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L many 37

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d

RELATION OF SOCIAL FACTORS T ELIHINATION OF
STUDENTS FROM THE KILLER INTEHMEDIATE
SCHOOL (DETROIT)

By
harles G. Burns
A Thesis Submitted to the Faculty of
Michigan State College

In Partial Fulfillment for the Degree of

MASTE OF ARTS

Department of Sociology

[I '
1.

Approved:
W

Head of Kajbr Deggftfient

 

 

Chairman of the Committee
on Advanced Degrees

Richigan State College

1935

ThESlS

v-1

--4

(”5‘22

Chapter
I.
II.
III.
IV.
V.
VI.
VII.

P

i

_‘ r. z

9.».-2

t5"

;;T

55'

m

SOCIAL FACTORS
FROM ”1m MILLER BITE.
SCHOOL ( uleROIT)

ELATION OF

srumrt's

Introduction

Social Conditions in the
School District

The Home
Studied

Other
to Intelligence Rating

Racial Factors in Relation to
Progress of Pupils

Summary
Appendix

Bibliography

*5
H 4'
LO
(Q
huh

TO ELIII
. DIALLE.

Killer

WtWIc: OF

L.".-.-

Environment of the Individuals

Social Influences in Relation

School

Page

57

72

ACKI IO .LE D311}: 5 T

The writer wishes to express his gratitude to

Dr. Eben humford and to Dr. C. R. Hoffer of

the Sociology Department, Kichigan State College,
under whose guidance this thesis was written.

He acknowledges his indebtedness to Emma Bergman,
who edited the manuscript, to Gladys Bumpus and
to his wife who assisted in the collection and

tabulation of the data.

CH1 TLR I

IRTRODUCTIOE

The elimination of boys and girls from school during
early adolescence has been a problem of :1ajor social ir ;por-
tance for a long time. As society beeches ;ore conplex
and the scope of life broadens to nest changing conditions,
the problems confronting tit; ose seekinf to becone self sup-
porting nembers of society increase in mu -ber and difficulty.
Even to persons surrounded by culture and refinenent with
every means at hand to assist in character development,
with every opportunity to experience proper social contacts,
th e problems of life aie often bafflin3. To th *nfortun-
ate child porn in poverty and forced to spend the host
impressionable part of life in the crowded forei3n quarters
of a large 01 y, a satisfactory adjustnent to the social

and econonic demands of odern life may prove almost in-

;_:

possible.
he situation nust be faced. The children in such
districts leave school in la r3e nvaaers as soon as they

liave

(I)

atisfied the l 3al requirenents and sometimes before.
Whether we are ri3ht or \.Ton3 in atteiptir3 to edu ate the
child before we have educated the parent, the fact renains
that our accomplishments with this type of child leaves
much to be desii ed. uh;. do thes pupils leave school?

What types of boys and 3irls are elininated? what social
influences force children out of school into indr.stry or
idleness at an early a e, poorly equipped to face the prob-

lens of life?

.l. . .ul

 

pal . ”UNA“ 44a

 

 

Several stu‘ies of elimination fron school have been
made in the past few yea"s.5 These indicate a desire n
he part of he educator to face the problem and to attenpt

a solution. Enily G. Palner, in

Oakland, Califor1-ia, 1928,

a study 0

arrived at t: e follow

1‘ the schools of

“'."O

‘00 0

”Of the Croup of pupils who leave school the follo 1:13
na3 be said: here boys than girls leave chool bchie con~
pletin3 the secondar" school course; half of th pupils
elihinated are of rei3n, Lined, ne3ro, or oriental pai-
elita’;e; ils vho left school early were unsuccessul n

4.119

school, age for their grade;

are, on the average, from a lower

the pupils elinina
social

ted
ard economic

level tha the pupils of the sane a'c in hi3h sci zool;
pupils who leave sci 001 early do so for Lany "easor s, but
nore than half leave scl 1001 for reas ns ni‘h which 'he

/\ '1') ~ 5

U.~ Line (-4

defir -itelr'
00w \ 4-:r.
‘41.).‘QOALS‘ 1 Oil iU

school is
the I

00.10

(1)

These findin3s a3ree in “oneral
E. K"lt on in his study of 5rad1aticn

failure in the Garfield Yi3h School,

he sa"s,

J—fr

' "TT‘? 4 -. . . “-4 ‘

"1-;e re; =utl of t is stuck show:
“ fi‘.‘-‘-\ 1“ "“ I'\ F "L 5 " ‘r r -D
nansei of 3ra cusses b0 t1;e nunsar o1

C‘
L;

(‘C‘
LJIJ

Garfield is li3htly 10 t“ no

’1 3.. .I -‘ . -,, .- -\ r‘ '1.
Cl 3raduates is ni3her anon3 tne
w, - , - l, .1- - . ' _ .13.”. -.,
and higher anon3 the whites than

Di - e
.3 (31110140 I

J.

ren. t1n”e f011ths
before conpletin3 t1

C) *‘(N-

V

C
”.0

C4116. .L 901‘

to three;
3irls than
LL- -C‘i-;)
withdrawals leave high school

“val.

V'T‘. . . \ ‘ ‘1‘ I" ‘1
udlCh 1t Lust shale

' c _-\‘ 4.x“ -n
‘- lt-L U.'--’Se OJ. ‘Ju dY'ICLI‘Id
.\a‘ " J— 1
, el hination, and

[‘1'“: 1--"
l 8121 C 11313. c

that the ratio of
’..-’i'1317.CLI‘-oi'.:'€. 13 1::
the per enta3e
the 1303‘s

11 Child-

-1
1.0
11‘ I

~‘_s< ‘ar.
9‘.- -O-an

4- A-VI"
U--.e COlUJ—C

n(

22)

27“ _ o .' f _ 4. 'V} 4". .o ~. 1"" fl. .-- _c ‘ t r h 91" '1 p I {a -1
1‘.) i— «liar l GL—II-.l b Y“Il.\n’ C .L e C‘T‘ U U15 .a—a-uh fi'i/Ci Kjv't ‘IL. -01 31.6; I. . -c O--—l.—1. 1“;

. r~ - F 'v " ' 4" 'A o r p +11 I.“ ‘3 r‘ v- —-

in a as stung (11 the pupils C1. wle sonools oi K“ cohace

County, Lissouri.

tion were found to

 

(l) Ialnar, B. C. -un3 quils Leave
(2) HT 111: 3- 1-1” ”A Study 01 C

r' .131 'j ' .
.krth. ‘-

.L‘CLillll 6 ill

“uduation, Ll
eld High School”

, .CI '.. - .
3 cauces oi Gllhlflo-
~ «4- “-2 - 4-1.
301...“ LL. e; '31“ 14:0. - Lug.
“r? ‘1‘ ', RT {.1 r. ' L
school' n.D. inesis, 1928

in and

S.

ination,

$3..

10-?
an)

u..-

 

 

 

 

VN

 

In". ""‘ 'f‘h

139‘... U4- Us , (
.1.
1551-111].

0)
H

¢q1tfi~x j’l't
by) .J- ' uh ,

(

a 13 '3 ‘_ ".1
that these causes Je1e

e r-
$15.2.

t11e eli‘; inatio It

43.1..

school work

-\ -14” w . ‘3- r‘ r --f ,fi- j." I,
q _ J-‘ ‘. "I"'I|"‘ 1 v- ,\ I N
4) too ola ior t1e031aac.” It Jas round
R «r.--\ ‘-‘1 . .I" 'D -3 c— i L- a\ ‘p
respohsiole 101 oe.1a per ceht c1
1 — -. .:. x .- 4. _ -- - .-
Has a E ours QJMU l7.78 .er .e1

1 the pupils were eli;.hate i at the a3es o1 12 aha ls,
Sl.ll per cent at 14 and 15, and 10 p 3r cent a the age of

fl 1'}
lo. (a)
‘ * " r-v O'V‘ fl ‘1'“ ' + ‘ _ ' ‘r . r).
G13 Star 1 1 a stu‘; of “le pupils 01 a technical
' ’- -"-“ ' —-~ ~ 1-1‘ .— - wv 3- ~ . '. ' '3 4“»
h13h scuool 111cs tha "ohld tre3tv five :er cer t 01 the
rupilo I thfl wvur ”a Co ‘0’: '1‘" r~7~~ 0C1 114-0 .. 'TSCCEP‘C‘? +~r° *‘“ fpivoilc‘
-‘ u u i 1-x... e 9.11..“ .1. 9.1.1..) Jab "w -..1..)1..qu, 1/14.“; 4.1.1. o
v... L‘ vv ‘\f'\ 1" J“ - Q." "‘ \‘Vfi?’ “‘1' ‘ 4-.'\ I! ‘ '71
I::lo XI .Lt:-dralf 1 -Lrhvo V lOl‘ 31 UGaCJ-Ler ' S fink-s; -.S t .d.1 L’__'_O,:._. e 1.1-1
5 r; . ‘ 0 g ‘ "‘- 1“, . ‘+ r . “7.45.11 ‘ . ‘ ':'1.~r_\l F,
31aduate, thei e se—e;.s. to be little 11111. 1e-1ce 1-. the 11-—
. '1 ' “ 3': J": '1‘ fw-‘nr‘ 3‘ ‘r‘ J- I‘ ‘ 1 Q. ‘ w-‘s
telli ehce Cu tie: 1t 01 those the 311atate ah1 those as
'b. r - ”‘a‘ 3 Jv ‘1‘ M --, :\ A 4‘ H TA . ‘1‘ 4"”? ‘4 .-’\
ithd J; here see: ;s to be 1.0 1 latim S1 11p estureeh ell-..-
'~ I f\ ""‘ . w w 31“" 7 I"? "r
ination and tsrdir ess, those 110 hitheia. 1a e loner
.'\ '71 Q 4-1“ ' "° 1‘ I'I"):"~ I“ '3" . 1 ‘I ‘ " ‘1")
career iotive than those rho 31aduaue, theie aie no e
‘ ' 'r‘ ‘ . . " '1 ~ '7 V ' ‘fi , 1-" -,
uitsd rauals at scout the Llue the pupils becohe si:te en.
*7 r‘ 1 re I ‘1‘ 0‘ r~ -" “\wr - \- .‘.,.. ' I 1n ‘7' ' '
3eaiscfi‘a3e‘t 11atz13 othn: 1meu'(é) {1&21ind1n of

Amelia Rohlfin3

1~r study of eliminations aro13 rural
school pupils a3ree substantially with the e of stantz.
The iind ‘rgs of Ahelia ohlfing a s show that tiese stud-
ies i:1di a‘te clee r1: tML t the causes 0. el: ination vary

 

with the conh*11“" uh ther city or r ral, Jhe ther a larre

city ”ii 1 school or a ccunty school system.

(5) Rohlfin3, 1. U., "Cau:~ es ofslinin1t10h ’h the Schools
of Casconade County, hissouri, K.S.

m1. -
11.85.13

"A Stud3r of Bli11i11s“1c-1

f7

0-.)

1928. p.

from the Ge'strzeyer

Technical lh3-1:3chool”, figs. 111es's 920.
p. 2

 

1 ~3§flr51lv .avl'

U. 0. DeWees interviewed 168 students of the high
schools of Fort Worth, Te: :as, in an effort to determine
whether pupils withdraw from school because of inte nal

factors within tile sci 1001 or external factors outside the

W

school. He arrived at the following CC'LlClUSiORSI
"(1) About one fourth 01 the eliri nates interviewed claim
to have withdrain from school becaiise of internal factors
within the school, such as oisli-c for recs ire ‘ high
school subjects, dislike for teachers, etc. These stu-
dents weie usuallv 1ated low on oehavior and attitiide by
their teachers; (2) about three qua' rte rs of the eliminates
claimed to have withdrawn because of external factors out-
side the school, such as preference for work outside the
school, ill health, marriage, etc. These students were
usually rated high on behavior and attitude by their
teachers; (3) it is suggested that many pupils who other-
wise might withdraw would be held in school by such
policies of school administration as the introduction of
he junior high school organization, an efficient system
of educational and voc21tional “uidance, part tire school
attendance, and an exteim ion of vocational training." )5)

There can be little doubt that he causes of elimina-
tion vary a 1d that home and community conditions, as well
as school envir onzm nt, are significant factors in the

length of the child's school life.

In the search for an answer to the problems which hey
indicate, all available data about the social factors in-
fluencing school children, the factors of race, hone, con-
nunity and school exlerience h ve been cs“efully eriri ed.

M... v ‘a-“l LJ—a.

In later ch Mb e—rs an attempt will be made to roduce these

actors to conoarsole terms so that a rmo e :ccuia e compari—

. ‘ 1 . ‘I
son Lay se made.

 

{: 11f.-. ‘ ‘I ' T 0 P‘ s ~- 0 o .0 .
(u) Deuees, d. 0., ”Llob ‘nool hlinination in Fort north",
.V i0 (\‘fi 1“ 4’)-
h), UN 0 £1. 0-!—

 

 

1 ., , Ari“! an:

 

Fl“

§

sk

-. ‘- .1 .. 3.... ' , ,.: n‘ 4.1., ;
The group chose: for the stud, is the class that
"‘ ' 4.

entered the 73 grade of the hillar In'e1heu1 to 3011001,
Detroit, hichigan, September, 1926. This group was com-

- - "I .-2 .. —,"" -’—‘.-1 'n A ~-,'\ ,0 ~~ .
pos ea of 328 bozs and .1113. 01 this LL.QOT s Jeie

d"
C)

n ferred to oth

[’1

f the three

.ffl
{31.0138

(D
H
(9
9
b
O
H
(-9
Cf'
2,
C
(D
5 J
1
D:
0

year period and the records of 26 others were so incon-
plete as to be of no value. This leaves a total of 210
pupils whose records were complete and accurate. Since
this is a district where foIei ners live, the follow“(-1

ICE}

9.)
L)

and nationalities are represented: Englisl

fi

German ll, Greek 6, Hungarian 5, Irish 1, Italian 53,

Jewish 5, Polish 1, Bounanian 7, Russian 6, Serbian l,

I.

Syrian 2, and hegro 126. The nunoer of 11 tiona groups
represented is so large and th n-msersn1“ of each group
so small tliat nationality was not use d as a basis for
clas-ification. The prir1cipal class fication use , there-
fore, is one one ed on racial lines. Conparisons aie I: ade
between groups of 58 white boys, 26 white girls, 68 colored
boys and 58 colored girls.

.The data used in this thesis was obtained fron
sources; (1) from a personal interview with each of tr
210 pupils whose records form the basis of this stulr and
a survey of the home of each pupil, and (2) fron the school

records of these pupils covering the period between

beptenher, 1926 and June 1939. In the home and fa

.- “Lug-L

Cf

survey the investi ga'or was aided bv a sched1le p' eviously

‘.u ... will!” .4. W . {Tan 1‘ -.I.‘zl 2.57.ng

 

 

 

."'D
I.

"- e r ‘ " . ~ Px ,ra‘w .
guestiens aesiqneu

O

a fi a; Q m.“ . 1 4- t‘- J ' D 1‘ . , '
p1epa-eu. inis contains, a list

- - -~ . 4-. 1 x - -'—~—1 fr ‘1,‘ v v . N". .-‘. - J- , ‘* J-‘-.
to p'esent a picture e1 the “Che environment and other

I4

social lactors which necessarily influence the life of
the ripil to he studied. Information was secured about

‘ J" < v . ~-' r's . _ J—~-—- -F' ,4 sun vv -' ‘ . .- ‘1 '9 . -.
the lollouilg points: t'pe 01 none, Jneishie and equip—

fanily, such as ;elativas, :ooxers and Loarders, lar;ua;e
spoken in the hone, newspapers, books, and nagazin~s in
the hone as well as occupational and organizatienal
affiliations of the father, mother, and pupil. The school
record kept for each pupil was: nane, race, age, letter
rating, address, place of birth, grade achievfinert
attendance, final Lark for all subjects each senester and
disposition.

0f the pupils who entered the 7B grade September,
1926, some completed the work or were graduated from the
91 grade in June, 1929; others remained in school during
this period but for various reasons did not complete the
work; still others left the school before the end of the
three year period. For purposes of classification and
comparison, the pupils used in this study are divided into
three general heads--Graduates, Failures and Lefts. The
Graduates are those pupils who entered the school Septem-
ber, 1926 and completed the required work of the seventh,

eighth, and ninth grade by June, 1929. The Failures are

.11

 

.. .. vi ”aquIIl-lrv..‘5sr\l)§§rmfi.‘ .

those who remained in school for the three year period

but were unable to complete the work of the school in the
required time. The Lefts are those pupils who entered the
school at the same time as the others but according to our
records were not attending any school in June, 1929. Stu-
dents who were transferred to other schools, public or
private, due to the fact that the family moved to another
district, were not included among the Lefts. According to
the state law, children sixteen years of age who desire to
leave school, may apply for and receive working permits
upon presenting acceptable reasons for their withdrawal
from school. In such cases they are transferred from reg-
ular school to continuation school, which they must attend
at least one day per week until they are seventeen years
of age. Other pupils who desire to leave school after
reaching the age of sixteen may be transferred to the
vocational school where they receive training which pre-
pares them for entrance into trade and industry.

In most cases the boys and girls sent to vocational
schools from the Miller were those whose attendaice and
scholarship had been poor. Since these used a transfer as
a means of leaving school, they are included in the group
of 105 Lefts of this studV.

With the school data as a basis then, comparisons
are made between the different races, sex, and achievement

groups on the basis of age, intelligence, attendance and

fab

l+.'I...‘- . 1‘,I‘.. v.“ 0“. Pu w. . r...:.,u$.. to...

scholastic accomplishment. The ages as given on the school
records are checked with those on file in the central office

ttendance Department and are constantly verified from the

1:

time the pupil enters the elementary until he finishes high
school. Every pupil in the Detroit Public Schools has been
examined by the Psychological Clinic and assigned a letter
rating before he reaches the intermediate school. This is
done by means of a group intelligence test given by trained
examiners. The letter ratings, tsed as a basis for the
tables in Chapter IV, are the results of these tests. The
data used in the attendance tables are obtained from school
and attendance department records.

In order that the scholastic achievements of the var-
ious racial-sex groupings might be compared, that any
variation in accomplishment, as indicated by marks in the
different subject offered by the school, might be noted,
it was thought advisable to divide the subjects into two
general heads. One group contained the more formal subjects
requiring the use of textbooks and calling for considerable
mental application. The second group contains those subjects
permitting a greater freedom of thought and action as well
as a maximum of self-expression. These two groups are call-
ed academic and vocational for purposes of his study and

are listed below.

 

 

 

ACA EEIC VCCATICIAL

English Auto Shop

Social Sciences Kachine Shop

Mathematics Household hechanics
General Science General Shop

Latin Keenanical Drawing
General Language , iousehold nrts, Design
BOOKKGGPiRG. Typing* Health, Auditorium, Husic

In order to arrive at an equitable basis on which the
marks of one pupil could be compared with those of another,
or the marks of different groups compared, each letter in
the regular marking system was given a numerical value.

The letters and the points assigned to each one follows:

A Excellent 4
B Good 3
C Fair 2
D Poor 1

O

E Failure
The number of credits a pupil receives for successfully
completing a given subject is equal to the number of hours
the class meets per week, and the value given to the final
mark in each subject is the sum.obtained by multiplying the
number of hours of credit given for the subject by the numer-
ical value representing the final mark. In the tables in
which the various groups are compared on the basis of aca-
demic and vocational accomplishments, the figure given in

each case is the sum of the academic or the vocational marks.

 

* Typewriting and bookkeeping are included in the list of
academic subjects purely on the basis of their standing in
the Miller Intermediate School. Owing to the fact that many
pupils leave school and go to work with only such preparation
as we can give them, the amount of time given to these sub-
jects has been considerably increased above that given in
other schools of this type. The requirements for admission
and completion have been raised equal to if not higher than
the regular academic subjects.

1! a1“ "a VIR‘CSflqu ,0 v .51: 1.25153“! H

LOCIAL CCIDITIGLS II THE KILLER 8 HOCL DISTnICT

The district in uhicg the Liller School is located

stands as a typical enanile of the social and historical
development of the City of Detroit.* The area was firs
settled by the French fellouing the building of Fort
Pontchartrain by Antoine De La hethe Cadillac in 1701.
Cadillac's original grant was supposed to be fifteen
arpents square or approxiwrtel" 225 acres. (The United
States standard fixes the arpent at 192.24 feet.) This
grant was bounded on the west by the Cass farm or grant,
on he east by the Brush farm, on the south by the Detroit
River, and on the north by what is now Adams Avenue.

The original I"Ielch farmers built their homes close
together on the river bank, (Last Jefferson Avenue)
partly for protection against the Indians, and -artly be-
cause tle old world farmers were accustomed to living in
small villages. These original settlers and their descen-
dants continued to live on the farms and to till the soil
for about one hundred years, or itil about 1800. As the
land became cleared and the danger from Indian raids
lessened, the original settlement about the fort increas-

ed in size and the population soon outgrew the confines

 

* See map in pocket.

-‘

'-

Fab

u... l

The“..‘.. rlr 11R... illl‘iziV'w
. r ,. . , . .

 

 

-11-

of the stOC12ade. The growth of the city was influenced
by the transportation facilities of the tines. lost
travel and commerce was by boat. Detroit was linked in
early times to the outside world by water, so its people
settled up on the banks of the river.

1805, at which time most of the Town of Detroit

was destroyed by fire, its area was estimated to be two

‘1

H

acres. The town was rapidl; rebui t and soon expanded
beyond its old limi7s. The firs mention of sub-divis-

ions and the laying out of streets for residential pur-

oses xce t alone the river appeare‘1 1635. By
3 U , .51“ a
1860 the city had reached Elnwood Avenue, or nearly the

eastern limits of the Killer school district. The tran-
sition from farm land to a city residential section was
rapid. In just a few years th area changed from one of
fields of grain, potatoes, and other farm produce to
wide city thoroughfares lined with beautiful homes. Into
this new section cane the wealthy people of the city to
build their d'elliras It soon becane the finest resi-
dential part of the city. The identity of the origins
owners and first settlers no."r be found in such street
names as Dubois, Chene, St. Antoine, and Eaubion, given
by the Finch in honor of he or 1'7 11:11 orners, their
wives and their patron saints.

Followi 1R3 dis rrc ances in Ltrope in 1848, large

n1 1bers of Germ an people imni fir ted to this countiv

r».

"I:
.a

v o

IIV

 

 

 

w,

1:.

