Haggerty : Study in Arithmetic 



491 



TABLE XLVI 



Classes of Pupils Based on Total Time Spent on Arithmetic up to Time 

 OF Taking Test. (Figures Before Dash Indicate Number of Cities; 

 Figures After Dash Indicate Number of Children.) 



Class 



Minutes 



Fifth 

 Grade 



Sixth 

 Grade 



Seventh 

 Grade 



Eighth 

 Grade 



Total 



1 



0 to 25,000 



2-302 



0 



0 



0 



2 



2 



25,000 to 30,000 



10-1,530 



0 



0 



0 



10 



3 



30,001 to 35,000 



4-388 



5-648 



0 



0 



9 



4 



35,001 to 40,000 



2-102 



8-1 , 144 



0 



0 



10 



5 



40,001 to 45,000 



1-91 



3-348 



6-493 



0 



10 



6 



45,001 to 50,000 



0 



2-97 



4-544 



2-104 



8 



7 



50,001 to 55,000 



0 



1-84 



5-470 



4-298 



10 



8. 



55,001 to 60,000 



0 



0 



4-237 



4-469 



8 



9 



60,001 to 65,000 



1-211 



0 



0 



6-486 



7 



10 



65,001 to 70,000 



0 



0 



0 



2-101 



2 



11 



70,001 to 75,000 



0 



0 





1-65 



1 



12 



75,001 to 80,000 



0 



0 



I 



0 



0 



13 



80,001 to 85,000 



0 



1-209 



0 



0 



1 



14. 



85,001 to 90,000 



0 



0 



0 



0 



0 



15. 



90,001 to 95,000 



0 



0 



1-167 



0 



1 



16 



95,001 to 100,000 



0 



0 



0 



1-123 









Table XL VII shows the medians for each of the sixteen classes 

 and the four grades. Table XLVIII is a table of ranks based on 

 the medians of Table XLYII. Studying the ranking table one is 

 struck by the fact that first rank in no case goes to the pupils 

 spending the most time on arithmetic. The optimal time appar- 

 ently falls between two extremes. 



In three grades the final rank for the grade gives first place 

 to the class spending the second greatest amount of time. In grade 

 seven first rank goes to the class spending next to the least amount 

 of time. And in every grade the placing of second and third 

 rank indicates that excellence may be obtained without the exces- 

 sive amount of time spent- by many schools. Fourth, fifth, sixth, 

 and in one case seventh, rank goes to schools giving more than 

 average time to arithmetic. What defense is to be made for school 

 systems giving 65,000 minutes to the study of arithmetic before 

 the end of the fifth grade while another group of schools achieve 

 better work with less than 35,000 minutes devoted to the subject, 

 or what is to be said for the teachers of 486 eighth grade children 



