A STUDY OF HIGH SCHOOL PUPILS WITH A VIEW OF DETERMINING THE EXTENT OF RECOLLECTION OF ONCE FAMILIAR FACTS A THESIS Presented to the Faculty of the Graduate School of the University of Pennsylvania in partial fulfilment for the degree of Doctor of Philosophy BY EMMANUEL WILSON COBER A STUDY OF HIGH SCHOOL PUPILS WITH A VIEW OF DETERMINING THE EXTENT OF RECOLLECTION OF ONCE FAMILIAR FACTS A THESIS Presented to the Faculty of the Graduate School of the University of Pennsylvania in partial fulfilment for the degree of Doctor of Philosophy BY EMMANUEL WILSON COBER 4UQ ^"^ v<^V A STUDY OF HIGH SCHOOL PUPILS Until within the last twenty-five years, one of the domi- nant notes in grammar school education has been thorough and frequent review of grade work with a view to its per- manent retention. This continual review was possible from the fact that the course of study was made up of few subjects limited in scope and content. With the constantly increas- ing demands made on the public school curriculum by sub- jects and activities wholly foreign to the formal education of a generation or so ago, the grammar school has become so enlarged in scope and content as to make much of the earlier drill work impossible in the time devoted to it. As much of this mechanical work was of a qestionable educa- tive character, its limitation to fewer facts and activities would probably have meant educational betterment, had the change not been accompanied by the reaction against verbal memorizing, which has tended to prevent sufficient drill, or at any rate enough review work for the certain retention of once familiar facts too important to be forgotten. That certain essential facts should constitute a part of every normal child's mental content is admitted by all educators. Just what these facts should be is a disputed question. Much of our grammar school knowledge is for the purpose of furnishing a background for future educational development. Some of it is not supposed to be remembered but is for the purpose of discipline. Some of it is remem- bered for some time and then forgotten, but can easily be revived with little review. With many people it is not uncommon to expect children to remember all they learn. This is illustrated by the action of the school board in a Pennsylvania town, where the principal was removed because in a teachers' examina- tion certain of the high school pupils failed to remember facts which were a part of their grammar school course. There have been other investigations prompted by a similar A STUDY OF HIGH SCHOOL PUPILS motive, among which may be cited an examination of the first year pupils of Washington, D. C. in 1900. 1,188 pupils were examined in common school branches which had been laid aside for nine months. The examina- tion was at the instance of a senate committee and the questions were prepared by the chief examiner of the civil service commission and accepted by the director of the high schools. The pupils did not know before hand of an examination and so could not prepare with that in mind, as in the case of a civil service or teachers' examination. In arithmetic the average per cent, of correct answers to the eleven questions given was 58.8. This is the average of the 1,188 first year high school pupils of the six high schools in Washington, two of which are attended by colored stu- dents. The examination in spelling was upon words used in answering the history questions. The words which each pupil used were counted and the average number of words misspelled by each ranged from 3 to 6 per cent. In history the average per cent, of correct answers to the five questions was 53.10 (ranging through 44, 48, 52, 56, 59 for the six schools). ■ Nineteen pupils made 70 per cent, or over. The result of this and similar investigations has been the charge that the elementary school course is a failure, usually coupled with the suggestion that the failure is due to the influx of "fads" and educational experiments into the course of study. Now because facts once familiar to gram- mar school pupils are not recalled after an interval, does not prove that they were not perfectly familiar to the pupil at some previous time, neither is it an argument against the efficiency of work in the grammar school. In Psychology, the experiments of Ebbinghaus* have shown conclusively that words and nonsense syllables cannot be so adequately memorized when first presented ; that they can not be cer- *Uber das Gedachniss, (1885) p. 64. A STUDY OF HIGH SCHOOL. PUPILS tainly retained in the memory and readily recalled in the absence of occasional review. The purpose of this piece of research work was to make an inductive study of high schools of recognized stand- ing, primarily with a view to determining how long facts are remembered which were known with maximum cer- tainty at the end of the grammar school course but which have not been reviewed since ; and incidentally, so far as a limited investigation may indicate, the length of the interval which may elapse between reviews without such facts pass- ing beyond the range of ready recall. At the outset a very serious difficulty presents itself to the investigator. It cannot be assumed merely because facts are included in the work prescribed for the eighth school year that they were at one time thoroughly familiar to a given group of high school pupils. On the other hand it was impracticable with a large mass of pupils enrolled in various high schools, to limit the investigation to facts upon which the pupils were tested at the close of the grammar years together with the precise percentage of correct replies received in such a test. Fortunately this is not at all neces- sary. The test does not concern itself with the exact pro- portion of facts which are forgotten in a definite period of time, and so does not need to compare the percentage of correct replies