3"gö75"óð;"º". University of Michigan - BUHR w - ſ - º | sº iºniº amont or |BOARD of EDUCATION | | “A city that, with well defined purpose, is seeking through the - co-operation of all its institutions trial, educational—to develop a | unified system of Public Education | that shall adequately meet the iºn 000'00€$ſąso0–Iooqº SqãIH - ） ---- ſ. ~~~~ ， s=~~~~）. （~~~~ ſ.|-- Rochester Public Schools Rochester, Minnesota §§ Report of the BOARD OF EDUCATION 1912-1918 BOARD OF EDUCATION School District Number Eight ROCHESTER, MINNESOTA O F F I C E R S : Mrs. H. Witherstine---------------------------- President Ellis E. Bratager------------------------------------ Clerk Dr. Charles H. Mayo------------------------------------- A. C. Stevenson.---------------------- * * * * * * * * * *s as ºs ºm sº ass sº me tº tºe ºr as J. J. Fulkerson, County Treasurer------------ School Treasurer H. A. Johnson------------------------------ Superintendent C O M M IT T E E S. Finance;—Mr. Drake, Dr. Mayo, Mr. Bratager. Teacher's Salaries:–Dr. Mayo, Mrs. Witherstine, Mr. Johnson. Property:-Mrs. Witherstine, Mr. Bratager, Mr. Stevenson. Purchasing:—Mr. Bratager, Dr. Mayo, Mr. Drake, Coal:—Mr. Stevenson, F O R E W O R D The Board of Education of the City of Rochester, Minn- esota, herewith presents its first printed report of school pro- gress during the years 1912 to 1918, inclusive. The Board of Education is desirous of having the best school system available, and, at the same time, of being reasonably conservative in the conduct of the school business. The citizens of Rochester now feel that the responsiblity of its public schools is not limited to the traditional courses, but recognizes any activity which makes for better citizenship and more efficient manhood and womanhood. A school plant which was not used by the citizens five years ago is now used evenings by fifteen different groups. We ask for the continued co-operation of the citizens of Rochester in order that this conmmuity may keep abreast with that which is modern in Education; but, at the same time, not loose sight of that which is good in yesterday's. 4 Report of Board of Education PLAN OF ORGANIZATION OF SCHOOL, DISTRIOT. NUMBER EIGHT, ROCHESTER, MINNESOTA. [BOARD OF EDUCATION] SUPERINTENDº sERājā ſyſ3ffIHGTRûT PRINCIPAL8 Rochester Public Schools 5 The Board of Education, District Number Eight Rochester, Minnesota. Dear Sirs and Madam:— This report attempts to give such statistics as are likely to be of value to the patrons of the school and to the profes- sional school man. In these days, schools are surveyed, tested, and measured; but so many times this is done hurridly and by outsiders. In many cases the results can not help but lack in thoroughness. For the past five years our schools have been constantly sur- veyed by the superintendent, working in a spirit of co-operation with his teachers. During these years the City of Rochester has come fore- word by leaps and bounds; the school system has tried to keep the pace. It would be hard to find a community the size of Rochester that would be willing to spend practically a half- million dollars on school buildings and equipment during a period of five years. This was possible thru your co-operation and that of the intelligent voting population. These buildings are practically fireproof, well lighted, heated, and ventilated—all required in the modern school building. This report shows the cost of these buildings; also the amount for which these buildings are insured. The following recommendations have been acted upon favorably by your body: . Providing for the establishment of a junior high school Providing for the establishment of a senior high school. Providing for the establishment of a junior college. Providing for a lady physical director. Providing for a man physical director.. Providing for a teacher of general science. Providing for a special teacher of public speaking. Providing for a teacher of domestic art in the junior and senior high schools. Providing for the organization of the domestic art and the domestic science departments on the basis of home project work. 10. Providing for a teacher of arts and crafts. 11. Providing for teachers of mechanical drawing, architec- ture, machine design, pattern making, blacksmith- ing, machine lathe, and bench work. 12. Providing for a trained librarian. 13. Providing for the organization of the band, orchestra, and violin clubs. Report of Board of Education 14. 15. 16. 17. 18. 19. 20. 21. Providing for a band instructor. Providing for the organization of the wireless club and the erection of the aerial on the high school building. Providing for garden work under the instruction and supervision of the agricultural instructor and the play ground instructor. Providing for the purchase of one-third interest in the rifle range. Providing for the organization of the high school cadet Corps. Providing for the longer sessions for the junior and senior high schools—8:00 A. M. to 5:00 P. M. Providing for the organization of seventh grade pupils So that those having ability may skip the eighth grade. Providing for the employment of a supervisor for the junior high school of four hundred children, instead of expecting the senior high school principal to do the impossible. Providing for a penmanship supervisor. Providing for closer supervision of the first six grades. Providing for principals of ward buildings. Providing for free text books for grades one to six, inclu- sive, and for selling books at cost to grades seven and eight. Providing for a free summer school for the grades and high schools. Providing extra pay for grade teachers if they secure or possess a Palmer Diploma. Providing for departmental work in the fourth, fifth, and sixth grades. Providing for school savings in the graded schools. Providing for a school nurse. Providing for medical inspection. Providing for three opportunity rooms for grade children. Providing for evening courses in citizenship, bookkeeping, shorhand, typewriting, telegraphy, and physical work for men. Providing for war instruction for drafted men of class one, in concrete work, veterinary science, cooking, wireless, auto and truck driving, gas engine con- struction and operation, mechanical, architectural, and topographical drawing, blacksmithing, and air-plane carpentry. Rochester Public Schools 7 35. Providing for free educational moving pictures every week for the city schools. 36. Providing regular pay plus two dollars per day for all teachers while attending educational meetings. 37. Providing for the establishment of a complete bookkeeping system for school expenditures. 38. Providing for the organization of Junior Red Cross in all schools. 39. Providing for the association of two neighboring country schools. - 40. Providing for practice teaching for normal cadets in Model Country School. This report we hope will be studied by every school patron into whose hands it may fall. It answers many questions which have been asked again and again. The tabulations will be thrown on a screen at teachers' and parents' meetings, so that every parent may learn their significance. These improvements would have been impossible without the hearty assistance and co-operation of the Board of Educa- tion and the many excellent teachers and supervisors of the Rochester schools. Respectfully submitted, H. A. JOHNSON, Superintendent of Schools, 1912-1918 000‘słºś ſąso0–IooqoS douqquoN w 000′09$ , soo–IooqoS u Iosu ¡T ---~~~~！）| ----- ） ----№---- 000‘6€$ 4soo–Iooqos uos! p3. | | - - | | | --- --- - |A| - i IooqoS ſeu quº0 MEASURING SCHOOL EFFICIENCY S C H O O L S U R V E Y The following circular, issued by the Bureau of Education, Washington, shows very definitely as to how a school system may be surveyed by the local school authorities. The answers to many of these questions may be found in this report. SOME SUGGESTIVE POINTS FOR SUPERINTENDENTS IN THE SMALLER CITIES WHO ARE SUR- VEYING THEIR OWN SCHOOLS. “How to have a school survey without expense is a question sometimes asked by superintendents of schools in the smaller cities where funds for the employment of a survey commission are not available. “It is clear that however valuable a survey by paid experts may be, a survey by the superintendent and his assistants is of very definite worth. Possibly superintendents in several cities could form a group, and, by co-operating, render one another valuable service without much expense, or the depart- ment of education in some university might co-operate. It would no doubt be an excellent plan for a number of superintendents to make surveys of their schools with the advice and co-opera- tion of the school of education of the state university or some other university maintaining a school of education. “Since in a certain sense every progressive superintendent is continually surveying his schools, this Bureau has prepared the following outline merely to suggest some points that super- intendents might profitably investigate and report upon to the school board and to the community. “The reader is referred to the Thirteenth Yearbook of the National Society for the Study of Education for a more detailed outline of a plan for organizing school surveys and for a summary of typical surveys. See also the Report of the U. S. Commiss- sioner of Education (Volume I) for 1913, 1914, and 1915, for a summary of the more important surveys. (Chapter XVIII, 1915, is available as a separate publication). Excellent sug- gestions may be had from many of the school reports of the smaller cities. Among these may be mentioned those of New- 25 26 Report of Board of Education ton, Mass., 1912 and 1913; Solvay, N. Y., 1914 and 1915; Dans- ville, N. Y., 1914, and of Bellefonte, Pa., 1915. The Report of the Vocational Guidance Survey Committee, Mankato, Minn., also suggests an interesting line of work for a superin- tendent in a small city. “It may be suggested that a chart might be prepared to show as a credit every good thing the school has, and as a debit what it does not, but should have. Where possible, it should be shown how the school varies from the median of average of a number of schools in unit costs, retardation, work of pupils as determined by standard tests, etc. Cost per pupil for each item of expenditure for a number of cities can easily be esti- mated from the statistics contained in Volume II of the 1914 Report of the U. S. Commissioner of Education. Tables should be prepared and facts represented graphically to show progress or lack of progress over a period of years. This important point is omitted in many school reports. Statistics showing enrollment, amount expended, etc., for one year mean little. The test of a school system is whether it is improving. A school system may be below average and to the outside observer a failure when, if the facts were known for a period of years, it would be seen that substantial progress had been made. “In the outline that follows, part one is devoted to the school survey proper, and part two to a brief outline of a community survey which includes the social and vocational phases as related to the schools. I. 1. THE SCHOOLS Efficiency of the Schools: How the school holds pupils: Ol. b. C. Number of children 14 to 18 years of age in city, and per cent in school. Number of children 6 to 14 years of age in city and per cent in school. Ratio of pupils above compulsory age limit to those below it. How this ratio has changed during the past five years. Number of pupils, for each 100 beginners, dropping out of school; at each age; at each grade; number of those leaving to enter school elsewhere; num- ber for other causes. Per cent of those entering the first grade who com- plete the elementary course; the high school COUl ISC. Per cent of those completing the elementary course who enter high school. Per cent of those entering high school to complete the course. Per cent of high school graduates who enter college. Standing in college. Does course of study suit the needs of all the child- ren of the community? Regularity of attendance and service of attendance officer. How school has improved during the past five years in holding children in school. Progress through the grades:— (l, b. C. d. f Per cent of children of normal age for grade. Per cent of children over age for grade. Per cent of children under age for grade. Per cent who fail of promotion in first grade, second grade, etc. Per cent of failures in different subjects, Number of years it takes each pupil to complete the course of study. 27 28 Report of Board of Education g. Kind of work done by pupils repeating a grade in subjects failed in and in subjects passed in. h. Causes of failure: Course of study, poor teaching, irregular attendance, frequent changes of school because of parents moving from city to city, lock step in promotion scheme, etc. 1. How lessen retardation? j. How much retardation has been reduced during the past five years. 3. How instruction in the schools re-acts upon the home lives of the pupils, especially instruction in music, art, literature, manual training, and domestic science. 4. What those who have graduated from the high school within the past five or ten years are doing; those who have graduated from grammar school; those who left the grades without graduating; those who left high school without graduating. 5. Ability of pupils in different subjects as determined by standard tests. 6. Strong and weak points in teaching as determined by class- room visitation. Some standard by which to judge classroom methods must be decided upon by the superintendent who is surveying his school. 7. How the pupil's time is economized through the course of study and through classroom methods. 8. What the school is doing to direct pupils toward voca- tions. What more it can do. 9. Provision, for exceptional children and non-English speaking children. II. Administration and Supervision— 1. Unit cost for each elementary school and for high school. 2. Cost per pupil recitation in high School. 3. Value of different subjects as measured by apportion- ment of every dollar expended for instruction. 4. Amount of real wealth in the city for every dollar spent for school maintenance. Compare with other cities. 5. Method of accounting. Does it conform to recommenda- tions of the Department of Superintendence of the National Education Association? Rochester Public Schools 29 § III. ; ; IV. i School records and reports. How simplify to minimize the amount of bookkeeping and yet keep a complete record of individual pupils. The economical purchase and distribution of supplies. The effective points in supervision by principals and special supervisors. Where the superintendent renders his most effective service in the system. Teachers:– Academic preparation. Professional preparation. Number of years experience within system; in other systems. Ways in which the teachers are improving themselves. What the superintendent and principals can do to help them improve. Per cent of teachers resigning each year and cause. Salary schedule: How it tends to make teachers pro- gressive. How salaries compare with those in other cities. Buildings:– Heating and ventilation. Lighting. Seating. Equipment. How adapted to community use. Janitorial service. Comparisons should be made when possible with recog- nized standards in the matter of heating, ventila- tion, etc. V. Hygiene and Sanitation. 1. 2. 3. Are hygienic and sanitary conditions standard? The schools' responsibility for health of children. Medical inspection and school nurse service. THE COMMUNITY I. The People:– 1. Racial and national elements. 2. What the people do for a living: Training required for occupations in the community. Training given by the school. How can the school meet vocational needs? 3. Social and recreational life: Of young children. Of high school boys and girls. Of young men and women no longer in school. Of adults. Amount spent on amusements, theaters, public dance halls, moving pictures, etc. Compare with amount spent on schools. How does the school supply recreational and social needs, and what more could it do? II. Growth of the Community: 1. Increase in population during the past ten years. 2. Estimated growth in population during the next ten years. 3. In what direction is the city growing? 4. How prepare for future needs in the way of building, playgrounds, etc.? III. Co-operating Agencies: Churches. Homes. Organizations of various kinds. Manufacturing plants, business houses, etc. . How bring about a closer co-operation between each of these and the schools. 