 779 2,485 2,313 2,321 2,369 2,069 1,935 2,664 2,830 3,248 3,236 3,581 3,315 2,717 2,702 3,152 3,057 3,321 3,236 2,602 2,814 3,650 3,605 4,106 4,318 4,173 4,590 4,016 3,855 4,064 4,031 2,602 2,434 2,701 2,447 2,572 2,490 1,137 1,127 1,489 1,588 1,972 2,161 853 1,095 1,662 1,888 2,691 2,875 .... . * . .^ 1,472 1,586 2,040 2,157 Total ... 22,857 25,499 26,490 31,042 30,759 34,493 34,046 CONSTRXJCnON OF NEW BUILDINGS 183 II. The dwelling building permits issued show the greatest in- creases in Wards 1, 2, 5, 6, 7, 8, 10, 11, and 13. In Table XL are given the numbers of permits issued for each ward for the years 1910- 16. The number of dwellings erected was considered a better index than the total dwelling costs. TABLE XL. Numbers of Dwelling Building Permits Issued in St. Paul, 1910-16. Distribution By Wards. Wards 1910 1911 1913 1913 1914 1915 1916 Total 1 133 105 69 69 108 133 144 730 2 113 135 3 1 3 4 10 3 5 99 69 6 117 88 7 119 127 8 101 95 9 39 43 10 188 338 1] 335 183 13 173 188 139 156 111 137 153 923 5 1 3 11 3 1 4 8 37' 93 94 90 84 105 634 100 85 87 105 73 655 161 141 123 139 113 931 76 79 57 59 43 509 34 30 36 19 31 302 335 304 270 343 318 1,585 343 331 338 361 308 2,063 111 137 105 96 133 933 Total ... 1,416 1,365 1,337 1,308 1,306 1,379 1,375 9,186 III. The map of the industries of the city. Figure reproduces the industrial map of the city of St. Paul. The increasing cluster of industries in Wards 3 and 4 will tend to eliminate school buildings in these wards. The proposed railroad belt line in Ward 3 will tend to develop this section more rapidly than it has been growing. In Ward 6 the trend will probably be toward West and South St. Paul. The increased packing house facilities in the latter place may increase the population of this ward. Wards 10 and 13 will no doubt increase considerably in population because of the location in their midst of manufacturing concerns already pro- posed. Ward 11 bids fair to become more and more a residential sec- tion. Proposed extensions of trolley lines will aid this greatly. There is also a definite trend in population in Ward 5 towaird Riverside and the adacent properties. 184 KEPOKT OF SCHOOL SURVEY FIG. III. Industrial Map of the City of St. Paul. Numbers Indicate Wards. CONSTRUCTION OF NEW BUILOINGS 185 IV. The telephone companies are planning the greatest exten- sion of their trunk lines in the 11th, 5th and 12th wards, in the order given. V. From Table XLI, which gives the population of the city by wards, it may be observed that Wards 2, 11 and 10 have the lowest density of population in the city. These wards have many available home sites that are now vacant and are increasing rapidly in popula- tion. TABLE XLI. * Population of St. Paul By Wards. Total Wards Population Per Sq. Mi. 1 27,230 6,964 2 26,540 1,878 3 6,230 13,844 4 15,310 29,442 5 26,220 6,416 6 25,710 6,136 7 34,230 15,419 8 31,840 10,867 9 19,780 8,991 10 17,000 3,096 11 22,870 2,437 12 17,040 6,430' 270,000 4,870 VI. The tabulation of all children attending the elementary pub- lic schools of the city shows the greatest growth in the 7th, 10th and 11th wards. * From 1915 Report, City Commissioner of Public Works. 186 EEPOET- OF SCHOOL SURVEY TABLE XLII. CHILDREN ATTENDING ELEMENTARY PUBLIC SCHOOLS. Wards 1905-06 1915-16 Gain Loss Per Cent 1 4,856 2 .' 2,615 3 1,350 4 .■ 1,100 5 3,783 6 3,365 7 1,883 8 3,069 9 1,017 10 1,366 11 1,020 12 1,181 4,265 . . . 591 -12.2 2,543 . . . 72 -2.8 991 > i ■ 359 -26.6 938 • • ■ 162 -14.7 3,380 . . . 403 -10.7 3,581 216 +6.4 2,415 532 . . . +28.3 2,684 > . • 385 -12.5 683 • . • 334 -32.8 2,512 1,146 • • > +83.9 2,315 1,295 • . . +137.0 1,358 177 . ■ ■ +15.0 VII. The map issued in the 1915 Annual Report of the City Commissioner of Public Works showing the dates of land additions to the city emphasizes the fact that Wards 2, 10 and 11, being the most recent and largest additions, offer most opportunity for growth. The areas added at various dates are given here : Date of Act of Areas — Sq Miles Date of Act of Areas— Sq. Miles Legislature Additional Total Legislature Additional Total Nov. 1, 1849 0.35 Feb. 29, 1872 7.04 12.49 Mar. 31, 1851 0.195 0.54 Mar. 6, 1873 3.07 15.56 " 4, 1854 3.455 4.00 " 5, 1874 4.50 20.06 Feb. 27, 1856 0.840 4.84 " 4, 1885 15.28 35.34 Mar. 20, 1858 0.120 4.96 Feb. 8, 1887 20.10 55.44 6, 1868 0.490 5.45 Date of Ac+ of Lgtjisla+ure AREAl Additions Nov. 1.1849 Mar. 3 1. 1851 4.I8S4 Feb. 27. 185^ Mar, go. 1858 " 6. 1868 188 REPOKT OF SCHOOL SUfiVBY THE LOCATION OF NEW SCHOOL BUILDINGS AS RE- COMMENDED BY SURVEY COMMITTEE. The Survey Committee recommends that the first four of the in- termediate schools be erected immediately in each of the following sections : I. In a location in Ward 1 that would permit of equal accessi- bility to the Phalen«Park, Harrison, Cleveland, Ericsson and Grant Schools. II. In a location in Ward 6 that would permit of equal accessi- bility to children now attending the Lafayette, Crowley, Hendricks, Douglas and Garfield Schools. III. In a location in Ward 5 equally accessible to the Jefferson, Davis, Monroe and Adams Schools, preferably nearer the Davis School, which would be most accessible for children living in this region. IV. In a location in Ward 7 that would permit of equal accessi- • bility to children attending the Webster, Hill, Neill, Ir- ving, Maxfield and McKinley Schools. It is recommended that the Technical High School be located cen- trally in the district feeding into the Drew, Jackson, Scheffer, Gorman, Whittier and Smith Schools. This school should also provide inter- mediate school accommodations for this region. It is further recommended that the fifth intermediate school be built in the section containing the Hancock, Galtier, Baker, Murray, Tilden and McClellan Schools. It is recommended that one elementary school of 33 rooms be pro- vided in territory accessible to children of the Lafayette, Crowley and Edison Schools. There are 1,051 children at present attending grades below the seventh in these buildings. Thirty-two rooms should ac- commodate a maximum of 1,280 children. It is recommended that a complete redistricting be made of the section containing the Jefferson, Monroe, Adams and Davis Schools; that the Jefferson school site and building be turned over to the re- pair and supply department ; that a new elementary building of 30 rooms be located near the Monroe School and another new elementary building of 24 rooms be located near the Adams School. These four schools now house 1,936 children below the 7th grade. It is also recommended that an eight-room building be erected near the site of the present cottage buildings at Homecroft, and that cottage buildings be temporarily placed at Riverside. CONSTRUCTION OF NEW BUILDINGS 189 It is recommended that a four-room addition be made to the Ames to provide for this rapidly growing region. It is recommended that a complete redistricting be made of the Neill-Webster-Hill-Irving-McKinley section; that a new 16-room building be begun immediately located near the present Webster. Provision for increase up to 32 rooms should be provided. Of the schools in this group the Webster School is to be abandoned first. It is recommended that the Jackson School and site be abandoned and that the entire block on which the Drew School stands be pur- chased and the new Drew unit be used as the basis for a 34-33-room building. It is also recommended that a further addition of 4 rooms be made to the Galtier School. It is also recommended that a new school be started in the vicinity of the Randolph Street-Cleveland Avenue junction. It is recommended that the use of the third floor rooms of the Hendricks School be discontinued as soon as possible. THE COST OF THE BUILDINGS RECOMMENDED BY THE COMMITTEE. In estimating the cost of the new buildings, the elementary build- ings have been figured at $7,000 per class-room, while the intermediate schools have been figured at $7,500 per class-room. The total cost of the new buildings recommended, together with sites, is $3,650,000. In addition to this amount it will be necessary to provide for expensive repairs and reconstruction in many of the poorer buildings, which cannot, even after this program has been carried out, be abandoned. It is also to be expected that the growth in school population and the development of many sections of the city will call for some other building which it is impossible to foresee at the time of malfing this report. It will, therefore, be necessary in the judgment of the Survey Committee, in order to carry forward any adequate building program, to provide $600,000 a year for each of the next five years. At the end of the five-year period this program should have been completely carried out. It will be necessary after the first issue of bonds for $600,000 to make provision for their payment and it must not be forgotten that the building program proposed, together with the additional educational facilities supplied, will entail a considerably larger maintenance cost than that which is now provided. A table showing the building program recommended, together with estimates of the costs, is given below: 190 ' REPORT OF SCHOOL SURVEY ESTIMATE OF COSTS OF NEW SCHOOL ACCOMMODA- TIONS WHICH SHOULD BE PROVIDED DUR- ING THE NEXT FIVE YEARS, Schools to Be Completed If Possible During the First Two Years. 4 Intermediate Schools — 1. In Ward 1 accessible to the Phalen Park-Harrison- Cleveland-Ericsson-Grant Schools. 2. In Ward 6 accessible to the Lafayette-Crowley-Hen- dricks-Douglas-Garfield Schools. 3. Ward 5 accessible to the Jefferson-Davis-Monroe- Adams Schools, preferably nearer the Davis School. 4. In Ward 7 accessible to the Webster-Hill-Neill-Ir- ving-Maxfield-McKinley Schools. 4 schools, 30 rooms each, at $7,500 per room $900,000 A Technical High School planned to accommodate ultimately 1,500 pupils, located centrally in the district now accom- modating elementary school pupils in the Drew, Jackson, Scheffer, Gorman, Whittier and Smith Schools. . (It is to be noted that this school will provide intermediate school facilities for children in this region as well as a technical high school course.) A 30-room unit to be constructed immediately at a cost of $7,500 per room 225,000 An elementary school in the territory accessible to the chil- dren of the Lafayette, Crowley and Edison Schools. 32 rooms at $7,000 per room 224,000 Schools to Be Constructed During the Third and Fourth Years. 2 elementary schools, providing for the children now enrolled in the Jefferson, Monroe, Adams and Davis Schools ; one near the 'location of the Monroe School, another near the present location of the Adams School. A total of 54 rooms at $7,000 per room $378,000 An 8-room building near the site of the present cottage build- ings at Homecroft. 8 rooms at $7,000 per room 56,000 An addition to Ames School to provide for this rapidly growing region. 4 rooms at $7,000 per room 28,000 CONSTRUCTION OF NEW BUILDINGS 191 An elementary school to provide for the children now in at- tendance in the Neill, Webster, Hill, Irving and McKin- ley Schools. 16 rooms at $7,000 112,000 The additional funds available during this two-year period will be needed to carry out a program of reconstruction, re-equipment and extraordinary repairs which are necessary if the older and less ade- quate elementary school buildings are to be put in good condition. To Be Completed If Possible by the End of the Fifth Year. An elementary school to provide for children now enrolled in the Drew-Jackson district involving the abandonment of the Jackson School. 33 rooms at $7,000 per room $324,000 An addition to the Galtier School. 4 rooms at $7,000 per room 38,000 . A fifth intermediate school providing for the children attend- ing the Hancock, Galtier, Tilden arid Baker Schools. 30 rooms at $7,500 per room 225,000 It is probable that there will need to be a new school started in the vicinity of the Randolph Street-Cleveland Avenue Junction, and that repairs, reconstruction and re-equipment will more than exhaust any funds still available from the bond issue of $600,000 a year recom- mended. SUMMARY OF THE ESTIMATE OF THE COSTS OF BUILD- INGS TO BE ERECTED DURING THE NEXT FIVE YEARS. During the First Two Years. 4 Intermediate Schools $900,000 1 Technical High School 325,000 1 Elementary School 234,000 r- $1,349,000 During the Third and Fourth Years. 5 Elementary Schools or additions to elemen- tary schools $574,000 574,000 192 REPORT OF SCHOOL SURVEY To Be Completed If Possible By the End of the Fifth Year. 1 new elementary school $324,000 1 addition to elementary school 38,000 1 intermediate school . . . .■ 235,000 $477,000 Estimate of costs of sites for these buildings 250,000 Provided for reconstruction and re-equipment. . . . 350,000 Total $3,000,000 In making the above estimate of building costs and in recom- mending the location of the various buildings to be constructed, the' Survey Committee has used such data as could be collected with re- spect to density and trend of population, the condition and overcrowd- ing of school buildings, together with such evidence as is JtVailable concerning building costs in Saint Paul and in other cities. The Com- mittee recognizes that modifications of these recommendations may be necessary during the period proposed for the carrying out of the pro- gram. It will always be the duty of the administration to study care- fully the needs of the school system and to take account of changes in distribution of population or with respect, to the adequacy of school accommodations in the various sections of the city which cannot be definitely foreseen. SITES. The building estimates that have been given in the preceding ta- bles estimate $350,000 as the cost of sites. It is not the. function of this Survey Committee to select the definite site for the location of any of the proposed new buildings. The general locality in which such buildings should be located has been indicated. The city of St. Paul covers an area of 54^ square miles. Much open property still exists. Though in some cases it may be necessary to purchase sites upon which buildings stand, it is surely possible in other instances to secure sites free from houses or with comparatively few buildings on them. The average value per acre of land in the wards of the city, as given by the Commissioner of Public Works, may be one criterion for determining what the sites should cost. CONSTRUCTION OF NEW BUILDINGS 193 TABLE XLlll. Average Ward Value Per Acre 1 $1,973 2 779 3 80,260 4 109,445 5 •. .. 1,651 6 1,620 7 1,711 8 2,639 9 2,845 10 1,867 11 1,557 12 1,443 The city 3,480 Table XLIV shows the amounts paid for land for school sites since 1897. The prices paid for spacious grounds for the Finch and Lindeke Schools do not seem excessive. It is realized that these are in the outlying sections of the city. TABLE XLIV. Land Purchased for Grade School Purposes Since 1897. 1900 Longfellow— 1 lot for addition $900 1901 Mound Park— site 1,500 " McKinley— " 14,050 1902 Davis— " 3,000 " Douglas— " 2,000 1903 Phalen Park— " 2,500 1905 Hill 6,100 " Hancock 2,500 1907 Sibley 1,600 194 REPORT OF SCHOOL SURVEY TABLE XLIV— Continued. 1908 Longfellow 3,400 " Ericsson 3,800 1909 Hill 4,500 " Schefifer 3,175 " Jackson 3,320 " Galtier 6,400 1910 Gordon 9,850 1915 Lindeke— site 6,510 " Drew 17,375 " Harrison 350 " Maxfield 4,375 " Finch— site 7,500 " Ames 2,100 " Sheridan 1,425 $98,180 The Survey Committee is in a position to estimate only roughly the total amount of money needed for the purchase of the required sites for the buildings proposed. A maximum of $250,000 will prob- ably provide sufficient land. The sale of the sites and schools which are abandoned will possibly decrease this maximum. This maximum, however, is surely not an excessive amount considering that in a city whose population has grown approximately 100,000 since 1897, only $100,000 have been spent for additional elementary school sites during the same period. The Survey Committee wishes to emphasize again the desirability of obtaining sites which will furnish sufficient playground area for all children. STATISnOAL INFORMATION 195 HOW ADEQUATELY DOES ST. PAUL SUPPORT PUBLIC EDUCATION AS COMPARED WITH OTHER CITIES? The need for an expenditure of $3,000,000 for the sake of furnish- ing adequate school accommodations in St. Paul has been established. The question which remains to be asked is, can St. Paul afford it ? For the purpose of finding the answer to this question, the cost of educa- tion in St. Paul has been compared with the cost of education in twenty-four other cities of the United States ranging from about 125,- 000 to about 400,000 in population.* These cities were chosen from those available in the Statistics of Cities, issued by the United States Census Bureau, by taking the twelve northern and western cities that are just greater than St. Paul in population, and the twelve northern and western cities that are just below St. Paul in population. WEALTH AND TAX RATE IN ST. PAUL. The most fundamental question to be answered by one who would reach a decision with respect to the ability of St. Paul to provide ade- quate school accommodations is to be found in a comparison of the per capita wealth and the rate of taxation of St. Paul with other cities in the United States. Table XLV shows the assessed wealth per capita, the basis of assessment, the real wealth per capita, the rate per thousand dollars of assessed valuation, and the rate per thousand dol- lars of estimated value of property. It is to be noted that these figures are compiled by experts from the United Census Office, who visit the cities in question and make their report only after careful investiga- tion. The figures are therefore to be considered as compiled upon the same basis, and are comparable. * These cities are : Oakland, California ; Grand Rapids, Michi- gan; Minneapolis, Minnesota; Indianapolis, Indiana; Fall River and Worcester, Massachusetts ; Kansas City, Missouri ; Omaha, Nebraska ; Jersey City, Newark and Paterson, New Jersey ; Rochester and Syra- cuse, New York; Cincinnati, Columbus and Toledo, Ohio; Portland, Oregon; Scranton, Pennsylvania; Providence, Rhode Island; and Seattle and Spokane, Washington. 196 REPORT OP SCHOOL SURVEY TABLE XLV. Estimated Real Value and Rate of Taxation on the Real Value of Property in St. Paul and Twenty-four Other Cities.f roil (U o. M rt £0 O (U M ;, M 0) .c 5 2 ■-So *" t, o ^ t- O* -■^ O C ^O >S X O CM*; .5 Pni; , ^mii Cincinnati 32.38 5.88- 26.S Newark .'. 23.33 6.83 30.(i Washintgon 26.91 6.94 25.8 Minneapolis 18.57 6.43 34.6 Seattle 20.15 5.42 36.9 Jersey City ' 13.51 5.05 37.4 Kansas City, Mo 17.47 6.18 35.3 Indianapolis 15.51 5.08 33.7 Portland, Ore 15.49 5.58 36. Denver 18.73 5.54 39.6 Rochester 19.08 5.31 37.8 Providence 17.07 5.02 29.4 St. Paul 15.83 4.72 29.8 Columbus 13.76 5.13 37.3 Oakland 18.17 7.40 40.7 Toledo 13.27 5.16 38.9 Worcester 19.61 6.77 34.5 Syracuse 16.03 4.49 28. New Haven 15.24 5.85 38.4 Scranton 10.54 4.69 44.5 Spokane 13.33 4.96 37.3 Paterson 11.65 4.57 39.3 Omaha 15.73 5.93 37.8 Fall River 14.36 5.18 36.3 Grand Rapids ■ 14.05 5.89 43.0 Rank of St. Paul 13 32 18 1: 200 EEPOKT OF SCHOOL SURVEY It will be observed from this table that St. Paul stands twenty- second out of twenty-five in the per capita expenditure for school maintenance, and eighteenth out of twenty-five in the per cent of city maintenance devoted to schools. The whole situation is possibly best understood when we com- pare the per capita cost for each of the several purposes for which the city spends money, in order to discover which of the several functions of government are best supported. Table XL, VIII gives this infor- mation. TABLE XLVIII. Rank of St. Paul Among Twenty-Five Cities in Items of Expenditure for City Maintenance. St. Paul Items General Government 1.15 Police Department 1.44 Fire Department 2.06 Sanitation, Health 1.43 Streets 2.79 Charities, Hospitals and Cor- rections 53 Schools 4.73 Art Galleries, Museums and Librariea 30 Parks, Playgrounds 92 General and Miscellaneous... .48 Total per capita cost 15.80 Interest on public debt 2.92 Total per capita rate 18.73 19.94 18.57, 13 er Capita^ Cost For Rank of St. 35 Cities Paul in Amount Spent Average Median 1.50 1.33 15 1.66 1.57 16 1.82 1.81 4 1.57 1.39 12 3.13 3.07 6 .88 .68 15 5.58 5.43 22 .36 .24 9 .65 .60 7 .63 .60 30 16.68 15.61 13 3.36 3.96 14 STATISTICAL INFORMATION 201 It will be observed from this table that St. Paul stands fourth in the amount spent per capita for its fire department, sixth in the amount spent for streets, seventh in the amount spent for parks and play- grounds, ninth in the amount spent for art galleries, museums, and libraries, twelfth in the amount spent for sanitation and health, fif- teenth in the amount spent for charities, hospitals, and corrections, fifteenth for the general expenses of government, sixteenth in the amount spent for the police department, twentieth in general and mis- cellaneous expenditures, and twenty-second in the amount spent for schools. It appears, therefore, that as compared with other cities, the schools of St. Paul fare worse than any other department of the gov- ernment. COST PER PUPIL IN AVERAGE DAILY ATTENDANCE. It is conceivable that a city might devote a relatively small pro- portion of its available revenue for schools and still maintain them adequately by virtue of the very large amount of money raised by taxation. The possibility of maintaining an adequate system of schools is, howe-^^er, determined in large measure by the amount of money per pupil in average daily attendance. Table XLIX shows the total amount spent for school maintenance in twenty-five cities, t^e average daily attendance in each of them, and the cost per pupil in average daily attendance. 202 EEPOET OF SCHOOL SURVEY TABLE XLIX. 1914-15. School Maintenance Cost Per Pupil in Average Daily Attendance in St. Paul and Twenty-Two Other Cities. Cost Per Pu- Total School Average Daily pil in Average Maintenance Attendance Daily At- Cost 1914-15 tendance Cincinnati $2,123,128 Newark 2,898,997 Washington 2,323,239 Minneapolis 2,317,698 Seattle 1,903,967 Jersey City 1,553,073 Kansas City 1,827,628 Indianapolis 1,509,755 Denver 1,442,642 Rochester 1,366,103 Providence 1,257,808 St. Paul 1,130,442 Columbus 1,209,436 Oakland 1,431,128 Toledo 1,038,315 Worcester 1,039,956 Syracuse 710,445 Scranton 697,983 Spokane 821,409 Paterson 618,344 Omaha 837,836 Fall River 625,362 'Grand Rapids 764,398 40,181 $52.84 61,083 47.46 48,016 48.38 42,383 54.68 30,621 62.18 34,015 45.66 34,749 52.60 26,176 57.68 28,210 51.14 26,141 52.26 29,344 42.86 24,732 45.71 24,574 49.22 23,216 61.64 24,627 42.16 22,125 47.00 18,844 37.70 19,755 35.33 14,966 54.89 19,284 32.06 16,938 49.46 14,197 44.05 14,730 51.89 Rank of St. Paul... 16 From this table it will be observed that the cost per pupil in aver- age daily attendance in St. Paul in 1914-15 was $45.71. St. Paul ranks sixteenth among this group of cities. It is not probable that the citi- zens of St. Paul would be willing to acknowledge that they were sat- isfied with an education poorer than that offered in the fifteen cities which exceed them in the amount of money spent. STATISTICAL INFORMATION 203 Q a H m M H 2 W M M < o < ^ r-, 2 H o w O H U H 2 m z o W O o in iH I -* , tH 05 iH fcJO .S 3 •a u o C n) fl 1) -M g ■(3 6 "o o J3 U2 a o S o 01 ■* S> 00 00 CO Oi o 04 "* CO !S Ui 1 O >, 4a (U c w JJ biO .S^ .. >> > <3 S V nt -S bO ■4-* S rt 'pi •<3 S3 n! s^ Ii i-S OJ 8 ft, J3 u Ii (/} 3 4-* S •0 •a C lU 5 a. B3II GQ ot E-. o >-( m ^_ ■^_ CO ■*_ >n co oo ■ CO ■^ ' ' CO T-i i-f i-i TJtO«Di-IOQ-*-*1010mOO-*TH S:iU8UiaOBld8J THOT2>J>10C0O-CTjOCT>O«D00-^THrtO00a0 Bajiaans aojiuBf j>ti3inooinTHcD(Nioioiot-socoo-^to»o „,^,„,^ ,, ^^-rHOOeOCOOOCOlOt-TjHOJT-I^CO-^THt-CD saaAotauis jaqjo oiOcoiooOiHOioo5tOTH>ooocDC<80«eo PUB sjoiiUBf JO S93-EAS. 20:)002>COTHCOO 3 Bailddns jaq^o pu'E 2>c02>iotr^OiT-Hcocoo^ocDO^cOT— jotH S AjaUOp-BJS 'S3IOOqJX9,X, -*' rH 3~»OCDCOCD04a5CO«S»OOOTH(?*OST-IOJ J s«i,0B9i JO sau-Ei^s od ^- ^ «= tH 0>OC<>T-(i-lTlHC0-^CT>TtHl-IO50'^THO ■COCO'^'^'OCOCO-^>OCOCOTt010-^ (NlO'O00J^CD00O5O5C>SO5COi:O2>-7HCTit-C005CD>OQ005COO CO iH oi ,«•■• 73. STATISTICAL INFOKlilATION 205 It will be observed from a study of this table that the per capita expenditure, on the basis of average daily attendance, is extremely low for St. Paul for administration, for text-books, stationery and other supplies, for the salaries of principals and supervisors, and for the sal- aries of teachers. In the expenditure per pupil in average' daily at- tendance for fuel, water, light, power, and janitors' supplies, St. Paul ranks fourth. For wages of janitors and other employees (excluding teachers), St. Paul ranks twelfth. For maintenan'-.e, repairs, and re- placements of buildings, her rank is eighth. Stating the situation somewhat differently, in those items of expenditure which may be thought to determine the quality of educational opportunity, St. Paul ranks low. It has been thought well to discuss the question of maintenance of schools, as has been done above, even though the major problem con- fronting the city may seem to be that of outlays or permanent invest- ment in buildings. If any adequate educational program is to be un- dertaken, if new schools and better opportunities are to be provided, more money will have to be spent for the maintenance of schools. To bring the school maintenance expenditures (running expenses, exclud-- ing outlays for buildings, equipment, etc.) of St. Paul up to the mid- dle city of the group with which comparison has been made above, it will be necessary for St. Paul to spend annually almost $100,000 more than she now has available. It is especially to be noted that St. Paul ranks low in salaries paid on account of administrative officers, supervisors, principals and teachers. With the increased cost of living, which has reduced the buying power of the salaries paid by a percentage most conservatively estimated at from one-fifth to one-third, it is necessary to increase sal- aries all along the line in order to be fair to teachers now in the service and in order to meet the competition with other cities in which sal- aries have been and are being increased. Increases in salaries alone may be expected to require an addition to the funds available for maintenance of at least $100,000 annually. MONEY SPENT FOR SCHOOL BUILDINGS. St. Paul is not only low in the amount of money spent for the maintenance of schools, but it is also extremely low in the amount of money which has been invested in school buildings during the sixteen years from 1899 to 1915, for which data are available. Table LI shows the per capita expenditures for school buildings from 1899 to 1915 in St. Paul as compared with other cities. 1899 Cincinnati $0.37 Newark 1.40 Washington 59 Minneapolis .34 Seattle 70 Jersey City 1.51 Kansas City, Mo 00 Indianapolis .45 Portland, Ore 57 Denver .48 Rochester .36 Providence 1.05 St. Paul 00 Columbus .75 Oakland 37 Toledo 1.49 Worcester 1.16 Syracuse -51 New Haven 00 Scranton 1.05 Spokane l-^ff Paterson 00 Omaha -31 Fall River 73 Grand Rapids .^ 17 Rank of St. Paul 31 Highest 1-51 Ivowest -00 Average -62 TABLE LI. Per Capita Expenditures for School Outlays From 1899 to 1915 in St. Paul and Twenty-Four Other Cities. 1900 1901 1902 1903 1904 1905 1906 190? 1908 1909 1910 1911 1912 1913 1915 Total $0.12 $0.00 $0.46 $0.16 $0.06 $0.25 $1-20 $1.71 $2.60 $3.54 $3.30 $2.80 $1.46 . $1.57. $0.69 $30.39 .31 1.38 .08 .81 .82 1.14 3.24 3.03 3.15 1.88 ' 1.99 3.12 2.55 3.48 1.97 26.34 .59 .47 1.02 1.05 .73 .72 .56 1.37 3.48 2.59 2.03 2.83 3.23 1.14 1.81 33.10 .70 .65 .14 1.38 .48 .42 .61 1.02 1.86 1.00 . 3.46 1.88 4.39 4.31 1.86 33.50 .68 .93 2.52 3.26 1.86 2.34 2.01 2.65 3.13 2.56 2.61 1.30 2.13 3.10 1.70 33.47 .34 .55 .77 .85 .84 1.43 1.14 1.62 1.07 3.01 1.66 2.57 2.38 1.95 1.06 31.65 .01 1.95 .52 2.09 .90 ■3.00 3.83 1.79 2.37 1.79 .77 1.46 2.02 3.14 5.00 28.64 .54 .70 1.12 .41 1.70 1.50 .32 1.09 .80 .80 .94 1.03 1.56 1.53 1.11 1^.51) .45 .39 .43 1.23 1.91 1.23 1.23 3.89 2.88 2.71 3.31 2.40 5.23 5.02 3.63 35.40 .33 .90 .70 1.73 .91 1.69 1.48 .78 2.34 .83 1.14 1.61 3.01 2.21 .30 19.24 .62 .77 1.43 1.21 1.18 .88 .60 .87 .96 .70 .60 .65 1.16 1.30 ■ 1.95 15.24 .49 .35 .43 .03 .23 .99 1.29 1.06 1.18 .89 .63 .12 .38 .28 .50 9.68 .00 .02 .47 .66 .55 .59 .17 .61 .45 .98 3.23 2.04 .57 .55 .21 11.09 .56 .39 .67 .51 .23 .55 .85 1.06 .58 .89 .75 1.21 .63 .62 1.11 . 11.35 .07 .00 .48 .17 2.83 4.38 2.87 3.69 1.89 1.71 .42 1.33 4.38 4.28 4.39 33.14 .43 .37 .39 .37 .22 .10 .85 . .80 1.37 2.14 .46 1.02 3.59 3.55 3.34 19.49 1.28 1.07 .65 .25 .04 .21 .17 .84 .58 1.00 .72 .51 .81 .53 3.80 12.61 .41 .77 8.19 1.10 .19 .13 .37 .84 3.31 .52 .86 .58 .34 .34 1.21 12.57 .08 .42 1.81 1.31 .26 1.06 1.78 1.30 .83 1.11 1.36 1.60 1.61 1.34 15.46 .55 .83 1.78 .60 .77 .56 .16 1.83 .33 .33 1.03 1.56 .46 .45 .60 12.6'J 1.26 .81 1.39 3.76 2.40 .12 .84 2.56 3.68 3.23 4.54 1.39 3.63 3.47 .82 35.15 .59 1.22 .06 .38 1.59 .47 .71 1.59 1.49 2.68 1.28 1.30 1.16 .86 15.28 1,03 .94 1.07 .15 .27 .03 .07 .41 1.23 1.75 1.96 3.74 3.50 3.49 .18 20.11 .38 .54 .04 .20 .46 .63 .60 .97 .52 .95 1.49 1.79 1.13 .23 10.65 .17 .06 .33 .28- .09 .44 .53 .94 3.31 ' 2.09 3.49 1.83 .83 .39 3.86 17.60 35 23 16 13 13 13 33 33 34 16 4 7 33 20 33 .23 1.38 1.95 2.52 3.76 2.82 , 4.38 2.87 3.69 3.68 ^ 3.54 4.54 3.74 4.39 5.02 5.00 35.40 .00 .00 .04 .00 .00 .03 . .07 .41 .33 .33 . .42 .13 .24 .38 .18 9.68 .48 .65 .83 .93 .79 .96 .98 1.42 1.68 1.55 1.74 1.64 2.01 1.94 1.65 19.89 STATISTICAL INFORMA^SJON 207 \ From this table it appears that during the period covered St. Paul has spent a total of $11.09 per capita for school buildings. During the same period Minneapolis has spent $23.50; Newai'k;, New Jersey, $36.34; Seattle, $33.47; Portland, Oregon, $35.40, and Spokane, $33.15. Among the twenty-five cities used for purposes of comparison, St. Paul ranks twenty-third, the only two cities which have spent Ipss be- ing Providence, Rhode Island, and Fall River, Massachusetts. It is not remarkable when one examines this table to understand why the school accommodations provided by St. Paul are so inadequate, nor why it is necessary at this time to spend $3,000,000 to bring the school plant somewhere near up to date. In order to bring St. Paul's expen- ditures for school buildings up to that of the middle city of this group for the period covered by the table, it would be necessary for St. Paul to spend $180,000. If the city were to take a higher rank, a corre- spondingly greater amount of money would be involved. Another way of measuring the adequacy of expenditure for school buildings is found in a comparison which shows the money spent for buildings per day of attendance. If there were few children to be educated, or few children in attendance, it might be argued that i small expenditure per capita of population did not necessarily carry with it inadequate provision in buildings. Table LII gives the com- parison worked out on the basis proposed. 208 REPORT OF SCHOOL SURVEY TABLE LII. Total School Expenditures for Outlays From 1899 to 1915 Per Aver- age Day of Attendance. L, Eh CO o (< O IB eii ~ C '"_o bl)_^ O ^'2 S S 22 « 22 Sort c .SSS ^SS OB'S rt Portland, Ore $6,552,234 2,995,350 $2.19 1 Oakland 4,257,673 2,354,982 1.81 2 Spokane ' 2,966,694 1,680,332 1.77 3 Seattle 5,769,846 3,344,289 1.73 4 Kansas City, Mo 6,403,411 4,650,359 1.38 5 Newark 8,583,348 7,346,435 1.17 6 Minneapolis 7,035,953 6,560,578 1.07 7 Jersey City 5,529,700 5,163,455 1.07 S Cincinnati 7,465,253 7,011,908 1.06 9 Washington 7,086,878 7,322,500 .97 10 Omaha 2,490,738 2,750,195 .91 11 Toledo 3,272,089 3,648,519 .90 12 Rochester 3,041,434 3,821,335 .80 13 Indianapolis 3,466,692 4,404,850 .79 14 Denver 3,482,009 4,444,912 .78 15 Grand Rapids 1,958,196 2,531,372 .77 16 Paterson 1,842,700 2,937,500 .§3 17 Columbus 1,898,564 3,258,209 .58 18 ST. PAUL 2,329,180 4,202,^43 .55 19 New Haven 1,879,895 3,584,488 .52 20 Fall River 1,223,418 2,385,753 ^51 21 Worcester 1,750,174 3,509,034 .50 22 Scranton 1,427,309 2,895,239 .49 23 Syracuse 1,561,304 3,270,497 .48 24 Providence 1,990,970 4,408,595 .45 25 * Expenditures for 1914 not included 'because of the fact that the Bureau of the Census did not publish the comparative figures for this year. ** Includes every year from 1899 to 1915 except 1914. BOND 18SUB KECOMMENbED 200 It will be seen from an examination of this table that the expendi- ture for buildings per average day of attendance has'been very small in St. Paul. There are only six cities which fall below St. Paul, while several of the cities have spent from two to four times the amount, per day of attendance, invested by St. Paul in school buildings during the period from 1899 to 1915. THE NECESSARY INCREASE IN MAINTENANCE COSTS AND THE NEED FOR A BOND ISSUE IN ORDER TO PROVIDE FOR THE ERECTION OF NEW BUILDINGS. The following extract is from the City Charter of St. Paul : School revenue; limitation of cost of schools. — Sec. 394. Subject to the provisions of this charter and the laws of the state the council shall have power to levy and collect general property taxes or other revenues and to appropriate money for the support of said schools, - provided that the whole amount appropriated by said council for all purposes whatsoever connected with the public schools shall not in any one year amount to a greater sum than $6 for each inhabitant of the City of St. Paul. In determining the number of said inhabitants the figures of the last United States census of population of the City of St. Paul shall be taken as a basis, and for every year which has elapsed since the last United States census have been taken to the year in which said appropriations are made by said council, there shall be added to the census figures one-tenth of the difference between the United States census figures for the last census year and the United States census figures taken next previous to that census. Provided further that the qualified voters of St. Paul by a three-fifths affirmative majority of all the votes cast upon the proposition may at any time appropriate any amount in addition to said limitation to be used for permanent buildings for said schools. The recommendations of the Survey Committee include the ex- penditure within the next five years of $3,000,000 for new school build- ings and sites. The city charter limits the annual expenditures for school purposes to a sum not greater than $6 for each inhabitant of the city. It is granted that when a system of accounting is installed which will permit of complete analysis of costs that economies may be affected in present expenditures. No economy, however, that can be secured will obviate the necessity of a material increase in the amounts 210 BBPOBT OF SCHOOL. SUEVEY that should be available for maintenance and operation expenses in St. Paul's growing school system. In the distribution of expenditures on a basis of average daily at- tendance St. Paul has been shown to rank low among twenty-five Cities of her class. In order to rank even as the median or middle city of this group, an increase of approximately $100,000 must be made in the yearly budget for purposes merely of maintenance and operation. This increase may only be obtained by the elimination from the char- ter of the $6 per capita limitation. The present basis of computation does not permit of appropriation on the basis of actual population. In St. Paul are found many evidences of much more rapid growth during the present decade than occurred during the past decade. The $6 allowance therefore is not an actual per capita allowance. The Sur- vey Committee recommends a charter revision whereby the Depart- ment of Education will no longer be hampered by this limitation in its attempt to secure a proper development of the school system. In order to provide the much needed buildings which are recom- mended by the Survey Committee, recourse is obviously necessary to the last clause in the above charter section. A bond issue is absolutely necessary.* The Survey Committee recommends, therefore, that bonds be issued as follows: First year $600,000 Second year 600,000 Third year 600,000 Fourth year 600,000 Fifth year 600,000 During the past two decades St. Paul's investment in school buildings as has been shown, has been most inadequate as compared with other larger cities. St. Paul occupies the twenty-third position when the expenditures for school buildings in twenty-five cities cover- ing a period of twenty years are considered. The situation demands, therefore, that an extraordinary investment be made at this time. The city has adequate wealth and should willingly assume the responsibil- ity of giving the children of the city the advantages that are being offered in the other large cities in the United States. April 15, 1917. * Note. In June, 1917, the taxpayers of St. Paul voted a bond issue of $3,000,000 for the purpose of carrying out the building recom- mendations of the Survey Committee. INSTRUCTION AND THE COURSE OF STUDY 211 PART II. INSTRUCTION AND THE COURSE OF STUDY. L. D. Coffman. Part II of the survey deals with the instruction and the course of study in the St. Paul schools. It is divided into five sections. Sec- tion 1 treats of the instruction in the first four grades ; section 2, the instruction in the last four grades ; section 3, instruction in the grades and high schools in general, as measured by certain standard tests and scales ; section 4, the course of study in the grades ; and section 5, the instruction and the course of study in the high schools. It is self-evident that it is more difficult to evaluate instruction and the course of study than it is to evaluate the various aspects of ad- ministration and organization, as there is less agreement as to the principles which should govern them. There are, however, at least three sources that furnish materials that may be used in judging in- struction and in estimating the merits of a course of study. These three sources are : first, the judgments of successful teachers ; second, established school practice; and third, the actual achievements of pupils as shown by standardized tests and scales. All of these have been used freely and, we believe, consistently and fairly in the report which follows. No effort will be made to point out and to describe types of in- struction. Those books on education which make such differentia- tions or distinctions do so largely for purposes of emphasis and not because the distinctions are real and abiding. The types of instruc- tion so commonly described in educational literature are seldom ever discovered in their pure form in the school room, but mixed types are found in nearly every recitation. Many of the psychological princi- ples underlying instruction are known and could be described and illustrated in detail, but this task, pleasant as it would be, does not be- long to the surveyors. It is, however, a problem to which the teach- ers and supervisors should dedicate themselves. Materials and methods cannot be completely dissociated. The nature of every recitation is determined by the effects which the teacher is seeking to secure in the minds of the children and also by 212 REPORT OF SCHOOL SURVEY the nature of the material. The very nature of Celia Thaxter's "The Little Sandpiper and I" would not permit it to be taught in the same way as the multiplication table of five's should be taught. This illus- tration is typical of many that might be given showing that the method of instruction is determined partly by the materials used. As a result of this inter-relation, the discussion of each subject will in- volve, to some extent, a discussion of the presentation of that subject. It may seem to the uninitiated that an over emphasis in part II has been given to problem teaching. Such an emphasis is clearly not the intention of the surveyors. They feel that the schools of St. Paul need to give more serious attention to devising and to discovering problems related to the interests of children, but they recognize on the other hand that organic society insists upon certain rather definite standards of attainment in the more mechanical phases of school work. In other words, there are definite habits and acquisitions in each of the subjects which cannot be ignored, and which the teacher must insist upon the children acquiring. The surveyors are of the opinion that teachers display their skill quite as much in making children feel that they need to know the things organic society demands as in dis- covering the things which children think they need to know. Clearly all the materials found in the curriculum should be justi- fied because of their immediate social utility, or because of their racial significance. Perhaps no one would question the first of these justifi- cations but in attempting to modernize schools there is very great danger that we shall forget that those materials which are of value to people over a wide extent of space and throughout a long period of time should be included in the curriculum. For example, arithmetic changes, the content of text books of arithmetic is not the same today as it was ten or twenty years ago, but its fundamental nature, its core, the things which make arithmetic arithmetic are essentially today what they were ten or twenty years ago. Consequently teachers are confronted with the obligation of discovering those educative ma- terials in situations which are due to the complexity and variety of modern social life and also with the obligation of discovering those things which persist in time and space, and which furnish us with common skills, common knowledge, common ideals and appreciations. A course of study, therefore, for the grades should contain those common elements which are necessary for mutual understanding and mutual intercourse. But the presentation of this course of study is essentially a teaching problem. Dififerentiations should be made in terms of abilities. Adjustments should occur to correspond to the aptitudes and capacities of children being taught. INSTRUCTION AND THE COURSE OF STUDY 313 As a basis for reaching a conclusion concerning the instruction and general efficiency of the course of study, nearly five hundred reci- tations were observed. In order to obtain a fair survey of the field of instruction in the first four grades, in a city containing 54 schools and 287 primary grades, in two weeks' time, a plan had to be evolved by which the work could be viewed economically from several different angles. It seems wise that the reader of this report should have knowledge of the plan, and also of how the data were gathered upon which the conclu- sions and recommendations are based ; also that he should have clearly in mind certain principles of education which determined the point of view from which criticisms and suggestions have been made. I. INFORMATION WAS GATHERED AS FOLLOWS: By Direct Observation: i. e., attention was focused upon eleven schools selected as typical by the primary supervisor. Each school visited contained from six to fourteen primary grades, 89 complete lessons were observed, and in 34 others enough time was spent to gather the spirit of the work. In all, more than 120 teachers and 3,600 children were studied under their usual working conditions. From the Children's Own Work. Each child present in the pri- mary grades in February, 1917, handed in a paper expressing his ideas upon a topic well within his experience, viz., *"How T have fun." The children of the second, third and fouith grades, who could write, spent a period not exceeding twenty-five min- utes in writing upon this subject. No help was given them. The directions of the teachers were uniform throughout the grades. The children in the first grade, who could not write, expressed their ideas on the same subject in drawing with col- ored crayon. * Note : This topic was chosen because it covers a vivid type of experience in the life of every child, and because at the time of the survey the Ice Carnival was in progress in St. Paul, and the entire city was in gala dress and given over to the play spirit — to enjoying all forms of wholesome winter sport. 214 REPORT OF SCHOOL SURVEY From the Teachers' Descriptions of Their Own Work. The pri- mary teachers described, in writing, the lesson or series of les- sons which they had given during the first semester which seemed the most satisfactory to them, and told what they con- sidered the good points in the teaching of these lessons to be. From the Written Criticisms and Discussions of the Teachers After Observing a Model Lesson By One of Their Number. A teacher in the fourth grade gave a lesson to all the third and fourth grade teachers in the city — a lesson in Reading. Follow- ing this lesson, the teachers wrote their criticisms of it, under the guidance of questions which were placed upon the blackboard and explained before the lesson began, as follows : "What did you observe in the lesson which might be of perma- nent value to the children? "What evidence did you find of good organization of the lesson material ? "In what ways, if any, did the children show initiative? "What was the teacher's purpose in the lesson? The child's? "If you had been teaching the lessons, what would you have done differently?" The teachers were given fifteen minutes in .which to answer these questions. After the papers were handed in, nearly two hours was given to an informal discussion of the lesson, in which the professional keenness, initiative, and individual points of view of the teachers became plainly apparent. Another day a first grade teacher taught a class of beginners before the first grade teachers of the city, and, in general, thfe same plan was followed, so that most of the primary teachers in St. Paul had the opportunity of looking at a piece of teaching from a common point of view, and they could not fail to understand the spirit of the criticisms made, and since they were all analyzing the lessons impersonally, with general educational principles in mind, for any mutual benefit and inspiration it might bring to them, incidentally, it gave the surveyor an opportunity to get the reaction of a large group of teachers to a particular stimulus, and a chance to judge of the quality of their professional acumen. From the Data Furnished by the Primary Supervisors, the Prin- cipals and Teachers. In addition to the direct method of ob- taining data outlined under the four headings above, much light INSTRUCTION AND THE COURSE OF STUDY 315 was received from teachers, principals, and supervisors — partic- ularly from the latter, who gave most generously of their time and energy, and who cheerfully co-operated at every step by furnishing materials of all kinds, including the daily schedules of work, lists of supplementary reading, and the official bulle- tins sent out monthly from the superintendent's office. From Data Secured by Actual Tests Given the Pupils. Full description of tests and scales used is given later. All the foregoing methods, with the exception of requiring the chil- dren to write essays and the teachers to write a description of the les- son, were used in surveying the four upper grades. 216 REPORT OF SCHOOL SURVEY SECTION I. Instruction in the First Four Grades. By Flora J. Cook. Arithmetic. The same dangers are noted in the instruction in Arithmetic as in the teaching of Reading. In this instance, stress is laid upon the knowledge of arithmetical facts and operations, — little upon the de- velopment of mathematical power to reason and judge and apply the facts and rules in solving live problems. The children know the num- ber facts and can combine and separate numbers accurately and rap- idly. But the problems given are usually of the type, "How many are 16 eggs and 6 eggs?" which have no mathematical signifiance than 16 plus 6. It was noted several times that in a class of perhaps twenty chil- dren nearly all could give correct answers as fast as the teacher could frame the, questions. They were interested and alert in the drill, with few exceptions. Nothing was done with these slow pupils in any class observed. They continued to fail. The time seemed to be given daily to drilling and reviewing children upon facts which many of them already knew, instead of allowing these pupils to apply their knowledge to problems relating to life, or to other parts of their school room work, which would demand the full use of their efifort and rea- soning ability. As proof that the drill method of instruction prevails to an overwhelming degree in the St. Paul schools, the following data are submitted: Twenty-seven teachers in the second grade, 33 in the third, and 21 in the fourth described lessons in arithmetic as the most "satisfac- tory" given during the last semester. The titles of these lessons fol- low and speak for themselves. The written descriptions of the les- sons further emphasize the point that many of them were excellent drill exercises, but there is a remarkable scarcity of any other type of arithmetic lesson. hJ INSTBUOnON IN THE FIBST FOUE GRADES air 3 H - i- ^" S !>i o *■ O tn --i 8 -g - L^^ggg l|°l 1J C/3 in ^ P S u I W'J3 ' ^-s m O <« W ■< § ■£ S tuo'^ -2 „ .2 ' o m « g c -S H -5 ^"S ^^ t^ n ^ J^ J^ ;^ ^ .2 .2 o -S & &.S ^ >;£. S -S .2 ^ «3 CQ -tJ ho S "3 rt .ti .-&>P C 1-. c o c ,2 fa 3 ^ Ooa "t^ CM M-H *;^S rt o o O '^ T3 ,^ -(_> +-> 5 -1^ a" -iH c; c OJ ID O ni -ii ^a s ■^w^^ .g a. & C " G.iC- O § www <<^pqQQUpSpaOU< M C bjO 13 o to ^"5 H ^ „ .2 <1 c?c? tn !2 ^ S < aj C5 'o'o'o'o'o'o'oo'oOOcQ O^ lO 5; *^ ^ cccccccggcco-;"-;";;^>:>rt O s o ooooooo_o_o_2.2"^'*'^<'-' fcH CO x; If HiMil mm 5| ,|| >s Is £5 s |1 ii0 li 11^ 1" n ill fliiil ui \ Mil * lilll < 3 1 1 i o 1 1 1 a K i i 1 2 '^8 REPORT OF SCHOOL SURVEY LANGUAGE AND GEOGRAPHY. These two subjects are grouped together in the first and second grade bulletins sent out from the superintendent's office, and together they have an assignrnent on the programs of these grades of twenty minutes a day— 100 minutes a week. In the third and fourth grade bulletins, the subjects are outlined separately for study.' Language is given 100 minutes a week — 20 minutes a day, and geography 65 min- utes a week — 15 minutes a day. For convenience, both subjects will be reviewed in this report under one heading. Most of the comments relate to the language work, as no geography was observed in the grades below the fourth. However, six first grade teachers, twelve second grade teachers, nine third grade teachers, and twelve fourth grade teachers reported geography lessons as the most satisfactory work done by them during the last semester. From these lessons in geography described by the teachers, the work in the third grade seems to follow rather closely Jane Andrew's book, "Seven Little Sis- ters." In the fourth grade, there were three lessons on "place geography," two upon "rivers in the United States," two upon "air and winds," giving experiments, one upon "thermometer," one upon "direction," and three good lessons describing trips through the "Western United States." The bulletins, themselves, give an idea of the character and scope of the work in both subjects for one month. The time allotted is ex- ceedingly meager, considering the ground to be covered and the re- sults which are expected. For instance, in the work on the "Eskimo," scheduled for January in the first grade, the children would need to use a part of their reading time, and all of that assigned to handwork, drawing, writing, and seat work for the month in order to gain the rich experience and the vivid, enduring impressions which this exam- ple of primitive life offers to children, while the schedule seems to allow but twenty minutes a day for this work and all the other periods are filled with unrelated exercises. This would certainly' mean that, at best, the children would only memorize certain facts superficially, and that the chief value of the study would be lost. Comments on the Teaching of Poetry. The memorizirtg of a large number of poems in all the grades merits the warmest approval. With a very few exceptions, the selections were those which every child should know, and as a matter of fact all the children apparently did know them and enjoyed them to the full. They recited them ixsTHuc'Tiox IX thp: first four grades 329 alone and in concert with great spirit and evident pleasure. This work must react very favorably upon the oral expression of the chil- dren, enriching and vivifying their vocabularies in a marked degree. The teaching of poetry seems to vary more in method, and to have in it more of the individuality of the teacher, than the ot'her work ob- served. Comments on the Teaching of Grammar in the Fourth Grade. In the fourth grade bulletin for September, which follows, we find a formidable array of grammatical detail to be mastered. All teachers recognize that to train children in right habits of speech and compo- sition, most of these details must be definitely taught. They are im- portant and must receive constant attention. All teachers also know that if children are to assimilate these facts, they must learn them con- cretely and not abstractly, and that this form of teaching takes much time. Knowledge of grammatical forms -can function only through use. Correct usage must become a habit — mere knowledge will not improve speech. The children's own errors and needs, as they appear in speech and written expression, must indicate which points should have immediate attention.; which facts should be taught and stressed at any given time in the lower grades. The classes will differ, yet in the course of the primary grades most of the points enumerated in the bulletin will be taught because they are necessary in order that each group of children may speak and write correctly. Teachers should of course be given minimum requirements to cover and be held re- sponsible for the result, but the method of doing this work is of the greatest importance. The rules of grammar which a child should know are those which have a real background in his experience. He should be able to make his own rules, with some help, and these rules should invariably relate to language factors which he wants to know for some purpose, and thus drill will come in response to a need which the child himself recognizes and appreciates. To try to do the work outlined for the fourth grade, in 100 minutes a week, using unrelated material in set exercises and periods, would seem to be, from experi- ence, an unwarranted waste of time. It is true that the suggestion is made in the bulletin of directions that the children's own errors in speech are to be made the basis of this work, so perhaps the inference that the work is intended to be done in an abstract manner is unfair, but nothing in the class-room instruction observed indicated that the children's daily needs formed the basis of the grammatical work. In all the schools the teachers seemed to be doing practically the same thing in the same month in the same way. There were good language 230 REPORT OF SCHOOL SURVEY drills in the form of games, but nothing to indicate that any teacher found her text in the children's own errors, or that they would be ex- pected to apply what they learned in any specific way. Comments Upon Stqry Telling. One method which seemed, to be very popular in story-telling in the primary grades seems open to serious criticism. This is the plan of having the children answer in turn the teacher's set questions concerning a story as soon as she has finished telling it. The following is a good illustration of the method as it was used in five of the ten classes in which story telling was ob- served. This lesson was described as satisfactory by a teacher of a first-grade class. LANGUAGE LESSON— FIRST GRADE. (Plan covers two days.) Teacher told story of "The Wonderful Pot," by C. S. Baily. Questions answered by the children, in turn, after hearing the story, as follows: "To whom did the wonderful pot belong?" "Were the mother and little boy rich or poor?" "How did they become so poor?" "Where did they live?" "What did they own?" "What did the mother ask the little boy to do one day?" "Whom did the little boy meet on his way to town?" "What did the strange man take from under his coat?" "What did the stranger ask the little boy to do ?" "What did the little boy hear?" "What did he do then?" "Did the mother think that the boy had made a good bar- gain?" "What did the little pot ask the mother to do?" "What did the little pot do after the mother had set it over the fire?" "Where did it skip to?" INSTRUCTION IX THE FIRST I'X)UR GRADES 331 "What was the rich man's wife doing?" "What did she do when she saw the Httle black pot?" "What did the little pot do when the pudding was boiled?" "How did the mother and the poor little boy feel when the nt:tle black pot came home?" "Where did the little black pot skip to the next morning?" - "What did the threshers do when they saw the little black pot?" "What did the little black pot do- after it was filled with the rich man's grain?" "Where did he take all the wheat?" "Where did the little black pot skip to on the next morning?'-' "For what did the rich man use it?" "What did the little pot do then?" "How did the little boy and his mother feel then?" "Did they need any more to make thenr happy?" "Where did the little pot skip the fourth morning?" "What did the rich man do when he saw the little pot?" "What happened to the little man?" "Where did the little pot skip with him ?" second day, children reproduce the whole story. Reasons given by the teacher as to why she, considered this les- son satisfactory : 1. Interest of the children. 2. Drill on sentence. 3. Abihty of children to reproduce story. Certainly, such a plan rivets the attention of every child upon the story; it insures that every child shall have a chance to participate in reproducing it. But it entirely neglects the chief value in teaching a piece of real literature. Surely any story worthy twenty minutes of little children's time is an art product; it is sure to have high lights and shade ; each child's own temperament, experience, and sensitive- ness to beauty must determine what he can get from the story, what can find response in his imagination. Indeed, story telling is a teach- er's great opportunity to discover the individual tastes, interests, and spiritual qualities of her flock. She finds out their budding tendencies in many right directions, and nourishes them ; she learns to use one child's power to stimulate the others; she knows what child needs en- couragement, and she allows him merely to tell the part of the story which he enjoyed riiost; she creates in the most sensitive child a love of self-expression ; she teaches them all to begin to discriminate be- 232 BEPOET OF SCHOOL SUBVEY tween what is important and vital in a story, and what is not — not hy telHng them in words, but by giving them an opportunity to feel nat- urally what the story chiefly illustrates. On the other hand, the, method used above reduces all parts of the story to a uniform level.- It would seem' to blunt the child's sense of proportion ; to make him be- lieve that literature is not really a Pegasus, but a steady old plow horse. Children's stories should be so carefully selected and so well told that they will arouse feelings for beauty keen enough to make a child seek to express himself also in beautiful form. In other words, they should give him a stimulating ideal — a standard of excellence for his expression. There are so many great stories appropriate for children that teachers should seek the help of the greatest authorities in mak- ing their selections. For instance, if one believes in social justice, one might question the story given above, in spite of its good points and dramatic interest. Why allow the inference that rich people are mean because they are rich or that poor people are worthy because they are poor? One story alone will not make a very deep impression upon the minds of little children. The criticism js not so much in re- gard to this one story, but the point is that every story should be care- fully considered by the teacher as to value and influence. Every teacher should cultivate the story telling art, than which there is no greater influence for good that can come to children. If the story is well told, one need not fear lest the attention wander, and once aroused, all normal children are eager to participate in the story-telling and dramatizing period. The above arraignment of what seems to be a very bad method of teaching literature does not mean that much good work is not being done in the lowe^ grades of the St. Paul schools — it only means that again techniques and a knowledge of detail are being given undue at- tention, perhaps in the desire to measure what every child has re- ceived. MUSIC. The instruction in Music is not covered in detail in this section as it is presented fully in Section 2. It should be said, however, with reference to Music in the first four grades that- the quality of perform- ance is good, the standards are high. The children sing with spirit, with independence and with evident pleasure. The material used as a basis for instruction is about as good as can be found and corre- sponds favorably with that used in the most progressive schools of the country. INSTRUCTION IN THE FIRST FOUR GRADES ^'33 SEAT WORK AND STUDY. The seat work in the primary grades was definite, but monoton- ous and uneducative in some respects, and no time was given for crit- icism of the work after it was finished ; therefore, in some classes, the occupation degenerated into mere "busy work," without purpose or educative value. Word-building with letters, copying lists of words from the black-board, number combinations such as 2 plus 3, using splints, were the types most commonly seen in use. While the chil- dren undoubtedly gained some skill from these exercises, it was not commensurate with the time expended and the materials were not economically used to secure the best results. In a few cases the chil- dren were illustrating stories or drawing pictures of interesting fea- tures of th6 Ice Carnival with colored crayons. This work seemed to be exceptionally good, showing both keen observation and lively im- agination. No other seat work' was observed in which the children had opportunity to use originality and independent judgment. There is great opportunity for improvement in making all the periods of in- dependent work develop responsibility and power in the children. Study. Perhaps there is no topic upon which teachers so uni- formly agree as upon the value of cultivating good habits of study in children. Yet too often teachers forget their own experiences ; they forget that one grows only through his own efiforts and activities; that passive and dictated work cannot result in initiative and inde- pendence of thought. Many children must be taught how to. study, and it is a great economy of time and energy upon everybody's part to recognize this fact early in the grades. Less time should be given to recitation and drill and much more time to individual study of prob- lems where the pupil's attention is controlled and sustained by a de- sire to accomplish some worthy social or intellectual result. CONCLUSIONS AND SUGGESTIONS. Suggestions and recommendations have been made a part of the body of this report, but it seems desirable to oflfer a few suggestions concerning points not included in the foregoing discussion. Concerning Teachers. There is evidence to prove that the spirit of the teaching force in St. Paul is fundamentally right. Many of the teachers are alert and eager to improve. They are wholesomely sym- 334 REPORT OF SCHOOL SURVEY pathetic with the children and as a consequence the children are con- tented and steady in their attitude toward their work, and there is re- markably good behavior among them throughout the school system. It is suggested, howevei-, that the teachers need a more flexible pro- gram, greater responsibility for results of social value, more knowl- edge of the best experiments in education, more getting together for purely professional study and inspiration. They need to be made to feel that, acting under the wise and inspiring leadership of the Super- intendent and Supervisor, they are a creative and constructive force in St. Paul, highly responsible for results in good citizenship. The School Assembly. If a school is to be a well organized com- munity, it should be, unified by having a daily assembly. In schools where there is no assembly hall large enough for all to congregate in it, a beginnihg might be made by having interclass meetings. It would prove well worth the effort. For twenty minutes each day the best things in the school group can be presented to an audience which fully understands and appreciates what it receives. There must be no attempt at show or mere exhibition. For the little children, the good effects of the morning exercise are perfectly obvious. It is the greatest possible incentive to them for the best expression, the greatest possible opportunity for drill under good motives, the greatest possible means of overcoming self-con- sciousness and contributing one's self for the community good. It gives a natural opportunity and a normal demand for dramatic work. In short, in such an assembly, the various needs and desires of the entire community are considered, and the work of the entire school flowers forth for the benefit of all. What any high school or eighth grade boy or girl could- do in that brief period each day, in an isolated stvidy of any subject, cannot compare with what is gained in the un- derstanding of the needs, interests, and abilities of his fellows, big and little. It keeps each in sympathy with all. The Curriculum. Though there seems to have been much ad- verse comment running through this report, it can all be summarized into two general criticisms : one, concering the barrenness and lack of educational inspiration in the content of the curriculum, and the other regarding the preponderance of drill methods in all forms of instruc- tion.~ It is earnestly recommended that if the Curriculum Committee is appointed, which is recommended in another part of this survey, the course of study for the primary "grades at least be entirely recon- structed. It is hoped that this committee, in making the new curricu- INSTRUCTION IN THE FIRST FOUR GRADES 235 lum, will recognize the primary importance of considering the natural interests and characteristics of children in the various stages of their growth ; that they will establish beyond a doubt, the fact that the ten- dencies of all children to imitate what they admire, their intellectual curiosity, their keen sense hunger, their unformed artistic and spir- itual aspirations, constitute the basic educational opportunity of the teacher. Thus, with these universal characteristics on the one hand, and on the other a well established good — including those tastes, interests, habits, purposes, and ideals desirable for all human beings to possess — the course of Study becomes merely a tool, a means to the desired end. Such a course of study must contain the best that mankind has contributed in art, history, industry; it must bring every child into actual contact with the great forces of nature and with the natural phenomena within reach. It must provide the materials and occupa- tions which are best adapted to the experience and understanding of each group of children^that work which will develop in them inde- pendence of thovight, initiative, and habits of social usefulness. Finally, the committee has only to convince the teachers that it is their high privilege to provide stimulating conditions bristling with interesting problems, to encourage interests, to train habits, to allow the children to succeed in solving their problems through their own efforts and activities; above all, to create a wholesome, happy atmos- phere, permeated with freedom, controlled by responsibility, in which the school children of St. Paul can live and grow. DETAILED ANALYSIS OF INSTRUCTION IN FIRST FOUR GRADES. In examining the instruction of the primary grades, all of the sources of information named above have been used as far as the data in any way contributed to the problem in hand. It seems best to give each subject which has a place on the daily program a separate view, and since the programs for each grade are practically uniform through- out the city, what applies to one will apply at least in part to all. The illustrations, suggestions, and recommendations concerning each sub- ject are incorporated as a part of the review. 236 REPORT OF SCHOOL SURVEY Reading. ■ It will be noted, from an examination of the time summary which follows immediately and also of the first and fourth grade daily shed- ules, which are inserted later, and which are typical of the other grades, that Reading occupies a major position in the primary grades. Time Allotted Subjects Each Week in Eirst Grade. Opening Exercises 50 minutes. Reading, Phonics and Word Study. 650 Number and Sense Training 75 Miscellaneous 25 Ivanguage 100 -Spelling 50 Music 75 Penmanship 75 Drawing 60 Industrial Training 40 Games and Exercises 50 Recess" 100 1350 Sixty-five of 89 entire lessons which were observed during the survey had reading or learning to read as an end in view. Twenty- eight of these lessons were from atext book or supplementary reader. In all but two instances in the reading period of about twenty minutes, one child read until stopped by a signal from the teacher, when an- other child continued, withput hesitation, even if the child before him had stopped in the middle of a sentence. The attention in almost every case was excellent. There was little Comment from teachers or pupils, except for the correction of mistakes or for giving assistance in word-getting. Almost no notice was taken of points of historical or geographical interest in the lesson, and no time seemed to be allowed for creating a background for the stories. The dramatization whidi sometimes followed the reading lesson usually was a more or less per- functory performance, showing little real discrimination and lacking in spontaneity or thoughtful self-expression. Suggestions for im- provement from, the teacher or children were not usually given. Twelve lessons in "word-building" so called were observed' But though these drills were in many cases good, spirited, and thorough, INS'niUCTIOX IN THE FIR8T FOUR GKADES 237 they seemed exceedingly wasteful of time, since a teacher who must have known the power of the children and that many in the class needed one oportunity only in order to pronounce every word quickly and correctly, yet continued to drill all the children upon them through the full period. As a matter of school policy, it would have seemed better if the stronger pupils, after the first test, had been asked to use the words in written sentences, testing their knowledge of the mean- ing of words, leaving the teacher free to drill the weaker pupils who needed it. Twelve lessons in phonics were observed. Here again the work was well and thoroughly done, but again the same criticism seems just, for the whole class did the same work, the slower pupils receiv- ing too little attention and the quicker losing valuable time in doing- work too easy for them. In general, too much time seems to be given to the work in phonics. The same amount is assigned to children in schools of foreign districts where there are great speech difficulties and no help in the English language at home, and to those where the ears are trained and good habits of speech engendered by hearing cul- tivated speech at home. If phonics is an aid and not an end in itself, if its purpose is to give training as far as is needed to gain control of words, to produce good enunciation, and to aid in dictionary work, it is receiving an amount of time out of proportion to its value. The spelling lessons observed indicated that the same method is used throughout the schools, viz. : the words for the day, six to ten, are studied and later pronounced by the teacher and written by the children in lists. Since most of the mistakes occur when the chil- dren's minds are engaged in expressing thought and consequently not concerned with the form, this method alone has not proved adequate in most schools to meet the needs of children, and it would seem that this must be especially true in schools where so little free expression in written composition is permitted. Spelling will not be given a separate place in this part of the re- port, but will be referred to in the section dealing with Composition. The graded spelling lists sent from the central office give much needed help in the matter of spelling and all teachers should be in touch with the practice of teaching spelling by different methods in progressive schools so that they may do this necessary but mechanical part of their work with economy and efficiency. In response to the request for descriptions of the most satisfactory lessons given by teachers during the last semester, 70 first grade teach- ers, 21 second grade teachers, 11 third grade teachers and 9 fourth grade teachers described Reading lessons. 238 REPORT OF SCHOOL SURVEY Fourteen in the first grade and seven in the secdna grade selected a word-building lesson as the best they had given/ Six in the second and ten in the third described Spelling lessons, as the most satisfac- tory. It would not be profitable to present this' work in detail, inter- esting and enlightening as it is. It is mentioneid here only to make it clear that this discussion concerning Reading/is based upon the facts gathered from these papers as much or more than from the observa- tion of the actual Reading lessons in the class room. For the purpose of securing greater unity in the work, monthly outlines are sent to the teachers by the supervisory staff in the Superintendent's office. These outlines, which are intended to be mere synoptical statements of the essentials to be covered during the month, were examined with great care. They show in the case of reading, and in the other subjects also, that little time is available for optional work. From the foregoing discussion it is clear that the emphasis is placed upon the mechanics of reading — learning to read — rather than upon inspiring the children with the idea that the purpose of reading is to find out something worth while (silent reading), or to tell some- thing interesting to an audience that wants to hear it (oral reading). At present there seems to be very little silent reading even for study in the schools, and oral reading means that the child reads aloud a story which all have studied to an audience that needs to listen only to find mistakes or to keep the place in the book. In fact, the work- getting idea has become so important in the minds of some teachers that they are willing to interrupt a child in the middle of an interest- ing paragraph and have him spend three or four minutes in working out the proper pronunciation of a word by means of cofhplex phonetic marks. Several teachers even stopped to give drill upon the word- family to which a word belonged. In the meantime, interest in the story flagged. The children could not fail to infer that the teacher held the content of the story to be of secondary value. Good reading material is provided for the children. The Official Supplementary Reading List contains most of the best books pub- lished for young children, although copies are not yet well distributed among the schools. Some classes read as many as five supplementary readers during the year, while others cover but one extra book. In the public library there is a live, progressive librarian, who co-operates with the schools in supplying appropriate reading material. Follow- ing is a description of the library work in one of the schools written up by a teacher of the second grade as her most satisfactory work during the last semester. On account of the lack of space, only the first two lessons of a series of five are given — the other three and the teacher's summary, being omitted. INSTRUCTION IN THE FIItST FOUR GRADES 339 "We have, in our school, a Hbrary which is a 'Brancli' of the St. Paul Public Library, maintained by the Department of Education. "Our working plan is to give to each class, from B2 to A8, inclu- sive, a 'Library period', once every week, when teacher and pupils visit the library to select books for class work and books interesting and suitable for home reading. "Each teacher has her own plans for getting the most value out of the reading. "To make the library interesting and useful to B2 pupils, is my duty and pleasure. "The library work is correlated with reading, language, nature work, drawing, geography. We try to keep in mind the following points : 1. Good oral reading follows intelligent silent reading. 'i. Encourage and direct reading. 3. Make children familiar with a few important authors. 4. Present the simple work of these authors. 5. Memorize selected poems. 6. Get thought from printed page. ■ Lesson 1. Visit Library. 1. Notice equipment, such as tables, chairs, shelves, books, pictures, librarian's desk. 2. What is a library? Explain briefly. 3. Order in library. Why quiet? 4. Number books allowed. 5. Time allowed. 6. Fines on books not returned on time ; on books soiled or lost. Lesson 2. Care of books. 1. All books in hands of class must receive proper care. 2. Reminders : "Do not handle except with clean hands, Do not mark with pencil or pen. Do not turn down corners of leaves. Do not lay an open book face downward. Do not forget to protect from rain and snow." It must be said in justice that the teachers have sufficiently em- phasized formal instruction, but the standards which they should maintain in their formal work are clearly not in mind as is shown by 840 REPORT OF SCHOOL SURVEY the results of the standard tests conducted by Prc/fessor Haggerty. The most unfortunate feature connected with the ^tuation is that St. Paul is giving an inordinate amount of time to reading, in the primary giades. When one bears in mind that the primary grades in the schools tested are much^below the standard in/word recognition and word recall and that the time expended upon such instruction is now one and a half times that given to reading in fifty leading American cities, and further that this formal type of work receives the chief em- phasis in the reading period, the conclusion is inevitable, that a radical reconstruction of this work is necessary. There certainly should be one series of good text books in use throughout the grades, for the sake of unity in the schools, but for supplementary reading the practice carried on in many progressive schools surely might be introduced at the beginning of the third grade with great profit, for a part of the work at least. I will briefly describe this practice under the head of "A Leaflet Plan for Supplementary Reading." To carry out this plan a good but not elaborate press would have to be owned and operated in the interests of the public schools, or, better, several small printing outfits might be placed in separate schools. In either .case, the older pupils would be expected to do much of the printing, either under the direction of a head printer or under that o^ skillful teachers in the various schools. With such a plan, views could be exchanged between schools, games explained, , and special school celebrations described. The form and vocabulary used in the leaflets would be limited both by the power of the children - composing them and by the ability of corresponding classes of children in other schools who would read them. Since the industries, the geographical features of interest and the special problems arising from the character of the population of St. Paul receive attention in another parf of the survey report, they will not be treated here, but the suggestion is made that in the vicinity of every school there are types of landscape and industrial plants well worthy of study, and that if each school , observed the individual fea- tures irj its own immediate environment and also became acquainted with the local history of its section of the city, such data would make an excellent basis for composition and reading material and for ex- change material between schools. It is a great stimulus to good com- position to use firsthand data, and there is great educational value in the printing of the leaflets. Such live material creates an eager, wholesome desire in children both to write and to read, because it is directly related to their own lives and interests. Moreover, it trains for citizenship, since the children in different parts of the city describe to the others the special advantages and needs of their section and the INSTRUCTIOX IX THE FIRST FOUR GRADES 241 more simple, obvious, civic problems in which they can share, such as the making of home gardens, aiding in the cleanliness of the neigh- borhood, etc. The chief gain, however, is in the richness of experience which comes to the children from direct contact with life outside of the class room, and from the habit of daily expressing their own ideas and emotions in the best possible form, under the supervision of an interesting teacher. Experience has proved that the vocabulary which the child masters in this kind of work does not diflfer greatly in the number or kinds of words from that which is gained through the ordi- nary drill process, with the text-book as a basis, but the educative con- tent of the work is vastly superior and well worth the effort involved. If a text book were kept as a unifying element, there could be no pos- sible loss in introducing such material as this, and there would be a pure gain from the vitalizing force of interested observation and real experience gathered which, would enrich the curriculum in a way which it seems greatly to need. 242 KEPORT OP SCHOOL SUEVEY SECTION II. Instruction in the Grades V, VI, VII and VIII. by Lida J. Tall, Ernest Home, and L. D. Coffman. Section II deals with instruction in the last fojir grades. Not every subject included in the curriculum of these grades is discussed in this section. Household Arts and Manual Training are omitted be- cause they are discussed more elaborately in Dr. Prosser's report. Penmanship is also omitted because the Palmer System is used in all the grades. No discussion of Physical Education is taken up in de- tail in Section III. It should be said that the work of the department of Physical Training is of superior grade, but the department is so in- adequately equipped and inadequately manned as to make it possible for it to reach only a small percentage of the children in St. Paul. It will also be observed that there is no discussion of the instruc- tion in Hygiene, Nature Study and Elementary Science", or Civics. 'The reason for this is that these do not appear in the program of the upper grades in the St. Paul schools. Arithmetic. Much of the instruction in upper grade arithmetic is of high or- der. The teachers showed a familiarity with 'the fundamental princi- ples underlying arithmetical materials usually taught in these grades. The results secured by the standard tests and scales showed that the children in the upper grades compare in achievement very favorably with children in other leading American cities. One should not infer from these statements that there is no room for improvement. Few subjects in the elementary schools are undergoing more significiant transitions both as to content and as to method than arithmetic. It was the opinion of the members of the survey commission that more could and should be done in the way of collecting and preparing concrete problems in arithmetic growing out of the experiences of the INSTRUCTION IN THE UPPER POUR GRADES 343 St. Paul people and St. Paul children. In other words a community arithmetic might be prepared. This arithmetic would contain ma- terials relating to saving, to spending money, to the purchase of food, clothing and iuel, to various kinds of public expenditures such as police, fire protection, street cleaning department, water works depart- ment and the like, and problems should be included relating to insur- ance, taxes, business forms. - One reason for the introduction of this type of material is that it motivates the instruction. That is, students are able to see that things they are at work upon have a direct connection with the life of the people. Moreover, it changes the emphasis of the formal work in the arithmetic. Heretofore children have been drilled upon the for- rnal /phases of the subject without understanding or appreciating their utility. We have said to them, "If you will learn the tables and opera- tions some day you will fee permitted to use them in the solution of problems." Now the operation is turned the other way around and children are expected to acquire increased facility partly by hav- ing situations in which these fundamental operations occur appear and reappear in the actual _problems which they attempt to solve.. This change in our point of view is making a revolution in instruction. When we began with the alphabetic method of teaching reading, chil- dren readonly one book each year. Now by beginning with sentences children read from six to twenty books. When we taught drawing by beginning with isolated lines, children seldom ever acquired any skill in drawing free hand pictures. Now that they begin with free hand pictures the progress they make seems marvelous compared with the progress made by children a generation ago. Similarly in arith- metic. Instead of being a drill upon fundamental operations whose utility the children do not see, arithmetic now has become something that is living and interesting, something that touches the lives of the children and the home life of the people. The Survey Commission therefore is of the opinion that the text book of the schools needs to be supplemented by concrete material and that much of the formal work of the upper grades should be elim- inated. The Commission was depressed to find that emphasis was still being given to a number of phases of arithmetic that are obso- lete in practical business and that some of the methods employed by the teachers are methods that have been discarded by skillful arithme- ticians. As an example of this we found percentage still being taught by the Case method. Such reforms as we are advocating are simple and quite in line with the modern education. 244 REPORT OF SCHOOL SURVEY Art. A thoroughgoing discussion qf the principles underlying the teaching of art and the construction of the, course of study is presented in Section 4. The organized instruction in this field is one of the things St. Paul contemplates, but plans of which have not been fully matured as yet. Geography. The question and answer method was used in nearly every recita- tion observed. There was very little training in thinking on the part of the children ; very little evidence of efficient use of the text, and very little problem work. One of the best types of lesson§ observed was as follows: In the study period assignment the children had made maps, showing the mountains in Europe, an < u 00 M V X •M m iH 00 O 14H M 4> 3 <; rt i> > iJ H CQ u c- M in u < ld2>/i>0500CO cn CO t- 03 00/02 ci !> oo T-H 00 i-H ;t; J> £-; O CO lO O lO lO 00 00 05 OS fc- 2> O CD E- CO 00 J> 00 Oi CO 6o (N o' -* o? T-; lo o t- o o CO* id CD tH CO O GO CO O CD COCDCD2>2>2>2>002^-2> lO O O lO lO O 0 CO t~ CQO:s-^2^C^oiC5 2>COcD t-ooooooo2obooooroco »o « o CO ^_ in o >o 00 CD <^! 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CO 00 2>- CD t- in o o in o in to' z> O TO i> TO d 00 O E- 05 02 00 00 m 00 TO 00 in TO 05 OS TO J> CO cia t- m 00 E- o o TO in 03 0> m 3 O u O u o a 3 u m CO P3 CO a, 3 ^ o Ui o o 43 M-l w o o o o m in CO uo in o i> t-^ 2> 02 CO 02 Oi CO in in o in CO TO in TO CO CO CD CO J> o «o lo J> o in O r-i TO 00 O i-^ t- 00 m CO CD E- in in in CO o CO to' E-^ i> CO ■!)< TO 02 t- Oi 02 OS 00 o 00 co-inmooinoin THJ>!>COcdTOOTO 03t-ooooost-050o OininininincoTO_ in 2> i> j> to' TO CO CO E-^mt-oO'^oot- U) !> n) n! U 43 O oj O n! ni P TO O T-i tH OS OS CO 00 OS E- m in CO 00 in o C - y o OS 00 in in E-^ 00 oo O OS CO CD b> ° H4H4h4 o (H T-i co' in co' E-^ OS T-i co' t)h in co' E-" os" o rH CO ■* >n CO ^^ '^ "* '^""'S.H^THrtTHTHTOTOTOTOTOTOTOTOTO 274 REPORT OF SCHOOL SU]^VeY 1 00 00 V •s m 00 o 00 00 Mh m 1 (0 < it- 00 o Oi > V o s 00 CO la V in >« < «3 00 O ?- J> O tH t- 00 1-1 o G^ OS O^ O as 00 CO in o 04 iH in tJh CO (N! 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Ayres Standards. Due to the fact that St. Paul schools have mid-year promotion and that tests in spelling were given at the close of the first semester the children in the "B" divisions of the several grades were at the mid- dle of their respective years of work. For this reason their scores should equal the values for the several grades given on the Ayres scale. It was necessary, however, in order to secure proper norms for the "A" divisions of the several grades, to compute standards from the values given in the Ayres scale. According to the scale, the 3B grade should, score 73 per cent for the list of words used. The 4B grade should score 88 per cent. Assuming that the children make uniform progress throughout the period between the end of the 3B and the end of the 4B grades, at the end of the 3A semester they should stand midway between 73 and 88. Computing this midway point by means of a table'' of values for the normal probability integral it is found that the 3A, grade should score 81.4. By the same method the grade norm 'for the 4A grade is found to be 91.4. The norms thus computed are shown in Tables I and II and in the values represented by the Ayres standard lines in Figure 1. b. Median Scores. Comparison of Group "A" and Group "B." From the tables it will be seen that in the 3rd, 4th, 7th and 8th grades, the children in the 43 schools spell somewhat better than they do in the schools of Group "A." In the 5th and 6th grades, however, the Group "A" schools are superior. There are two possible reasons why the results for Group "B" differ from the results in Group "A." Either the children of the two groups of schools differ in power of achievement or the tests for the two groups were not of equal diffi- culty. There is some reason to believe that the latter is at least a contributing cause to these differences in scores. In grades 3 and 4, where the scores for Group "A" are lower than those for Group "B," '' Trabue, M. R., Language Completion Scales. Teachers' College Contributions to Education, p. 38, 1915. MEASUREMENT OP CHILDREN'S ACHIEVEMENTS 277 it will be recalled that the words for the two grades were the same but that a different set of words was given to each of the two groups. From the , scores it would appear that the words given to Group "B" were easier for the St. Paul children than were the words given to Group "A." A similar explanation would account for the high scores in Group "B" for grades 7 and 8 and in Group "A" for grades 5 and 6. c. Comparison With the Ayres Standard. In comparison with the standards on the Ayres scale^ (See Table III and Fig. 1) which represent the average scores made by 70,000 children in the several grades in 84 cities distributed throughout the country, the achievements of the St. Paul schools are somewhat less than they should be. In the case of eight of the twelve half-grades in Group "B," the St. Paul median scores, however, are within 1 per cent of the standards on the Ayres scale. One half-grade in the Group "A" schools exceeds the Ayres standard by 1 per cent. In the 15 other half-grade scores, the St. Paul medians fall below the Ayres standard in amounts ranging from 3 per cent in 5A to 10 per cent in 3B. While in most cases these differences are not great they indicate that the average spelling of the 84 cities, previously noted, is slightly better than the achievement of the St. Paul children. ^ Ayres, Leonard P., Measuring Scale for Ability in Spelling. 278 REPORT 6f school SURVEY »4-l ^ — ; o <: ? •—1 (4 O CO T-( 0^ 02 Oi S l-i o m CO CO o •y id (35 00 00 .00 00 00 ■3 u ■a < K3 e« »o i o" co' CO 00 00 ._oo ■)-» oa S •pq O- tH o OQ -oo' ai ^ £- E- 2> t- < xi < in tH' o +3 00 t-' i-i ^ CO 00 00 en S3 CO IN o bo to 5o' lo oo' 00 00 00 ' H <; O tH O T-i CTJ co' IB < lO 00 J> 00 o 00 l-H l-H o J3 s ■* ro o O ^' 05 00 t- i> pq pq 1 ^^ cn cc o V 1 !> 1- 00 o- - i-i k. O 05 Th o c i> 00 •o oc oc 00 a n •i <: p: J> UO < t- ■* o CO j> oc 00 1 m oc • 09 o co" O CO tc t- c- t-i o M-i S u O O' M u T3 nl 1^ o en O < h U) S o CO c ^ c 1. to 4> c I-, o< 1- t. f^ tS^ C C <; FIG.'l. Spelling, grades 3 yj 8 inclusive. Figures on ordinate represent Ayres scale values. Heavy dotted for each of the half-grades. Heavy broken lines shovf median scores of schools in group "A." Heavy full c group "B" schools. Thin broken lines show medians made by individual schools. Numbers in each case repr in Tables I and 11. Numbers enclosed in circles are group "A" schools. It was impossible to accurately Ic grade 3 B. All others are properly represented. All steps on this scale are in terms of difficulty of words gi 100 -IB— IS— 04— _43-'«^''-* — MEASUREMENT OF CHILDKEN^S ACHIEVEMENTS 283 d. Interpretation of Figure 1. The best picture of spelling conditions in the St. Paul schools can be gotten from a study of Fig. 1. This figure represents the spelling scores of practically every class in the city in grades 3B to 8 A inclu- sive. The figures on the ordinate represent the Ayres scale values. Across the top the figures indicate the successive half-grades. In the section devoted to each halfgrade the. heavy dash-dot line represents the Ayres standard for the half-grades in question. The heavy full drawn line stands for the scores of the group "B" schools. In constructing this figure, it was necessary to alte^ the scale values for the scores in the eight lower grades in order that the nor- mal progression from 3B to 8A should appear. For this transmuta- tion of scores, the Ayres scale values for the 7th and 8th grades were used as the standards. The scores for the 3rd, 4th, 5th and 6th grades were transmuted into the values of the 7th and 8th grades norm by means of a slide rule. Because of this change, the positions shown in Fig. 1 for the several schools do not correspond directly with the scores for these schools as given in Tables I and II. It is, however, a more accurate picture of the school condition in spelling than a figure drawn directly from the latter scores would be. The figure can best be studied by noting first the dash-dot lines representing the Ayres standards. Beginning in the 3A grade this line is low in the figure, and from left to right, steps upward with each successive grade until it is found high in 8A. Similar upward gradua- tion will be found by follawing either of the other heavy lines repre- senting groups "A" and_ "B." The apparent break in these upward steps between grades 4A and 5B and again between 6A and 7B are due to the nature of the scale and the method by which these values have been transmuted. There probably is no greater difference in these pojnts than at other grade intervals throughout the entire group. The upward drift of group scores toward the right of the figure is in- dicative of proper grade advancement throughout the school course. The i-elative standing of the two groups of schools in each grade will be evidenced upon comparison of the full drawn line and the dot- ted line representing these groups, with the dash-dot line representing the Ayres standards. In the 4 lower half-grades the group "A" schools score below and the group "B" scTiools above the Ayres stand- ard. These conditions are shown to be reversed in grades 5B to 6A. Both groups score slightly below in 7B and 7A and are found on either side of the Ayres standard in both halves of the 8th grade. 284 EEPOET OF SCHOOL SUEVEY It is interesting to study in this figure the position of particular schools through the succeeding grades. In 3B, for instance, school 12; which was one tested by the Survey Staff, scores considerably above the Ayres standard and the median of both groups of St. Paul schools. It maintains this superiority throughout all the other grades, except- ing 7B. School 30 is below the Ayres standard in 3B and similarly maintains this position through the first 5 half-grades. 5B in this school achieves a decidedly high score, excelling both the 6B and 6A classes, both of which are below the Ayres standards. In all the upper grades this school scores not only clearly above the Ayres stand- ard but among the first three schools in St. Paul. e. Variation of Scores Among Schools. The, median scores for the city as a whole do not give an accurate picture of the spelling conditions in the St. Paul schools. It fre- quently happens that the grade score for a particular school is superior to the Ayres standard for that grade. ^ This is true for more than one- fourth of the schools of Group "B." One-eighth of the schools in this group show scores one-half grade above, one-sixteenth show scores one full grade above, and one-twenty-fifth show scores a full grade and a half above the Ayres values. Few of the schools of Group "A" show these superior marks although one-fourth of all the grades tested in this group equal or exceed the Ayres standard. From these facts it is clear that much superior spelling work is done in the St. Paul schools. In general, the T'th and 8th grades seem to do better work than do the lower grades. Gratifying as it is to find these evidences of efficient work, it is necessary to call attention to those schools in which the children do an inferior grade of work. In almost every half-grade, in both groups, there are schools which fall from 10 to 20 per cent below the Ayres standard. In general these deficient classes tend to decrease in num- ber towards the upper grades. It is not clear, however, from the data at hand whether this increase in efficiency is due to improved methods of teaching or to the elimination of poor spellers through a more rigid classification of pupils in the upper grades. A correct visual impression of the amount of overlapping from grade to grade can be gotten from Fig. 1. In the 8A grade, for in- stance, the scores of many schools in the "B" divisions are higher than the scores made by other schools in the A sections. In fact in 8A, school 10 and school 31 are placed as low on the scale as the Ayres MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 885 Standard and the median'of group "B" for 7B grades. A great many 7B classes score decidedly better than do these 8A schools. In the 7th grade there are in turn schools which score no better than the median for the 5B's. In the 5B, one school is shown much lower than the median line in the 3B chart. Probably the most unsatisfactory condition concerning the spell- ing of the St. Paul schools is this wide range of achievement from building to building in the several grades. Thus, in the 3B grade, while the Quincy and Scheifer schools score 90 per cent or above. Rice, Garfield, Harrison and Sheridan score 50 per cent or less. In the 6B grade the Murray and Neill schools score 96 and 98 per cent while the Baker and Hendricks have scores of 67 and 76. Variations simi- lar to these will be found in a detailed examination of each half-grade. f. Variation Among Pupils of Single Class. If one turns from an examination of the variabilities of the class medians to an examination of the scores of individual children in any class the same fact stands out, namely, that there are grouped together under the same grade designation students of very different attain- ments. In Table IV and Fig. 2 is shown the spelling condition for one entire school building. Across the top of the table are the desig- nations of the several grades in the school. At the left of the table are indicated the various levels of spelling difficulty. Reading down column 8A it will be noted that there are 7 children of eighth grade spelling attainment, 6 of 7th grade, 10 of sixth- grade and 3 of fifth grade achievement. The figures in the other vertical columns should read similarly. In the 5B grade, for instance, it will be noted that the children distributed all the way from the 2nd grade to the 8th grade in spelling performance. The small heavy rectangles enclose the num- bers of children which have normal spelling attainment for the grade in which they are classified in school. It is exceedingly difficult, if_ not impossible, with the classification of these children, as it now maintains, to give a spelling lesson that will properly tax the ability of each child. If in the 5A grade the lesson is adapted to the normal group there will be 30 children for whom the task will be too difficult, none of these ranking above fourth grade ability. Likewise there will be 9 children for whom the task will be too easy, inasmuch as all of these rank as high or higher than sixth grade quality. 286 REPORT OF SCHOOL SURVEY w < to w en u nl CO a JJ o ^2 CO < CO < CO <; v^ m •^►2 i> ll < II t- M^ .2 m rt-S CO X^ li 00 > ^ 4, M +i a 3 Hi s ■S a rt 13 .2 -4-) < 3 ^ 0) •c -o 4-* rt ~u Q 1 o L G a V o. oa O T-( O CO o O CQ O ^ CO O O O T-f O O (N O CO (N't)H CO 00 CO «DlO<~> »-i CO lo >o (N CO o t- iH to lO O O CD -* r-l O O COCOtHOOIOOCOO 05 CQ o o o o r-((NI?iOOOC>, 50 O CO O O O O ifr, ifi °"v- asy. y.t °°v- a^y- -JpX 288 KEPOET OF SCHOOL SURVEY In Fig. 2~the data from Table IV are shown in graphic form. The differently marked bars, the key for which is given to the right of the figure, indicate the percentage of children within each grade attaining a particular grade score. In order to see where the children of like ability are to be found, it is sufficient to follow a particular type of bar through the several grades. Thus,, the heavy black bar found in^the 8th grade and decreasing in length in 7th, 6th and 5th repwesents chil- dren of 8th grade performance. Children of 5th grade ability shown by the horizontal parallels are represented in every grade from 3rd to 8th. It will also be noted that the 5th grade contains all the types of bars excepting the^ type indicating "below 2nd grade ability." The cross-section bar which indicates the 3rd grade scores, it will be noted, is found first in the 6th grade, increases in length in the 5th and 4th and decreases in the 3rd. Practically any St. Paul school which makes a similar graph for the spelling achievements of its children will find the bars distributing in some such fashion as is shown here. 4. Recommendations. In by far the larger per cent of the St. Paul schools, it is necessary to give increased attention to the teaching of spelling if these schools are to be brought up to the average of the 84 cities which were tested in the making of the Ayres Spelling Scale. There is probably not a single school in the entire city in which spelling should receive less attention than is now being given to it. In the schools in which many of the grades score relatively high there are other grades which are very deficient. In the Neill school, for instance, where ten of the twelve grades are greatly superior to the Ayres standard, the 3A grade scores lower than the 3B standard. In other schools, as in the Cleve- land, there is scarcely a grade which is up to the Standard and some grades are greatly below. In schools of this latter sort there would seem to be need of some radical remedial measures. » The following suggestions may be of service: a. Increased attention should not be interpreted as meaning more time. Studies in other cities have not shown that effi- ciency in spelling is closely correlated with the amount of time spent in teaching the Subject. It is the method rather than the amount of time which produces significant results. MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 289 b. It is not the intention of this part of the survey to discuss the general problems of school instruction. However, where the results of the tests clearly indicate the need of improvement, it is altogether proper to indicate ways in which such improvement may be achieved. The wide range of attain- ment within the limits of a single class which is here shown in spelling and which will later appear in arithmetic, handwrit- ing and reading is a case in point. In the case of three of these subjects a way of meeting the situation will be sug- gested. The particular proposal made in connection with each of these school subjects is intended to be suggestive only. Other schemes for meeting the difficulties may prove more efficacious, and if so, should be used. The particular device to be suggested in the case of spelling is the re-classification of students for the purpose of instruction in this school subject without disturbing the regular classification of such children. Children of 8th grade attainments should be put into classes where they can be taught the words which 8th grade children should learn to spell. Children of 5th grade spelling ability should likewise be put into classes where the words adapted to 5th grade work will be given them as tasks for practice. If one were to re-classify the chil- dren of the school represented in Table IV and Figure 3 he would need to put together the children standing in any horizontal line no matter what their actual grade' designation in school might bfe. Thus, for the highest spelling grade he would take seven children from each division of the 8th grade, twelve and three respectively from the two divisions of the 7th grade, four from the 6 A class, three from the 6B class, one from the 5A class, two from the 5B class. Other classes should be similarly made up. In carrying out this plan of re-classification, the children should be tested on a larger number of words than were used in the survey. Probably if the children were asked to spell the words in columns "N"' and "O" of the Ayres scale, their scores would be a sufficient basis for such re-classification. If school work for all forenoon classes were to end at 11 :45 and the fifteen minutes between that and 13 o'clock de- voted to spelling work, all of the children in a building would be free to go to the spelling class where their own particular level of spelling work was in progress. The shifting of children to separate rooms at this time would tend to some confusion but inasmuch as the noon hour would follow the spelling work the difficulty from this source would not be great. 