DEPARTMENT OF EDUCATION THE CITY OF NEW YORK SEVENTEENTH ANNUAL REPORT OF THE CITY SUPERINTENDENT OF SCHOOLS 1914-1915 KINDERGARTENS MUSIC SEWING COOKING MODERN LANGUAGES IN ELEMENTARY SCHOOLS PRESENTED TO THE BOARD OF EDUCATION NOVEMBER 24, 1915 DEPARTMENT OF EDUCATION THE CITY OF NEW^ YORK (t^iv) l^o^v H' SEVENTEENTH ANNUAL REPORT OF THE CITY SUPERINTENDENT OF SCHOOLS 1914-1915 KINDERGARTENS MUSIC SEWING COOKING MODERN LANGUAGES IN ELEMENTARY SCHOOLS PRESENTED TO THE BOARD OF EDUCATION NOVEMBER 24, 1915 /^/(p ^ u. of D' .. 13 i ! ^ TABLE OF CONTENTS PAGE Letter of Transmittal 5-8 Director Curtis' Report 9 Bellevue Hospital Kindergarten 9 Camp at Coney Island for Kindergarten Mothers and Children 18 Convention of Kindergarten Mothers' Clubs 17 Double Session Kindergartens 22 Elementary School Grades and the Kindergarten 19 Excursion of Kindergarten Children to the Country 14 Kindergartens, Teachers and Pupils 9 Kindergartner to Assist in the Development of the Social Work of the Kindergarten 18 Live Animals in the Kindergarten 13 Mothers' Meetings 16 Recommendations of the Director of Kindergartens Renewed 21 Five Additional Assistant Directors of Kindergartens 19 Social Work of the Kindergarten 16 Special Class for Handicapped Children, P. S. No. 15, Manhattan 12 Summary of New Recommendations of the Director of Kindergartens 21 Table of Statistics Relating to Supervision of Kindergartens 20 Visits of Kindergartners in the Homes of Children 16 Director Rix's Report 40 Departmental Plan for Music 40 Music under "Gary Plan" 41 Credits for Music in High Schools 44 After School Violin Classes 44 Sewing in Evening Schools 33 Director Jessup's Report 35 Director Hutchinson's Report 23 4 Work of the Elementary Schools in Sewing 23 Sewing in the "Gary System" Schools 35 Sewing in the Ettinger Plan Schools 36 Industrial Work in Sewing 36 Special Teachers of Sewing (Manhattan, The Bronx, Richmond) 37 Sewing — Recommendation of Women Principals 38 Amount of Work Accomplished (garments made during the year) 30-38 High School Work in Sewing 31-39 Cooking — Director Williams' Report 47 Mayor's Food Supply Committee 47 School Lunches 48 Teaching of Modern Foreign Languages in Elementary Schools 50 LETTER OF TRANSMITTAL. July 14, 1915. To THE Board of Education, Ladies and Gentlemen: Herewith I respectfully submit for your consideration annual reports for the current year from the Director of Kindergartens, the Director of Music, the two Directors of Sewing, the Director of Cooking, and the Acting-Supervisor of Modern Foreign Languages in Elementary Schools. Miss Fanniebelle Curtis, Director of Kindergartens, makes several new recommendations for the improvement of the kinder- gartens, and renews recommendations made in previotis years. Permit me to call your attention especially to two experments, described in Miss Curtis' report, which have been conducted in connection with kindergarten work during the past year. I refer to a class conducted in Public School No. 15, Manhattan, for back- ward arid defective children, and a class conducted in Public School No. 4, Manhattan where the children had most effective nature study, by observing a variety of live animals brought to the school through the cooperation of the Department of Parks, the Bronx Zoological Garden, and the American Museum of Natural History. As Miss Margaret Knox, principal of Public School No. 15, Man- hattan, points out, the ungraded class for kindergarten children, conducted in that school, had a combination of regular grade work for the lowest grades, and some of the manual occupations presented in the manner of the kindergarten. If all the schools in the congested parts of the city, particularly in the easterly part of the Borough of Manhattan, could have the advantage of studying animals from the living specimens, as was done in Public School No. 4, Manhattan, the children would have an advantage, rarely offered to city children, of getting a knowledge of nature in an interesting and direct way. 6 I regret that I cannot approve the recommendation of the Director of Kindergartens, "that a kindergartner be added to the staff of the director to assist in the development of social work," imless the teacher of each class is required to do more work than she does at present. It is not mireasonable to expect the regiilar stafT to do such work. I recommend that three additional' assistant directors be added to the staff of the Director — making five in all — but not more at the present time. With five assistant directors supervising less than 1,000 classes, or less than 200 classes each, it would seem that supervision should be well and efficiently done. Counting 190 days in each school year, it would not be unreasonable to expect that each assistant director could inspect each of her 200, or less, classes, three times per year. In many schools there are four kinder- gartens, and in some parts of the city, schools are near together, so that little time is lost in travel. Kindergarten teachers in our system are required to have special and extended training before they enter the system, and the idea of holding the regular super- visors within the school to ail accountability regarding kindergarten supervision is gaining groimd. One thing greatly needed in kindergartens is a closer relation, or articulation, between the work of the kindergarten and that of the regular elementar}^ school. If all kindergartens were kinder- garten-primary classes, as some cities now have, the schools would be better for the change. SEWING The report of Mrs. Anne L. Jessup, Director of Sewing for the Boroughs of Manhattan, The Bronx, and Richmond, contains some interesting comments on so-called prevocational work, especially in relation to the "Gary Plan" and the modified "Gary Plan" as applied to certain schools in Manhattan, Brooklyn and Queens. By a comparison of the report on Sewing for Manhattan, The Bronx and Richmond, with the like report for Brooklyn and Queens, it will be seen that 84,151 frdl sized garments were made in the first three boroughs named, and 116,873 were made in Brooldyn and Oueens. The report of Miss M. Louise Hutchinson, Director of Sewing for the boroughs of Brooklyn and Queens, gives among other things, an interesting statistical statement of the large number of articles of wearing apparel made by the girls of these boroughs in the ele- mentary schools and the high schools — both day and evening. I call special attention to a recommendation made by Miss Hutchinson, viz., that in new buildings, and wherever possible in old buildings, a room for sewing purposes be provided and suitably equipped. This, I believe, could be done by having one or more classrooms furnished with movable seats and desks, and provided with a few long tables with folding legs. Such furniture could easily be arranged for sewing purposes, and used also for regular class work. I have often observed the apparent disadvantage under which girls and women do sewing in a room provided only with regular stationarv seats and desks. MUSIC The annual report of Dr. Frank R. Rix, Director of Music, gives a review of the teaching in the subject and contains certain recom- mendations for improvement. Director Rix recommends that the departmental plan of teaching music be extended as rapidly as possible to all classes — not only in upper grades, as it is done at present in many schools, but also to lower grades. This recommendation is based on the fact that many of the class teachers who are now required to teach music have neither special talent for the subject nor interest in it. The teachers who receive promotion licenses to teach music should be appointed for the subject as soon as possible and placed under the direct super- vision of the Director, so that conferences may be held and the work unified. I approve this recommendation. The comments of Director Rix on the quality and the quantity of the music teaching in Public School No. 89, Brooklyn, and Public School No. 45, The Bronx, where the "Gary Plan" of school organi- zation is in effect, will be read with interest. The year just passed has given new evidence of the ability of the New York children to sing in great choruses on the occasion of notable gatherings connected with the school system, and with out- side organizations. The experiment of giving violin lessons in the school buildings by private instructors, at a nominal cost to the children, has proved successful, and has been extended to 80 school buildings. COOKING The chief points of interest in the report of Mrs. Mary E. Williams, Director of Cooking, are the cooperative work done during the j^ear in connection with the Mayor's Food Supply Committee, the serving of penny lunches in the schools, and an exhibition held at the Waldorf- Astoria Hotel where the work of the department was exhibited and demonstrated as a part of the exhibit held under the direction of the Educational Department of the National Association of Manu- facturers. MODERN FOREIGN LANGUAGES IN ELEMENTARY SCHOOLS Mr. John L. Hiilshof, Acting-Supervisor of Modem Foreign Languages in elementary schools, reviews the work of the year, and calls attention to specially meritorious teachers. Mr. Hiilshof recommends that modem foreign language teaching be extended to all schools where departmental teaching is now organ- ized in seventh and eighth year classes. In this recommendation I cannot concur. There are so many schools where the pupils are so much in need of the teaching of