ilSr^
 
 UNIViiRSrrY OF CALIFORNIA 
 AT LOS ANGELES
 
 REPORT 
 
 EXAMINATIONS OF SCHOOLS 
 
 NORFOLK COUNTY 
 
 MASSACHUSETTS. 
 
 GEORGE A. WALTON, 
 
 AGENT OF THE STATK BOARD OF EDUCATION. 
 
 BOSTON: 
 
 Kanli, aterg, ^ Co., printers to t^t Commontnealtlj, 
 
 117 Franklin Street. 
 1880. 

 
 REPORT 
 
 OF 
 
 EXAMINATIONS OF SCHOOLS 
 
 sr 
 
 NORFOLK COUNTY, 
 
 MASSACHUSETTS. 
 
 BT 
 
 GEORGE A.(WALTON, 
 
 AGENT OF THE STATE BOARD OF EDUCATION. 
 
 BOSTON: 
 
 Eanti, Sbcrg, ^ Co., printers to t^e CflmmonlDEaltfj, 
 
 117 Fkanklix Street. 
 1880.
 
 Appendix A. — FoRTY-THrao Annxtal Report of the Board op Edccatiox. 
 
 Copyright, 18S0, 
 Br RAND, A\'ERT, & CO.
 
 LB 
 305£ 
 
 ri4'///7 
 
 EEPOET. 
 
 A COMMITTEE of the Norfolk County School Committees' 
 
 Association was appointed at the fall meeting in 1878, for the 
 
 purpose of examining the children throughout the county that 
 
 ^ had been f6ur years, and those that had been eight years, in 
 
 , school. I was invited by the Committee to act for them in 
 
 '::^ making the questions, and in conducting the examinations. 
 
 T^ By direction of the Board of Education I entered upon this 
 
 \ work. The Board subsequently requested me to furnish to 
 
 ■;\ them in tabular form, as well as to the County Association, 
 
 ^ the results of the examinations. These results, with the ne- 
 
 v> cessary explanations, are herewith submitted. 
 
 r^ Extent of the Examinations. 
 
 V The examinations were to be of children that had been four 
 A^ years and those that had been eight years in school, and were to 
 ^ embrace the three leading studies pursued in the schools, — 
 
 reading, Writing, and arithmetic. 
 
 ^ It was at once apparent that there would be difficulty in 
 
 Y ascertaining with any degree of accuracy what pupils had been 
 
 ^ in school four and eight years, and then of separating such, and 
 
 \s examining them by themselves ; nor was it supposed that such 
 
 ' a definite limit in point of time was contemplated by the Asso- 
 
 ^ ciation. The presumption was that pupils who had been in 
 
 ■^ school four years would be about nine or ten years old, and 
 
 i\ would be found in the upper class of the primary schools ; and 
 
 that those who had been in school eight j^ears would be about 
 
 thirteen or fourteen years old, and would be found in the upper 
 
 class of the grammar schools. Accordingly it was decided to 
 
 examine the upper class in each of these two grades of schools, 
 
 and only in exceptional instances were the questions submitted 
 
 123 
 
 t •\ ^-\. r~ r— .-3
 
 IJI HOARD OF KDUCATION. 
 
 tn puiiiU ill otlicr ^'nuics. 'Hi.-.-c were practically grammar 
 (•la.Hsi'H ; two wpro classes that had hecn recently admitted 
 from j^'ramiii.ir to hi^Mi schools, and four or five were classes of 
 th«' ]L,'iaiiiinar grade in high schools. 
 
 Thr following is the aggregate of classes and pupils exam- 
 ined, with the kind of schools to which they belonged: — 
 
 Xuiiiltf r of ]>riinary clai<»''8 1='^ 
 
 f,'Tammur cliuswes 1-- 
 
 T.^tal 270 
 
 Number of pupils of priinaiy prjule 2,800 
 
 gTaiiiinar grade \i,0'.)') 
 
 Total 4.!J»;i 
 
 J>uml>er of priiiian,' schools . . . . . ... . 00 
 
 pramiiiar schools ........ 61 
 
 mixed scljools . . 61 
 
 Total 212 
 
 Alter the examinations were in progress it was found that 
 there was considerable difference in the ages of pupils belonging 
 to the same class, and in the average age of pupils examined in 
 different towns and in different schools of the same town. Ac- 
 cordingly, without changing the basis of the examination, it 
 was decided, in tabulating the results, to include only those of 
 the lower grade whose ages were from eight and a half to ten 
 and a half ye.ars, and only those of the higher grade whose ages 
 were from twelve and a half to fifteen and a half years. By 
 extending the age of the grammar grade to fifteen and a half 
 years, liberal allowance was made for increased absences during 
 the later years of school-attendance. That the major part of 
 the pupils in the upper class of the grammar grade might be in- 
 cluded in the tabulation, this extension was necessary in many 
 of the schools. With tiiese limits as to age, it will be seen, by 
 comparing the total number examined with the total number 
 tabulated, that a considerable number of those examined are 
 not included in the tables. The number of pupils of the lower 
 grade, whose rank is reported in full or nearly so in the tables, 
 is IXtoO; the number of the ujiper grade is 1,G40 ; the total 
 number is 3, -'.•<». 
 
 The report of the oral reading, and in many schools also of
 
 EXAMINATIONS IN NORFOLK COUNTY. 12-3 
 
 the written exercises, embraces all that were examined ; and 
 the results would not differ essentially if, in all the branches, 
 all the pupils examined had been reported in the tables. 
 
 It should be stated that on many of the papers the ages of 
 the pupils were omitted ; in all such cases it was assumed that 
 they were of the average age of the balance of their class, and 
 hence the results of their work are included in the tables of 
 percentages in all the particulars of the examinations. 
 
 Whilst the examinations, as already stated, were limited to 
 reading, writing and arithmetic, in reading, the pupils were 
 tested as to their power to read both to themselves and to 
 others, and especially as to their ability to read at sight ; under 
 writing were embraced penmanship, spelling, and composition ; 
 a test was applied to the pupils in arithmetic, to ascertain their 
 proficiency in performing arithmetical operations, and their 
 ability to comprehend and solve practical problems. All the 
 results of the examinations were carefully marked upon a scale 
 of one hundred. The aggregates and averages will be found in 
 the tables appended to this report. 
 
 .If it appears that the schools as a whole rank higher in one 
 branch than in another, the cause may be in the fact, or in the 
 standard of the examiner who applied the tests, and judged of 
 the results. It is not unlikely that some one branch receives 
 more attention, or is better taught, in the schools than another ; 
 all that the examiner can claim is, that, in doing the work 
 assigned, he has acted according to his best judgment. ♦ 
 
 Tests A2^d Marking foe, Pupils Four Years in School. 
 
 In preparing for the examination, it was assumed that a 
 certain standard in each of the studies should be reached, and 
 questions were submitted calculated to test the pupils with ref- 
 erence to that standard. 
 
 Reading. — The test in oral reading for pupils of the pri- 
 mary grade was the reading of one of the " Prudy " stories. 
 Three books were placed in the hands of the pupils, and passed 
 in succession from one to another till all had read one or more 
 paragraphs. The reading was of t"he grade of an ordinary 
 third reader, and was read without previous study. 
 
 Marking of Oral Reading. — The oral reading was marked 
 with reference to the mechanical execution and- expression ; 
 and an averagre was taken. Under mechanical execution were
 
 lo,; 1I()AI:I) OF KDrCATIOV. 
 
 inclutled ixwition of body and of book, articulation, pronuncia- 
 tit'ii. (luriK V, iintl force; under exprnHsion wore included rate, 
 pit. h, Htrcss, inllection, apparent understanding of the piece, 
 and adaptation of (jiialities of voice to awaken thoughtH and 
 fcflings in tin* mind of the hearer. 
 
 WurriNO. — In tenting the pupils of the primary grade in this 
 branch, thoy were furni.she<l with paper and lead-pencil, and 
 were re(|uested to write from dictation the following three 
 Hentciu-es: — 
 
 1. Which is the better scholar, John or I? 2. Whose littlo 
 girl are you ? My father's. 8, This is a idea.sant February day.* 
 
 Kach pupil was also requested to write a letter under the 
 following conditions : — 
 
 He was to suppose himself to be at Lynn, or some other 
 place, on a visit, and from that place he was directed to write 
 to some person at his home ; he was to state three things about 
 his visit, and to close by telling his friends that he was coming 
 home the next Wednesday, and that he wanted to have the 
 carriage or sleigh sent to the depot to meet him. He was 
 requested to write the letter in proper form, with date, address, 
 conipliments, and signature, these terms being expressed in 
 language he could comprehend. 
 
 In schools where the pupils had not been used to letter 
 or composition writing, some hints were given to aid them in 
 thinking of something to write. This may account for some 
 similarities in the thoughts expressed in the letters. 
 
 The letter was marked for its substance, for its mechanical 
 execution, and for its forms. The substance was considered fixst 
 for the thought, afterwards for the expression ; the results were 
 then combined, and denoted by one percentage. Under the 
 mechanical execution a percentage was found for the penman- 
 ship, spelling, capitals, and punctuation. Under the forms a per- 
 centage was found for the date, address, compliments, subscrip- 
 tion, and general arrangement of the body of the letter. 
 
 PEXMANsnip, Spelung, Capitals, and Punctuation. — 
 The letter and the sentences previously referred to were given 
 as tests in all the above items ; the following words were also 
 written from dictation for spelling : — 
 
 1. week (seven days). 3. rode (past tense of ride). 
 
 2. waste (to squander). 4. sail (of a boat). 
 
 * These forms were slightly varied, the last to suit the month and the weather,
 
 EXAMINATIONS IN NORFOLK COUNTY. 127 
 
 MarTcing of Penmanshijy. — The penmanship was marked for 
 its legibility and uniformity and for what it promised in these, 
 and in rapidity. The standard was the greatest excellence at- 
 tained by some of the best writers in the schools that excelled 
 in penmanship. 
 
 Marking for Spelling. — Spelling was marked by a percentage of 
 the errors made in spelling the words, " week," " waste," " rode," 
 and " sail," and by a percentage of the errors made in writing 
 the sentences; there being in the sentences ten chances for 
 errors. 
 
 Marking for Capitals and Punctuation. — Violations of the 
 most obvious rules for capitals and punctuation were marked 
 from the sentences; there being seven chances for errors in 
 the use of capitals, and four in the use of punctuation- 
 marks. 
 
 Marking of the Letter. — The percentage given for the sub- 
 stance of the letter was about equally divided between the 
 thought and the expression. In making up the percentage for 
 the mechanical execution, twenty-five per cent was allowed for 
 penmanship, twenty-five for correct .spelling, thirty for the right 
 use of capitals, and twenty per cent for the punctuation. In 
 making up the percentage for the forms, the percentage was 
 equally divided among the five items, the date, address, compli- 
 ments, subscription, and arrangement of body, of the letter. 
 
 Arithmetic. — The following tests were applied in num- 
 bers : — 
 
 1. The pupils were required to write in order upon the paper 
 the answers to the following questions : — 
 
 I. How many are 
 
 (1.) Three times seven, or 3 sevens? 
 
 (2.) Eight times nine, or 8 nines? 
 
 (3.) Six times seven, or 6 sevens? 
 
 (4.) Nine times five, or 9 fives? 
 
 (5.) Seven times eight, or 7 eights? 
 
 (G.) Seven and eight, or 7 plus eight? 
 
 (7.) Nine from seventeen, or 17 less 9? 
 
 (8.) Nines in seventy-two? (or times 9.) 
 
 (9.) Eights in thirty-five? (or times 8.) 
 
 (10.) Suppose you go to the store with a quarter of a dollar (twenty- five 
 cents) in your pocket, and spend ten cents for a slate, and the rest of the 
 money for oranges at three cents apiece, how many oranges would you buy? 
 
 II. Write in column, and add, the following numbers: 184, 337, 692, 476, 
 208, 356, 575, 993, and 888.
 
 l-jH noAlM) OF KDUCATIOX. 
 
 Markinrj of Arithmetic — Two percentages were made in 
 marking: tlir arithmetic, —one for mental arithmetic, on the 
 rcsulu in the first ten examples, the other for written arith- 
 metic, on the column addition. 
 
 Tksth and Makkino for Pupils Eight Years in School. 
 
 Kkadino. — The test in oral reading for pupils in the gram- 
 mar grft(h; was a simple story selected from a Fourth Reader, 
 "How Johnny bought a Sewing-Machine." The piece was 
 read witiiout previous study, three books being used, and passed 
 from one pupil to another. 
 
 The test in silent reading was applied by giving each pupil a 
 printed narrative, which he read silently, and then wrote in his 
 own language from memory. He was allowed about six min- 
 utes for the silent reading, and about an hour for the writing. 
 
 The following is the narrative : — 
 
 *' Cyrus, the Persian prince, had many masters, who endeavored to teach 
 him every thing that was good; and he was educated with several little boys 
 nltout liis own age. lie was a boy of a very good disposition, and a humane 
 temper; but even in his youthful games he showed a strong desire to com- 
 mand, and other boys usied to make him their khig. One evening, his father 
 asked him what he had done or learned that day. ' Sir,' said Cyrus, ' I 
 was punished to-day for deciding unjustly.' — ' How so? ' said his father. 
 •There were two boys,' said Cyrus, 'one of whom was a great, and the 
 other a little boy. Now, it happened that the little boy had a coat that was 
 much too big for him, but the great boy had one that scarcely reached below 
 iiis miildle, and was too tight for him in every part. The great boy proposed 
 to the little boy to" change coats with him; "because then," said he, "we 
 shall be both exactly fitted, for your coat is as much too big for you, as mine 
 is too little for me." The little boy would not consent to the proposal; 
 upon which tlie great boy took his coat away by force, and gave his own to 
 the little lK>y in exchange. "Wliile they were disputing upon this subject, I 
 chanced to pass by, and they agreed to make me judge of the affair. But 
 T decided that the little boy should keep the little coat, and the great boy 
 tiie great one, for which judgment my master punished me.' — ' TMiy so? ' 
 .said Cyrus's father : ' was not the little coat most proper for the little boy, 
 and the large coat for the great boy?' — 'Yes, sir,' answered Cyrus, 'but 
 my mastt'r told me I was not made judge to examine which coat best fitted 
 cither of the l)oys, but to decide whether it was just that the great boy 
 should take away the coat of the little one against his consent; and therefore 
 I decided unjustly, and deserved to be punished.' "
 
 EXAMINATIONS IN NORFOLK COUNTY. 129 
 
 Marking of Reading. — The oral reading was marked for the 
 mechanical execution and for expression. The marking for 
 silent reading was upon the degree of accuracy which the 
 pupil showed in writing the narrative given above. A hundred 
 per cent was allowed when the story as a whole, and the es- 
 sential particulars, were accurately told. 
 
 Writing, including Written Expression, Penmanship, 
 Capitals, Punctuation, and Spelling. — The writing of 
 the narrative was intended to be an exercise in written compo- 
 sition. When it was placed in the hands of the pupils, they 
 were told to read it so that they could write it in their own 
 language from memory. 
 
 When they had read it, they were furnished with ruled 
 letter-paper, and were directed to write out the narrative, using 
 pen and ink ; they were told to give a title to the piece if they 
 could think of one, and to do the work as well as they could 
 in all respects. More specific directions were given where it 
 was thought necessary. 
 
 In addition to the spelling in the written narrative, the follow- 
 ing words were dictated for written spelling : — 
 
 1. deluge. ■ 6. sugar. 
 
 2. decency. 7. Chinese. 
 
 3. denies. 8. complete. 
 
 4. colonel. 9. supersede. 
 
 5. deterring. 10. changeable. 
 
 3Iarking for the Written Expression., Penmanship, Capitals., 
 Punctuation., and Spelling. — Under " written expression " were 
 embraced the title of the narrative, the omission, misuse, and 
 repetition of words, the grammatical construction, and the 
 style of the language. In marking, a slight deduction was 
 made for the repetition or omission of words ; while a serious 
 misuse of words, an error in grammatical construction, or a 
 gross inelegance in the use of language, reduced the percent- 
 age more largely. In some of the mixed schools, instead of the 
 narrative, letters were written. These were marked as nearly 
 as possible in accordance with the same plan. 
 
 In a few instances the narratives were unfinished from no 
 fault of the pupils : the plan of marking these was to take the 
 longest in the particular school where they were written, fix its 
 marks, and compare the others with that one as a standard. 
 7
 
 i:iO llOAUl) ()[• i:dl'catiun. 
 
 The junvmrnJiip wuh murked from tlif? cluiractcr of tlio hand- 
 writing' in tho narrative and with iffcnMicf to what it jnoniised 
 as well aH to what it was. 
 
 CapitaU and punrtiiution wert; enjhraced in one percentage ; 
 in exercises that were finished, twenty per cent being allowed 
 for the proper use of quotation-marks and the complement, 
 eighty per cent, for other marks of punctuation and capitals, 
 while a deduction was made according to a general plan for 
 t'xeriises that were left incomplete. 
 
 For spelling, two percentages were marked, — one upon the 
 errors in the written exercise, the other upon the errors made 
 in spelling the ten words, "deluge," "decency," &c. 
 
 The former percentage was found by allowing a hundred 
 per cent if the narrative contained ten lines or more, and was 
 free from errors. In narratives of about twenty lines, the usual 
 length, five per cent was taken off from a hundred for each mis- 
 spelled word; when the narratives were shorter and unfinished, 
 a larger per cent was deducted for each error. Somie errors, 
 as the repetition of a misspelling, were considered less grave 
 than others, and were but lightly marked. 
 
 Arithmetic. — Four examples were given to pupils of this 
 grade, as tests in arithmetic, viz. : — 
 
 I. The addition in column of eleven items, each containing 
 three orders of units. (The time allowed was five minutes.) 
 
 II. A certain number, consisting of four orders of units, was 
 given ; the pupils were directed to find, by the shortest process, 
 what would be the result of multiplying this number by 12, and 
 dividing the product by 72. 
 
 This was expressed on the board thus : 0000 X 12 -r- 72. 
 
 III. An example in simple interest was assigned ; the prin- 
 cipal consisting of dollars (four places), the time from Aug. 20 
 to Dec. 6 of the same year, the rate eight or nine per cent ; the 
 interest being required. 
 
 IV. The pupils were asked to find the cost, at ten dollars per 
 rod, of the fencing required to enclose and separate a number 
 of rectangular lots of land which adjoin on the side, and have 
 their fronts in the same straight line, each lot being two rods 
 wide in front and four rods long on the side.* 
 
 • In all tlie exercises in arithmetic, the pupils used Walton's Tables, by which 
 pupils sitting side by side had different numbers, though practically doing the 
 sumc example.
 
 EXAMINATIONS IN NORFOLK COUNTY. 131 
 
 The following problem was assigned to pupils in this grade 
 who had not studied interest : — 
 
 A certain number of dollars was given (different numbers to 
 different pupils): the pupils were to suppose this sum to be paid 
 for three-eighths of a farm, and to find what should be paid for 
 the rest of the farm at the same rate. 
 
 MarMng of Arithmetic. — A percentage was found for each of 
 these examples ; account was taken of the numerical operation 
 and of the abbreviated and logical process. 
 
 How THE Tests weee applied. 
 
 The general plan of the examination was approved by several 
 persons of experience, to whom it was referred before being ap- 
 plied in the schools. Some gentlemen of the committee on the 
 examination were appointed to aid me. These were Rev. J. P. 
 Bixby, chairman of school committee of Norwood ; Mr. J. W. 
 Allard, superintendent of schools of Milton ; Mr. William G. 
 Nowell, superintendent of schools of Weymouth ; and Mr. 
 George I. Aldrich, superintendent of schools of Canton. Mr. 
 Bixby assisted in the schools of fifteen of the twenty-four towns 
 of the county; the other gentlemen in the remaining towns, 
 each in those in his own vicinity. I made the examinations in 
 oral reading, and marked the pupils of both grades in most of 
 the schools ; and in most I was present w'hile the examinations 
 were going on in the other exercises. By the aid of these 
 gentlemen, the work of examining was greatly facilitated, the 
 time being abridged one-half in schools having pupils of both 
 grades examined. Where all were so efficient, it is not, per- 
 haps, necessary to make mention of any one ; but the service of 
 Mr. Bixby was so great, and rendered at such personal sacrifice, 
 as to be worthy of special recognition. 
 