30 Rochester Public Schools 31 KELLY SILENT READING TESTS. Scientifically devised tests are necessary for the measurement of the results of instruction and the establishment of standards. The Rochester Public Schools have been seeking to do this for a number of years. For many years the schools spent much valuable time on expressional reading and reading out loud for the benefit of their fellow students. Probably 95 per cent of their reading outside of school would be silent reading, and hence the empah- sis on silent reading. Again, much valuable time would be saved the child as silent reading takes much less time. Kelly Silent Reading Test Number I. contains 16 questions, each question having a different value. It is given to grades three, four and five. Time, five minutes. Question No. 14, with value 3.5, is as follows: My house faces the street. If a boy passes my house going to school in the morning, walking toward the rising sun, jºy house on his right hand, which direction does my house ace?” Question No. 15, with value of 4.8, is as follows: “Fred has eight marbles. Mary said to him: ‘If you will give me four of your marbles, I will have three times as many as you will then have.” How many marbles do they both have together?” The standard median for the State of Kansas for Grade III. is 6. The median for Rochester for Grade III. is 6.9. Kansas standard for Grade IV, 9.9; Rochester, 10.6. Kansas standard for Grade V, 13.7; for Rochester, 14.6. Kelly Silent Reading Test No. II. is given to grades six, seven and eight. It contains 16 questions, with different values for each question. In all these tests, five minutes is the time limit for writing the answers. Question No. 14, with value of 4.9, is as follows: “A list of words is given below. One of them is needed to complete the thought in the following sentence: The roads became muddy when the snow © “Do not put the missing word in the blank space left in th sentence, but put a cross below the word in the list which is next above the word needed in the sentence. Water is melted snow.” 9 y 32 Report of Board of Education Question No. 16, with value of 10.2, is as follows. “My mother's birthday and mine are on the same day. We always have a round birthday cake together. We put as many candles in a row around the cake as my mother is years old, but not all the candles are white ones. We use as many red ones as I am years old. This year we used ten red ones. We found that between each two red ones we had to place two white ones. How old is mother?" Standard median for Kansas. Grade VI, 13.4; Rochester, 15.3. Standard median for Kansas, Grade VII, 16.5; Rochester, 17.4. Standard median for Kansas, Grade VIII, 18.8; Roches- ter, 18.4.” Kelly Silent Reading Test No. III. is given to grades nine, ten, eleven, and twelve, and contains 16 questions, each with a different value. Time limit, five minutes. Question No. 15, with value of 8.9, is as follows: “Suppose that I have a dry sponge that weighs a half- pound, and a pan of water. The pan and the water weigh three and one-half pounds. I soak the sponge in the pan of water and wring it out into pint a measure until the measure is full. The pint of water weighs a pound. I now put the sponge into the pan of water and weigh the pan and its contents. What will the weight be?” Kansas median, Grade IX, 22.9; Rochester, 25.1. Kansas median, Grade X, 25.8; Rochester, 33.4.” Kansas median Grade XI, 26; Rochester 29.9. Kansas median, Grade XII., 28.8; Rochester, 30.5. *The only test in which the schools fell below the standard. **The high score for this grade was no doubt due to the fact that a few pupils in this grade did not answer the questions in order, * * * * REVISED BINET-SIMON TESTS. Two hundred sixty Binet tests have been given during the last four years, and an accurate record of each individual case is kept. The tests run from —36% to +140%. Three special opportunity rooms have been opened to take care of these individual cases. The State of Minnesota pays the salaries of teachers in these departments. In testing, the revised scale has been used. The following shows a score card for one individual pupil whose age is twelve Years but whose mental age is but eight and one-half years. Score Card Name---------------------------------- Date-------- Jan. 8, 1918 - - - - - Examiner-------------------------- Age--------------- 12----------------- M. A.--------- 8%---------- I.------------ 10-------------- 3 mos. 1a b 2a b 3a b 4a b 5 6 mos. 1a b 2 3a b 4 5a b 12 mos. 1a b 2a b c 3a b c d e 4a b 5a b c 18 mos. 1a b c 2a b c 3a b c 4a b 5a b II 1 2a b c d 3a b c d 4a b 5a b * III 1a b c 2a b c d 3 4a b c 5a b c d e f 6a b c 7a b c 8 IV 1 2a b c 3a b c d e f 4 5 6a b c d e 7a b c 8a b c V 1 2a b c 3a b c d e f 4a b c 5a b c 6a b c d e 7a b c c 8 VI 1a + b + c +d +e f 2a b + c + d - e + f + 3 + 4a --b-H c + d-H 5 + 6a+b + c + d -H e + 7 -HT + E + 8a-Hb +c 7 VII 1a–H b + c +2a+b+ c + d-H 3a–H b-i- c + 4a–b-i- c c-i- 5a-H b + c –6 45T 2E +7a-i-b c +8a–H b +c 5 VIII 1 + 2 + 3 +T160E 64a–b +c —d +e —f –5 —T E 6a+b +c —d —7 +8 —T E 4 IX 1a +b +c +d +2a+b —c +3 —4a --b +c +5a + b +c —d —e —6 —T E 7a-Hb c 8 –T E 3 X 1 +2 —T85 E7 3 + T 65E 4— T160E 165a–b —c —d —e —6 +T 55E 2 7– T E 8a–b —c +d — 1 XI 1a–b —c —2a–b —c —3a–b +c —d —e +4 —T 23F 215 +T E 6 —T E 7 —T E 8 —T E XII 1 T E 2 T E 3 T E 4 T E S T E 6 T E 7 T E 8 T E XIII 1 T E T E 3 T E 4. T E 5 T E 6 T E 7 T E S T T XIV 1 T E 2 T E 3 T F. 4 T E S T E 6 T E 7 T E 8 T E XV 1 T E 2 T E 3 T E 4 T E 5 T E 6 T E 7 T E 8 T F. Remarks: T—time in seconds. E—errors TIME AND ERROR SCORES T=average. time. t=single trial time. VI–7. (a) t e (b) tº e S = VII–6. a b c d e f g h i j S = VIII–3. (a) t 45 e (b) t 100 e S= 2; IX–6, a 30 b 20 c 10 d 10 e 25 f 10 S = 7% + + X-3. (1) (2) t 40 e t 45 e t 30 e t 30 e t 40 e t 35 e t 30 e 1 t 50 e t 40 e 1 t 30 e t e t € t e t € t e t € t e t e t e t G 1 | E. = total error. e =single error. XI–6. 1.t 10 e 2.t 15 e 3.t 25 e 4.t 10 e 5.t 15 e S = 110 XII–8. i . XIII–6. : : i i i i ſ : : S 2: 1 2 0 3 t : : Rochester Public Schools 35 TEST FOR ENGLISH ERRORS. Some of the most flagrant errors made by teachers and pupils, found by checking a half-day in each grade, are listed below: Wrong verb-------------------------------------- 69 Impossible forms--------------------------------- 14 Perfect participle for past tense and reverse- - - - - - - - - - 22 Wrong tense------------------------------------- 54 Wrong article.------------------------------------ 13 Adjective and adverb confused - - - - - - - - - - - - - - - - - - - - - 23 Double negative---------------------------------- 15 Syntactical redundance---------------------------- 57 Mispronunciations-------------------------------- 90 Some of the most flagrant errors listed by the teachers of the grades for a week are listed below. This survey is useless unless we profit by it. Hereafter grades from the first through the sixth will be held accountable for the erradication of certain errors. These few errors for each grade will not be a burden to the teachers or the pupil. Each ward building is supplied with a book called “Language Games.” Practically all these errors are taken up for discussion and devices for correction offered in this book. ORAL ENGLISH ERRORS Grades 1 2 3 4 5 6 Total Failure of verb to agree with subject in number. 3 2 2 1 8 8 PRONOUNS— I and John 2 3 8 13 me for I, or I for me 4 26 8 8 5 39 90 them for those 2 7 7 8 24 that 6 6 133 ADVERBS and ADJECTIVES- that there 2 3 1 1 5 5 17 awful for very 1 3 6 3 13 good for well 4 4 easy for easily 2 2 badder 2 2 funny for queer 1 1 3 9 36 Report of Board of Education Grades 1 2 3 4 5 6 Total PREPOSITIONS- like for as 2 2 by for near 2 2 to home for at home 1 1 NEGATIVES: Haven't no; hasn't no, etc. 4 6 19 6 7 42 42 REDUNDANCY : Ain't got 2 58 7 2 69 John he 1 2 19 1 6 13 42 and (repetition) 3 1 9 4 12 29 a (repetition) 1 4 1 3 6 6 21 why (at beginning of sentence) 1 10 1 12 lot for many 6 1 7 quicker for more quickly 4 4 futher for further 2 2 up and down for north and south 2 2 ought for naught 1 1 mad for envy 1 1 190 MISPRONUNCIATIONS: git, kin, jist, etc. 45 6 .5 57 are for our 13 1 14 wen, wich 10 10 often for of 'n 6 1 7 nother for another 1 5 6 94 WRONG VERB: can for many 10 1 13 4. 28 learn for teach 4 1 1 6 8 8 28 got for have 1 2 25 28 got for became 6 1 2 14 5 28 got for received 22 22 set for sit 1 1 4 3 2 11 laid for lay 5 5 laying for lying 4 4 have for let 1 1 2 lay for lie 2 2 lie for lay 2 2 bring for take 1 1 161 Rochester Public Schools 37 Grades 1 2 3 5 6 Total IMPOSSIBLE FORMS: ain't for am not, hasn't etC. 7 14 31 drawed, throwed, etc. 1 9 12 et for ate 5 6 haint 1 VERBS: brung for brought 1 1 saw for seen 1 spoken clumb PERFECT PARTICIPLE FOR PAST TENSE, AND REVERSE: See]] 6 8 50 done 4 4 17 broke 1 1 Wrote 1 WRONG TENSE OF VERB: WaS COIſle is, are give TUIIl 2 1 begin 1 1 Say 3 See tore, wore 2 go froze spin 1 USE OF VERB FOR NOUN: That doesn't hurt, for no difference MISPRONUNCIATIONS: nothin', etc. 2 liberry, pitcher, 1 futher for further : 22 18 10 11 ; 36 128 5 2 i ; 31 12 i : 175 182 111 38 Report of Board of Education Grades 1 2 3 4 5 6 Total 20 perty 2 2 childern 1 1 2 jogerphy 2 2 deers for deer 2 2 vited for invited 1 1 twen’y for twenty 1 1 Scuse, for excuse 1 1 kids for children 1 1 RESULTS OF STARCH'S READING TESTS (Numbers 1, 2, 3, 4, 5, and 6). GRADE I. Speed Comprehension Rochester I. 1.5 10.5 Standard I 1.5 15. GRADE II. Rochester II. 2.4 28 Standard II. 1.8 20 GRADE III. . Rochester III. 2.55 28.75 Standard III. 2.1 24 GRADE IV. Rochester IV. 2.9 38.75 Standard IV 2.4 27 GRADE. V. • Rochester V 2.6 36 Standard V 2.8 33 GRADE VI. Rochester VI 2.8 37.5 Standard VI. 3.2 38 RESULTS OF STARCH TESTS Standard Rochester English Vocabulary Tests: Sophomores No 50. 64 Juniors standard 51. 10 Seniors available 56.60 Punctuation Tests: Sophomores 8.9 12.67 Rochester Public Schools 39 Juniors Seniors Grammar Tests: Sophomores Juniors Seniors French Tests: First year class: Vocabulary List Sentences Second year class- Vocabulary List Sentences German Tests: Third Year Class: Vocabulary List Sentences Second Year Class: Vocabulary List Sentences Latin Tests: Latin Grammar: Vocabulary List Sentences Caesar: Vocabulary List Sentences Cicero: Vocabulary List } } 7 y Sentences Standard 9. 2 9.5 : : 38 18 43 20 34 20 27 18 18 13 24 16 30 19 Rochester 11.8 10.93 35.5 16 35 18. 75 24.5 25.27 25.3 18.41 9. 1 11.8 10. 9 16. 3 15 25.5 40 Report of Board of Education RESULTS OF GRAMMAR AND PUNCTUATION TEST.S. (Tests from Woolley's Handbook of Composition. Prepared by A. H. Clemens, Principal of High School. Tentative Standard. Rochester. Senior Punctuation Test Average 7.8 6.94 Junior y 9 y 9 3 y 7. 6 7. 78 Sophomore ” y y } y. 7.2. 7. 63 Senior Grammar Test Average 7.8 8.54 Junior y y 3 y y 9 7.6 8.58 Sophomore ” } } y 9 7. 8. 24 KEY TO FOLLOWING TEST (Numbers indicate articles in Woolley's Handbook of Composition) GRAMMAR TEST Draw a line through the incorrect word or words. If you think both are correct, underline both. In order that the last three may be scored, all of the preceeding ranks must be correct. In each rank, three must be correct to be counted. & 33a. . The man (who, whom) I thought was my friend deceived me. . Send (whoever, whomever) will do the work. 33b. . (Lincoln's assassination, The assassination of Lincoln) was a shock to the nation. 40. . We left without any (one, one's) knowing. 41. 6 : . I don't believe I (will, shall) be able to go. 46. . I feared I (would, should) fail. 46. . If they find it, I (would, should) rejoice. 50. . It was not necessary for you go go, to have gone). 53. : 1 . On Thursday he left for Pittsburg (and arrived,arriving) there on Sunday. 54. . It is old, (having been, being) found in 1809. 54. . (In Miss Howerth's story of her life she, Miss Howerth in the story of her life) relates this incident. 59. . Mink-skins are valuable because (those animals, minks) are now scarce. 60 . Rochester Public Schools 41 8. 1. He was deaf (caused by, as the result of) an early attack of scarlet fever. 62. 2. (When six years old, When I was six years old) my grand- father died. 69-70. 3. Do you (ever expect, expect ever) to go again? 78. 4. I (want only, only want) three. 78. 9. 1. It is (the hansomest vase I almost, almost the handsomest vase I) ever saw. 78. 2. The fire was built and the (potatoes were, potatoes) baked. 90 a. 3. He did what many others (have done, have) and are doing. 90c 4. Fostoria is (as large, if not larger than Delaware; as large as Delaware if not larger.) 90d. 10. 1. My wife and (myself, I ) will go. 12. 2. This is for you and (me, myself). 12. 3. The main part of this machine (is, are) the large rollers. 30. 4. Everyone opened (their, his) window. 31. - 11. 1. He had no love (for or confidence in; or confidence in) his employer. 90 (e). 2.I asked her what were the names of (her puppies and her kitten, her puppies and kitten). 91. 12. 1. The race will occur (on Saturday, Saturday). 92. 2. He was only one among many (so, and so) was not observed. 98. 13. 1. Lead is heavier than (any other metal, any metal). 118. 2. Will you please repeat (that again, that)? 123. 3. It has no relation (as to, to) time or place. 124. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * = * * = a- - -e ss - - - - - 42 Report of Board of Education KEY TO FOLLOWING TEST (Numbers indicate articles in Woolley's Handbook of Composition). PUNCTUATION TEST. Same rules as Grammar Test. Punctuate the following. :43}43}:}:: } 5 . You see John how I stand. 221 (a). . Next he went to Vienna the capital of Austria. 221 (b). . Everything being ready the guard blew his horn. 221 (c) . He was satisfied I suppose with his situation. 221 (d). 6 . The train moved swiftly but Turner arrived too late. 221 (f). . When darkness comes the candles are lit. 221 (g). . There were blue green and red flags. 223. . But alas this was not the case. 225. 7 . In the park is a beautiful fountain. 227. . During my senior year I studied Latin, Greek and Chemis- try. 228. . The boatswain said that the wheat was damaged. 229. . I always supposed that the foreman was to blame. 229. 8 . His refusal of my offer however I don't understand. 221 (d). . Rochester Minnesota is a smaller city than Rochester New York. 221 (e). . When they at last met and everything was explained they were friends again. 221 (f). . If I can I will remove it. 221 (g). 9 . Ever since Betty has been my friend. 221 (i). . Our National Capitol situated in Washington is a manificent building. 224. . If you get no thanks from a person you have favored you have no respect for him. 232. . He was black-eyed dark-complexioned and altogether hand- some. 232. 10. - . The president bowed then Hughes began to speak. 231 (b). . I saw no reason for moving therefore I stayed still. 231 (b). . There are three causes poverty injustice and indolence. 233. . The case was this I would’nt and he couldn't. 233. 11. . Only one thing was wanting a boat. 236 (b). I will ask him by telephone assuming he has a telephone and I think he will agree though I may be mistaken. Rochester Public Schools 43 12. 1. A v-shaped plate of steel was wanted. 240 (d). 2. It is marked with the figure 2. 240 (d). 13. 1. He said that he was grieved. 242. 2. He said I am grieved. 242. THE SPRING FIELD TESTS 1846, 1905—1906. A STUDY IN THE THREE R'S The results of the Springfield Tests of 1846 and of 1905 were compiled by John Laurence Riley, Principal of the Center Street Grammar School, Springfield, Mass. The question arose as to whether “school children of to-day spell as well as the children of half a century ago. Is arithmetic taught as effective- ly now as it was when our fathers and grandfathers were boys? Are we neglecting the three R's?” These questions disturb teachers, agitate school boards, and sometimes produce violent controversies. The general opinion seems to be that in the “common branches” the modern school is inferior to the school of fifty or sixty years ago. There is only one way of settling, in the public mind, these ever recurring questions, and that is by giving examinations to pupils of to-day which were given in the schools of half a century ago, and coolly comparing results. Such test questions, however, with the answers, have seldom been preserved, and, in the absence of such material, critics of the modern School have made claims for the schools of their boyhood which, for want of satisfactory evidence, have been difficult to refute. A few such papers, however, do exist, and, in the interest of education, they should be preserved and con- sulted frequently, in order that we may retain the proper per- spective of our school days. “Fifteen or sixteen years ago, in the attic of the high school building in Springfield, Massachusetts, several old sets of examination papers were found, that had been written in the fall of 1846. These papers consisted of printed questions in geography and arithmetic, with answers written on the printed sheets, and written tests in spelling and penmanship. Mr. 44 Report of Board of Education Parish, the second Principal of the Springfield High School, gave these examinations to his pupils, and to him and to Dr. Thomas M. Balliet, who, as superintendent of schools, preserved them in his safe, is due the fact that to-day we may look upon the actual work of our worth parents.” The results of these tests given in Springfield in 1846 and in 1905, are here compared with the same tests given in Roches- ter in 1914. RESULTS OF TESTS Springfield Rochester Spelling—Twenty Words— 1846 1905 1917 Number of pupils who 9th graders 7th graders took tests 85 245 78 Average per centage of words correct 40.6 5 | . 