P 384 PI L8 opy 1 ^ETIN OF THE UNIVERSITY OF WASHINGTON I University Exteosion Series No. 17 General Series No. 95 University of Washington University Extension Division A Survey ofthe Port Townsend Public Schools under the direction of HERBERT G. LULL, PH. D. Professor in the College of Education University of Washington SEATTLE Published by the University August, 1915 Entered •■ aecond data matter at Seattle, nnder the act of July IS. 1894 University of Washington University Extension Division EDWIN A. START, Director The purpose of the Extension Division ot the University of Washington is to malce the instruction and resources of the University more available and more servlceabie to tl»e whole state. It has charge of all work of the University outside of the campus that is not otherwise provided for. The worl£ of the Division is organized in three departments: I. DEJPARTMENT OF INSTRUCTION Through this department of the Extension Division teaching is done by university instructors, through correspondence or classes held at centers outside the campus. Courses are thus offered in Astronomy, Botany (in- cluding teachers' courses in agriculture and horticulture), Business, Chem- istry, Economics, Education, Engineering (ci\'il and mechanical) » English, Forestry, French, Geology, German, Greek, History, Home Economics, Jour- nalism, Latin, Mathematics, Philosophy, Physics, and Spanish. Detailed in- formation in regard to all of this work is contained in a number of circulars of information, one or all of which vrill be sent on request to anyone. II. DEPARTMENT OF COMMUNITY SERVICE This department Includes a number of bureaus the purpose of which is to utilize the resources of the University as completely as possible for the general good of the state. The following are organized: BUREAU OF MUNICIPAL. RESEARCH. Herman G. A. Braner, chief. The purpose of this bureau is to render expert assistance to municipal officers of the state through investigation and information upon legislative and administrative questions. This involves a vride cor- respondence and the assembling of a classified collection of the most recent material relating to the problems of legislation and administration. A circular of information in regard to this work is published. BUREAU OP DEBATE AND DISCUSSION. L>eo Jones, chief. This bu- reau is engaged in the promotion of public discussion of Important ques- tions. "A Manual for Debaters" and several outlines for debate have been published, much special materia] has been prepared, and package libraries of reference material are loaned to organiz'ations, schools and individuals. The bureau may also be consulted for advice in its field and "cvlll assist in the organization of civic and debating clubs independently or In connection with community centers. For further information consult the special cir- cular issued for the bureau. BUREAU OF LECTURES. Through this bureau arrangements may be made for lectures, single or in courses, commencement addresses, and so forth. The only charges are the lecturers' fees and expenses. See the circular of information for fuller details. III. DEPARTMENT OF PUBLICATION This department publishes the University Extension Journal, a quar- terly, and numerous bulletins required for different phases of the exten- sion work, and to bring to the public or to portions of it the results of work in different departmeuls of the University. A list of publications already issued will be found on the tliird cover page. BULLETIN OF THE UNIVERSITY OF WASHINGTON University Extension Series No. 17 General Series No. 95 University of Washington University Extension Division A Survey of the Port Townsend Public Schools under the direction of HERBERT G. LULL, PH. D. Professor in the College of Education University of Washington SEATTLE Published by the University August, 1915 Entered as second class matter at Seattle, under the act of July 15, 1894 Survey Committee From the Faculty of the College of Education, University of Washington Herbert G. Lull Professor of Education Joseph K. Hart Assistant Professor of Education Henry M. Grant Student and Survey Assistant Paul J. Kruse Instructor in Education ;d. of Do JAN 5 1917 Foreword By Edwin A. Start, Director of the Extension Division This survey of the public schools of Port Townsend was under- taken on the initiative of the Superintendent of Schools, and by re- quest of the Board of Education of the city. The work was put in charge of Professor Herbert G. Lull of the College of Education of the University and he chose his associates. The Board of Education of Port Townsend provided for the traveling expenses of the com- mittee and the Extension Division of the University bore all other expenses, including that of publication. The members of the survey did the work in addition to their regular duties at the University, serving this committee without pay. One year ago a survey of the Blaine schools was made under similar conditions. The report of that survey was published in the University Extension Journal for July, 1914. That its results were constructive and beneficial is conclusively shown by the summary of improved conditions resulting from it, which appears as an Ap- pendix to the present report. It may not be out of place to repeat here a general statement which was printed in the foreword of the Blaine survey: "Survey is a word that has acquired within a few years a certain technical meaning as applied to social work. It is used to describe a thorough examination by experts of the social conditions of a com- munity in general, or of some particular phase of them. It is a val- uable means of community appraisal, and is necessary to the self- understanding that must precede self-improvement. The survey can never be successfully made by people directly connected with the in- stitutions to be surveyed, no matter how competent they may be. This is so obvious as hardly to need stating. "The State of Washington and its communities have grown so rapidly, its institutions have had to be whipped into shape so hastily, that it is particularly in need of a thorough social and educational survey all along the line. Careful appraisal of its merits and defects will be of great value at this time, when institutions are changing so rapidly, as a guide for future development." (3) Table of Contents Page The Educational Situation in Port Townsend 5 The Administration of Education Relation of District to State and County 14 Instructional Relationships 14 General Financial Relationships 15 The Finances of the District 16 General Administration of Education in the District Board of Education — Superintendent 20 Supervision . Superintendent — Board of Education 24 Progress of the Schools 26 The Community and the Schools 29 Exhibits and Statistics 30 Sanitary Conditions in the Schools 42 The Course of Study and Instruction Elementary School 44 High School Academic Branches 58 Manual Training and Domestic Science 64 Extra Classroom Activities of Students 66 The Quality of Instruction 71 Age Distribution of Elementary School Pupils 103 The Educational Program of Port Townsend 105 Appendix The Blaine Survey (1913-14), a Summary of Results 110 (4) A Survey of the Port Townsend Public Schools The purpose of the committee in making this survey was to ex- amine the school system with the view of making recommendations that could be practically carried out. To attempt to make a survey along all lines of school work such as would be applicable in a large city system would be a waste of time. The problem which the committee undertook to solve was, what is practical and realizable for Port Townsend. in the next ten years. The committee is indebted for the helpful cooperation given in connection with the work of the survey by the teachers, the Board of Education, and, especially, by Superintendent A. N. French and Mrs. King, Principal of the Elementary School. Note: — In certain instances recommendations of the committee were not concurred in by all members of the committee. The Educational Situation in Port Townsend Present conditions in education prove that the school can no longer be regarded as the complete instrument of education. Children are influenced, 1. e., educated, in part by many elements of community life that lie entirely outside the school room. A survey of the edu- cational conditions in a city, therefore, cannot deal merely with ele- ments that lie entirely within the school. It must begin with an attempt to discover just what the larger educational problem of the community really is. This problem must be seen, not from any purely traditional point of view, but from the standpoint of the whole educational need of the community, which will include, alike, the children and the adults; and it must take into account the efforts of all sorts that are being made to meet those needs and the wider developments that must take place, whether within the traditional institutions of education, or within the wider plans of the community itself to provide for its own growing life and interests. We may for the purpose of this discussion, divide the social ele- ments that are influential in education along the following lines : 1. Physical resources and the industries based upon these re- sources by which the actual economic future of the community is as- sured. 2. The populations and the immediate problems growing out of the development of the city on its human side. 3. The traditions and local history that tend to determine the modes of thought and life in the community. 4. The political and social life of the community. (5) 6 SURVEY OF PORT TOWNSEND SCHOOLS 5. Provisions outside of the school for the recreation, play and amusement of the children and community. 6. The general level of intellectual interests in the community. All these elements and conditions tend to determine the at- titude of the community toward its most vital problems. And the school and the work of the school must largely be organized with ref- erence to what may or may not be the condition along these lines. We must, therefore, consider the conditions existing in Port Townsend under these various heads. 1. Port Townsend is the county seat and general commercial center of Jefferson County and its industrial future must be con- sidered in reference to the county unit; or at least in reference to that part of the county lying east of the Olympics which, in reality, is tributary to the city. The following chart will show something of the way in which Port Townsend is surrounded with a variety of economic resources and industrial opportunities: The order in which these items appear in the chart is largely THE EDUCATIONAL SITUATION 7 arbitrary, but based somewhat upon the actual situation. The outer four represent basic raw materials. The possibility of developing these various basic resources lies largely in the future. If we take the first, — the offerings of the sea, it is obvious that the development of these raw resources has only just begun. What will be done in the way of further development at Port Townsend will depend very largely upon the attitude of the people. It is true we are every- where subject to the belief in the supremacy of "capital." But paralysis of local initiative cannot exist forever. The chart is sufficiently suggestive to set forth the magnitude of the problem. It is enough to call the attention of the teachers and intelligent citizens of the community to these broad lines in which pos- sible industrial development may reasonably be expected to take place. It may be necessary, however, to justify the presentation of this chart in an educational survey. This can be done in the following ways. All industry may be looked at from an educational point of view. Before there was a school, education went on in most of the industries themselves. It is a false view both of industry and educa- tion to suggest that the development of the school has released in- dustry from its educational obligation; or that the school cut off from the industry of the community, can perform its educational func- tions. Under such conditions industries lose their real significance not merely to feed and clothe the community, but to give it lasting means of life, become discouraged and eventually decay; and schools lose their vital contact with the world and become abstract, bookish, unsocial. A better school in a community is possible, usually, only to the extent that the industrial life of the community develops new activities and new motives; and the industrial life of the community is likely to run along in habitual grooves unless the best intelligence of the community stimulates and helps to organize that industrial de- velopment. The great need of the educational system of Port Townsend at the present time is the recognition and development of the mutual interrelationships of the businesses, industries and economic develop- ments, and the school system. The accompanying chart puts the school at the center, sur- rounded by possible lines of industry. At a later point in this sur- vey another chart will be presented, showing another phase of the relationship between the industries of the community and the school. There are however, a few items in this industrial situation which should be discussed in some little detail. To present all of them in detail, would of course, require too much space. One of the most important of the items in the chart is the prob- lem of the agricultural resources. The U. S. Census for 1910 gives some definite statistics for Jefferson County and Port Townsend. These figures tell an interesting story. They are as follows: 8 SURVEY OF PORT TOWNSEND SCHOOLS Population of Jefferson County 1910 8,337 Population of Jefferson County 1900 5,712 Increase in decade 2,625 Approximate Land Area of the County 1,118,080 Land in farms in 1910 31,518 Land in farms in 1900 29,289 Increase in decade in farm land 2,229 It will be noted that the increase of land in farms shows an average of less than one acre per individual increase in population of the county. That is to say, the population increase in the county seems to have been almost entirely in the towns, largely at Irondale and Hadlock, probably, though Port Townsend's population shows the following change: Population of Port Townsend in 1910 4,181 Population of Port Townsend in 1900 3,443 Increase in decade 638 To show further the lack of development of the agricultural re- sources of the county it may be noted that in 1910 out of the total number of acres of land in farms in the county, 6,554< acres were improved. In 1900, 6,111 acres were improved. That is to say, during the decade there was an actual increase of 443 acres of im- proved land. In ten years 443 acres of wild land had been brought under cultivation. Of course, it will be said that Jefferson County is largely made up of inaccessible land, not fit for farming pur- poses; also that it is not the business of Port Townsend to develop the farm lands of Jefferson County; both of which statements will largely be accepted as true from a general point of view. All that is intended by means of these figures is to show that the educational de- velopment of the county seat will be conditioned and hindered by the lack of development of the industrial possibilities surrounding the town, chief among which is this one of agriculture. One further comparison may be noted. The number of farms and farmers in the whole county in 1910 was 262; for 1900 the num- ber was 212; an increase during the decade of 50. This small in- crease in the number of farms and farmers does not seem to have been occasioned by the natural unprofitableness of the industry for the same table gives the following instructive facts about the in- crease in value of farm properties. Value of farm properties in county for 1910 $1,975,980.00 Same in 1900 740,229.00 Increase during the decade 1,235,751.00 Percent of increase 166.9 There is here no intention to overlook the fact that agricultural development in Jefferson County is extremely difficult but the actual progress that has been achieved in the Chimacum valley; the success of the region known as the Chinese Gardens, and the statistics given above, all tend to show that there is room for further growth. One further item in connection with this industrial problem might well be mentioned. One of the leading sources of income of the city of Port Townsend comes of its relation to the military end of the national government. Here are three forts with a total military THE EDUCATIONAL SITUATION 9 population that averages more than one thousand, with a pay roll that runs up into the thousands of dollars per month. To be sure, most of the general supplies furnished the forts by the regular com- missary and quartermaster's departments are purchased in Seattle ; but a good deal of the incidental spending of the soldiers is done in Port Townsend; and this has tended to the development of those types of business which provide opportunity for the particular kind of spending that soldiers indulge in. One noticeable outcome of this is seen in the presence of many small businesses, not altogether unlike that carried on by the old time army sutler. He was a sort of hanger- on of the military career, having little interest in the soldiers of the community beyond what he could make out of them. Port Townsend, in its way, pays the penalty of being a military center. A certain dependence upon the national government runs through all the interests of the town. It gives the place a little of the feeling that it has a sort of fairy godmother who will take care of it; and thus, in a way, it makes unnecessary the development of those substantial industries based upon its own resources which in reality are both essential to the proper education of boys and girls of the community, and also furnish proper life outlets and vocational opportunities to the same boys and girls as they leave school. Few places have such natural beauty of location, and are sur- rounded by such tremendous economic resources as is Port Townsend; but the fever of old boom days has not been completely lost from the blood; the will to work at the immediate task is not fully present, and the presence of the military post with its easy money tends to keep alive the feeling of a glorious past that will surely come again. In this Port Townsend shares a common belief of the whole northwest. Over against all these things, as a part of the definite education problem of the community we may set the following tasks which are some of the real tasks of the city, considered as a normal community interested in its own industrial and educational welfare: A. How to recover completely from the old boom fevers and to take up quietly and seriously the new tasks of the new day. B. How to realize on these various resources of wealth now latent or only partially developed. C. How to make all these latent resources help in the educa- tion of the young and old. D. How to make these latent economic opportunities real social and educational opportunities, stimulating the young to real life careers, to a share in the constructive and productive tasks of the world. E. How to develop a community education system, including the schools, that will use all the community resources in the training of 10 SURVEY OF PORT TOWNSEND SCHOOLS its young people and in the development of a higher and broader community program. The most universal remark which one hears from the young people and from the old too, is this: "Why should a young man re- main in Port Townsend? There is nothing for him to do here." But, there must be something for him to do "here" if the town is not to lose its best life. Port Townsend is now playing a losing game ; it is educating its young people for a life that they will lead elsewhere. Of course, that is an unselfish plan, but no community can afford to be drained of its best resources endlessly. The result will appear in disastrous fashion sooner or later. 2. A second major problem of Port Townsend is that of its pop- ulation, and the questions that grow out of the development of the city on what may be called its human side. The population of Jefferson County, as has been true in the case of many other local communities in the Northwest, has had some rather strange ups and downs. The figures given in the 1910 census reports are not com- pletely intelligible. The statement is made that Port Townsend precinct, which is said to have been co-extensive with Port Townsend City, had a population, in 1890, of 5,677. At another point, Port Townsend City is given a population of 4,558 in 1890. If we take the smaller of these two figures as the correct one for purposes of com- parison, we have the following striking shift in population: In 1890 4,558 In 1900 3,443 or a loss of 1,115 in the decade In 1910 the population had again risen to 4,181, a gain for the decade of 738; with a net loss in twenty years of 377. These twenty years mark the period of the gradual subsidence of the old boom which was at its height about 1889-92. The ebb tide was reached near 1900, and the city began to regain its old confidence in itself in the decade of 1900 to 1910. Figures are not available for the growth in population since 1910. However, the percentage of increase in population in the decade from 1900 to 1910 was 21.4. If that same percentage was held in these succeeding five years, the population at the present time may be estimated as being 4,678. If we consider the composition and character of the population, we must rely upon general figures, as the census bulletins do not analyze figures for cities the size of Port Townsend ; but, the figures for Jefferson County are given and these may be looked upon as holding the average for Port Townsend also. The mixed character of the population of the county may be shown by the following figures from the 1910 census tables, of people who were of foreign birth: THE EDUCATIONAL SITUATION 11 Austrian 54 Greeks 4 Belgian 1 Dutch 11 Frencli Canadian 24 Hungarians 9 Canadian or other extraction ... 331 Irish 131 Danes 75 Italian 87 English 218 Norwegian 267 Finns 50 Russian 21 French 25 Scotch 89 Swedes 304 Swiss 23 Welch 16 Scattered White 62 German 283 In addition there was a population in the county of 451 Chinese, Japanese and Indians. In addition to the above figures attention may be called to the fact that there were in the county in 1910 a still larger number of people who, though they themselves were born in this country, were children of parents born in other countries. A summary of population (not in detailed figures) gives the fol- lowing facts with reference to Port Townsend itself: Total Population in 1910 4,181 Males 2,691 Females 1.490 Native White of native parents 1,917 Native White of foreign or mixed parentage 1,224 Foreign born white 969 Negroes 5 Indians, Chinese, Japanese and others 66 3. In its history, Port Townsend has traditions that run far back into the early pioneer times in the state. There are citizens still living in the city who had a stirring share in the early struggles to win a home for white civilization on Puget Sound. The story of those earlier days has not been properly regarded and kept for the inspiration of the younger generations of today. (The school historians have a duty here). The intervening boom times have filled the memory, controlled the imagination of the city and even blotted out the romance of the older story. There is nothing more striking in the history of the Northwest than the romantic story of the boom in Port Townsend. A glimpse at the map which marks the high tide of real estate advertising and industrial exploitation shows the unlimited confidence which the people in those days had in the city and its future. The marks of the old street car lines still remain. The old paved streets in the busi- ness district on the tide flats, long since deserted and gone to decay, tell the story of an industrial dream that has vanished from the earth for the present. The location of the Court House is a lasting testimony to the change that has taken place, for when it was built it was near the center of the city's activities. And the old business blocks in the present main part of the city, which were not even finished, tell the story of the sudden collapse of these old expectations. Port Townsend has been living on the memories of those old hopes to too great a degree ever since. That boom fever left a certain virus in the blood. In that fact, however, Port Townsend has not been different from other communities of the Northwest; for we have all been living in a land of golden dreams. But Port Townsend has 12 SURVEY OP PORT TOWNSEND SCHOOLS had over-great difficulty in recovering from those shattered dreams. Even yet the hope of winning back its old expectations by some sud- den capture of a secret good fortune lingers in the background of the minds of many of the people; and there seems to be a sort of secret resentment against the development of common workaday industries. There is a sort of fixed conflict between the memories of the old boom days and the stern necessities of the present. This makes the in- dustrial problem all the more difficult and the educational problem extremely complicated. But nothing seems more necessary, to an impartial outsider, than a determination on the part of the common citizenship of the community to go back beyond those golden "boom" days to the more stirring and more stern pioneer days for the secret of the task that lies ahead and for the inspiration of the still unac- complished great deed. 4. The civic life of Port Townsend is a rather strange one. Dating from the old days when population was larger than at present in comparison with other parts of the state, Jefferson County has held a weighty position in matters of state government. And partly as a result of this, Jefferson County has furnished to the state some strong political leaders. At the present time Jefferson County and the city of Port Townsend can probably claim the citizenship of the strongest political leaders of the state. This makes the educational problem of the community all the more serious. The state of Wash- ington is "not yet out of the woods." Political leadership of the state is likely to be found at various times in almost any of the communities of the state and this puts upon our local communities the responsibility for the development of a type of civic and political instruction intended to assure the development of sincere, public spirited, whole hearted, democratic intelligence. Nothing can be more fatal to democratic in- stitutions than the growth of a civic leadership that roots itself in old boom dreams, in militarism, in contempt for common industry or in the theory of the right of the politician to exploit the community or the state for private purposes. Port Townsend and Jefferson County receive largely from the common school fund of the state. Their responsibility to the larger civic life of the state is great, ac- cordingly. 