Logan County and Bellefontaine, Ohio School Survey BY CHARLES C. McCRACKEN PROFESSOR OF SCHOOL ADMINISTRATION THE OHIO STATE UNIVERSITY peo COLUMBUS. OHIO: THE F. J. HEER PRINTING COMPANY 1923 peesse « oe eaecer © te . se PREFACE During the year 1920-21, several informal conferences were held between _D. Hz. Sellers, then County Superintendent of Schools, Union County, Ohio, and the writer of this Bulletin. In these conferences it was suggested by the writer that Mr. Sellers and he work co-operatively on administrative problems which might arise in the administration of the Union County schools. Mr. Sellers was very favorable to the idea. During the summer of 1921, he was appointed Super- intendent of Schools of Logan County. Soon after his appointment there, he sent the following letter to the writer: “SEPTEMBER 23, 1921. My Dear Mr. McCracken:—I have not for- gotten your promise of assistance and I am enclosing a clipping from the latest Better Schools Bulletin, on the subject of Surveys. I would like to have your help in conducting such a general Survey, as it will be especially valuable to me at the beginning of my work here. I shall be glad to hear from you on the subject. ' The work seems to be starting off nicely here. Il am yours sincerely, D. H. SELters.” As a result of this definite request, an investigation was begun of the Age- Grade distribution of pupils under the immediate direction of Superintendent Gale Cox of West Mansfield, a graduate student in the Department of School Admin- istration in the Ohio State University. Within a short time, arrangements were completed with the State Bureau of Juvenile Research, for a county-wide mental test. At this juncture, Superintendent R. J. Kiefer of Bellefontaine, representing the Bellefontaine schools, requested that they ‘be included in the Survey, which was gladly granted. Shortly after the mental tests were given, a plan was com- pleted for the giving of educational tests. Along with these, there gradually developed a study of teachers, of centralization and consolidation, of financial conditions and of extra-curricular activities. There was no intention in the beginning to make this Survey so extensive, nor to publish any results of it. The material as collected has been mimeo- graphed and graphed and placed in the hands of the various school officials of the county for their immediate use. So many inquiries, however, have come to those in charge of the movement that it has seemed advisable to print a summary of our methods of procedure and results obtained. In this Survey, the idea which has been kept in the forefront at all times, is that this is a study on the part of the superintendents, teachers and patrons of actual conditions within their schools with the question constantly before them as to how the schools may be improved. The co-operation given by the school people of the county and city, of Boards of Education and of the patrons, has been most remarkable in its sincerity. The writer is greatly indebted to Superin- tendent D. H. Sellers, to Superintendent R. J. Kiefer, and to their associates. He is furthermore greatly indebted to Mr. R. P. Rauch who conducted the exam- inations for the Bureau of Juvenile Research and who is responsible in a large part for the preparation of the chapter upon Mental Tests. He is furthermore indebted to graduate students in the Department of School Administration who helped in the tabulation of materials and gave many valuable suggestions as to interpretation. The entire Survey which has involved approximately 6,400 children and 225 teachers, has been conducted at practically no expense to the schools of Logan County or of Bellefontaine. The only items of expense to them have been the purchasing of educational tests at a cost of less than $75. The writer is indebted to the Council of the Graduate School of the Ohio State University for assistance in preparation of material for publication and to the County and City Boards of Education who have guaranteed the purchase of sufficient copies of this report to warrant its publication. It is to be hoped that this small report may stimulate other school officials to undertake a more detailed examination of the work which they are attempting to do so that the schools under their jurisdiction may receive the greatest possible educational advantage. 3 TABLE OF CONTENTS DECTACE! Tact ha «Bes Riera nfo bun okies Stein abd’ See eeaelale Steraliue SIN el eave Nelo eae i etek eae Renee TriteOduCtiOn a wc eo ed ow he ole wre Bee ones nega Get ois i ee eteeeer eee ot eanels ag eee Age-grade distribution 2... 0. .05-cecdteek one ose oe eee nee seene eae eens Tntelligerice t€Sts° 65 jecicis aa’ sie scvis ous wlellpter oelagece in eine gbty lo tial ete eae are woe is: 0 @ 816) 0 © Whe. © ole 8 10 oie) @.¢ ONOib. © bh eS) Ce Dw levers ar Pe As Shes 1) pene uel” senna ene Extra-currictlar: activities). dic «ovcjos< bys oa wiczs © oo ee oketabeel erste stance cee te eit Financial Conditions... 2 oe Sessa + whos w a ¥en ob Soe cei ee eee ee Oe" WMisCellaneotrs Lee oka pecs cle wes wis el b oie oto orue tele iav ones, oadieaatepoiete ie otc teat enna 10. Recommendations 11. Conclusion Appendix CON OS Orr WD ee e9] Qs = QO po on e) S © — as Oo n co wn F cle 08 6.058 © wie 0 » 0 0 00 od) oe a:.6' aus) 810) shee 60,0 Oe Cele (ee 6.0 e Kime rece sean o 6 Be 6 4.8) 0 Do 0. 6.8 6 0.8 eo ele, oe afel sie iv 0: e)e @. ere 6 6 66 ee) e/e ula e)e)P) © isle ein Aree ard ce < ot) 010. 8 6 8s 6 6 0 6 8 Be 0 © 0.86 0 0 a @ Oso. m © 0) ere'e ¢ ie aie Sere ge anny) Cs)e (9S Bade tee eee SONNE RePEc SON 07. 150 ws a) sea xyes 4,8 Aviat ata wi eS a aale’ <9pel CORAM: COM Kiel gma Mental test medians of elementary and high schools, 1921............ Mental test medians of elementary and high schools, 1922............ eats comprenension. medians.oo 6.5.0. 26 eek eee 6 oe alc capene towne Ree renee rer PIPORNG 5 oc ey aca + 255 betas ths ofa xe wie 4 op Cease eee es wines Petter TNO CIATIS on Gace ths ooh (Re cole ity s «A Pewns LWA oho aon road has been completed from north to south through the township and this should aid in transportation. One seemingly inaccessible district could be reached by- motor boats from Lake View, the logical point of consolidation. Several other points in the county deserve consideration. Burkhart Special has already been mentioned. Lying within easy access of either Bellefontaine or Iron City, it should be abandoned. The other places are New Jerusalem, North Greenfield and New Richland. New Jerusalem lies in the north end of Jefferson Township and maintains a two-room school. Due to a strong community interest centering about the tradi- tions of Simon Kenton, who lived within a short distance of the school, the oppo- sition to transportation to Zanesfield has been successful. With excellent connect- ing roads, this school should chiefly be transported to Zanesfield where an ex- cellent new school building is under way. If this is not: done, the school will undoubtedly continue as an undesirable spot in the school system. North Greenfield in Perry Township has an excellent three-room school for the grades only. The building is new and in good condition. Logically, the pupils of this district should be transported to West Mansfield when consolidation can be secured at that point. New Richland presents a situation which is a disgrace to the county school system. New Richland is a small crossroads village within two and one-half miles of Belle Center and three miles of Huntsville, each of which maintains an excellent consolidated school. The roads throughout this region are level and well piked. Several years ago before consolidation at the other points took place, New Richland built a four-room school house. Today this building is used, but only one teacher is employed. That is, they have a one-room school in a four- room building. Due to village jealousies, they have been violently opposed to transporting to Belle Center which lies in the same township and is the most convenient to reach. How long these people will be allowed, or will be able to deprive their children of the excellent educational opportunities lying almost at their very door seems difficult to conjecture. With legal rights on their side, they will undoubtedly continue in this way until a campaign of education makes so plain to them the crime which they are committing toward their children, that they will repudiate the present control. The other districts of the county need little comment at this point. Begin- ning September 1922, Pleasant and Miami Townships were divided between De- Graff and Quincy, both having excellent schools and complete consolidation effected. Washington Township is completely centralized at Lewistown and Mon- roe Township, at a point a little to the north of the center of the township. Zane Township is centralized at Middleburg. Except for North Greenfield and Jerusa- lem, Perry Township is entirely consolidated at East Liberty and Jefferson Town- ship, at Zanesfield. Except for New Richland, Richland Township and McArthur Township are consolidated at Belle Center and Huntsville respectively, West Mansfield and West Liberty are villages that should have territory added to in- crease well established schools. West Mansfield needs a building but West Liberty 10 eer Pe _— is. well equipped in this regard. Lake View is the only village of the county maintaining a second grade high school. This, with a building that is inadequate in every sense, places Lake View very little above the one-room rural schools. With sufficient wealth in the township, there is no good reason for the backward- ness of this community. The schools of Zane and Monroe Townships are meeting difficulties that will seriously handicap them in the near future unless some adjustments are made. Under the present law whereby patrons may petition for transfer from one dis- trict to another for good cause, Zane Township lost a large territory of its richest land in September 1922. In Monroe Township petitions have been presented ask- ing for transfer of the Mac-O-chee valley section to West Liberty where by dis- tance and contour of land it logically belongs. These conditions will cause a recommendation in this report for the discontinuance of high schools at these points with transfer of high school pupils to conveniently located schools. The city of Bellefontaine, with 1,800 children enrolled in school, stands as a distinct unit. With six elementary schools and one high school it is very well prepared to handle the school situation. The school authorities have been able to secure and hold over long periods very capable supervisory officials and teachers with a resultant good effect, particularly in the elementary schools. The accom- modation of pupils from outlying rural sections is a significant factor in the high school. The following table shows the enrollment in the various districts of the county and city for 1921-22. TABLE 1 LOGAN COUNTY ENROLLMENT BY GrapEs, JANUARY, 1922 Centralized Schools 5 | gp a | FE E al Bly S o se ate. 128 a|Sis| 29 |s | o a2 |S) e] | & feu es |S Grade O Fe 5 as|-2| & 8 pre LEBEL Asl é- 2 | 2 heel - S| 2/8 [se] 2 (Beies a 3) | | 3 oe n ° ajala le S|) Ss] a) aie Siz iN | & P| Pa ea es Pane: 32 | 33 | 87 | 25 | 17 | 29 | 83 | 19 | 42 | 22 | 29 | 19 | 24 | 361 ee oe: 39 | 24 | 20 | 20 | 15 | 29 | 86] 11 | 88 | 25! 