Qass i^ Book- 4- ELEMENTARY EDUCATION P r 1 V ^6y f^3 FROM THE EIGHTH ANNUAL REPORT OF THE EDUCATION DEPARTMENT ALBANY 1912 n^ X \ 1 ^ 6i \ \^^ ^.£ 0, iff TV. JUN 8 W1' '^ [ From the Eighth Report of the New York State Education Department. 1912.I J:- I ELEMENTARY EDUCATION PREPARED BY THOMAS E. FINEGAN Third Assistant Commissioner of Education Of the States of the Union, New York ranks first in wealth, manufactures, commerce and population. The largest city in the country and the second largest in the world is located within her borders. More than ten million people, or about one-tenth of the population of the entire country, have established their homes within her territory. Among these people are representatives of every civilized nation. Her prosperous cities, her vast mountain regions, her rich farming sections, her rivers and lakes and other natural resources afford a diversity of manufacturing and commer- cial activities which require a high standard of intelligence among her citizens engaged in the usual and ordinary pursuits of life. She now has boys and girls exceeding in number one and one-half millions who are being trained to enter these various vocations in life. It is the function of the elementary schools to -perform this work. With an equipment of about twelve thousand school build- ings, about thirty-eight thousand teachers, an invested capital of one hundred and sixty-five million dollars, and at an expenditure of about forty-four million dollars annually, these schools are engaged in the performance of such duty. The demands of the times are constantly pressing upon the elementary schools for more complete and additional service. With becoming conservatism, but with wholesome progress and the hearty support and cooperation of the people generally, these schools adjust their functions to meet the new demands. A review of the year's work, with such suggestions as appear timely, is hereby submitted. ONE HUNDREDTH ANNIVERSARY The Legislature of 1811 authorized Governor Tompkins to appoint five commissioners to report a system for the organization and establishment of common schools. The Governor appointed the following: Jedediah Peck, John Murray, jr, Samuel Russell, Roger Skinner and Samuel Macomb. These commissioners pre- l8 NEW YORK STATE EDUCATION DEPARTMENT sented a comprehensive report to the Legislature of 1812, showing the necessity for the estaibHshment of a system of schools and out- hning a general plan. They also submitted the draft of a bill which became a law June 19, 181 2. WHiile the act of 1795 encour- aged the establishment of schools, yet it did not create a State system, and it became inoperative after 1800. as the Legislature then ceased to make appropriations for the support of the schools. The act of 181 2 laid the broad foundation upon which our State system of education has been constructed, and for a period of one hundred consecutive years our State has maintained a public school system, giving it increasing support in accordance with its needs. It is an important event in the history of the State. It is therefore suggested that during the }ear 1912 each school in the State should observe this anniversary with appropriate exercises. THE LAW GOVERNING CITY SCHOOL SYSTEMS The laws controlling the local government of the school systems of the several cities of the State are quite generally incorporated into the charters which define the municipal powers and duties of such cities. This is fundamentally wrong and is not productive of sovmd school administration. The schools of a city are established for the purpose of providing educational facilities for the children residing therein. The authority which makes it necessary for such city to provide schools is the State Constitution. The Constitution does not provide that such schools shall be local schools, but, on the contrary, provides that they shall be a part of the common school system of the State. Under the same authority the Legislature has established a State system of common schools. The Legisla- ture annually appropriates large sums of money for the support and maintenance of such system. These simis of money are annually apportioned among all the schools. The State provides for the general direction and control of its schools. The schools, wherever located, are State schools and not local schools. This educational policy of the State is sound. It has been repeatedly upheld by our courts. The courts have even held that where a locality may fail or refuse to set in operation the established machinery for the main- tenance of schools the State may not only step in and open and maintain such schools, even at the expense of the locality, but that it becomes the duty of the State to take such action. The inaintenance of schools is therefore a State function. In making provisions for the operation of such schools, the State may ELEMENTARY EDUCATION I9 Utilize the machinery already created in a community for the exer- cise of any of the powers necessary to the maintenance of local government. This may be done as a matter of e,conomy of admin- istration or for serving' such other convenience as appears neces- sary. The work of the schools of a city and their management and control were intended to be entirely independent of the usual municipal affairs which are incident to the government of a city. The custom, however, of including in a city charter the law relating to the local management of schools has often resulted in regarding the schools as purely municipal affairs. This custom has also in many cases caused municipal officers and local political organiza- tions to look upon school positions as places to be controlled in the same manner as municipal positions are generally controlled. Moreover, the mere fact that this law is in the charter presents the temptation to modify such law for political or personal reasons whenever a city charter comes before the Legislature for general consideration. The political vicissitudes of our day lead to much legislation affecting the purely political side of our city aff'airs. When one party is in power, the charters of cities will often be modified so as to give such party a distinct advantage in the muni- cipal aff'airs of the cities of the State. When the opposite party regains power, it will make similar changes in city charters and for the same purpose. This action invariably leads to legislation modi- fying the law governing the schools and very generally to the dis- advantage of the school interests. This was notably true of the proposed legislation on this subject before the Legislature of 191 1. The chief illustration was the proposed charter of Xew York City. There was no demand from those charged with the responsibility of the supervision and management of the schools of that city for any material modification of the law relating to the local management of such schools. The proposition to modify such law came from those charged with no official responsiliility in the general control of such schools. The legislation suggested was opposed not only by the city officials charged with the responsibility of the general direction of such schools but by all prominent men throughout the country who were best entitled to speak upon sound principles of school adminis- tration. The attention of school officers and the teaching' staff was for several months diverted from the work in the schools to the ne- cessity of protecting their interests and the interests of the schools. All this was bad and was a direct loss to the schools. New York was not the only citv whose school interests were affected in this 20 NEW YORK STATE EDUCATION DEPARTMENT way. Proposed general amendments to the articles on the schools in the charters of seven other cities were before the Legislature. All this embarrassment to the schools may easily be remedied. The law regulating the local control and management of the schools of the several cities of the State should be taken out of the city charters and should be incorporated in the Education Law. This action may be taken without confusion and without decreasing in the slightest the powers now conferred upon local superintendents or boards of education. Three additional articles might be incor- porated into the Education Law, one for each class of cities. The present appears to be an opportune time to inaugurate a move- ment to effect such action. A commission employed by the Gov- ernor is engaged in drafting a uniform charter for cities of the third class. If this commission should recommend uniform laws for the management and control of the schools in these cities, such laws should be incorporated into the Education Law instead of the uniform charter for cities of the third class. The law already enacted in relation to the schools in the cities of the second class should be transferred from the charter for such cities to the Educa- tion Law. The law now governing the school systems of New York and Rochester are similar in many respects. A law could be drawn to meet the local necessities of each of the cities of the first class. If this is not feasible, separate provisions for each of such cities could be made a part of the Education Law. So long as the laws governing the local management of the schools are continued as a part of the city charters, just so long will the school systems of the cities be subject to the interference and confusion which several have recently experienced. In the preparation of a law to govern the local management of the schools of our cities, sound business principles and pedagogical standards must be respected to the end that our city schools shall meet more completely and efficiently the constantly increasing de- mands which are made upon them. The following fundamental principles must be observed : 1 The absolute divorcement of the school affairs from the other municipal and political activities of the city. 2 The professional direction of the school system should be under the charge of the superintendent of schools. This should include the right to nominate assistant superintendents, supervisors, di- rectors and teachers, and to determine the qualifications of teachers, courses of study, etc. ELEMENTARY EDUCATION 21 3 The purely business administrative features of tlie system should be under the management and direction of the board of education. 4 Boards of estimate and apportionment or common councils should be required to include in the tax budget annually a specified minimum amount for the maintenance of the schools. They should have discretion to include a greater sum. 5 The funds set apart for the schools should be under the direct control of the board of education and should be expended on the order of the board only. 6 The sites selected for buildings and the plans and specifications for repairs or additions to present buildings or the construction of new buildings should require the approval of the board of education. 7 The board of education must be composed of a sufficient num- ber to make it a strong, representative, workable body. It should not be so small in numbers that one or two may dominate its action. It should not be so large in numbers as to make it cumbersome and un wieldly. A board of seven members is suggested. 8 The method of electing the members of a board of education is important. Members should not be chosen at a general election. When members are so chosen, the interests of the schools are involved in the political issues of the city and men are often chosen upon the determination of the political issues involved instead of their special fitness to serve in such capacity. The best men in a city will often decline to allow their names to be used at a popular election involving municipal politics when they would willingly accept an appointment from the mayor and render the schools of their city valuable services. In a community desiring the members to be chosen directly by the people, the election should be a separate school election and not at the same time as the municipal election. The method of selecting members of a board of education therefore should be either by appointment by the mayor or by election by the people at a date specifically set for such election. TEACHERS RETIREMENT LAW For many years the teachers of the State, through their organ- ized associations, have endeavored to obtain the enactment of a teachers retirement law which would apply to all sections of the State which did not already have local retirement laws. Public sentiment for many years did not appear to favor a general law of this character and the measure encountered strong opposition in the 22 NEW YORK STATE EDUCATION DEPARTMENT Legislature. Public sentiment has, however, been undergoing a change in respect to the subject. Retirement laws applicable to cities or counties have been enacted from time to time vmtil twelve of the principal cities and four of the counties of the State have obtained the passage of laws providing for the retirement of teachers who have become physically or mentally incapacitated or who, because of their worn-out condition due to long periods of service, have become inefficient, and also providing for the payment of annuities to such teachers. The following cities are operating under such laws : Albany, Buffalo, Elmira, Mount Vernon, New York. Niagara Falls, Pough- keepsie, Rochester, Schenectady, Syracuse, Troy and Yonkers. The following counties are also operating under such laws : Greene, Nassau, Saratoga and Westchester. The benefits accruing to a locality through the general policy of such laws have therefore been recognized by sections of the State employing one-half of the teachers of the entire State. Further- more, the State committed itself to this principle in the enactment of chapter 441 of the Laws of igio. which provides for the retire- ment of. teachers in State normal schools and all other State insti- tutions. The legislation upon this question in our own State has been in line witli the legislation of father progressive states, as simi- lar laws have been enacted in Connecticut. Maryland, Massachusetts, New Jersey, Rhode Island and Virginia. The State Teachers Association, the Academic Principals Asso- ciation and the Council of Superintendents, at their sessions during the past year, appointed a committee to cause a bill to be prepared and to urge upon the Legislature the enactment of a general law providing for the retirement of teachers and applying to the cities and school districts in the State which have not already a retirement law. Upon the request of such committee, the Education Depart- ment prei^ared a bill which was introduced into the Assembly by Hon. J. Lewis Patrie of Greene county and into the Senate by Hon. Robert H. Gittins of t)ie 47th senatorial district embracing the counties of Niagara and Orleans. The bill was modified in its progress in the Legislature and became generally known as the Gittins bill. Tt passed the Legislature and, on June 26, 191 1, received the signature of the Governor. The essential ])rovisions of this law are as follows : T It applies to all teachers and principals eniployed in the public schools of the cities and school districts of the State which are not KLIi.MEXTARV EDL'CATION 23 already subject to the provisions of a retirement law. It also applies to the superintendents employed in such cities and in union free school districts haAnns^ a population of five thousand or more. 2 It provides for a State Teachers Retirement IJoard to consist of five members. The members are appointed by the Commissioner of Education. One of such members at the time of his appointment must be a superintendent of schools in a city or district ; one, an academic principal ; one, a teacher employed in an elementary school ; and one a woman teacher. The regular term of a member is five years. The members of the first board were appointed for one, two, three, four and five years, respectively, from January i, 1912. Vacancies are filled by the Commissioner of Education for the unexpired terms. A member may be removed by the Commis- sioner of Education for cause on notice of charges and after a hearing. A member of the board may also resign. Members serve without pay but are entitled to expenses incurred in the perform- ance of their duties. 3 The annual meeting of the board will be held on the second Wednesday in January and it must hold regular meetings at least once in each three months. The board elects a secretary at a salary approved by the Commissioner of Education, but which can not be in excess of $2000. The board and its secretary have been assigned a room in the Education Building and, when that building is occu- pied, the secretary of such board will establish permanent quarters therein. 4 The State board will have general charge of the administration of the retirement law. It will prepare all necessary blanks and conduct any inquiry or investigation into the records of applicants for retirement which may be necessary to determine the rights of such applicants. It is to give instruction to boards of education in relation to the duty of such boards under the law. It issues war- rants in payment of annuities and is empowered to prescribe regula- tions to aid in the enforcement of the provisions of the law. 5 The State Treasurer is the custodian of the retirement fund, which he is required to deposit in banks or trust companies, and the law regulating the deposit of State funds applies to the deposit of the retirement fund. The retirement board is required to deter- mine from time to time the amount of such fund which shall be permanently invested. The board is also required to determine the securities in which such fund shall be invested. The fund can be 24 NEW YORK STATE EDUCATION DEPARTMENT invested only in those securities in which the trustees of savings banks may invest the deposits of such banks. 6 The retirement fund consists of money obtained from the following sources : a Contributions made by teachers as required under the retirement law b The income derived from the investment of the retirement fund c Donations, legacies, gifts, bequests etc. d Appropriations made by the State Legislature 7 All teachers employed in cities or school districts to which the retirement law applies, who have entered into contracts since August I, 191 1, and all teachers in such cities or districts who may hereafter enter into contracts, shall pay into the teachers retirement fund I per cent annually of their salaries under such contracts. Any teacher within such cities or districts who entered into contract prior to August i, 191 1, may elect to contribute i per cent annually of the salary paid pursuant to such contract and thereupon will become entitled to all the privileges conferred by the law. Boards of education are required to deduct from the salaries of all teachers the amount which they are required to pay into the retirement fund. The amount thus deducted should be paid into the treasury of the city or district and credited to the school fund. This money is not paid into the State treasiiry. The Commissioner of Education, in apportioning the State funds, will deduct the amount which each city or district is required to pay into the State treasury from the public money to which it is entitled and will issue a warrant upon the State Comptroller for the payment of the aggregate amount of the several cities and districts into the State treasury to be credited to the State teachers retirement fund. The amount of public money which a city or district will receive will be less the amount which such city or district should pay into the State teachers retire- ment fund. 8 In a city or in a union free school district, a teacher may be retired either upon her own application or the application of her board of education. If a teacher in a city or union free school district is entitled to be retired and has become inefficient and such teacher does not make application to be retired, her board of educa- tion may file an application for her retirement. In all other dis- tricts, the request for retirement should be made by the teacher. As there is no tenure of office in common school districts and teachers are employed for one year only, trustees are not given the ELEMENTARY EDUCATION 25 power to apply for the retirement of teachers. If a teacher in such a district becomes inefficient, trustees need not employ her. The request for retirement must be in the form prescribed by the retire- ment board, which will provide blanks for that purpose. Such proof as the board may require to show that an applicant has satisfied the requirements for retirement must be filed with the application. The retirement board must pass upon each request and determine whether or not it shall be granted. There are two conditions on which teachers may be retired. These are as follows : a A teacher must have taught in public schools for a period of twenty-five years. Such teacher must have taught the last fifteen of such twenty-five years in the public schools of those districts or cities to which this act applies. The law does not exact even that the first ten years of such service shall have been in the State. A teacher who meets these requirements and who has paid the required amount into the retirement fund may be retired. h A teacher who has become physically or mentally incapacitated may be retired by the board if she shows that she has taught in public schools for fifteen years and that the last nine years of such period of fifteen years she taught in the schools of the cities or districts to which this law applies. Where a teacher submits suffi- cient proof with her application to show that she satisfies these con- ditions, the board has discretion to grant the application for retirement. The question is raised as to the discretion of the board in cases of teachers who have complied with the provisions of section 1109 by showing the required period of service, etc. The bill does not provide nor does the language of the law contemplate that all teachers upon rendering twenty-five years of service shall be retired. The law states that a teacher who satisfies the conditions imposed by subdivision i of section 1 109 shall he entitled to an annuity upon her retirement from actual service as such teacher. The law does not read that a teacher satisfying such conditions shall he retired, but it reads that upon retirement she shall receive an annuity. The same provision is found in subdivision 2 of the same section. This provision of law reads that a teacher satisfying the conditions im- posed therein may he retired and upon her retirement shall receive an annuity, etc. Then again subdivision 3 provides that, " The board shall pass upon all requests for retirement, and shall deter- mine whether such requests should be granted." This language clearly implies a discretion on the part of the board. 26 NEW YORK STATE EDUCATION DEPARTMENT Teachers very generally who have rendered a period of twenty- five years of service will continue to teach and will desire to continue in the service. The retirement board will retire teachers after twenty-five years of service or more, provided good reason exists for such action. It will be necessary to establish to the satisfaction of this board that the physical condition of the teacher is such that she should be retired or that, because of her inefficiency at this period of life, it will be for the good of the school in which she is teaching that she should be retired. The law itself contains the reasonable provision that, if a teacher has become physically or mentally incapacitated after fifteen years of service, she may on her application be retired. In other words, teachers will not be retired until they have become inefficient or incapacitated and their retire- ment is necessary for the efficiency of the service. If the retirement board should exercise an unwise discretion in retiring teachers, the iaw contains the requisite remedy by providing for appeal under the usual judicial proceeding to the Commissioner of Education, to review the action of the retirement board. This proceeding could be instituted by any teacher within the territory to which the law applies or by any taxpayer of the State. 