made by a given individual with a similar percentage obtained in response to the same questions at the time when he left the grammar grades. But it is essen- tial to know, first, that the facts asked for were among those most persistently drilled upon in the grammar grades and that they were included in the questions that determined pro- motion to the high school ; and, second, that they were not reviewed either systematically or incidentally in connection with high school work, and were little likely to be called to mind outside of the school. A STUDY OF* HIGH SCHOOL PUPILS Selection was therefore made, in the first place, from facts which constituted part of the work prescribed as essential in a detailed course of study and included in tests that determined promotion to the high school, but were sub- mitted to grammar school principals and rejected. In case they were not admitted to be among the details of the work upon which the pupils were most persistently drilled, and with which they could safely be assumed to be most familiar. It is to be clearly understood that the questions finally selected were chosen solely from the fact that they met the conditions necessary to a satisfactory experiment, and not on account of their relative worth from the standpoint of the educational aim. In order that the disturbing influence of review or allusion may be so far as possible removed, the questions were largely limited to such portions of Physical Geography and United States History as have little bearing on high school work. There being no uniform course of study for the high schools investigated, a few of the questions in the list are reviewed in one or two of these high schools. Where this is the case the fact is noted and in working out the percentages, the results for such questions are omitted. For the same reason facts that were found to have been covered in regular class work between the first and second test are also noted and omitted in the percent- ages. As some school systems are averse to any work given by one who is not officially connected with the system, especially if it will take much time, the questions were so framed as to require but a word or two in reply, and so to consume the least possible time in making the test. The questions have been grouped under nine different heads ; each designated by a Roman numeral. Those under each of the nine general groups are in most cases selected with some definite object in mind for such grouping. The A STUDY OF HIGH SCHOOL PUPILS effort to include in each group only such questions as are logically related, was subordinated to the selection of ques- tions most certain to have been once mastered and less likely to have been incidentally recalled. In number I, all require numbers for answers and all with the exception of ( i ) are dates. In number II, all but (5) call for answers in general location in time. In number III and VIII, are questions calling for geographical facts which probably require more visualizing than any other questions in the list. Nunber IV consists of historical questions though (3) would occur in the work in geography. The answers to numbers V and VI respectively involve associations in geographical and historical sequence. Number IX is the preamble to the Constitution of the United States. I (i) What is the inclination in degrees of the axis of the earth ? In what year did the following events occur ? (2) The introduction of slavery into Virginia. (3) The Missouri Compromise. (4) The landing of the Pilgrim Fathers. (5) The discovery of gold in California. II In whose administration did the following events occur ? (i) Invention of the cotton gin. (2) Nullification Act. (3) The purchase of Louisiana. (4) In what war was the battle of Saratoga (Stillwater) fought? (5) To what party did John Adams belong? Ill (i) What large island north of Australia? (2) What sea north of South America? (3) What mountain range in Northern Africa? (4) What river between United States and Mexico? A STUDY 01^ HIGH SCHOOL PUPILS (5) What cape at the southern extremity of Africa? IV (i) By whom was the Mississippi river discovered? (2) Who was the author of the Missouri Com- promise ? (3) By what title is the modern ruler of Egypt known ? (4) How many years in the term of a U. S. Senator? (5) Who was president of the Southern Con- federacy ? V Beginning on the East — name in order the five Gulf States. VI Name in order the first five presidents of the United States. VII For what achievement are the followins: men noted? (I) Cyrus W. Field. (2) Robert Morris. (3) Cortez. (4) General Gates. (5) Samuel F. B. Morse. VIII Name the capitals of the following countries : (i) Switzerland. (2) United States of Columbia. In what countries are the following cities located? (3) Marseilles. (4) Para. (5) Odessa. IX Give the preamble to the Constitution of the United States. Many questions which have to do with matters of local interest were omitted so as to make the test applicable in various cities. The answer to some questions would lead to confusion and therefore were omitted. For example, A STUDY OF HIGH SCHOOL PUPILS "Name the largest of the Sandwich Islands." Here the answer "Hawaii" might be confused with the group of islands known by that name. Another example is the ques- tion, "Name the three branches (departments) of govern- ment of the United States." Here through their occurrence of a group of three, there might be a confusion of the Senate, House, and President with the Legislative, Execu- tive, and Judicial departments. Another type of question which has been omitted from the list is that in which the answers might easily be es- timated. For example, "When did the second Continental Congress convene?" Here the date might be guessed from that of the Declaration of Indepedence. "Upon which of these cities does the sun shine first every