The Gary schools; a general account . in composition than the the results of the tests reflect tliese differences? Isthe classroom work of the fully developed Gary schoolsconsistently different in quaUty from that of the less com-plicated Gary schools? The facts are these: In the handwriting tests there is almost no trace ofconstant differences from school to school; the differ-ences in spelling are slight, but, such as they are, leanin favor of the Jefferson and Beveridge schools; in arith-metic, Beveridge leads, Jefferson comes second, Froebel,despite its handicaps, surpasses Emer
The Gary schools; a general account . in composition than the the results of the tests reflect tliese differences? Isthe classroom work of the fully developed Gary schoolsconsistently different in quaUty from that of the less com-plicated Gary schools? The facts are these: In the handwriting tests there is almost no trace ofconstant differences from school to school; the differ-ences in spelling are slight, but, such as they are, leanin favor of the Jefferson and Beveridge schools; in arith-metic, Beveridge leads, Jefferson comes second, Froebel,despite its handicaps, surpasses Emerson; in composi-tion, the order runs, Jefferson, Emerson, Froebel, Bev-eridge; in oral reading, Emerson is distinctly betterthan the other three schools; in silent reading, Froebeland Beveridge read more rapidly than Jefferson andEmerson, while in the reproduction test, Jefferson comesfirst, Emerson second, and Beveridge last. It is clear that in both the more complicated Garyschools the teaching is in some subjects relatively better. CLASSROOM TESTS 105 than the teaching in the simpler schools and that in othersubjects the reverse is true. The extent to which theGary plan is carried out is not therefore in itself thedecisive factor. We are incHned to believe that low-ness of score is attributable to lack of unity of effort onthe part of an ineffectively supervised teaching staff,recruited from many different sources, and to confusiondue to the constant infiltration of pupils from otherschool systems, while the fluctuations from school toschool and from subject to subject are probably to beascribed to local and individual causes. However thismay be, it must be recognized that no educational sys-tem can be considered to have completely establisheditself until, whatever else it achieves, it has also securedthe fundamental educational values represented by theessential tools of learning. The results of testing theGary schools do not invalidate the effort to socializeeducation, but
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