English, and where the regular studies of the grade are all that they can hope to master, that the addition of a foreign language would be too great a burden. Lack of sufificient time is a controlling reason in many schools why another language should not be added at that stage of the progress of an elementary school pupil. Where such children hear a foreign language at home, they need all the language period in school for the language of the United States. Respectfully submitted, EDWARD B. SHALLOW, Acting-City Superintendent of Schools. ANNUAL REPORT OF THE DIRECTOR OF KINDERGARTENS. July 1st, 1915. MR. WILLIAM H. MAXWELL, City Superintendent of Schools, Dear Sir: I have the honor to submit my annual report on the kindergartens for the year ended June 30th, 1915. KINDERGARTEN TEACHERS AND PUPILS The following table shows by boroughs the number of kinder- gartens, kindergarten teachers and pupils on May 31st, 1915: Borough Classes *Teachers Register Manhattan The Bronx Brooklj-ii Queens Richmond 345 108 369 109 30 337 106 360 104 30 12,124 3,609 14,122 3,824 1,001 Entire City 961 937 34,680 *24 substitutes. KINDERGARTEN IN BELLEVUE HOSPITAL I quote the following from a report submitted by Miss Pugsley, kindergartner in Bellevue Hospital, annex of Public School No. 14, Manhattan : "During the year beginning September 15, 1914, and closing July 1, 1915, 245 children have been under my care. Fully one hundred of these retained their registration in the public schools during their residence in Bellevue Hospital. "At the suggestion of the Director of Kindergartens, the work of the kindergarten has been conducted in the nursery wards — capacity of each, including balconies — twenty to twenty-five beds. 10 "The convalescent children come to the tables for stories, songs and occupations, and the work is then continued at the beds for the benefit of the children unable to do active work. I reach two wards every day and adopt different programs for each, for the sake of my own enthusiasm. Each day's work necessitates a program complete in itself, as with the fluctuating register it is not often practicable to carry along the development of a subject from day to day. On this account I have evolved a very carefully arranged card catalogue with complete daily programs applying to children of varying ages. "To give a broader outlook on life we have taken many imaginary jour- neys to Japan, Holland and the Eskimo country, and we have lived with the Indians. The children have learned games, habits and customs of the people, and through constructive work and illustrative play they have been able to visualize sympathetically a life outside of their own. "The children express preference for occupation work which can be put into book form. On that account when we take our journeys to foreign lands we devote the first day to construction and the following to fiat book work. During the year we have made a library which has included illus- trated books of 'Fall Fruits and Vegetables,' 'The Three Bears,' 'The Three Pigs,' 'The Story of the Milk,' 'The Farmer,' 'The Farmyard' and many others. This has afforded abundant opportunity for originality and artistic effort. I have found this idea of great value to older children. For example, they have made several books illustrative of the trades, and invariably space is reserved for written expression of what they know of the industry in question. "In the active games we often make a visit to a 'white house' on this street or that, which is simply a little white hospital bed, and stop for a caU. In this way, even when the children are too ill to participate actively, the little by-play draws them into the circle of interest and makes for recovery, for, after all, 'Contentment is Medicine.' Sense games have afforded many opportunities. We have also invented many sight games, as our position on the river front is suggestive. "It might not be impracticable to request that the school shops divert some of their work to this department of the school serv^ice. We need large boards, 18x24, light enough to put on a bed, smooth and well finished, on which the children can paste, draw, paint, etc. "The response of the children has been so marked in contentment and happiness that I can only infer that this method of working directly upon the wards is highly desirable for the Hospital Kindergarten. In no case have they appeared to suffer physically from over-stimidation, which I have guarded against with the greatest care at all times. The ward work makes it possible to reach all the children instead of confining the benefits to the few sufficiently convalescent to be able to go to the regular kindergarten room. However, under favorable conditions, it would also be desirable to bring together those who are able to be up in such a way as to provide freer play and occupations outside the sick room atmosphere." 11 12 We are indebted for occasional voluntary assistance to Mrs- Isabel Linnekin, Mrs. B. L. G. Reese, Miss Annie Halsey Smith and Miss Loretta Salmon, of Beloit, Wisconsin. We are also deeply indebted to Dr. O'Hanlon, Superintendent of Bellevue Hospital, for sympathy with our problems and helpful suggestions. Dr. O'Hanlon believes that the children in the medical wards would also be benefited through kindergarten training. Miss Pugsley is able to compass only the needs of the siirgical wards. I recommend that she be given an assistant for the develop- ment of the kindergarten work in the medical ward, and, as the work grows, enough assistants to have a kindergarten in a room outside the wards for children sufficiently convalescent. The development of the Hospital Kindergarten idea marks a phase of work that is worthy and capable of extension, and I recom- mend that such kindergarten work be established in other hospitals where cooperation in this work is assured. SPECIAL "e" class FOR HANDICAPPED CHILDREN IN PUBLIC SCHOOL NO. 15, MANHATTAN In my annual report for 1912-1913, a plan was suggested as the outcome of a series of conferences with Miss Knox, Principal of Public School No. 15, for the formation of a special type of class for children who show evidence of being backward or atypical; such a class should have kindergarten methods. The class was formed in March, 1914, with Miss Boughton, a kindergartner, in charge. Of the work. Miss Knox says: "The observation class that we established for the purpose of taking care of the little derelicts who had fallen by the way in kindergarten and first and second year classes, and many of whom were suspected of being mental defectives, has fulfilled its purpose admirably. "During this year of observation it has been a very happy spot in our big school, for under Miss Boughton's care, assisted by the other kinder- gartners, these children have had the best sort of teaching possible. We have tried to give them instruction in the regular primary grade work, lA- 2B, but we have done it as far as possible by using the kindergarten methods and equipment. "In many instances the children were found to be physically unfit, and, in addition to the methods of teaching and the freedom of the kindergarten atmosphere and training, the work has been conducted all through this last winter as an open window class, and the children have had a luncheon of milk and crackers every morning at 11 o'clock. 13 "The children have flourished both mentally and physically in this sort of environment, and in the great majority of cases were brought up to grade. We are more than ever convinced that such classes should be established in every school so that these little ones who for one cause or another have been retarded, and are in most instances a drawback to the normal class, may be happily taught. "I should like to add as another suggestion that Ungraded Classes for the youngest children shotild be established to receive children from these obser- vation classes when they have been pronounced mentally defective; and that even as early as seven and eight years old a special course of study should be prepared for these, the general trend of which should be to teach the children to work at some of the coarser trades and to feel that such labor is worthy when well done. In this way we might begin to solve for these children some of the problems of meeting life better." The following table shows, by boroughs, the nrnnber of indoor gardens and out-of-door gardens: NATURE STUDY In-door Gardens Out-of-door Gardens Borough Window Box or Sand Table Planting Manhattan The Bronx 60 27 84 23 6 38 16 Brooklyn Queens Richmond 41 19 7 Entire City 200 121 I recommend that all kindergartens not supplied, be furnished with window boxes from school shops. NATURE STUDY WITH LIVE ANIMALS PUBLIC SCHOOL NO. 4, MANHATTAN Miss Helen L. Knight, a kindergartner in Public School No. 4, Manhattan, makes the following report: "In January, 1915, Miss Garrett began her course of nature work with the children of this school, and through the cooperation of Mr. Hornaday 14 of the Bronx Park 'Zoo' and Ur. Lucas of the American Museum of Natural History, and Mr. Ward, Park Commissioner, she was able to bring to these East Side children many animals that they would otherwise have known only by name, if at all. She gave of her time to each of our four kinder- gartens on an average a period of half an hour a week. "Through this opportunit}^ to observe living animals, our kindergarten children have learned to recognize and name such animals as the squirrel, the fox, the monkey, the