A REPORT OF THE SURVEY OF THE BINGHAMTON SCHOOL SYSTEM BY THE STATE DEPARTMENT OF EDUCATION pq A REPORT OF THE SURVEY OF THE BINGHAMTON SCHOOL SYSTEM BY THE STATE DEPARTMENT OF EDUCATION ALBANY THE UNIVERSITY OF THE STATE OF NEW YORK I919 V w^ LIBRARY OF CONGRESS «?g0SIVED OOOUMENTS DIVISION lUmlSmatmtmmmmmmmmmiimmm 1 .^ REPORT OF THE BINGHAMTON SCHOOL SYSTEM PAGE Foreword 7 1 Introduction 9 2 The City of Binghamton . 15 3 Organization and Administration 19 4 The School Plant 38 5 Supervision 61 6 The Teaching Staff 74 7 Course of Study and Instruction in the Elementary Schools 85 8 The High School 1 12 9 Achievement in Fundamental Subjects as Measured by Standard Tests 1 50 10 Finances 1S3 [5] FOREWORD The rei)()i"t of the survey of the school systeni of the city of Binghaniton, which was made on the request of the local board of education by the State Department of Education, has been pre- pared for the public as well as for the school authorities. It has been written for the citizen rather than for the student of education. It is constructive in its aim. While the report points out some weaknesses of the schools, it also commends the strong features of the school organization. It is unfortunate that there has been frequent change in the mem- bership of the board of education. Brief terms of service can not insure a continuing and constructive educational policy. Bingham- ton has not been generous in the financial support of her schools. The salaries paid teachers are inadequate. Nevertheless, rather marked progress has been made during the past few years. Among the featvu-es which give strength to the school system are : a unit program of supervision ; an unusual spirit of coopera- tion on the part of the teaching staff ; a wholesome spirit on the part of the pupils which is evident from the kindergarten through the high school ; close articulation between elementary and sec- ondary work ; a unique program of health education ; a high school that is an excellent illustration of the cosmopolitan type in which all courses are included in one unified organization ; and a broad policy of general supervision that keeps in close touch with the school organization through frequent meetings of an Executive Council which consists of principals, supervisors and heads of departments. The special study which has been made of the school plant, the discussion of the training, experience and inadequate compensation of the teaching staff, the analysis of the work of the high school from the point of view of the educational specialists follow^ed by the reactions of the student-body, and the detailed study of the school costs, are some features of the several chapters which will without doubt be of particular interest. [7] 8 FOKEW(JKI) The whole study, the results of which are given in the several chapters, has been made with every care and with the active cooperation of the teachers, supervisors, the city superintendent of schools and the local board of education. It is confidently hoped that this report, which is both analytical and constructive, which has been ably and patiently prepared by Mr Wiley and his staff of specialists, will be of real assistance to the citizens of the com- munity in meeting the school problems of the next decade. It is the type of constructive service which I hope the Department will be increasingly able to give to the communities of this State. Indeed I know of no higher service that the State can give through its Education Department than to help each community to develop its school system in the best possible way and to enable local initia- tive to take advantage of general experience. Moreover the dis- cussion of general educational problems will be of more than local interest, and for this reason the report may be a distinct contribu- tion to our educational literature. Commissioner of Education INTRODUCTION The survey of the Binghamton school system was made by the State Dei)artment of Education on request of the board of educa- tion of the city of Binghamton. Formal action was taken by the board on January 4, 1917. After reviewing the differences of opinion which had arisen between the local municipal authorities and the board of education relative to the cost of the school system and the provision of funds for additional school buildings, the following resolution was passed : Resolved, That said board of education hereby invites and requests the Commissioner of Education of the State of New York to make a full and complete survey of the department of education of the city of Binghamton and to conduct an investigation into the management of said department and the conduct of the schools in said city, and to make such report thereon and criticism thereof, as to him shall seem best, after the making of such survey and investigation. The work of the survey was carried on during the school year 1 91 7-1 8. The work was outlined and preliminary visits made to the city late in 1917. Early in 1918, the Department specialists spent several weeks in the field visiting schools, observing classroom instruction, testing classroom attainments, inspecting the school buildings and evaluating the entire school program in its relation to the community activities. The tabulation and interpretation of the statistical information and the writing of the separate chapters were completed immediately following the actual work in the field. Every possible cooperation was given by the board of education, the superintendent of schools, supervisors, principals and teaching stafif in connection with the work of the survey. Much of the work could not have been carried forward successfully and promptly without the cordial assistance which was given by the local school authorities. The following summary of the report gives in brief the features of the Binghamton school system as brought out in the survey : The population of Binghamton is unique in that the percentage of native white inhabitants of native white parentage (62.9 per cent) is nearly double the average in New York State. Binghamton is [9] 10 THE UKIVERSITY OF THE STATE OF NEW YORK essentially an American city. The educational problem is, therefore, less complex than in cities where the percentage of foreign population is greater. The industrial life of Binghamton is closely related to that of Johnson City and other communities to the west. The enormous shoe manufacturing plants draw largely from the industrial population of Binghamton. The control of the schools is vested in a 'board of education con- sisting of five members, one member being appointed each year by the mayor of the city for a term of five years. The average period of service of the individual member, however, has been, much shorter. In less than six? years there have been sixteen different members of the board. The frequent resignations and constant changes in membership during the past few years have seriously interfered with the possibility of any continuous school program. The board of education has no control over the budget estimates or disbursement of funds. The lack of financial control has often meant also the lack of power to fix educational policies. All matters relating to educational supervision and to general questions of administrative routine are delegated quite properly by the board to the superintendent of schools. The entire admmis- tration of the schools is under his general direction. The present superintendent is a strong executive and keeps in close touch with both the administrative and educational phases of the work. In the chapter on the school plant there is a brief preliminary study of the trend of population in the different wards of the city. The changes in population during the ten-year and twenty-five-year periods are outlined and illustrated graphically ; this is followed by a discussion of the school plant in terms of the conditions found in different sections of the city. The proceedings of the board of education would indicate that at certain times there seems to have been a broad conception as to the need of far-sighted provision to meet the demands of the growing school population. Embarrass- ment, however, due to lack of financial control, has ' pre- vented the carrying forward of any fixed policy with the result that in several sections of the city, at the time of the survey, schools were very badly congested because of the lack of proper accommodations. One of the buildings most recently remodelled is without the standard minimum lighting requirements in a single room. The total number of points scored by the fourteen buildings of the city gives the elementary buildings as a unit a rating of 71.8 per cent on the basis of a perfect school plant. It is greatly to REPORT OF THE BINOllAMTON SCHOOL SYSTEM II the credit of the city that during the past few years several modern buildings have been constructed. The high school is a typical cosmopolitan high school and for the present admirably meets the needs of the city. Two large elementary school buildings in different sections of the city provide ideal school accommodations and serve as community centers. It is a significant feature of the physical condition of the school plant that in point of cleanliness and sanita- tion, it is seldom surpassed. This is so marked as to be a feature throughout the school system, to be noted as quickly in the oldest building as in the building of the most modern type. For purposes of supervision the school system Is organized as a single unit in which there is a logical and continuous development of work from the kindergarten through the high school. It was apparent to those doing the work of the survey that the carefully organized program of supervision is one of the strong features of the Binghamton schools. The supervisors oversee not only certain of the special subjects but also part of the work which is the backbone of the curriculum. A thorough study of the program of supervision shows the unusually large part it plays in the daily work of the schools. There is every effort toward articulation and correlation. In the organization of the work there is no artificial line drawn between the elementary grades and the high school. Special attention is given to supervised study throughout all the schools. The teaching staff of the Binghamton schools consists of 314 teachers and supervisors, and is numerically adequate. In profes- sional training the teaching staff in the high school is relatively some- what stronger than that found in the elementary grades. Of the ele- mentary teachers, 66 per cent are normal school graduates and of the high school, 80 per cent are college graduates. Of the elementary teacher?, however, nearly 25 per cent have had no training beyond the high school. Binghamton has no reason to be proud of the salary schedule which obtains throughout the school system. With a maximum salary of $1000 in the grades, the median salary is $725. With a possible maximum of $1200 for regular class teachers in the high school, the median salary of the entire high school staff is $950. The salary schedule is not sufficient to attract or to hold the best teaching ability. The course of study is on the whole admirable. It is based upon the controlling principles which determine the courses of study in the most progressive school systems in the country. It is calculated 12 THE uni\I':t-:s[tv of the state of new york to meet the real needs of thecommimity and of the boys and girls in the schools, being rich, varied and flexible. The various subjects are arranged in careful continuity and are correlated with one another with a view to the development of power in children rather than to the teaching of mere facts. It is administered through a daily program which is in essential harmony with accepted practice and which assures a reasonably standard presentation of each subject throughout the system. It has the advantage also of the constant thought, study and activity of the special supervisors. With the completion and equipment of the new building now under construction and with the additional facilities which will be available in some of the buildings under improvement, there will probably be an opportunity for some slight readjustments of the work in the higher elementary grades by which other optional subjects may be offered to the boys and girls of this period of life. The actual teaching in the schools as well as the personnel of the teaching staff in the elementary schools is somewhat uneven. This would be more or less true, of course, of any group of several hundred teachers. There are many excellent teachers but in places the instruction is poor. Nevertheless, the results attained are uni- formly good. This is no doubt due in part to the system of super- vision by v^hich the class procedure is more or less controlled. Some subjects lack special supervision — arithmetic, geography and his- tory — and the inspection of the class work shows that it is weak as compared with that in the supervised subjects. Where the work is supervised it shows careful direction and very encouraging results. Supervision might well be extended to all major subjects. In measuring the achievements of the pupils in the schools stand- ard tests and scales were used in arithmetic, silent reading, spelling, writing and composition. The results of the tests in spelling, writ- ing and composition are very satisfactory. In the silent reading test which perhaps more than the other indicates the pupils' power to think, the results are highly creditable. The results of arithmetic tests are not so satisfactory as in the other subjects mentioned; a general weakness in all classes in the fundamental operations is indicated. The high school is well organized. A study of the schedules of work shows clearly the cosmopolitan character of the high school activities. The school is an excellent illustration of the compre- hensive or cosmopolitan type of school organization. All courses are included in one unified organization. Vocational, industrial and manual work as well as the commercial and technical courses are as REl'OUT OF Till". IMNC.IIAMTON SCTIOOI. SYSTEM I3 much a part of the high school curriculum as the department of history, modern languages or sciences. The class instruction throughout the high school as observed by the specialists was strong. The spirit throughout the high school is unusual and is indicative of a most wholesome school atmosphere. The classes are reasonable in size, and the program of supervision of pupils through class deans is of great service in directing the activities of the pupils. The employment bureau, which is a part of the administrative organization of the school, is but another illus- tration of the attention given to the needs of the individual pupil. A feature of the survey of the high school was an analysis of the work of the school from the point of view of the individual pui)il. The consensus of opinion of the student body as to the manner in which the course of study functions is doubtless a reasonably accu- rate index of the manner in which the school meets the community needs. This study is interesting and indicates that in general the pupils are very well pleased with the opportunities offered in the school and that they regard its activities as reasonably complete. The high school auditorium is a real community center. The city is fortunate in having such a completely equipped auditorium for high school purposes and for general public gatherings, and is to be congratulated on the liberal policy which makes possible such wide use of the auditorium for general educational activities. The chapter on school costs presents a study of the financial sit- uation of the Binghariiton schools under three general heads : first, a study of the comparative costs in twenty-three cities throughout the northern and middle western states of approximately the same population as Binghamton ; second, a similar study comparing school expenditures in Binghamton with the cities in New York State from 30,000 to 160,000 inhabitants; and finally an analysis of the Binghamton city budgets for the past six years emphasizing especially the percentage of the total budget that has been used for school purposes. In general it may be said that Binghamton is a prosperous, well-to-do city. The per capita maintenance cost of government in Binghamton is relatively high compared with that in the twenty-three cities of the same class in other states. The rank of Binghamton among these same cities in the per capita expendi- tures for the maintenance of schools is low. Binghamton uses only 33.6 per cent of the expenditures for general city departmental maintenance pui-poses for the support of schools, and ranks number twenty among the twenty-three cities of the group in this respect. 14 THE UNIVERSITY OF THE STATE OF NEW YORK Among the cities of the New York group Binghamton holds the median rank in the per capita payments for the maintenance of schools. It would appear that the cities in the New York group show a low percentage of general city departmental expenses used for school purposes. The salary cost per pupil in average daily attendance in the ele- mentary grades in Binghamton is slightly below the median cost in the fifteen New York cities. While the instruction cost per pupil in the high school is relatively higher, the cost is not excessive in view of the opportunities offered. The salary cost per pupil for the city as a whole is approximately the median cost in the fifteen cities in the New York group. The analysis of the total city budget for the past six years shows that during this period the percentage of appropriations for general city departments, as shown on page 206", has increased 4 per cent ; for public works, 8 per cent ; but the percentage of appropriations for the schools has decreased nearly 4 per cent. The increase in the total city budget during these six years was 143 per cent. The increase in the public school budget during this period was 112 per cent, while the appropriations for public works increased 252 per- cent. It is apparent therefore that the schools of "the city have not received an undue apportionment of public municipal funds. The general excellence of the schools of Binghamton and the low rank of the city as to school costs in comparison with other communities show that the people of Binghamton are receiving an unusually large return on the investment which they are making for educational purposes. Geo. M. Wiley RKI'OKT OF THE 1!IN( ; 11 AMTON SCHOOL SYSTEM 15 THE CITY OF BINGHAMTON Binghamloii is a city in southern New York picturesquely located at the confluence of the Chenango and Susquehanna rivers. It occupies an area of approximately lo square miles and had a popu- lation in 1915 of 53,668. It was first settled in 1787, was incor- l)orated as a village in 1834, and as a city in 1867. Its growth has been conservative but constant. The population in 1870 was 12,692; in 1880, 17,317; and in the next decade the city Z < > y' .W .<^ / / / X l- (0^^ 6^ / / / 60 50 40 30 zo 10 h' ■c^ / ^ ^ ^ ^ t A ^T 3N ,^-' ,..»-'' 01 N<^ H'' ^ / P" / / / — , 1 1 \0 9 8 7 6 5 A- 1870 1880 1890 1900 1910 1915 Chart i Showing increase in population in Binghamton and- in the Slate from 1870 to 1915 i6 THE UNIVERSITY OF THE STATE UE NEW YORK more than doubled its population, the number in 1890 being 35,005. In 1900, there were 39,647 inhab.tants ; in 1910, 48,443, and in 1915, the number was 53,668. During the decade 1900 to 19 10 the increase in population in the United States was 21 per cent, and the increase in Binghamton during the same period was 22.2 per cent. During the five-year period from 1910 to 191 5 the increase in population was 10.8. This shows a continued conservative growth. The population of Binghamton is unique in that the percentage of native white inhabitants of native white parentage is nearly double the average in New York State, while the percentage of foreign-born white is approximately half the average for the State. These con- ditions in the city of Binghamton may be represented in the follow- ing diagram : Chart 2 Showing the percentage of native and foreign population of Binghamton, 1910 In respect to the percentage of native white inhabitants of native parentage the city of Binghamton shows conditions approximating those found in our village and rural communities but seldom in our municipalities. In the State of New York, the native white inhabit- ants of native parentage are 35.4 per cent of our population; in the United States the percentage is 53.8, while in the city oi Bingham- ki':i'()K'r OK iiii'; kinciiamion school system 17 toil the percentage is 62.9. On the other hand the number of those of foreign or mixed parentage or foreign born is relatively small. In this State the percentage of white inhabitants foreign born is 29.9; in the United States the i)ercentage is 14.5 ; and in Binghamton 15.3 per cent are foreign-born white. In the chart below these facts are graphically presented as are also percentages for Utica and Schenectady, in which general educa- tional conditions have recently been a subject of study. BlMCHAMTDli UNITED 5WTE5 5CHWECT4DY MEW YORK UTICA PER. CENT O 10 ZO 30 V////////MW//MW//Am AO 60 70 ^mmmm'V////y/y/ eo 90 100 zsz ^zaz^ ^zszazzgazi m^^mv/x//y///x/y/y/j }s^Mmky///y/////////A NATIVE WHITE 0^ N>(TIVE WHITE P/(RtNT/(CE H/ITIVE WHITE, , fORtiCflORMIXtci PAREMT/!6£ fOREIWIBORn WHITE BSQ Chart 3 Showing percentages of native and foreign population in Binghamton, Schenectady, Utica, New York State, and the United States, 1910 In the five groups shown in the diagram the city of Binghamton has the largest per cent of native whites of native white parentage, and the city of Utica the smallest. The relation of this fact to the local educational problem is at once evident. More recent data may show that there has been a more rapid foreign influx during the last few years, and that the statistics as given have been changed by an increased foreign population. Such a possibility seems to be indicated by the conditions observed in some of the schools of the city. The tendency in other cities, however, has probably been in the same general direction, so for purposes of comparison the rela- tive conditions are doubtless reasonably accurate. The following chart presents the same general situation in another form : BINGHAMTON 834 UNITED STATES 74-3 SCHENECTADY 74 L/TICA 109 NEW YORK. 684 100 zoo 300 ACO 500 600 700 600 900 Chart 4 Showing number of native white inhabitants per thousand, either native, foreign or mixed percentage, 1910 l8 THE UNIVERSITY OF THE STATE OF NEW YORK The industrial life of Binghamton is closely related to that of Johnson City and other communities to the west. The enormous shoe manufacturing plants in these centers draw largely from the industrial population of Binghamton. The commercial as well £ls educational interests of Binghamton are therefor closely related to the neighboring villages, especially those to the west. This explains in part the unusual development and increase in population of that section of the city. Binghamton is therefore essentially an American city with a large percentage of native white inhabitants of native parentage. This percentage is, however, probably decreasing. In considering the educational as well as other problems in any city it is necessary to note conditions in different sections, and to observe the manner in which the local needs and problems have been met. A discussion of the relation between the growth in various sections of the city and the school conditions may be found in chapter 4 on the school plant. CITY sue SCHOOLS icn Q/}l DjjlrlU Boi/rrdarics UICI'OKT OF THE 1! I N( ai Ai\lT( )N SCHOOL SYSTEM TQ ORGAN IZA'llON AND ADMINISTRATION The control of the schools in the State of New York is fixed by the provisions of the Ecktcation Law. The training of the youth for future citizenship has been insured by the terms of the general laws of the State, and the powers of village or other local school officials in educational matters is derived not from any local or municipal authority but from the State. The board of education in the management of the schools is responsible to the State. The school authorities in our cities are not city officials but agents of the State. The members of the board of education of the city of Binghamton represent the people of the city as citizens of the State rather than of the city. In the first part of this chapter is outlined briefly the functions of the board of education and their administrative officers under exist- ing statutes and local regulations. Following this is given a detailed account of the^r methods of procedure in the application of the rules and regulations to the routine administration of the schools. Under the provisions of the statute Binghamton is a city of the second class. The board of education consists of five members, one appointed annually by the mayor for a term of five years. Their powers and duties are defined by chapter 786 of the Laws of 191 7 which amended the general Education Law in its relation to the cities of the State. The provisions of this act repealed in part pre- vious legrslation governing the school system of the city of Bingham- ton, but continued certain provisions with respect to methods (i) of appointment of members of the board of education, and (2) of raising and disbursing necessary funds for the maintenance of schools. The tenure of office of members of the board of education is fixed by statute for five years. An examination of the proceedings shows that the average term of service has been much shorter. The method of raising and distributing school funds was not changed for the city of Binghamton by the uniform cities act of 1917. This act continued the provisions of the earlier statute which gave the board of estimate and apportionment authority " to deter- mine the amount of funds which shall be included for the support and maintenance of public schools in the estimate to be submitted to the common council." This act also continues the powers and duties of the common council, the board of estimate and apportion- ment and the board of contract and supply in their authority under 20 THE UNIVKRSITY OF THE STATE OF NEW YORK earlier statute " to erect, remodel, improve, or enlarge school build- ings or to purchase supplies or real property for any school purpose." The board of education has the power to perform the usual duties imposed on boards of education and specifically outlined and enumerated in the statute referred to. Among these are the power to create or abolish such positions as may be necessary; to appoint a superintendent of schools, principals, teachers, or other employees ; to have the care and control of all school property ; to purchase apparatus, equipment or other necessary supplies ; to establish and maintain schools, libraries, playgrounds, social centers or reading rooms ; to authorize courses of study ; to determine the textbooks to be used ; and to prescribe necessary regulations and by-laws. Regulations relating to the superintendent of schools, secretary of the board, secretary to the superintendent, supervisors, principals, school physician, nurses and janitors were available in typewritten form. Printed rules and regulations of the board of education were not available. Their methods of procedure have therefore been determined from ,the official proceedings or minutes of the board for the years 1913 to 1917 which have been read with some care. Regular meetings of the board of education are held twice each month. ' There are seven standing committees : teachers and salaries, supplies, schools and library, sites and building, finance, sanitation, and visitation; with three members assigned to each committee. The executive representative of the board of education and the head of the educational system is the superintendent of schools. He is held responsible not only for the educational work of the schools but has general " charge of the buildings, furniture, apparatus and other school property " and has " direction over all employees in the department of education." The secretary of the board keeps the record of the proceedings of the board, keeps the books and accounts and is generally respon- sible for the detail in the business office. The secretary is appointed by the board and serves at their pleasure. In the performance of his duties he is responsible directly to the superintendent of schools. The position is not one of large executive responsibility. He must see that " all bills are properly vouched for and countersigned, that all orders are properly made and recorded," but in no case shall he issue an order " unless directed to do so by the board of education or superintendent." It is his duty to see " that all payrolls are properly and promptly made out and passed to the comptroller," and that all receipts are deposited with the city treasurer. In the office of the superintendent there is the secretary to the KI'II'OIM' ()!■ line 111 NCIIAMTON SCHOOL S\STEM 21 superintendent and a clerk. The secretary is the superintendent's personal representative in the office. She attends to the general secretarial duties, makes out rci)orts and records, issues attendance certificates when so authorized, and arranges for supply teachers from an approved list as needed. The clerk assists in the keeping of records, answers the telephone calls, meets callers when the secretary is otherwise engaged and gives general clerical assistance. The manner in which the office records are kept reflects credit on the office staff. The superintendent of buildings is responsible to the superin- tendent of schools. He is held responsible for the care of the school buildings and grounds and has general supervision over the school janitors. Minor repairs to the buildings are made under his direction by the janitors, wherever the services of an expert mechanic are not required. The superintendent of buildings has also been for some time in charge of the supply room, which for lack of more suitable space is located in a small building, a portion of which is used as a stock room by the city water bureau. The stock in the supply room is well arranged, the distribution is carefully super- vised, and the use of a light automobile truck has reduced the time required for this work to a minimum. Board of Education Having outlined the functions of the board of education and of their administrative representatives, the application of these to the routine administration of the schools is discussed at some length in the following portion of the chapter. The following graphic representation will show the changes in the personnel of the board from 1913 to 1918: 1913 1914 19L5 1916 1917 1918 ■ Chart 5 Showing tenure of office of members of board of education 1913-18 22 THE UNIVERSITY OF THE STATE OF NEW YORK In less than six years there have been sixteen different members on the board. During this period eight members resigned from the board. One member served less than three months; another, one year and one month ; others, one year and six months, one year and seven months, one year and eleven months, two years, two years and eight months. Of the members of the present board (August 1918), one has served three months and another has filed his resignation. The longest service of any member of the present board is one year and seven months. Under such conditions a con- structive educational program for the city is impossible. The fact that th"ee members of the board of education resigned at one time (two at the request of the mayor) on account of a difference of opinion as to policy respecting an old school building, indicates a preponderance of political influence in school affairs which is seldom surpassed. So large a part has been played by municipal officials in educational matters in the city of Binghamton with resulting fre- quent changes of personnel on the membership of the board that a continuing and far-sighted program of procedure has been impos- sible. In the midst of petty party quarrels education as a state function has been lost sight of, and the rights of the boys and the girls of the city, particularly in respect to modern school buildings and accommodations, have been seriously neglected. There is no thought on the part of those making the survey that anyone, either any member of the board of education or other city official, has had any wish to act except for the best interests of everyone in the entire community. Where there is, however, such division of authority in the business affairs of an educational system the resulting con- ditions can not be satisfactory. The frequent changes in the political situation have been reflected in the lack of continuous service in the membership of the board of education. A board of education which consists of five members, one, of whom is appointed each year for a term of five years, should be able to plan and carry forward a constructive educational policy for the city. As has been shown, however, the frequent resignations and constant changes in membership during the past six years have quite seri- ously interfered with the possibility of any continuous school pro- gram on the part of the board of education. This situation is closely, related to the control of the school budget and expenditures. The board of education has no control over the handling of the school funds, and must make all requisitions on the board of contract UEI'OkT OF TIIK I'.INCIIAMTON SCHOOL SYSTEM 23 and supply. All questions relating to finance, from the purchase of petty supplies or the repair of plumbing to the remodeling or erec- tion of a school building must be submitted for determination to the designated bureaus or departments of the city government. It is the judgment of those making the survey that an understanding of these two conditions, the short service of the members of the hoard forbidding the formation of broad and far-reaching policies and the cumbersome manner in which funds are handled with resulting lack of cooperation, is essential to an intelligent apprecia- tion of the situation which obtains. The official proceedings of the board of education are printed annually in pamphlet form. The record is very complete and indi- cates be3'ond mere detail the trend of the discussion of the larger questions which were frequently before the board. During the years 1913 to 1917 the number of regular and special or adjourned meetings of the board each year has been from 43 to 59. Regular meetings are held twice each month. In one month during this period eight meetings were held. There should be no necessity for members of a board of education in a city the size of Binghamton to be called together approximately four times each month. These men have large business and professional interests and should not be expected to give so much of their time to board meetings. When large plans are under way, such as the building of a large central high school, more frequent meetings than usual are doubtless necessary. But under normal conditions one regular meeting each month with occa- sional special meetings as may be required should be sufficient. An examination of the minutes of the board shows that the various committees do not act formally on many matters which come before the board. In view of the small number on the board and the respon- sibility which is very properly placed on the superintendent it is ver}- doubtful whether there is any real need for any committee assignments whatever except as special occasion may demand. The record of the proceedings of the board is congested with the detail of requisitions for supplies and materials and of the author- ization for payment of claims. By resolution of the board " no requisition upon the board of contract and supply or other officer charged with the duties of purchasing or making expenditures shall be made for or on account of any purchase or expenditures for the department of education except by a resolution of the board of education or with the approval of the superintendent of schools,'" ^ Minutes, January 3, 1916. 24 THE UNIVERSITY OF THE STATE OF NEW YORK The usual form for the requisitioning of suppHes, repeated fre- quently and found in the minutes of nearly every meeting, is as follows : Resolved, That the following amounts be and hereby are appropriated for the purposes named and that the secretary be and hereby is authorized to requisition the board of contract and supply therefor: after which is listed in each instance the supplies or materials needed. In other words, a requisition from the principal or superintendent of buildings to the superintendent of schools for supplies not on hand in the supply room is authorized by resolution of the board, approved by the mayor, requisitioned by the secretary on the board of contract and supply, and ordered from the dealer or vendor by the board of contract and supply, to be delivered to the board of education. This cumbersome method for the purchase of supplies is illustrated by chart 6, in which the various steps are shown. ,o}^£ai^, Chart 6 Showing route for purchase of supplies not in stock Rici'our ()|.- iiii'. r, i.\'(;ii.\MT()N school svsti:m 25 In the auditing and payment of claims the separate accounts appear again in the proceedings of the board where they have formal action. Thus the board of education in acting formally and ofifi- cially not only on the authorization of requisitions but also on the approval of claims is taking time from more important matters. There is no thought that the members of the board individually or as a body give any unnecessary attention to the detail of the pur- chasing of supplies or in the payment of claims. The criticism is in the unnecessary number of steps in the procedure. The payment of a claim is made in the following manner : the vendor renders the bill to the board of education, the board authorizes payment and sends the claim to the comptroller, the comj^troller audits and approves the claim, and on the warrant of the comptroller, a check is issued by the city treasurer. The formal action of the board in approving claims is usually as follows : Resolved, Thai the following claims be approved, audited, entered upon the minutes of this board and filed by the secretary with the comptroller and when audited and countersigned by him that they be respectively warrants on the city treasurer for the said amounts payable from the respective funds designated : The separate items are then listed in the minutes. Chart 7 repre- sents graphically the various steps in the payment of claims. The control of the budget in an organization very often means the control of the administrative policy. A board of education is quite powerless to carry forward a constructive school program if it has little to say regarding the funds that will be available for the work. In the city of Binghamton the board of education is required, on or before the first day of October, annually, to make and certify to the mayor a detailed estimate of the funds necessary for the ensuing fiscal year, which is placed by the mayor before the board of esti- mate and apportionment. This board has the power to approve, to increase or to diminish any or all amounts which the board of educa- tion originally deemed necessary, except that the salaries of indi- vidual teachers or employees can neither be increased or diminished. The budget is then acted upon by the common council subject to the approval or veto of the mayor in the same manner as the budgets from the various departments of the city government. How often it is true that those in control of school bvidgets con- sider the question of teachers' salaries as one of the first items where economy can be practised when as a matter of fact it should be the last ! In a communication to the board of education tmder date 26 THE UNIVERSITY OF THE STATE OF NEW YORK of June 29, 1916, after the teachers had been appointed for the school year 191 6-1 7, the mayor advised that as there was an increase of about $2400 in the salary schedule for new teachers and addi- tional compensation he had allowed the resolution appointing these teachers to become effective without his. written approval, because of the uncertainty as to whether the board of estimate and appor- xTENDo^ CQ/ paymen-f- o'^ \o Z Chart 7 Showing route for payment of claims tionment and the common council would include the necessary item in the budget for the next fiscal year. At the same time he advised the board of education that the contract with the teachers should be in such form that it could " be terminated upon stated notice." In other words, a slight reduction in the budget was of greater moment Ki'ii'OK'i' oi'" 'nil': i!iN(;ii.\M'i()N sciKxn. system 27 than the niaximuni efficiency of the school plant and a reasonable compensation for the teachers. The apparent alternative was to reduce the amount requested for teachers' salaries or to shorten the school term. When the budget was acted upon the estimate was reduced notwithstanding the apparent lack of prerogative in regard to salary questions, and as a result the schools were closed early in December 1917 until the new budget was available after January ist. Divided responsibility has resulted even more disastrously in providing proper school accommodations. Whenever in the judg- ment of the board of education there is need of any extraordinary expenditure of money for the purchase of sites or the erection or repair of school buildings, a certificate of necessity is issued by the board to the common council. This must then receive the approval of the common council and the mayor. After bond is ues have been authorized and funds for a new building have been made available, the 'plans are prepared by an architect under the direction of the common council, subject to final approval by the board of education. At times the plans for school buildings which have been prepared by the common council with the full cooperation of the board of education have met in full the educational needs of the schools. At other times the municipal authorities have assumed the responsibility of determining the educational needs and have insisted upon modifying plans approved by the board of education. Where the thought of the board of education has not been in accord therewith, approval has sometimes been given to plans not because they were the best but because they were the best to be had. In one case the personnel of the board was changed overnight to reflect immediately local municipal thought. It should be the function of the board of education to determine educational policies and needs. In August 191 7 three members of the board of education resigned, two on request of the mayor, on account of a difference of opinion as to what should be done in regard to the Oak Street building. This building, one of the oldest in the city, had for some time been thought unsafe. During the summer of 191 6 it had been examined and a report by the superintendent of buildings to the board called attention to its unsafe condition. In the certificate of necessity issued by the board under date of August 8, 191 6 in which the inadequacy of the Oak Street, Clinton Street and Jarvis Street schools was presented, the following statement appears : The building occupied by the Oak Street school is so old and its condition is so bad that it is not deemed practicable to rebuild said building or make 28 THE UNIVERSITY OF T]!!'