9 The annuitv to which a teacher upon retirement shall be enti- tled is one-half her salary at the time of such retirement. An annuity in no case, however, shall exceed the sum of six hundred dollars. To be entitled to an annuity, a teacher must have paid into the retirement fund 30 per cent of. her annuity. If this amount has not been paid at the time of her retirement, she may make a cash pavment which, when added to her previous contributions to such fund, will equal 30 per cent of her annuity. If a teacher is not able to make such cash payment, the payment of her annuity may be withheld and credited to her payments until the portion of the annuitv withheld shall equal the required 30 per cent of her an- nuity. Annuities will be paid quarterly and will date from the date on which the retirement board gives favorable action on an application. 10 Section 1109-b specifically provides that this law shall not applv to any county, city or district in which the teachers in the public schools are required or authorized to contribute to a teachers retirement fund, except upon a petition of two-thirds of all the teachers of snch city or district, which petition must be duly signed and verified. In other words; if the teachers of Rochester desire to come under this act, two-thirds of all the teachers of such city must ELEMENTARY EDUCATION 2/ sign a petition duly verified and file such petition with the retirement board. But this section further provides that upon any local retire- ment organization taking such action, the organization or society created under the local act shall be dissolved and discontinued. If the teachers of the city of Rochester should therefore come under the law, their local retirement organization becomes dissolved and discontinued. The funds in their local treasury would therefore be paid into the State treasury and credited to the State retirement fund for the purpose of meeting annuities which have already ac- crued under the provisions of the Rochester act. The success of this plan will depend in a very large degree upon its administration by the retirement board. The members of the board were appointed because of their deep interest in the subject and of the confidence of the Commissioner of Education in their willingness to give their time to its management, and of their ability to organize a successful administration of the law. On August lo, 191 1, the Commissioner of Education appointed the following board : Prof. George P. Bristol, Dean Department of Edu- Term expires cation of Cornell University January i, 1917 Sup't E. G. Lantman, Port Chester January i, 1916 i\Iiss Catherine C. Martin, Elementary teacher in Niagara Falls January i, 1915 Principal Percy G. Wight, Clinton January i, 1914 Sup't Harrison T. Morrow, Amsterdam January i, 1913 The board held its first meeting at the Education Department on September 30, 191 1, and organized by electing Professor Bristol, president, !Miss Martin, vice president, and Superintendent Lantman, secretary without salary. There is not relial;)le data at the present time to determine accu- rately the number of teachers in the State who are entitled to be retired under this law or the amount required to meet annuities. The best estimate that can be made from the records of this Depart- ment indicate that there are within the territory of the State to which this law is applicable about twelve hundred teachers who have taught 25 years or more. If each of these teachers were to be retired on the average annuity of $225, the total amount to be paid to them in annuities would amount to $270,000. In no city or state of this country where similar plans have been in operation have 25 per cent of the teachers lieen retired who have taught for a period of 25 28 .NEW YORK STATE EDUCATION DEPARTMENT years or more. A computation upon this basis shows that the amount necessary to meet all annuities would be $67,500. Even upon the basis that one-half of all these teachers were retired upon the termination of 25 years of service, the amount required to meet all annuities in the section of the State to which this law applies would be only $135,000. The annual salaries of the teachers in the section of the State to which this law applies amount to $9,275,000, and the amount contributed by them to this fund would be $92,750. If one-fourth of these teachers should be retired upon the termina- tion of 25 years of service, the amount paid in would be sufficient to meet the payment of annuities for the retirement of more than one- third of these teachers. If one-half of these teachers should be retired, the difference between the amount paid in and the amount necessary to meet annuities would be only $42,250. One eft'ect of this law will be to continue teachers in the service a longer period of time, which will mean ultimately a larger num- ber of annuitants. The law is drawn so that gifts and endowments may be received and credited to the retirement fund. It has been confidently believed by those who have been giving this matter care- ful attention for two or three years, that sufficient endowments will be made to the fund to avoid the necessity of the Legislature making appropriations to meet deficiencies. It would be a deserved compli- ment to the teaching force of the State if some of our public-spirited citizens should make sufficient gifts or endowments to this fund to make the income sufficient to pay all annuities. RURAL SCHOOL SUPERVISION The most comprehensive and promising plan of rural school supervision which has ever been undertaken is undoubtedly the one authorized by the Legislature of 1910, which becomes effective January i, 1912. Much thought and labor have been devoted to this subject during the year so that the machinery of the system may be in proper working order on the day when it goes into operation. Objections to system. The real need and purpose of this system of supervision and the details of the law relating thereto have not been fully appreciated or understood by the people generally. This lack of information and the radical changes in the plan of supervi- sion provided by such law have resulted in creating in certain sec- tions of the State rather strong opposition to the plan. This oppo- sition manifested itself quite largely through resolutions adopted by ELEMENTARY EDUCATION 29 boards of supervisors and through local newspapers. The boards of supervisors of eight of the fifty-seven counties affected by the measure passed resolutions requesting their representatives in the Legislature to favor the repeal of the law. The principal grounds upon which this request was predicated were as follows : 1 That the expense would be too great. 2 That the tax budgets of the several counties would be largely increased. 3 That the method of electing superintendents would inject poli- tics into the plan and that it would deprive localities of the right to elect their supervisory school officer. 4 That an unnecessary number of superintendents was authorized. 5 That undue authority was centralized in the Education Depart- ment and in the office of district superintendent. One familiar with the administration of our school system and with the provisions of the supervision law would readily observe the fallacy of the grounds upon which the opposition to this law was based. These objections were answered by the Third Assistant Commissioner of Education in an address at the annual farmers week, at the State Agricultural College at Cornell University, on February 22, 191 1, and the essential points in his answer to such objections are repeated here. The expense of the iiezv system. There are at present 114 school commissioners. Each commissioner receives an annual salary of $1000 which is paid by the State. Boards of supervisors are re- quired to allow each commissioner at least $200 annually for expenses. The supervisors of the towns comprising a commissioner district may also increase the salary of a school commissioner beyond the amount paid by the State. The boards of supervisors of many counties have increased the salaries of their school commissioners so that the average amount annually paid each of these officers is now $1350. The total amount paid the 114 school commissioners is $153,900. Under the plan which is to go into operation on January 1st next there will be 207 district superintendents. Each superin- tendent is to receive an annual salary of $1200 and an allowance not to exceed $300 per year on audit for expenses. The amount paid to a superintendent will therefore probably be $1500. The expense of the whole system will be $310,500 or $156,600 more than the .present system of supervision. But with the substitution of pro- fessional supervision under the new plan for the nonprofessional supervision under the present plan, certain work now essential to the proper management of the school system may be omitted which will partially offset this increased expense. It is the intention of the Education Department to discontinue teachers institutes, which will result in an annual saving of about $60,000. This will reduce the 30 NEW YORK STATE EDUCATION DEPARTMENT additional cost of supervision to $96,600. School districts are re- quired to pay teachers their full salaries for the week during which they attend teachers institutes. The amount annually paid teachers for this week is $210,000. Of course this money will not be saved but the children will receive an additional week's instruction without additional expense. The only benefit which school districts receive for this expenditure is through the better work which teachers may do because of the instruction or inspiration received at the institute. The question of expense should not be a controlling factor in de- termining whether the schools of the State should have adequate and competent supervision. It is poor business policy for the State to expend $153,900 for a purpose which it is impossible to achieve for that outlay. If would be economy for the State and better busi- ness practice to expend double that amount and accomplish the real ends sought. The committee of the Legislature on colleges, academies and common schools, which investigated the question of school supervision in 1858, spoke with such clearness and wisdom on this point that the following is quoted from their report : " Nor is the actual expense incurred a matter of considerable moment. The question relates solely to the efficiency of the system upon which the expense is lavished. To foster a useless system the least amount expended is wasteful extravagance, while the State of New York is abundantly able to pay any sum, however great, pro- vided it be necessary to insure a thorough, intelligent and eft'ective supervision of her schools." E.vf^ciisc to counties z^'ill not be increased. It should be borne in mind that the entire expense of this plan of supervision is to be paid by the State. There will be no increase in the tax budget of a single county because such county has more superintendents than it had school commissioners. On the contrary, the tax budget of each county will be decreased. To illustrate: Cayuga county has two school commissioners, each of whom it pays $400. The county therefore pays $800 toward the supervision of her rural schools and includes that amount in the annual tax budget of the county. Under the new plan of supervision the entire amount paid district superin- tendents will be borne by the State, the tax budget of the county of Cayuga will be reduced $800 and the county will have five profes- sional superintendents instead of two school commissioners for whom no qualifications are exacted. Chemung county now pays $200 but will pay nothing under the new law and will have two superintendents instead of one school commissioner. The tax budget of Delaware county will be reduced $400 and that county will have six superintendents instead of two school commissioners. In Dutchess county the tax budget will be reduced $718.40 and the county will have four superintendents instead of two school com- missioners. In Otsego county the tax budget will be reduced $400 and the county will have six instead of two supervisory officers. • In Tompkins county the reduction in taxes will be $400 and the countv will have three supervisory officers instead of one. In ELEMENTx\RY EDUCATION 3I Schuyler and Yates counties the taxes will be reduced $200 each and each county will gain an additional officer. The method of election. The method provided for the election of district superintendents was determined upon after much discussion of various methods and after very careful deliberation. It was chosen because it is the almost universal method of filling profes- sional school positions and because it was believed to be the one method which would minimize to the greatest degree possible par- tisan considerations in selecting such officers. It has never been the practice in this State to fill similar positions, with the exception of school commissioner, by popular election. The Superintendent of Conniion Schools was chosen by the Coun- cil of Appointment. When that office was abolished in 1821 and its duties transferred to the Secretary of State, the latter officer was not elected by popular vote but was chosen by the Legislature. The State Superintendent of Public Instruction, created in 1854 and existing for a period of fifty years, was never chosen at a popular election. Such officer was always chosen by the 'Legislature. The Commissioner of Education is not elected by the people. He is not even elected by the Legislature whose members are chosen by the people. The Legislature elects the members of the Board of Regents and confers upon that board the duty of electing a Com- missioner of Education. During the whole history of the State in which there has been a separate State supervisory school officer such officer has never been elected by direct vote of the people. In every city of the State except one the superintendent of schools is chosen by the board of education. In most of the cities of the State the members of the board of education are appointed by the mayor so that in the election of a supervisory school officer in the several cities the same principle is adopted which governs in the election of the Commissioner of Education. There are in the State 41 villages having a • population of five thousand or more which employ a superintendent of schools, and in not a single village is such superintendent elected by vote of the jjeople. In every one of these villages such superintendents are chosen by boards of education. Where in all the State is there a man who is willing to express the opinion that better results would be accomplished for the schools if these superintendents were nomi- nated by party conventions and chosen at general elections instead of being appointed as they now are by boards of education ? There are about one thousand high schools in the State and each school has a principal. These one thousand principals are appointed by boards of education. In fact the teachers emplo^yed in every one of the eleven thousand school districts and in all the cities of the State are appointed by their respective boards of trustees or boards of education. No one would even suggest the propriety of electing these school principals or teachers by popular vote. Moreover the law has always given trustees and boards of education absolute power in determining among the persons certified to be qualified 32 NEW YORK STATE EDUCATION DEPARTMENT who shall be employed as teachers. A district meeting has not authority to give to its trustees instruction which is binding upon such officers as to who shall be employed to teach. Nor can the voters of a city or village give instruction to a board of education as to who shall be employed as superintendent. This provision of the law has operated for the general good of the school system. The only teaching or supervisory position in the whole school system filled by popular election is the present office of school commissioner. The office of school commissioner or of a superintendent, whether such office is in a city or in the country districts, is not a political office nor is it a local office. District superintendents are charged with duties which relate solely to the management of the schools. These officers perform no other duties. A position of instructor or of a supervisor of instructors in any part of the public school system of the State is not a political position or office. Nor is such office a local office. The schools of the State, wherever located, are not local schools but they are State schools, a part of the great system of free schools required under the Constitution and authorized and controlled by the State. This is no new theory. It is a fundamental principle of our school system. It has been so held repeatedly not only by each branch of the Legislature but by the Court of Appeals. The following authorities are cited on this point : People V Bennett (54 Barb. 480) ; Ham z' The Mayor (70 N. Y. 459) ; Dannat v The Mayor etc. (6 Hun 8S) (affirmed 66 N. Y. 585); McKay v City of Buffalo (9 Hun 401); Smith tv City of Rochester (76 N. Y. 506) ; Fellows z' The Mayor (8 Hun 484) ; Lainbeer z' Gerard (Senate Journal 1876, p. 209) ; Casey z; Draper (Assembly Journal 1881, p. 716) ; opinion of Attorney General O'Malley to State Civil Service Commission, April 15, 1910; Gun- nison z' Board of Education (176 N. Y. 11) ; Hutchinson :' Skin- ner (21 Misc. 729) ; State ex rel. z> Organ (159 Ind. 123) ; Peavey & Talbot & Bro. (39 Texas 335). It follows, therefore, that these officers need not necessarily be elected by the same methods that local political officers throughout the State are chosen, and that there is no infringement upon the rights of localities if some other method is adopted. The provisions of the supervision articles in the Education Law in providing a board to elect district superintendents is simply extending to the rural districts the same method of electing a superintendent that prevails in all union free school districts of five thousand population or more, in the cities of the State in electing similar school super- visory officers, and the State itself in electing its State supervisory school officer. When a vacancy occurs in the position of superintendent of schools in districts of five thousand or in a city, the board of educa- tion is free to negotiate for a superintendent who meets the demands of such district or city. The board may examine into the record, the intellectual attainments and the experience of many superintend- ELEMENTARY EDUCATION 33 ents and select the one who in its judgment is the best qualified for its community. This is the method by which high school principals are selected throughout the State. This is the manner in which all professional school positions should be filled and district super- intendents are professional school positions. The ultimate political effect of this method of electing district superintendents would be to remove the position farther and farther from partisan control. To fill a position through party nominations and popular vote is bound to inject the many party considerations which prevail in party nominating conventions. Nominating conventions with the best intentions are bound by all party customs and traditions to make inquiry into the services which the various candidates have rendered their party. Too often this is the controlling element in deciding convention contests for purely political positions. That it would be none the less so in nominating school superintendents we have abundant evidence in the practice of both of the leading political parties of our State in nominating school commissioners during the past fifty-six years. The number of neiv district superintendents. The law provides for 207 district superintendents. In determining the number of district superintendents the unit of supervision was fixed at 50 schools. In some counties the number falls slightly below 50. In others that number is exceeded. The average number of schools in a supervisory district throughout the State is 51. The average number of schools under the supervision of school commissioners is about 100. In some counties this number is largely exceeded. In Delaware county there are 346 school districts and each school com- missioner therefore has an average of 173 schools under his super- vision. Otsego county has 296 school districts and the school commissioners in that county have on the average 148 schools to supervise. St Lawrence county has 475 school districts and her three school commissioners have on the average 158 schools to supervise. It is not possible for one man to give thorough, efficient supervis- ion to that number of schools. There is a great distinction between the visitation of schools and the supervision of schools. For half a century we have had visitation of rural schools. What these schools need is intelligent supervision. To accomplish this the unit of supervision must be small enough, and by this is meant the number of schools and the territory within which they are located, to enable a superintendent to go to any school under his supervision and return on the same day. The superintendent must also be a professional teacher of broad scholarship and wide experience in school work. A superintendent may then at any time go into the districts which are in greatest need of his direction, assistance and inspiration. Such supervision will give cohesive power to the pur- poses of a system of education and it will give new life and improved instruction in the classroom. The unit of supervision may be determined by population. It has 34 NEW YORK STATE EDUCATION DEPARTMENT been the policy of the State since 1875 to give a supervision quota to every village in the State having a population of five thousand or more and employing a superintendent. There is not a supervisory district zvliich has not a population in excess of this nimiber, and in many districts it is more than twice such number. We must also take into consideration the fact that in the villages of five thousand or more there are from one to four school buildings accessible to a superintendent zvithin a fexv moments, while the schools in a rural supervisory district are widely scattered throughout several towns and accessible only by driving. It has been said that many of the country schools are so small that supervision is unnecessary. The official reports in the Educa- tion Department show that there are only one thousand three hun- dred and ninety-four school districts throughout the entire State, an average of less than seven to each supervisory district, having an enrolment -of less than ten pupils and that the average number of pupils per school within the territory of district superintendents is thirtv-six. The State gives to these small districts the largest dis- trict quotas. Is it good administration or wise policy on the part of the State to give each of these districts $200 and then assume the attitude that they are worthy of no further consideration ? Are the farms in these remote sections of the State to be wholly abandoned, as they will be if proper schools are not accessible to them ? Are not the fourteen thousand children enrolled in these districts entitled to as good schools as are provided for the children who live in the more favored sections of the country? New York is not the only state which is giving attention to the supervision of her rural schools. The legislatures of seventeen other states are today considering the same question in some form. The states of New England adopted a plan of supervision similar to the new plan to become operative in this State before we had taken such action. In some of the New England states the law provides that no superintendent shall have more than thirty teachers under his supervision. The large manufacturing and commercial interests of the country have found it to be good business policy to provide proper super- vision of their industries. Two of the leading manufacturing plants in the world, employing skilled men of high average intelli- gence, and reference is made to the Westinghouse Company and the General Electric Company, under normal business conditions employ a supervisor for every forty-five to fifty men employed. In addition to these supervisors these companies have a number of what they term " leading men " who, while doing actual work, " keep their eyes on their associates." Centralisation of authority. Instead of this system centralizing authority its effect is to decentralize authority. The law does not confer increased power on the Education Department nor upon the district