 The school committees or superintendents of schools of the 
 respective towns were present in most instances, and aided in 
 arranging and preparing the children for the examinations. 
 The teachers also assisted in this part of the work, and in vari- 
 ous ways helped the examiners. 
 
 The examinations were begun in December, and ended in the 
 following May. The time given to each class varied from one 
 hour to one hour and forty minutes in the primary grade, and 
 from one hour and a half to two hours in the grammar grade. 
 Generally the time allowed was ample for the large majority of 
 the class to complete the work.
 
 i:v2 I'.oAiii) HF i:i)cc.\ riox. 
 
 In some few instunueH it wiw necessary to take up tlio papers 
 before tliey were finished, and in a few schools the written 
 exercises (»r the oral reading were omitted altogether. Where 
 the exercises were assigned, in most instances, in the opinion of 
 the examiners, sufTicient time was allowefl to do the work re- 
 <inired. Where this was evidently not the case, in marking the 
 papers for the tabulated results, allowance has been made for 
 the deficiency. These exjjlanations will account for most of 
 the omissions of items in the tables. 
 
 The leason for sometimes abridging the work, as mentioned 
 above, was fj)und in the necessity of comideting the examina- 
 tions during the winter and spring terms, in the desirability of 
 completing them in each town as soon as possible after they 
 were entered upon in that town, and of giving about the same 
 amount of time to each school. The occasion also for abridging, 
 in some cases, was the time consumed in some of the towns in 
 reaching the schools, the delays in getting the work before the 
 pupils, owing to a want of quickness of comprehension, or of 
 familiarity with written exercises, and the habit the pupils 
 have of writing quite slowly. 
 
 The writing of the letters was omitted in a few schools be- 
 cause the pupils were wholly unused to the exercise of letter or 
 composition writing, — in some, in fact, could neither write, nor 
 make the printing letters. In a few instances, the teachers ob- 
 jected to submitting their schools to some of the tests, and 
 their feelings were regarded. 
 
 It was found from the examinations in the first two or three 
 schools, that the pupils required more time than was anticipated 
 when the questions were prepared ; accordingly, without chan- 
 ging their general character, two of the questions in arithmetic 
 for the grammar grade were slightly shortened when given in 
 other schools. The questions given in the towns marked C and 
 T, however, were in all essential points the same as were given 
 in the town marked A, which was the first examined. The tests 
 given in the early pages of this report, with the ^light excep- 
 tions elsewhere named, were uniformly applied in all the other 
 towns. The tests were' submitted orally, and, when practica- 
 ble, written upon the blackboard also: all proper explanations 
 were given, and questions answered, by the examiners. 
 
 Some schools had no pupils between the ages of eight and a 
 half and ten and a half years who could do the work prepared
 
 EXAMINATIONS IN NORFOLK COUNTY. 133 
 
 for their respective grades. The questions were sometimes 
 modified to suit the attainments of the children, but the re- 
 sults of the examination do not appear in the tables. On the 
 other hand, there were a few schools where the pupils that did 
 the work were all under the age reported, and their work of 
 course does not appear. 
 
 There was nowhere, on the part of the teachers, indifference 
 to the results of the examinations ; there was, indeed, solicitude 
 with many while the examinations were in progress, and this 
 was shared in some cases by the school committees. But this 
 feeling, which was quite natural and entirely proper, was gen- 
 erally exercised with good sense and a due regard to the ends 
 to be attained by the examinations. Teachers and committees 
 manifested a desire to make the examinations a fair test of 
 the attainments and ability of the pupils, and such in general 
 it is believed they were. It is a pleasure to be able to testify 
 to the excellent spirit manifested by all towards the examina- 
 tion and the examiners. 
 
 The Marking, and Tabulation of the Results. 
 
 On the completion of the visitations of the schools, there 
 were about four thousand papers to examine and mark. This 
 required the handling of each paper many times, for each was 
 to be marked for at least twelve different results, some of these 
 depending upon several particulars. And the work of aggre- 
 gating and averaging these would then remain to be done. No 
 time that I could command would be sufficient to bring out the 
 results of the examinations in the current year. Mr. William 
 G. Nowell was accordingl}' appointed by the committee to assist 
 in this part of the work. To this he devoted considerable 
 time in the summer months, rendering most efficient service in 
 marking the papers in penmanship, arithmetic, and spelling, and 
 in tabulating the results of the primary grade. The report is 
 indebted to J\Ir. Nowell, also, for several interesting details. 
 
 It is proper to state, also, that Mrs. Walton has spent, since 
 the first of June, on an average, six hours a day in marking 
 the papers, in verifying, and in tabulating. This part of the 
 work has required much more time and labor than was antici- 
 pated. I regret that it has so long delayed the report; but, 
 with the demands made upon my time by other official duties, 
 it was impossible to present it at an earlier date.
 
 184 BOAKI) OF EDUCATION. 
 
 ri:i{.S()NAL OHSKRVATIONS IN THK SCIICXJLS. 
 HosiiUs tlio tuhlos of ixTcc'iita^'cs, and for the better urnler- 
 8tuii(liii^' of these, I dchire to give the ntsiilts of my personal 
 observjilionB. 
 
 Reading. 
 
 The exereise of readiiifj involves two distinct processes, — the 
 forming of the ideas and thoughts in our own minds by looking 
 at tlic words, and the utterance of the words so as to excite 
 ideas and thoughts in the minds of others. 
 
 By this analysis we see, first, that reading is something more 
 than recognizing ami j)ronouncing words: the words are signs, 
 and are to be recognized only as a m(;ans of awakening ideas 
 and thoughts. If the pupil does not have these awakened by 
 the words he uses, he does not read at all ; nor is the process, 
 so far as reading is concerned, simply useless, it is dangerous, 
 just in proportion to the facility with which the words are 
 called. 
 
 In the second place, we see that there are two distinct objects 
 to accomplish in teaching to read. The reader is to learn to 
 associate in his own mind ideas and thoughts with their written 
 or printed signs ; he is to learn to utter these words so as to 
 awaken in the minds of others such ideas and thoughts as the 
 words are intended to awaken. There are, then, two kinds of 
 reading, — silent and oral. Which, if either, of these two kinds 
 should the schools make the important end in teaching? This 
 is equivalent to asking, which will be most useful to the pupil, 
 or most used by him ? 
 
 Oral reading is useful in training the organs of speech to the 
 accurate enunciation of words, in training the vocal organs to 
 the production of the proper tones, and in training the organs 
 of respiration to give the proper force in the utterance of words 
 and in the modulation of the voice ; all of which are useful in- 
 strengthening the organs themselves, in fitting the pupil to use 
 language, and to speak so that he can be heard. This mechani- 
 cal part of reading is useful in various ways. 
 
 Oral reading, as a means of communicating the thoughts our- 
 selves or others have penned, is not to be lightly esteemed ; it 
 merits on this account more skill than is ordinarily bestowed 
 upon reading. For this implies a clear conception of the
 
 EXAMINATIONS IN NORFOLK COUNTY. 135 
 
 thoughts of the author, an appreciation of his feelings, and such 
 a power of expression as perfectly to excite these thoughts and 
 feelings in the mind of the hearer. It implies the ability to 
 give ourselves, mind and body, in service to others. But the 
 little, comparatively, which most persons read for the instruc- 
 tion of others, would not constitute a sufficient ground for giving 
 oral reading the prominence it has in the schools. 
 
 If we reflect that the reading which men in general do is done 
 for themselves, we shall see that the pupil is to learn silently 
 to take the sense from the words of the written or printed page. 
 The relation of silent reading to all knowledge acquired by the 
 reading of books is such that the ability to read silently can 
 scarcely be over-estimated. 
 
 The above distinction between silent and oral reading is 
 important, as showing the true end of teaching reading ; but 
 the fact is, that oral necessitates silent reading, and the effec- 
 tiveness of the former depends largely upon the quality of the 
 latter. Oral reading is to be taught chiefly as presenting the 
 best occasion for the exercise of the powers of the mind in ac- 
 quiring, for the sake of giving, the sense of what is written. 
 
 In teaching oral reading, then, while the teacher may not lose 
 sight of the fact that the chief end of reading is, to give the 
 pupil facility in obtaining the ideas and thoughts, he will lead 
 him to keep constantly in mind the wants of the hearer. This 
 will give a proper direction to the aim of the pupil, both in 
 preparing for his reading, and in the reading itself. It will 
 tend to direct his attention away from himself, and stimulate 
 him to jnake his best effort, by placing the right motive within. 
 
 This may seem to be setting up an ideal standard : it must be 
 confessed that it is not generally reached ; but it is believed to 
 be entirely practicable, even in the lower grade of schools, to 
 teach the pupil to read, prompted solely by the desire to affect 
 the mind of another. This motive cannot be employed too 
 early, or too exclusively. When this desire is the motive, the 
 -pupil will feel the necessity of first understanding for himself 
 what he is to read. The necessity, prompted by this motive, 
 must result in giving him facility in reading for himself. 
 
 In the examinations, the oral reading was considered a test of 
 the ability of tlie pupils, both to take and to give the sense 
 of a kind of reading with which they were supposed to be famil- 
 iar. The results were widely different. On the one hand,
 
 186 HOARD OF KDUCATION. 
 
 thrrr wiTo nmny pupilM in hotli ^'nidcH, hut particularly in tlie 
 priiimry, who calh'fl (»(T tlio wordn in a droning and monotonous 
 way, or nhouted Ihoni <»ut on« aftiT tlio other with as little 
 regard to tho thought an if they had hcon the columns of a spell- 
 ing-ho(.k. On iho other haiul, there were pupils who had formed 
 the hahit, while reading, of looking forward to the end of the 
 Honlence, tluit they might comprehend the thought before utter- 
 ing tiie words. In some instances pui)ils asked to be allowed to 
 read their paragraph again, saying they did not understand it 
 before. The cau.scs for these differences are found in the dif- 
 ference in the tact of the teachers, and in the difference in their 
 methods and aims : I am not inclined to admit that they result 
 »o largely from the superiority of the children in any town or 
 in a particular part of a town, as in some instances members 
 of the school committees claimed. 
 
 In general, oral reading is made the end ; and the conception 
 the teacher has of this is frequently limited to the articulation 
 of words, to the loudness or fluency of utterance, to the position 
 of the body, to the holding of the book, in some instances to cor- 
 rect pronunciation, and sometimes to extreme precision in all 
 these, and to a straining after the elements which are the 
 means of exin-ession. The voice is often made simply to repeat 
 the words of the paragraph that falls in the class to " the next," 
 or at most led only to imitate in a servile manner the reading 
 of the teacher ; or, if trained in tone, pitch, rate, stress, inflec- 
 tion, and so on, it is not in the use of these to the expression of 
 thought. And, as for any systematic analysis by which the 
 pupil learns to make a careful and independent study of his 
 piece, it is but little practised in the schools, even of the gram- 
 mar grade. 
 
 In the larger number of the primary schools, the teachers 
 seem to regard the expression of thought as not wnthin the 
 province of the young pujiil. No greater mistake can be made 
 than this: the little child should read with expression the first 
 time and every time he reads. He uses slides of the voice, 
 and stress, when he has thoughts and feelings of his own to 
 utter, and this long before he goes to school: can he not be 
 taught to use them in expressing the thoughts and feelings of 
 others? He has the means; fix in him the motive by directing 
 his attention to the thought; if he has this, he can hardly fail 
 to express it. The training will at least be an easy and agree-
 
 EXAMINATIONS IN NORFOLK COUNTY. 137 
 
 able task. Where bad habits are confirmed in childhood, it 
 requires the skilled hand of a professor, later on, to make a 
 good reader. 
 
 A difference in the quality of the reading results from the 
 method of the early teaching of the child. If the teaching is 
 strictly by the ABC method, in which the child is taught to 
 spell out the words before pronouncing them, and then to pro- 
 nounce them word after word without reference to the sentence 
 they form, the mind is directed chiefly to the spelling-out and 
 pronunciation of the words, and is thus turned away from the 
 thought and expression. Where the reading is taught by the 
 object and word method, the interest awakened in the child, in 
 the object of knowledge, naturally leads to an interest in the 
 words and in the reading. Instead of something imposed upon 
 the pupil, which blunts the mind to all mental effort except to 
 escape from the drudgery, the process excites the desire to know 
 and to tell, and thus puts within, motives which give facility in 
 acquiring knowledge, and make the mind skilful in associating 
 ideas and thoughts with words, and in using the physical organs 
 as instruments for expression. Norfolk County is not without 
 many excellent examples of the right method and aims in 
 teaching, while examples of tact are common which produce 
 good results in apparent disregard of methods. 
 
 Table (A), appended to this report, will show the methods at 
 present in use, and those in use four years ago, in the several 
 towns of the county, in teaching beginners to read. The table 
 shows considerable change in the four years, which indicates an 
 awakened interest in the teaching of reading that may more 
 than counterbalance the effects of bad methods at an earlier 
 period. It was thought that possibly the differences in reading 
 might be shown to result from the different methods of teaching. 
 There are too many modifying circumstances, however, to make 
 the table valuable as evidence upon this point. It is inserted in 
 the report as interesting historically, and as likely to have a bear- 
 ing upon the future progress in the art of reading in the county. 
 
 I found in many of the schools that the pupils were attempt- 
 ing to read in books wholly beyond their comprehension ; the 
 Fourth and Fifth Readers were in repeated instances in use by 
 children who could not readily call the words of the simplest 
 lesson in the Third Reader which I gave them. 
 
 Of some of the schools in one town, my notes say, " The 
 
 18
 
 i;58 JIOAKI) OF KDUCATION. 
 
 cliildrcii wtir ill! iciuling in books too advanct'<l for tliein ; none 
 of those I ut(t'nii>tL'(l U) lioar read in the Third lieader could 
 call words in the Second. Yet all were in the Third that had 
 not already taken up the Fourth. Nearly all of the school 
 s1k)u1(1 he kept in a j;rade of reading not above that of the 
 Third Reader. What is true of these schools is true of the 
 county as a whole : very many of the children are trying to 
 read in books beyond their years." 
 
 To counteract this tendency, some of the towns have a plan 
 of furnishing additional works supplementary to tlie ordinary 
 reader. Several sets of different series of readers, of the first, 
 second, and third grades, are purchased at public expense, 
 and passed around from school to school throughout the town. 
 The superintendent of schools in one of the towns remarked 
 that the primary schools in his charge had read the First, Sec- 
 ond, and Third Readers, of all the series that are worth reading. 
 By this means the pupil can be kept upon reading suited to 
 his capacity, and is able thoroughly to master the vocabulary 
 of one grade before attempting a higher. 
 
 It is very desirable to secure in the pupil a love for reading 
 while in the schools. This love is fostered by the facility with 
 which the pupil learns, and by what he reads. The acquisition 
 of real knowledge which is incident to a riglit method of teach- 
 ing is a stimulus to this love. In those schools which I visited 
 where the teacliing was begun by teaching the object, then, 
 Mith the blackboard or chart, its name, and finally producing 
 a written sentence which expressed the pupil's or teacher's 
 thought of the thing, I found an evident interest in reading, 
 which was in marked contrast with what was seen where the 
 ABC method was in vogue. 
 
 With this rational mode of teaching, the vocabulary of the 
 pupil names real ideas to him. The words of the book, of part 
 of it at least, are taught him in this wav before the book is 
 placed in his hand ; so when at length he has the book, it is a 
 delight, and not a task, to read its simple and pleasing stories. 
 
 A good method and aptness in teaching, with suitable sup- 
 plementary reading, cannot fail to increase this love. There are 
 sufficient facts in Norfolk County to prove this to be the prao- 
 tieal result. 
 
 With the exception of a single school of considerable size, 
 so far as noticed, the girls of the higher grade are better
 
 EXAMINATIONS IN NORFOLK COUNTY. 139 
 
 readers than the boys. The difference in most is quite marked. 
 I can see no reason in the schools themselves why this should 
 be so ; but, if the examiners are not mistaken in their observa- 
 tions, the fact is worthy of the consideration of teachers and 
 committees, as well as of the boys themselves and their parents. 
 
 So far as I could discover, with rare exceptions, little atten- 
 tion is given to what the children read, or to reading for the 
 acquisition of knowledge, if we leave out of account the text 
 of books committed to memory for recitation. The time of 
 reading in both grades seems to be mostly occupied in teach- 
 ing to call the words properly, without reference to the amount 
 or kind of knowledge the pupil is to acquire. As an excep- 
 tion I saw in a few of the schools sentences used as reading- 
 lessons for the younger pupils, which were evidently designed 
 to teach some useful knowledge. Some exceptions were noticed 
 also in the grammar grades, where books of history w^re sub- 
 stituted in part for the reading-books; not, however, in the 
 few cases I saw, with any evident gain either to the exercise of 
 reading or to the knowledge of history. 
 
 I see no reason why the earliest lessons taught in the primary 
 schools should not be so arranged and conducted as to teach 
 those elementary facts of plants, and those terms, which will 
 afterwards be used in the study of botany, — that knowledge of 
 animals and minerals which will afterwards be used in zoology 
 and mineralogy, those forms and names which will afterwards 
 be used in geometry, and so on ; and no reason why the 
 simple facts which underlie the other sciences should not be 
 acquired through the reading-exercises of the intermediate 
 schools. Portions of history can be selected which are suited 
 to oral reading ; but, like the selections in the advanced readers, 
 the reading can hardly be worthy the time and attention of the- 
 class till it has been the subject of careful study by the reader. 
 
 While the pupils should read more than they now do, and 
 read to gain useful knowledge, it would be a mistake to abandon 
 the use of well-chosen reading-books for study and practice. 
 These are distinguished from the books for general reading by 
 being arranged with reference to training and culture. Before 
 his oral reading the older pupil should study each selection, 
 first to obtain a knowledge of the piece as a whole, then to 
 get the sense of each paragraph, of each clause, and finally to 
 determine what words to emphasize that he may give the sense
 
 140 I'.OAIM) OF EDUCATION. 
 
 to tlif iKiircr. '1 his kiml of work cannot be done ])y tlu,- pri- 
 iiiiiry pupil, ivnd his rcudinj,' hhouhl not retiuire it ; hut in the 
 upper pnule this. Khould ho done with every reading-lesson. 
 The lessons of the reading-hook furnish the occasions for this 
 study. And this is jirec^scly what is needed to prepare the 
 student to read with profit history or whatever he may read 
 before his class. 
 
 By such a plan of study the oral reading becomes a personal 
 effort to express the results of the pupil's own judgment. It 
 brings into requisition a class of books not common at present 
 in the schools, — biogi-aphies, gazetteers, encyclopsedias, and 
 other books of reference. 
 
 The percentages for oral reading for the county are about 
 one-eighth higher than the total average of all the studies. 
 There are two reasons for this : first, the marking is not based 
 upon the ideal standard of the examiner, but upon the 
 ordinary estimate of school reading; and, second, oral read- 
 ing ordinarily receives a large share of attention during the 
 whole period of the schooling of the child, and really by the 
 common standard shows better results than any other study 
 taught. 
 
 The silent reading in the upper grade, as determined by the 
 written narrative, is not marked so high as the oral ; the standard 
 was more absolute. The pupils who told the story as a whole, 
 including all the essential particulars, were ranked one hun- 
 dred per cent in the silent reading; those who failed to get 
 the essential point of the story were marked from forty per 
 cent upwards to sixty-five, according to the accuracy with which 
 their writing was true as to particulars ; while those who had 
 misapprehended the story altogether were marked from fifty 
 per cent dow'nwards according to the misstatements they made. 
 
 It will be seen by a few specimen copies of the narrative, 
 printed below, that the exercise revealed wide differences 
 in the ability of the pupils to get the sense by silent read- 
 ing. These differences are not confined to indi^'iduals : they 
 characterize whole schools. There are exceptionally good 
 papers found in schools which wrote poorly as a whole ; the 
 reverse of this is also true. The following are printed ver- 
 batim. Facsimiles of others will be found at the close of the 
 report.
 
 EXAMINATIONS IN NORFOLK COUNTY. 141 
 
 Sajmples of Naeratives written from Silent Reading, 
 BY Pupils in the GRA:yiMAR Grade. 
 