. STATE OF NEW YORK additions thereto; and, the lot upon which the Oak Street school is located is not of size desired and necessary for the school grounds for a new building. At a special meeting of the board held October 20, 1916, to con- sider the matter of the Oak Street building, several patrons of the school were present with the city engineer and the superintendent of public works, and a petition was presented from the mothers club of the Oak Street school urging on the board the importance of requesting the common council and the board of estimate and apportionment " to immediately issue an emergency bond of an amount sufficient to erect a suitable school building in the Oak Street school district." At this meeting the board of education passed the following resolution : That said building (Oak Street) be abandoned and the use thereof as a school building be discontinued, as soon as other arrangements should be made. At a meeting held on November 15th representatives from the Oak Street district spoke relative to the abandonment of the building, and at a meeting of the board on November 20th the superintendent reported on the arrangements which had been made for the accommodation of the Oak Street pupils. Throughout the winter and spring nothing was done, however, to better the conditions. While the pupils were temporarily housed in other quarters the city authorities failed to come to any agreement with the board of education as to the policy to be carried out. The board of education held that the old building was not worth repaif and that the grounds available were entirely inadequate. The mayor maintained that the building should be remodelled and repaired. The climax was reached in the summer when the resignation of two membei's of the board was requested, another member resigned, and as a result of the new appointments, the plans to remodel the building received the approval of the board. The work was begun late in the summer and the remodelled build- ing was used for school purposes in September 1918. Thus the greater part of two years was consumed in the settlement of this question, in the final solution of which the judgment of educational experts was entirely disregarded. A discussion as to the manner in which the remodelled building meets the needs of the community will be found under the chapter dealing with the school plant. That the charter limitations have been a constant source of embarrassment to the board of education is evident from an exam? The Alfred Street School In time building should be abandoned The Oak Street School Building under reconstruction ; should have been abandoned KICI'OK'I' <)|' Till-, i:i XCIIAM'I'ON SCIIOOI, SNSTICM 29 s nation of llie official l)^ocec'din|^^s of the board of education for the past five years as well as from conferences with the members of the present board. At a meetins^ of the board held December 19, 1913, the chairman of the finance committee in a communication to the president of the board relative to the work of the committee during the year states that A charter which provides for such a roundabout way as our ijrcseiit charter docs for the expenditure of money by means of resoUilion to be approved by different boards, and the fact that the board of education can spend on any one item only an amount not exceeding $150 is amazing to the business mind and a sad reflection on the ability and purpose of men appointed to the position of commissioners of education I members of the board of education 1 who arc willing to give their time and experience to educational problems. The president of the board of echication in his annual report sub- mitted at this meeting, referring to the communication of the chair- man of the finance committee, made the following statement : It is most earnestly hoped that not many months will pass before some permanent relief can, be secured, as has been suggested in this report, lor raising money that may be used for conducting the schools unhampered. The board of education should be divorced from all other departments of the city government and permitted to raise and expend the necessary money for the successful educational work of a growing busj' city like ours. In December 1916, in a communication from the board of educa- tion to the city clerk relative to the plans for additions to the Ross- ville, Bevier Street, and Fairview school buildings, it is stated that The board of education understands that the common council assumed to attend to the preparation of plans and employed an architect for that pur- pose. This occurred several months ago but as yet no plans or specifications for any of the additions have been received except for the addition to the Kossville building, and the specifications for the addition to that building have not been put in such shape that the board of education is willing to approve them. When plans and specifications acceptable to the board of education arc presented they will be promptly approved and transmitted to the common council. In connection with this matter the board desires to call the attention of the council to the fact that before an architect was employed by the common council the board of education attemipted to cooperate in the preparation of the plans but the suggestion was ignored and the council proceeded upon its own motion. The plans of the Rossville school were modified and approVed soon afterward and the work was carried forward and completed 30 THE UNIVERSITY OE TlUi STATE OE NEW YORK during the summer and fall of 1917. The ideas which the board of education and the superintendent of schools desired to carry out in the additions to the Bevier Street and Fairview buildings were not approved. Plans meeting the Welshes of the mayor and the common council were approved and the work has been going forward during the past school year. The Bevier Street and Fairview improvements, like the remodelling of the Oak Street building, have been made without proper consideration of educational needs and without due appreciation of the large part which the school building should play in the community life. It is observed that at times the common council and the mayor have overemphasized their own prerogatives in school matters vv^ith- out regard to the fact that a board of education consisting of five members is specifically charged with the responsibility of determin- ing educational policies. At other times due recognition has been given to educational needs and to the judgment of the board of education, as in a communication from the common council in December 191 3 in regard to the high school bids it was Resolved, That this council shirks no responsibility in this matter and holds that the city charter provides that the board of education shall take the initiative in providing for school needs. And in requesting a certificate of necessity for additional funds the communication referred to " a building meeting the requirements of the board of education." The determination of policies and the control of the purse have been in different hands. The frequent discord which has reslilted from such a division of authority has been most unfortunate. This is the large outstanding feature of the educational situation in the city of Binghamton during the past few years which have been covered by the study connected with this survey. Executive Supervision The executive representative of the board of education is the superintendent of schools. His attention is given largely to educa- tional supervision, but it is also noted that other departments of administration are under his direction and control. This is as it should be, as the school organization in .too . many cities is weak in this respect. The superintendent of schools is the highly trained REI'OkT OF Tlir, lilNGIIAMTON SCHOOL SYSTEM 31 expert who is responsible to the board of education. The school organization in the city of Binghamton very properly holds the superintendent of schools responsible for the educational super- vision and also for general executive supervision in the administra- tion of the schools. This is an essential feature of sound educational administration. It insures the fixing of responsibility and prevents dual control. Supervision of Business Affairs The secretary of the board of education whose duties have already been briefly outlined, is responsible under the general direction of the superintendent of schools for the routine in the business office. In atldition to his duties as secretary at the board meetings and in recording the proceedings, a considerable portion of his time is taken in keeping the financial accounts and other records in the office of the board. Orders are "made and recorded" by the clerk, but are issued only on the authority of the superintendent of schools or the board of education. In actual practice it appears that while the superintendent issues orders whenever necessary, these receive formal action by the board at their next regular meeting.. In the final analysis, therefore, the board is its own requisitioning agent and the authority which it delegates to the superintendent in this matter is only of an emergency character. In any discussion of the supervision of the business affairs of the board it must be kept constantly in mind that the determination of the budget and the disbursing of funds are beyond the control of the board of education. This must react on the manner in which the financial affairs are supervised, and possibly for this reason the board prefers to make every order for the disbursement of funds a matter of formal action. Notwithstanding this fact, however, much of this detail should be delegated by the board to its administrative representatives. At present the position of secretary of the board carries with it no executive responsibility. The functions are clerical. Responsibility in financial matters within certain limits is given to the superintendent of schools but in general the board of education passes on all financial matters. There is every reason why a board of education should delegate to responsible administrative officials the management of its rou- tine business affairs, since their most important function is the determination of educational policies. Under the general direction of the superintendent of schools, the secretary of the board of 32 THE UNIVERSITY OF THE STATE OF NEW YORK education should be given somewhat broader duties involving larger responsibility. The secretary of the board (executive clerk, fiscal manager, business manager) should have full responsibility in minor routine financial affairs. Beyond these limits which should be definitely fixed, responsibility except in large matters should rest with the superintendent. The members of the board of education of the city of Binghamton are^ comparable to the direc- tors of a corporation doing an amount of business approximating $400,000 annually. Routine business affairs should be centered in the hands of a trained business expert. For the complete carrying out of such a plan the secretary of the board would probably need some clerical assistance, as under the present organization, all business affairs are not handled through his office.. As an illustration of this might be mentioned the supervision of the stock room and the distribution of supplies. This was found to be very well organized but under the supervision of the super- intendent of buildings. , It should be said that the location of the stock room in its present temporary quarters makes the carrying out of any ideal organization in this respect impossible. When the opportunity comes for the school authorities to occupy larger administrative offices, the suggestion would be more practicable. The superintendent of buildings should be relieved of responsibility in this matter as soon as such a readjustment can be conveniently made. The secretary of the board in charge of the business office should be familiar with the organization of office systems. He should be responsible not only for the keeping of the accounts and the check- ing of vouchers but also for the ordering of petty supplies and materials for repairs, the record system covering the supplies and their distribution, the continuous card records of inventory of supplies in the stock room and in the various schools. These small matters are an important factor in the everyday work of the schools. If administrative space were available this should function through the business office. It is recommended, therefore, that the position of secretary to the board be made one of larger executive responsibility, that both the superintendent and the board be relieved of the consideration of minor routine business matters, and that so far as possible, under the general direction of the superintendent of schools, the office of the secretary be made a clearing house for all administrative business affairs. RKl'OKT Ol' llll'. lilNCIlAMTON SCIIOOf, SYSTRM 33 Audit of Books A complete audit of the financial books of the board of educa- tion was made covering one fiscal year. The accounts were found to be accurate, the books well kept and the vouchers arranged in good order. The auditor states that the work of the secretary of the board is made extremely burdensome by the cumbersome method used in the purchase of supplies. He adds : "The requisitions go through so many hands that no one may be held wholly responsible, and the time consumed in making purchases and paying bills often covers months and sometimes a full year." One of the books in the business ofifice seemed to be unnecessary and on the recommenda- tion of the auditor the secretary of the board was glad to discontinue its use. Supervision of Buildings The superintendent of buildings is directly responsible to the superintendent of schools, and is held responsible for the general condition of the school buildings and grounds and the work of the engineers and the janitorial stafif. The condition of the buildings with respect to cleanliness, sani- tation and general appearance is convincing evidence that the work of this official has been painstaking and effective. No effort has been spared even in the oldest or in the poorest school building to give the children the advantages of clean and sanitary syrround- ings. Nowhere had rubbish been allowed to accumulate in the basement. Toilets were uniformly clean. Soap, towels and hot water were in use. These essentials of civilization are regarded in the city of Binghamton as an important part of the equipment of every school building. This feature of the school plant was so marked that it can scarcely be overcommended. The superin- tendent of buildings and his janitorial staff have seen no dis- couragement in some of the very poor buildings but have rather considered this fact as an incentive to do the best that could be done under unfavorable conditions. Minor repairs, which can be made without the service of a skilled mechanic, are given immediate attention by the janitor. The superintendent of buildings is given authority under ordinary cir- cumstances to act on his own initiative, and if necessary to take up unusual conditions with the superintendent of schools. Occas- ionally there is found in the proceedings of the board of education a resolution requesting the proper city official to direct that certain 34 THE UNIVERSITY OF THE STATE OF NEW YORK repairs be made. But this usually has to do with the larger repairs or where special skilled seiwice is necessary. Whenever repairs can not be made by the regular staff, the procedure follows the same cumbersome manner as in the requisitioning of supplies described in detail above. The present superintendent of buildings, although not a man technically prepared for his work, has the training of an extended experience and has accomplished rather unusual, results with the staff under his supervision. The janitorial service is all-important to the school, and too often is not appreciated by the public. During the time the survey was being made the school authorities lost the services of several janitors because of insufficient compensation. Small additional compensation should be granted where it is neces- sary to retain the best service in these positions. Educational Supervision For the purpose of completing the discussion of the administra- tive office, the general topic of educational supervision is here treated briefly from the administrative point of view. The sub- ject is treated somewhat at length in a later chapter. It should be stated at the beginning that the board of education very properly has delegated the details of educational administra- tion to the superintendent. The proceedings of the board for the past five or six years show very few instances of any effort on the part of the board or any of the individual members to interfere with the regular functions of the supervisory or administrative staff. There are occasional illustrations of possible undue or overzealous acti- vity in administrative matters, but on the whole the supervisory staff under the direction of the superintendent of schools has been so free from any influence of this character that special comment is deserved. At times when the relations between the board of education and other city authorities have been chaotic, the every- day work of the schools has been carried forward with, serenity and no apparent disturbance of any kind. The uncertaint}^ as to educational policies because of lack of harmony on the part of those" in authority, particularly in its effect on the schools con- cerned, might easily undo the best efforts of a teaching staff. It is due, however, to the superintendent of schools and the super- visory staff as well as the teachers themselves to state that not- withstanding the conditions it is seldom that a more healthy and buoyant spirit is observed throughout a school system. KKI'ORT OF rill-: r.l.XCIIAMTOX SCHOOL SNSTICM y:> j.Rj K 1^ ^ ") U o 36 THE UNIVERSITY OF THE STATE OF NEW YORK The functions of the superintendent of schools, which are definitely fixed by the uniform cities law of 191 7, have been out- lined in brief in the introductory paragraphs of this chapter. These functions have been recognized by the board of education in Bing- hamton for several years as properly belonging to the superin- tendent of schools. He is recognized by the board as its chief executive officer, its trained expert in educational matters, and no action on any question of educational policy is taken without his recommendation or advice. The supervisory staff under the direction of the superintendent of schools consists of one high school principal, fourteen elementary school principals, and seven supervisors, one in each of the follow- ing subjects : English, primary grades, drawing, industrial arts, health education, penmanship, music. The detailed discussion of the program of supervision and organization of the work through- out the schools is covered in the chapter on supervision. Summary The members of the board of education are appointed by the mayor. Although the term of service is for five years, the average period of service of the individual member has been much shorter. The board of education hss no control over budget. estimates or disbursement of funds. The lack of financial control has often meant also lack of power to fix educational policies. There is too much attention to administrative detail by the board of education. In general these details relate to requisitions and payments for petty supplies and repairs. The failure to make any provision for authorizing petty or routine expenditures except through formal action on the part of the board itself, has taken a large part of the time of the board while in session. Within certain fixed limits these matters should be delegated to the exec- utive officers of the board. All matters relating to educational supervision and, in general, questions of administrative routine are delegated by the board to the superintendent of schools. The entire administration of the schools is under his general direction. The present superintendent is a strong executive and keeps in close touch with both the administrative and the educational phases of the work. The secretary of the board of education holds a strictly clerical position. His position should function as an executive clerk with somewhat larger responsibilities. He should be more than a book- REPORT OF TIIR I'.I NGII AMTON SCHOOL SYSTEM 37 keeper. The business affairs of the schools should center in his office. Ih connection with minor matters of administrative routine, he should have within fixed limits definite authority, under the general direction of the superintendent. In order to command the continued service of a well-qualified executive .clerk, it may be necessary to provide a larger annual compensation. The supervision of buildings is not only well organized but is unusually efficient. This is a commendable feature of the school system. The superintendent of buildings should, however, be relieved of his present duties at the store room in charge of sup- plies. The supervision of this room belongs to the business office. The supervision of instruction is definitely planned and carried out under the direction of the superintendent of schools by seven super- visors. The elementary principals do not have an important part in classroom supervision. The executive council, which meets once each month and includes all supervisors, principals and heads of departments, is an import- ant factor in maintaining a strong esprit de corps. 38 THE UNIVERSITY OF THE STATE OF NEW YORK 4 THE SCHOOL PLANT This chapter on the Binghamton school plant includes 1 A discussion of the relative locations and general adequacy of school buildings with relation to the growth and shifting of school population. 2 A summary of conditions affecting the value of buildings for school purposes, including a table showing the rating of each building on the basis afforded by the Strayer " Score Card for City School Buildings." 3 Recommendations. Distribution of School Buildings with Relation to Population The population of the city by wards for the years 1890, 1905 and 191 5 is given in the following table: Table i Population by wards Ward 1890 1905 1915 1 4 217 6 704 9 298 2 2 725 2 579 3 062 3 : 3638 4722 5657 4 891 I 891 4 188 5 • 3 III ' 4196 5 121 6 2 465 2 908 3 528 7 ■• ••• 4 loi 4134 4231 8 2 223 2 030 2 642 9 1334 1250 1226 10 2530 2399 2618 11 4138 4472 4927 12 2 434 2 529 4 279 13 I 198 I 983 2 891 A comparison of these figures shows that certain sections of the city are growing much more rapidly than others. In the following table the figures given for the years 1890 and 1905 are each com- pared with the population in 1915: Table 2 Per cent of increase Ward , 1890-1915 1905-15 4 .370 121 . 5 12 75-8 69.2 13 141-3 450 I 120.5 38.7 m "5 Pi M H 5 < KEl'OUT ()|- I 111'; lilNGUAMTUN SCHOOL SYSTEM 39 Ward 1 890-191 5 1905-15 8 18.8 30.1 5 54-6 22 6 431 21.3 3 55-5 19-8 2 12.4 18.7 II 19. 1 10.2 10 3S 91 7 3-2 2.3 9 -8.1 -1.9 In the above table the wards are given in the order of the largest percentage of increase for the ten years from 1905 to 191 5. It is of interest to note at the same time the percentage of increase in population for each ward for the twenty-five years from 1890 to 191 5, which is given in the middle column. The trend of popula- tion in Binghamton during the ten-year period is shown in the following map : 40 THE UNIVERSITY OF THE STATE OF NEW YORK O tn _ C aj O bfi o C J2 bo C Brief Description of School Plant The above diagram presents graphically the conditions as to rela- tive increase in population in the different wards of the city during the past ten years. It should be noted also that the trend of popu- lation during the ten-year period shown on the map is in large part the same for the past twenty-five-year period. The fourth ward, which shows an increase in population of 121. 5 per cent during the REPORT OF TlIK lUNGITAMTON SCHOOL SYSTEM 4I past ten years, is also the first in per cent of increase for the past twenty-five years. The twelfth, thirteenth and first wards, which rank 2, 3 and 4 in their growth during the past decade, have a correspondingly rapid growth during the twenty-five-year period. The two wards, tenth and seventh, which show the smallest increase for the longer period, hold the same relative position for the past ten years. The ninth ward, the only ward of the city which shows a decrease in population for the periods studied, has lost 1.9 per cent in the past ten years and 8.1 per cent in the past twenty-five years. These facts become of special interest when considered in con- nection with the location and character of the buildings provided by the city authorities for the school population. Although there is no necessary relation between ward boundaries and school district boundaries, available figures showing increase or decrease of popu- lation by wards give a general basis for consideration of the dis- tribution of* schools throughout the city. In the ninth ward, where the population is decreasing slightly from year to year, there is no school building. The children in this ward attend school in the adjoining wards. In wards 7, 10 and 11, where the increase of population has been slow, from 2 per cent to 11 per cent in the last decade, there are three school buildings : Carroll Street in ward 7, Pine Street in ward io, and Robinson Street in ward II. These schools are filled to their capacity. Robinson Street building is comparatively new, having been built in 1907 ; the Pine Street and Carroll Street buildings, however, are old and entirely unsuited for school purposes. To each of these old build- ings there was added twenty years ago a four-room wing. The Carroll Street school was built in 1871. The Pine Street school was built somewhat earlier, although the exact date could not be given. The pressing educational problem therefore to be met in this section of the city is to provide modern school buildings in place of these two old structures. The increase in enrolment, judging from the census data for the past several years, will not be unduly rapid. Within a reasonable period plans should be developed looking toward modern sanitar\- buildings and proper school environment for the children in these wards, with accommodations for a gradual but rather conservative increase in enrolment. In wards 2, 3, 5, 6 and 8 the increase in population during the past ten years has been between 18 and 30 per cent. The O'^k Street school is located in the second ward. This building, originally one of the oldest in the city, was enlarged thirty years ago. Up to 42 THE UNIVERSITY OF THE STATE OF NEW YORK the summer of 191 7 this thoroughly unsuitable three-story struc- ture, a veritable firetrap, regarded by many as structurally unsafe, provided a school center for 500 pupils. This building, the newest part of which is thirty years old, is now being remodelled. Any consideration whatever for the interests of the children of this part of the city would have prevented an attempt to remodel such a structure. In the judgment of the survey staff the building should have been abandoned. An entirely new and modern school should have been built in its place, providing not only classroom space, properly heated, lighted and ventilated, but also space for special activities — an auditorium, a library, rooms for manual training and domestic art, and provision for supervised play and recreation which are a vital part of the daily work of every modern school. For reasons not clear, but apparently of local political character, the action to be taken in regard to this building was delayed until the fall of 1917. As a result this work on the Oak Street building required' temporary provision for these children elsewhere. In the eighth ward is located the old Washington Street building, which was given by the department of education to the police depart- ment. When the Oak Street building was abandoned some of the pupils were temporarily cared for in the Washington Street building until the remodeling was begun for the police department. These pupils were then transferred to basement rooms in the high school building. In the third ward are two elementary school buildings — St John Avenue and Laurel Avenue. Both of these buildings, while not new, are in good condition, are well located with ample playgrounds, and probably will feel only slightly the gradual increase in population. St John Avenue school lies in the southern part of this ward and the residential section in which it is located is restricted in its area by the two rivers ; Laurel Avenue school is on the extreme west side of the ward and any immediate demands for increased school accom- modations in this section will be met in part at least by the large new building in the fourth ward. The high school building, which is centrally located, is also in the third ward. In the fifth ward, where the increase in population during the past ten years has been 22 per cent, there are two school buildings, the Abraham Lincoln, a new twenty-one room building completed two years ago, and the Rossville school, which has been remodelled and enlarged during the past year in such a manner as to make it a modern and very satisfactory school plant. These two buildings RKI'OkT OI" riir. lUNCIIAMTON SCIIOor, SYSTEM 43 will provide space for the educational needs of this part of the city for some years. The Alfred Street building in the sixth ward is old and ranks only slightly higher than Pine Street and Carroll Street buildings. The increase in population in this ward in the past ten years has been 21.3 per cent. Only temporary repairs should be made when neces- sary, and at an early date the building should be replaced by a modern structure. In the first, t'welfth and thirteenth wards the population has been increasing more rapidly. In the twelfth ward where the population has increased 69.2 per cent during the past ten years, is the Fairview school. The original four-room building was erected in 1893. It was remodelled and enlarged in 1897. A four-room addition was built in 1907, and another addition of four rooms with the remodel- ing of the building is now under construction. In the thirteenth ward where the growth in population is rapid is located the Bevier Street school. A twelve-room building was erected in 1901, and a twelve-room addition with new heating plant is now being built. The population in this ward has increased 141. 3 per cent in the past twenty-five years. In rapidly growing sections of our cities small additions are at best unsatisfactory. Even the immediate need they meet only in part. Educationally, they do not pay dividends unless suitable provision is made for the desired school activities and the larger community needs. The conditions in the first ward, in which are located the Clinton Street and Jarvis Street buildings, are very unsatisfactory. The school buildings are far from adequate. Children in this ward are crowded into vacant stores, into rooms without suitable light or ventilation ; and there can be no improvement in these conditions within another year. A bond issue for $i5o,cxxd for a new site and building has been available since March 1917. The plans which have been drawn for the new building indicate that in time these children will have the advantages oflfered by a modern school plant. The most unfortunate feature of the situation is that in the mean- time the children must pay the price of delay, which is far greater than the additional cost of construction. In this ward are two build- ings. The Clinton Street school, which has six rooms and is in an entirely unsuitable location, should be replaced at the earliest pos- sible date by a large modern building on a better site. The Jarvis Street school, an unsatisfactory twelve-room building, might be used temporarily for pupils in the immediate vicinity. 44 THE UNIVERSITY OF THE STATE OF NEW YORK The population in the fourth ward has been growing with wonder- ful rapidity. The census reports show an increase of 121. 5 per cent in the last decade, and 370 per cent in the past twenty-five years. The Thomas Jefferson school, -a new twenty-one room building completed two years ago, makes the conditions in this ward very satisfactory. The high school building, completed only three years ago, provides space and equipment for all the high school pupils of the city. It is centrally located, and is used not only for the usual school activi- ties but is in every sense a real community center. Summary of Physical Conditions Relative to Elementary School Buildings General, The school buildings of Binghamton, as is to be expected, are of various types. They range from ^he study-hall type of elementary school building, popular half a century ago, through more and more improved forms to the modern city grade school building, exemplified by the Lincoln and Jefferson schools. At the end of the chapter will be found the tabulated results of the use of a standard building score card. On a scale of 1000 points for an ideal school plant, each building was scored by three inde- pendent judges and the sum of the median scores of the items making the final score was taken as representing the worth of each building for school purposes. These fourteen values range from 487 to 886; that is, the poorest building with grounds was consid- ered to be 48.7 per cent and the best 88.6 per cent of the total possible score. In the paragraphs that follow will be found a brief general discussion of the principal items considered in determining these values. Playgrounds and surroundings. Except in two cases every school site meets the minimum requirements of area for a school playground. Th.s finding is based upon a minimum requirement for a school playground of 30 square feet of ground area for each pupil. Only the portions of the school grounds actually used for playground purposes have been considered in determining this area. The Oak Street school has only one-third of this minimum require- ment and the Robinson Street school only two-thirds. The follow- ing schools have playgrounds exceeding the minimum area but less than 50 square feet' for each pupil : Carroll Street, Pine Street, Alfred Street, Jarvis Street and Laurel Avenue. The Abraham Lincoln, Bevier Street, Clinton Street, Fairview and Rossville schools have between 50 and 100 square feet of playground area to each pupil. Only two schools, the Thomas Jefferson and St John Folk dancing. Si John Avenue playground Playground apparatus, Fairvicw School RF.rORT OF Till-. lU NC, [I AMTON SCHOOL SYSTEM 45 Avenue, have a playground area in excess of lOO square feet to each pupil. The school authorities in London require lOO square feet of free play space to each pupil. This is a standard which it might be well to maintain in the future. In the Portland Survey,^ after reference is made to a group of schools having from 27 to 51 square feet of play space to each pupil, it is stated that " all of the above schools, if they are to be continued in use, are in need of larger playgrounds." In the St Paul Survey,' in connection with a discussion of the playgrounds, is the statement, " the size of the playgrounds adjoining the new Finch School which provides 382 square feet per child enrolled in December 1916, is, it is hoped, a standard which will be maintained in future school planning." Although the playground space adjoining the Binghamton schools is limited, every advantage has been taken of the opportunities offered. All the playgrounds except one^ are well supplied with swings, seesaws, chutes, horizontal bars, basketball courts, and other apparatus usually provided for well-arranged playgrounds. The exception is the grounds of the Lincoln School. Presumably this lack will soon be remedied since the school building is a new one. The grounds adjacent to one school are lighted by electricity. All the buildings except two have an environment suitable for school purposes. The names and the objectionable features of these two are indicated below : The Clinton Street school, district 9, is located in the business section. The noise and smoke incident to the passing of trains on two railroads near the rear of the building, the passing of trolley cars and the heavy trucking on the street in front, the honking of many automobiles that park nearby and the proximity of oil stations combine to render the location extremely undesirable as a site for a school building. Early abandonment of this site is already decided. The Jarvis Street school, district 14, located in a section partly residential and partly industrial, has the following undesirable and dangerous feature : the Ansco Film Works are in close proximity to one side of the school building where the fire escapes are located. In case of fire in these works, the lives of the children might be endangered in passing down these escapes. All the schools are reasonably accessible to the pupils who attend ^ The Portland Survey, Cubberly, World Book Co. ^ The St Paul Survey, General Administration and School Buildings, Slrayer and Engelhardt ; published by the city, St Paul, Minn. ^ The Lincoln school grounds have been equipped since the report was prepared. 46 TTIE UNTVKRSITY OF TTIE STATE OF NEW YORK them. Although a few pupils travel 2 miles each to reach school, the average distances traveled by pupils in the fourteen districts is less than one-half of a mile. Floor space and air space. There are certain regulations regard- ing school building construction which are generally observed throughout the country. In New York State these requirements are fixed by law and by regulation of the State Department of Education. The Department has legal authority to prescribe regu- lations governing the construction of school buildings in all parts of the State except in the cities of the first and second classes. Regu- lations regarding floor and air space, heating and ventilation, fire escapes on three-story buildings, are matters of statute ; the require- ment regarding the necessary amount of window space is a Depart- ment ruling. Statute law requires 15 square feet of floor space and 200 cubic feet of air space to each pupil. In the elementary schools of Bing- hamton there are approximately 183 classrooms, counting each study hall and each adjoining recitation room as a classroom. Of these 183 classrooms, 62 rooms (34 per cent) do not satisfy the require- ment as to floor space for the number of pupils and 86 rooms (47 per cent) do not meet the requirement as to air space. The dis- tribution of these rooms by schools and by percentages of required floor and air space is shown in table 3. Table 3 Number of rooms in each butiding having less than the minimum requirement as to floor area or air space No. rooms' PER CENT OF REQUIRED FLOOR AERA PER CENT OF REQUIRED AIR SPACE SCHOOL go- 99 80- 89 70- 79 60- 60 SO- 59 Below SO Tota 1 90- 99 80- 89 70- 79 60- 69 50- 59 Be- low 50 Total Alfred Clinton . . . Bevier .... Jarvis Abr a h a m Lincoln . Carroll.... 10 5 8 12 18 IS IS 14 16 14 18 13 16 9 2 3 I 3 I 3 I I I 2 I i 4 2 3 I 12 (, 3 8 7 6 3 3 I ] I I 2 3 I 2 2 I 2 7 5 I I I 2 I I 3 s I S 5 6 I I 3 2 2 I 2 6 2 S 3 2 4 13 13 7 Pobinson.. Rossville. . Oak 1 S 7 '"2 3 5 2 2 1 2 1 / 5 2 3 12 Pine Thomas Jefferson St John . . . 2 8 I S I 1 I 4 183 20 11% 24 13% ID 6% 6 3% 2 1% . 62 34% 23 13% 19 10% 28 15% 10 6% 4 2% 2 1% 86 47 '7o 'Estimate'] at 35 piipii.-> to a room. ,,.,.. , , , 2 The figures in this column represent not the number of rooms m th3 buildin,?, but the number used for grade purposes at the time of the inspection. UKI'ORT OK THE ll I NCI 1 AMTON SCHOOL SYSTEM 47 Lighting. The niiiiiniuni rcciuircnienl oi the Education Deparl- ment as to the amount of window area is that this shall be equivalent to not less than one-fifth of the floor area. This requirement is essentially that generally adopted except that the proportion is often one-f(nirth instead of one-fifth. Of Binghamton's .183 grade rooms, 154 (84 per cent) do not have the required window area. Fifteen rooms (8 per cent) are below 50 per cent of the standard lighting. The Carroll School is conspicuously bad in this respect ; one room measures 23.9 per cent, others 35.8 per cent, 38 per cent, 43.1 per cent, 38 per cent, 43.1 per cent. Thus, 6 out of 15 rooms in this building fall far below even 50 per cent of the lighting requirement and not one of the 15 is satisfactory. The window area in the three study halls of the Pine Street school measures 39 per cent, 44 per cent and 45 per cent. Table 4 shows the rooms which are below standard and the a[)proximate percentage of window area in each. Table 4 Number of rooms in each building having less than the minimum requirement as to window area SCHOOL No. rooms ' 90-99 80-89 7C-79 6C-69 50-59 Below SO T tal Alfred 10 5 8 12 18 15 IS 14 16 14 18 13 16 9 2 I I 4 II 7 4 3 6 7 2 2 5 2 2 I 6 I 2 9 2 3 2 5 2 2 3 4 4 I I 2 4 I 2 2 4 2 4 4 I 2 2 2 2 "6 3 I 3 10 5 8 II 16 Carroll 15 II II 9 4 Oak 18 Pine 10 16 St John 10 183 46 25% 34 18% 25 14% 1 1 6% 23 13% IS 8% 154 84% ' The figures in this column represent not the number of rooms in the building bat the number used for grade purposes at the time of the inspection. Study Halls and Classrooms Position of windows. Schoolrooms should be lighted from the left or largely from the left and in less degree from the rear; other- wise eyestrain results, caused by the production of both light and shadow on the desks. In the elementary schools of Bihghamton there are twelve rooms used as study halls. These halls are in 48 THE UNIVERSITY OF THE STATE OF NEW YORK eight buildings, three each in buildings on Pine and. Carroll streets and one each in buildings on Jarvis, Alfred, Robinson, Laurel, St John and Fairview streets. In none of these is the lighting satis- factory. It ranges in window area required from 33.8 per cent in one study hall in Carroll Street to 84.8 per cent in the study hall of the Laurel Street school. There are cross-lights in every study hall except two. In one of them the light comes from the rear and from a skylight. Of the 173 classrooms in these buildings 103 receive light from the left and the rear and 49 from the left only. Twenty- three receive some light from the right. In 160 of these rooms the distances between windows are in excess of 12 inches. In many rooms the range is from 24 to 36 inches and several exceed this. In 159 of these rooms the windows at the front are less than 7 feet from the front desks. In some rooms the distances are less than 2 feet. Including the study halls and the classrooms, in all 183 rooms, 154 fail to meet the minimum recognized standard of lighting. In the Carroll Street building not a single room has sufficient light. One of the study halls has only 35.8 per cent and each of the other two has only 38 per cent of the required window area. Each of two of the study halls has five windows on the left and five on the right, thus producing cross-lights. In the kindergarten with five windows on the left, there is only 44.3 per cent of the needed area. Each of two has three windows on the left and two in the rear, while in each of the other four classrooms, there is 91.8 per cent of the needed area. Each of two has three windows on the left and two in the rear while each of the other two rooms has two •on the left and three in the rear. In all four cross-lights are very noticeable. Of the eight recitation rooms, two have 98 per cent each, one has 90 per cent, two have 89.7 per cent, two have 43.1 per cent each and one has 23.9 per cent of the window area required. Of these, two have windows on the left only, three have them at the left and rear, two at the right and rear, and one has windows in front only. In nine Of the sixteen rooms the front windows are too near the front wall, thus producing improper reflection from the front blackboard. In the schools on St John avenue and Laurel avenue, the lack of window area is aggravated by excessive distances of window tops from ceilings. Proximity of windows to one another. In a schoolhouse con- structed according to modern standards, windows should not be KI'-.I'OIM- (»!■■ Till': l!l.\(;il.\MT()N SCHOOL SYSTEM 49 separated "1)}' a distance of more than 12 inches; otherwise alternate bands of light and shadow strike the desks. None of the stud}' halls conform to this rule. It is also expected in a modern school that the window at the front of the room shall be not nearer than 7 feet to the front of the room. If it is, it is of slight use to the pupils. Besides, when thus placed it tends to throw direct light upon the blackboard and causes a glare. In this respect the windows in the study halls of the Pine and Carroll Streets schools are at a satisfactory distance from the desks ; in the study halls of the Jarvis, Alfred, Robinson and Laurel Streets schools the distances are too small. Heating and ventilation. The statute requires that a public school building nuist have a heating and ventilating system capable of maintaining a temperature of 70 degrees in any weather and of supplying 30 cubic feet of fresh air each minute for each pupil. Ventilation tests were made in eleven of the fourteen elementary school buildings in Binghamton. Oi the remaining three buildings, Fairview and Rossville were being remodelled at the time of making the test and the Oak Street building was to be remodelled. Eight of the eleven buildings tested have mechanical systems of ventila- tion. The Clinton Street building has a mechanical system but the fan has never been used. The Carroll and Alfred Street build- ings have gravity s}stems. The table below indicates the number of rooms in each building which were tested for ventilation and the average proportion of the required amount of fresh air supplied to each of these rooms. In the buildings where but four rooms were tested, the rooms selected were in ditTerent parts of the building and presented typical conditions. Table 5 Supply Exhaust Ruoms School per cent per cent Abraham Lincoln 100 100 All Thomas JefTerson 100 100 " Robinson Street 100 100 four Laurel Avenue 100 100 " Bevier Street 100 100 " Jarvis Street 85 45 " St John Avenue 75 75 " Pine Street 78 74 " Clinton Street 50 50 " Carroll Street 50 00 " .