Oak Street UNCLASSIFIED — feet bb TEN. of. the University of South Carolina Ine LIBRARY Uf te PCO 18 1954 School ‘Surveys Superintendent §. H. Edmunds of City Schools of Sumter, S. C. Ras Read Before the Department of Superinten- dence, December 29, 1917 ISSUED MONTHLY BY THE UNIVERSITY No. 66 March, 1918 COLUMBIA, S. C. Second-Class Mail Matter Digitized by the Internet Archive . in 2021 with.funding from eae University of Illinois Urbana-Champaign Alternates https://archive.org/details/schoolsurveysbysO0edmu INTRODUCTION. Let me form a teacher’s estimate of his results, and I eare little who makes his methods! Given a true stand- ard of what he is to accomplish, with a true judg- ment of how nearly he is accomplishing it, you may leave him alone to find the way, sooner or later. This truth gives tremendous significance to the recent move- ment to subject educational products to definite meas- urements. The same principle holds largely of communities. The first step toward educational betterment is the comparison of accurately known conditions with what it is reasonable to demand. The practise of surveying school systems is destined to become universal, because it is so obviously useful. Of course this movement, like all things human, especially like all rapidly growing fashions, is accompanied with trumpeting, humbug- gery, politics, and personal littleness. (Sometimes one feels what a fine thing it would be to survey the sur- veyors.) Yet after deductions for the eternal human, there remains a practise which can be made a powerful engine of efficiency and which is sure to become perma- nent. Because there was a pressing need that our school folk be informed on this topic, Dr. Edmunds was re- quested to present, to the Department of Superintend- ence at its meeting last December, a treatment of School Surveys. The result is the following genuinely rich paper. The meeting ordered that it be put into permanent form, lest the teachers of the State should suffer a real loss. The growing teacher, the person intelligently inter- ested in education, simply cannot afford not to be in- 4 formed about School Surveys; and I do not know where else he can find so good an introduction to the subject as in the excellent presentation of Dr. Edmunds. PATTERSON WARDLAW, President of Department of Superintendence, State Teachers Association. School Surveys One of my good friends among our professional brethren paid me the rather questionable compliment of saying that he was always glad to see me get up; for he knew that it would not last long. I dislike very greatly to lose this reputation; for I have always thought it far better to stop before you are through than to be through before you stop. Our president has assigned to me a subject so comprehensive that it mat- ters not when I shall stop, I shall not be through. It gives me pleasure, therefore, to hold him responsible for a prolongation of discussion beyond my custom. In discussing this subject I feel sure that I shall not be able to take you to any definite destination. My sole hope is that I may be able to direct your thoughts into channels of profitable investigation. I have studied the subject with some care: I have looked through a good many books: I have had considerable correspond- ence. As a result of this investigation, thought, and communication I trust that I may be able to give you something that will serve as a basis for your profitable pursuit. The paper that I am offering is of no literary value: it is simply a study together of this subject, with the information that I have on hand, gathered from published surveys and from my correspondence. At the conclusion of this discussion I shall give an expres- sion of my own views as to the question under consid- eration. CLASSIFICATION OF SURVEYS. The Institute for Public Service classifies surveys as follows: Auto; Outside; Fact; Philosophy; Useful; Ornamental; File-the report; Build-as you-go, and adds the following analysis of a certain type of survey used by one who is a participant in many surveys. The Institute says of this type that it dissertates; repeats educational dogma; reprints local history; shuns speci- fic evidence; generalizes; fails to give facts as a basis; expounds the universally true; blinks at administra- tion deficiencies; restates solemnly as survey findings the reasons that led to the survey; makes unspecific recommendations. COMMUNICATIONS. As soon as I began a study of this question, I natur- ally wrote to Director Allen of the Institute for Public Service. I shall read just here the two letters that I received from this department. New York City, November 23, 1917. Dear Supt. Edmunds: Dr. Allen is out of town and will not be in the office until next week. . When he returns I will take up your letter with him and in case he has anything to add, he will write you further. The World Book Company has recently sent out two books on surveys by Dr. Allen; one Self-Surveys by Teacher Training Schools, and the other Self-Surveys by Colleges and Universities. You will find a report to the governor of Ohio of a rural school survey directed by H..L. Brittain, Managing Director Bureau of