Class L \^^ 
 
 Book.N.5_£L5 
 
 OKKKJIAl. .OONAXION. 
 
REPORTS 
 
 OF 
 
 AN INVESTIGATION 
 
 CONCERNING THE COST OF MAINTAINING 
 THE PUBLIC SCHOOL SYSTEM 
 
 OF 
 
 THE CITY OF NEW YORK, 
 
 BY THE 
 
 DEPARTMENT OF FINANCE 
 
 (Investigations Division) 
 
 Submitted to the Board of Estimate and 
 Apportionment. 
 
 NEW YORK, JUNE, 1904. 
 
 New York : 
 martin b. brown co., printers and stationers, 
 
 Nos. 49 TO 57 Park Place. 
 1904. 
 
REPORTS 
 
 OF 
 
 AN INVESTIGATION 
 
 CONCERNING THE COST OF MAINTAINING 
 THE PUBLIC SCHOOL SYSTEM 
 
 OF 
 
 THE CITY OF NEW YORK, 
 
 BY THE 
 
 DEPARTMENT OF FINANCE 
 
 (Investigations Division) 
 
 Submitted to the Board of Estimate and 
 Apportionment. 
 
 NEW YORK, JUNE, 1904. 
 
 New York : 
 MARTIN B. BROWN CO., PRINTERS AND STATIONERS, 
 
 Nos. 49 TO 57 Park Place. 
 
 1904. 
 

 MARTIN B. BROWN 
 * PRESS *^ 
 
 FEB 14 1905 
 0. qTD^ 
 
CONTENTS. 
 
 Letter of Hon. Edward M. Grout, Comptrclkr, to Board of Estimate and Appor- 
 tionment, transmitting reports by Examiners of Investigations Division, Finance 
 Department 5 
 
 General scope of City's Educational System — Elaboration of functions under charter 
 
 provisions i ? 
 
 The new course of study — Special branches — Essentials — Too much supervision 19 
 
 School officials and employees authors of tf xt books libeially used by the school prin- 
 cipals — Growth of a profitable industry 31 
 
 Sewing in the elementary schools — Cost of supervision and of the materials used — An ex- 
 pensive adjunct of the school system 54 
 
 Cooking in elementary schools — An experiment which has accomplished little in results — 
 Its value in elementary education still doubtful — Should be administered with rigid 
 economy 65 
 
 Manual Training in the elementary schools — Time and money wasted on constructive 
 
 work — Technical training should be eliminated — Unnecessary supervision 81 
 
 Physical training in the elementary schools— Overdone — Needless supervision 107 
 
 Music in the elementary schools — An exceedingly complex course of study — Analysis 
 
 of the work demanded — Costly supervision 125. 
 
 Showing amount of property held by Board of Education for school purposes, as of Jan- 
 uary 9, 1904, which has not been improved — Cost of carrying charges and loss of 
 taxes resulting therefrom 138 
 
 Showing the lapse of time between the acquisition of property and the letting of con- 
 tracts for construction thereon, on contracts by the Board of Education during 1901, 
 1902 and 1903 151 
 
 Circulating class libraries — A costly feature of work in the schools 157 
 
 Free Lectures under direction of the Board of Education — Broadening of the course — In- 
 crease of attendance 163 
 
 Evening Recreation Centres maintained by the Board of Education — Suffer from tco 
 costly and too elaborate supervision — Expert teachers employed to superintend the 
 play of children — Large economy practicable in this branch of school work 177 
 
 Report by Examiners of the Investigations Division on the purchase of School Supplies, 
 other than text books, by Board of Education for the year 1903, with the results of 
 a comparison of the contract awards for 1903 and 1904 194 
 
 Analysis of 1903 printing contract 224 
 
Department of Finance — City of New York, ) 
 
 June 29, 1904. [ 
 
 To the Honorable Board of Estimate and Apportionment: 
 
 Gexilemex — The immediate occasion of inquiry I)y the Finance Department in 
 regard to the expense of maintaining the pubHc school system of the City was the 
 puMic announcement made by the Board of Education that owing to insufficiency of 
 funds appropriated by the Board of Estimate and Apportionment for the year 1904 
 certain popular branches of the work embraced in the system would have to be in 
 some cases greatly curtailed and in others wholly abandoned for that year. 
 
 It is believed, however, that the resulting investigation, detailed reports of which 
 arc herewith compiled, will not only prove serviceable in considering future appropria- 
 tions for educational purposes, but also tend to promote a better understanding of 
 the actual workings of this important and most expensive branch of the public ser- 
 vice, as well as a more intelligent public opinion in regard to the reason and p rfposes 
 of its maintenance. 
 
 fn making appropriations for the Budget of 1904 it seemed upon consideratioiT 
 advisable that departmental estimates should be considerably reduced whenever a full 
 allowance of the estimate furnished by a Department would involve a substantial in- 
 crease over its 1903 appropriation, which would indeed have been the case in almost 
 every instance. Full allowance of all the estimates furnished the Board of Estimate 
 and Apportionment would have swelled the Budget some ten millions beyond its pres- 
 ent by no means insignificant proportions. 
 
 The -estimate furnished by the Board of Education for the year 1904 was 
 $17,264,974.55 for the General Fund and $5,995,497-75 for the Special Fund, or a total 
 of $23,260,472.30, being an increase over the appropriation for 1903 of $1,365,356.07 for 
 the General Fund, and of $1,585,746.42 for the Special Fund, or a total increase of 
 $2,951,102.49. 
 
 The appropriation allowed by unanimous action of the Board of Estimate and 
 Apportionment was $16,300,883.49 for the General Fund and $4,612,134.28 for the 
 Special Fund, being an increase over the appropriation for 1903 of 401,265.01 for the 
 
General Fund, and of $211,372.95 for the Special Fund, or a total increase of $612,637.96, 
 a greater increase than that allowed any other Department, with the one exception of 
 the Fire Department, the appropriation for which was some $750,000 greater than for 
 the previous year, owing chiefly to increase in engine and hook and ladder company 
 pay-rolls. 
 
 As imporant and popular a branch of the public service as the Department of Edu- 
 cation admittedly is, there would nevertheless seem to be no good reason why it should 
 enjoy any immunity from scrupulous observance of the same strict economy in the 
 expenditure of public money as is demanded of other departments, and it was thought 
 by the Board of Estimate and Apportionment that, with an increase of more than half 
 a million dollars over the appropriation of the previous year, and the practice of a 
 somewhat more rigid economy, the Board of Education would be able to continue the 
 schools without impairment of their real efficiency, notwithstanding the considerable re- 
 duction of its departmental estimate. 
 
 Immediately upon notice of the amount at which its appropriation had been fixed 
 as above stated, the Board of Education appointed a special committee to prepare and 
 present a plan for apportioning the General Fund among the various objects of its 
 expenditure. The Committee recommended the adoption of certain resolutions in sub- 
 stance as follows : That the sessions of the evening schools for 1904 be reduced one- 
 fourth in number; that the salaries of the principals and teachers in such schools be 
 reduced; that the recreation centres, from January 31, 1904, and the vacation schools 
 and playgrounds during the entire year 1904 be discontinued; that the allowance for 
 evening lectures be reduced to $60,000, and that a copy of the report be sent to each 
 member of the Board of Estimate and Apportionment, and to each member of the 
 Board of Aldermen, accompanied by " an urgent appeal for such relief as will prevent 
 Ihe injury to the work of the school system which otherwise must, as above indicated, 
 result, viz. : For the additional allowance for the purposes of the General School Fund 
 fo $964,091.06, the amount originally asked by this Board, less the sum of $125,000 to 
 be transferred from unexpended balances of previous years, viz.: $839,091.06." These 
 resolutions were at once unanimously adopted by the Board, and public announcement 
 immediately made of its action in that regard. 
 
 As it was a more economical administration of the school system as already con- 
 stituted, rather than the total abandonment of any part of the system that had been 
 fondly expected, the action of the Board in the premises could not fail to raise the ques- 
 tion whether it was indeed actually impossible for it to practice any greater economy 
 in its expenditure of more than twenty million dollars annually, and whether or not its 
 reiterated and persistent demand, for nearly three millions increase of appropriation 
 should be favorablj' considered. Tt has been with a view to obtaining some more or 
 less reliable information upon this question -that the investigation herein reported has 
 been conducted. 
 
It should be observed, however, that such investigation has not been directed merely 
 to ascertaining the possibilities of a more economical administration for the current 
 year. It was realized that there might be economies otherwise practicable but for the 
 time inhibited by contractual obligations already incurred. That such might be the 
 case seemed good reason for such inquiry as would at least tend to lessen the probabilities 
 of any further improvidence in that regard. 
 
 The investigation has been conducted, moreover, with a view to finding out if pos- 
 sible not only whether the system as at present constituted could be any more econom- 
 ically administered, but also whether there may not be somewhat of extravagance 
 involved in the very make-up of the system itself. A seemingly economical disbursement 
 of public money for what is not necessary may be really as wasteful as extravagant 
 expediture for that which is necessary. 
 
 Judgments or conclusions as to whether this or that particular activity is necessary 
 -or even contributory to real efficiency in a public school system, must, from the nature 
 of the case, be largely a matter of individual opinion. The Superintendent of Public 
 Schools of the City of Boston, in the Twenty-third Annual Report, published March, 
 1903, says of the system there : 
 
 " The reform work that now seems most needful in our grammar schools is to rid 
 the several studies of masses of useless details. There is an almost irresistible tendency 
 to over-elaboration in every branch of study. The maker of the text-book wishes to 
 put therein everything that any teacher may be expected to look for, and the teacher 
 fears lest he may be considered deficient if he fail to teach everything in the book. 
 Thus teacher and book-maker react the one upon the other to bring about a congestion 
 of details which is burdensome and useless to the child. 
 
 " The study of arithmetic has been attacked repeatedly in recent years on the ground 
 of over-elaboration. The study of grammar has been much complained of on the same 
 ground. Geography used to be burdened with a mass of rubbish called political geog- 
 raphy, which has now been replaced by a mass of physical geography and recent geology, 
 hardly less unsuited to young minds. The trouble with music and drawing is that the 
 attempt is made to elaborate both these subjects beyond what the fixed time limits 
 fairly allow. It is the same in some degree with all the other studies. Supplementary 
 reading would be more effective if it were less diffuse and miscellaneous and more 
 concentrated and systematic. In all our school work we need to change our aim from 
 the acquisition of masses of knowledge to the development of mental power ; and this 
 will require much simplification in the material presented for instruction, with less 
 appeal to the memory and more to observation and reason." 
 
 Whatever the progress made in the science of pedagogy the art of education seems 
 not yet to have arrived at such scientific certainty as to warrant the acceptance of any 
 opinions as expert testimony. If there be a science of education, it is one in which the 
 doctors themselves as j^et disagree. In questions of public education we must depend 
 for practical answer, as in the case of other public questions, upon that preponderance 
 of individual opinion which constitutes public opinion. It will be found that in several 
 instances the examiners for this Department have very naturally, if not unavoidably. 
 
included in the reports of their investigations conclusions which must of necessity be 
 based upon their individual opinions. That such opinions are not altogether un- 
 founded in reason would seem to be the verdict of public opinion as evidenced by the 
 press and indicated by letters of approval received from many different sources. There 
 is, moreover, reason to beleive that members of the Board of Education, as well as of 
 the Board of Superintendents, not to mention the great body of principals and teachers^ 
 are already giving favorable consideration to many of the suggestions made in the 
 reports. It is doubtful if any one will seriously question the practical wisdom of the 
 recommendation made to simplify the course of study prescribed for the elementary 
 schools, and so to modify that course that more time and attention may be paid to flie 
 ordinary, fundamental common school branches, and less of time and expense devoted 
 to special studies, or of the recommendation that teachers be permitted to do their work 
 with less of annoyance from seemingly needless but expensive supervision. Sug- 
 gestions made with a view to the adoption of a more prudent and economical policy 
 in the procuring of sites for school houses appear to have been already productive of 
 beneficial results. 
 
 The investigation has not discovered anywhere the least hostility to a system of pub- 
 lic schools, or any opposition to the making of generous appropriations for whatever 
 may be essential to their real efficiency. There seems to be no objection to providing 
 ample and well-appointed school-houses, suitable supplies, and an adequate force of 
 competent, well-paid teachers. It is the unanimity of public sentiment in this regard 
 that renders a constant watchfulness against extravagance in appropriations more 
 necessary than when they are more grudgingly made. 
 
 Inasmuch as one of the reports has already been referred to by certain members 
 of the Board of Education as having been prepared by " persons whose qualifications 
 for such judgment are unknown," it may not be out of place in this connection to 
 supply such brief information as may be more or less pertinent to the question of such 
 qualifications on the part of the several persons whose reports as Examiners for this 
 Department will be found to contain expressions of opinion upon matters of a some- 
 what distinctively educational character. 
 
 Jklr. John S. Crosby, of the New York bar, was for some twenty years or more 
 actively engaged in various branches of the public school service ; first in New England 
 as teacher in the common schools, and afterwards, while principal of a private academy, 
 as a member of a town school committee ; then for eleven years as principal of one of 
 the leading high schools of the West in a city where he served afterwards as a member 
 of its Board of PZducation. and later as attorney and counsel to the Board. Several 
 years still later he declined an offer of the principalsliiii of one of the largest and most 
 progressive high schools in the country He has, however, continued to maintain a 
 lively interest in the cause of popular education, and has made numerous addresses in 
 the normal schools, colleges and universities of different States. A small volume entitled 
 " Government, An Inquiry Into the Nature and b^unctions of the State." in which 
 
he incidentally discusses the question of public education, has been strongly recom- 
 mended for use as a text-book in elementary civics. 
 
 Airs. Mathilde Coffin Ford has a national reputation ia educational circles, and has 
 had a wide experience in the held of elementary education. As grade teacher, principal 
 of night school, principal of grammar school, principal of model school, principal of 
 teachers' training school, supervisor of primary grades, assistant superintendent of 
 schools and instructor in teachers' institutes, summer schools, colleges and universities, 
 Mrs. Ford has had practical experience with all phases of school instruction and school 
 administration. Her success as assistant superintendent of the Detroit school system 
 won for her great distinction, and she has since had calls to important positions in 
 (Uher school systems. Residing in New York City since 1897, Airs. Ford has been pur- 
 suing studies which have gone to increase greatly her rare equipment for investigating 
 and reporting on the efficiency of New York's school system. 
 
 Air. Robert B. Alclntyre, under whose immediate charge the investigation has been 
 
 conducted, has been engaged for many years in supervising the work of investigation 
 
 and reporting as carried on by the metropolitan press, the greater portion of the time as 
 
 city editor, and later as business manager of a New York daily newspaper. He could 
 
 scarcely have enjoyed a better opportunity for development of the faculty for close 
 
 examination, final verification and plain statement of facts and conditions, so necessary 
 
 to the task assigned him. 
 
 Respectfully, 
 
 EDWARD AI. GROUT, Comptroller. 
 
REPORT No. I. 
 
 General Scope of the City's Educational System— blaboration of Functions 
 
 Under Charter Provisions. 
 
 Hon. Edward M. Gkout, Coniplrullcr: 
 
 Sir — Investigation as to the expenditure of public moneys by the Board of Educa- 
 tion necessitates at least a cursory survey of the public school system of the City, as 
 
 well as of the laws and regulations under which it is maintained. 
 
 " 'i"he management and control of the public schools and of the public school 
 system of the City " is, by section 1061 of the City Charter, entrusted to the Board 
 of Education, consisting of forty-six members appointed by the Mayor. 
 
 The City Superintendent, appointed by the Board of Education, has a seat in 
 the Board and the right to speak on all matters before it, but not to vote. The Board 
 also appoints eight Associate City Superintendents, who, with the City Superintendent, 
 constitute the Pioard of Superintendents. There are also twenty-six District Super- 
 intendents appointed b\' the Board of lulucation. 
 
 By section 1069 of the Charter, the Board of Education is empowered: 
 
 1. To establish and conduct elementary schools, kindergartens, manual training 
 schools, trade schools, truant schools, evening schools and vacation schools. 
 
 2. To maintain free lectures and courses of study for the people of The City of 
 New York. 
 
 3. To provide special classes for the purpose of giving instruction in the English 
 language to persons who can not use that language readily, and \vhose vocations pre- 
 vent their attending other schools in the system. 
 
 4. To provide one or more high schools and training schools or classes for teach- 
 ers. 
 
 5. To establish and conduct playgrounds in connection with the public schools. 
 
 6. To establish new schools and discontinue or consolidate any of the schools of 
 the system. 
 
 Section 1082 of the Charter provides that 
 
 " The board of superintendents shall establish for the schools, subject to the 
 approval of the board of education, rules and regulations for the reception of pupils 
 in the schools of the city, the promotion of pupils from grade to grade, from school 
 to school, fo-r the graduation from all grades of schools, and for the transfer of pupils 
 from one school to another."' 
 
 Section 1083 provides that 
 
 " The board of education shall, upon the reconiniendation of the board of super- 
 intendents, approve text books, apparatus and other scholastic supplies for use in the 
 public schools of the city. Requisitions for such text books, apparatus and scholastic 
 supplies shall be made by principals upon the superintendent of supplies, under rules 
 to be established by the board of education, but no requisition for any school shall 
 be honored unless it is approved in writing by the district superintendent of the district 
 -where such school is situated." 
 
12 
 
 Section 1084 provides tiiat 
 
 " The hoard of education shall have power to change the grades of all schools 
 and of all classes of any high school or other school imder its charge, upon the written 
 recommendation of the board of superintendents, and upon the same recommendation 
 to adopt and modify courses of study for all schools under its supervision." 
 
 Section 1086 provides that 
 
 ■■ Subject to regulations prescribed by the board of superintendents, and under 
 the supervision of the district superintendent in charge, the principal of each school 
 shall direct the methods of teaching in all classes under his charge. The board of 
 superintendents shall have the power, from time to time, to issue syllabuses of the 
 topics in the various branches taught, which shall l)e regarded as the minimum amount 
 of work required in such branches." 
 
 Section 1075 provides as follows: 
 
 ■■ The board of education shall provide for the purchase of all books, apparatus, 
 stationery and other things necessary and expedient to enable the schools of the city 
 to be properly and successfully conducted." 
 
 Section 1076 makes the Superintendent of Supplies the executive officer of the 
 Board for the purchase of supplies. 
 
 The provisions of section 1098, prohibiting school officers from having any interest 
 in the furnishing of supplies or materials, are by said section declared 
 — ■' not to apply to authors of school books used in any of the public schools, because 
 of any interest they may have as authors in such books." 
 
 By section 2;^ of the By-Laws, adopted by the Board of Education, it is provided 
 as follows : 
 
 " I. The committee on studies and text books shall have charge of all matters 
 relating to courses of study and the selection of text books and books for supplementary 
 reading. 
 
 ■■ 2. All recommendations of the board of superintendents with regard to courses, 
 of study, selection of text books, and books for supplementary reading, shall be filed 
 with said committee, and shall be transmitted, with recommendations as to approval 
 or disapproval, to the board of education for action thereon." 
 
 The Board of Education has evidently deemed it advisable to exercise all the powers 
 conferred upon it by section 1069 of the Charter, and in so doing has established 
 elementary schools, kindergartens, manual training schools, truant schools, evening- 
 schools, vacation schools, free lectures, special classes for instruction in the English 
 language, high schools, training schools for teachers, play-grounds, and recreation 
 centres. 
 
 The elementary schools constitute the bulk of the system. They are attended by 
 children six years of age antl upward, and provide a course of study extending over 
 eight years, each year covering two grades, A and B, making sixteen grades in the 
 full course, designated as Grade lA, Grade iB, Grade 2A. and so on. from the first 
 to the eighth year, inclusive. Graduates from the elementary schools may pass into 
 the high schools, which provide courses of from two to Ave years, while children 
 between four and six years of age are cared for in the kindergartens. 
 
The New Course of Study. 
 In May, 1903, the Board adopted a uniform course of study to be followed by the 
 elementary schools throughout the different boroughs. The course of study is elaborate, 
 as are also the syllabuses, which indicate in detail the mininuun amount of work re- 
 quired in each branch. English, mathematics, physical training and hygiene, drawing 
 and constructive work, and music, are pursued throughout the entire eight years ; 
 nature study during the first five years; sewing during the greater part of the course; 
 geography during the last five years; history the last four years; civics the last three; 
 elementary science the last two ; cooking or sewing the last two ; and French, German, 
 Latin or stenography as an elective the last year. 
 
 The list of approved te.xt books is made to contain, as a rule, several different 
 books suitable for use in each grade of the several branches taught, from which 
 Principals may select as they prefer in making their requisitions for class use. 
 
 The Legitim.\te End of Public School Administr.\tion. 
 Extravagance or lack of economy, if any there be in the conduct of the schools, 
 may be due to negligence or other inefficiency on the part of offcials in their efforts 
 to comply with the requirements of the prescribed course of study, or it may be the 
 logical result of the best endeavor on the part of all to follow that course. In other 
 words, there may be waste of money in the manner of administering the system, or 
 the system itself may be extravagant, and the more wasteful the more faithfully it is 
 administered. 
 
 A system of popular education to be maintained at the public expenses is, of course, 
 extravagant to whatever extent it involves any expenditure not necessary to the legiti- 
 mate end of a public school system, which is to provide a course of instruction and 
 study best calculated to secure the highest average of intelligent citizenship. 
 
 There could, perhaps, be no better test of the efficiency of a system adapted to 
 the demands of this City and country than that of the degree to which it succeeds in 
 sending out from the elementary, or so-called grammar grades, through which alone 
 the great majority of children are so fortunate as to pass, graduates having a practical 
 knowledge, and habitually correct use of the English language, together with such 
 knowledge of mathematics, geography and history as may be reasonably expected. 
 A course of study into which there are introduced any exercises or branches interfer- 
 ing with the healthful acquirement of such knowledge involves not only a waste of 
 the money directly expended upon them, but also a loss of efficiency '^^^"he best 
 methods that may be adopted for teaching essentials. This, of course, results in a 
 waste of the money appropriated for essential instruction and training, to say nothing 
 of the wasted time and energies of pupils and teachers. There can be no knowledge, 
 training or accomplishment, however desirable, of suft'icient relative importance to 
 warrant its acquirement in the public schools at the expense of what is ordinarily 
 called a common school education, to provide which is universally acknowledged to 
 
14 
 
 be the primary object of the public or common school system. If the pupil leaves 
 the public schools without such education, no matter what may be his special acquire- 
 ments or accomplishments, he goes out unfitted for that citizenship, the necessity 
 of providing opportunity and means of preparation for which constitutes the sole 
 warrant for maintaining such schools. Objection is not here made to the introduction 
 of any extra or special branches of admitted usefulness to the average pupil, provided 
 they can be successfully pursued without detriment to this primary and essential 
 function of the public schools. 
 
 Special Branches of Study. 
 And yet, if public schools were not necessary in order to insure that popular 
 knowledge of the ordinary common school branches deemed necessary to intelligent 
 citizenship, that is, if such knowledge were sure to be acquired without the aid of 
 such schools, it is by no means certain that public opinion would favor their maintenance 
 for the sole purpose of affording an opportunity to pursue the extra or special branches 
 now taught therein. The latter have one after another found place in the curriculum 
 on the ground that attendance upon the public schools so monopolizes the pupil's time 
 that the special branches must be taught him there if anywhere. But, as already 
 suggested, there can be no warrant for their introduction to the exclusion or neglect 
 of the ordinary branches, or to such an extent or in such manner as to interfere with 
 the successful prosecution of the ordinary common school course of study. 
 
 It is, of course, always easier to criticise a system than to construct one, easier 
 to find faults than to remedy them. Bearing this in mind, and realizing, moreover, 
 that the popular favor in which the public schools have deservedly come to be held, 
 renders any criticism of them, however well intended or well founded, more or less 
 liable to the charge of hostility to the system as a whole, it is not without some hesita- 
 tion and much deliberation that the following suggestions are made. 
 
 Overloading of the System. 
 It will hardly be contended that pupils graduated from the elementary public 
 schools of this or of almost any other city are as well grounded and as proficient in 
 the common school branches of study as could well be desired, or as the time and money 
 ostensibly appropriated to that end would seem to warrant. This can hardly be the fault 
 of the teachers, than whom a better qualified or more conscientious body of public 
 servants it were idle to seek. They are themselves sensitively aware of this failure of 
 the system to produce or even permit the results for which they so faithfully strive. 
 
 However much, for reasons already stated, one may hesitate to express it, there 
 can be little hesitancy in forming the opinion that teachers and pupils are called upon 
 to do, not too much perhaps, .but too many things, to permit their doing anything 
 well or thoroughly. The apparently successful and supposedly beneficial introduction 
 of this and that specialty into the schools of one city or another has led to their 
 adoption by other cities, through fear of being thought behind the times, until now 
 
15 
 
 whatever has been done anywhere is attempted everywhere, or at least wherever it is 
 aimed to keep abreast, if not a little ahead, of this procession, which seems to have 
 lost sight of its original destination, seeming to care not so much abofTl getting any- 
 where in particular, as to present an impressively imposing appearance on the way 
 to everywhere in general. While philosophizing about natural methods in teaching 
 we have brought about artificial conditions under which the pupil withers and the 
 '"system" is ever more and more. 
 
 It was perhaps hardly to be expected that New York would long withstand the 
 temptation to make its system second to none in its provisions for whatever is pro- 
 vided elsewhere. The Charter provisions would seem to have been prepared Jiyth this 
 end in view, and the Board of Education and School Superintendents to have had 
 it in mind in formulating the new course of study to be pursued in the elementary 
 schools. This has been done, no doubt, with the best intention and in the belief 
 that the course of study prescribed is the best that can be devised. 
 
 The apparently general assent given by professional educators to what most lay- 
 men regard as an overloading of the common school system is due mostly to a certain 
 esprit de corps, or tendency to sympathize with and even defend whatever the educa- 
 tional associations of the country may, for the time, seem to approve, however un- 
 advisedly. So strong is the influence of this spirit of conformity that open opposition 
 on the part of a superintendent or teacher might result in the loss of his position. 
 If outspoken criticism is to be made it must come, for the most part, from persons 
 outside the system and not subject to the influence exerted by those that dominate it. 
 
 A Gl.\nce at the New Course. 
 
 It needs but a cursory view of the several courses of study prescribed for the 
 New York City elementary schools to raise the query in any unprejudiced mind as to 
 whether it is possible for the average pupil of the elementary school age to pursue 
 them all to any advantage. A closer examination of such courses, together with an 
 inspection of their accompanying syllabuses, will lead to the conclusion that the 
 ordinary child between the ages or six and fourteen years cannot begin to digest the 
 profuse abundance of ostensibly mental pabulum so rigidly prescribed for him. 
 
 The recently prescribed course of study has perhaps not been in operation long 
 enough to afford data for any comprehensively accurate estimate as to the results 
 of its adoption and continued use, but there appears to be a very general agreement, 
 among teachers in charge of different branches of the course for the last ten months, 
 that it is too heavy, and impossible of completion in the time allotted to it. 
 
 In addition to the ordinary common school branches, the difficulty of mastering 
 which even under the most favorable circumstances is generally admitted, the pupil 
 is required to attend through all the grades upon instruction given in elaborate courses 
 of study in drawing, constructive work, sewing or cooking, in physical training and 
 hygiene, in music, and, during the first five years in nature study. Special teachers 
 
i6 
 
 are provided for imparting this special instruction, attention upon which absorbs so 
 much of the pupil's time and energy that he has neither the opportunity nor the 
 strength for successful prosecution of the fundamentally essential branches. Subsequent 
 reports will contain the results of an examination more in detail of the various branches 
 included in the course of study. 
 
 As before suggested, it is not here contended that no attention should be given 
 to the special branches, but that their pursuit should be limited to the time and 
 opportunity remaining after the pupil has been first afforded ample time and provision 
 for successful and not too arduous prosecution of the essential branches. Whatever 
 may b^ the virtues of hard work, it is not beneficial to young children, not any more 
 so m school than elsewhere. 
 
 There can be little doubt that a sound economy in public school administration 
 demands the doing away in elementary schools with so much at least of instruction 
 in special branches as may be required in order to afford pupils and teachers time 
 and opportunity for efficient prosecution of the ordinary common school course of 
 study. The amount of money saved would depend, of course, upon the number of 
 special teachers whose services were dispensed with, and the cost of text books and 
 other supplies formerly, but no longer, required. It is believed that a large saving 
 could be effected in this way, and that without injury but rather with positive and 
 much needed improvement to the public school system. There is reason to believe 
 that a majority of principals and teachers would favor some such change of program. 
 
 Analysis has been made of disbursements incident to the maintenance of the several 
 special courses of study, together with an inquiry as to the ascertainable effect, if any, 
 which their prosecution has upon the efficiency of the work required to be done by 
 teacher of the regular and more essential branches. The results of these examina- 
 tions will be found in reports following this. 
 
 College Courses and Examinations. 
 The question of college and summer school courses for teachers, as prerequisites 
 for eligibility to examinations for promotion and higher licenses, is one of interest 
 to many teachers in the system, and may be considered in connection with the regular 
 course of study. 
 
 The requirements for promotion licenses and principals' licenses demand a course 
 of from 60 to 120 hours in the science of education or other subjects. These courses 
 must be certified to by the instructors and accompanied by examinations. The courses 
 cost from $10 to $15 for 30 hours, or $25 per summer session of 60 hours. 
 
 In lieu of certain of such courses, the passing of an examination set by the Board 
 of Examiners is accepted. Whether because of the greater ease of satisfying the 
 college authorities, or dislike to examinations set by the Board, the college courses 
 are more largely patronized by the teachers. 
 
17 
 
 In the summer of 1903. 322 New York City teachers attended courses in Cohuiibia 
 University Summer School, and probably 85 in New York University. Others un- 
 doubtedly were enrolled in Cornell, Harvard, Chautauqua and other schools whose 
 certificates are accepted. Besides the summer school, it is estimated that nearly 1,000 
 teachers attend courses under university auspices during the school year. Some 
 teachers take as high as seven hours' work per week. 
 
 In certain of the summer schools high officials of the school system have been 
 secured by the authorities of the schools to give instruction — possibly as an added attrac- 
 tion to public school teachers. Certainly their particular branch of pedagogical in- 
 struction would pass muster. Good work in theory under one of the supervising 
 staff ought not to unfavorably affect a teacher's class room record. That may help 
 to explain the large attendance at certain courses. 
 
 Much may be said on both sides of this subject. It is at least a question, however, 
 if the exhausting and nerve wearing work required of teachers by conditions of New 
 York City schools should be augmented by the added strain of practically compulsory 
 attendance at college work. The salaries that are paid should, under proper conditions, 
 attract a class of teachers whose possible deficiencies of early education would not 
 require remedying in that manner. Purely voluntary work is a different matter. 
 
 Conclusion. 
 The conclusion is inevitable that the public school system of this City, in common 
 no doubt with those of many of the other cities of the country, is overloaded, and 
 rendered unduly expensive, by reason of the introduction and maintenance of much 
 that has no other warrant than that of conformity to some as yet undemonstrated 
 theory of education, or that of affording material for showy exhibits to be made at 
 conventions and expositions, or set forth in educational reports. As already suggested, 
 it is not alone the extravagant expenditure of money, but also and more the needless 
 loss, the criminal waste, of time and energy on the part of pupils and teachers alike, 
 that call for thorough investigation of the matter under consideration. 
 
 Yours respectfully, 
 
 JOHN S. CROSBY, 
 ROBERT B. McINTYRE, 
 
 Investigations Division. 
 
REPORT No. 2. 
 The New Course of Study— Special Branches— Essentials— Too iluch Supervising. 
 
 Hon. I'J)\vaki) M. Gkout, Coniplrollcr : 
 
 Sir — 111 suljiniUinj.; this report of an investigation made witli a view to ascertaining 
 in wliat particulars, if any, the expense of conducting the elementary public schools- 
 itf the City m;iy be reduced without consequent diminution of their real efficiency, it 
 may l)e well to state briefly upon what theory as to the reason and purpose of popular 
 education at public expense the investigation has been attempted. Without some' 
 approximate agreement as to the primary warrant for establishing a public school 
 system there can be none as to its true object, and ctMisequcntly none as to what 
 constitute legitimate expenses of such a system. 
 
 If there were available for public uses a fund belonging primarily to rdl the people 
 in connnon, no i)art of it being contributed from individual resources, it might well 
 be expended in such manner as the majority should deem most beneficial to all. The 
 beneficent public jiurposes to which such a fund could be legitimately devoted might 
 be limited only by its amount. 
 
 P.ut as there is no such social fund at [u'esent available, and as i)ublic revenues- 
 are, for the most part, made u]) of enforced contributions from ])rivate sources, tax- 
 |)ayers earnestly and not unreasonably object to exactions not necessary to any legiti- 
 mate purpose of the government making them. 'J'he only just warrant for establish- 
 ing or maintaining gcjvernment, a compulsory regulation of society, would seem tO' 
 \k- the necessity for such government in order to secure to all persons within its 
 jin^isdiction the peaceable enjoyment of their inherent rights, which exist in the nature 
 of things and necessarily pritjr to and independently of any government. 
 
 It may be pertinently asked then: For the accomplishment of what legitimate pur- 
 pose of government is the establishment and maintenance of a system of free public 
 schools deemed necessary? Is an education, such as is to be acquired in them, one of 
 those inherent rights necessity for securing which would alone and of itself warrant 
 the establishment of a government? In other words, if the peaceable enjoyment of 
 natural opportunities for the pursuit of happiness were secure to all without the aid 
 of government, and there were no need of it, except for the sole purpose of maintaining 
 a system of popular education, would such purpose alone and of itself warrant the 
 establishment of compulsory government? There can be but one answer to such a 
 question, and it nmst be evident that whatever government properly has to do with 
 education is done not for education's sake but for purposes of government. ^ 
 
 There have been governments under which it would have been suicidal for them 
 to promote that popular intelligence upon which our form of government depends, and 
 to guarantee which is the legitimate end of the American public school system. 
 
20 
 
 And yet that system is now devoting great time and expense to the teaching of much 
 that might be taught to the masses under any the most despotic government without 
 in the least disturbing their stoHd acquiescence in its arbitrary rule. Education essential 
 to intelligent American citizenship is possible of acquirement without instruction in 
 physical culture, manual training, music or drawing, beneficial as may be the result 
 of such instruction to those receiving it. On the other hand, one might become pro- 
 ficient in such special acquirements and yet remain as unfitted for intelligent participa- 
 tion in popular government as the skilful but unlettered slave. It is by no means here 
 intended to underestimate the value of such instruction, but simply to emphasize the 
 fact that since it is not essential to the main purpose of the public schools, namely, 
 to promote intelligent citizenship, its incidental provision should never be permitted 
 to interfere with the efficiency of their legitimate work. 
 
 There is every reason to believe that the course of study under consideration was 
 not adopted without long and patient deliberation on the part of its framers, among 
 whom were educators of eminence. It may be, however, that their very eminence 
 is not without a tendency to render them less capable of outlining work to be done 
 by children of the elementary school age than would be a committee of mothers 
 selected from those having had practical experience in teaching such children. It 
 is sometimes the case that those most influential in directing educational forces have 
 had little practical experience at the vital point where the pressure of those forces is 
 brought to bear upon the endurance of the pupil. Teachers having the actual work 
 to do should have much to say as to what it shall be. 
 
 Hardly too much is to be said in commendation of the outline of work contemplated 
 in the essential or staple branches of the course. A thorough mastery of the prescribed 
 courses in English, mathematics, geography and history would be perhaps more than 
 the most sanguine person could ask to be accomplished by graduates from the elemen- 
 tary schools. Reasonable proficiency is all that should be expected, and no considera- 
 tions of false economy should stand in the way of its attainment. 
 
 Criticism of the work outlined for the other or special branches of the course is 
 here directed mainly to the time devoted to such branches, not too much perhaps for 
 the work contemplated, but more, it is believed, than can well be spared from efficient 
 prosecution of the elaborate courses outlined for the essential branches. 
 
 A TIME SCHEDULE FOR TEACHERS. 
 Apportionment of School Hours Among the Various Branches of Study Arranged 
 
 WITH Railroad Precision. 
 Inspection of the following "Time Schedule" will show the apportionment of a 
 week's time of 1,500 minates among the various branches taught in the elementary 
 schools, and cannot fail to suggest the hurry and strain of catching trains at a crowded 
 railway station. There can hardly be the most efficient school work where there is 
 so much clock work. 
 
21 
 
 Time Schedule on the Basis of 1,500 Mi)iutes Per Week. 
 Years. I. II. III. IV. V. VI. VII. VIH, 
 
 Opening Exercises 75 75 75 75 75 75 75 75 
 
 Physical Training, Physiology and 
 Hygiene, Recesses and Organ- 
 ized Games 200 165 165 165 90 90 90 90 
 
 English 450 510 450 375 375 375 (9)360 (8)120 
 
 Penmanship 100 125 125 75 75 75 
 
 Ekctives (German, French, Latin, 
 
 Stenography) .... (5)300 
 
 Geography 133 120 120 (2) 80 .... 
 
 History 90 120 (3)120 (3)120 
 
 Mathematics 120 150 150 150 150 200 (5)200 (4)160 
 
 Nature Study go 90 9c 90 75 .... .... .... 
 
 Science (2) 80 (2) 80 
 
 Drawing and Constructive Work.. 160 160 160 120 120 120 (2) 80 (2) 80 
 Shop Work, Cooking, or Ad- 
 
 vanced Sewing (2) 80 (2) 80 
 
 Sewing and Constructive Work... 60 60 60 60 60 60 .... .... 
 
 Music 60 60 60 60 60 60 60 60 
 
 Study 90 135 150 150 (5)200 (4)160 
 
 Unassigned Time 185 105 75 60 60 55 175 75 
 
 1,500 1,500 1.500 1,500 1,500 1,500 1,500 1,500 
 
 Note — Both boys and girls are to take the work outlined under sewing and constructive work iil 
 the first three years. 
 
 Electives — The study to be pursued in any one school shall be determined by the Board of Superin- 
 tendents. In no school shall more than one of these subjects be introduced unless at least thirty 
 additional pupils of such school elect it. A different subject may be substituted for any one of the 
 above at the discretion of the Board of Superintendents. 
 
 The figures in parentheses in the seventh and eighth years represent the number of forty-minute 
 periods per week. 
 
 As 1,500 minutes per week are spent in school by the pupils in each of the eight 
 years, the total attendance for all years is 12,000 minutes per week, apportioned as 
 
 follows : 
 
 Branches. Minutes. 
 
 Opening exercises 600 
 
 Physical training, etc 1,055 
 
 English 3,215 
 
 Penmanship 575 
 
22 
 
 Branches. Minutes. 
 
 Electives • 200 
 
 'Geography 455 
 
 History 450 
 
 IMathematics 1,280 
 
 Nature study 435 
 
 Science 160 
 
 Drawing and constructive work 1,000 
 
 Shop work, cooking and advanced sewing 160 
 
 Sewing and constructive work 360 
 
 Music 480 
 
 Study 885 
 
 Unassigned time 690 
 
 Total 12,000 
 
 It will be seen that of the total, 12,000 niimites, only 5,(^5, or a little less than 
 
 one-half, are allotted to the essential branches, English, penmanship, geography, history 
 
 and mathematics, which is the ratio of apportionment applying to the entire elementary 
 
 •course of study. 
 
 Fourth Year Course. > 
 
 ■Children at the Age of Ten Instructed in Elementary Seienee, Nature Study, Drawing 
 
 and Constructive Worh, Physical Training, Hygiene and Music. 
 
 .^ Some general idea of the work outlined and of the time allotted to its different 
 
 branches may be formed from inspection of the courses of study and the syllabuses 
 
 prescribed for some one of the sixteen grades of the eight-year course. Selecting, for 
 
 instance. Grade 4A, pupils in which average perhaps ten years of age, the work of the 
 
 ■eighteen or twenty weeks of the term is found to be outlined as follows : 
 
 COURSES OF STUDY AND SYLLABUSES FOR GRADE 4A. 
 
 Course of Study in English. , 
 
 Composition — Oral and written reproductions. Model compositions studied and 
 imitated; paragraphs and stanzas from memory or dictation. Study of simple declara- 
 tive sentences ; construction of typical sentences. Rules for the use of capital letters and 
 marks of punctuation. 
 
 Penmanship — Movement exercises ; writing from copy. 
 
 Reading — From readers and other books ; the meaning of words. Reading to 
 pupils. Ethical lessons. Use of library books. 
 
 Spelling — Words from lessons of the grade. 
 
 Memorizing — Prose and poetry. 
 
23 
 
 Syllabus. 
 
 Composition — The stories told or read for reproduction may include myths and 
 legends. Pupils should reproduce in writing, without aid from the teacher, the subject 
 matter of their silent reading. 
 
 The model compositions to be studied, including letters, should be short and simple. 
 Special attention should be given to the sequence of paragraphs. Compositions in 
 imitation of these models should be written by the pupils under the teacher's direction. 
 The drills on correct forms should include the parts of irregular verbs in frequent 
 use. In letter writing there should be exercises in addressing envelopes. 
 
 There should be occasional exercises in copying from print. The paragraphs and 
 stanzas written from memory or dictation should be selected for their inspiring content 
 and literary form. 
 
 Pupils should study the fundamental structure of declarative sentences by finding 
 their subjects and predicates. In teaching pupils to construct typical forms of statements 
 the teacher should have in mind such a classification as will insure the expression of all 
 the more important forms of thought, e. g., sentences that state (i) what things do, 
 (2) what is done to things, (3) what the qualities of things are, and (4) what things 
 are. The first two of these should receive special attention in this grade. In connection 
 with sentence study the important plural forms of nouns should be taught. 
 
 Capitalization— First word of sentence; the word I; first word of line of poetry; 
 proper names. Punctuation: End of statements; end of questions; abbreviations; dates; 
 word broken at end of line ; unbroken quotations ; constructions. 
 
 Penmanship — As in the preceding grades. 
 
 Reading — Several books of fourth-year grade, including such as F. D. Sherman's 
 " Little Folk Lyrics " ; Anderson's " Fairy Tales," and books to supplement the work 
 of the grade in nature, geography and local history. 
 
 The reading lesson proper should be preceded by only such conversation as may be 
 necessary to prepare the minds of the pupils for the proper appreciation of the subject 
 matter. The teacher should bear in mind that correct expression in oral reading is 
 dependent upon the reader's appreciation of the thought and feeling. 
 
 The Meaning of Words — Pupils should be trained to depend largely on the context 
 for the meanings of words. The use of diacritical marks as aids in the pronunciation of 
 difficult words, and in the intelligent use of the dictionary, is recommended. 
 
 Reading to the Pupils — For general suggestions, see lA. The selections may in- 
 clude "Hiawatha and Mudjekeewis,'' "Hiawatha's Fasting" and "Hiawatha and the 
 Pearl Feather"; Browning's "Pied Piper of Hamelin " ; myths in good literary form, 
 such as Kupfer's "Stories of Long Age," Hawthorne's "Wonder Book" and "Tangle- 
 wood Tales," nature stories, stories from the Old Testament and a long story to cultivate 
 the power of sustained interest, e. g., " Alice in Wonderland," Dodge's " Hans Brinker," 
 Jefifrie's "Sir Bevis/' or Brown's " Rab and His Friends." 
 
24 
 
 Ethical Lessons and Use of Library Books — See introductory notes. 
 
 Spelling— at least 300 new words selected from the pupils' vocabulary and from the 
 lessons of the grade. Review of words frequently misspelled. 
 
 -\Iemorizing-rAs in 3A. Selections may be made from the following lists : 
 
 The Night Wind Field 
 
 The Chldren's Hour Longfellow 
 
 Jack Frost Gould 
 
 Robert of Lincoln Bryant 
 
 " He Frayeth Best " Coleridge 
 
 The Wreck of the Hesperus Longfellow 
 
 Course of Study in M.-^thematics. 
 
 Oral — Reading numbers to one hundred thousand. Counting. The four operations. 
 Multiplication tables through 12 x 12. One-half to seven-eighths of numbers within 
 the tables. Changing fractions to equivalent; addition and subtraction. Measurements 
 and comparisons. Problems. 
 
 Written — Integers of five orders ; the four operations. One-half to seven-eighths 
 of integers. Addition and subtraction of fractions. Problems. 
 
 Syllabus. 
 Special Work — Multiplication and division; multipliers and divisors, three orders. 
 
 Multiplication and Division — Oral — Multiplication tables through 12 x 12; multipli- 
 cation of any two numbers whose product is less than 50; separation of numbers less 
 than 50 into two factors. Rapid drill as in preceding grades. Written — ]\Iultipliers and 
 divisors of three orders. Special attention to proofs. 
 
 Addition and Subtraction — Oral— Rapid drill (see 3A and 3B) ; sum and difference 
 of two numbers of two orders; e. g., 28 plus 35, 28, 58, 63; 95 minus 66, 95, 35, 29. 
 Written — Special attention to accuracy and rapidity. 
 
 Fractions — Special attention to business fractions: 1-2, 1-3, 2-3, 1-4 3-4, 1-5, 2-5, 
 3-5- 4-5, 1-6, 5-6, 1-8, 3-8, 5-8, 7-8; operations on multiples of the denominators within 
 100. Written : Addition and subtraction of fractions whose least common denominators 
 may be found by inspection; tlie same of mixed numbers. ]\Iultip]ication of an integer 
 by a mixed number containing one of the business fractions. 
 
 Counting — By us to 132, by 12s to 144. as a preparation for the multiplication 
 tables; also rapid drill with numbers under 10 to about 100, begiiming with i, 2, 3 and 
 so on. 
 
 Measurements and Comparisons — ]Milcs; distance between a few well-known places 
 in the City; dimensions of city lots. Long measure, square measure, cubic measure; 
 tables developed, e. g., square inch and square foot compared, and then memorized. 
 Lengths and areas as in 3B ; volumes of rectangular solids l)y taking the number of 
 
25 
 
 cubic units in one row or one layer as the multiplicand ; dimensions of room, area of 
 tloor, contents of room estimated and then measured; similar exercises with boxes; 
 diagrams drawn to scale to represent areas ; rectangles separated into equal parts, and 
 easy fractions of them compared, to find how much greater one is than the other. 
 Lengths measured to the half-inch, fourth-inch, eighth-inch. 
 
 Problems — Finding a quantity when a fractional part of it is given, occasionally 
 illustrated by drawings and by objects. Problems may involve more than one opera- 
 tion; explanations of processes may he required; operations may be indicated by signs. 
 
 Course of Study in Geography. 
 Home Geography — Topography of The City of New York and vicinity ; the people 
 and their occupations. 
 
 Local History — Stories connected with the early history of New York. 
 
 The Earth — Form, motions and grand divisions of the earth. 
 
 Syllabus. 
 Home Geography — Topography of New York and vicinity; borough and city 
 boundaries; land and water forms of the neighborhood; the harbor, water fronts, 
 wharves, with a brief study of outgoing and incoming vessels as carriers (commerce 
 and immigration), and of harbor boats and other local craft. Location of main avenues 
 and streets, including those leading to important ferries; brief reference to places and 
 monuments of historic interest; routes of travel and transportation; names and locations 
 of bridges, tunnels, parks and other points of local interest, with their attractions, and 
 the means of reaching them. 
 
 Population — Nationalities represented ; comparative populations and areas of bor- 
 oughs. Location of residential, manufacturing, commercial, and other districts. Indus- 
 tries, occupations and productions, with a special study of a few of the leading pro- 
 ducing and distributing centres, and of local commerce. Reports on typical articles for 
 sale at local shops, including the place of production, method of transportation, distri- 
 bution and consumption. Observation and reports on the work of the Police, Fire, 
 Health and Street Cleaning Departments. Simple explanation of business concerns, 
 individual and corporate, and of the great value of skilled labor. 
 
 Attention should be called to loc:d illustrations of important geographical features. 
 Plans and inaps of the school-room, and one floor of the school building should be 
 prepared by the teacher and pupils working together. The exercise should be made an 
 introduction to a study of a map of The City of New York and vicinity. 
 
 Local History — Stories connected with the early history of The City of New York 
 should be told or read by the teacher or by the class ; discovery and settlement of 
 Manhattan Island and neighboring territory; the Hudson river; advantages of Man- 
 hattan as a trading post; the fur trade. New York under the Dutch; old colonial days 
 
26 
 
 in New York ; characteristics of the people ; their dress, customs, occupations and 
 means of travel. Emphasis should be given to such biographical narratives and anec- 
 dotes as best indicate their characteristics. 
 
 The Earth — The earth as a whole, studied from a globe ; its form ; the effect of 
 its daily motion; natural divisions of land and water; relative positions of the grand 
 divisions'; size of each expressed in simple ratios ; surface diversities, continental high- 
 lands and resultant great slopes. Points of the compass. 
 
 Aids — Globe, outline and relief maps, sand and sand tables, pictures and other 
 illustrative material, geographical readers and other books of reference. 
 
 Note — Special attention should be given to the representation and illustration of 
 all geographical features not actually observed. Emphasis should be laid upon the 
 value of excursions and visits to the fields, parks and museums, to the docks and water 
 fronts, to centres of local industry, manufacturing establishments and sources of supply, 
 and to historical localities, buildings, monuments and tablets. Constant appeal should 
 be made to the observation and individual judgment of pupils, with frequent use of 
 illustrative material. 
 
 Course of Study in Ei.e.mentarv Scien'ce or Nature Study. 
 Anin'.als — Various types of animals, including cold-blooded animals, birds aiyl in- 
 sects. Animal products ; uses of animals. 
 
 Earth Study — Elementary study of metals and minerals. 
 
 Syllabus. 
 
 Spiders — Web, prey, enemies, means of defense; egg-cases; hatching of eggs; com- 
 parison with insects. 
 
 Snails or Slugs — Habitat; food; manner of feeding; characteristic parts; locomo- 
 tion; trail; enemies; means of defense 
 
 Oyster, Clam — Habitat; food; manner of feeding; characteristics parts. Compari- 
 son of snails or slugs with clam. 
 
 Earthworms — Habitat; form; color; food; segments; uses; enemies; comparison 
 with caterpillar. Earthworms may be kept in pots of earth in class room and observa- 
 tions made of their locomotion, castings, and feeding habits. 
 
 Animals Useful to Man — Birds, bats, toads, frogs, fish, turtles, ladybugs. beetles, 
 dragon-flies, bees, cochineal bugs, sheep, cow. goat, hen, goose, duck, ox, horse, donkey, 
 mule, camel. Particular emphasis should be placed on their value to man (i) as 
 destroyers of injurious insects; (2) as the source of supply of useful materials, includ- 
 ing materials for clothing, food, furniture and ornaments ; (3) as beasts of burden. 
 
 Animals Harmful to Man — Cut-worm, potato beetle, cabbage worm, leaf roller, leaf 
 miners, plant iice. army worms, gipsy moth, codling moth, beetles, tent caterpillars, 
 canker worms, clothes moths, cockroach, flies, bedbugs, ants, mosquito, snails, slugs. 
 
27 
 
 rats, mice. Particular emphasis should be placed upon their injuries to man; harmful 
 stage ; extermination ; work of the government in destroying pests. 
 
 Earth Studj' — Collection of metals and minerals for class study; distinguishing char- 
 acteristics and uses of slate, marble, granite, mica, quartz, aluminum and sandstone ; 
 <;lementary classification. 
 
 Course of Study in Dr.wving and Constructive Work. 
 
 Free-hand representation of objects ; exercises illustrative of other branches of study. 
 Constructive work from drawings ; decorative design and its application. Color. Study 
 of pictures and other works of art. 
 
 Sylhibus. 
 
 Free-hand Representation — Pencil, crayon, charcoal or brush used. Objects drawn 
 should be from nature, such as grasses, leaves, flowers, vegetables, trees or animals; or 
 consist of familiar cylindrical and prismatic forms, such as lantern, bowl, can, box 
 (facing and turned). 
 
 The aim should be to develop habits of observation and judgment as to the char- 
 acter and comparative proportions, by means of drawings of good size and placing. In 
 drawing cylindrical and prismatic forms, special attention should be given to direction 
 of line, and relative proportions of faces seen; in plant form drawing, to the char- 
 acteristics of growth. Individual models should be used where possible; direction of 
 lines should be tested by pencil holding. Lines of good quality should be sought. 
 
 Illustrative Exercises — Crayon, charcoal, pencil or brush used. The illustrations 
 made should represent ideas developed in the study of various branches, the drawings 
 made being consequent and incidental to the lessons studied. 
 
 The aim should be to accustom the child to express graphically, such ideas as a 
 test of the clearness of his conception, and to develop correct concepts of relations and 
 proportions, the emphasis being placed on the necessity of individual expression. 
 
 Constructive Work and Design — Oak tag, bogus or cartridge paper, gingham, straw 
 board or other appropriate material used. The forms used should be suggested by the 
 pupil's needs and interests in school or at home. Decorations, when applied, should 
 consist of original modifications of geometric units or units derived from natural forms. 
 
 The aim should be to secure dexterity in handling and accuracy in measurements, 
 and to develop appreciation of beauty in form and line, as embodied in units designed 
 for the decoration of constructed forms. In measurements, minute fractions of inches 
 should be avoided as far as practicable. All forms should be analyzed previous to their 
 construction, in order that the necessary plans maj- be developed. Pupils should be 
 encouraged to make at home original models, showing modifications of the forms made 
 in the class-room. 
 
 Color — Water color and chalk should be used, and the materials employed in 
 design. The aim should be to develop appreciation of combinations of tones of the 
 
28 
 
 same color. Warm and cold colors should be distinguished. The color instruction 
 should be incidental to the work in drawing, design and construction. 
 
 Study of Pictures — The works presented should be well known examples, illustrat- 
 ing home and animal life. The study should continue to be informal, with a view to 
 relating the child's interests to the ideas expressed. 
 
 Course of Study in Phy.sical Training. 
 Physical Training — Gymnastic exercises and games, and correct hygienic habits. 
 
 Hygiene — Need of pure air ; ventilation, rest and .sleep. General structure of the 
 body; care of eyes, ears, nails and hair. Effects of alcohol and narcotics. 
 
 Syllabus. 
 Gymnastics and Games — See special syllabus. 
 
 Hygiene — Pupils should be taught the value of pure air; the causes of impure air; 
 the methods of purifying the air; the effects of impure air on respiration, nutrition, 
 feelings and mental power; necessity of cleanliness in and about the school building. 
 They should be taught the necessity of a proper ventilation of rooms ; the necessity of 
 an even temperature, of a change of air, and of the avoidance of drafts ; the importance 
 of pure air in sleeping rooms ; the value of rest and sleep, and of a change of activity 
 as related to rest. 
 
 They should be taught the care of the eyes ; the effect of strong light upon sight ; 
 the proper position of the book or paper in reference to light while one is reading; 
 the best styles of book print, the importance of periodical examination of the eyes, and 
 the selection of glasses. 
 
 Effects of alcohol and narcotics. 
 
 Course of Study in Music. 
 Thorough review of the preceding work; study of the keys of A A flat and E, with 
 their signatures; introduction of flat seven; song singing at sight from books. 
 
 Syllabus. 
 The review should emlirace every step from the first exercises in tone relationship. 
 Xew exercise and song material should be used, in order that the interest of the 
 pupils may be maintained and that mere rote singing" of the exercises learned in former 
 grades may be prevented. 
 
 The keys A A flat and E should be taught in a manner similar to that used in the 
 preceding grades. Flat seven from the tone below should be introduced and compared 
 with 3, 4, 3, on the same pitch. Dictation and ear tests on flat / should be given and 
 used in songs and exercises for reading. 
 
 Pupils should sing songs at sight without first using '" singing names." In case of 
 difficult intervals they should be prepared by preliminary drill. 
 
29 
 
 Jl'liat the Above Course of Study Means to a Boy of lo i'ears of Age. 
 When it is remembered that teachers are held responsible for so much work in the 
 several branches as may be outlined in their respective syllabuses, it must seem doubtful 
 whether any one of them can, even under the most favorable circumstances, comply 
 with the requirement. 
 
 Look, for instance, at the above shown syllabus in mathematics, and consider 
 whether the average pupil ten years of age should be expected to meet its requirements 
 in the one hundred recitations of thirty minutes each possible in a twenty weeks' term, 
 and that at a time wdien a goodly share of his attention is claimed by each of six other 
 more or less exacting studies. A similar condition, which must, of necessity, be one of 
 more or less constant hurry from one thing to another without sufficient time for any. 
 obtains throughout the entire eight years' course of study. Teachers can do little to 
 shield the pupil from the hardships of this condition, since they retain their positions 
 upon condition of doing their utmost to hold him to the requirements of the prescribed 
 course of study. 
 
 If reference be made to the foregoing printed schedule, according to which the 
 1,500 minutes of time in a school week are to be apportioned among the dififerent 
 branches of study, a schedule which principals and teachers are required to observe 
 strictly, it will be seen that in Grade 4A. 450 minutes a week are assigned to English, 
 including penmanship: 150 minutes to mathematics, 135 to geography, 90 to elementary 
 science, or nature study; 180 to drawing and constructive work, 165 to physical training 
 and hygiene, and 60 minutes to music. The remaining 270 minutes of the school week 
 are assigned as follows : 75 to opening exercises ; 135 for study, and 60 as unassigned 
 time. 
 
 It would seem that if a greater portion of time were devoted to essentials, the 
 change would not only redound to the benefit of the school system, but also afford an 
 opportunity for a considerable reduction in the expense of maintaining it. 
 
 Staple Branches of Elementary Education. 
 In the very able report promulgated some years ago by the distinguished " Com- 
 inittee of Fifteen," of which Dr. Maxwell, present City Superintendent, was Chairman, 
 English, mathematics, geography and history are well styled " the staple branches of 
 the elementary course of study," and declared to be the " branches upon which the 
 disciplinary work of the elementary school is concentrated.'' It is none the less true 
 that, through the prosecution of these very branches of study must be acquired, if at 
 all, the information or learning essential to that intelligence which the pupil is presumed 
 to attain in the elementary schools. The amount of work deemed necessary to their 
 successful prosecution is suggested in the elaborate outline of the course of study now 
 under consideration. And will any one presume to say that such work might not be 
 better done if more time were devoted to it, or that the schools or pupils would suffer 
 injury from a more efficient prosecution of the admittedly staple branches of study? 
 
30 
 
 CONCLUSIONS. 
 
 The actual saving in dollars and cents would depend, of course, upon the extent 
 to which special branches of study were dispensed with, upon the cost of books and 
 other supplies consequently no longer required, and upon the amount of the salaries 
 now paid to those supervisors and special teachers whose services might no longer 
 be called for. The expenditure for salaries alone now amounts to more than $400,000 
 annually, as shown by the following: 
 
 Statement of Salaries Paid for Instruction in Special Branches. 
 
 Physical training, 4 Directors and 22 Assistants $37,600 00 
 
 Cooking instruction (special), i Director and 32 Assistants 38,200 00 
 
 Sewing, 2 Directors and 54 Assistants 66,500 00 
 
 Manual training, i Director and 28 Assistants 39.200 00 
 
 Drawing and constructive work, 2 Directors and 26 Assistants 41,560 00 
 
 Music, 3 Directors and 52 Assistants 84,680 00 
 
 Shop work 43.290 00 
 
 German, 48 Special Teachers 67,700 00 
 
 . French, 10 Special Teachers 13,800 00 
 
 Total • $432,530 00 
 
 A simpler course of study would, moreover, require less labor on the part of 
 superintendents, the number of whom might possibly be reduced, even unaer existing" 
 conditions, without injury to the schools. 
 
 The salaries of the twenty-six District Superintendents, at $5,000 each, amount 
 to $130,000, while those of their clerks, ranging from $600 to $900, amount to over 
 $15,000 more. It would seem that the City Superintendent together with the eight 
 Associate Superintendents, might attend to most of whatever supervising is needed 
 by competent principals, and the latter to all that is needed by the teachers in their 
 respective schools. A competent teacher needs more letting alone than supervising, of 
 which, together with statistical reporting, there seems to be at present a tantalizing and 
 expensive superfluity. 
 
 Respectfully, 
 (Signed) JOHN S. CROSBY, 
 
 ROBERT B. McINTYRE, 
 
 Investigations Division. 
 
REPORT No. 3. 
 
 School Officials and Employees Authors of Text=books~Which are Liberally Used 
 by the School Principals Growth of a Profitable Industry. 
 
 Hon. Edward M. Grout^ Comptroller: 
 
 Sir — In compliance with your instructions, an examination has been made as to 
 the matter of text-books purchased by the Department of Education for use in the pubHc 
 schools. Particular attention has been given in this examination to the practice of 
 using text-books of special authorship, in which school officials or employees appear 
 to be interested as holders of copyrights. The facts disclosed in said examination are 
 herewith presented. 
 
 From an inspection of accounts kept in the office of the Superintendent of School 
 Supplies it appears that 50.24 per cent, of the total appropriations for supplies for all 
 boroughs in 1902 was expended for text-books, and that 44.08 per cent, of the appro- 
 priation for 1903 was so expended, as shown by the following statement : 
 
 1902. 
 
 Total amount of appropriation for all boroughs for 1902 $1,022,375 29 
 
 Less transfer to Incidental Fund 22,500 00 
 
 Net amount $999,875 29 
 
 Expended for text-books • 502,344 67 
 
 50.24 per cent. 
 
 1903. 
 JNIanhattan — 
 
 Appropriation $51 1429 70 
 
 Less transfer 450 00 
 
 $510,979 70 
 
 Bronx — ■ 
 
 Net amount 88,290 00 
 
 $599,269 70 
 Expenditure for text-books, Manhattan and The Bronx 261,985 74 
 
 43.71 per cent. 
 
 Brooklyn — 
 
 Appropriation $382,000 00 
 
 Less transfer 38,000 00 
 
32 
 
 RrcKik!}'!! — 
 
 Net amount $344,020 00 
 
 Expenditure for text-books. Brooklyn 155.563 36 
 
 45.22 per cent. 
 
 Queens — 
 
 Appropriation $78,741 42 
 
 Less transfer 13,000 00 
 
 Net amount $65,741 42 
 
 Expenditure for text books. Queens 27.259 17 
 
 41.46 per cent. 
 
 Richmond — 
 
 Appropriation $24,685 23 
 
 Plus transfer 500 GO 
 
 Net amount $25,185 23 
 
 Expenditure for text books. Richmond 8.126 66 
 
 32.26 per cent. 
 
 Total amount for all boroughs for 1903 $1,009,031 12 
 
 Expenditure for te.xt books, all boroughs 444.808 27 
 
 44.08 per cent. 
 
 The new course of study which w'ent into effect in September, 1903, made necessary 
 the purchase of a large number of books to take the places of those formerly in use. 
 The appropriation for 1903. however, was almost depleted and a great many of the pur- 
 chases had to be deferred until the 1904 appropriation was available. 
 
 Who thk Principal Text Book Contr.\ctors Are. 
 Following is a statement showing the amounts paid for text books to the principal 
 book contractors in 1902 and 1903, as .shown by an examination of the records of the 
 Finance Department, made on January 18, 1904 : 
 
 J 
 1902. 1903.* Total. 
 
 American Book Company $140,799 58 $105,909 32 $246,708 90 
 
 Richard S. Thomas 62,889 76 59,267 15 122,156 91 
 
 Maynard, Merrill & Co 35-725 53 30,002 10 65,727 63 
 
33 
 
 190-2. I903-* Total. 
 
 Silver, Burdett & Co 854,677 34 $26,999 53 #61,676 87 
 
 D. C. Heath & Co 33,19866 18,65448 51,85314 
 
 The MacMillan Company 25,192 93 23,567 67 48,760 60 
 
 Richardson, Smith & Co 26,176 35 17,828 39 44,004 74 
 
 University Publishing Company 16,036 11 9,150 64 25,186 75 
 
 Rand, McNally & Co 11,813 94 7,591 25 19,405 19 
 
 Albert F. Houghton 7,347 75 11,958 14 19,305 89 
 
 Charles Holt 6,381 82 11,012 27 17, 394 09 
 
 D. Appleton 5,355 04 8,449 92 13,804 96 
 
 Educational Publishing Company 4,213 44 4,507 79 8,721 33 
 
 Globe School Book Company 3,620 21 5,006 45 8,626 66 
 
 Charles Scribner's Sons 2,512 84 3,358 95 5,871 79 
 
 A. Lovell & Co 3,529 92 1,120 42 4,650 34 
 
 Allyn & Bacon 3,475 85 1,054 Si 4.530 36 
 
 J. P. Lippincott 1,678 79 1,678 79 
 
 Mutual Book Company 745 81 547 95 1,293 76 
 
 Sibley & Ducker 262 92 262 92 
 
 $425,634 59 $345,986 93 1771,621 5* 
 
 *The amounts for 1903 represent only the payments made to January 18, 1904, many claims to be 
 charged to the 1903 appropriation not having been forwarded to the Department of Finance for pay- 
 ment up to that date. 
 
 School Officials and Employees as Authors of Text Books Used in the Schools. 
 
 Prior to 1902 it had been the practice, in preparing lists of the text books to be 
 used in the different boroughs, to make a separate list for each borough. In February 
 of that year, pursuant to the general plan of centralization required by law, it was 
 resolved by the Board of Superintendents 
 
 — " that the Board of Superintendents request the Board of Education to adopt, for 
 use in the schools of the boroughs, a list of text books, apparatus, etc., to be made up 
 by the consolidation of the separate lists now available for use in the several boroughs." 
 
 It is learned that objection was made in the Board of Superintendents to the 
 adoption of this resolution on the ground that it would extend and introduce into 
 all the boroughs, particularly into Manhattan and The Bronx, the practice of approving 
 and virtually recommending, for use in the public schools, text books in which officials 
 and employees of the Board of Education are interested as authors or otherwise. The 
 resolution was decided in the affirmative by the following vote : 
 
 Affirmative — Messrs. Stevens, Davis, Marble, Higgins, Yetman, Walsh and O'Brien 
 — 7- 
 
 Negative — Messers. Maxwell and Jasper — 2. 
 3 
 
34 
 
 From the way in which Dr. Maxwell, the City Superintendent of Schools, voted 
 on the resolution it might appear that he was opposed to the practice objection to 
 which had been made as above stated, or at least to the extension of it throughout 
 the boroughs, and yet, on the other hand, it would also seem that, had his opposition 
 been as pronounced as it may have been sincere, his reputed influence with members 
 of the Board might have brought about a modification of the resolution eliminating the 
 objectionable practice. He may, however, have voted as he did for other reasons than 
 that suggested. 
 
 The resolution was approved by the Board of Education, and the consolidated list 
 of books approved for use in all boroughs now contains quite a number of books the 
 authors of which are understood to be officials or teachers in the employ of the 
 Board of Education. Such books are herein designated generally as " the Special 
 List of Text Books," being those in which officials or teachers in the employment of 
 the Board of Education are supposed to be interested as authors. 
 
 It may be here noted that, although the use of such books may as yet be compara- 
 tively limited, the practice is one susceptible of almost unlimited extension. 
 
 When we consider the pressure, direct and indirect, which may be brought to 
 bear upon school principals, ostensibly free and independent, influencing them to adopt 
 particular books, it is evident that it would not take long for an influential coterie of 
 school officials, if so disposed, to foist upon the City a list of text books of whicla 
 their own would eventually be the only ones practically in use. 
 
 And although the pecuniary advantage such officials might thus enjoy by reason 
 of their position should be a matter of serious consideration, it is by no means the 
 only one to be considered in this connection. Wise statutory provisions prohibit the 
 teaching or inculcating in the public schools, through text books or otherwise, of 
 any religious or sectarian doctrines or tenets. No less objectionable, and quite as 
 dangerous to liberty and free institutions, would be any concerted or undue attempt 
 to use the public schools as a means of popularizing an)- particular economic, social 
 or political theories, dogmas or doctrines with a view to thereby moulding public 
 opinion upon such more or less important but yet debatable subjects. But if the public 
 school text books were to be prepared by a set of men not selected or put in office for 
 that purpose, and not subject to any direct criticism except their own in regard to 
 such books, what would be easier, if desired, than by concert of purpose and action 
 so to plan and construct such books that their subtle influence constantly exerted 
 through all the years of youth would finally result in the artificial and arbitrary forma- 
 tion of a public opinion imposed upon the people through such prostitution of the 
 public school system? 
 