 I. 
 
 Punished For Deciding Unjustly. 
 
 Cyrus, the Persian prince, had a gi-eat many masters, who endeavcfred to 
 teach him every thing that was good ; he was educated with several little 
 boy's about his own age. He was of a good disposition and humane tem- 
 per, but even in his youthful day's he possesed a strong desire to command, 
 and the boys often made him their king. One night his father said to him 
 " what have you done and learned to day " " Sir," said Cyrus " I was pun- 
 ished for deciding imjustly. " How so " said his father. " There were two 
 boy's one a great and the other a little boy; the little boy had a coat that 
 was much to big for him and the large boy had a coat that was much to 
 small and tight for him in every part. The large boy proposed to exchange 
 coats " ' for said he we shall then be even for my coat which is much to small 
 for me will be right for you.' " But the little boy would not change so the 
 large boy took the little one's coat and gave him his in return; just then I 
 happened to be passing and they said that I should be the judge. I decided 
 that the little boy should keep the little coat and the large boy should keep 
 the great coat. And so I was punished. " How so said his father was not 
 the large coat more suitable for the large boy and the small coat for the little 
 one. " Yes sir " said Cyrus but the teacher said that I was not called upon 
 to judge which was the most suitable but whether it was right for the large 
 boy to take away the little boy's coat without his consent. " So " said Cyrus 
 " I was justly punished." 
 
 n. 
 
 The Persian Prince. 
 
 Cyrus, the Persian Prince, had a great many masters, who tried to teach 
 him goods things; and he was educated with several other boys of his age. 
 He was a very good tempered boy, and had a humane spkit. He had a 
 strong desire to command, and the other boys made him their king. 
 
 One day his father asked w^hat he learned or done during the day. "Sir, 
 said Cyrus, "I was punished to day for deciding unjustly." " How so? " 
 asked father. "To-day" said Cyrus, there w-ere two boys, one a great 
 one and the other a small one. It happened that the big boy had a coat 
 that was a great deal too small for him, while the small boy had a coat that 
 was too large for him. The large boy proposed, that the little boy should 
 exchange coats with him. But the little boy did not want to do this, there- 
 fore the big boy took it away from him by force. I chanced to be passing 
 by and they called upon me to decide. I gave the little boy the small coat, 
 and the big boy the large coat." " Why were you punished for that?" 
 asked his father, "because the teacher said I was not to be the judge of 
 whose coat it shoud be, but that whether it was right or not for tfie big boy 
 to take away the coat from the small boy, therefore I was punished."
 
 142 liOARD OF EDUCATION. 
 
 HI. 
 Justice and Unjuatice. 
 Cvnis, tlm IVrsian prinor; liad a j^roat many mawters who trinrl to toach 
 liiiii cvrry thinij tliat was li^'lit. IIo liad wn-oral other l>oys f;ducated with 
 liim. IIo had a very pf^xl disj>f).silion but ho liked to command. When 
 tliey u.s<!d to phiy hi.s playmates used to have him for their king. One even- 
 ing hi.s father asked him what ho had learned that day. " I wa.s jmnished 
 for ilociding unjustly," he said. "What did you do?" asked his father, 
 " Why," he said, "it happeneil this wajr. There were two hoys a large boy 
 and a small boy. The small i)oy had a coat too large for Jiim and the large 
 l)oy had a coat that was too small for him in every part. Now the large boy 
 wanted' the small boy to exchange coats with him. ITie small Ixjy didn't 
 want to and so the large boy took it away from liim. Just then I came 
 along and they watited me to decide for them. I thought that the small boy 
 ought to keep the coat. The master said that I ought not to decide which 
 coat fitted the best but whether tlie large boy had a right to take the coat by 
 force. So I had decided unjustly and deserved to be punished." 
 
 IV. 
 Anecdote of Crnus. 
 Cyrus, a prince of Persia, had many teachers, and he was educated with 
 other boys of his age. As he liked to take the lead, his companions made 
 him there King. One day his father, asked him, what he had learned that 
 day. Sir, said he, their was two boys, one great, and the other small, the 
 small one, had a coat much to large for him, and the greateone had one to 
 small, then the great one, proposed to change, but the small one, would not 
 consent, and as I chanch to be passing by, they made me judge. I decided 
 in favor of the Great one, thefore my master, puished me. ^^^ly so said 
 his father, was not the large coat better for the large boy, and the small coat 
 for the small boy. Sir, my master asked me if it was just, to ttake the coat 
 away without consent, and as I had judged wrong, I deserved to be punished. 
 
 V. 
 
 Quarrel about a coat. 
 
 Cyrus, the Persian prince, had good many masters, his father asked him 
 if he had done anything wrong to day, and he said, lie had lieen punished, 
 and his father asked him, what he had been punished for, and he said he 
 had quarraled with another boy. 
 
 What about, said his father, and C5TUS said that, a boy he was with, had 
 on a big coat, that just fited him, and his coat was to small for him-self , and 
 this other boy wanted to exchange with him. 
 
 But Cyrus would not, just then a man came up, and settled the dispute, 
 saying, that the big boy did very wrong in tareingthe coat off the smaller boy. 
 
 So Cyrus had to be punished for not giving up his coat to the other boy. 
 
 YI. 
 Cryas the Persian Prince 
 Cryas was a disobiant boy. The little boy thought that the large Coat
 
 EXAMINATIONS IN NORFOLK COUNTY. 143 
 
 would be better for him, and the large boy thought that the small coat would 
 be better for him But the large coat was as mush to small for the small boy 
 as the large coat was for the large The large boy had ought to have had 
 the large coat and the small boy the small coat, I think that Cryus was a 
 greedy boy. 
 
 VII. 
 Prince of Persia 
 Cyphus the Prince of Persia he and a another boy went out to walk he had 
 a long f.oat on which was to big. for him the other boy had a coat which was* 
 to small for hin and only came down to his middle, and he wanted the little 
 boy to let him take his coat (and the big boy) woud let him take his little 
 coat so Cyphus father came and said why wood you not let him take the big 
 coat and he wood take the little coat so he we went home and he become a 
 prince 
 
 VIII. 
 
 There was a man by the name of Cjtus who was a Persian Prince. 
 
 He had a very nice father, and asked him one night what he had done at 
 school that day? He said, " That he had done something unjustly." 
 
 The boys, when Cyi'us was playing any games with them used to make 
 him their king. One day there was a boy who had a new coat, with Cyrus, 
 and Cyrus wanted to make a change. 
 
 The one that the boy had bought was very much to large for him, while 
 Cyrus's was small. 
 
 They kept on for two or three days, but would not agree upon it. 
 
 While tltey making this agreement, Cyrus's father came along. Cyrus 
 liad a very humane temper and was very gentle. 
 
 Because Cyrus would not change with the other in a few days he was pun- 
 ished. 
 
 IX. 
 The boy was whiped because he had the littles boys coat. 
 
 X. 
 
 Cyiiis a pursian prince was a pheasant an educated boy but when he 
 came home that night his father asked him what he had recieved that day. 
 he said that he got punished at school his father asked him what for and 
 he said that there was a great boy and a little boy had a goat and the big 
 boy had a little goat and the little boy had a big goat the big boy wanted 
 to exchane goats he have the big goat and the little boy have the little 
 goat so the big boy took his goat away by force and I came along and 
 they wanted me to be juge and I said that the little boy should have the 
 little goat and the big boy should have the big goat and so that is what I 
 got punished for in school. 
 
 XI. 
 
 Cyrus the Persean prince he was a boy of sense One evening he was pass- 
 ing by the house a small boy had a big goat the goat was much lai'ger than 
 the boy so that they had a despute over the goat the boys have hin for the
 
 ^\^ jiOAi:D or edlcatiox. 
 
 jiulgi! Ill' Ruvo tlio littln hoy tho poat \vh(!ii ko pjot home his futhi-r a-skod hira 
 if hi> viiiH (;oo<l lit Hchool hn Haul h*; had hu puaishud iuju.slly hiii father siaid 
 thut hn luuHt ho kind to ono as U) the other. 
 
 WlUTlNG. 
 
 Under ^vri(iMg, uro included pcnman.sliip, spelling, and com- 
 position. 
 
 Pknmansfiip. — The requi-sites in penmanship are legibility, 
 uniformity, and rapidity. I^cgibility i.s first in importance, and 
 is to be lirst attended to in the teaching. To secure this, we 
 must fix in the mind of the pupil definite forms for all the 
 characters. Besides knowing these forms, the pupil must be 
 taught uniformity as to height, width, slant, angles, and turns, 
 aiul the proper curve-lines for connecting one letter with an- 
 other. These elements have reference both to the uniformity 
 and rapidity of the Avriting. Though rapidity is the last- 
 named of the requisites to good penmanship, it is not to be left 
 out of account in the early training. When a few of the simple 
 forms can be executed, the training for rapidity in making these 
 should begin. No little importance attaches to this training. 
 That teaching which does not give the muscles a good degree 
 of facility in executing the forms which the mind conceived, 
 is practically a failure. 
 
 The tests which were submitted in the schools were intended 
 to show in the lower grade the results of the teaching in the 
 first two of the above requisites. They were intended to show 
 in the upper grade the results in all. Certainly, if the schools 
 are to teach a good practical handwriting, it must be before 
 the pupils reach the age of fourteen or fifteen years ; for, at an 
 earlier age than this, the large majority of the children leave 
 the schools. 
 
 Some of the differences in the results reached by the exami- 
 nations are worthy of special notice. While some, even in the 
 lower grade, could write with legibility and considerable ease, 
 and some with apparent freedom and an approach to elegance, 
 others in this grade were obliged to use the Roman letters to 
 write their exercises, and even then mingled the capital and 
 small letters in a promiscuous manner. 
 
 Where the writing is neglected in the lower grades, the 
 time lost cannot be regained in the grammar schools ; the result 
 is, that much poor writing is done by pupils just ready to 
 graduate from the advanced classes of these schools.
 
 EXAMINATIOXS IN NORFOLK COUNTY. 145 
 
 The lithographs appended to the report are facsimiles of the 
 penmanship found in the schools; the best and poorest are 
 selected from scores not dissimilar, while the average papers 
 are fair samples of hundreds of their kind. 
 
 So backward are some of the schools in penmanship, and so 
 forward are others, that there are many primary schools whose 
 upper grade is more advanced than the upper grade of many 
 grammar schools. The causes for this difference are found 
 chiefly in the time and manner of learning to write. If the 
 children are employed for the first three or four years mainly 
 in calling the words of the reading-books, in committing to 
 memory lists of words for oral spelling, in studying and recit- 
 ing arithmetical tables and problems, with possibly the pages 
 of a primary geography ; if they make little or no use of the 
 slate, and none whatever of paper, for written exercises, or if 
 they use these simply to write out in Roman letters the words 
 of their spelling-lessons, and to make the tables in arithmetic ; 
 if they have no systematic teaching in making even these 
 forms, and none whatever in making the script letters or in 
 drawing lines and figures, — it will not be surprising if excel- 
 lence in penmanship should be rare even in the higher grades 
 of the schools. 
 
 The absence of early training is perhaps the most evident in 
 the way the children make the numeral characters ; the figures 
 are too often significant as signs of aimless teaching, and want 
 of discipline in the taught, but are awkwardly made and inele- 
 gant as symbols of numbers. Yet there are but ten of these 
 signs used to express the innumerable calculations made with 
 numbers. What can be more profitable in the early training of 
 the pupil than to teach him to form each of these characters 
 after a perfect model? Contrast the ungainly 5's and 8's of 
 some of the pupils with the beautiful forms of others, and it 
 will appear at once that the culture of the mind will pay a 
 thousand-fold for all the time and labor required to teach the 
 child to make these useful forms with taste and elegance ; for 
 the difference in the figures is a trifle compared with the mind- 
 culture implied in coming to the results. 
 
 Neglect to teach the proper forms of letters and figures oc- 
 casions much groping by the children. As an illustration of 
 this neglect, a large number of children introduce after o, in 
 certain words, a superfluous character resembling an i; the 
 
 19
 
 140 liOAKI) OF EDUCATIOX. 
 
 error referred to ni:iy ho secui in llie .'ii>j)onflcd lithographs, for 
 exiiini)lo, on piige 2:U). 
 
 The wriliiij^ in many hcIiooIs is limited to what is done in 
 the copy-hooks ; this is especially true of the mixed and un- 
 graded schools. The practice of writing is deferred till the 
 pnpil is old enough to use the pen and ink. The copy at the 
 top of the page is written again and again, sometimes with a 
 wider departure from the original at each repetition. No atten- 
 tion is given to the movement of the arm or hand, or to the 
 forms ; and very rarely, so far as I coiild discover, are the 
 muscles trained to make movements with rapidity. This, I 
 incline to think, is a universal failure in the schools. 
 
 In teaching penmanship, the ohject is to train the miiseies to 
 move from luil»it. Lcgihilit}' should not he sacrificed to celerity 
 of movement; and with proper teaching, it need not be. But 
 where the pupils, in the examinations, have attempted to write 
 rapidly, the result has been a fearful disregard, in most in- 
 stances, of the elements of uniformity. 
 
 Most of the faults in the writing indicate imperfect teaching. 
 There are schools, however, where, from the time the pupil 
 enters the lowest class, he is trained to the use of the pencil, 
 first with the slate, afterwards with the paper. In some of the 
 best primary schools, most of the time not spent in the class is 
 occupied by the children in making words and sentences, or 
 letters, upon their slates ; they are employed in copying these 
 from the lessons the teacher writes upon the board. This pro- 
 cess goes on for the first two years, the exercise being varied by 
 copying from the reading-book, or the writing of sentences the 
 pupils themselves have composed. In the third year, paper with 
 proper ruling is substituted for the slate, and the pupil begins 
 critically to analyze and form the letters, and systematically 
 to combine these into words. In the fourth year, the pupil 
 begins to use pen and ink, with the great advantage of a 
 knowledge of all the forms of the letters, and considerable skill 
 in using the muscles of the hand and arm. 
 
 This plan is pursued most largely in schools where the read- 
 ing is begun with the script letters. Writing is employed in 
 connection with every branch of stud}-, and frequently in the 
 recitation. Little reliance is put upon the copy-book for the 
 large practice necessary to make writing easy ; this is incidental 
 to the expression of thoughts upon paper. The result is, the
 
 EXAMIXATIOXS IX XORFOLK COUXTY. 147 
 
 pupil at an early age has a handwriting with the proper slant 
 and connecting lines; elements so difficult to secure if the 
 words are first made in the Roman letters. 
 
 An opinion has been confidently expressed by those compe- 
 tent to judge, that, where drawing and writing are taught to- 
 gether, the writing is better than where writing alone is taught, 
 and that, even though no more time is given to the two branches 
 than is frequently given to the writing. The examinations go 
 to show that this opinion is well founded. 
 
 The observations in the schools, then, indicate that the best 
 results are secured by having writing with the pencil begun 
 early, and continued constantly till the pupil can use the pen ; 
 that as soon as he has mastered this, and can make the forms 
 with accuracy, he needs special training in rapidity of execu- 
 tion. They show that the best results are reached in those 
 towns and schools that have made the most systematic use of 
 the script letters in teaching to read, and where drawing is also 
 taught. 
 
 The wide range of percentages in writing in the primary 
 schools is due to the change which has in the past few years 
 taken place, in favor of using the script letters early. The 
 towns that began tliis practice first, and have adhered to it 
 most closely, have better writing than those that have deferred 
 writing till later in the school course. Undoubtedly the plan, 
 now becoming so general, of teaching the use of script letters 
 and writing early, will have the effect to produce greater uni- 
 formity in coming years. 
 
 Spelling. — The end to be secured in teaching spelling 
 is the correct spelling of the words the pupil meets with in 
 his studies, and those he will be most likely to use after he 
 leaves school. These will include the names of familiar objects, 
 of common qualities and actions, and some of the less significant 
 words of the language. The spelling of the names of the 
 days of the week, and of the months of the year, may be speci- 
 fied as words which should be early taught. 
 
 To secure this end there must be practice by the pupil in 
 writing the words not simply for spelling from dictation, but in 
 sentences and in composition exercises. The results cannot be 
 satisfactorily reached by an}^ amount of oral spelling. Repeated 
 use of carefully selected words in written exercises, when the 
 attention is not directed solely to the spelling of the words, is 
 the only means of making practical spellers.
 
 148 IJOAUI) OF EDUCATION. 
 
 Ill sclt'i.iin^ wonls for drill, i1i(»>>«j wliich are in common use 
 hlmuM 1)0 tliosen, and of tlicsc the words which are pronounced 
 idiki! l)Ut sjielt differently need special attention. In the 
 Uj.jK-r ^nadi's, words which come under the common rulea 
 hhonid 1)0 spelt till the rules can be readily applied : such are 
 the rule for dropping the final e of a jtrimitive word when a 
 sy Hal lie is added which begins with a vowel, the rule for doul>- 
 ling the final consonant of an accented syllable when a sylla- 
 ble is added which begins with a vowel, and the rules for form- 
 ing the plurals and possessives of nouns. 
 
 The results of the examinations indicate that far too much 
 reliance is placed upon oral spelling, and that the words are not 
 selected with discrimination on the part of the teacher; they 
 show that the commonest words are misspelt when used in 
 sentences or composition, while words of difficult orthography 
 are spelt with accuracy when dictated for spelling. Thus the 
 words, " too, their, there, here, hear, meet, piece, where, which, 
 whose, been, pair, sure, sugar, week, weak, you, write, right, 
 wrong, father," &c., were misspelt when used in composition by 
 the same class of pupils who spelt "deluge, colonel, deter- 
 ring," and "supersede," from dictation, with accuracy. The 
 words, "whose, which," and "father," when spelt orally, were 
 generally correct, but when written in sentences they were 
 frequently, in many schools, in a majority of cases, erroneous. 
 
 The correct spelling in the primary grade of the words dic- 
 tated with reference to spelling, also of those given in sen- 
 tences, illustrates the necessity for spelling in the sentence. 
 
 The correct spelling in this grade for the whole county was 
 marked as follows : — 
 
 Pek cent. 
 Words dictated for spelling (" week, waste, rode, sail ") . . 6:1.8 
 
 Words written in sentences: — 
 
 (Ten words) average 5S.1 
 
 ("which") G9. 
 
 ("whose") 54. 
 
 (••scholar") 4i.S 
 
 Average of the above three words 55.9 
 
 The same differences are seen in different towns, and in dif- 
 ferent schools of the same town. And the towns and schools 
 that have the highest average percentages in all the branches 
 taught, generally have the highest percentages in the spelling
 
 EXAMIXATIOXS IX XORFOLK COUXTY. 149 
 
 of the words in sentences and of words in most common nse. 
 If one "will take the pains to form tables of the schools of a 
 town, he will find that the results in general show that teachers 
 'of skill and experience recognize the necessity of selecting for 
 special drill the common words, and of having these words 
 repeatedly used by the pupils in written sentences. 
 
 Table showing the Average Percentages of Correct Spelling in the 
 Several Towns, in the Schools of the Primary/ Crrade. 
 
 All Studies. 
 
 
 ■WOKDS WKITTEN IN SESTEXCES. 
 
 
 Is Column. 
 
 Town. 
 
 Per Cent. 
 
 Town. 
 
 Ten 
 
 Words. 
 
 Town. 
 
 "Wlilch." 
 
 Town. 
 
 "Whose.'" 
 
 Town. 
 
 Four 
 Words. 
 
 C.i 
 
 82.1 
 
 c. 
 
 91 
 
 c. 
 
 92 
 
 C. 
 
 95 
 
 c. 
 
 89 
 
 L. 
 
 69 
 
 L. 
 
 69 
 
 L. 
 
 87 
 
 E. 
 
 76 
 
 L. 
 
 76 
 
 E. 
 
 68 
 
 E. 
 
 67 
 
 E. 
 
 84 
 
 Q. 
 
 68 
 
 F. 
 
 76 
 
 D. 
 
 64.6 
 
 P. 
 
 66 
 
 T. 
 
 83 
 
 I. 
 
 59 
 
 A. 
 
 75 
 
 P. 
 
 6-2.7 
 
 T. 
 
 60 
 
 S. 
 
 82 
 
 W. 
 
 59 
 
 U. 
 