5. The old town site of Port Townsend, as has been intimated, covers a very wide expanse of territory, a very large part of which has been allowed to grow up with a second forest of small timber. The hills and valleys, the salt water that surrounds the city on three sides, and almost on four, the fresh water lakes that lie some miles out from the present city, but which were almost included within the old city limits, the mountains that lie beyond, and many other features that might be mentioned, make of Port Townsend's location one of the beauty spots of the world; a place of pure air, wide spaces, stimulat- ing scenery and the possibility of a rich and varied life. But these same wide spaces, hills and valleys, second-growth forests, old build- ings, dilapidated blocks and streets of the old time, together with THE EDUCATIONAL SITUATION 13 the conditions that gather about military posts, make it also a city where extraordinary care must be taken to keep growing boys and girls from common evils. Not enough attention has been paid to the development of the resources that would make for a rich and generous play-life of the boys and girls. Something has been done to provide the chance for simple recreation for the community, but not enough has been done by any means ; and while there is no intimation that lack of attention has led to more disastrous results in Port Townsend than in other cities of the same size, yet the fact remains that Port Townsend has not taken advantage of all its possibilities, has not lived up to its resources that might make for a wonderfully rich life of play, recreation, adventure, and amusement. And it is true that each recurring summer marks the enacting of social and moral tragedies in the lives of some of the children, especially boys. An old statement says, "To whom much has been given, from him shall much be re- quired." Port Townsend must realize more largely on its real re- sources along these lines ; and make a larger provision in its educational program for the normal activities, adventuresomeness and energy of boyhood and girlhood. 6. The census bulletins give the following statistics showing the intellectual development of the population of Port Townsend: Total Number of population in 1910 of ten years and older 3,565 Number illiterate 43 Total native white ten years old and older 2,531 Number illiterate 3 Foreign born white, ten years old and older 966 Number illiterate 24 The percentage of illiteracy in the state for 1910 was 2.4%. The percentage of illiteracy in Port Townsend for 1910 was 1.2%. This shows that the percentage of illiteracy in Port Townsend was about half that of the state at large. Since 1910 the city has taken over and reorganized its old sub- scription library and made it into an efficient instrument which is working with what resources it has for the enrichment of the intel- lectual life of the city. The determination to make of the city a center of real intelligence is found in the schools, in the library, and in the minds of the leading citizens generally. It has not been here implied in any way that such is not the case. The determination to have the best possible community is not lack- ing in Port Townsend. The only significance of these introductory statements is this, that intelligence is not a thing that can be de- veloped in the school, or library, or by the study of books alone. Its roots are deep in the industrial, economic, political and social world. The school's task is related to all these social aspects of the community life. The school's task is in reality determined by these various aspects of the whole life. In the midst of a world of wonderful resources, with a vivid history, old compelling traditions and with its present capacities, Port Townsend's effort to develop the intellectual life of the children and 14 SURVEY OF PORT TOWNSEND SCHOOLS the adults must be more and more closely related to all the other elements that enter into the whole life of the community. The school cannot do these things alone. It is not fair to the school to ask it to do this. The school stands in the midst of the community. It is not the whole community. The task of the school is very real^ but the teacher cannot cure with a few lessons or a little talk, what is being produced constantly by all the conditions of life and in- fluence in the community. Hence, as we turn from this preliminary statement of the problem to the study of the school itself, in all its aims, methods, purposes and results, we must not forget that the school is an instrument within the community, controlled by the com- munity, limited and conditioned by community attitudes, traditions, prejudices, developed by the community, destroyed by the community. It is the community's tool for developing intelligence — not apart from the life and industry of the community ; not even merely in ad- dition to that life and industry; but in the midst of and by the very means of what the community itself is. In the midst of Port Townsend, what is the school system and what should be its whole educational program? The Administration of Education. RELATION OF DISTRICT TO STATE AND COUNTY District No. 1 of Jefferson County, Washington, is a district of the second class, and, as a district of the second class, it sustains certain relationships to the county and state. INSTRUCTIONAL RELATIONSHIPS The State Board of Education prescribes the general course of study for the schools of this district. This course of study may be modified and adapted to the needs of the locality by the superintendent and the teachers of the district, but its fundamental principles and content cannot be changed without the consent of the State Board of Education. The State Board of Education accredits high schools. When a high school is fully accredited its graduates may enter the State University, State College, and the normal schools without entrance examinations. When a high school is partially accredited the work accredited counts at face value for entrance to a fully ac- credited high school or for entrance to the University. In order to enter the University from a partially accredited school the student would have to take entrance examinations in all unaccredited work. The State High School Inspector examines as often as need be the work of the high school. On the basis of his examination he may recommend to the Board of Education that the high school be fully accredited (i. e. all four grades accredited), that it be partially accredited (i. e. the first one, two or three grades accredited), or, that it be dropped from the accredited list without recourse, or provis- ionally upon certain requirements being met. The high school in- spector meets the teachers, principal, superintendent, and board of THE ADMINISTRATION OF EDUCATION 15 education, and gives advice on the needs of the schools. The teachers of the schools are certified by the authority of the State Board of Education acting under the statutory laws governing certification. The Superintendent of Public Instruction may revoke the certificates of teachers, and withhold state apportionment of money from districts not complying with the rules and regulations of the State Board of Education and the Superintendent of Public Instruction. While the above powers are referred to as the powers of the State Board of Education, they are for the most part only legally such. Actually the State Superintendent of Public Instruction de- termines the course of study, accredits the schools through his power of appointing the high school inspector and controlling the budget for his salary and expenses, determines the results of teachers' examin- ations through the selection of readers of examination papers. Again the position of the Superintendent of Public Instruction as president of the State Board of Education naturally gives him two important powers, viz., to initiate the actions of the Board of Education and to execute their orders. While the County Superintendent of Schools is given by statute considerable power over the course of study and instruction, yet in practice in districts employing a superintendent the county super- intendent does not usually interfere. This desirable relationship exists between the superintendent of the schools of district No. 1, and the county superintendent. The county superintendent has proved to be a very helpful advisor to the superintendent, teachers, and board of district No. 1. GENERAL FINANCIAL RELATIONSHIPS District No. 1 is one that profits greatly through the operation of the state and county apportionment laws. By law the state is required to raise annually $10.00 per school census child, (based upon the preceding year's census) and apportion quarterly the amount raised to the several counties of the state on the basis of attendance (attend- ance of the preceding year). The funds so apportioned are reappor- tioned by each county to its several school districts on the basis of at- tendance. In addition to the state apportionment there is a county fund apportioned to the districts. This fund is raised on the basis of $10.00 per school census child, two-thirds of which fund is apportioned to the districts on the basis of days attendance, and one-third on the basis of the number of teachers employed for the minimum legal school year of six months. In addition to the above county and state ap- portionments. District No. 1 receives an annual bonus from the state of $400 for maintaining four high school grades. The above state- ment that district No. 1 profits greatly from the county and state apportionments is based principally upon the fact that the ratio of its assessed valuation to the number of its pupil attendance days is con- siderably less than the average ratio of all districts of the county and is, also, less than the average ratio of all districts of the state. 16 SURVEY OP PORT TOWNSEND SCHOOLS The profit from county and state apportionments is due in part, also, to the fact that this district has a high percentage of high school at- tendance. The percentage of high school attendance of this district is 29% of its total attendance, while that of the state as a whole is 13.1%. For one day of actual attendance in high school the district is credited in the state apportionment with one and one-half days. For the year ending June 30, 1914, district No. 1 raised by county school tax, rate 2.49 mills, $3,755.68, while it received from the county school apportionment $7,779.95. For the same year the district raised by state school tax, 2.06 mills, $3,107.08, while it received $7,938.27 ; counting the bonus of $400 for maintaining four high school grades, it received from the state apportionment $8,338.27. Briefly, therefore, district No. 1 received for the year ending June 30, 1914, $9,255.45 more from the county and state school funds apportionments than it paid into those funds. However, not all of the fund apportioned by the state is raised by the tax levy on the property of the state. In general, if the ratio of assessed valuations to the number of at- tendance were constant all districts of the state would receive more than they pay out, for approximately 30% of the state current school fund comes from the interest on the state permanent school fund, and this fact must always be takrn into consideration when studies of this sort are made. We may say, then, that district No. 1 received approximately $6,754.78 more from that part of the state current school fund which was raised by taxation than it paid into that fund. THE FINANCES OF THE DISTRICT The assessed valuation of the district No. 1 was for the year end- ing June 30, 1913, placed at $1,508,292.00, the valuation used in rais- ing taxes for 1913-14. This assessed valuation was supposed to be about 40% of the real value. The amounts raised by special taxes and rates were as follows for the year ending June, 1914: 1. Amount raised for general fund, $6,033.05. Rate 4 mills. 2. Amount raised on bonds for sinking fund, $4,524.65. Rate 3 mills. 3. Amount raised for interest on bonds, $4,524.65. Rate 3 mills. 4. The total amount raised was $15,082.35, with a rate of 10 mills.* The bonded indebtedness of the district at the end of that year was $103,700.00 and the amount of interest was $5,540.00 with rates of interest on the bonds varying from 5%% to 6%. The dis- trict has no warrant indebtedness. The interest on the bonds is paid annually. Bonds are paid off each year to the amount of about $4,000 to $6,000. Warrants are paid on presentation. It should be noted that six mills out of the ten mills special tax •The actual collections were probably about 20 per cent less than this amount, but taxes collected for previous years would probably bring the amount up to the figures above stated. THE ADMINISTRATION OF EDUCATION 17 (local) was applied to the raising of a sinking fund to pay off bonds and only four mills to maintain the schools. Total amount of millage not applied in paying bonds or interest on bonds was 8.55 divided as follows: State, 2.06; county, 2.49; special (local), 4. The amount raised, therefore, for paying bonds and interest on bonds was ap- proximately 41.2% of the total amount raised for public school pur- poses. With a total millage for local, county, and state public school purposes of 14.55 it is easy to see what a great benefit the operation of the state and county apportionment laws has been. Were it not for the operation of these laws the district would have received for the operation and maintenance of its schools one year on the basis of 8.55 mills only $12,895.81 instead of $22,151.26. Or, if we con- sider it from another angle, to have raised the same amounts for school purposes for the year ending June, 1914, the millage would have been 14.6 for operation and maintenance purposes, or 20.6 for all educa- tional purposes, including payments and interest on bonds. If, then, it were not for the existence of the state and county apportionments Port Townsend would be unable to maintain an average school system. The bonded indebtedness of the district for the year ending June, 1914, amounted to $103,700, or 6.2% of the total assessed valuation of the district. In this connection it should be noted that no district is allowed at the present time by law to issue bonds above 5% of its assessed valuation. A large amount of the indebtedness of the dis- trict was assumed in boom days when valuations were fictitiously high. For this indebtedness the district has several blocks of land and three buildings, two of which can be used for school purposes. One, the grade building, is in fairly good condition and may be used for a number of years, while the other, the high school building, is scarcely inhabitable and should be abandoned as soon as possible. A new building is imperative, and yet the district ought not to incur any more indebtedness, and, moreover, would not be allowed to do so by law. The district might sell some of its unoccupied land, but there is no market for it at present. The financial condition of district No. 1 cannot be considered apart from that of the city of Port Townsend. The amount raised by the city, for city purposes only, for the year ending Dec. 31, 1913, was $23,656.63 with a rate of 17 mills. The amount raised by the city, for county purposes, for the same year was $22,558.40 with a rate of 16.21 mills, and the amount of state tax raised by the city was $10,409.50 with a rate of 7.48 mills. The total milage for city, county, and state, outside of public school support was 40.69 mills. The bonded indebtedness of the city Dec. 31, 1913, was $104,100. The warrant indebtedness of the city is approximately equal to the bonded indebtedness. These warrants have been out- standing for several years. The accumulations of interest have made the present indebtedness practically three times that of the original. There seems to be some question on the part of many Port Townsend citizens whether warrants should be paid at any indefinite period after they have been called. A short time ago, however, one belated 18 SURVEY OF PORT TOWNSEND SCHOOLS claimant was awarded payment by the court. This would seem to set a precedent for liability to payment of all other outstanding war- rants. These warrants, like many of the city and district bonds, were issued in the prosperous days of the community. The spirit of "easy money" spread easily from individual to public expenditures. After the decided slump in valuations the combined debts of school district and city amount at present to practically $301,800 or 20% of the assessed valuation of the district.* The assessed valuation is sup- posed to be 40% of the real valuation. If this percentage is correct, the indebtedness would be approximately 8% of the real valuation. The entire indebtedness must be paid from taxes since the city has no income from public utilities or other property. The uncertainty of the warrant indebtedness places the city in a relatively poorer financial condition than the district. Each $1.00 of tax paid is used as follows: (M=Military .25) Each $1.00 of tax paid is appor- tioned as follows: Each $1.00 of 1^^^ school money is expended as fol- lows: •The assessed valuation of district is slightly larger than that of the city Small amounts come into the county school fund annually from the sale' of forest reserve lands. For the year ending June, 1914, Port Town- sale of forest re send's share was $168.08 THE ADMINISTRATION OF EDUCATION 19 The fact that this community draws upon the county and state so heavily for the support of its schools should lead the board of educa- tion and the people of the district to consider the obligations they are under to the county and the state. Children should, first of all, be educated for citizenship and service in the community. Indeed, such is the true beginning of education for service in the state and na- tion. To put the matter more concretely, the people of this district should actively begin to discover the educational needs of their children as if they were going to live in the community. They should seek to find their social, industrial, and economic needs and then ascertain what the community may do to meet these needs. The attitude of the pupils reflects without doubt the prevalent opinion of the people when they say that "Port Townsend is a nice place to live in for a while, but there is nothing here and when high school is finished I must get out and go where I may find a career." The people of Port Townsend should courageously face this educational situation and not leave the whole question of social and economic betterment to the accidental conditions which the new railroad may bring to them. The question is, what is there in Port Townsend, and then what is there outside of Port Townsend that local schools may prepare for? What possibilities of new industrial development are there in Port Townsend.'' These will be discovered by looking at Port Townsend, then outside of Port Townsend, and then again, at Port Townsend. There are instances in the United States and even in this state, where the educational awaken- ing of the people has transformed the whole social life of the com- munity. Such a transformation is needed and is possible in Port Townsend. It should be perfectly clear after reviewing the financial condition of the school district and of the city that the construction of a new school building is out of the question. The grade building still has sufficient capacity to accommodate the number of children attending. By removing some of the high school work done in that building it will be large enough for many years unless the city grows much faster than it is growing at present. The high school building is large enough for the present and probably will be for some time to come, but it is in very bad con- dition. The building seems to be sufficiently substantial to stand alter- ation and repair. In its present condition it is unsanitary and dangerous. The floors and cloak rooms have been the harbingers of dirt and germs for years. The winding stairs at either end of the building are dangerous at any time and would be exceedingly dangerous in case of fire. The cloak rooms between the two supporting parti- tions on either side of the hall on the first floor are so dark that objects cannot be seen. The writer recommends: (1) First: That the partitions next to the hall be removed and that sanitary steel lockers be placed on either side of the lower hall to contain wraps and books. 