morning, Pitts- burgh or Philadelphia?" Here a guess has one chance in two of being correct. "In what zones is Africa located?" Knowledge of the fact that Africa is an equatorial region would suggest the torrid zone. As mentioned before, such questions as involve much reasoning or a comparative judgment are not included in the list. For example, "Name and locate the most important battle fought outside the limits of the seceded states." "Go by water from Baltimore to Calcutta : a. State the gen- eral direction in which you would travel, b. Name the bodies of water on which you would sail." Here too much opportunity is given for variation in the details named. The examples cited under these different types are actual questions which have been given to children in the eighth grade examination for promotion to the high school. They are not rejected because they are considered improper questions for eighth grade pupils but because they do not conform with the purpose of this investigation. With the list of questions given on pages five and six, the test was given in seven different schools higher than the 10 A STUDY OP HIGH SCHOOL PUPILS eighth grammar grade, the number of pupils ranging from 187 to 396 in each school. If by classes we understand ist, 2nd, 3rd, 4th and 5th years above the eighth grade, in one school five classes were represented, in four schools four classes, in one school two classes — those of the ist and 2nd year, and in one school, pupils five years removed from the eighth grade were tested. The numbers of successive tests also varied. In one school, but one test was given. In five schools the test was given a second time after an interval varying from seven to twenty days. In one school the test was given a second time after an interval of twenty-one days. Discarding those pupils who were absent from one test, though present in another in the same school, (199 in the whole investigation) left 2,485 papers to use as a basis to draw conclusions from. There were, omitting the 199 before mentioned, 1,362 different pupils represented in the test, distributed among classes above the eighth grade as follows : First year 588 Second year 324 Third year 184 Fourth year 113 Fifth year 153 Classified by sexes they were grouped as follows : Boys Girls First year 318 270 Second year 150 174 Third year 76 108 Fourth year 45 68 Fifth year o 153 In subsequent tables for each school the tabulated results will show the number of correct answers for each question according to class and sex. In order to eliminate the personal equation and insure A STUDY OF HIGH SCHOOL PUPILS 11 uniformity in work I conducted the tests in person. They were in all cases given in the forenoon. The first was on December 15th, 1908. This was the preliminary test and will be explained later. The tests which were given and repeated began with February 3rd, 1909 and ended April 23rd, 1909. The weather conditions during each test are carefully noted. By previous arrangement with the principals, the pro- gram was so planned as to allow the test to be given in some schools to all pupils at once, in others, to two or more groups of pupils. In each case the teachers gave assistance in distributing and collecting papers, also in arranging the seating so as to allow no pupils to sit side by side. The principals explained the object of the test, making it clear that its results had no influence one way or the other in determining the standing of pupils in their school work. Therefore it was of no advantage to do dishonest work. but it was of the utmost importance, at least from an experi- mental and scientific point of view, to do the best work of which each was capable. The pupils were furnished paper on which were printed numbers and blanks and this greatly facilitated the test, and was a great economizer of time, both for the test and in correcting the papers. 12 A STUDY OF HIGH SCHOOL PUPILS The following is a copy of the blank used : Extent of RfcollEction of Once Familiar Facts school class name date I. I. 2. 3- 4- 5- IL I. 2. 3. 4. 5. III. I. 2. 3- 4- 5- IV. I. 2. 3- 4- 5- V. I. 2. 3- 4- 5. VI. I. 2. 3- 4- 5- VII. I. 2. 3- 4. 5- VIII. I. 2. 3- 4. 5- IX. X. Before beginning the test, each pupil was asked to write in the places provided at the top of the blank, the name of the school, his class, his name, and the date. In order to classify the papers by sex the, first name was written in full. It was made clear to all that the questions about to be A STUDY OF HIGH SCHOOL PUPILS 13 read would correspond in their numbering to the numbers used on the blanks before them. The answers were to be written in the shortest form possible. I then began. "Roman I. I. What is the incHnation in degrees of the axis of the earth?" repeating the question. No interruption by the pupils in asking questions, or by myself in explaining ques- tions was allowed to interfere with this part of the work. The time allowed for the actual writing was for questions I and VII. less than twenty seconds for each of the five parts of each question, for II, III, IV, VIII less than seven- teen seconds. For questions V. and VI. seventy-five seconds was allowed for each, while five to eight minutes was allowed for question IX. When the test was given the second time, the pupils were familiar with the method of procedure and so less time was allowed for the second test. Where the test was repeated the third time, the questions were more familiar and therefore the time was not as long as for the second test. With the completion of question IX the papers were collected and I read the questions again giving the correct answer to each. Pupils were now allowed to ask questions and I made explanations of the questions and of the answers, if the pupils asked for it. This constituted the review. Nothing was said of repeating the test at some future time and the pupils and teachers usually, with the exception of the principal, did not expect a repetition. The whole exer- cise was conducted in less than forty minutes, sometimes during a study period, but mostly during a regular class period, which was set aside for this purpose. But in no case was the test given in any school to one group before and to another group after an intermission, which would allow pupils to meet and discuss the test. Principals and teachers if they knew of the proposed repetition, were asked not to discuss this with the pupils. 