LA 
 
 
 UC-NRLF 
 
 
 
 
 >J.MURRAY FOSTER 
 
 SUPERVISES PRINCIPAL 
 
EXCHANGE 
 
A STUDY 
 
 The Dansville High School 
 
 BY 
 J. MURRAY FOSTER 
 
 Supervising Principal 
 
 Published by the order of the Board of Education 
 
 F. A. OWEN PUBLISHING COMPANY, DANSVILLE, N. Y. 
 1915 
 
rs 
 
 sjWi itiiU 
 
327866 
 
To 
 
 The Board of Education 
 Whose Self-Sacrificing Devotion 
 
 to 
 The Interests of the School and Whose Zeal 
 
 for 
 
 The Best Educational Advantages for the Students 
 Has Been My Inspiration. 
 
ACKNOWLEDGEMENT 
 
 Acknowledgement is due the members of the Faculty for 
 the generous aid given in compiling statistics and for many 
 suggestions ; to many of the students for aid in typewriting 
 the manuscript and in the construction of the graphs and 
 the cover design, and to Miss Barbara A. MacLeod, and 
 Miss Eleanor Casterline for their careful reading of the proof. 
 Gratitude is expressed to Mr. Hiram C. Case and Mr. Frank 
 H. Wood of the Education Department for their kindness in 
 furnishing certain statistical matter and for valuable sug- 
 gestions as to the scope of the Study. But particularly 
 does the writer wish to express his warm appreciation of 
 the kind advice and encouragement given by his former 
 teacher, Professor George M. Forbes of the University ol 
 Rochester. 
 
CONTENTS: 
 
 Pages 
 
 I. PURPOSE OF THE STUDY 1 
 
 II. DESCRIPTION OF THE VILLAGE OF DANSVILLE 1 
 
 1. Character of the Population 1 
 
 2. Sources of Employment 2 
 
 3. Amusements of the People 3 
 
 4. The Schools 3 
 
 III. DESCRIPTION OF THE UNION SCHOOL BUILDING 4 
 
 IV. THE KINDERGARTEN 5 
 
 V. THE GRADES 7 
 
 1. Equipment 7 
 
 2. Attendance 7 
 
 3. Organization 8 
 
 4. Promotions, Demotions, Eliminations and Failures 9 
 
 5. Acceleration and Retardation 11 
 
 6. Course of Study 12 
 
 VI. THE JUNIOR HIGH SCHOOL 13 
 
 1. The Plan 13 
 
 2. The Equipment 15 
 
 3. The Attendance 15 
 
 4. The Course of Study 16 
 
 5. Acceleration, Retardation and Elimination 18 
 
 VII. THE SENIOR HIGH SCHOOL 19 
 
 1. The Course of Study 20 
 
 2. Equipment 23 
 
 3. Election of Studies 23 
 
 4. Home Study 24 
 
 5. The Esprit de Corps of the Student Body 24 
 
 6. Means of Interesting Students in Their School Work 25 
 
 7. The Attitude of the School Toward the Regents 
 
 Examinations 25 
 
 8. Requirements for Graduation 27 
 
 9. Efficiency of the School as Measured by the 
 
 Regents Examinations 29 
 
 10. Acceleration, Retardation and Elimination 30 
 
 11. Diversions and Amusements 31 
 
 12. Student Activities 32 
 
 13. The Graduates 33 
 
 14. What Graduates Have Done Since Their Graduation. 36 
 
 15. Attendance 38 
 
 16. A Study of the Slump in Attendance 38 
 
 VIII. VOCATIONAL GUIDANCE 46 
 
 1. Results of Comparison of Data 46 
 
 2. Methods Used to Aid the Student 50 
 
 IX. THE FACULTY 51 
 
 1. Their Number, Training and Method of Election 51 
 
 2. Salaries 53 
 
Pages 
 
 3. Professional Spirit 55 
 
 4. The Principal as Supervisor of the Work of the 
 
 School 55 
 
 X. THE PARENTS Methods of Maintaining Their Interest 57 
 
 XL MORAL EDUCATION 59 
 
 XII. PHYSICAL EDUCATION 61 
 
 XIII. MEDICAL INSPECTION 62 
 
 XIV. ENFORCEMENT OF THE COMPULSORY EDUCATION LAW 63 
 
 XV. THE WIDER USE OF THE SCHOOL PLANT 66 
 
 1. In a General Way 66 
 
 2. The Night School 66 
 
 3. The Future 68 
 
 XVI. FINANCES 68 
 
 1. The Causes of the High Tax Rate 68 
 
 a. The Cost of Maintaining the School 72 
 
 b. The Size of the District 73 
 
 2. Method of Accountancy 77 
 
 3. Bonded Endebtedness 77 
 
 XVII. QUESTIONAIRE TO THE NON-GRADUATES OF THE HIGH 
 
 SCHOOL 78 
 
 1. The Questionaire 79 
 
 2. The Replies 79 
 
 3. Summary of the Replies 82 
 
 4. Remedies Suggested 83 
 
 5. The Influence of Parents and Friends 83 
 
 6. Conclusions 84 
 
 XVIII. QUESTIONAIRE TO THE GRADUATES OF THE HIGH SCHOOL... 87 
 
 1. The Questionaire 87 
 
 2. The Value of Latin, Mathematics and the Sciences.. 87 
 
 3. Observations 90 
 
 4. The Value of the High School Course 92 
 
 5. The High School Course as a Means of Self- 
 
 discoyery 93 
 
 6. Observations 94 
 
 7. How to Better the School 95 
 
 8. Observations 96 
 
 9. Means to Raise the Low Percentage of Students to 
 
 Graduate 96 
 
 XIX. CONCLUSIONS 98 
 
 1. Concerning the Faculty 98 
 
 2. Concerning the Library 99 
 
 3. Concerning the Mental Defective 100 
 
 4. Concerning the Need of an Agricultural 
 
 Department 100 
 
 5. Concerning the Need of a Home-making Department..l01 
 
 6. Concerning the Curriculum 102 
 
 7. Concerning the Moral and the Physical Training of 
 
 the Students 104 
 
 8. Concerning Medical Inspection 106 
 
 9. Concerning the Parents 106 
 
 10. Concerning the Wider Use of the School Plant 107 
 
 11. Concerning the Finances of the District 107 
 
LIST OF ILLUSTRATIONS 
 
 Pages 
 
 1. The Board of Education iii 
 
 2. The Dansville High School Building 
 
 3. The Teachers' Rest Room 
 
 4. The Kindergarten 
 
 5. The First Grade 
 
 6. The Junior High School Study Hall 
 
 7. The Senior High School Study Hall... 19 
 
 8. The Stereopticon Room 23 
 
 9. The Cast of "She Stoops to Conquer" 
 
 10. The Playground 61 
 
 11. The Gymnasium 62 
 
 12. The Night School Class in Commercial Arithmetic 66 
 
 13. The Night School Class in Typewriting 68 
 
 LIST OF GRAPHS 
 
 1. The Graduates 34 
 
 2. The Registration in the Grades and in the Entire School... 
 
 3. The Registration in the Senior High School 40 
 
 4. Children Over 5 and Under 18 Residing in Dansville 41 
 
 5. Birth Rate in the Town of North Dansville 43 
 
 6. Salaries for the Last Twenty Years 54 
 
 7. Tardiness for the Last Three Years 64 
 
 8. A Comparison of the Expenditures for the Last Four Years. 70-71 
 
 LIST OF TABLES 
 
 1. Enrollment in the Grades as it Stood November 10, 1914... 8 
 
 2. Promotions, Demotions, Failures and Eliminations in 
 
 Grades 9 
 
 3. Acceleration and Retardation in the Grades 10 
 
 4. Per Cent of Acceleration and Retardation in the Grades... 11 
 
 5. Enrollment in the Junior High School for the Last Three 
 
 Years 15 
 
 6. Acceleration and Retardation in the Junior High School... 17 
 
 7. Per cent of Acceleration and Retardation in the J. H. S... 18 
 
 8. Comparison of Results in the Regents Examinations 29 
 
 9. The Graduates 33 
 
 10. Higher Institutions Attended by the Graduates 36 
 
 11. Classification of Institutions Attended by the Graduates... 36 
 
 12. Degrees Earned by the Graduates 37 
 
 13. Occupations of the Graduates...*. 37 
 
 14. Birth Rate in the Town of North Dansville 42 
 
 15. Population of Dansville for the Last 35 Years 42 
 
 16. Chart Used in Vocational Guidance 48-49 
 
 17. Tax Rate for Four Years 49 
 
 18. Per Capita Costs of Instruction 72 
 
 19. Comparison of Population and Valuation of Other Villages. .. 73 
 
 20. Stanardized Comparison of Valuations of Other Villages... 74 
 
 21. Valuation of Districts That Ought to be Consolidated 76 
 
 APPENDIX 109 
 
A STUDY 
 
 I. PURPOSE. 
 
 When the writer of this Study took up his duties as prin- 
 cipal of the Dansville High School, September, 1911, he was 
 impressed with the small registration of academic students as 
 compared with those of other high schools in neighboring vil- 
 lages of about the size of Dansville, and the small number that 
 were graduated each year. The Board of Education were at loss to 
 account for this state of affairs and were much interested to learn 
 the causes. Both the Board of Education and the principal were 
 very anxious to get at the root of the matter, and, as the causes 
 for the unsatisfactory state of affairs were revealed, to deal with 
 them as best they could. This desire led to this study. The 
 Board of Education and the writer are aware of the fact that 
 officers do not usually make such studies of their own schools, 
 but in this case, both feel that its purpose is such that it could 
 be made without incurring the expense of hiring an expert to do 
 the work. Coupled with their desire to find out what is the mat- 
 ter with their school system, is one to draw up. a program to be 
 followed to make the system in Dansville as nearly model as 
 possible. 
 
 II. DESCRIPTION OF THE VILLAGE OF DANSVILLE. 
 
 /. Character of the Population. 
 
 The Village of Dansville has a population of 3,938 accord- 
 ing to the last United States Census. Its population is quite 
 typical with the exception that there are very few foreign born 
 citizens. A large portion of the people have sprung from Ger- 
 man and Irish parentage. The village is peculiar in that there 
 are but very few poor in her midst and there is no 
 great wealth. It is a very democratic community. Because of 
 her industries there is plenty of money in circulation, the money 
 coming rather easy and, hence, going easy. There is a marked 
 public spirit which has given the village fine water works, an 
 
2 A STUDY 
 
 excellent sewage system, good lighting, improved streets, and fine 
 churches. Whatever is felt to be a necessity is done and done 
 well. In short, her people are happy, liberal, good-hearted, 
 peaceful, public spirited and very fond of amusements. 
 
 2. Sources of Employment. 
 
 The people of Dansville find their employment for the most 
 part in five industries. The most noted of these is nursery grow- 
 ing. There are in Dansville and vicinity 124 registered nursery- 
 men who have approximately 18,000,000 young trees standing 
 and who sold approximately 5,000,000 trees this past year. In 
 these nurseries is employed an army of men and boys. At cer- 
 tain times of the year the youngest boys whom the law will per- 
 mit to work can earn as much as $1.50 per day, and among them 
 are some who might put to shame some of the professors of hor- 
 ticulture, in budding and grafting. 
 
 The Power Specialty Company situated at Cumminsville, one 
 and a half miles northwest of the village, employs about 150 men 
 among whom are many skilled machinists, moulders, draftsmen 
 and engineers. This company is particularly noted for its manu- 
 facture of garbage incinerators and steam superheaters. 
 
 The Blum Shoe Company, whose specialty is the felt shoe 
 trade, employs many girls and women as well as men. It also 
 affords piece work that may be done by the women in their homes. 
 
 The F. A. Owen Publishing Company has the largest print- 
 ing establishment outside the cities, of any place between Xew 
 York City and Buffalo. Here are employed many women and 
 girls and some men and boys. This is the home of the magazine 
 known as The Normal Instructor-Primary Plans. Here are 
 printed many booklets used in schools and about 10,000,000 sou- 
 venir post cards per year. 
 
 The Jackson Health Resort, commonly known as "the Home 
 on the Hillside," is one of the most famous of American Sana- 
 toria. It brings to Dansville many people from all over the 
 
; * **/* S I 
 
 no 
 
 C 
 
 CQ 
 
 1 
 
 o> 
 
 I 
 
 Q 
 
DESCRIPTION OF THE VILLAGE 3 
 
 United States who desire to regain their health through right 
 living. Employed here are many physicians, nurses and others 
 necessary to carry on the work of such a large plant. A profit- 
 able source of employment for boys and girls is offered here as 
 bell boys, dining room servants, etc. Connected with this insti- 
 tution is a laundry which serves not only the Sanatorium but the 
 village and vicinity also. 
 
 Other manufacturing concerns of the village which give 
 some employment are the McNairn Paper Mills, the George 
 Arndt Chair Company, the Dansville Gas and Electric Company, 
 the Dansville and Mt. Morris Railroad and some planing mills 
 and produce concerns. 
 
 Besides these employments Dansville has a large number of 
 excellent stores and shops due to the fact that the village being 
 so far from any city has become quite metropolitan. All these 
 offer employment for children as well as for adults. 
 
 j. Amusements of the People. 
 
 It was stated that the people of Dansville are fond of amuse- 
 ments. The numerous sources of employment and the absence 
 of cheap foreign labor give the people plenty of spending money 
 with the result that the village supports two flourishing moving 
 picture theatres. She has the reputation of being one of the best 
 show towns in Xew York State. Dances are very frequent and 
 many social and fraternal organizations flourish in her midst. 
 This love of amusement has its effect upon the school. 
 
 4. The Schools. 
 
 In things educational Dansville has been much interested. In 
 1883 she consolidated two school districts into which she was 
 divided and thus formed the present Union Free School District 
 Number One of the Town of North Dansville. In 1844 the Ger- 
 man Catholic Congregation founded Saint Mary's Parochial 
 
4 A STUDY 
 
 School, and in 1882 the Irish Catholic Congregation founded St. 
 Patrick's Parochial School. Between these three schools the 
 friendliest relations have existed always. But the district 
 suffered a severe set back in its educational career in 1887 when 
 the failure of one of its banks swallowed up the funds which 
 it had raised by a bond issue for a new school building. 
 A new sale of bonds made it possible for the building to be 
 erected, but the double payment was not completed until 1912. 
 Beginning with this date a new era in education begins in Dans- 
 ville. The way in which the people met these conditions shows 
 a wholesome community interest in the school. But among 
 many in the village there is a feeling that a high school education 
 is a luxury which ought to be foregone for money making. The 
 dollar is so close to many parents' eyes that the whole future of 
 the child is shut out entirely. 
 
 III. DESCRIPTION OF THE UNION SCHOOL BUILDING. 
 
 In 1911 the school was still housed in the brick building built 
 for it in 1887. This structure was in a remarkably good condi- 
 tion for its age, but there was no room for an expansion of the 
 curriculum, and the heating and ventilating systems were not 
 what they ought to be. The first move to improve the educa- 
 tional situation in the village was the appropriation by the people 
 at a school meeting, May 8, 1912, of $32,000.00 to build an addi- 
 tion to the building, renovate the old where necessary and to 
 install an efficient heating and ventilating system. 
 
 The completed building is well lighted and contains in the 
 basement a gymnasium seventy feet long, fifty feet wide and 
 twelve feet high, three rooms well lighted and suitable for voca- 
 tional work, a dressing room off the gymnasium, a boiler room 
 and coal rooms. On the three floors there are twenty class rooms, 
 two study halls, cloak rooms, seven toilets, four offices and a 
 teachers' rest room. The old double desks in the grades have 
 been discarded and now the class rooms and the study halls are 
 
THE KINDERGARTEN 5 
 
 well equipped with modern school furniture, arranged perfectly 
 from the standpoint of light. Each of the grade rooms and the 
 study halls have desks that may be adjusted to the child. 
 
 The building is heated directly by steam generated in two 
 Ames 80 horse power boilers located in the northeast corner of 
 the basement. The ventilation is afforded by an eight foot fan 
 operated by a 15 horse power electric motor which draws the air 
 from outdoors over steam heated coils in which the steam is regu- 
 lated automatically, and forces it into all parts of the building 
 at such a rate that the air is changed every seven minutes through- 
 the building. 
 
 The building is well cared for by efficient janitors. It is 
 swept completely every day. The floors are oiled and the use of 
 a sweeping compound removes to a minimum the possibility of 
 dust. 
 
 The toilets are so arranged that one set is used by the chil- 
 dren of the first six grades and the other by those above the sixth 
 grade. This is considered very wise, for the adolescents are seg- 
 regated as closely as possible from the pre-adolescents. The kin- 
 dergarten has a toilet of its own. 
 
 IV. THE KINDERGARTEN. 
 
 For a number of years the first grade has bad a registration 
 of over fifty. Many of these little ones were not mature enough 
 to do in one year the work of the grade and were, consequently, 
 compelled to spend a second year going over the same work. To 
 remedy this the Board of Education established in the autumn of 
 1912 a kindergarten to care for those who were not ready for 
 first grade work. This has appreciably reduced the registration 
 of the first grade as the table shows. 
 
 Date. Kindergarten First Grade 
 
 1910-1911 .. 61 
 
 1911-1912 .. 60 
 
 1912-1913 49 41 
 
 1913-1914 . 47 40 
 
6 A STUDY 
 
 None are admitted to the first grade under six years of age 
 unless they are mentally mature enough to do the work. All 
 others under six and over four and a half years are enrolled in 
 the kindergarten. At the close of the year 1913-1914 there 
 were 35 in the kindergarten of whom 28 were passed into the 
 first grade. The other seven remained in the kindergarten another 
 year owing to their immaturity. 
 
 Only a slight attempt is made in this department to do any 
 first grade work. The service of this department may be seen 
 from a study of the promotions from the first grade to the second. 
 
 No. in grade 
 at the close Per cent. 
 
 1910-1911 
 
 of the year 
 49 
 
 Promoted 
 32 
 
 Failed 
 17 
 
 Promotion 
 653% 
 
 1911-1912 .. 
 
 47 
 
 38 
 
 9 
 
 808% 
 
 1912-1913 
 
 37 
 
 34 
 
 3 
 
 91.9% 
 
 1913-1914 . 
 
 36 
 
 28 
 
 8 
 
 77.7% 
 
 In 1910-1911 an epidemic of measles and in 1913-1914 one 
 of scarlet fever ruined the attendance thereby causing a low per 
 cent of promotions. In addition to this factor for 1913-1914 the 
 grade, as a whole, was below the average in ability. It is fair 
 to assume that without the kindergarten training this per cent 
 would have been at least as small as that of 1910-1911. It will 
 also be noted that the year the kindergarten was established, 1912- 
 1913, the percentage of promotions was very high. This may 
 be interpreted as due to the fact that the immature had been seg- 
 regated in the kindergarten and that many of the students had 
 had the advantages of a private kindergarten which was con- 
 ducted in the village the year before. 
 
 Miss Ellen L. Bacon, who has had charge of the first grade 
 for the past five years, gives the following testimony as to its 
 value. 
 
 a. The children have a training in the use of their hands which aids 
 very much in the work in drawing and writing and in the handling of their 
 books and materials. 
 
 b. The children are better able to do their work in the first grade 
 
THE GRADES 7 
 
 because they are already used to a teacher, to a school room and its disci- 
 pline, and to the other children in school. This enables the teacher to 
 make more rapid progress than she could otherwise. 
 
 c. There is a tendency to do away in part with the tremendous accel- 
 eration of students in the grades. (This phase of the problem will be 
 dealt with later. See page 12.) 
 
 V. THE GRADES. 
 
 1. Equipment. 
 
 The first six grades are located with the kindergarten on the 
 first floor of the building. The rooms are large, and well lighted, 
 heated and ventilated. They are furnished with modern furni- 
 ture. The first and the second grades have the Moulthrop desk 
 chairs which are excellent for the work done in these grades. 
 They enable the teacher to have the center of the room clear 
 when needed for dramatization, and to have the children face any 
 blackboard about the room. The chairs are of three sizes in each 
 grade thereby caring for the various sized children. Above these 
 grades there are the single desks, twenty per cent of which are 
 adjustable. Each grade has a small library which the children 
 use. These are supplemented with books from the Public Library 
 to some extent. It is felt, however, that the library equipment 
 is not adequate and that the distance of the Public Library from 
 the school is such that its service to the grades is seriously 
 impaired. Each grade is supplied with sets of supplementary 
 readers. This equipment has been increased in the first four 
 grades from two to four sets per grade in the past three years. 
 There is need for at least one or two sets more, particularly in 
 the lower grades, before the equipment may be considered suffi- 
 cient. The supply of maps and globes is ample for good work. 
 The students buy their own textbooks save those used in music. 
 
 2. Attendance. 
 
 The attendance in the grades is about the same as it was 
 
8 A STUDY 
 
 a dozen years ago. The enrollment, as it stood November 10, 
 1914, is shown by the table. 
 
 Table No. 1. 
 
 First grade 43 
 
 Second grade 30 
 
 Third grade 33 
 
 Fourth grade 32 
 
 Fifth grade 37 
 
 Sixth grade 23 
 
 This attendance is small, due to the fact that the parochial 
 schools care for nearly the same number of children as the union 
 school. (225 in parochial schools, 316 in the first eight years 
 in the union school.) 
 
 J. Organization. 
 
 Each grade is organized as one class, in other words, there 
 is no subdivision of a grade. In the first grade the brighter stu- 
 dents are dismissed as soon as they have completed the work for 
 the morning, and the older ones are detained until they have mas- 
 tered as much as they are able. This method does not detain 
 any child later than 11 :15. In this manner individual work with 
 those who need it is realized. The other five grades have regu- 
 lar recitation and regular study periods. During the latter the 
 teacher is engaged in aiding those who need her services. This 
 is an attempt to apply the Batavia system as far as it is possible 
 for us to do, and was wisely worked out by a former principal, 
 Edward J. Bonner. The children are promoted once a year. This 
 promotion depends upon the work accomplished by the child and 
 his capacity to do the work. In the fourth, fifth and sixth grades, 
 monthly examinations are given, and the results of these count 
 equally with the daily work done by the student. 
 
THE GRADES 9 
 
 4. Promotions, Demotions, Failures, Eliminations.* 
 The number of promotions, demotions, failures and elimina- 
 tions are shown by 
 
 Table No. 2. 
 