Munic- ipal Research, Toronto, Can., under Dr. Allen’s direc- tion, also very helpful. Chas. D. Hine, Secretary of the Connecticut State Board of Education has made several surveys of schools in his State. It is probable that he will be glad to furnish you with some of these surveys upon application. Recently we made a self- survey of a large public school in New York City, and in co-operation with a committee of teachers, appointed by the public school, we prepared a questionnaire for teachers and a questionnaire for administrators. The demand for these questionnaires has been so great that we are, at present, out of them. If you are interested in them we will send you copies when we have more run off. In a consideration of school problems I feel certain that the self-survey should be emphasized. Sincerely yours, HELEN E. PURCELL, Educational Investigator. 8 New York City, December 10, 1917. My Dear Superintendent Edmunds: Following Miss Purcell’s note to you of November 23, may I suggest that in this survey business we must come to two ideas: (1) The build-as-you-go idea where the schools benefit from the first hour that the survey starts in- stead of waiting for some ponderous report three or six months after the study. (2) The co-operative idea which makes sure that the person surveyed shall see everything that the sur- veyors see... I recently talked with some three hundred women and began by asking them to fill out the enclosed card; i. e., to make a self-survey. They did it pretty well. Many superintendents are using our teachers’ person- ality slip in the same way. Minneapolis just ordered 2,000. I send them to illustrate two more points of value in self-surveying: (1) Breaking up or factoring of questions into their elements. For example, voice is not one fact but at least eleven. Appearance of room is not one fact but — at least seventeen. (2) Factored elements plus degree in which each may appear. With best wishes for your meeting, Sincerely yours, WM. H. ALLEN, Director. The two personality cards from the Institute for Public Service follow: PERSONALITY CHARACTERISTICS OF TEACHER: PRES LOA GINS ccvcctesssccceee VICI cascccttossestaveotece POLEYV EDLY ecceecs-cceeseters UP DleOASINS erect cecosss GISDICASTME cr cpcscvecsns Me OUPCAOUS -c-scc<-ccesees WGI” Vicksreponscousstaee MOGeCraALC] Ys. .cccecccseceet Littles Sess GISCOUBECOMSrsicacettrssscssesssss emCOTOOMT Ul seecsiesccessss MGI sittcccuss terette ces WYVOG CTA CCLY mits ccchectercsies TEC Csr erecee PICONLY, 2 SUOMI scessessesneass APITUCOAIN UPI OUS. «cccccceuss ti sevneoseasses WiGT Viste sicnventvadkeon oS vacates Colera Dliye et eis wtasanenss arcs Zine hs cssdiinacessreswste es VIN DALROUIC...crsesccecve MODY. .cceeeseter ss TINOG CEAUClVincccccssceetceters UMS YIM PAtiGliGhc.ces.sereesc WEL IKIN) Oieerarvevssesse Wee tTCH USIASTIC..c% h.. ces -08ers ViGIY, step cenite cock ve moderatel yen. TEC Lew ee ec. ee MANGAL Pac. ccnevctecnscs DTS TIT CG y..c.ccscecctecsas VOL Vice Niccpccssscotert THOGECTALCLY nc cet eens MLC cee scorer ULTVGUE TING ciscssssserecssae BV Gln red,: DOMtC: ee. TOLEDO LY ceeceeeers acceptably.......... Son «the? weaves ks ilipanann ered:......... SMERUAGCLL ter cctecchescrccscaccansceacone WAST Bie APRA ee ee COLCLALD] Virsecctsteet oer eeeetse eee WONG CRIS cacecacceees shee DAP EITIN ULE CLINE oaseconee ses cathetaaces WDM irc cresss ments cctecines TNOGCLSU Ghyecceece eae PAGICLINE een ccatatten civacvectescseests eee eET TTI OTOUG ss cee covsesssctctes sess Vi OI Virrarttecstoteseeccans MiOd era tel yawn sce ssers EGELO oN ctersencceadre ewat hs gale reearer ES + ENCOULALINE!.....sc00s-. ViGT: Wiest coc s et conde WMIOGELVATC Va. oe CUSCOUGAL INE saute TUE UIE, ccs cncsenenrs yee CHL OLA DIY scevcctersecss WETIVie. fo cccectloteectcs PAL Betecrcccstectsass toh COOM LOCHHIGAl A ccc UIE OLAT Wietscnsssvasesccses t4 WeCSOULrGeLUlE=...sccccss WGI? Viaseuansit cccaecearus ca LEEW anne reeere unresourecet tiles. unimaginative............ To eS VSCOM atic? IM tNOULNE....ccccepssseccrs EVEL Vitae navesttccde oriscecies COLGEA DIY stett.. eter UNSVSCOMMAULIC. .....cccacccves iia S ya gi bey eats Oy open WOLY ccccapvess iaatecnsseotes IMOGSrACCIST wm eee cers PES sod actaioess da ceeat vib tg 69 A=) a Pe a arte re eer ee WRANS) COODELALION. cccbseccoosecesese CASILV Sariisscnetetetesr LALLY antes INCA GON IZ OCSON c cccuvcsstecsecstecess 18. Self-COontroiled.............rccccosccocers VEE Vices saecscecskeectnncieencss MVOC GLa COL Ve s-o sete aaa TUE we tars naenscetaseecencess 19. Ambitious professionally................ GULte Aaa NOGA Chee. .caec SCeCMS COW DGRIACIING’......5-..cc0e0 UEP ORCI ADC. cicosesssstsusee tees CUTE OR cecentnes eeessesyss MVCN Clit fh CU tC Verwermnce,s scseeeaeee GOUDELUIE Wa USTIAN Carercssescstenes Position Marker Name Position For checking and rechecking by teachers, supervisors, Comment of teacher or supervisor—verbal or written but confidential. INSTITUTE FOR PUBLIC SERVICE, 51 Chambers St., New York City. 5 for 10c; 10 for 15c; 50 for 50c; per 100, 75c; per 1000, $5.00—Postpaid. POOP Orem nese ene e eet etna een eeeeee REPEATER EERE EEE EE EOE HEH EEH EE EE ee es eee eee CPCS COCO C CIOS eee eee eer rere) ORO eRe amen seen eee ee en ee aeseesenee® OREO E Ree eee Ree e EOE EH EEE EEEEEEEEEEESEEEESEEEEEEEHSSESEEESEEEEEEHESE EE HEH EEEEEEEESEEHEEH HEHE EES ARENT EERE EEO EE ETH ERE HE TEESE TEE ESET TEESE SE EE EEEEESESES EE EES ES EEEEEE TEESE HEHEHE ESESEEEE TEESE SE EEE EEE ED Personality Slips for Self-Surveys To help teachers and supervisors locate their own strong and weak characteristics. To help supervisors help where help is most need- ed. normal schools, before admission and during course, would-be employers, placement and guidance bureau, teachers’ agencies and surveyors. Check (x) after items which describe conditions. Use ? if a further visit is needed before mark- ing. APPEARANCE OF ROOM: ee CON Ol ees cct.ccetecscece TOCA DIOR. tees sereeeterctese VEE W A iat ke ee ye DOOR Mec ttscchireech GISOPGGCLIY 4 -sacsscssocrvescce mL YSGOL LION ssrececsisccesse AULT ACULV Giseccencssess cs OVETO ONC 2. etscesecr TAL CEPAGUL Vere sceeecer tice WACKIN GS oeearssesee EUV, LINC OWSissscessssacseete OPCN—YVES.....ccseeeeeees TOs ereeesecosassseeee GOAN Ret okoee ULES CL Seu Eie pert tes ors cxteeats cclssasnee AE Y octet seca cvecetssedcessectens PE OSU os ceecces tees dav cusraeeowss ¢ DAL cece ee oiee et eee so EC SU rc gac cte ag crate adeasinr seeds tavedoaatin Pras IAC DOALTOS «.. scccsesseres WNNUGHPUSGOsc.tcccece little;used:......:.... ULTIATSUE CL seeeeess cnt tid yes. nesters (buena Chine oe Gee UNTDer: Of oe PUDIN Sits. cccc.asccesess OVECTCTOW GEC... .scecessssececes pO UU he ek eee ee er AVRAN CTEM AW. fol oe NRCan, peor Eee TEACHER’S VOICE: gh A RAW Sy haba ee eae eee ee TIES yiiec.cctrec eaceccetcnsesteeeeee tcc SHAW WN bee ont Rs ad oe eae ae TAS SUT oe ct SEAS aocr sae POCA Te tick.0.os80se PTVOASUINT CUM cccrctesacesvocess TONEISH: -DLONOUNGIA TOM. c. cceecestesesnees ih AU lmecc de eL TNIV clot eesy adtereces se POR ETC) Worn Fn Oen cca sccees colt ciocrcceseceabdees YT ©CLUTM cok teovseccetonssaettecne ten cswa ndrdseoces (HOG A ab hg sesh BY Say 5c Cee ane eee te Re TEACHER’S PHYSICAL APPEARANCE: MN LEZ OUS ccc. ceectesscacetsccecadeass PAaSSAler accede Arig SEs We Rpts, Fe nn ee RR a ASTM Gace tees cenit ce neeuess oceee va PPL GALL Vite Aekcsesccines NEALEN Vie UGETINCGS, of. 2s..csccsesteee ee AVIA CMU eeesieenceeteetecee ne SSNGe IC cays. cecestacdostaewictes PU Ele DIOLS CO sesesaceccostsecevecsscscconcavesese TIVE CLUUITTA Seren tee teer eee certo tee cce tess eeen TVS V OU Sessertetecnrentvadereneteastecrssvbavase MIE MR CIUSOL erste cesctdiesssssscunscseestokeeee PYRG OTULIN 2) eotecachecto ockctessttcets conetecshass CV DALLAS OCs be, cio eit re caress scevavecteeeees Pe OETECE. CLECE DOSLUL Cio. ccrscccstscestenees StOODINS st DACP DA DLUS cert .cos cenert seca ee SIO VEC VLD Ee ss secs ences ccsecsucsmeeseeee Geena tae. ts ee tolerably ee..4-.0: DACICASLO eee. casters Slow enily Aves... dene hyper-cosmeti¢........... 10 As I said at the outset, I am simply giving you here the result of the investigation that I have made. You can get all of the documents and books to which I refer: I am reading the shorter papers in order that you may ascertain whether or not you wish to get them. The books to which I refer will be named, with the author and publisher, for your convenience. Chicago, November 22, 1917. My Dear Mr. Edmunds: I have your letter of No- vember 19th asking for suggestions regarding the sub- ject of School Surveys. I have no doubt that you have sent a similar communication to Dr. Judd. At all events he is above all others on this ground the man to answer your inquiries. I am, therefore, referring vour letter to him. With all good wishes, I am, Very truly yours, NATHANIEL BUTLER. Chicago, November 27, 1917. My Dear Mr. Edmunds: There are two bibliog- raphies on surveys the one is issued by the Russel Sage Foundation and the other one appears in Dr. Rugg’s book entitled “Statistical Methods Applied to Educa- tion’? by Houghton, Mifflin Company. Undoubtedly the Cleveland Survey is the most comprehensive one which has appeared up to the present time. Either the Portland Survey or the Grand Rapids Survey is very suggestive. Each of the latter surveys mentioned is a single volume survey. Very truly yours, WILLIAM S. GRAY, Dean. Chicago. My Dear Mr. Edmunds: There is very little litera- ture about surveys that is worth anything. L. V. Koos presents a good article—School and Society 5:35-41, 11 January 13, 1917—entitled ‘‘The Fruits of School Sur- veys.”’ You will want to read that, but in general there is only one way to learn the value and nature of school surveys, and that is to read the surveys for one’s self and estimate their values in terms of one’s own expe- rience. Get Portland (World Book Co.), Grand Rapids (from Supt., $1.10), Leavenworth, Kansas, etc. Very truly yours, G. F. BOBBITT. New York, November 27th, 1917. My Dear Mr. Edmunds: I have consulted with Professor Strayer and am suggesting references: (1) The Bureau of Education during the last few years has been giving a general account of surveys. This would probably be of some assistance. (2) The N. E. A. Committee on Standards made either in 1914 or 1915 a rather definite report on what might be done and expected in the way of school sur- veys. This is probably the best single source. (3) Professor Strayer about two years ago wrote an article in Teachers College Record on the subject of surveys. (4) By all means get a report of one of the better surveys. The World Book Co. of Yonkers, N. Y., has published several, perhaps the best of which is the Butte survey. The Salt Lake City survey would do nearly as well. I think if you will study these you will be put in pos- session of the best that is known on the subject. I have not myself made any sufficient study and do not feel competent to discuss it further. Very truly yours, WM. H. KILPATRICK. 