 74 
 
 T. 
 
 62.2 
 
 D. 
 
 60 
 
 P. 
 
 76 
 
 F. 
 
 58 
 
 B. 
 
 71 
 
 R. 
 
 61.4 
 
 B. 
 
 59 
 
 w. 
 
 75 
 
 X. 
 
 58 
 
 Q. 
 
 71 
 
 B. 
 
 61.4 
 
 I. 
 
 59 
 
 G. 
 
 75 
 
 T. 
 
 56 
 
 I. 
 
 70 
 
 u. 
 
 60.8 
 
 F. 
 
 58 
 
 U. 
 
 74 
 
 P. 
 
 56 
 
 D. 
 
 70 
 
 A. 
 
 59.7 
 
 G. 
 
 57 
 
 N. 
 
 72 
 
 B. 
 
 54 
 
 R. 
 
 69 
 
 S. 
 
 56.7 
 
 Q. 
 
 57 
 
 D. 
 
 72 
 
 D. 
 
 54 
 
 W. 
 
 67 
 
 I. 
 
 56.1 
 
 R. 
 
 57 
 
 J. 
 
 69 
 
 V. 
 
 51 
 
 G. 
 
 67 
 
 F. 
 
 55.2 
 
 S. 
 
 57 
 
 I. 
 
 68 
 
 A. 
 
 51 
 
 E. 
 
 67 
 
 G. 
 
 53.3 
 
 u. 
 
 57 
 
 B. 
 
 65 
 
 U. 
 
 50 
 
 P. 
 
 65 
 
 J. 
 
 52.1 
 
 V. 
 
 55 
 
 A. 
 
 63 
 
 N". 
 
 49 
 
 S. 
 
 64 
 
 0. 
 
 51.3 
 
 w. 
 
 55 
 
 R. 
 
 62 
 
 0. 
 
 49 
 
 V. 
 
 63 
 
 V. 
 
 51.2 
 
 A. 
 
 54 
 
 F. 
 
 61 
 
 L. 
 
 47 
 
 T. 
 
 62 
 
 Q. 
 
 49 
 
 J. 
 
 54 
 
 H. 
 
 55 
 
 K. 
 
 47 
 
 J. 
 
 61 
 
 W. 
 
 48.3 
 
 0. 
 
 50 
 
 K. 
 
 55 
 
 G. 
 
 43 
 
 0. 
 
 57 
 
 M. 
 
 42.8 
 
 X. 
 
 45 
 
 Q. 
 
 53 
 
 S. 
 
 43 
 
 X. 
 
 55 
 
 N. 
 
 41.8 
 
 K. 
 
 44 
 
 M. 
 
 49 
 
 R. 
 
 38 
 
 K. 
 
 48 
 
 K. 
 
 40.5 
 
 . M. 
 
 42 
 
 0. 
 
 47 
 
 M. 
 
 37 
 
 H. 
 
 47 
 
 H. 
 
 40 
 
 H. 
 
 39 
 
 Y. 
 
 45 
 
 J. 
 
 31 
 
 M. 
 
 45 
 
 X. 
 
 32.1 
 
 X. 
 
 39 
 
 X. 
 
 43 
 
 H. 
 
 27 
 
 X. 
 
 45 
 
 The point referred to in the preceding paragraph, so far 
 as the towns are concerned, is illustrated by the columns 
 taken from the primary table and arranged above. The four 
 or five towns that rank highest in the table of average to- 
 tals for all the studies rank highest in the spelling in sen- 
 tences, and those that rank lowest in the average totals rank 
 lowest in the spelling in sentences : whereas the results of 
 
 1 The letters of the alphabet designate the towns in the order in which they 
 were examined; A being the first examined, B the second, and so on.
 
 i.iO I'.oAiii) (>!• j:i)i;( A'uox. 
 
 tlio s|n'lliiit,' of tlx! words dictiited hoIcIv^ for spellinp^ arc com- 
 jiurutively uniform for t lie towns tlirou;^h(mt tlio county; some 
 whuHO rank i.s low in tlie general averages and in the 8|>elling 
 in sentences tiikint^ a lii;^di rank in the spelling of the words 
 dictaletl for spelling, while the opposite is the result with some 
 that hold a high rank in the general averages and in the spell- 
 ing in sentences. 
 
 In general the princijjles stated above appear to be sustained 
 by the s|)eiling in the schools of the upper grade, — the per cent 
 of correct spelling in the words of the written narrative differing 
 but little from the per cent for the spelling of the ten words 
 dictated for the spelling in that grade ; yet the latter were 
 selected as test words, and are generally of difficult orthog- 
 raphy, while those used in the narrative are, principally, 
 common, easy words. And out of 1,122 pupils who used the 
 adveil) " too " in the narrative, 850, or nearly 77 per cent of 
 the w^hole, spelt that word incorrectly. 
 
 The dilferent spellings of some of the words used in the 
 sentences and letters furnish an interesting chapter for the 
 advocates of reformed spelling. The following are illustrar 
 tions : — 
 
 Spelling of Words selected from the Sentences and Letters written 
 in the Primary Grade. 
 
 Carriage. — Carage, carrage, craidge, caradg, carege, carriag, carrige, &c. 
 Sleifjh. — Saly, slay, slaig, slaigh, slagh, slaw, sleig, sleugh, sleight, sligh, 
 
 sley, slew, slave, sleygh, &c. 
 Tuesday. — Tusgay, tuestay, toesday. 
 Wedne.iilatj. — wanesday, wedeuyday, Wedemsday, wednest, Wenday, 
 
 Weudsday, wensday, wenesday, wensdaw, wenze, Wenzie, Wendsstay, 
 
 wenstday, Wesday, Whensday, winday, Wiudday, Wiiisday, &c. 
 Thursday. — thiisday, thirsdday. 
 Friday. — friddie, fryday. 
 
 Saturday. — Sarty, sateday, Satterday, saterbay. 
 February. — Feabuary, febabery, febary, Febaury, Febeary, Feberiry. Feb- 
 
 ouay, Febrery, Febuary, Febury, Febrwary, fedury, feparary, Fabry, 
 
 fepary, fepurary, &c. 
 
 The following methods, most of them used several times, for 
 spelling the words, " whose," '• which," and '• scholar," were 
 noted in correclint? the sentences : —
 
 EXAMINATIONS IN NORFOLK COUNTY. 151 
 
 ■who's 
 
 whse, 
 
 whouoes, 
 
 How, 
 
 hus. 
 
 ■whos, 
 
 whhose, 
 
 wos, 
 
 Hoew, 
 
 huse. 
 
 who', 
 
 whors, 
 
 woes, 
 
 Hoys, 
 
 hurs. 
 
 who.'s, 
 
 whotes. 
 
 wo. 
 
 ho, 
 
 hors, 
 
 who.. 
 
 wher, 
 
 wose. 
 
 hos. 
 
 Hhose, 
 
 whuse, 
 
 wheir, 
 
 wow. 
 
 ho's, 
 
 Hhoes, 
 
 who'^s, 
 
 what, 
 
 wous. 
 
 hosse, 
 
 Hhows, 
 
 who es, 
 
 whos'se, 
 
 wouse. 
 
 hoo. 
 
 hohe. 
 
 WHoes, 
 
 who'se, 
 
 woh, 
 
 hoos. 
 
 hoores. 
 
 whoe,s, 
 
 who"s, 
 
 wohes, 
 
 hoose. 
 
 Hwose, 
 
 wh, 
 
 who'ees, 
 
 wohse, 
 
 hooes. 
 
 Couse, 
 
 whoe. 
 
 whoe'se, 
 
 wohose. 
 
 hou, 
 
 Does, 
 
 whes, 
 
 whou's. 
 
 waese. 
 
 hou's, 
 
 Ohoes, 
 
 whis, 
 
 whous. 
 
 wraes. 
 
 house. 
 
 Thouse, 
 
 whoses, 
 
 whoes. 
 
 wlo, 
 
 houes, 
 
 Those, 
 
 whees, 
 
 who«% 
 
 wloes, 
 
 hourse. 
 
 Yous, 
 
 whoarse, 
 
 who'es, 
 
 wlaes. 
 
 how's. 
 
 loo. 
 
 whou, 
 
 whoe's. 
 
 Hoes, 
 
 howes, 
 
 ows. 
 
 whouse, 
 
 whos'e, 
 
 Heus, 
 
 howus, 
 
 owhs, 
 
 whoues, 
 
 whoos. 
 
 Hose, 
 
 hews, 
 
 whoise. 
 
 whows. 
 
 whoose. 
 
 Hows, 
 
 hewse, 
 
 
 whs, 
 
 whoas. 
 
 Hous, 
 
 hoe. 
 
 
 which. 
 
 whch, 
 
 whach, 
 
 whise, 
 
 whitn. 
 
 whick. 
 
 whck. 
 
 whuch. 
 
 whic, 
 
 with, 
 
 whitch. 
 
 wihch. 
 
 whiCh, 
 
 whir, 
 
 weeth, 
 
 whtch, 
 
 wic. 
 
 whigh. 
 
 whis, 
 
 whics. 
 
 wihtch. 
 
 wich. 
 
 whish. 
 
 whit. 
 
 wlich. 
 
 witch. 
 
 wick. 
 
 whist. 
 
 whah, 
 
 Hhich, 
 
 wicth, 
 
 wech, 
 
 wihich, 
 
 whih. 
 
 hich, 
 
 wictch. 
 
 wch. 
 
 wichich. 
 
 whoh, 
 
 wotch, 
 
 writch. 
 
 weich, 
 
 white. 
 
 whi, 
 
 eitch. 
 
 witck, 
 
 wach. 
 
 whitcer. 
 
 what, 
 
 wihe. 
 
 witbh. 
 
 wuch. 
 
 witcee. 
 
 whet, 
 
 
 witgh, 
 
 wish, 
 
 whice, 
 
 whit, 
 
 
 Cholar, 
 
 choles. 
 
 col, 
 
 Clolor, 
 
 coler, 
 
 Cholea, 
 
 chaler, 
 
 colars. 
 
 dollar. 
 
 color. 
 
 Choler, 
 
 chalour. 
 
 colors, 
 
 cochlar. 
 
 coUor, 
 
 Chooler, 
 
 Cho, 
 
 collar. 
 
 cohlar. 
 
 collores, 
 
 Cholor, 
 
 chola. 
 
 coller. 
 
 coholer. 
 
 coarlor, 
 
 Choolor, 
 
 cholla, 
 
 coUere, 
 
 cohooler. 
 
 coUn, 
 
 ChoUar, 
 
 choolar. 
 
 callar. 
 
 caod. 
 
 corler, 
 
 ChoUor, 
 
 choulder. 
 
 callor. 
 
 coolla, 
 
 Scalar, 
 
 chorllar, 
 
 Ccholar, 
 
 callores. 
 
 collr. 
 
 Scohlar, 
 
 cholur, 
 
 CchoUar, 
 
 caullar. 
 
 clolar. 
 
 scloar, 
 
 chouller. 
 
 Ccolar, 
 
 celler. 
 
 cloler, 
 
 sclore, 
 
 choled. 
 
 Ccolor, 
 
 corlal, 
 
 colar, 
 
 sclolar,
 
 162 
 
 BOARD OF EDUCATION, 
 
 gclolor, 
 
 flcoler. 
 
 Bcholanl, 
 
 flcharl, 
 
 sholor. 
 
 (icloloro, 
 
 wrnlor, 
 
 Bohooljar, 
 
 ficliarar. 
 
 fihoolar, 
 
 Bclollfir, 
 
 Bcorlar, 
 
 ncholcr, 
 
 Bchroher, 
 
 Bhaller, 
 
 BclooltT, 
 
 ncnrl, 
 
 nclioluor. 
 
 schote, 
 
 shallay, 
 
 Bcollii, 
 
 Bcolary, 
 
 Bchalar, 
 
 Bchoa, 
 
 Bhela, 
 
 Bcollo, 
 
 Bcorlor, 
 
 flchalor. 
 
 Bchor, 
 
 BOfhar, 
 
 Bcollo, 
 
 Hcodler, 
 
 flcholler. 
 
 Bchar, 
 
 Hohlor, 
 
 flcollnr, 
 
 Bcorlor, 
 
 BchoUor, 
 
 Bchoar, 
 
 solars, 
 
 Bcollcre, 
 
 scloror, 
 
 pcliallar. 
 
 schooar. 
 
 solar, 
 
 Bcoblar, 
 
 sclow. 
 
 schaller. 
 
 scheal. 
 
 Sollar, 
 
 Bcoer, 
 
 scroaler, 
 
 flchallor. 
 
 Bchealer, 
 
 Seller. 
 
 Bclhir, 
 
 scollar. 
 
 schoolen. 
 
 Bchooioir, 
 
 Bolocar, 
 
 sclar, 
 
 scollare. 
 
 Bcheler, 
 
 schulier, 
 
 Boler, 
 
 seller, 
 
 scorllor, 
 
 schler. 
 
 school, 
 
 Seler, 
 
 scotler, 
 
 scoller, 
 
 schlire. 
 
 schelorer. 
 
 seller, 
 
 scallar, 
 
 scoollor. 
 
 schller, 
 
 schouler, 
 
 sallar, 
 
 scalier, 
 
 scullier, 
 
 Scheie, 
 
 schorar. 
 
 sailer. 
 
 scallor. 
 
 schoolar. 
 
 scholr. 
 
 schoorar. 
 
 salber, 
 
 scallas, 
 
 schooler, 
 
 schel3. 
 
 schotler, 
 
 saaol. 
 
 SColor, 
 
 schooler, 
 
 schol se, 
 
 skoeler. 
 
 saeler, 
 
 scaler. 
 
 schorlar, 
 
 scholae. 
 
 skollar. 
 
 seceler, 
 
 scaler, 
 
 schollar. 
 
 scholal, 
 
 skolar. 
 
 seler, 
 
 scalere. 
 
 scholor. 
 
 scholas, 
 
 skoler. 
 
 sori. 
 
 ficoolar. 
 
 schoalar. 
 
 scheles. 
 
 skoUer, 
 
 Sr/^1<^, 
 
 scoolor. 
 
 schorlor, 
 
 schc'.la, 
 
 skorler, 
 
 roiia. 
 
 scolai, 
 
 schoor. 
 
 schollaa. 
 
 skuler. 
 
 
 scolal, 
 
 schola, 
 
 schollie. 
 
 stoler. 
 
 
 scolra, 
 
 schooloer, 
 
 scholliar. 
 
 shear. 
 
 
 scorlorr, 
 
 schlar, 
 
 school a, 
 
 sholar. 
 
 
 scarlar, 
 
 scholaa. 
 
 schoole, 
 
 shell ar, 
 
 
 scarlor, 
 
 schol. 
 
 scholars, 
 
 sheller. 
 
 
 scrollies, 
 
 schlor. 
 
 scholore, 
 
 sholer, 
 
 
 scoaler, 
 
 scho, 
 
 schaalore, 
 
 shlar. 
 
 
 scolar, 
 
 schoer, 
 
 schoorlar, 
 
 shorleir. 
 
 
 But perhaps the greatest ingenuity is displayed in the spell- 
 ing of the word " depot," a word, if not a place, daily in the 
 presence of most of the children of the county. 
 
 For the spelling of this word the pupils have invented the 
 foUowincT wavs : — 
 
 bepo. 
 
 deapho, 
 
 deapo, 
 
 deappow, 
 
 beapo. 
 
 deaphow, 
 
 deaix)e. 
 
 deapto, 
 
 dapa. 
 
 depto. 
 
 deapehl, 
 
 deepy. 
 
 daper. 
 
 depoirt, 
 
 deapohee, 
 
 despot, 
 
 dapo. 
 
 deep, 
 
 deapeu. 
 
 deupo, 
 
 dapot. 
 
 deopo, 
 
 deapot. 
 
 dipo. 
 
 deapot, 
 
 deopot, 
 
 deapow, 
 
 deopo,
 
 EXAMINATIOXS IN NORFOLK COUNTY. 153 
 
 dopho, 
 
 dephoe; 
 
 nepow, 
 
 depote, 
 
 dedpod, 
 
 depo, 
 
 tepot, 
 
 depott, 
 
 deepo, 
 
 depoa, 
 
 teapot, 
 
 depow. 
 
 deeper, 
 
 depoe, 
 
 c'epore, 
 
 depper, 
 
 depa, 
 
 dopot, 
 
 deport. 
 
 deppot, 
 
 depe, 
 
 deto, 
 
 de Port, 
 
 deppowe 
 
 Several attempts to substitute " station " for "depot" have 
 resulted in a variety of forms : " stachan," " stacion," " stai- 
 tion," "stachant," "stachion," " stashun," "stasin," "stating," 
 &c. 
 
 Little attention appears to be given in the schools of the 
 higher grade to the well-established and quite common rules 
 lor spelling ; such words as " denies," " deterring," " fitted," 
 " taking," " disputing," " deciding," and " changeable," are gen- 
 erally no better spelt than the words " deluge," " decency," and 
 "colonel." The spelling of a noun in the possessive case is 
 too frequently incorrect. 
 
 A very large number of errors result from indistinctness of 
 articulation, and from mispronunciation, or from coincidence 
 in sound of word or letter : the pupils spell as they pronounce. 
 Where they write words- but seldom, these errors are frequent. 
 The following from papers of both grades, are examples : — 
 
 Words misspelt on Account of Errors in Pronunciation^ 
 Coincidence, in Sound, ^c. 
 
 Any, ane, enny. 
 Affectionate, effectionate. 
 Age, edge. 
 Against, aginst. 
 Along, aloud, alon. 
 Albany, albuny. 
 Amongst, amunt. 
 Animals, anables. 
 Answered, answared. 
 Appoint, point. 
 Arithmetic, rithmes. 
 Arrive, awrith. 
 Ask, ast. 
 Asked, asted. 
 Because, becouse. 
 Been, ben, bene, bin. 
 Beautiful, beuful. 
 Big one, big yon. 
 By and by, bimeby. 
 20 
 
 Birth, birt. 
 
 Book, bok. 
 
 Boston, bostone. 
 
 Brother, brouther. 
 
 Both, bouth. 
 
 Boy, poy, bou. 
 
 Carriage, cridg, &c. (Previously 
 
 given.) 
 Character, caricter. 
 Chance, chanch. 
 Chose, choosed. 
 Change, chained. 
 City, sitty. 
 Close, clost. 
 
 Coasting, costin, coistain. 
 Closed, clost. 
 
 Coat, coot, coth, cote, goat, coate. 
 Come, cone. 
 Consent, conset.
 
 l.'l 
 
 I'.(»\l;i) or EDUCATION. 
 
 itiinirif/, roiiiiii, commiiii, trf»riimiii:;, 
 roiiiiiiin^. (TIj" IjwI imit« corn- 
 11)1)11 ) 
 
 Colofii/, roloiiry, colnnrj', • cnlonly, 
 ooliituol, coiidley, conly, coiilt-y, 
 Connelly, conry, cornk-y, &c. 
 
 Coutin, cusinjf. 
 
 Cu.ilanl pie, rusUd puy. 
 
 Jht'itlc, (liscide. 
 
 J>trl.siort, «li.sion. 
 
 Dccemher, docciulber. 
 
 jMermhicd, dcrtiinp. 
 
 Disposition, dispersition, dispotion. 
 
 Jhiuffhier, dorter, doughter. 
 
 Dear, doer. 
 
 Educated, edcated, eddicated, ede- 
 catcd, egucated, edjucated, ju- 
 cated, &c. 
 
 J.'/f/f, age*. 
 
 Elbow, en>oa. 
 
 Even/, ovry. 
 
 Everijihinf), ev^rthing. 
 
 Evcriinfj, evning, eveings. 
 
 Evil, eval. 
 
 Elephant, eliphant. 
 
 Enjoi/ing, enjoyprn. 
 
 Fchrunnj, Febuary, &c. (Previoosly 
 
 given.) 
 FLi/iiriff, fi thing. 
 Friend, phen. 
 Frightening, frighting. 
 From, fron. 
 Going, goin. 
 Going to, gointer. 
 Good deal, goo deal. 
 Good, goot. 
 
 The temptation is strong to extend this list, as I might 
 do, tlirough the alphabet. jNIost of the words are so common, 
 and appear so simple, that they are quite likely to be over- 
 looked by the inexperienced teacher. 
 