 In regard to the questions, subjects and inatters referred to, it is the function of the 
 public schools not to provide the pupil with this or that opinion, but rather to develop 
 in him the ability to form an intelligent opinion for himself and. with such ability, if 
 possible, the habit of exercising it. 
 
35 
 
 The following statement contains a list of officials and teachers said to be employed 
 by the Board of Education, and understood to be authors of books used in the schools, 
 or at least upon the approved list of text books. It has been impossible to prepare a 
 thoroughly reliable list of such persons, and the one given may contain some names that 
 ought not to appear. It is, moreover, more than likely that some that should appear 
 have been omitted from the list. 
 
 List of School Officials and Teachers Whose Text Books are on the Approved 
 
 List. 
 
 Name. 
 
 Position and when Appointed. 
 
 Salary, 
 
 Maxwell, William H. 
 
 Smith, George J. . . 
 Kuttner, Bernhard. 
 Walsh, John H... 
 
 Damrosch, Frank. . . . 
 Meleney, Clarence E. 
 
 Rix, Frank R 
 
 Williams, Mary E 
 
 Caswell, Albert S 
 
 Gunnison, Walter.... 
 Johnston, E. L., Miss. 
 
 Lewis, Leroy F 
 
 Patterson, Calvin* . . . . 
 Ward, Edward G.*... 
 
 Coe, Ida 
 
 Stewart, Seth T 
 
 Witherbee, Joseph V.. 
 Furey, Charlotte F... 
 
 City Superintendent, October lo, 
 1882 
 
 Examiner, September 28, 1898.... 
 
 Teacher of German, April 30, 1884. . 
 
 Associate Superintendent, October, 
 1880 
 
 Director of Music, May s, 1897 
 
 Associate Superintendent, July i, 
 1896 
 
 Director of Music, September 2, 
 
 Director of Cookery, Manhattan and 
 The Bronx, October 7, 1896.. 
 
 Director of Music, Brooklyn, Sep- 
 tember I, 1876 
 
 Principal Erasmus High School, 
 September i, 1896 
 
 Principal No. 140, Brooklyn, April, 
 1883 
 
 Principal No. 11, Brooklyn, Septem- 
 ber, 18&3 
 
 Principal Girls' High School, Brook- 
 lyn, September i, 1873 
 
 Superintendent, Brooklyn, Septem- 
 ber I, 1879 ' 
 
 Teacher No. 46, Brooklyn, Novem- 
 ber, 1883 
 
 District Superintendent, July i. 
 
 Principal No. 106, Brooklyn, Febru- 
 ary, 1887 
 
 Music Teacher, Brooklyn, Decem- 
 ber I, 1896 
 
 !8,ooo 
 
 00 
 
 5,000 
 
 00 
 
 1,600 
 
 00 
 
 6,000 
 
 00 
 
 4,000 
 
 00 
 
 5,500 
 
 00 
 
 3,900 
 
 00 
 
 2,500 
 
 00 
 
 4,000 
 
 00 
 
 5,000 
 
 00 
 
 2,500 
 
 00 
 
 3,500 
 
 00 
 
 5,000 
 
 00 
 
 6,000 
 
 00 
 
 1,600 
 
 00 
 
 5,000 
 
 00 
 
 3,500 
 
 00 
 
 1,400 
 
 00 
 
 'Deceased. 
 
 Following is a recapitulation of Schedules A, B and C hereto attached, and con- 
 taining approximate information in regard to the purchase in 1902, 1903 and 1904 of 
 books appearing on the so-called Special List of Text Books. 
 
36 
 
 Recapitulation of 
 
 Showing the Number of Volumes and Cost of Text Books of Special Authors Pur 
 
 to January 
 
 Authors. 
 
 No. of 
 Volumes 
 
 iyu.j. 
 
 Cost. 
 
 
 No. of 
 Volumes. 
 
 36,989 
 
 
 $13,575 
 
 08 
 
 43.406 
 
 21,163 
 
 
 7,099 
 
 67 
 
 14,343 
 
 767 
 
 
 138 
 
 06 
 
 812 
 
 3,646 
 
 
 2,187 
 
 60 
 
 1,723 
 
 2,671 
 
 
 2,136 
 
 80 
 
 767 
 
 2,187 
 
 dozen 
 
 1,257 
 
 30 
 
 ; 3 pkgs. 
 
 ; 1,267 doze» 
 
 2,101 
 
 
 945 
 
 45 
 
 980 
 
 1.570 
 
 
 471 
 
 00 
 
 377 
 
 50,171 
 
 
 13,562 
 
 34 
 
 39,515 
 
 844 
 
 
 168 
 
 80 
 
 3,246 
 
 8 
 
 dozen 
 
 4 
 
 64 
 
 
 Maxwell 
 
 Walsh 
 
 Meleney & Giffin. . . 
 Rix 
 
 Williams & Fisher.. 
 Farley & Gunnison. 
 
 Phelps & Lewis.... 
 
 Furey 
 
 Ward 
 
 Stewart & Coe 
 
 Witherbee 
 
 Patterson 
 
 Caswell & Ryan. 
 
 Kuttner 
 
 $41,546 74 
 
37 
 
 Schedules A, B and C. 
 
 chased and Charged to the Special School Fund Supplies Account of 1902, 1903, and 
 15, 1904- 
 
 
 
 1904 
 No. of 
 Volumes, 
 
 to 
 
 January 
 
 15- 
 
 Cost. 
 
 Total 
 No. of 
 Volumes. 
 
 Total C 
 
 1902 1 
 
 January i 
 
 Indus 
 
 lost 
 
 
 Cost. 
 
 5, 1904, 
 iive. 
 
 
 $16,274 65 
 
 17,517 
 
 
 
 f6,940 86 
 
 97,85a 
 
 
 $36,790 
 
 59 
 
 
 4,829 SS 
 
 11,158 
 
 
 
 3.836 S8 
 
 46,664 
 
 
 1S.76S 
 
 80 
 
 
 146 16 
 
 612 
 
 
 
 95 40 
 
 2,19* 
 
 
 379 
 
 62 
 
 
 1,033 80 
 
 140 
 
 
 
 88 20 
 
 5,509 
 
 
 3.309 
 
 60 
 
 
 613 60 
 
 121 
 
 
 
 96 80 
 
 3,559 
 
 
 2,847 
 
 20 
 
 
 610 II 
 
 180 dozen 
 
 
 87 25 
 
 U,l 
 
 pkgs. 
 dozen 
 
 1,954 
 
 66 
 
 ■' 
 
 441 00 
 
 275 
 
 
 
 137 SO 
 
 3,356 
 
 
 1,523 
 
 95 
 
 
 113 10 
 
 99 
 
 
 
 29 70 
 
 2,046 
 
 
 613 
 
 80 
 
 
 10,173 85 
 
 11,476 
 
 
 
 3,794 45 
 
 101,162 
 
 
 27,530 
 
 64 
 
 
 649 20 
 
 728 
 
 
 
 152 88 
 
 4,818 
 
 
 970 
 
 88 
 
 
 
 85 dozen 
 
 
 49 30 
 
 93 
 
 dozen 
 
 53 
 
 94 
 
 
 75 20 
 
 
 
 
 
 188 
 
 
 75 
 
 20 
 
 
 
 100 
 
 
 
 78 00 
 
 100 
 
 
 78 
 
 00 
 
 
 
 165 
 
 
 
 66 00 
 
 165 
 
 
 66 
 
 00 
 
 
 $34.9*0 a2 
 
 $ 
 
 15,452 92 
 
 267,610 
 
 vols. 
 
 $91,959 
 
 88 
 
 
 
 
 
 
 
 3,728 
 
 dozen 
 
 
 
 
 
 
 
 
 
 3 
 
 pkg». 
 
 
 
38 
 
 The above figures may fairly be said to represent only the purchases made during 
 1902, 1903 and 1904 for replenishing, in a number of instances the classes having 
 been presumably supplied with full complements of the several books, the names of 
 which are included in the above list. 
 
 Books Dropped from the List. 
 Brown's Grammar. 
 In order to improve the somewhat multifarious and conglomerate character of the 
 list of text-books that resulted from the consolidation of the different borough lists, it was 
 perhaps wisely decided to eliminate certain books from the list for 1904. In the 
 process of elimination it was not altogether the unexpected that happened. Attention 
 has not been called to the dropping, if any, of books whose authors are in the employ of 
 the Board of Education. Superintendent Maxwell's text-books in English have been 
 retained, while Brown's have been discontinued. While it is not the province of this 
 Division to pass upon the relative merits of the two sets of books, in regard to which 
 there is understood to be a difference of opinion among teachers, it may be remarked 
 that, in view of the circumstances under consideration, the probabilities of Dr. Maxwell's 
 books being replaced by any other, however meritorious, are at least remote. 
 
 It appears from information received, that in the year 1901 there were purchased 
 
 Of Brown's " First Lines " 1,091 copies 
 
 And of Brown's " Institutes of Grammar " 604 copies 
 
 In 1902, of " First Lines " 4,45i copies 
 
 And of the " Institutes " 3,414 copies 
 
 And in 1903, of " First Lines " 4,229 copies 
 
 And of the " Institutes " 1,312 copies 
 
 Also, that in the first six months following the merging of the different borough 
 lists in 1902, orders given to contractors for the Maxwell publications were as follows : 
 
 Maxwell's " First Book in English " S,200 copies 
 
 Maxwell's " Introductory Lessons in English " 2,350 copies 
 
 Maxwell's "Advanced Lessons in English Grammar" i,752 copies 
 
 Maxwell's "Primary Lessons in Language and Composition" 38 copies 
 
 Maxwell and Smith's " Writings in English " 236 copies 
 
 Total 9,576 copies 
 
 As an instarice of the subtle influence that may be exerted in the interest of favored 
 text books, as against others ori the approved list, carrying with it of necessity a tendency 
 to eventually crowd the latter from the list, and that, as it might seem, without serious 
 protest on the part of those profiting thereby, may be mentioned the volume published 
 by the American Book Company containing the " Course of Study for Elementary 
 
39 
 
 Schools, adopted by the Board of Education, New York City, May 27, 1903, with Sylla- 
 buses as adopted by the Board of Superintendents, New York City, June 18, 1903 * * 
 printed from the original forms," to which is appended " a graded list of text books auth- 
 orized for use in the primary, grammar and evening schools of The City of New York." 
 If reference be made to the list of text books in English composition and grammar it 
 will be seen that Superintendent ]\Iaxwe]]"s book or books stand at the head of each of 
 the sixteen separate lists designated as respectively appropriate for use in the sixteen 
 different grades of the eight-year course in the elementary schools. This list, put forth 
 by Dr. Maxwell's publishers in connection with a fac simile reproduction of the courses 
 of study and syllabuses officially furnished principals and teachers, can hardly be in- 
 terpreted by them otherwise than as indicating at least no unwillingness on the part of 
 the Superintendent that his books should be given the preference. 
 
 This under-the-law perfectly legitimate business enterprise on the part of his pub- 
 lishers is not here cited with a view to casting any discredit upon Superintendent Max- 
 well, who may be as sincerely opposed as any one to the exercise of undue influences 
 in favor of his own, or the books of any other author, but rather to suggest how in- 
 evitable it is that principals and teachers will be more or less influenced in one way and 
 another in favor of books in which school officials are known to be interested. 
 
 For instance, what more natural for those preparing a course of study than that 
 they should even unconsciously make it more or less conformable to the peculiar re- 
 quirements of text books of their own writing? And to whatever extent this should 
 be done would it not necessarily follow that examinations for pupils and teachers 
 would thereafter be framed more or less in accordance with the peculiar methods 
 and phraseology of such books, rendering their use virtually a necessity to high rank 
 or promotion? An imperfect illustration appears from information furnished to the 
 effect that Miss E. L. Johnston, Principal of School 140, of Brooklyn, acted as chair- 
 man of the committee charged with the duty of preparing the syllabus in English 
 grammar. While it is probable that a better qualified or more efficient chairman for 
 that committee could not have been found, the fact that she is one of the co-authors 
 of that admittedly excellent text book. Maxwell and Johnston's School Composition, 
 would, not unnaturally or improperly, tend toward the shaping of any course of study 
 in English which she might help to formulate more or less in accordance with the 
 peculiar matter and thought of that meritorious work. 
 
 Although ostensibly the result of a general conference of principals and heads of 
 departments of study, it would appear from statements of persons presumably familiar 
 with the method of formulating the course of study that only certain principals were 
 called into such conference, and that while some of them participated in outlining the 
 scheme of study the majority of them were asked to participate merely in preparing 
 the several syllabuses. 
 
40 
 
 Spirit of the General School Law. 
 
 It is no doubt a sense of the importance of affording the schools of the City the 
 advantage of the best text books to be had, no matter who their authors may be, that 
 has led to the exemption of authors of school books from the provisions of section 
 1098 of the Charter, prohibiting school officials from having any interest in the fur- 
 nishing of school supplies. This exception is perhaps the only one of the kind to be 
 found in the Charter and would seem to be hardly in keeping with the spirit or letter 
 of the general school law of the State, as evidenced by section 12, title 5, of the Con- 
 solidated School Law, chapter 556, Laws of 1894. The section is as follows : 
 
 " No school commissioner shall be directly or indirectlj' engaged in the business 
 of a publisher of school books, maps or charts, or of a bookseller, or in the manufacture 
 or sale of school apparatus or furniture ; nor shall he act as an agent for an author, 
 publisher or bookseller, or dealer in school books, maps or charts, or manufacturer of 
 or dealer in any school furniture or apparatus ; nor directlj^ or indirectly receive any 
 gift, emolument, reward or promise of reward, for his influence in recommending or 
 procuring the use of any book, map or chart, or school apparatus or funiture of any 
 kind whatever, in any common or union free school, or the purchase of any books for a 
 school district library. Any violation of this provision or any part thereof, shall be a 
 misdemeanor; and any such violation shall subject such commissioner to removal from 
 his office by the superintendent of public instruction." 
 
 The only waj' out of this dilemma of choice between two evils, that of depriving 
 the schools of desirable text books or of competent educators who may be their author^, 
 and that of allowing school officers to be interested in the sale of such books, would 
 seem to be either the outright sale and transfer, by officials and teachers, of any interest 
 they may have in such books, which is said to have taken place in the case of Walsh's 
 series of mathematics, or the surrender to the City of any roj-alties received from such 
 books, as in the case of Professor Caswell.. 
 
 Incidental Effects of Changes Made. 
 
 As incidental to investigation being made as to the probable amount of school text 
 books and other scholastic supplies, the discarding of which has been made necessary 
 by the adoption of the new course of study, it has been learned that since the examina- 
 tion by the Department of Finance was started, an order has been issued to the District 
 Superintendents requiring them to visit each school and prepare complete inventories o£ 
 the books and other supplies to be found in the school stock room. The grder, it 
 seems, makes it obligatory upon District Superintendents to make their own examina- 
 tion and report, irrespective of the records or any previous reports of the school prin- 
 cipals. 
 
 It may also be noted that the new plan of having contractors deliver books directly 
 to the schools, instead of at the depository of supplies as formerh', will entail consid- 
 erable additional expense, owing not only to the consequent necessity of additional 
 auditing and bookkeeping, but also to the fact that contractors have deemed it necessary 
 
41 
 
 to advance the price of books some two or three cents per volume to cover the extra 
 cost of delivery. 
 
 Mention may be here made of the fact that jobbers succeed in purchasing school 
 books at a considerably lower figure than that at which they are furnished under con- 
 tract with the City. This may be a necessary incident to the course-of trade, but it 
 would seem that so large a purchaser as the City should enjoy the benefit of the lowest 
 price at which a fair profit can be made by the publishers. 
 
 Attention is also called to what seems to be the fact that, in apparent violation of a 
 regulation of the Board, book contractors not only solicit patronage for their goods in 
 prospectuses and letters sent to the principals, but that a personal canvass is sometimes 
 made at the schools. Such practice is, of course, not to be countenanced. 
 
 Respectfully, 
 (Signed) JOHN S. CROSBY, 
 
 ROBERT B. McINTYRE, 
 ;. „.._ Investigations Division. 
 
42 
 
 SCHED 
 
 Being a Detailed Stateinoit SJiou^ing the Number and Cost of Volumes of~Text Boo 
 
 Bora 
 
 Title of Book. 
 
 No. on Text 
 Book List, 
 
 1902. 
 
 ] 
 
 Manhattan and 
 The Bronx. 
 
 845 
 846 
 
 848 
 
 1,468 
 6,827 
 2,514 
 S.033 
 
 850 
 
 265 
 
 121 
 
 122 
 
 123 
 
 4.452 
 
 264 
 864 
 414 
 
 610 
 
 12 
 
 609 
 
 477 
 
 ■Number of Volu 
 Brooklyn. 
 
 Maxwell & Smith's Writings in English 
 
 Maxwell's First Book in English 
 
 Maxwell's Advanced Lessons in English.... 
 IMaxwell's Introductory Lessons in English. 
 Maxwell & Johnson's School Composition.... 
 Maxwell's Primary Lessons in Language and 
 Composition 
 
 Totals 
 
 Walsh's Elementary Arithmetic, Part I 
 
 Walsh's Intermediate Arithmetic, Part II.... 
 
 Walsh's Higher Arithmetic, Part III 
 
 Walsh's Teachers' Manual of Arithmetic... 
 
 Totals 
 
 Meleney & Giflin's Selected Words 
 
 Meleney & Giffin's Dictation and Language 
 Lessons 
 
 Totals 
 
 Rix's Songs of the School and the Flag 
 
 Totals 
 
 Elements of the Theory and Practice of 
 Cookery, Williams & Fisher 
 
 Totals 
 
 Farley & Gunnison's First Steps, A. B 
 
 Farley & Gunnison's First Steps, C. D' 
 
 Farley & Gunnison's Standard Course, i, 2, 3, 
 
 4. 5, 6 
 
 Farley & Gunnison's Movement Course, i, 2. 
 Farley & Gunnison's Alternate, i, 2, 3, 4, 
 
 5. 6 
 
 Farley & Gunnisoty's Short Course, i, 2, 3, 4^ 
 
 5. 6 
 
 Farley & Gunnison's Business and Social 
 
 Forms, 1 and 2 
 
 Farley & Gunnison's Intermediate Slant, 
 
 1, 2, 3, 4, 5. 6 
 
 Farley & Gunnison s Intermediate Slant, 
 
 7 Movement 
 
 Farley & Gunnison's Intermediate Slant, 
 
 8 Business Forms 
 
 Farley & Gunnison's Business Forms, No. i.. 
 Farley & Gunnison's Practice Paper, i, 2, 3, 
 
 4, 5, 6 
 
 Totals 
 
 Phelps & Lewis's Song Sheaf 
 
 Totals 
 
 2,273 
 
 1,887 
 
 550 
 551 
 
 552 
 554 
 
 555 
 
 556 
 
 557 
 
 562 
 
 562a 
 
 562a 
 563 
 
 565 
 
 72 
 
 2,486 
 
 203 doz. 
 301 doz. 
 
 281 doz. 
 
 12^ doz. 
 
 97 doz. 
 766 doz. 
 
 26 doz. 
 
 1,561 
 4.530 
 2,430 
 5,937 
 
 706 
 
 5,389 
 6,993 
 3,804 
 
 2.524 
 
 149 
 
 60 doz. 
 80 doz. 
 
 90 doz. 
 
 60 doz. 
 50 doz. 
 
 2,098 
 
43 
 
 ULE "A." 
 
 ks of Special Authorship Purchased During the Calendar Year 1902 in the Several 
 tighs. 
 
 mes Ordered, 1902. 
 
 Total, 
 Queens. Richmond. All Boroughs. 
 
 Contract 
 
 Cost 
 per Vol. 
 
 Total Cost of 
 Total Books by- 
 
 Cost. Authors' Names. 
 
 1,663 
 1,259 
 1,600 
 
 239 
 193 
 254 
 
 3.029 
 13.259 
 
 6,396 
 12,824 
 
 %o 60 
 32 
 
 $1,817 40 
 4,242 88 
 3,070 08 
 4,103 68 
 
 450 
 
 278 
 
 1,421 
 
 1,436 
 
 266 
 
 1,306 
 
 248 
 
 100 
 
 80 
 
 50 
 
 36.929 
 
 7,355 
 9,410 
 4,398 
 
 21,163 
 
 290 
 
 477 
 
 767 
 
 3.646 
 
 3,646 
 
 25 
 
 29 
 
 55 
 
 I 12 
 
 60 
 
 fi.838 75 
 
 2,728 90 
 
 2,418 90 
 
 113 12 
 
 $52 20 
 85 86 
 
 $2,187 60 
 
 $13,575 08 
 
 7,099 67 
 
 138 06 
 
 2,187 60 
 
 36 
 
 8 doz. 
 
 3 doz. 
 34 doz. 
 
 2,671 
 
 $2,136 80 
 
 2,671 
 
 271 doz. 
 381 doz. 
 
 371 doz. 
 
 189 doz. 
 
 150 doz. 
 
 800 doz. 
 
 26 doz. 
 
 2,188 doz. 
 
 
 so doz. 
 60 doz. 
 
 $135 50 
 228 60 
 
 1 
 
 80 doz. 
 00 doz. 
 
 80 doz. 
 
 296 80 
 
 
 60 doz. 
 
 113 40 
 
 1 
 
 00 doz. 
 
 150 00 
 
 
 40 doz. 
 
 320 00 
 
 
 50 doz. 
 
 13 00 
 
 
 50 doz. 
 
 
 1 
 
 00 
 
 
 * 
 
 30 
 
 
 2,136 80 
 
 i>2S7 30 
 
 45 
 
 $945 45 
 
 945 45 
 
 'Per 500 sheets. 
 
44 
 
 Title of Book. 
 
 No. on Text 
 Book List, 
 
 Manhattan and 
 The Bronx. 
 
 -NuTiber of Volumes 
 
 Brooklyn. 
 
 Patterson's Elements of Grammar and Com- 
 position 866 
 
 Recreation Songs (Furey) 2,253 
 
 Totals 
 
 Ward's Rational Method in Reading, Part" 
 
 1 3.416 
 
 Ward's Rational Method in Reading, Part 
 
 II 3.417 
 
 Ward's Rational Method in Reading, Complete 3.418 
 
 Ward's Rational Method in Reading, Part 
 
 I., First Reader 3,419 
 
 Ward's Rational Method in Reading, Part 
 
 II., First Reader 3,420 
 
 Ward's Rational Method in Reading, Com- 
 plete, First Reader 3,421 
 
 Ward's Rational Method in Reading, Part 
 
 I., Second Reader 3,422 
 
 Ward's Rational Method in Reading, Part 
 
 II., Second Reader 3,423 
 
 Ward's Rational Method in Reading, Com- 
 plete, Second Reader 3.424 
 
 Ward's Rational Method in Reading, Com- 
 plete. Third Reader 3.430 
 
 Ward's Phonetic Cards, set One ^ 3,426 
 
 Ward's Phonetic Cards, set Two 3,427 
 
 Ward's Phonetic Cards, set Three 3,428 
 
 Ward's Manual of Instructions 3,429 
 
 Totals 
 
 Stewart & Coe's First Days in School 3,377 
 
 Totals 
 
 Witherbee's Common Sense Copy Books, i, 
 
 I ^. 25^. 3. 354, 4, S, 6 509 
 
 Totals 
 
 463 
 
 84 
 
 33 
 
 S.624 
 
 5.003 
 2,448 
 
 4.430 
 
 3.023 
 
 6,233 
 
 3.0IS 
 3,022 
 
 4,633 
 
 4,947 
 348 
 324 
 239 
 281 
 
 646 
 
 1902. 
 
 No. of 
 Volumes. 
 
 Author. 
 
 Total Cost of 
 
 Books by 
 
 Authors' Names. 
 
 36,929 
 
 21,163 
 
 767 
 
 3.646 
 
 2,671 
 
 2,ir 
 
 2,101 
 
 1.570 
 
 50,171 
 
 844 
 
 8 dozen 
 
 dozen 
 
 Maxwell $13,575 08 
 
 Walsh 7,099 67 
 
 Meleney & Giffin 138 06 
 
 Rix 2,187 60 
 
 Williams & Fisher 2,136 80 
 
 Farley & Gunnison 1,257 30 
 
 Phelps & Lewis 945 45 
 
 Furey 471 00 
 
 Ward 13,562 34 
 
 Stewart & Coe 168 80 
 
 Witherbee 4 64 
 
 11.546 74 
 
45 
 
 
 
 Total, 
 All Boroughs. 
 
 Contract 
 
 Cost 
 per Vol. 
 
 Total 
 Cost. 
 
 Total Cost of 
 Books by 
 Authors' Names. 
 
 Queens. 
 
 Richmond. 
 
 
 
 I.S70 
 
 So. 40 
 30 
 
 $471 00 
 
 *47i 00 
 
 
 1,570 
 
 
 
 
 S.624 
 
 18 
 
 $1,012 32 
 
 
 1,629 
 
 "■673 
 
 5,003 
 5,213 
 
 20 
 30 
 
 1,000 60 
 1,563 90 
 
 
 
 
 4,430 
 
 18 
 
 797 40 
 
 
 
 
 3,023 
 
 20 
 
 604 60 
 
 
 I.3SI 
 
 479 
 
 8,147 
 
 30 
 
 2,444 10 
 
 
 
 ^ 
 
 3,015 
 
 20 
 
 603 00 
 
 
 
 
 3,022 
 
 24 
 
 725 28 
 
 
 717 
 
 410 
 
 5,762 
 
 37 
 
 2,131 94 
 
 
 388 
 
 12 
 
 325 
 
 8 
 
 10 
 
 8 
 
 6 
 
 5,662 
 357 
 334 
 247 
 332 
 
 40 
 30 
 40 
 30 
 30 
 
 2,264 80 
 
 107 10 
 
 133 60 
 
 74 10 
 
 99 60 
 
 13,562 34 
 
 
 50,171 
 
 
 
 8 doz. 
 
 844 
 844 
 
 20 
 
 58 doz. 
 
 $168 80 
 $4 64 
 
 168 80 
 
 
 8 doz. 
 
 4 64 
 
 
 8 doz. 
 
 
 $41,546 74 
 
46 
 
 SCHED 
 
 Being a Detailed Statement Shozving the Number and Cost of Volumes of Text Boo 
 
 Boro 
 
 Title of Book, 
 
 No. on Text 
 
 Book List, 
 
 1903. 
 
 ] 
 
 Manhattan and 
 The Bronx. 
 
 4,215 
 386 
 388 
 387 
 390 
 308 
 
 1,046 
 5.479 
 6,908 
 10,01 1 
 6,271 
 964 
 
 389 
 
 835 
 
 74 
 
 11 
 
 1,162 
 1,288 
 1.474 
 
 292 
 
 578 
 
 752 
 
 170 
 
 •Number of Yo\\x 
 Brooklyn. 
 
 Maxwell & Smith's Writings in English.... 
 
 Maxwell's First Book in English 
 
 Maxwell's Advanced Lessons in English 
 
 Maxwell's Introductory Lessons in English. . . . 
 Maxwell & Johnston's School Composition.... 
 Maxwell's The Student's Standard vSpeller. . . . 
 Maxwell's Primary Lessons in Language and 
 Composition 
 
 Totals 
 
 Walsh's Elementary Arithmetic, Part I 
 
 Walsh's Intermediate Arithmetic, Part II.... 
 Walsh's Higher Arithmetic, Part III 
 
 Totals 
 
 Meleney & Giffin's Selected Words 
 
 Totals 
 
 Rix's Songs of the School and the Flag 
 
 Totals 
 
 Elements of the Theory and Practice of 
 Cookery, Williams and Fisher 
 
 Totals 
 
 Farley & Gunnison's First Steps, A. B 
 
 Farley & Gunnison's First Steps, C. D. 
 
 Farley & Gunnison's Standard Course, i, 2, 3, 
 
 4. S. 6 
 
 Farley & Gvinnison's Movement Course, i 
 
 and 2 
 
 Farley & Gupnison's Alternate, i, 2, 3, 4, 
 
 5, 6 
 
 Farley & Gunnison's Short Course, i, a, 3, 4, 
 
 S, 6 
 
 Farley & Gunnison's Business and Social 
 
 Forms, 1 , 2 
 
 Farley & Gunnison's Intermediate Slant, 
 
 I, 2, 3, 4, 5, 6 
 
 Farley & Gunnison's Practice Paper, i, 2, 3, 
 
 4, S, 6 
 
 Totals 
 
 Phelps & Lewis's Song Sheaf 
 
 Totals 
 
 Patterson's Elements of Grammar and Com- 
 position 
 
 Totals 
 
 Recreation Songs (Furey) 
 
 Totals 
 
 Ward's Rational Method in Reading, Part 
 I., Primer 
 
 614 
 
 642 
 
 738 
 
 1,607 
 
 698 
 
 240 
 
 241 
 
 1 7 doz. 
 102 doz. 
 
 242 
 
 161 doz. 
 
 243 
 
 97 doz. 
 
 24s 
 
 92 doz. 
 
 246 
 
 45 doz. 
 
 247 
 
 
 252 
 
 464 doz. 
 
 257 
 
 3 Pkgs. 
 
 1.654 
 
 55 
 1,908 
 3,051 
 3.938 
 
 55 
 
 362 
 
 3.297 
 4,129 
 1,729 
 
 IS 
 
 1.553 
 
 69 
 
 6 doz. 
 120 doz. 
 
 980 
 
 17s 
 
 376 
 
47 
 
 ULE "B." 
 
 ks of Special Authorship Purchased During the Calendar Year 1903 in the Several 
 iiffhs. 
 
 nies Ordered, 1903. 
 
 Queens. Richmond. 
 
 Total, 
 _ All Borou! 
 
 ?lis. 
 
 Contract 
 
 Cost 
 per Vol. 
 
 Total 
 Cost. 
 
 Total Cost of 
 Books by 
 Authors' Names. 
 
 12s 
 
 583 
 
 520 
 
 468 
 
 792 
 
 1,226 
 
 7,970 
 
 10,479 
 
 14,417 
 
 7,118 
 
 965 
 
 
 $0 
 
 - 60 
 32 
 48 
 32 
 40 
 21 
 
 $735 60 
 2,550 40 
 5,029 92 
 4,613 44 
 2,847 20 
 202 65 
 
 
 34 
 
 1,231 
 
 
 
 24 
 
 295 44 
 
 $16,274 65 
 
 
 43,406 
 
 
 720 
 
 373 
 
 171 
 
 5,179 
 5,790 
 3,374 
 
 
 
 25 
 29 
 
 55 
 
 18 
 60 
 
 $1,294 75 
 1,679 10 
 1,855 70 
 
 4.829 55 
 
 
 14,343 
 
 $146 16 
 
 219 
 
 812 
 
 146 16 
 
 
 812 
 
 $1,033 80 
 
 
 1,723 
 
 1,033 80 
 
 
 1.723 
 
 
 
 767 
 
 767 
 
 21 doz. 
 108 doz. 
 
 
 80 
 
 40 doz. 
 50 doz. 
 
 $613 60 
 
 613 60 
 
 4 doz. 
 
 $8 40 
 54 00 
 
 4 doz. 
 
 285 doz. 
 
 
 63 doz. 
 
 179 55 
 
 
 
 lOI ' 
 
 doz. 
 
 
 80 doz. 
 
 80 80 
 
 
 
 92 
 
 doz. 
 
 
 (>■>, doz. 
 
 57 <i(> 
 
 
 
 45' 
 
 doz. 
 
 
 50 doz. 
 90 doz. 
 
 22 50 
 
 
 
 515 ' 
 
 doz. 
 
 
 40 doz. 
 
 206 00 
 
 
 
 3 
 
 pkgs. 
 
 doz. 7 
 pkgs. J 
 
 
 30 pkgs. 
 45 
 
 40 
 30 
 
 90 
 
 610 II 
 
 > . • . «^ 
 
 $441 00 
 
 
 980 
 980 
 
 
 
 $75 20 
 
 
 
 188 
 
 
 
 188 
 
 $113 10 
 
 75 20 
 
 
 Z77 
 
 
 
 Z77 
 
 
 
 S64 
 
 6,189 
 
 
 
 18 
 
 $1,114 02 
 
 
48 
 
 Title of Book. 
 
 No. on Text 
 
 Book List, Manhattan and 
 1903. The Bronx. 
 
 Number of Volumes 
 
 Brooklyn. 
 
 Ward's Rational Method in Reading, Part 
 II 
 
 Ward's Rational Method in Reading, Com- 
 plete 
 
 Ward's Rational Method in Reading, Part 
 I., First Reader 
 
 Ward's Rational Method in Reading, Part 
 II., First Reader 
 
 Ward's Rational Method in Reading, Com- 
 plete 
 
 Ward's Rational Method in Reading, Part 
 I., Second Reader 
 
 Ward's Rational Method in Reading, Part 
 II., Second Reader 
 
 Ward's Rational Method in Reading, Com- 
 plete 
 
 Ward's Rational Method in Reading, Third 
 Reader, Complete 
 
 Ward's Phonetic Cards, Set One 
 
 Ward's Phonetic Cards, Set Two 
 
 Ward's Phonetic Cards, Set Three 
 
 Ward's Manual of Instructions 
 
 Totals 
 
 Stewart & Coe's First Days in School -. . . . 
 
 Totals 
 
 1,608 
 
 1.774 
 
 2,412 
 
 1,609 
 
 1,640 
 
 1,497 
 
 1,610 
 
 1. 174 
 
 1,650 
 
 1,611 
 
 1,384 
 
 1,803 
 
 1,612 
 
 1,512 
 
 2,90s 
 
 i>6i3 
 
 1,002 
 
 1,596 
 
 1,614 
 
 874 
 
 1,232 
 
 1,615 
 
 879 
 
 2,762 
 
 1,616 
 1,617 
 i,6i8 
 1,619 
 1,620 
 
 829 
 386 
 
 464 
 
 2,970 
 197 
 
 51 
 
 1,776 
 
 2,878 
 
 318 
 
 1903. 
 
 No. of 
 Volumes. 
 
 43,406 
 
 14,343 
 
 812 
 
 1,723 
 
 767 
 
 1,267 
 
 3 
 
 980 
 
 188 
 
 377 
 
 39,515 
 
 3,246 
 
 doz. 
 pkgs. 
 
 Author. 
 
 Maxwell 
 
 Walsh 
 
 Meleney & Giffin... 
 Rix 
 
 Williams and Fisher 
 
 Farley & Gunnison.. 
 
 Phelps & Lewis 
 
 Patterson 
 
 Furey 
 
 Ward 
 
 Stewart & Coe 
 
 Total Cost of 
 
 Books by 
 
 Authors' N 
 
 ames. 
 
 $16,274 
 
 65 
 
 4,829 
 
 55 
 
 146 
 
 16 
 
 1,033 
 
 80 
 
 613 
 
 60 
 
 610 
 
 11 
 
 441 
 
 00 
 
 75 
 
 20 
 
 113 
 
 10 
 
 10,173 
 
 85 
 
 649 
 
 20 
 
 $34,960 
 
 22 
 
49 
 
 OrUt-red, 1903. Contract Total Cost of 
 
 Total, Cost Total Books by 
 
 Queens. Richmond. All Boroughs. per Vol. Cost. Authors' Names. 
 
 438 4,624 $0 20 S924 80 
 
 27s 3.412 30 1,023 60 
 
 339 3.163 18 569 34 
 
 293 3,480 20 696 00 
 
 299 4,716 30 1.414 80 
 
 170 2,768 20 553 60 
 
 182 2,288 24 549 12 
 
 3,641 37 1.347 17 
 
 313 4,112 40 1,644 80 
 
 15 598 30 179 40 
 
 524 
 
 39.515 
 
 3,246 
 
 3.246 
 
 40 
 30 
 30 
 
 $649 20 
 
 $10,173 85 
 
 649 20 
 $34,960 22 
 
50 
 
 SCHED 
 
 Being a Detailed Stateinciit Sho-wiiig the Number and Cost of I'ohnnes of Text Boo 
 
 Bora 
 
 Title of Book. 
 
 -Number of \ o!u 
 
 No. on Text 
 
 Book List, Manhattan and 
 
 1904. The Bronx. Brooklyn. 
 
 Maxwell & Smith's Writings in English 
 
 Maxwell's First Book in English 
 
 IMaxwell's Advanced Lessons in English 
 
 Maxwell's Introductory Lessons in English.. 
 Maxwell & Johnston's School Composition.... 
 
 Totals 
 
 Kutlntr's German Conversation Course 
 
 Totals 
 
 Walsh's New Primary Arithmetic 
 
 Walsh's New Grammar School Arithmetic, 
 
 Part I 
 
 Walsh's New Grammar School Arithmetic, 
 
 Part II 
 
 Walsh's New Grammar School Arithmetic. 
 
 Part III 
 
 Walsh's ^latheniatics, Common Schools, 
 
 Book I 
 
 Walsh's Mathematics, Common Schools, 
 
 Book 2 ; 
 
 Walsh's Mathematics, Common Schools, 
 
 Book 3 
 
 Totals 
 
 Meleney & Giffen's Selected Words, Part I . . . 
 Meleney & Giffen's Selected Words, Part II. . 
 
 Totals 
 
 Rix's Songs of the School and the Flag. . . . 
 Totals 
 
 Elements of the Theory and Practice of 
 Cookery, Williams & Fisher 
 
 Totals 
 
 Caswell & Ryan's Time and Tune Book No. 2. 
 Caswell & Ryan's The Barcarolle 
 
 Totals 
 
 Farley & Gunnison's First Steps, A. B 
 
 Farley & Gunnison's Standard Course, i, 2, 3, 
 
 4, 5, 6 
 
 Farley & Gunnison's Movement Course, i 
 
 and 2 
 
 Farley & Gunnison's Intermediate Slant, 
 
 1, 2, 3, 4. 5. 6 •• 
 
 Farley & Gunnison's Intermediate Slant, 
 
 8 Bvisiness Forms 
 
 Farley & Gunnison's Practice Paper, i, 2, 3, 
 
 4. 5, 6 
 
 Totals 
 
 2,287 
 
 300 
 
 215 
 
 204 
 
 1,296 
 
 737 
 
 205 
 
 2,786 
 
 886 
 
 206 
 
 5.413 
 
 1,603 
 
 207 
 
 2,939 
 
 1,276 
 
 489 
 3.410 
 
 164 
 
 
 -^ 
 
 
 430 
 
 1,004 
 
 1,276 
 
 431 
 
 1,782 
 
 2,275 
 
 432 
 
 1,246 
 
 1. 194 
 
 433 
 
 415 
 
 172 
 
 427 
 
 60 
 
 42 
 
 428 
 
 453 
 
 925 
 
 429 
 
 
 206 
 
 1,560 
 1,561 
 
 84 
 480 
 
 ■ ■ ■ '48 
 
 86 
 
 21 doz. 
 
 88 
 
 15 doz. 
 
 89 
 
 12 doz. 
 
 93 
 
 112 doz. 
 
 95 
 
 9 doz. 
 
 97 
 
 1 1 pkgs. 
 
 128 
 
 69 
 
 *To January 15. inclusive, of the year 1904. 
 
51 
 
 ULE " C." 
 
 ks of Special Authorship Purchased in the Year 1904 {to January 15) in the Several 
 Uiihs. 
 
 Contract 
 
 Total, Cost - 
 
 Queens. Richmond. All Boroughs. per Vol. 
 
 Total Cost of 
 Total Books by 
 
 Cost. Authors' Names. 
 
 42 
 
 515 
 2.07s 
 3,672 
 7,016 
 4.239 
 
 17.517 
 
 165 
 
 2,370 
 
 4,057 
 
 2,440 
 
 587 
 
 102 
 
 1,396 
 
 206 
 
 11,158 
 
 84 
 528 
 
 !o 63 
 50 
 
 $324 
 
 684 
 
 1,836 
 
 45 
 75 
 00 
 
 33 
 42 
 
 2,315 
 1,780 
 
 28 
 38 
 
 63 
 
 78 
 78 
 
 $66 00 
 
 26 
 
 $616 20 
 
 34 
 
 1,379 38 
 
 39 
 
 951 60 
 
 56 
 
 328 72 
 
 26 
 
 26 52 
 
 30 
 
 418 80 
 
 56 
 
 115 36 
 
 13 
 16 
 
 $10 92 
 
 84 48 
 
 $96 80 
 
 $78 00 
 
 5,940 86 
 
 3,836 58 
 
 95 40 
 
 96 80 
 
 78 00 
 
 21 doz. 
 
 42 doz. 
 
 $8 82 
 
 I s doz. 
 
 65 doz. 
 
 9 75 
 
 12 doz. 
 
 82 doz. 
 
 9 84 
 
 112 doz. 
 
 42 doz. 
 
 47 04 
 
 9 doz. 
 
 92 doz. 
 
 8 28 
 
 II pkgs. 
 
 **32 
 
 3 52 
 
 (169 doz. } 
 I 1 1 pkgs. I 
 
 87 25 
 
 *Per package of 500 sheets. 
 
52 
 
 No. on Text Number of Volumes 
 
 Title of Book. Book List, Manhattan and 
 
 1904. The Bronx. Brooklyn. 
 
 Recreation Songs (Furey) 573 46 
 
 Totals 
 
 Phelps & Lewis's Song Sheaf 570 275 
 
 Totals 
 
 Ward's Rational Method in Reading, Com- 
 plete, Primer 797 . 1,235 3,357 
 
 Ward's Rational Method in Reading, Com- 
 plete, First Reader 798 952 i,973 
 
 Ward's Rational Method in Reading, Com- 
 - plete. Second Reader 799 403 1.642 
 
 Ward's Rational Method in Reading, Com- 
 plete. Third Reader 800 231 788 
 
 Ward's Rational Method in Reading, Com- 
 plete, Fourth Reader 
 
 Ward's Phonetic Cards, Set One 
 
 Ward's Phonetic Cards, Set Two 
 
 Ward's Phonetic Cards, Set Three 
 
 Ward's ^Manual of Instructions 
 
 Totals 
 
 Stewart & Coe's First Days in School 
 
 Totals 
 
 801 
 
 121 
 
 286 
 
 802 
 
 47 
 
 35 
 
 803 
 
 37 
 
 34 
 
 804 
 
 18 
 
 33 
 
 805 
 
 188 
 
 59 
 
 Witherbee's Common Sense Copy Books. ... 132 3 doz. 80 do/. 
 Totals 
 
 No. of Author 
 
 Volumes. 
 
 Total Cost of 
 
 Books by 
 
 Authors' Names. 
 
 $6,940 
 
 86 
 
 66 
 
 00 
 
 3.836 
 
 58 
 
 95 
 
 40 
 
 88 
 
 20 
 
 96 
 
 80 
 
 7S 
 
 00 
 
 87 
 
 25 
 
 29 
 
 70 
 
 137 
 
 50 
 
 3.794 
 
 4.S 
 
 152 
 
 88 
 
 49 
 
 30 
 
 17,517 Maxwell 
 
 165 Kuttner 
 
 11,158 Walsh .. 
 
 612 Meleney & Giffin... 
 
 140 Rix 
 
 121 Williams & Fisher. . 
 
 100 Caswell & Ryan... 
 
 169 doz. I pg^j ^^ Gunnison. 
 1 1 pkgs. 5 
 
 99 Furey 
 
 275 Phelps & Lewis. . . . 
 
 11,476 Ward 
 
 728 Stewart & Coe. . . . 
 
 85 doz. Witherbee 
 
53 
 
 ' 
 
 
 All 
 
 Total, 
 Boroughs. 
 
 Contract 
 
 Cost 
 per Vol. 
 
 Total 
 Cost. 
 
 Total Cost of 
 Books by 
 Authors' Names. 
 
 Queens. 
 
 Richmond. 
 
 
 : : : X : 
 
 
 99 
 
 So 30 
 50 
 
 30 
 
 30 
 
 38 
 
 41 
 
 45 
 31 
 41 
 31 
 31 
 
 21 
 
 58 doz. 
 
 $29 70 
 
 $29 70 
 
 
 
 99 
 
 $137 50 
 
 
 
 275 
 
 137 SO 
 
 
 
 275 
 
 $1,377 60 
 
 877 50 
 
 784 32 
 
 424 35 
 
 183 IS 
 2S 42 
 
 2Q I I 
 15 81 
 
 n 19 
 
 19 
 16 
 
 2 
 
 
 4.592 
 2.925 
 2,064 
 1.035 
 
 407 
 82 
 71 
 51 
 
 249 
 
 3.794 45 
 
 
 
 11,476 
 
 $152 88 
 
 
 
 728 • 
 
 152 88 
 
 
 
 728 
 
 85 doz. 
 8s doz. 
 
 $49 30 
 
 
 
 
 
 $15,452 92 
 
REPORT NO. 4. 
 
 Sewing in the Elementary Schools — Cost of Supervision and of the Haterials Used 
 — An Expensive Adjunct of the School System. 
 
 Hon. Edward M. Grout, Comptroller: 
 
 Sir — In complinace with your instructions to investigate the teaching of sewing in 
 the elemetary schools of the City from the viewpoint of possible economies, I beg to 
 submit the following report : 
 
 Sewing is taught in all grades in the elementary schools of the City, beginning 
 with Class lA and including Class 8B. In order to make out an eight years' course in 
 this branch it has been necessary to introduce a large amount of technical work that 
 does not belong in an elementary course. This overloading of the course of study has 
 made it necessary to provide a large corps of special teachers, most of whom could be 
 dispensed with if the course were restricted within legitimate bounds and special 
 supervision were confined to teachers who need extra help. 
 
 'I'he Consolidated School Law specifies reading, spelling, writing, arithmetic, 
 English grammar and geography as the common branches which must be included in the 
 course of instruction legally required of every child between eight and sixteen years of 
 age. It also provides for a course in physiology and hygiene, including the nature of 
 alcoholic drinks and other narcotics, which must be taught as thoroughly as the other 
 branches in all schools under state control, and specifies that the Board of Education 
 in each citj- in the State shall provide free instruction in industrial or free-hand draw- 
 ing in the schools under its charge, unless excused therefrom by the Superintendent of 
 Public Instruction. In addition to these branches the statute authorizes ihe Board of 
 Education in each city to provide instruction in vocal music, and to establish and main- 
 tain departments f^r manual training for teaching and illustrating the manual or indus- 
 trial arts. 
 
 The Curriculum in New York City. 
 
 Under section 1084 of the Charter the Board of Education of New York City has 
 power, upon the written recommendation of the Board of Superintendents, to adopt 
 and modify courses of study for all schools under its supervision. Besides the six- 
 common school branches, physiology and hygiene, and drawing, which are made obliga- 
 tory under the law, the curriculum for the elementary schools of the City includes 
 phj'sical training, nature study or elementary science, shop-work, sewing, cooking, 
 
55 
 
 ethics, algebra, geometry, civics and an elective course in German, French, Latin or 
 stenography. 
 
 Course of Study in Sewing. 
 
 The new course of study laid down by the Board of Education, published May 27, 
 1903, contains a full eight years' course in sewing and construction work, commencing 
 with Class lA and including Class 8B. Although sewing has just been introduced into 
 the schools of Queens and Richmond, and was not made a part of the regular work in 
 Brooklyn until 1896, it is not an innovation in the Boroughs of Manhattan and The 
 Bronx. For twenty-five years at least sewing has been permitted in certain classes in 
 Manhattan. The manual of the Board of Education, revised and published in 1884, 
 includes instruction in sewing as part of the regular course in the second half of the 
 second year and in all of the third year. It also specifies that such instruction may bo 
 given in the female grammar schools. 
 
 The work of the first three years, during which the instruction is given to both 
 boys and girls, is called sewing and construction work. In the first year the work 
 consists of simple and double knotting and looping of coarse cable cords and cotton 
 lacers, and applications of the same. In the second year sewing proper is introduced in 
 the form of large stitches on canvas, double chain stitching in cord or rafifia (a coarse 
 palm fibre from Madagascar), buttonhole looping and fancy knotting. In this year 
 drills in the use of the needle and thimble are given. In the third year cord and raffia 
 work are continued, simple braiding and weaving are introduced, the sewing of seams 
 and the joining of two pieces of cloth are taken up, and instruction is given on fibres 
 and textiles. Looms are introduced and simple lessons in weaving are given. 
 
 Fourth, Fifth and Sixth Years. 
 
 Commencing at Grade 4A, the sewing is separated in the course of study from that 
 of constructive work and called simply sewing, and it is noted that in mixed classes, 
 while girls are engaged in sewing, boys receive instruction in constructive work, which 
 is entirely different in its nature from sewing. The course of work for the grades 
 through Grade 6B consists in the preparation of small garments, mending, repairing 
 garments, designing, drafting and sewing, cutting and making small garments, estimating 
 quantity of material in the preparation of garments, drafting to scale and applied 
 designs. During the course in these grades the garments made are not of full size, but 
 are models in miniature, as it is not considered advisable to provide the material 
 necessary for the making of full-sized garments. 
 
 Seventh and Eighth Years. 
 
 In Grades 7A to 8B, inclusive, advanced sewing is pursued by girls in schools not 
 provided with kitchens. This consists of drafting and making full-sized garments, the 
 material for which is often provided by the students. In these years instruction is 
 given in the use of bought patterns; also in making designs for decorating garments, 
 matching and joining embroidery and lace, placing whalebones, rolling and whipping 
 
56 
 
 ruffles, making facings, pipings, folds, small tight-fitting lined waists and small gored 
 lined skirts. 
 
 Supervision of the Work. 
 
 Under sections 1079 and 1085 of the Charter (both of which are new under the 
 revision of 1901), the Board of Education has power to appoint such directors of spe- 
 cial branches as it deems necessary, no person being eligible for election as a director 
 of such branch who is not a college or university graduate, a graduate from a course 
 of professional training in the special branch which she is to supervise or teach, and a 
 teacher of that special branch with at least three years' successful experience. The 
 directors of sewing act as advisers to the Board of Superintendents, to the district 
 superintendents, and to the principal, with regard to all matters relating to their special 
 branch, and as instructors to the special teachers under their charge. The Board of 
 Education also has power to appoint special teachers of this branch who shall visit 
 the classes in the schools to which they are assigned, inspect the sewing, give model 
 lessons, and direct the instruction of the regular teachers. At present, two directors 
 and fifty-four special teachers are employed to supervise the sewing work in the vari- 
 ous schools throughout the City. 
 
 Cost of Supervision. 
 Manhattan and The Bronx — 
 
 I Director $2,500 00 
 
 29 Special Teachers, at $1,200 a year 34,8oo 00 
 
 I Special Teacher 1,100 00 
 
 3 Special Teachers, at $1,000 a year 3,ooo 00 
 
 3 Special Teachers, at $900 a year 2,700 00 
 
 Brooklyn and Queens — • 
 
 I Director 2,500 00 
 
 10 Special Teachers, at $1,200 a year 12,000 00 
 
 3 Special Teachers, at $1,100 a year 3.300 00 
 
 I Special Teacher i ,000 00 
 
 3 Special Teachers, at $900 a year 2.700 00 
 
 Richmond — 
 
 I Special Teacher 900 00 
 
 Total $66,500 00 
 
 f - 
 
 Time Given to Sewing. 
 
 The time allotted to sewing is sixty minutes per week in all classes from lA to 6B 
 inclusive, and eighty minutes per week in the classes from 7A to SB inclusive. So 
 much time is required to distribute and collect sewing materials that it is customary 
 to use the full time allotted to this subject per week for one sixty or eighty minute 
 
57 
 
 lesson rather than to divide it into several shorter periods. Teachers say it is quite 
 the usual thing to run over time in the sewing lesson. The following table shows the 
 time allotted to this subject in each j^ear, as compared with that given to the so-called 
 essentials : 
 
 Time Schedule on the Basis of 1,500 Minutes Per Week. 
 
 , Years. ^ 
 
 First. Second. Third. Fourth. Fifth. Sixth. Seventh. Eighth. 
 
 Sewing 60 60 60 60 60 60 80 80 
 
 Penmanship .. 100 125 125 75 75 75 
 
 Mathematics . 120 150 150 150 150 200 200 160 
 
 English 450 510 450 375 375 375 360 320 
 
 Purpose of the Work. 
 
 The introduction to the Syllabus for Sewing and Constructive Work says : " The 
 aim of all this work is to strengthen the mind and the hand by exercises entirely within 
 the limits of the child's proper activities and to give him a training which will develop 
 a power to think and to do. 
 
 " In the higher grades a knowledge of drafting and garment-making will fit 
 the girl for the practical problems of life and give her ability to solve many domestic 
 problems. The aesthetic, as well as the utilitarian value of sewing should be recog- 
 nized. The child should combine her skill in stitches, knowledge of design, love for 
 the beautiful, and her active interest in doing, by making something that will show the 
 application of art to needle-work." 
 
 Cost of Materials. 
 In attempting to arrive at an estimate of the cost of supplies used in the work 
 laid down in the course of study, recourse was had to the records of the supply 
 department of the Board of Education. As has been explained in the report of the 
 Investigations Division covering the 1903 record of the purchase of supplies, no state- 
 ment could be procured of the actual quantities delivered to the schools upon requisi- 
 tions from principals. Consequently, in this case as in all others, where reference is 
 made to supplies used in connection with the several branches of study, it has been 
 found necessary to use the tabulations prepared by the Examiners of the Finance 
 Department. In arriving at the probable quantities and cost of sewing materials con- 
 sumed in the schools during the year 1903, your Examiners have compiled figures 
 showing the total quantities of the several kinds of goods ordered from contractors 
 during the year 1903. To these figures have been added the stock on hand on December 
 31, 1902, and from the total of these two there have been deducted the quantities 
 shown to have been in stock by the Board of Education inventory on December 31, 
 
58 
 
 1903. The hgures covering the quantities and cost of sewing materials thus arrived at 
 
 are here given : 
 
 • 
 
 Approximate Quantity and Cost of Materials Used in Connection icitli flic Course of 
 Instruction in Setting in the Day and Evening Elementary Schools During the 
 Calendar Year 1903. Cost Calculated at 1903 Contract Prices. 
 
 J)tscription of Goods. 
 
 Ouantity. 
 
 Unit. 
 
 Unit Price. 
 
 Total Cost. 
 
 Boards, cutting 
 
 Bobbins, linen 
 
 Bones, dress, 8-inch 
 
 Buttons, porcelain, small 
 
 Buttons, porcelain, large 
 
 Buttons, small, pearl 
 
 Buttons, shoe 
 
 Calico, assorted colors, 36 inches wide 
 
 Cambric, Lonsdale, 36 inches wide.... 
 
 Cards, cream white, plain 
 
 Cashmere, red, tan and blue, 36 inches 
 wide 
 
 Cotton, white, Nos. 40 to 80, in- 
 clusive 
 
 Cotton, black. No. 40 
 
 Cotton, light olive. No. 40 
 
 Cotton, gray. No. 60 
 
 Cotton, light cardinal. No. 40 
 
 Cotton, blue. No. 40 
 
 Cotton, darning, white 
 
 Cotton, crochet. No. 80 
 
 Cotton, unbleached, darning 
 
 Cotton, assorted colors 
 
 Cushions, emery 
 
 Damask, bleached, 64 inches wide.... 
 
 Dress goods, cotton and wool 
 
 Envelopes, 7J^ by 11 54 inches 
 
 Embroidery edging 
 
 Filoselle 
 
 Flannel, cotton shaker, 28 inches wide 
 
 Flannel, cotton and wool, 27 inches 
 wide 
 
 Flannel, outing, plain and colored.... 
 
 Flannel, striped, assorted patterns, 29 
 inches wide 
 
 Gingham, small blue and white check, 
 27 inches wide 
 
 Gingham, small pink and white check, 
 27 inches wide 
 
 Gingham, blue and white stripe, 27 
 inches wide 
 
 Gingham, pink and white stripe, 27 
 inches wide 
 
 Gingham, plain, blue, pink and green. 
 
 Hooks and eyes, white, assorted sizes. 
 
 Huck, white linen, 18 inches wide.... 
 
 Lawn, apron, 40 inches wide 
 
 Looms for weaving, Hooper's Colonial 
 
 Measures, muslin tape 
 
 Muslin, half-bleached, 36 inches wide. 
 
 Muslin, white, for working button- 
 holes, 30 inches wide 
 
 Needles, darners. No. s 
 
 Needles, coarse darning, sYz inches 
 long 
 
 Needles, Milward's, Nos. 5 to 10.... 3, 
 
 Needles, Blood's, Nos. s to 10 
 
 Needles, James Smith's, No. 21 (wor- 
 sted needles) 
 
 Pins 
 
 Ribbon, binding, gray 
 
 Scissors, 3-inch, blunt 
 
 Scissors, 5-inch, blunt 
 
 Scissors, sharp pointed, 5-inch 
 
 366 
 
 Each 
 
 $1 50 
 
 $549 00 
 
 I,658J4 
 
 Doz. pieces 
 
 10 
 
 165 87 
 
 886 
 
 Doz. 
 
 °s , 
 
 44 30 
 
 441 J^ 
 
 Gross 
 
 04 K 
 
 18 77 
 
 502 
 
 Gross 
 
 07 
 
 35 14 
 
 3.137 
 
 Doz. 
 
 03 i-s 
 
 100 38 
 
 14s 
 
 Great gross 
 
 38 . 
 
 55 10 
 
 10,638^ 
 
 Yard 
 
 oS'A 
 
 877 70 
 
 3,69454 
 
 Yard 
 
 10 
 
 369 48 
 
 55.800 
 
 1,000 
 
 72/2 
 
 41 56 
 
 i,505M 
 
 Yard 
 
 27 
 
 406 55 
 
 3,999 5-12 
 
 Doz. 
 
 445/i 
 
 1,784 74 
 
 326 K2 
 
 Doz. 
 
 44^ 
 
 145 70 
 
 74 
 
 Doz. 
 
 445^ 
 
 23 02 
 
 291 
 
 Doz. 
 
 44 §^8 
 
 129 86 
 
 1,119^ 
 
 Doz. 
 
 aaVs. 
 
 499 57 
 
 1. 174 
 
 Doz. 
 
 44^ 
 
 523 89 
 
 186 1-6 
 
 Doz. 
 
 14M 
 
 27 46 
 
 134 11-12 
 
 Box 
 
 31 
 
 41 82 
 
 14s 
 
 Doz. 
 
 14^ 
 
 21 39 
 
 126 
 
 Doz. 
 
 44^ 
 
 56 33 
 
 96 
 
 Gross 
 
 2 74 
 
 263 04 
 
 472 
 
 Yard 
 
 418 
 
 197 30 
 
 3.688^ 
 
 Yard 
 
 18 
 
 663 93 
 
 430,400 
 
 1,000 
 
 5 33 
 
 2,294 03 
 
 1,015 
 
 Yard 
 
 03 -)4 
 
 38 06 
 
 902 
 
 Doz. 
 
 26 
 
 1,234 52 
 
 2,726 
 
 Yard 
 
 048 
 
 130 82 
 
 2,501 
 
 Yard 
 
 23 , 
 
 575 J3 
 
 70234 
 
 Yard 
 
 07/<J 
 
 509 49 
 
 2,238J4 
 
 Yard 
 
 074 
 
 165 67 
 
 6,308 
 
 Yard 
 
 0798 
 
 503 38 
 
 2,470^4 
 
 Yard 
 
 0798 
 
 197 I.' 
 
 I,822J4 
 
 Yard 
 
 079S 
 
 145 42 
 
 1,4315^ 
 
 Yard 
 
 079S 
 
 114 2Z 
 
 22,923 
 
 Yard 
 
 0798 
 
 1,829 26 
 
 244 
 
 Doz. cards 
 
 10 
 
 24 40 
 
 1.656^ 
 
 Yard 
 
 1 1 
 
 182 24 
 
 6,027 
 
 Yard 
 
 07 
 
 421 89 
 
 1,213 
 
 Each 
 
 30 
 
 363 90 
 
 1,983 
 
 Doz. 
 
 19M 
 
 391 64 
 
 13,672 
 
 Yard 
 
 0723 
 
 988 49 
 
 6,494 
 
 Yard 
 
 07/2 
 
 487 05 
 
 1,973 
 
 Paper of 25 
 
 02 
 
 39 46 
 
 11,450 
 
 1,000 
 
 I 68 
 
 19 24 
 
 082,525 
 
 1,000 
 
 1 07 
 
 3,298 30 
 
 40,950 
 
 1,000 
 
 99 
 
 40 54 
 
 9,113 
 
 Paper 
 
 03 1-3 
 
 303 77 
 
 1,097 
 
 Doz. papers 
 
 32 
 
 351 04 
 
 92s 
 
 Piece 
 
 08 
 
 74 00 
 
 383^2 
 
 Doz. 
 
 97 
 
 372 00 
 
 481 5-12 
 
 Doz. 
 
 9 5 
 
 457 34 
 
 3,311 5-6 
 
 Doz. 
 
 I 76 
 
 5,828 83 
 
59 
 
 Description of Goods. 
 
 Quantity. 
 
 Uiiit. Unit Price. 
 
 I otal Cost 
 
 Scissors, for working buttonholes 1527-12 Doz. $1 35 
 
 Shears 73 5-6 Doz. 275 
 
 Sewing designs, elementary, Nos. i 
 
 and 2 1,712 Square yard 15 
 
 Sewing designs, elementary, Nos. 3, 
 
 4 and 5 2,144 Square yard 20 
 
 Sewing designs, elementary, No. 3, on 
 
 linen 169 Square yard 40 
 
 Silesia, gray, for waist lining 4,3412-3 Yard 0799 
 
 Silk, white twist, best quality 4561-3 Doz. 20- 
 
 Silk, colored twist, best quality, as- 
 sorted colors 322 5-6 Doz. 20 
 
 Silk, sewing, best quality, assorted 
 
 colors 55 7-12 Doz. 64 
 
 Stiletto (bone) 4^ Doz. 09^4 
 
 Stockinette 320}^ Yard 43 
 
 Tape, white twilled 7.019 Piece 01 
 
 Thimbles, German silver, 4 to 9 1,501 19-24 Gross 2 2554 
 
 Tracers 574 Each 02^4 
 
 Thread, black linen, No. 25 9611-12 Doz. 75 
 
 Worsted, assorted colors 837^ Lb. 1 09 
 
 Stamped squares 20 Pkg. 27 
 
 Total 
 
 I205 99 
 203 04 
 
 256 80 
 
 428 80 
 
 67 60 
 
 ^46 89 
 
 91 
 
 27 
 
 64 56 
 
 35 
 
 57 
 
 13 
 
 40 
 78 
 
 70 
 3,386 
 
 15 
 
 ■J2 
 
 19 
 54 
 78 
 68 
 
 gi2 
 
 87 
 
 5 
 
 40 
 
 $33,611 42 
 
 From these figures it will appear that the sewing materials used during the year 
 1903 cost approximately $33,611.42, but as some of the materials used in the ele- 
 mentary schools are also used in the vacation schools no exact calculation can be made 
 as to the cost of supplies used in the elementary schools alone. In preparing the 
 statement showing the amount of purchases during the year 1903 no separation of 
 the supplies for the vacation schools was made, it being customary for the Superin- 
 tendent in charge of the vacation schools to order from the regular supply list such 
 sewing materials as may be used in these schools. 
 
 The New Course More Expensive. 
 The quantity of sewing material used during the year 1903 ($33,611.42) is con- 
 siderably less than the amount required by the new course of study, which did not 
 go into efifect until September of that year. The annual cost of such material, under 
 the new course is estimated at more than $50,000 per year. This estimate is based 
 upon data given in an official communication issued to principals in December, 1903, 
 by Mrs. Annie L. Jessup, Director of Sewing and Construction Work in Manhattan, 
 The Bronx and Richmond. This communication contains a list of materials required 
 to equip a class of fifty pupils in each of the eight grades for a year's work. It is the 
 list from which principals order their supplies, and each item is numbered and has its 
 cost given. 
 
 Materials Required for a Class of Fifty Children. 
 
 Total cost for first year $5 02 
 
 Total cost for second year 8 64 
 
 Total cost for third year 8 68 
 
 Total cost for fourth year 8 05 
 
6o 
 
 Total cost for fifth year $8 oo 
 
 Total cost for sixth year 8 70 
 
 Total cost for seventh year 10 69 
 
 Total cost for eighth year 8 j-, 
 
 Total cost for eight years $66 53 
 
 Average cost per class per j^ear $8 32 
 
 Average cost per pupil per year 161/2 
 
 This does not include the cost of the looms in the third grade, and it should 
 be noted that scissors and thimbles last more than one year, and manilla envelopes 
 more than one term. 
 
 As there are 513,000 pupils enrolled in the elementary schools all of whom in the 
 first three years take the work in sewing, together with girls in all grades, except- 
 ing those in the seventh and eighth years, who choose cooking instead, it would 
 be very conservative to estimate that 300,000 pupils receive instruction in this branch. 
 The cost of sewing material for this number of pupils at 16;/^ cents per pupil would 
 approximate $50,000. 
 
 Total Cost Per Year. 
 
 Cost of supervision $66,500 00 
 
 Cost of material (1903) 33,6ir 42 
 
 Total $100,1 1 1 42 
 
 Course of Study Too Extensive. 
 An examination of the new eight years' course in sewing quickly discloses that 
 it is too elaborate for the common schools. The use of the needle is not of sufficient 
 relative importance to merit so much time and attention. The course of study for 
 the elementary schools, adopted by the Board of Education last year, calls for only 
 six years in penmanship, four years in geography, four years in history and seven 
 years in arithmetic, but sewing has attention through the full eight years. Even 
 reading, which is conceded to be the most important subject in the curriculum, is 
 not taught as such after the fifth grade, it being generally admitted that four or five 
 years should be sufficient to teach a child how to read. After that, in the higher 
 grades, he uses the printed word as an instrument for acquiring knowledge in history, 
 geography, literature and science. 
 
 Plain Sewing Enough. 
 
 The school life of the average child is only about five years, and it must be 
 
 conceded that we cannot teach everything in so short a period, and, even if we could, 
 
 there are some things which can be learned much better in the home, the trade school 
 
 or the practical workshops of the world. The purpose of sewing in the elementary 
 
school is to teach the child the use of the needle and not to train seamstresses and 
 dressmakers, and it would seem that four or five years should be time enough to 
 accomplish this result. At most, instruction in sewing should not be continued after 
 the sixth school year. 
 
 It will be seen from the analysis which follows that the course of study as 
 outlined naturally divides itself into two parts, the work of the first five 3'ears being 
 the training of the hand by instruction in plain sewing, while in the remaining three 
 years the work begins to specialize and assume the form of technical training or 
 industrial apprenticeship. The training of the hand and the use of the needle may 
 be justified, but not apprenticeship for dressmaking. At this point the shop appears 
 and the framers of the course of study, in their zeal for manual training, over- 
 estimated the function of the elementary school and failed to appreciate the division 
 of labor between it and a trade school proper, or a technical high school. The ele- 
 mentary schools are not industrial trade schools, and the attempt to make them so 
 overloads the curriculum, overtaxes both teachers and children and encroaches upon 
 the time belonging to the common branches. 
 
 Analysis of the Course of Study. 
 
 Plain Sezuing — Work of the First Fii'e Years. 
 First Year- 
 Simple and double knotting in cord and raffia. 
 Plain and double looping in cord and raffia. 
 Chain stitch. 
 
 Second year — 
 
 Fancy knotting and tying in cord and rafl'ia. 
 Elementary stitches on canvas. 
 Buttonhole looping. 
 Double chain stitch. 
 
 Third year — 
 
 Sewing of seams, basting and running. 
 Simple braiding in cord and rafTia. 
 Joining two pieces of cloth. 
 Sewing on buttons and tapes. 
 The overhanding stitch. 
 
 Fourth year- 
 Advanced stitches applied to small garments. 
 Mending garments. 
 Patching dresses. 
 Hemming and gathering stitches. 
 Fancy stitches applied to the decoration of small garments. 
 
62 
 
 Fifth year — 
 
 Repairing garments. 
 Dress darning and stocking darning. 
 Cutting and making small garments. 
 Buttonholes and loops; hooks and eyes. 
 Applied design. 
 
 Dressmaking and Applied Design— Work of the Last Three Years. 
 
 Sixth year — 
 
 Drafting and making of clothing. 
 Estimating quantity of material. 
 Drafting to scale. 
 Applied design in trimmings. 
 Study of color harmony in textiles. 
 Initial marking and napery hemming. 
 
 Seventh year — r-. 
 
 Use of bought patterns. 
 
 Drafting and making of full-sized garmenls. 
 
 Rolling and whipping ruffles. 
 