\1 1'red Street 85 00 Alfred Street 00 45 two Alfred Street 00 00 " 50 THE UNIVERSITY OF THE STATE OF NEW YORK It should be noted that five school buildings with 72 grade rooms fully met the requirements as to the supply of fresh air, two buildings with twenty-two rooms are supplied with 85 per cent of the required amount of fresh air, two buildings with twenty-two rooms with 75 per cent and two schools with twenty rooms with 50 per cent. Although the figures given for the Alfred and Carroll Streets schools represent accurately the condition at the time the tests were made, they do not in fact give an accurate estimate of the ventilation in these schools from day to day, since as has been noted there is no forced ventilation in these buildings and the supply of fresh air is almost entirely dependent upon the atmospheric conditions at the particular time. Temperature readings were taken in all buildings and in nearly all rooms. The readings were made in the month of January. There is no thermostatic control in any of the elementary school buildings, and the variation, therefore, from room to room is at times marked. The detailed readings in several buidings may be of interest. This group represents the old and the more recent types of school build- ings in the city. Abraham Lincoli 67 n: 65 68 70 73 64 68. 69 70 74 70 70 70 70 70 70 70 74 74 74 70 Alfred Street : 68 y-h 74 74 70 68 70 76 78 78 76 Carroll Street : 71 72 76 77 74 70 70 7Z 66 68 74 70 71 72 69 Laurel Avenue : (60 60 60 60)* 64 65 66 70 70 66 66 67 67 68 70 Robinson Street , 72 72 70 70 72 72 72 72 70 66 63 70 69 72 74 70 72 72 72 St John Avenue: 72 ^S 67 70 7Z 71 70 69 68 70 * Recess. Ki':i'(»irr oi' riii-. i;i.\'(;iiami()n school systkm 51 It is obcrvc'd that the variations are wide within the same l)uil(hngs regardless of wliclher the hnilchng is old or new. 'Idie minimum, median and m.nximum readings in eaeh htiilding are as follows: Table 6 Schuol Mill. Med. Max. Abraham Lincoln 64 70 74 Alfred Street 68 74 78 Carroll Stretjt 66 71 ■]•] 1 -aurel Avenue 64 67 70 Robinson Street 63 T2 74 St John Avenue '. 65 70 Ti The variation in temperature as shown by the thermometer read- ings is II degrees in two of these buildings, 10 degrees in two others, and 6 and 8 degrees respectively in the other two. Many of the rooms were quite overheated, particularly in the old Alfred Street and Carroll Street buildings. In the Alfred Street school, seven rooms of eleven were at "j^^ degrees or above, and the median for the building was 74 degrees, altogether too high for comfort or health. Taking into consideration the fact that there is no thermostatic con- trol in any of the elementary schools, the more modern buildings are heated very uniformly. In the Abraham Lincoln school and in the Robinson Street school very few rooms were at an extreme temperature. In the high school, which has a thoroughly modern heating and ventilating plant with thermostatic control, forty-one ropms out of tift\-three rooms in which readings were made were at a temperature between 69 and 72 degrees. The specifications of every modern school plant should include i)rovision for the automatic control of the temperature. The best authorities agree that the relative humidity in a school- room should average from 50 to Cxd and should not fall below 40, even in extreme winter weather. In seven t\pical Binghamton schools the relative humidity was found to be as follows : Robinson Street .' .• • 48 Clinton Street . *. 52 Jarvis Street 35 Alfred Street 43 Laurel Avenue 42 Carroll Street • • • ^\ Pine Street 42 52 TIJE UNLVEKSrry OF THE STATE OF NEW YORK Toilets. The following statements indicate the percentage of required toilet accommodations provided in the school buildings ; it is based on the proportion of one seat for every fifteen girls, one seat for every twenty-five boys and one urinal for every fifteen boys : 1 Of the fourteen schools, ten have inadequate urinal facili- ties for boys. 2 Only six are provided with the requisite number of seats for boys. 3 Seven of the fourteen schools have less than 85 per cent of the standard number of seats for boys. 4 Seven of the fourteen schools have less than 80 per cent of the standard number of seats for girls. 5 Only five of the fourteen schools are provided with the requisite number of seats for girls. 6 The sanitary conditions are generally good. In one build- ing more light is desirable in the toilets and in one other there is absence of supply vents. In three buildings the toilets are not sufhciently secluded. It is noticeable that all toilets have been painted in such a way as to make them as light and sanitary as possible, and that they are all kept scrupulously clean. The minimum state requirement as to toilet accommodations is that there shall be one seat for every twenty-five girls and one seat and one urinal for every forty boys. Nine of the Binghamton ele- mentary schools meet this requirement fully, five are deficient in number of girls' toilet seats (67 per cent, 67 per cent, 67 per cent, 67 per cent, 70 per cent), two are deficient in number of boys' toilet seats (67 per cent, 75 per cent), and one has but 87 j^ per cent of the required number of urinals. The Pine Street, Carroll Street, and Jarvis Street schools are seriously deficient in this respect. Bowls, Sinks and Baths, Washbowls are provided in all the buildings. In general, these fixtures are conveniently placed and in most buildings the number is adequate. Without exception hot and cold water is supplied in all buildings, and very few of the bowls are without provision for hot water. Sinks with hot and cold water are also provided in all buildings. In some of the larger buildings an increase in the number of sinks would add to convenience and efficiency in cleaning. In some of the buildings convenience would be better served also if the sinks were placed at points more readily accessible for general use. KI':i'()K'l ()|- llll'; KINCIIAMTON SCllOOl. SYSTEM 53 Baths are provided in seven buildings as follows : Robinson Street school two combination tub and sh(jwer Pine Street school " " Carroll Street school one " " Abraham Lincoln school two shower baths Thomas Jefferson school " Fairview school one combination tub and shower Rossvjlle school " " Cloakrooms. Following is a fairly complete summary of cloak- room accommodations found in the Binghamton buildings : 1 Adequate and satisfactory : 9 buildings 2 Satisfactory except in lighting : one — Carroll Street 3 Too small and difficult of control : two — Alfred Street and Jarvis Street 4 Insufficient, making use of corridors necessary : one — Clinton Street 5 No cloakrooms ; corridors used for this purpose : one — Pine Street Most of the cloakrooms are equipped with hooks only. In some buildings care in grading the height of hooks to meet varying indi- vidual comfort m use was noted, in others little attention to this matter was apparent. Racks for umbrellas and rubbers were observed in the cloakrooms of only one building — Laurel Avenue. Blackboards. In all the buildings essentially all the blackboards are of slate, adequate in area and of good quality. There is a wide diversity in the height at which the boards are set for pupils of the same grade in different buildings. In many buildings, boards are from I to 12 inches too high. The recorded heights show an average variation of 5 to 6 inches above the standard, with several instances in which various boards in various buildings are from 7 to 12 inches too high. In one room of the Carroll Street building the boards are set from 10 to 12 inches too low. In the new, and where possible in remodelled buildings, recognized standards have been followed. Equipment of classrooms. The classrooms of the Binghamton schools are well supplied with standard equipment. Suitable maps, globes and charts are found in all buildings, and in most classrooms the walls are adorned with well-selected pictures. In a few rooms busts and medallions were observed. All buildings contain two or more pianos. Phanographs purchased through the activities of the J4 THE UNIVERSITY OF TITE STATE OF NEW YORK pupils are found in all schools and are used in a variety of ways in connection with the school work. In essentially all rooms where built-in book closets are not found, there are ample movable cases, often containing a generous supply of suitable books. Care of buildings. The tabulation of reported methods followed by janitors in the care of buildings reveals a commendable effort at standardization. Sweeping of corridors and classrooms is done daily with a sweeping compound, and dusting daily with dry or oiled cloth is the general practice. The school buildings throughout the city are unusually clean. Not only classrooms and corridors but base- ments and toilet rooms are in excellent sanitary condition. This is so marked as to be a feature of the school plant. High School The admirable three-story brick high school building centrally located on a formal site, is new, fireproof, commodious and con- venient. It has four study halls and about fifty rooms for recita- tions, scientific and mechanical, laboratories and other special uses, which are well lighted both naturally and artificially and are well heated and ventilated. The furniture is new, of modern design, good quality and sufficient quantity. Other equipment is in most lines reasonably complete but in no case lavish. The auditorium is within the central court of the main structure. The boiler room, engineer's quarters and gymnasium with balcony, swimming pool, baths and lockers are in a separate fireproof building in the rear. The citizens may well feel satisfied with this enterprising and sane expenditure. Scoring of School Buildings As a part of the survey of the Binghamton school plant, each building was scored or rated on the basis provided by the Strayer " Score Card for City School Buildings." ^ This card, which repre- sents the consensus of judgment of a large number of school people in all parts of the country, assigns looo points as the score of a perfect school building and divides these points in general as follows : Site 125 Building 165 Classrooms 290 Special rooms 140 Service systems 280 1 Score Card for City School Buildings, by George D. Strayer, Teachers College, Columbia University, New York, KF.PORT ()I- TIM': IMN'CIIAMTOX Sflir)OT, SYSTEM 55 Each of these jjeiieral t()i)ics is further suhtHvidcd as illustrated below : I Site 125 a Location 55 ( 1 ) Accessibility 25 (2) Environment 30 b Drainage 30 ( 1 ) Elevation 20 (2) Nature of soil 10 c Size and form 40 Detailed statements of standards upon which scores are based, arc provided. Each school building in Binghamton was scored independently by three members of the survey staff and the sum of the median scores assigned by the separate scorers was taken as the final score for each building. The detailed score for each building as given in the following table shows the relative weight assigned to each heading and subheading. The perfect or highest possible score is given in the first and second columns, the first column giving the assignment for the five main headings and the second column giving the distribution of these points among the subtopics. Following this is the score for each of the school buildings of the city. 56 THE UNIVERSITY OE THE STATE OE NEW YORK w o •-) o Si -om ■:JS STAJUf aniASSO'g^ ei'-OM -too (N ^ 0\ r-co (NOf^ont- -tooooo vO -^ ro >-* i-i M r^ ro r-'O M fo ^ >■ oowr-o OOMOr- CO ^sO li^ O U^ lOO I"^ rJ-MOiOOt- COWO'O O lO 04 ro ro c-i m^O OioroWMMT^-^ ) roco r^ w rj- 1/5 m 1 aaiAag II -ON •Ay x9jnB'7 01 'o>i 6 -ON 8 -ojsE 9 -ON I -oj^ poHos qBjH .5 o vO n O CO fO '■■) -i- •^- 10 in ro 1^ t^ M OvO'Nooo^mr- t> t-H cs ro C00'0u^-=1"'^r/50c-- \0 ' vo M o -^ o 00 01 1000 mo c\r^ omo^or-i'^ »n c^ so t- 10 10 sO MWMiNTt vOt^cot^csTt icooosO ir)O0\^ iof~-rovO- -rt in o 0\ ^ co rowvom TJ-msO w 1-1 I Or^O\l--fNro C0 "^ ■^ M M cs ro O Tj- (N ro 0\ M -^ r ) 10 ^O OlOO\lOvOOwMl> C0000\'^t-i'0 ■^ ro >H M M fO r- t-H \0 m f*o ro >■ OiOMro ■^(NiO'O oo-^ro^ lOiH Ov'^i-ioOsO r-0\ ■^•^rO'^ioOOiot-- Oior^rowro r^Ot^ ■^'O "^ CM ro o O 10 0\ C?i ■^ oiooomooo i>\0 TG No. rooms When built Cost No. rooms When built Cost N). ro jms Total cost I 3 4 S 6 7 8 9 10 II 12 13 14 15 Oak street Robinson Street. . Pine Street Carrnll Street .... Abraham Lincoln . Alfred Street Thomas Jefferson . Clinton Street .... Laurel Avenue . . . Bevier Street Fairview Rossville Jarvis Street St John Avenue . . 10 38 12 12 21 3 21 4 II 12 4 10 8 10 ? 1907 ? 187I 1916 188S 1916 188s 1890 190 1 1893 1896 1893 1897 $60 000 ? ? too 000 6 000 100 000 8 000 7 000 18 000 12 000 10 000 16 000 27 000 9 4 4 8 2 6 12 7 1 4 [ 4 12 4 1887 1897 1897 1893 1906 1901 1918 1897 1907 1918 1917 1899 S12 000 II 000 5 000 6 500 2 000 i/[ 000 77 700 8 000 10 000 70,000 75 000 16 000 19 38 16 16 21 I I 2[ 6 17 1 " 22 12 10 J6o 00 ) 10) 00) II 50) 1. 10 00) 10 000 2 1 000 95 700 100 000 85 000 32 000 27 000 KicroKi' oi' rill'; imn'ciiam ton school s^■S'|■|•:^I 59 lufornia'.ioii is not available as to the date when tlie Oak Street aiul Pine Street buildings were erected, or as to the cost of these original b^uildings and of the Carroll Street building. The original Oak Street building was said to be the oldest school building in the city. It was this building to which an addition of nine rooms was made in 1887, and which during the past year has been remodelled with such unsatisfactory results, as has already been noted. The date of erection of the original buildings is given in order in the f(jllowing table : Taklk 10 Date of erection of elementary school buildings Sciiodi, When uuilt Oak Street ? Pine Street ? Carroll Street 1871 Clinton Street 1885 Alfred Street 1888 Laurel Avenue 1890 jarvis Street 1893 l-'airview 18^3 I'ios.sville 1896 St John Avenue 1897 Ikvicr Street 1901 Robinson Street 1907 Abraham Lincoln 1916 Thomas Jefferson 19^6 Five buildings were built previous to 1890. From 1890 to 1901 six buildings were erected. The Robinson Street school was built in 1907, the Abraham Lincoln and the Thomas Jefferson in 1916, and the Woodrow Wilson is now under construction. During the ten years from 1897 to 1907, there was api)arently a policy of building small additions to meet the need for larger school accommodations. Two four-room additions were built in 1897, ^^i"^^ four-room addition in 1899, one six-room addition in 1904, one two- room addition in 1906 and one four-room addition in 1907. As a continued policy such additions are not wise. It may meet an immediate situation, but it is usually a short-sighted procedure which fails to take into consideration the larger school needs of the city as a whole. Oftentimes the small addition to an old building is little better than the old structure, offers no improved physical advantages, and is of value only in that additional space is pro- vided. Buildings of more recent construction are often remodelled and readapted to modern school conditions, and additions made at the same time, with an economy of expenditure and with greatly 60 THE UNIVERSITY OF THE STATE OF NEW YORK improved educational advantages. Such proposed changes, however, need to be studied with every care. It is not so much a question of slight differences in cost as it is important that the educational needs of the pupils and of the community be met. Problems of this character are related closely to the larger school policies of the commtmity and they emphasize the necessity of a broad constructive program in order to deal intelligently with all questions of school construction. The large new buildings that have been erected recently, the Abraham Lincoln and the Thomas Jefferson, and the Woodrow Wilson now under construction, are indicative of a most commend- able effort on the part of the school authorities and the public to interpret the educational needs in a broad spirit and to provide a school building program which will meet the community needs for some years. It has been thought unnecessary to include here detailed recom- mendations as to needed changes or repairs in the various buildings, as a complete summai"y of the conditions in each building is being filed in the office of the board of education. Some of the larger matters relating to the buildings may be mentioned by way of sum- mary. The Clinton Street building and site should be and probably will be abandoned at an early date. The Pine Street and Carroll Street schools are very old and should be abandoned. The use of the third floor in these old buildings for school purposes is open to criticism, although both buildings have fire escapes. The educational needs of that part of the city served by these two schools are vital and the whole problem must have early consideration. The new buildings which are needed should have ample playgrounds and provide through playrooms, baths, auditoriums and manual training and domestic science centers for the community activities of the school and the public. The Alfred Street building is also unsatis- factory and must be replaced by a modern structure on a larger and better site. The remodeling of the Oak Street school has resulted most unsatisfactorily. In not a single room is the minimum lighting requirement met. Although pi"obably not worth remodeling even though the work had been wisely planned, the building as now completed falls far short of modern requirements. With regard to the buildings in general, detailed recommendations relative to light- ing, ventilation, sanitary arrangements and other minor matters are covered in the summary of these conditions filed in the office of the board of education. ki;i'()iM ()i-- 'I1II-: liiNciiAMioN sciiooi, system 6i 5 SUPERVISION The realization of the best educational results in any school system depends in no small degree upon the character and adequacy of the supervision. It is onl\- through systematic, intelligent and inspira- tional leadership that principals, teachers and pupils are united in helpful cooperation and are inspired to attain the best of which they are capable. This report upon su])ervision is based upon the following sources of information: (i) a number of interviews with the superintend- ent; (2) personal conferences with the special supervisors and with the principals; (3) questionnaires addressed to the special super- visors and to the principals; (4) inspections of regular class work and instruction; (5) numerous documents and reports furnished by the superintendent and supervisors ; (6) various reports and exhibits that were prepared in making the sun^ey. Supervisory Staff In addition to the superintendent of schools, the supervisory staff consists of the principal of the high school, fourteen principals of elementary schools and seven su])ervisors in special subjects as follows: English, primary work, health education, industrial arts, music, drawing, penmanship. It was apparent to those doing the work of the survey that the carefully organized program of supei-vision is one of the strong features of the Binghamton schools. These supervisors oversee not only certain of the " special subjects " but also part of the work ,/hich is the backbone of the curriculum. The general excellence of the work of the supervisors is observed by the casual visitor, while a thorough study of the program of supervision shows the unusually large part it plays in the daily work of the schools. In many cities where the supervision of some particular subject may be very thorough, it often happens that there is no effort to articu- late this subject with the other work of the school. In Binghamton, there is every effort toward articulation and correlation. The super- visors in the several subjects work in cooperation with one another, and there was observed a breadth of view on their part which is too often lacking among specialists in the educational field. This is due in part at least to the excellent esprit de corps which is evident 62 THE UNIVERSITY OF THE STATE OF NEW YORK throughout the teaching staff. It is also promoted by means of the meetings of the executive council referred to in an earlier chapter. In the organization of the work of the supervisory staff there is no artificial line drawn between the elementary grades and the high school. The elementary and the secondary work is regarded as a single unit for this purpose. The supervisor of drawing, the super- visor of industrial arts, the supervisor of health education, the supar- visor of English, each is responsible under the general direction of the superintendent of schools for the organization and supervision of his special work throughout the school system. This has resulted in a unified and well-organized school program, and has made easy for the pupils the transition from the elementary to the secondary work. The eight-and-four plan as found in Binghamton might almost be called a twelve-year-unit program (without the kinder- garten year). The break so often found between the elementary and secondary work has in large part been eliminated. Much of the instruction in the seventh and eighth grades is departmental. The- supervision is continuous. Courses in industrial arts, such as wood working, printing, sewing and cooking, and commercial sub- jects offer some choice to those of adolescent age. Without any special organization such as intermediate or junior high schools, the pupils have many of the advantages which they offer. The large cosmopolitan high school is centrally located, well equipped, and draws pupils from every section of the city. The present organ- ization seems very well adapted to meet the needs of the city. In the results which are being . attained much credit is due to an efficient program of supervision. There are two important lines of work which do not have special supervision — arithmetic, or mathematics, and the social science- geography subjects. The school authorities appreciate fully the importance of these subjects and their place in the curriculum. The fact that these two lines of work are not in charge of special super- visors is due apparently to failure thus far to make the necessary provision in the budget. From the work as observed in the schools, there is evidently a need for these two additional supervisors. If the program of supervision in these remaining subjects should be developed in the same satisfactory manner as has been followed in the supervision of other subjects in the Binghamton schools, it would be difficult to find a city of this size where the educational super- vision was more effiicientlv organized or more satisfactorilv carried forward. REPORT OF TIIF. I! F NCIIAMTON SCHOOL SYSTEM 63 A special feature of the hijjjh school orji^anization which makes for close personal supervision of the work of the individual pupil, is the creation of four deans of classes, each of whom is responsible for the general oversight of pupils in one year of the high school course. Under the general direction of the high school principal, who is responsible for the organization and administration of the high school work as a whole, the deans meet the teachers in their respective years of work once in two weeks for general counsel. In a sqnse, their greatest work is in the advice and assistance which they give to individual pupils. This oversight and counsel is invalu- able to the beginning high school pujMls. It is also of very great help to pupils throughout the course in planning the preparation for their life work. Observation of class work and instruction and the examination of exhibits of school work in the various departments gave the impres- sion that the special supervisors are well c[ualified for their respective fields of work and that they are making earnest efforts to stimulate and help both teachers and pupils and to make themselves worthy and effective factors in the school system. In seeking to secure definite and accurate information with regard to the plans and work of the supervisors, a cjuestionnaire was sub- mitted and a personal conference held with each one. The replies to these questions show that each supervisor is made responsible for the observance of the course of study in his or her special line and for personal supervision as well as general direction of instruc- tion. In general, they follow definite and very similar plans. In cooperation with the superintendent, each supervisor prepares a definite schedule of work for the year, outlined by weeks or months, and a copy is placed in the hands of all principals and of each teacher doing the work. Each supervisor holds a conference with the teachers once a month and is expected to visit each classroom at least once during the interval between conferences and, as previously stated, submit to the superintendent a report on each teacher visited. Each has special time scheduled for individual conferences with teachers. In their further attempt to improve the instruction, each supervisor now and then exemplifies suggested methods of procedure by actual teaching, a practice that is of great help to teachers of limited experience and is an effective way of impressing upon teachers the value and use of improved methods. The plan of giving the supervisors general charge of all work throughout the elementary and secondary course, although somewhat unusual, has been so developed that results indicate that the plan 64 THE UNIVERSITY OF THE STATE OF NEW YORK has been a wise departure from the usual practice. As an illustra- tion of the plan which was followed we quote from the statement made by the supervisor of English in reply to the question asking for a detailed statement of the plan and method by which the work is carried forward. The following statement was given : The following is my time schedule for one school month. All eighth grade schools receive one day and one-half, sixth grade schools one day only. Since it is not possible to meet all classes in readnig and in English each visit, the subjects are observed on alternate visits. Each Wednesday afternoon is devoted to clerical work in my office unless it is necessary to give special help to new teachers or to make up regular visits lost for some good reason. Conferences with individuals are held by appointment each Wednesday afternoon from four until six o'clock. Group meetings as stated on monthly visitation schedule inclosed. Under the general direction of the superintendent of schools, the supervisor of English has planned and is carrying out a course which begins in the kindergarten and continues with rational con- tinuity and in proper sequence through the grades and four years of high school. She gives direct supervision to the reading and English from the fourth through the ninth year inclusive. The importance of this feature should have emphasis in connection with the general program of supervision which as has been stated articu- lates the elementary and secondary fields. The supervisor of primary work is responsible for the supervision of all subjects in the kindergarten and the work in the first, second and third grades that is not under the direction of other special supervisors. The work of the primary supervisor includes the mak- ing of plans or outlines covering the course of study in arithmetic, geography, phonics, spelling, nature study, and under the direction of the English supervisor, in reading and English. The plans are discussed at general, grade and individual conferences. Each pri- mary room is visited once in four weeks and more often if neces- sary. The supervisor of primary grades reserves six half days each month for special work which gives her an opportunity for extra visits to the grades where special attention is necessary. The pro- gram for the various visits is made out with reference to the special work which it is desired to see in each room, with the intent to visit a room at the scheduled time for the recitation in order that the regular program of the class may be interfered with as little as possible. Every effort is made to give attention to new or weak teachers who may need help in special lines. This practice which prevails in all lines of supervisory work has resulted in the building up of a strong corps of teachers. New teachers are not left to REPORT OF TTTF. HINC. 1 1 A MK ).\ SCIlOOl, SYSTEM 65 themselves lo cany the work forward successfully or poorly. They arc directed, guided and given the benefit of every helpful suggestion possible. As a result, much excellent work is found throughout the school system, particularly in those subjects which are given the benefit of special supervision. The work of the primary supervisor in reading, phonics and com- position, both oral and written, is subject to the general direction of the English supervisor. The work is articulated closely with the English work of succeeding years and with the other subjects. There is no lack of accord in this respect and the harmony of effort and the results indicate the most careful articulation and correlation of the work of the supervisory staff. The supervisor of industrial and household arts is responsible for the work in these subjects in the elementary and secondary course, the ins'.ruction extending from the fifth grade through the high school. The same coordination of work and unity in plan and purpose are observed in this department as in the others which have been referred to somewhat in detail above. The outline of the work can not be described better than by using the following state- ment made by the supervisor in answer to the inquiry regarding this phase of his duties : Every afternoon is given to class instruction in vocational workshop "A" in the high school. The forenoon is given to the supervision of industrial and household arts in the high school and manual training and domestic science in the grades. The high school work includes technical and voca- tional classes in woodwork, sheet metal, mechanical drawing and printing for the boys and cookery and sewing for the girls. The fifth and sixth grade manual training includes sewing and mechanical drawing taught by the various grade teachers in the city. The work of the seventh and eighth grades is workshop and drawing for the boys and cook- ery and sewing for the girls. There are five centers established in different parts of the city where these pupils receive their instr.uction under special teachers. These special teachers also assist with the fifth and sixth grade drawing and sewing. Since the declaration of war the whole department has given its efforts to Red Cross work, which naturally requires considerable checking up. We are just now entering into our Junior Red Cross work and through the industrial department expect to engage the services of every school child in the city on the refugee work for France and Belgium. The supervisor of drawing is responsible for the course in draw- ing throughout the twelve years of the elementary and secondary work with the exception of the mechanical drawing, which is under the direction of the department of industrial training. The super- visor visits each of the elementary schools monthly and the high 66 THE UNIVERSITY OF THE STATE OF NEW YORK school classes weekly ; she reserves one forenoon weekly for office and individual preparation of work, one hour weekly for conferences with individual teachers, and one hour to two hours monthly for conferences with all teachers of drawing in the city. In general, the course provides for three or more weekly recitations; lOO minutes weekly if possible, arranged under the topics: representa- tion, construction and applied design approximately in the following proportion: pictorial, one week, construction, two weeks, applied design, one week. Every effort is made in connection with the supervision of the work to make the course sufficiently flexible so that each teacher will have ample opportunity to develop her own individuality and originality while carrying forward a clearly defined general plan. A general drawing exhibit of all the work of the schools is held annually usually in March. In both music and penmanship the plan and method follow the general outline of procedure described in the preceding paragraphs. The work in music is covered fully on pages 107-9. Tuesday of each month, in outlining the essentials by which the progr'ess of the pupils is judged, the supervisor of penmanship gives the following summary which covers the essential features of the work of the elementary grades : 1 Healthful posture a Physical adjustment — body b Mechanical adjustment — paper, pens or pencils, desk, hand, arm 2 Correct motor and mental habits which result in legibility, freedom, en- durance, speed and ease 3 Neatness 4 Arrangement 5 Knowledge of subject matter During the first and second grades healthful posture, correct habit forma- tion and enough legibility to meet the language needs of the child are fundamental. The third and fourth grades emphasize position and movement, graceful forms rather than accuracy being desired. Fifth and sixth grades in addition to the above expect a certain amount of skill; uniform spacing, slant, alignment; a good quality of line; graceful forms. The details of form are taught in these grades. Pupils of the seventh and eighth grades are at the right age to write well and rapidly. Speed is emphasized, skill is necessary, a light touch is culti- vated and arm movement should become habitual. Under the direction of the superintendent of schools, the super- visor of health education has developed a unique program. It is broad in its conception and it covers the entire subject of health education in the schools of the city from the kindergarten through REPORT OF THE lilNGHAMTON SCHOOL SYSTEM 6/ the high school. Quoting from the statement given by the super- visor of heahh education as to the plan and method by which this work is carried forward, we give the following: The subject of health education is planned to cover all matters in any way pertaining to the physical welfare of school children. It is divided into live working sections, namely, medical inspection, setting-up drills, instruction in hygiene, organized recreation, gj-mnastic drills and marching. The work as a whole is supervised by one person for the sake of uniformity, but there ' are special instructors, that is, nurses, physical trainers and regular teachers working in each division of the subject who arie thoroughly acquainted with the general plan and who are endea\oring to establish absolute unity and correlation of work without any overlapping or interference. Each instruc- tor reports on his work at the close of the day according to definite methods prescribed by the supervisor. In this way she is able to keep in constant touch with every phase of work in the department. It may be observed in this connection that there is a close coopera- tion between the department of health education in the public schools and the city department of health. The records in the office of the supervisor of health education indicate that a very careful check is kept upon all matters of health in the city which in any way relate to the pupils in the schools or the homes from which they come. Daily reports are received by the supervisor of health education from the city departn'ient of health on matters which in any way relate to the schools. During the first hour of the day, high school pupils may confer with the supervisor of health education regarding any of the work which they have in this department. Schools are visited according to a definite program which is outlined after much the same plan which is followed by the other supervisors. Meetings are held during the month with different groups of teachers for the purpose of giving general instruction in health education work. At the close of each day, the hour from four to five is spent in the office for conference with teachers or parents. In judging the work of the teachers, the supervisor and the assistants in this department endeavor to give special consideration to the following points : The conducting of the daily ifive-minute inspections that are given by the teacher at the beginning of each session for cleanliness and neatness, signs of physical abnormality and injury or illness and the personal instruction which she gives during the inspections; the reporting to proper authorities according to outline and instruction all pupils needing the attention of the department; the use of the physical record book which is for the purpose of recording facts concerning the physical, mental and moral standing of her class; the physical condition of the classroom as to light, heat, ventila- tion and cleanliness, the conducting of the setting-up drills which are given by the teacher f.or three minutes before each classroom period; the instruc- s 68 THE UNIVERSITY OF THE STATE OF NEW YORK tion in hygiene according to approved methods, the response to playground activities. It should be stated in this connection that all recreational activities of the schools are under most careful supervision. The recess period in all the elementary schools is in every sense a period of supervised recreation. Teachers are with the pupils on the play- ground and there is nothing of the rowdy spirit with the accompany- ing boisterous play which is so apparent in many schools in our villages and cities. Those who were engaged in the work of the survey are united in their comment that better supervised recrea- tional periods, with the work under the careful direction of teachers and supervisory officers, had never been observed in connection with the schools of any city of the State. The accompanying chart prepared by the supervisor of health education shows in graphic form the broad interpretation under which the subject of health education is organized in Binghamton. Chart 9 Outlining program of health education in Binghamton REPORT OF THE RTXGIIAMTON SCHOOL SYSTEM 69 In the dail}- work of the supervisors a brief report is made of the observations in each classroom. This report is sent to the office of the superintendent of schools and is used together with the report of the principal in rating the efficiency of the teacher. Under the heading " teacher " four points are noted : ability, effort, prep- aration and progress. Under the heading " class," three observations are made : conduct, preparation and progress. The card used for making the report is small and of convenient size for filing. The printed form is as follows : DEPARTMENT OF EDUCATION BINGHAM TO N Daily Rpport of Supervisor Date 191.... School No Grade Teacher Ability--Nat Ac- Effort Preparation Progress Class Conduct Preparation Progress Date of Last Visit Special Report This method of rating the work of the teacher tTirough the com- bined judgment of principal and supervisor by means of these definite reports made to the superintendent is giving general satis- faction. The report of the principal on the teacher's record is more detailed but is made out only once each year. The constructive purpose of these reports has been kept in mind by supervisors and principals ; this purpose is to avoid unworthy comparisons between teachers and to help every teacher to give the largest possible service to the schools and the communitv. 