12 A Survey of a Public School System. (Journal of Education: Boston.) The “Survey” is one of the significant movements of the education of the day. It has been of inestima- ble service, and yet it has been brought into disrepute by many tragic and some comic blunders. One has hesitated to speak approvingly of the ‘Survey’ be- cause he was liable to have some special blunder thrust in his face. The general educational estimate may be suspected from the immense popularity of Dr. O. T. Corson’s address at the Kansas City meeting of the Department of Superintendence last winter; an ad- dress that he has been called upon to give in many cities since, an address that has been printed and re- printed, and circulated by the thousands. Despite the tragedies and the comedies of ‘Surveys’ everyone must recognize the real service they have rendered. The very word itself suggests a determina- tion to know the facts, and a desire to correct glaring errors. It is useless to deny that there has been much incon- sequential puttering, much airing of a surveyor’s pet theories, much effort to create an expert class, but none or all of these can discount the real service of the idea, and Henry Lester Smith’s account of the survey of the schools of Bloomington, Indiana, under the direction of the State University of Indiana, as presented in the Monograph published by Teachers College, Columbia University, will do much toward clearing the air and making future Surveys both tolerable and valuable. Dr. Smith seems to have avoided all of the pitfalls into which so many others have fallen headlong. The Bloomington Survey is likely to be the first of an entirely new and permanently useful means of improv- ing a school system. The Bloomington Survey is in a class by itself. It seems to have solved problems that have seemed in- 13 capable of solution elsewhere. Its approach is quite different, and the means employed are radically dif- ferent. The only fear is that it will not receive the publicity inevitable in the case of the other Surveys. But it is sure to be appreciated by those really inter- ested in the perfection of the Survey. THE TWO GREAT DIVISIONS. The subject divides itself in a practical way into two classes: 1. The School Survey by Outsiders. | 2. A Survey of the School Within the System Itself. 14 A VERY VALUABLE COMMUNICATION. In studying the whole question I wrote to, among others, Professor Homer E. Cooper, Secretary of the Extra-Mural Instruction Bureau of the University of Pittsburgh, asking him questions that would bring out the following points: 1. The advantage of a school survey. 2. Shall the schools be surveyed from within or from without? 3. The harm that would result from an adverse report. 4. The difficulty that a stranger would have in appreciating the traditions of a school. 5. A general discussion of the question. Professor Cooper very courteously and generously answered my letter in full and it gives me pleasure to read it just here as a valuable contribution to our discussion. November 26, 1017. My Dear Mr. Edmunds: Iam very glad to answer yours of the 22d regarding school surveys. I will answer your questions seriatim. 1. The outstanding advantage of school surveys, as I have seen it, is the credence with which the public treats socalled expert advice from the outside and the resultant advantage to the system because of the ac- ceptance of such advice. A few examples may illustrate. You know the re- sult, of course, of most of the older surveys and prob- ably are acquainted with those of the more recent ones; but a few of them will illustrate. Framingham, Mas- sachusetts, had a survey beginning about the first of January last year. The findings were published six weeks or two months later. Within a month or two, the community voted the bond issue recommended in the survey, for physical improvements. St. Paul, Min- nesota, immediately voted the four million dollar bond issue recommended as a result of the survey. Nassau 15 County proceeded to reorganize her high school dis- trict in many places as a result of the survey. I could multiply examples almost without limit. 