 First Second Third Fourth Fifth Sixth 
 
 Promotions 28 27 26 31 22 30 
 
 Demotions 1 
 
 Failures 8 ' 4 4 3 2 
 
 Eliminations 4 6 1 7 5 
 
 Reasons assigned for failures. 
 
 Sickness 2, Deficiency 2, Slow minds 7, Lack of application 
 1, Change of school 1. 
 
 Reasons assigned for elimination. 
 
 Illness 1, Moved from village 21, Death 1, Entered parochial 
 school 2, Work certificates 3. 
 
 Reasons for demotions. 
 Slow mind 1. 
 
 The greatest problem that confronts our school is the slow 
 pupil. There are hardly enough to warrant the formation of a 
 special class with a special teacher, hence there is an elimination 
 due to the fact that the teachers cannot give these pupils all the 
 attention they need. They go out into the world not fitted ade- 
 quately to meet its common problems. Just how to solve this 
 problem is unsettled. There is also need of a teacher trained 
 to give the Binet and other tests for defectives. There are cer- 
 tain pupils who are either slow or defective. As one teacher puts 
 it, she wishes she were sure whether certain children are de- 
 fective or not, for she would like to know whether her efforts 
 are really worth while on their behalf, or whether she is working 
 against fate. It would be worth much to the district to have a 
 teacher of broad experience learn to give these tests and apply 
 
 * To advance from a lower grade to a higher is a promotion; to be 
 put back a grade or more is a demotion ; to drop out of school is an 
 elimination; and to fail to be promoted after a years work is a failure. 
 
TflBLE 3. Distribution of Children in Grades IP if 
 
 SB**- 
 
 / 
 
 
 
 
 
 
 1 
 
 2 
 
 
 
 
 
 
 \ 
 
 6yrs. 
 
 /3 
 
 1 
 
 
 
 
 
 /4 
 
 S 
 
 4 
 
 
 
 
 
 13 
 
 7yr& 
 
 s 
 
 II 
 
 
 
 
 
 /6 
 
 7 
 
 6 
 
 / 
 
 
 
 
 /f 
 
 8^5, 
 
 1 
 
 1 
 
 9 
 
 
 
 
 /4 
 
 
 
 
 
 // 
 
 J 
 
 / 
 
 
 /9 
 
 9^r5. 
 
 
 
 2 
 
 9 
 
 1 
 
 
 /2 
 
 / 
 
 / 
 
 i | 
 
 ^ w 
 
 J 
 
 
 IZ 
 
 10 ?/^. 
 
 
 
 Z 
 
 6 
 
 5" 
 
 4 
 
 /7 
 
 
 
 2 
 
 
 J 
 
 / 
 
 8 
 
 // ^rs 
 
 
 
 z 
 
 4 
 
 7 
 
 3 
 
 /6 
 
 
 
 
 / 
 
 f 
 
 3 
 
 8 
 
 /2</rs. 
 
 
 1 
 
 
 z 
 
 S 
 
 
 
 /# 
 
 
 
 
 / 
 
 / 
 
 
 
 <r 
 
 /3Vr* 
 
 
 
 
 
 1 
 
 
 / 
 
 
 
 
 
 
 / 
 
 / 
 
 14 ^rs. 
 
 
 
 
 
 
 / 
 
 / 
 
 
 
 
 
 / 
 
 
 / 
 
 l&Vrs 
 
 
 
 
 
 
 
 
 
 
 
 
 / 
 
 E 
 
 3 
 
 Total 
 
 ZO 
 
 7 
 
 is- 
 
 Zl 
 
 IS 
 
 /* 
 
 106 
 
 Zl 
 
 /3 
 
 /6 
 
 to 
 
 /& 
 
 3 
 
 85 
 
 NOTE : Directions for reading graphs are found on page 109. 
 
THE JUNIOR HfGH SCHOOL 11 
 
 them to those children who cannot do their work as it should 
 
 be done. Perhaps this would give results that would surprise all 
 concerned. 
 
 5. Acceleration and Retardation. 
 
 The retardation and acceleration* in the first six grades are 
 shown by the table opposite. 
 
 I ; rom this the following per cents are obtained. 
 
 Table No. 4. 
 
 1913-1914 1914-1915 
 
 Boys. September September 
 
 Accelerated, two years 14.4% 6.6% 
 
 Accelerated, one year 44.2% 47.1% 
 
 Normal 25.9% 28.3% 
 
 Retarded, one year 11.5% 11.3% 
 
 Retarded, two years 3.8% 5.6% 
 
 Retarded, four years .9% 
 
 Girls. 
 
 Accelerated, three years 1.2% 
 
 Accelerated, two years 21.5% 16.4% 
 
 Accelerated, one year 38.7% 45.8% 
 
 Normal 22.5% 20 % 
 
 Retarded, one year 6.4% 9.4% 
 
 Retarded, two years 6.4% 2.3% 
 
 Retarded, three years 4.3% 3.5% 
 
 Retarded, four years *... 1.2% 
 
 1913-1914 1914-1915 
 
 Boys. Summary 
 
 Acceleration 58.6% 53.8% 
 
 Normal 25.9% 28.3% 
 
 Retardation 15.3% 17.9% 
 
 Girls. 
 
 Acceleration 60.2% 63.5% 
 
 Normal 22.5% 20 % 
 
 Retardation 17.2% 16.4% 
 
 *It is assumed by certain authorities that the normal age for a child 
 
 in the first grade is seven years, and each grade following in order a year 
 
 later than the preceding. All children older than the normal age are said 
 to be retarded, and all younger are said to be accelerated. 
 
12 A STUDY 
 
 Observation. 
 
 One third of the retardation is caused by students coming 
 from other schools, particularly from rural schools. 
 
 The retardation of the boys and the girls is about the same. 
 
 The acceleration of the girls is greater than that of the boys 
 and bears out the fact that the girls in the grades are brighter and 
 make greater advance than the boys. 
 
 The acceleration greater than one year has been cut down 
 by the establishment of the kindergarten. 
 
 
 6. The Course of Study. 
 
 The course of study used in the grades is based on that 
 formulated by the Education Department at Albany. This was 
 modified and adjusted by the faculty in 1912 to the needs of the 
 school, which has resulted in closer co-ordination of the grades. 
 The examinations made out for the grades by the State Depart- 
 ment are not used in this school because the faculty feels it an 
 injustice to the students to be submitted to an examination made 
 out by people hundreds of miles away and not acquainted with 
 them. It is bad enough for those in the high school to be sub- 
 mitted to such tests, and it is hoped that the Education Depart- 
 ment will see the error of its ways in permitting any such exam- 
 inations to be printed for use in the grades. 
 
 The students below the fifth grade are not supposed to do 
 any home work. Beginning with the fifth grade, a definite sched- 
 ule of home work is arranged, thirty minutes for the fifth grade 
 and forty-five for the sixth. The home work for these grades 
 consists of the preparation of the geography lesson. 
 
THE JUNIOR HIGH SCHOOL 13 
 
 VI. THE JUNIOR HIGH SCHOOL. 
 
 i. The Plan. 
 
 Up to the autumn of 1912 the seventh and the eighth grades 
 were seated in separate rooms and were organized on the same 
 plan as the preceding six grades. This organization was not all 
 that was desired so these grades were thrown together in a 
 large study hall formed from the two grade rooms and became 
 known as the junior high school. The work is now conducted 
 on the departmental plan in charge of the two teachers who had 
 had charge of the separate grades. The recitations are heard 
 in the rooms used by the high school students. The reasons for 
 this change are five. 
 
 1. Much trouble had been experienced in the transition 
 between the high school and the grades, partly because of the 
 change of organization. The departmental plan for the seventh 
 and eighth grades aids materially in bridging this gap. Our 
 experience with the department testifies in its favor. 
 
 2. Many of the retarded students in the seventh grade had 
 felt an embarrassment because of their age and size. When 
 seated in a study hall with the eighth grade this embarrassment 
 is relieved to a degree by their associations, for a part of the time, 
 at least, with those who are nearer their age. This has reduced 
 the elimination from this grade to a considerable extent. 
 
 3. Students may be promoted by subjects instead of by 
 grades thereby saving them much time. A boy good in arithme- 
 tic but poor in his other subjects, may advance in that subject 
 while he reviews the others. This was impossible under the old 
 organization. In other words, a child may advance as rapidly in 
 every subject as his ability and effort will permit. 
 
 4. It will enable the instruction in these vital years to be 
 given by teachers specially fitted for the subjects they teach. 
 
 5. The way may be paved to make the seventh and the 
 eighth years a time for vocational guidance. [Vocational guid- 
 ance may be defined as an attempt to provide means for enabling 
 
14 A STUDY 
 
 students to learn for what occupation or profession they are best 
 fitted.] 
 
 The two years' trial of this departure has shown these rea- 
 sons for the change, with the exception of the last, good ones, 
 and that the move was a wise one. Another year the names, 
 seventh and eighth grades are to be stricken from the subjects 
 taught in this department, thereby completing the abolition 
 of these grades. As yet we have been unable to test the fifth 
 reason because of the lack of facilities. When the agricultural 
 and the home-making departments are added, it will be possible 
 to give some of this work as well as some commercial work in 
 these grades. In the past year about ten weeks' work in algebra 
 has been given. This year about the same amount of Latin will 
 be taught. In this way the child can get a taste of the various 
 lines of work the school is fitted to teach, and by this work the 
 abilities and interests of the child may be discovered. This, of 
 course, is of tremendous importance. When the child's talents 
 are disclosed, the greatest problem of the student is solved. 
 
 There are, however, some disadvantages that must not be 
 overlooked. The departmental plan makes it necessary that the 
 periods of the junior and the senior high school be the same 
 length, in order that the passing of classes in the two schools may 
 take place at the same time. This makes it somewhat difficult to 
 arrange a schedule without slighting same subjects. The difficulty 
 is being met, however, by making a forty-five-minute recitation 
 period, partly for study under the guidance of the teacher in the 
 recitation room, and partly for recitation. This plan is carried 
 out in all the seventh year classes. The minor subjects are so 
 grouped as to fit into the periods. Another disadvantage is that 
 some subjects have to be taught in the study hall when the stu- 
 dents are seated there. This disadvantage will be remedied 
 another year. It is commonly felt that students in the seventh 
 and eighth years should have one teacher constantly in charge 
 of them for a year. But this has not caused trouble, for the two 
 teachers who teach all the major subjects of these years come 
 
THE JUNIOR HIGH SCHOOL 15 
 
 into close contact with the students for this period. The advan- 
 tages more than outweigh the disadvantages. 
 
 2. The Equipment. 
 
 The material equipment for this department consists of a 
 well lighted study hall, seating eighty-five pupils, and the high 
 school recitation rooms for the recitation work. The furniture 
 is in good condition. In the study hall is a row of adjustable 
 desks for the convenience of the undersized and the oversized 
 students. The room is well supplied with appropriate pictures 
 but lacks in library equipment. Again the disadvantage of the 
 remote location of the combined school and public library is felt. 
 
 j. The Attendance. 
 
 The attendance in this department has increased as is shown 
 by the table. 
 
 1912-1913 Boys 37 Girls 42 Total 79 
 
 1913-1914 Boys 39 Girls 41 Total 80 
 
 1 1914-191 5 Boys 44 Girls 49 Total 93 
 
 This attendance consists of pupils above the sixth grade and 
 those who have not yet obtained their entrance in full to the 
 senior high school.* This year the enrollment in this department 
 has become so large that it has been necessary to seat in the 
 senior study hall all students who lack not more than two sub- 
 jects for their high school entrance. The increased enrollment 
 is due to two causes. There is less elimination of students from 
 the seventh and eighth years, and a larger number of rural stu- 
 dents are entering to prepare for high school. 
 
 t(Note: These figures are for the sixth month of school, and will be 
 larger at the close of the year. The others are for the whole year). 
 
 The entrance to the senior high school consists of the successful com- 
 pletion of the work in arithmetic, geography, spelling, elementary English, 
 elementary U. S. History, reading and writing. 
 
16 A STUDY 
 
 4. The Course of Study. 
 
 The course of study for this department is based on the 
 syllabus outlined by the State Department but modified by the 
 faculty to meet the needs of our students. Geography has been 
 taught the first half of the seventh year, but in order to make 
 room for subjects aiding in vocational guidance, this subject must 
 be completed in the sixth grade in the future. In addition to the 
 ten weeks of algebra and ten weeks of Latin now taught in the 
 last half of the eighth year, the work in drawing should include 
 some mechanical drawing, and the work in arithmetic some ele- 
 mentary bookkeeping. It is hoped that within a short time the 
 work in home making and agriculture may be added when the 
 course will be broad enough to make possible vocational guidance. 
 
 The students of this department are supposed to spend one 
 hour at home in the preparation of their work. This time is 
 spent on history and spelling subjects in which the parents' aid 
 will be of true service to the student. 
 
 The students have a spirit of work and loyalty to the school, 
 due to the fine work of the teachers. There is an air of earnest- 
 ness in this department. This must not be construed, however, 
 to mean that every student is model, for such is not the case. 
 Many have the idea that they can get something for nothing, i. e., 
 they can make headway without work. They usually see the 
 error of their ways before they have been in the study hall for 
 any length of time. 
 
THE JUNIOR HIGH SCHOOL 
 
 17 
 
 TABLE 6 . Distribution tf Children in 
 Junior High School ky /lyes. 
 
 T 
 
 i*t. 
 
 II 
 
 8 
 
 13 yrs. 
 
 Total 
 
 Zl 
 
 4; 
 
 J7 
 
 NOTE : Directions for reading graphs are found on page 109. 
 
18 A STUDY 
 
 5. Acceleration, Retardation and Elimination. 
 
 An examination of the table opposite shows the acceleration 
 and the retardation in the junior high school to be as follows : 
 
 Table No. 7. 
 
 Boys September, 1914. 
 
 Accelerated, three years 2.4% 
 
 Accelerated, two years 9.7% 
 
 Accelerated, one year 26.8% 
 
 Normal 17.1% 
 
 Retarded, one year 26.8% 
 
 Retarded, two years 9.7% 
 
 Retarded, three years 4.8% 
 
 Retarded, four years 2.4% 
 
 Girls. 
 
 Accelerated, two years 21.6% 
 
 Accelerated, one year 21.6% 
 
 Normal 32.4% 
 
 Retarded, one year 18.9% 
 
 Retarded, two years 2.7% 
 
 Retarded, three years 2.7% 
 
 SUMMARY. 
 
 Boys accelerated 38.9% 
 
 Normal 17.1% 
 
 Boys retarded 43.7% 
 
 Girls accelerated 43.2% 
 
 Normal 32.4% 
 
 Girls retarded 24.3% 
 
 A marked retardation on the part of the boys is here shown. 
 This is caused largely by the call of the farm and the nurseries. 
 The boys get working certificates that they may work in the fall 
 and in the spring. When the work is over, they come to school 
 
THE SENIOR HIGH SCHOOL 19 
 
 when it is open and, of course, the absence retards them in their 
 school development. These boys usually remain in school until 
 they have nearly or entirely completed the junior high school 
 work, but rarely enter high school. If they do, they remain only 
 a year or so. 
 
 The retardation of the girls is greater than in the grades, but 
 this is natural, for, as the slow pupils advance in the grades, their 
 retardation increases. 
 
 The heavy acceleration in this department points to a prob- 
 lem that confronts the senior high school. Nearly all of the 
 accelerated students continue their school work beyond the junior 
 high school. Their minds are rather immature to do much of 
 the work required of them with the result that they become 
 retarded and, very often, are over-burdened in their senior year 
 or else require five years to complete the course. 
 
 The elimination in the junior high school for 1913-1914 num- 
 bered five, which is not so heavy as might be expected, nor so 
 heavy as is usually found throughout the country. This testifies 
 eloquently to the value of the establishment of the junior high 
 school on the departmental plan. 
 
 VH. THE SENIOR HIGH SCHOOL. 
 
 The high school department, now known as the senior high 
 school, was established in 1883 when the Union Free School Dis- 
 trict was formed, and it was housed with the grades in the old 
 Seminary Building. It has always been true to the ideals of 
 classical training and has stood for the best in that kind of work. 
 The course of study was not broadened until 1913-1914 when a 
 commercial department was established. The reasons for this 
 delay are three: (1) It was not popular in this state among 
 schools the size of the Dansville school to broaden much beyond 
 the traditional high school course. (2) The School District was 
 shackeled financially by the bonded indebtedness imposed by hav- 
 
20 
 
 A STUDY 
 
 ing to pay for the original building twice. (3) The school build- 
 ing was not large enough to permit expansion. The recent spread 
 of commercial and vocational education throughout the state, 
 the payment of the last bond for the old school building in 1912, 
 and the erection of the addition to the old building, paved the way 
 for a new era in the educational history of the village. 
 
 i. The Course of Study. 
 
 The traditional high school course, as now in force in our 
 school, aims to prepare for the normal school, the college, and 
 the technical school, and to give a broad preparation for those 
 not able to attend institutions of higher learning. It is as follows : 
 
 FIRST YEAR. 
 
 *tEnglish I 4 
 
 *tElem. algebra 5 
 
 Biology 5 
 
 *tLatin I 5 
 
 Elem. design 2 
 
 Vocal music 
 
 SECOND YEAR. 
 
 *tEnglish II 3 
 
 *tPlane Geom 5 
 
 *tAncient hist 5 
 
 *tLatin II 5 
 
 *t German I 5 
 
 Elem. representation 2 
 
 Vocal music 
 
 THIRD YEAR. 
 
 *tEnglish III -. 3 
 
 Chemistry 5 
 
 English history 3-5 
 
 * Latin III 5 
 
 *t German II 5 
 
 tAdv. representation 2 
 
 Vocal music 
 
 FOURTH YEAR. 
 
 *tEnglish IV 3 
 
 tPhysics 5 
 
 tAmerican history 5 
 
 * Latin IV 5 
 
 German III 5 
 
 *t$Inter. algebra 2 
 
 $Solid geom 2 
 
 ^Trigonometry 2 
 
 $Adv. algebra 3 
 
 tMech. drawing 3 
 
 Vocal music 
 
 The figures to the right of the subjects represent the number of counts 
 allowed each subject. A count represents a recitation of 40 minutes each 
 week through the school year. 
 
 The average student is expected to carry work each year aggregating 
 18 counts. 
 
THE SENIOR HIGH SCHOOL 21 
 
 Vocal music, one period per week. 
 
 iWhen trigonometry and advanced algebra are to be elected inter- 
 mediate algebra and solid geometry should be taken in the third year. 
 
 "Required for entrance to a college liberal arts course. 
 
 tRequired for entrance to a college scientific course. 
 
 The same are required for entrance to a technical school, with the 
 addition of solid geometry, trigonometry and advanced algebra. 
 
 Required for entrance to state normal schools. In place of the two 
 years of Latin, two years of German may be substituted. 
 
 Whether this course is as it ought to be, is a serious question. 
 The whole problem resolves itself into the one question, "Is there 
 such a thing as a general or a formal discipline?" Arrayed on 
 both sides of this question are the mightiest minds of the profes- 
 sion, a part contending vehemently that formal discipline is a 
 reality that must not be sacrificed. The opponents of the doc- 
 trine, who are pronounced students of experimental psychology 
 and child study, seem to be the stronger at the present time, with 
 the result that Greek has been forced from the curriculum and 
 Latin and pure mathematics do not hold so strong a position as 
 they once did. However, the question has not been settled de- 
 cisively enough as yet for the educational authorities, either of 
 the state or the smaller units, to prune much further. It is sin- 
 cerely hoped that more light may be shed on this problem as the 
 years go by so that there may not be so much wandering in the 
 dark as to whether the traditional subjects do give a training to 
 the mind, making it stronger, or whether they serve simply as a 
 seive to select from the students those whose minds are naturally 
 brighter than the average. The course is justified in our school, 
 however, because it is required for entrance by institutions of 
 higher learning. 
 
 The fact remains, however, that the traditional course did 
 not serve so many of the young people as the school ought to 
 serve. Hence the commercial work was added. 
 
22 A STUDY 
 
 Course of Study for Commercial Work. 
 
 FIRST YEAR. THIRD YEAR. 
 
 English I 4 English III 3 
 
 Elementary bookkeeping 3 English history 5 
 
 Elementary algebra 5 Shorthand, or a foreign lang. . 5 
 
 Business writing 2 Physics or chemistry 5 
 
 Biology 5 FOURTH YEAR. 
 
 SECOND YEAR. Com. Eng. and correspond. ... 3 
 
 English II 3 American history with civics.. 5 
 
 Geometry 5 Commercial law 2 l / 2 
 
 Commercial geography 2 l /2 Economics 2 
 
 Commercial arithmetic 2 l / 2 Shorthand II or a for. lang... 5 
 
 Advanced bookkeeping 5 Typewriting 3 
 
 A study of this course will show that seven-twelfths of the 
 work consists of liberal training, i. e., work in English, history, 
 mathematics and science. The remaining five-twelfths is purely 
 commercial. Since the business world demands efficiency on the 
 part of its servants, and the average student desires to earn 
 sooner than he is able, it has been very wisely ordered that no 
 student can study shorthand or typewriting until he has com- 
 pleted two years of high school work or its equivalent, or else 
 is eighteen years of age. The school aims to prevent a pure 
 commercial training without some fundamental training for life. 
 
 That this course has been very popular among the students 
 is shown by the enrollment as it stood January 5, 1915. 
 
 Elementary bookkeeping 27 Commercial Law 4 
 
 Advanced bookkeeping 14 Shorthand I 6 
 
 Commercial arithmetic 14 Shorthand II 4 
 
 Commercial geography 24 Typewriting 6 
 
 Commercial English 4 
 
 It will be noticed that the more advanced subjects have a 
 small enrollment, due to the fact that this is the first year they 
 have been taught. As the students now taking the elementary 
 work advance, there will be large classes in the advanced work 
 another year. 
 
THE SENIOR HIGH SCHOOL 23 
 
 The next step that should be taken by the school is the estab- 
 lishment of courses in agriculture and home making. Already 
 the people of the district have voted at their annual school meet- 
 ing to empower the Board of Education to establish such courses 
 when they feel there is a demand for such. 
 