 Matching and joining lace and embroidery. 
 
 Designs applied for decorating garments. 
 
 Making full-sized undergarments. 
 
 Eighth year — 
 
 Drafting and making garments. 
 Dress trimmings and hnishings. 
 P'olds, pipings, facings and pockets. 
 Buttonholes on dress materials. 
 Placing whale-bones. 
 Making small, tight-fitting lined waists. 
 Making small gored lined skirts. 
 
 The popular apprehension in this matter is sound and, while no one will question 
 that sewing is a practical art and has a definite educative value, many properly con- 
 demn the policy of teaching dressmaking in the elementary schools. "To force the 
 drafting and making of full-sized garments, the use of patterns and applied design, 
 upon classes of girls in the seventh and eighth grades is nothing less than to crowd 
 •one branch of technical training upon a whole class of pupils when but a small frac- 
 tion of them really need it or will, in all probability, ever use it. The elementary school 
 is not the place to train specialists in any direction. 
 
63 
 
 SUPERVISION TOO Expensive. 
 
 Whenever a new subject which the ordinary teacher is not competent to handle 
 is introduced into the course of study, it creates the need for a special teacher to give 
 instruction in this branch. The curriculum of the public school is not an entirely 
 ■arbitrary creation. It is rather a natural growth which assumes greater complexity 
 from time to time in response to the changing conditions of national life. Ori"ginally 
 it embraced reading, writing and arithmetic, English grammar being added late in the 
 •eighteenth century. The enormous territorial expansion and political development fol- 
 lowing the American Revolution compelled the formulation of political geography and 
 American history and forced them into the curriculum of the schools. These subjects 
 were " fads " in their day, calling for special teachers and only after a struggle, which 
 lasted more than half a century, did they win position among the so-called essentials 
 and take their place as regular branches wliich the teachers had, in the mean time, 
 become competent to teach. 
 
 The wonderful development of natural science and industrial art during the last 
 fifty years has been the means of putting nature study and manual training into the 
 schools and is largely responsible for the perplexing problem of special teachers, which 
 still continues to be a source of more or less agitation in most American cities. Special 
 teachers are expensive. They are also unpopular, both among the regular teaching 
 corps and the taxpaying public, but they are a necessity accompanying the introduction 
 of any new line of work. They should, however, be dispensed with as soon as the 
 regular teachers can prepare themselves to handle the new subject. 
 
 Number of Special Teachers Could Be Reduced. 
 
 If the instruction in dressmaking and applied design, recently added to the course 
 of study, were moved forward into the Girls' Technical High School and the Manual 
 Training School, where such work naturally belongs, and the work in the elementary 
 schools confined to plain sewing, the problem of supervision would be greatly sim- 
 plified. Plain sewing is not an occult art, neither is it a new one. Inasmuch as 'the 
 teachers of girls' classes are women, most of whom are already more or less skilled 
 in this art, it would seem that the majority of this highly competent corps might be 
 trusted to take charge of the instruction in sewing under the immediate supervision 
 of the principals of the various schools and the general supervision of the able 
 directors, who have the general charge of the sewing work. This does not mean 
 that all special teachers of sewing could be dispensed with, as some are needed 
 to help the weak teachers and the new teachers, but it does mean that their number 
 might be greatly reduced. 
 
 Too Much Supervision. 
 
 There is a strong feeling among both principals and teachers that there is too 
 much supervision under the present system. As the principal of a large primary 
 
64 
 
 department said, when talkmg about the matter; "We are supervised to death. My 
 poor teachers are becoming nervous wrecks as the result of too much supervision. 
 After all is said and done, the regular teachers do the actual work, and in most 
 instances they are well qualified to obtain excellent results without a supervisor 
 looming up in all places and at all times." This seems rather severe, but it is a fair 
 sample of the chronic irritation which exists because of the natural antagonism between 
 regular teachers and special teachers. Another principal, of long and successful experi- 
 ence, when asked about the sewing, said : " I would retain the work but do away with the 
 special teachers. They are an unwelcome interruption and an unnecessary expense. 
 I believe in plain sewing in the primary schools, but the frills and furbelows which 
 have been added to the course in order to make it cover eight years are ridiculous." 
 
 Large Boys Might Be Spared. 
 Comment has been made that large boys are compelled to take lessons in sewing, 
 and this has helped to bring the work into disrepute and even ridicule. It is evidently 
 not the intention of the Board of Education that boys over nine or ten years of 
 age should receive instruction in the use of the needle, but in third-year classes, in 
 sections of the City having a large foreign population, where big boys are graded low 
 because of their inability to use the English language, it frequently happens that boys 
 much older than this spend time in doing such work. For instance, in one 3A class 
 visited there were 41 pupils, over 51 per cent, of whom were Italians and 11 of whom 
 were born across the water. Eight of these boys were in their thirteenth year, fourteen 
 of them were in their twelfth year, eleven of them in their eleventh year, while one 
 boy was nearly fifteen years old. Notwithstanding these facts, all of the boys were 
 diligently plying their needles basting two pieces of cloth together. In an adjoining 
 room, containing a 3B class, twelve and thirteen year old boys were found sewing white 
 muslin sails. For many reasons it would seem that boys should not be obliged to 
 learn to sew, especially boys of twelve and thirteen years of age. 
 
 Conclusion. 
 The facts ascertained lead to the conclusion that instruction in sewing is rendered 
 unduly expensive by a course of study which is beyond the scope of the elementary 
 schools. If instruction in dressmaking and applied design were eliminated from these 
 schools, and the work confined to plain sewing, the majority of the class teachers 
 could do the work without the assistance of special teachers. This would enable 
 the Board of Education to dispense with the services of the larger part of the corps 
 of special instructors in this branch. It would also reduce considerably the expendi- 
 tures for sewing supplies. 
 
 ■ Respectfully, 
 
 (Signed) (Mrs.) MATHILDE COFFIN FORD. 
 
REPORT No. 5. 
 
 Cooking in the Elementary Schools— An Experiment Which Has Accomplished 
 Little in Results— Its Value In Elementary Education Still Doubtful— Shoufd 
 be Administered With Rigid Economy. 
 
 Hon. Edward M. Grout, Comptroller: ^ 
 
 Sir — In compliance with your instructions to investigate the teaching of cooking 
 in the pubHc schools of the City, from the view-point of possible economies, I beg to 
 submit the following report : 
 
 Among the many new departures in education during recent years is the attempt 
 to make domestic science, which includes cooking, sewing, the care of a house, laun- 
 dry work, elementary nursing and home sanitation a branch of popular instruction. 
 All these subjects are now taught in the City schools, the work having been intro- 
 duced sixteen years ago under the name of manual training, but the results so far are 
 not very satisfactory, as the instruction fails to meet the needs of the great majority 
 of the pupils. Practical methods of teaching cooking in elementary schools have not 
 yet been worked out. 
 
 Originated in England. 
 
 The demand for popular instruction in the art of cooking first took definite shape 
 in England in i873-'74 in connection with a series of scientific lectures on food deliv- 
 ered at the International Exhibition in London. So great was the public interest in 
 this subject that Parliament immediately made an appropriation to establish the 
 National School of Cookery at South Kensington. The new idea spread rapidly and 
 as early as 1877 instruction in cooking became a part of the course in the London 
 public schools. 
 
 The New York Cooking School (established in 1874) is generally recognized as the 
 starting point of the new movement in America. Smce that time instruction in cook- 
 ing has been widely introduced into public and private schools all over the United 
 States, domestic science or household economy being now a part of the regular course 
 in the elementary or secondary departments of the public schools in about fifty Amer- 
 ican cities and towns and in nearly as man}'' private educational institutions. It has 
 also been introduced into a number of colleges, agricultural colleges, normal schools 
 and universities, in some instances under special appropriations from the National 
 Government. 
 
 5 . - 
 
66 
 
 In New York City Schools. 
 
 The Board of Education in New York City yielded to the general tendency of the 
 time. In 18S7 a committee was appointed to consider the introduction of manual 
 training into the schools. After some months of investigation the committee reported 
 in favor of cooking and several other forms of manual training. The Board passed a 
 resolution to the effect that instruction in cooking should be given to girls in certain 
 of the higher classes, and preparations were at once begun for the new work. Kitch- 
 ens were litted up, a course of study was outlined, two special teachers were appointed, 
 and the first cooking classes began actual work in 1888. 
 
 The work has grown steadily until now kitchens are provided for the demonstra- 
 tion of domestic science in sixty-one elementary schools in various parts of the City, 
 and authority has already been given for the installation of cooking plants in nine other 
 schools. Cooking is also taught in twenty-two evening schools. It is a part of the 
 course in the Girls" Technical High School and the Training School in Manhattan, 
 and in the Manual Training School of Brooklyn. Exhibit " A," given herewith, shows 
 a list of schools having kitchens. 
 
 Course of Study. 
 
 Cooking is taught to girls in the seventh and eighth school years, the course of 
 study being so arranged that during these two years a girl has her choice between 
 instruction in this branch and instruction in sewing. Inasmuch as the course in cooking 
 is little known, I quote in full the syllabuses which detail the course of study in the 
 several classes. 
 
 GRADE 7.\. 
 
 " Syllabus. 
 
 "Potatoes — Baked, boiled, riced, mashed, creamed potatoes; fuel value of potato; 
 digestion of starch and value of starchy foods ; economy in paring and cooking potatoes. 
 
 "Cereals — ]\lush from various grains served hot and moulded; cereals compared 
 with potatoes. 
 
 " Fruits — Stewed prunes, stewed and baked apples, baked bananas, and other fruits, 
 served with cereals. 
 
 " Cream Soups — Tomato, asparagus, celery, potato, corn, and pea soups. 
 
 "Flour Pastes — Spaghetti with tomato sauce; baked macaroni with cheese. 
 
 " Eggs and ]\Iilk — Omelets ; custard ; cottage cheese ; rennet custard ; food value of 
 eggs and milk; digestion of albumin; effects of heat on albumin; butter making; value 
 of cheese. 
 
 " Quick Breads — Biscuits, muffins, griddle cakes, as distinguished from yeast breads, 
 which require a longer time for cooking; uses of soda, acids, alkalies, baking powders; 
 hatters and doughs ; digestion of quick breads. 
 
67 
 
 " Housekeeping — ]\Iaking and care of kitchen fire ; managing a gas range ; care of 
 the sink, waste pipe and trap, garbage pail, refrigerator, kitclien floor, woodwork and 
 oilcloth; dishwashing. 
 
 "Laundry Work — Washing of dish towels, dish-cloths, sink-cloths, and dust- 
 cloths." 
 
 GRADE 7B. 
 
 " Syllabus. 
 
 "Bread — White bread, whole wheat bread, bread rolls; food value of wheat flour; 
 fermentation. 
 
 " Eggs — Soft-cooked eggs ; eggs dropped on toast ; poached eggs. 
 
 " Meats — Broiling; roasting, boiling meats ; soup-stock, and soups ; principles of 
 curving. 
 
 " Preparation of tissue-building foods, and of acid and mineral supplying foods. 
 " Tea, Coffee and Cocoa — Comparative value ; effects ; adulterations. 
 " Jellies, puddings, custards, apple tapioca, corn starch. 
 " Vegetables in season. 
 
 "Housekeeping — Necessary furnishings of the dining-room; care of silver and 
 glassware. 
 
 " Laundry Work — Review of first year's work ; washing and ironing napkins." 
 
 GRADE 8a. 
 
 " Syllabus. 
 "Meats — Stewing and braising; cooking meats unused after first preparation; di- 
 gestibility of fresh-cooked and warmed-over meats; smoked and salted meats, and fish. 
 Poultry^Roasting, broiling, baking and frying poultry. 
 
 "Fish and Shell Fish — Baking, boiling, broiling fish; fish sauces; food value and 
 digestibility. Oysters — Raw, stewed and scalloped. 
 
 " Salads — Fruit and vegetable salads ; salad dressings. 
 
 "Canning and preserving of fruits and vegetables in season; jelly-making. Sterili- 
 zation, bacteria, fermentation, decay. 
 
 " Condiments. 
 
 " Simple Cakes — Molasses, standard, and sponge cakes. Ice creams and water ices. 
 
 "Housekeeping — Table-setting; decorations; serving; manners and personal ap- 
 pearance. 
 
 "Laundry Work — Review, and laundering of aprons; caps; economical use of 
 starch, soap and blueing. 
 
68 
 
 "Nursing — Fittings and care of sick-room. Cooking for infants and invalids; 
 gruels ; tgg preparations, egg gruel, shirred egg ; milk preparations, albuminized milk, 
 peptonized milk, koumiss; meat preparations, beef tea, beef juice, raw beef sandwiches, 
 broiled chop; clam broth; jelly; lemon whey. The invalid's tray." 
 
 GRADE 8b. 
 
 " Syllabus. 
 
 " Planning meals — Menus ; planning suitable diet for children ; school luncheons. 
 Mastication and proper digestion ; digestibility of starch, sugars, proteids, and potatoes, 
 
 " Cereals — Cereals with fruits, coffee, quick breads, and eggs. 
 
 " Soup — Fish and meat soups, and gravies. Vegetables ; desserts. 
 
 " Suitable dishes for breakfasts, dinners and luncheons. 
 
 "Housekeeping — Marketing; study of different cuts of meat; prices compared with 
 nutritive value. Selection and care of vegetables and fruits. Economy in buying milk, 
 butter and eggs. Home sanitation ; modern plumbing and its care ; use of disinfectants. 
 The bedroom, ventilation and sunlight, making of bed, airing of bed and bedding. In 
 schools where cots have not been furnished, doll's beds may be used. Sitting-room or 
 home- room. 
 
 " Laundry Work — Washing of fabrics of different color and texture. Removal of 
 ink, iron, fruit and grease stains. 
 
 " Nursing — Dietaries, baths." 
 
 Supervision of the Work. 
 
 The teaching of cooking is under the general charge of the Director of Cooking, 
 who instructs the so-called special teachers, visits the classes and inspects their 
 work, and acts as adviser to the Board of Superintendents, the district superintendents 
 and principals on all questions relating to this subject. All the actual work of teaching 
 children is done by thirty-two so-called special teacliers, who visit the schools to 
 which they are assigned and give the instruction. The cooking teachers are not 
 special teachers in the ordinary use of the word. They do not instruct class teachers 
 aiid supervise their work, as do special teachers of sewing, music and drawing. On 
 the contrary, cooking teachers do all the teaching, the regular- class teachers being 
 otherwise employed while the cooking lesson is given. The following is a list of the 
 cooking teachers in Manhattan, The Bronx, Brooklyn and Queens, as given in the 
 Civil List for 1904 : 
 
69 
 
 Teachers of Cooking. 
 
 Name. 
 
 Position. 
 
 Appointed. 
 
 Salary. 
 
 Mary E. Williams 
 
 Ella Baylcs 
 
 Louise C. Mariotte.... 
 
 Ida McM. Austin 
 
 Harriet Pond 
 
 Emma H. Crane 
 
 Mary W. Wilson 
 
 Jane Butterfield 
 
 Dorothy E. Millspaueh. 
 
 Isabell M. Bole 
 
 Minnie Ikelheimer 
 
 Josephine Earle 
 
 Mabel Stone 
 
 Florence Willard 
 
 Anna M. Lnmb 
 
 Jesuina B. Zappone. . . 
 
 Agnes Daley 
 
 Eleanor Kalbfleisch. . . . 
 
 Nellie D'ean 
 
 Mary V. McNuIty 
 
 Ada Roe 
 
 Fanny D. Perkins 
 
 Sophie Cohen 
 
 Grace Adgate 
 
 Nannctte Nevins 
 
 Clara L. Low 
 
 Clara M. Wasweyler. . . 
 
 Sarah Hyams 
 
 Mabel L. Rose 
 
 Eva G. Bedell 
 
 Charlotte Dennis 
 
 Jessie T. Dorman 
 
 Marv T. Dowd 
 
 Total amount for Teachers. 
 
 .Director. 
 . Teacher. . 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher.. 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 . Teacher . 
 .Teacher. 
 .Teacher. 
 . Teacher. 
 .Teacher. 
 . Teacher . 
 . Teacher. 
 .Teacher. , 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher.. 
 . Teacher. 
 .Teacher. 
 .Teacher. 
 . Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 .Teacher. 
 
 Oct. 
 
 7. 
 
 1896 
 
 $2,500 00 
 
 Oct. 
 
 20, 
 
 1897 
 
 1,200 00 
 
 Oct. 
 
 20, 
 
 1897 
 
 1,200 00 
 
 Oct. 
 
 20, 
 
 1897 
 
 1,200 GO 
 
 Oct. 
 
 20, 
 
 1897 
 
 1,200 00 
 
 Oct. 
 
 20, 
 
 1897 
 
 1,200 00 
 
 Oct. 
 
 20, 
 
 1897 
 
 1,200 00 
 
 Apr. 
 
 6, 
 
 1898 
 
 1,200 00 
 
 Apr. 
 
 6, 
 
 1898 
 
 1,200 00 
 
 Apr. 
 
 21, 
 
 1898 
 
 1,200 00 
 
 Oct. 
 
 20, 
 
 1897 
 
 1,200 00 
 
 Feb. 
 
 I, 
 
 1899 
 
 1,200 00 
 
 Feb. 
 
 20, 
 
 1899 
 
 1,200 00 
 
 Feb. 
 
 20, 
 
 1899 
 
 1, 200 Oo 
 
 Feb. 
 
 20, 
 
 1899 
 
 1,200 00 
 
 Feb. 
 
 20, 
 
 1899 
 
 1,200 00 
 
 Feb. 
 
 I, 
 
 1900 
 
 1,200 00 
 
 May 
 
 i6. 
 
 1900 
 
 1,200 00 
 
 May 
 
 24> 
 
 1900 
 
 1,200 00 
 
 Apr. 
 
 22, 
 
 1901 
 
 5,i00 00 
 
 June 
 
 3. 
 
 I 90 I 
 
 i,:oo 00 
 
 May 
 
 8, 
 
 1901 
 
 /•,I00 00 
 
 Oct. 
 
 7> 
 
 I9OI 
 
 1,000 00 
 
 Nov. 
 
 1 1, 
 
 I 90 I 
 
 1,000 00 
 
 Jan. 
 
 6, 
 
 1902 
 
 1,200 00 
 
 Apr. 
 
 I, 
 
 1902 
 
 1,000 00 
 
 Apr. 
 
 15. 
 
 1902 
 
 1,000 00 
 
 Mar. 
 
 24. 
 
 1902 
 
 1,000 00 
 
 Apr. 
 
 21, 
 
 1902 
 
 1,000 00 
 
 Sept. 
 
 ■ 14. 
 
 1903 
 
 900 00 
 
 Sept. 
 
 14. 
 
 1903 
 
 900 00 
 
 Sept. 
 
 IS, 
 
 1903 
 
 900 00 
 
 Nov. 
 
 2, 
 
 1903 
 
 900 00 
 
 
 
 
 $38,200 00 
 
70 
 
 Under the by-laws of the Board of Education, to be eligible for license as a special 
 teacher of cooking, the applicant must have one of the following qualifications: 
 
 " (a) Graduation from a satisfactory high school or institution of equal or higher 
 rank, or an equivalent academic training, or the i)assing of an academic examination ; 
 and the completion of a satisfactory course of professional training of at least two 
 years in cooking. 
 
 (b) Graduation from a college course recognized by the Regents of the Univer- 
 sity of the State of New York, which includes satisfactory courses in the principles 
 of education and in cooking. 
 
 " (c) Graduation from a satisfactory high school or institution of equal or higher 
 rank, or an e(iuivalcnt academic training, or the passing of an academic examination; and 
 the completion of a satisfactory course of professional training of at least one year, 
 followed by two years' successful experience in teaching cooking." 
 
 Time Given to Cooking. 
 
 Prior to January i, 1897, three hours per week were devoted to the instruction in 
 cooking. On January 18, i8go. on the recommendation of the Board of Superintendents, 
 the time was reduced to one and one-half hours per week. In the time schedule on 
 the basis of 1,500 minutes per week, published in the course of study adopted by the 
 Board of Education, in June, 1903, the time allotted to cooking is eighty minutes per 
 week, although my understanding is that, in the practical working of the program, it is 
 customary to allow one hour and a half to the lesson, which is given weekly. The 
 following table shows the amount of time given to cooking, as compared with that 
 given to the common branches : 
 
 Time Schedule on the Basis of 1,500 Minnies Per JVcck. 
 
 Cooking. English. Mathematics. History. Geography. 
 
 Seventh year So 36a 200 120 80 
 
 Eightli year 80 320 160 120 
 
 A Cooking Plant. 
 
 A cooking plant consists of a kitchen fitted up with a gas range, a kitchen table, 
 a large marble-top table, a sink with hot and cold water, cupboards, and chairs with 
 arm-rests for the pupils. The floor is covered with linoleum. A complete kitchen 
 equipment is supplied, consi.sting of a table-cloth, napkins, roller towels, dish towels, 
 plates, cups, saucers, platters and other dishes; knives, forks and spoons for table 
 use and for cooking purposes ; pots, pans, potato mashers, rolling pins, and all the 
 
71 
 
 numerous cooking utensils that are required to ht up a well furnished kitchen. The 
 list given herewith shows a full kitchen equipn:ent: 
 
 ./ Kitclicn EquipHicnt. 
 Teapots. 
 
 Bath brick. 
 
 Whisk broom. 
 
 Brushes — vegetable, stove and polishing. 
 
 Oil cloth. 
 
 Cheese cloth. 
 
 Table cloth. 
 
 Corkscrew. 
 
 Clotheshorse. 
 
 Napkins, fringed. 
 
 Stove polish. 
 
 Roller towel rack. 
 
 Thermometers. 
 
 Bowls, white and vellow. 
 
 I 
 
 Custard cups. 
 Cups and saucers. 
 
 Dishes, pressed glass and vegetable. 
 Mason's jars, i quart and i pint. 
 Jugs, I pint. 
 
 Nappies, 7 incli and 8 inch. 
 Plates^ bread and butter, dinner, soup, 
 tea. 
 
 Biscuit cutters. 
 Agate colanders. 
 Egg whisk. 
 Flour dredger. 
 Funnels. 
 Graters. 
 
 Oyster broilers. 
 Potato mashers. 
 Graduated measures. 
 ]\Ielon moulds. 
 Rolling pins. 
 Soap shakers. 
 Platters, medium, large. 
 
 Double agate boilers. 
 
 Butter crock. 
 
 Carving set, knife, fork, steel. 
 
 Cleaver, 7-inch. 
 
 Agate soap dish. 
 
 Forks, table, kitchen. 
 
 Knives, table, bread, vegetable. 
 
 Larding needles. 
 
 Can openers. 
 
 Pans, dripping, frying. 
 
 Saucepans, agate covered. 
 
 Scales, 12 pounds. 
 
 Teaspoons. 
 
 Tablespoons. 
 
 Lemon squeezer. 
 
 Bins, sugar, flour. 
 
 Boxes, bread, pepper, spice. 
 
 Apple corers. 
 
 Pans, bread, cake, muffins. 
 
 Coffee pot. 
 
 Soup strainers. 
 
 Skimmers. 
 
 Sieves. 
 
 Scoops. 
 
 Steamer. 
 
 Trays. 
 
 Jelly cake tins. 
 
 Dishcloth, wire. 
 
 Bread boards. 
 
 Chopping bowls. 
 
 Dish mops. 
 
 Ice picks. 
 
 Cost of Kifdicn Fiinrishings. 
 The estimated cost of fitting up a new kitchen, including all necessary kitchen sup- 
 plies for a year, is $550. The sum expended in 1903 to furnish new kitchens and 
 
72 
 
 replenish old ones was $4,416.86. The figures covering the quantities and cost of 
 kitchen furnishings for that year are here given : 
 
 Approximate Quantify and Cost of Materials and Utensils Used in Connectidn zvith 
 the Course of Instruction in Cooking in the Day and Evening Schools during the 
 Calendar Year 1903. 
 
 Description of Goods. 
 
 Quantity. 
 
 Unit. 
 
 Unit Price. Total Cost. 
 
 Bath brick 
 
 Bins, sugar 
 
 Bins, flour 
 
 Boards, bread 
 
 Boards, wash 
 
 Boilers, double, agate, one quart... 
 Boilers, double, agate, two quart... 
 Boilers, double, agate, four quart.. 
 
 Bowls, chopping 
 
 Bowls, one quart, white 
 
 Bowls, mixing 
 
 Boxes, bread 
 
 Boxes, pepper 
 
 Boxes, spice 
 
 Broilers, oyster 
 
 Brushes, vegetable 
 
 Brushes, stove, blacking 
 
 Brushes, stove, polishing 
 
 Carving sets (knife, fork and steel) , 
 
 Cleavers, 7-inch 
 
 Cloth, cheese, 36 inches wide 
 
 Cloth, table, 64 inches wide 
 
 Cloth, wire, dish 
 
 Colanders, agate , 
 
 Corers, apple 
 
 Corkscrews , 
 
 Crocks, butter 
 
 Cups, custard , 
 
 Cups and saucers 
 
 Cutters, biscuit 
 
 Dish, pressed glass 
 
 Dish, vegetable 
 
 190 
 
 Each 
 
 95 
 
 Each 
 
 • 46 
 
 Each 
 
 73 
 
 Each 
 
 41 
 
 Each 
 
 526 
 
 Each 
 
 78 
 
 Each 
 
 68 
 
 Each 
 
 98 
 
 Each 
 
 791 
 
 Each 
 
 253 
 
 Each 
 
 33 
 
 Each 
 
 544 
 
 Each 
 
 46 
 
 Each 
 
 34 
 
 Each 
 
 240 
 
 Each 
 
 32 
 
 Each 
 
 19 
 
 Each 
 
 20 
 
 Set 
 
 21 
 
 Each 
 
 ,871 
 
 Yard 
 
 211 7-12 
 
 Yard 
 
 86 
 
 Each 
 
 148 
 
 Each 
 
 256 
 
 Each 
 
 52 
 
 Each 
 
 290 
 
 Each 
 
 804 
 
 Each 
 
 ,111 
 
 Pair 
 
 316 
 
 Each 
 
 72 
 
 Each 
 
 24 
 
 Each 
 
 .028 
 
 $5 32 
 
 • 13 
 
 12 35 
 
 •49 
 
 22 54 
 
 •23 
 
 16 79 
 
 •34 
 
 13 94 
 
 •43 
 
 226 18 
 
 •54 
 
 42 12 
 
 .83 
 
 56 44 
 
 .08 
 
 7 84 
 
 . 12 
 
 94 92 
 
 •29 
 
 73 37 
 
 .48 
 
 IS 84 
 
 .02 
 
 10 88 
 
 •53 
 
 24 38 
 
 .14 
 
 4 76 
 
 .04 
 
 9 60 
 
 .049 
 
 I 57 
 
 •25 
 
 4 75 
 
 1.48 
 
 29 60 
 
 •59 
 
 12 39 
 
 •03 
 
 116 13 
 
 •59^ 
 
 125 89 
 
 . 10 
 
 8 60 
 
 .24 
 
 35 52 
 
 •OS 
 
 12 80 
 
 •059 
 
 3 07 
 
 .21 
 
 68 90 
 
 •03 
 
 24 12 
 
 •13 1-3 
 
 148 13 
 
 •05 
 
 15 80 
 
 •25 
 
 18 00 
 
 .20 
 
 4 80 
 
73 
 
 Description of Goods. 
 
 Quantity . 
 
 Unit. 
 
 Unit Price. 
 
 Total Cost. 
 
 Dish, soap, agate, hanging , 
 
 Dredgers, flour, etc 
 
 Egg whisks 
 
 Egg beaters 
 
 Forks, kitchen 
 
 Forks, table, plated 
 
 Freezer, ice cream 
 
 Funnels \ 
 
 Graters 
 
 Horse, clothes, 4 feet 
 
 Irons, smoothing, small 
 
 Irons, smoothing, large 
 
 Jars, I -pint 
 
 Jars, i-quart 
 
 Jugs, i-pint 
 
 Kettles, tea, agate 
 
 Knives, bread 
 
 Knives, chopping, double 
 
 Knives, palette 
 
 Knives, vegetable, French 
 
 Knives, table, plated 
 
 Knives, table, iron 
 
 IMashers, potato, wire 
 
 Mashers, potato, wooden 
 
 Measures, J^-pint (graduated) 
 
 Measures, i-quart (graduated) 
 
 Measures, i -gallon 
 
 Mops, dish, small 
 
 Moulds, melon 
 
 Napkins, hemmed, 20 inches square 
 
 Napkins, fringed, 16x16 (including fringe), 
 
 Nappies 
 
 Nappies, scalloped 
 
 Needles, larding (set of) 
 
 Openers, can 
 
 Pan, frying. No. i 
 
 Pan, frying, No. 3 
 
 Pan, bread 
 
 216 
 
 Each 
 
 201 
 
 Each 
 
 516 
 
 Each 
 
 243 
 
 Each 
 
 689 
 
 Each 
 
 37 yi 
 
 Doz. 
 
 76 
 
 Each 
 
 200 
 
 Each 
 
 235 
 
 Each 
 
 172 
 
 Each 
 
 74 
 
 Each 
 
 62 
 
 Each 
 
 1.772 
 
 Each 
 
 813 
 
 Each 
 
 75 
 
 Each 
 
 96 
 
 Each 
 
 47 
 
 Each 
 
 84 
 
 Each 
 
 398 
 
 Each 
 
 486 
 
 Each 
 
 34 7-12 
 
 Doz. 
 
 445 
 
 Eacli 
 
 292 
 
 Each 
 
 2 
 
 Each 
 
 387 
 
 Each 
 
 179 
 
 Each 
 
 8 
 
 Each 
 
 1,118 
 
 Each 
 
 42 
 
 Each 
 
 98 K^ 
 
 Doz. 
 
 155 
 
 Doz. 
 
 116 
 
 Each 
 
 77 
 
 Each 
 
 17 
 
 Set 
 
 49 
 
 Each 
 
 519 
 
 Each 
 
 77 
 
 Each 
 
 Each 
 
 . ID 
 
 $21 60 
 
 .04 
 
 8 04 
 
 .02]/^ 
 
 12 90 
 
 . 10 
 
 24 30 
 
 .05 
 
 34 45 
 
 2.70 
 
 loi 25 
 
 I .69 
 
 128 44 
 
 .04^^ 
 
 9 00 
 
 .07 
 
 16 45 
 
 •72 
 
 123 84 
 
 .14 
 
 10 36 
 
 .22 
 
 13 64 
 
 .08 
 
 141 76 
 
 .09 
 
 73 17 
 
 . 12 
 
 9 00 
 
 •45 
 
 43 20 
 
 .229 
 
 10 76 
 
 .159 
 
 13 36 
 
 .21 
 
 83 58 
 
 .149 
 
 72 41 
 
 2.70 
 
 93 38 
 
 .04 
 
 17 80 
 
 .06 
 
 17 52 
 
 .04 
 
 08 
 
 .08 
 
 30 96 
 
 . I I 
 
 19 69 
 
 ■ uVs 
 
 I II 
 
 • 05 
 
 55 90 
 
 • 37 
 
 15 54 
 
 i.33>4 
 
 131 25 
 
 •54 
 
 83 70 
 
 •15 
 
 17 40 
 
 .15 
 
 II 55 
 
 •49. 
 
 8 33 
 
 .089 
 
 4 36 
 
 . 1 1 
 
 57 09 
 
 .12^ 
 
 9 62 
 
 . T2 
 
 20 76 
 
74 
 
 Description of Goods. 
 
 Quantity. 
 
 Unit. 
 
 Unit Price 
 
 Tot.il Cos 
 
 Pan, cake 5 Each .29 8 1 45 
 
 Pan, dish, tin 206 Each .20 41 20 
 
 Pan, muffin. 8 holes 124 Each .14 1 7 36 
 
 Pan, roll, 8 holes, Russia 63 Each .44 27 72 
 
 Pan, roll, French 76 Each .48 36 48 
 
 Picks, ice 48 Each .20 9 60 
 
 Plates, agate .384 Each . 12 46 08 
 
 Plates, bread and butter 1,109 Each .05 S3 45 
 
 Plates, dinner 1,151 Each . 06 69 06 
 
 Plates, soup 641 Each . 06 38 46 
 
 Plates, tea 7^8 Each .05 36 40 
 
 Platters, medium 129 Each .25 32 25 
 
 Platters, large 37 Each .39 14 43 
 
 Pots, tea 57 Each .21 1 1 97 
 
 Pots, coffee, 2-quart 53 Each . 75 39 75 
 
 Press, vegetable 62 Each .22 13 64 
 
 Rack, towel 14 Each .10 1 40 
 
 Saucepan, lipped, agate, covered. No. 10 411 Each .17 69 87 
 
 Saucejian, lipped, agate, covered. No. 14 248 Each .19 47 12 
 
 Saucepan, lipped, agate, covered. No. 20 103 Each .29 29 S7 
 
 Scales, large, with scoop 29 Each i .59 46 1 1 
 
 Shakers, soa|i i37 ^-ach .05 685 
 
 Skimmers 98 Each .06 5 88 
 
 Sieves, flour 221 Each .09 19 89 
 
 Spoons, tea, plated Sgyi Doz. i .20 10-40 
 
 Spoons, table, plated 42.''^ r)oz. 2.40 10200 
 
 Spoons, table, iron 465 Each .oajX 11 62 
 
 Spoons, wooden 330 Each . 02 Vj 8 25 
 
 Squeezers, lemon, glass 109 Each .06 654 
 
 Steamers 23 Each i . 54 35 42 
 
 Strainers, soup, wire, small 358 Each .o6yi 23 27 
 
 Strainers, soup, wire, medium 178 ?^ach .10 17 80 
 
 Tins, jelly cake 239 Each .05 11 95 
 
 Towels, glass, 18x36 inches, hemmed 180 Doz. i .32 237 60 
 
 Towels, dish, 18x36 inches, hemmed 189 1-12 Doz. 1.32 249 59 
 
 Trays, Japanned, oval, medium 138 Each .11 15 1!^ 
 
 Tureens, s(uii) 54 Kach i . 3P 75 06 
 
 Total $4,416 86 
 
75 
 
 Kitchen Food Supplies. 
 
 Under authority given by the Board of Education, the teachers of cooking pur- 
 chase from day to day such food supplies as are needed to demonstrate the lessons. 
 The bills for such supplies are approved by the director of cookery and by the prin- 
 cipal of the school for which they are purchased, after which they are rendered 
 monthly to the Board of Education. From such bills rendered by teachers the follow- 
 ing list is made up to illustrate the variety of articles used in the cooking lessons: 
 
 Apples. 
 
 Almonds. 
 
 Asparagus. 
 
 Butter. 
 
 Beef. 
 
 Beets. 
 
 Coffee. 
 
 Cornstarch. 
 
 Chocolate. 
 
 Crackers. 
 
 Cheese. 
 
 Corned beef. 
 
 Cabbage. 
 
 Cream of tartar. 
 
 Chicken. 
 
 Codfish. 
 
 Currants. 
 
 Clams. 
 
 Eggs. 
 
 Figs. 
 
 Fish. 
 
 Flour. 
 
 Farina. 
 
 Gelatine. 
 
 Ginger. 
 
 Iodine. 
 
 Jam. 
 
 Food Articles Bought for 
 Bread. 
 
 Baking powder. 
 Bacon. 
 Barley. 
 Bananas. 
 Carrots. 
 Junket tablets. 
 Lettuce. 
 Lemons. 
 Leg of lamb. 
 Liver. 
 
 Lima beans. 
 Lamb chops. 
 Milk. 
 Mutton. 
 Macaroni. 
 Molasses. 
 Onions. 
 Oil. 
 
 Oranges. 
 Oysters. 
 Pickles. 
 Potatoes. 
 Parsley. 
 Peas. 
 
 Powdered sugar 
 Pepper. 
 
 School Kitchens. 
 
 Celery. 
 
 Cocoa. 
 
 Cream. 
 
 Cherries. 
 
 Capers. 
 
 Cornmeal. 
 
 Pettijohn's. 
 
 Prunes. 
 
 Pineapple. 
 
 Quaker oats. 
 
 Rice. 
 
 Rhubarb. 
 
 Sugar. 
 
 Salad. 
 
 Smoked beef. 
 
 Spaghetti. 
 
 Salmon. 
 
 Strawberries. 
 
 Steak. 
 
 Sardines. 
 
 Tea. 
 
 Tomatoes. 
 
 Vinegar. 
 
 Vanilla. 
 
 Vermicelli. 
 
 Yeast. 
 
 Expenditures for Food Supplies. 
 
 During the first ten months of 1903 bill? for kitchen food supplies aggregating 
 ?3).397-8o were rendered by cooking teachers in Manhattan and paid out of the Spe- 
 cial School Fund. The amounts expended by cooking teachers during that period 
 
76 
 
 varied from $8.25 up to $142.88, according to the number of lessons given,, and probably 
 according to the ability of the teacher to "shop" economically at the corner grocery. 
 The amount expended monthly ranged from $30.74 down to $0.95. The amount now 
 being expended annually for food supplies for use in all the City schools is approx- 
 imately $5,000. 
 
 Tolal Cost of Cooking in 1903. 
 
 Amount paid to teachers $38,200 00 
 
 Amount paid for kitchen furnishings 4,416 86 
 
 Amount paid for food supplies (approximately) 5,000 00 
 
 Total $47,616 86 
 
 Superficial and Impractical. 
 
 Radically new departures in education must necessarily mature slowly. When a 
 new subject is introduced into the curriculum of the schools, effective methods of 
 teaching it can only be developed through a long and tedious process of experiment. 
 The supply of teachers who are skilled in the new line is always limited and it is 
 therefiire difticult to provide the schools with competent teachers of the new subject. 
 For this reason the quality of the instruction as a whole in the so-called special studies 
 which are the lines of work more recently introduced into the schools falls below the 
 standard usually maintained in (he regular branches of instruction. This seems to be 
 especially true of the cooking lessons, as the opinion prevails among principals and 
 teachers that the instruction in this subject is superficial and does not call for sufficient 
 mental eifort on the part of the pupil. My own observation in the schools goes to con- 
 firm this opinion. 
 
 The methods of instruction in cooking are very crude. The theory is that every 
 branch in the curriculum should be utilized in the cooking lesson, but in practice this 
 is rarely done. The Director of Cooking says : "Domestic science is vitally related to 
 physics, chemistry, biolog}% physiology and hygiene." This is undoubtedly true, but 
 the average teacher has not the power to develop these relations in her teaching. Even 
 such simple facts in geography as one would naturally expect to see brought out in- 
 cidentally in connection wilh the various food products used in the cooking lessons 
 are usually ignored, not to speak of the lost opportunities for number and language 
 training. 
 
 Principals of ^chooIs in the more populous parts of the City, where pupils come 
 from poorer homes, complain that the instruction in cooking is not practical. They say 
 the food prepared is not such as these children use in their homes and that the lessons 
 given do not teacli that rigid economy which such children need to learn. Instead 
 of teaching a girl how to make an inferior piece of meat palatable, she is told that 
 only "such and such fine cuts are fit to buv." In one class where the girls had been 
 
n 
 
 tauglit "always to cook with gas as it was cleaner and not so much work," inquiry 
 revealed that only two girls in the entire class came from homes provided with gas 
 ranges. 
 
 There is too much fancy cooking in both day schools and evening schools. Salads, 
 desserts and even confectionery receive a large share of attention. The fact that girls 
 spend school time in making fudge and molasses candy has been especially con- 
 demned. All this has brought suspicion on the cooking lesson and raised a doubt 
 as to the practical value of the instruction. 
 
 Only a Dummy Kitchkn. 
 
 The weakc't point in the teaching of cooking in the schools is the fact that the 
 work is not done under the natural stinuilus of a direct demand for food. In the real 
 household a meal is prepared to be eaten, but in the school food is often cooked only 
 to be thrown away. Naturally, the work falls short of the highest results because its 
 strongest incentive is lacking. I'he school kitcheh, at best, is only a dummy kitchen 
 after all. It carries within itself the drawback of unreality. 
 
 Another striking defect in the attempt to teach cookery is the fact that a girl 
 gets very little actual experience in the art of cooking. As there is only one range 
 in a school kitchen a girl does not have an opportunity to do actual work in cooking 
 more than three or four times during the year, most of her time being spent in mere 
 looking on. As a prominent principal said : " The instruction in cooking is very 
 meagre. We make a pretense at teaching cooking, but do not carry it out practically. 
 Most of the girls merely look on while someone else does the work. Only four girls 
 are occupied in cooking during a lesson, the others being only spectators." 
 
 CONCLUSION.S. 
 
 It would appear that the experiment of teaching cooking in the elementary 
 schools of the City has not yet produced results which are in any sense adequate and 
 satisfactory. The instruction in this branch has not been adapted to the needs of 
 the common people, whose children make up the great majority in these schools. The 
 Department of Education is spending annually about $50,000 on cooking teachers and 
 cooking supplies, and it would seem reasonable that this amount should not be increased 
 until the work can be put upon a practical basis. In fact, $50,000 a year is too much 
 to spend on such instruction before it passes the experimental stage. 
 
 As a feature of popular education the place of instruction in cooking is still 
 problematical. Whether such instruction belongs in the elementary day schools, the 
 elementary evening schools, the regular high schools, or in special high schools like 
 the Brooklyn Manual Training School has not yet been decided by the educational 
 authorities. In London, where instruction in cooking was fu'st introduced into ele- 
 
.78 
 
 mentary day schools, the opinion is gaining ground tliat the experiment has not pro- 
 duced results which justify its being continued, and there is talk of confining such 
 
 instruction to the evening schools. 
 
 Respectfully, 
 
 (Signed) (Mrs.) MATHILDE COFFIN FORD. 
 
 EXHIBIT "A." 
 
 Public Schools Having Kitchens. 
 
 manhattan borough. 
 
 Training School. 
 
 IModel School, No. 241 East Hundred and Nineteenth street. 
 
 Higli Schools. 
 Girls" Technical, No. 34^ East Twelfth street. 
 Annex. No. 146 Grand street. 
 
 Annex. Eighty-second street and West End avenue (Public School 9). 
 Annex. No. 244 East Fifty-second street. 
 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Pulil 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 Publ 
 
 Elementary .Schools. 
 c School No. I, Henry, Catharine and Oliver streets, 
 c School No. 6, Madison avenue and Eighty-fifth street, 
 c School No. 9, Eighty-second street and West End avenue, 
 
 c School No. 13, East Houston and Essex streets, 
 
 c School No. 14, No. 225! East Twenty-seventh street, 
 
 c School No. 17, No. 335 West Forty-seventh street, 
 
 c School No. 18. No. 121 East Fifty-first street, 
 
 c School No. 19, No. 344 East Fourteenth street, 
 
 c School No. 23. Mulberry and Bayard streets, 
 
 c School No. 25. No. 326 Fifth street, 
 
 c School No. 28. No. 257 West Fortieth street, 
 
 c School No. S7, No. 113 East Eighty-seventh street, 
 
 c School No. 41, No. 36 Greenwich avenue, 
 
 c School No. 42, Hester, Orchard and Ludlow streets. 
 
 c School No. 43, One Hundred and Twenty-ninth street and Amsterdam avenue, 
 
 c School No. 44. Hubert and Collister streets. 
 
 c School No. 46. St. Nicholas avenue and One Hundred and Fifty-sixth street, 
 
 c School No. 49, No. 237 East Thirty-seventh street, 
 
 c School No. so. No. 211 East Twentieth street. 
 
 c School No. 54, One Hundred and Fourth street and Amsterdam avenue, 
 
 c School No. 59, No. 228 East Fifty-seventh street, 
 
 c School No. 71, No. 188 Seventh street. 
 
79 
 
 Public Scliool No. ^2, Lexington avenue, One Hundred and Fifth and One Hundred 
 and Sixth streets. 
 
 PubHc School No. "jt,. No. 209 East Forty-sixth street. 
 
 Public School No. 76, Lexington avenue and Sixty-eighth street. 
 
 Public School No. T], First avenue. Eighty-fifth and Eighty-sixth streets. 
 
 Public School No. 78, Pleasant avenue and One Hundred and Nineteenth street. 
 
 Public School No. 80, No. 225 West Forty-first street. 
 
 Public School No. 84, No. 430 West Fiftieth street. 
 
 Public School No. 87, Seventy-seventh street and Amsterdam avenue. 
 
 Public School No. 93, Amsterdam avenue and Ninety-third street. 
 
 Public School No. 96, Avenue A, Eighty-first and Eighty-second streets. 
 
 Public School No. 103, One Hundred and Nineteenth street and Madison avenue. 
 
 Public School No. 106, No. 222 Mott street. 
 
 Public School No. 119, One Hundred and Thirty-third and One Hundred and Thirty- 
 fourth streets, near Eighth avenue. 
 
 Public School No. 147, Henry and Gouverneur streets. 
 
 Public School No. 157, St. Nicholas avenue, One Hundred and Twenty-seventh and 
 One Hundred and Twenty-eighth streets. 
 
 Public School No. 159, No. 241 East One Hundred and Nineteenth street. 
 
 Public School No. 168, One Hundred and Fourth and One Hundred and Fifth streets, 
 between First and Second avenues. 
 
 Public School No. 170, One Hundred and Eleventh street, east of Lenox avenue. 
 
 Public School No. 177, Market and Monroe streets. 
 
 Public School No. 186, One Hundred and Forty-fifth and One Hundred and P^orty- 
 sixth streets, near Amsterdam avenue. 
 
 Public School No. 188, Manhattan, East Houston, Lewis and East Third streets. 
 
 BOROUGH OF THE BRONX. 
 
 Elementary Schools. 
 
 Public School No. 4, Fulton avenue and One Hundred and Seventy-third street. 
 
 Public School No. 9, No. 735 East One Hundred and Thirty-eighth street. 
 
 Public School No. 20, Fox. Simpson and One Hundred and Si.xty-seventh streets. 
 
 Public School No. 27, St. Ann's avenue. One Hundred and Forty-seventh and One 
 Hundred and Forty-eighth streets. 
 
 Public School No. 28, Tremont and .'\nthony avenues. 
 
 Public School No. 32, One Hundred and Eighty-third street, Beaumont and Cam- 
 breling avenues. 
 
 Public School No. 3. Jerome and Walton avenues, north of One Hundred and Eighty- 
 fourth street. 
 
 Public School No. 35, One Hundred and Sixty-third street, between Grant and 
 Morris avenues. 
 
 Public School No. }>(), Avenue C, between Eighth and Ninth streets, Unionport. 
 
So 
 
 BOROUGH OF BROOKLYN. 
 
 High School. 
 Manual Training, Court and Livingston streets. 
 
 Elementary Schools. 
 
 Public School No. 2, Forty-seventh street, near Third avenue. 
 
 Public School No. 15, Third avenue. State and Schermerhorn streets. 
 
 Public School No. 18, Maujer street, near Leonard street. 
 
 Public School No. 26, Gates avenue, near Ralph avenue. 
 
 Public School No. 82, Fourth avenue and Thirtv-sixth street. 
 
 Public School No. 84, Glenmore and Stone avenues and Watkins street. 
 
 Public School No. 141, Leonard, McKibbin and Boerum streets. 
 
 BOROUGH OF QUEENS. 
 
 Elementary Schools. 
 Public School No. 4, Prospect street, near Beebe avenue. Long Island City. 
 Public School No. 59, University place, Woodhaven. 
 
 The. Board of Education has authorized the establishment of kitchens in the 
 following schools, and the plants will be installed as soon as money is available for 
 the purpose : 
 Manhattan — 
 
 Public School No. 40, No. 320 East Twentieth street. 
 
 Public School No. 169, Audubon avenue and One Hundred and Sixty-eighth street 
 
 The Bronx — 
 
 Public School No. 11, Ogden avenue. High Bridge. 
 Public School No. 16, Matilda street, Wakefield. 
 
 Brooklyn — 
 
 Public School No. 95, Van Sicklen street, near Neck road. 
 Public School No. 119, Flatbush avenue and Alton street. 
 
 Richmond — 
 
 Public School No. 17, Prospect avenue, New Brighton. 
 
 Public School No. 18, Broadway, West New Brighton. 
 
 Public School No. 20, Heberton avenue. Port Richmond. 
 
REPORT No. 6. 
 
 Manual Training in the Elementary Schools — Time and Money Wasted on 
 Constructive Work — Technical Training Should be Eliminated — Unneces= 
 sary Supervision. 
 
 Hon. Edward M. Grout, Comptroller: 
 
 Sir — In compliance with your instructions to investigate the teaching of manual 
 training in the elementary schools of the City, from the viewpoint of possible economies, 
 I beg to submit the following report : 
 
 The term manual training, in its broad or generic sense, includes all school occupa- 
 tions, save writing, in which the hand employs tools as an educative agency. It em- 
 braces drawing, both freehand and mechanical ; painting ; all kinds of construction, or 
 making, in paper, pasteboard, wood and other materials ; needle work, and cooking. 
 This is the import of the term manual training as originally used by the Board of 
 Education, and it seems best to hold to this broad meaning in these reports, although 
 the term has since come to be more closely identified with shop work alone. As sew- 
 ing and cooking have already been handled in detail in previous reports, this report 
 will be devoted mainly to drawing and constructive work, although it concludes with 
 a resume of the whole subject of manual training in the elementary schools. 
 
 History of the Work. 
 
 Of the several branches of manual training, drawing was first introduced into the 
 public schools. This subject has been taught in the schools of the City for more than 
 forty years; the Civil List of 1864 contains the names of drawing teachers, it being 
 customary at that time to have one special teacher for each ward. The course of 
 study published in 1867 included drawing for certain classes in both primary and gram- 
 mar grades. In 1884 drawing was made a part of the regular work in all classes in the 
 elementary schools- 
 Other lines of manual training followed close upon drawing. Shop work, or 
 simple carpenter work, and other forms of constructive work were introduced in 1888. 
 The shop as an educative agency originated in Russia, and was first introduced into 
 America by Dr. John D. Runkle, as a direct outcome of a school exhibit made by the 
 6 
 
Imperial Technical School of Moscow, at the Centennial Exposition at Philadelphia in 
 1876. Dr. Runkle, who was then President of the Alassachusetts Institute of Tech- 
 nology in Boston, was so impressed with the educational possibilities of the shop as a 
 laboratory for teaching the mechanical arts that he set up a shop in his school during 
 the following year. The Manual Training School in St. Louis, the Chicago Manual 
 Training School and the Philadelphia Manual Training High School were established 
 during the next eight years. 
 
 By 1886 manual training had become the foremost topic of discussion in educa- 
 tional conventions and shop work was already being introduced into high schools and 
 the two upper grades of elementary schools in some of the leading cities. The Swedish 
 system of sloyd, or simple work in wood, was combined with the Russian idea of a shop 
 and adapted to American schools. Since that time the kindergarten occupations have in- 
 vaded the lower grades and now educators are seeking to develop a scheme of manual 
 work for all the grades in the elementary schools. 
 
 New York City Adopts the Ide,\. 
 
 In 1887 the .New York City Board of -Education appointed a committee to consider 
 the introduction of manual training into the schools. After several months spent in an 
 investigation, which included the gathering of data concerning the status of such work 
 in Russia, Germany, France and other European countries, together with a personal 
 inspection of what was being done in Boston, Philadelphia, Baltimore, St. Louis, 
 Chicago, Cleveland and other American cities which had introduced manual training, 
 a lengthy report was submitted to the Board of Education and adopted. The report 
 contained the follow'ing conclusions : 
 
 " Resolved, That the kind of instruction known as manual training should be intro- 
 duced into the primary and grammar schools. 
 
 " Resolved, Th"t for the primary school the instruction in manual training to bo 
 added should consist in' the construction by use of splints, wire, thread, paper, paste- 
 board and clay, of the forms now prescribed in the course for drawing. 
 
 " Resok'ed, That in the grammar schools the drawing should be modified so as to 
 include drawing to a sc"Je and corresponding constructive work should be added. 
 
 " Resolved, That in girls' grammar schools sewing should be taught from the eighth 
 to the fourth grades, inclusive. 
 
 " Resolved, That in girls' grammar schools cooking should be taught in the third 
 and second grades. 
 
 " Resolved, That in boys' grammar schools work-shop instruction should be given 
 from the fifth to the first grade, inclusive ; that, while wood turning and some metal 
 work are essential to complete work-shop instruction, the principal benefits of such in- 
 struction may be obtained through carpenter work and joinery alone, which, on account 
 of the room required, are all that should be undertaken at present." 
 
83 
 
 It will be noted that the term manual training is here used in its broad sense to 
 include cooking and sewing, as well as drawing, shop work and other forms of con- 
 structive work. 
 
 Courses of study were outlined in the new subjects, such special teachers as were 
 needed to start the work were appointed, kitchens and work-shops were fitted up, and. 
 the instruction of pupils began in 1888. 
 
 Drawing and Constructive Work. 
 
 The course of study in manual training for the elementary schools adopted by the 
 Board of Education May 27, 1903, includes an eight years' course in drawing and con- 
 structive work, besides the courses in sewing and cooking. Drawing and constructive 
 work embraces all the manual training work, except sewing and cooking, the term? 
 drawing being used to cover all fields of representation and design, and the term con- 
 structive work to embrace all forms of making. The several lines of manual training are 
 shown in relation in the following classification: 
 
 Manual Training: 
 
 1. Sewing. 
 
 2. Cooking. 
 
 3. Drawing. 
 
 (a) Freehand. 
 
 (b) Mechanical. 
 
 (c) Design. 
 
 4. Construction or making. 
 
 (a) In class room. 
 
 (b) In shop. 
 
 As shown in the syllabus which accompanies the course of study, 
 " The general purpose of the instruction in the manual branches is the development 
 of the power to observe accurately and to express freely ; the development of muscular 
 co-ordination, or manual dexterity ; the development of individuality and originalitjr 
 in planning and execution ; the fostering of a love of order, neatness and system ire 
 work, of a love of beauty and an appreciation of what contributes to that desirable 
 attribute — taste. Further, the manual arts are taught to the child in order that, through 
 the expression of his deep-lying instincts to tell, to construct and to decorate, he may 
 become conscious of his own powers and of their value, of his relation to his fellows^, 
 and to the world in which he lives. 
 
 " The course in the arts is thus presented as a co-ordinate whole rather than as se. 
 series of unrelated subjects. The different branches — drawing, construction and desigre 
 — are closely related to one another, in order that the exercises may rise as far as possi-- 
 ble in the child's interest in his immediate surroundings." 
 
84 
 
 Free Hand Drawing. 
 
 Instruction in the free-hand representation of objects is given during the entire 
 eight years. During the first four years the work consists in the drawing of leaves, 
 flowers, fruits and other natural objects, together with balls, boxes and other common 
 things whose forms are based upon the sphere, the cylinder and the prism. Attention is 
 directed to mass, proportion and direction of line, the aim being to secure drawings 
 which are large and free. 
 
 In the fifth year the drawing of groups of objects is introduced, and the principles 
 of pictorial composition are taken up and applied. In the sixth year special attention 
 is given to the principles of perspective. In the seventh and eighth years the same 
 work is continued, an additional variety of forms being introduced and special attention 
 being given to the drawings of cylindrical and conical objects, the drawing of plant 
 forms, and forms distinguished by fine line, color and proportion. 
 
 The materials used in this free-hand drawing are crayon, charcoal, chalk, pencil 
 or brush. During the first four years special attention is given to illustrative drawing, 
 the child making simple drawings in crayon, charcoal, pencil or water color to illustrate 
 incidents in his own experience, stories which he has been told, and pictorial ideas 
 developed in the nature study and other branches. 
 
 Free-hand drawing is one of the best means of training a child to see and to ex- 
 press what he sees. It is an essential part of education and should have a large place 
 in the elementary schools. The instruction in this branch is the njost practical part of 
 the whole course in manual training and the one in which the best results are now 
 obtained. The main defect in the work lies in its failure to connect with the instruction 
 given in the other branches. Drawing is a universal tool to be used in studying all 
 objects and it might be made a powerful means of strengthening the work of the school 
 as a whole if it could be correlated with, the nature study, the history, geography and 
 other thought subjects, but this can never be accomplished so long as it continues to 
 be a special subject tacked on to the regular course and managed by special teachers. 
 Drawing can only become an integral part of the work as a whole when special teachers 
 are finally dispensed with and regular teachers are held entirely responsible for the 
 instruction in this branch. Drawing is not a new subject in the City schools. It has 
 "been taught for nearly half a century. Teachers have had ample time to prepare them- 
 selves to handle the subject and they should now be required to do so without extra 
 assistance. A large proportion of the regular class teachers are already able to assume 
 this responsibility and they should be required to do so. It is imperative that this be 
 done at once, not only for the purpose of economizing money, but primarily as a means 
 ■of improving the teaching of drawing in the schools. A special teacher may help a weak 
 teacher, but she only hinders a competent one. Teachers of ability should be freed from 
 the incubus of special supervision. 
 
B5 
 
 Constructive Work and Design. 
 
 In addition to free-iiand drawing, there is a line of constructive work extending 
 through the full eight years which consists in planning, making and decorating simple 
 articles which are made out of paper, cartridge paper, cardboard, straw board and 
 other materials too numerous to mention. The syllabus prescribes that the articles made 
 should be suggested by the pupil's needs in school and at home, and that they should 
 be decorated with original designs adapted to the material used and consisting of 
 original modifications of geometrical units or units derived from natural forms. It is 
 required that pupils be brought to understand the reasons for each step taken, and 
 simplicity of form and design be emphasized. The aim is to familiarize the child with 
 simple tools and materials and with the use of simple decorative elements. 
 
 In the sixth year pupils begin to give special attention to the principles of working 
 drawings. An attempt is made to have them see the necessity for making a plan before 
 constructing an article and they are required to devise original modifications. 
 
 During the seventh and eighth years, in schools having work-shops, boys go to the 
 shop and make simple articles in wood. These are decorated with designs which are 
 supposed to-be original. In schools not provided with shops, during these years both 
 the boys and girls make patterns, working drawings and designs for articles which they 
 construct in cardboard and other materials that can be manipulated in an ordinary 
 class-room. Instruction in color parallels the work in construction and design, color 
 harmony in nature and industrial art being studied in its application to decorative 
 design. 
 
 A great variety of promiscuous activities have been put into the schools under 
 the name of constructive work. In all grades children spend much time in planning, 
 making and decorating paper books, paper calendars, pasteboard boxes, pasteboard 
 picture frames, match strikes, pasteboard bill books, wooden boxes, wooden biackets 
 and innumerable other articles which the course of study says they need either in. 
 school or at home. This constructive work is supposed to call for origination or- 
 invention on the part of the child, but in practice most of it is the merest imitatiom 
 or copying. 
 
 In all work of this kind each child requires a large amount of individual atten- 
 tion, and such instruction is therefore not adapted to the City schools under their 
 present organization, because one teacher cannot look after fifty children in this sort 
 of work with any fair degree of success. In her struggle to accomplish what is required 
 by the course of study she prolongs the lesson far beyond the time allowed and 
 neglects more important things. Besides, there are no adequate facilities in the 
 ordinary school-room for constructive work, which requires numerous tools and 
 materials, all of which must be distributed and collected during every lesson. This, 
 too, eats up time. 
 
86 
 
 Most of this constructive work in the schools has no connection with anything 
 •else. It is simply an aimless making of articles which have no possible use. In its 
 -present stage of development the greater part of such work in the regular class-rooms 
 is so unreal and makes so little demand for thought on the part of the children that 
 its educative value does not entitle it to a place in the schools. It is a waste of time 
 and material. This does not apply to the part of the work which is carried <in in 
 *he shops, where conditions are more favorable and results more satisfactory. 
 
 The Waste Should Not Continue. 
 
 This attempt to introduce the manual arts into the clcuientary schools is a crude 
 application of an undeveloped theory in education. It is an experiment, and experi- 
 ments are a necessary part of educational progress, but they should be confmed to 
 model schools and other pedagogical laboratories until the work can be made prac- 
 tical. To carry on such an experiment with half a million children is a criminal waste 
 of time. All students of education have come to see that the manual arts nnist 
 eventually have a large place in education because construction or making is the 
 primitive and fundamental mode of mental growth, but the attempt to realize this 
 theory in practice under present conditions is beset with difficulties that arc fairly 
 insurmountable. h''or one thing, it is not easy to supply an adequate motive for 
 constructive work in the school-room. In everyday life men are led to make things 
 because they need them, but, so far. the attempt to supply this motive in the school- 
 room has been a deplorable failure. Even the children are not deceived. They know 
 ■only too well that the articles which they make have no practical use, and that their 
 *vork is so far not real. 
 
 This unreality can never be overcome so long as the school continues to be 
 merely a place apart from life. Some day, when conditions arc ripe for the advance 
 and people generally come to a realization of the fact that education is doinc and 
 that children must make things in order to develop, the school will have a direct 
 connection with the actual work of the outside world and a plan will be wrought 
 out whereby the older children, at least, can be employed in real manual tasks for 
 an hour or two each day. The attempt to import manual work into the school-room 
 is the crude beginning of this new development in education. Mock dressmaking, 
 dummy kitchens and make-believe carpenter shops in the school-house foreshadow a 
 coming reality. Science is now organizing industry and it must eventually overtake 
 the poor, isolated school and throw it into a practical working relation with the 
 industrial life of the nation. Constructive work, as education, will then become a 
 reality. Meanwhile the Board of Education ought to recognize the sharp limitations 
 •which should be put upon all constructive work in the ordinary class-room and not 
 permit pupils and teachers to continue wasting time in this direction. 
 
87 
 
 Supervision of Drawing and Constructive Work. 
 
 The teaching of drawing and constructive work in the schools is under the general 
 supervision of three directors, who are appointed by the Board of Education for a 
 term of six years, and are suliject to the supervision and direction of the City Super- 
 intendent. 
 
 Under the provisions of the Charter (section 1079) no person is eligible for 
 election as a director of a special branch who is not a graduate of a college or 
 university recognized by the State of New York, a graduate from a course of pro- 
 fessional trainiiig of at least two years in the special branch that he is to supervise 
 or teach, and a teacher of that special branch with at least three years' successful 
 experience. 
 
 The director for Manhattan and The Bronx supervises the instructions in the 
 workshops in these two boroughs, as well as the teaching of drawing and constructive 
 work, his special title being " Director of Manual Training." - 
 
 The directors are assisted by fifty-four special teachers of drawing who visit 
 the .schools to which they are assigned, inspect the work of the various classes, give 
 model lessons and instruct the regular teachers. The following table shows the cost 
 of supervising the instruction in drawing in the five boroughs : 
 
 Cost of Supervision. 
 
 Name. 
 
 Position. 
 
 Appointed. 
 
 Salary. 
 
 Ma)iliaitan and The Bronx. 
 
 James P. Ilaney Director 
 
 Frances Alexander Special 
 
 .Sarah A. Coman Special 
 
 Julia C. Cremins Special 
 
 Helen ,\. Daley Special 
 
 Helen ^1. De\'eaii Special 
 
 Isabelle Imrie Special 
 
 Jessie J. Kellogg Special 
 
 Beccie Lewenthal Special 
 
 Louisa Pierce Special 
 
 Anna G. Price Special 
 
 .\bby P. Reed Special 
 
 Estelle Spencer Special 
 
 Ida Teed Special 
 
 Grace E. Townley Special 
 
 Adelaide V. Watkins Special 
 
 Sept. 14, 
 
 Teacher June i. 
 
 Teacher Nov. 
 
 Teacher Sept. 13, 
 
 Teacher Sept. i, 
 
 Teacher June i, 
 
 Teacher Oct. 20, 
 
 Teacher Oct. 20, 
 
 Teacher Feb. i, 
 
 Teacher Sept. 13, 
 
 Teacher. .1 Sept. g, 
 
 Teacher Sept. 13, 
 
 Teacher Sept. 9, 
 
 Teacher Oct. 20, 
 
 Teacher June i, 
 
 Teacher Sept. 9, 
 
 1896 
 
 $4,QOO 00 
 
 1898 
 
 1,100 00 
 
 1874 
 
 1,400 00 
 
 1897 
 
 1,400 00 
 
 1899 
 
 1,400 00 
 
 1880 
 
 1,200 00 
 
 1897 
 
 1,400 00 
 
 1897 
 
 1,400 00 
 
 1897 
 
 1,400 00 
 
 1897 
 
 1,400 00 
 
 1901 
 
 1,200 00 
 
 1897 
 
 1,400 00 
 
 I90I 
 
 1,200 00 
 
 1897 
 
 1,400 00 
 
 1897 
 
 1,400 00 
 
 1901 
 
 1,200 00 
 
88 
 
 N;imc. Position. Appointcil. Salary. 
 
 F.niily .A. Weaver Special Teaclier Sept. 9, igoi #1,100 00 
 
 EvaiiKelitie Williams Special Tenehcr Sept. 13, 1807 1,400 00 
 
 Adeline Mills Special Teaclier Dec. i, 1902 1.300 00 
 
 Helen IT. Shreve Special Teacher )~)ec. 1, 1902 1,300 00 
 
 Kunice F. Faulkner Special Teacher Dec. 1 , 1902 1,200 00 
 
 Ida A. Stone S]>eci;il Teacher .■\pr. i, 1003 1,100 00 
 
 Margaret B. Parker Special Teacher .\pr. 13, 1Q03 1,200 00 
 
 Grace E. Osborn Special Teacher .\pr. 1 , 1 903 1 . 1 00 00 
 
 Mildred B. Ruser Special Teacher Apr. 1, 1903 1,000 00 
 
 Maria E. Gurnec Special Teacher .\pr. 1, 1903 1,000 00 
 
 Jessie H. BinRliam Special Teacher May 1 , 1 003 i ,200 00 
 
 Jessie I-. CIourIi Special Teacher May 4, 1903 1,200 00 
 
 Elizabeth E. Morse Special Teacher Sept. 14, 1903 1,200 00 
 
 Total $39,200 00 
 
 Brooklyn. 
 
 Walter S. Goodnoush Director Jan. 12, 1896 $4,000 00 
 
 Susan M. Orr Special Teacher Nov, 15, 1878 1.400 00 
 
 Fannie J. Cooke Special Teacher Oct. s, 1892 1,400 00 
 
 Carrie W Coiiklin Sjiecial Teacher Sept. 1, 1894 1,400 00 
 
 Edna C. Fay Special Teacher Dec. 1, 1896 1,400 00 
 
 Lilia A. IlRcnfritz Special Teacher Sept. 1, 1898 1,400 00 
 
 Esther .X. Smith Special Teacher Feb. 6, 1899 
 
 Harriet S. Peck Special Teacher Feb. 6, 1899 
 
 Elvie DeGrasse Coster Special Te.nehcr Oct. 1, 1899 
 
 IJlian lUirdon Special Teacher Jan. 1, 1898 
 
 Eva D. Walker Special Teacher Nov. 1 , 1 899 
 
 Mary Spencer Special Te.achcr Feb. i, 1900 1,300 00 
 
 Lillian ]\T. Macclinchey Special Teacher Apr. i, 1901 1,40000 
 
 Sylvia C. Warren Special Teacher May 20, 1901 1,200 00 
 
 Kate C. Simmons Special Teacher Sept. 9, 1901 1,20000 
 
 Grace 1.. Wright Special Te.icher Sept. 9, 1901 1,400 00 
 
 Edna 1ST. Nicholl Sjiecial Teacher June 16, 1903 1,000 00 
 
 1,400 00 
 1,400 00 
 1,300 00 
 1,400 00 
 1,300 00 
 
 T'^'-'*' $25,300 00 
 
 Queens. 
 
 Frank TT. Collins Director $3,900 00 
 
 AuRusta Williams Special Teacher Dec. 30, 1898 1,400 00 
 
 Margaretta Taylor Special Teacher Jan. 2,1901 1,20000 
 
89 
 
 Name. Position. 
 
 Antoinette L. Brown Special Teacher . 
 
 Maud Calkins Special Teacher . 
 
 Mary J. Swick Special Teacher . 
 
 Mary J. Ouinn Special Teacher . 
 
 Marion Hurlburt Special Teacher . 
 
 Josephine M. Littig Special Teacher. 
 
 Appointed. 
 
 .-^.iiar\- 
 
 Sept. 10, 
 
 1901 
 
 <);i,ioo 00 
 
 Sept. 10, 
 
 1901 
 
 1,200 00 
 
 Sept. 10, 
 
 1901 
 
 T,200 o> 
 
 Sept. 10, 
 
 1 90 1 
 
 1,100 00 
 
 Sept. 8, 
 
 1902 
 
 1,000 00 
 
 Oct. I, 
 
 1903 
 
 1.000 00 
 
 Total $13,100 00 
 
 Richmond. 
 