'-

 

-13-

Lany of th n cane to Detroit and settled in the area now
orved by the Killer School where street names such as
Waterloo, Arndt, and Antietan she‘: 'the result of t11is in—
fluence and also indicate the location of the first Geraan
settlements. The entire district, 1orth of Jefferson
Avenue a11d ea st of Brush Street, continued to be a fine
residential neighborhood until about 1900 when Detroit
began its rise as an industrial center.

With the increase in population, the expansion of the
dovrn- town business section began gradually to encroach
upon this area. Increasing business demanded neie docks,
warehouses, railroads, freight depots, and terminals.
Residences were razed to make way for industry and the
shift of the French and the German to other parts of the
city began.

With the busi ss 1-:pansion came the Jew. He settled
in t11e area between Brush and Dequindre Streets f1 om
Gratiot Avenue north be3 ond the limits of the district,
and until 1920 he dominated the neighborhood. Hasti11gs
Street was its main thoroughfare. It was crowded with
small stores, Jewi l1 bakeries, fish maikets, pa1Jn shops,
and Kosher meat markets. Push-cart men and peddlers of
all description swa1med the streets, hawhi ngr their wares

of clothing, fis11, trinlw ts, and notions. Families were

large and children at an early age were prshed on the

(r)

treets to shift for thenselve . The 110st corn on

.ttl

§. Jiiiitu 1.-..)11'1'Qii‘

occupation of the Jewish boy was selling papers on down-
town business corners. It was and is yet, to some extent,
not an unusual sight to see Jewish and Italian boys of
six and seven years selling papers in the down-town area
as late or early as two o'clock in the morning. About
1915 the more prosperous Jew'sh people began to move to
the north and west sections of the city.

Following the Jew came the negro. While there have
been negroes in Detroit since before the Civil War, when
escaped slaves were spirited into Canada by means of the
so-called "Under ground railway", the numbers were com-
paratively small. About twenty years ago, however, when
the automobile industry began to attract its hordes of
negro workers, the number increased very rapidly. They
first settled in the old Jewish quarters but increased
so fast that now they are found in every section of the
district.
host of the negroes in this district are of the
lower type fron.the standpoint of economic and social
statgs. The majority are laborers and old job men who
work at peddling coal or ice, expressing, gathering
papers from the alleys, etc. The women, especially in
the family group, seem to assume nore responsibility
for the support of the family than do the men and so
work more steadily. Th 'ate at which the negro popula-

tion is crowding out the older inhabitants of the district

—14-

is indicated by the changing proportions of negro and
southern Europeans in the neighborhood schools. In 1915
the population of the Bishop Elementary School, which
serves this district, was 90 per cent Jewish and 10 per
cent Italian and negro. Today these percentages are re—
versed and the negroes far outnunber the Italians.

While the negro population increased north of
Gratiot Avenue, the Italian population was increasing in
the area south of Gratiot. By 1920 this area was practi-
cally dominated by the Italian, the French and German
having moved on to the east or other parts of the city.
The section today contains many Italians, although as
stated before, the negro, who does not colonize as readily
as do some other races except in the face of restrictions,
has been forced by increasing numbers into every section
of the district. The Italian, in turn, is gradually
moving out of the neighborhood into other sections of the
city and the lower section of the district is becoming the
home of the southern European and the Asiatic innigrant.
These people live very much to thenselvos in small colonies,
speak their native tongue and cling to their native customs
and traditions.

Althozgh in this district nany homes typifyin; the
French and German influence in architecture remain, they
are rapidly passing into a state of decay and are being

crowded out by wholesale and retail business, warehouses

3:“ q..v.¢y 9.51! .1.._V1-9.L+413l £453.!

— if ~15-

‘I

and ra1ilroa s. Thus the district has Changed. Cnce it
was a suburb of fil1e large homes—~the dwelling place of
the business and professional men of the city. how thee
homes, once the pride of the city, are unpainted, unre—
paired, and crowded with people from the four corners of
the earth. Unhenpt children swarm the yards, streets,
and alleys until the ground is bare Broken w ndows are
stuffed with rags and a babble of tongues is heard on
every hand.

Business is found in every section of the district,
but the size and character of the enterprise is deter—
mined sonewhat by the location. The large W.holesa eand
retail business places are located in he down-town areas,

and on the two nain business arteries east of Woodward

L’LJJ
£3
(1
C)

Avenue, namely, G1atiot and Je1nven1:.es.Dochs,

W

ship-building yards, warehouses, and supply yards aie

U

-

found along the river front. manufactp ing, freight sheds,
and fruit hous s follow the railroads. Smaller business
places, such as drug stores, arocery stores, pool roons,
restaurants, barbecue stands, and near—beer saloons, ar
found in every part of the district, especially on streets
havings treet car lines.

Busin as and residential s

are junbled together without plan or dis cr1n1notion. 1f

he blocks 11: the 11ei ghtorhood, lCO are 001.1fir eci to hus-

1ness pursuits, 54 to residences, while in the re inin.

— *Vo- K.s

.lllp'llllll til l.....|‘ . 1.
..0 . .1DdIUI-O JUN .dl. tr d. o. . a. .11. f‘

x

~16-

350 the two flourish side by side. Only two snall sections
may be described as residential districts of the better
class, theepartn nt house district in the two blocks ass
of Woodward Avenue and north of fernor Highwav and that
part of Joseph Campau and thougall Avenues which extends
from.Fort Street north to V 3Inor Figh..r. This is a

neig hbor11ood of sinrlec a1nd tw.o—fanily homes built of
brick. Until recently it has been an attractive residence
district. Aside from these two sections, the character

of the homes is generally poor. The district covers an
area of three and one half square miles and comprises a
population of appro atelv 90,000. Of this number about
70 per cent of the residents are negro, 20 per cent
Italian, and 10 per cent mixed whites. The school popu-
lation shows a corresponding predominance of near
students, with a mixture of whites, mostly from the south
European nations.

In 1919, when the Killer School opened, 90 per cent
of the pupils were white, and 10 per cent were colored;
in 1923, 75 per cent of the pupils were white and 25 per
cent were colored; in 1929 , 35 per cent of the pupils
were white and 65 per cent were colored. In 1919 the
white population 01’ the school was almost entirely
Ge~ran with a few Italians, while a survey of the school
in 1929 revealed the fact that the followingn ationa li—

ties were represented: nustiian, Arienian, Australian,

 

‘ 334.. a

-17-

Canadian, French, German, Greek, Hungarian, Italian,
Irish, Jugo-Slavian, Lithuanian, hexican, Polish, Russian,
Roumanian, Serbian, Scotch, Syrian, Turkish, Korwegian,
and Czecho-Slovakian.

The churches, like the residences, show the influence
of a shifting population. In 1821 the first Prqtestant
Church was erected in this neighborhood and in 1850 the
first German Lutheran. Today the Protestant Churches

found in the district reflect the blendiig of the old and

/

the new population and the rising tide of color which is
dominating the area.

The Central hethodist Episcopal

Christ Episcopal

Friendship Baptist (colored)

Greek Evangelismos Orthodox

Lily Kissionary Baptist (colored)
Korning Star Negro Baptist

St. Gilead African hethodis Episcopal
St. James Negro Baptist

St. Kathews Protestant Episcopal (colored)
Second Negro Baptist

Calvary Negro Baptist

Kacedonia Negro Baptist

Hemorial Presbyterian

Hount Vernon Negro Baptist

Palmer Lethodist Episcopal

St. John's Presbyterian (colored)
Third Roumanian Baptist

Church of the Hess'an

St. John's Lpiscopa

St. John's Evangelical

Ketropolitan Negro Baptist

St. Paul's African hethodist Episcopal
St. Paul's Lutheran

~18-

The district also he s Catholic Churches with the
following names:
holy Falaily (Italian)
St. ann' s (S'iian Laronite)
St. I" :ry's
St. Peter and St. Paul
Our Lady of Help
S . Joachim (French)
Cathedcal of St. Peter and Paul
St. Joseph's

There is one Jewish church in the district, husach
hoari Synagoggue. In addition to the 00101 ed churches
listed ther are sn.aller congregations, sects, and store
front missions praying upon the imagination and supersti-
tion of the illiterate. Charms and talismans to drive
away sickness and evil spirits are sold; tellers of for-
tune, healers, and mediums are numerous.

As if in an effort to combat the forces of poverty
and superstition that stalk the neighborhood, many social
agencies have built up varied programs for children and
adults. There are eight playgrounds in the district.
During the summer vacation months, the Department of
hecreation furnishes playground directors who supply
eterials, organize, direct, and assume general super-
vision over all activities of the playgrounds from twelve
o'clock noon until nine o'clock at night each day of the

week except Sunday. On the smaller playground only one

director is furnished, but on the larger ones tW are

u.

supplied, one for girls' and one for boys' activities.

I .e‘ «M: .I. .HIIV caldehbfikz Allotbv flat... .r 31* .PW‘
.. ‘9 n

-19-

Teams of all ages, sex, size, and description are organ-
ized. Leagues are formed and a schedule of games and
sports is engaged in to some extent. On the larger
playgrounds sand boxes, swings, and other apparatus are
provided for children too young to engage in organized
sports or activities. The activities for the older
children include indoor and outdoor base ball, volley
ball, field ball, quoit pitching, trach and field events,
model airplane and kite building and flying.

Since the district lies in the center of Detroit's
municipal service area, it houses various civic and
social agencies as the following list shows:

American Legion

Circuit Court

Baptist Christian Center

Common Pleas Court

Community Center of the Detroit Urban League

Detroit League for the Handicapped

Disabled American Veterans of the World War

Friend of the Court

Goodwill Industries

KcGregor Institute for Homeless Ken

Kichigan Association of Occupational Therapy

Hichigan State Dept. (Division of Rehabilitation)

Newberry House

Phyllis Uheatley Home

Police Headquarters

Probate Court

Prosecuting Attorney

Department of Public Welfare (Headquarters)
and Registration Bureau

Recorders Court

St. Andrew's Society

Society of St. Vincent DePaul (Clothing Bureau)

United Spanish War Veterans

Veterans of Foreign Wars

14 «mi-“flu. . .. and”. £4. E .u . (N..m.ti.gh‘

\

-30-

Civic and Social Agencies (Continued)

United States Veterans Bureau
Heinman Settlement

Y. M. C. A.

Y. W. C. A.

Department of Recreation
Franklin Street Settlement
Portestant Orphans Asylum

St. Vincent Orphans Asylum
Volunteers of America

Detroit Council of Social Workers
Detroit Urban League

Clinics and Hospitals

Department of Health

Child Welfare Station

Dental Clinic

Public Health Station

Venereal Clinic

Receiving Hospital

City Physicians Office
St. Lukes Convalescent Home
St. Mary's Hospital
Visiting Nurses Clinic
Evangelical Deaconess Hospital
Michigan Mutual Hospital

Public Buildings

 

Police Headquarters

Municipal Court Building

County Jail

Detroit House of Correction

County Building

Board of Education Office

Municipal Garage

Board of Health

Farmers Produce Market (Eastern Larket)
Fire Department Repair Shops

The district is served by eight public elementary
schools, eight parochial schools, one intermediate school
and four colleges.

The Miller Intermediate School is a division of the
Detroit Public Schools and includes grades seven, eight

.tII-c F'I-ln'HE

 

Eu... IF. :1; 1:44“
. .

K

-21-

and nine. It is located at 2322 Dubois Street and with
its playground, occupies the block bounded by Dubois,
Chene, Jay, and Waterloo streets. The first unit of the
building was constructed in 1919. An addition was con-
structed in 1923 which increased the capacity from 1000
to 1800. The building has three floors, is "L" shaped

and contains the following rooms:
First Floor

Auto Mechanics
Machine

Household Mechanics
General Shop
Pattern Shop
Mechanical Drawing
Gymnasium
Recitation

NHNHHHHH

Second Floor

 

Domestic Science
Domestic Arts
Art and Design
Auditorium
Library

General Science
Recitation

(SUPI-‘l-‘NNN

Third Floor

 

l Cafeteria
l Typewriting
l Bookkeeping
21 Recitation
The staff of the school may be divided into three
general heads, administrative, instructional, and operative.
The administrative staff consists of the principal, assist-

ant principal, counselor for boys, and counselor for girls.

I‘llIIIJ. 44-11! 4|]. . IJI. IIJI.||III. .
.4. l. 4 y. 3... .. . . I‘M . . . .1. .u ‘
.\ ..

The instructional staff is made up of five department
heads and fifty one teachers. The operating staff in-
cludes janitors, engineer fireman, and bath attendants,
all under a chief engineer who is responsible for the
heating, ventilating, and cleaning of the school.

The chief duties of the administrative staff are
to adjust school policies to neighborhood needs and to
interpret educational regulations to the community. The
administrators occupy the strategic position of mediators

between a system and a group but half assimilated into
American culture. Sometines the adjustment depends on
research into and investigation of social conditions in
the district and their relation to school accomplishment.
Occasionally it results in the emphasis on one phase of
the curriculum which is of particular value to the group.
Thus a well developed music course at the Killer School
serves both as a stimulus to real achievement and as
vocational training for the colored students. Through
contacts with individual pupils, through follow-up
studies of its graduates in terms of the occupational
demands and opportunities of Detroit, pupils are helped
to choose and prepare for occupations.

On the other hand, the school attempts to educate
the community to standards of regular attendance, of co-
operation between home and school, and of educational

achievement.

Within the limits of the prescribed courses, study
material is introduced which is pertinent to the habits
and enviro cents of the students and teaching techniques
adjusted to the temperament and ability of the student
body.

The school is organized on the home room plan. In-
coming pupils are assigned, in groups of forty children
of the same grade and sex, to a class room teacher who
directs and supervises all their activities outside the
class room. Since the group rerains under th guidance
of the same teacher for three years and whenever possible
is assigned to that teacher for instruction in her
special subject as well as in home room, both pupil and
teacher have the opportunity to become well acquainted
and aware of mutual problems of school and the group.

In addition to the home room groups, pupils may be-
come members of various extra-curricular organizations.
Through extra—curricular activities, pupils may satisfy
their natural curiosity about pursuits and activities
not provided for in the home or in the regular prog‘am
of studies of the school. Such activities are carried
on by grouping pupils with common interests under club
sponsors, in order that research, investigation, and ac-
tivity beyond that possible in the class room, may he

carried on. The extra-curricular activiti s of the school

0)

Art Club
Boy Scouts
Commercial Club
Debating Club
fiodel Airplane
Hature Study
aturuav Art Class
ervice Club
Science Club
You1Ic1thers
”1’0 11: ‘ .. riters

T11.e he rogeneous nature of the ptpil population
brings into school organizations the same problems of
racial and national adjustments that the boys and girls
are meeting in socie y at large. The extra-curricular

prog‘am should, thereiore, offer an e: :cellent opportuni-
ty for building up a friendly spirit of cooperation
between the various groups, for enlarging the pupils

an pr eciation of the contributions w11ich his oun and other
nations and races have made to our civilization, and for
develop ping a sense of mutual tolerance which might go far
in solving certain social problems.

This heterogeneity also ,resents adminis rative
problems in groups Where tolei ance is not developed. How-

ever, since the whites of the neighborhood are in general

0

f an inferior social class, they seem to accept membership

of white and colored pupils in school clubs normal

{:3

as
pa rt of the social set up. Greater difficulties are exper-
ienced in bring‘ng the more clannish Southern Euroneans

into mixed groups.

Segregation, on the whole, seens to grow out of vary-
ing interests rather than out of group prejudice. Colored
boys and girls are found in large numbers in the athletic
and social and, to a lesser extent, in the literary and
research activities.

The curriculum offered in the Killer Intermediate
School follows the plan for all city schools of this type.
The program of studies for boys and girls in the seventh

‘
I

grade are similar, with the exception of tne vocational
subjects. Boys in this grade study household mechanics;
girls, food and clothing. Differentiation begins in the
eighth grade when Language, Commercial, and Practical Arts
curricula are introduced. The Language course is recom-
mended to pupils W10 plan to finish in high school the
language requirements for college entrance. Commercial
courses are planned for pupils who wish to prepare for
various clerical, commercial, and business occupations,
and the Practical Arts work offers activities in many
practical fields. During the eighth year the pupil is
introduced to the field in which he wishes to specialize,
and helped to explore its possibilities. Training in this
field becomes more intensive in the ninth grade.

Through the coabined agencies of an administrative
staff that is conversant with the problems and capacities

of the student group, a teaching body that is acquainted

with the needs and abilities of individual pupils, an

 

... {uhfiufllu 5V . ..

0

I
l‘
0‘)

I

operating force that provides adequate, well kept physical
conditions, and a curriculum that can be adjusted to the
interests and desires of the community, the Killer Inter-
mediate School is able to serve as a socializing agency

in a heterogeneous, poorly adjusted neighborhood.

When, in addition to the school situation, the home
conditions of the pupils are also known, it becomes
possible not only to understand but also to predict and
to control, to a certain extent, the school achievement

of the child.

CHAPTER III
THE HOEE ENVIRONEEHT OF THE INDIVIDUALS STUDIED

A visit was made to the home of each of the 210 pupils
studied in order to gain information about this aspect of
their life. In these visits data were obtained about the
more important phases of the home environment. Due to the‘
many difficulties encountered in making a home visit and
to the obstacles which must be overcome, especially in
dealing with negroes and foreigners, it was impOSSible to
get the correct information in every case. So where there
was any reasonable doubt as to the reliability of the in-
formation it was not used. This procedure will account
for the fact that in several instances the totals do not
agree with the number of pupils considered in the study
:hich comprises 42 Graduates, 63 Failures and 105 Lefts.

In the investigation of the homes, inquiry regarding
home ownership showed that fourteen of the Graduates

lived in owned homes and twenty seven in rented places.

‘i f
‘- F.- - fl-..

Among the Failures, fifteen were in owned and forty two

in rented homes.' Of the Lefts only seventeen of the ninety
‘_________ ‘_~ ~ _ l_

.—

 

werg_living in houses_9wned‘by the family. It is quite

 

evident from these data that those pupils who were able

to complete the work of the school in an acceptable manner
and within the required time were proportionally more
numerous in the home owner class than were either the

Failures or the Lefts.

 

. d1.ullv.w1...... ... .4 I1...W..,u.1,1 N. 4... 31.41. ‘ y

-28..

It is a matter of record that the rents in this area
are high when the accommodations and conveniences offered
are taken into consideration. In as much as the majority
of the people are of the lowest type of wage earners, the
rent problem becomes highly important from an economic
standpoint. The families that rent are continually moving
about from one part of the district to another and conse-
quently it requires considerable time and effort on the
part of the attendance office of the school to keep a
correct record of the home addresses of the pupils from
these families.

The period of occupancy among families of the district
is shown in the results of a survey made by the writer in
1929. Of 1591 families, 52? or 25.5 per cent had lived
at their present address more than five years. Of the 500
white families involved, 66 or 13 per cent showed a period
of occupancy of less than six months and 200 or 40 per cent
showed a period of occupancy of more than five years. Of
the colored families, 261 or 29 per cent of the total (891)
showed a period of occupancy of less than six months and
only 110 or 12 per cent of more than five years.

Whether this freqient shifting of home environment is
responsible for the greater failure among the negro pupils
in our intermediate schools if, of course, only a matter of
Conjecture. However, it seems probable that the difficulty

wnich the negro adult experiences in adjusting to the

..1 'E’.’ 1‘... I‘ii'i.-, .[lnrlfi'nrrl I.
I... . r s...» ...n... V

-39-

social and economic situation in Detroit is also experi-
enced by the negro pupil in his adjustment to school life.
When this difficulty is increased by the strain of a
continually changinr3hox.1o bac1:!:round, the child's che nces
of success are seriously limited.

Mental hygienists em1ha size the fact that the adoles-
cent is constantly being called upon to mak adjustments
to new responsibilities and new freedoms. If these adjust-
ments are to be made successfully and efficiently, the
individual must be protected from strains not inherent in
this period of growth itself. An insecure home life uhich
shifts from community to community, separa ting the youth
from his neighborhood interests and Hf lia , and
necessitating new household arrangements robs he child of
the stable background which is essen ial to wholesome
development. Zoreovor, it diverts the ex ierxy which might
otherwise be spent on school work and frequently leaves the
child incapable of school success.

a majority of the pupils live in single homes. They
are mostly of the cottage type, of wood construction,
built after the French and German moved out of the district.
Those occupied by the foreigner, especially when on ed by
him, are usually neat in appearance and in a fairly good
state of repair. The residences of the negroes are, in
stt cases, ill kept, unpainted, and in a run-down condi-

tion. The double he (u sos on Elm seed and IcDougall Avenree

u L s.)

on the east side of the district are modern bri ch two
family flats. Until recently these were occupied by
native whites. The double houses in the wes ter11 part of
the district are in Lost cases the old original homes Lade
over into two iamilyo Wellizigs.

TESL}; I. Till. 1.1.1) 312333 CF ELL 1 .‘G CCCLI IQD 131)
210 I’CIILLJ COI:;JIU.L.I1JJLJ Ir. 11-113 81.15131

 

 

”hpe :lnnmer : : :
of : of : Graduates : ailures : Lefts
Home : Pupils : : :
Single : 115 : 22 2 51 3 60
Double : 55 : 13 : 16 : 24
Apartment : 5 : 0 : 5 : 2
humber of : : : :
Rooms : : : :
4 : 10 : O : 6 : 4
5 : 42 : 7 2 11 t 24
6 : 75 : 16 t 22 = 5
7 : 59 : 9 = 11 1 l9
8 : 14 : 4 t 2 2 S
9 or : : : :
more : 7 : 1 I 5 2 l

 

Only five of the 210 pupils live in apartment hozses.
This is due to the fact that roast of tl'm ap m‘t ent houses
are located in the northwest section of the district and
these children are sent to schools in the districts to the

V

north and west, where the enrolln1en consists f the better
class whites with few or no negro pupils.

The fact that a large group of the pupils live in single
houses must not be interpreted as hi!11 indicative of social

(1‘

or econOLic success. However, the single dwellings are, for

v AWK'JK'IHIIE
b :di‘i I V .

the most part, poorly built structures put up hastily to
accommodate a rapidly expanding in‘ustrirl population.
They are fliLsily constructed rows ,f houses, all alike
and built so close to3 ether hat sunlight and air are at
a premium. Conveniences are liLited and sanitation fre-

quently questionable. When these dwellin3s are over-crowded,

:;
(D

they present veryi real nenaces to comLunity ‘ alth.

A computation of the number of persons per room shots
.78 for the graduate 31 oup .87 for the failing 3roup, and
for the left group .99. Hhile the difference is not 3reat
it is evident that the r raduate is less ”maipered by crowded
conditions in the hOLe than is eith er the failure or the
left. In one case there were six people livin3 in five
rooms. In three cases there were seven people living i1
six rooms and one case of ei3ht people livin3 in seven rooms.
In nine cases there were as many people as there were rooms
in the house, and in tienty one ca es there were fewer
people than there were rOOLs.