290 REPORT OF SCHOOL SURVEY For the best results this re-classification should not be kept rig- idly. There should be opportunity for pupils who make rapid im- provement to make rapid promotion to the higher groups in the school. Similarly the pupils of any grade classification who fail to keep up the standard of their work should automatically gravitate downwards. , Such conditions would not only keep each child in the school practicing at his maximum capacity but would give him un- usually strong motives for diligence. As a further incentive and in justice to individual children, those pupils who attain a desirable spelling efficiency should be excused from further drilL The results show that numerous St. Paul children spell the words given them in this test with 100 per cent of accuracy. Some of them could probably spell correctly all the words on the Ayres scale and many others besides. There is a determinable limit to the number of words it is desirable to learn. This limit should be determined and when children reach it it is the merest justice to re- lease them from further drill. A stronger stimulus to individual efifort it would be difficult to find. It would show to pupils all through the grades, that spelling is an end to be achieved and not a sentence for life. The successful carrying out of a scheme^ of this sort involves more than the will of an individual teacher. It is a problem not merely of instruction but of school organization and administration. To be successful it must engage the attention and sympathetic co- operation of the principal and of all teachers concerned. c. Each school in the city should be acquainted with the results of the tests herein reported. From time to time other objective tests set by some authority other than the principal or teachers should be ^ This plan has been successfully carried out by the teachers of the Lake Harriet School, Minneapolis, under the direction of the principal, Miss Ella M. Probst. In a forthcoming paper the experiment will be discussed in detail. A brief review of it is given by M. E. Haggerty, in School and Society, Volume 4, Page 765, if. Three outstanding results of this method as used by Miss Probst are, 1. A decided rise in the spelling scores for each grade. 2. A great reduction of the per cent of children who fall below the spelling attainments of their respective grades. 3. An increased interest in the spelling work. MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 291 1 given throughout the city and each school and teacher should be made aware of the standing of the pupils under her charge in such objective tests. There is no more important basis for the improvement of spell- ing ability than an accurate knowledge of the present efficiency of the children whose attainment is to be increased. d. The words of the Ayres spelling scale and other minimal lists"'" should be definitely organized into the course of study in spelling and special effort should be made to teach the children to spell these words correctly. The reason for this is that such words are the commonest words in English writing and above all others are important for pupils to learn. To be sure, the learning of this particular group of words does not cover an entire course of study in spelling but a child leaving the eighth grade can better afford to be ignorant of any other word in the English language than of one of these. e. In some of the grades in some of the schools the methods em- ployed in teaching spelling produce satisfactory results. It is impor- tant that such methods should be generalized in so far as possible for use throughout the city. This is essentially the task of supervision. Trained supervisors, familiar with the most successful methods in use in the St. Paul schools, as well as in other school systems, may assist teachers whose training and position gives them a more restricted view of their problems. The psychological laws which operate in the production of spelling ability are by no means inscrutable and many of them are known and altogether accessible. Every large school sys- tem should provide supervisory assistance, so that every teacher in the system may be put into contact with the best teaching methods available. ^"Cf. Pryor, Hugh Clark, A Suggested Minimal Spelling List. Part I, Sixteenth Yearbook" of the National Society for the Study of Education. 293 EEPOKT OF SCHOOL SURVEY III. ARITHMETIC. 1. The Classes Tested. In measuring the work in arithmetic only the "A" divisions of grades 3 to 8 were used. The tests were given, just after the mid-year promotion so that the results represent the condition of the several grades at the middle of the year's work. 16,000 tests in all were given. In 16 schools tests were given by members of the Survey Staff. These schools will be referred to as group "A." In 32 other schools, referred to as group "B„" the tests were given by the teachers. In the schools of group "A," all of the four tests were given, making a total of 3,151 children tested. ' In the schools of group "B" biit one or two of the four tests were given in each school. In all 6,684 children in the 49 schools were tested in one or more of the fundamental pro- cesses. Group "A." Group "B." 1. Adams 4. Cleveland 12. Franklin 13. Galtier 15. Gordon 21. Hendricks 22. Hill 26. Jefferson 27. Lafayette 28. Lincoln 20. Longfellow 31. McClellan 42. Ramsey 44. Scheffer 46. Sibley 52. Webster 2. Ames 3. Baker 5. Crowley 6. Davis 7. Deane 8. Douglas 9. Drew 10. Ericsson 11. Finch 14. Garfield 16. Gorman 17. Grant 18. Hancock 19. Harrison 20. Hawthorne 23. Homecroft 24. Irving 25. Jackson 32. McKinley 33. Madison 47. Smith 48. Taylor MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 393 Group "A." Group "B." 50. Van Buren 53. Whittier 34. Mattocks 35. Maxfield 36. Monroe 37. Mound Park 38. Murray 39. Neill 40. Phalen Park 43. Rice 45. Sheridan 2. The Tests. The Woody scales.^i which were used in these tests, are com- posed of problems in the fundamentals of arithmetic. There are four scales, one each in addition, subtraction, multiplication and division. The problems in each scale are arranged in a determined order. The easiest problem is placed first on the scale and the most difficult prob- lem is last. Between these extremes the other problems are arranged in order of increasing difficulty. In taking the tests_ the children started at the easiest problem and worked as far as their ability enabled them to go. Ample time, 20 minutes, for each test was allowed for each class. Practically all chil- dren exhaust their abilities before the end of the time. The test, therefore, measures the maximum power of achievement of these chil- dren and is in no sense a measure of their speed of work. The scores made by the several grades, thetefore, will be understood as represent- ing the maximum class attainment for the processes in question. The several scales follow. ^ Woody, Clifford, Measurement of Some Achievements in Arith- metic, Teachers' College Contributions to Education, Number 80, 1916. 294 EBPOET OF SOHOOIi SITEVEY < o o Q Q < O SJ O O 09 O >0 £ 0« tH CO 04 3 O 5- + + 00 d tH iH (N yH 03 -^ C C>a iH 1-1 tH Q O CO ITS T-H «3 S o CO ■* o "* S «o CO S 04 to ;;> CO «3 3. no '^ 04 CO >o «o C4 (N T-l CO iH 0« CO ^ 1-1 V bjo 01 a 1h >-, 3 XI >^ cfl .i2 3 s >. dJ JS 1) S <>* ■* CO C 04 CO »< oj OS t- ^ CO 10 iH S T-i CO in C 04 CO CO MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 395 + + + + vol + t*5s E- to 02 00 P3 CO O i- o >o Tt* tH 5D 05 00 O IT* O tH CO 02 Oi O^ 00 to o 3 C '^ a o O <: o oa Z o HI M Q Q < 10 ?> ^ G<> O CO ^ T-H 05' O t- ^ o la T-\ to -* rH Tt* 00 w 04 TO CO s + '^ !>t-lOOO«OCO»OOOS 2 T:tHai00t->OC5C>i-*»O si )OrHC05D-*C0X0CQiH - + r-t 10 J> CO CO «D -^ CQ iH 05 CO CQ T^H CD + 10 10 CO ^ >n >o 05 t- 04 ■* <«• 04 iH CO 1-1 CO 296 REPORT Cfe SCHOOL SURVEY CO 00 (« -t( • tH rH « CO O O O o O S S H B S )0 ^ O^ (jlj fr- >^ t>^ >, >; >, CQ CO tJH iQ CO •O V 3 a a o o < o O )-( H Q P .s .s .s 50 >o Oi o? CO -^ CO CO + CO (» CO + 00 (Ti ^ O o + © 00 CO + CO i? O5 00, eom05e400r-l5DOOU5«OOQO«0 n ■*Oi!«OOSCOO*eOO»OOOi-«3r-liHlO MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 397 < o CO O l-H H O < n 3 O 2 o ri •a J3 — ?a o .s .s to CO in w Id "n o n! 00 t- i> CO CQ CO ^ 00 05 ri t- to 50 o 00 O CO '^ CO CO S CJ3 t- > C CO 1—1 -, o o eo CO ^ o 00 rH o OJ 00 Th ^ TtH '^ ^ 05 CO T-1 lO C 04 1-1 OS ■S .5 -* 00 CO o . o o CO MEASUREMENT OF CHILDEEN^S ACHIEVEMENTS 399 < O O M H < O M & 3 O O 13 O * 00 04 CO CO J> ^ 0« - 300 REPORT OF SCHOOL SURVEY X S X ^ n CO X <«. CO -*- 50 '•*-> c o "t tn <: C0 o « !> 4 lO eq 2c Q -a 05 o ta 3 3 O O CO >> >. us CO ^ lU ;_ ■? rt 05 T3 T3 "3 u ^ b/i o 4-) K rt eo C = - o CO 00 (?4 O 00 o 00 O HO IN • O eq ■w X II 00 T— ( ,i-\ o lO iH r^ ^ /-"s «5 ^- 00 1-1 >n /-^ 0> 1H ' o '^ N-' ?S /^N 00 04 ^ tuO (U s a 1-1 o l-t >> 3 O o U3 >^ nt m 3 O C >, lU Xi l-l Q o o CO . CO C3 oa co eo o o CO o >o 04 0« «o CO OS o CO o o 05 to CO 04 OS S o )§^ ^ o 04 MEASUREMENT OF CHILDEEN-'S ACHIEVEMENTS 303 a. Methods of Testing. The following instructions for the use of the scales were given to the teachers and were substantially followed by the niembers of the Survey Stafif in giving the tests: 1. Keep papers separate for dififerent grades. 2. Have the children in front seats pass papers face down. 3. See that each pupil has 2 pencils, sharpened. 4. Say : "On the other side of this paper are a number of addi- tion problems — "and" problems (or Division, etc.) See how many of these problems you can get correctly. You will have all the time you need — 20 minutes. Be sure eveiry one is right. The small numbers above the problem with marks on each side are to tell you which problem it is — do not add them." 5. "Wait till you are thru to Write your name." 6. "Ready Begin." 7. Do not answer any question. 8. Do not permit any talking or moving about the room by any- one. 9. Let the pupils work exactly 30 minutes on each scale. 10. See that blanks are filled by all pupils — at the end of 20 min- utes — but that no further work is done. 11. Test "A" grades— 3 to 8— only. 12. Have this test given in each room at 10 o'clock Tuesday morn- ing. 13. Return the tests to the Superintendent's office by 1 o'clock. b. Scoring the Tests. Material from all these tests was brought to the Survey office and scored by clerks employed for that purpose. In group "A," therefore, the tests were both given and scored in such a manner as to render the results entirely dependable. In group "B," the tests were doubtless given with as great uniformity as so large a number of teachers un- trained in testing would ordinarily perform this work. The scoring was as accurately done as in the tests of group "A." The results in group "B" will, of course, not be so accurate a picture of the school conditions because usually only one of the tests was given to each class. The class score is found by using the value of the five highest 304 REPORT OF SCHOOL SURVEY problems solved correctly by 50% of the class. Where the per cent is above or below 50 the values are corrected to this per cent.^ 3. Results. The results for the test in arithmetic are shown in Tables V to IX. In Table V are all of the scores in each of the four subjects for all the grades in schools of the "A" group. The scores for group "B" schools are shown in Table VI. Th,e median scores of the two groups, together with the Woody norms,^ are shown in Tables VII and VIII, and the grade medians for all the schools tested, together with the Woody norms are shown in Table IX. There is no essential difference between the medians of the schools in group "A" and those in group "B.'' It appears that by both of the methods used, a fair measure of the work in the fundamentals of arithmetic was obtained. There are probably more cases of superior _ scores in group "A" than in group "B." a. Comparison With Woody Norms. In comparison with the Woody norms shown in Tables VII to IX the St. Paul schools rank relatively high in subtraction. Only in the 3rd grade do they fall below the Woody standard. In grades 6, 7 and 8 the subtraction scores are superior to the Woody norms by one-half grade. In multiplication in the 4th and 6th grades, the work is prac- tically up to standard. The multiplication in all grades with the ex- ception of 5A in the St. Paul schools is inferior to the norms of the Woody scale. The grade deficiency is greatest in addition, where, in grades 3, 4, 5, 7, and 8 the scores are practically one half-grade lower thati they should be. ^ Woody, Clifford, Measurement of Some Achievements in Arith- metic, Teachers' College Contributions to Education, Number 80, 1916, pp. 12 to 21. 1^ Woody, Clifford. "Measurement of Some Achievements in Arithmetic." Teachers' College Contributions to Education. P. 21, No. 8, 1916. The norms shown in these tables are not those given by Woody. The ones which he gives on page 21 are computed from tests given during Ahe first part af the school year. The tests in St. Paul were given at the beginning of the second semester. Comparable norms are computed from those given by Woody and used in Tables VII, VIII and IX. MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 305 TABLE V. Arithmetic, Schools of Group "A." Scores in Four Fundamentals for Each Grade Tested. 8A. Addition Subtraction Multiplication Division 1. Adams 9.05 7.58 4. Cleveland 9.33 8.13 12. Franklin 9.13 ^ 7.85 13. Galtier 8.73 7.86 15. Gordon No eighth grade 21. Hendricks 7.86 33. Hill 9.70 8.53 36. Jefferson 8.80 8.30 38. Lincoln 8.91 7.45 30. Longfellow ... 9.18 8.65 31. McClellan 8.79 7.83 43. Ramsey 8.53 7.85 46. Sibley 9.13 7.86 ■la Wehst-pr 8.74 8.08 7.63 7.17 6.79 8.07 7.53 7.08 6.74 7.53 8.13 8.13 9.69 7.30 7.91 7.01 7.94 7.92 7.63 7.03 7.46 7.31 7.32 7.99 6.73 7.92 306 REPORT OF SCHOOL ^tJRVBY TABLE V — Continued. 7A. Addition Subtraction Multiplication Division 1. Adams 8.17 4. Cleveland 9.02 12. Franklin 8.65 13. Galtier 7.62 15. Gordon 8.14 21. Hendricks 7.68 22. Hill 8.29 26. JefJEerson 8.27 28. Lincoln 8.36 30. Longfellow .... 8.44 31. McClellan 8.14 42. Ramsey 8.15 46. Sibley 8.37 52. Webster 7.66 7.47 7.20 6.83 7.61 ■ > ■ ■ 6.58 7.69 7.29 6.90 7.35 7.24 5.89 7.62 6.82 5.88 . . . • y 6.28 7.66 7.22 6.50 7.43 6.97 6.79 7.89 7.88 7.15 8.18 6.56 7.22 6.83 5.52 7.49 6.88 6.79 7.55 7.05 6.46 8.02 7.47 7.79 TABLE V— Continued. 6A. Addition Subtraction Multiplication Division L Adams 7.72 6.46 4. Cleveland 6.76 12. Franklin 8.22 7.29 13. Galtier 7.39 6.90 15. Gordon 7.15 7.07 21. Hendricks 7.44 6.53 22. Hill 7.47 26. Jefferson 7.68 6.97 28. Lincoln 7.68 7.76 30. Longfellow .... 7.44 7.64 31. McClellan 7.83 6.01 42. Ramsey No "A" grades 46. Sibley 8.02 7.26 52. Webster 7.52 7.11 6.81 5.61 6.80 5.70 7.87 6.14 6.31 5.57 5.91 5.58 6.22 5.75 7.26 6.46 5.19 5.38 6.72 6.24 6.64 5.74 5.85 5.47 6.86 5.58 7.04 4.88 measuremeint: of ohiij)een's achievements TABLE V— Continued. 307 5A. Addition Subtraction Multiplication Division 1. Adams 7.40 5.19 5.25 4.22 4. Cleveland 7.71 5.83 5.79 ' 4.95 12. , Franklin 7.72 6.26 5.81 5.60 13. Galtier 7.46 6.43 5.65 5.26 15. Gordon 6.11 6.07 5.18 21. Hendricks 6.61 5.13 5.90 5.27 22. Hill 7.94 7.09 6.59 5.48 26. Jeflferson 7.62 6.54 5.70 5.51 28. Lincoln 7.40 6.57 6.23 5.58 30. Longfellow .... 7.24 6.25 5.36 4.88 3L McClellan 7.80 6.15 5.55 5.03 42. Ramsey No fifth grade 46. Sibley 7.46 5.97 5.05 5.03 52. Webster 7.10 5.98 5.99 5.05 TABLE V— Continued. 4A. Addition Subtraction Multiplication Division 1. Adams 5.94 4.36 3.78 3.09 4. Cleveland 7.74 4.87 5.49 4.10 12. Franklin 6.75 5.71 5.34 3.13 13. Galtier 5.89 4.51 4.16 4.60 15. Gordon 6.11 6.07 4.99 2L Hendricks 6.42 5.07 4.89 3.13 22. Hill 6.38 5.38 5.72 3.84 26. Jefferson 6.22 4.39 4.73 3.64 27. Lafayette 6.66 5.05 5.21 3.48 28. Lincoln 7.07 5.39 4.72 3.29 30. Longfellow.... 6.21 4.26 4.65 3.68 31. McClellan 6.37 4.87 5.79 3.39 42. Ramsey 5.60 4.18 3.52 3.40 44. Scheffer 6.19 5.95 5.11 3.93 46. Sibley 6.57 5.02 4.28 3.47 52. Webster 5.48 5.24 4.99 3.70 308 KEPORT OF SCHOOL SIT^VEY TABLE V— Continued. 3A. Addition Subtraction Multiplicatfon Division 1. Adams 3.60 3.55 1.23 3.38 4. Cleveland 4.18 .... 2.93 12. Franklin 5.52 2.32 2.57 13. Galtier 5.32 3.62 4.14 2.82 15. Gordon 5.26 3.24 1.06 1.38 21. ~ Hendricks 5.26 ^ .... 1.15 22. Hill 5.10 3.04 2.84 26. Jefferson 5.13 2.73 2.55 2.62 27. Lafayette 4.93 2.96 1.56 2.78 28. Lincoln 4.72 2.11 LU 3.66 30. Longfellow.... 5.47 2.60 1.70 .... ' 3L McClellan 5.55 2.77 1.53 3.60 43. Ramsey 4.18 3.08 1.76 3.41 44. Schefifer 4.72 3.55 2.13 3.85 46. Sibley 4.77 3.02 3.48 2.95 52. Webster 6.36 3.02 2.61 MEASUREMENT OP CHILDREN'S ACHIEVEMENTS 309 TABLE VI. Arithmetic. Schools of Group "B." Scores in Fundamentals for Each Group Tested. ' 8A. Addition Subtraction Multiplication Division 2. Ames 8.01 5. Crowley 9.05 6. Davis 7. Deane 8. Douglas 10. Ericsson 8.94 11. Finch 8.82 16. Gorman 17. Grant 18. Hancock 23. Homecroft 24. Irving 32. McKinley 33. Madison 8.92 36. Monroe 37. Mound Park... 38. Murray 39. Neill 9.37 40. Phalen Park... 8.60 45. Sheridan 47. Smith 48. Taylor 50. Van Buren 53. Whittier 6.61 7.68 8.25 7.67 8.50 8.15 8.08 7.83 7.83 7.98 7.75 7.70 7.32 6.64 7.75 6.77 7.69 7.39 6.78 7.49 6.71 yio EBPORT OF SCHOOL SUBVEY TABLE VI— (^ntinued. 7A. Addition Subtraction Multiplication Division 2. Ames 3.52 5. Crowley 8.38 6. Davis 8.16 7. Deane 8.55 8. Douglas 10. Ericsson ...... 8.28 11. Finch 8.46 14. Garfield 16. Gorman 17. Grant 18. Hancock 23. Homecroft 24. Irving 35. Jackson^ 32. McKinley 33. Madison 8.78 36. Monroe 37. Mound Park... 38. Murray 39. Neill 7.86 45. Sheridan 47. Smith 48. Taylor 60. Van Buren 7.33 7.26 6.51 7.03 6.98 7.68 7.69 7.44 7.44 6.76 8.13 6.88 7.46 7.32 7.34 ,75 6.69 6.76 6.78 6.14 7.10 7.12 7.23 MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 311 TABLE VI— Continued. 6A. Addition Subtraction Multiplication Division 3. Ames 8.03 5. Growley 7.57 .... 6. Davis 7.38 .... 8. Douglas .... 6.90 q Drew 6.94 10. Ericsson 7.99 11. Finch 7.64 8.55 14. Garfield .... 16. Gorman .... 6.41 17. Grant 1M ) .... 18. Hancock .... 23. Homecroft . . . ( 3.1( 24. Irving r.si 5 .... 25. Jackson .... .... 32. McKinley .... .... .... 33. Madison ..... . 8.17 ... . 36. Monroe .... 37. Mound Park . . .... 38. Murray ... 39. Neill 7.3 2 40. Phalen Park.. . 7.56 .... 43. Rice S.l 5 45. Sheridan .... 6.59 47. Smith . .... 6.50 48.- Taylor 6.30 50. Van Buren 5.8 3 6.88 5.39 6.14 5.98 5.90 5.60 5.49 6.33 5.56 312 REPORT OF SCHOOL SURVEY TABLE VI— Continued. 5A. Addition Subtraction Multiplication Division 2. Ames . 7.38 6. Davis . 7.19 8. Douglas .... 9. Drew • • • • • 10. Ericsson . 7.28 11. Finch ..: . 6.73 14. Garfield 17., Grant . .... 18. Hancock 19. Harrison . .... 23. Homecroft . . . .... 25. Jackson 32. McKinley 33. Madison . 5.15 34. Mattocks . 4.87 35. Maxfield 36. Monroe 37. Mound Park. . 38. Murray 39. Neill .... 40. Phalen Park.. 7.49 43. Rice 45. Sheridan .... 47. Smith .... 48. Taylor 50. Van Buren 5.06 7.31 5.36 5.68 4.55 5.95 4.98 7.15 6.23- 5.31 5.33 5.07 5.46 5.22 4.88 5.06 5.35 5.99 4.73 4.85 5.44 4.93 5.49 5.23 MEASUREMENT OF OHILDEEN^'S ACHIEVEMENTS 313 TABLE VI— Continued. 4A. Addition Subtraction Multiplication Division 2. Ames 6.27 6. Davis 6.85 7. Deane 8. Douglas 9. Drew 10. Ericsson 7.24 11. Finch 5.66 14. Garfield - 16. Gorman 17. Grant 19. Harrison 23. Homecroft .... 24. Irving 25. Jackson 33. Madison 6.41 34. Mattocks 4.07 35. Maxfield 36. Monroe 37. Mound Park... 38. Murray 39. Neill 6.81 43. Rice 45. Sheridan 47. Smith .'. 48. Taylor 98 36 37 85 66 82 57 4.87 5.23 4.52 4.29 4.88 5.15 3.95 3.52 3.04 3.48 3.66 5.11 3.13 3.32 4.11 314 REPORT OP SCHOOL SURVEY TABLE VI— Continued. 3A. Addition Subtraction Multiplication Division 2. Ames .; 4.47 6. Davis 5.09 7. Deane 8. Douglas 9. Drew 11. Finch 4.39 14. Garfield 16. Gorman 17. Grant 19. Harrison 20. Hawthorne 23. Homecroft . 24. Irving 25. Jackson 33. Madison 5.60 34. Mattocks 2.46 35. Maxfield 37. Mound Park... 38. Murray 43. Rice 45. Sheridan 47. Smith 48. Taylor 2.43 3.15 4.77 1.95 3.73 5.56 2.33 2.94 2.10 2.15 1.70 1.64 2.42 2.91 3.70 3.07 3.54 2.18 2.61 2.21 3.18 MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 315 TABLE VII. Arithmetic. City Scores and Woody Norms for Each Grade in Group "A." Addition Subtraction Multiplication Division 8A Grade— St. Paul. 9.10 8.21 8.08 7.38 Woody Norm 9.19 7.81 8.27 7.45 7A Grade— St. Paul. 8.22 7.64 7.31 6.52 Woody Norm .... 8.83 7.48 7.60 6.88 6A Grade— St. Paul. 7.97 7.25 6.77 5.85 Woody Norm .... 8.30 6.89 6.99 6.33 5A Grade— St. Paul. 7.55 6.18 5.58 5.26 Woody Norm 6.47 5.97 6.13 5,42 4A Grade— St. Paul. 6.^6 5.02 4.67 3.44 Woody Norm 6.55 4.85 4.29 4.08 3A Grade— St. Paul. 5.01 -2.89 1.78 2.59 Woody Norm .... 5.55 3.59 2.97 2.91 Total Number of Children Examined in Group "A" schools 3,151. Note : The above Woody Norms are not the early fall norms given in his monograph, but February norms estimated from the former. 316 REPORT OF SCHOOL. SURVEY TABLE VIII. Arithmetic. City Scores and Woody Norms for Each Grade in Group "B." Addition Subtraction Multiplication Division 8A Grade— St. Paul. 9.09 8.05 7.72 7.39 Woody Norm 9.19 7.81 8.27 7.45 7A Grade— St. Paul. 8.49 7.60 7.44 6.90 Woody Norm 8.83 7.48 7.60 6.88 6A Grade— St. Paul. 7.89 6.98 6.89 5.86 Woody Norm 8.30 6.89 6.99 6.33 5A Grade— St. Paul. 7.47 5.80 5.00 5.15 Woody Norm 6.47 5.97 6.13 5.42 4A Grade— St. Paul. 5.98 5.28 4.68 3.47 Woody Norm .... 6.55 4.85 4.39 4.08 3A Grade— St. Paul. 4.49 3.09 1.31 2.72 Woody Norm .... 5.55 3.59 2.97 2.91 Total Number of Children Examined in Group "B" Schools 3,533. MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 317 TABLE IX. Arithmetic. City Scores and Woody Norms fof Entire City. Addition Subtraction Multiplication Division 8A Grade— St. Paul. 8.99 8.17 7.93 7.41 Woody Norm.... 9.19 7.81 8.37 7.45 7A Grade— St. Paul. 8.2a 7.63 7.35 6.74 Woody Norm.... 8.83 7.48 7.60 6.88 6A Grade— St. Paul. 7.99 7.20 6.85 6.02 Woody Norm 8.30 6.89 6.99 6.33 5A Grade— St. Paul. 7.54 6.08 5.67 5.28 Woody Norm.... 7.47 5.97 6.13 5.42 4A Grade— St. Paul. 6.00 5.09 4.28 3.14 Woody Norm.... 6.55 4.85 4.29 4.08 3A Grade— St. Paul. 4.76 3.08 2.15 2.67 Woody Norm.... 5.55 3.59 2.97 2.91 Total Number of Children Examined in the City 6,684. 318 REPORT OF SCHOOL, SURVEY b. Explanation of Figures 3 to 6. A graphic representation of the conditions in arithmetic are shown in Figures 3 to 6. These figures are made upon the same plan as Fig. 1 in spelling. The full drawn line in each grade repre- sents the Woody norms for that grade. The dotted line in each case represents the median score of all the children tested in the St. Paul schools. The individual schools tested are represented by the figures in broken lines at the point on the scale where the score for the grade in question falls. The schools whose numbers appear" in circles were tested by members of the Survey Staff. The figures give a convincing picture of the grade advancement of the St. Paul children in the fundamentals of arithmetic. From left to right in the succeeding grades the body of schools steps upward on the scale, reaching the highest points, as might be anticipated, in the 8th grade. The distance between the position on the lowest and the highest schools in Figures 3 and 6 pictures the range of ability in schools of the same grade designation. In practically every grade the range from poorest to best is from the median of the grade below to the median of the grade above. The amount of overlapping actually existing in the schools of the city is greater than that pictured in Figures 3 to 6. Between each of the grades represented by the contiguous vertical sections of the figure there exist intermediate grades. If the classes of these intermediate grades were pictured, the actual grade advancement would be more apparent and there wquld be evidenced a much greater amount. of overlapping than is shown here. A viyid picture of the amount of overlapping may be obtained by cutting from the figure a horizontal section, one inch in width. Cut almost anywhere from any one of the four figures, such a section would contain classes from two to five different grades. With the intermediate gradeis not represented here the actual overlapping indicated would be from four to ten half-grade intervals. MEASUREMENT OF CHILDKEN^S ACHIEVEMENTS 319 FIG. 3. Arithmetic. Addition, A divisions, grades 3 to 8. Figures on or- dinate indicate scale values. Heavy full drawn lines indicate Woody- norms for the several half-grades. Heavy broken lines represent St. Paul scores for each half-grade. Thin broken line shows median scores for individual schools. Numbers correspond to schools as shown in Table I. Numbers in circles are schools in group A. OA 320 REPORT OF SCHOOL SURVEY FIG. 4. Arithmetic. Subtraction, A divisions, grades 3 t"o 8. Figures on ordinate indicate scale values. Heavy full drawn lines indicate Woody norms for the several half-grades. Heayy broken lines represent St. Paul scores for each half-grade. Thin broken line showsi median scores for individual schools. Numbers correspond to schools as shown in Table I. Numbers in circles are schools of group A. MEASUREMENT OF OHILDREN-'S ACHIEVEMENTS 321 FIG. 5. Multiplication, A divisions, grades 3 to 8. Figures on ordinate indicate scale values. Heavy full drawn lines indicate Woody norms for the several half-grades. Heavy broken lines represent St. Paul scores for each half-grade. Thin broken line shows median scores for individual schools. Numbers correspond to schools as shown in Ta- ble I. Numbers in circles are schools of group A. v3A •4A SA SA 7A &A. 332 REPORT OF SCHOOL SURVEY FIG. 6. Division. A divisions, grades 3 to 8. Figures on ordinate indi- cate scale values. Heavy full drawn lines indicate Woody norms for the several half-grades. Heavy broken lines represent St. Paul scores for each half-grade. Thin broken line shows median scores for indi- vidual' schools. Numbers correspond to schools as shown in Table I. Numbers in circles are schools of group A. 3A ■ 4A 5A 6A ZA SA MEASUREMENT OP CHILDREN-'S ACHIEVEMENTS 333 c. Variation Among Schools. This inferiority of results in addition and other processes is, of course, not characteristic of all the schools measured. In the group "A" schools, for instance, the Cleveland, Hill, Longfellow, and Sibley schools equal or exceed the addition standard set in the 8th grade. The Cleveland exceeds it in the 7th grade, the Franklin approximates it in the 6th grade, nine schools equal or exceed it in the 5th grade, the Cleveland, Franklin, Lafayette, Lincoln and Sibley equal or exceed it in the 4th grade and the Franklin, McClellan and Webster exceed it in the 3rd grade. It is not enough, however, from the standpoint of the city as a whole that certain schools should achieve satisfactory work. It is a serious problem not to be neglected by the supervisory or the teaching force that in the 7A addition, one school should score lower than 6B quality or that in 8A addition another school should score lower than 4A quality or that two 5A grades should score below 3A in quality. The range of efficiency in evidence by these extreme scores is difficult to understand. There seems no adequate reason why the Webster school should be able to achieve a score of more than six points in 3A addition and the Mattocks school less than eight points in 6A addi- tion and the Gordon school make but slightly more than 7, or why the Cleveland school should score nine points in 7A addition and the Neill school less than eight, or why the Neill school should score more than nine points in 8A addition and the Whittier school less than seven. d. Variation Among Pupils of Same Class. The wide range of ability evidenced in the comparison of median scores of separate buildings becomes even clearer when one compares the advancements of the children in the several grades of one building. Table X represents the scores made by the individual children tested in one school. This table should be read vertically to show the distribution of the pupils of any grade ; the children of the same attainment are found in the same horizontal column. Thus, in Table X the 8A class shows 3 pupils of eighth grade standing, 6 show 7A attainment, 9 show 7B standing and so on. The table shows clearly that the children of any grade are distributed in attainment, more or less widely throughout a number of grade standards. If these chil- dren were really to be classified on the basis of their achievements those in any horizontal column should be brought together. Thus the 334 REPORT OF SCHOOL SURVEY children in the school who have 6A standing in addition are 3 in the 8 A class, 8 in the 7A class, 11 in the 6A class and 4 in the 5 A class. e. Individual Instruction in Group Organizations. In discussing the distribution of achievements in the case of spell- ing a method for the reclassification of children for purposes of spell- ing instruction was recommended. It is not probable that if children were reclassified on the basis of their spelling attainment that the re- classificatjon would hold in any very accurate fashion for instruction in the fundamental processes of arithmetic. Clearly a school could not be reclassified for adequately adapted instruction in every school subject ; at least the widely divergent abilities of pupils in the St. Paul schools do not allow such reclassification. TABLE X. Arithmetic, Addition. Distribution of Attainments for the Several Pupils of E^ch Grade Tested in a Single School. Grade- -Attainment 8A 7A 6A 5A 4A 3A 8A ... .. 1 .. .. 8B ... .. 2 1 7A ... .. 6 3 1 7B ... .. 9 5 6 6A ... .. 3 8 11 4 6B ... .. 1 7 6 8 5A ... .. 1 4 6 10 3 5B ... .. 1 4 3 10 1 4A ... 2 1 3 11 1 4B ... .. 2 8 3 3A ... 1 7 6 3B ... .. 8 9 Below 3B. .. .. 3 14 Hence, it is important to consider means by which individual in- struction may be given to children gathered into large groups. It is clear that the ordinary assignments for drill in the fundamentals of arithmetic as adapted to the ability of median pupils are much too hard for some and much too easy for others. Because of its evident econ- omy, it is important to maintain the group organization. Because of MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 325 its evident unfairness it is important that not all children in such a group should be given exactly the same instruction. Some other de- vice must be provided if all the children are to be given equally favor- able conditions for improvement. The problem seems, therefore, to be to devise a method of individual instruction for use in group organ- izations. This program is altogether feasible if definite standardized prac- tice material is provided in printed or mimeographed form. With such material each child can be given the problems best suited to his individual attainments. While he practises on problems accurately adapted to his level of achievement, his neighbor on the right may be practising on a problem which is more difficult but which equally fits his particular level of attainment. Similarly, his neighbor pn the left may be practising on a problem much easier but which fits equally well his particular advancement. By such a scheme the classes rep- resented in Table X may be given drills with every member practising with material of the proper difficulty. By such a method the advan- tages of group organization and individual instruction are combined and the value of the practice period to the class as a whole is very greatly increased. If, in addition to this type of practice,^* each child is allowed to keep for himself a learning curve showing his own improvement from day to day and from week to week there wilLbe added a very impor- tant stimulus toward improvement. It is probably more important for any child to enter into competition with his own past record than it is for him to try to excel his neighbor, effective as the latter stimulus may be. Such a procedure as is here indicated will not only bring the median and lower quartile pupils up to a higher score, but it will pre- vent the over training which now occurs with some children. When definite standards of satisfactory attainments for the several graded are established, children reaching these standards may profitably be excused from further drill in those problems with which they have made satisfactory progress. ^* Courtis, S. A., Ejducational Diagnosis. Educational Adminis- tration, Volume 1, 1915. Objective Standards as means of Controlling Instruction and Economizing time. School and Society, Volume 1, 1915. In report of Second Annual Conference on Educational Measure- ments, Indiana University Bulletin, Vol. XIII, No. 11, October, 1915, p. 37-85 and p. 135-175. 336 REPORT OF SCHOOD SURVEY The possibility that any child tnay be so excused to devote his time to other studies of more personal interest will also serve as i powerful stimulus to profitable practice. f. Improvement of Methods. The practice program here suggested is not intended as the only possible scheme for improving the work of the children in the funda- mentals of arithmetic. Teachers as well as supervisors should exert themselves in every way to discover methods by which practice may be made effective. There can be little doubt that much of the so- called practice in the regular work of the school is ineffective and that children are not at all improved by it. There is good reason to be- lieve that some are injured in the dulling of their interest, if not in their actual efficiency, through unprofitable drills. For the most effective motivation of practice work both the teach- ers and the pupils should have opportunity to know, at frequent inter- vals, in definite measured terms, the effects of practice. Every person is stimulated in his efforts when he is made conscious of success. The vast majority of persons find themselves dulled through continuous and often repeated exercises which result in failure. Under condi- tions in which most drill work is carried on neither the pupils nor the teachers know in any definite fashion what the results of their prac- tice work are. The uncertainty of outcome very quickly breeds indif- ference, and practice under such conditions not only fails to make per- fect the habits practised but leads to dulled interest, if not disgust. 4. Recommendations. Clearly , there is opportunity for most of St. Paul schools to im- prove the work in teaching the fundarrientals of arithmetic. Recent studies indicate that the average achievements of school children in the fundamentals of arithmetic are lower at almost every grade level than they need to be. The standard which St. Paul schools should set for themselves, therefore, should be not merely to attain the average scores made by other schools, but to do work distinctly superior to these. This means that practically every school in the city should strive to improve its work in the teaching of these fundamental pro- cesses. Efforts at improvement may be guided by the following sug- gestions : MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 337 a. Set definite standards of achievement for each grade. Such standards should involve not merely a median for classes but a minimum for individuals. b. Measure the work at iStervals by tests of known difficulty to determine how well these standards are being met. c. In the case of grades and schools with low scores make fur- ther investigation to determine exactly the causes of such de- ficiency. d. Devise or adopt methods for drill so that all practice may be efifective in producing desirable results and so that pupils may be drilled on problems of proper difficulty. e. Do not over emphasize the importance of high efficiency in these fundamental processes as a basis of general promotion from grade to grade. These abilities are highly specialized and there is no assurance that they are accompanied by equal abilities in reading, spelling, etc. IV. HANDWRITING. 1. The Tests. In measuring the handwriting of the St. Paul schools, the children in grades 3 to 8 in 46 schools were asked to write a Mother Goose rhyme. The stanza, .Mary had a little lamb, It's fleece was white as snow, , And everywhere that Mary went The lainb was sure to go. was printed at the top of a page of ruled paper and the children were asked to read it several times in order to recall it accurately. The writing was done with ink and two minutes' time was allowed for writing the exercises. Immediately following the writing each child was asked to count the number of letters which he had written and to write this number in the upper right hand corner of his page. The papers were then gathered into bundles, by grades and schools, and brought to the Survey office, where the scoring was done. In 14 schools, the tests were given by members of the Survey Stafif, who had been previously instructed and drilled in the method of 338 RBPOllT OF SCHOOL SURVEY testing: These schools are called group "A." In the remaining 32 schools, called group "B," the tests were given by the teachers of the several classes, following instructions sent out by the Survey Staff. 2. Scoring. a. Rate. In the lower grades the number of letters was recounted by clerks in the Survey office. In the upper grades, after some preliminary re- checking to determine the reliability of the children's markings, these markings were accepted as sufficiently accurate for the computation of median scores. b. Quality. The papers were scored for quality by means of the Ayres Three Slant Scale.^® The following procedure was uniformly followed: The papers from each school were arranged by grades, and in scoring they were taken in order, beginning with the papers of 3A and ending with those of the 8 A grade. In judging the merits of the individual papers, effort was made to keep constant the following conditions: light, distance of paper from the eyes, distance of the scale from the eyes and duration of attention to each paper. The basis of compari- son of any paper with this scale was its legibility. Whatever rendered the paper illegible such as poor ink, crowding of letters, poor letter form, size of letters, irregular line, etc., tended to produce a low score for that paper. In order to check the constancy of judgment of the scorer, two metho'ds were used. First, after a lapse of some "time following the scoring of the papers, the judge re-scored the papers from all the schools. Second, the papers from a number of schools were scored by two other judges. All three of the judges were men of considerable experience in the public schools and either in normal schools or in col- leges. It was found in the second comparison that the judge who had scored the entire set of papers varied from the check scorers by not more than 2.7 per cent per paper in the case of all schools but one. In the case of most schools the variation was less than 1 per cent. On the basis of these two methods of checking his judgments, the qualities assigned by the one judge were accepted for all of the papers scored and the medians of the several classes are computed from the values assigned by him. IS Ayres, Leonard P. Measuring Scale for Handwriting, 1912. MEASUREMENT OF CHILDEEN^'S ACHIEVEMENTS 329 3. Results. a. Median Scores. The results for the handwriting' test for all the schools are shown in Tables XI and XII. The grade medians for rate and quality for each school are^given, together with the grade medians for the group. In Table XIII the city medians are given, together with scores for the city of Cleveland.^^ The twelve cities reported by Starch" and the Ayres standards.^* As compared with the city of Cleveland, grades 5, 6, and 7 in St. Paul write somewhat more slowly. As compared with the Cleveland scores in quality, the St. Paul classes are ten scale points superior. In the 8th grade, the St. Paul rate is the same as that of Cleveland; its quality is 11 points higher. The best available data for comparison in grades 3 and 4 are the Ayres standards. The comparison with these shows that the St. Paul children write more slowly but better than this standard in the three lower grades. In the three upper grades the St. Paul children excel in both rate and quality of work. Comparison with the 18 cities reported by Starch gives similar testimony to the superior work of St. Paul schools. b. Interpretation of Figure 7. The grade scores for St. Paul are indicated in Figure 7 by the en- closed figures on the dotted lines. The full drawn lines connect the several grade norms indicated by Ayres^^. In every case the position of the St. Paul score is to the right of the Ayres norm indicating the superior quality of the St. Paul hanciwriting. In general the results from the city indicate fair grade advancement although in grades 4, 5 and 6, St. Paul greatly sacrifices rate for quality. In the eighth grades, St. Paul stands clearly ahead in quality and up to the Ayres norm in rate. ^^Judd, Charles Hubbard. Measuring the work of the Public Schools. Cleveland Educational Survey. Page 77 and following. 1916. " Starch, Daniel. The Measurement of Efficiency in Reading, Writing, Spelling and English. University of Wisconsin, 1914. ^* Ayres, Leonard P. Measuring Scale for Handwriting, Gettys- burg Edition, 1917. 330 RETORT OF SCHOOL SURVEY TABLE XI. Median Rate and Median Quality for A Divisions of Grades 3 to 8 in Group A Schools. School 3A 4A 5A 6A 7A 8A 1. Adams Rate 32 55 79 71 83 81 Quality 46 57 59 63 60 66 4. Cleveland Rate 33 43 60 74 79 86 Quality 48 55 58 58 63 66 10. Ericsson Rate 41 51 47 61 70 77 Quality 45 54 57 72 65 78 12. Franklin Rate 33 49 50 53 61 68 Quality 44 46 53 58 65 63 13. Galtier Rate 40 51 47 65 84 88 Quality 47 50 68 58 58 71 15. Gordon Rate 39 43 61 64 65 .. Quality 41 53 49 56 59 •■ 21. Hendricks Rate 35 43 61 73 77 .. Quality 39 33 48 50 62 •• 22. Hill Rate 32 44 55 63 71 91 Quality 46 53 55 57 62 62 28. Lincoln Rate 29 38 45 53 75 80 Quality 46 49 58 63 60 67 30. ' Longfellow Rate 30 38 50 63 67 74 Quality 44 55 55 53 62 63 40. Phalen Park Rate 29 86 49 44 82 79 Quality 42 52 53 53 54 57 MEASUREMENT OF CHIIJ)BEN^S ACHIEVEMENTS 331 TABLE XI— Continued. Median Rate and Median Quality for A Divisions of Grades 3 to 8 in Group A Schools. School 3A 4A 5A 6A 7A 8A 43. Ramsey Rate Quality 34 39 43 43 •• •• 64 56 73 61 46. Sibley Rate Quality ■ 37 43 40 47 58 58 60 67 73 63 73 53. Webster Rate Quality 29 44 38 57 43 56 63 59 66 46 75 73 Group "A"s Medians Rate Quality 33 44 43 53.5 50 55 63 58 70.5 61 78 66 332 KBPORT OP SCHOOL SURVEY TABLE XII. Median Rate and Median Quality for A Divisions of Grades 3 to 8 in Group B Schools. School 3A 4A 5A 6A 7A 8A 2. Ames Rate Quality 41 46 42 48 81 62 50 66 •• 91 69 3. Baker Rate Quality 55 42 54 46 61 51 54 48 57 55 80 68 5. Crowley Rate Quality 41 43 40 47 38 48 67 51 84 57 94 53 6. Davis • Rate Quality 42 46 64 44 22 51 75 54 95 54, 7. Deane Rate Quality 61 48 52 52 ' • ■■ •• 8. Douglas- Rate Quality 39 39 42 48 66 48 80 49 69 51 71 58 11. Finch Rate Quality 15419 41 20719 41 51 56 82 49 83 55 83 56 14. Garfield Rate ^' Quality 40 45 38 51 49 55 61 49 70 67 16. Gorman Rate Quality 37 46 41 '57 50 57 73 63 90 63 77 66 19 In some of the schools of Group "B" the rate median is evi- dently an error. This is probably due in most cases to an inaccurate timing on the part of the examiner. Such scores have little or no ef- fect on the city medians. MEASUREMENT OP CHILDEEN^S ACHIEVEMENTS 333 TABLE XII— Continued. Mec lian Rate and Median Quality Group ] for A Divisions of Grades 3 to B Schools. 8 in School 3A 4A 5A 6A 7A 8A 17. Grant Rate Quality 33 49 67 48 44 55 8719 57 75 61 63 73 18. Hancock Rate Quality 47 43 45 49 51 51 73" '57 68 58 63 71 19. Harrison Rate Quality 39 46 38 50 55 56 ••■ 23. Homecroft Rate Quality 41 43 43 48 64 55 65 50 68 58 78 67 34. Irving Rate Quality 33 47 63 44 64 55 63 53 63 50 78 65 25. Jackson Rate Quality 52 44 53 50 58 63 53 64 65 74 26. Jefferson Rate Quality 33 38 56 46 75 46 61 63 84 45 84 66 27. Lafayette Rate Quality 41 46 63 56 35. Maxfield Rate Quality 33 44 34 50 43 63 31. McClellan Rate Quality 41 43 48 46 73 54 64 63 65 63 93 68 32. McKinley Rate Quality 43' 45 33 54 43 58 58 63 65 63 29 69 334 EEPOET OF SCHOOL SURVEY TABLE XII— Continued. School 3A 4A 5A 6A 7A" 8A 36. Monroe Rate 42 54 46 63^ 57 Quality 43 53 •• 54 60 75 37. Mound Park Rate 42 71 59 64 69 112" Quality 44 45 57 58 64 69 38. Murray Rate 40 57 73 76 78 78 Quality 35 44 40 61 60 68 39. Neill Rate ( 39 75' 85 73 68 Quality •• 49 62 63 65 81 43. Rice Rate 46 60 78 Quality 47 44 54 58 44. Scheflfer Rate Quality 29 45 68 56 45 52 . . •• 45. Sheridan Rate 33 41 49 65 54 70 Quality 37 42 46 52 65 60 47. Smith Rate 46 43 53 61 71 98 Quality 38 41 47 53 58 64 49. Tilden Rate 75 60 81' 57 70 146" Quality 47 40 64 67 68 70 48. Taylor Rate 38 55 53 70 79 78 Quality 36 44 45 45 45 40 50. Van Buren Rate 24 42 61 73 71 90 Quality 52 58 57 58 72 81 52. Whittier Rate 25 44 52 61 63 74 Quality 42 47 40 53 46 46 Medians Rate 41 48 54 64.5 70 78 \ ' Quality 44 48 55 57 60 68 MBASUEEMBNT OF CHILDEEN'S ACHIEVEMENTS 335 FIG. 7. Ayres standard graph for quality and rate. Full drawn line show- ing Ayres values for grades 2 to 8. Broken line, median scores of St. Paul schools. RA TE 68 61 ec sa ^7^ X^ .^^ — •-^ ^ / ^ p b' (/ r / ) r @ # / # r / (5) 'ft 40. 36 / > M. 13 / ^ y / r^\ nam. 1 y -3T PAU L- ' 'quau" i ■i -H -si B J t S6 6> 64 « 8 336 REPORT OF SCHOOL SURVEY c. Rate and -Quality. The Ayres standards^ listed in Table XIII and represented in Fig. 7 indicate a fixed relation between rate and quality of work. No sin- gle St. Paul school achieves exactly these results, although the Han- cock 3A, Baker and Jefferson 4A, Davis 6A, Murray 7 A and Irving 8A : approximate the standards for the grades in question. A considerable number of other schools are not greatly variant from these. Some schools achieve high rate with apparent deduction in quality of work, as in the 8th grade classes in the Crowley, Hill and McClellan schools. Other schools aparently sacrifice their rate in order to gain quality as in the Ames, Jackson, and McClellan 6A grades. The relation between rate and quality of performance is impor- tant, because for every child there is a rate at which he will do his best quality of work. A lessening of this rate tends towards the dis- traction of attention and consequent variability in the quajity of per- formance. It is, also, clear that an increase of rate leads to the neg- lect of essential detailed movements with an equally serious decrease in the quality of work. For the most efficient performance, there- fore, the amount and quality of work should be accurately determined. The difficulty of this determination is complicated by the fact that not all children will do their best work at the same rate and injury may be . done to particular students by setting them an unfair pace. However, the majority of children cluster about a central tendency and because of this it is possible to set rather definite standards of work which will be approximated by the larger number of children. The Ayres standards for rate and quality, shown in Table XIII and Figure 7 are probably the most dependable now at hand. Approxima- tions to these standards should be regarded as acceptable. A wide variation from these standards in the direction of inferior scores sug- gests the need of remedial work. Superiority to these scores, while possibly desirable, should not entail too great an expenditure of time or attention. d. Conditions in Six Schools. An interesting picture of writing conditions in six St. Paul schools is given in Fig. 8. A dotted line in each section represents the ^ Ayres, Leonard P., Measuring Scaje for Handwriting, Gettys- burg Edition, 1917. MEASUKEMEaSTT OF CHILDEEN-'S ACHIEVEMENTS 337 FIG. 8. Handwriting. Ayres standard graph for rate and quality, show- ing six St. Paul schools in comparison. 00 III.,! m^^ P^ ~ ^^W^ ' p \ f^' \ [' \ / \ ^ k .' /- si' (^ ' (4r / (i CfJi^ irv K J B 1 to t -i^^ UJ t t S f. e « . A- di 00 J 1 1 Li i ^^ 1 ,8: -^ •YfEBSTER- M _ J>=^1_ ^r. _ 1 ' Mf< (f)^- ?<' ^ ) — 1 1 > ._J) * /I 1 /^ / 1 ,1 ■" / ' ' 1^ J & t=, . lJ^ ' i efl K 6 u 4 ' n ,-, c Sto eo Bc ei 338 REPORT OF SCHOOL SURVE\ FIG. 9. Handwriting. Grades 3 to 8. Showing the distribution of pupils/j by per cent in each of the grades of one school. Figures on abscissa are Ayres scale values. Dotted line indicates distribution character- istic of ea;ch grade as suggested by Ayres. Figures indicate that a large per cent of each grade falls at points 40 and 50. - H^l' ' ii£liiWr,-.r.^ flEVBlTJI SBABC ■■n ^^^^H P^^^H ^^^^1 1 -1 ^bHIIi in.-. 3537^ MBB ^^H i^^l ^^^1 1 ^^^H ^^^H ^^^Hi L^iu 1^1 ^H ^H LLs^ r »5T' ^Sg DPITt 1^:^71 i^B UT*i7\ ^^B P-- -',BM[^v-i «» mjjji RUETH Hlilib^ fill TVtbd Htt 1 III 10 20 30 40 50 eo 70 OO 90 MEASUKEMBNT OP OHILDEEN^S ACHIEVEMENTS 339 Ajrres grade norms. The full drawn lines indicate the scores of each oflthe several schools. All of the schools represented on the chart were chosen from Group "A." Both rate and quality scores are accu- rately determined. \ In the case of each school the striking increase of quality between graaes 3 and 4 stands out. The schools represented to the left of the chart indicate highly erratic grade advancements apparently due to the conflict between quality and rate of work. In the schools represented on the left of the chart most of the quality is achieved early and the almost perpendicular character of the curves between grades 4 and 6 in the case of the Hill and Cleveland schools and grades 4 to 7 in the Webster school indicate the attempt to recover rate while maintain- ing and slightly increasing the quality of work already achieved. In the case of the Galtier and Webster, there is a rather definite increase in quality between the 7th and 8th grades. One of the striking con- tracts of this figure is the difference between the seventh and eighth grade relation in the Galtier school and the relation between similar grades in the Hill school. In the former the eighth grade gains greatly in quality but none in rate ; in the latter the corresponding grade gains greatly in rate but none in quality. It is also interesting to compare the fourth and fifth grade relations in the Galtier with the similar relations in the Webster.. In no one of these schools is there the uniform advancement in rate and quality called for in the Ayres ~ curve. TABLE XIII. Handwriting. Median Scores in Rate and Quality foir St. Paul, Cleve- land and 12 Cities Tested by Starch. Ayres Stand- ards Are Also Given. Grades 8 Ayres Rate 31 44 55 64 71 76 79 Quality 38 42 46 50 54 58 62 St. Paul Rate 39 45 53 64 70 78 Quality 44 49 55 58 60 67 Cleveland Rate .] .. 62 69 ■73 78 Quality 45 48 50 55 Starch Rate . . ^ 57 65 75 83 Quality 43 47 53 ■57 340 REPORT OF SCHOOL SURVEY e. Range of Achievement. Both the rate and quality of handwriting range from school to school. In the 8th grade, the Phalen Park school scores lower in quality than the city median of the 6th grade. This low quality score is accompanied by low rate. In the same grade the Ericsson school scores the median rate and a quality of 78. Similariy, in the 5th grade, the Douglas, Crowley, Jefferson, Sheridan, Smith, Taylor, Van Buren and Whittier schools score as low or lower than the 4th grade median in quality, while the Jackson, Maxfield, Neill and Tilden 5A grades score better in quality than the 7A's. This variability in achievement is found not only among different schools, but ,also among the children within the same class in a single school. Table XIV shows for handwriting the condition which has already been noted in the case of spelling, namely, that children in the same grades possess very diverse attainments. This table represents for each of the grades tested the number of children who scored a partic- ular quality of work. The figures at the left represent the qualities on the Ayres scale. The heavy horizontal lines in the columns for the several grades represent the median score for the St. Paul schools for the respective grades. Reading from left to right at the bottom of the table it is seen that the children scoring 30 were distributed by grades as follows : 16 in the 3A class, 17 in the 4A, 13 in the 5A, 2 in the 6A, 1 in the 7A and 3 in the 8A. If the B grades had been measured each of them would almost certainly have contributed a number to this group. Reading the colurnns vertically, the distribution of attain- ments within each grade is seen. The 4A, 5A, 6A and 8A classes, each contain children capable of every quality of handwriting from 30 to 70 pn the scale. This wide range of achievements within the same class indicates a disttribution as great as in the case of spelling. It is not clear, how- ever, that such a distribution hampers teaching in the same way. By the nature of the subject it is possible in handwriting to each child in a group practice according to his particular level of ability. Devices for such practice here are somewhat easier than in spelling. The es- sential thing in instruction would seem to be to determine what the particular ability of each child is and to arrange his practice work so that he may practice on the particular functions in which he needs to ■ improve. One important help to the child in this direction would be the use of progressive standards of quality of work so that he may know when he passes in his practice from a particular achievement JXEASUEEMBNT OF CHILDEEN-'S ACHIEVEMENTS 341 wHich is satisfactory to the satisfactory achievement of a task that is more difficult. I While the arrangement of practice exercises for highly variable abilities within a group may be somewhat easier in handwriting than in other subjects the matter should be made the subject of detailed study. Such ranges of achievement as are shown in Tstble XIV seem hardly necessary in view of what we know of the individual differ- ences in 'the abilities of children. Adequate methods of instruction would doubtless secure a more uniform product. TABLE XIV. Handwriting, Showing the Numbers of Children in the Several Classes of One School Who Score the Several Quali- ties (Ayres) of Handwriting. Scale Values 3A 4A 5A 6A 7A 8A 90 80 70 60 50 11 40 , 18 30 16 20 4. Recommendations. Inasmuch as the St. Paul schools stand relatively high in the quality of handwriting produced, it would seem unnecessary to in- crease the amount of. time and attention which is already given to this subject However, three, possible lines of improvement suggest them- selves : a. Some schools should give particular attention to certain classes where the results show the work to be much below the possible achievements as evidenced by the results in other schools and by comparison with standard scores. In a few cases the majority of classes in a school building need this sort of attention. 1 1' 1 . . 6 3 19 20 10 9 19 13 23 12 8 19 19 19 12 9 17 12 2 1 3 342 KBPORT OF SCHOOL. SXJKVBY b. Many schools should make a better adjustment of the rate and quality of work. Clearly some schools are over-speeding and others are sacrificing rate in an effort after quality. Both are important aad neither should be neglected. c. Detailed study should be made of the causes' producing the widely variable achievements of children who have had the same school training. By individual attention many of the children whose work is highly deficient could be taught to write. . I V. READING— PRIMARY. 1. Introduction. The reading attainment of the. children in the St. Paul schools was measured in every grade from elementary first to the senior high school. In every case the classes beginning the second semester of their respective years were tested. Two types of tests were used, one for the range of visual vocabulary and the other for the understanding of sentences. Only in grades 3 to 8 were tests in both types given to the same children. For grades 1 and 3, only vocabulary tests were used. Only an understanding of sentences tests were used in the high schools. 2. The Tests. Two vocabulary tests were used to measure the reading in grades 1 and 2. One of these was composed of a group of words which chil- dren should recognize by sight. The other consisted of words con- taining phonograms by means of which the children could work out the pronounciation of the word even, though it was unfamiliar. In the case of both tests, the words were arranged according to their dififi- culty.2^ The sight words made a scale of six lines, each containing five words. The phonetic scale contained five lines of five words each. The following are the scales as used: ^^Haggerty, M. E., Scales for Reading Vocabulary of Primary Children. Elementary School Journal, Vol. XVIII, p. 106 flf. MEASUEEMENT OF CHIIlDEEN^S ACHIEVEMENTS 343 Sigl it Scale Phonetic Scale Line 50 Line 100 Line 50 Line 100 they sister would dig give dolly out sled two half bit sent ' help field that match be squirrel fox drive Line 60 Line 120 Line 60 Line 130 good wagon ring snag milk birthday cut slope please meadow time rang garden - pansy seed lace from elephant more care Line 80 Line 140 Line 80 there picnic duck ' three pigeon song , ' basket circus dance flour hurrah feel wolf pieces not In testing, these words were printed independently in primer type on cards which were handed to th.e children. a. Giving and Scoring. With this test 306 children in grades lA and 3A were measured within the first weeks after their mid-year promotion. Each pupil was tested individually with the entire range of both the phonetic and sight scales according to the following directions which were given to the examiner. All the tests were made by one person. 1. Each pupil is to be tested alone. 2. Hand the child the "pupil's card." 3. Ask him to pronounce each word, beginning at the top of the column. 344 REPORT OF SCHOOL SURVEY 4. Do not help the child in any way. Do not correct mistakes nor suggest ways of working out a word. Do not suggest that the child has seen the word before. Do not seem impa- tient if the child make an error. Allow a reasonable time for each word and if the child does not name the word correctly, ask him to try the next word. 5. Whenever the pupil fails to speak the word correctly, place on the class record card a zero opposite the word and in the column allotted to that pupil. The children tested comprise all of the lA and 2A classes in four schools situated in rather distant parts of the city and represent differ- ent sorts of school conditions. 3. Results. . In Tables XV, XVI, XVII and XVIII the scores of the 1st and 2nd grade classes are shown for the four schools. The figures under "values" indicate the scale values of the successive lines. The figures opposite the names of the schools indicate the percentage of children scoring correct for all of the words in each line. At the bottom of the table is shown the St. Paul average for the several lines and the me- dian scores for the children in 12 other cities. a. Comparison With Other Schools. As measured by the per cent of words known, the St. Paul chil- dren in the 1st grade are distinctly poorer than the children with a similar amount of training in other cities. 54 per cent of the children in the St. Paul schools knew all the words of line 50 as compared with 83 per cefit of the children in the 12 other schools. Similarly the St. Paul median for line 60 is 47 as compared with 79 for other schools. In no case in either the sight or the phonetic test do the St. Paul chil- dren equal the children from other cities. In the case of thephonetic test the inferiority of the St. Paul scores is even greater than in the case of the sight words. In the 2B grade, the same general relation holds, whereas 96 per cent of all the second grade children reported from other schools know the words of line 50 in the sight test, but 89 in a 100 of the St. Paul children know these same words, and whereas 95 in 100 of the outside children know the words of line 50 in the phonetic test, but 83 per cent of the St. Paul children recognize these words. In the results for MEASUEEMENT Or OHILDEEN^S AOHIEVkMENTS 345 neither grade, therefore, is there ground for satisfaction with the work in the St. Paul schools. TABLE XV. Reading, Visual Vocabulary, Sight Scale, lA Grade, Per Cent of Cor- rect Responses in Each Line of Each Scale. Schools 33. Madison 31. McClellan ... 26. Jefferson ...' 54 S3. Hill All 13 other cities. . . . No. of Values Pupils 50 60 80 100 120 140 38 47.3 47.3 34.9 36.9 32.6 11.8 36 53.3 43.9 33.9 40.0 17.3 6.0 54 49.3 47.0 30.0 36.7 21.9 5.2 60^ 67.3 51.0 35.0 37.0 24.0 3.0 178 54.3 47.3 33.5 37.7 21.5 6.5 83.6 79.4 65.9 53.3 40.6 28.2 TABLE XVI. Reading, Visual Vocabulary, Phonetic Scale, lA Grade, Per Cent of Correct Responses in Each Line of Each Scale. ) 140 No. of , Values Schools Pupils '50 60 80 100 120 33. Mad'ison . . . . 38 44.3 23.1 23.3 15.8 11.6 31. McClellan ... ... 36 44.4 17.3 25.0 11.7 10.6 26. Jefferson .. . . 54 44.8 13.0 16.3 3.6 1.6 22. Hill 60 53.3 47.9 25.0 19.6 31.0 23.9 28.0 14.5 4.7 All . . . 178 7.1 12 other cities. . . . • . . • . . 73.9 78.5 61.9 55.3 40.5 346 KEPORT OF SfcHOOIi SURVEY TABLE XVII. Reading, Visual Vocabulary, Sight Scale, IIA Grade. Per Cent of Correct Responses in Each Line of Each Scale. Schools 33. Madison 31. McClellan ... 26. Jefferson ....... 35 22. Hill All 12 other cities. . . . No. of Values Pupils 50 60 80 100 120 140 34 84.0 90.0 74.7 63.5 55.9 29.S 29 87.6 83.5 68.3 60.0 46.3 17.9 35 92.0 84.0 66.9 63.5 34.3 25.2 30 93.9 91.3 75.3 78.0 59.9 26.7 128 89'.4 87.2 71.3 66.3 49.1 24.8 96.7 95.3 92.2 91.6 82.9 64.1 TABLE XVIII. Reading, Visual Vocabulary, Phonetic Scale, IIA Grade. Per Cent of Correct Responses in Each Line of Elach Scale. Schools 33. Madison 31. McClellan ... 26. Jefferson 35 22. Hill All 12 other cities. . . . No. of Values Pupils 50 60 80 100 120 34 85.3 75.9 76.5 58.8 50.6 29 80.0 67.6 66.9 53.1 42.1 35 85.8 68.0 63.5 41.7 21.8 30 84.0 80.7 74.0 60.0 46.0 128 83.8 73.1 70.2 53.4 41.4 140 95.7 96.6 94.5 92.2 79.0 b. Range Among St. Paul Schools: It is true that there is considerable range of quality among the four St. Paul schools measured and it is altogether probable that if a larger number of schools had been tested the variations would have been greater than those shown in this table. But even the best St. Paul scores for grade 1 for any line fall short of the scores from the outside cities by as much as 16 per cent. In the same line, the poorer St. Paul score is 37 per cent below the score of the other schools. The MEASUREMENT OF OHILDEEN^S ACHIEVEMENTS 347 difference in the case of the 3nd grade is not so great. In one case the best St. Paul score for line 50 is within 3 per cent of the outside me- dian. In all other cases, however, the difference is very much greater. If the St. Paul scores are compared with the highest reported by the outside schools the difference is greater than appears in this table. One school reports the children as able to recognize practically every word in both of these tests by the end of their first semester in school and another single school reports scores very much better than any listed in Tables XV and XVI. c. Fairness of the Tests. It may be argued against this test that these are particularly diffi- cult words. The answer to this is that all of them occur in primers ^^ and, therefore, should be familiar to children very early in their school life. Again it may be urged that children would recognize many of these words in context while they do not know them when presented in the isolated form shown on the test card. There can be little doubt that children are able to name many words from the context in which they occur. It should be remembered, however, that the words were presented to the children in St. Paul in the sanie way in which they were presented to children in other schools. It would be reasonable to expect that the test would be as fair for one-group of children as for another. 4. Conclusion. There seems to be; therefore, no escape from the general conclu- sion that the teaching of reading in the first and second_ grades of the St. Paul schools does not secure as good results as might fairly be ex- pected. From the data at hand it is not possible to indicate the cause of this deficient work, or to point out specific means of improvement. Clearly the situation should be investigated further. ^^ Jones, Robinson G., Standard Vocabulary, Fourteenth Year- book of the National Society for the Study of Education, Part I, 1915. 348 REPORT OF SCHOOL SURVEY VI. READING IN INTERMEDIATE AND GRAMMAR GRADES. 1. The Classes Tested. In grade 3 to 8, two, reading tests were given to 3,330 children in 34 schools. The "A" divisions of each grade were tested. The schools were considered representative of practically all the school conditions in the city. 2. The Tests. a. Understanding of Sentences. The Thorndike scale Alpha 3 ^ was one of the tests used with the pupils of these grades. In this scale, which is a test for the under- standing of sentences, a number of paragraphs are presented with questions which can be answered from a reading of the paragraphs. Some of the paragraphs with their questions are relatively easy prob- lems for 3rd grade children. The majority of 8th grade children are unable to read others and answer the questions based on them. In the scale the paragraphs are arranged in the order of their difficulty. In taking the test, a pupil begins at the easy end of the scale and reads and answers th6 questions, taking the paragraphs in the order of their arrangement and reading as far on the scale as he is able. The para- graphs and questions of this scale follow: ^ Thorndike, Edward L., "Improved Scale for Measuring Ability in Reading." Teachers' College Record, Volume 16, No. 5, 1915. ^Thorndike, E. L,., Improved Scale for Measuring Ability in Reading. Teachers' College Record, No. 5, 1916. MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 349 b. Scale Alpha 2. SET I. DIFFICULTY 4 (approximately). Read this and then write the answers. Read it again if you need to. John had two brothers who were both tall. Their names were Will and Fred. John's sister, who was short, was named Mary. John liked Fred better than either of the others. All of these children ex- cept Will had red hair. He had brown hair. 1. Was John's sister tall or short? ' 2. How many brothers had John? 3. What was his sister's name ? SET II. DIFFICULTY 5.25. Read this and then write the answers. Read it again if you need to. Long after the sun had set, Tom was still waiting for Jim and Dick to come. "If they do not come before nine o'clock," he said to himself, "I will go on to Boston alone." At half past eight they came, bringing two other boys with them. Tom was very glad to see them and gave each of them one of the apples he had kept. They ate these and he ate one, too. Then all went on down the road. 1. When did Jim and Dick come ? 2. What did they do after eating the apples? ^ . 3. Who else came besides Jim and Dick? 4. How long did Tom say he would wait for them? SET III. DIFFICULTY 6. Read this and then w^rite the answers. Read it again if you need to. It may seem at first thought that every boy and girl who goes to school ought to do all the work that the teacher wishes done. But sometimes other duties prevent even the best boy or girl from doing 350 REPORT OF SCHOOL SURVEY SO. If a boy's or girl's father died and he had to work afternoons and evenings to earn money to help his mother, such might be the case. A good girl might let her lessons go undone in order to help her mother by taking care of the baby. 1. What are some conditions that might make even the best boy leave school work unfinished ? s 2. What might a boy do in the evenings to help his family? 3. How could a girl be of use to her mother? 4. Look at these words: idle, tribe, inch, it, ice, ivy, tide, true, tip, top, tit, tat, toe. ' I Cross out every one of them that has an i and has not any t (T) in it. Read this and then write the answers to 5, 6 and 7. Read it again if you need to. Nearly fifteen thousand of the city's workers joined in the parade on September seventh, and passed before two hundred thousand cheer- ing spectators. There were workers of both sexes in the parade, though the men far out-numbered the women. 5. What is said about the number of persons who marched in the parade ? 6. What did the people who looked at the parade do when it passed by? : 7. How many people saw the parade ? SET IV. DIFFICULTY 7. Read this and then write the answers to 1, 2, 3 and 4. Read it again if you need to. You need a coal range in winter for kitchen warmth and for con- tinuous hot-water supply, but in summer when you want a cool MEASUREMENT OF CHILBKEN'S ACHIEVEMENTS 351 kitchen and less hot water, a gas range is better. The xyz ovens are safe. In the end-ovens there is an extra set of burners for broiling. 1. What effect has the use of a gas range instead of a coal range upon the temperature of the kitchen? 2. For what purpose is the ejitra set of burners? 3. In what part of the stove are they situated? 4. During what season of the year is a gas range preferable ? Read this then write the answers to 5, 6 and 7. Read it again if you need to. Hay-fever is a very painful, though not a dangerous, disease. It is like a very severe cold in the head, except that it lasts much longer. The nose runs ; the eyes are sore ; the person sneezes ; he feels unable to think or work. Sometimes he has great difficulty in breathing. Hay- fever is not caused by hay, but by the pollen from certain weeds and flowers. Only a small number of people get this disease, perhaps one person in fifty. Most of those who do get it, can avoid it by going to live in certain places during the summer and fall. Almost every one can find some place where he does not suffer from hay fever. 5. What is the cause of hay-fever ? 6. How large a percentage of people get hay-fever? 7. . During what seasons of the year would a person have the disease described in the paragraph ? SET V. DIFFICULTY 8. Read this and then write the answers. Read it again if you need to. It may seem at first thought that every boy and girl who goes to school ought to do all the work that the teacher wishes done. But sometimes other duties prevent even the best boy or girl from doing so. If a boy's or girl's father died and he had to work afternoons and 353 REPORT -OF SCHOOL SURVEY evenings to earn money to help his mother, such might be the case. A good girl might let her lessons go undone in order to help her mother by taking care of the baby. 1. What is it that might seem at first thought to be true, but really is false ? 2. What might be the effect of his father's death upon the way a boy spent his time? , 3. Who is mentioned in the paragraph as the person who desires to have all lessons completely done? 4. In these two lines draw a line under every 5 that comes just after a 3,, unless the 2 comes just after a 9. If that is the case, draw a line under the next. figure after the 5 : 536254174357654935386125 47352392584792 5 61257485 6 Read this and then write the answers to 5, 6, 7 and 8. Read it again if you need to. In Franklin, attendance upon school is required of every child be- tween the ages of seven and fourteen on every day when school is in session unless the child is so ill as to be unable to go to school, or some person in his house is ill with a contagious disease, or the roads are impassable. 5. What is the general topic of the paragraph? .•. . 6. How many causes are state^d which make absence excusable? 7. What kind of illness may permit a boy to stay away from school, even though he is not sick himself? 8. What condition in a pupil would justify his non-attendance ? MEASUREMENT OF CHILDREN-'S ACHIEVEMENTS 353 SET VI. DIFFICULTY 8 3/3. Read this and then write the answers to 1, 2, 3 and 4. Read it again if you need to. We often think of a rich man as one who has much money, as if money and weaUh meant the same thing. However, money is only one sort of wealth and some money is not exactly wealth. A twenty dollar bill, for example, is only someone's promise to pay so much gold. Wealth means land, houses, food, clothes, jewels, tools, gold, silver, coal, iron, — anything that a man can have that satisfies some want. Money means something which a person can exchange for any one of many sorts of wealth. The main value of any piece of wealth, such as a barrel of flour, a house, or a cow is the direct use you can make of it. The value it has by reason of what you can exchange it for is of less importance. The main value of any piece of money, such as a silver dollar, a ten-dollar bill, or a nickel, is not any direct use you can make of it. Its main value is by reason of what you can exchange it for. 1. In what does the main value of wealth lie, according to the para- graph ? 2. In what does the main value of money lie, according to the para- graph ? 3. Name something that is money, but is not exactly wealth 4. What do you suppose is the thing which is defined by business men as "a medium of exchange" ? SET VII. DIFFICULTY 9. Read these paragraphs and then write the answers to questions h, 2, 3, 4 and 5. Read the pairagraphs again if you need to. The most serious objection against the government ownership of railways is connected with the question of rates. Every change in rates means a change in the relative advantages of one part of the country as compared with another part of the country. 354 REPORT OF SCHOOL SURVEY Under national ownership and management of tiie railways there would be a continual struggle of section with section for advantageous rates, and unless the rate problem could be worked out in some simple, easily comprehended way which would commend itself to the public at -large, this struggle of section with section could scarcely fail to prove disastrous. Perhaps the greatest single danger in the private ownership of railways is that it tends first to form classes, and then to array class against class. It forms classes in the very nature of the case. First we have the classes in the railway service. About one per cent of those engaged in the service are officers and the rest employees, and the contrasts among these employees in remuneration and in condi- tions of employment are vast, and, whether they ought to do so or not, do have a tendency to cultivate bitterness and class division. There is still another way in which the private ownership of rail- ways tends to class formation, and that is through the favoritism shown to individuals in the community, which is largely responsible for the bad features of the trust movement. Ipverywhere throughout the United States we can, find manufacturers and shippers who have been favored, and if there are any favored it is necessarily at the ex- pense of others. We have favored classes, and this tends to promote class formation and to incite one class to hate another. 1. What is stated as the cause that would produce sectionalism?. . . . 2. Under the present condition of ownership of railways, in what ways does class formation occur ? 3. Which is the supposedly favored class in the railway service? 4. What is stated to have been a main cause of 'the undesirable re- sults of the replacement of many small manufacturing and selling concerns by a few large ones? , 5. By what means, according to the paragraph, might disaster from sectionalism under public ownership be avoided? MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 355 c. Visual Vocabulary. The second test for the intermediate and grammar grades was a visual vocabulary scale.^* The words for this scale were standardised on the basis of results from 10,000 children in 20 school systems in cities .ranging in population from 3,000 to 30,000. The scale as used presents ten lines of difficulty. Each line contains 5 words. The words of any single line are of the same degree of difficulty for the children in the 30 cities previously mentioned. By the same degree of difficulty is meant that the same percentage of children were able to recognize all of the words in any single line and to indicate the class of objects or ideas each, represented. The task wfiich the children were asked to perform in connection with this list of words was very simple. Directions were given asking them to write a symbol (letter or figure) indicating the class to which each of the words belonged. In giving the test the children were simply asked to follow the direc- tions printed with the words. Following is the list of directions and the vocabulary scale. d. II. Scale R3. ' At the right of this page is a group of words. Look at each word. Think what it means and write the letter C under every word that means a color. Then look at each word again and write the letter S under every word that has something to do with the sea or ships. Then look ^t each word again and write the letter N under every word that means number. Then look at each word again and write the letter T under every word about time, like now, w^hen, late, never. Then look at each word again and write the letter P under every word about place or position, like in or out. Then look at each word again and write the letters Ch under every word that means something about church or religion. Then look at -each word again and write the letter H under every word that means something found in a house. ^^ Haggerty, M. E. "Ability to Read, Its Measureemnt and Some Conditions Determining It." Indiana University Bulletin, 1917. 356 REPORT OF SCHOOL. SURVEY Then look at each word again and write the letter W under every word that means something to wear. Then look at each word again and write the letter G under every word that means something about government or courts. Then look at each word again and write the letter R under every word that means something about a railroad. Then look at each word again and write the letters CI under every word that names a kind of material out of vi^hich clothes are made. Then look at each word again and write the letters Bi under every word that means a bird. Then look at each word again and write the letters Ft under every word that means something a boy can do with his feet and legs. Then look at each word again and write the figure 4 under every word that means a four-legged animal, like cat, or dog, or horse. Then look at each word again and write the letters^ Hd under every word that means something a boy can do with his arms and hands. 5. hat 15. stove 25. pigeon 35. within 45. double 55. keel dog reach walk clock brown sparrow dress gray over ■ hood gingham sweater corduroy waddle tapir opposite wade engineer dozen evening prosecutor inside tawny instant 65. cheviot eternal protestantism chaplain perpendicular Look through each line of words and see that you have put the correct mark under every word that you know. e. Limited Character of Tests. It is not presumed that the tests- used in this survey cover in any adequate way the entire range of such factors. Two things have been singled out as important elements to measure. It is clear that a mas- tery of words is one of the essentials for reading achievement. A knowledge of words is to some degree eqjiivalent to a knowledge of MEASUBEMEINT OF CHILDRBN-'S ACHIEVEMENTS 357 ideas and a satisfactory measure of a student's vocabulary is a fair criterion of his power to comprehend discourse. It is equally clear that the understanding of sentences, the power to interpret from the visual symbols the meaning of the writer, is equally important. What- ever other reading attainments may be unmeasured by these scales there can be no doubt that the functions which they test are of funda- mental importance. In the form in which the tests were administered in this survey only the maximum power of achievement is tested. The question constantly before the surveyors has been how difficult a read- ing task can the children of the St. Paul schools perform ? It would be highly desirable to know also the rate of such performance because a child who performs a difficult task in ten minutes is a more capable' individual than one who performs the same task in 20 minutes and a class that makes a median score of 7 in the understanding of sentence test in 13 minutes is more efficient than one which performs the same task in 18 minutes. The fact that certain reading functions have been ignored in mak- ing these tests should not be construed to mean that the committee feels them to be unimportant or that they should be neglected by the teachers. f. Method of Testing. All the reading tests for the intermediate and upper grades were given by members of the Survey Staff, who in conferences, had been previously instructed as to methods" of procedure. On one day the visual vocabulary test was given and the understanding of sentences was given at another time. J. Prellminnry Test. Preliminary to the actual testing each grade was instructed what to do by means of a preliminary test. This preliminary test was made up after the fashion of the real test to follow. The children were given sufficient time in which to perform this preliminary work, after which the work of each child was inspected to be sure that his method was correct. The pupils were allowed to ask questions at this stage of the test and every caution was observed in order that the children might not be unfairly measured in the real test. 358 REPORT OF SCHOOL SURVEY 3. The Real Test, In taking the real test the children were allowed ample time in which to do as much of the test as they were able to perform. As a matter of fact most of the children finished their work sometime be- fore the papers were collected. The idea in the test was not so much to measure the rate at which the pupils worked as to measure the maximum achievement of each pupil under the most favorable condi- tions. g. Scoring. Immediately following the testing, the papers of all the pupils were gathered together by classes, grades and 'buildings and brought to the office of the Survey Committee. The scoring of all the tests was performed by members of the Survey Staff or by clerks em- ployed for that purpose. The scoring of the vocabulary test was relatively easy inasmuch as the range of possible answers was lim- ited. The scale Alpha tests were scored in accordance with Thorndike's key,^^ only such answers being accepted as correct as are found in his published statement. The work of' various scorers was checked at frequent intervals in order to be sure that the scoring was carried out in a uniform manner. On the basis of results for individual children all the scores shown in the following tables were computed. 3. Results. a. Understanding of Sentences. The results for the understanding of sentences test for 23 schools,' half-grades 3A to 8A, are shown in Tabfe XIX. At the bottom of the table are shown the St. Paul medians for the several half-grades and the Thorndike standards for grades 4 to 8 inclusive. ^Thorndike, Edward L. "Improved Scale for Measuring Ability in Reading." Teachers College Record, Volume 16, No. 5, 1915. MEASUBEMENT OF CHILDREN'S ACHIEVEMENTS 359 Comparison of the St. Paul medians with the Thorndike stand- ards indicates that in general the St. Paul schools read somewhat bet- ter than the average of schools in general. In all half-grades except one, the St. Paul medians are above standard. The superiority of the St. Paul schools is strikingly evident in the case of the McClellan, Madison, Hill and BVanklin eighth grades ; the Murray and Madison seventh grades ; the Webster, Madison, Irving and Gorman sixth grades ; the McClellan, Madison and Longfellow fifth grades ; and the McClellan, Hendricks and Galtier fourth grades. Inasmuch as Thorn- dike offers no standards for the third grade it is impossible to know how much above, if any, the St. Paul schools stand. Some schools stand high not in one grade merely but in a number. The Sibley, Neill, Irving, Hill and Franklin schools are conspicuous for good read- ing work throughout the school. 360 REPORT OF SCHOOL SURVEY TABLE XIX. READING: UNDERSTANDING OF SENTENCES. Grades 3 to 8. Scores for the Several Classes in AH, Schools Tested. Also St. Paul Scdres and Thorndike Standards.^^ Figures Show Scale Values. School Scores Grade 3A 4A 5A 6A 7A 8A 1. Adams 5.38 5.72 5.62 7.39 3. Baker 4.66 5.74 5.33 6.18 6.49 6.39 4. Cleveland . 5.16 5.87 5.46 6.14 7.17 7.36 8. Douglas ■. 5.34 5.71 5.67 6.81 7.10 7.84 10. Ericsson .5.33 5.61 5.50 6.40 6.34 6.58 12. Franklin 5.88 5.64 6.30 6.93 7.45 8.10 13. Galtier 5.09 6.02 6.02 6.12 7.25 7.52 16. Gorman.^ 4.75 5.56 .... 7.91 7.46 7.43 18. Hancock 5.14 5.42 5.91 >7.36 7.17 7.30 21. Hendricks 5.12 6.56 5.49 6.68 7.13 22. Hill 5.47 5.40 6.18 8.01 24. Irving 5.64 5.73 6.17 7.34 7.73 7.96 36. Jefferson 5.15 5.85 5.83 6.68 7.00 7.67 28. Lincoln 4.95 5.35 5.65 6.69 7.11 7.42 30. Longfellow 5.50 5.35 6.27 7.03 7.48 7.60 33. Madison 5.32 6.24 6.62 7.83 8.19 8.52 31. McClellan "5.00 6.52 6.40 6.54 7.30 8.60 33. McKinley 5.40 5.44 5.66 6.62 6.83 7.86 38. Murray 5.00 5.48 5.58 6.63 8.07 7.78 39. Neill 5.37 5.28 5.51 6.63 42. Ramsey 4.92 5.31 7.17 7.75 46. Sibley 5.47 5.35 5.27 6.29 ,6.39 52. Webster 5.03 5.25 5.53 7.01 7.00 7.68 St. Paul scores 5.19 5.57 5.72 6.71 7.17 7.75 Thorndike Standards 5.25 5.75 6.50 7.00 7.50 MEASUREMENT OF CHILDEEN^S ACHIEVEMENTS 361 FIG. 10. Reading, Understanding of Sentences, A division, grades 3 to 8. Heavy full drawn line shows Thorndike standard scores for each grade. Heavy broken line indicates St. Paul city scores for each half- grade. Broken lines enclosing figures show scores for individual schools. Figures correspond to those given in Table I. Figures on ordinate show values of Thorndike scale. Figures across top indicate grades. 3A 4/i 5A eA TA eA J3- -31- -33- -12- -33-1^^4- — 24 _,-rj?£.— •=ir^ i=i& -13- Jfc =V«: j a at 2U -JJ- -13- 33 3 J SSBS^SS^ XO -■16 — *=i73- "f-^Jo — 10- —3- 24 —J6 -J — i6 — — ■i-=-^« — -2*-3^t^a_ «^ 362 .REPORT OF SCHOOL SURVEY b. Explanation of Figure 10. The data of Table XIX are translated into visual form in Figure 10. In this figure, the heavy dotted lines represent the St. Paul city scores ; the heavy full drawn line shows the Thorndike standards. The several schools are shown by their numbers placed in broken lines showing their positions on the gcale. The figures on the ordinates are the scale values. There is apparent a regular grade advancement from left to right. To interpret this, it is necessary to keep in mind that between each two contiguous grade sections in the figure there is an intermediate grade not shown. Presumably these intermediate grades would, if present, stand midway between the grade scores here represented. One may get a vivid impression of the grade advancement by half closing the eyes and looking at the entire figure. There will appear a ' gray diagonal band about an inch wide from the lower left hand cor- ner to the upper right hand corner of the figure. This pictures the general trend in reading attainment in the St. Paul schools. As measured by the units on the scale the grade advancement is not great, not to exceed in any case one scale step in Scale Alpha 2, less than half in some cases. c. Visual Vocabulary. The range of vocabulary in the intermediate, and grammar grades in St. Paul is represented in Table XX. The scores in this table repre- sent the Scale values of the lines of the test. The table should be read across the page from left to right as follows : In the Adams school, the 3A grade scored 0; the 4th grade, value 18.9 j the 5th grade, 16.9; the 6th grade, 21.9 and so on. At the bottom of this table are given the median scores for the city as a whole. The median scores show that as the children in the St. Paul schools are promoted from the lower to the higher grades the range of vocabulary is regularly in- creased. A comparison with results from cities outside St. Paul shows that the increase is fairly normal, reaching, in the 8th grade, a score somewhat better than the median for other cities. MEASUREMENT OF CHILDEEN^S ACHIEVEMENTS 363 TABLE XX. Reading, Visual Vocabulary ; Grades 3 to 8. Scores Are the Line Val- ues of the Vocabulary Scale. Higher Scores Mean Greater Range of Vocabulary. Figures Show Scale Values. School Grade 3A 1. Adams 0.0 2. Ames 15.0 3. 'Baker 5.0 4. Cleveland 9.7 8. Douglas 14.8 10. Ericsson 23.7 11. Franklin 13. Galtier 16.4 16. Gorman 5.0 18. Hancock 16.2 21. , Hendricks ...'.... 4.7 22. Hill 16.3 24. Irving 17.7 28. Ivincoln 1.9 30. Longfellow 4.2 31. McClellan 3.2 32. McKinley 19.0 33. Madison 4.1 38. Murray 16.8 39. Neill 21.8 42. Ramsey 3.6 46. Sibley 6.4 52. Webster 5.3 53. Whittier 24.4 St. Paul scores 10.0 Scores 4A 5A 6A 7A 8A 18.9 16.9 21.9 22.9 32.5 16.5 23.1 35.2 44.6 58.1 13.7 21.9 33.4 37.3 45.7 31.1 13.7 30.0 35.8 ,52.4 28.5 26.4 15.1 23.3 32.1 25.2 33.5 35.0 52.1 45.2 17.0 29.5 23.9 41.4 43.9 23.4 18.0 18.1 29.3 30.0 14.3 22.2 38.7 .... 37.6 12.8 32.2 42.2 45.2 17.4 15.5 20.1 20.1 17.3 23.8 45.2 45.2 54.5 35.0 24.5 37.9 42.9 51.3 21.0 29.4 33.9 45.0 45.0 371 35.5 41.2 42.1 54.4 14.4 25.4 32.5 37.5 57.9 34.4 33.7 34.3 41.8 .... 27.1 20.4 38.4 33.9 46.5 37.7 25.6 43.5 55.9 52.1 37.0 23.8 35.5 57.1 18.8 33.3 47.7 15.0 25.5 35.9 41.5 43.8 34.2 23.1 28.6 43.8 53.7 24.2 24.5 35.0 33.5 33.9 21.7 24.0 34.1 40.6 49.2 364 REPORT OF SCHOOL SURVEY FIG. 11. Reading, Visual Vocabulary. Grades 3 to 8. Figul-es on ordi-- nate indicate scale values. Grades are arranged from left to right. Heavy full drawn line indicates median for each grade in the city. Thin broken line shows scores for individual schools. Numbers indi- cate schools as in Table I. ^ JA 4A 5A eA 7A SA MEASUREMENT OF CHILDEBN-'S ACHIEVEMENTS 365 d. Interpretation of Figure 11. The wide distribution of ability in vocabulary is indicated in Fig. 11. In no other test do the schools distribute more widely than here. In the 3A grade, the median for the city falls at 10 and the schools apparently make two groups, one distinctly above the median, and one group distinctly below. This median is apparently brought down by the large number of schools who score very low. The 4A grade has no classes falling so low as the 3A median, although many 3A classes equal the attainment of the lowest 4A classes. Some of the 4A classes stand very high, not only reaching above the median of 5A, but well up toward the median of 7A. In the 7th grade there are classes scor- ing as low as the median of the 4A group and others scoring almost as high as the best classes in the 8th grade. Interestingly enough, the 7th grade in the Murray school, No. 38, scores slightly better than the. 8th grade class in that school. Again, as in previous tests, one sees schools which stand relatively high for practically all grades. School ^39 is one of these. Similarly, school 31 scores below, rising above the median but twice, In the 8th grade, however, it stands higher than any other grade but one among all those measured. That vocabulary attainment increases from grade to grade is ap- parent from the upward Steps from left to right of the median marks and of the general bulk of the schools. In the wide distributions of attainment in each of the grades, however, one sees the natural results in the learning of a skill which requires relatively few repetitions. e. Comparison Second and Third Grades. It is interesting to compare the reading attainments of the third grade with the results secured from the vocabulary test in the 1st and 2nd grades.^^ By the latter test, the second grade classes seem less capable than are children of similar school experience in other cities. By contrast the St. Paul 3rd grade is superior to 20 other cities in vocabulary. While no third grade, norm is available in the under- standing of sentences test, a comparison of the third with the fourth grade scores makes it evident that here also the third grade ranks up well. It would seem that while the St. Paul pupils are slow in start- ing, they quickly recover their handicap and forge ahead. ^ See page 344. 366 REPORT OF SCHOOL SURVEY f. Range of Achievement. In the understanding of sentences, as in the case of the spelHng and arithmetic, there is a wide variation among classes with the same grade designation. In the case of the 5A grade there is one school which scores as low as the Thorndik,e standard for the 4th grade and much lower than the median 4th grade class in St. Paul. There are other schools in which the 5th grade score is almost as high as the Thorndike standard for the 6th grade. Similarly in the 7th grade there are schools which are lower than the Thorndike standard for the 6th grade and very much lower than the St. Paul median for that grade, while there are other schools which are considerably higher than the Thorndike standard for the 8th grade and somewhat higher than the St. Paul score for the 8th grade. In vocabulary, as in the understanding of sentences, there are wide ranges of accomplishment. The Adams, Douglas, Galtier, and Whittier 8th grades score lower than the 6th grade median for tho city, while the Neill, McClellan, Longfellow, Hill and Ames score much higher than the city median for the 8th grade. In the 6th grade, the Hendricks, Galtier, Douglas and Adams school score lower than the 5th grade median, while the Murray and Hill 6th grades score well up toward the 8th grade quality. It may seem that the vocabulary scores represent the results of incidental education as contrasted with school instruction to a greater degree than do other tests. Wide range of vocabulary is one of the results of wide experience in reading. It naturally follows, that chil- dren from those homes in which there are many books and papers and where the children are encouraged to read from the public library have a greater stimulus to learning words than do children under less favorable conditions. It might, therefore, be expected that the school situated in the more favored parts of the city would rank highest in these tests. How much of the superiority of certain schools may be fairly ci edited to such supplemental causes is not easy of determination, pos- sibly less than will at first be imagined. An inspection of the test shows that the wo/ds in lines where most of the grade scores fall are relatively common words. The unusual words with which the chil- dren come in contact only through extensive reading are found in the' upper lines and these lines play little or no part in determining the scores for any of the grades excepting the 8th. Such words as "double," "corduroy," "waddle," "prosecutor" and "inside" are words MBASUEEMENT OF CHILDREN'S ACHIEVEMBNTO 367 with which children of any of the upper grades should be familiar. The words making the lower lines of the scale should be even more familiar than these. The fact that the children do or do not know these words may, therefore, be credited to the effect of their school experience to a greater degree than it might at first seem. g. Varying Attainments Within Single Classes. In reading attainments, St. Paul school children of the same grade designation are very widely distributed. Tables XXI anc^ XXII show the distribution of the several classes of one school. Table XXI represents the understanding of sentences ; Table XXII, the visual vo- , cabulary. In the former test there is not a class but that distributes over at least four steps on the Alpha 2 scale. The significance of this appears from the fact that the inter-grade steps for the city are in no case more than one-half scale unit. In other words each class is dis- tributed over a range equivalent to at Ipast eight times the distance between any two grades. Both values 6 and 7 are achieved by some children in every class from 3 to 8 inclusive. Value 7 is exactly 7th grade norm. The 7th grade class, if it were to contain children of approximately equal reading attainment should be made up by group- ing the children represented horizontally to the right from point 7 on the scale. There are 53 of these iridividuals distributed through the grade as follows : Grade 8 has 12 ; grade 7, 14; grade 6, 9 ; grade 5, 7 ; grade 4, 3 ; grade 3, 8. In the range of vocabulary, the distribution is even greater than that shown in the understanding of sentences. Grade, 5 contains chil- dren of every attainment from value 5 at the bottom of the scale to value 65 at the other end. These extremes, as will be seen by com- parison with the grade scores, exceed the St. Paul scores for the two extreme grades. Children pf the 6th grade achievement, as measured by the median of the city, are found in this school distributed as fol- lows: grade 8, 11; grade 7, 3; grade 6, 5 ; grade 5, 19 ; grade 4, 37 ; grade 3, 20. \^II VI V IV III 1 1 2 2 14 9 7 3 8 14 10 21 8 10 13 23 12 1 7 2 1 368 REPORT OF SCHOOL SURVEY TABLE XXI. Reading : Understanding of Sentences. Distribution of All Children Tested in One School in Terms of Scale Values, Grades Scale Values VIII 9 8 2/3 1 8 9 7 12 6 11 5M 4 Below 4 Thorndike standard 7.5 7 6.5 5.75 5.75 TABLE XXII. Reading: Visual Vocabulary. Distribution of All Children Tested in One School in Terms of Scale Values. Grades Scale Values 65 55 45 35 25 15 5 0-4 Total 34 30 22 42 43 39 Median for City 49.2 40.6 34.1 24.0 21.7 10 VIII VII VI V IV III 6 6 1 2 11 9 4 1 6 9 9 5 11 3 5 19 27 20 2 1 9 6 10 1 2 5 10 6 1 1 s MEASUREMENT OF CHIUDREN-'S ACHIEVEMENTS 369 h. Overlapping. The wide range of reading attainments in each grade produces very great overlapping. One may get a vivid impression of the amount of this which exists by looking at Figures 10 and 11. If one were to cut from either of these figures a horizontal section one inch wide he would get classes from several grades, — in some cases from four or more. The number would be doubled if the intermediate grades were shown. These are the classes of similar attainments though not of the same school gradation. If one observes the range of perform- ance shown, within any vertical section of the figures he will under- stand that a grade designation may mean the most widely different things in different cases. Thus, a 5A class in St. Paul may mean any- thing in attainment from the median of the 3A to the median of the 6A grade. It is only fair to say that this sort of overlapping of attainments is not peculiar to the schools of St. Paul. Similar conditions have been shown by every reading test given to a large number of schools. The wide prevalence of the condition, however, does not justify it nor ren- der it a less serious matter for the St. Paul schools. There may be little need for concern for the schools which score high, but no intelli- gent parent would willingly commit his child to a school whose nor- mal attainments are several grade intervals below the average achieve- ments of similar grades in the city. Nor can the city of St. Paul, its teachers, its school administrators, or its citizens accept this condition as a final product of its schools. 4. How Well Should Children Read? ^ The desirable standard of reading achievement for any level of grade advancement is determined by two considerations : First, how difficult is the printed material which a child must read in the pursuit of ideas adapted to his level of comprehension? Or more concretely, how difficult is the reading matter in his text in geography, history, a;nd mathematics ? A pupil should have attainments such that he can master these texts without too great an effort upon the mere problem 2'^ It should be understood that by reading is not meant oral read- ing. 370 REPORT OF SCHOOL SURVEY \ of reading. Second, a pupif's attainments at any stage of school prog- ress should prepare him for proper advancement to the efficiencies of the later school years. At the sixth grade he should read sufficiently well that progress to seventh grade standard will be made in one year of normal efforts It is not possible at present to apply the two criteria here men- tioned to the results of reading in the St. Paul schools fqr the simple' reason that neither of them has been given adequate objective deter- mination. Students of education have not yet given us in measured terms the absolute degrees of reading power which a pupil should achieve at the several levels of his school progress through the inter- mediate and upper grades. Neither have they determined for us in definite terms the reading difficulty of school text books. These two criteria, therefore, while expressing the theoretical desiderata for de- termining the adequacy of reading attainment, cannot be directly applied. 5. Do the St. Paul Children Read Well Enough? • The evidence from the tests in the intermediate and grammar grades indicates that the reading work in St. Paul is somewhat more efficient than the work for corresponding grades in other cities of the country. Whether this is cause for final satisfaction depends, how- ever, upon the question whether these children read sufficiently well as determined by the two criteria previously mentioned. While no measured statement can be made in regard to this, some comparisons may be illuminating. The following passages are taken from text books in arithmetic, history and geogrp.phy, intended for use in the upper grammar grades. "When the sun's rays are vertical at any point on a meridian, it is noon at all places on that meridian that are then lighted by the sun. Since the earth turns from west to east, the sun appears to move from east to west. Therefore, when it is noon at any place it is before noon, or earlier, at all places west, because the sun has not yet reached the meridians of those places. It is after noon, or later, at all places east, because the sun has already crossed the meridians of those places." "A New York banker shipped $48,665 in gold to London to settle an account amounting to £ 10,000. He paid % % freight and }i % for insurance. There was a loss of 1/16% by abrasion on $30,000 in $20 MEASUREMENT OF OHILDEEN-'S ACHIEVEMENTS 371 gold pieces, of Ys % on $20,000 in $10 gold pieces, and of ji % on the $5 gold pieces, which constituted the remainder of the shipment. What was the total cost to the banker, including the sum paid to re- place the loss by abrasion ?" "The question of the re-election of Douglas to the Senate now came before the people of Illinois. Abraham Lincoln stepped forward to contest the election with him. 'A house' divided against itself can- not stand,' said Lincoln. 'This government cannot endure half slave and half free. * * * j^ -y^iu become all one thing or all the other.' He challenged Douglas to debate the issues with him before the peo- ple, and Douglas accepted the challenge. Seven joint debates were held in the presence of immense crowds. Lincoln forced Douglas to defend the doctrine of 'popular sovereignty.' This Douglas did by declaring that the legislatures of the territories could make laws hos- tile to slavery. This idea, of course, was opposed to the Dred Scott decision. Douglas won the election and was returned to the Senate. But Lincoln had made a national reputation." "The glacier also had an important influence upon our manufac- turing. Its load of rock fragments often filled parts of valleys so that after the ice was gone, the streams were compelled to seek new courses. These courses often lay down slopes or across buried ledges, over which the water tumbled in a succession of rapids and falls. Even the great cataract of Niagara was caused in this way and the same is true of many of the falls and rapids of hilly New England and New York. The many lakes act as storehouses to keep the noisy falls and rapids well supplied with water. For these reasons New England and N^w York have such abundant water power that they early grew to be the greatest manufacturing centres of the Union. In sections of the country not reached by the glacier, rapids and falls are much less common. Did the glacier cover the land on which you live?" "In humid regions, whirlwinds do not usually appear to extend up to any considerale height; but in desert regions they may reach heights of 1,000 feet or more, as shown by the columns of dust. The rise is sometimes so great that the air is expanded and cooled enough to cause condensation of even the small amount of moisture contained in the desert air. Smart showers may then occur. Showers of this sort are likely to be of short duration, but the rainfall may be very heavy. If exceptioiially heavy, such rains are known as cloudbursts. In such a storm, in the summer of 1898, rain enough fell in a few min- 372 REPORT OF SCHOOL SURVEY utes, in the vicinity of Bagdad, in the Mojave Desert of California, to occasion serious washouts along the railroad for miles. A cloudburst at Clifton, S. C, June 6, 1903, caused the loss of more than 50 lives, and property damage to the estimated extent of $3,500,000. In desert regions, the water which starts to fall from the rising and expanding air is sometimes evaporated before it reaches the ground. Such "sus- pended" showers may be seen often in Arizona in August." Whether or not the median St. Paul children can read these pas- sages with fair ease may be inferred by comparing their relative diffi- culty with the specimens on Scale Alpha 2, which mark the median abilities of the St. Paul children. An examination of Table XIX shows that the 7th grade in St. Paul read somewhat better than diflSculty 7 ; that the St. Paul 8th grade did not read so well as difficulty 8. It is fairly certain that the passages quoted above from text books are no: easier than these difficulties in the reading scale. It is probable that children in the 7th and 8th grades would find them very much more difficult to read. Even though their difficulty should not be greater than 7, there would be a large number of St. Paul children in both of these grades who would fail in history, geography and arithmetic, as the case might be, because of deficient reading ability. As measured by the vocabulary scale, the median eighth grade child in St. Paul scores a little better than line 45, but not so good as line 55. The median seventh grade child scores below line 45. The words of this line which stands so near the attainmehts of these two grades are "double," "corduroy," "waddle," "prosecutor," and "inside." Compare with these the following words taken from the passages above quoted: Vertical, meridian, constituted, abrasion, sovereignty, hos- tile, reputation, succession, cataract, influence, humid, condensation, duration, vicinity, estimated, evaporated and suspended. Of the rel- ative difficulty of the two groups there can be little doubt. The words of the latter group as presented in context would be easier than if presented isolated in the scale. It is abundantly clear, however, that no matter how encountered they present formidable problems for the median seventh and eighth grade pupils of St. Paul. It is fairly clear, therefore, that whatever range of superiority the St. Paul children have over children of similar grade advancement in other schools of the country, that they have little or no margin of superiority as meas- ured by the difficulty of reading matter ostensibly intended for chil- dren of their several grades of advancement. This is not conclusive evidence that the children do not read as well as children of this grade should do. It is entirely possible that MEASUREMENT OP OHILDREN-'S ACHIEVEMENTS 373 the difficulty consists in the text books being written in language that is too difficult. Whether we shall make an effort to bring the children up to greater reading efficiency or whether we shall simplify the read- ing material of our text remains an open question. The problem is one which is open to investigation and need not remain unsolved. It is surely of sufficient importance to enlist the efforts of persons charged with the education of children. 