20 SURVEY OP PORT TOWNSEND SCHOOLS (2) That new floors of wood which will not splinter should replace the old ones. (3) That the winding stairs be taken out and straight, broad stairs be constructed. Possibly a landing half way up with one change in direction of the stairs would be advisable. (4) That a large window be made on either side of the double doors at each end of the building to give light and if need be, venti- lation for the long hallway. (5) The basement should be cemented, and a modern heating plant with thermostat attachment should be installed. The present stoves are the source of a great deal of extra dirt and are not satis- factory for heating purposes. (6) When the basement is fitted up, domestic science rooms could be easily provided for on one side and a gymnasium with shower baths on the other. Of course, in removing the partitions a certain number of pillar supports would have to be left in their places. In the judgment of the committee a reconstruction of the high school building is a feasible plan. The "old college building" located on the hill should never be used and it cannot be repaired. The district cannot build, but it can repair its present buildings. General Administration of Education THE DISTRICT BOARD OF EDUCATION— SUPERINTENDENT To be an efficient member of the board of education of Port Townsend is not an easy task. The board is confronted with several pressing problems. In the first place the board should be thoroughly informed in every detail of the school finance of the district, the re- lation of the financial condition of the district to the school finances of the county and state, and the relation of the district finance to that of the city of Port Townsend. They should be thoroughly informed as to the causes of the present financial condition of the district and should know whether or not the financial condition is improving as rapidly as the educational needs of the community demand. They should be able to show accurately what is being spent for the various services rendered by the schools, as for example, the cost of in- struction in the various branches of the high school. The following items in relation to each branch should be tabulated and kept from year to year, and used in connection with their plans for the ad- ministration of high school instruction: The number of pupils studying each branch; the number of classes per week in each branch; the average number of pupils per class in each branch; the number of pupil recitations a week in each branch ; the cost per pupil-recitation in each branch; the number of teaching hours required by each branch; the time required by teachers in other school activities, etc. Then the board would be able to decide intelligently, upon the superintendent's GENERAL ADMINISTRATION OF EDUCATION 21 recommendation, such questions as: Shall a given branch be con- tinued longer, or shall it be given in alternate years ? How many periods shall an instructor teach? Shall certain new branches be introduced? How many teachers will be required? Analysis of the cost of elementary education should be made and compared from year to year as follows : Total cost per pupil per year, (1) analyzed in terms of teacher cost, primary grades, grammar grades, and special teachers; (2) in terms of the cost of operation of school plant, janitor, fuel, lighting, janitor's supplies; (3) in terms of cost of books, supplies and incidentals; (4) in terms of the cost of the general administration; (5) and in terms of other costs which cannot be classified under the foregoing heads. A similar analysis should be made of the cost of secondary education and com- pared from year to year. Generally speaking all such statistical work should be done under the direction of the superintendent, but not by the superintendent. The small expenditure required to employ clerical assistance in doing such work would more than be paid for in the financial economy resulting. With such data at hand real economies could be effected. In the absence of systematic bookkeeping of this kind there is bound to be economic as well as educational waste. What occurs all too frequently in many communities has just recently occurred in Port Townsend. An active superintendent is employed and he begins to do things which may be very much in the interests of educational progress in the community. More expenditure is required in this line and that to improve the work. The board have confidence in the superintendent, as they should, and they vote the money. Expendi- tures rise a little each year as they should in a community where the schools are popular and are increasing in enrollment. Criticisms of the school begin to focus on expenditures. The present board is unable to show definitely what is very often the case, that while the cost of the schools has gone up, yet the pupil cost is lower, and at the same time, also, several new educational services which are demanded by the community are being rendered and better service in the old lines is being given. But new board members are elected on the strength of an "economy campaign." The old board had no definite and telling facts to defend themselves and the axe falls upon the superintendent's head. No one really knows whether or not money is really being wasted but in the absence of knowledge suspicion controls. The new board assumes its duties, salaries are lowered, the number of teach- ers is decreased, and the impossible is undertaken with the result that the party favoring better schools wins over the party of re- trenchment, and again there is a change in the administration. "Verily history repeateth itself" in the average conduct of small city schools. A real program of economy is in harmony with educational progress. A board of education favoring good schools should be able to give to the public the facts in the case at all times. If certain retrench- ments are necessary, and if certain expenditures are also necessary 22 SURVEY OP PORT TOWNSEND SCHOOLS or highly advisable, they should be able to show precisely the reasons for their action. As it is the superintendent loses his position because the board have failed to do their duty in this respect. On the other hand the people have a right to know how and for what purpose their money is being expended. The constant round of changes in school administration results in educational and economic waste. One important factor in elimin- ating this waste is to introduce scientific management in the admin- istration of public education. The members of the board of education of district No. 1 are not actively engaged in doing any work for the schools. They attend the regular meetings of the school board and pass upon the recom- mendations of the superintendent, allow bills, etc. The board should be organized for investigation purposes into two committees, a com- mittee on finance, buildings and grounds, and a committee on in- struction. The committee on finance, buildings and grounds should be well informed along the following lines : (1) Laws of the state relating to the sources of school funds, in- cluding state, county, and district sources, and the methods of apportionment thereof. (2) Laws of the state relating to taxation for school purposes, state, county, district, and the apportionment of moneys raised by taxation. (3) Laws of the state relating to bonding and other methods of raising revenue for building purposes. (4) They should have an intimate acquaintance with the financial history of their district in order to assist them in judging cor- rectly the present financial condition of the district. They should know something of the finance of other districts of the state the size of Port Townsend to assist them in ap- preciating the financial standing of their own district. On the basis of the increase or decrease of the assessed valuation of the district for the last ten years or so, and on the basis of the present financial outlook, they ought to be assisted in making plans for the future. (5) This committee should study the different kinds of school buildings that are considered the standard as regards general architecture, materials, rooms, lighting, ventilation, sanitation, desks, blackboards, cloakrooms, furnace equipment, toilets, lavatories, drinking fountains, playgrounds, and play ap- paratus, etc. The committee on instruction should be well informed along the following lines : (1) Laws of the state regarding the certification of teachers. (2) General teaching standards required in the best school systems of districts of the second class of this state. (a) Requirements in academic and professional prepara- GENERAL, ADMINISTRATION OF EDUCATION 23 tion and teaching experience for high school principals and teachers. (b) Requirements in academic and professional prepara- tion and teaching experience for grade teachers, super- visors, etc. (c) Requirements in academic and professional preparation and teaching experience for superintendents. (d) Salaries necessary to secure teachers, principals, super- visors and superintendents of standard qualificatiions. (e) Salary schedules involving minimum and maximum sal- aries, increase on the basis of length of service or of merit or both. (3) The relation of the superintendent to the board. (a) In the appointment, promotion, and dismissal of teachers. (b) The amount of time which the superintendent should actually devote to supervision. (c) The course of study and matters of instruction. (d) In matters of discipline and general control of the pupils. (e) In making recommendations to the board concerning buildings, grounds, equipment, requisitions for teachers' supplies, textbooks, supplementary reference and library books, — in short in all matters pertaining to the in- struction of the schools. (f) In what matters, if any, shall the board initiate action without the recommendation of the superintendent. (g) Shall the superintendent be present at all regular board meetings. The foregoing topics are a few of the questions that should be studied and answered in a published report by the board of educa- tion. Where is the authority in all important matters, and who shall be held responsible? Superintendents in this state have no legal status. Custom offers the only criterion for their status, and custom is a variable commodity in different communities and frequently in the same community at different times. The schools of Port Townsend are suffering greatly for the lack of a school board policy. Because of this lack the superintendent and teachers are uncertain what to do, and the people do not know what to depend upon in the administration of the schools. For several years the board has been uncertain whether or not they should employ a superintendent. The question has arisen frequently whether it would not be better to have simply a principal of the high school and one for the grade school and do without a superintendent. At the present time certain of the board members seem to be inclined to entertain this delusion. This delusion, however, is based upon another delusion that Port Townsend is now and has been having supervision of its schools. It is true that a superintendent has been employed, but having been 24 SURVEY OF PORT TOWNSEND SCHOOLS employed, conditions make supervision impossible. Who are re- sponsible for the conditions? Supervision SUPERINTENDENT BOARD OF EDUCATION The great source of weakness in the administration of the schools in this place is the lack of provision for effective supervision. There can be no such thing as supervision in absentia, but this is precisely what has been undertaken at Port Townsend. The present super- intendent saw the necessity of enriching the work in the grades and the high school, and accordingly has introduced drawing and music in all elementary grades, manual training and domestic science in the upper elementary grades, manual training, home economics, common branches, economics and civics in the high school. In order to do the extra work in the high school the superintendent has found it neces- sary to teach four classes a day. This work, together with the numer- ous details of his office, for which no help has been provided, and the conferences with students and parents, has made effective supervision impossible. The superintendent has done considerable work on the courses of study with his teachers, both of the elementary and high schools, but he has not been able to follow up this work at all by ob- serving instruction of the teachers and by conferences with them, al- though these are absolutely essential factors in successful super- vision. To take the place of visitation and conference the superin- tendent instituted a system of teacher plan books which he occasionally inspects. More will be said in regard to these plan books later on, but suffice to say that they offer no substitute whatsoever for personal supervision. The question arises, who is to blame for the absence of super- vision. The answer of the survey committee is that both the board of education and the superintendent must share the responsibility. The board of education is to blame in the first place for not instructing the superintendent that his primary duty is supervision, and in the second place for failing to provide necessary stenographic, clerical, and teaching assistants to relieve the superintendent so that he could devote himself to supervision. The superintendent is to blame for not insisting that supervision is his first and primary duty and that the work of supervision must be carried on whether he has time for any- thing else or not. The superintendent should have insisted on devot- ing the greater amount of his time and interest to supervision even though the office work piled up to an intolerable extent. Perhaps if this had been done the board would have seen the necessity of pro- viding assistance. It was a mistake for the superintendent to have assigned himself four classes a day. In a place the size of Port Townsend the superintendent ought not to teach more than two classes a day, one in the forenoon and one in the afternoon. In this place, SUPERVISION 25 having one high school and one elementary school, the superintendent should elect one of his classes in the elementary school. Due to the lack of effective supervision that has existed for some time, the dual principalship idea comes up periodically. This idea is sometimes encouraged by the principal of the elementary school. In the section of this report dealing with instruction it will be shown how great is the need of supervision in all grades and all subjects from the first year of the elementary to the last year of the high school. In the judgment of the writer, the present superintendent is capable of doing good work in supervision, but for reasons before stated, he has failed to do so. Perhaps it may not be evident without some argument why the dual principalship system would not work well. To such persons the committee would call attention to the need of the closest articula- tion between the work of the grades and the high school, need of con- tinuous lines of work extending from the upper grades into the high school, the need of certain teachers doing work in both schools, which already exists in Port Townsend; the trouble that would arise in furnishing the supplies and equipment for both schools out of the same budget without the judgment of one expert equally interested in both schools, and the consequent lack of money economy as well as educational economy that would result. The salary of one super- intendent divided in securing two principals would not secure com- petent supervision for either school. To pay sufficient salaries to secure competent supervision under such a system would be wasteful. Then again, to properly supervise the work of each school would require that the two principals teach much less than they now do. The dual system of supervision has long ago been abandoned in all progressive school systems. The superintendent of Port Townsend should take supervision as his leading role and he should not make either one school or the other his principal interest. His office should be detached from either school, and his interest should be vitally attached to both. While the present superintendent, like his predecessor, has failed in supervision, yet, as will be seen by reading other sections of this report, he has been an important agent in bringing about many de- sirable reforms in the schools of Port Townsend. Of course, in his desire to serve the community, he has started several things that he was unable to follow up. Among other matters, he took up a study of backward and retarded children. This study would have proved very fruitful, provided he had taken the time for supervision, but not being able to follow the study up through supervision, it was dropped. Again, he started a system of medical inspection which, judging from the record, was very successful for one year. This in- novation was not supported by the board and hence was dropped. However, the results accomplished in medical inspection and in the study of retardation were sufficient to justify the board in support- ing these lines of work as soon as school finances will allow. 26 SURVEY OF PORT TOWNSBND SCHOOLS PROGRESS OF THE SCHOOLS By comparing the high school enrollment with the school census for the last ten years, we find the increase in enrollment corresponds approximately to the increase in the census until the end of the school year, 1911-12. From this time till the end of the school year, 1913- 14, the census decreases very rapidly, while the decrease in high school enrollment is very slight. (See exhibit A.) Of course, this might be explained by the census decrease among children below compulsory school age, i. e., between five and eight, and among those ordinarily above high school age (18 to 21). In the main, however, the fairly constant enrollment of the schools for the last two or three years is due, no doubt, to the rapidly increasing enrollment in the high school. From the school year, 1910-11, the high school enrollment has in- creased from 103 to 167 in 1914-15. (See exhibit C.) During this period, also, the high school enrollment has increased from 15.3 per cent of the total enrollment of the schools to 29 per cent. In view of these facts, therefore, it is quite fair to conclude that the high school is meeting the demands of the community better than before. It may be that better teachers are being employed in the high school, that there is a better spirit and social organization of the high school students, or that courses have been introduced which at- tract the boys and girls into the high school. In the judgment of the committee, all of these matters have been factors in increasing the high school enrollment. Again, the average daily attendance of the Port Townsend schools has been high for the last ten years. Beginning with 1902-03, and ending with 1911-12, the attendance has varied between 94 to 95 per cent of the enrollment, but from the year 1911-12 to the end of the year 1913-14 it increased to 97.85 per cent. This is a good showing for the Port Townsend schools in comparison with the average at- tendance of the state as a whole, which increased with little variation from 70 per cent in the year 1903-04 to 75.5 per cent in 1911-12. "Exhibit H" shows the number of students graduating from high school annually for the last twenty-three years. As is true of every small high school, there has been great variation in the numbers graduating from year to year. The last four classes have furnished 22 per cent of the whole number graduating in twenty-three years. This is interesting when compared with the total enrollment of the schools. From an enrollment of 550 in 1903, there was a gradual increase till 1910, when it reached 664, the annual enrollments there- after down to 1914 being 647, 642, 654 and 623 respectively. The number of boys graduating in twenty-three years consti- tuted 38 per cent of the total number graduating, while of the whole number graduating during the last four years, the boys constitute 46 per cent. Again, "Exhibit I" shows an interesting change in the number finishing the eighth grade, beginning with the eighth grade class of SUPERVISION 27 1910. The number steadily increased from 33 for that year to 58 for 1912, a slight decrease to 54 for 1913, and then an increase to 59 for 1914. Another interesting item in the same exhibit shows the percentages of eighth grade graduates entering secondary schools. The percentage drops from 83% in 1911 to 55% in 1913, and then rises to 90% in 1914. These are high percentages. They indicate that the schools of Port Townsend are increasingly popular. The certification standards for teachers attained by the Port Townsend schools are satisfactory. In cases where the lower grades of certificates are held, the teachers are qualified through successful experience for their work. (See table and Exhibit G.) The foregoing tables and exhibits show that the schools are growing annually, and that of the ten-year period ending June, 1914, the last four years have been more marked for school progress, owing to the initiation of several new school services and other improve- ments. No doubt, all concerned in the conduct of the schools deserve a fair measure of credit for the present favorable condition. How- ever, it is only just to the present superintendent to state that he de- serves much credit for several important changes. He is responsible for the introduction of the new subjects, for raising the standard of teachers, for establishing a salary schedule (to which the board has not always lived up), for improving, with the cooperation of the teachers, the spirit, interest, and social organization of the pupils in the high school. The improvement of school spirit of the elementary school has been due to the hearty cooperation of teachers and pupils secured by the present principal. To sum up, the spirit of the schools is good. New things are being initiated. There is good interest and activity, but there is much waste of energy. This waste can only be eliminated by establishing real supervision. To establish and maintain effective supervision from now on, is the most important task confronting the board of education. A person might be very popular with patrons, teachers, pupils and be a success- ful principal or teacher and still be utterly unfitted to become a suc- cessful superintendent. These are important qualities of a successful superintendent, but they do not in themselves constitute a recommend- ation for a superintendent. The question is, can the superintendent supervise? What does he know about the principles underlying the course of study? What does he know about practical educational psychology? Can he take the broad social view of instruction and adapt the various parts of the curriculum to this view? Is he able to eliminate the useless or nearly useless parts of instruction ? Is he able to systematize the work from grade to grade and to point out the inter- relation of subjects and their applications. Is he large enough to com- mand the respect of the teachers and pupils and of the thinking and well disposed people of the community? Is he able to get things done through the voluntary cooperation of teachers, or must he dictate? 28 SURVEY OF PORT TOWNSEND SCHOOLS Is he big enough to welcome the suggestions of his teachers and with them work out the problems of instruction, etc. ? This is one of the greatest weaknesses of school boards. In far too many instances the board simply takes a chance. What con- stitute good recommendations in choosing a superintendent? Whose judgments should be relied upon in employing a superintendent? With too many boards, distance lends enchantment. Can the board by some means make those who are real judges of good supervision responsible for their recommendations? What are the relative merits of general and personal recommendations? If the board succeeds, if a good superintendent is secured, then there will be good teachers secured, teachers in the service will be improved, the course of study will be vitalized, and the whole system will improve steadily, but if the board secures an inefficient superintendent the whole system must inevitably retrograde and no amount of talent on the part of the teachers can stop the backward movement. The superintendent is the great conditioning factor in setting the pace and tone for the whole system. The choosing of the superintendent, let us repeat, is the most responsible, the most difficult and the most important duty performed by the board. If the board fails in this, it fails most grievously. This question should receive the closest study. How judge the superintendent after he is installed? A frequent method used seems to be through the pupils' tales and through the opinion of the parents ; often, also, through teachers with axes to grind for or against the superintendent. These sources are all right if they are systematically employed but they are usually the bad social rumors wafted to the ears of the board on the breezes of chronic discontent. If the board could receive the full measure of the opinions of teachers, pupils, and patrons, these sources would be reliable. The most reliable source of all of these would be the opinion of the teaching body. If a very large majority of the teachers do not sup- port the superintendent then there is something radically wrong with the superintendent. But one of the most reliable and most immediate sources of the board's information consists in the relationship the super- intendent sustains to them as a board. At every regular meeting of the board, especially during the first year of his service, the superintendent should discuss frankly with them all phases of the local school prob- lems. Upon his ability, insight, interest and energy in these respects, the board should be able to form correct judgments of the quality of the supervision. A superintendent who strives to hide his ignorance by avoiding the vital school questions or who is making a bluff at his work by using high sounding phrases and pleasantries should be easily detected by an intelligent board. Having once satisfied them- selves that the superintendent is efficient, then they should rely upon his judgment very largely for the conduct of the schools. Yet a teacher has a right to a hearing before the board, and it should be freely granted her as her right. The superintendent should gladly assent to this right of the teacher. There should be the utmost frank- THE COMMUNITY AND THE SCHOOLS 29 ness in the relationships of teachers, superintendent and the board to each other. To supervise is not to own the teachers. To super- vise is to assist, cooperate, suggest, lead, encourage and support to a very large degree the teachers in their endeavors, and only to a very small degree, to use one's authority over the teachers. A good board strives to make every unit of the system one hundred percent efficient. To educate is the most difficult of all professions. The board must endeavor to give everyone connected with the system an opportunity to do his best. A rule of mere authority is the worst of all rules in a school system. The Community and the Schools After considering the activities of the schools from many angles the committee is of the opinion that the schools are as far advanced as the educational interest of the community will warrant. There are many evidences which seem to show that the majority of the people of Port Townsend do not want any better schools. There are also evidences to show that many good things in the present school system are unappreciated. The last school election in this place was a dis- graceful affair. It may be that a change in administration and super- vision was needed, although the committee was unable to find such a need, but the issues that were raised, and the small politics that were played by the "wets" and the "drys" covered up the real school issues, if there were any. This community needs to wake up and find the real needs for public education. The board of education need to wake up and keep their minds steadfastly upon the needs of the rising generation. The board should stop "riding the rail" and come out on the square and support the superintendent if he be a good one and if he proves inefficient, dispense with his services with dispatch. Time has been when this place has allowed itself to be loaded down for a number of years with a very inefficient super- intendent. One would think, judging from the tenure of office of superintendents who have been employed in this place that the in- efficient is likely to remain quite as long as the efficient. The schools can not rise higher than the community values them. This community could help the school situation very much by organ- izing and perpetuating a vigorous parent-teachers association. The commercial club should look far enough ahead to see that a good school system is an invaluable asset in the future development of the city and it could well afford to give a place in its literature and its deliberations to the schools. The people of Port Townsend have good intentions, but these intentions should be transformed into constructive activity. The second great need of the public education in this place is a vigorous and intelligent administration of education by a school board of pol- icies known to the community. 