In the failing group, there was one case of six and
one of five people livin3 in four rooms. There was one case
of eight, one of seven, and two of six people living in five
roons, and three case s of seven people living in six rooms.
There were ten cases in which there were as many people in
the house as there were rooms and thirty one cases in which
the number of people in the home totaled less than the

number of rooms.

PC)

"I

The 'aLilics of the Left group presented several
cases of extreLe over-crowding. In three cases there were
six, and in one case five people livin3 in four rooms. In
one h me there were eleven, in another ten, in another nine,
in another seven, and five cases of six people livin3 in
five rooms. There was one instance of fifteen people living
in six roons, two of ten, one of nine, one of eight, and
six of seven people occupyin3 the same amoun' of space.
There were two cases of eleren, two of nine, and one of
ei31t peeple living in seven roons, and one case of twelve
people living in ei3ht rooms. There were nineteen cases in
which there were as many people in the home as there were
rooms and forty two cases in which the number of people in
the home totaled less than the number of rooms.

Althou3h the data are not conclusive, it seems appar-
ent that failure in school is correlated with unsatisfac-
tory housin3 conditions. The crowded home not only offer
no space and quiet for home study, but it also increases
emotional tension, deprives the child of the privacy essen-
tial for rebuildin3 of ener3y. horeover, it presents a
definite health menace. Under such handicaps the pupils'
chances of success in school are decidedly curtailed.

The equipment and conveniences found in the homes of
the Graduates exceed those in the homes of the Failures
and the Lefts in five items, namely: bathroom, telephone,

automobile, radio, and piano. While the difference is not

I \i I... »..l‘ . ref 5 5.51“". ..$£§II\.U ’65-! ‘ ,
r

a,

r,'v7

great nor the cases numerous enou3h to afford a basis for
prediction, it is evident that for the group studied, the
Graduates care from more progressive homes than did the

Failures or the Lefts.

TABLE II. HOLES lit-,LTIIILLT Cl TIL I'UI‘ILCJ S'I'UDIID

 

 

     

 

 

   

Equipment : EuLber : GJaduates : Failures : Lefts

in the : of : Ko.of: Fer : No.of: Ier : No.0f: Per
3028 : Pupgls : Cases: Cent: Gas 0: — - '
Bath Room : 170 : 36 : 85.7: 52 : 82.5: 2 : 8.8
Telephone : 57 : 15 : 35.2: 18 : 28.6: 2 : 83.0
Automobile: 50 : 12 : 88.6: 16 : 25.“: 22 : 21.1
Radio : 88 3 25 1 59.53 25 3 C .53 40 3 58.5
Piano 3 59 3 14 3 53.53 17 3 ~7.O3 88 3 26.9

 

In a district such as the one studied the family in-
come is low and the problem of mere existence one that must
be met almost on a day to day basis. The presence of the
most meager amount of equipment and modern conveniences,
therefore, indicates great sacrifice on the part of th
family that it may enjoy sone of the pleasant thin3s of life.

In addition to the pianos and radios listed in Table II,
thirty musical instruments were found in the homes visited.
The list includes 15 Violins, 6 Saxaphones, 3 Banjos,

3 Flutes, 2 Trumpets, 2 Drums, and l Trombone. These instru—

ments were about equally distributed between the three groups
L)

of pupils and have no significance as far as this study is

concerned.

 

 

The distribution does seem to indicate, no oweveI, the
influence which tlie music class es in the school have upon
the pupils. Besides the re3ularly scheduled music classes
which all pupils, except certain of the vocational classes
in the upper 3ra des, attend there are 3irls 3lee clubs, boys
glee clubs, boys quartettes, boys and girls mixed choruses,
school orchestra, and sev eIal s11I ller Inits, such as violin,
saxaphone and Ole rinette enselnbles.

Probably one of the 3‘reates t contributiozis made by
Killer School to its pupils, especially to the colored boy
and girl, is the rudiments of a musical education. Kan"
colored boys received their first musical instruction at

Killer and as a result are now members of orchestra and

(0

bands. They earn 300d sa aries, are able to maintain a
'3hs tandard of liviQ As a rule they are 300d citizens,
and have earr ed the r i3ht to be classed as self-supportin3
members of socie y. It often happens that in the musical
world there is no color line. Good colored orchestras,
bands, and glee clubs are always in demand and it is the
opinion of the writer that no greater service can be

t

rendered to the colored boy and girl than to encoura3e the
study of music. ‘
There were 24 different mag gazines fouzid in the homes
visited. While the list does not include maiy publications
of the so-called better type, it does include several ma3-

azines found in the avera3e home. It also includes some of

 

questionable value such as 'rue Story, Love Story, Wild
West, and Detection Fiction. The Literary Di3est heads
the list, bein3 found in eight different homes. This is
probably due to the fact that this La3azine is kept in
the school libraries and is used quite extensively in
connection with civics and current events. While better
types of ma3azines were found in the homes of the Gradu-
ates than in the homes of the Failures or the Lefts, the
number of cases is so small that it su33ests only a prob-
able relationship.
In comparin3 the lists of ma3azines in Table III

with the ma3asines in the Killer Intermediate School li—
brary, it is found the homes of the Gradua es approach
nearer to the library standards than do either the homes
of the Failures or the Lefts. The followin3 magazines are
included in the school library:

American Boy

Youths Companion

Forcast

Hygiea,

Industrial Education

LcCall Quarterly

Literary Di3est

National Ge03raphic

Outlook

Popular Science

St. hicholas

School Arts
These ma3azines are available at all times to the pupils

of the school but cannot be taken from the library.

 

 

 

til/r-
'HJK).'
T118133 III. LII—‘1 III-”EELS I‘CUZTD III 'IZJ 11.2.18
: Lumber :
Name of ha3azine : of : Gradua es Failures Lefts
: Homes :
Afro-American : 1
Better Homes and ;
Gardens ‘
Boxing ha3azine
Colliers
Cosmopolitan

Detective Fiction
Detroit Independent
Gentle Woman

Good Housekeeping
Housewife

Ladies Home JOurnal
Literary Di3est

Love Story

thalls

Ketropolitan

Needle Craft

Hew Author

Popular hechanics
Religious Ka3azine
Saturday Evening Post
True Story

’1": 11 d 13'." e S t

Romans Home Companion

l-‘l-Jf-‘UlI-‘NrOF-‘HIOI‘OCDPOHF‘EOHGHCfii-JH

OHHP—‘OOOl—‘OHOCQNF-‘OZ‘OI-‘OOOOO O
OOONOHI‘OOl-‘OOOJOCOOOFPOIPOO H
HOONHHOOOHNZ‘OOOHOONHHHH O

O. O. O. O. .0 U. .0 I. O. O. O. .0 O. O. O. 0. O. I. O. O. O. O.

 

 

O

Q

TOTAL

00 or 0. o. 90 o. no .9 oo o. on on 00 o. no 90 o. co .0 oo 90 o. 99 no 00 o. .0 " " " "

.0 OP 0. .9 O. O. O. O. .0 O. 9. O. I. O. O. O. O. I. O. O. O. .0 O. .0 O. I. O.

(.71
[—1
F4
(D
1.:
(D

The homes of 26 Graduates, 34 Failures, and 70 Lefts
contained no ma3azines at all and in only one case did any
home have more than three. In many instances it was noted
that the magazines had been used previously and were brou3ht
into the home from places where members of the family were

employed.

-37..

~ ~ ~ V-- v\' _ V 77/ ~*- '1 T‘ - r77 U-T" {1“ tfifitq.
T.L.i:L—: I‘Jo 41AJ3-:L L- CLIJJ 11.1) .....L. 11L”: 1: kiln-4.).)

CF IUPILS LIUDILD

 

 

Number : humber : : :
of : of : Graduates : Failures : Lefts
Books : Hones : : :

l - lO : SO : 6 : l6 : 28
ll - 2O : 40 : 4 : 15 : 21
21 - 50 : l6 : 5 : 6 : 5
Bl - 40 : 4 : 5 : O : l
41 - 50 : g : l ; O : 1
Over 50 : 3 : l : l : 1

 

‘

There were comparatively few books found in any of the
homes visited. The few found were of a religious nature

and in run ny ca.jes were printed in a foreign language, or

were obsolete editions of little or no interest to the young-

er members of the family. This is probabl due in part to
the fact that many anilies have little in the way of per-
sonal belongings such as furniture, books, or clothing

because of the unstable and unsettled nature of their exis-

tence. It is also true that the parents of both the white

and colored pupils have little education and seldom read

books of any kind.
The pupils of the school are allowed to draw books

from the school library and host 0

F5

them avail therselves
of this opportunity. This -upnl as their need for outside
reading matter. Due to the fact that the school library

is readily available and its us e is pa rt of the cur*1icula
requirements of the school, it is used much more extensive-

ly than the public libraries.

1! -...1 242‘ .Qu,..vlu...ulw....,l;.ua.f .. Pri‘

In contrast to the act that few books or magazines
were found in any of the homes visited, it is noted that
a majority of them subscribe to one or more of the four

daily papers.

TABLE V. IIUS“AILIS ICCID II TIE IOLES CF IUIIIS “TIJIIJ

 

 

Kane : :IUIID e r: : :

of : of :GraduatestailureszLefts
II ens pa per : homes : : :

Detroit Daily hirror : 22 : 4 : 9 : 9
Detroit Free Press : 17 : 7 : 5 z 5
Detroit hens : 56 : 12 : 2O : 24
Detroit Times : 67 : 19 : 18 : 50
Italian Language Paper: 1 : 0 : O : 1

 

The new spa pers of Detroit put forth considerable
effort to capture the interest of the children of school
age. One papo r fosteis the Metropolitan Spelling Bee,
giving dictionaries and other prizes to school and dis-
trict winners. It sends the Chanpion to Washington, D.C.
to compete with other children for national honors.
Another paper furnishes prizes for the Field Ieet at Belle
Isle. This is an annual affair conducted by the Board of
Education and each year thousands of school children, up
to and including the intermediate grades, compete for
prizes. Still another newspaper awards cups and trophies
to school teams winning championships in inter—school
sports. Considerable publicity is given to these events

and this is widely read by the children. Since the

filly?!
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children of the Killer School have won the Belle Isle
Field Meet each year for the past eight years and are
usually quite successful in competitive games, their
interest in this news is high.

The Graduate group averages at least one newspaper
per home which outnumber either the Failures or the
Lefts. The Failures average .82 newspapers per home and
the Lefts .66. The advantage of the Graduate group is
somewhat doubtful due to the fact that the newspaper
having the largest circulation in that group is one which
gives considerable prominence to news of a sensational
character.

There are seven different languages spoken in the
homes of the pupils studied. English is the language
spoken in the homes of 71 per cent of the Graduates, 87
per cent of the Failures, and 77 per cent of the Lefts.
Italian is the home language of 16 per cent of the Gradu—
ates, 8 per cent of the Failures, and 18 per cent of the

Lefts.

TABLE VI. IOIE LANGUAGE OF THE IUIILS STUDIED

 

 

Number : :
Home : of : Graduates : Failures : Lefts
Language : Pupils : ° :
English : 159 : 30 53 ; 77
German : l : l O : 0
Greek : 3 : 2 l : 0
Italian : 50 : 7 5 : l8
French 1 : O O : 1
Roumanian 4 2 l : l
Syrian 2 O l : l

 

 

 

-40—

The homes in which German, Greek, French, Roumanian,
and Syrian are spoken are about equally divided between the
three groups. The predominance of the English speaking
homes among the Failures and Lefts is due to the fact that
one half of the Graduates are white children, and a majority
of the Failures and Lefts are colored. School records show
that the French, German, and Italian speaking parents are
decreasing while the EngliaI (hegro), Greek, Roumanian,
Syrian, and Serbian are increasing. This is due to the

changing population.

TABLE VII. BIRTHPLACE OF PUPILS

 

 

 

Birthplace : Nfihmer : : :

of : of : Graduates : Failures : Lefts
Pupil : Pupils : : : #4
Alabama : 29 : 4 : 13 : 12
Arkansas : 5 : l : l : 1
California : l : O : O : 1
Canada : l : O O : 1
Delaware : 1 : O l : 0
Detroit : 77 : 12 : 21 : 44
Florida : 2 : l : 0 : 1
Georgia ° 16 : 5 : 5 : 6
Greece 1 : l : O : 0
Illinois 4 : O : 2 : 2
Indiana : l : O : l : 0
Italy : 3 : O : O : 3
Kansas : 2 : 1 : O : 1
Kentucky 1 : O : l : 0
Louisiana 1 : O : l : 0
Michigan 2 : 2 : O : 0
Mississippi 5 : 2 : l : 0
New York 5 : O : O : 5
North Carolina 1 : 1 : O : 0
Ohio . 5 : l : l : 1
Pennsylvania : 3 : l : O : 2
South Carolina 1 : 1 : O 0
Tennessee 4 : l : 2 1
Texas 2 : O z 1 1
Washington, D.C. l : 0 : O 1

The influx of population co we from_a wide area
as Table VII shows. Fifty hree per nt of tr e pupils
in this study were born outside of Iich an. They came
from twenty three different states of the Uni teC. States,
Canada, Italy, and Greece. The negroes ame from the
south, while th foreigners came from the mining regions
of the east or various p01 ts of entry along the coast.
While the data presented in Table Vii snows little varia-
tion between the Graduates, Failures, and Lefts as to
place of birth, it does ir dicate that a certain propor-
tion of children born in the rural reg ,ions of the south,
in the con 1egions of the east, or in Europe, can
adjust themselves to a large city and its life. It shows
also that they were able to adopt its ways and to compete
successfully with their more fort nate companions in
spite of the uninSpiring surroundings of the foreign
quarter.

It is the opinion of the writer based upon twenty
years of experience and association 1ith colored people
that the so-called hi; h type of ne egro is on a par vith
and is actuated by the same motives and hi gh idea ls as
the corresponding members of any other race. In direct
contrast tiie poor, uneducated negroes, such as make up
the majority found 'n this district, ha) ve little refard
for the principles and conventions of good citizenship

and wholesome family life. It is difficult to obta

correct information regarding family relationships of
the colored people of the latter type. harriage, divorce,

and common-law relationships are casual and are difficult

to trace for obvious reason .

[)1

TABLE VIII. FAKILY ELLnTICUSHIP OF PUPILS

..

 

fifth"
Yfiiorl
Living

Eur; 1b e r
of
Pupils

Failures

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ct

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Father and
1-..0 the r

Foster Father
or hother-

Father

Lo th er

Aunt

Sister

Giardian

Grandmother

Cousin

Alone

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0]

{‘0

1...:
POI-’HOHZ‘Oh5Z‘OO)

oooowPHoe
OOI—‘(fiOl—‘i—‘Nto
mHomoomom

O. O. .0 O. O. O. O. O. O. 0. O. O. O. Q. I. O. O.
O. I. .0 O. O. .0 D. .0 O. O. O. O. .0 O. O. O. O.

O. O. O. O. I. .. .0 O. O. C. O. O. I. O.

 

Seventy nine per cent of the Graduates, 65 per cent of
the Failures, and 72 per cent of the Lefts live with their
own parents. These data can be considered reliable for
the Graduate group because a majority of them are white,
but in the other two groups in which a majority are colored,
it is difficult to determine parenthood with a1y degree of
accuracy. While the data as presented indicate that an
unbroken family group is more favorable to school success
than the broken home, it is the opinion of the writer that
were it possible to obtain the correct information, the

evidence would be much more convincina

\J.

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I“ tl-e Failirx' <‘-~'oup t1131e Here forty trio came in
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LOLe or Lnizdtiou outside the LOLe.

US 111

C')

In the Left group there were MG? nt" tLtee ca

wgion deitnor the fetler 01 the Lotlc r belchged to crgd i-

s in which each

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111 COilb‘&xzb ix) tirlL, truxre 1.6163 Sl.é . mu_1l ;_‘LJ1:1:L11;L,

11 thirt” six Liffcr— ent or'aL' actions . The thirtf Li:

V

J J-

or; niz etionL can 33 divited into tLiee 33cu3L, nancly,
religious, non--eli;iouL, and iLn s as shown o3 Tables X,
XI, add III. L 1e: cLildien belorged to more than OLe of
tLeLe 01'“31Ldtlet

5 v

T113Ie is a decided difference 111 the tyre 01 01521111-

3 4.1

zati n to thick the Graduate, the Failure, and was Left
oelong. Cf the one hundred thirty three :‘pils Wh belong

tions, thirty three are Grad m1:"eL,

fifty f've e"e Failures end fort? five are L fts .

(U

belong—

m-fi '7" "
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—c’.

ELLIOIOCS CECALIZBTIOL

L1.

L.)

TO ELIOII

FT 1 “
*‘AJJ

PUPIL: BLLOIG

 

 

Total Bunker :
rgenizations of Graduates “uilu1e: Lefts
I'cIflJG”“SILIITS :
B.Y.P.U. :
Calvary :
hurch Club 2 l :

Cliurch Cl oir
Junior Class
Red Circle
second Baptist
Sunday School
St. Johns
Sunshine League
Usher Board
3.1;. .A.

~.I'II'OIIOCQJ‘LO

OICfiPOHI‘OI—‘NQJHC-II‘CF—‘Q

.. .0 O. .9 O. .0 O. .0 .0 .0 O. O. O. O. .0 O. O. .0

F‘ I
NOl—‘CHC‘IIUl—‘HI‘OCBOE'

I. .0 .0 O. .0 O. O. .0 O. O. .0 O. .0 .0 0' O. O. I.

C]

C'CAPOHOJOHOHIOHI‘O

Cd

i—‘I‘OOHOCflOP—‘OOI-FSOC]

 

F3
0
CI“
‘11
H

*4

u]
(:1

Cf bile tuiI’I b}. e:;‘ 11b \JIIC

zations, fifteen are Cr

ten are Lefts.

TABLJ III. ITOIT- ILLIOI OI

Q‘l ”(jtes

belorg;

Cr]
03

to

hirteen

CITGAITIZIATI C113 TC

511" e

C_ 1
{5-1

non-religious

Failures

.. .. go .0 90 .0 o. oo .0 o. no .0 o.

IIIIIIIIICII FLT-1:120.)

I‘LLOITG

 

Organizations

Athletic Club
Azalia Hockley

Baptist lthletic Club

Bus te1 Club
Boy Scouts
Detroit Amateur
Athletic Assoc.

Detroit Boxing lssoc.

Lusic Club

Girl Reserves

Eat'l lssoc. for the
Adver.ce11nt cf
00101ed Peorle

.. .. .. .0 9. .. o. .. .. .0 0. CI .0 .0 O. .0 I.

H
O
C!

#7”

. _1
all.

.l‘libel“
-.fi
OJ.

eLoersr"

UHF-4H1?

HHHH

on 0. DO 00 00 no .0 on .0 on 00 to I. 00 00 .0 o

G1uduste°

(31400 CHI-4140

Failures

(21 O O O to

H000

C)

0. C. .0 .0 O. O. C. .0 .0 O. .0 .0 .0 .0 O. 0. 0'

Lefts

FOOOON

OOHH

m - h r -‘
.LILLJLAJ

r11"?
1.1....

III. CC1j‘l C3D

 

. v:-.- q — ~—‘ 1‘7'. ,- ~, . Q I
6 ...U LMJ. J— L“.-U\-.'1 - o o

" h—- l ,a‘- a \ 0!- ~ o "" T 'H -~

Cr‘er1zat ions : o' :C1‘C11Ces.1C1L11CC:Ce1ts
‘-’:113C1?:-111?s : : :

 

I-
CcLocl ClCCs :
1oung Progress

H

1,... 01C» l--J
C

.0
O.

l—‘HtFal—J

ODDHO

 

Young Peorles C ub : : o : :
mctal : 38 : 15 : 15 : lO

 

three puj ls bel

D
v

7381 G 1 ”1'“ I 6.113. .1

(:-
hr

, $11”

fivvpfi
A .

