Educational The source of this uncorrected OCR text may be viewed as a digital facsimile at: http://fax.libs.uga.edu/ of Decatur, Georgia Public School System By M. L. DUGGAN, Rural School No. 26 Under Direction of State DEPARTMENT OF EDUCATION M. L. BRITTAIN State Superintendent of Schools 1918 Educational Survey of Decatur, Georgia Public School System By M. L. DUGGAN, Rural School Agent No. 26 Under Direction of State DEPARTMENT OF EDUCATION M. L. BRITTAIN State Superintendent of Schools 1918 o I VI rt - I I o FOREWORD This survey of the public school system of Decatur, Ga., was made at the request of the local board of education. It is submitted to them and the citizens of Decatur for con sideration in the interest of their own children. No thought has been in mind except to render service to the system, and this report is respectfully submitted with only that end in view. I am indebted to the Georgia Normal and Industrial Col lege, at Milledgeville, for sending Miss Eurie Belle Bolton from its extension faculty to aid me in the tedious details of the investigation, and here express my appreciation to her for faithful and accurate services. The superintendent, prin cipals, and teachers in all of the schools have cordially offer ed every opportunity and aid to facilitate the work, and pupils without exception have responded heartily to every demand. Thus the work has in no way been hindered except by the prevailing influenza epidemic. Because of this epi demic but little investigation was made in the high school. In so far as the investigation has gone efforts have been made to keep it on a definite and scientific basis. Definite data from other city systems within the state upon which to base comparisons have been difficult to secure, particularly in the matter of measurements of class-room products. It is hoped, however, that this report may furnish a definite basis for future comparisons in this and other systems in the state. M. L. DUGGAN, Rural School Agent for Georgia. State Department of Education, Atlanta, Ga., December 10, 1918. DECATUR Decatur, the county seat of DeKalb county, Ga., is a de lightful residence city of 6,500 population located on the Georgia railroad, six miles Northeast of Atlanta, with which it is connected by two trolley lines giving frequent schedules. It furnishes residence to many men whose of fice and business is in Atlanta, and to others interested in large manufacturing enterprises near by, but outside of the municipality. Therefore, it is safe to assume that the major part of the property of the patrons of the Decatur public schools lies outside of the city, and so does not bear its proportionate part of the cost of their schools. This would seem to argue that the portion of their property which does lie within the city might reasonably be expected to stand a higher rate for the sake of their children. In determining reasonableness of school tax rate these facts should certainly be taken into consideration. HISTORY The public school system of Decatur had its beginning in 1902, with a population of 1,400, a school population of 430 children, appropriations for its maintenance of $858.00 from the state and $625.00 from the city. With one small building and two teachers Prof. E. E. Treadwell, the pres ent superintendent, made his beginning. It is worthy of special note that this same superintendent and two of his present teachers have labored loyally with the schools all of these years, and have brought the system to its present efficiency. ORGANIZATION The Board of Education consists of six citizens and the Mayor. The citizen members are elected by the city council for four year overlapping terms, two being elected every other year. The administration consists of a superintend ent and a principal for each of the schools. The superin tendent is elected annually by the Board, and the princi pals and teachers are elected annually by the Board upon the nomination of the superintendent. There are 35 teachers, three of whom have served continuously since 1902, four others since 1910, nine others since 1915, and the rest for only short terms, several changes having taken place during the current term. DECATUR BOARD OF EDUCATION F. T. HOPKINS, Chairman MAYOR L. J. STEELE, Sec'y & Treas'r W. J. SAYWARD W. J. HOUSTON ANDREW SLEDD Louis ESTES E. E. TREADWELL, Superintendent O cc fe SJOOl[OS J'BIUlJtl'BJQ ui sJ9ip^9^ pred ssu'prps aSfajQAV ' jooqjs jo ajB'jj uorjBpidod apHM jo ujicfea ja^ uorjBpidod [ooips jo GjidBa ja,j S[ooips 3i[qnd jo }.ioddns JQJ uoi:pii.tdo.tddv UOI^BR[B^Y A'j.iado.ijj UOI^BIIldOjI pxnps UOI^'B[lldo[) 