7©- THE UNIVERSITY OiF THE STATE OF NEW YORK The p'rogram cf s-iapervisiQ-o for the secondary work has been oirDtL'iined! in brief m the eaFliier part of the chapter. The principal of the high school has direct authority, of course, over all activities in this part of the work and gives a reasonable amount of time to daily classroom supervision. He is in close touch with all student activities and with organizations of parents and pupils. There is the usual departmental organization with departnient heads or chair- men. Tlie feature of tke program of supervision in the high school, as has been stated above, is that four deans, each of whom is respon- sible for the general oversight of pupils in one year of the high school work, are the special assistants who direct the activities and who are responsible for individual programs in the different years to which they are assigned. This organization of supervisory work for the high school appears to be most commendable from every point of view. Elementary School Principals School principals must be educationally well qualified and well trained professionally for their important share in making the super- vision in their school system effective. Without the intelligent and hearty cooperation and leadership of forceful, inspirational and efficient principals in charge of the elementary schools, no system of supervision can satisfactorily perform its functions or in the highest degree realize its purposes. Of the fourteen elementary school principals (four men and ten women), one is a college gradu- ate, four are graduates from normal schools, seven were graduated from high schools or seminaries only and two attended high school without graduation. Three of the seven who were graduated from high schools hold state certificates. The other four hold first grade certificates. Their experience in teaching ranges from 8 to 50 years, the average being 29 years. Nine of the fourteen have had from 28 to 50 years' experience and each one of the nine has been in the Binghamton schools 22 years or more. Five of the seven who were graduated from high school only are graduates of the Binghamton High School and have had no experience in teaching outside of the city. Only two of the principals have been appointed within the last 10 years. The following comments made by those engaged in the work of the survey have been taken from their notes- made in connection with the inspection of the various schools and will fairly characterize the efficiency of the elementary school principals : RETORT OF THE BINGHAMTON SCHOOL SYSTEM /I Principal A • Pleasing persoiialil}'. Good influence. Lojal lo plans and wishes of super- intendent. Not familiar with modern educational thought. Principal B : Impressive in appearance. Reasonabl}^ successful in the mechanical run- ning of the school. Failure as a supervisor of instruction. ' Principal C- ! Energetic. Effective in discipline throughout the school. A wholesom.e woman. Understands teaching. Acquisition of subject matter, however, varies considerably from room to room. Principal D : Tactful and efficient in office matters. Does not appear to have much influence in the work and methods. Principal E: Good clerk. Sympathetic with children. Looks after cleanliness. Principal F: A person of untiring zeal. Has tender solicitude for pupils. Not an intellectital leader but gives details of school careful attention. Principal G: Well intentioned but not a forceful leader. It is apparent that a serious weakness in the B'nghamton schools and in their program of supervision is in the principalships of several of the elementary schools. Notwithstanding. their loyalty and faith- fulness and their conscientious efforts, the lack of broad professioTial training and experience on the part of several makes impossible that breadth of view and personal initiative which is essential to good supervisory leadership. It is, therefore, quite apparent that in the program of ediacati-onal supervision, it has been necessary for the superintendent of schools to depend largely upon the corps of special supervisors rather than upon the principals of the elementary schools. The principals as a bod}' make little effort to hold regular faculty meetings. In answer to an inquiry on this subject, the following answers are noted : Regular meetings everj^ two -weeks. Faculty meeting once a month. Faculty meetings about three times a term. Not regularly. Faculty meetings usually once a month. Occasional onlj^ The. principals state that at these meetings the matters which are ■discussed are largely of a routine character, usually reporting to the teachers general directions which may be sent out by the super- intendent's office. In a few schools, faculty meetings are held 72 THE UNIVERSITY OF THE STATE OF NEW YORK regularly. In general, however, there is no fixed program as to faculty meetings or any indication that the principals as a group take proper initiative in directing the educational work of the schools or in mapping out any constructive program as to matters which may concern the school or the immediate school community. It would not be a fair statement of the situation to omit a reference to the efficient work which is being done by some of the principals. In some of the schools there is close cooperation between the princi- pals and supervisors by which the general directions and suggestions of the supervisors are followed up by the principals through thorough and systematic classroom visitation. This is an important feature of the principal's work if the best results are to be attained. Moreover, in the rating of teachers the principal's judgment is of importance as well as that of the supervisor. In estimating the work of the individual teacher the principal is required to report on the following points : teaching ability, scholarship, effort, personality, control of class, and general estimate. Some of the principals shov/ a first-hand knowledge of classroom conditions which indicates an effort to meet in full the responsibilities of this task. In large part, the work of the elementary school principals is of a clerical nature. While they endeavor to give a reasonable amount of time to the classroom supervision, several of the principals have not the educational background or the initiative which is neces- sary to do this part of the work in an efficient manner. Although they have little clerical help this in all probability is not a serious embarrassment to the schools as many of the principals have ample time in which to attend to this feature of their work. The time given to class supervision as reported by the principals varies from two to four hours daily. It is doubtless true that in general they are making earnest effort to cooperate with the superintendent to carry out the general school requirements. As a constructive force, how- ever, cooperating with the special supervisors in advancing educa- tional standards and improving the character of the teaching in the elementary schools, only a few principals are giving service which constitutes a positive educational contribution to the advancement of teaching standards in their schools. Summary The program of supervision is broad and constructive. Super- visors are given large responsibility. The school system is organized as a single unit for purposes of supervision, in which there is a REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 73 logical and continuous development of work from the kindergarten through the high school. There is no special provision for the supervision of the work in arithmetic and in geography and history in the elementary grades. The supervision of these subjects is limited to that given by the elementary school principals. The elementary school principals, with a few exceptions, play a very small part in the educational program of the city. Their lack of professional training and their limited experience in the educa- tional field, all of which in many instances has been in their home city, are indicative of the lack of their special qualifications or peculiar fitness for these positions. Without the intelligent and hearty cooperation and leadership of forceful, inspirational and efficient principals in charge of the elementary schools no system of educational supervision can satisfactorily perform its functions or meet its responsibilities. The supervision of the secondary work under the general direction of the high school principal is admirably carried out with the assist- ance of the four deans of classes and the heads of departments. The plan which is followed in rating the teachers and in estimating the character of their w^ork by both principals and supervisors gives the superintendent of schools very definite information as to the individual teacher. The general program of supervision has been organized with great care and with every thought of efficient administration. Special attention is given to supervised study throughout all the schools. The objective has evidently been the pupils' welfare in the classroom and the school community, as the spirit of cooperation and mutual service among supervisors and teachers has resulted in an unsually wholesome atmosphere throughout all the schools. 74 THE UNIVERSITY OF THE STATE OF NEW YORK THE TEACHING STAFF The work of the principals and supervisors has been discussed in the chapter on supervision. It is the purpose to take up in this chapter the general characteristics of the teaching staff, such as training, experience, and general conditions under which the teach- ing staff is selected as well as the compensations and rewards which the community offers for meritorious sei"vice. The increase in the number of teachers employed in the schools of Binghaniton from 1890 to 191 8 and the growth of school attendance in average membership is shown in the following chart: *M >o > ^ \a *^ (O > u, so OJ >rj > ^O O ^ ^ oj oj 05 ^ o> PUPILS 6000 •lOOO £000 /\ ,^ / 1 r^ / -- ! i/ 1 1 / ^■ 1 TEACHERS 300 ZOO /ao Chart 10 Showing growth in school rittendance and in teaching staff from 1890 to 1917 The total registration in the public schools of Binghamton increased from 4763 pupils in 1890 to 9401 in 1918. During the same period the average daily attendance increased from 3530 to 6851, an increase of 94 per cent. In 1890 the number of teachers employed in the public schools was 99; in 1918 the number of teachers had increased to 314, an increase of 218 per cent. The average daily attendance per teacher in 1890 was 36 pupils; in 1918 REPORT OF THE BINGHAMTON SCHOOL SYSTEM 75 this had been reduced to 21 pupils per teacher. The average daily attendance per teacher in the elementary grades in 1918 was 25, and the high school 13.6. The teaching staff of the Binghamton schools at the time of the survey consisted of the following organization: I high school principal 7 supervisors 44 high sdiool teachers 10 vocational teachers 14 elementary school principals 220 elementary school teachers 18 special teachers 314 total staff The tendency to provide an adequate teaching staff and to bring within reasonable limits the number of pupils per teacher is in line with the efforts in this direction that are being made in the more progressive school systems of the country. The present average daily attendance of 25 pupils per teacher in the elementary grades, indicating a classroom registration of t,t, to 35 pupils per teacher, appears to be a reasonable assignment and shows that numerically the teaching staff in the elementary grades is adequate. The school authorities are to be commended for the provision which has been made to care for the pupils without the congestion which is so frequently observed in city school systems, especially in those sec- tions where the foreign population predominates. In the high school the average daily attendance per teacher is unusually low. The average daily attendance per teacher in the high schools in the fifteen cities of the State given in tables in chapter 10 on Finances are as follows for the school year 1918: Table ii Average daily attendance in high school per teacher, 1917-18 CITY Poughkcepsie 25 . 9 Elmira 23. Jamestown 22.5 Syracuse » 21.3 Troy 20.8 Niagara Falls '• 20.7 Amsterdam 20.4 Utica 20.4 Auburn 20. - New Rochelle 20. 76 THE UNIVERSITY OF THE STATE OF NEW YORK CITY Schenectady 19.8 Yonkers 19.6 Mount Vernon 18.9 Albany 18.7 Binghamton ' 13.6 From this table it is observed that the average daily attendance per teacher in the high schools in these cities varies from 25.9 in Pough- keepsie to 13.6 in Binghamton. It may be assumed, therefore, that in Binghamton the high school unit is more highly organized than is the case in the other cities of the group. Should Binghamton reduce the teaching staff in the high school, or are there features of the organization of such merit that other secondary schools might well make use of them? The special emphasis that is given to the super- vision of first-year pupils, the system of deans and group teachers, the attention that is given to home visits and to the follow-up of special individual cases, which indicates that tmusual but reasonable attention is given in a systematic way to the needs of the individual pupil — all these are features of a well-organized high school which endeavors as best can be done to meet individual and community needs. At the same time, it is doubtless true that the present high school organization could accommodate 150 to 200 additional pupils with little if any addition to the teaching staff. The normal registra- tion has probably been somewhat reduced by the unusual war con- ditions and the attraction of large wages in the several local indus- trial plants. Training Of the 233 elementary teachers in the Binghamton schools (220 classroom and 13 special teachers), 66 per cent are normal school graduates, and of these, 11 per cent have done work beyond the normal school. Ten per cent are high school graduates with addi- tional work in summer schools or in partial attendance upon normal schools or colleges. Thirteen per cent are high school graduates only, and 10 per cent of the elementary teaching staff have ijot com- pleted the high school course. Twenty-three per cent of the ele- mentary teaching staff have therefore had no training beyond high school. This is a rather unusual percentage of classroom teachers without any special professional training for their work. It is due, of course, to local conditions which have obtained for a long period and is in a sense an inheritance from past decades. It is not the thought to criticize any teacher in this class but rather to condemn a policy which resulted in the employment of so many teachers with- out professional training. REPORT OF THE I'.IXGHAMTON SCHOOL SYSTEM 17 Chart 1 1 ])resents jj^raphically the training of the teachers in the elementary and secondary schools. Secondar^j Chart ii Sho\ving the training of elementary and secondary teachers in the Bing- hamton schools 7o THE UNIVERSITY OF THE STATE OF NEW YORK Of the 49 high school teachers, 39, or approximately 80 per cent, are college graduates, 8 teachers, or 16^ per cent, are normal school graduates with special college work or summer school courses, and 2 teachers, or 4 per cent, have less training. The professional train- ing of the high school teaching staff is strong. Evidently unusual care has been shown in making these appointments. The percentage of college-trained teachers is large, and is to the credit of the local school authorities. Considering the teaching staff as a whole, the training of the elementary teachers is somewhat below the standard expected in the best schools of our progressive communities, while the high school teachers are unusually well trained for their professional work. It appears that the teachers more recently employed in the school system have had the necessary professional training; and in fairness to others it should be added that many of the teachers without normal school trainiing or other special professional qualifi- cations have in connection with their teaching experience improved opportunities to broaden their educational horizon so that oftentimes they are very well qualified for their classroom work. Experience The span of experience of the elementary teachers is from o to 45 years. The median experience is 10 years. This is somewhat greater than for the country as a whole where reliable estimates have given the average teaching experience as somewhat under 5 years. Nearly 6 per cent of the teachers were without previous teaching experience; 50 per cent have had 10 years' experience or less ; 29 per cent from 10 to 20 years ; 17 per cent have had more than 20 years' experience; and 3 have taught more than 40 years. Of the teachers in the elementary grades, 53 per cent are graduates of the Binghamton schools. Thirty-six per cent are local graduates with no teaching experience elsewhere. Seventy-three per cent of the total teaching experience was gained in Binghamton. ' The experience of the secondary teachers varies from o to 24 3^ears. The median experience is 4 years. Thirty-three and three- tenths per cent were without previous teaching experience; 25.9 have had 5 3''ears' experience or less; 16.7 per cent from 5 to 10 years ; 18.5 per cent from 10 to 20 years ; 5.6 per cent over 20 years. Although the range of age of the teachers is from 20 to 72 years, the median age is 33 years. Thirty'-nine and two-tenths per cent of the teachers are less than 30 years of age. The low average age indicates the lack of persistency in the profession, or rather the REPORT OF THE BINGHAMTON SCHOOL SYSTEM 79 failure of the salary or other inducements to hold the teachers in the scliools. Chart 12 shows the }ear of aj^pointment of teachers in the Bing- fcaraton schools. /ace /a 7a /67S /S77 /d7e /oac /aei /a8^ /aai /eaJ /9 /300 /90/ /joa. /SOS /90^ /9or J9QG /307 /M8 /90S /9I0 f3ll /3/2. /9I3 /SiH /SIS /S/6 J 917 A/ cy /^ B r p S /O T ^ i^ C /■/£ f=i iS /s 20 ;iS 1 1 — 1 — 1 — SLi = ^^^" ^^^ ^*^^^^" ^^^^~ ^* _^___ ^^^^ ■^H ^^^ Chart I2 Showing lenirre of teachers in the Binghatnton schools Notwithstanding the fact that th-e total teaching experience has largely been gained in Binghamton, and that one teacher in three in the elementary grades is a local graduate \yith. no teaching experi- ence in other schools, an unusuail spirit dominates the classroom activities and the strong esprit de corps of the entire teaching staff was noted and favorably commented upon by every one talcing part in the survev. Yet the situation is such that the dansrers from 8o THE UNIVERSITY OF THE STATE OF NEW YORK inbreeding are most serious. A progressive city can not afford in the interests of the boys and girls of the community to place such a large per cent of local girls as teachers in the schools. The reaction of other personalities is essential for the progress of the schools. Under an efficient administration and with a well-organized program of supervision the dangers are possibly minimized ; but the general situation is such that careful attention should be given to it by the local school authorities. The best interests of the schools demand a reasonable number of teachers drawn from other com- munities. It is especially difficult to administer this at present on account of the low salary schedule. Salary Schedule The salaries of elementary teachers range from $400 to $900* with the median approximately $725. Fifty per cent of the ele- mentary teaching staff receive $725 or less;. and 18 per cent, or nearly one-fifth, of the elementary teachers receive a compensation not exceeding $600. The salary schedule for elementary teachers is not one of which the city has reason to be proud. The salaries paid to high school teachers range from $700 to $1100.* The median salary is $950. Fifty per cent of the high school teachers are receiving less than this amount. Department heads and class deans are not paid according to any fixed schedule. The present salaries for these positions vary from $1075 to $1650. Salary schedules in both, the elementary and secondary schools are low. More is demanded of the schools than ever before and salaries that were formerly adequate are no longer sufficient. The fact that half of the elementary teachers in Binghamton are ' paid $725 a year or less indicates that it is impossible for the school authorities to command the best teaching ability from the neighbor- ing communities or from other localities. A salary of $700 has far less purchasing power today than a few years ago. The cost of living has so increased that the teaching profession with the mod- erate salaries offered does not attract the most desirable candidates. Even though the initial salary is small, proper returns to those who may attain a high standard of work would insure longer tenure and greater stability in the teaching staff. The following diagrams show the distribution of salaries paid elementary and high school teachers : <* Maximum now $1000. ^ Maximum now $1200. REPORT OF THE BINGHAMTON SCHOOL SYSTEM 8l ^ G o s "to s tij oo oooioooooooiooinoiooioO»oOOioOioOOOoif> 6«f> lr>o »f)A Oio if)0 oot~.ioc>iOb-«r»NOt- especially with reference to the contributions of the English to American life. A correct under- standing of the principles involved in our differences with the mother country, especially during the Revolutionary period and the War of 1812, is vital for it will remedy the unconscious antagonism to England and to English institutions which is aroused through the teaching of half-truths regarding th-e struggles between the two countries. A careful direction of such teaching through competent supervision would make such instruction uniform throughout the schools and would, as indicated above, properly correlate the teach- ing of the allied subjects of history and geography. Drawing and Manual Arts The work in drawing in the elementary grades is outlined under three general heads : representation, color and design, and manual training. In the primary grades th^e course is closely related to the child life and activities. In the middle and higlier grades the relation of the work to the life of the pupils is continued, and the outlines are correlated with the content of the courses in other subjects. The work in manual training and in mechanical drawing from the fifth grade through the high school is carried forward under the direction of the supervisor of industrial and household arts. The fifth and sixth grade manual training, which includes sewing and mechanical drawing, is taught by the regular grade teachers v\-ith t.^e assistance of the special instructors in the higher grades. The course in the seventh and eighth grades includes wood- working and mechanical drawing for the boys and cooking and sewing for the girls. There are five centers established in different parts of the city where these pupils receive their instruction. These centers are shown on the map facing page i8. In large part the instruction in drawing is given by the grade teachers. With the close and helpful supervision that is given the results are ver>' satisfactory, and the quality of work done by the pupils throughout the grades is excellent. A wise feature of the course is found in the flexible character of the program by which the individuality and originality of each teacher is encoui^aged, while at the same time a definite plan is carried forward. The arrange- ment of the course and allotment of time to pictorial work, con- struction and applied design is well arranged. The general drawing exhibit which is held in March is of great interest to pupils and patrons as well as to teachers. 104 THE UNIVERSITY OF THE STATE OF NEW YORK The manual work, which consists of hand training and construc- tion work in the early grades, is of a more intensified nature begin- ning with the fifth }ear. The course in the higher grades as explained by the director of the work is as follows : Throughout the fifth year a carefully planned course in sewing covering the elementary principles 6f handwork is given to both boys and girls, the work of the sixth year is elementary mechanical drawing for both boys and girls. Each school is equipped with sufficient drawing kits' for the work, and the plates are arranged to cover those principles within reach of the child. In the seventh and eighth grades we seek to develop" the more general expressive abilities. At this time the boys enter the shops where they are given definitely planned courses in woodwork, wood-finishing and drawing. Both individual and group problems are used to relate the work to home, school and community. The seventh and eighth grade girls take household arts, the aim being to bring to these girls a better understanding and appreciation of home and household duties. The work of the seventh year is a study of foods and the elementary principles of cookery. During the eighth year the. girls take up the elementary study of textiles, together with sewing. The required problem for the second half of the eighth year is a middy blouse and skirt for graduation. While this problem was a little difficult this year the results were very satisfactory. There is, however, little or no attention at this time to the future vocation but skill and information which will give practical knowledge of the principles and forces common to universal occupations and contribute most to man's power and comfort in the Avorld. There is in all the drawii7g and manual work an enthusiasm and interest which reflect not only the conscientious effort on the part of teachers and pupils but also the effort to adapt the instruction and the work itself to the needs of the community. During the war the whole department gave its efforts to war activities, and a vast amount of work was accomplished. It is diffi- cult to measure the contributions of the school population at such a time both in materials and in morale, as well as the reaction of their enthusiasm in war work on the entire communit3\ At the time of the survey the industrial arts department was just entering upon the Junior Red Cross work and expected to engage the services of every child in the schools on the refttgee work for France and Belgium. Writing The course of instruction in writing is based upon the Zaner method and manuals are provided for each teacher. Each pupil from the third grade to the eighth grade inclusive is given a pam- phlet which shows the writing exercises to be used. REPORT OF THE BINGHAMTON SCHOOL SYSTEM IO5 The work as observed in the classrooms is being done with every care and shows the resuUs of careful supei~vision. The attention to writing is not limited to the writing period. Written lessons in all subjects are saved for inspection at different times of the year. Samples of the writing of the individual pupils are retained from time to time so that there is an opportunity to note the progress made. There are also complete exhibits of the writing of the same grades in the various schools so that comparisons between grades and schools may be made. Throughout the elementar}' grades, beginning with the first year, this work is made a vital part of the school program. The instruc- tion is done by the regular grade teachers. The helpful and con- structive supervision that is given is shown by the general improve- ment in the attainment throughout the grades. The speed of the writing appears to be somewhat below that which may be expected. This is also indicated by the results of the test given in writing as explained in a later chapter. It was stated, however, by the super- visor at the time of the survey that the emphasis during the year was being given to quality rather than to speed as it was thouglft the effort was needed in this direction. W'hile the course of instruction is outlined from week to week with some detail, this is wisely suggestive rather than mandatory. Helpful suggestions are given that offer every opportunity for indi- vidual initiative. The following is typical : Let us improve the arrangement of work on paper. Some teachers pre- pare the work on paper before the lesson and show it to the class as a model. This seems a great help as children are, by nature, imitative. One of our first B teachers began work on paper at the end of the fifth , week. Study your class and conditions. If the pupils are ready for paper do not wait until the ninth week. To make the transition from board to paper easier, some have used unruled paper and crayolas for a few lessons with very good results. The interest of the pupils is doubtless increased through the issu- ing of certain credentials. A " writing approval " is given each term to pupils of the first and second grades who maintain the required standard for their respective grades. In grades 3 to 8 inclusive a certificate is given at the close of each term to pupils w^ho habitually use arm movement and whose writing is approved. If a pupil earns a certificate in the B class of grades. 3 to 8 inclusive, and qualifies in the A class of the grade, he receives a red seal in the A class. Thus a pupil maintaining the approved standard in writing from 3 B 1>o 8 A may receive six certificates and six seals. Io6 THE UNIVERSITY OF THE STATE OF NEW YORK The standard for a diploma, the final credential, is high. A diploma is issued to any pupil who satisfactorily completes the course of study in penmanship and who habitually uses arm movement writ- ing. Several tests of the pupil's ability are made after he has been recommended by the principal. A diploma may be given at the close of the sixth, seventh or eight year, depending upon the pupil's ability. Names of pupils recommended mav be submitted anv time during the term. Health Education The instruction in health education in the Binghamton schools is a unique program. Classroom instruction concerning the care of the body and the important facts in hygiene is merely one phase of the larger subject. The instruction in hygiene as observed in the classroom illustrates the more recent thought in connection with this subject that "hygiene should not be taught in an abstract way by endeavoring to cover a prescribed number of pages and dis- pensing so much technical knowledge, but that the principles of hygiene should be associated with the general activities of the child and should instil in him certain ideals and habits which are neces- sary to normal hygienic living." The five subdivisions of the general program of healtli education as carried out in the schools are as follows : ' - 1 Individual health examination and personal instruction or medi- cal inspection. 2 Setting-up drills. 3 Instruction concerning the care of the body and the important facts in hygiene. 4 Organized, supervised recreation and athletics. 5 Gymnastic drills and marching. It is observed from this outline that the instruction in hygiene becomes a part of the broad program of health education. The correlation of the different parts of the program is worked out in a very practical manner in the schools. The observer can not fail to note a close relation between the sanitation and physical conditions of the school buildings and the personal cleanHness of the pupils in the classroom. The outlines for the setting-up drills which are used in the class-, rooms conform to the exercises required in the state physical train- ing syllabus. Considerable attention is given to posture and certifi- cates are awarded to those who meet the required standard. REPORT OF THE BIXGIIAMTON- SCHOOL SYSTEM 10/ The general organization of the playground work, all of which is under the supervision of the teachers, has been mentioned in an earlier chapter. The interest of pupils and teachers in this work is sufficient indication of its success. At the time of the visits to the schools the playground activities during the recreational periods were observed with unusual interest. In all these exercises the teachers not only took an active part but supervised the games or play of the period. A veiy healthful and wholesome spirit seemed to prevail on the playground as well as in the classroom'. As stated by the supervisor of this work, '' The scientific teaching of hygiene and general health habits and ideals, the careful super- vision of sanitary conditions, the instruction in physical develop- ment, the relief and prevention of physical defects, the control of the possible cause of these defects and the influence of bringing school and home into closer relationship must materially assist in laying a permanent foundation for strong, healthy and efficient citizens." Music The instruction in music through the kindergarten, elementary grades and the high school is under the immediate direction of the supervisor of music. The supen'isor issues a monthly schedule of work to all special teachers of music and to the grade teachers. These outlines cover every phase of the work from the kindergarten to the eighth grade inclusive. The work is carried on from day to day by the special teacher or by the regular grade teacher and is well organized and carefully developed. Charts are used for the drill w^ork and in all grades from the first to the sixth inclusive charts precede the work from the books. The work is developed logically from grade to grade. Particular atten- tion is given to tone qualities and to the developing of the voice. The work in ear training, in listening for correct pitch, is gradually de- veloped in all grades and is a part of the dally lesson. In the early grades, in addition to the simple exercises in tone quality and ear training, rote songs suitable to the age of the children are used very generally. No textbooks in music are used in the kindergarten or in the first grade. In the second grade and beyond, music books are added to the material used. They are supplied in sufficient quan- tity to furnish one for each pupil. As the work progresses from grade to grade, it is noted that the children read their music w4tli ease and facility. Not only are music readers placed in the hands of the children for basal work but there are also supplementary I08 THE UNIVERSITY OF THE STATE OF NEW YORK readers to give the children a broader outlook in music literature. Individual work in music in the grades is apparently given as im- portant a place as is the individual work in any other subject in the school system. It is worthy of special mention that the w.ork in music in the seventh and eighth grades where there is so often observed lack of interest and embarrassment on the part of the boys in the singing exercises, is unusuall}^ strong. All pupils, both boys and girls, are eager and enthusiastic in taking their part in this work. There is apparently a real joy in the singing on the part of boys as well as the girls. All the children sing. Music in these grades is apparently a real vitalizing force. It is seldom that one observes more en- thusiastic singing exercises than may be heard in the higher grades in the Binghamton schools even in some of the schools where the population is predominantly foreign. The children in these grades do part singing, to which special attention is given, as well as to unison singing. Throughout all the grades the tone quality is pure and the songs are given with inspiration and with feeling. The im- portance of diction in the singing has not been overlooked. Many of the elementary schools have orchestras which meet once a week. These orchestras play for special occasions such as Me- morial Day exercises and for school entertainments. Every January and June the combined orchestras of the schools, about eighty pupils, under the direction of the departmental music teacher play at the high school for the grammar schools commencement. In the high school, the music is in charge of a special teacher who acts under the general'direction of the supervisor of music. Classes are held in rudiments of music, melody writing, harmony and music appreciation., There is a boys' glee club, a girls' glee club and a , special chorus to which any high school pupil is eligible. Every pupil in the high school is required to take work in music. The freshmen meet to sing once a week, the upper classes also meet to sing once a week and the special chorus meets twice a week. In all this work the pup'ls give ready and enthusiastic response and do creditable work. Every Wednesday morning there is a general assembly when a number of selections are sung by the entire high school body. There is an excellent high school orchestra which pla3rs at the high school assembly, as well as for other occasions. The singing observed at the general assemblies compares favorably with the best work of this kind that has been observed. Apparently every pupil in the high REPORT OF THE BIXGMAMTOX SCHOOL SYSTEM ICQ school takes an actixe and enthusiastic interest in the work. The manner in which the singinj^ is done at the general assemblies, with unusual control of the soft and loud passages, is most effective. It is very apparent that the excellent work that has been done in the grades is carried on into the high school. The high school pupils seem to have an unusual understanding and appreciation of music. The character of the work in music observed in the high school as well as in the grades confirms the general impression which was gained by the specialists in their visits throughout the schools. The spirit in all the school work and activities is unusual. Summary A careful study of the work of the elementary schools, including a review of the curriculum as a whole, the. daily programs or time apportionments to various subjects and the actual routine class work interpreted through special reports by subjects and notes of class visits leads to several conclusions. The course of study is, on the whole, admirable. It is based upon the controlling principles which determine the courses of study in the most progressive school systems in the country. It is calcu- lated to meet the real needs of the community and of the boys and girls in the schools, being rich, varied and flexible. The various subjects are arranged in careful continuity and are correlated with one another with a view to the development of power in children ra^ther than to the teaching of mere facts. It is administered through a daily program which is in essential harmony with accepted prac- tice and which assures a reasonably standard presentation of each subject throughout the system. It has the advantage, in many of its main branches, of the constant thought, study and activity of special supervisors, who keep' both the subject matter and the teach- ing up to a reasonable standard. With the completion and equipment of the new building now under construction and with the additional facilities which will be available in some of the buildings vmder improvement, there will probably be an opportunity for some slight readjustments of the work in the higher elementary grades by which other optional sub- jects may be offered to the boys and girls of this period of life. The departmental work in these grades will probably be extended to all schools. The actual teaching in the schools as well as the personnel of the teaching staff in the elementarv schools .is somewhat uneven. This no THE UNIVERSITY OF THE STATE OF NEW YORK would be more or less true, of course, of any group of several hun- dred teachers. While there are many excellent teachers, in places the instruction is poor. Nevertheless, the results attained are uni- formly good. This is due no doubt in part to the system of super- vision by which the class procedure is more or less controlled. Some subjects lack special supervision — arithmetic, geography and his- tory — and the inspection of the class work shows that it is weak as compared with that in the supervised subjects. Where the work is supervised it shows careful direction and very encouraging results. Supervision might well be extended to all major subjects. In studying the instruction in the elementary schools a majority of the elementary teachers were visited in the routine of their daily work. At least two members of the staff visited each teacher at different times and recorded their impressions independently, after- wards combining them in a common report. Every effort was made to eliminate mere personal, bias and to reach a fair determination of the character of the instruction given in the schools. A characteristic of all the schools of the city, so marked that it is in a sense a unique feature, is the joy and interest the pupils take in their work and the splendid spirit of comradeship * that obtains in the relation between teacher and pupil. This insistent comment is made by practically ever>' visitor to the Binghamton classrooms. A typical comment is this : " Pupils are animated by the work, are acquiring good habits, and are happy. This school is undoubtedly the best thing in their lives." One source of weakness m the daily work lies in the inability of some principals to meet fully the supervisory responsibilities of their function. No matter how efficient the special supervisors of par- ticular subjects, they can never take the place of the principal who,, because of his constant, intimate contact with the work of the school, is the greatest factor in making the teaching effective. The large responsibility for leadership in every school rests with the principal, and is a function that can not be delegated. The excellent wo-rk that is foimd in primary reading, in English, in the whole program for health education, and in drawing, as well as in other phases of the school activities, which has been carried forward in connection with an unusual amount of war work reflects credit on the superintendent and the supervisors in the different subjects. By extending supervision to all subjects and by provid- ing adequate leadership in all schools, the good work already well launched in Binghamton could be strengthened and improved. This KM'I'OU'T (i|- -nil' r.i vi.il \ \n'i)X SCHOOL SN'STF.M III would insure for the icjiching corps the best opportunity for increased effectiveness. It is to the credit of the present system that the conditions are most favorable for helping and strengthening »the weak teacher. The teacher who with every advantage of direc- tion and leadership fails to show results must give way in favor ot those better trained and more efficient. Before much can be done it will be necessary to raise the salary schedule and to make more generous appropriations for the school maintenance. ,112 THE UNIVERSITY OF THE STATE OF NEW YORK 8 THE HIGH SCHOOL The new building which the Binghamton High School occupies is admirably adapted to the purposes for which it is used. It is well equipped in all departments of work and reflects credit on those who planned the detail of arrangement. While the character of a school building and the equipment, do not insure good school conditions, it must be true that these react with a most wholesome influence on the work of the school and its activities. For the purpose of making clear to parents and pupils the work covered by each course and the aim of the course, the local school authorities have prepared for distribution a circular in which appear the various courses as set forth at the end of the chapter. It is observed that throughout all the courses in all four years, English five hours a week, health education two hours a week and music one hour a week are required of all pupils. Furthermore, a study of the schedules of work shows clearly the cosmopolitan character of all the high school activities. Vocational, industrial and manual work as well as the commercial and technical courses are as much a part of the high school curriculum as the department of history, or modern languages, or science. In this connection the recent report of the commission on the reorganization of secondary education on the " Cardinal Principles of Secondary Education " is of special interest. The report states that : The comprehensive (sometimes called composite, or cosmopolitan) high school, embracing all curriculums in one unified organization, ^should remain the standard type of secondary school in the United States. . . . The well- organized, comprehensive school can make differentiated education of greater value than can the special-type school, because it aids in a wise choice of curriculum, assists in readjustments when such are desirable, and provides for wider contracts essential to true success in every vocation The comprehensive school is the prototype of a democracy in which various groups must have a degree of self-consciousness as groups and yet be federated into a larger whole through the recognition of common interests and ideals. Life in such a school is -a natural and valuable preparation for' life in a democracy. ... A comprehensive high school can provide much more effectively for health education, education for the worthy use of leisure, and home-making education than a number of smaller special type schools can. The Binghamton High School is an excellent illustration of this type of school organization. The work of the school is under the o Pi REPORT OF THE BIXGIIAMTOX SCHOOL SYSTEM II3 immediate direction of the j^rincipal. There are also four deans of classes who are responsible for the general oversight of pupils. The deans meet the teachers regularly, but their greatest work is in advising individual pupils as to their course of study or as to general problems related to their school or other activities. More- over, the w^ork is closely articulated with the elementary work, particularly with that of the higher grades. Several of the heads of departments are in a sense directors in charge of their work throughout the entire school system. For instance, the head of the department of industrial training is supervisor of all vocational and manual work in the grades. This plan gives an unusual opportunity for the deans and directors to keep in touch with the work of the individual pupil and to give helpful suggestion when it is needed. In other words, the close articulation of all departments of secon- dary work and the advisory supervision which reaches the needs of the individual pupil give a high school organization which is cosmo- politan and typically American. In evaluating any program of study it is of real interest to know the individual reactions of the pupils in the classroom. Too often this is given little or no attention. The consensus of opinion of the student body as to the manner in which the course of study func- tions probably gives a ^•ery accurate index as to the manner in which the work of the school meets the community needs. As the high school is the typical American educational institution and repre- sents in the thousands of villages and cities the supreme educational elTorts of the community, an analysis of the work of the school from the point of view of the individual pupil must be helpful in measur- ing its efficiency. In order to get this response from the pupils it w'as appreciated that there was necessary a positive but frank and open expression of their thought regarding the school and its work in relation to them. A form was prepared and printed in sufficient cjuantity so that there w^ould be a copy for each pupil. Through the cordial cooperation of the principal and the home-room teachers, this was put into the hands of the individual pupils. By eliminating in this manner the members of the surve}' stafif, by explaining through the teachers that the value of the information to be given depended upon a frank expression of their real convictions and by assuring the pupils that the statements which they might make would not react against them in any way, there was secured from the student body apparently reliable information from which general conclusions can be safelv draw-n. 114 THE UNIVEKSITV OF THE STATE OF NEW YORK The number of pupils who filled out the individual form was 862, The information given by the pupils is most suggestive and illuminat- ing. On the whole it may prove of greater value to school people' because it is entirely free from pedagogical bias. The free expres- sion of a student body is undoubtedly quite trustworthy, and a careful examination of the tabulation of these replies will probably repay the layman as well as tlie student of school surveys. The following form was used for this purpose : . BINGHAMTON HIGH SCHOOL Form for Individual Pupils Name „ Age How many j^ears have you .spescit in the Binghamton High School ? How many years have 3'ou spent in any other high school ? Of what class are you now a member ? 