V . .
~-L.'-JJ

ILIL1111C111I‘ CF

 

f .1 TI’ “‘1‘-,~‘
UJiA—L‘ ‘-L-4v—U

O
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IUPILQ e‘1CDICD

 

:TotCl Iunoor:
‘1’“ ‘c‘ "‘ ' . - . -. 1 T
O talizauions , of .318 Le

- - a
0 , Ila/1.}r -
'4uv—mw ‘1

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r O
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fl .
. 1 : C : C : l
‘.V 1'3 .5 T7 1 "'| o '

ECLI‘ICLI '1 101.10. C : l . C : C : l
-.’ 1 5n 1,, .2- (‘1 .. .—- . . . '7
(Liege TJCLee' CCCCQ : 17 . O . 7 . 1O
BCd Gan; : 7 : O : l : 0

T1 1 T '1" V. -, ~ '1' “ o ‘ o F- o F) o
$115.1 -lifl 1ULLU1'1 , 4"; . U . .3 . :3
1w .1- ' -,- f“ 1‘ . w . 1
1&lblCnfll CCJLJ . 1 : O . 1 : O
. ' x T 3". T ‘-—1 W I W 0
Eu; Tire uuC1C1s : l : O . 1 . 0
TI "- J- , f" ~n ' o 0 - ° ’ C’
.-Ie11c1ricl:s C C1 est 1911;. . e . C . 3 . U
.5~ I -'- _- '~,_ ' '7 r‘ 1'— . N
111Ch ochool Can; : U : c . l : e
O 0 O o
0 o O o
—‘ "...—k- -- .... .- 0 fl... 0 w O O
0 O O 0
: J— '7 “ h
Tova : 1e : O : lb : 1
we I '9 - . an ,"1 $11,. 8" +.-* V n ~.~ 3:, A) I- J‘.‘ WNW-[3 . ‘. \‘~"
In co.11‘e11CQ C1; coCCCcCC LCCC by CLO NCC11 Cucnide
‘T‘ ‘ . . T ('v .' 4 - T ‘1 ‘ 'L ‘I' ‘ ' l" . ‘I \ T ,N wvl J- ‘ - [..- 1 C. V ..-
tCe Cor1e, 1t 1s guite ev11e.1u Clut C-cse Cece Ca Cre CreCCeCe
.—._ .1 -... , '11. - , I.“ .. - t. _.-. _. .1 ~ ' 4.3.. - I ‘
“re p Cie of a nlvlel t‘re tCCn UHCQU -CCe br e1C1cr tge
It?“ :TIIIGQ O", '1‘. ’3 T1 WIT-‘4‘" rfi“; 0 JC“ .'" -‘--~. 51+ . -\C-1
1C111 C1 1 C1C C,1CC. 111C 11 Cl U1e1u 1:: tCnce ii a
7 0 +0. . -‘- p qfl ‘5 ‘4 J-7~ . ‘ ‘\ a . 3-“ ‘ \- - - -
1sCricC CTcl Cs 111s 1e Cecaxse Cue LCHG *1101C33t c1 the

 

"T. .—

.. . -1 - 1 - . "' ., 4-‘ . L ‘ , — +1“. 1.- J..‘. .- m. _,_ ‘1..-
1016153 ‘win 1: neli 13 L1 flSVlO 11 c11e1 C1a111111cC01v.
L - 1 - . - 1 .1.‘. -,, L .: .1, _- 1 ‘4- - .1- -.. -.1 f 12.. w.‘ 1 , ...f ,
In Lany of these Lowe: C1e1e 11 1 con: emu coL1licC C~51eeu
«L‘- " ‘ ~- - - ~ .. 1 -“ -:~‘ m‘: e.«-2‘..~.- 7: +1
114.6 Ole '..~'Ol‘l(l CC ULLL e {1111 11.18 11‘}... 11-18 11-11111“ 111 L11

LotLer Clix; to 011 xerla untozx, tre“iticxe, 111 1engC1"e.
Tley do not 11Cerst111 the new world and 't3 were. The:
attempt to re se childre1 1:1 to re;: Cte tLeir ccn~tct
according to old gorld st1nd1rFS. L13; cases Lave Leon

motel in thick the c1ildren ere allowed no freedom, free
play, Levies, :11ties, o: 1'
outside the hoLe r ceivin; yer-1t sanctic A is the chCrCi.
Tlis eyplies Lore strictly to the girls than to the bets.
he Guildren of those parents associate with all t*ros of
children in school, Visit tLeir homes and le1rn the ”c“
other people live. As a result, chl ldi en of the forei n

corn soon beCOLe Cis contelited 1ni asheLed of tleir 3*“ n's

q

.~ n. - . m rich --.- "8 4- »: 1. ' -1 ..1- 1
111 L1c1r JUDGE. 11eJ La 001C1cLs 111 aseoc11tioCs u1tn-

I.- J-TA. ....\ w. ..1 :‘- 1‘ 1 -’.' -'-.-~ 4 a M ,- -- ’L '\ ~fi— , . ‘ . ‘ .‘ 1 T Q ~- z . H.
OLIU U118 1111:: 31.1.0‘1U3 OJ. Vi‘. .1. fl $1-1; ‘511Ux. 0 ll; 104 lOIl CAILL. lGUQli¢OD
E “v ‘3- ' ,- 'fi-,‘|f- -\ ’- v- . J‘- J‘ ~. 1 . . ‘~~ .-- t . 1A -. ~ ‘ ' - --‘ -..—
dBVGlOJQ 3.r11lC11 4.4.x.» gig-LL61; £23.. 3.08118 DO blleglLC/"’ -..;ALL VYCN £8.10;

‘ ‘w 1 r . ‘ ’1” v * " ."\ 'fi fi'\ " ‘ " " " . r“: -~.
Celess eOLe means 1 s OCiCll ,_.‘cr 1 roleece is i111-0111116311

for the child.

- 4. ‘. .- - - 1- r. -. 1. -

Just Co 113 ouh 0111 111 to nude”-
J. .A‘ q“ 3 L1. . . ‘- .o ‘ ..V“ 0 ‘ ’ O t- 1- fl 0 v r} 7'” ~A .... .~ r

SCCLC CCe we‘lc L LLlCA 11$ p1rcut1 llfe. "gen “Le TIOUW

rx 1. .~-. ‘. “I" -. r'---'-'.r~>- T '.-- ‘ ~-- ' ‘~' ‘
11015 d11eciioL 01 11C C11ce, t1 p13 eetnee: 01111 and

U

h.) ‘4 .

“Lcceenft $0011 edgustLont is incrocf‘r-Al From Over 3r“ es

tee school Failures are recruited.

.“5 g- A-- ‘ .1 .;~ -%-.1 ‘\“(-. ,"‘“‘- f‘ 45" J‘T‘

*

I

v
G
F»
:d
C
(L,
F
(1

families sttdiei is shown in Table LIII.

T573113“ :LCIIIo ILLLIZLLI-‘i OI." .LL OGLZJLLL) ILL; '13 110;.LLJJJLLL'L 'L)' 1L
11L; 101.44..) {,1 L‘LL'LL‘ lLI ILL; .L'L‘LJDLLLL'D

 

llnibex' LLnLDLI
of cf Craiuetes Euiluies Lef+
room rs FaLlll-L

 

[—1

F’ l-’ to CO

VPCIJNi—J
COP—JO

Boarders

h“)

|'—‘ (‘0 (O C‘.

to

£30le
HHUICJ

O O l—' C)

.
oo oo .9 oo 00 .0 .0 oo oo oo 0. 0’ °° " ...

 

Total : 24

If the :19: ghee 01 I-oome and boarders in - family

can 0e take11 as an inu ic ation of its eco nomic sta no (or

p
('3
F"
H
H
H.
0
g
C
H
O
13'
O
P—
d"
L..J
*—

(D
LJ
r J
(D
O

(J

U)

[a

H

CT

1

c‘.‘

O

[—1.

p- .a

r

O

". W

L“ U 53

incone), it is evident that the Gradr°+ come fnor

representir; a higher tyne of fins Leia 1

il dependence t‘LLaLL

-' J—‘La T‘r . .Q 1 J-1‘~ , 3 - .
oo Lne reilures 01 Lne Leits.

When these data are considered to o ther with the date

pertaining to over crowding, it apfears ”*et the frosezloe

of boarders an roomers incre”‘ +“e “rob“bilit" c“

vmpv U-Lv *4 LA 0' '.L fo'glq

.-q o ' ‘ ‘ q 7 h. ‘ ' ‘V. ‘ ‘ oq o c J. .5, fi.‘ . 'c‘f.“fi ‘I- _‘4_.
crouoin; snu oeczesses tne “OLLl‘llltY 01 successLeL none

stuc‘L". In adéition, it fre1nontl" injects nnoongenial

\‘A

and undesirable relatio nships into the foxil" ircle.

-(13-

It may hamper discipline or place too great restrictions
on the children of the household. Certainly the presence
of strangers in the home deprives the family of its right
to function as a self limiting, primary social group.
Pupils who must adjust to lack of privacy and of a fixed
family circle seem to experience greater difficulties in
school than those Whose home life is not thus complicated.
Additional evidence to this effect may be found in the
survey of homes sheltering relatives outside of the immed—
iate family.

The Graduate group was found to contain .25 relatives
per family, the Failures .51 per family and the Lefts .39
per family. In computing the size of the household which
included parents or guardian, children, relatives, roomers
and boarders, it was found that the average for the Graduate
group was 5.3, for the Failures 5.5, and 6.1 for the Lefts.
While the differences between these three groups is not great,
especially that between the Graduates and Failures, the
indications are that the smaller groups are more favorable
to school success than the larger ones.

Host of the pupils in this study seemed to have par-
ticipated in some form of athletics while in school. This
is partly due to the fact that health education is a re-
quired subject for all grades and the activities reported

in Table XIV were engaged in during the health period

-00-

w ' n J--‘« —,—- ' .1 ~ 7, - . . r“| v.--\r‘1
or as he ubers oi the various sans piacticing or ElQZlLO

games a ter school under the supervision of coaches or
teachers.

TABLE XIV. .LLLLLIZLL'w ' EZTGLLCED IL: 31" TIE PDIIL
LIZILE IL.T i3 ‘l-ICOL

 

Type hunber
of
Athletics

t—f
(D
H.)
cf
[1

Graduates Failures

Pupils

Base Ball
Basket Ball
Bo: ting
FOO-t :JcLll
Gym

Hand Ball
Hocke 0:;
Hit 15in
Soccer
stunts
Track

ul eat-1 1...;

NOE

LJw
omoeoooeommo

FHA
quooooeoomm

OOOrhl—‘F’HCflF-‘Ototo

01 C3

H
ldtoFHPFJFHJFJFHmCDUl

If...)

 

o. oo oo 00 o. 00 00 co .0 00 o. oo o. co .0 o. 09 I. 0'
no .0 .o 00 oo oo oo oo o. co to oo 00 on 00 or 00 O. 00

17

(A

It was found that as Graduates, 55 Failures, and 74

A “J- 4-0, '- r‘q1l’. . . v1 —fi 1“ L“ (x J“ ,O 4-: 'V f-O‘Kq. .~ . ‘w
Leits tooL pa L 11 sene Lain oL ubflldvlc while in school.

‘fi-b

han did either tile Failures or the Lefts. Th»y averaged

.t
1.05 sports per pupil, the Fail res averaged .87 and the

Uii'g;
Lefts .71. The athletics engaged in outside of school are

g,

.0

1Lpoitait for purposes or this stud“ “ecause they indicate
the type of activity the pupil loes of his dun free will.

m -r' . -1- . LL .LJ. J- - .1, ' t, -1 J - Ln:- ... ..., L L
La ble “Vs Mon LAB GA ant to which the diiiereht 'ronts

participate in this kind of activity.

"n93 -‘- '1?" .rTv-rfi-an :r—WT
iAJJL—l 4'» o Anni- -.L-LLJ‘J.

CS ZYQLCLD II B: TI: FUEIL
UTQILL CF 3 HCCL

 

 

 

 

T: 1‘8 : l L: LU U .L 2 z :
I. ‘e ‘ O f‘ . ‘Ififl o .h-0
of : of : Graduzit s . Failu- s . Lilts
AtLletics : Pupils : : z
: z : :
7-. r‘ 0 '— 0 . .
sass Ball . 23 - 6 - 9 - 10
Basket Ba_l : 7 : 5 : 4 : 0
Boxing; : 6 : C; : 3 : 23
Lym : l : l : O : 0
decks v : l : O : l : O
.LLLiiag : ‘4 : 2 : l : l
Seisming : :8 : 12 : lO : 21
Tenn's : 8 : 6 : l : l
Tra : 2 : U : O : 2
° - : :
: : z :
Total : 97 : SO : 29 : 58
It is clearly evident that the Gradzates were acre in—
terested in athletics out'ide as well as in school. The"
avera ed .71 sports per ptp'l, the Failures .46 and the
Lefts .37.
There is little differeuce defines the t1- We {yjrsugs
so far as the occuret‘oa of the fatler is concerned. as
shown in Table XVI, treat" tvo occuj t ozs and frofossions
a‘e retresented. Two are grefcssional Lea, ore is a

governxent explovce, ten 0: n
and the balaLce are cor:

- n laborers.

-n.t~ m-L-m .
cc classed as lavin. Liades

Cccupa Lie: such as

.e tlizif,‘ coal and ice, expressing, rag; 3101:1113, paper Vati
inf street hawk mg, and hotel service are isuallv fellow

by the colored Iran in

this (3. is "‘

uI'iCJ‘.

er~

 

T‘PLL YVI. OCCUPnTICIS 0? CE: FATILES “F TEE PUPILS SiUDIED

f

 

lxumer
of
Fathers

Occupation Graduates Lefts

Auto Factory
Butcher
Carpet Layer
Cement Worker
hef
Chauffeur
Contractor
Coal Ian
Electrician
Expressnan
Farmer
Foundry Kan
Garbage Collector
Janitor
Laborer
Ller chant
Iinister
hiner
Night Istchman
Painter
Physician
Post Office

P3

OOHOOOP—Jml—‘HOHOI—‘OOOHOl—‘OCfi

Cf]

HHHHHHNHNNHHHNHHHHHHHO
HHQHOHomCHHOHHHoooooom

OOOOI—‘Oi—‘Ofll—‘OOOOOOF’F’OHOI—‘O

to o. o. .o' on on 00 00 00 oo o. .0 0O .0 oo 00 00 o. I. o. to no .0 o. 00 o. co
.9 .0 00 co to 00 00 .0 90 .0 O. .0 O. 00 .0 o. 09 .9 .0 o. I. 9. .0 .9 O. 00 00
no so on on 00 .0 00 00 90 0- 00 00 00 oo o. oo o- oo 00 oo o. o. o. .. co 9. a.
.. .. ., .. o. 00 00 00 on .0 00 o. no .0 .0 O. O. o. o. o. 00 no .0 00 00 go go

 

'A _0_ fl» - _ 'i "I: 4“" Q. P‘ ‘_ o a J-
At tne Lime tne none VlSlb‘

('3
b
H
(D
,
h
pi
C
H.
c+
F1
(W
*5
O
(-J
y,—
..I
p,

tht 86 yer cent of the futhers of the Graduates, 79 ter cer
of the Failures, and E2 per cent of the Lefts were employed.
At the scLe time, it was foun that 28 per cent of the
mothers of the r“—rucltuites, 2% per cent of the Failures, and

J.

18 per cent of tie Lefts were enoloyed outside th Lone.

 

« ~-r' “rm WM", 'W‘“ 'r “1-” . 7“": j“ ,7 '1
..ABI—Ila :LCVIIO L‘C‘UU.L$L+l\/Ad LL“ Lid—J .Lv-C.L.L‘..;;1u UFJJQIlJy 1114...; lici-L

 

 

: lluMer : : :
Occupation : of : CiaCustes : Failures : Lefts

: Letters : : :
Cleii: : 1 : 0 : C : 1
Cool: : 1 : l : C : C
Drurtflxnfe : l : l : C : C
ECuse‘.OIk ; 80 : 7 : é : 9
ékniitiess; : 1 : O : 1 : O
Lsundrcss : 5 : 2 : 2 : 1
Laid : 12 : O : 5 : 7
Kurs : 2 : 1 : 1 : C
Sew n3 : 2 : O : 1 : l
Waitres : 1 : O : 1 : O

 

.2

In Lany districts the absence of the work n;
mother from the here might be considered a handiccp
to the child. In a neighborhood where more people re-
ceive aid from the Department of Uelfare hai in enr
other section of the city, this condit is n 1&8 arother
sirnificance. Uher the icther wor‘c the no: main—

JAuw, V

tains itself, perks s witi Creater opfortunities arl

IMOthers and fathers of the (a aduan tes may ii‘icate t3“-
tb me e purils have more ”onnloyable” parents as well c

more ambitious ones than do the Failures Cid Lefts.

T o — -0, 'v‘ T‘ '1“ --. J‘- ' .- (“"V 4- 1 '«v ~ 1 4- o
it has lOUuu tnat 19 ner Cent of tne yieduete

C')

3
16 per cent of the Failures, and 19 per cent of the
Lefts were employed at txenty one different occupations

af er SCIlOOl and SatLH‘O 3s. Uhile there is 11 utle

'—

L-~ '1
..sz—

diflerence setween the number of pup 11:

occupations engaged in by the men are of

the wide ra n'e of ocC“natio1 indicate

children are employed in a large city as

u.

offered.

.1.

tunity for e11plo"; nu

TABLE XVIII. PART TILL

OCCL'I111‘IOZT13
STLDILD

employs

OT

the three

the extent

.1-
CO

4.1.,
Ulie
r. .1 q-fic

.. 11—. ° 1
Ier.& l 613.

well as the oppor-

T"! rj‘f'r""1
J. 114.11:

PUTIIS

 

"11* "a 1 ‘-
l‘.w.LUCI
.0
01
'urils

Occupation Graduates

130:; in“,
Clerk
Coal Len
Dairy'
Dancing
Errands
Laborer
Ho us euo r}:
Jumper
Laundress
Lechanic
Lusic ian
Laid
Papers
Porter
Paddler
Painter
SeeiC tary
Stage
Shoe Shine
Truck Dri 1ver

o. o. .0 00 O. I. .0 .0 00 .0 00 00 .0 00

NHHHHHHUUHwaHHHHHHQH
ooopoooomwowooooopowo

Failures

}4C)CMDCDCH4CRCHDCDFHACDCDCHDCDFJNCD

HHHOHHONmOHOHHHHHOO$P

 

data n T able XIX shOCs

attended chU'ch in greater numbers

or the Lefts. The Failures have

q

Sul 1a:' School attendance and

motion picture

than did

the highest

'v H.
J? 3.1.

1418.1; the Grade:
either

081

tes
the Failures

1+ -
1c in

the Lefts excelled in attendance

vr v-v- \ — -- \- «C ~~ L’-~—-y-‘
TABE; :; : 0 Cl:::.:::; (-3.1; ’ UULZJLt- U "CJ-a C(IL , Adi-L) I «IO-I: IT J. ‘Ur J. Lt“

-LLALJ-thJL‘LIC‘J C: KILL; EVIL-E; ;4.LD:;D

 

1' D
(f)

: Failure:

1“
‘L‘
H,
.+

 

-!

 

F!
O I-
O

0 H21-
(1
F.)
"2‘,
.0
H
.14
O
O
H c1
H

 

 

’5 f‘
i 01 .L‘JO O : ‘0'
Cu 0 -q 4- . 4'0 o "
: Pupils : : en . : Con. . ° ent
. O O b O O 0
. . . O . C O
P ‘s . H" (‘1 F:\ A.) . r- “ pr-
01311.1. 0-1 2 l‘xU 0 UV - L3 : Liv : UN o ' ‘ : L20
0 O o o O o a
. . O . C C 0
~ .... r V '1 :1 . .4 r2"? “'1‘“ . "I." 7'1 - 2M1
smug.“ QCHOOJ— : \JJ. 0 l“ : pg) : by“ 0 UL) : J-t_/ o ( ‘4:
o O O o 0 I 0
. . O O O O O
i o 0 T ___ ‘11 " H . r' I. 1 ‘ d 1“ F‘ 1 O ”’3
OthI :icture : 1C0 . oe : 81 : so : 7o : Ce . bu
Thea‘- ter : : : ; ; : :
O O O I o o I
O 0 o I o o o
’. “c . 1 ‘3 ‘ 'n".'~"‘ 4“‘ f‘ I‘ . g ‘ a . -"“‘4 - ‘. ‘fi 4“” 4 'u .1 . ’('\ ‘
It it.) 6V1C1811'L .LiLJl.L U.LU QCTMn £b£6-.-ul€ L 1.1 [11115.1 Salter

—~—~ J- -'- '19 ~ -—~ - “A . ¢ ‘ -“ ‘5‘“ ." " 4' 1‘1 1‘ a a ‘
nab fi1e G adua. LTOLU of pupils cone 110m Lore 5 17~ 7" es

<3 the “11]“11N1 an<

St
b
:3
OJ

4. - mt. p ‘ 4., -., .- .1. ° -1
the Le CC. 11.e iaiical ~CldulOLS

, 4-‘1 . 1 "fir-W1 "-trx r‘V fifl.‘ Vamw..-‘~ (‘r' '3'; r 1", 'Lf‘1 --- ‘1.“1 '3 0.7"..1
Ci. b.1611 l.C._L C31; 1:. wok/-1 1.1L; x”; 1.91 .1..’_'.J..C.C U‘VJI‘A ' Mb Leia].

.‘ ‘firw ‘ F'LJ-,’\" ‘ . “‘ ... 'l"‘. ' ‘.““‘.'\ ‘ .3 ‘1‘. '3." “_._’-' i\ "\.
Vironrenc chuuf eouippec bObu Ciun co.1vC*11enr1C °.c.

‘J.

‘fi-fiv an .* - 1'. .‘.-—' V ~‘. ,' ‘f‘ "",— -‘ ,~- -« -“ ”1
07.3.14- UL .L 91.1.1311; lL 6110C 1.1 L" 1.OC-'-L r C111L‘ ...L.;'C.-.;.G.L ... 0

My"

. - 4-17 ° ,.-_,- -,. ,1: J-'L n.7,. ,‘v . ..g-, ‘ .- p . '1‘
In general, tne economic status 01 Cao e1'a«‘ v: 1“ also

vs \CthJ

superior. 3 t1 fathrs 1d .oCLCr: of this pica“ re L618

re;ulailf Cnplo;eu tLan ole ad.Lts CF t1- otLCi ;rortC.
AltLCt;n tle Cc l affiliaticnu cf all preu“s of p113nts

are l mited, tle children are nak'r; rumor: 15 group conta ts.

TLe Graduates prefer a higher yge of organizativn tian do

the others. The;‘ figure prominent l: in church 510 33 and are

active in at1;letics. Gan; life and tle LCVIES unreal to th

.LJ.

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-57-

CHAPTER IV

THER SOCIAL INFLUENCES IN RELATION
TO INTELLIGifiCE RATIHG

The high correlation which exists between the pupil's
native ability and his success or failure in school work
is generally recognized by all educators. Cubberley in his
discussion of intelligence tests says, "Better than any

other type of information that can be made available, the
intelligence test gives the data from which a pupil's
educational possibilities can be best foretold, and his
further education be profitably directed. The many ques-
tions that arise in any school system relating to proper
grading, promotions, delinquency, choice of studies,
educational and vocational guidance, and the handling of
sub-normals on the one hand and the gifted children on

the other, can be handled more intelligently when working
with the results of intelligence tests at hand. Alone,
the intelligence test is by no means an infallable indi-
cation as to the action to be taken, but used in connection
with other evidence it is the best of all indicative tests
and measures of ability to do." (6)

This is also the point of View of Douglass. "when
ninth grade students are tested and their subsequent school
career checked, it will be found that the average intelli-
gence level of those dropping out is lower than that of those
remaining in school. The inevitable conclusion is that lack
of ability to do the work causes elimination." (7)

In a study based on tests records of 14,000 elementary
school pupils in the State of Michigan, Bergman found that

school success was more highly correlated with intelligence

than with any other factor. (8)

 

(6) Cubberley, Elwood P._"Public School Administration"
Houghton hifflin Co., boston, 1929. p. 444

(7) Douglass, A. A. "Secondary Education", Houghton Mifflin
Co., New York, 1928. p.246

(8) Bergman, W. G. "Standardization of Forms" Unpublished
Ph.D. Dissertation. University of Hichigan, 1929.

V‘

-38-

A study of the intelligence ratings of pupils in the
Miller Intermediate School is, therefore, of interest in
the attempt to determine how social conditions, such as
the home and community, are related to the school progress
of these boys and girls. The materials used in this sec-
tion of the investigation are the progress records of the
210 pupils concerned in Chapter III, the intelligence
ratings assigned to each pupil at the time of his entrance
to the school and the data about home and community condi-
tions. These ratings are the result of group intelligence
tests given June, 1926, by the Psychological Clinic of the
Detroit Board of Education under the direction of Dr. Harry
J. Baker, Clinical Psychologist and director of the clinic.

An earlier picture of the neighborhood from which the
Miller draws its population has indicated certain social,
economic, and racial problems which differentiate this
school, to a certain extent, from other intermediate schools
in the city. It is a neighborhood of rather unsuccessful
people. Many families are continually on the Welfare.