2 55.1 Arithmetic—Eight Examples 9th graders 7th graders Number of pupils who took test 79 245 78 Average per centage of anSWerS COrrect 29.4 65.5 70 Geography—Twelve Questions— Number of pupils who 9th graders 6th graders took test 81 219 76 Average per centage of anSWerS COrrect 40. 3 53.4 86 RESULTS OF COURTIS STANDARD TESTS Arithmetic, Series A, Form I. This test was given to the seventh grade, May, 1916, with the following median results: Test No. 1. Addition--------------------- 95 ” ” 2. Subtraction------------------- 100 ” ” 3. Multiplication - - - - ------------ 64 ” ” 4. Division---------------------- 95 ” ” 5. Copying figures--------------- 100 ” ” 6. Speed reasoning--------------- 92 ” ” 7. Fundamentals----------------- 78 ” ” 8. Reasoning-------------------- 80 Rochester Public Schools 45 COURTIC RESEARCH TESTS IN ARITHMETIC Series B, April, 1916. MEDIAN SCORES IN ARITHMETIC INDIANA CITIES Grades Addition Subtraction Multipli- division cation At.* Rt.* At. Rt. At. Rt. At. Rt. Indiana Standard, Grade V. 6.6 3.6 7.3 5.0 6.3 3.9 4.5 2.6 Rochester, Grade V.-------- 6.4 4.1 8.3 7.2 6.6 5.8 5.4 3.2 Indiana Standard, Grade VI. 7.4 4.4 8.9 6.5 7.6 5.1 5. 7 5.8 Rochester, Grade VI. - - - - - - - 8. 2 6, 1 9.5 7.3 7.7 5.6 7.6 6.7 Indiana Standard, Grade VII. 8.0 5.0 10. 1 7.8 8.6 5.9 8.5 6.7 Rochester, Grade VII. - - - - - 8.6 5. 6 11.2 9.3 9.9 9.8 9, 2 8.7 No Arithmetic is offered in the eighth grade. High School Normal Dept' -- 8.3 5. 2 13. 1 11.2 10.5 8.4 11.5 11.0 *At.-Attempts. *Rt.—Right. 46 Report of Board of Education RESULTS OF STANDARD TESTS IN SPELLING GIVEN IN THE SECOND, THIRD, FOURTH, FIFTH, AND SIXTH CRADES February, 1918. SCHOOL Test Lincoln II--------G * * * * * * * * * *- := -2 = - I. * * * * * * * * * *-s ºe ºr s = --, K Lincoln III------- I. * * * * * * * * * * * = * = K * * * * * * * * * *m amº ºr sºme sº. L Lincoln IV------ - K * * * * * * *s as sº as ºs. = as sa L * * *-* * * * * me smºs, mº ºms ºr me m. M Lincoln V-------- L --------------M * * * * * * * =sº sº sº, sº as * as: O Lincoln VI -- - - - - - M --------------0 * * * * * * * *s, *-s ºr rºs. ººm, as as R Edison II - - - - - - - G * * * * * * * *m, ºme ºs ºs = me = I --------------K Edison III - - - ---- I. * * * * * * * * * = ax me ºn as K * * * * * *-s sm amº ºme as amº me as sºme L Edison IV - - - - - - - K * * * * * * * * * * = a- as as L * *-* * * *- := ºr ºn sºme * * m ºn smºs M Edison V - - - - - - - -L * * * * * * * * * = a sºme sº as sºme M * -ºº º ºs º mº am sº sº sº me nº mº º O Edison VI - - - - --- M * * *- := * * * * * * * m sº sºme O * = sº º ºs ºs sºme sº sº sºme sm sº s º R Central II-------- º * * -ºº º sº sº sm sº ºme ºf sº sº; sº sº. K * * * * * * * * * * *m, ºs sººn amº tº as * * * * * * = m, sº sº sºme arms --------------|- * * * * * * *s as as as ess ºs ºs sº, M Central V-- - - - - - - L sº ºs º ºs ºs ss ºs as sº mº me sº me sºme M * * * * * * * * * * am emº sº sºm O Central VI-- - - - - - M Roches- tor 9() Stall- dard S4 SCHOOL Test Hawthorne II ----- G * * * * * * * * * *m am amº era ºm I * * * * * * * * * * * * * * K Hawthorne III ----I Holmes II -- - - - - - - G --------------| * * * * * * * * * * * * *s as L * * * * * * * *e ams emº º ºs ºs sº M Holmes V-- - - - - - - L --------------M * * - 4- *-* * * * * - sº tºmy gº º O Holmes VI.- - - --- M III.T.IIIR Northrop II - ----- ? IIIT IIIk Northrop III - ---- I Northrop IV. ºš IIIM Northrop V ------ L as sº sºme sm as * * * * *ms º ºs ºs sº M * * * * * * * * *ss sº me as sm am, O Northrop VI - -...-- M * = ** * * * * * * * * * * * O * * * * * * * * * * * * * * R Roches- Stan- 'dard Rochester Public Schools 47 SUMMARY OF RESULTS OF STANDARD TESTS IN SPELLING GIVEN IN THE SECOND, THIRD FOURTH, FIFTH, AND SIXTH GRADES February, 1918. . Roches- Stan- Roches- Stan- GRADES Test ter dard GRADES Test ter dard Grade II --------- G 86 84 -------------- Ml 81 84 * * = ass sºme sº * * * * * * * * I 77 73 Grade V - - - - - - - - - L 93 94 * = &º nº sº sº º sº mº mº º mºm º º K 59 58 --------------M 92 92 Grade III -------- I 90 88 -------------- O 85 84 sº sº ºr sº sº *sº sº * is sm as m, is ºm. K 82 79 Grade VI -- - - - - - - - M 93 96 º º º º sº º º sº º º sº * *- * L 78 73 --------------0 91 92 Grade IV -------- K 90 92 -------------- R 77 79 SUMMARY OF RESULTS OF STANDARD TESTS IN SPELLING GIVEN IN THE SECOND, THIRD, FOURTH, FIFTH, AND SIXTH GRADES. May, 24, 1915. Roches- Stan- Roches- Stan- GRADES Test ter dard GRADES Test ter dard Grade II--------- G 91 84 -------------- M 86 84 * * * * * * * * * * * * * * I 84 73 Grade V - - - - - ---- L 95 94 * * * * * * * * * * * * * * K 65 58 --------------M 92 92 Grade III -------- I 92 88 -------------- O 89 84 * * * * * * * * * * * * * * K 80 79 Grade VI - - - - - --- M 97 96 --------------|- 73 73 -------------- O 93 92 Grade V -- - - - - - - K 93 92 -------------- R 84 79 48 Report of Board of Education RESULTS OF STANDARD TESTS IN SPELLING GIVEN IN THE SECOND, THIRD, FOURTH, FIFTH Roches- Stan- Roches- Stan- SCHOOL Test ter dard SCHOOL Test ter dard Edison II - - - -----G 96 84 Central II -- - ----- G 98 84 - - - - - - - - as am - - - - I 90 73 --------------! 92 73 - * * * - - - - * sº *- - - - K 69 58 * * *ss sº-º º - - -e ºs º - - - - 79 58 Edison III - - - ---- I 93 88 Central III -- - - - - - I 97 88 - - - - - - - - - - - - - - 80 79 --------------K 89 79 - - * * *- - - - - - - - - - 70 73 --------------|- 81 73 Edison IV - - - - - - - K 91 912 Central IV-- - - - - - K 95 92 - * * = - - - -> * * * - - - L 93 88 --------------|- 91 88 - * * * - - - - * * - - - - M 86 84 --------------M 87 84 Edison V - - - - - - - - L 96 94 Central V-- - - - - - - L 96 94 - -, * - - - - - * * - - - - M 93 92 --------------M 92 92 - * * * - - - - * * * - - - O 91 84 --------------0 89 84 Edison III - - - ----M 98 96 Central VI -- - - - - - M 97 96 - * * * * - - - sºme amº ºr - - - O 98 92 --------------0 90 92 - * *s amº ame - - -, * * * * * * R 92 79 --------------R 84 79 Holmes II-------- G 91 84 Hawthorne II ----- G 81 84 - * * = - - - - sam as a sm - - - I 83 73 - * * - - - - -e ss amº - - - - 73 73 - * * * - - - - * * * - - - K 68 58 - * * * - - - eas ºr sº - - - - 45 58 Holmes III------- I 97 88 Hawthorne III - - - - I 86 88 a- as *s, * - - - -> * * * - - - K 88 79 --------------K 72 79 - - -ºs s - - - - sº s - - - - L 83 73 --------------|- 65 73 Holmes IV - - - --- K 95 92 Hawthorne IV----K 88 92 - - -ºº º sº - - - -e ºs 4- ºr - - L 96 88 --------------- 86 88 - * * * * - - - * * * * - - - M 88 84 --------------M 83 84 Holmes V -- - - - - - - L 95 94 Hawthorne V-----L 92 94 - * * * - a- - * * * * - - - M 93 92 --------------M 90 92 - * * * *- - - - * * * - - - O 94 84 --------------0 82 84 Hawthorne VI - - - - M 96 96 Northrop III - ---- I 88 88 -------------- O 91 92 - * * * *- - - * * * * - - - 73 79 --------------R 76 79 --------------|- 66 73 Northrop IV - - - - - K 96 92 - * * * *-* - - - - * * - - - L 93 88 - - sº me a- - - ºr * * * - - - M 88 84 Northrop V - - - - - - L 97 94 - * * am - - - * * * * - - - M 94 92 - * * * * - - sº º ºs º " - - O 90 84 AND SIXTH GRADES May 24, 1915. syſsºp ºag perpunų uno -i-Aqquuassy ſooqos qãy H roſunt syſsºp qųāſº aeqxys peupunų aºru. L-Aſſauuassy ſooqos qāſ H. Joſuºs AGE STUDY The significance of the following Age Study Tables is expressed very well in the following report of a survey of the schools of Butte, Montana. The statement is made that “the significance of over-age does not lie entirely in the fact that these children will probably leave the elementary school before completing the course, but lies more particularly in the fact that, while they do remain in school, the instruction received will not be adapted to their abilities. Hence such children, on the one hand, do not receive the full benefits from the instruc- tion given them; on the other hand, being thus improperly classified, they are a burden to the teacher, and prevent her from giving the proper attention to the other members of the class in which these over-age children are to be found. In a word, it is impossible for a teacher to do good work in a 4 B class, if along with the 4. B children of normal age, that is, children from 9 to 10, there are children 13, 14, 15, and even 18 years old. Hence, over-age is not only significant for the children who themselves are over-age, but over-age becomes significant for all members of the school. “Moreover, over-age in the elementary school not only affects the work of the school, but affects the number of chil- dren going to high school and the number remaining to complete the high school course. Were data at hand, it could be clearly shown that a smaller per cent of over-age children go to high school than of normal or under age.” 53 54 Report of Board of Education The gradually accepted standards are that a child should AGE STUDY reach his grade according to the following schedule; First grade - 6 or 7 years of age Second grade - 7 or 8 years of age Third grade - 8 or 9 years of age Fourth grade - 9 or 10 years of age Fifth grade - - 10 or 11 years of age Sixth grade - 11 or 12 years of age Rochester Lead, S. D. Butte, Mont. Accelerated pupils 27% 4.6% Normal pupil S 61.4 63.9 Retarded pupils 11. 6 31.4 One year late Two years late Three years late Four years late Five years late 7. 16.8 2. 9.3 4. 2 1 i ... 1 Number of pupils who have reached their grade late One year late-------------------- 73 Two years late------------------- 27 Three years late------------------ Four years late------------------- Five years late------------------- AGE STUDY SEPTEMBER, 1912 AGE s | 6 || 7 || 8 || 9 || 10 || 1 1 || 12 || 13 || 14 | 1.5 | 16 || O T O || T GRADE I. Boys 27 || 42 20 || 6 || 1 || 1 8 ſº º Girls 34 50 30 || 4 || 6 || 0 || 1 11 19 |222 GRADE II Boys 5 : 31 || 39 10 1 3 1. 15 ſº y Girls 5 || 43 || 33 10 || 2 || 1 || 0 || 0 || 1 14 29 |185 GRADE III. Boys O | 15 20 14 || 8 || 3 || 1 26 y y Girls 1 | 12 19 || 6 || 1 || 2 || 0 | 1 10 36 || 103 GRADE IV. Boys 3 | 19 iP4 | 16 || 7 || 3 || 0 | 1 27 y is Girls 17 | 24 || 12 3 1 1 17 44 |131 GRADE. V. Boys 3 1 1 || 25 | 15 6 21 pº Girls 1 17 | 29 || 8 || 6 || 1 15 35 ; 122 GRADE VI. Boys 3 17 || 14 || 13 || 14 || 4 || 2 || 33 g º Girls 21 || 24 || 7 || S 2 14 47 116 TOTAL Boys y y Girls GRAND TOTAL 210 S29 PER CENT ACCELERATED PER CENT RETARDED PER CENT NORMAL 9. 12 23.35 67.53 (55) AGE STUDY SEPTEMBER 1913 AGE | 5 || 6 || 7 8 || 9 || 10 | 11 12 13 14 15 16 | T | O 9% | T | O | { GRADE I. Boys 22 || 43 13 7 O 1 S6 S Q * * Girls 25 || 32 10 | 1 || 1 || 1 70 || 3 |4.2 156 | 11 lo.6 GRADE II. Boys 19 || 31 33 13 7 l 104 || 21 20. is g Girls 29 || 43 34 || 5 || 6 || 0 || 1 118 12 || 10 |222 || 33 || 15.6 GRADE III, Boys 0 21 26 || 17 | 11 || 0 || 2 || 0 || 1 7S 31 39.7 y y Girls 9 21 || 21 || 6 || 0 || 1 5S | 7 | 12, 136 38 25.9 GRADE IV. Boys 4 16 || 22 || 13 || 2 || 3 60 18 || 30 y y Girls 4 20 | 21 || 8 || 3 || 2 58 13 22.4 || 1 18 || 31 26.2 GRADE. V. Boys 3 || 19 || 23 19 || 3 || 2 || 2 71 || 26 |36.6 * y Girls 4 || 1 2 | 20 || 8 || 2 || 1 || 1 48 || 12 ||25. 119 || 38 |30.8 GRADE VI. Boys | 3 || 13 22 || 1 1 S | 3 1 || 58 || 20 |34.4 p 7 Girls 2 20 22 || 1 1 | 1 56 |12 |21 |114 |32 |27,9 TOTAL Boys 22 || 62 || 44 || 65 58 || 69 || 60 44 || 19 || 7 || 6 || 1 |457 | 124 p : Girls 25 | 61 62 60 | S1 4S 48 || 35 | 15 || 2 | 1 408 59 GRAND TOTAL 47 123 126 125 ||109 || 1 17 | 108 || 79 || 34 || 9 || 7 || 1 |865 i 183 183 PER CENT ACCELERATED 11.31 PER CENT RETARDED 22.07 PER CENT NORMAL 66.63 (56) AGE STUDY-SEPTEMPER 1914 AGE | 5 6 || 7 || 8 || 9 || 1 0 || 1 || || 12 13 | 1.4 || 15 16 | T | O T GRADE I. Boys 19 45 || 10 1 O O 1 2 p º Girls 19 || 44 S 1 150 GRADE II. Boys 17 || 46 || 28 || 9 || 1 10 * Girls 22 || 34 18 || 4 || 2 || 2 1 184 || 9 19 GRADE III. Boys 11 25 29 || 12 6 1 O 1 19 $ tº Girls 19 || 31 31 || 7 || 0 || 1 173 || 8 27 GRADE IV. Boys 3 17 || 30 | 11 7 1 1 20 y y Girls 7 || 31 || 15 || 7 || 3 || 2 || 2 || 1 138 15 35 GRADE V. Boys 3 | 16 || 21 | 1.4 3 2 1 20 y y Girls 7 || 22 || 19 || 5 || 1 || 1 || 0 || 1 || 1 16 || 8 28 GRADE VI. Boys 1 | 16 || 21 | 11 || 5 || 2 18 * y Girls & TT. Tis To TsI 2 113 || 17 35 TOTAL Boys 19 || 62 67 56 || 58 60 55 2 16 || 8 || 4 || 0 p > Girls 24 | 66 58 57 | 73 52 44 27 | 14 || 8 || 3 | 1 | GRAND TOTAL 43 || 12s125 || 13 |131 TTT2 Too 60 || 30 || 16 || 7 || 1 |sº tº 147 PER CENT ACCELERATED 15.90 PER CENT OVERAGED 16.82 PER CENT NORMAL 67.28 (57) AGE STUDY-SEPTEMPER 1915 AGE 5 || 6 || 7 || 8 || 9 || 10 || 11 12 || 13 || 14 15 | 16 | T | O T | O GRADE I. Boys 27 43 6 2 1 79 3 y s Girls 22 || 48 || 10 || 3 || 0 83 3 162 || 6 GRADE II. Boys 21 42 || 14 || 2 || 2 || 2 || 2 85 | 8 py Girls 27 | 34 || 5 || 2 || 2 || 0 || 0 || 0 || 1 70 S 155 13 GRADE III. Boys 0 18 40 15 || 6 || 0 || 1 sº 80 7 * * Girls 1 || 23 || 34 17 | 6 || 1 || 1 83 || 8 163 | 15 GRADE IV. Boys. 1 | 18 25 || 36 | 16 || S | 3 || 1 || 0 || 1 || 105 || 26 y p Girls O 19 || 32 || 30 || 6 || 4 || 0 || 2 93 12 198 || 38 GRADE. V. Boys 3 || 13 || 24 7 7 1 55 15 º Girls -T— 6 | 19, 13 | 12 || 3 || 1 | 1 SS 17 110 ! 32 GRADE VI. Boys 3 ſ 21 24 | 16 || 6 | 1 71 23 * * Girls 11 : 19 || 17 || 8 || 3 58 11 129 34 TOTAL 79 61 GRAND TOTAL 917 | 138 917 | 138 PER CENT ACCELERATED 21.48 PER CENTROVERAGED 15.05 PERCENT NORMAL 63.46 (58) AGE STUDY-SEPTEMBER 1916 t AGE | 5 || 6 || 7 || 8 || 9 || 10 || 11 || 12 13 || 14 15 | 16 | T | R $ | A £ N | { GRADE. I. 44 |126 || 41 || 11 1 223 | 12 5.4 44 19.7 | 167|74.9 GRA DE II. 47 94 || 33 || 11 1 189 15 8 47 || 25 | 127| 67 GRADE III. 31 | 84 || 38 || 11 S 1 173 || 20 | 11.5 31 | 18 12260.5 GRADE IV. 35 | 71 || 52 || 25 3 2 2 190 32 || 17 | 35 | 18 123| 65 GRADE. V. 2 35 55 || 48 || 28 9 S 1 183 || 43 |23.4 37 |20.6 || 103|| 56 GRADE VI. 1 || 14 || 46 || 57 || 35 | 10 7 1 171 52 |30.4 || 15 8.8 || 10460.8 TOTAL 44 |173 |166 | 16S 157 |133 || 126 || 92 || 47 17 8 1 || 1 129|174 |15.4 |209 | 18.5 || 746}66.1 PER CENT ACCELERATED 18.5 PER CENT RETAREDD 15.4 PER CENT NORMAL 66.1 (59) AGE STUDY-SEPTEMPER 1917 AGE | s | 6 || 7 || 8 || 9 || 10 | 11 |12 || 13 || 14 || 1s 16 | T | R | < |A | < | N | * GRADE I. 57 92 || 25 | 6 || 1 || 1 | 182 || 8 || 4.4 || 52 |28.6 | 122 || 67 GRADE II. 40 || 85 28 || 9 || 1 163 || 10 || 6.1 || 40 |24.5 113 |69.4 GRADE III. - 2 51 75 35 | 12 || 2 || 2 || 1 || 1 | 181 18 || 10 || 53 || 19 || 110 ||61 GRADE IV. 4 || 48 || SO || 30 || 9 || 7 || 1 || 3 || 1 153 21 || 13. 352 34 || 80 52.3 GRADE V. 1 || 2 || 46 74 28 19 || 7 || 4 || 1 || 1 || 183 || 32 17.4 || 49 27 | 102 |55.6 GRADE VI. i 2 || 26 || 49 || 42 | 18 || 9 || 1 147 || 28 19 || 28 19 91 62 TOTAL 57 |134 166 (159 || 143 || 144 || 88 || 70 27 | 1 7 3 1 |1009|117 | 11.6 |274 27 ||618 |61.4 Rochester Minn. Rochester, N. Y. Lead, S. D. Butte, Mont. Pueblo, Col. PER CENT ACCELERATED 27 6 4.6 7.4 7. PER CENT RETARDED 11.6 34 31.4 51. 28. PER CENT NORMAL 61.4 60 63.9 41.1 65. (60) uuooºi ºuſdººx{x{oog DISTRIBUTION−YEAR 1913 Grades in which the overaged pupils would be distributed according to age. 7 8 9 10 || 1 || || 12 Overage 8 3 21 12 31 7 18 13 26 12 20 12 124 S9 Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls 11 11 19 15 Boys Girls TOTAL Boys TOTAL Girls This distribution shows that of thirty-one over-aged boys in the third grade, seventeen should have been in the fourth grade, eleven in the fifth grade, two in the seventh grade, and one in the ninth grade, provided they were on time. (65) 7 2 22 13 7 25 13 24 8 13 6 1 66 Report of Board of Education OVER-AGED PUPILS BY BUILDINGS AND GRADES September 1915 Grades 1 2 3 4 5 6 Buildings * Total Hawthorne 2 || 5 || 5 || 6 || 6 || 5 29 Holmes 1 0 || 3 || 8 || 5 || 6 23 Phelps 1 || 0 || 0 || 7 || 5 || 0 13 Central 0 || 5 || 4 || 10 || 6 || 19 44 Northrop 2 || 3 || 3 || 7 || 10 || 4 29 Total 6 13 15 38 32 34 138 OVER-AGED PUPILS BY BUILDINGS AND GRADES. September, 1916. Grades 1 2 3 4 5 6 Buildings || Total Hawthorne 3 || 2 || 5 || 8 || 7 || 14 39 Holmes 3 || 1 || 5 || 5 || 7 || 5 26 Edison 0 || 1 || 0 || 4 || 6 || 6 17 Central 2 || 2 || 3 || 7 || 5 || 4 23 Northrop 4 || 7 || 3 || 5 || 12 15 46 Lincoln 0 || 2 2 || 3 || 6 || 9 22 Total 12 | 15 18 || 32 || 43 || 53 173 Rochester Public Schools 67 OVER-AGED PUPILS BY BUILDINGS AND GRADES September, 1917. Grades 1 2 3 4 5 6 Buildings Total Hawthorne 0 || 2 || 5 || 5 || 7 || 0 19 Holmes 1 || 5 || 5 || 2 || 7 || 6 26 Edison 1 || 1 || 0 || 0 || 1 || 6 9 Central 1 || 1 || 3 || 4 || 4 || 8 21 #: Northrop 5 0 || 3 || 7 || 11 || 5 31 Lincoln 0 || 1 || 4 || 3 || 2 || 3 | 13 Total 8 10 || 20 || 21 32 28 119 Hawthorne 6th graders with Edison pupils. OVER-AGED PUPILS COMPARED Grade 1 || 2 || 3 || 4 || 5 || 6 Total 1912 19 29 || 36 44 35 47 210 1913 11 || 33 38 || 31 || 38 32 183 1914 3 | 19 27 || 35 | 28 35 147 1915 6 || 13 | 15 38 || 32 34 138 1916 12 15 18 32 || 43 || 53 173 1917 8 || 10 | 20 | 21 32 28 119 68 Report of Board of Education ACCELERATED PUPILS BY BUILDINGS AND GRADES September, 1915. Grades 1 2 3 4 5 6 Buildings Total Hawthorne 6 || 11 || 8 || 5 || 1 || 4 35 Holmes 11 || 9 || 10 || 10 || 2 || 4 46 Phelps 5 || 5 || 4 || 9 || 0 || 0 23 Central 13 || 13 || 12 || 5 || 5 || 5 53 Northrop 13 || 10 || 6 || 9 || 1 || 1 40 Total 48 || 48 || 40 || 38 || 9 || 14 197 ACCELERATED PUPILS BY BUILDINGS AND GRADES September, 1916. Grades 1 2 3 4 5 6 Buildings Total Hawthorne 8 || 1 || 1 || 7 || 3 || 4 24 Holmes 7 || 13 11 || 1 || 11 || 4 47 Edison 4 || 6 || 1 || 2 | 10 | 1 24 Central 7 || 7 || 7 || 11 || 1 || 4 || 37 Northrop 14 | 15 || 8 || 8 || 6 || 1 52 Lincoln 4 || 5 || 3 || 6 || 6 || 1 25 Total || 44 || 47 || 31 || 35 | 37 | 15 209 Rochester Public Schools 69 ACCELERATED PUPILS BY BUILDINGS AND GRADES September, 1917 Grades 1 2 3 4 5 6 Buildings Total Hawthorne 5 8 9 || 8 8 0 38 Holmes 10 || 8 || 14 | 10 | 13 || 5 60 Edison 17 1 6 | 1.4 8 9 55 Central 7 || 9 || 6 || 9 || 11 3 45 Northrop 9 || 10 || 10 || 7 5 6 47 Lincoln 9 || 4 || 8 || 4 || 4 || 5 34 Total || 57 | 40 53 || 52 49 28 || 279 ACCELERATED PUPILS COMPARED Grade 1 2 3 4 i 5 6 Total 1912 61 | 10 || 2 || 3 || 4 || 3 32 1913 47 |48 || 9 || 8 || 7 || 5 || 124 1914 38 39 30 | 10 || 10 || 7 || 134 1915 48 || 48 40 38 || 9 || 14 || 197 1916 44 || 47 31 35 | 37 | 15 || 209 1917 52 | 40 53 || 52 49 || 28 || 274 Not considering the first grade, in 1912 the schools had 21 accelerated pupils; in 1917 they had 222, an increase of 201 or 957%. COMPARISON OF ACCELERATED AND OVERAGED PUPILS Years 1912 Per Cent Comparison— Accelerated pupils--------- 9. 