 I will venture to give a few additional forms, some of which 
 have proved puzzles iu the work of examining the papers ; 
 thus: — 
 
 Pencle, hotail, yourse, hoapink, hotaill, thanks Gifen, ogin, ogine, quarl- 
 ing, severl, smawl, Marchusses, toalt, masers, Usted, Yousted, Yock, 
 splensy, wanter, thair kink, meachu. New Liu Cling, ol cone, auter, wasant, 
 vestau, ferthur, ihed, trewly, perients, vere. 
 
 This class of errors as bearing upon the speech and reading 
 of the pupils, as well as upon their spelling, is very suggestive. 
 Errors of the kind are almost limitless, and not confined to any 
 one part of the county, or to either grade of the schools. Some 
 can be excused, having their origin iu the foreign nativity of 
 the children or their parents. 
 
 There is no other way so good for discovering these errors as to 
 have fretjuent written exercises ; the quick ear may detect the 
 errors, but the eye is a more certain means, and the pupil who 
 has formed the habit of mispronouncing or of misspelling the 
 woids will need to be corrected many times before he will pro- 
 nounce and write them with accuracy. 
 
 The analysis of words by sounds must tend to diminish this
 
 EXAMIXATIOXS IN NORFOLK COUNTY. 155 
 
 class of errors. jNIy observations were not made with suflS- 
 cient care to speak of the results in spelling in the schools 
 using the phonic analysis. It has a marked influence upon the 
 reading, and no doubt has also upon the spelling. 
 
 The excellent results reached by some of the schools justify 
 specifying the details and the philosophy of their methods. 
 Those schools in which reading is taught by showing the pupil 
 the word, and requiring him to write it upon the slate before 
 spelling it out orally, evidently secure the best results. The 
 reason seems to be that the pupil, seeing the word as a whole, 
 and making it, gives a more prolonged attention to the arrange- 
 ment of the parts ; a more definite and so more lasting impres- 
 sion is thus made upon the mind. In one of the towns of the 
 county, oral spelling has of late been entirely abandoned. Oral 
 spelling has its uses, but it may safely be subordinated in the 
 early part of the course ; the lowest classes in the schools of 
 the town referred to certainly excel as spellers. 
 
 In another town the cliildren have no oral spelling till the 
 third year. That town ranks highest of any in the county in 
 spelling. Here the uniform method in teaching words is to 
 present them upon the blackboard in script letters. The pupils 
 learn the words as they do the letters, by seeing and forming 
 them many times upon the slate or board. The results, in 
 these and in other towns that pursue the same plan in whole or 
 in part, confirm the theory long held by the most experienced 
 educators, that the object and word method of teaching begin- 
 ners to read, with the constant exercise in writing, is the best 
 means of making good spellers. 
 
 Evidence upon this point is also found in the fact, that, in 
 towns that have changed to the word method within three or 
 four years, the younger members of the upper primary classes 
 spell words they have seen but once, better than tlie older 
 members of the class, who were taught by a different method. 
 The powers of observation seem to be better trained by the 
 object and word method. To show the want of this training 
 hi the schools, an illustration may be taken from tlie spelling 
 of the word " Cyrus " by the pupils of the grammar schools. 
 In the reading of the narrative, this word passed under the eye 
 of each pupil several times, but a few minutes before he wrote 
 it, and yet there were a score or more of different ways of 
 spelling it in the written exercises. Among these were, Ceyrus,
 
 ir.n TU)ARI) OF KDUCATIOX. 
 
 ( iiii>, ( yra.s, ( vij.ii>, CypreHH, ryru«, Cyprus, Cypus, Cypr}'8,. 
 Cypry, Cyreus, (^yrous, Cryiis, ('rya.s, Cniyoiis, C.'ryrous, Cyus, 
 Cuyiis Cuyrus, Curcus, Curiiis, Scyrus, Syru8, Cyrecuse, Xy- 
 rusc, Cryson, Cms, Crysis, Crysoe, Cecil. 
 
 The conclusions to which the examinations learl are that 
 spelling shouM lie largely by writing, and incidental to composi- 
 tion, lather thiin orally and in set spelling lessons. 
 
 Tahiti (A ), ai)i)en(led to this report, previously referred to in 
 connection with reading, shows how generally in the primary 
 grades throughout the county, script letters are being substi- 
 tuted for the Roman, in teaching to read, and indicates that 
 written is being largely substituted for oral spelling. While 
 the abandonment of oral spelling altogether is not likely to 
 become general, the tendency to recognize writing as the prac- 
 tical method of learning to spell shows real progress in teaching. 
 
 Many persons are looking forward, some more, others less, 
 hopefully, to the time when there will be a character, and only 
 one, for each sound in the language ; and when it will only 
 require accuracy in pronouncing, and knowledge of the signs, to 
 spell any word correctly. Till that time comes, to fail in this 
 difScult art will be unscholarly, though the greatest accuracy 
 in it may be no sign of great scholarship. 
 
 CoMPOsrnox. — The ability to express thoughts upon paper 
 is an imnortant practical end to be aimed at mi the school?. Tc 
 reach this end, exercises in writing should be begun in the first 
 primary class the child enters, and continued till he leaves 
 school for practical life. There should be grades of composi- 
 tion exercises, by which he shall acquire the habit of expressing 
 the products of his various powers, of observation, of memory, 
 and of imagination, and by which he shall learn properly to 
 arrange the parts of a theme when his reflective powers are 
 fully in action. 
 
 This implies a special training of the powers of the mind, 
 and a constant use by the pupil, of language to express the 
 activities which are incident to this training. Most that is 
 mechanical in composition-writing can be early taught ; for 
 example, the correct orthography of all words the pupil em- 
 ploys, the proper use of capitals, and marks of punctuation, 
 — certainly the period used in abbreviations and at the end of 
 a sentence, the interrogation-point in asking questions, and the 
 capitals for the pronoun /and at the beginning of a sentence.
 
 EXAMmATIONS IN NORFOLK COUNTY. 157 
 
 The pupil can be taught to leave a proper margin, and to 
 divide his words when he has occasion to do so, as at the 
 end of a line, between syllables. He may also at an early age 
 be taught to make a proper selection of words and arrangement 
 of clauses ; and if correctly trained he will be able to avoid 
 ungrammatical forms of expression, and to use language with 
 some propriety as to style. At least, the teaching should tend 
 to produce these practical results. 
 
 The exercises submitted in the examinations of the schools 
 were designed to test the ability of the pupils to do the 
 mechanical part of composition-writing. The letter written 
 by the lower-grade pupils tested their knowledge and skill in 
 placing the date, address, and subscription, in using the proper 
 address and complimentary expression, and in arranging in 
 proper form the body of a letter ; it tested their handwriting, 
 their knowledge of the use of capitals, of spelling, of syllabica- 
 tion, and a few marks of punctuation. Beyond this the pupils 
 were left simply to make a proper use of words in sentences 
 in expressing thoughts created by their own imaginations and 
 suggested by the experiences of common life. As a test the nar- 
 rative written in the upper grade was not essentially different in 
 kind ; the result depended upon the judgment rather than upon 
 the imagination, and required a little more knowledge of mechan- 
 ical arrangement, for example, in placing the marks of quotation. 
 
 In many respects the schools, and the individual scholars of 
 the same school, showed the greatest contrasts ; while some 
 schools were fully supplied with all the materials for the written 
 exercises, pencil or pen, paper and ink, — the pencil, ink, and pen 
 in good condition, — others were wanting in all materials for 
 written exercises, except the slate and pencil, which are gener- 
 ally found in all the schools of the grades examined. In a major- 
 ity of the schools the materials which the examiners went pre- 
 pared to supply were put in requisition. The absence of even 
 the materials for written work, in so large a number of tlie 
 schools, is too significant a fact to need an}'" comment : it has 
 an evident bearing upon the question of supervision. 
 
 In the mechanical execution of both the letter and the narra- 
 tive, there was the same contrast in different schools as has 
 been indicated in the materials for writing. With some the 
 exercises seemed nothing unusual : the margin required, the 
 date, address, &c., of the letter, and the title of the narrative,
 
 ir»s 
 
 IJOAIM) <>i" i:i)ir.\'ii()X, 
 
 r('(«'iv«'(l atU'iition an if llicy were ni;itt<!r.s of course. Tlie 
 |»ii|iiU of soiiio scliriols, after tlio inutorials wore placed in their 
 liiimU mid (he directions were given, sat in apparent amaze- 
 MHiil. as if tlie most unreasonable demand liad hcen made upon 
 tlicni : to sonxs indeed, the dire(;tions were at first incompre- 
 liensiiihs and had to he many times repeated. Nor was this 
 tumdition limited to the lower grade of puj)il». Some even of 
 the grannnar grade, after dipping the pen in ink, had nothing 
 to write, and finally returned the paper, except for a few 
 broken sentences, as blank as Avhen it was given them. Very 
 many of both grades gave evidence tliat. they had never been 
 taught even the mechanical part of any composition-exercise : 
 their npelling was poor, capitals were wholly wanting, and no 
 puiMttuation was attempted ; there was no idea of the arrange- 
 ment of parts of the letter or of the narrative. This is evi- 
 dent in the papers of which facsimiles are given later on in 
 this report. 
 
 To show how little attention is given in many schools to one 
 important particular, S3dlabication, the following words, occur- 
 ring at the ends of lines, have been taken from the written 
 exercises. The division made by the pupils is indicated by the 
 hyphen ; thus : — 
 
 al-ong, 
 
 evenin-g, 
 
 judgrae-nt, 
 
 shou-ld, 
 
 bo-ys, 
 
 exclian-ge, 
 
 la-nd, 
 
 8ina-ll, 
 
 bo-y's, 
 
 excha-nge, 
 
 mu-ch, 
 
 sm-all. 
 
 be f- ore, 
 
 goin-g, 
 
 pa-ssing, 
 
 stro-ng, 
 
 cania-ge. 
 
 goi-ng, 
 
 pr-csent, 
 
 too-k. 
 
 coinm-and, 
 
 good, 
 
 pon-d, 
 
 thou-ght, 
 
 comin-g, 
 
 goo-d, 
 
 propose-d, 
 
 inju-stly, 
 
 ch-ange, 
 
 ha-ve, 
 
 punis-hed, 
 
 wante-d, 
 
 dcc-iile, 
 
 ho- me, 
 
 sa-id, 
 
 wrig-bt, 
 
 deci-ded. 
 
 ho-use, 
 
 Bai-d, 
 
 we-rt, 
 
 dcc-iding, 
 
 luima-ne, 
 
 sch-ool, 
 
 wh-en, 
 
 ediicate-d, 
 
 jiiJg-e, 
 
 shoul-d, 
 
 wo-uld, &c. 
 
 AVith the exception of a number of schools that are well 
 trained in this respect, the want of attention to syllabication is 
 ajiparently a general fault. . 
 
 The proper use of capitals seems to be neglected in a very 
 large majority of the schools till the pupils enter the grammar 
 grade, and sometimes till a late period in that. Where the 
 pupils early learn to make the proper use of the capital letters, 
 very few errors are found in their written exercises when they
 
 EXAMINATIONS IN NORFOLK COU^'TY. 159 
 
 reach the grammar school ; some of the narratives, and even 
 the letters written in the primary grade, are models in this 
 respect. 
 
 But punctuation is the most neglected of any thing in the 
 mechanical part of the written exercises ; though there are a 
 few towns in which most of these marks are employed with an 
 approach to accuracy by children nine or ten years of age. 
 The absence of these in a great number of the papers has 
 materially increased the labor of examining and marking ; it is 
 often quite impossible, without several readings, to discover 
 the meaning of the writer. 
 
 It would seem that letter-writing would be one of the early 
 forms of elementary composition taught in the schools, since its 
 practical value is so easily comprehended by the young learner. 
 All that relates to the forms is so nearly mechanical that it 
 can be easily taught. 
 
 For want of the j^roper training in this kind of composition 
 exercise, the letters of those children who have had occasion 
 to do some writing in a practical way, abound in such expres- 
 sions as : — 
 
 " I take my pen in hand to let you know; " " I take my pencle in hand ; " 
 " I thought I would write you a few lines ; " '• I now set down to address 
 you; " "I now sit down to pen you a few lines ; " "I write you these few 
 lines hoping to find you in good health;" "Hoping this will find you in 
 good health as it leaves us at present; " '• It is with the greatest of pleasure 
 that I now take up my pen to let you know that I am in good health, and 
 hope this may find you enjoying the same blessing ; " " As I have a few 
 minutes, I thought I would write to tell you that I am in good health, and 
 hope you are enjoying the same blessing;" "This is all 1 can think of, so 
 no more at present; " " I can think of no more to write, so will close." 
 
 A large number of the letters addressed "dear father," or 
 " dear mother," close with " yours truly," " respectfully yours," 
 and several with "your affectionate brother." Not a few state 
 as the cause for writing, that they " have nothing else to do ; " 
 thus : " Dear mother : I thought as long as I was seting here 
 doing nothing i wood write you a few lines ; " " I thought I 
 would writ? 3'ou as long as I had nothing else to do." 
 
 Throughout, the letters employ a few special adjectives for 
 limiting a great number of different nouns ; thus : " a good 
 time," " a good long vacation," " a good scolding," " a good lick- 
 ing," " a nice skate," a " nice visit," " a nice time," " an awful 
 
 409551
 
 IGO liOAUD OF EDUCATION. 
 
 nice tlay." 'J'lio word "ni(ie" is fre([ucMitly found two or three 
 times in a sliurt letter: it is employed severul hundred times ia 
 all tlmt were written; and the word "splendid" is used to 
 express every form of j)leusing emotion, and every kind of 
 tliin}^ whieh exeites it: thus we have "splendid sleigh-rides," 
 " splendid teachers," " splendid times," " splendid pies," " splen- 
 did coasting," "splendid butternuts," "splendid days," "splen- 
 did paper," "splendid luck," "splendid weather," and "splendid 
 ])otatoes." 
 
 Letter-writing presents the occasion for the exercise of feel- 
 ings of friendshij) and filial regard; it affords an opportunity 
 for teaching the pupil to apply those expressions of respect and 
 endearment, which, if they do not naturally arise from the 
 pupil's own feelings, must, by their appropriate use, tend to 
 awaken in him emotions to correspond with the expressions he 
 employs. Where letter-writing is common in the schools, the 
 polite forms of expression contrast most agreeably with the lan- 
 guage where the children are not habituated to it. In one 
 town where letter-writing is prominent as a primary-school 
 exercise, the letters are crowded with happy expressions which 
 indicate a corresponding spirit and temper, occasioned, no 
 doubt, in part, by the exercise itself. On the other hand, there 
 are entire sets of letters iu which such expressions are rare ; 
 while there are many which by their coarseness offend every 
 feeling of delicacy, and indicate the absence of all refinement 
 in the writers. What numerous occasions written exercises 
 ■would present to the skilful teacher for refining away the dross 
 of the rude material upon which he so often is called to work I 
 
 The papers of some schools abound in such expressions as 
 the following : — 
 
 "The other boys made him their boss;" "I am liaving a boss time" 
 (addressed to ''grandmother"); "lie always wanted to be boss;" "He 
 liked to be boss ; " " He give the umpire a thrashing; " " He thrashed me; " 
 " lie flogged me ; " " He said he had been flogged ; " " He punched him; " 
 "He got lickin;" "He went for him;" "He come for me;" "He said 
 he had learned a licking;" "I have learned to get a leaking; " "Master 
 licked me;" "What did he lick you for? " " Master beat him;" "There 
 was two boys fussing about some coats;" "This made the larger boy 
 mad." 
 
 The following, though less uncouth and offensive, are still 
 wanting in delicacy : —
 
 EXAMINATIONS IN NORFOLK COUNTY. 161 
 
 " You come in a slay after me " (addressed to " farther ") ; " You have 
 the horse to the depot" (addressed to '-father ") ; "Bring the horse to the 
 depot for my trunk" (addressed to "mother"); "Send a sleigh to meet 
 me at the depot;" "I want you to come to the depot;" " Fetch up a 
 sleigh to the depot." 
 
 The following illustrate the use of strong language : — 
 
 " The big boy said to the little boy to swap with him ; " " The big boy 
 grabbed hold of the coat and flung his to him;" " He wanted to trade; " 
 "They wanted to swap coats;" "Persian was raised with a lot of other 
 boys; " " They were jangling over their coats." 
 
 In contrast with these are such expressions as the follow- 
 ing:— 
 
 " I was punished ; " " The small boy would not consent to the proposal ; " 
 ''I should be glad to have you come to the depot to meet me; '^ " Send the 
 carriage, please, to meet me ; " "I hope you will be able to meet me ; " 
 " Please send to the depot for me ; " "I would like; " " Please come," &c. ; 
 "I am very happy here, dear mother." 
 
 Who can fail to discover a widely different spirit in the 
 writers of the following two letters written by boys in the pri- 
 mary grade ? 
 
 Lyitn' jan 29th 1879. 
 Dear Mother, — I am coming home Saturday. Send a sleigh to meet 
 me at the depot. I had a good fight you bet. 
 
 [Signed] 
 
 Lynx JIks' 
 
 Jan 12 1879. 
 
 im comming home dear mother and im liveing very happy and i want you 
 to meate me at the providense rode 
 
 [Signed] 
 
 The penmanship of the first of these letters was marked fifty 
 per cent ; cf the second, twenty. The children were about of 
 an age, between nine and ten years. Could time be more profit- 
 ably spent by the teacher, than in calling out the sensibilities 
 and correcting the uncivil habits of one of these pupils, and in 
 helping the other to clothe his gentle thoughts in correctly 
 formed words? 
 
 The papers of an entire school, in a few instances, were 
 characterized b}^ a formal and stilted stjde of language, which 
 exactly expressed the whole air of the school ; others showed 
 a heartiness and simplicity that were charming, and at times 
 almost betrayed the examiners into forgetfulness of the errors 
 
 21
 
 1G2 r.OAJll) Oh' JJXTA'riOX. 
 
 tlic (thildrcn were iiiwkiiig. In a lew insUincos, there was a 
 iVccdoiii of niiiMiier wliicli cre;it('<l a Hcemiiig iiKlifference to the 
 results of the examinations. Sometimes this spirit niunifested 
 itself in verbosity, and the words used were quite out of pro- 
 ])nrfi(tn to the ideas expressed. An illustration of this is found 
 in th(( narratives, where in twenty lines, whieh is the average 
 length, not half the story is told. The last named fault oceurred 
 so seldom as to be hardly worth mentioning. It is a fact, how- 
 ever, I think, that in the schools where " latiguage lessons " are 
 most taught, the children are liable to disregard the thought, and 
 niulti])ly words merely for the sake of the expression. It may 
 not come amiss to repeat the hint already given, that the teaching 
 of language implies something more than teaching to use words : 
 it necessitates first the teaching of that which the language 
 nanies and describes. Languajje should not be mistaken for an 
 end in itself : the end is the thought, and language is for the 
 expression of that. 
 
 Among the papers taken in the upper grade, there are many 
 in which the pupils show a clear appreciation of the story, and 
 good judgment in seizing upon and in arranging the important 
 incidents of the narrative ; and yet the style is poor, the ex- 
 pressions are ungrammatical, the writing is cramped, and all 
 that relates to the mechanical execution shows faulty or neg- 
 lected early training. For want of these simple and easily 
 acquired elements of primary instruction, the writer is often 
 placed for life at disadvantage with persons who have far less 
 genius, but who have power to express wiiat they know. Intel- 
 ligence wanting the means of expression enlists our sympathy 
 far more than shallowness which drapes itself in a frippery of 
 ■words. 
 
 The grammar of the exercises is generally conformed to the 
 habits the pupils have in speaking the language. In the 
 papers of both grades a few errors are committed over and over 
 again, thus : — 
 
 "The was two boys;" "They was two boys;" "How is all the boys?" 
 "Things that was good;" " Tliey is not many here I know;" "He give 
 him his coat ; " " He come to school ; " "I see him yesterday ; " " He asked 
 Cyrus what he done that day;" "I seen the boys disputing;""! had 
 saw him;*' "He had wore a coat;" "Who teached him ; " " He throwed 
 his coat;" "He said each one keep their own coats;" "Who the coata 
 fitti'd ; " "Who it would fit best;" "Boys which he was taught by:" 
 '■Two boys which were disputing;" "He had ought to decide;" "He 
 hadn't ought," &c.
 