14 A STUDY OF HIGH SCHOOL PUPILS > The objection was raised by one principal, that such a test of disconnected questions, in which Httle more than sufficient time was given than was required to write the answer and so very Httle time to think about each question would not be a fair test, especially for the pupil of phleg- matic temperament. In this connection it must be remem- bered that the questions were selected because a memory test was the object and not a test involving reasoning and logical analysis. It was also very evident in conducting this study in the various schools that there was an added stimulus for each pupil to do his best. An unusual exercise given by a stranger and in no way connected with the school sys- tem, and also the fact that the result of each pupil would in a measure reflect the standing of the school if compared with other schools, would be a strong incentive to get the best the pupil could give. The papers were all corrected and tabulated by myself and so the personal equation was here eliminated as well as in conducting the test. The answer was either right or wrong, but as it was sometimes difficult to say whether it was right or wrong, by one person correcting the papers, uniformity at least was preserved. Before beginning the correction of papers of any one school, the names of those in the first test were compared with those of the second and the third test (where this was given) and all pupils absent for either one of the tests were eliminated. The same pupils therefore figure in the various tests of the same school. In marking question IX, which is one involving a great deal of association, the occasional omission of a word not vital to the sense or the misuse of such a word, does not make the answer wrong. Questions V and VI are each divided into five parts and so easily tabluated if partially right, (a), (b), (c), (d), (e) are respectively used to refer to those given correctly. For example, an answer giving A STUDY 01^ HIGH SCHOOL PUPILS 15 four of the possible five Gulf States correctly and in order is scored under (d). An answer giving three of the presi- dents correctly and in order is scored under (c). It is evident that those who name four states correctly and in order also name three, but in scoring, complications would arise which have led me to follow the method described. A preliminary test was given to a high school of 396 pupils — 193 boys and 203 girls. This test helped to formu- late the final plan, a description of which has been given. The method of conducting this preliminary test differed from the final plan in this : If the pupils could not answer the question in the allotted time they were asked to draw a line instead. After all the questions were given they were repeated from the begining, and the pupils given a second opportunity to write the answer over the line previously drawn. If now they did not know the answer they were asked to put a check mark, provided the fact was never known to them. This complicated system was found to be confusing. The drawing of lines and checking of questions by the pupils was not accurate, for in correcting the papers it was found that many of the questions unanswered were checked. Often a question which was answered correctly was partly erased and checked, showing that the checking was used as a means of concealing the pupil's certainty of the correct answer. 16 A STUDY 01^ HIGH S'CHOOL PUPILS Class Fresh SCHOOL No. 1 Soph. Junior Totals No. of Pupils 240 93 53 10 396 a 1 Id ^ 1 a 1 CIS 2 & a 1 J 1 1 « a s o 4)-0 1 ■^ «3 "S s -o o a "v o 1 '2 t ^§ < I 2 d 6 « 6 1 J 6 1 c o < « d iZ Z 2^ £ u: Z Z iZ Z z u: z z u: Z iZ Z I 1 38 55~ 39 T 17 T 8 T 1 103 4 64 107 2 24 2 18 4 4 28 2 22 30 3 8 4 26 1 1 7 2 1 11 4 35 15 4 65 5 16 25 5 1 18 2 1 4 1 112 13 18 125 5 38 17 4 1 3 3 45 6 2L 45 II 1 32 3 9 1 1 33 3 10 36 2 13 1 32 2 3 6 8 4 15 4 50 19 3 141 1 9 46 1 1 25 1 5 1 217 2 12 219 4 5 1 130 7 4 43 1 2 20 1 7 1 200 9 7 209 III 2 1 38 17 5 1 2 1 61 3 2 83 3 10 42 2 2 17 2 1 1 143 5 15 148 3 119 2 73 4 1 10 3 5 2 1 128 3 89 131 4 183 2 68 1 35 1 2 7 293 1 5 294 5 103 4 15 32 3 3 25 1 2 3 163 8 20 171 IV 1 172 3 6 53 1 2 37 8 270 4 8 274 2 91 5 13 17 1 7 2 6 2 112 6 26 118 3 3 1 72 1 26 6 7 5 10 1 10 11 4 29 1 10 14 1 5 58 2 58 5 96 7 19 32 1 4 28 1 •; 4 2 160 9 27 169 V (e) 73 3 8 34 1 19 5 131 4 8 135 VI (e) 46 11 10 11 1 1 68 12 68 VII 1 31 1 74 11 14 6 u 1 3 49 1 102 50 2 82 4 27 27 4 3 13 3 4 1 126 9 33 135 3 29 3 57 7 9 9 1 y 5 50 4 73 54 4 35 1 30 10 4 10 2 3 3 58 3 37 61 5 164 3 29 54 1 1 25 2 1 7 i) 240 6 24 246 VIII 1 44 1 35 13 9 15 2 2 1 72 3 47 75 2 17 1 39 1 1 10 4 2 22 2 51 24 3 31 3 46 11 2 11 17 1 6 5 1 64 6 64 70 4 19 1 56 8 2 13 1 7 3 28 3 '^? 31 5 63 2 36 19 2 11 19 5 1) 3 103 4 55 107 IX 20 38 4 11 2 3 7 33 52 33 SCHOOL No. I. The preceding- table shows the result of the preliminary A STUDY OF HIGH SCHOOL PUPILS 17 test. At the top are indicated the class and number of pupils in each class, to the right, the totals. The figures ''38" following I. I indicates the number of pupils in the freshman class who answered questionl. i correctly on the first attempt. 2 wrote the answer on the second trial and 55 checked the question. 