12 Overaged pupils----------- 23. 35 Number Comparison— Acelerated pupils ---------- 82 Overaged pupils----------- 210 1913 11. 31 22. 07 124 183 1914 15.90 16.82 134 147 1915 21. 48 15.05 197 138 1916 1917 18.5 27 15.04 11.06 209 274 174 117 70 Report of Board of Education ºpeuſ) ļņ9 lių paſſe-I3AO %ç† mnoq\， Uļņ9ş yș și%09ș șy »pIŞș șiș »%0$ ºpëtoUļņ# uſpºñe-la-AO%OŤ qnoq\;ºpeuſ) puz uppaſſe-jºao %9zìnööv §?Ædºs 39）? （^o - No № №nAJ S 3 №.2/QN， ĐN//7 03_1_( OG 3 LCN WJC//// k–WooHos ºſs»，Sººſae^9 Aaſvºt A/S №viº73—și ----º---º–º–E–4–3–2–––º–Ě–4–ì） o [− № F， º H H H H H H º Hºos ►►DOET DOET （SQ. № I， I， I， I， DOEL• QOO/ | | （ ） || || …º|| |||-OOO? № （HHHHHHğ | || || || ||-oooº ! | || ||T||：||oooºš |F OOOS OOONS) OOOZ &/-č/6/ 277 J/K TOOL/COS J / 1 &ÍO V JC77219 Kg7 _/_/\/E||W77O8º/N/7 STOO}-}CS O/79/Oſaj /_/\//\/\//DN//2 Rochester Public Schools 71 RETARDATION CAUSES This question is a very common one, and the answer is here given, as found by a very careful investigation in twenty Indiana school systems. We would no doubt find a similar condition in Minnesota. | ſ T H | # OVER WORKED 22 ºf Poor TEACHING ; sº TIMIDITY 1.6 s. * CY :s LATE START 'is's IRREGULAR ATTENDANCE ...Nº PHYSICALLY DEFECTIVE #NS SICKNESS :N POOR HONIE LIFE *NS “* * * :S orien causes *S 177S SMENTALLY DEFECTIVE percent i 19 15 29 25 LAZINESS CAUSES OF RETARDATION IN 20 SCHOOLS EMALEs ZFEMALEs 72 Report of Board of Education STANDARDS IN MECHANICS OF ELEMENTARY READING By R. G. JONES . ... The following sight and phonetic tests were given in the lower grades, with the results indicated. These tests indicate the field of the first year's vocabulary. The author states that they will aid in discerning a pupils command of the vocabulary common to first, second, and third readers. TEACHER'S CHECK CARD (Sight) A Test Composed of Aſſ Sight words in the Ten Primers Recurring Ten Times or More, Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . * * * * * * * * * * * As a ess a e e º 'º e s tº s e º e º s 2 & 4 a Teacher . . . . . . . . . . . . . • * e º is e º ºr tº º ſº s a * * * * * * c & ... Number of Pupils . . . . . . . . . . . . . . . . . . .......... Per Cent . . . . . . . . . . . . • * * * * * * * * * * * * * * * * * * * * * * ... Student Testing . . . . . . . . . ...... . . . . . . . . . . . . . . . . Class . . . . . . . . . . . . . . . . . . . . . . . . . • s • * * * * * * * . ... Note:-(Alternate Pupils will be Chogen). 1 2 3 4 5 6 7 8 9 10 1732 the 965 father pumblebees please over flurrah why 8|ster nother good-bye Rochester Public Schools 73 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 over monkey rmany w|ndow caught......... -- eyea....~~...~.... butcher hungry buy dolly dry river.-----...--. Oranges......... gobble wash....--- ** . soldier door naughty cheese.......... . meadow honey.......... -- medal...........- 33 32 32 82 $1 $1 30 40 30 30 30 29 29 29 27 25 28 25 25 25 24 24 24 24 23 23 23 23 22 22 22 21 21 20 20 20 20 20 pansy winter . : : 19 18 18 country 18 18 party...------ happy 18 once.............. pleces NOTE:—The numbers at the left of the words indicate the number of times the different words have appeared in the ten priners. Di RECTIONS. Choose alternate pupils until ten are taken from each class, This test should be given at the beginning and end of a semester's or year's work in the first, Becond, and third grades. Have each pupil try EVERY WORD in this test whether or not the word has been taught in the class. Give half this test only at one time, if it occasions fatigue. It may alter the results materially. The results of a test depend too much upon the “tester.” Don't help the child by word or nod; pºssume a cheerful attitude and permit the child to do all the work. 74 Report of Board of Education TEACHER'S CHECK CARD (Phonetic) A Test Composed of All Phonograms in the Ten Primers Recurring Ten Times or More. Building . . . . . . . . . . . . . . . . . . . . . . . . ...... . . . . . . . . Grade . . . . . . . • * * * * s 4 e º e s a seas s a s = e s tº a e & s 6 & 8 & 9 & º Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurnber of Pupils . . . . . . . . . . . . . . . . . . . . . . . . . . . . Per Cent . . . . . tº s & s tº e * * * * * * 4 = • * * * * * * * * * * * * * * . . . . Student Testing . . . . . . . . . ...... . . . . . . . . . . . . . . . . Class . . . . . * * * * * * * * * * * * * * * * * * * , • * * * * * * 6 g º - e 4 . Note:—(Alternate Pupils will be Chosen). Pupil 1 2 3 4 5 6 7 8 9 91 90 89 87 82 80 78 76 76 70 65 64 64 60 60 57 66 53 52 49 49 46 45 44 44 43 43 42 41 40 40 39 35 35 34 . 31 29 27 26 26 25 25 23 23 22 22 Rochester Public Schools 75 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 NOTE:—The numbers at the left of the words indicate the number of times the different forms have appeared in the ten primers. D1 RECTIONS. Choose alternate pupils until ten are taken from each clasg. This test should be given at the beginning and end of a genester's or year's work in the first, second, and third graded. Have each pupil try EVERY WORD in this test whether or not the families have been taught in the class. Give half this test only at one time, if it occasions fatigue. It may altes the results materially, The results of a test depend too much upon the “tester.” Don't help the child by word or nod; assume a cheerful attitude and permit the child to do all the work. PHONETIC: Grade Two Three Lincoln School.---------------- 83% 90% Edison School------------------ 89 92 Central School - - - - - - - - - - - - - - - - - 93 90 Hawthorne School--- - - - - - - - - - - - >}: 83 Holmes School - - - - - - - - - - - - - - - - - 86 95 Northrop School---------------- 96 *Record Lost SIGHT: Lincoln School - - - - - - - - - - - - - - - - - 90% 94% Edison School- - - - - - - - - - - - - - - - - - 92 95 Central School----------------- 88 97 Hawthorne Sohool - - - - - - - - - - - - - - 86 94 Holmes School------------------ 93 94 Northrop School---------------- 93 93 GRAPHING RESULTS The following illustrates one way of keeping a record of teachers' and pupils' work. The first graph shows an improve- ment by the pupils and teachers, particularly in test number ten. This is a long column addition test—a very hard one as compared with others. This teacher raised her general average by six weeks periods from 36% to 85%. The lower graph shows the number of minutes used for each test. This method of com- paring the teacher with herself every six weeks' period is used in regular tests as well as in special tests. The tests represented are Thompson's Minimum Essentials Tests. The second graph sheet represents five teachers compared as to results. If one fifth grade teacher can get a room average, in long column addition, of 82%, and another teacher only 52%, there is room for investigation. All teachers doing the same grade work are thus compared every six weeks. 76 Rochester Public Schools 77 sºme. *-*... * ~~~~~ **** ** *** **** * ------º-º-º-º- ºr *-- - - - - --" MINIMUM ESSENTIALS - ARITHMETIC . Rochester Public Schools Rochester, Minnesota. sº Graphs of Regular Tests TEACHER . . . . . . . . à e º 'º e º 'º e e s s e º & sº a s º e º & 9 º' tº e GRADE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SUB- !MULTIPLI- SUBJECTS A–D–D–I. T. L. Q_N —, TRACTION — CATION, DIVISION % Test: #4 #6 #8 £10 #12 #14 #16 #18 100 9. t——tºr——º ſº sº ---.4%--. : ºl #: 5:7; :=3 g 7 :===#= ====# 95 * 2° •ººſ \º- Q § º *C. Q 9 WN f ºx--------|x------vs.----- • ‘72. 90 © le • , \ N Ç / A/; © [. © \\\, ', f / ; 85 Q Q © \\ Sº, /*. Q © º M \, \, Q. Ö • * \ \ . / ! • º Q º 80 |\ \ 4 /? 75 º © • \\ Mrs. ! & º * Q \ f 70 Q Q º t \ é Q © Q (> \ /f ſ Q ſ 60 Q sº Q \ \. ! º ſº Ç Q § J §§ tº ($ © ! Vº Q º tº & * º 50 wº Q \ Q. ! º tº & º / W f Time B \ Jé Min, Q d Q º © Q © © Mºzº tº & Q Ü- O Q º C NT (25 © º & º © • º C M22} {} Q Q © Q d O C | 20 Q & tº © O Ky º & O A Mºſlº Ç dº d º 2. •º, Q Ç O & ^ 12 Ö. *& Q ,’ º \ ſº Q © | 15 ," `--> 2–~~\ Y _---------- RT12% tº Q A Q *_ e_º tº N Nºr © º * III.10 º ſº A Q 2' ..~29. tº N (e --—2; * w ..’’ **~. •" ... • * 4. 24s 2% º *\ Tºº-, Yºr ... 14" o RM7+ ,” _2^ t- ** ~ ... ** ſ Ça .” 22.É. -------~~ sº sº *-- wrº" --~~~ & * e gº tº & 2015 w e^ e_2^ Sºº- O †2+ : tº:- tº º & º wº & º First Period—sees see: Second Period—EEE Third Period—tºtt: Fourth Period— **E=--- Fifth Period Sixth Period 78 Report of Board of Education COMPARATIVE GRAPH = FIRST PERIOD, 1914-15. Minimum Essentials - Arithmetio . Rochester Public Schools Rochester, Minnesota. A Graphs of Regular Tests Fifth Period. - Sixth Period- TEACHER ... . . . . SUBJECTS Test: 1, 100 95 18817% tº 15 stºl.2% ſºlo *7+ rººf First Period tº a 9 º' g º e º a 4 tº e º e º e º is e º s is is s is tº º A D D I T I O N . TRACTION. CATION, DIVISION, #6 #8 #10 #12 #14 #16 #18 Second Period Third Period Fourth Period ‘àPPłºśir............... . . . . . . Teachers i Mo, I ----- ; No. 2 —— ; No. 3.-----; No.4 -- -;No.5 ----" " Rochester Public Schools 79 AVERAGE RESULTS IN ARITHMETIC MINIMUM ESSENTIALS PER CENT Test Numbers 2 3 6 8 10 12 14 16 18 28 Grade II. 98 97 Grade III 98 98 95 95 93 Grade IV 99 98 70 98 98 97 Grade V 98 98 81 88 98 98 97 97 Grade VI 98 98 83 97 86 TIME IN MINUTES Grade II. 8 7% Grade III. 4 8% 15 11 14 Grade IV 2% 5 6 11 8 5 6% Grade V. 3%. 5% 9% 6 4 11 4 Grade VI 5% 4% 5 7 GRAMMAR MINIMUM ESSENTIALS PER CENT. Test Numbers— 4 12 16 26 44 Grade III. 93 tº Grade IV 96 87 89 Grade V. 96 94 90 93 Grade VI 98 96 88 95 96 TIME IN MINUTES Grade III. 14 Grade IV. 8% 9% 13 Grade V. 6% 6% 6 11 Grade VI. 4% 5 3 3 6% 80 Report of Board of Education HOLDING POWER OF SCHOOL One phase of school efficiency is its holding power of pupils. The percentage of beginners who complete the elementary course and the percentage who are graduated from high school is as follows: % of 1st Grade % of 1st Grade YEAR Enrolled in 8th. Enrolled in 12th Rochester, Minn.-- - - - 1915. 58 29 Lead, S. D. ---------- 1916. 62 17 Salt Lake City - - - - - - - 1915. 32 7 Butte, Montana- - - - - - 1914. 29 Springfield, Ill. ---- - - - 1914. 49 17 Lincoln, Nebraska - - - 1915. 51 19 Chicago, Illinois -- - - - - 1912. 41 5 Cincinnati, Ohio------ 1913. 35 7 JUNIOR HIGH SCHOOL ENROLLMENT BY GRADES AND YEARS Grade 1912 1913 1914 1915 1916 1917 7 88 113 120 121 156 160 8 81 104 97 120 101 95 9 74 76 93 103 136 157 243 293 310 344 393 412 SENIOR HIGH SCHOOL ENROLLMENT BY GRADES AND YEARS Grade 1912 1913 1914 1915 1916 1917 10 63 66 74 81 99 97 11 49 58 60 76 61 73 12 40 44 53 61 48 56 Specials 21 4 152 168 187 218 229 230 Kuoqeauºsuoj) ：…….…. | < ∞. | – ！!！！！！！！！！！！！！！ i The number of graduates may indicate in a measure the Holding Power of the Rochester High School— 1871— 6 1872— 2 1873— 9 1874— 4 1875— 8 1876— 7 1877—10 1878–11 1879— 7 1880— 7 HOLDING POWER - OF THE ROCHESTER HIGH SCHOOL 1881— 2 1882— 3 1883— 4 1884— 2 1885— 6 1886— 9 1887–10 1888— 6 1889— 7 1890— 8 1891–10 1892—12 1893–17 1894— 8 1895—12 1896—15 1897— 7 1898—23 1899—14 1900–20 85 1901—28 1902–14 1903—27 1904—16 1905–15 1906—20 1907–27 1908—34 1909–27 1910—30 1911—30 1912—42 1913—45 1914—45 1915–66 1916—68 1917—74 86 Report of Board of Education Percentage Which the Attendance of the High School Represents of the Attendance of All Schools. Cities | f * # * 25 | | | | |. ſ T | | F-T-T-I T-T-T-7 | T-I-T-I TITI | Berkeley, Cal........ rº. Rochester, Minn | ºn Newton, Mass....... . 21. San Jose, Cal........ Pasadena, Cal....... - Waltham, Mass.... San Diego, Cal..... Seattle, Wash....... tº Spokane, Wash..... m. Cambridge, Mass. 14.6 Des Moines, Ia...... 14.5 Sacramento, Cal... 4.8 Los Angeles, Cal...]_14.2 Pueblo, Colo.......... Omaha, Nebr........ Denver, Colo.......... Tacoma, Wash...... gº f 13.1 Springfield, Mass. Portland, Ore........ Oakland, Cal......... Rochester Public Schools 87 TESTS CAUSE AND EFFECT-ANALOGIES Figure I. Shows an increase in ninth grade enrollment of 75 to 160 in five years; also an increase enrollment in the eighth grade up to the year 1915, then a decrease. This is due to the fact that many seventh graders are skipping the eighth grade. Figure II. Grand Rapids, Michigan graph indicates the same as Rochester graph. Figure III. Shows an increase in Junior High School enroll- ment of over 70% as compared with that of the grades one to six inclusive which increased about 16%. Figure IV. Grand Rapids, Michigan makes a similar comparison based on school census. Figure V. Shows eighth and ninth graders of different ages above and below the median in the Cause and Effect Tests. It shows that ninth grade children, 12, 13, 14, and 15 years old do better than those 16, 17, 18, and 19 years old. There are few exceptions. Figure VI. Shows the results of the Analogies Tests for the 7th, 8th, and 9th grades. The 7th grade median is 17. Four pupils 11 years old; 28 pupils 12 years old; 42 pupils 13 years old; 45 pupils 14 years old are above the median; while 17 pupils 15 years old, and 6 pupils 16 years old are below the median. Figure VII. Shows results of the Analogies Test in the Senior School. Figure VIII. Shows results of the Cause and Effect Test in the Senior School. Figure IX. Results of Cause and Effect Test is compared with a 9th grade English teacher's mark. The vertical marks are those of the teacher; the horizontal are those received in the test. Those receiving high marks by the teacher rank well in the test. The correlation here is good. Figure X. Results of Cause and Effect Tests compared with estimate of the French and German teacher. The corre- lation here is not so good. We find a better correlation in the Analogies Test. Figure XI. Shows a positive correlation. Figure XII. The 9th grade teacher of English ranked her pupils quite well. Figure XIII. The Algebra teacher's estimate was not so good. Figure XIV. Correlation positive. 88 Report of Board of Education Figure XV. Correlation quite positive. This teacher had not had the class long. Figure XVI. Correlation not very good. Figure XVII. Algebra teacher's estimate should correlate better with this test than with Cause and Effect, Figure XIII. This is quite generally true; that is, Cause and Effect correlate better with History, English, languages, etc., and Analogies with Mathematics and the sciences. - Figure XVIII. Shows no correlation. Figure XIX. Shows fair correlation. Figure XX. Shows very good correlation. That is, the Senior High School Principal's estimate of the ability and general intelligence of his pupils correlates well with the Cause and Effect Test given his pupils. Figure XXI. Shows fair correlation. Figure XXII. One would think that there would be greater difference between juniors and seniors. Figure XXIII. Better than Figure XXII, altho there is not a great difference between the 8th, and 9th years. Figure XXIV. This is a reasoning test and you would expect those 16 years and younger, and those 19 years and older, to be below the average, and a comparison from the 40th per- centile to the 70th, which must contain the average of this class, demonstrates this. Figure XXV. This graph would indicate that the average general intelligence of the girls is slightly above that of the boys. Figure XXVI. Shows quite a difference between juniors and seniors, but not between Sophomores and juniors, as did the Analogies Test. Figure XXVII. Shows a considerable and constant differ- ence in ability between 8th and 9th graders. Figure XXVIII. As the average pupil graduates from the high school at the age of 18 years, you would expect those 19 years old, and older, to be below the average, and this graph demonstrates that to be true. Figure XXIX. Girls slightly superior to boys. Figure XXX. One would expect the senior high school to be above the other two here, and, in general, would expect the lines to be parallel. Note that they are practically parallel from the 30th to the 80th percentile. Rochester 7th, 8th, and 9th grades, as a unit, are compared with St. Paul. 9th Figure XXXI. Does not indicate superior reasoning power, but rather that reasoning and general intelligence are practi- Rochester Public Schools 89 cally the same ratio. Note the paralleling from the 20th to the 90th percentile. Time may have been too long on the analogies. In concluding these Cause and Effect and Analogies Tests, I wish to give credit to Dr. W. F. Miller, of the University of Minnesota High School, for his co-operation in the giving of the tests. FIG. I E/WRoll MEA/T A.STO - → f/2.3" Zoo 2 ºf" * - - - - Af * - gº * * - sº * * ... • * 2- T----4 22' º 73r Roc R &ST Er ----- 8" G-RADE 3* G R A DE aşo - /9/2 reas /9/y Z3/5." 