3an^r;a3^i'j PUB juimiiiu*) put; aSunSuD'j 3H3tuipi.iV Sum-i AV Sunpdg Suipua-jj pun s«TIPi £lO O >O CO 1 O >O »O Cq 00 ,-1 CD 1 •* 00 T-I »O ** »O t- ! »O CD CD 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 i i i i i i i »a O 1 1 1 1 1 O 1 CO 1 1 1 1 1 CO 1 0 1 1 1 1 1 T* 1 co i i i i i cq i 1 1 1 1 1 1 CD 1 I 1 1 1 1 1 -3< 1 1 1 1 »O 1 O O O 1 1 It- 1 Cl Cl t- i— i 1 I I I I o O -* i i i i i & a> >o 0 1 CO O 1000 CO 1 t- »O 1 Cl O 1 OO 00 1 CS CO 1 1 CO •<* 1 i-f i-f 1 ^H o i r •* O i os i i r CO 1 1 (M CO 1 III »O 1 1 tD O 1 1 OD i— l OD -cj- 1 1 CO CO 1 1 i-H CT i-H i i r o »o o o cs •<* >o 1 1 1 CO t- CS CS 00 O CO ^H i— 1 1 1 1 Oi •* O 1 CS CS OO 1 1 1 OC O 00 1 OC i-t i-H i-H i-H i-H 1 1 1 »O -^ O O CS CS •* 1 1 1 t- O CS CS 00 .-1 -<* Tj-CO ICSTj-iOO-rJ-lOO OCT 1 i-f o CO 00 CO CO 00 »oco i>o»o»ooocsiotD rj--* l-rfTj-t-tMOO-rfCO »OCO IO>O»oOCS»OiS) Tj-C^ IOt-t-CSOOt-»O T-t 1 Tj-O 1 Cl CS O CO •* Ci »S) T#t- I'^J'^HCSC^CO^HrJ' (M I-H | r-t i-H ^-t ^H i— 1 ~>>»£>z HH I-H 1 1 III 1 i- 100H3S HVWMVHO QOOMNN31O t- »O O -^ CO ^H O C^l CO O O i-H O »O »o co t- t- t- t- t- 1 1 1 1 1 1 1 1 1 1 1 1 1 1 CO •* T? to t- •* O (M CT (M (M 1 1 1 1 1 III 1 1 ^ * ^ * * * * »o co ci cq i-f t- t- »o o co to »o •* •* CS i-H »O tO O CO SO (M Cq CS T? Cq 0 0 cq ci >-t I-H i-t I-H I-H ^^ ^> i — ( i — ( 1 — 1 M 1"* k k k (»J«td»>I muqauiuuig sqj uioj^j sanb knaHinos AIN3MX NI 3OVH3AV -M o 8- w S ^J e c a> t> bj) o c CO dwriting WE Si ffi * 18 TESTS AND MEASUREMENTS. One of the most important functions of a survey of a school system is to determine the efficiency of the instruc tion in the schools of the system. Formerly this has been judged by superintendents on the basis of written exami nations and by supervisors on the basis of personal opin ion. These methods have been condemned by scientific edu cators because the differences in individual opinion makes a standard of measurement impossible. As a substitute for the old methods standard tests have been devised to determine the efficiency of instruction in the various subjects. These tests do not bring to light all of the problems for solution, but they form a definite basis for comparison and are thought to be superior to any method previously used. Great care was taken to secure uniformity in the admin istration of the tests and measurements to the individual pupils of the several schools and grades. The tests of all individual pupils, after being carefully scored and recorded, were turned over to their respective teachers for detailed individual consideration, but for purposes of this survey of the system we are concerned only with medians and group distributions. While uniform objective measure ments and standards furnish us the only accurate means of determining results of school work, it will be remembered that they can as yet be applied satisfactorily only to the mechanical aspect of education. For this reason and for lack of time we have made the tests only in the Grammar School grades, or in subjects that should have been taught thoroughly in those grades. Tests were made in reading, spelling, arithmetic and writing. It was not possible to 19 score these schools in handwriting for lack of time, and for the same reason no attempt was made at measurements in language work. But for the untimely closing of the schools on account of the influenza epidemic we intended making a careful survey of the physical conditions of pupils through the primary and grammar school grades. We strongly urge that this still be done by competent authority. In spelling the Monroe Sentence Spelling Tests were used, and scored by Ayres' Standards. Monroe's Kansas Silent Reading Tests were used, and scored for rate and comprehension. Courtis Arithmetic Tests were used, scoring for both speed and accuracy. Attention is called to the date at which these measure ments were made, it being about the end of the first quarter. EXPLANATION OF TECHNICAL TERMS. The Median Score is the middle score of the group and indicates the average ability of the class. It is found by arranging the scores in order of magnitude and taking the score on the middle paper. The Standard Scores for the different tests have been found by giving the tests to thousands of pupils in hundreds of schools and getting the median score of the individual scores. The Distribution of pupils' scores (see graphs, pages 24, etc.) shows the number of pupils in a group making each per cent or score. SPELLING. It is the consensus of opinion that spelling ability con sists in ones ability to spell correctly words used frequently 20 F with minimum of attention