6. Reading — The Basis of Promotion. In discussing the wide range of distribution of attainments in spelling, a scheme of administrative re-organization was proposed by which each child could be drilled in spelling on the level of his indi- vidual attainments without disturbing the existing scheme of grada- tion. In the case of arithmetic and handwriting a scheme was pro- posed by which individual instruction could be given to children recit- ing in groups. In the case of reading, it is probable that a general re- classification of students could be made. It is the general practice of schools to promote children in the lower grades largely on the basis of their ability to read. As arithme- tic is introduced in the third and fourth grades, reading plays less part in determining such promotions. In the upper grades where arith- metic becomes more important, and geopraphy, history, grammar and other subjects are introduced into the course of study the importance of reading in determining the classification of pupils becomes less and less acknowledged. In some schools attainment in arithmetic alone is determinative. It is doubtful, however, if this subordination of the function of reading as a basis of classification of pupils is correct. The abilities required for success in arithmetic are highly specialized and the classification of pupils on that basis serves for that subject alone whereas ability to read functions in the learning of many school subjects. It is not now new to say that reading ability is the basis of all education involving books. Nevertheless, one could hardly repeat a more significant statement about the work of the elementary schools. There is probably no single school subject which is a better measure of the general intelligence of children than the power to read "and un- derstand difficult passages. Besides, there is no single acquisition from school work which functions in so many different school activi- ties as does reading. Hence, it would seem that reading is the basic subject for the classification of pupils. 374 REPORT OF SCHOOL SURVEY While we do not have at hand experimental data of sufficient amount for generalization, it is altogether probable that the most sat- isfactory classification of students at any level of development for purposes of instruction in a number of subjects could be made on the basis of their ability to handle standardized reading tests. A further study of this problem should be made in the St. Paul schools. The basis of promoting pupils in the several schools should be clearly de- termined and their performances in reading should be given increased weight in the upper as well as in the lower grades. Good readers should be put forward even though they are lacking in certain arithme- tical or other specialized skills. These they should acquire through individual practice. In determining whether a pupil is a good reader or not, reliance should not be placed merely upon the personal judgments of the teacher or supervisor. Adequately standardized tests should be used and the pupil's attainments should be rendered objective and tangible. To classify children in regard to their reading abilities on the basis of the subjective judgments of any individual would probably not im- prove the situation. To group them on the basis of definite objective tests will not do away with variability. It will probably lessen the amount of it within a class. 7. Recommendatiohs. In the light of the foregoing considerations certain lines of pro- cedure for the reading work in the intermediate and grammar grades become apparent. a. The reading work in all grades should receive continued' and in many cases increased emphasis. b. It is important that definite standards of achievement should be set for the several grades so that supervisors, teachers and children may know definitely and objectively what are the de- sirable reading attainments for any level of school progress. c. Such standards should cover range of vocabulary, the power to understand sentences, rate of work and whatever other reading functions are deemed desirable. MEASUREMENT OF CHILDKEN^S ACHIEVEMENTS 375 d. In the case of those classes which score low on one or both of the tests given, , there should be special effort on the part of teachers and supervisors to discover the cause of the deficient work and to remedy conditions so that better results may -be se- cured. e. There should be a decided effort to reduce the variability in the reading efficiency for children reciting in the same class. Such wide variations as are now maintained render effective class in- struction in informational subjects well nigh impossible. L In many classes there are children whose defective reading attainments render them incapable of profiting by the class in- , struction of that grade. Such children should be classified differ- ently or should receive individual assistance with all work involv- ing ability to read. VII. READING— HIGH SCHOOL. 1. The Tests. In the high schools the classes beginning their 2nd, 4th, 6th and 8th terms of school work were measured with an understanding-of- sentence test. Practically all of the/ children of the grades in all of the four high schools were given the test. The test paragraphs which are shown in the following pages were selected from well known writers of acknowledged merit. Haw- thorne, Macaulay, Emerson, Walter Bagehot, William James, Walter Pater and George Borrow are represented in the list. The paragraphs present varying degrees of difficulty both from the standpoint of the ideas they contain and from the quality of sentence and paragraph structure. The questions also were put so as to represent varying de- grees of difficulty. Some of them call for an understanding of the mere facts stated. For answering such questions the reader needs only to identify certain words or phrases in the paragraph. Other questions demand on the part of the reader some background of in- formation and pov X m M < 43 a. A bl bA nt u m Ph J3 u n) W i-i o IB CIS J3 m > > ^ > a, cS. bO N T-H (N N eo CD « « o (Ni 03 to ^ u M 03 (« U u V u & > 10 < < o 10 < u bl u O O <; o 'B o 05 o to CO 00 to o u o (U Ph [— ( CO to J> o to lO lO ^^- *4-l in o to IH o to 'E, to t- lO lO d 3 rH :z; PL| CO to o o J3 u M X! bO bfl C n) tn in ai 0) s J3 fe u O a o O g 'S 3 c <: < MEASUREMENT OF OHILDEEN'S ACHIEVEMENTS 387 X X H n < in 3 9 +^ < V u u o O a V O u V > > > CD > en a, CO CD CO CO CO 05 CO o C5 w O 00 5D 1 "^ (N! <>< 2 to 5D CO o r= ^ P-> ^ CO to CO o O Xi (J w J! K ' bB c •a A 0) tn o s tn O S a o c 3 < < tilt 388 HEPOBT OF SCHOOL SUKVEY Cfl u H o. nt u bC a u ti Si o ti W 10 O u PL, > I— I H- 1 > 1—1 > > > CO lO 2> -^ CO OS CO -* ■* O CO lO CO o CO en w MS CO > X ^ u d X S bo o in w S2 S3 J3 J c > O pq ^< 1 — 1 CO CO a CO d 3 tH T-i CQ iz; CM VH O U o o Jl u J3 s bib c •3 m •J < J3 u m n< 4) > ^•< m 5 O <:^ V ' u u O O > > ^ CO ^ CO r-t ai ct m 10 a, bo r! u n) Ah > S > o o CO IN CO a a 6 cc to (N CO so ce. 04 05 CO U5 CO o • vH OS «o iH o es . Oi rH O' e- us eo o s tH rH e« iz; fe iH c o u o o •5 ja U) £. bO c ■ ■■4 (d w tn O S e (U O o «) tn 1-1 u 2 O S 'S 3 C4 (ft 1"^ 0« CO r^ m cd f— 1 O HH CO l- t- tH OS > 0« e« ■* CO at iis 4-* o > t- ■* 'if o 1 ■* C3 iH 0<8 eo CO ©J Oi 1 1 3 Id > HH. o O « CO I <=* Ph (M CO ei3 ■^ 1 0« CO a ' < CO CO X a u O u t o U CQ CO 05 00 1 "> lO lO «3 ^ 1 u> K5 CO CO CO eo 50 PL. o rs o 1^5 p. s (1h r-t t- tH o OS 00 KS 05 iH CO ■* CO 1-1 S4 0« o o ■s CO bo bO ••3 a s u en V 10 lU Ii o a o O. O 'S s O *s (U CO MBASUEEMENT OF CHILDREN'S ACHIEVEMENTS 391 Two causes probably operate to produce this increase of efficiency in the advancing grades. One is the gradual elimination of the poor readers through their failure to be promoted so that only the better readers find their way into the upper classes. The other cause is the increase of reading power on the part of those who are promoted.. Only such improvement as is due to the second of these causes is really to the credit of the schools. If we could discriminate the amount of improvement shown in these tables into the portions due to each of the above causes, it is apparent that the increase of reading, power which individual high school students make from year to year is not very great. b. Failure of Seniors to Improve. Comparison of the scores for the junior and senior students shows that the latter read but little if any better than the former. In the case of paragraphs I, II, V, VI, VII and VIII, the 191 juniors actually equal or exceed the seniors in achievement. In the cise of paragirapH^' III and IV the seniors are somewhat, although not greatly, superior to the juniors. In the Mechanic Arts School the seniors do much poorer than the juniors in three paragraphs although excelling in the three others. In the Humboldt school seniors do better on every paragraph with the exception of VI. In Central they are below in three and above in three, while in the Johnson the seniors excel in four of the six paragraphs. In Table XXIX the scores for the several classes in the four schools are shown on the basis of the per cent of questions answered for the entire test. It should be read : in the Mechanic Arts high school, 166 freshmen scores 54 per cent of correct answers for para- graphs I and II, 45 per cent for paragraphs I, II and III, 39 per cent for paragraphs I, II, III and IV, etc. All of the classes in this school had time to complete five paragraphs, the freshmen and seniors com- pleting six and the juniors seven. Comparison here is possible on the basis of five paragraphs completed and shows the increase of attain-^ ment from freshmen to sophomore and junior from 34 to 39, to 51 per cent of correct answers. On the basis of the five paragraphs the seniors do not read so well as the juniors and but little better than the;, sophomores. A similar condition appears in Central, where the juniors score 52 per cent on the first four paragraphs and the seniors three per cent lower. A fair grade advancement is shown in Table XXX, where the scores for all the classes in all the schools are shown. 392 KEPOET OF SCHOOL SURVEY c. Varying Achievement Within Classes. How difficult an instructural problem the varying reading attain- ments of high school students set for teachers is suggested by Table JtXVIII, which shows the distribution of abilities of the students in the Humboldt school. This school is chosen because in testing, all the students were in a single room and were thus subject to the same con- ditions as regards time, instructions, etc. The table shows the num- ber of students in each class which scored equal to the city average for each of the foui classes. In the senior class there were students of each grade of ability and four below the freshman average for the city. In the freshman class there were seven who equalled the aver- age achievement of the seniors. In every class there were students of every grade of reading attainment from the city average for seniors to below the city average for freshmen. TABLE XXVIII. Reading — Humboldt High. Number of Students in Each Grade Mak- ing Scores Equal to Average Pet Cent Made By the Several Classes of All the High Schools in the City. Classes S i\ttainment Senior Senior 4 Junior 1 Sophomore 1 Freshman 1 Below Freshman 4 d. Comparison of Schools. -From the cfata in Tables XXIX, XXX and XXXI, it is possible to c6mpare the reading attainments of the students in the several schools. On the basis of paragraphs I to IV, Central stands first and Humboldt last. The difference is about that between sophomore and junior classes shown in Table XXIX, although this question is in no sense exact. The difference between these two schools seems greatest in the lower classes since the senior scores are not greatly different. On paragraphs III to Vlll the Johnson school stands first, On no single paragraph does the Mechanic Arts stand first although it scores second oh a combination of paragraphs I to IV. Sopho- Fresh- anior more men Total 14 13 7 38 3 1 4 B 3 3 9 16 3 3 8 15 8 25 47 84 MEASUREMENT OP CHILDREN'S ACHIEVEMENTS 393 n M U u o > n ■* X n P4 .2-0 .S Id o -a > 0« • i- OS 1 '^i* ei3 ■ Tj( CO 1 CO ►-H 0] J3 O. ei &> Tt< OJ iH «5 1 <» CO eo «a ■* 1 CO s- n) . ^ > 05 CO «0 a I "o bO n O -* T)4 C» OS Tjl T(< >0 ■* 04 r-l 05 eO >0 »0 «3 ''S 50 CO 1 «0 UO i- to o 50 CO CO (S! »» 5© ^ t- CD in to 5 S. «0 1-1 O 50 eo J> U5 >r3 Z 3 iH Ph in o o 3 fa t« i-n O "2 nl S ei O a; e CO c o J-1 394 EBPOET OF SCHOOIi SUEVBY Z> 00 I o> e<5 CO 1 ^- > • "^ CO OS CO 04 CO CO t(< 1 CO CO ■"^ ■^ I <0 (X rt 0^ •o V a a •B , a s o q V CO J3 1 ►2, hH C CO I tJ< CO CO CO t- I t- CO CO ■* ■<*! I CO 00 •* OS !>- CO la to «o t- r-( OS CO r)< CO CO t- co o CO o B 3 CD (?« t- (» CO t)< rJH «; O S> •-< Oh in lU in o in V «J 2 s s e £ •S^o.2 ,S2 &§ g bo I-. V > c O c in o ll O a o o] tO .., .„ i> & c a w o 3 1) «) tn l-c Ul O O V bfi c •o s 14 O MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 395 TABLE XXX. Reading— High School. Per Cent of Correct Answers in Paragraphs I to VI for All Students of Corresponding Grades. Also Per Cent of Correct Answers for All High Schools Tested. Number of Classes Pupils Score Freshmen 481 34 Sophomores 357 43 Juniors 191 49 Seniors 210 63 Total and average.. ., 1,239 4S 396 EBPOBT OF SCHOOL SUEVBY FIG. 12. Reading, High School. Figures on ordinate indicate percentage of correct answers. Classes are arranged from the left in order of pro- gression through the high school. "City average" based on first six tests. All other marks based on first four tests. 70t & SO 40 00 ■ •■■*««■••■ ^W ' 4— ;— 4 =T= KO JO — »■ Orrr ArbVAsu ■ -— — JtuHBOKbT - — •— Cemtbal, - — ♦— «— JlKomnieAx/ra ■ -FK&4MnAN- - kSaPMo/iOBC ■ JwvrroR. - ■ •5BNIOJt* MEASUREMENT OF CHILDEEN^S ACHIEVEMENTS 397 05 00 us 0* C3 J3 u to 1— t w ■* Oi 05 u > N (^s CO « ^ e S t> OS 00 u rt •a be S 2 o ^- >o in «o 04 c: 1-H X U ^ M h- 1 (4 t-H e (— t V IH •0 l-H "3 1—1 ic; X r-t 1— 1 < t— I <4-l X 4-> e V K u u 0* 1 §X to 3 g ca^ g )—\ 'p Ml HH s °> s t5 ^ -2 i-< S Ir'- 1 1^ M ^ § > 8 1 •S § > 09 c JC3 X! !^ ^ > H M i-i M 00 CO ooooiosoovii-Mooooooodwi 10 «0 i-; 06 «o O©OOOOOTlHC0O(S!50t-OO0» CI3 ^ OOOOOOOOOOOOOOOO o 50 OS oooootooooowooooo OOOOCCiOOOOOOOOOOO 50 T(J eo 000"*iOrHI?4eOOS2v.H£-^OOTHU3od «o OS_ fr; ^ 00*0>Oc;ioOOOoMsoOOO iH CO H OCOOO-*«OC«c0P*»O'*C<5r-( CO OOOlOCO«5rHi-l«Oi-lOTTt(,-(OTHi-H ^^ 04lHrHrHTHiH<»0*T-lrHrHrHo* -^.H rH g HH u 03 Mh tn V •d Oi .«< '-[ 6 ;?; Ph m 00 OOOOOOOOOOOOOOOO o COr^O«3^-T(^05■^THOOosfc-00^-^->0 r-li-ltOTi»o»0 l-H X OOOOOoOOOOOOOOOOOOo 2 oc4Tj*a)«DiJoootdaooDio?oooocoo ^ 04 >0 r-l e<3 G u 2 o X O0000o-*«l0«000000000>00c*» r 1 ^-s. I 1 s^iH \^ 1,1^ VJIJ t— V^J T— I u^ v^^ (^J 1 1 IJ(J a .2 X o (0 ■—4 CI 1— 1 < 3 1— 1 1— 1 ^ o l-H > •rt kl iS >. J2 t-H 3 +3 g h—I M o- ii 3 > Id O O § ^ 1—) > H £ 1 3 n < l-H > H •s ■^ ja r"? > u M n n |l k< O M-l 1— ( t— 1 01 HH •4-> a u O & t-H 1— ( cu c S t— 1 u u CO MH o JO d "a, 3 Dh 4 a OT-IOTj!CT*(Ttiioooedc<5C)'^c08>OTOco050CT50040S>©U30*t(NicoocooOi-ii-ioeDiOTtH»ni>«50s>nif5 S CO'^COCOCO^PJCOTilcOCOCOCOlOTtHCOOilNCO OS TO rij to us OOOpOoOOe^iTOOOOTOOOOWT-i fc-s<»o^TO(^^^>^^-os<£>«DOT-lco«0(^^o^->o^o ^ t-O«-*0<8-*54TOC<5C0 i- »0 lO r-l «* ^ HH T-tTtHiMcoe-^sDrHi-ttSTHiysioostieoosoaiH >g^ I— t ■O-*-5tlO500»r5TOU5 ^ 00 (?»osE-eoeoeoe>i's>-*ioiocoooa5c»Tt < S 'I •O 4) ri 3 5| •o c (d pq 00 Id o CO is [0 3 > C5 Oi hH X tH »— ( w OS i-; J-H ■* eci CO X 1— I 00 (N )— 1 lO o cfi X t— I Oi- _50 CO XI ffQ tH (N to o X 04 in .«5 a to OQ .2 XI so 00 -05 ■M t-l 3 CO tH •^ 05 a„ lO (TJ - 1=1 o IH u t- -3^ S<8 Oi Oi lO CO ^ > ;z; -* Tt< CQ OS 05 OJ >o o > CO iH Oi > l-H OS OS 05 lO CO 1— ( 1— I CO OS CO 2> m l-H l-H ^ d CO 00 tH in © 00 00 d CO CO o 00 o ^ 6 'I ^ 0-, K3 IQ - M MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 407 b. Questions Which St. Paul Children Answer. The questions in which the St. Paul children do well are con- cerned with form and construction of nouns and pronouns, the use of a noun phrase and the classification of adverbs. They are almost wholly unable, on the other hand, to answer questions concerning the use of partciples, and infinitives, the conjugation of verbs, the struc- ture of complex sentences, the comparison of adjectives and the fem- inine of certain nouns. c. Comparison With New York. In addition to returns from the 20 cities Buckingham gives 7,000 children in the New York City schools in grades corresponding to the 8B and 8A classification in St. Paul. In Tables XXXV and XXXVI, the scores for the several classes of the two grades are shown in terms of the number of questions answered. Thus, the 13 children in the Adams school averaged 1.5 questions correct, which was .1 per cent of all. At the bottom of these tables are the scores for the entire group of 8B and 8A children, and in Table XXXVII these are given with similar scores from New York City. On the entire test the St. Paul schools score an average for the lower of the two grades of .98 of one question. The New York children average 4.46 questions. Similarly 555 8A children in St. Paul score 2.39 of one question and New York children of similar grade standing score 5.13 questions correctly an- swered. d. How Much Will These Classes Yet Improve? It is true that both of the grades tested have yet some time, in the elementary school, during which they may acquire the information called for in the latter group of questions. One grade has an entire year, the other a half year before they are supposedly ready for high school work. On the basis of our tests, therefore, we cannot say that these children will not by the time that they enter high school, acquire a knowledge of grammar approximately equal to the children reported in Buckingham's test. There are some indications from Table XXXIV however, that such will not be the case. For instance, in questions 1, 4, 6, 7, 8, 12, 13 and 14 the increase of information from the beginning of 8B to the beginning of 8A is almost negligible. To no one of these questions do more than 5 per cent of the 8A children give correct an- swers. The greatest increase made from 8B to 8A for any question is in the case of question 9, where 28 per cent more of 8A than of 8B chil- dren give correct answers. On question 4, actually fewer 8A children give the correct response. If the 8A pupils are to increase from their 408 EBPORT OP SCHOOL SURVEY low Standings to acceptable scores they must make' an improvement in the final year of work altogether out of keeping with any improvement evidenced in the course of the first half of eighth year work. There seems little likelihood, therefore, that the grades will bring their scores up to the New York level by the end of their elementary school course. 4. Conclusion. All the comparisons we are able to make, therefore, indicate that the results of grammar instruction in St. Paul are strikingly below the results of similar work in other cities. If one were to judge from the scores made by the 1,000 children measured by these tests, he would fairly conclude that formal grammar, as such, was given no consider- ation in the course of study in St. Paul. Apparently all the informa- tion which these children have of the facts of technical grammar they could acquire incidentally in the course of language and reading work. TABLE XXXV. Grammar, Grade 8B. Average Number of Questions and Per Cent Correctly Answered. New York Scores fo'r Corresponding Grades. No. of Average No. Per Cent School Pupils of Credits Correct 1. Adams 13 1.46 .104 3. Baker 11 .454 .0325 4. Cleveland 30 .66 .0471 8. Douglas *. 45 .6 .0438 10. Ericsson 37 .703 .0501 12. Franklin 34 1.32 .0943 16. Gorman 39 .79 .0564 24. Irving , 14 2 .1428 26. Jefferson '. 31 1.38 .0985 28. Lincoln 29 .93 .0664 30. Longfellow 39 1.1 .0785 31. McClellan 27 .74 .0528 32. McKinley 28 1.46 .1042 39. Neill 7 1.28 .0914 42. Ramsey 27 1.15 .083 46. Sibley 35 .685 .0489 Total 446 .982 .0701 Buckingham's New York scores. . 4.46 .318 MEASUREMENT OF OHILDEEN'S ACHIEVEMENTS 409 TABLE XXXVI. Grammar, Grade 8A. Average Number and Per Cent of Questions Correctiy Answered. New York Scores for Corresponding Grades. No. of Average No. Per Cent School Pupils of Credits Correct 1. Adams 22 2.5 .1821 3. Baker 9 1.55 .1107 4. Cleveland . . : 37 1.88 .1342 8. Douglas 44 1.56 .1114 10. Ericksson 33 1.57 .1121 12. Franklin 26 1.88 .1342 13. Galtier 22 2.31 .165 18. Hancock 48 2.06 .147 22. Hill 34 2.58 .184 24. Irving 30 3.11 .222 26. Jefferson 25 3.24 .2314 28. Lincoln 23 2.21 .1578 30. Longfellow 38 2.79 .199 33. Madison 29 2.62 .187 31. McClellan 6 1.83 .130 38. Murray ,. . . . 19 2.26 .1614 39. Neill 17 3.58 .255 42. Ramsey 28 1.6 .114 52. Webster 65 2.60 .185 Total 555 2.29 .163 Buckingham's New York scores. . 5.13 .366 410 REIPORT OF SCHOOL SURVEY No. of Pupils Average No. of Credits Per Cent Correct 446 .982 4.46 .07 .32 • 555 3.29 5.13 .16 .37 TABLE XXXVII. Grammar. Average Number and Per Cent of Questions Answered By St. Paul and New York Pupils. City Grade St. Paul SB New York SB St. Paul 8A New York 8A Total 1001 1.7 .12 5. Recommendation. It is not the function of this part of the Survey to suggest the content of the course of study. Whether grammar should or should not be taught in the elementary schools is a subject to be treated on its own merits at another place. It is fairly clear, however, from the re- sults of the test here reported that such instruction in grammar as is now given in St. Paul falls short of securing results which might fairly be expected. If formal grammar is to be made a part of the study, it should be so taught that the chil4ren will really acquire the grammatical facts. If it is impossible to secure better results than those here shown, the subject should be taken out of the course of study because such meagre achievement as is clearly evidenced by these measurements can scarcely fail to dishearten children and make them loathe their school work. The only possible recommendation to be made on the basis of these results takes an alternative form ; either the teaching of gram- mar should be abandoned or there should be a radical re-organization of the course of study and the methods of instruction so that the chil- dren may acquire a reasonable mastery of the subject.. MEASUREMENT OF CHILDEEN'S ACHIEVEMENTS 411 IX. GENERAL QUALITY OF WORK. 1. Standing of Sev'eral Schools in All Tests. It is often an easy matter for a grade to achieve high standing in one school subject while the quality of work in other branches falls low. To what extent this is true for the several classes in the St. Paul schools is apparent from an examination of Table XXXVIII. In this table the schools are listed by number in an order which is not alphabetical and the numbers differ from the numbers given to the several schools in the other tables. The figures on this table represent the quartiles into which the scores for the several grades fall. All classes tested in the city are considered in arranging the quartiles. The rankings are made for scores in handwriting, spelling, addition, range of vocabulary and un- derstanding of sentences. Thus, the 3rd grade in school No. 1 was given tests in handwriting, spelling and vocabulary. In the first two the class ranks in the 3rd quartile for the city as a whole, but in the vocabulary they score up on quartile 1. The 3rd grade in school 2 is found in each of the four quartiles. Its standing in understanding of sentences is 1 ; in handwriting, 2 ; in spelling, 2 ; and in addition and vocabulary, 4. 2. Superior, Inferior and Mediocre Schools. This wide distribution among the several quartiles is not charac- teristic of schools in general. In school 23 each of the first three grades was given five tests. In the 5th grade, they are found ranking three times in the 1st quartile and twice in the 2nd quartile. In the 3rd grade they are four times in the 3rd quartile and once in the 1st, the 4th grade is twice in the 2nd, twice in the 3rd, once in the 4th but never in the 1st. fhe T'th grade is once in the 1st, twice in the 3nd, once in the 3rd but never in the 4th. The same tendency to constant rank of scoring is found in school 21, 5th grade, which, in five chances, scored four times in the fourth quartile and once in the third. In 26 chances in the 6 grades this school scores twelve times in the 4th quar- tile, nine times in the 3rd, four times in the 2nd and once in the 1st. The very evident facts concerning these two schools are that school 22 is uniformly superior in its product. A low standing for any grade in 412 REPORT OF SCHOOL SUEVBY any subject is the exception and not the rule. In like manner low standing for school 21 is the uniform fact. High grade is an exception and probably an accident. No intelligent parent aware of conditions prevailing in school 21 would care to commit his child to that school. On the other hand it would not be surprising if parents should seek out school 22 and change residences in order to get into that district. These rankings cannot be taken as fixed to any degree. The ad- dition of other schools in some of the tests would change the facts somewhat. Nevertheless, it is possible to discern three conditions which would in all probability maintain however many other schools were considered. (1) There is the class of uniform high rank. Such classes are usually in the first and second quartile, occasionally in the third, rarely in the fourth. (2) The second group of classes achieve median rank, occasionally rising to the first quartile and about as often dropping to the fourth. (3) Finally, comes the class of low attain- ment which is usually found in the thir4 and fourth quartiles, some- times in the second and but rarely in the first. An example of the first group is grade 5 in school 22. The school has apparently served this class well. The second group is illustrated by the 5th grade in school 30. Such classes are the mediocre product of education. Their number is legion and they are found in every city. Improved school conditions would make many of them equal in attainment to the classes noted in the first group. The last group is exemplified in grade 8, school 1. Unless the children of this class are "heavily hand- capped by nature" society is serving them poorly. .Their condition represents a result of school work with which no one can be satisfied. Bad economic and moral conditions in the community and the home, poorly built and hygienically bad school buildings, ill-adapted courses of study, ineffective teaching, whatever the contributing cause may be, St. Paul cannot afford to continue conditions producing this sort of re- sults. Whatever immediate saving it may achieve, it will pay heavily for in individual and social inefficiency in later "years. MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 413 TABLE XXXVIII. Quartile Rankings of All Schools in Handwriting, Spelling, Addition, Vocabulary and Sentence Tests. School Grade 3 Grade 4 Hw. Sp. Ad. Voc. Sent. Hw. Sp. Ad. Voc. Sent. 1. 3 3 1 3 3 3 2. , 2 3 4 4 ■ 1 1 4 3 3 2 3. 2 , . 3 2 . . 3 , , 3 4 4. 3 3 4 3 2 , . 4 2 5. 1 3 4 3 2 1 4 1 2 1 -6. 3 4 3 3 7. 2 4 2 , , 3 4 1 8. 1 4 , , , , 2 4 . . , , 9. 4 2 2 3 3 3 . . 2 2 ,10. : •• 3 '• 2 11. 2 2 1 2 1 3 1 2 2 12. 3 4 . , , . 4 , . 3 . . 13. 2 2 2 . . 1 3 2 2 , . 2 14. 1 1 2 2 3 2 2 3 3 1 15. 2 3 2 3 16. 3 2 2 2 1 .. 17. 2 2 , , 3 4 1 4 4 3 18. 1 1 , , , , 3 1 19. 3 3 , . 2 3 2 4 1 3 20. 2 3 •• 2 2 21. 4 2 2 3 3 4 3 2 4 1 22. 2 2 2 2^ 1 2 2 3 4 3 23. 3 , . , , . , 3 24. 1 1 , , 2 1 3 1 . . 1 2 25. 2 3 , , . . 2 2 . . , . 414 REPORT OP SCHOOL SURVEY TABLE XXXVIII— Continued. School Grade 3 Grade 4 Hw. Sp. Ad. Voc. Sent. Hw. Sp. Ad. Voc. Sent. 26. 4 2 3 3 3 1 27. 2 2 3 , , , . 1 2 2 , . , , 28. 2 2 3 4 4 2 2 1 3 3 29> , , , , ■ •• , , , , , , , , , , 30. 2 3 2 4 1 1 3 2 1 4 31. 3 3 2 4 3 3 4 1 4 1 32. 2 2 1 1 1 3 , , 1 3 33. , . 4 1 4 2 3 2 2 1 34. , , 4 4 , , 4 . , 35. 2 3 •• 2 3 •• 36. 3 3 2 3 37. 2 3 , , , , 3 2 , , , , . . 38. 4 3 2 3 3 3 1 3 39. . . 4 1 2 2 2 1 1 4 40. 3 1 • ■• ■ ■ /^' 2 1 •• 41. 4 4 4 4 4 2 3 3 4 42. 1 4 , , , , , , 3 3 . , , , . . 43. 2 2 3 , , , , 1 1 3 . . 44. 4 , , , , . , , , 4 , , , , , , , . 45. 3 2 3 3 1 4 2 2 4 3 46. 4 2 4 2 47. 4 3 , , , ^ .. 3 .. .. , , 48. 1 , , , , , , , , 4 , , , , , , , , 49. 1 1 , , , , , , 1 1 , , , , 60. 2 1 1 3 3 1 2 4 1 4 MEASUREMENT OF CHILDREN'S ACHIEVEMENTS 415 TABLE XXXVIII— Continued. School Grade 5 Grade 6 Hw. Sp. Ad. Voc. Sent. Hw. Sp. Ad. Voc. Sent. 1. 4 2 2 3 4 2 2. 1 4 2 4 3 1 4 4 4 1 3. 1 4 2 3 , , 1 4 1 2 4. 3 4 . . 3 4 4 4 . , 3 4 5. 1 2 1 4 4 2 1 3 4 6. 4 3 4 3 3 7. 3 3 3 , , , , 3 4 3 8. . . , , , , , , , , , , . , , . 9. 4 3 , , 2 3 4 3 , , 4 2 10. 2 1 11. 2 4 3 1 4 1 2 2 2 4 12. 2 3 4 , , 4 , , 2 , , . . 13. 3 2 1 3 1 2 1 1 4 2 14. 1 1 2 4 2 2 3 3 4 4 15. 2 3 •• 4 3 16. 4 1 3 4 4 17. 2 3 3 1 1 , , , , 1 18. 2 1 , , , . 2 . , . . 19. 3 2 4 2 2 1 , , 3 1 20. 2 4 •• 21. 4 3 4 4 4 4 3 3 4 3 22. 2 1 1 2 1 2 1 , , 1 23. 2 , , • ■ , , , , 4 , , . , , , . , 24. 2 , , , , 2 1 3 3 , , 2 1 25. 1 2 1 3 26. 4 1 2 2 2 3 27. , , , , , , . . . . . . , . . . . . 28. 1 2 2 1 3 1 2 2 3 3 29. , , 4 , , , , . , . , 2 . , , . 30. 2 1 3 1 1 3 2 3 1 2 416 BEPOET OF SCHOOL SUKVEY TABLE XXXVIII— Continued. School Grade 5 Grade 6 Hw. Sp. Ad. Voc. Sent. Hw. Sp. Ad. Voc. Sent. 31. 2 4 1 2 1 1 1 2 3 3 32. 1 1 . , 1 3 1 3 , , 2 3 33. , , 3 4 2 1 , , 2 1 1 1 34. , , •4 , , , . , . , , 35. 1 2.. , , . . , , , , , , .. 36. •• 3 3 , 4 • • •• 37. 2 3 2 2 38. 4 1 2 3 2 1 , , 1 3 39. 1 2 , . 2 4 1 1 . . 2 :i 40. 3 4 2 3 3 3 41. 2 1 43. 2 2 , . , , , , 2 2 43. 3 1 , . , , •■ • 44. 4 , , , , . , , , > 3 , , .. 45. 4 3 2 2 4 2 4 1 2 4 46; 4 2 .. ,. .. 3 2 ... 47. 4 , , , , , , 4 , , , , 48. 1 , , , , 1 .. .. , , 49. 2 2 . , , , 3 2 1 50. 2 , , 3 3 3 2 2 3 3 2 MEASUREMENT OF CHIUOEEN'S ACHIEVEMENTS 417 TABLE XXXVIII— Continued. School Grade 7 ( jrade 8 Hw. Sp. Ad. Voc. Sent. Hw. Sp. Ad. Voc. Sent. 1. 4 4 3 4 4 4 4 2. 3 3 3 4 , , 2 3 2 4 . . 3. 1 3 4 1 , , 2 . , 4 1 4. 3 4 , , 3 4 2 3 . . 2 4 5. 2 4 1 3 2. 2 3 2 2 4 6. 3 3 3 4 2 2 7. 4 3 3 . , , . . . . . 8. , , , , 2 , , . , . . . . . . 9. 4 4 , . 4 3 4 3 . . 4 2 10. 11. 2 1 3 1 4 1 4 2 2 4 12. 3 2 , , 4 , , 2 . . 13. 2 2 1 2 1 3 2 2 3 1 14. 3 1 4 4 2 1 1 3 4 3 15. 1 3 16. 3 1 3 .. .. .. , , 17. 3 2 3 1 2 . . 4 18. 3 1 , , . , 1 2 . . 19. 3 3 2 2 1 3 2 4 20. •• ■• •• 21. 2 4 4 4 3 .. 3 , , . , 22. 2 2 3 1 , . 3 3 1 1 1 23. 3 .. , , , , 2 , . , . . . 24. 4 , , 2 1 3 2 . . 2 2 25. 1 •• •• 26. 4 3 .. 4 2 , , 2 , , 3 27. , , , , . , . . . . 28. 3 3 3 1 3 2 1 2 2 4 29. , , , . . . . . 30. 2 1 2 3 1 3 1 2 1 3 418 REPORT OF SCHOOL SURVEY School Hw. Sp 31. 2 4 32. 2 1 33. , . 1 34. 35. 36. 3 2 37. 2 2 38. 3 3 39. 2 1 40. 4 4 41. 3 2 43. 4 43. , . 44. 2 . , 45. 1 2 46. 3 3 47 4 48. 1 . , 49. 1 2 50. 4 2 TABLE XXXVIII— Continued. Grade 7 Grade 8 Sp. Ad. Voc. Sent. Hw. Sp. Ad.» Voc. Sent. 3 3 2 2 4 3 1 2 4 2 1 13 1 ..4 2 1 2 2 1 4 4 1 3 4 2 1 1 1 2 2 1 1 1 3 1 4 2 4 2 2 3 2 MEASUBEMENT OF CHILDEEN'S ACHIEVEMENTS 419 TABLE XXXIX. Composite Quartile Rankings for All Grades of Each School. Quartiles 13 3 4 1 1 2 5 3 6 4 5 8 6 1 1 8 1 9 10 1 11 8 18 13 8 14 8 15 1 16 3 17 5 18 6 19 4 20 21 1 22 10 23 24 8 25 3 7 8 5 8 10 5 5 5 4 9 10 9 5 7 2 9 4 2 8 4 2 2 8 6 9 2 1 12 3 6 4 3 5 14 5 1 8 8 6 3 5 1 3 4 "" 3 6 5 4 3 2 , , 8 9 3 4 1 1 4 9 13 11 5 1 2 3 1 9 4 1 4 2 .. 420 EEPOET OF SCHOOL. SUEVBX TABLE XXXIX— Continued. Quartiles 13 3 4 36 3 6 6 4 37 1 4 1 38 6 11 10 ,1 39 1 .. 1 30 11 10 7 8 31 8 7 9 6 33 10 7 5 1 33 10 7 3 4 34 4 35 1 3 2 36 2 3 6 1 37 1 8 3 38 6 6 10 2 39 ; 10 8 1 4 40 2 3 6 5 41 1 7 7 6 43 1 4 2 3 43 3 2 3 44 1 1 4 45 4 11 7 7 46 5 4 3 47 3 5 48 4 1 .. 1 49 7 5 1 60 7 8 8 8 MEASUREMENT OF CHILDREN'S ACHIEVEMENT 421 X. SUMMARY AND RECOMMENDATIONS. 1. Spelling. a. Children in grades 3 to 8 in 53 schools were tested by means of the Ayres measuring scale for ability in spelling. b. In general, St. Paul scores are slightly below the marks for corresponding grades in 84 cities distributed throughout the country. c. An unsatisfactory condition in regard to spelling is the wide variation in the quality of work in the poorer and better schools. d. This variation exists not only among the different classes of the same grade in different buildings but also among the individuals of any single class. Thus in the 5A grade of one building there are children who have 8th grade spelling ability who are classed with other children whose ability is only that of the second grade. e. In every school in *St. Paul attention should be given to im- proving the spelling work. In some cases the entire school needs to improve ; in other cases single classes need help ; in still other cases in- dividual children should be given personal attention. f. In each school the children could with profit be reclassified for instruction in spelling on the basis of their ability to spell. After such re-classiiiation provisign should be made by which they may be pro- moted from level to level as their ability to spell increases. g. Children whose spelling attainments are satisfactory should be released from further practice on condition that the spelling in their papers is correct. « -h. In order to secure the most satisfactory results the course of study in spelling should he arranged so that those words of most fre- quent occurrence in English writing should be given first place. 2. Arithmetic. a. 6,684 children in grades 3 to 8 in 49 schools were tested in the fundamentals of arithmetic by means of Woody scales. b. The medians for the St. Paul schools are superior to the Woody norms in subtraction for all grades excepting the third, in 5th grade addition, and in 8th grade multiplication. In all other cases the St. Paul schools fall short of the Woody standards. The most seri- ous deficiency is in addition, where, in grades 3, 4, 6, 7 and 8 the St. Paul schools are a half-grade lower than they should be. 433 REPORT OP SCHOOL SURVEY c. The range in scores from the poorest to the best schools is considerable. In some cases a class of a particular grade scores no better than the classes two or three school grades below. d. In the same class there are often ranges of ability as great as five grades. In the 5A grade, for instance, there are children who are as low as the 3rd grade median and other children who do as well as the 8th grade standard. e. In almost all the St. Paul schools attention should be given to improving the work in the fundamentals of arithmetic. No arithme- tical function is so important for children to acquire as the power to add, and deficiency in this respect will not be compensated for by a wide range of attainments in other arithmetical functions. f. In order to enable each pupil to improve according to his abil- ity methods of practice should be devised so that children may prac- tice at frequent intervals on problems of the proper difficulty. g. Standards of achievement for the several grades in each of the fundamentals should be set by the school authorities. h. Work should be frequently measured by tests of known^diffi- culty. i. While eflfort shoyld be made to develop skill in the funda- mentals of arithmetic its possession should not be over-emphasized in grade promotions. 3. Handwriting. a. 7143 children in 46 schools were tested in speed and quality of handwriting. *■ b. As compared with the children of other cities the St. Paul children write somewhat more slowly but distinctly better. There is a wide range of quality and speed in the handwriting of children in different schools but in many grades there is the same sort of varia- bility that is found in the case of spelling, arithmetic and reading. Continued attention to practice in handwriting should be given with special emphasis upon the needs of deficient classes and deficient chil- dren who fall short of the median quality and speed. c. Many schools should make a better adjustment of rate and quality of work. Both are important ; neither should be neglected. 4. Reading. a. Reading tests were given to 3,536 children in grades 1 to 8 in 24 elementary schools and to 1,534 students in the four high schools. MEASUREMENT OF CHILDREN'S AOHIBVEMiBNT 423 b. Children in the first and second grades . of St. Paul are less familiar with the commonest words in the primer than are the children in other schools. c. In grades 3 to 8 of the St. Paul schools the children read as well or better than do the children in similar grades in other schools. This fact is evident both in the range of vocabulary and in the under- standing of sentences. There is a fair increase in the city scores from grade to grade. d. The reading ability of many of the elementary school children is not sufficient to enable them to read with ease the books they must study in their regular school subjects. e. As in the case of spelling and arithmetic, there is the same wide variation in reading ability among classes of the same grade des- ignation. The difiference is often as much as six half-grades. Thus one 5A class is of 3A ability and another scores practically as high as the median 6A class. f. The reading attainment of many of the high school students is not sufficient to enable them to pursue with ease the reading they must do in their high school subjects. g. Continued emphasis should be placed upon the teaching of silent reading in all grades including the high school. No result of education is so important at any level as the power to interpret printed symbols. h. Attention should be given to the improvement of attainment in visual vocabulary in grades 1 and 2. i. Reading attainment should be given increased recognition as a basis of promotion. j. The tests here reported cover only two of the several factors in reading achievement. Continued and varied tests should be given by the teaching and supervisory corps in range of vocabulary, under- standing of sentences, oral reading, speed of reading, power of repro- duction and other functions. k. Proper staindards of achievement in these several functions should be set for each grade and tests should be frequently made by teachers and supervisors to determine if these standards are being made. 5. Grammar. a. Tests in grammar were given to 1,001 children in grades 8B and 555 children in grades 8A in 19 schools. The questions evaluated by Buckingham for testing in the New York city schools were used. 434 REPORT OF SCHOOL SURVEY b. Compared with the returns from 30 cities, distributed throughout the country, the St. Paul children are deficient in their knowledge of grammatical facts. They are likewise deficient as com- pared with children of similar grade standing in the New York city schools. c. It is a debatable question whether technical English gram- mar should be given any considerable attention in the elementary grades. If St. Paul is to continue to teach grammar in the grades where it is now taught, radical changes in method should be made so that children may obtain a fair mastery of the fundamentals of the subject. Otherwise the teaching of grammar should be abandoned. 6. General Summary and Recommendations. a. The median achievements of children in the St. Paul schools approximate the average attainments of children in schools through- out the country. In some subjects they excell; in others they are in- ferior. b. Average work does not represent a desirable ideal, however, and the St. Paul schools should strive to improve their product. Some improvement can be made in practically every school subject in every grade in every school by expert attention to the problems of teaching, supervision, and administration. In some cases the possible improve- ment is very great. c. Each teacher in the city should have access to the results of the tests herein reported in order that she may clearly understand the exact condition of her class. d. Each teacher should learn how to use objective tests with her own class, and children should be made aware of their relative stand- ings and of their own increases of attainment from time to time. e. From time to time objective tests set by some authority other than the principal or teachers should be given throughout the city. Each principal and teacher should be made aware of the standing of pupils under her charge in such objective tests. f. A judicious comparison of the results from one class with the results from another class, or the results of one school with the results of another school, or a comparison of a school in St. Paul with stand- ard scx)res made in other school cities will have a clarifying and stim- ulating effect. g. It is much more important, however, that children should be made aware in definite and objective terms of their own specific abili- ties in school functions. They should also be shown the results of MEASUREMENT OF CHILDEBN^S ACHIEVEMENT 425 their own practice so that they may understand the amount and rate of their own improvement. 7. A Bureau of Educational Research. In order most effectively to improve the work in spelling, read- ing, writing, arithmetic and grammar, the subjects measured in these tests, there should be established, in connection with the schools, a bureau of research. The function of this bureau should be to make statistical and other studies of the immediate educational problems confronting the schools of St. Paul. This bureau should be under the supervision of a director, adequately trained in methods of statistical, psychological and educational research. It should be provided with adequate appropriations for clerical, stenographic and other assist- ance and for the purchase of such materials as may be found neces- sary.^ The director of this bureau should have the rank of an assistant superintendent, and should have power, in co-operation with the su- perintendent, to prescribe educational tests throughout the city and to collect needed data from the schools. In co-operation with the super- intendent, the director of the bureau should have power to call meet- ings of the teachers, to discuss with them the results of his investiga- tions and to recommend such changes in educational procedure as his ^Bureaus approximating the type here suggested have been es- tablished with varying designations in a number of American cities. Chief among the cities are the following, and information concerning their activities may be obtained through the persons listed in each case. City Person 1. Boston Ballou, F. W. 2. Cleveland, Ohio Burns, A. T. 3. Detroit, Mich. Courtis, S. A. 4. Dubuque, Iowa Anderson, H. W. 5. Hibbing, Minn. Richardson, J. W. 6. Kansas City, Mo. Melcher, Geo. 7. Louisville, Ky. Race, Henrietta V. 8. New York, N. Y. Clark, Earle 9. Oakland, Calif. Talbert, W. E. 10. Rochester, N. Y. O'Hern, J. P. 11. Rockford, III. Jones, R. G. 426 KBPOET OF SCHOOL SURVEY results warrant. He should make annual and other reports to the su- perintendent and the results of the work of the bureau should be made available in printed form to the teaching corps and to the general pub- lic. 8. Increased and Improved Supervision. The results of the tests in the St. Paul schools indicate that there should be an increase in the amount and quality of supervision. There are some classes which do a satisfactory quality of work in certain subjects. At the same time many of the grades which do good work in reading or handwriting do poor work in spelling or arithme- tic. Even in the superior classes there are individuals in need of spe- cial assistance. It is a much more serious fact that there are classes and schools doing an inferior grade of work in a number of school subjects. The causes for deficient attainments are not apparent in the re- sults of the tests, but it is perfectly certain that these results are not accidental. Causes which can readily be discovered operate to pro- duce whatever results a class or a child attains, and if teachers are to meet intelligently the problems of instruction it is necessary that these causes should be made apparent. Some among many possible causes which modify the learning of the children are the mentality of the pupils, the economic and social conditions of the home, the classifica- tion of the pupils, the course of study and the method of instruction. To discover which, among many possible causes, is the one to which attention should be given is not an easy matter and often demands the most expert knowledge and training possible. The teacher who has had only the ordinary training and experience is usually not fitted to make adequate investigation although she may very well carry out the treatment when once an adequate diagnosis and prescription have been made. To supplement the teacher's powers with such expert knowledge and skill is the business of supervision. By an increase in the quantity of supervision is meant the em- ployment of a sufficient number of supervisory assistants so that per- sonal expert attention may be given to any school or class in the city where and when the need becomes apparent. By an increase in the quality of supervision is meant a more detailed, a more scientific study of the teaching problems confronting any teacher so that the best that is known anywhere in the world about educational and psychological science may be brought to bear upon the specific learning diflficulties MEASUREMENT OF CHILDREN'S ACHIEVEMIBiNT 427 confronting the children of the St. Paul schools. Tfiis is not more than every intelligent parent desires for his own child. It is not more than a democratic society must secure for all its children if its long time boast of equal opportunities for all is to be a fact. MEASUREMENTS OF ABILITY IN THE ENGLISH LANGUAGE. The Importance of Language. From a practical point of view, English is probably the most im- portant subject in the curriculum of the public schools of our country. Recitations in arithmetic, geography, history, algebra, and all other subjects, with the possible exception of modern language classes, are conducted in the English language. The English language is the medium of communication not only between teachers and pupils but also in a great majority of cases between pupils and the world outside the school. In so far as the schools fail in their efforts to give the child a ready command of the language tool, the work in other sub- jects will not be as effective as it should be, and the child will leave the school with a handicap which it will be difficult for him to overcome. Because of the peculiar relation which language bears to other subjects, it is probably the best single index of the general results of instruction. The child who has the greatest facility in language is best equipped to understand the text-books and the explanations of teachers in subjects other than language, and is also more likely to impress teachers that he is intelligent regarding the lessons assigned. Students of primitive peoples are said to judge the stage of mental development a tribe has reached partly on the basis of the complexity of their language. The more complex a civilization becomes the more necessity there is for careful discrimination between the various shades of meaning contained in language symbols. To a certain ex- tent, likewise, the degree of school training a given individual has ac- quired is indicated in part by the amount of refinement and ability he shows in dealing with language symbols. Language Ability. Without attempting to make an accurate and scientific analysis of language ability, one may state briefly that such abiljty must in- 4:28 KEPOET OP SCHOOL SURVEY elude at least two elements; (1) ability to translate certain arbitrary symbols ; words seen or heard, into thoughts and feelings having sig- nificant meanings for the individual who sees the writing or hears the words spoken ; (2) ability to translate one's own ideas or feelings into such arbitrary symbols as will cause other individuals to think and feel in the same way. In other words, one must have ability to under- stand what others say and to make others understand what he says in order to be classified as a person of ability in language. Language itself is either spoken or written, for printing may be considered a special form of written language. For several reasons it has been impossible to measure the effi- ciency of St. Paul's public school pupils in oral language. As yet no convenient method of recording the speech of children accurately and inexpensively has been devised. It woiild probably be possible to devise a test for measuring the ability of pupils to follow oral direc- tions, but that type of measurement has not as yet been sufficiently well standardized to make it valuable. The two language tests used in St. Paul were both of the sort involving visual symbols rather than oral, printed and written words rather than spoken language. Meas- uring scales for this type of work were already available, had been used extensively in other school systems and offered a permanent rec- ord of each child's work, which could be taken in a comparatively short time, at a small cost and in large quantities, and which could be preserved for careful study and analysis. As a measure of ability to understand printed words and phrases, a test which involves more than mere recognition of words was used. The completion test requires not only that the child know the words that are present on the page, but that he also know what words are commonly associated with them, and that he exercise judgment and "language sense" in supplying the words which should appear.* In short, the child is required by this test not only to read what is printed but also to show that he has thought about and understands thor- oughly what he has read. As a measure of their ability to express their own ideas and feelings in such form as to make other people feel and thing in the same way, the pupils were asked to write a composi- tion upon a topic which seemed to afford a maximum of opportunity for imagination and experience and for employing skill in writing. * Samples of scales of this sbrt are shown on pages 431, 433, 433, 435. MEASUREMENT OF CHILDREN'S ACHIEVEMENT 439 The Pupils Tested. Not all the pupils in the St .Paul public schools were measured by the language tests. The cost in time and money of measuring every child in the schools of such a city would be enormous, and the results of such a series of measurements would vary hardly at all from the results obtained by measuring a few hundred chosen at random. 2,945 compositions were measured and 4,446 completion-test language scale papers were graded as a basis for the reports contained in the follow- ing paragraphs. These papers were furnished by more than 4,800 pupils in forty-eight different elementary schools and by about 1,300 pupils in the four high schools. All types of schools and social con- ditions were represented among the pupils tested, and it is not prob- able that the general result would be changed rriaterially by testing additional thousands of pupils. In so far as possible only children in the more advanced or A sec- tion of classes were measured. Since all the tests were given during the week of January 29th, immediately following the mid-year promo- tions, the scores of any given class represent the degree of achieve- ment gained by the time pupils are half way through the grade. For example, a pupil just promoted to 5 A is a sample of what the school has done for pupils by the time they have completed half of the 5th grade. A few papers written were not used because pupils had neglected to record their ages. The elimination of such papers does not change the general result, unless it be that those pupils who did not under- stand and follow the direction to record their ages were more stupid than their fellows, in which case the general result here reported is slightly higher than it would have been had the total number of papers been used. On the whole.however, there seem to be no reasons for considering that the scores reported here are not an absolutely fair and representative sampling of the entire St. Paul school system. In the high schools, the same pupils took both the composition test and the completion test, while in the elementary schools a class was given either the one or the other. The completion-tests were given in all elementary grades from the second to the eighth, inclusive, while the composition tests were given in grades four to eight, inclu- sive. In any elementary school building, the odd numbered grades were given one test while the even numbered grades were given the other. For example, the third, fifth and seventh grades were giyen the completion test in the buildings in which the composition test was given to the fourth, sixth and eighth grades. Whether a certain 430 EEPORIT OF SCHOOL SURVEY building should have composition tests given in the odd or even num- bered grades was determined beforehand by tossing a coin. These devices were all for the purpo'se of insuring a perfectly random selec- tion of results was being obtained. Measudng Scales. Before describing further the methods used in making these tests it seems desirable to call attention to the fact that the scales used are not intended to serve as teaching devices. Objection is occasionally made to some of the scales used in educational measurements on the ground that they are not the type of thing the schools undertake to teach. In the case of the two scales for language used in St. Paul, it seems quite clear that no intelligent teacher would attempt to use either of them in the class-room as an instrument of instruction. Such a procedure would remind one very much of trying to use a yard-stick to make one's self grow taller. The type of instrument used to meas- ure either mental or physical growth will usually be quite different from the means used to secure that growth. Our measuring instru- ments are intended merely to reveal results without influencing them one way or another. A rather detailed explanation of the administration and scoring of the tests is given here in order that it may be perfectly clear just how one might proceed if he wished to repeat the measurements. The mere discovery that such and such results were being obtained on the first of February, 1917, is of little consequence compared with the pos- sibility of measuring the same grades again at a later date and discov- ering what progress has been made. The careful use of standard tests as a means of measuring improvement promises to become one of our most accurate methods for determining the comparative values of various methods of teaching. ' The Language Completion Tests. The language completion tests used in the elementary grades con- sisted of sheets on each of which ten sentences were printed. In each sentence one or more words were omitted. The difficulty of each sentence is definitely known from tests that have been made on thou- sands of children elsewhere, and the sentences are so arranged on each sheet that each additional sentence completed by the child means over- coming just one additional unit of difficulty, — hence the name "scale." Language Scale B, one, of the. four used in the elementary grades at St. Paul, is reproduced below : MEASUREMENT OF CHILDEEN^S ACHIEVEMENT 431 Write only one word on each blank Time Limit : Seven minutes Name Grade Age on last birthday LANGUAGE SCALE B. 1. We like good boys girls. 3. The is barking at the cat. 3. The stars and the will shine tonight. 4. Time often more valuable money. 5. The poor baby as if it were sick. 6. She if she will. 7. Brothers and sisters always to help other should quarrel. 8 weather usually a good effect one's spirits. 9. It is very annoying to tooth-ache, often comes at the most time imag- inable. 10. To friends is always the it takes. Language Scales G, D and E were each used as substitutes or equivalents of Scale B in some buildings. These other scales contain sentences, which, though different in content, are at each step of prac- tically the same difficulty as the sentences contained in the scale shown above, — that is, sentence No. 7 on Scale G is just as difficult as sentence No. 7 on Scale B, Scale D or Scale E. A score of 9 points on one of these scales means practically the same ability as the same score would mean on another. At this point it is worth while to point out that a child's score on one of these language scales is not a satisfactory and conclusive meas- ure of the child's ability. At any particular time, for example on the day these tests are made, a given child may be suffering from some illness which causes him to do more poorly than he would under ordi- nary conditions. On the other hand, some recent experience may cause a given child to do better work on this test than he would do under ordinary circumstances. Such cases tend to balance each other when a class is measured, however, so that one measurement of a class is a fairly satisfactory index of their collective ability. 432 REPORT OF SCHOOL SURVEY In giving these tests to second grade piipils the following short introductory sheet was distributed and explained before the scale itself was shown or the directions given : Completion-Test Language Scales PRACTICE SHEET FOR SMALL CHILDREN. Two and two are A boy is little, but a man is The boy has book. Girls and boys can run P'ay- Individual attention was given to each pupil in filling out this in- troductory sheet, so that no pupil would fail to understand what to do in the real test given later. In some cases the examiner himself would write the proper word in the blank for a child who seemed slow in grasping the idea of the test. As soon as a child had finished the practice sheet, he was asked to turn it over, write his name, grade and , age on the back and hand it to the examiner. This made it possible for any questions as to grade, spelling of names, or age at last birth- day to be answered before the real test began. As soon as each child in a second grade room understood the prac- tice test, or immediately upon entering a higher grade room, the ex- aminer passed out to each pupil a copy of the language scale with the printed side downward. The pupils were asked not to turn the papers over to look at the printed side until told to do so. Each child then recorded his name on his paper, with his age (at last birthday) and his school grade. When this information had been recorded by each child, the examiner exhibited to the class a copy of the test sheet and made the following explanations : "You will find on the printed side of your sheet, when I tell you to turn it over, some sentences which are not quite complete. There are blank spaces in each sentence. I wish you to write one word on each blank, in each case selecting the word which makes the best sense. You may have seven minutes in which to do the work. Are there any questions?" Any questions a child might care to ask were answered briefly. The examiner then continued the directions : "Remember that you are to write only one word on each blank. If you are all ready, you may turn your papers and fill the blanks." MEASUREMENT OF CHILDREN'S ACHIEVEMENT" 433 At the end of exactly seven minutes, the command was given to stop writing and lay aside the papers. The papers were then collected and bound in a bundle, together with a Test Record Sheet which had been filled out by the teacher and the examiner while the children were at work. TEST RECORD SHEET. To be filled out by the teacher City School Grade , No. of pupils enrolled No. of pupils taking test Date of test Names of pupils who for any reason may not do themselves ju.s- tice in this test. (Illness, late entrance, or other causes.) Name Cause Remarks about the class as a whole. Name of Teacher Room No. To be filled out by the examiner Name of test Time allowed Test began at closed at. Special conditions Name of examiner A test of the same general character but of quite different diffi- culty was given in the high schools. The scales used in the high school classes contain no very easily completed sentences, are com- posed of only seven sentences instead of ten, and require but five min- utes time. The relation of the difficulty of the scales used in high school to the difficulty of the scales used in elementary school tests is shown fairly well in Figure 1. 434 EEPOET OF SCHOOL SURVEY %] .(pjjeBl) Comparatitfa Difflcnttij 01 LaTUniageJcafej" ij BandL "rt 32- • u W L 01 n- ■ °.l *' 3 • M a eS ,6 h4 10- 5 c 9 * 1 "^ r in 9- 4 c (LI -4-> e 3 a u OQ a- ■ 1 biO _c .7 l ■*-» 1 I 1 ^ t- . ■*-t "3 o iB P 3- ( ," M-H o (U Z- , ,' u. M Q r™i I- - .' fQ Q) 0. L ^ i It will be observed that the easiest sentence in Scale L, is harder than the sixth sentence of Scale B. It will be observed further that the differences in difficulty between the sentences in Scale L are smaller than the dififerences in difficulty between the sentences of Scale MEASUREMENT OP CHILDREN'S ACHIEVEMENT 435 B. The most difficult sentence in Scale L is, however, very little more difficult than the hardest sentence of Scale B. Write only one word on each blank Time Limit : Five minutes Name Grade Age on last birthday LANGUAGE SCALE L. 1. Children are rule not easily win friends. 2. Plenty exercise and air healthy and girls. 3. In I to maintain health, one should have nourishing 4 • happiness can not be with money. 5. One's do , always express his thought. 6. To to wait, after having to go , , very annoying. 7. It is sometimes to between two of action. 8. One can do his at one while of another. Language Scale M, which was substituted for Scale L in two of the high schools, is at practically every point equivalent to L in diffi- culty. The same directions were used in administering these tests in high school classes as were used for Scales B, C, D and E in the ele- mentary schools, except that the time limit was five minutes instead of seven. The tests were scored by the examiners who had been engaged in giving the tests. Great care was taken to score each sentence exactly according to the plan suggested by the author of the tests.* In gen- eral this scheme of scoring gives two points credit for each correctly completed sentence and one point credit for each sentence complete with poorly chosen words or with only a slight language error. For * M. R. Trabue, Completion-Tesit Language Scales. Teachers College Contributions to Education, No. 77, 1916, N. Y. The Appen- dix of this monograph contains the detailed scoring scheme for each sentence. 436 EEPOET OF SCHCKHi SURVEY example, the third sentence of Scale B is marked 2 if it reads "The stars and the moon will shine tonight ;" it is given only 1 credit, how- ever, if it reads "The stars and lights will shine tonight;" and it is scored if it reads "The stars and the sky will shine tonight." Throughout the scoring of these sentences it is the sentence as a whole that is considered rather than the number of blanks the child has filled. Each child's paper received as a final score the total number of points made in the individual sentences. Since there were ten sen- tences in each of the scales used in the elementary school classes, it is clear that the maximum score any child could receive would be 20 points, 2 for each sentence. The reader may assume, if he cares to do so, that a child making a score of 5 points had completed the first two sentences correctly and the third one almost correctly, although it is conceivable that a score of 5 points might be made in many other ways, — for example, by completing the first sentence correctly and the third, fourth and fifth almost correctly. The maximum score a high school pupil could obtain in Scale L or scale M would be 16 points. The Composition Tests. In securing specimens of English composition from elementary and high school pupils, the examiners followed a uniform procedure, ypon entering the classroom the examiner would ask the teacher to provide each pupil with a sheet of the usual composition paper, pen, ink and a blotter (if convenient). If the pupils were not accustomed to writing with ink, or if no ink was provided for their use, they were allowed to write with pencils. The pupils were asked by the exam- iner to write at the top of the page their names, fheir ages (at last birthday), and their school grade. The test was then explained as follows : "I want to find out today how interesting a story you can write when you try your very best. You may write on both sides of the paper if you wish. I want you to tell me in this composi- tion what you would like to -do next Saturday. The topic on which you are to write is printed on this card. Are there any questions?" A large card showing the topic, "What I Should Like to Do Next Saturday," was placed in the front part of the room in view of the en- tire class. Any questions as to what was desired were answered as MEASUREMENT OF CHILDRBN-'s AGHIBVEMBNT 437 clearly, briefly and pleasantly as possible. The test was then begun with the following words : "Now we are all ready. You may go to work. Let us see how interesting a composition you can write." At the end of twenty minutes they were asked to stop writing, if there were any children who had not already finished their composi- tions. The papers were then collected and bound up, together with the Class Test Record Sheet, which the teacher and examiner had filled out while the pupils were busy with their compositions. The compositions written under the conditions described above were scored by the same group of examiners that had collected them. The scores were assigned with the Nassau County Supplement of the Hillegas Scales * as a reference standard. This reference standard consists of ten compositions whose quality or value is known very ac- curately. The first composition is of merit, the second is approxi- mately one unit better than the, first, the third is about one unit better than the second, and so on up to the tenth, which is just nine unites better than the first composition. A paper is scored by comparing its general merit as an English composition with the merit of the compo- sitions on the scale and giving it the numerical value of that sample on the scale to which it is most nearly equal in merit. The Supplement to the Original Scale was used because it does not contain any artificial samples such as the first three in the Hille- gas Scale itself. The topic of the first seven compositions in the Sup- plement is exactly the same as that used in St. Paul, which makes it much more easily used than a scale in which the subject changes at each step. The final scores calculated from distributions on the Sup- plement are directly comparable to the final scores that would be ob- tained from distributions on the Hillegas Scale itself, if the distribu- tions are accurately made in both cases. Two independent judgments were obtained as to the value of each of the 2,945 compositions from St. Paul, and if these two judgments did not agree a third judge rated the composition. This procedure * M. R. Trabue. Supplementing the Hillegas Scale. Teachers' College Record, January, 1917, pp. 51-84. The original Hillegas Scale is described in a separate monograph by M. B. Hillegas: A Scale for the Measurement of Quality in En- glish Composition. Published by the Bureau of Publications, Teach- ers' College, New York City. 438 EEPOKT OP SCHOOL SURVEY seems to be much more satisfactory than accepting one single judg- ment as to the value of a composition, especially if the judge is not well trained in the use of the scale. The value of each composition from St. Paul may be considered as fairly well determined^ since each has been agreed upon by at least two well trained judges. In order to give a clear impression of what quality is meant in the tabulations that follow when a paper is scored on 1.1 or 7.2, a number of compositions written by St. Paul pupils are reproduced below : Scored as of Quality 0. Written By a Boy, 11 Years Old, in the Fifth Grade. I wood lake to go ot see the ice pacle by rice pra t to the no the skat ring and ag gond tan to get fant peln to the litten toboben slad^ gong on hash to the hort and lead and going slad to the mar land abd gi ti the sprot caveland and going to the skuting to come lake go to the shove Saturday night. Scored as of Quality ; Actually Somewhere Between and 1.1 in Quality. Written By a Boy, 11 Years Old, in the Fourth Grade. I like to go to the proute Saturde. I was up the roazy syly. I saw dan hill an harse brake. I sow the habne cow at the proute Saturday. the indans nande sout they gun. I was sking surtday on the rodgz skingrind. I was cald staing they watch to sproute Saturday. Scored as of Quality 1.1; Actually Somewhere Between 1.1 and 1/9 in Quality. Written By a Boy, 10 Years Old, in the Fourth Grade. WHAT I SHOULD LHCE TO DO NEXT SATURDAY. I would like to go and see the praide. I would like to go to see the iceplaics too Ar I should like to go sliding Next Saturday I should like to go to the Ramsey St. slide. I would like to go skating too I would like to go out to the country too There are big hill out there too. Scored as of Quality 1.9. Written By a Boy, 10 Yeats Old, in the Fifth Grade. Next Saturday i would like to go skating and i would go skiing and bild forse go sleding and tobongen Next Saturday to and see the MEASUEEM'BNT OF CHILDEEN^S ACHIEVEMENT 439 praid and see some the suits and im going to see the great skiers of the country and i wold like to dig tunJes. and make piturys of dogs and horese and cow and pigs sleds and wagons and eplefs and bears and engines and i going to stuide. Scored as of Quality 2.8. Written By a Girl, 10 Years Old, in the Fifth Grade. I should like to go to the Carnivil, and see the one who is the leader and see the Carnivil Queen. I should like to go skating, I wold take my hocky stick with me. I should like to go to the hill on Cedar Street. I would buy a Carnivil suit, and a tibagin, to go sliding. I should like to do all these things, but my parents keep me busy. Scored as of Quality 3.8. Written By a Boy, .9 Years Old, in the Fifth Grade. WHAT I SHOULD LIKE TO DO NEXT SATURDAY. I should like to go over town next Saturday. I should like to go skating. I put on two pair of fur stockings then I wouldn't get cold. I would put on my moccasins and have my nice time. The I will come home and play with the little children. Then I should like to have a sleigh ride. Then I should like to go to my cousin's house and play. I will take my skates and skate. Then I hope that my cousin will come to my house next Saturday. But if my cousin does not come to my house I will never play with him again. .The I will stay home nearly the whole day. Then I will eat my supper and go to bed. Scored as of Quality 5.0. Written By a Girl, 12 Years Old, in the Eighth Grade. WHAT I SHOULD LIKE TO DO NEXT SATURDAY. i should like to go up to the Margaret Street Slide in the morning and have some slides. It's great fun, unless, you are afraid to go down. You most generally hate to go down the first time, but after you have gone down once you can't go down enough. It's just the place to have fun. In the afternoon I should like to go skating or go down town. I think skating is great fun. There are a great many rinks for skating, but there are also a lot of ponds and lakes where skating is fine. 440 REPOET OF SCHOOL SURVEY Scored as of Quality 6.0. Written By a Girl, 14 Years Old, in the Eighth Gtade. WHAT I SHOULD LIKE TO DO NEXT SATURDAY. I think next Saturday morning I shall like to help my mother with our work at home. After that I will go down town and see some of carnival people parading, which I consider lots of fun, and I myself would like to skate and take a few toboggan rides. I think that these carnival folks certainly have a merry time. After a few hours spent down town I will go to my aunties house where we will have a nice hot supper. We will then, go to see that lovely ice fort, at Rice Park. When we come back we will sit around the fire, roasting marh- melows, popping pop-corn and telling fairy-tales and stories of the former ghosts and witch-craft. Oh, I just love to sit by the fire and listen to the wind blowing and howling around the house, whicii makes the windows clatter, as if the whole carnival parade were pass- ing by. Scored as of Quality 7.2. Written By a Girl, 17 Years Old, in the Fourth Year of High School. WHAT I SHOULD LIKE TO DO NEXT SATURDAY. Next Saturday, being the day the Saint Paul Carnival will close, I would like very much to do something in connection with it. The thing that I would be likely to do is to go tobogganing because there i> a fine, fast, and long toboggan slide three blocks from where I live. I know I would enjoy myself for various reasons. One is because I know the slide will be in fine shape on account of this cold weather. Then I have had only four slides on it so I am by no means tired of it. It will be something new to me and it just makes the blood tingle in my veins to think of going down it about forty miles an hour. The slide is sixteen hundred feet long and it is said to be the fast- est so I do not like to think of this last chance going by without my using it. Next year we might not be so fortunate as having one of the best slides in the city situated three blocks from our house. Scored as of Quality 8.0. Written By a Girl, 20 Yeairs Old, in the Fourth Year of High School. WHAT I SPIOULD LIKE TO DO NEXT SATURDAY. I should like to be over at Como Park next Saturday to see the dog teams come in from their five hundred mile race from Winnipeg MEASUKEMBNT OF CHILDEEN'S ACHIBVEMiENT 441 to St. Paul. That would be one of the most exciting and interesting events I can imagine. This is one of the longest dog races ever run in either Canada or the United States. The men participating in the event have shown a great deal of pluck and endurance. One espe- cially needs mentioning, Hartman. He is generally known as "Hart- man the plucky American". He is a Bostonian by birth. He went to Winnepeg to assay a claim or mine. Here he entered the dog derby and is attempting to win. All the odds have been against him. Mis- fortune has dogged his foot steps ever since he started. But he has shown pluck, courage, perseverance and the real American Spirit in his efforts to win. And I should say I would like best of all next Sat- urday to be out at Como Park to see the dog teams come in with "Hartman the Plucky American" in the lead. It will be observed that only nine different scores are represented in the above compositions. The reference standard upon which the compositions were scored contains compositions of ten different quali- ties; 0, 1.1, 1.9, 2.8, 3.8, 5.0, 6.0, 7.3, 8.0 and 9.0. No composition writ- ten in the St. Paul public schools was found to be so excellent as to be judged nearer to 9.0 than to 8.0 on the scale. The papers reproduced above may in some cases have been overestimated or underestimated by the three judges who scored them, but the reader will r«member that it is not claimed in any case that a composition is exactly equal to the scale sample on which it is rated. A pupil's composition is merely rated as being nearer in quality to one scale sample than to another. DISTRIBUTION OF SCORES BY GRADES. The distributions which follow show just how many pupils of a given age in any particular grade made each possible score. The reader will bear in mind that the distribution of results for any given grade is not necessarily typical of any particular recitation, section or class, although it does represent the actual achievements of children who are classified in the particular grade concerned. , Table I shows the distribution of Language Scale scored in the elementary grades. School Grade and Age of Pupils Second Grade — 6 years or younger 7 years old 18 8 years old '. 13 9 years old 1 10 years or older 3 Total ' 34 Third Grade — 7 years or younger 8 years old 9 years old 3 10 years old 1 11 years or older 1 Total 5 Fourth Grade — 8 years or younger. 9 years old 10 years old 11 years old 1 12 years or older Total 1 ' TABLE I. DISTRIBUTION BY GRADES. Language Scale Scored in St. Paul Public Elementary (Completion Test Language Scales B, C, D and E). January, 1917. 2 3 4 5 6 7 8 9 10 11 13 13 14 15 16 4 59 35 100 22 9 3 1 13 17 4 65 50 9 5 133 3 15 17 7 2 44 4 6 6 4 3 23 13 14 5 4 3 26 2 5 4 1 3 4 64 36 7 3 14 113 4 40 38 13 11 95 21 12 6 47 1 11 4 1 17 3 30 13 6 2 54 3 5 11 3 6 3 41 14 4 2 64 2 47 39 8 1 87 5 40 33 18 6 10 4 32 30 6 3 55 1 20 12 4 1 10 5 15 2 30 18 5 3 27 102 38 58 8 40 30 8 6 92 1 14 6 2 1 24 6 28 18 2 1 10 1 3 13 3 14 9 4 7 1 4 1 2 15 3 1 18 19 Total No. Median 20 Papers Score 16 5.5 393 4.9 157 4.8 31 ' 4.7 18 4.3 515 509 4.8 23 7.7 338 8.2 158 7.5 64 6.8 27 6.7 37 10.2 305 10.1 141 9.1 53 8.6 40 8.3 55 36 31 476 9.4 44,3-444 ."School Clriulo ami Age of Pupils Fifth Grade— 9 years old or younger. 10 years oKl 11 years old 12 years old 13 years or older Total TABLE I— Continued. DISTRIBUTION OF GRADES. Language Scale Scores in St. Paul Public Elementary (Completion Test Language Scales B, C, D and "E). January, 1917. 2 3 4 5 G r 8 9 10 11 13 13 11 1.') 1C> ir IS 19 Total No. Median 20 Papers Score 1 1 .... 1 . 2 a • • • • ■ 1 .V 1 4 .... 2 . 8 T) 1 2 5 1 1 3 12 11.6 4 {) 11! i;? 2;! 19 ;m 20 18 10 1 163 12.0 ■1 ;i () 1 15 8 19 8 9 '> V V . . . . 88 11.5 2 1) 11 (i 19 4 4 3 2 1 GO 10.3 5 2 C. 4 11 1 8 3 3 1 • • 48 10.2 15 14 37 30 70 37 G5 34 33 371 11.1 Sixth Grades 10 years or younger. 11 years old 13 years old 13 years old 14 years or older.. . . Total 1 1 1 1 5 2 3 (; •) o 1 P! 11 27 18 27 23 3G 11 • ) t) 21 10 P) 17 33 12 20 S 5 8 i 1 t) 10 15 9 12 1 I 1 5 ■Ui G 9 Go 7 10 5 a P! ;'.G 51 92 52 7G 20 18 31 12.9 17G 12.G 1 52 12.1 87 11.8 48 11.1 491 Seventh Grade — 11 years or younger. 18 years old 13 years old 14 years old 15 years or older.. . . Total 11 11 1 3 3 5 1 8 15 29 3G 20 13 10 1G 15 18 34 17 PI s 9 11 11 11 10 9 5 5 8 1 4 1 3 38 50 G3 68 39 . . IG 13.7 2 133 13.3 1 1 125 13.3 1 1 80 13.9 1 39 11.2 383 13.1 Eighth Grade — 12 years or younger. 13 years old 14 years old 15 years old IG years or older.. . . Total 3 1 3 2 4 4 8 1 r-' I PI 18 19 3! 7 3 6 16 19 18 28 5 3 4 9 11 19 3 1 3 3 1 18 31 39 52 55 90 21 •11 4 20 11 G 5 3 G 1 35 21 11 38 14.4 155 14.4 118 13.4 73 13.7 15 13.8 399 14.0 ■usA-tr, les B, C, D and "E). Total No. Median S( 14 15 16 17 18 19 20 Papers Score F 1 2 • 13 11.6 18 10 1 / 163 12.0 9 2 2 88 11.5 2 2 1 6-0 10.3 3 1 48 10.2 33 17 371 11.1 6 2 O 1 . . 31 13.9 36 6 8 3 2 176 13.6 20 8 5 152 12.1 12 4 1 . 87 11.8 2 1 . 48 11.1 76 20 18 494 12.2 5 1 1 16 13.7 30 13 10 3 2 133 13.3 17 14 8 3 1 1 135 13.2 10 9 5 2 1 1 80 . 13.9 1 3 1 29 11.3 39 24 382 13.1 8 7 4 2 34 21 20 11 6 28 6 5 3 19 5 6 1 1 5 90 44 35 31 11 38 14.4 155 14.4 118 13.4 73 13.7 15 13.8 I" 399 14.0 445.446 MEASUREMENT OF CHILDEBN^S ACHIEVEMENO? 4A7 Reading from left to right across the table, the legend is as fol- lows : Of children who are six years old or younger in the second grade, four made a score of 2, four made a score of 4, four a score of 6, one a score of 7, three a score of 8, making a total group of sixteen, whose median score is 5.5. The median score of any given group is the point on the scale which divides the distribution into two exactly equal parts. In the case of the six-year-old children in the second grade, mentioned in the above paragraph, eight scored lower than 5, and eight made a higher score than 5. Since a score of 5 means anywhere from 5.0 up to 6.0, the best single point for dividing the distribution is at 5.5. The important thing to notice in Table I is the progress made by the pupils as one passes from the second grade to the third grade, and so on, up to the eighth. To make this progress still clearer, one may summarize the table as follows : Grade Median Score 2nd 4.8 3rd 7.8 4th 9.4 5th 11.1 6th 13.2 • 7th 13.1 8th 14.0 It will be observed that the greatest progress in this test occurs between the second and third grades, and the least progress between the seventh and eighth grades. This feature of the results corre- sponds exactly to the results which have been obtained in dozens of other school systems where this test has been used. Table II presents the distribution of scores in the more difficult Language Scales used in the high schools. Here again the table reads from left to right, showing the total number of pupils of any given age in each particular year of the high school course who make each possi- ble score. The reader will recall that Language Scales L and M, used in the high schools, are very much more difficult than the Language Scales recorded in Table I for the elementary schools. One should not, therefore, confuse a score made in the high school tests with a score made in the elementary school tests. TABLE II. Distribution By Classes and Ages of Language Scale Scores: in St. Paul Public High Schools, January, 1917. (Completion-Test Language Scales L and M.) Score Obtained First Year High School — Age 13 or younger Age 14 2 Age 15 10 y\ge 16 1 Age 17 Total first year 13 Second Year High School — Age 14 or younger Age 15 1 Age 16 3 Age 17 , 3 Age 18 .' Total second year 6 Third Year High School- Age 15 or younger Age 16 Age 17 1 Age 18 Total third year 1 Fourth Year High School — Age 16 or younger Age 17 Age 18 Age 19 1 Total fourth year ! '. ■ ■ ■ 1 2 9 10 24 28 34 48 40 38 29 11 17 12 12 13 ■2 6 4 9 5 5 3 3 3 1 4 14 14 27 29 21 17 18 14 6 3 3 2 6 12 14 21 15 12 9 6 6 4 .. 4 5 10 3 5 2 2 1 1 1 1 1 1 1 2 2 3 2 1 •■ 11 35 40 64 58 46 ■ 33 27 27 14 5 4 3 1 2 2 6 4 11 5 4 4 2 2 2 1 6 12 25 20 19 12 14 10 11 4 1 1 4 5 10 13 14 10 16 12 7 5 6 1 1 1 o O 5 1*^ i 8 1 3 1 1 1 1 2 2 G 2 1 1 2 8 17 29 51 51 50 35 33 21 19 11 7 4 5 4 10 11 6 6 6 5 4 1 2 1 4 10 9 16 20 21 21 13 7 7 2 2 4 4 5 10 5 12 8 8 7 5 1 1 4 5 3 5 5 3 3 1 13 14 15 Total No. Median 16 Papers Score 1 41 5.9 .. 176 5.9 1 116 4.8 .. 36 4.8 •• 15 5.3 384 344 298 5.5 45 6.7 139 6.2 107 6.5 35 5.5 18 5.5 6.^ 59 7.9 137 8.3 71 7.4 31 7.3 7.9 1 2 3 8 9 4 9 3 4 4 3 1 2 48 9.3 3 3 7 7 13 16 11 13 11 6 11 11 3 3 - 2 106 8.5 1 4 5 11 10 18 14 6 4 6 6 3 1 82 8.6 3 3 1 4 7, 9 3 3 3 3 3 1 38 8.1 6 3 14 15 30 41 47 33 39 15 34 34 8 5 4 274 8.6 449-4-50.4S1-4S2 Median Score 5.5 6.2 r.9 8.6 MEASUEEMBNT OP CHILDRKN^S ACHIEVEMENT 453 The median scores by high school classes in Language Scales L and M are as follows : High School Class 1st year 2nd year 3rd year 4th year Table III presents the distribution of scores in English composi- tion for all grades from the fourth year of the elementary school to the fourth year of the high school. This table reads from left to right as follows : One pupil who was nine years old and in the fourth grade of the elementary school wrote a composition which was scored on 0. Twenty-six pupils in the same class and of the same age wrote compo- sitions which were scored on 1.1 ; ninety-nine of the same age and grade were scored on 1.9 ; forty-seven were scored on 3.8 ; four on 3.8 ; and two on 5.0, making a total group of one hundred and seventy-nine papers, in which the median quality is 2.04. 464 EEPOET OF SCHOOL SXJEVBY c ^. c4 -*-• ''~i ■* Tt< o O CO OJ "d rt O 02 T-l o en o 3 (N .-! (N EC! r-i IN a 1 CO u !§ 3 d tn 01 C5 05 -tl t- lO ^ o 4-» o CU Plh * t- C5 -* tH CO tn nJ bx) _a; o * T^ 05 3 ffi A PU X! o ^ -4-> 00 ' 4^ M o 4-» C -t-» CN . O c (U i> • ■ y 1 E S- "a tZ> • g a. «> * * (3 3 i-i i-i i-i to o <>? . • ; ; IN H A m 3 O O tX3 CO ■* ^ rH <33 < C! 10 a> 3 tn 00 8 125 (Ki J> C- CO ■> 0) m s biO tU3 3 V-* IL) •d c o 3 <; 'tn 0) • ■ ha • • cti •43 3 ttJ d to a J, youn ars. . . ars. . . b/] '^"^ in o \ (U (U . >^ >^ o 13 Q O o "a 3 PM o o 5 0> O tH 1-1 iH (U o CO ^ *^ 04 ^^ 'CO 00 CO CO CO CO CO CO CO •# ■* lO «D 00 ?^ lO Oi CO rH co iH CO 00 50 t- • • iH CO CO ■* CO ■* IN 05 IN '^ iH CO CO lO CO 05 CO IN IN O ts IH 00 00 IH CD tH . !>. to "d ti O l>> o O iH IN CO ■* iH iH iH i-( 1-1 a> QJ o cj lu _^ bo bo bo bfl bfl £<;<<:<;< nl u bO O MEASUREMENT OF CHILDREN'S ACHIBVEMIBNT 455 0> to to CO 04 eO rH tH J> ■"^ C<3 >0 CO 00 C<3 CO CO CO CO CO 04 -* T-t O) tM -^ i~ to eo tH T-H O 05 CO 1-1 tH 05 tH ■* »0 O OS 0> CO i- CO o» CO ■*■ Tii TJH t)^ CO' CO' -* lO tH Ttl T)H tH ■* to rH lO OS t- J> C4 iH 00 to CO to t- OS N to TjH 00 CO CO iH O) Tl 04 to to rH iH • 04 CO to ■* • • lO ia lO »o lO • o «l • ■ to ■ ■ T— i CO 1-1 • to 3 rH .s tJ ^ e iH CO iH iH 00 04 • 00 th in 00 o iH CO t- lO 04 o CO i^ •* 04 rH to •^ an th 7-1 o T-( to >n 04 >n V 00 tH rH J. M 00 OS 04 rH OS tH • to r-l to £- ^- iH >0 !> >* en •* O iH oo l-H to »0 04 rH tH US •* CO 04 i-l o» iH l-< »o U h) n CO to OS ^ CO -* OQ r-i 04 O 00 O to l-H J> ■ • i-i • iH < iH •* Tjt 04 iH lO tH tH co ' h 04 m t- OS to 04 04 • CO 04 T3 1) T3 V rt Q to to M ! >> !>^ >! !>. o |JoiH04cOTjHinto -4-1 CO 1 o to to m' to tr i t^ 1j tl tH t, u frt ?^ ci3 rt rt rt rt -4-> 1 1 S2 S^ 2 2 J, >^ nl ni rt O -4-J 00 oJ gfe ^^^^^ ^ 13 -S ^^ ii ii SL ^^ rt o ''^ "^^ "^ o "rt o ^ iH 04 CO -* lO tC o A 04 CO ^ m to "^ iH iH 1-1 1-1 1-1 •S V 0) cj 0^ 0) 0) ^ hobiObiOhiObiObiOtijo ) ^ bo bo bo ho ho ><<;<:<<;<; •&<<< < < M ;• m w 456 EBPORT OP SCHOOL SURVEY CO lO «D N o> 05 00 00 i>; OS CO rt; iri lo la i^ lei ici CO T-4e«ooocotoe« 00 CO »o i> «D TiH 00 t- -^ iH o >o CO CQ o CO i-i OS CO (N CO o -* O • rt* tH OS ■* ^ OS 0« ■a 00 IC tH t- 2> rH OS (N lO rH 00 tH CO OQ lO 4> CO tH 00 1-H i> -"^ tH lO 3 T-( tH C 5 c O »0 CD t' • CQ o CO CO CS ^ O T— 1 ©4 lO o tH -^ CO o T— ( Oi CO tH OS < CO ■* lO T-l (K8 «S tH OS CO 04 CD eo o o J3 u CO bO u t/3 c/3 m tfl -a CO ^ lO CD t- 00 4j a> * •" o «5 m ui «■ tn "S op . ^>^>^>^i>^o r! i^coTHmcoi-ooos o ^ bobobobjobobflbo H '0<<<<<<< 04 MEASUREMENT OF CHILDREN'S ACHIEfVEMBNT 451 »A w in CO irj O CO C«3 CO OQ ' CO to O "* i> Ttl to J> to £- to 50 O ^ CD ^ to to to to to to to c» rt »c to ■ C V. 1 J* ■ be c ! u- «■ HI 1- ^ > n) O 00 05 CO -4-J o •a 6 or y( 7 year 8 year 9 year or oi "cd o i-H rH T-H iH iH H 5h tH iH T-H T-H (N H b£ bj n^ bJO bio 4> CJ O ^ d) bjO bjo bfi bjo bjo <:< < << J3 <<< < < m ffi Tj< 458 EEPORT OF SCHOOL SURVEY The progress between grades is shown in the following sum- mary : Grade Median Quality 4th 2.02 5th 3.38 6th 3.54 7th 4.12 8th 4.06 1st year 5.83 2nd year 6.66 3rd year 6.27 4th year 6.65 The astonishing thing about the progress here shown is the fact that second year high school pupils wrote poorer compositions than the first year pupils wrote. This phenomenon has been observed in a few other high schools where these tests have been given. It suggests that there must be something in the way high school English courses are organized which is not conducive to the progress we have a right to expect. COMPARISON WITH SCORES OBTAINED ELSEWHERE. One of the first questions which naturally arises in the minds of teachers when their pupils have been measured in any given subject is, "How do our pupils compare with pupils in other school systems?" The results obtained in the elementary schools with the Completion- Test Language Scales are compared in Table IV with results which have been obtained by the same scales in three other school systems. MEASUREMENT OP CHILDREN'S ACHIEVEMENT 459 7.8 9.4 11.1 12.2 13.1 14lO 8.2 10.2 12.4 .... 14.0 . . . • 11.7 12.7 13.9 14.4 10.8 11.7 12.2 14.8 15.8 TABLE IV. Comparison of Language Scale Scores Obtained in St. Paul Elemen- tary Schools With Scores Obtained Elsewhere. (Completion-Test Language Scales B, C. D and E.) Elementary School MedianScore Obtained in Grade Pupils in II III IV V VI VII VI 1 1 St. Paul, Minn 4.8 Nassau Co., N. Y 4.8 Mobile, Alabama Chatham, N. J It will be remembered that the Completion-Test was used as ;» measure of the abilities of children to understand and act intelligently upon such printed matter as is placed before them. On the whole, it can be said that St. Paul pupils compare fairly well with the pupils of Nassau County, New York. As a matter of fact, the second grades and the eighth grades of the two school systems achieve exactly the same results. It appears, however, that St. Paul pupils find greater difficulty in handling language symbols thpn do the pupils of the same grade in Mobile, Alabama, or Chatham, New Jersey. In this connec- tion it should also be remembered that the scores from Mobile which are here recorded as fifth, sixth, seventh, and eighth grade scores, are actually fourth, fifth, sxith, and seventh grade scores, for the Mobile elementary schools end at the seventh grade. St. Paul elementary school pupils, while not showing as great facility in the understanding and intelligent treatment of these language problems as some pupils have in other places, seem nevertheless reasonably able to grasp the meaning of printed symbols. In the high school test of the same nature, St. Paul's results are quite distinctly inferior to those that have been obtained in other high schools. The comparison is shown in Table V. The unsatisfactory results revealed by this table suggest that high school pupils may not be sufficiently well trained in understanding what they read to profit as much as they ought by their work in other subjects. 46(J REPORT OP SCHOOL SURVEY TABLE V. Comparison of Language Scale Scores Obtained in St. Paul High Schools With Scores Obtained Elsewhere. (Completion-Test Language Scales L and M.) Median Score Obtained in High School Pupils in 1st Year 2nd Year 3rd Year 4th Year St. Paul, Minn. 1 5.5 6.2 7.9 8.6 Nassau Co., N. Y 3 7.5 8.4 9.7 11.3 Other high schools 7.5 10.0 11.2 12.0 1. From the Nassau County Educational Survey, published by the New York State Department of Education, 1917. 2. Calculated from results reported in Completion-Test Lan- guage Scales, published by Teachers' College, 1916. High Schools in and near New York city furnished a large majority of the pupils measured. Comparative results obtained in the English composition tests are presented in Table VI, and are represented graphically in Figure 2. MEASXIEEMBNT OP CHILDREN'S AOHIEVBMBNT 461 PQ < i4 8 CO o Id o O I CO 1 C u ta o a . •§ A CO > > ^ ^ t» ^ o (O U3 £-; OS CO CO i> CO U3 U> to CO 00 in 04 • 50 OJ CO 04 O ; in »0 CO CO lO »o [ co' CO OS CO O 00 oq CO »q o tH lO CO to U3 >o CO 05 CO OJ i- >o CO >n tH id >n 04 «3 oa 00 >0 rH i-H 05 04 T-J t-; O Tji <^ Tfi TjJ 1^' ui Ti< o -* CO 00 -* lO CO CO 00 i> CO CO •^' ■^ CO CO tH oo »o i-H 04 in tH CO 00 03 -^^ lo T-; CO CO CO CO oj -^ (N tH O CD rH t- O CO 04 t-; CO "0 04' CO co" 04 04 CO >^ :: ^'<6^ 3 P-, m o o >H O fc d o 0 00 10 • 04 04 © CO OS ; 05 CO I- CO id «j I co' o «d 10 id o id 10 o in co" m Rl «1 SS^c«k4 < 462 REPORT OF SCHOOL SURVEY It appears from the above table that St. Paul's pupils are partic- ularly unable to express themselves in written composition in the fourth and sixth grades. There is a tendency to poor results running throughout the school system. A measurement of results in itself gives very little evidence of why these results are unsatisfactory. The analysis of causes and means of improvement cannot be made except by experts in the teach- ing of English composition. The examiners who looked over the pa- pers, however, were inclined to feel that the papers themselves con- tained some evidence that pupils did not enjoy sufficient opportunity for free expression of their own emotions and individualities. There seems to be a particular need for attention to the development of ini- tiative and imagination in the sixth grade and in the second year high school. Facts in their daily lives are seen and recorded in a cold mat- ter-of-fact light which indicates, a great lack of artistic appreciation. Instead of seeing incident with the active imagination of an artist, they make themselves mere passive instruments photographing a suc- cession of events without any personal connecting thread. Punctua- tion, paragraphing, and the formal side of composition seems to be fairly satisfactory. The difficulty seemed to the committee to lie in the way pupils think and feel. They do not put enough of their own feeling and personal reaction into their writing. MEASUEEMBNT OP CHILDREN'S ACHIEVEMENT 463 Comparison of Median Scores in English Composition With Those Obtained Elsewhere. Fig. 2. Median Quality Obtained m Gi-ade 5*6 7 8 I I. M TI 9.0 e.o a o o o W5.0 'is C^4.0 C C« 35.0 O2.O r'' / / / 9 / / ^ > ?^ / / STANDABD ST. PAUL - - Mobile -— Lead 464 REPOBIT OF SCHOOL SURVEY THE OVERLAPPING OF GRADES. One of the important problems of educational administration is the classification of pupils for effective instruction. Those pupils should be classified together for recitation purposes who, have some- what the same ability in the subjects which they are to study. Figure 3 shows graphically the cdm|?arative achievements of pupils in the grades on the elementary Language Scale tests. Fig. 3. Pepresffntinq thenumfcsrfof pupilf lulio mde ejcferajte mik CompletbttTeA" M = ITcdiaTi of Grade 8tK. Grade Numha-ofPeaieneef Ccmplsled I I Each {nciojvdamt c/ Midsize r^enwrn// Me score of 20^»mdr MEASUREMENT OF CHILDREN'S ACHIEVEMENT 465 It will be observed that in the second grade a larger number of pupils completed two sentences than completed any other possible number ; that ; in the third grade more pupils completed four sentences than any other possible number, and so on, to the eighth grade, where a larger number of pupils completed seven sentences than any other possible number. The significant thing is that there were some eighth grade pupils who completed only three sentences, while almost half of the second grade did that well. Likewise, there were some children in the second grade who completed six sentences, which is as many or more, than a large number of eighth grade pupils were able to com- plete. In other words, although there is more or less regular progress in ability as one passes upward through the grades, nevertheless there are some pupils in each grade whose ability would entitle them to be in a higher grade, and likewise there are some whose ability would suggest that they should be classified in a lower grade. Figure 4 gives in a similar way a graphic representation of the achievements in the composition test. It will be observed here that the less able fourth year high school pupils do as poorly as the best of the fourth grade pupils. The lack of progress between the fifth and sixth grades, and the actual lower ability of the second year high high school class over that shown by the first year high school class, is very clearly represented in this figure. 466 RBPOBH OF SCHOOL SUaVEZ rig.4-. EeprarentiM & number of pupils who wide eaclipossiife f core in ETigf isi Composimn ^^ M = Median of Grade Fourth 'Year Third "Year &cond'^ar ( 1 Pirft '^ar i> 8fh. Grade I I ^ 7ikGr2de 6 tk Grade I 1 I 5-fli Grade I — , — il; 4th.Graas I Eachijicfaserf area of tfii? me , reprejcntf the score made bij SSpiipUs O 11 ■ 19 £8 ' 38 50 60 72 80 90 MEASUEEMBNT OF CHILDREN'S ACHIEVEMENT 467 The question now arises as to what effect such wide differences of abihty in the same grade will have upon the recitations of pupils. Is it economical to try to teach English composition when classes contain pupils of such varying ability? Might not those pupils who are ex- tremely able in expressing themselves be allowed to recite and study with a higher grade? Would there not also be an advantage in so grouping pupils whose abilities are low that they might profit as much as possible by such instruction as is given? However one may an- swer these questions, the fact remains that pupils in St. Paul are not classified very accurately for work in English. ANALYSIS OF SCORES BY AGES OF PUPILS. The suggestion may occur to someone that pupils might be more effectively classified if age were the basis rather than teachers' judg- ments. To show that this is not an adequate solution of the problem, distributions by ages are given below of the scores made by St. Paul pupils. Age and School Grade of Pupils Age Six Years — Second grade -« Age Seven Years — Second grade 18 Third grade 18 Age Eight Years- Second grade 13 Third grade Fourth grade 13 Age Nine Years — Second grade 1 Third grade 1 Fourth grade Fifth grade 4 Age Ten Years — Second grade 3 Third grade 1 Fourth grade Fifth grade Sixth grade ■1 18 TABLE VII. Distribution By Ages of Language Scale Scores in St. Paul Public Schools. January, lOll. (Completion-Test Language Scales B, C, D and E.) Score Achieved 6 10 11 13 i; 15 l(i 17 18 19 Total No. Median 30 Papers Score 33 10 18 74 43 60 15 16 406 5.5 1 59 3 61 9 9 65. o 68 G 6 64 4 68 11 o O 14 41 3 43 4 10 3 13 1 , 1 3 3 1 1 393 33 .49 7.7 315 1 11 5.1 1 35 5 3 5 50 15 7 14 36 40 4 30 14 47 1 33 5 30 14 10 4 1 1 157 338 4.8 8.2 1 1 4 69 3 33 76 37 5 66 1 34 8 43 6 30 3 13 3 6 1 3 1 1 37 10.3 1 433 1 31 8 6.9 31 4.7 8 1 9 9 7 , . 4 3 . . . . < • 7 9 17 5 38 13 39 30 18 6 1 1 . . 158 7.5 2 6 5 31 5 40 20 40 38 14 15 G 1 3 305 10.1 •• 3 •• 1 ^ . 3 5 1 1 3 13 11.6 8.8 18 4.3 4 1 5 3 1 2 8 3 7 4 13 6 8 6 5 3 2 64 6.8 3 6 4 13 11 13 30 18 9 'J 141 9.1 1 1 4 6 13 13 33 19 34 30 18 10 1 163 12.0 . . 30 2 5 3 i 3 36 6 3 1 31 12.9 15 4 19 9 34 56 33 63 41 52 34 12 4 1 417 10.2 "■ 469-470-471 M M A| Ai Aj M Total No. Median l-t 15 16 17 18 19 20 Papers 53 Score 6.7 8.6 9 2 2 88 11.5 36 6 ■ 8 2 3 176 13.6 5 1 1 16 13.7 50 8 11 3 •• 2 360 40 11.4 8.2 2 ^ 2 1 « 60 10.3 20 8 5 , , , , . . 152 12.1 •■ 20 13 10 3 2 . . 132 13.3 8 7 30 4 20 1 2 4 .. 38 423 14.4 50 4 *12.2 3 1 48- 10.2 12 4 1 . . , , 87 11.8 17 14 8 3 1 1 135 13.3 34 21 20 11 6 •• 155 14.4 66 40 29 14 7 1 415 13.1 3 1 40 11.1 10 9 5 2 1 1 87 ll.fl 38 6 5 7 2 119 13.3 40 15 11 9 3 1 346 13.8 1 3 1 29 11.2 19 .5 6 1 1 1 73 13.7 20 8 6 1 3 1 102 13.1 1 5 .. 1 , , 15 13.8 4.72-473-474 MEASUREMENT OF CHILDEEN-'s AOHIBVEMBNT 475 ^ -* rH 05 CO o ^.^.rli 00 oi iH CO CO (N! o o« to rH Til 2> r-( e<5 o in 04 di PS Tii CO o •s «J o 12; e ni a, ■a ^ O^ Tf< 5CJ O^ »0 CO 05 ^Sj' ^3^ ^H ^P t)< 05 00 0« CO CO |2h c o ID o a e o •S i-i I/] bfi o ■B 3 .13 •c o tn buo a; •a K B "S, a, 3 o O 3 nj CO to CI) o OS o 00 o o lO 00 CO 00 04 o ^ a CO .2 •^ s I— I OQ CO OS (?4 a 3 O >-> l-i o tn ;-i rt ^ 0 tH co 00 OO 00 00 00 lO r-( t- O iH <7a 4 O H ni (U ID o bjo bjo biO bA J3 J! ^ J3 i. +J +J -t-» 4-» _M -^ »rj «5.t- 5:5 rt Eh 476 KEPORT OP SCHOOL SUEVBY O 1-1 CD OS 1-1 O W t1( rH O C« CO CO T}< lO co CO lO CO Ti< OS C<2 iH 05 tJH CO r-j 05 00 CO_ 1-! co' CO ■* -^ »ri >o o CO >n lo N j> T-l «D ■* rH CQ lO to CQ t- OS CO "O iH t- 00 0« ■^ CO 00 OS a> (N i> i^ ■* CD 00 ■<*< CO OS CO -a V 3 a o o Eh CO C3S OS O (N •* tH 2> tH tH E> CO 04 Tf< iH 00 04 04 CD ■* Tjl Oi >0 US CO CO 5£> e- T-i • j> CO ■ * •- • ■ ■ -r-l • OJ ■ CO : : : • CO ■* • OJ 2> O? • • rH to US OO OQ • • CO 04 OS • iH tJH us us us 1— 1 2> tH o 1H iH • • iH US US O CO • • tH 04 to tH T— H • 00 00 oj us CO us ■* 1-1 to CO 1-f • 05 -* !> OS CO • CQ ^ OJ OS tH 1H -* OS t- 1-1 CO ■*■<*( U^ 1H CO 00 r-l CO ■* 00 • ■ • 04 ... to CO 04 CO O 1-1 iH tH . . to 04 CO tH OS to 1— f OS to • oo • 1-1 . ■ • iH 4: Mm : : : : : Years Old de de de de de H. S H. S u 2 10 I ; cn I-. R) e 58 < cij ni nl cfl nJ C 1) g 1) •n (LI 00 lU bi(3bjobxibjObi)^l>^ ^TiHUStoi>0Dr-(04 Si Ih I-, Ih :-i bo bfl bjo bo 1-.' Ih 4-) 4-1 3 XI .Ei XI ^ 4-> 4-> 4-> -M US to J> 00 -4-t cn 1-1 •a c 04 H H H H PIH H MEASUREMENT OF CHILDEBN^S ACHIEVEMENT 477 CO t- tH eo 00 m CO 0» 00 £-; 2> O c6 cri -^ id id to ■^ T-ICOt00400«C<3 iq 00 00 E-; 05 50 CO ■>* K3 ai cd -^ id id ^ td to OS CQ S> CD C« I> W r-l CO CO iH C PQ J> Cvi OS C< O O to OS TJH rH N CO (N 1-1 1-1 i-( iH ■5l< tH O »n tH iH 04 tH 1-1 tH «o Oi 4H MM ^-« o : : : : : : 2 ^ ^ ^ ^- M K Sh c^ cd cd "^ tH >H Vh l" JH tn pi bio bio tuo ^ f*^ !>» g ^ ^ jl -M "5 "tl jS -M -t-» -M CO G *-• * CO C- 00 iH 0« CO a s 1) +-» y3 • CO OJ 10 ■ • ■ tH OS ^ OS r-l • / • • i> 00 • • • i-( -"^ 10 CO la 10 0« iH • iH CO J> ?> CO 04 ^ CD • 10 iH 1-1 OS OJ . GO E>H o : : :^wy5yi 03 ' ' * . I-H ■ ' c3 0) 00rH04CO-^ w cti o 478 REPOET OF SCHOOL SUEVBY ro m lo CD 00 "* cc «q CD CO C5 CD CO O tJH 00 CO £— in 04 tJ< CD oa c« CO uj >0 5D 5D CO lo ira CO CD CD lO CD CO eo ■>* CD- C^ T— I CD tH CO lO O ■^ a oi ^ T-l T-H 00 lO •>d^ O CO CO l-J • -* o 05 CO T-H tH CD 00 cc CD ■s 3 C S> 1-1 CD CO T-l 00 rH CD C T-H CD CO o o • O CO 05 OQ tH CQ 7-1 CD T-i l-H t-H > (S>. CO I-l o: • e* (?>. 04 • -rH CD 4 i ; ; ; in CO I— t o : : : : "O ! ! ! ! o : : : : I-l o C een Yea year H. year H year H year H i i w 2 year H, year H year H u 55 c t; ^ "rt •a-'^'S'S 3 O "^■H^ -j-j O 5> rH C<2 CO -^ ID M 4-* o MrH PJ CO Tfl o N CO tH i^ s F g ^ MBASUBEMBNT OF CHILDREN'S ACHIBVEMIEJNT 479 The significant facts shown in Tables VII and VIII are repre- sented graphically in Figures 5 and 6. Age of yvopns' ^ 6 7-8 9 10 2DT— T" Representing Median Scores By Grades and Ages in Elementary Language Scales. 480 EEPOKT OF SCHOOL SUEVBX . ^_ ., Tiq.6. A.qQS' or Pviviis' ■* 9 •' 10 11 ' 12 13 14- 15 IS 17 18 19 20 'Representing Median Scores By Grades and Ages in the English Composition Test. MEASrREMBNT OF CHILDRBN-'S ACHIEVEMENT 481 There are several interesting facts to be discovered in these tables. For example one might call attention to the fact that pupils in the first year of the Mechanic Arts High School write better compositions than the pupils in any of the other three high school classes. Although such results are startling and suggest that a high school course may drill out of a student the originality be has when he enters the school, it is not possible for us to discover from those results what causes may operate in securing such conditions. SUMMARY OF LANGUAGE TESTS. Pupils in the St. Paul public schools were measured as to their ability to understand and use intelligently printed language symbols, and also as to their ability to express in written symbols their own ideas and feelings. In both of these measures of ability in the English language, St. Paul pupils compare unfavorably with the best results that have been obtained elsewhere. The results in English composi- tion are more unsatisfactory than the results in solving printed lan- guage problems. It is suggested that the supervisors of English work investigate the causes for the poor results and check up fre- quently, by standard tests, the progress being made along these lines. It is further suggested that a special supervisor of educational meas- urements be employed to assist in reclassifying pupils so that they may secure a maximum of educational advantage from their school work. The older a pupil is when he is classified in a given grade, the greater the probability is that he will make a low score. It is the young pupils in a grade who show the greatest amount of ability in these tests. It seems quite evident then that one would not, by class- ifying pupils according to age, secure a classification which would be more likely to put pupils of the same ability in the same classes than is secured under present conditions. It appears that teachers in their efforts to base promotions on the abilities of children have succeeded fairly well, so far as ability in language is concerned. The tendency appears quite strong, however, to advance older pupils to a higher grade somewhat more rapidly than their language ability would sug- gest, and to keep younger children in a given grade for a longer period than their language ability would justify. 482 EEPOET OF SCHOOL SUEVBY The facts which have been shown in previous paragraphs in re- gard to the overlapping of the abilities of one grade upon the abilities of grades above and below, and in regard to the tendency to retard bright young pupils and promote dull old pupils, would seem to re- quire that a great deal of special attention should be given to pupils in any class who have exceptional ability. Pupils who are either too dull or too bright for the class in which they recite, should be reclassified in such a manner as to enable them to make the best use of such abili- ties as they may possess. It is probable that this reclassification ought to be based upon rather careful scientific and educational meas- urements conducted by a well-trained clinical psychologist. A num- ber of school systems have already employed such a supervisor of measurements to assist in this work of classifying pupils so that they may obtain the maximum of benefit from their school work. COMPARATIVE SCORES IN THE FOUR HIGH SCHOOLS. For the sake of the English teachers in the high schools, it seemed desirable to present tables showing the comparative achievements of pupils in the high school classes. The facts are presented in Tables IX and X. ~~TABLE IX. Distribution of Language Scale Scores By High Schools in St. Paul, Ja (Completion-Test Language Scales L and M.) High School Class and Score Obtained School Measured 0123456 789 10 11 12 Ji"irst Year High School- Central . . 1 3 10 16 18 9 8 7 12 6 2 3 Humboldt 4 2 5 6 13 11 11 5 6 6 3 1 1 Johnson ^... 4 3 16 9 22 12 7 4 5 5 ST 4 Mechanic Arts 5 5 11 15 13 17 19 16 9 4 2 1 .. Total first year 13 11 35 40 64 58 46 33 27 27 14 5 4 Second Year High School — Central 3 8 11 8 6 5 3 7 5 4 Humboldt 1 3 6 2 12 16 11 7 4 5 5 1 2 Johnson 3 6 11 23 17 21 12 17 7 3 3 1 Mechanic Arts .* 5 2 5 13 8 7 10 10 11 6 4 2 Total second year 6 8 17 29 51 51 50 35 33 31 19 11 7 Third Yeafr High School- Central 2 7 5 11 16 15 12 9 Huinboldt 1 3 6 6 8 10 8 5 5 Johnson 3 5 2 9 9 7 6 9 6 6 Mechanic Arts 1 1 .. 2 2 8 8 16 8 15 9 Total third year.... 1 4 6 9 24 28 34 48 40 38 29 17 Fourth Year High School — Central 4 1 3 6 12 15 21 16 12 Humboldt 3 3 3 7 2 6 3 Johnson 2 2 8 4 9 7 13 3 6 Mechanic Arts 1 3 6 12 11 7 8 Total fourth year 1 .. 6 3 14 15 30 41 47 32 29 15 24 MEASUEEMENT OP CHILDREN'S ACHIEVEMENT 48? 1-1 n -M ■ *H »— I a 00 00 O «0 £-; ui lo CO id id en 00 CO en o 05 rH ^ tH CO O CO 05 -^ lO t- l-l t- 05 CO s o oi 3 ^ (d "rt P4 u bo CO JJ 1—4 O — •^ O --K u 03 - ■ ^ • J3 -M X .SP "^■5 H hj PQ m S < ^ H S "a tH o. 1 3 { s 3 r3 1 1 o *-s •i ■ VH 1—1 M a M M-l O C o ■^3 3 ja o 00 04 O CO o id 00 ed 00 04 O tH CO CO OS 04 O K3 C CO CD CD ed CO lo CO CD co' CO »o CD CO O OJ CO E- lO CO t- lO iH m o en in CO o N 00 io CO OS r-( CQ 1-1 T(( (N . 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CO tH 50 tH (N o CO -^ >o ■ cci o o - '■n 3 6 > o O o o m o o . • o m o o c . o 1^ HH l-t Cj CQ N 1-1 ■* CO ■ Oi T-l o* tH CQ • o >H CO O bB 3.S _c ii 4-t K "=> S o o «= o o , • o >n o O C o 2 --1 <^ (Ti « iH -^ CO ■ IN! iH C^ iH (N • o CO Sq u A ^ 1— 1 O O o o in o • • o in o O C o o -J^ (n *-| rt ©5 (Ji (N iH CO ■ ■ oi tH at T-l C5 iH o >i CO 6 •^ £ ^ (— 1 o * 1 j_J * ' • • >^ * * IM 3 i-H .3 * ni in bB-V 3 J3 in o .2 'o E a a 3 O 'tn 3 13 bi) 3 CO •a .S 3 3 c. i bo o St. J3 u C o xn B s:3 Hi u 3 O 1) e E ^1 .