69/4 29,7 FIG. II PMAGL. AEI/7- | * ~ . ZZOO ,’ Y > J / * 2}-\ ,’ .* - - - - - " Nº. * 2^ SS ," • * Y S S 2 * SS ,’ * a' 37.5° 4° ,” ** ^* º | ºf 8370 V 72S Z G-RA/WD RAP/DS, aſ 1 c A. ------ s” Gºſta of "T- 9” aſ Apg 600 /Soë /909 A3/o /9// /S/2 /9/3 AS/4t /9/5 /9/6 90 Report of Board of Education FIG. III. Juſſrººf *::::::: H/q\ſ 3.Ciſó01 oaya To EA/Rol LMEar ºx ... • * 400 //o & sº 2 * e 4. * 2^ 2^ 3.50 402.6 2-4 - ... * £2 JøO .947 O -, * * _2+ & d’o ROC # e.87 e ſº - - - - -- JU///0R //ſ dº 6th ool. = d.RAPRA / Yo 6 $269 & ©o /3/4 ſeſs /9// 29/3- ^49/e, ^222 FIG. IV. // % $C. HoOº. —a *. W6// S&HøøA. z awoºnsºry “"“” 8, ſo a 32,000 1,700 3/, 000 /500 30,000 ~|~ a' * GRAwd RAF IDs, MTCH, * - - , ... -- Ju///08 W148 &Mool. sº J.’ \ - - __---" " --- ** Mool, Cº. 4's V3, * * 966 29,000 /4// /7/2 79/3 777. /ø/gſ 29/6 91 Rochester Public Schools FIG. V. _Loºsu ¡G ONV º C^\/O_1ST B_L G -3 || SXO^T\/NV AL FIN VROEGŁ JOEKIVWOESTRIZ _ºff！ ºr fºr „º º // |- |þæ• S“) ： cöL'aerºſqº)，JQYŁÐTHLº �==，//ºtr€ / |---- (± / { #º Q 9·–ł 75Q_º----NYWCĘ W ZBO! V！， JOHĽ» Ayº n---- # /|- tae € į | 34 || z || || 94 | C | | ±± | ºù| ? } } // \ S\，: IYÐV& | & | z） | », | cſ | +4 | & |*?， † // | Sººv 92 Report of Board of Education FIG. VII. S \ | \} U ÇU NWIGSLI MOINSIS NYŁO SIN NOINȚAT S2 NW ŁGGUR SINONOH （8 ssirbotwny FIG. XXVI. ŞA™OI： 19 ---- SAOIŅnſeae • ！！）， º 33 TRIONOH，O)8 102 Report of Board of Education FIG. XXVII. --9pe-t:) Q(\6 Šºperſ) q !! 9 • R xoyunc üç reº， q\ſa 4 ooggs ytre eeuw，0 FIG., XXVIII. puur ºëx K -st -sc > QJA 9 U * №tÅ 2.Y. * º IA 9\, pue º ex K st - ！• • § （ºſ JºſSLIJS I glºſſ SISQY3) ° S " R \IOINTS !!！ ¿SSIHOON 103 Rochester Public Schools FIG. XXIX. FIG. XXX. º 8 ° H 801 NȚAT H3JS3－ROOM! SIQIWIŁŁ) \\ 6 “Iſmſd * ¿S • * 8 *H MO IN 38 STOO8OS X8 ¿Oſ li&S I CINTY S ISTAWO 104 Report of Board of Education FIG. XXXI, ROOHEBTER BENIOR B, 3. COMPARIBOR OF ANALOGIEB AND CAUSE AMD Eyrrot • * * * * * * * GAUBE AND SPPECT •- AMALOGIES TENTATIVE STANDARD FOR ROCHESTER JUNIOR HIGH SCHOOL ENGLISH COMPOSITION I. For 7th grade, 6 misspelled words in a theme of 75 words will grade paper a failure. For 8th grade, 5 misspelled words in a theme of 100 words will grade a paper a failure. For 9th grade, 4 misspelled words in a theme of 150 words will grade paper a failure. I II. Two incomplete sentences will grade a paper a failure. III. For 7th grade, 6 run-together sentences will grade paper a failure. For 8th grade, 5 run-together sentences will grade paper a failure. For 9th grade, 4 run-together sentences will grade paper a failure. IV. For 7th grade, 6 instances of incorrect use of pronoun will grade a paper a failure. For 8th grade, 5 instances of incorrect use of pronoun will grade a paper a failure. For 9th grade, 4 instances of incorrect use of pronoun will grade a paper a failure. V For 7th and 8th grades, 4 instances of a break in uniform tense will grade a paper a failure. For 9th grade, 3 instances of a break in uniform tense will grade a paper a failure. VI. For 7th grade, 5 errors in agreement will grade a paper a failure. For 8th grade, 4 errors in agreement will grade a paper a failure. For 9th grade, 3 errors in agreement will grade a paper a failure. For 7th grade, 5 instances of the misuse of a capital will grade a paper a failure. For 8th grade, 4 instances of the misuse of a capital will grade a paper a failure. For 9th grade, 3 instances of the misuse of a capital will grade a paper a failure. VIII. Use of slang, except in speeches appropriate to certain characters, or in a humorous article demanding such language, will grade a paper a failure. 105 106 Report of Board of Education IX. Noticeable deficiency in the knowleged of the important rules of punctuation will grade a paper a failure. X. - A marked lack of unity in sentence, paragraph, and composi- tion will grade a paper a failure. TENTATIVE STANDARD FOR ROCHESTER SENIOR HIGH SCHOOL FNGLISH COMPOSITION I. For 10th grade, 3 misspelled words for every 150 words will grade the composition a failure. For 11th grade, 2 misspelled words for every 150 words will grade the composition a failure. For 12th grade, 1 misspelled word for every 150 words will grade the composition a failure. II. One incomplete sentence will grade a paper a failure. III. For 10th grade, 2 instances of run-together sentences will grade the paper a failure. For 11th grade, 2 instances of run-together sentences will grade the paper a failure. For 12th grade, 1 instance of run-together sentences will grade the paper a failure. IV. For 10th grade, 3 instances of incorrect use of pronoun will grade a paper a failure. For 11th and 12th grades, 2 instances of incorrect use of pronoun will grade a paper a failure. V. For 10th and 11th grades, 2 instances of a break in uniform tense will grade a paper a failure. For 12th grade, 1 instance of a break in uniform tense will grade a paper a failure. VI. For 10th and 11th grades, 2 errors in agreement will grade the paper a failure. tº For 12th grade, 1 error in agreement will grade the paper a failure, -- i- -, * Rochester Public Schools 107 VII. For 10th and 11th grades, 2 instances of the misuse of capital letter will grade a paper a failure. For 12th grade, 1 instance of the misuse of capital letter will grade a paper a failure. VIII. Use of slang, except in speeches appropriate to certain characters, or in humorous articles demanding such language, will grade the composition a failure. IX. Noticeable deficiency in the knowledge of the important rules of punctuation will grade the paper a failure. X. A marked lack of unity in sentence, paragraph, and composition will grade the paper a failure. TENTATIVE STANDARD FOR ROCHESTER SENIOR HIGH SCHOOL ENGLISH COMPOSITION 1. An average of more than one misspelled word per page of required composition paper will grade the paper a failure. 2. One incomplete sentence will grade the paper a failure. Two run-together sentences will grade the paper a failure. 4. Two instances of incorrect use of pronouns will grade the paper a failure. 5. Two instances of break in the uniform tense in a composi- tion will grade the paper a failure. 6. Two errors in agreement will grade the paper a failure. 7. One instance of the misuse of the capital will grade the paper a failure. 8. Use of slang except in speeches appropriate to certain characters, or in a humorous article demanding such language, will grade the composition a failure. 9. Noticeable deficiency in the knowledge of the important rules of punctuation will grade the paper a failure. 10. A marked lack of unity in sentence, paragraph, and com- position will grade the paper a failure, 108 Report of Board of Education DOUBLE PROMOTIONS IN THE FIRST SIX GRADES One of the difficulties that school administrators have lies in the fact that pupils of the same room differ so much in ability. We have tried to solve this problem by the promo- tion of pupils whenever we have found that their ability is greater than that demanded for a particular grade. Dr. W. S. Miller, Principal of the University High School, Minneapolis, Minnesota, after giving the mental tests to 40,000 students, stated that he believed double promotion in school work should be given wherever tests show an exceptional ability, in order that dull students would not hold back those capable of addi- tional work. Our double promotions in the first six grades for the years 1912-1917 are as follows:– 1912–1913 - - - - - - - - - - - - - - - 20 1913–1914----- - - - - - - - - - - - 16 1914—1915- - - - - - - - - - - - - - - - 12 1915–1916- - - - - - - - - - - - - - - - 8 1916—1917 - - - - - ----------- 22 uuooſ ºuſuHoe W pooAWA Machines made and used by Rochester High School Students - - - º - - - - | - Rochester High School Machine Shop In which Gasoline Engines, Bench Lathes, Grinders, Sanders, Vises, Veneer Presses and Glue Pots are turned out Patterns at the left were made by a high school boy for a farm tractor Rochester Public Schools 117 COMPARATIVE GRADES OF SEVENTH GRADERS WHO SKIPPED THE EIGHTH GRADE Gen. Subject: English Civics Science Latin German Algedra Avr. of Class: 84 85 84 79 82.5 80. 5 Student No. 1 83 85 87 85 2 95 90 78 88 3 92 95 88 90 4 78 85 80 87 5 90 95 80 81 6 82 85 92 85 7 87 95 87 8 82 90 90 9 90 90 80 83 10 77 80 80 80 11 80 90 83 12 85 95 93 87 13 90 95 93 88 14 95 95 80 85 15 88 95 90 88 16 87 95 88 17 82 85 78 85 18 87 87 95 19 95 95 88 20 87 90 80 82 21 88 90 88 85 22 87 95 88 85 23 81 90 75 118 Report of Board of Education NUMBER OF PUPILS IN AVERAGE DAILY ATTEND- ANCE PERTEACHER EMPLOYED, IN ALL SCHOOLS Teacher City Average Pasadena, Cal-------------------------- 19. 2 Rochester, Minn.----------------------- 23. 6 Berkeley, Cal.-------------------------- 24.6 Sacramento, Cal------------------------ 24.9 Los Angeles, Cal.----------------------- 25. 0 Denver, Colo.-------------------------- 25.8 Butte, Mont.--------------------------- 25.9 San Diego, Cal------------------------- 26.7 Ogden, Utah.--------------------------- 27.2 Seattle, Wash.-------------------------- 27.2 Portland, Ore.-------------------------- 28. 7 Colorado Springs, Colo.----------------...- 29. 0 Spokane, Wash.------------------------ 29. 5 Pueblo, Colo.--------------------------- 29.9 Salt Lake City, Utah-------------------- 30.3 Oakland, Cal.-------------------------- 30. 7 San Jose, Cal.-------------------------- 31.0 San Francisco, Cal---------------------- 33.6 Tacoma, Wash------------------------- 33.8 Average for group 27.7 Excess of Rochester below Group 4. 1 Rochester Public Schools 119 of words peculiar to their subject. High school instructors are expected to teach the spelling The following is a list of words used by the chemistry department: chemistry substance physical properties chemical properties physical change chemical change mixture solution compound element symbol Oxygen decomposition combination oxidation oxides combustion Lavoisier oxy-hydrogen flame OZOI) e hydrogen occlusion platinum OCCUlrren Ce preparation preparation Charles' law or law of Charles Boyle's law condenser distillation anhydride solvent solute dilute concentrated effervescence liquid saturated supersaturated crystallization efflorescence deliquescence deliquescence desiccator qualitative analysis synthesis quantitative volumetric gravimetric hydrogen peroxide law theory conservation atOm molecule formula double decomposition equation calculation factors products chlorine hydrochloric acid base salt Davy liter bleaching chloride chlorate precipitate aqua regia alkaline neutral hydroxide radical nitrogen laboratory 120 Report of Board of Education 78. nitrate 122, black damp 79. nitrite 123. ethylene 80. Rutherford 124. acetylene 81. fertilizer 125. petroleum 82. ammonia 126. gasoline 83. volatile 127. naphtha 84. refrigerant 128. benzene 85. nitrification 129. kerosene 86. protein 130. lubricate 87. aqua fortis 131. vaseline 88. deflagration 132. paraffin 89. nitrous 133. aniline 90. atmosphere 134, naphthalene 91. carbon dioxide 135. anthracene 92. argon 136. alizarine 93. liquid air 137. phenol 94. Gay-Lussac 138. carbide 95. Avogadro 139. Carborundum 96. valence 140. calcium 97. equivalent 141. Cyanogen 98. electrolyte 142. pintsch gas 99. non-electrolyte 143. reduction 100. anode 144. Bunsen 101. Cathode 145. Welsbach 102. ions 146. organic 103. anions 147. inorganic 104. ionization 148. carbohydrate 105. neutral 149. Sucrose 106. normal 150. dextrosef 107. hydrolysis 151. dextrose 108. electrolysis 152. levulose 109. Carbon 153. fructose 110. diamond 154. fermentation 111. graphite 155. enzyme 112. amorphous 156. Fehling 113. bituminous 157. isomerism 114. anthracite 158. lactose 115. charcoal 159. maltose 116. allotrophism 160. dextrin 117. carbonate 161. celleulose 118. hydrocarbon 162. methyl alcohol 119. methane 163. alcohol 120. ethane 164. denatured alcohol 121. choke damp 165. glacial acetic acid Rochester Public Schools 121 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 178. 179. 180. 181. 182. 183. eSters glycerin albumin hemoglobin calorimeter sulphur brimstone monoclinic boron borax silicon water glass annealing metal non-metals metalloid periodic classification Mendelejeff 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198. 299. 200. fluorine halogen bromine iodine manganese sublimation phosphorus guano antimony arsenic alloy bismuth fusible sodium Leblanc smelting metallurgy RESULTS OF HIGH SCHOOL WORK, TAKEN FROM THE RECORDS OF TEACHERS DURING THE YEARS 1912-1917, INCLUSIVE The records show at the close of the school year:— 1912—1913 1913—1914 1914—1915 1915–1916 1916—1917: Senior High Junior High Passes 89.84% 92.35% 91.3% 92.05% 95.5% 89.8% Failures 10.16% 7.65% 8.7% 7.95% 4.5% 10.2% These results can be applied to the following promotion rate table:– 122 Report of Board of Education Effects of Different Annual Promotion Rates in a School System in which 1,000 Children Enter Each Year, None Die, and None Drop Out. A B C D E. Years re- |Per cent of Failures | Children in Per cent of Promotion quired for normal size among each each 1000 children rate. average childrequired for|1000 child’n failing in above nor’al to complete school plant in eight | eight years age for 8 grades years grades 100 8.00 100.0 () 0 0 99 8.08 101.0 70 68 3.4 98 8, 16 102.0 140 132 7, 6 97 8. 24 103.0 210 192 9.9 96 8.33 104. 1 280 249 12.9 95 8.42 105.2 350 302 15.9 94 8.50 106.3 420 352 18, 7 93 8.60 107.5 490 398 21.4 92 8. 69 108.6 560 442 24.0 91 88.7 109.8 630 483 26.4 90 8. 89 1 11, 1 700 522 28.8 89 8.98 112.3 770 558 31. 1 88 9.09 113. 6 840 591 33.3 87 9. 19 114.9 910 623 35.4 86 9.30 116.2 980 652 37.4 85 9.41 117.6 1050 6.79 39.4 84 9.52 119.0 1 120 705 41.2 83 9.63 120.4 1 190 729 43.0 82 9.75 121.9 1260 751 44.8 81 9.87 123.4 1330 771 46.4 80 10.00 125.0 1400 790 48.0 79 10. 12 126, 5 1470 808 49.5 78 10. 27 128.2 1540 824 51.0 77 10.38 129.8 1610 840 52.4 76 10. 52 131.5 1680 854 53.7 75 10.36 133.3 1750 867 55.0 74 10.81 135. 1 1820 878 56.2 73 10.95 136.9 1890 890 57.4 72 11. 10 138.8 1960 900 58.6 71 11. 26 140.8 2030 909 59.7 70 11.42 142.8 2100 918 60. 7 69 11.59 144.9 2170 926 61. 7 68 11.76 147.0 2240 933 62.7 67 11.94 149. 2 2310 939 63.6 66 12. 12 151.5 2380 945 64.5 65 12. 30 153.8 2450 951 65.4 64 12.50 156.2 2520 956 66. 2 63 12. 70 178.7 2590 961 67.0 62 12.90 161.2 2660 965 67. 8 61 13. 11 163.9 27.30 6966 • 68.6 60 13.33 166.6 2800 972 69. 3 Rochester Public Schools 123 HIGH SCHOOL 1912—1913. Subject English VII. English VIII. English IX English X. English XI. English XII. Latin Grammar Caesar Cicero Virgil German I. German II. German III. Arithmetic VII Arithmetic VIII. Elementary Algebra Higher Algebra Plane Geometry Solid Geometry Special Geometry Manual Training I Manual Training II. Zoology Botany Chemistry Physics Agriculture I. Agriculture II. Agriculture III. Cooking Sewing Shorthand Typewriting Bookkeeping Business Correspondence Commercial Law Commercial Arithmetic--- Commercial Geography Geography VII. Civil Government (Advanced) No. in Class 88 81 74 63 49 40 45 24 12 10 45 31 14 89 79 81 13 66 5 24 29 19 23 35 9 13 8 16 6 54 50 5 6 16 2 9 8 12 85 21 No. of 9% of Failures Failures 9 10 5 6 1 1. 3 2 3 0 0 5 12.5 9 20 3 12.5 1 8. 3 0 0 1 2 4 13 1 7 7 7. 9 1 1. 3 24 30 8 61 20 30 0 0 6 25 1 3 0 0 1 4 1 3 1 11 0 0 0 0 3 19 0 0 3 5.5 0 0 0 0 0 0 1 6. 3 0 0 2 22.2 2 25 3 25 17 20 0 0 124 Report of Board of Education No. in No. of % of Subject Class Failures Failures History VII. 89 11 12 History VIII. 78 4 5 Ancient History 37 6 16 Modern History 15 1 6.6 Normal Arithmetic 9 0 0 Normal History 9 O 0 Normal Grammar 9 0 0 Normal Geography 9 0 0 1,614 164 PER CENT. PASSES º - 89.84 PER CENT FAILURES *- * 10. 