 EXAMINATIONS IN NORFOLK COUNTY. 163 
 
 The above embrace nearly all the forms of ungrammatical 
 expressions that have been noted in the examination of the 
 three or four thousand papers ; the errors are limited to the use 
 of the wrong form of the verb in number or tense, and the 
 wrong form of the relative pronoun, or to the use of the wrong 
 word. There are, in addition to these, errors in the use of words, 
 which are sometimes classed as errors in grammar, thus : — 
 
 "Boys with whom he played with ; " "I was to Boston;" "I said for 
 the little boy to have the little coat ; " " I said that the big- coat for the big 
 boy;" "Have the sleigh to the depot;" " Cyrus was learnt every thiug ; " 
 " They tried to learn him." 
 
 The word "got " is often erroneously used, as : " I got a pun- 
 ishing to-day ; " " got whipped," and so on. And, as was illus- 
 trated under errors in grammatical expression above, the and 
 they are often used for "there." 
 
 These errors, which are repeated, one or other of them, hun- 
 dreds of times in the j^apers examined, show that the study of 
 grammar fails to teach the pupils " to speak and write the 
 language correctly." The errors occur almost as frequently 
 among those who study grammar, as among those who do not. 
 The kinds of errors are few, though so often repeated. To 
 avoid them, the pupil must learn, not by committing rules of 
 grammar, but by practice in writing. The correct forms of lan- 
 guage are to be acquired, if acquired at all, before the pupil is 
 old enough to study the rules of grammar. The business of 
 the primary school is to furnish to the pupil the occasions for 
 using .all those forms of language in which he is likely to err, 
 and to practise him in the correct forms till he employs them 
 from habit. The knowledo-e of OTammar will furnish him with 
 some rules for testing his own construction ; but not till his 
 habits are well formed in the use of language, will he have 
 the judgment to apply the tests critically. 
 
 The lesson taught by the examinations is, that in most of 
 the schools the children should begin earlier, and have vastly 
 more practice in composition-writing. 
 
 Aeithinietic. 
 
 The ends to be secured in the study of arithmetic are the 
 knowledge of numbers and a certain kind of culture which the 
 study is calculate! to give. The method of teaching should be
 
 ]t;i liOAltl) OF EDUCATION. 
 
 buch ;i.s tt) loud the pupil to lonii iiiibits of accuracy ami atten- 
 tion, and tend t<t discipline the powcjrs of (observation, nicinory, 
 imagination, judgment, and reasoning. The first knowledge 
 to l»e uc(iuired in the primary school is of small numbers: tlie 
 knowledge is of three kinds. — of the expres.siou. (((inbiiMiion 
 and relation of numbers. 
 
 Under expression and combination are included tiie iour fun- 
 damental operations. These and the solution of simple prob- 
 lems should be taught in the first four years. All that remains 
 of arithmetic that is essential, including practical problems in 
 mensuration and percentage, should be taught in the next four 
 years. With these processes the pupil should be taught the 
 most common and useful abbreviations for lightening the me- 
 chanical labor. 
 
 The examinations were .designed to test the results of four 
 years' and of eight years' work in the particulars above referred 
 to. Accordingly to each grade were assigned an example in 
 column addition, and practical problems adapted to the re- 
 spective grades. The lower grade had also exercises in the 
 elementary combinations, and the upper grade an example in 
 multiplication and division, which tested the pupils' practical 
 knowledge of cancellation. The results will be seen by refer- 
 ence to the tables which are appended. In the primary grade 
 the average of correct answers for the whole county in ele- 
 mentary combinations was nearly 74 per cent ; in the column 
 addition, 46 per cent, and the total average was 60 per cent. 
 In the grammar grade the average for the column addition was 
 65.7 per cent ; for multijolication and division, 68.8 per cent ; for 
 simple interest, 42.9 per cent ; for the problem in mensuration, 
 15.4 per cent. The total average was 48.2 per cent; and the 
 average for cancellation, 13 per cent. 
 
 Compared with the results reached in some of the schools, 
 these averages are low. There is no good reason why the comity 
 as a whole should not stand at least twenty per cent higher. 
 This would give an average of two per cent less than the 
 highest town has at present: it would be but little above the 
 average of some others. While some schools made a satisfactory 
 record, and wliile the majority of the towns stand fairly, the 
 results in others are not particularly gratifj-ing to our pride as 
 teachers of arithmetic. 
 
 Whence arise these differences'? There is in the first place
 
 EXAMINATIOXS IN NORFOLK COUNTY. 165 
 
 a wide difference in what is attempted to be taught. In some 
 schools, during the first four years, the practice is confined to 
 the exercises of the mental arithmetic. That, with its formal 
 solutions, is literally committed to memory-. The ciphering is 
 not begun till the fifth year. Up to tliis time the pupils are 
 not able to add units and tens expressed in column. In other 
 schools the pupils cipher through the fundamental operations, 
 even before they enter upon the fifth year. 
 
 To reach the standard of work attempted in some of the 
 schools of the primary grade, the examination should have been 
 limited to the primary tables, and then the results could only 
 have been expressed orally ; while to reach the higher standard 
 in other schools would have required tests in all the fundamen- 
 tal operations, and quite difficult problems in mental arithme- 
 tic, with compound numbers. 
 
 The pupils of the grammar grade were as far apart in respect 
 to the work attempted, as were those of the primary; some 
 who had been eight jears in school having advanced but little 
 beyond the fundamental operations, while others had only 
 reached fractional numbers, and yet others had gone through 
 the arithmetic required for admission to the high school. The 
 pupils of one school — all under twelve and a half years of age 
 — had been through written arithmetic preparatory to entering 
 the high school. Of course the work was very superficial : the 
 pupils examined in this school averaged, in addition, 50 per 
 cent ; in multiplication and division, per cent ; in interest, 50 
 per cent ; in mensuration, per cent, — a total of 25 per cent. 
 In a few cases the tests for the primary grade, with the exam- 
 ple in division or with a simple example in fractions, were sub- 
 mitted to the grammar grade, and found to be fully up to their 
 attainments. 
 
 Formerly — say, twenty-five years ago — the practice in num- 
 bers, for the first four or five years in school, was limited to the 
 oral and mental arithmetic. That practice, as already stated, is 
 still continued in some of the towns. The drift of late has been 
 towards mechanical ciphering ; the use of figures being early 
 taught, and the oral solution being entirely abandoned. In 
 some towns these methods are both practised; the children 
 having set lessons in -uTitten and in mental arithmetic, and 
 carrying on the two studies as if they were entirely distinct. 
 Here are three methods ; and of the old doggerel, — 
 " The first is the worst," &c., —
 
 ICG r.nAKI) OF ICDTCA riON'. 
 
 thr (iirti two lines ;in; directly, and the last two inversely, aj pli- 
 cal)le : lor ainon;? the methods there is little to choose. 
 
 A uun-v rational method j)rcvails wlu.'rc the mental jiroee.ss is 
 early expressed in figures, and reason lor th(; writtt-n process is 
 made vlv/.w to the comi)rehcnsion of the pupil, who begins in 
 school the practice he is to lollow in life: he there eond>ines as 
 he expresses, and expresses as he combines. In this there is no 
 divorcing of things wliieh are by nature joined together. 
 
 There arc two methods in use -for teaching the elementary 
 combinations. J5y one the whole reliance is placed upon com- 
 mitting to memory the primary tables; by the other, all num- 
 bers to twenty, with their combinations and relations, are taught 
 with sensible objects. The one process closes the mind to 
 the thought, and occupies it with a form of words ; the other 
 first develops the thought, and then teaches to express it in 
 appropriate forms. It is not hard to see which will give the 
 best conception of the elementary facts of numbers. 
 
 Again : there is much study of book arithmetic, but a great 
 neglect of training upon miscellaneous problems outside. The 
 arithmetic is of the schoolroom, not always of practical life. 
 The pupils work to get a certain answer, which is appended 
 to the problem. Failing to obtain this, they erase and cipher 
 again ; again they fail and again they cipher, till tliis play 
 with figures makes arithmetic a farce ; the practice is bad for 
 the knowledge, and damaging to the mental habit, if not to the 
 moral sense. If, instead of tliis, the pupil should be compelled 
 to deal with real things, and to find his answer by studying the 
 conditions of his problem, the fiction which aritlmietic now is 
 to most pupils, would become to them a reality. Confined 
 to the book and its answers alone, the pupil is often unaljle, 
 when he leaves school, to do the simplest practical problem ; and 
 this iis because he has had no practice in this kind of work, 
 and no training which fits him to do independently work of any 
 kind. That he may be able when he leaves school to apply his 
 kncnvledge, he must be accustomed, while in school, to weighing 
 and measuring, and generally to finding the data for his own 
 problems, and, ^vitll these, to working out results unaided and 
 alone. 
 
 To one who has not been used to seeing similar results else- 
 where, the failure in the simple operations is perhaps the most 
 sm-prising thing in the examinations. Certainly, to have a fail-
 
 EXAMINATIONS IN NORFOLK COUNTY. 1G7 
 
 ure here is most serious in its consequences. There were but 
 nine items given for addition in the primary, and but eleven in 
 the grammar grade ; with a total average of fifty-six per cent. 
 Why should not eighty or ninety per cent of all the answers be 
 correct ? The operation depends upon the simplest elementary 
 combinations ; and of these there is a limited number. Good 
 teaching in the primary schools would, in the first two or three 
 years of teaching, fix these fundamentals of arithmetic so firmlj^ 
 that, no matter what the application, the accurate result would 
 be nearly certain. 
 
 The practice with these small numbers should be so thorough 
 in the primary school, that any collection of objects not greater 
 than eight or ten could be recognized and named at sight, and 
 that the presence to the pupil of any pair of numbers whose 
 sum is not greater than twenty, should at once suggest to the 
 mind the amount ; or, the amount and one of the parts being 
 present, the other part or difference should be at once suggested. 
 So, whatever the form of language expressing the unions or 
 separations of these elementary combinations, whether words or 
 figures, the results should spring instantly to the mind without 
 the necessity of counting by separate units. With proper train- 
 ing at the outset, the counting with fingers, not imcommon even 
 in the grammar schools, would be nowhere found. In place of 
 this thorough elementary drill, I saw, in a school visited since 
 beginning this writing, the children attempting to recite from 
 memory the rule for finding the greatest common divisor, — a 
 rule which they did not comprehend, and which would be of no 
 great use to them if they did comprehend it. A single instance 
 proves nothing ; but this is an illustration wliich is appligable 
 to many schools. 
 
 I was not prepared for so gi-eat a per cent of errors in using 
 abbreviated processes as was found in the grammar schools. 
 The papers do not always show what the process was ; but evi- 
 dently the number who abbreviated the work was quite small. 
 The direction to find by the shortest process the result of multi- 
 plying a given number by 12 and dividing the product by 
 72 would seem to suggest dividing by 6 to all pupils who had 
 been taught to cancel ; but, instead, many pupils, after multi- 
 plying by 12, divided by 72, using short division. If the pupils 
 had been told to do the work by cancellation, there can be 
 no doubt the errors would have been few. As it was, the
 
 JG8 nOAIU) OF KDUCATIOX. 
 
 percentages for "short process "were not incluikd in juiiking 
 up (he avorag(!s for the gniniiniir scliools. 
 
 AnolluT ilhistnitioir of the want of pructicul metliods in 
 aritlinuilic occurred in connection with tlic example in simile 
 interest, 'riie problem given required the pupils to find the 
 time, for exam[)U', from Aug. 20 to Dec. 5 of the same year; 
 the pupils in a majority of the schools wished to know the year; 
 and, with most, the time was found by writing down the dates 
 one underneath tlie other, — year, month, and day, — and per- 
 forming the operation by com[)ound subtraction. In examining 
 the papers, it was found that many errors in finding the time 
 arose from misplacing the dates, and attempting to subtract the 
 later from the earlier. 
 
 It will be seen, by referring to the table of percentages, that 
 the lowest per cent for the examples was obtained for the prob- 
 lem in mensuration. This was given to test the power of the 
 pupils to conceive the form described, and to learn if they were 
 in the habit of constructing diagrams to aid their imagination. 
 The problem was such as is likely to occur in practice, and 
 was not difficult. After repeated explanations and illustrations, 
 some pupils seemed to despair even of comprehending the 
 problem ; others proceeded at once to draw a diagram, and then 
 with a few simple operations worked out the residt. Where 
 the pupils made diagrams for their example, the work was gen- 
 erally found to be correct. 
 
 "While some schools were very exact in expressing arithmeti- 
 cal processes, others were equally careless. A common fault is 
 illustrated in the following examples : — 
 
 (1.) 5337 Xl-2 = 64044 -f- 72 = 889^. 
 
 (2.) 4 X 2 = 8 X 4 =: 32 X 2 = G4 X 4 = 256 X 810 = 82560. 
 (3.) 3 mo. 15 da. = .0175 ~ 6 = .0020^ x 8 = .0233J X 
 85337 = 8124.49-h. 
 
 Such are the contrasts under different kinds of training. No 
 branch taught in the schools more fully shows the kind and 
 quality of the teaching than arithmetic. If the teacher has 
 definite ends to reach, and has the requisite knowledge and 
 skill, there is no branch where the good results can be more 
 evident. Being without aim, and ignorant of methods, there 
 is no branch where the teacher can do so much to so little 
 purpose.
 
 EXAMINATIONS IN NORFOLK COUNTY. 169 
 
 The question of morals has its place in the teaching of arith- 
 metic. Moral power is the result of moral acts. Do nothing 
 to prevent one pupil from copying the work of another and 
 presenting it as his own, and the result will be a weakening 
 of the moral sense, as well as a want of self-reliance. In quite 
 a large number of the schools the desire to compare and copy 
 was so manifest, that the mind sickens at the thought of the 
 consequences of this bad habit acquired in the study of an 
 exact science. 
 
 The method of the examinations was a little embarrassing to 
 many pupils, because they were forced to rely each upon him- 
 self. If similar conditions are imposed upon the pupils in all 
 their exercises, they will soon gain facility in doing independent 
 work. With this facility comes pleasure, which alwa3^s waits 
 upon achievement. This prompts to renewed exertion ; and 
 finally a character results having an inclination to moral acts. 
 The pupil comes to feel an obligation to discover and state the 
 exact truth in arithmetic as elsewhere, even to the writing 
 down of a figure ; and something like shame is felt, if, for a 
 fault of his, one of these easily written s}Tnbols has to be erased. 
 
 "With the exceptions mentioned, there is to one experienced 
 in similar work nothing surprising in the failures revealed in 
 the examinations. They result partly from a want of thorough 
 drill in the first steps in numbers. They indicate, however, 
 defects in teaching which can be remedied only by a knowledge 
 of the powers of the mind to be trained, and skill in using 
 methods calculated to bring the powers into exercise. 
 
 General Remarks. 
 
 Tables A and B, which follow, are made up from the returns 
 of the committees in the several towns, and from their written 
 replies to a circular addressed to them last November; the 
 questions contained in the circular are published with the ex- 
 planations of Table A. The object of introducing the tables 
 is to furnish the means of making some comparisons not strictly 
 within the province of the report. Should one wish, for exam- 
 ple, to study the method or the cost of superintending the 
 schools in connection with the residts of the examinations, — 
 should he wish to find the cost per capita of the supervision, 
 or of the instruction of the pupils examined, — he can, with 
 these tables, make the necessary comparisons. With an addi- 
 
 22-
 
 170 liOAKI) OF EDUCATION. 
 
 tioii.il Ilnii, — llio K(;h(iol-poi)ululion, contained in the statistical 
 (lilies of tl»»! niHut of tiie IJoanl of Kdtication, — he can also 
 w(i whiil i)i()i)(»rtion of clilMrcn within the projjcr limits as to 
 a;.';c w.ro presented for tin; examinations, and from this deter- 
 niiiic aiipntximately the eharacter of the grading in the schools. 
 Tallies (' and 1) n(;ed no ex[ilunations. 
 
 The nsiscins fur designating the towns by the letters of the 
 aliilialtet, and the schools liy the numerals, were principally 
 lliese : lirst, the mind would not be so likely to turn aside from 
 the results to the individuals, as if the names were given; and, 
 second, the object being to ascertain the results in the schools' 
 and towns as parts of the county, it seemed not necessary to 
 use their names. Still, that the towns and schools that rank 
 high may be known and studied by teachers and committees, 
 an index is prepared, which, on application, will be furnished 
 to cdmmittces whose schools were examined. 
 
 The litliographs which follow the "tables are samples taken 
 from the two grades of schools. They represent principally 
 three kinds of Avritten work, — the best, the poorest, and the 
 averacre. The four "best" letters are selected from the best 
 seventy-five to one hundred letters written in the county, and the 
 four "poor" letters are selected from the poorest seventy-five 
 to one hundred. The four "best" and four "poor" narratives 
 are selected on the same principle. 
 
 The average-papers are selected by taking, from all those 
 written in a town, one paper which most nearly represents the 
 average of the' toAvn in the items entering into the average of 
 the papers. These samples are designated by the letters of the 
 respective towns, and marked "av." They are arranged in 
 order according to the rank of the towns in tliis kind of work. 
 The differences in the average-papers are so slight, that, as a 
 whole, they may be uninteresting to the general reader. There 
 is no wish to impose the task of reading them upon any one, 
 unless it be, that, by reading forty or fifty, he may have some 
 appreciation of the labor of reading critically, for several times, 
 the whole three or four thousand. 
 
 The examinations suggest many topics wliich it would be 
 profitable to consider, had not the report already transcended 
 its limits. I cannot close, however, without a brief reference 
 to the influence wliicli methods of teaching exert upon the 
 intellectual and moral character. I am prompted to tliis by
 
 . EXAMINATIONS IN NORFOLK COUNTY. 171 
 
 the many apt illustrations which have come to my notice. I 
 will allude to but one. While my visits were for the purpose 
 of examining the schools in the branches taught, in my notes 
 taken in a town where rational methods of teaching prevail, 
 I was led to say, " I am struck with the conscientious and 
 thoughtful spirit of the pupils in all the schools." Had this 
 been the only compliment to the teaching in that town, it would 
 have been the highest that could be paid, no matter what the 
 percentages obtained. The good spirit of the children Avas, 
 however, fully matched by the excellence of the results of 
 their examinations. 
 
 However important may be the knowledge of reading, writing,, 
 and arithmetic, that knowledge sinks into insignificance in com- 
 parison with intellectual and moral training. But the effect 
 of my observations in all the schools lias been to strengthen the 
 conviction, that the teaching best adapted to increase useful 
 knowledge produces the truest culture of mind and heart. 
 
 My experience in other schools for a number of years leads 
 me to the conclusion, that the schools of Norfolk County are 
 not, as a whole, better or worse than similar schools in other 
 parts of our State. The conditions which make schools poor 
 or good are the same everywhere. Their failures result from 
 poor organization, insufficient appliances for teaching, or from 
 the teacliing itself. These in their turn result from inadequate 
 support and from an ineffective supervision. The examinations 
 clearly indicate that more depends upon the supervision of 
 the schools than upon all other causes combined. It will be 
 said that the teacher makes the school. True ; but the teacher 
 is found or made by the supervisor. An important duty of this 
 officer is to seek the best teacher the market affords ; assign 
 him to his place ; help him to plan and organize, to remove 
 obstacles without and within. It matters not whether he be 
 called committee-man or superintendent, whether he be paid or 
 unpaid : his success or failure in this kind of work will appear 
 in the teachers and in the schools, and be, more than any thing 
 else, a test of his fitness for the office. 
 
 But, it may be asked if the means are inadequate, what can 
 the supervisor do? It will generally be found that wherever 
 there is good supervision the means are not inadequate. Good 
 supervision implies liberality in providing, and economy in 
 administering. But, without the means to employ high-priced
 
 172 BOA II I) or l.DUCATION. 
 
 t<'iuli<'r!j, it luM!(>rnes n far greater neccsnity, to Becure effective 
 HUpcrvisinn. How else are the untried teacliors to be Hhf)wii the 
 Ix'Ht iiiotliods ? How (tlse are llu; cliildren to be saved from be- 
 coiiiiii;^ victims to toa(diiii^ whicli is basftl ncidifr upon train- 
 inj; nor exj)crience? 
 