 Alexander J. Driscoll Special Teacher May i, 1902 $j,i6o 00 
 
 Mary E. Pinkham Special Teacher Sept. 9, 1901 1,000 00 
 
 Total $3,160 00 
 
 Total in all boroughs $8o,;6o 00 
 
 Possible Reductions in This Force. 
 As already stated, a large number of the regular teachers in the schools have now 
 become so proficient in drawing that they are abundantly able to give the instruction 
 in this branch without the help of a special teacher. If all such teachers were excused 
 from special supervision it would be possible to make large reductions in the present 
 corps of special teachers. The elimination of that part of the constructive work which 
 has no intrinsic value would also reduce the need for special teachers. 
 
 In addition to this, the introduction of the departmental system of teaching into 
 the higher grades of a large number of the grammar schools makes it practicable to do 
 away with the services of special teachers of drawing in departments in which this sys- 
 tem is in operation. The instriKtion in drawing and constructive work in such schools 
 is now in the hands of teachers who have special aptitude for the work and who 
 naturally develop skill in this direction. The feasibility of dispensing with the special 
 teachers of drawing in the grammar schools is fully recognized by Dr. James P. Haney, 
 Director of Manual Training, Manhattan and The Bronx, who is already preparing to 
 adopt this policy in his field of work. In a report to Superintendent William H. Max- 
 well, printed in the last annual report, Dr. Haney says : 
 
 "The large increase in the number of grammar schools having departmental work 
 in the last two school years has also served to advance the interests of the arts. During 
 the past year over seventy grade teachers have been assigned to departmental work 
 in drawing in the Borough of Manhattan alone. For the most part these teachers have 
 been chosen because of their liking and aptitude for the work, and for the most part 
 they have labored diligently to improve their knowledge and their skill. The re- 
 .sponsibility for the drawing and construction in these schools has thus been largely 
 
90 
 
 placed in the hands of those who could devote their entire time to its study and teaching. 
 Higlier standards and more thorough instruction have, in a majority of cases, re- 
 sulted, while the future points to still greater development of the work and to the 
 better technical training of these teachers." 
 
 My understanding is that Dr. Haney is now giving a special course of instruction 
 to teachers of drawing in the grammar schools with a view to having them take entire 
 charge of the work during the coming term, which opens in September. 
 
 Cost of Supplies. 
 
 1 he mstruction in drawing and constructive work requires a great variety of 
 costly materials. The list of supplies furnished in 1903 includes 36 different kinds of 
 paper, besides a great variety of brushes, colors, models, drawing instruments, and 
 such materials as are used in the constructive work previously described. The following 
 is a detailed list of the drawing and constructive supplies used in the schools during 
 the calendar year 1903, together with their quantity and cost, the aggregate cost of 
 such materials being $71,788.72: 
 
 Approximate Quantity and Cost of Materials Used in Connection with the Course of 
 Instruction in Drawing and Constructive Work in the Day and Evening Elementary 
 Schools during the Calendar Year 1903. 
 
 Unit Total 
 
 Description of Goods. Quantity. Unit. Price. Cost. 
 
 Boards, modeling, 7 x pj^ inches 1,075 100 $3.23 $34 72 
 
 Book linen, assorted, 14 X 18 inches 656 100 2.71 1.777 76 
 
 Boxes, _\vood, for drawing instruments, 8^4 x 2j^ x 
 
 1 inch 7,020 1,000 22.00 154 44 
 
 Boxes, wood, for drawing instruments 848 i,ooq 20.00 16 96 
 
 Brushes, extra, for color box 979/4 Doz. .I4J4 142 03 
 
 Brushes, camel hair. No. 2 261 Doz. .22 86 13 
 
 Brushes, camel hair, No. 4 770 Doz. .48 369 60 
 
 Brushes, camel hiir, No. 7 6,662 1-6 Doz. .25 1,665 54 
 
 Brushes, camel hair, imported, No. 5 790^4 Doz. .20 158 10 
 
 Brushes, camel hair, imported. No. 6 947 1-6 Doz. .22 208 38 
 
 Brushes, sable, imported. No. 7 741 Doz. .50 370 50 
 
 Cardboard, gray, 22x28 inches 30,383 Sheet .021-5 668 43 
 
 Chalk, 6 colors (}4 gross in box) 2,167 Box .70 1,516 90 
 
 Charcoal, Bcrville's (Grammar), box of 50 2,461 Bo.x .24 590 64 
 
 Charcoal, ordinary (Primary) 3,009 Box .06 
 
 Charcoal, fine 3 Box . 06 18 
 
 Clay, in bags 25,967 Pound .oif^ 357 05 
 
 Color box 11,130 Each .10 1,113 00 
 
 1,075 
 
 100 
 
 656 
 
 100 
 
 7,020 
 
 1,000 
 
 848 
 
 1,000 
 
 979^ 
 
 Doz. 
 
 261 
 
 Doz. 
 
 770 
 
 Doz. 
 
 6,662 1-6 
 
 Doz. 
 
 790;^ 
 
 Doz. 
 
 947 1-6 
 
 Doz. 
 
 741 
 
 Doz. 
 
 30,383 
 
 Sheet 
 
 2,167 
 
 Box 
 
 2,461 
 
 Box 
 
 3.009 
 
 Box 
 
 3 
 
 Box 
 
 23.967 
 
 Pound 
 
 11,130 
 
 Each 
 
 180 54 
 
91 
 
 Description of Goods. 
 
 Quantity. 
 
 Unit. 
 
 Unit 
 Price. 
 
 i'ofal 
 Cost. 
 
 j|l .00 
 
 $4,882 16 
 
 •45 
 
 135 II 
 
 •75 
 
 328 19 
 
 1-35 
 
 80 54 
 
 1.61Y2 
 
 17 17 
 
 2.87K2 
 
 II 02 
 
 .01 
 
 680 36 
 
 I^25 
 
 528 12 
 
 • oiH 
 
 7 43 
 
 .82 
 
 615 82 
 
 ■59 
 
 59 89 
 
 1.44 
 
 1,152 00 
 
 .84 
 
 8 47 
 
 .06 
 
 108 78 
 
 •03 
 
 8 04 
 
 1-15 
 
 2,906 05 
 
 1.50 
 
 1,891 12 
 
 • 04.M 
 
 798 43 
 
 
 55 00 
 
 1-75 
 
 873 18 
 
 •14 2-3 
 
 1,998 19 
 
 1.50 
 
 63 00 
 
 .58 
 
 31 03 
 
 1.32 
 
 3>ii3 88 
 
 1.40 
 
 295 40 
 
 •70 
 
 134 29 
 
 .20 
 
 432 60 
 
 •37^ 
 
 708 00 
 
 .60 
 
 62 40 
 
 •72 
 
 3,048 84 
 
 •75 
 
 44 25 
 
 .75 
 
 39 00 
 
 .65 
 
 169 00 
 
 •75 
 
 44 25 
 
 •75 
 
 41 25 
 
 •35 
 
 9 80 
 
 Colors, cake, red, etc., 6 colors 
 
 Colors, moist tube, white, blue, etc 
 
 Colors, F. W. Devoe & Co.'s superior moist water, 
 in y^ pans 
 
 Colors, alizr.rine, crimson, brown, etc. 
 
 Colors, cadmium-pale, yellow, etc 
 
 Colors, aureolin, burnt carmine, etc 
 
 Colors, separate, to refill color box 
 
 Colors, separate, to refill color box 
 
 Color trays, separate, 4 colors, to fit color box. . . . 
 
 Compasses, without pencils, Faber's No. 1754.... 
 
 Compasses, without pencils, Faber's No. 576 
 
 Compasses, without pencils. Eagle No. 569 
 
 Compasses, without pencils. White's 
 
 Compasses, leads for. No. 569 
 
 Compasses, leads, boxes. No. 3 
 
 Crayons, 6 inches, red, etc., 8 colors 
 
 Crayons, checking. No. 6 
 
 Crayons, colored, 3J/2 inches long, i each of 7 
 colors 
 
 Crayons, colored, 7 colors 
 
 Cups, enameled water color 
 
 Denim 
 
 Easels, pine, folding, 6 feet high 
 
 Fixatif, 2-ounce bottles 
 
 Glue, liqiiid, Le Page's, 4-ounce bottles 
 
 Hektograph, 141^ "x-gYz inches 
 
 Ink, India, liquid, hottics 
 
 Mechanical drawing kits. No. i 
 
 Mechanical drawing kits, No. 2 
 
 Mechanical drawing kits. No. 3 
 
 ^lodels, drawing, 2 inches, 50 in box, Nos. i 
 to II 
 
 Models, drawing, 6x12 inches, cone 
 
 Models, drawing, cylinder 
 
 Models, drawing, cube 
 
 Models, drawing, square prism 
 
 Models, drawing, square pyramid 
 
 Models, drawing, square plinth 
 
 188,216 
 
 100 
 
 300 14 
 
 Doz. 
 
 437 7-12 
 
 Doz. 
 
 59 2-3. 
 
 Doz. 
 
 io!4 
 
 Doz. 
 
 3 5-6 
 
 D'oz. 
 
 68,036 
 
 Cake 
 
 42.250 
 
 100 
 
 594 
 
 Each 
 
 751 
 
 Doz. 
 
 i8i^4 
 
 Doz. 
 
 800 
 
 D'oz. 
 
 10/. 
 
 Doz. 
 
 1,813 
 
 Doz. 
 
 268 
 
 Box 
 
 2,527 
 
 Gross 
 
 I,26oJ4 
 
 Gross 
 
 16,809 
 
 Box 
 
 1,000 
 
 
 49,896 
 
 100 
 
 13,624 
 
 Yard 
 
 42 
 
 Each 
 
 53 K2 
 
 Doz. 
 
 2,359 
 
 Doz. 
 
 21 1 
 
 Each 
 
 191 5-6 
 
 Doz. 
 
 2,163 
 
 Kit 
 
 1,888 
 
 Kit 
 
 104 
 
 Kit 
 
 4,234J^ 
 
 Box 
 
 59 
 
 Each 
 
 52 
 
 Each 
 
 260 
 
 Each 
 
 59 
 
 Each 
 
 55 
 
 Each 
 
 28 
 
 Each 
 
92 
 
 Description of tiooJs. 
 
 Quantity. 
 
 Unit. 
 
 M ink-Is, iliavviiiji;, roiiiul pliiilli 
 
 Models, drawing, licxagonal prism 
 
 Models, drawing, hexagonal pyramid 
 
 Models, drawing, spheres 
 
 Models, drawing, small solids 
 
 Models, mechanical drawing 
 
 Model stands, adjustable to desk 
 
 Palettes, water color, enaniolod 
 
 Paper, colored, books, 96 colors, printed names, 
 4x1 inches 
 
 Paper, colored books, 60 colors, 5 x 1 ;4 inches, 
 two tints 
 
 Pai)er, colored, teachers', 8x6 2-3 inches, 6 
 packs of 18 sheets to bundle 
 
 Paper, parquetry, bundles containing 1,500 forms. . 
 
 Paper, colored, 4x4 inches, package of 100 
 sheets 
 
 Paper, colored, 3x9 inches, package of 100 
 sheets 
 
 Paper, colored. 5x5 inches, package of 100 
 sheets 
 
 Paper, colored, package of 100 sheets 
 
 Paper, colored, 6x9 inclies, package of 100 
 sheets 
 
 Paper, colored. Prang's No. 7 
 
 Paper sheets, J4 x 28 inches, assorted colors 
 
 Paper, '4 x 9 inches marginal strips, package 
 of 1 00 
 
 Paper, engine colored, assorted, 6x9 inches, 1,000 
 sheets 
 
 Paper, engine colored, assorted, 6x9 inches.... 
 
 Paper, folding, 5x5 inches, engine colored, 
 assorted, 1,000 sheets 
 
 Paper, folding, heavy, 7x7 inches, assorted colors, 
 1 00 sheets 
 
 Paper, folding, 4x4 inches, package of 100 
 sheets 
 
 Paste, 5-pound cans 
 
 Paper, drawing, white, 7x9 inches 
 
 Paper, drawing, white, 8 x ioYz 
 
 Paper, drawing, white, 9 x 1 1 1^^ '. 
 
 Paper, drawing, white, 10 x 14, for brush work.. 
 
 Paper, drawing, white, 12X 16 
 
 26 
 
 
 Kach 
 
 32 
 
 
 Each 
 
 23 
 
 
 Each 
 
 2 
 
 
 Each 
 
 4.365 
 
 
 100 
 
 16 
 
 
 Box 
 
 J 72 
 
 
 Each 
 
 29>953 
 
 
 100 
 
 T 12 
 
 .■;-6 
 
 Doz. 
 
 406 
 
 Bundle 
 
 564 
 
 Bundle 
 
 854 
 
 Package 
 
 225 
 
 Package 
 
 2,476 
 
 Package 
 
 38 
 
 Package 
 
 455 
 
 Package 
 
 I 
 
 Bundle 
 
 433 
 
 Sheet 
 
 683 
 
 Pkg. 
 
 518 
 
 Pkg. 
 
 2 
 
 Pkg. 
 
 4.531 
 
 Pkg. 
 
 12,425 
 
 Pkg. 
 
 2,221 
 
 Pkg. 
 
 48 
 
 Can 
 
 7.135 
 
 Ream 
 
 S.921 
 
 Ream 
 
 6,145 
 
 Ream 
 
 1,000 
 
 Ream 
 
 iiS 
 
 Ream 
 
 Unit 
 Price. 
 
 Total 
 Cost. 
 
 •35 
 
 *9 10 
 
 .90 
 
 aS 80 
 
 .90 
 
 20 70 
 
 .90 
 
 I 80 
 
 1.50 
 
 65 48 
 
 2.39 
 
 38 24 
 
 •75 
 
 129 00 
 
 1.68 
 
 503 2T 
 
 •13 
 
 14 67 
 
 • 94 
 
 18 33 
 
 • II 2-3 
 
 47 36 
 
 .08 2-3 
 
 48 88 
 
 .07 
 
 50 78 
 
 • ii'/4 
 
 25 88 
 
 • iiM 
 
 278 55 
 
 • 14/2 
 
 5 51 
 
 .22 
 
 100 10 
 
 •55 
 
 55 
 
 •03 1-5 
 
 13 86 
 
 • 01^ 
 
 • 39 1-3 
 • 44 
 
 203 75 
 
 • 1 7 1-3 
 
 785 37 
 
 .07 
 
 869 75 
 
 .01 2-3 
 
 37 02 
 
 •30 
 
 14 40 
 
 •31 
 
 2. 211 85 
 
 •41 1-3 
 
 ^.447 35 
 
 •S09 
 
 3.T27 80 
 
 .689 
 
 689 00 
 
 •05 
 
 123 90 
 
93 
 
 Description of (loods. 
 
 Quantity. 
 
 Unit. 
 
 Unit 
 Price. 
 
 Total 
 Cost. 
 
 Paper, drawiuji;, white, 15x22 
 
 Paper, drawing, yellow, manilla, 7x9 inciies.... 
 
 Paper, drawing, yellow, manilla, 8 x lol/i inches. 
 
 Paper, drawing, yellow, manilla, 9x11^ inches. 
 
 Paper, drawing, yellow, manilla, 12 x 18 indies. . 
 
 Paper, drawing, gray, manilla, 7x9 inches 
 
 Paper, drawing, gray, manilla, 8 x io>^ inches.. 
 
 Paper, drawing, gray, manilla, 9x115/2 inches.. 
 
 Paper, bogus, for colored chalk work, 7x12 
 inches 
 
 Pictures for study 
 
 Paper oak tag, 7^ x 10 inches 
 
 Paper, oak tag, 9x14 inches 
 
 Paper, oak tag, 24 x 36 inches 
 
 Paper, imperial tinted crayon 
 
 Paper, charcoal, white, french, in pads 11^ x 
 i5j'2 inches. 
 
 Paper, charcoal. Royal, 12^x19 inches 
 
 Paper, charcoal, white. Royal, 19x25 inches 
 
 Paper, cartridge, assorted, 14 x 18, 1,000 sheets to 
 package 
 
 I'aper, German 
 
 Paper, tracing, ordinary, 7J/2 x 10 inches 
 
 Paper, 15 x 11 inches, for mechanical drawing.... 
 
 Paste, Iliggins' liquid, 14-ouncc jars 
 
 Pens, right line 
 
 Plastic erasers, for teachers' use 
 
 Prism, glass, 5 inches 
 
 Prism, glass, 6 inches 
 
 Prism, glass, 8 inches 
 
 Protractors, horn 
 
 Protractors for blackboard, wood 
 
 Protractors, brass 
 
 Rulers, 12-inch, brass edge 
 
 Spatulas 
 
 Splints, lo-inch, colored 
 
 Si)lints, 6-inch, colored 
 
 Sticks, colored, square, i-inch 
 
 Sticks, colored, square, 2-inch 
 
 13-2 
 
 Ream 
 
 8,680 
 
 Ream 
 
 7,333 
 
 Ream 
 
 6,755 
 
 Ream 
 
 61 
 
 Ream 
 
 9. 155 
 
 Ream 
 
 7.790 
 
 Ream 
 
 7,424 
 
 Ream 
 
 7,208 
 
 Ream 
 
 16 
 
 Set 
 
 1,929 
 
 Ream 
 
 2,569 J'. 
 
 ;-20 Ream 
 
 281 
 
 Ream 
 
 4 
 
 Quire 
 
 280 
 
 Pad 
 
 8305^ 
 
 Quire 
 
 35 
 
 Quire 
 
 3,78s 
 
 Pkg. 
 
 5 
 
 Yard 
 
 680 
 
 Quire 
 
 22 
 
 ■ Ream 
 
 4,853 
 
 Jar 
 
 50 I 
 
 -3 Doz. 
 
 633 
 
 Doz. 
 
 339 
 
 Each 
 
 149 
 
 Each 
 
 254 
 
 Each 
 
 85 
 
 Doz. 
 
 95 
 
 Eacii 
 
 4,968 
 
 Each 
 
 2,150 
 
 Doz. 
 
 IS 7-12 Doz. 
 
 224,500 
 
 1,000 
 
 401,800 
 
 1,000 
 
 89,000 
 
 1,000 
 
 77,000 
 
 1,000 
 
 .2l'/2 $292 38 
 
 .14^4 1,236 90 
 
 .193 1,415 27 
 
 • 23 2-3 1,598 68 
 
 •50 
 
 ■ 14% ■ 
 
 •19^ 
 
 .24^ 
 
 .17K2 
 
 .50 
 
 •3iKa 
 
 .63^ 
 4.20 
 1.30 
 
 ■25 
 
 • IS 
 
 • 30 
 
 ■72 
 
 . 12 
 
 .48 
 3. 10 
 
 .288 
 1 . 10 
 
 .25 
 
 .08 
 .08 
 
 . 12 
 I. 25 
 I. 19 
 
 .0454 
 
 .38^ 
 
 .60 
 
 .83 
 
 •50 
 
 .os!4 
 
 .07^ 
 
 30 so 
 
 1,338 92 
 1,519 05 
 1,791 04 
 
 1,261 40 
 
 8 00 
 
 607 64 
 
 1,631 73 
 
 1,180 20 
 
 5 20 
 
 70 00 
 124 58 
 
 10 so 
 
 2,725 20 
 
 60 
 
 326 40 
 
 68 20 
 
 1,397 66 
 
 55 37 
 
 158 25 
 
 27 12 
 
 11 92 
 30 48 
 
 106 25 
 113 OS 
 223 s6 
 827 75 
 9 35 
 186 34 
 200 90 
 
 4 67 
 
 J 
 
 5 58 
 
94 
 
 JJiscriiitioii of (.'loods. 
 
 Sticks, colored, square, 3-inch 
 
 Sticks, colored, square, 4-inch 
 
 Sticks, colored, square, 5-inch 
 
 Strawboard, 9 by 12 inches, 50 sheets to package. 
 
 T squares 
 
 Triangles, wood, medium, 30 by 60 degrees 
 
 Triangles, wood, 45 degrees 
 
 Triangular scales 
 
 Brushes, water color, Japanese .^ 
 
 Crayon, Conte black 
 
 Crayon, sauce, Lemoinc 
 
 Drawing instruments, Cicrman silver 
 
 Paper, drawing, Whatman's 17 l)y 22 inches, 34- 
 ])ound 
 
 Paper, drawing, Whatman's, 22 l)y 30, 72-pound. 
 
 Paper, drawing, Japanese rice, gj/^ by 12I/2 inches 
 
 Paper, drawing, Japanese rice, 11 by 15 inches.. 
 
 W. C. brushes 
 
 Paper, gray, i^stompes. No. 2 
 
 Paper, "gray, Estompes, No. 4 
 
 Paper, gray, Tortillon's 
 
 Thumb tacks, in gross boxes 
 
 CconiL-trical solids 
 
 ]'a])er, antii|Ue crayon 
 
 r.rass crayon holders 
 
 Crayon, checking, Eagle, Nt). 1712, red 
 
 Crayon, checking, I'^agle 
 
 Crayon, checking. Eagle, Dixon's 
 
 Mechanical drawings 
 
 T squares 
 
 Grand total 
 
 Quantity. 
 
 Unit. 
 
 Price. 
 
 Cost. 
 
 77,000 
 
 1,000 
 
 • 09 yi 
 
 «7 12 
 
 93,000 
 
 1,000 
 
 .Il3/i 
 
 10 93 
 
 71,000 
 
 1,000 
 
 •i4-}4 
 
 10 47 
 
 2,466 
 
 Pkg. 
 
 • I- 
 
 419 22 
 
 6s-6 
 
 Doz. 
 
 .90 
 
 6 15 
 
 2,617 
 
 Each 
 
 • 05 
 
 J30 85 
 
 3.306 
 
 Each 
 
 .021^ 
 
 82 65 
 
 213 
 
 Each 
 
 •35 
 
 74 55 
 
 338 
 
 Doz. 
 
 .18 
 
 60 84 
 
 29 
 
 Gross 
 
 •45 
 
 13 05 
 
 2/8 
 
 Gross 
 
 2.30 
 
 4 89 
 
 445 
 
 Box 
 
 1^95 
 
 867 75 
 
 298 
 
 Quire 
 
 .78 
 
 232 44 
 
 158^ 
 
 Quire 
 
 1.65 
 
 261 53 
 
 343 
 
 Ream 
 
 2.95 
 
 1,011 85 
 
 29 
 
 Ream 
 
 3.60 
 
 104 40 
 
 6 1-6 
 
 Doz. 
 
 .20 
 
 I 23 
 
 S'A 
 
 Gross 
 
 .48 
 
 4 08 
 
 118 5-12 
 
 Gross 
 
 •72 
 
 85 26 
 
 6 
 
 (jross 
 
 .48 
 
 2 88 
 
 4,641 
 
 Gross 
 
 .20 
 
 928 20 
 
 I 
 
 I'kg. 
 
 .18 
 
 18 
 
 20 
 
 ^'ard 
 
 . 12 
 
 2 40 
 
 2M 
 
 Doz. 
 
 .18 
 
 50 
 
 K' 
 
 Gross 
 
 5^50 
 
 2 75 
 
 6 
 
 Gross 
 
 3-50 
 
 21 00 
 
 2 2-3 
 
 Gross 
 
 6.00 
 
 16 CO 
 
 38 
 
 Box 
 
 2.45 
 
 93 10 
 
 3V4 
 
 Doz. 
 
 1.30 
 
 4 87 
 
 
 $ 
 
 71,788 72 
 
 Shop Work. 
 As already stated, in boys' schools the constructive work in the upper grades con 
 sists for the most part of simple work in wood which is carried on in the ordinary 
 class-rooms or in the sho])s i)rovidcd for tlic ptirposc. The first work-shop was opened 
 in old School No. i (now 180) in Vandewater street, in 1887. By the close of the fol- 
 lowing year six more shops had been opened and the work of installing such plants has 
 
95 
 
 proceeded gradually, until there are now forty-four w(M-k-.sliops in operation in Man- 
 hattan and The l>ronx. Shop work has not yet been introduced into the elementary 
 schools of Brooklyn, Queens and Richmond, hut it will he in the near futin-e when the 
 shops now being fitted up are ready for occupation. 
 
 A shop usually contains fifteen work benches, each acconnnodating two boys and 
 thirty sets of common tools, including planes, chisels, saw.s, hammers, screw drivers, etc. 
 It is fitted up with cases and closets for tools, models, finished articles and supplies of 
 various kinds, and has enough recitation chairs to acconmiodate the boys during the 
 class instruction, which usually precedes individual work at the bench. The total cost 
 of fitting up a new shop, including all necessary supplies for one year, is estimated at 
 $750. 
 
 Cost of Shoi^ Instruction. 
 
 The instruction in the shops is given by teachers who are assigned to sch(H)ls havinof 
 shops and who devote all their time to this particular work. A single school usually 
 occupies the full time of one teacher, although in several instances the sv.me teacher 
 has charge of the work in two schools, dividing his time Ijctween them. The Civil 
 List for January, 1904, contains the names of thirty-two shop teachers whose salaries 
 aggregate $43,290 per year. A shop teacher receives $900 for the first year and an annual 
 increase of $105 until a maximum of $2,160 is reached. 
 
 To be eligible for election as a teacher of shop work in the elementarv schools of 
 the City a person must be a graduate from a recognized high school or institution of 
 equal rank, and must have completed a satisfactory course of professional trainino- of at 
 least two years in shop work. He must pass a written examination in plain geometry, 
 mechanical and free-hand drawing, the principles and practice of shop work, methods of 
 instruction and class management, and also an oral examination which includes tests 
 of technical skill and ability to instruct children. 
 
 Cost of Shop Supplies. 
 
 The list of work-shop supplies includes 171 different items, the majority of which 
 are tools of various sizes or brands, and wood of different kinds. The following is a 
 list of the work-shop supplies used during the calendar year 1903, together with the 
 •quantity and cost of each : 
 Approximate Quantity and Cost of Materials Used in Connection with the Course of 
 
 Workshop Instruction in tlie Day and Evening Schools during the Calendar Year 
 
 1903. 
 
 Unit Total 
 
 D'escription of Goods. (Quantity. Unit. Price. Ccst 
 
 Alcohol 1 Quart . 88 $0 88 
 
 Awls, scratch awl, 2yi-mch forged blade, maple- 
 wood handle 1.510 Each .04 60 40 
 
 Benches, as per specifications and drawings.... 175 Each 36.00 6.300 00 
 
96 
 
 Description of Goods. 
 
 Quantity. 
 
 Unit. 
 
 Unit. 
 l-'n:e. 
 
 Total 
 Cobt. 
 
 IJcvtLs 3 Each . 27 
 
 Bits, twist, 416 inch 181 Each . 10 
 
 Bits, twist, 6-16 inch 149 Each . 11 
 
 Bits, twist, 8-16 inch 202 Each .12 
 
 I 
 
 Bits, twist, 1016 inch 90 Each . 13 
 
 liits, cast-steel, bright centre, 3-16 inch 7 Each .04 
 
 Bits, cast-stecl, briglit centre, H inch 31 Each .05 
 
 Bits, cast-steel, bright centre, f'g inch 13 Eacli .05 
 
 I 
 
 Bits, cast steel, bright centre, Yz inch 35 Each .06 
 
 Bits, cast-steel, briglit centre, Ys inch 13 Each .07 
 
 Bits, small, expansive, boring, from ->^ inch to 
 
 i%_ inches 54 Each .54 
 
 Bits, gimlet, 2-32-inch, 4-32-inch, 6-32-inch, 
 
 8-32-inch 529 Each .05 
 
 nits, screwuriver 84 Each .05 
 
 Boxes, mitre, for molding zYz to 4 inches.... 21 Each 1.14 
 
 Braces, 6-inch sweep, ball bearing 448 Each .35 
 
 Brushes, varnish, i ;X -inch flat 1,280 Each .04j4 
 
 Butts, brass, i inch, middle 174 Doz. .06 
 
 Chisels, firmer, 5>4 inches from bolster to ])oint, 
 
 best quality, i inch 760 Each . 2 1 1/2 
 
 Chisels, firmer, 5'/< inches from bolster to point, 
 
 best quality, Y inch 909 Each .171/^ 
 
 Chisels, firmer, 5^2 inches from bolster to point, 
 
 best quality, ;4 inch 731 Each •^zVi 
 
 Cloth, emery. No. 00 to i Vj 163-10 Ream 7.25 
 
 Countersinks, rose, countersinks, case steel, Y2 
 
 inch 91 Each .0834 
 
 Dividers, winged, 6-inch heavy cast-steel joint 
 
 and set screw 464 Each . 1 1 54 
 
 Dowels, wood, '4 inch 3.869 100 feet -ogj^ 
 
 Dowels, wood, V& inch 3.919 100 feet .11Y2 
 
 Dowels, wood, Y2 inch 3,066 100 feet . 13 
 
 Emery. Nos. 40 to 150, lo-lb. cans 5 Can .55 
 
 Files, flat, bastard. 10 inches 189 Each .1054 
 
 Files, flat, second cut, 10 inches 218 " Each .12Y2 
 
 Files, half-round, bastard, 10 inches 215 Each .14 
 
 Files, half-round, second cut, 10 inches 142 Each .15^ 
 
 Files, round, bastard, 10 inches 82 Each .o8j4 
 
 Files, 3-snuare. taper, smooth, 6 inches 233 Each' .05 
 
 Gauges, bit. gauges for liits up to i inch 22 Each .15 
 
 $0 81 
 18 10 
 16 39 
 24 24 
 1 1 70 
 28 
 
 1 SS 
 65 
 
 2 10 
 91 
 
 29 16 
 
 26 
 
 45 
 
 4 
 
 20 
 
 23 
 
 94 
 
 156 
 
 80 
 
 57 
 
 60 
 
 10 
 
 44 
 
 163 
 
 40 
 
 159 
 
 08 
 
 98 
 
 69 
 
 118 
 
 18 
 
 7 96 
 
 52 
 
 20 
 
 3 
 
 68 
 
 4 
 
 51 
 
 3 
 
 99 
 
 2 
 
 75 
 
 20 
 
 32 
 
 27 
 
 25 
 
 30 
 
 10 
 
 22 
 
 01 
 
 7 
 
 17 
 
 1 1 
 
 65 
 
 3 
 
 30 
 
97 
 
 Description of Goods. 
 
 Quantity. 
 
 Unit. 
 
 Unit. 
 i'lice. 
 
 Total 
 
 Cost. 
 
 Gauges, boxwood, plaited head, brass thumb- 
 screws and shoe 
 
 Glue, liquid, fish, gallon-cans, can included. . . . 
 
 Gouges, firmer, 5J4 inches from bolster to point, 
 best quality, J4 inch 
 
 Gouges, firmer, 5J4 inches from bolster to point, 
 best quality, Yz inch 
 
 Gouges, firmer, 5P2 inches from bolster to point, 
 best quality, Y^ inch 
 
 Grinder, chisel 
 
 Hammer, claw 
 
 Hammer, tack, claw 
 
 Handle, chisel, for tanged chisels, assorted, 
 applewoods 
 
 Hatchets, 4 inches 
 
 Hooks and eyes, brass, Ys, inch 
 
 Knives, Sloyd, 3-inch blades, extra heavy.... 
 
 Letters, steel, ;4 inch, set of 27 
 
 Levels, 24 inches, cherry, arch top [ilates, 2 
 side views, polished 
 
 Locks 
 
 .Mallets, round, lignum, vitae, 3-inch face. . . . 
 
 Nails, cut, 4d 
 
 Nails, cut, 6d 
 
 Nails, cut, 8d 
 
 Nails, cut, lod 
 
 Nails, wire brads, Y2 incli, No. 18 
 
 Nails, wire brads, Ya inch. No. 18 
 
 Nails, wire brads, i inch. No. 17 
 
 Nails, wire brads, \Ya inches, No. 16 
 
 Nails, wire brads, 1 54 inches. No. 15 
 
 Nails, wire, \Ya inches. No. 12 
 
 Nails, wire, i ' i inches. No. 13 
 
 Nails, finishing, i J/> inches 
 
 Numbers, steel, Ya inch, set of 9 
 
 Oil, boiled, in gallon cans 
 
 Oil, hard, in gallon cans 
 
 Oil, sperm, in gallon cans, best quality 
 
 Oilers, brass, i pint 
 
 Oilers, steel, 2^4 -inch diameter 
 
 Paper, sand, Nos. 00 to 3 
 
 832 
 
 Each 
 
 62 
 
 Gallon 
 
 782 
 
 Each 
 
 825 
 
 Each 
 
 503 
 
 Each 
 
 79 
 
 Each 
 
 77- 
 
 Each 
 
 3.^46 
 
 Each 
 
 13/2 
 
 Doz. 
 
 88 
 
 Each 
 
 71 
 
 Doz. 
 
 2,930 
 
 Each 
 
 14 
 
 Set 
 
 . 7 
 
 Each 
 
 3/2 
 
 Doz. 
 
 169 
 
 Each 
 
 120 
 
 100 lb. 
 
 93 
 
 100 lb. 
 
 3>8 
 
 100 lb. 
 
 127 
 
 100 lb. 
 
 294 
 
 Lb. 
 
 266 
 
 Lb. 
 
 143 
 
 Lb. 
 
 141^ 
 
 Lb. 
 
 4 
 
 Lb. 
 
 214 
 
 Lb. 
 
 II I 
 
 Lb. 
 
 121 
 
 Lb. 
 
 17 
 
 Set 
 
 25 
 
 Gallon 
 
 45 
 
 Gallon 
 
 85 
 
 Gallon 
 
 109 
 
 Each 
 
 16 
 
 Each 
 
 94 2 5 
 
 Ream 
 
 1. 19 • 
 .24 
 
 .21 
 
 .i8j4 
 •54 
 •35 
 .11^ 
 
 •19K. 
 •23 
 •05 
 •17^ 
 
 1 .20 
 
 .29 
 1.44 
 
 .14 
 2.60 
 2.50 
 2.40 
 2.35 
 
 .08 
 
 .o6Yz 
 
 • 05 
 
 .04 
 
 ■ 03Y2 
 
 ■ ozY2 
 
 ■ 03% 
 .04 
 ■39 
 .65 
 
 1 . 20 
 
 .82 
 
 .14 
 
 ■05 
 1.44 
 
 ?i49 : 
 
 76 
 
 73 
 
 78 
 
 1S7 
 
 68 
 
 173 
 
 25 
 
 94 
 
 3t 
 
 42 
 
 66 
 
 270 
 
 20 
 
 373 
 
 29 
 
 2 
 
 63 
 
 20 
 
 24 
 
 3 
 
 55 
 
 512 
 
 75 
 
 16 
 
 80 
 
 2 
 
 03 
 
 4 
 
 44 
 
 23 
 
 66 
 
 3 
 
 12 
 
 2 
 
 33 
 
 7 
 
 63 
 
 2 
 
 98 
 
 23 
 
 52 
 
 17 
 
 29 
 
 7 
 
 15 
 
 5 
 
 66 
 
 
 14 
 
 7 
 
 49 
 
 4 
 
 16 
 
 4 
 
 84 
 
 6 
 
 63 
 
 16 
 
 25 
 
 54 
 
 00 
 
 69 
 
 70 
 
 15 
 
 26 
 
 
 80 
 
 135 
 
 93 
 
98 
 
 Description of Goods. 
 
 Quantitv. 
 
 Unit. 
 
 Unit. 
 I 'rice. 
 
 Total 
 Cost. 
 
 I'lanes, block, 6-incli iron, nickel-plated, i^i 
 
 inches 578 
 
 Cutters for above planes 1 54 
 
 Planes, combination. No. 45, adjustable, ma- 
 chine, heading 3 
 
 Planes, fore, iron, adjustable. :8 inches, 2-^^ 
 inches 
 
 Planes, jack, wood, 15 inches, 2 inches 
 
 Cutters for above planes 
 
 Planes, smoothing, iron, 8 inches, adjustable, 
 I J4 inches 
 
 Cutters for above planes 
 
 Plyers, 4^2 inches, flat nose, black 
 
 Plyers, combination, cutting and gas, polished. . 
 
 Rasps, half-round, medium cut, 10 inches 
 
 Rasps, half-round, fine cut, 10 inches 
 
 Rulers, boxwood, 2 feet, 4-fold, arch joint, Sths 
 and i6ths 
 
 Rulers, steel, 24 inches., graduated 
 
 Sandpaper . . . v 
 
 Saws, back, 10 inches, for wood, cast-steel, blue 
 
 back 840 
 
 Saws, cross cut, first quality cast-steel blades, 
 1 8 inches 
 
 Saws, hack. Star No. o 
 
 Blades, 8 inches 
 
 Saws, nest of, Disston's Pruning, Compass, key- 
 hole 100 
 
 Saws, lip, 20 inches, 7 points, first quality, 
 
 rubbed, 4 screws. . . . .' 335 
 
 Saws, sharpening, cross cut 21 
 
 Saws, sharpening, back 48 
 
 Scraper, steel, 3x5 inches i73 
 
 Screw drivers, 4 inches, round blade, ebonized 
 
 handle 646 
 
 Screw drivers, champion, lo-inch blade 54 
 
 Screw drivers, champion, 25^-inch blade 22 
 
 Screws, hand, 10 inches, oiled mnple 374 
 
 Screws, 14 inches, oiled maple i39 
 
 Screws, round head, brass, I/2 inch. No. 3.. 127 
 
 Screws, round head, brass, J/2 inch. No. 2.. 15 
 
 Screws, flat head, bright, J^ inch. No. 3 61 
 
 Screws, flat head, bright. ^ inch, No. 5 84 
 
 Each 
 Each 
 
 Each 
 
 Each 
 
 336 
 
 Each 
 
 40 
 
 Each 
 
 17/2 
 
 Doz. 
 
 Set 
 
 Each 
 Each 
 Each 
 Each 
 
 Each 
 Each 
 Each 
 Each 
 Each 
 Gross 
 Gross 
 Gross 
 Gross 
 
 .09^ 
 4-52 
 
 .60 
 
 .48 
 
 •72 
 •23 
 . 10 
 .04 
 
 •07'/^ 
 
 .29 
 
 .09 
 
 .23/2 
 
 •33 
 
 . 10 
 
 .05^ 
 .06 
 
 «349 69 
 14 63 
 
 13 56 
 
 9 
 
 Each 
 
 1 .60 
 
 14 40 
 
 114 
 
 Each 
 
 .80 
 
 91 20 
 
 66 
 
 Each 
 
 • 14 
 
 9 24 
 
 988 
 
 Each 
 
 1.07 
 
 1,057 16 
 
 89 
 
 Each 
 
 • 13 
 
 > 
 II 57 
 
 298 
 
 Each 
 
 .06^ 
 
 19 37 
 
 21 
 
 Each 
 
 •55 
 
 II 55 
 
 177 
 
 Each 
 
 .21 
 
 37 17 
 
 90 
 
 Each 
 
 •27 
 
 24 30 
 
 124 
 
 Each 
 
 .ii}4 
 
 14 26 
 
 262 
 
 Each 
 
 .26 
 
 68 12 
 
 17-20 
 
 Ream 
 
 1-55 
 
 I 32 
 
 .62 
 
 208 32 
 
 •59 
 
 23 60 
 
 •35 
 
 6 13 
 
 48 00 
 
 241 
 
 20 
 
 4 
 
 83 
 
 4 
 
 80 
 
 6 
 
 92 
 
 48 
 
 45 
 
 15 
 
 66 
 
 I 
 
 98 
 
 87 89 
 
 45 
 
 87 
 
 12 
 
 70 
 
 I 
 
 73 
 
 3 
 
 36 
 
 5 
 
 04 
 
99 
 
 Description of Goods. 
 
 Quantity. Unit. 
 
 Unit. 
 I'ricc. 
 
 Tot.il 
 Co-t. 
 
 Screws, flat head, bright, -K inch, No. 7 
 
 Screws, flat liead, briglit, i incli. No. 6 
 
 Screws, flat head, bright, i inch, No. 8 
 
 Screws, flat head, briglit, 11,4 inches, No. -.... 
 
 Screws, flat head, bright, 1^4 inches. No. 10.. 
 
 Screws, flat head, bright, i^ inches. No. 8... 
 
 Screws, flat head, bright, i J4 inches. No. 10.. 
 
 Screws, flat head, bright, i J^ inches. No. 10.. 
 
 Screws, flat held, bright, i •>^ inches. No. 11.. 
 
 Screws, flat head, bright, 2 inches, No. 9 
 
 Screws, flat head, bright, 2 inches. No. 11 
 
 Screws, round liead, blued, >< inch. No. 3.... 
 
 Screws, round head, blued, J4 inch. No. 5.... 
 
 Screws, round liead, blued, ^ inch, No. 7.... 
 
 Screws, round head, blued, i inch. No. 6.... 
 
 Screws, round head, blued, i inch. No. 8.... 
 
 Screws, round head, blued, 1^4 inches. No. 7.. 
 
 Screws, round head, blued, I'/z inches, No. 10.. 
 
 Screws, round head, blued, i ^ inches, No. 8 . . 
 
 Screws, round head, blued, 1Y2 inches. No. 10.. 
 
 Screws, round head, blued, 1 34 inches. No. 10.. 
 
 Screws, round head, blued, 154 inches. No. 11.. 
 
 Screws, round head, blued, 2 inches, No. 9 . . . . 
 
 Screws, round head, blued, 2 inches, No. 11.... 
 
 Sets, nail, J^ inch square, polished, round 
 point 
 
 Sets, saw, for hand saws 
 
 Squares, try, 6-inch nickel-plated, iron stock, 
 graduated blade 
 
 Squares try, 15-inch rosewood, brass faced, 
 graduated 
 
 Spoke shave, 6-inch blade 
 
 Stones, grind, 24-inch iron frame, with treadle. 
 
 Shield, pan and bucket 
 
 Arbors, complete . , 
 
 Treadle 
 
 Stones, oil, red, Washita, unmounted, 8x2x1 J^ 
 inches 
 
 Stones, oil, red, Washita, slips, 4x2 inches, 
 round edges 
 
 Z3 
 
 Gross 
 
 .07 
 
 $2 31 
 
 46 
 
 Gross 
 
 .07K2 
 
 3 45 
 
 50 
 
 Gross 
 
 .08^ 
 
 4 25 
 
 53 
 
 Gross 
 
 .09 
 
 4 77 
 
 43 
 
 Gross 
 
 .ioj4 
 
 4 52 
 
 19 
 
 Cross 
 
 .10^ 
 
 2 00 
 
 48 
 
 Gross 
 
 . II 
 
 5 28 
 
 1 1 
 
 Gross 
 
 • 13 
 
 I 43 
 
 4 
 
 Gross 
 
 • 13^ 
 
 55 
 
 9 
 
 Gross 
 
 • 1354 
 
 I 19 
 
 16 
 
 Gross 
 
 • 14^ 
 
 2 32 
 
 14 
 
 Gross 
 
 .06^ 
 
 95 
 
 16 
 
 Gross 
 
 .07/2 
 
 I 20 
 
 12 
 
 Gross 
 
 .09 
 
 I 08 
 
 29 
 
 Gross 
 
 .09H 
 
 2 76 
 
 20 
 
 Gross 
 
 .10'/' 
 
 2 10 
 
 25 
 
 Gross 
 
 . II 
 
 2 75 
 
 1 1 
 
 Gross 
 
 •13 
 
 I 43 
 
 32 
 
 Gross 
 
 • 13 
 
 4 16 
 
 16 
 
 Gross 
 
 .14 
 
 2 24 
 
 10 
 
 Gross 
 
 .16 
 
 I 60 
 
 3 
 
 Gross 
 
 • 17 
 
 51 
 
 2 
 
 Gross 
 
 .16/2 
 
 Z3 
 
 3 
 
 Gross 
 
 .i8;4 
 
 55 
 
 212 
 
 Each 
 
 •OS 
 
 10 6d 
 
 3 
 
 Each 
 
 • 34 
 
 I 02 
 
 951 
 
 Each 
 
 .ley. 
 
 156 92 
 
 64 
 
 Each 
 
 • 33 
 
 21 12 
 
 188 
 
 Each 
 
 .10^ 
 
 19 74 
 
 24 
 
 Each 
 
 11.85 
 
 284 40 
 
 6 
 
 Each 
 
 • 79 
 
 4 74 
 
 I 
 
 Each 
 
 4.00 
 
 4 00 
 
 4 
 
 Each 
 
 1.26 
 
 5 04 
 
 290 
 
 Each 
 
 .30^ 
 
 88 45 
 
 241 
 
 Each 
 
 .09 
 
 21 69 
 
lOO 
 
 Unit. Total 
 
 Description of Goods. Quantity. Unit. Price. Coat. 
 
 Stain, ready mixed, in pound cans 1, 016 Lb. •14?4 4149 86 
 
 Tools, carving, set of six, assorted, with oil 
 and slipstone 
 
 Tray, for oilers, brass 
 
 Tray, whittling, to be furnished with steel 
 try square 
 
 Veneering, black walnut t 
 
 N'eneering, mahogany 
 
 Veneering, maple 
 
 Veneering, white holly 
 
 Vises, 3-inch jaws 
 
 \'ises, saw-filing, 12^2 -inch jaws 
 
 Extra files 
 
 Wax, bees 
 
 Wax, hard, finish 
 
 Wood filler, pound cans 
 
 Wood, ^g-inch clear ash. 10 inches wide, 3 
 feet long, 25 pieces to crate 
 
 WojhI, ^-inch clear white pine, 10 to 12 inches 
 wide, dressed 
 
 Wood, J^-inch clear white pine, 3-foot lengths, 
 25 pieces to crate 
 
 Wood, 5-^-inch white wood, dressed, board 
 lengths 
 
 Wood, 5^-inch white wood, as above, 3 feet 
 long, 25 pieces to crate 
 
 Wood, 5^-inch basswood, dressed, 3-foot lengths, 
 25 iiieces to crate 
 
 Wood, ^-inch clear white pine, dressed, 3-foot 
 lengths, 25 pieces to crate,. 
 
 Wood, 3'^-inch clear white pine, dressed, board 
 lengths 
 
 Wood, %-inch white wood, dressed, 3-foot 
 lengths, 25 pieces to crate 
 
 Wood, ^-inch gum wood, dressed, 3-foot 
 lengths, 25 pieces to crate 
 
 Wood, 3-inch square clear white pine joist, 
 rough, 3-foot, 25 pieces to crate 
 
 Wood, 3-inch square white pine joist, board 
 lengths, dressed 
 
 Wood, i^-inch square clear white wood joist, 
 dressed, 3-foot, 25 pieces to crate 
 
 Wood, i^-inch square clear white wood joist, 
 dressed, board lengths. ......; 
 
 Wood, i?^-inch square clear white pine joist, 
 dressed, 3-foot, 25 pieces to crate 
 
 79 
 
 Set 
 
 2.16 
 
 170 64 
 
 8 
 
 Each 
 
 ■30 
 
 2 40 
 
 162 
 
 Each 
 
 1 .20 
 
 t94 40 
 
 210 
 
 S.i. ft. 
 
 ■OlVz 
 
 7 35 
 
 10 
 
 Sq. ft. 
 
 ••03^ 
 
 35 
 
 210 
 
 S.l- ft. 
 
 •03 
 
 6 ^o 
 
 210 
 
 Sq. ft. 
 
 ■05 
 
 10 50 
 
 82 
 
 Each 
 
 1-39 
 
 113 98 
 
 3-J 
 
 Each 
 
 1-54 
 
 49 28 
 
 12 
 
 Each 
 
 .04/2 
 
 54 
 
 118 
 
 Lb. 
 
 .28 
 
 7,i 04 
 
 201 
 
 Lb. 
 
 •25 
 
 50 25 
 
 74 
 
 Lb. 
 
 .o6>< 
 
 4 81 
 
 3- 
 
 Crate 
 
 6. 50 
 
 208 00 
 
 3.406 
 
 Sq. ft. 
 
 .09 
 
 306 54 
 
 102 
 
 Cr.itc 
 
 S.oo 
 
 S16 00 
 
 4.758 
 
 Sq. it. 
 
 .06 
 
 2S5 48 
 
 199 
 
 Crate 
 
 5-50 
 
 1,094 50 
 
 53 
 
 Crate 
 
 5-50 
 
 291 50 
 
 68 
 
 Crate 
 
 5-50 
 
 374 oo 
 
 945 
 
 Foot 
 
 .c6^ 
 
 61 43 
 
 ^■77, 
 
 Crate 
 
 5.00 
 
 1.365 00 
 
 61 
 
 Crate 
 
 5-75 
 
 350 75 
 
 3 
 
 Crate 
 
 7-So 
 
 22 50 
 
 310 
 
 Foot 
 
 .oSV^ 
 
 26 35 
 
 60 
 
 Crate 
 
 3-50 
 
 210 00 
 
 3,246 
 
 Foot 
 
 .04 
 
 129 84 
 
 82 
 
 Crate 
 
 3-50 
 
 287 00 
 
lOI 
 
 Unit. Ti)t-vT 
 
 Description of ("loods. Quantity. Unit. Price. ^ Cost. 
 
 Wood, i^-inch square clear white pine joist, 
 
 board lengths 2,52.'5 Foot .04 #101 00 
 
 Wood, J^-inch square white wood strips, 
 
 dressed, board lengths 9,464 Lin. ft. •oi!4 nS 30 
 
 Wood, ^s-inch square white pine strips, 
 
 dressed, board lengths 12,271 Lin. ft. .02 245 42 
 
 Wood, J^-inch basswood, clear, dressed, 4x9 
 
 inches, blanks 14,467 100 .85 122 97 
 
 Wood, 3-16-inch basswood, clear, dressed, 
 
 blanks, 4x9 inches 89,052 100 .85 756 94 
 
 Wood, J4-inch basswood, clear, dressed, 
 
 blanks, 4x9 inches 28,630. 100 .90 257 85 
 
 Grand total . 
 
 It is to be noted that most of the articles used in the Brooklyn Manual Training 
 High School are supplied from this list, although tools and machinery are also furnished 
 to that school, from time to lime, outside the list on special order of the Board of Edu- 
 cation. One order for such machinery in 1903 called for $3,000 worth of supplies. 
 
 Total Annual Cost of Manual Training in the Elementary Schools. 
 
 Cost of Cost of 
 
 Supervision Supplies Total 
 
 Sewing $66,500 00 $33,61 1 42 $100,1 1 1 42 
 
 Cooking 38,200 00 9,416 86 47,616 86 
 
 Drawing and constructive work 80,760 00 71,788 T2 152,548 ^2 
 
 Shopwork 43.290 00 21,723 29 65,013 29 
 
 Total $228,750 00 $136,540 29 $365,290 29 
 
 Time Given to Manual Training. 
 
 In the time schedule on the basis of 1,500 minutes per week, given in connection 
 with the course of study and adopted by the Board of Education last June, the time 
 allotted to drawing and constructive work in the first three years is 160 minutes per 
 week, in the fourth, fifth and sixth years it is 120 minutes per week, and in the sev- 
 enth and eighth years it is 80 minutes per week. In addition to this, 60 minutes per 
 week are allotted to sewing and constructive work in the first si.--: years and 80 minutes 
 
I02 
 
 per week for advanced sewing or cooking during the seventh and eighth years. The 
 time allotted to manual training in each of the eight school years, as compared with that 
 given to the common branches, will be seen from the following table : 
 
 Time Schedule on the Basis of 1,500 Minutes Per Week. 
 
 -Years 
 
 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 
 
 Drawing and constructive work 160 160 160 120 120 :20 80 80 
 
 Sewing and constructive work 60 60 60 60 60 60 
 
 Shop work, cooking or advanced sewing 80 80 
 
 220 220 220 180 :8o 180 160 160 
 
 English 450 510 450 375 375 375 360 320 
 
 Mathematics _ 120 150 150 150 150 200 200 160 
 
 History 90 150 120 120 
 
 Geography 135 i-o 120 80 
 
 It will be noted that in the entire scheme laid out' for the elementary schools 
 about one-half as much time is allotted to manual training as to the teaching of Eng- 
 lish, which includes reading, spelling, grammar and composition, both oral and written. 
 Nearly twenty-five per cent, more time is allowed for manual training than is given to 
 mathematics, and more than three times as much as is given to either history or 
 geography. 
 
 Too Much Time. 
 
 Teachers and principals are emphatic and fairly unanimous in the judgment that 
 the quantity of work demanded in the manual training course is excessive and that the 
 time consumed by the work is much greater than its practical value can justify. Most 
 of them believe that manual training has a legitimate place as an integral part of the 
 child's education, but they maintain that its place is greatly exaggerated in the present 
 course of study. Because of this exaggeration, the several lines of manual training 
 encroach upon the time which properly belongs to language, mathematics, history and 
 geography. The consensus of intelligent opinion seems to be : " We would not abolish 
 instruction in manual training, but we would greatly curtail it." An extended examina- 
 tion of courses of study in effect in cities and towns throughout the United States 
 has failed to discover another system of .schools in which so much time is given to 
 manual training. It appears certain that the metropolis is running to extremes in this 
 matter. 
 
 America Tends to Extremes. 
 
 America is a land of exaggeration and her schools are especially open to excesses 
 because they are subject to local and often merely personal control. They lack that 
 balance which would come from State or national supervision. This country has not 
 
I03 
 
 yet developed a national corps of highly trained professional teachers, such as exists in 
 Germany. The natural conservatism of such a body of professional workers would give 
 stability and proportion to the whole educational movement and keep it from getting 
 lost in new educational ventures. 
 
 Little Attention Given to Manual Training in the Elementary Schools op 
 
 Germany. 
 
 Drawing is taught in the elementary schools of Germany, and girls receive instruc- 
 tion in needlework, but neither the clamor of the specialist nor the demands of trade 
 have been able to force other forms of manual training into the comparatively uniform 
 course of study which the German State prescribes for the elementary schools. The 
 German nation still adheres to religion, language, mathematics, history, geography and 
 elementary science as the essentials of the common school education, which it compels 
 every youth to have, and although the school life of the average child in Germany is 
 more than seven years, as against five in this country, the State has steadfastly refused 
 to make any encroachment upon the time allotted to the studies named above. 
 
 But, although the school authorities have refused manual training any large place 
 in the regular schools, they emphasize the need for special schools, and so the. German 
 government has come to foster a large number of industrial, trade and technical schools, 
 most of which were the result of private initiative. 
 
 England, Too^ Is Conservative. 
 
 England, too, has been conservative as regards the introduction of manual training 
 into the elementary schools. The curriculum of such schools in England is fairly uni- 
 form all over the country, being fixed, for the most part, by an official code issued 
 annually by the national bo'.rd of education. At present this curriculum is almost iden- 
 tical with that of Germany, the essential difiference being that the English school limits 
 its teaching of drawing to boys and instruction in plain cooking is offered to girls. 
 
 The Action of Fr.\nce. 
 
 France has taken the most radical position as regards instruction in manual train- 
 ing, and America his doubtless been influenced by the policy of that country. Twenty- 
 five years ago France came to believe that her national industries were threatened with 
 decline because of a scarcity of skilled workmen, and, to avert such a calamity, 
 attempted to shape her educational methods to meet directly the requirements of trade. 
 Manual training was seized upon in its technical or industrial aspect, and a national 
 system of industrial training was outlined to take the place of the old form of appren- 
 ticeship which was in decay. The Minister of Education co-operated with the ]\linister 
 of Commerce, and together they promulgated an official program for the public schools, 
 the aim being to make the school approximate the shop. Manual training was made 
 compulsory, j.nd France embarked upon the questionable project of training craftsmen in 
 the public schools. 
 
104 
 Mental Power versus Manual Dexterity. 
 
 But it should be kept in mind that France grafted technical instruction upon her 
 primary schools, for the avowed purpose of preparing her youth for the manual trades. 
 In this country manual training has always based its claims upon its educative value 
 rather than upon its industrial utility. Manual training as an industrial agency and 
 manual training as an educative agency are very different things, and in any considera- 
 tion of the question this distinction must be rigidly maintained. 
 
 The central purpose of a common school education is to train the mind. [Manual 
 training, so far as it has a rightful place in the elementary school, is mind training 
 through the use of the hand. The very name manual training is unfortunate and mis- 
 leading because it tends to emphasize manual dexterity as the aim of such instruction 
 rather than mental discipline. Any school exercise, whether with tools or with text 
 books, is valuable as education only in so far as it makes a demand upon the mind for 
 thoughtful, intelligent work. Sewing doll aprons or making bon bon boxes is not 
 necessarily more educative than carrying bricks or shoveling sand. It all depends 
 upon the amount of thought put into the exercise. Manual training as education is the 
 use of the hand to develop the mind, and in going beyond this, we at once enter the 
 field of industrial apprenticeship. 
 
 Industrial Apprenticeship. 
 
 It is now everywhere recognized that some form of school instruction must be 
 instituted to take the place of the old form of apprenticeship which fell into decay 
 upon the incoming of machinery and the rise of the factory system. Tn Europe trade or 
 industrial schools have been widely established and in the United States this question 
 of industrial apprenticeship is forcing itself to the front and demanding public attention, 
 but the problem is too large to be solved by mere haphazard extensions of the elemen- 
 tary school curriculum. The need is to fix attention upon the fact that the central 
 purpose of the elementary school is to teach'the elements of knowledge. Its specific work 
 is to help the child to a mastery of reading, writing and arithmetic, which are the three 
 great tools in acquiring knowledge. All the work of the elementary school should con- 
 centrate upon this single objective and manual training, or any other subject, is entitled 
 to attention in these schools only in so far as it contributes to this primary purpose. 
 
 It is not the function of the elementary school to prepare pupils for trade, and 
 whenever such work is attempted it sidetracks the legitimate work of these schools. 
 The line should lie clearly drawn between manual training as education and industrial 
 apprenticeship or special training for an industrial pursuit. At present, in the City 
 schools, there is a strong tendency to carry manual training over into industrial ap- 
 prenticeship. This is seen in the elementary schools in the dressmaking which is taught 
 in the upper grades, and also in the work in decorative design, much of the latter being 
 so clearly training for a special occupation tiiat a pupil should not be required to spend 
 time upon it unless he is preparing to make a business of this line of industrial art. 
 
105 
 
 It may be that technical training, or training for a special trade or occupation, has a 
 place in the high schools, and possibly the Department of Education should establish 
 special trade and industrial schools in addition to the technical high school and manual 
 training schools, but certainly specialized instruction does not belong in the elementary 
 schools. It is not the province of these schools to train artists and artisans. 
 
 Conclusions. 
 To an impartial observer, manual training seems to be running wild in the New 
 York City schools. Under the spell of a great enthusiasm aroused by the educational 
 possibilities of manual work, and a lofty ambition to have the metropolis lead in the 
 movement which is now affecting education all over the country, the Board of Education 
 is forcing manual training into the schools more rapidly than it can be co-ordinated 
 and assimilated and put upon a practical basis. More than ten thousand teachers and 
 half a million children are being turned loose upon lines of manual work for which suc- 
 cessful methods of instruction have not j'et been developed, and the result is a 
 prodigious waste of time and money, and a general state of confusion which is having 
 disastrous effects on the children of the City. 
 
 The course of study in manual training as a whole is beyond the scope of the 
 elementary schools, and the responsibility lies with the Board of Superintendents who 
 have failed to distinguish clearly between manual training as education, and technical 
 training or special training for some particular trade or occupation, and have therefore 
 permitted a large amount of work to be introduced into the elementary schools which 
 belongs in the high schools or in special trade and industrial schools. All such work 
 should be eliminated. The course of study also includes a large variety of so-called 
 constructive work, much of which should be eliminated because it has no intrinsic 
 value as education. These reforms in the course of study would cut down expendi- 
 tures for manual training supplies which now aggregate over $135,000 a year, reduce 
 excesses in the amount of time devoted to this subject, and decrease the need for special 
 supervision. 
 
 More special teachers are employed to supervise the work in manual training than 
 are necessary. Under a proper course of study the majority of the regular class teachers 
 would be able to take entire charge of the instruction in sewing and drawing, and this 
 would enable the Board of Education to dispense with the larger part of the special 
 teachers of these two branches, whose salaries aggregate nearly $150,000 a year. The 
 reforms indicated in this report would improve the work in the schools. 
 
 Respectfully, 
 (Signed) (Mrs.) MATHILDE COFFIN FORD. 
 
REPORT No. 7. 
 
 Physical Training in the Elementary Schools— Overdone— Needless Supervision. 
 
 Hon. Edward I\I. Grout, Comptroller: 
 
 Sir — In compliance with your instructions to investigate the work in physical 
 training in the elementary schools of the City, from the standpoint of possible econo- 
 mies, I beg to submit the following report : 
 
 The Department of Education has recently introduced an elaborate scheme for 
 physical training into the elementary schools of the City and more than doubled the 
 corps of special teachers which is provided to assist the regular teachers in giving the 
 instruction in this branch. In physical training, as in the other special studies, there 
 is no discrimination between teachers who need supervision and those who do not 
 need it. All are supervised alike regardless of whether they are competent or incom- 
 petent. This failure to differentiate between ability and lack of ability makes the sys- 
 tem unnecessarily expensive. 
 
 The ordinary routine of school work necessitates so much sitting still that some 
 form of physical exercise must be introduced into the school programme, especially 
 when recesses are abolished. The courses of study published from time to time show 
 that physical training has been a part of the regular work prescribed for all classes in 
 the elementary schools of New York City for more than twenty years, although it 
 is only recently that special teachers have been employed to supervise this work. As 
 for Brooklyn, that borough employed a Director of Physical Training as far back as 
 •1893. After consolidation the instruction in this branch was not uniform in the sev- 
 eral boroughs and it was considered advisable to appoint a General Director of 
 Physical Training who should have charge of the work throughout the entire City. 
 Dr. Luther Halsey Gulick, formerly of Pratt Institute, Brooklyn, was appointed to 
 this position in February, 1903. 
 
 A New Course of Study. 
 In order to unify the work. Dr. Gulick prepared a new course of study in physical 
 training, which was adopted by the Board of Education in June, 1903, and was put inta 
 effect in the schools last September. This course includes : 
 
 (i) Free gymnastics in the classrooms in all buildings not equipped with 
 apparatus. 
 
108 
 
 (2) Gymnastics with light apparatus in Kyiii"''>^ii"ii^> jjlayroonis, or assemhly- 
 roonis, for fifth, sixtli, scxcnth ami eighth year grades in all huildings ei|uii)pe(l with 
 apparatus. 
 
 (3) tiynmastic games for yard or classroom for all grades in all elementary 
 schools. 
 
 (4) A twK-minuti' free-hand drill for all grades, to he taken twice in tlie morning 
 and once in the afternoon. 
 
 (5) Lessons in physiology and hygiene for all classt's in the elementary schools. 
 
 Fkke Gvmna.stics. 
 
 The free hand work is used in all classes in elementary schools without gymna- 
 siums and in classes in the first four years in schools having gyninasimns. This 
 work consists of free-hand gymnastics suited to the several grades and includes posi- 
 tion; stretching; marching; skipping and running; facings; hreathing exercises; arm 
 stretching, twisting and turning; knee and leg bending and raising; head bending, 
 tiUMiing and bowing; rising and sinking on toes; trunk bending and twisting; jump- 
 ing, vaulting, kneeling, slei)i)ing, and simil.ar movi'inents usually included in a gynmastic 
 course, b'xhihil " A " accompanying this rei)ort shows the work outlined for Lesson 
 L, Class A, in lach ye.ar of the elementary course. 
 
 Allhough some new exercisi'S h.ave been added, (he course in free gyumastics, as 
 a whole, is neither new nor difficuU. 'ien different exercises are outlined for cacli 
 class, but, :is there are twenty weeks in a term, this means only one new exercise for 
 each two weeks. In .addition to the course of study, a printed syllabus is furnished to 
 each teacher giving in detail all llie exercises for her class, and the work for the 
 several grades is so progressively arranged that no great amount of new material is 
 presented for any one class. There is nothing in the nature of the work which makes 
 the te.iching of free gyumastics any more difficult than that of reading or arit^hmetic, 
 and the average class teacher seems (|uile as com|)elent to handle the former subject 
 as to teach the latter. 
 
 During the last twenty ye.ars instruction in free gyumastics has become so generally 
 universal as a part of the curricuimn in all public schools that the average teacher, 
 wherever she may have received her training and experience, is now fairly well pre- 
 pared to give such physical exercises as should be included in an elementary course. 
 
 I!.\s Good Jidcmknt Blf.n I'.xf.rciski)? 
 
 Among the exercises introduced into the new course in free gymnastics some are, 
 to say the least, peculiar. They have aroused antagonism among teachers and called 
 forth severe criticism from school olTicers and iiatrons. Mrs. James M. liart, of 15rook- 
 Ivn. who. ;is ,1 member of the local school board in District No. jS. had large coiflact 
 
IC9 
 
 with the actual work of the schools, says: "The rowing exercises now given in the 
 schools are an outrage. These and similar disturbances, encouraged under the name of 
 physical training, should 1)e aljolislied." Airs. Jlarl maintains that the i)urpose of 
 physical culture in the schools is to cultivate dignity and repose, as well as to develoj) 
 physical strength, and that the exercises given should be adapted to this end. 
 
 Mrs. Silas P. Leveridge, a member of the local school board in District No. 4, 
 who is widely known because of her intelligent interest in educational affairs, says: 
 " Some of the exercises laid out for classroom work under the new course of study are 
 ridiculous and whether or not Ihey shall be used in the schools depends upon the 
 amount of connnen sense principals and teachers may have. One exercise which I saw 
 recently, in which a class of 8B girls were vaulting over their desks, was so absurd 
 as a classroom exercise that it might have seemed comical had it not been s<j madden- 
 ing for me, as a school officer, to witness such a senseless disturbance in a school. 
 The exercise was not only unpedagogic but it was unsanitary as well. When it was 
 over, the room was filled with dust, all the impurities from the floor having been 
 raised into the atmosphere which the girls inhaled during the arithmetic lesson which 
 followed. We talk learnedly about psychology but lose sight of common sense. Some 
 of the instructions given by special teachers of physical training are silly. A school 
 is not a circus and it should not be turned into one. Pu])ils are demoralized by such 
 exercises and unlltted for serious work." 
 
 Ai'i'.vMATis Work. 
 
 The apparatus work in the elementary schools is with light a])paratus such as 
 dumb-bells, wands. Indian clubs and bean bags. In the fifth year exercises in the use 
 of one-half pound Indian clubs and one ])onnd dumb-bells are introduced. In the sixth 
 year the Iwys continue tlu' n-e of dumb-bells, and iron lioojjs are intr(Mluced for use 
 in girls' classes. 'J"hree-cjuarter-i)Ound Indian clubs or four foot wands are also used. 
 
 In the seventh year bar-bells and steel or wooden wands are used in boys' and 
 mixed classes, and one ])ound dumb-liells and iron hoops in girls' classes. 
 
 In the eighth year the same work is contimied with the use of heavier aj^paratus 
 in the boys' classes, and ball exercises are introduced f(jr girls. 
 
 About fifty of the elementary schools have gymnasiums and in all new buildings 
 large rooms are set aside for gymnastic exercises. These gymnasiums are equipped 
 with dumb-bells, Indian clubs, wands, hoops and all the usual paraphernalia, and 
 are used by the children in the fifth, sixth, seventh and eighth grades, who take their 
 "exercises in the gynmasium instead of in the classroom. 
 
 In the departmental system which now olitains so lareely in the seventh and 
 eighth grades, and under which each teacher devotes her entire time to the teaching 
 of some one branch, it is customary for one teacher to take charge of the work in 
 
I lO 
 
 physical training in these two grades in a given school. Such a teacher specializes in 
 physical training and must, in the nature of things, acquire proficiency in this branch of 
 instruction. 
 
 Games. 
 
 In the new course of study games have been introduced into the work outlined for 
 all classes in the elementary schools. In his first annual report to the Superintendent 
 of Schools, Dr. Gulick says : " The adaptation of plays to meet the conditions of 
 modern City life forms at once one of the most important, interesting and difficult of 
 psychological problems. * * * The need of school games as distinguished 
 from school gymnastics is ps3^chological in its nature. The kind of attention given to an 
 active game differs so materially from the attention given to the academic part of the 
 said work as to help the pupil to recover both mentally and physically while playing. It 
 enables him to recover from the effects of fatigue to a larger extent than is possible 
 with school gymnastics." 
 
