. The public and its school; a statement of the means of finding what the intelligent public expects of children and how a school system may be managed to deliver the goods. 8 errors. 9 10 errors,th 11 errors,th 12 13 errors. .7% 0 % .2% .2% 16. Test No. 4. Carrying messages: Number tested 91 Number correct 56 Per cent, correct 62% SELF-CORHECTION 17. In the mathematical tests, a tendency to provethe work before handing it in was almost entirely is in the children an idea that speed is valuableapart from correctness. I recall that from
. The public and its school; a statement of the means of finding what the intelligent public expects of children and how a school system may be managed to deliver the goods. 8 errors. 9 10 errors,th 11 errors,th 12 13 errors. .7% 0 % .2% .2% 16. Test No. 4. Carrying messages: Number tested 91 Number correct 56 Per cent, correct 62% SELF-CORHECTION 17. In the mathematical tests, a tendency to provethe work before handing it in was almost entirely is in the children an idea that speed is valuableapart from correctness. I recall that from the testsgiven by S. A. Courtis he made the generalization thatthe average accuracy of New York school children isvery low, while the speed is above the average. That is,it takes us less time to get a thing wrong here than it doesin the average school system. I cannot believe that anabsurdity of this kind would not yield in great measureto an organization of the Brooklyn divisions into a work-ing unit to promulgate specific efficiencies in directionswhere investigation shows a common need and to providefor systematic follow-up processes, until the formation of [8]. GREAT SPEED — BUT WHAT HAVE TOU WHEN YOD GET THERE? habits of self-correction in mathematical work becomesa recognized obligation of every teacher and one school every column is required to be added upand down to an agreement before the adder attempts thenext column. 18. I can see the justice which leads some teachers toaUow children some credit for correctness of methodeven when the result is wrong, but no school usage ismore ridiculed by the lay critic. For him a wrong resultis useless no matter how slowly or how quickly obtained.
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