103 in the school of 396 answered question I. i correctly on the first attempt, 4 on thje second, and 64 said they never knew the fact. 107 after two trials succeeded in answering the first question. In question V and VI only those who have given the facts correctly and in order (the 5 states in V and the 5 presidents in VI) are scored. Question II. 5 is left blank because this question, "To what party did Henry Clay belong" was later discovered to be an unfair question, for during his political career. Clay was at difl^erent times affiliated with three different political parties. Question VIII. 3 for this preliminary test was Bar- celona. This was changed to Marseilles for the final tests because of the prominence given through the daily papers to an earthquake in Spain in the immediate vicinity of Barcelona. This school is composed of boys and girls, but they are not separated in the tabulations. The test was given Dec. 15th, 1908, and not repeated. It should be noted that ques- tion I. I is studied in the regular course in astronomy for the senior year. 18 A STUDY OP^ HIGH SCHOOI. PUPILS r'- ^3 CQ SCHOOL No. 2 W ■<*< CO O OO O (N O lO CO CD »C 00 CD lO CO t- CO (N (M ■* C^ 05 -"l^ oGOt^<^^K5oot-lClCDcocoQOTt^cDt^-*c^^^(^^oooO(^^o^cDt-ooiOTt^^HoociGO■*coOiT-^b-<35 00C0C^^t-»Ot-T^t-Olr3kOO^OlHCDC01OC00DtX^^^^ »OiM(MC^ lOt-lACOiMCDt-C^rHkOOS l^^THlncD05•*QO(^^Oir^(^^cD^Ht^t~THOic»loc^^05>ooo(^^c^^H^-QOl^^lHcoo■*oooT-l(^^■^THCO (MiH TtO-*'*0it-0iCDO00TtHa501t-OTHOOCD00C0l0OC0iaiO^(MC0l:-'*L0Tt* (Mi-lT-l(MiHOl (MCO T-ICOrH0O(M0 01 1- tH O O O CO LO CM CO LO CO ^ C-l t- !M GO iH CO tH O O O lO CO CO tH (M CO kO O CO rH 00 ?•! 0-1 00 T CDCMO>001COOl-''*OlOCi010»OlOCO?'100COCOrHCl-*-rtOCOO'*OC00101'*010i'*rH010CDCO'HQOOiHt-t-l-l001t-01CaOOrjO c^^T-l-*ltOTHOaTt 67 74 26 95 102 11 14 16 7 8 8 11 33 36 43 80 97 54 113 133 14 15 15 3 8 8 20 36 46 28 73 75 48 109 121 13 16 15 8 8 2 43 48 38 98 102 40 141 150 10 15 16 1 8 8 4 29 35 21 56 77 25 85 112 16 12 16 G 8 s 27 36 43 65 83 89 92 119 132 12 16 16 7 8 8 29 47 50 56 103 105 85 150 155 3 13 14 6 8 8 1 43 47 12 87 97 13 103 144 7 9 12 6 8 8 41 45 15 58 84 15 99 129 .6 16 16 8 8 8 29 48 49 60 98 98 89 146 147 1 14 14 8 8 8 14 43 48 19 89 97 33 130 145 ,6 16 16 8 8 8 41 49 49 88 103 105 129 152 154 ;G 15 16 8 8 8 41 49 50 93 104 104 134 153 154 LG 14 15 8 8 8 19 43 48 67 99 102 86 U^i 150 3 16 16 1 8 8 14 37 46 32 76 90 46 113 139 1 10 9 7 8 8 6 37 45 24 61 74 30 US 119 6 14 16 5 8 8 15 48 50 32 97 104 47 143 154 6 16 16 8 8 8 35 48 48 71 96 97 106 144 145 G 2 1 1 15 8 4 42 26 16 57 28 20 1 2 6 5 8 15 8 10 21 13 1 1 3 5 5 3 G 5 1 (J 3 3 14 13 4 6 8 17 32 40 25 56 73 42 88 113 1 1 7 G 2 8 3 4 15 9 6 1 1 2 1 1 4 4 G 1 5 o 1 1 10 3 37 10 5 47 10 8 1 ') 1 1 10 1 •> 11 1 3 3 15 14 3 S 8 25 43 43 41 92 92 G6 135 135 4 13 16 6 8 8 13 45 50 19 73 85 32 118 135 9 14 15 2 S 8 21 19 47 31 69 76 52 88 123 4 15 15 6 8 8 19 39 44 40 78 91 59 117 135 s 12 15 1 6 8 8 37 44 15 48 69 23 85 113 6 16 16 6 8 8 37 43 49 76 92 95 113 135 134 5 11 11 7 8 8 19 43 46 40 82 88 59 125 134 1 10 13 7 8 8 1 28 35 12 38 69 13 66 104 G 16 16 8 R 8 41 49 50 97 105 106 138 154 156 G 10 15 8 8 8 24 42 48 40 89 91 04 131 139 1 15 16 7 8 8 24 47 49 72 90 101 96 137 150 1 4 7 7 8 2 8 6 10 21 24 12 29 30 A STUDY OF HIGH SCHOOL. PUPILS 27 SCHOOL No. 5 First test given March 3rd, 1909. Third test given March 30th, 1909. Second test given March 9th, 1909, In this school three tests were given with seven days interval between the first and second test, and 21 days inter- val between the second and third tests. Weather conditions : First test Rain Second test Rain Third test Clear Class 9 is the first year class, 10 the second, 11 the third and 12 the fourth year in the high school. Class 13 is the fifth year above the eighth grade, composed of girls who expect to become teachers and give some time to the review of the common branches. Class 12 cover I. 2, 3, 4, 5, also questions II, IV, V and VI in United States History, although the boys' column would not indicate it. SCHOOL No. 5 11 r" 13 8 50 TOTAI.S Class 9 10 1 U 107 Number in Test 26 44 14 80 5 9 5 16 Boys Girls 157 Sex Boys Girls Boys Girl 1 2 > Boy 3 3irls Boys Girls Girls Number of Test 1 2 a 1 2 3 1 2 3 3 1 2 3 1 2 3 \ 2 3 1 2 8 _^ 2 8 1 2 3 I 2 3 1 2 8 I 1 2 3 4 24 2 10 2 12 5 17 1 17 14 20 24 13 4 1!) 39 27 28 31 30 44 33 30 34 4 1 1 14 5 6 7 11 13 6 G 12 5 6 26 15 12 19 12 23 18 29 20 i 2 5 3 5 4 5 3 3 4 5 4 4 9 8 3 8 8 7 5 8 8 1 4 4 3 5 4 5 5 1 ■ ■ 12 11 14 10 14 10 14 15 16 10 10 10 15 7 8 ? 3 8 8 8 8 8 8 8 8 8 4 11 20 48 29 28 33 36 48 35 28 36 46 14 33 43 28 98 67 80 73 104 77 74 97 75 20 38 20 54 48 146 101 95 113 109 152 112 102 133 121 II 1 n 1 21 2 m ,S 20 20 1!» 23 11 3 41 21 30 43 ils 1 1 4 1 12 11 9 24 8 18 29 10 21 1 1 3 5 4 5 4 5 7 9 9 4 9 9 8 5 4 4 13 10 10 12 10 15 12 10 15 10 10 10 1 6 8 8 8 8 8 8 4 43 29 36 48 35 43 38 21 65 98 56 83 102 77 89 40 92 141 85 119 150 112 132 4 1 4 24 2(> Tt 42 43 9 13 14 11 28 29 4 5 5 9 9 9 - •_' ■_' 3 7 8 8 29 47 50 56 103 105 85 150 155 23 35 38 1 11 13 23 28 5 4 8 9 ■' ■' 13 14 6 8 8 1 43 47 12 87 97 13 103 144 III 1 24 2.") 24 39 9 11 ., 13 18 5 5 4 7 3 4 7 9 10 12 6 8 8 41 45 15 58 84 15 99 129 •2. 1 « 25 20 40 40 (i 13 13 10 25 5 5 5 9 9 2 5 5 10 16 8 8 8 29 48 49 60 98 98 89 146 147 •.i M 22 33 39 3 12 13 4 25 27 2 5 5 9 9 4 •• 1 14 14 8 8 8 14 43 48 19 89 97 33 130 145 4 L' 2 2.") .~|- 42 44 9 14 14 20 2S 28 5 5 5 9 9 9 5 5 5 16 16 16 8 8 8 41 49 49 88 103 105 129 152 154 20 30 43 43 10 14 14 30 29 28 3 5 5 9 9 9 4 '' 5 iO 15 16 8 8 8 41 40 50 93 1(>1 104 134 153 154 IV 1 ) 23 20 17 41 42 5 11 13 20 27 2.S 5 5 5 6 9 9 4 4 ,•0 14 15 8 8 8 19 43 48 67 99 102 86 14^; 150 ) 20 15 31 3S 1 9 11 3 18 19 3 5 5 3 f) 1 3 5 13 10 16 1 8 8 14 37 46 32 76 90 46 113 139 ;{ i IK 25 21) 29 1 12 13 3 14 19 2 5 4 8 9 9 2 3 1 10 9 7 8 8 6 37 45 24 01 74 30 98 119 4 1 2.J 2(i 12 39 42 13 14 3 25 29 1 5 5 9 9 5 5 14 16 5 8 8 15 48 50 32 97 1(>4 47 143 154 5 1 < 24 24 41 40 7 14 13 14 22 24 5 '> •"> 9 9 9 5 5 •^' 10 10 16 8 « 8 35 48 48 96 97 106 144 145 V (a) - 3 1 10 8 8 4 ;{ 3 10 10 - 1 1 9 (1 3 1 2 1 1 15 8 4 42 2(1 16 57 28 20 (b) ) 4 3 -, 1 1 4 2 1 2 4 1 (I 1 2 6 5 8 15 8 10 21 13 (c) ( ) 2 3 4 2 1 1 d 1 3 5 3 6 5 (d) ( ) 1 II 1 1 3 3 (e) 1 17 22 G 19 25 3 10 10 5 12 19 3 2 3 .