30 ? 5 SURVEY OF PORT TOWNSEND SCHOOLS i t 2 I I 03 O «3 c8 ?; f-; '^ O ^ »o ffi < O 1=1 J -^ J "w I "5 m ^ tji «*-! M-l t4_, b >> t-» «2 (/} (/2 c3 o bC fl o u £ <1 rfl 0) Ji, .^ 03 00 03 %^ ^ 'o fi 2 ao O ft* 1^ -I I 5 I? •5 • J 1'^ ^5 "S. 1 a c S o CO ^•..^ R a o H o >% ^ o ^ '^ o >c o 00 ,c w I> c« Ol 1 _u 1 o :?; Ph ■73 a rH O I— I 1—1 Oi Oi o v 03 c3 c3 TJ T3 pC fl a be OJ "^ ■M +* IB 4J 03 (8 o o ed «3 ,g a ^ ^ «3 cS >^ >^ rfl rS •4-> ■s O o IZi 52; SURVEY OF PORT TOWNSEND SCHOOLS 03 ^ ^ C/2 rt o ffi •won /»/» s rt % en C/J •4^ ^3 c3 kl eS P. 5 EXHIBITS AND STATISTICS 33 - § 5 S 1 s H -£3 o o o CO be .22 fl —' a fl 03 !X1 <1 c3 c3 a o u Il 34 SURVEY OF PORT TOWNSEND SCHOOLS ^ c % CO »^ O H ^ ■-d •^ ■s lU o 3 ^ '5 «« o o w o w A ,_i ^ o o OS n I» eS 1) « A no ^T* Uj CO o o o 00 EXHIBITS AND STATISTICS 35 58 lb .•s -^ -o 83 IB 0) H o O ^ ^ ^ a !3 1— H a o « a &c v 03 »4 > 13 o < Eh ^ ^ •.^ X t» a ;2; ^^5*^5^5^ 36 SURVEY OF PORT TOWNSEND SCHOOLS N P o 3 3^ oj > 5 o -O ea 3 u o .« o (X! K c> ,« fee .« s «4-l w% O .«> >» P* :•> s 5» a a «* 3 S» C« ^ * $$ :S /^ o .> 'a 5 «o O «A o "o 9 to . TJ (U ^ u ,5? ^ i . § V oi 05 u b I' Oi >» >> > «'Q -^ OS 1 O o ^ I— 1 u §i «0 ^ »2 ^ •^ to S " N O 43 « ? § 1 Cs c3 2 03 »4 O gd. G: gd. Gr chools. 1 ffl f 8th 8th ry S ■^ o O e„ CS 1 a a mmary rcent o Second !3 3 ^ O 00 * ^H ^ 2 S i 1 a ce «^ > a^< . 03 a ^ W^^ «> ^ ^ o 1- §• •0 c o -♦- •» ■^^ •- r) 3» OQ S o -f • \ 5. \ :J 'O \ \ 1 1 1 1 1 1 1 2» J N \ -»j s «»» X a s «o s .2 • «.? t Zr*^ « 'Q \ ^ \ ^ ^(O Total irollmen Per Cent of Total Enrollment t (H. S. and Gds.) 593 29 623 22.3 654 18.6 642 17.4 647 15.9 664 15.3 625 17.4 618 15.6 605 12.8 606 10.2 601 11.1 580 15.9 550 12.5 EXHIBITS AND STATISTICS 39 HIGH SCHOOL INCREASE: IN ENROLIiMENT SINCE 1003 No. Enrolled Tear in High School 1915 166 1914 139 1913 122 1912 112 1911 103 1910 102 1909 109 1908 97 1907 78 1906 62 1905 67 1904 81 1903 69 Note: The State's High School enrollment, when compared with the total enrollment, is 13.1 per cent for the year 1914. And since 1903 there has been a gradual increase from 4.5 per cent to 13.1 per cent. PORT TOWNSEND PUBLIC SCHOOL Organization Feb. 1st, 1915 Board of Education 3 Superintendent 1 Office Assistants High School Principal 1 Graded School Principal 1 fligh School Librarian and Secretary High School Teachers, full time 4 Manual Training Teacher 1 Domestic Science Teacher 1 Elementary School Teachers 11 High School Pupils 166 Elementary School Pupils 427 Janitor Lincoln Bldg 1 Attendance Officer and Janitor 1 Supervisors of Music-Drawing 40 SURVEY OF PORT TOWNSEND SCHOOLS TEACHERS ELECTED FOR 1914-1915 Name Age Certificate A. N. French, Supt. 40 Life W. D. Olsan, Princ. H. S. 31 Life Hazel Learned 22 Life Elizabeth Robinson 28 Life Elva Edwards 27 Life Nellie Iffland 26 Life H. A. King 47 Manual Training Special Lydia Watson 31 Domestic Science Special M. E. King, Prin. Grades 46 Second Grace Lindsay 41 Life Myrtle Boyer 23 Normal Bernlce Cotton 22 Normal Bertha Kimmel 30 Life Abbie Mills 24 Normal Ina Wallace 27 Second Vira Calhoun 27 Life Priscilla LafCerty 22 Normal Sarah Troy Callow 40 Life Geraldine Cook 22 Second Alta Bwart 23 Second Total average age, 29.95. A COMPARATIVE STUDY OF SEVEN PORT TOWNSEND HIGH SCHOOL GRADUATES OF 1912 AND 1913, WHO HAVE ENTERED THE UNI- VERSITY OF WASHINGTON AS FRESHMEN OF 1913 AND 1914, AND THE AVERAGE OF UNIVERSITY OF WASHINGTON FRESHMEN FOR PAST FIVE YEARS. Grades. II n. IV V VI VII |Total| Av. % 5 Yrs. A (96-100) .. .. 1 1 1 .. •• 3 6 6.66 8.954 B (86-95) ... 2 2 2 1 4 2 8 21 22.58 33.69 C (76-85) ... 4 6 2 6 5 6 3 32 34.40 30.41 D (70-75) .. . 4 3 2 3 4 2 18 19.35 13.02 E (Failure) . 3 1 1 2 2 .. 9 9.67 9.51 Incomplete . 1 1 2 2.15 4.39 Withdrawn 1 2 1 1 5 5.53 Total 14 14 11 13 14 12 15 93 EXHIBITS AND STATISTICS ALUMNI 41 m a o o B% O-t-* O 3 m «60 5^ c ea •a S3 fc, 3 0) ■a.a >. c3 o3 a bo 3 o pa o 0) S 4) Q ^S^ OW 2 Yr. H. S. 1891 . . . 6 8 6 15 3 3 5 9 1 3 1892 . . . 7 2 3 Yr. H. S. 1894 ... 2 2 3 3 9 4 4 12 6 14 10 1 7 1 4 12 4 10 8 1 1 1 2 5 1 2 2 2 1895 ... 9 1 1896 ... 3 1 1897 ... 5 2 1898 ... 6 2 4 Yr. H. S. 1899 ... 1 1 2 2 4 2 6 3 3 3 3 4 2 8 2 7 4 12 4 18 13 9 7 9 11 18 20 1 4 4 5 3 2 2 2 1 2 2 7 3 7 3 11 6 5 2 5 5 9 1 1 2 1 2 4 1 7 13 7 4 4 4 5 7 12 2 1900 5 3 1901 2 1 1902 8 4 1903 2 1904 12 11 1905 10 3 1906 6 3 1907 4 1 1908 6 1 1909 7 1 1910 16 1911 . ... 12 1 1912 3 7 3 11 83 10 8 25 234 1 42 118 6 7 14 14 112 () 1913 5 1914 . . . . 14 Total 151 31 Counted twice . . . , 1 2 3 1 3 2 2 Grand total . 150 81 231 41 115 6 110 29 Three members of the class of 1898 returned to graduate again after the fourth year had been added. Those who became teachers and taught in the Port Townsend public schools are: 1891 Anna Hunter, Virginia Trimble 1892 Ella Lindsay, Mae Morris 1894 Kathrina Anderson 1895 Emma Baker, Anna Barthrop, Louise Griffiths, Louise Iffland, Inex Morris, Gertrude Smith 1898 Sophia Peterson 1899 Sophia Peterson. (Graduated second time.) 1900 Aleta Griffiths, Jennie Iffland, Florence Payne, Eudora Oliver 1902 Mae Terry 1904 Edith Rhodes, Frances Smith 1905 Vira Calhoun, Elva Edwards,* Ina Wallace 1906 Nell Iffland, Grace Griffiths 1909 Hazel Learned 1911 Bernice Cotton •Those in our High School Faculty. 42 SURVEY OF PORT TOWNSEND SCHOOLS Sanitary Conditions in the Schools In preparing this section the MTiter will endeavor to constantly keep in mind the conditions in Port Townsend, with old buildings, etc. He will try to deal with the system as it is and not with it as a system well supplied with the resources for accomplishing all that a first class system demands. Treating the system from this viewpoint it can be said to be fairly average, perhaps even slightly above average, and yet there are a number of conditions that might be improved, conditions that exist because of lack of attention to some important details and not in- • herent in the system as it is. In regard to the precautions taken against the possible spread of ^ infection, one very important detail has been cared for. There ^ are sanitary drinking fountains and sanitary soap and towels. But, even here, detail has not been attended to. In the high school the It student washing his hands must pass his dripping hands over the drinking fountain in order to get a towel. This is a small detail that | could well be avoided by a little attention. The conditions as regard g the keeping down of dust have not been well looked after. Oil ^^ is used on the floors but at the time of the writer's inspection this i was not by any means sufficient to keep down the dust. In one room in the grade school the janitor was sweeping a room while the teacher and some eight or ten pupils whom she had detained were still there. C The air was filled with dust and it was not a pleasant place, much % less a healthful one. This same janitor assured the writer that he ^ used a feather duster after sweeping thereby stirring up the dust w some more, but removing none of it. A sweeping compound should '. be used upon the floors to gather up the dust, and a moist cloth should be used for dusting. In the grade schools erasers are taken outside to be dusted, as a general thing, but in the high school even this is not done. Proper attention is not paid to the disinfection of books, floors, desks and toilets. Some, but not sufficient, attention is paid to this in regard to the toilets and the text books are disinfected about once a year. The floors and dishes are treated with disinfectant so seldom that such treatment can be said to be unattempted. All of the above mentioned things should be kept well disinfected and the desks should be redressed often enough to keep their surfaces in a condition in which there will not be breeding places for germs.. Something should be done in the high school to secure better cloak rooms. The rooms now used are so dark and unwholesome that they are, to say the least, not proper places for the pupils' wraps to hang all day, mixed together as they are. This is of course, a defect due to the poorness of the building in which the high school is housed, but it is quite possible to conduct air into the cloak rooms without very great changes in the building. Fresh and moist air should be provided at all times for the pupils. SANITARY CONDITIONS IN THE SCHOOLS 43 There is no system of ventilation in either school. The windows are depended on for this purpose. These are generally left up from the bottom, but there was a noticeable lack of openings at the top, especially in the high school. In any place where windows have to be relied upon for ventilation they should by all means be open, both at top and bottom in order to provide for as much change of air as possible. This is especially true where stoves are used for heating, and it is necessary to diffuse the heated air as evenly as possible through the rooms. The temperature of the school room is another factor of im- portance. More attention should be paid to the thermometers by the teachers and the temperature kept as even as possible and between sixty and seventy degrees. Attention to this point varies greatly with the different teachers and needs enforcement. The lighting is about as good as can be expected, speaking generally, in the buildings provided. The dark cloak rooms have been spoken of. The seats are placed so that they do not face the light but cross lights exist in a number of the rooms. The area of window to door space is sufficient and the tinting of the walls and window shades is in most rooms good. The physical conditions under which the pupils work and play could stand a considerable improvement. The seats and desks should be adjustable to the needs of the pupils and more attention should be paid to the seating of pupils at desks suited to their various statures. This is attended to in the grade school to a certain ex- tent by the use of wooden footstools where the seats are not adjustable. Light airy places should be provided for lunching and recreation in inclement weather. The basement, as it stands, is not a suitable place for this, and an early attempt should be made to provide a more suitable place. The possibilities in regard to the grounds are dis- cussed in another place, so it will not be necessary to touch upon them here. It will, however, be entirely in place here to say a word about the conditions in the high school in respect to stairways. The winding, narrow stairs in this building make it nothing more nor less than a fire trap. In case of fire it would be impossible to prevent congestion at these points with possible great loss of life. Such a condition should not be permitted to exist. Straight, wide stairways should be provided at whatever sacrifice of room it might cost. There is also a need of more attention to the proper seating of pupils with defective sight or hearing, the segregation of pupils showing any signs of contagious diseases, and the infection of lunches. Pupils with defective sight and hearing should be carefully watched for and seated in positions close to the blackboards or to the teacher. The teachers should be urged to watch for signs of these defects and also for signs of the common contagious diseases. Instruction in regard to these signs should be given to the teachers sufficiently often to insure their being efficient in this respect. Lunches should be inspected often enough to insure to the pupils clean and wholesome 44 SURVEY OF PORT TOWNSEND SCHOOLS lunches at noon, even though it is impossible to provide better meals for them. The brief survey of some of the principal details in regard to sanitary conditions does not by any means cover the field and it is a necessary part of supervision to be constantly on the look- out for unsatisfactory conditions and for ways of improving them. The writer considers one of the most efficient ways of accomplishing this to be what might be termed a "continuous cleanup." That is, a building of a sentiment in the teachers and pupils that will keep them all awake to any unsanitary conditions and possible improve- ments in the school, the home, or the community. Every teacher should be well instructed in these matters and every pupil should have sanitation and proper health conditions drilled into him in such a manner that they would become a part of him to such an ex- tent that he would as soon go without washing his teeth as live in a room that was not conducive to his best possible physical and mental development. If such instruction were properly given, unsanitary conditions would not be tolerated for any length of time in the schools and there would be developed a considerably healthier race of men and women. The Course of Study and Instruction ELEMENTARY SCHOOL The general spirit of the school is very good. Two or three teachers are having difficulty in discipline, but in general, pupils are obedient and respectful to teachers and the teachers are work- ing harmoniously with the principal, the superintendent and with each other. On the whole, this school is strong in expression, but Aveak in thinking. Its strength in expression consists rather in the amount of things done than as a result of vital mental activity. Pupils throughout the school are required to commit large amounts of poetry to memory. There is a great deal of recitation in concert in the various grades. The hand writing of the pupils averages well. There is a great deal of note-book work which represents very little organizing ability on the part of the pupils. The music work is generally good and the children enjoy it. A great deal of emphasis is placed upon singing the patriotic airs. The marching and order of the pupils in the halls are good. In contrast with the mechanical or semi-mechanical and formal work of the school the thought work is poor. A few illustrations from recitations observed will bring out this point. The recitation was that of a fifth grade reading class. A boy stepped before the class and read mechanically and with staring eyes looked off his book at regular intervals. The teacher commented, "That was good, John, — it would have been better if your words had COURSE OF STUDY AND INSTRUCTION 45 been a little more clear cut." Then a little girl read. The teacher gave directions — "I wish it could be read without having to repeat at all." The little girl was perfect in "minding her pauses," pro- nouncing, and in looking off the book at regular intervals. No com- ment followed. A boy was the next to try his luck. When he had finished the teacher said, "Wait, Robert, you can read plainer than that, I am sure. Who will tell us how Robert could read better?" All hands went up. One pupil said, "He could read louder," an- other, "He could pronounce better." Then the teacher added, "He could, also, look up once in a while." The lesson was concluded by the pupils telling stories and reciting selections of poetry which they had previously read. A fourth grade lesson in reciting and reading poetry was ob- served. One boy recited a portion of the "Village Blacksmith" and another boy a selection from "The Children's Hour." Both were rendered in a mechanical, resounding fashion, with very little appre- ciation of their meanings. The class next took up the reading of a small portion of "Hiawatha" and the teacher directed that each child should read "two lines apiece and read them loud." When each member of the class had read as directed, the teacher introduced an innovation by requesting the pupils to read the page over again, each pupil reading four lines. At this point the visitor fled. The following contrast in conducting reading lessons shows the need for supervision. The second teacher through supervision could do very much better work than she is doing at present. The pupils sounded the new words to be taken up in the reading. The teacher asked the pupils to identify words and phrases in the lesson as "Find 'from Kate'." Some difficulty was experienced in this one, so the teacher asked the 'pupils to sound "from." After this was done the phrase "from Kate" was quickly found. "Find 'at school'." "Who is at school.^" "Kate." "Find 'Good boy'." "Find 'Home'." "Find 'write'." The children were eager to answer and they worked "like Trojans." The discoveries were fol- lowed in quick succession with "I have found it," "I have found it," "I have found it." After three or four minutes of this kind of work the children began the reading of the lesson. The teacher occasionally asked questions to which the sentences to be read were answers. The children read thoughtfully and quietly. The teacher allowed the children to take the lead. She occasionally al- lowed defective expression to pass uncriticized in order that the con- dition of good thinking by the pupils should be undisturbed. This reading lesson was very successful. Let us contrast this lesson with another first grade reading lesson conducted by another teacher in another room. The first selection read in part was as follows : "The little birds like the brook." "They like to drink the cold water." "The flowers like the brook too." 46 SURVEY OF PORT TOWNSEND SCHOOLS "They can see their faces in it," etc. As the pupils read, the teacher constantly exploded with inter- jections like "can't you tell it better?" "Look off the book," "Speak a little plainer." At the close of the reading of each sentence many obvious comments and questions were put by the teacher, followed by the confused responses of pupils. There was a noticeable lack of quietness and thoughtfulness. The teacher was bright and cheerful but rambled on from one thing to another. The work lacked in organ- ization. The pupils were "on the way" they knew not where. Class dismissed. Another class was called and then teacher remembered that this was the time for folk dances and dismissed the class. The faults of these lessons were found to exist in several rooms. No doubt, a certain amount of poor work can be charged to the stage fright of the teachers, caused by the "prowlings" of the members of the committee. Yet there is much evidence to support the theory that the teachers are very uncertain as to what they are trying to do. When questioned by the members of the committee as to their purposes in the various lessons, answers as a rule were not forthcoming, or if they were, very few teachers in the corps would undertake to support their answers. The teachers of this building require pupils to put certain portions of their work in note books which are kept in filing cases at a side of the room, easily accessible to teacher and pupils. Several teachers were questioned in regard to the use of the note books. In each case the teacher decides what shall go into the note book and in what order the materials shall be written up. Some of the teachers stated that the important parts and parts suitable for memorizing were put in the note books. Others said that matter was written in note books once in a while when they had time, but that they had no principle of selecting what should be recorded. Just anything might go in. An examination of the note books bears out the statements of the teachers. What is the educational value of such work.^* Again, the cause for aimless instruction was sought by examining the teach- ers' plan books. If the teachers have anything in particular in mind except to require the pupils to study and recite one thing after an- other as the points of the outline occur in the state course of study and in the textbooks, it is not shown in their lesson plan books. The fol- lowing were selected, more or less at random, from the plans made by the teachers during the latter part of the first semester of the present school year: First Grade. Jan. 30th, — Febr. 12. Reading I. 1st Division. A. New Education Reader, p. 75, p. 84. Review work of preceding month. New families ate, old and ark. B. Sweet Pea Reader, p. 41-51. Review. In the lessons the following sounds are taught — e, u, o, a and y. II. 2nd Division. A. New Education Reader, p. 55-63. B. Sweet Pea Reader, p. 21-29. COURSE OF STUDY AND INSTRUCTION 47 Phonics ■■■'' e, o, i, y, cl and a. Music A rat-a-tat-tat (The Drummer Boy), "Twinkle, Twinkle Little Star," America." Language The Little Black Girl 1. appearance 2. home 3. amusements Abraham Lincoln 1. Home 2. School 3. Kindness 4. Strength and work St. "Valentine's Day 1. St. Valentine Nature Study I. Elephant 1. Size 2. Appearance 3. Food 4. Use II. Dove 1. Kinds 2. Home and nests 3. Food Writing Finish names I see you I love you Valentine Occupation Valentines Nature study posters Lincoln and Washington hooklets Number work. Time — hour and half-hour Measuring objects in room Simple addition problems Write numbers to 20 Feb. 12-26 First Grade Reading 1st Division New Education Reader, p. 84-95 New Families — in, Ink, (th) Sweet Pea Reader — p. 51-61 2nd Division New Education Reader — p. 63-76 Sweet Pea Reader — p. 29-44 We shall begin to spell simple words in connection with our daily word drill — Example, rat, cat, see, hat, mat and boy. Music "Little George Washington" "There are many Flags." Nature Study 1. Lion 1. Size (Appearance) 2. Food 3. Kind 2. Potato 1. How it grows 48 SURVEY OF PORT TOWNSEND SCHOOLS 2. Use (a) Study potato vine which was planted at beginning of school year. (b) We shall pare, cut up potato and let it stand. Then make starch from the starch that comes from potato. Writing Write invitation for school program Come to see us, Thursday at 1:30 P. M. I see you. The boy can run Language Study of Washington's life. Drill for program Picture study "Annie's New Shoes." Reproduction of story "Annie's New Shoes." Number work. Write numbers to 40 Simple addition problems Occupation work. Weaving rugs Sewing cards — Washington and the flag Hectograph work — overall boys with drum, horn, etc. Mounting of flags, hatchets. Second Grade Feb. 23-Feb. 26, 1915. Reading Aim — To secure accurate reading, have child notice paragraph. Tuesday. Div. I. S. S. page 46 — Sarah's Penny Div. II. New Ed. page 32. In Winter, part I. Wednesday. Div. I. S. S. page 61. Jack and Joe. Nature lesson. Div. II. New Ed. page 33, Winter, Part II. Thursday. Div. I. S. S. page 65. The Play house. (Outdoor and Home life) Div. II. New Ed. page 35, In the Barn. (Farm life) Friday Div. I. S. S. page 68, Turtle. Nature story Div. II. New Ed. page 37 — Fishing. Afternoon reading — Life of Longfellow page 118-119-120 of S. S. Book II. Se«ond Grade. Feb. 23 to Feb. 26, 1915. Arithmetic. Aim: To secure neatness and carefulness in work. Tuesday. Div. I. Oral: — Reading of numbers in hundreds and thousands Written — Addition Div. II. Combinations and simple on step addition. Wednesday Div. I. To correct carelessness review work of Tuesday. Div. II. Continue combination work. Thursday Div. I. Subtraction 71 Div. II. Simple 2 column addition, as 41 Friday plus 32 Div. I. Multiply by 2 and 3 Div. II. Review Spelling Words of week hour, day, minutes, seconds, week, clock, chair, Longfellow, twenty, seven, poet, poems, arm, village, children. Phonics Sounds of ar — 34 — ir — or — ur Writing Start, ink, work. COURSE OF STUDY AND INSTRUCTION 49 Nature study and Language. Life of Henry W. Longfellow 1. Who he was 2. Kindness 3. Boyhood 4. Manhood 5. Home 6. His children Poems to be read and talked about: Children's Hour Hiawatha Village Blacksmith Picture and story of "Grandfather's Clock" and "The Arm Chair" Drawing or Art. Tuesday. Finish of Pussy "Willow studies Wednesday Cutting of Village Blacksmith Thursday and Friday Illustrating of language work Third Grade Second Week. Reading ^^^ Months"— Learn poem— spell months. "The Foolish Weather- cock," — emphasis on expression. Note position when reading. Re- produce story. — Phonics. Ar me^c.^^^ ^^ reading numbers in thousands. Review multiplication tables — 2's and 3's. Board work. ^^ ^"%pelling words in connection with reading. Learn to spell Months. Sound words before spelling. Spell out loud, then write. '''"^Drill on words beginning with N & M, as notice, make, minute., nothing. ^^"^"^^Weather lesson— cloudy or sunny, clear or hazy. Eskimo boy story.. Make sentences ending in words that rhyme. Handwork. Drawing. Third Grade. Third week. Third Readers — Story about "Ice" — Special work on phonics. Sound every new word. Special notice on position. "The Foolish Weather- cock." Reproduction of stories, illustrative stories. Ant "i^g^-^j.^ work for rapid drill. Emphasis on multiplying by two numbers, as 26x33 — Drill on tables. ^^ '^^Readlng words, words which are most commonly used — Mispelled words learned for following day. Sound words. Phonetic drill in con- nection with Spelling. Wr t "^•j^jj^gj.gjj^g between q and g. Write words as queer, guess, quail. Review ms and ns. Languag^^^^ of materials used in school room as— paper, pencils, desks, books. Answer questions as "On what are you writing? etc. Given certain words, make a story of them. Use spelling words in sen- tences. Third Grade Fourth Week. January. Reading.