Most of the adults are engaged in menial, uncertain labor,
and to provide a family income sufficient fro necessities

and a few conveniences both parents must work. A great many

of the residents seem not only to be un uployed but also
unemployable. The foreign element is poc1ly adjusted to
ALerican cu ture and the Negro untrained and irresponsi’ e.

ever‘w' indication that a lar e part of the QrOU?

m1. .-
illere .L

U)
(

lacks the ability to provide a at able economic or social

‘ackground for their children.

An examination 01' the compaiative ir tolligence rat-

3"
L.
C’)
O
f”)
C?
Li:
(D
*‘J
a
F!
g...
(G
1....
:5
p .
‘ J
(D
f.
}_1
C)
C
H
H
O
C
p.
:3
DJ
F“
O
c l
d-
(D
C')
d"
} J
y...’
p
4.‘
St
a
U1

(2..

liMlit a ability appec.1s also 'n the eduCatiWnal capacity
of the group.

Table I} presents data showing the intelligence
rating of the tote gr up of students who entered the

.‘

school September, 1920, and c. the white and colored child-

H
(D
{:3
CO
(D
'd
H
{'3
Cl-
1.- J
O

F '3
:fil
(D
’— r
...J
O
F)
h)
f)
5....
P.
P.
(I)
d-
H
H
C
{1
ct
...)
O
{:5
O
H.)
1...!
’3
c t
(D
,4
.1 .3
F)
(L‘
.H
O
(D

who were graduated from the A—G grade June, 1920, are also
included. These data are based on tle Detroit Alpha Test
given to all purils in the Detroit Public Schools.

The data indicate that the group entering the Killer
in September, 1926, stanis out as a LUOh ess able group

~q swan "V: ‘1‘ *'-fi~ . 1‘. o . 1 x \ ~- r31 N‘s ~ -, -«-- q~ ..
:oaps LILA union it is cellar eu. ileie we-o no

00101861 FIETilS llavin 1' an ”A.” I'Clbil'l”,

«L 4. v g)

and only 7.1 per cent
of the white pupils reaches. 17.118 standarc‘. Consequently
the Killer gioui was much more heavily wei“hted with ch ilC-
ren of ”D” and "L" intelligence. Lnareas, the narral

~'-L

distriexztion inclides mil: 8 yer cont "L's" axd 12 “t” cent

jqi‘ieu... -..l i... ......JBHV

"D's” and the n-c graduating group 10 per ent of each,
the Killer class of Leptenber, 926, had appr ximatel"

4.

Bl per cent of its total nunler in the lowest ability
groaping, and ae“1ox'nate : 18 per cent in the "D" Froup
In both these low ability groups, -ne color students
predominated, but ti‘.e proportion of white children of very
low intelligence was much grea te r than Could be found in
the Detroit s hool srsten as a uncle, or in the L-C class-
es prepared to enter the otner intermediate schools of

the c it: .

TABLE xx. Dislnrstllc CF so 331:: 1:3 124 Ct 10:23 rtrits
J

 

 

 

 

 

CCIQIDLR; IL'TEIs ilCD" nCC HL‘ TC Ti; 1
IL'TL'LLI’ZL CL: :11}: :33:

:stand_ard. :Ieicelflnlxs : Pupils :

:Dis 1b.t on :Distribution :In his Ctu7;;nverace
Intelligence:All :ujils 13:111 1C Cred-z "7"”’”’ :Jlite
rating :“etroit, Cunezuates, .une :ulite:CC101ed:and

: 193G. : 1226. : : :CClared

. . . . .

. . . . .

A : 8 : lé : ?.l : O : 2.9
3 : 12 : l? : 7.1 : 8.9 : 3.2
0+ : 18 : lo :lC.7 : 6.d : E.l
C : 24 : 2‘ :26.2 : l3.9 : 2L.l
C- : l. : lé : 8.4 : l9.€ : lf.2
D : l2 : l0 :lE.7 : 18.3 : 17.6
E z 8 : 10 :83.8 : SC.7 : $0.9

: : : : :

Lr. Harr: J. Later of Detroit stated in an 1n.elv e"
'3" 7‘

O
i

4,... ~4. ° . 1 ° . --' ., : . -\ -1-- -
lat, lb 1s 31* op Lth based data L,atwred over a period

of years that pupils with I'C" intelli once or lower to
less cliance to finish the re"ular high school college prepar-

atory course than do pupil uith higher intelli;ence ratings

h ‘1 1 +13 q 3*

. ‘ r. J.‘ ' 1,11 ~~va~71 ,- 1'5 «0‘5. 1 91-
. W I“ ‘f‘ . 1’! v “' 1 I
LLL-\1L 13.16. L; 111 L141. ..’K. L ...d. 1 .1

-Lbs U“ (A-

' ’1‘ 1‘ ‘ “'"' ‘ ° "‘ —' 4‘ t. "' '- 1 ' ' 1hr" . #1.: '3.
to st11111Ls C1 :11: ncer1suguiu3 senocl.im121 $0101-11t.1essc1

»‘ ‘1‘ ‘1 ‘,~' 1 '1' ‘f ri ~"' . .‘V‘n1‘ '1 "I" ‘ ’ 4 g‘ 1 Q‘. . ', ‘13—

dejree. anreere“ tne111nrLLL'nnsat111Ccto1b :1m3111 entiion
. -- - _ - _' - a" _:3 ~_‘ 0_‘ J_ 'l 1 0' ‘.‘ ‘ 'V OLL" ‘ I___ ' A‘fi
1:1:t the sun; 1 cu. lo111L1te1131/31c1 1;: 1111L13 c1111ce C1
u~ n1“ 1 :“‘ 2"‘fi
b; VAJ-OC—‘n VL'LCCKzt‘L. o

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--- '- ~. .7' -..-L... ° 1 ‘_— "° ' ‘ .. - ..1,-. 2-7-: _1
.i.'-L.tlll\ {Lnu C J). b.1111 LO 3 lCLl 011(11 b13111. 161,339.11: L- lv-_._1_.1 _LC.L-l-lu
. --- y - ,1.- 1-. .. n 4. J...‘..l.‘ 11 4.1:, ._v_1 1...)- .o '1 ,

fa Us. 3 me cuua CLCCUCTC Chin, u11s st; e1e1u 1o1loss:

ww- q-‘o- fl‘--f\§V:¢-- 1.“ ’(‘n1 -7P.'—‘ T’PTI‘~'1-‘r‘-c . |r1-r-7-rq
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CF TLL 210 IUIILD LL1LL"7G-TLL ~B GLALL C3 TIL
LILLLL: ILTLTLL; TL SCLCCL ( ‘LTLCIT)
QLrTLLLLh, lCSC, LLB CLLTAIL

—---1ryv-.- '~_“‘1

.141. J 11‘. 1. .11_.i_1... 1.4.11.4 4.110.}.01. L)

 

: : :Per Cent :Per Cent:}er ”e1

C
r. ~ -. -\‘ 1- - ‘ '71_‘.. v
:1oua :Per CenuzBe1011;- :uno are -1awll

11 1

tzPer Cent
19$:Iupils
r

 

Ratingzjunow . - Vin; :13.) to. l?o11:i_ce;'.;oers :EiaviL-LU‘ :31'13 ore":
:of :in CELCC.1 ligiOLS :Cf :Roomers,:0utside
quri1E;gOI£g :CJ- cs :Gan;s :Rcarderszschool
. : : : : :

A : 6 : C7 : 17 : O : Z : O
B : ll : 27 : 9 : 9 : SS : O
C- : 17 1 19 : O : O : 44 : 6
C : 42 : 5 : 24 : 7 : 3' : IS
0- : 82 z 6 : 56 : 29 : 38 : 26
D : 37 : 23 : 6 : 33 : 83 : 52
L z 05 : 20 z 22 : 26 : Bl : 26

O.
O.
.0
.0
.0
O.

In general pupils having higher ratings cone fr r the

ADA

1one oc1i11“ class. The presence of roomers ari boarders in
the home is rather general throughout the group. Gangs and

non-1 eli QiOUS or“a r-izations recruit most of their 1.:er Mo rs
frr the middle and louer1anges of intelli;ence. Lost of

'L" 1 ' - .-. .-...1. 1 ° ' ’1 '
tne outs1de enploynent a so 18 centered in tnis group.

1..- 4.1.1 4-1., . '1'! 1* 1 1 j *1,‘ -11 ‘ .tn-
Vihu.fi. LI... . U-iQ C--.L.L OJ- «411V L111,” {ilk/:1 1:--3 CMLA. C‘- u--’.3

- —, 3 I .‘\ .1 J— J- .- ‘ ‘\ ~V_“’\ - ' . ‘-L"- "?"‘~‘. .- '3- ':ra . <
ob LOUQQS lCLQOSu Co 0111. ”ULLU 1113111,;109 11v 1Q 13

(.4.

. .. ., ,.-,‘... 3.“ -!_1_ O .-: _" 71: .L. . __’ ‘1; ‘ ‘ _ >._ 1
1015. 1', 3.3133193 [41. 1;» 00141.1. 111311 {11 .1381» CL. u L 1 CL 0
T? ” "" \1 ’3 »' " .21.. ” ,~. “I ‘ r r -.-. ~ "7 no 4 ' "m ' “ -" 7“"“(3V' .1 J‘ C“. -

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s‘ 1 4- 1°-.~-.~-:- m‘ '1
1.1018 111 L43 .1- 1‘“ J11 u 311113118 .
.- 1,- 1'3.” .' - ,- . Jn ... 1 1 . A 4- .. -- ~ -. _-'- 4-1-, . ..- .4.”
a. 163 1.111 r 1 m; 1-1-3 fact: 3-21 1 1111: w we .11 U1- :1 11—-

U

- t. ' - -... ...L. .n 4-1- - .~ ‘ .... ' -.-”- _ ..1 ,-- .- 4.1. 4.1-
tl.C-Lle J’b.3;-e-t IL] O.- le._'.‘-d 0,910 17L-: ls IlJ—LC 84.;:::-*.LL\J(A C‘L UA‘Le U-L1‘ee

-. .. “Mp. 0., J—‘~ '“ .7”: I: H ? Q“‘o'\-“".""v F113“? ' .4-—..,-
e 1‘ 0011.8 11 Ube 1 ill 101001, 133tC11C1, 11-9, dlfiuiib-
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uteu acco1u1av uO 51e iI‘_te1l leQMCC I1V11 . @1131 1U U18

. ‘ 4‘1‘ A M 1 , . 1 -. ‘ "L ."‘"~‘- ~, “'1‘ I" ‘ 1 I ‘ 'c" . "‘0‘ ‘1' . "n *
1L8 C1619 3-311; Shbu1€d U1e 101001. an e1111u1u101 C1
131‘ C1""" __, 1.~-|- 'vs m Wed .1 "“" 61“” “l 7 :1h1'vn c~"--r~-' 4-‘-.—~-'-
4L6 fu- gut.“ U 1-51." a. 9.51 l#-. , \A-L- KL ...] 11-; 1:7.st ‘ 1 K1 1-. ‘40 DJ :L‘V‘ ..., U.‘--. L!
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O ‘Ji’lei‘ t :10 Vro’u.:‘1£ O I‘-‘.-UI Gykv , Ué-w-e .LLLil’A-Lgbl (£151 DJ. l ‘4 11 {J 011. ALMS
O -1 -11. 4* W - . ,-.. ° 4-1. - - 1. - -- - ., c ...-.- —_ . ~ .1- - . 4.1
c; yuI‘ 061 u 1&1. 11‘, 1n. 1.6 1&1" LlCN1y, a1nd 1, 311 CC11U 1n. “me
-’—'1 :' ,V.‘ __ ' 1 ‘ N 9 o _'

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U11.“ 1118 313101 C111u1113211

an; 7.1.:xn: cent ”3's”. 5313 3Cilinfi‘;1wx;:2111£3jj31 cont
121 the "£1" (11:11 :39 per cent '11 tine ”1;" grazij. Ti'e Lai“:
SICUE 1 cfl111w1 CLIT cue 3v11J_:t; the ”A” 0112:.cgilzbl
33113 or 43 Tjr cent haviu; ”L” ra‘i: :.

A £11916: coxparicon cf forcextggfis 5&8“? on dgt; in

Q

4‘1‘ -'.~. “ V'v ' V'r' . J-T-x ... J- {A -~ A. 5‘ J- 4" ~L1< I“. ~. '1 ~ A -' - \ ’~
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Lau C fgbluv U1 ‘A' ”1110 u 361 cent c1 .13 GOuCl Qruui

‘ ' n < 1‘1 4‘ -. fl ‘- 1 ‘3‘"? ‘ ’3“ ‘ \ J‘ .4". 4‘1 J‘ J‘ r‘. i ‘ ‘r ”W I” “‘11:
15:31 6 SO To; ueCL o 1‘ C .1 b ‘91; a 0811 U C1 1,119 £101.ng LI‘O’LQ .LLQ'J. .14"

'3 I n

"’ r“. ' -~ ~\ ~ -"._-\ n . ‘, r“ . - - 'n . "IQ - —.-. ‘ ". Rf "‘ 1" Hf" “ n ‘ ‘ a ‘
11:1n;2, Cat U19 COI-€SPOLC1&7 11911e 1C1 Chg U1QUUQLGS

- ”.1" . ‘ ‘~‘ 1 I . \‘s - r ’f ' if -. 4—

was 7.1. Furils TAiliAv AT a forceAtdue cf A'L slithly
' P‘."\ T‘ ‘5 4'1 '1‘ "C" 4—‘5 .‘ a“. I’ I ‘. —- '1 ‘ 4’ ,3 - 1 4 I. , ’2' " ~ r‘- r

h VLer tTaA unau oT tAe totdl CIUL} LAT d Sleule To er

per cent of ”E's”. Pugils saving schoc before June, 1989,

I. " 1 'l ‘3 “ "‘7‘ ""‘4" c‘ ‘ "" ‘3 ~’. f‘ a I“
had lOJCI ICLTLPL tAdn ad; otAeT DIOLL.

TABLE LXII. IKTLLLIuLLCL LAT LG '3 TIL 210 PUPILS
LATLATLo-TLL 7-3 GLADL OT TLL LILLLL ZETLLLLLIATL

"\ 7 A. v- (\f‘ ‘m 7""r1-~
QCT‘TCUL (T): CIJ.) 0LT: TTJTTLJTAI. 19:30 , D ST.“ 1.9L) Lu
. r .- -' | —- nv— . I A- '. T — -
r" " ~fi'v' "" 1 r _' j
11$;st _J.JJ;.LJ *u‘i

 

Intelligence

 

Vt
r4014
1H

 

 

Katine Pr“ Graduates 5 Failures : Lefts
A : 6 : 3 : 2 : l
B : ll : 5 : 4 : 2
0+ : 17 : 5 : 7 : 7
C : 42 : l6 : 12 : 14
C- : 3° : 6 : ll : 15
D : 57 : 6 : 9 : 22
E : 65 : 3 : 18 : 44
Total : 210 : 42 : 63 : IO“

 

These data were divided also according to sex and race
classifications of the jfljils Table XXIII shows the result
of tgis ansljs's an Ta“l s LA to XXVI slxo" the rcml tion-
sAig between success 'n school for tLese rece—s—" groups
and t1: eir abilit" rs tian.

It is evident from; erccnt: es based on figures in
Table ZXIII that the white boys tore tLe ”i 103 t yer 0“

-o“ V v “"‘U‘ VJ;

in the upper intelligence group. Kine per cent of their HUT‘.-

her have ”A" ratings. The \.hite girls follow with 4 per cent.

There were no colored children in tLe ”A" gror»

TABLE XXIII. DIQTR BUTICu OF RACE IND SEX GROUPU
,I"

ACCOLDIqu TO Iniglecnnos RAIiIQS

 

 

 

 

 

 

, : Total : Number of
Intelligence : Kuuher : Boys : Girls
hating : Pupils : Khite : Colored : white : CoIOied

A : 6 : 5 : 0 : l : O
B : ll : 5 : 2 : l : 5
0+ : l7 : 6 : 5 : 5 : 3
C : 12 : 15 : ll : 7 : 9
C- : 52 : 5 : 3 : 2 : 12
D : 57 : 7 : 6 : 7 : 7
E : 65 : 15 : 2 : 5 : 24
Total : 210 : 58 : 68 z 26 : 58

 

and ”C" groups, also, the :ercenta;e of nhite boys is high-
er than that of any other group. The T.hite girls have a
slightly lower Percentage of ”B's" than do the colored
girls, but exceed them in t11.e percents e of 0+ pupils. At
the other end of the scale, the percents; e of ”E" ratinrs

-— )
Uk

is highest for the colored girls

{0

s twenty four or 41 per
cent are in this category. Twenty one colored boys or

40 pe r cent are next in ”E" dtin 3, white boys are third,
and white girls fourth. The median re tings for the four
groups place the white boy highest with a rating of ”C",
white girls next with a retire of ”0—”, and both colored

groups on a par with "D" Iotin's . The white boys more

C.

nearly approach the normal intelligence distribution for
the pupils in the entire city than d es any other group,

although the ”3" ratings of this group are hioh. It is not

V“

the White boys, however, who furnish the highest “ercenta

P" .— u

PM

...Llfl. 3.‘

I'f"
-U\J-

‘ "__ ._ s ‘ h f w 0"“ __' m 1" ~v-wr-j-1’ _ -_’ J.'_' 1 ,
of graduates. Ior CCCQTUth to IaoI» IIIJ, n UIere
-i_ a o __‘ o ‘_ V o .51-...— _ _ '_ r H, n.-- J_ ’\q ,1 J- J .‘ A. o

of the OIlanCI fiiu, eI ht uuo enUIrOI bJC sonocl in
:' rm ~- ‘n ‘-‘ "‘ ‘ “A ‘ q 1 ~ -\ . T “ '1 I‘ "' 12" "‘ J V
IepteIser, lQIo, here grednoted in su.e, £29. IIII—en
-3 . .- . . -, .I ..., :1 _. . -.. 4 s-\ -. J- ,. '1 4-1
out oI an equal nflrbs oI coloch ; r s cchpleted the
-. -7- ' .L‘, I, I . I _ .rx . . .-. I- _ 0 I- - ,1 ° .2, ,If- , .I 1
u rn in unIeo :eer' Iine oI t eIt, siI IIiU. LI‘ls Ind
‘- ' . o . ' -4.-- I .: n-4— . ': 1 .. . .., -n.. .- ... -
iive CI 2 LU" ernu colored ooh; JCTC :ucce :3II In grad-
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O O O O O
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n : 5 : 2 : O : l : O
r:
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C+ : a : 2 : O : O : l
P '3 . ‘
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'—
C- : 6 : O : l : O : o
f"!
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m 4-." I ‘3 f) :-
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so: ° .2 -.- ,- r“:- --‘~ -: _._ -. -..- 4- I tr .2. 1 — - -' ~~ - . .pz. 1

(III .121ch 2.22.2.8. IIIC: 1.2.1. uG spill 2L Ed :I' lixeL .LI‘. C “e; -2 OCL

flat in a poor-r nei V222 orhood, but tle hone enviroLreIt
is supetior, the econ mic status of the fo;ily satisfsctorj,
“n7 tle social centICt of th; chill sic v;;i:d.

Tle tliee colorc‘ strdelto rote: ”L" live in zest=d

- . ‘ ‘v v " -. ‘1"- , g ‘ " " . “ ‘ ~~- -
12831:»; fiIL; 1.2C1‘LL3; A- _U. COilvelllellC/(JS (‘Js'

.q 1 . -~‘ - p- .. - ‘ ~, . .‘V ~. -~‘ - - j J- [A -. «‘ ~I‘~ A. {a m*‘- J“ Jr‘
such equi2L2nt 2s reoio2 2;; heie12c222. I20 oI UIe 122i-

- .. . .-. r? . ‘ ‘2‘ I . I I. -. .' -. . - r V- .— ..
lies oIn 22Iouc2ilc2. I221e 2ooLs, Legssi22s, sic Rehe—
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LspeIs I2 2gese 2oues. IIo of 2I~ enilcrei 2sve c2u1c; age

J': I ‘Q‘ 5" ‘13, a IT“ .“I‘ ’ 1‘ , I J-‘n‘,-_ , .q_ ~ -‘ 4,“
022 I ClLD I_eL ers2 .2. In no c2zo 13 22c child €L)lO;cu

.L

.s-a ‘ . «A 1 -v- I ‘-~ A - ~- . r\ ‘I .'- ‘. q. 'r P. -.'\ r: ,. ‘- - 4-

am 12 cm. , one .21.». 1.03. 2- 2021 oer 2 :22. icons. 2; 2e; 2.
1‘.“ . ‘ w' -\ -: f". "V > J-‘.~. n.2, -‘ 1 J— . '\ -; .—.\ '.—-. . , Y -. ‘ ‘f‘
121$ sstlI22 of t2e 2Iauuauih; gIcup pives ewioe2ce

'! ~ ‘

22‘; social 5:. IIJI'owIIc. 1:52;; have a other ltl‘OiOlJICl influence
n the child's intelli~ence rs titg. 2videntlt it is not a
gusrsItee of success, or lack of it a certain crrier. The

weight W31ich superior home environment may aid to the

child's ixitellcctual equitnert seems to rlsv an impor rtont

role in school progress. Or, it 22" be cossitle tPat

¢Ak

teac lIers' Lerks ale influenced Lore b7 tile 2xte212rce 212d

U

1 . 0

social sagustuent of the chilcren. o3Ieli'my their actual

.'

ability to accomplisn.