upon the spelling, as is the case in writing letters, etc. The spelling ability of the pupils in the Decatur system was measured by giving Dr. Monroe's Timed Sentence Spelling Tests to all pupils in grades four to eight, inclusive. These tests were given as dictation exercises and the pupils did not know that they were to be marked for spelling, but were cautioned to "be careful as to their spelling". As an example, the following (Tests II.) was dictated to the fifth grades at the rate in dicated, considering only the fifty words in italics and ig noring other misspelled words in the scorings. A Time Sentence Spelling Test Arranged for the Fifth Grade. Seconds 60 The president gave important information to the men. 48 The women were present at the time. 19 The entire region was burned over. 49 The gentlemen declare the result was printed. 30 Suppose a special attempt is made. 60 The final position was held. 24 The factory employs forty men. 51 Sometimes the connection is not made. 24 I enclose a written statement with the book. 3 Prompt action is needed. 25 It was a wonderful surprise to all. 55 The addition to the property was begun. 31 Remember, Saturday is the day. 57 They await their leader. 19 Either make another effort or return. 52 The famous estate is close. 16 In this section little progress was made. 21 53 The measure is due to pass. 16 A position in the field is his. 42 To whom was the'command given? 8 Whose claim was bought? 29 He represents the firm in this matter. 2 Go forward in that direction to reach the city. These words in italics were taken from Ayres' list, and the Standards used in scoring are 10 % below Ayres' Stand ards, allowance being made for possible greater difficulty in spelling words in dictation. The results of the tests show that spelling is well taught in the Decatur schools as a whole. The fourth and fifth grades are below standard, the sixth grade is standard, and the seventh and high school grades are above standard. It would be well to investi gate further for causes as to poor spelling in the lower grades. They should not be difficult to locate. Many of the pupils in these grades misspelled simple words they use every day in their talking and writing and spelled the more difficult words which they do not much use but upon which they had been drilled in their "spelling book". For example, the pupils of fourth grade in the same sentence misspelled begin and spelled contract. Methods calculated to correct such defects should be introduced. The graphs showing the Distribution of pupils' scores in spelling will reveal the number of pupils in each grade who are far below or much above the average ability of the class. The tests papers turned over to the several teachers will indicate which individual pupils should be dealt with. There are more pupils in the 4th, 5th, and 6th grades who made low per cents than in the upper grades, indicating the need of more attention to written spelling in these grades. 22 I Pecatur System t-J.CC -p s95 £90 0 ?85 d, w ^70 0 W65 o ^60 I 55 45 40 as 1 I ^ I t ! V // f 1 1 1 \ V ura -71 v , ' u ties iVI ,' li. s IX j 1 t XI Clennwo \ \ •\ \ \ IV \ /; 't \\ pd ;VI VII Oakhuret / / / \ A / I \ t 1 \ \ / /I ' i ' ' \ \ IV V VI VII A Chart showing the Median per cent of words spelled correctly by the pupils of the different grades in the Decatur System and in the Glennwood and Oakhurst Schools in comparison with the Stand ard Scores, using Monroe's Timed Sentence Spelling Test—Form I, II and III. Decatur System Glennwood Oakhurst Standard Grade Grade Grade Grade Grade Grade IV _ V . VI - VII _ VIII IX X XI . 68% 52% 74% 66% _ 84% 90% 90% 96%. 68% 54% 74% 68% 64% 38% 76% 62% 74% 63% 74% 63% 74% __ Solid line represents the Standard Scores; broken line represents Decatur School Scores. 23 DISTRIBUTION OF PUPIL'S SCORES IN SPELLING Monroe's Timed Sentence Test. (50 words selected from Ayres' List.) GLENNWOOD SCHOOL. GRADE IV. 8 10 10 2.0 30 40 $0 60 7c 80 100 Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 57 pupils in class. 1 spelled 0% to 10%; 2 spelled 10% to 20%; 1 spelled 20% to 30%, and so on; 3 spelling 90 to 100%. Median Class Score—68%. (Represents middle ability of class.) *Standard Score—74%. *The Standard Score is 10% lower than the Standard on Ayres' List. Allowance is made for the difficulty of spelling words in dic tation exercises. 24 GLENNWOOD SCHOOL. GRADE V. to 10 £O 30 40 5O 60 70 80 SO 100 Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 62 pupils in class. 1 spelled 0% to 10%; 1 spelled 10% to 20%; 9 spelled 20% to 30%, and so on; 1 spelling 90% to 100%. Median Class Score—54%. (Represents middle ability of class.) Standard Score—63%. 