Читать книгу Introduction to the scientific study of education - Charles Hubbard Judd - Страница 12

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A second type of study can be borrowed from the reports of the North Central Association of Colleges and Secondary Schools. This Association has as its practical purpose the inspection of the secondary schools and colleges of the northern states from Ohio to Colorado. The inspectors of high schools in seventeen states brought together in the report of 1916 a number of exact statistics regarding 1128 approved schools.4 One set of these facts may be selected for special comment.

Fig. 1. Average number of high-school units in the approved schools of the various states of the North Central Association

The full-drawn lines are proportional in length to the number of units offered in academic subjects; the dotted lines, to technical subjects

The number of units, or courses, offered in high schools has increased rapidly in recent years. Especially marked is the addition to the school program of technical subjects, such as home economics, manual training, and commercial courses. The report here under discussion states that in all the approved schools of the association there is an average of 21.13 academic units, that is, units in such subjects as languages, history, mathematics, science, and English; and an average of 9.41 units in technical or vocational subjects.

When we examine the individual states, we find that Minnesota, which has a large state fund, much progressive legislation on high schools, and a vigorous state department of education, shows averages of 23.87 academic units and 12.65 units of vocational subjects. South Dakota, where the school system is new and economic conditions are much less favorable, has averages of 17.62 academic units and 6.46 vocational units. The more striking differences are those which arise not from economic conditions but from clearly indicated differences in educational policy. Ohio has an average of 22.24 academic units, which is high, and an average of only 7.26 vocational units, which is low. On the other hand, Kansas has 22.9 academic units, or just about the same as Ohio, and 10.13 units in vocational subjects.

Finally, if we carry the comparison into still further detail by examining the schools in a single state, we find in Ohio one city with a high school of 870 students offering 18 academic units and 5 vocational units, while in another city, where the student body numbers 710 students, the school offers 24 academic units and 22 vocational units.

The comparisons are illuminating in several respects. It is probable that most communities are ignorant of the fact that their own high schools differ from others. The publication of definite facts with regard to the practices of schools would stimulate wholesome thinking on school problems. The whole life of a school depends in very large measure on the course of study. When there are such wide divergences as are here indicated, there is clear evidence of differences in educational policies in different states and communities. At the present time the accepted policies are often the products of tradition or accident. They should be made subjects of careful study and either confirmed or revised.

Fig. 2 A. Pauses made in silent reading

The vertical lines, Figs. 2 A, 2 B, show where the eyes of an adult reader paused during the reading. The numbers above the vertical lines in the two figures indicate the order of the fixations

Fig. 2 B. Pauses made in oral reading