^^^^^^ the <'Runaways"-word reylew-"The New Leaf "-Study the new words, "The Child's Puzzles." "Grace Darling. Study light- houses. 50 SURVEY OF PORT TOWNSEND SCHOOLS Arithmetic. Tables of 3's and 2's in review. Learn 40. Multiplication. Division by 2's and 3's. Addition review. Spelling. Language. Use spelling words in sentences. Learn use of "is" and "are," "here" and "hear." Give sentences to fill in the blanks. Writing. Capital R's. g, f, p letters which are partly below the line. Drawing. Scene drawing lesson. Free hand cutting of rabbits. Mount and color them. Fourth Grade. Feb. 23 to Mar. 19. Opening Exercises. Life and Stories of Longfellow. Story of Father Marquette, Story of Hennepin. Will have stories read and told in class. Arithmetic. Practical problems based on addition, subtraction, multiplication and division. Simple problems in dollars and cents. Continue drill on the four fundamentals. Spelling. Lesson 96 thru 111. Look up new words in dictionary. Be able to use all the words in sentences. Reading. Continue the review of Longfellow's poems. Complete the memor- izing of the "Village Blacksmith." Read the "Life of Longfellow." Stepping Stones, Book IV. Read "A Night on The Mississippi." The Jones Readers, Book IV. Art. Study Robin Redbreast. Draw and paint in colors. Study early spring flowers such as the crocus and violet. Music. Interval study by means of staff and Intervals. Review some of the rote songs as Robin Redbreast and Woodpecker. Learn new spring song. Writing. Work for movement. Review the capital letters. Practice small letters, a, c, d, o, u, v, w. m, n. Geography. North and South America. Asia and Europe. Africa and Aus- tralia. Where Plants Grow. Fruits and Spices of the Torrid Zone. Plants of the Warm Belts. Plants of the Cool and cold Belts. Animals. Animals of the Zone. Language. Read and reproduce the story "The Robin's Nest." (Guide Books to English — Book One. Page 37.) Special emphasis on punctuation. Study quotation marks and semicolon. Fifth Grade. Second Week. January. Reading. ,, , ^ „ , , ^ . Read History lessons for reading assignment. Special emphasis on pronunciation of proper nouns. Connection with preceding lesson. Arithmetic. . ^. ^ ... ^ ^ . , Begin decimals — Meaning — reading and writing of decimals. Change fractions to decimals and vice versa. 20 new words. Meaning, use in sentences as well as spelling. Written and oral recitations. Geography. Continuation of study of Central States. U. S. as a whole. Locate prairie region. Appalachian highlands, etc., review of latitude and longitude. Language. Review of adjectives. Modifiers, Articles. General review. Daniel Webster, Henry Clay, Andrew Jackson, and Sam Houston. Stories — connection with colonies. Texas Question. War with Mexico. COURSE OF STUDY AND INSTRUCTION 51 Handwork. File semester's work — Make covers for it. New spelling blanks Sixth Grade. December 21. First "Week. Arithmetic. Mensuration — dividing inches into fourths, sixths, eighths, to make calendars. Second Week. Jan. 4-9 Monday — Numeration, Notation Tuesday — Reading of decimals Wednesday — Addition and subtraction of decimals Thurs.-Fri. — Multiplication of decimals. Third Week. Jan. 9-16 Mon.-Tues. — Finding of averages in different subjects, using report cards — Rapid addition. Wed. — Reduce decimal to common fraction — 11.28 — —rTz rri 100 252 Thur. — Multiplication of decimals by 10—100, 1000 23.46X10=234.6 23.46X100=2346. 23.46X1000=23,460 Friday — To multiply a decimal by .1, .01, .001 by moving decimal point. Fourth Week, Jan. 18 — 23 Monday — Final Examination Tuesday — Working Monday's test in class Wednesday — Monday's test given again Thursday — Friday, — to divide a decimal by 10, 100, 1000 by pointing off place. Arithmetic Test Sixth Grade I. I had 49 1/3 yards of string. I used 16% yds. How much had I left? II. When one book costs $11/22, what will 9 books cost? III. I had $4%. I spent $1/10 for a pencil, $1/3 for paper, $2/5 for a book. How much had I left? rv. Add: 4.632 plus 19.4 plus 3,6004 plus 1.864 plus .19004 plus 8. V. I had 34 tablets. I used 26.9. How much paper had I left? VI. When one acre of land cost $146.75, what will 48.68 A. cost? VII. Write in words (a) 9436.1809; (b) 27489.4603. VIII. When 24 marbles cost 35c, what will one marble cost? IX. 92.463, 19746, 72839, 42678, 92478, 18674, 67493. X. 36476-^86, 94763-^39. (The test of X. to be shown on paper.) Reading. First Week. Dec. 21 — 24. Reading and memorizing of Tennyson's "Christmas Bells," bring- ing out the use and meaning of certain phrases — such as frosty light, feud of rich and poor, false pride in place and blood, etc. Second Week. — Third Week. Jan. 4-16. Alfred, Lord Tennyson. To bring out the story of Tennyson's life In a connected way and to encourage a liking for his works. Words to be looked up, such as laureate, quaint, bard, aquiline, massive, etc. Words to be discussed. Wordsworth, Lincolnshire, Carlyle, etc. Fourth Week — Jan. 18-23. Reading. '"The Brook" — by Tennyson. Words to look up and discuss — haunts, coot, hern, sally, bicker, thorps, fret, mallow, lusty, grayling, etc. Geography — Dec. 21. The work of the fourth month was not completed, and is carried over into the fifth month's plans. First Week. Dec. 21-24. Monday — Note book work on tobacco, forests. Tuesday — Note book work on hogs, cattle. Wed. — Singing. Second Week. Jan. 4-9. Monday — (Notebook work all week) — fisheries, Tuesday — Coal, iron, Wed. — Sheep, wool, Thurs. — Oil, gas, Friday, Gold, silver, copper. Third week, Jan. 11-16 Monday and Tuesday — Review of Map Work and physicial divisions of the U. S. Wednesday — Semester Examination. Thursday-Friday — Surface, climate and drainage of Central states, Eastern section. U SURVEY OP PORT TOWNSEND SCHOOLS Fourth Week — Jan. 18-23 Monday — Resources of Central states as to location, flab, mineral wealth, soil, forest. (In relation to waters) Tuesday — Cities of Central States. Wednesday — Why Chicago is a large city. Thursday — Review of location — Learn to spell rivers. Friday — Notebook work — Review of Central states. Geography Test Sixth Grade L Name the Continents and oceans. IL Bound United States. IIL Describe the surface of U. S. by giving physical divisions. IV. Why Is Chicago a large city? V. Explain and describe the climate of the western plains. VL What is the cotton region of the U. S.? Name 5 cotton states, two cotton ports. VIL Why are the Central States, Eastern Section, rich? VIIL Name 5 states that produce coal — 5 that produce petroleum, 3 that produce copper, 5 that produce iron, 2 that produce gold. IX. Describe the fishing industry of the U. S. X. For what are each of the following cities noted: Kansas City, Pittsburgh, Cleveland, Philadelphia, Grand Rapids. XI. Name 5 rivers of the U. S. — tell into which water each flows. Sixth Grade. English. First Week — Dec. 21-24. Memorizing Tennyson's "Christmas Bells" and "Christinas Carol." Second Week. Jan. 4-9. Monday — Review of transitive and intransitive verbs — object comple- ment. Tuesday — Review transitive and intransitive verbs, attribute comple- ments. Wednesday — Continuation of Tuesday's work. Thursday — Complements selected from sentences in English book. Friday — Definitions and Complements — Complements selected from sen- tences. Third Week. Jan. 11-16. Monday — Filling out Money Order Blank. Tuesday-Wed. — Predicate adjective — as attribute complements. Thursday-Fri. — Predicate nouns as attribute complement — Use of nouns as attribute complement — as Edward was King. Fourth Week. Jan. 18-23. Monday, — Examination. Tuesday — Review of filling out Money order Blank. Wednesday — Simple subject and predicate. Thursday — Singing. Friday — Talk of Monday's Lesson. English Test. I. What is good English? II. Underline, with a straight line, the subject, with a waved line the predicate of the following sentences: "Health makes wealth," "Mabel finished her basket." III. Write one sentence containing four nouns; underline the nouns. IV. Name and illustrate the different kinds of sentences. V. Give 5 rules for the use of capitals. VI. Name and illustrate 2 ways in which an adjective may modify a noun. VII. Underline the pronouns in the following sentence: The captain called his men to him and gave them some words of cheer. VIIL What are the articles? IX. Fill out a post office order blank for $4.65 to be sent by you to the Bon Marche, Seattle, Wash. X. Write a (sentence) paragraph telling what you would do if we had a heavy snow fall and freezing weather. Writing. First Week, Dec. 21-24. Monday — Copy "Silent Night" Tuesday — Drill on digits 12-3-4-5 Wednesday— Drill on digits 6-7-8-9-0 Second Week. Jan. 4-9th. Monday — Drill on u, un, ww, wane Monday — Drill on u, uu, ww, wane Tuesday — Drill on v, v, v, vvv, r, r, rain Wednesday — Copy physiology in Note Book Thursday — tt tt time — written. COURSE OF STUDY AND INSTRUCTION 58 Third Week — Jan. ll-16th. Monday — Drill on ee ee 11 11 sell see. Tuesday — Written work. Wednesday — Review drill — A, O, C, M, N, Thursday — aaaa dddd bidding Friday — aaaa ggg qqq digging Fourth Week — Jan. 18-23. Written work — Examination Week. Spelling. First Week. Dec. 21 to 24. Spelling words chosen from Reading and English Words which the children have daily use, using as they come up. Second Week. Jan. 4-8th. Words daily misspelled. Words selected from Geography. Two lessons from Speller, page 11. Third Week. Jan. ll-16th Days of the week, Months of the year. Cities of Central states as given in Geography lesson. Fourth Week. Jan. 18-23rd. Words chosen from misspelled words in Examination papers. How to Keep Well. I. Compare and contrast the body with an engine. II. What are the uses of the bones? of the muscles? III. Name and locate the different kinds of joints. IV. How should a room be ventilated? "V. Give five rules for the care of the eye. VI. What should be done in case of poisoning? VII. What should be done in case of arterial bleeding? VIII. How should a mustard poultice be made? IX. Give 5 ways by which the spread of disease may be prevented. X. Draw a tooth — Name its parts. Seventh Grade. February 1, 1915. Arithmetic (Percentage (Review all principles (Simplest problems selected from School Arlth. (Test latter part of week. (Speller, p. 43 SpellinK (Study eighteen words during week (Definitions and use in sentences (Colonial Life — Review HlMtory (Distribution and Growth (Homes, Pastimes, Schools, Religion, etc. (Continue work on Surface of Asia Geography i^J-'^^J Pacific Slope (Arctic and Caspian slopes (Study Persia, Arabia Grammar (Work on prepositional phrase continued (Analysis of simple sentence containing phrases (Evangeline (Definitions of difficult words Reading (Descriptions of Grand pre — T Benedict, (Evangeline — written. (Reading of parts studied Grammar (Study adjective and adverbial phrases. (Analysis of simple sentences containing phrases. (Evangeline (Study of difficult words ReadlBK (Write descriptions of places and persons men- ( tloned in the Selection studied. (Reading — of parts studied. OpenlnK Ebcerclsea (Review of quotations and poems studied during ( first semester. 64 SURVEY OF PORT TOWNSEND SCHOOLS Eighth Grade. Nov. 23. Spelling. Monday — Words on board to study. Look up definitions for words underlined. Written spelling. Tuesday — Words on board (fruits and nuts). Look up definitions for words underlined. Spell orally. Wednesday — Words pertaining to Thanksgiving. Make a sentence with each word. Written spelling. Reading. Monday — Part "VII, Miles Standish. Look up following words for pro- nunciation and meaning: trend, sulphurous, flonted, chaffed, con- stellation, parley, trenchant, chaffer, vauntingly, whetting, sinis- ter, chronicles, fiendlike, averted, valor. Tuesday — Part VIII. Read for expression. Look up following words: merestead, glebe, apprehension, contrition, brackish, substantial, ruminate, pennyroyal, subtile, dexterous, palfrey, devious. References to: Goliath of Goth; Og of Bashan; Sliips of Merchants, Merestead, Bertha, Helvetia. Wednesday — Part IX. Finish. — Resplendent, pomegranates, laver, sanc- tion, apparation, phantom, atoning, commingled, adage, azure. Wedding of Routh and Boaz; Eshcal; Rebecca and Isaac. English. Monday — Nov. 23, Letter writing. Study of different parts of letter and punctuation. Tuesday — Have pupils write letter about subject given in book. Also write one about any subject. Wednesday — Depends on above — if letters are well written, we will take up more letters. If not same will have to be rewritten. Spelling. Give definitions for the following — absence, trellis, bargain, catkin, cherub, baggage, atom, axle, cleat, firkin. What is a homonym? Give homonyms and definitions for the following words — blue, isle, pain, claws, stile, loan, hole, earn, core, whirl. 25 words pronounced for written spelling. Hygiene T. What is Hygiene? physiology? anatomy? II. What is an organ? What is meant by a function of an organ? III. Of what is bone composed? How many bones are there in the body? IV. Name and describe two different kinds of joints. V. Name and describe two great kinds of muscles. VI. What can you say about the amount of physical exercise needed? When is the best time to exercise? VII. How do alcohol and tobacco affect the muscles? VIII. Name the four great classes of foods. IX. What Is meant by condiments? X. Name five foods that contain the most nourishment. These plans show the character of the instruction and the course of study fairly well. They are plans embodying (1) The mechanics of the subjects pursued, and (2) a body of information academically arranged. The tools of learning are made very prominent by their presence, rather than by their uses. One searches in vain to find a single instance of local use. Arithmetic is pursued but nowhere is there any evidence that fractions, percentages, interest, etc., have been used as instruments in solving home problems, industrial problems, mercantile problems, or community problems in Port Town- send. The geography is not used at all to interpret the local geo- graphical conditions. The composition themes are not concerned COURSE OF STUDY AND INSTRUCTION 55 with questions of community interest to the children and people of the town. The grammar is taught as a subject in itself and is not at any time conscientiously used as a corrective in perfecting the pupils' compositions or as an instrument to unlock the thought of the printed page. Spelling words, for the most part, are taken from the spelling book, except in the lower grades, where they are chosen from the reading lesson. In some instances they are chosen from the geography, history, reading and other lessons. Two teachers of the upper grades apparently followed the practice of selecting misspelled words from the pupils compositions, and after these were exhausted, they selected words which the pupils would be liable to use in their future compositions and letters. This practice should be followed by all the teachers, for there is little value in spelling words not being used or not likely to be used soon by the pupils. The history work seems to have no present day application. A class in eighth grade civil government studies the government of the state of Washington, the county, city, etc., but as carried on, it is concerned with the machinery of government, the dry technical details of vot- ing, duties of officers, etc. There is no attempt to study the civics of the community and the state from the point of view of making better citizens and better community conditions. What is needed in that course is a textbook like Dunn's Community and the Citizen interpreted in terms of Port Townsend and the state.* The course of study in the elementary school in all of its parts impresses one as so much quantitative requirement from day to day, imported from a foreign realm. The work consists in blocking off so much each day to accomplish. A state course of study, or a county course of study, or a text book course, can never be a vital one for a community. At best, such courses can only indicate the minimum mechanics which pupils should be able to use after finish- ing a given grade of work, and a minimum of common academic knowl- edge which the pupils should possess to be ordinary intelligent citizens. The local teachers and superintendent must determine the use to be made of the tool knowledge. The whole question of vitalizing instruction is up to them. In fact, the school that fails to do this, fails to organize the mechanics of the course and the pupils fail to attain the minimum course required by the state. When the mechanics of a course are not put to the test of use or personal adjust- ment of some kind, one thing tends to become as important as another to the pupils, and nothing is very important. The only discernible ideas of organization found in the outlines of the various branches are those of drill, repetition, chronological sequence, logical sequence of the textbook, memorizing, general in- formation and physical expression. One or another of these ideas is prominent in the various parts of the outlines, but they do not appear to have any essential interrelationships. The following sets of eighth •It was learned that this book had been introduced, but the teachers were unable to use it. 'S9 SURVEY OP PORT TOWNSEND SCHOOLS grade examination questions will illustrate some of the above char- acteristics of the course of study: Illustrating general information idea and to a limited extent, chronological sequence — 1. Who invented the cotton gin? How did it aflfect slavery? 2. Name five Americans that were prominent in the Revolu- tionary war. 3. Give the time, cause and result of the Mexican war, 4. How did the United States acquire Alaska, Louisiana, Hawaii, Porto Rico? 5. Discuss the Missouri Compromise or the Compromise of 1850. 6. With what are the following dates associated: 1619, 1620, 1775, 1787, 1803? 7. What did each of the following men discover: Cabot, Hudson, Champlain, Lewis. 8. What was the Dred Scott Decision? 9. Name the European countries that have claimed parts of the U. S. 10. Give an incident connected with each of the following: Robert Morris, Grover Cleveland, Aaron Burr, Jefferson Davis, George Dewey. 11. How many U. S. Senators are sent from each state? Illustrating logical sequence of the text book — 1. Describe the teeth — (a) composition; (b) sets and number in each; (c) names. 2. What is the alimentary canal? Mention the various parts of the canal. 3. Describe the small and large intestines. 4. What are the salivary glands? What is saliva and of what use is it? 5. Describe the small and large intestines. 6. What is gastric juice and of what use is it? 7. What is meant by secretion? Excretion? 8. Describe the liver. How does bile help digestion? 9. Describe the spleen. 10. Describe in full (a) when we should eat; (b) what we should eat; (c) how much we should eat. Illustrating memorizing and general literary information — 1. Name an American writer and tell something of his life. Name three of his writings. 2. Tell who wrote the following: 1, America; 2, Psalm of COURSE OF STUDY AND INSTRUCTION 67 Life; S, Gettysburg Address; 4, Thanatopsis; 5, Star Spangled Banner. 3. Write one verse of the Psalm of Life. 4. Tell whether the following are American or English: Tennyson, Shakespeare, Whittier, Kipling, Milton. 5. Give a selection from each of the following: Eugene Field, Washington Irving, James Whitcomb Riley, W. C. Bryant, H. W. Longfellow. The eighth grade questions, also, reveal several obsolete require- ments that should be eliminated. A number of questions in grammar require the formal parsing of nouns and the conjugation of verbs. In arithmetic greatest common divisor, and least common multiple, are taught as distinct divisions of the subject. Problems in ab- stract complex fractions and roots are emphasized. The greatest defect in the course of study and instruction consists in its haphazard, memoriter character. The idea seems to be to memorize pieces of information of general importance. Again, the defects in instruction point to the need of super- vision. The instruction measured in terms of the pupils' initiative and organizing activities ranks very low. The course of study measured in terms of social and individual adjustment ranks low. Because it lacks in this respect, it fails to develop the subjects as good in- struments for the future use of the pupils. The greatest strength of the elementary school course consists in its emphasis upon the aesthetic. The children from the first to the eighth grade inclusive, sing a great deal, recite a great deal of choice poetry, and dramatize a number of selections. The folk- dancing of the primary grades is very well done. The drawing and painting of the pupils on the whole is good. Other forms of hand work, especially in the grammar grades, are well done. Much credit is due the present principal for developing these lines of school work. The general discipline of the school is good. Pupils are orderly in marching to and from rooms and their conduct on the playgrounds is usually good. The pupils are taught good manners by example and precept. In the judgment of the writer, however, the prin- cipal tends to carry certain forms of manners beyond the point of genuine spontaneity. It does not seem to be in the interests of good manners, nor of good work for the principal to greet the entire room and require the concert greeting of the class in return whenever she enters the room. The pupils are strong in flag salutes and patriotic airs, but on the other hand there is very little study of what consti- tutes practical citizenship. With two exceptions the discipline in the rooms is good. The lack of good order in these two cases was due in part, without doubt, to the methods of instruction employed. An assignment of a geog- raphy lesson in the 6B grade proceeded as follows: The teacher read 68 SURVEY OF PORT TOWNSEND SCHOOLS a rather long statement to the class from the geography textbook. This assignment amounted practically to a preliminary reading of the lesson by the teacher. During the reading pupils gave very poor attention. "Now I want you to take those topics at the end of the lesson and be able to write on them." A spirit of rebellion on the part of the pupils was very noticeable. The teacher talked too loud and too much. Her plan seemed to be to drive them to this work. Butj she was unsuccessful in this, because she is naturally of a kindly disposition and lacks that sternness of character which secures obedience through the fear motive. By adopting the method of con- trol which is incompatible with her temperament, it became neces- sary for her to follow up her commands with much fault finding. She was compelled to reprove the children a great deal of the time. "What did I tell you those were !" "Irene, I want you to put your book down on the desk." "Tony, I want you to put your book down on the desk." When there was no trouble, there was trouble brewing. The other instance of poor control was observed in the 8th grade boys civics class. The lesson was on the powers and duties of county officers. There was no interest in the subject. The teacher proceeded to catechise the class on what they didn't know. "I want each one to have this paragraph on taxes." "Tell us, Joe, about tax receipts." Joe languidly mumbled out the obvious. "Tell us about delinquencies." No one ventured an opinion. "Class, look up on de- linquencies." "The probate cases, Victor, you may read." "Boys, do you want to be excused from class .^" "The Sheriff, John, — what about his salary.^" "The County Superintendent.