-a c <:c:; If 11 P 3 -O a 3 J3 a- o tn * * > o 502 EEPOBT OP SCHOOL SURVEY The italized figures indicate excessive amounts of time given to certain subjects. These subjects are, Reading, throughout the grades, L,anguage and Grammar in grades five to eight, Arithmetic in grades five to eight and Geography in grades five, six and seven. Comparison of the St. Paul figures with the average for fifty cities also shows that insufficient time is given to History in the grades be- low the eighth, to Elementary Science in all grades, to Physical Exer- cises in all grades and to Recess in grades one to six. ' Specific recommendations as to changes in time allotments will be made in the discussion which follows for each subject. In general much less time should be given to formal studies, the time thus saved being used in teaching the content subjects. ARITHMETIC. Arithmetic receives its share of the total recitation time in St, Paul. The work is based upon the adopted texts. The course of study is in the process of revision. The Committee appointed to revise it is particularly fortunate because of the large number of thorough- going studies that have been made relating to the organization of the teaching of the subject and also because of the new types of arithme- tical materials which are being introduced into the upper grades. In the case of arithmetic as in the case of every other subject of study, the committee in charge should give careful consideration to the out- comes of the subject and then it should attempt to organize and redis- tiibute the materials in terms of them. Is arithmetic taught to give information? Is it taught to give training to certain kinds of reasoning abilities? Is it taught to give facility in handling the fundamental operations? Why is it taught? Do the purposes vary with the age of the children? With the grades? If so, what can we expect of children at the end of the fourth grade? The sixth grade? The eighth grade? Following the consideration of such questions as the above should come others such as — What topics should be eliminated, if any? For example, should Troy measure be taught? Avoirdupois? Cube Root? Partial payments? Annual interest? The greatest Common Divisor? Compound proportion? What topics should receive in- creased emphasis if any? Should we increase or diminish the atten- tion given to the fundamental operations? to fractions? to saving and loaning money? building and loan associations? to investments? to public utilities?- Clearly the answers to these questions would in- THE COURSE OF STUDY 503 volve an inventory of the materials commonly taught under the head of arithmetic to determine those aspects which should be eliminated and those that should receive increased emphasis. It is also clear that the principle upon which these divisions will be made is the social utility of the topics under consideration. One is not merely interested in whether these topics shall be taught but in what grades they shall be taught. This becomes ex- ceedingly important in view of the present tendency to introduce junior high schools. These may call for a redistribution of the grades in which these topics are taught and of the emphasis which should be given to them. Many children will leave school at the end of the 6th grade. What knowledge of arithmetic and what facilities should they have at that time? In addition to knowing what topics should be included in arith- metic and how they should be distributed through the grades the com- mittee will also be compelled to consider the amount of time that should be allotted to each. In other words the time cost of achieving certain results should be carefully determined. Answers to many of the above questions and to others which they suggest can be found in the articles and fcoks listed in the bib- liography at the close of this discussion. As has been intimated in the foregoing discussion there is a marked change in the emphasis that arithmetic is receiving. For- merly it was essentially a habit-making subject and instruction in it consisted largely of drill work. There is now, however, a decided tendency to socialize instruction in arithmetic. By this we mean that both the materials and methods are of such a character as to give the student mastery over those quantitative relationships which he must meet later in life. Plays, games, and the like have been intro- duced into the primary grades for the purpose of making the work more concrete and in the upper or grammar grades the material is now being organized around certain occupational interests. It has been found for example that the children should be made familiar not merely with the problems which arise in connection with banking but that they should know something about the bank itself, how it may be organized, how it does business. The same is true of a corpora- tion or a stock company. It is not enough for children to work with stocks' and bonds. They should know how a stock company is org^an- ized. They should know how an assessment is made. In other words they should be made intelligent regarding situations involving business relationships. Building and loan associations are quite com- mon throughout the country and yet people are unable to describe the 504 EEPOET OF SCHOOL SURVEY way in which a building and loan association does business. The same is true of insurance companies and all forms of public expense, agriculture and the like. Among the articles and books which will be found of value to teachers in preparing a course of study are the following: R. E. Marsden. A Child's Appreciation of Number. Paidologist V, 1903, 91-93. D. E. Phillips. Number and its Applications. Fed. Seminary V, 1897-98, 331-381, 390-398. G. J. W. Patrick. Number Forms. Popular Science Monthly XLH, 1893, 504-514. L. A. Arnett. Counting and Adding. Amer. Jour, of Psychol. XVI, 1905, 337-336. C. H. Judd. Studies in Number Consciousness. Psychol. Bulletin XI, 1909, 43-43. C. E. Browne. The Psychology of the Simple Arithmetical Processes. Amer. Jour. Psychol. XVII, 1906, 1-37. H. Suzzallo. Reasoning in Primary Arithmetic. .California Educa- tion, June 1906. ^jj^ F. G. Bonser. The Reasoning Ability of Children of the Fourth, Fifth and Sixth Grades. Teachers' College Contributions to Ed- ucation, 1910. S. A. Courtis. Measurement of Efficiency and Growth in Arithmetic. The Elementary School Teacher, Chicago: (3) X, 1909, 58-74, 177-199; (b) XI, 1910, 171-185; (c) XI, 1911, 360-370; (d) XI, 1911, 538-539. New York City Report. C. W. Stone. Arithmetical Abilities. New York Teachers' College Record, 1908. J. M. Rice. Educational Research: A Test in Arithmetic, The Forum, XXXIV, 1903, 381-397 ; Causes of Success and Failure in Arithmetic, The Forum, XXXIV, 193, 437-453. J. C. Brown. An Investigation of the Value of Drill Work. Jour. Educational Psychol. II, 1911, 81-88. D. E. Smith. The Teaching of Arithmetic. Teachers' College Rec- ord, 1909.' H. Suzzallo. Teaching of Primary Arithmetic. Teachers' College Record, March, 1911. Brown and Coflman. How To Teach Arithmetic. Row, Peterson And Company, .Chicago, New York. Jessup and Coffman. The Supervision of Arithmetic. Macmillan Company, New York. THE COURSE OF STUDY 505 Civics : Civics, as a separate subject, does not appear on the program of the St. Paul Schools. Observation by members of the committee, and discussion with supervisors and teachers made it appear, moreover, that the amount taught incidentally in connection with other subjects, was insignificant. Nature study and Hygiene, two subjects which might afford such an opportunity for incidental teaching, likewise have no place on the program. History is taught for so brief a time, that there is little chance to teach Civics incidentally in that subject. The nature of the text used, the emphasis in the work, and the methods of instruction, practically exclude the possibility of any train-^ ing for citizenship worth considering in connection with this subject. The organization of the work of geography, likewise is not of a char- acter to facilitate the correlation with civic problems. The needs of St. Paul demand that the children who go from the public school should receive more training in citizenship. The com- mittee should plan a special course in the subject, and should make a careful study of the possibility of securing some of the desired atti- tudes and knowledge, incidental to the study of other subjects. His- tory, nature study, hygiene, arithmetic and geography,, should con- tribute much. Perhaps some of the time now given to opening exer- cises should be used to this end. The committee, to which is assigned the very important task of determining the course of study in civics, is particularly fortunate in the excellent publications available on this subject. The following are of partictjlar value : The Teaching of Government. Report to the American Political Science Association, Macmillan. Hill, The Teaching of Civics, Houghton MifiSin Co., No. 23, (1915), No. 28, (1916), Bulletins of the Bureau of Education No. 17. Drawing : The work in drawing in the St. Paul schools is in a period of .transition owing to the fact that the present supervisor has been in the city but a short tirne. The time allotment seems liberal at first glance, as compared with that in the fifty cities of the table, but when one remembers that the drawing period, in the lower grades, also included the work in manual training, the allotment for these grades is clearly too small. Drawing is correlated in the St. Paul schools with manual train- ing, at least through the first six grades, the drawing supervisor super- 506 REPORT OF SCHOOL SURVEY vising the work of both subjects. It is very difficult to separate the one from the other in many cases but for purposes of definiteness such separation must be made. To distinguish between the two subjects was especially difficult in the primary grades in the case of paper cut- ting, making doll hammocks, etc. Such activities may be regarded as being justified from the stand- point of art or from the standpoint of handwork. From the stand- point of art it is doubtful whether this material is the best material to use in developing either the ability to draw or the ability to appreciate art in any connection. It is, moreover, expensive. It is admittedly ^interesting to the children but this is not sufficient justification by itself, to justify teaching any subject. From the standpoint of handwork the material and the projects are poor. There is little of educative value in it. As outlined there is apparently no serious intention of throwing light on any industry or common social activity. It would seem that in making a new course of- study the commit- tee concerned should determine for each project whether the principal purpose was to develop the child in artistic ability or to make him more intelligent with regard to modern industrial and social activities. This would not prevent proper correlation, but would insure the result in progress along some line. Isolated projects would be eliminated. From the third to the sixth grades, inclusive, manual training is largely neglected. In the seventh and eighth grades there is a sep- arate period for manual training and for domestic science. As a re- sult the drawing work of the grades above the primary, is more sys- tematic and better taught. Instead, some of the very best teaching seen by the survey staff was in the drawing classes in these upper grades. The emphasis, however, in most cases missed the happy medium and was either too formal, or too lacking in system. Much of this is due no doubt to the fact that the teachers and supervisor have not yet had time to understand one another. From conferences with the supervisor, and from a preliminary outline sketched for use in making this report, it was evident that plans were under way vastly to improve the quality of the art curric- ulum. The following recommendations are meant to facilitate put- ting these plans into operation. The committee on the course of study in art should consider: 1. Changing the name from drawing to art. 2. Increasing the time given to this subject, if the time allotment must also include instruction in manual training. THE COURSE OF STUDY 507 3. Giving the art work a more decided focus to distinguish it from the work in other subjects. 4. Introducing more picture, sculpture, architecture, and landscape, study, etc. The reports by Miss Cook and Miss Tall, also contain valuable suggestions on improving the work in drawing. Bibliog4"aphy : Farnum, R. B., Present Status of Drawing and Art in the Ele- mentary Schools of the United States. United States Bureau of Education, Bulletin, 1914, No. 13. Ayers, Fred., The Psychology of Drawing. Warwick and York. Sargent, W. Fine and Industrial Arts in the Elementary School. Ginn,& Co. Sargent and Miller, How. Children Learn to Draw. Ginn & Co. Munsterberg, Principle of Art Education. Dow, Theory and Practice of Teaching Art. FINE ARTS. The course of study which the director of art in the St. Paul schools has outlined for St. Paul is, as yet, in a formative stage, but the twenty-two pages of mimeographed material form a helpful work- ing basis for the grade teachers ; and the specimens of work exhibited in the classrooms throughout the city showed that, at the time of the visits of the survey commission, magazine and notebook cover designs with lettering, (a phase of the great printing industry) had been the projects for the month in the grammar schools. This indicates work along the right lines ; and the many grade meetings with teachers shows that the art supervisor is doing everything in her power to help meet the art needs of the course of the study. For the future, the following recommendations should prove helpful to all the schools of St. Paul. Some are suggested by the supervisor, some directly by the survey commission : 1. According to the present time allotment of the daily schedule, three "30 minute" periods are devoted to drawing each week Grades 5-8. A better assignment would be two "45 minutes periods." 2. The art department consults the household economics de- partment, and projects are worked out between the two : cos- 508 ^ EEPOBT OP SCHOOL SURVESY tume designing, menu-cards, etc., but there is very little co- operation between the grade supervisors and the art super- visor. Yet so many of the projects in history, drawing, geography, school assembHes, etc., must be connected up with with the art side, that valuable opportunities are being lost every day by this loss of co-operation. 3. The high school art department and the art department of the elementary schools are two separate and distinct organiza- tions. This means that the work is not always closely artic- ulated. 4. The supervisor should find time to do more demonstration teaching than has been possible this year. 5. The course of study should include suggestions for a course in art appreciation in the grades. The wall pictures in the St. Paul schools are artistic in a much more striking degree than is to be found in most school systems in the United States, but there seems to be no evidence anywhere that the wall pictures are studied by the children for their artistic value under the direction of either the supervisor or grade teacher ; and the drawing bulletin does not definitely plan for trips to the art galleries of the city, to handicraft exhibits, to study the beautiful buildings of the city whether they be shops, churches, or the Cathedral ; or to give lantern shows of pictures of cathedrals or designs, or birds or flowers — (those media that show line harmony and color composition) ; or to visit a furniture store, or a wall-paper decorator's, or a book- bindery. 6. The art course should be linked up with the industrial arts course. There is no industrial arts course, as such, yet form- ulated for the first six grades of the St. Paul schools, bu^ when that is attempted, the art supervisor and the makers of the course in industrial arts should be in frequent consultation. 7. There should be a scientific attitude about the achievement of pupils in this subject as in all others. For the beginings of a testing scale in drawing, consult Teachers' College Rec- ord, March, 1917, for Thorndike's drawing scale. THE COURSE OF STUDY 509 8. Some references that may prove especially helpful to teachers and citizens: James Parton Haney: The Stranger (A modern Mu- sical Play). An article written for the magazine. Good Housekeeping. 1915. Horace Mann, School Course of Study: Teachers' Col- lege, New York City. Dow, Theory and Practice of Teaching Art. Thorndike: Drawing Scale. Teachers' College Pub- lications. Kerschensteiner : The Schools of the Nation, Macmillan. Rusk: Introduction to Experimental Education, Long- mans. "The true purpose of art teaching is the education of the whole people for appreciation," says Professor Arthur Wesley Dow in his Theoty and Practice of Teaching Art. He defines the language of art as consisting of three elements : Line — the boundary of space ; Dark-and-light — the mass, or quantity of light; Color — the quality of light. Through the medium of this language Professor Dow insists very emphatically that "The art course, to realize its purpose, must be a unit in its aim, through all grades. It must stand, first and last, for growth in critical judgment and appreciation of harmony." And then linking up the need for art consciousness in this America of ours, with its twentieth century industrial and social problems he explains the crux of the matter for the layman : "The progressive training through all grades in a perception of fine relations of space, tone and color and the skill acquired in execution are assets alike to the one who goes on to the higher grades, and the one who leaves school to enter the ranks of wage earners. The industries need trained minds more than trained hands." To guide us in our estimates of the work in any school system perhaps no conclusions will be more helpful than those made by Dr. George Kerschensteiner, director of education in the schools of Mu- nich, Bavaria: 1. Method and matter must be judged by their value and the meaning to the child alone. (There should be no uniform or mass teaching, but the method should consider individual differences.) 3. Drawing activities arranged in a hierarchy, (each activity in turn having its own hierarchy of habits) are as follows: 510 BEPOET OF SCHOOIi SUEVEY a. Wigwagging of the scribble pencil (purposeless). b. The child sees meaning in the scribble. c. His mental image next directs, guides, and controls the drawing movements. d. He recognizes and names the product. (His own idea of the object.) e. He draws stories. f. He copies pictures. g. He copies objects in nature, and begins to use representa- tion (two dimensions). h. He foreshortens areas — (angles, receding of lines). i. He distinguishes between light and shade. 3. Systematic and individual art instruction should be given after ten years of age when special talent develops. 4. Puberty shows signs of pure art development. 5. Artistic drawing is not a language that any large number of adults ever speak — therefore stress appreciation. 6. Mechanical drawings and graphs in science should be studied by all pupils. 7. Art intensifies life, so art productions are made and enjoyed. There should be pictures on school walls, the children having a voice in their selection. 8. Pictures should be exchanged from room to room. 9. More time should be given to seeing pictures, less to drawing. A wise teacher will find out how individual children choose pictures. Children should be encpuraged to make picture collections or picture books, and they should be circulated as books of fiction and travel are. 10. There should be : a. Art museums for experts; b. Art museums for the aid of artists themselves; c. Art museums for the working people ; d. Art museums for the children themselves ; e. Art museums, with lantern lectures, special rooms, spe- cial days for teachers and children. GEOGRAPHY. Present Plan : Evaluated and Oriticised. Geography is systematically taught in the St. Paul Schools with the aid of a good text, from the fourth grade through the seventh. THE COURSE OF STUDY 511 More interest is manifested in it and better work perhaps can be dem- onstrated in geography in the main, than in any of the other subjects included in the curriculum. This is partly due to the fact that a well worked out, detailed geography syllabus of 149 pages, published in 1910, is still in use in the schools, the supervisors referring to it and commending it in the monthly outlines they send out (in lieu of a course of study). The syllabus recognizes the place of observational geography, fact geography, explanatory geography, and the principles of geog- raphy, throughout the grades, and contains much that the best of^ the recent authorities upon geography-method subscribe to. But its point of view is that of the advocates of correlation of ten or fifteen years ago, and history is featured as prominently as geography. For this reason it becomes difificult to suggest how the present plan can be used to better advantage. It would seem wise to discard it wholly and then build one from the point of view of geographical principles and geographical continuity. In such a scheme history, industrial arts, civics, current events and mathematics will have their place, but in an altogether different way. The main questions to be answered by the teacher for any of the subjects are: (1) What does this sub- ject contribute to the education of the child? (3) What does it alone contribute? When she can answer these two questions for all sub- jects she can be trusted to correlate as she pleases. If the St. Paul course-of-study-committee reorganizes the sylla- bus, it should develop such an outline as : The relation of school geography to the science of geography. Geography defined. The unity of the subject. The A. B. C.'s of geography. The importance of geographic principles. The importance of a knowledge of geographic facts. Judgment and power on the part of the pupil — To use the facts. To test accuracy. To be skeptical concerning authors. To use references, atlases and gazeteers, books of descrip- tion, and commercial reports. To test the clearness and accuracy of his own and other peo- ple's thinking about the causes and efifect in geography. To interpret pictures. Point of view of home geography. Point of view of the world as a globe in the fourth grade. Continent study. 512 EBPOET OF SCHOOL SUEVEY The use of the flat map and the transition from globe inter- pretation to flat-map reading. The atlas or map habit. The use of small outline or base maps. The use of texts and supplementary readers. The place of current events in the geography plan. Where, and what to teach of the geography of Minnesota and Ramsey County. Geography in relation to history. Geography in relation to industrial arts in the first six grades. Industrial and commercial geography. Suggestive lesson plans, ranging from a home geography les- son in the fourth, to a continent study lesson in the fifth, to a cause-of-winds lesson in the sixth, to an explanatory prob- lem in the seventh and eighth. A bibliography revised to date for both teacher and pupil. There are other evidences of interest in geography. Much good drill work is shown in the classes in the principles of geography, for the children talk naturally of longitude and latitude, winds and their results, old and new mountains — in a way that shows the school sys- tem is appreciative of the value of such work. There needs to be, however, more emphasis upon the relation of the principles to the facts of geography, but efficient supervision will soon take care of this point. Then, too, 'there is an organized Geographical Society, to which teachers belong. A January, 1917, notice reads: "The Geo- graphical Society will meet Wednesday, January 17th, at 4 o'clock, in the Madison Building, Topic : Method of Teaching Winds and Rain- fall." And besides this, optional after-school meetings, for teachers to discuss method in geography, have this year brought out an attend- ance of two hundred, and over, with the request for more meetings. All of these factors are indicative of progress. Equipment. In the geography equipment in the various rooms was noted the absence of large globes, and of good physical wall maps. The "Pa- pier mache" relief maps in use in St. Paul, in no sense, present the , vivid ideas that can be gotten from such maps as the Goode or the Sydow-Habenicht physical maps. There were individual globes in some of the schools. In many rooms there were evidences of illus- trative material that had been used : pictures, railroad folders, and in THE COUESB OP STUDY 513 a few schools lanterns were mentioned as a part of the equipment, though none of these materials were seen in use. It would be well for the course-of-study-committee to inquire into the best thought of the day, about the use of individual globes,, sand-tables, and memory maps. Summary. In conclusion the following suggestions are repeated for empha- sis: — (a) It is specifically recommended that the course of study be written from the point of view of geographical unity and continuity. (b) Since seeing geographical relations between position, sur- face, climate and mineral resources on the one hand ; and soil, vegeta- tion, occupation and commerce on the other, requires the child's ma- turest reasoning efforts, it is to be hoped that geography will resume its place in the eighth grade of the St. Paul schools. We are glad to see that the Mirmesota Course of Study for Teachers also makes this recommendation for the State. (c) It would prove helpful to the teachers in the system if sug- gestive lesson plans, would be sent out to the teachers from time to time. This is not that they may follow them blindly, but that the work of the teachers who are strong in geography may be used to help others of their colleagues who are less capable. Such type lesson plans are to be found in the Minnesota State Course of Study and in Earhart's Types of Teaching. References that may prove helpful : Minnesota Course of Study and Manual for Teachers, 1916. Dodge and Kirchwey: The Teaching of Geography, Rand- McNally, 1913. How to Teach the Fundamental Subjects, Kendall & Mirick. Houghton-Mifflin, 1915. Baltimore County (Maryland) Course of Study. 19*15. Mt. Pleasant (Michigan) Normal School Course of Study. 1914. Earhart : Types of Teaching, Houghton-Mifflin Co. McMurry: How to Study. Houghton-Mifflin Co. Strayer and Thorndike : How to Teach. Macmillan. Strayer: The Teaching Process. MacMillian. Wilson: Socializing the Elementary School Subjects. Houghton-Mifflin Co, 514 REPOET OF SCHOOL SURVEY History. History is not systematically taught in the St. Paul schools until the eighth grade, nor is the amount of incidental teaching large. The total time devoted to history, 350 minutes a week for 38 weeks, is less than one- third the average amount given to the subject in other cities in this country. The committee should consider this very significant in view of the present demand fof greater emphasis upon the social sciences. I. Suggestions for making the course of study in History: — There should be a clear statement of the outcomes desired as a result of the study of this subject. The most common aim urged by progressive educators today, is that of rendering the pupil more intelligent with regard to the most crucial problems, conditions and activities of today. This aim, put forth in the report of the Committee of Eight, has been so commonly ac- cepted that it seems certain that it should be given a much larger, if not the chief emphasis. The committee will be helped, in interpreting, or in modifying this aim, by reading the follow- ing references : 1. The Report of the Committee of Eight. Scribners. 2. The Teachers' College Record, September, 1915. 3. Johnson, Teaching of History, Ch. IH. Macmillan. 4. Bobb:tt, What the Schools Teach and Might Teach, Cleve- land Survey. » 5. The Social Studies, etc. Bulletin, 1916, No. 38. Govern- ment Printing Office. 6. The Fourteenth and the Sixteenth Year Books, of the Na- tional Society for the study of Education, Ch. IX-X. 7. Robin~son, The New History, Macmillan. II. Selecting the materials for the course of study. Items of subject matter will be added or eliminated accord- ing to whether or not they are needed in realizing the aim selected by the committee. Research in this subject is very difficult, and the committee may not feel that it is wise to wait for the completion of original investigations. The committee will find much help in the following references: 1. The Report of the Committee of Eight. This report is most nearly the official one for the country. It can be made THE COUESB OF STUDY 515 to serve as a tentative course of study while the committee is at work. A good criticism of this course will be found in the History Teachers' Magazine, for February, 1913. 2. Teachers' College Record. Sept. 1915, pp. 33-59. 3. Social Studies in Secondary Education. Department of the Interior, Bulletin 1916, No. 28. 4. The Fourteenth and Sixteenth Yearbooks of the National Society for the Study of Education. 5. Robinson, The New History. Macmillan. 6. Johnson, Teaching of History, chapters 4, 5, 6, 7, 14, 15. 7. Leavitt & Brown, Prevocational Education, chapter on His- tory. 8. Baltimore County Course of Study, pp. 385-547. in. The Problem of Grading. History should be taught ultimately in every grade except where its place is taken by some other social science, such as civics. The work outlined in the report of the Committee of Eight for the first five grades needs reorganization. In fact a national committee is now at work upon the entire course of study. The local committee should consider carefully the advan- tages of correlating local history with home geography. As a matter of fact the history and geography should reinforce each other throughout the course. It is possible, that in case the present Eight "Grade system is continued, it may be advisable to begin the history outlined for the Sixth Grade in the Report of the Committee of Eight, in Grade Five, A. This will allow the second half of the eighth- year to be given over to the study of present social and civic problems. The Committee will receive valuable suggestions on the phase of their work from a study of Johnson's Teaching of History, chapters 33 and 8. IV. Making the Syllabus. No matter how 'good a course of study the committee has in mind it will not be efifective unless it is adequately placed before the teachers in the syllabus. A good syllabus should af- ford every aid to the teacher within the practical limits of size, etc. This implies 51G REPORT OF SCHOOL STJRVET 1. That it be explicit and detailed. It is doubtful if a satisfac- tory syllabus can be made in less than two hundred pages. The Sioux City, Iowa, syllabus contains two hundred sev- enty-six pages; the Baltimore County course of study one hundred sixty-two pages. The committee should consider carefully the stimulus to be derived from a detailed syllabus. 2. Much of the material in it should be organized problemat- ically. 3. The progress from problem to problem should be clearly shown. 4. The time given to each large problem should be indicated within rough limits ; as, for example. How the South recov- ered from the Civil War ; time, from one to two weeks. This course amounts to indicating the relative value of each problem and hence the relative emphasis to be given to it. Examples of this type of aid are the course of study outlined in the Teachers' College Record, Sept. 1915, and in the Report of The Committee of Eight, grades Six to Eight inclusive. 5. Ample bibliography should be provided for each portion of the work. Both teachers' and pupils' references should be given 'and should be organized about the individual prob- lems with which they deal. The committee will receive much help from the following books: a. Andrews, Cambrill and Tall, Bibliography of History for Schools and Libraries. b. Channing, Hart, and Turner; Guide to the Study and Reading of American History. Ginn. c. Root and Ames: Syllabus of American Colonial His- tory, Longmans. 6. Nothing is more needed in a syllabus than a list of projects, excursions and dramatizations. These should be suggested in connection with the problem with which they deal and should be described in detail. Sample lesson plans and stenographic reports taken from good class recitations are of great value. Hygiene : St. Paul is to be congratulated on the introduction of a director of hygiene, and a number of school nurses to assist him. It is to be re- gretted that, with the exception of occasional talks, the work is al- lowed to stop with physical examination. Hygiene does not appear THE COURSE OP STUDY 517 on the daily program. According to the teachers and supervisors con- sulted little health instruction is given at any time and that little with- out plan or system. In other words, the public schools do not make provision for each child completing the elementary school to. have even an elementary knowledge of- common health problems, nor do they insure the fixings of those habits and the inculcation of those ideals which will enable him to meet these problems. The fact that neither civics nor nature study have a place on the program eliminates any possibility of securing health instruction incidental to these sub- jects. The care of children, the care of the sick, hygienic clothing, the study of the dietary, and of the home, are given in many cities in con- nection with the courses in home economics ; but in the schools of St. Paul because of the lack of time, or for other reasons, practically no such instruction is given in the elementary courses in this subject. This neglect is decidedly at variance with the common practice in the country, and with the common recognition today of the impor- tance of providing for the people's health. An unpublished study of the teaching of hygiene in 157 cities in the United States was made by I. N. Madsen recently at the State University of Iowa. The fol- lowing is taken from his results : No. of % of Total Grade Cities Time Given Teaching to Hygiene I 113 3.4 II 118 3.2 III 119 3.5 IV 138 3.6 V 139 4.0 VI 137 4.0 VII 136 4.3 Vm 115 5.7 This table should be read : Of 157 cities studied, 113 taught hy- giene in the first grade with a time allotment of 3.4% of the total time of that grade, etc. Hygiene should be taught systematically in the elementary school. The school should do its part to insure that the children leave the elementary school with right health habits, and with proper atti- tude toward and knowledge of the common health situations of life. In a_city such as St. Paul, special attention should be given to com- munity hygiene. 618 REPORT OF SOHOOIi SURVEY The committee assigned to make this course of study should give particular attention to the following problems: 1. The opportunities for health instruction in connection with other subjects, particularly, in connection with nature study, civics and home economics. , 2. The relation of the work to the department of school nurses. Many problems can be taken ttp with the children most effec- tively by the school physician or by the school nurse. This ds especially true of such problems is the hygiene of the or- gans of elimination. 3. The committee should list very definiiely the most common and the most crucial health situations and- problems in life. It should outline these in the syllabus in detail. Definite pro- visions should be made for measuring the results of instruc- tion in this as in other subjects. Attention is called to the chapter on this subject in the Sixteenth Yearbook of the Na- tional Society for the Study of Education. 4. Relation to Physical Education. Physical training should be planned to make certain definite contributions to hygienic habits and knowledge. Particularly in the case of games and athletics much can be done to teach the importance and methods of keeping in fine physical condition. There should be a definite contribution, also, through developing a taste for healthy sports, which can be continued after the pupil .has completed school. 5. The Committee will find the following books helpful in mak- ing this course of study : Hoag and Ternman, Health Work in the Schools, Houghton. Allen, W. H., Civics and Health, Ginn. Denison, Elsa; Helping School Children. Harper. Language : I. The course of study in language will be improved by narrowing the work done under this heading to improving language abili- ties. This subject, like spelling, is suffering from a lack of or- ganization and definiteness. St. Paul has practically no course THE COURSE OP STUDY 519 of Study in language. A bulletin gotten out this year, gives suggestions for grades in the technique of written composition, suggestions for one form only of oral and written English, viz. : reproduction of stories; advocates letter writing; discusses some type errors ; and states the place of formal grammar in relation composition. Probably the most suggestive sentence in this buletin is this: "The types to be taught in the grammar are made evident by the errors found in the papers (written com- position)." Often the materials presented and the methods used are not logically consistent even with such purposes as are set down in the language bulletin. For example, it seems unfortunate to combine the work in geography with that in language. Its principles of organiza- tion are certainly different from those which characterize com- position or grammar. Consequently, and particularly in the lower grades, there is a likelihood that neither geography nor language will ;be taught well. The outlines sent out monthly to the teachers do not distinguish between the aims of the two subjects with sufficient clearness, and there was apparent, in many of the lessons observed, considerable confusion and a lack of evidence that anything like a progressive attack was being made on the difficulties of either of the two subjects. This does not mean that geographical or other material may not be used in language exercises. It merely means that in the period on the program given to language the chief emphasis should be on improving abilities in oral or written composition. Similarly, much if not all of the work done in poetry and literary appreciation would be given more properly in the read- ing-literature period. As in the case of geography, material taken from the reading lessons may furnish ideas for language exercises. Especially since much more time is given to reading than to language as compared with common practice through- out the country, it would seem advisible that lessons in appre- ciation be given in the reading period. Appreciation of good literature is an aim not to be confused with that of developing efficiency in speaking and writing. In a similar way, picture study might well be transferred to the period given to art. Sum- marizing, although in the language period much use should be made of ideas and experiences gained in other subjects, the em- phasis in these language periods first, last, and all the time, should be on improving the efficiency in oral and writing com- position. The committee appointed for the purpose of making 530 EEPOET OF SCHOOL SURVEY the course of study in language should give this point special attention. II. Basic principles: There should be more emphasis than exists at present upon the fundamental conditions underlying all good ■composition, and less reliance upon mere devices. The condi- tions essential to good composition are commonly given as fol- lows : 1. That the child in writing keep well within the limits of his ideas and experiences, that is, that he limit his efforts in composition to subject matter which is clear in his mind. 2. That he have a real audience. This implies that there is someone to whom he wishes to write or speak, and that this audience of one or more persons is real in the sense that audiences are real in life outside the school. 3. There must be a proper technique of getting the ideas pos- sessed by the speaker or writer over to the real audience. These conditions must be kept in mind as a part of all good lan- guage work whether in the special language period or in the recitations of other subjects. The following sources of situa- tion for making language work real have been found valuable by teachers and supervisors who have given this problem much attention. 1. Pupils of a given grade may keep those who are absent be- cause of sickness or for other good reasons, informed as to the work of the school. This not only affords a motive for composition but is a part of a training much needed every- where, in developing thoughtful attitude towards others, and in maintaining a fine school spirit. 2. The children of one grade may ask and receive information on a given subject from pupils of another grade. This, like- wise, tends to build up a unity of spirit in a school. 3. Closely akin to this latter is the use of the opening exercise acquainting pupils of other grades concerning items of inter- est taken up in the various grades of the school. This has been admirably worked out in the Francis Parker Year Book on Opening Exercises, and will be found an unusually rich source of language motivation. 4. Pupils may write for information to manufacturing compa- nies, or to any source which promises to give the desired in- THE COURSES OP STUDY 531 formation. Many manufacturing companies apparently feel that the time taken to inform public school children in this way is well spent. 5. Pupils may write to pupils in another city or another part part of the country for information. Such inter-school cor- respondence should never be allowed to degenerate into mere gossip, but should be limited to definite inquiries for desired information, or to definite answers to inquiries re- ceived. 6. Problems of the life of the school can be discussed in this way. Propositions with regard to any school activity may be thus brought to the attention of pupils of other grades. This class of composition exercises is of special value in schools where something of pupil self-government is at- tempted. 7. Pupils may be encouraged to write actual letters as a part of the composition work. 8. The most important source of composition materials is the regular work of the school. Such work reinforces the work of the subjects from which the material is drawn and saves tremendously in furnishing without further expenditure of effort the subject matter necessary for the language exer- cises. If these courses of motive are used, there will be little need for mere devices. III. The functional point of view. If the principles laid down un- der II are kept clearly in mind the committee will find little diffi- culty in lessening the unusual amount of formal work which now exists in the St. Paul schools. It will be likewise easy to give the various corrective exercises proper emphasis. Because of the seriousness of the unusual amount of formal work, the following recommendations are made : 1. Effectiveness in writing or speaking, rather than adherence to grammatical conventions, should be the criterion by which the work of the pupils of each grade should be judged. This means that rhetoric is given the right of way over grammar. This is essential, if petty corrections are not to usurp the time which should be given to the development real writing and speaking power. Where children are en- couraged to criticize each other, such statements' as, "I didn't understand the last point you made?" are better than, aaa REPORT OF SCHOOL SURVEY "You said ain't." A conventional grammatical error is ob- jectionable because it interferes with a proper audience effect, but it must be kept in mind that it is possible to fail completely in reaching an audience and still speak faultless, grammatical English. The present syllabus is gravely at fault in stressing continually grammatical corrections to the neglect of emphasizing those principles esseijtial to real writing or speaking power. 2. The functional point of view implies that all distractions from a proper audience effect be eliminated. This includes grammatical errors but also includes poor tone -quality, faulty enunciation, mispronunciation, fingering the features, lack of sincere audience attitude, lack of organization, ab- stractness, etc. 3. All corrective work should be based on a study of actual er- rors made by pupils whether those errors be rhetorical, grammatical or otherwise. The corrective work recom- mended in the syllabus and occasionally very well carried out in the actual class room instruction is along the right line but can be much improved by giving the emphasis to those errors a:ctually made with greatest frequency. It is perfectly feasible for a study of pupils' errors to be con- ducted in St. Paul after the manner of the investigations in Kansas City, Detroit, and ■ elsewhere. A very complete description of such studies is to be found in the article by Charters, in the Sixteenth Yearbook of the National Society for the Study of Education. Special attention is called to table there quoted from a manuscript prepared by Mr. Ran- dolph. The special value of this table is that the criterion for checking errors which was used in the investigation was effectiveness rather than conventionality. 4. The committee should seriously consider the advisability of substantially decreasing the amount of time given to the study of formal grammar. At present it is taught two days a week in Grade VII and three days a week in Grade VIII. This is equivalent to teaching grammar five days a week for one school year. In addition to this, a large amount of for- mal grammar is taught in Grades III to VI inclusive. In the language bulletin and in the monthly outlines sent out are statements which imply that formal grammar is to be given only in connection with the correction of errors which have been found. As a matter of fact, however, a study of THE COURSE OF STUDY 523 the detail of the bulletin and the outlines shows that the em- phasis is actually upon formal grammar. At any rate, the effect of the bulletins and of the outlines is to bring about classroom work, which is as formal, in general, as could be be found anywhere. The committee should familiarize itself with Briggs, Formal English Grammar as a Discipline, and with Hoyt, The Place of Grammar in the Elementary Cur- riculum, Teachers' College Record. IV. More attention should be given to forms of discourse other than the narrative. The present outlines and language bulletins neg- lect particuuarly plans for training pupils to make a point clearly, to give a technical description, or to convince an audi- ence. The neglect of these phases of English training was no- ticeable in all the language work observed by the survey staff. Most of the qualities commonly thought of as belonging to good writing are much easier taught in exposition, technical 'description, and argumentation. These forms of discourse also give more opportunity for correlating language work with other subjects, particularly with those subjects which are organized problematically. On the other hand, many defects which have to be discouraged constantly may be actually stimulated by too much story work. This is particularly true of the loose "and," of incoherence, and of slovenly organizations. The committee should outline a definite plan for giving more attention to oral and written work in which the dominate forms of discourse are expository, descriptive, and argumentative. The story of course has its place, i. e., to be able to tell a story is an outcome worth striving for, but story telling as an ability is but one among many desired outcomes in language work. It may be even regarded as of minor importance as com- pared with some abilities now neglected. The committee will find Hall and Hall, The Question as a Factor in Efificiency in Teaching, rich in suggestions as to how story work may be best conducted. Manual Training. (Industrial Processes ; Industrial and Social Life.) The committee appointed to make the course of study in manual training must solve two problems, (1), the complications growing out of the variety of supervisory ofificers into whose hands different aspects of the problem are given ; (2) the inheritence of much traditional for- 524 REPORT OF SCHOOL SURVEY mal material which has been long associated with the term manual training. I. The relationship of manual training to drawing, home economics, nature study. In the first six grades the work in manual training is taught in connection with drawing. It includes conventional paper folding, paper cutting and pasting, and textile projects. Nearly all the materials arejietter adapted for art purposes than for manual training work. There is a lack of evidence of any dis- tinguishing aim for this portion of the work. As a matter of fact, there is very little manual work of any kind in Grades IV, V and VI, with the exception of the work in home gardening in Grade IV, which is taught under the direction of the supervisor of nature >study. There are many advantages of having work in art and in in- dustrial arts closely correlated providing the specific aim for each project attempted is kept clear. The difficulty in St. Paul seems to be that in many projects it is not very clear either in the minds of the teachers, the pupils, or the supervisor what the purpose of each lesson is. In the case of such projects as cutting Christ- mas trees from paper and mounting, it is. difficult to know whether the intention is to reinforce the work in art or the work in manual training. If it is to improve the artistic ability of the child, it seems clear that better materials could be found. If it is to give a child a manual skill usable in life outside the school or if it is to give him insight into the modern related industries, ma- terials, and products, then it is clear both from the outlines sent out and from the class room recitations that little if anything is accomplished toward this end. The present supervisor is handi- capped somewhat by inheriting a large supply of materials not of her choosing. The use of even those materials could be much improved. For example, making Christmas cards could intro- duce the paper and printing industries, the latter of which is very important in St. Paul. Correlation does not excuse a curricu- lum maker, or a supervisor, from the responsibility of insuring a specific outcome of educational worth as the result of each prob- lem or project taken up. Correlation is not an end but a means, and if as a result of combining these two subjects pupils are not advanced more rapidly along artistic lines, and in their ability to understand the industrial and social processes of the time, these subjects should be taught in separate periods. Owing to the THE COURSE OF STUDY 525 complicated supervisory problems involved no recommendation as to whether or not such a division should be made can be set forth in this report, but the committee should consider very seri- ously whether or not the outcomes desired in manual training are likely to be secured if this subject is to be continued as a part of the work indrawing. It is essential in considering this problem that such vague or improbable aims as the training of the child's fingers, the develop- ment of initiative, cultivation of the imagination, training in habits of accuracy, be discarded at the outset. In so far as such results are obtainable at all, they are obtainable from other sub- jects. To allow such vague aims to persist is to encourage the lack of definiteness which now characterizes the work of these grades. Experience has shown that when in any subject, either because of the limitations of the subject or because of the limita- tions of the subject or because of the limitations of the teachers or the supervisors of the subject, no specific use in life can be given, the tendency is always to fall back upon such a statement as, "It trains the mind," or "It develops the imagination." It seems probable that the best escape from such generalizations consists in selecting only those projects which throw light on modern industrial and social life. As a result of the instructions in the subject in the elementary school, the child should be more intelligent with regard to the raw materials, process of manufac- ture, and the marketing in the case of each of the chief classes of industries, — metal working, textile, pottery, leather, food, etc. This should also imply introducing the child to the problems of transportation, problems of markets, problems of the middle man, problems of the interdependence of the city and country, etc. We should be more intelligent and more helpful in solving the related problems which arise in his own home. These are merely suggestive. After a detailed list of such problems has been made, the committee should rigorously exclude any project which does not contribute in a definite way to greater skill or intelligence in their solution. The work in Grades VII and VIII will be recommended elsewhere in this report. II. The preceding recommendations suggest that the term manual training be dropped. Industrial arts as a substitute name, is growing in popularity. The committee will find an especially helpful outline of such a course in the Speyer School Curricu- 526 REPORT OF SCHOOL SURVEY lum, Teachers' College, Columbia University. This also shows a very interesting correlation between this subject and fine arts. References. (In addition to those mentioned above.) 1. Andrews, B. R., Education for the Home, U. S. Bureau of Education, Bulletin, 1914, No. 37. 3. Baldwin, W. A., Industrial-Scocial Education, Milton Brad- ley. 3. Bonser, F. G., Fundamental Values in Industrial Education. Bulletin, No. 10, Teachers' College, Columbia. 4. Carlton, F. T., Education and Social Evolution, MacMillan. 5. Cole, Industrial Education in the Elementary School, Houghton. 6. Cyclopedia of Education. 7. Dewey, John, School and Society. University of Chicago Press. 8. Dobbs and Zeitz, Handwork Bulletin, University of Mis- souri. 9. Dopp, K., The Place of Industries in Elementary Educa- cation. University of Chicago Press. 10. Eliot, Concrete and Practical in Modern Education. Hough- ton. 11. Hanas, P., Beginnings in Industrial Education. Houghton. 13. Stillmar, C. B., A Year's Work in Industrial Arts in the Fifth Grade, Speyer Sfihool, Buletin No. 14, Teachers' Col- lege, Columbia University. A very extensive bibliography of this subject and related prob- lems is to be found in Bulletins 2 and 6, 'Teachers' College, Bu- reau of Publication, Columbia University, New York. Nature Work and Elementary Science: Science does not appear on the programs of the various grades in the elementary schools. No space is given to it as a separate subject in the outlines sent out. The work in gardening in Grade IV seems to have been the only regular, systematic work done last year. How- ever, there is occasionally some nature study taught in connection with other subjects. In an age when all phases of life have been rev- olutionized through the application of science, this neglect is inde- fensible. Elementary science (Nature Study) should be taught in every grade in the elementary school. This is the practice in cities throughout the country (Fifty Cities). Four and one-half per cent of the total recitation time in all grades is given to science. In no grade THE COURSE OF STUDY 527 does the average for these cities fall as low as fifty, minutes a week. In omitting science frcfm the elementary school program, St. Paul is not only deviating widely from common practice, but in a direction diametrically opposed to the recommendations of the educational leaders in the country, and to the obvious practical demands of the time. As far as precedent in the St. Paul Schools is concerned, the committee appointed to make a course of study in science will have the advantage of starting with practically a clean slate. Its job will be difficult owing to the rapid developments in this subject. How- ever, there should be at least a tentative course of study in operation at the earliest possible moment. During the time taken to complete its recommendations, the committee may introduce the tentative course outlined by the present supervisor, or the course published and recommended by the Nature Study Review. Recommendations must be made by the Committee on each of the following problems: — 1. The aim or purpose of teaching science in the elementary school. 2. The specific subject matter to be taught. 3. The methods to be used. 4. The material, cost, etc. 1. The Aim. In determining the purpose of teaching this subject, the com- mittee should ask, — what is the distinguishing function of nature study in life outside the school? In what situations is a knowl- edge of scientific method, or scientific subject matter needed. Such aims as to cultivate the power of observation, to give a love for the beautiful, to promote culture, to cultivate the imagination, should be particularly avoided. In many courses of study most of these — and others — are given as the aims for teaching this subject. This would be fatal to definiteness of organization, even if such aims were clear or pos- sible of achievement. They are vague, however, and many of them are unsound. What is meant by bringing the child in har- mony with nature What should be taught to this end ? Such aims as developing the power of observation, the imagination, or the ability to think, are based on an obsolete theory of learning. Similar claims are made for other subjects and with equal pro- priety. Education today stands for a clearer definition of the terms and aims. Psychology, and common sense unite in dictating that we find out precisely what are the specific skills, or the spe- cific attitudes, or the specific habits, or the specific knowledge 53^8 REPORT OF SCHOOL SURVEY needed in each of the common situations of Hfe, and proceed to give the precise training demanded. ' 2. Selection and oragnization. The implications of the preceding section are (1) that the course of study shall be determined by the needs in every day life in St. Paul, and (2) that these needs shall be determined by the. most careful invoice. A study made by Mr. J. W. Meyers and published in the Midland Schools, Des Moines, Iowa, (May, igiG) shows how these problems were attacked in determining a course of study for rural schools. Much of his material will be directly valuable to the committee. Some satisfactory method should be devised to determine scientifically the needs of St. Paul, but even if this is not done the judgment of the committee will be an im- provement over present practice, providing the social point of view is maintained. The committee should be cautioned against allowing botany, or even botany and zoology to usurp all the time. In a city such as St. Paul, it is imperative that the common application of chem- istry and physics be understood. These have been much neg- lected, even in the face of the obvious demands of a mechanical, and chemical age. In shifting from the vagueness and sentimentality of some of the aims listed above, the committee should not be led into the opposite error of limiting the instruction in science to the nar- rowly utilitarian phases of life. It is important that the housefly, the mosquito, the furnace, and the electric light be studied. There are other needs, however, which must not be neglected and espe- cially is this true of these which have to do with the recreational side of life. A study of song birds, the development of the flower garden, beautifying the streams, the improvement of parks, the operation of the motor boat — such items as these should receive special emphasis. In addition to these forms of instruction, the garden work should be better organized and extended. The instruction should not be' limited to instruction in the facts of science and their application to life. The method of science, as contrasted with opinated statements, or speculation, statement of the fundamentals involved in the article on Scientific should be kept constantly uppermost. The committee will find a Method, by John Dewey, in the Cyclopedia of Education. THE COURSE OF STUDY 529 3. Method. The point of view urged for selecting and organizing the course of study suggests that the method of teaching be that commonly referred to as the problem method. Much project teaching', (a special form of problem teaching) should be done. Home projects in ventilation, sanitation, etc., will help to insure that the class room work is carried over into life outside the school. (See bulletin by Prof. J. W. Woodhull, Columbia Uni- versity, on Science Teaching by Projects.) 4. Because of the peculiar situation that no exists in St. Paul in con- nection with the teaching and supervision of this subject, the com- mitte must consider very carefully the matter of cost of materials, cost in time required, and cost in teaching and supervision, in the case of each phase of the work. Many items of high educational worth not now in the course of study can be taught at practically no expense. It seems certain that a moderate increase over the expenditures for the last few years would make possible carrying out of a first class course of study in this subject. References : 1. The General Science, Quarterly, for March, 1917, is of special value. It gives, in articles, by Caldwell, Woodhull, Eiken- berry, Brownell, and others, an excellent view of the modern trend in science teaching. A good bibliography is also in- cluded. 2. The committee should examine with special care the last three or four volumes of the Nature Study Review. This magazine is an invaluable source of data for curriculum makers and supervisors. Opening Exercises. Opening Exercises are given a time allotment in the St. Paul Schools, of 50 minutes a week for the kindergarten and the first four grades. This is not excessive, judged by the standard of common practice, but it is too large an allotment not to have definite provision made for its proper use. Including the kindergarten, the time allotted throughout the grades, totals and amount equal to that given to His- tory. The syllabus makes no attempt to provide definitely what should be done in this period. Teachers are given much freedom, with the result that there is a wide variation in the content and in the value of the exercises. There is probably no period more effective for developing a proper spirit in the school as a whole. In many schools the time is 530 REPORT OF SCHOOL SURVEY Utilized in taking up current events or matters of community in'terest. In any case serious consideration should be given to the types of ma- terials that may be used during this period and to the different modes of presentation. The committee having this portion of the work in charge will find a rich source of suggestions in the Francis Parker Yearbook, "The Morning Exercises as a Socializing Influence." Reading. The suggestions which follow are given in outline form to assist the committee which has the problem of constructing the course of study in reading, in keeping the various related problems in their proper perspective. The problem of primaryVeading is discussed by Miss Cook in the report on instruction in the primary grades; the problems of upper grade reading by Miss Tall in the corresponding report for those grades. These two reports should be carefully ex- amined by the committee, as they contain the detailed criticisms and suggestions which will be of most help in improving the instructions in this subject. Attention should be called to the very large amount of time given to reading, as compared to the practice in fifty other cities in the United States. (See program.) The subject as taught in the St. Paul schools is also very formal, the emphasis given to phonics being particularly noticeable. A change in emphasis is demanded. Spe- cific recommendations will be found in the two reports on instruction and in the outline which follows : A part of the weakness of the course of study in reading in the St. Paul Schools lies in a failure to distinguish among the many func- tions which it serves and to apportion the emphasis among these func- tions on the basis of relative value. Among the functions which are to be found for teaching reading and literature in the elementary school, the following are particularly important : 1. To give skill in the use of the printed page as a tool. How to get meaning accurately, and with economy. 2. To give the ability in getting this meaning to others through oral reading; building a taste for oral reading in groups. 3. To create a taste for the right sort of reading. 4. To give a knowledge of classics sufiScient to understand literary references to them. This, with proper attention, may be gotten as a part and by-product of III. 5. To develop a taste for the drama, etc. In the St. Paul schools at present, II occupies most of the attention although III and to a less degree, IV and V are ap- THE COURSE OF STUDY 531 patently recognized as secondary purposes. At any rate oral reading has been the mode through which these purposes were realized, if at all. Throughout the country recently, as a result of the coming of the social evaluation of all subject matter, there has been an increasing tendency to give more of the time of the school to I. Below will be outlined suggestions as to the method and ma- terials of each of these functions. The Purpose of Teaching Reading in the Elementary School. To teach the pupils how to get information accurately and with economy. (How to study books, etc., see recommendations for improving study habits.) This ability is one of the most valuable which a system of schools can give, but there has been little specific training in it up to the preesnt time. To be sure the children have had to exercise some sort of ability in preparing his lessons in all sub- jects, and particularly in history, geography, and science; but they, have been allowed to blunder along, without specific in- struction. Whatever improvement he has made, if any, has been through a crude sort of trial and error. In many cases indeed, the nature of the instruction in these subjects has been such as to prevent good reading habits. (See McMurry, How to Study, Houghton MifHin Co., Boston.) Below is outlined a tentative plan for training in this ability : 1. Children and adults need the ability to: a. Read material rapidly to get a general impression of its contents (as for example, to read a diary of a trip by prairie schooner to get an idea of the nature of such travel, or to pick out from a mass of data particular facts which are needed.) (As for example, skimming a book of travels for knowledge of costumes.) b. Find material rapidly by the use of the index and the tables of contents. c. Use a library efficiently, through the use of guides, in- dexes, reference books, dictionaries, etc. The schools of St. Paul are unusually ill-equipped in dictionaries and reference materials. The proposed plan of co- operation with the public libraries should offer rich op- portunities along this line. 532 KEPOBT OP SCHOOL SURVEY d. Read carefully where the material is difficult or in need of reorganization. e. Judge the worth or reliability of material which he reads. (Who wrote it; does it appear to be carefully done, etc., the use of bibliography appraisals.) f. As a part of all of the above, take notes, and make out- lines for futur-e use. 2. The regular subjects of the curriculum, particularly history and geography will furnish the material for this training. Special subjects introduced for this purpose involve a large waste in time. Every recitation and every study period should have as an important part of its purpose, this training, but special periods must be set apart for direct instruction. 3. Method: The ability tc study economically can be devel- oped through: a. Making careful assignments. b. Careful checking in the recitation following the assign- ment. c. Special practice periods in skimming, the use of the in- dex, the use of the dictionary, etc. d. The assigning of special library problems to individual children. (Occasionally have time and method of re- search reported. Develop pride in rapid, thorough and efficient work.) e. See report on supervised study. II. Oral Reading. 1. The value in oral reading in life outside the school lies in : a. Giving pleasure to others as in, 1. Sight reading of stories, poems, etc., at sight. 2. Specially prepared poems, stories, etc. 3. Dramatization of plays, etc. b. Giving information to others. In school, the opportuni- ties for this work in the discussions of ordinary class work are very numerous. This includes extracts from supplementary readings, passages to make or to clear up points under discussion, etc. c. The joy of expression, as where lyric poetry is read to to one's self to bring out the rhymth or the melody. THE COURSE OF STUDY 533 These values will, of course, constitute the chief school values. However, the special purposes of the school may permit or even demand the introduction of special oral read- ing exercises. a. To develop clear enunciation. b. As a check upon the effectiveness of silent reading (al- though it seems likely that it is less valuable than such checks as, direct questions as to the shade of meaning, etc.) c. Because of the contribution to the social spirit of the school. 2. Materials. These will naturally vary with the purposes. The values listed under (b) will be cared for as far as ma- terial goes in the regular class work in history, geography, etc., but the technique of the reading in such cases must be carefully attended to. Special Hsts under (a) and (c) must be made by the committee. 3. Methods. a. Make the audience real by having material read which is in the hands of the reader but not of the hearers. b. Make every suggestion help the reader to get over to the audience. Avoid, especially, over stressing form aside from this purpose. Do not spoil interest by too much discussion. See Hall and Hall, The Question as a Fac- tor in Efficiency in Teaching. c. As above under a pupils should be ready to substantiate points made by reading from sources of information. Encourage, as a part of the pupil's recitation, reading passages which illustrate points under discussion. d. Do not dissect. Have the pupils strive to bring out, through reading, the desired quality. (As in Poe's Bells.) While pupils should never be allowed to be careless in enun- ciation special drill should be in separate periods. Otlier- wise the other values may be lost through centering too much on these mechanical technics. III. Creating a taste for the right sort of reading. This work can be given in two ways : 1. As silent or library reading. 534 REPORT OF SCHOOL SURVEY 2. In special literature periods. (This should include the value designated in the introduction as knowledge of the classics.) 1. Silent library, or individual reading of literature, etc. a. Purpose. This work is meant to allow an oppor- tunity for browsing and for individual taste, under proper guidance. b. Materials. These should be given in a detailed list. There should be given a minimum list of classics which every one should know, for utilitarian reasons if for no other and a larger list from which each child may choose according tO' taste. c. Method. 1. Explain the term classic. Show the value of know- ing these not only for their intrinsic worth but also for their value in throwing light on historical refer- ence. 2. Point out the impossibility of reading everything and the consequent need of a principle, by which to se- lect. Stress the social side of recommending good books to others. 3. Give out cards upon which to keep a record of books or articles read. These cards may be kept in the following form : Author, L,iked (estimate) Work. Remarks. Name of pupil Grade Date How long did you read this book? This work may be done at home and in periods as- signed to it in the regular program. Reports should be made at least once a week. Magazine articles should be accepted. 2. Literature, regular class periods. Not less than two periods a week should be given to this work. a. Purpose. This work should introduce the chil- to literature likely-to prove worth while to them. Selections slightly more difficult than would be suited for independent reading may be used. b. Materials. A complete list of materials suitable to the purpose should be made. THE COURSE OF STUDY 535 c. Methods. 1. Keep in mind that you are trying to develop a liking for each particular selection being read. 2. Do not dissect, or use as a basis for compo- sition, or for teaching grammar. 3. Special methods of treatment will vary ac- cording to the nature of the ^selection, as poetry, the short story, description. Sugges- tions will be given in the reports on instf-uc- tion by Miss Cook, and Miss Tall. References : The committee should read : ' 1. The Sixteenth Yearbook of the National Society for the study of Education. Ch. II and III. 2. Huey, The Psychology and Pedagogy of Reading. MacMillan. 3. Kaapper, Paul, Teaching Children to Read. 4. Jenkins, Francis, Primary Reading. Houghton. 5. Hall and Hall, The Question a.s a Factor in Efficiency in Teaching. Spelling. In St. Paul, as in most cities, the chief defects in teaching spelling are first, a lack of proper focus ; and second, the prevalence of the hear- ing type of recitation. These two defects are pointed out in the be- ginning for the purpose of emphasis. They will be discussed along with other problems in the constructive recommendations which fol- low. I. Time Allotment. The time devoted to spelling is slightly less than the average for the country. The chief objection is not to the amount of time given to the recitation in spelling but to the inefficient way in which these recitations are conducted. This will be dis- cussed later. II. What are the outcomes desired? There should be a clear recognition of the specific outcomes desired in teaching this subject. Certainly the chief one is to enable the child to spell tliose words which are commonly used in the writing vocabulary of life outside the school. This is the use which diflferentiates spelling from every other school sub- ject. If other aims are to be included it is best not to^ confuse 536 REPORT OF SCHOOL SURVEY the teacher and pupil by keeping more than one in the fore- ground in any given lesson. In other words, there should be in any period a definite focus upon the outcome desired. For ex- ample, in the adopted text, exercises in pronunciation should have -pronunciation chiefly as the outcome desired. Nothing would improve the teaching of the subject so much as a clean cut recognition on the part of teachers and pupilp of the differ- entiated purpose of each lesson. Only in this way can the adopted text be intelligently used. III. Method of selecting words. There is no reason why any normal child completing the St. Paul elementary schools should not be able to spell correctly any word commonly used. The following recommendations are made to guide the committee in making such a course of study as will assure this result : 1. Word Lists. The committee must discover the words which the, peo- ple of St. Paul most commonly use and particularly those which they commonly misspell. The technique for this pro- • cedure may be obtained from such standard reports as Cook & O'Shea, "The Child and His Spelling," published by Bobbs, Merrill. & Co., Indianapolis, Indiana, or Ayres, "The Spelling Vocabularies of Personal and Business Letters," published by the Russell Sage Foundation, New York City. Such investigations will of course take time. Mean- while, a tentative list of the commonest words can be made up from the article by Prof. Pryor, in the Sixteenth Year Book of the National Society for the Study of Education, published by the Public School Publishing Company, Bloomington, Illinois.- This list of 1,478 words is made up of those words which are found in at least six of twelve studies described by Prof. Pryor. It seems certain that any child should be able to spell any one of these 1,478 words. This list, or the Ayres, "Thousand Commonest Words," which is included with it, may be used tentatively, while a more elaborate St. Paul list is being prepared, as the mini- mum list of common words which every child completing the eight grades should know how to spell. 2. Written work corrected. There should be in addition, individual school, individ- THE COURSE OF STUDY 537 ual pupil,, and individual room lists selected from among the misspellings in written work. 3. Relation to text. The committee will be confronted with the task of de- ciding the relationship of this obviously necessary work to the use of the adopted text. The text adopted is a decided imprqvement of the texts of a few years ago in: that the number of words in it is but a little over six thousand. Many of the words, however, do not occur in common writ- ing needs. Some do not occur in any of the several re- searches which have been made up to the present time. On the other hand, there are almost one hundred words in the Ayres list which do not occur in the speller at all. It is recommended that the committee consider very seriously using many of the exercises, in the speller not at all as exercises in spelling but rather as exercises under the special purpose indicated by the heading of the lesson, such as pronunciation, diacritical marks, etc. IV. The committee will have the task of deciding which words should be taught in each grade. The two principles of grading so far proposed by various investigators, are, first, that of occur- rence in the child's vocabulary, and second, that of difficulty. The former is the basis recommended by Jones in his study, Concrete Investigation of the Materials of English Spelling, Vermillion, South Dakota. The latter is the basis used by Ayres in his Scale for Measuring Spelling Ability, Russell Sage Foundation, New York City. Prof. Pryor, in the Sixteenth Yearbook of the National So- ciety for the Study of Education, has made out a grade list assigning the various words to the grade to which they were assigned most frequently in graded lists. This list will not take the place of such studies as those conducted by Jones and Ayres, but it affords a tentative list to follow, while the necessary in- vestigations are being made. The committee should seek to discover the writing vocabulary of a given grade should not be taught in that grade. Writing : The time given to actual practice in handwriting, in periods espe- cially set aside for the purpose, is no greater than that commonly given 538 REPORT OP SCHOOL SURVEY in the schools of the country. There has been this year, however, in the bulletin sent out from the office, an emphasis upon handwriting which causes an amount of attention to handwriting, both by the teacher and the pupils which is out of proportion to the relative place given to it in the time allotments. Considerable emphasis is placed upon penmanship in all written work, sometimes to the detriment of the quality of thought in such work. The attempt to form good writing habitsin all written work is praiseworthy, but such habits must not be achieved at the cost of rendering the compositions wooden. It is suggested that these writ- ing habits might be obtained in the dictation work which is commonly given in language, or by allowing the children first to make a rougn draft of their compositions and then copy. The supervisor realizes this danger and would be satisfied with such an adjustment as has been suggested. The amount of time is the maximum which she desires and is, no doubt, ample. Some evi- dence exists for shortening this period to ten minutes a day. The fact that some misunderstanding exists as to the ernphasis desired makes it advisable to appoint a committee, with the supervisor as chairman, to consider especially, the manner of correlation with other work, and to take stock of the accomplishment so far this year. It would probably also be well to explain a little mdre definitely the nature of the requirement for possessing a Palmer certificate or its equivalent in such a manner as more adequately to define, "Its equivalent." The committee appointed might well consider some modifications of the Palmer system particularly those suggested for the lower grades and for all grades under the problem of position, in such books as Freeman's Teaching of Handwriting, Houghton, Mifflin & Co., Boston, and Thompson, "The Psychology and Pedagogy of Writ- ing," * and in the article by Nutt, in the Elementary School Journal for February, 1917. It would be well also to consider the use of standard scales and of such diagnostic devices as Freeman's Diagnostic Chart. The Fourteenth and Sixteenth Yearbooks of the National Society for the Study of Education contain reports of im- portant investigations by Prof. Freeman. The committee should also take advantage of the definite stand- ards set by Thorndike, Ayres, Gray and others showing the quantity and quality of handwriting that should be expected in each grade. "•■Published by Warwick and York, inc., Baltimore, Md. THE COURSE OF STUDY 539 The Use of Libraries in the St. Paul Schools. This Survey would be inadequate and incomplete if we did not make some reference to the use of the public libraries in St. Paul. There are very few school systems in the country that have the advantage of working with a public library in the way that St. Paul has. The Commissioner of Education has jurisdiction over the public library of the city, just as he has over the Department of Education. This makes a splendid possible working basis between these two de- -partments in public education. Dr. Johnson, and his able assistant, Miss MacGregor, are doing all they can to further the work of the teachers. Public Library tranches have been established in many of the public schools. From these branches, books are distributed by trained librarians one or two days a week, the community, as well as the school, benefiting by this scheme. The supervisors have access to the stacks of the library, and Miss MacGregor has placed in the reading room shelves of sup- plementary book^ for history, geography, literature, mathematics, etc. The teachers and pupils may handle these and use them at ^leisure. But better than this, the library is co-operating by sending out to all schools upon application, cases of books for supplementary work in the various subjects. In co-operation with the supervisors, Dr. John- son also has placed on his shelves many sets of twenty and forty copies of the same book, to be borrowed by the school. These books are classsified under Vocations, Geography, History and Literature. There are endless possibilities in such a scheme. We have one suggestion to make about the library stations in the schools. At no time did we see a class, or even one child, sitting in these splendidly equipped library rooms, and reading. Think of the immense gain to the history or geography, or literature, if children could be given a whole period, or even part of a period, in which to browse among the shelves, to find out whether there are any b.ooks bearing upon the topics they are studying. Establishment of Professional Libraries for St. Paul. Throughout these discussions relating to the preparation of a ■course of study and to syllabi of instruction, numerous references have been made to books and articles of a professional character. And there should be included in each annual budget enough money to provide for the establishment and maintenance of the library. 540 EBPOBT OF SCHOOL SURVEY There should be established, for the use of teachers in St. Paul, a professional library. This might be done in several ways. The supervisors might have control of the library, at the office of the City Hall building. From this office could be issued bulletins several times a year, that contain lists of the best current periodical literature for educational purposes, as well as notice of the acquisition of new publications. Such a library might have on file current magazines and educational periodicals. It should also contain an up-to-date exhibit of mental tests, and subject matter tests for experimental edu- cation. With the system of close supervision that the present super- intendent has established there is every reason to think that profitable use would be made of such a library by the teachers. It might prove one factor in the further unification of the school system. Group, meetings, where all sorts of propaganda can be issued, also can be made a medium for advertising the library. Then, too, with a public library working in such close touch as it does with the school system, a professional reading shelf can be estab- lished there, and bulletins issued to the schools from the library. The teachers' yearly Institute, which we hope is to be made a regular part of the scheme for progress in the schools, is always a means of keeping teachers up to standard in their professional reading, because experts in subject-matter and method are usually employed for Institute needs, and they carry with them suggestions for the best bibliographies on their subject, revised to date. Improving Study Habits — (Supervised Study.) It is as much the business of the pupils of the public schools to learn to work efficiently as to learn the facts or skills in any subject. The growth of supervised study, and the increased emphasis on silent reading are evidences of the recognition of this fact. Three influences have operated especially to bring about this recognition. First, an increase in all forms of social life, and a development of commercial- ized recreation (particularly the moving pictures), tend to lessen the amount of home study, Second, there has been a substantial develop- ment in our knowledge of and interest in economies in learning. Third, education and tests have shown large differences in native ca- pacities, and in rates of learning, with a result that special adminis- trative schemes have been tried in the attempt to facilitie the progress of the individual child through the school. Many of these attempts have included some sort of coaching or study supervision. St. Paul is to be congratulated for the recognition given to the problem and on the beginning which has been made in its solution. the; course of study 541 The scheme, already adopted in many schools in the city, of giving each teacher but one section should give unusual opportunities for teaching pupils to work. The plan of co-operation with the Public Library should do much to provide facilities for reaf study, and to train pupils to use libraries efficiently. A special committee should be appointed to formulate a detailed plan for making the most of these opportunities and for developing an efficient system of supervised study. This committee should be chosen with extraordinary care, and should have the co-operation of some person who has made a spe- cial study of the problem of efficiency in learning. The following problems must be considered: A. The administrative features of the scheme. B. The relation of the work to the conduct of the recitation. C. Physical factors conditioning efficient work. - 1. External condition, districtions, temperature; 3. Defects : eye, ear, mal-nutrition ; 3. Unhygienic habits. D. How to insure that the pupil will work. E. How to insure that the pupil will work efficiently. 1. In using sources of knowledge. 2. In learning. These points will be treated in some detail in the discussion which follows : A. Administrative adjustments do not solve the problem, They merely facilitate or hinder a solution. There are three common forms:, 1. The police system type where the teacher keeps order while the pupils study. 2. The information bureau type, in which the teacher sits at her desk, helps pupils over difficulties and answers questions of . fact, — most of which should have been looked up in reference books if the pupil is really to learn how to work in life outside the school. 3. The inspection and assistance type, where the teacher goes from pupil to pupil inspecting the work. At its best such a system consists in stimulating recreant pupils and in helping slow ones. At its worst it consists in interrupting pupils sys- tematically in the midst of their work, by such questions as, "How are you getting along," or, "Do you find that interest- ing?" 542 REPORT OF SCHOOL SURVEY There are other devices such as the extra period for dull chil- dren and the study coach. There are also all sorts of combina- tions among the three types listed above. The committee will find an exhaustive description of the various administrative schemes for supervised study in Hall Quest, Supervised Study., To repeat what was said at the outset, these schemes do not train the pupil to study effectively. They merely increase or lessen the opportunity for such training. B. The Conduct of the Recitation. The proper selection of materials to be taught and the proper conduct of the recitation are prerequisite to developing efficient habits of work. The former is the problem of the course of study - and is the work of the special committees, appointed for the pur- pose, special consideration should be given to the following questions : I. What kind of lesson assignments facilitate efficiency in study, now and in the future? II. How may the recitation be conducted so that the greatest stimulus will be given to study? III. What is the proper distribution of the time in the recitation period between the treatment of work previously assigned, and the assignment of new work? IV. What use is to be made of the study-recitation type of les- son? I. Good study presupposes, (1) that the student sees some- thing of value in the thing to be studied, and (2) that he knows precisely what problem he is expected to solve. These prerequisites should be satisfied in the assignment, The committee will find many a suggestion concerning this phase of the problem in the following references: Earhart, Types of Teaching, Ch. VIII and appendix. McMurry, How to Study and Teaching How to Study, Esp. Ch. I, II, III, V, VI, X, XI. Strayer, A Brief Course in the Teaching Process, Ch. VIII. Betts, The Recitation, Ch. V. Hall-Quest, Supervised Study. Home, H. H., Story Telling, Questioning and Studying. Suggestions for making assignments in the special sub- jects will be found elsewhere in the report of the survey committee, under discussions of the teaching of those sub- jects. THE COUKSB OF STUDY 543 II. The relation of the conduct of the recitation to efficiency in study. Many of the essential elements in good study, such as evaluation and organization of data, will be lacking so long as recitations continue to be "hearing" lessons. This is especially true where the teacher's questions are very nu- merous, calling for fact after fact with little reference to rel- ative value or large principles of organization. Such a method encourages cramming, often of a practically ver- batim sort. The child should be made to feel responsible for seeing the large problems, and for evaluating and organ- nizing data. In other words he should be more fre- quently encouraged to come to class with his problem solved, not with a few facts about it. Nothing, it may be remarked, in passing, would do more to improve oral En- glish. The committee will find the following references help- ful in solving this problem: 1. Strayer, Brief Course in the Teaching Process. 2. Earhart, Types of Teaching. 3. petts. The Recitation. III. The administration of the recitation and the study period. The following chart is descriptive of the common distribu- tion of time among recitation, assignment, and study: Arithmetic. 9-9 :50 Recitation, 34 min. 9-9:25 Assignment, 1 minute — ^very hurried and often omitted. 9:25-50 Study, sometimes Arithmetic; more frequently some other subject. This procedure can be much improved. 1. The recitation period (spent on work previously studied) will be much improved by shortening the time given to it and by demanding longer and better organ- ized pupil recitations. 2. The time taken for the assignment of lessons should be materially lengthened. ^No set time can be recom- mended. Some assignments can be made efficiently in a very short time while others require most of a recita- tion. Teachers are much more likely to err in being too brief, rather than in taking too much time. 544 REPORT OF SCHOOL SURVEY 3. The teacher should supervise more closely the pupils while they are getting started to work. 4. The study of a given lesson should follow, immediately the assignment of that lesson. Summarizing, the chart given above might be changed. Case 1, where a teacher has but one section. Arithmetic. 9-9 :50. 9-9 :15 Recitation on material previously studied. 9 -.15-9 :30 Assignment of new work. 9 :20-9 :25 Pupils get to work, under teacher's supervi- sion, on material just assigned. Teacher an- swers questions as to source of material, etc. 9:25-9:50 Pupils work, independently, as far as possible. The teacher may use her time to assist weaker pupils. Case 2, where teacher has two sections. 8-B 7-B 9-9 :15 Recitation Study 9 :15-20 Assignment 9 :20-25 Pupils begin work under teacher's su- pervision. 9 :85-40 Independent study Recitation 9 :40-45 Study continued Assignment 9 :45-50 Begin study pervision. under su- Where there is but one section to a room, the division of time among the three stages in learning, the assignment, and the recitation can be made with much greater efficiency, since in any lesson whatever time is necessary can be takea for each step. IV. The fourth type of adjustment between the study and the recitation period is the study-recitation. In this type of lesson the study and the recitation are one. The survey ptaff saw an occasional lesson of this type. One, a lesson in Seventh Grade geography where the pupils recited with their books open, was an excellent example of the method at its best. A few lessons in the use of the dictionary were THE COUESB OF STUDY 545 observed, but these were seriously hampered by the poor quaHty of the dictionaries and by the formal character of the work. Much more of this sort of work is needed in teaching pupils to study. References : 1. Earhart, Types of Teaching, Ch. V, IX, XIV. 2. Strayer, A Brief Course in the Teaching Process, Ch. IV, V, VIII. C. Physical Factors conditioning efficient work. I. In order to insure that the work of the pupils will be effi- cient from day to day his physical surroundings must be favorable. This means not only that the best conditions possible be maintained from the point of hygiene but that in so far as possible distractions be removed. Nor should the school stop with maintaining such conditions. It is impor- tant that the child be conscious of the fact that such condi- tions are necessary, if he is to carry over such knowledge in his study outside of the school. The teacher will find much help in the following references : Terman, The Hygiene of the School Child, the entire book. Whipple, How to Study Effectively, pp. 9 to 12. ~ II. Especial attention given to the correction of defects of vision, of hearing, of posture, of nutrition, etc. The department if hygiene can be of assistance here: As under I above it is important that the pupils realize the seriousness of such defects. References : Dearborn, How to Learn Easily, ch. 5. Terman, Hygiene of the School Child, ch. 7, 8, 9, 11, 12, 13, 14, 15, 16, 17, 19. Whipple, How to Study Effectively, pp. 7 to 9. III. Unhygienic habits. I and II above may constitute condi- tions beyond the power of the child to remedy, but he can control to a large degree his personal habits. The follow- ing references treat the more important of these habits. Terman, The Hygiene of the School Child, ch. 20, 14, 11, 72. Whipple, How to Study Effectively, pp. 7 to 9. Sandwick, How to Study, ch. XI. 546 REPORT OF. SCHOOL SURVEY D. How to insure that pupils will work. As pointed out in the intro- duction a part of the problem which the various schemes for su- pervised study have attempted to solve, is that of insuring that the pupils will work at all. Most teachers would be satisfied or at least much pleased if something could be done so that their pupils would work every available moment, even if they worked with no more efficiency than at present. In other words, one problem is to increase the amount of work even though the quality of the study may not be increased. References: Whipple, How to Study Effectively, pp. 12 to 18. Sandwick, How to Study, ch. 1, 3, 10; and Part II. E. How to insure that pupils will work efficiently. So far the rec- ommendations have dealt chiefly with providing right conditions for work and with insuring that pupils .will work a sufficient amount of time. There is left the problem of insuring that the pupils work efficiently when-'they do work. This implies 1. Economy in using sources of knowledge. 8'. Economy in learning. 1. Economy in using the sources of knowledge. It is especially important in a democracy that every citizen be trained so that he knows where to find reliable information upon any public questioji. The right to vote in a democracy implies an inde- pendent judgment on the part of each man or woman to whom the right of suffrage is given, and it further implies that this judgment be based on accurate, reliable data. Every child leaving the public school should know the common, reliable works of reference such as dictionaries, special and general encyclopedias, the Stateman's Yearbook, etc., and should be trained in the use of them. He should know how to use the public library and should have the habit of using it. He should know how to judge the reliability of books, and of mag- azine articles. The steps already taken to secure better co-operation with the public library are in the right direction. In addition to the aid received from this source there should be a very defi- nite strengthening of the libraries in each Ward school. Pu- pils would be benefited by being required to buy a first-class dictionary. If this is not feasible, the school should supply a number sufficient to have one for other child in the upper grades. i THE COUESB OF STUDY 547 Increasing the economy in learning. There is still left the problemof learning to work efficiently. Even if all adminis- trative devices are favorable, if the recitations are properly conducted, if external conditions are hygienic, if defects have been corrected and hygienic habits established, if the pupil trained to work a sufficient amount, and if he knows how to use the source of knowledge there is still the problem of in- creasing his efficiency in learning. The following references will give substantial help on this point: Whipple, How to Study Effectively, p. 19 £f. Sandwick, How to Study, ch. H, IV, V, VII, VIII, IX. Dearborn, How to Study Easily, ch. I, II, III. Only such references have been given as are easily acces- sible. Below fallows a select list of references for the guide of the city Committee in the attack upon this problem : I. General references, no experimental data. 1. McMurry, How to Study and Teaching How to Study, Houghton-Mifflin Co. 2. Earhart, Teachifig Children to Study, Houghton- Mifflin. 3. Sandwick, How to Study, Heath. II. Material based more directly on experimental evidence. 1. Strayer & Norsworthy, How to Teach, MacMillan, ch. 3, 4, 5, 6, 7, 10, 12, 14. 2. Terman, Hygiene of the School Child, Houghton. 3. Ebbinghaus, Memory. Teachers' College, Columbia University. 4. Rusk, Robert R. Introduction to Experimental Ed- ucation, ch. 4, 7, 8, 9, 10, 12, 13. Longman's Green. 5. Claparede, Experimental Pedagogy, Longmans, ch. 5. 6. Sandiford, The Mental and Physical Life of the School Children, Sections 3 and 6. 7. Kittson, How to Use Your Mind, University of Chi- cago Press. 8. Home, H. H., Story Telling, Questioning and Study- ing. Macmillan. 9. Hall-Quest, Supervised Study, Macmillan. 10. Whipple, How to Study Effectively. Public School Publishing Co. 11. Thorndike, Educational Psychology, Vol. II and HI, Teachers' College, Columbia University. 548 KEPOET OF SCHOOL SUEVEY SCOPE AND TIME OF THIS SURVEY. The data of this report have been obtained by personal observa- tion and by answers to questions asked principals and teachers. Fourteen days were spent in actual classroom visitation, and two days in additional inspection of the buildings' and equipment. On one of these days, although no classes were in session, it being* the interval between the two semesters, a number of teachers were interviewed. One-half of the visits were made during the closing days of the first semester and the first few daysof the new term. This situation was unfortunate for the observation of recitations, as the classes were not meeting under normal conditions. In some cases no prepared recita- tions were in progress, and in others most of the time was given up to the organization of the overcrowded schools. This condition was especially true at the Mechanic Arts and Humboldt Schools which were Visited at that time. The latter, however, a smaller school, had all its classes organized at the end of the first day of the new term. The other half of the visits, were made after an interval of nearly a month. Upon the second series of visits, in which were included all the schools, except the Humboldt, conditions were more nearly nor- mal. The work of the reorganization had been completed and recita- tions were progressing regularly. It was unfortunate for the survey that nearly a week of time was lost in the middle of the year with closing the records of the term and with reorganizations. It should be said, however, that the fact of all the high schools being much overcrowded added measurably to the task of getting the daily schedule of classes into smooth running order this year, even though tentative estimates of_the incoming classes had been received. The percentage of total teachers visited in the different high schools is as follows : Central, 48% ; Mechanic Arts, 54% ; Johnson, 65% ; Humboldt, 50%. In some instances the same teacher was vis- ited two or more times. In general the visits were from fifteen to forty minutes each in length. At the close of each school day numer- ous individual conferences were held, some at length, when the aims of the teachers were learned and methods and materials of instruction were discussed. Without exception, there was a complete wiUingness and even eagerness on the part of all teachers interviewed and princi- pals to answer the questions asked and to talk freely and frankly con- cerning individual class aims and practices and to volunteer such in- formation as would tend toward a fuller understanding of the schools. THE HIGH SCHOOLS 549 The principals gave much help by their comprehensive discussion of administrative policies. All seemed to feel that the time had come for a clearer definition of aims in secondary education; for a more com- plete co-ordination of the secondary schools of the city system, and for a closer articulation with the elementary schools. Further it ap- peared that there was an earnest desire for more constructive criti- cism of the teaching process, and for a co-operative effort in working over the content of many of the subjects of the various curricula, with a view of such readjustment of units of work that the schools may better adapt themselves to the needs of the youth of the city. THE SECONDARY SCHOOL SYSTEM. The secondary school system of Saint Paul consists of four schools whose enrollment and capacity is as follows : TABLE I. Date School of Opening. Capacity. Central (1865) 1912 1,300 Mechanic Arts .... (1887) 1911 650 Johnson (1889) 1911 600 Humboldt (1889) 1911 400 Enroll- Teachers. ment. 69 1,988 50 1,154 33 839 27 525 Total 2,850 179 4,506 In general the schools are of the cosmopolitan type, similar to those of Saint Louis, as contrasted with the specialized high schools, technical or commercial, found in such cities as Cleveland, Ohio, and Springfield, Massachusetts. Although the name of the Mechanic Arts high school would imply a specialized type of school, the fact is that all the courses that are given in the three other schools are given here, and in the other schools most of the courses of the Mechanic Arts School are to be found. In the development of secondary edu- cation in Saint Paul, it was undoubtedly^ the purpose of the Mechanic Arts high school to serve as an institution of vocational or of technical training leading toward some of the industries dealing with wood and iron, and to some extent toward the vocation of home making for 5&0 REPORT OF SCHOOL SURVEY women. In the men and women who have been graduated from the school, some of whom have gone into industrial pursuits and others to higher institutions, the school has certainly justified its existence. Although its present aim is not indicated in its name, the school has been characterized by extraordinarily strong and eflficient leadership and the dominant course of study has involved more work than the others required, so that only pupils of unusual ability and working energy have been able to be graduated'. The leading course of study or curriculum, the Mechanic Arts course, has had in it practically all that is contained in the academic curricula and in addition from four to eight hours a week of work in drawing and shop practice. These subjects are what were intended to give the course its vocational char- acter. Notwithstanding these subjects the course can hardly be called a vocational course, meaning that it prepares especially for selected industries or for home making, but must rather be regarded as a course of general training with extensive shop and laboratory oppor- tunities which make for vocational ideals. As the other high schools developed within the system, they were similarly equipped in proportion to their size and are serving a com- mon purpose as general or cosmopolitan schools. These newer schools in turn influenced the character of the Mechanic Arts School and its progress of studies, so that today this school differs actually but little from the others, although in the minds of many of the older teachers, especially, the school still has a distinct mission. In the future development of secondary education the question will have to be answered of whether the schools shall be specialized, each with a definite and conscious purpose which shall be dominant and exclusive, or whether each school shall ofifer what is offered in all the others, with perhaps only a slight difference in emphasis dependent upon the proportion of pupils choosing a particular curriculum. It is recom- mended that the cosmopolitan, or general type of high school be re- tained as at present, and that for distinctively vocational work a sepa- rate department to include the last two years of the high course, or sep- arate vocational schools parallelling the upper grades with the elemen- tary schools, be established in closest relation with the occupations selected. This plan does not preclude having carefully differentiated curricula within each school, wherein each subject will have special development in accordance with its place in a given curriculum. For example, in a home arts curriculum, the mathematical work would be so chosen as to bear particularly upon its application to problems of the home and its administration, while in the same year in a commer- cial curriculum the mathematics taught would be commercial arith- THE HIGH SCHOOLS 551 metic. Similar differentiation would be made for the mathematics as well as for the sciences of the technical curricula. The cosmopolitan type of school offers a variety of curricula under the same adminis- tration, and each school offers as many as its size and facilities will warrant. There are no legal high school districts within the city, although naturally pupils attend the nearest high school. Once entered in a given school, there is comparatively little change from school to school. Since the Saint Paul schools receive state aid they are free to anyone in the state who is qualified to profit from their curricula. It happens that but few pupils from neighboring municipalities are enrolled. The present system has developed from the Central high school, which until 1887 was the only high school in the city and was located in what is now the Madison School. Then followed at practically the same time the beginnings of three other schools. In 1912 the new Central School was opened and provided with ample grounds. This school was soon crowded. At present all the schools are greatly overtaxed, and immediate relief must be sought since a continuation of present conditions will result in a decided lowering of the quality of instruction, because of lack of proper facilities for study. In each school there are from five to ten teachers without classrooms, and corridors and cloakrooms are used for recitation purposes;. At the Central school four of the locker rooms have been utilized as study rooms, and the lockers removed to the corridors on all floors and to the basement. The Central school needs more gymnasium facilities, and with the other schools, needs additional teachers. In all the schools the lunch room facilities are too meagre as is shown by the fact that at the Central school the library is used as a lunch room, and at the Johnson school the gym- nasium ; moreover, two of the classrooms have to be used for a sim- ilar purpose. At the Johnson school both the typewriting room and the book- keeping room are badly crowded and the work suffers accordingly. Several of the rooms equipped for special work such as art, pottery work, physics and chemistry and mechanical drawing have to be used for a variety of other classes, with an unnecessary transfer of material and with some readjustment of the special equipment which means a loss of time and of teaching energy. While used for history recita- tions, the laboratories are denied to the pupils who would otherwise use them and the work in science is curtailed. Such a makeshift com- plicates program making. In the Johnson school the ventilation in 553 EEPOET OP SCHOOL SURVEY one of the recitation rooms on the second floor, which is. occupied every period to the limit of its capacity, is especially poor. At this school, a part of one of the corridors has been partitioned off as a classroom, to meet the crowded conditions. At the Humboldt school the especial need is for at least seven more classrooms to accommo- date those teachers without rooms and to decrease the number of pupils who are obliged to use the auditorium for study purposes. In general, and in addition to the need of rooms to relieve present conditions, tlfe rapid increase of school enrollment as shown by the following table makes additional accommodations imperative, if the present plan of high school organization is to continue. Table ii. High School Enrollment. n 1913 1914 1915 ^al\ Spring Fall Spring Fall Spring Fal School. B. G. B. G. B. G. B. G. B. G. B. G. B. Central 56-i 872 707 980 603 854 719 981 ' 648 902 750 1053 711 i Johnson 236 290 363 393 251 324 290 415 260 328 321 442 304 ^ Mechanic Arts 483 289 489 388 423 253 433 281 421 239 464 304 502 ! Humboldt 150 193 190 232 307 i Sub total 1479 1662 1725 3031 1734 11 Grand total 3141 3756 3681 Notes : Increase Spring, 1915, to Spring, 1917, or 3 years, 750 or 19.9%. Increase in number of girls, Spring, 1915, to Spring, 1917, 297 or 17.2%. Increase in number of boys, Spring, 1915, to Spring, 1917, 453 or 23.3%. TABLE III. Increase in Enroll ineiat By Schools. , Spring, 1913 Spring, 1917 Increase Per Cent Increase 1687 1988 301 17.8 r 656 839 183 27.8 777 1154 377 48.5 ,. . . . 