snake, the alligator, the porcupine, the raccoon, the opossum and the turtle. None of the children will forget how persistently a South American armadillo tried to escape through the ring made by the children to keep him from running away. "Miss Garrett also brought for our observation an owl, a quail, a robin,, a mocking bird, a sandpiper and a pair of parrakeets. The children have learned to observe their various colors, the different shapes and lengths of their bills, and their variously formed feet, but they missed much in not seeing them fly, and so did not feel as keen an interest in them as in the animals which moved freely and natural^. "Inspired by the children's interest, we 'rented' a small rabbit and a puppy for a day each. A canary in one of our kindergartens, and two aquariums with gold fish and snails, some pollywogs and tadpoles, and some earthworms found in our window boxes completed our list. "At the end of the year we feel that the time we have spent in the observa- tion of animals has been well worth while. It has greatly broadened the experience of these little children who are so eager and appreciative, yet by reason of their environment so lacking in opportunities for enjoyment and observation. It has given a new understanding, otherwise impossible among children such as these, to our many songs and stories and pictures relating to animals and animal life. And last, but not least, they have been learning real lessons in self-control and self-disciplining." Miss Rector, Principal of Public School No. 4, in arranging for this experience, has made a A^aluable contribution worthy of extension to all of our kindergartens. HENRY STREET SETTLEMENT KINDERGARTEN ANNEX TO PUBLIC SCHOOL NO. 147, MANHATTAN YEARLY EXCURSION TO THE COUNTRY I quote the following from Miss Ware, a kindergartner in Henry Street Settlement: "All the year long, the children ask: 'When do we ride away?' With the combined joy of anticipating the coming trip and reviving memories of pre- vious outings, we have a feeling of close connection with the country all the 15 year. To the twenty-five children who are about to journey forth, there are at least a hundred adoring relatives and friends — mothers, fathers, grand- parents, cousins, brothers, sisters and, of course, baby relatives. Many messages are given, such as, 'You should please write me on this post-card how my Rose is enjoying.' It's a long way from our kindergarten to the country, but it comes at last, and there is the same delightful carry-all into which we all pile, and we are off for the farm, a ride of three miles over beau- tiful, rolling hills. We are too tired the first night to appreciate the charming farmhouse, which is to be ours for a week, with its honey-suckle vines enclosing the porch in front, and its rose bushes in bloom. After a welcomed supper eaten on the dining porch, bed is the best place, and it's a small single bed all for one's self, two white sheets and a nightgown! These are experienced for the first time. IN THE COUNTRY KINDERGARTEN CHILDREN FROM P. S. NO. 147, MANHATTAN "It is delightful to pick daisies until your arms are full and then to sit down and weave a chain or a crown for one's head, or make a garden with spade and stones — and to-morrow to do it all over again. The boys are up the trees in a flash and find their experiences in climbing city lamp-posts most helpful. There are caterpillars and cocoons and bird's nests. There 16 are swings and see-saws. And, best of all, there is the brook, a never ending delight. "We walk and play so hard that by 7 P. M. we are ready for bed. "We have individual towels and wash cloths, napkins at the table, and so many washings and warm baths. The first days we may confuse chickens with cows, but by the end of the week we are comparing intelligently the respective merits of Holsteins and Jerseys. The cows are always interesting. We see them milked and the chickens and pigs fed. One child remarked, 'In the country we drink cow's milk.' A week makes a great change in these children. They, return home happy, red-cheeked and wholesome. "It is a shock to return to Henry Street. Fathers, mothers and babies compensate for the limitations of the New York City streets, but upon their return to kindergarten the next day the children ask : 'When do we ride away again?' " For six 3"ears the public school kindergartens have enjoyed the hospitality of rooms in Henry Street Settlement. Each year, kindergarten children have been entertained at Echo Hill Farm, Yorktown Heights. One has only to know the Henry Street environ- ment to appreciate the rare experiences these children have yearly through the generosity of Miss Lillian D. Wald, Head Worker of the Henrv Street Settlement. THE SOCIAL WORK OF THE KINDERGARTENS The following table shows, by boroughs, the number of Mother's Meetings, the aggregate attendance and the number of visits of kindergartners to homes of kindergarten children: Borough . Mother's Meetings Aggregate Attend- at Mothers' Meetings Visits of Kinder- gartners to the Homes of Children Manhattan The Bronx 1,007 307 1,075 512 159 27,756 23,757 9,677 6.421 Brooklyn Queens Richmond 40,514 17,304 4,887 ■ 27,980 8,266 2,350 Entire City 3,060 102,138 68,774 Summary: 97 per cent, of the kindergartens of the City have Mothers' Clubs. The average number of meetings for each club per year is 7. 17 KINDERGARTEN MOTHERS' CLUBS OF THE BOROUGH OF RICHMOND June 15, 1915 CURTIS LYCEUM, STATEN ISLAND Miss Fanniebelle Curtis, Chairman PROGRAM Address of Welcome Mr. William G. Willcox Commissioner of Education Address — "How the Spirit of the Ideal Home is Brought into the Kindergarten Mr. Hamilton Wright Mabie President of the New York Kindergarten Association Introducing Mrs. Langzettel Mr. James J. Reynolds District Superintendent Address — "The Keepers of the Gates" Mrs. M. B. B. Langzettel Director of the Froebel League Address — "How the Spirit of the Ideal School is Brought into the Home" Mr. I. Edwin Goldwasser District Superintendent Music COMMITTEE Dr. Edgar D. Coonley Mrs. Walter W. Price Mr. William T. Croak Mr. Henry A. Seeselberg Mrs. George William Curtis Mrs. Ralph McKee Mr. John A. Donald Mrs. Norman S. Walker, Jr. Mr. George L. Egbert Mrs. Parke J. White Mr. John Martin Mr. William G. Willcox 18 PROGRAM OF THE THIRTEENTH ANNUAL CONVENTION Brooklyn and Queens BROOKLYN ACADEMY OF MUSIC Miss Fanniebelle Curtis, Chairman June 9, 1915 Address of Welcome Hon. George Freifeld Introducing Mr. Osborne Hon. Cornelius A. Pugsley Address . . . Mr. Thomas Mott Osborne Warden of Sing Sing Prison Announcements Miss Curtis Tenor Solo Mr. Francis A. Weismann Accompanist — Mr. George H. Gartlan Address — "A Mother's Opportunities" — Mrs. Beatrice Forbes-Robertson Hale KINDERGARTEN MOTHERS CLUBS CAMP AT CONEY ISLAND The Kindergarten Mothers' Clubs of Brooklyn and Queens maintain a summer day camp at Coney Island. The following table shows the statistics for the summer of 1914: Attendance Quarts milk Adults Children 2,697 Total 4,549 served 1,852 1,230 KINDERGARTNER TO ASSIST IN THE DEVELOPMENT OF THE SOCIAL WORK OF THE KINDERGARTENS The social work of the kindergarten in its relation to the visiting in the homes and mothers' meetings should be more adequately and scientifically developed. I renew the recommendation made last year and the year previous in my annual reports, viz : That a kinder- gartner be added to the staff of the Director of Kindergartens to assist in the development of the social work of the kindergarten, especially in the homes of our alien population. 19 THE KINDERGARTEN AND THE OTHER GRADES OF THE ELEMENTARY SCHOOL The time has long since passed when the kindergarten is con- sidered as an institution separate from the school, and still there is much to be accomplished along the lines of unification. I quote the following from Dr. Strayer, Professor of Educational Administration at Teachers' College, Columbia University: "In an investigation made in a nearby school system it was discovered that kindergarten children surpassed all others in regularity of their advance- ment through the school system." We shall have more scientific data upon which to base deductions when children are promoted from New York City kindergartens in a less desultory fashion; when a larger percentage of children have kindergarten training ; when the primary grades have the more childlike environment of the kindergarten; when the curriculum of the grades places great stress on experiences which make for a richer, fuller life. FIVE ADDITIONAL ASSISTANT DIRECTORS NEEDED The Director of Kindergartens for the Borough of Queens resigned, 1904. The Director of Kindergartens for the Boroughs of Manhattan, Bronx and Richmond retired in 1910. February 1, 1910 — One Director of Kindergartens for the entire City. February, 1912 — Two assistant directors appointed. November, 1913 — One assistant director resigned; vacancy not filled for four (4) months. From 1904 to 1915 increase in number of kindergartens 114 per cent. No increase in the supervisory staff from 1904 to present date. Recommendations for additional assistant directors in: 20 Fifteenth Annual Report of the City Superintendent of Schools, 1912-1913, page 18. Sixteenth Annual Report of the City Superintendent of Schools, 1913-1914, page 15. Also in the School Inquiry Report, Part II, Subdivision 12, page 360: "The number of Directors and assistant directors excepting for kinder- gartens is sufficient to secure proper supervision for