30/21] 18] 326 URS ae 31 | 19 | 30 | 25 | 241 31] 25 | 7) 30 | 19 | 92] 31] 16] 390 a RS 30 | 28 | 41] 25/ 7 | 21} 20/12! 299/18130/ 11) 9] 981 3 Oe ia a 27 | 23 | 30 | 28 | 19 | 29 | 27 | 11 | 27 | 23 | 32] 251 19 | 320 Re cr 33 | 27 | 25 | 24 | 13 | 27 | 297 | 201 80 | 22 | 32/19/13] 312 Pea tesa | 85 | 28 | 26 | 27 | 17} 35 | 17] 11 | 23 | 25} 26) 14] 10] 394 Reet, | 24 | 28 | 24 | 23 | 9 | 25 | 19 | 12 | 23 | 24 | 33 | 21 | 18| 282 | | | __|__ |__| Total pee 210 has ie i) wi 204 108 Sa 178 [244 161 |127 | 2,496 Bere ot. so | 3516] 9} 1 | or | a4 far las | 20 43 | 24 7 299 aes Ne 31/36/13] 7{ 9/29] 16/10] 16] 91/31/1241 7! 950 eas pd: 14 | 22/14) 4] 5; 16] 12] 13] 14 | 22] 27] 10) 5| 178 an | 82 | 17 9; 7| */ 19] 7) 9} 10 | 18 | 25 | 14 6, 173 ee ee 6 ee ee ee eee eee ae. Total H. S..|127 |110 | 52 | 27 | 27 | 91 | 49 | 49 | 58 | 87 [126 | 72 | 25 | 900 Grand Eeeha Bap on ee Hae B17 258 oe 800 |265 a 933 |152 | ,396 tt * Lakeview has only a second grade high school. 11 TABLE II ENROLLMENT BY GRADES, JANUARY, 1922 One-room Schools % ' 2 1 yo - ea|§ a! Sy B® SON ee pole ae g* mS es S "5 S\4is| | 8 Sele Zi eelos| |82 Z+\z 228] 2] 2 Grade €s/5 885/291 6 |S 8" Jes a)ss15 5/9 Bas he 6 .0/% Ol¥ AlN O] b 01 0:5) 6 0] eS] aS} G Ole 01.20 ‘s OR sal =e) ae So | ake a) rol ee FEY 5 is ae O an) yess jee, eee, ae a ee aes H | | | Teme yeh reat, PMB 12.07 ale ep ee eas RPT ee ee | Bi alee 8 na ip iin SG Re hg 1 TB. SWB O- 125 ah Gal arlaar tar age Sa 125 BO Arb s 5 set }nQe] Oaks eae Sey LO Seca ee ate 8 | 19 | 19 | 15 128 1 a phos 4-8 i BOO WAS | Beal) Be Gna 126 Meet, cis ies Ds er a 1 Pee | Zee sen eae 6 2 | 29 | 12 | 16 164 eh ee ere 8: Bl Baha halnd se ssOaae ae Bodo Sy is ah 116 RE Tk See ee el 10 ee ea P18 ay tear 61 16°| 14) 18 126 LNA ee PS AT raha 0" ay ee eee 9 | 18, 109 te 115 | \ | ' 1 \ | er rar Sep Ses Gtale Suess | 85 | 86! 16/16 | 85 |147 | 76 | 42 | 27 | 62 151 |130 (185 | 1,058 | ax: | Total (village and centralized schools).........+e.eeeeeeee seer nett er cee: 3,396 Grand: Total {c/o Sow Dis Bhs 9.2 v0 ie Boats carey oh Tiare sO On gre Co 4,454 Pupils not enrolled im January. oy... 5000) eee ne ca een tes onitine geste 5a Re 56 Tisch cs ei cei ene ae lg « ley ite a men era ea 4,510 * One school. ** One school —near Rushsylvania. *** Three-room school. + One-room ++ This township was transferred September, There is now no school. such district. TABLE III Enrollment by Age and Grade Grade Sex Total ae ete M 127 F 136 PRE ade M 86 F 70 Eee M 114 F 92 ay sore M QR F 82 32 M 102 F 95 ee M 9 F 96 ot es M 69 F 84 8 Grand Total e546 ey eibew ¥ 1922, to DeGraff and Quincy. __ Differences between this table and that in the Chapter on Age-grade Distribu- tion are explained by the fact that this is the total registration for the year, while the data for the age-grade tables were collected in December. 12 ee. rr as AGE-GRADE DISTRIBUTION The first problem undertaken in the County Survey was a study of the age- grade distribution of pupils for the entire county. This material was collected under the direction of Superintendent Cox of West Mansfield, and submitted to the County Superintendent for use as a part of this Survey. Blanks were prepared which called for the name, sex, birthday and grade of each pupil. The age as used in this presentation is that of the child on September 1, 1920. It was presumed that the majority of the children entering school at six years of age should progress year by year for the twelve years’ course. In the rural schools it is not uncommon for children to start below six years of age and in almost all schools children are allowed to enter provided they will be six years of age by the close of the first semester. It seems unnecessary to allow more than one year for the completion of the work of any grade. Consequently, the writer has indicated only a one-year span for the pupils of normal age. On the following pages tables will be found that set forth the following facts. Table IV indicates the number of boys and the number of girls in each grade of the one-room schools of the county, as under age, normal, or over age. In corre- sponding columns these figures are converted into percentages. S 3 > < ©) a Oo 2) Zi © oO [oS NO Re oe (Aap 64 99 || 43.8 39. VIA, 1 (4 te A I 30 pall Soy) le 24.9 47.5 28 .2 2 Ba ict Goh A 28 | 56 39 . || 22:8 AD ole 3 he NEN Re aaa 48 44 33 Sos Aha ere 26.4 4 Tied: ee 38 a6) .69.f 028'1 | aecr | canis 5 ETE. Dae OS | 18 30) | 59 15.8 31.9 ee 6 TO aA. Fr 19 36 | 74 14.7 27.9 57.4 7 Oh Vet ate ae a 19 | 49 | 18 | 16.4 | 42.2 41.4 8 | | a SURCHEELL ae ae es 5 avai Die za! 402 : 386 | Deo : 37.9 | 36.5 | | | TABLE VIII Villages and Centralized Schools (All pupils) SE PERCENTS o vo Grade be v E ¥ 4s = < “a = < v & a i) & he ae | ~~ + (0) 5 | . vo o | Leo} ° ma o (e) > te =) z O eS Z, OF ise a ee Oe ea Leese ee te a 99 | 180 AY a ees 54.1 16.2 1 RTS. Bie See es 65 167 99 |} 19.6 50.5 | 29.9 | 2 ee ae | 60 154 105 |i 18.8 47.3 | 33, ; igh > Aenean ener 111 121 ||. 16.8 39.8 43.4 4 ht lg A a Boe h alae 140 1025, 38 | 44.5 i) te a ee ae 50 128 | 132 || 16.1 41.8 42.6 6 oe) SEN eae 34 94 156 12. 33. 5D. 7 pg) aE 37 114 130 13.2 40.6 46.1 8 fread. tok nc, | 447 | 1,067 | 987 18.3 | 48.5 | 38.2 | Total TA eae be | 67 125 105 || 22.6 42. 35.4 9 1p ee Se | 54 84 | 110 21.8 33.8 44.4 10 pre ses. EN ae 38 81 58 || 21.5 45.7 32.8 1 RT i a hae ee 45) 83 44 26.2 48 2 25.6 12 BPA) et. o bases 2()4 373 $17 22.8 41.7 $5.0 Total Grand | | | Grand Hiatal’ Muvnein 651 | 1,440 | 1,254 || 19.6 43. 37.4 Total 16 TABLE IX Unpver Ace, NorMAL AND Over AGE Puplits County School District (All pupils) PERCENTS | vo | Grade Bi » & 2 é, Ee < 9 F: = 6 2 & P A eo) =) Z e) oe) EPR ME ecstasy cicdecNe ake 60 139 64 22.8 52.9 24.3 1 SPA Ack alot stows ¥ a's La 79 77 16.6 42.3 41.1 2 Ce get oe eee 34 85 53 19.7 49.5 30.8 3 1 SACS Son PE oe et oad 66 79 18.5 Ati 44.4 4 MMOVaS sfauss cis .ash antes 29 | 78 101 14. 37.5 48.5 5 CURES 2 Ae a eos a 27 4] 86 17.5 26.6 50.9 6 MN ids «Lhd 'cilarsls 14 | 43 99 8.9 27.6 63.5 1; MS eta b.dals vee 17 26 48 18.7 28.6 52.0 8 Batali tres. hae. | 245 | 557 | 607 || 17.2 | 39.6 | 43.2 | Total Me AAO: vrelboe.S os« 27 | 53 | 78 seal 33.6 | 49.3 9 ELraeh aie tt s8e a wrese e's 4 eat 39 39 21.2 39.4 39.4 10 Uae: Gkis PVE Oe ah. 11 27 29 || 16.4 40.3 43.3 ll 1S 2 Se en ae 16 25 | 17 27.6 43. 29.3 12 | otal; Ludhiesiaa «i [95 | aa | 163 |) 19.6 | 37.8 | 42.6 | Total ' — ee | i | ; Grand | | | Grand et 2) ee eae | 320 | 701 | 770 17.9 | 39.1 43. Total | TABLE XIII COMPARISON OF BELLEFONTAINE AND COUNTY Under Age County Bellefontaine District i a ee ee cel eee 17.2 20.4 ht) SL fae SORE eerie BOR SR rin reece 19.6 22.8 ® Normal Fe NE ees als a re ve te, 22k Pe, a Ae ahatolaoMiwvay fcqe seeds “ered © « 39.6 42. SUI Og ee a ike ae wane ns 37.8 41.7 Over Age BRIE ee tone tee ak ha tae viadhnle s sdieec cece 43.2 37.6 Eke (50 ton foe eRe RS Re OS Ra 42.6 35.6 It is of more than passing interest to note that the percentages of normal pupils are almost identical. However, the amount of retardation is much greater in Bellefontaine than throughout the county in the elementary schools. Reference to Tables VII and VIII will in turn show that the retardation in the village and centralized elementary @chools is greater than that of the one-room schools. Com- parison of Bellefontaine elementary schools with the village and centralized schools 19 shows 5% more retardation in the city than in the village, and centralized or con- solidated elementary schools. A comparison between Bellefontaine and the one- room elementary schools of the county shows 6.7% greater retardation. This is undoubtedly in part due to the fact that rural pupils enter at a younger age and are not forced to withdraw because of congested conditions. From Tables VII, VIII and XII, it will be noted that the percentages of under age children in Grade I is 43.3, 29.7 and 22.8 for the one-room schools, village and centralized schools and Bellefontaine respectively, which tends to prove the foregoing statement. It is a significant fact also that in the first grade there are 17.7, 16.7 and 24.3 over age in the one-room schools, village and centralized schools and Bellefontaine respec- tively. Another very important indication is found in the lesser ‘amount of retarda- tion in Grade VIII than in Grade VII. In one-room schools the decrease is from 57.49% in Grade VII, to 41.4% in Grade VIII; the village and centralized schools from 55% to 46.1%; in Bellefontaine, from 63.5% to 52.7%. A study of the over age column in Tables VII, VIII and XII show a gradually increasing retardation up to Grade VII, with only three slight exceptions. This, with the decrease from Grade VII to Grade VIII indicates that there is a gradual piling up of over age pupils until the close of the seventh year of, work. Many of them have by this time satisfied the compulsory education requirements and withdraw. Of further significance is the fact that in both the village and centralized high schools and in Bellefontaine there is a lesser percentage of over-ageness in, first year of high school than in the eighth grade. This would indicate that another considerable number withdraw on the completion of the elementary school work. In the tenth year in village and centralized high schools there is a decided increase in retarda- tion over the ninth year, with a decrease in the eleventh and twelfth years. This would seem to indicate that in these high schools the tenth year is a stopping place for many who are unable to complete the high school work. In the case of Bellefontaine, however, the tenth year is much lower in retardation than either the ninth or the eleventh. The writer is unable to account for this situation in Bellefontaine but is inclined to believe that it may be due in part to the influx of rural students who find themselves unhappy in a city high school and for various reasons withdraw. It is advisable that the authorities of Logan County and of Bellefontaine examine into these piling-up points and analyze the situation very carefully to see whether there is any justification for such a gradual congestion as appears in the elementary school due to over age pupils. In Tables IV, V and XI, another significant fact is revealed in the over age column, The large percentage of boys retarded stands out in distinct contrast to