25 GLENNWOOD SCHOOL. GRADE VI. 10 £0 40 GO 70 80 30 100 Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 37 pupils in class. 1 spelled 10% to 20%; 1 spelled 20% to 30%; 2 spelling 30% to 40%, and so on; 6 spelling 90% to 100%. Median Class Score—74%. (Represents middle ability of class.) Standard Score—74%. 26 GLENNWOOD SCHOOL. GRADE VII. 13 10 8 30 So BO 90 too Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 51 pupils in class. 3 spelled 20% to 30%; 4 spelled 30% to 40%, and so on; 1 spelling 90% to 100%. Median Class Score—68%. (Represents middle ability of class.) Standard Score—63%. 27 OAKHURST SCHOOL. GRADE IV. to 20 30 40 50 6O 70 SO 9O IOO Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 48 pupils in class. 1 spelled 10% to 20%; 2 spelled 20% to 30%;. 7 spelled 30% to 40%, and so on; 2 spelling 90% to 100%. Median Class Score—64%. (Represents middle ability of class.) Standard Score—74%. OAKHURST SCHOOL. GRADE V. 7 7 ZO 30 70 eo Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 33 pupils in class. 2 spelled 0% to 10%; 4 spelled 10% to 20%; 4 spelled 20% to 30%, and so on! 2 spelling 80% to 90%. *Median Class Score—38%. (Represents middle ability of the class.) Standard Score—63%. *Physical conditions may have influenced the class score. 28 29 OAKHURST SCHOOL. GRADE VI. 2O 3O -40 50 o 60 7O 8O 90 /OO Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 28 pupils in class. 1 spelled 10% to 20%; 1 spelled 20% to 30%; 1 spelled 30% to 40%, and so on; 2 spelling 90% to 100%. Median Class Score—76%. (Represents middle ability of class.) Standard Score—74%. 30 OAKHURST SCHOOL. GRADE VII. 30 40 GO 70 8O 90 Columns represent number of pupils who spelled per cent of words shown under each column. Explanation — 29 pupils in class. 3 spelled 20% to 30%; 3 spelled 30% to 40%, and so on; 6 spelling 80% to 90%. Median Class Score — 62%. (Represents middle ability of class.) Standard Score — 63%. 31 MCDONOUGH HIGH SCHOOL. GRADE vm. /s / 30 \ / oof 40 5O 60 4- 7C /5 80 90 t /2 'OO Columns represent number of pupils who spelled per cent of words shown under each column. Explanation— 50 pupils in class. 1 spelled 20% to 30%; 0 spelled 30% to 40%; 0 spelled 40% to 50%; 1 spelled 50% to 60%, and so on; 12 spelling- 90% to 100%." Median Class Score—84%. (Represents middle ability of class.) Standard Score—74%. 32 MCDONOUGH HIGH SCHOOL. GRADE ix. 5O /OO Columns represent number of pupils who spelled per cent of words shown under each column. Explanation — 45 pupils in class. 1 spelled 40% to 50%; 2 spelled 50% to 60%, and so on; 21 spelling 90% to 100%. Median Class Score — 90%. (Represents middle ability of class.) No standard Score. .33 TABLE SHOWING DISTRIBUTION OF PUPILS' SCORES IN SPELLING—DECATUR SYSTEM. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% to to to to to to to to to to 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Median Stand. Grade IV _ __ Grade V __ _ Grade VI ____ _ . Grade VII Grade VIII __ . Grade IX _ . . Grade X _ _ _ M Grade XI *1 3 0 0 _ - 0 „ 0 . - 0 _ 0 3 5 2 0 0 0 0 0 3 1 Q 2 6 1 0 0 0 12 14 3 7 0 0 0 0 11 11 3 12 0 1 0 0 1Q PI 7 10 1 2 0 1 Pfl 1 9 8 14 4 3 0 0 23 7 14 18 13 3 0 1 14 18 12 18 15 6 2 5 1 8 1 12 21 15 18 68% 52% 74% 66% 84% 90% 94% 96% 74% 63% 74% 83% TABLE SHOWING DISTRIBUTION OF PUPILS' SCORES IN SPELLING- HERRING SCHOOL FOR NEGROES. 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Median Stand. Grade V „ Grade VII ___ - . _ 0 . . 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 2 1 0 1 1 2 0 0 0 3 3 2 2 1 80% 82% 84% 63% 74% 63% * 1 represents the number of pupils in the fourth grade who spelled from 0 to 10% of the words correctly; 3 represents the number of pupils who spelled from 10% to 20% of the words correctly and so on. OS 01 93 K p V Si o R & a- 52 ' 5= 1 I 3- 5= CL fD fD >-t o <-*• & o ^ » fD ,_,. CL 53 50 £S ! g- 5^ !__> j^i ^7* S> » «9 s 53 "• o _;• € ^ %' S- fD CD p. i_j f CD ._, CL _J. 5' CJQ rt- O 3 I " CD s 5. g g -S. o &-f^l ! i. S? 8 s o 3 j± § "Sj ^ rt- CD „ &r! 93 OD B in a- o fD fif 53 •-* I 3 a 3 S 6 I!- ' 1 * 1 . CD J£ & O _ £ "> & 3 g- -sg ri- B » ty1 O ™ a, H, g: -Q O E? o 93 § ™ 3 & II "a B: i' a & § S £ w Er g fD p. 2 2 O 51 36 41 4J5 51 56 61 66 71 76 81 86 91 96 101 106. • Rate A Chart showing Median Scores of each grade of the Decatur System in comparison with the Standard Scores, using the Monroe Silent Reading Tests. Figures under and above circles represent grades. See note as given under Table. 