 2. Equipment. 
 
 The senior high school department consists of a study hall 
 seating 140 students; six recitation rooms; chemical, physical 
 and biological laboratories; a bookkeeping room; a typewriting 
 and shorthand room ; and a music and drawing room. The lab- 
 oratories are well equipped with apparatus and reference books. 
 The furniture is all good, and every wall is well decorated with 
 appropriate pictures. One room is equipped with an excellent 
 stereopticon lantern with a microscopic attachment. This is used 
 consistently by most of the departments, the slides being loaned 
 the school by the State Department. The library of the school 
 is inadequate to its needs. There are dictionaries in English and 
 the foreign languages taught in the school, encyclopedias, and a 
 few reference books. Theoretically, the combined school and 
 public library, housed over on Main Street, should supplement 
 the school library and it does, in a limited sense; but to be of 
 any great service to the school, this library is located at too great 
 a distance from the school building. 
 
 j. Election of Studies. 
 
 Every student in the senior high school has at least one con- 
 ference with the principal during the year, concerning his course 
 of study. In the month of May each student selects, in consulta- 
 tion with the principal, his next year's program of studies. This 
 is done for three reasons. 
 
 1. It has a wholesome effect on the student in the spring 
 time when interest begins to lag. He catches a vision of what it 
 
24 A STUDY 
 
 will mean to him to be successful in his work for the year about 
 to close, and thereby he is spurred on. 
 
 2. It suggests to him that he is to return to school the fol- 
 lowing year. During his summer vacation he thinks of the new 
 program and another year of progress. 
 
 3. The consultation with the principal suggests to him that 
 he should keep his eye on the completion of the course of study 
 and should look to the work he intends to follow after leaving 
 school. 
 
 The next autumn, when the student returns to school, this 
 program is revised as the need may be. This method has kept 
 many students in school who would otherwise have dropped out. 
 
 4. Home Study. 
 
 Each student is supposed to do from one to two hours of 
 home work each school night as his program may demand. If 
 the student fails to do passing work, he may be assigned to a 
 fifty-minute study-period after school, four afternoons each week, 
 when the student concentrates on the work in which he is defi- 
 cient. This study period is not considered a penal institution. 
 It is a time set apart for the student to study under supervision, 
 a time when he may be aided in his work. This period has more 
 than justified itself, for the scholarship of the school has im- 
 proved since its inauguration. It is admitted that the time is not 
 the best for this study-period, but no other time is available. It 
 would be better for the student to be out on the playground in 
 the fresh air. But it has been observed that most of those who 
 are habitually in the study-period, are those who take too much 
 air in the evenings when they should be home studying. 
 
 5. The Esprit de Corps of the Student Body. 
 
 The young men and women of the senior high school are a 
 quiet, studious body. They have plenty of life which manifests 
 
THE SENIOR HIGH SCHOOL 25 
 
 itself occasionally as young people are wont to show it, but as 
 a whole the students are well behaved, interested in their work, 
 and of a good moral tone. As a body, they are in school for 
 business. 
 
 6. Means of Interesting Students in their School Work. 
 
 Herbart has taught us that interest is the basis of successful 
 school work. To interest the students in our school every effort 
 is made. Every student who begins a new study is told why the 
 subject is taught and what he may expect to get from the pur- 
 suit of the study. An effort is made to make the student feel 
 he is not walking in the dark. Mention has been made of the 
 personal conferences with the principal concerning the student's 
 future and concerning the present work. To supplement this, 
 each year a hand book is published giving information in detail 
 about the work of the school. Copies of this are mailed to the stu- 
 dents about two weeks before school opens. At various times dur- 
 ing the year, speakers are invited to come to the high school to 
 speak to the students concerning educational work, the vocations 
 and the professions. Business men are asked to tell the students 
 of the value of an education in the business world. At times the 
 principal gives talks during the opening exercises about the 
 school and education in general. The teachers in their classrooms 
 strive to encourage the pupil in his work, to guide him to the goal 
 toward which he is striving, and to show him how the work will 
 aid him in life. In other words, an attempt is made to make the 
 work as practical as possible. These efforts have had not a little 
 effect in keeping the student in school, and they account consider- 
 ably for the rise from the slump of attendance which is shown 
 by the graph of attendance (page 40). 
 
 < 
 7. The Attitude of the School Towards the Regents. 
 
 New York State has imposed on its schools a system of exam- 
 inations, commonly known as the Regents, as a test of their effi- 
 
26 A STUDY 
 
 ciency. In the absence of a better test, they may be tolerated. 
 But they tend to kill live teaching. Teachers are too often meas- 
 ured by their ability to get students through the examinations. 
 Students come to look upon the examinations as the end of edu- 
 cation, and since their progress is measured in terms of Regents 
 credits, the approaching examinations tend to have a very baa 
 effect upon those who are nervous. So much depends upon the 
 three hours spent in writing an examination, especially in the sec- 
 ond year of the languages credit for two years' work that the 
 nervous adolescent boy or girl is taxed more than should be, and 
 often failure comes to those most worthy to receive credit for 
 work well done. Our school is trying to overcome this evil as 
 far as the system of examinations will permit. The students are 
 constantly told that the end of education is not to pass an exami- 
 nation, but to get knowledge and training. If these are obtained, 
 the examinations will be passed as a natural course of events. 
 Therefore, they should work throughout the year to gain a mas- 
 tery of the subject. The Regents examination is never men- 
 tioned. No use is made by the students or the teachers of Re- 
 gents question papers in the class room save the week before 
 the examinations. During the year a record is kept of the class 
 work done by the students, and quarterly examinations are held. 
 If the average is 70%, the student is then told he is ready to be 
 measured by the State through the Regents examination. Of 
 course, this rule is flexible, that no injustice may be done a worthy 
 student. The result of this is that nervousness is reduced, cram- 
 ming is decidedly discouraged, and the Regents are kept in the 
 background. The same spirit is manifested throughout the fac- 
 ulty. They follow closely the State Syllabus which they 
 try to cover thoroughly, but the Regents examination ques- 
 tion paper is not held before the pupil as a "bogie-man who will 
 get you if you don't watch out." This attitude has had a very 
 wholesome effect upon the students since it was inaugurated 
 in 1911-1912. We hope that the State will soon cease to lay 
 so much emphasis upon a dry-as-dust examination, prepared by 
 those who know but little of the living work of the class room, 
 
THE SENIOR HIGH SCHOOL 27 
 
 but rather much emphasis upon the living work of the class 
 room, day by day, and rigidly inspected at least two or three 
 times each year by men of rich pedagogical experience. We have 
 inspection now, but it isn't rigid enough because there are too few 
 inspectors. When it is possible for the schools to be inspected at 
 least twice annually, then the State can say to a school, "Your 
 work is such that it is approved, and your students may have 
 credit for the work they have done." If the State does not 
 think this entirely practical, it would be at least a great improve- 
 ment if some credit might be granted for the daily work of the 
 student. Perhaps it would be 'well to base the amount of public 
 money a district should receive upon the results of the inspection, 
 revealing the character of the work done and the spirit of the 
 school. In a way the State is doing this very thing in its voca- 
 tional work in which there are no Regents examinations. 
 
 8. Requirements for Graduation. 
 
 In the past, the requirement for graduation from the 
 high school was to earn a Regents Academic Diploma. The stu- 
 dents would write their examinations the week before commence- 
 ment, their papers were corrected immediately and then for- 
 warded to Albany for a final review by the officials there. The 
 results of this review were telegraphed back to the school, and 
 those students who had gone successfully through all this pro- 
 cedure were graduated. Those who had failed might be per- 
 mitted to sit on the stage and receive an unsigned diploma 
 which was signed as soon as the Regents were passed. It 
 is a blessing that such requirements have been relegated to the 
 museum. Just why two diplomas are necessary to certify to the 
 fact that one has been earned, has always been unexplainable. 
 The new requirements for graduation are summed up as follows : 
 
 First. The student must have to his credit 52 academic counts and 
 must have taken part in rhetoricals at least twice during his junior year 
 to be admitted as a member of the senior class. 
 
28 A STUDY 
 
 Second. The student must be registered for work which will com- 
 plete the requirements for an academic diploma, or a college entrance 
 diploma. 
 
 Third. The student must maintain during his senior year a class 
 standing of at least 70% in each subject, and must take part in senior 
 rhetoricals at least twice. 
 
 With the fulfillment of these three requirements the student will take 
 part in the public commencement exercises and will receive a signed school 
 diploma. 
 
 By this method, the school diploma represents successful 
 completion of the work of the student done in his senior year. 
 It means that in this year he has made good in his daily work. 
 The Regents Diploma represents his success in Regents examina- 
 tions. Thus the two diplomas stand for things different at least 
 in part. This plan of graduation has put the Regents examina- 
 tions in the background, for the student is graduated whether or 
 not be passes the examinations in his senior year. However, if 
 a student fails to maintain during his senior year the required 
 school ratings, he may be graduated on the old basis if he so de- 
 sires. This, we hope, will be abolished in the near future. It is 
 interesting to note in this connection, that under this system of 
 graduation, there has been a larger percentage of Regents Di- 
 plomas earned by the graduates than there was by those who have 
 been graduated under the old system in recent years. This goes 
 far to prove that when the emphasis is laid on the daily work 
 rather than on the examinations, the best work is secured. 
 
 In order to raise the value of the school ratings in the minds 
 of the students, application has been made to many of our col- 
 leges for the privilege of entering students on certificate rather 
 than on Regents standings. After investigation and inspection 
 on the part of some of the colleges, this privilege was given us 
 by Smith, Mount Holyoke, Michigan, Michigan College of Agri- 
 culture, The University of Rochester, Elmira, Syracuse and Wil- 
 liam Smith. At the present time application is being made at Wells 
 for the privilege. All students who have entered these colleges 
 of late years have done so on the recommendation of the school 
 
THE SENIOR HIGH SCHOOL 29 
 
 rather than on Regents credentials, and all have succeeded in 
 their work. 
 
 p. Efficiency of the School as Measured by the 
 Regents Examinations. 
 
 Since the State Department measures the efficiency of the 
 school by its system of examinations, it is only fair that the re- 
 sults of such measurement of our school be given. In the year 
 ending 1912, there were 331 examinations written, of which 292 
 were claimed. Of these the State Department accepted 274. 
 In other words, 82.5% of all the papers written were accepted by 
 the State Department and 93.8% of the papers claimed by the 
 faculty were accepted by the Department. In the year ending 
 1913, there were 410 papers written, 343 were claimed by us, and 
 323 were accepted by the Department. Putting these in per 
 cents, 78.3% of the papers written were accepted by the State, 
 and 94.1% of the papers claimed by us were accepted. In both 
 years our high school has led the county in this respect. It is 
 also interesting to compare these results with those of some of 
 the largest and best high schools in the State. 
 
 Table No. 8. 
 
 The Year 1912. 
 
 Per cent of Per cent of 
 those writ'n those claim'd 
 
 Name of School Written Claimed Accepted accepted. accepted. 
 
 Buffalo Central 6287 5205 4506 71.7 86.6 
 
 DANSVILE 331 292 274 82.5 93.8 
 
 Erasmus Hall, N. Y. C 8052 6285 6041 75. 96.1 
 
 Ithaca 2007 1600 1461 72.8 91.3 
 
 Masten Park, Buffalo. 8118 6691 6031 74.3 90.1 
 
 LaFayette, Buffalo ... 8380 6909 6244 74.5 90.4 
 
 Syracuse 4269 3442 3262 76.4 94.7 
 
 Wash. Irving, N. Y. C. 3995 3261 3100 77.6 95.1 
 
 Yonkers . 3189 2913 2774 87. 95.2 
 
30 A STUDY 
 
 For The Year 1913. 
 
 Per cent of Per cent of 
 those writ'n those claim' d 
 
 Name of School Written Claimed Accepted accepted. accepted. 
 
 Buffalo Central 6134 5122 4667 76.1 91.1 
 
 DANSVILLE 410 343 323 78.8 94.1 
 
 Erasmus Hall 7921 6830 6669 84.1 97.6 
 
 Ithaca 1984 1632 1492 75.2 91.4 
 
 LaFayette 8271 6388 5777 69.8 90.4 
 
 Hasten Park 7548 6264 5737 76. 91.5 
 
 Syracuse 4029 3025 2876 71.4 95.1 
 
 Wash. Irving 1 . . 4913 3954 3788 77.1 95.8 
 
 Yonkers 3523 3214 3080 87.4 95.8 
 
 These schools have been chosen at random from the report 
 of the Regents Examinations Division at Albany. The com- 
 parison, if the Regents examinations are an indication of effi- 
 ciency, shows the Dansville High School to be doing her work 
 well. 
 
 10. Acceleration, Retardation and Elimination. 
 
 By carefully studying the high school registers for the last 
 twenty years, it has been learned as accurately as possible, that 
 there has been an average of 37 students entering the senior 
 high school each year. The average number to be graduated 
 during this time has been 11.4 per year, thereby making an elimi- 
 nation of 25.6 students per year. In other words, 692% of the 
 students who have entered high school have been eliminated some- 
 time during the course. This is a serious problem, indeed. 
 
 The acceleration and the retardation of those entering is 
 quite accurately shown by the acceleration and retardation of the 
 students in the junior high school. Before the change in the 
 requirements for the Regents Academic Diploma, which took 
 place during the period of three years beginning 1906, but a small 
 number of students required more than four years to complete 
 the high school course, in fact, not a few were able to finish the 
 high school course in three years. But since then, about forty 
 
THE SENIOR HIGH SCHOOL 31 
 
 per cent of the students require five years to complete the work. 
 This shows the retardation of pupils who graduate after they 
 have entered high school. The retardation among those who do 
 not graduate, is in many cases appalling. A study of the causes 
 of this retardation is made in a small way in the discussion of 
 the questionaire sent those who had dropped out of school. 
 
 //. Diversions and Amusements. 
 
 It was mentioned in the introduction that Dansville is a 
 village fond of amusements and has earned for itself the repu- 
 tation of being one of the best "show towns" in New York. Nat- 
 urally, the students are fond of this form of entertainment, and too 
 many are prone to forget their school obligations when a show 
 comes to town. The moving pictures are very popular with the 
 students. It is not the purpose of this study to pass upon the 
 question whether the children ought to attend the shows and 
 ''movies," but it is one of its purposes to emphasize the necessity 
 that children learn to put the school work first, and after that, 
 the recreation the parent thinks best and most proper. Sad is the 
 day for the young man or the young woman when he or she ac- 
 quires the habit of fun first, and work afterwards. The import- 
 ance of finishing one's work first before one begins one's pleasure, 
 cannot be emphasized to strenuously. This is the lesson that the 
 school wishes to emphasize, and it needs the hearty co-operation of 
 the parents to bring results. The writer hopes that he may not be 
 misunderstood in this matter. He is not unsympathetic with the 
 students. The boys and girls have in this regard a harder time 
 today than had those of twenty years ago. The development of 
 the "movies," the greater number of traveling dramatic troupes, 
 and the greater demands of the social life of the day, offer at- 
 tractions difficult for live boys and girls to resist. Perhaps if 
 things were in our day as they are today, we should have been 
 even worse victims than many. No one likes to see students have 
 good times more than the writer, but he feels keenly the necessity 
 for them to learn the great lesson of life, putting first things first. 
 
32 A STUDY 
 
 12. Student Activities. 
 
 The high school is distinctively a school for the adolescent. 
 As such it must take account of the budding social instincts of 
 the student, and develop these instincts in a wholesome way. In 
 this, our school fails. Athletic sports are not what they should 
 be, largely because they are not directed by a member of the 
 faculty. Once there was a prosperous debating society for the 
 boys, and a literary society for the girls. Both have died a nat- 
 ural death due to the fact that they were not carefully fostered 
 by the faculty. In years gone by, a most excellent school publica- 
 tion was edited and published by the students. Last year this ac- 
 tivity was revived for a time, but this year it has not been at- 
 tempted. The trouble seems to be that the demands of the course 
 of study is such, that the students have but little time left for 
 activities, and what is left, seems to be taken by outside activities. 
 For the athletics there is a distinct need of faculty coaching and 
 supervision. The social side of the student's life is served, in a 
 meager way, by perhaps, four dances held each year in the gymna- 
 sium under the supervision of the faculty. This year the high 
 school students are given the privilege of mingling with one an- 
 other in the halls before school calls. The problem of student 
 activities, however, is far from being solved, and it needs imme- 
 diate attention. 
 
 This autumn the senior class, aided by some other students, 
 presented under the direction of Miss Barbara A. MacLeod, Gold- 
 smith's, "She Stoops to Conquer," in the Heckman Opera House. 
 The work was excellent, and those who took part were credited 
 with their rhetorical work for the senior year. This, perhaps, 
 suggests a way of handling the literary activities. 
 
THE SENIOR HIGH SCHOOL 33 
 
 jj. The Graduates. 
 
 The Dansville High School graduated its first class in 1890 
 and has graduated one each year since. There are in all 252 
 graduates distributed in classes as follows: 
 
 Table No. 9. 
 
 1890 7 1899 9 1908 6 
 
 1891 13 1900 6 1909 , 14 
 
 1892 9 1901 13 1910 10 
 
 1893 12 1902 11 1911 7 
 
 1894 4 1903 18 1912 11 
 
 1895 5 1904 14 1913 8 
 
 1896 5 1905 15 1914 22 
 
 1897 8 1906 15 
 
 1898 9 1907 11 
 
 o 
 
 Graph number I shows this distribution, and the number of 
 men and women in each class. The black bars represent the men 
 and the white, the women. The two bars together represent the 
 number in the class. It will be observed that the women out- 
 number the men in every class save six, of which only two 
 boasted of more men than women. In the remainder, the men 
 and the women were equal in number. In one class there was 
 not a man to be graduated. The study of the graph reveals a 
 slump in the number of graduates in 1894. This was probably 
 due to the fact that the first four classes to be graduated, culled 
 out those students who were doing advanced work. From 1894 
 there is a steady increase until 1903, when a high water mark is 
 set. A level is then reached a little below the 18 mark which was 
 retained until 1906 when another slump begins. This falling off is 
 probably due to the increase in requirements for the Regents Aca- 
 demic Diploma which was made in 1905. Before this time, a 
 year's subject received four credits, and 48 credits were necessary 
 to earn the diploma. After that time five credits were allowed 
 for a year's work in a subject, and there was a gradual increase 
 to 72 credits in the requirements for a diploma a 20% 
 increase. Although the passing mark was lowered from 75% 
 
34 
 
 A STUDY 
 
 /9/4 
 1915 
 J3/2 
 I9U 
 1910 
 
 1908 
 I97 
 
 It 
 
 /4 
 
 /,* 
 
 A5" 
 
 /-f 
 
 /d 
 
 /z 
 
 2* 
 
 Ntunber f 
 
 NOTE : Directions for reading graphs are found on page 109. 
 
THE SENIOR HIGH SCHOOL 35 
 
 to 60%, it is generally conceded by our best universities that 
 the 60% of today is nearly as exacting as the 75% of the past, 
 because the examinations are severer and the rating of the papers 
 is closer. 
 
 Beginning with 1914, there is a jump to the high water mark 
 in the history of the school, 'twenty-two people being graduated. 
 This is probably due to two reasons: 
 
 1. There was a large number of students left over from 
 preceding classes who remained in school because of tremendous 
 efforts on the part of the faculty to interest them. 
 
 2. The results of the methods described under the heading 
 "Means of interesting students in their work." The class to be 
 graduated June, 1915, gives promise of having from sixteen to 
 twenty-four members. 
 
 Up to and including the class of 1912, there have been on 
 the average, 11.4 graduates each year. This is altogether too 
 small a number for Dansville. 
 
36 A STUDY 
 
 14. What the Students Have Done Since Their Graduation. 
 
 From a questionaire sent the graduates up to and including 
 the class of 1912, the higher institutions attended by them, the 
 degrees they earned, and the occupations of 50% of these grad- 
 uates have been learned. 
 
 Table No. 10. 
 
 Institutions Attended. 
 
 Albany Normal College 2 
 
 University of Buffalo 4 
 
 University of Chicago 1 
 
 Columbia University 4 
 
 Barnard College 4 
 
 Colgate University 2 
 
 Cornell University 11 
 
 Cleveland Library School 
 
 Case School of Ap. Sc 
 
 Harvard University 
 
 Illinois 
 
 Lehigh University 
 
 University of Michigan 6 
 
 Missouri School of Mines 2 
 
 New York Library School 1 
 
 Notre Dame 1 
 
 Mount Holyoke College 1 
 
 Brought forward 
 
 Oberlin 
 
 Ohio Wesleyan College 
 Miami College 
 
 44 
 
 1 
 
 1 
 
 1 
 
 University of Rochester 2 
 
 Syracuse University 4 
 
 St. Bernard's Seminary 3 
 
 Union University 1 
 
 Yale University 1 
 
 Total attending institutions of 
 
 collegiate rank *58 
 
 Geneseo State Normal 23 
 
 Oswego Normal 2 
 
 Buffalo Normal 1 
 
 St. Andrew's Kind. School.... 1 
 Ithaca School of Expression .... 1 
 
 Total 44 Total attend'g Normal Schools 28 
 
 Table No. 11. 
 
 Classification of Institutions Attended by the Graduates. 
 Business Schools 9 Training Schools 3 
 
 Colleges or Profsional Schools. *47 
 Normal Schools . . 28 
 
 Academy 
 Total . 
 
 1 
 
 *Note: In Table No. 10, the number of institutions is larger than in 
 the other because some went from one college to another, thereby increas- 
 ing the number. 
 
THE SENIOR HIGH SCHOOL 37 
 
 Table No. 12. 
 
 Degrees Earned by the Graduates. 
 
 Bachelor of Arts 9 
 
 (There are six now attending college who will earn 
 their A. B. degree.) 
 
 Bachelor of Philosophy 5 
 
 (One now in college will earn this degree.) 
 
 Doctor of Medicine 5 
 
 Bachelor of Laws 4 
 
 Bachelor of Science 5 
 
 B. S. in Mining Engineering 2 
 
 Civil Engineering 1 
 
 Bachelor of Electrical Engineering 1 
 
 Table No. 13. 
 
 Occupations of the Graduates. 
 
