This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1913 edition. Excerpt: ... ordinary was found in the questions; and, as a rule, the schools did well. This did not indicate fundamental differences in ideals, but rather that the work of some schools was more routine in character than that of others; so that the variation in the results showed, primarily, that the pupils of ...
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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1913 edition. Excerpt: ... ordinary was found in the questions; and, as a rule, the schools did well. This did not indicate fundamental differences in ideals, but rather that the work of some schools was more routine in character than that of others; so that the variation in the results showed, primarily, that the pupils of some localities were more ready than those of others in the practical application of principles. In other words, the in struction had done more to stimulate thought in some instances than in others, without regard to fundamental aims. Another point relating to the course of study also deserves consideration. It is, namely, that in some localities the ground is covered more rapidly than in others, and, therefore, that several of my problems may have come too early for certain schools. This would apply particularly to the seventh-year paper, which contained several rather difficult problems in percentage. To allay all doubts on this score, however, it will be simply necessary to discard the seventh year entirely and take the eighth year as a basis of comparison. But the differences in results in the eighth year were fully as marked as they were in the seventh; and as there was not a problem in the eighth-year paper beyond the scope of any eighth grade, this objection also becomes invalid. The next point, the amount of time devoted to arithmetic, has been already considered, and requires no further discussion here to prove that this is not the controlling element. The third point involves that feature of supervision which renders the superintendent an inspirer of teachers, and which, in recent decades, has been receiving an ever increasing amount of attention. In some localities this feature is carried so far as to convert the entire school system...
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