 The supervisor of scliools lias an iinporlaiit duty yet to j)or- 
 foiin in securing better jrrading; in the county as a wliole tlie 
 cx;niiiii:ilions show tliiit tlie average rank of the ol(h^r class of 
 ])upils in graded schools is nearly 12 per cent higher than that 
 of (he same class in mixed schools. No estimate has been made 
 for the lower class; but without doubt the difference is still 
 grtMter. 
 
 While it is probably true that the schools of Norfolk County 
 do not differ on the whole from schools elsewhere, there is a 
 most gratifying interest awakened in most towns of the county 
 in methods of teaching, in courses of studies, and in school super- 
 vision, which gives great promise for the future. One important 
 cause for this aAvakening is the earnest spirit which has actu- 
 ated the association of school committees of the county in every- 
 thing they have undertaken. It will be a high honor if my 
 effort in any way advances the ends the association has in view. 
 
 By throwing their schools open to the pidjlic AvithcMit reserve, 
 as they have done in these examinations, the committees have 
 invited criticism. It will undoubtedly be liberally bestowed. 
 But, if the motives ihat prompt the criticism are as sincere and 
 noble as those which have presented the occasion. Noi-folk will 
 not be the only county to receive a blessing. 
 
 Note. — Since the plates for this edition were cast, it lias been decided 
 to print the average lithographs referred to on page 170 for a few of the 
 towns only, including some of the highest and some of the lowest in rank.
 
 EXPLANATION OF TABLE A. 
 
 On the following pages is a table showing the method and 
 average annual cost of superintending the schools of the several 
 towns in the county for the three years previous to the exami- 
 nations. 
 
 For convenience of arrangement, there is also placed upon 
 the same page a condensed table of answers to the following 
 questions, submitted to the school committees in the several 
 towns : — 
 
 I. What method was used in your schools by pupils who are 
 now nine or ten years of age in first learning to read ? State 
 whether it was the A B C^ the phonic, or the object and word 
 method. 
 
 II. What method is used at present in teaching beginners? 
 
 III. Were those w^ho are now nine or ten years of age first 
 taught to make words in Roman or in script letters ? 
 
 IV. Are Roman or script letters used in teaching to read at 
 the present time ? 
 
 V. If your children are now taught by the word method, how 
 early do they use the names of the letters of the alphabet in 
 spelling or otherwise ? 
 
 173
 
 171 
 
 BOAUI) OF EDUCATJOX. 
 
 
 
 
 
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 EXAMINATIONS IN NORFOLK COUNTY. 175 
 
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 170 
 
 BOA III) OF EDUCATION. 
 
 Taiu.k H. — Shoiriiiij the. Auanifje Annual Expenditure, Number of 
 Pupiltt to a Teacher, and WeekH of Schooling, fur Three Years 
 
 /'n c, (li'ii'i flic K.nimi}i(itlo7is. 
 
 Town* l>oi>lt{iiii(<'<l 
 by l^'tli'ni Id llio 
 Orili'r III wlilc-ti 
 
 Avi>ni|{n Aiiiiiial 
 Kx|M-ii<IUiiru 
 for Ui« riirco 
 \eatn VrcvA-il- 
 lni{ llio Kxniiil- 
 imtluiis. 
 
 AVKRAUB WaCRH OF 
 TiCACIIKHa 1-KU MOXTII. 
 
 Average Ntini- 
 Ijer of I'liplN 
 to a '1 tsacUc-r. 
 
 Number of 
 
 Hchool Wfwka 
 
 per Year. 
 
 Uii-y wore Kx- 
 uiiihieU. 
 
 Molea. 
 
 FeiDolM. 
 
 
 A . 
 
 a-20,583 08 
 
 88115 33 J 
 
 $40 18| 
 
 31.0 
 
 40 
 
 H . . . 
 
 13,593 97 
 
 121 55| 
 
 50 903 
 
 20.8 
 
 37-1 
 
 C . . . 
 
 25,1G0 G0§ 
 
 110 77i 
 
 40 40J 
 
 38.4 
 
 40 
 
 1) . 
 
 0,100 OOJ 
 
 125 GOJ 
 
 41 90 
 
 42.7 
 
 37-2 
 
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 10,913 33J 
 
 92 29J 
 
 39 97§ 
 
 43.4 
 
 38-4 
 
 F . . . 
 
 5,000 00 
 
 105 55^ 
 
 37 75 
 
 28.7 
 
 39 
 
 G . 
 
 10,507 7GJ 
 
 77 58 
 
 35 59 
 
 44.2 
 
 34 
 
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 1,800 00 
 
 40 00* 
 
 31 79§ 
 
 22.7 
 
 31-3 
 
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 1,933 33^ 
 
 58 57^ 
 
 33 22J 
 
 32.4 
 
 34-3 
 
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 5,000 OOf 
 
 77 lOi 
 
 35 85§ 
 
 31.8 
 
 87 
 
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 7,100 eof 
 
 93 02 
 
 34 17J 
 
 30.7 
 
 30-3 
 
 L . . . 
 
 13,315 29 
 
 123 eof 
 
 51 25 
 
 24.0 
 
 40 
 
 U . 
 
 0,003 33^ 
 
 54 75| 
 
 38 30 
 
 34.2 
 
 35-2 
 
 N . 
 
 5,500 00 
 
 70 20J 
 
 33 83f 
 
 24.9 
 
 30-4 
 
 . 
 
 5,000 00 
 
 51 10| 
 
 30 80 
 
 34.2 
 
 40 
 
 P . . . 
 
 23,000 00 
 
 104 42 
 
 35 09 
 
 30.8 
 
 38-4 
 
 Q . . . 
 
 7,050 00 
 
 92 50 
 
 35 24^ 
 
 33.2 
 
 40 
 
 R . 
 
 2,427 53^ 
 
 85 92 
 
 30 G0§ 
 
 27.8 
 
 38-1 
 
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 5,352 50 
 
 125 15 
 
 30 01 1 
 
 23.8 
 
 37-3 
 
 T . 
 
 30,900 eof 
 
 192 lOf 
 
 09 32^ 
 
 31.7 
 
 40 
 
 U . 
 
 10,933 33^ 
 
 113 55J 
 
 40 19 
 
 41.9 
 
 40 
 
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 32 00 
 
 32 00 
 
 17.8 
 
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 w . 
 
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 100 93f 
 
 80 61f 
 
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 1,500 00 
 
 37 OOt 
 
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 33 
 
 • For one year. 
 
 t For two years.
 
 TABLES or AVEEAGES FOE PEIMAEY GEADE. 
 
 EXPLANATION OF TABLES. 
 
 The letters of the alphabet designate the towns, and indicate 
 the order in which they were visited. 
 
 The numerals designate the schools with the order in which 
 they were examined. 
 
 The numbers expressed in the columns denote the percent- 
 ages of correct answers given by the pupils reported. 
 
 The blank spaces indicate that the pupils were not examined 
 upon items expressed in columns where the spaces occur. 
 
 Note. — The total average for each school was made up from the per- 
 centages in the branches in which that school was examined. 
 
 In making up the total average for the town, when the examination of a 
 school in any branch was omitted, the school was allowed the percentage of 
 the other schools of the town in that branch. In making up the total aver- 
 age for the county the same plan was pursued. 
 
 23 
 
 177
 
 178 
 
 liOAIU) OF EDUCATIOX. 
 
 
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 1— i
 
 EXAMINATIONS IN NORFOLK COUNTY. 179 
 
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 EXAMINATIONS IN NORFOLK COUNTY. 18::J 
 
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 LO r-l -^ CO 
 
 1—1 
 
 
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 t-ooooOLOo-^cacooooocoLO 
 
 r^ 
 
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 •^ CM -^ t- -^ 
 
 
 
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 CO TfH CO CI "*! 10 
 
 
 
 lOCOCO'rfliOO — COOOCIO— ' 
 
 t-coiococOLOioi'-i-^cococoi.-^ 
 
 CO 
 
 LO CO 
 CI 1-1 .-t 
 
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 1—1 1—1 
 
 1^ 
 
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 CC) -*l Tt< T^ 1-1 t^ CO CJ CI CI LO l^ 1 LO 
 
 1 
 
 1 
 
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 1*1 CO cj -* CO CO 
 
 CO 05 CI CI 1-1 ^ 
 
 >!*< lO CI OD CO !>• CO 
 
 CO 
 
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 COCOt^-Ht^COO— iCOCOOOOO 
 
 coi^cot^iot^cooocoooOLOt^ 
 
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 — i^o-^iot^co-rftocicocor^ 
 
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 LO 
 
 1 
 
 10 O-tH -f' 1 .0 
 t^ 00 LO lO CO 
 
 CO t^ CI CI 10 ^ 
 
 CO CO t^ Oi 00 CO CO 
 
 CO — t^c»io-f-+icocoo-t<-"t^ 
 cooocooocooocoi--050si-^'*ico 
 
 ^1 
 
 CO 
 
 1 
 CI —* 
 
 LO lO CO 10 
 
 -H 10 CO 
 10 uO l^ lO i-( 
 
 
 
 10 1+1 ci t^ i^ — CO I— lO i^ 
 
 coco-*-*! TtiTf^cococococio 
 
 CI 
 
 r-i CI 'H LO crs 
 
 CI 1-1 CO 
 
 Oi 00 lO Tfi •* tJH —1 
 
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 cot~-C5CO'^>ocococ5co»ocot>- 
 
 Cl CI 00 1-1 rl CI 
 
 c: 
 
 
 
 lO .-< lO OJ 
 
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 C5 C5 CS C5 
 
 Or-.OJLOt^Or-H CD 
 
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 cjsocicscioos OS 
 
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 184 
 
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 99 
 
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 u9B4aAV 
 
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 ^ m in 
 
 OOiOiO 
 
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 00 
 
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 t-o o o 
 
 ec u-: o o 
 
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 ./jvioqag „ 
 
 o — t^ «!? re o o 
 
 ec » ec T 5C o 
 
 
 t-O O 3D 
 CI CI TT CI 
 
 O >C CI o 
 
 1-1 CI CI O 
 
 CI 
 
 e 
 c 
 
 1 
 
 ..uanuvv.. 
 
 c » c o o r^ o 
 ^ <«r i5 1- o f? ci 
 
 s 
 
 '*«0 O cc 
 
 O'T CI lO 
 
 ■*OC5 O 
 t^C 00 C5 
 
 00 
 
 •8ii|uo.Is 
 
 «r r? o C5 1>. 1^ o 
 
 CO ;3 CO t2 1": T}i CO 
 
 t:; 
 
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 L-: T^i -ji o 
 
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 CJ 
 
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 ■uonmiiaun,! 
 
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 c:s -« CI >?5 
 
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 1 
 
 •ii[viUlvo 
 
 « •'T l^ O CO O CI 
 
 o 
 
 CI t^r^ rji 
 00 o o t^ 
 
 ■^ " CI t— 
 
 o 
 
 00 
 
 
 •d|itsuctuua,i 
 
 O O CI 00 50 o o 
 
 ^ji ^t o TP o ec Tjt 
 
 
 O 1^ »H t^ 
 
 la eo ^j' Tfi 
 
 r- O c; — CI 
 ■* O O O O 
 
 b-i 
 
 cc — r; o o c — 
 1 •jnoiutiiij V lcm.)K o :r 1- 1- ?t iT ^ 
 
 CO 
 
 c: cici 
 I- t- i^ 
 
 !^ 1 ic -?< CI X :r 
 
 l^ I'. iO 00 O l^ 
 
 
 -uiuiiio,-) ii| iionippv 
 
 O i."^ — o ?c o o 
 
 CI ^ « CI CO CI 
 
 CI 
 
 ^'i c ■=> 
 
 O X o 
 
 o 1 H 5 ^ o ct 
 
 
 *«tliln,l jojMimnK 
 
 orrocwoooTp 
 
 t-> rH .-■ C^l 
 
 
 CI O U5 
 CI 
 
 CI 1 h- 00 C5 O 
 
 rt 1 CI -. 
 
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 iniiln.i om ;ouSv o,S.\y 
 
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 00 
 
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 c:oc5 <:: a a ~. a 
 
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 —1 CI « »-( ci r? "t** 
 
 
 .<'l iv 
 
 1' 11.11. 
 
 
 d* 
 
 
 •-< 
 
 
 'ji 

 
 EXAMINATIONS IN NORFOLK COUNTY. 185 
 
 
 CO 
 
 .—1 
 CO 
 
 T— 1 CO CO t- 
 
 .-< CO C5 »0 
 
 CO lO lo CO 
 
 00 
 
 CO 
 
 ci o t^ CO 
 
 lO lO Tti o 
 
 o 
 
 rH 
 
 
 CI 
 
 CO 
 
 i^ 00 o 
 
 T^ lO CO 
 
 CO 
 
 o 
 
 CO lo o t^ 
 
 TJ1 ■"^ CJ o 
 
 
 
 CO 
 CO 
 
 C) GO 00 
 
 rfi lO CO 
 
 CO 
 
 T— CO r-^ CO 
 
 •* Tti CJ CO 
 
 
 
 o 
 
 t- CD 00 
 lO lO lO 
 
 
 »r^ ,-1 o CO 
 
 ■^ CO CJ o 
 
 o 
 
 C0CDOO>0OG001(M 
 
 CO 
 CO 
 
 CO o o 
 ■* CO i>. 
 
 
 CJ CJ O GO 
 
 ■^ CO 1—1 'SI 
 
 CO 
 
 •rti O iCi (M t^ Ol b- CO C5' 
 
 coioict-i^t-cocoo 
 
 o 
 
 CO 
 
 t- 1- l^ t^ 
 
 CI 
 
 ira CO o CO 
 
 t- CO CO lO 
 
 O 
 
 ococococooo-^t- 
 
 O lO Id CO l^ I--. O CO lO 
 
 CO 
 
 rH r^ CO CO 
 
 t- o t^co 
 
 o 
 
 CO 
 
 CI CI o CO 
 i^co Id »o 
 
 o 
 
 COCOt^OCD-*C5CO^ 
 l>.iOOt-t^t^OCOCO 
 
 CO 
 
 t^ >o t^ CO 
 
 l>t^CDt^ 
 
 o 
 t- 
 
 CO O tH O 
 
 CO 
 co_ 
 
 
 CI 
 
 o - 
 
 CI CI ^ CJ 
 l^ t^ I— CO 
 
 Tin 
 
 CO r- o CO 
 
 O CO t^ lO 
 
 CO 
 CO 
 
 1— it-OOO'OO'rtHCO 
 
 CO 
 
 CO oo CO CO 
 
 igi lO -^ rfi 
 
 o 
 
 o o CO CO 
 lo CO CO lO 
 
 .—1 
 
 (Mt—cocooncj^ox) 
 
 
 r-l CO CO •* 
 
 Oi O CI 
 
 CJ 
 
 lo o o CO 
 t^oo o 00 
 
 T— ( 
 
 CO 
 
 CO 
 
 Ol^COOOlOOtiCOCD 
 
 ocoooot^coosoo 
 
 CO 
 
 CO 
 
 O O CO t^ 
 
 o I— GO CO 
 
 "!*< 
 
 t- 
 
 lO O CO o 
 
 t- CO CO CI 
 
 o 
 ^ 
 
 -^'TtHTjicotv.coooioi 
 
 t^COOCOt^OTfiCOTfl 
 
 o 
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 t^Cl I- H 
 
 o o o CO 
 
 o 
 
 LO 1^ O CI 
 
 lO CO CO "* 
 
 to 
 
 1— 1 CO O lO O >!t> Ol C5 lO 
 l>.(MOCOiOCOr-( (M 
 
 CI 
 
 CO -H CO o 
 
 CO o CI CI 
 
 05 
 CO 
 
 CO o lo lo 
 
 ■* CJ i-( 
 
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 ooot^coi>t^TticoTti 
 
 o 
 
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 t^ CO t^ t^ 
 
 o 
 
 CO 
 
 CO o o o 
 
 CO lO O CO 
 
 o 
 
 O CI CI (M O C5 C5 C5 rH 
 
 cooocoorficoTtiio 
 
 
 CI GO CI o 
 
 lO lO lO CO 
 
 
 lo CJ i^ oo 
 
 lO CO rji Tt< 
 
 CI 
 
 05C0 1.^00iOOOt.^C5CO 
 
 
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 CO 00 CO 00 
 
 00 
 
 eoci Tt< o 
 CO CO •* CO 
 
 —1 
 
 T-HOO'^OOOOCO 
 t- CI lO t^ U3 lO O CO 
 
 r-l 
 
 CO 00 o CI 
 CO CO CO CO 
 
 t- 
 
 •^ 
 
 ooo oo 
 CO. 00 CO 
 
 o 
 
 CO 
 
 T-IQ0COUOCOC1CO--H— 1 
 CI <-l i-H 1— t I— 1 CI 
 
 CO 
 1—1 
 
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 CO CO CI CI 
 
 
 TjH com o 
 I— I 
 
 Id 
 
 CJ 
 
 Oii-i.-i— icicocjt^t^ 
 1 1 1 1 1 1 1 1 1 
 
 05000 0500505 
 
 CO 
 
 o 
 
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 >* t-OrH 
 
 1 1 1 1 
 
 o o o o 
 
 1 
 
 o 
 
 r^ 1 
 
 i-i CI .-( >Ci 
 
 till 
 
 o o o o 
 
 o 
 
 rHCieOrfliOCOt^OOO 
 
 rHCJCOTji 
 
 —Id eo>* 
 
 H 
 
 
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 1H0 
 
 BOARD OF EDUCATION. 
 
 c 
 o 
 
 b5 
 
 'S* 
 
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 -«t«|ox ulvj-iAY 
 
 IJ -f 00 
 
 eft «p -a .^ r- 
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 :-3 
 
 ec X '/5 -»; « CO 
 
 -♦i ^ O CO « CO 
 
 CI -r c-s CI O "*> 
 
 
 i 
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 ••SUMV 
 
 
 00 CO CO CI cc rj 
 ^ « CI «o o 
 
 CO 
 
 •0* 
 
 •■Mil>pY '•IKI 
 
 ^ 00 <9 0» O 
 
 © 
 
 .— -t O h- lO CI 
 .-1 «6 •V CI 'T »o 
 
 eo 
 
 •ay 'uoiiinn 
 
 O 'M C5 O O 
 
 g§ 
 
 ooci t^o« 
 ««< « CI u5 CO 
 
 o 
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 ■iioiMkUd 
 -13 pun )i|aiii>iix 
 
 CI CI lo CI o 2 
 
 U5 c; 1- CI o ""S 
 
 CI « .-iCO-'Ji 
 
 CO 
 CI 
 
 M 
 
 H 
 
 < 
 
 'a9w9AV 
 
 CO « 00 «-t< 
 O I- I'- o « 
 
 O 
 
 •^ CO t^ c; o — 
 ^91 rr eo ^ o eo 
 
 lO 
 
 •iio|n*tiIX3 
 
 -♦•-f O 00 o 
 O t'- CO lO I- 
 
 CO 
 CO 
 
 CO CO <-i CO CD lO 
 
 eo ^ « Tt" »o o 
 
 eo 
 
 
 CI CI O CO h- 
 
 t^ CO l^ CO o 
 
 CI 
 
 1-- 
 
 CI O W ^ -*< h- 
 
 tC lO ^< o o o 
 
 s 
 
 
 —1 i.O t>- o ^ 
 I- 1- CO CO Tji 
 
 ?5 
 
 eo eo t- CI "n t^ 
 
 Tt< CO eo Tf t^ CO 
 
 
 S 
 
 u 
 
 id 
 
 H 
 
 1 
 
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 o 
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 .J 
 M 
 
 ..•*»UAl .. 
 
 >n OS O O 1^ 
 Tj< CO o oo 
 
 •— 1 
 
 
 eo in h- t~ o O 
 
 ^ t» CO CO o o 
 
 CO 
 
 o 
 
 ..Jiiioiias.. 
 