 Architect 1 Machinist 1 
 
 Business 5 Merchant 4 
 
 Banking 1 Mining Engineering 2 
 
 Bookkeeping 3 Nurseryman 4 
 
 Clerk 4 Physician 5 
 
 Commercial Art 1 Private Secretary 2 
 
 Catholic Priest 2 Pharmacist 2 
 
 Compositor 1 Poultry Raising 2 
 
 Electrotyper 1 Review Editor 1 
 
 Engineer 2 Reporting and Editing 1 
 
 Farmer 1 Student 11 
 
 Homemaking 23 Stenographer 3 
 
 Insurance Agent 1 Social Work 1 
 
 Librarian 2 Teaching 23 
 
 Lawyer 4 Telephone Operator 1 
 
 Letter Carrier 1 Telephone Engineer 1 
 
 Musician 1 
 
 Music Teacher 2 
 
 These tables show that eighty-eight of the one hundred and 
 sixteen replying to the questionaire, have continued their educa- 
 
38 A STUDY 
 
 tion beyond high school ; that no one college has had a monopoly 
 of patronage of the Dansville High School graduates ; that most 
 of those who have attended normal schools have gone to Geneseo ; 
 and that the distribution of occupations of the graduates is wide. 
 Judging from these occupations, there is a need for the college 
 and normal preparatory courses and a course in home making. 
 
 75. Attendance. 
 
 The attendance upon instruction in the high school for the 
 past ten years reaches a high mark of 137 in 1905-1906 and from 
 that time there then is a gradual slump to 1909-1910. 
 
 16. A Study of the Slump in Attendance. 
 
 The graphs for the attendance in the entire school, in the 
 grades, and in the academic department, show a general slump 
 beginning in the year 1904-1905. Graph number 3 shows the 
 distribution of attendance in the academic department between 
 the residents and the non-residents. This reveals the fact that 
 the non-residents did not make a material contribution to the 
 slump. Hence, practically the whole problem deals with the at- 
 tendance of the residents. Nearly all the grade students are 
 resident, hence again the problem is shown to be entirely local 
 in character. A graph was drawn of the number of children of 
 school age in the district, as given by the school censuses. 
 This reveals a slump also. A tremedous drop is shown in this 
 graph for the year 1909-1910. This is due to an error on the part 
 of the census taker, however, as is shown by a careful comparison 
 of the censuses for the preceding and the succeeding years. This 
 slump, shown by the census, points to the birth rate. A study of 
 the vital statistics of the Town of North Dansville as found in 
 the office of the Town Clerk, shows the births for the years 
 beginning with 1882 and ending 1913. 
 
(530 
 
 440 
 
 410 
 380 
 
 fctaf 
 
 4'*-* 
 
 310 
 230 
 2GO 
 230 
 
 2.00 
 
 no 
 
 140 
 
 neb IST rat ri n in Crraae s. 
 
 GRRPH A/O. . 
 
 n in 1he Grades an** in the 
 Ehtire School. 
 
 NOTE : Directions for reading graphs are found on page 109. 
 
-1161 
 
 '- lll 
 
 n-oiei 
 
 eo -LOG i 
 
 0-905; 
 
 
 NOTE : Directions for reading 
 
 o ^ o Co g < 
 
 G) ^ '<D v K) 
 
 graphs are found on page 109. 
 
4- 
 
 o~> o 
 
 680 
 
 School Census 
 *f 
 
 Children 
 
 NOTE : Directions for reading graphs are found on page 109. 
 
42 A STUDY 
 
 Table No. 14. 
 
 Number of Births Per Year in the Town of North Dansville Since 1882. 
 
 Date. Boys. Girls. Total. Date. Boys. Girls. Total. 
 
 1882 37 31 68 1899 23 30 53 
 
 1883 38 44 82 1900 31 18 49 
 
 1884 41 36 77 1901 29 25 54 
 
 1885 28 38 66 1902 37 22 59 
 
 1886 34 26 60 1903 25 30 55 
 
 1887 46 22 68 1904 35 19 54 
 
 1888 30 25 55 1905 36 20 56 
 
 1889 42 34 76 1906 27 32 59 
 
 1890 40 29 69 1907 32 40 72 
 
 1891 39 33 72 1908 39 28 67 
 
 1892 43 23 66 1909 44 27 71 
 
 1893 41 29 70 1910 30 39 69 
 
 1894 22 25 47 1911 37 44 81 
 
 1895 40 34 74 1912 29 28 57 
 
 1896 27 36 63 1913 34 34 68 
 
 1897 35 30 65 1914 
 
 .33 29 62 
 
 These put in the form of a graph show an interesting curve 
 with a material slump, beginning 1895 and ending 1907. The 
 average birth rate for the years 1882-1895 is 67.8, and for the 
 years 1896-1907 is 58.4. This slump is not due to a variation in 
 population of the village, as the data received from the United 
 States Bureau shows: 
 
 Table No. 15. 
 
 Population of Dansville in 1880 3,625 
 
 1890 3,758 
 
 1900 3,633 
 
 1910 3,938 
 
 A study of this graph reveals the following observations: 
 
 1. There are more boys born in the Town of North Dans- 
 ville than there are girls. Yet in the academic department there 
 are many more girls than boys and among the 252 graduates there 
 

 E II 
 
 fc <J-~ 
 
 5 "^ TJ 
 
 1^ 
 
 ? 
 
 P i 
 
44 A STUDY 
 
 are but 90 boys. There is a tremendous dropping off of boys in 
 our school. 
 
 2. The graph of the boys and girls attending the grades, 
 shows more girls up to 1910, but since then the boys are in the 
 majority, as the birth rate indicates they ought to be. This is 
 undoubtedly due to an efficient enforcement of the compulsory 
 attendance law, and to the fact that the parents are coming to 
 appreciate the fact that the boys need an education for an effi- 
 cient life. 
 
 3. Taking six years as the average age of the students in 
 the first grade, and fourteen years as the average age of those 
 in the eighth grade, it will be seen that the children in school 
 during the year 1911-1912, the year of the smallest registration, 
 were born between 1898 and 1906. This is the period of the 
 greatest slump in the birth rate, which shows that the slump in the 
 grades is accounted for in the birth rate. 
 
 4. The slump in the academic department began in the 
 year 1906-1907. Taking fourteen as the average age of those 
 entering high school, and eighteen as that of those graduating, 
 we have as the birth years for those in attendance that year, the 
 period between 1889 and 1893. This comes before the slump in 
 the birth rate. The end of the slump in the academic department 
 comes in the year 1911-1912. The birth years for these students 
 is the period between 1894 and 1898. But this period is in the 
 beginning of the slump in the birth rate. The year 1914-1915 
 will have the largest attendance in the history of the school. The 
 birth years for the students attending this year, is the period 
 between 1897 and 1901 which marks the greatest falling off 
 in the birth rate. Thus, the slump in the high school is not due 
 in any way to the slump in the birth rate, although the graph of 
 the attendance of the boys shows that it may have been influenced 
 somewhat by it. All this means that the high school is reaching 
 and holding the boys and girls to-day, more than ever before, 
 for, when the slump in the birth rate and in the attendance 
 in the grades point to a slump in the high school, there is rather 
 a heavy increase in attendance. 
 
THE SENIOR HIGH SCHOOL 45 
 
 Two partial reasons for the slump in the academic attend- 
 ance are 
 
 (1) Practically those for the slump in the number of grad- 
 uates (see page 33) , which is indicated by the fact that the slump 
 in the number of graduates began the same year that the slump 
 in the academic attendance began. 
 
 (2) The abolition of the March examinations, which oc- 
 curred about the same time as the increase in the requirement 
 for the Academic Diploma, seems to make a contribution to the 
 falling off in attendance. Boys and young men who had to work 
 in the autumn and the spring, used to rely on these examinations 
 to get credit for the work they had done. There was no time 
 limit set for the study of any subject, so the brightest of them 
 might do a year's work in a subject during the short time they 
 were in the school. Under the new conditions, there were no ex- 
 aminations they could try while they were in school, and the time 
 limits set practically prohibited these students from getting credit 
 for work done in short time. The passing-mark set by the Re- 
 gents for short time work was raised 20% above the passing-mark 
 for subjects pursued full time. 
 
 These two causes undoubtedly caused many students to be- 
 come discouraged and to drop out of school. In 1913-1914, how- 
 ever, the enrollment reached the 139 mark. This advance is due 
 to four causes. 
 
 (1) The students had become accustomed to the new re- 
 quirements and remained in school the whole year. 
 
 (2) A tremendous effort on the part of the faculty to keep 
 students in school, and the interest aroused by building the new 
 addition to the school have borne fruit. 
 
 (3) The establishment of the commercial department has 
 attracted many students to the school. 
 
 (4) An awakened interest on the part of the parents is 
 keeping the students in school. 
 
 It is very gratifying to see this advance. The registration 
 for the present year will undoubtedly mount to the 145 mark. 
 
46 A STUDY 
 
 However, this registration is not what it otfght to be for a village 
 of 4,000 inhabitants. Sister villages of the size of ours have regis- 
 trations of 160 to 180. Dansville must leave no stone unturned 
 until she is serving her young people at least as well as our neigh- 
 bors are serving theirs. The graphs show that the boys must 
 be reached. Practical work must be given to the boys who do 
 not intend to continue their education beyond high school. They 
 must be taught to see that work they do at school will be a prac- 
 tical aid in life, before the influence of the mighty dollar, earned 
 so easily in the nursery work, can be successfully counteracted. 
 This fact will be shown in the discussion of the questionaire sent 
 to those who failed to complete their high school course. 
 
 VIII. VOCATIONAL GUIDANCE. 
 
 When a pupil enters the senior high school department, the 
 first question the faculty yearns to have answered is for what 
 work the pupil by his talents and tastes is fitted to follow. With 
 this question in mind, the principal requires each entrant to an- 
 swer, if he can, the following question which is found on the 
 registration card : "For what do you intend to fit yourself ? Do 
 you intend to continue your education beyond the high school, 
 and if so, at what kind of an institution?" These questions are 
 asked, not with the idea that the child has already thought them 
 out, but rather to arouse him to think. The registration cards 
 for the past four years have been compared to learn how much 
 continuity in aim there has been, year by year, on the part of 
 the students. 
 
 I. Results of the Comparison. 
 
 Of thirty-one boys, only eight stated the same profession or employ- 
 ment each year. Of these, one wished to prepare for engineering, six for 
 agriculture, and one for business. Of fifty-nine girls, twenty- four reported 
 
VOCATIONAL GUIDANCE 47 
 
 on their registration cards the same profession or occupation each year. 
 Of these, twelve stated teaching; five, stenographical work; four, a regular 
 college course; one, music; two, music and drawing work in teaching; 
 and one, physical direction. 
 
 Two boys and one girl had no idea of what they wished to do, or 
 for what to fit themselves. 
 
 In their last two years of school work, five boys and seven girls made 
 the same choice for each year. 
 
 Three boys and seven girls stated some occupation either in their first 
 or second year, and since then, they have not stated any choice. They 
 seem to have given up their choice and to have failed to be able to make 
 another. 
 
 Two boys failed to make a decision until their last year. 
 
 Of the remainder, there are a variety of decisions. One boy in his 
 first year wanted to attend a business school, the next year he wished to 
 become a professor in a college, the third year he decided to become an 
 engineer because of his fondness for mathematics, and the following year 
 he entered an engineering school. Another began school with the desire 
 to attend the U. S. Naval Academy, later to become an engineer, but 
 finally decided to enter a school of accountancy. A girl vacillated between 
 domestic science and stenography. Another began with a desire to become 
 a history teacher, the next year she wished to go to college, the third year 
 she decided to study music which she is now doing. A boy began with the 
 desire to become a designer, then an architect, and finally an engineer. 
 Another changed back and forth from draftsman to nurseryman. A girl 
 began with a desire to become a trained nurse, then a teacher. A boy first 
 desired to become a lawyer, then to take a straight college course, and 
 finally decided to attend a school of accountancy. Another wished in his 
 first year to study medicine which he wished in his second year. In his 
 third year he desired to become an engineer, and he is now a student in an 
 agricultural college. Three girls began with the idea of going to college 
 and have now decided to attend a school of domestic science. 
 
 All this shows that the continuity has not been very pro- 
 nounced. But it is evident that for many the question has 
 aroused thought. It will be noticed that the girls seem to be 
 more definite in their choices. This is readily explained, for there 
 are fewer fields of work open to the girls than to the boys. In 
 other words, the boys have a much wider choice with the result 
 of much change. This means that the problem is a more difficult 
 one than at first might be imagined. 
 
Table No. 16. 
 
 WHAT WILL YOUR LIFE WORK BE? 
 
 COLLEGE VERY 
 
 ESSENTIAL 
 
 HIGH SCHOOL 
 
 DEMANDED 
 
 PROFES- 
 SIONAL 
 
 ENGI- 
 NEERING 
 HTC. 
 
 Medicine 
 
 Clergy 
 
 Dentistry 
 
 Law 
 
 Veterinary 
 
 Consular service 
 
 Nursing 
 
 Teaching 
 
 1. Administrative work 
 
 2. Supervision 
 
 3. Professional schools 
 
 4. Collegiate work 
 
 5. Domestic science and art 
 
 6. Agricultural work 
 
 7. Elementary work 
 
 8. High School work 
 Dietitian 
 
 Domestic science applied work 
 Mechanical engineering 
 Electrical engineering 
 Civil engineering 
 Sanitary engineering 
 Chemical engineering 
 Marine engineering 
 Architecture 
 
 -andscape gardening 
 
 D ottery and ceramics 
 Chemist 
 Scientific agriculture 
 
 'cientific forestry 
 Scientific horticulture 
 
 'harmacy 
 
 'hotography 
 
 Music instrumental and vocal 
 Art design, illustrative 
 Applied domestic art 
 
 Literary stories, drama, belleslettres 
 T .ibrarian 
 
COLLEGE FOR 
 
 HIGHER WORK 
 
 SENIOR HIGH 
 SCHOOL FOR LESS 
 IMPORTANT 
 
 PLACES 
 
 SENIOR HIGH 
 SCHOOL IN PART 
 FOR OTHERS 
 
 BUSINESS 
 
 SKILLED 
 WORKMEN 
 
 Various stores 
 
 Traveling salesmen 
 
 Stenographers 
 
 Bookkeepers 
 
 Bank clerks 
 
 Certified public accountants 
 
 Banking 
 
 Civil service postal clerks 
 
 Heads of departments in big business 
 
 Various agencies insurance 
 
 Farmers 
 
 Machinists 
 
 Mechanics 
 
 Carpenters 
 
 Masons 
 
 Plumbers 
 
 Practical electricians 
 
 Harnessmakers and other tradesmen 
 
 Nurserymen 
 
 Draughtsmen 
 
 Stationary engineers 
 
 Railroad engineers 
 
 Telegraph operators 
 
 Navigators 
 
 Brass workers 
 
 Moulders 
 
 Pattern makers 
 
 Cabinet makers 
 
 Some farmers 
 
 Some factory hands 
 
 Firemen 
 
 Machine hands 
 
 Semi-carpenters 
 
 Plumbers 
 
 Other tradesmen 
 
 Chauffeurs 
 
 Clerks 
 
 Railroad brakemen 
 Ditch diggers 
 Day laborers 
 Some factory hands 
 
 NOTE: Those professions or businesses in italics require collegiate 
 training or professional training of collegiate grade. 
 
 JUNIOR HIGH 
 SCHOOL REQUIRED 
 
 AT LEAST PART OF 
 A SENIOR HIGH 
 SCHOOL COURSE 
 IS HIGHLY DESIR- 
 
 SIRABLE. 
 
 GRADE WORK RE- 
 QUIRED. 
 
 JUNIOR HIGH 
 SCHOOL DESIR- 
 ABLE. 
 
 PARTLY 
 SKILLED 
 WORKMEN 
 
 UNSKILLED 
 WORKMEN 
 
50 A STUDY 
 
 2. Methods Used to Aid the Student in Making a Choice. 
 
 In other parts of the study, mention has been made of the 
 use of speakers who appear before both of the high school de- 
 partments at times, to tell of the various professions and voca- 
 tions, and of the efforts of the faculty in their respective class 
 rooms. Mention has also been made about the early spring regis- 
 tration of the students for the coming year's work. Last year 
 the principal prepared in a rather superficial way the following 
 chart to be used at these times of registration. 
 
 See Two Pages Preceding 
 
 One of .the first questions asked the student who is to register 
 is, "What are your plans for the future?" If a definite answer 
 is forthcoming, the principal discusses with him the work se- 
 lected to help him to see the significance of his choice, and to 
 learn whether there is really a deep interest in the kind of work 
 chosen. The advice given is governed very largely by the answer 
 to this question, and the talent the student has displayed in his 
 school work and activities. Many a time this conversation lasts 
 from a half hour to an hour, particularly when the student is 
 nearing the close of his high school days. If, however, the stu- 
 dent has no clear cut idea of what he wishes to do in the future, 
 there is one idea that must be instilled into his mind, and that 
 is, that an education is necessary for any work he may 
 wish to take up. At this juncture, the chart is made use of. 
 The boy looks it over and sees that for the big things in life, in 
 any field of action, there is a distinct demand for special training. 
 Besides, the various occupations mentioned may suggest to him 
 something he would like to do in the future. This leads to a 
 conversation concerning the various occupations, vocations and 
 professions, during which it is emphasized that there is no true 
 aristocracy of profession or vocation; that a young man who 
 has the talent and the calling to be a farmer, has just as high a 
 calling as the doctor, the lawyer, or the engineer; that 
 the whole question hinges in the kind of a farmer he 
 
THE FACULTY 51 
 
 wishes to be. A good, intelligent farmer is a much more val- 
 uable asset to the community than a poor lawyer, preacher, or 
 physician. The same may be said of any other vocation or pro- 
 fession. Therefore, the solution of the question depends upon 
 learning what one can do best, and not upon discerning what will 
 apparently sound the most aristocratic. During the whole of the 
 conversation, the value of remaining in school is emphasized 
 and at the same time the boy is set thinking to discover what he 
 can do best and would most like to do. Then a year is given him 
 to think it over, and another year at registration time, the prob- 
 lem is approached again. It is firmly believed that this sort of 
 conference is worth every bit of the time consumed by it, and that 
 the chart is a valuable aid. The greatest help that can be found in 
 the future in this work, is the enriched junior high school curricu- 
 lum, which will make it possible for the boys and the girls to have 
 a taste of the various kinds of work taught in the school. This 
 will reveal, in a large measure, the aptitudes of the students and 
 give a firm basis on which to advise them in the future. 
 
 IX. THE FACULTY. 
 
 /. Their Number, Training and Method of Election. 
 
 At the present time there are seventeen members of the 
 faculty of whom two are men and fifteen women. One woman 
 has charge of the kindergarten, six are in charge of the six 
 grades, and seven women and one man have charge of the classes 
 of the junior high school and the senior high school. There is 
 one special teacher in charge of the music and drawing taught 
 throughout the school. The principal teaches but two high 
 school classes, the remainder of his time being devoted to super- 
 vision of the work of the school, personal work with the students, 
 and in keeping the records and administering the work of the 
 school. In the latter phase of his work he is aided by the kinder- 
 
52 A STUDY 
 
 gartner each afternoon, her department being in session in the 
 forenoon only. 
 
 Conducting the work above the first six grades on the 
 departmental plan makes it possible for each teacher to have 
 charge of a special department. In the matter of hiring teachers 
 this plan aids very much, for a teacher who has made special 
 preparation in one line of work is engaged to take charge of that 
 department. 
 
 Teachers are hired by the Board of Education upon the 
 recommendation of the Teachers' Committee composed of three 
 members of the Board, and the principal. The attitude of the 
 Board of Education on the question of hiring teachers has 
 been to hold the principal responsible for the educational and 
 professional qualifications of all applicants, while they deter- 
 mine what salary can be paid, and pass upon the personality 
 of the candidates. In this way, teachers well equipped for their 
 work and of fine personality are engaged. One qualification 
 every applicant must have is refinement and culture. This fea- 
 ture of a prospective teacher cannot be overlooked, for educa- 
 tors have come to realize the tremendous suggestive power a 
 teacher has over the pupils. 
 
 A difficulty experienced is the lack of sufficient money to se- 
 cure first-class teachers of experience. It has become the policy 
 of the Board of Education to employ in the high school, teachers 
 of promise without experience rather than to employ those of 
 experience who are not first rate. This policy has proved 
 wise, for the teachers of the past three years have almost without 
 exception been most successful. When a young teacher has 
 proved her worth, her salary is increased regularly in order to 
 retain her. In this matter the school has been very successful 
 of late years. 
 
 For the grade positions only normal graduates are con- 
 sidered. For the high school positions a college education is a 
 requirement. At the present time there are employed on the 
 faculty ten normal graduates, five college graduates, a graduate 
 
THE FACULTY 53 
 
 from a special music and drawing course, and one of a high 
 class commercial school. 
 
 The growth in the numbers of teachers has been gradual. 
 In 1883 there were eight teachers employed, and each one of 
 them was overworked. A grade teacher was added in 1892. The 
 next year a high school assistant was elected. In 1898 another 
 teacher was added to the faculty and one more the next year. In 
 1902 a special teacher for music and drawing was engaged. 
 Three years later, another teacher was added for a half year. 
 The following year, in her place was elected a man to teach the 
 science. In 1912 a kindergarten teacher was added, the next year 
 a commercial teacher, and a year following, another high school 
 assistant were employed. 
 
 2. Salaries. 
 
 The salaries paid the teachers during the history of the 
 school is shown by graph number 6. The graph for the high 
 school teachers does not include the salaries of the men. This 
 will show a steady increase per teacher since 1894. But this 
 must not be interpreted as meaning that the real wages of the 
 teachers have increased. A committee of the National Educa- 
 tion Association known as the Committee on Teachers' Salaries 
 and Cost of Living has, after an exhaustive investigation, shown 
 that the cost of living for teachers since 1896 has increased 50%. 
 This is represented on the graph by the dotted lines slanting up- 
 ward and to the right. Thus it is seen that in reality, the teachers 
 of twenty years ago were better paid than now. In other 
 words, the teachers' real wages have been decreased. But 
 this is not a condition peculiar to Dansville. It is nation wide, 
 but it is a problem that must be met squarely if we 
 are to attract to our schools the men and women of the right 
 type to guide the children of the nation. But this is not the 
 worst phase. It would be bad enough if the qualifications for 
 teachers were the same for these years. This is not the case, how- 
 
15 I -VI 6 I 
 
 ZI-II6I 
 
 II-OI6/ 
 
 01-606 I 
 
 -8061 
 
 8 -/Q6l 
 
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 J -00 01 
 
 00-6691 
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 8-JL68I 
 
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 TS7T 
 
 -S.J, 
 
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 w * 
 
 1.1 
 
 NOTE: Directions for reading graphs are found on page 109. 
 