These conclusions are supporte by s siIIilsr study of

‘ . 9 13-. -. -L~'. 9" 1 Ci '\ fl 7“ . ' \ ‘- u w“ I '~~ ' ‘r "r '
certain ;I ils 11 22s 2102} oI Isiltres 222 L2 4. T2e “rO‘I

_Q/_
' ~-.~~ " a 3 — 7* -' a4~-- -\ . _ I‘. 1' “r‘ n 577‘ 1a 4-
of Failv-es lACldueb tulle. coloieo ooa., LC.eLU
- _ - w .n 1 1 ,., ,_ '3 .. 4..-. ...3. ' 4.‘
boys, fourteo- co. 10L iils, L_o only tuo ”uiue

ee;

I
,‘I ~
L

9],,
Lu“

—L.4.

to th

' ' - a. .-.... -‘ . ‘ ' 3‘ 3-0 r. . u. 4-
effect the 11?“ ntelliQeLoe Lfid success in SCLCLL ale 1 t
SZ'nO‘l 1011: ‘L150

-—

 

 

 

 

 

 

 

'1""L1. DEV. IL113135 CI 1124.31.02 ..IJIJ 5.1.2; CJ‘CCTI'E. ..ZLO FAILED
IU.1.....L.._JL....L“J JLC'V C‘JLLDI..U .LU :L-.4.11.4LL.£§;..1.'3:1 FKJIZL- Ch.)
I . 1- : iotel : IauLxxr of
‘71 “a“, -.. _‘ -1‘ . ‘-
eftiwml‘vtco : “uLger : DQIS . Glrls
....I ‘4‘; . u u -. fl . ‘f‘. ’— . .1
*“U U : Pupils : JLlLe : Coloreo . "Lite . Col 01‘ co
: : : : :
A : 2 : 2 : U : O : O
B : 4 : 2 : 2 : O : 0
C+ : 7 : 2 : é : C : l
C : 12 : 5 : 5 : O : 2
C— : ll : 2 : 6 : O : S
D : 9 : 2 : 5 : l : l
E : 18 : 2 : 8 : l : 7
O O O I O
I O O O O
O O I o o
O O O O 0
Total : 63 : 17 : 50 : 8 : 14
Two 01 tle five uu1te be"s W ‘h "‘" ratin“s and tro
of tne live W'ti "3" ratings failed to graduate. to white
#1113 in the L33er ran'es ‘f abilit; were '2 the Failing
Qfiwwri, Lnd onl.;"b"o ov.t of 1313 oiiQ 13:;1 013 $5 Cd“t.e:ty
s K were f i urea. All 00101ec bofs with "B” I“ti-;8
Liled bu continued 1‘ -choel for t-rve “ are. Z"ident—

13 some factor other tLan

1Q2110e 0:361". tes
ing s hool achieveLent 101 this Proup. A study
I3ore environLent of these pupils gives a clue to
of achieveLer . Five out of six 3U3i a taken by

I- ”Y1
l

-oduc-
tlze

4.? ‘ —, 1. ‘—
1211811 LuCl.

.U:&;&d01:l

‘ . 11“--»A“;

~68-

sampling came fron.homes broken by death, desertion, or
divorce. Five of the six live in ill-equi pped, rented
honzes in tue poorer sections of a ve1y poor nei; 1 oorhood.

This g101p included two White boys rated ”A", two colored

‘

boys rated ”E", a white girl rated ”D” and a colored ;irl

rated 0+.

hi

rom Table XXVI, it is tossiole to determine the

DJ

istributiou of tLe 105 puiils who left school before the

comrletion of the ‘hree year period.

TABLE 13011. 21131123 or 1.101 11.11- 51.1: czactrs 1.120 1.11“”

#1.

UIoTRloLTLD ACCORDILG TO IITELLICLLC; RAlIlC

 

 

 

 

 

 

Intelli”euce : 16111 : IL“E31 “3
ting U i : \umber : Boys : Girls

“a : Pupils : ILite : Colo1ed : "site : Coloisd
A : l : l : O : O : O
B : 2 : l : l : O : 1
0+ : 7 : 2 : l : 5 : l
C : 14 : 4 : d : l : 5
C- : 5 : 5 : 6 : 2 z 4
D : 22 ': 5 : 9 : 5 : 3
E : 44 : 15 : 13 : d : l4

Total : lCS : 29 : 55 : 5 : 38

 

In this group &18 found only one rated ”A” sud forty
four rated ”E”. The nu1s31 01 Lefts incr as s as intelli-
me ce decrees s. In each case, excegt the 1.11ite sir s, the

groups have few in the upper ability 1e1Ls, but are heavily

YET ‘ "1W 1 ’L r ‘1’“ “1 1‘ "Y! ‘ . “’ ' ‘
”eighted at tLe UettOLo Tue “Lite boas. Lc le it

use sighest to the lone est 1'1bilit” grouy. Lore than one Dal“

q-
01 the“ Lad ;atin;s oi ”D” a; ”L”. --e COlOlCQ toys
Lad 1o ratings of ""' or "B”. Twenty trio of tie t'nirtzj
three in this group had ”D” in ”L" ratings. The white
girls 1am: the sane °ange as the col01e* toys. The color-
ed girls Lave one LeLser with a rC""1":‘~1tin“ sud fourteen of
the group have "2’ ret'ngs.

The Lone environnent of the Joup that left senosl
pai allele tLat of the Failures in Lany particulars. Of
SGVGLI cases taken iron anon those with the hi.:h r 1etings ,
six cone from ’roLen Lones. Four pupils come from tLe
poorest type of Lone in tL district, tVree iron ovei crowd—
ed Lo es and in onl; one case is tLe l"'ouse owred b" the

H , 1 - 1 - .- 1 _
faLilj. Zach Lone is equipped r'th toilet facilities, m.*t
contained fen other conveniences. In ever: i stance, exce3t

there

‘T

l
f".

one, mas or rnitare, no luxuries, or
evidences of culture or =fi nt. 1Le one excention is
tLe LOLe oin a snit‘ so: with an ”‘" rating. The faril: suns
a QUElBX in a goo‘ neigho rllood. CLe hone is well 1rrr1s1e.
and from all appea1ancc is a good socie l backgio“‘d for the

Upon

l‘lI“C;f.eI‘

(4.1

*LJ

4-1.. ,1 -L.

4-1
U119. b

I if)
U.Ȣ.v

03211111151 tion, it we- ‘ sco r“ r ed re

is a step 110 1,1 er and the £511.11; relationships a1” not of
the best.

On the whole, the Killer group is inferior to the city
intelli‘ence stendar‘s. F”0L t11e d.ta presented in .1's
chapter, it is concluded tht tne Lore intelligent girls of
the group are graduated frwn tLe Killer Senool, and that in

. »I\|‘. ,Im . \.
ix..-

,! \HWE.‘ -

General pr.rils "a i;.; lo” in iLtelli; en neve Ll
sauce of success. Utner r;lat1ois setsceL 1Loell ence
~< q ~~~ ‘ '- " ‘ . l A ' \f'\' ') fl. ' '. '1‘ (-

aL* school success seem to 1La1ths ths ssLs isosoi os-
. ‘-" I s .R" ’3 1 x-\ ‘ '~ r'I w .‘W "‘1"? " ’3 (~ ‘ m...

Sides i-telli cc s 1s1lLeL011C scLool flOQlepE. 11s

010 red bore iail to C21 d1-‘e. In a coLLunitj

“u‘ 4'71 ‘4 4—“-. _ ' ( ‘4‘: C ‘(j J- ‘C' H- 7/; ," 1 WP. T) "'-r-~-’. 7 J7 (110,“ -

‘Il$.LCJ. ON} U‘LO e COAAJL.-.LC w ULA UILLLJ .L S X \JI.’ (.4 -- , ... evv-l (J. .1. or e»). v- Ls
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tion 1s flGCGSbEIllC less -oxa11al th. the 11 e to ~et s

V ‘1 ' J-

joo. siLce the brighter co1cred so: qualifies for certaiu

q m1~ - , ‘ ., -‘- '

positions, Le soon leavgg sc

regresent the ecor. o:.;ic:-ll succes sfiil group. The 1:1-ite
boy also shows the intluence of economic insecurity.
Al*hOI{fi1]liS gr0t3>1xytes coggxuxititelj Li lei :hi ingelli-
' mcc, fer 01 t1; briCLtei 00”“ stay in :cLLWl 101' CLCl;h

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as f in uLchcessfrl COLjetition :itL the still L1Csselo c1

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RACIAL FACTCRS

p SOUL PI I'Oufiiéd CF

II'IILIIIoH TO

IUEILS

I ' Iwell defined is the relItionship between juyil
pIO‘I 3; 'nd ”I"”s S'I‘ed in eye eoific school suzjects?
To wh;t ex ent i pro re iolcted to ieiIllr dtte Iddnce,
artd to whet exitent are doth of th-se fQCtOT i1fluenced
by the environment of the count nity? If such “elaticr-
ships ex mi t, recorls in the intermediate scnool, with its
differentiated course" offering to the pipil a stinu_us
to regular attendance, should show su-h facts. Chapter V
is concerned esvecielly ith a study of the so noldrriin
and attendance records of t: pupils,stLdied i relet
to the ooanunity environment. The influence of the hoge

r7

1 \ .1..-

has been 0 Isider d alr‘x in a pIGVIOIs c Q uJJo

Since educational theory and practice OI for little
agreement n the subgects which shall He classifiel as
academic or vocational, it is Incunbent upon each inves-

ti“etoi to defiLe Li; own LGILS “1d Teliu t his own field.
For tLe purpose of tLis stu’y the follo*in“ s1bjects have
been classified as dcddenic.
‘nglish General dcience
seeial Science Latin
Ifidtnenatics Bookkeeping
T-I\i*li)

and as vocational:
Artoxobile
lull :lilke
IIouse hold fie
Pa o'b el‘ll x2410}?

General

Iousehol
:11" t and .‘J
Auditorium

-73-

lbs tstles in chapter ‘ present s genersl distribu—
tion of grades in rclstion to the 1“gigree of yupil srccecs
or “llUle end an analysis of the dets according to sex-

sce and schievelaent grOLp'n‘s. A further analysis of

Grs dsues, Tsilures, sud Lefts according to ioiecc xstter
grsles on the basis of race and sex will Fe fovld in th
Apfendix.

The figures Used in these tables represent the grades
or final .srks for tne senesder converted into ntxeiicsl
valves. Skis L&C been Cone, ss rreviously sentione‘, by
ass i’ nin; to each of the 1111's a ‘m1ericsl vs lue. Tl‘ 1s,
A = 4, B = 3, C = 2, D = 1, 1d 3 = O. TLese ‘slues sre
mnltipliei “y the TUhp‘l of lours c-elit 1 lot 1 to each
subject in such s Us? tht s :upil 1ece1ving s grade of

"A" in s course csr *" n; five heurs credit receive
score of four times five or iӢ1ty points for tie

His total score .LO the se::esoer is tne :11: of tlle
msle in e ch covase. The sv*rs“e score, the vslne
in *1e tsbles, is obtained nv sddinf tLe tot see
the pupils in the srious grosys and lelull” ‘his
by the number of perils in the group. msble LZVII

4.
U

131151 fil“ at

Ir ter13.ediste School, the

1

1 l "\ . ‘ J- r“ + ‘

s001 e of 11.4 :Olflub, use

V f‘fa . J- u . -q ’1 C‘ . "‘ ‘1‘ a‘ ‘ ‘
“site gill ls.e pelnus, 141 tn

’ s

Q

colored

oidence

.-. '3 ,3
“C104

colored boy

€111

‘vw
4 Oi

T7"C

.._J~ ,

girl l3.C

+_l

F's-v1. \ ~‘ o
112* L.ng

the

psiste.

(I! vita? -
( |

-- valus’V -

q‘ .~‘ -.-.

Y‘J

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‘ :ils. sccres lcr all poils LLeJ a; 1Mclesse iron cLO
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u.-€ J. Chl‘ v.1 $101185. U’VI‘ , .113 CC..Ol‘€ “ I S B‘Jln DC“ SlLK. ..' 1 0.16”"
~‘ I 1 " l‘.i ' A ‘ : . 2 A. * n ‘- 1 -.' ' r P. . h'>] > "1 ‘L’ 4“
scores. 11<r~c1ease 1s ev1ae1t :0: colored g1=-s ubvbfle
, 4.1 .p - 15.1.1 ,‘ J- _ , ‘ ...)- .. - ‘1 _. ‘ ,. ' .’ -,
e_.d cf the 111 tJlseILesue1,bL.c 101 nice {:3 ant 171:»

F

the incr

eas 1n score contintes throt;h 4‘
six s nes'ers. The ;“estect Leirs Lsde h"
and colored girls spresis during the third
mils tlicu'i less nslxed sgurt, 1C1 co 0
L,1rls 111 the idi”i; ea ester. .uixgesn or
the white girls surpass a 1 other grours.
Table LTJIII presents the scholastic
froup ill relation to their acadeLic ratings

-L -. - 1
1e irri:
271.6;1 CL

 

 

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v I O O
.-.- -. . ‘ -. ‘ .— -'— ' 'm ' -- rul—
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‘AVLL

- "l ' a 1- -: w ' Vrfl-a"-:- wq‘ 'n 1‘."- 1 , . ‘1" ‘ 4"
; fllphul iocoiu in ewei¢ LUHGCtOl tion eitlcr oi

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- .-. .n .13.. .1 - 1 . , .. - .1. 4-3. 1 : , w- i .3. ' .1. °. .11 .n -- ~
those oi uge is lures icscs the Aluudyb pOint 13 one lOl t1

sexeste‘ ‘ nd tlien dc Cllhe, wleress those of the Lefts re-

‘V‘a‘\‘!V‘ P‘ . 1+ "" '.' ”'1‘" '1 ‘r-‘ ‘J-
Lulu consistently lox unlCLUflOUb.

*a—JI

Certs n tentative conclusions ZlTht be drawn from
these facts. TLe thiri senester lL the 1
school cuIriC‘lum marks the be“innin" of the differentiat—
ed courses. The first yes: correst nds very closely to the

. , ,. t \—
138101.111; ..-

v 1 - - , R‘\ 1 I“ ‘1‘ v. P‘ .: -‘<‘\ ‘0 v r
ust --l elemei ai‘ scnool :lOQIgh Ule a is“ e

--, 9_ l‘ 4- 4-. - rwa ' '3 - f- q 1 t -\ ‘ -‘ -—r- ‘ - 4“
psi ier‘ -ec L. l u L: we DogJiIll-llllg o1 t-1.—- secoiic ”-...- bile

‘ . ‘1 - h ('1 ‘3) ". C! I“ r-‘ 1? . 5—, fl 4* ‘-L (T - ~ .a ‘t g-\ '. r—v ,f‘ q -. . F‘
pupil CnCOoGe o. lo “LvlS'Q b0 Gler o speciolis c couise.

(D

4- . ,_ ' 4r“ ,-_- 4-. - 4.1- ' -. 3° .1. .1. . .1, . 1 .
ID se Ms siQLiiiciot post at bAlS Joint t-e stucent ugo
'- ‘ ~— - 1!‘ ‘ -~, . 'r e "fl " -,. 7N
eventuall; Llu'hfitui 1oceuul coho» lfltO .

' '7 ~74. '-~- -, -, r" 7‘ " : ~. »n u‘. -v- ‘* ,. “w '9' . v! .- . J- '- \. -—. v
his ieco.d lmplOVbS tel; LsiLeol, cod COLLanBS o lh7l0\e

-75-

th101 shout his scnool career. since earlier tables have
indicated that this group has a higher 'ntelligehce rauih;
than do the other groups, it Li;ht he inrerreg that the
academic course is test fittei to the hi;Lly iztelligent
pup il. It must he rexemhered, however, that 3u3ils rank-
ing relcti ely high in iLtclli; ence in the Killer School
would be class Tied not as superio1out merely as horhal
in the city at large. The result of this part 01 the
study would, therefore, suggest that the academic pro rd“ 1
is adjusted to the liormall" ' telli ent intermediate scnool
3upil.

Under th old eight-four year plan of education, the
Failures would probably leave sc cho ol ulon the 001;: letion
of the ei hth grade. They continue to attend the inter—
mediate school, but rail to heep abreast of the 3rocession.

1

robatly these pupils Should be directed a:-: iron the

*d

O

deli

p
o
p

and int the vocational courses. A further

. '5‘ ' r q '- . - 'v' r- vx " “e " W7 ‘ o
1 1 the data into race- s'et MTOU s offers Ce tain

93

b

n ly

(0
O

U)

interesting; in f r1;ation.*

1\ C" I"" ‘ '-" " f‘ a 1 4".” "v." . ‘- .-‘ ' . awn . ‘ f‘ '
he sih schesteis, the white -11ls haiutain

V

Throughout t

‘

the highest mean scores in the acadehic subjects for the

Gradua tin; ;roup. The thite to s rank second in achieve-

d.
9-14
’-
+3
p’
(D

ment and the colored hers fo u same com3a1ative

rating is found in the Failing grouf. Anon; those who left

 

'—
C.\

see Appendix

q ’ 4“ (\R" l' ‘vyfi‘l;
80 hi UllC‘l ordeal the 11111110

I. Q. ‘_ o __'-‘ 0“ - ‘ 1'“ 'Q J_1 1.. a .1..‘.‘ a J... ‘ o ... ‘
tie acadehic susgacts than co the col01ed. unite giils
‘ "‘ ‘ "a 7 r‘ r “ ‘- 1 ‘fi " ‘ /\~,'r“ m.“
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G 11‘.th LI .Lllv '91 O..-u 4.. 1 V CCJLLLI .1...) avg“ ba-‘ 1. .--~ 1 u 001 80 .L L £4119

A 0 L4

‘ ~~' ’3’ J-oq-s- 3‘ J-‘,\ 71;. . fi-v.’\ ‘-:‘ J“’ ~ fix ‘ ‘ofi. ... ‘,
acadehic iield than do the railuies and the J&llu£”3 tsan

introduction of the differentiated curriculum. Failir
g101;1 s tend to reacl their 1i;wie t noint in a adenic
achievehe1*1t in the fourth semester. Following this their
grades tend to decliiie. The 3u3ils leaving school are
consistently low in academic achievement.

VOCAZ IOlIAL ACIInV“L;ZT: Th all alysis cf pu3il pro;-
ress in its relation to achievement in the vocational
subjects emphasizes a different as3ect of the sub
Table XXIX shows that the dif feience between ra ce and sex
groups is less marked f r the vocatior1al than for the
acadenic subjects. The white girls still lead and the
colored boys bring up the rear of the processioA, but the

I I o
differences in average score are sli ht.

 

>I<

See Aprendix

I
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(A
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the glgdugtin; gran: figs guite act‘ceablj inferior to tie
Tailulaz i;;;;c;de‘j13:1fl;jects, tLifi :Jr‘el*io; it 1: $111;
less signififiaut in tLg vcc;tio;;l field.

'1':‘.e fact 5.4;“ 1133-1171: educaticn is 13-1:‘1101'0; 54:13:; "L“. e

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U'

his other deficiencies. A: a result, the vocatio:;l

,, 4- -- -- . -o . 1. on, 1 -- -' 1-?“ 4- * 4-

I&le S 01 t1 le1e .cceo1111 1uwils J10 te1'1o 1120 DO
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ill 1-1 \.1.‘.\31l COL; .. 0C; Lil U11 p.10 91 Cuhu1..lCo .1; V0-1 MIC ~‘ .1 CD. .- 0.1.
$4 \— .1.

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81111111411811 3 LJLR 811 big £11101.b GVldB11CC O -1111; 11.10 uC-i

1’11; 0013::on son 11" 1:. series-tel“ UO segwth—a 123 v1

1 rs r-q '0 'r "3 '3' 4“‘ "~ r"? T," ‘v ‘- -r: -'-
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A1114 SCO‘es Luce 11 ”give do 5 one bf unite a1*le cr"~

" U v V V ..a .L‘1fi ’

“ 4 "I! ‘J— x“ - ' 1" J. ’- . ‘ -. :1 4-- :1 ‘. ‘q . —_ - . H. - ta J-.." "_ "—1
t1e1r lwézv 1emecmfln: 111 Iee1oeuxx, JOLid 111u101to Luizt cue
‘1". J‘ " ‘ - ‘L fi -‘~ 4‘ ~ '1 ‘ ~-, .- - 'x‘ "‘ " w 'l- '. ~ ~ 1 m1»
most successiu1 stuuente 1e111n longecu in 501001. -3

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record of the CC 10 e1 “1:13.01 col cred boys th 1e seeps

\J

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a unc vccetlo nal

H-
H
H.
c E‘

1“ ’l‘ ‘W 1‘» ’1‘ " 1-
to US 10 ndicetio that “191:- no
. . .fl\ '_,’_'I ‘1 T, "‘. n 1"." __"1 ... "q . ‘.“"J“"‘ W""‘*‘ “
suogects has lflllcence1 Lne ldSb 01 tge Jilh getea 1119

- ...1- . ‘. 1 ...,11 r,“ 1. " 1-'~
to rem-11111 111 51011001 11:3 1011,, (W t11e: o1 .

F‘1, 1'" 54* '~ .’ A f r a 4“: {A l 1 . - A“ ‘ l‘ ‘h 1 v 1‘- — J- . -
‘18 01].; J8 ‘1‘ \J 1:: O b; L‘.L‘~:\-LLCL CC LllJVC‘L -6-.. ' 8.1.;C 5..) 1.61. 1-1
‘40 'n'j. d x. -' 1 #0 '1‘ J-‘fl ~~ - ' b v: ‘3 - .
t11o 1101 e; ”e11 11 1“ the acrweu1o, it 0*" no 1 1 s

are superior to the colored. The differencB between races
is, however, such less marked, since colored children a“e

~ (N (fi "fi ‘ ' . J- . ,f ‘, r“: - 7‘ '. ""1‘N J'"- ~ ‘ 'v ' -— --~ '
1.;01 e bUCCCSoiLl 1n vocotiohol CouGCbu than 1n QCLdGHZC

any...

* _ I q ‘ ‘ _ - '- fi I n 4.. .I .‘fid '3 J_‘ ‘ I a ’\
.31 grudLMte chlJCIe lews 11 umis iield uLen.i;i tne ecddx
, ~ - -_ :1 ,L , 4.1 _ -,,, A 1 ‘ . . .-. - 1.,
TAeir aceres recrees es One Coulees cocone .pre hi Ll.

. . " " ‘1 ' , - 1r?! .~. ‘ "’ a s- '1' A -v-r ° ~ .Q_ ‘. v- ‘.
iffe: entia ed. Tge Failures and Lefts QCdLWJS reletitel

1'1"‘11e1 seeies i1“; vocatbnal courses 1:11:44 in dcede:.;ic. This

PJ-

achieveLent 3, however, a result of ‘3e rior work in

-L1.l.l..‘ '

duLletics re m; then in class room act ivit ies .

J-

A3333: ently 3rogre ss 1;): cu“: t1": inteiLed ate school is
much more closely related to success 'n the ccachic sub-

jects than in the vocational. Successful students do not

cl"

pal iculerlf enjoy nor do they seem.to 3rofit Luch by the

‘ r‘ . 'n-‘1 r 1m1‘ 'x-1 ”-1- 1“ ' , 'r‘ ,—-. ’ .‘
JOCQthLQ 3Io gidL. go; the Lild a1:o la eceGeLic; llr un-

\

U

recessful, this d “‘itmeL offsr~ a chance for success.
For th e colored ch ild it provides a *“iunlx to greater

7— J 1‘ 'V

- . 1 4"“ 1“ " ‘ ' . I '4‘ "a"‘ 1 "“1 F1“ 4‘ v" V" '7 '-
deustLeL . LUt, on VAL "sole, 1” s em; u U the uOlL

riust be tied Luck Lore clos el? to the life of the corzLuiiit~

v 9'
and the needs of tne social group if it is to Lake a real
contribution.