the number of girls retarded.. Whether this is due to the offering of the school in courses of study, should receive serious consideration. The percentages of over- ageness of boys is much greater in the one-room schools and in Bellefontaine than in the village and centralized schools. The latter schools are giving oppor- tunities at the present time which the one-room schools cannot expect to give. It would seem, however, that this ought not to be true of the Bellefontaine schools. While it is not altogether possible to draw conclusions from an age-grade dis- tribution, yet it is significant of possible inefficiency in the teaching corps or of an unsuitable offering as found in the course of study. Other factors which are in- volved and which must receive serious consideration are the mentality of the pupils involved, the fact that the Bing Compulsory Law took effect during the year of this Survey and the attitude of both home and school in regard to the real needs of education. The wise superintendent will not pass by facts such as are@ shown in the preceding age-grade tables without looking very closely into the rea- sons for a large amount of retardation, and the factors which have brought about, in a few instances, very marked percentages of accelerated pupils. In order to compare conditions in Bellefontaine with other cities throughout " the United States it became necessary to compute percentages of over ageness on a two year span, allowing the normal age for first grade children to be either six or seven years. Compared with thirty-eight cities of less than 25,000 population, it is found that twenty-seven of these cities have less retardation than Bellefon- taine, while only eleven have a greater percentage. The following table shows the percentages of under age normal and over age children in the thirty-eight cities referred to above, with Bellefontaine set into the table in its appropriate place: @ 20 TABLE XIV COMPARISON OF BELLEFONTAINE AND 38 CITIES Cittes * Under Age Normal Over Age PME MIL ADS 8. haa At eae oaks toc lee cece 38.1 56.1 5.8 OE Cour Ch COS ce a eee 27.0 65.1 t:9 Mea SOR e COIs Aine i foe 5 leag oP onda coeds os oe 35.0 boo St yy aden ITS a Ds Ps ci so ake paw a's « 24.0 65.2 10.8 WN TIPECODMENIASSH Ss tat ihei sc tics) oy cdo Ss 17.6 (Ua 10.8 PGE NOON SRS. bu, ssi. al dee ae wath ae eka vad 31.9 57.0 11.1 CON" EN SRS SPS alae ae Sn) ORT ot de 60.7 11.8 Aisi eae RMR A ., PEN cc’. Wittens ngetorels 4 vende vat LS<5 68.7 12.8 WS ai oso i OG ae lee a Lee 74.0 12.9 ener Cae? CANTY ocho oni ole este he a Ud ce ge ele’ 15.4 70.5 14.1 WNMGHEGHEDSMIVLASS : tach. ce wot tos sce at, Oe Sas} 76.5 7.2 CSE TE i A Pn ee le 14.9 69.7 15.4 MPPE IMAGES | 40 8s os Dec Sad « Geka tee 8.5 76.1 15.4 OO i all SI Ae ie Oe ee ee 25.6 58.7 15.7 LE SEOH ONE, SO eed AEE Ne ac le A ga tek 20.8 62.6 16.6 i CREE ONT I BR oe gn a 29.7 53.5 16.8 RM IPC h MENG ANT ca ty ed Weta «os. lang: ey eee Lt 70.6 17% emeroeiene) No... fs bec cbek ses dee 19.8 61.9 18.3 OTN WES Cite Bl nr oe ae 6.1 74.5 19.4 MR MICHIE LE Bi seas aia ie oa's an S gikeceteePerees biol 69.4 19.5 ee a by a ce eR 5.2 15.2 19.6 OT hagets RUE hG CR OCS eget an: ar 10.2 69.9 19.9 RMIIIMRMLTITIS alg 9h Greg A kei ats ares < heh bivlay oe 1.4 78.6 20.0 mrogeiotetein. Micha ails. ase mercedes ¢ oa cn « 9.6 70.3 20.1 MU CIMT REELED WS fevais'e Sie vie anes Sis cin do oa eya seat os 20.8 59.1 20.1 rsa WE SINS Fie yc tag clelv cabs e cuits. wou eee 63.8 20.5 MMC UD Cots ck Olea ah dase y o4V 6 bad 15.6 62.6 21.8 Pretleeantaime SONIC FT .. ocks lee. os cow oda he 16.4 61.3 22.2 PSG OCC Os ee bes 65.6 23.2 OSI SOD) OY ae 9.1 67.4 23.5 OO EET 14.2 62.2 23.6 BE SaMECCET TONGA... \viw aid « is,aued ole wae a oles 12.9 63.3 23.8 RRC ENTCL ath 8c ahs, dah gape, s wie Soe aja ie aiie ks « 4.3 70.9 24.8 MOAT ORCI! Foe, do si< 5a Kove bikie whe Ss We ws 18.8 54.6 26.6 RE es Se esa a Wis ok o's we nde ee 13.0 59.2 27.8 BNET Ee Ed FUMTEG MANGE No a crelietols:'s:'e-nzafers cte'ass, erasers a Aue eb 9.0 59.3 BHA REO Fe ate cis nahin eras Seta CGeks ota os 7.9 60.1 32.0 REGION REM Sea! co! oo te y Goaahts Sota e s oismere s bie 58.4 36.3 LSID UP Ele « 9 yy BP ce re 4.3 54.0 41.7 The above showing as to retardation in Bellefontaine compared with thirty- eight cities of less than 25,000 population is not at all favorable. INTELLIGENCE TESTS Centuries have passed since it became known that the quality of the human mind differed with different individuals, but it has been within the last decade that it has been recognized that these differences are measurable quantities. McCall of Columbia University states the following theses which the writer accepts. as sufficient reasons for carrying out the work reported here.* “Measurements in education are the same as measurements in physical sciences. * Bureau of Education, Biennial Survey of Education in 1916-18. Bulletin 1919 No. 90, page 224. * McCall, W. A., “How to Measure in Education.” Chap. I, pp. 3-18, 21 All measurements in physical sciences are not perfect. Measurement is indispensable to growth of scientific education. Measurement in education is broader than educational tests. To the extent that a pupil’s initial abilities are unmeasurable knowl- edge of him is impossible. The worth of methods and material in instruction is unknown until their effect is known. Measurement of achievement should precede supervision of teaching. Measurement is no recent educational fad. Tests will not mechanize education or educators. Tests will not necessarily produce a deadly uniformity.” The task of securing the test records that follow was started late in October of 1921, and was completed in February of 1922. With the exception of the city of Bellefontaine all tests were given by one person. The Literacy test, standardized on approximately sixteen thousand school children in Ohio by the staff of the Ohio Bureau of Juvenile Research was used. This test yields a possible score of 50. In the standardization the raw scores have been converted to grade and mental age rating. The mental age as given by the Literacy test correlates very well with the mental age obtained on the Stan- ford revision of the Binet test. Following are the norms for both grade and mental age as compared to the raw score: Grade .. 1 2 3 4 5 6 7 8 9 LO ae 12 Score... 1718 TR Be Bh oe) ab ek eee Mental Age. .oi).0%:.'- 6 is 8 9 10 11 12 13 13 plus Satie is Ae 0 ng 10 16 21 26 26 30 30 plus With regard to the mental age no attempt has been made to standardize be- yond a mental age of thirteen. It should be noticed that the repeated score for mental ages of eleven and twelve correspond closely to the close scores obtained for grades seven and eight. In the following comparisons the raw scores are used exclusively to avoid confusion. Anyone wishing to make comparisons on grade or mental age basis can do so by comparing the score with the table of norms given above. Table XV shows the number of pupils tested by grade in the three groups that have been chosen for comparison; viz.: Bellefontine, Village and Centralized Schools, and One Room Rural Schools. TABLE XV Village and Grade Bellefontaine Centralized Rural A La aS See APR ASR! IE Latex ag Je 111 177 52 Peek Are bethaits bas 6.3 6%, Ve nk aR ERO 176 279 92 ate tea ta ts Fic u,v pivcae Raa ae 101 255 103 Silene ates) Lek Bd «sich wa lole 5. aeta ie eis tee 165 288 121 |e TARR 8 RS Se ge ee ep hea 164 265 101 (hg? ER Oe Pe CM, See eA 78 276 99 Sy ies Pi oon ae eisiecs Siete we Rees 103 267 97 Diltat hc tie copeem rea clasts Mare 140 296 Rea cies ahs hr An Sh ER eee te 99 190 Ree sb ai os.b oo ou care eee 68 166 DES. ods ih cae kul ot ead Dae ene re 64 163 ay! EOLA eve. 0oe Ces dees, 1,269 2,622 665 Grand Total, «icin bad oat Abn kee i xwceee tek ee ee 4,556 _ The chronological age of children is always a factor that is kept before the minds of teachers and administrators. More frequently in the past that at present it was one of the criteria of promotion. Tables XXXV and XXXVI show the dis- tribution of the children surveyed according to age and grade, 22 Taking the range as an index of variability, Table XVI shows the range in scores by grades for the three groups. TABLE XVI B: V. R. High Low High Low High Low Score Score Score Score Score Score 2 21 —6 24 ==6 22 =e 3 26 == 26 0 26 —2 4 32 0 5h —18 28 —§ 5 36 0 40 0 32 4 j 36 6 38 —20 34 8 7 1() 16 36 8 36 —§ 8 40 20 42 Sl 36 14 i) 44 14 46 10 10 46 23 46 10 ill 48 16 44 13 12 14 21 44 11 If the median for each grade of these groups is taken as a point comparison, the variability of the groups becomes more distinct. Table XVII shows the standard median for each grade together with the medians for each grade of the three groups. TABLE XVII Standard Median B. V. Re oN) A GASSES Oe 7 7 10 9 RE re oS tees 13 15 12 11 0) SS 0S Noi ee eae. 18 17 17 17 | nS Soe ee eee oe 22 21 20 19 2 pp av aR A AY a 24 25 23 21 nasa AD En 28 29 25 25 0, LR RO a, qt Aue 29 31 27 27 ln Sell LEAS a ee a 34 33 29 MMe ie te ne OE GR ky os 36 32 29 + ES ag a a a ee 38 35 31 Re ea RS ee oe, 41 35 33 ConcLusion — The distribution of children as shown by Table XIII in Chapter 2 indicates that in Bellefontaine the children are either not advanced as rapidly in the lower grades as are the children in the rest of the county, or the age at which children start to school is checked up on more closely; that Bellefontaine gives a much more uniform distribution than either of the other groups. All three groups of schools have groups of retarded children who should be receiving special and vocational instruction. Table XVI indicates a rather wide range as compared to the size of the group. This condition should be investigated further and if found to be correct, then a definite program or reclassification should be attempted. Table XVII indicates that Bellefontaine ranks nearest normal, but with the ex- ception of the second grade in the village and centralized schools, all other grades in the county fall below normal. This is particularly true in the upper grades. PART TWO Graph II will show the comparative variations of the different schools of the county and also their comparative rating with reference to the standard median. The school districts are indicated at the top of the page so that the median for the grade of any school can be found by first locating the school at the top of the page and then tracing down the page to the cross line representing the medians for that grade. This diagram shows that of a total of 115 grades in the elementary schools surveyed, only 29 test up to or above the standard, while 86 fall below the standard. The fact that Bellefontaine tests above normal in all except grades 4 and 5 23 ~_ 3 Piped to 218 | “GODDARD LITERACY. TEST ae Standard for /O 15 36 1921 I he ; i rok peer e cae. | = hte - —_—}— ——— oe 3 o \ cca rel 4 i Talal “ ee ee ee ee — ates, xt i | \ y. _ + ee / “4 tr} = i> 2“ 17 A ee if het | | 2 A 7a i Daa A ma ; { Soe — = + + — } | | | | Feet eee ae On ee JN BFS i 5 gS =o gered | Sh ies 5 2 | | + t = + ae 4h | el a f ¥ SHA eo _| | | | | | 4 5 T Y , + 1 T + + + =i as 4 Yn aol a } Ss Wh Vie, ef es | 4 9 | | | | j } < + + | + 7 T + T | t SS ee 1 oe “t + + + —s ——— x —— / | | | | | | V re oO ii ha | lea p+] w Q e i J Q re BS y% : NN RS s) eG. «Ss Q pe ; ee ee S S x18 he) r ty % ~ > “ G Qo F 4 S ness ¥ Sr as cs Ser fe a ee - & > oe ae As 8 = & - § : : > § & Set at See ee a Rg (Ss & > z = Q < Les iP Fe HK ee & ‘. = = o¢ ie a x pS & Y- - -S x S w »~ Wy g S Sw N " = ~ ~ E 4 & = ts Wy = wy 4 iit. ba eae Sree Ss Se er lite Oe ee Se Se ee a ee ee eee es CS OP Rare ae met SO GE OR) eS eS. ~ Sea a ae. Ole i Sy Aah Rs & ER i a Sear G te a 2 ce 6 3 By) ee ee Be oak rhe St Whee ae RS eat eee! ot SN = os : > > w x ~ 3 n ~ 2 y £ Y te ON ae ee SO eS 8 ws a le ee ee oe ee ee ee ae Se ee a Se ee eee Sa ee oS Ee Ne ee Ra Cae See e ee Ree Oe ~ Smee NAN OSU ; 5 es $ [I] No. 24 GRAPH would indicate that the standard median is not too high, but that in all probability there 1s an actual condition existing throughout the county which requires further investigation. Again comparisons show that in most schools there is a variation between grades comparable to the difference between the standard medians for the dif- ferent grades.