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Show A Test In Arithmetic Teaching. The test In nrlthmatlc on which this article will be based was taken In thc carl) 1 nit nf the present car, I made a similar test some six scars ago soon after 1 had completed the one In sidling, sidl-ing, but m tdltotlnl duties nt the tlmo prexntcd me from following up the In-lestlgitlons In-lestlgitlons In n satlsfuctoo manner, nnd I therefore did not publish thc results re-sults ln my recent test the examinations examina-tions were made In each Instance during dur-ing my presence In eighteen school buildings representing ac en cities In nil about CUOO children were examined W bile the number of pupils tested was therefore not neorlj so large as ln th case of my eximlnntlons In spelling the lmestlgntlon nevertheless, suincc I to show thf general conditions equally well Irnm seernl points or view A glance nt the figures will tell us at once that there Is no direct rel itlon be-tween be-tween Urn. iind result, that special pressure does not necessarily lend to Miccess, nnd concrsel, Ihit lack of I tessuic does not necessurlly mean f lll-ute lll-ute In the first place It la Interesting to note Hint tho amount of time devote 1 tn irllliinetlc In the school thnt ob t lined the lowest ncrage .5 per cent-was cent-was practically the same us It was In the one where the highest aeerage SO cr cent was obtained In the former the regular time for arithmetic In all the grades was forty-fUe rrMnutcs n da, but some additional time was gl-en gl-en In thc latter the time varied In the different classes but nveraged fifty-three fifty-three minutes dall This shows an extreme ex-treme variation In results under the snmo appropriation of time Looking again towatd the bottom of the list, we find three schools with an nci age of SG per cent. In one of these Insulllclent pressure might be suggested as a rensen for thc unsatisfactory results, re-sults, only tlilrtj minutes dally having been devoted lo arithmetic. The second school how ct r, gio forty-e.li.ht, while the Ihlrd guc eeccnts-fWc This cer-tnltil) cer-tnltil) seems to Indicate thut u radical detect In the quality of Instruction cannot can-not be offset b an Increase In quantlt) If we now turn our attention from the three schools Just mentioned and direct It to three near the top schools ! 3 and A, City I we find tho conditions condi-tions recrecd. for while the two rchools that gave forty.fUc minutes mndo averages nf ft j er cent and 67 per cent, rcsectlelj, the school thnt gae onl) twenty fle minutes succeeded In obtaining an aceragi nf 61 per tent. This would appear to Indicate that while, on the one hand nothlnc Is gained b nn Increase nf time where the Instruction In arithmetic Is faultj, on the other hand, nothing Is lost by a decrease de-crease of time to 11 certain point, where tin- schools are on the right path In teaching the subject l'erhaps the most Interesting feature of the table Is the fact that the school glxlng twenty-five nilnutea a da mint out within two of the top while the school giving seven-t seven-t live minutes dallj came nut prictl-call prictl-call within one of the bottom Dr, J M. Itlic In the forum |