the special subject." To secure adequate supervision of kindergartens, at least five (5) additional assistant directors are needed. With the present staff, if each kindergarten is visited but four times a year, a total of 3,844 visits must be made (961 kindergartens). This figures 1,281 13 visits per person. Estimating on 190 school days. Of kindergartens a day must be visited. This gives 44| minutes for a visit, with no consideration of time consumed in travel. With five additional assistant directors, a staff of eight, a visit of two hours, including time of travel, would be permitted. STATEMENT SHOWING THE NUMBER OF KINDERGARTEN CLASSES AND SUPERVISING UNITS FOR EACH OF THE YEARS 1904 TO 1915; TOGETHER WITH THE PER CENT. OF INCREASE OF CLASSES OF EACH YEAR OVER THE NEXT PRECEDING year; and THE PER CENT OF INCREASE OF CLASSES OF EACH YEAR OVER THE FOCAL YEAR 1904. % of increase Number of each suc- % of increase Number Year of Kinder- cessive year of each year of Super- Comments gartens over next pre- over focal vismg ceding year year 1904 units 1904 1905 449 3 491 9.35 9.35 2 1 resignation in 1905 1906 549 11.81 22.27 2 Status unchanged 1907 601 9.47 33.85 2 Status unchanged 1908 678 12.81 51.00 2 Status unchanged 1909 765 12.83 70.37 2 Status unchanged 1910 819 7.05 82.40 1 1 retirement 1911 847 3.41 88.64 1 Status unchanged 1912 847 .00 88.64 3 2 ass't directors appointed 1913 868 2.47 93.31 3 Status unchanged 1914 913 5.18 103.34 3 Status unchanged 1915 961 5.25 114.03 3 1 Status unchanged 21 Note the contrast of each year over the next preceding year, and that the number of kindergartens has increased 114 per cent., while the number in the supervisory staff shows no increase. I recommend the appointment of five (5) additional assistant directors. RECOMMENDATIONS RENEWED I desire to renew the recommendations in my last two annual reports upon which no action has been taken to date, as follows: 1. Reorganization of kindergartens. Abolition of the policy of having all kindergartners of equal rank and responsibility. 2. Kindergarten accommodations. A. In future school buildings two unit rooms should be replaced by a one unit type of room better adapted to work of the kindergarten. B. Small buildings from 12 to 20 units should be built for kindergartens and lower grade classes and annexed to public schools. Desirable location for such a building, District No. 8. 3. Unification of kindergarten and elementary schools. 4. Promotion of pupils from kindergarten. 5. That a kindergartner be added to the staff of the Director of Kindergartens to asist in organization of Mothers' Clubs and in relating homes to plans of early education. SUMMARY OF NEW RECOMMENDATIONS 1. A kindergarten assistant in the Bellevue Hospital Kinder- garten. 2. Establishment of Hospital Kindergartens in hospitals where cooperation is assured. 3. The institution of ungraded kindergartens. 22 4. That all kindergartens not supplied, be furnished with window boxes from the school shops. 5. That five additional assistant directors be added to the staff of the Director of Kindergartens. DOUBLE SESSION KINDERGARTENS As I write this annual report, an amendment to Section 45, Sub- division 8 of the By-laws governing kindergartens is being considered. The discussion ensuing has made apparent the need of such reorganization of the kindergarten as I have repeatedly urged. It is no exaggeration to say that the question of double sessions for the kindergartner is a nation-wide issue. If we consider education as development and if we desire even the details of school work to be accomplished with enthusiasm and inspiration we must create the best possible working conditions. The younger the child the greater the need of proper early adjust- ment. In the kindergarten "Learning by doing" is the process of adjustment, and to ask one kindergartner to do the right kind of adjusting with one group of children in the morning and then to ask her to duplicate that work with another group in the afternoon, defeats its own end. If the number of children is large, group and individual work cannot be scientific, and if the group is small it is not the right organization, and is wasteful of room, equipment, time and teacher's energy. Respectfully submitted, FANNIEBELLE CURTIS, Director of Kindergartens. 23 REPORT OF THE DIRECTOR OF SEWING Boroughs of Brooklyn and Queens July 16, 1915. MR. WILLIAM H. MAXWELL, City Superintendent of Schools. Dear Sir: I take pleasure in reporting that the work of the department under my supervision in the Boroughs of Brooklyn and Queens has never been better than during the last year. THE elementary SCHOOLS Throughout the schools in both boroughs we are striving to place in' the hands of the children such materials as they may require in their home life. They acquire gradually a useful working knowl- edge of quantities, qualities and prices. In the lower primary grades a broad foundation is laid in a study of general principles of domestic art, trying to apply to the practical needs of both home and school. The younger children are taught to take pleasure in constructing articles. Cord and raffia and basketry are therefore more suitable for children under eight years of age than formal needlework. Where the miniature or dolls' clothes are made in the lower grades, the educational aim of this work is not always understood. They are not intended to take the place of the full-size garments in the higher classes, but they are very useful in teaching younger children the elements of cutting out and making, and in giving some idea of proportion on a scale which allows of mistakes without serious consequences. 24 ILLUSTRATING A LESSON IN WEAVING ILLUSTRATING A LESSON IN BASKETRY 26 May I recommend that in new buildings and in old ones, where possible, that a room may be equipped for sewing. At the present time there is great need of this, as it is almost impossible to handle the material for full-size garments on the desks. In the seventh and eighth years, the course in full-size gannent making teaches the children to cut by pattern and from measure- ments of the figure, which they learn to take from one another. In connection with this, time is given to the consideration of the natural and artistic proportion of the himian figure and the good poise of the body as taught them in physical training, as also the knowledge of form, proportion and line gained from their instruction in drawing, modeling and design. We correlate drawing and arithmetic when possible. Drawing is necessary in drafting and in originating designs for simple orna- mental stitches, and arithmetic in calculating the prices and quan- tities of material. 8-A GIRLS WEARING MIDDY BLOUSES MADE IN CLASS 27 8-B GIRL WEARIN'G GRADUATION DRESS MADE IN CLASS 28 -B GIRL WEARING GRADUATION DRESS WHICH COST THIRTY-TWO CENTS 29 The following tables show statistics by districts, for the fall and spring terms and total for the year: FALL TERM Grad- No. of No. of Grad- uation No. of Special No. of No. of No. of Girls uation Dresses Full- Teach- Schools Classes Pupils Grad- Dresses Worn size ers uated Made at Exer- cises Gar- ments Dist.27&29. 2 23 576 20,113 385 427 327 5,474 Dist.28&30. 2 24 611 23,289 482 412 292 5,179 Dist.31&34. 2 20 605 22,455 476 488 470 5,903 Dist. 32&36. 3 24 787 29,802 746 787 623 7,237 Dist.33&35. 3 20 629 24,111 519 530 516 5,762 Dist. 37 & 38. 3 35 855 29,815 781 756 607 7,850 Dist. 39 & 40. 3 28 856 34,965 849 863 650 9,530 Dist. 41 & 42. 4 32 475 16,909 410 460 321 4,602 Dist. 43 & 44. 4 52 810 20,845 577 518 486 5,858 Totals. . . 26 258 6,204 222,304 5,225 5,241 4,292 57,395 30 SPRING TERM No. of Special Teach- ers No. of Schools No. of Classes No. of Pupils No. of Girls Grad- uated Grad- uation Dress Made Grad- uation Dress Worn at Exer- cises No. of Full- size Gar- ments Dist.27&29. 2 23 578 19,710 397 434 348 4,973 Dist. 28&30. 2 24 631 22,012 401 437 343 5,087 Dist. 31&34. 2 20 595 22,010 477 483 470 5,738 Dist. 32 & 36. 3 24 816 29,064 800 854 708 7,795 Dist. 33 & 35. 3 20 619 20,948 513 541 506 6,116 Dist. 37 & 38. 3 37 891 29,234 866 876 718 8,789 Dist. 39 & 40. 3 28 869 34,416 865 879 702 9,908 Dist. 41 & 42. 4 31 480 17,372 423 436 327 4,846 Dist. 43 & 44. 4 53 835 21,794 649 629 579 6,226 Totals. . . •26 260 6,314 216,560 5,391 5,569 4,701 59,478 No. of Girls Graduated Graduation Dresses Made Graduation Dresses Worn at Exercises No. of Full-size Garments Dist 27 & 29 . 782 883 953 1,546 1,032 1,647 1,714 833 1,226 861 849 971 1,641 1,071 1,632 1,742 896 1,147 675 635 940 1,331 1,022 1,325 1,352 648 1,065 10,447 Dist. 28 & 30 10,266 Dist 31 & 34 . . 11,641 Dist 32 & 36 15,032 Dist 33 & 35 11,878 Dist. 37 & 38 16,639 Dist 39 & 40 19,438 Dist. 41 & 42 9,448 Dist 43 & 44 12,084 Totals 10,616 10,810 8,993 116,873 31 The above table shows an increase over last year's totals of: 452 girls graduated. 524 graduation dresses made. There was a decrease of 1,908 full-size garments. This decrease is due to the fact that in the fifth year of many of the schools, the full-size garments were eliminated and the entire time devoted to darning and the making of buttonholes. DAY HIGH SCHOOLS The work in sewing, dressmaking and millinery during the year has been most satisfactory. ARTICLES MADE BY CLASSES IN HIGH SCHOOLS MANUAL TRAINING HIGH SCHOOL Sew-ing and Dressmaking — 68 night gowns. 5 corset covers. 4 embroidered pillow tops. 6 embroidered towels. 156 dresses. 27 graduation dresses. 51 shirt waists. 1 baby dress (hand embroidered). 