 The course includes games for the playground and games for the classroom, among 
 which are the following: 
 
 For the Playground. 
 Jacob and Rachel. 
 Tossing bean bags. 
 Drop the handkerchief. 
 " Round and round the village." 
 " Let the feet go tramp." 
 " London bridge." 
 Circle ball, 
 flunt the fox. 
 Cross tag. 
 Centre base. 
 Prisoner's base. 
 Jump the shot. 
 One-legged football. 
 Nine pins. 
 Basket ball. 
 Steeplechase. 
 Bombardment. 
 
 For llic Classroom. 
 Hide the thimble. 
 Tossing bean bags. 
 Tag the ^\all relay race. 
 Bean bag race. 
 " Let the feet go tramp." 
 
Ill 
 
 ■" You're it." 
 
 School-room tag. 
 
 Calling names. 
 
 Bean bag target. 
 
 French blind man's buff. 
 
 Thimble ring. 
 
 Derby jig. 
 
 Passing race. 
 
 Stage coach. 
 
 Animal blind man's buff. 
 
 Mail man. 
 
 Spin the cover. 
 
 A Dead Lettek. 
 
 Although games have a place in the course of study, they have not as yet gotten into 
 the classrooms, or, at least, not to any considerable extent. Principals and teachers 
 seem to disapprove of this feature of the course and they are meeting it with quiet 
 but effective resistance. There seems to be an opinion that it interferes with the 
 decorum and discipline of the classroom. In investigating this part of the physical 
 training, I first visited one of the largest schools in Brooklyn, but failed to find any 
 classroom games. In answer to inquiries the principal said: "We have not intro- 
 duced classroom games into our school as the building is not adapted to such work." 
 His tone and manner practically added : " I do not believe in such nonsense in the 
 schools." Another principal said : " I have ordered my teachers to cut out class- 
 room games entirely and use the time allotted to them for arithmetic." 
 
 Further visits to numerous schools, both in Manhattan and Brooklyn disclosed 
 but one building in which exei"cises of this nature were used in the classrooms, 
 although in many places games were being used in the playgrounds among the younger 
 children during recess. 
 
 No Recesses in the Gramm.vr Grades. 
 
 Some time ago recesses were abolished in the fifth, sixth, seventh and eighth school 
 years, and an attempt is now being made to introduce class-room games to furnish the 
 rest and relaxation so needed to break the strain of long school sessions. From nini 
 o'clock until twelve is a big stretch of continuous attention to work, and the exercises 
 in free gymnastics, which are given about the middle of the morning session, are not 
 relaxation, as they require the closest attention on the part of the pupils if well done. 
 
 Principals in the older buildings, where the rooms are small, the seats uncomfort- 
 able and the ventilation poor, complain that the doing away with recesses has had very 
 injurious effects upon the children. In such buildings fifty children are crowded into a 
 small, dark room, and kept there for three hours at a time. Principals report that they 
 
112 
 
 liavc protested against this, l)iit witliout avail. As one of them 'said : "The edict has 
 gone fortli, and, inider the present system, a rule is as inflexible as the hiw of the Medes 
 and Persians. Uniformity must prevail, even though many children suffer." 
 
 In dealing with children no rule should be absolutely enforced at all times, and 
 any system is defective in so far as it deprives a principal of the privilege of using 
 good judgment and common sense in adipting rules arid regulations to the peculiar 
 conditions which may exist in his particular school. 
 
 Two-MiNUTE Exercises. 
 
 In order to relieve the tedium of long sitting at the school desk and to secure an 
 erect carriage of the body, the following two-minute school setting-up exercise has been 
 introduced into all classes of both elementary and high schools. This exercise is taken 
 twice in the morning and once in the afternoon : 
 
 1. Class stand. 
 
 2. Deep breathing (4 times). Inhale and exhale forcibly. The inhalation particu- 
 larly should be forced to the utmost. The neck should be pressed firmly backward 
 against the collar. 
 
 3. Stretching (4 times). Bend the back gently forward; straighten the back, 
 raise the chest and lift the arms as high and as far back as possible; keep the elbows 
 straight. The last part of this exercise should be done with as great vigor as possible. 
 Count two wdiile the upward position is held. 
 
 4. Knee bending (8 times). Keep the trunk erect; bend the knees half way; rise. 
 
 5. Deep breathing (4 times), as at first. 
 
 6. Class sit. 
 
 In the opinion of many principals and teachers, this simple exercise taken at fre- 
 quent intervals during the day, with an abundant supply of fresh air, answers all the 
 needs of pupils in the elementary schools. 
 
 Physiology and Hygiene. 
 
 In addition to gymnastics and games, the course in physical training for the ele- 
 mentary schools includes eight years' work in physiology and hygiene. An act of the 
 Legislature makes it obligatory to teach the effects of alcohol, tobacco and other nar- 
 cotics upon the human system. The law says : 
 
 " The nature of alcoholic drinks and other narcotics and their effects on the human 
 system shall be taught in connection with the various divisions of physiology and 
 hygiene, as thoroughly as are other branches in all schools under State control." 
 
 The law requires that this subject shall be taught orally to pupils of the first, second 
 and third year grades, and that the number of lessons given to the pupils in these grades 
 
113 
 
 each year shall not be less than two a week for ten weeks, or the equivalent thereof. It 
 also specifies that all pupils above the third year of school work shall be taught this 
 subject every year with suitable text books in the hands of all pupils, for not less than 
 three lessons a week for ten or more weeks, or the equivalent thereof. 
 
 Course of Study. 
 
 In addition to the efifects of alcohol and narcotics, which subject receives attention 
 in the first half of each year, the course of study in physiology and hygiene specifies 
 that : 
 
 In the first year constant emphasis should be placed on the practice of cleanliness. 
 Detailed instruction should be given to pupils in regard to cleanliness of the skin, eyes, 
 ears, nose, mouth, hands, neck, body, nails and hair, etc. 
 
 In the second year instruction should be given to pupils in regard to fhe most 
 wholesome foods; the importance of regularity in eating; growth and nutrition. Con- 
 sideration should be given to the foods that yield the greatest amount of nutriment; to 
 the reasons for having food well cooked; to the unwholesomeness of unripe fruits and 
 the danger of cheap candies, etc. 
 
 In the third year pupils should be taught the hygienic value of dififerent kinds of 
 :lothing, its adaptability for the different purposes and the methods of cleansing. They 
 should also be taught the correct posture while sitting, standing and lying; the correct 
 way of climbing stairs ; the necessity of play, etc. 
 
 In the fourth year pupils should be taught the need of pure air, ventilation, rest and 
 sleep; the care of eyes, ears, nails and hair. They should also be taught the use, care 
 md protection of bone, ligament, muscle, skin, special senses, organs of the body, and 
 respiration; the importance of right bone and muscle habits in childhood; the facts 
 roncerning curvature of spine and muscular weakness, etc. 
 
 In the fifth year pupils should be taught what to do in case of accidents and in 
 sudden emergencies ; the first treatment of cuts, contusions, bruises, burns, scalds, faint- 
 ing fits, drowning, choking, poisoning and sprains ; the danger from illuminating and 
 sewage gas and treatment, etc. 
 
 In the sixth year attention should be given to matters of civic hygiene; to the City 
 water supply ; to the sewage system and the distribution of waste by cities ; to the 
 langer of defective plumbing ; to the Fire Department, its organization and use ; to the 
 leed of clean streets; to the work and duties of the Street Cleaning Department; to the 
 lature of contagious diseases ; the treatment of epidemics and the law bearing upon the 
 subject; the value of hospitals, dispensaries and ambulances; the work and duties of 
 ;he Board of Health, etc. 
 
 In the seventh year pupils should be taught the important facts concerning the 
 luman body; the structure and function of the skin; the oil glands and their object; 
 8 
 
114 
 
 the perspiratory glands and their ohject; the structure and function of the muscles; the 
 relation of muscle to food ; the structure, function and shape of bone ; the chief organs 
 of digestion; the anatomy of the lungs and the mechanism of breathing; the general 
 structure of the heart, lungs, blood vessels and lymphatics; the development of nluscular 
 strength ; the laws of growth as to form and function, etc. 
 
 In the eighth year pupils should be taught the important facts concerning the 
 nervous system; the development of the nervous system by use; the need of proper 
 food; the function and protection of the brain; the structure, function and protection 
 of the spinal cord; the structure of the nerves and their two general classes; the 
 function of each ; the location, function and distribution of the sympathetic system ; 
 the uses of the special senses, their care and cultivation. Pupils should also be taught 
 the effect of habits; how habits are formed; how bad habits may be controlled or 
 broken; the importance of cultivating good, hygienic, mental and moral habits; the 
 importance of good bone and muscle habits during the growing period ; the relation 
 of health to happiness, to efficiency and to mental clearness, etc. 
 
 It is to be noted that this is called a course in hygiene. It is not made clear how 
 it is possible to teach hygiene apart from physiology. 
 
 A Foolish Dem.\nd. 
 
 In the course of study in physiology and hygiene the amount of work demanded 
 is greatly in excess of the time allowed, and the subject matter for the upper grades 
 is too comprehensive and difficult. All there is of the growing science of physiology 
 has been dumped wholesale into this course for the elementary schools. Even the 
 function of the sympathetic nervous system, about which the masters do not pretend 
 to speak with authority, is tossed off lightly to young children. The course might 
 be a suitable one for medical students, trained nurses and other people who are 
 specializing along this line, but to be crammed into the heads of boys and girls under 
 fourteen years of age it is simply monstrous. 
 
 According to the official circular issued by the Superintendent of Schools the time 
 allowed to physiology and hygiene in the fifth, sixth, seventh and eighth years is 
 fifteen minutes per week. A term contains twenty weeks, and, making allowances 
 for holidays and other interruptions, not more than eighteen lessons would be given 
 during this time. This means eighteen times fifteen minutes, or four and one-half hours 
 per term for this subject. Notwithstanding this fact the following is a sample of the 
 work demanded of a grammar grade class : 
 
 SVLLABUS FOR Gr.\DE 7 A. 
 
 "Hygiene — Pupils should be taught the important facts concerning the human 
 body; the structure and function of the skin; the oil glands and their object; the 
 perspiratory glands and their object; the flexibility and thickness of the skin; 
 
IIS 
 
 the blood-vessels and nerves in the true skin; the value of cleanliness and bath- 
 ing (warm and cold); the effects of various kinds of baths; the dangers of cheap 
 soaps; the structure and function of the muscles; the relation of muscle to food; 
 the structure, function and shape -of bone; the chief bones; the necessity of 
 food and exercise for the growth of bone; the effect of pressure; the cause 
 of round shoulders and of curved spine ; the importance of having desks and 
 seats adjusted to the person; the chief organs of digestion; importance of masti- 
 cation; effect of rapid eating; digestion in the stomach; action of juices on 
 different kinds of food; movements of the stomach wall; the effect of much cold 
 liquid with food; the effect of fatigue, either mental or physical, on digestion; the 
 danger from overeating ; digestion in the small intestines ; the change of food from 
 solid to liquid during digestion ; the absorption of food ; the quantity and quality of 
 food necessary ; the effect of pleasant talk and laughter upon digestion. Eft'ects of 
 alcohol and narcotics." 
 
 All this is to be taught to boys and girls of twelve and thirteen years of age 
 in four and one-half hours ! The Director of Physical Training, who originated the 
 course, said, in answer to my critical questions : " It is an ideal toward which the 
 teachers work." If this be true, in justice to conscientious class teachers who take 
 the course seriously and struggle to meet its demands, it should be labeled " Merely 
 an Ideal," and not promulgated as a course of study, but the Director of Physical 
 Training is evidently not aware that section 1086 of the Revised Charter expressly 
 states that the syllabus provided by the Board of Superintendents shall be regarded 
 as the minimum amount of work required in that branch. 
 
 As to the effects of alcohol and other narcotics, it is well understood that much of 
 the so-called scientific temperance instruction in the schools is a fit subject for satire. 
 Under the indorsement of the " National and International Superintendent of the 
 Department of Scientific Instruction of the Women's Christian Temperance Union " 
 vivid descriptions of delirium tremens and similar horrors are selected as suitable 
 reading matter for little boys and girls. 
 
 Although the law makes unreasonable demands concerning the teaching of the 
 effects of alcohol and other narcotics, it does not prohibit the use of good judgment in 
 the teaching of physiology and hygiene as a whole. 
 
 Time for Physical Training. 
 
 In the official time schedule on the basis of 1,500 minutes per week the time 
 allowed for physical training, exclusive of the two-minute drill, is 200 minutes per 
 
ii6 
 
 week for ttic first year, 165 minutes for the second, third and fourth years, and 90 
 minutes for all grades past the fourth year. This time is apportioned as follows : 
 
 Gymnastics Daily. Recess Daily. Hygiene Weekly. Weekly Total. 
 
 First year 18 min. 20 min. 10 min. 200 inin. 
 
 Second, third and fourth 
 
 years 15 min. 15 min. 15 min. 165 min. 
 
 Fifth, sixth, seventh and 
 
 eighth years 15 min. 15 min. 90 min. 
 
 In schools using apparatus the time allotted to gynmastics in the fifth, sixth, 
 seventh and eighth years is combined into one or two longer periods and the exer- 
 xises taken in the gymnasium. 
 
 When it is considered that recesses arc included the time allotted to physical 
 training does not appear excessive. It has always been customary in elementary 
 schools to allow time for recess during each session. 
 
 Supervision. 
 
 Dr. Luther Halsey Gulick has associated with him as Directors of Physical 
 Training M. Augusta Reqna, Jessie H. Bancroft and W. J. Ballard. It appears that 
 Miss Requa was appointed September 14, 1896, and prior to the election of Dr. Gulick 
 was Supervisor of the force of instructors in physical training. Last year Miss 
 Requa was superseded by Dr. Gulick, and she has since been contesting the effort to 
 depose her from her position as Directing Supervisor. At present she is not working 
 in the schools, although she continues to draw her salary. 
 
 In addition to the four directors of physical training, the -civil list shows twenty- 
 two special teachers of this subject who are assigned to the various school districts. 
 There are also at present three substitute special teachers in the Borough of Queens 
 at a per diem allowance. 
 
 Cost of Supervision. 
 
 Name. Position. .Xpiioiiited. Salary. 
 
 J.uther Halsey Gulick Director of Physical Training, New York 
 
 City Feb., 1903 $4,000 00 
 
 yi. Augusta Requa Director of Physical Training, Boroughs 
 
 of Manhattan and The Bronx Sept. 14, 1896 2,500 00 
 
 Jessie H. Bancroft Director of. Physical Training, Borough of 
 
 Brooklyn 1893 2,500 00 
 
 W. J. Ballard Director of Physical Training, Borough of 
 
 Queens June 30, 1898 3,000 00 
 
117 
 
 Name. Position. Appointed. Salary. 
 
 Manhattan. 
 
 Dr. Andrew L. Barrett. ... Special Teacher Mar. 1,1891 $1,60000 
 
 Dr. Elias G. Brown Special Teacher Apr. i, 1903 1,300 00 
 
 Christina J. Carret Special Teacher Sept. 17, 1903 1,000 00 
 
 Elizabeth M. Colony Special Teacher Sept. 14, 1903 1,100 00 
 
 Stella Farlamb Special Teacher Apr. 1,1903 1,20000 
 
 Montague Gammon Special Teacher Sept. 14, 1903 1,500 00 
 
 Annie S. Lane Special Teacher Apr. 1,1903 i ,000 00 
 
 Minnie A. Jacobs Special Teacher Nov. 2, 1903 1,000 00 
 
 Eldora K. Richardson Special Teacher Sept. 14, 1903 1,000 00 
 
 Carrie L. Scales Special Teacher Apr. i, 1903 1,000 00 
 
 Cornelia F'. 'White Special Teacher Sept. 14, 1903 1,200 00 
 
 Caroline M. Wollaston Special Teacher Sept. 14, 1903 1,00000 
 
 The Bronx. 
 
 Bessie K. Marsh Special Teacher Dec. i, 1903 1,000 00 
 
 Evelyn Butler Special Teacher Dec. i, 1903 1,000 oo' 
 
 Brooklyn. 
 
 Katherine B. Campbell Special Teacher Dec, 1901 1,100 00 
 
 Edith Hodgson Special Teacher Sept., 1897 1,200 00 
 
 Myrtle S. Hutchins Special Teacher Sept. 14,1903 i ,000 oO' 
 
 Kathryn A. McMahon Special Teacher Mar. 1, 1897 1,200 oa 
 
 Adah Membery Special Teacher Sept. 1 1 , 1 899 i ,200 00 
 
 Mary A. Reed Special Teacher Dec, 1901 1,200 00 
 
 Elma L. Warner Special Teacher Sept. 9, 1901 1,200 00 
 
 Richmond. 
 
 Nils Bergquist Special Teacher Sept., 1897 1,600 00 
 
 Total $37,600 00 
 
 To this should be added the per diem allowance of the substitute teachers in the 
 Borough of Queens. 
 
 As will appear from the dates of appointment in the above table, a Director Gen- 
 eral and fourteen additional special teachers were appointed in 1903, and the cost of 
 supervising the instruction in physical training was thus increased from $18,300 to 
 $37,600 per year. 
 
ii8 
 
 Duty of Special Teachers. 
 
 According to General Circular No. i for the current school year, issued by the 
 Board of Superintendents, the following directions are given with reference to the 
 duties of special teachers of physical training : 
 
 Special teachers of physical training shall visit schools in accordance with instruc- 
 tions from the district superintendents. These visits may be to every class in a school 
 or to a few classes for special instruction or assistance. In so far as practicable, each 
 class shall be visited at least once each term for observation of the current lesson of the 
 regular daily work, and for the purpose of rendering assistance to the teachers. In 
 making such visits the special teacher, upon entering the classroom, shall observe 
 attentively the lesson in physical training given by the class teacher and shall afterwards 
 make such notes upon it as shall enable her to report intelligently upon the character 
 of the work and to judge of its comparative condition at successive visits. The 
 special teacher should at times herself teach the class. This teaching of the special 
 teacher is to assist the class teacher in getting the desired results ; to illustrate methods 
 of teaching; to present new exercises; to give the class the stimulus of a new teacher; 
 to correct errors; to judge more fully of the strength or development of the class in 
 particular ways. 
 
 Teachers' Meetings. 
 
 When the interest of the work demands it, the special teacher may arrange for 
 conferences with the teachers of a school after school hours. In addition to such con- 
 ferences regular grade meetings are held at stated times for all teachers using free- 
 hand gymnastics. According to the official schedule issued by the Superintendent of 
 Schools, grade meetings for teachers of elementary schools are held monthly, five meet- 
 ings for teachers of each grade having been called for the present term. Such meet- 
 ings begin at 3.45 o'clock. 
 
 In order to judge of this feature of the work some of the grade meetings were 
 •attended. Usually about 50 per cent, of the teachers come in late. The meeting is 
 conducted by the special teacher of physical training in the district in which it is 
 held, and the instruction given consists in the presentation of new lessons for the two 
 classes to which the teachers belong, together with general directions concerning the 
 work in these grades. The teachers are tired after a day's work and impatient to get 
 home. One section goes through its exercises in a listless and slovenly manner, while 
 the other section laughs and chats in such a way as to prevent any profitable work being 
 done. The opinion prevails among teachers that the benefits derived from these 
 grade meetings do not compensate for the effort made to attend them. 
 
 Too Many Special Teachers. 
 
 Special teachers are the subject of widespread criticism. No other feature of the 
 public school system is so universally condemned. Almost everybody except the Board 
 of Education seems to agree that there is too much supervision in the schools, and 
 
119 
 
 even that body is coming to consciousness concerning the matter. Although no public 
 action has yet been taken, members of the Board are considering ways and means of 
 reducing the corps of special teachers. 
 
 Prominent representatives of the local school boards assert with emphasis that 
 money is wasted for unnecessary supervision in the districts which they represent. 
 They believe the whole system to be top-heavy and recommend that the Board of Asso- 
 ciate Superintendents be abolished and the corps of special teachers reduced to a mini- 
 mum. They claim that the district superintendents and the principals, together with the 
 directors of special branches, should be able to supervise the schools. 
 
 Principals claim that the schools are overrun with special teachers. They are pray- 
 ing that some one will enforce economy in this direction and so free them of the incu- 
 bus of excessive supervision. They say that a good place to begin curtailment is with 
 the staff of special teachers of physical training, as the work in this subject is not 
 difficult and principals are, for the most part, fully competent to be held responsible 
 for its direction. > i*-- '?. 
 
 Teachers claim that the special teachers of physical culture are not helpful in 
 any large degree. In most instances they are simply " specialists " with little knowl- 
 edge of school work as a whole, and no actual experience in class instruction. The 
 results achieved, when they give lessons in the schools, are often inferior to those 
 gained by the regular teacher. Instead of being a stimulus and a help, the visit of the 
 special teacher is regarded as an interruption and even a hindrance. The regular 
 teacher claims that she does the actual work and is held responsible for its results. She 
 also claims that she can do the work effectively without the interference of a special 
 teacher. This is undoubtedly true of a competent teacher who is familiar with gymnas- 
 tics and who is able to utilize the suggestions of the principal and of the director of 
 physical training. 
 
 Conclusion. 
 
 There is no doubt that the elementary schools of the City are suffering from 
 excessive supervision and a curriculum which is overloaded. These two things make 
 the school system unnecessarily expensive. 
 
 The course of study as a whole needs to be trimmed with a relentless hand. For 
 the sake of the boys and girls its superfluous decorations should be dispensed with. 
 Under the present system children are being forced in their growth and this inevi- 
 tably injures their health and weakens their mental structure. Instead of elaborating 
 fancy systems of physical culture as a means to health, the Department of Education 
 should free the children of the City from the excessive demands of a course of study 
 which keeps them in a constant state of nervous anxiety and interferes with digestion 
 and sleep by necessitating long hours of application out of school. 
 
I20 
 
 Physical training should have a place in the curriculum of the elementary school, 
 but the instruction in this subject should be held down to simple exercises, and not 
 allowed to run out into special training in athletics. It is not the business of the ele- 
 mentary school to train artists, musicians, or athletes. The work in physical culture 
 in the primary department should not go beyond what the average teacher can master, 
 and, under the departmental system so highly approved by superintendents and princi- 
 pals, it is entirely feasible to have one regular teacher in each grammar school who is 
 skilled in physical training. This teacher might be called upon to render any special 
 assistance needed by other teachers in the building. 
 
 As to the supervision of physical training, the Department of Education is now 
 acting upon the assumption that all teachers need supervision in this \\ne of work, 
 whereas there are whole buildings in which not a single teacher is in need of such assist- 
 ance. The system is to be uniformly spread all over the City. Every one of the ten 
 thousand teachers in the elementary schools is to be thoroughly supervised whether she 
 needs it or not. The corps of physical training supervisors was more than doubled last 
 year, the cost of supervision being increased from $18,300 to $37,600, and the end is 
 not yet. 
 
 One young man teacher, who won recognition as an athlete while in college, told 
 me, with a smile, how a young woman graduate from a Fifty-ninth street physical cul- 
 ture school visits his class every two weeks to instruct him how to give simple gym- 
 nastics to a class of small boys. A woman principal of long experience in a large 
 primary department said : " I am entirely competent to look after the gymnastics in 
 my building, and have no more use for a special teacher of physical training than a cart 
 has for a fifth wheel." The work in this school is excellent, but still the special teacher 
 continues to give it the alloted quota of time. Another principal who has the super- 
 vision of over forty teachers, said : " All the teachers in my building do excellent work 
 in physical training. I have no more need of a special teacher in this subject than in 
 arithmetic, in fact not so much." In this City a principal is relieved of clerical duties 
 in order that he may have more time for supervision, and this should do away with the 
 necessity for so many special teachers. 
 
 Teachers to whom the work in gymnastics is new, or who are incompetent, should 
 be singled out and given special assistance, and it is doubtless necessary to have a few 
 special teachers for this work, but there is no universal need for special teachers of 
 physical training in the elementary schools. Too much supervision is demoralizing. It 
 annoys and discourages teachers of ability, and prevents the highest educational results. 
 The mania for supervision is running to extremes. Enforced economy in this direction 
 would have a general beneficial effect upon the school system of the City. 
 
 Respectfully, 
 
 (Signed) (Mrs.) MATHILDE COFFIN FORD. 
 
121 
 
 Exhibit " A." 
 
 SHOWING LESSON I., GRADE A, FOR EACH YEAR OF THE COURSE IN FREE-HAND GYMNASTICS 
 
 FOR THE ELEMENTARY SCHOOLS. 
 
 First Year. 
 
 Class — stand ! 
 Take distance ! 
 Position ! 
 
 1. Stretching. 
 
 2. Drill on direction. 
 
 3. Marching. 
 
 Class — stand ! 
 Take distance ! 
 
 1. Stretching. 
 
 2. Marching. 
 
 Second Year. 
 
 Position ! 
 
 Hands on hips— Place ! 
 
 3. Arm stretching sideways, right — One ! 8 — 8 — 8. 
 
 Position ! 
 
 4. Running in place — Start ! 
 
 Hands on hips — Place! 
 
 5. Trunk bending sideways, right — One ! 8—8. 
 
 Third Year. 
 Class — stand ! 
 
 Take distance! 
 
 Position ! 
 
 1. Stretching. 
 
 2. Marching. 
 
 Hands on hips — Place ! 
 
 3. Arm stretching sideways, forward, sideways and to place, right — One ! 8 — 8 — 8. 
 
 Position ! 
 Hands on hips — Place! 
 
 4. Running in place — Start! 
 
 5. Trunk bending sideways, right — One ! 8 — 8. 
 
 Fourth Year. 
 Class — stand ! 
 
 Take distance ! 
 
 Position ! 
 
 1. Stretching. 
 
 2. Marching. 
 
 Arms folded behind — Place ! 
 
 3. Breathing — Begin ! Four times. 
 
122 
 
 Hands on hips — Place ! 
 
 4. Ann stretching sideways, right — One ! 8 — 8 — 8. 
 
 5. Raising foot forward, right — One ! 8 — 8. 
 
 6. Raising knee forward, right — One ! 8 — 8. 
 
 Position ! 
 
 7. Running in place, feet backward — Start ! 
 
 Hands on hips — Place! 
 
 8. Trunk bending sideways, right — One ! 8 — 8. 
 
 Fifth Year. 
 Class — stand ! 
 
 Take distance ! 
 
 1. Stretching. 
 
 2. Marching. 
 
 Arms folded behind — Place! 
 
 3. Breathing — Begin ! P"our times. 
 
 Hands on hips — Place ! 
 
 4. Arm twisting, right — One ! 8 — 8 — 8. 
 
 5. Raising knees forward alternately, right — One ! 16. 
 
 Position ! 
 
 6. Jumping, feet sideways alternatelyj, right — Start ! 10 to 20. 
 
 Hands on hips — Place! 
 
 7. Trunk bending sideways, right — One ! 8 — 8. Repeat. 
 
 Sixth Year. 
 Class — stand ! 
 
 Take distance ! 
 
 1. Stretching. 
 
 2. Marching. 
 
 Arms folded behind — Place ! 
 
 3. Breathing — Begin! Four times. 
 
 Position! 
 
 4. Arm raising sideways, right— One ! 8—S—8. 
 
 Hands on hips — Place! 
 
 5. Charging sideways, right— One ! 8—8. 
 
 6. Head bending backward — One!' 8. 
 
 For rowing — Place ! 
 
 7. Rowing — One ! 8. 
 
123 
 
 Class — Stand ! 
 Hands on hips — Place! 
 8. (a) Alternate trunk bending and point step sideways, right — One! 8^-8. 
 (b) Together ! i6. 
 
 Sez'cnth Year. 
 Class — stand ! 
 
 Take distance ! 
 
 Position. 
 
 1. Stretching. 
 
 2. Marching. 
 
 Arms folded behind — Place ! 
 
 3. Breathing — Begin ! Four times. 
 
 Arms bent at shoulder level— Place. 
 
 4. Arm stretching sideways, right — One ! 8 — 8 — 8. 
 
 Hands on hips — Place! 
 
 5. Charging forward, right — One ! 8 — 8. 
 
 Position. 
 
 6. Running in place, feet backward — Start ! 
 
 Hands on hips — Place! 
 
 7. Trunk bending sideways, right — One ! 16 — 16. 
 
 8. Trunk bending forward, head backward — One ! 8. 
 
 Eight Ji Year. 
 Class — stand ! 
 
 Take distance ! 
 
 Position. 
 
 1. Stretching. 
 
 2. Marching. Arms folded behind — Place ! 
 
 3. Breathing — Begin ! Position. 
 
 4. Hands back of head, right— One ! 8—8—8. 
 
 Hands on hips — Place! 
 
 5. Charging forward, right — One ! 8 — 8. 
 
 6. Rising on toes and bending knees—One ! Eight times. 
 
 7. Trunk bending sideways, right — One ! 16 — 16. 
 
 8. Trunk bending forward, head backward — One ! 8. 
 
REPORT No. 8. 
 
 flusic in the Elementary Schools— An Exceedingly Complex Course of Study — 
 Analysis of the Work Demanded— Costly Supervision. 
 
 Hon. Edward M. Grout, Coiiiplrollcr: 
 
 Sir — In compliance with your instructions to investigate the teaching of music in 
 the elementary schools, from the viewpoint of possible economies, I beg to submit the 
 following report. Inasmuch as this is the last of a series of reports on special sfudies, 
 it naturally concludes with a resume of the whole subject of special teachers in the 
 elementary schools. 
 
 Instruction in vocal music is a part of the course of study laid down by the Board 
 of Education for the elementary schools of the City. For more than forty years this 
 subject has been taught in some grades of these schools, and for twenty years at least it 
 lias been a part of the regular course prescribed for all classes. Although music is not, 
 as yet, obligatory under the law, it has gradually come to be included in the curriculum 
 of public schools in most of the cities and towns of the State. Free instruction in this 
 branch is authorized at the discretion of the Board of Education, by the statute which 
 provides that 
 
 " The boards of education in each city, and in each union free school district 
 incorporated under the laws of this State, may cause free instruction to be given in 
 vocal music in the schools under their charge." 
 
 When vocal music was first introduced into the public schools of the City, special 
 teachers were employed to visit the schools and give all the lessons, but gradually the 
 regular teachers became competent to give such instruction, and the special teacher 
 has now become only a supervisor who visits the school about once in two weeks to 
 assist the regular teacher in the work. Eventually, of course, the special teacher will 
 be dispensed with and music will take its place among the regular branches of instruc- 
 tion which the class teacher is required to handle without extra assistance. At the 
 present time the need is to differentiate between teachers who need special assistance 
 and those who do not. The fact as to the ability of every regular class teacher to give 
 instruction in music should be determined, and special assistance should be restricted 
 to teachers who actually need it. The average teacher is constantly becoming more 
 and more proficient in vocal music, as well as in drawing, physical training and other 
 so-called special subjects, and the time has come when so much supervision is not 
 necessary. 
 
126 
 
 Purpose of Music in the Elementary Schools. 
 There is no occasion to enlarge upon the elevating and refining influence of music, 
 nor is it necessary to discuss the fitness of making it a branch of popular instruction. 
 It is now everywhere conceded that vocal music is an instrument of great educative 
 value, which should have a place in every system of primary education. Not only such 
 children as have special talent in this direction, but all children should be brought 
 under its influence. The purpose of musical instruction in the elementary school is to 
 brighten the school atmosphere, to promote the happiness of the children, to furnish 
 rest and refreshment, and thereby to vitalize all the other work. It is to refine the 
 taste, to stimulate the imagination and to inspire good conduct and right habits of life. 
 It is to cultivate the voice, to train the eye and the ear, and to develop an appreciation 
 for all that is good in the realm of song. 
 
 Ail this is admitted, but the practical problem still remains of how best to adapt 
 musical instruction to the needs of the elementary schools. Vocal music should be 
 taught, but the instruction in this branch should not encroach upon other subjects which 
 are even more important, and the course of study should not go beyond the elementary 
 work suitable to such schools. Children should be taught to read simple music at sight, 
 but the difficult technicalities involved in the science of music should not be attempted 
 here. The art and the delight of song are about all that should have place in an 
 elementary school. 
 
 The Course of Study. 
 
 A specialist magnifies the importance of his specialty and gives it too large a place 
 relative to other subjects. He also constantly underestimates the amount of eflfort which 
 an ordinary person who is not especially skilled in his line must put forth to accomplish 
 given results. The courses of study in the so-called special subjects are made out for 
 the most part by specialists, and this explains the fact that, as a whole, they cover too 
 much ground for an elementary course and require more work than the average 
 teacher can possibly do in the time alloted. As there are six diff'erent lines of special 
 work in the elementary schools, and the course of study in each is overloaded, it will 
 be seen that there is just cause for the far-reaching complaint that the common 
 branches are neglected. To start with, the official allowance of time for the special 
 studies is very generous and, in addition to this, the average teacher usually runs over 
 time in such lessons, being obliged to do so to meet the demands of the special teacher, 
 who is constantly at her heels demanding more work than can possibly be done. 
 
 The course of study in music is too heavy. The work outlined for the several 
 grades is too difficult, and there is too much of it. The science of music should not be 
 attempted in the elementary schools. There is no time for it nor any reason why it 
 should be taught in these schools. The opinion is fairly universal among principals 
 and teachers that the course in this subject should be greatly curtailed. Several years 
 ago the Teachers' Association of Manhattan and The Bronx, after a careful considera- 
 
127 
 
 tion of the course of study for the elementary schools, with a view to possible changes 
 or improvements under its contemplated revision, submitted a report which contained 
 the following striking and very significant conclusion : 
 
 " We believe our present methods in music are thoroughly pedagogical, and that 
 music as a school study is justified by its culture value. It exerts a subtle moral 
 influence which has a decided effect upon school discipline. 
 
 " There is, however, a general complaint that our course demands entirely too 
 much of children and teachers. The course is regarded as particularly burdensome, 
 and should be reduced by 50 per cent." 
 
 Notwithstanding the deep feeling among representative principals and teachers 
 which prompted such an unqualified protest against the amount of work required in 
 this branch, the new course of study adopted in June, 1903, greatly increased the re- 
 quirements in .the several classes in the elementary schools. A large amount of purely 
 technical work was added to the courses for the upper grades, some of which is given 
 below : 
 
 Grade 7B. 
 Course of Study. 
 
 Study and writing of tonic, dominant and subdominant triads in major keys, 
 sight singing of songs in unison, and in two-voice parts and three-voice parts with 
 words. 
 
 Syllabus. 
 
 The chords occurring most frequently in three-part harmony should be recognized 
 as such, and named by the pupils. The principal harmonies of a key, based upon 
 the first tone or tonic, the fifth tone or dominant, and the fourth tone (the fifth 
 below the key-note), or subdominant, should be taught. 
 
 The three elements of which these harmonies are composed may be placed in any 
 position relative to each other. So long as the elements remain unchanged the harmony 
 remains the tonic triad. The elements may be doubled. The pupils should be directed 
 to find the triads in the part songs they sing, and should write the three principal 
 triads, as they are called, of the key of each song as it is taken up. 
 
 Grade 8 A. 
 Course of Study. 
 Study and writing of tonic, dominant and subdominant triads in minor keys, and 
 of the diminished triad on the leading tone in major and minor, with its resolution; 
 sight singing continued ; special attention to changed voices. 
 
 ' Syllabus. 
 
 The principal triads of the minor key found on i, the tonic; 5, the dominant, and 
 4, the subdominant, should be taught. Attention should be called to the tonic or key- 
 
128 
 
 note of the minor scale, called 6, not i ; the dominant, 3, and the snbdominant, 2. With 
 these degrees as the basis it will be seen that the tonic triad in minor is 6—8 — 3; the 
 snbdominant, 2 — 4 — 6, and the dominant, .3 — 5 — 7. 
 
 The triad based npon the seventh degree of the major or minor scale and con- 
 taining the elements 7 — 2 — 4, requires a progression to another chord, the tonic triad. 
 The natural tendency of 7 (sometimes called the leading tone of the scale) is to 
 progress to 8; the tendency of 4 is to progress to 3, and so a satisfactory progression, 
 or resolution, to the tonic triad is secured. 
 
 The pupils of this grade are likely to have developed the voice range and quality 
 which makes it desirable to place them permanently into the soprano, alto or bass 
 parts. Tn the case of boys whose voices are in process of changing great care should 
 be taken not to permit their voices to be strained. Such boys should be permitted to 
 sing very gently and within a limited range suited to their ability. 
 
 Gr.\de 8B. 
 Course of Study. 
 Study and writing of triads on the second, third and sixth degrees, and of the 
 dominant chord of the seventh with its resolution ; choral singing. 
 
 Syllabus. 
 
 Triads on the second, third and sixth degree : 
 
 Tn major, 2 — 4 — 6; 3 — 5 — 7; 6—8 — 3. 
 
 Tn nu'nor, 7 — 2 — 4; i — 3 — 5; 4 — 6—8. 
 
 Tt is only necessary that pu])ils in this grade shall recognize those chords when 
 they occur in the songs, and name them correctly. 
 
 Another chord which should be known to the pupils on account of the frequency 
 of its occurrence and its importance to the key is based on the dominant, and has 
 four elements, namely, 5 — 7 — 2 — 4. With the hnal tonic chord it usually forms the 
 closing cadence of a nuisical composition. 
 
 Time Given to Music. 
 In the lower grades song singing for rest and recreation occurs frequently during 
 the school session, a few minutes being given to such work between the other lessons. 
 Tn all schools fifteen minutes per day are devoted to opening exercises, which are held 
 in the assembly-room and consist mostly of singing. In addition to this one hour per 
 week is set aside for formal instruction in vocal music in all classes in the elementary 
 schools. Tn the lower grades it is customary to give a twelve-minute lesson each day, 
 bu.t in the higher grades the time is usually divided into two or three longer periods. 
 The teachers claim that it is absolutely impossible to do the work laid down in the 
 
129 
 
 present course of study in the allotted time. They say that, in order to accomplish the 
 required results, it is necessary to devote much more time than one hour per week to 
 this subject. 
 
 This is true not only of music, but also of manual training and other special 
 studies. As the special subjects are more closely supervised than the regular branches 
 the natural tendency is to insure results in these studies first. This can only be done 
 at the expense of the common branches. By the time the class teacher does all that is 
 required by the music supervisor, the drawing supervisor, the physical training super- 
 visor, the supervisor of sewing, the teacher of cooking and the shop teacher there is 
 little time left for reading, spelling and arithmetic. The very method of having special 
 supervisors for certain subjects naturally leads to the neglect of all branches which 
 are not so supervised. 
 
 Supervision. 
 
 The largest item of expense in connection with the teaching of music in the 
 elementary schools is the cost of providing special supervisors for this branch. The 
 instruction in the classes is given by the regular teachers, but it is deemed necessary 
 to have a large corps of special teachers to assist and direct the regular teachers in 
 this work. 
 
 There are three directors in charge of the teaching of music in the several bor- 
 oughs : Mr. Frank Damrosch, Director of Music in Manhattan and The Bronx; Mr. 
 Albert S. Caswell, Director of Music in the Borough of Brooklyn, and Mr. Frank R. 
 Rix, Director of Music in Queens and Richmond. 
 
 These directors are appointed for a term of six years by the Board of Education, 
 upon the nomination of the Board of Superintendents, and are subject to the super- 
 vision and direction of the City Superintendent. They act as advisors to the Board 
 of Superintendents, to the district superintendents, and to principals on all matters 
 pertaining to music, and instruct special teachers and class teachers in the teaching of 
 this branch. To be eligible for election as a director of music one must be a graduate 
 of a college or university recognized by the University of the State of New York, a 
 graduate from a course of professional training in music, of at least two years, and a 
 teacher of music with at least three years of successful experience. 
 
 There are fifty-two special teachers of music, 26 for Manhattan and The Bronx, 
 IS for Brooklyn, 7 for Quefcns and 4 for Richmond. These special teachers are assigned 
 to the several school districts by the Board of Superintendents, with the advice of 
 the director of music. The district superintendent assigns them to their duties in the 
 schools of the several districts to which they are appointed. The rule is to have one 
 special teacher for each school district, but a larger number is provided in the 
 boroughs of Queens and Richmond. To be eligible for license as a special teacher of 
 music, the applicant must have graduated from a satisfactory high school or institution 
 9 
 
130 
 
 of equal or higher rank, or must have had an equivalent academic training. He must 
 also have completed a satisfactory course of professional training of at least two 
 
 years in music, and must have had three years' experience in teaching this branch. 
 
 Male directors of music receive $3,500 for the tirst year of service and an annual 
 
 increase of $100 until the maximum of $4,000 is reached, which is the salary for the 
 sixth and succeeding years. 
 
 Special teachers of music, if women, receive $i,oocf for the first year of service 
 and an annual increase of $100 until the maximum of $1,400 is reached. Men receive 
 $1,200 for the first year and an annual increase of $too until the maximum of $1,600 
 is reached. 
 
 The following is the list of directors and special teachers of music in the 
 elementary schools, as given in the Civil List for 1904: 
 
 COST OF SUPERVISION. 
 Directors. 
 
 Frank Damrosch, Director of Music May 5, 1897 $4,000 00 
 
 Albert S. Caswell, Director of Music, Borough of Brook- 
 lyn Sept. I, 1876 4,000 00 
 
 Frank R. Rix, Director of Music, boroughs of Queens 
 
 and Richmond Sept. 2, 1898 4,000 00 
 
 Manhattan and TIic Bronx. 
 
 Speci.'Vl Teachers. 
 
 Thomas E. Hazell Jan. i, 1885 1,600 00 
 
 Walton N. Ellis Feb., 1880 1,600 00 
 
 Ray Whitlock Nov. 3, 1897 l,400 00 
 
 Clarence T. Steele Nov. 8, 1888 1,600 00 
 
 Elizabeth E. Blair Nov. 3, 1897 1,400 00 
 
 Jennie Purves Nov. 3, 1897 1,400 on 
 
 Minnie M. Stone Nov. 3, 1897 1,400 00 
 
 Katherine Kennedy Jan. 5, 1898 1,400 00 
 
 Varnetta E. Coleman Jan. 5, 1898 1,400 co 
 
 Edward G. Marquard Jan. 5, 1898 1,600 00 
 
 Mary S. Doty Oct. 5, 1898 1,400 00 
 
 Mary C. Kelly Oct. 3, 1879 1,400 00 
 
 Lizzie B. Barker 1876 1,000 00 
 
 Charles H. Hauschel Dec. 1872 1,300 00 
 
 Edith Guy Jan. 10, 1885 1,400 00 
 
 Richard M. Robinson Sept. 30, 1876 1,300 00 
 
 Hortense Camp Lee Oct. 26, 1898 1,400 00 
 
 Lena H. Bland Oct. 9, 1899 1,300 00 
 
131 
 
 Bertha O'Reilly Nov. i6, 1897 
 
 Margherita B. Piretti Feb. 7, 1900 
 
 M. Nellie Mullen Feb. 7, 1900 
 
 Minnie L. Pettinger Nov. 15, 1901 
 
 Mary C. Mulligan Feb. 7, 1900 
 
 Frank Downey Feb. 7, 1900 
 
 Nellie Dee Feb. 3, 1903 
 
 Grace E. Stevens Oct. i, 1903 
 
 Brooklyn. 
 
 Linden L. Parr May i, 1871 
 
 Alice M. Judge Feb. i, 1883 
 
 Charlotte F. Furey Dec. i, 1886 
 
 Wilhelm Mattfeld May 1,1894 
 
 Frank R. Auerhahn May i, 1894 
 
 Edith L. Hart Feb. 15, 1897 
 
 Maria A. Simmons Feb. 15, 1897 
 
 Frederic M. Davidson Oct. 15, 1898 
 
 James H. Downs Apr. 15, 1899 
 
 Frederick J. Bryan Feb. 7, 1900 
 
 Eugene C. Morris Feb. 7, 1900 
 
 Jules Serge Joannes Feb. 7, 1900 
 
 Paul Martin, Jr Oct. i, 1900 
 
 Ester A. Liscomb Jan. i, 1887 
 
 Edward E. Hand Jan. 16, 1883 
 
 Queens. 
 
 Mary J. Maltby Feb. i, 1901 
 
 Emily Ball June 30, 1898 
 
 Margaret Bowman Oct. 14, 1898 
 
 Georgia Swift June 30, 1898 
 
 Anna Perrin June 30, 1898 
 
 Josephine Walsh June 30, 1898 
 
 Emily B. Walker Dec. i, 1900 
 
 Richmond. 
 
 Clara L. Bartholomew Jan. 9, 1901 
 
 Minnie D. Kuhn Jan. 7, 1901 
 
 Jennie C. Heath Jan. 13, 1902 
 
 Lillian R. Littlefield Nov. 9, 1903 
 
 Total 
 
 $1,400 
 
 00 
 
 1,300 
 
 ai 
 
 1,200 
 
 00 
 
 1,100 
 
 00 
 
 1,300 
 
 00 
 
 1,500 
 
 00 
 
 1,000 
 
 oc 
 
 1,000 
 
 00 
 
 2,160 
 
 oc 
 
 1,400 
 
 00 
 
 1,400 
 
 00 
 
 1,600 
 
 oc 
 
 1,600 
 
 00 
 
 1,400 
 
 00 
 
 1,400 
 
 00 
 
 1,600 
 
 00 
 
 1,400 
 
 oc 
 
 1,500 
 
 00 
 
 1,500 
 
 00 
 
 1,500 
 
 00 
 
 1,500 
 
 06 
 
 1,400 
 
 00 
 
 2,160 
 
 oc 
 
 1,200 
 
 00 
 
 1,400 
 
 00 
 
 1,400 
 
 00 
 
 1,400 
 
 00 
 
 1.300 
 
 00 
 
 1,400 
 
 00 
 
 1,200 
 
 00 
 
 1,400 
 
 00 
 
 1,260 
 
 00 
 
 1,100 
 
 oc 
 
 1,000 
 
 oc 
 
 $84,680 
 
 00 
 
132 
 
 Unnecessary Supervision. 
 As there are 10,585 (1903) teachers in the elementary schools and 52 special 
 teachers of music, it will appear that a special teacher has, on an average, about 
 200 class teachers to look after, which is about the right number. There are twenty 
 days to the school month, and she is expected to visit each teacher once or twice 
 during the month, a visit being usually about ten minutes long. But there are more 
 special teachers than arc needed, because all of the 10,585 teachers should not be 
 specially supervised, the regular supervision of the principal and other supervisory 
 officers being quite enough. 
 
 An investigation of the actual conditions in the schools shows that in many 
 instances as large a proportion as one-half of the teachers in a school are able to 
 teach music without special assistance as the course of study now is, and if it were 
 simplified, as it should be, many more would be able to do so. Some schools should 
 be left entirely to the principal in charge, superintended by the director of music. This 
 is now done in Public School 116 (Manhattan) with excellent results. Doubtless rt 
 large number of principals are quite competent to supervise the music, or would 
 become so if they were called upon to assume that responsibility. 
 
 Special supervision, at best, is a mere makeshift, and instruction in music or any 
 other subject can never produce the highest results until it becomes a part of the 
 regular work, taught by the regular teacher, and supervised in the regular way. In the 
 very nature of the case, the work done by special teachers is and must continue to be 
 unsatisfactory. As a rule a special teacher is without that working knowledge of the 
 other subjects taught in the schools which would enable her to make her instruction 
 an integral part of the whole, and she is also without that practical experience as a 
 class-room teacher which would enable her to adapt her instruction to the actual needs 
 of the children. Consequently, the results which she obtains are usually inferior to 
 those obtained by a regular teacher. 
 
 One Result of This Investig.\tion. 
 
 As a result of the investigation made under your direction, the educational authori- 
 ties of the City have come to acknowledge that there is too much supervision in the 
 schools and are already devising plans for reducing the supervisory force. 
 
 The Board of Superintendents is fully aware that the corps of special teachers as 
 a whole must be reduced, but they do not seem to know how to accomplish such a 
 reduction without detriment to the schools. They have failed to grasp the problem of 
 special supervision in its historical development and logical outcome and so are unable 
 to see what needs to be done at the present juncture. They might learn from the exam- 
 ple of Boston, which has always led in the matter of musical instruction in the ele- 
 mentary schools, as well as in many other lines of public school work. The Superin- 
 tendent of Boston has made a profound study of the growth and development of its 
 
133 
 
 public school system, and is already acting npon the HrIU lluis obtained, lie recog- 
 nizes tliat special teachers of music, or any other branch, are a ttimporary necessity 
 which should be kept within the smallest possible bounds and rendered superfluous 
 as soon as possible. In Boston teachers are classified on the basis of their aliility to 
 teach music and are excluded from special sujicrxision wlien tliey no Imiger need such 
 assistance. 
 
 New Yokk Should Imitate Boston. 
 
 The Boston plan, as described I)y Superintendent F.dvvin P. Seavcr in liis last 
 report, is as follows: 
 
 " The individual grade teaciiers differ widely in the degree of their need of such 
 help as the visiting music teacher can give; and they differ, too, in the degree to 
 which they are conscious of such need. Last June it was thought important that the 
 greater force of music supervision should be expended where it was most needed. Ac- 
 cordingly, a classihcation of the grade teachers was made, on ihe basis of existing infor- 
 mation as to their ability to teach singing in the several rooms as follows: 
 
 " Class A — Teachers who are expected to give all the instruction in music in their 
 several rooms and who will l)e visited only occasionally for the purpose of inspection. 
 
 "Class B — Teachers who will teach music under constant supervision and will be 
 regularly visited for the purpose of supervision. 
 
 " Class C — Teachers who need the help which the visiting nuisic tcacliers give and 
 who, moreover, will be expected to take the special instruction to be provided for 
 them out of school hours. 
 
 " Each teacher was informed of her assignment to one or another of these classes 
 and was also told that her assignment would be changed from time to time for satis- 
 factory reasons. The suggestion was that the road to Class A would be k< pt open 
 to the ambitious teacher who wished to arise from Class B or Class C. There are 
 teachers who wish to be relieved of constant supervision". Very well, let them prove 
 their ability to teach a rule and they will be assigned to Class A.'' 
 
 Unsctentific and'Verv Kxtk.\v.\gant. 
 
 The wholesale method of supervision which now obtains in New York City is not 
 only unscientific but it is, ineffective and extravagant. Science always means economy. 
 This is true in education as in other lines of business. The reform which has just 
 been started in Boston will serve as a landmark in educational In'story, because it marks 
 a new point of departure in the logical and inevitable development of special super- 
 vision in the elementary schools. To classify teachers on the basis of ability, to differ- 
 entiate between strength and weakness in the individual, is tlie only scientific solution 
 of this perplexing problem, and conditions are already compelling the adoption of 
 such a method in the metropolis. 
 
 With the growth of the City its school system has taken on such stupendous pro- 
 portions that it is no longer either practicable or expedient to continue the present 
 systepi of wholesale supervision. The corps of teachers in the elementary scliools now 
 exceeds ten thousand, and is increasing with amazing rapidity. 'I'lie plan of universal 
 
134 
 
 supervision has broken down of its own weight and it has become imperative to intro- 
 duce a reform, not only as a means of saving money, but to relieve the class teachers 
 from the incul)us of excessive supervision, which now rests so heavily upon them. With 
 the extension of the school system its complexity has increased and supervisory o.fficers 
 have been piled up, one above another, until a class teacher is now directly supervised 
 by a principal, an assistant principal, a special teacher of music, a special teacher of 
 drawing, a special teacher of sewing, and a special teacher of physical training, and 
 is indirectly supervised by a director of music, a director of drawing, a director of 
 sewing, a director of physical training, a district superintendent, a division or associate 
 superintendent, and the City Superintendent. Teachers are in rebellion against this 
 burdensome supervision and a hostile public opinion is demanding reform. 
 
 Large Economy is Possible. 
 
 The facts disclosed in this investigation prove that large economies are possible in 
 the public schools. If a plan were adopted, not only in music but in all the special 
 branches, whereby special supervision would be restricted to those teachers who actually 
 need such assistance, the present corps of special teachers could be greatly reduced. 
 According to the Civil List for 1904 there are 13 directors and 246 special teachers 
 employed at an annual cost of $351,030 to supervise music, the several branches of 
 manual training, and physical culture in the elementary schools. They arc as follows. 
 
 Directors of Special Branches. 
 
 Drawing ami Physical 
 
 iHinuislis. Music, t'oiistructive Work. Sewing. Cooking. Sliopwork. Training. 
 
 Manhattan and The 
 
 Bronx i i i 1 .. 1 
 
 Brooklyn i I i .. .. i 
 
 Oueens i i . . . . . . i 
 
 utile ("ily 3 3 2 I . . 4 
 
 * This inchKks one General Director for all boroughs. 
 
135 
 
 Si'icciAL 'J'eacheks or Special Branches. 
 
 Drawing aiul Physical 
 
 liuruuglis. Music. Constructive Work. Sewing. Cooking. biiopwork. Training. 
 
 Manhattan and The 
 
 lironx 26 _'8 ,^6 32 32 14 
 
 lirooklyn 1 <, \(i 14 . . . . 7 
 
 (hieens . . . .^ 7 S 3 
 
 KichiiKind 4 J I . . . . I 
 
 F.ntire Cit\ 
 
 Cost of Simxiai, Sim'ekvision. 
 
 Music $84,()8o 00 
 
 Dfavving and constructive vvofk 80,760 00 
 
 Sewing 66,500 00 
 
 Cooking- ." 38 200 00 
 
 Shopwork 43.290 00 
 
 Pliy.sical training 37,600 00 
 
 Total $351,030 00 
 
 'I'ilK Dl'.l'AKTMKNT OF KdIKATION CoiILD SaVE $150,000 A YeAK. 
 
 l'>o(li kai'Iicrs and principals should he classified strictly on the basis of their 
 rllicicncy in racii of those so-called special l)r;niclies. it is pnihahlc that more super- 
 visidu is ncedrd in nnisic than in any other subject, but there is no doubt that, luider 
 tile slinnihis which a just recognition of ability would give, a large proportion of the 
 class teachers could be excused from such supervision as is given by the special 
 teachers of nnisic. In case the i)riiicipal is especially skilled in one of the special 
 subjects, his entire school should be designated as one in which assistance of a special 
 teacher in that particular subject is not required. "Excused from supervision" would 
 thus conic to be a mark of merit for which all would strive. Such a policy would lift 
 the leaden liand of uniformity which now rests so heavily on teachers of ability, and 
 stimulate the whole corps to more efficient efi'ort. 
 
 After music, drawing and constructive work are most in need of supervision, but 
 if the course of study in the subjects were shorn of technicalities and superfluities, it is 
 likely that fifty per cent, of the class teachers could be excused from supervision by 
 special teachers. Lender the departmental system of teaching, which has been so widely 
 adopted in the seventh and eighth grades of the grammar schools, it is possible to do 
 away entirely with special teachers in grades in which this system obtains. In depart- 
 mental work the teacher who has special aptitude and (lualilications for teaching a 
 
1 36 
 
 given subject is assigned to give the instruction in that hrancli lo a numhirr of classes, 
 instead of teaching a number of subjects to one class. In other words, each teacher 
 becomes a specialist in one branch and vvilh a nuisic specialist, a drawing specialist, and 
 a physical culture specialist in a given school, there is no need for special teachers of 
 these subjects. Under the departmental system it is entirely practicable to have a 
 teacher .skilled in each of these branches included in the regular corps of every gram- 
 mar department, and this would do away with the need of special teachers in the gram- 
 mar schools. 
 
 Most of the special teachers of sewing should be dispensed with. If the dress- 
 making and applied design were eliminated from the course of study, and the work 
 confined to plain sewing, the great majority of the class teachers would be fully com- 
 petent to give the instruction in this subject. The special teachers of cooking cannot 
 be dispensed with, if this subject is to be retained, because, as already stated, a cooking 
 teacher is not a supervisor, but is merely a class teacher who instructs pupils just as 
 other class teachers do. The same is true of shop teachers. In physical training, as 
 already stated in my special report on this subject, there is no occasion whatever for 
 any elaborate system of supervision in the elementary schools. Under the direction of 
 the principal and director of physical training, the average class teacher is abundantly 
 able to give such physical exercises as should be given in the elementary schools. 
 
 The facts set out in these five reports on sewing, cooking, drawing and constructive 
 work, physical training, and music, show that great economies are possible in the 
 administration of school affairs. If technical and scientific instruction in the special 
 branches were eliminated from the course of study for the elementary schools, and a 
 restricted system of supervision based upon a proper classification of teachers were 
 adopted, it would be entirely feasible and highly beneficial to make large reductions 
 in the present corps of special teachers whose salaries now aggregate over $350,000 a 
 year. Such a curtailment of the course of study would also materially reduce the 
 expenditures for special study supplies which now aggregate over $150,000 a year. 
 If these reforms were instituted, the Department of Education could save $150,000 
 a year on music, manual training, and physical culture in the elementary schools. 
 
 Beyond saving $150,000 a year, the elimination of technical instruction in the 
 special branches and unnecessary supervision by special teachers would go far toward 
 restoring the neglected common branches to their rightful place by reducing to reason- 
 able limits the time and attention given to the special branches. The present gross 
 exaggeration of the place of the special studies is due to the fact that they are com- 
 paratively new and are therefore specially supervi.sed. To dispense entirely with spe- 
 cial teachers would go a long way toward restoring equilibrium in the curriculum and 
 bringing order out of the present confusion in the schools, but this is not advisable at 
 the moment because a part of the teachers still need extra help in these newer branches 
 and it is therefore necessary to have some special teachers. F.ventually. of course, spe- 
 cial teachers of music, manual training, and physical training will entirely disappear 
 
137 
 
 and these subjects will become simply regular studies which every teacher must be 
 able to handle. 
 
 A special teacher is a device for facilitating the introduction of new subjects into 
 the schools. Special supervision is the temporary scaffolding used in building an ex- 
 tension to the course of study. It should be torn down as soon as the work is com- 
 pleted. In place of grasping this fact and acting upon it, the Department of Educa- 
 tion continues to enlarge its elaborate and costly scheme of special supervision, when 
 the time is ripe to begin its destruction. The course of study has been extended. 
 Music, manual training and physical culture are in the schools. Special supervision 
 has been the means of putting them there, but in so far as it has accomplished this 
 purpose it has become an obstruction to further progress. Special studies should be 
 made regular studies and special teachers should be dispensed with as rapidly as pos- 
 sible. Economy and the best interests of the children are at one in making this de- 
 mand. 
 
 Respectfully submitted, 
 
 (Signed) ' (Mrs.) MATHILDE COFFIN FORD. 
 
REPORT No. 9. 
 
 Showing the Amount of Property Held by the Board of Education as of date 
 January 9, 1904, Which Had Not Been Improved— Cost of Carrying Charges 
 and Loss of Taxes Resulting Therefrom. 
 
 Hon. Edward M. GrouTj Comptroller: 
 
 Sir — In accordance with your instructions, the following report and attached data 
 relative to properties acquired for school purposes is respectfully submitted. The con- 
 dition of the various properties included in the detailed statement attached was ascer- 
 tained through inspection by your representatives on January 8 and 9, 1904, to which 
 date calculations of interest were also made. The loss of taxes is figured on the valua- 
 tions and at the rates which prevailed in the boroughs for the dififerent years, less an 
 allowance for the cost of condemnation proceedings. 
 
 In the Borough of Manhattan there are 20 plots of property, aggregating about 80 
 lots, or about 175.000 square feet of land. On all of these 20 plots the buildings which 
 originally encumbered them when title was vested in the City are still standing. The 
 City -was in physical possession of these properties for periods varying from two months 
 to seventy months. One plot owned for nearly six years cost the City $326,645.90, and 
 the carrying charges for interest (3V2 per cent.) on the bonds issued to pay for the 
 plot, together with an annual installment of i per cent., to provide for the redemption 
 of bonds at maturity, has now amounted to $85,744.58, exclusive of the loss of taxes to 
 the City, which, up to and including 1903, amounted to $25,756.80. Another plot 
 has been in the City's possession for fifty-seven months. Six for two years or more; 
 five from ten months to nineteen months, and the balance from two to nine months. 
 
 The cost of acquiring these 20 plots in Manhattan was $1,539,854 34 
 
 Interest or carrying cost to January 9, 1904 (4^/ per cent.), paid out of 
 
 the Budget and included in tax levies 162,489 52 
 
 Loss of taxes on these 20 plots 51,693 28 
 
 Total cost to City to January 9, 1904 $1,754,037 14 
 
 All of these properties are absolutely useless for school purposes in the condition 
 in which they have been allowed to remain, no matter for what school purposes they 
 were intended. 
 
139 
 
 In addition to the 20 plots on which buildings are standing, there have been 
 acquired four plots consisting of about 18 vacant lots, containing 45,000 square feet of 
 land. One of these west of Seventh avenue, running through from One Hundred and 
 Forty-seventh to One Hundred and Forty-eighth streets, has a frontage on both streets 
 of 150 feet. It has been in possession of the City since April 25, 1901, over 32 months. 
 It has never been improved and is now used as a recreation ground. No objection is 
 made to this use of the property unless it is determined that increased school capacity 
 has been needed in that neighborhood. In that event the property could have been 
 improved and the same recreation facilities provided on the roof of the building, as is 
 now being successfully done elsewhere. 
 
 In the Borough of The Bronx six plots, containing 186,000 square feet, are in pos- 
 session of the City. 
 
 With the exception of a building on one of the sites, these properties are all vacant 
 and available for use for school purposes. Part of one of these plots was acquired nine 
 years ago, and the balance of the same plot four years ago. Of the others, one plot 
 has been held 53 months, one 30 months, and the others, three, four and five months. 
 
 The property cost the City $149,486 20 
 
 Carrying charges to January 9. 1904 8,973 18 
 
 Loss of taxes • 3.404 33 
 
 Total cost to the City to January 9, i90_| $161,863 7i 
 
 The Borough of Queens has six vacant plots available, containing 150,000 square 
 
 feet. The City has owned one of these plots 4^/2 years, one for 3 years, 2 others for 
 
 2^ years, and one which adjoins a school i-/> years, and the remaining one for 4 
 months. 
 
 These properties cost the City $35,410 1 1 
 
 Carrying charges to January 9, 1904 3879 82 
 
 Loss of taxes 1.556 66 
 
 Total cost to the City to January 9, 1904 $40,84659 
 
 In the Borough of Richmond there arc two plots, one acquired 8 months, and the 
 other over 2 months ago. Both plots are vacant and available and contain about 
 61 000 square feet. 
 
 They cost the City , $4,750 00 
 
 Carrying charges up to January 9, 190-1 48 00 
 
 Loss of taxes 5 73 
 
 Total cost to the City to January 9, 1904 $4,803 73 
 
140 
 
 In the Borough of Brooklyn the City owns seven plots of property, containing 
 about 165,000 square feet of land. From four of tliese plots the buildings have never 
 been removed, and the other two are vacant lots. They have been owned l)y the City, 
 one for _j8 months, one ior 30, one for 15, and the others for 8, 6 and 4 months, re- 
 spectively. They are all available for school jiurposes. 
 
 The City has. paid for tlicse Brooklyn plots ; $209 808 20 
 
 Carrying charges to January 9. 1904 8.360 20 
 
 Loss of taxes 2.896 47 
 
 Total cost to the City to January 9, 1904 $221,064 87 
 
 In addition to these seven plots, five plots have been purchased by the City, two 
 of which are used for light and air, and two for ])Iaygrounds. One of the latter, how- 
 ever, is reported as being fenced in and not apparently used. The remaining plot, 150 
 by 252, is in the rear of Erasmus Hall. There are seven frame buildings on this piece 
 of ground which are used for class-rooms. The Board of Educatit)n on December 31, 
 1903, reported that plans were under way for this plot. It has been owned by the 
 City for 28 months and has been available for improvement all that time. 
 
 Your attention is respectfully called to the -fact that the present Board of Educa- 
 tion was not in control of the schools in the Borough of Brooklyn until February, 
 1902. The con(htion reported herein, however, shows the condition as it now exists. 
 
 The Board of Education, under date of December 31, 1903, in reply to your re- 
 quest, submitted a list of "Property acquired for school purposes not yet improved." 
 In this list there are mentioned 34 plots, 29 of which are included in the 41 mentioned 
 in this report, and the other five are included in those which are vacant properties 
 acquired for light, air or recreation purposes, and not included in the estimate of the 
 cost of the 41 sites. In the report the Board of Education states that it has plans under 
 way for 12 of these plots, and plans ready for 2. Oi the 12 plots ior which plans are 
 under way 5 are in r^Ianhatlan and have been in the possession of the City 31 months, 
 26 months. 6 months, 4 months and 2 months, respectively. Four of these are for 
 additions to existing school-houses and i for a new school. Buildings are still stand- 
 ing on all of these 5 plots, as is the condition also of the property for which plans are 
 rci)orted ready. 
 
 In the Borough of The Bronx plans arc under way for 2 plots, i of which has 
 been in the possession of the City for 53 months and the other for 5 months. 
 
 \n the Borough of Brooklyn plans are reported under way for 2 plots which the 
 City has held for 15 months and 4 months, respectively. 
 
 Plans are also mider way for a plot in Queens which the City has held title to 
 for 17 months, and plans ready for a plot which has liccn in the City's hands for 4 
 months. 
 
141 
 
 In Richmond Borough plans are under way for the 2 plots that have been in 
 the possession of the City for 2 and 8 months, respectively. 
 
 You will notice that in no case has a contract been reported let or awarded for 
 the improvement of any of the 41 plots that have been in possession of the City from 
 2 to 70 months. The attached compilation will show those plots for the improvement 
 of which there are plans under way or ready. 
 
 The Board of Education in its report of December 31, 1903, does not account 
 for all of the plots mentioned in your report. They are, however, properly included in 
 your report, as in each case the buildings are still standing and the plots are useless 
 in the present condition. 
 
 Under date of December 17, I9C'2, you addressed a communication to the Presi- 
 dent of the Board of Education .giving a list of 42 properties acquired for school pur- 
 poses throughout the City. You requested that the list be examined and that you 
 be advised as to the intention of the Board of Education concerning these properties, 
 and that the properties not needed for school purposes be turned over to the Com- 
 missioners of the Sinking Fund for their disposition. The Board of Education on 
 January 17. 1903, submitted a report in reply to your request, in which ft explained 
 the status of each of the 42 sites or properties. In the report of the Board of Edu- 
 cation 10 of the 41 properties treated of in this report are mentioned, 8 in Manhattan 
 and I each in The Bronx and Brooklyn. 
 
 Borough of Manhattan — Of the property on Fifteenth and Sixteenth streets, 
 between First avenue and Livingston place, which has been owned by the City for 70 
 months, the Board of Education says that it is its intention to use the site " for 
 manual training high school and girls' technical high school. It is expected that 
 contracts will be let early this year (1903)." In the report of the Board of Education 
 of December 31, 1903, nearly a year later, it is indicated that no action has been taken 
 to improve this site. In their report of January 17, 1903, the Board of Education 
 reports on the following properties : 
 
 Nos. 208 to 218 East Thirty-third street; 
 Nos. 437 to 439 West Forty-ninth street; 
 Nos. 2>-7 to ZH East Fourth street ; 
 
 — that they "' will be improved as soon as funds are available." In their report of 
 December 31, 1903, plans under way are reported for the Fourth street site, but 
 nothing is said about the other two. Regarding No. 29 Norfolk street, it is reported, on 
 January 17, 1903, that additional property is being acquired and a large building will 
 soon be erected. No action toward this improvement was reported in the December 
 31 report. 
 
142 
 
 Of the plot facing on Broome, Clarke and Dominick streets, which was acquired 
 for a new school, the Board of Education reports, on January 17, 1903, that " a new 
 building will probably be erected in the near future." On December 3:, 1903, accord- 
 ing to the report of the Board of Education, plans were not yet under way for this 
 site, which has been owned by the City for over 30 months, and has now cost, for 
 carrying charges and loss of taxes, over $36,000. Regarding No. 456 West Fifty-eighth 
 street and Nos. 169 to 173 East One Hundred and Fourteenth street, it is stated in the 
 January 17, 1903, report, that they will be improved " as soon as funds are available." 
 
 The Board of Education, in this same report of January 17, 1903, reports on one 
 site in the Borough of The Bronx, located at Eagle avenue and One Hundred and 
 Sixty-third street. It says that " addition will be built as soon as required and funds 
 are available." The December, 1903, report of the Board of Education does not show 
 that anything has been done with this site. In the Borough of Brooklyn, the Board 
 of Education reports in January, 1903, in connection with the McKibbin street property, 
 that it " will be improved as soon as funds are available." 
 