superintendent. The Education Department is not given under this law anv authoritv over the schools which it does not now ELEMENTARY EDUCATION 35 possess or over the district superintendent which it does not now exercise over school commissioners. Nor does such law confer on the district superintendent powers or duties over the schools, teach- ers or school officers, which are not now exercised by school commissioners. Upon the other hand the law contemplates that these district superintendents shall perform many duties now neglected by school commissioners and which devolve upon the Education Department for execution. This is particularly true in the matter of repairs and improvements to school buildings, in the selection of library books, in the adjustment of numerous school controversies and in the enforcement of the compulsory education law. This is in line with the whole tendency of the Education Department since unification in 1904. Soon after the Legislature convened in January 191 1, measures to repeal the law of 1910 were introduced in both houses. These bills received careful attention in the committees on public educa- tion. The general purpose of the law and the necessity therefor were fully realized by the members of the committees after these bills and the whole general subject of rural school supervision had been carefully and completely considered. The bills were not even reported by the committee of either house and the Legislature fur- ther committed the State to this policy of school supervision by making the necessary appropriation to meet the salaries and expenses of district superintendents. Members of the ILegislature regarded it proper to give the system a fair trial and thus determine whether it could accomplish the results for our country districts which the advocates of the plan claimed. The success and the continuance of the system depend therefore in a large measure upon the ability of district superintendents to meet their opportunities to render the State the great service which conditions afford and which the people expect. If the results anticipated are accomplished, there will be no question about the continuance of the present law subject to such modifications as experience under its operations proves wise. Formation of supervisory districts. The law directed that in each county entitled to more than one district superintendent, the school commissioners of the several school commissioner districts in such county and the supervisors of each town in such county should meet at the county seat on the third Tuesday in April and divide such county into the number of supervisory districts to which it is entitled. The law does not read that hoards of supervisors and school commissioners shall meet for the purpose of dividing counties into 36 NEW YORK STATE EDUCATION DEPARTMENT supervisory districts. The law specifically states that the supervisor of each tozim in the county and the school commissioners of the several school commissioner districts of the county shall meet for the purpose of dividing counties into supervisory districts. The question was raised in counties containing cities as to whether or not supervisors of the cities possessed the right to meet with the other supervisors of the county to vote vtpon the division of the county into supervisory districts. The law is very specific upon this point and extends the right to supervisors of towns only to act in this capacity. Cities do not form a part of supervisory districts and have no interest in or relation in any way to such districts, and it was not therefore intended that the representatives of cities should have a voice in determining how the territory outside of such cities should be organized into supervisory districts. The supervisors and school commissioners of the several counties of the State met as required by law and divided their counties into supervisory districts. The action in a large majority of the counties was unanimous and the counties were generally divided as the spirit of the law contemplated. The counties of Hamilton, Putnam, Rockland and Schenectady are each entitled to one superintendent, and it was therefore not neces- sary that action should be taken by the supervisors and school com- missioners of these counties in order to form supervisory districts therein. Supervisory districts were formed in the other counties of the State as follows : Albany county District i Towns of Bethlehem, Coeymans, New Scotland " 2 Towns of Berne, Knox, Rensselaerville, Westerlo " 3 Towns of Colonie, Green Island, Guilderland Allegany county District i Towns of Allen, Caneadea, Centerville, Granger, Hume, Rushford " 2 Towns of Amity, Belfast, Cuba, Friendship, New Hudson " 3 Towns of Alma, Bolivar, Clarksville, Genesee, Scio, Wirt " 4 Towns of Almond, Angelica, Birdsall, Burns, Grove, West Almond " 5 Towns of Alfred, Andover, Independence, Ward, Wellsville, Willing Broome county District i Towns of Colesville, Sanford " 2 Towns of Conklin, Dickinson, Fenton, Kirkwood, Windsor " 3 Towns of Binghamton, Maine, Union, Vestal " 4 Towns of Barker, Chenango, Lisle, Nanticoke, Triangle ELEMENTARY EDUCATION 37 Cattaraugus county District i Towns of Farmersville, Franklinville, Freedom, Lyndon, Machias, Yorkshire " 2 Towns of Allegany, Hinsdale, Humphrey, Ischua, Olean, Portville " 3 Towns of Ashford, Carrollton, East Otto, Ellicottville, Great Valley, Red House, Salamanca " 4 Towns of Dayton, Little Valley, Mansfield, New Albion, Otto, Perrysburg, Persia " 5 Towns of Coldspring, Conewango, Elko, Leon, Napoli, Randolph, South Valley Cayuga county District i Towns of Conquest, Ira, Sterling, Victory " 2 Towns of Brutus, Cato, Mentz, Montezuma, Sennett, Throop " 3 Towns of Aurelius, Fleming, Ledyard, Owasco, Springport " 4 Towns of Genoa, Scipio, Venice " 5 Towns of Locke, Moravia. Niles, Sempronius, Summer Hill Chautauqua county District i Towns of Arkwright, Hanover, Sheridan, Villenova " 2 Towns of Carroll, Cherry Creek, Ellington, Kiantone, Poland " 3 Towns of Busti, Clymer, French Creek, Harmony " 4 Towns of Chautauqua, Mina, Sherman " 5 Towns of Pomfret, Portland, Ripley, Westfield " 6 Towns of Charlotte, Ellery, Ellicott, Gerry, Stockton Chemung county District i Towns of Catlin, Erin, Horseheads, Van Etten, Veteran " 2 Towns of Ashland, Baldwin, Big Flats, Chemung, Elmira, Souih- port Chenango county District i Towns of Lincklaen, Otselic, Pharsalia, Pitcher, Plymouth, Smyrna " 2 Towns of Columbus, New Berlin, North Norwich, Sherburne " 3 Towns of German, McDonough, Oxford, Preston, Smithville " 4 Towns of Afton, Coventry, Greene " 5 Towns of Bainbridge, Guilford, Norwich Clinton county District i Towns of Ausable, Black Brook, Peru, Plattsburg, Saranac, Schuyler Falls " 2 Towns of Altona, Clinton, Dannemora, EUenburg " 3 Towns of Beekmantown, Champlain, Chazy, Mooers Columbia county District i Towns of Austerlitz, Canaan, Chatham, Ghent, New Lebanon " 2 Towns of Claverack, Germantown, Greenport, Kinderhook, Living- ston, Stockport, Stuyvesant " 3 Towns of Ancram, Clermont, Copake, Gallatin, Hillsdale, Tagh- kanic 38 NEW YORK STATE EDUCATION DEPARTMENT Cortland county District i Towns of Cortlandville, Homer, Preble, Scott " 2 Towns of Cincinnatus, Cuyler, Solon, Taylor, Truxton " 3 Towns of Freetown, Harford, Lapeer, Marathon, Virgil, Willett Delaware county District i Towns of Deposit, Masonville, Sidney, Tompkins " 2 Towns of Colchester, Hancock " 3 Towns of Delhi, Hamden, Walton " 4 Towns of Andes, Middletown, Roxbury " 5 Towns of Davenport, Franklin, Meredith 6 Towns of Bovina, Harpersfield, Kortright, Stamford Dutchess county District i Towns of Beekman, East Fishkill, Fishkill, Pawling, Union Vale, Wappingers " 2 Towns of Dover, LaGrange, Pleasant Valley, Poughkeepsie, Washington " 3 Towns of Amenia, Clinton, Hyde Park, Stamford " 4 Towns of Milan, North East, Pine Plains, Red Hook, Rhinebeck Erie county District i Towns of Amherst, Clarence, Grand Island, Newstead, Tonawanda " 2 Towns of Alden, Cheektowaga, Hamburg, Lancaster, West Seneca " 3 Towns of Aurora, East Hamburg, Elma, Marilla, Wales " 4 Towns of Brant, Collins, Eden, Evans, North Collins '■ 5 Towns of Boston, Colden, Concord, Holland, Sardinia Essex county District i Towns of Crown Point, Minerva, Newcomb, North Hudson, Schroon, Ticonderoga " 2 Towns of Elizabethtown, Essex, Lewis, Moriah, Westport, Wills- boro 3 Towns of Chesterfield, Jay, Keene, North Elba, St Armond, Wil- mington Franklin county District i Towns of Bellmont, Burke, Chateaugay, Malone " 2 Towns of Altamont, Brighton, Duane, Franklin, Harrietstown " 3 Towns of Bangor, Brandon, Constable, Fort Covington, Westville " 4 Towns of Bombay, Dickinson, ]\Ioira, Santa Clara, Waverly Fulton county District i Towns of Caroga, Ephratah. Johnstown, Oppenheim, Stratford " 2 Towns of Bleecker, Broadalbin, Mayfield, Northampton, Perth ELEMENTARY EDUCATION 39 Genesee county District i Towns of Alabama, Alexander, Batavia, Darien, Oakfield, Pem- broke " 2 Towns of Bergen, Bethany, Byron, Elba, LeRoy, Pavilion, Stafford Greene county District i Towns of Athens, Cairo, Catskill, Coxsackie " 2 Towns of Durham, Greenville, New Baltimore, Windham " 3 Towns of Ashland, Halcott, Hunter, Jewett, Lexington, Pratts- ville Herkimer county District i Towns of Qjlumbia, Frankfort, German Flatts, Litchfield, Win- field " 2 Towns of Danube, Little Falls, Manheim, Stark, Warren " 3 Towns of Fairfield, Herkimer, Ohio, Salisbury', Schuyler " 4 Towns of Newport, Norway, Russia, Webb, Wilmurt Jefferson county District i Towns of Ellisburg, Henderson, Lorraine, Worth " 2 Towns of Adams, Rodman, Rutland, Watertown " 3 Towns of Cape Vincent, Clayton, Orleans " 4 Towns of Brownville, Hounsfield, Lyme, Pamelia " 5 Towns of Alexandria, Antwerp, Theresa " 6 Towns of Champion, LeRay, Philadelphia, Wilna Lewis county District i Towns of Croghan, Diana, New Bremen, Watson " 2 Towns of Denmark, Harrisburg, Lowville, Montague, Pinckney '* 3 Towns of Greig, Lyonsdale, Martinsburg, Turin " 4 Towns of High Market. Lewis, Leyden, Osceola, West Turin Livingston county District i Towns of Avon, Caledonia, Geneseo, Groveland, Leicester, York " 2 Towns of Conesus, Lima, Livonia, Sparta, Springwater " 3 Towns of Mount Morris, North Dansville. Nunda, Ossian, Port- age, West Sparta Madison county District i Towns of Brookfield, Georgetown, Hamilton, Lebanon " 2 Towns of Cazenovia, DeRuyter, Fenner, Nelson " 3 Towns of Eaton, Madison, Smithtield, Stockbridge " 4 Towns of Lenox, Lincoln, Oneida, Sullivan Monroe county District i Towns of Brighton, Henrietta, Irondequoit, Penfield, Webster " 2 Towns of Mendon, Preinton, Pittsford, Rush " 3 Towns of Clarksion, Greece, Hamlin, Parma, Sweden " 4 Towns of Chili, Gates, Ogden, Riga, Wheatland 40 NEW YORK STATE EDUCATION DEPARTMENT Montgomery county District i Towns of Canajoharie, Minden, Palatine, Root, St Johnsville " 2 Towns of Amsterdam, Charleston, Florida, Glen, Mohawk Nassau county District i Towns of North Hempstead, Oyster Bay " 2 Town of Hempstead Niagara county District i Towns of Hartland, Royalton, Somerset " 2 Towns of Cambria, Lockport, Niagara, Pendleton, Wheatfield " 3 Towns of Lewiston, Newfane, Porter, Wilson Oneida county District i Towns of Deerfield, Marcy, New Hartford, Whitestown " 2 Towns of Augusta, Bridgewater, Marshall, Paris, Sangerfield " 3 Towns of Kirkland, Vernon, Westmoreland " 4 Towns of Rome, Verona, Vienna " 5 Towns of Floyd, Steuben, Trenton, Western 6 Towns of Annsville, Camden, Florence, Lee " 7 Towns of Ava, Boonville, Forestport, Remsen Onondaga county District i Towns of LaFayette, Onondaga, Otisco, Tully " 2 Towns of DeWitt, Fabius, Pompey " 3 Towns of Cicero, Clay, Manlius " 4 Towns of Elbridge, Lysander, Salina, Van Buren " 5 Towns of Camillus, Geddes, Marcellus, Skaneateles, Spafford Ontario county District i Towns of Canandaigua, East Bloomfield, Victor, West Bloomfield " 2 Towns of Farmington, Manchester, Phelps " 3 Towns of Geneva, Gorham, Hopewell, Seneca " 4 Towns of Bristol, Canadice, Naples, Richmond, South Bristol Orange county District i Towns of Cornwall, Crawford, Highlands, Montgomery, New- burgh, New Windsor, Woodbury " 2 Towns of Blooming Grove, Chester, Goshen, Hamtonburg, Mon- roe, Tuxedo, Warwick " 3 Towns of Deerpark, Greenville, Minisink, Mount Hope, Wallkill, Wawayanda Orleans county District i Towns of Ridgeway, Shelby, Yates " 2 Towns of Albion, Barre, Gaines " 3 Towns of Carlton, Clarendon, Kendall, Murray ELEMENTARY EDUCATION 4I Oswego county District i Towns of Boylston, Orwell, Redfield, Sandy Creek " 2 Towns of Albion, Parish, Richland, Williamstow^n " 3 Towns of Amboy, Constantia, Hastings, Schroeppel, West Monroe " 4 Towns of Mexico, New Haven, Palermo, Scriba " 5 Towns of Granby, Hannibal, Oswego, Volney Otsego county District i Towns of Cherry Valley, Middlefield, Roseboom, Springfield " 2 Towns of Decatur, Maryland, Westford, Worcester " 3 Towns of Exeter, Hartwick, Otsego, Richfield " 4 Towns of Milford, Oneonta, Otego, Unadilla " 5 Towns of Butternuts, Laurens, Morris, New Lisbon " 6 Towns of Burlington, Edmeston. Pittsfield, Plainfield Rensselaer county District i Towns of Brunswick, Hoosick, Pittstown, Schaghticoke " 2 Towns of Berlin, Grafton, Petersburg, Poestenkill, Stephentown " 3 Towns of East Greenbush, Nassau, North Greenbush, Sandlake, Schodack St Lawrence county District I Towns of Clifton, Edwards, Fine, Fowler, Gouverneur, Pitcairn " 2 Towns of Hammond, Macomb, Morristown, Rossie " 3 Towns of Dekalb, Depeyster, Hermon, Oswegatchie " 4 Towns of Lisbon, Madrid, Waddington " 5 Towns of Canton, Clare, Pierrepont, Russell " 6 Towns of Colton, Parishville, Potsdam " 7 Towns of Brasher, Louisville, Massena, Norfolk " 8 Towns of Hopkinton, Lawrence, Piercefield, Stockholm Saratoga county District i Towns of Clifton Park, Halfmoon, Malta, Stillwater, Waterford " 2 Towns of Ballston, Charlton, Galway, Milton, Providence " 3 Towns of Moreau, Northumberland, Saratoga, Saratoga Springs, Wilton " 4 Towns of Corinth, Day. Edinburg, Greenfield, Hadley Schoharie county District I Towns of Blenheim, Broome, Conesville, Gilboa, Jefferson 2 Towns of Esperance, Fulton, Middleburg, Schoharie, Wright " 3 Towns of Carlisle, Cobleskill, Richmondville, Seward, Sharon, Summit Schuyler county District i Towns of Catharine, Cayuta, Hector, Montour " 2 Towns of Dix, Orange, Reading, Tyrone 42 NEW YOSK STATE EDUCATION DEPARTMENT Seneca county District i Towns of Covert, Lodi, Ovid, Romulus, Varick 2 Towns of Fayette, Junius, Seneca Falls, Tyre, Waterloo Steuben county District i Towns of Caton, Corning-, Erwin, Lindley, Tuscarora " 2 Towns of Bath, Bradford, Campbell, Hornby " 3 Towns of Addison, Cameron, Rathbone, Thurston, Woodhull 4 Towns of Greenwood, Jasper, Troupsburg, West iJnion 5 Towns of Canisteo, Dansville, Fremont, Hartsville, Hornellsville 6 Towns of Avoca, Cohocton, Howard, Wayland " 7 Towns of Prattsburg, Pulteney, Urbana, Wayne, Wheeler Suffolk county District i Towns of Easthampton, Riverhead, Shelter Island, Southampton, Southold " 2 Towns of Brookhaven, Islip " 3 Towns of Babylon, Huntington, Smithtown Sullivan county District i Towns of Bethel, Cochecton, Highland. Liberty, Lumberland, Tusten 2 Towns of Callicoon, Delaware, Fremont, Neverslnk, Rockland " 3 Towns of Fallsburg, Forestburg, Mamakating, Thompson Tioga county District i Towns of Berkshire, Candor, Newark Valley, Richford " 2 Towns of Barton, Spencer, Tioga " 3 Towns of Nichols, Owego Tompkins county District I Towns of Enfield, Newfield, Ulysses " 2 Towns of Groton, Ithaca, Lansing " 3 Towns of Caroline, Danby, Dryden Ulster county District i Towns of Hurley, Kingston, Rosendale, Saugerties, Ulster 2 Towns of Esopus, Gardiner, Lloyd, Marlboro, New Paltz, Platte- kill, Shawangunk " 3 Towns of Denning, Marbletown, Rochester, Wawarsing " 4 Towns of Hardenburg, Olive, Shandaken, Woodstock Warren county District i Towns of Caldwell. Luzerne. Queensbury, Warrensburg 2 Towns of Bolton, Chester, Hague, Horicon " 3 Towns of Johnsburg, Stony Creek, Thurman ELEMENTARY EDUCATION 43 Washington county District I Towns of Dresden, Fort Ann, Hampton, Putnam, Whitel all " 2 Towns of Granville, Hartford, Hebron, Kingsbury " 3 Towns of Argyle, Easton, Fort Edward, Greenwich " 4 Towns of Cambridge, Jackson, Salem, White Creek Wayne county District i Towns of Arcadia, Galen, Lyons, Savannah " 2 Towns of Butler Huron, Rose, Wolcott " 3 Towns of Macedon, Marion, Palmyra. Walworth " 4 Towns of Ontario, Sodus, Williamson Westchester county District i Towns of Eastchester, Harrison, Alamaroncck, Pelham, Rye, Scarsdale, White Plains " 2 Towns of Greenburg, Mount Pleasant, North Castle " 3 Towns of Bedford, Lewisboro, New Castle, Ossining, Poundridge " 4 Towns of Cortlandt, North Salem, Somers, Yorktown Wyoming county District i Towns of Arcade, Eagle, Java, Pike, Sheldon " 2 Towns of Attica, Bennington, Middlebury, Orangeville, Warsaw " 3 Towns of Castile, Covington, Gainesville, Genesee Falls, Perry, Wethersfield Yates county District i Towns of Barrington, Benton, Milo, Starkey, Torrey " 2 Towns of Italy, Jerusalem, Middlesex, Potter Appeals from the action of supervisors and school commissioners in Erie, Fulton, and Oswego counties in forming supervisory dis- tricts were brought, under the provisions of the Education Law, to the Commissioner of Education. The appeals from such action in Erie and Oswego counties were dismissed but the appeal from the action in dividing Fulton county into supervisory districts was sus- tained. The Commissioner of Education held that the direction of the law to the effect that the territory of districts should be compact and that towns in such districts should be arranged so that there should be as equal a division of territory and of the number of school districts as may be practicable had not been complied with. He therefore made an order vacating the action of the supervisors and school commissioners and directing such officers to reconvene and form new districts. This order was complied with and a divi- sion made which was in harmony with the spirit and provisions of the law. 44 NEW YORK STATE EDUCATION DEPARTMENT Eligible candidates for district superintendents. Section 384 of the Education Law defines the qualifications of candidates for the office of district superintendent. Under this provision of law a candidate for such office is required to meet three distinct qualifica- tions, as follows : 1 A candidate must be at least 21 years of age, a citizen of the United States and a resident of the State. A candidate need not, at the time of his election, be a resident of the supervisory district. He must however become a resident of the county in which the supervisory district is located, on or before January i, 1912. Women are eligible to the office upon satisfying all requirements. 2 A candidate must possess or be entitled to receive " a certificate authorizing him to teach in any of the public schools of the State without further examination." To meet this requirement of the law, a candidate must possess one of the following teachers certifi- cates : college graduate life certificate ; college graduate professional certificate ; college graduate professional provisional certificate ; diploma issued by one of the State normal schools or by the State Normal College ; life state certificate ; teacher's permanent certificate. 3 A candidate " shall also pass an examination prescribed by the Commissioner of Education in the supervision of courses of study in agriculture and teaching the same." Since the adoption of the uniform system of examinations in 1888 about seven thousand five hundred first grade teachers certifi- cates have been issued by school commissioners. The question was raised as to whether these certificates would qualify candidates who held them, provided they met the other requirements. The Com- missioner of Education held that such certificates did not meet the requirements of the law and that only such persons as held a certifi- cate enumerated under number 2 of the above outline of qualifica- tions could qualify for the office. The rules governing uniform examinations and under which first grade certificates were issued, prescril>ed minimum requirements only. Each school commissioner and the authorities of those cities to which such rules applied were authorized to, and in some cases did, prescribe additional qualifications. A first grade certificate reads upon its face that the person to whom it is issued is " licensed to teach in the public schools in this commissioner district." Such certificate is not a license to teach in any public school in the State within the meaning of the law, but on the contrary the holder of such certificate is restricted to teaching in the school commissioner ELEMENTARY EDUCATION 45 district of the commissioner who issued the certificate. This certifi- cate is a local certificate and not a State certificate. It is issued by a local officer and made valid within the jurisdiction of that officer. The principle that only a State officer can issue a certificate of State value is not open to question. Nor is there any way by which such certificate could be made valid in any public school in the State. There are cities in the State which are governed by special statutes and which were never under the operations of the uniform regu- lations. There is therefore no authority to authorize action on the part of the school authorities which would make these certificates valid permanent certificates in such cities. This is the view which has been expressed by the Appellate Division of the Second Depart- ment. In a case before that court, it was held that a teacher employed in a school commissioner district which was annexed to Greater New York at the time of the creation of such city and who held a first grade certificate issued by the school commissioner of the district, did not become a member of the permanent teaching staff of such city (io6 App. Div. loi). Many of the present and former school commissioners and many high school principals hold first grade certificates. To afford these supervisory officers and principals an opportunity to be considered in connection with appointments as district superintendents it was necessary to provide for a new class of certificate. It is true that they had been negligent in not entering examinations and earning a life state certificate, but they had shown their adaptability to supervise elementary schools and the law would generally have been regarded as unduly severe if its administration had barred these commissioners and teachers from consideration. To meet this situation, the Commissioner of Education recommended to the Board of Regents the adoption of a rule providing for a new certifi- cate to be known as the teachers permanent certificate. That Board adopted the following regulation : Section 227-a Teachers pcniiaiieiit certificate. A teachers per- manent certificate valid in any public school in the State may in the discretion of the Commissioner of Education be issued to a person who satisfies the following conditions : (a) has completed the equiva- lent of an approved academic course; (b) has had five years' success- ful experience in supervising schools as a school commissioner or as the principal of a full high school, and five additional years' suc- cessful experience in teaching or in supervising school work (pro- fessional training in a course approved by the Education Department may be accepted for part of such ten years' experience) ; and (c) has 46 NEW YORK STATE EDUCATION DEPARTMENT received under the Department regulations a uniform first grade certificate. It is not intended to continue the issuance of this certificate. The rule was intended to meet the emergency which existed. Teachers aspiring to this office and who do not hold some form of a certificate to meet the requirements of the law may satisfy such requirements by obtaining a life state certificate. Examinations for this certifi- cate are held annually in August and ample time will occur before these positions are regularly filled again to enable deserving candi- dates to pass the examinations set for a life state certificate. In the issuance of the teachers permanent certificate educational standards were preserved, as the lowest standard accepted was the equivalent of an academic education, five years' experience in teach- ing and five years' experience in supervising work either as school commissioner or principal of a full high school. The certificate was