* Graph II represents the conditions in the high schools of the county in the same way that the graph represents it for the grades. In this case it would seem that the standard norms are much too high for the schools here represented. All high school grades fall below the standard for tenth grade pupils. Further study shows that there is considerable crossing of norms for the grades of the same school. With the exception of four or five extremely low grades there does seem to be a certain amount of uniformity of ability throughout the schools of the county. As a result of certain objections arising from giving the tests in one school in the morning, in another in late afternoon and so on, it was decided to attempt to give a test to all children of the county and city at a given hour on a given day. With this in mind, the Bureau of Juvenile Research prepared very specific direc- tions which were mimeographed and placed in the hands of every teacher in the county. The plan of testing was very carefully explained to all superintendents and principals. Later, all teachers of the county were called toge-her for further explanation, and directions in regard to the testing program were given them. Every precaution was taken to assure those in charge that every teacher thoroughly understood the procedure and the purpose of this testing program. The tests were placed in the hands of the teachers the day before the test was given, with the specific direction that no packages should be opened until actual time of giving test. An appeal was made to the teachers to be prefectly honest and accurate in following the details of the directions as given. The test was given at nine o'clock, Decem- ber 12, 1922. It is notable that the returns from every teacher in the county and city, were in on time. All the test material was then sent to the State Bureau of Juvenile Research, for scoring and tabulation, except that from Bellefontaine which was scored and tabulated by the superintendent and teachers in that system. Those in charge of conducting the test and the authorities of the Bureau of Juvenile Research were delighted with the successful manner in which the teach- ers, principals and superintendents conducted this program. The results of the giving of the second test are found in Graph III. In order to make the comparison a fair one, the same norms were used for compari- son that were used in showing results in the test for the previous year. As the Bureau of Juvenile Research has not established norms for particular times of the year, it was decided advisable to consider the results of this test as of the grade preceding the one in which the child is now found. That is, since the test was taken early in December, the result of the test was deemed more comparable with that of the preceding grade than with that of the grade in which the child is found. The same plan was followed in presenting the data from the preceding year, so that the comparisons may be correct. In the preparation of these diagrams, the medians are indicated by school districts, so that comparison can readily be made between the median attained in mental tests and the median attained in each of the achievement tests. ConcLusions. — Every such survey as reported here has at least a two-fold value. First, it points out that there are variations between grades of the same school and corresponding grades of different schools. Second, it constitutes a beginning for the scientific investigation of the abilities and differences of the children of a school system. The results of such a survey should not be regarded as diagnostic, but merely as a means of pointing out certain tendencies. In another chapter of this publication recommendation has been made relative to the needs of a testing schedule in the county. * Many of the extreme variations as in grades 3 and 4 at Jerusalem and grade 8 at Quincy are undoubtedly due to there being only a few children in the group. 25 EDUCATIONAL TESTS Following the mental testing program of the Bureau of Juvenile Research, it was decided to give certain educational tests about the first of May. The tests selected were Woody-McCall Mixed Fundamentals in Arithmetic, Monroe Silent Reading Comprehension and Rate, Form I, Test II, and Ashbaugh’s Spelling. Be- cause of the large number of pupils involved and the area covered, it became necessary to use the regular supervisory and teaching force in the giving of the tests except in the one-room schools. Here all tests were given by either the County or Assistant County Superintendent. In order that the testing might be properly conducted, an expert in this field was sent to the county. He gave sim- ilar tests to all the supervisory officials and had them score and tabulate results. After the tests were given the scores were returned to the writer and tabula- tions were made and graphed in a graduate seminar in School Administration. The results as graphed were presented to the teachers of the county in August, 1922, and were made the center of an interesting round table discussion. Later they were presented to the Rennty Board of Education and to other interested groups.* During the year 1922-23, other tests will be given for comparison. ini no other effect comes from the testing than the sincere attempts already being made to remedy evils shown to exist in the various schools, the testing program would have been a success. In the following table the results of the various tests are given for each school district of the county, except that all one-room rural schools have been grouped together and that Jerusalem, Zanesfield, North Greenfield and East Lib- erty are listed seperately rather than under the distrist name.* It is of interest to note that Jerusalem and North Greenfield, each of which is a small, isolated school, are doing much poorer work than the larger school of the same district. Iron City is below the median of the one-room schools of the County. * The results of these and other tests and of the general findings of the sur- vey were placed before all board members of the county January 20, 1923. *One school is not represented in the educational tests, namely Washington Township, centralized school located at Lewistown. Through some accident, the results, as well as the original papers, were destroyed before being sent in for™ tabulation. This school seemed to the surveyor to be doing excellent work and is a leader in extra-curricular activities. Every one involved in the survey regrets exceedingly the loss of these records. 26 ‘psig jooyss drysumoy Allag 24} ‘Ayaqvy yseqy pue pyayussry yWoN {yo1ystq JooyS diysuMoy, uUossayof oy} wIOF J9Y}a30} pjaysouez pue woyesniof | | | | | | os ‘901 | 3H | 89 |8°SOT (6°98 |e IIT | “OIL | “SOT |e on I | “SOT | ‘08 | “$8 | “88 je 80T j€eoT | ‘Sot | “SOT | “6TT |6°LTT | “O€T ‘00T | Yeasg [ggg |g°96 |e°06 | “Gar \g-26 | “OTT T| "02 | °09 | “SOT [8°86 [$°ZOT | “OOT |**""*"| “TOT [9°96 | “SIT } ‘98T "06 xIS {SS 19°38 | “OL (8°86 | “98 |I'# 06 g'e9 |g'nor |g'29 |g'28_ia'98 |9‘19 | OL | °6 | ‘POT j9°€8 | *96 "18 oat |" iergy, |gzn, foots] “on | 96 | 98 igeg | cos iovae |-77-'| "28 | -s6 1-09 [even | “68 9°18 | “38 “OL Inoy per ee G19 | “eG [¢"29 a 99 | ‘OL |9'T8 |S°s9 | “6G j6°0S | “FT | ‘OF |F'9¢ ee | €8 88 sg | oo WL CE WN oe Wop SN =< = raed = a ty ies) ise) i eg a es” Ns Po Bec ee ns eh eh Pk eg ma "Pe ea ine" td 5. 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I= Law de et ee ‘v6 | (06 |P'L2 |8°8T “GT /S°8T [GOT |8°F% "hh| > 8; $6.16 “OF She) i ae S°8T xIS |9°IT (G20 PFT "¥G (861 |G@°9T | “ST |S°ST |g°03 | ‘2I |¢°9T [est [e°2r “ST “16 |€'¥6 | “8ST |9°6T 8°LT oATT eV ADS Sete S18 OL IG 6 8 -8T- 18°81 SHEE A Be Peay “ST 6 |6°ST {EOL jS°OT jS°9T Lél INOW GOr |e@6 (|2°0T es “6L ea eat FOr or GOT |S°OT “ST SF) 78 6. 4S OL, 49° St ag WM 1H N N a A L ie) : fe hae je Bee a pe ee eee fe oe | eon a = 2 a? o a Oo a — 5" oes 5 allo x S 4 ?) y in a ete oe ohare aah eee ed ee bogs yer ee se Sr &) fo) 4 7 < “a - ere oa = é Q pe O36 o iy = o es) ® a -R 5 ees |e | ee 3 Soles ee Att Pee a | B Pe Be oe pet wees = oe Bi be ae: SNVIGaJY NOISNAHAITWOD) DNIAVAYy WIAX ATAVL + ie a TABLE XX ARITHMETIC (Woopy-McCALL) MEDIANS Ven) as) , . . . . . on om on on piepurig | SPRARS prepuryg | Fee ar ome Hu oO. ig bye S| a> KB Oe 5.2.4 5.08 fy, 0) w) fy Fy IW) . he Et cee 22 an AW) uosy cae pee AY) oly ge ao cn rn el Gd 00 69 19 19 tH é oe ieee > af) seioL | SAAS sei0oL | L$SSSs , ir SP Hcy CNH NA sjoouys Sook SJOOUPS O90 ON oD (sus In Ot eluvA|ASYSNny Oost S || erueayAsysny EAE 1s pee ane oo Comte | mM Sails. y 0 cm1n © ONO HS me c Nei tele ianl AQUING) ZAAAe K | Aguin() ise Sis Ay Y~Vo os To i 1D DADO PIPY BHOHS PIe¥ ea eos an) -Udd15) UJION NAAIANA -U90I14) YON amd ©O 00 1d =H gino +d OD ‘dM 9O1U0T, SASS L dM], a01u0 Se :-mNexn é IDO!” oe aqIAsyun Fy 5a alos a [IAsyun YY GNI 29 00 00 1p -ANYWY II AAAS -InyVyoWw CO & & Kind ID oDID HID +: DOO AM) Le - D4 ee le ol a) sees oa gs Wal SCPE CEES MOTRoy | Srens 5 we, ae 1 Sere care woayesnia Sa al woyesnio f ~— eee is 7 1D OVID OF 19 1D COO i ok > r jiaqry sey | oeosee AyaqryT sey | ELESS i> Veit ne) 1D TEV, PeIDPT | TAAAHR HUH | BowSsS Peaagiogns sone ~ 1Dadeq swan yeq | Sgsee rma) Pd | FSSES ire eee aureuoyatPg | Cm ses SUIEIUOFITIIG | Wc eoo ——— a Put into graphic BELLEFONTAINE form these results appear rd OxPONELS as follows: BELLE CENTER DE GRAFF LAST LIBERTY (RON CITY SERUSALEM LAKE VIEW McCARTHUR-HUNTSVILLE MON®O0E TOWNSH/P NORTH GREENFIELO QUINCY RUSHS YL VAN/A