'Daily program of studies. Name : (a) any subjects which 3^ou:are now repeating. (6) any subjects which j^ou have repeated (c) any subjects which you have repeated more than once. In what subject or subjects are you especially interested?. In what special high school activities do you take part (i. e. debating, athletics etc. ) ? What feature of the schooj life is of the greatest help to you?. In your judgment should the school offer you any further activities or courses of study? If so, state your reasons fully What are you planning to do after completing your high school work?. REPORT OF THE BINGHAMTON SCHOOL SYSTEM II5 It is true, of course, that many of tlie blanks as filled out by the pupils give merely the facts as to their work. Many pupils made little attempt to express their thought with regard to the last two or three points. However, the answers given show serious purpose on the part of the pupils and the suggestions made are worthy of thought. Several of the pupils in the third and fourth year classes offer rather extended comment on the activities of the school. It is noticeable that many speak of the completeness of the character of the courses offered. One member of the junior class states that " the courses of study are very complete, and if there were anything to make the work better or more efficient it would be done." Occasionally after a' favorable comment regarding some feature of the course of instruction some suggestion is offered, as the fol- lowing : " I believe the technical course at present is very efficient although I wish that some instruction could be given along electrical and mechanical 'lines which are not included in physics." This feel- ing that additional work might well be oft'ered in scientific or techni- cal lines is somewhat in evidence among the junior and senior boys. Tl:\e following statement from a boy in the junior class illustrates this point : " I believe that the school should offer advanced courses in science (chemistry 2, physics, zoology) because we have the equipment which at present, I understand, is not being used. Stu- dents could then obtain training which many students have to attend college to get. Some students are unable to go to college and these advanced studies would make the school more efficient and also would ofi'er studies for students who are too young to go to college or are taking a postgraduate course." Along this same line is the following from a young man who expects to become an electrical engineer : " The school should offer a course in electricity and possibly also one in mechanics. There are many students who wish to become engineers in electricity and mechanics, who would gladly avail themselves of the opportunity to learn more about them in high school. A knowledge of these ob- tained in high school would be invaluable to the student in college." The girls in the two higher classes in large part hold the same view as the boys, that the courses of study and general activities of the school meet their needs. The suggestions which they mention relate frequently to additional courses in music, in domestic science, and to the possibility of wider choice of subjects to meet the special need of the individual pupil. It may veiy properly be regarded as an indication of the strength Il6 THE UNIVERSITY OF THE STATE OF NEW YORK of the English work, that EngHsh is mentioned most frequently by the pupils as the subject in which they have special interest. The commercial subjects rank second and science third. In the manual and industrial work, homemaking, cooking and sewing are mentioned frcc[uently by the girls, and shopwork, printing, metal work and vocational subjects are occasionally given by the boys. Among the features which are of the greatest help to the pupils, English is again prominent although athletics and gymnasium work lead by a rather wide margni. If, however, we include with the English, the related headings mentioned by the pupils, such as oral English, public speaking and debating, we find that this group becomes a close second in its service to individual pupils. Other features of the course of study given in answer to this inquiry are the commercial subjects, supervised study, social life of the school, drawing, health education, the influence of the teachers, household arts, general science, woodworking and mathematics, in addition to many other subjects. In this inquiry the reaction of the pupils was positive and indi- cative of a most wholesome atmosphere in the school. There can be no doubt that the high school functions as a most helpful factor in the life of the youth of the entire community. A study of the tabulation and the statements of the pupils seems to warrant the following summary : 1 The organization of the- work and the variety of courses offered are indicative of the best type of cosmopolitan high school. 2 The pupils of the high school are well satisfied with the facili- ties now provided by the city for their scholastic, physical and social well-being. 3 The courses in liberal arts are easily leaders in the preferences of young people who are heading for college- 4 The large number of pupils who are attracted by commercial subjects indicates that these studies are entitled to larger recognition in organizing the courses for our village and city high schools. 5 The relatively large number of pupils who are looking forward to courses in business schools and to office work as a vocation is probably the reflection of increasing demands and of increasing rewards in the field of business activity. 6 The percentage of pupils who are looking forward to teaching as a vocation is considerably smaller than it was a few years ago. 7 Household arts and industrial activities, while of real interest to representative groups, do not appeal strongly to the majority of high school pupils. REPORT OF THE BIXGHAMTON SCHOOL SYSTEM II7 8 Athletics rather tlian the formal work in i)h}sical training is frequently mentioned among the features of greatest help in the school activities. 9 The variety of special interests in studies suggests a corres- ponding variet}' of tastes and aptitudes and points to the desirability of a considerable range of electives in high school courses. The Instruction as Observed In reviewing brief!}" the character of the instruction in the high school the following summaries of the work in several departments as presented by the specialists of the Department are of interest. English An unusual and a highly desirable feature of the organization of the English work in th^ Binghamton schools is its supervision from first grade to fourth year high school by one person, the English supervisor. Closely associated with the English supervisor in this ' work is the supervisor of the primary grades and the head of the English department in tlie high school. These three supervisory officials oversee the English work throughout the system in close harmony and under the general direction of the English supervisor. Thus unity and continuity of method and content are secured throughout the English course as a whole. The English department in the high school includes eight women and two men. All are collegians ; three have done graduate work. They range in experience from 4 to 25 years with a median age of 35. These facts indicate that they are well trained and of sufficient experience. Their work is progressive in spirit and, with one or two exceptions, the personnel is strong. Although the salaries paid have sufficed to attract strong teachers, they should be increased if the> quality is to be maintained under the present demand and in the face of the cost of hving. The organization of the high school work is good. The average size of classes is 21.2, and the range is from 13 to 28. The average total enrolment to a teacher is 86. Special attention has been paid to articulation with the grades. In addition to the regular division of the freshman year, two special classes are maintained, one made up of 25 unusually bright children selected from all the grammai schools, and the other of pupils who have failed in English in the second half of the eighth grade. Each group is placed in the hands of an especially capable teacher. With the first group, the object is Il8 THE UNIVERSITY OF THE STATE OF NEW YORK to permit the children to complete the work of the first two years of the high school in three semesters, thus allowing them lee-wav for extra work in the fourth year. The object with the other special division is equally commendable. Many boys, especially, who fail in English in the eighth grade are thereby discouraged and drop out of school. The present plan segregates these boys, who are for the most part " mechanically minded," and aims to help them to make up the second semester of the eighth grade and the work of the ninth grade in one school year. With the careful teaching provided,' remarkably good work is done, and a large majority of the boys are saved to go on w^ith their high school v^ork. Several other features of organization deserve comment. Five periods a week are devoted to English throughout, and this time is carefully used according to rulings of the department head. Mon- days and Tuesdays are given to literature, Wednesdays and Thursdays to. composition, and Fridays to ''constructive grammar."' Oral compositions are delivered as follows : one each day except Wednesday, when three are delivered in the upper years ; in the first year Wednesdays are given entirel}^ to oral work. A thorough school course of study, based on the state syllabus but adapted and elab- orated to meet the local needs, stimulates and directs the teachers in every significant phase of the work. Thewritten work of the school finds wide publication in the school paper and oral work is stimulated by prize-speaking contests and by appearances at the weekly assemblies. The library deserves praise. The librarian came to the work recently from the children's department of the city library and draws tipon it with intimate knowledge of its resources. In addition to a small but well-chosen stock of books, the school library has thirty periodicals, and a partpf the class work for each term con- sists in a -systematic study of half a dozen- of these. An unusually good collection of pictures for use with the English work is on file in the library. The provision that 30 minutes of each class period of an hour be given to supervised study is of advantage to the Enghsh work in at least three ways: (i) some study time is assured; (2) assignments are unmistakably thorough and clear; (3) a fine opportunity for group and committee work, ,of peculiar advantage to English, is ofifered. In connection with the second point, it should be noted that tlie prevalent high school disease " not prepared " is noticeably absent in Binghamton. REPORT OF THE BIXGHAMTOX SCHOOL SYSTEM 119 It ha.s been a practice of the department chairman to entertain the teachers at his home once a month, for the social contact and for the review of some good professional book. Last year such works as Leonard's " English Composition as a Social Problem," Hall Quest's " Supervised Study," Thomas's " Teaching of English in Secondary- Schools " and the " Report of the Joint Committee on the Reorganization of English in Secondary Schools" were dis- cussed. This plan has led to professional growth on the part, of the whole department. The Kansas City Silent Reading Test and the Nassau County supplement of the Hillegas Composition Scale were used to test the ability of the pupils in getting thought from the printed page and in written composition. The following table shows the results by years as compared with the standards secured by the use of these test? in many schools. T.\BLE 13 Reading and composition tests RE.ADING TEST COMPOSITION TEST GRADE Binghamton medians Standard medians Binghamton medians Tentative standard medians 9 27.1 27- 30. 31-5 '22.9 25.6 26.5 29.7 4.8 6.8 6.9 6.2 518 5-88 6. 14 6.6 10 II 12 These figures, although indicating some weak spots and considerable linevenneas, are on the. whole creditable. The facts set forth in the preceding paragraphs considered in connection with the statement in an earlier portion of the chapter regarding the favorable opinion concerning their English instruc- tion expressed by a large proportion of the pupils in the high school already indicate a quality of teaching distinctly and unusually good. Improvement should be along the line of continued betterment of instruction. All agencies concerned are actively cooperating to this end. Modem Languages The modern foreign languages constitute a department by them- selves. They consist of French, German and Spanish, with a chair- man and five assistant teachers, one of whom is on a leave of absence 120 THE UNIVERSITY OF THE STATE OF NEW YORK for illness. Her work is temporarily taken over by the other teachers. There are only two classes in Spanish. The teachers have, on an average, four classes daily, each period being one hour in length. One-half of each period is devoted to supervised study. The chairman has general supervision of the course of study, visits teachers in their classes, rates them in yearly reports to the superintendent and keeps in close touch with the work of the pupils by requiring weekly reports from the teachers about pupils who are doing unsatisfactory work. Two periods a day are given her for supervisory work. With regard to the training of the teachers in this department, it may be said that all arc college graduates and have done more or less summer work in modern languages. Two teachers of German are of German parentage. Three of the teachers in this department have traveled abroad. One has spent nearly two year^ in travel and study in France and Germany. All have oral credit in German, one has oral credit in French and one in Spanish. It would appear from the scholastic records of the teachers that the department is much stronger in Gei'man than in French. However, from their records it is evident that the modern language teachers are well prepared for their work. They impress one as being " professional " in every respect, with the possible exception of one teacher who is reported by the specialist as lacking in plan and purpose in her work. This, however, rnay have been due to local or temporary conditions which do not regularly obtain. The total enrolment in the department of modern languages in the spring of 1918 was 325. The pupils were grouped as follows: German, 226; French, 86; Spanish, 13. While there has been a very noticeable decline in the enrolment in the classes in German during the years 191 6-1 8, there has not beeb an equivalent increase in French or in Spanish. The total enrolment in the German classes in the spring of 1916 was 449, in 191 7, 302. While this had been reduced in 1918 to 226, the increase in French during the same period had been only from 37 in 1916 to 60 in 191 7 and 86 in 191 8. It appears that Spanish was first given in 1917 with an enrolment of 8 pupils. A year later in the spring of 1918, the enrolment in Spanish was 13. In the spring of 1916, the enrolment in modern languages was approximately the same as in Latin, the enrolment in French and German at that time being 486 and the enrolment in the Laiin classes, 479. . The great decrease in the enrolment in Latin from REPORT OF THK niXGIIAMTON SCHOOL SVSTE^r 121 > 1916 to 1918 has been due, of course, to an entirely different reason than the decline in the enrolment in German. Pupils have discon-, tinned the study of the ancient languages in part at least because of the greater appeal of subjects of more practical value, wHile the study of German has been discounted by war conditions. The present enrolment in Latin is 28 per cent, while the enrolment in all classes in modern languages is 32.4 per cent of the school registra- tion. The total enrolment in the high school during this period has remained practically the same. The table 'giving the enrolment in the modern languages during the past three years is as follows: Table 14 Enrolment in modern languages 1916 1917 1918 German i. 241 123 113 German J 155 122 81 German 3 S3 57 3^ Total 449 302 226 French i 28 45 65 French 2 9 15 21 Total 37 60 86 Spanish i 8 8 Spanish 2 . . . .' ... 5 Total 8 13 Total high school enrolment 1027 1050 1002 From this table it may be observed that the percentage of total enrolment in modern languages during the three-year period has decreased from 47.3 in 1916 to 35.2 in 1917 and 32.4 in 1918. It was observed in the statements made by the high school pupils with regard to their course of study that an occasional pupil sug- gested the advisability of adding a third year in French. The sug- gestion appears to be entirely reasonable.^ The strength of the German department as compared with French or Spanish may be judged from the table which has just been given. With added interest ^ Included as an elective studv in the courses ottered. 122 THE UNIVERSITY OF THE STATE OF NEW YORK in the study of French which will doubtless follow on the decline in German, it would seem quite probable that those in charge of the high school course of study will find it advisable to add a third year in French to meet the needs of the increased number of pupils who will doubtless be interested in this language. It will also be found of unusual practical interest in advanced technical and engineering courses. It would appear that the status of Spanish in the school is still a very uncertain factor. It would not appear to have found the place in the course of study in the Binghamton High School which it has found in the large high schools in our more metropolitan districts. ■ For the purposes of the survey, several classes were visited and the inspection of the classroom was carried out as follows : 1 Representative classes of each teacher w^ere visited on Monday, notes were taken of the teaching and recitation and an exact copy of the lesson assignment was made. 2 The same classes were visited Tuesday, notes on the care with which the pupils had prepared their work were taken, with especial reference to the most important points in the lesson. 3 A short written test covering the main points of the lesson w^as given by the specialist during the last ten minutes of the hour. . From the class visits and tests and from information gathered from other sources, the following conclusions seem valid : The modern languages in the Binghamton High School are gener- ally well taught. Especially to be commended is the general organization of the work. The department head has taken effective measures to see that each teacher and each pupil do the work assigned. The teaching staff is well trained and shows unusual professional interest in the activities and growth of the department. It would appear, however, that the work in German is stronger than in the other languages. It is possible that the enrolment in French will be somewhat increased in the next few years which will offset the decline in German. As a result of this it may be advantageous to offer another year in French. The general school organization, especially the supervised study, seems to have worked especially well for both teachers and pupils. The teachers have few classes and the classes are small. Undoubt- edly this plan makes for additional cost but it also makes for increased efficienc)^ KJJ'OKT OF Till': ISINGHAMTOK SCHOOL SYSTEM I23 Anci-ent Languages In connection with the preparation of the report on the work in ancient languages, conferences ■^^ere held with the various teachers, with the head of the department and with the high school principal. Six classes were visited during the recitation periods, three classes in Latin second year and one class each in Latin first year, Latin third year and Latin fourth year. FovA- teachers are employed in this department, three of whom instruct four classes each daily. One teacher, the head of the depart- ment, has three classes daily, in addition to which she is instructing a class of three pupils in first year Greek. With the exception of one large second year class in Latin, no tendency to congestion was noted in the enrolments. In this connection, the following table is presented : '' fABLE 15 Enrolment and class registration in Latin Subject Enrolment Number of Maximum Average classes number in class number in class Latin 1 ... ic6 103 58 5 5 3 26 33 'I Latin 2 ... 21 Latin 3 ... 28 10 Latin 4 . . . , 22 2 14 I.I Total . . , 289 15 Z2> 18 Three of the teachers of Latin are college graduates in the liberal arts course. The major work of all three in college was in Latin. The fourth of the group has the degree of Ph.B. (major subject, history) and also the degree of M. A. obtained through a year's study of sociology' in Columbia University. Two of the four have had considerable postgraduate work in Latin. One has taught Latin for 20 years, another for 1 1 years and a third for 4 years. The fourth has not taught Latin until recently. Within the past two years there has been a noticeable falling off in -the number of pupils enrolled in the classes in Latin. This decrease is probably due in part to the great interest in commercial subjects which followed the opening in the new high school building of a well-ecj[uipped commercial department. The feeling on the part of the pupils that the classical studies have been somewhat lacking in utility values lias also been' responsible in some part for the decrease in the enrolment in these classes. Furthermore, the fear 124 THE UNIVERSITY OF THE STATE OF NEW YORK on the part of pupils of possible failure in the term work or in final examinations has doubtless been a factor in the lower registration in the Latin classes. Where there has been faulty technic in instruc- tion in the early stages of any study or where there has been the lack of inspiring leadership as classes advance, it can not be expected that the feeling among the pupils will be other than adverse to the study of the subject. In past' years the Binghamton High School has sent many young people to the liberal arts courses in the eastern colleges. To those who are especially interested in the place which Latin holds in the arts courses in college it will be a matter of regret that the number of pupils studying Latin seems to have fallen off in such a marked degree. The facts with regard to the enrolment in Latin in the high school are shown in the following table: Table i6 Enrolment in Latin classes for three years Subject 1915-16 1916-17 1917-18 Latin i , 306 161 106 Latins 115 104 103 Latin 3 49 55 58 Latin 4 . . . . ". 26 2^ 22 Total 496 347 289 Total high school enrolment 1027 1050 1002 It will be observed that in the year 191 5-1 6 there were enrolled in the Latin classes 48 per cent of the student body. In the year 1916-17 the enrollment in the Latin classes was 33 per cent of the student body. In the year 1917-18, however, this enrolment had dropped to 28 per cent. It appears, however, that this loss has been in large part in the first year rather than in the succeeding classes. During the three years covered by the table, the enrolment in first year Latin dropped from 306 to 106, while the enrolment in second year Latin, which was 115 in the first year, was 103 in the last year. The mortality of the first year classes in the year 191 5-16, as shown by the number in the second year classes in the year 1916-17, was ver}^ great. It was much less during the past year. It is also worthy of mention that the number of pupils in third year Latin has been greater each year during the three years covered by the table. It would, therefore, appear that while the total enrolment in the Latin REPORT OF THE CIXGIIAMTON SCHOOL SYSTEM 1 25 classes is less than formerly, it is possible that the selection of courses is now being more wisely made and that there is greater stability in the language courses after the work has once been undertaken. History ^ The department of histor\- and social science in the Binghamton High School is in charge of four teachers. The head of the depart- ment was graduated from Yale University and has had 20 years of service as a schoolmaster in addition to a number of years of experience in the banking business. This somewhat unusual com- bination gives him a wider vision and makes him an unusually stimulating teacher in the field of social science. Two of the other teachers were graduated from Syracuse University and have had 8 years' experience each. The fourth teacher was graduated from Cornell University and the Albany State Normal School and has taught for 13 years. It will be seen, therefore, that the teaching staff in this department is qualified both by training and contact with school life to render efficient service. The observation of the class instruction indicates that the work is generally well done and that there is more than the usual degree of interest among the pupils in the study of history. This interest is also indicated in the portion of time devoted to the field as compared with the other fields of secondary education. A tabulation based upon the registration of the present senior class shows that in each of the six major groups of subjects a larger number of the pupils has pursued a continuous course in history than in any of the other groups. Thirty-two per cent of the senior class has had three and one-half years of instruction in history or social science, 60 per cent has had three years, 96 per cent has had two years and 100 per cent has had one year's work in the field of history. This is clearly a larger proportion of time than is usually devoted to the subject in the average city high school and the results are corresponding!}- satisfactory. These statistics are as follows: Boys Girls Total Senior class 51 82 133 History ' 1 year 51 82 133 2 years 46 82 128 2^ 3'ears 30 58 88 3 years 26 55 81 3H years 9 34 43 126 THE UNIVERSITY 0F THE STATE OF NEW YORK The head of the department is obhged to teach as many classes each day as any of his assistants and his supervisory duties, there- fore, have to be carried on in large measure outside of the regular work of the day. He has at present only one period in v.'hich to' observe the work of other teachers. This would seem to be an insufficient amount of time and it is recommended that at least one more period a day be given for the observation of recitation and for the guidance and direction of the assistants in his department and for consultations with the pupils. The registration in classes is not excessive and, with the exception noted above, the teachers have frequent periods which they may use for consultation with pupils and for the direction and supervision of study. There is at present no direct effort to connect the academic work in history with the work in that subject done in the grade schools- such as has been so satisfactorily "developed in the field of English through the activities of the English supervisor. The head of the history department has, however, been able to visit the grades occasionally ^nd has in one or two instances conducted grade classes in the high school building. It would be especially stimulating to- the grade teachers if he were able to give more time to their problems, or if there were, as has been recommended elsewdiere, a special supervisor in the field of social science. Mathematics The work in mathematics in the Binghamton High School is under the general direction of a department head who is also the dean of seniors. Of the eight teachers in the department of mathematics^ six are college graduates and two are graduates from state normal schools. Special graduate work has been done by one. The average number of years of teaching experience of the mathematics teachers has been thirteen years, seven of which has been in high schools out- side of Binghamton and six in the Binghamton High School. All the teachers in the department of mathematics have had experience in other high schools except two, both of whom have been teaching: in the Binghamton High School for fifteen years. The head of the department in mathematics has two class periods during the day. Three periods he gives to conferences with instruc- tors and pupils or to observation of class instruction. The other seven assistants in the department of mathematics have either four or five full hour recitation periods daily except one instructor wlio is also dean of the sophomores, who has only two recitation periods REPOKi < n- ]!li-. l,l.^.■H.\.M io.N r-l_ii<«jl- SYSTEM 12/ daily. The six instructors have an average of twenty-two pupils in €ach recitation. The classes, therefore, are nomial in size and ample opportunity is given to the instructors to meet their pupils in con- ference to assist as may be necessary in connection with their individual ne^ds. The results of the work in mathematics in the Bin^^hamton High School as shown by the attainments in the state examinations are reasonably satisfactory-. On account of the fact that the specialist in mathematics was un- able to complete his inspection of the class work, as he Was called to other duties, the complete discussion of the classroom instruction which has been given in the case of the other subjects has not been covered for mathematics. There is every reason to believe, how- ever, that with the training of the teachers in the mathematics de- partment, with the careful schedule which has been worked out whereby the classes are nonnal in size and where ther^ are op- portunities for conferences betw^een instructors and individual pupils and where the department head has opportunity to supervise the work of the teachers, there can be no serious situation in the routine classroom work. Science Biologic Science In the Binghamton High School four teachers give instruction in l)iologic science. The enrolment in biologic science is 343. Of these, 232 are registered in the year course in biology and 11 1 in the course in introductory or general science, in which one-third of the instruction is of a biologic nature. The head of the department gives instruction to three sections in introductory science (6y pupils) and has general direction of the w^ork of the other teachers. She was graduated from Syracuse' University in 1914 and has taught five years, including tw^o years previous to graduation. Two of the assistants were graduated from Syracuse University in 1913 and 1914 respectively and the third assistant from Mount Holyoke in 191 5. The nurrrber of pupils to a section is approximately 20, one teacher, for instance, instructing •65 pupils in biology in three sections and 44 in introductory science in two sections. Another teacher has 58 pupils in biology in three sections. Classes are, therefore, reasonably small in science, the interest is keen and the work progressing under very favorable conditions. Each class has five recitation periods weekly of 60 minutes each. One-half of each p-eriod is given to supervised study. 128 THE UNIVERSITY OF THE STATE OF XEW YORK Ample room is . provided for the work of the department, a lecture room and four laboratory rooms being available. The head of the department has a small office and there is also a well-arranged stockroom. The laboratories are. adequately furnished and well equipped. There is an aquarium in each room and abundant space near the windows for growing plants. There is also a stereopticon, an adequate number of compound microscopes and small micro- scopes. The smaller pieces of apparatus required for the work are found in sufficient quantities for the use of individual pupils. Suitable reference books are available and cases in which the indi- vidual notebooks of the pupils are filed. In some school museums and laboratories there are found more specimens such as seeds, fruits and stuffed animals, also charts and insect cages. In view, however, of the adequate equipment in other respects, it would be unfair to this department which is so well organized to criticise it in any way through lack of equipment or furnishings. There is systematic effort to correlate the work in biology with ,the English composition work. Essays on biologic topics are accepted by the English department and the teachers in the biologic depart- ment give due attention to the use of accurate English in the written and spoken exercises of the class work. This feature of correla- tion is to be commended and might 'well be used with great profit in much of our secondary school work. Undoubtedly a closer articulation of the work of the various departments in high school would result in a very considerable economy of time and in greater efficiency in the daily classroom work as well as in the general attainment of the pupils. This feature of the work in Binghamton is to be commended. It is suggested that there might be an even greater efficiency in ' this work by a larger use in English exercises of topics of a biologic character such as conservation of food, preservation of forests, dangers of bacteria and' other subjects closely related to the com- munity welfare. In general it may be said that in the efficiency of the teaching staff, the character of the work done, the provision of adequate laboratory rooms and equipment, the work in biologic science com- pares favorably with that done in the best schools in the State. Physical Science . Physical science in the Binghamton High School is taught by one man and four women, all college graduates, all having had some postgraduate courses and all having had successful experience in REPORT OF THE RIXc IIIAMTOX SCHOOL SYSTE^r I29 teaching high school science in the Slate before appointment to their present positions. The head of the department is a young man, who after being graduated from Alfred University with a B.S. degree, has had the advantage of a year at the Northwestern Uni- versity with a fellowshii) in chemistry. His scholarship is attested by his appointment to teach summer courses at both of these insti- tutions. As he teaches only two periods daily, of 60 minutes each, it is apparent that he has ample opportunity to supervise, direct and assist his associate teachers. The program provides for physics and chemistry in -addition to the work in geijeral science, to which reference has been made in the previous paragraphs. The time allotment is five periods of 60 minutes each a week, four of these periods being used for recitation and supervised study, and one for laboratory exercises. There are 119 pupils taking physics who are enrolled in six differ- ent sections, making an average of approximately 20 pupils to a section. Three sections began the work in September, two began in January and one is made up of special pupils. One beginning section is instructed by the head of the department. One beginning, one advanced and the special section are instructed by the first assistant the other two sections are instructed by a second assistant. The one small section in chemistry is instructed by the head of the department. As the methods employed are good and as this is the subject to which the teacher devoted the greatest time in prepara- tion for his work, there is every reason to believe that the results will be very satisfactory. The number pursuing the subject repre- sents a larger percentage of the registration of the school than in previous years. In the new high school building excellent quarters have been provided and equipped for the work in physical science. Details of the equipment have been worked out with unusual care. Well- equipped laboratories have been provided for the work in physics, chemistry and physical geography, in addition to which there is a special room for some of the electrical equipment. There is also a science lecture room. From the observation of the recitation in laboratory work in physical science, it would appear that the work is being carried forward very efficiently. The equipment available, the methods employed and the spirit observed throughout the work would indi- cate excellent conditions with regard to this phase of the high school instruction. In both physics and chemistry a larger percentage of 130 THE UNIVERSITY OF THE STATE OF NE,\V YORK pupils are enrolled than is usually found in other high schools. The results of the work as measured by the state examinations are also very satisfactory. With regard to all the science work offered in the Binghamton High School, it may be said that the pupils are fortunate in the equipment that is available and in the manner in which the instruction is being carried forward. It is quite possible, as is suggested by some of the more advanced pupils, that special courses in some of the advanced phases of the science work might well be offered for those who for ^special reasons would profit by the opportunities which such courses would offer. Commercial Subjects Regular high school instruction in commercial subjects dates from the opening of the new high school building in September 1915.. Prior to. that time a few of the commercial subjects were occasionally offered as electives, taught, however, by various members of the faculty not especially trained in commercial work. It was due to the overcrowded conditions in the old high school building, which made any extension of the curriculum practically impossible, that the introduction of commercial work was so long deferred. With the opening of the new building, a regular course of study in commercial subjects was adopted and a department organized with a department head in charge. One hundred seven pupils out of a registration of 851 enrolled in commercial subjects this first year. In the following year, September 1916, the enrolment increased to 242 pupils out of a registration of 909. In March 1918, the data gathered for this report showed that 274 pupils, or 27.3 per cent of a total of 1002 pupils, were registered in one or more commercial subjects. The registration by subjects as reported at the same time is given in the following table : Table 17 Registration in commercial subjects Subjects No. classes Total enrolincnt Elementary bookkeeping 4 71 Advanced bookkeeping i 13 Commercial arithmetic 4 "' 92 Business writing ., 3 97 Commercial geography i ■ 19 Shorthand i 2 2>S Shorthand 2 i 9 Typewriting , 6 145 REPORT OF THE BINGHAMTON SCHOOL SYSTEM 13! DepiortMienial orgicmizatiQn. The commercial work is organized as a department witli a department head iii charge. Department meetings of teachers are held at no stated time but as the occasion may require. With a teaching schedule of four periods daily, the department head is, however, prevented from performing fully the duties of his position. Stated briefly, these duties are as follows : 1 To supervise the work of the department as a whole, more especially the teaching, and to advise and consult with teachers regarding their own particular subjects; to hold conferences regu- larly for the discussion of the sj^ecial problems of the department. 2 To act in an advisory capacity to the commercial pupils, espe- cially those who upon entering high school need intelligent direction in the election of dieir courses. 3 To work out schemes of correlation within the department, between his own department and the other departments of the school, and w^th the business community; to develop a scheme of coopera- tive work whereby pupils may receive practical training in the techni- cal commercial subjects. 4 To make a study of the business conditions in the city and the prevailing practice in the different phases, of office work, with a view to modifying the subject matter when such modification becomes advisable. The department head should be the point of contact between the school and the business community. 5 To keep a careful department record of the progress and stand- ing of each commercial pupil and to take charge of vocation records of pupils entering business positions and the character of employ- ment secured. Graduates of the department should be followed up systematically to detennine, among other things, whether or not the work of the high school is properly adapted to business needs. 6 To arrange for regular assemblies of commercial pupils, in which discussions of current business and commercial problems, debates on similar topics, talks by businesr men, and the like, should make the meetings both interesting and profitable. Contests and exhibits held occasionally would also help to develop a department spirit. It is suggested that the head of the department might possibly be given additional free time to work out more fully the organization of the department along the lines suggested above. Training of teachers. Five teachers, including the department head, constitute the teaching force. In addition, two teachers from 132 THE UNIVERSITY OF THE STATE OF NEW YORK Other departments are teaching respectively classes in commercial arithmetic and commercial geography. Of the five commercial teachers, four are college graduates and one a high school graduate only. Three report that their special preparation was obtained in business school ; one obtained his training through a correspondence course; one holds a degree from one of the university schools of commerce, finance and accounts. All have had business experience. Their teaching experience ranges from two years to nine years, all obtained in commercial subjects. Classrooms and equipment. Four classrooms and a department office, all of them en suite, .are provided for the work of the depart- ment. The special equipment consists of 107 commercial desks of an approved type, 30 typewriters of different makes, 30 typewriter tables, I rotary mimeograph, i mimeoscope, i adding machine, 2 dictaphones, an educational outfit of vertical file cabinets, and office and banking fixtures designed for business practice. The depart- ment also has the use of a stereopticon. The facilities thus afforded for the technical subjects are fully adequate. For the work in commercial geography, however, there is practically no supplementary material available. A full set of trade and commercial maps, including a blackboard outline map of the United States, might well be purchased. A collection of industrial and commercial products should also be made for use in this work. In addition, a departmental library of reference books, government publications, booklets and folders of various kinds, clippings, and the like, is indispensable and should be provided. Such a library placed in the department office would be easily available for use by both teachers and pupils. Course of sHidy. The course of study adopted in 191 5 and still in force is given in the latter part of this chapter. Certain changes in this course of study should be made in order to differentiate more clearly the training desirable for commercial and secretarial pupils. Provision should also be made for the study of advanced subjects in the latter part of the covirse. An outline of a course embodying these and several other features is given below and is recommended for adoption. The number of counts allowed in each subject is the same as the number of recitations a week prescribed in that sub- ject. In certain instances it may be necessary to increase this time allotment in order to cover the work. The Clinton Street School The Jarvis Street School RETORT OF THE BINGIIAMTON SCHOOL SYSTEM I33 First year Periods Second year Periods English 4 English 4 Biology or general science. . . 5 Bookkeeping i^ 5 Commercial arilhnielic 5 Typewriting (2j^ counts) ... . 5 Business writing 2 Algebra 5 Civics 2 Commercial geography 2^ Third year Commercial Secretarial English 4 English 4 History 3 History 3 Bookkeeping 2 5 Shorthand i 5 Electives- 5 Electives^ 5 Fourth year Cominercial Periods Secretarial Periods Business English 4 Business English 4 American history 5 American history 5 Commercial Law 2^^ Shorthand 2^ 5 Economics 2 Electives® 5 Electives* 5 It will be noted that this course provides for three classes of pupils : first, those who desire a full course in either one of the two lines of business training; second, those who for some reason must leave high school before graduation but who wish to take as much commercial work as they can with profit; third, those w^ho are pre- paring to take a course in commerce and finance in a higher institu- tion. Pupils registered for general high school work should, of course, be permitted to chose any of the commercial subjects as electives. Drazinng'^ The art course in the high school for the year just closing, has shown a marked advance over that of the preceding year. An extra classroom has been equipped for daily use, an additional teacher provided, and three new courses established to correlate with the household arts department, and with the course in printing. A topical outline of each of these courses appears below. ^ Shorthand i may be substituted. ^Shorthand i included. ^Bookkeeping 2 included. * Shorthand, elementary accounting and business organization included. 