 As to the availability of funds, it is found by an investigation of the condition 
 of the School Building Fund, that on January i, 1903, ample funds were available. 
 The condition of the " School Building Fund " on January i, 1903, as shown by the 
 books of this Department, was as follows : 
 
 Cash balances for all boroughs $4,452,320 46 
 
 Bonds fully authorized and unissued 5,300,000 00 
 
 $9,752,320 46 
 
 Contract liability $4,133,435 68 
 
 Land liability 69,550 00 
 
 4,202,985 68 
 
 Available January i, 1903, for school sites and the improvement of sites. . $5,549,334 7^ 
 
 The condition of this same fund on December 31, 1903, was : 
 
 Cash balances for all boroughs $639,631 79 
 
 Bonds fully authorized and unissued 11,718,430 00 
 
 $12,358,061 79 
 
 Contract liability $5,344,258 58 
 
 Land liability 585,172 00 
 
 5.929,430 58 
 
 Available January i, 1904, for school sites and the improvement of sites. $6,428,631 21 
 
143 
 
 To summarize, your investigation has developed the fact that there are in the Greater 
 City, available for school purposes, 41 plots which have been left idle and unimproved. 
 Most of those in Manhattan and Brooklyn are well distributed and favorably located 
 for school purposes, as are those also in the other boroughs. 
 
 It cannot be urged that those properties on which buildings have been allowed to 
 remain for the great length of time reported, were awaiting plans and specifications for 
 the proposed new purposes, nor can this excuse be more properly made in connection 
 with the vacant properties. There are several instances where the Board of Education 
 actually opened bids for the erection of new school buildings before the title of the 
 property on which they were to be built became vested in the City. These instances 
 are reported on in the supplementary report affecting the conditions of school sites that 
 have been improved. While this condition is irregular it is not entirely improper. 
 
 The Board of Education is practically assured that a site will be available for its 
 purposes when action has been taken by the Board of Estimate and Apportionment, and 
 it is practicable to have plans prepared during the interval between the action of the 
 Board of Estimate and Apportionment and the time when the City takes physical pos- 
 session of a site. 
 
 The failure of the Board of Education to improve the sites which have been avail- 
 able and subject to their orders has not only aggravated the condition of inadequate 
 seating capacity for children of school age, but has placed an unnecessary burden on the 
 taxpayers, as the following statement shows : 
 
 The City has paid for the 41 sites mentioned, which does not include those acquired 
 and actually used for light, air and ventilation, or for play and recreation grounds : 
 
 Carrying 
 
 Cost of Property. Charges to Amount of 
 
 Jan. 9, 1904. Tax Loss. 
 
 Manhattan $1,539,854 74 $162,489 52 $51,693 28 
 
 The Bronx 149,486 20 8,973 18 3,404 33 
 
 Brooklyn 209,808 20 8,360 20 2,896 47 
 
 Queens 35,41011 3,87982 1,55666 
 
 Richmond 4,750 00 48 00 5 73 
 
 $1,939,308 8s $183,750 72 $59,556 47 
 183,750 72 
 59,556 47 
 
 $2,182,616 04 
 
M4 
 
 This is the amount that has been needlessly employed, as not a single contract h'as 
 been let for improvements on any of the property included in this large sum. The 
 $183,750.72, carrying charges, has been a direct drain on the taxpayers, as the interest 
 and installment amounts for the bonds are raised by taxation. This is also true of 
 the $59,556.47, the loss of taxes which would have been paid into the City Treasury, 
 and have reduced taxes by just that amount. It will cost the City each year that these 
 properties remain in their present condition, for carrying charges, $87,268.90. This is 
 the annual cost of carrying the principal invested, and will have to be raised by taxation 
 annually. In addition, the loss of taxes will, at a 1.50 rate for all boroughs, amount 
 to $29,032.35 annually. 
 
 The revenue from buildings on the property acquired in the form of rents have been 
 more than offset by the appropriations that have been made for buildings and quarters 
 rented by the Board of Education for use as classrooms. The Board has been allowed 
 for 1904. for rent, $129,366.20. 
 
 At least ninety per cent, of this will be used for class-rooms. In the estimate 
 of expenses for 1904, submitted to the Board of Estimate and Apportionment by the 
 Board of Education, they requested that money be provided for loi properties that 
 they desired to lease, in which estimate the sum of $26,750 was not itemized. 
 
 Manhattan 27 leases requested and $10,000 not itemized. 
 
 Brooklyn 2>7 leases requested and 5,000 not itemized. 
 
 Bronx 14 leases requested and 5,000 not itemized. 
 
 Queens 17 leases requested and 5,750 not itemized. 
 
 Richmond 6 leases requested and 1,000 not itemized. 
 
 In addition to the 41 properties or sites previously mentioned, the Board of 
 Education has, by resolutions, requested the Board of Estimate and Apportionment 
 to authorize the following: 
 
 Sites. 
 
 Manhattan 7 
 
 Bronx 5 
 
 Brooklyn 18 
 
 Richmond 7 
 
 Queens 7 
 
 Total 44 
 
143 
 
 These applications arc now being considered. Exclusive of the 44 sites requested 
 
 there are now in the course of condemnation: 
 
 Sites. 
 
 ^Manhattan 3 
 
 Queens 2 
 
 Brooklyn 7 
 
 Total 12 
 
 Respectfully submitted, 
 
 E. E. SCHIFF, Clerk to the Comptroller. 
 
146 
 
 Sites Acquired for the Board of Education 
 
 Location of Sites. 
 
 Date of 
 
 \'estins; of 
 
 Title. 
 
 Number of 
 
 Mos. Owned Cost of 
 by City. Property. 
 
 Carrying 
 
 Charges to Amount of 
 Jan. 9, 1904. Tax Loss. 
 
 Borough of ]\Ianliattaii. 
 
 Sixty-third street, No. 214 East. Apr. 17, 1859 57 $17,683 20 
 
 One Hundred and Fourteenth 
 
 street, Nos. 169-173 East.. Feb. 11,1901 31 ^7,974 20 
 
 Clark, Broome and Dominick 
 
 streets July 27,1901 29 241,92200 
 
 Fourth street, Nos. 327 to 337 
 
 East Nov. 3,1901 26 126,297 70 
 
 Forty-ninth street, Nos. 437-439 
 
 West Dec. 27,1901 24 50,645 15 
 
 Thirty-third street, Nos. 208- 
 
 218 East Dec. 9,1901 25 7^^,273 25 
 
 Norfolk street. No. 29 Dec. 18,1901 24 37.250 00 
 
 F'ifty-eighth street. No. 456 
 
 West May 14, 1902 10 33.760 20 
 
 James street, No. 92 Jan. 26, 1903 1 1 35.298 00 
 
 Twenty-first street, Nos. 219- 
 
 221 East Jan. 19,1903 11 46,43500 
 
 King street. No. 27 Mar. 6,1903 10 19.190 00 
 
 F"ifty-fifth street, Nos. 132-134 
 
 West Mar. 12, 1903 8 65,000 00 
 
 First avenue, No. 937 Apr. 6, 1903 9 28,180 00 
 
 Ninth street. East, Nos. 605 to 
 
 615 July 17.1903] 
 
 Tenth street. East, Nos. 350 to ^6 227,735 00 
 
 360 July 17. 1903J 
 
 Seventeenth street. No. 418 
 
 East Aug. 19,1903 4 20,50000 
 
 One Hundred and Ninth street. 
 
 No. 219 East Sept. 10, 1903 4 14,00000 
 
 One Hundred and Ninth street. 
 
 No. 221 East Oct. 28,1903 2 13,00000 
 
 Forty-first street, Nos. 209 to 
 
 213 East Oct. 15, 1903 2 35.000 00 
 
 First street. East, No. 44, rear 
 
 of Oct. 14, 1903 2 8,010 00 
 
 Seventeenth street, Nos. 410 to 
 
 416 East Oct. 27, 1903 2 93.054 74 
 
 Fifteenth and Sixteenth streets, , 
 
 between First avenue and 
 
 Livingston place Feb. 25,1898 70 326,645 90 
 
 $iv539.854 34 
 
 a. One Hundred and Third 
 
 street, west of Second ave- 
 nue Apr. 22,1901 32 $12,001 90 
 
 b. One Hundred and Forty- 
 
 seventh street, west of 
 
 Seventh avenue Apr. 25,1901 32 67,606 60 
 
 c. Eighteenth street. No. 357 
 
 West May 7, 1903 8 6,698 60 
 
 Forty-fifth street, between Tenth j Dec. 17,1892 132 18,492 50 
 
 and Eleventh avenues (May 15,1897 80 16,000 00 
 
 Borough of The Bronx. 
 
 Eagle avenue, between One 
 Hundred and Sixty-first 
 and One Hundred and 
 Sixty-second streets June 22,1901 30 $17,445 38 
 
 Longwood avenue, between 
 
 Kelly and Beck streets.... July 31, 1903 5 27,500 00 
 
 Ogden avenue and One Hun- 
 dred and Sixty-ninth street July 28, 1899 53 10,260 32 
 
 Juliana street and Elliot ave- (Feb. 5,1894 iig 4,600 00 
 
 nue I Mar. 7, 1899 46 7.582 62 
 
 a. Play-ground. b. Recreation ground. c. Light and air. 
 
 ? 1,963 69 
 515 63 
 
 $669 67 
 348 98 
 
 2,039 18 661 10 
 
 2,035 50 609 81 
 
 1,308 07 480 27 
 
147 
 
 for School Ptirl'oscs, aitd not Improved. 
 
 Condition of 
 Property on 
 Jan. 8, 1904 
 
 Size of Plot. 
 
 Adjoining or Board Educa- 
 
 in Rear of tion Report, 
 
 Public School. Dec. 31, 1903. 
 
 Building still standing 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing.... 
 Buildings still standing. . . . , 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing.... 
 Buildings still standing.... 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing.... 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Buildings still standing 
 
 Vacant lots 
 
 Vacant lots 
 
 Vacant lots 
 
 Vacant lots 
 
 Vacant lot and one building. 
 
 Vacant lots 
 
 Vacant lots 
 
 Vacant lots 
 
 25 X 
 
 100' 
 
 63 X 
 
 II l' 
 
 15^ X 
 
 168 
 
 122 X 
 
 96' 
 
 139 X 
 
 100' 
 
 100 X 
 
 ico' 
 
 25 X 
 
 100' 
 
 25 X 
 
 100' 
 
 25 X 
 
 100 
 
 44 X 
 
 100' 
 
 25 X 
 
 100' 
 
 50 X 
 
 100' 
 
 30 X 
 
 100' 
 
 150 X 
 
 92' 
 
 150 X 
 
 92' 
 
 25 X 
 
 100' 
 
 39 X 
 
 100' 
 
 60 X 
 
 100' 
 
 25 X 
 
 25' 
 
 100 X 
 
 92' 
 
 210 X 
 
 106' 
 
 50 X 100 X 201 
 
 20 X 47 
 
 100 X 100' 
 
 25 X 99' and 75 x 130' 
 
 200 X 100' 
 
 SO X 86', 168 X 108' X 179' 
 200 X 125' 
 
 74 
 
 57 Plans under way 
 
 15 Plans under way 
 
 84 
 116 
 
 141 
 114 
 
 N.Y.T.S. Plans ready 
 
 135 
 
 Plans under way 
 
 104 
 
 83 Plans under way 
 
 27 
 79 
 104 Plans under way 
 
 56 
 rear of 51 
 
 Plans under way 
 Plans under way 
 
I4S 
 
 Location of Sites. 
 
 Date of 
 
 Vesting of 
 Title. 
 
 Number of 
 
 Mos. Owned Cost of 
 by City. Property. 
 
 Carrying 
 ( harges to 
 Jan. 9, 1904. 
 
 Prospect avenue and Jennings 
 
 street Sept. 17,1 903 
 
 Gerard and Walton avenues... Oct. 6,1903 
 
 $50,000 00 
 32,097 88 
 
 $149,486 20 
 
 $750 00 
 361 II 
 
 .973 18 
 
 Borough of Queens. 
 
 Jamaica and Hopkins avenue.. Jan. 12,1901 
 
 Washington and Pulaski streets May 21,1901 
 
 John street and Prospect place. July 16, 1902 
 Charlotte avenue and Seventh 
 
 street Aug. 9, 1899 
 
 Kaplan avenue, Hammond and 
 
 Horton streets May 26,1901 
 
 Kou\yenhoven street, Long Isl- 
 and City Aug. 31,1 903 
 
 Borough of Richmond. 
 
 Boulevard, between Wardwell 
 
 avenue and Fisk avenue. . Nov. 2, 1903 
 Pleasant avenue and Woodrow 
 
 road Apr. 23,1903 
 
 Borough of Brooklyn. 
 
 McKibbin street, between Gra- 
 ham and Manhattan ave- 
 nues July 29,1901 
 
 Albany avenue and Dean street Oct. 15, 1902 
 
 Bushwick avenue, between Mc- i Apr. 16,1903 
 
 Kibbin and Siegel street., i Sept. 21, 1903 
 
 Hicks street, Nos. 27 to 39.... May & Sept., 1903 
 
 Poplar street, Nos. 52 to 62... May & July, 1903 
 Middagh street, Nos. 49 to 
 
 53 May & June, 1903 
 
 Quincy street. No. 864 Aug. 28,1903 
 
 Suydam street. No. 355 Aug. 28,1903 
 
 d. Eleventh avenue, Windsor 
 
 place and Sherman street. Jan. 8, 1900 
 
 e. Humboldt street, south of 
 
 Engert street Sept. 9,1901 
 
 f. Watkins street, south of 
 
 Glenmore avenue Apr. 7.1903 
 
 g. Monitor street, near Driggs 
 
 avenue Nov. 10,1899 
 
 h. Putnam avenue and Madi- 
 son street, near Marcy ave- 
 nue Dec. 9,1899 
 
 i. Bedford avenue, near East 
 
 Broadway Sept. 18, 1901 
 
 36 
 
 31 
 17 
 
 $9,463 
 7.005 
 3.938 
 
 59 
 80 
 45 
 
 $1,277 74 
 814 45 
 219 94 
 
 53 
 
 2.550 
 
 00 
 
 506 81 
 
 31 
 
 8,633 
 
 10 
 
 1,003 59 
 
 4 
 
 3.819 
 
 17 
 
 57 29 
 
 
 $35,410 
 
 1 1 
 
 $3,879 82 
 
 2 
 
 $4,200 
 
 00 
 
 $31 50 
 
 8 
 
 550 
 
 00 
 
 16 50 
 
 
 $4,750 
 
 00 
 
 $48 00 
 
 30 
 
 $5,671 
 
 00 
 
 15 
 
 42,000 
 
 00 
 
 8 
 
 28,000 
 
 00 
 
 4 
 
 17,000 
 
 00 
 
 4 
 
 49,600 
 
 00 
 
 6 
 
 22,000 
 
 00 
 
 6 
 
 19,500 
 
 00 
 
 4 
 
 10,000 
 
 00 
 
 4 
 
 2,700 
 
 00 
 
 2,400 66 
 
 .360 
 
 28 
 
 $4,698 60 
 
 $493 40 
 
 5 
 
 3,400 00 
 
 63 75 
 
 50 
 
 6,560 75 
 
 1,230 19 
 
 49 
 
 53,177 65 
 
 9,771 46 
 
 28 
 
 30,162 03 
 
 3,167 01 
 
 $S 73 
 
 2.541 46 
 
 139 44 
 $2,896 47 
 
 d. Streets not opened. e. Light and air, f.. Light and air. g. Play-ground. h. Playground. 
 
149 
 
 Condition of 
 Property on 
 Jan. 8, 19C4. 
 
 Size of Plot. 
 
 Adjoining or Board Educa- 
 
 in Rear of tion Report, 
 
 Public School. Dec. 31, 1903. 
 
 Vacant lots . 
 Vacant lots . 
 
 286x234 X 33x341' 
 201 X 203 X 222 X 47' 
 
 ( Vacant lots . 
 1 Vacant lots. 
 Vacant lots. . . 
 
 Vacant lots. 
 Vacant lots. 
 Vacant lots. 
 
 190 X 125 
 262 X 214' 
 150 X 100' 
 
 100 X 180' 
 
 200 X 206' 
 
 100 X 100' 
 
 71 Plans under way 
 
 6 Plans ready 
 
 Vacant lots. 
 Vacant lots. 
 
 150 X 145 
 200 X 200' 
 
 Plans under way 
 Plans under way 
 
 Bailding still standing 
 
 Vacant lots 
 
 Vacant lots and frame buildings. 
 
 Buildings still standing., 
 Buildings still standing.. 
 
 Buildings still standing., 
 Buildings still standing.. 
 Buildings still standing.. 
 
 Vacant lots 
 
 25 X ICO 
 
 200 X 175' 
 
 201 X 227' 
 
 \ 
 
 y. 200 X 169' 
 I 
 J 
 
 41 X 100 
 25 X 100' 
 
 200 X 210 
 
 26 
 123 
 
 Plans und«r way 
 Plans und-ff way 
 
 Vacant lots . 
 Vacant lots . 
 Vacant lots . 
 
 64 X 100' 
 
 50 X 100' 
 
 100 X 60' 
 
 51 
 
 84 
 
 Vacant lots 
 
 Frame buildings still standing. 
 
 200 X 140 
 150 X 252' 
 
 B.H.S. 
 rear of E. H. 
 
 Plans under way 
 
 L Used as classrooms. 
 
ISO 
 
 RECAPITULATION. 
 
 Cost Carrying 
 
 Borough. of Charges to 
 
 Property. January 9, 1904. 
 
 Manhattan $1,539,854 34 $162,489 52 
 
 Bronx 149,486 20 8,973 18 
 
 Brooklyn 209,808 20 8,360 20 
 
 Queens 35,410 11 3,879 82 
 
 Richmond 4,750 00 48 00 
 
 Totals $1,939,30885 $183,75072 
 
 Grand total cost of properly up to January 9, 1904 
 
 (Excluding property used for light, air or playgrounds and re- 
 ported herein as vacant property.) 
 
 Araouat 
 
 of 
 
 Tax Loss. 
 
 $51,693 
 
 28 
 
 3.404 
 
 33 
 
 2,896 
 
 47 
 
 ',556 
 
 66 
 
 5 
 
 73 
 
 $59, 55^ 47 
 
 $2,182,616 04 
 
REPORT No. lo. 
 
 Showing the Lapse of Time Between the Acquisition of Property and the 
 Letting of Contracts for Construction Thereon on Contracts by The Board 
 of Education during 1901, 1902 and 1903. 
 
 Hon. Edward M. Grout, Comptroller: 
 
 Sir — Supplementary to the report showing the status of property acquired for 
 school purposes and not improved, the following report, with attached data, showing 
 the condition of properties acquired that have been improved, is respectfully submitted, 
 in pursuance with your instructions. 
 
 The investigation to ascertain how long sites, upon which contracts for construction 
 have been let during the past three years, were held before being improved shows the 
 same condition of premature purch-ise and investment in properties, with the attendant 
 loss growing out of carrying charges and the loss of taxes, as exists in connectiim with 
 the properties purchased and not improved. 
 
 In the Borough of Manhattan contracts were let for 12 new schools, or additions 
 to schools already built. The title for the properties improved had been vested ii) the 
 City for one of the plots, that on which the DeWitt Clinton High School is l)eing 
 erected, for nearly seven years before a contract was let. The cost to carry this piece 
 of property from vesting date to the date the contract was let was $62,564.76, and the 
 loss of taxes amounted to $16,634.84, a total of $79,199.60. 
 
 Of the other plots, one was owned by the City for 61 months, one for 60 months, 
 one for 55 months, one for 24 months, the others for 13, 12, 9, 7, 6 and 4 months, 
 respectively. The contract for the improvement of the remaining plot and addition to. 
 Public School 106, on Mott and Elizabeth streets, near Spring street, was let on Decem- 
 ber 30, 1902, two days before title to the property was vested (January 2, 1903) in the 
 City. 
 
 The carrying charges for the Manhattan properties from the date title was 
 
 vested to the date that contracts were let, were $150,499 42 
 
 Loss of taxes 38,323 48 
 
 Cost to the City for carrying charges and taxes $188,822 90 
 
152 
 
 Taxes are computed on the basis of the valuations and at the rates that prevailed 
 in the different boroughs during the period these properties were unimproved. Taxes 
 are not charged for any year in which a contract was let, on the assumption that the 
 property would have been bought in such year. Neither are they figured for any year 
 where title vested after the first Monday of October. Allowance was also made for 
 condemnation costs. 
 
 In the Borough of The Bronx four contracts were let, the plots being in possession 
 of the City for 59 months, 45 months, 8 months and 2 months, respectively. 
 
 The carrying charges for the Borough of The Bronx were $21,679 43 
 
 Loss of taxes 4,446 06 
 
 Cost to the City for carrying charges and taxes $26,125 49 
 
 In the Borough of Queens four contracts were let after the properties had been in 
 the City's possession for 23, 12, 6 and 3 months, respectively. 
 
 The carrying charges for the Borough of Queens were $2,275 38 
 
 Loss of taxes 431 55 
 
 Cost to the City for carrying charges and taxes $2,706 93 
 
 In Richmond Borough two contracts were let, the City being in possession of the 
 properties for 7 and 4 months. 
 The carrying charges were $556 10 
 
 For the Borough of Brooklyn the attached compilation is arranged to show prop- 
 erties improved, for which title was vested in the City previous to February, 1902, 
 when the present Board of Education assumed control of the school affairs of that 
 borough, and those that were acquired subsequent to that time. The whole, how- 
 ever, presents the conditions that existed, and consists of 18 plots of property. They 
 were in possession of the City before contracts for improvements were let for periods 
 varying from 3 months to 33 months. Contracts for schools on 2 of these plots were 
 let before title to the property was vested in the City. The contract for School 145, 
 Central avenue and Noll street, was let December 29, 1902, and the title to the site 
 was not vested in the City until January 9, 1903, 11 days later. The contract for 
 School 47, on Pacific street, between Third avenue and Nevins street, was let April 
 6, 1903, the City coming in possession of the site on May 20, 1903, over 6 weeks later. 
 
 The carrying charges for the Brooklyn properties were $30,950 97 
 
 Loss of taxes 6,971 55 
 
 Cost to the City for carrying charges and taxes $37,922 52 
 
153 
 
 Summarized, the cost of allowing school sites to remain idle for the periods men- 
 tioned, was : 
 
 For Carrying For Loss 
 Charges. of Taxes. 
 
 Manhattan $150,499 42 $38,323 48 
 
 The Bronx 21,679 43 4,446 06 
 
 Brooklyn 30,95° 97 6,971 55 
 
 Queens 2,27538 43155 
 
 Richmond 556 10 
 
 $205,961 30 $50,172 64 
 50,172 64 
 
 Total cost to City $256,133 94 
 
 The detail of the 40 improvements mentioned in this report will be found on the 
 
 attached compilation. 
 
 Respectfully submitted, 
 
 E. E. SCHIFF, Clerk to the Comptroller. 
 
154 
 
 Stalcuiciit Shozciii^ the Dclav in 
 
 Location of Sites. 
 
 Title Vested 
 to Site. 
 
 Borough of Manhattiiii. 
 
 Public School 1 86, One Hundred and Forty-fifth and One Hundred and Forty- 
 sixth streets, between Amsterdam avenue and Broadway 
 
 Public School 1 88, East Houston, Lewis, Third and Manhattan streets 
 
 DeVVitt Clinton High School, Tenth avenue, Fifty-eighth and Fifty-ninth streets. . 
 
 Public School 31, Monroe and Gouverneur streets 
 
 Public School 39, One Hundred and Twenty-sixth street, between Second and 
 Third avenues 
 
 Public School 190, Eighty-second street, between First and Second avenues 
 
 Public School 1 10, Broome and Cannon streets 
 
 Public School 132, Wadsworth avenue, between One Hundred and Eighty-second 
 and One Hundred and Eighty-third streets 
 
 Public School 106, Mott and Elizabeth streets, near Spring street 
 
 Public School 183, Sixty-sixth street, near First avenue 
 
 Public School 150, Ninety-fifth and Ninety-sixth streets, near First avenue 
 
 Public School 62, Hester street, between Essex and Norfolk 
 
 Mar. 14, 1899 
 May 22, 1901 
 Feb. 26, 1898 
 Apr. 25, 1901 
 
 Nov. 17, 1897 
 July 27, igoi 
 Jan. 17, 1902 
 
 Nov. 26, 1897 
 Jan. 2, 1903 
 May 21, 1898 
 Mar. 2, 1903 
 July 7, 1903 
 
 Borough of Tlie Bronx. 
 
 Morris High School, Boston road and One Hundred and Sixty-sixth street.... 
 
 Public School 176, Amethyst avenue, north of Morris Park 
 
 Public School 14s, One Hundred and Sixty-tiftli street, between Tinton and Union 
 avenues 
 
 Public School 37, One Hundred and Forty-fifth and One Hundred and Forty- 
 sixth streets, east of Willis avenue 
 
 Borough of Queens. 
 
 Public School 83, Vernon avenue, between Pierce and Graham avenues 
 
 Long Island City High School, Wilbur avenue and Academy street 
 
 Public School 84, Albert street, Ditmars and Potter avenue 
 
 Public School 81, Cypress avenue, Ralph and Bleecker streets 
 
 Borough of Richmond. 
 
 Public School 34, Fingerboard road, between Grant and Ft. Wadsworth 
 
 Public School 26, Richmond turnpike, between Wilde and Prospect 
 
 Feb. 
 Dec. 
 
 26, 
 20, 
 
 1897 
 1897 
 
 Oct. 
 
 29, 
 
 1901 
 
 July 
 
 7. 
 
 1903 
 
 Jan. 12, 1901 
 
 Apr. 18, 1 90 1 
 
 Oct. 27, 1902 
 
 Aug. 26, 1902 
 
 May 13, 1902 
 Feb. 13, 1903 
 
 Borough of Brooklyn. 
 Public School 130, Ft. Hamilton avenue, between Ocean parkway and East Fifth 
 
 street Nov. 1 1 , 1 899 
 
 Public School 138, Prospect place, west of Nostrand aventie Jan. 10, 1900 
 
 Public School 1:2, Fifteenth avenue. Seventy-first and Seventy-second streets.... Aug. 30, 1901 
 
 Public School 100, Third street, between Park place and Sheepshead avenue Sept. 8, 1901 
 
 Public School 129, Quincy street, between Stuyvesant and Lewis avenues Nov. 11, 1899 
 
 Male Training High School, Seventh avenue, Fourth and Fifth streets Nov. 21, 1900 
 
 Public School 7, York, near Bridge street Aug. 14, 1901 
 
 Public School 142, Henry and Rappelyea streets Apr. 3, 1901 
 
 Public School 137, Saratoga avenue, between Chauncey and Bainbridge streets.. Jan. 5, 1900 
 
 Public School 139, Avenue C, between Thirteenth and Fourteenth streets Aug. 26,1901 
 
 Public School 141, Leonard street, between McKibben and Boerum streets Aug. 10, 1901 
 
 Public School 143, Havemeyer street. North Sixth and North Seventh streets.... Apr. 17, 1902 
 
 Public School 119, Avenue K and East Thirty-eighth street Apr. 17, 1902 
 
 Public School 144, Howard avenue, between Prospect place and St. Mark's Apr. 17, 1902 
 
 Public School 146, Eighteenth and Nineteenth streets, east of Sixth avenue June 11, 1903 
 
 Public School 80, West Seventeenth and Nineteenth streets, near Neptune avenue. Sept. 28, 29, 1903 
 
 Public School 14s, Central avenue and Noll street Jan. 9, 1903 
 
 Public School 47, Pacific street, between Third avenue and Nevins street May 20, 1903 
 
 Total cost to the City for carrying charges and loss of taxes from date of vesting 
 
155 
 
 tlic Improvement of School Sites. 
 
 Number of Mos. Cost 
 
 Contract Let. Before Contract of 
 
 Was Let. Property. 
 
 Carrying Charges 
 
 From Vesting Date 
 
 to Letting Date. 
 
 Amount 
 
 of 
 Tax Loss. 
 
 Years. 
 
 Mar. 15, 
 Dec. 2z, 
 Nov. II, 
 June 13, 
 
 Dec. 22, 
 July 25, 
 Oct. 13, 
 
 Nov. 3, 
 Dec. 30, 
 Dec. 15, 
 Sept. 23, 
 Nov. 9, 
 
 1901 
 1901 
 1903 
 1902 
 
 1902 
 1902 
 1902 
 
 1902 
 1902 
 1902 
 1903 
 1903 
 
 1900 
 1902 
 
 1902 
 
 1903 
 
 1902 
 1902 
 1903 
 1902 
 
 1902 
 1903 
 
 1902 
 1902 
 1903 
 1903 
 1901 
 1902 
 1903 
 1902 
 1901 
 1901 
 1901 
 1902 
 1902 
 1902 
 1903 
 1903 
 1902 
 1903 
 
 24 
 
 7 
 
 68 
 
 13 
 
 61 
 
 12 
 
 9 
 
 60 
 
 55 
 6 
 4 
 
 45 
 59 
 
 8 
 2 
 
 23 
 
 12 
 
 6 
 
 3 
 
 7 
 4 
 
 33 
 29 
 26 
 23 
 20 
 18 
 22 
 IS 
 12 
 
 3 
 3 
 7 
 8 
 8 
 3 
 3 
 
 $1 10,414 
 
 359,135 
 
 245,351 
 
 87,211 
 
 1 17,140 
 76,355 
 120,433 
 
 25,755 
 
 80 
 35 
 80 
 84 
 
 55 
 75 
 IS 
 
 35 
 
 $9,937 36 
 9,427 29 
 
 62,564 76 
 4,251 59 
 
 26,796 00 
 3,436 02 
 4,064 61 
 
 5,794 85 
 
 $3,140 
 
 15 
 
 1899- 
 
 1900 
 
 16,634 84 
 1,208 73 
 
 10,589 54 
 1,058 28 
 
 1898- 
 1901 
 
 1898- 
 1901 
 
 1902 
 1901 
 
 1,396 
 
 95 
 
 1898- 
 
 1901 
 
 79,186 
 
 85,952 
 
 397,380 
 
 $100,404 
 9,000 
 
 68,994 
 
 90,020 
 
 $12,955 
 18,183 
 15,500 
 15,364 
 
 $20,499 
 1,200 
 
 $36,520 
 58,068 
 12,265 
 9,656 
 34,143 
 92,450 
 21,798 
 26,762 
 33,170 
 18,949 
 
 113,265 
 54,454 
 14,134 
 21,799 
 32,750 
 11,250 
 
 95 
 20 
 00 
 
 49 
 00 
 
 6S 
 00 
 
 40 
 
 15 
 00 
 70 
 
 00 
 00 
 
 87 
 78 
 50 
 33 
 00 
 70 
 55 
 20 
 90 
 73 
 45 
 59 
 80 
 42 
 00 
 00 
 
 16,332 
 1,933 
 5,960 
 
 32 
 92 
 70 
 
 4,294 
 
 99 
 
 1898- 
 
 1 90 1 
 
 
 
 
 
 
 
 1897- 
 1898- 
 
 
 
 $150,499 
 
 42 
 
 $38,323 
 
 $3,957 
 488 
 
 _4_8 
 16 
 
 
 Nov., 
 Nov. 7, 
 
 June 20, 
 
 Sept. 23, 
 
 a. 
 
 $16,943 18 
 1,991 25 
 
 2,069 85 
 675 IS 
 
 1899 
 1901 
 
 
 
 
 
 
 
 1901 
 1901 
 
 
 
 $21,679 
 
 43 
 
 $4,446 
 
 06 
 
 
 Dec. I, 
 May, 
 Apr. 20, 
 Dec. 15, 
 
 $1,117 
 636 
 348 
 172 
 
 $2,275 
 
 37 
 41 
 
 75 
 85 
 
 J8 
 
 10 
 00 
 
 $179 
 251 
 
 56 
 99 
 
 
 
 
 
 
 $431 
 
 55 
 
 
 
 Dec. 30, 
 June 29, 
 
 $538 
 18 
 
 
 
 
 
 
 
 
 1900- 
 1900- 
 1901- 
 1901- 
 1900 
 1901 
 1901- 
 1901 
 1900 
 
 
 
 $556 
 
 $4,519 
 6,31s 
 1,195 
 
 832 
 
 2,560 
 6,240 
 
 1,798 
 1,505 
 
 1,493 
 213 
 1,274 
 1,429 
 424 
 653 
 368 
 126 
 
 10 
 
 47 
 00 
 84 
 83 
 72 
 44 
 
 36 
 01 
 19 
 23 
 44 
 05 
 97 
 44 
 56 
 
 
 
 
 
 . 
 
 . 
 
 
 Aug. IS, 
 June 27, 
 Nov. 23, 
 Aug. 17, 
 July 8, 
 June 4, 
 June 8, 
 July 3, 
 Jan. 7, 
 Dec. 9, 
 Nov 18 
 
 $1,087 
 1,682 
 
 373 
 
 297 
 
 514 
 1,430 
 671 
 414 
 500 
 
 20 
 87 
 09 
 62 
 83 
 19 
 56 
 00 
 19 
 
 1901 
 1901 
 1902 
 1902 
 
 1902 
 
 
 
 
 
 
 
 
 
 
 Dec. 30, 
 Dec. 24, 
 Sept. 8, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Dec. 29, 
 Apr. 6, 
 
 
 
 
 
 74.909 
 
 36 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 $30,950 
 
 97 
 
 $6,971 
 
 55 
 
 
 of title to date contracts 
 
 were let. . 
 
 
 
 
 
 $256,133 
 
 94 
 
 
 
156 
 
 RECAPITULATION. 
 
 Amount of 
 Carrying Charges. Tax Loss. 
 
 Manhattan $150,499 42 $38,323 48 
 
 The Bronx 21,679 43 4,446 06 
 
 Brooklyn 30,9So 97 6,97155 
 
 Queens 2,275 38 43' 55 
 
 Richmond 556 10 
 
 $205,961 30 $50,172 64 
 
REPORT No. II. 
 
 Circulating Class Libraries— A Costly Feature of Work in the Schools, Which 
 is Made Superfluous by the Public Libraries. 
 
 Hon. Edward M. Grout, Comptroller: 
 
 Sir — In compliance with your instructions to inquire into the mutter of the circu- 
 lating class libraries, now being established in the elementary schools of the City by 
 the Board of Education, I beg to submit the following report : 
 
 Instead of training the children in the public schools to use the splendid public 
 libraries which are everywhere at hand, and which are maintained by the City at an 
 annual cost of nearly half a million dollars, the Department of Education has recently 
 adopted the plan of establishing a small class library in each of the ten thousand class- 
 rooms of the elementary schools, and is now spending $50,000 a year on this scheme. 
 The idea is to furnish the children with books which they may carry home and read out 
 of school hours. 
 
 These libraries are established under the conditions of the Consolidated School 
 Law, which was enacted in 1894, ^nd which provides that, 
 
 " So much of the school library money as shall be needed for that purpose shall be 
 apportioned among the several cities and school districts by the State Superintendent of 
 Public Instruction, who may, so far as consistent with the law, make, alter or repeal 
 any rules that he may deem proper for regulating expenditures of the school library 
 money, and the administration and care of school libraries established or maintained 
 under authority of this act ; provided that no portion of the school library money shall 
 be expended except for books approved by the said Superintendent.'' 
 
 To entitle a city to share in the State library money it must raise for school library 
 purposes a sum at least equal to that which it shall receive from State funds, and the 
 City Superintendent cr some other authorized agent of the Board of Education, must 
 certify to the State Superintendent the raising of the said sum, and must agree to 
 expend, in accordance with the law and regulations governing the expenditure of such 
 moneys, this sum and the sum which the City may receive from the State. 
 
 The School Library Fund. 
 
 Prior to consolidation, this school library money was paid to the former munici- 
 palities and school districts, but after consolidation the educational interests of the City 
 were gradually centralized, and, in 1903, the school library funds of the. several bor- 
 
15S 
 
 oughs were drawn together, the accunuilated balance on December 31, 1902, being 
 $92,760.61. The appropriation by the State for 1903 was $22,184.50, and on June 2, 1903, 
 the Comptroller of the City paid over an equal amount to the City Chamberlain. This 
 money is placed to the credit of the school library fund, and is drawn upon by 
 vouchers of the Board of Education. The amount appropriated by the State for 1904 
 is $21,530.15, and a similar amount will be contributed by the City. 
 
 SUMMARY. 
 
 Balance on hand December 31, 1902 $92,760 61 
 
 Appropriation by State for 1903 22,184 50 
 
 Appropriation by City for 1903 22,184 50 
 
 Appropriation by State for 1904 21,530 15 
 
 Appropriation by City for IQ04 21,530 15 
 
 Total $180,189 91 
 
 The Plan Adopted. 
 
 In 1902 the Board of Education began to consider ways and means of spending the 
 accumulated moneys. The Committee on Lectures and Libraries recommended that it 
 be applied, as far as practicable, to the establishment of class libraries composed of 
 books selected to meet the needs of the pupils according to age. One of these libraries 
 was to be placed in each schoolroom, and, although the books were to be used for 
 general reference, still the main purpose was to furnish the child with books to be read 
 outside of school hours. A special time was to be set aside when books could be drawn 
 out and taken home, the teacher acting as librarian. On July 7, 1902, the Board of 
 Education adopted the report, authorized the establishment of a Bureau of Libraries 
 and the appointment of a Superintendent of Libraries, to have general supervision of 
 public school libraries under the direction of the Committee on Lectures and Libraries. 
 On February 15, 1905, Mr. Claude G. Leland, of Buffalo, was appointed Library Super- 
 intendent. 
 
 Statistics collected for the Committee on Lectures and Libraries in 1902 showed 
 that 67 of the schools were practically without library books of any description, while 
 each of the remaining schools reported one or more class libraries in operation. The 
 schools were divided into two classes, those having libraries and those having none, 
 and in April, 1903, the entire balance available for library purposes ($138,986.75) was 
 apportioned among the various schools. Those schools which had no books were 
 allowed $16.60 per class for circulating libraries. Those already having such libraries 
 in operation were allowed $9.80 per class. Li addition to the appropriation for class 
 libraries, each school received a small allotment for reference books to be placed in 
 its Reference and Teachers' Library. 
 
 The Superintendent of Libraries prepared a graded list of books suitable for 
 use in the eight school years, which, after approval by the Board of Superintendents of 
 
159 
 
 the City and the State Superintendent of PubHc Instruction, was adopted by the 
 
 Board of Education for use in the schools. A catalogue was printed and sent to 
 
 principals, with instructions to make out requisitions for books to the amount allotted 
 to their particular schools. This was done. 
 
 In the meantime bids were received, contracts awarded, and the books are now 
 being delivered. On January i, 1904, 2CO,oco of the 237,000 ordered were already in 
 the schools. It is unnecessary to speak in detail of the character of these books 
 because, as a whole, the selections made by the Superintendent of Libraries for use 
 in the schools are excellent. The list includes practically all the best books in the 
 market, and contains few to which any objections can be made. 
 
 How THE Plan Works. 
 
 Inquiry made by me and other representatives of this Department disclosed the 
 fact that the air is rife with criticism of the whole class library system. In the 
 first place, principals and teachers complain of being so overworked as to be unwilling 
 to assume the care and responsibility involved in the successful use of these circulating 
 libraries, especially when they feel that there is no good reason for doing it. 
 
 Protests are made against the delivery of the books on the ground that the 
 pupils are so abundantly supplied with reading matter in the form of regular and sup- 
 plementary readers and other books that they do not need these library books in 
 school, while for home use the children go to the near-by branch of the circulating 
 department of the Public Library and get all the good books they want. In fact, 
 children in the City schools are so loaded with books of all kinds that they are 
 becoming stoop-shouldered carrying them to and fro. As one of the principals re- 
 marked in talking of the library matter : " I was forced to order nearly three 
 hundred dollars' worth of books for these circulating libraries or pay the penalty of 
 being charged with lack of sympathy with so-called progressive methods in educa- 
 tion, although my teachers did not want the books and the children do not need 
 them." 
 
 Cost of the System. 
 
 In addition to the use of the school library money, which is all appropriated 
 for the purchase of books, the Board of Education maintains a Library Bureau to 
 direct the work. This Bureau consists of the Superintendent of Libraries, at $2,000 per 
 year, and two clerks, one receiving a salary of $1,050 and the other a salary of $750 
 per year. The system also necessitates other expenditures, such as the purchase of 
 over nine hundred bookcases, a contract for which was recently awarded. 
 
 Estimated Cost of Circulating Libraries per Year. 
 
 Appropriation by State (approximately) $22,000 00 
 
 Appropriation by City (approximately) 22,000 00 
 
i6o 
 
 Salaries of lUiroau ii?3,8oo oo 
 
 liicidi'iitals in tiftict.' of Biiroan, liimkcases for schools, etc., etc 2,000 CO 
 
 Total $49,800 00 
 
 ]t Stands in thk Way ok Pi-toiiKKSs. 
 
 But, aside from the advisability of economizing money, the necessity for the 
 highest possible cfticiency in the supremely important work of supplying the children 
 of the City with reading matter in the home demands a better machine than it is 
 possible to set up in the school-rooms. About all the elementary school, at best, can 
 do for a child is to teach him to read and write, and unless he forms the reading habit 
 while in these grades his education is so far a failure. In order to form this habit 
 he should use a library, but this does not mean that the elementary school teacher 
 must function as librarian, too. 
 
 The C\i\ maintains a corps of competent librarians to tlo this work. Iho school 
 and the lilirary are co-ordinate parts of one great educational system, each having 
 its own ilivision of labor, and, if the highest educational results are to be at- 
 tained, they must co-operate in the business of educating the children. The teacher's 
 task is to help the child to use the public libraries by arousing his interest in various 
 subjects and directing him in the use of books pertaining to these sulijects which may 
 be found at the near-by library centre. Children should early form the habit of going 
 to the library as well as the school. This can only be accomplished by the closest 
 co-operation between school and library, and never by such a jilan as the one now being 
 introduced by the Hoard of lulucation. The circulating class libraries are, and must 
 necessarily contimie to be, too small to be of any practical use. The system in partial 
 operation ui the schools stands in the way of the larger dexelopment which should 
 come about. 
 
 In this coiuiection the UutTalo method is worth a careful exanunation. In tliat 
 L'ity the school library money is, in etTect, turned over to the Tulilic Library author- 
 ities to be used in the- purchase of reference books for the schools and children's 
 bot)ks for the circulating libraries, the result being a close working relation between 
 the school and library systems. In casting about for a method of using the Library 
 I'und the l")epartment of L'.ducation investigated the HutTalo plan. and. for the most 
 part, copied it, but they robbed it of its vitalit> by grafting it upon the school system 
 instead of the public library system. Hoston also is in advance of the metropolis 
 in the matter of securing co-operation between the public library and the public 
 schools. In his reiiorts iov looj and 1003 Superintendent luUvin P. Seaver gives an 
 interesting account of what has been accomplished in the way of using the public 
 
 lil)rary. 
 
 The Boston Plan. 
 
 The following plan is now .in successful operation in the public schools of Boston, 
 .and its results have been highly gratifying. The ]nil>lic library sends an employee 
 
lOl 
 
 to each granimar and Iiigh school once a year to take applications for Hhrary cards. 
 The lihrary sends to each granmiar scliool a deposit of fifty to one hundred volumes, 
 any losses of books being made good by the School Committee. In addition to tliis, 
 books arc reserved at a branch or station for the use of pupils upon application from 
 the teacher, and under certain conditions tiicse books may be taken to the school 
 Iiuilding. Catalogues of the library are placed in the schools to be used by the teachers 
 in directing the reading of the pupils. A children's reference-room is maintained at 
 the Central Library, with special facilities for carrying on school work. Hundreds 
 of books have been bought by the public library especially for the use of the schools, 
 and great attention is given to school children at all the branches and stations in the 
 way of showing thcni where to get the information needed in connection with their 
 lessons. 
 
 Superintendent Seaver says : " To form wise users of a public library may be ac- 
 cepted as a good definition of the purpose for which the common schools exist." In 
 Boston it has been found that the reading of library books under the supervision of 
 a teacher is the best possible introduction to the independent use of the public library 
 by the children. The need in New York City is not to set up another system of 
 libraries, but to train the children to use the libraries already in existence. 
 
 One LiiiKAin- Svstkm I'.Norr.n. 
 
 In the near future, under the Carnegie endowment, New York City will have 
 such a system of public libraries as the v\H)rld has never seen. Twenty-eight of its 
 branches are already in operation in various parts of the Borough of Manhattan, and 
 within three years no child throughout the five boroughs will be more than half a 
 mile from a fine library. The branches of the public library are well supplied with 
 carefully-selected books for children, and all of them have children's reading-rooms. 
 An intimate acquaintance with the working of the New York City branch libraries 
 during the past five or six years enables me to say that they are very extensively used 
 by the public school children. If the public school teachers would co-operate with 
 the library authorities wonderful results might be achieved. An investigation showed 
 that many of the books recently purchased for the schools are already in these 
 libraries. The public library also has a Traveling Library Department, which is now 
 delivering books to all parts of Manhattan and The Bronx, and its further development 
 will soon put all library books needed within the reach of every school-room in the 
 City. 
 
 In the very face of this universal library organization the school authorities are 
 liroposing to set up in miniature a duplicate plant. Ten thousand small circulating 
 libraries are to be organized and maintained by a fund which only amounts to about 
 $44,000 a year. It is not a good business proposition. It means the creation of an 
 expensive and cumbersome machine which is not needed and which, in the very 
 II 
 
l62 
 
 nature of things, can never be efifective. The plan was evidently matured in the 
 face of a protest from the City Superintendent, who said in his annual report for 1902 : 
 " A little observation and reflection will convince any intelligent person that in 
 our large schools the class library is impossible. There are about lo.ooo classes in the 
 elementary schools. We have not the means to provide 10,000 libraries. Nor is it 
 necessary to do so. A well-selected library for each grade in a school is quite suf- 
 ficient." 
 
 Conclusions. 
 
 The work of supplying reading matter for the home should be left to the public 
 libraries, and the embarrassing school library fund, which gave rise to this ill- 
 advised class library scheme, should be used for the purchase of supplementary read- 
 ing matter, as was originally intended by the law. This would save $50,000 a year. 
 The Consolidated School Law was enacted at a time when the average child in 
 the elementary schools of the State used one reader an entire year, and when educa- 
 tional leaders everywhere were urging the need of a more abundant supply of reading 
 matter in these grades. The intent of the law was to supplement the meagre supply 
 of the ordinary school with suitable reading books for children. This is now done 
 in New York City out of the regular school supplies fund. Children in all classes 
 of the elementary schools have an abundant supply of the best books which the 
 market affords. 
 
 The framers of the Consolidated School Law could not anticipate a school system 
 spending annually over half a million dollars for books alone and having the advantages 
 of a public library system, the maintenance of which will soon cost another half 
 million. The plan adopted by the Board of Education is an admirable one for a rural 
 school in a district which has no public library, but when it is put upon the metropolis 
 in the year 1904 it becomes an absurdity. The Board of Education has failed to see 
 that the same forces which have compelled co-operation in the business world are 
 already at work in the field of education. 
 
 Prior to consolidation sets of supplementary readers for the schools were fre- 
 quently purchased by the Library Committee and paid for out of the library fund. 
 No objection was ever raised to such a use of the money. In fact, the statute specifies 
 " supplementary reading books " among the books to be purchased for the school 
 libraries. No hard and fast distinction can be made between library books and sup- 
 plementary readers. The main difference is that the latter are bought in sets. One 
 copy of '■ Andersen's Fairy Tales " would be called a library book, but if twenty 
 copies were purchased they would be called supplementary readers. If the library 
 fund could be used to pay for a part of the enormous quantity of supplementary 
 reading matter purchased for the schools every year, and paid for out of the school 
 supplies fund, it would, in effect, save the City $50,000 a year. 
 Respectfully submitted, 
 (Signed) (i\Irs.) MATHILDE COFFIN FORD. 
 
REPORT No. 13. 
 
 Free Lectures Under Direction of the Board of Education— Broadening of 
 Course— Increase of Attendance. 
 
 Hon. Edward M. Grout, Comptroller: 
 
 Sir — Pursuant to your instructions, and continuing the inquiry being made into 
 the matter of disbursement of City funds for public education, examination has been 
 made as to the scope of the work now undertaken by the Free Lecture Bureau of the 
 Department of Education, with a statement as to the attendant cost. As a result of the 
 examination thus made by your Examiners, I beg to report as follows : 
 
 Brief Historical Record of the Free Lecture Courses. 
 
 The free lectures under the auspices of the Department of Education of this City 
 were first instituted in 1889. This had been provided for in chapter 545 of the Laws 
 of 1888, which law was enacted as the direct result of a newspaper agitation that had 
 prevailed for some years previous. The original purpose, as stated in the first section 
 of the act, was to provide for the employment of competent lecturers to deliver lectures 
 on the "natural sciences and kindred subjects in the public schools in the evenings for- 
 the benefit of workingmen and workingwomen." 
 
 It was further provided that at least one school in each ward should l)e designated 
 by thi Board of Education for the purpose of carrying out the provisions of the act. 
 
 In accordance with the requirement of the act, the Board of Estimate and Appor- 
 tionment of The City of New York appropriated the sum of $15,000 for the purpose 
 of carrying out the plan. The Committee on Evening Schools of the Board of Educa- 
 tion was placed in charge of the lectures, and arranged a series, including lectures 
 on physiology and hygiene, physics, travel, history and political science. During the 
 first season, which lasted from January to April i. 1889, 186 lectures were given. 
 Six school-houses in those parts of the City where the population was most dense 
 were selected as lecture centres. Two lectures weekly (on Monday and Thurday even- 
 ings) were given at each centre. The total attendance at these lectures was 22,149, an 
 average of 115 at each lecture. 
 
 In the legislative session of 1889 the act of 1888 was amended so as to permit 
 the Board of Education to advertise the lectures in the newspapers. The Evening 
 Schools Committee, at the beginning of the second lecture season, in October, 1889, 
 added another lecture centre, making seven in all. During this season lectures were 
 
i64 
 
 held llircc limes weekly. This course lasted until April i, 1890, and 329 lectures were 
 delivered. The total attendance was 26,632, an average of 81. 
 
 " The attendance during that season," says Dr. Henry M. Leipziger, Supervisor of 
 Lectures, in a monograph written hy him some years ago, " did not indicate the popu- 
 larity of this form of instruction, and the new Committee, Mr. Miles M. O'Brien, 
 Chairman, resolved, that the 'Course of Lectures' be made a special subject for super- 
 vision." Shortly afterwards the Committee engaged Dr. Leipziger as Supervisor. The 
 changes during the season of 1890-1 were: First, the issuing of pocket bulletins con- 
 taining the list of lectures and brief statements explanatory of each lecture. Ten 
 thousand bulletins were distributed in each lecture centre. Placards announcing th'_' 
 lectures were placed in the windows of leading stores and factories, the corps of lecturers 
 was changed, specialists employed and the use of the stereopticon as a means of illus- 
 tration was made more general. 
 
 The attendance reports for this season, from November, 1890, to April, i8qi, 
 showed a total of 78,295, an increase of over 50,000 over the preceding year. The 
 number of lectures given was 185, or but little more than half the number given the year 
 before. 
 
 Range of Subjects in the i8gi Course. 
 
 In order that a proper conception may be had of the range of subjects then treated, 
 the names of the lecturers and the subjects for that season are here given: 
 
 Physiology and Hygiene. 
 Everyday Accidents and How to Meet Them — Dr. J. E. Newcomb. 
 How to Breathe— Dr. W. C. Phillips. 
 How to Take Care of the Eyes and Ears — Dr. J. O. Tansley. 1 
 
 Natural Science. 
 Fire and Water — Prof. C. A. Doremus. 
 Light and Color— Prof. H. A. Mott. 
 Steam Engine — Dr. C. S. Allen. 
 Flour Making — Prof. Grimshaw. 
 Wonders of the Heavens — Prof. J. R. Rees. 
 Practical Electricity — Prof. F. B. Crocker. 
 The World We Live In— Prof. E. S. Martin. 
 Ants and Their Habits — Prof. W. D. Heyer. 
 How Worlds Are Made— Mr. G. P. Serviss. 
 Small Builders in Great Oceans — Mr. S. Helm. 
 
 Travel (Illustrated by Viezvs). 
 Paris and the Exposition — Mr. James Bowie. 
 
 India— Mr. E. W. Fisher. ' 
 
 Canons of the Colorado — Mr. F. S. Dellenbaugh. 
 
i6s 
 
 Tour of the Nile— Dr. C. S. Wells. 
 
 Glimpses of Arctic Regions — Mr. Wm. Bradford. 
 
 Pompeii, The Buried City — Mr. M. T. Jefferis. 
 
 City of Mexico— Mr. C. Pullen. 
 
 The Greeley Expedition — Mr. W. Bradford. 
 
 Through the Light Portions of the Dark Continent — Mr. J. Howie. 
 
 History, Etc. 
 
 Benjamin Franklin — Dr. H. M. Leipziger. 
 
 Abraham Lincoln — Mr. Stoddard. , 
 
 Battle of Gettysburg — Capt. J. Wilson. 
 
 Napoleon — Mr. D. Downie. 
 
 Literature and Social Science. 
 
 The Newspaper — Mr. L. J. B. Lincoln. 
 
 Popular American Poetry — Prof. R. E. Mayne. 
 
 How to Prevent Strikes — Mr. Ed. King. 
 
 Money and How to Make It — Mr. H. Powers. 
 
 Survey of Architecture — Mr. M. T. Snclling. 
 
 "As tlie audiences varied in tlic different parts of our City." says Supervisor 
 Leipziger, writing about the work in those days, " the policy was first to arou.se their 
 interest, but this was never done by giving merclj' amusing lectures. It is gratifying 
 to record the fact that the most instructive lectures were those most keenly enjoyed." 
 
 Public H.alls Rented for the Lectures. 
 
 The large audiences during the season of 1890-1 called the attention of the Com- 
 mittee to the inadequacy of many of the school assembly halls. Later in the same winter 
 the Legislature again amended the free lecture act by providing that where there was 
 not to be found suitable accommodation in the school buildings for persons desiring 
 to attend the lectures the Board of Education might utilize other buildings, renting the 
 same for the purpose. 
 
 The fourth course of lectures was given in 1891-2. One additional place had 
 been added, making nine in all. The number of lectures given was 287, and the re- 
 ported attendance was 122,243, an increase of 40,000 over the previous lecture season. 
 The next year another centre was added, making ten in all. The attendance reports 
 for 1892-3 show that 130,830 attended the lectures. It is also shown by a reference 
 to the lists of subjects for that year that the Committee still adhered to the original 
 plan of furnishing instruction to working men and working women in the "natural 
 sciences and kindred subjects." 
 
 The first attempt, it appears, was made about this time to effect a correlation of 
 subjects and the lectures were, to some extent, arranged in series. Writing in 1893, 
 
1 66 
 
 Dr. Lcipziger said: "In order to render the free Icctnre coin-se more valuahle, an 
 extra course of lectures on the nature and prevention of cholera was given by weW- 
 known physicians. These lectures were delivered in English, German and Italian." 
 
 Summary of the First Ten Ye.vrs. 
 The story of the growtli of the free lecture idea from the period last referred to 
 
 up to the year following consolidation may best be told in a few figures taken from the 
 records of the Board of Education. They are as follows : 
 
 Course of 1893-4-- 383 lectures. Attendance 170,368 
 
 Course of 1894-5— 50^ lectures. Attendance 224,118 
 
 Course of 1895-6— i 040 lectures. Attendance 392,73?, 
 
 Course of 1896-7 — 1,065 lectures. Attendance 426,927 
 
 Course of 1S97-8— 1.595 lectures. Attendance 509,571 
 
 Course of 1898-9— 1.923 lectures. Attendance 519 41 1 
 
 Tile number of lecture centres during 'Jie year ending May i, 1899, is staled as 48, 
 an increase of 38 nxcr ihe inmiber of lecture places in 1893. During the years 1897-8 
 and 1898-9 there bad also bet'ii an extension of one montb, in the time co\-cred by the 
 lecture courses. Tluis it will l)e seen that, prior to consolidation, there bad been a 
 great increase in the number of lecture centres and in tlie nmiiber of lectures given in 
 the old City of New ^'ork. 
 
 'i"he figures rci)reseiiting the co>t of maintaining the lectures throughout the years 
 mentioned are not readily obtainable in detail, but sufl'ice it to say that the gross cost 
 ranged from $15,000 in 1889 to $60,200 in 1899, which was the appropriation for that 
 year. P'rom this sum was paid the lecturers' fees, salaries of officials, printing, ad- 
 vertising, rent of halls, and ilbistralion of lectures. Each centre was provided with a 
 lecture outfit, which consists of a stereopticon lantern and screen. 
 
 \'\ itli the increase in popularity of the free lectures, the disconnected manner of 
 giving them was abandoned, and (.xtensi\'e c<mrses were given, 'i'he instructional idea 
 was also developed in many of ihe centres. This experiment was first made in St. 
 Bartholomew's liall in Manhattan on each Saturday night between October i and May 
 I, A lecture on physics was given, covering a course of twenty-nine lectures. Three 
 professors of physics were procured for this course. An examination was held at the 
 close of the series, and after each lecture critical questions were put to the lecturers 
 by the auditors. Three lecturers were engaged in .giving a course of five lectures on 
 ■'First Aid to the Tniured." and this instructional course is still continued, being now 
 given generally ibioughout all the boroughs. 
 
 It was during the years from 1893 to 1S99 that a considerable expansion took 
 place in the range of suiijects taken up by the lecturers. The Charter of the Greater 
 City, which took effect in January. 1898, would seem to have given a legal impetus 
 to this movement. The educational chapter of the new Charter included only a simple 
 
i67 
 
 reference to the free lecture bureau, l)Ut it is to be noticed that the language of the 
 statute in regard to maintaining free lectures for "working men and working women" 
 was changed, the law now providing (.section 1069 of New Charter) for the main- 
 tenance of free lectures and courses of instruction for the "people" of The City of New 
 York. 
 
 Broadening of thf. Courses. 
 
 in the list of lectures given during 1898-9 there appeared quite a number on literature, 
 
 geogra])hy, art, history, and music. Tn some centres courses were given in practical 
 
 ' exercises in singing, as well as courses on the Wagner music dramas. Commenting in 
 
 1899 on this apparent divergence from the scope of subjects contemplated in the 
 
 original outline of the free lecture scheme, Dr. Leipziger wrote: 
 
 "The course was originally intended to give instruction in natural science and 
 kindred topics, and in the arrangement of the lectures there is no neglect of what may 
 be termed practical topics. A general grasp of the laws of mechanics, physics, and 
 chemistry proves a stimulus to the inventive minds in our midst." 
 
 Sumnnng up llie results accomplished by the "Free Lectures," Dr. Leipziger ther» 
 wrote : 
 
 1st. That adult education must hereafter form a permanent part of our educa- 
 tional scheme. 
 
 2d. That reading has been encouraged, a deeper interest in school life developed, 
 and a relining influence spread. 
 
 3d. 'Ihat co-operation has been brought about between the lecture, the library 
 and the museum. 
 
 4th. That the best teachers in our universities have come in ccuitact with the 
 people. 
 
 Cost of Lectl-res Since Unification of the Boroughs. 
 
 The following statement has been furnished by Mr. Henry R. M. Cook. Auditor 
 of the Department: of Education, showing the cost of maintenance of the Free Lecture 
 Bureau for the years 1902 and 1903 : 
 
 Statement of Expenditures on Aecount of Lecture Bureau, 1902 and 1903. from Special 
 
 and General School Funds. 
 
 General School Fund — 
 
 Account of 1902. Account of 1903. 
 
 Salaries of Supervisor and 
 
 Assistant Supervisor $5455.31 $7,16656 
 
 Salaries of Lecturers 42,380 30 ^^^7^7 00 
 
 $47,835 61 $63,893 56 
 
i68 
 
 Special School Fund — 
 
 Salaries of Local Superintend- 
 ents, Operators, Janitors, 
 etc ?-24,645 26 - $31,406 i; 
 
 Total payments for rent of 
 halls, supplies and other 
 miscellaneous charges 
 against the lecture account. . 42,698 82 35,620 46 
 
 7,344 08 $67,026 63 
 
 Totals $115,179 69 ^ $130,920 19 
 
 This statement includes all claims audited to February 15, 1904. 
 
 Further Analysis of the Figures Relating to Attendance at Lectures and Cost, 
 
 1902 AND 1903. 
 Further data regarding the scope, attendance and cost of maintaining the free 
 lecture courses in 1902 and 1903 were obtained from Dr. Leipziger, the Supervisor of 
 the Lecture Bureau. These facts were furnished in response to questions submitted 
 by the Investigations Division. The information obtained is as follows : 
 
 Number of Centres Where Lcetures Were Given Under the Auspices of the Bureau. 
 
 1902-03 1903- 04 
 
 Manhattan and The Bronx 74 81 
 
 Brooklyn 32 34 
 
 Queens 16 22 
 
 Richmond 6 6 
 
 Totals 128 143 
 
 Number of Lectures Given in Years 1902 and 1903. 
 
 1902 1903 
 
 Manhattan and The Bronx - 2,357 2,741 
 
 Brooklyn 928 1,198 
 
 Queens 201 5 18 
 
 Richmond 80 178 
 
 Totals 3.566 *4,635 
 
 * The contemplated extension of the scientific courses, Dr. Leipziger said when conferring with 
 your representatives about February 5 last, would increase the number of lectures to be given 
 during the current season to almost 5,000. 
 
169 
 
 * 
 
 Total Attendance by Boroiighs for the Seasons iQOi-'oa and i902-'o3. 
 
 1901-02 1902-03 
 
 Manhattan and The Bronx 585,908 620,524 
 
 Brooklyn 302,612 390,794 
 
 Queens 23,132 I44o6o 
 
 Richmond 16,599 48,248 
 
 Totals 928,251 1,204,126 
 
 1902 1903 
 
 Total expenditures for fees of lecturers (fees from $10 to 
 
 $25 in special cases) 1902 and 1903 $42,380 00 $56,727 00 
 
 Expenditures for services of Superintendents of Lectures, at 
 
 $3 per session, 1902 and 1903 11,645 50 15.510 00 
 
 Expenditures for services of Stereopticon Operators (at $5 
 
 per session) and other assistants, 1902 and 1903 6,141 00 11,080 50 
 
 Amounts paid to School Janitors for extra services at lectures, 
 
 1902 and 1903 5,228 00 6,390 00 
 
 Total expenditures for equipment of lecture centres (from 
 
 Special Fund) 13,574 79 ^8,076 30 
 
 * All claims against 1903 account not yet passed to payment. 
 
 Amount Paid for Rent of Halls, by Boroughs, 1902 and 1903. 
 
 1902 1903 
 
 Manhattan $6,640 00 $6, 1 12 00 
 
 The Bronx 280 00 1,005 00 
 
 Brooklyn 2,428 00 2,556 00 
 
 Queens 610 00 1.040 00 
 
 Richmond 220 00 476 00 
 
 Totals $10,178 00 $11,189 00 
 
 1902 1903 
 
 Amounts expended, 1902 and 1903, for rentals of pianos $145 00 $404 00 
 
I70 
 
 $11,189 Expended for Rent of Halls. 
 Since the enactment of the amendment to the Free Lectures Act of 1891, empower- 
 mj? the Board of Education to rent, for lecture purposes, public halls and other places 
 in localities where assembly-room accommodations in the public school buildings are 
 unsuitable or inadequate, there has been a steady increase in the expenditures for rent. 
 The total disbursements for this item in 1902, as shown above, were $10,178, and 
 $11,189 in 1903. The names, location and rentals of halls privately owned and now 
 rented by the Department of Education for lecture purposes are given below : 
 
 Borough of Manhatlan. 
 
 Per Night. 
 
 Amity House, No. 312 West Fifty-fourth street $4 00 
 
 2. Columbus Hall, Sixtieth street, between Columbus and Amsterdam avenues 20 00 
 
 Cooper Institute, Eighth street and Fourth avenue 25 00 
 
 2. Educational Alliance, East Broadway and Jefferson street 20 00 
 
 2. Institute Hall. No. 218 East One Hundred and Sixth street 20 00 
 
 West Side Auditorium, No. 318 West Fifty-seventh street 20 00 
 
 2. Y. M. C. A. Hall, No. 5 West One Hundred and Twenty-fifth street 20 00 
 
 Young Men's Institute, No. 222 Bowery 10 00 
 
 Borough of The Bronx. 
 
 Per Night. 
 
 2. Lafayette Hall, Alexander avenue and One Hundred and Thirty-seventh 
 
 street $17 So 
 
 Realty Hall, Ogdcn and Merriam avenues, High Bridge 10 00 
 
 Borougli of Brooklyn. 
 
 Per Night. 
 
 Andrew Jackson Hall. Kent avenue, near Myrtle avemie .' $10 Oo 
 
 Canarsie M. P. Church, East Ninety-second street and Church lane 10 00 
 
 Harms' Hall, Rockaway avenue and Avenue F 5 (X» 
 
 Institute Hall. Jay. near York street 10 00 
 
 McCaddin Hall, Berry, near South Third street 20 00 
 
 St. Anne's Hall, Front and Gold streets 10 00 
 
 St. Vincent's Hall, North Sixth street, near Bedford avenue 12 00 
 
 Visitation Hall, Tremont street, between Richards and Van Brunt streets.. 10 00 
 
 Borough of Queens. 
 
 Per Night 
 
 Astoria Assembly Rooms, No. 50 Flushing avenue. Astoria, L. I $15 00 
 
 Long Island City Turn Hall, No. 345 Steinway avenue. Long Island City. ... 10 00 
 
 St. Mary's Lyceum Hall, No. 117 l-'ifth street, Long Island City 20 00 
 
Per Night. 
 $7 00 
 
 10 00 
 
 171 
 
 Borough of Richmond. 
 
 Curry's Hall, New Dorp, S.I 
 
 Knights of Pythias Hall, Tottenville, S. I 
 
 Where the figure 2 occurs it means that the hall is used twice weekly. 
 
 Cost of the Lectukks During the Last Five Ye.m<s. 
 
 Prior to 1900, it was learned from Supervisor Leipziger, lectures were given only 
 in the boroughs of Manhattan and The Bronx. Under the direction of the School 
 Board of the Borough of ^Brooklyn lectures were given in that borough in 1900 and 
 1901. In February 1902, when the Borough School Boards were consolidated in the 
 Board of Education, provision was made for lectures to be given in all the boroughs. 
 
 In preparing this statement it has been found comparatively difficult to secure 
 figures representing the actual disbursements in the several boroughs for lectures or 
 any such special department for the years prior to 1902. For that reason the estimates 
 furnished by the Board of Education for the purposes of the annual budget are used. 
 
 On page 1216 of the minutes of the Board of Education for the year 1899 the 
 estimate for the year 1900 for lectures in the Borough of Brooklyn is shown to 
 be $20,000 in the General Fund, with an additional allowance of $5,000 for books, to 
 be taken from the Special Fund. 
 
 Page 1178 of the minutes of 1S99 shows an estimate of $76,000 for lectures in 
 the boronghs of Manhattan and 'I'he l^>r()nxfor the year 1900 from the General 
 Fund. The year 1901, page 1497 of the minutes of 1900, shows an allowance for 
 lectures from the Special Fund, Manhattan and The Bronx, of $87,000; Brooklyn, 
 $15,000; Queens, $13,680; Richmond, $1,800. 
 
 For the years 1902, 1903 and 1904 the following tabulation was prepared from 
 the estimates of the Department of Education transmitted to the Board of Estimate 
 and Apportionment : 
 
 b'STIMATES OK DEPARTMENT OF EDUCATION FOR LECTURE BuREAU Exi'ENSES, I9O2, I9O3 
 
 AND 1904. 
 
 General Fund. 
 
 Manhattan 
 and Bronx. 
 
 Brooklyn. 
 
 Queens. 
 
 Richmond. 
 
 Totals. 
 