THE FACULTY 55 
 
 ever. Twenty years ago a normal graduate who received her 
 diploma after four years of work beyond the grades, was the 
 teacher in the high school. Today the normal graduate teaches, 
 as a rule, only in the grades, but to be a normal graduate, six 
 years of work beyond the grades is necessary. For high school 
 positions, teachers must be college graduates. This means eight 
 years of work beyond the grades, four years of which are spent in 
 a college where a high tuition must be paid and where the cost 
 of living is high. So we see that the teachers of today are not 
 paid in proportion to what they were twenty years ago. 
 
 In consulting the graph for the high school teachers' salar- 
 ies, it will be observed that there was a slump in salaries about 
 1906. This was caused by the hiring of a man to teach the 
 sciences, who displaced a high salaried woman. 
 
 j. Professional Spirit. 
 
 The professional spirit of the faculty is excellent. Each 
 teacher takes a visiting day each year at her own expense, but is 
 allowed her time by the Board of Education. At the present time, 
 a round table and magazine club is in a prosperous condition. 
 The magazines are all professional and have been paid for by a 
 tax levied by the teachers on their salaries, of one tenth of one 
 per cent. Once a month the teachers come together to talk over 
 what they have read of interest in these magazines, and to dis- 
 cuss the educational problems of the school. Usually at these 
 meetings, some members of the faculty serve tea and wafers. 
 This results in a fine spirit among the teachers and a keen inter- 
 est in the work of the school. 
 
 4. The Principal as Supervisor of the Work of the School. 
 
 The supervisory work of the principal is a most vital factor 
 in a school where there is at least one teacher for each grade, and 
 several for the high school subjects. There must be a master to 
 see that the work of one teacher articulates with that of another. 
 
56 A STUDY 
 
 Without such a leader a faculty consisting of the best of teachers 
 will waste much time and effort, while the children may become 
 confused by the breaches in the continuity of the work, and by 
 the different methods of the various teachers. 
 
 In this regard the school has erred. She has expected her 
 principal to do almost as much teaching as some of the teachers, 
 to do the office and administrative work of the school, and to 
 spend what little time remains in supervising the work of the 
 school. On an average, the last three principals have been teach- 
 ing four subjects up to a year ago. This work has been done 
 well, as is shown by the excellent results in the branches taught by 
 them. The administrative and office work has been done well, 
 but the supervisory work has been neglected because there is a 
 limit to one's efforts imposed by time and by one's store of energy. 
 Every principal has found himself completely busy with the work 
 of the academic department alone. He would be kept profitably 
 busy were the grades removed entirely from his jurisdiction. 
 This lack of supervision in the grades is a very serious fault. If 
 one department needs the principal's services more than another, 
 it is that of the grades. They give to many all the schooling they 
 are to receive. They prepare the others for the academic depart- 
 ment, and if such preparation is not thorough, it will cause an un- 
 desirable harvest. 
 
 There is an honest attempt to remedy this fault. The Board 
 of Education has made it possible for the present principal to 
 have help in his clerical work each afternoon school is in session. 
 He has been permitted to reduce his teaching to two subjects per 
 day. This enables him to give more time to supervision, and to 
 personal conferences with both teachers and students. With the 
 addition of new departments, it is a serious question whether the 
 principal ought to do any teaching at all, but rather should spend 
 his entire time with the teachers, the students, the various depart- 
 ments and the school as a whole. Perhaps the personal help 
 given the discouraged, the prodding given the indolent, and talks 
 to the indifferent might cause many students to remain in school 
 who otherwise drop out. 
 
THE PARENTS 57 
 
 The supervision of the school has not been developed as sys- 
 tematically and efficiently as it should be. This matter needs im- 
 mediate attention. 
 
 X. THE PARENTS. 
 
 The first year of the present principal's administration, he 
 found that there was but little visible interest on the part of the 
 parents in the school. There was, however, a silent and dormant 
 interest which did not manifest itself to any extent. This was 
 not a healthy condition of affairs, for the pupils gain the most 
 from the school when there is a close understanding between the 
 faculty and the parents. There must be a live and visible interest 
 on the part of the parents. To gain this there have been four 
 methods used : 
 
 1. Publicity through the press. 
 
 2. Handbooks printed and distributed by the Board of Education. 
 
 3. Reports and notices sent the parents. 
 
 4. Meetings of the parents held in the school house. 
 
 The first of these has not been used to any great extent of 
 late. It has been used only to show in a small way the value of 
 an education, to announce the formation of new departments, to 
 show the reason for their establishment and to draw attention 
 to the fact that there is a public school in session in the village, 
 trying to accomplish results. This method is perhaps the weakest 
 of the four. 
 
 The use of the handbooks is valuable. Parents can show 
 an active interest only when they understand the way the work 
 of the school is carried on, what they can do to aid the students, 
 and what is the course of study for the higher work. Beginning 
 with the year 1911-12 handbooks have been printed each year. 
 They attempt to give the very information that will awaken 
 the parents' interest in the school. In 1912-13 a handbook 
 for the parents was prepared especially with this point in 
 
58 A STUDY 
 
 view. The following year, besides a students' handbook a report 
 made by the principal to the Board of Education was printed for 
 distribution among the parents. The value of this is evi- 
 denced by the interest the parents show in keeping the children 
 in school and in holding them to their home study. It is interest- 
 ing to note that when the school was graduating its largest classes, 
 there was printed each year a catalog or a handbook for the use 
 of the students and the parents. When these were not pub- 
 lished, there seemed to be a slump in the attendance. The entire 
 credit for the large classes must not be given to these publications, 
 yet it is fair to assume that they made a contribution. 
 
 For several years report cards recording the progress of 
 the students have been sent at regular intervals during the year to 
 the parents for their signature. Recently this has been supple- 
 mented by notices which are sent the parents, when occasion de- 
 mands, calling their attention to the fact that, unless the student's 
 work improves immediately, the student will undoubtedly fail 
 in his work. This pressure usually brings to pass more conscien- 
 tious home work on the part of the student. 
 
 Perhaps the most potent method is the parents' meetings. 
 These have been held more spasmodically than they should be. 
 They have been held so far only for those who have children 
 in the junior or the senior high school. This year a 
 meeting of the parents of the children just entering the senior 
 high school was held. At this meeting, the entering class 
 was present and served refreshments and conducted the 
 social side of the occasion as though it was their reception to 
 their parents and the faculty. A talk was given to the parents, 
 telling just what is expected of the student, in order that he 
 may be successful in his new work. An outline of the course 
 of study was given, and reasons were set forth as to why the 
 high school course is valuable to all, regardless of what work 
 the student wishes to follow. It is interesting to note that so 
 far this year, this class has done better work than has- any enter- 
 ing class in the memory of the writer. Due notice must be taken 
 
MORAL EDUCATION 59 
 
 in connection with this that the class is perhaps a better one than 
 the average yet there is a uniformity of work that has not been 
 noted before. At the close of this meeting the parents were shown 
 through the building. 
 
 A year ago, a meeting was held in the gymnasium in honor 
 of the opening of the new addition to the school. At the time, 
 the people of the village were shown through the building, were 
 made acquainted with the teachers, saw the children at work in 
 the various departments of the school, and heard two stirring ad- 
 dresses by Dr. Rush Rhees, the President of the University of 
 Rochester, and Mr. Herbert S. Weet, the Superintendent of 
 Schools of Rochester. Many parents who had never been in the 
 school before were present at this meeting. The only criticism 
 that can be offered is that there are not more of such meetings 
 as these. 
 
 XI. MORAL EDUCATION. 
 
 There are four distinct ways of teaching morals in a school. 
 
 1. Through religious teaching. 
 
 2. Through formal instruction in morals. 
 
 3. Indirectly through the silent influence of the teacher's life and the 
 class room. 
 
 4. Through play under supervision of a competent supervisor. 
 
 No one of these alone can give the best results. Each has its 
 weakness. The first is used to a large extent* in the German 
 schools, where it has shown itself to be no panacea for moral 
 evils, though it has shown itself valuable. The second has a 
 fixed place in the curriculum of the French schools, and none are 
 ready to say that the French have solved the moral problem. The 
 third is, and has been, the only way used in the American public 
 schools with but few exceptions, and the schoolmasters of the 
 country cry out that the problem of moral education is one of 
 the greatest, if not the greatest in the land. The fourth is a new 
 method, comparatively speaking. Its philosophy is that under 
 
60 A STUDY 
 
 & 
 
 guidance the child learns the lesson of fair play to the other 
 citizens of his play world. The value of this method is empha- 
 sized by those who have tried it, notably by the Superintendent 
 of Schools of Rochester, Herbert S. Weet. 
 
 In Dansville something ought to be done besides the third. It 
 is impossible for a school supported by the people through taxa- 
 tion, to teach religion in the school, because of the sharp division 
 of opinion as to what is correct theology, and what is not. This 
 phase must be left to the church. The problem, therefore, is not 
 for the school but for the church. There is a growing sentiment 
 among those in the teaching profession, that the churches 
 ought to give religious instruction during the school week when, 
 for a period of two hours, the children may go to their churches 
 to receive instruction in their respective religions, whether they 
 be Jew, Roman Catholic, Greek Catholic, Baptist, Presbyterian, 
 Methodist, or what not. This is a problem that will soon have to 
 be met throughout the nation. 
 
 It seems to be generally conceded by the profession at large, 
 that formal moral instruction has but little value. This work 
 must be done indirectly. For example, the teacher of history 
 may give morai lessons by suggesting the effect of certain im- 
 moral acts, but not by moralizing or sermonizing. This indirect 
 method is used in a limited sense in the high school and to a con- 
 siderable extent in the grades through reading and language 
 lessons. 
 
 Under the discussion of the Faculty, it was pointed out that 
 care is taken in the selection of teachers that their silent influence 
 may make for the best socially and morally. The school is mak- 
 ing use of this method of giving a moral education to the greatest 
 extent of its ability. 
 
 The fourth method has not been attempted at all until tms 
 year. One member of the high school faculty, Miss Avadna G. 
 Loomis, who has had much experience in this method of teaching 
 morality through the development of the spirit of fair play on the 
 playgrounds of the city of Rochester, has done much good work 
 
PHYSICAL EDUCATION 61 
 
 among the girls of the junior high school and the senior high 
 school. Each grade teacher has a half hour per week in the gym- 
 nasium with her pupils, but her work has been mainly to keep 
 order during the play period. An attempt should be made to 
 instruct these teachers how to conduct the play of their children 
 so as to bring out the moral side. There is a distinct need of a man 
 on the faculty who can take charge of the larger boys and the 
 young men of the school in their games and athletics that the 
 moral side of the sport may be developed. With the development 
 of the first as suggested, and the last, there ought to be a great 
 improvement in the moral training and character building of the 
 students. 
 
 XII. PHYSICAL EDUCATION. 
 
 The physical side of the child's education has been sadly 
 neglected in Dansville. When the location was selected for the 
 new school building in 1883, the thought of having a play ground 
 was not given any consideration. Since that date a lot of about */2 
 an acre has been added to the school grounds which has tended to 
 relieve matters somewhat, but the village has improved the old 
 square formerly used as a play ground, and now the children are 
 forbidden to use it lest its beauty be marred. The result is that 
 the four hundred and more students have 8/10 of an acre on 
 which to play their games of baseball, football, etc. This play 
 ground is far from being large enough. 
 
 Until the addition to the school was built, there was no place 
 for the children to play during the winter months. Since then, 
 the large gymnasium has met that need. There is one long 
 court for basketball and two short courts. 
 
 The lack of proper facilities for physical exercise has 
 brought about a condition of lethargy in sports and games. It 
 is a rare thing to see more than a dozen boys on the gymnasium 
 floor at once, and a rarer thing to see more than twenty on the 
 play ground engaged in a game. In other words, the pupils of 
 
62 A STUDY 
 
 the school are not getting the play that is necessary for their 
 physical development, the play that nature requires for her full 
 manifestation in the future man or woman. No better illustra- 
 tion of this lethargy can be found than in the fact that a year 
 ago the high school had a most difficult time to maintain a bas- 
 ketball team which requires only five players. And this team 
 played four games, every one of which was lost. In the past 
 three years, the teams have received practically no coaching and 
 no direction by the faculty, simply because they have been so 
 busy with the intellectual side of the school life that they have 
 had no time for this work. 
 
 As was stated under the topic, moral education, there has 
 been no attempt, save one, with the larger girls to the developing 
 of a moral training and to building up of the characters of our 
 students through the medium of directed play. There are constant 
 complaints received at the office, of fighting among the smaller 
 boys and girls when on their way home. They seem to be in their 
 element when they can chase home some timid youngster, and 
 obscene and profane language is not uncommon. If this energy 
 were worked off on the play ground or in the gymnasium, per- 
 haps these objectionable features might be eradicated. Perhaps, 
 through directed play, a better code of chivalry and morals would 
 be developed. The two great ends of play have been ignored, 
 the development of the physical and the development of the moral. 
 This demands immediate attention. There should be a larger 
 play ground, and a member of the faculty to direct the play of 
 the children that the duality of ends may be gained. 
 
 XHI. MEDICAL INSPECTION. 
 
 Last year saw the beginning of medical inspection of school 
 children throughout the state. But it has been most generally 
 admitted that the law and the plan for its enforcement have many 
 grave errors that should be corrected. Therefore its enforcement 
 has been largely a farce. Before this law can accomplish what 
 
COMPULSOR Y ED UCA TION LA W 63 
 
 it is intended to accomplish, each school district must have a 
 school physician whose duty it will be to examine at public expense 
 every child in the school. This must be followed up by notices 
 sent to the parents, of the defects found, and by the recommenda- 
 tion that they consult their family physicians at once. Better yet 
 would be the plan to engage a trained nurse for at least a part of 
 the time, to visit the parents of the unsound pupils, to make clear 
 to them what has been found and the need of immediate treat- 
 ment. In addition to his duties as an examiner, the physician 
 should be engaged to examine every child whom any teacher sus- 
 pects of being in ill health. It is safe to say that this law will be 
 amended, or else interpreted in such a way in the future, as to 
 compel each school in the state to take every precaution to pro- 
 tect the children it serves. 
 
 XIV. ENFORCEMENT OF THE COMPULSORY EDUCATION LAW. 
 
 The State Education Law compels the attendance of all chil- 
 dren between the ages of eight and fourteen while school is in 
 session ; and the attendance of those between fourteen and sixteen 
 who have not secured a work certificate and regular employment. 
 The law is well enforced in this school district. The Board of Edu- 
 cation has appointed as truant officer one of the village constables 
 who visits the union school and the parochial schools each morning 
 that school is in session. At the time of his visit, he is informed 
 of all absences and the reasons for such, if known. If, any of 
 these are illegal he visits the homes to warn the parents of the 
 violation of the law. The efficiency of the work is shown by the 
 fact that in three years there has not been occasion for the arrest 
 of a parent or guardian of a child in school. (See page 44) Last 
 year there were 66 children of school age attending St. Patrick's 
 School, 118 attending St. Mary's and 220 attending the Union 
 School, making a total of 404 children of school age, residing in 
 the school district who were attending school. The census of 
 school children in the district showed 416 children of school age. 
 This gives a per cent of 97.1 of such who are attending school. 
 
64 
 
 A STUDY 
 
 120 
 110 
 100 
 
 <u 
 
 ,*. 
 
 no 
 
 995- 
 
 8Q.7 
 
 60 
 
 60 
 
 60^ 
 
 9.7 
 
 46 
 
 i 
 
 4Q_ 
 
 30 
 2.0 
 10 
 
 \ 
 
 
 30. 2, 
 
 x 7 
 
 ; T>otted tme- 
 Dashed /me - 
 Fait line 
 
 NOTE : Directions for reading graphs are found on page 109. 
 
 /9/2V3 
 
COMPULSOR Y ED UCA TION LA W 65 
 
 The 2.9% who are not attending consists of those who have work 
 certificates and are employed, and those whose physical condition 
 will not permit attendance. 
 
 Closely connected with non-attendance is tardiness which the 
 State Department interprets as absence. For the past three years 
 an uncompromising warfare has been waged in the union school 
 upon this habit of tardiness, into which very many of the chil- 
 dren had fallen. At first each individual grade and study hall 
 teacher took note of the tardinesses of the children in her charge. 
 These teachers made a conscientious effort to check the habit, 
 but in spite of this, the decrease was not what it ought to have 
 been. As a final measure, every pupil from the kindergarten 
 through the high school who is tardy has to report to the prin- 
 cipal who makes it a point to see that such visits to the office are 
 not particularly enjoyable occasions. The results of these efforts 
 will be seen by consulting graph number 7, where is shown a 
 marked decrease. The number given for each month is not the 
 actual number of tardinesses, but rather the number on the basis 
 of 400 children in school for a month of 20 days. This makes it 
 possible to compare the tardinesses of the various months and 
 years. If this were not done, the years with the lowest registra- 
 tion would appear as the best, and the months with the fewest 
 number of days of school, such as June, would appear almost 
 model. 
 
 The tardiness problem is not solved as yet, however. The 
 parents are often more at fault than the children. A very fre- 
 quent excuse for tardiness is, "I had to do an errand this morn- 
 ing." Invariably these tardinesses amount to no more than a 
 few minutes. It seems strange that when the parent has the child 
 nineteen hours out of the twenty-four, the five remaining hours 
 must be encroached upon. It is only an indication of the power 
 of habit. The parents have it and force it upon the children. 
 This interpretation seems warranted when it is observed that 
 children of certain families are never late, unless for some rea- 
 son beyond control. It is doubted whether the tardiness can be 
 reduced much below that of this year. 
 
66 A STUDY 
 
 XV. THE WIDER USE OF THE SCHOOL PLANT. 
 
 1. In a General Way. 
 
 These are days when the school plant is used for other things 
 than to give instruction to children between the hours of 8 :45 A. 
 M. and 4:00 P. M. In the cities the school houses are used for 
 night schools, social centers which are both educational and rec- 
 reational in character, voting places at elections, and for various 
 other purposes. This wider use of the school plant has not as yet 
 reached the villages under 5,000 inhabitants, except in very 
 rare instances. Dansville has made a beginning in this direc- 
 tion. For the past three years, there have been occasional 
 lectures for the public, touching upon the health and hygiene of 
 the individual, forestry, and other subjects of interest to the 
 people and the students. Beside these, there have been held 
 for the past two years a series of meetings in March by the 
 Department of Agriculture, in which instruction is given in rural 
 subjects and home making. These have been very popular with 
 the towns' people as well as with the farmers of the country side. 
 This year the College of Agriculture at Cornell University held 
 an extension school for one week in which instruction was given 
 in plant pathology, soils, poultry and home making. The atten- 
 dance at this school was 46 men and 52 women who attended ses- 
 sions lasting from 9:00 in the morning until 4:00 in the after- 
 noon. Of this number there were 10 nurserymen in attendance 
 who live in the village. 
 
 But the greatest advance was made in the establish of a night 
 school. 
 
 2. The Night School. 
 
 For sometime there has been a feeling on the part of the 
 school authorities that there ought to be a night school in Dans- 
 ville. Finally, at the regular meeting of the Board of Educa- 
 tion for the month of October, the principal presented a report 
 showing how a night school might be operated without cost to 
 
WIDER USE OF THE SCHOOL PLANT 67 
 
 the tax payers. The trouble had been that there was no appro- 
 priation to maintain such a school, hence the plan had to provide 
 for self-maintenance. The plan, to state it briefly, is essentially 
 as follows : 
 
 1. The school would not be started until a registration of twenty 
 was secured. 
 
 2. The cost of heating and lighting was estimated for an evening, to 
 which was added the salary for the teachers and the janitor. This sum 
 was divided by twenty which gave the tuition for one evening. 
 
 3. The school meets Mondays, Tuesdays and Thursdays of each week 
 that the day school is in session. Considering four weeks to the month, 
 this means twelve evening sessions constitutes a night school month. Mul- 
 tiplying the tuition for one day by twelve, gives a product of $3.75 which 
 is the tuition per month. 
 
 4. School opens each night at 7:30 and closes at 9:15. This time is 
 divided into three periods, between each of which there is an intermission 
 of five minutes for the rearrangement of classes. 
 
 5. The courses taught are shorthand, typewriting, commercial English, 
 commercial arithmetic and elementary bookkeeping. 
 
 6. At the close of the session, if any money remains after all ex- 
 penses are paid, it is to be returned to the students on the basis of the 
 number of months they paid tuition. 
 
 7. As soon as the tuition receipts are not great enough to meet the 
 expenses of the school, the sessions stop automatically. 
 
 This report was adopted unanimously by the Board of Edu- 
 cation, and a committee of two of the Board were appointed to 
 act with the principal to conduct the school. Advertisements were 
 printed immediately announcing the proposed formation of the 
 school, November 16. On that date there were twenty-nine peo- 
 ple registered and since then, the registration has jumped to 38. 
 There are three teachers engaged. Mr. Ralph W. Clements has 
 charge of the bookkeeping and arithmetic and acts as principal 
 of the school under the supervision of Mr. Foster. Miss Mary 
 L. Sherman has charge of the shorthand and typewriting and 
 Miss Barbara A. MacLeod the commercial English. All are 
 members of the day school faculty. They receive a salary at the 
 rate of $1.00 per hour of teaching. 
 
 The school, up to the time of writing, has proved to be a 
 
68 A STUDY 
 
 great success. The attendance has been excellent, there have been 
 but few who have dropped out, and the earnestness of the stu- 
 dents is greater than one would think. Another year the school 
 ought to be continued on broader lines. Not only should there 
 be subjects of interest to the young people, but there ought to 
 be subjects taught by the lecture method that are of interest to 
 the young business man. Courses in agriculture and nursery 
 work, home-making and mechanical drawing ought to be given. 
 Perhaps it is too great a burden to ask the students to meet all 
 expenses. The Board of Education might profitably furnish the 
 building lighted, heated and cared for, and leave it for the stu- 
 dents to pay tuition sufficient to meet the salaries of the teachers. 
 Under no circumstances would it be recommended that the Board 
 should do more than this, for the payment of tuition by the stu- 
 dents causes them to strive to get something out of the work, 
 hence the air of seriousness and industry that we have this year. 
 
 j. The Future. 
 