422 525 103 34.4 (2 yrs.) (1915) TABLE IV. Table Showing the Number of Graduates. 1913 1914 1915 1916 1917 Feb. June Feb. June Feb. June Feb. June Feb. June 210 ... 202 ... 230 ... 269 ■ .:. 19 70 13 67 14 88 15 103 15 91 56 ... 62 ... 96 ... 86 ... li: 55 ... 60 ... 73 ... 71 ... 48 , ; • ' _; . 19 391 13 391 14 487 15 529 15 ... 410 ! 424 501 544 5S5-SSe THE HIGH SCHOOLS 557 One of the means of relieving the present high schools of first year pupils and of obviating the necessity for immediate enlargement in the very near future, would be the establishment of Intermediate or Junior high schools composed of pupils from the seventh to ninth grades inclusive. These schools should be established at strategic goints in relation to elementary schools and to future high school de- velopment, and thus relieve the upper grades of the elementary schools, and at the same time provide additional opportunities for the younger pupils nearer their homes. When it is noted that approxi- mately forty-five per cent of the high school enrollment is. found in the first year, the relief to the present high school buildings is at once apparent. The present manual training and home arts centers would possibly serve as nucleuses for the organization of Junior high schools, since the practical arts are a vital part of the program of studies in this type of school. A beginning of this type of organization could well be made in the territory to the north of the Central school. With such a school in this neighborhood there would undoubtedly in time develop another high school which would include all grades above the sixth and thus meet the needs of the rapidly growing population of this section of the city. The educational advantages of the Junior High School are its chief merits for consideration and adoption. The reference here is primarily as an element in relieving the present crowded condition of the high schools. TEACHERS. The teaching staff consists of 106 women and 58 men, not includ- ing the principals, of whom there are four. In addition there are five clerks. The Central School is the only school that has an assistant principal. The legal qualifications of teachers are indicated in the following summary from ordinance No. 3299 adopted November 7, 1914. High School principals and teachers shall be graduates of a stand- ard university, or college, with successful teaching experience of at least two years in a first-class high school, or must hold a First Grade Professional Certificate with similar experience. This ordinance ap- plies to all teachers whatsoever including teachers of manual training, domestic science and art, commercial subjects, athletics, arts and crafts, music and phy&ical culture, except teachers of manual training mr.y offer successful commercial experience in. their crafts in lieu of teaching experience. Teachers of the elementary grades who apply 558 REPORT OP SCHOOL SURVEY for high school positions must meet the requirements for high school teachers. These requirements are admirable in furnishing a basis of gen- eral education for prospective high school teachers, but the require- ments should be made more specific regarding the special qualifica- tions for teaching any given subject or group of subjects. Conferences with many teachers revealed the fact that they were* thinking seriously of their work, and were seeking better methods and clearer aims. Many were attending summer schools and others were taking extension courses. The general tendency, however, was not in the direction of experimentation, in the readjustment of subject matter within the classroom, or for any marked attempt at the co-ordination of one department with another. Many teachers expressed them- selves as desirous of serious study of their department. problems, and awaited only some directive agency. A salary schedule is followed for the high school teachers, the range of salaries being from $850 to $1,600 with an annual increase of $100. No salary schedule applies to the high school principal. Their salaries range from $2,500 to $3,000. February 1, 1917, 51 teachers had reached the maximum and by September 1, 1917, the number will be increased by 16. GENERAL SUPERVISION. There is no special supervisor of Secondary Education for Saint Paul and the supervision of high schools is only such as the Superin- tendent can give with time taken from that required by the multifari- ous duties of his position. Moreover, the field of secondary education is becoming so highly organized and differentiated in the general work of administration that no superintendent in a city the size of Saint Paul can give to the high schools the time and attention necessary to their proper development and complete co-ordination. It would appear that in the past the high schools have been somewhat apart in interest and management from the other divisions of the city schools. There has been apparently no positive program of development coming from the central office, which would affect all the high schools. Individual schools and individual teachers are doing good work in comparative isolation. The separate schools are effectively administered but the high schools as a group lack co-ordination with the system at large. This condition is undoubtedly due in large measure to the frequent changes in the superintendency and in part to the decided change in THE HIGH SCHOOLS 559 the general administrative control of public education from a Board of Inspectors to a Commissioner of Education, so that as yet no broad policy has been fully developed. If the public is to get the val-ue of its investment in secondary education, this condition must change. There should be an assistant superintendent, or a supervisor of secondary education, who should have the responsibility, under the superintendent, of directing the high schools and of relating them more closely to the other parts of the system, as well as to assist in the reorganization of the content of the subject matter taught and of the methods of teaching pursued. This task can only be performed by personal inspection of class work and through conferences with high school principals and conferences with those teachers who teach the same or closely related subjects. By broadening the field of secondary education to include the work of the seventh and eighth grades, with that of the present high schools the entire time of a supervisor would be required. Today there are uniform courses given and practically uniform texts, but apparently a great diversity of aims within each subject as well as for each school. Revisions of subject matter were made in 1916. These revisions, however, practically ignored questions of method and of dififerentiation to meet the needs of different groups of pupils found in the high school. In general, it would appear that the courses were developed in term's of the text books to be used. All this would be changed with a supervisor of high school work. What is needed is to begin with a clear cut statement to be understood by all , teachers, of what the public school system is and what it should and is able to accomplish. General principles of education should be for- mulated and in the light of these principles, programs of studies and secondary curricula should be constructed as the needs of Saint Paul would indicate. Secondary education should be clearly distinguished from elementary and from vocational education, and executive as well as pedagogical policies determined. The special aims and adaptations of each unit subject matter taught will have to be determined if the time and energy of the pupils and of the teachers is to be used to the best adyantage. All the high school principals seem anxious for a definite and pos- itive program of secondary education, and scores of teachers expressed a similar desire. '^ In conference with the superintendent, it was learned that steps had already been taken in this direction. Among the first steps should naturally be the securing of an executive for the sec- ondary schools of the city. Assuming the Junior High School organ- ization, its development and supervision, together with that of the 560 REPORT OP SCHOOL SURVEY last three years of the present high school course as a Senior high school, would be a most potent argument for the necessity of a super- visor of secondary education. In the general supervisory scheme there did not appear to be any definite relation, if any connection whatever, between the work done in such special departments as manual training, music, drawing, do- mestic science and physical training in the elementary and special schools, and that found in the four high schools. Consequently over- lapping occurs and the different kinds of activity do not advance pro- gressively throughout the thirteen years of school work. With the special supervisors co-operating with a special director of secondary education, ,all responsible to the superintendent, better work will result throughout the entire system. Then, too, the special activities will find their respective* places in a comprehensive scheme of education, including both general and vocational education. The place of these activities in the upper elementary grades as a part of the Junior High School program would be more clearly defined. Again, these practi- cal arts, as well as music and drawing, are of so much value in a ra- tional scheme of general education that their influence should not be curtailed through lack of co-ordination throughout all parts of the school system. It is strongly recommended, therefore, that, with a supervisor of secondary education, the work of the general super- visors of the special activities be extended to include the high school. In the meetings that have been held for the discussion of admin- istrative policies there has been some advance made in the matter of uniformity in the credits required for graduation and in securing practically uniform blanks for reporting important school facts, and for securing school supplies. This work of caring for supplies will be greatly improved by the recent appointment of a superintendent of supplies. ' The relation of the Saint Paul schools to the State System through the High School Board does not appear to be especially close. Certain money allowances which may be used for the school library- and for apparatus are made to each high school. Beginning January 1, 1917, an allowance of $400 minus certain deductions is made by the State as special aid for commercial subjects and for domestic science. These allowances do not seem to imply any close inspection by the State authorities of the uses to which the money is put. The annual report, however, is made to the State Superintendent of Public In- struction. Educationally the schools comply with the minimum standards, and occasional visits from the High School Inspector occur. Some THE HIGH SCHOOLS 561 pupils take the State examinations which have a bearing upon en- trance to the State University. From all that could be learned the supervision given by the State authorities is largely nominal and somewhat infrequent. Schools in cities like Saint Paul and Minne- apolis are apparently left to work out their own policies. Occasionally visits from the representatives of various depart- ments of the State University are had and as a result the work of some departments gets toned up. It was reported that in some par- ticulars the work in practical English, i. e., composition, written or oral, needed increased emphasis, a judgment based upon results ob- tained in the Freshman class by some pupils of the Saint Paul high schools. To this suggestion the teachers of English responded will- ingly. With a special executive in charge of the high schools there would be closer correlation with both the State Department of Public Instruction and the State University. Both of these agencies have much to contribute to the secondary schools of the State. THE ORGANIZATION AND ADMINISTRATION OF HIGH SCHOOLS. At the head of each school is a principal, who does no teaching. The Central School, the largest, has an assistant principal, and two clerks. The other three schools each have a clerk, and in some cases incidental office help by one of the teachers. Upon each principal devolves the work of administration, includ- ing the preparation of the schedule of recitation, the organization of classes and the usual matters of discipline. In meeting the crowded conditions in the schools the principals have exercised commendable ingenuity. With the many administrative details incident to a school as large as any in the Saint Paul system there is very little time left for adequate personal supervision of instruction in all the different departments. Such supervision as is given is largely incidental. Meetings of teachers are held, but almost solely for administrative^ purposes and for. perfecting the routine of the schools. Much of the latter work, however, is done through circular letters, and this plan has much to commend it in saving of time and in enabling teachers to have for reference memoranda of the practices to be followed. Com- paratively few meetings are held for the purpose of discussing prob- lems of secondary education. One of the great needs of the high schools is constructive super- vision of instruction systematically given, together with a clear for- 563 EEPOET OF SCHOOL SURVEY mu'lation of aims regarding each subject. The first step to bring about such supervision and definition is through the establishment of department heads, e. g., for English, Modern and Ancient Language, Mathematics, Commercial Subjects, Practical Arts, etc. The heads of departments would act with the principal as members of a council. Through such departmental heads the work of a school could be uni- fied, and with heads of similar departments from all the schools, the principals, the Supervisor of Secondary Education, if he were to be appointed, and the superintendent would work out the content and method of each subject and activity, at least in general terms, for the entire secondary system. The departmental heads would from time to time hold meetings of the teachers of their respective departments to unify the work. Furthermore, the heads should be given fewer recitation periods a week than the other teachers in order that they may have time to visit recitations and secure a basis for subsequent suggestion and help to their teachers. By this arrangement the principal would not be free from the ultimate responsibility for the quality of the instruc- tion in his school, but he would have the assistance of a group of spe- cialists. No one person is sufficiently equipped to supervise closely the teaching of all the subjects taught in a large cosmopolitan school, but with the departmental organization he can come nearer to know- ing the important matters connected with each class than otherwise. With heads of departments would undoubtedly come a revision of the salary schedule. Moreover, to do effective work the school day' would need to be shortened at least one period, or the schedule of classes re- adjusted to provide opportunities for various meetings and confer- ences, and for extra classroom activities which are under school con- trol. The appointment of department heads in all the schools is strongly urged even though only the larger departments be organized at first in each school. Even without the formal recognition of this plan of organization , it was foupd that teachers of the same subject had been meeting from time to time and that further, general committees made up of repre- sentatives from the different schools had met and made recommenda- tions regarding the content of various subjects. Such work is only occasional, but nevertheless is admirable. The departmental organ- ization makes possible continuous readjustment, and fixes responsi- bility. Each school is completely reorganized twice a year, in September and February respectively. This means complete revision of the daily schedule of recitations, and in many instances necessitates many THE HIGH SCHCX>LS 563 pupils having to meet different teachers twice a year. This condition is especially unfortunate with those pupils in the first school year who have difficulty, even under the most favorable conditions, in getting adjusted to the changed character of the instruction and the adminis- tration in a high school in comparison with what they have been ac- customed in the elementary grades. In many instances there was evidence that some effort had been made to keep pupils with the same teacher throughout the year, but in many cases unfortunate results follow failure to so assign the groups. In the case of beginning German at one school, the pupils had been instructed by the direct method in the first semester, and in the second semester met a teacher who used the grammar-reading method almost exclusively. This meant confusion to the pupils for some few weeks and a loss of momentum in learning this language. With departmental heads and with some general agreement among the teachers of German as to what method should be followed in a given school with first year classes, some of the difficulties would be ob- viated. It is not a question now as to which method is better of those cited, but rather of agreement upon some one method so that if there must be a change of teachers at the end of the first semester the loss to the pupils shall be as small as possible. Again teachers hardly get to know the capacities of thdr pupils by the end of a single term. Where pupils in the latter terms of their school course have estab- lished habits of study and have a greater power of self-direction the change of teachers is attended with less confusion. The following tables will give the details regarding sections and the total number of pupils studying each subject by schools: 564 REPOET OP SCHOOL SUEVEY uoi;03S jad 0005Tt*00OmOOO0500cr>05lCICO2>C*0i2>'0S0iO»0C^00OrHrH <;« (N IN (T* N (T? C<2 0JC<5C«W OC0T-(airHC0O2>O0505050:>rHtDQ0OO0aC0 IBIOT i-HCDCTlCNi^OIN rH«300t-J>CD2>iHOOOOJO T-H 1-1 I- c l-H o 09 i-H o ^ OJ rH Vi . M-t ffl o w u to N ai •J o o K o 09 w o l-l ffi h:i < K H 2 H O +s^ :::;:::::::: : : : : : e^-it ::::::::::: l"^ :::: : « of-9g :::::::::::: : : : : : S8"TS -COIOt-IiHiH • -T-llO ■ ^ a -r-t i-f T-\ (m -^ 02-9Z <^ ^ rH • . • • ^ OV-TV 'O CO «0 -tH CO 1-1 30 1-6 CO O r-l CO (N 0S"9I 'NCOCOWt-HNi— I -iH -C^tH • -iH ST-TX th ■ ^ CO IX -lapun SnOnOaS IO'OM a5.-HT-(THC<8rHi-HT-l>005>050t-C«CO^aseO'*»0 -■' * In. CD N (?« i-I 04 l-H CO o 1) .23 - 2 -O i ^ be be ^ Q £ "^ i-ro.2 = S P 3 "^ '^ "O I'll g g Ts "o >;^ S "3 THE HIGH SCHOOLS 565 oocc(0i800oooeomooooo»oo»ci (?40404C<8eoeO?OrH5D(NW04rH i-lr-l(N U 3 •a o fa ■^0«THir5i-HJ>THOOt-Oi-f'^TiHtO»OOOTH T-) CiJ IH lH rH 04 CO N TO • o h-l tn < H o rH • N S> 10 01010lHTtJlHi-l(N'rHCJ o TO ^ m PL, c ni u Q G tJ n! C O O In O n! Q >i C '5 u c c c a c o O he c o ^ !W) a o m CD TO N C -s C O ii <- X l::^ O >^"o ^ "rt rt i3 O rt ^i5 ;H ^ J:^ Ml +j "TJ — O O 566 KEPOKT OF SCHOOL SUEVEY uopaas aad aSBasAy O 05 C >0 tH (?3 04 C^i W CvJ (N CQ H (N t- Q« lO J> O »0 00 «D lis i> 05 t-H ■^ o:> iH -sfl N C?4 CO J> tH O CO ■* -00 CO O 05 t- «0 CO • Cfl T-l 04 T-( T-H iH ai l-f o o o K/i X o 1— I X xn Eh K < o o N w5 o^-9f; ss-is 08-98 ^ rHCOJ>O4CO04'H -OJCO SS^T? lO 04 CO • J> CO 0g-9T ST-TI IX -tapun O4i-IOJi-liH04rH •04C in tH CJ5 CO 00 >o m CO <:o r-( o •o o o I CO 00 OS o ^ m 4 o o X o m X o M CO o < u o »n CO i-i i— I c>i ■ CO ^ «o CO CO CO iH U3 •3 3 C/3 in > bo C O ni biO (A c V a< a _3 ^a bJO C hfl-S ^ : : : : ^ : : : : ^ : : a tw (L) G •S £ .5 c bo'iJ bo _o "o o N c (L> o C O rt ho G3 CO O o CO CO CO ^ «« N 43 o a o o ^ O bo ni ii 568 EEPOET OF SCHOOL STJEVBY uoipas isd 3SBJ3AY tH O O O O t- CO O CO tH o O 00 «0 O T-l CO C« iH CO oa (N « iri th w 04 o T-r o eo o (N • os IN CO CO 04 rj* 04 c« ib;ox fc- O m O 04 CD o «o O O.CO tH OS t- i> iH ,H 0« tH o ■* 00 in © o -OS oj o> iH T-i o «D • e« 10102> OJ 7-H. B o V go c tH be a c fe rt 5 £i ^J5 -B « o Wc/2h40fa<;cL,c50m a ni C o E c o ii bfl bjo'C .S ^ 13 a. a o O « nt ^ S ti 6^ THE HIGH SCHOOLS 569 io©J>i-oeo>oco • CO fc- O (» o o • • O • o o • • CO »0 t- 05 «D C5 W i-l iH lO 1-1 • 00 . lO CO ■ T-l «5. CO lO 05 ^ CQ lO CO COC^SCOOOrHlOCO-* CO • O CO -# !> Tt< CO • • J> CD CO CO CD tH 04 • CD • 1— t •ON • • T-( CO • CD CO Ci o p Ixl 4 o o M o t/1 W o M K o I/] K i;d i-i tH N ^iHCOCOiHCONcO -CO^Ovi-^TtHtja ■ ■— C>J ■ (JJ (N i-H 05 CO CO CO 1—1 'i* CD T— 1 CD O OS CD •a 3 W <„ -s u nJ to 6 ^ O rt be . i C -OJO en 9 ^ bJ3 C ■? Q u 'S ni ni 3 o ni U O W o bo tun u„ <" CO biO c ni o a O W(1^0PQfl^tL^UwOWSPH O f^^ O Cq fa O § § O, u 01 « O fa 570 EEPORT OP SCHOOL SUEVBY CO oMiooseQOoo-^t-iooot- oooiom«DOsooooot-ioeoe-«3. 50 •omiHtoioojcoomcoe^ost-eo 10 a .2 o +9f Sf-T=^ 0f-9S ^ be T3 u biO c bjo c a ;-( bO O o o o biO"C .a ^ in -t-» THE HIGH SCHOOLS 671 ouswiooaoooeo -oo -o • -o -oo .i-IOQiHr-li-IOiiHNiH CO (Ti tA CO CO fc-O5i;OO5CO00iHlO J> 05 O lO CO O {74 CO CD OS •^ tH T3 V 3 e c o O i-i W W o o o «J w o H P o P3 T-H Cv? W OJ ■* (N C> 6 33 66 129 55 80 135 7 8 15 48 72 120 25 31 56 2 1 3 33 30 53 35 58 93 4 2 6 31 56 87 17 8 25 1 2 3 16 6 22 37 64 101 1 3 4 36 61 97 8 4 12 20 47 8 2S4 4 12 373 415 688 27 388 672 14 15 29 1 1 14 14 28 18 4 22 18 4 22 6 20 26 (1 30 2(i 8 8 16 1 1 7 8 ' 15 6 2 49 8 101 1 1 2 1 6 51 1 1^ i 52 47 98 3 9 12 13 3 3 9 12 3 9 9 12 36 49 85 3 5 8 33 44 77 25 23 48 2 3 5 33 20 43 18 36 54 3 3 6 15 33 48 13 31 44 1 1 12 31 43 O 10 13 3 2 3 8 11 5 5 13 23 86 5 141 5 95 154 249 9 337 JOHNSON HIGH SCHOOI^— Continued. Tabulation Showing Per Crait of Failures Semester Ending Jan. 38th, 1917. Dropped No. in Class Failure in Per Cent Subjects Close of Semester Subject Failed Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total 35 3 3 6 10 19 39 1 1 10. 3.44 21 1 1 10 10 30 1 1 10. 5. 35 3 1 4 16 15 31 3 1 4 18.75 6.66 13.90 13 ^ 1 1 7 4 11 2 3 38.57 18.18 103 7 5 13 43 48 91 7 1 8 16.37 2.08 8.79 63 1 1 3 13 47 60 3 3 15.38 3.33 30 1 1 5 34 39 93 1 3 3 18 71 89 3 3 11.11 3.24 143 6 10 16 40 84 124 9 6 15 33.5 7.14 12.07 78 4 3. 7 33 38 71 8 6 14 34.34 15.78 19.71 131 5 14 19 46 56 103 13 10 33 38.36 17.85 22.54 71 7 4 11 35 35 60 9 7 17 25.11 32. 28.33 47 4 3, 6 19 19 38 6 4 10 31.57 31.05 26.31 31 3 3 16 13 38 8 1 9 50. 8.. 33 32.14 9 1 1 3 4 3 7 499 30 34 64 193 337 430 53 35 88 27.46 14.76 20.46 107 9 5 14 45 48 93 5 8 13 11.11 16.66' 13.97 61 1 3 3 34 34 58 3 1 3 5.88 4.16 5.17 49 3 4. 7 18 34 43 1 4 5 5.55 16.66 3.70 30 1 3 3 7 30 37 1 1 5. 3.70 13 1 3 3 8 3 10 55 3 1 4 19 33 51 1 3 4 5.26 9.37 7.84 315 18 16 34 131 150 281 9 17 36 6.87 11.33 9.25 107 3 9 13 30 67 87 3 3 5 10 4.47 5.74 19 10 9 19 30 3 3 31 7 28 1 1 3 4.76 14.28 7.14 64 3 3 5 33 37 59 4 4 8 18.18 10.81 13.55 330 5 14 19 73 130 193 7 8 15 9.58 6.55 JOHNSON HIGH SCHOO^-Continued. Tabulation Showing Per Cent of Failures Semester Ending Jan. 29th, 1917. Subjects Taking Dropped Subjects , Subjects Boys Girls Total Boys Girls Total No. in Class Close of Semester Bo3rs Girls Total Penmanship and ing 1 Spell- 43 76 119 i 15 22 36 61 97 Penmanship and Spell- 32 75 33 109 65. 184 9 16 1 23 10 38' 23' i 59; 26 87 49 Total 146 Bookkeepiqg 1. . . Bookkeeping 2. . . Bookkeeping 3. . . Bookkeeping 4. . . 23 9 5 2 25 9 1 4 48 18 6 6 4 1 2 6 1 19 9i 1; 23 9 1 4 43 18 6 5 Total 39 39 78 5 2 1 ;u i 71 Stenography 1 . . . Stenography 2 . . . Stenography 3 . . . 4 3 2 32 i 21 36 10 2:1 1 1 1 8 1 9 1 2 % 1 34 7 20 37 9 31 Total 9 60 69 3 9 12 ^. 51 57 Typewriting 1. . . 35 97 132 • 9 7 16 ,yG 90 116 Total 35 97 132 9 7 16 26 1 90 116 Commercial Law Commercial Geography. Business Correspond- ence . ; 18 21 1 40 ' 13 35 13 61 31 56 14 101 2 2 2 1 2 5 4 1 ■ 3 7 16': 19 1 36 11 31 11 53 37 50 13 Total ....... 89 Sewing 1 Sewing 2 Sewing 3 37 6 2 37 6 2 6 6 Oi ■o! 31 .6 2 31 6 2 Total 45 45 6 6 oi 1 39 39 Cooking 1 Cooking 2 39 9 39 9 5 1 5 1 oj Oi 34 8 34 8 Total 48 48 6 6 oi 43 42 JOHNSON HIGH SCHOOL— Continued. Tabulation Shj3' wing Per Cent of Failures Semester Ending Jan. 38th, 1917. , Droppei^ No . in Class Failed in Per Cent Subject* Close of Semester Subject Failed Total Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total 31 31 31 S3 1 0' 1 22 22 1 20 2 2f 2 18 18 4 4 4 78 3 o' 3 75 75 13 2 ' 2 11 11 17, 1 1 16 16 30 3 01 3 27 27 ■ 37 1 1 4 32 36 37 i; . 1 4 32 36 30 4 4 26 26 4 4 15.38 15.38 13 2 2 11 11 1 1 9.09 9.09 19 2 0, 2 17 17 2 2 11.76 11.76 13 2 2 11 11 1 1 9.09 9.09 8 1 a 1 7 7 2 2 28.57 \ '0 28.57 7 1 1 6 6 6 0' n 6 6 . 2 2 2 98 12 0' 1:2 86 86 10 10 11.62 11.69 19 2 2 17 17 1 1 1 1 1 1 10 1 1 9 9 31 4 4 27 27 22 4 4 18 18 1 1 5, .55 5.55 9 9 9 31 i 4 27 27 1 1 3, ,7 3.7 170 3 ^ 15 58 97 155 3 3 6 5.17 3, .19 3 . 87 78 1 3 4 37 37 74 2 2 4 5.40 5, .40 5.-10 248 If) 95 134 229 10 5.96 3.73 4.39 HUMBOLDT HIGH SCHOOL. Tabulation Showing Per Cen|t of Failures. Semester Ending Jan. 2(|, 1917. Subjects English 1 . English 2 . English 3 . English 4. English 5 . English 6 . English 7 . English ,8; Total , Latin 1.. . . Latin 2. . . . Latin 3. . . . Latin 4.. . . Lathi 6. . . . Total , French 1 . . French 3 . . Total . German 1. German 2. German 3. German 4. German 5 . German 7. Total . Taking D popped No. in Clas s Subjects Subjects Close of Semester Boys Girls Total Boys Girls Total Boys Girls Total 65 71 136 8 8 16 57 63 130 38 31 69 8 5 13 30 26 56 49 54 103 5 2 7 44 52 ■ 96 17 16 33 1 2 3 16 14 30 24 48 73 2 4 6 23 44 66 6 3 8 6 2 8 22 31 43 3 2 20 21 41 i 5 348 13 476 1 27 L 6 201 5 11 238 31 48 337 438 34 11 35 2 2 99 11 33 23 14 37 1 I 23 14 36 16 9 35 1 1 15 9 24 i 19 36 1 1 2 6 18 24 2 2 4 127 5 6 3 1 3 4 72 55 1 67 54 121 6 6 1 1 5 5 2 7 13 9 15 1 1 1 2 i — i li 7 12 8 2 1 13 34 31 55 8 3 11 16 28 ' 44 23 16 39 6 6 17 16 33 14 13 27 4 4 10 13 33 4 12 16 1 1 3 O 11 14 3 6 9 1 1 ^. 5 8 3 2 2 3 68 80 148 19 24 4^ 124 HUMBOLDT HIGH SCHOOL— Continued. Semester Ending Jan. 26, 1917. 30 3 3 7 10 17 0' 11 1 1 1 9 10 13 1 4 1 3 3 3 10 9 38 11 38 44 6 30 1 3 4 5 ■ 11 16 1 1 20 ■ f) 33 1 3 3 10 30 30 3 10 13 30 50 43 13 3 5 3 17 11 13 59 4 10 66 7 43 14 24 24 34 39 29 29 2 2 ' 7 i 18 . 1 1 17 17 7 7 7 6 1 1 6 59 6 59 2 60 2 3 ■', 8 1 1 7 7 16 1 3 1 15 15 23 34 2 33 47 6 6 41 41 13 0- 13 i3 33 4- 4 38 28 30 10 1) 10 30 103 30 103 , 113, 17 5 5 13 13 1 1 8 8 6 1 1 5 5 4 1 1 3 3 27 20- 30 Freehand Freehand Freehand Freehand freehand Freehand Freehand Freehand Total Drawing 1 Drawing 2 Drawing 3 Drawing i Drawing 5 Drawing 6 Drawing 7 Drawing 8 40 HUMBOLDT HIGH SCHOOJ/— Continued. Semester Ending Jan. 36, 1917. 41 34 40 41 34 35 Mechanical ^lechanical Mechanical Mechanical Mechanical Mechanical Mechanical Drawing 1 Drawing 3 Drawing 3 Drawing 5 Drawing 6 Drawing 7 Drawing 8 37 Total 37 Modeling 1 ^Modeling 2 Modeling 3 5 Modeling 4 Total Arithmetic 1 Arithmetic 2 Algebra 1 Algebra 2 Higher Algebra Geometry 1 Geometry 2 Total 180 39 37 37 44 37: 37i 34 37 37 39 5 39 44 5 5 5; 34 39 27 77 104 1 5 6 26 73 98 13 33 45 4 2 6 9 30 39 42 18 60 6 3 9 36: 15 51 39 34 63 12 5 17 27 19 46 10 3 13 4 1 5 6; 1 7 39 11 40 3 1 4 26; 10 .36 20 10 30 3 1 4 17 9 26 174 354 33 18 51 14? 156 303 PUMBOLDT IhIGH SCHOOL— Continued. Semester Ending Jan. 26, 1917. 74 2 6 8 39 27 66 11 4 15 28 19 23 62 1 2 3 34 35 59 6 3 8 17 8 14 45 2 2 25 18 43 5 6 20 12 37 24 13 3-7 2 1 3 8 8 8 9 1 1 3 5 8 22 , 1 7 2 10 3 7 12 19 , 7 249 17 132 100 232 24 7 31 18 13 35 1 1 5 29 34 2 2 7 6 31 1 1 10 20 30 2 1 3 30 5 10 16 1 1 11 4 15 6 6 55 40 58 4 2 6 19 33 52 3 ■0 ' 3 11 4 8 8 8 1 1 13 12 148 , 6 3 9 53 86 139 11 3 14 21 3 10 83 4 4 8 27 48 75 1 1 4 1 36 3 i 3 6 5 11 20 ;!l 106 1 1 9 3 119 13 38 08 3 6 2 5 2 35 1 1 1 1 2 5 28 33 3 35 3 5 28 33 31 5 2 7 1 23 24 6 6 35 25 15 1 1 14 14 2 2 14 14 46 5 3 8 1 37 38 8 8 33 31 HUMBOLDT HIGH SCHOOlL-pjntinuecL Semester Ending Jan. 26, 1917. Typewriting 1 Typewriting 3 f ypewriting 3 23 66 89 2 4 6 21 62 83 Typewriting 4 Total Music 1 , Total Gymnasium 1 , Gymnasium 2 Total 70 85 155' 6 6 12 64 79 143 23 66 89 2 4 6 21 : 62 83 15 4 19 19 1 1 1 14 ; 4 18 15 4 1 14 4 18 50 59 109 5 3 8 45 ; 56 101 20 26 46 1 3 4 19 23 42 THE HIGH SCHOOLS , 615 From a study of the details of any one table, e. g., Central School, interesting questions arise, to answer which would demand an inti- mate knowledge of the conditions in each class. Among the questions would be : Why m English 1 should 25% of the boys fail and. 8% of the girls ? Why in English 2 should 20% of the boys and 5%) of the girls fail? Why in Latin 1 should 21% of boys and 10% of girls fail? Why in Latin 2 should 27% of boys and 16% of girls fail? Why in German 2 should 32% of 'boys and 15% of girls fail? Why in Expression 2 should 0% of boys and 25% of girls fail? Why in Arithmetic 1 should 43% of boys and 17% of girls fail? Why in English History should 18% of boys and 0% of girls fail? Why in Phyrsical Geography should 15% of boys and 3% of girls fail? Why in Penmanship and Spelling 44% of boys and 3% of girls fail? Why should there be no failures in 8 terms of freehand drawing? So far as could be learned no use has been made of the statistical facts which have been gathered regarding pupils' failures, so that comparisons could be made between schools or between classes within the same school. A study of the tables by semesters would be one element in a diagnosis of conditions within a school or of the system and would lead at least to a (standardizing of the marking system, and also be a partial basis for the regrouping and classification of pupils. Such a study is sttrongly urged. LUNCH ROOMS. Beginning with September, 1916, the high S9hools, except the Central School, were equipped with cafeteria lunch rooms. The lunch room of the Central School opened in February, 1917i All the lunch rooms are admirably managed, notwithstanding some inconveniences due to the necessity of adapting rooms to the purpose which was not contemplated in the erection of the building. Wholesome food is served at reasonable prices. In each of the schools pupils assist in serving the luncheons for a small remunera- tion. To a very limited extent some of the products of the domestic science department are sold at the lunch counter. The service was prompt in all the schools, and the conduct of the pupils was excellent. As a part of the actual business of the school, the lunch room should in some way be connected up with the commercial department, and 616 EEPOET OF SCHOOL STJEVBY to a greater extent than at present, with the classes in ccwking. The accounts of the school could be audited by the pupils, in the advanced classes in bookkeeping, and moreover the actual keeping of the lunch room books could be a part of the practical life experience of book- keeping classes. It should be remembered, however, that lunch rooms as now conducted are new to the Saint Paul high schools. Doubtless better accommodations will soon be had and their possibilities for some use other than the convenience of pupils, will be appreciated. LIBRARY. In each school is a school library, which at the Humboldt and Johnson schools is in the auditorium, and at the Cen- tral School is in a large room on the top floor. Only at the Centrkl school is there a person who gives her entire timfe to this work. At the Humboldt and Johnson schoolsi one of the regular teachers or a clerk takes charge. Not all the libraries are completely catalogued, although a beginning has been made in this direction. For the complete utilization of the library at the Humboldt and Johnson schools, the person in charge should be allotted more time. At the Central school the librarian is working closely and effectively with the teachers of English and of History especially. Tihe library is virtually the laboratory of these departments. Duplicate sets of books for class use are at hand and books are grouped from term to term according to the needs of particular classes. The librarian gives talks and demonstrations systematically to the pupils in the first year English classes, and thus assists pupils in learning the resources of the library and also how to use them. The system of classification employed is the same" as that used in the City library, hence pupils may later on have no difficulty among more ample library facilities. The work of the librarian at the Central school cannot be too highly praised. The room is used as a study room by a large number of pupils each period of the day, and with the thorough systematizing of the routine, the librarian is able to help a large number of pupils without confusion. The out of school circulation of the books ranged from 600 in September to about 1,600 in January. The books are well selected, with all departments of the school represented. The library suffers a disadvantage in having to be used for two periods a day as a lunch room. It is recommended that as soon as practicable the other libraries be organized and administered in a manner similar to that of the Cen- tral school. THE HIGH SCHOOLS 617 It would further seem possible for a closer relationship to exist between the city library and the school libraries through the Commis- sioner of Education, who also has charge of the city library. The discipline and order in all the high schools is to be highly praised. The movement of large numbers of pupils from room to room between the periods of recitation was without disorder, notwith- standing the inconveniences due to numbers. The attention in the classroom appeared to be genuine, and throughout the schools there was an attitude of trust and helpfulnesis between teachers and pupils. THE RELATION OF THE HIGH SCHOOLS TO THE ELE- MENTARY SCHOOLS. The belief is coming to be generally accepted that what is called the high school is not a separate institution, but is rather the last third of the common school course. With a fuller recognition of this fact, the gap too frequently found between the elementary school and the high school will gradually be closed. As in advancement from one elementary grade to another, the principal test is the teacher's judg- ment of a pupil's ability to do the work of the next stage, so in pro- motion to the ninth grade or first year of high school from the ele- mentary school, the criterion to be applied is, "Will the pupil get more out of advancement than by remaining behind?" The judgment of the teacher is to be sure, based upon some objective data, such as daily work, tests, and formal examinations, these factors being taken as a whole. The teacher must also take into consideration the pupil's habits of work. It cannot be too strongly affirmed that however we may exalt the machinery of promotion, every boy and girl of high school age belongs in the high school, regardless of the formal com- pletion of the grammar school course. It is the function of the high school to welcome every such boy and girl, and to adapt subject mat- ter, methods and organization to the needs of such boys and girls. This position involves a modified type of high school, and of high school teaching. That the Superintendent and high school principals of St. Paul are giving some attention to the closer relationship of the present elementary school of eight years and the high school is shown by various efforts at mutual understanding and co-operation. Toward the close of the semester pupils who are to be promoted are invited to visit as a class with their parents, the nearest high school and to have explained there the opportunities the high school affords, and by the personal conference with teachers and principal learn the 618 EEPOET OP SCHOOL SURVEY significance and meaning of the different curricula offered. All this is admirable. Moreover, in order that the contributing schools may better know of the progress of first year pupils in the high school, in most schools a record of the successes and failures of the pupils is sent back to the elementary schools each term. This record deals not only with classes as a whole, but with individual pupils. If the sending of these records could be followed by one or two conferences of the eighth grade teachers, the elementary principals of the contributing schools, and the teachers of the ninth year and the high school prin- cipals, much closer articulation would result. The high schools ^ would then be taken out of the partial isolation into which they have come, which is the case in other cities than St. Paul. To bring this conference to pass is the business ,of the superintendent or of a Super- isvor of Secondary Education, if one were appointed. The following is a typical summary of the records sent to con- tributing schools from one high school — School Pupils A 18 B . . , 19 C 19 ^D 18 E 7 F : 3 G 4 H. 3 I 9 J 1 K 13 Total 114 Subjects Per Cent Tak6n Failures Failures 92 10 10.8 94 - 7 7.4 95 7 7.3 93 3 3.2 35 1 2.8 ir 3 17.7 30 3 15.0 15 3 20.0 44 5 2 40.0 68 4 5.8 578 43 7.6% This summary is accompanied by a card for each pupil showing the subjects taken in the first semester and indicating success or fail- ure. Another record is the following: Record of pupils received from . . . . : School for the semester ending January 27, 1917 — THE HIGH SCHOOLS 619 Credits made — 22 schools. Eng- L,an- Sci- Op- Names lish guages. Math, ence Bus. M. T. tionals Total .252 212 222 172 12 60 19.5 99 Passed Failed in all in 1 Total ,147 55 Failed in 2 36 Failed Failed in 3 in more than 3 18 6 Left School ■% of Failure 29% By schools the per cent of failure ranged from with 2 pupils to 58% with 3 pupils. In a school sending 49 pupils the percentage of failure was 20. The detailed study of this record by the high school principal and the several elementary schools has been very illuminating as well as mutually helpful. In addition to the scholarship record of the entering pupils, some such blank as the following would be helpful to the principal and to the teacher-adviser in placing pupils into nearly homogeneous groups in' first year high school classes, and thus be the beginning of desir- able differentiations in first year high school work. 630 BEPOET OF SCHOOL SIJBVBY The problem of the adjustment of a pupil within the high school to his surroundings and to his work is one of the difficult matters of high school administration. Within the school there are different methods' of recitation, a changed standard of discipline, a depart- mental plan of administration, new to many pupils, so that taken all together the first few months in the high school becomes a critical period in the school life of young people. As a result of ill-adjustment many pupils drop out of school during the ninth year, and an unwar- ranted number of pupils fail. To counteract these difficulties is an important responsibility of the principal and the teachers in charge of first year pupils. , Among the corrective influences which will be found helpful are : 1. The organization of the Junior High School to be composed of grades VII to IX inclusive. This type of organization which is rap- idly gaining favor throughout the country, makes the transition from the elementary school and its methods, to the high school more grad- ual, and involves departmental instruction, differentiation of curricula, promotion by subject, educational and vocational guidance, and a gradual growth of self-directed activity on the part of the pupil. Ref- erence has been made elsewhere in this report to the Junior High School, but its emphasis here is as a factor in rationalizing a pupil's progress through the schools. 2. Conferences between teachers of the eighth grade and high school beginning classes for the purpose of multiplying points of con- tact between the work of the upper elementary grades and the high school. This topic is treated above. 3. Teacher-advisers as the plan is being worked out now in the St. Paul schools. As teacher-advisers it is highly desirable that pupils remain under the direction of an adviser for at least two years. It is at this point that educational and vocational guidance play important parts. 4. The method of a teacher's approach to a subject with a class, since so much depends upon a pupil's seeing the significance of the subject pursued, its purpose in the plan of the school and the partic- ular contribution it is to make tO' a pupil's store of knowledge or to his skill. The vitality given to the instruction is dependent to so large a degree upon the teacher's having a keen sense of the worth of the subject, gained from his own interest in it and his mastery of its de- tails and his knowledge of its points of contact with pupils' interests and needs. Two examples, one of the opposite character to the position taken here, were observed in two classes in history. In one case the teacher THE HIGH SCHOOLS 621 set a problem which represented the work of the semester, and showed in big units of thought and of subject matter, the steps to be taken in its solution, and its significance in the social life of today. In the other case the approach to Roman history was by a detailed analysis of the first paragraph in the book. The problem of adjustment of elementary school whether it closes at the end of the sixth grade or at the end of the eighth grade, and the high school, is not one solely of administration, but includes methods of teaching. In the light of the discussion above, the continued study of the vital relationship of the two divisions of elementary and secondary education is urged upon the principals and teachers of both depart- ments. QUALITY OF INSTRUCTION. Among the points noted in visiting the different classes with a view to passing judgment upon class activity were the following: The extent to which a teacher exercised skill in the mechanics of class management. The teacher's power to arouse and hold a-jsupil's interest. The teacher's ability to stimulate initiative. Skill ip training pupils to think. Skill displayed in recognizing essentials of the subject for em- phasis in the recitation. Skill in recognizing the different types of learning involved in particular subject or phases of subjects, and of adapting teaching method to the response expected of pupils. The teacher's knowledge of the subject and its place in the vari- ous curricula. The social aspects of the recitation. Because of the great diversity of subject matter in the high school program of study, not all these ^criteria are considered with equal em^ phasis in the discussions which follow. Most of the work observed was of superior to excellent quality, when considered as an isolated exercise. The greatest defect was lack of co-ordination among the various subjects due to the fact that no common understanding was- in the minds of riiany of the teachers as to the function of secondary education, or of the particular contribution that his subject was tO' make in its program. ENGLISH. Twelve classes were visited representing each school, and most of the phases of English work were observed. Some 632 EEPOET OF SCHOOL SURVEY of the recitations were formal and bookish, and others were charac- terized by spontaneity, interest and earnest endeavor. In some classes the teacher lectured and the pupils listened and took notes. In sev- eral recitations' much use was made of the blackboard in teaching com- position and grammar. Very little systematic work was observed in oral composition and it was 4earned that not much emphasis was placed on this phase of English teaching. The best work in oral ^composition was seen in a first term class, in which pupils were making reports upon books read. The pupils stood before the class in good position, and talked freely in pleasing voice and to the point. The diction was good, as, was the general sentence structure. The atmosphere of the classroom was such that pupils seemed to dare to do their best. The pupils of this class kept cumulative note books containing short themes, most of them, how- ever, drawn from the literature they read, rather than from incidents of every day life, typical letters, and also some poems which had been committed to memory. The penmanship was fair. About three- fifths of the time in the first two terms is given to practical English, including composition. Another ejccellent lesson was in third term English, where the class was studying topical sentences of various paragraphs. The pupils all showed interest and the recitation was highly purposeful. In general it was noted that the quality of speech in ordinary recitation work was not particularly good, in part due to the fact that many pupils are of foreign bom parentage. Oral English is so fundamental in life that it should have a prom- inent part in the activity of the school. The English taught should be the kind thait trained people use in daily association. Oral English in school takes the form of continuous speech by the pUpil, from one to perhaps ten minutes on a given subject. This discussion is given after careful preparation of subject matter, outline and general method of treatment, but should never be presented by the memorizing of written sentences. The opportunity for teaching oral English should be utilized in every recitation, to the immediate advantage of the subject matter under, consideration. If teachers refuse to accept a broken, footless jumble, or to complete for the reciter his lagging half-statements, if they frequently insist upon continuous sentences bearing upon the point/ called for and arranged in reasoned order, they will gain the triple end of having clarified and impressed the history or the iscience in question, of having guided the student in methods of st4idy and of having taught English in a really vital way. In order to do this the THE HIGH SCHOOLS 623 teacher must himself thoroughly understand unity, emphasis and co- herence, that he may know how to help the young speaker to acquire these essential qualities ; and he must practice them in his own speech, that he may furnish models for imitation. All this he can do without harping upon the technical terms. Too often, however, teacher's do not recognize that the formal side of oral expression is of fundamental importance. Training in one form of expression or in one class of subjects does not necessarily insure facility in others, and also since fluency and force depend largely upon the degree of interest felt by speaker and audience, the pupil should have frequent opportunity to talk about the subjects that especially appeal to him, and he should be encouraged to broaden his range of choice as much as practica,ble. He should also vary the form of his discourse, sometimes by telling a story or by mak- ing reports of his studies ; then by describing what he has seen, or dis- cussing, informally, matters of current interest; again, he should ex- plain how or why something is done, and occasionally try to convince his audience that something should be done differently. Thus in turn he used narration, description, exposition and argumentation. The following concrete examples will suggest different types of oral exercises : Simple explanations, such as "How to set up a tent," "How a sewing machine ties a thread," and topics chosen from subjects iii science, history, manual training will give practice in oral English. Reports in reading such as is described above, how magazines and books of reference are to be used, toasts offered at an imaginary ban- quet, debating, literary and dramatic activities are all of great impor- tance in the development of a high school pupil's linguistic growth and power. The ability to speak effectively and in such a way as to give pleasure to the hearers is next to character, one of the most powerful factors in personal efficiency. Hence Oral Ijnglish should have a large place in the teaching of English, in all high schools. Several classes in formal rhetoric were visited in which analytical outlines of rhetorical principles were written on the blackboard or else ' dictated and copied into note books to be recited upon in later recita- tion periods. This seemed a waste of time and energy, since so much of formal rhetoric has no place in high school English, and the time could be better spent in getting practice in speaking and writing. The text book used was of college grade, and represented a viewpoint which obtained twenty-five years ago regarding rhetoric, when in col- lege it was frequently taught in the department of philosophy and logic. 634 EEPOET OF SCHOOL SUEVEY Three terms are given to the study of the history of American and English literature, with compositions 'based upon the authors studied. It would seem that too much time were given to work of this kind ; and the work could well be reduced to a single term of the fourth year and there made an elective subject. What pupils need in the high school is to gain skill in the use of the mother tongue, and to have established some standards regarding literature which may serve as touchstones in determining their subsequent reading. The English program in the St. Paul schools is too formal and too comprehensive for most high school pupils. ' Greater stress should be laid upon the practical aspects of the subject and less upon the his- tory of literature and less upon rhetorical analysis. Recently the teachers of English have prepared an outline of eight semesters work, but this outline has not yet gotten into practical ope'ration. In this outline of work there is no discussion of method of presentation. The suggestions for reading, however, are excellent. More emphasis should be put upon oral composition and the technics of English, including spelling, pronunciation, use of the dictionary, etc. Further, it would seem that the composition and technics of Eng- lish should be completely separated from the study of literature in the class room. Subjects of talks and of themes should rarely be chosen from the literature read. In the arrangement of the scheduleof work some time should be provided when the teachers may have individual conferences with the pupils. There should also be definite plans whereby there would be closer co-ordination between the regular classes in English and the work of the other classes conducted in the mother tongue. These ends could be more easily realized through departmental supervision. The results would be that the problem of each term would be simpler and its solution more easily found. THE SOCIAL STUDIES INCLUDING HISTORY. The work in history, civics and economics follows closely the usual order, beginning with Ancient History and leading through Me- daeval and Modern history to English history, American history and Civics. Then follows a semester of Economics. Next to English, which is required for four years in all curricula, more pupils are pur- suing the social studies than any other subject. This is admirable in any public school system, provided that the study leads to a better un- THE HIGH SCHOOLS 635 derstanding of the present day; problems, economic, social and politi- cal. The conviction has been recently expressed and at the same time been worked out into a definite constructive program, that our in- struction in history has lacked touch with present world situations. This conviction has been shared by the history teachers of St. Paul and is expressed in a revised course of study, which has not yet been adopted in the schools. Nine recitations in history were observed, three in civics and one in economics. Some excellent teaching was seen. All the recitation rooms were well supplied with illustrative material. Note books were used in most of the classes, and these contained abstracts of assigned reading, analytical studies of historical periods and events, and in some instances were illustrated. Several classes visited were studying together with the teacher, who guided and directed the discussion. One problem for study was "How Rome became a world power." This problem was attacked with vigor by the entire class and much interest shown. In a class in American history, topics were being assigned in current history and reference for future reports were made to the Literary Digest. Pu- pils thus were able to study history in the making. The work in Civics was of high order. The recitations were skillfully handled and topics of interest to the class were under dis- cussion. Our recitation dealt with the topic, "What are our responsi- bilities for public welfare ?" Another dealt in a comparative way with the 'machinery of government in a commission governed city, a State and the nation. Civics, however, is so fundamental to good citizenship that it ought not to be first presented to pupils in the seventh term, but rather to the greater body of pupils found in the first term, a majority of whom never reach the second year of the high school. Two classes in economics were visited, where the, problem method of study was in progress. Excellent work was in progress in which the pupils were doing the greater share of the talking. The great danger in recitations in Social Studies is that the teacher will talk too much. The danger is not absent in other subjects, but it is especially prevalent in this department. It is the mental activity of the pupil that is wanted and this should be the aim of the recitation. By pointed questions, by suggestions and efifective illustrations, the . pupil is to be taught how to handle historical material and to learn history. When ideas and facts lead to thinking, the recitation be- comes profitable. That some such ideas were in the minds of the his- tory teachers was apparent in the greater part of the work observed. 626 REPORT OF SCHOOL SURVEY With the excellent qualities of teaching observed it is recom- mended that the energy of pupils and teachers be applied to a reorgan- ized history sequence such as the folloiving: First Year. Community Civics and a study of Vocation. This course would be designed to lead a pupil to see the importance and significance of the elements of community welfare, among which are protection of life and property, health, recreation, education, civic beauty, communication, transportation, etc., to know the social agen- _ cies that exist; to secure these elements of community welfare; to recognize his civic obligations, present and future, and to respond to them by appropriate action. The study of vocaitions, or of what is to be done in the world, should not only assist a pupil in an intelligent choice of vocation when the time comes to choose, but to give him respect and appreciation, and there should develop a better under- standing among citizens of diverse callings. Second Year. Early European History to 1700 (including Eng- lish History and Colonial American History). This course should aim to twist together the various threads of historical development necessary to a knowledge of European conditions prior to the French Revolution. Beginning with a survey of the civilization of the ancient world and ol the various elements which went to form these civiliza- tions, namely those of Greece, Rome and the Germanic tribes, the pupil should be shown the contribution of each. Then the growth of Europe would be traced through the great institutions of the Middle Ages — the feudal system and the church — to the beginning of great national states, and to the three great movements of modern times — the awakening of interest in intellectual, artistic and scientific mat- ters, and the struggles for religious and political liberty. Then fol- lows the drama of modern history. Such a course as indicated above aims frankly to condense by the elemination of much material now taught as Ancient and Medaeval history. Third Year. Modern European History since 1700 (including contemporary civilization). Such a course should be made up of topics which would place a ptipil in direct contact with contemporary Europe. The pupils should be impressed with the fact that an intel- ligent appreciation of present day Europe is to be secured through an understanding of the causes or conditions which may have given rise to the present economic and social order. Two aspects should be kept in mind, first that a great transformation has taken place in the organ- THE HIGH SCHOOLS 627 ization of industry and in the methods of carrying on business and that national policies and aspirations have been shaped by their influ- ences. On the other hand, the relation of the individual to the State has also undergone a great change. Democracy has a new meaning. It is these two aspects of life and progress in Europe that such a course as here suggested should keep in mind, if history study is to function in intelligent citizenship. Fourth Year. United States History since 1760, together with Civic Theory and Practice. The course in United States History should aim in a very definite way to assist a pupil to understand the vital problems of daily social and industrial needs, hence the social and industrial problems would receive most emphasis, although the political phases -of history should not be neglected. The work in Civics should have as its aim the increasing of the intelligence of pupils in regard to the function of government, the individual benefits arising from our institutions ; the principles oi self-government with its advantages and obligations, and to inspire pupils with high ideals in regard to political conduct. Such a course should supplement the course in community civics suggested for the first year. Fourth Year. Economics. This course should be intimately connected with the work in United States History suggested for the fourth high school year. Only enough time should be spent upon the theory of economics to give a background for a study of modern economic problems. The course now followed in the St. Paul schools is of this type. It is therefore recommended that some such reorganization of the social studies, as is suggested above, be given consideration. THE SCIENCES. CHEMISTRY. In the science sequence, Chemistry is given in the fourth year or seventh and eighth terms with classes, beginning in September only. Pupils entering the school, in February, therefore, frequently have to wait half a year-after they are ready to begin the subject, or have to begin it half a year earlier than normally, and then carry chemistry together with physics. To overcome this difficulty it was observed that in one school four pupils who could not enter the September class in chemistry were carrying five extra periods of work in a special class and thus attempting to do two semesters of work in 638 EEPOET OF SCHOOL. SUEVEY one. It is questionable econoniy of teaching energy to maintain such small classes. Beginning chemistry but once a year is due to the small number of pupils taking the subject in all but the Central and Mechanics Arts Schools. In their larger schools it would seem that some provision could be made for beginning classes in February, and thus add to the flexibility of the administration of the school program, and at the same time meet the needs of a larger number of pupils. Recitations were observed in all four schools, the instruction con- sisting chiefly of text book recitations from a common text, some sup- plemental reference work, and of experimentation in the laboratory. There was no common syllabus for the city, although it was learned that the text in use had been recommended by the science teachers. At the Humboldt school, the instructor had prepared a mimeographic syllabus which was in the hands of the pupils, as an aid to the text book instruction, and as a guide in the experimental work of the lab- oratory. While the foundations of the subject are the same in all the schools, there are some variations in emphasis. For example, varying amounts of simple qualitative analysis are given in the different schools during the first part of the year, and in two schools at least, a few quantitative experiments are performed, such as the determina- tion of the amount of oxidation of a given quantity of tin, and finding, within a IO9& error, of the molecular weight of oxygen. A commendable plan of relating the subject to practical interests was noted at one school where the class, in cooking and the class in chemistry worked together in the baking of bread and in a discussion of its chemistry, and in calculating the cost of the gas consumed and relating this to the total 'cost of the bread. Again, it was learned that several visits had been made to industrial plants where chemical proc- esses play a prominent part, and reports upon these visits presented to the class. An examination of a number of these reports showed evidence of a very practical interest, and of careful work. In all schools seven periods a week are given to chemistry with a difference, however, between the amount of time given to recitations and laboratory work respectively. In the Johnson School only were double laboratory periods given, and here there were two. The crowded conditions of the other schools made it quite impossible at present to arrange for the longer periods, although they are much desired by the teachers. The content of the Chemistry course in any one school is the same for all curricula, hence pupils taking the home economics curriculum have the same chemistry as those taking the mechanics arts curricu- lum, since the pupils from each are in the same recitation sections. THE HIGH SCHOOLS 629 This condition is unfortunate and in schools the size of those in St. Paul should be avoided. It is true that the general principles of chemistry are common' to all curricula^ but in the matter of the illus- trations of these principles and in their applications, greater unity and definiteness can be given to a particular curriculum by a dififerentia- tion of at least a part of the second term of chemistry. It was found upon inquiry that chemistry teachers were not hostile to the idea. The quality of the recitations observed was very good indeed. The questions asked were pointed and led to thinking on the part of the pupils. The attention to the work on hand was excellent. The illustrations of chemical principles and facts discussed were apt and clear. > The laboratory riote books were neatly written and contained the essentials of the experiment. Many books had excellent outline draw- ings of apparatus. The equipment seemed to be adequate for the number of pupils to be taught. 'The lecture room at the Central school, however, would be improved if it were supplied with a chemical hood, and again the hood at the Johnson school was not in good condition. PHYSICS." Physics is a required subject in but two curricula, viz: Mechanics Arts and Arts, although the requirement in most of the other curricula of from four to eight credits in history and science leads pupils of other courses to take the subject. Recitations in each of the four schools were visited and essentially the same point of view regarding the teaching of physics was held by all the physics teachers. The same texts were followed, and the essentially same laboratory equipment was observed. The laboratories were well located and kept in good order. The apparatus was of commercial size and of excellent quality. In each laboratory the apparatus was set up for the 15-17 experiments of the semester, there being one set of apparatus to each equipment. Thus it happened that during the same labora- tory period which was seldom a double period, pupils would be work- ing upon a variety of experiments, some pupils for instance determin- ing the breaking strength of a given wire, and others finding the specific gravity of kerosene or verifying the laws of vibrating strings, or finding the coefficient of linear expansion of a brass rod. The administrative arrangements and the mechanics in the man- agement of the laboratories was excellent. The note books were neatly arranged and clear in their placement of data, and usually cor- rect in their solutions of the problems set. The impression gained, however, was that formalism and laboratory ritualism predominated, 630 REPORT OP SCHOOL SURVEY and that there was little real life interest in physics. There was apparent among the pupils no spirit of curiosity or of appreciation of the meaning of it all. No setting up of apparatus was necessary, so that it could not be charged that the work, meant merely training in manipulative, skill, but there was close following of the directions of the laboratory manual, with little or no independent thinking. The text book study was unrelated to the laboratory work, the two being practically in what might be called water-tight compartments. It was found, however, that teachers were beginning to think of physics in other terms than the statement of laws, and the routine perform- ance of experiments, for somfe steps had been taken in the assignment of home projects and of problems which had a direct application to home conditions and to household appliainces;, and connection with the recitation work. In discussing the teaching of physics from the view- point of aiming to give the pupil some comprehension of the world in which he lives, and of how life has been modified by the application of scientific knowledge and further of giving the pupil a disposition to inquire into the phenomena of his environment, a teacher defended his practice by the statement that the method followed was that of the college and university, and hence had validity. In the mechanics arts course, where pupils may be making prep- aration for entering higher technological institutions, there is possibly more reason for the type of physics taught in St. Paul schools, but the method followed should not be applicable to all the curricula. Hence it is recommended that the content of the courses in physics be dififer- entiated and thus be better adapted to the different curricula offered. This could be best worked out by conferences of science teachers in all the schools, in conjunction with the domestic science teachers and the teachers of the various shops. It should be stated that St. Paul is no exception in the matter of formality in the teaching of science. This spirit is all too prevalent. PHYSIOGRAPHY. The course of instruction in this subject in- cludes text book study, laboratory work, and field trips of varying fre- quency in the' different schools. In all the schools complete labora- tory facilities are lacking, so that many makeshift arrangements have to be made, which tend to decrease the efficiency of the teaching. The Central school has the best arrangement, but even there the room is - much too small for the classes using it. The equipment, including maps, globes and reference books, is more complete at the Central and Johnson Schools than at the others. At the Johnson school it was noted that the laboratory 4irections were written on the blackboard THE HIGH SCHOOLS 631 and then copied by the pupils. It would be a saving of time and of effort if the pupils were to be supplied with, manuals, or at least with mimeographed copies of the directions. The latter, it would seem, could be prepared by the advanced pupils in typewriting. At the Central school only is there one double laboratory period a week, with occasionally groups of pupils coming to the laboratory during a vacant period. Such a group was observed. The class was intent upon its work, even though the instructor was absent. At least one double period for' laboratory work should be the rule in all the schools. A number of note books,, which showed careful preparation, were exam- ined in the three schools visited. The results of the experiments were clearly indicated, and the pupils showed a grasp of the problems set. The field trips so desirable in an outdoor science like Physiography are usually conducted in accordance with an outline prepared in ad- vance, and discussed with the class, and thus the trips are made more purposeful. Without such preparation it would be easy for a field trip to result in merely an idle ramble. In one school, at least, careful notes are kept of the results of these excursions. This feature of the instruction in physiography should be extended to all the schools.. The class at the Johnson school was somewhat hetrogeneous so far as the composition is concerned, since pupils came in from different years, in some cases, with a knowledge of other sciences, and in some instances pupils entered the second half year, not having had the first term's work. The usual difficulty from such a mixture of pupils as the latter are in a measure offset by the rather sharp separation of the subject matter in the first half of the book from that which follows. Physiography and Biology both appear in the second year and thus come somewhat into competition with each other. If both sub- jects are to be taught, it is recommended that Physiography and Biol- ogy come in the first and second years respectively. An alternative arrangement would be to place in the first year a course in general science to be followed by biology in the second year. This latter plan met with the approval of several teachers consulted and is likely to be superior to the first. In one recitation visited there was a good discussion of the various classes of winds with illustrations and diagrams. The pupils were alert and responded well to the questions asked. The recitation had a definite aim which seemed to be realized by a majority of the pupils. ^ BIOLOGY. This subject is scheduled as a first year science, although in the two classes visited the majority of the pupils came from higher grades. Laboratory experimentation is carried on in 632 REPOET OP SCHOOL SUEVBT single periods, and supplements and re-enforces the class room in- struction. The same text is used in all schools, but there is some difference in the order of the presentation. At the Johnson school considerable emphasis is put upon hygiene, personal and community. A questionaire was recently circulated among the pupils with this question, "What desirable hygienic habits are you violating?" The answers gave an admirable starting point for instructipn. It was noted that the economic phases of plant life received some emphasis in both fechools where recitations were observed. The laboratory note books were carefully kept. The pupils manifested much interest in a recitation which dealt with tests for protein in oatmeal. Later the same class was visited in the laboratory. The biological laboratories and class rooms are well equipped with charts, specimens and reference texts. The work observed in this subject was eminently satisfactory. The other sciences offered at the Mechanics Arts School only are Zoology and Astronomy. MATHEMATICS. ALGEBRA. Classes in Algebra were visited in each school and at the Central School the work of two classes was observed. In two of the classes visited, . the first semester's work was being begun, although in one of the classes, out of 33 pupils present 20 were study- ing the subject a second time, one the third time and another the fifth time. It was found that 39^ of all the boys taking the first semester's work had failed and 36% of the girls. The teacher accounted for the condition in part by the fact that the pupils, having studied arithmetic after an extreme development of the spiral plan, had come to the high school with few, if any, clean cut mathematical notions. In all the classes visited there was excel- lent class economy in the matter of seat work and passing to and from the blackboard, and in the handling of papers. Much use was being made of the blackboard. Pupils were at work in one class transfer- ring English statements of mathematical facts into algebraid symbols. On the whole the work of that recitation was being well done. Other pupils were substituting mathematical values to algebraic statements with accuracy and despatch. The questioning by the teachers was clear and response by pupils was prompt, and generally accurate. The attention was good. The recitation had all the marks of social enter- prise. THE HIGH SCHOOLS 633 From the recitations observed it is difBcult to account for the fact that in one school 38% of the pupils taking the first semester of algebra failed, and that an equal percentage failed in the same school in second term algebra. Upon inquiry it was learned that there had been no study of the standardization of marking by the teachers of 22 sections of algebra in one school. This may be one element in ac- counting for the high percentage of failure. Further, there had been no departmental supervision of this subject, any more than of any other subject. This fact would account for some of the difficulty. Again, there was no evidence that pupils had been grouped in recita- tion sections on the basis of their previous records in mathmematical subjects. It was also found that the teachers had not made any systematic study of the nature of the mistakes made by pupils, hence no special drills to fix fundamental relations and notions had been given. Teach- ers seemed unaware of some of the standard tests that have been worked out in Algebra, and used as a means of checking up the prog- ress made by classes. With closer supervision of classroom instruc- tion, knowledge of and application of such tests will come. The work to be covered in a year, viz : to quadratics, corresponded to that done in most schools, and is all that is required for entrance to the State University. PLANE AND SOLID GEOMETRY. Five classes in plane geometry were visited, representing each school, and one class in Solid Geometry. One of the best recitations observed in all the schools was in Plane Geometry. The class were discussing the conditions under which a given figure was a parallelogram. Every pupil participated, the teacher suggesting avenues of attack and asking questions, guid- ing and amplifying the discussion. The previous knowledge of the class was constantly drawn upon, and applied to the problems in hand by various pupils. The bulk of the work was done by the class. The language used was accurate, and taken' as a whole the recitation had a finish mot observed in any other class. The work observed in other classes was also of good quality, although in general the recitations were of a more formal character, and in the choice of theoroms and in the matter of application showed little influence of the suggestions of the report of the committee of fifteen of the N. E. A. commission on the reorganization of secondar}- education cwi' the teaching of geometry. A few teachers, however, were familiar with this report and were in sympathy with its recom- mendations, but the use of a text representing the older viewpoint 634 REPORT OF SCHOOL SUEVBY discouraged any marked departure from the traditional methods" in the presentations of this subject. It was found at the Central School that there was a considerable interest among the teachers of geometry in the, courses in first and second year mathematics, as these courses are being worked out at the State University in its high school. Courses of this sort consist of combinations of arithmetic, algebra and plane igeometiy, not pur- sued from the viewpoint of a logical development of each subject, but rather as they together may be used to express given mathematical ideas. These courses have not yet been tried out in any of the St. Paul Schools, but are being regularly discussed at voluntary meetings of the mathematical teachers. It is strongly recommended that in some school the course in combined mathematics be 'given a trial. Other classes visited were in higher algebra and the work ob- served was of excellent character. The additional mathematics taught is Surveying, but this, is oflfered only at the Mechanics Arts School as a part of one course. The prominent fact regarding the mathematics of the St. Paul Schools is that there is no dififerentation whatever in the content to correspond to the different curricula among which pupils make a choice. The pupil taking the College preparatory course may be in the same class in algebra with the pupil of the home economics cur- riculum, which also requires algebra. The same istrue of the algebra of the mechanics arts curriculum and of the fine arts curriculum. . The theory evidently is that algebra is algebra, and that mathematics if made sufficiently difficult, — and a failure in two semesters by 38^ of the class, indicates partial severity, at least it does its part in the - process of education. The better plan would rather seem to be to make some differenta- tion in the various mathematical units according to the particular curricula pursued. Some of the same mathematical or algebraic facts would be common to all curricula, but their arrangement would be different. Again, other courses in mathematics should be worked out. If, for example, the home economics curricula is designed to prepare a -person to successfully understand the problems of home making and. of home management, it is hard to see how an abstract course in algebra is to contribute anything. It would be far better to organize a course in "applied mathe- matics;" which would be worked out from the viewpoint of the home problem. For example, beginning with the study of family budgets, with its main divisions of food, shelter, clothing, operation and ad- vancement, a course in applied mathmematics could be developed to THE HIGH SCHOOLS 635 include real problems within the experience of every girl, and indicate methods of solution used in every day life. Among the topics con- sidered would be, Expense Accounts; Short Methods; Gains and Losses in buying on the installment plan ; buying of foods — data and example of food values; garden economy; buying of clothing; life in- surance ; accident insurance ; fire insurance ; bond and mortgage ; chil- drens' accounts — clothing expense, earning power, expense and ben- efits of education; evaluation of formulas; construction and use of graphs. The actual arithmetic involved will include such topics as decimal fractions and approximations, common fractions, percentage, proportion, graphs and aliquot parts. In addition to the mere mathe- matics, pupils will have acquired skill in their application to worth while problems. For the course in mathematics for the Mechanic Arts curriculum or for the Manual Arts curriculum the material would be organized in an entirely different manner. Such a course would include among other topics — Use of letters as numbers, simple mechanical mensura- tion, and interest formulas ; elementary bookkeeping terms ; average ; approximating answers mentally ; linear equations and problems ; sheet metal problems; circular measure; protractor drawing to scale; specific gravity, pattern making problems ; weights of castings ; scales of temperatures; metric system; belting and shafting; cutting speed. For the commercial curriculum in addition to the type of work suggested elsewhere as commercial arithmetic, a course in algebra as applied to advanced problems on business could be organized as a differentiated course. In such a course would be included topics such as : Logarithims ; normal and effective interest rates ; annuities, cer- tain and annuities deferred; capitalization; depreciation, sinking funds; amortization; fundamental principles of life insurance, etc., etc. Enough has probably been. said to indicate a direction in which the mathematics courses may be differentiated to become adapted to the "different curricula of the schools. Serious study of this situation is strongly recommended. FOREIGN LANGUAGES. Latin. Latin is not a required subject in any curriculum, although four years of the language are offered. In some schools, however, there is 636 REPORT OF ^SCHOOL SURVEY not a class for each term, the large falling off in enrollment being at the end of the second year, since four terms of work represents the minimum language credit that may be gained. It was noted that the number of pupils studying Latin is rapidly decreasing at the Mechan- ics Arts School, due in all probability to the change in the character of the school enrollment, since the opening of the New Central high school. The Latin syllabus used is one tentatively prepared by the teach- ers of Latin several years ago, although never formally adopted. The different years 6i work, however, follow the usual order, except that not all of the second year work is in reading Caesar. Latin Cornposi- tion is given about once a week during the last three years. Owing to the small number of pupils in the later terms combina- tions of classes have been effected, such as those of terms 5 and 6, and of 6 and 8. No serious result seems to follow this procedure, since the classes represent a selected group, and not many pupils are involved. In the Central High School out of 596 pupils enrolled in Latin only ll'^o are found in the last four terms. The failures in the first four terms January 37, 1917, were as fol- lows: Term Boys Girls Average 1 31% 10% 16% 2 ; , 27% 16% 33% 3 14% 10% 12% 4 8% 3% , 5% After the fourth term there were no failures. In the Johnson School with 104 pupils enrolled in Latin, all but 7, or 98 or 93.4 per cent are enrolled in the first four terms, with but a single class in each term. The percentages in the other schools are similar. Latin is, therefore, an expensive study in St. Paul, especially as one considers the number of failures. Classes were visited in each school and a variety of work ob- served. The general level of the instruction was high. The attitude of the class was good, the translations in the advanced classes were idiomatic and the drill work purposeful. In all but one class considerable attention was given to correct pronouncement and to accent. As the day the classes were visited was in several instances the first day of the semester, review work in THE HIGH SCHOOLS 637 conjugations, declensions, and the formation of principal parts made up the bulk recitation. No teacher had used the direct method with first year classes, although several proposed to do so. It was learned that the chief value to the pupil from the study of Latin was in the minds of the teachers "Mental Discipline." The subject had beer accepted as an instrument of education and the organization of cur- ricula had given language a prominent and protected place. A profit- able study for the teachers of Latin in St. Paul would be in the direc- tion of determining just what the study of this subject has to con- tribute to effective citizenship, and just what would be the effect if Latin were not a required subject even indirectly. The decided fall- ing off at the end of the fourth term in the number of pupils studying Latin may suggest some conclusion a-s to the grip the subject has upon the pupils. J French and German. Four years of both French and German are offered in each school, and as in the case of Latin, at least two years of a language have to be successfully completed if it is to count toward graduation. Classes in German in each school were visited and excellent work was being done, but the work of one term had but little connectioin with that of other terms. The lack of a departmental head was very apparent, since in the first term the language in some classes is taught by the direct method and in the second term with the same group of pupils, but with an- other teacher by the grammar-reading method. Such a procedure cannot make for continuously progressive work. Again difficulty occurs in the classes in beginning German because the beginner's book deals only with the present tense of the verbs used, while the pre- scribed reader uses all tenses. Difficulties such as these would be ob- viated in part by close supervision of class work. As it is at present each teacher is left to her own resources and ideals. , Three classes in French were visited and only one was having a recitation. The others met for organization and assignment of work. The need of departmental supervision was expressed frequently by the teachers of French. From a study of failures in both French and German, it appeared that the number is excessive, and suggests that only those pupils who have in their elementary schools shown linguistic power should be allowed to begin a foreign language. This power could well be tested in the Junior High School, where modern languages could be begun 638 EEPOET OP SCHOOL SURVEY in the eighth year. Failure at this time would not be^ so costly to the pupil as at present. Swedish is given only at the Johnson School with about 100 pupils enrolled in the classes of this language. , It would seem that with the growing importance of our commercial relations with the Latin countries of South and Central America that some consideration should be given to the question of the introduction of Spanish into the . Schools of St. Paul. COMMERCIAL SUBJECTS. Bookkeeping. This subject extends over four terms included in the second and third high school years, although the last twoi terms of bookkeeping are not given in all the schools. , Classes in each school were visited. Uniform texts were used and essentially the same method is followed in each class, with close adherence to the texts. In two of the schools, the Johnson and the Humboldt, double periods are the rule. At the Johnson School the classrooms with 39 tables is too crowded to make the work thoroughly effective. The strain upon teacher and pupilp. under such conditions cannot but react unfavorably, and an early remedy should be sought. At the Central School the only blackboard . in the bool^eeping room was a portable one. With the extended use to which a blackboard could be put in this subject, the handicap under which the work is done may be readily realized. For the most part the instruction is individual, although fre- quently class discussions are held upon the analysis of the different transactions, especially in the first semester. In these recitations the questions were pointed, and the pupils' response was satisfactory. Occasionally real interest was manifested. Upon examination, the books were found to be neat and the penmanship was legible. Pupils appeared to be industrious in those classes where individual work was being done, the teacher moving from pupil to pupil with an occasional stop -to call the attention to the class to a patricular point whic;Ji seemed to be giving difficulty to several pupils. The danger in the too exclusive individual type of instruction given, in which the text book and the accompanying sets play so large a part, is that the work will reduce itself to a barren imitation of types and models instead of giving pupils training in thinking through varie- ties of transactions with ample discussion, and thus lead to making THE HIGH SCHOOLS 639 the proper record. Pupils, to be sure, should be taught to journalize, post, prepare statements, etc., but in addition they should be trained in the acquisition of power to solve new problems. This comes with much practice and full discussion of many business situations. The topical method of study isvan admirable means of fixing the fundamentals of the subject, and later the formal set will serve as a basis of review and for applying the principles learned. In many schools throughout the country it is coming to be the practice to give pupils extended drills upon those kinds of activities, such as handling sales slips, invoices, posting, etc., etc., in which the beginner in a business office is most Jikely to be engaged. Then again, instead of working out one complete set from a text, it is a growing practice to give pupils training in a great variety of short sets representing many lines of business. The underlying thought is that it is better to teach a few fundamental principles and make many applications, than to teach more material and processes with a limited application. This point of view was not reflected in the practices observed. The spirit of endeavor, however, was commendable among the teachers, but co-ordination and supervision, with more points of con- tact with the real business of the city is greatly needed to fully realize the value of this subject. As in other subjects, what is needed is a broad study by the teachers of the subject of bookkeeping in its appli- cation to the business of St. Paul, and the preparation of a syllabus with some discussion of methods of teaching, and then in the various schools to use texts and budgets as aids in working-out the. principles consjdered fundamental. Under present conditions the unity in the system comes through the use of the same texts. Closely related to bookkeeping is a course office system, which comes in the eighth term. This course is not given in all the schools. Two classes were visited and it was found that the work followed the text book very closely, aided by a standard filing cabinet. Apparently the business of the school, as related to the purchase and distribution of textbooks and supplies, the financial phases of lunch room manage- ment, and of the different organizations among the pupils, and much of the administrative clerical work have not been included in any study by the class in office system. It is presumed that the course in office system is to give pupils familiarity with the devices and appliances used in a modern business office. This cannot be learned from a text but only in actual contact with real situations and materials. In addition to what is now pro- vided, the business department of each school should be supplied with adding machines, a dictaphone, a rotary mimeograph, an addresso- 640 EEPOET OF SCHOOL SURVEY graph, etc., etc. Jn addition the school telephone switchboard may be employed to give experience in this important part of office routine. Visits to various types of offices will be of supreme value. To this course in office system could be added some general survey of the field covered in bookkeeping. This could be done through a study of financial statements of the city and of the county, and by interpreta- tive study of financial facts as given in the daily papers. The relation of bookkeeping to accountancy could be indicated and in general the pupil could be given a perspective of his business course. To be thoroughly worth while, a course in office system must be worked out from a study by the various teachers interested of actual office conditions in the city. This means a syllabus co-operatively constructed and then carefully supervised with frequent revisions. This piece of work is yet to be done. Commeircial Arithmetic. Arithmetic is given for two terms of the first high school year. Five classes were visited, in two of which the work was being organ- ized and many of the pupils were without books. Problems were being solved from dictation, upon the blackboard by a portion of the class, the remainder working at their desks. Many of the pupils showed some skill in the simple operations involved. The pupils' application to the work in hand was iair. In another class a test paper was being discussed with some of the more difficult problems worked out on the blackboard with subsequent explanations. In all the recitations the text book was closely followed. Conferences at the close of school with several of the teachers seemed to indicate their general attitude toward the subject. The usual complaint of poor foundation- in mathematics was heard, and perhaps with some justifia- tion in a few cases sinqe the pupils when in the elementary grades were subjected to an extreme t3^e of the spiral method of instruction in Arithmetic. Pupils are reported to have no clean cut or sharply defined mathematical notions, or well organized sense of the relation- ships among the different parts of the subject. On the other hand some of the teachers had but little interest in the subject or special preparation for teaching it. It frequently happened that the subject had been assigned to a teacher when no one else would take it with- out serious objection. Teachers in general failed to appreciate the fact that commercial arithmetic is a vocational subject, and in order that its full value may be realized it should be taught in the application to real business and THE HIGH SCHOOLS 641 life situations. Arithmetic is not an end in itself as would seem to be the case with the emphasis upon excessive drill, but a means to a better understanding of those relations with which measurements and values are concerned. A rigid adherence to the text book will never realize the possibilities of commercial arithmetic, yet the idea of adhe- rence to the text book was prominent in the minds of many of the teachers interviewed. There must, of course, be the development of skill and rapidity in the fundamental operations, and for the sake of economy of time and effort some knowledge of the more common short cuts, but all this to save time when the solution of problems is to be attacked. In no case did I discover that the idea of a vital motive in the thinking of pupils had a prominent place. Motive will become at once apparent when commercial arithmetic can be presented in rela- tion to some large topics which call for the application of a variety of principles, most of which, however, have been first presented in the elementary grades. ' Such a project as the purchasing and furnishing of a house will afford many opportunities for the study of a variety of other problems, such as methods of borrowing money, commissions, taxes, trade dis- count, mensuration, fire insurance, drawing to scale, etc., etc. Other projects such as a study of the financial balance sheet of the city, the apportionment of the budget for school purposes, how best to invest money, including the principles of the co-operative banks and the building and loan assooiations, the distribution of the income with families of various sizes, the different uses of graphs, etc., etc., will give interest and vitality^to the subject. The business, civil and social life of St. Paul are each rich in real projects which will be of interest to pupils and of value in a commer- cial course. Through co-operative effort on the part of teachers in all the schools many projects may be assembled and t/usiness arith- metic made alive, and not a formal subject as at present seems to be the case. Stenography. In the outline of curricula stenography is placed in the third and fourth years, although in several of the classes visited there were pupils of the earlier grades, with but a few, however, from the first high school year. The presence of. the pupils of different grades of the high school makes for practical teaching difficulties, due to the varying degrees of maturity of the pupils, and should be avoided 6 tH 1H t- CO r-^ iH (M iH S 8 ^ CI 10 i> T-l 05 z> CO 00 ^ ^ 05 CO o .5 c •- o ^ "^ J= u en o ■* CO CO 00 00 T-H 05 r-i tH iH « T— f Oi 9 ■« S 10 Oi CO 3 CO CO 10 i! biO.O -* (» 04 00 co 04 1) "o u a o be C a! s 'S. /^ /, Courses // -Two Year /c/ Vocational JO intermediate Schools Old Gram mar School „ Courses 9 si 9 6 -5 u Intermediate 8 7 . « School 7 V ^ 6 V \c X 6 5 5 4 Six Grcides' 4- 3 . of 3 2 Elementarij 5ch 00 5 2 I I EECOMMENDATIONS AS TO SCHOOLS 713 After passing through the first six grades of the elementary- school, the Saint Paul child at the present time advances to the gram- mar grades of the same building as indicated by the arrow (a). After finishing the 8th grade he advances to the 9th grade or freshman year of one of the four high schools of the city. When the technical high school is established he could likewise advance to the 9th grade or freshman year in it. In those districts where intermediate schools are established, the present overcrowded conditions of the schools in those districts would be relieved by transferring the 7th and 8th grades to the intermediate school in which the 9th grade would be included as shown by arrow (b). The pupils in such a district would advance to the freshman year of one of the four regular high schools as indicated by the arrows (e-e) or of the new technical high school. Should he contemplate attending a regular high school, his usual route would be through the 9th grade of the intermediate school to the 10th grade or sophomore year of the regular high school as indi- cated by the arrows. In the district where the technical high school is located the pupil would pass from the 6th grade of the elementary school to the 7th grade of the intermediate school in the technical high school building as indicated by the arrow (c). If at the close of the 8th grade he did not desire to pursue a technical high school course, he would transfer to the 9th grade of one of the four regular high schools or to the 9th grade of one of the intermediate schools as indicated by the arrow (d). 714 BEPOET OF SCHOOL SUEVBY CHART NO. 2. Showing relation of units and progress of pupil when the new in- termediate schools are completely established throughout the city. T&chn/ca High School F Four or V\orQ Regular High Schools Technical IZ i t 12 High Courses // // Schoo 2-yrVbccltional/O '' t Courses 9 9 r\t^rrr^ ediate Intermediate 8 6 Schoo 5 Schoo J 7 w ^ 6 \a /b e 5 5 4 S(x Grade js 4 3 of 3 2 Elementary S chools 2 / / With the technical high school established in a building with the 7th and 8th grades of the intermediate school for the children of the neighborhood, and with the intermediate schools introduced through- out the city, the situation would become that shown in Chart No. 2. RECOMMENDATIONS AS TO SCHOOLS 715 With the exception of the technical school group the children would move through three units to complete a full high school course, commonly known as the 6-3-3 plan. Pupils would pass through grades one to six in the elementary school, pass as indicated by arrow (b) to the 7th, 8th and 9th grades of the intermediate school, thence as indicated by arrow to the 10th, 11th and 12th grades of the reg- ular high schools. Those desiring to take work offered by the techni- cal high school would leave the intermediate school at the close of the 8th grade, passing into the 9th grade of the technical high school as indicated by arrow (d). Pupils in the neighborhood of the technical high school would, at the close of the first six grades, pass into the 7th grade of the inter- mediate school in the technical high school building, thus making, insofar as housing is concerned, a six and six arrangement, in which the first six years would be spent in the elementary school and the last six years given to an education which would discover and train the aptitudes of pupils for different occupations. Should a pupil, after completing the 8th grade in the technical high school, wish to attend a regular high school, he would shift to the 9th grade of another intermediate school and follow the regular path previously described. All these pupils of the city desiring voca- tional training such as is offered in the technical high school would, beginning with the 9th year, follow the path in this school indicated by the arrows. In each main course of this technical high school, the first two years lays the larger emphasis on the mechanical side of the vocation and the last two years on the technical side as described later in the course of study. It is quite evident that the plan of school units for Saint Paul, recommended and explained by the above charts, rests upon the case for an intermediate school for the 7th, 8th and 9th grades and a tech- nical high school giving a thorough training for industry and com- merce. Two very pertinent questions which the, citizens of Saint Paul may raise are: 1. What is the objection to the present system of eight grades in regular elementary school buildings and four years in the regular high schools where the courses of all are similar and, therefore, duplicated in each ? 2. Why not continue this 8-4 plan in the erection of new ele- mentary and high school buildings? ''16 EEPOET OP SCHOOL SUEVBY What follows is an attempt to answer these questions : When the funds are available, and nothing can be done until the money is available, Saint Paul should enter upon a systematic pro- gram for the extension of its educational facilities, based not only upon its immediate needs but upon its future needs so far as they can be forecast. This program should be a progressive one, requiring years for its accomplishment. In fact, with its forwasd look, it can never be completely accomplished. In such a program the city of Saint Paul should constantly strive for the following working princi- ples as ideals : 1. Proper school accommodations should be accessible to every child. 2. No child under 13 years of age (grades 1 to 6) should be re- quired to travel a greater distance than Yt. mile to school. 3. No child under 16 years of age (grades 7 to 9) should be re- quired to travel more than % mile to school. • 4. High schools of all kind, whether general or special, should be made as accessible as possible by being located on or near main arterial lines of travel. 5. All new construction of school buildings or extensions of a permanent character should meet the highest present-day standards of comfort and safety but the architecture should be simple with emphasis upon proportion, lines and color rather than upon expensive and extravagant ornamentation, towers, etc., the aim being to secure the largest possible re- turn in school facilities for the money spent. 6. Buildings should be located and equipment and facilities pro- vided at those points where overcrowding can be best relieved and the widest use of the investment of public moneys be gained. 