Teaching elementary school subjects . cher and supervisor of these children, it is doubtful ifthe record would have been as is shown above. The records were carefullykept, but in tabular rather than graphical form, with the result that the weak-nesses were not fully realized. For example, the graph shows emphaticallythat these children were very low in division when they left the fourth placed an undue load on the fifth-grade work, with the result that sub-traction was slighted and the children did not make standard progress in it;it also shows that the children were stronger in kno
Teaching elementary school subjects . cher and supervisor of these children, it is doubtful ifthe record would have been as is shown above. The records were carefullykept, but in tabular rather than graphical form, with the result that the weak-nesses were not fully realized. For example, the graph shows emphaticallythat these children were very low in division when they left the fourth placed an undue load on the fifth-grade work, with the result that sub-traction was slighted and the children did not make standard progress in it;it also shows that the children were stronger in knowing kow to add, subtract,etc., than in knowing when to perform these operations. (However, has since somewhat modified his standards in reasoning.) 520 TEACHING ELEMENTARY SCHOOL SUBJECTS PROGRESS IN ARITHMETIC, GRADE VFARMVILLE TRAINING SCHOOL rll ^^Mid-year ___Closing Grades Tests 1. Additioo 2. Subtraction 3. Multipncation 4. Division 5. Copying Figures 6. Speed Reasoning Attempts Rights 7. Fundamentals Attempts nights. Fig. IV This figure represents progress in arithmetic while the class was in thefifth grade. At the opening of the year they had only that ability which isshown by the solid black line. As is illustrated in Fig. V, however, this doesnot mean that they were as deficient as this when promoted into the fifthgrade. By mid-year they had made the gains indicated by the dash line, andat the close of the year they were well up in everything, with the possibleexception of speed reasoning. By having this record the teacher was helpedto know where to stress the work; for example, more time and energy wasneeded on addition and subtraction than multiplication, and division wasweakest of all. They also showed weakness in the copying of figures, whichindicated lack of muscular control. MEAStTRING RESULTS OF TEACHING 521 PROGRESS IN ARITHMETIC, VACATION LOSSESFARMVILLE TRAINING SCHOOL _^^ End of Grade III ___BeBlnnlno of Grade IV Grades Tests 1. Additloo 2. Subtr
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