 There is an unlimited field for expansion in this wider use 
 of the school plant. Just how much farther it is wise to go is 
 an uncertainty. There has been a keen agitation on the part of 
 some of the young ladies of the village to have the gymnasium 
 opened evenings as a recreational center. The fact that there 
 are.no dressing rooms, and no toilet facilities, except those up 
 stairs on the grade floor, made it impossible for the Board of 
 Education to so open the gymnasium this year. 
 
 XVI. FINANCES. 
 
 i. The Cause of the High Tax Rate. 
 
 A comparison of the money expended by the people of Dans- 
 ville for their school for each of the past four years, is made by 
 means of graph number 8. The circles are drawn to scale accord- 
 ing to the amount they represent. Thus, the year ending 1912 
 
FINANCES 69 
 
 shows the least expenditure and is thereby represented by the 
 smallest circle. The angles of expenditure are drawn according 
 to the ratio of the amount expended for a particular purpose to 
 the total amount expended for the year. For the years ending 
 1911, 1912 and 1913, the expenditure for teachers' wages is more 
 than half the total expenditure. In 1913 the amount is just a 
 little more than half, while in 1914 it is much less than half. This 
 is due to the erection of the new building and the purchase of 
 furniture and equipment for it. Under normal conditions, the 
 amount expended for teachers ought to be at least sixty per cent. 
 This means that in the future the amount expended ought to 
 decrease unless new departments are added to the school. 
 The tax rate for the past four years has been as follows : 
 
 Table No. 17. 
 
 Year ending 1912 $ 7.18 on the Thousand 
 
 Year ending 1913 7.61 on the Thousand 
 
 Year ending 1914 10.55 on the Thousand 
 
 Year ending 1915 11.70 on the Thousand 
 
 The cause of this increase in tax rate is found readily by 
 studying the graph of the expenditures for the last four years. 
 Up to the year ending 1914, the rate was very low. But the school 
 was teaching only the traditional academic course which it had 
 for the last thirty years, while other schools about us have been 
 teaching the practical courses which meet the needs of those who 
 cannot continue their education beyond the high school, and of 
 those whose talents are such as will not permit them to pursue col- 
 legiate work. Now that the room required for these practical 
 courses is furnished, it is the duty of the school to serve these stu- 
 dents by establishing them. To do this will, of course, affect the 
 tax rate, but will not cause it to run as high as it has for the year 
 ending 1915. This tax rate is not a small one. There are two 
 distinct factors that determine its size: (1) the amount of money 
 expended, (2) the valuation of the property on which the tax is 
 to be levied. 
 
2 4-. 2 78. 29 
 |9<4 
 
 TERCH EBS 
 
 NOTE : Directions for reading graphs are found on page 109. 
 
NOTE: Directions for reading graphs are found on page 109. 
 
72 A STUDY 
 
 a. The Cost of Maintaining the School. 
 
 To learn whether the first of these factors is abnormal we 
 shall have to study the per capita cost of instruction for the school. 
 This cost in the first eight grades and in the high school is deter- 
 mined by dividing the amount expended during the school year 
 for the actual current expenses of the school, by the number of 
 pupils registered during the year. In this computation, money 
 expended for the bonded indebtedness including both principal 
 and interest, for the village library, for the new building, for the 
 addition to the school yard, and for furniture for the new addi- 
 tion, has been deducted that a just comparison may be made 
 between the various years and various schools. 
 
 Table No. 18. 
 Table No. 18. Per Capita Costs of Instruction. 
 
 Am't not included 
 
 Year Per Cap. Cost Per Cap. Cost in in this computation 
 
 ending in the Grades. Acad. Departm't. as explained above. 
 
 1910 $17.56 $67.03 $3327.94 
 
 1911 18.67 58.47 3737.15 
 
 1912 21.44 44.66 2552.77 
 
 1913 22.83 47.62 3827.36 
 
 1914 25.04 58.11 7445.60 
 
 The cost per pupil in the grades has increased steadily since 
 1910. This is due to the fact that the salaries of the grade teach- 
 ers have increased regularly and consistently since that time, as 
 is shown by graph number 6, page number 54. Another cause 
 for the increase is the enlarged space devoted to grade work in 
 the new addition to the building, which means more heat, light 
 and janitor service. The new ventilating system is also an added 
 expense. But with these increases there has been no great 
 increase in the registration in the grades. 
 
 The per capita cost in the academic work was high in 1910 
 because of the very low registration in the department that year. 
 
FINANCES 73 
 
 The following two years show a decrease due to a greater increase 
 in attendance than in the salary schedule. In 1913 an increase 
 begins, due to the additional room devoted to this work and an 
 increase in salaries. In 1914 there was a large jump due to the 
 installation of the commercial department, a substantial increase 
 in salaries, the use of the new ventilating system, and the increase 
 of rooms to be heated and cared for. 
 
 These figures were presented to the State Department of 
 Education for comparison with the average cost in the state. The 
 reply was that, although the per capita cost of instruction is 
 determined for the state in a different way from that used in 
 this Study, yet it was estimated that our expenses are "not above 
 the average for the state, and would compare very favorably with 
 those of other villages of our size." In other words, the people of 
 Dansville are educating their young people at a per capita cost 
 as low as the average union free school district in the state, if 
 not lower, and, therefore, the amounts to be raised by taxation 
 have not been exorbitant. 
 
 b. The Size of the District. 
 
 The remaining factor of valuation, then, must be looked to. 
 A table has been prepared to show the population, valuation and 
 rate of taxation for some of the schools in our vicinity, for the 
 year ending 1914. 
 
 Table No. 19. 
 
 Village Population Valuation Rate of Taxation 
 
 LeRoy 3771 $2,625.362 $ 9.50 per M. 
 
 Warsaw 3206 1,846,230 6.98 
 
 Mt. Morris 2782 1,396,514 7.61 
 
 Caledonia 1290 1,134,663 8.75 
 
 Bath 3884 2,067,815 6.61 
 
 Perry 4388 2,240,763 
 
 DANSVILLE 3938 1,706,092 10.55 
 
74 A STUDY 
 
 This table may be standardized by basing the valuations on 
 a population of 4,000 inhabitants which will make comparison pos- 
 sible. To make this clear, let us suppose that Caledonia has a val- 
 uation of $1,134,663.00 for her population of 1,290, then she would 
 have at this rate a valuation of $3,518,344.88 for a population of 
 4,000. The table below is made up in this manner. 
 
 Table No. 20. 
 Village Standardized valuation 
 
 LeRoy $2,784,791.30 
 
 Warsaw 2,303,468.49 
 
 Mount Morris 2,007,928.11 
 
 Caledonia 3,518,334.88 
 
 Bath 2,129,814.88 
 
 Perry 2,042,617.41 
 
 DANSVILLE 1,732,952.76 
 
 This comparison discloses the fact that the valuation of the 
 Dansville Union Free School District is small, which is the secret 
 of the high tax rate. The fact is, the boundaries of the district 
 are smaller than those of the village. There are children living 
 in the village of Dansville who are compelled either to attend a 
 district school or to pay tuition at the village high school. One 
 of these district schools is protected by a hydrant of the village 
 water works. In the other schools mentioned in the above table, 
 the boundaries extend beyond the village limits. In Caledonia's 
 case, the boundaries of the Union Free School District extend 
 over four miles south of the village limits. The remedy for Dans- 
 ville's high tax rate is not hard to find. The boundaries of her 
 district ought to be enlarged. 
 
 This problem is not so serious as it seems at first sight. There 
 is a strong movement on foot in the State Education Department 
 to legislate into being a township school system which will put 
 the schools of a township under the control of a Board of Edu- 
 cation for the entire town. The expense of maintaining all the 
 schools in the town will be met by a tax levied equally on all 
 parts of the town. This iwill mean that in North Dansville all 
 
FINANCES 75 
 
 the district schools will be closed and the children cared for in 
 the high school. This is entirely possible, probable and feasible 
 for the town is but three miles square. No child would have as 
 far to go as do the children living in the southern portion of the 
 Caledonia Union Free School District, or those living in the west- 
 ern part of the Greigsville Union Free School District. Such a 
 plan is just for all concerned. At the present time the district 
 schools are, as a whole, doing a poor grade of work. As an evi- 
 dence of this we have only to refer the reader to the fact dis- 
 closed on page , that there is a heavy retardation in the junior 
 high school, due to the training that many children have received 
 in district schools, and to cite that out of every hundred rural 
 school students who try the Regents' examinations for their pre- 
 liminary certificate, about 80 fail. Yet each one of these students is 
 required to present to the teacher in charge of the examinations 
 a certificate from his teacher stating that according to her best 
 judgment the bearer is prepared to take the examination. This 
 must not be construed as a harsh arraignment of the district 
 school teachers. They have from four to eight grades to teach. 
 This means a tremendous burden of work if it is done well, 
 regardless of the number they may have in the various grades. 
 Furthermore, these teachers, as a whole, are young and with but 
 meager training to teach and but little experience. If the physi- 
 cians we employ were trained for their work and were allowed 
 to practice with as little experience as the average rural teacher, 
 the undertakers would do a landslide business. Hence, for the 
 rural children, a school with nearly a score of well trained and 
 talented teachers, one for each grade and special teachers in 
 music, drawing and penmanship ; one with the advantages of spe- 
 cial departments in commercial work, agriculture and home mak- 
 ing ; one with a junior high school department for the children 
 in the seventh and eighth years, where the students are promoted 
 by subjects, and where the course of study is so enriched as to 
 make vocational guidance a possibility ; in short, a school which 
 gives these rural children the advantages of those who live in 
 large villages and the cities, is a godsend to them. Many of the 
 
76 A STUDY 
 
 rural districts already recognize this and are contracting with the 
 Union Free School District. But the district cannot afford to do 
 this much longer at the prices they have in the past. The con- 
 tract price in the past has been less than $15.00 per child, yet it 
 was shown that it costs more than $25.00 per student in the grades 
 and more than $58.00 in the high school. Surely no district can 
 expect another to furnish it the best of advantages for less than 
 half the cost. It is true that without the rural children about the 
 same work would be given for the village children, and, there- 
 fore, their presence does not increase the expense pro rata. 
 But the poor preparation of the rural students acts as a brake 
 to the progress of the school, demanding time for these stu- 
 dents that ought to be given to the children of our district, 
 and increases the work of the faculty and the administration 
 of the school. All this more than makes up for any slight 
 financial advantage, if any exists. The children of the rural 
 districts should be brought up through the grades of the union 
 school, and their parents should bear the expense equally with 
 the parents in the village. 
 
 Just what the effect of a consolidation would be, may be 
 made clear by adding the valuations of the districts which might 
 be consolidated. 
 
 Table No. 21. 
 
 District No. 1, North Dansville $1,709,347.00 
 
 District No. 2, North Dansville 125,666.00 
 
 District No. 3, North Dansville 57,722.00 
 
 District No. 4, North Dansville 151,425.00 
 
 District No. 5, North Dansville 76,777.30 
 
 District No. 11, West Sparta 52,161.50 
 
 Total valuation $2,173,098.80 
 
 These children could be taken care of by the Union School 
 without additional teachers and additional expense with the sole 
 exception of transportation. This costs two of the present con- 
 
FINANCES 77 
 
 tracting districts $214.75 and $240.00. Using this as a basis, the 
 additional expense for transportation would be $600.00. This 
 would mean a uniform tax rate of less than $9.00 per thousand for 
 the new district. Under these conditions, the rural community 
 would pay its share for the advantages it has been receiving for the 
 past twenty-five years, in having its children given a high school 
 education at about one-third its actual cost, and its children would 
 be cared for by a school as up-to-date as it is possible to have. 
 On the other hand, the people of the village, or rather those of 
 the village who live in the Union Free School District, would be 
 relieved of a heavy taxation, to which they have been subjected 
 to maintain a school which has contributed to the valuation of 
 the farms of the surrounding country-side. It is a certainty that 
 this is the most just solution of the problem. 
 
 2. Method of Accountancy. 
 
 This year has witnessed the inauguration of a new system 
 of accountancy, due very largely to the efforts of the President 
 of the Board of Education, Mr. Frank J. Blum. A specially pre- 
 pared account book is so ruled that every expenditure is entered 
 in its proper column, so that at the end of the year, the exact 
 amount spent for each item, as outlined by the State Department, 
 is shown, and at a glance the exact amount that has been expended 
 at any time may be seen. The business of the Board of Educa- 
 tion is carried on with as much care in the matter of detail as any 
 small corporation. 
 
 j. Bonded Indebtedness. 
 
 In 1912 the Union Free School District voted to raise by bond 
 issue the sum of $32,000.00 to build to and renovate the old build- 
 ing. November of that year saw the payment of the last bond 
 of the preceding series and the following year the new issue began 
 to be paid at the rate of $2,000.00 per year. The bonds had been 
 
78 A STUDY 
 
 A Questionaire Addressed to Non-Graduates 
 
 Name Address 
 
 I. Please mark with a (x) the reason or reasons which influenced you to leave high 
 school before completing the work: 
 
 a. The expense was too great. 
 
 (Consider this only when it was an absolute necessity to earn.) 
 
 b. Parental objections: What are they ? 
 
 c. The lack of Interest in school work. To what was it due ? 
 
 d. No appreciation of the value of the work. 
 (Consider this only if you see its value now.) 
 
 e. No foresight of the course's value for the future in other words, present 
 
 pleasures or seeming opportunities caused you to forget the future. 
 
 f. The feeling that the high school course wouldn't be worth while for you 
 
 in the work you expected to follow. What was that work ? 
 
 g. The feeling that you were too old to continue in school. 
 h. The lack of harmony between you and the faculty. 
 
 i. The desire to earn money or to work : the confinement of the school room 
 was irksome. 
 
 j. Some opportunity presented itself which you felt you could not afford to 
 ignore. What was it ? 
 
 k. The high school work was too difficult. 
 
 1. The failure on the part of the faculty to make clear the value of the course. 
 
 m. Ill health. Would any of the above have influenced you to drop out of 
 school? Which? 
 
 n. If there are any other reasons, or any suggestions, please state them here 
 or on the back of this sheet. 
 
 II. Would an agricultural course which teaches the scientific principles underlying 
 arming and nursery work have kept you in school ? 
 
 III. Would a commercial course have kept you in school ? 
 
 IV. Would manual training or domestic science have kept you in school ? 
 
 V. What would you suggest as a means to help a boy or a girl overcome the reason 
 you have for leaving school ? 
 
 VI. Was your parents' attitude towards your high school work very far or able ? 
 
 Favorable f Indifferent ? or Unfavorable f Are your parents native born 
 
 Americans ? 
 
 VII. What influence did your friends and associates have upon your leaving 
 school ? . . 
 
QUESTIONAIRE TO NON-GRADUATES 79 
 
 sold to the Saugerties Savings Bank, Saugerties, N. Y., bearing 
 5% interest. The last bond of this issue will be paid in 1928. 
 The interest on this issue will amount to $13,600.00. 
 
 XVn. INVESTIGATION OF THE CAUSES OF ELIMINATION 
 IN THE HIGH SCHOOL DEPARTMENT 
 
 AND THE 
 
 REMEDIES SUGGESTED THROUGH A QUESTIONAIRE 
 
 ADDRESSED TO THOSE WHO ENTERED BUT DID 
 
 NOT COMPLETE THE WORK. 
 
 /. The Questionaire. 
 
 In the early part of the year 1914, the questionaire, found 
 on the opposite page, was sent to more than three hundred young 
 men and women to ask why they had not finished their high 
 school course. With each questionaire a stamped envelope for a 
 reply was enclosed. Only eighty-three replies were received. 
 There are perhaps three factors that contributed to the small num- 
 ber of the replies. (1) A few are probably ashamed that they 
 did not complete the course and, therefore, felt the easiest way 
 out of it was not to reply. (2) Evidently the indifference which 
 existed for some during their high school days still clings to them. 
 (3) Many have undoubtedly found it difficult to analyze clearly 
 just the reasons why they left school, and, feeling that they had 
 nothing to contribute, made no reply. Undoubtedly this is 
 the strongest of the three factors. It is a matter of serious regret 
 that at least one hundred and fifty replies were not received. 
 
 The compilation of the replies to the various questions fol- 
 lows. 
 
 2. Compilation of Replies. 
 
 Eight said ill health. 
 
 The lack of harmony between the student and the faculty. Now re- 
 grets the lack of a high school training. 
 
80 A STUDY 
 
 The lack of interest in school work because the studies didn't seem 
 practical. Coupled with this was a desire to earn money. The confinement 
 of the schoolroom was irksome. 
 
 The feeling that the high school work would not be worth while for 
 the work the writer wished to pursue, which was teaching a district 
 school. There was also a lack of harmony between him and the faculty. 
 
 The feeling that the high school work would not be worth while for 
 the work the writer wished to pursue. 
 
 The feeling that the writer was too old to continue school. 
 
 The feeling that a high school course would not be worth while for 
 a farmer's wife. With this was coupled ill health. 
 
 The lack of interest due to the choice of a wrong course of study. 
 He felt that the work wasn't worth while for a farmer's life and that he 
 was too old to continue school. 
 
 He felt that the work was not worth while for a farmer. There was 
 also a lack of harmony between him and the faculty. He was anxious to 
 earn money. 
 
 The expense was too great. He felt he was too old to continue school 
 and the opportunity of learning a trade presented itself. 
 
 He considered two years of the work all that was necessary because 
 the remainder of the work was not practical enough. The desire to earn 
 money also influenced him. 
 
 The lack of interest due to his dislike for school. A commercial 
 school would have kept him, however. 
 
 No appreciation of me work. Ill health, also, prevented his continu- 
 ance at school. Regrets very much that he didn't finish his school work. 
 
 Two said there were too many outside attractions which caused them 
 to fall behind in their work. 
 
 The high school work was too difficult. 
 
 The work wasn't practical enough. 
 
 Two said they had no foresight of the course's value, and the desire 
 to earn money caused them to leave school. The opportunity to learn a 
 trade contributed. 
 
 The desire to attend a commercial school. 
 
 Four said the necessity of their working late in autumn caused them 
 to get a poor start in school and they became discouraged. 
 
 The desire to work, and poor health led him to leave school. 
 
 The feeling that she was too old to continue school, and the oppor- 
 tunity presented itself for her to attend a school of domestic science. 
 
 The high school was too far from home. 
 
 The expense and the student's age caused the student to leave school. 
 
 Had no appreciation of the work at the time. Now regrets very much 
 that the. work wasn't completed. 
 
QUESTIONAIRE TO NON-GRADUATES 81 
 
 The feeling that the school work wouldn't be worth while for the 
 work the writer expected to pursue. The work in the languages was too 
 hard and sickness in the family also helped to keep him out of school. 
 
 No foresight of the course's value in the future and the feeling that 
 the work would not aid her as a nurse. 
 
 Thought the high school course not necessary to become a district 
 school teacher, but later saw the mistake. 
 
 Two said the desire to earn money, coupled with the difficulty of the 
 school work, caused them to drop school. 
 
 The difficulty of the school work, and the feeling that it wasn't worth 
 while. Now says that every child ought to have a high school education. 
 
 No appreciation of the value of the work, and a lack of harmony 
 between the writer and the faculty. 
 
 The feeling that the work wouldn't be worth while for practical busi- 
 ness, consequently the writer went to a business school. 
 
 The difficulty of the work coupled with the feeling that it wasn't worth 
 while. 
 
 No appreciation of the value of the work. "Was young and foolish 
 and had no encouragement to continue school." 
 
 The lack of interest in school work; the lack of harmony between the 
 student and the faculty ; the desire to earn money. 
 
 Eleven thought the expense too great. All regret lack of an educa- 
 tion. 
 
 The lack of harmony between the student and the faculty. 
 
 The desire to enter Annapolis Naval Academy led the student to be- 
 lieve a high school education, as a whole, unnecessary. Is now making up 
 what he lacked for graduation in a city night school. 
 
 The desire to enter business led the student to enter a business school. 
 
 Illness at home caused the student to give up school. 
 
 No appreciation of the school work, and a scholarship in a business 
 school caused the student to leave high school. "The greatest mistake of 
 my life was to leave high school before I finished my course." 
 
 Moved from Dansville and the student's failure in two Regents exam- 
 inations in his senior year caused him never to return to school. 
 
 The expense was too great, and the opportunity of learning a trade 
 presented itself. 
 
 Ill health and an opportunity to travel. 
 
 No appreciation of the high school course ; the feeling that the high 
 school course wasn't worth while for a printer ; and a desire to earn money. 
 "Became sick, lost heart and dropped out." 
 
 No foresight of the course's value for the future, together with ill 
 health. "What was future then has become the present, and I regret with 
 much sorrow that I did not heed the advice given me then." 
 
82 A STUDY 
 
 No appreciation of the course's value and the failure on the part of 
 the faculty to make the value clear. Regrets that she didn't finish school. 
 
 The lack of interest in school work; expense was too great; no ap- 
 preciation of the value of the work; the feeling that she was too old to 
 attend school; "didn't appreciate what was expected of me." 
 
 The feeling that the high school course wasn't worth while for the 
 work the student expected to take up. 
 
 Lack of interest in school work; no foresight of the future value of 
 the work; the feeling that the student was too old; and the work was too 
 difficult. 
 
 No appreciation. Is positive that a high school and a college educa- 
 tion would have aided him to reach his present position much more 
 rapidly than he has without them. 
 
 "My mother's death. I shall always regret that I did not finish my 
 high school education." 
 
 Failure in several subjects and the belief that a high school education 
 isn't worth while unless one takes higher work. 
 
 "The high school course was simply a college preparatory course, 
 and since I wasn't going to college, I dropped out." 
 
 j. Summary of Replies. 
 