LCI IOOL PR 3;;oo A13 “TILKEALCL: Other tginjs bei“”
equal, t1~ pupil tho is Lost regvler in his attezodnce has
a grea e1 chance of svccessfully conjletin” the erescribed
course of study then one who is irrefulLr. so Len: fa t‘rq
however, seem to i; 11 uence school 310?
difficu t to leternine to Lh;t exteLt the Lere fact of
PhZ'Sical pres eice in the school roon.is relate? to achieve-

.‘

Lent. r1 i.‘ ve~t1“"t1en of tne attendance record of the 2lO

0 0.“ ‘V 1 _: 4-1 .2..- .. .1 .. . °“-_ 3- :3 J- -.f‘ '. _
pupils lLClLue‘ -n .Lic :uLd sue acue -.e:-c la 11
q C r‘ -L O N '-
0.104 UlO‘LLJO
~-\ . '1 I 1x "‘u V“.T'rof'\“ ”‘1'." r\‘, " "- {71' ."r\ :1 _ ‘ 72* . '73. 'fl
. $311.13; “1110‘? £3. U U111 Uu4..1.U.Li ..'.1. UJJALLJQLLJ-HJ 0.2 4.4.1.; .L--4R C4..-.J.

CF 11111...1,11..u... C; {[1113 £310 FTILJ LQLL IA DELI-o USED:

 

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2.8 : 2.9 : 2.1
: 1.6 : Cu.é : . : 93.8
: 2.9 : 91. : . : 9-.6
: . : :
Keg, : 59.3 . 90.3 : 87.2 : 91.2

 

Tee eyten azce ferce1-te;es are derived according to

L)
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ure comLon in school accounting' TLe r1)-1 of

‘ u " V ’ ”-4 . (‘1 I: . ' . ’3‘ 'V "" J‘3‘ ‘ "1‘ ". ’p ‘-‘ fi —' . '-
cezse peanut 1— (11-11 sec . we 1111-.-.01 o- ec..ool day's 1:1

1e semester. Table IXXI slows fihet colored juyile had a

a

- -.1. fl - -.~~ ‘ , .. -.. - - .1.“ - -.1- ' .I-,. ‘_ ° 1 . Tr _
1 beer Lean atteulagce 1ecord ULQQ Luluc ca1lwien. 1e ,

n to HA r. J— j ... J- r} --\—.. ‘ r‘ r- -1 .L- I, - 1— .‘3 . (.4—1 -' .‘l 1< . ,r‘ ,‘(‘ 1
accordl. co adv- Qieeelue elllie , coloiec cuildren Lane

‘5“

r ‘1 r‘ . ‘ '\ "L." 4“ .‘x H "‘ 1"“ q. 'wn 1 . "
lcuel scores in LOLA dcddeLic lac voce tio . S“QJeC
Artendonce iLLIOVGS e trif e frov 30L

.1. v

.-.-:J—z- . - +° , . -", -... 13:... ".-"7r‘-'-.'. .. ' 4
”111 51 iQit va'ie alone, as fine lcee cu eted 0111o1efi Jolr

m 1“ fiv—r‘vr ‘, ‘ ,n .-.. 1M _;_ , Q -, ’5-..” r w. o -‘~.~ ”‘4‘ 0
1.35018 JWLII 5-10175: L‘gglt. U1 "‘L.'.U QiCLKlU’ ‘CGS 1‘.u.11.b”1n

- .1 L a
High record of attendance thr r‘hout tile 31: semesters.
Failures tend to become lee. regular in attends: e after
their th'rd semester, indicating oh.t in some may the diop
in h&“£S at this point and the lowered attendance Lo" be

 

 

 

 

 

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A : 9;.7 : Sl.e : 78.
1- ’7’ :fl , IN"
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”Jun : 91.1 : 91.9 : u1.L
m‘fi ' f . . '1‘ g. "N . 'w ‘ ‘ f. ‘ ‘ ‘ “-N ”-7 .“
1le ;‘0 1p 01 elimine ed gupllb cs 1 u- l SpvJ 1
.. ... ~v -,~; .~ - Q. ”A ~ - p fin ‘ J— . J- 4- ~"_.‘ .. -- .. ..., J-.- ...
111-11011 lO’II' 3.1 “I‘d .111.1.Ca.l I‘OJ-)e g r; Iu’l-C (A. b U911LLC§-&‘:J re CO—L d U.-all
W F ‘ _'\)_ _ __ - + l o J. _- J- o _ :_‘ .L. | ‘q 4- +~ .1—
Q0 -11: Oudef prong. I. 15 1h .e1e11130 to note 1Cb on
""’ L. ‘

the “mole

,-

00‘ E:
U

and girl

:5 core to

ccnool Lore

reg ulexl" than do “me 1-1.c. of siLilor crouje. iegcrd—
less of the“: success or feiltre, they seem to regor‘
Htt ndan e as inCi tclt. From 1 .tuO" of the ne‘;hbor—
hood etc: e‘ce, this fact Li 1t ce ”:t rerete‘ to Lean
that “o: the colored grow“ enrolled in the Eillcr Inter-
Lediatcd School, attelldegce i: in 1tgc.f d gue*;nt 3e c1

Lu 1 covete ”education‘ WLlCd is to lift tle child-
ien above the ecorouic Led eocicl statue of their 3 re1ts.
In gener; , it to; be concluded thgt the Creduetes
hcve the best attendeLce 1800135, and the Slimixeted jupils
t;e po res . Colored “221 H Lore a Liglcr aweillcn “cr—
centcge then do the “Lites. 4-20, attendance reexrde

 

,' «A r—
. \

c.

showin; upveid ti en~e die Lore indicative of evccese ml

'J-mA-v . . 1‘ V".‘ , 'V --- AQv” ur
~Wrcert we: SuOulJ: do Luexd

.. ., .n -... .. 4n”.--
com.Nl Cl dorl_LAlA;

If}
(iv v\

"‘1

trend. Arrd

C}-

4 (x- - ‘5‘:“." 3 r " .‘=""‘ '1‘". ‘r‘ ". Vi 3’)
ic ggt:”LKLLACG .A-l elAHAiAA.tio.1 ecei- Clcn.-l

‘ rfi" ' \ '1 . ‘5 "v “‘ "L' ‘ \ d‘.‘
elated. iAe: 3 die in eccci ‘.itA uAQEG Ol

(U
[—
[.1
Ed
1;
C
F"
r

P

-.

Cubberle". He states, "The inc~eeeed Ie“rlerity of

attendance cf CAild: L enrolled is 'f itee f an infor-

tent iteA, {is all studies have 31c n a close cor: elet ion
betweeri Ietei icn aA-d d1033i13 from school on the one
hand, and irregtler attend dAcc on tAe ether.” *9)

u,

r

.1- ., 4.1- h -L n

It L3" be concluded c;en up; succe esiul children, in
t

".1“. ”“31 7p". ”’3_".1lw..fi {"1 CC“ 1 '“++O‘ Eh.“ p F“. .1-

' .. Q... A\J\J kg‘ L. -...L 45;. w .. --'_ LA U UV; gull .1 .-.- .L.
VC‘Gl , 1 31 co 1c , x l e
J“ ‘ w -. ' " c‘ -~. "1 ..“ "l‘ . 4““ 4‘ “ VI" . -‘O ‘ ‘L T.“ '-
'38 Drvcceecit ere e-iAtic; ouau tn Le lilLCUCT' come

letion of a Achic ccureio is home close re_eted 00

fl 1 "' ’4‘) *3. ' “1\‘w ' . v w ‘.". r"" .2 .N“* 3 .1.
SCAooi giobiee- tAAA 1e succeee A voCAt cAei LuUDCC c;

M ‘- .-.”. .1- .. ....
._ 1ng tile ul-l U0 1.}. sac

l—J
1|-
(3
G
,4]

thdt colored children fei

1%? t ecrwivm * ‘7“t CtTT"€”" tle‘ligi 't ‘u=: C;31?”COTPA' ‘ll
.. .3- .. , |_1\.- L1 -‘;VLL.~ U-n-VA~L -4. yguviil L.~1LL v -...»E»-.. -- ..
of these f; be Lust be intergzetod i: tle light of ccrt i:
celunuWZiI; OCAditione. .the d see figzih: it .“.eli e "iitve
in the eyes of the col Oimal gojulotiod, Rut to the glite
thn32, it i; lezm;:e::enti;l :Af’zxs a leg: :xilxml culttic"
tieit.

A coL321 son of the oclievozcxt 3itho based on dot:
fr“: Table: III, III, XIII, ITIIII me- to st”e:1“t- e'A
-A_.A.-A.----_-____.
(V) Ctbboilef, Z. P. ”Pntlic :cLool Adginigtrotion” 3.5CC

.

...-,3.“ apex/s

. .1 ~~~. .v- -- I 1
-.u-.,",--UOll l..l.i..'-.L.L..i CC. , _ Oi..- JO..L, .../“4;. o

the conviction that factors of home and community environ-
ment, that part of the child's life over which the school
has little or no direct control, tends to cause variations
and patterns of behavior. If these variables are favorable
to school progress, the child will probably succeed regard-
less of his intelligence rating. If, on the other hand, the
community background lacks certain qualities such as Oppor-
tunity for wholesome recreation, social approval of achieve-
ment in school, and financial sufficiency, the child's
chances for school success are greatly lessened.

TABLE XXXIII. A COKPARISOH OF THE GRADUATES, FAILURES, AND
LEFTS ON I}? BASIS OF CERTAIN EMVIRONJEHTAL FACTORS

 

:Per Cent :Per Cent:Per CentzPer Cent

 

:Total :Per CentzBelong- :Who are :FamilieszPupils
Groups :Number:Living :ing to Kon:Members :Having :Bmployed

:of :in OwnedzReligious :of :Roomers,:0utside

:Pupilszhomes :Clubs :Gangs :Boarders:School
Graduates: 42 : 34 : 36 : O : 45 : 19
Failures ; 63 : 26 : 21 : 25 : 63 : 16

Lefts : 105 : 19

10 E 26 E 62 : 19

If the data in Chapter III can be used as a basis upon
which to draw conclusions, the personnel of the groupings
used throughout this study, namely, Graduates, Failures,
and Lefts (a measure of school progress) was probably deter-
mined more by the home and community environment than by the

school influences.

| it.-- 21.. l . LEI-'1‘
.1 u

h.

-87-

CI—iAPTER VI
smmnY

Several studies have been made of the elimination of
pupils from school in various parts of the country and
under varying conditions, but there are certain aspects
of the problem encountered in the negro and foreign sec-
tions of a large city, such as Detroit, which deserve
further consideration.

This study includes two hundred ten boys and girls of
the Killer Intermediate School, Detroit, Michigan. The
group was composed of fifty eight white boys, sixty eight
colored boys, twenty six white girls, and fifty eight
colored girls. The study covers a period of three years
from September, 1926 to June, 1929, and includes the
seventh, eighth, and ninth grades. Comparisons were made
on the basis of race, sex, home and community conditions,
and on school achievement for the three year period as
indicated by graduation, failure to complete the work,
and leaving school entirely.

The successful pupils, or those who graduated from
school at the end of the three year period, were products
of the better types of social relationships of the dis-
trict, regardless of race or nationality. This group of
forty two pupils was composed of twelve white boys, five

colored boys, nine white girls, and sixteen colored girls.

They came from homes, from family groups, and from neigh-
borhoods that in most cases were superior to those repre-
sentative of the Failures and those who left school. A
larger per cent lived in owned homes. These homes contain-
ed more conveniences, more newspapers, and more magazines
suitable for children to read. The fathers were more reg-
ularly employed and the marital status of the parents more
satisfactory. The average number of children in the home
of the Graduate was greater than that of the Failure, but
there were fewer relatives, roomers and boarders. The
average number of people per room was less for the Grad-
uate than for either of the other two groups. A larger
per cent of them lived with their own parents, belonged to
better types of social organizations, attended church, and
engaged in athletics, both in and outside of school.

The sixty three Failures were composed of seventeen
white boys, thirty colored boys, two white girls, and
fourteen colored girls. The findings of this study in-
dicate that the Failing group was inferior to the Graduates
in every phase of the home and community environment cover-
ed by the investigation. The Failures were in turn superior
to the pupils who left school.

The one hundred five pupils who left school were com-

posed of twenty nine white boys, thirty three colored boys,

fifteen white girls, and twenty eight colored girls. These

pupils with but few exceptions came from the poorest homes
in the poorest sections of the district. The homes were
ill kept and contained little beyond the bare necessities.
There were few books and magazines. The only convenience
common to all was toilet facilities and this because it

is required by law. Overcrowding was general. The fami-
lies were large and as a rule included relatives, roomers,
and boarders. The fathers and others who assisted in the
support of the family represent a type of labor low in the
scale of occupations. There was much desertion and common
law marriage, as well as every other unsocialized type of
relationship known to society. This group led in gang
membership and attendance at the cheaper movies, but was
second to the more successful pupils in organized club
work.

A survey of the intelligence ratings of all A-6 grad-
uates in Detroit, Kichigan, June, 1926 showed that 14 per
cent had "A" ratings and 10 per cent had "E" ratings.

That portion of the above group, the 210 3-6 pupils who
entered the Killer Intermediate School, September, 1926,
had six pupils or approximately 3 per cent with "A” rat-
ings, and sixty five or 31 per cent with "E" ratings. Of

the six pupils with "A" ratings, three graduated, two

failed, and one left school. The three who graduated came

from comparatively good homes; they lived with their parents

7 UV"

and were not employed while enrolled in school. The two
who failed came from broken homes, as did the one who left
school.

Of the sixty five pupils with "E" ratings, three
graduated, eighteen failed and forty four left school. The
three who graduated lived with their mother and father in
good homes and in good sections of the district. In each
case, the father was regularly employed and was able to
support the family. In one case the mother was employed
as a nurse, and in no cases were the pupils employed after
school or Saturdays. Eight of the eighteen who failed and
nine of the forty four who left school came from broken homes.
In many cases the fathers were unemployed and these children
worked after school and Saturdays to augment the family in~
come .

The Graduates received higher marks and more consistent
scores in the academic subjects than did the Failures or the
Lefts. There was a decided increase in score between the
second and third semesters for the Graduates, a slight in-
crease for the Failures and a decrease for the Lefts. It
is at this point that the differentiating courses begin and
it is quite apparent that the Graduates were a much better
adjusted group than either of the other two.

In a comparison of race-sex groups, the white boys and

white girls showed better and more consistent scores than

 

did the colored. In each case there was an increase of
score from the first through the sixth semester, but the
most decided increase was between the second and third
semesters. The colored girls showed an increase in score
from the first through the fifth with a decided increase
between the second and third semesters. They showed a
decrease for the sixth semester. The colored boys showed
an increase in score from the first through the fourth,
and a decrease for the fifth and sixth semesters. There
was no unusual increase in score between the second and
third semesters for this group. From these data, it is
evident that white pupils were a better adjusted group
and responded more readily to curriculum and subject
stimuli than did the colored pupils.

The Graduates received better marks in vocational sub-
jects than did the Failures or the Lefts, but in no case
were their scores as consistent as in the academic subjects.
In all cases the best marks were received the first semes-
ter followed by a decrease in score. The Graduates showed
the most decided decrease in score between the second and
third semesters. They entered the Miller from the elemen-
tary school and immediately responded to its enriched
curriculum, especially the shops, arts, and home making
courses, which differentiate the intermediate curriculum
from that of the elementary. At the beginning of the third

semester, at which point the differentiating curriculum

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begins, the interest naturally centers upon subjects of
the chosen field which in two of the three curricula
offered are academic in character.

The Failures and more especially the lefts represent-
ed the poorly adjusted pupil in school as well as in the
home. The counselors are continually making changes in
subjects and curriculum for this group, attempting to make
adjustments which will create new interests, but home and
neighborhood influences usually are too inadequate and in
the end the pupil leaves school.

There was less consistency in the vocational scores
of the race-sex groups. In each case there was a decrease
in score between the first and second semester. Evidently
the work became less attractive for the group as a whole
after the first semester. It ceases to be play and grad-
ually becomes work. The white boys showed a consistent
increase in score from the second through the sixth semes-
ter, but the other three groups showed little consistent
variation. The mean score for the white pupils exceeded
that of the colored.

The Graduates as a group had a higher and more con-
sistent attendance record than the Failures or the Lefts.
They were the only one of the three groups who showed an
increase in attendance for the last semester in school.

Their average attendance expressed in per cent was 95.8.

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The Failures showed a decrease in attendance for the last
semester. Their average attendance was 91.9 per cent.

The Lefts with 81.8 per cent had the poorest attendance
record. The decrease in attendance for this group started
with the third semester and the decline was rapid to the
end.

When segregated by race and sex, the group presented
a different aspect. The colored pupils had better attend-
ance records than the white. The average attendance for
the colored girls was 91.2, for the colored boys 90.5, for
the white boys 89.3, and for the white girls 87.2. It is
evident that the colored pupils consider regularity of
attendance in school to be of greater importance than do
the white pupils. In many cases they seem to consider
physical presence the only requisite to school success.

In contrast, many white pupils find the economic responsi-
bilities and cares of a home and a large family influenc-
ing their school attendance at an& early age.

From the data presented and for the group studied, it
may be said that home and community environment has a great
deal of influence on the school success of the child. The
successful pupils are the product of relatively superior
economic, social, and spiritual backgrounds, and, conversely,
the failing pupils and those who leave school do so largely

because of unstable and unsatisfactory conditions outside

It,
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onment, overcrowdi g, questionable community contacts, low

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They are the products of poor home environment,

overcrowding, questionable community contacts, low economic
level, and represent the insecure, shifting unadjusted

the school.
population.

APPEKD X

TABLE I. PROGRAL; OF 1317.73 :35 IL.‘ ELOULQ PLH 1&3-"le

 

 

BOI§ Girls
2.3. 2.11 22%. 7A
5 5 Health 5 5
5 5 Social Science 5 5
5 5 English 5 5
4 4 Mathematics 4 4
2 2 General Science 2 2
2 2 Auditorium 2 2
2 O Husic 2 O
O 2 Art and Design 0 2
O 0 Clothing 3 2
O 0 Foods 2 3
5 5 Household hechanics 0 O

 

30 50 50 30

The curriculum offered in the seventh grade is the
same for boys and girls with the exception of the vocational
subjects.

Differentiation of curriculum begins in the eighth grade.

Three curricula are offered, Language, Commercial, and

C.

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was chosen to provide a foundation for training and explore-

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Li-UIGUAC'E CUERICULKCJ OF T??? 7313?“:th $.33) iLIIITFI i'i-Eix‘il'JT'lS

 

 

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Clothing

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This curriculum is recommended to the pupils who plan

to finish in high school the language requirements for college

entrance. It differs from the other curricula in only one

subject. In the eighth grade, General Language is the differ-

entiating subject and it is followed by a choice of French or
Latin in the ninth grade. In the above program of studies,

V

the differentiating subjects are underscored.

 

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TABLE III. PROGRAA CF 5T3“Ihs IX LOUIS PER ”35% gr,

Boys Girls -, ffiaf

mi'

5 5 5 5 health 5 5 5 5 ‘
5 5 5 5 Social Science 5 5 5 5
4 4 4 4 English 4 4 4 4
4 4 4 4 hathematics 4 4 4 4
2 2 2 2 Ceneral Science 2 2 2 2
l l l O Auditorium l 1 1 O
2 O 2 O Lusic 2 O 2 O
C 2 C 0 Art and Design 0 2 O O
O O O 0 Clothing 0 2 O O
O O O 0 Foods 2 O 2 O
O 2 2 0 Shop 0 C O O
O 2 O O Techanical Drawing 0 O O O
5 5 O 0 Business Practice 5 5 O O W

O O 5 5 General Business Science 0 O 5 5 .g

0 o o 5 Typewriting* o o c 5 43‘

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The Commercial Curriculum is planned for pupils who wish

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to prepare for various clerical, comxercial, and business

pg
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occupations. The work in the eigmh grade of the differentiat- “3

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ing subjects is general and exploratory in nature, so planned

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that the pupil and the counselor may determine his fitness for

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4

such work. In the ninth grade, specialized training is begun.

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This training correlates with the commercial work in the senior

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high school and may be continued without interruption.

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* As noted in Chapter I Typewriting and sookkeeping are includ-
ed in the list of academic subjects in the Killer Inter-
mediate School.

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PRACTICAL ARTS CURRICULUH 0F 19% EIGHTH AYD NINTH GRADES

 

TABLE IV.

C)
UGOOOHNv§$Cfitfi '11}

PRCGHAK OF ETUDIuS If hOURS PER JSEK

Boys Girls

(I)

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fig 92 as
Health

Social Science
English
Mathematics
General Science
Auditorium

Art and Design
Clothing

Foods

Shop

mechanical Drawing

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of activity.

50 30 BO 50 30 50 30

This curriculum offers training in many practical fields

It serves both as a basis for the selection of

a future vocation by testing one's ability in many lines, and

as an opportunity to become acquainted with the tools and

materials of possible vocations.

Pupils who select this

curriculum devote the same amount of time as other pupils to

English, Social Science, and mathematics.

I

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PRACTICAL ARTS CURRICULZM 9: int EIGHTH AND NINTF GRADE"
TABLE IV. PRCGBAK OF STUDIhS I: hOUhS PER £33K
Boys Girls
922422.24 5.2.8.4224
5 5 5 5 Health 5 5 5 5
5 5 5 5 Social Science 5 5 5 5
4 4 4 4 English 4 4 4 4
4 4 4 4 hathematics 4 4 4 4
2 2 2 2 General Science 2 2 2 2
l l l l Auditorium 1 l 1 1
O O O 0 Art and Design 5 5 5 5
O O O 0 Clothing 5 5 5 5
O O O 0 Foods 5 5 5 5
6 6 6 6 Shop 0 O O O
5 5 5 5 mechanical Drawing 0 O O O

 

5O 5O 5O 50 5O 50 50 50

This curriculum offers training in many practical fields
of activity. It serves both as a basis for the selection of
a future vocation by testing one's ability in many lines, and
as an Opportunity to become acquainted with the tools and
materials of possible vocations. Pupils who select this
curriculum devote the same amount of time as other pupils to

English, Social Science, and mathematics.