5 Transcription on typewriter for at least two periods a week required. ^Secretarial practice, business organization, commercial law and economics included. ''Statement prepared by city supervisor of drawing. 134 THE UNIVERSITY OF THE STATE OF NEW YORK The courses in elementary design, elementary representation and intermediate drawing remain as heretofore, and are based directly upon the required work outlined in the state syllabus. Costume Design Required of each pupil; a looBe-leaf notebook for mounted clip- pings, notes on assigned readings and rapid memory sketches from observation in streets and shops. Mediums : pencil, brush, water color and crayons. Charts of mounted illustrations from fashion magazines and of pencil and brush drawings made by the pupil to illustrate the fol- lowing problems, as required in the course in domestic arts : ( i ) ■details of sewing stitches, tucks and hems; (2) details of patterns; (3) space relations in parallel lines, stripes and plaids; (4) drawings of assigned details and of the complete garment as follows: (a) apron (b) yokes and neck openings, (c) kimona nightgowns, (d) collars and cuffs, (e) sleeves, (/) tailored or fancy shirtwaist, (g) simple housedress. Related exercises in artistic anatomy and pose drawing have accompanied these lessons. Home Planning and Interior Decoration Required : loose-leaf notebook, as in preceding course. Mediums : pencil, brush and crayons. Topics for discussion and illustration: (i) building site: loca- tion, exposure, drainage, water supply, fertility of soil, etc.; (2) building materials : wood, brick, cement, etc.; (3) freehand sketch of plan of home kitchen, for class discussion of conveniences and necessities in wall openings and furniture; (4) study of motmted illustrations of plans of kitchen, pantry and dining-room, to scale; (5) drawing to scale, with customary conventions, of kitchen, pantry and dining-room, showing plan and elevation; (6) freekand or instrumental sketch showing the possible remodeling of the home kitchen, to secure greater convenience or better lighting and ventilation; (7) study various styles of door and window openings, from the viewpoint of convenience, beauty and expense; (8) floor coverings: material, color and wood finish; (9) wall finish: paint, paper and color scheme; (10) necessary and convenient furniture for kitchen. The second year course covers the arrangement and furnishing of a living-room and sleeping-room in a modern home, upon a modest income. REPORT OF THE DINGHAMTOW SCHOOL SYSTEM 135 Art Course for Printers (i) Samples of common type faces; as bold, extended, Roman, Gothic, Old English, Craftman etc.; (2) diagram to show arrange- ment of type in cases (to facilitate ready manipulation in print shop), as California job, yankee job and news upper and lower cases, etc.; (3) plate of decorative space fillers; (4) plate of Roman and Arabic numerals; (5) personal cards; (6) business and professional cards; (7) tickets; (8) letterheads; (9) personal monograms; (10) menus; (11) cover for high school panorama; (12) posters for June play-festival. It is the aim of the department throughout the city to become a vital, integral part of the entire school curriculum, to enrich in every possible manner the prescribed courses in other departments, to strengthen the bonds between the esthetic, the theoretical and the industrial interpretation of art; but still more, to open avenues of approach to new fields of art, nature, history and literature, wherein has been expressed man's inherent desire, for centuries, to satisfy the longings of his soul by beautifying his material surroundings. Industrial and Household Arts^ The arrangement of the industrial work for the various types of high school pupils is a difficult task. First of all we find those wha are preparing for college and the higher institutions of learning for whom some practical work should be arranged. Others know they will take up technical and industrial pursuits. While they con- tinue their general education, their course should include such technical and industrial work as will be helpful to them in their future vocations. Still others will desire to begin special technical work as soon as they enter the high school and some provision must be made for them by including such representative types of voca- tional work as are found in and about the community. To met this complex situation in the high school of Binghamton elective courses are offered in various forms of woodwork, sheet metal, printing, freehand and mechanical drawing and household arts, including cookery, sewing and household management. It is planned to introduce additional lines of work as the department grows and the demands are made. In all the courses offered the work is given in well-equipped shops and laboratories by instructors who have made special preparation ^ Statement prepared by city supervisor of industrial and household arts. 136 THE UNIVERSITY OF THE STATE OF NEW YORK in the subjects taught. From the beginning the aim is to deal with such vitally related subject matter and local interests as to develop in the pupil an appreciative insight and reasonable acquaintance with the industrial processes, problems and conditions of the com- munity. Such an understanding of industrial facts and forces should form for the pupil the basis for intelligent and efficient functioning in the world, regardless of the sphere in which his activity may be directed. Throughout the year two distinct courses — the technical and the industrial or vocational — have been in operation. In the technical course at present there are nine classes as follows : woodwork 2 ; mechanical drawing 4; sewing 2; cookery i. These classes consume two double periods a week, the boys preparing for entrance to technical and engineering schools and the girls advanced courses in household arts. In the industrial or vocational course there are thirteen classes as follows : woodwork 2 ; sheet metal i ; printing i ; mechanical draw- ing 3 ; applied design 3 ; sewing 2 ; cookery and household manage- ment I. These classes meet every day. During the year we have made an extensive study of textiles because we feel that the ability to select wisely is equally important as the ability to construct the garment. Through the custom work the girls have had the advantage of taking measurements and making fittings for others. The community welfare work, including quanti- ties of sewing for the schools, the gymnasium and such outside insti- tutions as the St Mary Orphanage and Susquehanna Valley Home have created a deeper civic interest. Since the declaration of war our interests and efforts have been devoted almost exclusively to the work of the National Red Cross Society. We shall probably con- tinue this work during the remainder of the school year. In addition to the work in sewing we have given rather extensive work in foods, home sanitation and housewifery. The approach to the study of foods, cookery and sanitation was made through simple experiments in chemistry, physics, bacteriology and biology. This experimental work is the basis for an intelligent comprehension of the principles involved in cooking and home management. Such a foundation enables the pupil, through her own initiative, to develop recipes instead of mechanically following printed rules. In the study of sanitation particular emphasis was placed upon cleanliness. From the scientific study of bacteria, yeasts and molds the pupils gained a clearer realisation of the dangers resulting from dirt and REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 137 dust. By applying scientific principles revealed in these experiments the girls gained a clearer understanding of (a) the processes of steri- lization, (b) the selection of food with regard to its composition, (c) food preparation, ((/) economical use of fuels, (e) methods of home sanitation. We shall be able to place greater emphasis upon housewifery when the furnishings of the model apartment have been secured. For the present we have included only the theory as a part of the course in sanitation. The industrial work for the boys should be given in such a way that the worker may be really educated during the time he acquires technical skill. No one would permit the vocational element to sup- plant or cripple the fundamental work of the school. A command of English, the ability to express one's thoughts clearly and con- cisely, the mastery of mathematics and science are as essential to successful vocations as manipulative skill. Furthermore, the natural, healthy growth and development, physical and mental, will always stand first as a prerequisite for a skilled worker and efficient citizen. Any defect here means that there can be no basis for the future education and training to rest upon. In our selection of shop problems we try to embrace as many operations as possible and at the same time give individual and group work. Many of these problems are such large pieces as are needed in the various schools of the city. These usually require a great deal of machine work and offer opportunities for real factory methods. While it may not be possible for us to give real vocational prepa- ration we can, through such industrial worjc, make a strong appeal to the instinct in young people which will make them want to do something worth while in the world. They will be brought to realize that there are many kinds of work in the world to be done, all of which are necessary and important. Furthermore, these boys and girls may be brought to realize that it is the individual's business to find the work he is most interested in and for which he has the greatest capacity and that he should prepare to do that work and do it well. Employment Bureau There is in the high school, as a part of the administrative organi- zation of the school, an employment bureau which makes an effort to collect the available information regarding the openings in the business or industrial activities of the community, and also keeps a 138 THE UNIVERSITY OF THE STATE OF NEW YORK card record of those pupils, boys or girls, who- are looking toward eniplo3aTient. This method of bringing the boy or the girl and the job together is of great help to everyone concerned. It gives the emplo3'er the benefit of the school record and the advice of the school representa- tive. The training sand special aptitude oi the pupil which are vital factors but too often overlooked are talcen intO' consideration and are a matter of record on the employment card. This plan of assisting the pupils in finding congenial and remunerative employment is but another illustration of the attention given throughout the school to the needs of the individual pupil. Aiadsitoriaimi. The cosmopolitan character of the Binghamton High School is well illustrated by the wide use which is made of the large audi- torium in the high school b-uil'ding. The pupils themselves bear witness to the interest in the general auditorium exercises. In answer to' the question, " What feature of the school life is of the greatest help to you?" a large group of pupils gave the answer, " The auditorium or assembly exercises."^ The visitor at these exercises is impressed with the spirit shown by the student body, the unusual chorus singing, the work of the school orchestra, and the general interest shown by everyone in the assemblies. In a much wider sense, however, the high school auditorium is a real community center, if one may judge from the meetings of a public character which have been held in the auditorium during the past two years. It seenis to be an open forttm where every matter of piaMie interest may be discussed. The city is fortuariate in having such a completely equipped auditorium for high school purposes and for general public gatherings, and is to be congratulated on the liberal .pHDlicy which makes possible such wide use of the auditej^rium for general educational activities. Some of the objects for which the high school auditorium was used in 191 7 and early in 1918 were as follows: 1917 Lecture — Dr J. J. Walsh Auspices Knights of Columbus Concert — Madame Gadski C. G. S>mythe Play — Green Stockings High School Faculty Westfield Pure Food Exhibit — 4 days Binghamton Press Religious meeting Y. M- C A.. Meeting of Jewish National Work- ers' Alliance REPORT OF THE BINGHAMTON SCHOOL SYSTEM 139 Play — Slop Thief Mass meeting Concert — Helen Stanley and Frances MacMillan Lecture — Mr P. H. W. Ross Rally Minstrel show Educational music lecture Condert — New York Sj'mphony Orchestra Demonstration wireless telephone Concert — Colgate Glee Club Debate — Elmira vs Binghamton Lecture — Oscar King Davis Patriotic rally and demonstration Concert — Hamilton Glee Club Jewish patriotic meeting Concert — Anna Case Organization meeting Play Concert Concert Concert — Rogmuil Sykora Lecture — Arthur Guj^ Empey Patriotic meeting and minstrel show Harvard prize speaking contest Collegiate alumnae reception and pictures Girls' debate Concert — Anna Suszczjmska and Minna Kaufman Concert Memorial Day services Mass meeting Flag Day Concert for benefit of Red Cross Educational lecture concerning foods etc. Commencement exercises Baccalaureate service Commencement exercises Commencement concert Commencement exercises Weeks prize speaking contest Recital — Miss Keough Concert — Benefit Red Cross Hamilton Dramatic Clu'u Auspices Y. M. C. A. C. G. Smythe American Red Cross St John Av. Parent-Teachers Asso- ciation Endicott-Johnson Co. C. G. Smythe New York Telephone Co. General organization, High School Mondaj' Afternoon Club Relief of war sufferers C. G. Smythe National Protective League of Amer- ica Benefit Jewish war sufferers Benefit Bartktt Relief Corps Benefit Bartlett Relief Corps C. G. Smythe Broome Co. Graduate Nurses Asso- ciation St John's Church High School Civic Club (Miss Ella Trapper) C. G. Smythe Jewish Congrv;S5 Binghamton Lodge, B. P. O. E. Binghamton Conservatory of Music Flying Squadron City Hospital High School High School High ScTiool Elementarv schools T. E. Delia Rocca 140 THE UNIVERSITY OF THE STATE OF NEW YORK State Civil Service Commission convention Testimonial concert Lecture Concert Entertainment — mock trial Prohibition meeting Masque of Pandora Concert Meeting of New York State Nurses Association Meeting of New York State Nurses Association Patriotic meeting Patriotic meeting Relief meeting Five lectures — John Balcom Shaw Convention Convention Moving pictures for school children Men's meeting Meeker prize speaking contest Concert for benefit Red Cross Illustrated lecture Concert — Russian Symphony Or- chestra Safety-first pictures Memorial service Play Moving pictures for children — 4 days E. A. Bertrand Home Defense League Benefit Navy League Canton Binghamton, L O. O. F. Federated Bible Classes Benefit Ladies Guild, City Hospital Benefit Navy League Liberty Loan rally Slovak Society Armenian-Syrian relief Bible Training School State probation officers State probation officers Mothers clubs Y. M. C. A. Hills, McLean Choral Club Chamber of Commerce Collegiate Alumnae Ansco Company Binghamton Lodge, B. P. O. E. High School Life Club Mothers Clubs 1918 Lecture — Food Conservation New York concert — Preparatory Liberty Bond Mass Meeting Shakspere recital ^ Minstrel show St John Av. Parent-Teachers Asso- ciation Travel pictures Col. C. H. French Travel pictures ^ Col. C. H. French Public meeting — Dennis McCarthy Citizens Committee for Dry Bing- hamton Public meeting — Mrs Arner Citizens Committee for Dry Bing- hamton Public meeting — Mrs Cottrell Citizens Committee for Dry Bing- hamton Public meeting — John Barleycorn Citizens ComTnittee for Dry Bing- Pictures ' hamton RKI'ORT OF THE RIXGIIAMTON SCHOOL SYSTEM 141 Public meeting Mass meeting Moving pictures for school children Public meeting — Father Curran Concert — Colgate Glee Club Moving pictures for school children Public meeting — Mrs Ropp Harvard prize speaking contest Play — It Pays to Advertise Moving pictures for school children Lecture — Madame Huard Preliminary declamation contest for Hamilton Boys Glee Club concert Patriotic meeting Lecture — Doctor Forbush High School festival musical Girls' prize speaking contest Graduation exercises Contest Class day exercises Weeks prize speaking contest Commencement exercises Commencement exercises Federal lecture Food demonstration Boy Scouts rally Citizens Committee in license cam- paign Liberty Loan rally Mothers Clubs Citizens Committee for Dry Bing- hamton General Organization, High School Mothers Clubs Citizens Committee for Dry Bing- hamton High School faculty Mothers Clubs Associate Alumni Association High School High School Slovak Organization Binghamton Travelers Association City Hospital Congress — Boys Club High' School graduation class High School graduation class Elementary schools Mrs Lewis Seymour Mrs Lewis Seymour The wide variety of public entertaininents, lectures, concerts, patriotic and other mass meetings is indicative of the large use of the high school auditorium as a coinmunity center. The constant use of this hall as a ineeting place for the public can not fail to keep before the people the importance of the high school as a part of the daily life of the community. Pupils' Aims Beyond High School It may not be entirely out of place to return for a moinent to the questiorinaire submitted to the student body which was discussed earlier in the chapter in connection with the course of study and the reaction of the pupils on the work of the school. We return to this matter here, however, to note in particular the answers submitted to the last question : " What are you planning to do after com- pleting your high school work? " The great variety of occupations 142 TtlE UNIVERSITY OF THE STATE OF NEW YORK mentioned by the pupils in their plans for future work suggests the complex character of the problem of modern high school training. Of the 862 pupils who filled out the forms, only 116 made no answer to this question. Only five pupils stated that they had no plans for the future. ■ The number stating that they were undecided was 86. All others gave definite replies. Many of course will change their plans and will follow some other vocation than that which they have given. This is to be expected. The writer recalls that when a senior in high school he was asked on a student question- naire to state his "prospective profession" and the reply made was far afield from his present activities. The answers of these pupils, however, indicate clearly that they are giving careful, intelligent and serious thought to their life work. Of those making definite reply to this question, 184 state that they are planning to go to college, 116 of whom expect to take a liberal arts course. The number expecting to take an engineering course is 36, technical course 17, music ,8, forestry 4, architecture 2, normal i. The large demands and increasing rewards of the business world are reflected in the number, 181, who plan to take up office work or courses in business. In giving their plans for the future iii mention office work and 70 state that they expect to take courses in business. Teaching does not interest a large group although several in giving other answers may have teaching eventually in mind. Some- what related under this heading are the following replies : Normal school 30 English 4 Teaching 20 Kindergarten training i Physical training teaching 16 It may be of some interest to group the remaining answers to indi<:ate rnore clearly the diversified character of the interests of the high school pupils : Music 26 Design 5 Nursing ...i 19 Naval training school .5 Household arts 17 Pharmacy .... 5 Law 14 Drafting 4 Technical courses 13 Civil service 4 Medicine 12 Army 4 Business 11 Chemistry 3 Mechanics 9 Journalism 3 Agriculture 8 Millinery 3 Military academy 8 Elocution 3 Secretarial work 6 Librarian 3 REPORT OF THE BINGHAMTON SCHOOL SYSTEM I43 Drawing 3 Settlement work Social service 3 Public accountant Art study 3 Y. M. C. A. work Advanced studies 3 Chauffeur Electrician 2 Ph\s cal director Floriculture 2 Aviation Molding work 2 Clerking Finishing school i Interior decoration Printing i It would be unwise to attempt any general deductiotis from the exhibit as presented without giving due consideration to the con- ditions under which the replies were made. The wide differences in the pupils' interests, however, stand out strongh'^ and emphasize the great task of the modern high school. That the high school holds the interest of the pupils is apparent from the statements of the pupils themselves as well as from the reports made on the various departments as a result of class visita- tions. The plan of organization which considers the educational program in both elementaiy and secondary grades as a single unit or as a continuing process, and provides for general supervision of certain major subjects throughout the school system must be of great aid in helping the pupils to see definite objectives as the aim of their school work. The articulation and correlation of the dif- ferent types of work in the high school make for an unusual spirit which must bring close together the apparent diversity of interests of the pupils, whatever may be their aims or purposes in life. As stated in the recent report of the commission on the reorganization of secondan,' education, " It is only as the pupil sees his vocation in relation to his citizenship and his citizenship in the light of his voca- tion that he will be prepared for effective membership in an industrial democracy. Consequently, this commission enters its protest against any and all plans, however well intended, which are in danger of divorcing vocation and social-civic education. It stands squarely for the infusion of vocation with the spirit of service and for the vitalization of culture by genuine contact with the world's work." Such an institution is the Binghamton High School. Courses of Study ^ College Entrance The aim of this course is to prepare for admission to colleges of liberal arts. Liberal electives in third and fourth years are to meet conditions of special requirement set by the colleges. ^As given in folder printed for distribution to parents and pupils. 144 THE UNIVERSITY OF THE STATE OF NEW YORK First year English 1 5 Elementary algebra 5 First year science 5 Latin i 5 Health education 2 Music I Drawing'^ 2 Second year English 2 5 Plane geometry 5 Latin 2 5 Greek i or German i or French i. 5 Health education 2 Music I Ancient history^ 3 Drawing^ 2 Third year English 3 5 Latin 3 5 Physics 5 Greek 2 or German 2 or French 2. 5 Health Education 2 Music I English history^ 3 Drawing^ ' 2 Fourth year English 4 5 Latin 4 5 American history 5 Intermediate algebra 2 Health education 2 Music I Greek 3 or German 3 or French 3 ^ 5 Chemistry^ 5 Advanced mathematics-^ 2 Normal Entrance This course aims to prepare for admission to any normal school in the State or to a normal college. Third year EngHsh 3 5 Physics 5 English history 3 Advanced design, intermediate or mechanical drawing i 2 Music theory 2 Health education. 2 Music I Latin 3 or German 3 or French i ^ 5 Advanced mathematics^ 5 Fourth year English 4 5 American ■ history 5 Music harmony 2 2 I First year English 1 5 Elementary algebra 5 First year science 5 Latin i or German i or French i. 5 Elementary design. 2 Health education 2 Music I Second year English 2 5 Plane geometry 5 Latin 2 or German 2 or French 2. 5 Ancient history 3 Elementary representation 2 Health education 2 Music '. I Physical geography^ 5 Health education Music Advanced representation or ad- vanced design^ 2 Latin 4 or German 4 or French 2 ^ 5 Chemistry^ 5 1 Elective. REPORT OF THE BINGHAMTON SCHOOL SYSTEM 145 English Course The aim of this course is to give a general high school training to those who have not been able to select the work they will do after .leaving school. This course may or may not admit to college. J-iiwt year ' Englsli 1 5 Elementary alj^.bra 5 First year science 5 Health educat.on 2 Music I Industrial or commercial sub- ject (10)^ 5 Foreign language^ 5 Drawing^ 2 Second ]'car English 2 5 Plane geometry ; 5 Ancient history 3 Health education 2 Music I Industrial or commercial subject (10)1 5 Fore'gn language^ 5 Physical geography^ 5 Drawing^ 2 Third year English 3 5 Physics 5 English history 3 Health education 2 Music I Industrial or commercial subject (10)1 5 Foreign language^ S Drawing! 2 Fourth year English 4 5 American history 5 Reviewed mathematics or ad- vanced arithmetic or economics. 2 Health education 2 Music I Foreign language^ S Industrial or commercial subject (10)1 5 Drawingi 2 Technical Entrance The aim of this course is to prepare for admission to technical and engineering schools. First year English 1 5 Elementary algebra 5 First year science 5 German i 5 Mechanical drawing i 2 Health education 2 Music I Shop practice (4)1 2 Second year English 2 5 Plane geometry 5 German 2 5 Shop practice (4) 2 Health education 2 Music I Drawing! 2 Ancient history^ 3 Physical geography^ 5 Third year English 3 5 Physics 5 German 3 5 Mechanical drawing 2 2 Intermediate algebra 2 Health education 2 Music I Solid geometryi 2 French^ 5 Ancient history^ 3 English historyi 3 Shop practice^ 2 1 Elective. 146 THE UNIVERSITY OF THE STATE OF NEW YORK Fourth year English 4 5 American history : 5 Two of the following: Advanced algebra, Solid geometry or Trigonometry 5 Mechanical drawing 3 2 Shop practice (4) 2 Health education 2 Music I German 4 5 French 2 5 Chemistry 5 Household Arts The aim of this course is to prepare for better home making and for entrance to the more advanced schools, such as Simmons College, Cornell, Columbia, Pratt Institute, Mechanics Institute, etc. With the assistance of the head of the department, the pupil should select such electives as will best meet her needs. Those who wish to enter the advanced schools should elect geometry the second year. Their electives should contain two years of a modern language and physics or chemistry. First year English I 5 Algebra 5 First year science 5 Household arts (lo) (Cookery, home sanitation, and house planning) 5 Health education 2 Music I Second year English 2 5 Ancient or English history 3: Elementary design 2 Household arts (10) (Sewing, textiles, costume de- sign) 5 Elective 2 to 5 Geometry, modern language, com- mercial or industrial subject. Health education 2 Music I Third year EngHsh 3 s Household arts (10) (Cookery, home management, interior decoration and nurs- ing) 5 Elective 5 Elective 2 to 5 Modern language, chemistry or physics, commercial subject or adv. representation and music Health education 2 Music , I Fourth year English 4 5 American history . i- „ . , 5 Household arts (10) (Advanced dressmaking, mil- linery and design) 5 Elective 2 to 5 Modern language, physics, chem- istry, commercial subject Health education 2 Music r REPORT OF TITE BINGHAMTON SCHOOL SYSTEM 147 Industrial Arts The aim of this course is to give preparation for entering the trades of higher institutions, such as Mechanics Institute, Pratt Institute, or the School of Practical Arts. If the pupil expects to enter these schools the electives should include two years of a modern language. So far as possible the shop practice is to be selected to fit the individual. It is expected, that each pupil will have experience in at least two lines of work. Each pupil should con- sult the head of the department in planning the practical work of his course. First year English I 5 Algebra 5 First j'car science 5 Shop practice (10) (woodshop or printing) 5 Mechanical drawing 2 Health education 2 Music I Second year English 2 5 Plane geotnetry 5 Elective ..3 or 5 Modern language, ancient or English history, or commercial subject Shop practice (10) (sheet metal or printing) 5 Mechanical drawing 2 Health education 2 Music I Third year English 3 5 Physics 5 Elective 2 to 5 Modern language, solid geometry, commercial subject Shop practice (10) (turning and pattern making or printing) 5 Mechanical drawing 2 Health educat'on 2 Music I Fourth year English 4 5 American history 5 Elective 2 to 5 Modern language, mathematics, commercial subject, chemistry Shop practice (10) (machine shop or printing) 5 Mechanical drawing 2 Health education 2 Music I Commercial The aim of this course is to prepare for secretarial, office or banking positions and for entrance to higher institutions where advanced work in business and finance is given. Instead of stenog- raphy and typewriting, a pupil may elect printing, drawing or a foreign language. 148 THE UNIVERSITY OF THE STATE OF NEW YORK First year Third year English I 5 English 3 5 Elementary algebra 5 Commercial geography 2}^ 1st year science 5 Stenography 5 Business writing and forms .... 2 Advanced bookkeeping and office Commercial arithmetic 2^2 practice 5 Health education 2 Typewriting (5) 3 Music I Health education 2 Latin or German or French^. ... 5 Music I Second year ^°''^^^" language i or 2^ 5 English 2 5 ^^^'''' 5 Plane geometry 5 Fourth year Ancient history or English his- English 4 or commercial English 5 tory 3 American history 5 Typewriting (5) 3 Stenography 5 Elementary bookkeeping (5) ... 3 Commercial law .; 2l4 Health education 2 Economics 2 Music I Health education 2 Language i or 2^ 5 Mus'c I Physical geography^ 5 Foreign language 2 or 3^ 5 Summary The courses of study offered in the Binghamton High School are varied and aim to meet the needs of a cosmopolitan community. They include courses as follows : general or English, technical or engineering, normal entrance, college entrance, household arts, industrial arts, commercial. English, health education, and music are required of all pupils. The school is an excellent illustration of the comprehensive or cosmopolitan type of high school. Vocational, industrial and manual work as well as the commercial and technical courses are as much a part of the high school curriculum as the history, modern lan- guages or science. The work of supervision is well organized. There are four deans of classes who are responsible for the general oversight of pupils. They advise pupils as to their courses of study and as to general problems related to their school activities. The heads of depart- ments are responsible for the work in their respective fields in the high school, and in some instances are directors in charge of their work throughout the school system. In this manner the high school work is closely articulated with that of the elementary grades. The instruction in the several departments of the high school is strong. The teachers are well qualified for their work by training ^Elective REPORT OF THE BINGHAMTON SCHOOL SYSTEM I49 and experience and as a group have thorough professional spirit. Eighty per cent of the teachers are college trained, many with additional graduate work. The program for supervised study in the high school is definite and uniform, one-half of each hour period being given to this work. The individual reactions of the pupils upon their school course as given on a questionnaire prepared for this purpose, are indicative of a very wholesome spirit throughout the school. Some suggestions made by the pupils are worthy of serious thought. In general the student body is well satisfied with the opportunities offered by the high school. The commercial department has grown rapidly since the opening of the new high school building. At present there are registered in one or more courses 27.3 per cent of the total school enrolment. In the industrial and household arts department courses are offered in various forms of woodwork, sheet metal, printing, free- hand and mechanical drawing, and household arts including cookery, sewing and household management. The shops are well equipped for the courses otTered. The excellent character of the work in music in the high school has been noted in the discussion of the subject in the previous chapter. The glee clubs, special choruses, general assembly chorus, and the high school orchestra are doing work of a high order. It is a strong feature of the school activities and ranks with the best work of this kind in the high schools of the State. The equipment throughout the school is complete but not extrava- gant. The gymnasium is not ideal in its appointments but is rea- sonably satisfactory until better accommodations are provided. The swimming tank and lockers are well arranged. The science labora- tories, the school library, and an auditorium are not only thoroughly modern but are articulated closely with the daily activities of the school. The city is fortunate in having such a completely equipped audi- torium for high school purposes and for general public gatherings, and is to be congratulated on the liberal policy which makes pos- sible its wide use for general educational activities. 150 THE UNIVERSITY OF THE STATE OF NEW YORK 9 ACHIEVEMENT IN FUNDAMENTAL SUBJECTS AS MEASURED BY STANDARD TESTS For the purpose of measuring the efficiency of the instruction in terms of definite quantitative standards and in order to make the results achieved comparable with results obtained in the schools of other cities, standardized tests were given in the subjects of arith- metic, composition, silent reading, spelling and writing, to pupia m. the grades in the fourteen grammar schools of the city. The tests or scales used were as follows : Courtis Standard Tests in the four funda- mental operations of arithmetic Grades 4 to 8, A and B classes Hillegas Composition Scale (Nassau County supplement) Grades 4 to 8, A classes Kansas Silent Reading Test (Kelly) . .. Grades 3 to 8, B classes Measuring Scale for Ability in Spelling (Ayres) Grades 3 to 8, A and B classes Ayres Handwriting Scale (Gettysburg edition) Grades 4 to 8, A and B classes These tests differ from the usual examinations in two important respects : 1 They are like measuring rods. No pupil is expected to com- plete the work; each pupil can show his ability by completing as much as possible within a given time limit. 2 They are intended to measure the attairmient of grades or schools as wholes rather than of individual pupils. The results of the tests are ordinarily stated in terms o£ median scores. Median score of a grade is that one above which and below which there is an equal number of scores. It is not an ideal achieve- ment but represents rather a halfway point between poor and good work. For a school, therefore, to lay claim to highly satisfactory achievement, its median score must lie well above what is termed the standard median. The results of these tests, studied in connection with the time allotments, methods of teaching and local conditions, are valuable factors in determining the general efficiency of the instruction. They make possible : I Comparison of work done throughout the system with that done in other school systems. REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 15I 2 Comparison of work done in different grades and different sec- tions of grades in the same scliool system. 3 Concentration of teaching effort upon the wealaiesses in the instruction thus pointed out. 4 The saving of time and energy by discontinuing efforts in hnes of work in which reasonably satisfactory results have already been secured. Arithmetic It is assumed that the Courtis tests in the four fundamental operations of aritlimetic are so well known that a detailed descrip- tion and explanation of them is unnecessary in this report. It is sufficient to state that each pupil taking the tests was given a paper on which were printed more examples in each of the four funda- mental operations than any child was expected to work in the time allowed, which was eight minutes each for addition and division, four minutes for subtraction, and six minutes for multiplication. The teachers were carefully instructed as to how to conduct the test and to score the results, and the necessary explanations were made to the pupils. The achievement of the pupils in these tests in the four funda- mental operations is set forth in the charts 15 and 16. " 152 THE UNIVERSITY OF THE STATE OF NEW YORK ADDITION Median of Attempts Percentzge '^f Accuracy Attempts Per Cent 12 \ V V V( VII V(l l 85 I V y VI VII VIII II 10 Q 8 7 6 5 /' 80 75 70 65 60 55 50 .''' / / --''' // y / / .' / / / / / / / / .Courh'5 Stan^ar a ro ro >r) i>^ t-- 1 ro t """hi 1-1 ^O^O '* <^ vO N 00 ^ t-- I r- I rovO oo CO lO 01 ! fO I w r- -cf w i> 1 o 1 O* t-H 0\C0 vO m O CO C^O O t--00 O H -Tl- O ^00 O '-' "^co l> t-- ■^ CO ro •-< "^ O lOO r- 0\ O t:J- lO -^ r- m lO uo lo -^ I lo I "" I "I ro lo Ooo M I vO t/^ M o 00 r^ CJ o ^o ro 1 a 11 lO lO M lo 01 CO O 0\ fO w ro v^ O oo r^ O O O 1 ■* ^sO CO o ro O r^ N ro fO r- r^oo ro tOMD 00 0\0 a s 3 ro CO M o O ro 1 CO lo u^ ro • •^ Tj- r- -^ ro )^ ro 0\ On M vO ) SO I/:) m ro ro C\ C CO ^O I ro On 0\ 1-' sO ^ 00 -O lO lO ro "^ "^ r^ -^ ro M ro a> 0\ M vO o CO O lO lO ro O 0) -S to rf lOO t-^co ^lOsQ I>00 REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 1 57 In the matter of accuracy, the charts also show unsatisfactory results. None of the grades attained their respective grade stand- ards of accuracy in addition. Five of the fourth grades achieved only 59 to 70 per cent of grade standard. All the fifth- grades and all but two of the sixth grades failed to attain the fourth grade standard. The two sixth grades excepted failed to attain the standard for the fifth grade. Only one of the seventh grade classes attained the sixth grade standard; one other attained the fourth grade standard ; and the remaining ones fell below the standard for the fourth grade. The achievements of the eighth grade classes in accuracy in addition were as follows : one class attained the standard for the seventh grade ; one, the standard for the sixth grade ; one for the fifth grade, and two attained only the standard for the fourth grade. The other four classes failed to attain even a fourth grade standard. In accuracy in subtraction, the eighth grades in the Pine Street school were the only grade classes in the city that attained grade standard. Ten of the fourteen fourth grades attained 54 to 74 per cent of standard. All of the fifth grades, all the sixth grades and all but two of the seventh grades failed to secure fourth grade standard. Of these two seventh grade classes, one attained the standard for the fourth and the other the standard for the sixth grade. One of the eighth grades attained the seventh grade standard three of them attained the standard for the fifth grade and two of them attained only the fourth grade standard. Two remaining classes fell below the standard for the fourth grade. The seventh grades in Pine Street school were the only classes that attained standard grade median for accuracy in multiplication. Only two of the fifth grades attained a median as high as standard for the fourth grade. Only one of the sixth grades scored as high as the fifth grade standard. Three of them attained fourth grade standard and the others fell below. Although one of the seventh grades attained the standard grade median of accuracy in multi- plication, all but two of them failed to achieve the standard for the fourth grade. These two classes failed to attain fifth grade standard. Four of the eighth grades attained the fourth grade standard; three attained the standard for the fifth grade; one attained the sixth and one attained the seventh grade standard of accuracy in multiplication. A larger number of classes achieved the respective grade medians in accuracy in division, but as a whole the results, like those in the 158 THE UNIVERSITY OF THE STATE OF NEW YORK Other operations, suggest much to be desired. The sixth grades were the only grades where every class in the grade failed to achieve the standard medituiis of accuracy in division. Six of the fourteen fourth, grades, one of the fifth, one of the seventh and three of the eighth grades attained the respective grade standard. None of the fifth grades failed to attain the standard for the fourth grade Kit eight of the sixth grades failed to score the standard for the fifth grade. The seventh grade in the Pine Street school attained the standard for the eighth grade but two of the seventh grades attained only fourth grade standard. Five others attained the standard for the fifth and one attained the standard for the sixth grade. Of the six eighth grades that failed to attain the standard median of accuracy in division, one attained the standard for the seventh grade, two attained the sixth and three attained the fifth grade standard. It should be noted in connection with the results in regard to accuracy in the fourth and fifth grades that a considerable per cent of the total number of pupils in these grades failed to give a single correct answer,, as follows : Fourth grade: 14.4 per cent in addition; 12.2. per cent in sub- traction; 13.4 in multiplication,, and 28.9 in division. Fifth grade: 8.4 per cent in addition; 6.5 per cent in subtraction; 7.8 per cent in mtiltiplication, and 15 per cent in division. RErORT OF THE BINGIIAMTON SCHOOL SYSTEM 159 o » - 000 ^ W 01 sO UD IT! ^ -^ rC O 0> >0 £ -rj-ro ro o^ i^ ir, O O li^ 10 ^^ CO TfvO PO ^ ^ O 00 t^ 10 N t^ w "^ ■^ r^ Tt po nTTi (^ On 0\ t-t \0 6 5 flO so 90 00 ID -t n 00 lo ^ liO O O i^ 00 O -t-O ^nO I-. ro ^O ^ C u^ 10 'OO CI rO 1^0 -^ M -^ ON -t M O m ro O* lo 10 i^ i^ 10 N 10 CO sO M O O O On iJ^ W O u^ o O "0 'Tfoo CO ro M O ro r^ O 0\ ^O OC O 10 10 ro rf I— CO O^ O 10 u^>»c O r» roco n O fO -^ ro O O "-< O O CO t^ -^ '^ Tt r- 'i- fo r^ O^ 0\ '-< " ri o ^ ■^ -^ r- ^ ro 01 ro C^ o '-0 o CO O 10 i>7i ro O to ■^ J^O i>00 •^ 100 c^co l6o THE UNIVERSITY OF THE STATE OF NEW YORK While the medians of attempts and the percentage of accuracy suggest much with regard to the general character and success of the work in the fundamental operations of arithmetic, the accom- panying graphs may be of special interest and a more suggestive measure of aqhievement, as these graphs comprise both of the factors, speed and accuracy, that determine what the pupils are doing in these lines of work. REPORT OF THE BINGHAMTON SCHOOL SYSTEM l6l ADDITIOh >- o < u. o y- z: LU KJ \00 90 8 eo ^ ,\ %-' -•<> h I— .— -- .-< r" 70 4- ,^* "' /^ .^ >' '^ ''o 60 * y ^ % / f r ^ ^ "^ 50 1 1 A \ AO L of o o <: t. o h- z: 5 6 7 8 9 10 (I |^ -«r-NCMBER OF ATTEMPTS-*- SUBTRACTIOM 100 o 90 5 .% ^ — .2 >-- --< .* \ ,-- — 'H ^- ' ^ _^ jO yo ^ ^ 9^ s f .rf^ ^ »^^ 7 70 1 /- -f / >? /^ 60 / I ^ ^ 5 ^. 1 \ —4 y ?- i>0 1 / % 4^ 1 50 6 a 10 11 . Courtis Standard le 13 CHART 17 l62 THE UNIVERSITY OF THE STATE OF NEW YORK MULTIPLICATIon 90 V eo d 70 30 1* V > ^ B } £ » ' r i I < > J i 1 1 ?. 1 .^ -NUMBER OF ATTEMPT^ oivisjori Couri\5 Standard. Bin^'hamton "" —5 — " Ca. 3 w>- J 3 r" ^ \ „''"' ■^ % — '?^ '^ ^ ,^i ■^ .c1^ r '^ X f K H / /( 'ix /' ^ ' 3 4 r p > € > 7 r £ 1 < J 1 1 1 CHART l8 REPORT OF TPIE BINGHAMTON SCHOOL SYSTEM 163 It is observed (hat in these graphs the median number of attempts, or the speed, is shown on the horizontal scale, while the percentage of accuracy is represented on the vertical scale. The achievement of each grade is indicated by the number in the small circles. A study of these composite graphs shows that while there is progress throughout the grades in the four fundamental operations in arithmetic, there is not the rapid i)rogress in both speed and accuracy which is expected in the fourth to the sixth grades, and for this reason it becomes necessary to stress the work in the higher grades. The median of efficiency, a term used to denote the product of the median attempts multiplied by the percentage of accuracy, gives a basis of comparing the actual achievement of the different grades. Table 20 is given for the purpose of showing the median of effi- ciency achieved in each of the fundamental operations in each school and in each grade. 