16 HIGH SCHOOL 1913—1914. No. in No. of % of Subject Class Failures Failures English VII. 130 17 13 English VIII. 55 3 5.5 English IX. 76 3 4 English X. 54 4 7.4 English XI. 58 5 8. 6 English XII. 44 0 0 Latin Grammar 23 13 57 Caesar 13 3 23 Cicero 9 1 11 Virgil 4 0 0 German I. 98 15 15 German II. 25 1 4 German III. 11 0 0 Arithmetic VII. 93 9 9.7 Arithmetic VIII. 71 2 2.8 Elementary Algebra 22 5 23 Higher Algebra 14 1 7 Plane Geometry 53 4 8 Solid Geometry 18 1 6 Art 44 0 0 Woodturning 17 0 0 Mechanical Drawing 20 0 0 Rochester Public Schools 125 No. in No of % of Subject Class Failures Failures Bench 49 1 2 General Science 80 2 2.5 Zoology 21 0 0 Botany 35 4 11.4 Chemistry 14 0 0 Physics 15 0 0 Agriculture VIII. 4 0 O Agriculture IX. 18 0 0 Agriculture X. 11 1 9 Agriculture XI. 5 0 0 Cooking 58 3 5 Sewing 33 0 0 Penmanship and spelling 16 0 O Shorthand 9 0 0 Typewriting 17 0 0 Bookkeeping 47 9 19 Correspondence 19 0 0 Commercial Law 7 0 0 Commercial Geography 5 1 20 Geography VIII. 104 6 6 Civics 74 4 5.4 Industrial History 16 1 6 History VII. 77 19 25 History VIII. 76 4 5 American History 11 0 0 Modern History 5 0 0 Ancient History 14 0 0 U. S. History 21 2 9.5 Expression 58 2 3.5 Music 62 2 3.2 Total 1,933 148 HIGH SCHOOL 1913—1914: TOTAL ENROLLMENT_ _ _ _ _ _ 1,933 TOTAL FAILURES -----_ _ _ _ _ _ 148 PER CENT. PASSES_ _ _ _ _ _ _ _ _ _ 92.35 126 Report of Board of Education HIGH SCHOOL 1914—1915. No. in No. of % of Subject Class Failures Failures English VII. - 120 23 19 English VIII. 84 14 17 English IX. 83 8 9.6 English X. - 70 4 5. 7 English XI. 58 3 5 English XII. 53 0 0 Latin Grammar 12 3 25 Caesar 19 1 5 Cicero 4 0 0 Virgil 6 0 0 German I. 59 6 10 German II. 87 6 7 German III. 13 2 16 Arithmetic VII. . 127 13 10 Arithmetic VIII. 81 2 2.5 Elementary Algebra 95 16 17 Higher Algebra 11 0 0 Plane Geometry & 45 5 11 Solid Geometry 12 0 0 Art 38 0 0 Bench Work 49 3 6 Mechanical Drawing 17 0 0 Wood Work 22 1 4.5 General Science 85 5 6 Zoology 23 3 13 Botany 22 4 18 Chemistry 29 0 0 Physics 21 0 0 Agriculture IX. 13 2 16 Agriculture X. 8 0 0 Agriculture XI. - 12 0 0 Agriculture XII. 5 0 0 Sewing 81 1 1.2 Cooking 50 0 0 Penmanship and spelling 87 20 23 Bookkeeping 41 0 0 Shorthand and typewriting. 15 0 0 Commercial Law 16 0 0 Commercial Geography 8 0 0 Industrial History 16 2. ' 12.5 Rochester Public Schools 127 No. in No. of % of Subject Class Failures Failures Economics 16 0 0 Civics 12 0 0 American Government 79 3 3. 8 U. S. History 12 0 0 History VII. 121 21 17 History VIII. 79 7 9 Modern History 18 0 O Ancient History 28 1 4 2,062 179 PER CENT. PASSES_ _ _ _ _ _ _ _ _ _ 91.3 PER CENT. FAILURES - - - - - - 8. 7 HIGH SCHOOL 1915–1916. No. in No. of 9% of Subject Class Failures Failures English VII. 142 9 6. 3 English VIII. 125 21 17 English IX 99 6 6 English X 82 14 17 English XI. 92 0 0 English XII. 62 0 0 Latin Grammar 40 19 47.5 Caesar 12 2 16. 65 Cicero 9 0 0 Virgil 5 O 0 German VII. and VIII. 36 2 5.5 German I. 45 5 11 German II. 59 9 15 German III. 21 3 14 French I. 14 1 7 Arithmetic VII. 151 23 15 Elementary Algebra 139 15 11 Higher Algebra 20 0 O Plane Geometry 88 15 17 Solid Geometry 14 0 0 Shop I. (Bench) 55 1 1.8 Shop II. 25 1 4 128 Report of Board of Education No. in No. of 9% of Subject - Class Failures Failures Shop III. 5 0 0 Shop IV. 6 1 163 Shop V. 8 0 0 Shop VI. 15 3 20 Shop VII. 11 0 0 Mechanical Drawing I. 18 0 0 Mechanical Drawing II. 9 0 0 Mechanical Drawing III. 1 0 0 Mechanical Drawing IV. 1 0 0 Mechanical Drawing V. 4 0 0 Mechanical Drawing VI. 3 0 0 Mechanical Drawing with Shop 14 1 .. 7 Arts and Craft I. 20 0 O Arts and Crafts II. 10 0 0 Appl’d Art and Design 11 0 0 General Science 107 13 17 Zoology 16 2 12.5 Botany 24 6 25 Chemistry 27 O 0 Physics I. 16 2 12.5 Physics II. 21 0 0 Agriculture VIII. 8 0 0 Agriculture IX. 10 1 10 Agriculture X 5 0 0 Agriculture XII. .* 7 0 0 Domestic Science I. 57 3 5 Domestic Science II. 10 0 0 Domestic Art I. 82 1 1 Domestic Art II. 20 0 0 Salesmanship 21 0 0 Bookkeeping 58 2 3.5 Penmanship 114 0 0 Shorthand 19 0 0 Typewriting 16 0 0 Economics 21 0 0 Rochester Public Schools . 129 No. in No. of 96 of | Subject Class Failures Failures Ancient History 49 2 4 Civics 70 13 18.5 American History 133 11 8 Modern History 20 0 0 Geography 112 4 3.5 Physical Culture 72 1 1.4 Glee Clubs 62 O 0 Public Speaking 10 0 0 Orchestra 8 0 0 2,666 212 PASSES----------------------- 2. 666 FAILURES.-------------------- 212 PER CENT. PASSES - - - - - - - - - - 92.05 130 Report of Board of Eduaction PENMANSHIP Four years ago the Rochester Schools employed a super- visor of penmanship, and the following year adapted the Palmer Method of Penmanship. Grade teachers were given a raise of $2.50 per month, provided they secured a Palmer Diploma. Writing has improved to a very marked degree. This is especially noticeable in the seventh grade where all pupils are required to take penmanship. An application of a standard scale of measurement, such as the Ayer's Scale, or the Thorndike Scale, will determine the general efficiency of penmanship instruction. The following sample of seventh grade penmanship shows the standard of our seventh grade in order that they receive a Palmer Diploma. 27-7 º %22z zz %22%24/242. -a-222, 29–24,022.”24-rºººº- -4-2. A Rochester Public Schools 131 PALMER PENMANSHIP AWARDS RECEIVED IN THE ROCHESTER PUBLIC SCHOOLS September 1, 1916 to June 1, 1917. Grade 1.----------------------------------- 125 Grade II. —Gold Stars--- - - - - - - - - - - - - - - - - - - - 200 Grade III. to VIII.—Buttons - - - - - - - - - - - - - - - 100 Grade IV. to VIII.-Progress pins--- - - - - - - - - - 400 Grade V. to VIII.-Improvement certificates -- 128 Grades VII. and VIII Students' diplomas-- - - - 102 Teacher's diplomas—- - - - - - - - - - - - - - - - - - - - - - - 33 * One text, "Writing for Primary Grades,” costing ten cents, is used by pupils in grades I. and II. For all grades from III. to VIII, inclusive, we use “Palmer Method of Business Writing.” In grades VII. and VIII. we expect all pupils to secure the Palmer Diploma. Students, before graduating from the Com- mercial Department, should be required to obtain the Palmer Diploma or its equivalent. 132 Report of Board of Education SENIOR HIGH SCHOOL 1916—1917. No. in No. of 9% of Subject Class Failures Failures English IV. 40 0 0 English IV. 26 O 0 English V. 70 7 10 English VI. 69 0 0 Cicero 3 0 0 Caesar 15 5 33 1-3 Virgil 2 0 0 German II. 45 5 11 German III. 12 0 0 French I. 10 0 O French II. 5 0 O Plane Geometry 110 10 9.9 Solid Geometry 15 0 0 Arts and Crafts 24 0 0 Applied Art and Design 18 0 0 Advanced Architecture 3 0 0 Flementary Machine Design 5 0 0 Machine Lathe 5 O 0 Blacksmithing 8 O 0 Chemistry 19 3 15.8 Physics 18 0 0 Botany 30 0 0 Zoology and Physiology 15 1 6 2–3 Agriculture II. 7 1 14 2-7 Agriculture III. 6 0 0 Agriculture IV. 8 1 12% Domestic Science I. 10 0 0 Domestic Science II. 17 0 0 Domestic Art I. 14 0 0 Domestic Art II. 13 0 0 Business Correspondence 10 () 0 Shorthand and Typewriting I. 14 0 O Shorthand and Typewriting II. 10 0 0 Economics 14 0 0 Advanced Civics 6 0 0 Modern History 17 1 6 Ancient History 18 0 0 Glee Clubs 27 0 0 Normal Training 7 0 0 Public Speaking 8 1 12.5 - 773 35 PER CENT. PASSES_ _ _ _ _ _ _ _ _ _ *::: 4.5 PER CENT. FAILURES ------ uuaqq kq •peu sessºap uſ pºuņņy—sseIO 3 upſeuussaaq uuaqą Kq ºpevu sessºap uſ pºuſqąy-sse IO 5uºx{euussaaq Rochester Public Schools 139 JUNIOR HIGH SCHOOL 1916—1917. No. in No. of % of Subject Class Failures Failures English VII. 125 12 10 English VIII. 114 9 8 English IX. 117 6 5 German VII. 28 1 3.6 German VIII. 20 1 5 German IX A. 15 1 62-3 German IX B. 25 3 12 Latin Grammar 42 17 45 Arithmetic 148 19 12.8 Algebra 124 18 14.5 Bench Work 88 10 11 Mechanical Drawing I. 7 0 0 Mechanical Drawing II. 4 0 0 General Science 113 22 19 Agriculture 14 2 14 2-7 Cooking - 67 3 4.5 Sewing VII. 43 2 4.6 Sewing VIII. 8 0 0 History 141 13 9 Civics 125 15 12 Geography 78 5 6.4 Penmanship 90 17 19 Gymnasium 208 2 1 1,744 178 PER CENT. PASSES_ _ _ _ _ _ _ _ _ _ 89.8 140 Report of Board of Education EFFICIENCY OF THE FIRST SIX GRADES. Grades: Failures: Passes: 1915–1916: 1 11% 89% 2 8 92 3 5 95 4 7 93 5 7 93 6 6 94 Summar School work increased the efficiency: 1 7% 93 2 5 95 3 5 95 4 3 97 5 4% 95% 6 3 97 1916—1917: .1 8 5-6% 91 1-6% 2 6% 93% 3 12 5-6 87 1-6 4 7 1-3 92 2-3 5 6 5-12 93 7-12 6 10 1-6 89 5-6 Summer School work increased the efficiency: 1 5 5-6% 94 1-6% 2 2% 97% 3 7 1-3 92 2-3 4 3 1-3 96 2–3 5 3% 96% 6 7 2-3 92 1-3 1914—1915: 5%% 94%% 1915–1916: 5% 95% 1916—1917: 4 7-12% 95 5-12% Rochester Public Schools 141 RESULTS OF 1916 SUMMER SESSION Grade I.- Eleven made the grade, three were strengthened, and one was promoted to grade three. * Grade II.- Twenty-three made the grade, one was strengthened, and two were promoted to grade four. Grade III.- Twelve made the grade, and one was promoted to grade five. Grade IV.- Eleven made the grade, eleven were strengthened, and two were promoted to grade six. Grade V.- Twenty-two made the grade. Thirty out of thiryt-five made Arithmetic V. Five of these were fourth graders. Fourteen out of nineteen made Geography V. Five of these were fourth graders. Thirteen out of seventeen made History V. Seven of these were fourth graders. Three out of seven made Language V. One of these was a fourth grader. Grade VI.- Four out of seven made Language VI. Twelve out of fifteen made Geography VI. Eleven out of seventeen made History VI. Twenty-five out of twenty-nine made Arithmetic VI. RESULTS OF SUMMER SCHOOL IN THE GRADES 1 9 1 7 GRADE I.— 21 made grade II. 7 strengthened 5 promoted to grade III. GRADE II.- 20 made grade III. 2 strengthened 7 promoted to grade IV. 142 Report of Board of Eduaction GRADE III.— 21 made grade IV. 13 strengthened 8 promoted to grade V. GRADE IV.- 41 made grade V. - 5 strengthened 2 promoted to grade VI. GRADE. V.- 25 made grade VI. 12 strengthened 2 promoted to grade VII. GRADE VI.- 9 out of 13 made History VI. 17 out of 19 made Geography VI. 11 out of 24 made Language VI. 23. Out of 26 made Arithmetic VI. VISUAL EDUCATION Dr. Charles Mayo presented the junior and senior high schools with a Powers 6A motion picture machine. Educa- tional films are shown to the students every week. All educators are agreed upon the value of educational films, lantern slides, and stereographs, in the training of the powers of observation, memory, and correct description. SEMESTER REPORT OF MOVING PICTURES Estimated attendance Subject Reels Adults Children October 4, 1917 *Out of the mud 2 100 200 *Manufacture of Pure Food 1 October 11, 1917. *Harvesting Wheat in Australia 1 100 200 *Tower of Strength 2 October 16, 1917. *Manufacture of Pure Food 1 100 200 *Expert markmanship 1 October 23, 1917, *Disease prevention 2 75 150 Rochester Public Schools 143 Estimated attendance Subject Reels Adults Children November 9, 1917. *Floods of fortune 2 150 250 St. Paul Winter Sports Carnival 2 Dog derby Winnipeg to St. Paul 1 November 16, 1917. *Trip to Pike's Peak 1 150 200 *Trip to Santa Fe Dog Derby-repeated by request 1 November 23, 1917. *Austrailian Cattle Station *Olive industry *Ford Weekly No. 22 *Elimination of space November 28, 1917. *Farming with dynamite *Way to a man's heart *Minnesota northwoods Animals of Yellowstone North American Indians Glacier National Park Trout fishing in Rockies December 7, 1917. *Cotton spinning mill *Source of wealth December 14, 1917. *Seeking a home 1 100 100 *Making of crepe paper 1 January 11, 1918. Trip through Nation's capitol 1 Making of Ford wheels 1 Starlight sleep (comic) 1 1 200 300 i 150 200 75 100 ; 10 50 Total 38 1210 1950 All starred have been furnished through the Bureau of Commercial Economics. The comic film was furnished by a local theater, as was the Trip Through the Nation's Capitol. The others were furnished by the N. P. Railroad, and the G. N. Railroad. The coming week we will have four French Aviation Films and the week after five films showing the making of shells. º º *- | A // .. Rochester Public Schools 147 REPORT OF THE HIGH SCHOOL LIBRARY September to December 1917. The school library is now situated in the new part of the building, in a large room which has been especially equipped for library purposes. Many new books, magazines, and news- papers have been purchased, so that splendid opportunity for good reference work is open to all. Since the first of the school year, 389 volumes have been added. They include one copy of practically every book on the required reading list, new books on the war, and a set of the second edition of the New Inter- national Encyclopaedia. The circulation of books for this semester was 996 volumes of fiction and 1294 volumes of non-fiction, making a total of 2290 volumes. The largest circulation for any one month, was that of November, which registered 735 volumes. There has been a splendid increase in the use of the library, as the average last year was 159 students per day, while the average for the past semester was 240 stu- dents per day. Attendance by Students— Month Avg. per day Lowest Highest Total September 173 130 235 2767 October 252 160 310 5534 November 290 225 385 5209 December 243 175 350 3620 Semester 240 130 385 17130 MAGAZINES AND NEWSPAPERS Monthly Weekly Newspapers American Collier's Chicago Herald American City Independent Current Events Atlantic Literary Digest Minneapolis Journal Bookman New Republic Minnesota in the Century Outlook War Good Houskeeping Scientific American New York Times Harper Survey Post and Record Industrial Arts National Geographic Outing Popular Mechanics Readers' Guide Review of Reviews Scribner System World's Work qºx{a.e.W uºpueÐIoouſo S MEDICAL INSPECTION AND PHYSICAL EDUCATION OF PUBLIC SCHOOL CHILDREN MEDICAL INSPECTION OF PUBLIC SCHOOL CHILDREN The nation's greatest resource is our children. The conservation of child life and health is of paramount importance to the progress of civilization. The state takes charge of the educational development of the child and, in many cases, does little or nothing towards seeing that he is in such physical con- dition as will enable him to do most efficient mental work. The child inherits the right to grow into a normal man or woman, and the little one born with or developing remedial physical defects is suffering an injustice at the hands of the parents or the state, if such physical defects are not removed and he, as speedily as possible, put in the way of normal physical and mental development. I hold that, in as much as the state requires all children between the ages of six and fourteen to spend a large part of each year in the pursuit of knowledge, it is the duty of the state to see that each child is in such physical condition as will enable him to work efficiently; point out to the parents or guardians remedial physical defects; adjust school activities to health and growth needs and to developmental processes; attend to all matters pertaining to school hygiene and to make a special .." mental retardation and deviation of pupils in the public Schools. There are some common physical defects of children which parents readily overlook or take as a matter of course and as long as the child manifests no immediate harmful results there- from, the parents or guardians are averse to having anything done. It is a well known psychological fact that the child gains knowledge thru all the special senses and, in case some one or more of these avenues to his mind are closed or obstructed, he is handicapped in the race for learning and is distanced by his more fortunate companions. He finds it difficult to keep up with his classmates and falls by the wayside, drops out of school altogether and joins the army of child workers or in some cases becomes a delinquent. GORDON W. RICE, B. S., M. D., Galena, Illinois. 