The Daily Ardmoreite. [volume] (Ardmore, Okla.) 1893-current, 1911-12-17
SPECIAL REPORT TO BOARD.

special report TO you, making COM
paratlye study of the time We are
giving to each subject as compared
with number OF large cities IN this
country.
Il is essentially necessary for those
who are responsible for the eIuca'
ZION Of childhood to know the value
OF the different subjects taught in
cur schools, to recognize the changed
condition. OF our social life and the
consequent changes in the demands
made by society upon the individual
today, and understand what mcdiii
cations should be made in the sub
iect matter and the methods OF in
suuction given in our schools SO
that the child may be properly equip
ned to meet the demands OF our
modern civilization.
The work Of school teaching has
been the most indefinite Of all
classes of labor when it came to
measuring results in exact terms,
and this has been responsible for
great deal of inferior work i'm the
school room Of the past. Not only
this, but a study of social condi
tions reveals the fact that since our
population is rapidly changing from
a rural to an urban civilization and
our people are becoming more and
more a commercial and manufacture
ing people We must OF necessity
make corresponding changes in our
courses of study Formerly our
schools prepared boys and girls
fairly we'll to meet the duties OF
! liz, that were to deyolye upon them
ai,er leaving school by teaching them
the three RS which included reading,
spelling, languagfe, grammar, writing
and arithmetic. But today it is nee
essary to teach the child many other
subjects than these if he is to be
properly prepared, and yet | would
not have it understood that l dis
count the Importance of these sub
jects in the least. In fact | would
devote as much time to them as
formerly, only | would chang the
content of the subjects to conform
to the needs of today.
In order that We might have
some definite idea about what We
are doing in our schools in Ardmore
We have recently made a study OF
the work which We are doing TO the
end that We might know just how
much time We are deyoting to each
subject and compare this with the
time given to these subjects in other
cities and thus determine to an eX-
tent whether we are placing the prop
er emphasis upon the different sub |
jects which we teach.
This study reveals the fact that |
We are deyoting 1852 per cent OF !
the child's time to arithmetic dur
ing the first eight years OF his |
school life; 15.5i per cent 70 Ian. |
guage and grammar; 5.37 per cent |
TO music; 9.52 per cent to spelitng; |
$50 per cent to drawing: 76S per |
cent to hygiene and physical culture: |
7.n2 per cent to history: 6.94 per cent
TO geography; 201j per cent to read .
ing; 1.3S per cent to agriculture.
am sure that it will be interest
ing to know how these per cents |
compare with those OF other cities |
Therefore We shall make just a few |
comparisons. Let Us take reading |
We find that Rochester is giving .
I117 per cent TO this subject, Cleye-
land 26.3l per cent, Cincinnati l413 |
per cent, Indianapolis 1850 per cent !
st. Louis 1890 per cent, Milwaukee |
22.S? per cent, Kansas City 14.5O |
per cent, and Ardm0re 2015 per
cent. Comparing the figures of these !
eight cities you will find that Ard
more is devoting more time TO this
subject which is foundation sub
ject than any of these cities except
Cleveland and Milwaukee, and that
We are giving 1.3T pec cent more
time to the subject than the average
for these seven large Giries
Again let us take arithmetir. We
are deyoting 15.69 per cent of the
childs time to this subJecr, New
York. 1853 per cent, Chicago 11.2S
per cent. Indianapolis 1928 per cent,
st. Louis 1924 per cent. Milwaukee |
r4Q- per cent Kansas CITY 1886 /