2. The school system should be constantly surveyed from the inside. Many of the findings should be made public at the most opportune time. Some of them, per- haps, should not be made public but should be used by the administrative authorities to bring about im- provements. Schools are not very different from the affairs of individuals; some of them may be made public to advantage; other may not. But the admin- istrative authorities that do not make surveys neces- sarily work blindly. | Now on the other hand, the needs of the schools may at times be such that advice from the outside is neces- sary in order to bring about the needed support of the community. If the survey be made from the inside, the people of the community may suspect intentional coloring by those making it. Moreover, for various obvious reasons, it may be much more effective to have the survey made from the outside, even though the findings may not differ in any essential feature from those which the Superintendent already knew existed. 3. I think it much more important to have the sur- vey made by one who ,though a stranger, is an au- thority on school questions and knows the philosophy and technique of school surveys than by one who may be familiar with the system but lacking these qualities. I may state further that even though both may be thoroughly well-prepared, the findings of the stranger are less likely to be subjected to the suspicion of per- sonal bias or unfair influence. However, such a question as this must be decided upon its merits with regard to each survey proposed, as must a great many of the other questions that may arise regarding any individual survey. 4. An unfavorable report made unskillfully with 16 an appearance of a lack of sympathy with the people of the community and their endeavors, is almost sure to do more harm than good; but it is possible for a sur- vey report to be so written, and the reasons and evi- dence so cogent as to do much good even though many of the findings be unfavorable. It must be understood, of course, that in a survey reasonably complete, there is almost no possibility of its being unfavorable with regard to all the matters investigated. It will be favorable with regard to some features and unfavorable as to others in nearly every instance. I may say further with regard to number four that in the selection of the head of the survey staff very great care should be taken to see to it that a man is chosen who can be discreet, fair, and convincing in his statements of facts and conclusions. The survey is sure to defeat its own purpose if a mistake is made in this one particular. The chief surveyor must have had wide dealings with people, must know how to approach them and work with them, and must have uppermost in his mind the notion that his function is not neces- sarily to find fault with people and the system in ques- tion, but to assist those who desire to improve it in bringing about needed improvements. 5. Number five is in part answered in number four. It is a trite saying that schools exist for the benefit of children. We may widen that a little and say that schools exist for the benefit of the community. This being true, the primary function of a school survey is to provide better instruction and more of it to those who should attend. With this in mind, we necessarily give considerable attention in a complete survey to the achievement of children as revealed by standard tests, and to their rate of advancement through the grades and high school, and in addition to this, to the offerings which the school gives them ordinarily from the course of 17 study. The plant, the teaching staff, the cost, the ad- ministrative machinery, and the like, while important as means, must be regarded as means only. In general I may say that school surveys from within or from without made by people who exercise good judgment, and used by people who can interpret them and apply the findings, are wonderfully useful in this day of school administration. I may cite another example; there was some com- plaint regarding the quality of arithmetic as taught in the Parnassus, N. J., schools. Some of us gave tests and found that the children of those schools were far above the average of the United States in that subject. Our findings should have silenced those criticisms and I think they did. In some other cases which I know, the surveys have revealed the fact that certain children showed ability beyond that required in the grade to which they were assigned. On being promoted immediately, they car- ried the work of advanced grades successfully, and thus saved themselves much time and possibly the deadening effect of grinding over material unsuited to them. School surveys may in many instances be the means of making people better satisfied with the schools which they have—a very desirable end if the schools are good. The survey may be regarded as an instrument of precision which evaluates in cold blood existing con- ditions; but whatever the findings may be and how- ever cold-blooded the investigation may have been conducted, the report should be written in such a way as to do the most good. I assure you that it was a pleasure to answer your letter. I should be glad to communicate with you further if you have further questions. I am mailing you one of our Extension Bulletins, on 18 page 27 of which you will find a hint of my idea of surveys from the inside. Yours very truly, HOMER E. COOPER. In this Bulletin Professor Cooper says under the head of City School Surveys: ‘‘The