153 154 Report of Board of Education MEDICAL INSPECTION OF SCHOOLS Beginning in 1912, Rochester, Minnesota, has had a whole time Health Officer and Medical Inspection of all Schools in the city. On the opening day of the school year all the rooms are visited and children are asked to unfasten their clothing at the neck and bare their arms to the shoulder, each child is examined for any eruption or desoluamation, throats are inspected for the redness or early rash of scarlet fever, Koplik spots of measles or tonsillar trouble. A like examination is made at the opening of school after each vacation period. School efficiency is dependent upon attendance and atten- tion at school and both of these factors are dependent upon the health of the scholars. A school cencus may be said to be composed of two parts, a cencus or total enumeration of the physical defects of the scholars and a cencus of the various transmissible diseases. In the second week of school the regular examinations are started, eyes are examined for defective sight or transmissible diseases. Ears for defective hearing and acute or chronic discharge. Throats are examined for diseased tonsils, adenoids or infected glands. Teeth are examined for cavities, irregu- larities, tartar and need of cleaning. The child is then weighed and measured, and the information obtained by such examina- tion is noted on a permanent record card and filed in the health office. When defective eyes, ears, tonsils or teeth are found, a card describing the trouble is sent with the child to the parents or guardian, advising the correction of the physical defect as its existence impairs health and prevents advancement in school. A contagious slip is also given each child asking the parent or guardian to fill it out by writing yes or no to each contagious disease printed on the card. The reverse side of the card con- tains space for all other children under seventeen in the family with their age, school, etc., and they are also requested to fill this out answering yes or no, showing whether or not they have had any contagious disease. In this way we have a complete contagious record of all the children attending school in the city. Not alone is the taking of a health cencus a real need but the correct use of the information obtained is essential that the little individual may be helped. When a contagious dis- ease appears in a room at school, we know how many in that room have had it, how many are exposed and who to watch. Rochester Public Schools 155 Whenever we know just when the child was exposed to measles or chicken pox, we have allowed him to remain in school until about time for the disease to appear before excluding him, thereby saving several days time for both the child and the school. When a transmissible disease is reported to the State Board of Health, from a township in this county, Dr. A. J. Chesley, director of the Division of Preventable Disease very kindly sends me a copy of the report, if there are children attending the city schools from that township. I know by referring to my records whether or not children from that part of the county must be watched. Poor school work, light attendance and broken classes result from lack of control of contagious diseases. The attend- ance should be watched very closely and anyone absent from school should be accounted for the morning of the second day. I believe if this is done transmissible diseases can be kept out of the schools, with the exception of chicken pox and whooping cough. As one mother said to me of chicken pox, “they only had a few spots on their bodies and they did not show so I sent them along to school;” fortunately all mothers are not like this one, or I would wish this disease might be more severe. Whooping cough is hard to control as the child may be in school a week or ten days with what is called a cold before he whoops and by that time the damage is done. During this school year, September to April 1, 674 days have been lost from trans- missible diseases, 350 of which were due to whooping cough and 235 due to chicken pox. The ideal way to control disease and attendance and to follow up the work we have found necessary and advise the par- ents and guardians to have done, would be a school nurse to work with the Medical Inspector. Each of our dentists in the city gives us one hour a week. This takes care of the children whose parents are not able to have the work done for them, and the Mayo Clinic does the eye, ear, nose and throat work and any general treatment found necessary for the same class of children. Before school closes in the spring all records are gone over to ascertain who has had the necessary work done. I then visit the homes of those who have not done so and urge the par- ents to attend to it during vacation that the children may be better ready for school the next year. One of the essentials to the success of the work is to obtain the interest and co-operation of the parents, 156 Report of Board of Education WORK OF HEALTH OFFICER IN GRADE SCHOOLS 1914—1915. Total number of pupils examined—823. Defects: Eyes---------- 114 Ears---------- 19 Teeth--------- 394 Tonsils-------- 189 Results— Eyes fitted or treated.-- - - - 34 Ears treated ------------- 14 Teeth filled or treated.----- 194 Tonsils and adenoids removed.--------------- 21 1915—1916 Total number of pupils examined—912. Defects— Eyes---------- 119 Ears---------- 28 Teeth -- - - - - - - - 389 Tonsils-------- 220 Results— Eyes fitted or treated - - - - - 33 Ears treated ------------ 11 Teeth treated or filled----- 209 Tonsils treated or removed 42 1916—1917 Total number of pupils examined—1,006. Defects — Eyes---------- 89 Ears---------- 30 Teeth--------- 520 Tonsils-------- 202 Results— Eyes fitted or treated - - - - - 57 Ears treated.-----------...- 16 Teeth treated or filled----- 279 Tonsils and adenoids removed--------------- 51 Rochester Public Schools 157 Children from the Central School were examined the week of October 22nd. Number examined---------------------- 193 Defective eyes-------------------------- 19 Defective Hearing---------------------- 3 Defective Teeth ------------------------ 94 Filled Teeth --------------------------- 34 Defective Tonsils----------------------- 31 Anemia-------------------------------- 3 Two were sent to the Clinic for the eyes. About twenty were marked for the nurse to take to the dentists for work on the teeth. Several in the ungraded I have under observa- tion and will give them another examination. Visits at homes------------------------- 23 Edison School children were examined the week of October 16th. Number examined---------------------- 139 Defective eyes------------------------- 12 Defective hearing----------------------- 2 Defective teeth------------------------- 55 Filled teeth---------------------------- 58 Defective tonsils------------------------ 10 Anemia-------------------------------- 4 Sent to The Clinic for eyes--------------- 4 Thirteen who are in need of dental work should be looked after by the nurse. October 15th, during this week the pupils were examined at the Lincoln School. Number examined---------------------- 112 Defective eyes-------------------------- 9 Defective hearing----------------------- 2 Defective teeth------------------------- 45 Filled teeth---------------------------- 31 Defective tonsils------------------------ 12 . All of the children in this school were found in good condi- tion, * *- 158 Report of Board of Education The Holmes School children were examined during the week of October 8th Number examined---------------------- 197 Defective eyes-------------------------- 22 Defective hearing----------------------- 8 Defective teeth------------------------- 82 Filled teeth ---------------------------- 34 Defective tonsils------------------------ 20 Anemia-------------------------------- 2 Three children said they had no tooth brush. Four were sent to The Clinic for examination of the eyes. Several should be taken as school cases to the dentists. The Hawthorne school children were examined during the week of October 1st. Number examined---------------------- 139 Defective eyes-------------------------- 7 Defective ears-------------------------- 3 Defective teeth------------------------- 92 Filled teeth---------------------------- 10 Enlarged tonsils------------------------ 23 Enlarged glands------------------------ 7 Small goiter---------------------------- 3 Anemia-------------------------------- 3 Several children said they had no tooth brush. During the week of Sept. 24th 187 pupils were examined at the Northrup School and conditions found as follows: Defective eyes-------------------------- 14 Defective ears-------------------------- 4 Defective teeth------------------------- 112 Defective tonsils------------------------ 44 There were 30 with infected glands due to bad tonsils and two slightly anemia. Three were excluded for lice. Four with defective eyes were sent to The Clinic for glasses. Quite a number would do better work if they could be persuaded to have their tonsils and adenoids removed. Rochester Public Schools 159 The general condition of the school is improving. This year there were 30 with filled teeth. Visited 25 homes investigating sick reports. The Acting Health Officer has completed the inspection of the pupils in all the schools in the city with the following results: 1917-1918 # # +5 ~5 +3.cº. º O2 GL) * | ##| ##| ##| ##| g’É| g : # | #; g|##|##|#|##|####| || 3 |É Public High------------- 571 71 || 9 || 127 274 68|| 9 8, 17| 16 Public Grades--- - - - - - - - - 1067| 95| 24| 515, 192] 151; 37| 15 7i 22 St. Johns--------------- 245| 22 3| 94| 64; 35| 9 7 8 7 Heffron High - - - - - - - - - - - 51] 2 1| 11 21| 2 || 0 || 0 || 0 || 0 Lutheran--------------- 72 4 2| 31|| 17| 13 1 1 1 5 Total 2006| 194| 39| 778] 568. 270 56| 31|| 33| 50 . Four were excluded for pediculosis. Three were excluded for impetigo contagiosa. Notice has been sent to all parents or guardians when defects were found. In going through the examination this year, I have noticed a decided increase in the care of the teeth, and through the assistance of the school nurse we expect to have more done this school year. | euq sºqo. IOſooqo SqāļHuoſunt pue uoſuºS PHYSICAL EDUCATION Four years ago a lady playground director was employed, and two years ago a physical director for boys. These instructors supervise the playground work during the summer months, and, in a general way, supervise the play of the boys and girls in the grades during the school year. The lady director has actual charge of the work for the girls in grades seven to twelve. The man had actual charge of athletics and regular gymnasium work for the boys in the seventh, eighth, and ninth grades. All of this work is compulsory. We try to live up to the following: “It is evident that the work in hygiene should deal more with the creation of habits than the giving of information; that it should have more to do with practical facts relating to food, fresh air, bathing, self-control, work, and play, than with the mechanism of respiration, or with the histology of bone or muscle. It should deal more directly with the environment than with the individual; more with the present than with the future; more with the good effects of hygienic habits than with the ill effects of unhygienic ones. Instruction in hygiene is a failure if its influence does not extend beyond the school build- ings and grounds, into life itself; if the formation of hygienic habits does not carry over from the school room into the hap- penings of ordinary home and street life.” 169 LIGI “suoſduueųO 3ņeņS IooqoS Ieuquæ0 puno uºÁela = | ſae. I ， ， ） ſ m.|×（~~~~ ! ：:：* . .|-!ſaeae，|-| uuniseuuuÁÐ „sluſso uſ suºpeuſo qņueaas i º º | | --- : Name Walter Hogenson, No. 30 Class (year) 1999 Physical Training Record ear ea. It €2. It ear September September Playgrounds J p . October November Cal. Gym. Mch. December January i February March April May ; GRADES 1 stSem. 2nd Sem. (1. (l Average (l Grand Average (185) Rochester Public Schools DEPARTMENT OF PHYSICAL EDUCATION • ** Measurements Personal History 1 2 | 3 Walter IIogenson Weight——| 78 | 84 | Born Sept. 24, 1905. Height——— 55 56 Trunk 28 29 Health of (if dead of what disease did each Breadths die?) Chest Con. 8.2 8. Chest Ex.--—l 9 9. Father D. Accident Waist 8. 7| 8 Mother—well Depths Chest Con. 5.8| 5. Sisters—3 well Chest Ex. 6.5 6. Brothers—2 well Waist Girths 9th Rib Con. 25.5| 26 Have you had any serious 9th Rib Ex. 128 129 diseases or accidents? Waist 26 (25.5 Neck 2. 3| 2.5 Heart trouble— gº Rheumatism— R. Forearm—— 145 |50 º L. Forearm—|44 |48 Kidney Disease Back 180 |200 * Legs 360 |380 Accidents— Examined by | A A e Date =r- 12 Operations— Diagnosis Have you recently had Vision 17– R |any of the common ail- In entS Hearing n— R g Indigestion— Nostirls n— Teeth (l, Constipation Heart (1,– Colds— Hor. Stol. R. 82 Headache Lungs Fainting Spells— Generative Organs Cold Feet Generative Organs n— Posture 1– Sleeplessness— Do you think there is any reason why you cannot take the prescribed work of this department? Spine 1— Spine 1— Feet General Condition Very good No CITY SCHOOL EXPENDITURES AND UNIT COST OF INSTRUCTION CITY SCHOOL EXPENDITURES Dr. George Drayton Strayer, of Teachers' College, Colum- bia University, in his study of City School Expenditures in Fifty-seven Cities, states that Teaching and Supervision should run from 70% to 75%. Our percentage is 50.49%. Janitors' salaries should run from 5% to 7%. Our percentage is 4.74. Text books and supplies should run from 4% to 6%. Our percentage is 8.32. Repairs should run from 3% to 5%. Our percentage is 5.93. Fuel should run from 5% to 7%. Our percentage is 4.74. It seems that our problem will be the increasing of teachers' and janitors' salaries; and in order to do this, we must limit the expenses in other departments so that this may be done without interfering with efficient school work. 189 190 Report of Board of Education TOTAL EXPENDITURES 1915–1916. General Control: School Board: Salaries Superintendent's Office: Salaries-------------------------- General Administration: Election and cencus--------------- Truant officer-------------------- Legal service--------------------- Publishing----------------------- Express, freight and drayage------- Sundries------------------------- Instruction: Salaries: Supervisors---------------------- Special-------------------------- High School---------------------- Grades-------------------------- Night school--------------------- Librarian------------------------ Text books: High school---------------------- Elementary---------------------- Library books-------------------- Percentage of total A mount expenditures 100.84 .049 47.81 .023 148.65 .072 4,582.50 2.233 363.57 .177 4,946.07 2.41 44.64 .022 240.00 .116 286.10 .14 41.66 .02 505.12 .25 560.25 .27 1,677.77 .818 6,772.49 3.3 2,117.50 1.032 10,127.16 4.94 15,387.46 7.49 15,612.00 7.61 3,620.96 1.77 586.00 .286 47,451.08 23.128 536.98 .262 680.91 .332 518.19 .252 1,736.08 .846 Rochester Public Schools 191 Percentage & of total Supplies: A mount expenditures General------------------------- 1,253.63 .61 Agriculture---------------------- 13.55 .01 Manual training------------------ 2,311.23 1.13 Home economics------------------ 413.25 .20 Science-------------------------- 811.07 .391 Commercial---------------------- 88.17 .043 Library-------------------------- 195.79 ,095 5,086.69 2.479 54,273.85 26.453 Operation: Jan. and Eng. Salaries------------- $4,461.22 2.174 Fuel---------------------------- 4,463.36 2.175 Light, power, and gas------------- 803.80 .39 Janitor's supplies----------------- 500.55 .244 Toilet articles-------------------- 485.09 .24 Sundries------------------------- 220.76 .107 10,934.78 5.33 Maintenance: Rep. blogs; upkeep gr’ds. --------- 5,534.38 2.697 Repair of equipment-------------- 35.90 .018 Rent and insurance--------------- 1,838.69 .896 Sundries------------------------- 35.37 .018 7,444.34 3.629 Auxiliaries: Transportation------------------- 165.00 .08 Promotion of health-salaries-------- 600.00 .293 Athletics------------------------- 538.06 .262 Sundries------------------------- 82.50 .04 1,385.56 .675 Outlays: Land---------------------------- 30,748.00 14,986 New buildings-------------------- 73,791.61 35.963 Improving grounds---------------- 1,394,07 .68 New euqipment------------------ 2,321.91 1.134 Other payments.------------------ 5,251.00 2.56 113,506.59 55.323 192 Report of Board of Education Percentage - of total Bonds and Interest: A mount expenditures Interest------------------------- 5,846.44 2.85 Bonds and loans------------------ 5,000.00 2.437 Other payments.------------------ 5.00 .003 10,851.44 5.29 Total $205,169.05 100.00% Interpretation—Out of every dollar received, .25 cents or one fourth of a cent was spent for express freight and drayage, 23.128 cents for teachers salaries. EXPENDITURES 1915–1916. (Exclusive of all “Outlays” except “New equipment”) Percentage General Control: of total School Board: Amount expenditures Salaries-------------------------- $100.84 .107 Expenses---------------- '• * * * ~ * ~ * 47.91 .05 148.65 .157 Superintendent's Office: Salaries-------------------------- 4,582.50 4.874 Expenses------------------------ 363.57 .386 4,946.07 5.26 General Administration: Election and census--------------- 44.64 .048 Truant Officer-------------------- 240.00 .25 . Legal service--------------------- 286.10 .306 Publishing----------------------- 41.66 .044 Express, freight and drayage------- 505.12 .546 Sundries------------------------- 560.25 .589 1,677.77 1.783 6,772.49 7.20 Rochester Public Schools 139 Percentage Instruction: of total Salaries: Amount expenditures Supervisors---------------------- 2,117.50 2.253 Special-------------------------- 10,127.16 10.784 High School---------------------- 15,387.46 16.352 Grades-------------------------- 15.612.00 16.613 Night School and College---------- 3,620.96 3.864 Librarian------------------------ 586.00 .624 47,451.08 50.49 Text Books: High School---------------------- 536.98 .573 Elementary---------------------- 680.91 .725 Library Books-------------------- 518.19 .552 1,736.08 1.85 Supplies: General ----------------------- 1,253.63 1.33 Agriculture----------------------- 13.55 .022 Manual training------------------ 2,311.23 2.467 Home economics------------------ 413.25 .44 Science-------------------------- 811.07 .85 99mmercial---------------------- 88.17 .094 Library-------------------------- 195.79 .207 5,086.69 5.41 54,273.85 57.75 Operation: Jan. and Eng. salaries------------- $4,461.22 4.746 Fºº!