2 aprons. 351 petticoats. 330 camisoles. 170 cooking outfits. Millinery — 104 frames. 8 straw hats. 53 chiffon hats. 8 transparent brim hats. Homecraft Work — 6 embroidered doilies. 18 embroidered centerpieces. 8 embroidered pillow tops. 12 towels. 38 dresses. 11 coats. 5 bathing suits. 45 hats, trimmed. 31 hats, made and trimmed. 10 waists. 3 embroidered aprons. 5 suits. 3 embroidered collar and cuff sets. 32 BAY RIDGE HIGH SCHOOL Sewing and Dressmaking — 162 night gowns. 100 corset covers. 45 petticoats. 40 shirt waists. 5 skirts. 5 aprons. 30 dresses. Millinery — 16 hats, made and trimmed. Homecraft Work — 25 kimonos. 20 emb. centerpieces and doilies. 10 emb. night gowns. 15 collar and cuff sets. 15 aprons. 6 dresses. 5 shirt waists. 5 bathing suits. 7 emb. toilet sets. 7 hats, made and trimmed. BRYANT HIGH SCHOOL Sewing and Dressmaking — 155 corset covers. 123 skirts. 55 night dresses. 2 aprons. 95 embroidered collars. 21 dresses. 22 waists. 2 middy blouses. 3 graduation dresses. NEWTOWN HIGH SCHOOL Sewing and Dressmaking — 75 cooking caps. 30 aprons. 5 collars. 1 waistcoat. 75 corset covers. 18 chemise and princess slips. 3 petticoats. 11 pairs of drawers. 10 night dresses. 4 kimonos. 6 tailored skirts. 14 dresses. Millinery — 8 buckram frames. 5 evening caps. 24 hats, made and trimmed. 33 EVENING HIGH SCHOOLS It gives me pleasure to report that the work under my supervision in evening schools in the Boroughs of Brooklyn and Queens has been most satisfactory. I feel that we are helping a most deserving class of women and girls to become independent workers. NUMBER OF TEACHERS OF DRESSMAKING, MILLINERY AND EMBROIDERY IN THE EVENING HIGH SCHOOLS OF BROOKLYN AND QUEENS Dressmaking 19 Millinery 8 Embroidery 2 Niimber of garments made in the Dressmaking Classes: 239 petticoats. 1,182 dresses. 202 drawers. 273 fancy blouses. 584 corset covers. 95 coats. 193 combinations. 229 suits. 187 night gowns. 319 renovated garments. 132 dressing sacks. 147 aprons. 213 children's dresses. 44 bathing suits. 58 children's coats. 72 guimpes. 1,139 shirtwaists. 6 boudoir caps. 605 skirts. 9 ladies' pajamas. Total number of garments inade 5,928 51 flannel petticoats were made and sent to the war orphans. Millinery Classes — 1,543 frames (wire and buckram). 203 caps, theater, boudoir, etc. 2,272 hats. 385 renovated hats. 78 bonnets. Embroidery Classes — ■ 27 sofa cushions. 10 aprons. 33 scarfs. 11 children's garments. 31 collar and cuff sets. 7 kimonos. 17 pin cushions. 53 towels. 92 centerpieces. 3 glove cases. 7 waists. 5 boudoir caps. 13 pillow cases. 4 handkerchiefs. 27 pieces of underwear. 1 dress. 9 bags. 1 panel. Total number of articles made in Embroidery Classes. . . . 351 34 VOCATIONAL SCHOOLS I have visited and inspected the work of each class in Domestic Art subjects in the following schools: Brooklyn — Nos. 5, 158, 162. Queens — No. 85. The work has proved satisfactory. The following named special teachers of sewing of Brooklyn and Queens took a course in trade methods, including drafting, cutting, fitting and power work two evenings per week from February to June 1, in a wholesale manufacturing establishment: Ada L. Austin. Violet Haver. Grace V. Barnicle. Elsie Herz. Kathryn V. Blakeney. Nora P. Hennessy. Ada J. Bogert. Louise Knowles. Anna G. Butler. Fannie Leman. Julia Clay. Cornelia Litchfield. Henrietta Cole. Mabel Palmer. Mary E. Daniell. Alma Richter. Augusta DeVinne. Eleanor Stebbins. Julia E. Follett. Winifred Robbins. Fanchon Haver. Edith Williams. I was present at each lesson and carefully inspected the work. We are striving to ensure that every girl in the course of her school life shall have learned to make and keep in repair the ordinary gar- ments that she is likely to require in her own home. Respectfully submitted, M. LOUISE HUTCHINSON, Director of Sewing. Boroughs of Brooklyn and Queens. 35 REPORT OF THE DIRECTOR OF SEWING BOROUGHS OF MANHATTAN, THE BRONX AND RICHMOND New York, July 1, 1915. MR. WILLIAM H. MAXWELL, City Superintendent of Schools. Dear Sir: I beg leave to present herewith my report on the teaching of cord and raffia work and sewing in the elementary schools in the Boroughs of Manhattan, The Bronx and Richmond, and of the instruction in sewing, dressmaking and millinery in the high schools of Manhattan, viz.: the Washington Irving High School, the Wadleigh High School and the Julia Richman High School. WORK OF THE ELEMENTARY SCHOOLS When I recognize the trend of thought and the effort being employed at this time in the establishment of pre-vocational classes, I cannot help but wonder that so little is known in regard to our regular school work. Since the introduction of the sewing along the lines of full-size garment making in the seventh and eighth years, the pupils receive a training, which is not only a valuable asset for home efficiency, but certainly gives the girl an opportunity to judge her aptitude for the subject as a wage earning occupation. I do not believe there is another city in the United States where a child can receive as adequate a training in sewing and garment making, considering the amount of time given to this subject. THE GARY SYSTEM Why should the subject of sewing be called, in a few schools, "Pre-vocational?" The results accomplished may be more rapidly achieved by reason of a ten-fold increase of time, but our regular school work is just as practical. 36 In P. S. 45, The Bronx, I found it an impossible task to secure any successful teaching as a class problem. This was because the class was composed of pupils from the fifth to the eighth years, inclusive. Nearly 200 garments were made for a school bazaar in two months. The class was under the eflficient care of a grade teacher who had received training in domestic art. She was aided by a special teacher of sewing. The number in the class was limited to twenty- five pupils, but the instruction was necessarily individual owing to the fact of the very unequal ability and development of the chil- dren. Each pupil, in my opinion, had only learned to make the article which was her own particular problem as no development of judgment or lessons in economy were possible. All that was done in this class we do in our other schools, except some machine work which would be easily made possible by an increase of time and equipment. THE ETTINGER PLAN Here again we have another method of vocational work. The children of the seventh year are, I think, too young for the use of the power machines. There is danger of physical injury. They have had little, if any, training in the use of the foot machines. In a conversation with the manager of a large underwear factory, he laid particular emphasis on the fact that the girls in school received proper training in accuracy and carefulness of detail, remarking that they could quickly learn new processes if these characteristics were a large part of their equipment. In the nine weeks which the pupils give to these vocational problems, not only in machine sewing, but in millinery, box-making and art embroidery, the amount of knowledge acquired will, I think, be reduced to a faint memory at the end of their eighth school year. INDUSTRIAL WORK In P. S. 36, Manhattan, the principal was anxious to start a line of work which would give the girls an extended time in needle- craft. I urged her to call this work simply "Industrial Work," 37 as by so doing we were able to keep the subject in charge of the special teacher of sewing and some very efficient grade teachers. The extension in time, the fact of the work being taught in grades and the introduction of some foot machines, all worked toward gaining most excellent resrdts. 386 garments, all thoroughly well made, were completed this last term, and although extra time was given to this work, seventy-seven pupils were promoted out of eighty-eight. Besides the garment making, some excellent, simple, original designs were embroidered by hand. RECOMMENDATIONS I have dwelt in detail on this problem of vocational work, for it all resolves itself, in my mind, into a few practical points. If we had a little more time in our upper grades, possibly two periods instead of one, also some equipment in the way of rooms fitted with tables, chairs and mach.ines, I am quite sure the girls would be well fitted to choose what their vocations would be, if along industrial lines. SPECIAL TEACHERS OF SEWING IN ELEMENTARY SCHOOLS Teachers Classes ' In Manhattan 19 4,680 In The Bronx 7 1,784 In Richmond 3 374 Total 29 6,838 Five teachers in the Borough of Manhattan have special assign- ments, making a total of thirty-four teachers. These assignments include: One to the Intermediate School 159; two to P. S. 62; one to P. S. 47 (School for the Deaf); and one giving three-fifths of her time to the New York Training School for Teachers. TEACHERS OF SEWING IN HIGH SCHOOLS Teachers Washington Irving High School 17 Wadleigh High School 2 Julia Richman High School 2 21 38 On February 1st of this year, two teachers were transferred from the elementary corps of supervisors to the Washington Irving High School. These vacancies, very unfortunately, have never been filled, and we have suffered accordingly. If the elementary school work is hampered, it will be a serious detriment to the work in high and trade schools. RECOMMENDATION OF WOMEN PRINCIPALS The Association of Women Principals sent an urgent letter to the Board of Superintendents and to the Committee on Elementary Schools, stating the necessity of the appointment of special teachers of sewing. After favorable comment on the value of the sewing in the schools, a paragraphs reads: "Such work as this can only be done under the advice and direction of a trained teacher"; also — "A careful survey of our schools shows that principals are not competent to supervise nor any teacher to direct in a technical way. Moreover, the planning of suitable and varied work, the estimating and ordering of supplies, the preparing and giving out of materials would take a great deal of time which cannot be given by a grade teacher, nor by the principal, whose duties are so varied and upon whose time so many demands are made." Surely this capable body of women principals is in a position to judge of the value of the subject and also of the necessity for special teachers of sewing. AMOUNT OF WORK ACCOMPLISHED It is very gratifying to note the increase in the number of gradu- ation dresses worn. Apart from the ability of the elementary child to make her dress, the lessons in economy and good taste, and the elimination of the desire to outdo her neighbor in the wearing of cheap finery, are most important factors in the upbuilding of the young girl's character. 