issued in the discretion of the Commissioner of Education and only those applicants received such certificate who established to the satisfaction of the Commissioner that their experience and attainments were sufficient to warrant the State to place in tiieir possession a credential of such importance. To enable candidates to prepare for the required examination on " supervision of courses of study in agriculture and teaching the same," the Education Department issued a circular under date of November i, 1910, announcing dates and places of examinatiuns and also including a syllabus on the scope of such examination. Tn order to bring the first examination within reasonable distance of all candidates, announcement was made in this circular that an examination would be held in each county which came under the operations of the law. In counties containing a State normal school building the examination was held in such building. In all other counties, the examination was held in the public school building at the county seat. As this circular was issued November i, 1910 and the examination scheduled for May 2, 191 1, all persons desiring to take such examination were given ample opportunity to prepare for it. A copy of the circular was mailed to each person making inquiry about the qualifications required for the office of district superin- tendent. A copy was also mailed to the principal of each of the one thousand academic institutions in the State. Notice of the date and places of such examination was given as news items in the ELEMENTARY EDUCATION 47 educational journals, in the leading city papers and in many of the local papers of the State. Some of those taking the examination failed. Others claimed not to have heard of the date or place of such examination and still others were unavoidably prevented from attending. Therefore to give all candidates who were otherwise eligible an opportunity to qualify in the agricultural examination, a second examination was held July 28th in each of the State normal schools. This examina- tion was attended by about two hundred candidates. A third examination was held August gth at the State Normal College at Albany. These various examinations were attended by 696 different candi- dates and of this number 57 failed to pass such examination. Of the remaining number, 128 did not hold teachers certificates meet- ing the requirements of the law. The number of candidates there- fore who did qualify in every particular was 511. The names and addresses of these and the teachers certificates which they hold are as follows : 48 NEW YORK STATE EDUCATION DEPARTMENT NAME POST OFFICE ADDRESS CERTIFICATE Bidwell, Frederick David Clark, Walter Scott Crandall, Joel J Haverly, William J Quay, Milton Richmond, Edward E.. . . Sweet, Newton Albany county Albany West Albany Voorheesville West Berne Knox Potter Hollow Ravena Life state State Normal College Life state State Normal College State Normal College Life state Teachers permanent Bacon, Lester Faulkner. Bartlett, Richard A Burdick, Oscar M D'Autremont, George W Hill, Charles D Jones, John D Pollard, Stephen Rixford, W. U Scott, Isabel Walters, E. DeLancy . . . Wart, Willet L Williams, Grace A Banta, J. Edward Beilby, K. E Elden, Harry E Heath, Harvey B Hurlburt, J. Edward . . . Whitney, Erwin B Willey, Horace N Allegany county Canaseraga Andover Little Genesee Hume Angelica Cuba Belmont Elmira Canaseraga . . . Canaseraga . . . Wellsville Burns. Broome county College graduate pro- fessional provisional -^'^". Buffalo Normal Teachers permanent Teachers permanent Life state Geneseo Normal Teachers permanent College graduate life Geneseo Normal Geneseo Normal College graduate pro- fessional provisional Geneseo Normal Binghamton I College graduate life Deposit Deposit Ouaquaga Windsor Chenango Forks Truxton, Cortland co. Life state and college graduate professional provisional College graduate life Cortland Normal Life state Cortland Normal Cortland Normal Baldwin, Corriesande L Bernhoft, William J. . . Curtiss, Clara Pengra . . Easton, Adele Farwell, Gilbert A Hayden, Squire C Mathewson, Arthur H.. Rider, Lloyd A Stratton, Edward A. . . Taylor, Edward Wesley Waller, George E Cattaraugus county Hancock, Delaware co.. . . Painted Post, Steuben co. Olean Wanakena, St Lawrence CO Hinsdale Franklinville West Valley Ellicottville Randolph Randolph Little Valley Buffalo Normal Buffalo Normal Geneseo Normal Fredonia Normal Life state Teachers permanent College graduate pro- fessional provisional Life state Teachers permanent Fredonia Normal Life state ELEMENTARY EDUCATION 49 POST OFFICE ADDRESS CERTIFICATE Greenfield, Henry Kent, Anna M Manchester, William B.. . . Morrison, H. T Murphv, Howard S. R. . . . Stoyell", G. W Ward, Henry Stanley Baldwin, Hiram J Barker, Jonathan M Blaisdell, William B Connelly, Dorothy B Dikeman, George J Flagg, James R Knowlton, Mrs Ordence. . . Marshall, Pratt E Merritt, Bessie A Palmer, Joseph N Raynor, George R Reagan, R. A Ri'sley, Gertrude Sullivan, Katharine J Swain, L. Waldo Willson, M. Bell Wilson, Ella Mae Ollis Wright, J. S Cdx, M. Meredith Little, Gould J Stewart, Thomas W Van Etten, J. C Baldwin, Ellen E Benedict, L. Burdett Bowdish, Luman R Bovvers, Albert C Childs, T. S Criin, J. H Dunckel, Nora B Gifford, Eugene J Haves, Agnes C Isbell, Mary L Poole, E. Everett Schenck, Jane I Webb, Herbert A Cayuga county Big Flats, Chemung co . . Union Springs Moravia, R. F. D Weedsport Cato 117 Franklin st.. Auburn Cayuga Chautauqua county Chautauqua Niobe Fredonia Chautauqua Fredonia Frewsburg Chautauqua Sherman Dunkirk Fredonia Falconer 109 Temple st., Fredonia Silver Creek Fredonia Westfield Fredonia Celoron Falconer Chemung county 506 Flood st , Elmira . . . Lowman, R. F. D. 2 . . . . Breesport Medina, Orleans co Chenango county Lincklaen Norwich, R. F. D. 4. . . . South New Berlin Cato, Cayuga co Guilford Af ton Oxford Oxford. 130 Maple St., Hornell. . . Canastota, Madison co.. . Lincklaen Center Greene South Otselic Oneonta Normal Cortland Normal Cortland Normal Teachers permanent Geneseo Normal Cortland Normal Cortland Normal Fredonia Normal Buffalo Normal Bufifalo Normal Fredonia Normal Life state Teachers permanent Life state Life state Fredonia Normal Fredonia Normal Fredonia Normal Fredonia Normal Fredonia Normal Fredonia Normal Life state and Geneseo Normal Fredonia Normal College graduate life Fredonia Normal College graduate pro- fessional provisional Cortland Normal . Geneseo Normal and life state Cortland Normal Cortland Normal Life state State Normal College Cortland Normal Life state Life state Cortland Normal Life state Oneonta Normal Fredonia Normal Teachers permanent Oneonta Normal Life state 50 NEW YORK STATE EDUCATION DEPARTMENT NAME POST OFFICE ADDRESS CERTIFICATE Clapper, Ailen E. . Ladd, Grace M.. . . Rea, Fred Homer , Soden, Clara E. Clinton county Clintonville Rouses Point East Beekmantown. Mooers Forks Life state Plattsburg Normal Plattsburg Normal Geneseo Normal Wolcott, Oliver A Keeseville, Essex co Teachers permanent Kipp, Oliver B Palmer, Edgar B. . . . Putney, E. D Saunders, Randall N. Shultis, Minnie Smith, Abram Smith, Ezbon A Smith, Staunton B. . Snyder, German .... Columbia county Canaan Philmont New Lebanon Claverack Chatham Pine Plains Blue Stores East Chatham Stuyvesant State Normal College Life state State Normal College Life state State Normal College State Normal College State Normal College New Paltz Normal New Paltz Normal Carter, Claude D Ellis, Charles W., jr Frisbie, William G Osgood, Lizzie M. V. V. Otis, Charles J Patrick, W. Kirk Robinson, Jenny L Shuler, Mrs Ada M Van Hoesen, H. S Watrous, Mabel L Cortland county McGraw, R. F. D. i.. . . McGraw Cincinnatus 12 Pearl St., Cortland . . Harrisville, Lewis co. . . Avoca, Steuben co Cortland McGraw Truxton Lestershire, Broome co. Life state Cortland Normal Life state Life state Cortland Normal Cortland Normal Cortland Normal Cortland Normal College graduate life Cortland Normal Delaware county Baum, Edward E.. . Baum, H. P Dann, Emma M Ferry, Charles F. . . . Gibb's, A. Estelle.. ., Gordon, M. Eleanor. Hamilton, Arthur T. . . . Harkness, Edward O Johnston, William Long, Lincoln R Myers, Z. L Nelson, Milton G Reichard, Lillian M Seacord, Etta Chamberlain Tait, John H Terry, Mrs Sarah J Waterbury, Lucy Anna . Wood, Olin Wilson Hancock . . . Hancock . . . Downsville . Mason ville. . Harpersfield Delhi N. Harperslield . Delhi De Lancey Margaretville . . Downsville .... W. Davenport. . Mason ville Andes West Kortright Stamford Margaretville. . . Delhi Oneonta Normal Potsdam Normal Oneonta Normal Life state Oneonta Normal College graduate pro- fessional provisional Oneonta Normal Teachers permanent Life state Life state College graduate life Oneonta Normal Life state Life state College graduate life Oswego Normal Life state College graduate life ELEMENTARY EDUCATION 51 NAME POST OFFICE ADDRESS CERTIFICATE Benedict, Frederick E Cheeseman, Emma Drum, Clara E Green, F. O Haight, Frank L Nye, Almon O Robbins, Charles Eliphalet Sherman, Clayton F Tremper, William R Bensley, William E Button, Lawrence P Colburn, Carrie L Dann, Henry A Evans, W. E Heist, Charles A Martin, Oliver A Ormsby, Edgar D Palmer, Cyrus S Pierce, William E Reukauf, Charles A Searle, Robert B Van Natter, Edwin E Burke, P. F Craig, Lewis W Frisbie, William Henry . . , Halley, Erskine B Mousavv, Cyrus J Prime, Mattie J Spear, Gertrude M Fisk, Frank Edgar Heffernan, Mary E Hyde, Gertrude E. ... ... • LaGraff, George Lamberton, Horace H. . . . McCarthy, Mary E MacDonald, Myrtle E . . . . Paddock, Bertha L Westfall, Frank M. Wilco.x, Fredus H McGregor, Malcolm Palmer, Mrs Annie Y. F. . Paris, John M Dutchess county La Grangeville Clinton Corners Clinton Corners Tivoli Fishkill Village Fishkill Stattsburg Glenham Rhinebeck Erie county Springville Holland Collins Center Lancaster Gardenville Orchard Park Clarence Center North Collins Angola East Aurora Sloan Springv-ille Alden Essex county Port Henry Westport Westport Elizabethtown Newcomb , Elizabethtown Wadhams Franklin county Chatham, Columbia co. . Chateaugay Chatham, Columbia co.. . Tupper Lake Ogdensburg Malone Chateaugay Malone Fort Covington North Bangor Fulton county 86 State st., Gloversville. Johnstown, R. F. D. 3 . . , Palenville, Greene co New Paltz Normal New Paltz Normal Life state Life state State Normal College Cortland Normal College graduate life Cortland Normal Teachers permanent Teachers permanent Buffalo Normal Buffalo Normal College graduate life Lancaster, Pa., Normal (indorsed) Life state Buffalo Normal Buffalo Normal Ivife state Teachers permanent Life state College graduate life Geneseo Normal Life state College graduate life College graduate pro- fessional provisional State Normal College Potsdam Normal College graduate life Plattsburg Normal College graduate life Plattsburg Normal Potsdam Normal Potsdam Normal Potsdam Normal Potsdam Normal Potsdam Normal Life state Teachers permanent Teachers permanent College graduate life State Normal College Oneonta Normal 52 NEW YORK STATE EDUCATION DEPARTMENT NAME POST OFFICE ADDRESS CERTIFICATE Sticknev, John R Stryker', Fred A Van Buren, Clarence E.. . Ames, Bessie Louise Bunce, Alton R Clement, Thomas A Darby, Irene E Eldredge, Ralph W McCullough, E. M Palmer, John R Stickle, Charles W Decker, Walter J Hale, Charles MacNaught, Robert M . . , Patrie, J. Lewis Taylor, James F Tompkins, Leslie A Hanley, Charles B Callahan, Eugene B Claffee, A. T Cortright, Sanford A Countryman, Mary Evans, Sara J Fisher, Harry M Keller, Charles B Kimm, Silas C Noyes, Pearl M Rose, Arthur J Spall, Jacob C Bowman, Robert W Burns, Clair B Cain, Christopher J Delany, John T Hardy, Gustavus S Linnell, William J Marshall, D. D. T Pierce, Charles M Fulton county {coiielmled) Northville Stratford Broadalbin Genesee county 19 Vine St., Batavia Pavilion South Byron Le Roy . Batavia . East Pembroke. Oakfield Batavia Greene county Hunter Catskill 'Windham Catskill Surprise Coxsackie . Hamilton county Wells Herkimer county Little Falls Old Forge Herkimer Van Hornesville West Winfield Newport Little Falls Tuckahoe, Westchester co. 161 E. 4th St., Oswego. . . West Winfield Northwood Geneseo Normal State Normal College Teachers permanent Geneseo Normal Fredonia Normal Mansfield, Pa., Normal (indorsed) Buffalo Normal College graduate pro- fessional life Cortland Normal Geneseo Normal College graduate life State Normal College Teachers permanent Teachers permanent Teachers permanent Life state and college graduate life Oneonta Normal Teachers permanent Brockport Normal and college graduate pro- fessional provisional Geneseo Normal State Normal College State Normal College State Normal College Geneseo Normal College graduate life College graduate life Oneonta Normal Life state Potsdam Normal Jefferson county Sacketts Harbor j College graduate life Evans Mills Def eriet Alexandria Bay Rodman Brownville Redwood Adams Life state Potsdam Normal Life state Potsdam Normal Potsdam Normal Potsdam Normal Teachers permanent ELEMENTARY EDL'CATION S3 NAME POST OFFICE ADDRESS CERTIFICATE Jefferson county {concltn/cd) Simpson, Charles F | Carthage Stoel, Thomas B Thomson, Andrew S. . . Van Allen, Adelbert D. Antwerp Alexandria Bay , Dexter Austin, Stanton D.. . Bridgman, Arthur O. Curtis, Mary Fowler, John C. Glasby, Edward William. Johnston, Ruth M Marilley, Ursula Roberts, Allan N Spaulding, F. Reid Trainor, A. Winfield Bateman, C. C. . . . Conklin, Roscoe G. Edgett, Curtis C... Gurnsey, Harriet S Magee, John P Pitts, Carrie A. Townsend Smith, Jay F Stevens, Henry E Travis, Seward S Wright, Jasper H Ensign, Henry C. . Embury, David A. Fuller, Edson A. Harris, John B.. Keating, Daniel Kingsbury, Herbert C. W Lewis, E. T Sears, Irving S. Brainard, Chauncey , Campbell, Robert J.. Furman, Mark B. . . . Gray, Alexander J.. . Harris, James A.. . . , Hayner, Burt A Lewis county Barneveld, Oneida co. Lyons Falls Lowville Lowville. Port Leyden . Port Leyden. Croghan Beaver Falls. Copenhagen. . West Leyden . Potsdam Normal Life state Cortland Normal Life state Life state College graduate life Potsdam Normal and State Normal College College graduate pro- fessional provisional Life state College graduate life Oswego Normal Potsdam Normal Cortland Normal Life state Livingston county Scottsburg I Geneseo Normal Tuscarora Geneseo Normal Lima College graduate fessional life Dalton Geneseo Normal Groveland Geneseo Normal Nunda Geneseo Normal Dansville Geneseo Normal Avon Brockport Normal Greenport Geneseo Normal Avon Life state pro Madison county Erieville Morrisville De Ruyter. Brookfield . Oneida Morrisville 528 Stewart av., Ithaca. De Ruvter Cortland Normal College graduate profes- sional provisional State Normal College College graduate profes- sional life Teachers permanent Life state College graduate profes- sional life Life state Monroe county Spencerport I Life state Mumford Geneseo Normal East Rochester 1 Teachers permanent Rush Geneseo Normal Penfield Teachers permanent Pittsford I Brockport Normal 54 NEW YORK STATE EDUCATION DEPARTMENT NAME POST OFFICE ADDRESS CERTIFICATE Hill, Fred W McCall, Michael A. . . Malloch, John C Martin, James R. . . . Nesbitt, Eugene N.. . Rayfield, Wallace W. Wallace, Henry J Whipple, William J.. Zornovv, Theodore A. Alter, N. Berton . . . , Barkley, Wilham H. Bauer, Jennie A.. . . Shaffer, Howard . . . Monroe county (concluded) Spencerport Mumford Long Lake, Hamilton co.. Honeoye Falls Brockport Webster Churchville Penfield Pittsford Montgomery county Fort Hunter Fort Hunter St Johnsville St Johnsville Teachers permanent Geneseo Normal Geneseo Normal Geneseo Normal Brockport Normal Cortland Normal Fredonia Normal College graduate life College graduate pro- fessional life Life state Life state Life state Life state Cooley, James Seth Jones, C. Hubert Mepham, Wellington C. Nutt, Walter Frederick , Tarbox, Oscar C Cassadaga, R. F. D Nassau county Mineola Hicksville Merrick East Rockawav • • • • College graduate life Oswego Normal Geneseo Normal College graduate life Fredonia Normal Smith, William A. New York county 9661 Woodycrest av.,| New York Citv I College graduate life Burdick, C. Hull .... Cramer, Thomas G. . Crosier, Herbert H.. . Hoffman, M. Gazelle Kolb, Orin A Lyon, Catherine E.. . • Mcllroy, Alexander M. Wisner, William D.. . . Niagara county Lockport Manhassett, Nassau co . . . Heu velton , St Lawrence co. Lewiston Lockport ... Lewiston ... Wilson Ransomville . State Normal College Life state Life state College graduate profes- sional provisional Life state Oswego Normal Geneseo Normal Teachers permanent Babbit, Orson C . . Babcock, Edward S. Buck, Harry C Davidson, Mrs Helen O. . Evans, Arthur Seth Evans, John O. . . Garvey, Harry M. Greene, Alice B. . Grubel, H. G Lewis, William J Oneida county Oriskany Clinton Clavville Holland Patent . Lee Center \'erona Irvington, Westchester co. Clinton Boonville Westmoreland Oneonta Normal College graduate life College graduate profes- sional life College graduate life College graduate profes- sional provisional Life state College graduate life Cortland Normal Cortland Normal Teachers permanent ELEMENTARY EDUCATION 55 NAME POST OFFICE ADDRESS CERTIFICATE Lovengrath, Jay E Manktelow, Anna E Mathewson, F. E Scott, Pauline Louise. . . . Snyder, Ray P Van Arnam, Harmon. . . . Boatfield, Charles S Cowles, Jennie A Fuggie, George T Green, Manford D Hinman, Morton E Knapp, Florence E. S.. . . Lawrence, Morton Robert Leneker, J. Harvey Lindsey, Archibald McDowell, Elmer E Palmer, A. Ray Preston, Samuel J Shea, Robert E Sleeth, Addie A Shea, Edward F Bird, Louis E Bolles, George A Bonner, J. M Ingalls, Willis Arnold. . . . Patterson, George \V., jr. Thrall, William B Weatherlow, Harrie P.. . . Eichenberg, Orville Greenfield, W. R McKnight, Theron L Scott, George D Stoddard, Leon A Williams, Henry E Baker, Elliott Brown, M. Theta (Hakes) Burt, Charles F Oneida county ((•ondmlcd) Andes, Delaware co Scholiarie, Schoharie co.. . Cherry Creek, R. F. D. 36. Blossvale New York Mills Westernville Onondaga county Camillus Tully Jamesville Liverpool Tully Camillus Allentown, Allegany co. . . Fort Plain, Montgomery CO 604^ University av., Syra- cuse Memphis La Fayette 504 University pi., Syra- cuse Port Leyden, Lewis co.. . . North Syracuse Syracuse Ontario county Phelps Naples Shortsville Phelps 5 Madison pi., Albany. . . Naples Clifton Springs . Orange county Monroe Harriman Central Valley Highland Mills Florida Walden Orleans county Knowlesville Albion Kendall College graduate profes- sional provisional Oswego Normal Fredonia Normal State Normal College Geneseo Normal Cortland Normal Geneseo Normal State Normal College Teachers permanent State Normal College Cortland Normal Cortland Normal Life state Life state College graduate profes- sional life and Cort- land Normal Geneseo Normal Cortland Normal Life state Cortland Normal State Normal College Cortland Normal College graduate life College graduate life Potsdam Normal College graduate life Geneseo Normal Geneseo Normal and State Normal College Buffalo Normal Life state Cortland Normal Potsdam Normal New Paltz Normal Potsdam Normal State Normal College Life state Brockport Normal College graduate life 56 NEW YORK STATE EDUCATION DEPARTMENT NAME POST OFFICE ADDRESS CERTIFICATE Chester, Loren W Filer, J. H Ford, Agnes M Gibson, Henry J Hoyer, Luella Luttenton, Cora V Potter, Anna L Root, Ernest E Salisbury, Harriet F. S. Gardner, Warren S Kingsbury, Charles I Lockwood, Stephen Roy . . Pratt, Mildred G Simpson, Robert, jr Tollerton, Edith R Tooley, Queenie Rose Burlingame, Menzo Dodge, Lela G Firman, May Main, Martha L Nearing, S. Lavinia Packer, Millard H Parmelee, Earle W Sargeant, Ernest B Smith, Mrs Mary E Stanbro, Frank Thayer, Floyd R Traver, John G •. . . . McManus, John B Brooks, James H King, Walter C Hopkins, Edwin M Linnehan, Matthew M Clark, Charlotte B Comstock, Edwin S Gardner, Mrs F. G Orleans county {concluded) Albion Eagle Harbor Medina HoUey Angola, Erie co.. . . Albion Holley Albion, R. F. D. 2. Albion, R. F. D. i. Oswego county Minetto Oswego, R. F. D.. . . Hannibal Lacona Fulton, R. F. D. 4. . Pulaski Fulton, R. F. D. 2 Otsego county Worcester 6 High St., Oneonta. . . . Oneonta Kent Cliffs, Putnam co. New Lisbon Milford Richfield Springs East Worcester New Lisbon Unadilla •. Edmeston Hart wick Seminary, Cooperstown College graduate pro- fessional provisional Teachers permanent Life state Brockport Normal Buffalo Normal Brockport Normal Life state Brockport Normal Brockport Normal and college graduate pro- fessional provisional Teachers permanent Oswego Normal Jamaica Normal Life state Life state and college graduate life Oswego Normal Oswego Normal College graduate life Oneonta Normal Oneonta Normal Life state Oneonta Normal Life state Brockport Normal Plattsburg Normal State Normal College State Normal College and life state Oneonta Normal College graduate life Teachers permanent Putnam county Garrison I State Normal College Brewster I Geneseo Normal Queens county 33 Stevens St., Long Island City Jamaica Rensselaer county Brunswick Nassau Stephentown Oneonta Normal College graduate life Plattsburg Normal Teachers permanent Buffalo Normal ELEMENTARY EDUCATION 57 NAME POST OFFICE ADDRESS CERTIFICATE Maher, Christopher H. Millias, Winthrop L.. . Quay, George H Roy, Merton I. Rensselaer county (co/tduchd) Berlin I Geneseo Normal Valley Falls I Life state 1445 Broadway, Rens- selaer j State Normal College Surdam, Lillian M. . . . Waterburv, Arthur E. Schaghticoke. Hoosick Falls Hartley Hall, Columbia University, New York. . Rockland county Ingalls, DeWitt I Garnerville Lawton, Ira H Nyack Miller, George W Nanuet Slack, Earl B Stony Point Stilwell, George D New City \'avasour, James F | West Haverstraw. . . Andrews, Walter E. Barnett, Michael G. Blood, Carlos S Brainerd, Arthur E. Clark, William T Fields, Albert J Donovan, Katherine A. , Gibbons, Forrest H Hallahan, Michael A. . . . Herrick, W. S Jenks, Leon E Libby, Rose M McCarthy, Charles F.. . . McCarthy, Margaret H.. McDonald, Edwin F. . . . Moses, Luther Roberts, Lewis E.. . , . Rovce, George G Smith, Esther Sumner, S. C Sweet, Herbert E Wallace, Frank H. . . . Wood, William Flack. St Lawrence county Ogdensburg Potsdam Heuvelton Waddington Hailesboro Winthrop Chateaugay, Franklin co. Russell Brasher Falls Colton Ogdensburg Colton Benson Mines Ogdensburg Massena Madrid Potsdam DePeyster Lisbon Scio, Allegany co. Madrid Morristown Lisbon College professional pro- visional Oneonta Normal Oneonta Normal Life state Life state Potsdam Normal State Normal College New Paltz Normal State Normal College College graduate life Potsdam Normal Potsdam Normal College graduate profes- sional provisional Teachers permanent College graduate life Potsdam Normal Potsdam Normal Geneseo Normal Potsdam Normal Life state College graduate life Geneseo Normal Potsdam Normal Potsdam Normal College graduate profes- sional life College graduate life College graduate life Potsdam Normal College graduate life Potsdam Normal Potsdam Normal Potsdam Normal Saratoga county Allen, Charles E ! Mechanicville Ault, P. S Round Lake Caswell, Archibald T So. Glens Falls Fry, Ambrose J Mechanicville Life state Geneseo Normal Geneseo Normal Life state, Ohio (in- j dorsed) fc.