7. Finally in the construction of new buildings the opportuni- ties should be seized to introduce into the Saint Paul school system, all those tried and approved educational features which educational progress has developed. Such a program cannot be realized by building extensions on old grade school buildings, which erected in an earlier age, are poorly constructed, badly heated, lighted and ventilated. The expenditure of additional money on them only postpones the day when they must be abandoned, as undoubtedly some of them must be at no distant time. The policy of building additions to such schools would also perpetuate in many instances, unsuitable locations, inadequate play- RECOMMENDATIONS AS TO SCHOOLS 717 grounds, and unsightly and unsanitary surroundings. Such a policy will not give the flexibility necessary in order to realize either proper accommodations for Saint Paul school children, school facilities with- in reasonable distance of young children, or the educational advan- tages which the twentieth century demands for its youth. The program given above cannot be secured by building additions to the present high schools to relieve overcrowding. Saint Paul prob- ably has enough high schools of a general type giving preparation for college. If a new secondary school is to be €rected as it should be, a technical high school centrally located should afford opportunities for more serious and thoroughgoing preparation for commercial, trade and technical employments. A new technical high school would, of course, draw its pupils from two sources. Some pupils now attending high schools would probably enroll for vocational training. Undoubtedly many who do not now attend the regular high schools would take vocational courses in the new institution. With the constantly increasing high school enrollment, the new technical high school would relieve only in part the present overcrowded conditions constantly growing worse. The overcrowded condition of the high schools is due largely to the large number of pupils in the freshman year many of whom drop out at the close of this year. For reasons which are given in full at a later point, the Survey believes that the best method from an educa- tional standpoint to relieve this overcrowding, and by far the most economical method, will be to put the 9th year along with the 7th and 8th grades in the intermediate school as it is developed in the city, leaving the plants of the present regular high school eventually with the 10th, 11th and 12th grades to accommodate. Experience shows that the erection of intermediate schools for the accommodation of 7th, 8th and 9th year pupils with given facilities would be much cheapef than the erection of a new high school for the purpose, both in cost of construction and in cost of maintenance. Nor would the erection of new buildings, housing grades one to eight, be the best method of relieving the present overcrowded condi- tions. There are undoubtedly, as shown in another part of this report, some elementary schoolhouses in Saint Paul unfit for use. These should be replaced by new buildings. Similarly, there are rapidly growing sections of Saint Paul, where new elementary schools should be provided, "but elementary school buildings of the old type for grades one to eight, would for many reasons be a serious mistake as a device either for relieving overcrowding or improving educational facilities. To erect such buildings in overcrowded districts would require a re- 718 REPORT OP SCHOOL SURVEY adjustment of school district lines for most of the children in every school building affected, with resulting confusion and dissatisfaction. For reasons which need not be given here in detail, the attempt to standardize the maximum distances which children should travel to school could not be accomplished by this method. This can only be done by intermediate schools established in centers in overcrowded districts and within reasonable access of children from 13 to 16 years of age (grades 7, 8 and 9) which by relieving the old elementary buildings of this upper grade enrollment would enable them to accom- modate more children under 12 years of age (grades 1 to 6) close to their homes. Entirely aside from the problem of overcrowding is the pressing need of providing in the Saint Paul schools two essential features of democratic education. One is opportunities for discovering any spe- cial aptitudes which the boys and girls of the city may possess and the other, special preparation for wage earning employments. The first of these should be afforded to the child of the 7th, 8th and 9th grades in order that he may either choose his vocation or his training for an occupation somewhat intelligently. The second should be afforded to the youth of secondary school age who, instead of going to college, expects to enter some wage earning occupation on leaving this school. These opportunities cannot be afforded to 7th and 8th grade pupils in schools of the present type. The shops and laboratories pro- viding elementary experiences in various industrial, household, com- mercial and agricultural activities of life cannot be installed in the usual type of grade school building now in Saint Paul. Neither the construction nor the space will permit. This is well shown by the fact that the present buildings provide facilities for only an elementary ex- perience in handwork in wood as manual training, and cooking as home economics. Even if conditions permitted the installation of these shops and laboratories, the groups of children in the 7th and 8th grades of an elementary school would be too small to make the offering of differ- entiated courses possible without an enormous per capita cost and an expensive equipment which, duplicated in many centers, would every- where lie idle most of the time. If this work is to be done, the only feasible plan is to gather together a sufiScient number of upper grade children in intermediate schools to justify differentiation of courses and the installation of proper equipment. With the present overcrowded condition of the general high schools, it would not be possible to offer special vocational instruc- RECOMMENDATIONS AS TO SCHOOLS 719 tion without the erection of a new high school or additions to the old ones. Obviously it would be a great saving to establish one new high school in which this vocational instruction was centered rather than to erect a new high school of the general type, and after relieving all the high schools attempt to offer vocational courses in all five of them. Here again, the small groups and the duplication of equipment lying idle much of the time would make this latter plan impossible from a financial standpoint. This would be equally true if extensions were built to all the old hi'gh schools to relieve overcrowding and to pro- vide vocational instruction. Furthermore, the Survey believes that this vocational instruction should be given in a separate high school which might well be called the technical high school to distinguish it in purpose from the regular high schools of the city. Here should be gathered the youth of the city who want to make every day of their secondary school career count as preparation for successful employment. While general edu- cation of the very best kind would be given, the atmosphere of the school would be that of business and industry. Laboratories and shops both inside and outside of the building would give practical experience while the work of the classrooms in such subjects as math- ematics, drawing, science, and economics would be taught in their application to the vocations represented by the pupils. This cannot be accomplished by introducing a so-called vocational course in a regular high school among nine other courses, all of which are college preparatory. Nor can vocational instruction be given successfully as a side issue taught by academic teachers chosen for their fitness to prepare boys and girl for college entrance. The separate organization of courses, pupils and teachers necessary to any successful vocational training can best be accomplished in Saint Paul by the establishment of the technical high school. PART II. The Intermediate School. In the preceding section of this chapter the advantages of the in- termediate school as a device for relieving in an economical and elas- tic way the overcrowding conditions of the elementary and high schools of St. Paul were pointed out. It remains to describe here the educational advantages of such a plan. 720 RHPOET OF SCHOOL SUEVEY It is probably advisable to make clear at the outset that the inter- mediate school is not an unsupported, untried scheme, and in no sense is it an innovation in education. Cities almost too numerous to list have found it to be the best device not only for relieving congestion in the elementary and high schools, but for bridging the gap between them and for widening and enriching the course of study. Cities almost too numerous to list are using it. A partial list of such cities includes Boston, Buffalo, Cincinnati, Cleveland, Decatur, Des Moines, Detroit, Evansville, Gary, Grand Rapids, Indianapolis, Kansas City, Louisville, Los Angeles, Milwaukee, Minneapolis, Newton, New York, Philadelphia, Richmond, Seattle, Springfield. The general plan for the intermediate school in most common use is a school in a separate building for seventh, eighth and ninth grade pupils. Sometimes this school is found in the same building with the elementary grades and sometimes with the regular high school but not often. 'Jhe school day is from 6 to 7 hours long exclusive of the lunch period. Usually all the pupils both boys and girls take the same in- struction in all such subjects as English, geography, history, arithme- tic, general science, physical training and music. In the best of these intermediate schools, pupils are also given a chance to spend about one-third of their time in getting short experi- ences in different practical subjects from the household, agricultural, commercial and industrial arts. These are usually called "try out" courses because through them the pupil "tries out" his interest and his aptitude for different kinds of the world's work, so that he may make an intelligent choice of the vocation for which he desires prep- aration. The time given to a practical subject such as electricity or sheet metal in the industrial arts group of subjects for example varies in dififerent schools according to the number of subjects, the amount of sampling the pupil is to do. The tendency now is to give from 10 to 13 weeks to each. Usually these "try out" courses are given in the seventh and eighth years. In the ninth year the pupil who desires to do so is per- mitted to spend the entire time for practical instruction on some one subject. For example, a ninth year boy might give one-third of his time to electricity; while a ninth year girl might use this time for i:ooking or for sewing. The work is so dovetailed with that of the regular high school that any of the pupils passing from the intermediate school at the dose of the ninth year find courses there for which their work in the intermediate school give full and direct preparation. The advantages of the intermediate school from an educational RECOMMENDATIONS AS TO SCHOOLS 731 and social viewpoint are even more important than those already urged on the ground of economy. Originally intermediate schools were established for the purpose of bridging the gap between the elementary school and the high school Taking the country over, only about one out of four of the pupils entering the first grade ever enter the high school at all and much less than half of the common school graduates do so. The fact that the closing year (the 8th grade) of the elementary school and the opening year (the 9th grade) of the high school are held in different buildings with entirely different teachers, equipment and courses of study help to emphasize the gap. It makes the close of the eighth grade a "jumping off place." Timid pupils shrink from starting over again in a strange building with strange teachers whom they have never seen and courses in subjects entirely different from any they have ever had. The intermediate schools make the transition or step across this gap easy and almost unconscious because the pupil takes the ninth year's work (the first year of the high school) in the same building, in the same classes, with the same group of teachers he has known in the elementary school. The idea has been brought before his mind not to leave at the close of the eighth year but to "stick it out" through the ninth year to get an intermediate school diploma and to try out the first year of the high school (the ninth grade) in this way. The total effort of the new school has been to shove the gap forward one year and to bring the pupil to it older and better able to cross it. The intermediate school has increased the high school enrollment by inducing more boys and girls to take the ninth grade or first year of the high school in the intermediate school; since boys and girls enter the high school knowing better what they want, more interested in the subjects taught there, older and, therefore, better able to bridge the ninth to tenth year gap where it still exists. This is the universal experience where the plan has been tried. The intermediate school makes for a more intelligent and helpful treatment of each individual pupil's interests, needs and pecularities — something beyond price in the treatment of the preadolescent boy and girl. About one out of every two pupils who have entered the reg- ular four year high school in the past, drops out during, or at the close, of the freshman year. There have been a number of reasons for this, one of the largest of which has been the failure of pupils to get started right in the new school. They have not understood the high school teacher nor have the high school teachers always understood them, much as each group wanted to understand and be understood by the other. 733 EBPOET OF SCHOOL SURVEY Pupils of the ninth grade should be grouped with those of the sev- enth and eighth, because a large number of them are changing from pre-adolescent to adolescent during that year. If the intermediate school includes three years, then nearly all of the pupils will have made this change during the intermediate school period. Conse- quently, all the pupils in the high school may be treated on the adol- escent rather than the pre-adolescent basis. The intermediate school will help the backward piipil because the teaching will be done by what is known as the departmental plan. Under this plan pupils receive instruction from teachers who have specially fitted themselves for teaching certain subjects, instead of studying all day with one teacher. They can be advanced by sub- jects rather than by years wherever necessary. This gives freedom and flexibility in dealing with special cases. Backward or retarded pupils can be assigned to work which will be most interesting and profitable to them, — a thing not possible under the old plan of uniform rooms, teachers and promotions. If it be assumed that there is need for a wider variety of subjects and a differentiation of courses for the seventh, eighth and ninth years, then the intermediate school becomes not only the administrative but from an economic standpoint the best device to meet the situation. To provide a wide variety of activities for all the elementary schools of the city, would require an immense outlay of equipment, particu- larly for teaching the agricultural, commercial, household and indus- trial arts. Not only would there be unnecessary duplication of equip- ment, but this equipment would be idle a great portion of the time, because of the small number of pupils of these grades in each ele- mentary school. Furthermore, economy in the matter of teachers re- quires the centralization of the work so that larger groups and more groups are brought together for instruction. The knowledge of elementary science work taught in connection with the use of scientific knowledge of an elementaly kind in the dif- ferent mechanical arts offered in the intermediate" school helps to quicken the interest in and to give the pupil a background for the science work of the high school. The breaking up of the old tradi- tional college preparatory course in the high school into a number of courses such as the college preparatory course, the general course, the commercial course, the household arts course and the technical course now offers pupils a choice of a wide, variety of subjects in the high school. The intermediate school offers pupils . a chance to sample these lines to find which ones they like best and, therefore, creates an interest in their further pursuit in the senior high school. UECOMMENDATIONS AS TO SCHOOLS 723 The argument for the intermediate school spanning the seventh, eighth and ninth years has unusual force in those states like Minne- sota where the age of compulsory education has been raised to 16. As has already been pointed out, Minnesota children must remain in school until sixteen unless they complete the eighth grade before that age. This has practically resulted in the retention in school of all children until they reach 16. Industry, conforming to the conditions of the law, has practically excluded children under sixteen. Conse- quently there is no employment open under this age. A few grad- uates of the eighth grade, under sixteen, do secure working permits but they are so few as not to be worthy of serious consideration in this statement. With practically all children remaining in school until they reach sixteen. Saint Paul faces the problem of how she may use this addi- tional time to the largest advantage of both the youth, and the state in which he is to be a worker and a citizen. When the state requires a child to forego wage earning for two years beyond the fourteen year period at which most states would permit him to go to work, then it becomes the duty of the state to provide him in these two years with the kind of education in which he is interested and from which he can get the best preparation for what he is to do in life. The intermediate school meets this situation for these reasons: It provides in a longer school day, more extensive equipment, wider variety of subjects, and more differentiated courses through which the youth who formerly dropped out of school at fourteen may find the things that interest him, may discover his aptitudes and may, if he so desires, get some elementary but direct training as a wage earning asset. These opportunities are not found in the seventh, eighth and ninth years of the present scheme, because the seventh and eighth years with their uniform course and limited equipment have as their large aim, preparation for high school, while the ninth grade or fresh- man year of the high school offers subjects which, while excellent and well taught, are of themselves incomplete and preparatory to the sub- jects of the following years. The intermediate school does not interfere with promotion to the high school. Any pupil who finishes the eighth year in any of the courses offered in the intermediate school can enter, without any con- ditions whatever, the high school as a full freshman and graduate in four years. Any pupil who finishes the ninth year in any of the courses in the intermediate school will be able to enter without any conditions whatever, the high school as a sophomore and graduate in three years. Furthermore, those who go from the ninth year of the 724 EEPORT OF SCHOOL SUEVEY intermediate school course in industrial arts into the tenth or sopho- more year of the technical high school herein proposed, can enter a technical course which, while fitting its graduates for definite posi- tions can send them to the engineering college of the university, not only without any conditions but probably with advanced credit. The intermediate school will not increase the school budget. On the whole, its cost will affect the total cost of the school system very little. The cost will be a little more for the seventh and eighth years and very much less for the ninth year than for the freshman year of the present high school. The difference is due largely to the fact that the salary schedule for the high school is so much higher than for that of the intermediate school. The Course of Study. The course of study outlined below is for an intermediate school giving six hours each day to class room instruction and supervised study. The numbers opposite each subject in the course state the hours given each week for both the teaching and the study of the sub- ject under supervision. It will be noticed that the same work is re- quired for 4 hours per day from each pupil. These required subjects are listed first for each year. The remaining two hours each day are given to electives. These electives are either practical courses in the practical arts or different general subjects. Seventh Grade. a. Required^ work. Hours per week for instruction and su- pervised study Reading, Written and Spoken English 5 Geography and History 5 Arithmetic, Physiology and Hygiene 5 Assembly, Music, Physical Training 5 RECOMMENDATIONS AS TO SCHOOLS b. Electives. Plan 1. 10 weeks practical courses in different subjects in the industrial, household, commercial and agricultural arts, including drawing and design or Plan 2. 725 10 The study for 10 hours per week of subjects taken from the following list : English (Composition and Literature) 2 or 4 (In addition to the required English above) A modern language (French, German or Spanish) 4 Subjects from the industrial, household, commercial or agricultural arts 4 Note: Girls will choose garment mak- ing (Course I) and housekeep- ing. Drawing and design 4 or 2 Eighth Grade. a. Required work. Hours per week for instruction and su- pervised study Reading, Written and Spoken English 5 History and Civics 5 Mathematics (including applied geometry and the simple equation) Physiology and Hygiene 5 Assembly, music, physical training 5 736 REPORT OP SCHOOL SURVBT b. Electives. Plan 1. 10 weeks practical courses in different subjects in the industrial, household, commercial and agri- cultural arts, including drawing and design .... 10 or Plan 2. The study for 10 lessons per week of subjects taken from the following list: English (Composition and Literature) 3 or 4 (In addition to the required English above) A modern language (French, German or Spanish) 4 Subjects from the industrial, household, commercial or agricultural arts 4 Note: Girls will choose garitient mak- ing (Course II and Home Man- agement) . Drawing and Design 4 or 2 ' Ninth Grade. a. Required work. Composition and Literature. 5 Mathematics or ancient history or industrial and commercial history , 5 General science or general biology 7 Assembly, music or physical training 5 b. Electives. The study for 5 hours per week of academic sub- jects or for 8 hours per week of shop or labora- tory subjects taken from the following list: English (in addition to the required En- glish) 5 RECOMMENDATIONS AS TO SCHOOLS 737 Modern language (French, German or Spanish) 5 Mathematics ) or ) Ancient History ) 5 or ) Industrial and com-) mercial History ) Industrial, household, commercial or agri- cultural arts 4 or 8 Drawing and design 4 No attempt has been made in this Report to outline in detail the mechanic arts courses for boys in the intermediate school. There is abundant material already in print to which the school authorities can readily refer. Inasmuch, however, as this is not true in the case of practical arts courses for girls, suggestive outlines on these arts for both intermediate and secondary schools are given in Part I of Chap- ter VI on Vocational and Pre-vocational Training for Girls and Young Women. PART III. Technical High School. It has repeatedly been pointed out in this report that there is a need in the Saint Paul public school system for the following types of vocational training — 1. Vocational courses preparing boys for wage earning in pro- ductive employments. 2. Vocational courses preparing young girls for wage earning in productive employments. 3. Vocational courses preparing boys and girls in a more inten- sive way for commercial occupations. 4. Vocational courses preparing young people for the large field of employment in salesmanship. 5. Technical courses preparing the youth for future leadership in business and industry. 6. Part-time- and dull season courses preparing young people already employed for more effective service, better wage, and promotion in productive employments. 1'28 EHPOET OF SCHOOL SUEVBI 7. Evening trade extension courses, extending the knowledge and skill of persons engaged in commercial and productive employments. Any consideration of the new courses enumerated above shows the necessity of a new school or schools different from any now in ex- istence in Saint Paul. It seems obvious that they cannot be given successfully in the present high schools, excellent as they are in many respects. As has already been shown, these high, schools are already overcrowded. To offer these courses in all four of the present high schools would require the building of extensions, the duplication of equipment and the teaching of small groups, with resulting large in- crease of costs in each school. To put them in one of the present high schools would require the building of new high schools at once to accommodate the pupils wishing college preparatory courses who would be displaced by the change of their present school into a tech- nical institution. All experience proves that the best way to get a new type of training done, particularly one so complicated and difficult as voca- tional education, is to establish it under conditions where it wi,ll have the initiative, the freedom, the adaptability and flexibility, and what is more important — the point of view unhampered by tradition, cus- tom and rules and regulations which, while adapted to forms of edu- cation already established, are likely to defeat the success of the new venture. For example, part-time and dull season courses require close con- tact and co-operation with industry, irregular time schedules, special adaptations of subject and method and correlation of shop and class work foreign to the established courses of the regular high school. Vocational and technical courses require a longer school day, a more varied and extensive equipment, new lines of work, different subjects and methods," a closer inter-relation of subjects, more careful selec-* tion of pupils, the establishment of definite understandings with th; vocations, the use of advisory committees, placement and follow-up work of graduates, and the measuring and promotion of pupils on a different basis from that to which the regular high schools have long been accustomed. This is in no sense an indictment of the regular high schools, but it shows, however, that to turn over the task of vocational training to them under present conditions would be to lower their efficiency in giving their present courses, without accomplishing the new task as it should be done. EECOMMENDATIONS AS OX) SCHOOLS 729 The passage of the Smith-Hughes Act for the salaries of teachers of trade, home economics and industrial subjects in approved schools and departments makes it necessary for Saint Paul to plan now, if it wishes the benefit of this federal money so as to insure vocational training under conditions which will receive the approval by the State Board of Education which is to administer the federal money. From a financial standpoint this is quite important because an equal amount of state money will be given to the school receiving the federal grant. Approved schools and departments will receive from each of these two sources one-half the salaries of teachers of trade, home econo- mics and industrial subjects, or in other words, all of the salaries of such teachers. Subject to further standards not yet established by the National Board of Control and the Minnesota State Board of Education, the Smith-Hughes Act sets up certain requirements on schools as a con- dition for federal aid, which in themselves show the necessity for a separation of the work. The plant and equipment must be approved, the teachers must meet certain minimum qualifications as to practical experience -and training, the courses must be open to those over 14 years of age who can profit by the instruction offered; one-half the time for instruction must be given to practical instruction on a useful or productive basis ; at least thirty hours of instruction per week must be required ; one-third of the money allotted to the state must be spent for the instruction of young people under 18 already employed. This money may be spent for general continuation schools extending the general training of such students. Finally, the controlling purpose of this instruction shall be to fit for useful employment. While it might be possible in small communities with a simple industrial situation to organize this work as a part of the regular high school under a separate organization of courses, pupils and teachers so as to qualify for state and national aid, it is impossible, in the opin- ion of the survey, to do this in a city with the school conditions, the large population and complex industrial situation of St. Paul. Many of the larger cities of the country have established one or more separate schools to meet a similar situation. For example, some cities have a public industrial school for boys, some a similar school for girls, some a commercial high school, and some a public high school of practical arts and some a public technical high school for boys. Undoubtedly, this is a very sure way to accomplish the pur- pose of each of these schools as the experience of these cities well shows. The survey believes, however, that under the financial con- ditions existing in St. Paul it would be inadvisable and impossible to 730 REPORT OF SCHOOL SUBVEY erect a separate school for each type of vocational education. It would involve an outlay of money for different sites and plants, a duplication of gymnasium, auditorium, classroom, equipment and additional administrative costs not to be considered in the present situation. A far more economical plan would be to erect one building to be known as the Technical High School. This building should prefer- ably be so constructed as to mass at a central point facilities for use by all the different departments or schools of vocational education housed in the building such as auditorium, gymnasium, classrooms, shower baths, etc. From this central portion wings might radiate each of which could be used for the special work of each one of the departments making up the technical high school. One of these wings could be used for the shops and classrooms of the boys' indus- trial and technical courses in the mechanic arts; one for the girls' courses in the household and industrial arts: one for the commercial and salesmanship courses. Should an intermediate school be estab- lished in this building as is recommended elsewhere, a wing may be- devoted to this intermediate school. As has been previously suggested, this technical high school should be centrally located within easy access of the business district of the city in order that close co-operation may be established between school and employment. Too many school houses of the regular type are built on some one theory of the proper arrangement of halls, rooms, shops and laboratories. Division and supporting walls are built so that it is practically impossible to ever make any re-arrange- ment of space. Large as is the need for flexibility in a regular school, there is an even greater need of flexibility in the building of this tech- nical high school. The vocational and technical courses of this school must constantly adapt themselves to the rapidly changing conditions of industry and commerce. Occupations change in importance and in methods. Sometimes they practically disappear and others take their place. The numbers to be accommodated in shops will shift and vary. No one can foretell today what will be proper arrangement of floor space in this technical high school ten years hence. Therefore the building should be built with a steel or reinforced concrete skele- ton construction with as few permanent interior walls as possible, and divisions of space should be made with partitions readily movable from place to place. The entire school should be under the supervision of a principal or headmaster, and each of the departments or schools should have a department chief or head. In this way all the benefits of the separa- RECOMMENDATIONS AS TO SCHOOLS 731 tion of these forms of vocational education into separate buildings gained by other cities would be realized in St, Paul at a minimum cost for plant, equipment and maintenance. The public schools will need the advice and counsel of persons experienced in the various occupations for which training is given. To this end an advisory committee of employers and employees in each occupation taught in the school should be appointed by the school authorities. These committees should meet with the assistant superintendent for vocational education, the principal of the technical high school, the department head and teachers concerned . and give advice and suggestion concerning the work. There should be three departments in this technical high school, as follows: 1. The boys' industrial and technical department. 2. The girls' industrial and household arts department. 3. The commercial department. In the effort to reach both those preparing for a vocation and those already employed in it, each of these departments should con- duct three different kinds of classes: 1. All day classes for those preparing to enter an occupation. 2. Part-time classes taught during the working hours of young workers in industrial or commercial occupations. 3. Evening classes extending the knowledge and skill of em- ployed adults. Recommendations with regard to evening school courses will be found in Chapter 4 and the Part I Appendix. While it may be neces- sary to open evening classes in other high school buildings, this work should so far as possible be centered in the technical high school be- cause of its central location and special equipment. Part-time classes for the employed youth will be a matter of slow development in St. Paul, as elsewhere, at least until their training is required by law. For the great mass of wage earners, such classes constitute a device for training so valuable as to justify every possible effort on the part of the school authorities to secure their establish- ment. We believe that the course of study in these part-time classes should be given in short units such as are suggested in the outlines for salesmanship and evening trade extension classes. As has been stated previously, each course in the technical high school has been developed for the four years. In the first two years the emphasis in the practical work is laid on the shop or mechanical 732 KBPORT OF SCHOOL SURVEY side, though class room subjects like English and mathematics are not neglected. The purpose of this is a twofold one. Pupils who drop out of school for any reason at the end of the first or second years will carry with them the ability to enter an occupation with an asset of skill by which to earn wages. At the same time by doing most of their shop work in the first two years, those who remain for the four years gain a practical experience in shop work during these two years which furnishes the basis for the scientific and technical training on which the emphasis is laid in the last two years. This is following the methods of the best semi-technical schools of Europe and the pedagogical principle that practice should precede theory. This plan is followed in all the courses proposed below with the exception of the two years' course in salesmanship, which begins with the 11th grade and is built upon two years of secondary school train- ing in either a technical or general high school. The following out- line illustrates the relationship of these practical and technical courses in the four-year scheme: Industrial Arts for Boys. § 1- Two-year vocational course (preparing for wage earning.) (The figures denote the periods each week devoted to the subject.) 1st Year — Mathematics ^ Drawing 5 English 5 Industrial Geography 2 Assembly study and gymnasium 3 Shop in one of the following : 20 40 Automobile repair and construction. Bricklaying. Carpentry. Electrical work. Machine shop. Plumbing. Printing, composition and presswork. RECOMMENDATIONS AS TO SCHOOLS 733 2nd Year- Mathematics % English 5 Drawing 5 Industrial history and civics 3 Assembly study and gymnasium 3 Shop 20 40 Two-year technical course (preparing for leadership). 3rd Year- Mathematics 5 English 5 Industrial history, 1 term 2 Industrial geography, 1 term 2 Economics 3 Industrial physics 10 Drawing or shop 10 Assembly study and gymnasium 5 4th Year- Mathematics 5 Industrial chemistry 10 Power and materials, laboratory 10 Simple accounting, business methods and penmanship 5 Shop or drawing, with study of methods and organization. . . 5-10 Assembly 0-5 II. Industrial Arts for Girls. (For the discussion of these courses see Chapter 6.) §1- Courses in Dressmaking. a. Two-year course for Dressmaker's Assistant (Vocational course). First Year : Periods First Semester — Per Week English 5 Drawing and Design '^34 REPOUT OF SCHOOL SURVEY Business Arithmetic 5 Garment Making. 15 Physical Training 3 Social Customs 1 Assembly Study and Gymnasium fi Second Semester — English 5 Design and Art Needlework 6 . Textiles G Elementary Dressmaking ' 15 Physical Training 3 Social Customs 1 Assembly and Study 5 Second Year: Periods First Semester — Per Week English 5 Physiology and Hygiene, Home Nursing 5 Textiles 4 Dress Design and Art Needlework 6 Dressmaking 15 Physical training 3 Assembly and Study 3 Second Semester — English 5 Civics 3 Bookkeeping and Budget-Making. 5 Dress Design 6 Dressmaking 15 Physical Training 3 Assembly and Study 4 b. Two- Year Course for .Seamstress and Dressmaker (Technical Course) . Third Year : Periods First Semester— Per Week English 5 Mechanical Drawing, House Planning and House Furnishing ■ . . . 10 UKf-'OMMEXDATIONS AS TO SCHOOLS 735 Industrial History 5 Cutting, Draping, Finishing 10-15 Physical Training 3 Assembly and Study 8-3 Second Semester — English , 5 Costume Design 10 Industrial History 5 Tailoring 10-15 Physical Training 2 Assembly and Study 8-3 y ^ Fourth Year: First Semester — English 5 Shopping and Salesmanship 5 Millinery 10-15 Elective: History, Social Science or Economics. 5 Physical Training 2 Assembly and Study 8-3 Second Semester — English 5 Elective: History, Social Science or Economics. 5 Physical Training 2 Experience in a Commercial Shop 34 Assembly and Study 4 Courses in Catering and Cafeteria Management. §2. a. Two-Year Course in Catering and Cafeteria Management (Vocational Course). First Year : Periods First Semester — Per Week English 5 Biology 7 Foods and Cookery •. 10 Drawing and Design 10 736 EBPOBT OF SCHOOL SURVEY Physical Training 2 Social Customs 1 Assembly and Study 5 Second Semester — English 5 Physiology and Hygiene 5 Foods and Cookery, and Serving; Cooking for LfUnch Room 10-15 Business Arithmetic 5 Physical Training 2 Social Customs .' 1 Assembly and Study 8-3 Second Year: First Semester — English i 5 General Science 7 Sanitation, Public Health, and Home Nursing. ... 5 Work in Commercial Kitchens (School lunch room), including housekeeping, cooking, serv- ing, accounting 15 Physical Training 2 Assembly and Study 6 Second Semester — ^' English 3 Civics 2 General Science 7 Bookkeeping and Budget-Making 5 Work in Commercial Kitchens (School lunch room), including housekeeping, cooking, serv- ing, accounting 15. Physical Training 2 Assembly and Study 6 b. Two-Year Technical Course (Preparing for Management). Third Year : Periods First Semester— Per Week English 5 Chemistry "^ RECOMMENDATIONS AS TO SCHOOLS 737 Industrial History ' o Clothing: Design, House Planning and Furnishing 10-15 Physical Training 2 Assembly and Study 11-6 Second Semester — English 5 Chemistry 7 'Industrial History 5 Equipment for Hotel, Cafeteria, etc 10-M Physical Training 2 Assembly and Study 11-6 Fourth Year: Periods, First Semester— Per Week English 5 Elementary Dietetics and Home Management. . . . 10-15 Elective: History, Social Science or Economics. 5 Elective 5 Physical Training 2 Assembly and Study 13-8 Second Semester — English 5 Marketing, Management of Commercial Food Service Enterprises 15-30 Elective: History, Social Science or Economics. 5 Elective 5 Physical Training 3 Assembly and Study 8-3 §3. Courses for Practical Nurses. a. Course for Junior Nurses. (Vocational Course.) Ninth Year: Periods First Semester — Per Week English 5 Biology 7 Drawing and Design 4-6 738 REPORT OP SCHOOL SURVEY Garment-Making (Children's Clothing) 10-15 Child Study (Age 2-6 Years) 2 Physical Training and Games 2 Social Customs 1 Assembly and Study 4-2 Second Semester — English, including literature for children 5 Physiology and Hygiene 5 Design, including handwork for children 6-8 Practice Work in Day-Nursery, Kindergarten, Welfare Clinic, etc 1-2 half days Child Study (Age 2-6 Years) 2 Physical Training and Games 2 Social Customs 1 Assembly and Study 10-7 Tenth Year: First Semester — English, including story-telling 5 Civics S Foods and Cookery 10-15 Child Study (Infants) 2 Practical Nursing, including infant feeding 5 Physical Training and Games 2 Assembly and Study ll-(> Second Semester — English, including reading aloud. 5 Sanitation and Public Health 3 Practical Work 2 half days Household Management 10 Child Study (Infants) 3 Practical Nursing 5 Physical Training and Games 2 Assembly and Study 5 Practice as junior nurse, 2 months in summer. b. Course for Attendant Nurses (Technical Course). Third Year: Periods First Semester— Per Week English !"' Chemistry '' RECOMMENDATIONS AS TO SCHOOLS 739 Industrial History 5 Textiles and Elementary Dressmaking S Attendant Nurse Work 8 Assembly and Study 9 Second Semester — * English 5 Chemistry (applied to the household) 7 Industrial History 5 Textiles and Elementary Dressmaking 6 Attendant Nurse Work S Assembly and Study !) Fourth Year: First Semester — English 5 Elementary Dietetics and Home Management. ... 10 Electives: History, Social Science, or Economics 5 Elective 3-5 Attendant Nurse Work 4^8 Assembly and Study 11-9 Second Semester — English r, Materia Medica 3 Electives: History, Social Science, or Economics 5 Elective 5-3 Attendant Nurse Work 4-8 Assembly and Study 14^18 Three months' employment under supervision. §4. Technical High School. Course for Power Machine Operator. Ninth Year: Periods First Semester — Per Week English o General Science 7 Drawing and Design 10 'i'40 EEPOKT OF SCHOOL. SUEVBY Garment-Making 10 Physical Training i 3 Social Customs 1 Second Semester — English ? 5 General Science 7 Arithmetic 5 Elementary Dressmaking ;. . * 10 Physical Training 2 Social Customs ' 1 Tenth Year: First Semester — English 5 Physiology,. Hygiene, Home Nursing 5 Textiles 5 Power Machine Operating 15 Physical Training . 2 Second Semester — English 5 Civics 5 Bookkeeping and Budget-Making 5 Power Machine Operating 15 Physical Training 2 c. Salesmanship. This course begins with the 11th grade or third year of the tech- nical high school and is open to persons who have complected two years of a high school course. The course follows. A detailed dis- cussion of this course of study will be found in Chapter 6 of Part II under "Training for Salesmanship." Periods 3rd Year— Per Week Principles of Salesmanship 5 English ^ ■Science, 1 term ) Commercial Geography, 1 term). K -J KECOMMENDATION.S AS TO SCHOOLS ''41- Arithmetic and Accounting 5 Art and Design 5 Physical Training 3 Assemly and Study t Laboratory practice in stores S 4th Year- Salesmanship 5 English 5 Textiles and other merchandise 5 Industrial History, 1 term) Economics, 1 term ) ■"> Art and Design 5 Physical Training 3 Assembly and Study 4 One day's laboratory work in stores S III. Courses for Boys and Girls. Commercial Arts, a. Office Work. Two-year Vocational Course (preparing for wage earning). Periods 1st Year— Per Week Penmanship and elementary office training 5 Spelling and Composition 5 Typewriting 5 Arithmetic and rapid calculation 5 Modern Language) or ) 5 Drawing ) Physical Training ^ Assembly and Study l"^ 2nd Year- English Composition and Literature '^ Bookkeeping and Simple Accounting 5 "^4:2 REPORT OF SCHOOL SURVEY Shorthand 10 Typewriting 5 Modern Language) or ) : . 5 Drawing ) Physical Training 2 Assembly and Study 8 Two-year Technical Course (preparing for leadership). 3rd Year- English Literature and Composition 5 Principles of Salesmanship 5 Shorthand and Typewriting* 5 Commercial Geography and Transportation 5 Commercial Correspondence 5 Modern Language) or ) Science ) 5 or ) Household Arts ) Physical Training 3 Assembly and Study 8 4th Year- English '' Advertising 5 Business Law 3 Economics and Civics ^ Modern Language) ' or ) Household Arts ) "' ) Cost Accounting ) Modern Office Systems and Appliances ^ Commercial Algebra, Short Cuts, Logarithms, the SHde) Rule, etc. ) or ) _ Bookkeeping ) ■' or ) Stenography and Typewriting ) Physical Training * Assembly and Study ''' RECOMMENDATIONS AS TO EVENING SCHOOLS 743 PART IV Recommendations as to Evening Schools. It is the opinion of the Survey that the city of Saint Paul should carry on through its public schools not only much of the evening school instruction which is now being given by other agencies but should organize and develop evening classes for groups of persons and in occupations for which, at the present time, no opportunities arc given. The reasons for this belief are numerous. Education in America is generally accepted as a public function. Originally applied to public day schools giving training to children before they go to work, the principle has been accepted by practically every American city of the same class as Saint Paul for , evening schools giving after instruction to those who have left the schools as wage earners, and return to evening classes to finish their schooling. We long have been accustomed to the expenditure of public funds for the high school, college, and professional training of those fitting themselves for business and professional careers. Every argument whether of expediency or of justice, which is used to support this firmly established policy applies with added force when used to sup- port the proposal that public funds be expended for evening classes continuing the general or trade education of those who have had to leave school to go to work at an early age. We have been so anxious to secure for each citizen a minimum of education for the welfare of both the country and himself that school attendance has been made compulsory for all and the age at which children may leave school has been constantly rising. We may or may not require the adult, whether native or foreign born, who is de- ficient in his preparation for life, to attend an evening school, but to be consistent we must at least provide the opportunity under public auspices for the adult to secure this minimum of training not only in English for the foreign born, but in other subjects that will promote civic and wage earning efficiency. • The cost of high school instruction is almost double that for ele- metary schools. To offer a wage worker an opportunity through evening academic or vocational classes of either elementary or sec- ondary grade to improve his education and his wage is only to return to him in later years a very small part of what the city saved in money by his foregoing the high school course. "^44 REPORT OF SCHOOL SURVEY The most valuable asset of any city is the intelligence and talent of its people, its human resources. Training is necessary to discovet and develop these. The money which a city spends in education whether of its children or of its wage workers is an investment in bet- ter citizenship, better workmanship, and larger prosperity, whose dividends not long deferred are certain and sure. It seems obvious that from a study of the Saint Paul situation that the public schools already possess the best adapted plan and equipment in the city for evening school instruction and that these facilities, accessible as they are to every district of the city with its remarkable geographical area could not be duplicated or rivaled by any other agency without a very large endowment such as does not now exist. This is but saying in other words that at the present time at least any considerable system of school instruction for Saint Paul must be carried on in its public school buildings, the cost of whose operation, including light, heat, janitor service and supervision is borne out of the public school funds. A federal act has just been passed granting to the states federal moneys to stimulate them in giving vocational instruction. This appropriation which will begin with a modest amount and rise to a total of $7,000,000 within ten years will allot to Minnesota annually a fund, part of which will go to the city of Saint Paul. But this fed- eral act clearly provides that this federal money can be spent only for vocational instruction in schools, departments and classes supported and controlled by the public. The national subsidy is to be used to pay one-half the salaries of teachers of vocational subjects, the other half being met by the state or local community or both. The Minne- sota Legislature of 1917 has appropriated moneys with which to pay the other half of the salaries of teachers of vocational subjects, but as in the federal bill, only where the training is given by the public schools. If Saint Paul desires to receive its share of these moneys for evening school instruction in vocational subjects, it must teach them under public school auspices. Perhaps the point which needs to be carefully guarded in taking over or establishing new evening school classes is that of the evening school fee. As a matter of principle in democratic education, the evening school students should not be expected to pay the cost of the instruction that is furnished day school pupils free of charge. On the other hand, it will not do, as experience everywhere demonstrates, to operate evening classes open to everybody where the student is fur- nished everything, including tuition, without some sacrifices on his part. RECOMMENDATIONS AS TO EVENING SCHOOLS '^45 Tuition should be free, but a nominal charge should be made to test the earnestness of the pupil in undertaking the course and to rid the evening school at the outset of those who come with no serious purpose. With no safeguard of this character evening schools find themselves burdened with an inflated registration the first week, en- tailing the employment of teachers who must later be dismissed, con- fusion in administration, the temporary overcrowding of classes, in- different work, irregular attendance, and a low standard of attainment generally. The fee should not be large enough to be a burden on the student or place upon his shoulders any part of the actual cost of instruction. It should, however, be sufficient to be a real test of his sincerity of purpose in undertaking the work, and should be applied in payment of the texts, lesson sheets and materials supplied him by the school. This fee should be a straight out payment and not a deposit to be re- turned at the close of the course. The return of a small deposit fee at the close of a course as a reward for attendance, a very common practice in evening classes throughout the country,- on its face is an acknowledgement of the weakness of the course and its inability to hold its students otherwise. The following types of courses which are conducted in the even- ing schools of various communities are now fairly well defined and recognized, and should be provided at public expense in Saint Paul: 1. The regular elementary school instruction by- grades 'for pupils who wish to complete the elementary school course. 2. Regular high school courses (scientific, college preparatory, classical, commercial, technical) for pupils wishing to com- plete the high school course, or complete their preparation for college or technical schools. 3. General courses (regraded, for illiterates and foreigners). 4. General improvement courses counteracting the effects of the monotony of the daily occupation and stimulating social and civic interests. 5. Industrial or trade extension courses — for wage earners em- ployed in productive industry. 6. Household art courses for wage earning women and for home-makers. 7. Commercial courses for beginners and for those employed in clerical and commercial pursuits. ~46 REPORT OP SCHOOL SURVEY A full discussion of the recommenations proposed for each of the above kinds of evening classes will be found at a later point in this report. It has already been pointed out that notwithstanding the fact that more than 10,000 persons are employed in salesmanship, no training" for this work has as yet been given by the public schools, and that with the exception of a few classes by the Y. M. C. A. and commend- able pioneer ventures by local merchants no opportunities whatever have thus far been provided for school preparation for salesmanship. Yet salesmanship is not only the largest single line of employment in the city, but it is also a line of employment calling for personal quali- ties and training professional in its character. All young people going into office or commercial work need an elementary understanding of the problems of salesmanship as much as they do of any other modern business problem and provision should be made for such instruction in connection with the present commer^ cial courses of the high schools. At another point in this report in connection with the recom- mendations for a technical high school a full discussion of the whole question of salesmanship- in Saint Paul is presented and recommenda- tions made for such training in the new technical high school. As yet no provision has been made in Saint Paul by either public or private agencies for classes to give instruction during the idle months to young workers in seasonable trades. Classes of this nature are commonly termed dull season classes and are peculiarly adapted for meeting the need for instruction in the building trades of Saint Paul where the long winter compels the suspension of practically all work in January and February. Among the building trades are car- pentry, bricklaying, painting, plastering, plumbing, steamfitting and tinsmithing. Recommendations providing for these classes are made in the suggestions concerning the technical high school. A study of the ages and grades of pupils leaving school shows that more than eighty-five out of one hundred pupils entering the first year of the elementary schools leave without a high school education. Less than forty have completed eighth grade education before withdrawing and more than sixty drop out before completing the common school course. In the absence of facilities for vocational education, such as now exists, practically all of these pupils, regardless of where they leave school, are unequipped with any direct training for wage-earning other than that which their occupation gives. This is true on the whole of the workers of all St. Paul, no matter where born or reared, with the exception possibly of the Germans. This means that more RECOMMENDATIONS AS TO EVENING SCHOOLS "^l? than one hundred thousand people employed in St. Paul must, if they are to be trained at all, secure their training in part-time or evening classes. A part-time class is one which claims a part of the work or time of the young wage-earners in order to extend their general, their commercial, or their trade and technical education. While the all day or preparatory class giving the youth valuable preparation for an occupation before he enters upon it, will always have a place and that a most valuable one as an institution for the benefit of promising young persons destined eventually for industrial or commercial leadership, we must look to the dull season, part-time and evening class as devices to reach the great mass of workers. The evening class is needed to meet the requirements of the adult worker at least until these workers get their training through part time or dull season classes before becoming adults. But the part-time class and the dull season class are necessary for the education of the youth, and' his name is legion, who enters upon wage earning and must get his training afterwards. In connection with the discussion of the technical high school a plan is proposed for the administration of dull season, part-time and evening classes in this high school. For evening courses of study see the general lines to be covered as outlined in Chapter 4 and the analysis of these into short units given in the Appendix. § 1- Evening Elementary Schools. The decrease in the numbers attending elementary classes con- ducted by the Saint Paul Institute is indicative of the gradual disap- pearance of the demand for this work. Recently enacted laws make it obligatory for children to remain in school until sixteen years of age unless they have completed the eighth grade of the common schools. This means that practically the entire generation coming on into citi- zenship through the schools will either be equipped with an eighth grade education before going to work or will leave the schools at such an advanced age (16) as will insure the completion of practically all of the elementary school course. In either case the great majority who will return to evening school will want training in something else than elementary school subjects. While the elementary evening school will, in the opinion of this Survey, be less and less necessary as time goes on, the city should, through its public schools, make every effort to reach through free evening instruction those persons who desire to remove elementary school deficiencies. ■^48 REPORT OF SCHOOL SURVEY §2. Evening High Schools. The attendance upon the evening high school classes conducted by the Saint Paul Institute, and for which tuition is charged, shows that there is an increasing demand for such courses in the city which the public school should endeavor to meet with free instruction as earnestly as they have tried to attract and hold all of the youth of the city in the day high school. The fact that young people have been compelled to go to work at an early age should be an argument for and never against the policy of free evening school training in the subjects of general education. Regular grade and high school courses are more nearly standard- ized than the trade extension and household arts courses. This is due to the fact that standards of day schools are used in evening schools to a considerable extent which is desirable, since the purpose of pupils is to complete prescribed courses in order to secure the diploma or to prepare for college or technical schools. These regular courses are highly desirable for the eyening school pupils who wish to complete the regular courses, especially if advance- ment depends upon it, as is coming to be the case in stores and office employments.. It would seem, however, that these courses could be made more stimulating and effective if the vocational interests of the pupils were used to supplement and to some extent used to replace much of the regular subject matter ordinarily used. The essentials of arithmetic may -be taught most effectively if expressed in terms of every day affairs. In like manner, English composition, history, civics and other subjects of the regular schools may also be taught effectively in terms of every day life. §3. Courses for Illiterates and Foreigners. General courses for illiterates and foreigners should be conducted whenever and wherever a sufficient group of such persons is willing or can be induced to attend the classes. The welfare of society is so closely linked with the education and advancement of these persons that no community can afford to allow a group or colqny of illiterates to remain thus. The instruction for such classes will be most effec- tive if the vocational interests of the pupils are used to supplement the EECOMMENDATLONS AS TO EVENING SCHOOLS 749 regular subject matter usually taught in such classes. Whatever fees may be charged to cover incidental expenses and test the earnest- ness of students in other courses, there should be no fee of any kind in these classes whose aim is to eradicate illiteracy and prepare for citizenship. Close relations with the courts granting citizenship to foreigners, should be established by the schools in order that attend- ance on evening classes may be recognized in examination for citizen- ship papers, and that the courts may more and more rely upon gen- eral education and less upon technical questions in testing applicants. § 4. General Improvement Courses. Saint Paul has conducted such courses to a limited extent in fifteen school buildings during 1916-17, in fact, with the exception of English for foreigners, the work of the social centers has been the only evening school work offered by the city. These social, centers have thus far offered courses in such subjects as cooking, sewing, millinery, cabinet making, gymnasium, writing, expression, chorus, orchestra work and folk dancing. Inasmuch as a considerable progress has already been made ;n these general improvement courses by the establishment of these fifteen social centers, the larger emphasis should now be placed upon the establishment of courses along other lines, particularly courses thoroughly vocational in character. When this has been done, how- ever, the extension of these general improvement classes should pro- ceed along the following lines : 1. Recreative courses to counteract the eflfect of restricted physi- cal movements during working hours. (a) Gymnastics and games selected with reference to working posture of persons engaged in work which restricts or limits body motions. (b) Folk dancing and dancing may be used. (c) Athletics for those able to endure this vigorous type of recreation. 2. Stimulative courses for broadening social and civic interests : (a) Self-governing clubs for young people in which such sub- jects as civics, dramatics, literature and current events fre- quently serve as the best means of expression for certain groups. The forum for debate and discussion for older 750 EEPORT OP SCHOOL SURVEY women and men is also successful in some places. A neigh- borhood club promotes community interest if local com- munity problems such as better schools, playgrounds, clean- up campaigns and similar interests can be made to com- mand interest and group response, (b) Public lectures on health, science, history, literature, cur- rent events and the like are stimulating and promote com- munity interest. Illustrative lectures and educative "movies" belong in this group. 3. Manual activities f-or the inexperienced, desiring to learn to handle tools for their own pleasure and for use in their own homes. These would include simple wood, metal and electrical work, trim- ming of hats, crocheting, knitting, simple sewing and the sewing bee. These classes should not be confused with the evening trade exten- sion classes described below. The former are designed for recreation for the novice, the latter to increase the trade knowledge or skill of the man in the trade. Doubtless this recreatfonal hand work in some instances helps the youth to learn his own' interests and aptitudes as a means of either choosing or changing his occupation. §5. , Evening Industrial and Trade Classes. So far as training in evening schools for the trades and industries is concerned what Saint Paul needs is the organization of an extensive system of trade extension classes. As the name would indicate, these trade extension classes are so called because they extend the trade skill or knowledge of the worker. Classes should be' organized by separate trades and should be open only to trade workers. Novices should not be admitted to classes of this kind as it is impossible for them to profit by instruction relating to trade problems and processes about which they know nothing. Their presence in the class inter- feres with the proper instruction of the student in the trade. The attempt to teach both novices and tradespeople in one and the same class has not been successful anywhere. Where the resources for public evening industrial classes are lim- ited as they probably will be in Saint Paul for some time, it would seem advisable to lay special stress upon the effort to meet the needs of those already employed, whose demands they seek to serve. All experience seems to show that the further training of wage workers along the lines of their vocations brings far better returns in the even- RECOMMENDATIONS AS TO EVENING SCHOOLS 751 ing school than the attempt to give novices any considerable amount of trade training in the 100 hours usually given to evening school strung out over a period of six months. Wage earning adults, when they attend evening school, come because they wish to supply their immediate needs. The immediate need of which they are most conscious is that of greater wage earning power. Consequently the instruction given them should be direct and should bear upon the kind of work which they are doing, fitting them for greater efficiency and promotion. Most of them are not in- terested in long general courses in mathematics, science or drawing. Uridoubtedly there is a place in the evening school for such courses and there are capable and ambitious students who see in these gen- eral courses their opportunity for broad preparation. But these wage earners want courses which will teach them things in the shop or classroom in applied mathematics, science, drawing or skill in proc- esses, which they can understand and use either in their present or future work. To be effective, this instruction must be pointed and direct and, therefore, must be organized in a series of unit courses each dealing with a specific problem or phase of the trade. Only in this way is it possible to get groups for instruction having common experiences and common need. Only by focusing the attention of a given course upon some process or problem or group of related proc- esses or problems, can interest be created and attendance be upheld. Perhaps the way to illustrate what is meant by a short unit course method of organizing evening school work is to refer the reader to the special memos on such courses for both men and women wage work- ers suggested for the Saint Paul evening schools in the Appendix. These courses should be scheduled so that it will be possible for the student either to take them in consecutive order or to take the short course or courses which he needs at the time they are given in the schedule. The time for the beginning and ending of each of these short courses should be definitely stated in the announcements of courses for the evening schools, for the information of all students. Any worker in a trade should be permitted to enter an evening school class in any line bearing on his trade as an auditor, if he so desires. He should be permitted to take any short unit course which he desires without any prerequisites being established in most cases for him, and if he does the work successfully, should receive credit for it and be granted a certificate. Many evening students are ambitious to take enough short courses to give them a wider preparation for their work. All students should be encouraged to do this. This calls for the organization of the short unit courses into general courses requiring two or three years of study for their completion. For 752 EBPOET OP SCHOOL SURVEY these, a diploma should be given when the student is able to show certificates granted by the school in each and all of the short unit courses making up the general course which he has been pursuing. The method of organizing these unit courses into general courses is illustrated by the courses of study in the Appendix. When a student announces himself as a candidate for a diploma in any general course, he should be required to meet the. prerequisites, if there be any, for each unit course and to take the unit courses in the order prescribed by the school as being the best way to teach them. The question of whether or not a given applicant should be admit- ted to an evening trade extension class depends upon whether or not his employment during the day is such that he can understand and use it successfully. . ' Sometimes this means the limitation of a class to a trade. It is clear that only bakers can, profit by an evening class in baking chemistry. On the other hand, there are some courses which teach things which are common to a number of trades and, therefore, should be open to each of them. The shop practice classes in the or- dinary machine shop tools as the lathe, should be open to those em- ployed in automobile repair and construction as well as to machinists. Courses in welding, which is being used so extensively today in the metal trades, should be open to blacksmiths, sheet metal workers, machinists, structural iron workers and automobile men, aluminum workers and car repairers. While it is probably unnecessary to state it in the case of evening trade extension classes, yet it may be well to point out that no even- - ing school student should be less than 16. Many physicians and so- cial workers are of the opinion that attendance upoii evening school of immature children works more physical ill than it does good. There should be a week for preliminary registration when each evening school center is open each night for the week. Teachers should be present so that prospective students may discuss their cases with them and have their work arranged before school sta'rts. Teach- ers should be paid for this week the same as though it were spent in actual instruction. The evening school term should begin on or near the first of Octo- ber and close on or about April 1st. Courses should be taught two nights a week, several nights intervening between lessons. The best schedule has been found to be Monday and Thursday, and Tuesday and Friday evenings, Wednesday and Saturday evenings being least desirable. Where courses are so closely related that students may desire to take two of them at the same time as, for example, the course in machine shop practice on the milling machine and the mathematics UECOMMENDATIONS AS TO EVENING SCHOOLS 753 for the miller, at the same time, one course could be scheduled for Monday and Thursday and the other for Tuesday and Friday nights. Because of their better adaptation to work of adults and their superior equipment, it seems clear that the high school buildings of Saint Paul should be made the centers for serious vocational instruc- tion in industrial, household arts and commercial subjects, leaving to the elementary school buildings, school gatherings of a social and recreational character. If only one center is used for the evening trade extension clashes, this should be centrally located. The Me- chanic Arts High School should be this center because of its central location, its name awd its more extensive equipment. If the situation should require trade extension classes closer to the homes of workers living in different sections of the city, other high school buildings should be utilized. Should a technical high school be erected in Saint Paul this building or any other similar building erected by the City should give due regard in planning the building and equipment, such as the school system has not given in the past, to the requirements for evening school use. The shops of the present high schools are not equipped so that the best results can be secured for many evening school subjects without extensive additions to equipment and adapta- tions of buildings. It would seem advisable to place all the evening school instruc- tion of every kind given by the public schools of the city under the direction and supervision of the Assistant Superintendent for Voca- tional Education, a position recently created by the Commissioner. As much of the evening school work is along practical and technical lines, it should be in charge of this Assistant Superintendent. To place him in charge of all evening school work will avoid conflicts and duplications, and tend to unify the evening school work, locating at the same time administrative responsibility. There should be a prop- erly qualified principal in charge of each evening school who should be paid enough for the evening work to justify his devoting a portion of his day time to the evening school work. The trade extension courses in the evening school must be taught by persons who have the trade or technical knowledge necessary to command the respect of the trade and to give instruction that is prac- ticable and profitable to the trade worker. In many cases, the em- ployment of successful men in the trade will be necessary. Where such men are already employed. in teaching mechanical or related work in the day school they could also be employed for evening school service, but not generally over two nights a week during the six months of evening school. '^54 RBPOET OF SCHOOL SURVEY Those engaged in conducting the evening schools would be given considerable discretion in the selection and employment of evening school instructors. They should as a group be exempted from the requirements for certification established for regular school teachers. The real test of whether or not a trade worker is competent to teach a trade subject is the position which he occupies in the trade and his reputation among the members of his craft, facts readily ascertained and of much more significance than a written examination would be, even if such a capable man were willing to submit to such an examin- ation in order to secure temporary employment in evening school service. • The public schools are sometimes inclined, in their neglect of the evening school, to set a wage for their evening school instructors in- sufficient to attract high grade teachers. No teacher in trade exten- sion work should be asked to serve for a wage less than $3.00 a night and the rate should advance upward to an amount not less than $5.00 for those who have shown themselves to be especially adapted for such service. The real test of the worth of an evening school teacher of trade workers is his ability to attract, hold and interest from year to year a group of appreciative students from his trade. The verdict of the evening school student of the value of the training he receives is, in the last analysis, most dependable. In the evening school, as in all other kinds of schools, the success of the work depends so largely on- the teacher that the problem of se- curing a competent teaching force is most vital. Because of condi- tions which need not be discussed, every large, city at least must develop its own teachers of evening trade and technical work. This requires on the one hand a compensation large enough to attract and hold the good teacher. On the other hand, it requires the training in service of such teachers in some of the elements of good teaching prac- tice. This requires their attendance at conferences held each year before the opening of the evening school session at which sound prin- ciples and good methods are set forth and discussed. Teachers should be paid for attendance at these meetings, which it is clear must be held at night. Similar meetings should be held during the year for the consideration of common problems and difficulties. An individual record of each evening school student should be kept by the public school office. This record should include all such things as his application card or cards, facts as to his attendance and punctuality, courses completed, credits received and certificates and diplomas issue, and correspondence of every kind with or about him. These records should be of ready access to those seeking desirable RECOMMENDATIONS AS TO EVENING SCHOOLS 755 employees. Employers should have sent to them at the close of each evening school year, the names of their employees who have com- pleted any course of courses and they should be urged, other things being equal, to give preference in wage or promotion to such em- ployees when opportunities for advancement arise. It rests with the employers of Saint Paul whether the evening trade extension classes are successful. ■ The closing exercises of such an evening school should be made a memorable event in the lives of its students. In a large gathering of students, their friends and relatives and citizens generally, after an attractive program, certificates and diplomas should be conferred upon those who have earned this public recognition. §6. Vocational Home Making Courses in Evening Schools. Vocational home-training courses have for their aim the training of girls and women for the vocation of home-making as practiced by the wife and mother in the home. The duties of the home-maker in- clude : the care of the house, the purchase of food and the preparation of meals, the purchase, making, care, and repair of clothing, the care of the health of the family, the care and training of children, the care of the sick, partnership in planning the family budget. Courses in home training are designed, therefore, to provide in- struction in the subjects in which the efficient home-maker must be proficient.- Such courses should be open to all women, and should be both elementary and more advanced in character in order to meet the needs both of women without experience in home-making and of those having either experience or previous training in elementary courses. The unit courses in home-making for this training are given in Appendix Part II. The general principles and policies for administering household arts instruction should be the same as those recommended for evening trade extension courses in the foregoing pages. Particular attention is called tt) the necessity of organizing the subject matter into short unit courses and of the equal necessity that the short unit courses for which certificates are given be grouped into general courses requiring several years of study and for which diplomas are given. The following qualifications of teachers for household arts work have been recommended by a special committee on evening school courses for girls and women appointed by the National Society for the Promotion of Industrial Education (1916-17) : 756 BEPOET OF SCHOOL SURVEY A. Personal qualifications of teachers for evening courses in household arts: 1. Good health which insures sufficient physical e'ndurance for regular attendance upon school duty in evening^ classes. 2. Attractive appearance and cordial manner. 3. General intelligence and ability to understand the per- sonal and home-making problems of evening school pupils and an understanding of general and economic problems of the home. B. Professional training for teachers of household arts courses in the evening schools : 1. High school education. 2. Two years of training in household arts courses. 3. Two years of practical housekeeping— secured when? 4. One year of teaching as an assistant. §7. Commercial Work in Evening Schools. The evening courses in commercial work which have been most popular in other cities include all such subjects as : 1. Bookkeeping 13 lessons 2. Accounting 16 3. Shorthand 50 4. Typewriting 50 5. Advertising .- 14 6. Salesmanship 10 7. Store management " 6 8. Window decoration 10 9. Show card writing 10 10. Commercial correspondence 16 11. Cost accounting 16 • 12. Economics 15 13. Banking 20 14. Loans and investments 16 15. Business law 30 Of the above lines of training, 12, 13, 14 and 15 can best be given by the Extension Division of the University which already offers EECOMMENDATION.S AS TO EVENING SCHOOLS 757 courses in these lines. The others should be offered by the public evening' school. These courses should be open to all persons over 16 years of age who are able to carry them. This will bring to the school a wide variety of students from the standpoint of experience and training who cannot be handled in the same class. During the week of pre- liminary registration applicants for commercial courses should be classified and grouped so as to bring together in the same class per- sons of approximately the same experience and training. For exam- -ple, beginning courses should be for the benefit of the novice and the experienced person taking the work for any one of a variety of mo- tives such as, discovering his own interest and ability, getting ready for a job, changing his job, or adding a new asset to his equipment in some other line. The advanced course on the other hand should be for the benefit of those who either through experience or training have had the equivalent of the beginning courses.- Because of the rapidity of changes in modern business procedure, it will be necessary for much of the instruction outlined above to be taught by persons drafted from the business world. It would be ad- visable to have the bwsiness law taught by a successful corporation attorney, advertising by an advertising manager, salesmanship by a sales manager, cost accounting by a certified accountant, etc. What has been said in regard to compensation and methods of employment of trade extension teachers is equally applicable to commercial in- structors. §8. Everting Classes in Salesmanship. The Census shows that there are two very large classes of sales people in St. Paul, commercial travels, and salesmen and saleswomen in stores. So far as commercial travelers are concerned, no specific courses have at yet been established in this country for such instruc- tion within the knowledge of the survey. When the evening exten- sion classes in the different mechanic arts, which are described in this report, are established, they should be open to sales people as well as shop workmen. For example, the sales agents for automobiles would in this way have the opportunity to learn the mechanism of the cars, so necessary in their business. Doubtless there will be devel- oped a course in the principles of selling which will be helpful to inex- perienced sales people in St. Paul. '''58 RHPORT OP SCHOOL SUEVBY Such courses as the following are suggested for people employed in retail and department stores: Salesmanship. Textiles. Color and design. Show card advertising. Store organization. Accounting. Short courses in merchandise such as Laces. Tapestries. Linens. Pottery. China. Shoes. Carpets. CHAPTER VI. Vocational and Prevocational Training for Girls and Young Women. Part L Prevocational Training. (A) Plome Training or Household Arts. -(B) Prevocational Courses in the Intermediate School. Part IL Vocational Training. Commercial Work. Salesmanship. Dressmaking. Junior and Attendant Nurse. Catering and Lunchroom Management. Garment-Making and Power Machine Operating. Vocational and Prevocational Training for Girls and Young Women. General Considerations. The following chapter deals with vocational and prevocational training for girls and young women and presents recommendations as to the courses of study for girls in the elementary school, high school, intermediate school, and technical high school. The treat- PREVOCATIONAL TRAINING FOR GIRLS 759 merit in the case of each school group is somewhat fuller, and much more detailed, than the treatment of similar questions relating to the work for boys. It includes for each group recommendations as to the course of study and also topical outlines indicating the organization and the content of the special courses for the group. In the judgment of the Survey, such a treatment is necessary in order to present clearly the case for girls, due to these facts : that much more has been done in the matter of prevocational and vocational training for boys; that the questions involved are more widely understood ; and that much more is available in print as to the content of the special courses in- cluded in the various programs for boys. The recommendations of this chapter fall into two groups: recom- mendations concerning prevocational training for girls, and recom- mendations concerning vocational training for girls and young women. The first group, or Part I, Prevocational Training, includes the rec- ommendations concerning home-training in the elementary school and high school and the plan for prevocational courses in the interme- diate school. The second group, or Part II, Vocational Training, in- cludes discussions and explanations of the proposed courses of study for girls and young women in the technical high school. Part I. Prevocatioilal Training. (A) Home Training. Home Training as Prevocational Training. The recommenda- tions for Home Training, the statutory term in Minnesota for House- hold A.rts, or Domestic Science and Domestic Art, are included in this chapter. . In the view of the Survey, instruction in home-training which is comprehensive in plan and adequate in character, according to the maturity and experience of the girls, is, at the same time, gen- eral education and prevocational training for home-making. The greater number of school girls are on part-time employment in the home. For them, instruction in housekeeping, garment-making, and home management is definitely prevocational training. Nearly ninety per cent of American women marry. Of these, ninety-two per cent "do their own work." Employment in home-making is now legally designated by the . Smith-Hughes act as profitable employment, and money appropriated by the act may be expended for training in home- making. Home training courses, therefore, afford prevocational training for the vocation in which nearly all women are at some period 'i'60 REPORT OP SCHOOIi SURVEY ■* employed, although that employment may be for a time deferred, The foregoing facts are the justification for including certain funda- mental home-training courses in the program of all girls in the sixth, seventh, and eighth grades of both the elementary school and the in- termediate school. Methods of Instruction. The method of instruction most com- monly employed in "household arts" classes is a form of dictation. In cookery classes, recipes are dictated, written upon the board, or dis- tributed in printed form. Further, directions are given by the teach- ers, and the class proceeds to the preparation of the dish which con- stitutes the lesson for the day. Throughout the preparation period, the teacher observes the work, and gives further instructions to indi- vidual pupils. In sewing classes, a similar method obtains in the lessons which set up a new project or a new; process. Careful direc- tions for work are given by the teacher to the whole class, followed by individual instruction. Due to the fact that the skill and speed of pupils vary, the work proceeds at an uneven rate, and commonly in sewing classes, many Ifessons begin without any general class exer- cise. The pupils enter the room, begin work wihere they left off at the last lesson, and proceed to sew. The teacher passes about the room giving directions according to the needs of individual pupils. Such exercises afford excellent training in following directions and slight opportunity for the -use of previous experience or for inde- pendent thinking. Instruction in home training, in common with all subjects, if it is to realize its full educational value, must set up a problem for class solution and must include a discussion of the prob- lem which suggests and determines upon a solution. In the case of all laboratory subjects, the solution is tested out in laboratory prac- tice. Such class discussions bring to bear the information and house- hold experiences of the pupils, permit individual pupils to Suggest necessary procedures, and send each pupil to the laboratory work an independent worker with a plan of work which has become her own. To her, then, the laboratory exercise, whether it be making muffins, or laying the hem of a garment, becomes a testing out of the facts and proceedings suggested in the class discussion and a basis for future independent carrying over of the class method to home practice. Further, in common with all good instruction, instruction in home- training must set up in the minds of the pupils standards of good work in the subject. In the case of home-training subjects, such standards include both scholarship and workmanship. Following out the foregoing statements suggests that class exer- cises in home training courses should consist, in general, of a regular PREVOCATIONAL TRAINING FOIi GIRLS '''61 • recitation and discussion period of from 10 to 30 minutes, and of labo- ratory work during the remainder of the class period. It suggests further, that what may properly be termed the subject-matter of home-training courses be considered a subject of study, requiring reading and study in common with history, geography, and other reg- ular subjects. Acceptance of the latter requirement is essential to satisfactory accomplishment in these courses, since at the present time pupils are inclined to resent demands on their time outside of the class periods. Inter-relation of Grade and High School Work. In any school system in which home-training is a part of the program for all girls in the elementary school, further courses in this field offered in the high school must assume the grade courses as foundation work and must include an advance in subject-matter and in method. Advance in sub- ject-matter for high school work comes (1) through including closely related subjects in the programs of pupils taking home-training courses, (3) through a broader and more extensive treatment of sub- jects, presented in the grade courses, and (3) through new subject- matter not attempted in the grade classes. Closely related subjects are drawing and design, physiology, hygiene, chemistry, physics. Broader and more extensive treatment of earner subjects will be more clearly understood by referring to the outlines of the course in home nursing, foods and cookery, and dressmaking. New courses suggested in the high school plan are textiles, millinery, dress design, house-plan- ning and furnishing; new topics are included in the high school course in home-management. Supervision. Our larger cities are already committed to super- vision of home-training in the elementary schools. A number of cities are providing one plan of supervision for home-training in both grades and high school. If the high school work is to continue the work offered in the grades, if high school work is to follow a common plan and to maintain common standards, it seems quite clear that there must be supervision for high school home-training and unified supervision of the grade and high school work. The Survey, there- fore, recommends the appointment of a city supervisor of home-train- ing, and of an assistant supervisor whose duty it shall be to assist with the supervision of the grade work. Recommendations for Home Training in the Elementary School. General Plan and Equipment. Three fundamental considera- tions should be the controlling factors in planning the courses and the 762 REPORT OF SCHOOL SURVEY equipment for home-training in the elementary schools. These con- siderations are : the acceptance of work in home-training as an essen- tial part of the course of study for girls ; an acceptance of home-train- ing not only as a part of general education, but as prevocational train- ing for a specific vocation — although employment in the vocation may be deferred for a time ; and the judgment of educators to the eiifect that in the use of departmental instruction in the upper grammar grades it is best to secure the advantages of specialized, training, with at the same time the fewest possible number of special teachers. Proceeding from these considerations it follows: (1) that work in home-training as a required part of the course of study should be made as far as is possible an integral part of the school program and the school life ; (2) that courses in home-training designed for gen- eral education and for prevocational training for home-making should be planned so as to lead girls to see the vocation of the-liome-maker as a vital part of the world's work, to recognize the responsibility of the home-maker for the standards and the efficiency of the home, to understand the wide range of the responsibilities and duties of the home-maker, so as to provide for these girls training in as many forms of the work of the home as the limits of school equipment, sup- plemented by "home-wofk," will permit. Realization of home-training as a vital and integral part of the school program and school life would require that instruction in home- training be given, in the school, by teachers belonging to the school staff, definitely forwardiftg the plans and purposes of the school. It would require that the courses in home-training for each grade be closely interrelated, and closely related to other required work of the grade. Realization of home-training as prevocational training for home-making would require that the present courses in home-train- ing be expanded to provide instruction in: garment-making, as includ- ing a study of washable fabrics, the selection and making of children's and girls' clothes, the care and repair of clothing, the hygiene of cloth- ing, the cost of clothing, and the clothing budget; housekeeping, as including the care of the house, laundry work, and preparation of meals; and home management, as including discussion of the family income and of the budget, the planning and serving of meals, estima- tion of the cost of foodj of shelter, and of operating, discussion of sav- ing and investment, study of home care of the sick, and discussions of civic and community responsibilities. In terms of equipment, this would mean for St. Paul the estab- lishment in each grade building having seventh and eighth grades the equipment now provided in "cooking centers," together with addi- PRBVOCATIONAL TRAINING FOR GIRLS 763 tional space and equipment for laundry work, care of children and home-nursing, serving of meals ; also space and equipment for the teaching of garment-making. In terms of teachers, it would mean one or more special teachers of home-training for each building, such special teacher or teachers to teach all the work offered as home-training, to plan and super- vise school activities designed to supplement the home-training work, and to stimulate and in some measure to control supplementary home- work. In time allotment, it would mean double the number of periods now allowed for "cooking" or "sewing." The Survey understands that the foregoing is a statement of the possibilities of instruction in home-training, rather than a picture of donditions as existing in many school systems at the present time. Some cities, however, are making equivalent provision in the way of teachers, equipment and time allotment. Junior high schools are offering larger programs. Plans for the realization of these possibili- ties should become a part of the educational program of St. Paul. In the judgment of the Survey, most of the features outlined above can be incorporated into the St. Paul plan for home-training if the proposed bond issue is voted, and some of the most essential features can be adopted under present conditions. The "irreducible minimum" for adequate instruction in home-training should involve : (1) additional equipment of one or more "cooking centers," to pro- vide for all seventh apd eighth grade girls, together with additional ■equipment in each center for home-nursing and care of children, for laundry work, and for the serving of meals ; (3) expansion of the present courses in cooking to include the work suggested under house- keeping and home management; (3) dropping of sewing from the fifth grade, changes in the plan for the sixth grade, and the introduction of garment-making, including the topics indicated above, in the program for girls of the sixth, seventh and eighth grades ; (4) equipment for garment-maikng in certain seventh and eighth grade rooms, including sewing machines, and necessary small equipment; (5) allotment of two double periods a week for instruction in home-training; (6) spe- cially trained teachers for the teaching of garment-making. This "irreducible minimum" can in the judgment of the Survey be incor- porated into the St. Paul plan under present conditions. Provision for such expansion of the work -would require additional equipment of one "cooking center," the purchase of sewing machines, and the ad- justment of seventh and eighth grade teaching programs to provide for two double periods a week in home-training and the release of some grade teachers part time for the teaching of garment-making, the teachers selected to make special preparation for this work. 764 EBPORT OP SCHOOL SURVEY Both additional space and equipment are essential to instruction in garment-making under satisfactory conditions. An increase of more than one hundred per cent in the number of special home-train- ing teachers is necessary in order to have all the home-training work taught by special teachers and to adjust the teaching programs so that one special teacher teaches the same girls throughout the year. Pro- vision for the needed space, equipment and teachers dan be made if the bond issue is voted. Special equipment for each building is highly desirable, but this can be secured only as part of a building program to continue over a period of years. The Survey recommends, therefore, that in the event that the bond issue is voted the program for instruction in homentraining be made to include: (1) expansion of the courses now offered, to include courses in housekeeping, garment-making and home fnanagement as outlined in a preceding paragraph ; (2) allotment of two double periods a week for this type of instruction ; (3) additional space and equip- ment adequate for the teaching of garment-making in the sixth, sev- enth and eighth grades under approved conditions ; (4) increase in the staff of special home-training teachers sufHcient to care for all teach- ing of home-training, and the ^adjustment of programs so that one home-training teacher may teach the same girls throughout the year; (5) equipment of one or two additional cooking centers, together with additional equipment in each center for home-nursing and care of children, for laundry work, and for the serving of meals. In the event that the bond issue fails to carry, the Survey recom- ments that the present work be extended to meet the requirements suggested above as the "irreducible minimum.'.' Correlation With Other Subjects. Adequate instruction in home- training in the elementary school is largely dependent upon a back- ground of information and ideas gained from the study of those facts concerning food, clothing, shelter and primitive life and industries taught in the lower grades under the title "industrial arts," from the study of the commercial and industrial aspects of geography, from the study of civics, and from the study of physiology and hygiene. The efficiency and significance of the work in home-training may be- greatly increased by definite correlation with arithmetic and drawing. The Survey, therefore, recommends that special attention be given by grade supervisors and home training supervisors to the correlations with geography, industrial arts, civics and arithmetic ; that a plan of instruction -in physiology and hygiene, carefully outlined for each grade, be "made a part of the elementary school course of study; and PRBVOCATIONAL TRAINING FOB, GIRLS 765 that the work in drawing of the seventh and eighth grades be planned to supplement instruction in garment-making, house planning and house furnishing, through the study of color and color harmonies as applied to dress and to color schemes for rooms, through the study of space-breaking through arrangement of windows, doors and fire- places in given wall spaces, the reading and drawing of floor plans for dwellings, and the designing of rugs and pieces of furniture. Preparation of Teachers. Graduates of two-year training courses in'home economics are generally certificated for the teaching of home- training in the elementary grades throughout the country. In the towns of Minnesota, outside the large cities, grade work and high school work are quite generally taught by the same teacher, hence by graduates of four-year courses, due to the larger training required for high school teachers of this subject in the state. The salaries paid grade teachers of home-training in St. Paul is somewhat higher than the average salary paid the high school teachers in the towns. From this fact, it would appear that St. Paul might, if it chose, secure teach- ers with four years' special preparation for its elementary school staff in home-training. Content of Courses in Home-Trining. The courses suggested as Housekeeping, Garment-Making I and II and Home Management are designed to serve the purpose of general education for girls through developing an intelligent point of view toward the social and economic importance of the work of the home-maker, and also to serve as pre- vocational training for home-making. Each course, therefore, con- sists of reading and discussion of topics concerned with the sociaf and economic aspects of the home and of the work of the home, together with instruction and practice in various household arts. The work of the school is incomplete unless supplemented by home practice in the class projects and exercises. Successful co-operation with the home is gained most often through arousing the interest of the mothers in "home-work." It is suggested that the home-work pro- gram of the Hancock school be enlarged and as far as possible made a part of the required work in home-training. Topical outlines of the suggested courses follow: ■^66 REPORT OF SCHOOL SURVEY Course of Study in Home Training. Sixth Grade. 120 Minutes Each Week. Course in Garment-Making. The problems or projects selected as a basis for a beginninsf course in sewing and garment-njaking should involve the stitches and processes fundamental to garment construction, and should be adapted to the maturity and physical development of the pupils to which the work is to be given. Small garments, those for small children (one or two years of age) or for 20-inch dolls, fulfill these requirements for pupils of the sixth grade. Further, commercial patterns for such garments are available, and the ma- terials employed are similar to those employed in larger garments of similar type. Suggested projects in the order of their difficulty are : kimono night-dress or kimono apron, underslip, drawers. Purpose of the course. To teach hand-sewing. To teach the principles and processes involved in simple gar- ment-making. Projects. Kimono night-dress or kimono apron. Underslip. Simple article involving some form of decoration. Drawers. Child's dress or Imdergarment for sixth grade girl. Project I: Kimono night-dress. Analysis of principles and processes determining content of class discussions and laboratory exercises. Steps in making garment. Selection of muslins suitable for vinderwear. Selection of material, pattern, supplies. Study of pattern. Placing of pattern and cutting out. Joining parts of garment and basting. Making of seams. PBBVOCATXONAL TRAINING FOR, GIRLS 767 Finish for neck and sleeves. Hem of garment. Standards of workmanship. Judging finished garments according to score card. Project II: Simple article involving some form of decoration. Suggested articles : tatting or chocheted edging, table runner, napkin ring, bag, collar and cuffs. Project III: Child's underslip. Steps in making garment. Selection of muslin and trimmings. Selection of pattern. Study of pattern. Placing of pattern and cutting out. Marking for joining parts of garment. Waist. Joining parts of garment. Fitting garment. Seams. Closing hem. Finish for neck and armholes. Skirt. - Measurements. Cutting out and joining parts of skirt. Seams. Placket. Attaching skirt to waist. Use of facing strip. Hem. Exercise for emphasizing quality of workmanship. Comparison of finished garments and judging according to score card. Project IV : Child's drawers or f ixth grade girls' kimono apron or kimono night dress. 768 REPORT OF SCHOOL SURVEY Seventh Grade. 180 Minutes Each Week. a. Course in Housekeeping. b. Course in Garment-Making and Care and Repair of Clothing. a. Course in Housekeeping. Some of the larger factors in home-making. The care of the house and its equipment. Laundry work. The care of children. Planning and preparation of meals. Housekeeping. Purpose of the course. Importance of home-making. Duties of the home-maker. Lessons in housekeeping. Value of cleanliness and order. The daily routine. Construction of range, gas or oil stove. Preparation of fire in stove. Care of living room and dining room. Care of bedrooms. Care of the kitchen. The weekly cleaning of the living room. Laundry work. Materials ; equipment for saving labor. Procedure in laundering. Laundering white clothes and linens. Laundering and starching white pieces. Laundering colored clothes and woolens. Ironing. Cleaning of spots and stains. Care of children. The babys' needs. The baby's food. The daily bath and care of the baby. Planning and preparation of meals. Value of order and cleanliness. Care of person and clothing for sanitary handling of food. PRBVOOATIONAL TRAINING FOR GIRLS 769 Breakfast menus and breakfast dishes. Fruit. Food value of fruit. Use of fruit in the diet. Cooking of dried fruit. Cereals. Source of cereal breakfast foods. Food value of cereal breakfast foods. Use in the diet. Cooking of cereals. Quick breads. Kinds. Ingredients. Methods of lightening. Preparation of griddle cakes. Preparation of muffins. Bggs. Food value of eggs. ■ Use in the diet. Cost at different seasons of the year. Preparation of poached eggs, scrambled eggs, baked eggs. Bacon. Food value. Broiling bacon. Beverages. Source. Effect of coffee drinking. Preparation of coffee. Table service. Table customs. Preparation and serving of a breakfast. Discussion of strong and weak points of the breakfast. Luncheon^or supper menus. Creamed or escalloped dishes. Cream soups. Quick breads. Baking powder biscuit. Fruit. Food value. Use in the diet. Preparation of stewed fresh fruit. 'i"i'0 EBPOBT Op school SURVEY Simple desserts. Cornstarch or chocolate pudding. Source of starch. Food value of starch and sugar. Preparation of pudding. Custards. Food value of eggs, milk, sugar. , Preparation of custards. Social obligations of the family. Preparation and serving of a simple luncheon at a defi- nite cost per capita. Discussion of strong and weak points of luncheon. b. Course in Garment-Making, Care and Repair of Clothing. Garment-making. Selection of materials. Use of patterns. Hand-sewing, machine stitching, and processes of construc- tion involved in : Project I: Girl's underslip. Project II: Girl's drawers or bloomers. Care and Repair of Clothing. Need for care and repair of clothing. General care. Repair processes. Hemmed patch. Stockinet darn. Darned patch in wool cloth. Eighth Grade. 