 The expense was too great 14 
 
 Parental objections 2 
 
 The lack of interest 5 
 
 No appreciation of the value of the work (to be considered only if seen 
 
 now) 9 
 
 No foresight of the course's value for the future in other words, pres- 
 ent pleasures or seeming opportunities caused you to forget the 
 
 future 8 
 
 The feeling that the work wasn't worth while for the work you ex- 
 pected to follow 14 
 
 The feeling that you were too old to continue school 7 
 
 The lack of harmony between you and the faculty 7 
 
 The desire to earn money or to work; the confinement of the school- 
 room was irksome 9 
 
 Some opportunity presented itself which you felt you could not afford 
 
 to ignore 14 
 
 The high school course was too difficult 5 
 
 The failure on the part of the faculty to make clear the value of the 
 
 course 1 
 
 111 health . 16 
 
Q UES TIONA IRE TO NGN- GRA D UA TES 83 
 
 Irregular attendance 4 
 
 Illness in the family 2 
 
 Outside attractions 2 
 
 Lived too far from the school 1 
 
 Death of a parent 2 
 
 4. Remedies Suggested. 
 
 In reply to questions II, III, and IV, ten said an agricul- 
 tural course ; thirty-two, a commercial course ; and thirteen, a 
 domestic science course would have kept them in school. 
 
 Other suggestions by those replying to the questionaire as 
 means of overcoming the causes for leaving school were : 
 
 Courses in higher mathematics (given by an engineer who had to 
 attend a preparatory school to prepare for college). 
 
 Two suggested regular attendance. 
 
 Faculty guidance and sympathy. 
 
 Six suggested that the students be shown the value of the high school 
 courses. 
 
 Playground. 
 
 Vocational work. 
 
 Prune the course of the less important studies. 
 
 Encourage the students. 
 
 Free textbooks. 
 
 Night school. 
 
 Vocational guidance was suggested by three. 
 
 Not to crowd five years' work in four. 
 
 Three suggested that the parents be interested in the school and its 
 work, and be shown the value of an education. 
 
 More money for the students. 
 
 Means of support for a student. 
 
 Manual training. 
 
 Higher standards of work. 
 
 Abolish the Regents examinations which wreck girls' health. 
 
 Decrease the cost of living. 
 
 Give interesting and practical subjects. 
 
 5. The Influence of the Parents and of Friends. 
 Forty-two report their parents' attitude toward a high school 
 
84 A STUDY 
 
 education very favorable ; eighteen, favorable ; two, indifferent ; 
 and none as unfavorable. 
 
 Five reported that their parents were not native born and 
 the remainder that they were native born. 
 
 One person reports that friends had great influence in her 
 leaving school; one that friends had some influence; and the 
 remainder report that friends had none. 
 
 6. Conclusions. 
 
 The first thing to arrest the attention in these answers is the 
 large number who say that ill health was the cause for their 
 leaving school. However, of this number 31% said a commer- 
 cial course or a domestic science course would have kept them in 
 school. Evidently, the real cause for their leaving school perma- 
 nently was not ill health so much as it was the failure to find the 
 work in school which they felt to be worth while to pursue. 
 
 It will be observed that there seem to be four main causes 
 underlying the larger number of the replies. 
 
 1. The traditional high school course didn't appeal to them for they 
 could see no practical value in pursuing it for the ordinary walks in life. 
 
 2. The expense was too great. 
 
 3. A lack of appreciation of the value of an education of any kind. 
 They seemed to feel that men in the past have made good in life without 
 an education, and, therefore, they were able to do the same. 
 
 4. A natural inability to do the work. 
 
 The first of these is met in part by the establishment of a 
 commercial course, and would be met much more completely by 
 the establishment of departments of agriculture and home mak- 
 ing. These departments are suggested strongly in the replies to 
 the question what ought to be done to overcome the obstacles 
 that lay in the paths of those who replied. 
 
 For the second, there seems to be only one remedy, and that 
 is part time work for those whose finances will not permit them 
 to spend all their time at school work. 
 
 For the third, there is but one remedy. The parents and the 
 
QUESTIONAIRE TO NON-GRADUATES 85 
 
 faculty must co-operate very closely to show the value of an edu- 
 cation and a training, and to lay bare the fallacy that because men 
 in the past could make a success of life without an education or 
 a training, the boys and the girls of today can do the same. They 
 must be shown convincingly that the times are not changeless ; 
 but rather, are advancing. The demands of today are heavier 
 than they were forty years ago, and they will be even greater 
 forty years from now. The youth must have their vision directed 
 toward the future if the future is to be well taken care of. They 
 must be given work that will aid them practically as well as the- 
 oretically. They must be guided vocationally. 
 
 The fourth cause cannot be remedied. It is impossible for 
 our school to teach the trades or the various kinds of manual 
 labor. If heredity has decreed that such is the kind of work some 
 of our boys and girls are to follow, the best that can be done with 
 them is to give them at least the work done in the grades, and 
 as much of the junior and senior high school work as they can 
 get as a preparation for citizenship and their social duties. There 
 it must stop. 
 
 The answers to the question as to the parents' attitude toward 
 education, it is feared, do not lay bare the naked truth. The num- 
 ber reported indifferent appears enormously low. Those answer- 
 ing the questionaire perhaps remember hearing the parents say 
 that they ought to have an education, but when the critical time 
 came, the parents failed to do their duty, or, perhaps, felt they 
 had no duty to perform. If there had been a very favorable atti- 
 tude toward education, they would have done everything in 
 their power to show the child why he ought to remain in school 
 and to keep him in school. Had this been done, more would have 
 remained. It is rather peculiar that none of the parents were 
 unfavorably disposed toward education. During the past two 
 years, the writer has become aware of two families who would 
 not permit their children to continue school, and two replies to 
 the questionaire suggest parental objections. Surely there must 
 have been more than these in the past ten years. 
 
86 A STUDY 
 
 A Questionaire Addressed to the Graduates 
 
 Name Address. 
 
 1. Present occupation or business 
 
 2. Higher institutions of learning you have attended since your graduation from 
 high school and give degrees conferred 
 
 3. Have you found the work done in these schools or colleges worth while ? 
 
 4. Mark with an (x) the high school course you have pursued ; English 
 
 Latin-scientific Classical General 
 
 5. Have you found Latin of value to you ? If you had your high school 
 
 work to do over again in the light of your present experience, would you study Latin ? 
 Mathematics? Science? 
 
 6. Can you state in what respect have you found the following of value (please 
 
 answer each individually) ? Latin? 
 
 Mathematics ? . . . Science ? 
 
 7. Have you found your high school course worth while in a practical way *. 
 In a cultural way ? In an ethical way ? In a civic way ? 
 
 8. Did you "find yourself' 1 , i. e., develop a dominant interest which has determined 
 your subsequent life, during your school experience, and, if so, what studies, if any, 
 contributed to your self-discovery ? 
 
 9. What in your opinion ought to be done to make the high school course of greater 
 value to our students ? 
 
 10. If you had it to do over again, in the light of your present experience, would you 
 complete a high school course ? Would you advise others to do so ? 
 
 11. Dansville has an average graduating class of 11 per year while approximately 35 
 enter per year. What would you suggest as a means to raise this very low percentage 
 of students to graduate ? 
 
QUESTIONAIRE TO GRADUATES , 87 
 
 The nationality of the parents throws no light on the prob- 
 lem. Neither does the influence of the companions. However, 
 it is more than likely that the silent power of suggestion has 
 played an important part in the last case. A young person whose 
 friends are working and have money to spend freely, have uncon- 
 sciously appealed to the student in school to the extent that he 
 wished to have money and the good times it brings. The oppor- 
 tunities for work and good wages in the nurseries did the rest. 
 
 XVIII. A QUESTIONAIRE ADDRESSED TO THE GRADUATES 
 OF THE HIGH SCHOOL. 
 
 /. The Questionable, 
 
 Those who did not finish their high school education have 
 given their version of the problem. It is equally important to 
 learn what those had to say who had completed the course. In 
 order to get this side of the story, a questionaire was sent to 
 each of the graduates of the high school up to and including the 
 class of 1912. There were 232 letters sent, to which there were 
 116 replies. Forty-three per cent of the graduates in the classes 
 from 1890 to 1901, and fifty-six per cent of those in the classes 
 from 1901 to 1912 made reply. A copy of the questionaire is 
 found on the opposite page. 
 
 The replies to the first two questions were given in the dis- 
 cussion of the graduates (see page 36 ). The replies to the third 
 question are eighty-one affirming that the work done in institu- 
 tions beyond the high school is worth while; four are blank and 
 one is negative. 
 
 2. The Value of Latin, Mathematics and the Sciences. 
 
 Question five was included in the questionaire to find out the 
 opinion of the graduates as to the value these subjects have had 
 for them and to learn if they feel it was worth their time to study 
 
88 A STUDY 
 
 them. The students are constantly contending that they cannot 
 see why they have to study such subjects. Undoubtedly the boys 
 and the girls of the past have asked just such questions. The 
 replies give an answer. With this question goes the sixth which 
 asks the graduates in what way they have found these subjects 
 of value. The results obtained follow. 
 
 Ninety-six affirm and seventeen deny that the study of Latin was 
 worth while. 
 
 Ninety affirm and sixteen deny that they would study Latin again in 
 the light of their present experience. Three said they would study a little 
 of it. 
 
 One hundred four affirm and six deny that they would study mathe- 
 matics again in the light of their present experience. Five say they would 
 study some mathematics. 
 
 One hundred eleven said they would study the sciences again in the 
 light of their present experience; three said they would not. 
 
 In reply to the question whether the one questioned could 
 state in what respect Latin has been of value, the following are 
 the answers : 
 
 Three women and three men state in a cultural way. 
 
 Twenty-eight men and forty women state as an aid in understanding 
 the English vocabulary, syntax and grammar. Two of these women say 
 that this was of slight value. 
 
 Nine men and six women say as a foundation for other languages. 
 One woman says this was slight. 
 
 Four men and ten women say as an aid in understanding literature. 
 
 Eight men and five women say from a disciplinary standpoint, of 
 whom one states it developed perseverance ; one, an analytical turn of 
 mind ; one, concentration ; and two, memory. 
 
 Three women and one man believe it has aided them practically. One 
 woman says it aided her in reading and understanding quotations in maga- 
 zine review work. Another says it aids in science; one, in pharmacy; one, 
 in teaching; and another in discriminating vowel sounds in her work as 
 a singer. 
 
 Ten men and one woman say it has aided them in building up a tech- 
 nical vocabulary. Of these, three specify in medicine, two in law and one 
 in business. 
 
 Five women believe it has aided them to use correct and pure English. 
 
QUESTIONAIRE TO GRADUATES 89 
 
 Two men and two women testify that it has aided them in under- 
 standing and appreciating the church liturgy and services. 
 
 Two women didn't study Latin, one of whom regrets it. 
 
 Two men and five women make no reply which may be interpreted 
 as their not being conscious of any value. 
 
 Five men and nine women say that Latin has no value for the student, 
 and two women say Latin is not essential. Of the former, perhaps a ma- 
 jority may be said to have developed a hostile attitude toward the sub- 
 ject. 
 
 In reply to the question in what respect mathematics has been 
 of value, the following are the answers : 
 
 Sixteen men and twenty-eight women ascribe a disciplinary value to 
 mathematics as follows : three men and seven women say accuracy was 
 developed; seven men and fourteen women say mathematics developed 
 their reasoning power; six women and six men claim for it a general dis- 
 cipline of the mind; one woman says it developed in her a systematic 
 turn of mind; one man and one woman say they learned concentration. 
 
 Thirty men and twenty-four women ascribe a practical value to the 
 study of mathematics. Of these, some specify in what way : in business, 
 eleven men and three women ; in office work, two men and two women ; in 
 farming, one man; in scientific study, one man and one woman; in engi- 
 neering, three men; in teaching arithmetic, three woman; in pharmacy, 
 one woman ; in law, one man ; in insurance work, one man ; in architecture, 
 one man ; in typesetting, one man. 
 
 Four men and twelve women give no reply which may be construed as 
 their not being conscious of any value. 
 
 Three men and one woman find a value in the aid given them for ad- 
 vanced study, particularly in the sciences. 
 
 Two men find only an informational value. 
 
 Nine women say they experienced no value whatsoever. Theirs is 
 almost, a hostile attitude. One says the value received was very slight. 
 
 The following are the answers received concerning the sci- 
 ences : 
 
 Eighteen men and twenty-six women say for the intrinsic interest in 
 the information received ; the pleasure of knowing nature and her phe- 
 nomena. 
 
 Eighteen men and thirteen women say, from a practical standpoint. 
 Of these, five women said in teaching nature study; in pharmacy, one man 
 and one woman ; in medicine, two men and one woman ; in engineering, 
 
90 A STUDY 
 
 three men ; in agriculture, one man ; in housekeeping, one woman ; in busi- 
 ness, two men; in electrotyping, one man. 
 
 Three men and four women say a broader appreciation of nature. 
 
 One man, as a foundation for philosophy. 
 
 One man, helpful in a civic way. 
 
 Five men and four women, in a disciplinary way. Of these one man 
 says, in developing logical thought; three women, observation; one man 
 and one woman, concentration ; one man, in drawing conclusions ; one man, 
 in reasoning. 
 
 Eight men and twenty-three women make no answer, suggesting, 
 thereby, that they are conscious of no definite value. 
 
 Five women see no value in the subject at all. 
 
 Thirteen people say there is a value but fail to tell what it is. 
 
 j. Observations. 
 
 A study of these replies reveals some interesting facts. The 
 stock argument used by educators in behalf of Latin and pure 
 mathematics, has been that these studies give general training. 
 Practically every student has had this as his answer to the ques- 
 tion, "Why study it?" Yet the replies to the question concerning 
 the Latin show but eleven testifying to the value of Latin as a dis- 
 ciplinary subject. The remaining eighty-five assign some practical 
 and definite value to its study. The greatest value seems to be in 
 the proper understanding of and the use of English. If these 
 replies are accurate, might not the question be asked if we are not 
 teaching Latin in the wrong way, and if too much time is not spent 
 on it? Might it not be wise to have the syllabus of Latin to 
 be taught, so revised as to cut down the amount of time devoted 
 to it and to rearrange the work in such a way that the value the 
 graduates have experienced might be emphasized? With less 
 puzzling over difficult Latin constructions and more study of 
 Latin roots there might be a more apparent and practical value 
 of Latin for the average student who now avoids the difficulty of 
 the constructions by the use of the familiar fifty-cent literal trans- 
 lation. Surely the study of Latin under these conditions will not 
 give the student much, if any, training save in dishonesty. Yet, 
 
QUESTIONAIRE TO GRADUATES 91 
 
 beneath the whole question lies that other of formal displine. 
 Would that it were definitely settled! Then the other might be 
 taken care of easily and without fear or misgivings. 
 
 For mathematics, there seemed to be no greater amount of 
 enthusiasm than for the Latin. In fact, there were more who 
 could give no value for the study of mathematics than there were 
 who could give none for Latin. There were more who ascribed 
 to the study of mathematics a general disciplinary value than to 
 the study of Latin. There seemed to be less hostility toward 
 mathematics, however, than toward Latin. One curious fact is 
 that all who show a hostility to mathematics are women. The 
 women are in the majority of those who saw no value in Latin. 
 
 But the most surprising observation of all is that there are 
 more who were able to ascribe a definite value to Latin or mathe- 
 matics than there were who could for science. Most give it only 
 an informational value. Again the women are the only ones who 
 give the study of science no value. 
 
 Judging from these answers, then, Latin has as definite a 
 place in the curriculum because of its usefulness as has mathe- 
 matics or science as it is now taught. In the writer's opinion, 
 science is altogether too technical for the average high school 
 student. 
 
92 A STUDY 
 
 4. The Value of the High School Course. 
 
 In reply to the question whether the graduate found the high 
 school course worth while from a practical standpoint, from a cul- 
 tural standpoint, from an ethical standpoint, and in a civic way, 
 the following answers were received. 
 
 In a practical way : Affirmative answers 112 
 
 Negative answers 4 
 
 (One is hostile.) 
 
 In a cultural way : Affirmative answers 112 
 
 (Three are emphatic.) 
 
 Negative answers 1 
 
 A reply of "somewhat" 3 
 
 In an ethical way : Affirmative answers 95 
 
 (One of whom attributes it to a German story read 
 in a third year German class.) 
 
 Negative 7 
 
 Doubtful 4 
 
 In a civic way : Affirmative 90 
 
 Negative 6 
 
 A reply of "somewhat" 4 
 
 In reply to the question, "If you had it to do over again, in 
 the light of your present experience, would you complete a high 
 school course?", all answer, "yes" with all degrees of emphasis. 
 In answer to the question, "Would you advise others to do 
 so?", there are one hundred and seven affirmative answers vary- 
 ing from yes to the most emphatic forms of an affirmative ans- 
 wer. One person does not answer the question, and eight give 
 qualified affirmatives which are as follows: 
 
 Unless student has an exceptional opportunity for practical work. 
 
 Depends on the aim of the individual. 
 
 If parents can afford it. 
 
 Not as curriculum was when I was in school. 
 
 If the student has the mental capacity for the work. 
 
 If it is possible for the student to get it. 
 
 If the student has a normal intellect. 
 
QUESTIONAIRE TO GRADUATES 93 
 
 5. The High School Course as a Means of Self -discovery. 
 
 In the question "Did you find yourself, i. e., develop a domi- 
 nant interest which has determined your subsequent life during 
 your high school experience and if so what studies contributed 
 to your self discovery?" there were fifty-three negatives and 
 thirty-five affirmatives. 
 
 The replies to the question, "What studies contributed to the 
 self discovery?" were very interesting. The following are the 
 answers given : 
 
 The entire course an excellent foundation on which to build. 
 
 Somewhat through the study of geology mining engineer. 
 
 Playing piano for primary grade exercises supervisor of kinder- 
 gartens. 
 
 A period of development and all studies opened new vistas. 
 
 Cannot put ringer on what studies awakened me. 
 
 Literary study and debate led to law, i. e., literary society awakened 
 him. 
 
 Literature librarian. 
 
 Trigonometry in a small degree suggested engineering. 
 
 English and particularly the English classics led to editing, reporting. 
 
 Physics, chemistry, and history led to law. 
 
 Development of the feeling of independence and love of work. 
 
 Drawing architecture. 
 
 English in a small way. 
 
 Bookkeeping and science bookkeeper and cashier. 
 
 Outside interests, activities, management of teams business and bank- 
 ing. 
 
 Latin, mathematics, chemistry pharmacy. 
 
 Desire developed to attend higher institutions. 
 
 Study of sciences medicine. 
 
 Sciences drug clerk. 
 
 Sciences, mathematics, languages teacher. 
 
 English review editor. 
 
 German teaching. 
 
 Languages teaching. 
 
 Not a direct aid. Training of high school aided the writer to deter- 
 mine at a later time his vocation. 
 
 English and history teaching. 
 
 English, Latin, sciences teaching. 
 
94 % A STUDY 
 
 Became interested in education and attended a normal school. 
 
 Became interested in school life and became a teacher. 
 
 Geometry, English, bookkeeping clerk. 
 
 English, history. 
 
 Literature and science. 
 
 Mathematics and science. 
 
 English literature librarian. 
 
 Chemistry. 
 
 Mathematics, sciences engineering. 
 
 NOTE : The older graduates give but few affirmative answers. Per- 
 haps sixty per cent of the answers come from comparatively recent grad- 
 uates. This means undoubtedly that experience has taught the students 
 that what they thought they were fitted for, was not the case. 
 
 6. Observations. 
 
 It will be noticed that almost all the graduates have experi- 
 enced a practical and a cultural value in their high school course. 
 Whether this has been as great as it should have been is a ques- 
 tion upon which no light has been shed through the questionaire. 
 The answers as to the ethical value and the civic value are not so 
 assuring, though the civic value should be as pronounced as the 
 other two if not more so. These values must be brought out in 
 the future, but how to do it is a serious question of no small 
 dimensions. However, these answers ought to have a tendency 
 to convince the youth who are attending school that it is decidedly 
 worth while to attend school and to complete the high school 
 course. 
 
 The replies to question eight reveal a weakness of all high 
 schools. From a hundred and sixteen replies there were but 
 thirty-five who could say that the high school aided them to find 
 themselves. Yet this condition is as true in college as in the high 
 school. However, a serious attempt at vocational guidance ought 
 to be made and will be made in the future. 
 
QUESTIONAIRE TO GRADUATES 95 
 
 7. How to Better the School as Suggested by the Graduates. 
 
 In reply to question nine, ''What, in your opinion, ought to 
 be done to make the high school course of greater value to our 
 students?" the following suggestions were received: 
 
 4 More careful selection of teachers. 
 
 1 Smaller classes. 
 
 2 Closer contact between teacher and pupil. 
 
 1 Stronger influence to counteract unfortunate influence at home. 
 16 Vocational guidance. 
 
 3 Correlation of school with life outside of school, as civics with 
 civic problems to solve; science and personal experience. 
 
 12 Manual training. 
 
 19 Domestic science. 
 
 1 Begin some of the difficult subjects in the grades. 
 
 4 More emphasis on the English courses. 
 
 2 Teach the habit to study. 
 
 1 Trade courses for those who cannot develop the power to study. 
 
 2 Current topics as a regular subject of the curriculum. 
 
 14 Make the curriculum more practical preparing for urgent needs 
 of present day living. 
 
 3 Better laboratory equipment with more emphasis on original work. 
 
 1 Eliminate subjects never used and make the useful ones more 
 interesting. 
 
 2 Develop a strong, healthy literary society. 
 1 Instill more ambition in students. 
 
 5 To develop spirit of study for knowledge and not for credit. 
 
 4 Vocational work. 
 
 1 Broader curriculum. 
 
 1 Allow more liberty in the selection of courses. 
 
 10 Commercial courses. 
 
 7 Agricultural course for those who cannot go to college. 
 
 3 Teach students to see value of high school work. 
 1 Induce more students to attend high school. 
 
 1 Teach students Christianity, literature and history. 
 
 1 Night school. 
 
 2 Athletics under proper guidance. 
 
 3 Gymnasium work physical training. 
 
 1 More time to be spent on the elementary and practical subjects. 
 1 Encourage independent thought and self-dependence in the pur- 
 suit of studies. 
 
96 A STUDY 
 
 Less foreign language and more English. 
 
 Make the work more rigid. 
 
 Music course. 
 
 More rigid discipline. 
 
 Fewer women teachers. 
 