< , Hinman, Ernest E I Schuylerville I Oneonta Normal 58 NEW YORK STATE EDUCATION DEPARTMENT POST OFFICE ADDRESS CERTIFICATE Saratoga county {concluded) Messinger, Miss Lou . Peck, Caroline Sharp, Harriet W Smith, Ida M. . . . Stuart, Edwin A. Walker, Tibbitts. Cossaart, Harrison , Palmer, Frank \V.. Porter, Merton R. Wingate, James. . Burst, Guernsey J. Collister, Harrison F. Eldredge, Cassie D.. . Hamm, Franklin P. . Patrie, G. Everett... VanWormer, Wellington E Barnes, Caroline F Ely, George M Haring, Jane M Lanison, George Rodney. Norton, Jessie Spaulding, Alberta Edwards, AUetta C. . Owen, Alice L Springer, Gordon B.. Weatherlow, Jane K. Wilson, Wilmer S.. . . B^lston Spa Saratoga Springs, D. I Saratoga Springs . . Saratoga Springs. . . Stillwater Corinth R. F. Schenectady county 15 Eleanor st., Schenec- tady Teachers College, Colum- bia University, New York 409 Lenox rd., Schenec- tady Schenectady Schoharie county Seward Schoharie Sharon Springs Breakabeen Hobart, Delaware co. Middleburg Schuyler county Watkins Hector Watkins Montour Falls Watkins 317 Seymour St., Yonkers. Seneca county Seneca Falls Interlaken Interlaken Seneca Falls Ovid Beltz, Howard C Brush, Henry M Butterfield, Cassius F. Carter, Guyon J Steuben county Saratoga Springs, toga CO Arkport Sara- Cameron Keuka Park, Yates co. State Normal College Life state State Normal College State Normal College College graduate life College graduate life Life state Oneonta Normal Oneonta Normal College graduate life College graduate pro- fessional life State Normal College Oneonta Normal Oneonta Normal State Normal College and life state State Normal College Oswego Normal Life state Life state Geneseo Normal State Normal College Oneonta Normal Brockport Normal Life state Oneonta Normal College graduate life Life state College graduate pro- fessional provisional College graduate pro- fessional provisional College graduate pro- fessional provisional College graduate pro- fessional provisional ELEMENTARY EDUCATION 59 NAME POST OFFICE ADDRESS CERTIFICATE Crawford, Lewis W Donaldson, W. T Frederick, John E Guinnip, George Horatio Harrison, Howard Hoxter, Mrs Addie V. . . McConnell, Joseph G.. . . Mills, Daniel B Morrison, Katharine P. . Morrow, Winfred Pierce, A. Z Presler, O. C Seely, Isabel Simons, Frank D Smith, L.J Tubbs, Levi R Watson, James E Wilcox, Frederick C. . . . Duesler, O. Nelson Howell, Charles H Johnston, Edward T. . . . Young, J. Henry Chase, Mrs Emma C . . Hick, Charles S Lewis, Frederick J Belden, Arthur E Bingham, Edward A.. . . Butler, Orval Theodore . Goodrich, M. Delos Granger, Oscar Whittemore, Harold T. . Beardsley, Fred A Bigelow, John D. . Buck, Hattie K. . . Ladd, Carl Edwin. Marsh, William F. Seever, Elmer J. . . Trapp, Frank G. . . Wood, Isabelle H., Steuben county (condaded) Cameron Mills 414 E. Church St., Elmira. Campbell Campbell 27 So. Hawk St., Albany. . No. Cohocton Prattsburg Canisteo Bath Middletown, Orange co. . . Woodhull Atlanta Canisteo A voca Lynbrook, Nassau co Seeley Creek, Chemung co. Tarrytown, CO Greenwood . Westchester Suffolk county Lindenhurst Riverhead Blue Point Central Islip Sullivan county Livingston Manor . . Jeffersonville Barry ville Tioga county Owego Van Etten, Chemung co. Spencer . " Tioga Center Owego Whitesboro, Oneida co. . Tompkins county Trumansburg 109 Hudson St., Ithaca. . North Lansing McLean Brookton McLean McLean Ludlowville Geneseo Normal College graduate pro- fessional provisional Oneonta Normal Teachers permanent Mansfield, Pa., Normal School (indorsed) Life state Life state College graduate life Oneonta Normal Geneseo Normal Life state Buffalo Normal Geneseo Normal Geneseo Normal Geneseo Normal State Normal College and life state Geneseo Normal College graduate life Teachers permanent Teachers permanent College graduate life Lockhaven, Pa., Nor- mal (indorsed) State Normal College Life state Oneonta Normal Cortland Normal Cortland Normal Oneonta Normal Life state Life state College graduate pro- fessional provisional Cortland Normal Life state Cortland Normal Cortland Normal Life state Geneseo Normal Cortland Normal Life state 6o NEW YORK STATE EDUCATION DEPARTMENT NAME POST OFFICE ADDRESS CERTIFICATE Andrews, Wallace J Burnett, Emily S Cook, Leon J Du Bois, T. Edward. . . Gillett, John U Hocmer, Edwin C Kinney, Margaret C Perry, Thomas C Roat, Elsie J Schoonmaker, John M. Ulster county Oliverea Port Ewen Saugerties Highland Port Ewen Ellenville New Paltz Kerhonkson Ellenville Accord New Paltz Normal Teachers permanent State Normal College New Paltz Normal New Paltz Normal Geneseo Normal Cortland Normal Teachers permanent Life state New Paltz Normal Blue, Daniel M Buckbee, Blanche. Gunn, Franklin F Loevenguth, Augusta M.. Warren county North Creek Delhi, Delaware co.. Glens Falls . Glens Falls . Minnick, Mrs Rose i Glens Falls , Washington county Blasdell, Amelia I Fort Ann Gibbons, Rose E i8i Main st., Hudson Falls Hall, Harvey Middle Granville Ingalsbe, Myra L Hartford Kenyon, Harry Fort Ann Kingsley, John H I Cambridge Lavery, A. A I Fort Edward Perry, Mrs Caroline Potter Cambridge Potter, Mary A | Greenwich. Rich, Francis H | Shushan. . . Andrews, Mrs Helen C. Barnes, A. E Beare, E. Etienne Brundige, R. O Clark, Lewis H Cosad, Ida E Earl, Charles B Gilbert, E. Bernice. . . . McMurray, Albert H.. . Putnam, Anna G Soper, Elbert Grant . . . Wayne county Lyons Clyde Carmel, Putnam co . . . Weedsport, Cayuga co. Sodus Wolcott Willard, Seneca co. . . . Newark Walworth Sodus Marion Potsdam Normal College graduate profes- sional life College graduate life Oneonta Normal Oneonta Normal Oswego Normal Brockport Normal Oneonta Normal State Normal College Life state Oneonta Normal College graduate life Life state and State Normal College College graduate life College graduate life Geneseo Normal State Normal College Buffalo Normal College graduate life Life state Cortland Normal State Normal College Life state Life state Life state Brockport Normal Cheney, Charles H., Covey, George H. . , Fox, Wayne C Gleason, William J. Knapp, R. D Rockwell, John C. Westchester county White Plains ' Potsdam Normal Potsdam Normal Potsdam Normal Cortland Normal Katonah Croton-on-Hudson. . . . White Plains Katonah j Cortland Normal Port Chester Potsdam Normal ELEMENTARY EDUCATION 6i POST OFFICE ADDRESS CERTIFICATE Shutts, Forrest T. Tripp, Earl J. . . . Jones, Ernest D. . La Wall, John D. McGurren, John T.. Miller, Glenn C Strattf)n, George H. Westchester county (concluded) Rye 30 Summer St., Port Ches- ter Wyoming county Wyoming Wvoming Hardys. Java. . . Castile . Yates county Benedict, J. C I Dundee Bullock, Joseph Finton ... Penn Yan Corbit, Edward P j Rushville Spooner, Marvin L [ Penn Yan State Normal College Genesee Normal College graduate life College graduate pro- fessional provisional Geneseo Normal Geneseo Normal Oswego Normal Geneseo Normal College graduate life Brockport Normal Teachers permanent The foregoing names constitute a permanent list of eligible can- didates from which vacancies may be filled as they occur from time to time. An agricultural examination will hereafter be given annttally at the time of the examination for the life state certificate. As candi- dates satisfy the requirements for the ofifice of district superintend- ent, their names will be added to the above list of eligible candidates. The law did not require the publication of a list of eligible candi- dates but as there was no other way by which school directors could have a complete list of all the names of those who were qualified, the Education Department issued such list and placed a copy in the hands of each school director. Election of district superintendents. The law required boards of directors to meet on the third Tuesday in August 191 1, which occurred on the 15th of that month, to elect district superintendents. Of the 207 to be chosen, 180 were elected on that date. The posi- tion was attractive in many ways. It offered teachers of long experience relief from much of the confinement of the school- room and employment in congenial work which would require much of their time in the open country. The position was generally regarded as one of dignity and high rank in the teaching profession. (>2 NEW YORK STATE EDUCATION DEPARTMENT The superintendents elected would be the first body of real pro- fessional superintendents chosen in the State, The position pro- vided for a tenure of five years and it was the general expectation that those who were successful in their work would be reappointed upon the expiration of their terms. The compensation was equal to that generally paid to the best teachers of the schools within the territory of the State embraced in the supervisory districts. The position afforded an opportunity to render important service to the State. Under all of these conditions, it was to be expected that in many districts there would be sharp competition for these posi- tions. The elections in such districts were closely contested and in several districts superintendents were not chosen at the first meeting of boards of directors. In these districts, superintendents have from time to time been chosen until only three vacancies now exist. If superintendents are not chosen in these districts on or before January i, 1912, the county judge of the county in which the district is located will appoint a superintendent. A superintendent thus appointed will serve until the board of directors appoints one. It was the hope of those who favored the present method of electing superintendents that boards of directors would follow the general practice which now prevails in cities and in villages of five thousand population or more and select persons for these important positions because of their experience in school work, their sound judgment, their scholarly attainments and their general adaptability to such positions, without reference to political influence. To this end the law authorized a board to select a superintendent from any section of the State. The attention of directors was called to this purpose of the law by the Commissioner of Education in a circular letter under date of December i, 191 o, and again in a comnnuii- cation under date of August i, 191 1, in the following language: The supervision law imposes upon school directors the single duty of electing a district superintendent of schools. Such directors have no other official relation in any way whatever to the school system. The conscientious care with which directors perform this one duty will have a vital effect upon the efficiency of our rural schools. The intent of the law is that these district superintendents shall be chosen as boards of education in cities and union free school districts select superintendents and high school principals. Boards of school directors should not regard the office of district superintendent as political. The services which candidates may have rendered a particular political party should not be considered in determining upon the election of such superintendents. Nor should boards of directors permit political organizations to influ- ELEMENTARY EDUCATION 63 ence or control the selection of these officers. No partisanship whatever should be allowed to enter into the matter. Nothing but the "ood of the schools should have any weight. The education, experience in teaching and in school supervision, general ability, and personality of the several candidates should be carefully con- sidered in connection with the circumstances of the supervisory dis- trict and the one chosen who appears to be the most proficient and the best adapted to render the service required to assist, supervise and direct the teachers employed in the schools of the district. The method of election proved to be generally satisfactory. The action of boards of directors was for the most part governed by the desire to select suitable candidates for the position. In a majority of districts there were chosen superintendents whose party affiliations were the same as those of a majority of the members of the board of directors. There were many districts, however, in which the superintendents chosen were of a political faith opposite to the majority of the members of the board of directors. In many districts, superintendents were chosen who were not residents of the district. Politics as a rule did not enter into the selection 'of these su])erintendents. In fifty or more of the counties of the State, the elections passed ofif smoothly and generally satisfactorily. Political organizations did not undertake to control the action of boards of directors in such counties. In some of the districts of the other counties, political organizations did try to control the action of the boards of directors. In these counties the contests were accentuated by such action and brought to public attention through local newspaper discussions. In all of such districts, how- ever, boards were required to select superintendents who possessed the qualifications prescribed by law. There are objections to this method of election. It may not be an ideal way of choosing these officers but it appears to be the best which has been suggested. It has efi^ectuated the primary result for which it was enacted — to provide a body of competent, professional men and women to super- vise the country schools of the State. It should also be borne in mind that the system was in the formative state preceding its operation and that all existing prejudice against this whole general plan of supervision would assert itself in these elections. Close observation of the operations of this method of election leads to the conclusion that the ultimate effect will be to remove the election of superintendents farther and farther from partisan control. It is wholly within the truth to say that no body of school superin- tendents of such high intellectual qualifications and professional 64 NEW YORK STATE EDUCATION DEPARTMENT attainments has ever before been chosen to supervise and direct the education of the children of a great state or country. Of the 204 superintendents already chosen, 42 are college graduates and of these 31 hold college graduate certificates. Of the remaining 159, 20 are graduates of the State Normal College, 92 of State normal schools, 35 hold life state certificates and only 28 hold the teachers permanent certificate. Thirty-nine women were chosen. The average teach- ing or supervision experience of these superintendents is 20 years. The names of those chosen, their post office addresses, the colleges or normal schools from which they were graduated and the certifi- cates which they hold are as follows : NO. OF COUNTY DISTRICT NAME ADDRESS Albany I Newton Sweet Teachers permanent Ravena 2 William J. riaverly State Normal College West Berne 3 Walter Scott Clark State Normal College West Albany Allegany I George W. D'Autremont Teachers permanent Hume 2 John D. Jones Genesee iSormal Cuba 1 3 E. DeLancy Walters Geneseo Normal Canaseraga 4 Charles D. Hill Life state — Hamilton Angelica 5 Willet L. Ward College graduate professional visional — Cornell pro- Wellsville Broome I Kasson E. Beilby Life state; college graduate pro- Deposit fessional provisional — Syracuse 2 J. Edward Hurlburt Life state Windsor 3 Mabel L. Watrous Cortland Normal Lestershire 4 Erwin B. Whitney Cortland Normal Chenango Forks Cattaraugus I Squire C. Harden Franklinville Teachers permanent Gilbert A. Farwell Hinsdale Life state — Alfred Arthur H. Mathewson West Valley College graduate professional pro- visional — Cornell George E. Waller Little Valley Life state Edward A. Stratton Randolph Teachers permanent ELEMENTARY EDUCATION 65 NO. OF COUNTY DISTRICT NAME ADDRESS Cayuga I Howard S. R. Murphy Geneseo Normal Cato 2 Olin W. Wood College graduate life — Syracuse Auburn, R. F. D. 3 Anna M. Kent Cortland Normal Union Springs 4 Gordon B. Springer Oneonta Normal Interlaken 5 Henry Greenfield Oneonta Normal Big Flats Chautauqua I Joseph N. Palmer Fredonia Normal Fredonia 2 James R. Flagg Teachers permanent Frewsburg 3 Jonathan M. Barker Buffalo Normal Niobe 4 Pratt E. Marshall Life state Sherman 5 L. Waldo Swain Life state; Geneseo Normal Westfield 6 Judson S. Wright Fredonia Normal Falconer Chemung I Walter C. King Geneseo Normal Brewster 2 Martha Meredith Cox College graduate professional pro- visional — Elmira 506 Flood St., Elmira Chenango I Ellen E. Baldwin Cortland Normal Lincklaen 2 Albert C. Bowers Cortland Normal Cato 3 J. S. Childs Life state Guilford 4 Jane I. Schenck Oneonta Normal Greene 5 Mary L. Isbell Fredonia Normal Canastota Clinton I Oliver A. Wolcott Keeseville Columbia Cortland Teachers permanent — Union; spe- cial course at Harvard Ernest B. Sargeant Plattsburg Normal Grace M. Ladd Plattsburg Normal Staunton B. Smith New Paltz Normal Winthrop L. Millias Life state Ezbon A. Smith State Normal College Charles W. Ellis, jr Cortland Normal Ada M. Shuler Cortland Normal Alice B. Greene Cortland Normal East Worcester Rouses Point East Chatham Castleton Blue Stores ^IcGraw McGraw Clinton 66 NEW YORK STATE EDUCATION DEPARTMENT NO. OF COUNTY DISTRICT NAME Delaware l Lillian M. Reichard Life state 2 Z. L. Mvers College graduate life — Union 3 Edward O. Harkness Teachers permanent 4 Lincoln R. Long Life state 5 Milton G. Nelson Oneonta Normal 6 Arthur T. Hamilton Oneonta Normal Dutchess I Frank L. Haight State Normal College 2 Frederick E. Benedict New Paltz Normal 3 Clara E. Drum Life state 4 William R. Tremper Teachers permanent Erie I Charles A. Heist Life state 2 Henry A. Dann College graduate life — Yale 3 William E. Pierce Teachers permanent 4 Edgar D. Ormsby Buffalo Normal 5 William E. Bensley Teachers permanent Essex I Cyrus J. Mousaw Potsdam Normal 2 Gertrude M. Spear Plattsburg Normal 3 Mattie J. Prime College graduate life — Syracuse Franklin l Eugene L. Moe Life state 2 George LaGraff Potsdam Normal 3 Fredus H. Wilcox Teachers permanent 4 Gertrude E. Hyde Potsdam Normal Fulton I Fred A. Stryker State Normal College . 2 Clarence E. Van Buren Teachers permanent Genesee i E. M. McCulIough Cortland Normal 2 Thomas A. Clement JNIansfield, Pa., Normal (indorsed) ADDRESS Masonville Downsville Delhi Margaretville W. Davenport N. Harpersfield Fishkill Village La Grangeville Clinton Corners Rhinebeck Orchard Park Lancaster East Aurora North Collins Springville Newcomb Wadhams L^pper Jay Burke Tupper Lake North Bangor Moira Stratford Broadalbin East Pembroke South Bvron ELEMENTARY EDUCATION er NO. OF COUNTY DISTRICT NAME Greene I Randall N. Saunders Life state Hamilton Herkimer Jefferson Lewis Livingston Madison Robert M. MacNaught Teachers permanent Walter J. Decker State Normal College Charles B. Hanley Teachers permanent Athens Windham Hunter Wells I Arthur J. Rose Life state West Winfield 2 Silas C. Kimni Tuckahoe College graduate life - — Allegheny 3 Charles B. Keller Little Falls College graduate life — George Washington 4 Jacob C. Spall Potsdam Normal Northwood I Charles M. Pierce Teachers permanent Adams 2 William J. Linnell Potsdam Normal Brownsville 3 Thomas B. Stoel Life state - Antwerp 4 Robert W. Bowman Sacketts Harbor College graduate life - - St Stephens 5 D. D. T. Marshall Potsdam Normal Redwood 6 Clair B. Burns Life state Evans Mills I Ursula Marilley Oswego Normal Croghan 2 F. Reid Spaulding Cortland Normal Copenhagen 3 Ruth M. Johnston Port Leyden College graduate life - - Vassar 4 A. Winheld Trainor Life state — ■ Union West Leyden I John P. Magee Geneseo Normal Groveland 2 Jay F. Smith Geneseo Normal Dansville 3 Harrison F. Collister State Normal College Schoharie I Irving S. Sears Life state — Colgate DeRuyter 2 Edson A. Fuller State Normal College DeRuyter 3 Herbert C. W. Kins^^ Life state ibury Morrisville- 4 Daniel Keating Oneida Teachers permanent 68 NEW YORK STATE EDUCATION DEPARTMENT COUNTY Monroe Montgomery Nassau Niagara Oneida NO. OF DISTRICT NAME 1 Wallace W. Rayfield Cortland Normal 2 Mark B. Furman Teachers permanent 3 Fred W. Hill Teachers permanent 4 John C. Malloch Geneseo Normal 1 X. Berton Alter Life state 2 Lela G. Dodge Oneonta Normal 1 Wellington C. Mepham Geneseo Normal 2 James S. Cooley College graduate life 1 Thomas G. Cramer Life state 2 Orrin A. Kolb Life state 3 William D. Wisner Teachers permanent 1 Ray P. Snyder Geneseo Normal 2 Harry C. Buck College graduate professional ■ Colgate 3 William J. Lewis Teachers permanent ADDRESS Webster East Rochester Spencerport Long Lake Fort Hunter Oneonta Merrick Mineola Manhasset Lockport Ransomville New York Mills Clayville Westmoreland 4 F. E. Mathewson Fredonia Normal Cherry Creek, R. F. D. 36 5 Harmon Van Arnam Cortland Normal Westernville 6 Pauline Louisa Scott State Normal College Blossvale 7 Daniel M. Blue Potsdam Normal North Creek Onondaga I Robert B. Searle College graduate life — Hamilton Springville 2 George T. Fuggle Teachers permanent Jamesville 3 Elmer E. McDowell Cortland Normal Memphis 4 Manford D. Green State Normal College Liverpool 5 Florence E. S. Knapp Cortland Normal Camillus Ontario I Leon J. Cook State Normal College — - Harvard Canandaigua R. F. D. 9 2 Willis Arnold Ingalls College graduate life — Cornell Phelps 3 4 Elbert Grant Soper Brockport Normal Harrie P. Weatherlow Marion Clifton Springs Uuflfalo ^Normal ELEMENTARY EDUCATION 69 NO. OF COUNTY DISTRICT NAME 'range I Theron L. McKnight Potsdam Normal 2 Orville E. Eichenberg Life state Orleans Oswego Otsego Frtnam Rensselaer Rockland St Lawrence 3 Sanford A. Cortright State Normal College 1 Luella Hoyer Buffalo Normal 2 Cora V. Luttenton Brockport Normal 3 Harriet F. S. Salisbury Brockport Normal ; college gradu- ate professional provisional — Syracuse 1 Mildred G. Pratt Life state 2 J. M. Bonner Potsdam Normal 3 Queenie Rose Tooley Oswego Normal 4 Charles I. Kingsbury Oswego Normal 5 Warren S. Gardner Teachers permanent 1 Harrison P. Cossaart Life state 2 Menzo Burlingame College graduate life — Syracuse 3 John B. McManus Teachers permanent 4 May Firman Oneonta Normal 5 Merion R. Porter Oneonta Normal 6 Flovi R. Thayer Oneonta Normal James H. Brooks State Normal College 1 Charlotte B. Clark Plattsburg Normal 2 Christopher H. Maher Geneseo Normal 3 Arthur E. Waterbury (Jneonta Normal Ira H. Lawton Life state 1 William T. Clark Teachers permanent 2 Frank H. Wallace Potsdam Normal 3 Carlos S. Blood Potsdam Normal 4 P. S. Ault Geneseo Normal ADDRESS Central Valley Monroe Herkimer Angola Albion Albion, R. F. D. I Lacona Shortsville Fulton, R. F. D. 2 Oswego, R. F. D. Minetto 15 Eleanor St., Sche- nectady Worcester Cooperstown Oneonta 409 Lenox Schenectady Edmeston road, Garrison Brunswick Berlin East Schodack Nyack Hailesboro Morristown Heuvelton Round Lake 70 NEW YORK STATE EDUCATION DEPARTMENT NO. OF COUNTY DISTRICT NAME 5 Rose M. Libby College graduate life — St Law- rence 6 W. S. Herrick Potsdam Normal Schenectady Schoharie Schuyler Seneca Steuben 7 Michael A. Hallahan Geneseo Normal 8 Albert J. Fields College graduate life — St Law- rence Saratoga i A. A. Lavery College graduate life — Middlebury 2 Lou Messinger State Normal College 3 Ernest E. Hinman Oneonta Normal; Illinois Wesleyan 4 Ida M. Smith State Normal College James Wingate College graduate life — Union 1 Leslie A. Tompkins Oneonta Normal 2 Wellington E. Van Wormer State Normal College; Union; Uni- versity of Pennsylvania 3 Ralph W. Eldredge College graduate professional — Cornell 1 Alberta Spaulding Oneonta Normal 2 Jane M. Haring Life state 1 Alice L. Owen Life state 2 Charles B. Earl State Normal College 1 Levi R. Tubbs Life state; State Normal College 2 Winfred Morrow Geneseo Normal 3 George Horatio Guinnip Teachers permanent 4 Frederick C. Wilcox College graduate life — Cornell 5 Henry M. Brush College graduate professional pro- visional — Alfred 6 Guyon J. Carter College graduate professional pro- visional — Alfred 7 Joseph G. McConnell Life state — Hillsdale Colton Colton Brasher Falls Winthrop Fort Edward Ballston Spa Schuylerville Saratoga Springs Princetown Coxsackie Middleburg Sharon Springs Burdette Watkins Interlaken Willard Seeley Creek Middletown Campbell Greenwood Arkport Keuka Park Prattsburg ELEMENTARY EDUCATION 71 COUNTY Suffolk Sullivan Tioga NO. OF DISTRICT NAME 1 Charles H. Howell Teachers permanent 2 J. Henry Young Lockhaven, Pa., Normal (indorsed) 3 L. J. Smith Geneseo Normal I Frederick J. Lewis Oneonta Normal Tompkins Ulster Warren Washington V/ayne Charles S. Hick Life state Emma C. Chase State Normal College Arthur E. Belden Cortland Normal M. Delos Goodrich Life state Harold T. Whittemore College graduate professional pro- visional — Colgate Fred A. Beards! ey Cortland Normal Hattie K. Buck Cortland Normal John D. Bigelow Life state — Hamilton Emily S. Burnett Teachers permanent John U. Gillette New Paltz Normal John M. Schoonmaker New Paltz Normal Wallace J. Andrews New Paltz Normal Franklin F. Gunn College graduate life — Williams John R. Sticknev Geneseo Normal Rose Mi n nick Oneonta Normal Amelia Blasdell Oswego Normal Myra L. Ingalsbe State Normal College Mary A. Potter College graduate life — Cornell: Teachers College, Columbia Francis H. Rich College graduate life — Williams Helen C. Andrews Geneseo Normal Ida E. Cosad Cortland Normal Albert H. McMurray Life state Robert O. Brundige College graduate life — Colgate ADDRESS Riverhead Central Islip Lynbrook Barryville Jeffersonville Livingston Manor Owego Tioga Center Spencer Trumansburr North Lansing log Hudson st., Ithaca Port Ewen Port Ewen Accord Oliverea Glens Falls Northville Glens Falls Fort Ann Hartford Greenwich Shnshan Lyons Wolcott Walworth Ontario 72 NEW YORK STATE EDUCATION DEPARTMENT NO. OF COUNTY DISTRICT NAME Westchester i Samuel J. Preston Life state — Middlebury 2 Charles H. Cheney Potsdam Normal 3 George H. Cove}^ Potsdam Normal 4 Robert D. Knapp Cortland Normal Wyoming Yates 1 John T. McGurren Genesee Normal 2 Ernest