180 Minutes Each Week. a. Course in Home Management. b. Course in Elementary Dressmaking and Study of Clothing. a. Course in Home Management. Responsibilities of the home-maker. As housekeeper. As manager of the household. PRBVOCAnONAL TRAINING FOR GIRLS 771 The family income. Meaning of family income. Sources of the family income. Average family incomes. Needs for which income is expended: shelter, food, clothing, operating, incidentals, advancement. An efficient home. Physical and social efficiency. The family budget. The needs of a family and the divisions of the income. Budget making as necessary to businesslike management of home. Discussion of typical budgets. Shelter. Cost of shelter. Cost of renting. To tenant. To landlord. Per cent of value charged as rent. Cost of owning one's home. Interest on investment, upkeep, taxes, insurance. Points in judging a house. Location. Number, size and arrangement of rooms. Ventilation, lighting, heating, plumbing. House-planning. Preliminary considerations. Number in family. Number and desirable sizes of rooms. Provision for cross-ventilation. Sunny rooms for living rooms. Arrangement of rooms. Labor-saving arrangement. House-furnishing. Necessary furniture and equipment by rooms. Labor-saving equipment. Cost of furnishing. Food study and cost of food. Classes of food. The body need for food: (1) to supply energy, (3) to build tissue. The function of each class of food in the body. 71^2 EBPOET OP SCHOOL SURVEY The total food requirement. Factors influencing amount of food required. The need for protein in the dietary The need for mineral salts in the dietary. The need for water in the dietary. The need for fresh foods — milk, fruits, vegetables — ^in the dietary. The need for cellulose in the dietary. The larger items of the dietary. Bread. Yeast and bread-making. Making of bread. Vegetables. Classes and food value. Chief principles controlling method of cooking veg- eables. Cooking of vegetables. Meat. Sources of meat. Reasons for federal inspection. Food value. Place of meat in the dietary. Cuts of meat. Tenderness and toughness, and relation to cost. Cooking of meat. Meat substitutes. Eggs. Food value. Cooking of eggs. Milk. Food value and use in the dietary. Cheese. Food value. Cost as compared with meat. Preparation of cheese dishes. Salads. Use of fruit and vegetable salads in the dietary. Preparation of salad dressings. Preparation of simple salads. PREVOCATIONAL TRAINING FOR GIULS 773 Desserts. Cake. Food value. Proportions, method of mixing and baking. Making plain cake. Frozen desserts. Ice cream and fruit ices. Food value. Preparation of ice cream and fruit ice. Pastry. Food value of pastry. Proportions, method of mixing and handling. Making of pie. Planning and serving meals. Preliminary considerations in giving a dinner. Date, invitations, cost, menus, schedule of work, etc. Table service. Table customs. / Social customs. Planning and serving of meal planned. Discussion of meal as served. Cost of food and the budget. Minimum annual food cost for family. Relation of cost of food to different incomes. Cost of clothing. General estimates from reading. Detailed estimates under Study of Clothing. Cost of operating. Items included in operating expenses : fuel, light, water, serv- ice, repairs, carfare, etc. Average estimates for family operating expenses. Cost of incidentals. Typical incidental expenses. Average estimate for incidentals. Cost of advancement. Education, recreation, books and magazines. Saving. When save ? Investments. Insurance. Buying home, etc. 774 EBPOET OF SCHOOL SUEVEY Summary of budget discussions. Budget for physical efficiency. Budget for social efficiency. Household accounts. Simple bank procedure. Plan for keeping accounts. Keeping of accounts for definite periods. Care of children. Care for physical welfare. Food, clothing, cleanliness, sleep, habits. Care for mental and moral life. Truthfulness, thoughtfulness, courtesy, speech, regular duties, reading. Care during illness. Symptoms of health and of illness. Temperature taking and its meaning. Bed-making with patient in bed. Bath for patient in bed. Use of sick-room appliances. Social responsibilities of the family. Types of entertainment. , Plan for mothers' tea or similar function. Civic responsibilities of the family. Co-operation for promotion of public health. Co-operation for promotion of public welfare and improve- ment. b. Course in Elementary Dressmaking and Study of Clothing. Elementary dressmaking. Selection of materials. Use of patterns. Hand-sewing, machine-sewing, and processes of construc- tion involved in the project: a middy suit or Russian blouse dress. Study of- clothing. Washable fabrics and household linens. Points for discussion. Weave. Design. Feeling. Size of threads (yarns). Weaving qualities. PRBVOCATIONAL TRAINING FOB) GIRLS 775 Uses. Average width and price per yard. Laces. Cotton versus linen laces. Types of linen laces. Types of cotton laces. Uses of clothing. Clothing for protection. From injury and loss of body heat. Healthful clothing. Kind and amount of clothing. Freedom of body movement. Clothing for the sake of modesty. Clothing for decoration. Ready-to-wear clothing versus garments made at home. Comparison of ready-made and of home-made undergar- ments, girls' dresses and suits. Clothing budget. Discussion of clothing budget of class, kept during pre- vious year. Proportion of garments purchased ready-made. Proportion of garments made at home. Cost of clothing for the year. Preparation of lists: (1) Absolutely necessary garments for eighth grade girl for one year, with approximate cost of each. (2) Articles of clothing desirable but not indispen- sable. Clothing budget for typical family of five. Per cent of income spent for clothing. Eighth grade girl's share of family clothing budget. Methods of reducing amount spent for clothing. Making garments at home. Selection of simple styles. Avoiding fads. Choice of durable materials. Remodeling garments. 776 EEPOET OP SCHOOL SURVEY Recommendations for Home Ttaining in the High School. Some Essentials for High School Work in Home Training. The following discussion relating to high . school home-training is con- cerned primarily with certain considerations which in the judgment of the Survey are essential to instruction in home-training of high school grade. Those considerations are : (1) acceptance and use of the grade work as a foundation for the high school courses; (3) rec- ognition of certain' regular high school subjects as fundamental pre- requisites for certain home-training courses ; (3) recognition of home^ training courses as applied science or applied art courses, involving as the essential method of the course and of class-room instruction the usual method of courses in science — the development of principles followed by their application in laboratory exercises; (4) expansion of the present courses to include more comprehensive work in food study and in clothing, and new courses in home nursing, textiles, mil- linery, home-management, dress design, house-planning and house- furnishing. The latter course is an art course and should be given by the staff of the art department. Grade Work as a Foundation for High School Courses in Home- Training. Acceptance of the grade work as a foundation for the high school courses will eliminate the repetition now protested by home- training teachers and by high school pupils, and will increase the inter- est of high school students in home-training. Courses in Science and Art as Prerequisite to High School Home- Training. The recognition of the relation between drawing and de- sign, and dressmaking; between physiology and hygiene, and food study ; between chemistry and food study and elementary dietetics, is vital to work of high school grade. If a course of foods and cookery is to be anything but "more cooking," it must find its constant justifi- cation in the significance of a knowledge of foods and food prepara- tion to the needs of the body. If courses in dressmaking are to be more than "sewing," they must present problems in the purchase and making of clothing in the light of their economic significance, due in a considerable measure to good design. Further, the subject of die- tetics cannot be at all adequately presented without a background of chemistry. A knowledge of physics is highly desirable for dietetics and for many of the problems of house-keeping and house-planning, but it is less essential than design, physiology and chemistry. PEBVOCATIONAL TRAINING FOB, GIRLS 'J'77 The Method of Home Training that of Science Courses. The meaning of the method of home-training as that of a course in science will be made clear by reference to the topical outlines following the discussion in this section of the report. In the outline for foods and cookery, it will be noted that the treatment of each large topic — a food group — involves a study of food production and manufacture for that group, a consideration of the composition and properties of typical food materials, involving experiments to demonstrate those properties, and laboratory exercises which illustrate and apply the facts and prin- ciples developed in the preceding discussions. Such a knowledge of the materials with which one is dealing, such an understanding of the processes which one is directing, lifts household work from the level of drudgery to the plane of interesting and vital work. Expansion to Include New Subjects. The expansion of this work as suggested by the Survey, and the essential relations of the courses are indicated in the course of study printed at the end of this discus- sion. Equipment. The high school equipment for foods and cookery and for dressmaking is adequate for the present number of students enrolled in these classes. Three high schools need dining rooms; all need equipment for home nursing, for the experimental work included in foods and cookery, and for dietetics. The Survey is not clear as to the needs of the Art departments if they take on the courses in dress design, house-planning and house-furnishing. Time Allotment. It is generally acknowledged that courses in home-training are, in the main, laboratory courses requiring double periods for the class exercises. Up to the present semester, program difficulties have prevented this time allowance being arranged for these courses in any but the Johnson high school. During the present semester, the Humboldt high school is having double periods, and the Mechanic Arts high school is having double periods for Cooking I, II, III, IV. There is also a prospect that further provision for double periods will be arranged for the coming year. Recommendations. As a summary of the foregoing discussion, the Survey recommends : (1) that the high school courses in homer training be planned with the work of the elementary school as a back- ground, and that repetition of grade work be eliminated as far as pos- sible; (3) that drawing and design be required of all students taking WS EBPOBT OP SCHOOL SUEVBT elementary dressmaking, that physiology and hygiene be required with foods and cookery, that dress design, etc., be required with dress- making, that chemistry be required with the course in home-manage- ment; (3) that the approved organization and method of courses in home-training be those generally accepted for courses in science — the discussion of facts and principles, followed by laboratory practice ; (4) tha the present work in home-training be expanded to include : home- nursing, dress design, house-planning and house-furnishing, textiles, millinery and home-management. Preparation of Teachers. Since June, 1915, in Minnesota, the professional certificate in home-training has been granted only to graduates of four-year college courses in Home Economics leading to the bachelor's degree. The salaries paid to teachers of home-training in St. Paul high schools are higher thaii those paid in the town high schools of the state, and are sufficient to attract superior teachers with four years of professional preparation. Elective Groups and a Suggested Course of Study. The home- training courses of the high schools are open to students: (1) as part of a four-year cpurse of study; (3) as electives in other courses of study. The Survey suggests the following groups rather than single courses as electives, and also the following course of study : Elective Groups. Textiles and Clothing. Group I. Drawing and Design. Elementary Dressmaking. Group II (To be preceded by Group I). Clothing Design, House-planning and House-furnishing. Textiles, Millinery and Dressmaking. Food Study and Home-Management. Group I. Human Physiology and Hygiene, Home Nursing. Eood Study and Cookery. Group II (To be preceded by Group I). Chemistry with application to Household Science, and Sanitation. Home-Management. PEBVOCATIONAL TRAINING FOR GIRLS 779 Course of Study in Home Training. High School. 1st Semester 2nd Semester Periods v Period* Per Week Per Week Ninth Year — English 5 5 General Biology or General Science. ... 7 7 Drawing and Design 6 or 4 4 or 6 Elementary Dressmaking 4 or 6 6 or 4 Elective 5 5 Tenth Year- English 5 5 Physiology and Hygiene 2 or 1 1 or 2 Home-nursing 2 2 Food Study and Cookery. . . ., 4or 6 6 or 4 Civics 5 Elective 5 10 Eleventh Year — English 5 5 Chemistry 7 7 Clothing Design, House-Planning and House Furnishing 6 or 4 4 or 6 Textiles, Millinery, Dressmaking 4 or 6 6 or 4 Elective 5 5 Twelfth Year— ^ English 5 5 Home Management 10 Electives: Physics, Economics, Social Science 10 15 Topical Outlines of Home Training Courses. Course in Drawing and Design. Introduction. Purpose of course. 'j'80 BEPOBT OF SCHOOL SUEVEY The development of appreciation of art principles in everyday life. Method of course. Study of ^rt principles and their application through illustrations and drawings. Color. Study of color spectrum. • Properties of color — hue, value and intensity. Color harmonies — monochromatic, analogous and compli- mentary. Analysis of colors in. paper, fabrics, etc. Design. Principles of design. Proportion. Balance. Rhythm. Harmony. Centers of interest. Kinds. ' Naturalistic design. Plant drawings in black and white to emphasize beauty of line and form. Conventional design. Conventionalizing of plant forms. Adaptation of conventional designs to fabrics and embroidery. One unit to illustrate bisymmetric balance. One unit to illustrate unbisymmetric balance. Combination of units to form a border, with emphasis on rhymth. Decoration for collar, witji emphasis on centers of interest. Line design, with emphasis on proportion and balance. Designing of plaid in black and white. Coloring of previously designed plaid. Adaptation to clay. Design for tea tile in black and white, with em- phasis on centers of interest. Coloring of tile design, with emphasis on color harmony. PRBVOCATTONAL TRAINING FOR GIRLS 781 Adaptation for stenciling. Border in black and white, with emphasis on proportion, rhymth, balance and harmony. Coloring of border, using analogous or comple- mentary harmonies. Lettering. Consideration of the use of a free-hand alphabet, applying good space relations. Practice in lettering. Free-hand perspective. Circular, parallel and angular perspective as required in prob- lems of interior and dress design. Circular perspective. Drawing of cup in different posifions. Parallel perspective. Drawing of face view of box. Angular perspective. Drawing of corner of room. I'nterior design. Consideration of color and of the principles of design as ap- plied to the arrangement of furnishings. Analysis of furnished rooms, using illustrations. Modifications of rooms as necessary to secure good design, applying principles of perspective. Coloring of tracings of these rooms as modified. Dress design. Color and principles of design as applied to dress — silhouette, lines of figure, coloring of person and personality. Designing of dresses suitable for members of class, applying foregoing considerationls. Course in Elementary Dressmaking. The subject matter of a course in dressmaking consists of the facts, principles, processes and procedures involved in the carrying out of definite projects in clothing construction. Such facts are those relating to the qualities and characteristics of fabrics, and their rela- tion to construction processes. Such principles are those of design and construction as related to the designing and making of garments. The processes and procedures are those which are a part of general dressmaking technique, and those which are specific either for the fabric or for the project. The mol^e elementary processes of dress- making are involved in the construction of dresses made from wash- 782 EEPOET OP SCHOOL SUEVEY able fabrics, and the technique and processes fundamental alike to dressmaking in firm washable materials and in firm wool materials is involved in the making of washable dresses from designs following simple tailor lines. Hence, the projects selected for this course are: Project I: One muslin undergarment — for review of machine stitching and for achievement of speed and skill. Project II : Simple dress of firm, washable fabric and tailor design. Project III: lin- gerie waist or skirt of a tailor design. The following analysis of a project in dressmaking indicates the organization of the subject matter and some of the larger topics for discussion included with the project: Analysis of the project — a garment. Discussion of suitable project, of suitable designs and ma- terials. Selection of materials. Designing the garment. Discussion of design as suited to the individual and the fabric. Discussion of the fabric as a factor limiting the choice of design. Construction of the garment. Adaptations of the pattern. Economy of cloth in cutting out. Putting parts of garment together.. Technique and processes of fitting. Processes of construction — seams, hems, plackets, collar joinings, belts, etc. Processes of finishing. Decoration of the garment. Decoration as a; factor in the value of the finished gar- ment. Decorative stitches and designs appropriate for the gar- ment. Estimate of earning accomplished through application of decoration. Standards of workmanship involved in the garment and in similar garments. Cost of the finished garment. Cost of materials. Value of labor. Total cost of garment. PEBVOCATIONAL TRAINING FOB! GIBLS 783 Course in Home Nursing. Adequate instruction in home-nursing should involve study, class discussion and laboratory practice. The following outline suggests topics for the class exercises: Equipment for sickness. The sick-room. Selection, furnishing, care, ventilation, temperature of the sick-room. Preparation of room for the patient. The bed. Kinds, mattresses, bed clothing. Making the bed. Changing the bed. Use of bed conveniences. Personal care of the patient. The daily routine. Bed-time preparation. Care of teeth and hair. Solutions for cleansing. Tooth brush drill. Combing the hair. Observation of symptoms. Taking of pulse and temperature. Making the chart. Medicines and the giving of medicines. Baths and packs. Sponge for cleanliness and comfort, sponge for reducing tem- perature, foot and tub baths. Alcohol rub, hot and cold packs. Appliances and local applications. Ice bag, hot water bag, poultices, compresses, inhalations, hot fomentations. Home treatments. Enema : aural, nasal, vaginal douche. Preparation of trays. Bandaging. Emergencies. Wounds, burns, sprains, fainting, nose-bleeding, foreign bodies in the eye, shock, sunstroke, fractures, poisoning. Communicable diseases. Causes, detection, means of control, quarantine. 784 EBPOET OF SCHOOL SURVEY Disinfectants and disinfection. Practical points in the care of special diseases and conditions. Care of the baby. Daily care, bath, dressing, feeding, importance of regular habits. Bathing the baby. The baby's food, and feeding the baby. Signs of health and of illness. The weight of the well baby, and weighing the baby. Care of the new-born baby. Care of the mother. Course in Food Study and Cookery. The following course in food study and cookery presupposes a background of the elementary school work in housekeeping, in- cluding simple cooking, and a course in biology or general science. The earlier topics (about one-third of the course) are outlined quite fully in order to indicate the method of the course — that of an applied science. Brief topical headings suggest the outline of the remainder of the course. Introduction. Interrelation of food-study with physiology and other sciences. The meaning of food preparation as an applied science. Ideals of the course and general plan. Review of digestion. Food study and cookery. Food classes and examples. Carbohydrates, proteins, fats, mineral salts, water. Cart)ohydrates. Starch. Source, synthesis and function in plant, methods of manufacture, composition, use as food, digestion of starch. Experiments to demonstrate: properties of starch, occurrence in foods, proportion of starch and liquid to form pastes and molds. Applications to cookery. Preparation of starch molds. PBBVOCATIONAIi TRAINING POBi GIRLS 785 Starch food products. Flour. Source, manufacture, composition. Experiments to demonstrate composition and properties. Applications to cookery. Preparation of white sauce, cream soups. Sugar. Source, synthesis, and function in plant, manufac- ture, use as food. Experiments to demonstrate : properties, the use of the thermometer to test density and boiling point of syrups. Applications to cookery. Preparation of foodant, brittle candies. Cellulose. Occurrence, function in plants, distribution in foods. Use in digestion; commercial uses. Experiments to demonstrate properties and effect of cooking. Foods containing high percentage of cellulose. Cereals, vegetables, fruits. Cereals. Source, composition of grains, production and manufacture. Effect of milling on composition of cereals. Value in diet, effect of cooking on structure and composition. Applications to cookery. Preparation of meal cereals, rolled ce- reals. Comparison of iireless cooker and double boiler processes. Vegetables. Classes, composition, food value, effect of cooking on structure and composition, principles controlling processes of cook- ing vegetables. Experiments to demonstrate composition and losses in cooking vegetables. Applications to cookery. Methods to conserve food value. 786 EBPOBT OP SCHOOL SUEVBY Preparation of vegetables containing starch, 'starch and sugar, cellulose, mineral salts. Preparation of vegetables containing chiefly mineral salts and cellulose. Preparation of vegetables containing protein, starch or sugar, mineral salts. Fruits. Fresh fruits. Composition of ripe and of unripe fruit, structure, use in the diet, pur- pose of cooking. Applications to cookery. Methods of serving and cooking fresh fruits. Influence of sugar syrup upon tex- ture and flavor. Preparation of apple sauce, baked and coddled apples. Dried fruits. The' dried fruit industry, reasons for using dried fruits, composition as compared with fresh fruit, methods of replacing moisture. Applications to cookery. Preparation of dried fruits. Flours and meals. Structure of whole grain, kinds of flour and of meal, method of manufacture. Experiments to demonstrate composition of flour, development of gluten, separation of gluten from flour, elasticity and coagulability of gluten. Leavening agents, and the batter and dough series. Essential factors of light breads and cakes. Gluten. Gas for leavening. Leavening agents. Air, steam, carbon dioxide. Types of mixtures. Pour batters, drop batters, doughs. PRBVOCnONAL TEAINING FOR GIRI^ 787 Steam as a leavening agent. Source, amount necessary in proportion to flour. Application to cookery. Pour batters. Popovers. Ingredients, proportions (based on 1 cup liquid), method of combining ingredients, con- ditions for baking, oven tem- perature and test. Preparation of popovers. Carbon dioxide and steam as leavening agents. Source of carbon dioxide : soda, soda in baking powder, sugar fermented by yeast. Use of gas for lightening mixtures. Experiments to demonstrate formation of carbon dioxide gas by soda plus water, acid, sour milk, molasses, or cream of tartar. Approximate composition of baking powder. Estimation of soda proportion in bak- ing powder. Baking powder as a source of carbon diox- ide. Types: cream of tartar, phosphate and alum powders. Advantages and disadvantages of dif- ferent types. Applications to cookery. Pour batters. Griddle cakes, using' sweet milk. Ingredients. Comparison of popover and griddle cake mixtures as to: thickness of batter, texture of product, proportion of flour to liquid. Necessity of leavening in addi- tion to steam. 788 EBPOET OP SCHOOL SURVEY Proportions of flour to liquid, of baking powder to flour; relation of fat to texture. Method of mixing simple bat- ters. Conditionsi for baking and standards for judging prod- uct. Preparation of griddle cakes. Soda and sour milk as a source of carbon dioxide. Neutralization of acid. Principles of neutralization. Experiments to demonstrate neu- tralization of acid and to deter- mine amount of soda required to neutralize acid of milk and of molasses. Relation of neutralization to composi- tion of baking powders. Approximate composition of bak- ing powder — one-fourth soda. Calculation of soda and baking powder required when substituting sour milk for sweet milk. Application to cookery. Pour batters. Griddle cakes, using sour milk. Ingredients, proportions, etc. Preparation of griddle cakes. Development of batter and dough series. Thin pour batters. Popovers, cream puffs. Pour batters. Griddle cakes, waffles. Drop batters. Muffins, quick breads, steamed breads and puddings. Muffins. Kinds, ingredients. PEBVOCATTONAL TRAINING FOR GIRLS 789 Comparison of drop batters and pour batters. Proportion of flour to liquid, of baking powder and soda to flour, fat to flour. Method of mixing, conditions for baking, standards for judging the product. Preparation of muffins. Adaptations for whole wheat and Graham flour. Preparation of whole wheat and Graham flour muffins. Variations for cornmeal. Preparation of cornmeal muflfins. Steamed breads. Boston brown bread or steamed Graham bread. Neutralization as applied to the use of molasses. Ingredients, proportions, etc. Preparation of Boston brown bread or of steamed Graham bread. Transition batter from muffins to cake. Study of bread and pastry flours. Physical characteristics. Comprrative composition and water absorption. Calculation of substitution of pastry flour for bread flour. Basis of cake and pastry pro- portions, as given in cook books. Application to cookery. Cottage pudding. Ingredients, propor- tions, etc. Preparations of cot- tage pudding. 790 EBPOET OP SCHOOL SUEVBY Cake. Characteristics: lightness, texture, flavor, baking, appearance. Comparison with cottage pudding as to texture, flavor. Significance of high fat in the mix- ture. Significance of high proportion of sugar. Comparison of gluten and albu- men in influence on texture. Use of different fats. Ingredients, proportions, etc. Preparation of foundation cake. Variations from foundation cake proportions. For a plainer cake, a richer cake, and for pound cake. Further applications involving use of molasses. Preparation of ginger cake, spice cake, graham pud- ding, suet pudding. Doughs. Kinds and composition of flour in relation to doughs. Basic proportion of flour to liquid. Development of gluten by knead- ing. Experiments to demonstrate gluten in flour and elasticity and coag- ulability of gluten. Applications to cookery. Baking powder biscuit. Pastry. Study of yeast and its relation to bread-making. Fermentation as a source of carbon dioxide gas. Commercial yeast production. Bread. PEEVOCATIONAL TRAINING FOB GIRLS 791 Food value of bread, and use in the dietary. Application to cookery. Bread-making. Proteins. Sources, composition, digestion of proteins, use to the body, properties. Experiments to demonstrate solubility, elasticity, coagulation, color tests. Applications to cookery. Poached eggs, scrambled eggs, cus- tards, omelets, fruit souffles, custard sauces, sponge cake. Fats. Sources, structure, composition, consist- ency, digestion of fats, use to the body, place in the diet, properties. Experiments to demonstrate structure, "try- ing out" of fat, solubilities, decomposi- tion by heat, emulsification, saponifica- tion. Applications in household practice. Rendering of lard. Soap making. Applications to cookery. Deep fat frying. Emulsion salad dressings: mayonaise and French dressings. Mineral salts. Foods furnishing mineral salts, need and use of mineral foods, value of salads. Application. Preparation of salads. Preparation of salad dressing of cus- tard and white sauce type. Water. The need and uses of water to the body. Beverages. Tea, cofifee, cocoa. Sources, production, composition, source of stimulation, methods of preparing beverages. 793 EBPORT OF SCHOOL SURVEY Preparation of tea and coffee. Study of some important foods. Milk. Source, composition, digestion of milk, value as a food, use in illness, cause of souring, standards of purity and of cleanliness, importance of clean milk, care of milk in the home, mar- keting of milk, ordinances relating to milk production. Experiments to demonstrate composi- tion,* separation of curd from whey, pasteurizing and sterilizing of milk. Application to food preparation. Preparation of junket, "prepared" buttermilk, cottage cheese. Milk products. Butter. Composition, manufacture, reno- vated butter, butter substitutes. Application. The making of butter. Cheese. Composition, manufacture, food value, digestion of cheese, com- parison with meat as to cost, use in the dietary. Application to cookery. Cheese wafers, rarebit, cheese fondue. Meats. Sources, kinds, structure, composition, food value, use in the dietary, ex- planation of tenderness and tough- ness, eflfect of cooking. Experiments to demonstrate structure, composition, solubility oi constitu- ents, coagulation of protein, effect of cooking on toughness or tenderness and on structure. Study of cuts of meat and prices. Application to cookery. PEBVOOATIONAL TRAINING FOR GIRLS 793 Preparation of tender cuts, — ^broil- ing. Preparation of roasts. Preparation of tougher cuts, — soups, stews. Preparation of left-over ditehes. Poultry. Composition, food value, tenderness and toughness, use in the dietary, comparative cost. Applications. Dressing of fowl. Preparation of roast fowl. Fish. Source, kinds, composition as compared with meat, food value, use in the diet- ary, comparative cost. Applications to cookery. Preparation of fish chowder, fried and baked fish. Planning and preparation of meals. Table service and table customs. Breakfast menus and planning a breakfast. Preparation and serving of a breakfast. Calculating the per capita cost of meal served. Luncheon menus and planning a luncheon at specified cost. Preparation and serving of a luncheon. Social functions. Types, forms of invitation, duties of hostess and guests, plan for a class function, di- vision of responsibilities, selection of com- mittees. Application. Preparation for the function. The function. Discussion of results of plan. Discussion of the course. 794 RBPOET OP SCHOOL SURVEY Course in Dress Design, House Planning and House Furnishing. Dress design. Design as fundamental to good taste in dress. Design as an economic factor in the finished product. Waists. Principles of proportion as applied to waists. Effect of different lines on apparent proportions of figure. Effect of color — hue, value and intensity. Characteristics of the fabric influencing the design. Problems of con's'lruction as influencing design. Sketching of waist design. Entire costumes. Dresses. Consideration of proportion, line, color, fabric and construction as applied to: The normal figure. The stout figure. The slender figure. Designing of dresses. Hats. Consideration of shape of head and face and of in- dividual coloring. Designing of hats. Dress design as adapted to the individual. Consideration of. size, proportion of figure, coloring and personality. Designing of dresses for given individual. House Planning and House Furnishing. Introduction. The house as an expression of the individuality of the family. The house as an efficient workshop. Essential considerations in building or furnishing a home. Choosing the site. Considerations in building in country and in town. Choice of lot. Position of house on lot. PREVOCATIONAL. TEAINING FOE GIRLS 795 Domestic architecture. Styles of architecture which may be adapted for use in domestic architecture: Colonial. English half timber. Italian. Western plain. Assembling of pictures illustrative of different types of houses. , Planning the house. Space arrangement of house to satisfy general require- ments of: Living area. Working area. Sleeping area. Analysis of floor plans to show means of meeting above requirements. P'actors controlling the drawing up of floor plans. The needs of the family. The cost of the house. Drawing of floor plans to fulfill specified conditions. Building the house. Cellar and foundation. Frame work. Building materials. Exterior design. Roofs. Windows. Doors. Projections — chimneys, porches, etc. Planning of wall space to show good design in arrange- ment of doors and windows. Estimation of costs. Furnishing the house. Woodwork — trim and floors. Consideration of use of different woods, finishes and design. Estimation of costs. Walls and ceilings. Consideration of color for walls. Choice of hue for rooms as affected by use, ex- posure, and relation to adjoining rooms. 796 REPORT OP SCHOOL SURVEY Desirable value relation between floors, walls and ceilings. Choice of color value as affected by exposure, use and size of room. Consideration of wall as a background — use of in- tense and neutral colors, . Consideration of wall modifications secured by space divisions — ^panelling, position of molding, etc. Planning of given wall space to give increased and decreased height effects. Choice of color schejnes for rooms of house. Exercises in mixing color appropriate for walls and ceilings, illustrative of hue and value. Floor coverings. Selection. Arrangement. Curtains. Selection. Arrangement. Heating. Types of heating systems. Chief characteristics. Estimation and comparison of costs. Ventilation. Requirements of good ventilation. Systems of ventilation. Plumbing. Fundamentals of good plumbing. Selection of fixtures. Placing of fixtures. Estimation of costs. Lighting. Types of lighting systems. Selection of fixtures. Placing of fixtures. Furniture. Factors influencing choice — ^type of house, money to be expended, size and use of rooms. Selection as to construction and design. Arrangement. Selection of furniture for house previously planned. Estimation of costs. PEEVOCATIONAL TEAINING FOE GIRLS 797 Kitchen utensils and equipment. Selection. Estimation of cost. Cleaning equipment. Selection. Estimation of cost. Silver, china, linen. Selection. Estimation of cost. Pictures and ornaments. Pictures. Selection. Framing. Hanging. Ornaments. Selection. Arrangements. Total estimate of cost of house and furnishings. Course in Textiles, Millinery and Dressmaking. Brief Course in Textiles. Introduction. Purpose of course. Consideration of the characteristics, qualities and identification of standard fabrics. Factors affecting the durability and cost of fabrics and desirability for different purposes. Textile fibers and fabrics. Relation of textile fibers to fabrics. Comparison of physical characteristics of cotton, wool, silk and flax in raw state. Cotton. Source, distribution, importance of industry, cultiva- tion. Manufacture into fabrics. Microscopic examination of cotton fibers. Properties and uses of fiber and value of by-prod- ucts. Adulterations and the methods of their detection. Weave construction as characterizing fabrics'. Classes of weaves and their derivatives. 798 EBPOET OF SCHOOL SCEVEY Tabby — basket, rib, bedford cord, pile. Twill — even, uneven, fancy, satin, sateen. Leno or gauze. Weaving of paper mats or of yarns illustrating com- mon weaves — tabby, even and uneven twill, satin, rib, etc. Cotton fabrics. Identification — names, characteristics, colons, price per yard, width, weave. Uses. Collection of standard cotton fabric samples. Mercerized cottons. Process of mercerization, effect on fiber, micro- scopic examination, typical mercerized cotton* fabrics. Wool. Source, distribution, importance of industry, prepa- ration of fiber for manufacture into yarn. . Microscopic examination of wool fibers. Properties of wool. Adulterations of wool, including substitutions, — reasons for adulterating, methods of detection. Manufacture of cloth from fiber — manufacture of yarn and cloth, finishing processes. Wool fabrics. Identification — names, characteristics, colors, price per yard, width, weave. Uses. Collection of samples of standard wool fabrics. Evolution of textile industries and present day manufac- ture of fabrics. Primitive textile industries as foundation of textile industries of present day. Hand spinning. Hand weaving. Development of modern industries from primitive methods. Inventions developing spinning — spindle, whorl, distaflf, spinning wheel, spinning jenny, water- frame, ring spinner, mule. PREVOCATIONAL TRAINING FOR GIRLS '^^9 Inventions developing weaving: Hand loom. Colonial loom. Power loom. Flax and ramie. Comparison of flax and ramie as to production, man- facture, microscopic structure, properties, uses. Domestic and imported linens. Linen fabrics. Identification — names, characteristics, colors, price per yard, width, weave. Uses. Collection of standard linen fabrics. Silk. Source of fiber. Kinds — cultivated and wild. Silk industry — silk worm culture, preparation of silk for weaving, weaving and finishing of cloth. Microscopic examination of fibers. Properties of fiber. Adulterations. Substitutes — mercerized cotton, artificial silk. Silk fabrics. Identification — names, characteristics, colors, price per yard, width, weave. Uses. Collection of samples of standard silk fabrics. Mixture fabrics. Identification — names, characteristics, colors, price per yard, width, weave. Uses. Chemical study of textile fibers. Composition of cotton, wool, silk and flax. Identification tests. Solubility tests. Color tests. Relation of pure fibers to the quality of fabrics. Quality of the fabric as a factor in the value of the gar- ment. Movements for pure textile laws. 800 KBPOKT OF SCHOOL SURVEY Brief Course in Millinery. Introduction. Purpose of course. Consideration of the principles underlying the selec- tion of hats. Consideration of the economic returns of making hats at home. Designing and construction of hats. Principles of design as applied to the selection of hats. Appropriateness for costume. Suitability for purpose. Requirements of the season. The street hat. The dress hat. Design suited to the individual. Consideration of shape of head and face, coloring of hair and face, personality. Cost of hat's' in relation to selection. Earning accomplished by making hats at home, by trim- ming untrimmed shapes. Renovation of used fabrics and trimmings as a factor in the cost of hats. Construction of hats. Alteration of shape of hats — slashing of brims, lowering and raising crowns, cutting down brims. Wiring of frames. Covering frames — covering brim and crown, facing of brims, bindings, etc. Renovation of trimmings — renovation and cleaning of fabrics and flowers, washing and curling of plumes, mirroring of velvet. Making of hat trimmings — flowers, bows and ornaments. Trimming hats. Lining hats — fitted and shirred linings. Standards for judging hats. Workmanship. Appropriateness of design for use and for wearer. Value of the product in relation to cost of materials. Course in Dressmaking. I The aim of the dressmaking course is the same as that of elementary dressmaking — 'teaching by means of the project PREVOCATIONAL. TRAINING FOR GIRLS 801 certain principles and processes in technique fundamental to a knowledge of clothing construction. The essential steps in the analysis of the project are the same. The advance over elementary dressmaking consists in the use of technique and processes suited to the handling of wool and silk fabrics. The projects: suggested are: the wool dress, or the wool tailored skirt and the silk waist. Course in Home Management. a. Review of Foods and Cookery with background of chemistry. b. The Family Budget. c. Household Accounts. d. Home Training of Children. e. Civic and Social Responsibilities. a. Review of Foods and Cookery. Introduction. Groups of lessons of previous course. Underlying principles of each group. Relation of chemistry to physiology and to food preparation. Food preservation. Causes of decay in food materials. Methods of food preservation. Preservation of fruits, vegetables, meats, eggs. Brief series of lessons following topics! of earlier course, emphasizing principles of food preparation including chemistry, and involving on the whole more difficult manipulation than in previous course. b. The family budget. The family income. The typical family. Meaning of family income. Average wages and salaries in local community. Average incomes in local community. Needs of the family demanding a share of the in- come. Meaning of an income sufficient for "physical effi- ciency." 803 EEPOET OF SCHOOL SUEVBY Meaning of an income sufficient for "social effi- ciency." Necessity for wise expenditure of the income. The budget system. Its value in business management of the home. The divisions of the income. Food. Shelter. Operating expenses. Clothing. Incidentals. Advancement. Education. Religion. Savings and investments. Food. The food requirement of the individual. Function of food in the body. Function of each of the food principles'. The basis of calculating the food re- quirement. Conditions increasing the need for food. Methods of measuring the food require- ment. The use of the calorie as a unit of measurement. The fuel value of food. Calculation of the fuel or food value of individual servings of food. Determining the food value of a meal. The maintenance, or energy requirement. The resting requirement for men and women. The variation for different degrees of muscle activity (work). The standard or 100-calorie portion as a basis of estimating the food value of the day's meals. Discussion and comparison of the 'standard portions of various food ma- terials. PREVOCATIONAI^ TRAINING FOR GIRLS 803 Preparation of table of 100-calorie por- tions. Estimation of the energy value of a day's meals, using 100-caIorie por- tions as unit of calculation. Determining the food value of a meal, using the 100-caIorie portion as the basis of cal- culation. Preparation and serving of dinner. Tabulation of food values — estimation of fuel value based on 100-calorie por- tions. Discussion of dinner. Cost of Food. The food requirement as a basis for estimating the minimum per capita cost of food per day. Analysis of the food requirement. Energy requirement. Protein requirement. Inorganic requirement. Energy requirement. Factors influencing the energy re- quirement. Muscle work. Age. Protein requirement. Food materials rich in protein. High and low protein standards. Estimation of daily protein re- quirement in different protein food materials. Inorganic requirement. Food materials as sources of min- eral salts. Analysis of day's menus to illustrate balanced and unbalanced diet. Balanced diet. Unbalanced diet. High in protein, in carbohy- drate, in fat; low in mineral salts. 801 REPORT OF SCHOOL SURVEY Planning of balanced menus for specified family. Estimation of day's meals as planned, in terms of 100-calorie portions. Energy requirement. Protein requirement. Energy furnished by fat. Calculation of energy and protein re- quirement for above specified family, and comparison with value of meals planned. Adjustment of plan for meals to food requirement of specified family. Computation of cost of above meals. Calculation of cost per capita per day. Calculation of cost per man per day. Adjustments of previous menus as planned, to meet adequate food re- quirement at minimum cost. Plan groups of adequate meals at mini- mum cost. Preparation of meals as planned. Discussion of previous meals. Summary of essential considerations in planning of day's meals. Relation of diet to under-nutrition, over-nutrition, constipation, etc. Application of foregoing principles to preparation of meals by students in groups of two or three. Plan for day's meals at specified cost, with emphasis on economy of time and labor. Preparation of dinner. The typical family. Calculation of annual food cost for typical family. Relation of eost of food to different incomes. Review of divisions of the income. Shelter. Adequate shelter for typical family. PREVOCATIONAIi TRAINING FOR GIRLS 805 Cost of shelter. Rent. Prevailing rents. Rent as a per cent of income on in- vestment. Expenses of ownership. Interest on investment. Taxes. Insurance. Repairs. Depreciation. Renting versus owning one's home. Cost of shelter as related to different in- comes. Clothing. Standards for clothing requirement. Physical requirement. Social and esthetic requirement. Variations for different occupations. Cost of clothing. Factors affecting cost. Occupation. Social environment. Economy in buying. Elimination of labor cost through home manufacture of clothing. Relation of cost of clothing to different incomes. Operating. Items included under operating expense. Fuel, light, water, ice. Service, cleaning supplies, small re- pairs, replenishing of small equip- ment. Carfare, stationery, postage. Cost of fuel, light, water. Cost of service. Home versus commercial laundry work. Labor-saving equipment as substitute for service. 806 EB3P0ET OP SCHOOL SUEVBY Specific cleaning processes. Removal of spots and stains. Removal of tarnishes. Renovation of wood surfaces. ' Cost of operating in relation to different in- comes. Advancement. Meaning of advancement. Education. Recreation. Benevolences. Savings. Saving in relation to physical and social efficiency. Insurance. Investments. Planning for advancement in the budget versus drifting. Summary of budget discussions. Points for emphasis. Income for physical efficiency. Minimum cost for physical efficiency of: Food, clothing, shelter, operating and incidentals. Incomes of working men, skilled artisans and professional groups. Responsibility of society for a wage provid- ing for physical efficiency. Meaning of a minimum wage. Income for social efficiency. Social value of social efficiency. Margin for advancement. Value of budget-making and household accounts. c. Household accounts. d. Home training of children. Introduction. The rights of the child. The right to be well-born. The right to good physical care. PKEVOCATlONALi TRAINING FOR GIRI^ 807 The right to be educated. The right to play. The responsibility to children of mothers and fathers, of brothers and sisters. The responsibility to seek the companionship of children, to become companionable with children through learning their interests, enjoying things with them, respecting them, dealing justly with them. The responsibility of guiding the physical, mental and emotional development of children. Factors in the development of children. The child's wants or needs. The need for facts and experiences — the reason for the constant questions of children. The need for beauty — enjoyment of pleasing colors, sounds, formsi tex- tures. The need for social participation^the taking part in the activities around him. The contribution of grown-ups. Intelligent physical care. Intelligent thought and efifort to help in increasing the child's knowledge and experience — patient answering of questions, careful selection of toys and games, planning excursions, etc. Providing colors,, music, pictures, con- tact with nature, to develop taste and appreciation. Care to allow children to help, to do all they can of the home work, care to develop self-control, unselfishness, desire to please, habits of courtesy, sense of obligation to others — these for the future development of the spirit of co-operation in family and community effort. Pertinent questions. What playthings and why? 808 REPORT OP SCHOOL SURVEY What books and why? What music and why? The responsibility for providing educational opportunity and vocational counsel. The need for trained parenthood. e. Civic and social responsibilities of the family. Responsibility for maintaining an efficient home. Co-operation for enforcement of public health and wel- fare ordinances and regulations. Co-operation for establishment and support of educa- tional, recreational and benevolent agencies. Civic and social responsibilities of the home-maker. Community activities in which home-makers are taking part. Gain to the home from the home-maker's participation in community activities. Improved conditions of living brought about through community activities of women. Present day ideal of the representative home-maker. The economic importance of the home-maker. (B) Recommendations for Home Training and Other Prevocational Courses in the Intermediate School. Discussion of the plan and purposes of the intermediate school, of the manner of articulation with the elementary school, the high school, and the technical high school, and a general outline of the pro- posed course of study are included in chapter five. The purpose of this section is to discuss a little more in detail the plan for prevoca- tional courses for wage-earning occupations, and to indicate the artic- ulation with the vocational courses for girls and young women in the technical high school. Prevocational Training. The course of study proposed for the intermediate school provides for boys and girls alike, in the seventh and eighth years, three hours daily devoted to regular grade subjects, reading, written and spoken English, arithmetic, physiology and hy- giene, geography, history and civics ; one hour each day for assembly, music and physical training; and two hours daily for electives ar- ranged in two groups. The first group, or Plan I, is designed to give definite prevocational training and provides short unit courses in in- PEEVOCATIONAIi TRAINING FOR GIB,LS 809 dustrial, commercial, household and agricultural arts, designed to re- veal the taistes and test the aptitudes of boys and girls for different fields of wage-earning employment, and thus to lead to intelligent selection of high school work. Pupils who have completed the sev- enth and eighth years, including eight of such unit courses, proceed to the ninth year of the intermediate school or to high school or to the ninth year of the technical high school, as their capacities, leanings and needs direct. Plan I includes, for the seventh and eighth years, drawing two "hours daily, and four ten-week unit courses of eight hours per week, to be chosen from commercial, industrial, household and agricultural arts. All girls electing Plan I will choose in the seventh year House- keeping and Garment-Making I from the household arts group, and in the eighth year all girls will choose Garment-Making II and Home Management from the same group. These home-training or household arts courses are outlined in the section, Recommendations for Home Training in the Elementary School. Two other short unit courses will be chosen by girls each year. A considerable number of courses are open to both boys and girls. Some girls will choose courses in the industrial and agricultural arts groups. Probably, however, the larger number will elect courses in the commercial and household arts groups. The courses other than those required of all girls which lead most directly to the courses of study for wage-earning- occupations offered in the technical high school are : typewriting, commercial arithmetic and accounts, home-nursing and lunchroom or large-quan- tity cookery. The titles of these courses suggest their content. Fuller details as to the topics taught in a course in Home-Nursing arc suggested in the outline for home-nursing given in the preceding sec- tion. The course in Lunchroom or Large-Quantity Cookery must be worked out in connection with the lunchroom which will be needed in the intermediate school. The plan for such a course would contem- plate the preparation in the foods and cookery laboratory of food needed in the lunchroom, in the necessary quantities. It would in- volve such an arrangement of work for the individual girls that each would secure training and experience in a selected number of. proc- esses. The danger in such courses is that the girls may be required to repeat operations unnecessarily, due to the demands of the lunch- room. General Training. The second group of courses, or Plan II, is designed to give general training and provides for a wider election than is offered in the seventh and eighth grades at the presfent time. It offers, as electives, modern languages, English literature, general 810 EEPOET OP SCHOOL SUEVBY science, and courses from Plan I, and is designed for pupils who are planning to enter the regular high school. Pupils completing the eighth year, including electives chosen from Plan II, continue in the niiith year of the intermediate school or proceed to the ninth year of the high school. Plan II includes, for the seventh and eighth years, drawing two hours daily, and a choice of eight hours daily divide4 between two subjects chosen from English literature, modern languages, general science, and commercial, industrial, household and agricultural arts. Girls will choose one home-training course and one other subject each, semester. The program for the ninth year of the intermediate school is the same program as that for the seventh and eighth years in the matter of time distribution. The subjects offered are those of the ninth year of the regular high school, together with a larger number of elective courses. The courses from the home-training course of study in- cluded in the elective group are drawing and design, and elementary dressmaking. Topical outlines for these courses are given in the pre- ceding section. Part II. Vocational Training for Girls and Young Women. Recommendations as to Courses of Study in the Technical High School. The following section includes somewhat of discussion and ex- planation of the courses of study for girls and young women outlined in -Chapter 5. These courses of study are designed to meet the needs of young women who are preparing for wage-earning employment in commercial work, salesmanship, the custom sewing trades, garment- making and power machine operating, catering and lunchroom man- agement, and as junior or attendant nurses. In each plan, the work of the first two years is designed to prepare for immediate employ- ment. The work of the eleventh and twelfth years is somewhat more technical in character, includes general courses for general education values, and is planned to prepare for employment at levels and under conditions promising larger opportunity in the way of growth and advancement. Recommendations for the technical high school include an eight- period day. Each course of study proposed is built around a series or sequence of laboratory courses dealing with the subject matter and VOCATIONAL TRAINING FOE GIELS 811 technique of one of the wage-earning occupations. One-half or more of the school day is devoted to these -technique or "trade" courses, while the other courses recommended for each program, especially in the ninth year, are chosen with special reference to the central series of vocational courses. The difference between such a series of vocational courses and the earlier prevocational course consists in a difference in aim, in con- tent, and in organization. The controlling purpose throughout is the production of a degree of skill, and the development of a measure of understanding oi commercial conditions essential to successful em- ployment in the lower levels of certain skilled occupations. Hence, in such courses, a greater emphasis is placed upon standards of work- manship. Provision isi made for a considerable amount of repetition, as necessary for the production of speed and superior technique; progress is measured by comparison with commercial products and standards, and wherever possible by the sale of the class product; and ^the organization of school shops and workrooms is planned to approx- imate as far as possible the conditions of work in the occupations. The work and workrooms of the garment and dressmaking classes can be conducted much after the manner of commercial employment. The classroom for power machine operating can be so arranged and so managed as to provide conditions resembling the factory. The school lunchroom provides actual commercial conditions for students pre- paring for catering and lunchroom management, and the school can provide satisfactory conditions for commercial work. But, in order to provide the necessary opportunities for experience in salesmanship and in practical nursing, it is necessary to secure the co-opeiation of stores, and of such agencies as children's homes, welfare clinics, homes for the aged, etc. The remainder of this section deals with a discussion of sales- manship, and with explanations as to the content of the vocational courses in each proposed course of study, and of such other courses as need to be especially adapted for correlation with the vocational courses. Commercial Wdrk. Discussion and outlines of the course of study for commercial work are included in Chapter 5. Salesmanship. Training for Salesmanship. It is safe to say that in St. Paul more than 7,000 persons are em- ployed in some capacity in retail and department stores as clerks or as 813 REPORT OP SCHOOL SUEVBY salespeople. This is the largest single line of employment among all the different vocations of the cjty and shows the importance of giving training in salesmanship in order to help the ambitious and promising among, this large group of wage-earners. The merchants of St. Paul realize the need of salesmanship train- ing for their employes. There have been commendable beginnings made by a few large stores in the training of their own salespeople which have stimulated interest in the matter. Everywhere the pro- posal of the Survey to establish courses in salesmanship in the public schools of the city met not only with the hearty approval of business men, but with promises to co-operate by giving the use of their stores for the practice wxirk which high school pupils must get as a part of their training. Nowhere has the proposal met with such auspicious commendation and assurances of help as in this city. With such backing, the plan proposed in this chapter is sure to succeed. Thus far no courses in salesmanship have been offered in the pub- lic schools of the city. The commercial courses have been confined to the education of clerks in such subjects as stenography, typewriting and bookkeeping, although for every person employed as a clerk in St. Paul, persons are engaged as salespeople of one kind or another. The rapid growth of the movement for training salespeople, however, has brought home to educators the desirability of salesman- ship as a school subject. There are four types of classes for the education of salespeople: A. High school classes for those who are preparing to go into the store work. These classes should be held in the Junior and Senior years. B. Part fime extension classes for young workers in the stores, instruction being given on the employer's time. C. Evening classes for adult salespeople. D. Classes for employers such as might be given under the aus- pices of the Extension Division of the University of Minne- sota. § 1- High School Classes in Salesmanship. The keen interest of high school principals and teachers in the in- troduction of this new subject into the course of study is due to a number of reasons. They are realizing the large field of employment which salesmanship offers to promising young people. They see that VOCATIONAL TKAINING FOE GIRLS 813 for bright, energetic boys and girls, a career as a salesperson offers even better opportunities for quick promotion and desirable wage than some other lines like stenography, for which high school is already giving preparation. They recognize that the way to hold many young people who now drop out of the high school is to enrich its work with a wider variety of courses appealing to their interest and ability. Many young people would gladly remain through the four years if they could see some- thing in the future courses that would help them directly in wage- earning or which they have the interest and ability to finish success- fully. Many of those who now choose typewriting, bookkeeping and stenography fail because they have not the particular ability to suc- ceed in such work. Many drop the general course or the college pre- paratory course because they want something to do. This is apt to be true particularly in the adolescent age when boys and girls tire of "too much book knowledge" and feel that in "something to do" they would find the wisest use of their time. School men are coming to realize also that salesmanship courses in the high school tend to keep pupils in ischool longer. The money earned in the practice work as junior or special salespeople on Satur- days, or during Holidays or vacation or at other regular periods dur- ing the course which is required as a part of the training, makes it possible for those, who would otherwise have to leave school, to finish the course successfully and gain the valuable asset of a high* school diploma. Another great reason why the courses in salesmanship hold those who would otherwise drop out is that the work combines practice and theory from the start and the demands of the store practice furnish the interest, the motive, the base on which all the instruction in the class room in such subjects as English, mathematics, economics, tex- tiles, color work, advertising and merchandise is built. Psycholo- gists are agreed that this is the best way to get interest and applica- tion in any subject. One of the largest benefits of salesmanship training in the schools is the opportunity it gives to select young people for their vocation properly. The pupil in the high school who selects this course nat- urally, does it because he wishes to go into this particular line of em- ployment. This in itself means a better worker and a more earnest student of the business. Through the practice work in the stores done in connection with this course, young people have a chance to try out different departments and to be tried out in different depart- 814 EEPO&T OF SCHOOL. SUEVET ments. The teacher and the store executive in charge have an oppor- tunity to see whether this is a wise selection of an occupation for the individual pupil. Parents also have an opportunity to study the ad- vantages and disadvantages of this kind of work while the pupils are still under the control of the school. If a pupil really likes the work even though he is not fitted for it, the teacher can strengthen the weak places and often make a valuable member of the comqiunity of one who without this direction would belong to the class of drifters. The right to a fair start in life is coming to be recognized as part of a democratic system of education. Experience is of course a great teacher — probably our greatest. Salespeople get most of their train- ing in the store service and probably always will. We need the school to give them at least a fair start. It is not giving young people a fair start to send them into our complicated retail business where they must learn it entirely through hard knocks, to pick it up more or less by chance as the result of many years of untrained experience to serve for many years as a salesperson without the proper conception of what it all means. Instead of entering a store with some knowledge of its organiza- tion and of the qualities needed for success in the particular work to be done ; with some conception of the demands and opportunities and advantages of store service; with some idea of the standards which ambitious young people should follow; with the dignity that comes from an appreciation of the worth of the calling for which one has been properly trained, we have sent our young people entirely untrained to the stores. Failing largely because of proper understanding of the business and their part in it, they have in too many cases become part of the drifting group of incompetent and discouraged ones, constantly hired and fired from both the large and small stores, Salesmanship training can be made very practical. The organ- ization and methods of the modern store with its need of special sales persons at certain seasons and at special sales, makes it possible to get employment for all the pupils on pay for a part of their time while attending the school. Indeed it is not possible to give instruction in salesmanship properly unless local stores are willing to co-operate in this way. Wherever this co-operation cannot be secured, no attempt to establish a course in the high school should be made. The use of the stores themselves as a training laboratory gives an advantage that cannot be over-estimated. They are the best, in fact the only place where practice work of any value can be taken by novices. With the stores so used, no artificial scheme needs to be attempted in the school. With the proper co-operation of the store people, opportunity will be VOCATIONAL TEAINING FOR GIELS 815 given every pupil to find out in a practical way such as no artificial scheme could afford, first whether the worker is fitted for salesman- ship and second whether he is fitted for the specialized work of this, that or the other line of merchandise within the store. Aside from every other consideration, the discipline of the store to which the pupil-salesperson must conform in adjusting himself to customers, co-workers and people in authority, is of inestimable value. Salesmanship offers rich opportunities to teach the subjects com- monly called "cultural" in a more effective way than by the use of the book alone. This is shown in the discussion on the course of study which follows and which will not be repeated here. Aside from the personal benefit received by those properly trained in salesmanship and from the advantages undoubtedly gained by the store through better trained employes, it must not be forgotten that the public is vitally interested in the improved service of the modern store which has become such a large factor in the promotion of better taste and refinement in modern life. The high school classes in salesmanship should be held in the new technical high school which this report recommends be built. In this way St. Paul will have a very unusual advantage over cities where it has been necessary to put the salesmanship work in the reg- ular high school and where difficulties with regard to the credit to be allowed for store practice and the adjustment of the pupil's daily schedule to the need for time off in order to get store practice at dif- ferent periods and seasons has often greatly hampered the work. In a technical high school where salesmanship will be recognized from the start as a vocational course and where there will be other voca- tional courses in some of which part time instruction of wage-workers will be given, this course for prospective salespeople will have a chance to develop here such as it has not as yet enjoyed in any other city. In a technical high school with its different point of view, its longer day, its flexible courses, all sorts of adjustments as to the store practice time of pupils in salesmanship can be made without interfer- ing too much with the regular program. Such a school must neces- sarily be near the business district so there will be little time lost in passing between school and store. The entrance requirement to this course should be that the pupil has finished the first two years of work in some high school either general or technical. Before being enrolled for the course, the rea- sons for the choice of it by the pupil should be discussed with the director of the salesmanship training. The nature of the work should be explained. Also the wages, the chances for promotion. 816 RBPOET OF SCHOOL, SURVEY The course as has already been stated should be offered in the junior and senior years only. Ernployers realize more and more that older and more mature workers are needed for the important work of selling. With the course open only to those who have completed the sophomore year, the pupils are not ready to finish the training and take permanent positions until they are about eighteen years of age, when they are old enough to realize the importance of the work and to take it seriously from the start. Merchants must make the positions worth while if they wish these high school graduates prepared to enter salesmansbip as a trained profession. They must also remember they are in competition with ofifice positions for which these young people might have been trained if selling did not seem attractive to them, and must fix the re- muneration accordingly. In many cities after trying these high school seniors in the part-time work, the merchants have been only too willing to agree on a minimum wage for those who have success- fully completed the course and who have shown their ability as sales- people to the satisfaction of the stores and the school. It is also recommended that a uniform wage be agreed upon for the days of practice. If this is not done, there will be a desire on the part of the pupils to go only to those stores paying the higher wage. As it is well for them to get a varied experience so that all may decide their future work wisely, this uniform wage arrangement makes no distinction and the workers are placed in one store as easily as an- other. The school does not act in any way as a placement bureau. Pupils should apply for a position directly to -the store. This they should do at the very beginning of the practice work. When the order comes in from any store for a certain number of girls or boys, they should be sent to the employment office to be selected and judged as though they were really seeking a position. If for any reason such as personal appearance, general cleanliness, courtesy or ability the employer thinks he would not engage the candidate, it is well to have the lesson learned right there. Slowly but surely by such experiences, these young people learn the lesson of what standards they must meet, while the school is still in a position to help them profit by the lesson in every possible way. The arrangements for the time of practice work at the stores is perhaps the most important problem to be met. In considering the practice work one must always consider the days and seasons on which the stores need extra specials. In a vocational course it will be possible to let the pupils go at the times when the stores most need VOCATIONAL TRAINING FOR GIRLS 817 them. This will give them more normal conditions for work, more chance to show what they can do and it also makes for the stores a permanent force of junior specials from which they can draw when needed. In St. Paul, the days when the stores need extra people are Saturdays and Mondays. In the technical high school, it will be pos- sible to organize the course iso that the pupils will be free to take their practice work on these days when needed. In fact a certain amount of practice work will be required as a necessary part of the salesman- ship course. The month of December and a week or ten days before Easter will be times when the pupils can get consecutive experience. This has special value because each pupil theq.'will be more responsi- ble for a certain definite piece of work from day to day and can watch improvement and development. The consecutive days of experience are as important as the Saturdays and Mondays, and time and credit must be allowed for this. As the work progresses and the stores learn how to do their part, more specialized training can be given. For instance, instead of ask- ing for forty or fifty pupils for a special season, a well organized store can designate so many needed for jewelry, for handkerchiefs, for toys, for neckwear, ett. This will make it possible for the teacher to pre- pare in special merchandise subjects and enrich the course. The girls can also be given time to go to the stores for instruction by the head of the department or anyone whose business it is to instruct in this work. When it is known, as it always is in the fall, that extra girls are going to be needed, the number needed can be sent to the teacher. These girls can go to the employment office and when accepted can then give three or four afternoons from three to five o'clock for spe- cial instruction on the system in that store. If they are to go into cashiering positions, the system and policy instruction is all that is necessary. Later on when they are prepared for the selling positions, special instruction in merchandise should be given. If this plan is carried out and the girls can be working on Saturdays and sometimes Mondays through October and November, when December comes they then have the great advantage of being ready and trained for the work they are doing. The day after Christmas, many specials are discharged, but with this part-time plan these specials can go back to school strengthened and ready for better school work. The ultimate aim of the work is to give through the specialized education a broad general education, that is, the attempt is made "to train the all-around individual." The immediate aim is to train boys and girls for this special kind of work. 818 EEPOET OP SCHOOL SURVEY A reading of the course of study outlined below will show that all the dififerent subjects studied connect either with the life or the occupation in which the pupil is interested and which he is beginning to follow. This is illustrated by the description of the comment on a number of subjects in the course which follows: English. One cannot go to work in the stores without realizing the need of good oral English, of a large vocabulary, of ease of expres- sion, a well-modulated voice and good descriptive ability. When these'needs are taken up in connection with merchandise or service or with any activity of the business in which the pupib get their practice work, much eager interest is shown. The English work which before has in many cases been tione half-heartedly becomes at once one of the most vital of subjects. The textile course has not only direct bearing on the merchandise sold but a large personal value to the girls who are the future pur- chasing agents of homes. If they know kinds and grades and there- fore value, they can not only help the customer to purchase more intel- ligently and therefore more economically, but will be able to do the same for themselves. Commercial geography and colonial history are a vital part of the textile course and take on a new interest and signifi- cance when taught in connection with it. So with the chemistry of textiles. Textiles afford the best opportunity to teach girls princi- ples of taste and good judgment in the selection of color and design for dififerent situations. The textile course also enriches the English course by giving the girls subjects to write about which are not only interesting' to girls in themselves but definitely and closely connected with the pratcical work they are doing in store and classroom. Con- stant practice in the selection of textiles to illustrate principles calls for judgment and clear thinking. Deducing principles from experi- ence trains them to think, which is true education. Pages could be written on the education that comes through the study of all the different kinds of customers, of the daily practice in this laboratory which may be compared to any other laboratory so far as training "goes. For instance, if the pupils have begun to think on all the many problems connected with selling, each sale becomes an experiment, the observation and inferences follow, and this repeated day after day and many times a day trains the judgment. No one can give a rule, or a plan for the exact treatment of any one customer at a given time. It is only by this training of the mind, of the judg- ment, that this can be done. VOCATIONAL TRAINING FOK GIELS 819 §2. Other Classes in Salesmanship. The limits of this report will not permit discussion of these classes. Attention is called to the brief discussion of evening courses in the subject given at the close of Chapter V, § 4, on the evening classes recommended for the public schools. The problem of part time classes for young workers already employed in stores is after all that of giving as much of the subject matter outlined below for high school pupils as the time given by these workers to the class will per- mit. Hence the same outline should serve for both types of classes. §3. The Teacher. Lastly, great emphasis must be placed on a well-equipped spe- cially trained teacher for this particular kind of work. Salesmanship deals with a broad training of the mind. As all the work requires constructive ability, better results are obtained if we have a teacher with broad education who has also had special training in the business as the result of daily work in both large and small stores. Some schools in the past have tried taking the teacher from the school, or a sales person from the store to teach the salesmanship course. The teacher has not been successful because she did not understand the needs of the stores, the positions and organization, and was not used to working with business people. On the other hand, the sales per- son, no matter how good in her own particular field, has not had the preparation for teaching. She does not know how to present the subject. Above all, she does not know how to lead discussion. The best results have been obtained by teachers of broad experi- ence and education, who have taken special training in the business. They then combine practice knowledge with constructive leadership necessary to the proper development of the course and the proper education of its pupils. Too much stress cannot be laid on the im- portance of beginning with such a teacher. It is far better to wait until the work can be developed and organized by one who can handle successfully store work and school work than to begin, as has often been done with those poorly equipped. This leads to lack of confi- dence and in the end defeats the purpose of the course. 820 REPORT OP SCHOOL. SURVEY The teacher must work with the employer, employe and the school authorities in developing the work. This cannot be done un- /ess the teacher has had extensive and successful store experience. The subjects must be presented in the right way. Time must be given for follow-up work, consultation with the employer and obser- vation of employes in stores. Careful records must be kept of the work done and the progress made by the pupils. When salesmanship is carried on in a city having a large number of pupils taking the course there should be one director or co-ordinator who would keep in constant touch with the stores and know what positions are open to specials and assigning such' specials to different stores on request. Practically the only expense in a course of this kind is the spe- cially trained, well-equipped teacher. The laboratory is the store, the equipment the merchandise, which can be studied in the store or bor- rowed from the store to be studied in class. The instruction coming out of such a course as has been outlined, will be more vital and sound because it will have come out of the pupil's own experience. There is not so much effort of memory and mechanical routine as in book subjects. When subjects-studied are so close to occupation, live interest and intelligent enthusiasm naturally follow. Out of such ex- perience and such work there comes a discipline which is invaluable to the individual. Suggested Courses of Study fo'r Salesmanship in the High School. A two-year course suggested for pupils in the junior and senior classes in the St. Paul high schools. Junior Year — Course of 40 Weeks — 7 Periods a Week. Principles of salesmanship 2 periods Laboratary practice in stores — 1 day's work counts for. . 2 " Textiles, including color and design applied to textile, fab- rics, clothing, house furnishings 1 period Merchandise — other than textile fabrics 1 period Hygiene ) Business arithmetic) 1 " Related academic subjects which I think should be correlated with salesmanship. Commercial geography 1st term Industrial history 3nd term A language or a science. English. VOCATIONAL TRAINING FOR GIRLS 821 Senior Year — Course of 40 Weeks — 7 Periods a Week. Salesmanship 4 periods This includes credit for laboratory practice in stores. Textiles 2 periods Merchandise other than textile fabrics 1 period Related' academic courses: Economics. A language or science. English. ABrief Explanation, of the Suggested Course of Study. Principles of salesmanship included for Junior Year : Introductory lessons in store organization. Store system and practice in making out saleslips. Oral reports and discussions of pupils' store experiences. Principles of salesmanship for senior year includes : The analysis of a sale and other topics. Demonstration sales. Reports and discussions of store experiences. Textiles, see outlines on textiles and color and design. Merchandise, a suggestive outline is given, page 199. Other merchandise could be taken up in a similar way. China, pottery, glass. Kitchenware. Jewelry. Gloves. Boots and shoes. Knit goods, hosiery, underwear, etc. For other courses, see following outlines: Salesmanship Subjects. 1. Store organization. Evolution of a department store. Distribution of work in department store. Relation of division of work, one to another. 2. Store directory. 3. Approaching a customer. 4. Care of stock. 5. Presentation and selling points of merchandise. 6. Closing the sale. 822 EEPOET OP SCHOOL SUEVBT 7. Service. 8. Suggestive selling. 9. Advertising. Aim and forms. Methods. 10. Store system (see outline on store system). 11. Control of waste. 12. Demonstration sales as often as teacher considers necessary. Store System. Importance of accuracy and legibility on saleslip. Significance of the parts and need for printing on slip. Sale to be, made out — cash delivered — payment by check; payment by money order. Sale to be made out — cash send. Discussion of delivery rule within and without Minnesota. Parcel Post — express. Use of special delivery sticker (rush or immediate). Use of "Special Messenger." Sale to be made out — Charge delivered with coin; charge delivered without coin. Discussion of the opening of an account — deferred charges; em- ployees' charges. Sale to be made out — ^charge and send to same person. Discussion — sending goods on "approval" — memo, charges. Sales to be made out — charge to one, send to another, charge to one, send to another, purchased by third. Sales to be made out — exchanges, even exchanges, uneven. Discussion of refunds and credits. Sales to be made out — ^C. O. D. ; C. O. D. allow examination. Sales to be made out — part payment C. O. D. Discussion of deposits and advance payment. The use of the shopping card (till, transfer or traveler). Discounts — retail loss. Discussion of future date sales. Special orders promise slips. Review sales requiring floor manager's signature. Textiles. General Outline : Introduction to the subject. 1. Importance of a knowledge of textiles. VOCATIONAL. TRAINING FOE GIRLS 823 2. Definition of terms. 3. Classifications of fibers. Evolution of spinning. 1. Simple demonstration. 2. Discussion of old wheels and modern methods. Evolution of weaving. 1. Brief discussion of history of industry. 2. Simple demonstrations. 3. Distinction between hand and power looms. Lesson on weaves. 1. 2. 3. 4. Wool. 1. 2. 3. 4. 5. 6. 7. 8. 9. Cotton, 1. 2. 3. 4. 5. 6. 7. 8. Linen. 1. 2. 3. 4. Simple. Twill. Sateen. Pattern. Wool-bearing and hair-bearing animals of value in textile industry. Commercial geography of wool. Characteristics of fiber. Discussion of shrinkage of wool. Brief explanation of manufacturing processes with help of pictures and samples of the material in different stages of manufacture. Distinction between woolen and worsted materials. Explanation of shoddy and other remanufactured wools. Study of finished product. Review. Importance of cotton historically, industrially, econom- ically. Commercial geography. Cultivation. Characteristics of fiber. Simple tests for quality. Mercerization and other special processes. Study of finished product. Review. Commercial geography of flax. Cultivation. Manufacturing processes. Differentiation of cotton and linen. 824 REPORT OF SCHOOL SURVEY 5. Study of finished product. Silk. 1. Commercial geography of silk. 2. Discussion of silk and simple tests. 3. Weighing of silk and simple tests. 4. Study of finished product. Getteral Review. Tabulated comparison of fibers. Less important textile fibers as jute, hemp, sisal, etc. Chemical and microscopical analysis. 1. Comparative study of textile fabrics under microscope. 2. Chemical tests. a. For animal fibers. b. For vegetable fibers. c. For wool and silk. d. For cotton and linen. Color. Introduction: The place of color in a salesmanship course. A. The source of color — illustrations with prism. B. The spectrum circuit. C. Six-stranded colors and intermediate hues. D. Families of color. . Review with merchandise. Color properties. A. Use and application of terms : 1. Hue. 2. Value, tint and shades. 3. Intensity. B. Review of 1, 2, 3 with merchandise. C. Illustrations from nature. D. Discussion of discriminating and tasteful use of color in dress. A. Subduing and neutralization of colors. 1. Addition of white or black. 2. Complimentary colors and their neutralizing func- tion. VOCATIONAL TRAINING FOR GIELS 825 B. Value of neutrals. 1. In ^backgrounds. 2. In effecting contrasts. C. Use of color tops in producing different degrees of intensity. Color combinations. A. As seen, in nature. B. Applied to dress. C. Illustrations of color harmonies. 1. Dominant. 2. Complementary. 3. Analagous. 4. Complex. D. Class report of color combinations observed. 1. In display of merchandise in windows and cases. 2. In costumes, millinery, etc. C. Critical discussion. Illustrative material used whenever possible. Color sales. A. Arrangement of colored fabrics. 1. Family groups. 2. Intermediate hues and standards. 3. In orderly series according to value. Colors as worn by different individual types. A. Demonstration with pupils. B. Analysis of color schemes suited to certain types. C. Distinction between warm and cool colors and their use with varying complexions. Costume combinations. Samples selected by each pupil for herself submitted for class dis- cussion, then mounted on colored background and labeled. Suitably emphasized. Review. Design. The place and function of decoration. Essential principles. Rhymth. Balance. Proportion. Unity. 836 REPORT OF SCHOOL SURVEY Principles developed through observation and study of laces, em- broideries, fabrics, etc. Study of Units. Symmetrical. Balanced. Geometric. Radial. Use of these forms in connection with house furnishings, wall papers, rugs, china, ceiling decoration, centerpieces, borders. Use of stripes, yokes of different shapes, panels, etc., in relation to dress for varying types of figures. Practical demonstration with members of the class. Study of hats suited to varying types in relation to : Features. Hair. Figure as a whole. Practical demonstration with members of the class, as in preceding lesson. Distinction between conventionalistic and naturalistic design. Pictures versus pattern. "Imitation is not art." Discussion of various supposedly useful objects: Vases, pincushions, clocks, sofa pillows, candlesticks, etc. Development of critical judgment through application of reason and common sense. Furnishings: Considerations of importance in furnishing a room. Exposure. Use. Dimensions. Color scheme. Simplicity. Sincerity. Expense. Students make application of principles of color and design in com- pleting and coloring the outline of a simple interior. Lecture on arrangement of different kinds of merchandise for show- case and window display. Study and application of principles in showcase and handwork shop. VOCATIONAL TRAINING FOE GIRLS 827 Art Museum : 1st hour — Stereopticon lecture by director of the museum on "Good and bad tastes in house furnishings." 2nd hour — Tour of museum. General Review. Merchandise. Note. — Millinery has been selected simply to show how the mer- chandise work is taken up. Introduction to the subject. 1. Discussion of the kind of merchandise sold by pupil and the problems that present themselves in a milli- nery department. 2. Information needed by a saleswoman in the millinery department. Material used in hat shapes. 1. Names of materials. 2. Characteristics of materials. 3. Advantages and disadvantages. 4. Talking points. The manufacturing of hats. (Visiting a hat factory if possible.) Hat trimmings. 1. Kinds of trimmings. 2. Talking points of each kind. 3. Trimmings suitable for shapes, purpose, customer. Information to increase the saleswoman's interest in her merchandise. 1. History of millinery. 2. Famous designers and milliners. 3. The trend of fashion. Practical concrete application of principles taught. Hygiene. I. Public hygiene. 1. Work of board of health. 2. Responsibility of citizens. II. Personal hygiene. 1. Bathing. 2. Personal appearance— care of clothing and person. 838 REPORT OF SCHOOL SURVEY 3. Ventilation. 4. The foot and footwear. 5. Constipation and menstruation. 6. Digestion and diet. 7. The nervous system. 8. Reproduction. III. Individual and class instruction in physical education as applied to the needs of department store workers. Budget Work. Taken in connection with economics. Meaning of budget. Value of budget for high school girl. Discussion of the spending of a week's wages. Proportionate per cent allowed for : Rent. Food. Clothing. Amusements. Incidentals. Savings. Purpose. Means. 1. Through individual care. a. In planning budget. b. In keeping cash account. 2. Through deposits. Class is taught to make cash accounts. The planning of a clothing budget for a woman earning the mini- mum wage. The planning of individual clothing budget of the members of the class. Arithmetic. The purpose of the work in arithmetic is, primarily, to dispel the -fear of the subject that many seem to possess. In this course, the processes are simplified and applied immediately to the actual daily situations. By so doing, the value of a certain amount of arithmetic is appreciated and a keen interest is created in the subject. VOCATIONAL TRAINING FOB GIRLS 829 Plan of Work. Addition. Analysis of number combinations and selection of difficult ones to study. Much drill given daily, tallies being used for problems. Multiplication. The few difficult combinations selected and applied at once on the saleslips. Subtraction. Taught as a form of addition and made practical in deducting credits. Division. Reviews in connection with fractions. Fractions. Meaning of fractional parts illustrated. Process of division reviewed and drilled upon. Fractional parts of yards, dollars and dozen, commonly met in store work discussed. Shop methods of computing fractions discovered and made auto- matic. Decimals. Interpreted as a grjjup of fractional parts whose value may be expressed in two ways. Equivalents of common and decimal fractions familiarized. Drill given in connection with ordinary fractional parts of a dol- lar. Percentage. Per cents interpreted as a group of fractional parts whose value may be expressed in three ways. Drill upon expressing the value of the per cent in either form de- sired. Application of principles of percentage to daily problems of: Commissions. Discounts. Profits. Reductions. Interests. - Personal cash accounts made out. Relation of expenditures to income studied. 830 REPORT OP SCHOOIi SURVEY Throughout the work, operations are shortened whenever possible and store methods of reckoning are emphasized. Dressmaking. In the course of study outlined in chapter V as training for seam- stresses and dressmakers, the plan for the ninth and tenth years is designed to prepare young women for employment as seamstresses in the custom dressmaking trade, beginning commonly at the minimum full wage. The program suggested for the eleventh and twelfth years is designed to furnish additional technical training, together with such a background of general education as will fit the young women com- pleting the course for independent work as dressmakers, following a sufficient period of experience in the trade. Throughout the first two years the work is centered around the courses in garment-making and dressmaking, supplemented by closely correlated courses in design, applied largely to dress design and dec- oration. The content of courses in garment-making and dressmaking con- sists of certain types of technique, of processes of garment construc- tion, and of a knowledge of materials as they are related to technique and construction. It has not as yet been fuljy analyzed, and is diffi- cult to put into clear statement. This subject matter is taught through a series of projects involving technique of different types and of varying difficulty. Successful planning of vocational courses in garment-making and dressmaking consists, therefore, in the choice of projects, in the allotment to each project of the minimum time neces- sary for achieving proficiency in the technique involved in the project and in the reality of the work as compared with actual trade condi- tions. ~ The choice of projects will be limited in a community by the possibilities of marketing the project. Garment-Making. In general, a course in garment-making in- cludes the technique associated with machine sewing, a knowledge of the parts and the joining together of simple garments, and of the processes of construction invloved in the making of simple garments, a knowledge of washable cotton and linen fabrics, and the technique of hand-sewing. Suitable projects for such a course are: all-over aprons, muslin undergarments, children's clothes and infants' wear. Dressmaking. In general, the essential content of courses in dress-making consists of a knowledge of cutting and fitting, of the qualities of dress fabrics as they limit design and demand special VOCATIONAL TRAINING FOR GIRLS 831 technique, and of the technique and processes of construction which are specific for different materials and different projects. Suitable projects are: simple dresses of firm, washable fabrics and of soft cot- ton or linen fabrics, tailored skirts, tailored wool dresses, silk waists and dresses. In the simpler projects, necessary repetition for skill may be secured through repetition of entire projects, and simple washable dresses find ready sale. In the projects involving the use of silk and wool materials, necessary repetition in practice is secured through a class organization similar to the apprentice plan of the dressmaking shops. The more advanced students meet customers, design garments, and do the cutting and fitting, while the sewing and finishing is given over to less advanced students according to their proficiency. Textiles. The outline for a course in textiles, suggested in a pre- ceding section — Home Training in the High School — will, in the main, serve as an outline for a course in textiles to supplement the courses in garment-making and textiles. The foregoing plan for the ninth and tenth year does not differ essentially from the plan of the two-year courses in dressmaking offered in the trade schools of iseveral of our larger cities. The pro- gram suggested for the eleventh and twelfth years is offered as a sug- gestion, in the belief that there is need of such a course for young women who can complete four years of high school work before enter- ing upon wage-earning employment. Garment-Making and Power Machine Operating. The course of study proposed in chapter V as preparation for em- ployment in the garment trades as power machine operators covers only the ninth and tenth years. With the exception of the courses in power machine operating, the vocational courses which are a part of the program are outlined in preceding sections of this chapter. Power Machine Operating. This course includes instructions in the use of the various kinds of machines employed in the manufacture of simple garments. The machines commonly employed in the man- ufacture of shirts and many simple garments are those for tacking, seaming, joining, serging, felling, hemming, button-sewing and but- tonholing. The overall factories use button-clamping machines. Hemstitching machines are operated by trained workers in many dressmaking shops. A complete course in power machine operating would provide instruction and experience in the use of these ma- chines. 833 REPORT OP SCHOOL SURVEY Catering and Lunchroom Management. In common with the course of study for seamstresses and dress- makers, outlined in chapter V, the proposed program for catering and lunchroom management includes a unit plan for the ninth and tenth years, designed to prepare young women for employment in the cook- ing or service departments of cafeterias, restaurants, etc. The pro- gram suggested for the eleventh and twelfth years has been outlined in conference with women employed as managers of their own or of other food service businesses, and is suggested as a means of preparing young women for management, after a period of experience in the various departments of the business. The titles of the courses proposed are largely self-explanatory. The Course of Study for Junior and Attendant Nurses. The program proposed in chapter V for the ninth and tenth years is designed to prepare young women for employment as mothers' helpers and caretakers of children. In addition to courses already outlined, the vocational courses suggested are: child study and prac- tice work in day nurseries, kindergartens, welfare clinics, etc. The courses adapted to the vocational ends of this program are : children's games, English including literature for children, story-telling and reading aloud ; design including handwork for children. Silimar pro- grams for training junior riurses are being carried out in girls' voca- tional schools. Young women completing such courses find employ- ment at wages of $25 to $30 per month, including laundry andsome- times uniforms. There is a growfng demand for practical or attendant nurses. The course of study suggested includes vocational courses previously discussed, and practice work as attendant nurses throughout the two years. The success of such work would depend entirely upon the cb- operatiop of philanthropic agencies rendering some form of nursing service, such as homes for the aged, the Salvation Army home, etc., and of such agencies as the visiting nurses' association and the wel- fare department of the Metropolitan Life Insurance Co., etc. It is believed, however, that some agreements could be made through which experience in bedside nursing, in the care of convalescents, and of invalids, etc., etc., could be provided. Competent attendant nurses find ready employment at $10 and more per week, this wage including also living and laundry. APPENDIX 833 APPENDIX. PART I. Detailed Courses of Study for Men. The' following- short unit courses are suggested as possible courses to be oflfered for men in the evening schools of Saint Paul. There are probably many others which need to be developed to meet the demands of different groups. As a principle of action, classes should be opened whenever a group of twenty-five people request in- struction in a specific phase of their day employment. Unit Courses in Automobile Repair and Construction might in- clude : 1. Elementary shop work in automobile repair and con- struction 50 lessons 2. Advanced shop work in automobile repair and con- struction 30 3. Lectures on frames and axles 5 4. Lectures on motors and lubricating 15 ' 5. Lectures on carburetors 5 6. Lectures on transmissions, clutches and steering gears 10 1. Short lecture course on ignition and magnetos 10 8. Short lecture course on starting and lighting 5 9. Advanced course on ignition and magnetos 25 10. Advanced course on starting and lighting. 35 11. Sketching, plan reading and mathematics for the automobile 20 13. Garage organization and management 10 13. Garage records and cost systems'. 10 14. Salesmanship of automobiles 10 15. Salesroom record and cost systems 10 16. .Advantages and disadvantages of different types of automobile devices and construction 10 17. Shop work on the drillpress 10 18. Shop work on the lathe 25 19. Shop work on the planer 10 20. Shop work on the shaper 10 834 EBPOET OF SCHOOL SUEVEY 31. Shop work on the milling machine 25 22. Shop work on jigs and fixtures 10 23. Shop work on tool grinding. . . ., 20 24. Shop work on grinder 10 35. Treatment of metals 10 Automobile Courses for Journeymen Machinists Who Wish Instruc- tion in the Repair of Automobiles. Elementary shop work in automobile repair and construc- tion 50 lessons Advanced shop work in automobile repair and construc- tion 30 " Sketching, plan reading and mathematics for the automo- bile 20 " Advanced course on ignition and m'agnetos ^ . . . 25 " Advanced course on starting and lighting 25 " Unit Courses in, Building Construction. 1. Shop work in house framing 10 lessons 2. Shop work in roof construction , 10 " 3. Shop work in stair building 10 " 4. Shop work in outside trimming and interior finishing 10 " 5. Mill room practice 10 " 6. Builders' hardware 5 7. Saw filing 5 " ■ 8. Mathematics for carpenters and bricklayers 20 9. Elementary sketching and drawing for carpenters and bricklayers 10 10. Elementary plan reading for carpenters and brick- layers 10 11. Taking off quanti.ties and study of building materials 10 12. Practical work in laying bonds for bricklayers 20 13. Practical work in building arches for bricklayers. ... 30 14. Specifications and details in wood , 30 15. Specifications and details in masonry 20 " 16. Specifications and details in steel 20 17. Advanced plan reading and estimating 10 18. The building ordinances of St. Paul 10 19. Time keeping and cost distribution 10 " 20. Figuring cost of small structures and city ordinances 50 " appendix; 835 31. Mathematics for cost estimators of large structures. . 50 " 22. Plan reading and interpretation of specifications for estimators of large structures 10 " 23. Study of materials of construction and city ordi- nances for estimators of large structures 10 " 24. Figuring costs of large structures under $100,000 30 " 26. Figuring costs of large structures over $100,000 50 " Unit Courses in Cabinet Making. 1. Bench work for cabinet makers , 50 lessons 2. Mill rooni practice 30 3. Inlaying and veneering ; 10 4. Hardwood finishing ' 10 5. Tool grinding (including special tools and cutters) . . 10 6. Saw filing 5 7. Cabinet maker's hardware 5 8. Mathematics for cabinet makers 30 9. Sketching, plan reading and taking ofif quantities for cabinet makers 20 Unit Courses in Drafting and Design. 1. Elementary architectural drafting 50 2. Advanced architectural drafting 50 3. Elementary sheet metal drafting 50 4. Advanced sheet metal drafting 50 5. Elementary interior decorating 50 6. Advanced interior decorating 50 7. Elementary drafting for stone cutters. . . .: 50 8. Advanced drafting for stone cutters 50 9. Elementary mechanical drafting and machine design 50 10. Advanced mechanical drafting and machine design. . 50 11. Structural steel design No. 1 , 50 12. Structural steel design and estimating design No. 3 . . 50 13. Mathematics and mechanics for machine draftsmen and designers 50 14. Sketching and blue print reading for machinists .... 50 15. Sketching, plan reading and mathematics for the au- tomobile 20 16. Elementary sketching and drawing for carpenters and bricklayers 10 836 REPORT OF SCHOOL SURVEY 17. Elementary plan reading for carpenters and brick- layers 10 " 18. Taking off quantities and study of building materials 10 " 19. Advanced plan reading and estimating 10 " 20. Plan reading and interpretation of specifications for estimators of large structures 10 " 31. Sketching, plan reading and taking off quantities for cabinet makers 20 " 22. Blue print reading and estimating of materials for electricians 10 " 23. Reading of maps, plans and specifications for outside construction work (electricians) 15 " 24. Sketching and layout work for plumbers 10 " 25. Plan reading and taking off materials for plumbers . . 10 " 26. Lettering for compositors ; 10 " 27. Free-hand drawing for compositors 10 " 28. Applied design for compositors 10 " 29. Color work for pressmen 10 " 30. Free-hand sketching for steamfitters 10 " 31. Plan reading and estimating quantities for steamfit- ters 20 " The above courses beginning with thirteen are short units of drawing blue print reading, design or color work required in different lines of work. They are given here to illustrate the character of drawing instruction desirable in evening classes. Unit Courses for Electricians. 1. Elementary mathematics for electricity... 15 lessons 2. Fundamental mechanical and electrical laws 20 3. The theory and use of instruments and batteries. ... 15 4. National electrical code rules and city ordinances on inside work with low voltage . 15 5. National electrical code rules and city ordinances on fittings and materials 15 6. National electrical code rules and city ordinances on inside work with high voltage 10 7. Blueprint reading and estimating of materials for electricians 10 8. Theory of D. C. and A. C. generators with national electrical code rules and city ordinances 15 9. Theory of D. C. and A. C. motors with national code rules and city ordinances 15 APPENDIX 837 10. National electrical code and city ordinances on the switchboard and its use. . ., 10 " 11. National electrical code and city ordinances on special subjects (such as fire alarm systems and moving pictures booths) 10 " 12. Mathematics, theory and. construction of D. C. gener- ators and auxiliary apparatus 10 " 13. Mathematics, theory and construction of D. C. mo- tors and auxiliary apparatus 10 " 14. Use and repair of D. C. instruments in testing 10 " 15. Operation and maintenance of the D. C. switchboard 10 " 16. Elementary course in the alternating current ... .' 10 " 17. The theory, mathematics and construction of the A. C. generator 15 " 18. The construction, testing and repair of A. C. instru- ments and motors. 10 " 19. The construction, testing and repair of A. C. trans- formers and auxiliary apparatus 10 " 20. The construction, testing and repair of A. C. convert- ing apparatus and switchboards 15 " 21. Mathematics and mechanics of outside electricial con- struction work 15 " 22. Reading of maps, plans and specifications for outside electrical construction work 15 " 23. Methods of handling men, materials and tools in out- side electrical construction work 10 " 24. Organization and cost keeping in outside electrical construction work 10 " 25. Treatment, handling and erection of pole line ma- terials 10 " 26. Methods of guying wires., poles and wires in outside construction 10 " 27. Safety devices and precautions for outside electrical construction , 5 " 28. Methods of excavating for conduits and manholes in underground electrical construction work 10 " 29. Laying and concreting conduits and manholes in un- derground electrical construction work 10 " 30. Methods of back filling and repairing in under- ground electrical construction work 5 " . 31. Special course in electrical meters 30 " 838 REPORT OF SCHOOL SURVEY Unit Courses Oflfered in Machine Shop. 1. Shop work on the drill press 10 lessons 3. Shop work on the lathe 25 3. Shop work o.n the planer 10 4. Shop work on the shaper. . . ., 10 5. Shop work on the milling machine 35 6. Shop work with jigs and fixtures 10 7. Shop work on tool grinding 20 8. Shop work on grinder 10 9. Treatment of metals (including the tempering of tools) : 10 10. Review of arithmetic (including fractions, decimals, percentage, ratio, square root, weights and meas- ures) 1 10 11. Mensuration (including simple formulas and tables, areas and surfaces, volumes and weights) 10 12. Speeds and speed ratios 10 13. Mathematics of lathes 10 14. Sketching and blue print reading for machinists 10 15. Transforming formulas and simple algebra ,. . . . 10 16. Angles and triangles 10 17. Milling machine mathematics 10 18. Mathematics of gears 10 19. Mathematics of milling cutters and blueprint read- ings 10 20. Modern organization and methods of production. ... 