36 p X ( 5 H 2 H ^ 2 l-H » 3 HHH HH § > i 3 H l-H Q > 3 H 5 KH 5 > H U 3 3 r> H r 3 3 H ° > 3 5 s 2 S itn Q) S •« *! ra < *•" i 0 Q tf < H 3 3 H t- -=* III III III CMOCM CO CO III III 111 CMCiCO OOCM 00 III III III (Mt-l> rHIO III III III CMOOCM OOCM LO III III 111 CMdOOl t-LO III III III -=*OOCM OOCM t- "^f III III III CO O TH CO CO III III III »O O CM O CM •i-H i-\ to -^ t- L- OO CO Ci CO CO CO TH CO 1 1 1 Ci CO CO Ci TH LO CO tH CM CO rH 1 I 1 Ci CM •^ CO COCOt^ LOt-00 COCMCO 1 1 1 COO t- OO TH -^ O^ TH CM OO i-H 1 1 OOCM t- Tt CO O CM CO CO CN1 CO CO CO 1 1 1 Ci Ci Ci CO TH CO t- TH CO t- rH 1 1 1 00 rH CO LO CO OiCiOO ^COCO* LOCOOO III COCO OLO coco ^tO ill t-i— I 1— 1 LO O^ °^ THCOCM OOCOi-H OOCOCM LOCOCM CM t- t- CM TH CM CM CM CM CO LO -c 5 ! 1 ^ ^ SH r2 SH CC f^i — < SH H « g 1 | 1 |||t | | | || ^fp|f|||Jj J!J |2;pHu3 O Q &> CO H O PS S f-* PS o fa ^ ^ K O 01 e !*H S PS H I H CO ^H e i— i £^ •^ PS H H fJ CO S 0 PS o S 1 PS 0 o CO £ 3 5 H HH HH ^ 1 — 1 S c3 C CO CO rH TH O^ CO L-TH oicq 10 oo t- cq' oo o CDTH oocq IO ^C> t— O^ O^ 10 IO ^ CO CO CO rH CO t- TH S _o "53 ™ S g 11 ! j-* ^a CD c s 1 aui ^ g, ^«0 Nil ^rto 01 37 ARITHMETIC. The Courtis Standard Research Tests, Series B, were used in measuring arithmetic abilities. The series consists of tests in Addition, Subtraction, Multiplication, and Di vision. Each test consist of twenty-four examples of the same form arranged in columns. Time allowed for each test is, Addition, eight minutes; Subtraction, four minutes; Multiplication, six minutes; Division, eight minutes. A pupil's score is the number of examples attempted and the number right. The plan insures uniformity and accuracy. The tests were given to all pupils from the fourth to eighth grades, inclusive. The results as shown by the graphs in dicate that the arithmetic work in all grades is below the standard in both speed and accuracy, but particularly in accuracy. Nothing short of absolute accuracy can be ac cepted in arithmetic processes. The poorest scores appear in Addition where it should be best. The tests in Division were not given to the fourth grades in any school except to Section A of fourth grade in Oakhurst School, because Division had not been taught in this grade. These few fourth grade pupils to whom it was given, however, made a very good showing as compared with other scores made by the school, notwithstanding they had had only a few days. Their median score was 3 as compared with the standard score of 4. The median of efficiency in all the grades will be raised by teaching the addition, subtraction, multipli cation, and division combinations so thoroughly in the lower grades that the pupils will recognize the results of combinations instantly, thereby eliminating the habit of "counting" to find them. The drill work in the lower grades necessary for the mastery of these combinations can be made very interesting by introducing contest games into 38 the drill lessons. In the upper grades a successful method of increasing the efficiency would be to work towards a definite standard in speed and accuracy. The following graphs will show the results both in the two grammar schools and in the whole system as compared' with the standard: 39 ARITHMETIC—GLENNWOOD SCHOOL. GRADE IV. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 5-, 4 "~ 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 ———— -6— — " 5 ~~~>. 4 2 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 — — - — — 7 ——— 5 --4-. 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 — — — 6 5 4 ~ ^ 3 •- 2- ~~ ~~ 1 0 Multiplication Attempts' 24 23 22 21 20 19 18' 17 16 15 14 13 12 11 10 9 8 7 5 4 .--—3- __ 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 5~~~~~~^ 4 3 ~~*2~ „ 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 l--^_ 5 ^^"""•'•^ta- A 3 2 "~ — 1 ** ** n Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 ——— 4 3 2 1 - --0 Standard Score. —• Score of Grade. A Chart showing the Median Class Scores made by grade in comparison with the Standard Scores, using the Courtis Arithmetic Tests. NOTE: Attempts represent the median number of examples the pupils tried to work; Rights represents the median number of examples they did correctly. ARITHMETIC—GLENNWOOD SCHOOL. GRADE V. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 6 4"""- 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 5 -. 4 *' "-3'' 2 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 ____ — 9 ——— ^"" 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 f\ -_ 7 ""• •» " 4 3 2 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 Q ~ ———— - „ 7 - """ 5"v v 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 a & 7 ^--- 6 5 vx 4 v »3 _ — — • 2 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 5 _ 4^ " " 3 " - 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 fl jj 7 5 4 3 ^ ^2 1 0 —————— Standard Score. — — — Score of Grade. ARITHMETIC—GLENNWOOD SCHOOL. GRADE VI. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 ———— 9 0 o 7 c> v -5 ^* %» 4 O 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 •i ^ i n ~~"~"~ — 9 8 7 (i 5 --x 4 ^s' 2 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 — — —— 11 ———— 10 9 •'''' \ ^' O 4 0 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 —— 11-— _ 10 ^~— 9 8 7 * vv 6 4 3 '2 1 0 Multiplication Attempts 2-1 2:', 22 21 20 19 18 17 10 15 14 13 12 11 ^^9 -""" (T vx 5 4 3 2 •1 0 Rights •24 2:} 22 21 20 19 18 17 Ki 1") 14 i:; 12 11 10 8I~~~~~~" 7 (i vx r, 0 2 1 0 Division Attempts 24 23 22 21 20 19 IS 17 IS 15 14 13 12 11 10 4 t ——— ————3 7 6 " ~~~~ 4 "~ 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 o 7 6 5 ~"~ —4 3 2 1 0 INS Standard Score. — —- —- — Score of Grade. 1 ARITHMETIC—GLENNWOOD SCHOOL. GRADE VII. Addition Attempts Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 e 5 4 3 2 1 0 24 23 22 21 20 19 18 17 16 15 14 13 1 9 11 ———— ' 10 9 8 „ 7 ^ 6 s ^* *. 5 ^* •4^ 3 2 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 ___— — 12 ——— 11 10 9>x ^ ^* 8 ** / 7 6 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 "~^^~^ 10 9 »* 8 ** »7— — — 6 5 4 3 2 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 ~~~"— "-.^i i 9 8 — — — 7x 6 v > 5 4 3 2 1 0 Rights 24 23 22 21 20 19 IS 17 •16 15 14 13 11 ——— 10 ———— 9 8 7 ,^ 6 "**4** 3 2 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 11 ———— 10 ———— 9" 8 ^ 1" ~~ -•-6 ~~ 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 11 —— 10 9 8 7 ~~~6 5 4 3 2 1 0 CO Standard Score. — — — — Score of Grade. ARITHMETIC—OAKHURST SCHOOL. GRADE IV. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 5 4-^ 3 -.. 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 1J> 9 8 6-——- 5 4 3 "~2-~ ~ 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 1* 13 12 11 10 9 8 _— — — • — 7 —— 6 5 4 _ - - -3- .. 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 ————— 7 — —_ _ 6 5 4 3 -- 2 — -- 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 •——-6 5 4 ~~~~ 2 ^ 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 5 ^~~ 4 3 -^ 2 -I---. 0' Division Attempts 24 23 22 •21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 k—- -^ 5 ^~-^4 ——— 3 2 1 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9' 8 7 6 5 ——— 4 3 2 1 Standard Score. Score of Grade. ARITHMETIC—OAKHURST SCHOOL. GRADE V. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 6>N 5 ^ 4- 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 5 vx 4 .- ^3- 2 1 0 Subtraction Attempts 24' 23 22 21 20 19 18 17 16 15 14 13 12 11 10 _— — — 9 —— 7 f* -""h 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 7 5 xx 4 , _ *-3-' 2 1 0 Multiplication Attempts 24 ' 23 22 21 20 19 18 17 16 15 14 13 12 11 10 L. ___ 9 —— -8 ——— 7 6 ,-5^ 4 ^ 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 Q -8^ 5 4 xx 3 "2-- 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 ---^_ 7 ^"^•6 ——— 5 --4- - - •" 3 *•- 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 '5 '4 '-. 3 -2 1 0 Standard Score. — — — — Score of Grade. ARTHMETIC—OAKHURST SCHOOL. GRADE VI. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 ——— 9 8 7 5^ ^x 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 ——— 10 —— ~~~ 9 8 7 6 5 ^ . 4 , - •3- 2 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 - ——— ——— ' IQ 9 8 7 -, 6v 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 W^ 9 8 7 6 5 * x 4 2 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 -^« 8 7 6 5 " ~"~ 3 "" " 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 8 7 6 5 4 - x, 3 "^-2 -~~ 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 — —— 1- 7 6 5 --" " 3 ""- 2 1 0 Rights 24 23 '22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 6 5 o •*» u ~~-2 1 0 OS Standard Score. — — — Score of Grade. ARITHMETIC—OAKHURST SCHOOL. GRADE VII. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 ——— 10 9 8 7 ^ 6 ~- 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 ——— 11 —— — - 10 9 8 7 --. 6 -• 5— — 4 3 2 1 .0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 1 9 —— ^-L ^ 11 10 9 8 7 — 6^ - 5 -x 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 1 n ll"^- 10 9 8 7 6 5 -^ ~~~~~ ~4 •*" 3 2 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 1 1 ^"~~~~-— in 9 8 •" 7>^ -- '" 6 x. 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 —— 10 ———— 9 8 '7 6 x». 