D. Jones College graduate life — Rutgers 3 George H. Stratton Uswego Normal 1 Joseph Finton Bullock College graduate life — Colgate 2 Edward P. Corbit Brockport Normal ADDRES3 Syracuse White Plains Katonah Katonah Hardys Wyoming Castile Penn Yan Rushville Election of school directors. The successors to the school directors elected for a short term in 1910 will be chosen at the general election in 191 2. Such directors will be chosen for a period of five years and will participate in the selection of district superin- tendents in 1916. It is important that there should be chosen high- grade men who will sustain efficient superintendents and relieve the schools from inefficient superintendents. These directors are to be nominated and elected at town meetings held at the time of a general election, in the same manner as town officers. The election law provides that town officers chosen in the even numbered years, at a town meeting held at the time of a general election, shall be voted for on a ballot separate from the ballot containing the names of candidates for State, county and other officers voted for at such election. The year 1912, being an even numbered year, the school directors in towns which do not elect town officers should be voted for on a separate ballot. In towns which do have their town meet- ings at the time of the general election, the naimes of candidates for school directors should be printed on the ballot containing the names of town officers. This ballot in 1912 must be separate from the ballot containing the names of candidates for State and county officers. In many sections of the State, the local leaders of the political parties agreed in 1910 upon the names of candidates for school directors and both parties nominated the same candidates. Where this action was taken the leading citizens of the town were chosen to these positions. When men are chosen in this way, they are ELEMENTARY EDUCATION 73 generally actuated in the performance of their duties by a desire to render their constituents the best service possible. It is urgently recommended that local political conventions throughout the State pursue this policy in the nomination of school directors. Political activity of district superintendents. The law creating the office of district superintendent clearly intends to divorce com- pletely the supervision of the schools from all partisan politics. It is not expected that those occupying the office shall engage in any form of party politics. A superintendent should always be free to exercise his best judgment upon any school question which comes before him for determination, without political bias. A superin- tendent, therefore, should not do what is generally regarded as " work for the party." He should not accept a position as com- mitteeman in the organization of a political party. A superintend- ent should not pay whiat are generally known as part\- or political assessments. He should regard his position as that of an educa- tional office and not a political office and he should vigilantly protect the office from conserving any purpose except that for which it is created, namely, the good of the schools under his supervision. SCHOOL COMMISSIONERS It was only after a long period of discussion and even of experi- mentation in school supervision that the office of school commissioner was created. The school act of 1795 and the later and permanent act of 1 81 2 provided for local inspection and supervision of schools by town officers chosen at town meetings and known as town com- missioners and inspectors. This plan was continued until 1841. The only local inspection or supervision which the schools received during this period was from these officers. Much had been said, however, upon the inadequacy and inefficiency of this plan. In 1839 the State Superintendent of Common Schools was authorized by law to appoint citizens in the several counties of the State to examine into the condition of the schools in their respective counties and to make such recommendations for the improvement of such schools as their observations and judgment should warrant. The State Superintendent of Common Schools was able to enlist the services of leading citizens in all parts of the State and their reports formed the bases of action by the Legislature. These reports recog- nized the necessity of providing some agency of school supervision which would aid in forming a more efifective local school organi- zation in the several countrv districts throughout the State, givins' 74 NEW YORK STATE EDUCATION DEPARTMENT greater cohesive power to the general school system and thus making it a greater factor in meeting the intellectual needs of the agricul- tural communities of the State. This general consideration of the needs of the schools resulted in the enactment of a law in 1841 creating the office of deputy superintendent of common schools. Each county was entitled to one deputy and counties having more than two hundred schools were entitled to two deputies. These officers were appointed by boards of supervisors and received an annual salary of $500. They were charged with the duty of inspecting schools and licensing teachers. In 1843 the title of the office was changed to that of county superintendent of schools. The office existed only six years, being abolished in 1847. The town inspectors were abolished in 1843 and in that year the office of town superintendent was created and continued until 1856. It therefore appears that between 1841 and 1856 the State experimented by trying four plans, namely, town inspectors, deputy superintendents of common schools, county superintendents and town superintendents. None of these systems proved satisfactory but out of these experiments and the discussions connected therewith and the public sentiment which was accordingly developed, the office of school commissioner was created. There was strong opposition to the creation of this office. There were about 1000 town superintendents and as that office was abol- ished and only 114 offices of greater influence created, these town superintendents opposed the law creating the office of school com- missioner. The creation of 1 14 officers in that day, at a salarv of $500 each, was also an element which questioned the political expedi- ency of such legislation. At this time the great body of teachers in the State were licensed by the town superintendents. The licensing power was to be removed further ^from local influences and the feeling prevailed that requirements for teachers would be advanced. Large numbers of these teachers opposed the new law. Teachers associations in various sections of the State, as well as boards of supervisors in several counties, adopted resolutions favor- ing the repeal of the law. A bill to repeal the law was introduced in the Legislature of 1858 and the whole question of school super- vision was referred to the committee on colleges, academies and common schools. This committee gave the question careful con- sideration and made a comprehensive report adverse to the repeal of the measure.! The history relating to the enactment of the law ^Assembly Documents 1859, vol. 4, no. 176. ELEMENTARY EDUCATION 75 creating the office of school commissioner was therefore repeated in the enactment of the law creating- the office of district superintendent. The office of school commissioner has had an existence of fifty- five years and contributed much to the growth and development of the public school system of the State. Many of the best features of our present system of public education have been put into oper- ation during the life of this office. The men and women wdio filled these offices rendered vital assistance in the inauguration of these educational movements. Among these achievements which stand, out prominently in the development of elementary school administration in our public school system are : 1 The enactment of the free school act of 1867 and the abolition of the old rate-bill system. 2 The adoption of a system of examinations which raised the educational standard of the requirements for teachers certificates. 3 The establishment of an effective compulsory education law. 4 The creation of a policy of giving increased State aid to the school system and apportioning State funds on a basis favorable to weak districts. 5 The unification of the educational work of the State under the act of 1904. In the efforts to accomplish these things the school commissioners as an organized body and many of them as individuals gave valuable assistance. Among those who have served in this office during the last half century are found eminent teachers who have attained prominence in the educational work of the country and many others who have achieved honorable distinction in various other public capacities. This system of supervision did much for the schools and the men and women who worked under it should receive the gratitude of the State and credit for their achievements. Notwithstanding the service which this system has rendered the school system of the State, it has outlived its usefulness. This fact was recognized by the most efficient commissioners in the State. The office was not generally looked upon as a professional school position. It was commonly regarded as a political office and filled in accordance with the prevailing political customs. The w^orst feature was the fact that the idea of partisan politics and political methods was unavoidably associated with professional school work. The plan did not generally provide men of intellectual or pro- fessional qualifications. The law exacted no such qualifications 76 NEW YORK STATE EDUCATION DEPARTMENT from those chosen to these positions. Some of the officers chosen were amply qualified but quite as often they did not possess a single qualification for the important work of supervising schools. Fur- thermore, these officers were not required under the law to give their whole time to the performance of their official duties. Many of them were actively engaged in other business or professional enterprises. Then too each commissioner had on the average one hundred schools to supervise. The number of schools and the territory over which they extended were too great to enable an efficient commissioner, devoting his whole time to the work, to give intelligent supervision to his schools. In the very nature of this situation a change was inevitable and the wonder is that it did not come sooner. The schools which are to provide instruction for the half million children living in our agricultural sections which possess a wealth of more than one billion dollars and produce annually crops of a value of a quarter of a billion dollars, are entitled to the same expert, intelligent super- vision which the schools of the cities and villages have been receiv- ing for many years. The efficient school commissioners gave loyal support to the campaign to bring about the new order of things. It is gratifying to state that fifty-one of the one hundred fourteen former school commissioners possessed the qualifications for district superintendent and were chosen to fill such position. Fifty of the school commissioners now serving did not meet such qualifications. TEACHERS INSTITUTES The first teachers institute held in the State of New York was at Ithaca in April 1843. In April 191 1, sixty-eight years later, insti- tutes were discontinued, it being believed that the time was ripe for the use of more efficient means in training and directing the efforts of teachers and that little by little the work for which they had been instituted had been transferred to other agencies, so that they were no longer a necessity in our system of education. It is believed that it will be a matter of interest to trace briefly their history in our State. It was not until 1847 ^'i^t institutes were placed under State control, having been purely private and voluntary meetings until that time. For the next fifteen years the principal part of the work of the State in the matter of teachers institutes was furnishing some financial assistance. At first $60 was allowed to each countv, and ten vears later this amount was ELEMENTARY EDUCATION 'JJ doubled. The amount was increased at irregular intervals until the State maintained tlie institutes at an annual cost of $5o,(X)0. Up to 1885. attendance upon institutes was optional with the teachers, and those wdio did attend need not be, and often were not, regular in their attendance. In some instances, school commission- ers gave certificates to all who attended an institute and it is possible that some attended for the purpose of getting the certificate rather than for the purpose of instruction. In the early days of institutes, the whole or nearly all of the work vi^as given up to instruction in subject matter, and teachers attended classes in those subjects in which they considered themselves weak and were absent at otlier times. The sessions of these institutes were two weeks or luore in length, sometimes continuing for six or even eight weeks. Tliey were really short-term schools. It was quite natural and entirely proper that institutes should have assumed that form in the early days. The crying need was a knowledge of subject matter. There were no high schools, training schools or training classes and for a considerable time only one normal school. ( )pportunities for ol)taining knowledge of subject matter were not numerous. lUit time changed these conditions. Many high schools were established and liefore they were com- mon came the union schools, many of which furnished most excel- lent opportunities for instruction. That phase of institute work had about had its da\ . This l^ecame apjiarent to the institute in- structors and they were for a time somewhat at a loss as to what to do, and during this period the most jwpular institute worker was the one who was most skilful in entertaining his audience. There seemed for a time to be but little ])urpose except to amuse. The institute workers found themseh'cs. however, in due course of time, and the third and last phase of institute work was the discussion of principles of pedagogy and their application to the specific work of teaching. Institutes once more became popular. But here again the ground was gradually cut out from under the work of the insti- tutes. Instead of one normal school, there was a dozen. Train- ing classes were established in nearly every county in the State and often two or three in a county. Many of the cities maintained train- ing schools. Both normal schools and training schools and classes increased in efificiency. They equipped the village schools with principals who knew how to teach, and villages and cities with superintendents who understood the principles of education. The local schools of the State became more and more efficient. The yS NEW YORK STATE EDUCATION DEPARTMENT need of the discussion of the principles of teaching at institutes grew to be less needed, because of the better training of teachers. In 1862 the local authorities were authorized to pay their teachers their regular salaries when in attendance upon institutes. Some did this but more did not, so in 1885 both attendance upon the part of the teachers and payment of their salaries by the local boards, were made compulsory. Because of growing opposition to insti- tutes, in 1890 union free schools in districts having more than 5000 inhabitants and employing a superintendent of schools were ex- empted from the compulsory closing of their schools for attendance upon an institute. In the early days of institutes they were usually held in the sum- mer or just before the opening of the schools in the fall. This called for so many institute instructors at one time that there was much difficulty in getting suitable help. This led to a considerable extension of the period during which institutes were held, as dates would be made earlier or later in order to secure a favorite or popular instructor. The appointment of instructors was confirmed by the State Superintendent but the confirmation was often a mere matter of form and, when the importance of more care in this matter became apparent, it led in course of time to the formation of a bureau or board of instructors who were paid a yearly salary and gave their whole time to the work. Previous to this all institute workers were regularly engaged in some other work and gave more or less of their spare time or their vacations to institute work. The institute board was organised in 1881, four years before attendance upon institutes was made compulsory. In 1895 graded or sectional institutes were organized, the purpose being to provide different instruction for those doing work in differ- ent departments. This passed through various phases, the last being three sections — one for rural teachers, one for teachers of the grades in graded schools, and the third for high school teachers. Summer schools or institutes were held for several years and accom- plished much for education, but the most of the work that they undertook is now being much better done at summer sessions of many of the colleges. City institutes were begun in 1896 and have grown in popularity. Most of the cities of the State have held one or more institutes, some of them having an institute each winter. With about eight hundred high schools, nearly a hundred training schools and training classes, a dozen normal schools, and pedagog- ELEMENTARY EDUCATION 79 ical courses in colleges, the need of discussion of principles of teaching in institutes has come to be of less and less importance. What is needed is to keep the teachers up to the standard they have attained. This is not best done at yearly meetings of institutes but at frequent meetings with principals and superintendents. The cities and villages are generally well provided with means for doing such work. Provision has been made for giving the nn^al teachers the same kind of help. When progression ceases, deterioration sets in. The institutes seem to have reached the limit of their efficiency and the time is ripe to step forward in the matter of helping and stimulating teachers. Just what is the wisest thing to do can not be fully foretold. The way must be carefull\- felt but that it will work out satisfactorily is not doubted. We say that a teacher should not dO' for her pupils that which they can easily do for themselves. It is equally true that the State should not do for the teachers what they can easily do for them- selves. We are all helped more by what we do than by what we hear and if teachers get together and take an active part in their associations, they will be greatly strengthened thereby. It is confi- dently predicted that the discontinuance of institutes will be fol- lowed by greater activity on the part of teachers associations and that they will be greatly increased in efficiency. It is also likely that training classes will be larger and better and that they will provide better trained and a larger number of teachers for the rural schools. If the district superintendents are to a considerable extent thrown upon their own resources, they will be the stronger for it and their schools will be better. They will make their districts educational units and arouse a greater degree of pride in the local schools than has been possible under the old system. There will be felt every- W'here a personal responsibility, without which the best work is not possible. The discontinuance of institutes is not to be construed as being in any sense a criticism upon those who have had the work in charge. The institute force has always contained some of our best school men. Former members of the institute faculty may be found in some of the most responsible positions in the educational work of the State. The change has not come about as a criticism upon the men and women doing the work but because it is believed that the system has been worked out and its possibilities achieved. It is So NEW YORK STATE EDUCATION DEPARTMENT greatly to the credit of those who have planned and carried out the work of the institutes that they have continued so long, nearly three quarters of a century. The changes in the school system with the new demands that were made upon the institutes were effectively met but, as time has gone on, one agency after another has come into existence, each doing some part of the work that institutes were organized to do. The last change is the establish- ment of district superintendents, who must be school men and who must give all their time to the work of directing and supervising the work of the teachers of the rural schools. This and other agen- cies ought, and it is believed will, so efficiently and satisfactorily perform the work which the institutes have heretofore done that there will be no further need of the latter. REMOVAL OF SCHOOL COMMISSIONER WOODWARD At the general election in 1908, William H. Woodward was elected school commissioner in the third commissioner district of Albany county and assumed the duties of that office January i. 1909. On November 20, 1909, the Commissioner of Education made an order directing Mr Woodward to appear before him on November 30, 1909, to show cause why he should not be removed from office. This order was based upon Mr Woodward's failure to file with the Education Department his annual statistical report, his report of teachers employed, monthly attendance reports, school libraries reports, inspection reports, a list of attendance officers, and his fail- ure generally to reply to communications written to him by Depart- ment officials and to furnish such information in relation to the schools of his district as the law required. Twenty or more com- munications written to Mr Woodward by assistant commissioners and chiefs of divisions were given no attention whatever. Mr Wood- ward had previously served as school commissioner for a term of three years. It was reasonable to believe that he knew the im- portance of the reports required and of the information requested through these letters. He certainly should have been familiar with the ordinary rule of courtesy which obligated him to honor official communications by at least acknowledging them and replying thereto in some form. His whole conduct in the matter therefore put him in the attitude of wilfully failing to perform duties which the law and the Department regulations imposed upon him. The law specifically provides that a school commissioner is subject to the penalty of removal for wilful violation of law or Department regulations. ELEMENTARY EDUCATION Ol Mr Woodward made return to the order on November 30th by appearing in person. He was informed of his neglect of official duty and was also informed that he had the privilege of making such explanations in the matter as he desired. His explanations were then made. Thereafter the Commissioner of Education made an order on December ist removing him from office. Air Woodward then made application to the Supreme Court for a writ of certiorari to review the action of the Commissioner of Edu- cation in the removal proceeding. Two important questions were raised in the certiorari proceeding which were finally determined by the Court of Appeals. The attorneys for Mr Woodward, Ains- worth and Sullivan, contended that the removal proceeding before the Commissioner of Education was illegal and that such Commis- sioner acted without jurisdiction. They claimed that Mr Wood- ward was entitled under the law to a formal trial to hear all evi- dence and explain the same and an opportunity to offer any necessary and proper defense. In making his return to the writ of certiorari, the Commissioner of Education included the letters written by Department officials calling upon Mr Woodward re- peatedly to make certain reports which he had failed to file. Mr Woodward's attorneys contended that as these letters and other offi- cial records were not all actually produced at the hearing before the Commissioner of Education and formally made a part of the record of such hearing, they were improperly included in the return and should be stricken out. The}- accordingly made a motion to strike out such portions of the return made by the Commissioner of Edu- cation. This motion was argued before Justice Le Boeuf. The argu- ments on this motion raised both questions as to the sufficiency of the hearing given by the Commissioner of Education and the right of that officer to include in his return the letters