WEST LIBERTY WEST MANSFIELD ZANESFIELD ZANE TOWNSH/P ONE ROOM SCHOOLS COUNTY BELLEFONTAINE BELLE CENTER DE GRAFF FAST LIBERTY ‘RON CITY JERUSALEM LAKE V/EW MCARTHUR-HUNTSVILL EF MONROE TOWNSHH/2 NORTH GREENFIELD GrapH No. IV Hib DAVONVLS S QUINCY RUSHSYLVAN/A WEST LIBERTY ACh 9 5 Gevane Oe YON vs WEST MANSFIELD ZANESFIELO ZANE TOWNSHIP ONE ROOM SCHOOLS COUNTY GrapH No. V PCAVONWLS Oy nad 8 Wa DIVING L Ss | gor & ERLOSPSI0Ve9 NOISNIHIAADWOD INITVFA 99295 0 SIIVAD TLV INIDV IA BELLEFONTAINE BELLE CENTER DE GRAFF EAST LIBERTY IRON CITY JERUSALEM Wy GYVONUS ir OAVONAS a IE LAKE VIEW MCARTHUR-HUNTSVILLE no MONROE TOWNSHIP NORTH GREENFIELD QUINCY RUSHSYLVAMA pete bo WEST LIBERTY WEST MANSFIELD ZANESFIELD ZANE TOWNSHIP ONE ROOM SCHOOLS COUNTY BELLEFONTAINE BELLE CENTER DE GRAFF LAST LIBERTY IRON CITY JERUSALEM LAKE VIEW McARTHUR-HUNTSVILE MONROE TOWNSH/P NORTH GREENFIELD QUINCY RUSHSYLVANIA WEST LIBERTY WEST MANSFIELD ZANESFIELD ZANE TOWNSHIP ONE ROOM SCHOOLS COUNTY BRLIAGrSIOVYD WLIWHLISY GrapH No. VI EL SOSVONTLS GrAaPeH No. VII 30 These graphs show the great diversity in educational accomplishment through- out the county and also within the school systems themselves. These results in mimeographed form have been placed in the hands of each school, and remedial steps are being worked out. Further discussion of the above results seem unnec- essary at this point. In an effort to determine the effect of consolidation and centralization as well as of long continued supervision in the older villages and in Bellefontaine as con- trasted with the one-room rural school, the following graph was prepared. ma P 4a 9 OYVONVLS OGYVONVLS OYVONVLS t— Fa 2 2a/ SI SB/ 02 SZ 92 OE SE Or MeARTHUR-HUNTSVILLE > LAST LIBERTY ZANE TOWNSH/P BELLE CENTER WEST LIBERTY 82 IP SIOVAD NOISNFHFAADWOD INIGVIA MONPROE TOWNSHIP RUSHS YLVAN/A ONE ROOM SCHOOLS COUNTY GraepH No. VIII The order is the city of Bellefontaine, the older villages, the strictly central- ized schools in the order of centralization, the one-room schools, and the county median. The standard median for each grade is indicated at the left hand in each case. In this graph which is for reading comprehension, or the understanding of the printed page, it will be noticed that the one-room schools occupy the lowest point on the scale. A study of the data in regard to arithmetic and spelling will not always present so unfavorable an indication for the one-room schools, but the above is presented with the view that the understanding of what is read is doubt- less fundamental to all other school work. It.is almost impossible to draw a distinct line of demarcation between the villages and the centralized or consolidated schools, for practically all the villages now receive some outside pupils. In visiting the schools of the county, the sur- veyor found that the life and vigor of the school seemed to vary proportionately to the extent of centralization or consolidation. While there may be fallacies in concluding that success in school work correlates closely with the extent and dura- tion of consolidation or centralization and of close supervision, visits to these schools can but deepen the impression that the indication of superiority and in- feriority is justified. 31 TEACHERS: PREPARATION, EXPERIENCE AND CERTIFICATION The problem of securing properly prepared teachers and of holding them in the service has always been a serious one that seems far from solution. In this Survey, facts were collected concerning the preparation, the total experience, the amount of experience in the present position and the certification of teachers. As a minor phase, but none the less important one from the standpoint of the teacher, the professional and other reading of the teachers, and membership and attendance in the various educational associations were tabulated. The findings in regard to preparation are as follows: TABLE: XXIt CoLLEGE, NORMAL AND GRADUATE Work. NUMBER OF TEACHERS WHO HAVE TAKEN EpucCATIONAL WorK Past THE HicH SCHOOL | | SS) Nn | | 5 : S cI ® xe n = 2 v v i vo le : 5) 3 n om wt on Preparation o - ee | ye eg - m Ss poh © v aa SO ee |e Sa ee Bh te ao] 2 ) B las SQ) s=1 S30 1650 z = > aS Oo ro) | ‘See a Oo: 1a 2 er | | | Eien Ghd She RE 8 | 8 5 3 5 6 | High god WB Al Ben aoe 4 2 0 0 0 0 aS | are eee cca ioe eel port | 8 | 6 hartge ty ke Ss 1 eee Ba | aS se ak he 3 = a Pee | | Gent |, 4.81 8.6 Tae on age oak 3 1.84) 8 3.6 | | nae De We aed Ps | | | | # |Elem. | 0 | 0 9 eg, Aad Tee Pas 2 1 = | High 1 Sie jal 0 0 0 1 () 0 0 a Foams OB oat 28 2 tel ad “Toal | 1° Ye eae HCA TON aad 1 1 2 1 es ot as | -——- — | | Per | z | Cent | 1.8 | 5.4 | 23.6 | 16.3 | 18.1 gaat | 18 Te ee | 1.8 County System — Flementa¥y Teachers . o¢.3 iy. Obes os at 1a 0s oe Ra eee eee ee 115 High: School Teachers. ma © fH mn fx aa @) Elem. | 23 Ii 20 cf 24 24 High | 10 8 1 3 12 16 County System i. Pam de URE a lee Average Experience —6 years. Total oa. 5 a5 21 10 36 | 40 Per Se The Caen Cent | 20 15.2 | 12.71 6 Bes 24.2 | | Elem. a ate | 4 | 3 8 15 High | 4 4 Te a 3 3 Bellefontaine | —__—_|—____|__ —_—_——_|—___— Average Experience —10 years. | Total | 12 5 4 5 11 18 Per Cent | AM ie i ena ge eA S27 County System has 79.3% Women, 20.7% Men. Bellefontaine has 87.2% Women, 12.8% Men. This table indicates two classes of teachers, those who drop out within four years and those who remain permanently in the profession of teaching. The data are presented separately for the first four years and above that are grouped into two periods to show a condition. It is assumed that when a teacher has reached the fifth year of service that the probabilities of continuing are greatly increased while by the tenth year permanency in the profession is assured except for special cause. A matter of more serious concern to the school officials is the transiency of teachers. With a large turnover each year, the superintendent is left with a new force unacquainted with his policies, his methods, and his organization. Conse- quently, his plans are thwarted while he “breaks in” his new force of teachers, only to lose a large percentage of them at the end of another year. The follow- ing table and graph show the condition up to four years in the same position. Over four years in. the same position is so exceptional that it is indicated only in the following table and is omitted from the graph 34 XXIV TABLE NuMBER oF TEACHERS WHo Have BEEN EMPLOYED IN PRESENT POSITION vu se feria. jeclefat 2 ; : x tie) Ih a ede & ae eee eae SEL s —j | ls) on | — | = 5 = | an = -_ —_ _ — on ee! mi ae : anion no la | | RCE T, fy > | [= Pai ; : w el et a ee ise we 10 —| Bac a No N or — 5 My Ps a « i ————— _ _ —+| oS i an | o on of > | oe | S & ano |__| — eg oo gs Ss ao |n oS bee ie On > 38 a ies = seal etl ae ae Ete cee EE ee eee , : 5 eat L = ——_—_———7 ron ee = OS s mnolal7 cols] THO : a So Bae sl y es fe ee Ae BR Ges. 2 4 12 > ~ Cc on | ee fx a" | 28 | 20 Ee 0% OMT |_|. — —— al se a ne = nama Re aa | oo Sos a = — Sos — ia a eel re S fa} : = | g.5 ky g a 3 N = nN Cc — : ex > & suC) | ——_—— + —|— tS = L tei com fo |™ aa ila|]™ ee ae ras] | Es = ee eS 2 Se Ge yo ee E 5° : Ee E ; ae : Saeed: Wo = 3 s ects ag po e | "ieee so Loo on 8 ban) oN sg a) iors = 2 o | 6§ © ee nest ES ww oO ES of 6 Se — o hae) 8) wu 8 = cafew ay cyan Ay E248 TR SiS gator RES RN Se ny Oo) oon” OMB WaLSAS a ALNNOD ANIVINOSAATIAD = age i i iS ie i ec 4 ee a ()) County System Number of Teachers and Length of term in Present Position. Graph shows firat four years., Elementary--- Showing the great Number of teachers Who change their position. ‘a 3 A tr “1 ed O In High School 3 trs. over 4 yrs. In Elementary 15 trs. over 4 yrs. SEDER IETS STE YE BH HEME Te Ee ae Se ee ae se ate oe ae cee ee a geet 2 WM GEE eS AD ORE ES Re ED EE Sane y al ia] & & tal ~ ” © BF raed © ° i S = x o ° e& & fe > as. x ¥ eae ee 4) cpap Bellefontaine System Number of Teachers and Length of term in present position. Graph shows first four years. Total------ 23-- Elementary- 16 Total 11 trs. over 4 yrs. UE CECE RE AE PE SSE REE HO HE oe gh ab or th ne ge me at ee os ge oe at as an t MMS EE apa ter tee ge eer ge ge sab pat net ge or seas 2 In elementary there are 9 trs over 4 yrs TAPE TORE SERS SS FLOR ME LS SE aN AES RULE ESE Hat ange es aces at as In High there are 2 trs. over 4 yrs. One Yr Two Yr hre Four Yr GraepH No. XI Comment upon the above seems entirely unnecessary. The graph line drops So precipitately that the instability of the teaching body as a group in either the county or city is evident at a glance. Nor does there seem to be any well grounded hope for a betterment in the condition. Of 165 teachers in the County System for 1922-23, 70 were new to their positions and 64 were entirely new to the System. In the Bellefontaine High School, out of a teaching force of 17, 14 or 82.4% were new teachers. Great credit is due to any superintendent who can, with financial conditions as now prevalent, keep his system functioning efficiently with such lack of permanency of the teaching body. Certification It is to be expected that meager preparation and short tenure would be accom- panied by lower standards of certification. The table and graph that follow will substantiate this in regard to preparation and to some extent in regard to experi- ence. anny TABLE XXV CERTIFICATION [BJO] s[e1dads Iva 9g 1voak OMT JvaX IY L ]BUOISIAOIg JeUOISSofOId OFT 9381S ) ~ SO > > 22 [S/S es S — —_ — ol fo | => on N ane | or — — N ; 0 > Seat Pee = | td = ron -o | td Oo ae Te Lae _ las | ~ ¢ 1 Sd isd = asd RPE ed bagel ee _ a> — oO = N “SO rm a SS o ) tt | | 0 Cdk fy en Mee Ea O if °o ae Ds cae 6 oe, rman =. mad iss) ~ re 5°] =) aims fe oat ose Ss v oOo igh Gian FON a ee ah eee 127 77 95 83 A es AEE ey oe Bere ay Se MR at 153 38 115 00 TEESE o LO WIHSIIDY A facie thus e 3.0188 cota antes 115 00 86 25 PHRCY POMMGITD | ins Wischehe Gis 02 cece Ratet 153° 33 115 00 Wiasnisurtos La wnshitp) | cctv ssccess Kita tocar 140 66 99 50 GE OS 6 Sah ce stat bhe? hited ui yer tagi an mentee $1,771 45 $1,329 60 PATOUUMEN yi. So5's 9S bp paiis Poi b kaw Ae MURC RSS $147 62 $110 80 (Districts with One-room Schools) SOOICED YL OWOSHE cys se nivn's 6 Owe a rine ee RSE $122 22 $91 67 pexepereek Township 2. jece scene ted s ayeleaee 144 44 108 33 PA ais git et Sash yeas os elk ike SR te $266 66 $200 00 PVORREE Rese. TSAR Gee ete eke . aah Soe $133 33 $100 00 Average for County and City..... 00... ..00s0 es 145 58 109 20 Average for County District... .....5.0.000005 142 97 107 22 In high schools of the county, including Bellefontaine, the average salary paid on nine month basis is $145.58, which represents an average salary of $109.20 on the twelve month basis. In the high schools outside Bellefontaine, the average on a nine month basis is $142.97, which represents $107.22 on the twelve month basis. The salaries of superintendents ranged from $1,600 to $2,100 per