 I-: C5 o ii:! « 
 
 cc o in CI rs 
 
 -^ 
 "<»< 
 
 CO m CO CO o o 
 rr t- ^n ?o 
 
 00 
 
 eo 
 
 ..■<Plil.tt .. 
 
 m ^ o "^ 00 «o 
 
 CO lO O I- t^ t>- 
 
 cTi o t^ r? o o 
 
 CI coco c 
 
 eo 
 
 •auiHsdb- 
 
 CO -*< O >f5 CO 
 Ln O t^ O TH 
 
 
 -* r^ ^ ^ o o 
 eo eo T CO o CO 
 
 C5 
 
 CO 
 
 •noiiimjjinij 
 
 CO r? t^ CI CI 
 CI X —1 CI 
 
 00 
 1— ( 
 
 eo ic eo o o o 
 
 CI 
 
 CO 
 
 •spnidBO 
 
 i^co r? so C5 
 
 1— t 
 
 ci CI C5 — c: t^ 
 ci r: — ■ CI CI o 
 
 to 
 
 CI 
 
 ■d|ll8U1>UIU3J 
 
 CO ^ O '- CI 
 
 eo eo o -^i CO 
 
 eo 
 
 ^ CO -o t^ 1.0 i-o 
 
 eo eo .-1 CI m o 
 
 CI 
 
 •onauiinV'V \v%aaK 
 
 O CO C CI 00 
 
 t^ 00 o « 
 
 o 
 
 CO 
 
 CO CI CO fC O 1^ 
 
 "T t^ CO eo t^ CO 
 
 00 
 
 •uunnoo a\ uonippv 
 
 »C C5 O O CO 
 
 CI t- o 
 
 ec 
 
 o o o o o o 
 o 
 
 •<*< 
 
 "sildnj JO j.->quii\x 
 
 C -ri CI rj< CS 
 CI ^ 
 
 cs 
 
 t^ •«}< c; rr rH CI 
 
 CO 
 
 CI 
 
 isuilnj ouj ;uo3v oS.av 
 
 ^ t^ t^ TC ;^ CO 
 
 1 i: C5 C5 o c; C5 
 
 1 
 o 
 
 9-10 
 9-8 
 9-0 
 10-1 
 10-0 
 9-5 
 
 9-8 
 
 Xq paiwxSpwp 'Kjooiio*; 
 
 ^ CI r; •^ o 
 
 ^ CI eo Tt" o o 
 
 iq 
 
 ^)«aS 
 
 IMP '«U.tt01 
 
 ^ 
 
 
 >< 

 
 EXAMINATIONS IN NORFOLK COUNTY. 187 
 
 o —i :ri r^ cc iri r5 o o c^i o C5 (^i '-^ ^ ci cj o ci r-i o i--< 3D oi 
 
 
 
 
 O t^ C5 >-0 (Tl L'^ O rj -fi O ■M CO C) CO ■^ CD I--. CO O O Ol "tH O '~ 
 
 rt< -t< Tti t>. O O CI 30 O Ol CO 'fi O O ^H CJ Tfi O CI -^ « C5 CO C5 
 
 Cs^t^i— 1^>— (.-ii-i^O.-tCOT-iC5C5COCO.— iCOX>b-l^t^CO 
 
 I I I I I I I I I I I I I I I I .1 I I I I I I I 
 
 OCSC500C5CiCiC3C:C5C5CSC5C5C5C5C50C50C5C50 
 
 ^"o^coocMt^cooocoiot^coooot^ CO CO ■* eo o -* rt< m CO 
 
 <j?qdPHP=^d:::^.-;i-;^H:;S;2;dP^ ©"P^ cd h p >^ ^ >^ 
 
 • , 1 1 2
 
 TABLES OF AYEEAGES EOE GEAMMR GEADE. 
 
 EXPLANATION OF TABLE D. 
 
 The letters of the alphabet designate the towns, and indicate 
 the order in which they were visited. 
 
 The numerals designate the schools, with the order in which 
 they were examined. 
 
 The numbers expressed in the columns denote the percent- 
 ages of correct answers given by the pupils reported. 
 
 The blank spaces indicate that the pupils were not examined 
 upon items expressed in columns where the spaces occur. 
 
 The letter L, in the column marked " Silent Reading," de- 
 notes that the pupils of the school wrote a letter, instead of the 
 narrative. 
 
 Note. — The total average for each school was made up from the per- 
 centages in the branches in -which that school was examined. 
 
 In making up the total average for the town, when the examination of a 
 school in any branch was omitted, the school was allowed the percentage of 
 the other schools of the town in that branch. In making up the total aver- 
 age for the county, the same plan was pursued. 
 
 189
 
 100 
 
 I'.OARI) OF EDUCATION. 
 
 K'ii 
 
 
 «l 
 
 en 
 
 C5»*< 
 
 > 
 
 
 
 
 «^ 
 
 
 -« ^ 
 
 < 
 
 
 
 O C 
 
 Vt 
 
 «; ^ 
 
 C 
 
 •^^ 
 
 o 
 
 *) ^ 
 
 c 
 
 ►S K 
 
 u 
 
 bs*:5 
 
 c« 
 
 e s 
 
 &• 
 
 %) o 
 
 o 
 
 So 
 
 w 
 
 ■^ o 
 
 
 -s-s 
 
 
 ^ ^ as 
 
 o ^ ph 
 
 s 
 
 o 
 
 '■|v|ox aSuMA V 
 
 
 X lo »n ?3 'JO ■» 
 
 -r ^. c X 1-. -^ i-i 
 I - 'O CO >o «o c© «o 
 
 '•BiuaAV 
 
 •lluin*'H 
 
 purnimidiij 
 
 'd|qsiivuio»(i 
 
 'unimkud 
 
 ■8u| 
 -puaji luons 
 
 'aawja.vv 
 
 'uoimajdza 
 
 •uo)inDax3 
 IBOiuBqodK 
 
 « « t'- t- O « O I'- -M 
 
 ift o ^ «^ '^i ^r «D '^ o 
 
 «o^'i<*d«oc<i— -^eo 
 
 'Z a(dniB 
 -xa 'waooj J noqs 
 
 OOCOOOOOOO 
 
 •98BJ8AV 
 
 •juatu 
 
 -ajusuaiv: 
 
 ■)8aja) 
 -HI aidinis 
 
 •UO!S]A 
 
 -la put! lion 
 -Boiidiil'iK 
 
 ■nntnioo 
 ni uoniPPY 
 
 i--«i^ir50'X)oo 
 
 •«ndnj jojaqninx 
 
 paucxlaj s) njo.wason-w 
 <ndn,i ;o aay *3»'jaAV 
 
 p o '- o i.-T — --r o 
 ■^ I I I I I I I 
 
 i-ioieo-^oot^ooos 
 
 CO o •» I", lo «?! ?i es ^ I -*« 
 
 «3 «D CO O C3 53 O 50 '^ 
 
 O C O CO 1^ CI Q tl C5 
 
 o o o o o ifl is -r •V 
 
 o 
 
 
 ^-: 
 
 O CI -»■ h- O O O C5 « 
 
 
 coccowe — xr?05 
 ir: o o rr ii lO -r rj -9« 
 
 
 t- :3 'K o i" c; — o CI 
 
 I- "Tl- t^ I^ O O O O 
 
 
 
 
 SSOOOCCOOOOiS 
 
 ^ rr « CI 
 
 » 
 
 I I I I I I I I I 
 rxcc — "Mrrrrcirrr: 
 
 <-^cirr'?<oot^wc» 
 
 n
 
 EXAMINATIONS IN NORFOLK COUNTY. 191 
 
 O ^ ■># 00 C5 b- 
 
 co t>^ Ci TiH iri 00 
 i^ t^ i^ I- t^ t- 
 
 CI 
 
 CO 1-H 
 
 •—1 I— 1 
 CO CO 
 
 CO 
 
 CO 
 
 o 
 
 lO t-(t)^ CO 
 
 1-i CO CO ci 
 o CO ■* ■* 
 
 CO 
 1— ( 
 CO 
 
 CO 
 
 00 t^ 00 00 00 1-1 
 CO ci ci t^ cri t>I 
 
 CD CO Tjl O Ttl CO 
 
 CO 
 
 CO 
 o 
 
 o 00 o CO lo 
 
 t^ 
 t^ 
 
 CO -^ CO 
 
 00 ot^O 
 CO 00 'i* CO 
 
 o 
 
 I— I 
 
 o CO C5 CO 
 t- 'sr' o tp 
 
 CI 
 
 CO 
 
 rH t-H O O O CI 
 
 CO. 00 00 t^ 00 00 
 
 1 
 
 CI 
 
 00 
 
 CO O'l 
 
 lO CO 
 
 
 o t^ CO C5 
 oco-^^ 
 
 CD 
 
 
 COOO C5 -t< oo 
 CD CI <9i O -D T}< 
 
 1 
 
 T— 1 rH CO "*( O 05 
 05 05 C5 00 05 00 
 
 C5 
 
 00 
 
 i^ CO 
 
 CO Ttl 
 
 CO 
 CO 
 
 1— 1 >0 1— 1 1— 1 
 
 00 CO lO o 
 
 OS 
 
 1> 
 
 CD 
 
 OO CO l^ CD O 
 t- ^J -^ CD CO CO 
 
 CO 
 
 OD O O rh O GO 
 t- 00 05 t^ 00 t- 
 
 CO 
 
 00 
 
 >n o 
 Tfi CO 
 
 CO 
 
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 lo co-<ti CO 
 
 OS 
 
 CO 
 
 C5 -Tt* 00 ■* o o 
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 ■^ o '-H CO 00 o ci 
 00 00 00 00 t- 00 CO 
 
 ■tH CO .— ( 
 
 CO 'i* 00 CO 
 
 
 CO 
 
 C5 t--. 05 C5 O CD O 
 
 •^ CO CO o Tji CO Tji 
 
 O LO 05 Cl CO CO 
 
 05 00 00 00 00 CO 
 
 CO 
 00 
 
 CO a 
 coci 
 
 CI 
 
 CO 
 
 rH CO CO lO .-( 
 
 en 
 
 CO t^ »o o OS CO lo 
 
 t- CO l>. t^ CO Tfl CD 
 
 O t^ l>- CO C5 CJ 
 CO O t^ t- lO l>. 
 
 o 
 
 00 ci 
 
 ira CO 
 
 no 
 
 CO 00 00 lJ 
 
 
 o 
 
 ^ 
 
 1 
 
 oj CO CO b- o t^ 
 00 CO t^ i^ CO t^ 
 
 OS 
 
 O CO 
 
 CO lo 
 
 CO 
 
 CI CO CO o 
 t^ t- 1^ Id 
 
 1—1 
 
 o 
 
 t^ 00 o CO o en 
 
 t^ jlO t- CO CO o 
 
 00 
 
 CD 
 
 CO CO CN o o t>. 
 CO 00 t^ CO t- I>- 
 
 CO 
 
 
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 1 
 
 C5 CO 05 O t^ 
 
 CO CO CO lO CO 
 
 CO 
 
 CO -H rt< t^ CO en 
 
 1- O O lO CO CD 
 
 lO 
 
 CD 
 
 1-H CO CO •^ <— 1 t-- 
 00 00 00 t^OO I> 
 
 o 
 
 CO 
 
 .-( UO 
 
 05 
 
 CO 
 
 o CO t^ CI ifs 
 
 t^ l^ I- o w 
 
 o 
 
 1-1 O CO OS t^ C35 CI 
 00 CD t- CD CO CO 1>. 
 
 -H CO O O 00 O 05 
 
 1—1 CO -^ CO CO Oi 
 
 1 
 
 c» o •* 
 
 CO lO o o 
 
 1—1 
 
 CD 
 CI 
 
 ^ OOOOOO 
 CI i-( 
 
 o 
 
 r-l 
 
 O O (M C5 05 >0 
 O t- !>. CO O l^ 
 
 o 
 
 CI 1:^ 
 
 CO .-( 
 
 
 o -* ^ o 
 lO CO CO CI 
 
 
 o 
 
 t^ CI CO I^ CO cs 
 
 o CI CI TfH CO fi 
 
 o 
 
 OS o CO o CO (01 
 CO lO CO t-. CO lo 
 
 o 
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 ■-1 o 
 1— ( 
 
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 1—1 
 
 00 o o o 
 
 cot- 
 
 1— t 
 
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 CO o o o c o 
 
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 EXAMINATIONS IN NORFOLK COUNTY 
 
 197 
 
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 I]^DEX TO LITHOGRAPHS OF LETTERS, 
 NARRATIVES, ETC. 
 
 Work of Primary Grade. Page. 
 
 Arithmetic, Best and Poorest 201 
 
 Best of Letters .....,,,,.,. 202 
 
 Poorest of Letters 212 
 
 Average Letters of Highest T^o Towns 215 
 
 Average Letters of Lowest Two Towns ..•.*>. 218 
 
 Work op Grammar Grade. 
 
 Arithmetic 220 
 
 Best of Narratives 226 
 
 Poorest of Narratives . . • . 234 
 
 Average Narratives of Highest Three Towns 240 
 
 Average Narratives of Lowest Two Towns 246 
 
 199
 
 201 
 
 Pri niai^v work in Xiunh e rs. 
 Wri tt e?z. Me nt (i I . 
 
 $37 7^ 
 
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 1 9- 
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 Frimary Graffs ^CoodLhff Syrs (Foorl.lQCjOrrs.
 
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 INDEX. 
 
 Arithmetic 127,130,131,103,178,100,201,220 
 
 Abbreviated processes in 104, 1G7, 190 
 
 Average percentages in 1(J4, 178, 190 
 
 Elementary combinations in 1G7 
 
 Ends to be secured in teacliing 103 
 
 Expression of aritlimetical processes IGG, 1G8 
 
 Fac-similes of pupils' worlv 201, 220 
 
 Figures to have special attention 145 
 
 Fundamental operations in 1G4, 1G6 
 
 Measurement, problem in 1G8 
 
 Methods in use in teaching 1G5, 1G6 
 
 Moral bearing of, in teaching 169 
 
 Practical work in 1GG-1G8 
 
 Results in, how marked 128,133 
 
 Tests in, for primary schools 127 
 
 for grammar schools 130 
 
 Beginners in reading, table showing methods of teaching . . . 173, 174 
 
 Classes, number of examined 124 
 
 Composition writing 12G, 129, ir>C<, 178, 190 
 
 Average jiercentages in primary schoids 178 
 
 in grammar schools IfX) 
 
 Capitals and punctuation 127, 129, 130, 158, 159 
 
 Contrast in schools in composition 157 
 
 Forms of expression and words used in 159, ICO, IGl 
 
 Grades of, to suit activities of mind 156 
 
 Grammatical construction 1G2, 163 
 
 Letter-writing, a jiractical form of composition 159 
 
 Letters written in primary schools, fac-similes of 202 
 
 Substituted for narratives in some schools 189 
 
 "Writing of, omitted in some schools 132 
 
 Narratives written in grammar schools 226 
 
 Punctuation. . . . • 126, 127, 120, 15G, 178, 190 
 
 Results, how marked 127, 129,130 
 
 Syllabication 157, 158 
 
 Tests in primary schools 126 
 
 in grammar schools 129 
 
 Examinations, fair test of attainments 131, 133 
 
 Age of pupils examined 121, 124 
 
 Ages omitted on some papers 125 
 
 Average ages of pupils 178, 190 
 
 Classes, pupils, and schools, number of 12'1 
 
 Extent of 123 
 
 How, by whom, and when conducted 131 
 
 249
 
 25U INDEX. 
 
 Biihjnctfl ombracod In cxanilnutlonH 125 
 
 Tal.tiliiUid nisiilUt of 178, V.tO 
 
 Fnc-nlinili'H of jiiijiIIh' work 201 
 
 IIow Hcl(Mt(Ml ontl arrniiKod 170 
 
 (Jminmar hcIiooIh, labulalod rostills of VM 
 
 Niirnbnr of hcIiooIh, iiupils, and classes examined 124 
 
 Nuinlicr of pupiln tabulated 124 
 
 LItliograpliH. {Srr " Fiic-Hlmile.s.") 
 
 MarkiiiK and taliiilation of results 133 
 
 Mlxetl hcIiooIh, nuinlier of 124 
 
 Average perceiitago of residts in 172 
 
 Moral riillnre, its relation to knowledge 100, 171 
 
 Norfulk-eoiinty S<-huol Committees' Association 121, 172 
 
 Observations in schools, in reading 134 
 
 in ])cninansliip 144 
 
 in spelling 147 
 
 in composition 150 
 
 in arithmetic 1G3 
 
 Penmanship 127, 129, 144, 178. 190, 202 
 
 Average percentage in 178, 190 
 
 Differences in schools 144, 145, 147 
 
 Drawing, an aid to 147 
 
 Fac-similcs of pupils' work in 202 
 
 Figures and letters, accurate forms of 144,145 
 
 Methods of teaching, to secure good results 14(3, 147 
 
 Requisites, legibility, uniformity, rapidity 144 
 
 ♦ Rapidity too much neglected 144, 140 
 
 Tests and marking 127, 129, 133 
 
 Percentages 1G4 
 
 Tables of, for primary schools 178 
 
 for grammar schools 190 
 
 for county 187,197 
 
 Primary schools, tabulated results of . . . 178 
 
 Number of schools, pupils, and classes examined 124 
 
 Pupils, number of, tabulated 124 
 
 Punctuation 120, 127, 129, 156, 178, 190 
 
 Reading 125, 128, 134, 174, 178, 190 
 
 Average percentages in 178, 190 
 
 Books used, too advanced for pupils 137 
 
 Definition of reading 124 
 
 Ends of teaching 135 
 
 Expression important end in oral reading 136 
 
 Girls better readers than boys 139 
 
 Knowledge to be made an end 139 
 
 Love for, how acquired 138 
 
 Oral, occasion for silent reading 135 
 
 Oral, is made the end 136 
 
 Reading books for study 139 
 
 ' Results in schools differ 135 
 
 Silent reading shown by narratives 140, 141 
 
 Supplementary reading 138-140 
 
 Table showing methods of teaching 174 
 
 Teaching, methods of 137 
 
 Tests in reading for primary schools 125 
 
 for grammar schools 128 
 
 Schools, number of, examined 124 
 
 Comparative rank of )71
 
 INDEX. 251 
 
 Spelling 126, 129, 147, 178, 190 
 
 Arrangement of results by towns 149 
 
 Average percentages in primary schools 178 
 
 in gi'ammar schools 100 
 
 Common words to be spelt 148 
 
 Errors from mispronunciation 153 
 
 Oral, useful 155 
 
 too'much relied upon . . . ; 148 
 
 compared with written 155 
 
 Phonic analysis 154, 156 
 
 Rules to be applied in grammar schools 148, 153 
 
 Spelling iu sentence and by dictation compared .... 147, 148 
 Tests and marking in primary scliools . . ... . . 120, 133 
 
 in grammar scliools 120, 133 
 
 "Word method of teaching reading an aid 135, 156 
 
 Words selected from sentences 148, 150, 151, 152 
 
 Supervision of schools 171 
 
 Table showing method and cost of 174 
 
 Tests and marking for primary schools 125,126,127 
 
 for grammar schools 128, 129, 130 
 
 Tests, how applied . 131 
 
 Table showing cost of supervision 174 
 
 method of teaching beginners to read 174 
 
 expenditures for three years 17G 
 
 wages of teachers and pupils to teacher 170 
 
 percentage of primary schools 178 
 
 of grammar schools 190 
 
 rank of towns iu different studies 198 
 
 Towns, why designated by letters 170 
 
 Index to, prepared 170 
 
 Words misspelt, lists of 151, 152, 153 
 
 Writing, what included iu 144
 
 HNIVI'RSn Y OF CAI.IIORNIA. I.OS ANGELES 
 
 rili; IJNIVIRSITY I.IHRAHY 
 
 Tins hook i«. DlJli on the luM date stamped hthjw 
 
 :.'13(.-J»G) 
 
 II 
 
 UMVEU31TY OF CALIFORNIA 
 
 AT 
 
 LOS ANGELES
 
 ?052 
 
 '^^nltoTi - 
 
 M4m7 Re port of 
 
 examma-cions oi' 
 
 County. 
 
 DEMCO 294N 
 
 UCLA-Young Research Library 
 
 LB3052.M4 W17 
 
 LE 
 
 3052 
 
 M4W17
 
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