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-99-

TABLE V. THE 3 REAL DISTRIBUTION OF HTELI GBUCE RATITGS
I}! PE: CHI-IT COI‘JPARED “LO “711“) RAS’7C‘TSS
OF TEL: If.‘..‘ECLLIC‘riLfCE IlfJOTIEJIS'I‘

 

 

 

Intelligence Percentage Intelligence C
Rating Distribution Quotient ;
A a lie to 130 or higher ‘j:
B 12 111 to 117 j
0+ 18 105 to 110 :3,
C 24 96 to 104 if
C- 18 90 to 95
D 12 85 to 89
E 8 70 or lower to 82

 

TABLE VI. THEORETICAL DISTRIBUTIOE CF IITELIIGEH E

 

 

 

 

01 Intelligence Percentage of all
ass Quotient hildren Included
"Near" genius or genius Above 140 .25
Very Superior 120 to 140 6.75
Superior 110 to 120 15.00
Normal 90 to 110 60.00
Dull, rarely feeble-minded 80 to 90 15.00
Borderline, sometimes dull,
often feeble-minded 70 to 80 6.00
Feeble-minded Below 70 1.00
Koron 50 to 70 .75
Imbecile 20 or 25 to 50 .19
Idiot Below 20 or 25 .06
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.C 0 225555 5 E 1C HA 3C
A S mu «.2 C r i 1
$1.2M 1 C A .1 .0 no on o. o. o. o. o. o. oo o. . T...— r on no .0 o. a. o. co so on oo .0
C r on .o oo o. o. o. oo o. o. co 0. EM PU «H... Fu .1
.rn .1 00 e O A G e
3 O G e R v... t 5 5 R t 5 9 5 5
R t 755297 5 BO .1 ...... . S .1 ... . .
”find .1 o o o o o o o m1 3 552700 0 Cmvd h 992600 0
T 3 h ..b 5 5 2 a: 6 8. S D .n 2 2 5 5 2 F 0 w...“ l l l
8 8 an 2 5 5 5 5 6 4 m u E T
fiq. A,“ “A.“ n0 .0 on no on on o. o. o. o. no 00 .9 ND “..J o. o. o. o. o. o. no no no to o. .0
W.‘ H.“ o. 0. on no on on on a. no on o. no .....u A Fig. ..n.‘
. S m. d e w. .1. e
O L e Vim“ r 871774 5 SB I 26855 9
C V13.» r :0 A; “5.. 0 one... o O 00. o. _ o
I. .733 0 co.- .0 o O 11. 51687.5 .3 Wm! 11 028270 . 0
. G I 669117 8 HR 0 11111.1. 1 )To 0 ll 1 l
X 0 222552 2 OG SC 0 SC
0 L s C I V. v... R V.
I F-.. VJ W; «.U 0 o. 00 o. o. o. o. 00 on on 00 .0 O nu O 00 a. .0 o. o. on on 0. on o. 0.
W1 .A O .o .0 on on o. o. oo o. o. o. .- v... "W. Dy I B
L U B 3 I e T W. 3
3mm 8 IL t 557449 7 U t 2515 4
Ir +5 0u532 8 9 “MI .1 .0000. o B“... i 000 o o o
th .1 . . . . . . . TA .0. 587290 8 II ..n 719050 9
TC .1. 21: 950 2 SF w... 1.11212 1 R mu 1 11
E; -n 554445 4 MC mmvm
.N.‘ .M. O. O. O. C. O. .. O. O. .0 O. .. .0 C fr .. .- .. .. .. O. O. C. .0 C. .. C.
D W“ o o. o. o. oo o. o. co no no on a. r...“ I T
r1 A a... D S
An S S F. r
V1 r 0.1 r A 0 e
n.» e o 0 e .7...
IS S 1234.56 n IS S 1234.56 n .E e n
n13. e a I E e a X R m a
i. E m .e. v. R m. e I 0 e .3
a C e ..L 0 e “L. C S I.
b C S E C S E S
.L S L Co
05 3 mm
«A A
m. T T

1‘-

J

-101-

. TN

TABLE X. A DISTRIBUTION BY smrrsman
D

1 OF THE VOCATIOHAL
SCORES OF THE GRADUATE GROUP BASE

4
0
ON RACE AXD SEX

 

Girls
WhIte Colored

Boys

Semesters
Colored

 

White

 

<£C)o:5
40.5
55.6
52.6
52.9

40.

29.6
57.2
54.2
57.8

40.5
44.4
58.2
52.8
254;. 65

58.6
58.6
52.5
251.0‘9

52.9

55.6 56.8 50.6 55.2

 

monpcnmw
DO .0 I. on on 00 o. o. co 0. oo

Kean 55.9 55.9 56.8 54.6

 

TABLE XI. A DISTRIBUTION BY SENESTERS OF ZIE VOCATIOIAL
SCORES OF THE FAILIKG GROUP BASED ON RACE AKD SEX

 

Girls
White Colored

Boys

t
Semes ers Colored

 

WI“. 1 t e

 

54.9
25.5
29.9
52.5
52.7

28.1
22.8
25.2
28.4
24.8

56.
19.5
56.5
56.5
27.

52.4
20.4
27.5
55.5
55.9

(DUMP-GNP

55.6 25.8 45. 54.4

 

to .o o. .0 o. no co co to 0. IO 00
00 to 09 90 00 90 09 to 00 00 00
00 no 09 00 o. no to on on 00 IO 0.
o. co 0. 00 00 00 .0 00 o. 00 I.

Mean 51.8 25.8 55.1 50.7

 

TABLE XII. A DISTRIBUTION BY SEISSTERS OF THE VOCATIONAL
SCORES OF THE LEFT GROUP BASED ON RACE AND SE.

 

Girls
White ° Colored

Boys
Colored

 

Semesters White

 

25.9
19.4
18.9
18.
54.

25.4
19.1
27.8
25.6
16.5

28.1

25.5

20.9

57.5
0

28.

22.7

15.5

24.6
0

O O 0 O

 

030119031014

21.1 25.4 26. 25.7

 

TABLE X.

A DISTRIBUTION
SCORES OF THE GRADUATE GROUP BASED ON RACE AND

-101-

.7“ -1..-
1 -‘ cl
1.4.1.1;

BY S

S

TERS OF THE VOCATIOFAL

cw
U44

X

 

Semesters

Boys

Girls

 

White

Colored

White

Colored

 

O. O.

@(firP-Cflml-J

40.5
40.5
55.6
52.6
52.9
55.6

40.

29.6
57.2
54.2
57.8
56.8

40.5
44.4
58.2
52.8
54.6
50.6

58.6
58.6
52.5
51.9
52.9
55.2

 

. O. O. .0

Kean

55.9

.0 O. O. O. O. C. .0 O. .0 I. O

35.9

D. O. O. O. O. O. O. I. U. .0

56.8

0. .0 I. o. o. .0 oo 00 00 o. 00

54.6

 

TABLE XI.

A DISTRIBUTION
SCORES OF THE FAILIKG GROUP BA

BY

I.) 141'-

on"?
u.)

S
r:
O

TEES OF THE VOCATIONAL
ED ON RACE AND

(:1771
UL; L

. v .1.
I'W‘g ‘ '

"’...i“"
m: A ~

a ' 3/1.“.

 

Semesters

Boys

Girls

. I
-
"'.‘

 

White

Colored

White

Colored

 

OIUHPUNH

54.9
25.5
29.9
52.5
32.7
55.6

28.1
22.8
25.2
28.4
24.8
25.8

56.
19.5
56.5
56.5
27.
45.

' I ‘.
n‘t

r .0
i
1 ‘

52.4
20.4
27.5
55.5
55.9
54.4

.I “5
. fi‘

'-
..

..
E
.

 

CO .0 O. O. O. O. .0 O. .0 O. .0 .0

Mean

51.8

00 .0 .0 .0 .9 O. O. C. O. O. O.

25.8

55.1

I

. 9
J’.‘w‘

)1

50.7

a!

 

XII.
SCORES OF

TABLE

A DISTRIBUTION BY SEER
'THE LEFT GROUP BAS

7’."
In;

R
O

i)

‘
*0

1

Om
01
FD

0
R

In

4.!
.'.' y‘. J." ....
4232 t:

F THE VOCATIONAL
AGE AND SEX

!
*

 

l.. . ,
> ‘0.

 

..‘l

 

.1;

fir.

l l '
ryua;

 

Semesters : Boys : Girls
: White : Colored : White : Colored

1 E 23.9 E 25.4 E 28.1 E 28.

2 : 19.4 : 19.1 : 25.5 : 22.7

5 : 18.9 : 27.8 : 20.9 : 15.5

4 : 18. : 25.6 : 57.5 : 24.6

5 : 54. : 16.5 : O : O

6 : 0 : O : 0 : 0
Mean 2 21.1 E 23.4 E 26. E 25.7

 

“.I

3‘ ‘ ' ...rfi.." '
if- .1" "”_;:1’,_ " {’1
law-My'

’ ’O‘Jt‘ .

. 4.5%.;

huh

'
t if".

a~.' 'O‘.
G:- .1 '
'0 '."‘

‘ I

u: "

‘J
‘

”1312f.

'. o
. . ‘

. I,".; 'I 3 ‘Dc
-.-6 l A '2 ‘2
5W.” 7.- .11 ":9

t. ..

I

=flaHYZ
-7

. 53...; '
*vf'rQ—i~;t..<

O

I.

w.

Ewm%

ii)??? ‘45".
A ~ an, ' '
I‘bfi., " .

7

. “'1“. -
45mflww
1k"fifi's

r.“

1?.

..,:._.

:A '2' o ' " T
v! A,”J'.‘.‘!,':_

a.
.‘o’ .
t. '.
{I

.I'

t

if; f I i
3'

.f

l

.'... f
- ~ I.
:‘f'lf’l

.1. 7!. I,
‘0... .,

. 1. .,

=1: . |~ f‘.

'9‘”); Ii“; ' '

O .
.Ir'

'5‘.
A...
U

, fist‘I-LIL‘;

o.‘

.1.

ft

3’ i3.
.

.l ‘ A . it! 5‘
{a L{ 31315:“ .3 H1 " ,. "-

"a'

0

'4'

i}.

1.!

0 ii; . ‘
“ ‘ll
. ‘J " fl -‘

 

.' 7 (
93,4
I

O
i

3:“

-102-

uny-

-
. . .1
72:.

"l
4;

6
H4

Tart: T

.... .y-.~o

. :7. '9 I!

wig
"' h

'fi‘flf‘TI'"
C-J I‘ Art“;

114.1) SILK

TABLE XIII. A
OF ATILTJANC1

DISTRIBUTIOII IY SELESTERS OF
OF "7“ GRAD U.TE GROUP

$1.1.“

1171.1 1*?”

:BIXSLJ‘ C):‘ r

' , IL?! ‘
:’ ' rd if;
J.‘ . :‘T'I'

if; ‘. F1 .
Iuik/u

 

:7

 

 

 

— c I : Bovs : Girls *1:
Semesters : Jhite :TColored : fihite : Colored 52
. . . . - '3‘»
1 : 95.4 ; 95.6 : 97.1 : 95.5 ifi:
2 : 96.1 : 92.8 : 92.8 : 96.5 75%
5 : 94.6 : 97.2 : 96.5 : 96.6 figg
4 : 95.9 : 97.7 : 95. 5 : 96.5 $2?
5 : 96. : 96.9 : 96.: 94.6 23*

6 : 96.4 : 99.5 : 95.9 : 96.8 "

Fean : 95.7 : 96.4 : 95.2 : 95.9

 

TABLE XIV.
OF ATTLADA.OB OF

I""vI3J"IO"2?’ ;H_sIL:s CF'KZEIHEi
THE IA ILIxG GROUP BA‘ED 6;

tr“ rn‘ n11-1
. x, a :
111.111.12.29

'UD SLX

A ’1‘
11110.“;

1,464 _

‘- If: .2]-

L" (“3.1: a

9 '

O

 

202‘

Girls

Boys __.~___.‘-_*Q_m._~__
White Colored

ColoreHv

o ’5.

Semesters

 

4

White

.I
.
v
‘t
.“
g
.

‘ h

 

' V

3’:

95.1
96.4
94.
100.
97.5
91.1

94.1
89.2
94.4
89.2
92.4
98.9

92.5
94.7
95.2
92.5
92.7
98.9

86.7
91.1
95.6
92.8
92.9
86.9

"3'
Q

I .‘g‘ c
I."

{u 'I . ...
’I i ‘0':
‘IJ'TJV‘; ‘11.; '1
’1' 9 ‘0: c "- .¢

(DUMPDJNH

.
"5.9;:

 

.“il
"...: . ..
..I"'.!.“:J

I

O. C. O. .0 O. O. O. O. O. .0 O. O.
O. .0 O. 0. O. O. O. I. .0 .0 O.
0. .0 O. .0 I. O. O. O. C. O. I. O.
O. .0 O. O. I. .0 O. I. O. .0 0.

95.1 90.7

(0
U!
0

(3“

Mean 91.4

.. ,.
, .n ' ’.‘~
".6. (fl

:1

(171,117
OLA». L‘J

GROUP

ijs OF

flfiw-1--‘

31101;.) -‘x‘

IV“ V“RCL T "“5

AA...I A. ...4 XUA

RACU AIT EX

TABLE XV.
OF ATTENDANCE OF

A DISTRIBUTION TTY
.113 LEJFT

 

Girls
White ' Colored

Boys

Semesters Colored

 

White

CitfirP-CRNH

80.5

87.6

72.5

70.

87.9
0

79.9
86.1
90.
92.
65.7

75.5
71.7
79.7
68.9
0
O

85.9
86.4
84.8
76.7
0
0

 

Mean

.0 .0 0. O. O. 0. .0 O. .0 O. O. .9

80.2

I. .0 O. I. O. O. O. O. D. O. .0

74.1

C. .0 O. .0 O. O. D. D. O. .0 .

84.9

 

 

...... w b s s“. n v .‘ .fifiv h.‘ ...?
...... .213» 1mm... uh»... ........:.. ..0... 0C1. .... 11.3.1... ...... ...«.........._... ..

. ............ ...
...

......»x..... 3.34..

.v....o..b.n¢ c9491.“ ...... .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

D
D E
E .Q 7 S
S e . U T
U r 121965411 85 N
0 l .1... l 5 l S .1; 7
m 1 L v... S .
o 12 t 186951520 54
I S C W V f 2 2 2 l 0 1
m. X l E e 1
Tu. "....“ r on on on on no no no on no on on on no no P I 1
D1 cu .1 H
Ge 0 QC on no no no on on no no no no no no on on
OD .Tu 000847700 63 1A
1.5.. f .1 C.» l 2 f 3
2A 0 5 @ oe
v.1.” ”AH o. r 0
TE r E: ru 015066610 55
HI“ C e on no no no no on on on on on no on on no no «51.. 0 el 1111 61
TM 5 I bi
H. d 9 F. m1 m .a
. F e . O A u F.
5 OH H r 062472700 85 C N
O O O 1111 61 NU onnoonnnnnnoonnoonnnonnoonon
1 N 1 OD
. C D O I E S
IE sC T e
T S L U R t 7
U A“ O O. .. .. O. .. O. O. C. O. O. O. .0 O. .. HDQ I a .
Bun. B 4. In...“ H 0024197811 22
RY t 018555820 85 Tm a
mLHu .l 111 51 s r
S h ID G
I ri. ”In D HM!
“U U .0 O. .. .0 .O O. O. .. O. O. O. .. O. .. .. O.
on no on no on no no on on on on no on no on no 7.4
E 3 G Y r s 6
1U. I r S 6 A e l n
AH e 1 . bfi 1915047741 05
m1 bfi 191405631 05 mop:454211
no? 54542 11 .S u 2
. H m m 2 I N P
.. no no no no on no on no no on no no on on no on H
I
w. 1 Wu 6 76 54. 32 .109 f
e 76 :4. 2109 a n L "m“ 00 11:11.1 8 n
.1. 00 11:1 111 t 8 ET... A t a
A A 0 e A 0 8
T T m m1 m1 mm

.3... .. ...:T. \. ..--Km“.
...... ..22 F. ......
..H.s,.i~ w. «I.
J .1>:.?-. . . .m:.........s.?
\wv. Q . ~. 0. sumo . w . .
V‘scn «...... ....\..m . .. «.....1_ .. p. \ ....

.
-‘\ d,
l . u t.
O a h
n O

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

d l d 3
e . e .
r 2237101 64. r .0234131 43
W O TTI O qu
T l l
O O O
R Saw W snu
G l T I
I oo 00 on so .0 oo o. oo o. 00 on so 0 r no on on o. oo o. o. a. co to 00 on
E .l 2 R .1 5
T G e o G G e .
A AI .3 00.1.4400 92 f t 0000020 21
U o i l mu 0 11 l
m h "u m
1 r ”w I r an
R e L 6
NJ. 30 oo o. .0 on o. oo o. oo oo 00 o. o. no I b .0 on so on 0. on o. o. oo oo o. o. o.
. m “A m
mL u d 5 F. d 2
H v N e . N e .
TE r 0131000 53 BY“ r 1159860 050
S 0 .I 1m; 0 au1.
F 1 ti S l
. Gnu cum HID ago
4 “ma O‘w r
O O my I. O. I. 0. O. .0 O. O. O. CO I. A. A my 0. O. O. O. O. O. .0 O. O. O. O. 0.
l I E B 4 N B 6
_ I C e o O E 6 o
LA +u 0125310 22 IC +u 0023750 72
ngR i 1TI T.A .1 11;
I h U R m“
J Wu. vi. B r“
T O I N
S O. O. O. .0 O. O. 0. O. O. 0. O. O. O. O. R O O. O. O. .0 0| .0 .0 O. O. .0 .0 O. O. O.
I D T
D mm.“ P. S 7 S D r S
on. B l o I “L e l o
EA bfi 2497811 22 Do bfi 1306661 33
GB HOP l 4.1 . HOP 1111 61
A m m E B m u
N G N P
I. A
O 0. O. .0 O. O. .6 I. O. O. 0. O. O. O. .0 O. .0 I. O. O. O. O. O. O. .0 O. O. O.
I
I l .I
I 6 5452109 an 6 6543210 an
W a) 1TI1IWTI1I +ua 8 «I1fiwI1ri1. +ua
1 Am 0 e A 0 e
mIM Tnm

TABLE XII'.

TABLv

-105-

 

 

 

 

 

 

TABLE XX. AGE DISTRIBUTION OF THE LEFT GROUP
BASED ON RACE AND SE
: Number Number of
Age : of . qus Girls
Pupils :Ifhite : Colored White : CdIbred
17 : l : O : O O : 1
16 : 8 : 1 : 5 O : 2
15 : 26 : 8 : 11 O : 7
l4 : 30 : 10 : 8 8 : 4
13 : 25 : 8 : 5 3 : 9
12 : 12 : l : 3 3 : 5
11 : 2 : O : 1 l : O
10 : l : l : O O : 0
Total ° 105 29 . 35 15 : 28
Nean 14.7 14.4: ‘I14.7 13.7: 14.3

 

-lO6-

BIBLIOGRAPHY

 

Books

Allen, Fredrick J. Principles and Problems of Vocational
Guidance. New York: KcGraw Hill Book Company, 1927.

 

Alexander, Carter. School Statistics and Publicity.
Boston: Silver, Burdett and Company, 1919.

Bennett, G. Vernon. The Junior High School. Baltimore:
Warwick and York, Inc., 1926.

Briggs, Thomas H. The Junior High School. Boston:
Houghton Mifflin Company, 1920.

Cook, William Adelbert. High School Administration.
Baltimore: Warwick and York, Inc., 1926.

Douglass, Aubrey A. Secondary Education. New York:
Houghton Mifflin Company, 1927.

Finkelstein, J. E. Educational Psychology Nonographs.
Baltimore: Warwick and York, Inc., 1913.

Hill, David Spence. Introduction to Vocational Education.
New York: The Macmillan Company, 1924.

Inglis, Alexander. Principles of Secondary Education.
Boston: Houghton Mifflin Cowpany, 1918.

Johnson, Franklin W. The Administration and Supervision
of High School. Boston: Ginn and Company, 1925.

 

Jones, Arthur. Principles of Guidance. New York: McGraw
Hill Book Company, Inc., 1950.

Klapper, Paul. Principles of Educational Practice.
New York: D. Appleton and Company, 1916.

Koos, Leonard V. The Junior High School. Boston: Ginn
and Company, 1927.

Koos, Leonard V. The Junior High School. New York:
Harcourt, Brace and Company, 1921.

Lapp and Mote. Learning to Earn. Indianapolis: Bobbs-
Merrill Company, 1915.

Robbins, Charles L. The School as a Social Institution.
Boston: Allyn and Bacon, 1918.

 

-107-

Books (Continued)

Strayer and Thorndike. Educational Administration. New
York: The Macmillan Company, 1914.

 

Thorndike, Edward L. Education. New York: The Macmillan
Company, 1917.

 

Van Denburg, Joseph K. The Junior High School Idea.
New York: Henry Holt and Company, 1922.

Bulletins, Publications and Theses

 

"A Study of Elimination from the Gerstmeyer Technical High
School", Guy Stantz. M.S. Thesis, 1929. p. 72.

"A Study of Graduation, Elimination, and Failure in Garfield
High School", B. E. Hylton. h.S. THESis, 1929. p. 125.

 

"Causes of Elimination in the Schools of Gasconade County,
Kissouri", A. w. Rohlfing. H.S. Thesis, 1928. p.63.

 

"High School Elimination in Fort Worth", W. O. DeWees.
191.3. TheSis, 19280 p. 61.

School and Society. "Hentality and its Relation to Elimina-
tion". Vol. 7, January, 1918. pp. 507-510.

 

School and Society, "An Investigation of Some of the
Causes of ElImination in South Dakota", A. O. Bowden.
Vol. 6, July, 1917. pp. 447-450.

 

School and Society. "Elimination of the Unfit", G. C. Cost.
Vol. 18, July, 1917. pp. 84-87.

 

"The Elimination of Students from the High School", John
Stuart Erwin. Thesis. University of west Virginia,
Korgantown, W. Va.

United States Bureau of Education. "The Elimination of
Pupils from School". No. 4, 1907.

 

"Why Pupils Leave School", E. G. Palmer. Ph.D. Thesis, 1928.

 

bun.

L3

‘9

.g .‘m
“I.
I ' 53‘

..L-

1'1'
~43.

[.9326 .41 1.";
mg 22 Q”
J! 22 '5;

*9."- R “if
.E‘E‘WJ .
MAY 1 2 2010

5111i}

 

 

 

 

 

Is. ‘
5 .
i “
i

7
' S

 

[I

 

IIHIHLILLIHH HIWLLHLLILllLLlLlLHllllH

93