year. A stenographer with only slight preparation can at the present time draw a salary far in excess of that which the elementary teacher draws, and one easily comparable with that of the high school teacher who has spent four years in preparation. The stenographer’s responsibility begins at eight o’clock in the morn- ing and ends ordinarily at five in the afternoon. There are no papers to be car- - ried home to be graded, no worries over work to be planned for the next day, no responsibility for matters of vital importance. The teacher, on the other hand, carries home work which keeps her busy far into the night, and anxieties for the welfare of numerous children, which are exceedingly trying on one nervous and physical being. With the above figures showing the salaries paid, it is no matter of great surprise that over 40% of the teachers of these school systems should be new to their positions each year. In two cases, salary due teachers at the close of the year could not be paid and teachers were forced to wait several months before money was available for payment of salaries. It is exceedingly unfortunate that this condition should pre- vail in even two districts of the county. From the preceding discussion of the schools of Bellefontaine and of Logan County it is quite evident that there are many inequalities. The financial status of the county as a whole is such that none of the schools should be financially em- barrassed were an equitable appraisement of property in effect and were the school units so organized that communities financially able to do so would, for the welfare of all the children, assist other communities not so fortunately situated. It is true that the entire taxation system of the state is involved but it is sincerely to be hoped that all politics may be laid aside and that proper adjustments be 54 Clee hey abet ie, in Ee ea Te onl eS ree eS oe ‘ made in taxation and in the distribution of available funds. The task of educat- ing the children who will make up the next generation is the biggest problem before the public today. Sufficient money must be provided and once it is pro- vided the strictest economy must be exercised in its expenditure so that as large a percentage as possible may go to the securing of capable and properly prepared teachers. They it is who must bear the responsibility of training the next gen- eration in the field of public service. MISCELLANEOUS There are many other matters that deserve careful examination in the schools of these two districts but the facilities possible in this Survey, and the time in- volved, would not allow a more extensive study. The buildings of the one-room schools were, with only a very few exceptions, the old familiar | type, with blackboard at one end, with entrance at the other, and windows at each side. Usually, these buildings are kept in fairly good repair. In the centralized and consolidated schools, the buildings were thoroughdy modern, and well equipped, with the possible exception of Zanesfield where a new build- ing has already been ordered, and Rushsylvania, where the conditions are very bad. The building in Lakeview is in disreputable shape, while the one at West Mansfield, is entirely inadequate to the needs of the district. The Bellefontaine school buildings are well kept, thoroughly modern schoo! buildings. All the build- ings of the county were scored during the course of the Survey, according to the form issued by the State Board of Health. It was later found impossible, both by the surveyor and by the State Board of Health to interpret this sheet. This particular form was used at the instance of representatives of the State Board of Health who requested its use in order that they might obtain considerable in- formation concerning the school building conditions not only of this county but of other counties. The county supports a County Normal School at West Liberty. This school is delightfully located in the new high school building at that place and is doing very creditable work in the county normal field. All students finishing the work satisfactorily and who wished to teach were located through the County Organ- ization. One of the most commendable features of the County Normal is that done by one member of the teaching force who keeps directly in touch with the graduates of the Normal who have accepted positions in the county. Visits are made to their school rooms and advice given on problems which they are meeting in everyday work. The surveyor was very much interested in a plan which originated in the county in the Huntsville School and which has spread to other schools in the county. It called for double recess periods so that the half-day for children in the primary grades was divided into three divisions instead of two. By this means the actual intensive working periods for the smaller children were short- ened and the play-ground was free for the upper grade and high school pupils at the recess period in the middle of the regular sessions. This plan obviates a difficulty oftentimes arising in schools where children must be transported. The school day of six hours, including recess is too long for the primary school child. This plan of double recesses shortens the actual working day for him and yet makes it quite possible to keep him there during the entire time that school is in session. The office of the County Superintendent has become a clearing house for the exchange of ideas between districts, and such features as above have become operative in many places through a well defined co-operation. Health of School Children Not enough work has been done in the field of health education in Logan County to warrant any extended discussion of it at this time. The city and county health officers have been very willing to co-operate with the schools and have followed up cases of contagious and infectious diseases very closely. An enforce- ment of the Jaw, however, in regard to the isolation of children afflicted with con- tagious or infectious diseases, lacks a great deal of answering the need for physical betterment of children. As health officers, they have shown their willingness and 55 desire to encourage physical education, and to give the schools help through the service of a city and county nurse. Furthermore, in the city, due to the initiative of the health officer, a prominent physician was brought to the city to talk to parents on the prevention and cure of goiter. It is, furthermore, the intention of health officials to bring in other speakers who will instruct the people in matters of health. A number of physicians in the county have taken time to assist school authorities in choosing and securing suitable playground apparatus. Such move- ments as sale of Red Cross seals are actively backed up by the health officials. A Health Record card of each child examined is placed on file in the office of the Health Officer and a sealed report on the findings in the examinations of the child is mailed to the parents. This amounts only to a notification, the Health Officers having no power to follow up the case except in case of contagious or infectious diseases. 2500 such cards are now on file for pupils of the County District. In several of the villages, public spirited citizens have donated funds for equiping the school grounds with suitable playground apparatus, and such grounds have then become a more or less public place for the community. In other schools, the Parent-Teachers’ Associations or Community Councils have assumed the re- sponsibility for an introduction of such apparatus. In general, however, the equipment, throughout the county and city, of playgrounds for use at any time. has gained but little headway. While the surveyor wishes to commend the attitude of the health officials in this willingness to co-operate, and serve the schools in health matters, he cannot commend a system of voluntary service which will leave the medical inspection and health conditions of the child to occasional or haphazard treatment. It would be fortunate indeed, were the county and city together, able to secure a physician trained in the field of physical education who would give his entire time to the physical and health education of the 6,500 children in the schools of the county and city districts. This would be an investment that would pay big dividends to the community. : RECOMMENDATIONS The following recommendations have grown out of the investigation of the schools of Logan County and of the city of Bellefontaine during the school year of 1921-22, and the first half of the year 1922-23. In offering these recommenda- tions, the writer of this report will summarize to a large extent the findings of the study, and attempt to show the most desirable line of future organization. He recognizes that any specific recommendation that is made will have to be worked out in practice and that such attempted solutions will bring about modification of details. In general, however, the recommendations would bring about many desir- able effects in the administration of these two school systems. The recommendations are as follows: First. In regard to consolidation of schools: 1. That all schools of Lake Township become part of the Bellefon- taine school district. 2. That Iron City and Burkhart Special Districts become a part of the Bellefontaine District. (See No. 14 for alternative recom- mendation). 3. That New Richland become a part of the Belle Center District. 4. That Stokes Township be consolidated at Lakeview. In order to make this possible with the bad roads of that township, short routes should be established contributory to large trucks on the cement road. Furthermore, motor-boat transportation should be established for one school on the north Side of Indian Lake. In case the lake should freeze over, transportation can be by truck to the cement road. ~5. That Bloomfield Township have a central school for elementary grades only. Continue to send high school pupils to Lewistown and DeGraff. (See No. 14 for alternative recommendation). 56 ~] 10. 12. 