164 THE UNIVERSITY OF THE STATE OF NEW YORK o o < iB a a '•3 55 CO inoOO COO M t^OOvO M M m ro 0\ M ^0 fO M 0\ 0\ i> ^-< c> o-o 0\ M t^ -rt- fM rt 1000 -t ro -t t^O OOU-)mI>OOtJ-c-ivOO in t^O t-- 0\ Oi 1> "^ t^ o ■ O\00 N 1-1 l-CJ\'^l--CiO >-' 01 ^T-^M ■ -^ 00 t^OO t^ M UD l>^ 0^ N 0, • -^ 10 l> "^vO ro »0 10 10 tJ-O 10 fO w^ >o ^ •rONr*ororON'r}-w (NWrOrOW ro ■* 'i- i> 10 r- i> in -^0 cOfOMr--^MMM 00 fMNMMMMMCIClMNWNM c~-i>0 r^cooo r^-t-t- 00 I> 0000 "^00 "O 00 M r- o> -^vO M 00 ■ rof^'^mt^fOf^mror^O'^'^N ro ■■o ^ CO r- ro TT in m-o "m in t^O '^ oi r- 0\ w CO ^0 OM-rd-MinminM M rornroror*2(N NrONrorOf^Mro rj- 2; H U < « 00 roOOwmOsO^r-^ w (TjO m n 0\ n 00 m iHOOC\'-fMi-ioOCOO M 1-1 M M M H M - CO M 0\C0 -q- rn CN roMMi>iriOoOC\»-iO to 00 I>00 t^OO t^ CM>0 00 ■ M \o o^ m w mo -^00 in in ro r^ HI n • in r- in i>0 ^n^O m ino O "^O 0\ XD ■coo N -^roMoo I''- poco n 01 00 ■0 04OO inrorON 0\c^ ho Oioo ■^ ■ in-^in"^in'^in-^rO"<^ininro"^ x> ■^ M ro >-( 100 iM 00 r- oj i>oo r- i-i OOc-ico H rot--rOH Ttroo 0\o00 M mmo) PO^N in-^romromrofO .0 7. H i 00 t-' in inco mco w m <>i -^ cooiH^ONOMtHinr^ H t^o i>oo i> t^ i> ino Ov r^ Ot-Oi-iMrooiT -^O Ttt^OMOmMOt-ico s? -^t 100 in in in t^ in in in 00 - n lOM fOcO POOintN roOOOO - in 01 rt >H 00 rooo N CO ■ ^ino 'i-min'^Ti-'^'^inin'^l-in t~ lo - o\ fo o\ ■^00 M moo m i>- ■^ ■^co - j>i>oo moo inmw mw 0\0 00 • r^f^^rri^fO'^rOfo CO c^<:> r^iO w 00 M-^mmm-^Mmwcq wmmwrn n J Id >> •^^ (U 52 q oj aJ*S cti.5 cU.S O^.ti 1 ■3 A studv club i^fjM^ h^: '^x:<^^i^Sky f^-.j: V L^^^^&M^^^^^^^r, ff^BQBHtl^nP* ^^\f jB^t,]^K^ t^fll^ 11^^ Jim n ■^■llbr^ ™ •** l"K^^r^«^l>A ,/ -. - hA IF" '-""HB ''"''^^^sHMHi^BE^S k^ . — "^ ^ ^-- ^^^M feSEL . Story hour at the Carroll Street playground REPORT OF THE BINGHAMTON SCHOOL SYSTEM 165 There is shown in charts 19 and 20 the distribution of attempts in each of the four fundamental operations in arithmetic, so ar- ranged as to show the overlapping of the different grades in each test. The figures on the vertical lines represent the number of pupils and the figures on the horizontal show the number of examples attempted by each group. The grade medians are indicated at the top. While the graphs show the need of giving careful attention to the classification of pupils, it may al^o be observed that there is not the wide scattering of effort in the seventh and eighth grades so often observed in this part of the school system. l66 THE UNIVERSITY OF THE STATE OF NEW YORK AOOITION SUBTRACTION I a 3 4 5 li I 2 3 4. S ! 13 M 15 16 17 IS 19 20 21 2 ?3 M 12 3 4 5 6 "^taAc vm 13 M 16 16 n 18 19 20 10 597 Siu^ '^-loAc V 9 I) II I! 13 M 15 16 834- (pMf,^ GRADE M£DIAnS 12 3 4 5 6 B 14 15 16 ins 19 20 21 22 23 D 1 2 3 4 5 6 12 3 4 5 6 1 I 2 3 4 5 6 7 8 9 10 II 12, J3 14 15 16 17 18 19 20 21 22 23 24 I J 3 4 i 6 7 8 9 10 I ; 14 IS 16 17 16 19 20 21 22 23 24 1 ; 14 15 16 17 18 19 20 21 22 23 24 r 14 15 16 17 18 19 2 I 14 15 16 1/ 18 19 ^Lwic IV . '^ 634 ii?iij»i^ 12 13 14 15 K 17 CHART 19 Showing graphically the distribution of attempts in Courtis tests in addition and subtraction REPORT OF THE BINGHAMTON SCHOOL SYSTEM 167 MULTIPLICATION 6R*DE MtDIAMS 12 3 4 5 12 3 4 5 1 I 3 * > 12 3*5 i z 3 * i 12 13 M IS l( n 18 19 20 12 13 14 IS 16 ir It ^ 9 10 11 12 13 14 15 16 17 la 2 J 4 5 4 T 12 I) 14 19 16 17 18 l> 20 ^597 ^Mf^ 12 13 U 16 re IT 18 il.a^ IV ^f 34 ^^ I 9 10 II 12 13 14 19 16 CHART 20 Showing graphically the distribution of attempts in Courtis tests in multiplication and division l68 THE UNIVERSITY OF THE STATE OF NEW YORK The variations of attainment of the grades in the different schools, as indicated by the Courtis tests, are not unusual and compare favorably with those reported from other school systems. While there is definite progress, there is need of greater stress on both speed and accuracy in the fourth, fifth and sixth grades. Many of the classes are at least one grade below the standard, some are two grades below, and a few are even three grades below standard in one or more of the fundamental operations in arithmetic. The variations of ability of pupils in the same class in certain schools need special consideration. When the abilities of pupils in the same grade class range from third grade to eighth grade standard and when such large numbers of pupils in fourth and fifth grades are unable to give a single correct answer, it suggests a lack of proper grading and reveals a serious problem of instruction and supervision. Backward pupils should be given special drills in lines of work in which they are found to be weak. It is clear from the facts presented on page 89 that more than the usual proportion of time is given to the subject of arithmetic. Less time should be sufficient to secure satisfactory results. The time allotments should be reduced and the time thus saved devoted to other subjects. Moreover, the time allotments lack balance and adaptation to the grades. A reasonable uniformity and adaptation is desirable. There seems to be no well-defined policy or practice with regard to oral arithmetic, but this may be more apparent than real. Oral arithmetic may be given the necessary time during the regular arithmetic assignment. It is worthy of note in connection with these conditions that it is quite possible through concentration of effort upon instruction and drill in the four fundamental operations to make marked improve- ment in a single year. This fact was well demonstrated in the improvement made in the schools of Boston and Detroit as shown by results achieved in the Courtis tests in the years 1914 and 1915. Composition The test in composition consisted in the writing of compositions on a given subject and the correction of these compositions in a uniform manner by the use of the Nassau County Supplement of the Hillegas Composition Scale. Pupils in the A sections of grades 4, 5, 6, 7 and 8 were asked to write 20-minute themes on the subject, " How I Would Spend Ten REPORT OF TIIK BINC.IIAMTON SCHOOL SYSTEM 169 Dollars so as to Give Five People the Most Enjoyment." Pupils were allowed to use either pen or pencil. No suggestions were given as to content of themes or arrangement of material. Pupils were asked merely to write " as interesting a story as you can " on the subject stated. No limit except that of time was placed upon the length of themes. However, the great majority of them were about a page in length. The themes were rated in the following manner. About one-third of the themes selected at random from those submitted from each grade were read by a committee of some seventy-five teachers. Themes were selected in this manner for rating in order to eliminate unnecessary labor and because the application of the law of averages gave assurance that the findings for the system as a whole would be the same as though they were based upon the rating of all themes written. Themes were not marked with the name of the pupil, the school, or the grade. These marks appeared only on the envelopes contain- ing the themes. When taken from the envelopes the themes were given a code mark. Thus the markers had no way of knowing from what school or room the themes came. In the reading of the themes the Nassau County Supplement of the Hillegas Composition Scale was used. This scale consists of eight themes so selected as to represent gradations in excellence or quality of composition. When this scale is used, the themes to be rated are moved along from one type theme to another until the theme on the scale is found which most closely resembles in quality the theme which is being rated. The grade or mark is assigned accordingly. In the actual grading of the themes, the markers were seated in four rows side by side. Each theme was first graded by a teacher in the first row who then folded the paper in such a way as to conceal her rrtark. In this way each theme was rated three times without any of the markers knowing the rating assigned by her associates. The teacher in the fourth row averaged the grades assigned by the three markers, and wrote this at the top as the final rating of the theme. The total number of papers thus rated represented the attain- ments of slightly more than 20 per cent of all the pupils in the grammar schools of the city. The median results attained by schools and by grades are shown in table 21. 170 THE UNIVERSITY OF THE STATE OF NEW YORK Table 21 Medians attained in composition Grades Medians Medians Medians Medians Medians Jefferson . . Pine Fair view. . Laurel. . . . Rossville . , Oak Lincoln . . . Jarvis . . . . Po Vinson. St John... Carroll . . . Bevier. . . . Alfred.. .. Grade medians . . . Standard medians. 2. 70 3-50 3.28 4.00 4.41 4- SO 4.83 S. 6 86 S SI S 51 6 61 6 69 S 37 4 41 4 09 5-62 5. SO These results show the following facts with regard to the achieve- ments in composition work: With few exceptions, the sixth, seventh and eighth grade classes practically attained or exceeded their standard grade medians. The sixth grade in Jarvis Street school attained a median beyond the standard for eighth grade and all but three of the eighth grade classes exceeded the grade standard. The three exceptions scored 80, 85 and 98 per cent standard, respectively. The results in the fourth and fifth grades were not so satisfactory. The fourth grade in the Oak Street school was the only one of the fourth grade classes that attained grade standard, but those in Jefferson, St John, Alfred and Fairview schools closely approached the standard median. The fourth grades in Rossville, Jarvis and Robinson Street schools attained only 33, 40 and 65 per cent, respec- tively, of grade standards. None of the fifth grades attained its standard median, although those in Jefferson, Pine and Carroll Street schools fell but little below. The other fifth grades, with the exception of those in Oak Street and Jarvis Street schools, failed to attain the standard for fourth grade. The sixth grades in Alfred, Rossville and Fairview schools and the seventh grades in Carroll, Laurel and St 'John Street schools were marked exceptions in the upper grades, in that they failed to attain a standard as high as that for fourth grade. REPORT OF THE HINGHAMTON SCHOOL SYSTEM 171 The following table offers a c()nii)aris()n of the median scores attained in Binghamton with those attained in eleven other school systems : Table 22 Comparison of Binghamton median scores in English composition with median scores attained in other school systems SCHOOL SYSTEM Binghamton Utica Nassau county Lead, S. D.' Newark, N. J. (one school only) Ethical Culture School, New York City . Chatham, N.J Salt Lake City, Utah Butte, Mont South River, N. J Mobile county, Ala Mobile, Ala Tentative standard medians. MEDIAN SCORE AJIMS2D IS GRAOj 2. 70 2.41 2.76 3-57 2.39 2. 95 358 2.34 2.31 3.20 3.31 35 3.28 3 13 3 42 4. II 2.51 4.01 2.8 41 4 73 4 82 4 64 S S6 4 72 S 10 4 61 5 41 3 7« 4 34 4 60 4 S 62 .S 21 4 S6 S 77 5 27 5 7; .S 2) 6 37 4 ' I S 6: ' See notes in Nassau Survey. It will be observed that the results attained in Binghamton do not, on the whole, compare unfavorably with those attained in other systems. While Binghamton ranks seventh in the list in both the fourth and fifth grades, it ranks fourth in both the sixth and seventh grades and third in the eighth grade. The general excellence of the results in the upper grades as com- pared with those in the lower grades reflects the very satisfactory supervision that is known to be given them. It also gives evidence of good instruction in these grades. The apparent inefficiency in some of the fourth and fifth grade classes is undoubtedly due in some measure to the fact that a con- siderable per cent of the pupils composing them are of foreign birth. Another factor that should be noted is that the excellent and rather unusual scheme of supervision recently inaugurated has not yet reached its full effects in the lower grades. However, the general conditions that seem to prevail in the fourth and fifth grades and the exceptional deficiency found in certain sixth and seventh grades are worthy the special attention of the super- visors, principals and the individual teachers in their efforts to determine the cause and in seeking to bring the work of the lower grades up to a standard comparable with that established in the upper grades. 172 THE UNIVERSITY OF THE STATE OF NEW YORK Spelling In the tests in spelling the Ayres Measuring Scale for ability in spelling was used. This scale is made up of 1000 words selected with the purpose of identifying the 1000 words most commonly used in everyday writing. The preparation of this list of words was based upon a study of material aggregating 368,000 words and embracing 1,400,000 spellings by 70,000 children in eighty-four cities throughout the country. The words are arranged in twenty- six separate lists, each list being made up of words that are of approximately equal spelling difficulty. For the Binghamton tests, twenty words were selected for each grade examined. These were taken from the respective lists requir- ing 79 per cent as the standard attainment for the fourth, fifth, sixth and seventh grades, and 84 per cent for the eighth grade. The tests were given in both the A and B classes in the five upper grades. Each list of words was pronounced to the children by their regular teachers in the same manner as in the usual classroom procedure. In the upper grades the children exchanged papers and corrected them as the teacher spelled the words. In the lower grades the papers were all corrected by the teachers or by upper grade pupils. The following table compares the results obtained in Binghamton with those secured in certain other cities. It should be remembered that the average standard attainment in grades 4, 5, 6 and 7 is 79 per cent and that in grade 8 it is 84 per cent. Table 23 Spelling test — Binghamton compared with other cities SCHOOL SYSTEM PER CENT ATTAINED IN EACH GRADE Binghamton * Springfield, III.2 Butte, Mont.3 Oakland, Cal.s Salt Lake City, Utah 3 Utica2 82.0 70.0 78.7 75-9 78.8 70.2 72.0 84-5 84.7 87.6 70. 5 81.8 73-0 76.0 79-7 87.1 80.1 91.4 75.0 89.4 76.3 82.2 88.9 1 The Ayres standard per cent for the words used in the Binghamton test is 79 per cent in grades 4, S, 6 and 7 and 84 per cent in grade 8. 2 The Ayres standard for the words used in the Utica test is 69 per cent in grades 4, 5 and 6, 72 per cent in grade 7, and 78 per cent in grade 8. 8 The Ayres standard for words used in the tests in this system is 70 per cent. Allowance must be made for these differences in standard when making comparisons. REPORT OF THE BINGHAMTON SCHOOL SYSTEM 173 The following table shows the per cent attained by each grade in each of the schools: Table 24 Results in spelling by grades and schools PER CENT ATTAINED IN EACH GRADE 4 5 6 7 8 83.8 79-6 80.1 77.7 74-8 85.0 80. 5 84.9 74-3 87.8 84.5 83.0 82.7 87.6 82,2 78.7 77-2 81. 5 78.x 75-9 81.2 78.6 85. 5 81.4 80.3 80.7 79.8 81.9 77.8 74-7 76.3 67.9 80.9 86.8 86.9 81. 1 83.2 80.0 81. S 77.6 81.3 86.1 69.6 "86.' 2 8s. 2 "8s;7 78. 5 79S 92.6 93-0 87.7 Pine Fairview Laurel Clinton Oak 92.1 92.2 larvis Robinson St John 88 5 Carroll 94-8 Bevier Alfred Per cent for grade ' 82.0 790 80.1 79.0 80.6 79 81.9 79.0 91.4 84.0 Ayres standard per cent ' The attainments show that as a whole the pupils in the Binghamton schools are well up 1 1 th ! stancard set by the Ayres Scale. While a total of is of the s6 classes failed to attain loo Pe • cent of the standard score, only 3 of them fell below 95 per cent of the score. Table 25 Number of pupils spelling from 2 to 20 words correctly NO. OF 234 .S 6 7 8 9 10 II 12 13 14 15 16 17 18 19 20 Med. WORDS Grade 4 I I 5 s 6 7 6 10 19 22 20 42 50 63 89 no 121 163 122 17 Grade 5 ..IS 7 7 4 12 17 25 31 44 4.S 4.5 89 88 107 95 90 17 Grade 6 I 2 4 13 13 23 13 2S 29 34 SI 60 78 94 102 69 17 Grade 7 2 2 4 8 9 12 IS 19 26 39 39 55 77 68 SI 17 Grade 8 I I 3 2 3 3 ID 23 27 49 84 92 A study of the results as shown in table 25 reveals the following facts : 1 70 per cent of the fourth grade pupils, 65.9 per cent of the fifth, 66 per cent of the sixth, 68 per cent of the seventh, and 92.3 per cent of the eighth grade pupils attained 80 per cent or above in the test. 2 14.3 per cent of the fourth grade pupils, 12.6 per cent of the fifth, 1 1.3 per cent of the sixth, 12 per cent of the seventh, and 30.9 per cent of the eighth grade pupils attained 100 per cent. 3 7 per cent of the fourth grade pupils, 34.1 per cent of the fifth, 34.4 per cent of the'sixth, 31.9 per cent of the seventh, and 1% of i per cent of the eighth grade pupils attained only 50 per cent or less. 174 THE UNIVERSITY OF THE STATE OF NEW YORK These facts suggest that spelhng is not so well taught in the fifth, sixth and seventh grades as it is in the lower grades and in the eighth grade. The comparatively large per cent of pupils in the fifth, sixth and seventh grades that attained only 50 per cent or less in the tests reveals a condition that should receive special attention and study on the part of the teachers and supervisors in charge. Even though the grade attainments as a whole compare favorably with those of other school systems, as shown in table 23, the fact that one-third of the fifth, sixth and seventh grade pupils are able to secure a standing of only 50 per cent or less emphasizes the necessity of the studying of individual pupils and of devising appropriate remedial measures. Silent Reading In order to test the reading ability of pupils in the elementary schools of Binghamton the Kansas Silent Reading tests were used in the B classes of the fourth, fifth, sixtli, seventh and eighth grades. The purpose of these tests is to determine the pupil's ability to secure thought from the printed page. For the purpose of adapta- tion to the child's increasing ability in reading, two sets of tests are used, one for grades 3, 4 and 5 and one for grades 6, 7 and 8. Each test consists of a series of questions or statements which the pupil answers or comments upon according to his interpretation of the question asked or of the directions given. The questions are assigned d.ifferent values according to their varying degrees of difficulty. The following questions taken from the tests will serve to indicate their general type and character: Tests for grades 3, 4 and 5 No. I I have red, green and yellow papers in my hand. If I place Value the red and green papers on the chair, which color do I still have 1.2 in my hand ? No. 7 A child wrote these letters on the blackboard, b y a k. He then Value rubbed out one letter and put c in its place. He then had h y c k 1.3 on the blackboard. What was the letter which he erased? No. 10 Value A recipe calls for milk, sugar, cornstarch "and eggs. I have milk, 2.1 sugar and eggs. What must I get before I can use the recipe? REPORT OF TIIK lilNCIIAMTON SCHOOL SYSTEM 1/5 Tests for grades 6, 7 and 8 'No. I The air near the ceiling of a room is warm, while that on ihc floor Value is cold. Two boys arc in the room, James on the floor and Harry on i.o a box eight feet high. Which boy has the warmer place? No. (J In going to school, James has to pass John's house, but does Value not pass Frank's. If Harry goes to school with James, whose 2.3 house will Harry pass, John's or Frank's? A list of words is given below. One of them is needed to No. 14 complete the thought in the following sentence: The roads became Value muddy when the snow Do not put the missing 4.9 word in the blank space left in the sentence, but put a cross below the word in the list which is next above the word needed in the sentence, water is melted snow. Although the ability to secure thought from the printed page is recognized to be of great value outside of school life, it is not always realized that the pupil who can not readily grasp the thought of what he is reading is very much handicapped in his school work since much of this work is based upon the study of textbooks. Defi- nite information regarding the pupil's ability in thought-getting from reading is therefore of great importance. The median scores attained in the Binghamton schools are given in the following table: Table 26 Median scores in silent reading Jefferson . Pine Fairview . Laurel . . . . Clinton . . . Rossville . Oak Lincoln . . . Jarvis . . . . Robinson . St John... Carroll . . . Bevier . . . . Alfred Grade medians .... Standard medians ' . MEDIAN SCORES BY GRADES II. 6 8.8 10.4 IS. 8 8.5 II. 3 II. I 10.3 S-S 13.6 13-7 91 lS-0 14.9 II. o 9-5 16.0 12. 7 13.0 14.2 13 3 13.3 15.8 II. 5 15.9 14.0 II. 8 14-5 17. 1 13-9 13.2 17. 1 14.0 14-3 IS. 8 14-5 14.0 14.0 II. 6 18.7 20.6 13-3 16.8 17.5 IS. 3 13-9 19. S 19. 1 14-7 IS. 3 19.5 18.2 143 20.6 17.3 17.3 16. 2 18.0 19-7 iS.o 17. o 18.5 19 .s 20. 4 19 I 19.2 ' Based upon more than 100,000 scores. — Munroe, DeVoss & Kelly, p. 81. iy6 THE UNIVERSITY OF THE STATE OF NEW YORK It will be noted from the preceding table that the results attained, by the grades as a whole compare very favorably with the respective standard medians. All the grades with the exception of the eighth exceed the standard, and this grade failed by only one-tenth of one score of attaining its standard median. It is worthy of note that every grade in Alfred, Bevier, Lincoln, Oak, Rossville and St John schools exceeded the standard and that all but the eighth grade in Jefferson also exceeded the standard median. With the exception of Clinton, which does not maintain any of the grades above the fourth, Jarvis was the only one of the Binghamton schools where every grade failed to attain the standard score. Nothwithstanding the generally satisfactory results in the grades as a whole, a rather wide range of abilities, as shown by scores attained in the same grades in different schools, is indicated by the tests. This is shown below: I GRADE HIGH SCORE 4 Laurel 15.8 5 Alfred 17. i 6 St John 20.6 7 St John 20 . 6 8 Oak 21.0 VARIA- LOW SCORE TION Jarvis 5.5 10.3 Jarvis 11. 5 5.6 Jarvis 11. 6 9.0 Fairview 14.3 6.3 Fairview 15.0 6.0 These variations, together with the exceptionally low scores attained in the Jarvis school, seem to suggest weaknesses that should be investigated with a view to determining the causes. A comparison of the median scores attained in the schools of Binghamton with those attained in certain other school systems is shown as follows: Table 27 Binghamton median scores in silent reading compared with those attained in other cities SCHOOL SYSTEM MEDIAN SCORES BY GRADES ■ 4 5 6 7 8 Binghamton Utica First class cities in Kansas . . . . : II II 8 9 8 9 10 8 2 8 7 2 5 6 13-9 13-3 13 -I 14-3 II. 8 14.6 14.4 12.3 15-3 14-5 13.8 14-3 12. s 14.8 ISO II. 8 17-3 16.9 16. 1 17-3 14.0 17.7 18.0 iS-4 19. 1 21. 1 19.7 Third class cities in Kansas 20.6 19.2 9 '^ 13-2 13-9 16.2 19.2 REPORT OF THE BINGIIAMTON SCHOOL SYSTEM I77 Table 27 shows that when the medians of attainment in the schools of Binghamton are compared with those in other city systems, the comparison is very favorable to Binghamton, and in so far as the general character of the work is indicated by these medians, the reading in the elementary schools of this city ranks well as compared with that in other school systems. Handwriting The quality and speed of the handwriting of pupils in the Bing- hamton public schools were tested by means of what is known as the Gettysburg edition of Ayres Handwriting Scale. This scale consists of eight specimens of medium slant handwriting varying in excellence by very accurately adjusted intervals and rated at from 10 to 90 per cent respectively. This edition of the Ayres scale receives its name from the fact that the sentences to be written are the first three from Lincoln's Gettysburg Address. The directions for the use of the scale are in part as follows: " To secure samples of handwriting the teacher should write on the board the first three sentences of Lincoln's Gettysburg Address and have the pupils read and copy it until familiar with it. They should then copy it beginning at a given signal and writing for precisely two minutes. They should write in ink on ruled paper. To score samples slide each specimen along the scale until a writing of the same quality is found. The number at the top of the scale above this shows the value of the writing being measured. Disre- gard differences in style but try to find on the scale the quality corresponding with that of the sample being scored." The rate of speed in writing is determined by counting the actual number of letters written in the prescribed time. For convenience in doing this, a copy of the sentences to be written is provided with appropriate numbering. The directions for securing samples of handwriting as stated in the preceding paragraphs were followed in Binghamton. About one- half of these samples selected at random from those submitted from each grade were scored by a committee of teachers chosen by the superintendent of schools. Samples were not marked with the name of the pupil, the school or the grade ; instead the grade and school were written on the envelops containing the themes. When taken from the envelop each sample was given a code mark. Thus the scorers had no way of knowing from w^hat school or room the 178 THE UNIVERSITY OF THE STATE OF NEW YORK samples came. Each sample was scored by three different teachers, no one of whom knew the mark assigned by the others The aver- age of these three scores was given as the final score of the sample. Table 28 Distribution of scores in handwriting Quality GRADE 20 30 40 SO 60 70 80 90 Total Median Stand- ard 4 SI lOI 90 39 18 2 I 302 39-9 46 5 19 82 66 47 39 II 2 266 45-0 SO 6 18 SS 47 66 41 20 S 252 51.4 54 7 4 18 34 36 41 32 7 172 S8.3 S8 8 I 5 12 22 42 29 18 3 132 66.2 62 93 261 249 210 181 94 33 3 I 124 Speed GRADE 10 20 30 40 SO 60 70 80 90 100 no 120 130 Total Median Stand- ard 4 2 8 6 I I I 35 18 7 3 S 85 45 29 16 15 66 S2 SS 24 16 6s S3 60 33 20 31 61 35 40 24 9 27 39 26 27 I 302 266 252 172 132 53-2 62.3 65.7 72.3 73.8 S6 64 71 76 80 s 2 14 13 10 9 13 9 2 2 4 6. . . . I 3 I 7 8. 2 17 68 19c 213 231 191 128 39 31 8 5 I I 124 The distribution of scores in handwriting is given in table 28. The median attainment of each grade in quality as compared with the standard is given in the first part of the table, the second part gives the median attainment in speed. RF.rORT OV Till', r.TNr.llAMTON SCITOOT. S^'STE^^ 179 50 55 ' — QUALITY- 70 Ayrc5 Standard .Bin^hamton ■Chart 21 Showing quality and speed of writing in elementary grades compared with Ayres standard Chart 21 shows graphically the achievement of Binghamton pupils in handwriting in terms of the Ayres standard. It shows that as the grades advance the pupils write relatively better, but it also shows that they write relatively slow^er. It is noted that the quality of the fourth, fifth and sixth grades is below the standard. The seventh grade equals the standard and the eighth grade exceeds it, while no grade reaches the standard score in speed. In this connection it is of interest to observe that the emphasis during the past year on the part of the supervisor of writing has been to improve the quality of the writing and for that reason less attention has been given to speed. The improvement in quality is greater from the sixth to seventh and seventh to eighth than between the lower grades, while the speed of the eighth grade only slightly exceeds the speed of the seventh. Improvement in speed is much more rapid between the fourth and fifth grades than elsewhere. Table 29 discloses very vi^ide differences both in quality and speed. It will be observed that i8o THE UNIVERSITY OF THE STATE OF NEW YORK the maximum variations in quality in the grades are as follows: 13.4 in the fourth ; 19.4 in the fifth ; 17.1 in the sixth ; 22.4 in the seventh, and 17.7 in the eighth grades. Table 29 Medians of quality and speed attained in handwriting QUALITY Jefferson. Pine Fairview. , Laurel. . . Clinton. . Rossville . Oak Lincoln . . Jarvis ... Robinson . St John.. Carroll... Bevier. . . 45.0 37-2 34-1 40.7 47-5 42.5 42.5 36.8 57-5 46. 1 38.3 50.0 40.0 41.9 43-5 S8.6 SS-O 52.0 63.1 55-0. 51-7 46.0 60.0 52.0 53.8 Sl-3 72.9 65.0 58.6 SO. 5 53-5 48.1 49-0 37-2 49.0 43.3 66.3 63.2 62. 5 46.1 72. S 48.3 55-0 7.'; 61 .S7 .5 71 72 5 66 .S.S 66 70 6 91 45 88 60 62 67 5 77 60.0 46.4 61.8 49.4 78 Grade medians 39-9 58.3 62.3 6S-7 87 48 84 58 I 8 82 5 58 95 77 8 73 8 The maximum variations in speed are as follows : 30.7 in fourth grades ; 30.0 in fifth ; 44.6 in the sixth ; 36.7 in the seventh, and 46.2 in the eighth grades. It would seem that there is too much varia- tion both in speed and in quality in the handwriting. The relation between quality and speed is worthy of investigation. For instance, if we take the schools ranking first in speed in the respective grades, we find a wide variation in quality. This is shown in the following table: GRADE SCHOOL SPEED QUALITY 4 St John I 6 5 ..Rossville I 12 6 Jefferson i . 11 7 St John I 3 8 St John I 7 If we consider the schools ranking first in quality in the respective grades, there is a variation in speed as shown below : GRADE SCHOOL QUALITY SPEED 4 ■ Clinton i 8' . 5 Jefferson i 6 6 Laurel i 11 7 Laurel i 8 8 Laurel i 7 REI'OKT OF TJIE lUNCllAMTON SCHOOL SYSTEM i8i There is but one exception to the fact that schools standing high in speed stand comparatively low in quality, and those high in quality are low in speed. Examination of the records of all schools confirms this statement. The one exception to this statement is Bevier School, the pupils of which school stand relatively high both in quality and speed. Just what the relation between speed and quality should be is a matter for the supervisors to determine. They should learn, if possible, whether the proper relation between speed and quality has been maintained in the different schools and should also establish, if possible, a normal speed in handwriting beyond which it is unwise to go. Quality should not be sacrificed in order to produce rapid writing. The amount of written work which pupils are given in the different schools may affect the situation. Table 30 Binghamton median scores in quality and speed in handwriting com- pared with those attained in other systems Quality SCHOOL SYSTEM F- GRADES Number of 4 5 6 7 8 scored 40 45 45 49 43 55 SI 55 46 SI 48 52 47 59 SS 58 49 59 50 57 S3 64 59 60 57 66 55 61 57 70 63 67 62 Cleveland ' 25 387 Iowa 2 45 37 SO 46 49 40 Starch ' 4 740 34 000 St Paul Utica I 652 ■^ Judd, Charles H. " Measuring the Work of the Public Schools "; " Report Survey Committe of the Cleveland Foundation 1916." 2 Ashbaugh, E. J. " Handwriting of School Children " (University of Iowa Bulletin 15, March 1916). 'Starch, D. " The Measurement of Efficiency in Reading, Writing, Spelling and English" (University of Wisconsin, 1914). * Second Annual Report of Bureau of Educational Measurements and Standards (State Normal School, Emporia, Kan.). 6 Freeman, F. N. Fourteenth Year Book of the National Society for the Study of Education (pt. I, 1915). Speed SCHOOL SYSTEM Binghamton. . . Cleveland Iowa Starch Kansas Fifty-six cities. St Paul Utica 62 47 51 SI 45 67 62 60 66 57 61 59 53 78 66 70 73 65 67 63 64 90 72 76 75 7S 71 68 70 84 74 80 77 83 73 73 78 9S l82 THE UNIVERSITY OF THE STATE OF NEW YORK In table 30 the median scores in quality and speed have been tabu- lated from several sources. Binghamton occupies a middle ground among the cities here reported in both the quality and the speed of the handwriting of the pupils. Summary The standard tests which were given in arithmetic, speUing, writing, silent reading and composition show that the work is stronger in those subjects that are under the direction of special supervisors. Several classes in arithmetic are one or^ two grades below stan- dard, and a few are even three grades below standard in one or more of the fundamental operations. There is need of greater stress on both speed and accuracy, especially in the fourth, fifth and sixth grades. Wide variation of ability of pupils in certain classes should have special attention. The results in composition compare favorably with those attained in other systems. The general excellence of the results in the upper grades reflects the very efficient supervision that is being given, and is evidence of the good instruction in these grades. The spelling tests show that in general the pupils in the schools are well up to the standard set by the Ayres Scale. Forty-one of the fifty-six classes whose spelling ability was measured attained 100 per cefit of the standard score. At the same time the fact that many pupils attained a rating of 50 per cent or less reveals a con- dition that should receive special attention. The silent reading test gives definite information regarding the pupils' power in thought-getting from reading. All the grades with the exception of the eighth exceeded the standard and this grade failed to attain the 'Standard median by only one-tenth of one point. In several schools every grade exceeded the standard. In com- parison with the medians of attainment in the schools of other cities, Binghamton's rank is very favorable. Special effort is being made to improve the quality of the hand- writing. The tests show that quality, particularly in the higher grades, is being emphasized. As the grades advance the pupils write relatively better, but they also write relatively slower. What should be the relation between speed and quality is a matter for the supervisors to determine. In comparison with other cities Bing- hamton occupies a middle ground in both the quality and the speed of the handwriting of the pupils. u H REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 183 10 FINANCES To the average layman the item of first interest in connection with the schools of his city is that of cost. If in his judgment they are being managed with reasonable economy, he is satisfied. Unfortunately, the public has little opportunity to measure costs in any satisfactory manner. There are no means conveniently at hand to determine what is a reasonable expenditure. If the gross total of the budget stands forth clearly as a comparatively large item, any increase seems ground for a charge of extravagance, notwithstand- ing any evidence that due consideration for the needs of the children would have made necessary much larger appropriations. Little thought is given by the public to any comparative analysis of expenditures. Such an analysis is, however, a fundamental essential in order to reach any determination as to relative costs within the school system or in comparison with other systems. For purposes of comparison there is given in the following table a list of the cities of the north and west, having a population nearest to that of Binghamton, taken in order from the Financial Statistics of Cities for 191 7 issued by the United States Census Bureau. It will be observed that there are in the group of twenty-three cities, eleven larger than Binghamton and eleven with a population some- what less. Of the twenty-three cities in this group, ten are eastern cities, ten are cities of the middle west and three are cities of the Pacific coast. Table 31 Population of twenty-three cities, with Binghamton as a median CITY POPULATION, I917 Pawtucket, R. 1 59 41 1 Berkeley, Cal 59 040 Altoona, Pa 58 659 Atlantic City, N. J 57 660 Sioux City, Iowa 57 451 Saginaw, Mich 56 055 Flint, Mich 55 208 Rockford, 111 55 i8S Pueblo, Col 54 462 New Britain, Conn 54 192 San Diego, Cal 54 103 M Binghamton, N. Y 53 973 York, Pa 51 656 Springfield, Ohio 51 550 Maiden, Mass 51 155 184 THE UNIVERSITY OF THE STATE OF NEW YORK CITY POPULATION, 1917 Lancaster, Pa 51 096 Kalamazoo, Mich 49 266 Davenport, Iowa 49 013 Topeka, Kan 48 726 Salem, Mass 48 562 Haverhill, Mass '. 48 477 Pasadena, Cal 48 277 Bay City, Mich 48 166 In table 32 these cities are arranged in order of the total govern- mental maintenance cost per capita for the year 1917. This includes the general maintenance expenses for all departments of govern- ment. Table 32 Per capita payments for general city departmental maintenance expenses, 191 7 CITY AMOUNT San Diego, Cal $27.75 Atlantic City, N. J 26. 75 Pasadena, Cal 20. 56 Haverhill, Mass 17.61 Berkeley, Cal 17.22 Davenport, Iowa 16 . 24 Binghamton, N. Y 16.07 Maiden, Mass i5-90 Salem, Mass IS • 76 Pawtucket, R. 1 14.98 Sioux City, Iowa 14.66 M Saginaw, Mich 13-54 New Britain, Conn 13. 15 Rockf ord. 111 13 . 02 Topeka, Kan 12 . 75 Bay City, Mich 12.22 Springfield, Ohio 1 1 • 99 Kalamazoo, Mich 1 1 • 33 Flint, Mich 10.45 Pueblo, Col 10.18 Altoona, Pa 9.72 Lancaster, Pa 8.02 York, Pa 7.67 Average $14.68 From the above table it is evident that in the expenditures for the maintenance of the city government, including the schools, BinghamtOQ occupies a position considerably above the median. From this table it is observed that Binghamton is number 7 in the group of twenty-three cities in the per capita payments for general REPORT OF TTIE BINGHAMTON SCHOOL SYSTEM 185 city departmental maintenance expenses. The median for the group as is shown by the above table is $13.54- ^i'^e governmental cost per capita in Binghamton for the year was $16.07. It may be of interest to note in this connection that in 191 5 the per capita general depart- mental expenses in Binghamton were $11.83. The per cent of increase, therefore, in the per capita maintenance expenses of government in Binghamton during the past two years has been 35.8 per cent. It is of interest to turn from the table above to the per capita cost payments for school maintenance. The following table shows that the per capita cost payments for the maintenance of schools in these cities vary from $3.49 in Lancaster, Pa., to $10.06 in Pasa- dena, Cal. Table 33 Per capita payments for maintenance of schools, 1917 Q-^^y AMOUNT Pasadena, Cal $10.06 San Diego, Cal ^o.oi Berkeley, Cal • 8.94 Atlantic City, N J 8.33 Sioux City, Iowa 7-46 Davenport, Iowa 7-04 Rockford, 111 6.44 Saginaw, Mich 6.15 Topeka, Kan 6.12 Bay City, Mich 6.00 Kalamazoo, Mich 5-93 M New Britain, Conn 5-75 Maiden, Mass 5-6o Haverhill, Mass 5-54 Binghamton, N. Y 5 4^ Pawtucket, R. I 5-38 AUoona, Pa 5-36 Springfield, Ohio 5 -04 Pueblo, Col • 4-27 Salem, Mass 4-09 Flint, Mich 3-94 York, Pa 3-6i Lancaster, P'a 3-49 Average $6.09 The per capita payments for school maintenance in Binghamton in 191 7 were $5.41. In comparison with the other cities in this group the cost payments per capita for the schools in the city of Bingham- ton are low. In 191 7, Binghamton's rank in the per capita expendi- tures for schools was number 15. In other words, while only six l86 THE UNIVERSITY OF THE STATE OF NEW YORK cities in this group show a larger governmental maintenance cost per capita, fourteen cities in the group show a larger expenditure per capita for schools. It is evident from the facts already presented that in Binghamton a relatively small percentage of the total govern- mental maintenance expenditures is used for the maintenance of the schools. In 191 5 the per capita school maintenance cost in Bingham- ton was $4.13. The table given above shows that the increase of 1917 over 191 5 was $1.28 or 30.9 per cent for the two years. During this same period, as already noted, the increase in the general main- tenance expenses of government in the city was 35.8 per cent. The following table gives the percentage of general departmental maintenance expenses for schools in the twenty-three cities of the group for the year 191 7: Table 34 Per cent of general city departmental expenses used for schools, 1917 CITY . PER CENT Altoona, Pa 55 • i Kalamazoo, Mich 52.3 Berkeley, Cal 51 -9 Sioux City, Iowa 50.9 Rockford, 111 49-5 Bay City, Mich 49- 1 Pasadena, Cal 48-9 Topeka, Kan 48.0 York, Pa 47 i Saginaw, Mich 45 . 4 New Britain, Conn. ' 43.7 M Lancaster, Pa 43 . 5 Davenport, Iowa 43-3 Springfield, Ohio 42 . o Pueblo, Col 41-9 Fiint, Mich 37-8 San Diego, Cal -. 36 . i Pawtucket, R. I 35-9 Maiden, Mass 35-2 Binghamton, N. Y 33-6 Haverhill, Mass 31.4 Atlantic City, N. J 31 • i Salem, Mass 26.0 Average 42 . 6 It is observed that Binghamton is number 20 in this group of cities in the percentage of governmental costs used for the mainte- * nance of schools. With the percentage of city departmental mainte- nance expenditures used for schools varying in the cities of this group from 26 to 55.1 per cent, the people of Binghamton can not REPORT OF THE BINGIIAMTON SCHOOL SYSTEM 187 be satisfied with an allotment of 33.6 per cent to this most important of their community activities. Although Binghamton is the seventh city in rank in expenditures for general departmental purposes, the city authorities permit almost a minimum percentage to be used for the public schools. Only three cities in the group show a lower rank in this respect than Ijinghamton. In determining the relative expenditures for schools in any group of cities, several factors should be taken into consideration ; as the nvunber of children of school age in the city and the number in attendance in the public schools. Comparative costs on the basis of the number of children of school age in the city may be misleading if the number in attendance in private or parochial schools is large. As registration in these schools is large in several of the twenty- three cities in this group, there was taken for the purpose of further comparison the cost of the schools on the basis of the number of pupils in average daily attendance. The latest available figures for the cities in this group are from the report of the United States Commissioner of Education for 191 7, the statistical' part of which covers the school year ending June 1916. Table 35 , Maintenance cost per pupil in average daily attendance CITY AMOUNT Pasadena, Cal $87.37 Atlantic City, N. J 71 ■ 13 San Diego, Cal 69.65 Berkeley, Cal 67 . 63 Davenport, Iowa 53-63 Kalamazoo, Mich 51-19 Sioux City, Iowa 49-49 Saginaw, Mich 46 . 69 Pueblo, Col 45-56 Topeka, Kan 45- 01 M Pawtucket, R. 1 44- 16 Binghamton, N, Y 43-36 Rockf ord, 111 43-13 Altoona, Pa 41-47 Salem, Mass 41 .21 Maiden, Mass 40.33 New Britain, Conn : 39-23 Haverhill, Mass 38.86 Springfield, Ohio 36 . 90 Flint, Mich 31 . 19 York, Pa 31 -05 Lancaster, Pa 30. 70 Bay City, Mich No statistics given Average $47. 68 188 THE UNIVERSITY OF THE STATE OF NEW YORK The table given above shows that the cost per pupil in average daily attendance in these cities in the year 191 6 varied from $87.37 in Pasadena, Cal., to $30.70 in Lancaster, Pa. The table is not complete for the twenty-three cities as no statistics were given in the report of the Commissioner of Education for Bay City, Mich. The table, therefore, covers only twenty-two cities. The median maintenance cost per pupil on this basis was $43.76. The cost per pupil in Binghamton was $43.36. In this group of twenty-two cities, Binghamton is therefore just below the median. The cost per pupil in average daily attendance was 40 cents below the median for the cities of the group. It is observed that while the rank of Binghamton in the cost payments per capita for the schools is very low, Binghamton has approximately a median rank in respect to the maintenance cost per pupil in average daily attendance. This is due in part at least to the fact that Binghamton has a relatively small percentage of children between the ages of 5 and 13 years. In the cities of this group, the percentage of the population between the ages of 5 and 15 years varies from 20 per cent in Bay City, Mich., to only 12.6 per cent in Flint, Mich. Binghamton has only 13.8 per cent of the population between 5 and 15 years of age. These figures are taken from the United States census report of 1910 as the latest available figures on this matter. While the percentage may differ somewhat at this date yet the general situation doubtless remains the same. On this basis, Binghamton is number 21 on this list. In other words, twenty cities of the group show a larger percentage of the population between 5 and 15 years of age. This fact will tend to lower relatively the per capita cost of school maintenance. The table showing the maintenance cost per pupil in average daily attend- ance is a most accurate basis idt determining relative school costs. After having considered governmental maintenance costs in these cities and the amount and percentage of funds used for school purposes, it is of interest to note the estimated true value of property and the wealth back of each dollar used for school maintenance. In table 36 is given the estimated true value of property for each city of the group, taken from the Financial Statistics of Cities for 191 7. Table 36 Estimated true value of property per capita, 1917 CITY AMOLTNT Pasadena, Cal ; $1 791 San Diego, Cal i 681 Atlantic City, N. J I 643 Ropkf ord, IJl , , , , . . i 563 RETORT OF THE BINGIIAMTON SCHOOL SYSTEM iSq CITY AMOUNT Davenport, Iowa $i 535 Topcka, Kan i 47^ Sioux City, Iowa i 237 Springfield, Ohio i 210 Berkeley, Cal i HQ Pawtuckct, R. I I 021 Kalamazoo, Mich 9^7 M Haverhill, Mass 959 Altoona, Pa 928 Binghamton, N. Y 924 Salem, Mass 897 Lancaster, Pa 863 Flint, Mich ■ 862 Maiden, Mass 854 Saginaw, Mich 844 New Britain, Conn 844 York, Pa 773 Pueblo, Col 56s Bay City, Mich 557 Average $1 092 From this table it appears that while Binghamton is somewhat below the median rank, number 14 in the group of twenty-three cities, it is apparently a prosperous community. In Binghamton the estimated true value of property per capita is $924, which is $35 below the group median. The fact that for the year 191 7 the city of Binghamton was the seventh in this group of cities in departmental maintenance cost per capita and that for the same year on the basis of estimated true value of property Binghamton was fourteenth on the list would indicate that the rate of taxation must be somewhat above the median for the cities of this group. The following table shows the tax levy per $1000 for the year 1917 based on the estimated true value of property. Table yj Estimated true value of tax levy per $1000, 1917 CITY AMOUNT San Diego, Cal , $32.87 Pueblo, Col 32.22 Bay City, Mich 29.68 Binghamton, N. Y 25 . 