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
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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-
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Molea.
FeiDolM.
A .
a-20,583 08
88115 33 J
$40 18|
31.0
40
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13,593 97
121 55|
50 903
20.8
37-1
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25,1G0 G0§
110 77i
40 40J
38.4
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0,100 OOJ
125 GOJ
41 90
42.7
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10,913 33J
92 29J
39 97§
43.4
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5,000 00
105 55^
37 75
28.7
39
G .
10,507 7GJ
77 58
35 59
44.2
34
II .
1,800 00
40 00*
31 79§
22.7
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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
K .
7,100 eof
93 02
34 17J
30.7
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13,315 29
123 eof
51 25
24.0
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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
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P . . .
23,000 00
104 42
35 09
30.8
38-4
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7,050 00
92 50
35 24^
33.2
40
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2,427 53^
85 92
30 G0§
27.8
38-1
S . . .
5,352 50
125 15
30 01 1
23.8
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T .
30,900 eof
192 lOf
09 32^
31.7
40
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10,933 33^
113 55J
40 19
41.9
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1,139 00
32 00
32 00
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9,333 33J
100 93f
80 61f
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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
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EXAMINATIONS IN NORFOLK COUNTY. 179
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EXAMINATIONS IN NORFOLK COUNTY. 181
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EXAMINATIONS IN NORFOLK COUNTY. 18::J
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EXAMINATIONS IN NORFOLK COUNTY. 185
CO
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EXAMINATIONS IN NORFOLK COUNTY. 187
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• , 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.
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EXAMINATIONS IN NORFOLK COUNTY. 191
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EXAMINATIONS IN NORFOLK COUNTY. 193
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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 .
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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
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3052
M4W17
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