14. That Union Township abandon all one-room schools, sending these pupils to Bellefontaine, DeGraff or West Liberty, accord- ing to distances and condition of roads. This recommendation is meant to include Burkhart Special District. (See No. 14 for Alternative recommendation). That Liberty Township be divided between West Liberty and Bellefontaine so that the pupils will attend one of these schools. (This recommendation would cause the children of the north half of the township to go to Iron City, which, according to recom- mendation No. 1 under consolidation of schools would become a part of the Bellefontaine District. See recommendation No, 14 under consolidation of schools). That Harrison Township have a central school for the elementary grades. The high school pupils should be assigned chiefly to Bellefontaine with some to DeGraff or Lewistown. That Rushcreek Township be consolidated at Rushsylvania, except that the extreme northwest (White Town) should be assigned to Belle Center and the extreme northeast to Ridgeway. As Rush- creek Township is an especially large township, it might become essential to transport pupils from the extreme southwest corner ine aes and from the extreme southeast to West Mans- eld. That Bokescreek Township, except the part now assigned to Ridgeway, be consolidated at West Mansfield. To this should be added the territory now consolidated at North Greenfield. That all of Jefferson Township be consolidated at Zanesfield. The New Jerusalem school should be entirely abandoned, con- trary to present plans. Condition of roads may cause some pupils in the extreme northwest to go to Bellefontaine and in the extreme northeast to West Mansfield. The high school at Middleburg should be abandoned and the pupils transferred to East Liberty, due to the small attendance and financial difficulties in which this school is involved. The additional distance to East Liberty is so slight as to be prac- tically negligible. That the high school of Monroe Township be abandoned, the pupils to be distributed among West Liberty, Zanesfield, and East Liberty, according to accessibility. This recommendation is due to the difficulty in maintaining a very small high school and in keeping the same corps of teachers at isolated points in the open country for any appreciable time, so that the work of the school may be continuous and efficient. Three possible alternatives in this scheme should be carefully considered. a. A central grade school for Union Township. Transportation of pupils of the elementary grades in Bloomfield Township to Lewistown, Quincy or DeGraff. Logically the extreme western part of the township should unite with either Jackson Center or Rosewood in Shelby County. This seems impossible at the present, however, due to the educational backwardness of those two com- munities. c. Allowing Iron City in Lake Township to remain in the county district joining to it Burkhart Special, and parts of Union, Liberty, Monroe, Jefferson, and Harrison Town- ships. This is making it sufficiently large, properly to maintain an elementary school with all grades. However, no high school should be established in this enlarged unit. Should Bellefontaine establish a Junior High School, this district might also maintain a Junior High School. In considering the above recommendations for consolidation, topography and distances have been considered, but not the actual condition of available roads except in Stokes and Rushcreek Townships, where roads are probably the poorest in the county. Condition and position of roads may change ‘slightly some of the suggested plans, but to a negligible degree. 57 SEconp, That a central county school be established on the grounds of the County ‘Children’s Home, for children needing special types of education. The intent of this recommendation is that misfit children from the entire county and city systems, should be gathered together at one central point and given a special type of schooling that would fit them as much as possible for the duties of citizens. This would not necessarily mean a gathering together only of subnormal children but also psychopathics, and of the children with peculiar vocational bents. As a part of this school there should be offered high school work of an industrial char- acter that would appeal to boys and girls who do not care to attend the ordinary academic high school, or who are incapable of taking the purely academic course. A program of studies could be arranged that would allow these young people to obtain certain pre-vocational training that would ultimately fit them for a trade or technical school. It is gen- erally impossible for the small high school to offer such a course in a creditable manner, but there would be enough pupils in the entire city and county systems to warrant offering such courses. It should be borne in mind that this school would not ‘be in the nature of a correc- tional school but rather as an opportunity school. There would of necessity be dormitory space provided so that the majority of children could remain on the grounds at least five days of the week. Turrp. That in the transportation of pupils, motor vehicles, privately owned, be used. Three schools of the county have tried public ownership. In one case this has proven fairly successful, because of the fact that a machinist happening to live in the community, was given one of the trucks to drive and assumed general oversight of the upkeep of all the trucks. In one other case the trucks were given no care and were rapidly falling to pieces due to lack of proper repair, rough roads, and drivers who assumed no responsibility. The motor driven vehicle is a decided time saver in the transportation of pupils. FourtH. That both county and city districts be put under one administrative head. It is not the purpose of this recommendation to recommend the with- drawal of either the present county superintendent or the present city superintendent. Instead, the intention is to unite these two positions in one, as soon as opportunity offers, through the withdrawal for what- ever cause of the head of either of the systems. It might be possible that a scheme could be worked out previously to such withdrawal of one or the other, that would allow such a union. The reasons for such an amalgamation are: 1. That the territory represented is not too large for administra-- tion by one head. That the pupils of the county could more readily shift from one school to another to secure the additional advantages needed. 3. That the county would become one taxing unit. That such a central county school as was recommended in No. 2 could be established and maintained much more readily as a county institution. 5. That cumulative records growing out of testing programs, health studies, etc., could be made uniform and of much greater advantage to all the schools of the county. bo a It is probable that such a union of city and county might require special legislation but it is evidently the intent of the present taxation scheme that a county shall become the unit. Furthermore, this is in keeping with modern educational administration and if a carefully worked out organization were presented to the legislature with a request for its adoption it would undoubtedly meet with favor. FirtH. That until recommendation No. 4 can become effective, at least two assist- ant county superintendents shall be appointed. One.of the should give his entire time to scientific testing, the study of exceptional children, classification of children, and general oversight of 58 the central county school. The other should give his time to supervisory _ duties and curricular adjustments. This would leave the superintendent free for distinctive problems of administration. These assistant super- intendents should be men with graduate training in an approved uni- sity offering work in these special fields. Stxtu. That the testing program started in 1921-22, should be continued and enlarged under the direction of one of the assistant county superintendents mentioned in No. 5 Logan County has been fortunate in its co-operative arrangement with the Bureau of Juvenile Research, and this plan of investigation should be continued. There will be further testing, however, in the respective schools as problems of classification arise. Furthermore, additional edu- cational tests should be made a part of the regular program of the schools. SEVENTH, That there be an expansion of the health program by the city and county health officers, working in co-operation with the school officials. A careful correlation should be worked out between the schools and the county or city nurse on one hand, and the nurse and the health officials on the other. By this means, plans of the State Department of Education and of the State Board ot Health for health instruction should be harmonized in the course of study. While voluntary service by physicians is commendable as a public service, it is always attended by many evils. It has proven desirable elsewhere that a reputable physician should be given a salary by the schools and that he may then be required to give a definite amount of time and attention to medical inspection both remedial and preventive. Such a physician on pay is needed in these systems. EigutH. That Parent-Teachers’ Associations and Community Councils be more definitely encouraged. Such a scheme as East Liberty has for uniting the school and the community is especially commendable and might well be tees out in the other schools of the county with certain differences in etail. The one-room school has been famous in educational history as the center of all community life in the isolated rural areas. With our better roads, better facilities for transportation and newer devices for entertainment, as, moving pictures, radio, etc., the centralized or con- solidated school must be to a larger area what the one-roomed school was to the small sub-district. If the school neglects the opportunity of centering the life of the community in this enlarged school, the young people may be expected to seek less desirable places of amusement. Careful organization of all the activities of the community can be secured only with the co-operation of the patrons and this alone is sufficient justification for Parent-Teachers’ Associations, Community Councils, and similar organizations. Nintu. That there be established a uniform system of cumulative records for both city and county. For this it would be well to use the loose-leaf record books introducing one sheet for scholastic records and a second sheet of different color that will collect personal information concerning the child, such as would ordinarily not appear in the scholastic record. This would give the administrative and supervisory officials of the school, information concerning mentality, physical status, home environment, etc., that is vital in the understanding of the school child. - TentH. That mass athletic events be introduced in order to place a premium on proper physical exercise by each pupil and teacher. This would not preclude the present plan of county athletic contests in baseball, basketball and track. Such athletic events might well be accompanied by literary contests. ELeventH. That art and music be given more encouragement throughout all schools of the systems. ; County supervisors in each of these fields are greatly needed. 