- 8 ;j 5 10 14 13 4 6 8 17 o., 40 25 5G 73 42 88 113 VI (a) 1 ' 2 ^i 2 •> 3 1 •> 2 1 1 2 2 il 1 1 1 7 "c ■> 8 3 4 15 9 6 (b) ( d 1 2 3 2 1 2 1 () 1 (1 1 (> 2 1 1 4 4 6 1 5 (c) 1 10 ."5 2 ■> 15 4 1 2 9 1 1 id 3 37 10 5 47 10 8 (d) ( {) 4 1 T 1 4 1 d 1 {) 1 1 10 1 •) 11 1 3 (e) \A 24 24 18 35 37 3 12 11 7 25 24 2 3 3 9 9 3 4 5 13 15 14 3 8 8 25 43 43 41 92 92 60 135 135 VII 1 8 23 20 6 32 34 5 12 14 2 14 IS - - 1 G 9 5 - 4 13 10 6 8 8 13 45 50 19 73 85 32 118 135 2 13 ■'2 24 11 25 28 4 8 13 4 15 18 4 h 5 5 7 4 r 9 14 15 8 8 21 19 47 31 m 70 52 88 123 H 7 18 21 3 21 31 5 11 13 13 ''7 28 5 5 5 4 •7 9 •> r 14 15 15 6 8 S 19 39 44 40 78 91 59 117 135 4 18 21 2 10 27 1 10 13 3 11 12 2 5 1 3 4 -. s 12 15 1 6 8 8 37 44 15 48 09 23 85 113 5 18 21 20 29 35 39 11 13 13 10 24 23 5 9 9 9 3 4 5 k; 10 10 6 8 8 37 43 49 76 92 95 113 i:i5 134 VIII 1 13 22 25 14 31 35 3 12 12 7 23 24 3 4 4 - 9 9 2 r . 11 11 7 8 8 19 43 46 40 82 8.S 59 125 134 2 1« 22 4 12 28 1 8 8 8 13 1 2 3 3 1 10 13 8 8 1 28 35 12 .■iS 69 13 66 104 3 20 2.') 26 34 42 43 11 14 14 30 30 30 5 !) 9 9 10 16 10 g s 8 41 49 50 97 105 106 138 154 156 4 17 23 26 11 37 36 1 10 12 12 25 5 r. 5 9 1 4 'J (J 10 15 8 8 s 24 42 48 40 89 91 64 131 139 5 15 23 26 2if> 40 40 4 14 13 19 26 28 5 5 5 9 1 9 r, n 15 16 7 8 8 24 47 49 72 90 101 96 137 150 IX 1 « 5 3 12 11 1 1 1 10 1 1 o| 1 1 4 7 7 8 2 S 6 10 21 24 12 29 30 C^IOOOOOiOiOCCMC^C501Q05'f(MOOiCOt-CCo»o»alc^Ofo^ff>^l000o^n(^loooccLOfCcoTt^-t^cc(^^lo^o-<**e^ OOOCOT}0i3:cC'-lOC0OO OOOCOOOCaiCt-COrHOCOOllOlCiHT-IOlCOMOOrHCCOTHOCOOr-lCCTfOCJOCCOlO© L0a0l0^e0'MC0Q0MOi--iiHT--icit-^oo»ciOTHiHco;'*rHT-iot-iATHa::'Tt<rt^h-kCrtHOOO©>OlCCO©©l--*rHiH©iHt-CCGOGOCCT-llCt-©t-© ©T-l©rtHC»©'HlOkOrHTH'tiOOC^'*©©(NTH©TtlCi::!'tilOCO(M«C)OiH©THClTfTHiH(M©C5THClTHTtT-(M©(MOOt-10COGOCC>0(M©©CC>Tf^Cv|TH©©©TH(riC^>T-HI>t-(MOOCO© ©©^TtH©©©CDCDr-IC0T-(©©-fHi©(rqiHrH©t-C0THCO©©©lMC0rHOCC(M«T-l©THC000© A STUDY OF HIGH SCHOOL PUPILS 29 SCHOOL No. 6 First test March 23rd, 1909. Second test April 6th, 1909. Interval, 14 days. Weather conditions : First test Clear. Second test Clear In this table the year is indicated at the top and under- neath are the sections which come into use in this school because of a three years course which was later changed to four years. The sections in each case are as follows : First year — Junior B^ Boys, second half of year " Bs Girls, second C4 Boys, first C6 Girls, Second year — Middle B4 Girls, Third year- Fourth year- Junior Junior -Senior Middle Middle —Senior A' Boys, A6 Girls, C3 Girls, A^ Boys, A^ Girls, B^ Boys, first second first first second first first first O50t-CD05 t-COODODOO t^t- t-iX>COt-iD (M t-Tt^iMCDCC COCOlOt-CD -^l^-cot-O C0lO-*t>b- MfOt-COr-l -HtHiHLOCO (MLO(M>OlO ^CCCi-^'^ 0- rt OOCCCCr-'lO - OOIXCICIC OOOt-OiM COOCO(MOO THOt-CDlO t-lOlOTt^OD L'J^COIO^ COOOOO iHOlOOO LO00-*t-fH OlOlCO^rH 05 r-liH rH iH tH tH tH tH tH tH ,H tH tH iH iH tH tH tH ,-1 t-I i-l i-i iC)(raOOO O-*iMC0tH OrtniMOOO lO(NOrfTtH IOiHt-HCOt-I JOiMtJHOiM (MOiHtHIO COOOiHiH Ift XCOOICCO OOCit-OOO -tCCtOOO 0DCOIO00C5 t--*Ob-0 COTHkOrHO OlOr^aCD t-ClC:-t7 13 28 25 27 25 32 fl 23 ;j 9 5 9 24 38 26 41 5 14 4 15 2 112 21 33 34 114 31 20 31 25 38 36 17 22 29 44 10 9 18 11 19 11 ") 12 24 7 12 5 3 5 9 11 23 15 27 5 16 5 16 3 42 10 17 14 82 7 18 2(t 25 29 18 6 16 12 35 4 12 14 13 U) 4 16 10 17 7 IS 5 9 4 9 7 7 13 22 3 10 3 9 4 102 34 36 39 116 38 25 39 26 42 40 14 29 41 48 30 13 25 14 29 12 12 29 33 1(1 28 5 9 5 9 22 42 26 46 5 14 5 16 5 157 48 40 40 114 29 24 41 25 40 82 41 32 35 56 21 14 22 13 24 36 32 29 28 10 25 5 9 5 9 29 36 23 36 5 16 5 16 VII 1 86 12 35 35 109 13 23 32 26 34 39 8 28 34 44 8 12 14 14 IS 4 14 25 34 5 15 5 6 5 9 10 9 22 37 5 13 5 16 2 94 19 30 24 90 24 28 43 14 24 24 44 1 8 15 13 18 14 10 17 13 5 3 5 7 5 7 15 21 20 35 3 14 5 15 3 42 10 30 9 71 13 18 21 21 31 27 21 11 31 35 7 11 27 13 28 14 1] 21 13 8 12 -) 5 9 16 26 21 29 3 15 5 15 4 57 3 22 12 95 13 18 16 21 27 21 7 18 16 41 6 10 11 13 12 7 6 13 18 5 8 -, 3 5 7 5 9 19 19 4 12 5 15 137 37 35 123 27 21 35 26 39 53 40 53 19 13 24 13 23 40 24 30 28 9 17 5 9 5 9 29 38 26 39 4 16 5 16 VIII 1 50 31 35 32 76 19 22 31 25 35 32 23 29 38 38 11 12 23 12 24 14 10 15 25 8 7 4 9 4 9 13 21 19 37 3 11 5 11 2 7 4 14 11 40 16 12 22 28 5 1 14 n 15 3 S s 8 13 II 6 9 ] 3 1 2 7 1 1 14 12 2 10 3 13 3 153 86 41 52 1(M 38 25 42 26 43 90 99 35 57 58 34 14 30 14 30 40 74 29 41 in 32 5 9 5 9 34 58 26 47 5 16 5 16 4 91 14 31 23 82 11 23 37 26 36 43 22 27 26 45 16 1(1 25 12 25 17 8 20 23 8 13 5 9 5 7 14 8 23 25 5 10 5 15 5 116 46 38 46 98 33 23 40 26 40 76 5S 33 45 57 30 15 20 13 28 23 28 22 32 10 21 1 5 9 18 19 26 34 4 15 5 16 Totals i •912 940 959 "933 J009 773 633 975 721 1102 1360 874 ~^2 981 1342 521 325 624 355 706 484 583 562 775 227 516 143 214 138 248 445 > 608 1017 124 1.30 419 142 450 Percent. 4 7.5 21.6 ■ 2.6 -3.G 77 ■51.3 81.1 73.9 n2.-l 83.4 42.3 23.4 oi.i 57.3 77.1 48 77.3 69.3 84.5 78.4 34.3 25.5 58.5 60 75.6 53.7 94 79.2 92 91.8 39 3 -1 72.3 ill 82.0 86.6 87.2 94.6 91.6 Q 3 Q i 1 c5 § 1.1 c cS § o ■N § 1 g 1 o pq I VI >> CT>t-lOl-t- OJCD00O5C5 r-0iooo5 • Oi00CDO5« 1-1 t- a> Ttl Ttl W (N Cl b-CDOOtOOO b- CO 00 CD 00 OOCOOiOOOb «-> ^^S?