 1902 
 1903 
 
 1904 
 
 1902 
 1903 
 1904 
 
 $29,000 00 
 43,500 00 
 43,500 00 
 
 $27,900 00 
 27,000 00 
 27,000 00 
 
 $2,000 00 
 7,500 00 
 7,500 00 
 
 i|>500 00 
 
 3,000 00 
 
 3,000 00 
 
 $59,700 00 
 
 81,000 00 
 81,000 00 
 
 special Fund. 
 
 $52,500 00 $23,100 00 $4,750 00 $2,500 00 $82,850 00 
 
 47,800 00 21,750 00 9,900 00 3,250 00 82,700 00 
 
 47,300 00 2r,6oo 00 10,700 00 3,100 00 82,700 00 
 
 * These figures indicate the amounts asked for in departmental estimate. 
 
172 
 
 General Fund. Special Fund. Grand Total. 
 
 1902 $59,700 00 $82,850 00 $142,550 00 
 
 1903 81,000 00 82,700 00 163,700 00 
 
 1904 * 81,000 00 82,700 00 163,700 00 
 
 * These figures indicate ihe amounts asked for in departmental estimate. 
 
 It will be seen that, while the total amount asked for and allowed in 1902 for 
 all boroughs from both the General and Special Funds was $142,550, $163,700 was 
 asked for in 1904, this being the same as the amount allowed in 1903. 
 
 Your Examiners have been informed that since the action of the Board of Estimate 
 and Apportionment, reducing the amount asked for by the Board of Education for 
 all purposes for the year 1904, the Special Committee on Economy of the Board of 
 Education has reduced the amount available from the General Fund for the purposes 
 of the Lecture Bureau from $81,000 to $60,000, thereby cutting off $21,000. 
 
 Supervisor Leipziger, commenting on the action of the committee in reducing 
 the amount available for the General Fund, stated that, inasmuch as the fifteen lecture 
 
 In the first course of the 1904-5 season, from October to December, 1904, inclusive, 
 however, it is possible that reductions can be made in the number of lectures, thus 
 reducing the expenditures for fees of lecturers, operators, janitors, rentals, etc. 
 
 General View of the Lectures for All Boroughs as Now Being Given. 
 
 The lecture course of each year is divided into three parts, the first extending 
 from October to December, inclusive, the second through January and February, and 
 the third through March and April. 
 
 A comprehensive idea of the different subjects included in the several courses may 
 be gathered from an examination of the lists issued by the Lecture Bureau. An 
 analysis of said lists for 1903-4, made for the purposes of this report, and showing 
 the distribution of lectures among the different boroughs, is hereto attached and marked 
 centres that had been added last fall would have to be continued during the balance of 
 tliis season, or until April 30, there could be no economy in that direction, but that 
 curtailment would probably be made in the Sunday lectures and also in the purchase 
 of supplies, equipment, etc. 
 
 Schedule " A." 
 
 Following is a recapitulation grouping the listed lectures of 1903-4 for the entire 
 City under heads, each comprising those of a more or less cognate character, and 
 showing the cost of each group as calculated on an assumed basis of $30 per lecture. 
 The average cash disbursement has heretofore exceeded that sum for each lecture, 
 
173 
 
 but, as equipments have now been very generally provided, it is believed that the 
 average cost for the current year will not exceed the amount here assumed : 
 
 RECAPITULATION. 
 
 Number Approximate Cost, 
 Group. of Estimated at $30 
 
 Lectures. Per Lecture. 
 
 Geography, Descriptive (Travel) 
 
 History and Biography 
 
 Music 
 
 Literature 
 
 Physiology and Hygiene 
 
 Natural Science (Miscellaneous) 
 
 Sociology, Biology and Anthropology. 
 Astronomy, Chemistry and Physics... 
 
 Art and Architecture 
 
 Electricity 
 
 Industries 
 
 Geography, Commercial 
 
 Education 
 
 Metallurgy 
 
 Domestic Science (Cooking) 
 
 It may be noticed that somewhat more than one-third of the number of lectures 
 included in the courses for the current season consists of lectures on descriptive 
 geography. Many of these would seem, from their titles, to be devoted to the 
 description of travels. This is mentioned merely to indicate how the original scope 
 of the lecture scheme has been expanded. 
 
 The law of 1888 authorized lectures on the " natural sciences and kindred sub- 
 jects " for " the benefit of working men and working women." It now authorizes 
 the maintenance of " free lectures and courses of instruction for the people of The 
 City of New York." What those lectures and what that instruction shall be is left 
 to the wisdom of the Board of Education. If attendance upon the lectures is to be 
 taken as an indication it would seem that the judgment of those in charge of the 
 Lecture Bureau has so far met with the approval of the people. 
 
 Yours respectfully, 
 
 R. B. McINTYRE, 
 Examiner in Charge, Investigations Division. 
 
 1,720 
 
 $51,600 00 
 
 479 
 
 14,370 00 
 
 474 
 
 14,220 0(J 
 
 406 
 
 12,180 00 
 
 294 
 
 8,820 00 
 
 262 
 
 7,860 00 
 
 222 
 
 6,660 00 
 
 146 
 
 4,380 00 
 
 138 
 
 3,840 00 
 
 97 
 
 2,910 00 
 
 91 
 
 2,730 00 
 
 47 
 
 1,410 00 
 
 38 
 
 840 00 
 
 12 
 
 360 00 
 
 8 
 
 240 00 
 
 4.414 
 
 $132,420 00 
 
174 
 
 SCHEDULE 
 
 in .liKilysis of the Lists of Free Lectures Announced to be Given Under the Auspi 
 
 Season of 1903-4, the Same 
 
 r-l'iisl Course, Oct. lo Dec, Inclusive.— v 
 
 'I'opics. 
 
 Oi 
 
 5c3 
 
 An 37 6 
 
 Alt anil -Aicliitecluie 
 
 Astronomy 6 6 
 
 Anthropology 
 
 Uiograpliy — .\nicric.Tn History -7 
 
 Biograpliy — Cicnirnl History -^-^ .S 
 
 ]{ioIogy 23 
 
 ("heniistry 
 
 C"oniinercia! ( ieo^rapliy 12 3 
 
 Donustic Science (Cookery) 
 
 Descriptive ( ieoRr.-ipliy, North .America 104 37 
 
 l)escriplive ( ieo);rapliy. Central .\merica 17 i 
 
 Descriptive ( Jeograpliy, Soulli .America 15 4 
 
 I )escriptivc ( ieograpliy, l'",urope 9^ 3 ' 
 
 I )escriptivc Cieograpliy, Asia .34 7 
 
 J)escriptive (leonrapliy, .\frica ^ 5 
 
 ]'".ilucation 2 
 
 Klectricily u 'o 
 
 History — C.eneral 1 - '" 
 
 I I istory — American 47 ' ^> 
 
 History — United States 
 
 Indu.stries n "' 
 
 Literature f'9 21 
 
 Metallurgy 6 
 
 Music "o 29 
 
 Natural Science (Miscellaneous) 23 12 
 
 I'liysics 29 
 
 Pliysiology and Hygiene 9 ^7 
 
 Sociology 39 5 
 
 Totals 771 24s 
 
 66 
 
 16 
 
 5 
 55 
 
 47 
 
 I 
 36 
 
 56 
 
 8 
 
 8 
 
 42 
 
 13 
 
 3 
 
 S 5 
 
 ;i 17 
 
 10 1 1 
 
 2:0 69 
 
 43 
 
 9 
 
 23 
 
 6 
 
 39 
 
 27 
 
 23 
 
 8 
 
 29 
 
 269 
 44 
 4J 
 
 229 
 79 
 3> 
 
 107 
 15 
 36 
 
 183 
 6 
 
 215 
 78 
 30 
 93 
 54 
 1.78s 
 
•75 
 
 "A." 
 
 CCS of the I)c[>artincnl of liducation in the Several Boroughs of the City During the 
 Being Divided Into Topics. 
 
 -Second Cdiirso, Jan. an<l l'"cb.- 
 
 
 -Tliird Course, Marcli and April 
 
 CI 
 
 H 
 
 
 (J o 
 
 ■*-» *j S 
 
 7 
 
 4 
 
 
 8 
 
 
 
 8 
 
 
 
 7 
 
 
 
 8 
 
 
 
 8o 
 
 '4 
 
 3 5 
 
 13 
 
 
 17 
 
 II 
 
 9 
 
 8 
 
 76 
 
 20 
 
 25 
 
 66 
 
 12 
 
 3" 
 
 1 1 
 
 
 12 
 
 8 
 
 
 
 15 
 
 9 
 
 I I 
 
 28 
 
 2 5 
 
 72 
 
 6 
 
 57 
 29 
 28 
 13 
 35 
 ^■52 
 
 3' 
 26 
 6 
 44 
 15 
 359 
 
 16 
 
 27 
 17 
 
 36 
 
 7 
 
 8 
 
 i5'> 
 
 30 
 
 5f' 
 
 158 
 
 124 
 
 24 
 
 8 
 
 35 
 
 18 
 
 84 
 
 28 
 
 144 
 
 6 
 
 141 
 
 87 
 
 34 
 
 4 90 
 
 48 1,428 
 
 18 
 
 66 
 35 
 IS 
 18 
 18 
 
 3 
 
 51 
 
 49 
 31 
 8 
 43 
 48 
 539 
 
 37 
 
 3" 
 
 8 
 
 27 
 
 9 
 
 291 
 
 16 
 
 92 
 
 $2,760 00 
 
 
 36 
 
 1,080 00 
 
 1 II 
 
 5" 
 
 1,500 CO 
 
 
 6 
 
 180 00 
 
 49 
 
 "-•4 
 
 3,720 00 
 
 13 
 
 5< 
 
 1,530 00 
 
 8 
 
 39 
 
 1,170 00 
 
 
 16 
 
 480 00 
 
 1 1 
 
 47 
 
 1,410 00 
 
 
 8 
 
 240 00 
 
 t66 
 
 585 
 
 17,550 00 
 
 7 
 
 81 
 
 2,430 00 
 
 47 
 
 144 
 
 4,320 00 
 
 130 
 
 517 
 
 i.S.Sio 00 
 
 101 
 
 304 
 
 9,120 00 
 
 34 
 
 89 
 
 2,670 00 
 
 iS 
 
 28 
 
 840 00 
 
 18 
 
 97 
 
 2,910 00 
 
 6 
 
 46 
 
 1,380 00 
 
 52 
 
 243 
 
 7,290 00 
 
 
 15 
 
 450 00 
 
 27 
 
 yi 
 
 2,730 00 
 
 79 
 
 406 
 
 12,180 00 
 
 
 1 _■ 
 
 360 00 
 
 118 
 
 474 
 
 14,220 00 
 
 97 
 
 262 
 
 7,860 00 
 
 16 
 
 80 
 
 2,400 00 
 
 1 1 1 
 
 294 
 
 8,820 00 
 
 67 
 
 177 
 
 5,310 00 
 
 1 ,201 
 
 4.414 
 
 $132,420 00 
 
Number of IccUires announced for Manhattan. . 1,962, at $30 per lecture. $58,860 00 
 
 Number of lectures announced for The Bronx. . 580, at $30 per lecture. 17.400 00 
 
 Number of lectures announced for Brooklyn. ... 1,121, at $30 per lecture. 33,630 00 
 
 Number of lectures announced for Queens 585, at $30 per lecture. 17,550 00 
 
 Number of lectures announced for Richmond.. . 166, at $30 per lecture. 4,980 00 
 
 Total • 4,414 $132,420 00 
 
REPORT No. 13. 
 
 Evening Recreation Centres Maintained by the Board of Education Suffer 
 from too Costly and too Elaborate Supervision— Expert Teachers Employed 
 to Superintend the Play of Children— Large Economy Practicable in this 
 Branch of School Work. 
 
 //('/;. Edward M. Grout, Comptroller: 
 
 Sir — In compliance witli your instructions ti> investigate the system of Evening 
 Recreation Centres, wliich is ncnv maintained by the Board of Education, from the 
 viewpoint of possi!)le ect)nomies, I lieg to submit the following report : 
 
 Witiiin the last six years the Ijoard of Education has embarked upon an elaborate 
 scheme Un- supplying the children of the City with recreation. About seventy-five 
 thousand <lollars is being spent on evening recreation centres alone this year, not to 
 speak of vacation schools, vacation idaygrounds. swimnnng schools, recreation piers, 
 summer roof gardens, and games and i)lay in the day schools. 
 
 An evenin.g recreation centre is a school of games and amusements. It is held 
 in a public school building, and occupies the basement and one or two rooms on the 
 first lloor. Some of these centres are for boys and some for girls, but both sexes never 
 attend the same school. The session.s begin at y.,\o in the evening and close at 10, and 
 the centres are open every day except Sundays and legal holidays, from the 15th of 
 September to the 15th of June. In these centres pupils come and go as they please, 
 and for this reason the figures compiled by. the Department of Education to show the 
 attendance are very misleading. Three or four hundred pupils may be registered at a 
 given centre on a particular evening, while only a small proportion of them are actually 
 present at any one time. As the recreation centres are intended for young people who 
 work during the day time, children under fourteen are supposed to be excluded, though 
 many pupils under this age attend. Two of the centres are held in the afternoon between 
 half-past three and six o'clock, and their attendance is made up almost entirely of 
 day school pupils ranging from eight to fourteen years of age. 
 
 .■\n evening recreation centre has five main features: 
 
 1. Gymnastics and athletic sports. 
 
 2. Quiet games. 
 
 ,^. Literary and social clubs. 
 
 4. Library books. 
 
 5. .\ room for study. 
 12 
 
178 
 
 The Gymnasium. 
 
 (ianu's and aimiscments constitute the main features of an evening recreation centre. 
 Tlic basement of the school building in which a centre is held is divided into two parts 
 by folding doors, one part being used for quiet games and the other for gymnastics 
 and athletic sports. In a boys' centre basket ball is the favorite amusement in the 
 gymnasium, although horizontal bars, parallel bars and other apparatus are used freely. 
 The gymnasium is in charge of a gymnast, who directs the sports and gives more or 
 less formal instruction in gymnastics. The boys or girls are organized into clubs, and 
 each club is given the exclusive use of the gymnasium for a specified time on one or 
 more evenings of the week. In the girls' centres, in addition to a teacher of gynmastics, 
 a pianist is provided, and the girls take simple gymnastic exercises to music. During the 
 last half lunn- of each session they are allowed to dance. 
 
 l"hc following inventory of the apparatus found in one of the gymnasiums is a 
 fair sample of tlie equipment providetl for a recreation centre: 
 
 I horizontal ladder. 
 I horizontal bar. 
 I parallel bar. 
 
 1 jumping standard. 
 
 2 bucks. 
 
 3 mats. 
 
 2 basket ball goals. 
 
 I l)asket ball. 
 48 Indian clubs. 
 48 dumb-bells. 
 24 wands. 
 
 I side horse. 
 
 The Game-room. 
 
 The game-room, which is in charge of a teacher officially designated as librarian, 
 is supplied with tables and chairs, a ping-pong outfit, checkers, chess and other quiet 
 --games. The teacher, who is usually a woman, gives out the materials for the games 
 and has oversight of the children while they play. She usually registers the attendance 
 and, inasmuch as the same boy may come and go several times during one evening, 
 this is no small task. It is not the intention, of course, to count the same boy more 
 than once, although it is often done. 
 
 The following list of the games found in one of the centres serves to indicate 
 the equipment provided for a game-room : 
 
 Nations • 9 games 
 
 Literature 21 games 
 
 American Rattles ' 34 games 
 
 Authors 22 games 
 
 Geography M games 
 
1/9 
 
 Dominoes 6 games 
 
 Lotto 6 games 
 
 Checkers 8o games 
 
 Halma 6 games 
 
 Halma boards 6 
 
 Crokinole boards 2 
 
 Chess boards I2 
 
 Chess games 8 games 
 
 The Clubs. 
 An important feature of a recreation centre is the organization of the young 
 people into clul)s, some of which are Hterary and others athletic or merely social. 
 Such clubs meet once or twice a week in a room provided for the purpose, and are 
 under the supervision of a teacher who is called a club director. In a literary club 
 various topics of a literary nature are presented by the pupils, and the club director 
 usually gives a short reading or a talk. The meetings of the athletic clubs are largely 
 for the transaction of such business matters as may come up in connection with 
 their sports in the gymnasium. A club meeting is limited to one hour, so that two 
 clubs may use the same room on a given evening. In some of the larger centres the 
 clubs are so numerous that several rooms are required, but in most cases one room 
 more than suffices. In visiting the centres it is not unusual to find a club director 
 who has only one club to look after during the evening or perhaps none at all. In 
 most of the centres it is difficult to sustain interest in literary work, and the attendance 
 in such clubs tends to drop off as soon as the novelty wears away. The young 
 people who patronize the recreation centres seem to fight shy of anything which savors 
 of work. They are seeking recreation, not education. 
 
 Library Books. 
 Each recreation centre has a small collection of books supplied by the traveling 
 department of the New York Public Library, and the "latest papers and magazines" 
 supplied by the Board of Education. These books and papers are kept in the game- 
 room, and are in charge of the teacher in that department. It is rare to find boys 
 reading in a recreation centre, although it is possible that the books are used more 
 than would appear, as in some of the centres boys and girls are allowed to take them 
 home. It is probably true that when young people want to read they go to a public 
 library, rather than to a recreation centre. 
 
 The Study-room. 
 
 One of the features recently added to a recreation centre is the study-room which 
 
 is provided for boys and girls who wish to engage in quiet work. This room is in 
 
 charge of a skilled teacher, and assistance is proffered in all subjects from the first 
 
 reader and the multiplication table to geometry and Greek. Most of the boys found 
 
i8o 
 
 in tliesc study-rcionis arc fitlici" liiyli school or City College Ijoys, who arc under the 
 care of teachers all day long and who are supposed to prepare their work at home 
 without assistance, although in several places young men were found preparing for 
 Civil Service examinations. The study-room feature has been a failure in most of 
 the centres in which it has been tried. There does not seem to be a demand for such 
 a department in a recreation centre. It may be a good thing to furnish a well-lighted 
 room where young people who are without such advantage at home may have an 
 opportunity for quiet study, but it seems a piece of extravagance to hire a college 
 graduate to superintend them while they work, especially when investigation shows 
 that there are seldom more than eight or ten boys in any study-room at one time. 
 The tendency in the school system is to hel]) cliildren too much. They should -be 
 taught to hell) themselves. 
 
 Numher anij Location of Evening Recreation Centres. 
 At present there are nineteen evening recreation centres in the Borough of Man- 
 hattan and four in the Borough of Brooklyn, fourteen of which are for " men and 
 boys" and nine for "women and girls." They are located as follows: 
 
 FOR MEN AND HOYS. 
 
 Miiiili(itlaii. 
 Pul)lic School I — No. 8 Henry street. 
 Public School 8 — No. 29 King street. 
 Public School i(t — No. 208 West Thirteenth street. 
 Public School 20 — I'orsyth and Rivington streets. 
 
 Public School 49 — Thirty-seventh street, near Second avenue. Saturday after- 
 noons. 
 
 Public School 94 — Sixty-sixth street and Amsterdam avenue. 
 
 Public School 105 — No. 269 East Fourth street. 
 
 Public School 147 — East Broadway and Scammel street. 
 
 Public School 169 — One Htmdred and Nineteenth street, near Third avenue. 
 
 Public School 160 — Rivington street, near Suffolk. 
 
 Public School 172 — One Hundred and lughth street, near Second avenue. 
 
 Public School 179— -No. 140 West One Hundred .and Second street. 
 
 nr(i)klyii. 
 Public School 29 — Columbia and Amity streets. 
 Public School 117 — Stagg street, near Busliwick avenue. 
 
 FOR WOMEN AND CIKI.S. 
 
 Minihathin. 
 Public School 42 — Hester and Orchard streets. 
 Public School 78 — One Hundred and Nineteenth street and Pleasant avenue- 
 
i8i 
 
 Public ScI'tooI 109 — Ninety-ninth street, near Third avenue. 
 
 PubHc School 158 — Avenue A, between Seventy-seventh and Seventy-eighth 
 streets. 
 
 Public School 168 — One Hundred and Fifth .street, near Second avenue. 
 Public School 174— No. 125 Attorney street. 
 Public School 177 — Market and Monroe streets. 
 
 Brooklyn. 
 
 Public School 53 — Starr street, near Central avenue. 
 
 Public School 125 — Blake, between Rockaway and Thatford avenues. 
 
 History of the Evenkmg Recreation Centres. 
 
 The evening recreation centres are a part of that branch of the public school 
 system of the City embraced under the general head of vacation schools and play- 
 grounds. Vacation or summer schools had been provided in certain districts of Man- 
 hattan and The Bronx, as well as of Brooklyn, for some years prior to the grant of 
 any express authority for their maintenance as a part of the public school system. 
 
 As early as in 1894 such schools were conducted in public school buildings by 
 the "New York yVssociation for Improving the Condition of the Poor." It is interest- 
 ing to note that in vacation schools, as well as in kindergartens, manual training and 
 most other educational developments, the work was first started as charity and after- 
 wards taken over by the educational authorities and incorporated into the public 
 school system. 
 
 In May, 1897, it was resolved by the Board of Superintendents of The City of 
 New York — ( 
 
 " That it is the sense of the Board of Superintendents that the Board of Educa- 
 tion would render a considerable service to the cause of education by establishing a 
 system of vacation schools for children." 
 
 " That it is the sense of the Board of Superintendents that the school-houses may 
 well be used in the cause of education as neighborhood centres, providing reading- 
 rooms, branch offices of public libraries, etc., under the charge of custodians, under 
 such restrictions and rules and regulations as the Board of Education may establish." 
 
 Section 1055 of the Greater New York Charter was so amended by chapter 652 
 of the Laws of 1898 as to provide that the school-houses should be under the control 
 of the Board of Education for the purposes of " recreation and other public uses." 
 Following upon this, the Board, on July 15, 1898, adopted the following resolution : 
 
 "That under and in pursuance of the provisions of the amendment to section 1055 
 of the Charter, authorizing the use of school buildings for purposes of recreation, the 
 following school buildings and school premises are hereby designated to be used for 
 purposes of recreation during the vacation months, the expenses made necessary by 
 this action to be paid from funds now at the disposal of the Board and to be charged 
 to the accounts appropriate in the circumstances." 
 
l82 
 
 A i)l;in for opening and conducting playgrounds was adopted June 29, 1898. In- 
 cluding three conducted on piers and three under tents, there were some thirty play- 
 grounds maintained during the summer of 1898 at a cost of $14,596.68. and with an 
 estimated attendance of more than thirty thousand ciiildren. 
 
 What are known as evening recreation centres were added the following year 
 and have since heen conducted as a feature of the public school system of the City. 
 Section 1069 of the Revised Charter gave for the first time express authority for the 
 maintenance of this branch of public school work. The Charter provides that the 
 Board of lulucation shall, in addition to the other powers expressly conferred, have 
 power to "establish and conduct playgrounds in connection with the public schools." 
 
 During the summer of 1899 playgrounds were kept open with such success that it 
 was deemed advisable to continue them during the remainder of the year. The report 
 of the City Superintendent of Schools for the year ending July 31, 1900, contains the 
 following report from Borough Superintendent Jasper concerning the work conducted 
 in those playgrounds : 
 
 "The playgrounds of thirty school buildings were thrown open during the vacation 
 of 1900 for the accommodation of children at play. I'.ach of these was provided with 
 a kindergartner to direct the play of the smallest children, and gymnasium and other 
 instructors to help the older children. bZach playground had its centre and reading 
 room, which was also used for quiet games, such as checkers, crokinole, etc. A num- 
 ber of these play centres were open during the evening from seven to ten. h'ive of 
 the evening ])lay centres remained open during the entire school year, 1899-1900." 
 
 In 1900-1901 there were eight evening recreation centres. In 1901-1902 the num- 
 ber had increased to twelve. In 1902-1903 twenty-one centres were maintained, and 
 during the current year, as already stated, there are twenty-three centres in operation. 
 
 Qu.M.iinc.MioNs OF Recre.\ti()n Centre Te.\chers. 
 
 'J"o be eligible for appointment as a teacher in an evening recreation centre, one 
 nnist pass a satisfactory examination and be duly licensed by the Board of Examiners 
 of the Department of Kducation. The qualifications for eligibility for the several 
 licenses are as follows : 
 
 I'ri.Tcipal — 
 
 One of the following; : 
 
 (a) C.rnduatiin from a college aiui one year's successful experience in teachinR or fuper- 
 vision. 
 
 (0) Possession of one of the qualifications required for eli.ijibility fnr License No. i, or for 
 a higher license, v.-ith four years' experience in teaching. 
 Teacher — 
 
 One of the following: ^ 
 
 (ri) The completion of lliree years' undergraduate study in college. 
 
 (b) The completion of one year's course in the theory and practice of physical training. 
 
 (c) (inc year's satisfactory experience as .Assistant Teacher in recreation centres, or satisfac- 
 tory experience for two seasons in vacatior. iilavirrounds. 
 
iS3 
 
 Assistant Teacher — 
 
 One of the followin;.;: 
 
 (a) The holding of a license as Substitute Teacher, or the possession of the (lualifications for 
 such license or for higher licenses. 
 
 (b) Successful experience as Assistant Teacher for a summer period of at least six weeks in 
 public vacation playgrounds in New York City. 
 
 (c) Successful experience as Junior Assistant for a period of at least one year in New York 
 City recreation centres. 
 
 Junior Assistant — 
 
 One of the following : 
 
 (a) The pursuit of undergraduate study in college for at least two years, provided the 
 i.pplicaiit has attained the age of twenty and evidences special aptitude for the direction of 
 children at play. 
 
 (b) Satisfactory experience as Assistant in an organized play centre or club. 
 
 Librarian — 
 
 One of the following: 
 
 (a) Graduation from a college. 
 
 (b) One year's satisfactory experience as Librarian, or in lieu of such experience the com- 
 pletion of a course of one year in library economy. 
 
 Piinist — 
 
 One of the following: 
 
 (a) Completion of a satisfactory course in piano playing. 
 
 (b) One year's satisfactory experience in piano teaching. 
 
 Salaries of Recreation Centre Teachers. 
 The schedule of salaries for these positions is as follows : 
 
 Principal, per night $4 GO 
 
 Teacher, per night 2 50 
 
 Assistant teacher, per night i 50 
 
 Junior assistant teacher, per night I 00 
 
 Librarian, per night 2 50 
 
 Pianist, per night 2 00 
 
 The evening recreation centres were open 225 nights during the school year of 
 
 1902-1903, or an average of twenty-five nights per month. On this basis the salaries. 
 
 per month are as follows ; 
 
 Per Month. 
 
 Prmcipal $100 00 
 
 Teacher 62 50 
 
 Assistant teacher 37 50 
 
 Junior assistant teacher 25 00 
 
 Librarian 62 50 
 
 Pianist 40 00 
 
 The majority of teachers employed in the evening recreation centres are students 
 who are using this work as a means of meeting their expenses while in school. A 
 number of the principals arc law- students at Columbia or elsewhere. When the hours 
 
i84 
 
 of work and the duties of a teacher in an evening recreation centre are taken into 
 consideration, it will be seen that the salaries paid for such work are higher in pro- 
 portion than those received by regular teachers in the day schools. In fact, to all 
 appearances, the work in the evening recreation centres is less strenuous than that in 
 any other part of the school system. In visiting these centres it is not unusual to 
 find a study room teacher superintending eight or ten high school boys while they 
 prepare their lessons for the following day, or a teacher of games watching a dozen 
 little fellows play checkers or dominoes. For this work they usually receive $2,50 p.er 
 night. 
 
 Cost of the Evening Recreation Centres. 
 
 The amount paid for teachers' salaries in the evening recreation centres during the 
 nine months' term ending in June, 1903, was $44,118.29. 
 
 The official estimate of the Department of Education for the year 1904, transmitted 
 to the Comptroller by the Secretary of the Board of Education, under date of Septem- 
 ber 19, 1903, contains the following estimate for the salaries of teachers in evening 
 recreation centres : 
 
 II Principals 313 nights, at $4 00 per night, $13,778 00 
 
 59 Teachers 313 nights, at 2 50 per night, 46,167 50 
 
 19 Librarians 313 nights, at 2 50 per night, 14,867 50 
 
 8 Assistant teachers 313 nights, at i 50 per night 3.756 00 
 
 9 Pianists 313 nights, at 2 00 per night, 5.634 00 
 
 3 Teachers of swimming 313 nights, at 2 00 per night, 1,878 00 
 
 Total $86,075 00 
 
 This estimate is evidently incorrect. It is based upon a twelve months' term 
 instead of upon a nine months' term, and consequently is about $24,000 too large. My 
 understanding is that it was made by some one who was not aware that the evening 
 recreation centres had been closed on the 15th of the previous June, and that the term 
 had been reduced from twelve months to nine. As the total number of evenings during 
 which the recreation centres were open in 1903 was 225 nights, or an average of 25 
 nights per month for nine months, the estimate evidently should have been as follows : 
 
 ir Principals 225 nights, at $4 00 per night, $9,900 00 
 
 59 Teachers 225 nights, at 2 50 per night, 33,187 50 
 
 19 Librarians 225 nights, at 2 50 per night, 10,687 50 
 
 8 Assistant teachers 225 nights, at i 50 per night, 2,700 00 
 
 9 Pianists 225 nights, at 2 00 per night, 4.050 00 
 
 3 Teachers of swinuning , 225 nights, at 2 00 per night, 1,350 00 
 
 Total $61,875 00 
 
185 
 
 'I'lie actual aiiKnint paid for teachers' salaries in the evening recreation centres 
 from Septemher to March, inclusive, during the current school year is as follows : 
 
 September $3,045 00 
 
 October 6,330 1 5 
 
 November 5,622 55 
 
 December 5.685 30 
 
 January 5.817 00 
 
 Fel)ruary 5,646 50 
 
 March 6,568 00 
 
 Total $38,71-8 50 
 
 On this basis the expenditures for teachers' salaries for the entire term ending in 
 June will approximate $54,000. 
 
 In addition to the teachers in the centres there are three supervisory officers^a 
 District Superintendent at Large, who has charge of the recreation centres, vacation 
 schools and playgrounds, at a salary of $5,000 per year, and two Inspectors of Play- 
 grounds and Evening Recreation Centres, at $1,500 each per year. It is to be noted that 
 these supervisors do not devote their entire time to the recreation centres. They have 
 charge of the vacation schools and playgrounds as well. 
 
 With one exception, janitors in school buildings in which evening recreation centres 
 are held receive $2.50 per night each as an extra compens'ition for the additional ser- 
 vices rendered. As there are 23 centres, 22 of which arc open 225 (1903) nights in the 
 year, this item alone approximates $12,000 per year. 
 
 There is also to be considered the cost of supplies and the heating and the lighting 
 of the buildings. The amount paid for supplies for evening recreation centres for the 
 school year of 1902-3 was $4,192.50. 
 
 Estimated Cost of Rf.ckeation Centres for School Year 1903- 1904. 
 
 Salaries of teachers $54,000 00 
 
 Salary of superintendent in charge of recreation centres, vacation schools 
 
 ■ and playgrounds 5,ooo 00 
 
 Salaries of two inspectors of playgrounds and evening recreation centres 
 
 Expenditures for supplies ( 1903) $4,19-2 00 
 
 Janitor services 18,000 00 
 
 Heating and lighting 1)uildings not estimated. 
 
 It will be seen from this that the cost of the evening recreation centres for the school 
 year of 1903-1904 will approximate $75,000.00. 
 
i86 
 
 An Extravagant System. 
 On page 187 of the annual report for the year ending July 31, 1903, Superintendent 
 William M. Maxwell says concerning the cost of the recreation centres : 
 
 " Certain schools in the boroughs of Manhattan and Brooklyn were thrown open 
 throughout the year to the young people of the neighborhood for purposes of reading 
 and recreation, under the care of specially selected supervisors. The average attendance 
 in these schools, which were called recreation centres, was, last year, 6,154. The total 
 cost was $56,934. The cost per capita therefore was $9.24. While the cost per capita 
 for the pupils in average attendance is still too high, it is satisfactory to find that it 
 has been reduced forty cents per pupil from what it was last year, and $9.91 from 
 what it was the year before." 
 
 On pages 187-189 of the same report, Miss Evangeline E. Whitney, District Superin- 
 tendent in charge of recreation centres, vacation schools and playgrounds, shows that 
 the average attendance in the recreation centres for the same year was 5,925. Under 
 date of February 2, 1904, in reply to a letter of inquiry from the Finance Department. 
 Miss Whitney says : " In 1903 there were 25 evening recreation centres, with a nightly 
 average attendance of 5,925." 
 
 There seems to be a difference of opinion among the authorities as to what the 
 average attendance in the recreation centres actually was during the year 1903. On 
 the basis of Miss Whitney's figures, the per capita cost for the year was $9.59. On the 
 basis of Superintendent Maxwell's figures the per capita cost was $9.24. In either 
 case the cost was altogether too great. 
 
 The largest item in the cost of the evening recreation centres is the amount paid 
 for teachers' salaries, and there is unnecessary expense in this direction. Alore teachers 
 are provided than are necessary. This is especially true during the spring months, when 
 the attendance drops off. In the recreation centres, as elsewhere in the school system, 
 there is too much supervision. Recreation does not flourish under excessive manage- 
 ment. The centres are too much like schools to achieve full success. A recreation 
 centre is not intended for a school, and to turn it into one is to defeat its purpose. 
 
 According to official figures, during the .school year ending 1903, 108 teachers were 
 provided for an average attendance of 5,925 pupils. This is an average of 55 pupils per 
 teacher. When it is remembered that these 55 pupils come and go during the evenings 
 in such a way that only a small portion of them are present at any one time, it becomes 
 plain that more teachers are provided than are needed. The fact is, on an average, a 
 teacher in a recreation centre is paid from sixty to one hundred dollars per month 
 for directing the play of a handful of children from 7.30 to 10 o'clock in the evening. 
 
 Is The Term Too Long? 
 
 Another feature which helps to make the recreatron centres unduly expensive is 
 the fact that many of them are kept open when the attendance does not justify it. 
 As already stated, when these centres were first started they were kept open during 
 the entire year, but in 1903 it was decided to close them on the 15th of June and not 
 
1 87 
 
 reopen them until the following September. It now appears that the attendance hardly 
 justifies this length of term. It .should probably be reduced from nine months to six. 
 
 The following table, compiled from the official records, shows the average attend- 
 ance in each of the recreation centres for each month from January, 1903, to February, 
 1904, inclusive. An examination of these figures discloses that the majority of the 
 centres are kept open more months during the year than the present attendance justifies. 
 Many, if not all, of them should not be opened until October or November, instead 
 of September, and should be closed in April instead of June. Boys and girls prefer 
 to be out of doors in warm weather, and, although they may be enticed into recreation 
 centres, they do not remain there for any length of time. 
 
 Visits to a majority of the centres during March and April of the current year 
 revealed an actual attendance that was very small in comparison with these figures, and 
 that could not be made to justify the number of teachers in attendance. 
 
 As stated before, these formidable figures, compiled by the Department of Education 
 to show the attendance at the recreation centres do not mean much. Different methods 
 of counting the attendance are in use in dififerent centres, and they are all so inaccu- 
 rate that the figures set up are largely guess-work. Because of the constant coming 
 and going, it is very difficult to register the attendance accurately, and, even if it were 
 done, the figures would still be misleading, because the whole number present during 
 an entire evening, which is used as the basis for computing the average attendance, is so 
 much in excess of the average number actually present at any one time. 
 
1 88 
 
 Average Monthly Attendance 
 
 Name and Location. 
 
 Men and Boys. 
 
 Manhattan. 
 
 Public School I , No. 8 Henry street 
 
 Public School 8, No. 29 King street 
 
 Public School 16, No. 208 West Thirteenth street 
 
 Public School 20, Forsyth and Rivington 
 
 Public School 49, Thirty-seventh street and Second avenue 
 
 Public School 94, Sixty-eighth and Amsterdam avenue 
 
 Public School 105, No. 269 East Fourth street 
 
 i^ublic School 147, East Broadway and Scammel 
 
 Public School 159, One Hundred and Nineteenth street and Second avenue. 
 
 Public School 160, Rivington, near Suffolk 
 
 Public School 172, One Hundred and Eighth street and Second avenue 
 
 Public School 179, No. 140 West One Hundred and Second street 
 
 Brooklyn. 
 
 Public School 29, Columbia and Amity streets 
 
 Public School 1 1 7, Stagg, near Bushwick 
 
 WojfcEN AND Girls. 
 
 Manhattan. 
 
 Public School 42, Hester and Orchard streets 
 
 Public School 78, One Hundred and Nineteenth and Pleasant 
 
 Public School I Of, Ninety-ninth street and Third avenue 
 
 Public Schools S3 and 158, Avenue A, Seventy-seventh and Seventy-eighth. 
 
 Public School r68. One Hundred and Fifth street and Second avenue 
 
 Public School 1 74, No. 1 25 Attorney street 
 
 Public School I TT, Market and Monroe 
 
 * Transferred to 158. 
 
 Brooklyn. 
 
 Public School 53, Starr street and Centre 
 
 Public School 125, Blake street, between Rockaway and Thatford avenues... 
 
1 89 
 at Evening Recreation Centres. 
 
 293 147 152 186 
 
 228 211 251 158 
 
 1904- 
 
 Jan. Feb. Mar. Apr. May. June. Sept. Oct. Nov. Dec. Jan. l-'eb 
 
 529 
 
 S19 
 
 494 
 
 466 
 
 516 
 
 463 
 
 486 
 
 523 
 
 482 
 
 460 
 
 494 
 
 479 
 
 425 
 
 330 
 
 170 
 
 192 
 
 191 
 
 170 
 
 164 
 
 325 
 
 451 
 
 337 
 
 382 
 
 37' 
 
 49 
 
 48 
 
 43 
 
 40 
 
 52 
 
 64 
 
 72 
 
 89 
 
 '44 
 
 148 
 
 I 71 
 
 169 
 
 7'5 
 
 592 
 
 5'7 
 
 445 
 
 363 
 
 326 
 
 3'^7 
 
 361 
 
 442 
 
 402 
 
 395 
 
 404 
 
 97 
 
 1 10 
 
 100 
 
 126 
 
 I 10 
 
 76 
 
 
 
 '94 
 
 156 
 
 156 
 
 182 
 
 3'9 
 
 274 
 
 337 
 
 igo 
 
 222 
 
 188 
 
 ,84 
 
 '39 
 
 j6[ 
 
 161 
 
 193 
 
 173 
 
 497 
 
 433 
 
 428 
 
 34' 
 
 39' 
 
 376 
 
 '47 
 
 246 
 
 243 
 
 233 
 
 280 
 
 254 
 
 592 
 
 562 
 
 507 
 
 453 
 
 512 
 
 557 
 
 514 
 
 646 
 
 6^9 
 218 
 
 620 
 
 32S 
 
 696 
 323 
 
 623 
 253 
 
 507 
 
 419 
 
 5'4 
 
 479 
 
 497 
 
 544 
 
 301 
 
 403 
 
 466 
 
 523 
 
 493 
 
 459 
 
 410 
 
 36K 
 
 320 
 
 290 
 
 23.i 
 
 258 
 
 252 
 
 269 
 
 273 
 
 500 
 
 :>,oi 
 
 321 
 
 308 
 
 261 
 
 257 
 
 203 
 
 '42 
 
 21 2 
 
 ^^^ 
 
 20(1 
 
 2 1 2 
 
 224 
 
 200 
 
 234 
 
 
 
 
 
 
 
 73 
 
 66 
 
 70 
 
 66 
 
 79 
 
 72 
 
 367 
 
 308 
 
 345 
 
 318 
 
 283 
 
 26m 
 
 616 
 
 4'7 
 
 465 
 
 447 
 
 481 
 
 4 54 
 
 244 
 
 252 
 
 247 
 
 227 
 
 249 
 
 256 
 
 '75 
 
 272 
 
 306 
 
 277 
 
 286 
 
 259 
 
 148 
 
 121 
 
 i27 
 
 127 
 
 >5« 
 
 156 
 
 95 
 
 I 14 
 
 [ 20 
 
 176 
 
 128 
 
 "7 
 
 180 
 
 159 
 
 >3f> 
 
 160 
 
 '63 
 
 220 
 
 "43 
 
 '5' 
 
 'O3 
 
 163 
 
 160 
 
 161 
 
 112 
 
 119 
 
 '35 
 
 '5' 
 
 "43 
 
 147 
 
 '55 
 
 '49 
 
 126 * 
 
 108 
 
 '"3 
 
 133 
 
 268 
 
 250 
 
 197 
 
 i05 
 
 290 
 
 190 
 
 '44 
 
 140 
 
 14' 
 
 126 
 
 140 
 
 130 
 
 391 
 
 376 
 
 376 
 
 323 
 
 386 
 
 547 
 
 215 
 
 271 
 
 334 
 
 301 
 
 281 
 
 262 
 
 270 
 
 207 
 
 242 
 
 250 
 
 278 
 
 278 
 
 "95 
 
 238 
 
 267 
 
 266 
 
 283 
 
 272 
 
 214 
 
 204 
 
 99 
 
 10 [ 
 
 "7 
 
 169 
 
 120 
 
 177 
 
 250 
 
 304 
 
 214 
 
 188 
 
 201 
 
 227 
 
 221 
 
 215 
 
I go 
 
 Unnecessary Teachers. 
 
 It will be noted that in evening recreation centre No. i6 (No. 208 West Thirteenth 
 street) the average attendance was 49 in January, 1903, 48 in February, 43 in March 
 and 40 in April. An investigation of this centre during March and April, 1904, led 
 to the belief that it should not be maintained at all. At no time during either visit, 
 one of which was in the early part of the evening, and the other in the latter part 
 of the evening, were there more than 29 boys in attendance. This centre is located 
 in a section of the City where most of the boys who attend come from good, middle- 
 class homes. The work in the gymnasium practically amounts to furnishing the 
 privileges of a private club to the sons of well-to-do parents. If thi^g centre is con- 
 tinued the services of the librarian should be dispensed with and the teacher in 
 charge of the gymnastics allowed to do all the work. As to the library feature, there 
 is no reason whatever for its existence in this centre, as the Jackson Square Branch 
 of the New York Public Library (No. 251 West Thirteenth street) is in the same 
 block and meets all the needs of the community in this respect. This library is open 
 in the evening until 9 o'clock and is well patronized by the young people. 
 
 It will also be noted that in recreation centre No. 8 (No. 29 King street) the 
 attendance dropped from 425 in January, 1903, to 170 in March, 192 in April, 191 in 
 May and 170 in June. Notwithstanding the fact that the attendance drops off after 
 March i and continues to be light until the end of the term the full corps of teachers 
 is retained. This centre is held in the afternoon between 3:30 and 6 o'clock in a 
 school having a tine jard which is used for the athletic sports and games. Most of 
 the boys who attend the centre are found in this yard instead of in the sclwol 
 luiilding. This centre was inspected in March of this year and again in April. At no 
 time during either visit were there more than eight or nine boys in the game-room 
 and ten or twelve in the gymnasium. On April 18, 1904, an inspector ffom the 
 Finance Department sat in the game-room from 3 130 until 4 o'clock. During that time 
 two little boys played a game of checkers; two other little boys played a history game, 
 and hve other little fellows came in and remained a few moments to look on. The 
 principal, who has charge of the games in the yard, is highly competent and abundantly 
 able to look after all the boys who attend during the spring months. The assistant 
 teacher of gymnastics, who has charge of the gymnasium, and the librarian, who has 
 charge of the game-room, should both be dispensed with. In fact, there is no need of 
 a library in this centre at any time of the year, as the Richmond Hill Settlement 
 House maintains a fine library just around the corner on Macdougal street. 
 
 The following official report of recreation centre No. 78, at Pleasant avenue and 
 One Hundred and Nineteenth street, illustrates the superabundance of teachers found 
 in some of the recreation centres : 
 
igi 
 
 Weekly Report of Recreation Centre. 
 Borouoh of . . 
 
 Department of Education, 
 The City of New York. 
 
 Report of Recreation Centre No. 78 for the Ji'eek Ending April 16, 1904. 
 Registration — Boys Girls Total 
 
 Attendance. 
 Boys Girls 78. Total 
 
 Monday, 
 
 Tnesday, 
 
 Wednesday. 
 
 Thursdaj', 
 
 Friday, 
 
 Saturday, 
 
 Aggregate. 
 
 Average, 
 
 Boys. 
 Boys. 
 Boys. 
 Boys. 
 Boys . 
 Boys. 
 Boys. 
 
 Girls 65. Total. 
 
 Girls 77. Total. 
 
 Girls 83. Total. 
 
 Girls 94. Total. 
 
 Girls 87. Total. 
 
 Girls 459. Total. 
 
 Girls 76. Total. 
 
 Teachers. 
 
 Position — 
 
 Principal Helen E. Altliof Present 6 D. Absent . . . .Late . . . .Dis Inst. 
 
 Ray Finberg Present 6 D. Absent . . . .Late . . . .Dis Inst. 
 
 Gertrude L. Cowte.. . .Present 6 D. Absent . . . .Late . . . .Dis Inst. 
 
 Margaret Miller Present 6 D. Absent . . . .Late . . . .Dis. . . . .Inst. 
 
 Minnie N. O'Brien. . . .Present 6 D. Absent . . . .Late . . . .Dis Inst. 
 
 The civil list for 1904 contains only four teachers for this centre. As the report 
 just given names five, one must have been recently added. On the evening of April 
 16, 1904, an inspector from the Finance Department visited this centre. At no time 
 between 8 :40 and 9 :30 p. m. were there more than twenty-four girls in attendance 
 As the whole number who came in and out each evening during the entire week 
 averaged only seventy-six, it is not likely that more than this number were present 
 at any one time during the week. Five teachers and a janitor to supervise twenty-four 
 girls while they play ! 
 
 Conclusions. 
 There can be no doubt that public school buildings should be used as neighbor- 
 hood centres, especially on the great East Side, where the population is congested 
 and the conditions of life abnormal. The idea of a recreation centre is good, but it 
 has not yet been turned over into successful practice by the Department of Education. 
 The evening recreation centres should be maintained, but economy should be applied 
 to their administration. Flad this been done during the current year, thousands of 
 dollars might have been saved without crippling the work. 
 
 The evening recreation centres are suffering from overmanagement. They will never 
 succeed as places for recreation until they are freed from the incubus of excessive 
 
192 
 
 supervision. The school building shoukl be opened in the evening and put at the dis- 
 posal of the people in the neighborhood for purposes of recreation, but it is absurd to 
 equip it with a formidable staff of learned instructors. The chief need is to check dis- 
 order. All that is required is an adequate number of supervisors, who are sufficiently 
 intelligent to maintain order and render such incidental assistance as the boys and 
 girls may need m their games and amusements. .-Vt least one-third of the money now 
 paid for salaries in the evening recreation centres is useless expense. 
 
 The spirit of the present administration of these centres is a draw-back. It sug- 
 gests discipline rather than recreation. The tendency has been to set up a system of 
 schools rather than to provide places for recreation and amusement. The work in 
 the centres as a whole is mechanical. It lacks spontaneity. An artificial system of play 
 is being forced upon the City regardless of local characteristics. Places for amuse- 
 ment may be provided to advantage, but the development should be left in the main to 
 neighborhood spontaneity. The play instinct has always been a ruling passion of child 
 life. The need is to furnish favorable conditions for its spontaneous development. 
 Children teach themselves to play. Any new form of amusement spreads easily with- 
 out formal instruction. This is true among adults as well as children. 
 
 The method of managing the recreation centres is at variance with their aim and 
 purpose. No system of recreation centres should be governed by cast-iron rules and 
 regulations. Teachers should not be criticised for doing what the boys and girls want 
 to do, instead of following official directions. Although it is claimed that the teachers 
 employed for the centres have high qualifications for this kind of work, tliey are not 
 given any large freedom in adapting it to the needs of the locality in which they 
 teach. The need is for greater freedom in the exchange of opinion and suggestion on 
 the part of those engaged in the work. Criticism should be invited as a means of 
 progress. 
 
 At present the centres do not reach in any large way the class of people most in 
 need of recreation. As a rule the boys and girls found in the centres do not come from 
 the poorer homes of the City. This is true even on the East Side. The girls seen at 
 the Attorney and Hester street centres impress one by their attractive dress and 
 general appearance of prosperity. They seemingly come from the better homes of 
 the community and if tliey were not in recreation centres most of them would be at 
 home with their mothers which would probably be just as well. Neiflier do the centres 
 reach a sufficient number of different boys and girls. In most instances the same 
 coterie of young people visit a given centre night after night. This is especially true 
 in the girls' centres where the dancing is a great attraction. 
 
 At nine o'clock one cold evening, in the school building at the corner of Market 
 and Monroe streets, while we waited for mothers who did not appear, the young 
 woman club director told me of her struggles and difficulties in getting the mothers of 
 the community to attend her "mothers' meetings" in the recreation centres. The build- 
 ing was warm and light and its spacious rooms were so attractive that the poor tired 
 
193 
 
 mothers could hardly have resisted the invitation to leave their crowded tenements 
 and rest for an hour in such pleasant quarters, had it not been for the prospect of hav- 
 ing to join in a discussion of "Current Events" or listen to a lecture on the "Respon- 
 sibilities of Motherhood," from an idealistic and sentimental point of view. This of 
 itself is enough to keep them away. The mothers would like to come into the school- 
 houses but they do not want to be burdened with instruction while there. In this 
 centre, which reports an average attendance of 250 per night, at the hour when the 
 attendance is supposed to be at its height, less than seventy young people were present. 
 A janitor, a principal, a librarian, a club director and a pianist were provided to look 
 after this number of girls. A study-room teacher was added to the corps on Friday 
 and Saturday evenings. 
 
 Until more economical and effective methods of conducting the evening recreation 
 centres can be worked out, and the expense of maintaining them brought within reason- 
 able limits, this feature of the public school system should not be further extended. 
 The centres now in operation should be continued, but the teaching force should be 
 reduced, and in most, if not all, of the centres the term should be shortened. Seventy- 
 five thosand dollars a year is too much to spend on an experiment which has not yet 
 achieved results which are in any sense satisfactory. ' 
 
 Respectfully, 
 (Signed) (Mrs.) MATHILDE COFFIN FORD. 
 
 13 
 
REPORT No. 14. 
 
 Report by Examiners of the Investigations Division on the Purchase of School 
 Supplies, Other than Text Books, by the Board of Education for the 
 Year 1903, with the [Results of a Comparison of the Contract Awards 
 for 1903 and 1904. 
 
 Hon. Edward M. Grout, Comptroller: 
 
 Sir — In compliance with your instructions I have caused an examination to be 
 made of the purchase of supplies, other than text books, in the elementary schools of 
 the City in the calendar year 1903. Text book purchases during that year have been 
 treated in a previous report made to you by this Division. As a result of the examina- 
 tion I beg leave to submit the following report : 
 
 Prior to January i, 1902, the Department of Education maintained separate supply 
 bureaus in Manhattan and The Bronx, Brooklyn, Queens and Richmond, but, under 
 the provisions of the Revised Charter, these supply bureaus have been consolidated into 
 one central bureau, the Superintendent of which now has charge of the purchase, 
 storage and distribution of all school supplies for the entire City. 
 
 This examination does not cover the entire work of the Supplies Division of the 
 Department of Education for the year 1903, but only that part of it which has to do 
 with the elementary schools. The facts and figures contained in this report apply solely 
 to supplies purchased for use in the elementary day and evening schools. It should 
 also be noted that this report does not include such minor purchases as are made from 
 time to time on what are known as " open orders," but deals strictly with the general 
 supplies (exclusive of text books) which were purchased on contracts. 
 
 The business included in the analyses made by your Examiners covers $849,439.93 
 out of the $1,009,031.12 appropriated for supplies for all the Boroughs for 1903. The 
 difference between these two amounts, or $159,591.19, is represented in the pur- 
 chases for high schools, open order purchases, and other miscellaneous items. 
 Total amount appropriated for school supplies, all the boroughs, for 1903 $1,009,031 12 
 Amount expended for text books, all boroughs, according to statement 
 
 furnished by Patrick Jones, Superintendent of Supplies 444,808 27 
 
 Amount expended for general supplies for elementary schools, according 
 
 to analyses made by the Department of Finance 404,631 66 
 
195 
 
 Practically all purchases of school supplies are made on contracts, the prices being- 
 determined by public competition. Following out the plan of centralizing the business 
 of handling supplies for the schools of the City, and pending the revision of the course 
 of study and text book and other supply lists, a provisional list of supplies was made 
 up for 1902 by merging the lists formerly used in the several boroughs into one. This 
 list was revised for 1903. As submitted to contract bidders it contained approximately 
 1,080 different items exclusive of text books. The bids for the 1903 contracts for 
 general supplies were opened December 11, 1902. The Division of Supplies of the 
 Department of Education was at that time in charge of Mr. Parker P. Simmons who, 
 as Superintendent of Supplies, was required by the by-laws to " open such bids, tabulate 
 the same, and submit such tabulation to the Committee on Supplies for its action." 
 The Committee on Supplies, Department of Education, at the time the bids were 
 opened, was composed of Mr. Henry A. Rogers, Chairman; Mr. George W. Schaedle, 
 Mr. Francis P. Cunnion, Mr. Nathan S. Jonas, Mr. Adolph Kiendl, Mr. Samuel M. 
 Dix and Mr. Edward Van Ingen. 
 
 Apportionment of Supplies. 
 
 Supplies are apportioned to the elementary schools on the basis of a per capita 
 allowance, and an effort is made to base this allowance upon the largest possible num- 
 ber of pupils. With this end in view the basis has been changed twice during the past 
 two years, each change increasing the allowance. For some years previous to 1902 
 the amount of money allowed to each school for text books, stationery and other 
 school supplies, was based as nearly as practicable upon the average annual attendance 
 at the several schools. It became apparent that the allowance might be increased by 
 basing it upon the largest attendance for any single month in the year, and, as the 
 attendance was supposed to be at its height in November, the by-law was amended so 
 as to provide that : 
 
 " The amount of money which can be expended for text books, stationery and other 
 school supplies, except fuel, during the year in each school, shall be determined under 
 the direction of the Committee on Supplies by the Superintendent of Supplies, in ac- 
 cordance with the average attendance during the preceding month of November." 
 
 The increase under the amendment is apparent from the fact that the average 
 attendance for the month of November, 1902, was 436,692, while the average daily 
 attendance for the year 1902 was only 424,234. 
 
 In 1903 the Committee on Supplies decided that the yearly allowance for supplies 
 should be based on the whole number of pupils registered during the month of Novem- 
 ber instead of the average attendance during that month, and made a report to this 
 effect to the Board of Education with the request that the by-laws be so amended. The 
 number of pupils registered is always greatly in excess of the number actually in at- 
 tendance. On December 23, 1903, a resolution was adopted amending the by-laws so 
 as to read as follows : 
 
196 
 
 " The amount of money which can be expended for text books, stationery and 
 other school supplies, except fuel, during the year in each school shall be determined 
 under the direction of the Committee on Supplies by the Superintendent of Supplies, 
 on the basis of the largest number of pupils registered in such school during any month 
 in the preceding year." 
 
 The increase in the allowance for supplies under this last amendment is shown 
 by the fact that the number of pupils registered in the elementary schools of the City 
 during November, 1903, which number was used as the basis of the allowance for sup- 
 plies for the calendar year 1904, was 50,094 greater than the average attendance dur- 
 ing the same month. 
 
 Not only has the basis of the allowance for supplies been increased, but also the 
 amount of the allowance for each pupil. Prior to 1902 each borough had its own plan 
 for making allowance for supplies to the several schools, but in that year the uniform 
 system was adopted whereby the per capita allowance for each grade was as follows : 
 
 $2.10 Grammar schools. 
 
 $0.90 Primary schools. 
 
 $0.90 Kindergartens. 
 
 In 1903 this allowance was increased to : 
 
 $2.20 Grammar schools. 
 
 $1.00 Primary schools. 
 
 $0.90 Kindergartens. 
 
 Chaotic Condition of Storekeeper's Records. 
 
 In the early stages of the examination into the business methods of the Department 
 of Education, an effort was made to determine the cost of the special studies in the 
 elementary schools in connection with the several reports made by Mrs. Mathilda 
 Coffin Ford. Upon reciuest made by you, Mr. Patrick Jones, Superintendent of Sup- 
 plies, Department of Education, furnished certain statements purporting to represent 
 expenditures for supplies used in teaching sewing, cooking, drawing and constructive 
 work, but subsequently, upon examination made by representatives of this Department 
 of the records of the Supply Division of the Department of Education for the year 
 1903, it was found that no complete records had been kept that would show the actual 
 quantities of the various kinds of supplies purchased during the year mentioned. 
 
 According to information furnished your representatives, it had formerly been the 
 practice in the several borough depositories of supplies to keep complete Storekeeper's 
 records, which would at any time indicate the quantities and cost of the several kinds 
 of supplies purchased and also show the manner of the distribution of the said supplies 
 among the schools throughout the borough. Some time after the centralization of 
 authority over the matter of supplies, the setting up of these records was abandoned. 
 As a reason for this it is stated that the services of the Clerks of the Supplies Division 
 engaged in keeping these records were required on other work connected with the 
 Division. 
 
197 
 
 As a part of the Storekeeper's system of records formerly maintained in the several 
 borough depositories, the requisitions from School Principals were tabulated before 
 being sent to the distributing room, from which the goods were taken. By this means 
 a record was kept of the distribution of the several kinds of supplies, which served not 
 only as a check against any leakages in the Supplies Division, but also provided data 
 by which the members of the Supplies Committee were enabled to limit the quantities 
 of supplies which were furnished to the different schools on the basis of a per capita 
 allowance, in accordance with the regulations of the Board of Education. The keep- 
 ing of this record, it would also appear, was abandoned during 1903. 
 
 The representatives of the Finance Department therefore found it impracticable 
 to procure from the books of the Supplies Division any accurate statement of obliga- 
 tions contracted by the Department of Education for supplies during the year 1903. It 
 was found equally impracticable to prepare any statement indicating the manner of dis- 
 tribution of the supplies during that year. There were no account books posted to date 
 that would reflect such data as were desired for this report. 
 
 Notwithstanding the abandonment of the records of requisitions, however, it ap- 
 pears that Mr. John Cottier, Deputy Superintendent of Supplies, undertook to keep, on 
 his own account, a memorandum of the cost of supplies forwarded to the dififerent 
 schools, so that there might be some record by which the School Principals could be 
 limited in their orders. This record was found by your Examiners to cover only a 
 part of the year and to be incomplete for that period which it did cover. Recourse was 
 then had to the original requisitions of the School Principals on file in the Division of. 
 Supplies, and representatives of the Department of Fnance were set to work to prepare 
 a statement showing the distribution of the goods purchased during the year. Tire fact 
 was soon disclosed that all the requisitions for school supplies were not on file in the 
 Division of Supplies. Upon inquiry being made as to whether a complete file of dupli- 
 cates of these requisitions could be found, it was learned that the only place where they 
 might be procured would be in the requisition books of the School Principals, where 
 stub copies of the requisitions are kept. Inasmuch as the evening schools had closed 
 and the Principals of these schools had stored their supplies and office records, it was 
 deemed impracticable, within the time allowed for this examination, to obtain and 
 analyze these stubs. 
 
 There being no storekeeper's record of the quantity of supplies purchased from the 
 various contractors during 1903, as stated above, and no book of record reflecting the 
 distribution of these supplies, your Examiners undertook the work of setting up such 
 records. This task has covered a period of about four months, and the results of the 
 examination thus made are shown in the several summaries given herewith. These 
 several statements apply to the different classes of goods designated as follows : 
 
 Drawing materials. 
 
 Stationery. 
 
 Mimeograph supplies. 
 
198 
 
 Pencils. 
 
 Pens. 
 
 Typewriting materials. 
 
 School records. 
 
 Kitchen supplies. 
 
 Kindergarten supplies. 
 
 Sewing materials. 
 
 Workshop and manual training supplies. 
 
 Janitors' supplies. 
 
 Miscellaneous articles. 
 
 In preparing these statements it was thought proper, in the absence of a complete 
 file of the principals" requisitions, in order to indicate appro.ximately the quantities of 
 the several articles used during the year 1903, to set up. 
 
 First — The stock on jiand as shown by the Department of Education inventory 
 on December 31, 1902. 
 
 Second — The quantitu> and cost of goods sliown to have been ordered from con- 
 tractors during 1903. by an examination of the stubs in the order books. 
 
 Hiird — The quantities and cost of goods on hand December 31, 1903, as shown by 
 the inventory made up by the Department of Education. 
 
 An inventory made by oflieials of the several borough depositories on December 
 31, 19OJ, placed the value of supplies on hand at $59,683.47. As a result of the examina- 
 tion thus made by your Examiners it was found that (exclusive of text books) the 
 contract cost of supplies purchased for New York City schools during the year 1903 
 was $404,631.66. For the purpose of this report, Mr. Patrick Jones, Superintendent 
 of Supplies, furnished a statement of his inventory account of December 31, 1903. 
 The valuation of goods then on hand was stated to be $68,565.87. 
 
 The Stoky of the Year 1903. 
 
 In the absence of exact business records in the Division of Supplies covering the 
 year 1903, your Examiners were compelled to approximate the (luantity and cost of 
 goods actually used in the schools during that year. The method of determining these 
 facts has been to deduct from the totals represented in the inventory of December 31, 
 1902, and the purchases known to have been made during the year 1903, the figures 
 furnished by the Department of Education purporting to represent the stock on hand 
 December 31, (903. 
 
 Following will be found the results of a series of analyses of the purchases of sup- 
 plies during 1903, as made by your Examiners. These show in detail the quantity and 
 contract cost of all supplies for which orders were issued to contractors during the 
 year 1903 ami which were presumably delivered, as well as the results of an examina- 
 
199 
 
 tion which has been made into the manner of making the awards in several important 
 instances in 1903 and 1904: 
 
 Total Cost I'alue of Supplies, Exclusive of Text-books, on Hand in the Several 
 Borough Depositories of the Department of Education on December 31, 1902. 
 
 Drawing materials $4,724 76 
 
 Janitor's supplies 8,172 96 
 
 Kindergarten supplies 924 28 
 
 Kitchen supplies 70 38 
 
 Mimeograph supplies 29 46 
 
 Miscellaneous articles • . . . . 2,925 15 
 
 Lead pencils 18,144 15 
 
 Pens 5,590 57 
 
 School records 1,271 &4 
 
 Sewing materials 5,444 64 
 
 Stationery, blanks, etc • ii,758 18 
 
 Typewriting materials 447 5^ 
 
 Workshop supplies i79 59 
 
 Total $59,683 47 
 
 Cost I 'aluc of Supplies by Boroughs, Exclusive of Text Books, for Which Orders 
 Were Issued to Contractors Under 1903 Contracts. 
 
 Manhattan 
 and Bronx. Brooklyn. Queens. Richmond. Total. 
 
 Drawing materials $47,230 08 $20,337 68 
 
 Janitors' supplies :. 27,979 "7 16,748 95 
 
 Kindergarten supplies 9,779 76 8,725 97 
 
 Kitchen supplies 2,503 30 1,860 95 
 
 Mimeograph supplies 1,051 95 675 30 
 
 Miscellaneous articles 14,478 97 7,499 26 
 
 Pencils 20,586 25 6,662 55 
 
 Pens 5,806 9 1 4,024 46 
 
 School records 9,359 68 S,9o6 66 
 
 Sewing materials 19, 939 39 10,586 11 
 
 Stationery, blanks, etc 63,202 25 37,847 69 
 
 Typewriting materials 5,652 28 i,77S 01 
 
 Workshop supplies 9,894 9' 6,742 1 1 
 
 $4,377 40 
 
 $2,533 
 
 78 
 
 $74,478 94 
 
 3,067 15 
 
 613 
 
 74 
 
 48,408 91 
 
 1,672 38 
 
 739 
 
 07 
 
 20,917 18 
 
 211 69 
 
 I 
 
 59 
 
 4,577 S3 
 
 327 00 
 
 63 
 
 10 
 
 2,117 35 
 
 1,030 94 
 
 169 
 
 13 
 
 23,178 30 
 
 571 20 
 
 1,724 
 
 50 
 
 29,544 50 
 
 249 05 
 
 48s 
 
 75 
 
 10,566 17 
 
 474 79 
 
 29 
 
 83 
 
 15,770 96 
 
 2,236 18 
 
 218 
 
 II 
 
 32,979 79 
 
 5,231 10 
 
 3,648 46 
 
 109,929 50 
 
 2,348 59 
 
 260 
 
 00 
 
 10,035 88 
 
 3,305 94 
 
 2,183 
 
 69 
 
 22,126 65 
 
 Totals $237,46480 $129,39270 $25,10341 $12,67075 $404,63166 
 
200 
 
 Cash Value of Supplies, Exclusive of Text-books, on Hand in the Several Borough 
 Depositories of the Department of Education December 31, 1903. 
 
 Drawing materials $10,452 32 
 
 Janitors' supplies 12,952 31 
 
 Kindergarten supplies 1,673 58 
 
 Kitchen supplies 196 90 
 
 Mimeograph supplies 115 74 
 
 Miscellaneous articles 4,567 12 
 
 Pencils 1 1,595 27 
 
 Pens 5-II5 73 
 
 School records 2,796 65 
 
 Sewing materials 5,410 68 
 
 Stationery, blanks, etc 12,070 97 
 
 Typewriting materials 547 00 
 
 Workshop supplies 1,071 60 
 
 Total $68,565 87 
 
 Summary, Shozving the Cost Value of School Supplies JVithdraivn from Depositories 
 During the Year, and Presumably Sent to (he Scliools on Requisitions from 
 Principals. 
 
 Cost Value 
 
 Stock on Hand 
 
 December 31, 
 
 1902. 
 
 Cost Value 
 
 of Contract 
 
 Orders, 
 
 1903. 
 
 Cost Value 
 
 Stock on Hand 
 
 December 31, 
 
 1903. 
 
 ■ Difference — 
 Representing 
 Cost of Goods 
 Withdrawn 
 
 from 
 
 Depositories 
 
 During 
 
 
 
 
 
 1903. 
 
 $4,724 76 
 
 $74,478 94 
 
 $10,656 
 
 29 
 
 $68,547 41 
 
 8,172 96 
 
 48,408 91 
 
 12,952 
 
 31 
 
 43,629 56 
 
 924 28 
 
 20,917 18 
 
 x,66o 
 
 05 
 
 20,181 41 
 
 70 38 
 
 4,577 53 
 
 196 
 
 90 
 
 4,451 01 
 
 29 46 
 
 2,117 35 
 
 115 
 
 74 
 
 2,031 07 
 
 2,9^5 IS 
 
 23,178 30 
 
 4,567 
 
 12 
 
 21,536 33 
 
 18,144 15 
 
 29,544 SO 
 
 11,585 
 
 27 
 
 36,103 38 
 
 5.S90 57 
 
 10,566 17 
 
 5,121 
 
 73 
 
 11,03s 01 
 
 1,271 84 
 
 15.770 96 
 
 2,796 65 
 
 14,246 15 
 
 5,444 64 
 
 32,979 79 
 
 5,410 
 
 68 
 
 33,013 75 
 
 11,758 18 
 
 109,929 50 
 
 12,582 
 
 07 
 
 109,105 61 
 
 447 51 
 
 10,035 88 
 
 547 
 
 00 
 
 9,936 39 
 
 179 59 
 
 22,126 65 
 
 1,071 
 
 60 
 
 21,234 64 
 
 $59,683 47 
 
 $404,631 66 
 
 $69,263 
 
 41 
 
 $395,051 73 
 
 Drawing materials 
 
 Janitors' supplies 
 
 Kindergarten supplies.. 
 
 Kitchen supplies 
 
 Mimeograph supplies. . . . 
 Miscellaneous articles.. 
 
 Pencils 
 
 Pens 
 
 School records 
 
 Sewing materials 
 
 Stationery, blanks, etc. 
 Typewriting materials. . 
 Workshop supplies 
 
 Totals 
 
201 
 
 Present Administration Not Responsible. 
 
