Haggerty: Study in Arithmetic 



481 



cities may be very largely affected thereby. Just how, we cannot 

 tell without an extended study. We do not yet know whether 

 Hungarian immigrants are deficient in arithmetical ability, or 

 whether the German settlers are highly proficient, or whether the 

 third generation of New England emigrants are better or worse 

 than either. It is hopeful, however, that the standardized tests 

 give us the means for settling the question. 



In order to envisage the possible service of educational measure- 

 ments in a clear way it may not be amiss to enumerate some of 

 the environmental causes operating to produce the scores reported 

 in this monograph. Suppose we state these causes as problems 

 for solution. What is the relation of a high score to any one of 

 the following conditions: Time of beginning the study of arith- 

 metic ? School time devoted to arithmetical study ? Departmental 

 teaching ? Professional training of teachers ? Salaries paid teach- 

 ers? Salary of superintendent? Supervision by superintendent, 

 principal, or supervisor? Particular textbooks and particular 

 methods of instruction? Size of classes? Student self-govern- 

 ment or military discipline ? Home study or assembly room study ? 

 Supervised study period? Accurate grading as by per cent or 

 general grading as by letters? Keeping grades secret or sending 

 monthly reports to parents? Parent -teachers' meetings? Dis- 

 couragement or encouragement by the teacher? Emphasis on ac- 

 curacy or speed or both? Solution of long problems demanding 

 analytic study? Drill on fundamental process? And so on. 

 through the long list of conditions which from time to time are 

 advanced as explanations for good or bad school products. For 

 the solution of every one of these problems the employment of 

 standard tests is promising. Wide and extended investigations 

 will be necessary, but the result is sure. 



In the present study we have some data to oft'er on two of the 

 problems suggested above, the time of beginning and the amount 

 of time spent on the study of arithmetic. 



In order to get accurate data in these fields the superintendents 

 of the schools reporting filled out a questionnaire submitted by 

 the University. It will be best to discuss each of these topics 

 separately. 