^" At this point time was up and the boys were dismissed amid the slipping and bumping of chairs. In conclusion it is clear that there is a great deal of poor teach- ing in the elementary school, yet there is not one in the building who could not become a satisfactory teacher under a strong system of supervision. The criticisms made upon the work of the teachers are criticisms upon the administration and supervision of the schools quite as much as upon the teachers themselves. The board of edu- cation must come to understand that nothing approaching efficiency in instruction can be reached without good supervision. The High School Course and Instruction ACADEMIC BRANCHES The curriculum of the high school is arranged on the traditional plan of parallel courses followed by the State Board of Education. The criticisms which follow will not, therefore, apply exclusively to the Port Townsend high school. One admirable feature of the cur- riculum not usually found in places the size of Port Townsend, is the introduction of, and the emphasis placed upon, the social branches. Under the heading of English and Social Service are found civics, HIGH SCHOOL COURSE AND INSTRUCTION 59 hygiene, economics, and sociology. Under present conditions the in- clusion of common branches for certain students who are not going to college, and for those who expect to teach after high school gradu- ation is a good provision. On the other hand it is very doubtful whether the work in psychology is wise. In the writer's judgment the same time spent developing good methods of study in the common as well as the other branches of the high school would be far more valuable to the students. In other words, if the superintendent would use the time spent in preparing for the lessons of this branch and the time spent in the recitation in securing better methods of study in the high school the results would be far greater. In teaching the common branches with the view of preparing teachers it would be a better plan to teach the method of these branches in the branches themselves. In a high school which must necessarily be conducted with a minimum number of teachers it is important to economize time by reducing the number of branches and by improving the qual- ity of the work in each branch. The branches should be enriched, rather than multiplied. The end to be gained in high school psychol- ogy of this sort is to secure a knowledge of the tools of study and the ability to use them. To attempt to do this by pursuing a separate course at the expense of time which could be better used in the in- terests of all the pupils of the high school is unwarranted. In this opinion, however, not all the committee concur. Again, under the present conditions, the course in economics should be reorganized. There should be studies in community finance and to some extent, possibly, the finance of industry, but this can be better done in the civics course. The course in sociology should, also, be reorganized, and social problems should be included in civics. A course in civics is a much broader term than civil government. It might be a good plan to have a full year's course in civics. The ap- plication of this principle of eliminating branches and saving their essential features for the enrichment of other branches could, no doubt, be extended further in reorganizing the high school curriculum of Port Townsend. It would greatly simplify the curriculum of the high school if the traditional arrangement of courses were thrown over and a new one based upon other principles than the arbitrary classification of knowledge, discipline, college entrance, with a side concession to manual training, domestic science and commercial branches. How would it do for the superintendent of a place like Port Townsend, working with his principal and teachers, to formulate a curriculum based as far as practicable on the following principles? First, the need for every high school student to become independent and effective in his school work; second, the need of all students for a common knowledge; third, the need of preparing each student for his vocational or professional destination. Rarely do high school students become investigators or have the attitude of investigators. The curiosity exhibited by pupils of the IBO SURVEY OF PORT TOWNSEND SCHOOLS primary grades either no longer exists or is no longer concerned with school work. The stint method combined with the ordinary class room procedure of the question and answer method exists. The rate of speed in pursuing a subject in the ninth grade seems to be about the same as that of the twelfth. The main facts of the subject are learned and discussed and reproduced upon examination. The class is always led by the teacher, text book or outline. The student is the task performer and the teacher is the taskmaster. The primary duty of the teacher ought to be, first, to attempt to arrange study and recitation conditions in such a way as to stimulate the maximum of independent activity, second, to make the student conscious of his methods of study and to realize his defects. How can a student learn to use effective methods of study unless he knows his methods and realizes the necessity for improvement? There is coming to be considerable interest manifested over the country in the necessity for better study in the high schools. Various experiments are being tried and others suggested. Perhaps the ex- periment that is attracting most attention at the present time is the Newark supervised study plan. The school day is lengthened but practically all the students' studying is done in the school. Each period is from 50 to 60 minutes long and is divided into halves, the first half being used for recitation purposes, the second half for study in the same room and with the same teacher who conducts the recitation. The recitation is conducted in such a way as to assist in setting the problems for the study period. The teacher is present not to do the work for the students, but to see that they have facilities and right conditions for effective work. An effort is made to arrange study conditions in such a way that students will be stimulated to find problems and solve them. This is known as the problem method of instruction. The amount of real reflective thinking done by high school students is very small. No doubt there is value in the loose associa- tion of facts, in the formation of opinions on the basis of imagina- tion, feeling, suggestion, but pupils should know that conclusions de- rived from such untested grounds are invalid and cannot be relied upon. They ought to know what reflective thinking is in any subject which they are pursuing. To assist the student in problem finding, problem solving and in becoming problem minded should be the first duty of the teacher and the performance of this duty must start with the arrangement of the course of study. When we squarely face this question, the particular amount of any subject to be covered in a given time becomes relatively unimportant. Is the student im- proving his study methods and in this improvement is he becoming aware of the instruments necessary for a still better control of the subject?* In the next place, the curriculum should be arranged to furnish •Johnston — The Modern High School. Chapters IX, X. Lull — Inherited Tenflencies of Secondary Education in the U. S. Pp. 238-256. HIGH SCHOOL COURSE AND INSTRUCTION « a necessary common knowledge. The time is nearly arrived when the constants of the high school curriculum will no longer consist of a corps of subjects for disciplinary purposes, for general polite cultural purposes, vocational purposes, or professional purposes. The con- stants of the curriculum should be only those lines of work that are so important for all that every high school student should be required to pursue them. When we view the question in this way the number of subjects and amount of each subject, will be greatly reduced. We should all agree that at least three years of English should be in- cluded, since English is so important as the medium of communication and understanding. For citizenship purposes we should agree that every student should have one year of United States history, also, at least one year of civics which will include a great deal more than a study of governmental machinery. It should include a study of many social, economic, and civic problems. We should agree that at least one half year of personal and public hygiene should be given. So far this list of constants seems undebatable. It still may be debatable whether all girls should have at least one year in home economics. Personally, the writer would require such a course. Then, there are two other subjects, viz., mathematics and science that are of doubtful value as constants. Unless mathematics can be made to come out of its seclusion and become a real instrument for solving important social problems, then it will come to be omitted from the prescribed subjects. It is usually conceded now that any science may be prescribed. This is the beginning of a movement for no prescribed science unless a general science course of high practical value is provided. All other subjects should be placed in the elective list, not to elect by a "helter-skelter" method, but with one or more life pur- poses in mind. They should be put in the curriculum to assist in realizing vocational, professional and avocational purposes. These subjects are not to be excluded from the prescribed list because they are less important, but because they are not of universal importance. Indeed, as instruments in realizing a particular purpose, they are of highest importance, for vocational, professional, and avocational pur- poses, but they should be evaluated and taught with the appropriate purpose in mind. The provision for the subjects for election should be made as far as possible to meet the demands of the community for training in the three important fields mentioned above. No high school student should be graduated without some training in the so-called cultural branches, but it is not necessary that he pursue a par- ticular foreign language or indeed, any foreign language. He may find sufficient cultural study in his own language. By cultural here I mean only those subjects taken for an avocational purpose. On the other hand the same branches may be taken for vocational or professional reasons, and when so pursued they may have a high cultural value also. But the point is that students desire to do some 62 SURVEY OF PORT TOWNSEND SCHOOLS things just because they are curious or interested in them or because they enjoy them. Again the branches to be pursued for vocational and profes- sional purposes are only elective in the sense that their purposes demand a different grouping of branches to meet the needs of a variety of vocations. The constant endeavor should be to assist students to find themselves in the vocations. The determination of the voca- tional purposes of each student will in turn determine the branches and the character of the work to be done in them by the student. By using the foregoing principles in forming the high school curriculum, real economies, educational as well as financial, will be effected. The same lack of definite principles in organizing the curriculum reappears in the class room instruction of the high school. A few recitations observed will serve to illustrate this defect. A recitation in ancient history: — The work done in class was purely narrative. The recitation was conducted by the topical method. After a student finished narrating his topic, it was supplemented by others of the class. A great deal of confusion existed while the sup- plementing was going on. A large number of the students were anxious to recite their topics. When one finished his topic, several began snapping their fingers to gain recognition for making cor- rections. A heated dispute arose as to whether the Romans went against the Carthaginians with a fleet or not. At this point the teacher said, "Perhaps we better turn to page 411. Take the very first paragraph. Was this a fleet or not.^" A confusing discussion followed based upon a lack of clear statements made by pupils. Another topical recitation followed and another confused dispute arose over non- essentials. At this time the plan of recitation changed. An outline was dictated to the class by a student, the purpose being to give a re- view of the work. The plan was that each student should prepare some portion of the review and dictate it to the other members of the class for them to copy into their note books. This method of review wouldn't be so bad if all students of the class would do all of the out- lining independently and then compare results with each other. As it was, the review simply consisted in a retracing of the steps formerly taken by the class and not a reorganization of the course. The teacher explained to the observer that the topical method was adopted because of the poor work done when the question and answer method was fol- lowed. Class in plane geometry: — A student explained a theorem demon- stration, the teacher giving all difficult points and concluding the work by asking one question requiring an obvious answer. Then she asked, "Are there any questions.^" No questions were asked. The next demonstration was taken up. In all of the work the class and teacher kept strictly to the line of demonstrations given by the text. The student sat in his seat while giving demonstration. There was no discussion to bring out the best method of demonstration. A HIGH SCHOOL COURSE AND INSTRUCTION 63 few students went to the board to copy some exercises which thev had previously worked out, while the teacher drilled the students on the statement of theorems previously demonstrated. Apparently there was not enough of this kind of work to fill the time for they waited unoccupied a short time for the students at the board to finish their exercises. Then the teacher asked the same questions as before, and the same answers were returned. Finally the students at the board were ready to demonstrate. The demonstrations were completed with- out pause or question. Class dismissed. Class in solid geometry: — The teacher interrupted demonstration with too many interjections. There should be a period of free expres- sion followed up with critical questions, in which the class as well as the teacher should take part. The teacher was too anxious to lead by being first in everything. The assignment of the lesson was made by naming the propositions and making a few cautions. However, this teacher seems to secure good results in plane geometry. Her instruction in German is very well done. Students begin to use the German language at once as the medium of communication in class, and during the second year's work English words are rarely used. There is a fine interest in the class and the students do good active thinking. Class in civics: — The teacher did the reciting: "Colonial powers of governors. Early colonial policy." "Laissez faire policy. Why?" "The relation between England and the colonies began to be im- portant during the Commonwealth period." "When did England begin to get imperial control?" 'The relation during the ministry of Walpole was one of salutary neglect. What followed this period of neglect?" "What was the system of representation? What can you say of the representation of the boroughs? Was it equal? Aristo- cratic? This was called what? The rotten borough system?" "Yes, the rotten borough system." Thus the instructor continued to ask a lot of small informational questions and then answered them himself. Why not put a thought provoking question at the beginning by asking the difference in the representative system growing up in the colonies from that of England. Such a question put clearly, and held to, would provoke more real thinking than all of the numerous questions asked by the instructor. Thus, he continued: "Well, how about the districts from which we send representatives? Must they be inhabitants of the districts from which they are sent?" Composition lesson: — Compositions in oration form were written by the pupils and read by the teacher before the class for criticism. The point of criticism was on the introduction. The boys disturbed by talking to each other. Finally the teacher said, "I'll excuse you from the room if you don't stop your talking." There was too much sparring with the teacher and the work was not taken seriously by the pupils. Lesson in arithmetic in the common branches course: — Clearing Tip of minor difficulties at the beginning. Problem 21 was taken up, «4 SURVEY OP PORT TOWNSEND SCHOOLS for all of the class had had trouble with it. A few pertinent questions were asked by the teacher, "Does this give a hint?" It did give a hint to some. Then a few more questions were asked by the teacher, leaving considerable opportunity for the pupils still to think out the problem. All pupils worked out the problem. The lesson for the next day was assigned: Page 256, Problems 1, 2, 3, and 4; Page 257, Problems 5, 6, 7, 8, 9." "Pass to the board." "I want to give you a problem that you have had before," It was quickly solved by all. The relative merits of methods used by different students was commented on by the teacher. Class dismissed. The first part of the lesson was good. The assignment was poor. The last part of the lesson was thrown in but the comparison of methods used was meritorious. On the whole, it was a good lesson. There are six teachers including the superintendent in this high school. All of them are good students in the subjects they teach. Four of these teachers are doing good work; two are doing poor work. Four are generally liked by the high school students ; two are gen- erally not liked by the students. Four are sympathetic with their students; two are unsympathetic. Four have a sense of humor with their students ; two lack in this respect. One of the two makes many threats and almost never carries them out. This one could be sympa- thetic and a successful teacher by getting a radically different idea of teaching and by working under a different set of conditions. Lack of sympathy and humor was born with the other one. This one is eminently just, clean, pure and conventional, but cold and wearying. INSTRUCTION IN MANUAL TRAINING AND DOMESTIC SCIENCE The work in manual training is well done. Special emphasis is given to the construction of useful articles as well as ornamental. The work in domestic science is apparently well done, although it should be expanded more along useful lines. The department is in- stalled in the elementary school building which is too far away for many children to go home for lunch, hence there are a large number of children carrying cold lunches. Arrangements should be made by the department to serve hot lunches to the children. Besides rendering an excellent service, the serving of lunches would afford an excellent practical laboratory for the high school girls electing the domestic science course. HIGH SCHOOL COURSE AND INSTRUCTION 65 00 X u oj E P5 No freshman is per- mitted to take more than 4 subjects the first semester. Only two years of Latin and two years of German are taught. Only two years of In- dustrial Arts offered. J= o o PU 4)tH •W OS COrH u CO C 4-> bo 3 c« CQ O "m >. 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This needs no demonstration to anyone who has devoted any time whatever to thinking of the number of factors it takes to make up the really beneficial member of the social body. Such a one must have a social consciousness — must have a spirit of loyalty and of helpfulness toward the organization of which he is a member, whether that organization be his club, his city, his country or his race. He must be able to meet his fellow beings socially and be able to under- stand them and to make them understand him through breadth of sympathy and ease of social contact. He must know the problems which his organization faces, must be able to consider intelligently these problems and must have sufficient knowledge to be able to apply solutions at proper times and places. And he must have a healthy body and mind in order to do his work in the world. In the school system of Port Townsend, as in every other school system, we are training boys and girls for efficient citizenship and yet are often liable to forget to develop all of the needed factors except the one of acquiring data that are of no value to one who has not learned how to use them. This state of affairs must be changed. Men and women all over the country are realizing this, and the various other factors besides data accumulation in education are coming into their own. Port Townsend must fall in with this spirit of all-round development if it is going to turn out men and women able to hold their places in the world of tomorrow. In order to develop efficient men and women, the writer con- siders that four phases of life must be attended to in the training of the younger generation. They must be developed into physically healthy men and women; they must be given a healthy social atmosphere in which to develop a proper relationship to their fellowmen; they must be given an interest in community problems, and they must be given a body of knowledge with which to work. The last factor is dealt with in the classroom. It is with the means of in- culcating the first three of these characteristics in the school children of Port Townsend through proper attention to their extra- classroom activities that this section will be devoted. The writer will first take up the student activities, such as athletics, debate, etc., then the student social life in their various meeting places, and last, student participation in community life. The values of each factor will be discussed from the writer's viewpoint and helpful suggestions will be made wherever possible. STUDENT ACTIVITIES Athletics is the general heading under which we can treat that phase of school activity which deals with the development of healthy physical bodies. EXTRA CLASSROOM ACTIVITIES OF STUDENTS 67 Concentration upon a few students to the neglect of the many is the chief weakness of school athletics as it has been carried on in the schools of this country. Port Townsend, like many other places where the broader idea of athletics has not gained firm recog- nition, develops more or less strong football, baseball, and basket- ball teams, etc., in its high school, but these teams only train those who are least in need of training, — some twenty-five or thirty who are already the most physically fit. For the unfit there is no at- tempt made to do anything to put them into the ranks of the fit. Back of this condition in the high school lies that all-pervading evil of the mere desire to win something — to beat someone else. In the struggle to do this we are prone to forget many more important things. In the struggle we forget true sportsmanship, fair play and a chance for all; we forget morality; we forget those who are in- capable of standing at the top in the contests that take place. This attitude of any sacrifice to win is built up by the emphasis placed upon a few teams who go out from the school and win victories and laurels for the school. They do not go as true representatives of the physical standard of the school but as representatives of the time and energy the school is willing to spend in order to "beat the other fellow." This standard and this attitude must be eliminated before athletics will be used for the high purpose of increasing the physical standards of the race. We must make the average physical development the stand- ard by which we judge a school athletically and not the success of a few teams upon which too much time and energy have been expended for their own good, overdeveloping them physically at the expense of the other factors in their education. Instead of a few teams for inter-school competitions and a great dearth of athletic apparatus for the students in general, Port Townsend should provide its high school with sufficient apparatus for every student to take part in some form of exercise. At present the high school is provided with a pair of standards for jumping, and a vaulting pole, while at the grade school there is one turning bar, and seven or eight teeter boards. The high school students should be furnished with every form of simple apparatus that can be used under present conditions. Complex apparatus is, of course, impossible with- out a gymnasium, which is much needed but cannot be provided for some time to come. And besides providing sufficient apparatus for all, an enthusiasm for physical development should be encouraged in the school. Inter-class contests should be carried on and assemblies should be enlivened with talks, short and snappy, on the benefits to be derived from athletics. This latter subject, that of arousing a proper spirit, will be treated later, but there is one phase of it that fits in right here and takes us back beyond the high school and into the grades. It is here that the real constructive work in building a proper attitude toward physical development should be carried on. It is pretty difficult to take young people of the high school age, inclined toward sedentary lives, and 68 SURVEY OF PORT TOWNSEND SCHOOLS develop enough feeling in regard to exercise to overcome their tendency to neglect this very necessary factor in their development. It is in the grades, when the child is most plastic that this should be inculcated. The children should be taught to consider the taking of sufficient exercise as absolutely essential and as natural as the wash- ing of the body or the brushing of the teeth. If this were impressed upon them in the grades by talks in the classrooms and some inter- ested supervision of their play, the problem for high school and col- lege students would be well on toward solution. With a good, live superintendent, who was given sufficient time for supervision, this might well be carried out in Port Townsend and a healthier, keener body of men and women would be sent out into the world to the betterment of Port Townsend or any other place they happened to go. There is another phase of extra-classroom activities that covers perhaps even a broader field than athletics. This is debate. But be- cause the writer wishes to consider its possibilities in regard to the various other factors to be treated, he will reserve its discussion for a paragraph preceding the general treatment of the development of school spirit and will first speak of student social life and community interest. SOCIAL LIFE To give to students a proper amount of social activity in order to develop their abilities to meet and mix with their fellow men easily and sympathetically and yet not to let them develop into social snobs or empty-minded sycophants is a serious problem that should be given careful consideration by everyone who has anything to do with the training of young people. In order to accomplish the desired result the writer considers that the fundamental object should be to encourage all good, clean, healthy social affairs that will bring the students together as a whole and to discourage as much as possible those affairs among the students that tend to build