10 21. Machine shop materials 10 22. Mechanics of the machine shop , 10 33. Machine types and attachments and special machines. 20 24. Mathematics and mechanics for machine draftsmen and designers (including trigonometry and graphs) 50 Advanced Courses. Review of arithmetics ' 10 lessons Mensuration 10 Speeds and speed ratios 10 Mathematics of lathes 10 Sketching and blueprint reading for machinists 10 Transforming formulas and simple algebra 10 APPENDIX 839 Angles and triangles 10 " Milling machine mathematics 10 " Mathematics of gears 10 " Mathematics of milling cutters 10 " Modern organization and methods of production 10 " Machine shop materials 10 " Mechanics of the machine shop 10 " Machine types and attachments and special machines 20 " Unit Courses in Plumbing. 1. Roughing in jobs , 10 lessons 2. Joint wiring 20 " 3. Installing fixtures , 10 " 4. Mathematics for plumbers 20 " 5. Sketching and layout work 15 " 6. Plan reading and taking off materials 15 " 7. Chemistry for plumbers 20 " 8. Drainage and ventilation 20 " 9. Plumbers' laws and ordinances 10 " Unit Courses in Printing. 1. Printer's English 10 lessons 2. Job composition 30 3. Imposition 10 4. Lettering for printers 10 5. Free-hand drawing for printers 10 6. Applied design, for printers 10 •7. Materials used in printing (paper, ink and plates) ... 10 "■ 8. Elements of cost in printing 10 9. Bookkeeping and cost accounting , 20 10. Estimating for printers 20 11. Advertising and salesmanship for printers 10 12. Feeding the platen press 10 " 13. Make-ready on the platen press , 15 14. Feeding the cylinder press 10 15. Make-ready on the cylinder press 20 16. Mixing colors for pressmen 10 17. Color work for pressmen 10 18. Inks and papers I 10 19. Stock-cutting and cost estimating 15 " 840 REPORT OF SCHOOL SURVEY Steamfitting. Unit courses in this subject include the following: 1. I/ow pressure steam heating , 10 lessons 3. High pressure steam heating 10 3. Hot water heating. 10 4. Systems of piping for heating 20 5. Mathematics and mechanics for steamfitters 30 6. Free-hand sketching for steamfitters 10 7. Plan reading and estimating quantities 20 Telephony. 1. General science of telephony 13 lessons 3. Mathematics of telephony 12 " 3. Substation course No. 1 13 " 4. Substation course No. 3 12 " 5. Private branch exchange No. 1 12 " 6. Private branch exchange No. 3 • 13 _" 7. Cable course No. 1 12 " 8. Cable course No. 3 12 " 9. Exchange aerial construction course 1 12 " 10. Exchange aerial construction course No. 3 12 " 11. Exchange underground construction 12 " 13. Tollline construction 12 " 13. Central office equipment course No. 1 12 " 14. Central office equipment course No. 3 12 " 15. Central office equipment course No. 3 13 " 16. _ Testing course , 13 " 17,18,19,30. Automatic telephony 36 " Welding. There is a great need at present for instruction in oxy-acetylene welding. This comparatively new process is rapidly supplanting the old methods of welding, and large numbers of men are required to either learn the new process or give place to others. The course of approximately fifty lessons should cover the properties of the gases used, together with methods of manipulating them, accompanied by actual shop experience. Topics: Oxygen gas. Acetylene gas. APPENDIX 841 Oxy-acetylene. Acetylene generator. Dissolved acetylene. Oxy-acetylene torch. Welding installation. Properties of metals in welding. Materials used with metals. Welding various metals such as cast iron, copper, brass, bronze and aluminum. Concrete Construction. 1. Nature of materials. 3. Proportioning materials. 3. Methods of mixing. 4. Methods of placing. 5. Placing steel for reinforced concrete. 6. Construction and care of forms. 7. Concreting in cold weather. 8. Strength of concrete as affected by removal of forms. 9. Surface finished. 10. Waterproofing methods. 11. Manufacture of cement. The above unit courses can readily be organized into general courses in each one of the lines by grouping together the units which the student needs for a thorough preparation for his work. For- the full discussion of the relation of short unit to general courses, and of the certificate to the diploma, see pages to of the r eport dealing with evening schools. A list of general courses in each of the above lines of trade and industry which could be organized from the short unit courses above given follows: Automobile Repair and Construction. 1. The general course for automobile mechanics iss to include short unit courses 1, 2, 9, 10, 11 (150 lessons) listed above. 2. Advanced course, to include short unit courses 3> '4, 5, 6, 7, 8, 9, 10, 11, 17, 18, 19, 20, 31, 23, 23, 24, 25. ,3. General course for garage managers and automobile sales- men including unit courses 13, 13, 1^, 15; 16 given above. 843 EBPOET OP SCHOOL SUEVEK Six general courses 'in building construction may be organized from the list of short unit courses given above. 1. The general course for journeymen carpenters would consist of courses in building construction 1 to 11 inclusive, a total of 100 lessons. 2. The general course for journeymen bricklayers would include short unit courses 8 to 13 inclusive of the building construc- tion group, (100 lessons). 3. A general course for building foremen would include courses 14 to 19 inclusive of the building construction short courses (100 lessons). The prerequisite to this course should be general course for either bricklayers or carpenters. 4. A general course for cost estimators of small structures might beiormed of courses, 8, 9, 10, 11, 20 of the same group (100 lessons). 5. A general course for cost estimators of large structures might include short units in building construction numbers 21 to 25 inclusive, (150 lessons). It is evident that some general educational qualifications as well as a term of prac- tical experience in some branch of the building trade should be prerequisite to this course. 6. General course for cost estimators of structural steel (100 les- sons) would consist of courses 11 and 12 in the drawing and design group. General courses in cabinet making. This course would comprise courses 1 to 9 inclusive of that group. Five general courses in drawing and design may be arranged from the short unit courses listed. 1. A general course in architectural drafting would include courses 1 and 2 (100 lessons) of the short units. 2. A general course in sheet metal drafting might be formulated from courses 3 and 4 (100 lessons) of the group. 3. A general course in interior decorating may be made up of courses 5 and 6 (100 lessons) of the drawing and design courses. 4. A general course in drafting for stone cutters would include courses 7 and 8 (100 lessons). 5. The general course in mechanical drafting and machine design would consist of courses 13, 9 and 10 of the short unit courses listed. APPENDIX 843 Five general courses in electricity may be selected from the short unit courses. 1. A general course of 100 lessons for journeymen electricians would include short unit courses 1 to 7 inclusive. 2. A general course for shop journeymen in electricity might cover the work of short unit electrical courses 1, 2, 3, 13, 13, 14, 15, 16, 17, 18, 19, 20 (150 lessons). 3. A general course for outside construction foremen on under- ground work would be made up of courses 21, 22, 23 34, 28, 29, 30 (75 lessons). 4. A general course for outside construction foremen on over- head work would include short unit courses in electrical work 21, 22, 23, 24, 35 (75 lessons). 5. The general course for master electricians would consist of short unit courses 13 to 30 (100 lessons). PART II. Evening Trade Extension Courses for Women. Trade extension courses are needed in St. Paul for women who are employed during the day, and who desire (1) to acquire additional training in the trades in which they are employed, or (3) to enter upon a different line of work. The following suggested courses would vary in length according to the' previous experience or preparation of the women enrolled in the course. Garment-Making Industries — Mainly Power Machine Operations. Classes may be organized to offer instructions: (a) in the different machine operations, as: Tacking, seaming and joining. Serging, felling, hemming. Button-sewing, buttonholing, button-clamping. Tucking, hemstitching, machine scalloping, pleating. Sleeve-making. (b) in the processes involved in the making of -garments, as : Sleeve and button-piece facing. Sleeve-setting. r ' , Collar and cuff facings; , ■'.;-'■,;, Setting on collars. ' ■ ■ I. i^ ;; : .l-r}-::'',--.i-3 Putting on collar bands. - ., ' ; • ::;;■'!.■:;" 844 EBPORT OF SCHOOL SUBVEY Making fronts and bosoms. Yoke-setting. Shoulder-joining, etc. Glove-Making. Custom Sewing Trades. Plain sewing. Children's clothing. Waist-making. Skirt-making. Finishing. Draping. Fitting. Millinery. Frame-making 6-8 lessons Covering frames 8 lessons Renovating and remodeling ,. . ) Trimming ) 8 lessons Food Service Occupations. Cookery for lunchrooms, tea-room or cafeteria. Cafeteria service. Training for waitresses. Special catering. Dietetics for practical nurses. Fur Garment-Making. Plain sewing. Power machine operating for sewing fur. Courses designed to supplement the courses in trade practice and technique : Arithmetic — related to the trade or the daily occupation. Spelling and business English. Textiles — a study of clothing and household fabrics and of ready- to-wear garments. Design for the clothing trades. Chemistry and isanitation as related to health of workers and to the handling and preparation of food. Commercial and industrial geography. Industrial history. APPENDIX 845 PART III. Evening Courses in Home Making. Foods. Lessons in cookery. 1. Starches and sugars; fruits, vegetables and cereals ; sugar cookery 13 lessons 2. Batters and doughs 13 lessons 3. Proteins : eggs, meats, cheese, milk, gelatine . 13 lessons 4. Fats: use of butter and other fats; deep fat frying ; salad dressings 13 lessons 5. (Mineral containing foods : salads ) (Water : beverages; frozen desserts ) 13 lessons (Canning ) 6. Planning, preparation and serving of meals. . 13 lessons Hygiene and home nursing 13-16 lessons Hygiene of the child. Hygiene of adults. First aid. Public health ordinances and regulations. Water and water supplies. Milk and milk production. Clean and sanitary markets. Food inspection. Garbage and sewage disposal. Causes of spread of communicable diseases. Method of control of communicable diseases. Responsibilities of citizens to co-operate with authorities for promotion of public health. Home Nursing. Care of sick room and its equipment. Care and handling of patient in bed. Symptoms of illness. Simple household treatments. Care of communicable diseases. Care of mother and infant. Care of children. 846 REPORT OF SCHOOL SURVEY Clothing. Plain sewing: aprons, underwear, children's clothing. 12 lessons Elementary dressmaking (washable materials). 1. Plain skirt 13 lessons 2. Plain waist 12 lessons 3. Plain one-piece dress 16 lessons 4. Advanced waist 12 lessons Dressmaking. 1. Skirt of woolen material 12 lessons 2. Advanced dressmaking (woolen and silk ma- terials) 12-25 lessons ' 3. Waist and skirt draping. 13-24 lessons Topics included in above courses : Care and repair of clothing. Renovating and remodeling. The clothing budget. Textiles , 12 lessons Millinery. 1. Spring hats : frame making, covering frames (straw, silk), renovating, remodeling, trim- ming 12 lessons 2. Winter hats: frame making, covering frames (braids, velvet), renovating, remodeling, trimming 13 lessons House Planning and House Furnishing. Planning the house 12 lessons Choice of site. Styles of architecture for dwelling houses. Cost according to size and building materials. Arrangernent of rooms. Floor plans. Heating and lighting systems. Labor-saving equipment and arrangement. Furnishing the house 13 lessons Decoration of walls. Curtains and draperies. Rugs and floors.^ Furniture for living room, dining room, bed rooms.' Light and heat fixtures. Hanging portieres. Kitchen equipment. Household linens, dishes, silver. APPENDIX 847 Home Management 16 lessons Responsibilities of the homemaker. Meaning of an "efficient home." The family income. Division of the income and the family budget. Cost of shelter. Cost of food. Cost of clothing. Cost of operating. Cost of children. Cost of education and advancement. Household accounts. Savings and investments. Care and training of children. Community responsibilities of the family. The following courses are suggested as valuable in supplementing the courses in home-making: Physiology and hygiene. Household chemistry. Physics of the household. Drawing and design as applied to clothing and house-furnishing. Civics. Economics. Social science. 848 KBPOET OF SCHOOL SURVEY APPENDIX II. CLASSIFICATION AND PROGRESS OF SCHOOL PUPILS. By Marion Rex Trabue. This chapter of the survey report presents statistics showing the relation of pupils' ages to their school grades, and gives some informa- tion concerning the rate at which children have been progressing through the various grades of the public schools. Although condi- tions similar to those presented in this chapter might be discovered in other cities, it is nevertheless true that the facts disclosed by these statistics are not always complimentary to the St. Paul public school system. At many points these facts furnish abundant evidence that educational policies have been determined with reference to con- siderations other than the educational needs and abilities of the chil- dren to be educated. Although these statistics do not always indicate clearly just what policies should be pursued, they do make it quite evi- dent that extensive changes are needed and that a great deal of expert care and attention should be given to the development of new policies. A. Conditions in the Public Elementary Schools. Facts concerning the classification and progress of public ele- mentary school pupils were collectedfor the survey staff by the regu- lar classroom teachers. The blank form upon which teachers copied the names of their pupils and facts concerning each pupil's school his- tory is reproduced below: CLASSIFICATION AND PKOGUESS OF PUPILS 849 2 O I— I H < o H < O t3 Q W s o o nJ (U p •- ^ tH 1) -M -T3 ^ ,H J2 1) >-' I- --§ 1) O o (U o 'tJO o I- & s -^ O -I-' >^ , o B o u C cu • C *-" o -a o CJ en a biO . (jj k4 tn .n W o -4-> ^ S rt „ C^ < ^ ^ .s W t:^ 'C c Oh 3 W , O J3 bjo c ■ o Oh U a ^ X) (u Id o «^ o P-t O en O rt +j ^ rt -, ft K u H ■*-> o o en o ni Oh Oh !5- as en ;-i < o u ca V en (i> 1! ■« 1. -t-j be a S 'f^ o o u w 850 KBPOBT OF SCHOOL BOZTBZ r- 1 to «o ^ 1-1 < ^ iH lO CO • pq < 7-1 1 Ki 1-1 1-1 J o o iH m eg ffi 1— i 05 < tH « tH «■ w IH CO CO rH 1-1 0« CO cq :z; iH « 1— 1 C<8 =8 IH 1-1 < 1H Q tt iH tH Q iH o3 < 1—1 03 P3 iH 1—1 tH lH d O ho iH OS W iH ^ I« o S V- O ffi ^ OJ ^ Q m A «2 «5 <3 (4 O OS Q >H 1-1 (L> ' •13 P3 1.4 «o o <« Cfl? ffq n 3 3 5- 3" Z ^ s 3- 3 W (Tl w 13 m n r+ ft a. ft> p m ft fD ^' cr i^ ft n 3 m MI ' I ' lU 'l Q OS 0\ *• N o N2 OF MONTHS 858 EBPOET OP SCHOOL SUEVEI The important characteristic to be observed in Figure 1 is the con- stant tendency for the difference between the actual age and the me- dian age to increase from grade to grade. Pupils in the first grade in St. Paul have a median age which is exactly what one would expect it to be, but each additional grade entered finds the median pupil; farther and farther away from the normal age. * The regular tendency for the A section of a class |o approach the normal median age more closely than it is approached by the B sec- tion is largely due to the fact, which will be shown more clearly^in later sections of this chapter, that teachers have a tendency to consider i "the B sections of classes as the proper places for holding up pupils who have not demonstrated clearly their ability to "make good" in school work. The B sections tend, therefore, to become resting places for the older pupils who are not able to make a marked success of their school work. The efifects of failure, however, whether it occurs in the B or in the A sections, are cumulative. The median age of 8B pupils is farther from the normal than that of any other grade. In order to present more adequate information about the total group of pupils in each grade, tables III and IV have been prepared. I Table III is taken directly from the figures presented in Table I and reads from the top downward along the left hand side as follows : 55 pupils in the IB grade are less than 1 year under-age, 1,023 pupils in this class are of normal age, 285 are less than 1 year over-age, 37 are from 1 to 2 years over-age, 9 are from 2 to 3 years over-age, and 1 pupil is more than 4 years over-age, making a total of 332 pupils who are over-age in the IB grade, in which grade 1,410 pupils of all ages; are tabulated. Table IV presents the same facts in percentages of the total number of pupils in the class. Table IV reads across the top from left to right as follows: 3.9% of all pupils in the IB grade are under-age, 72.5%' are of normal age, 30.3% are less than 1 year over-;* age, and so on. Being of normal age in these tables means falling within the normal age limits shown on page 5, while being under-age means falling below, and being over-age. means falling above the nor-- mal age limits there outlined for entering the grade in question. Gni.le ir. lA 2 A ;)r. r.A 41'. 4A r)A 6R 6A 7R rA 8B 8.\ All Grades 14 3 5K 41 7 G 583 135 17 5 440 834 54 19 1 7 318 473 416 140 10 6 67 331 350 616 96 34 1 3 1 8 31 115 339 409 1 335 136 1 34 15 1 TABLE I. Age-Grade Distribution of Public Elementary School Pupils. St. Paul, Minnesota, February 1, 1917. Number of Pupils of Age.* 8^ 6 53 117 240 318 I 448 96 I 57- 5 1 9 7 33 43 146 333 367 I 376 195 I 35 6 9,^ 10 10>^ 3 13 19 43 138 321 263 1 293 . 107 j 35 7 16 15 32 75 143 3O0 848 360 93 I 30 3 5 15 36 80 138 137 357 338 108 35 1 2 11 1 1 4 14 35 36 75 lOS ■37 6 2 Wyi 13 13^ 13 13>^ 14 14^ 15 15^ 16 16j^ 17 171^ 18 18>^ 1 1 2 14 35 42 74 1 180 119 261 1 189 1 193 229 1 101 1 366 98] 33 fi 1 2 1 5 10 30 33 35 86 123 189 250 I 157 103] 18 13 1 % 21 25 47 100 108 1 '■ 1 3 6 9 31 47 61 98 206 131 3 3 k I 7I 5.1 59 11a 191 138 133i 272 247- 309 -r- 1 4 12 9 19 19 57 77 ,101 154 73 I 119 1831 ! 143 35 99 I 334 318 nOGSilt! 1 5 6 10 19 30 44 61 130 138 187 2 14 11 35 40 56 74 90 110 1 5 3 10 14 13 34 49 57 80 3 3 9 7 10 33 34 47 3 2 4 12 13 17 2 2 6 9 8 All Ages 1410 1881 1284 1696 1391 1538 1191 1339 1319 1331 1158 1386 1014 1321 875 1053 17 49-. 730 1338 1371 1378 1305 ' 1341 1310 1138 1130 1135 1034 1100 1043 1093 980 1038! 814 632 422 365 137 50 29 1 20766 * Ages are Pupils included given to the nearest half-year; for example, age 5 includes all pupils from 4 years 9 months up to 5 years 3 months, age 5J4 includes all from 5 years 3 months up to 5 years 9 months, etc. between the two heavy lines are considered normal in age-grade relation, while those at the left of these lines are considered under-age, and those at the right, over-age. S53-8S4 Age-Grade Relation IB Under Age More than 1 yr Less than 1 yr 55 Total 55 Normal Age Total 1033 Over Age Less than 1 yr 385 From 1 to 3 yrs From 2 to 3 yrs From 3 to 4 yrs More than 4 yrs Total All Ages 1-HO 1296 336 1881 TABLE III. Distribution of Pupils in Each Half Grade According to the Relation of Age to Grade. Number of Pupils in Grade. &. '. >, ■ ! All lA 2B 2A SB 3A 4B 4A 5B 5A GB 6A 7B 7A SB 8A Grades 3 132 1 71 72 5 168 137 1 106 107 6 160 - 166 1 120 121 • 17 252 269 7 133 139 ■ 7 125 132 I 138 145 9 126 135 2 125 127 9 136 8 90 15 134 98 2070 145 98 149 135 2168 766 356 1025 386 635 360 815 364 539 338 541 345 517 399 599 311 422 297 516 337 348 370 519 363 1384 1696 1291 1538 1191 1339 1319 1331 1158 1286 1014 1331 303 271 875 453 397 1053 10333 5105 37 76 61 74 111 116 117 109 , 133 161 157 189 163 304 147 127 1981 9 38 20 39 39 45 53 46 - 83 74 87 84 90 73 46 35 839 3 5 7 15. 14 15 16 29 30 i 39 19 14 18 11 2 337 1 7 4 446 3 6 531 8 547 IS 531 13 439 20 563 14 590 11 591 6 639 3 539 475 113 657 451 332 450 498 8365 30766 to Grade. 6B 6A 7B 7A . 8B 8A All Grades 7 9 136 2 125 9 136 8 90 15 134 98 2070 145 1-35 127 145 98 149 2168 422 516 348 519 302 452 10333 297 337 270 363 271 297 5105 157 189 162 204 147 127 1981 sr 84 90 72 , - 46 35 829 39 19 14 18 11 2 237 11 6 O 113 591 639 539 657 475 451 8365 1158- 1286 1014 1321 875 1052 20766 o Relation of Age to Grade. r-Age , From 2 to More Than TO- 3 Years 3 Years TAL .6 .1 33.6 1.5 .5 23.9 1.6 .7 34.7 1.7 .5 29. S 3.0 1.6 41.2 2.9 1.4 35.8 4.4 3.8 44.6 3.7 2.3 34.6 6.7 4.0 46.2 5.6 3.3 44.6 7.5 4.3 51.0 6.5 2.0 49.1 8.8 1.7 53.0 5.5 1.4 49.7 5.3 1.3 54.3 S.4 .2 42. S 4.0 1.7 39.8 CLASSIFICATION AND PROGRESS OP PUPILS 863 The first important observation to be made in Table IV is the fact that while only lOAfo of the pupils in all grades are under-age, 39.8% are over-age. As was suggested in a previous paragraph, a curricu- lum well adjusted to the abilities of pupils and efficiently administered should result in as many under-age pupils as there are over-age pupils. St. Paul's school system produces almost four times as many over-age pupils as under-age pupils. Such a condition requires that the curric- ulum and its administration be giveri very careful attention and revi- sion. A second point of considerable interest in Table IV is the fact noted in connection with Figure 1, viz., that the B sections of classes are more serious offenders in the matter of excessive over-ageness than the A sections. A glance at the Total Over-Age column shows that this condition exists in all grades except the first, where the A and B sections differ very little. An examination of the Total Under- Age column shows that there is si fairly constant tendency, except in the fifth, sixth, and seventh grades, for the A sections to contain i larger proportion of under-age pupils than the B sections. 864 RBPOST OF SCHOOL SUBVEY u o 2 ^ 4^ o 4-» V u d V u V Mh U P4 rS •a ^ o 10 t> c T3 m o 'S. u Oh (8 1 V •a nl u >■ o >-5 f^ m J3 J *j < 1- JS !> *i bfl *s < ji o 10 W m 00 (U 1, ni ^ o 'ej o ' O rH T-l «0 tH -"^i (K O 0« ^ CO 2> CO «£> »0 O CQ "O tH OS •* r-i OS CO q «q oo lO ^ o T-H T-i 00 CO o in (N t- q o o rH co' . J> CO q ^ • ' • ". '*. i> 1-t os' OS : '^ o o« iH • 00 00 O to : '"! i-; 00 «3 • id >d O It- >o oa j> t- • tH OS -(^ CO ' • 00 r-J i> 03>Tt* iH w i> lO lid >-i 5? 1-1 rH o 04 q -* CO to ■* 8> iri o o in OS CO >o oo CO tH CO CO OS ICl 2> Tj; S4 J> T-i 1-i CO OS ^ iH tH « J> 00 co' rH CO I 3 >iH ;h bfl g u •a u O v < ni < CO ri o o k4 bjo < u T3 a o < "is s o b£ < u u > o m tf] c/1 i-i cd ri m 1) O) (U >^ >^ >^ (^i CO ^ O O O JJ > O bfl < Ih > o o CLASSIFICATION AND PROGRESS OF PUPILS 865 Table V has been prepared from Table III by combining the A and B sections of each grade. It will be observed in Table V that the proportion of under-age pupils increases regularly (except for the arti- ficial irregularity in fourth grade) up to the eighth grade. The pro- portion of normal age pupils decreases regularly up to the seventh and then becomes larger, while the proportion of over-age pupils increases regularly up to the seventh and then becomes smaller. This suggests that possibly the over-age pupils are eliminated from school between the seventh and the eighth grades. A re-examination of Table III shows that the eighth grade contains a much smaller number of over- age pupils than the seventh grade, although the under-age group and the normal age group are also somewhat smaller in the eighth than in the seventh grade. Table V, however, shows that the proportion of pupils eliminated between the seventh and eighth grades is greater in the over-age group than in the under-age and normal age groups. The question as to whether the degree of over-ageness has any effect on pupils may be partially answered from TaJble V. The reader will observe that the proportion of pupils more than 4 years over-age increases to a maximum in the fourth and fifth grades, and then dimin- ishes rapidly. The proportion of pupils from 3 to 4 years over-age reaches a maximum in the fifth and sixth grades, and then diminishes ; the proportion from 2 to 3 years over-age reaches a maximum in the sixth and seventh grades; the proportion from 1 to 2 years over-age reaches a maximum in the seventh grade ; and the proportion who are less than one year over-age is greatest in the eighth grade. It is ob- vious that the oldest of the over-age pupils are the first to drop out of the elementary schools of St. Paul. The degree to which a child is too old for his grade might almost be taken as an indication of the length of time he will remain in school. The percentages shown in Table IV are represented graphically in Figure 2, in which each perpendicular broken line shows the per- centage of a grade that may be classed as of normal age, as under-age to each degree, and as over-age to each degree. The heavy broken line at the right shows for all grades combined the percentages falling under these various classifications. 866 EBPOET OF SCHOOL SUEVBY Figure 2. Showing the Percentage of Pupils in Each Half Grade Who Are Un- der-age, Normal Age and Over-Age to Each Degree. "i ^ ft -a c ^.|0 ■ ■ ■ 1 1 1 il 1 1 1 II 1 1 1 I 20 10 7ft _ 1 ■jr\ bO " 1 ■ bO An - . 1 ■ ■ 3U- An TRft . 30 9n <9fl - in - in lU ScL.ool Graae (e M ZB ZA 3B ai 46 4-/( 56 5fl 6B Gfl 7B 7A 6B fiA Wa/ > a 30 1 1 1 . 1 1 1 ■ £0 1 A- 1 1 P 1 zo 10 ■ ... 1 1 1 i 1 1 1 1 1 1 1 1 ■ 30 ZO \^ zo 10- I I \ I 1 1 I ■ ^1 \i- tol r^ 10 -/O -/ff -10 Figure 3 is similar to Figure 3, except that the A and B sections of each grade have been combined and that actual numbers of pupils have been represented rather than percentages of the pupils in a grade. The artificial enlargement of the under-age group at the fourth grade, which was noticed above, comes out very clearly in Figure 3. The general elimination between the seventh and eighth grades of pupils in all three age-grade classifications is quite apparent. The regular decrease in the actual number of normal age pupils is probably the most important fact to be observed. The normal age pupi4s are fed into the ranks of the over-age, from which group pupils are eliminated from school and thrown upon the world outside. V 'M^MMt CLASSIFICATION AND PROGRESS OF PUPILS 867 Figure 3. Showing the Number of Pupils Under-age, Normal Age, and Over- Age to Each Degree in Each Elementary Grade. -■400 tn < u cw to' ■ ■ I ■ ■ ^ I t -Zoo -2400 -2200 £000 ■ 1800 -1600 ■/400 (200 ■1000 800 &00 400 200 I I llllH a ■ II I -8oo^ -6oe:;3 -400 ^ -2.00P., ■ 400 ° ■200 5< JL. ■400 -200J; -4-00 ■2,00 a 3 4 5"^ s School Grade 8 The age-grade ta'ble given at the beginning of the chapter as Table I does not contain all of the public elementary school pupils in St.- Paul. Table VI furnishes information concerning the ages of 1,761 pupils in the kindergarten classes and of 267 pupils in special type classes. These "Special Classes" include one class for pupils with de- fects in hearing, one for pupils with defective speech, one for "sub- normal" pupils, one "fresh-air class," and ten special ungraded classes. 868 REPORT OP SCHOOL SURVEY TABLE VI. Age Distribution of Kindergarten, Regular and Special Class Pupils in the St. Paul Public Elementary Schools. Number of Pupils in Age Classes 4 41/^ 5 17 bYi 49 6 ,. 730 Qyi 1338 7 1271 iy2 1378 8 1305 ^Yi 1341 9 1310 9J4 1138 10 1120 10>4 1135 11 1034 llYi 1100 12. ^ 1043 I2Y2 1093 13 980 13^ 1038 14 814 145^ 622 15 422 151^ 265 16 137 I&Y2 50 17 29 17^ 4 dergarten Special All Classes Classes Classes 19 19 45 ■ • • • 45 397 .... 414 960 .... 1009 304 • • ■ • 1034 29 1367 6 1277 1 1379 1 1306 1 1342 8 1318 11 1149 11 1131 10 1145 16 1050 14 1114 18 1061 30 1123 31 1011 20 1058 28 842 22 644 15 437 14 279 4 141 4 54 1 30 1 5 CLASSIFICATION AND PKOGRBSS OP PUPILS 869 TABLE VI— Continued. Age Distribution of Kindergarten, Regular and Special Class Pupils in the St, Paul Public Eleemntary Schools. Age Number of Pupils in Regular Kindergarten Special Classes Classes Classes All Classes 18 .. 19 .. 19>4 20 .. 2oy2 21 .. 2iy2 22 .. 22>4 * * 25 All Ages 20766 1761 267 22794 The need for additional special classes may be discovered by con- sulting again Table III, in which it is shown that there are 350 pupils in the regular classes who are 3 or more years over-age and are there- fore in great danger of being eliminated from school before reaching the end of the elementary school course. Some states make a legal requirement that special classes be provided for these extremely over- age pupils. These pupils, who have hardly one chance in a thousand of going on to high school and college, ought certainly to be given an opportunity before they leave school to learn some useful general knowledge not now offered in the regular curriculum, and possibly to acquire more or less skill in some special occupation. Attempts to give these pupils special coaching in the regular school subjects and bring them up to the grade in which they belong will not prove sue- 870 RBPOET OF SCHOOL SURVEY cessful. They should be given a very unusual opportunity along lines quite different from the work of the regular grades. 2. Rate of Progress of Elementary School Pupils. The above study of the ages of public school pupils with reference to their grades in school has pointed quite clearly to the probability that many pupils are not able to progress as rapidly through the ele- mentary grades as the makers of the course of study had anticipated. It may happen in some cases, however, that a child is over-age for his grade merely because he entered school later than our normal age limits provide for entrance. In order to test the extent to which this possibility actually influenced the age-grade condition, the school his- tories of several thousand pupils were carefully tabulated to discover how long it had taken these pupils to accomplish the work of the grades already covered. It was impossible to make a complete report upon the progress of all elementary school pupils, for several reasons : many of the reports furnished by the teachers were incomplete ; in certain cases the records of pupils in several different grades were copied indiscriminately on the same sheet and were therefore very difficult to tabulate ; and, finally, reports from certain schools were very slow in reaching the survey staff. A sufficiently general sampling of pupil histories has been studied, however, to insure the accuracy of any general tenden- cies which may appear. The reports studied were those available at the time a member of the staff was ready _to work upon them, those whereon facts were clearly reported, and those which required the least amount of time to tabulate. There is every reason to believe that this sampling of the whose school system was perfectly random and fair. CLASSIFICATION AND PKOGRESS OF PUPILS 871. ^ in '■T) ro T-* t- 00 to o (S ?~- Tota No. Pupil 05 >o «o m J> CO Oi CQ 00 50 Tt* en CO 05 o 00 OS 00 00 «o tH 1-1 iH 00 CO T-l CO (TJ CO lO 00 lO i- 1-1 ,-1 -* J> CO a 3 u ■• a< o _g m (J 1-1 c« bo >. e k4 1-1 5 s W H t-l MH H-l o > bo c tz> c m hJ 1 ^ '2 o o H to s C5 IM if) V ?. ^ u (d i> H H Jg o 4> ii u - 00 ] 1-1 in CO CO CO o rH iH CO CO iH ■ CO CO CO 00 in rH CD CO tH o in iH iH r-( a iH o CO iH in CO iH iH OS 1— i CO C4 iH 00 CO 00 iH o tH CO in O 1-1 CO 1-1 CO 00 (?4 T-l OS CO co m CO « iH O 00 iH OS 00 CO 2> iH to OS OS OS CO m 1-1 iH c:s 00 CO m 1-1 ; ; ; CO OS CO OS iH 00 CO in ; 1-1 ] • in CO a O u ;z;o <; ra <: rH « « m <; PQ <: m < M CO CO rtH ^ in in CO 873 REPORT OF SCHOOL SURVEY ^^ in CO CO 05 J> CO aj Tota No. Pupil 00 O O iH (N > !£> to 00 lO to o 4r E- 2> lO O lO 43 CO C« tH rH tn a, 3 co tH 00 lO t- CO CQ 03 iH o J •s 3 ■^ 03 lO C2 CO 00 E- •o tn Ci u ^ in iH 00 ■* ?^ be 3 cr 00 CO iH i-H tH i-l tt v u tH ■i< CO w • iH l-H o 2> • •0 > o " G 14 o CO 3 CD ; ; , ; ; < s aj o ui 1.9 .6 52.7 IS 23,-; 29.4 19.2 9.9 1.3 . 5 60 . 3 22 42.9 20.9 13.9 3.7 1.4 2 39.1 ir All Grades 10563 40.9 28.5 14.0 6.1 2.7 1.1 52.4 11 CLASSIFICATION AND PBOGEBSS OF PUPHS 883 The reader will recognize in Table X the tendency, which has been mentioned in connection with at least two previous tables, for the A section of classes to have larger percentages of normal pupils, while the B sections have larfer percentages of normal pupils, while the B sections have larger percentages of repeaters. Another point to Ibe observed is that only 7.0%, of the pupils studied had both skipped and repeated. If this percentage is subtracted from the total percentages of repeaters and of "skippers," one discovers that only 6.7% have skipped without repeating, while 33.9%, five times as great a proportion, have repeated without skipping. Still greater validity and clearness is added to this study by com- bining the A and B sections of each class into a single class group. This has been done, and a table of percentages corresponding to Table X, is here given as Table XI. 884 REPORT OF SCHOOL SURVEY (A TO 0 © tH ?- iH 00 rJ4 to 04 , 1— 1 CO t- lo c O c ■0 - * c ^ i-t •g > 00 00 tH ■* »0 CD tH 00 1 CO 04 rH ■* ' . o o »— 1 CO ■i^ 00 rH 00 CD r-H !> 00 04 TO tH O ■ CO ^ >}h 3 o O Q a 1—1 C3 2> rH TO Oi 04 CO "^ 0) > T— t. co 05 Oi 1~H "^ '"' 04 l-H i-H CD CD PQ - o •a CO Oi CO t- t- CD 04 O 4-> P^ T-H C4 04 i-l CO R) o 'o, > i C5 O CO CO O O 05 O CD 00 tH CD ■* 04 04 rH CO lO o 3 fin 'ta '^. OO 05 CO O 04 "*. m t— I o CO 05 !> ■* t^ O* rH ■*" ^ ^ 1— I tH TO 04 1-1 >Q H ■^ O o m o iH o CO O 1— 1 1— 1 5- TO TO -Jjl i-l TO iH iH J! "& CO iH tH TO rH TO iM OS .s t— 1 2> O CO I> lO T-l eo CO 04 TO in •a 3 O -a • ■4-> ■ PLh EO n! 1? .& o 12 •c u bfl c o > iS c 1 J3 tf ) u n ■4-J O a • fe ') '%■ . 1 -.1 Pk u 1- c c 1 D 5 TO +. J C a J' imes . imes . imes . ^ 1 1 1 u c V a> +j 4J -M +j O 4 J^ «^ ^ ^ C 1- I : V^ rH (T? CO tJH C 3 ^ :; pm Ph u 3 CLASSIFICATION AND PBOGEESS OF PUPHa 881 to - S P< "H g ^ g & K :2; S u J2 o O > JS 'a 3 1 w -^ M o X » |: ■"■ h4 1- ""^ < 6 o (d H > > > 00 00 CO cs J> O U5 tH o" rJH CO (r? C4 00 O 50 o d) rt <-> > J3 "* J tf O i" o E ^ *^ t 4- a ni m 1- lU. M 1/ c li OjO'rt ni a, 0. E ni 5 -4- l- c t- o ■p ^ T-H « CO ^ fc « Ph PL( 886 KEPOET OF SCHOOL SURVEY One very significant feature of Table XI is the fact that the per- centage of pupils who have neither skipped nor repeated becomes steadily smaller up to the sixth grade and that it thereafter becomes larger, while the percentage of pupils who have repeated be- comes steadily larger up to the sixth grade and thereafter becomes smaller. This does not mean that teachers have been more severe upon the classes that entered school within the last sij? years. It simply points out again the fact that pupils who are unable to make normal progress drop out of school more quickly than who make nor- mal progress. The percentage of pupils who have skipped one or more grades in Table XI becomes steadily larger through the eighth grade. If eliminations were a mere matter of chance, the rela- tive proportions between normal progress pupils, repeaters and "skip- pers" would not be changed by it, but elimination from school is a dis- ease which finds "repeaters" particularly susceptible. The number of times a pupil has repeated is also an important consideration. The reader will notice in Table XI that the pupils who have repeated 5 times or more reach their maximum percentage of the whole class in grades four and five, while those who have repeated 4 times reach their largest percentage in grade five, those who have repeated 2 or 3 times have their maximum percentage in the sixth grade, and those who have repeated but once reach their maximum in the seventh grade. Each additional time a child repeats a grade is an added indication that he will leave school with a less adequate school training. Such facts as those revealed in Table XI tend to make one question whether the function of the school as at present organized may not after all be merely to act as a screen or sieve to separate those who can succeed at bookish school work from those who can not. Should the public schools not adapt themselves to the abilities and interests of their pupils rather than require, as they seem now to re- quire, that pupils either adapt themselves to the bookish curriculum offered or else drop out of school and gtt their real education from ex- perience and the world outside the school? 4. The Relative Difficulty of the Various Elementary Grades. It has been suggested in previous sections of this chapter that some pupils are forced out of school by the present organization and administration of the course of study. This result would probably be increased where pupils actually found the work becoming harder for them to accomplish as they progressed. This section of the chapter reports a study of the school progress problem, with special reference to the relative difficulty of the various elementary school grades. CLASSIFICATION AND PKOGEESS OF PUPILS 887 The blank upon which teachers copied the school histories of their pupils contained one column in which the teacher was to record whether or not the pupil had just been promoted. Since these blanks were filled out immediately after the mid-year promotions, any tabu- lation of replies to the promotion question applies only to the promo- tions at the middle of the present school year. It must also be kept clearly in mind that only those pupils who were in school after promo- tions are here considered, — ^some of those who failed to be promoted may not have returned to school. The pupils who had been promoted would more surely return than those who had not been promoted, so that the results here given will tend to show percentages of failure which are too low rather than too high. Returns on the promotion question were tabulated for exactly the same 13,115 pupils used in the special sampling of the frequency of failures and double promotions. These returns are summarized and given in percentage terms in Table XII. 888 REPORT OF SCHOOL SURVEY TABLE XII. Sampling of Mid- Year Promotion Results, 1916-17. No. o.f Pupils No. Repeating fo Repeating Now in in Classes the the Grade Studied Grade Grade IB) 919) 323) 35.1) ) 1 ) 2144 ) 441 ) 20.6 2A) 1225) 118) 9.7) 2B) 652) 70) 10.7) ) 2 ) 1669 ) 140 ) 8.4 2A) 1017) 70) 6.9) 3B) 631) 68) 10.8) > 3.... ) 1536 ) 119 ) 7.7 3 A) 905) 50) 5.6) 4B) 641) 66) 10.3) ) 4 ) 1677 ) 139 ) 8.3 4A) 1036) 73) 7.0) 5B) 773) 70) 9.1) ) 5 ) 1631 ) 108 ) 6.6 5A) 585) 38) 4.4) 6B) 788) 54) 6.9) ) 6 ) 1673 ) 139 ) 8.3 6A) 884) 85) 9.6) 7B) 663) 56) 8.4) ) 7 ) 1563 ) 118 ) 7.6 7A) 900) 62) 6.9) 8B) 523) 48) 9.2) ) 8 ) 1223 ) 60 ) 4.9 8A) 700) 12) 1.7) All Grades 13115 1264 9.6 CLASSIFICATION AND PROGRESS OF PUPILS 889 It is very difficult to understand why there should be such con- trasts as appear in TaJble XII. Why should 35.1% of the pupils in the IB grade be repeating their grade while only 1.7^fo of the pupils in grade 8A are repeating? The general tendency for about 8 pupils out of each 10 to be repeating their grade seems to hold, except in the IB and the 8A grades. The percentage of failures is larger in the B sec- tions than in the A sections, except in the sixth grade. Other than this fact that it is more difficult for pupils to secure promotion out of B sections than it is for them to secure promotion out of A sections of classes, Table XII furnishes very little light on the problem of the relative difficulty of grades. It appears that there was last January just about as large a proportion of failures in the upper grades as in the lower grades. The important question to ask, however, in regard to the relative difficulty of the various grades, is not "What proportion of the pupils in each grade fail ?" but rather, "In what grades did pupils, who have now completed the entire course, fail ?" and, "What grades did pupils, who have now completed the entire course, skip?" As was indicated previously, the cumulative record cards have been kept in St.. Paul's schools for only a;bout seven years, so that it would have been impos- sible to trace the primary grade histories of grammar school graduates. Even the histories of eighth grade pupils are not complete for the first grades. The survey staff have therefore found it necessary to take at random a sampling of the pupils now in the various elementary grades and discover where, in the part of the course already covered, they have repeated a grade or have received a double promotion. 890 REPORT OF SCHOOL SURVEY u O a < 04 < m CO <-l t)H t- to-^oocoo-^cooocot-'Hioco iHTHT-lrHT-lrH00iH0Or-(t-00eO-*00 OO lOGSOeOCQ'^OOT-ICOTHO T-l COCO"J:510Tt<10Thl!>!>J>10 (Ti CO co^-*>OTiococr>i:Dt-co!>io G <; < CO i ^3 a •T3 u (U « 1^^ _ m o K ^ o m O a n) o 2 3 4> 6 3 -^ ■ < to <: m CO 00 e3 T) ID y 0) , T) cn c (L> T) ^ o! u rl k< 00 to o 0!r4oocDioooi-iJ> 04 CO lA 'vHuO'^COt-lO-^W O Ci 10 CTi^COt— I>OOt— I COCvJt— IC0100£-'C02>CO-rH(N lU CON-^^-^105D!OCO buO n! CU 10 o^co ^ lU 4-1 ?>ococoiot-co Ji t-hcoco^t( 'iJ (MCO-^-^CO 1- c 3 (jjcocacsj 1) lO-^>OCO Ih 11 03 05 tH C CON04 ^ tn cot- ^ '^--' ^ O 4-» ;S) 'C u 00 t- 04 CO 00 00 O 0000«OrH05050COO»OCOOOCO ^ (^4^^-cor^«D■.^(^4>rs(^404os^^-«o 10 «Slo>oi»''2«O'^>Oi:O00lOCji- <3 m <;pq <; M <: m<; M <« 4> l-i Oh >, a < ■a o, CO n o X! i) n) u o cd u pq -a am o ^ XI ^CQ a; S ^ ;2; cq CO CO pq 1^ < j> fi «•-« ^ 00 o 2 U3 a 3 a, •s a -d -0000t-O«5(N OiiHCOC^i-liHT-IWN rH CO O5OJlO00-:i<005OOJl>00 1— Ii- 1' iH i-Ii-It-I t-IiHi-I °P Co 0?C0 05 00010J>rf-^i— ICDi-IC<(lO uJ tH 1-1 T-lrt0 4-i tHtHtH 1> O T-lrH CO " +J O c C^COtH 1-1 o« JJ cu 00^ : ■;•::::::::: S en >o x; c-' o . -i-i x: ho ', '. '. '.'.',''.'.'.'.'.'.'.'. '<-' • o X! 00 1-1 O cOOOJOi-IOCDCOCOOlOeoOO O J> (» -* S<8i>COTHi:D»nc- "^ ■^ CO >0 lol010ia3^50';iH>OCOCO>OOi 71 l-i (U XI E <; m <; m t-tDCOlOlO-^TtHCOCONWiH 893 REPORT OF SCHOOL SURVEY Table XIII and Table XIV furnish the facts concerning the num- ber of pupils who repeated or were double promoted over any given grade. Table XIII, for example, reads from left to right as follows: 478 school progress histories of pupils now in the 8A grade show that 5 are repeating the 8A grade, that 33 repeated the 8B grade, that 39 repeated the 7A grade, that 52 repeated the 7B grade, and so on. Since the records gave only the last seven years of any child's school history, no dependence can be put in the figures showing what happened to a child in a grade in which he should have registered more than six years ago. The line drawn through these tables, cutting off parts of the first and second grade facts for seventh and eighth grade pupils' histories, shows approximately their lower limit of d&pendaibility. It is unfortunate that records were not available for the complete school life of all pupils. The crude numbers shown in Tables XIII and XIV are given as percentages of the total number of pupils in Each grade by Tables XV and XVI, respectively. CLASSIFICATION AND PBOGEBSS OF PUPILS 893 m > X < O M u n) O g O u V Pi O (U CO < <: CX3 pq N 05 CO (It c* CO t! O M-i ; 04 »n nt « T-H CO CO ffi » >. M CT> 00 t)4 a CO 8> >o < V < CO C5 CO_ flt 1-1 u Oi u cq O ^ p< V CO C5 CS a> -o o < CO to co' 7-1 as o (U n 4-» ^ nj 1) n 04 02 CO T-l 00 73 (0 Pi 04 1-j -Hj lO r-J O 00_ 05 >q r-j '^^ rX! "O 03 lO rH CO rH-^*oo5cdo6cDeo""^'oocdTH i-lTH«iH2COGnOCDlOE-;Tt*OCOOOTHCo o •*' oo' | CD j> T)< c<8 in (N CO 00 so o ■5i^ CD Co' O 05 2> 00 i-i OC! tH 05 00 CO CO_ r-j 00 00 00 CO 00 iH CO_ CO oo' CTJ 00 OO' CTl O T-! r-i Co' t-Cco'o6 CO o O 00 "^ oD CO cn £-^ aj 03 o co' 00 o> ■^' I I I ! ; i^ '"*'"' CO (U ^ CO t-; CO CD t-; as tuo J> oa r-i r-I T-I o ^' ■ ! I ! ] ! S3 1— I tH T-l 1-1 P< OqCOO0CDC2G5 X j>oo'ooo^;';;;;; id rH rH r-< ^ u 2> O 00 t- t- • • • 00 05 o CD lo ; ; I ; ■ ! ; ; tocoooooaoqoo ca co' OS ■ 00 CO ;;;;;;;; ; ^ '"' 1-. c CO lO OS OS CO CO 53 (j4 8>iooo'i>Ti4;;;;;;:;ii u u ioosj>cdcd;!;i;;!;ii; ^5 en OS tjh CO 1-; ! ' ! I "^ o CO OS «d;!IIII!1IIII o« o OS ■;;!:;;;;!!;; S 00 OS CO I ; ! ; ; I .' I ; i I ! ! im • ■ . o OSCO • -^ ^ r^ coin I !!I!I!I!I-'l! *^ o -4-» '^ : 1* buo +-» a (U o u e-cocomm-^-^cocoNffii-irH 894 m REPORT OF SCHOOr/ SURVEY N O (?4 «00000-<^OCOOO>00 2 < 1-1 o cd W HI C<8 a < •a <>i u o s- M A CO J3 0) •CI ^ ri W l-l o eq > o ^ lO X < "S § u H o Sipq <4H PL, to Id ffi <: Ji CO U ,3 M d - t- o <: g t- u u V £- (» CO 00 CO CD CO O C-. oa 03 04 CO o co' oi l6, CO CO oi ■^ Th co' ' CQ lO 2>r-J0qO3>Ot-.0qc<5 I-! r-i ei C<8 04 oi oi co' (N! CQ iH "O p -^oo-^coJooqiNtNCQ. 04 04 ■* oj lo oi >o T-1 •* o« co' 05 -^ 04 J>!>CqcOOT}JClOl— (OOOOO c pTj(0004^-'^ 04' ■* i-H 1-! T-i 05 r-i 'id T-4 CO Oi lOCSiHlOt- o cd 1-i 04 1-1 T-I 2> id CO 04 -^ 04 t- J> rH 04 04 04 iH CO CO CO CD 00 O « 10 O T-H 02 04 -* tH 10 »0 05 03 04 CO i- 04 <; pq < pq < pQ < cc < pq <; pq <; pg <; 00 00 2> t-CDCOlOlOTl(TtlcOCOe404rH 10 CO ni a 42 b/) t, in ni -*^ c u CLASSIFICATION AND PROGRESS OF PUPILS 895 The percentages for the present eighth grade pupils are most im- portant, the percentages for the present seventh grade pupils next most important, and so on. The reader will observe in Table XV that a larger proportion of the present 8A class failed in the 7B grade than in any other grade. The present 8B and 7A pupils appear like- wise to have had most difficulty in passing grade 7B, while those who are now in grade 7B had most difficulty in the IB grade. Table XVI, in a similar manner, shows that the present 8A pupils were double promoted with greater frequency over the 8B grade than over anjr other grade, although on the whole these double promotions occurred in larger numbers in the early grades than in the later grades. The present 8B pupils were double promoted most frequently in the 4A grade, while the present 7A pupils were double promoted in larger numbers over the 3A grade than over any other grade. In order to secure larger numbers of pupils in each group and to eliminate partially the unusually large showing of double promotions at the middle of the year 1916-17, Table XVII and XVIII have been prepared by combining the histories of the A and B sections of each class. , , ; 896 REPORT OP SCHOOIj SURVEY •a < o 'o. y rH 00 CO « rH rH 00 05 3 2 '^ tH t- 00 t- rH !0 c: J> ■* tH O rH rH o 2> T-H >H T-l rH rH rH rH m • . • ""% 00 ■ • • to <: ■ • • >o t- • • • oo' 4> M . . C5 o (i t- E-^ r-i c rH O 1 < . 04 T-i -3 ; ; 00 J> M < 5g • oo id CO *4H ■ o bi) "S ^< • CO -# 02 a. g 8- 5D oi 8> CO CD id 4-t C/1 o rt o o cj rH CO to lU 3 V .2 -§9 • '^e i> rH rH ^ M ^- ; 00 rH O id J> ll o rH rH 4-» 1 45 CO • « rH O ^. O o a ^ I <^ Oij 05 rH 00 oo' U _g V JP CO 00 00 50 00 o CO 10 d ai O 00 J> '^H •s. PM iH rH Ul a - Ph < ^ o 00 2> 50 >o» ■4-1 *S « r-i O T-H i-l oo' oo' ed CO o bo M t- « t)H TiH >0 o lO 1 C<8 QO' «' OS rH 00 00 K5 u — ^ o t-l <: CO (N O rH CO t- ■*. +-» u tH r-i Co' rA rH OS co o FLi tH i-l iH rH to P3 5D «o rH 05 00 (N !> CD bfl i-i -* ^' 05 rH 0* i> 00 « 04 W (T* 114 r^ -M o k< ^ , , 1) •S >" . • • • • cx, •o ■ji- «: 2 tH W CO ^ «5 5D t- 00 oo OLASSIPIOATION AND PEOGEESS OF PUPILS 897 > X < U) 13 00 eo e« iH -* 00 05 th i- 00 £- tH «o OS Tfl tH o rH r-( o t- tH tH iH T— t 1-1 rH ' < , . , >o 2> • • • 1-5 tt> m , . , . 03 •a t- • iH M u O 1 <; . . lO 1-j CO MH «o co' CO 13 CD 04 r-i „ ^ (U ■ o t3 CI 1-1 ni < i>; c:: iO "*"* J! ^s '. o ' •^ T-i CQ O J3 ft CO o CO .2 X/l 1-1 CO co' -t-» "(3 ■M, O c '. '. s 00 o o (>J ■as » 4) ■ ' la ; s tH «5 »o i- (^ C4 : (N CO (74 (J* 1-5 c« 4-> M-l o O 0* O M (?a iH 05 CD M-4 i-i -rh M CO ^ 04 1-! ^ "li 1 P3 (?» 03 CO

4 CO ■* «S CO t- CO CO v c u ll Ah ,■«» 8ii8 REPORT OF SCHOOL SUEVBT It is of interest to notice, in Table XVII, that there is a very gen- eral tendency, with those pupils who have survived the lower grades and have reached the seventh and eighth grades, for the upper grades to cause a somewhat larger number of repetitions than the lower grades. For all pupils who have not yet reached the upper grades, the IB grade is the great stumbling block. If one reads Table XVII downward, instead of across to the right, he may notice a distinct tendency for the work of a given grade to cause a smaller number of failures among those who have succeeeded in getting into the higher grades than it causes among those who have not yet so nearly com- pleted the elementary school course. Table XVIII sheds very little additional light upon the relative difficulty of the various grades. There seems to be a slight tendency for double promotions to appear more frequently in the early grades than in the upper grades, when the records of those who attain the upper grades are considered. On the whole, it may be said, in concluding this study of the rela- tive difficulty of the various school grades, that children who succeed in reaching the upper grades have there found somewhat greater diffi- culties to overcome than they found in the lower grades. Such an organization of school work tends to increase the "sifting" or selective activity of the schools at the expense of the educative function for which schools are maintained. B. Conditions in the Public High Schools. The public high schools of St. Paul form a rather more distinctly separate part of the school system than do the high schools of most other cities. The principals of these ffigh schools meet frequently and plan as a group for the development of their schools. The survey staff found it difficult to secure any definite information about the high schools in the general office of the school system. The lack of co-or- dination between the elementary and high schools is partly shown by the fact that the data contained on the elementary school record cards are not transferred with pupils when they enter high school. At the time members of the survey staff were able to visit the high schools (February 1, 1917), not all of the pupils just entering high school from the grg^des had yet registered completely, and it was therefore impos- sible to secure directly from the office of the principals the information needed for all the high school pupil studies it seemed desiraWe to make. CLASSIFICATION AND PEOGEESS OF PUPILS 899 In order to secure some information as to age-grade relation among high school pupils, an attempt was made to have each pupil fill out a small printed blank which is reproduced below. About seventy- five per cent of all the pupils gave at least their names and their dates of birth, from which Table XIX was prepared, showing the distribu- tion of ages for the four high school classes. Many pupils failed to furnish sufficiently definite information as to their exact classification to make it worth while to divide each class into an A and B section. 1. Name 2. Sex 3. Age on last birth day , 4. Date of birth (Month, day, year) 5. Last grade school attended 6. Class in high school (This semester) 7. Total number of semesters you have attended high school (This high school or any other) 8. Program of studies this semester. (Write the name of each study.) Turn the paper over and write your program of studies for last semester. 900 Partial Age* 13 i2y2 13 133^ 14 ..... uyi 15 15J^ 16 16J4 17 ny2 18 i8y2 19 19>^ 20 20y2 21 2iy2 22 22J^ 23 .... 9.^U y2 ... 24 ... 243^ ... 25 ... 25^ ... 26 ... %%y2 ... 30 ... EEPOET OF SCHOOL SURVEY TABLE XIX. Age-Grade Table for St. February 1, First Second Third Year Year Year 8 8 43 95 191 260 235 149 103 59 28 13 7 2 3 7 26 78 131 187 182 114 72 42 14 13 4 5 3 7 16 50 104 135 120 63 52 34 8 7 2 1 1 Paul Public High Schools. 1917. Fourth Total Total Total Year H.S. Boys Girls • • • ■ 8 5 3 8 3 5 46 19 27 102 49 53 217 90 127 345 151 194 382 156 226 6 392 179 213 5 394 190 204 31 339 148 191 78 298 146 152 87 205 99 106 79 152 73 79 75 124 50 74 44 56 29 27 16 28 18 10 11 17 13 4 8 9 7 2 ■ ■ > ■ 3 2 1 1 1 1 Total 1204 886 600 441 3131 1432 1699 * Ages are given to the nearest half-year on February 1, 1917. 1 Ik- age-grade presented in Table XIX are shown in Table XX fo/boys and girls separatcl}' in each class of each high school. TABLE XX. Analysis of Age-Grade Condition in 13 FRESHMAN Boys Central Humboldt lohuson Meclianic Arts Total Girls Central Ifumboldt Johnson Mechanic Arts Total SOPHOMORE Boys Central Kumboldt Johnson .\Techanic Arts Total Girls Central Humboldt Jf)hnson Mechanic Arts Total 12y2 13 131^ U WYz 15 \hVi IG 163/ ir 50 113 ur 144 88 48 31 14 43 93 AG Gl 14 33 ITM 18 18 3 3 6 19 38 35 35 19 22 5 fV ( 3 1 4 10 10 IG 13 14 8 2 1 3 4 G 18 30 10 13 4 »j 1 4 10 23 33 3-1 19 15 13 28 5 1 5 2 5 o 18 45 78 113 91 61 55 14 5 1 2 5 IT 40 5G 51 34 15 IG 6 1 1 5 13 17 23 34 17 G 3 3 1 1 2 i 10 25 30 31 33 10 3 2 1 1 1 S 11 31 38 38 15 IT 13 4 4 2 3 13 18 50 34 31 19 6 2 1 1 2 9 !) 10 11 9 8 3 1 3 11 14 IG 19 13. 1 1 G 9 17 19 23 8 8 9 3 4 13 35 58 94 80 53 39 24 9 3 19 30 40 42 29 9 13 2 1 3 9 13 13' IG 9 3 1 1 1 11 17 33 IG 13 5 3 1 1 ( 4 13 18 22 13 10 2 1 Age 1814 the Four High Schools. 19 19^ 20 301^ 21 315^ 33 33 : 23H 4 1 1 1 1 1 1 1 .) 1 23 9 3 4 3 1 1 1 1 1 1 1 2 1 1 24 24>^ 25 high school. ' TABLE XX. 'sis of Age-Grade Condition in the Four High Schools. Age ir iiyi 18 181^ 19 I9y2 20 2oy2 21 211^ 22 22^ 7 7 . . . 1 3 5 1 2 14 5 5 6 1 1 2 1 2 2 1 4 4 23 23K 24 24J^ 25 2514 26 14 26^ All 30 • Ages 184:' 94 97 151 52') 24."^ 109 143 181 678 , \ 173 19 6 2 4 1 ... ... ... . . • , fill 9 8 3 1 1 1 ... ... 1 1 86 3 8 1 9 1 3 1 3 9 1 2 1 1 4 22 1 ' ...... 1 1 111 39 24 9 2 ... ... 1 1 1 436 1 187 9 12 2 . . . . . . ... ... ■ ■ ■ 75 9 2, 1 1 ... ... ... - 9:. 5 2 1 2 1 ... ... 9.". 10 2 1 1 4 1 1 1 1 ■ • • - 33 18 5 2 1 .. -1 y 450 . , - . . 12 i2y2 13 layi 14 TABLE XX— Continued. Analysis of Age-Grade Condition in the Four High Schools. U}i 15 Ibyi 16 16J^ 17 liyi 18 18>4 19 19^^ 20 20>^ 21 21>^ 22 22^^ « 23 23>^ JUNIOR Boys Central Humboldt .... Johnson Mechanic Arts Total Girls Central Humboldt .... Johnson Mechanic Arts Total SENIOR Boys Central Humboldt . . . . Johnson Mechanic Arts Total Girls Central Humboldt . . . . Johnson Mechanic Arts Total 14 8 10 10 21 5 9 9 34 6 11 11 15 3 4 4 10 6 2 2 23 2 4 2 1 48 20 8 16 12 53 44 15 18 5 63 28 fV ( 12 10 15 5 9 4 28 14 5 o 27 56 82 57 33 24 5 3 1 3 12 13 1 4 4 22 1 4 1 1 7 16 17 15 11 7 1 7 1 3 2 ... — ... ... 1 4 2. 5 4 1 4 1 1 ... ... 3 7 8 6 2 4 5 4 5 2 ... ... ... ... ... 4 6 11 8 9 6 4 11 6 4 2 4 1 1 14 30 40 31 27 21 21 ■ 11 8 6 1 2 9 21 18 30 18 9 2 9 2 1 1 . ... 1 1 1 6 10 1 5 2 2 . . . 1 ... ... • • • • • • . , . ... ^ 5 9 11 9 ^ 22 7 3 7 3 1 ... • • • • • ■ , • i« • • • • ■ • . . 1 2 2 12 8 8 O 5 2:; 5 5 1 5 4 17 48 47 48 48 23 5 3 2 1 ■ • ••• ••• ... 12 12>4 13 131^ 14 Uj^ 15 isyi 16 TABLE XX— Continued. Analysis of Age-Grade Condition in the Four High Schools. 16>4 17 17^ 18 ISyi 19 193^ 20 203^ 21 21>^ 22 22^ 23 23>^ 24 24^ 25 25>^ 26 26^ 30 Ages 3 3 7 14 21 34 15 10 5 1 1 3 8 5 6 3 6 3 1 1 6 10 9 11 4 2 1 1 1 6 10 9 11 4 2 3 12 2 3 7 23 48 53 63 30 28 6 3 2 2 9 20 44 28 15 14 13 1 3 4 8 15 1^ i 5 5 1 2 2 5 16 18 12 9 3 4 . . . 2 1 6 12 5 10 4 4 1 1 27 56 82 57 33 24 22 117 3€ 45 280 149 53 70 49 320 1 7 16 17 15 11 7 1 7 1 3 2 1 4 2 , 5 4 1 4 1 1 . . . 3 7 8 6 2 4 5 4 5 2 . . . 4 6 11 8 9 6 4 11 6 4 2 4 1 14 30 40 31 27 21 21 11 8 6 2 9 21 18 30 18 9 2 9 2 1 1 1 6 10 1 5 2 1 5 9 11 9 22 7 3 7 3 1 2 2 12 8 8 5 5 5 1 4 17 48 47 48 48 2:! 23 5 3 2 81 18 37 51 190 113 2ij 70 42 251 GRAND TOTAL 3131 X X — Continued. idition in the Four High Schools. I854 19 191^ 20 20y2 21 2iy2 23 22J^ 5 3 11 3 11... 1 ... 1 1 3 2 12 6 3 2 13 1 4 4 22 17 13 "1411 5 4 5 2 4 6 4 2 11 21 11 8 2 9 2 11 2 1 3 7 3 1... 5 ... 1 5 23 5 3 2 23 ZSyi 24: 24^ 25 25>4 36 26>^ 3G Ages 117 36 4,1 280 149 52 70 49 320 81 18 37 51 190 113 2C 70 48 251 GRAND TOTAL 3131 CLASSIFICATION AND PROGRESS OF PUPILS 905 One of the reasons it is so difficult to secure accurate age-grade information about high school pupils is to be found in the high school plan of promotion by subject. In surveys of high school pupils and of elementary school pupils who have had the advantage of the promo- tion-by-subject plan, it is quite important that inquiry be made as to the relative percentages of failures which the different subjects have shown. This inquiry for the St. Paul public high schools was made to cover two semesters : first, the semester ending in June, 1916 ; and second, the semester ending in January, 1917. The data for this study were copied directly from the records on file in the offices of the high school principals. Table XXI gives the enrollment by subjects in each of the St. Paul high schools for the semester ending in June, 1916. The last line along the bottom of the table gives the total number of subject enrollments, and does not refer to the total number of pupils in high school. 906 EBPOBT OF SCHOOL SURVEY CO .S t-rl M O CO i- CO t- tH CO CO I-l »o iH ■* -^ OO CO t- lo CO CQ 03 CO CO (J* T-H iH CO OS o ■* (SJOCOrHO CO tHOO !^ -iS "^S en lO TiH T— t (lO 05 i-H tH OJ O «0 C5 lO J> iH ua c<8 T-i CO 2> (N8 to >0 O lo iH in CO C0OOt-Cl^7^^- cooososih tH T-l 0« r-l 00, i> co CO CO bfl _g 'G 3 P , CO HH i-H X! x; jg u (I) M •a < £ 03 u ^ o en -g O JS o 2 — 3 i-Ih tn m ?> 00 C5 to oj ^ (r« th (N o <3^ CO lo T— ( TtH 1-1 lO J> CO to o ■^ to lO tH as T-i lo tH cj j> -* in to in 05 J> T— I 04 00 CO 1H !> C in Oa 1-H in m '-. :; -i Q? t- in I- o to CQ 00 t- 2> 00 t- 05 £■• rH OJ tH in CO th iH j>cOTHiHa5cotot-m(r5 051— iTtlOSOE-inOJCOO co'*tocoi>coini>c CO ca s- 00 rH CO iH in iH J> -* in o 00 (N to in CO o o to V ••— > 3 CO 3 2 3 2 x; o o "" 3 rH TtH t- 1-1 O O c« m to oo in N m j3 3 -^ to CO 00 00 rH rH (N O O ■* rH rH rH to 04 3 3 ■ .2 tn 0) s >^ WJfeO cfi X 2 3 a, en 3 a 3 0'*i !>00i>rHrH00tOCn(N-* rH CJ 04 rH (N rH -M • • • 2^ 3 C .3 > 2 cn .;i 3 ^ Q B. S''-? o 6^i 5i a. E r-. 3 E 2 2"* 3 ^ j2 rt JJ a; 8 •O en O " pqcnHoQ § fe !§ 1^ ;^ 00 o u 3 v H J3 . U CD )3 S S ^-t o 5 M-l S bO .s o. o u Q 04 3 "3 o V xn ji bo K bo (d s 4> U o •a c in >^ O m = -g,8 tH «q T-4 !> CO 05 CO r-J OS OS »o ■* CJ -^fS-S Oi 2> 0^ 00 tH 04 00 eo >ri CD oa oij 1-1 i-l i-l tH CD «d I/l «j t; w tn M O O '^ CO ^ b/) O 3 '^ en ffi •C, <3 M o CO "-; ffi-S 00 •* »0 04 OJ tH i> C13 >0 t;|H O 0« 04 id 0« «3 rH 04 2> 04 CO J> "* OS TO •<* eo 5D 00 •* t- 50 10 10 J>; CO 2> Tji -* ,H ■* oi CO J> >0 t); OJ 00 ; CO to 10 CO I> 05 rH 00 CO 04 oj • tH tH 04 1— t Tj5 04 iH- J> 1-1 iH iH 05 in 04 OS 1-1 id 00 00 to 04 id T)i 06 06 05 10 >0 TiJ 10 id «o oi J> o ■* 00 04 CO CO oi id i-j OS C3 t); CO 00 id T-! 04 06 !> rti-'*' OS TlJ •>* 2> 05 id T-H rjH CO -TiH ■* ■* 00 OS OS •* OS CJ O OS t- 10 OS 2>; OS tH tH 04 »H 04 04 04 04 OJ iH la 00 CO » 1) bo >> a. S CO WtJteO w >< 43 ^s •= s fl .5 o B o o . pq t« u c 'o J-^O •^ p CLASSIFICATION AND PROGRESS OF PUPILS 9oy X X w < in CO 6 a 3 Q T3 U •a « &• •H J3 u •2 ■43 <£> J3 OS 4) xn ■-I 3 C .s u o o •a c O = b)0 2 ^ •^" «D l-i 00 C5 Tt< CO 05 0« T-H O r-j CO in . 03 ci 00 CO ■ o ^_ lO W • '^ Co' CO 1-4 : so • 1-1 C2 00 50 05-* o ^ CO O J> 1-i 1-1 CO tH J> O !> O lO »o o co' o CO CO 3 CO bA to •-; 43 o >^< bfl O ^ — ^ OT S O 1-1 i-i rJH CO 00 00 ^' O 00 cii Q rt cij jrt bJO .2 ^ n yiO BEPOBT OF SCHOOL SUEVEY Table XXII gives for each high school the percentage of pupils who dropped each subject. An examination of the lower line in the table will discover to the reader that 9.8^ of all the subject enroll- ment were dropped before the end of the semester, that the boys dropped a larger proportion of their enrollments than the girls, and that there were relatively fewer subjects dropped in the Central High School than in the other three schools. Examination of the column at the extreme right of Table XXII shows that there was great varia- tion among the different subjects of the high school curriculum. Three per cent of the pupils dropped the work in science, for example, while more than eighteen per cent dropped their work in Swedish, sixteen per cent in bookkeeping, fourteen per cent in mechanical drawing, and twelve per cent in mathematics. Table XXII also reveals wide variations between the different schools in the same subjects. Manual training was dropped by less than five per cent of the pupils taking it in the Central High School, while over nineteen per cent dropped this subject in the Johnson High School. Expression caused no pupil to drop in the Johnson High School, while over fourteen per cent dropped it in the Humboldt. Less than eleven per cent dropped Mechanical Drawing in the Central High School, while over twenty-nine per cent dropped it in the Humboldt High* School. Even more significant than the proportion of pupils dropping a given subject is the proportion of pupils who fail in that subject. Taible XXIII gives the percentages of those enrolled who failed in each subject at the end of the semester ending in June, 1916. CLASSIFICATION AND PROGRESS OP PUPILS 911 TABLE XXIII, Per Cent Failing of Those Enrolled in Each Subject During the Sem- ester Ending June, 1916. Boys Girls Boys and Girls in Subject CO "o O u W -a < a English iai9 Latin 17.7 French 32.0 German 15.7 Swedish 3.9 Expression 3.8 Mathematics 31.4 History 11.4 Science 6.5 Penmanship-Sp 13.3 Bookkeeping 18.5 Stenography 16.4 Typewriting 15.7 Commercial Subjects 5.1 Domestic Science. ... 0.0 Manual Training. ... 5.8 Freehand Drawing. . 0.0 Mechanical Drawing. 14.3 Modeling 1.1 Music 0.0 All subjects 13.4 o o 45 u m ba < 5.4 9.0 11.0 9.0 0.0 3.6 15.5 8.7 4.5 3.9 14.3 7.1 8.4 1.9 3.3 11.1 0.0 0.0 2.1 1.2 ni u a U 7.1 10.5 15.6 12.0 5.2 23.6 8.1 5.4 11.2 9.7 8.3 16.0 4.3 2.3 3.3 ■0 4.5 10.3 2.3 7.3 10.0 2 "o S 3 X 9.7 14.9 5.6 11.7 3.4 13.6 8.7 6.4 0.0 7.6 9.1 5.4 3.5 6.8 14.0 13.3 9.2 o tn a o 9.3 11.8 3.8 1.6 0.0 13.0 5.4 6.0 10.7 4.2 9.1 1.5 1.4 .9 0.0 3.4 Kfi O in o -M J3 < w X X m < o o •s CO .s &• 3 2 -S ^ u a" j2 s W g •s- Wm to m S3.S? O I/l nl O to OS C pq Sipq o o «> B 3 2 tn 0) "S u to 230_ (U -M W O o 3 to o m o u u In 3 0> C e<3 eo tH e- o in (NiOeoOE- OS0400tH'^ iHQOOSOlrH 03E-t-J>i-l lOCO-^OOrH -* OQ 00 05 ^ -# 04 1-1 O «5 J> in «D t- iH -^ C« 1-1 i» i- OS iH 00 « O -^ 1-1 lO CO t- e? 00 o 1-1 m "^ ^ iH ^ (N CO O iH O 1-1 oo (Tj 00 in in CO -* 0(8 Oi CD o J> in o 50 CO CO Tt< CO i> ec Tj< 03 U3 in 00 C4 O y-t TfTi- in fc- OS "^ CO CO CQ OS CO «D tH ■* OS t- o 1-1 m in m 00 lO CO 00 coooiHtoo ini-(int-oo cotJHi-hosoo inooos^cQ 0(jOi>COiH (N! tH OJ OS T(< T)4 (?» 00 C in •* CO (73 CD O CO iH lO 00 1-1 (r» iH t-t-m'^co inoscocDco mOOicOCvJ 0 bo 3 (U Oh 1 & 3 E 3 S -« o y 3 xn ■ri ^ ho ho.S S ^ 2 i! ,^ O ^ 3 3 Xi 3 o 04 (f? i-< O o 1-1 ec CO 7-1 tH CO 00 00 04 i- z- »o 00 eo I— ' u en o 1:11 3 '^ en W) O en t-rH^tiinc t-ooeoeCTt< j>t)o c CO CO O 00 o lO O iH O O O 04 O O CO ■* CO o> o o ^ tH Oi rH COi-liHOO'^JH OStHOOO-* lO 05 t- rH CO rH rH O; O t- CO rH rH •* lO o o rH 04 ■* O CDCOCOOSrH t-COlOCDt- Oit-0i004 CO O CO rH Oi rH OJ rH Oi 00 OJ 04 rH O rH £- rH lO O COroi>-^rH OOCOCOOJ'* 04 rH 04 CDt-rH04O O5t-m-*eo lO t- t- 2> rH CO J> J> rH OJ 04 110 00 ■* O 04 rH T-t m O 04 CO tH 04 rH rH Tt< rH CO 04 O rji 04 E- CO O rS OOCOOOrHin nOrHCOt-Oi -^0400^-10 05 -* CO 04 i-< rH 04 04 t}( rH 00 to 00 CO 04 04 04 lO rH 00 CO tJ* CO T-i ■* rH OS rH 00 E- CO 00 CO CO 1) m p 1- ^ X ni a, tn biO. c WD H >- S -M o u c a. Wi-tfaOw WSWoi^i MOTinUP ho to.S .s ^ .S SP H -a cj ^ C" 3 X CO CI CO CD OS 04 CLASSIFICATION AND f-fiOGRESS OF PUPILS 931 Such large percentages of failures cannot fail to discourage boys and girls frdm continuing their courses in high school. Failure to succeed, especially when coupled with an over-age condition, furnishes many pupils with the strongest sort of incentives to leave school. In order to disqover what the age-grade condition of the 1,183 pupils in- cluded in Tables XXVIII and XXIX might have been when they entered: the high schools of St. Paul, Table XXX was prepared. Table XXX gives the distribution of ages at entrance of those pupils who entered the public high schools as freshmen in September, 1911, and in January, 1913. 922 RBPOET OP SCHOOL SUEVEY X X < OS c nt V V to J3 u bo ba 3 o CO J3 bO o V u CQ l-i < o en O CO pq uosuqof ipioquitiH uosuqof ;plOqiunH ,1 : ' » uosuqof ipioqixinH r-l CO rjl rtH »0 ■* rH tH CO e<3 tH eo o iH t- iH T-l ^ -* O m TiH E- CQ t- 05 (K8 rH CJ CO ia3 »H O tH >-H o C(t to CO CO CO CS CO iH •* ■* CO m CO rH ■^OOCDOOi-llOINrH CO T-l O ^ rH »0 OQ «5 CO tH tH t- i> Oi t- 00 (N lo o e- o CO CO rH ^ CO CO o c» ?> «0 OJ CO tH ■^ lO 1-H 1-1 to O KO 00 (N 04 CO i-H TiH ,-1 l-H "TtH J> 2> tH G-*« ■* tH iH 0 »0 ■* -# 00 1-1 tH iH -* ■^ I-l CO T-l 1H « T—i in 00 c^ CO CO to t- lO lO >o # u bo CO 00 CO 03 05 «5 O CO O -M U O a, 00 0« 00 02 CO CO CO -* CO tH la lO 04 CO CO CO w G5 00 O 0>> CO o o "So (NCO-t<10«3t-00020 1— li-Hl— >OCDOOO'* »0 TfH iH (M C-^cot-ci:)e'5 (^J tN i-l rH 1-1 OJ T-l t-ooiHOu:>oo2>0(N COi— I'^lO'OCDi— IC>3J>-^ Oi CO iH CO rH 'MD (>J ^CQ>0,COCOOtH>iOiH«D'^ iHO^lOCQNCOlNCOt-) lO «D 04 (?4 tH lO 03-"*lOCcoi-icooo tH (N rH 1-1 i-l CO tH 3 Oi to 0 t:J( Oi O^ Q ?D 0» 1-1 TjH -^ t- «o ira -^ o X X J3 Eh 10 bo -t-> c V u u (L) e •a U X X X j3 O u O B o X X X 1-1 (U 10 J3 « !§■ "3 s Pi ft 3 O o 4-) c o 1-1 Ph « -^ "3 < hH J= w w K 8 u to < c be o -^ h^ -f; b— > CO 2 „ 2^ o O '^ w o 13 as N >o Tti 1-1 ri( «D lO 00 eo lo tH ■* CO 00 00 00 tH CO -"^H 2> lO TiH CO tH lO CQ OJ C75 CQ lO CO i> 00 2> 2> CD lO iH t- t- >0 05 ■* J> CO 00 J> «0 lO o 1-1 00 04 o ■^ o -w "2 •« x: CO C 1h 4-> 1— ( C>3 CO Tt< 00 936 BBPOET.OF SCHOOL SURVEY In concluding this section of the chapter, it may be said that the high school situation as revealed in the above tables is not altogether unusual. Similar conditions exist in other high schools scattered widely over the entire United States. This does not, however, relieve those who are responsible for the administration of the St. Paul public high school's from the duty of attempting to learn the causes for the preseht unsatisfactory results and of making efforts to correct them. The high schools should exercise their educative power more effec- tively and should not become mere selective agencies. C. Conditions in the Private and Parochial Schools. An attempt was made to secure the name and age of each private and parochial school pupil in the city of St. Paul. For this purpose the schools were furnished with the following blank forms: CLASSIFICATION AND PEOGEBSS OF PUPILS 937 o o u Q o a w n o § (LI ■4-J ni Q o o o o J3 _o u O c 15 s o • 437 427 ... 499 499 378 4600 487S . . . 19 19 ... 414 414 CLASSIFICATION AND PROGRESS OF PUPILS 929 TABLE XXXIII. Ratio of Pupils in Non-Public to Pupils Entolled in Public Schools in 1914. City Atlanta, Ga Minneapolis . . . . Seattle Birmingham .... Kansas City . . . . New Haven .... Indianapolis .... Portland Syracuse Providence Worcester Memphis Columbus, Ohio. Toledo, Ohio.... ST. PAUL Rochester Per Cent of Whole Enrolled Enrolled Number in Public in Private Total in in Public Schools Schools School Schools Rank 35747 lOOO 26847 95.5 1 49167 4500 53667 91.6 2 35527 3476 39009 9L1 3 26366 3000 39366 89.8 4 43282 5005 48287 89.6 5 27185 3303 30487 89.1 6 38372 5644 44016 87.2 7 33142 5000 38143 86.9 8 20980 3116 24151 86.9 9 42353 . 6568 48921 86.6 10 25208 4037 39245 86.2 11 20131 3529 23660 • 85.1 12 26808 5108 37916 84.0 13 28320 8738 36948 76.4 14 28900 9708 38608 74.9 15 30732 13328 43950 71.5 16 From Report of U. S. Commissioner of Education, 1914, Vol. II, Chap. II, Table 10. For many of the pupils whose names were furnished by the teach- ers of the private and parochial schools no date's of birth were supplied. A partial age-grade table has been prepared, however, showing the ages of those pupils whose dates of birth were furnished and who were enrolled in the A sections of the elementary school grades. (ii'ade I A II A III A IV A V A VI A VII A VIII A Total 4 1 4^ 4 12 43 13 44 69 io;5 2 9 51 ... /^ 7 64 I 57 12 3 1 82 49 TABLE XXXIV. Partial Age Grade Table of Private and Parochial Schools. Pupils of Age 8 43 82 21 58 9 12 51 dy2 10 10y2 11 IV/2 12 12>4 13 13>^ 14 uyi 56 12 90 25 61 7 20 40 46 5 59 12 2 98 75 9 36 68 1 4 20 58 40 11 34 13 95 84 5 19 28 S3 1 1 rv i 31 60 29 3 39 17 63 70 53 68 1 2 10 39 47 26 36 9 75 66 3 1 9 33 18 44 16 34 69 78 156 137 192 193 323 218 240 189 340 323 323 205 246 189 166 Note: Age 4 ^3 yrs. 9 mos. — 4 yrs. 3 mos. * Age iyi = 4 yrs. 3 mos. — 4 yrs. 9 mos. Etc. From the above table it will be observed that 33.5% of the private and parochial school pupils in the A sections of the elementary grades are under-age, 35.8% are of normal age, and 40.77o are over- age. The proportion of over-age pupils is practically the same as that found in the public schools. j 13 15 31 6 16 19 55 IKi 101 15 1 3 3 8 9 33 55 15;^ 16 lQy2 17 Total Median Age 441 6 yrs. 8 mos. 460 7 yrs. 11 mos. 489 9 yrs. mos. 530 10 yrs. mo'^. 540 11 yrs. 3 mos. 400 12 yrs. 1 mo. 1 ... 334 12 yrs. 10 mos. 4 1 299 14 vrs. mos. 5 18 24 12 1 3493 INDEX 933 INDEX OF TABLES. PART I. Table A. Number Enrolled and School Census for Schools, September, 1916, pp, 21, 22. Table B. Distribution of Expenditure for Health Conserva- tion, 1914-15, Based on Average Daily Attend- ance, p. 40. Table C. Compilation of Daily Reports of School Nurses on Communicable Diseases, p. 41. Table I. Dates of Erection and Additions to Buildings, pp. 53-55. Table II. Types of Elementary Schools in St. Paul Arranged According to Number of Classrooms, pp. 55, 56. Table III. Distribution of Elementary School Buildings Ac- cording to Years of Original Erection and Years When Additions Were Made, p. 56. Table IV. Method for Obtaining Final Score for Each Build- ing, p. 77. Table V. St. Paul's Elementary Schools Arranged Accord- ing to Rank, pp. 78-80. Table VI. Ranking of High School Buildings, p. 80. Table VII. Final Scores on St. Paul's School Buildings, pp. 81-90. Table VIII. Percentile Distribution of the Efficiency of Certain Features of the School Buildings of St. Paul, p. 91. Table IX. Number of Square Feet of Area of Playgrounds Per Child, pp. 92, 93. 934 Table X. Table XL Table XII. Table XIII. Table XIV. Table XV. Table XVI. Table XVII. Table XVIII Table XIX. Table XX. Table XXI. ' Table XXII. Tabfe XXIII, Table XXIV. Table XXV. Table XXVI. INDEX The Playgrounds of Three Cities, p. 95. 181 Thermometer Readings in 17 Schools, p. 100. Anemometer Tests of Fourteen Schools in St. Paul, pp. 101, 102. Distribution of the Amounts of Air Entering Through the Intakes, pp. 103, 104. Distribution of the Amounts of Air Passing Through the Outlets, pp. 105, 106. The Relative Humidity of St. Paul's Classrooms, p. 109. Effect of Treating Floors with Oil, p. 115. . Sufficiency of Toilet Accommodations, p. 119. Comparison of the Drinking Facilities of St. Paul Elementary Schools With Those of Salt Lake City and Denver, p. 131. Classroom Areas, p. 124. Classroom Cubical Contents, p. 135. Fuel Cost, pp. 127-129. Natural Lighting of St. Paul's Classrooms, pp. 131, 132. Comparison of Lighting in Three Cities, p. 133. Relationship of Window Area to Floor Space Dis- tributed by Rooms, p. 134. ■ f • Window Area to Floor Space Expressed in Per- centages Distributed by Schools, pp. 135, 136. Illuminometer Tests on the Darkest Desks of 62 Classrooms and in 7 Other Rooms and Halls, pp. 137-139. INDEX 935 Table XXVII. Table XXVIII. Table XXIX. Table XXX. Table XXXI. Table XXXII. Table XXXIII. Table XXXIV. Table XXXV. Table XXXVI. Table XXXVII. Table XXXVIIa. Table XXXVIII. Table XXXIX. Table XL. Illuminatioh in St. Paul Schools, p. 140. Number of Blackboards of Various Heights From the Floor in the Different Grades of St. Paul Schools, p. 143. Heights of St. Paul's Blackboards, p. 144. Cost of Elementary Schools Built in St. Paul, 1911-1916, p. 157. Cost Data for Fourteen Fireproof Elementary School Buildings in Five Large Cities, p. 159. Comparative Cost of School Buildings in St. Paul, Minneapolis, Duluth and North St. Paul, p. 161. Sixty-nine School Buildings in Ten Cities Distrib- uted According to Costs Per Classroom Unit, p. 163. Relationship Between High and Elementary School Enrollment, pp. 170, 171. Use of the High School Plants, p. 171. Number of Children in Portables, Annexes, and on Half-day Sessions, p. 174. Average Number of Pupils Per Teacher, Based on Average Daily Attendance, pp, 175, 176. Provision for Elementary Children in the New Elementary Buildings, p. 178. The 6th, 7th and 8th Grade Children Grouped by Natural Divisions of the City, pp. 180, 181. Ward Increases in Voters in St. Paul City Elec- tions for Mayor, p. 182. Numbers of Dwelling Building Permits Issued in St. Paul, 1910-16, p. 183. 936 INDEX Table XLI. Table XLII. Table XLIII. Table XLIV. Table XLV. Table XLVI. Table XLVII. Table XLVIII. Table XLIX. Table L. Table LI. Table LII. Population of St. Paul by Wards, p. 185. Children Attending Elementary Public Schools, 1905-16, p. 186. Average Value Per Acre by City Wards, p. 193. Land Purchased for Grade School Purposes Since 1897, pp. 193, 194. Estimated Real Value and Rate of Taxation on the Real Value of Property in St. Paul and Twenty- four Other Cities, p. 196. Total and Per Capita Net Debts of St. Paul and Twenty-four Other Cities at the Close of the Year 1915, pp. 197, 198. Comparison of St. Paul and Twenty-four Other Cities With Respect to Per Capita Expenditures for City Maintenance, School Maintenance, and the Per Cent of Total City Maintenance Ex- penditures Devoted to Schools, p. 199. Rank of St. Paul Among Twenty-five Cities in Items of Expenditure for City Maintenance, p. 200. School Maintenance Cost Per Pupil in Average Daily Attendance in St. Paul and Twenty-two Other Cities, p. 202. Distribution of Expenditure for School Mainte- nance in St. Paul and Twenty-two Other Cities, Based on Average Daily Attendance, pp. 203, 204. Per Capita Expenditures for School Outlays From 1899 to 1915 in St. Paul and Twenty-four Other Cities, pp. 206, 207. Total School Expenditures for Outlays From 1899 to 1915 Per Average Day of Attendance, p. 208. INDEX 937 PART II. Instruction and the Course of Study. Table I. Results of Group "A," Median for Group "A," Me- dian for Group "b," and Ayres Scale Values for the Several Grades, p. 272. 'J'able II. Results of Group "B," Median for Group "A," and Ayres Scale Value for the Several Grades, pp. 273-275. Table III. Spelling Grade Scores for Group "A" and Group "B" Schools, Together With Ayres Standards for Half-grades' 3B to 8A, p. 278. Table IV. Spelling — Distribution of Pupils in the Several Half-grades of One School — Heavy Rectangles Enclose Pupils Whose Achievement is Normal. Table V. Arithmetic. Schools of Group "A." Scores in Four Fundamentals for Each Grade Tested, pp. 305- 308. Table VI. Arithmetic. Schools of Group "B." Scores in Fundamentals for Each Group Tested, pp. 309- 314. Table VII. Arithmetic. City Scores and Woody Norms for Each Grade in Group "A," p. 315. Table VIII. Arithmetic. City Scores and Woody Norms for Each Grade in Group "B," p. 316. Table IX. Arithmetic. City Scores and Woody Norms for Entire City, p. 317. Table X. Arithmetic, Addition. Distribution of Attain- ments for the Several Pupils of Each Grade Tested in a Single School, p. 324. Table XL Median Rate and Median Quality for A Divisions of Grades 3 to 8 in Group A Schools, pp. 330, 331. Table XII. Median Rate and Median Quality for A Divisions of Grades 3 to 8 in Group B Schools, pp. 332- 334. 938 INDEX Table XIII. Handwriting. Median Scores in Rate and 'Quality for St. Paul, Cleveland and 12 Cities Tested by Starph. Ayres Standards Are Also Given, p. 339. Table XIV. Handwriting. Showing the Numbers of Chil- dren in the Several Classes of One School Who Score the Several Qualities (Ayres) of Hand- writing, p. 341. Table XV. Reading. Visual Vocabulary, Sight Scale, lA Grade, Per Cent of Correct Responses in Each Line of Each Scale, p. 345. Table XVI. Reading, Visual Vocabulary, Phonetic Scale, lA Grade, Per Cent of Correct Responses in Each Line of Each Scale, p. 345. Table XVII. Reading, Visual Vocabulary, Sight Scale, 3A Grade. Per Cent of Correct Responses in Each Line of Each Scale, p. 346. Table XVIII. Reading, Visual Vocabulary, Phonetic Scale, 3A Grade. Per Cent of Correct Responses in Each Line of Each Scale, p. 346. Table . XIX. Reading: Understanding of Sentences. Grades 3 to 8. Scores for the Several Classes in All Schools Tested. Also St. Paul scores and Thorndike Standards, p. 360. Table XX. Reading, Visual Vocabulary; Grades 3 to 8. Scores are the Line Values of the Vocabulary Scale. Higher Scores Mean Greater Range of Vocabulary. Figures Show Scale Values, p. 363. Table XXI Reading: Understanding of Sentences. Distri- bution of All Children Tested in One School in Terms of Scale Values, p. 368. Table XXII Reading: Visual Vocabulary. Distribution of All Children Tested in One School in Terms of Scale Values, p. 368. Table XXIII. Reading, High School. Per Cent of Correct An- swers Made By Each Class for Each Paragraph of Test. Also Average for All, p. 386. INDEX 939 Table XXIV. Table XXV. Table XXVI. Table XXVII. Table XXVIII. TaJble XXIX. Table XXX. Table XXXI. Table XXXII. Table XXXIII. TaWe XXXIV. Reading, High School. Per Cent of Correct An- swers Made By Each Class for Each Paragraph of Test. Also Average of All, p. 387. Reading, High School. Per Cent of Correct An- swers Made By Each Clas's for Each Paragraph of Test. Also Average of A^l, p. 388. Reading, High School. Per Cent of Correct An- swers Made By Each Class for Each Paragraph of Test. Also Average By All, p. 389. Reading High School. Per Cent of Correct Scores for All Students in City, By Classes, p. 390. Reading, Humboldt High. Number of Students in Each Grade Making Scores Equal to Average Per Cent Made By the Several Classes of All the High Schools in the City, p. 392. Reading, High School. Per Cent of Correct An- swers for Combinations of Paragraphs for Each Class in Each School and for School as a Whole, p. 393, 394. Reading, High School. Per Cent of Correct An- swers in Paragraphs I to VI for All Students of Corresponding Grades. Also Per Cent of Cor- rect Answers for All High Schools Tested, p. 395. Reading, High School. Per Cent of Correct An- swers for All Children in Each School, p. 397. Grammar, 8B Grade. Scores in Per Cents for Each School for Each Question. Also Per Cent of All Children Answering Each Question Cor- rectly, p. 404. Grammar, 8A Grade. Scores in Per Cents for Each School for Each Question. Also Per Cent of All Children Answering Each Question Cor- rectly, p. 405. Grammar — Per Cent of Correct Answers for 8B and 8A Children. Average for the Two and Buckingham's Scores for Each Question, p. 406. 940. INDEX Table XXXV. Table XXXVI. Table XXXVII. Table XXXVIII. Table XXXIX. Grammar, Grade 8B. Average Number of Ques- tions and Per Cent Correctly Answered. New York Scores for Corresponding Grades, p. 408. Grammar, Grade 8A. Average Number and Per Cent of Questions Correctly Answered. New York Scores for Corresponding Grades, p. 409. Grammar. Average Number and Per Cent of Questions Answered By St. Paul and New York Pupils, p. 410. Quartile Ranking of All School's in Handwriting, 'Spelling, Addition, Vocabulary and Sentence Tests, pp. 413-418. Composite Quartile Rankings for All Grades of Each School, pp. 419, 430. Language. Table I. Language Scale Scored in St. Paul Public Ele- mentary (Completion Test Language Scales B, C, D and E), pp. 443-446. Table II. Distribution by Classes and Ages of Language Scale Scores in St. Paul Public Schools, Janu- ary, 1917, pp. 449-453. Table III. Distribution By School Grades of Scores in English Composition, St. Paul Public Schools, pp. 454- 457. Table IV. Comparison of Language Scale Scores Obtained in St. Paul Elementary Schools With Scores Ob- tained Elesewhere, p. 459. Table V. Comparison of Language Scale Scores Obtained in St. Paul High Schools With Scores Obtained Elsewhere, p. 460. INDEX 941 Table VI. Table VII. Table VIII. Table IX. Table X. Fig. 1. Fig. 2. Fig. 3. Fig. 4. Fisf. 5. Fig. 6. Comparison of English Composition Scores Ob- tained in St. Paul Public Schools With Scores Obtained Elsewhere, p. 461. Distribution By Ages of Language Scale Scores in St. Paul Public Schools, pp. 469-474. Distribution By Ages. Scores in- English Compo- sition in St. Paul Public Schools, pp. 475-478. Distribution of Language Scale Scores By High Schools in St. Paul, January, 1917, pp. 483-496. Distribution of English Composition Scores By Pligh Schools', St. Paul, Minn., January, 1917, pp. 487, 488. Degree of Difficulty Overcome in Completing Sen- tences in Language Scale, p. 434. Comparison of Median Scores in English Composi- tion With Those Obtained Elewhere, p. 463. The Overlapping of Grades, p. 464. Number of Pupils Who Made Each Possible Score in English Composition, p. 466. Median Scores By Grades and Ages in Elementary Language Scales, p. 479. Median Scores By Grades and Ages in the English Composition Test, p. 480. Secondary Schools. Table I. List of High School Buildings; Date of Opening, Capacity, Enrollment, Number of Teachers, By Schools, p. 549. Table II. High School Enrollment, pp. 553, 554. Table III. Increase in Enrollment, By Schools, pp. 556, 557. 942 INDEX APPENDIX. Classification and Progress of Pupils. Table I. Age-grade Distribution of Public Elementary School Pupils, pp. 853, 854. Table II. Median Age of Pupils in Each Elementary Grade, p. 856. Table III. Distribution of Pupils in Each Half-grade Accord- ing to the Relation of Age to Grade, pp. 859, 860. Table' IV. Percentage Distribution of Pupils in Each Half- grade of the Elementary Schools, Classified as to Relation of Age to Grade, pp. 861, 862. Table V. Percentage Distribution of Pupils in Each of the Eight Elementary Grades With Reference to the Normal Age for Each Grade, p. 864. Table VI. Age Distribution of Kindergarten, Regular and Special Class Pupils- in the St. Paul Public Ele- mentary Schools, pp. 868, 869. Table VII. Grade Progress Table for Sampling of Elementary School Pupils', pp. 871, 872. Table VIII. Number and Percentage of Sample Pupils in Each Grade Whose Progress Has Been Rapid, Normal or Slow, p. 874. Table IX. Sampling of the Frequency With Which Pupils Have Skipped or Repeated Half-grades in Reach- ing Their Present State of Advancement, pp. 877, 878. Table X. Percentage of Pupils Who Have Skipped or Re- peated Half-grades in Reaching Their Present State of Advancement, pp. 881, 882. Table XI. Percentage of Pupils in Each Grade Who Have Repeated or Been Doubly Promoted, pp. 884, 885. Table XII. Sampling of Mid-year Promotion Results, 1916-17, p. 888. INDEX 943 Table- XIII. Table XIV. Table XV. Table XVI. Table XVII. Table XVIII. Table XIX. Table XX. Table XXI. Table XXII. Table XXIII. Table XXIV. Table XXV. Table XXVI. Number of Pupils Now in Each Half-grade Who Have Repeated Any Half-grade, p. 890. Number of Pupils Now in Each Half-grade Who Have Skipped Any Previous Half-grade, p. 891. Per Cent of Pupils in Each Half-grade Who Have Repeated Any Half-grade, p. 893. Percentage of Pupils Now in Each Half-grade Who Have Skiped Any Preceding Half-grade, p. 894. Percentage of Pupils in Each Grade Who Have Re- peated Any Half-grade, p. 896. Percentage of Pupils in Each Grade Who Skipped Each Lower Half-grade, p. 897. Partial Age-grade Table for St. Paul Public High Schools, p. 900. Analysis of Age-grade Condition in the Four High Schools, pp. 901-904. Enrollment By Subjects in the St. Paul High Schools During the Semester Ending June, 1916, p. 906. Percentage of High School Pupils Dropping Sub- jects for Which They Had Enrolled During the Semester Ending June, 1916, pp. 908, 909. Per Cent Failing of Those Enrolled in Each Sub- ject During the Semester Ending June, 1916, p. 911. Per Cent Dropping and Failing Those Subjects in Which They Were Enrolled During the Semester Ending June, 1916, p. 913. Per Cent Dropping Subjects in Which They Were Enrolled During the Semester Ending January, 1917, p. 915. Per Cent Failing of Thost Enrolled in Each Sub- ject During the Semester Ending January, 1917, p. 916. 944 INDEX Table XXVII. Table XXVIII. Table XXIX. Table XXX. Table XXXI. Table XXXII. Table XXXIII, Table XXXIV. Fig. 1. Fig. 2. Fig. 3, Per Cent Dropping and Failing Subjects for Which They Were Enrolled During the Semester End- ing January, 1917, p. 917. Number of Failure Marks and Total Number of Marks in Each Subject Received During High School Life of Pupils Entering St. Paul High Schools in September, 1911, and January, 1913, p. 918. Percentage of Failures By Subject Among Pupils Beginning High School in September, 1911, and in January, 1912, p. 920. Age of Entrance to High School of Pupils Begin- ning High School in September, 1911, and Janu- ary, 1912, p. 922. Pupils Beginning High School in September, 1911, and in January, 1912, p. 924. Percentages of the Entire Group Who Remained in High School to the End of a Given Number of Semesters. Pupils Entering as Freshmen in September, 1911, and in January, 1912, p. 925. Ratio of Pupils in Non-public to Public School Pu- pils Enrolled in 1914, p. 929. Partial Grade Table of Private and Parochial Schools, pp. 931, 932. Number of Months' Difference Between the Actual Median Ages in the Elementary Grades, and the Median Ages Normally to Be Expected, p. 857. Percentage of Pupils in Each Half-grade Who Are Under-age, Normal age and Over-age to Each Degree, p. 866. Number of Pupils Under-age, Normal Age, and Over-age to Each Degree in Each Elementary Age, p. 867. INDEX 945 INDEX. Abstract of score card 73 Accounting division 10 Achievements of children 359 Administration of schools , j 5 Administration, expenditure per capita of average daily attend- ance for , 203 Advisory library 'board i 47 Age and language ability , 467 Age and over-age — Significance of 851 Distribution 853 Age-grade record of pupils — Elementary 849 High school • 898 Private , 926 Aims, diversity of, in high school 559 Air^ — ^intakes, condition of , 108 Algebra * 632 Ames School, the new 155 Analysis of primary grade instruction 235 Anemometer tests 101 Annexes, children in 174 Apportionment of school funds : 37 Apprentice system 675, 707 Architect, appointment of: duties of 14 Arithmetic — ■ Course of study in 503 Classes tested 393 Commercial 640 In the primary grades 216 In the upper grades.. . .^ 242, 363, 292 Results of tests 304 Scales for Measurement of Achievements in, Clifford Woody 293 Tests S93 Artificial lighting 115 Assignment of lessons 543 Assistant superintendents 266 Attendance department 19 946 INDEX Attendance departments — Size and cost of in other cities . 38 Suggested changes in 33 Attendance — Records 33 State laws for school 19-33 xVttics and their use : : 96 Auditorium 10 Automobile repair and construction, course in. . .* 833, 841 Ayres, Leonard P. — Scale for Spellwg 367, 376 Scale for Handwriting 338 Basement, defective '. 96 Bathing facilities 133 Biology : ■. , . • 631 Blackboards 143 Board of Education 6 Favored by survey committee 7 Bond issue, recommendation of survey for 310 Bookkeeping 638 Buckingham, R. B., Grammar Scale * 403 Buffalo school census cards 34 Building construction, course in 834, 843 Building plant 53 Building program 716 Building record card , . 18 Building score card 57 Abstract of . . .' 73 Relative weights assigned to items on , 73 Buildings and repairs, department of ' 13 Buildings to be construfcted, new types of 169 Building trades requirements 673 Bureau of Educational Research 435 Cabinet making, course in ^ 835, 843 Carting concerns, reports from 33 Catering and lunch room management, course in 833 Causes contributory to results found 361 Census bureau of Buffalo, N. Y 24 Census card 30 Census, cost of 23 ■ Of school children, September, 1916 20 INDEX 9*7 Central library service '.'.'.■ 48 Child labor bill 37 Chemistry 627 Choice of subjects, high school .'. . . 654 City maintenance expenditures 198 Civics — Course pf study in 505 Work observed 624 Classification and progress of pupils 848 Classroom equipment for the teacher 146 Classroom libraries 49 Classrooms, equipment of 144 Classrooms in elementary schools .' 55 Classrooms — Standard elementary 123 Areas of . . ,. 124 Cubical contents of 125 Cleaning of school buildings 114 Cloakrooms 145 Color scheme of class rooms 141 Commercial arithmetic 640 Commercial courses • ^.-^ 696, 756 Commercial geography 644 Commercial law^ 645 Commercial work 696 Course of study 698 Evening schools '756 Commissioner of Education 5, 6 Committee, advisory, on vocational education 661 Completion Test Language Scales, M. R. Trabue 430, 435 Composition — In the primary grades 318 Tests 4:36 Concrete construction, course in 841 Concrete material in teaching 343 Construction of buildings 13 Construction work in the firsf grade 325 Cooking and food study — Course in • ....786,845 Work observed 648 Coordination of elementary and high schools 560, 619 948 INDEX Correlation between home training and other subjects. 764, 776 Course of study — Elementary 489 High schools 621, 652 Plans for making 489, 734, 732, 745 What is an efficient course / 491 ■Course of study — , Arithmetic 502 Drafting and design.. 779, 835 Drawing 505, 509 Dress design, house planning and furnishing 794, 843 bressmaking 781, 831 Electricity : 836, 843 Elementary grades 489 Food study and cookery 784 General plan 497 Geography 510 High school : 657 History 514, 624 Homemaking 755 Home management - 770, 801 Home nursing 783, 845 Home training : 765, 778 Hygiene 516 Language 518 , Manual training 523 Nature study 526 Plumbing 839 Power machines 831, 843 Printing 839 Reading 530 Curriculum for primary grades ; 234 Corridors '. 97 Cost— Of building schools 156 Of elementary schools in St. Paul 157 Of fire-proof elementary school buildings in five large cities 158 Of land, by wards 193 Of school buildings in Minnesota 161 Per classroom unit in 69 school buildings in ten cities. ..... 162 Per pupil in average daily attendance 201 INDEX 949 Per child, of medical inspection 40 Cost summary of new buildings. 190 Crowley School 151 Cumulative record cards 10 Daily time schedule in St. Paul. ., 498 In fifty cities 500 Dates of erection of the schools of St. Paul 53, 56 Debt, per capita net, of St. Paul 197 ' Debt, total net, of St. Paul 197 Deputy Commissioner of Education 11 Director of hygiene 41 Director of research, appointment of 8 Distribution of items of the school budget 203 Division of hygiene '. 4-0 Recommendations for 46 Domestic and personal service requirements 668 Domestic art, elementary schools 685 Domestic science- - Elementary 685 High school 693 Drafting and design, course iti 835 Drawing and design — ^ Course in 779 Drawing, course of study in 505, 509 Drawing in the primary grades 231 Dress design, house planning and furnishing, course in 794, 843 Dressmaking, course in 781, 831 Drinking facilities 120 St. Paul's schools compared with Salt Lake City and Denver 121 Dunwoody Institute evening classes 702 Dwelling building permits 183 Economics 624 Educational Research Bureau 435 Efficiency in study 546 Electricians, course for 836, 843 Elementary grades — Relative difficulty of ' 886 Course of study : .489, 497 Elementary public schools, children attending 186 Elementary school buildings — Arranged according to rank : 78 950 INDEX Final scores on 81 Elementary schools — Number of classrooms in 55 Toilet facilities in 117 Employment certificate, issuance of 34 English instruction in high schools 621 Oral 622 Importance of study '. 427 Entrance age of high school pupils 922 Entrance to buildings 97 Evening schools '. . . . 702, 710, 743, 748 Expenditures for school outlays per average day of attendance. . 208 Expert educational skill needed 265, 425 Failures and double promotioijs, frequency of 615, 875 Final ratings on St. Paul's schools 81 Finch school ,. . . . 153 Fire-escapes 114 Fire hazards Ill Fire protection 110 Food study and home management — Course in 778, 845 Cookery .' 784 Force adcount construction 165 Foreigners, courses for , 748 Foreign languages in high schools 635 Foreman of engineer-janitors * 16 Foreman of repairs 16 t rench and German, high school 637 Fuel, etc., expenditure per capita of average daily attendance for 203 Garment making, course in 766, 770, 774, 843 Geometry 633 Grade and high school work, inter-relation 761 Grammar grade instruction 242,421 Gross structure of St. Paul's school buildings 95 Geography — Course of study in 510 Commercial 641 Geography and language work in primary grades 228, 240 Geography in the upper grades 244 Grammar in the fourth grade : . . . . 221 Grammar Test, R. B. Buckingham : 402 INDEX 951 Results 403 Grammar in the upper grades 364 Group instruction 324 Halbits of study 545 Haggerty, M. E., Scales for Primary Reading 342 Haggerty, M. E., Visual Vocabulary Scale 345 Vocabulary of primary children 343 Handwriting, Measuring Scale, Leonard P. Ayres 328 Handwriting tests 327 Heads of departments, high schools 562 Health conservation, expenditure per capita of average daily at- tendance for 203 Health conservation, cost of, in sixteen cities 40 Heating and ventilating 98 JHeating, elementary schools, cost of . .^ 126 Heating systems, adequacy of 98 High school and elementary school enrollment, relationship of. . 170 High" school attendance, increase in 170 High school buildings, arranged according to rank 80 Final scores on 89 High school plants, use of 171 High schools, the overcrowded 169 High schools^ — Age-grade conditions 898 High school and grade work inter-relation 761 General supervision of 558, 561 Organization and administration 561 Overcrowding 551 High school pupils, age of entrance 922 High schools, relation to elementary schools 617 Relation to state 560 High school subjects, dropping of 910 High school subjects, failures in 912, 921 High school subjects, relative enrollment in 906 High schools, time spent in 923 High schools, type of 549 Hillegas Scale, Nassau Co. Supplement, M. R. Trabue 437 History — Course of study in '• 514 In high schools 624 In upper grades 245 953 INDEX Home-making courses 755 Home management, course in 770, 801 Home nursing, course in 783, 845 Home training — * Elementary schools 685 High schools 693 General plan and equipment, high school 777 Method of instruction '. 760, 770, 776, 777 Prevocational 759, 776 Household arts, elementary schools 685 Housekeeping, course in 768, 770 Hot water 118 Humidity, relative, of St. Paul's classrooms .109 Hygiene — Course of study in 516 In the primary grades 222 ' . Of study 545 Illiteracy, courses for 748 Individual instruction 289, 334 Industrial and trade classes, courses for 750 Industrial map of St. Paul 184 Industrial work in the primary grades 223 Information, how gathered 213 Institute for teachers 540 Instruction and the course of study 211 In the first four grades 216 In the upper four grades 242 Quality in high schools 621 Intakes, air at ... ; 101 Intermediate schools 173 Course, of study 734 Recommended 711, 719 Internal structure of St. Paul's school buildings 95 jatkson School .^ 150 Janitorial service, inadequacy of 116 Janitor engineer 12 j anitors 12 School for 117 Wages, expenditure 'per capita of^ average daily attendance for 303 Jefferson School 148 INDEX 953 Junior high schools 574 Juvenile Court 33 Lafayette School 148 Land additions to the city, map of 187 Land, purchased for grade schools since 1897 193 Language — Ability, relation to age 467 Ability, values and measurement 428 And Geography in primary grades 228, 330 Course of study in 518 Measurement of 427 Scales, relative difficulty 434 Scale scores, elementary 441 High school , 453, 482 Testing ability in 428 Tests, summary 481 Work in the upper grades 246 Latin 635 Lavatories 118 Library 10 Libraries 47 Instruction in use of 50 Library registration records, i . 48 Lighting of classrooms — Natural 130 In three cities 133 Artificial 141 Lindeke School 153 Libraries in schools — Professional books 539 Library, high school 616 Libraries, use of in the schools 539 Library work 239 Lunch rooms 615 Maintenance costs, increase in 209 Mathematics, in high schools 632 Manual training — Course of study in 533 In the primary grades 223 Manufacture and mechanical industries, requirements 671 954 ' INDEX Measurements of children's achievements. 259 Measurement of reading 343 Mechanical drawing in high school , 649 Median age of pupils in each grade 856 Methods of giving tests — Arithmetic . . .■ 303 Composition ~ 436 Grammar 402 Handwriting 327 Language 430 Reading 342, 357, 375, 383 Spelling 269 Medical inspection 42 Metal industries 671 Method of gathering information , 213 Method of measuring children's achievements 259 Monroe School 149 Mortality in high school subjects 919 Motivation 243, 245, 251, 290, 326 Music in the primary grades 232 Music in the upper grades 248 Nature study and elementary science, course of study in 526 N. E. A. accounting system *11 Need of vacational training 683 New buildings, location of 179, 188 New buildings recommended, cost of 189 Nurses, reports of schools 41 Nursing, course in 832 Objectivity of results 262 Occupations in which training schould be given 708 Offices of general administration 9 Office of Superintendent of Buildings 12 Oiling of floors 115 Opening exercises 529 Opportunities for vocational employment 691, 699 Outlets, air at 101 Outlying schools 152 Overcrowding — • Of high schools 549 Relief from 717, 728 Overlapping of grades 464 INDEX 955 Overview of results of measurements 263 Paper toweling 118 Part-time, children on 174 Part-time classes 709, 728, 731 Penmanship and spelling — High school 646 Penmanship in the primary grades 218 Penmanship tests 327 Penmanship tests, results 329 Penmanship tests, scoring results 328 Per capita expenditures for school outlays 206 Personnel of department of school buildings 12 Personnel of division of hygiene 41 Phonics in the primary grades 237 Photometric tests of natural light 137 Physical factors conditioning work 545 Physical training in the primary grades 222 Physics 629 Physiography 630 Plans and specifications of buildings 13 Playgrounds' of St. Paul's schools 94 Of three cities 95 Plumbing, course in 839 Plumbing repair shop 112 Poetry in primary grades 228 Points allotted to items on score card • 73 Population by wards 185 Population, trend of 182 Portables, children in 174 Power machine operating, courses in 831, 843 Practical Arts, high school 648 Preparation of teachers for home training courses 765, 778 Present buildings, dates of erection of 53 Prevocational training for girls and young women 758 Primary grade instruction 216 Principals and supervisors, expenditure per capita of average daily attendance for 303 Printing, course in 839 Private and parochial schools, age-grade conditions 926 Problem method 312 Problem work in geography 244, 245 ' 956 INDEX Professional books and articles recommended — Arithmetic 393, 304, 504 Civics \ 505 Course of study .504, 505, 507, 509, 513, 514 Draw'ing 507, 508, 509 General 264, 377, 335, 338, 339, 461 Geography 513 History 346, 514-516 How to study ,. .545, 546, 547 Hygiene 518, 545 Language 376, 435, 437, 460^461, 533 Manual training 526 Measurements 263, 325 Music 348 Nature Study and Elementary Science 539 Opening Exercises 530 Penmanship .' ' 538 Reading : 354, 339, 343, 347, 348, 355, 535 Recitation '. 542, 543 Schoolroom Progress 363 Spelling .- ' 255, '256, 367, 390, 391, 336, 537 Supervised Study 543 Program — For construction work for first grade. 327 For primary grades 236 Progress and classificatio"n of pupils 848 Progress of elementary school pupils, rate of 870 Promotion — In spelling 389 In reading 334, 373 Promotions, mid-year , 888, 894, 897 Public library, co-operation with the schools 47 Pupils, per teacher, average number of '. 175 Pupil progress, influqncing conditions.. 361 Pyschrometric tests 109 Quality of work 411 Rank of St. Paul in expenditure for school buildings 305 Rate of progress of elementary school pupils 870 Ratings of St. Paul's schools , 78-80 Reading— Ability, Visual Vocabulary Scale, M. E. Haggerty. 355 INDEX 957 Ck>urse of study in 530 Creating a taste for 533 Importance of 400 Improved Scale for Measuring Ability, E. L. Thorndike.348, 375 Improvement '. ,. .369,385,391,398,399 Intermediate grades 348, 269 In the primary grades . .236, 240, 263, 342 In the upper grades 251, 263 Oral 532 Primary grades 342 Primary, tests in .342, 347 Purposes of 531 Quahty 369, 398 Recommendations concerning 401 Tests '. 342, 348, 355, 357, 358, 375 Tests, high school 375, 385 Tests, results 344, 358, 365, 385 Tests, scoring papers 343, 358, 384 Vocabulary of Primary CMldren, M. E. Haggerty 342 Recitation, conduct of 542 Recommendations — As to types of schools 711 For attendance department. 35 For division of hygiene 46 For elementary school subjects 421 For high school subjects 658 For home training in the elementary school 761, 764 High school .' 776 For upper grades 258, 288, 421 Regarding arithmetic 326, 421 Regarding old buildings. 148 Regarding evening schools 743 Regarding grammar 410, 423 Regarding penmanship ' . . . 341, 423 Regarding prevocational courses. ., 808 Regarding reading 374, 401, 422 Regarding spelling 288, 421, 537 Regarding supervisors , 266, 426 Regarding technical high school courses 810 Regarding vocational training : 706, 727 958 INDEX Record cards, cumulative 10 Relationship between Supreintendent of Schools and Commis- sioner ipf Education . . .' : 7 Relative difficulty of the various elementary grades 886 Remedial work ' , 265 Repair and maintenance of school plant 15 Repair shops 112 Repeating grades .890, 893, 896 Reports from building department. . 18 Research department : 266, 425. Rice School .' 151 Rules for janitors, inadequate IT St. Paul and other cities, comparisons. .277, 304, 329, 339, 344, 359-, 362, 370, 398, 403, 407, 411, 458, 501 St. Paul, economic conditions in X ■. . 664 St. Paul Institute, evening classes •. . . .702, 747 Salary schedule 558 Salesmanship courses i. . 757, 811, 820 Sample ratings of schools 76 Sanitary survey by school nurses 43 Scheff er School, heating of 99 School assembly for the primary grades 234 School buildings — ' Method used in scoring 76 Distribution of efficiency of certain features of 91 Gross and internal structure of i : 95 Care of 114 School day, high schools.. : 572 School libraries 48 School maintenance cost per pupil in average daily attendance. . 202 School maintenance expenditures 198 School nurses — Reports of ' 41 Sanitary survey of ....'. 43 School plant .' ; . . . 52 School outlays, expenditure for ; 206 School products measured 260, 267, 292 School room, temperature of ; ' 100 School sites, size and form of , 91 School supplies ....." 12 Schools to be abandoned 177 INDEX 959 Scales for tests — Arithmetic 393 Grammar 402 Language .' 435, 437 Penmanship 328 Reading 342, 355, 375 Spelling 267 Understanding of sentence 348 Scope and time of this survey 548 Scoring tests — Arithmetic 303 Composition 436 Grammar 402 Language 435 Penmanship 328 Reading ^. 343, 358, 384 Spelling "^ 270 Score card for school buildings 57 Seat work in the primary grades 233 Secondary school system 549 Service systems 98 Selection of schools for measurements 260, 429 Sewing, high school 648 Shades 142 Shop work, high school 649 Short courses, vocational ■ ■ ■ 709, 728 Sites • 193 Six dollars per capita limitation for maintenance 209 Size of classes, high school 572 Smith-Hughes Act 665, 729, 759 Soap 118 Social center classes 703, 749 Social studies in high schools 624 Special rooms ' 146 Specialists, need of expert 366 Special rooms in elementary schools 163 In Cleveland schools 164 In Detroit schools 164 In Newark schools 164 In St. Louis schools 165 960 index' Spelling — Conditions in St. Paul schools 283 Course of study 535 In' the primary grades 218,337 In the upper grades 255, 263, 267 Measuring scale for ability in, Leonard P. Ayres ! . 267 Tests 267 Method of selecting words 535 Standard tests, reasons for giving. ., 260, 427, 430 Test results 271 Results desired 535 Tests, scoring the papers 270 Stairways 97 Standardized day's work for repairmen 17 Steamfitting, course in 840 Stenography, high school 641 Story telling in primary grades 230 Street trades bill 37 Study habits 540 Stiidy-recitation ; ; . 544 Suggestions for changes in the course of study 490 For primary work ^35 For primary grades 233 Regarding spelling 257, 267 Summary of results of tests 411, 424 Supervisor of high schools 5519, 560, 563 Supervision of instruction 8 Supervisors, appointment of, new 8 Support of public education in St. Paul as compared with other cities 195 Supervised study 540, 573 Supervision 426 Supervision of home training work 761 Supervision, reorganization of 8 Supplementary reading 49, 338 Swedish, high school 638 System of accounting, adequate 11 Tax rates in St. Paul : 195 Teacher Advisers 573 Teachers in the primary grades 233 INDEX 961 Teachers' salaries, expenditure per capita of average daily at- tendance f or ' 203 Teaching staff, high schools 557 Teaching pupils to study 544, 573 Technical high school 173 Courses of study 737 Need of • 701, 711, 727 Technical knowledge increase 266 Telephony, course in 840 Temperature of classrooms 100 Term of office of Commissioner 9 Of Superintendent of Schools 9 Tests in reading 342 Texts books, expenditure per capita of average daily attendance for 203 Textiles and clothing, course in 778 Textiles, millinery and dressmaking, course in 797, 830, 846 Thorndike, Edward L., Scale for Measuring Ahility m Read- ing 348, 375 Three million dollar expenditure for new buildings and sites. . . . 209 Time allotment for the primary grades 236 Time schedule, daily 498 In fifty cities 500 Toilet recommendations, sufficiency of 119 Toilet paper 119 Total school expenditures for outlays, 1899-1915 208 Trabue, M. R., Completion Test Language Scales 435 Trabue, M. R., Supplement to the Eillegas Composition Scale 437 Trade and commerce requirements 670 Trade extension courses for men 833 For women 843 Trades, supply of workers 679 Trade unions 680 Types of schools recommended 711 Typewriting, high school 643 Understanding of Sentence Test, E. L. Thorndike 348, 375 University of Minnesota, evening classes, extension work 702 Upper grades, instruction in , 242, 421 Variation of achievements of schools — Arithmetic 323 General 411, 483 962 INDEX Penmanship 336, 340 Reading 346, 365, 366, 392 Spelling 284 Variation of pupils of same school — Arithmetic . .-. 323 Penmanship 338 Reading 346, 367, 392 Spelling 285 Variability in attainments, causes 264 Variability of school products 264 Ventilating systems 98 Ventilation of toilet rooms 118 Ventilation tests 101 Vocabulary Scale and Tests 345 Vocational education ,. . . . 661 Vocational education in St. Paul — Present conditions 673 Recommendations 706 Vocational education, need of 664, 667 Vocational education, types needed in St. Paul 667 Vocational guidance, high school 574 Vocational training and the needs of St. Paul 691 Vocational training — Elementary 684, 719 High school 687, 732 Vocational training for girls and young women 758, 810 Vocations, how for do they train their own workers properly. . . . 673 Vocations, opportunities for discovering aptitudes 683 Vocations, opportunities for special preparations in 686 Vote on bond issue 210 Voters, ward increases in 183 Washing and bathing facilities 132 Water supply 180 Wealth of St. Paul 195 Webster School 150 Welding, course in , 840 Window area to floor area — Relationship of 134 Distributed by schools 135 Woody, Clifford, Measurement of Achievements m 'Arithmetic 293 Work carried by pupils 575 Writing, Palmer method 537