39 GARMENTS MADE DURING THE YEAR Grad. Grad. No. of Full- Dresses Dresses size Gar- Made Worn ments Made Manhattan 7,744 6,765 57,853 The Bronx 3,362 2,806 22,445 Richmond 371 318 3,853 11,477 9,889 84,151 HIGH SCHOOL WORK The work in the Washington Irving High School is excellent. The corps of seventeen teachers, most of whom have had a number of years' experience as supervisory teachers in the elementary schools, is most efficient. The work in the Julia Richman High School requires an extension in equipment. In the Wadleigh High School one of the two rooms is poorly lighted and small. The divided periods given to the work in this high school are not helpful in securing the best results. CONFERENCES Conferences have been held each month with the teachers of sewing, and I am in the office several times each week for individual conferences. A large part of my time has been devoted this year, as heretofore, in giving the necessary help to the Board of Examiners. Considering the different phases of the work under my direction during the year, I feel that the results have been very encouraging. Respectfully submitted, ANNE L. JESSUP, Director of Sewing. Manhattan, The Bronx and Richmond. 40 REPORT OF THE DIRECTOR OF MUSIC New York, July 1, 1915. MR. WILLIAM H. MAXWELL, City Superintendent of Schools. Dear Sir: I beg leave to present herewith my report on music for the year ending June 30, 1915. No effort has been spared to maintain the standard of the music teaching in the elementary schools, and the results continue to be satisfactory. The same spirit of cooperation has been manifested as^in the past by school principals, and the class teachers have conscientiously done their part. The decrease from sixty to forty minutes per week for class-room instruction, at the option of the principal, proportionally increases the difficulty of teaching. Nevertheless the standard has, in general, been maintained. Several vacancies at present exist in the corps of music teachers owing to resignations, retirements and appoint- ments to high school positions, and these places have been filled by substitutes. THE DEPARTMENTAL SYSTEM No plan has been organized as yet which allows of diminution in the nimiber of supervisory teachers. An ideal system would be to maintain the present method of supervision and to establish departmental teaching in the upper grades of every school, and, where possible, in the primary grades also. In schools where this plan is now in force the results are most excellent and far exceed those of schools where every teacher is obliged to teach music regardless of fitness or training. Our system of schools has become so vast that the conditions under which we worked ten, twelve or fifteen years ago, are now greatly modified. At that time it was deemed feasible to have the music teaching carried on by the regular teachers, assisted and guided 41 by specialists who visited the classes often enough to keep in touch with the work. Now the majority of our special teachers can see their classes about once in four weeks, while the time for daily work has been gradually diminished. Even under these conditions the results obtained are most commendable and compare favorably with the work done anywhere. This is due to the faithful work of the special teachers. In view of present circumstances the hope for improvement should be in the establishment of departmental teaching in every school. This wotild relieve the large majority of class teachers from a duty which, it must be confessed, is really the province of those who have special talent and interest, and who have prepared them- selves by careful study. THE DEPARTMENTAL PLAN FEASIBLE The departmental system may be instituted without loss of time or increase in the nrmiber of teachers of any school. Several plans which have been worked out by different principals prove this proposition absolutely. The promotion license to teach music is a right step in this direc- tion, and teachers who are thus licensed should be placed in charge of music' classes as fast as they are qualified. Such teachers should be particularly under the supervision of the Director of Music, and they should be required to meet him at regtdar times for instruction and conference, for the purpose of unifying and standardizing the methods of teaching throughout the schools. These teachers should have charge of the assembly singing, and should teach the assembly songs in their classes. The assembly singing would then be uni- formly improved and would become a real source of uplift and inspiration, making its impress upon the spirit and character of the whole school. MUSIC UNDER THE GARY SYSTEM The Gary system is being tried in P. S. 89, Brooklyn, and P. S. 4.5, The Bronx. In P. S. 89, Brooklyn, each class has a fifty minute lesson every day for twenty consecutive days during each term, and thereafter 42 receives no class instruction for the rest of the term. The pupils also sing in assemblies twice a week, but none of this time is devoted to instruction. It is evident that this plan must be unsatisfactory. Children cannot concentrate on music for fifty minutes at a stretch, but, in order to learn, they must concentrate intensively. Twenty minutes is the practical limit for a class lesson. After that the pupils become weary, and are no longer in the receptive state. Learning music means thinlcing accurately in terms of tone and rhythm, and is not a species of amusement. It represents the most ideal type of mental discipline. A large part of these fifty minutes are wasted by the relaxed interest which invariably accompanies the over-long period. In music daily practice is essential if the lessons are to be retained and if progress is to be expected. The process of cramming for twenty days and of starving for the rest of the term will not make for healthy growth. In P. S. 45, The Bronx, the classes in the primary grades are following the usual schedule, with fifteen minutes a day four times a week. In addition, they attend a general assembly every day in which about fifteen minutes are given to rote singing. In the classes of the last four years no music whatever is being taught. This is said to be due to the crowded condition of the school, which does not allow the release of class-rooms for music. The older pupils attend an assembly every day in which about fifteen minutes are devoted to rote singing. In this way they are likely to forget what they have learned in the primary grades, and, while there is opportunity for chorus singing, and perhaps for receiv- ing some ideas in appreciation, the children get no substantial instruction. Evidently School 45 is lacking in the proper equipment for teaching music at the present time. It is, I understand, a part of the Gary plan to provide suitable music rooms for departmental teaching, and I trust in the fitting up of the additional twelve schools in The Bronx, where the Gary plan is to be instituted, that such class-rooms and skilled teachers will be included from the very outset. Otherwise the fine singing which now characterizes the schools in The Bronx will surely decline. 