^^^§S3SS ^iSS^g (5>G0 CDOiOO CD 00 W5 CO 00 'H t- ^?5§?f3 ^§53S^S ^sss^g doOCDOSOO co«inccco Ti^T^ins^c^ t-COCOrHt- t- CO 00 CD 00 ^S§§§2S ^ o CD CD *S i :S Tt 'cfl3"o'a'aj rtS'o'Td'aj' rH C-l CO tp in > rH (M CO t Ln > > > A STUDY OF HIGH SCHOOL PUPILS 39 SUMMARY No. 2 In this table the results for each question are summar- ized in groups for the number of test, interval between tests and sex. There is no division of pupils according to years in this summary. The first column gives the number of correct answers of that group for each question. The second column is the per cent. The answers to the questions used as the basis of this study were, so far as it is possible to determine, at one time a part of the mental content of every pupil tested All of the principals where the test was given, considered the questions fair, except the principal of School No. 2, who said that question IX was not a part of the work of the grammar schools which prepared for his institution. The first test was given from 9 to 11 months after the pupils had left the grammar school, excepting in the case of 2^] boys who were in the first test in School No. 4 two weeks after they left the eighth grade. Results show that 47.5 per cent of the questions were answered by the boys and 21.6 per cent, by the girls. In the 9 to 11 months which elapsed between the date on which they left the grammar school and that on which the first tests were taken, over 50 per cent, of the facts were forgotten by the majority of pupils. Only a test made at the very beginning of the fall term would show to what extent the facts were remembered after the necessary inter- val of vacation. It would be naturally inferred, that in the second year of the high school the percentage would be lower than in the first and lower in the third than in the second. The results of our investigation in case of the boys show this to be true. 47.5, 42.3 and 34.3 are the percentages for the first, second and third years respectively. In the case of the girls there is a sHght increase with the three years; 21.6 for the first, 23.4 for the second and 25.5 for the third. While this investiga- 40 A STUDY OF HIGH SCHOOL PUPILS tion shows an average of 39 per cent, for the boys and 37.2 for the girls in the fourth year, it does not follow that review work should be posponed until this year. This higher percentage in the fourth year may be accounted for by "the survival of the fittest" of pupils who in various ways incidentally review their early school work, and are far superior to the lower classes from an apperceptive viewpoint. Out of 33 questions only 5 were correctly answered by 75 per cent, or more of all the pupils tested in the four classes — 4 in case of the boys and i in case of the girls. There seems then ample justification for review of once familiar facts if such facts are to be of any practical value after leaving the grammar grades. The results of the Washington test* show that 9 months after leaving the grades, over 40 per cent, of the grammar school content cannot be recalled readily. It is just as much a part of the high school work to review early learned facts as to learn new ones. In some high schools it is customary to review common school branches in the fourth year. If this is necessary for pupils who remain in the high school until graduation, it is especially important for the large number who do not reach the second and third year. The results indicate that many once familiar facts will be forgotten, if review is postponed beyond the first months of the high school course. Just what facts are so important that they should always be ready for recall is not in the province of this discussion, but whatever they may be, they should be reviewed for practical efficiency in society and to develop mental content for future life work. The results throw little light upon the length of interval desirable between reviews. *Senate Report 711, pt. 2, 56th cong-. 1st Session. School Ex- amination. A STUDY 01^ HIGH SCHOOI. PUPILS 41 17 — 20 day interval 14 day interval Per cent, of correct answers Boys Girls First year 72.6 53.6 Second year 68 . 7 57 . 3 Third year...., 58.5 60 Fourth year 72.3 69.1 Boys First year yj Second year 77 . i Third year Fourth year , 75-6 72.3 Girls 61.3 48 53-7 69.1 7 day interval In the tests with both these intervals, the time elaps- ing from the first to the second test is probably too long. Per cent, of correct answers Boys Girls First year 81.8 73.9 Second year 77 . 3 69 . 3 Third year 94 79.2 Fourth year 86 . 6 87 . 2 The 7 day interval shows more satisfactory results than the longer intervals, possibly indicating the import- ance of a second review within one week from the first review. The test given after the seven day interval was repeat- ed in the same school for the third time, after an interval of 21 days from the time of the second test, with the following results : First year. . Second year, Third year. Fourth year. Per cent. of correct answers Boys Girls 92.4 83.4 84-5 78.4 92 91.8 94.6 91.6 42 A STUDY OF HIGH SCHOOI^ PUPILS This marked improvement seems to point to the con- clusion that review after a short interval of about one week followed by review after continually increasing intervals, is the best means of reviving and retaining once familiar facts. Such incidental data, however, is inadequate, for even a tentative judgment on this point. While no conclusions are drawn from results obtained in this study as to difference of sex, the kinds of questions which are more easily recalled and the type of question which is easily remembered by formal repetition after an interval, some are here indicated. Geographical facts are recalled with about the same readiness as historical in case of the boys, while in case of the girls Geographical facts are more familiar. Dates are difficult for both sexes. Questions involving location in time are more difficult than those requiring visualizing. The preamble of the Constitu- tion is correctly given by few pupils. That is, a fact involv- ing the associations of many words in definite relationships, seems to be less persistently remembered than one expressed by a single word. The little improvement after repetition noted for this question can be accounted for by the fact that the single repetition used in the investigation is inadequate to the revival and the retention of so lengthy and complex a passage. The results of the 27 boys in School No. 4, who because of the mid-year promotions were in the test two weeks after leaving the grades are worth noting. 