cliques and to divide the student body into an elect and an outcast group. In Port Townsend the type of social life that divides the students is predominant and this is principally due to the actions of the school board, which has taken a very peculiar attitude toward social life in the schools. The students now have parties in their homes among certain cliques, which are very good in their way, but do not go far toward the social development of the students as a group. They also have beach parties, hay rides, etc., more or less secret, among the groups of socially elect. These are of a rather doubtful value for obvious reasons. There are also two dancing clubs to which numerous high school students belong and which are more or less exclusive and do not tend to bring the school together as a whole. So far as real school affairs are concerned, they are practically con- fined now to class picnics once a year and what meetings are held for other activities such a debate, athletics, etc. There have been until recently class parties which were pretty good in their nature so far EXTRA CLASSROOM ACTIVITIES OP STUDENTS 69 as the members of the separate classes were concerned, but these have been stopped because some of the students gave way to their natural inclinations and danced at one of the parties. This prohibition of the only social affairs that were left to the students was a very short- sighted policy on the part of those in authority. A much wiser and more far-seeing course would have been to recognize the demand among both students and teachers for a natural outlet for their social desires through the dance and to have withdrawn from the position taken a couple of years ago when school dances were prohibited. Dances, properly supervised, are the most healthy and most uni- versal of all forms of social activity. At dances the students learn to practice those little niceties of etiquette that mark the well-bred man or woman. If the dances are properly conducted the students meet upon a common ground and learn to know each other and to meet each other on an easy footing. The dance has been, throughout history, a popular form of entertainment and is today the most uni- versally participated in of all social affairs. These facts must be recognized and instead of attempting to stop the flow of so mighty a stream, we should realize that it will flow despite our efforts and should attempt to guide it and make it productive of the greatest good that is in it, eliminating its evils. School dances, as they were formerly conducted, brought a great many of the students together on a com- mon ground and also gave the school funds for carrying on other activities. Both these results have been lost through the action of the school board. There is more dancing than ever, but it does not bring the school together and the funds are lost to the school which could well use them to help out in financing its activities. It is a peculiar anomaly that the same body of men that is spending money and time in the development of folk dancing in the grade schools, will forbid and hold up their hands in horror against the same thing done voluntarily in the high school in a slightly different form. Do they imagine that the children taught the grace and beauty of dancing in the grades will immediately stop dancing when they reach the high school.'' They may demand graceful dances, but they will surely dance. Parties, dances, and student gatherings of various types should be encouraged instead of discouraged, but they should be provided for in the school where they can be conducted under the best supervision and where they tend to draw the students together rather than to put them apart into cliques. COMMUNITY INTEREST Let us now consider another phase of education outside of what are generally termed "classroom" activities, although a considerable portion of it must be handled in the classroom. The phase spoken of is that of arousing a proper interest among the students in community activities and problems. We are all very prone to look up>on students as entirely disconnected with the real life work going on about them and simply cramming in a lot of data about nothing that is really 70 SURVEY OF PORT TOWNSEND SCHOOLS worth anything right here and now. And, to a certain extent this would be true criticism of the schools, but it is a criticism that we are trying to obviate. It is up to the people in Port Townsend to help the school to make this criticism untrue, at least in their own com- munity. It must always be borne in mind that the students in the schools of today are the citizens of tomorrow with the same problems to face that are now being faced by their fathers and mothers. To learn only generalizations with no active participation in the solving of problems is not the best training for them. The students should be given every possible opportunity to study and help in the solution of vital problems in the community. It may be found that their young minds will react to the very great benefit of Port Townsend. Civic organizations should do all that is in their power to encourage the students to think upon the problems they face. This could be done by offering prizes for the best essays upon subjects of local interest, by encouraging debate upon these subjects and in various other ways that would soon suggest themselves if the matter were undertaken seriously. Give the students as many avenues as possible for the use of the data they are accumulating and they will not only accumulate the data more efficiently because of the vital interest that will attach to it but will leave school with a knowledge of the situation they are to face and an ability to deal with that situation. SCHOOL SPIRIT The most efficient way that the writer knows of to create the at- titude desired in a school is through debate work. Port Townsend has been able to turn out a good debate team this year, but that team went off and debated the proposition of "single tax for local pur- poses," a proposition in which Port Townsend is not in the least bit interested at present. Consider though, what could be done with this debating ability. How many live topics are there connected with the development of Port Townsend along various lines that might be taken up in the high school and debated upon? People would turn out to hear such debates and to hear both sides of the various questions presented. And, in the school itself there are many issues in which the students are the most vitally interested parties and which they would discuss with great animation. Good, snappy debating on such subjects would develop a student solidarity. It would make them think. It would give them a feeling of having some share in the running of the game and would help them to develop into strong men and women. A debate on the question — "Resolved, that inter-class athletics should be developed in the high school," would be far more interesting and thought provoking to the students than, "Resolved, that the pen is mightier than the sword." What do the students care about such a question as the latter one way or the other? It is purely academic and gets no one anywhere. There is much material in Port Townsend high school for a good live debating club that THE QUALITY OF INSTRUCTION 71 could do some real work in developing school spirit as well as com- munity interest in the school and its problems. Another good way to develop school spirit is by means of a school paper, with which Port Townsend is well supplied. The Wa-Wa is a good snappy paper with great possibilities for good in the school. It should be given every encouragement. One other factor that would do much to build up a healthy esprit de corps in the schools is the setting aside of certain days or of declaring special holidays upon which every student and member of the faculty would get out and work in the fixing up of the grounds and buildings. Each student could bring a shovel, a rake or a hammer from home and the grounds could be gone over, the terraces smoothed off, the tennis court put in condition, loose boards nailed on, etc. Lunch could be provided by the girls and a very good time could be had while doing some very necessary work in the beautifi- cation of the school surroundings. Such a day does more to build good feeling among the students than all the lectures that could be crammed into them. The writer of this section realizes that he has advised more than can be accomplished at one time, but it is to be hoped that the readers will realize more fully than before the need of attention to school activities that are not confined to the classroom. It may be taken for a fact that a healthy, satisfied, well-rounded, thinking student body will do better work in the classroom than will a student body that puts in all of its time on one side of life. The Quality of Instruction Measured by the Achievements of Pupils One of the best means of evaluating any kind of work is by a testing of the results. This method has recently come to be em- ployed in school work in a much more definite way than formerly, being made possible by the development of standards and tests in the different subjects. The problem of the quality of instruction has therefore been studied from the point of view of the results attained. This makes possible a comparison of the quality of instruction in the Port Townsend schools with that in other places. It also provides data for the study of progress from grade to grade and the range of abilities within grades. Tests were given in spelling, writing, arith- metic, reading, English and composition as described in the fol- lowing pages. SPELLING A test in spelling was given in grades II to VIII inclusive. The words used are given in Table I. These lists were prepared by Dr. Leonard P. Ayres for the Russell Sage Foundation. Mr. Ayres 78? SURVEY OF PORT TOWNSEND SCHOOLS explains their derivation as follows*: "The Division has conduct- ed studies to discover the 1,000 words most commonly used in writing and it has made these words into spelling lists with which children in nearly 100 American cities have been tested. From among these words 10 were chosen which this investigation has shown are on the average spelled correctly by 70 per cent of the children in the second grades of other cities. Similarly 10 words were chosen which children in the third grades of other cities spell on the average 70 per cent correctly. In the same way 10 words were chosen for each of the other elementary grades, and in each case they were of such difficulty that on the average 7 out of 10 children spell them correctly, while three misspell them." The words were pronounced in each grade by the writer, care being taken that all the pupils understood each word. The papers were all scored by the writer or under his direct supervision. The results are shown in Table II. TABLE I Second Third Fourth Fifth Grade Grade Grade Grade foot fill forty several get point rate leaving for state children publish horse ready- prison o'clock out almost title running well high getting known name event need secure room done throw wait left pass feel manner with Tuesday- speak flight Sixth Seventh Eighth Grade Grade Grade decide district organization general consideration tariff manner athletic emergency too distinguish corporation automobile evidence convenience victim amendment receipt hospital liquor cordially neither experience discussion toward receive appreciation business conference decision •Leonard P. Ayres, The Public Schools of Springfield, Illinois. Division of Education, Russell Sage Foundation, New York City. THE QUALITY OF INSTRUCTION 73 TABLE II Standings of the Several Grades in the Spelling Tests. Grade Percent II 54 Ill 43 IV 56 V 64 VI 61 VII 60 VIII 48 55 The percentages for the different grades range from 43 in the third to 64 in the fifth, the average for all grades being 55, Thus it is seen that the results of the teaching of spelling, as measured by this test, are much inferior to those reached in other cities, the stand- ard being 70. No grade comes within 5 points of the standard for the grade, and one, the third, falls 27 points below. The average for all the grades is just 15 points below the standard. Figure 1 shows these and additional facts in graphic form. FIGURE I The broken line represents the standings by grades for Port Townsend. The other lines as indicated show the averages for Seattle, Butte, twenty-two other cities, and Port Townsend respec- tively. Another feature of the results should be mentioned. Of the 308 pupils tested, 23 spelled every word correctly, while 187 made a grade of only 60 per cent or less, and 11 spelled none correctly. These figures point to the need of varying the amount of drill in spelling according to the needs of the pupils. Obviously those who make a grade of 100 per cent in a test of this kind do not re- quire the same amount of drill as those who get 60 per cent or below. And if all are put through the same drill there will inevitably be great loss of time and energy and consequent loss of interest. By way of comparison with another school system where the test has been given the following figures are appended. Butte Port Townsend Per cent getting a standing of 100 22 7 Per cent getting a standing of 60 or less.. 18 61 74 survey of port townsend schools Figure 1 SPELLING Percentage of Words Spelled Correctly Average for Seattle Average? for Butte 70- Averagree for 22 Cities; 40 SO \ 40 JO 20 ♦. Average e ^^ for ..^...>» Port \ Townsene Grade Average: /O li m iX % YZr YSL WRITING Samples of writing were obtained from all pupils in grades II to VIII inclusive. The plan used was that outlined by Dr. Daniel Starch in the Journal of Educational Psychology, February, 1915. The pupils were required to write repeatedly the line, "Mary had a little lamb," as well as they could and as rapidly as they could for two minutes. The writer gave the test in all the grades, thus making sure that the same conditions were observed in all cases. THE QUALITY OF INSTRUCTION 75 The papers were scored for quality and speed in the following manner: For quality the Thorndike scale was used. Each paper was scored by three judges, two students in a course in Experimental Education, and the writer, each working independently of the others.* Then the average of the three scores was taken as the final grade for each paper. Speed was measured by computing the number of letters per minute. The results are shown in the accompanying table and figures. Table III shows the number of pupils of each grade attaining the different standings on the Thorndike scale. For example, in the sec- ond grade three pupils had a standing of 6, three a standing of 7, and so on. The median scores for each grade are indicated below. It will be seen from these median scores that the range from the second grade to the eighth is very small, being less than 2 points. There is comparatively little improvement in writing on the average from the second to the eighth grade. A glance at the table shows the great range of ability within each grade and the consequent overlap- ping of grades. These facts are brought out in Figure 2. The curves show the distribution of the pupils in each grade. The figures at the bottom represent the qualities on the Thorndike scale. It is plain that each grade greatly overlaps the grade next to it, and, in- deed, overlaps a large part of all the other grades. The extreme of this is shown in that the lower end of the curve for the eighth grade extends to the left of the median for the second grade. This means that the poorest pupil in the eighth grade is poorer than the average of the second grade. On the other hand, the best pupil in the sec- ond grade is better than the average pupil of the eighth grade. The medians, instead of marking fairly regular and considerable inter- vals to the right, are closely grouped, two, the second and the fourth, being identical. Expressed numerically these are the facts: In qual- ity of writing on the average 45 per cent of the pupils of any grade exceed the median of the next grade above it, 34 per cent exceed the median of the second grade above it, 21 per cent exceed the median of the third grade above it, 14 per cent exceed the median of the fourth grade above it, and 17 per cent exceed the median of the fifth grade above it. Expressed differently, on the average almost half (45 per cent) of the pupils of any grade might be put in the grade next above it and they would there do a grade of work equal to that of the pupils in the upper half of the grade. To take a particular case, more than one-fourth (28 per cent) of the pupils in the second grade do better work in writing than the average pupil in the seventh grade. While the case for Port Townsend is obviously very bad, yet a great deal of overlapping of grades with a wide range of abilities within grades has been found wherever such studies have been conducted. The figures present further evidence of the great amount of individual variation even among groups which are supposedly very carefully se- •The assistance of Mdss Irene Swenson and Mr. O. K. Glover is grate- fully acknowledged. 76 SURVEY OF PORT TOWNSEND SCHOOLS lected. Our much guarded system of grading seems hardly worthy of the veneration we have accorded it. Figure 3 shows the curves for quality and speed compared with the standard derived by Starch from tests made on 4,074 pupils. It will be seen that for quality the second grade is the only one that exceeds the standard, and this by 1.2 points. Beginning with the third grade the standard is barely reached and not again exceeded. The curve for speed is more erratic, going considerably below the standard in the third, seventh and eighth, but exceeding it in the sixth. Considering only the curve for speed, it might be thought that possibly the decrease in speed is to be explained by a special emphasis upon quality. But the curve for quality does not bear out this assumption, showing rather a failure to maintain the standard reached in the sixth. On the whole there seems to be little accom- plished in writing in the seventh and eighth grades. However, it should be said that the matter of more or less close conformity to the standard is a question of less importance than is the great range of abilities within grades. TABLE III. WRITING DISTRIBUTION OF SCORES BY GRADES II III IV V VI VII VIII 4 5 6 3 4 7 3 5 5 2 1 8 8 18 18 16 2 5 1 9 9 13 29 19 10 10 12 10 3 2 4 9 9 11 10 11 6 2 3 3 9 7 16 12 1 3 2 7 13 2 14 15 16 17 18 Total papers 32 44 59 50 34 35 48 Median scores 8.7 8.2 8.7 8.9 9.9 9.7 10.6 s PL, 03 THE QUALITY OF INSTRUCTION FlOURB 2 WRITING Percentage of Pupils Attaining Given Scores 77 2S "J— n iirii I SKAOCYE i; 1 !* ' IS III '1 1 ' 1 GMK 22. is i I 1 ' 1 1 M 1 4— ti '1 • 1 GHAoeg? 1 ii !; i ) ii 1, 1 25 ' i1"m ;< I [ I] ||l }_, 6«A0££ r j 1 1 1 1 1 fiKAOC]^ iA — ' 1' 1 — ^ as r • < 1 'l 1 1 1 • i 1 1 1 • 1 — |j — _ 6MA0C sr 25 r ! il il i .! '1 ! 1 '1 h| , 1 II II 1 6MXJT * 5 « 7 8 • /o // /a /J /V // ^ n Scores on Thorndike Scale 78 survey of port townsend schools Figure 3 WRITING SPEED Cn6a ¥ ^ 7 • QUALITY /s Standard Ba1te R)rt lownsend THE QUALITY OF INSTRUCTION 79 ARITHMETIC The pupils in Grades V to VIII were tested in the four funda- mental operations in arithmetic and in the solution of problems in- volving reasoning. The material used for the fundamentals was Series B of the Courtis Standard Tests. ^ The Stone reasoning problems were used.^ Some examples from each group and all the reasoning problems are reproduced below. Addition 927 297 379 925 756 473 837 983 924 315 110 661 854 794 965 177 344 124 Subtraction 107795491 77197029 75088824 57406394 Multiplication 8346 29 Division REASONING PROBLEMS 1. If you buy 2 tablets at 7 cents each and a book for 65 cents, how much change should you receive from a two-dollar bill? 2. John sold 4 Saturday Evening Posts at 5 cents each. He kept % the money and with the other % he bought Sunday papers at 2 cents each. How many did he buy? 3. If James had 4 times as much money as George, he would have $16. How much has George? 4. How many pencils can you buy for 50 cents at the rate of 2 for 5 cents? 5. The uniforms for a baseball nine cost $2.50 each. The shoes cost $2 a pair. What was the total cost of uniforms and shoes for the nine? 6. In the schools of a certain city there are 2,200 pupils; % are in the primary grades, Vt in the grammar grades, i^ in the high school and the rest in the night school. How many pupils are there in the night school? 7. If 3% tons of coal cost J21, what will 5% tons cost? 8. A news dealer bought some magazines for $1. He sold them for $1.20, gaining 5 cents on each magazine. How many magazines were there? 9. A girl spent % of her money for car fare, and three times as much for clothes. Half of what she had left was 80 cents. How much money did she have at first? 10. Two girls receive $2.10 for making button-holes. One made 42, the other 28. How shall they divide the money? 11. Mr. Brown paid one-third of the cost of a building; Mr. Johnson paid % the cost. Mr. Johnson received $500 more annual rent than Mr. Brown. How much did each receive? 12. A freight train left Albanv for New York at 6 o'clock. An express left on the same track at 8 o'clock. It went at the rate of 40 miles an hour. At what time of day will it overtake the freight train if the freight train stops after it has gone 56 miles? The same time limits were observed in all grades as follows: Addition 8 minutes Subtraction 4 " Multiplication 6 " Division 8 " Reasoning 15 " The peculiar value of these test examples lies in the fact that each example is of equal difficulty with every other, containing the same number of operations with easy and difficult combinations evenly iS. A. Courtis, Standard Tests, 82 Eliot St., Detroit, Mich. 2C. W. Stone, Arithmetical Abilities and Some Factors Determining Them. Teachers' College, Columbia University, 1908. rO SURVEY OF PORT TOWNSEND SCHOOLS distributed. Therefore, the pupil who gets three examples correct^ for example, accomplishes just half as much as the one who gets six. This is obviously not true in the ordinary test material. The case is similar with the reasoning problems except that in- stead of each problem being of equal value with every other, the value of each has been worked out experimentally and assigned to it. These values are used in making the score for a given paper. The values for the different problems are as follows: Problem Value Problem Value 1 7 1.2 2 8 1.6 3 9 2.0 4 10 2.0 5 11 2.0 6 1.4 12 2.0 Scoring the Papers: The scores for fundamentals represent the number of examples worked correctly. No credit was given for a partially correct answer. It was either right or wrong. The scoring of the papers in fundamentals was done by the writer or under his direct supervision; that of the problems was all done by the writer. The assigned value was given for each problem in which the reasoning was correct even though there might be an error in calculation. It was the purpose in the reasoning test to measure just this one thing, ability to reason as needed to solve these problems. The Results: The results are significant as showing: 1. How the pupils of the Port Townsend schools rank in com- parison with those of other schools. 2. The comparative rankings of the four upper grades, indicat- ing progress from grade to grade. 