43 SCHOOL CHORUS SINGING The merit of any system of teaching music may be largely judged by the ability of the pupils to sing in chorus, and from this stand- point we must conclude that the music in our schools is characterized by splendid tone, clear enunciation, intelligent phrasing and sym- pathetic rendering. Invariably the music of the commencement exercises has been excellent. The character of the selections has been of the highest class, and, in every way, the New York standard has been maintained of eliminating the trivial and of singing only music of the highest order of artistic merit. The singing of the boys' chorus from the 8th and 12th districts at the annual contest of the Roosevelt Athletic League was, as usual, excellent and commendable. It might be well to limit this chorus to 300 unchanged voices in the future. A distinct achievement was the performance of 3,000 elementary school children from Brooklyn in the Saengerfest of the German Singers on May 31, 1915. These children maintained and illustrated our ideal, and were a signal credit to their schools. The entire daily press and the musical journals gave unstinted praise to the remarkable singing of the children. The high school chorus of 1,000 voices which took part in this gigantic concert, equally with the elementary school children, was the recipient of praise for its excellent work, while the effect of the united choruses of elementary and high school pupils was thrilling and never-to-be-forgotten. HIGH SCHOOLS The high schools have been doing consistently good work. The tendency in these schools is continually toward improvement in the teaching of sight-singing and in the understanding of music, as well as in its appreciation through performance. Most of the high schools have prepared special programs and have given public performances of cantatas and operas. As is customary, a chorus of high school pupils sang on Memorial Day at the Soldiers' and Sailors' Monument. This year girls from the Julia Richman High School performed this patriotic duty. 44 The high schools have maintained glee clubs and orchestras, many of which are of more than usual excellence. As an instance of what a high school chorus may do, the glee club of the Jamaica High School recently sang a remarkable program of more than twenty numbers, including glees, madrigals and part-songs. The work of the special choruses in the high schools is of so much importance that credits should be given for this work. The same is true of the orchestras. ADDITIONAL CREDITS FOR MUSIC IN HIGH SCHOOLS Very important work could be done in our high schools by afford- ing opportunities to pupils of special talent in music to continue their work through elective courses in musical subjects, and in this connection I wish to renew my recommendations relative to the granting of additional credits. Such credits should be allowed toward graduation, and should become an integral part of those that are required. With the sanction of the Board of Superintendents a competent committee has in preparation a plan for optional courses and credits which will soon be submitted for consideration. Since music may be a vocation of quite as much importance as any vocational subject, it seems to me that it might be a good plan to give especial opportunities to music students in certain high schools, if not in all. In such schools students who wish to make music a serious study might find the opportunities which they desire, and by having music made a major subject, the pupil would be able to finish the high school course and carry on his music at the same time. TRAINING SCHOOLS That the training schools have been giving good instruction is evidenced by the very uniform excellence of the candidates for license No. 1. These prospective teachers are now able to pass tests much more difficult than those which were given formerly. THE AFTER SCHOOL VIOLIN CLASSES During the year a most interesting experiment has been tried relative to the teaching of instrumental music in elementary and 45 high schools. The particular instrument selected is the violin. This proposition, which I made more than a year ago, received the approval of the Board of Superintendents, and permission was granted by the Board of Education for instruction on the violin and other musical instruments in school buildings after school hours by teachers not of the public school system, and without expense to the Board of Education except as to the use of the school buildings. The objects for this work were stated to be: To train the pupils to appreciate the best in music; to train possibly for a vocation; to help the school orchestras; to arouse interest in music generally, and to give another means of recreation. This plan is in accord with the utilization of school buildings for community purposes. The only cost to the Board of Education is in providing suitable rooms and heat. The teachers are such as are approved by the Board of Superintendents upon the recom- mendation of the Director of Music. The pupils pay the teachers a small fee, in elementary schools, not exceeding fifteen cents per lesson. They furnish their own instnmients, and arrangements have been made so that remarkable reductions in prices have been made by various dealers. The original authorization was for the establishment of three centers in each borough, but the movement immediately proved so popular that a large increase in the number of violin centers was made necessary, so that, finally, lessons are being given in eighty schools as centers. Authorization was also given by the Board of Education for instruction on orchestral instruments in high schools, the scale of prices for lessons being somewhat greater than in elementary schools on account of the relatively smaller classes that may be formed for such instruments as the wood-wind and brass. The success of the after school violin classes is undoubted. While, at first, there was a very large apparent demand for lessons, the number of pupils has settled down to a steady attendance and the progress is very gratifying. Although this instruction has been in force hardly more than one term, the proficiency of many of these pupils has been enough to warrant their playing at Graduation Exercises, at Parents' Meetings and in Exhibition Concerts. 46 The movement deserv^es still further encouragement and might well be extended to more schools. It will have a stimulating effect on music study and will build up the orchestras which are becoming permanent features in many schools. The teachers of the violin classes are of first rate ability. They make regtilar reports, and their classes are often visited by the special teachers. Monthly conferences are held with the Director of Music. In response to the wish of many pupils to continue their lessons during the summer, the classes are being held in the vacation play- grounds as a part of the playground activities. CONFERENCES Diuring the year regular monthly conferences have been held with the teachers of music both in elementary and in high schools. It is a matter for regret that music is not included in the subjects mentioned for rating in the attainments for graduation. I recom- mend that music be restored to this list, and that a test be given of the graduating pupils' musical ability. PIANOS The tuning and repair of pianos continue to be no small part of the duty of the music department. This now has been assigned to Mr. Gartlan, Assistant Director of Music, together with the condemnation of old pianos, and the recommendations for new pianos in old school buildings. The number of positions for teachers of music is fifty-six, the same as last year. Respectfully submitted, FRANK R. RIX, Director of Music. 47 REPORT OF THE DIRECTOR OF COOKING June 30, 1915. MR. WILLIAM H. MAXWELL, City Superintendent of Schools. Dear Sir: I have the honor to submit the following report of my department for the year 1914-1915. EXTENSION OF WORK The total number of children receiving instruction in Domestic Science at the beginning of the present year was 57,912. There were 388 Domestic Science kitchens with 183 teachers. At the close of the year there were 58,402 children under instruction in 238 schools with 233 teachers. The increasing number of children means an according increase in the number of homes into which the knowledge of homemaking has been carried. CONFERENCES A city like New York presents a different problem for each section. The work has been carried on with added efficiency by means of conferences held by small groups of teachers. The aim has been to get together teachers whose problems are similar, and thus give opportunity for interchange of ideas, discussion and possible solution of difficulties. mayor's food supply committee Circiilars were prepared by our department for the Mayor's Food Supply Committee and issued to about 800,000 children in the schools of New York Citv. 48 These circulars covered a variety of subjects such as "Care of Foods," "How to Buy," "What to Buy," "Vegetables," "Meats," "Fireless Cooker" and "How to Use Left Overs." In addition to this, about 500 recipes in pamphlet form were distributed to supple- ment the circulars. The object being to meet the problems of the advanced cost of living. SCHOOL LUNCHES Owing to the lack of employment and the consequent hardship many of the children in the schools were found to be under nourished. This led to a new activity in this department — the serving of penny lunches in about seventy-five schools scattered throughout the five boroughs. The cooking and serving were done by the children under the direction of the cooking teachers, class teachers giving some assistance in the serving at the noon hour. About 8,000 chil- dren were served daily, at a cost for material of about 2| cents per child. Three dishes were prepared and sold at one cent each, and the children were encouraged to take all three. The most nourishing dishes were insisted upon when less than three cents' worth was desired. In all cases where it was known that the children could not pay, tickets were supplied gratis. The educational value derived by the children was the working out of problems in buying and preparing in large quantities and the reducing of the same to family proportions. The school lunch as prepared by teachers and children gave great opportunity to promote a spirit of helpfulness and one of the most pleasing sights of the noon hour was the care given to the little ones by the older pupils. EXHIBIT A general exhibit was held at the Waldorf-Astoria under the auspices of the industrial educational department of the National Association of Manufacturers; and in individual schools, 71 Queens, 162, 141, 126 Brooklyn, and 29 Bronx; these exhibits included all branches of Domestic Science; laundry work was graphically shown by charts and by various fabrics laundered in the schools ; home nursing, by means of drawings and charts illustrating bandaging and "first aid" remedies; house furnishing, through the miniature 49 model rooms showing simplicity of furnishings and proper color combinations and by abstract color schemes which have been made by the pupils. Cooking was demonstrated by a group of girls actually at work and by a display of finished products. RECOMMENDATIONS I would recommend that a small apartment be included in the plans of new buildings; such apartment to be as near as possible to the Domestic Science kitchen so that the work of this model flat could be carried on in conjunction with that of the general instruction as now given. I again urge that instruction be given more generally to children below the seventh year. The work of this department is handicapped by insufficient time for lessons and the allowance for material used in the classes. Better results could be obtained were periods of two hours' duration and the allowance such that foods could be cooked in larger quantities. Respectfully submitted, MARY E. WILLIAMS, Director of Cooking. 