 Less work that is over the heads of the students. 
 
 Course in manners and morals. 
 
 8. Observations. 
 A study of these answers reveals the following as salient: 
 
 1. Vocational guidance. 
 
 2. Strong faculty. 
 
 3. Supervised activities. 
 
 4. The establishment of courses in home making for the girls, agri- 
 culture for the boys, and a commercial course for both, thereby making 
 the work of the school more practical. 
 
 5. Close relation between faculty and students and a close correlation 
 between the school life and the life outside of school, e. g., civics with 
 civic problems to solve; the connection of science with the practical 
 problems the students face. 
 
 p. Means to Raise the Low Percentage of Students to Graduate. 
 
 The last question on the questionaire was worded in this 
 way. "Dansville has an average graduating class of 11 per year 
 while approximately 35 enter per year. What would you suggest 
 as a means to raise this very low percentage of students to be 
 graduated?" The replies follow: 
 
 1 A questionaire each year with the suggestion that all persons who 
 recognize the value of the training endeavor to influence students and 
 parents who are not awake to the opporunities of our school. 
 
 3 Personal contact between pupil and teacher, and interest in pupil 
 on the part of the teacher. 
 9 Vocational guidance. 
 
 2 Development of part time plan in cooperation with the employers 
 of children over fourteen. 
 
 3 Vocational training. 
 
 2 Make the high school courses more interesting. 
 
QUESTIONAIRE TO GRADUATES 97 
 
 1 Employment of teachers of strong personality and ability. 
 
 3 Publicity campaign to show the increased earning capacity of 
 graduates. 
 
 1 Increase school spirit. 
 
 16 Educate the parents. 
 
 24 Educate the children from the lower grades that they should con- 
 tinue in school until they are graduated from high school. 
 
 1 Educate the children to work and not away from work. 
 
 9 Practical courses added to the curriculum. 
 
 3 Engage speakers for the year to interest pupils. 
 
 1 Give the graduation classes trips to Washington. 
 
 1 Children must be given something to help them earn. 
 
 10 Commercial course. 
 
 6 Manual training. 
 
 6 Increase the social and athletic interests. Student activities. 
 
 8. Domestic science. 
 
 1 Literary work. 
 
 3 Agricultural courses. 
 
 1 Greater degree of efficiency on part of faculty. 
 
 1 Longer school day and less number of years for graduation. 
 
 1 Uurge regular attendance. 
 
 2 Less stress on Regents and more on daily work. 
 
 1 Educate business men to favor holders of high school diplomas. 
 
 1 Teach students to concentrate. 
 
 1 Sympathetic teachers, especially in first year work. 
 
 1 More music in the school. 
 
 1 Let the discipline be of the leading kind rather than of the driving. 
 
 1 Self-government. 
 
 1 A system of proctoring with strong, sympathetic teachers. 
 
 1 Give talks on life beyond high school. 
 
 1 Have two classes of graduates long course, short course. 
 
 1 Free texts. 
 
 1 Class spirit. 
 
 This question has been interpreted very much as has num- 
 ber nine. However, the problem approached from this angle 
 reveals the suggestion that the children from the earliest grades 
 should be so educated as to make them desire to continue their 
 school course until graduated from high school. Another sug- 
 gestion is to educate the parents as to the value of a high school 
 training. 
 
98 A STUDY 
 
 XIX. CONCLUSIONS. 
 
 This Study leads to eleven general conclusions, to follow 
 which will, in the writer's opinion, remedy very largely the elim- 
 ination in the junior and the senior high schools which has been 
 the cause of the small attendance and the small size of the grad- 
 uating classes; and which will make the Dansville High School 
 as modern and efficient as possible. These conclusions are not 
 a program for immediate action. They are to serve as a sort of 
 a guide for the future, and to be brought to pass as the oppor- 
 tunities present themselves. 
 
 J. The First Conclusion Which Concerns the Faculty. 
 
 In order to attract the best material for the two high school 
 faculties, which must have character, personality, culture, ability, 
 education and sound pedagogical training, the minimum salary 
 for an inexperienced teacher should be $600.00 per year with an 
 increase of $50 per year until the maximum of $800.00 be reached. 
 This maximum should be increased to $900.00 at least, for the 
 preceptress. For the male teachers, the minimum for an inexpe- 
 rienced teacher should be $950.00 with an increase of $50.00 per 
 year until $1100.00 be reached as the maximum. For the junior 
 high school department, a teacher with a normal school training 
 and some successful experience is more to be desired than a col- 
 lege trained teacher with no experience. Great care must be 
 taken in this department that very strong teachers are employed 
 if it is to be a success. The salaries are set by the economic law 
 of supply and demand. It is more difficult to get a good male 
 teacher than it is to get a good female teacher. Hence, to get the 
 best, this difference in schedule must be made, though theoreti- 
 cally, there should be no such difference. There should be at 
 least one man on the faculty besides the principal, and to do jus- 
 tice to the boys of these departments, there should be three. This 
 problem can be settled only by the financial condition of the dis- 
 trict. 
 
CONCLUSIONS 99 
 
 For the grades, the minimum salary for an inexperienced 
 teacher should be at least $500.00, and $550.00 if possible. The 
 annual increase should be at least $25.00 per year and better yet 
 $50.00. For the first grade only an experienced teacher should 
 be employed. In order to get one of ability, the minimum should 
 be at least $600.00. 
 
 An efficient system of supervision of the school should be 
 worked out by the principal at the earliest possible moment. This 
 is his most important work, and nothing should stand in his way 
 in performing it. 
 
 The Board of Education should do everything in its power 
 to foster a deep professional spirit on the part of the faculty. 
 No stone should be left unturned to keep it from getting in a 
 rut. There must be freshness and vigor and growth if the school 
 is to progress. It might even be wise to put a premium upon 
 these characteristics. 
 
 (See pages 51-57 and graph number 6.) 
 
 2. Second Conclusion Which Concerns the Library. 
 
 The school needs a good library in or near the school build- 
 ing to supplement the work in the grades and particularly that 
 in the two high schools. This need would be most excellently 
 met by a Carnegie Library located on either side of the school 
 building. The south side is preferable because the site would be 
 free. If such a library should be built, it would serve admirably 
 both the school and the community. An objection might be raised 
 that the site is not central enough for the village people. To this 
 there are two replies : 1. The library would be as central as are the 
 churches on the square and the school, and almost as central as the 
 Opera House. 2. The interests of the students who ought to use 
 the library every day school is in session, ought not to be sacri- 
 ficed to save the adults but a few rods of a walk. A Carnegie 
 Library is given a community with the sole condition that one 
 tenth of its cost be paid anually for its maintenance. At the pres- 
 
100 A STUDY 
 
 ent time the school district is paying $750.00 for the maintenance 
 of the Library on Main Street which serves most meagerly the 
 needs of the school, and is not all that the community should have. 
 ]ts rooms are too crowded. The sum now expended would entitle 
 the community to a library building worth $7,500.00. If the com- 
 munity should wish to make this amount $1,000.00 per annum, the 
 building presented to us would then be worth $10,000.00. Such 
 a building would meet the needs of both the village people and the 
 school in a most excellent way. There seems to be no cheaper way 
 to get a long felt need satisfied than to have it done free. The 
 Board of Education should co-operate with the Trustees of the 
 Library to bring this solution to pass. (See pages 7, 15, 23.) 
 
 j. Third Conclusion Which Concerns the Mental Defective. 
 
 There ought to be a teacher on the faculty with a long expe- 
 rience with children, who has been taught to give the tests for 
 mental deficiency. If these tests should reveal any large number 
 of mental defectives, a special class for them should be formed, 
 much as is done in the larger schools. (See pages 9, 11.) 
 
 4. Fourth Conclusion Which Concerns an Agricultural 
 Department. 
 
 Dansville's greatest business is agriculture and horticulture. 
 Her school ought to serve that interest as it has been shown she 
 ought, in other parts of this Study. This Department ought to 
 be established immediately. The expense is not great. Should 
 such a department be established, a good teacher should be en- 
 gaged who has spent his boyhood and young manhood on a farm 
 or a nursery, and who has been graduated from a college of agri- 
 culture. He should be engaged to teach agriculture during the 
 time school is in session, and to aid the students during the sum- 
 mer vacation to apply what they have learned. Such a man would 
 demand a salary of $1,300.00 per year. Of this the State will pay 
 
CONCLUSIONS 101 
 
 $933.32. It will pay one-half the cost of the apparatus needed. 
 For every non-resident student who has completed his require- 
 ments for entrance in the senior high school and who is enrolled 
 in this department, it will pay $20.00 per year. There would never 
 be less than five such students enrolled. This would mean at least 
 another hundred dollars from the State. In all, the State would 
 give, the district approximately $1,033.32 per year, leaving but 
 $262.68 for the district to pay. There are in school today at least 
 ten village boys who desire to take this work, and they are look- 
 ing forward to the time when it will be given them. We have 
 the room. All we need is the teacher and perhaps a hundred fifty 
 dollars' worth of apparatus. The regular course includes five- 
 twelfths of the work in agriculture and horticulture, and the 
 remainder in history, English, mathematics and science. This 
 course will admit the boy into the State College of Agriculture 
 if he desires to go there. The work in agriculture will consist 
 of a general survey in the junior high school and a specialized 
 study in the senior high school. This will contribute much to the 
 effort to bring vocational guidance to pass. Surely it is an argu- 
 ment for this department that a large number of our nurserymen 
 found the work done in the Cornell Extension School and in the 
 Farmers' Days to be of much value. If the work is good for 
 the adult and experienced farmer or nurseryman, it is good for 
 the boy who wishes to follow that work. The cry of the boy for 
 practical work must be heard. A college preparatory course is a 
 good thing for the boy who isn't going to college, but better yet 
 is a course that will give him training for the duties of life and 
 in the principles of his vocation. 
 
 (See pages 14, 23, 51, 68, 76, 83, 84.) 
 
 5. Fifth Conclusion Which Concerns a Home Making 
 Department. 
 
 Closely allied to the agricultural department is the home mak- 
 ing department. Every normal woman expects and hopes some 
 
102 A STUDY 
 
 day to be a home maker. This business has become very scien- 
 tific of late. The scientists have learned that the health of the 
 individual depends very largely upon what he eats and how it 
 is prepared; that health is regained by correct diet and correct 
 living. The homes of the girls cannot give these scientific prin- 
 ciples. Few can afford to go away to school to get it. It, there- 
 fore, remains for the school to teach it. The teacher of this 
 department receives one-third of her salary from the State. The 
 equipment should consist of a kitchen, a dining room, a bedroom 
 and a toilet. We have the room for these. The equipment will 
 cost approximately $350.00, of which the State will pay about 
 half. The work will consist of the fundamental principles of san- 
 itary housekeeping, cooking, sewing, and elementary nursing. 
 This work will compose five-twelfths of the four year course, and 
 the remainder will consist of English, history, mathematics and 
 science. This course will enter the girls into the normal school 
 and, with certain modifications, into many colleges. She has the 
 gates of the higher institutions open for her, and she has some- 
 thing intensely practical besides. 
 
 When this course is established, it will be possible to give in 
 the junior high school some cooking lessons for girls, and will 
 in that way enrich the curriculum and make vocational guidance 
 possible. This course should be established in the near future. 
 
 (See pages 14, 23, 51, 68, 83, 84, 96.) 
 
 6. Sixth Suggestion Which Concerns the Curriculum. 
 
 The establishment of the 6-2-4 plan, i. e., six years of grade 
 work, two years of junior high school work and four years of 
 senior high school work, is believed to be a very wise move. The 
 curriculum of the junior high school should include besides the 
 work in agriculture and home making, a full term of algebra, a 
 full term of Latin and some elementary bookkeeping. A part of 
 the drawing should be mechanical work, in history definite 
 instruction in current events should be included. Of course, all 
 
CONCL US IONS 1 03 
 
 these subjects would not be studied by each student. The pur- 
 pose is to allow the student to try the work which he thinks he 
 would like and for which the faculty and the parents think he 
 has an aptitude. If he succeeds, it is a plain indication of the 
 course he should follow in the senior high school whether it be 
 college preparatory, agricultural, commercial or home making. 
 
 There are some students who have a decided talent for 
 machinery or a trade. Arrangements can be made with the 
 State Department whereby credit may be granted such a boy for 
 part-time work in a machine shop or a manufacturing concern 
 of repute, if by so doing he is learning a trade. There is abun- 
 dant opportunity in our village for such work in our manufactur- 
 ing concerns. This plan would mean part-time in school and part- 
 time in the shop. There is one possible barrier to the successful 
 inauguration of this work and that is the Workmen's Compensa- 
 tion Law. 
 
 There is another matter which should receive attention. 
 Instrumental music is as much a part of a child's education as is 
 Latin or any other subject. If some plan could be arranged by 
 the instrumental music teachers in our community to have the 
 practice periods supervised in such a way that a statement could 
 be made authoritatively as to the exact number of hours spent in 
 practice, a unit of credit would be granted by the Education 
 Department at Albany for each two hours so spent each week 
 for thirty-eight weeks in the year. Some plan should be devised 
 that the students may have credit for this work and that- they may 
 thereby be encouraged to pursue the work in instrumental music. 
 
 When the home making department is established, some sew- 
 ing should be taught the girls of the upper grades. The boys 
 should have some manual training work in the shop of the agri- 
 cultural department. 
 
 In all the work of the school, a decided effort should be 
 made to put emphasis upon the daily work, and less stress upon 
 the final examinations. This will pave the way for scholarship, 
 and tend to discourage cramming. 
 
 (See pages 2, 13-14, 25-27, 84.) 
 
104 A STUDY 
 
 7. Seventh Conclusion Which Concerns the Moral and the 
 Physical Training of the Students. 
 
 The moral training given through religious instruction must 
 of necessity be cared for by the churches. That is not the problem 
 of the school, which is a public institution supported by the follow- 
 ers of all creeds. But for morning exercises, something per- 
 taining to morals ought to be read. Would that the various 
 denominations through their representatives might select from the 
 Sacred Book and other writings on morals and ethics, passages 
 pregnant with moral teaching accepted by all creeds that might 
 be read without comment to the children at the opening exercises ! 
 Can it be possible that the Jewish and the Christian churches, 
 believers in the same God, cannot find in their teachings great 
 truths concerning man's duty to man and to himself which are 
 so freed of creed and doctrine that they may be read in public 
 without damaging one's faith? There is but one answer to the 
 question. It can be done, and the churches will make a vast 
 stride in advance when they do it. 
 
 But the school is accountable for an ethical and a moral 
 training through other channels. The indirect method is being 
 used in the schools, and with a studied effort, it may be made of 
 greater value in our school. The method, strongly advocated 
 these days through supervised play, is worthy of careful con- 
 sideration. 
 
 The physical side of the child's development is another 
 problem that must receive most careful consideration. Children 
 left to themselves in the gymnasium and on the play ground often 
 do things very detrimental to health. There ought to be a man 
 on the faculty who can supervise the play of the boys, and a 
 woman who can direct the play of the girls. If the school con- 
 tinues to grow as it has during the last three years and there 
 is every indication that it will an addition to the faculty must be 
 made. When this time comes, a man of the right sort should 
 be selected to teach half of his time, and to spend the remainder 
 
CONCL US IONS 1 05 
 
 in supervising the athletics and play of the boys. His class- 
 room work would make it possible to lighten the work of a 
 capable woman who could then work with the girls. In this way, 
 the double end of moral and physical training might be realized. 
 This would also make it possible to have the man and the woman 
 conduct in connection with the night school, classes in gymnastics 
 and recreational work. This matter should receive the most care- 
 ful thought of the Board of Education and of the community. 
 
 There is one way in which the gymnasium is not complete. 
 The apartment set aside for a dressing room should be fitted with 
 toilets and shower baths. To do this, it will be necessary to make 
 connection with the sewer on Washington Street, and when one 
 considers that the lack of the toilets and the baths make the gym- 
 nasium impractical for evening work, and even for athletics, one 
 will realize the necessity of their installation. 
 
 The question of a suitable playground for the children and 
 the young people of the village is not a small one. Whether the 
 village or the Board of Education should furnish this is imma- 
 terial. But this is certain. The lack of a suitable place for out- 
 door sports has killed athletics in the high school. During the 
 spring and early autumn months the boys, at times, try to play 
 baseball behind the school. At those times there begins a crop 
 of just complaints from the neighbors. A boy of any vigor 
 at all is bound to bat the ball beyond the confines of the school 
 yard into somebody's garden, nursery, or through a window of the 
 school house. During the past year about $20.00 was spent for 
 new window lights. There are but three remedies. The first is 
 to surround the yard with a twenty-foot screen fence and to 
 screen the windows of the school house. The second is to prohibit 
 the use of the play ground for play purposes. The third is to 
 provide a suitable play ground. The first is impracticable; the 
 second is inhuman; the third is the only solution. This question 
 does not concern the students of the union school alone. The 
 parochial pupils and the young men of the factories in the village 
 need a place to play. During the summer evenings they have 
 
106 A STUDY 
 
 played on the school grounds, but much to the displeasure of the 
 neighbors who have gardens. The sooner the village realizes its 
 duty in this respect, the better it will be for the young people. It 
 would be an act of wisdom to give them a place to work off their 
 excess energy, rather than to leave them to work it off on the 
 streets. 
 
 (See pages 59-62, 68). 
 
 8. Eighth Conclusion Which Concerns Medical Inspection. 
 
 This question is one that will be solved by the State Educa- 
 tion Department. Compulsory medical inspection is now a stat- 
 ute, and in the very near future an officer will be appointed by 
 the Education Department to organize this work for the whole 
 State. It is the duty of every school district to attack this prob- 
 lem cheerfully and sympathetically this coming year, with a strong 
 follow-up plan to have the parents of ailing children see the neces- 
 sity of caring for them immediately. (See page 62 ). 
 4 
 
 p. Ninth Conclusion Which Concerns the Parents. 
 
 Frequent parents' meetings should be held during the year to 
 keep the parents informed of the work of the school, the work 
 of the children, to cause them to become acquainted with the 
 teachers, and to give them an opportunity to talk with the teach- 
 ers about the progress and the deportment of the children. It 
 might be well to close school some morning and have in its place 
 an evening session, that the fathers and the mothers might see 
 their children actually at work. Such meetings would create in 
 the parents a keen interest in the school, which would mean that 
 more children would be kept in school than heretofore. There 
 would be a greater sympathy for the school, its work and its fac- 
 ulty. There should be formed a mothers' club of the mothers who 
 have children in the lower grades. This is a matter demanding 
 immediate attention. 
 
 (See pages 57-59). 
 
CONCLUSIONS 107 
 
 10. Tenth Conclusion Which Concerns the Wider Use of 
 the School Plant. 
 
 The school has done well in bringing to pass the many lec- 
 tures and meetings of interest to the adults in and about our 
 village. It has done well to establish a night school. This work 
 should continue. The school should be made to serve the adults 
 as well as the children. In the future, the night school should be 
 made broader in scope. Specialists might be brought in to give ad- 
 dresses before the nurserymen and the farmers, and to give 
 courses in home making and home economies for the women. 
 Our lawyers might be interested to give short talks about prac- 
 tical points in law for the business man. Physicians might, in a 
 series of lectures, tell how to conserve the health that one may be 
 the most efficient citizen possible. Some of the young engineers 
 might give courses in mechanical drawing for the young fellows 
 who had thoughtlessly dropped out of school, but who. seeing 
 the error in the move, and wishing to correct it as far as possible, 
 might work up to a better position. There might be work in tne 
 gymnasium for those who feel the need of exercise and recreation 
 after a day in the office or the shop or the store. All this could 
 be done without expense to the district, by charging a tuition 
 sufficient to pay for the services of those engaged to do the work. 
 The district's contribution would be a lighted and heated school 
 house. This phase of the school's service to the community must 
 never be lost sight of. 
 
 (See pages 66-68). 
 
 11. The Eleventh Conclusion Which Concerns the Finances. 
 
 There are but two phases of this problem for thought. In 
 Dansville there is an unjust distribution of the burden of giving 
 to the village and the surrounding community the advantages of 
 a modern high school. There is but one solution and that is to 
 enlarge the district. 
 
 The question of a few dollars should never stand in the way 
 
108 A STUDY 
 
 of the training of our future citizens. No money is better ex- 
 pended, or more patriotically expended, than that which will guar- 
 antee democracy to this land of ours in the growing complexity 
 of its problems. Life is becoming more complex every day, and 
 with that complexity is a demand for the higher training of men 
 and women who must fight the battles of life. 
 (See pages 68-77). 
 
109 
 
 APPENDIX 
 
 The Graphs and How to Read Them 
 
 In this Study there are three kinds of graphs ; one represented by 
 bars, six by lines and one by circles. 
 
 Graph number one is represented by bars. Each bar is drawn to 
 scale and represents by its length the number in a graduating class. 
 
 Graphs two, three, four, five, six and seven represent by lines, 
 commonly called curves, the t'lunctuations by years of their respective 
 subjects. Across the top of each of these are either months or years, 
 and up the left side is a scale of numbers. To show how to interpret 
 one of these, graph number two on page number 39 may be taken as 
 an illustration. There are six curves representing six different sets 
 of facts. At the top is the curve representing the total registration in 
 school for the last ten years. For the year 1904-1905, there were 506 
 pupils in school. This amount is represented by a point on the 1904- 
 1905 year (the vertical line at whose top is 1904-1905) line between the 
 500 and the 530 lines which cross the graph horizontally. Since the 
 difference between these two lines is thirty and the point to be deter- 
 mined is 8 above the 500 line, it is determined by taking eight thirti- 
 eths of the space between these lines. The next year there were 482 
 pupils in school. This point lies on the 1905-1906 year line and between 
 the 470 and the 500 lines. For each of the other years the points are 
 determined. Then these points are connected by lines which will give 
 the eye a means of judging the amount of variation there is. over in 
 the period of ten years. The other curves represent the registration 
 in the grades and the distribution of boys and the girls in whole school 
 and in the grades. A study of these curves will show the proportion- 
 ate variation. 
 
 Graph number eight shows by the size of the circles the variation 
 in the expenditures for the four years they represent. The angles 
 show how the items vary each year. 
 
30m-l,' 
 
YC 03254 
 
 UNIVERSITY OF CALIFORNIA LIBRARY