purpose of this course is to enable the administrator, actual or pro- spective, to ascertain and interpret the important facts of the system in which he works, in order that he may the more safely and effectively direct its efforts. ‘“‘Consideration will be given to the use of tests and measurements; the significance of the retardation and acceleration of pupils; the social and economic needs of the community, condition, and care of school plants; costs and accounting; school statistics and statistical method.” Some of us, I am sure, will wish to study this ques- tion of school surveys; for it is going to be with us a very live question for the next few years. FURTHER REFERENCES. In addition, therefore, to the references that I have already given, I wish to call your attention to the whole list of books published by the World Book Company un- der the Educational Survey Series and to these books particularly: The Butte Survey, conducted by Doctor Strayer; The Salt Lake City Survey, by Doctor Cubber- ley; San Antonio Survey, by Doctor Bobbitt; The Port- land Survey, Doctor Bobbitt, and the San Fran- cisco Survey just issued. A perusal of these books will open up to our minds the whole question of surveys as conducted by those from the outside. You will learn that the questions that all of the surveyors study with particular scrutiny are: The Administration of the Schools; The Teaching Corps; School Buildings 19 and Equipment; Census, Records, and Reports; Finance and Accounts; The Classification and Progress of Pu- pils; The Quality of Instruction; The Courses of Study; The Achievement of Pupils; The Supervision of In- struction; The Adaptation of Schools to Community Needs; Health Supervision; Physical Education, Play- ground Activities, and Hygiene Teaching; Needed Re- organizations and Expansions of the School Systems; Conclusions From the Survey and Consequent Recom- mendations. QUOTATIONS. I quote now from the 1915 Report of the United States Commissioner of Education, Chapter XVIII, pages 491 and 492: On April 17, 1915, Dr. Leonard A. P. Ayres, director of the division of education of the Russell Sage Foundation, delivered an address on ““A Survey of School Surveys”’ at the close of the second annual conference on educational measurements, held under the auspices of the extension division of Indiana University. In tracing the developments of the sur- vey movement and pointing out the important charac- teristics of the 30 surveys which have been made, Dr. Ayres adds information on different items, such as agencies and directors, cost, length of time expended, and the size of the reports. These surveys have been carried through by organi- zations or individuals as follows: Individuals, 7; uni- versities, 6; bureaus of municipal research, 5; State departments of education, 3; foundations, 3; United States Bureau of Education, 2; municipal depart- ments, 2; national societies, 2. The ashes of these 30 surveys have been the fol lowing: Professors of education, 13; special investiga- tors, 11; directors of foundations, 4; United States 20 Commissioner of Education, 1; superintendent of schools, 1. The cost figures that are available for the different pieces of survey work are as follows: Montclair, N. J., $500; Baltimore, Md., $2,000; East Orange, N. J., $1,000; Bridgeport, Conn., $1.000; Waterbury, Conn., $126.89; Portland, Oreg., $7,500; New York, N. Y., $125,000; State of Ohio, $10,000; State of Vermont, $10,000; Springfield, Ill., $3,261; San Francisco, Cal., $700; Butte, Mont., $4,500. The time required is as follows: Baltimore, 3 months; East Orange, 2 1-2 months; Vermont high schools, 4 months; Montgomery County, Md., 4 months; Waterbury, 3 days; New: York, 2 years 2 months; Port- land, 4 months; Ohio, 8 months; Springfield, 2 1-2 months; San Francisco, 3 months; Butte, 1 month. Nine surveys were conducted by 1 individual, 8 sur- veys conducted by 2 individuals, 4 surveys conducted by 3 individuals, 2 surveys conducted by 2 individuals, 2 surveys conducted by 5 individuals, 1 survey conduct- ed by 7 individuals, 3 surveys conducted by 8 in- dividuals, 1 survey conducted by 12 individuals. The published reports vary greatly in size. The smallest consists of 6 pages and the largest of 2,573; 11 have less than 100 pages; 3 from 100 to 200 pages; 2 from 200 to 300 pages; 2 from 300 to 400 pages. To summarize the salient characteristics of the sur- vey, it may be said that they are 30 in number; that they have all been conducted in the past four years; that they are increasing in frequency; that they have largely been conducted by professors of education; that they have largely been undertaken by agencies or individuals outside of the school systems; that they range in cost from $126 to nearly $126,000; that the time consumed ranges from three days to more than two years; and that the reports range in bulk from 6 pages to nearly 2,600 pages. So much for surveys from the outside. 