50 REPORT OF THE ACTING SUPERVISOR OF MODERN FOREIGN LANGUAGES IN ELEMENTARY SCHOOLS June 25, 1915. MR. WILLIAM H. MAXWELL, City Superintendent of Schools. Dear Sir: I have the honor to present herewith my report on the teaching of modern languages in the elementary schools for the year ended June, 1915. CORPS or MODERN LANGUAGE TEACHERS The present corps consists of fifty-three teachers, viz.: forty- seven of German, three of French, two of Italian and one of Spanish, but the increasing demand for modern languages will require at least fifteen more teachers next year. ATTITUDE OF THE PUBLIC TOWARD LANGUAGES While modern language instruction in the elementary schools was, till recently, very often regarded with impatience, if not with contempt, by a number of principals, and not a few of the officers higher up, this attitude has undergone a decided change for the better. In other words, the good results obtained in this line of work have disposed the teaching faculty as w^ell as the general public greatly in its favor. ATTAINMENT OF HIGHER STANDARDS I believe that the spirit of principals and teachers is now one of effective cooperation between the regiilar and special teachers. By model lessons in the class-room and conferences with the language teachers, as well as by constructive criticisms, I have sought to encourage improved methods and to inspire enthusiasm for higher 51 standards, and I am greatly pleased to report that my earnest endeavors have been effective almost without exception. UNIFORM TESTS I have applied practical tests in all the classes in order to ascertain if definite results were obtained in conformity with our elementary school syllabus for modem language instruction. These tests consisted of: (a) Translations from the foreign language into the vernacular with special regard for good idiomatic English, rather than literal translations. (b) Idiomatic expressions, salutations and conversations used in daily life, to be answered in the foreign tongue. (c) Dictation exercises and a few of the most useful grammar rules practically applied. I believe that these uniform tests and definite standards of rating pupils will lead to better cooperation between elementary and high schools, and will enable the latter to determine fitness for advanced standing in the high schools without special examinations. SUCCESSFUL WORK DESERVING SPECIAL MENTION The finest reading lessons I observed were given by Miss Clara Luther, P. S. 159, Manhattan. She insists on clear, distinct articu- lation on the part of the pupils. The girls in her classes enjoy the reading because they understand what is being read. The exercises on idiomatic phrases in German were also very creditable. For detailed planning and general excellence in German, Mrs. Francisca Lantry, P. S. 5, Manhattan, is deserving of special men- tion. In this school the pupils have a very enthusiastic German club, and the well regulated meetings are a great help and of practical benefit in the use of the language. Miss Elsie Lieberman, P. S. 10, The Bronx, has introduced a class in German correspondence which deserves special notice. The pupils of this school write letters of friendship to the pupils of P. S. 22, Queens, and vice versa, at least once a month. The epistles are carefully revised and adroitly guided by the respective instructors, 52 so as to forestall any levity or frivolity. The whole scheme gives a splendid opportunity for the acquisition of a knowledge of the living tongue. The pupils of P. S. 14 and P. S. 30, Richmond, excel in recitations and in the presentation of suitable German plays at the closing exer- cises. Miss Margaret Blankenstein, the instructor in these two schools, realizes splendid results also for entrance tests in the high schools. The work of Prof. Antonio Calitri, who is in charge of the Italian classes in P. S. 23, Manhattan, is remarkable. Out of a conglomera- tion of romanic dialects which the children speak, this teacher, with much patience and ingenuity, is forming the higher language, and is inculcating an appreciation of the beautiful literature of Dante and Boccaccio. In P. S. 43, Brooklyn, we have eight classes in Spanish. This study has been added to the electives for its commercial value. Prof. Emilio Agramante, Jr., knows how to interest his pupils and the results there are very satisfactory. "We shall never know ourselves," says Prof. H. M. Ferren, "until we fathom the recesses of our inter-European nature. That our latent powers may not be suppressed, we must discern and utilize the sterling qualities of every great race among us. We must break the spell which holds us enthralled, we must rid this land of its mono- lingual blight." "It does not follow that all Americans should have a polylingual education forced upon them, for some of them will thrive better on a single language fare. Of cotirse the English will continue as our official language. I would not change our medium of thought, but would amplify and ennoble the spirit which it breathes." DEFECTS IN MODERN LANGUAGE TEACHING AND THEIR REMEDIES In my visitations of about six hundred classes during the year, I noticed certain defects in teaching. In a few instances the teachers are lacking in a thorough knowledge of their specialty. They are not intimately familiar with the Ian- 53 guage they are teaching, hence the pupils miss that easy, clear articiilation so essential for their imitation. Too much time is wasted answering irrelevant questions asked by some precocious youngster to the detriment of the more sensible pupils. The want of proper correlation in language teaching is responsible for a good deal of dissatisfaction in some cases. Language teaching under such conditions becomes a grind and a drudgery. Some of the textbooks are antiquated and wholly unsuited; they do not conform to up-to-date methods, and are a serious handicap to the teacher. In my conferences, these defects have been brought in turn to the notice of the teachers; not infrequently have I helped to over- come them by model lessons in the class-rooms. We have tried to apply the remedy as far as we have been able, and I am pleased to report willing assistance and better results. THE EXPERIMENT IN P. S. 22, QUEENS At the beginning of the February term of 1914, Miss Mary L. Lyles, Principal of P. S. 22, Queens, who by the way is an enthusiastic advocate of modern languages, obtained permission to have the study of German extended to all the classes in her school from grade 5A to grade 8B, inclusive. For this purpose, I arranged a special pro- gram, which by a gradual schedule leads from a minimum of instruc- tion in the lower grades to the maximum periods of teaching through- out. TIME SCHEDULE FOR GERMAN IN P. S. 22 For Grades ,5A and 5B the period is 20 minutes per day. For Grades (3A and GB the period is 30 minutes per day. For Grades 7 A and 7B the period is 40 minutes per day. For Grades 8A and SB the period is 40 minutes per day. Instruction in the lower grades is entirely oral. 54 Reading and written exercises begin in grades 7 A, and by the time the pupils reach 8B their work in fluent conversation, repro- duction and free composition in German is truly wonderful. Gram- mar is taught inductively. The "Direct Method" is used exclusively. The Misses Margaret and Sophie Holz, who are in charge of the German classes, are skillful teachers and are realizing splendid results. RECOMMENDATIONS 1. I desire to renew my recommendations that the study of modem languages be extended to all the classes where departmental teaching is now in force, i. £-., the seventh and eighth years. The psychological and pedagogical reasons for this extension of language teaching are so patent that reiteration is well nigh superfluous. 2. That modern language teaching be given a more definite position and proper credit in the course of study. To allow the modem language classes to be treated as an uncertain adjunct to our educational system, or to be regarded in any other light than that of an integral part of our school curriculum is all wrong, and unworthy of a great metropolis. Respectfiilly submitted, JOHN L. HULSHOF, Acting Supervisor of Languages. LIBRftRY OF CONGRESS 019 822 732 8