3. The distribution of the pupils within each grade, the range of abilities and consequent overlapping of grades. The last will be treated first. This distribution is shown in Tables IV and V for the fundamental operations. A statement of a few of the facts which are represented here will help in interpreting the tables. In every case, that is for each of the four grades in the four operations, except in the seventh grade addition and the fifth grade subtraction, one or more pupils failed to get a single example correct. The extreme of this is in the sixth grade division, in which there were 15 pupils who failed to score. At the other extreme one pupil got eight examples right. The greatest extremes in all cases are in the eighth grade, for though, as might be expected, the pupils in this grade rank highest, there are also some who rank at the bot- tom, failing to score at all. In this grade pupils range from to 12, with one going as high as 16. Curves were drawn showing this great range and the conse- quent overlapping of grades in the four fundamentals. Only one of these can be presented for lack of space. Figure 4 presents the curves for multiplication, showing the percentage of pupils attaining the given scores indicated at the bottom in terms of number of ex- amples correct. The evidence of the overlapping is seen in the THE QUALITY OF INSTRUCTION 81 fact that all the curves extend to the zero point on the left, and only the eighth grade goes beyond 7 at the other end. The medians are indicated by the dotted lines, labelled by grades. The very close grouping of these shows how little any grade average means in the way of an advance over the preceding one. To illustrate, though the eighth grade contains pupils ranking from to 10, the difference be- tween the median for the fifth grade and that for the eighth is less than 1, or from 3.4 to 4.3. That is, the average attainment for the eighth grade is less than one example more than the average for the fifth, with a maximum range in the eighth grade of 10. A similar condition is shown for the other operations, as may be seen from a careful study of Tables IV and V. In all four operations the curves for each grade extend beyond the medians for all the other grades. The best pupils of the fifth grade in all four operations rank as high or higher than the average of the eighth grade, and there are pupils in the eighth grade who rank as low as the poorest in the fifth. Stated differently, the facts are these: In addition, for ex- ample, on the average, 45% of the pupils in any grade exceed the median of the next grade above, and 41% exceed the median of the second grade above. For all four fundamentals, on the average, 37% of the pupils of any grade exceed the median of the next grade above, and 27% exceed the median of the second grade above. That is, considerably more than one-third of the pupils might just as well be in the upper half of the grade above where they are so far as their ability in the fundamental operations of arithmetic is concerned. Over one-fourth are doing work as good or better than the better half of the pupils in the second grade above. In reasoning the condi- tions are similar. The corresponding percentages are 35 and 22. Table VI presents the data on which these figures are based. These facts point to the very great need of fitting the work of the school room to the individual needs of the pupils so far as possible. It is plain that if the work is planned for the average ability of the class it will be much too difficult for many and will mean marking time for another large number. It is not urged that there be a gen- eral re-grading on the basis of ability in arithmetic or any other sub- ject. Rather, it is suggested that the conditions point to the need of expending even more effort in studying the needs of the individual pupils and the adoption of a varying standard with a minimum rea- sonable and attainable requirement for all normal pupils. This im- plies what Mr. Curtis has very aptly termed "definition of aim and limitation of training," a clear determination of what is to be accom- plished in a given grade and a willingness to limit the work required of all to this standard. This involves the question, very much to the fore at present, of determining what shall be the minimum es- sentials in the different instrumental subjects. It is obvious that we are not teaching successfully the fundamentals in arithmetic in the grades where they ought to be taught, if by teaching them success- fully we mean bringing all normal pupils to a given reasonable at- 82 SURVEY OP PORT TOWNSEND SCHOOLS tainment for each grade. It is more than probable that the dif- ficulty lies largely in the fact that we have tried to do too much; that is, for example, teach all that is in the arithmetic just because it is there, and this at the cost of the fundamentals. But this raises the question of the course of study which is not within the scope of this section. It is the aim here merely to show the situation so far as possible in terms of measurable results achieved. Table VII and Figures 5 and 6 show the rank of the pupils in the Port Townsend schools in comparison with those of other cities. In only four points, the fifth, sixth and eighth, in addition, and the fifth in multiplication, do the Port Townsend curves reach or exceed any of the others. On the whole they are much below. The work in addition ranks the highest, and is on the average better than that in one other city reported. It is a noticeable fact that multiplication comes next, and that subtraction and division are about equally far below the average for the other cities. The common elements in these two operations probably explain this. These facts warrant the statement that on the whole the results of the teaching of the funda- mentals of arithmetic are much inferior to those in the other cities re- ported, which may be considered as representing a reasonable stand- ard. Figure 7 shows from a single comparison a similar condition in the work in reasoning. The solid line represents the median scores by grades, attained in the Butte schools. The dotted line is for Port Townsend. In the fifth grade only is the median for the latter as high as that for Butte. From this point upward in the grades the ability in reasoning grows correspondingly less. Another basis for comparison is presented in the table below. TABLE VTII SCORE FOR EACH 100 PUPILS OF THE UPPER SIXTH GRADE IN REASONING IN ARITHMETIC IN 26 OTHER SCHOOL SYSTEMS* Lowest Middle Highest 356 550 914 SCORE FOR GRADES V TO VIII IN PORT TOWNSEND ON THE SAME BASIS Grade Score V 252 VI 263 VII 403 VIII 522 We have not the figures for the upper half of the sixth grade (there are yearly promotions only in Port Townsend), so a direct comparison cannot be made. However, the figures show that the at- tainment of the eighth grade in Port Townsend is below the average score for the upper sixth grade in 26 other cities. And for the sixth grade as a whole the score for Port Townsend is much below — 93 points — the lowest record for the upper sixth in 26 cities. An examination of the papers shows a number of interesting types of error. On the whole the greatest source of error seems to be the failure to read carefully. This statement is made because of ♦Leonard P. Ayres, The Public Schools of Springfield, Illinois, p. 81. THE QUALITY OF INSTRUCTION 83 the prevalence of errors such as the following. The first problem reads. If you buy 2 tablets at 7 cents each and a book for 65 cents, how much change should you receive from a two-dollar bill? Six papers out of the thirty-five in the sixth grade contained the following solution to this problem: 7 cents 65 cents 72 cents $2.00 .72 $1.28 This, of course, cannot be counted a correct solution. And yet there is no doubt but that if the pupils who made this mistake were questioned by the teacher they would see readily what was lacking. Probably just calling their attention to the problem as incorrect would cause them to read the statement again and see what the trouble is. The point is that the error is really that of failure to read carefully. And the question is, after the treatment ordinarily given such a case, is the pupil any nearer able to solve a problem that he meets without help? This is merely a suggestion of a possible explanation of many of the errors in "reasoning" of which this is typical. TABL.E: IV ARITHMETIC DISTRIBUTION OF SCORES BY GRADES NUMBER OF EXAMPLES CORRECT No. of exampl correct es V VI VII Addition Gra VIII ides V VI VII Subtraction VIII 3 3 2 1 1 2 1 3 4 6 3 5 1 1 1 2 7 3 5 3 5 6 2 3 3 2 5 9 7 4 11 6 4 4 10 9 5 4 8 7 6 5 5 5 1 2 7 5 4 6 4 6 1 4 6 9 2 7 11 7 3 1 6 4 3 3 6 8 3 1 4 2 5 9 1 1 1 5 10 1 1 4 11 3 1 12 13 14 15 16 1 Total papers Median scores 31 I 3.6 35 3.8 36 3.3 51 5.5 31 3.8 35 3.4 36 4.8 51 6.1 84 SURVEY OP PORT TOWNSEND SCHOOLS TABLE V ARITHMETIC DISTRIBUTION OF SCORES BY GRADES NUMBER OF EXAMPLES CORRECT No. of examples correct V VI VII VIII Multiplication Grades VI VII Division 2 5 4 3 1 4 6 4 4 2 3 6 5 3 3 8 1 4 10 4 4 6 8 7 5 7 4 6 4 6 2 6 2 6 7 1 1 3 8 8 3 9 1 10 2 11 12 13 14 15 16 11 9 3 5 2 1 15 4 4 4 VIII 3 4 6 7 7 5 3 3 1 4 4 2 1 Total papers 31 Median scores 3.4 35 36 51 31 35 36 51 3.5 3.6 4.3 1.1 1.3 3.3 4.4 the quality of instruction Figure 4 ss ARITHMETIC MULTIPLICATION Percentage of Pupils Attaining Given Scores 9« UBfSi Grade VIII 5 t> 7 8 9 lo II n f9 m t* f 86 SURVEY OF PORT TOWNSEND SCHOOLS 4 S 6 7 8 9 10 11 12 table: VI ARITHMETIC REASONING DISTRIBUTION OF SCORES BY GRADES V 4 5 6 6 7 Grades VI VII VIII 6 2 1 6 1 1 7 1 2 5 11 4 8 7 8 1 6 16 1 3 6 2 3 7 1 4 1 1 36 2.8 35 4.0 51 5.4 TABLE VII Total papers 31 Median scores 2.6 ARITHMETIC THE MEDIAN SCORES BY GRADES FOR DETROIT, BOSTON, BUTTE, A GROUP OF OTHER CITIES AND PORT TOWNSEND Detroit 3.9 Boston 3.7 Butte 2.9 Other cities 3.9 Port Townsend 3.6 Detroit 5.5 Boston 4.9 Butte 5.5 Other cities 4.5 Port Townsend 3.8 Detroit 3.8 Boston 3.3 Butte 4.1 Other cities 2.6 Port Townsend 3.4 Detroit 2.7 Boston 2.0 Butte 3.6 Other cities 2.3 Port Townsend 1.1 Grades VI VII VIII Addition 4.6 5.4 4.9 5.6 3.4 3.8 4.4 4.7 3.8 3.3 6.7 7.8 5.3 5.6 5.5 Subtraction 6.2 7.3 6.3 6.9 5.8 7.1 6.1 7.8 3.4 4.8 9.5 8.6 9.8 8.4 6.1 Multiplication 4.8 6.0 4.8 5.1 5.0 6.5 4.5 5.2 3.6 3.6 7.5 6.5 8.1 6.4 4.3 Division 4.4 7.1 3.3 5.1 4.3 7.2 4.3 6.8 1.3 3.3 8.8 6.9 10.2 6.3 4.4 the quality of instruction Figure 5 87 ARITHMETIC Median Number of Correct Answers by Grades Addition Subtraction II s iOi — ' Boston — > 1 other Cities. ■ — -_ Port To>^i\3t.r\ i5¥ Duttc. Port Towna«na. Grades. w. m READING The pupils of grades II to VIII were tested for speed of read- ing and ability to comprehend a given selection from a single read- ing. The test material used was that prepared by Dr. Starch and described in the Journal of Educational Psychology for January, 1915. The material consists of eight sheets, one for each grade, con- taining selections chosen as typical of the reading matter in school readers for the different grades. The selections for grades I and II are printed in 14-point type, those for grades III and IV in 12- point, and for the rest in 10-point. Giving the Tests: Two tests were given in each grade, first the one intended for the particular grade, that is. Test 8 for Grade VIII, 90 SURVEY OP PORT TOWNSEND SCHOOLS Test 7 for Grade VII. The following day the test for the grade be- low was given to each grade; for example, Test 7 to Grade VIII, Test 6 to Grade VII and so on. This serves as a corrective in case of possible familiarity of one grade with a particular selection and also reduces the possibility of any selection being unfair for a given grade, though, of course, the material was chosen for each grade because of its special fitness for that grade. Both tests were given in each grade by the writer so that the conditions might be as nearly uniform as possible. It was explained to the pupils that they were to read silently as rapidly as they could, but with care, for they would be asked to write in their own words as much as they could of what they read. Great care was taken to insure that all the pupils read exactly the allotted time, thirty seconds. The pupils were instructed "beforehand to draw a line after the last word read before the signal to stop. Just after the signal to stop reading the pupils were asked to turn their papers over and write what they could remember. They were allowed as much time for the writing as they wished. Scoring the Tests: The speed of reading could be determined with considerable accuracy and the results are definite. The com- prehension was determined by counting the words written which cor- rectly reproduced the thought of the selection. The account was read carefully with the purpose of judging what part of the material written might be so considered. If any part expressed a thought not to be found in the selection, or reproduced a thought incorrectly, the words were crossed out. The average number of words remaining on the two papers written by a given pupil constituted the score. It was thought at first that several readers could be used. But in order to reduce as much as possible the amount of error inevitable in the judg- ing of what was relevant material, it was considered best to have all the papers read by one person. Any peculiarity of judgment would in this way be carried through all the grades and no grade would be at a disadvantage. It may be urged that even with this precaution against error this is not a fair test of comprehension; that it is rather a test of immediate memory, and that the number of words written is not a good index of the grasp of the material read. Recognizing that these are valid questions, we shall only say that we have no desire here to discuss the merits of the test, but that for our purposes it was the best available and the results have seemed to justify its use. Results: Table IX gives the distribution of the pupils in speed of reading, represented in the number of words read per second. For example, in Grade II three pupils read at the rate of half a word or less a second, and six read from half a word to one word a second. In the seventh grade the slowest pupils read at the rate of from one to one and a half word a second, and the most rapid reader read over seven words a second. The median scores show that there is not a regular nor rapid increase in speed of reading from grade to grade. The medians are represented by the dotted lines in Figure 8. An in- spection of these reveals the fact that all grades but the eighth have THE QUALITY OF INSTRUCTION 91 pupils whose rate of reading is as low as the median, or average, roughly, of the second grade. And all grades but the third have pupils who read as rapidly as the average of the eighth grade. There are in all grades rapid readers and slow readers, and readers of all degrees between the extremes. This is only what might be expected. But it calls attention to a fact that is coming to be more fully rec- ognized by teachers, and that is the need of practice in silent read- ing. Practically all the school room reading has been oral reading with the emphasis on pronunciation and comparatively no attention to thought getting. And it is equally true that by far the greater part of the reading which the ordinary adult does is silent reading. Most adults read much more slowly than need be in the future if more training be given in silent reading for thought getting, "thinking in terms of the symbols on the page." That the pupils in the Port Townsend schools rank low in the speed of silent reading is evi- dent from Figure 10. The solid line represents the Starch standard, computed from tests of 1,414 pupils. Only for the fourth grade does the Port Townsend curve approach the standard. Except at this point the grades rank consistently much below. Table X and Figure 9 give in similar form the distribution for comprehension and again show a great range within grades and considerable overlapping. Eighth grade reading ability does not mean anything at all definite in ability to comprehend what is read, judged by the ability to reproduce the thought, as was found to be true in speed of reading. As between the second and the eighth grades there is a considerable increase in comprehension on the aver- age. But as indicated by the grouping of the other medians the gain is not at all regular. This is shown clearly in Figure 10, the curve being very irregular. This figure shows also for comprehension be- low, as above for speed, that the average ability for the various grades is considerably below the standard, especially in Grades III, VI and VII. The extent of the variation from the standard is shown more plainly by the third lines in each part of the figure. These are drawn so as to represent a score just half that of the standard. The fact that the curves for Port Townsend very closely approximate these 50 per cent standards indicates that for both speed and com- prehension the attainment in Port Townsend is about half the aver- age ranking of 1,414 pupils. It should be said that there is a possi- bility of some variation in the record for comprehension because of the element of judgment which enters into the grading. But with large allowance for this there would still be a very great variation from the standard. In the matter of speed the results are to be taken with no discount whatever as the number of words read is capable of exact determination. 92 survey of port townsbnd schools Figure 8 READING SPEED Percentage of Pupils Reading Given Number of Words per Second G«Aoe GMAOC Vli Oh Oh ti •nakQ iS 6HAM2 IS I 1 QMOC 5 a5 4f j-^ "To 73 Tp I ^ . 1, OMAoe GRAOClT i-J ' ilo ' ^ v.* tAndar^ Fort TownstfK/ dtai^hStandatd T3 u O d 30 29 — •' ^ J 'i m S JL ST m. THE QUALITY OP INSTRUCTION 96 table: IX RBADINO SPEED DISTRIBUTION BY GRADES OF SCORES NUMBER OF WORDS READ PER SECOND .5 1.0 II 3 6 8 1 2 3 1.1-1.5 1.6-2.0 2.1-2.5 2.6-3.0 3.1-3.5 3.6-4.0 4.1-4.5 4.6-5.0 1 5.1-5.5 5.6-6.0 6.1-6.5 6.6-7.0 7.1-7.5 Total No. of pupils 24 Median scores 1.2 III 2 IV 2 4 5 3 4 4 Grades V 2 3 10 3 VI VII 25 1.2 23 2.2 23 1.9 20 2.2 31 2.4 TABLE X READING COMPREHENSION DISTRIBUTION OF SCORES BY GRADES NUMBER OF "WORDS WRITTEN Grades VIII 20 2.8 II III IV V VI VII VIII 0-5 2 3 1 6-10 7 6 2 1 1 1 11-15 3 6 2 2 4 5 2 16-20 1 2 6 5 4 6 1 21-25 4 1 3 4 3 6 2 26-30 5 2 3 5 7 1 1 31-35 1 2 4 1 1 4 3 36-40 1 1 1 4 1 41-45 1 2 5 46-50 1 1 2 1 2 51-55 1 56-60 1 3 61-65 66-70 71-75 1 Total No. of pupils 24 24 23 23 20 31 20 Median score 15.0 12.5 21.5 25.0 21.5 23.5 40.0 96 SURVEY OF PORT TOWNSEND SCHOOLS ENGLISH The pupils in grades VIII and XII were given a series of tests in English. The tests used were those prepared by Dr. Daniel Starch.* The series consists of five tests in the following: Parts of speech, case of nouns and pronouns, tense and mode of verbs, punctuation, and the selection of the correct form of two given ex- pressions. Space will not permit reproducing the tests in full. Examples will be given from each so as to show the nature of the work. "English Test 1— "Indicate the parts of speech in the following text by placing above each word the abbreviation for its part of speech. Work as rapidly as possible. Three minutes will be allowed. Use the fol- lowing abbreviations: noun — n adjective — adj preposition — pre conjunction — c jpronoun — pro verb — v adverb — adv interjection — i "Maggie's eyes had begun to sparkle and her cheeks to flush — she was really beginning to instruct the gypsies and gaining great in- fluence over them." (Then follow about 200 words of such ma- terial.) "English Test 2— "Indicate the case of each noun and pronoun in the following text by placing above each one the abbreviation for its case." (Then follow directions similar to those above with appropriate abbrevia- tions.) "After crossing the gully and walking on through the woods for what they thought a safe distance, they turned into the path." (Then more of similar material.) "English Test 3— "Indicate the tense and mode of the following verb forms by placing above each example the abbreviation for its tense and mode." (Further directions.) "I wait. I will have cut. You talked. If you become. He will think. If he wished. We have played." (Continued.) "English Test 4 — "Punctuate the following sentences. Work as rapidly as pos- sible. Three minutes will be allowed." "You see John how I stand. "Next we went to Vienna the capital of Austria. "Everything being ready the guard blew his horn." (Con- tinued.) ♦Daniel Starch, Measurement of Efficiency in Reading, Writing. Spell- ing and English. The College Bookstore, Madison, Wisconsin, 1914. THE QUALITY OF INSTRUCTION 97 "English Test 5— "Each of the following sentences gives in paranthesis two ways in which it may be stated. Cross out the one you think is incorrect or bad. If you think both are incorrect cross both out. If you think both are correct underline both. Work as rapidly as possible. Fifteen minutes will be allowed." "1. A new order of ideas and principles (have; has) been in- stituted. "2. The captain, as well as the mate and the pilot (was ; were) frightened. "3. Neither he nor she (is; are) here." (One hundred such.) Results: Table XI shows the distribution of the scores by grades. The scores represent the number jof exercises correctly done; parts of speech correctly designated, nouns and pronouns with cases given correctly, and so on. The table reads as follows: In the 8th grade, for example, in Test 1, six pupils made scores of 10 or less; in Test 2, thirteen made scores of 5 or less. In the 12th grade in Test 1 no pupils ranked below 11, two ranked between 11 and 15 inclusive. Again in the 12th grade the range of ability is shown in that two pupils got less than sixteen parts of speech cor- rect (Test 1), and one designated over seventy correctly, with the others distributed rather evenly throughout this wide range. The median scores show a consistent and considerable gain by the 12th grade over the eighth. So that on the average the pupils of the twelfth grade rank considerably higher than those of the eighth;: whether as much higher as they should cannot be said in the absence of any more definite standards. Figure 1 1 shows the curves for the five tests for both grades in Port Townsend as compared with tenta- tive standards. These standards are presented by Dr. Starch on the basis of only a small number of cases and are not to be taken as well established. However, they serve to indicate that the Port Town- send results are probably not far from what will be an accepted standard. It is true that the curves for the tests given barely reach the others in only two points and exceed them in only one, but they fairly closely approximate them throughout. It is to be noted that the pupils tested here do much better in this formal type of work than in the actual application in the compositions, as will be seen by a comparison with the results in the composition tests. But while the average scores for each grade rank fairly well, it is true here again, as in all other subjects treated, that there is a great range of ability within each grade in all of the tests. A care- ful examination of Table XI brings out this fact. For example, in all the tests some pupils in the eighth grade exceed the median of the twelfth. Specifically, four pupils of the eighth grade rank above 35, the median score for the twelfth grade in Test 1. Two rank above 26 in the second test, the corresponding median being 26.7. 98 SURVEY OF PORT TOWNSEND SCHOOLS In the next test the median group is barely reached, but in the other two passed again. In the other direction, in all five tests some stu- dents in the twelfth grade rank below the average for the eighth. In other words, there are pupils in the eighth grade who rank as high as the average of the twelfth and some in the twelfth who rank lower than the average of the eighth in all five tests. Neither eighth nor twelfth grade standing means anything at all definite in the way of knowledge of the elements of grammar. Figure 11 ENGLISH Medium Number of Correct Answers hy Grades Qrade JIT Tebts / Ttntatf'^e ^fanddrj (dtarch) ^ ¥0 Port 7o»*v7^e/7 7 B 3 to GRAoe ^ GRADE 'Hi GRADE Yi GRAOE £ 6«A0E 1^ AGE-GRADE DISTRIBUTION OF PUPILS 103 Age-Grade Distribution of Elementary School Pupils The accompanying table presents the distribution of the ele- mentary school pupils by ages and grades. The aim is to show how old the pupils of a given grade are, from which, assuming entrance at a given age and allowing one grade to a year, the efficiency of the school in securing regular progress for all normal pupils may be judged. That is, for example, a very high percentage of over-age pupils, those above normal age for their grade, is some indication of the failure of the school to meet its own standard for normal pupils, or else an unusually large number of abnormal children. Either condition calls for special investigation. The commonly accepted method of distribution is used, that of considering 6 or 7 the normal age for entrance ; and so, allowing a range of two years to a grade, normal age for the second grade 7 to 9, for the third, 8 to 10, and so on. The figures to the left of the first broken line in the table represent the pupils below normal age and those to the right of the second broken line represent the pupils above normal age. The last column to the right shows the per- centage of pupils in each grade above normal age, ranging from none in the second to 26 in the sixth. The average for all grades is only 13. This figure is very low as compared with those for other schools. In a study of the age-grade distribution in twenty-nine cities made in 1911 by Dr. Ayres^ the average per cent of over-age pupils was found to be 37. The corresponding percentage for the schools of Blaine, Washington, for the year 1913-14 was 39.- The general conclusion is warranted that the pupils of the Port Townsend schools are on the whole very well placed as to age and grade. The very evident policy on the part of those in charge to put the pupils where they can profit most even at the cost of more individual work by the teachers has brought results. As to whether greater efficiency would result from providing a special teacher for this work and thus giving the regular teachers more time for the pupils making normal progress, the writer is not prepared to say. This is a question which can only be answered in the light of further study. Were the percentage of over-age high, a study of the distribution of the pupils by grades and years in school should have been made. This would take into account what the present study does not, name- ly, that some pupils start school at an advanced age, so that their seeming retardation is actually the result of late entrance rather than slow progress. However, as suggested, the low percentage seemed not to warrant any further statistical study. But the comparatively high percentage of over-age condition in the four highest grades calls for a careful investigation of all these individual cases by the teach- ers themselves with a view to reducing it to the minimum. iLeonard P. Ayres, The Identification of the Misfit Child. Publica- tion No. 108, Division of Education, Russell Sage Foundation, New York City. 2University Extension Journal, Vol. 1, No. 3, Seattle, Washington. 104 SURVEY OF PORT TOWNSEND SCHOOLS H-1 I— I a, o o o < O Jzi O I— I H m I— I H C/2 Q O O <1 •fVU/JOf^9AOl '^ t\| ;)^ j * "V V. >^io'^^»o«N|*M^i NO tv NO o K) t^»oN,N 00 o N. ^ >. »0 N Oi