21 SURVEYS FROM WITHIN. Let us now consider the question of surveys from within. In doing so I commend most earnestly to your attention City School Circular, 1915-1916, No. 2, of the National Bureau of Education. You can easily get this circular, if, after having heard it read, you may wish to procure it. DEPARTMENT OF THE INTERIOR Bureau of Education Washington. City School Circular, 1915-16, No. 2. SOME SUGGESTIVE POINTS FOR SUPERINTEND- ENTS IN THE SMALLER CITIES WHO ARE SURVEYING 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 superin- tendents in several cities could form a group and by cooperating render one another valuable service with- out much expense, or the department of education in some university might cooperate. It would no doubt be an excellent plan for a number of superintendents to make surveys of their schools with the advice and cooperation of the school of education of the State university or of some other university maintaining a school of education. 22 Since in a certain sense every progressive superin- tendent is continually surveying his schools, this bureau has prepared the following outline merely to suggest some points that superintendents might profitably in- vestigate 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. Commissioner of Educa- tion (Volume I) for 1913, 1914 and 1915, for a sum- mary of the more important surveys. (Chapter XVIII, 1915, is available as a separate publication.) Excel- lent suggestions may be had from many of the school reports of the smaller cities. Among these may be mentioned those of Newton, Mass., 1912 and 1913; solvay, N.WY., 1914: and: 1915 =) Dansville aN. oe and of Bellefonte, Pa., 1915. The Report of the Voca- tional 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 or 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 nd 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 23 school system may be below average and to the out- side 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 out- line of a community survey which includes the social and. vocational phases as related to the schools. THE SCHOOLS. I. Efficiency of the Schools. 1. How the school holds pupils: (a) Number of children 14 to 18 years of age in city and per cent in school. (bo) Number of children 6 to 14 years of age in city and per cent. in school. (c) Ratio of pupils above compulsory age limit to those below it. How this ratio has changed during the past five years. : (d) 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; number for other causes. (e) Per cent. of those entering the first grade who complete the elementary course, the high school course. (f) Per cent. of those entering high school to com- plete the course. (h) Per cent. of high school graduates who Sats college. Standing in college. (1) Does course of study suit the needs of all the children of the community? (j) How school has improved during the past 5 years in holding children in school. 24 2. Progress through the grades: (a) Per cent. of children of normal age for grade. (b) Per cent. of children over age for grade. (c) Per cent. of children under age for grade. (d) Per cent. who fail of promotion in first grade, second grade, etc. (e) Per cent. of failures in different subjects. (f) Number of years it takes each pupil to com- plete the course of study. ; (g) Kind of work done by pupils repeating a grade in subjects failed in and in subjects passed. (h) Causes of failure: Course of study, poor teach- ing, irregular attendance, frequent changes of school because of parents moving from city to city, lock step in promotion scheme, etc. (i) How lessen retardation? (j) How much retardation has been reduced dur- ing the past 5 years? 3. How instruction in the schools re-acts upon the home and 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 5 or 10 years are doing; those who have graduated from the grammar school; those who left the grades without graduating; those who left high school without graduating. 5. Ability of pupils in different subjects as deter- mined 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 schools. 7. How the pupil’s time is economized through the course of study and through classroom methods. 25 °8. What the school is doing to direct pupils toward vocations. What more it can do. 9. Provision for exceptional children and non-Eng- lish speaking children. II. Administration and Supervision. 1. Unit costs for each elementary school and for high school. 2. Cost per pupil recitation in high school. 3. Value of different subjects as measured by ap- portionment 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 recom- mendations of the Department of Superintendence of the National Education Association? 6. School records and reports. How to simplify to minimize the amount of bookkeeping and yet keep a complete record of individual pupils. 7. The economical purchase and distribution of supplies. 8. The effective points in supervision by principals and special supervisors. Where the superintendent renders his most effective service in the system. Ill. Teachers. 1. Academic preparation. 2. Professional preparation. 3. Number of years experience within system— in . other systems. 4. Ways in which the teachers are improving them- selves. What the superintendent and principals can do to help them improve. 5. Per cent. of teachers resigning cach year and cause. 