26 Boys gave the preamble although two weeks later only 18 boys wrote it. The result for the 33 questions was 73 per cent, for the first test and 89.4 for the second. It is remarkable how much better the results are for the boys than the girls in the various schools tested. In schools where both sexes attend, the results show a higher percentage of correct answers for the boys. Although the A STUDY 01^ HIGH SCHOOL PUPILS 43 questions in this test are quite different from those cited by G. Stanley Hall* in the results as worked out by Netscha- jeff is not greatly in favor of the boys. That test was con- cerned with memory reproduction of objects, sounds, num- bers, visualized words, sound concepts, touch, feeling and abstract ideas after an interval of less than a minute. The one definte and certain conclusion reached, is the inability of high school pupils, in the absence of occasional review, to retain and to readily recall, even after but a few months interval, the facts most thoroughly memorized in the grammar school course. If the grammar school course contains any facts so important that they should be recalled with maximum certainty in the high school, or after the high school course has been completed, provision must be made for systematic review. While the length of the suc- cessive intervals for which such details may remain unre- viewed and still be certainly retained is in itself a subject for serious investigation, it is probable that one or two reviews after short intervals at the beginning of the school year may be followed by occasional reviews at continually increasing intervals. If this is true of grammar school work useful at the close of the high school course, it may be equally true of h'gh school work directly useful in college or in after life. May not, for example, the high percentage of failure in freshman mathematics be due to the absence of adequate review of facts, perhaps thoroughly mastered in the earlier high school years that must be certainly re- membered in exact relationship, if advanced work in mathe- matics is to be successfully performed. ♦Adolescence. Vol. 2, p. 490. 44 A STUDY OF HIGH SCHOOL PUPILS BIBLIOGRAPHY of Authorities consulted Report from Committee on District of Columbia under S. R. 140, directing committee to investigate course of studies in public schools of District, with testimony March 23, 1900. S. R. 711, part I, 56th Cong., ist session. Supplemental report. School examinations. April 14, 1900. S. R. 711, part 2, 56th Cong., ist session. Detailed courses of study of twenty-five of the largest cities in U. S. Baldwin, J. Mark. Handbook of Psychology, vols. I and 11. New York, 1891. Bolton, T. J. Growth of Memory in School Children. American Journal of Psychology, 4:362. BuRNHAM, W. H. Memory. American Journal of Psy- chology, 2:39, 225, 431, 568. Calkins, Mary Whiton. Association. Psychological Re- view, 3 \Z2. CoLEGROVK, F. W. Memory. New York, 1900. Individual Memories. American Journal of Psychol- ogy, 10: 228. Ebbinghaus, H. Ueber das Gedachtniss. Leipsig, 1885. Science, 6:198. Experiments in Memory. A brief review of Ebbinghaus and Weber. Foster, M. Physiology, part IV. London, 1877. A STUDY OF HIGH SCHOOL PUPILS 45 Galton, Francis. Inquiries into the Human Faculty and its Development. London, 1883. Hall, G. Stanley. Adolescence. 2 vols. New York, 1904. Note on Early Memories. Pedagogical Seminary. De- cember, 1899. HallKck, R. p. Education of the Central Nervous System. New York, 1899. Henderson, E. N. Study of Memory for Connected Trains of Thought. Columbia University Ph.D. thesis. James, William. Psychology. 2 vols.- New York, 1905. Kay, David. Memory : What it Is and How to Improve it. New York, 1888. KiRKPATRiCK, E. A. Experimental Study of Memory. Psychological Review, i :6o2. KuLPE, Oswald, Outlines of Psychology. London and New York. Translated by Edward B. Titcheuer, 1895. Ladd, George T. Elements of Physiological Psychology. New York, 1887. Phychology, Descriptive and Explanatory. Lancaster, E. G. The Vanishing Character of Adolescent Experiences. North Western Monthly, 8:644. Lange, Carl. Apperception. Translation edited by Charles De Garmo. Boston, 1894. Mach, Ernst. Analysis of the Sensations. Chicago, 1897. Martin, H. Newell. The Human Body. (Advanced Course.) New York, 1885. Morgan, Lloyd. Habit and Instinct. London, 1896. Munsterberg, Hugo. Memory. Psychological Review, Netschajeff, Frederick. Experimentalle Untersuchungen uber die Gedachtnissentwicklung bei Schulkindern. Zeits of Psychologic, 24:32. Peterson, H. A. Recall of Words, Objects and Move- ments. Harvard Psychological Studies, i :207. 46 A STUDY O^ HIGH SCHOOL PUPILS PrEyER, W. The Senses and the Will. New York, 1896. RiBOT, T. H. Psychology of Attention. New York, 1889. Scripture, E. W. The New Psychology. London and New York, 1897. Shaw, J. C. A Test of Memory in School Children. Peda- gogical Seminary, 4:61. SmedlEy, Fred H. Memory Investigation, Report of U. S. Commissioner of Education, 1903:1129. Sully, James. The Human Mind, vol. i. New York, 1892. Thompson, Helen Bradford. The Mental Traits of Sex. Chicago, 1903. Heredity, Correlation, and Sex Differences in School Abil- ities. Columbia University Contributions of the De- partment of Philosophy and Psychology, 11, No. 2. TitchEnEr, E. B. a Primer of Psychology. New York. 1898. Whitehead, L. G. Study of Visual and Aural Memory Processes. University of Chicago Contributions to Philosophy, 1 114. WuNDT, WiLHELM. Physiologische Psychologic, vol. H., p. 300 ff. ZiECHEN, Theodore. Introduction to Physiological Psy- chology. Translated by Van Liew and Beser. Lon- don, 1892. LIBRARY OF CONGRESS -Ml 019 820 126 1 9 n