59 TwetrtH. That a thorough study of the budget of the various school districts be made to determine whether or not the available money for schools is being spent to the greatest advantage to the school child. With this should come an examination into the methods used by_ the various boards in making up their budgetary requests to be submitted to the County Budget Commission. A conference of clerks of the various boards with the superintendent of schools and the county auditor would undoubtedly help in avoiding later disappointments and in getting a more equitable division of moneys available through the action of the County Budget Commission. THIRTEENTH. That there be a re-appraisement of real estate in order to eliminate any inequalities in financial burdens. This is especially true in Bellefontaine, which district is receiving aid for 1922-23. With the large holdings of the Big Four and other rail- roads in Bellefontaine, this seems quite unnecessary. These same rail- roads have a very extensive trackage outside of the city as well and this alone should yield a much greater revenue than it seems to be yielding at the present time. If there were a re-appraisement of property throughout the entire city and county, and if the city and county would combine into one school district, there ought to be no occasion for re- questing aid from the fund for weak districts. FourTEENTH. That to meet the expansion recommended, more clerical help be supplied to the superintendent of each district, county and city. These superintendents who are men deserving and drawing large sal- aries should not have a large amount of their time taken in routine clerical work that could be performed by a clerk or stenographer on a relatively low salary. FrrtEENTH. That the county normal continue and expend the present follow-up plan, whereby they keep in touch with and advise graduates of their train- ing course who are teaching in the county. SIXTEENTH. That every possible encouragement be given the teachers to secure more professional training. This would involve not only training before entering teaching, but a well organized scheme for training in service. To make this possible, both the social and economic status of the teacher as represented in better salaries and better living conditions should be placed on as high a level as possible. The quality and esprit de corps of the teaching force will largely determine the degree of advancement of the community in the next generation. CONCLUSION The writer of this report would like in concluding, to express again his appre- ciation for the co-operation shown by the school officials, teaching corps, and patrons, of Logan County and of Bellefontaine in the investigation of schools. He hopes that that which has been set upon foot will continue to grow, and that other counties of the state may develop, in case they do not already have it, a spirit of investigation into their own problems in such manner that the interests of schools may be advanced’and that all personal jealousies and ambition may dis- appear in the accomplishing of the greatest task of the nation and state today — the education of the child. 60 APPENDIX TABLE XXXIII AGE-GRADE DISTRIBUTION One-room Schools 61 | | | Grade I 2 aS Aw ke ag ix) 8 | | POU Biv Wala be ee ek iy ake | { B. ss | J Ce ae BOGE eat | CBP 98 | | 5 tC 32 1 | | Bi 40} 19 oes oe) 61G! 94 "VAS Gt RS (4 cnr | B| 16{ 28 14H) Sol ha) WG. CONS SilPag) y 9 (8B. 1 Sd. | 2 78 2 1 | 6G 6) spay 38] 2 4 | (28 CRN 8 13 14 10 | | ag oe el es ee B. a 13 [NE “S| 101G. 1 ! pees a aie: ye ame aca ©) {B, (ier: Gf aASel’. + 19 oi St 11 ae 1 I 2{ 21 ”%} 4 B. pee Epes his |. ROWERS wer IF ..Ga [22h Ger 4a doe og ears B. oh aa ee 17 fe at 13.) G: l ies Me 38{ 13] 2 B.| 1 | Et), aa) “es 147G] a © he 14 B. 1 | 1 2 ae 8 | 1G | Laer al ae ag! Sak: B.. ‘Sae eer Be an 16) G. 1 1 _ , BL | . Pt 1 raid | Bilas aS tome ie! ed -No age given.. ]G. 1 | 1 | 1 | {BI 90} 60] 64| 63! 82! 6|- 65) 59 gcse) eee G| 7] 64] 59| 64] 84 | 49] 65] 57 ti a | | ny Si | Grand Total...! 168 Pl aH 127 | 166] 114] 130] 116 | | Total TABLE XXXIV AGE-GRADE DISTRIBUTION Villages and Centralized Schools aS Sea BS ae vs | Grade San: watts eae ee a Total aa tee | | L | | a ae : (BJ, 481.2 50 L Orseiee « SAG Si. 4 | 51 B.| 104| 31] 2 137 BGI 16h Balhae | 110 B.| 20| 87 30 | | 137 Ne 13] 80) 26} 1] | 120 B.| 12] 42 82} 14) 4 151 81Gi 3} 22) 72) 32] 8 | Haden nes B.| 4 12/ 34) 50] 18) 2 ae aes 91G. BL 81) Ba 88) ar a | 185 Bl (2) di 20) 89) SH 19h 3 131 101 G.| 41, 9} 28] 68] 27] 2 138 B. 2} 3} 19) 82h gale ay) 4g 137 uy. | i] 4! 15] 40) 66 18 139 B. 14; 20| 35} 44) 18] 2 133 12) G. Uy Oh UP hal Bah Boh RA 9 119 B.| 1} 9} 8} 23] 80) 50) 25). 3h 1 151 131 G. 91 31 17] 389) 641 38 6 169 B. Wy isd E11} 13} 88}) 43) 64)- 20 “1 187 14:6. 4 6! 20] 27] 61; 25] 9] 11 146 B. 1} 4) 2] 21) 27) $2) 30) 15} 9] 148 15 1G, Qa 2t «6 7] 15] 382) 645] 19 122 pw! 4) 2| 2! 3} 35] 18] 38}: 85) 16) 113 18) Gye 41 9) 11] 40) 46) 26] 136 B. Fay aes leg We 171G. 1} 1! 10) 28 46] 86 B. rea aed tom en 18 (Gi Lior We eid Sok Ss B. SANG cat 7 IO PCat a) 2 1 5 B, | | 2071 G. eg 2 B18 1 1 22.1. G.| No_ age Bivad ied Bs Thier A) ob Se | 1K Nees 31 SIVEH. «tk ok. < LG. 4| 38 o | | 10 ( B.| 204] 184] 174) 139] 151| 159! 153! 150! 151! 118! 76! 79] 1,738 Totaly.) 75 LG.| 147] 151! 149! 140] 167) 152, 185] 133) 148) 130) 102) 94) 1,648 Grand duwiaah. ee 335] 323! me sy 311] 288) 283) 299) 248 vy 173! 3,386 —_- ~~” TABLE XXXV Acr-Grabve DistTrRIBuTION County District Bibs | | Grade | 1] 2 | 3 | 4/5161!71{18 19 | 10] 11 | 12] Total Bey 4 | | | | ane | | | . 2 pe 47G) | ess Sara 1" Fae {Bl 75] 2 IS aloe ARs: PLO wet i | | | 84 B| 144 43} 3} 1 ee ae | 191 67G/ 100] 49 3) J) |. | | eee Ble. B{ 36/115] 44; 3] 1] | | | Rea ate ee: TVG 92 111 “asi 3k | Per | 174 Bi} 13] 50] 106) 32i ai «4 | | 205 82G.} 3] 28] 104] 55! 7 | | | | 197 B. 61 20| 47| 64 28) 2 167 91G/ | 14] 39} 91! 54] 3 | 201 Bi 2} 7 27}. 44| 82} a8} a} | 192 107Gi' 1) -5l-.44}? sil 95) 841° 3 / | 183 B. a] 7} 95] 451 74) 24! i 180 LEG. a] 5} 17] 61) 90/ 4) 4) | 203 B. 1} 1] 18] 35| 49f 57; 25; af | 188 12)G | 2 20| 44) 73] 24) 9} | | 169 B. 1} 1). 19! 14) 36] 47] 77] 25] 3) 4 217 13) G| 1 21 5| 20! sal gel asi 6 | | 210 B.! 1} 1 1) 12) 25] 48| 56) 64) 20 1| | 229 ew 1 1] 3! 4) 30 35] 32 39 a 3) 164 4 y oo 3S ball ) a ig ed | 3! 3| ~15! 29/ 32] 45] 109! 139 12 ea, 3} 3 51 7 18] 331° 35| 16! . 120 161G | | | 1] i} 4} 12] i 40 46) 26 ny B. 1} 4! 6) 17] 15] 3 0 17 a aan | 1] 1) 10) 28] 46 86 Beret py wed eis lea ame a B. | | | | | Feige a 7 19 G. | pa ee | | 2 9} 4 5 et tt ttt | jad 21 be | | : No age given..j§B.| 17| 1! 1 i ata) ie aks | babe | fair oa 1 1 BY) | Ly 5 3 s 1 | 1 eaaly hel 13 Total i o)*, (B.| 294] 244) 238) 202) 233) 224! 218] 209! 151) 118) 76! 79) 2,286 k bi 225| 215] 208| 204! 251] 201! 200 190| 148] 130! 102/94! 2,168 Grand Total.. | 519 1, 50) 16,408) i 485) 8B) 0) BHR 8 173! 4,454 | | “ru SS a. oe. TABLE XXXVI AGE-GRADE DISTRIBUTION Bellefontaine Fea | Grade (et hee ee = pe tee: Sel Js eal rt 8 9 | 10. 710. el Rem | pie | is | | | {ii po 2 eae 25 DS ccc a Aas (GG) 37, 5 | | 42 Bi 65) 14 3 | 82 Gili Gue ats) Ole el 85 B.| 30| 44; 15) 1 90 (MEE HS RCAuS Fats] pols 1 72 Bil’ °sf Bil 438) 18h 4] | 91 S1'G) Sp Bal aah, Tee aie oa toate at 10} 19} 32) 10) 3 74 9)G. 2 6} 16) 34) 16 74. 1S 5| 8] 27] 36) 111 87 107Gi | 4 -4| 19] 42] 43 82 { B. Bel 14 sats 2s 7 79 ial G. eta! 2 7 820) 18 7 ] it 57 B.] Re oil Pat ale aes mas ry 1 54 12)G| ter al 6 9| 17) 30 9 Ke, B.| i ek Bl ee eS 6) 10 56 13) G.| ihe 3 12) 271 20| 15 78 B. Oe Oe oie Lee 6 83 14?) G. 1 6 | 20' 12) 22) 15 3 | 82 B. 2 a Ti Diels 1 1 54 15.)°G: 2 1 ff bf 19) “24 ft il 57 B. 4 S 9 =18). 12 9 5 60 16) G. 1 ay G 2} Sil Ghee rLSin 9} 57 B. | ims) oman bc Nie Fe, te ae | 29 WeITES | 6] 6) — 6 14 32 B. Thy 4) diese 16 18) G. 1 1 9 6) 17 B. 1 2 8 19) G. 2 eral ee ‘i 1B 1 1 207 G. | | 1 1 (Bi 2 1 1 4 No age given../G/| 2 1 | fs Ral a> 2 9 ’ § B.| 128] 102} 91; 98) 107; 88] 58! 42] 90) 38] 22] 24) 888 Total . UG] 139] 86] 81} 81] 105) 68] 98! 49] 69) 61! 45] 34 916 Grands Total. <4) ot) 188) ei “e 212, 156| 156; 91! 159) 99 i 58| 1,084 TABLE XXXVII DATA FOR SCHOOL CENSUS USES 3 ee Ae ee Waitler O42 SEDOOL. has 8a ae. © eae eects _Write each grade separately, boys first, then girls. In case of a high school designate the freshman class as 9th grade, sophomore class as 10th, ete. | | Grade | Name of Pupil | Birthday of Pupil | Do not fill last four col. | | | nce Eieted : | Waar Age | Nor.| Ac. | Re. | TABLE XXXVIII PROFESSIONAL RECORD Peers Sclicny le) frsteict: (mOCSEMOO! ) 5 xs seas, caiy «als sig eps a ok bhp gee ape dW eke wae ATER RE ore is We usar N Geis suka Ups ¢ A ece Mie Be do'n os aie Rg ONS eee Re a eer ICC aia Ys SORE ay sa as oN arias Oo git wie s de ale a me he REE ely ams (If elementary, state grade, if H. S., state major subjects) Number of years in this position............-. Totals vrs. ta tetiberiae oi taaese (Including the present) Training Oem EeeOeter iT (Fite SCHOOL. co. 6. ceek cee ea wees TieCollege: foc n0 on cate come (Not Normal School) eee i) IN OF ITAL HeICHOO! «414% 5 ects 5 x9 fA cg So ae wine vous Blais wane BOS wwe Sip remenseTHU itl: CAT ACWALC “WOLK6). e x sinc oc 6s o's wsie nu sielw aides lane cel y mtd mae Oke se ee Certificate Wnder what kind of certificate are you teaching?.......5.... 040. ceecceerewnseese eCPM MPEEE DVESEIT COLLICALE? ads 4s anise wigs voice w= Sie heen sae ch si ewe gS olen eRe wn If teaching on a 1 yr. certificate, how many have you had?.........--..e++e eee Professional Growth Do you belong to the County Teachers’ Association?........... 000s eee eee ee eees Are you reading O. T. R. C. books this year?.......... ce cece eee ence n eee eens How many have you read?.............. NG Or VtS< TEAd Pi. ocas Ca Geek omen ee What educational papers do you read regularly?.... 2.22... cc cece eee eee eee eee ee Do you read a daily paper?...... What weekly papers do you take?..........-. Monthly Publications? (Not educational) .............. sees e eee eee eee eee es Do you expect to be teaching five years from NOW?..........6+ eee eee ee eee eres Wissen? Pee re P12 ye ciod Sin cet cisyeioin gs! alk eye dacs a Il. III. V. VI. VIL. Bonds. a. Build: Origit 2 @ Fies ee eee Date Due ee Inpaid on ie 30, 1922. es Inpaid on ed eee eee ie Amount of intere What wz determin by the r___ either in ment tuit + $$} —______ ae : for 1921-22 and enrolled your enroll- ———__}__+___ Tuition | if Number.- — — Average High School (nine to twelve) Le Demco-293 Elementa . | é Superintendent (In case the superintendent teaches in the hi rately and give the average of t! © 2, 2e 69 © 6. sume gh school, list his salary sepa- | 1e other high school teachers under “High’’). How many months’ salary remained unpaid at the close of school in Spring of 1922? 66 No. of months. CP FO 8 oO He we we Ode 6 fp Wa se) Be 60s a Oe oom 5 oe eee eee « ‘ \ : ¢ q * - : : \ « i es s : oi 3 x ‘ Pir The Ohio State Universit MN 3 2499 LOGAN COUNTY A WANT ALL oe 00201 1039 ae ba D BELLEFONTAME Ono, SCH fg” ae 2 N “hint” ORY T SHLF SIDE PO o SIT | | ff Oe ee 04