5 ,— ** \4 *** 3 2 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 ———— 10 ——— - 9 8 •7x» '" 5 "^ 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 — 10 9 8 7 6 "*- 5 4 3 2 1 0 I Standard Score. — — — — Score of Grade. ARITHMETIC—DECATUR SYSTEM. GRADE IV. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 a 7 6 ——— 4^"^. 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7__— 5 4 x "2 -""""' 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 _ —— - — 7 ———— 6 5 ^ — - " "" 3~" "" - - 2 1 0 Rights ' 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 T ,, " —— ——— - 5 4 - -. -3 ~2 — — ~~ 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 ——— 5 4 " "~ 2 """"" 1 0 Rights 24 23 22 21 2(1 19 18 17 16 15 14 13 12 11 10 9 8 7 5~~" — -~ 4 3 ~— 2- 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 ~^-54 3 2 -» „ 1 --o- - - Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 —— 4 3 2 1 - - 0 00 Standard Score. — — — — Score of Grade. ARITHMETIC—DECATUR SYSTEM. GRADE V. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8' 7 4^*^- 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 5 *^-. 4^ 2 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 - — — ~~o O ^S f* ^ ' I ' 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 7 6 Xx 5 _- *"* 4""- """"" n O 2 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 "— ——— 8 7 /•> • •~"~ 5"" "• - 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 ^"--- 6 5 "*** "^A 3 2 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10' 9 "--••**_ 7 — 5 t 3 "* 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 5 4 ^^ 3 "2 1 0 Standard Score. — — — — Score of Grade. ARITHMETIC—DECATUR SYSTEM. GRADE VI. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 ———— 9 8 7 s 5 x 4 V 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 — 10— — 9 8 7 6 5 4 s x 3 s' "^2 ' 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 __— —— 11 ——— 10 9 8 '' 6 x ^ ' 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 i 1 10^ 9 8 7 6 ** 5 >4"-- 3 2 1 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 11 ^^9 8 7 - fi „ ~- — *" 5 "" 4 3 2 1 0 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 8~~ —— ~ 7 (5 - 5 — ""•4 — • """ 3 2 1 0 Division Attempts Right: 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 7 — tt - - " 5 ^ x 4 ;; 2 1 0 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 -8 7 6 5 4 "3 2 1 0 01 o Standard Score. — — — Score of Grade. ARITHMETIC—DECATUR SYSTEM. GRADE VII. Addition Attempts 24 23 22 21 20 19 18 17 16 15 14 13 1 9 i Lj 11 ——————— 10 9 a 7,. 6^v 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 19 n— —— 10 9 8 7 ^v 5 s'' ""* 4^ 3 2 1 0 Subtraction Attempts 24 23 22 21 20 19 18 17 16 15 14 13 _— - — 12 ——— 11 10 9 ^8 -» ^ " 7 ** 6 5 4 3, 2 5 Rights 24 23 22 21 20 19 18 17 16 15 14 13 1 ° 11^^ 10 9 8 - 7 -6-- - 5 4 3 2 1 0 Multiplication Attempts 24 23 22 21 20 19 18 17 16 15 14 13 12 -~^10 9 8 - - -7^ 6 ^ 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 14 13 12 11 —— 10 ————— 9 8 7 - 6 ,- ** -5- *" 4 3 2 1 0 Division Attempts 24 23 22 21 20 19 18 17 16 15 14 13 19 1.L* 11 ——— 10 —— 9 8 — • ?•• 6 *~ • 5 4 3 2 1 0 Rights 24 23 22 21 20 19 18 17 16 15 44 13 12 11 ——— 10 9 8 7 *• 6 * 5 4 3 2 1 0 Standard Score. — — — — Score of Grade. EG H P K O O K O H O O a o M K K H H H S a a K 52 SUMMARY AND RECOMMENDATIONS. 1. FINANCES. The financial support of the Decatur pub lic school system does not measure up to the needs of the schools or the ability of the city. The schools do not meas ure up to the educational demands of the children because of the lack of better financial support. Practically all of the defects and deficiencies in the schools and the system are traceable to the lack of funds. Twelve dollars and eighty cents per capita from the city and four dollars per capita from the state per annum is not enough to adequately edu cate children. Nor is it as much as many other like cities are expending on the education of their prospective citizens. All recommendations herewith submitted must of necessity be conditioned upon a more liberal financial support. Fur thermore, any proposed increase should be permanently based upon definite tax levies, and not left subject to politi cal contingencies. 