00 Saginaw, Mich 23 . 1 1 Atlantic City, N. J 23.01 Salem, Mass 22.90 Flint, Mich ' 22.8b Maiden, Mass. .,.,., ,.., ,.,, ,..., 21.40 190 THE UNIVERSITY OF THE STATE OF NEW YORK CITY ' AMOUNT Haverhill, Mass $20.20 Sioux City, Iowa 20.11 M Berkeley, Cal 19-52 Kalamazoo, Mich 17-35 New Britain, Conn I7-05 Rockford, 111. : 16.38 Pawtucket, R. 1 16.32 Davenport, Iowa IS • 4i Topeka, Kan 15.26 Pasadena, Cal 14-83 Springfield, Ohio i4-0O York, Pa 13.07 Altoona, Pa 12.25 Lancaster, Pa 12.13 Average $19.86 The median for the group in respect to the estimated true value of the tax levy per $1000 is $19.52 for Berkeley, Cal. In Bingham- ton the estimated true value of the tax levy per $1000 is $25, which is the fourth highest in the group of twenty-three cities. This rate of taxation indicates that Binghamton is carrying a bud- get which is probably as large as the present financial resources can reasonably support. The total city budget seems to be near a maxi- mum limit. It is observed however, that although Binghamton ranks number 7 in this group of cities in the per capita maintenance cost of the government, the city ranks fifteenth in the per capita mainte- nance cost of schools, and twentieth in the percentage of general city departmental expenses used for schools. In other words, with a median estimated true value of property per capita but with a high tax rate made necessary by the relatively high government cost per capita, Binghamton has been content to use almost the minimum percentage of the total city maintenance expenditures for the support of the schools. The estimated real wealth back of each dollar used for school maintenance iA Binghamton is $170. In Bay City, Mich., one dollar is used for school maintenance for every $92 of estimated real wealth, and 49.1 per cent of city governmental maintenance funds are used for the schools. In Berkeley, Cal., one dollar is used for school maintenance for every $125 of estimated real wealth, and 51.9 per cent of city governmental maintenance funds are used for the schools. In New Britain, Conn., one dollar is used for school main- tenance for every $146 of estimated real wealth, and 43.7 per cent of city governmental maintenance funds are used for the schools. In Binghamton, however, it is one dollar for the schools for every REPORT OF THE BINGHAMTON SCHOOL SYSTEM IQI $170 of estimated real wealth, and only 33.6 per cent of the general departmental maintenance funds for school purposes. Taking the group as a whole, the estimated real wealth back of each dollar used for school maintenance varies from $92 in Bay City, Mich., to $247 in Lancaster, Pa. The median for the group is $178 in Passadena, Cal. It is of interest in connection with the study of city government costs, and quite necessary in order to determine the economic status of a community, to consider the per capita debt. Jn table 38 is given the net debt per capita for the cities of this group for the year 1917. (The net debt is the funded and floating debt less sink- ing fund assets.) Table 38 Net debt per capita, 1917 CITY AMOUNT San Diego, Cal $193 . ^2, Adantic City, N. J ." 125.85 Pawtucket, R. 1 90.01 New Britain, Conn 60. 74 Pasadena, Cal 54-23 Salem, Mass 50.46 Pueblo, Col 48.43 Springfield, Ohio 47-30 Flint, Mich 44-78 Binghamton, N. Y 38 . 39 Topeka, Kan 34-95 M Haverhill, Mass 33-82 Altoona, Pa 31 .67 Lancaster, Pa 3'i • 53 Davenport, Iowa 30.76 Berkeley, Cal • 28.20 Sioux City, Iowa 27 . 26 Maiden, Mass 26.16 Kalamazoo, Mich 22.21 York, Pa 21 . 79 Bay City, Mich 16.64 Saginaw, Mich , 14.29 Rockford, 111 11-56 Average $47.16 In 1917 the per capita debt of Binghamton was $38.39, making the city number 10 in the group, slightly above the median. The average for the group is $47.16. While Binghamton is slightly above the median, it is nevertheless considerably below the average. The per capita debt, therefore, is not burdensome. There have been erected in Binghamton during the past few years two large elementary school buildings and a modern central high 192 THE UNIVERSITY OF THE STATE OF NEW YORK school. Another large elementary school is now under construction. Some of the buildings have also been remodelled. There remains, however, much to be done toward providing proper accommodations for the school population in several sections of the city. In deter- mining on any basis of comparison of the outlay for new schools in different cities it is necessary to consider the expenditures for this purpose over a series of years. For this group of twenty-three cities the comparison has been made covering the period between 1906 and 1916, with the exception of 1914 for which figures were not available. During this period, the capital outlay per capita was taken for each year, and then the averge per capita outlay for each city was determined for the ten-year period. The table showing the average for each city is as follows : Table 39 Average annual per capita outlay for schools for ten-year period, 1906-16 CITY AMOUNT Atlantic City, N. J $8.96 York, Pa 7.94 Maiden, Mass 7-40 San Diego, Cal. (6 yrs.) 7 . 33 Allentown, Pa 7 . 22 Altoona, Pa 7.21 Topeka, Kan 7.00 Pueblo, Col 6.94 Sioux City, Iowa 6.86 Berkeley, Cal. (6 yrs.) 6.52 New Britain, Conn 6.38 M Haverhill, Mass 6. 16 Springfield, 111 5.94 Cantoi*, Ohio 5 . 78 Rockf ord, 111 5-72 Saginaw, Mich 5 , 67 Lancaster, Pa 5 .40 Pawtucket, R. I 5 . 37 Springfield, Ohio 4.83 Portland, Me 4.62 Binghamton, N. Y 4 . 43 Flint, Mich. (6 yrs.) 3.09 Bay City, Mich 2. 57 Average $6.63 For this ten-year period Binghamton's rank among these twenty- three cities in the average annual per capita outlay for schools (new buildings, sites etc.) is one of the lowest, with an average annual per capita expenditure of $4.43 for this period. The median for the group is Haverhill, Mass., with an average of $6.16. It is evident in REPORT OF THE BINGHAMTON SCHOOL SYSTEM 193 comparison with the other cities that Binghamton has not met her full responsibility in j)roviding modern school buildings for the children of the city. Now that some progress in this matter is being made, the interest should not be relaxed. As soon as normal conditions will permit, the school authorities should see to it that a definite and constructive building program is carried through to com- pletion. More, probably, would have been accomplished thus far were it not for the unfortunate dual control of the school finances. Comparison with cities in New York The first part of this chapter has considered for purposes of com- parison the twenty-three cities in the northern and western states nearest to Binghamton in population. For the purpose of determin- ing the relative rank of Binghamton in comparison with other cities in New York, the following discussion is presented covering the cities of New York between 30,000 and 160,000 inhabitants. Although these cities vary widely in their population, they furnish the opportunity for an interesting study as they are operating under the same general conditions in the same state. Each city has of course its own social and economic problems. Some of these cities are part of a large metropolitan population, others are at a distance from the larger municipalities and are the center of their own commercial and industrial activities. With these differences clearly in mind, the comparisons may be helpful. The fifteen cities in this group, their population in 1917, and the per capita payments for general city departmental expenses are given in the following table : Table 40 Per capita payments for general city departmental expenses, 1917 CITY POPULATION CITY PER CAPITA PAYMENTS Syracuse 155 624 106 003 99 838 99 519 87 401 77 916 53 973 38 120 37 759 37 604 37 353 37 336 37 103 36 722 30 390 Yonkers $24 06 23 63 22 16 Albany Mount Vernon New Rochelle Niagara Falls Albany Yonkers Schenectady 20 07 Utica 19 17 Troy Syracuse 17 44 16 89 Binghamton Trov M Elmira M Poughkeepsie Binghamton Elmira Jamestown Utica Auburn Schenectady Amsterdam 16 27 New Rochelle 16 0*7 Auburn Niagara Falls Mount Vernon Amsterdam Jamestown 15 62 14 76 14 62 14 58 14 00 Poughkeepsie 9 9"^ Average 17 28 194 THE UNIVERSITY OF THE STATE OF NEW YORK Of the fifteen cities in this group, Binghamton is number 7 in respect to population and number 9 in the per capita payments for general city departmental expenses. The average for the group for the year was $17.28; Binghamton's per capita payments for this purpose were $16.07 o^" $i-2i below the group average, and 20 cents below the median for the group. This table does not take into con- sideration interest charges or expenditures for outlays. It is, there- fore, a fair comparison of the governmental maintenance costs of the cities of the group. It is evident that. Binghamton holds a median rank i^i the group in the per capita maintenance cost of the city government. The following table shows the per capita payments in the year 1917 for the maintenance of schools in the fifteen cities of this group : Table 41 Per capita payments for maintenance of schools, 1917 CITY AMOUNT Mount Vernon , $9.82 Yonkers 7-74 New Rochelle 7- 70 Elmira 6.22 Niagara Falls 5 • 70 Jamestown 5-57 Schenectady 5-42 M Binghamton 5 • 41 Poughkeepsie 5-28 Albany 5 • 18 Syracuse 5-00 Utica 4-83 Troy 4-75 Auburn 4.34 Amsterdam 3.3s Average $5-75 On the basis of the per capita payments for school maintenance as given in the table above, Binghamton holds the median rank, being number 8 in the group. The per capita payments for school main- tenance in Binghamton in 1917 were $5.41, which was 34 cents below the average for the group. While a median position in this respect is not a satisfactory standard, yet it should be stated that, greatly to' the credit of Binghamton, the per capita payments for school maintenance were increased from one of the lowest of the group in 1 91 6 to a median rank in 191 7. The per capita increase, from $4.52 in 1916 to $5.41 in 1917, was 19.6 per cent. The Laurel Avenue School The St lohn Avenue School REl'OR'I' OI- IIII': IIIXC.IIAMTOX SCHOOL SYSTEM I95 The percentaj^e of general city departmental expenses used for the maintenance of the schools is given for the cities of this group in the following table : 'I'Ani.E 42 Per cent of general city departmental expenses used for the schools, 1917 CITY PER CENT Mount Vernon 41 • 5 Elmira 39-9 Schenectady 3^-7 Jamestown 37-7 New Rochdlc 34-^ Binghamton 33 6 Amsterdam 33-5 M Utica 33-1 Poughkeepsic 3- • 5 Yonkers 32 • 2 Auburn 29. 7 Syracuse 28. 7 Niagara Falls 28 . 4 Troy 28.2 Albany 27. ■ Average 33-3 It is observed that in this group of cities the percentage of general city departmental expenses used for the maintenance of schools var- ies from 2/ per cent in Albany, which is the lowest, to 41.5 in Mount Vernon, the highest in the group. The average for the group is 33.3 per cent and the median 33.1 per cent. Binghamton .ranks sixth in the list with a per cent of 33.6, which is slightly above the group average. In this table, Binghamton shows a somewhat better rank than in the previous tables, nevertheless the importance of the pub- lic schools should demand a much larger percentage of the general c^ty departmental expenses than an average of 33.3 as is shown by this group. The fifteen cities in this group do not compare favorably with the group of twenty-three cities from various states used in the com- parative tables in the first part of this chapter in respect to the per cent of general departmental payments used for school maintenance. These percentages for the cities throughout the north and west varied from '26 to 55.1. The median for the larger group was 43.5, while the median for the group in New York is 33.1. The city of Binghamton, which is number 6 in rank among the fifteen cities of New York in the percentage of general departmental maintenance funds used for school purposes, ranks as number 20 among the 7 196 THE UNIVERSITY OF THE STATE OF NEW YORK twenty-three cities throughout the states of the north and west. Every city in the New York group ranks below the median and below the average for the group of twenty-three cities from the several states ; in fact the highest would fall below the fifteenth posi- tion. It seems, therefore, to be evident that the cities in the New York group show a very low percentage of general city departmental expenses used for school maintenance. In determining school costs, a very satisfactory basis of com- parison is the maintenance cost per pupil in average daily attend- ance. As the per capita maintenance cost does not take into con- sideration the percentage of children of school age in the population, or make any allowance for the children who may be in private or parochial schools, the maintenance cost per pupil in average daily attendance gives a comparison on the basis of the number of pupils under instruction. The following table gives the maintenance cost per pupil in average daily attendance in the fifteen cities of this group, for the school year 1917-18: Table 43 Maintenance cost per pupil in average daily attendance, 1917-18 CITY AMOUNT Mount Vernon $67.24 Troy 65.94 New Rochelle 63.59 Yonkers 63 . 36 Albany ., 56.88 Elmira 54.73 Binghamton 53 ■ 06 M Auburn 51-94 Schenectady 50.98 Utica 50.96 Niagara Falls 45 • 36 Jamestown '. 44.78 Syracuse 43 . 35 Poughkeepsie 40. 35 Amsterdam 37-39 Average for group $52.66 This table shows that the maintenance cost per pupil in average daily attendance in these cities for the year 1917-18 varied from $37-39 in Amsterdam to $67.24 in Mount Vernon. The average for the group was $52.66 and the median cost per pupil was 51.94- Binghamton expended for school maintenance $53-o6 per pupil in average daily attendance, which was 40 cents more than REPORT OF THE BINGHAMTON SCHOOL SYSTEM I97 the group average and $1.12 above the median cost. In comparison, therefore, with the other cities of the group, Binghamton occupies a position slightly above median in the maintenance cost of the city- schools as determined by the number of pupils in average daily attendance. In the table given above for the cities of New York covering the year 191 7-18, it will be observed in comparison with table 35 that the maintenance cost of schools has increased since 1916, the latest year that figures were available for the group of twenty-three cities. These two tables, therefore, should not be used for making com- parisons as to costs between the two groups, except after noting that they cover periods nearly two years apart. It may be observed, how- ever, that in the year 1917-18 Binghamton held a median position among the fifteen cities in the group in New York as determined by the cost per pupil in average daily attendance, and that in 1916 in the group of twenty-three cities from the several states in the north and west the rank of Binghamton was relatively the same, being slightl}- below the median. The increase in the cost of school main- tenance in Binghamton during this period on the basis of these figures has been 22.3 per cent, nearly the same as in other cities of the State. The per capita estimated true value of property in any city bears a close relation to the cost of the city government. The following table gives the estimated true value of property per capita in the cities of the group for 1917: Table 44 Estimated true value of property per capita, 1917 CITY VALUE Yonkers $1 571 21 New Rochelle i 366 60 Mount Vernon i 344 09 Syracuse i 206 y8 Albany I 204 15 Poughkecpsie i 192 90 Niagara Falls i 149 02 M Jamestown 935 57 Binghamton 924 79 Elmira 844 37 Troy 816 66 Utica 774 yj Schenectady 741 42 Auburn 720 17 Amsterdam 719 07 Average $1 034. 10 198 THE UNIVERSITY OF THE STATE OF NEW YORK On the basis of the estimated true vahie of property per capita, Binghamton is number 9 in the group of fifteen cities. The esti- mated true value of property per capita in Binghamton is $924.79, shghtly below the median of the group. The median for the larger group in the several states is, therefore, only a little greater than the median for the fifteen cities in New York. The position of Bing- hamton is, therefore, relatively the same as in the larger group. It is a middle class city handicapped neither by poverty nor riches. The rate of general property tax per $1000 on the estimated true value of property is given in the following table : Table 45 Estimated true value of tax levy per $1000, 1917 CITY ■_ VALUE Troy : $34-62 Auburn ^ 30. 51 Schenectady 28.87 New Rochelle 27.04 Utica ' 26.95 Binghamton 25 . 00 Mount Vernon 23 . 92 M Elmira 23.73 Niagara Falls 22.61 Albany 22.54 Yonkers 22.43 Amsterdam 21.07 Jamestown 20 . 52 Syracuse 19 • 7i Poughkeepsie ; 19-47 Average $24.60 It is evident from the preceding table that in Binghamton the general property tax rate based on the estimated true value of property is somewhat above the median for the group and slightly greater than the group average. In this table the estimated true value of the tax levy per $1000 varies from $19.47 in Poughkeepsie to $34.62 in Troy. It may be observed that in the group of twenty-three cities discussed earlier in the chapter the estimated true value of tax levy per $1000 varied from $12.13 to $32.87. The median for the twenty-three cities was $19.52. Thus, in every city of the group of fifteen cities in New York except one the estimated true value of the tax levy is above the median of the group of twenty-three cities; and the rank of Binghamton, whose estimated true value of tax levy is the fourth REPORT OF TIIR RINGTIAMTON SCHOOL SYSTEM IQQ highest of the group of twenty-three cities, is only sHghtly above the .'iverage of the estimated true value of the tax levy in the fifteen cities in New York. The average of the New York group is $24.60 while the average of the larger group is only $19.86. The general property tax is, therefore, apparently much higher in the fifteen cities making up the group from New York than in the group of twenty-three cities from the various states. As the interest charges must be met through the general property tax, it may be of interest to note the comparative figures given in the following table shov^nng the net debt per capita in the cities of this group for the year 191 7. (The net debt is the funded and floating debt less the sinking fund assets.) Table 46 Net debt per capita, 1917 CITY AMOUNT Mount Vernon $l 1 1 . 84 Yonkcrs 9-2-77 Xcvv Rochelle 84.72 Niagara Falls 83.36 Elmira 72. 51 -Mbany 69 . 38 Syracuse 63.98 M Troy 62.07 Jamestown 48. 31 Schenectady 45-28 Binghamton 38 . 39 Utica 3 1 • Q7 Amsterdam 30 . 42 Poughkcepsie •. 17.20 Auburn - 14.25 Average $57 • 77 In this group of cities the net debt per capita is the largest in Mount Vernon, $111.84, and smallest in Auburn, $14.29. Binghamton is number 1 1 in the group with a net debt per capita of $38.39. The median for the cities of this group is $62.07. This median indicates a larger per capita debt than in the group of twenty-three cities where the median per capita debt is $33.82. While the net debt per capita in Binghamton is below the median of the cities of this group, it is relatively higher in comparison with the cities of the same popu- lation in other states. Nevertheless, as has been already shown, the per capita debt in Binghamton is far from burdensome. A further statement giving an analysis of the distribution of school 200 THE UNIVERSITY OF THE STATE OF NEW YORK maintenance funds may be of interest. There has already been given table 43 the maintenance cost per pupil in average daily attendance in the fifteen cities in New York. In the table below is given the distribution of each dollar of the total current school expense for each city. This is divided into general control, expenses of instruc- tion, operation of school plant, maintenance of school plant, auxiliary agencies, and fixed charges. The cities have been arranged alpha- bet cally in the list. Table 47 Distribution of each dollar of total current school expenses for 1917-18 SCHOOL PLANT EXP GENERAL ^ il . OF rRuc- AUXI- LIARY FIXED CONTROL '^^^ AGEN- CHARGES CIES TION TENANCE .025 760 .155 .030 .029 .001 .049 732 .130 .027 .042 .020 .041 727 .153 .036 .015 .027 .027 738 .160 .028 .030 .017 .037 737 .164 .030 ■ .018 .014 .040 715 .167 .050 .019 .009 .047 716 .117 .038 .066 .016 .032 750 .137 .033 .033 .009 .035 7K0 .129 .042 .021 .023 .056 085 .161 .040 .028 .030 .028 ,720 .148 .033 .044 .027 .024 7t>9 . 112 .046 .029 .020 .033 755 .159 .018 .028 .007 .031 739 .158 .034 .017 .021 .031 785 .117 .045 .016 .006 13 8 4 13 5 8 TOTAL CURRENT EX- PENSES Albany Amsterdam Auburn Binghamton Elmira J amestown Mount Vernon New Rochelle Niagara Falls Poughkeepsie Schenectady Syracuse Troy ■ Utica Yonkers Binghamton's rank. $1 .00 Only two cities of the group show a lower percentage of expendi- tures for purposes of general control. For the operation of the school plant these cities use from 11. 2 per cent to 16.7 per cent of the total current expenses. Binghamton uses 16 per cent and ranks number 4. The excellent condition of the buildings in sanitation and cleanliness indicates that careful attention is being given to the opera- tion of the plant. In the maintenance of the school plant, Bingham- ton's rank is low, being number 13 in the group ; 2.8 per cent of the current expenses are used for this purpose. This low maintenance cost is to be expected where such careful attention is given to the operation of the plant. In expenditures for auxiliary agencies Binghamton's rank is rela- tively high, number 5 among the fifteen cities. This indicates in some degree the attention which is being given to health education, medical inspection, recreational activities, social centers, night and REPORT OF TIIK I'.I N( ; 1 1 A M TON SCHOOL SYSTEM 201 vacation schools, and other cominunit}' hiterests. The figures given at the foot of the table show the rank of Binghamton as compared with tlie (Hfferent cities. It may be observed in general that in the percentage distribution of the school maintenance funds, Binghamton does not differ widely from the general policy followed in the other cities of the group. The table gives some interesting facts with regard to the per- centage of funds used for instruction purposes. It is observed that in all the cities of the group there is a rather striking ratio which this part of the budget bears to the total school costs. The expenses of instruction in these cities are between 68.5 per cent and 78.5 per cent of the total expenditures for school maintenance. The follow- ing table gives this percentage for each city of the group : Table 48 Percentage of maintenance expenses used for instruction purposes CITY PER CENT Yonkers 78. 5 Syracuse 76 . 9 Albany 76 . New Rochelle 75.6 Troy 75-5 Niagara Falls 75 . Utica 73 . 9 M Binghamton 73 . 8 Elmira TZ-y Amsterdam 73 . 2 Auburn 72.8 Schenectady 72. Mount Vernon 71.6 Jamestown 71.5 Poughkeepsie 68. S It may be observed that Binghamton is the median in rank in the percentage of school maintenance expenditures used for instruction purposes. It was stated in the chapter on the teaching staff that the number of pupils in average daily attendance for teachers was normal in the elementary grades and unusually low in the high school. In order to determine the instruction (salary) cost per pupil in average daily attendance in the elementary grades and in the high school, tables 49 and 50 have been prepared. Table 49 shows the salary cost per pupil in the elementary grades in the fifteen cities. 202 the university of the state of new york Table 49 Salary cost per pupil in average daily attendance 1917-18, in elementary schools CITY AMOUNT Troy $40. 15 New Rochelle 39-64 Yonkers ' 37-87 Mount Vernon 34-15 Utica 33-23 Elmira 33-02 Albany 32.65 M Schenectady 31 . 54 Binghamton 31-54 Auburn 29.85 Niagara Falls 27.09 Syracuse 25 . 95 Jamestown 23 . 37 Amsterdam 21 . 98 Poughkeepsie 20. 81 The salary cost per pupil in these cities varies from $40.15 in Troy to $20.81 in Poughkeepsie. The salary cost per pupil in average daily attendance in Binghamton is $31.54. Bihghamton's rank in this respect is at the median. In table 50 is given the salary cost per pupil in average daily attendance in the high schools in the fifteen cities. Table 50 Salary cost per pupil in average daily attendance in high school, 1917-18 CITY AMOUNT Yonkers $98. 18 Binghamton 89 . 66 New Rochelle 86.13 Mount Vernon 76 . 85 Albany 69. 16 Utica 65 . 63 Niagara Falls 62.65 M Syracuse 61 . 73 Auburn 61.13 Schenectady 60. 52 Jamestown 57. 75 Troy 54-68 Amsterdam Si • 33 Elmira 46 . 58 Poughkeepsie 43-05 REPORT OF THE BINGJIAMTON SCHOOL SYSTEM 203 It will be observed that in the salary cost i)er pupil- in average daily attendance in the high school, the rank of Bingbamton is, u^ith the exception of Yonkers, the highest on the list. The salary cost per pupil in Bingbamton is $27.93 above the median for the group. In this connection it will be observed that this is due in large part to the small average daily attendance per teacher. It can not be due to high salaries, as the median salary paid in the high school is very low. In other words, although the salary schedule for teachers in the high school in Bingbamton is far below a satisfactory standard, the small registration per teacher in the high school, due in part to the special emphasis on supervision, resvtlts in a large salary cost per pupil. Taking all schools of the city as a whole, the salary cost per pupil in average daily attendance is $^/. 24. In this comparison Bingbam- ton is number 7 in the grovtp of fifteen cities. The salary cost per pupil in vocational subjects is also of interest. Tablk 51 Salary cost per pupil in average daily attendance, 1917-18 CITV VOCATIONAL ALL SCHOOLS New Rochellc $45-96 Yonkers $146.70 44-63 Troy 151-75 44-01 Mount Vernon 87.42 41 . 28 Elmira 161. 37 37-76 Albany 136-95 37-71 Binghamton 71-85 37-24 M Utica : 36.41 Schenectady 59-17 34-88 Auburn 34- 50 Niagara Falls 31 -07 Syracuse 30-45 Jamestown 68. 18 28.71 Amsterdam 92-53 25.81 Poughkeepsie 25 . 15 Binghamton's median position in the general salary cost per pupil is apparent. The fact that Binghamton occupies this median posi- tion is not due to any merit in the salary schedule, which is far too low to attract or to hold teachers of the best training and experience. 204 THE UNIVERSITY OF THE STATE OF NEW YORK It is explained rather by the fact, as stated before, that there is an adequate teaching force, with a normal class registration in the ele- mentary grades, but with a low class registration per teacher in the high school. The tables given above do not in any sense serve as a comparison of salary schedules. For instance, both Utica and Schenectady have higher salary schedules for the individual teachers than Binghamton. In the elementary grades the median salary in Utica is $850, in Schenectady, $750, but in Binghamton it is $725. In the high school the median salary in Utica is $1150, in Schenectady $1000, while in Binghamton it is $950. Notwithstanding the lower' median salaries that are being paid in both elementary and secondary grades, Bing- hamton ranks slightly higher than Utica and Schenectady in the salary cost per pupil in average daily attendance in all schools. Bing- hamton's median position in the group does not indicate a median position in respect to the salary schedule. The actual salaries paid are low. The salary' cost per pupil in average daily attendance in the voca- tional classes is unusually large in several of the cities as compared with the per pupil salary cost for all schools. The salary cost per pupil for vocational training in Binghamton is not abnormally large as is the situation in several other cities of the group. Only two cities show a lower per pupil salary cost for this work than Bingham- ton. The average daily attendance in these classes is very small, less than one hundred in all cities except Mount Vernon and Yonkers. In Binghamton the salary cost in the vocational school is slightly less than the salary cost per pupil in the high school. In this respect Binghamton does not pay for the vocational classes the large amount per pupil as in some of the other cities. Moreover, the articulation of this work with the general high school activities gives a healthful tone to the vocational work which is sometimes lacking in other organizations. Budget Analysis The total city budget in Binghamton for the year 1918 was $1,512,424.73, of which $378,403, or 25 per cent, was for the support of the public schools. The budget for this year, therefore, appro- KKl'OKT OI- Till': BINGIIAMTON SCHOOL SYSTEM 205 prialed 25 cents of each dollar for public education. Chart 22 shows the manner in vvh ch each dollar was a])i)ortioned. Chart 22 Showing how each dollar of the city budget was apportioned for the year 1918 It was noted early in the chapter that Binghamton used 33.6 per cent of the maintenance funds for general departmental expenses for school purposes. This is a low percentage for educational needs. Of the total budget for all purposes in 191 8, the schools received only 25 per cent. For some reason it seems to be a popular cry in municipal financial discussions to charge the schools with extravagance. Money may be expended freely for other purposes and no outcry is made, but when- ever the educational budget shows any tendency to increase there are those in the community who can see nothing but waste and use- less expenditure. The total city budgets for . Binghamton for the past six years, together with the appropriations for the public schools, have been as follows : 206 THE UNIVERSITY OF THE STATE OF NEW YORK Table 52 Binghamton city budgets, 1913-18 TOTAL BUDGET^ AMOUNT APPROPRIATED FOR PUBLIC SCHOOLS PER CENT OF TOTAL FOR SCHOOLS 1913- 1914. 1915- 1916 , 1917. 1918. S62I 055 692 240 922 182 025 968 192 269 512 424 ^178 280 179 020 242 399 301 826 334 190 378 403 1 Deducting Broome county tax. In 1913 the per cent of the total budget appropriated to the pubhc schools was 28.7; in 1918, the public schools received only 25 per cent of the total city budget. The appropriations for gen- eral departments of city government and for public works have increased far more rapidly than appropriations for the public schools. The following table gives the budget appropriations for the different departments of city government for the years 1913, 1917 and 1918: Table 53 City budget appropriations in Binghamton for 1913, 1917 and 1918 DEPARTMENT OF GOVERNMENT I9I3 IQI? IQiS Public works Public schools Police Fire Charity and hospital Library Health General $108 269 178 280 55 584 59 575 30 525 II 050 16 526 161 246 $205,789 334 190 75 975 94 600 47 430 14 000 17 082 403 203 mo 847 378 403 93 422 113 950 59 715 15 000 16 212 454 875 Total city budget-^ 521 055 $1 192 269 $1 512 424 ^Excluding Broome county tax. During the six years from 191 3 to 191 8 the total city budget appro- priations, excluding the Broome county tax, were increased from $621,055 to $1,512,424, or an increase of I43^per cent during this period. During this same period the increase in the budget appro- priations to the public schools was 112 per cent, to the general KRrORT OF THE BIXGIIAMTON SCHOOL SYSTEM 20/ departments of the city government 182 per cent, and to the depart- ment of public works, 252 per cent. A comparison of the budget approi)riations of 1917 and 1918 shows that the total budget, excluding the county tax, was increased from $1,192,269 to $1,512,424, or an increase of 2"] per cent. The increase of 1918 over 1917 for the public schools was 13 per cent, for general departments 13 per cent, and for public works, 85 per cent. In the following table is given the percentages of increase in these departments during the two periods mentioned. Table 54 Percentage of increase in Binghamton city budget appropriations DEPARTMENT I918 OVHR I9I3 I918 OVER I917 Public works 253 85 General deparlmcnts 182 13 Public schools 112 12 Total city budget 143 27 The percentage of increase in the public school budget during these years has been scarcely sufficient to provide for the normal growth of the school system without taking into account the broadening of the school activities or the unusual increase in expenses due to the war. There appear to be other departments of municipal activi- ties of greater and more immediate interest than the public schools. It is also of interest to note the manner in which each dollar of the budget was used. The following tabk gives the distribution of each dollar of the budget for the years 1913 and 1918 : Tah'-e 55 Distribution of each dollar of Binghamton city budget DEPARTMENT OF GOVERNMENT I913 I918 Public works .17 .25 Public schools .29 .25 Police .09 .06 Fire .09 .08 Charity and hospital .05 .04 Library .02 .01 Health .03 .01 General .26 .30 Total $1.00 $1.00 The limited appropriations to the schools as shown b}- this budget analysis, which is strengthened by the comparative tables covering 208 THE UNIVERSITY OF THE STATE OF NEW YORK school and general maintenance expenditures in different groups of cities earlier in the chapter, would seem to indicate a failure on the part of those controlling the distribution of municipal funds to appreciate the vast service which the public schools of Binghamton are rendering toward the development and betterment of the com- munity life. Summary In Binghamton the per capita maintenance cost of government is relatively high compared with cities of the same class in other states and of median rank in comparison with other New York cities. The per capita expenditures for the maintenance of schools in Binghamton are of median rank for the New York cities but rela- tively much lower compared with the cities of the larger group in various states. It would appear that the New York cities as a group do not give a reasonable share of the general city departmental funds to the maintenance of the schools, as the percentage of general city departmental expenses for the maintenance of schools. is lower in the cities in the group from New York than in the group of cities from the various states. Binghamton is the median city in this respect in New York, but ranks as number 15 in the group of cities -from the different states. Binghamton's rank is approximately the average of the group of cities in New York in the maintenance cost of schools based on the number of pupils in average daily attendance, the data being taken for the school year 1917-18. In the group of twenty-two cities (no statistics available from one city) Binghamton's rank is just below the median. In other words, Binghamton occupies a median position in comparison with the cities of New York or with the cities of other states in respect to the maintenance cost of schools per pupil in average daily attendance. Binghamton is a prosperous well-to-do city. The per capita esti- mated true value of property is $924.79. In comparison with the two groups of cities it is just below median rank. The tax levy in Binghamton based on the estimated true value of property is rela- tively high, as. compared with the other cities in the larger group. The estimated true value of the tax levy per $1000 in Binghamton is $25, the average for the New York group is $24.60, and for the cities of Binghamton's class in other states, $19.86. The cities of the State of New York seem to be spending too much money on the general departments of city government or, too little on the maintenance of schools. In cities of the size of Binghamton REPORT OF THE BINGIIAMTOX SCHOOL SYSTEM 209 in other states, an average of 42.6 per cent of the payments for gen- eral city departmental purposes are used for school maintenance. The average in New York, 33.3, which Binghamton exceeds by three-tenths of i per cent, is not a satisfactory standard. Although Binghamton's tax rate is relatively high, the net debt per capita is low. There is, therefore, no reason why steps should not be taken as soon as war conditions permit to see that plans are prepared and bond issues authorized to provide the necessary modern school buildings in those parts of the city where antiquated and unsatisfactory buildings are still in use. Binghamton ranks very low in the per capita outlay for schools during the past ten years. Only two cities of the group of twenty- three cities show a smaller per capita expenditure for new buildings and sites. The percentage distribution of school maintenance funds in Bing- hamton varies little from other cities of the State. The salary cost per pupil in average daily attendance in the ele- mentary grades is slightly below the median; in the high school it is somewhat above the median. The median salary in both ele- mentary grades and in high school is low. The salary cost per pupil for the city as a whole is approximately the median of the fifteen cities in the New York group. The analysis of the total city budget for the past six years shows that during this period the percentage of appropriations for general city departments has increased 4 per cent ; for public works, 8 per cent ; but the percentage of appropriations for the schools has decreased nearly 4 per cent. The increase in the total city budget during these six years was 143 per cent. The increase in the public school budget during this period was 112 per cent, while the appro- priations for public works increased 252 per cent. INDEX Abraham I.incoln school, 40, 42, 44, 43, 46, 47. 49, 50, 51. =^3. 56, 57, 58, 59, 60, 164. 170, 173, 175, 176, 180 Air space, 46 Alfred Street school, 40, 43, 44, 46, 47, 48, 49. 50, 51, 53. 56. 57, 58, 59. 60, 164. 170, 173.. 175, 176 Ancient languages in the high school, 123-25 Ariilimctic, does not have special supervision, 62; time given to, 88; instruction in, 95-98 Arithmetic tests, 12, 151-68 Auditorium in high school, 138 Bevier Street school, 29, 30, 40, 43. 44, 46, 47, 49, 56, S7< 58, 59. 164. 170, 173, 175, 176, 180; 181 Binghamton, 15-18; percentage of native white inhabitants, 9, 16 Biologic science, high school instruc- tion. 127 Blackboards, 53 Board of education, 10; functions, 19; changes in personnel from 1913 to 1918, 21 ; frequent changes in- terfere with constructive educa- tional program, 22 ; no control over handling of school funds, 22 ; meetings, 23; requisitioning of supplies, 24; auditing and payment of claims. 25; control of budget, 25 ; providing proper school "accom- modations, 27; charter limitations, 28; executive supervision, 30; supervision of business affairs by secretary, 31; audit of books, 33; educational supervision, 34 Bowls, sinks and baths, 52 Budget, control of, 25 ; analysis, 204-8 Buildings, cleanliness and sanita- tion., 11; supervision of. 23'y dis- tribution of, with relation to pop- ulation, 38; care of, 54; high school. 54; scoring of, 54-58; elementary school, 58-60 Carroll Street school, 40, 41, 43, 44. 46, 47, 48, 49*50, 51, 52, 53, 56, i7. 58, 59, 60, 99, 164, 170, 173, 175, 180 Classics in the high school, 123-25 Classrooms, 47-54; equipment of, 53 Clinton Street school, 27, 40, 43, 44. 45. 46. 47. 49, 51. 53. 56, 57. 58. 59- 60. 164, 173, 175, 176, 180 Cloakrooms, 53 College entrance course, 143 Commercial subjects, high school in- struction, 130-33, 147 Composition tests, 168-71 ; in high school, 119 Course of study, 11; elementary schools, 85-11 1 ; high school, 143- 48 Drawing, supervision, 65 ; course in, 103-4; high school instruction, 133-35 Educational supervision, 34 Elementary course, supervision, .63 Elementary school buildings, 58-60; summary of physical conditions relative to, 44-47 Elementary schools, principals, 70- ~2; course of study and instruc- tion in, 85-1 I I Employment bureau, 137 English, statement by supervisor, 64; instruction in, 92-94. 1 17-19; lest in composition, 168-71 English course, high school, 145 Fairview Street school, 29, 30, 40. 43, 44. 46, 47, 48, 49, 53, 56, 57, 58, 59, 164, 170, 173. 17s, 176, 180 Finances, 183-209; study of finan- cial situation, 13; questions must be submitted to city government, 23 Floor space, 46 French, hi^h school course, 120 Geography, course of study, 98-101 German, high school course, 120 Greek, high school course. 123 Handwriting, supervision, 66; course in, 104-6; test in, 177-82 Health education, supervision, 67; instruction in, 106-7 Heating, 49-52 High school, 112-49; well organized, 12; building, 54'; supervision, 62; deans of classes, 63, 113; supervi- sory work, 70; analysis of work from point of view of individual pupil, 1 13-17; pupils' aims bejond. 141-43 ; courses of study. 143-48 212 THE UNIVERSITY OF TPIE STATE OF NEW YORK History, course in, 101-3 ; liigh school instruction, 125 Household arts, supervision of work, 65 ; high school instruction, 135-37, 146 Industrial arts, supervision of w^ork, 65 ; high school instruction, 135-37, 147 Jarvis Street school, 2"], 40, 43, 44, 45, 46, 47, 48, 49, 51, 52, 53, 56, 57, 58, 59, 164, 170, 173, 17s, 176, 180 Jefiferson School, see Thomas Jeffer- son school Kindergarten, supervision, 64 Latin, high school course, 120, 123 Laurel Avenue school, 40, 42, 44, 46, 47, 48, 49, 50, 51, 53, 56, 57, 58, 59, 99, 164, 170, 173, 175, 176, 180 Lighting, 47 Lincoln School, see Abraham Lin- coln School Manual arts, course in, 103 Mathematics, do not have special supervision, 62; high school in- struction, 126 Modern languages in the high school, 119-22 Music, supervision, 6^; instruction in, 107^-9 Normal entrance course, 144 Oak Stree; school, 27, 28, 30, 40, 41, 42, 44, 46, 47, 49, 56, 57, 58, 59, 60, 164, 170, 173, 175, 176, 180 Organization and administration, 19- 37 Penmanship, supervision, 66; course in,. 104-6; test in, 177-82 Physical science, high school instruc- tion, 128-30 Pine Street school, 40, 41, 43, 44, 46, 47, 49, 51, 52, 53, 56, 57, 58, 59, 60, 164, 170, 173, 175, 180 Playgrounds, 44-46 Primary vi^ork, supervision, 64 Pupils, measuring achievements, 12 Reading, test, 12; in primary grades, 90; in high school, 119 Reading, silent, tests in, 92, 174-77 Recreational activities, supervision, 68 Robinson Street school, 40, 41, 44, 46, 47, 48, 49, 50, 51, 53. S6, 57, 58, 59, 164, 170, 173, 175, 180 Rossville school, 29, 40, 42, 44, 46, 47, 49, 53, 56, 57, 58, 59, 164, 170, 173, 175, 176, 180 St John Avenue school, 40, 42, 44, 46, 47, 48, 49, 50, SI, 56, 57. 58, 59, 164, 170, 173, 175, 176, 180 School buildings, see Buildings School plant, brief description, 40-44 Science, high school instruction, 127- 30 Scoring of school buildings, 54-58 Secondary work, supervision, 62, 63, 70 . . Social science-geography subjects, do not have special supervision, 62 Spanish, high school course, 120 Spelling, tests in, 172-74 Study halls, 47-54 Super.'ntendent of buildings, 21, 33 Superintendent of schools, 10, 20, 30, 34 Supervised study, 87 i Supervision of school system, 11, 61-73 ; close articulation of all de- partments of, secondary work, 113 Supervisors, report, 69 Supervisory staff, 61-70 Supplies, requisitioning of, 24 Teachers, salary schedule, 11; sal- aries, 25 ; rating work of, through combined judgment of principal and supervisor, 69; growth in school attendance and in teaching staff from 1890 to 1917, 74; aver- age daily attendance in high school per .teacher, 75; training, 76-78; experience, 78 ; tenure, 79 ; salary schedule, 80-83 ; summary, 83 ; salary cost per pupil, tables, 201-4 Teaching in the schools, somewhat uneven, 12 Teaching staff, 11, 74-84 Technical entrance high school ; course, 145 Tests, achievement in fundamental subjects as measured by standard tests, .150-82 Thomas Jefferson school, 40, 44, 46, 47, 49, 53, 56, 57, 58, 59, 60, 164, 170, 173, 175, 176, i8o_ Time allotments to various subjects, 88 Toilets, 52 Ventilation, 49-52 Washington Street school, 42 Windows, position of, 47-49 Woodrow Wilson school, 59, 60 Writing, supervision. 66 ; course in, 104-6; test in, 177-82 LIBRARY OF CONGRESS 022 115 469 1