and official records to which reference has been made. Justice Le Boeuf in his de- cision sustained the Commissioner of Education on both proposi- tions. The court distinctly held that the Commissioner of Education possessed power under the law to remove a school commissioner when it was proved to his satisfaction that such officer had been guilty of wilful violation of law or of Department regulations and to take such action without notice and hearing. Upon the right of the Commissioner of Education to include the letters and official records in his return the Court held : In the course of the management of his Department, the Commis- sioner of Education was in close touch with the school commis- sioner. His acts and omissions became matters of record in that 82 NEW YORK STATE EDUCATION DEPARTMENT Department. A court in determining a matter may take judicial notice of its own records. It has also been held that a court may examine its own records and minutes to see what has been done by it in other proceedings involving the same questions between parties in the pending action. The test of the statute was that the relator should be proven guilty of the offenses or neglects in the statutes stated, to the satisfaction of the Commissioner. This left to the Commissioner discretion as well in determining the matters which should be con- sidered in reaching that determination. No mode of inquiry was prescribed by the statute, and the Commissioner could exercise discretion in determining the method of inquiry. The school com- missioner performed his duties under the direct personal supervision and direction of the Department of which the Commissioner was the head; and its very records contained a history, officially compiled, of his conduct of that office — indeed, contained his own admissions as to the manner in which he was carrying it on. It is difficult to understand what more satisfactory test than an examination of the records of this Department could be employed to determine whether or not he has been guilty of a wilful violation of the Education Law, or the regulations of the Department which he was bound to obey. The respondent was justified in considering those records, apart entirely from the rule as to appeals objected to in paragraph twenty- third of the return, though that rule by its terms refers to the determination of an appeal, and the action of the Commissioner in this case is not the determination of an appeal. The fact that the Commissioner in this case assimilated the practice in the removal of the relator to the practice applicable to appeals does not in this case where notice and hearing were not required make his action in that regard the subject of proper criticism on this subject. Presiding Justice Smith wrote the opinion of the Appellate Division. This court, agreeing in the opinion of Justice Le Boeuf. also held that the Commissioner of Education could remove a school commissioner without notice and trial and upon the question of fact in the case held as follows : Upon the question of fact, we can not say tliat the conclusion of the respondent was unwarranted. While upon certain charges we might have doubt as to whether the facts indicated wilful negligence on the part of the relator, from the record as a whole we find abundant support for a finding of such wilful disregard of his duties as school commissioner as to seriously embarrass the adminis- tration of the Education Department, and to become intolerable to a superior depending upon his cooperation. We conclude, therefore, that the determination should be affirmed, with fifty dollars costs and disbursements. ELEMENTARY EDUCATION 83 Mr Woodward then took an appeal to the Court of Appeals and that court affirmed the decision of the Appellate Division without opinion. THE FORCE AND EFFECT OF LIFE STATE CERTIFICATES AND NORMAL SCHOOL DIPLOMAS AS DETERMINED BY THE COURT OF APPEALS IN THE STEINSON CASE The proceeding instituted in the Supreme Court to determine the constitutionality of the rural supervision law raises the question as to whether or not a life state certificate is a valid license to teach in any public school of the State and, as such question has been de- termined by the Court of Appeals in the Steinson case, it has seemed wise to give a review of that case in this report and thus bring a knowledge thereof within the reach of the teachers and school offi- cers of the State. The State Superintendent of Common Schools was given in 1843 the authority to issue a life state certificate. The issuance of the same kind of certificate was continued under the act of 1854 which created the office of State Superintendent of Public Instruction. From 1843 to 1875 this certificate was issued without examination and about three thousand of such certificates were issued. These certificates were first granted to persons who had achieved reputa- tions as teachers but the number constantly increased and such cer- tificates were often issued upon the recommendation of persons of influence and without special reference to the teaching ability and the educational attainments of the persons receiving them. To pre- vent this abuse in the issuance of such certificates the law was amended in 1875 by providing that thereafter the life state certifi- cate should be issued upon examination only. On July 16, 1883, a life state certificate was issued by the State Superintendent of Public Instruction to Mr George Steinson of Ridgewood, Queens county. Mr Steinson thereafter received a pro- visional certificate issued by Superintendent Jasper of New York which was valid in that city only. He became a teacher in grammar school no. 29 in the city of New York in the year 1887 and taught therein until March 12, 1890. Superintendent Jasper claimed that he had renewed Mr Steinson's provisional certificate from time to time but refused to renew it after March 12, 1890, and that Stein- son was not thereafter legally licensed to teach in New York City notwithstanding the fact that he held a life state certificate. Stein- son claimed that he held a life state certificate properly issued by the State Superintendent of Public Instruction which, under the 84 NEW YORK STATE EDUCATION DEPARTMENT law, was a license to teach in any public school in the State and that he was therefore legally licensed to teach in the schools of New York City under the contract of employment which he held with the proper authorities of that city. Under these conditions Steinson was prohibited by Superintendent Jasper of New York City from ren- dering further services as a teacher in such city. Mr Steinson then brought an appeal from the action of Superin- tendent Jasper, under the provisions of the consolidated school act, to the Superintendent of Public Instruction. On July 15, 1890, the State Superintendent of Public Instruction decided such appeal. In the decision, the Superintendent clearly distinguished between a license to teach and an appointment to teach. He held : A state certificate is ample authority to the holder to teach in the city of New York although the board of education of that city may exact a further examination as a condition precedent to employment. A teacher in New York City holding a state certificate can only be removed from his position by a revocation of his certificate by competent authority or by action of the board of education. He further held that Mr Steinson was being " unlawfully deprived of his position as a teacher in grammar school no. 29, and that he now stands entitled to exercise the functious and receive the emolu- ments of such position." (Decision 3885, page 109, Annual Report 1891.) Steinson thereafter made application to the Supreme Court for a mandamus to compel the board of education to pay his salary. On January 6, 1891, Mr Justice Beach denied such application. In his opinion Justice Beach distinctly held that Steinson should hold a license to teach issued by the city superintendent. He said : It is necessary under the consolidated act that the relator should hold a license to teach issued by the city superintendent. The one held by him expired March 12, 1890. and was not renewed. He thus became discjualified and his employment terminated. The granting of a license seems to be discretionary with the city superin- tendent, and the court will not interfere with the lawful exercise of that discretion. The decision of the State Superintendent is based upon his opinion that the license held by relator was sufficient in that behalf. Such an opinion is in direct conflict with the special laws applicable to the city of New York and can not be concurred in. An appeal from this decision was taken to the General Term and that court affirmed the decision of Justice Beach. The General Term, however, did not discuss or pass upon the question as to whether a life state certificate was a license to teach in New York ELEMENTARY EDUCATION 85 City. The General Term held that Steinson was ' seeking redress through, a wrong court proceeding; that his claim was simply a common-law demand for the payment of his salary and that ina>i- daimis to collect a salary or debt will not lie. The court held that, on Steinson's own statement, he had adequate and complete remedy by action and that the rule is well settled that mandamus will lie only when a party has no other means of protecting his rights. This case reached the Court of Appeals and in 1895 that court affirmed with- out opinion the decision of the General Term. The Court of Appeals expressed no opinion in this case upon the validity of a state certificate as a license to teach in the city of New York. This court decided the case as the General Term had, solely upon questions of proper legal remedies and procedure (60 Hun 486; affirmed 148 N. Y. 766). It also apears from the record in this case, that Steinson made a second application to Justice Freedman of the Supreme Court, in December 1893. for a mandamus, after Justice Beach denied his first application. This application was also denied by Justice Freedman. It further appears that, after the Court of Appeals had held that the proceeding to collect his salary by mandamus was improper, Steinson made another application to Justice Russell of the Supreme Court, in September 1896, for a mandanms to compel the board of education to reinstate him. This application was denied by Justice Russell on the ground that Steinson was guilty of laches as he had not instituted the proceeding for reinstatement w^ithin a reasonable period of time after he was dismissed. He was dismissed in March 1890 and did not bring this proceeding until September 1896. The court further held that Steinson's employment ceased when his pro- visional certificate issued by Superintendent Jas]')er expired. In pro- ceedings involving, Steinson's life state certificate, three Supreme Court justices had therefore held in effect that such certificate was not a license to teach in any public school of the State. Steinson took an appeal from the decision of Justice Russell to the Appellate Division. The Appellate Division affirmed the de- cision of Justice Russell and distinctly held that Steinson had been guilty of laches. The language of the court is " that persistence in the prosecution of a fruitless proceeding in defiance of decisions of the courts, can not be held to excuse delay in the prosecution of a proper proceeding." This court further held that the more appropriate remedy to test the validity of Steinson's claim was by action of debt to recover the 86 NEW YORK STATE EDUCATION DEPARTMENT salary claimed. This decision was afifirmed by the Court of Appeals in 1899 (20 App. Div. 452; affirmed 158 N. Y. 125). From the foregoing review of this unusual proceeding, it will be seen that Mr Steinson had prosecuted his case in two different pro- ceedings from the Supreme Court to the Court of Appeals and the real question in the case had not yet been determined. The fault was due to Mr Steinson or his attorneys. The courts had repeatedly pointed out to him his proper relief and now, after a period of nine years' litigation, he instituted another proceeding in the Supreme Court. He brought an action in the Trial Court to collect his salary. It is interesting to note that the real question in this case was zvhether his life state certificate issued by the State Superintendent of Public Instruction zms a valid license to teach in the city of New York. The State Superintendent had held that it was. If the courts sustained this viezv, Steinson' s claim zvas binding upon the city. In June 1899, Justice McAdam rendered a decision in Steinson's latest proceeding to colkct his salary. Justice McAdam simply re- cited the various proceedings instituted and quoted from the opin- ions of the courts on certain issues raised in the case. He then stated that, as Justices Beach, Freedman and Russell had each expressed an opinion that Steinson's employment ceased on the expiration of his provisional license and that Steinson therefore had no grievance requiring redress, the Trial Court was constrained to follow the views expressed by his three learned fellow jurists (127 Misc. 687). Steinson was again beaten and on a vital question in the proceeding which the higher courts had stated would be the proper one for a determination of his case. His courage, however, was undaunted for he took an appeal to the Appellate Division and that court in March 1900 gave Mr Stein- son the first favorable decision which he had received in his long, dis- couraging period of ten years of litigation. The court reversed the decision of the Trial Term and ordered a new trial. The prevailing: opinion in this case was written by Justice Rumsey. His views upon the real question in interest are so clear and emphatic that I quote that portion of his opinion relating to the validity of a life state cer- tificate as a license to teach in the public schools of New York City. Justice Rumsey said : But although the plaintiff had no city license at the time the city employment began, yet his employment was, in our judgment, valid. He did have a certificate from the State Superintendent of Public Instruction, which, by the statute, is " conclusive evidence that the person to whom it was granted is qualified by moral character," ELEMENTARY EDUCATION 8/ learning and ability to teach any common school in the State (Laws of 1864, chap. 555, tit. i, sec. 15, as amended by Laws of 1888, chap. 331). That certificate was sufficient to authorize the board of ward trustees to employ him as a teacher, if they saw fit to do so. The schools of the city are subject to the general statutes of the State (Consol. Act, sec. 1022), and in the absence of some statutory authority, the city officials have no power to limit the effect of the certificate granted by the State Superintendent. When one bearing that certificate presents himself to the board of ward trustees, they alone have the power to employ him (sec. 1035, subd. 2), and they are at liberty to employ him if they see fit. it is not intended to say that they are compelled to employ him because he has such a certificate. They may, of course, apply such tests as they wish and examine him as they see fit, but if he has such a certi- ficate the ward trustees have the right to hire him without his secur- ing any other certificate, and such hiring is good and binding, being within their power to make. The power given to the board of education to issue licenses does not authorize it, in our judgment, to limit the effect given by the statute to the certificate of the State Superintendent. The power has the full effect which ought to be given to it if it is construed to authorize them to grant licenses to persons who have no certificate from the State Superintendent of Public Instruction, in analogy to the like power given to the school commissioners of the several counties of the State (Laws of 1864, chap. 555, tit. 2, sec. 13, subd. 5). It is well known that certificates are granted by the State Superintendent only after the strictest examination, and there is every reason why such a certificate should afford the holder of it ample evidence that he is qualified to teach in the common schools, as the law prescribes that it shall. The fact, therefore, that the so-called provisional license expired in March 1890, had no effect whatever on the status of the plaintiff as a teacher or upon his contract with the ward trvistees. Not only is this so in principle, but it has been so adjudicated by the State Superintendent of Public Instruction. It appears that when the plaintiff presented himself to teach after the 12th of March 1890, the principal of the school where he was employed refused to admit him in compliance with the direction of the city superintendent, and from that action he took an appeal to the State Superintendent of Public Instruction which is set forth at length in the case. That was done in accordance with the express provisions of section 1039 of the consolidation act, which provides that appeals from the acts and decisions of the city superintendents may be made to the State Superintendent in the same manner and with the like effect as in cases now provided by law. The Staie Superintendent, therefore, had jurisdiction of this appeal, and his determination is final and conclusive. That deter- mination was set forth in the record, and it is to the effect that, although the provisional license was stated to have expired on the 1 2th of March 1890, the relator was qualified by reason of his holding (50 NEW YORK STATE EDUCATION DEPARTMENT a certificate from the State Superintendent to teach in the common schools, and that he could not be removed by the act of the city superintendent in refusing to renew his provisional license. (49 App. Div. 143) This opinion was concurred in by Justice McLaughlin. Justice Barrett concurred in the verdict of a reversal of the trial court and the order for a new trial. He reached his conclusions without passing upon the question as to the validity of a state certificate in New York City. Justice Ingraham held that the license required under the local act governing the schools of New York City was essential to Steinson's employment. Justice Van Brunt concurred in this opinion. The board of education of the city of New York then appealed from the decision of the Appellate Division to the Court of Appeals. That court in an opinion written by Justice Landon and concurred in by all other judges affirmed the decision of the Appellate Division. Thus the final judicial authority of the State held that a life state certificate is a license to teach in any public school of the State and in so doing fully sustained the opinion written by State Superintendent Draper in 1890. The opinion of the Court of Appeals is as follows : The plaintiff was not an officer, but an employee. His employ- ment was contractual, and his proper remedy is by action. Alan- damus would not lie as of strict right, and might be refused in the discretion of the court; hence the former denial of that remedy does not bar the present action. His state certificate was conclusive evidence of his qualifications to teach, and hence his employment, without more, was authorized. His provisional certificate had expired before he was employed. The Appellate Division, in reversing upon the facts, is presumed to have held upon the conflicting evidence that it was not renewed. If it had been renewed, the only effect that could be given to it, in view of his having a state certificate, would be to support the inference that he had contracted for employment with reference to its limited term. This inference is not here permissible. The plaintiff's employment was subject to no other limit of time than the power of removal for cause, vested in the defendant and its officers, and the power of the State Superintendent to revoke his state license. The plaintiff was discharged without right or cause and is entitled to recover. The appeal might be dismissed, but as we do not think a new trinl, ])ursuant to the order of the Appellate Division, necessary, we conclude to affirm, thus giving eff'ect to the defendant's stipulation for judgment absolute. The order should be affirmed, and judQ-ment absolute ordered for plaintiff on the stipulation, with costs. (165 N. Y. 431). ELEMENTARY EDUCATION 89 STATE NORMAL SCHOOLS New building for Potsdam, The Legislature of 1911 passed a bill authorizing the construction of a new building for the Pots- dam State Normal School at an expenditure of $225,000. This bill received executive approval. The new building is to be erected on the site where the original building now stands. The old building has been unfit for use for many years and the action of the State's representatives in authorizing contracts for a new building is not only gratifying to the friends of the school but will make the school a more vital force in preparing teachers for the schools of the State. The institution has one building which was erected a few years ago and the construction of this one will give the Potsdam school an equipment to which its long and distinguished service to the State entitles it. The law authorizing this new building carries no appro- priation. The State Architect is authorized to prepare plans and specifications and the Commissioner of Education to award con- tracts. The Legislature of 191 2, therefore, will be expected to make the necessary appropriation. Oswego — new building; fiftieth anniversary. The work of construction on the new building for the Oswego State Normal School is progressing in a satisfactory manner. The building will be completed in time for occupancy at the opening of the September term of 1912. The new building is located upon a beautiful campus bordering upon the shores of Lake Ontario. The site includes about twenty-five acres and was the homestead of Dr Edward A. Sheldon who served as principal of the school from its organization until his death in 1897. The building will therefore stand as a suitable me- morial to his name and work. It is a plain, substantial, imposing structure. With a reasonable expenditure, the site may be graded in a manner which will make the building and grounds one of the finest normal school plants in the country. The law authorizing this new building provides that the old building shall be sold when the school vacates it. Funds will be required for grading and walks and also for furnishings for the new building. It is therefore recommended that the Legislature authorize the Commissioner of Education to use the proceeds derived from the sale of this old building for the purchase of necessary furniture for the new build- ing and for grading the grounds, laying walks, etc. In June last, this school celebrated its fiftieth anniversary. About one thousand of the former graduates of the institution attended the anniversary exercises. In this number were teachers and super- 90 NEW YORK STATE EDUCATION DEPARTMENT intendents representing the school systems of many states and of many of the large cities of the country. The records show that the school has graduated over thirty-four hundred students and that a large number of these are teaching today in the public schools of cur State. This is a record highly creditable to the institution and gratifying to the State. Buffalo's needs. The Legislature of 1910 passed a bill pro- viding that plans and specifications be prepared for a new building for the Buffalo school and authorizing the Commissioner of Educa- tion to award contracts for the same at an expenditure not to exceed $400,000. Governor Hughes, after making a careful examination into the necessities of the case, approved the bill. The State Archi- tect has prepared plans and specifications for a building whose erection in the city of Buffalo would be a credit to the State. This school was established in 1867. The State did not invest one dollar in the original cost of the building, site and equipment of this insti- tution. The entire expense was paid by the city of Buffalo and the county of Erie. The site includes an entire block and is located in the central portion of the best residential section of the city. The growth of this citv in population and commercial enterprises has caused such an increase in the value of real estate that the site of this building alone, the title to which is now vested in the State, is worth at least $300,000 and has never cost the State one cent. The old building is unfit for use. It is even unsanitary. Portions