6. Salary schedule: How it tends to make teachers 26 progressive. How salaries compare with those in other cities. IV. Buildings. Heating and ventilation. Lighting. Seating. Equipment. 5.How adapted to community use. 6. Janitorial service. 7. Comparisons should be made when possible with recognized standards in the matter of heating, venti- lation, etc. mm WN Re V. Hygiene and Sanitation. 1. Are hygienic and sanitary conditions standard? 2. The schools’ responsibility for the health of children. 3. Medical inspection and school nurse service. THE COMMUNITY. I. The People. 1. Racial and national elements. 2. What the people do for a living: (a) Training required for occupation in the com- munity. (bo) Training given by the school. (c) How can the school meet vocational needs? 3. Social and recreational life: (a) Of young children. (b) Of high school boys and girls. 27 (c) Of young men and women no longer in school. (d) Of adults. (e) Amount spent on amusements, theatres, public dance halls, moving pictures, etc. Compare with amount spent on schools. (f) 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 10 years. 2. Estimated growth in population during the next 10 years. 3. In what direction is the city growing? 4. How prepare for future needs in the way of build- ing, playgrounds, etc.? III. Cooperating Agencies. Churches. Homes. Organizations of various kinds. Manufacturing plants, business houses, etc. . How bring about a closer cooperation between each of these and the schools? OTR 99 PO 28 CONCLUSIONS AND SUGGESTIONS. What conclusions are we ready to draw from this discussion ? I. In order that we may do our work intelligently, constant surveys of our school systems are necessary. We must be in a position to give a reason for the faith that is in us. We must be ready to answer any ques- tions that may be asked as to the causes of progres- sive changes in our schedule of expenses. We must be able to show what we are doing in comparison with others, not that through a chain of comparisons we may establish a deadening level; but that we may at- tain a standard or, better still, that we may be fur- nished the means to go beyond the prevailing standard and thus set new standards for ourselves and for others. Il. A survey may be forced upon us or we may ask for one, in order to justify our practices or to confirm our plans. In cases of this sort only the survey from without will meet the demands. While, therefore, a survey from without may be desirable and in some cases may become imperative, in most places it is im- practicable, on account of the expense; and may largely fail to meet the ends of justice, because the attitude, the amosphere, the ideals—the big things of a school system are immeasurable, especially by one who remains in a system but a few weeks. III]. While a superintendent should be constantly surveying his school or schools, he may at any time have a formal survey from within. The outline for this survey has been given in the City School circular, which I read in your hearing. In order to make a survey of this sort most helpful and suggestive, a num- ber of superintendents should agree to conduct sur- veys of their respective schools simultaneously and re- 29 port the result to the State Department of Education. The Legislature should be asked to provide sufficient funds and clerical help for this department in order that the results reported might be tabulated and put in form available for distribution. This would enable every superintendent to measure his school by every school within this group in his own State and he could readily procure from the U. 8S. Department of Educa- tion such data as would enable him to compare his school with the most progressive schools of our nation. IV. Why make a survey at all? Because, as ignor- ance is a remedy for nothing, knowledge may be used to guide us into the ways of intelligent progressive- ness; may lead us to make many changes that in our arrogance bred by ignorance we deemed unnecessary ; may give us the facts that the public is always seeking and thus may enable us to fortify our position or to realize some of the hopes that we have been entertain- ing for our schools. Fifth and finally, let us remember that there is noth- ing easier than to criticize and frequently nothing more gladly received than the adverse criticism of a public institution. “In destructive criticism we are mul- timillionaires; paupers, in constructive helpfulness.”’ Let us be our own critics. Let us constantly examine ourselves and our schools. Let us know what we have . and what we would have. Let us make our wants known in shape so tangible that all adverse critics may be brought to realize that we anticipated their criti- cisms. Let us rob adverse findings of their sting by anticipations expressed and recorded; but let us, at the same time cultivate a spirit of open-mindedness and eagerness-to-grow that will make us welcome all constructive criticism and that will enable us even to go so far as to transmute the baser metal of malice and malevolence into the unalloyed gold of sane and salutary suggestions for a prophetic program of pro- nounced progressiveness. WMI 3 0112 105932666