 In justice to Mr. Patrick Jones, who has superseded Mr. Parker P. Simmons 
 as Superintendent of the Division of Supplies, it should be stated that he is not respon- 
 sible for the condition of the records of the Supply Division, covering the business 
 done during the year 1903. During the greater part of that time Mr. Jones was Assist- 
 ant Superintendent of Supplies under Mr. Simmons, but, owing to severe illness, he 
 was away from the Department for a period of seven months. On November 27, 1903, 
 following an inquiry into certain charges of incompetency preferred against Superin- 
 tendent Simmons by Mr. Nathan S. Jonas, a member of the Supplies Committee of 
 the Board of Education, Mr. Simmons resigned his position. On December 23, 1903, 
 Mr. Patrick Jones was designated by the Board of Education to serve as Superintendent 
 of Supplies during the unexpired portion of the term. Since then Mr. Jones has been 
 regularly elected as Superintendent of Supplies for the full term of six years, ending 
 in 1910. 
 
 Recognizing the absolute necessity for a system of records which would indicate 
 the quantities of supplies purchased and make for integrity in the handling of the goods, 
 as well as furnish a means of determining the proper distribution of the supplies, Air. 
 Jones has introduced a new set of storekeeper's records, which, if properly posted, will 
 furnish the Department of Education with records such as are kept by great commercial 
 houses and other institutions that handle large quantities of merchandise. 
 
 Conditions Under Which Contr.ilCts Are Awarded. 
 
 One condition of the specifications for stationery and other general supplies 
 purchased by the Board of Education would appear to be the submission of samples 
 by bidders. According to the contract specifications, all supplies must conform to 
 the description of the articles in the specifications and must be in accordance with 
 the samples furnished for inspection. 
 
 The Committee on Supplies attempts to maintain certain standards of quality, 
 the samples showing these standards being selected from the goods in use in the 
 schools, but the maintenance of these so-called Department of Education standards 
 has been indifferent and the practice has been only partially adhered to. Unlike the 
 standards of the United States Government and private institutions where large pur- 
 chases of supplies are made on contract, those of the Department of Education are 
 not generally recognized by manufacturers and jobbers as having any permanent 
 character. 
 
 It has been found practicable in the United States Navy and other Federal Gov- 
 ernmental Departments to establish fixed standards, which have now come to be so 
 universally recognized that the fullest competition is allowed to all manufacturers. 
 
202 
 
 they being informed as to the exact requirements of the Government from year to 
 year. In this way manufacturers desiring to compete for the contracts to be awarded 
 know in advance just what conditions have to be met. 
 
 While the Department of Education undertakes to set up certain standards, it is 
 not claimed that these standards are fixed or permanent. There may be selected 
 from samples oflered by bidders in any one year any article which may appeal to the 
 majority of the Supplies Committee, or to some ofificial representing them, as de- 
 sirable, and it may thereafter be substituted for the one formerly in use, so that the 
 final determination as to the efficiency and the quality of any article of goods to be 
 furnished the Department of Education on contract is with an ever changing Supplies 
 Committee. This uncertainty is one of the elements that has caused dissatisfaction 
 among manufacturers and has led to a determination on the part of some large and 
 representative business firms to refrain from bidding on Board of Education con- 
 tracts. As a consequence, a number of persons now appear as contractors for the 
 City's educational supplies who are mere jobbers or speculative bidders. 
 
 As a preliminary to the awarding of contracts subsequent to the opening of bids 
 an examination of the samples submitted is provided for, to be conducted under the 
 direction of the Committee on Supplies. The work of tabulating bids for the 1903 
 contracts and of testing samples submitted by bidders was done by Mr. Parker P. 
 Simmons, who, after having completed the examination, passed up his recommenda- 
 tions for the consideration of the members of the Committee on Supplies. These 
 were for the most part perfunctorily approved, special consideration being given by 
 the Committee to those instances where there appeared to be any question as to 
 the quality of the samples submitted. These instances, it is stated, were then finally 
 passed upon by the Committee and the work of the Superintendent of Supplies, as a 
 whole, formally approved. 
 
 Theoretically competent tests are made of all the samples submitted by bidders, 
 but your Examiners have been informed by representatives of business firms who 
 compete for contracts that the methods of examination and testing are of the most 
 superficial character. There seems to be no disposition on the part of the Supplies 
 Committee to apply the various approved tests which are used in the different trades. 
 It is under the operation of this method of testing goods that the Board of Educa- 
 tion annually awards contracts for supplies costing the City from $400,000 to $600,000, 
 
 That the methods of the Board of Education prompt irregularities on the part of 
 liidders would appear to be indicated by facts disclosed in this examination. Despite 
 the provision of the specifications that bidders inspect the standard samples set up 
 by the Board of Education, and agree to furnish goods equal thereto, and the further 
 fact that bidders are presented, on request, with samples of the smaller portable ar- 
 ticles, for comparison with their stock outside the Board rooms, it has been shown 
 in the course of this inqairy that certain bidders present samples palpably inferior to the 
 
203 
 
 standard exhibited by the Committee on Supplies. Such contractors have admitted 
 that they did not intend to comply with the requirement to furnish articles equal to 
 the standard sample, but proposed to take chances on the acceptance by the Com- 
 mittee on Supplies of their goods, which they knew to be inferior. 
 
 Stationery Supplies for 1903. 
 
 The largest class of school supplies, from the point of money involved, is that of 
 drawing materials, stationery and kindred supplies. These several lines of supplies 
 have been separately designated by the Board of Education in the printed supplies list 
 under the heading of drawing materials, stationery, mimeograph supplies, pencils, pens 
 and typewriting materials. The compilations made in the course of this examination 
 show that the total cost of this class of supplies ordered during the year 1903 was 
 8259,636.53. 
 
 The largest individual contractor for this class of goods was the L. W. Ahrens 
 Stationery and Printing Company. The purchases made from this company in 1903 
 would appear to have amounted to $99,912.72, or nearly .40 per cent, of the total amount 
 purchased. 
 
 Under the following classifications the L. W. Ahrens Company secured orders for 
 goods costing : 
 
 Stationery, blanks, etc $74,475 12 
 
 Drawing materials 11, 1 13 64 
 
 Pencils 7,S66 20 
 
 Pens '. . . . 3,367 95 
 
 Typewriting materials ' 1,508 81 
 
 Miscellaneous articles 1,881 00 
 
 Total $99,912 72 
 
 All other contractors furnished the following in the same classes : - 
 
 Stationery, blanks, etc $35,454 61 
 
 Drawing materials 63,624 27 
 
 Pencils 21,977 90 
 
 Pens ; , 7,170 21 
 
 Typewriting materials 8,672 09 
 
204 
 
 Mimeograph supplies $2,117 33 
 
 Miscellaneous articles 20,707 38 
 
 $159,723 «i 
 I'\irnisliofl by Ahrens Company 99,9i2 72 
 
 Total $259,636 53 
 
 Examination of the contract between the Board of Education and the L. W. 
 Ahrens Stationery and Printing Company for stationery, supplies and drawing materials 
 for 1903, and analysis of the bids of the several competitors for the same supplies, shows, 
 first, that of the ninety-eight separate items awarded to the L. W. Ahrens Company 
 there was no competition with that firm on its bids on twenty-nine of the items. Of 
 the remaining sixty-nine items awarded, the Ahrens Company was lowest on only 
 eight. On sixtt'cn items the bids of tliis fuin were a tie with those of other com- 
 petftors. 
 
 It is stated that it lias been the custom of the Committee on Supplies, in making 
 awards in a case in which tlic bidders were tied to divide the orders if the sample- 
 submitted were found to be equal in quality, except that the preference is sometimes 
 given to a manufacturer over a competing jobber or a bidder who does not regularly 
 handle tiie goods called for, but in tlie present instance it appears that the T.. W. Ahren-^ 
 Company was awarded all of the sixteen items. 
 
 TnK Tmpoktant Item of Fads. 
 
 'I"he total expenditures for stationery, blanks, etc., umler the contract of 1903, 
 was $109,929.50. Of this total $80,233.02 was expended for writing and scribbling pads 
 and the related items of memorandum books and compositicMi books, $63,568.01 of this 
 amount being paid to the L. W. Ahrens Company. 
 
 I'^roni the examination of the order books of the Supply Division, made by the repre- 
 sentatives of the Finance Department, it would appear that 254,355 dozen pads had been 
 ordered in six sizes and varieties, and stenographers' note books in one style, at a cost 
 of $56,869.03. 1"Iie pads were fiu-nished ;it the following ligures : 
 
205 
 
 Item No. Successful Bidder. 
 
 3062 The L. W. Ahrens Company 
 
 3063 The L. W. Ahrens Company 
 
 3064 Peckham, Little & Co 
 
 3065 The L. W. Ahrens Company 
 
 3066 The L. W. Ahrens Company 
 
 3067 The L. W. Ahrens Company 
 
 3068 Hopper, Morgan & Co 
 
 Total 
 
 Dozen. 
 
 Price Per Doz. 
 
 Amount. 
 
 23,720 
 
 $0 
 
 21 2-3 
 
 $5,139 33 
 
 38,600 
 
 
 19^/$ 
 
 7,527 00 
 
 28,936 
 
 
 445^ 
 
 12,876 52 
 
 28,035 
 
 
 4354 
 
 11,827 81 
 
 8,850 
 
 
 25?4 
 
 2,278 83 
 
 104,367 
 
 
 IS 2-5 
 
 16,072 S3 
 
 21,847 
 
 
 0SJ4 
 
 1,146 97 
 
 254,355 
 
 
 
 $56,869 03 
 
 The several bidders proposing to furnish pads for delivery during 1903, with the 
 " bid " price per dozen in each instance and the quantities previously estimated by the 
 Committee on Supplies as being required by the schools in 1903, are as follows : 
 
206 
 
 Olj Desciiptiiin of Pads. 
 
 ^ i° ^ - <S. I 
 
 Si:;; . 3 X J2 
 
 li; W pq P H <■ 
 
 3.062 25,000 White — Composition — No. 8, 
 
 7x9 inches, per dozen.. $0.28^4 $0,279 
 
 3.063 60,000 White — Composition — No. 9, 
 
 7x9 inclies, per dozen. . -279 .226 
 
 3.064 30,000 VVliite — Composition — No. lo, 
 
 8 X io>^ inches, dozen $0.47 .53 .38 
 
 3.065 22,000 White — Composition — No. 11, 
 
 6x9 inclies, per dozen.. -47^4 -SSJ^ •S'*^ 
 
 3.066 5,000 Note book — Stenographer's — 
 
 No. 7, per dozen .SSVi $0.34 .31 
 
 3.067 75,000 Manila — Yellow, No. 12, 
 
 6x9 inches, per do/en.. .17 .24 .175 .177 
 
 1,o6S 40,000 Manila — Yellow, No. 13, 
 
 3x6 inches, per dozen.. .075 .089 .08 .075 
 
 Total 257,000 
 
 '.Successful bichliT. 
 
207 
 
 $o.-'4<; 
 
 $0 
 
 .2I,M 
 
 
 $., 
 
 .264 
 
 . 2 I 
 
 
 •■7/2 
 
 
 
 .22 
 
 .46 
 
 
 ■ WA 
 
 
 
 .528 
 
 .47/2 
 
 
 •45 
 .27^ 
 
 
 
 •55 
 
 •173 
 
 
 .162 
 
 3 
 
 
 .22 
 
 $0.26 "$0.2I 2-3 $0.23 
 
 .21 * . I 9 ;/2 .18 
 
 •47 ^445^ •5" 
 
 "•47J^ •43^1 ^46 
 
 *.27/2 .25.>4 
 
 ».iS'^ .152-5 .18 
 
 $0. 20Y2 
 
 .18 1-3 
 
 •4oJ4 
 
 .41/2 
 
 $0,283-5 .29 
 
 $0.21 . 17 1-3 n<.^i8^ 
 
 / V..M i-S 
 
 .06^ 
 
 '.oBJ^ .05^1 .o6j4 .06 
 
 .08 . 06 1-5 .06 
 
208 
 
 Pads of the L. W. Ahrens Company Preferred. 
 
 It will l)e seen that the L. W. Ahrens Company was awarded the contracts for 
 five out of the seven items of pads on which bids were called for. In only one in- 
 stance out of the five that firm was the lowest bidder. On Item 3064 the award was 
 made to Peckham, Little & Co., who, though not the lowest bidder, tied the bid of 
 the Ahrens Company. Hopper, Morgan & Co. bid lowest on Item 3068 and secured 
 the contract. 
 
 Further analysis of the above bids presents these facts : 
 
 1. That Hopper, Morgan & Co. were conceded the award on Item 3068, under 
 which they have furnished the small amount of $1,146.97 worth of the cheapest pads 
 ($0.05^4 per dozen). 
 
 2. That the L. W. Ahrens Company received the large amount of $42,845.54 out 
 of the total paid for pads included in the list given above. 
 
 3. Tiiat Peckham, Little' & Co. were awarded a contract (Item 3064), under which 
 they have supplied $12,876.52 worth of high-priced pads ($0.44 J/^ a dozen), although 
 they were not the lowest bidders. 
 
 4. The Supplies Committee estimated that 75,000 dozen No. 12 pads (Item 3067) 
 would meet the demands from the schools for the year. Purchases to the extent of 
 105,137 dozen, at $0.15 2-5 a dozen, were made from the L. W. Ahrens Company under 
 the 1903 contract. 
 
 5. The Committee estimated that 40,000 dozen No. 13 pads (Item 3068) would be 
 required, but only 21,847 dozen, at $0.05^ a dozen, were ordered from Hopper, Morgan 
 & Company. 
 
 Statement by John B. Watkins. 
 John B. Watkins, who appears as the lowest bidder on several of the items for 
 pads, was interviewed by a representative of the Finance Department, and when asked 
 if he had submitted samples of the pads which he intended to furnish during 1903 with 
 his bid, replied that he had. He stated that in his opinion the sample of paper sub- 
 mitted by him was of better quality than that furnished on the contract subsequently 
 made with the L. W. Ahrens Company. Mr. Watkins declared that if proper tests had 
 been applied to his samples at the time his paper would have been shown to have a 
 . higher tensile strength. Mr. Watkins also stated that, in submitting his bid to the 
 Board of Education he made the proposition to furnish any watermark (not already 
 registered) in order to guarantee the Board against any misuse of the paper, and fur- 
 ther, to protect them as far as uniformity of grade or quality was concerned. In other 
 words, he would use any watermark selected by the Board of Education which he 
 would be permitted to use without the consent of any particular paper manufacturer or 
 dealer. Mr. Watkins states further that he was not informed as to the result of the 
 opening of the bids, but he learned later that the contract had been awarded to 
 another firm, although he was a lower bidder. He has no official information, he said. 
 
209 
 
 as to the reasons for the rejection of his bid. but he states that the reason his bids 
 were not recognized was that he, Watkins, couM not furnish the particular watermark 
 required by the Board of Education, which is as follows : 
 
 " B. of E," 
 
 this watermark having been copyrighted and registered by a paper manufacturer over 
 whom he had no control. 
 
 " B. OF E." Watermark Copyrighted. 
 
 It appears from further examination made by your representatives that there was 
 filed with the authorities at Washington on November 6, 1902, an application from the 
 American Writing Paper Company of the State of New Jersey, located and doing busi- 
 ness in the City of Springfield, Massachusetts, for the registration of a trade mark for 
 paper. A fac-simile of the trade mark being filed with the application showed that it 
 consisted of the letters and word, " B. of E." 
 
 In the statement filed by G. B. Holbrook, Treasurer of the American Writing 
 Paper Company, it is stated : 
 
 " This trade mark has been continuously used in the business of this corporation 
 since the 21st day of October, 1902." 
 
 It also appears from this statement that the trade mark was intended for use on 
 writing paper and drawing paper. The declaration of Mr. G. B. Holbrook, before men- 
 tioned, also states : 
 
 " That the said corporation (American Writing Paper Company) at this time has 
 a right to the use of the trade mark therein described ; that no other person, firm or cor- 
 poration has the right to such use either in the identical form or in any such near 
 resemblance thereto as might be calculated to deceive ; that the trade mark is used by 
 the said corporation in commerce between the United States and foreign nations, and 
 particularly with Canada, and that the description and fac-simile presented for record 
 truly represent the trade mark sought to be registered." 
 
 The statement and declaration of trade mark, it would appear, were registered on 
 December 9, 1902, as trade mark No. 39445. It also appears that subsequent to the 
 registration of the trade mark the L. W. Ahrens Company, in submitting its bids for 
 pads, furnished samples of paper containing the " B. of E." watermark. The advertise- 
 ment calling for bids for stationery supplies for 1903 was first printed in the City 
 Record December i, bids to be opened December 11, 1902. 
 
 It is stated that the Board of Education now controls the " B. of E." trade 
 mark. 
 
 Six Thousand Dollars Difference in Cost. 
 
 In the six items of pads, costing the City in round figures $61,000, it will be seen 
 that they would have cost something less than $55,000 had the contracts been awarded 
 14 
 
2IO 
 
 to the lowest bidder. This does not inckide stenographer's note books, costing about 
 
 $2,200. 
 
 Item 4097 of the 1904 contract is for manila pads, No. 12, size 6x9 inches, for 
 pencil, ruled and unruled, 80 leaves. The bidders were: 
 
 The L. W. Ahrens Company $0 27 per dozen pads. 
 
 M. J. Tobin 27 1-3 per dozen pads. 
 
 Hopper, Morgan & Co 17 7-8 per dozen pads. 
 
 Peckham, Little & Co 27 1-3 per dozen pads. 
 
 A pad similarly described and known as Item 3067 in the 1903 contract, was pur- 
 chased from the L. W. Ahrens Company at $0,152-5. The orders for these pads in 
 1903 amounted to 104,367 dozen, costing $16,072.52. The estimated quantity required, 
 as stated in the 1903 contract specifications, was 75,000 dozen. The estimated quantity 
 for use in 1904 was placed at 80,000 dozen, and it is shown by an examination of the 
 tabulation book of bids furnished by the Department of Education that the award 
 this year was made to the L. W. Ahrens Company, notwithstanding the fact that its 
 price this time was $0.27 per dozen, or $0,093^ in excess of the bid submitted by 
 Hopper, Morgan & Co. It may be said that the quality of the sample offered by 
 Hopper, Morgan & Co. was not up to the standard, but that hardly explains the dis- 
 crepancy between the bids of the L. W. Ahrens Company in 1903 and 1904. Assuming 
 that the same quantity (104,367 dozen) of these pads are purchased during the cur- 
 rent year at this year's price of $0.27 per dozen, it will be seen that the aggregate cost 
 will be $28,179.09, or an increased cost of $12,106.57. There will also be noticed a 
 very marked disparity between the 1904 bid of Hopper, Morgan & Co. and his com- 
 petitors, namely, the L. W. Ahrens Company, M. J. Tobin and Peckham, Little & 
 Co., while there appeared to be little difference of opinion among the last three 
 bidders as to the value of the pad, despite the fact that in 1903 the L. W. Ahrens 
 Company contracted to furnish it at $0,152-5 per dozen. It should also be noted 
 that this was about the only one of the items for pads where there was such a notable 
 increase in price over that of the year previous, although the stock is similar to that 
 used in other pads. The aggregate orders of this particular item would appear also 
 to be in excess of those for all other kinds of pads; 65,767 dozen in excess of the next 
 largest order for pads. 
 
 Some Facts Regarding Envelopes. 
 Item 3069 in the 1903 contract was for an estimated amount of 125,000 envelopes, 
 stout manila, 33^ x 6^ inches. The bidders were: 
 
 The J. W. Pratt Company $0 45 
 
 Daniel Slote & Co 47 
 
 Milton Bradley Company 44 
 
 M. J. Tobin 51 
 
 Peckham, Little & Co 51 
 
21 I 
 
 D. A. Tower $o 47 
 
 L. W. Ahrens Company 45 
 
 Carter, Rice & Co 53 
 
 John B. Watkins , 48 
 
 The award was made to M. J. Tobin at $0.51, the samples submitted by him pre- 
 sumably being superior to those of the six ether firms whose prices were lower. The 
 orders for this envelope in 1903 amounted to 487,000. This year, however, under the 
 1904 contract (Item No. 4101), being for an estimated quantity of 500,000 of the same 
 size envelope, notwithstanding the fact that M. J. Tobin bid $0.50 per thousand, or 
 one cent lower than his price of 1903, the sample presumably being the same as fur- 
 nished by him during the year, the award was made by the Supplies Committee to the 
 American Paper Goods Company at $0.48 per thousand. This would appear to be an 
 instance where the Supplies Committee reversed its action of 1903. 
 
 Item 3070 of the 1905 contract is for an estimated quantity of 300.000 white en- 
 velopes, No. 6. The award was made to John B. Watkins at $0.66 per thousand, not- 
 withstanding the fact that the Milton Bradley Company bid $0.60. Examination of 
 the 1903 orders shows that 801,000 were purchased. The same envelope this year 
 is known as Item 4103, the estimated quantity being 500,000. The award was made 
 to the American Paper Goods Company at $0.57 per thousand. The lowest bidder 
 was successful this year, and a more economical spirit was noticed in the awards made. 
 
 Item 3071 of the 1903 contract, estimated quantity 125,000, is for white envelopes, 
 No. 10. The award was made to M. J. Tobin at $1.24, he being the lowest bidder. The same 
 envelope in the 1904 contract is known as Item 4104, the estimated quantity this year 
 being 250,000. The American Paper Goods Company received the award at $1 per 
 thousand, the Samuel Cupples Envelope Company being the next lowest bidder at 
 $1.10 per thousand. 
 
 The 1904 bid prices of the American Paper Goods Company and of the Samuel 
 Cupples Envelope Company for the 1904 envelope contracts would appear to have 
 been lower than those of any of their competitors, with the exception of Item 4101, 
 and all of the awards for envelopes were made to these two firms this year. 
 
 Item 3072 in the 1903 contract is for an estimated quantity of 50,000 white en- 
 velopes No. 12. The award was made to M. J. Tobin, at $i.74- The Milton Bradley 
 Company bid $1.58, the L. W. Ahrens Company $1.65 and Carter,, Rice & Co. $1.65. 
 The orders for 1903 amounted to 158,550. In the 1904 contract the same envelope is 
 described as Item 4105. The award was made to the American Paper Goods Company, 
 at $1.20 per thousand, the next nearest competitor being the Samuel Cupples Envelope 
 Company, at $1.50. The difference in price of $0.54, as compared with 1903, shows the 
 wisdom of selecting the lowest bidder, the quality appearing to be satisfactory this 
 year. 
 
212 
 
 Item 3073 in the 1903 contract is for an estimated amount of 75,000 manila en- 
 velopes, size 10 X 13 inches. The bidders on the 1903 contract were : 
 
 Per Thousand. 
 John B. Watkins $4 54 
 
 Carter, Rice & Co 2 86 
 
 L. W. Ahrens Company 3 go 
 
 D. A. Tower ^ 30 
 
 Peckham, Little & Co 5 00 
 
 M. J. Tobin 4 60 
 
 Milton, Bradley Company ' 4 35 
 
 Daniel Slote & Co 5 28 
 
 The J. W. Pratt Company 5 28 
 
 The award was made to M. J. Tobin at $4.60, as against $2.86, the bid of Carter, 
 Rice & Co., the lowest bidders, and the bids of the L. W. Ahrens Company and the 
 Milton Bradley Company, who were also lower. The orders given during the year 
 amounted to 215,500, greatly in excess of the estimated quantity. 
 
 In the 1904 contract we find manila envelopes, 10 x 13, described as Item 4100, the 
 estimated quantity for 1904 being 250.000. The bidders were : 
 
 The Manhattan Supply Company $4 98 
 
 The L. W. Ahrens Company 4 78 
 
 John B. Watkins 4 50 
 
 M. J. Tobin 4 54 
 
 J. W. Pratt Company 4 58 
 
 Samuel Cupples Envelope Company 4 35 
 
 Peckham, Little & Co 4 58 
 
 American Paper Goods Company 4 25 
 
 ■ — at which last low figure the award was made. Carter, Rice & Co. was not successful 
 in receiving an award in 1903, although $[.74 lower than M. J. Tobin, the successful 
 bidder. In 1904, Carter, Rice & Co. appeared as competitors on six items of en- 
 velopes, the estimated quantities of which were approximately 2,700,000, but singularly 
 omitted to bid on Item No. 4100. 
 
 Inkstands, Labels and Blotting Paper. 
 
 Item 3079 m the 1903 contract, for an estimated quantity of 1,500 dozen red ink 
 in 2 ounce bottles, 3 dozen in a box, was awarded to the L. W. Ahrens Company at 
 
 $0.25, the other bidders being : 
 
 Per doz. bottles. 
 
 J. L. Hammett Company $0 24 
 
 D. A. Tower 24 
 
 J. J. Callahan 23 
 
 Richard Marsh 30 
 
213 
 
 The quantity ordered during 1903 was T.949 dozen. 
 
 In the 1904 contract the item appears as 41 12, the estimated quantity being 2,000 
 dozen. The award was made to M. J. Tobin at $0.24^ per dozen. John L. Hammett 
 Company bid $0.20, the United States Trading Company $0.24 and the L. W. Ahrens 
 Company $0.25. 
 
 Item 3082 on the 1903 contract for an estimated quantity of 200 dozen instands 
 for teachers, was awarded to M. J. Tobin at $o.98>4 per dozen, he being the lowest 
 bidder. The same inkstand is found as Item 41 14 in the 1904 contract, the estimated 
 quantity required being 350 dozen. The award was again made to M. J. Tobin at 
 $0.98. The J. W. Pratt Company bid $0.83, J. L. Hammett Company $0.95. 
 
 Item 3084 in the 1903 contract was for 500,000 text book labels. The award was 
 made to M. J. Tobin at $0.24 per thousand. The quantity shown to have been ordered 
 was 1,317,000. In the 1904 contract, text book labels are found as Item 41 15. The 
 award was made to M. J. Tobin again, at $0.30, an increase of six cents per thousand 
 over last year's price. The other bidders for the 1904 contract were John B. Watkins 
 $0.25 and the J. W. Pratt Company $0.30. Can it be that the quality offered by John 
 B. Watkins was not up to the standard reasonably required for label purposes? 
 
 Item 3086 in the 1903 contract, blotting paper in large sheets, blue and white, 19 x 24 
 inches, was awarded to Carter, Rice & Co. at $0.12 per dozen sheets. The estimated 
 quantity was 2,000 dozen, while 3,170 dozen were ordered. In the 1904 contract this 
 appears as Item 41 17. George W. Miliar and Carter, Rice & Co. both bid $o.i2,per 
 dozen sheets. The award was made to George W. Millar & Co. y 
 
 Carbon Paper and Other Typewriter Supplies. 
 
 Contrasting the action of the Committee on Supplies in the case of the L. W. 
 Ahrens Company, where bids of that firm were tied to those of other firms, and where 
 it has been shown that the L. W. Ahrens Company received awards of all of the 
 sixteen items where its prices were tied, attention is called to the action of the Com- 
 mittee with respect to the bids of the S. T. Smith Company for the items included in 
 the typewriter supplies schedule in the 1903 specifications. 
 
 It appears that the S. T. Smith Company bid on thirty-eight items on which there 
 was competition. The prices of this firm were low on twelve of these items. On five 
 other items they were tied with other bidders. The S. T. Smith Company was awarded 
 none of the items on which its bids were tied with other bidders, and only on one item 
 on which its bid was the lowest. The item on which the Smith Company was lowest 
 was No. 3,222, for brushes, for cleaning typewriting machines. The price bid was $0.08 1-3, 
 and examination of the orders given to this company for 1903 show that 117 were 
 purchased, costing $9.75. Item 3221 was also for brushes for cleaning type. This item, 
 it appears, was awarded to M. J. Tobin at $0.09, and it was found that the orders given 
 
214 
 
 for these brushes amounted to 1,734 at a total cost of $156.06. It is also shown 
 by an examination of the 1903 specifications that the estimated quantities for brushes 
 of both kinds were six dozen. 
 
 A singular fact in connection with the action of the Committee on Supplies in 
 making awards for the 1903 contracts is that the S. T. Smith Company was awarded one 
 item on which its bid was not the lowest. This was item 3252, being for No. 13 
 typewriting paper, 12 x 13^ inches, heavy, for three-copy work. The estimated quantity 
 in the 1903 specifications was twenty reams. The L. W. Ahrens Company bid $1.15 
 per ream and M. J. Tobin bid $2.45 per ream, as against $1.80, the bid price of the 
 S. T. Smith Company. Your Examiners fail to find that any orders were awarded 
 during the year 1903 on this item. In the specifications for the 1904 contract this item 
 appears as No. 3764. The bidders were M. J. Tobin, $1.80; the S. T. Smith Company, 
 $1.60, and the L. W. Ahrens Company $0.93^. The award was made to the S. T. 
 Smith Company at $1.60. 
 
 It will be recalled that of the 98 items bid upon by the L. W. Ahrens Company 
 there were 29 on which there was no competition, several of the bids being for specialties 
 and novelties in stationery controlled by this company. Of the remaining 69 items 
 bid upon by the L. W. Ahrens Company, this firm was low on only eight, and was 
 awarded 45 items on which its prices were not the lowest. On the remaining 16 items 
 the L. W. Ahrens Company's bids were "tied" with others. 
 
 The estimated quantity of carbon paper of the size 15 x 18 required during the 
 year 1903 was six boxes, as shown by the contract specifications, but the Board of 
 Education orders examined show that 43 boxes were ordered. The size 15 x 18 is an 
 unusual one in carbon paper, and but little used. There are about one hundred and 
 five Departments and Divisions in the City Government, aside from the Department 
 of Education, and your Examiner stationed in the City Record office reports that 
 during the past two years, to the best of his belief, there were not more than six or 
 eight boxes of carbon paper of this size furnished to the City Departments. The 
 price paid for this carbon paper in 1903 was $9.75 per box of one hundred sheets, or 
 $0.09% a sheet. 
 
 Speaking of the bids for carbon paper, Mr. Keating, proprietor of the S. T. Smith 
 Company, manufacturers of typewriting supplies, said that in every instance where 
 his company has bid they have complied with the full letter of the specifications of 
 the Department of Education and submitted samples of what they intended to furnish 
 if successful. He further declared that all samples submitted by him might have been 
 shown by competent tests to equal the standard set up by the Department of Education. 
 
 Item 3236 of the 1903 contract calls for Underwood's carbon paper, 15 x 18. The 
 L. W. Ahrens Company bid $9.75 per box and the S. T. Smith Company big $3 
 per box; for the same item. The award on his item for the 1903 contract, however, 
 was made to the L. W. Ahrens Company, presumably because the samples submitted by 
 
215 
 
 the Smith Company was not up to the required standard. On the 1904 contract 
 specifications Item 3751 calls for carbon paper of the same brand (Underwood's), 15 x 18, 
 the same size as specified in 1903. The L. W. Ahrens Company again bid $975 per 
 box and the S. T. Smith Company $3 per box. The award this year, however, was 
 made to the S. T. Smith Company, and Mr. Keating of that firm states that the samples 
 submitted for the 1904 contract were similar to those rejected by the Supplies Com- 
 mittee in 1903. There were, as stated in a preceding paragraph, 43 boxes of this 
 particular size carbon paper furnished in 1903 at a cost of $419.25, whereas, if the 
 Smith bid had been accepted the cost to the City would have been but $129. That 
 the paper to be furnished by the S. T. Smith Company was satisfactory for the purposes 
 intended would appear to be proven by the fact that the Committee on Supplies accepted 
 the sample in awarding the 1904 contract. According to a statement by a representative 
 of the S. T. Smith Company made to your Examiners on June 25 of this year, but 
 two boxes of this 15x18 carbon paper had been ordered on the 1904 contract to and 
 including that date. 
 
 In the 1903 contract Item 3227, Little's satin finish carbon, 8^^ x 13 is called for. 
 The S. T. Smith Company bid $1.50 per box and M. J. Tobin $3.20 per box. The 
 award was made to M. J. Tobin. On the 1904 contract the same carbon paper appears 
 as 3741. M. J. Tobin appears as a bidder again at $3.20 per box and the S. T. Smith 
 Company at $1.50 per box. This year the award, singularly enough, was made to the 
 S. T. Smith Company. Why it was rejected in 1903 at the loss of $1.70 per box is not 
 clear. 
 
 On the 1903 contract Item 3228, Little's satin finish carbon, 12x15^, is specified. 
 The S. T. Smith Company bid $3 per box and M. J. Tobin $5.70 per box. The award 
 was made to Tobin. The award of similar goods this year, described as Item 3742, 
 Little's satin finish, 12 x 15^, was made to the S. T. Smith Company at $3 per box, M. 
 J. Tobin again bidding $5.70. The Supplies Committee again accepted what they 
 rejected the year previous at a loss to the City of $2.70 per box. 
 
 On Item 3229 of the 1903 contract, being for Little's satin finish, 8^/2 x i8j/^, the S. 
 T. Smith Company bid $2.50 per box and M. J. Tobin $5 per box. The award for the 
 1903 contract was made to M. J. Tobin at a loss to the City of $2.50 per box, the loss to 
 the City apparently being proven by the fact that the 1904 contract for similar goods. 
 Item 3743, was awarded to the S. T. Smith Company at $2.50. Tobin again bid $5. 
 
 For Item 3230 in the 1903 contract, Little's satin finish, 8 x 10, the S. T. Smith 
 Company bid $1 per box. M. J. Tobin was awarded this item at $2.69 per box, a differ- 
 ence of $1.69 on each box. Little's satin finish, 8 x 10, appears in the 1904 contract as 
 Item 3744, the bidders for it being the S. T. Smith Company, at $1 per box, the Smith 
 Premier Company at $1 per box, and M. J. Tobin at $2.69. The award this year, how- 
 ever, was to the S. T. Smith Company at the same figure at which its bid was rejected 
 a year previously. 
 
2l6 
 
 Jlcrc arc five cases at least in wliicli the Supplies Committee of the Board of Edu- 
 cation, in the exercise of its discretionary power in refusing to award to the lowest 
 bidder where samples are alleged not to have been satisfactory, reversed its action a 
 year later and made awards which, in comparison with the 1903 contract awards, will 
 result is a very considerable saving to the City. Is it possible that the bidder for the 
 1903 contract submitted samples of lower grade than those submitted by him in 1904? 
 'The representatives of the S. '1'. Smith Company assert that such was not tlie case, and 
 that tiie goods now being furnished by them arc the same as it was proposed to furnish 
 in 1903 had they been given the contract. 'Flic S. T. Smith Company's managers state 
 that they are always willing to have their goods submitted to any test that may be 
 agreed upon by competent persons in order to determine the relative qualities of their 
 samples and those suljmitted by other firms. 
 
 It will be seen from the following table thai in the five items of carbon paper the 
 total cost at the high prices paid in 1903 was $5,801.33. Had the awards been made to 
 the lowest bidders, as was done by the Committee in 1904, the same quantities would 
 have cost $2,556.50 — a difference of $3,244.83, or a saving of over 125 per cent. 
 
 (Jiiaiitities Lowest 
 
 ujos of Carbon I'lice I'cr Total Cost Bid Price Cost at Possible 
 
 Item No. l^apcr Box as at Contract Rejected Lowest Saving to 
 
 Ordered Awarded. Prices. in 1903, I'rice Bid. tlic City 
 
 1903. Per Box. 
 
 (Boxes.) 
 
 3236 43 $<) 75 $419 25 $3 00 $129 00 $290 25 
 
 3227 1,085 3 20 3,472 00 I 50 1,627 so I, .^44 50 
 
 3228 6 5 70 34 20 3 00 18 00 16 20 
 
 3229 132 5 00 660 00 2 50 330 00 330 00 
 
 3230 452 2 6q 1,215 88 I 00 452 00 763 88 
 
 Totals... 1,718 $5.80133 $2,55650 $3.24483 
 
 TllK MlMKOCR.XrH CoNTKAC'TS. 
 
 In the classification for niinii-o).iraphs and mimeograph supi)lies (the duplicating 
 process owned by the A. B. Dick Company), it would appear that the character ol' the 
 goods was, in each instance, specifically described. The catalogue niunbcrs of the .\. I'. 
 Dick Company were gixen, so that there coidd reasonably be no niisiuuleistanding as to 
 the particular article required J)y the contract specifications. In other words, any 
 reputable stationery dealer having credit with the A. B. Dick Coniixmy should be in a 
 position to undtTtakc the contract even witlionl submitting samples. There would be 
 no substitution, the articles being specifically described by catalogue numbers. However, 
 the Department of Education re(|uired that samples should l)c submitted. Any person 
 
217 
 
 desiring to bid, other than the manufacturer, under the requirement of the Board of 
 Education, would have to buy a set of samples, which, in the event of his failure to 
 secure the contract, would be useless to him. 
 
 The bidders for mimeographs and mimeograph supplies for the 1903 contract with 
 the bids of each on the several items where there was competition, were as follows : 
 
 J. B. Watkins. Otto G. Smith. 
 
 Item 3270 — Dick's indelible blue ink. No. 380, 6-oz. tube 
 
 Item 3271 — Dick's indelible blue ink, No. 205, 6-oz. tube 
 
 Item 3273 — Dick's indelible black ink. No. 384, 6-oz. tube 
 
 Item 3274 — Dick's indelible black ink. No. 209, 6-oz. tube 
 
 Dick's autograph stencil paper. No. 300, 8x12, No. o or 3, mimeo 
 
 Dick's autograph stencil paper. No. 301, 11x16, No. i or 4, mimeo 
 
 Dick's autograph stencil paper. No. 302, 14x20, No. 2 or 5, mimeo 
 
 Item 3282 — Dick's T. W. paper. No. 350, 105/2x15, for No. 12 mimeo.. 
 
 Item 3283 — Dick's T. W. paper. No. 351, Sxiol/i, for No. 30 attach- 
 ment 
 
 Item 3284 — Dick's T. W. paper, No. 350, 10^x15, for No. 31 attach- 
 ment 
 
 Item 3285 — Dick's T. W. paper, No. 352, 14x20, for No. 32a attach- 
 ment 
 
 Item 3286 — Dick's T. W. paper. No. 353, 11x20, for No. 32b attach- 
 ment 
 
 Item 3287 — Dick's T. W. paper, No. 350, for Hammond typewriter 
 and No. 5 1 mimeo 
 
 Item 3289 — Dick's T. W. paper, No. loi, 8j4xi7, for No. 61 
 
 Item 3290 — Dick's autograph stencil paper, No. 151 
 
 f Per Dozen ^ 
 
 $9 72 $10 80 
 9 72 10 80 
 
 6 48 7 20 
 8 64 9 60 
 
 ^ Per Quire — ^ 
 
 $0 54 $0 60 
 
 I 08 
 
 3 IS 
 2 25 
 
 I 80 
 
 I 80 
 
 81 
 
 90, 
 
 1 20 
 
 2 GO 
 
 1 50 
 
 2 00 
 
 3 50 
 
 2 50 
 
 Of the 34 items awarded to Otto G. Smith, he was the only bidder on one, lowest 
 on two, highest on fifteen, tied on sixteen. The statement is made that Otto G. Smith 
 is connected with the A. B. Dick Company. 
 
 The 1903 Awards for Wrapping Paper. 
 Item No. 3092 in the 1903 contract was for 1,000 reams of manila wrapping paper, 
 24x36 inches, 30 pounds per ream. The bidders were: Carter, Rice & Co., $1.50; 
 D. A. Tower, $1.20; New York School Supply Company, $1.08; Peckham, Little & 
 Co., $1.06; Matthew J. Tobin, $1.05; Daniel Slote & Co., $1.02; J. J. Callahan, $0.96; 
 George W. Millar & Co., $0.93; United States Paper Company, $0,834. 
 
 The award was made to George W. Millar & Co. at $0.93 per ream. There were 
 1,268 reams ordered on the contract. David S. Walton secured the contract in 1904 
 at $0.79. 
 
2l8 
 
 Item No. 3093 was for 1,000 reams of manila wrapping paper, 24x36 inches, 60 
 pounds per ream, for covering books. The bidders were: D. A. Tower, $3.40; 
 Carter, Rice & Co., $3; New York School Supply Company, $2.21; George W. 
 Millar & Co.. $2.18; Peckham, Little & Co., $2.18; Matthew J. Tobin, $2.10; Daniel 
 Slote & Co., $2.06; J. J. Callahan, $1.89; United States Paper Company, $1,744. 
 
 The award was made to Matthew J. Tobin at $2.10. The order books show that 
 1.798 reams were purchased by the department during 1903. David S. Walton, the 
 lowest bidder for this quality of paper, in the 1904 awards, received the contract at 
 $1-59 per ream. 
 
 Item No. 3094 was for 300 reams of manila wrapping paper, 30 x 40 inches, 80 
 pounds per ream. The bidders were: D. A. Tower, $4-S0; Carter, Rice & Co., $4; 
 New York School Supply Company, $2.99; Peckham, Little & Co., $2.91; George W. 
 Millar & Co., $2.90; Matthew J. Tobin, $2.80; Daniel Slote & Co., $2.74; J. J. Calla- 
 han, $2.52; United States Paper Company, $2,388. 
 
 The award was made to George W. Millar at $2.90 per ream. The orders dur- 
 ing 1903 amounted to 400 reams. Geo. W. Millar also received the award in 1904 
 at $2.89 per ream, although David S. Walton bid $2.12. 
 
 On each of the above three items the United States Paper Company was the 
 lowest bidder for the 1903 contract. 
 
 Statement from the Lowest Bidder. 
 
 Mr. A. Rosenthal, of tiic United States Paper Company, told a representative of 
 the Investigations Division that not until the visit of your examiner was the firm 
 informed that its bids were the lowest in these three instances, at which he expressed 
 great surprise. He said: 
 
 "After the bids for the 1903 contract were opened we were told at the Supplies 
 Division that we were not successful, as our bids were too high. We later tried to 
 secure a book showing the results of the bidding, but failed after two or three calls 
 at the Bureau. 
 
 " We submitted samples with our bids, which were e(|ual to the sample displayed 
 by the Committee on Supplies at the Board room, and otherwise complied in full with 
 the letter of the specifications as to bond, etc. I am sure a test would show that our 
 sample was equal to the standard set up by the Board. 
 
 " We cannot conceive why the successful bidders were granted the contracts for 
 manila paper at such an advance over our bids for the standard goods which we pro- 
 posed to furnish. 
 
 " I may say that I visited one of the schools in Queens Borough last year and 
 saw the manila paper being delivered there. It was what is known in the trade as 
 ' butcher ' paper or ' butcher's water proof.' This, I should say, is not suitable for 
 school purposes. It is -^s of a cent a pound cheaper than the standard paper called 
 for. There was no 'butcher ' paper exhibited in the Supplies Bureau among the 
 samples from which the competitors made up their bids, yet I assume that the paper 
 which I saw in the schools had been received from the Supplies Division." 
 
219 
 
 Rubber Erasers 70 Cents a Pound in 1903; 40 Cents a Pound in 1904. 
 The item of India rubber erasers, of which 2,897 pounds were ordered during 1903, 
 discloses a peculiar situation, and suggests that the Committee on Supplies must have 
 resorted to some unusual plan in determining the relative qualities of the several sam- 
 ples submitted. It appears that for the 1903 contract for rubber erasers there were six 
 bidders. The prices offered by five of these bidders ranged from $0.39 to $0.43 per 
 pound. The successful contractors, the L. W. Ahrens Company, however, bid $0.70, or 
 almost twice as much as did the lowest bidder. In 1904. C. S. Braisted (Eagle Pencil 
 Company) under liis l)id furnished the same article at $0.40. 
 
 What tests the Supplies Committee made to ascertain the quality of the samples 
 of erasers submitted has not been explained, but it would seem that there could hardly 
 exist such a great disparity between the samples. If the rubbers are intended for 
 general school use it is hardly possible that there was such a discernible difference in 
 the quality of the erasers as would justify the selection by the Committee of erasers 
 costing almost 100 per cent, more than the price they might have been purchased for. 
 
 C. S. Braisted, representing the Eagle Pencil Company, bid for the supplying of 
 rubber erasers for the Board of Education for 1903. His bid was 40 cents a pound. 
 The contract was awarded to the 1^ W. Ahrens Company at 70 cents a pound. 
 
 Homer Beach, who has charge of the educational contracts for the Eagle Pencil 
 Company, in referring to the fact that his company had obtained the 1904 contract for 
 rubber erasers, said : 
 
 " We submitted the same sample and the same price for rubber erasers in 1903 and 
 1904. Our price in both instances was 40 cents a pound. In 1903, another bidder, L. W. 
 Ahrens Company, obtained the contract at 70 cents a pound. Perhaps the 70-cents-a 
 pound rubber erasers were of better quality than our 40-cent. erasers. However, you 
 must go to the Board of Education to ascertain why our 40-cents-per-pound erasers 
 were not good enough in 1903, but are good enough for 1904." 
 
 The Awards for Pens. 
 
 The general supplies list for 1903 contains 55 items under the head of pens. During 
 that year 30,573 gross were purchased at a cost of $10,520.16. The following table 
 shows the brands, the quautity ordered, the cost, and the contractors. 
 
 Number Quantity Cost 
 
 Brands. Contractors. of Ordered for 
 
 Style. in 1903. 1903. 
 Gross. 
 
 I 
 
 Defiance L. W. Alirens Conii)any 5 i,i45 $561 05 
 
 Eagle C. S. Braisted 14 S>404 1,652 91 
 
 Esterbrook L. W. Ahrens Company 12 9,765 2,806 90 
 
 Eclectic Spencerian Pen Company 6 562 260 95 
 
220 
 
 Btands. Contractors. 
 
 Gillott's Peckham, Little & Co 
 
 Smith Richardson, Smith & Co . . 
 
 Spencerian Spencerian Pen Company 
 
 Number 
 
 ot 
 
 Style. 
 
 Quantity 
 Ordered 
 
 in 1903. 
 
 Gross. 
 
 Cost 
 for 
 1903. 
 
 6 
 
 8,850 
 
 $2,9 1 5 89 
 
 3 
 
 3-622 
 
 1,713 56 
 
 2 
 
 1.205 
 
 602 so 
 
 Totals 49 30,573 $10,52016 
 
 President T. E. Smith, of the Spencerian Pen Company, complained of the treat- 
 ment accorded his firm in the furnishing of pens to the schools. Mr. Smith said : 
 
 " Spencerian pens were formerly used almost exclusively in the schools. Prices 
 have been gradually reduced to accommodate the Board of Education, and in order that 
 there might be no excuse for excluding our goods from the list, we furnished the 
 finest quality at the price of inferior grades. In 1902 we sold pens to the Board of 
 Education at 50 cents per gross, while the trade price was 67J/2 cents. 
 
 " The Supplies Committee last year cut out ten numbers of our pens, leaving only 
 Nos. 5 and 15, while those of other firms were not cut out. Tt is the same for this 
 year (1904). 
 
 " Our No. I is used in schools all over the country. For some reason the Supplies 
 Committee cut out this pen last year and substituted pens not suitable, in my opinion, 
 for school use. This year (1904) we reduced our price to 40 cents a gross on No. i. 
 This we did to give the schools a standard pen, and to leave no excuse for dropping us 
 on account of price, but No. i was excluded from the list. 
 
 " As so many school teachers prefer our No. i we have sent to principals a circular 
 notifying them of our willingness to exchange Nos. 5 and 15 for No. i, and no doubt 
 many teachers will avail themselves of the privilege. 
 
 " One-half the pens on the list are not generally sold by the trade and are to be 
 had only from certain jobbers. The number on the list should be reduced at least 50 
 per cent. The variety is now greater than is carried by any stationer in New York. 
 An expert should select the pens best adapted to school use and the rest should be 
 
 thrown ol^' the list. 
 
 " A jobber comes into our office and asks for a pen with his name stamped upon it, 
 as he proposes to enter into competition for some public contract. If we demand 50 
 cents a gross, he retorts that he can get good enough pens at 20 cents a gross elsewhere. 
 That is the way goods of inferior grades are frequently put into use in City depart- 
 ments as well as schools. 
 
 " In the Department of Education imitations of standard patterns of pens are ac- 
 cepted by the Supplies Committee, despite our willingness to furnish a superior article 
 to the schools below the market rate. We know of no remedy for the peculiar situa- 
 tion brought about by these methods." 
 
221 
 
 Statemknts by Unsuccessful Bidders. 
 
 Forkcr & Baldwin, manufacturers of flags, at No. 19 Bcekman street, submitted 
 a bid for 200 American flags. Their bid was $.3.95 a flag, which was the lowest. The 
 contract was awarded to Annin & Co., whose bid was $4.05 a flag. 
 
 Mr. C. A. Forker, of Porker & Baldwin, in referring to the award of the contract 
 to Annin & Co., said : 
 
 "The contract should have been awarded to us because we were the lowest bidders. 
 Our bid was not only the lowest, but our flags were superior in quality and finish. We 
 know of no reason why we were not awarded the contract because we complied with 
 ■every specification called for. In fact, our flags were better in every respect than the 
 sample furnished by the Board of Education. 
 
 " We were never informed of the result of the bidding and we have never had 
 a request to make another bid. The truth is we decided that it would be useless for 
 us to compete for contracts with the present Board of Education, or as long as the 
 present system of awarding contracts is in vogue. While we do not charge that there 
 is any dishonesty in the awarding of contracts by those in authority at the Board of 
 Education, it is our opinion that unbusinesslike methods prevail. Our firm manu- 
 factures flags for the United States Government and they are accepted after careful 
 examination as to the quality of the material and work. The flags we offered to 
 furnish to the Board of Education at a lower figure than those contracted for were of 
 the same quality and work as those furnished by us to the Federal Government. When 
 w^ agreed to bid for the 200 flags for the Board of Education, Mr. Jones, the Super- 
 intendent of the Supplies Department, said that ' this time everybody will be given a 
 chance.' Mr. Baldwin and myself are now of the belief that we never had a chance." 
 
 Mr. Henry M. Crist, manager of the firm of Milton Bradley Company, of No. II 
 East Sixteenth street, in speaking of the awards of contracts by the Board of Educa- 
 tion, said : 
 
 " Our firm manufactures materials for use in kindergartens. We also manu- 
 facture paper and stationery goods. We have for years secured contracts from the 
 Board of Education. We put in our bids and if we are successful we receive notice." 
 
 When Mr. Crist was told that his firm had failed to receive the contracts for 
 eighteen items on the supply list for 1903, on which the firm was the lowest bidder, 
 he replied : 
 
 " That information astonishes me. We never knew that we were the lowest bidders 
 on those items. We were merely told that the contracts for those items had been 
 awarded to other firms, and we naturally concluded that we had not been the lowest 
 bidders. I have not the faintest idea why we were not awarded all contracts where 
 our bids were the lowest. Of course a bidder whose bid is the lowest may have his 
 bid set aside by the judgment of the Supplies Committee or its representative, as to 
 the merits of the sample furnished. In my opinion, arbitrary action is sometimes taken 
 in the awarding of contracts, especially in decisions whereby the lowest bids are rejected, 
 because the samples of the contractors do not, or it is claimed they do not, equal the 
 
222 
 
 sample held as the standard by the Board of Education. However, I do not wish to 
 offer any criticism of the Supplies Division of the Board of Education. I have been 
 dealing with the Board for years, and every contract received by our firm has been 
 obtained without favor or influence. I have no reason to suppose that any influence 
 has been or can be brought to bear upon those whose duty it is to award contracts. 
 It may be that sometimes the lowest bidder has not followed the specifications as to 
 the quality of the goods." 
 
 Asked if Milton Bradley Company had not been awarded contracts on which they 
 had not been the lowest bidder, Mr. Crist replied : "> 
 
 " Perhaps we have. As I said before, we are only informed of the bids on which 
 we have been successful. As the Board of Education only furnishes the contractors 
 with a pamphlet containing the awards, there is no way of knowing the figures of 
 the unsuccessful bidders." 
 
 Carter, Rice & Co., stationers and paper dealers, of No. 150 Nassau street, lost four 
 contracts with the Board of Education for supplies for 1903, although they were the 
 lowest bidders. The contracts referred to and the facts relating thereto are subjoined : 
 
 Contract Bid of Carter, Successful Bidders and 
 
 Item No. Supplies. Rice & Co. Award Price. 
 
 3073 75,000 envelopes $2.86 per 1,000 M. J. Tobin $4 60 
 
 3089 2,500 dozen pads .90 per dozen Peckliani, Little & Co. i 05 
 
 3090 1,000 reams legal cap. . . .75 ream L. W. Ahrens i 02 
 
 3091 2,000 reams legal cap. . . .48 ream L. W. Ahrens 58^ 
 
 Mr. W. G. Sloat, representing Carter, Rice & Co., was surprised to learn that the 
 firm bids were lower than those at which the awards for 1903 were made. 
 
 " We put in our bids after complying with every specification," said Mr. Sloat, 
 " and, not hearing from the Board of Education, we concluded that we had been 
 underbid. So we were the lowest bidders? Well, that is news to us. But we are 
 not surprised, because we did not get the contracts. This firm has not the highest 
 opinion of the business methods of the Board of Education. When reputable firms 
 bid for supplies and their bids are the lowest, they should be given the contracts ift 
 preference to jobbers, who, in many instances, must get their goods at second hand. 
 No one man should have the power to decide that the lowest bidder should not have 
 a contract because the sample furni.shed does not meet the requirements as understood 
 by him. There is plenty of room under such a system for favoritism and monopoly. 
 There are a large number of business men and manufacturers who do not care to bid 
 for supplies for the Board of Education." 
 
223 
 
 The American News Company was the lowest bidder on the following contracts, 
 which were awarded to bidders whose bids were higher : 
 
 Item No. 
 1903. Supplies Bid For. American News Co. Bid. Bid Which Obtained Contract. 
 
 3241 so reams No. 2 typewrit- 
 ing paper 60 cents per ream M. J. Tobin, 88 cents ream. 
 
 3244 72 reams No. 5 type- 
 writing paper 74 cents per ream M. J. Tobin, 96 cents ream. 
 
 3420 100 dozen small sponges. 5 cents per dozen Steiger & Co.. 23 cents dozen. 
 
 Mr. Stephen Farrelly, Manager of the American News Company, says he knows 
 of no justifiable reason why his company should not have been awarded the contracts 
 for the above supplies. He asserts that all the specifications regarding quality, surety, 
 etc., were carried out. It is Mr. Farrelly's opinion that too much latitude is given 
 to the party or parties connected with the Board of Education who decide if a sample 
 of supplies needed comes up to the quality specified. 
 
 Conclusions. 
 
 Whatever the explanation to be given for these divergences from the rule of 
 awarding contracts to the lowest bidders, it is inevitable that such and other irregu- 
 larities will increasingly continue until such time as the Board of Education shall 
 adopt more permanent standards and more reliable methods for the examination and 
 comparison of samples. The absence of a permanent system that can be relied upon 
 from year to year leaves the way open for those very irregularities which it is the 
 object of fair and open competition to prevent. 
 
 Respectfully, 
 
 ROBERT B. McINTYRE, Examiner, Investigations Division. 
 
REPORT No. 15. 
 Analysis of 1903 Printing Contract. 
 
 Examination of payments made on the contract of The J. W. Pratt Company, the 
 Department of Education printing contractor for 1903, discloses certain facts indicating 
 that there is room for economy in the distribution of printed supplies, and necessity for 
 a closer supervision of printing done for the Board. In this report a few illustrations 
 are presented showing what seem to be instances of wastefulness in furnishing sup- 
 plies and of manipulation of work done in order to swell the charges for the sanie. 
 
 The 1903 printing contract was based on estimates for supplies of which the Board 
 might order more or less than $50,000 worth. From vouchers obtainable when this 
 analysis was made (there were then outstanding a number of charges on the con- 
 tract) it appears that $59,847.07 had been paid for printing out of the following funds 
 for 1903 : 
 
 Special School Fund — Incidental expenses $43-339 i5 
 
 Special School Fund — Supplies 8,867 05 
 
 Special School Fund — Lectures 5,868 19 
 
 Special School Fund — Compulsory education 993 98 
 
 Special School Fund— School building 747 00 
 
 Special School Fund — High School 32 70 
 
 Total , $59,84807 
 
 The amount paid the contractor for alterations made by the author in proofs 
 reached $3,144.30, which is included in the above sum of $59,848.07. Of this sum 
 $2,363.80 was paid for alterations in contract specifications and Board Minutes. The 
 cost of printing minutes and specifications was nearly one-half of the total payment, 
 or $27,296.37, of which nearly 9 per cent, was for alterations. 
 
 From an exhaustive analysis of the long list of printing supplies furnished to the 
 schools is taken the item of expense of printing contract specifications, with the amount 
 charged by the printer for alterations. Almost invariably charges are made for altera- 
 tions, ranging all the way from $1.20 to $113.40, and aggregating $1,451.30. Proposal 
 forms, being akin to specifications, are included in the list. 
 
225 
 
 The printing of specifications for the general construction of a new pubhc school 
 might call for the expenditure of $113.10, as in the case of Public School 63, Manhattan, 
 if it be conceded that the present elaborate form is necessary. But in the following and 
 similar cases it would appear that a considerable saving in cost could be made if the 
 Board of Education had prepared a brief, simple form of specification, to be approved 
 as to form by the Corporation Counsel, and to occupy, say, four pages of printed 
 matter, instead of forty pages or more, for which $1.25 a page is paid : 
 
 Locks, etc.. Public School 50, Manhattan $64 70 
 
 Propo.sals for coal and wood 122 30 
 
 Improving lots, Public School 45 52 40 
 
 Improving lots, Public School 4, Manhattan ' 56 20 
 
 Heating and ventilating apparatus. Public School 84, Brooklyn 83 25 
 
 Openings in parapet walls 32 50 
 
 Erecting benches on roof playgrounds 36 78 
 
 Pipe organ. Girls' High School, Brooklyn 47 05 
 
 Improving fots. Public School 143, Brooklyn 75 30 
 
 Total $618 18 
 
 The item of alterations in the printing of the minutes of the Board and its com- 
 mittees is not inconsiderable, amounting to $912.50 out of a total cost of $11,373.59. The 
 facts disclosed naturally suggest the query. Why should it be necessary to pay for 
 alterations on every order for printing minutes ? 
 
 In a general way only a small saving might be effected by condensation iu the 
 printing of the text of the minutes of the Board of Education and its Executive Com- 
 mittee, but tabular matter inserted is. as a rule, so extended that the cost of printing 
 such tables is unnecessarily increased about 35 per cent. 
 
 The minutes of the Board for September 17, 1903, include the annual departmental 
 budget, which is extended over pages 1885 to 2544, inclusive — 660 pages. On pages 
 1888 to 2432 appear lists of teachers in the schools of the Greater City, their proposed 
 salaries for 1904, and increases, if any. On piges 2433 to 2544, salaries of officers, 
 janitors, clerks, statements of cost of supplies, etc., are presented. 
 
 In a full page of text of the minutes i inch blank space is left at the top and 1^4 
 inches at the bottom. In the tabular pages the matter is extended from page to page, 
 leaving in many instances additional blank space at the bottom of the page. 
 
 In the minutes of September 24, 1902, the Budget was set in " solid "' type, but 
 apparently in order to increase the number of pages to be paid for, the matter was 
 spread over 490 pages which might have been compressed into 400 pages without detri- 
 ment to the typography. 
 IS 
 
226 
 
 Til 1903 llio contractor had the Budget " slugged " or " doul)lc leaded " extending 
 the tables over 660 pages, and ]ircsenting a greater printed surface on each page than 
 in 190J. If set "solid." as in igo2, and "made up close as possible," as expressly stipu- 
 lated in the contract the Budget matter could have been printed within 425 pages. This 
 would have made a saving of 235 pages, at $2.25 per page, or $528.75. 
 
 The minutes of the Board of Educ;ition of May 27, 1903, contain a list of books for 
 school libraries, with names of authors, it is printed in large type, "double leaded," 
 and occupies 83 pages, ibis list looks like a " pick-ui) " or reprint from another Board 
 document. The contract provides that " special reports of documents reprinted sep- 
 arately from proceeding.s to be ;.t .same price per page." In the minutes of July 13, 1903, 
 appears a list of text books in similar large type to the above, but it is set " solid." 
 The list covers 91 pages and is apparently not a " pick-up." .\s $2.25 is the contract 
 price per page for printing Board minutes, $186.75 might be considered a liberal con- 
 tribution to the contractor for this one "pick-up" in the Journal of the Board of 
 Education. 
 
 It would appear from a perusal of the bills rendered under the Pratt contract for 
 printed supplies furnished to the De Witt Clinton and the Wadleigh High Schools that 
 the best judgment was not exercised in such distribution. These two schools are 
 selected at random to illustrate the disparity that seems to exist in other directions in 
 the quantities of printed supplies furnished to various schools. 
 
 I)e Witt Clinton High School, including its four annexes, according to the report 
 of the Board of Education for 1902, had 2,464 pupils. This school appears to have been 
 especially favored in the matter of printed supplies in 1903. Bills were rendered bv 
 the contractor for the following on orders from the Board's representative: 
 
 DESCRIPTION. QUANTITY. COST. 
 
 Admission and discharge cards 
 
 Recitation cards 
 
 Pupils' receipts for books 
 
 Half-note blanks I'^orm 7 
 
 Letter-heads 
 
 Program cards • 
 
 Note-heads 
 
 Daily summary of attendance 
 
 Report of lateness 
 
 No. 6' J envelopes 
 
 'i'abulation sheets 
 
 Manila envelopes 
 
 Postal cards 
 
 Special report to principal 
 
 80,500 
 
 $70 00 
 
 45.500 
 
 33 iH 
 
 30,000 
 
 115 30 
 
 30,000 
 
 57 00 
 
 25,000 
 
 102 7S 
 
 -24.500 
 
 24 50 
 
 ^.3.500 
 
 72 78 
 
 20,000 
 
 36 67 
 
 1 8,000 
 
 9 75 
 
 16,500 
 
 27 ^o 
 
 8,400 
 
 3»72 
 
 a,ooo 
 
 27 28 
 
 7.850 
 
 (>8 87 
 
 7.500 
 
 7 50 
 
227 
 
 DESCRIPTION. (JUANTITY. 
 
 Progress reports 7.500 
 
 Report to parent 6,000 
 
 Special report to parent 6,000 
 
 Permanent record cards 4,750 
 
 Assignment notices 4.350 
 
 Special report on work and conduct ,^.700 
 
 Seat charts 3.650 
 
 Permission for absence 3.500 
 
 Report of scholarship 3.500 
 
 No. 10 envelopes 3, 100 
 
 Monthly summary of attendance 3,000 
 
 Half-letter blanks. Form i • 1,650 
 
 Irregular pupils ' 1,300 
 
 Fransfer cards 1,200 
 
 No. 12 envelopes 1,000 
 
 Recommendation cards 950 
 
 Term sheets 800 
 
 Subject teachers' report 500 
 
 Programs of daily recitations 275 
 
 Total 401,975 $865 48 
 
 $2 
 
 14 
 
 8 
 
 90 
 
 6 
 
 24 
 
 22 
 
 3^ 
 
 5 
 
 45 
 
 2 
 
 86 
 
 19 
 
 S^ 
 
 3 
 
 6-1 
 
 14 
 
 03 
 
 9 
 
 15 
 
 10 
 
 OC 
 
 5 
 
 03 
 
 6 
 
 06 
 
 I 
 
 80 
 
 4 
 
 00 
 
 I 
 
 QC 
 
 -'5 
 
 60 
 
 2 
 
 ii 
 
 2 
 
 94 
 
 With a total scholarship of approximately 2,500, it would seem that 80,500 admis- 
 sion and dicharge tickets ought to be sufficient for years to come. The liberal supply 
 of 45,500 recitation cards is equalled by the orders for 30,000 pupils' receipt for books. . 
 The extensive correspondence of the school apparently called for 25,000 letter-heads 
 and 23,500 note-heads, with envelopes, and 7,850 postal cards. Various blanks used 
 were also ordered on the same liberal scale. 
 
 Bills were rendered under the contract to Wadleigh High School for printing sup- 
 plies, as follows : 
 
 DESCRIPTION. 
 
 Special bulletins 
 
 Bulletins 
 
 Progress cards 
 
 Special report to parent 
 Recommendation cards 
 Postal cards, Form 27 . . 
 
 QUANTITY. 
 
 COST. 
 
 5,000 
 
 $7 5f^ 
 
 5,000 
 
 7 50 
 
 3.000 
 
 3 00 
 
 2,000 
 
 2 08 
 
 1,500 
 
 3 00 
 
 1,500 
 
 18 3?^ 
 
 18,000 $41 46 
 
228 
 
 The report uf the Board of Education for 1902 gives the number of pupils in 
 Wadleigh High School as 2.488. 
 
 An examination of the bill of the J. W. Pratt Company, rendered on September 
 21, 1903, suggests the possibility of laek of proper care in checking claims of contractors 
 that may have existed under former conditions in the Supply Division. Superintendent 
 of Supplies Patrick Jones had dissected the items of the bill and eliminated several 
 important charges therein. The bill is designated as Order No. 3218, Job No. 1848 E 6. 
 and was transmitted to the Department of Finance for audit and payment on January 15, 
 1904. being for the following work: 
 
 250 Copies of Budi^ct. 
 
 83 forms press work, at $2.50 per form 
 
 Author's alterations. 93 hours, at 60 cents per hour 
 
 Additional corrections and make-up, paper and press work on forms printed 
 
 before corrections were sent in 
 
 Binding 250 copies, $1 per signature 
 
 Night work, 240 hours, at 80 cents ( not allowed — P. J. ) 
 
 Sunday work, 180 hours, at $1.20 (not allowed — P. J. ) 
 
 45 hours' night work on presses, at $2 (not allowed — P. J. ) 
 
 Remakeup and reimposition of Budget, 660 pages, 670 hours, at 60 cents. . 
 
 In correction made, number of hours reduced from 670 to 302V2 
 
 Standing type, 8,736 ems to a page, at 10 cents per i 000 ems ; 660 pages at 
 
 87 1-3 cents per page (not allowed — P. J.) 576 40 
 
 $207 
 
 50 
 
 55 
 
 80 
 
 67 
 
 SO 
 
 83 
 
 00 
 
 192 
 
 00 
 
 216 
 
 00 
 
 90 
 
 00 
 
 402 
 
 00 
 
 301 
 
 50 
 
 Total of claim before deductions were made $1,890 20 
 
 Amount of claim as corrected 715 30 
 
 The deductions made by Superintendent Jones amounted to $1,174.90 out of a total 
 of $1,890.20. The only inference appears to be that in its original form there was an 
 overcharge in the bill. The bill bears an indorsement accepting the reduced amount. 
 This is signed by the J. W. Pratt Company, J. F. Handy, President, O. K., as corrected 
 by P. Jones, Superintendent of Supplies 
 
 The bill as originally rendered, it would appear, passed through the office of the 
 Bureau of Supplies and was approved October 9, 1903, by Parker P. Simmons, thien 
 Superintendent of School Supplies. 
 
 The order for the work was issued on August 22, and was for "250 copies of the 
 Budget (part minutes of the Bi^ard of Education)." Written in purple indelible ink, fol- 
 lowing the first part of the order written in black pencil, appears this memorandum: 
 
 "To be paid for as per minutes; allowance to be made for paper, press work, bind- 
 ing, alterations, and for keeping type standing." 
 
229 
 
 'J'his largely reduced bill may be related to another bill of the J. W. Pratt Company, 
 dated October 30, 1903, being for orders Nos. 3718 and 3151, Job No. 1877 E 6. The 
 latter bill was for printing 2,000 copies of minutes of the Board of Education special 
 meeting of September 17, 1903, including the Budget and minutes of Executive Com- 
 mittee meetings of July 21 and 22 and August 19, pages 1731 to 1838 inclusive. 
 
 814 pages in all, at $2.25 $1,831 50 
 
 192 hours of alterations, including changes on Budget 1 15 20 
 
 Total of bill $1,946 70 
 
 This claim appears to have been paid and is included with other claims in the 
 schedule paid by Warrant No. 51,755 of 1903. Payment was approved by Parker P. 
 Simmons, Superintendent of Schools, on November 10, 1903. 
 
 This report deals only with the Pratt contract for printing for 1903, so far as pay- 
 ments had been made on the same by the Comptroller. It does not treat of non- 
 contract printing ordered by the Board of Education. 
 
 It appears that the Board is a .firm believer in the use of printer's ink. and dis- 
 tributes its documents in some directions with great prodigality. A member of one of 
 the local school boards states that she has received seven pounds of printed matter 
 from the Board of Education since September i, 1903; that as she has no authority as 
 an official of the Department, she protests that this avalanche of reports and other 
 school literature is of absolutely no use to her and is a sheer waste of money. 
 
 Respectfully, 
 
 ROBERT B. McINTYRE, 
 '. . , Examiner, Investigations Division.