---------------------------- 4,463.36 4.748 Light, power, and gas------------- 803.80 .85 Janitors' Supplies----------------- 500.155 .533 Toilet Articles-------------------- 485.09 .524 Sundries------------------------- 220.76 .234 10,934.78 11.635 194 Report of Board of Education Percentage w of total Maintenance: A mount expenditures Rep. blogs; upkeep grounds-------- 5,534.38 5.887 Repair of equipment- - - - - - * * * * * * * * * *s 35.90 .039 Rent and insurance- - - - - - - - - - - - - - - 1,838.69 1.955 Sundries------------------------- 35.37 .039 7,444.34 7.92 Auxiliaries: Transportation------------------- 165.00 .174 Promotion of Health-salaries-- - - - - - 600.00 .639 Athletics------------------------- 538.06 .57 Sundries------------------------- - 82.50 .087 1,385.56 1.47 Outlays: New equipment------------------ 2.321.91 2.475 2,321.91 2.475 Bonds and Interest: Interest-------------------------- 5,846.44 6.22 Bonds and Loans----------------- 5,000.00 5.32 Other payments.------------------ 5.00 .01 10,851.44 11.55 Grand Total $93,984.37 100.00% Interpretation:—Out of every dollar received .573 cents or about a half a cent was spent for high school texts, 4.746 cents or about four and three quarters cents for Janitors and Engi- neers salaries. Rochester Public Schools 195 TOTAL EXPENDITURES 1915–1916. Percentage of total General Control: A mount expenditure School Board-------------------- – $148.65 .072 Superintendent's Office- - - - - - - - - - - - 4,946.07 2.41 General Administration------------ 1,667.77 .818 6,772.49 3.3 Instruction: Salaries-------------------------- 47,451.08 23. 128 Text Books; library Books.-- - - - - - - - 1,736.08 .846 Supplies------------------------- 5,086.69 2.479 54,273.85 26.453 Operation: ------------------------- 10,934.78 5.33 Maintenance:...-- - - - - - - - - - - - - - - - - - - - - 7,444.34 3.629 Auxiliaries:------------------------- 1,385.56 .675 Outlays:---------------------------- 113,506.59 55,323 Bonds and Interest:- - - - - - - - - -...- - - - - - 10,851.44 5.29 $205,169.05 100.00% Interpretation:—Out of every dollar received 26.45 cents was spent for instruction; 5.29 cents for bonds and interest, etC. TOTAL EXPENDITURES 1916–1917, General Control: School Board--------------------- $128.47 .05 Superintendent's offiice- - - - - - - - - - - - 3,895.36 1.4 General Administration------------ 1,654.56 .59 5,678.39 2.04 Instruction: Salaries-------------------------- 54,962.48 19.71 Text and Library Books.-------- - - - 1,957.10 .70 Supplies------------------------- 3,423.41 1.23 60,342.99 21,64 196 Report of Board of Education Percentage of total A mount expenditures Operation : -------------------------- 14,896.07 5.34 Maintenance:------------------------ 6,971.89 2.50 Auxiliaries:------------------------- 765.44 .27 Outlays:...--------------------------- 170,308.83 61.08 Bonds and Interest:------------------ 19,870.15 7.13 $278,833.76 100.00% EXPENDITURES 1915–1916. (Exclusive of all “Outlays” except “New Equipment”) General Control— School Board--------------------- $148.65 .157 Superintendent's Office- - - - - - - - - - - - 4,946.07 5.26 General Administration------------ 1,677.77 1.783 6,772.49 7.20 Instruction: Salaries-------------------------- 47,451.08 50.49 Text Books and Library Books----- 1,736.08 1.85 Supplies------------------------- 5,086.69 5.41 54,273.85 57.75 Operation :-------------------------- 10,934.78 11.635 Maintenance: ----------------------- 7,444.34 7.92 Auxiliaries: ------------------------- 1,385.56 1.47 Outlays—(New Equipment).---------- 2,321.91 2.475 Bonds and Interest:----------------- 10,851.44 11.55 TOTAL $93,984.37 100.00% Interpretation:-Out of every dollar received 57.75 cents was spent for instruction; 11.55 cents for bonds and interest,etc., Rochester Public Schools 197 EXPEND ITURES 1916- 1917. (Exclusive of all “Outlays” except “New Equipment”) General Control: School Board----- - - - - - - - - - - - - - - - - Superintendent's Office- - - - - - - - - - - - General Administration------ - - - - - - Instruction: Salaries------------- - - - - - - - - - - - - - Text Books; library Books-- - - - - - - - Supplies------------------------- Operation :- - - - - - - - - - - - - - - - - - - - - - - - - - Maintenance: - - - - - - - - - - - - - - - - - - - - - - * - - - - - - - - - - - - - - - - - - - - - - - - - - Percentage of total A mount expenditures $128.47 .13 3,895.36 3.50 1,654.56 1.47 5,678.39 5.10 54,962.48 49.26 1,957.10 1.75 3,423.41 3.07 60,342.99 54.08 14,896.07 13.34 6,971.89 6.25 765.44 .68 3,047.69 2.73 19,870.15 17.82 $111,572.62 100.00% 198 Report of Board of Education COMPARISON OF TAXES AND RATES FOR THE PAST Year 1912 1913 1914 1915 1916 1917 Valuation $2,602,440 2,771,881 3,853,207 4,178,768 5,531,153 5,844,086 SIX YEARS Special Tax $ 27,000 16,000 Building 35,000 1,710 State loan 15,000 Building 47,000 6,000 Building 9,936 State loan 62,500 - 10,674 State loan 95,079 6,263 State loan 110,540 6,008 State loan 10.4 6. 4,302 State Loan 1. 12. : 2 15 65 Rate mills mills mills mills mills mills mills mills mills mills mills mills mills mills mills 18. 20 18.82 16.2 17. 37 18. 34 19.77 Rochester Public Schools 199 HIGH SCHOOL 1917—1918. COST OF INSTRUCTION PER SUBJECT PER PERIOD English-VII.--------------- $.55 English VII.--------------- - English VIII.-------------- English VII.--------------- English IX. ---------------- Arithmetic----------------- English IX.---------------- Civics--------------------- } English IX.---------------- Caesar-------------------- English XII---------------- Journalism----------------- J Spanish-------------------- English X----------------- } English X----------------- | . 85 English XI.---------------- English XII.--------------- Public Speaking------------ Latin Grammar------------ } French I.------------------ French II.----------------- Chemistry----------------- 1.36 General Science------------ . 89 Algebra------------------- Physics-------------------- 200 Report of Board of Education Arithmetic VII. - - - - - - - Algebra -------------- Algebra Review - - - - - - - Geometry------------- Higher Algebra--- - - - - - History VII. - - - - - - - - - - History VIII. - - - - - - - - - Geography VIII. - - - - - - - - - - - &= - - - - Senior American History----- Business Law - - - - - - - - - Applied Art and Design Mechanical Drawing--- Bench Work- - - - - - - - - - * - - - - * - - - - Applied Art and design------ Advanced Mechanical Drawing------------ Bench Work---------- Blacksmithing--------- Cadet Training-------- Bench Work- - - - - - - - - - Wood Turning- - - - - - - - Pattern Making------- Agriculture ----------- Bookkeeping---------- Salesmanship---------- Shorthand and Typewriting-- Penmanship----------- Glee Clubs------------ Orchestra------------- Chorus--------------- . 57 .45 . 57 . 64 . 37 . 12 . 76 . 73 . 68 . 05 . 19 .85 . 07 . 73 . 79 . 16 , 69 Rochester Public Schools 201 Boys' Physical Training----- .86 Normal Training - - - - - - - - - - - . 78 Supervision by Junior Principal .99 HIGH SCHOOL 1917—1918. COST OF INSTRUCTION PER PUPIL PER SCHOOL YEAR English VII. - - - - - • * * * * * * * * * * English VII. - - - - - - - - - - - - - - - English VIII. -- - - - - as as ºn - - - -- * English VII---------------- English IX---------------- Arithmetic----- - - - - * * * - - - - * English IX.---------------- Civics--------------------- English IX.---------------- Caesar-------- - - - º ºs º º- - - - - - English X----------------- English XII---------------- Journalism----------------- Spanish-------------------- English X----------------- English XI.---------------- English XII.--------------- Public Speaking------------ Chemistry----------------- General Science $6.96 } s.s., 7.59 } 9. 60 19. 20 15. 71 202 Report of Board of Education Algebra------------------- Physics-------------------- } 7.81 Botany-------------------- } 11.54 Zoology------------------- Arithmetic VII. - - - - - ------- - 5.86 Algebra------------------- Algebra Review.------------ 7.14 Geometry------------------ Higher Algebra------------- 23. 18 History VII. - - - - - - - - - - - - - - - 5. 13 History VIII. - - - - - - - - - - - - - - } Geography VIII. - - - - - - - - - - - 6. 19 Senior American History--- j 15. 33 Business Law.-------------- Civics-------------------- - Ancient History.------------ 11, 16 Modern Hisotry------------ Cooking------------------- 9.58 Sewing-------------------- 9. 18 Applied Art and Design------ 20.57 Mechanical Drawing-------- Bench Work--------------- Applied Art and Design - - - - - 17. 57 Advanced Mechanical Drawing----------------- Bench Work--------------- Blacksmithing-------------- 10.43 Cadet Training------------- Bench Work--------------- Wood Turning------------- 12.44 Pattern Making------------ Agriculture---------------- 24. 20 Bookkeeping--------------- } Salesmanship--------------- 11.84 Rochester Public Schools 203 Shorthand and typewriting -- 4. 68 Penmanship - - - - - - - - - - - - - - - Glee Clubs----------------- Orchestras----------------- 68 Chorus-------------------- Girls' Physical Training - - - - - 2.24 Boy's Physical Training - - - - - 1, 24 Normal Training - - - - - - - - - - - 157.14 JUNIOR AND SENIOR HIGH SCHOOLS 1917—1918. COST OF INSTRUCTION PER 1,000 PUPIL HOURS English VII. --------------------- $33.80 English VIII.-------------------- 32.53 English IX---------------------- 43.97 42.65 English X.------------ ** sm º ºsº ºr memº ºm, sº me sm as 38. 19 42.41 English XI.---------------------- 41. 53 43.87 English XII.--------------------- 37. 03 52. 12 Journalism----------------------- 71.97 Latin Grammar------------------- 64.94 59.87 Caesar-------------------------- 73. 05 74.50 Virgil--------------------------- 255.68 144. 13 German I.----------------------- 52.04 21. 18 German II.---------------------- 52.04 18. 38 German III.--------------------- 43.71 German IV.---------------------- 42. 65 French I.------------------------ 66.75 French II.------------------------ 113. 65 Spanish------------------------- 45. 35 Norse---------------------------- 53. 61 Arithemtic VII. - - - - - - - - - - - - - - - - - - 32. 64 Elementary Algebra--------------- 48. 45 46.94 Plane Geometry------------------ 45. 30 54.62 Higher Algebra and Solid Geometry 175. 62 96, 50 General Science------------------- 51.02 51.00 Zoology and Physiology----------- 37.46 45.30 Botany-------------------------- 37.46 48.83 Chemistry----------------------- 72. 72 76. 56 Physics-------------------------- 34.63 74. 25 204 Report of Board of Education Agriculture VII and VIII. - - - - - - - - - 139. 52 Agriculture IX and X.--- - - - - - - - - - 65. 56 Agriculture XI and XII.---------- 170.45 Sewing VII. -------------------- 44.92 Sewing IX----------------------- 38.96 Sewing XI.---------------------- 121. 76 Cooking VIII.----------------- --- 38. 64 Cooking X---------------------- 36. 11 Arts and Crafts X.--------------`-- 90.09 Arts and Crafts XI.--------------- 145. 74 Mechanical Drawing VIII.------ - - - 33. 22 Mechanical Drawing X, XI and XII 204. 00 Bench VII. ---------------------- 77. 13 Woodturning VII, VIII. IX-------- 56.51 Woodturning X, XI, XII and Pattern Making-- - - - - - - - - - - - - - - 282.56 Machine Lathe VII, VIII, and IX. — 94.69 Machine Lathe X, XI and XII.---- 135. 26 . Salesmanship and Business Corres- pondence---------------------- 59. 81 Shorthand and Typewriting I.------ 41. 48 Shorthand and Typewriting II.----- 45.85 Penmanship---------------------- 21.96 Business Law and Economics- - - - - - 130. 77 55. 33 Community Civics---------------- 49. 05 38. 80 History VII.--------------------- 34. 79 Ancient History------------------ 49. 60 40. 65 Modern History------------------ 153. 72 67.78 Senior American History - - - - - - - --- 166.43 Geography----------------------- 34. 77 Public Speaking------------------ 51. 29 86. 66 Girls' Gymnasium VII, VIII and IX 10. 15 Girls' Gymnasium X, XI and XII.- 19. 62 Boys' Gymnasium---------------- 6. 64 Military Drill-------------------- 8. 66 Glee Club VII, VIII and IX. — — — — — — 44. 64 Boys' Glee Club X, XI and XII.--- 63.77 Girls' Glee Club X. XI and XII---- 81. 18 Orchestra VII, VIII and IX. — - - - - - 44.64 In a number of cases, where statistics were available, comparisons have been made with the average twenty-four Minnesota cities of the first class. Rochester Public Schools 205 COST OF SCHOOL BUILDINGS Architects' fees for Holmes, Lincoln Northrop, and repairs at Central and Hawthorne----------------- Holmes School: - G. Schwartz & Co., general contract Mass & McAndrew, plumbing and heating------------------------ Max Hoppe, cement sidewalks - - - - - Raetz & Co., electric fixtures-- - - - - - Lincoln School: G. Schwartz & Co. gen. Contract--- Star Contracting Co. plumbing----- George W. Jacobs - - - - - - - - - - - - - - - - Fakler Plumbing Co., - - - - - - - - - - - - - Foster Electric Co., - - - - - - - - - - - - - - - Adler & Kruger, hardware- - - - - - - - - Foster Electric Co., fixtures-- - - - - - - Block of ground (A. C. Gooding, agent)------------------------- G. Schwartz & Co., filling - - - - - - - - - Gebeler & Anderson, filling - - - - - - - - Northrop School: G. Schwartz & Co., gen. Contract -- Star Contracting Co., plumbing - - - - Mass & McAndrew, heating and ventilation--------------------- D. D. Whiting, electric wiring-- - - - - Warner Hardware Co., ------------ $ 3,200.00 8,531.80 3,426.35 120.00 165.00 50.00 66.10 21,659.10 1,757.00 120.00 3,869.00 255.00 387.90 117.47 20,000.00 132.00 921.60 5.25 27,400.17 3,302.50 6,550.70 250.00 325.00 3,200.00 12,359.25 49,224.32 206 Report of Board of Education Wilbur Electric Co., - - - - - - - - - - - - - - . 175.00 Gebeler & Anderson, side walks----- 211.00 Wm. Lowry, sidewalk-- - - - - - - - - - - - 27.55 One-half block of Ground---------- 6,490.00 Repairs at Central: 44,731.92 Stebbins & Sullivan-- - - - - - - - - - - - - - 48.15 J. T. Fakler, plumbing - - - - - - - - - - - - 2,029.50 O. W. Schroeder, floors and tile----- 57.7.15 2,654.80 Repairs at Hawthorne: W. F. Reitz, new floors--- - - - - - - - - - 370.00 370.00 $112,540.29 COST OF HIGH SCHOOL ADDITION G. Schwartz & Co., Gen. contract - - - $78,598.27 Minneapolis Steel and Machinery Co., structural iron - - - - - - - - - - - - - 16, 645,70 Crown Iron Works, ornamental iron 3,396.00 B. Amundsen, painting & decorating 3,237.00 H. C. Knisley Co., sheet metal and roofing------------------------ 7,375.00 Maass & Andrew, heating & plumb. 26,730.36 Foster-Raetz Elect. Co., electric wiring and telephones - - - - - - - - - - - 3,784.30 The Linden Co., decorative glass - - - 426.00 Johnson Service Co., temperature regulators---------------------- 3,160.00 Northwestern School Supply Co., blackboards-------------------- 574.08 Herring, Hall, Marvin Safe Co., vault door.--------------------- 60.00 Northwestern Marble and Tile Co., tile floor----------------------- 4,597.20 Otis Elevator Co., elevator--------- 417.00 Rochester Public Schools 207 Times Systems Co., clocks -- - - - - - - - 605.00 O. V. Hanson, finishing hardware-- - 1,653,45 Rochester Cornice Works, roof at stack-------------------------- 60.10 151,319.46 Architects' fee at 6%------- - - - - - - - 9,079.17 $160,398.63 COST OF EDISON SCHOOL Martin Heffron, general Contract--- $25,900.00 Mass & McAndrew, plumbing--- - - - 1,724.00 George W. Jacobs, heating-- - - - - - - - 4,934.00 Foster Electric Co., electric wiring-- 27 2.50 O. G. Hanson & Son, hardware-- - - - 3.29.06 Wm. Lowry, sidewalk and cement Work-------------------------- 225.00 Mary E. Lewis, one-half block of ground------------------------ 4,250.00 Architects' fee-------------------- 37,634.56 1,652.63 39,287.19 COST OF HAWTHORNE SCHOOL G. Schwartz & Co., general Contract-- $33,935.00 Maass & McAndrew, heating & plumbing 11,180.00 Wilbur-Bunn. Elec. Co., elec. wiring 670.00 City of Rochester, side walk- - - - - - - 204, 50 One-half block of ground----------- 10.000.00 55,989.50 Grand total (Cost of Holmes, Lincoln, Northrop, Edison and Hawthorne Schools, High School Addition repairs at Central School and repairs at Hawthorne School. $368,215.61 208 Report of Board of Education WHERE A SCHOOL DOLLAR COMES FROM 1916—1917. $, 80 . 0871 , 0524 04 . 012 , ()()85 $1.00 Special Tax State Apportionment State Appropriation Local Mill Tax Interest Other receipts WHERE A SCHOOL DOLLAR GOES 1916–1917. $ .5408 . 1782 . 1334 . 0625 . 051 O273 . O()68 $1.00 Instruction Interest on Bonds Operation Maintenance General Control Outlays Auxiliaries SCH M | DT PRINT | N G CO. 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