290 Wisconsin Academy of Sciences\ Arts, and Letters. 
For the sake of comparison the data in table A has been 
computed by the Ayres standard and is given in Table B. 
There the average percentage of retardation is 30.9. That is 
bad enough. This is really only, however, 52.6% of the amount 
actually known to exist in these schools. The balance is con¬ 
cealed by the allowance of the extra year to the grades, for pos¬ 
sible late entrants, who are too few to justify such an allow¬ 
ance. 
Grades. 
Total. 
Number. 
Percentages. 
Boys. 
Girls. 
Retarded. 
Normal. 
Advanced, 
Boys. 
Girls. 
Boys. 
Girls. 
Boys. 
Girls. 
1. 
2,691 
1,436 
1,255 
14.6 
9.1 
77.9 
83.5 
7.5 
7.1 
2. 
2,065 
1,096 
969 
22.5 
17.3 
69.3 
71.0 
8.2 
11.7 
3. 
2,164 
1,134 
1,030 
30.6 
20.8 
63.6 
71.8 
5.2 
7.4 
4. 
2,268 
1,134 
1,134 
38.2 
27.7 
55.9 
63.9 
5.9 
8.4 
5. 
2,129 
1,109 
1,020 
44.2 
34.8 
49.8 
58.2 
6.0 
7.0 
6. 
1,944 
977 
967 
47.4 
38.5 
47.3 
53.5 
5.3 
8.0 
7. 
1,862 
929 
933 
44.2 
36.3 
50.5 
56.4 
5.3 
7.6 
8. 
2,007 
886 
1,121 
45.3 
39.5 
49.2 
53.9 
5.8 
6.0 
Total. 
17. ‘ 
>79 
3C 
1.9 
62.0 
7, 
.1 
A few other statistics are given for the sake of illustrative 
comparison, computed on both bases. 
Number. 
Minimum. 
Ayres. 
1. The 55 cities of Table A. -. 
17,279 
5,340 
3,753 
2,087 
59.3 
30.9 
2. Forty one graded schools. 
64.6 
33.9 
3. Four special cities in Minnesota. 
66.5 
33.7 
4. Fargo, North Dakota. 
55.6 
24.9 
The schools in item two above are those known technically 
as “graded schools.” They are mostly small, ranging from 
four to six teachers as a rule; but they are inspected for state 
aid and are the schools from which the high schools of the state 
rise. The four special cities are not included in the fifty-five 
given above, but are among the largest and best cities, by com¬ 
mon reputation, in the state. 