2. SUPERVISION. Most of the deficiencies evident from this report are clearly from a lack of sufficient supervision. Defects and lack of uniformity in the course of study and time allotments, irregularity of results as shown by some of the tests and measurements, many of the evils resulting from short term service of individual teachers, and other evident defects are inevitable results of the lack of close professional supervision. Such general supervision of the entire system as an administrative officer can give has been good, but this is not sufficient. It is strongly urged, there fore, that a professional supervisor be employed for the primary and grammar schools, or that their principals be given plenty of time for supervisory work. 3. TEACHERS AND SALARIES. It is remarkable that one superintendent and several of the teachers have done effi- 53 cient service in the same system for so long a time with so little recognition in the way of increase of salaries, par ticularly in this day when salaries everywhere and in all kinds of business have so frequently increased. Salaries in the Decatur public school system have not been increased with the increase in expenses, nor in comparison with many other public school systems. As shown in this report, sal aries range from $1,600.00 for the superintendent down to $50.00 as the minimum in the white schools. This year some of the grade teachers are having to pay as high as $42.50 per month for board. Their shortening length of service is in part attributable to the slow increase in sal aries. The efficiency in the teaching force has not as yet suffered as much as it certainly will unless business-like considerations are quickly given to this important matter. Length of satisfactory service should be rewarded by liber ality in increase of salaries. 4. SUPERVISED PLAY. As stated in this report few play appliances are provided at any of the schools, although playgrounds are ample and suitable everywhere. While there is general supervision of deportment at recess periods there is very little supervision and direction of the play of the pupils, except in the primary grades, and no general expert direction even there. The value of supervised play as a means of education can not be over-estimated. It has been said that "a school without play is an educational de formity". The play instinct properly directed certainly leads along lines of best educational development and di rectly to good citizenship. The highest interest of the chil dren, morally, mentally, and physically, demand the em ployment of a professional director of physical training and plays and games. Every department of the school system 54 1 p and every branch of study taught therein would reflect bene fits arising from such department. Its results would be seen in the quickened powers and habits of attention, the more accurate judgment, the prompter and more effective action on the part of pupils in all grades. Under such a department a general medical inspection could also be had regularly without additional expense. 5. AN ENRICHED COURSE OF STUDY. The program of studies would seem to indicate the traditional academic edu cational goals. To pupils who reach the grammar grades such educational goals are usually lacking in purposeful- ness. If a background of reality could be given to the more formal academic subjects by the introduction into the course of study of more elementary science, drawing, litera ture, hygiene, civics, and such practical arts as could be well related to local life activities, there would be great im provement. Such enrichment of the course of study would, of course, require a corresponding enrichment of the school equipment. There would be needed more maps, globes, specimens, illustrative materials, laboratories, libraries, and the like. Again more money would be required. 6. Besides relieving the superintendent of much work which hinders administrative duties he should have office help, either from a clerk provided or from part time of a proposed supervisor, in order that business-like records of individual progress could be properly kept and tabu lated. The need of this is too apparent to business men to require discussion. Of course, this recommendation would carry with it the better equipment of the superintendent's office. 7. A division of grades according to advancement of pupils and a system of semi-annual promotions would be 55 P decidedly in the interest of the children, but will require additional teachers. It is mainly a question of the children's interest or the expenditure of more money. 8. Some means of fire protection should be provided at all of the schools. If nothing more, at least a few chemical extinguishers should be placed in each hall. All schools should be connected by telephone with the superintendent's office, and this office should be connected with the city lines. QUERY. How much of the city's potential resources should be in vested in the training and education of the city's prospective citizens ? 56