of the building recently settled to such an extent that representatives of the State Architect's office reported that it was not safe to occupy such portions until temporary repairs were made. This portion of the building has been temporarily repaired and shored up under the supervision of an inspector from the State Architect's office and at an expense of nearly $1000. A bill appropriating $100,000 to begin the construction of this new building passed the last Legislature. The Governor vetoed this bill upon the ground that the condition of the State treasury would not at present war- rant further appropriations for new construction. In view of all the facts above stated this action is most unfortunate for the interests of the school. The Buffalo institution is one of the largest normal schools in the State. It has sent out 2676 graduates to become teachers in the public schools of the State. There is at present an enrolment in this school of more than 400 students. Unless the State can see its way clear to begin construction of this school at an earlv date the educational interests of the State will suffer. It will ELEMENTARY EDUCATION 91 soon be necessary to abandon portions of the present building for school use. Retirement of deserving teachers. The first employees of the State to be retired with annuities under a general law were seven teachers employed in State normal schools. These teachers were retired under the provisions of the retirement act of 19 10 relating: to teachers employed in State institutions. The following table will give full information as to the service which these teachers rendered the State and the annuities which they will receive : YEARS NAME SCHOOL EM- PLOYED IN AGE OF SERVICE ANNUITY Mary Prentice Rhodes Brockport 63 42 $600 William H. Lennon Brockport 73 51 750 Sara A. Saunders Brockport 62 42 550 Isabella Gibson^ Buffalo 68 40 700 Clara E. Booth Cortland 7^ 41 550 Amanda P. Funnel! e Oswego 69 47 750 Edward A. Parks Plattsburg 60 33 750 Summer sessions. The State normal schools could be utilized in conducting summer schools so that they could render a great service to the teachers of the State. Several superintendents have requested the Education Department to take such action as will lead to the organization of these schools. There are a large number of progressive teachers in the State who desire the facilities for profes- sional study during the summer vacations. The salaries of many are so small and the demands upon them so great that the pay- ment of even a small tuition is sufficient cause to prevent their attendance at a school where tuition is charged. These teachers must teach during the year and their only opportunity for study is during the vacation period. Many teachers who have completed a- normal or other professional course desire the privilege of study from year to year. They desire to keep abreast of the times and to become fainiliar with modern ideas of public education and the best methods of teaching. Some of the cities of the State require their teachers to take a summer course within a certain number of years. In some cities the school authorities increase the salaries of those teachers who take a summer course in an institution of recognized standing. The State already has the plant with proper equipment for operation. An improvement in the efficiency of the schools 1 Died September 27, 191 1 92 NEW YORK STATE EDUCATION DEPARTMENT would follow. One school might be conducted during the sum- mer of 1912. This school could be maintained at a small expendi- ture. If the enterprise proved to meet a real need in the teaching service of the State and one of these schools was not adequate to demands, others could be established from year to year as the neces- j.ities required. The State could thereby extend to all her teachers tlie opportunity better to equip themselves for the service which is required from them. It is therefore urgently recommended that an appropriation of $4000 be made for conducting a summer session in one of the State normal schools during the summer of 1912. Other states are pursuing this plan and the obligation rests upon our State to provide all facilities for meeting the demands of our teachers to prepare themselves for better service in the schoolroom. Special courses. The policy of the State in organizing in the State normal schools special courses for training special teachers for the elementary schools is taking proper form. Satisfactory courses are maintained as follows : Buffalo, mechanical drawing, irachine shop practice, printing, patternmaking, joiner}- and cabinet work, cookery, sewing and millinery ; Cortland, agriculture ; Fre- donia, music, drawing ; Geneseo, teacher-librarian ; Oswego, manual arus ; Plattsburg, commercial ; Potsdam, music, drawing. Attendance. There is an increased attendance upon the nor- mal departments of all the State normal schools, which are now filled nearly to the limit of their capacity. They are supplying our elementary schools with about one thousand trained teachers annually. TEACHERS TRAINING CLASSES Training classes were maintained last year in ninety of the high schools of the State. The attendance upon these classes exceeded 1300 and 1 1 56 completed the work and received certificates author- izing them to teach in the rural schools. Less than 200 of those who entered these classes satisfactorily completed the course in one year. Those who failed to complete the course were generally ad- mitted to the classes on condition. They were not able, therefore, to do the regular training class work and at the same time make up conditions for entrance requirements. This emphasizes the fact that candidates for admission to these classes should fully satisfy all entrance requirements and should not be admitted on condition. The requirements for admission to these classes are now too low. We shall not be able to obtain the teachers desired for the country schools until a higher standard of qualifications is prescribed for ELEMENTARY EDUCATION 93 admission to the training classes. There is some doubt, however, as to the advisabiHty of raising the entrance requirements at present. We must, however, be gradually working toward a higher standard of admission and with the object in mind of ultimately prescribing the completion of an approved four-year high school course as an entrance requirement. Conditions lead us to express the belief that this may be done. ( )ne-third of the pupils now entering these classes meet this requirement. It is ])elieved that the issuance of a two-year certificate valid in schools not maintaining academic de- partments and issued to those who have obtained a Regents aca- demic di]3loma wnll soon add considerably to the number of high school graduates who enter training classes. Over one thousand teachers holding this certificate were employed in the rural schools last year. Another thousand may be employed during the ensuing year. Thereafter about one thousand annually of this class of teachers will be without teachers certificates but they will have had two years" experience in teaching. If these teachers could be in- duced to enter a training class and take one year's professional training, they would possess a fine equipment for teaching in the country schools. The attention of those who enter upon the work of district superintendents on January ist next is directed to these conditions in the hope that they may be able to give this matter atten- tion and be serviceable to the training classes in their respective districts by inducing such teachers to enter the classes. The action of the State in increasing the amount paid to schools which maintain training classes from $500 to $700 has resulted in raising the salaries of training class teachers. The salaries of these teachers now appear to be sufficient to enable us to raise the qualifi- cations for teachers employed to instruct these classes. Under present regulations, teachers of only three years' experience may be employed to instruct training classes. The training class work would be improved in many cases if teachers of greater experience were employed. It would seem, reasonable, therefore, to modify this rule by prescribing five, years as the minimum experience in teaching which will be accepted for a teacher of a training class. The majority of tlie training class teachers appear to be of the opinion that the time which is given to the study of history of edu- cation in the training class is not devoted to the greatest advantage that it might be. We share this opinion with these teachers. The studv of the history of educatioin has its value in the proper place but the time devoted to this subject might well be given to the study 94 I^'EW YORK STATE EDUCATION DEPARTMENT of English or divided between English and drawing. These two subjects appear to be the ones in which training class pupils have the poorest equipment. Those members of training classes who are not high school graduates or who have not done considerable work in high schools have given but little attention to the subject of English. Their attention has been given almost solely to the study of formal English grammar and they possess very little knowledge of the great field of English literature. It is not possible to give these pupils a very broad knowledge of the subject of English in the twenty weeks which is devoted to its study in the training class. If they could continue the study of this subject for the entire year, it would undoubtedly be of more service to them than to devote a portion of this time to the study of history of education. It is recommended, therefore, that the minimum experience of a teacher employed to instruct a training class be changed from three to five years and that the subject of history of education be elimi- nated from the training class course and the time now devoted to the study of that subject be given to the study of English. REGENTS PREACADEMIC EXAMINATIONS Regents examinations in preacademic subjects were first given in November 1866. One of the main purposes of these examina- tions was to furnish a standard for the apportionment of the litera- ture fund among the academies. This purpose of such examinations no longer exists. Previous to February 1870, all papers written on these subjects which were claimed by the authorities of the acad- emies were accepted by the Regents office. From February 1870 to January 1906, all papers written on these subjects were forwarded to the State Department and rerated under the direction of tha Regents. In January 1906, the policy of rating these papers was again modified and practically the same plan which was in operation between November 1866 and February 1870 was adopted. In the present plan, however, the Department exercises the right to call from schools the papers which such schools have rated and to rerate and adjust the marking. The main purpose which it is claimed these examinations now serve is to test the efficiency and thoroughness of the teaching. It is doubtless true that these examinations do serve as a stimulus to better teaching. There are also other advantages in the system. There are on the other hand objections to constantly holding over the children of the tender ages of those in the seventh and eighth ELEMENTARY EDL'CATION 95 grades the fear of an examination. It is immaterial whether the papers written in such examination are rated by the teachers in the school or by the examiners at Albany. The effect upon the child is much the same. Is it not possible to relieve the child of this imnecessary worry and strain and provide other means of stimulat- ing teachers to more thorough teaching? This question has an important bearing upon the educational interests of the State. No action is contemplated until there is a well-crystallized sentiment among the leading educators of the State as to what the wisest policy shall be. It seems advisable to hold before the pupils in the elementary schools the possibility of obtaining a certificate to be issued to them by State authority on the completion of an element- ary course of instruction approved by the State. Would the standard of school work be lowered if the pupil's right to this certificate should be determined by his teachers on his classroom work? These are questions to which the teachers and superintendents of the State are requested to give careful thought to the end that we may reach right conclusions after deliberate and sober judgment has been expressed. The views of those interested in the question will be cordially received. SYLLABUS FOR ELEMENTARY SCHOOLS The present Syllabus for Elementary Schools was prepared to meet the various conditions which exist in the different sections of the State. It was not prepared, as some of the teachers and super- intendents apparently have assumed, to require all of the schools of the State to teach the same subjects at the same time. It was not intended that all the schools of the State should even attempt to teach all of the subjects outlined in the syllabus. In submitting the syllabus in the annual report one year ago, it was distinctly stated that all schools could not immediately adopt the entire sylla- bus. The further statement was made that all schools in the State would not be expected to undertake to carry out all the courses suggested in the syllabus. The reasons why the conditions were so regarded were clearly pointed out. It is believed that the work of the first six years outlined in the svllabus conforms to what is regarded to be the best judgment of the dav on what should be included in the curriculum of the first six years in our elementary schools. It is believed that this six- year elementary course may be adopted at once in every school in the State and that such action would prove advantageous to edu- 96 NEW YORK STATE EDUCATION DEPARTMENT cational interests. The intermediate course outlined in the S3dlabus and covering the work of the seventh and eighth years could not be adopted in its entirety in all the schools of the State or even in the school system of all the cities of the State at the present time, without proving disadvantageous to educational interests. The Education Department has advised the school authorities in many parts of the State not to undertake to do certain work suggested in the syllabus because their local conditions at present render it impossible to do such work satisfactorily. The work for these two years has been so arranged, however, that any school in the State or the school authorities of any city may select from the courses suggested the work which is best adapted to meet their local con- ditions. It will be a considerable time before the school systems of all the cities or of the villages of five thousand population or more will be in a position to undertake to give all the courses suggested in the syllabus. The schools are expected to attempt to give only those courses which the conditions in the community demand and which the faculty with the equipment can intelligently present. When the Commissioner of Education announced that this sylla- bus would be prepared and stated the general foundation upon which it would be constructed, he distinctly declared that not a single school district or city in the State would be forced to accept it. In all official statements which have been made by the Educa- tion Department, it has been clearly announced that each school in the State could act upon its own wishes in accepting such syllabus. The schools have understood that they could adopt the new syllabus, continue to work under the old one. or substitute such other as, in their judgment, should appear wise. There has been a rigid adher- ence to this policy and the schools have exercised their discretion in the matter. The syllabus has now been in operation one school year. The results of that year are most gratifying. The syllabus has very generally been accepted. Many of the cities and villages report that they are using the syllabus in its entirety and giving all the courses which the syllabus suggests. The entire work in many others is based upon the courses suggested by the syllabus. The general trend of the work in the schools of the State is toward that which the syllabus presents. There has not been a clear understanding on the academic credit which would be given to pupils for the work which they do in the academic subjects taught in the seventh and eighth grades. The ELEMENTARY EDUCATION 97 value of this work as compared with the work in the high school has been determined. In coming to a conchision, it was necessary to consider the maturity of the pupil, the time devoted to the study of a subject, the relation which the work of the subject completed in the grades bears to the uncompleted portion of such subject in the regular high school course and whether or not a pupil enters high school. Taking these elements into consideration the two following general principles have been adopted : 1 Academic counts will not be regularly given to pupils in the seventh and eighth grades who do not complete such grades and enter high school. 2 The time which a pupil devotes to the study of a subject is an important element in determining the credit which will be given on the completion of study in such subject. In determining this time element, the time devoted to the study of academic subjects in the seventh and eighth grades will be considered as one-half the value of time spent in the study of such subjects in academic grades, except in algebra as hereinafter stated, whether the credit is given on certificate or on examination. Applying these two general principles, academic credit may be given to seventh and eighth grade subjects as follow's : a Pupils who complete the work outlined in Latin, French and German for the seventh and eighth grades will be regarded as having satisfied the equivalent of the work required in such lan- guages in the first year of high school under the Syllabus for Sec- ondary Schools, and may enter the regular first year Regents academic examinations in these languages so long as such examina- tions are continued, and on passing such examinations may receive the full academic credit of five counts thereon. After the dis- continuance of the first year examinations in these subjects, pupils who have done the seventh and eighth grade work as above men- tioned may be entitled to enter second year classes in these respective subjects in the high school, and on completing the high school requirement for the second year in either language mentioned and making the examination therefor, may receive full credit of ten academic counts. b Pupils who take algebra during the last half of the eighth year may continue the study of that subject for one-half year in the high school and may tlien take th^ regular first year Regents exami- nation. Pupils who have completed arithmetic at the end of the seventh year and who take the subject of algebra for the full eighth 4 9S NEW YORK STATE EDUCATION DEPARTMENT year, may enter the first year Regents academic examination in algebra. To be prepared to take the first year examination at this time, it will be necessary to cover the year's work in algebra as outlined in the Syllabus for Secondary Schools. Pupils who make this examination in either of these cases will receive the usual credit of five counts. It is claimed that some pupils can do this work in a year and that it would be unjust to compel such pupils to give more time to the subject. Those who can do the work therefore have the privilege. The experience, h6wever, of pupils in the high schools throughout the State shows that a large percentage of academic pupils are unable to complete the first year work of algebra within one year. It is therefore urgently recommended that the work in arithmetic and algebra be arranged so that pupils may complete arithmetic by the middle of the eighth year. It is further urgently recom- mended that such pupils should then take algebra for the last half of the eighth year and continue its study for one year in the high school. Pupils who pursue this course will be entitled to receive full academic credit for first year algebra on passing the prescribed examination. After the discontinuance of the first year examination in algebra, these pupils may enter the second year classes in algebra and on completing the requirements for the second year in such subject and making the examination therefor may receive full credit of ten academic counts. c Pupils who complete the commercial or industrial geography outlined in the seventh and eighth years of the Syllabus for Ele- mentary Schools may take the examination in commercial geography- prescribed under the Syllabus for Secondary Schools and, on mak- ing such examination and entering high schools, will receive full credit of two and one-half counts therefor. d Pupils who complete any of the industrial subjects as outlined in the seventh and eighth years of the Syllabus for Elementary Schools will be entitled to have such work considered as one-half of the value (with reference to the time spent on such studies) of the work required in these subjects in the academic course, and, on completing the required number of hours in any of such subjects and taking the examinations that may be prescribed therefor, will be entitled to receive full academic credit. If no examination is given in any of these subjects, credit will be allowed on the certifi- cate of the school authorities showing the amount of time which a pupil has devoted to the regular study of the subject. ELEMENTARY EDUCATION 99 A pupil, therefore, who takes two hours a week in the industrial subjects in the seventh and eighth grades will be credited with one hour of such work and, when such pupil has completed the remain- ing number of hours required in the high school and passed the examinations prescribed therefor, he will be entitled to receive full academic credit. If no examination is given in such subjects, the pupil will be entitled to receive the credit allowed on certificate for the work completed. The announcement was made in the report for 191 1 that the syllabus would not hereafter undergo a regular revision every five years, but that whenever it appeared necessary a subject or such portions as might be necessary would be revised. It was also stated in such report that committees consisting of teachers, superintend- ents and specialists in their respective fields of study would be appointed who would give the contents of the syllabus careful atten- tion, consult those using the syllabus and suggest such modifications as experience commends. It must be understood, however, that changes will be made for weighty reasons only and when it appears that such changes have the indorsement of the leading students of education in the country. INDUSTRIAL EDUCATION IN ELEMENTARY SCHOOLS The elementary schools are very generally adopting the sugges- tions laid down in the Syllabus for Elementary Schools with refer- ence to handicraft work. In the I lower grades less distinction is being made between drawing and making. The two are contribut- ing to each other and together they occupy about one-half of the weekly program. Beginning with the seventh grade, courses in sewing, cooking and bench work are quite fully developed in the principal cities and villages. About one-eighth of the weekly pro- gram is given over to this work. The number of pupils taking this work is three times that of two years ago. It appears now that in a few years there will not be a place of any size in the State that will not have incorporated such work into its public school system. It may be said that these features are introduced (i) to develop appreciation for industrial work bv showing through actual experience that it means mental as well as physical fitness; (2) to command respect for the labor of the artisan and house manager who is supplying the material demands of the public and who needs the intelligent support of the community in securing its economic and social rights; and (3) to lOO NEW YORK STATE EDUCATION DEPARTMENT give the best possible start toward the Hfe work in which the pupil will be most contented and efficient. Such courses are not directly vocational and no choice of occupation is premeditated. They simply recognize the great cultural value of the manual, household and decorative arts. In the larger cities undoubtedly the industrial work in the upper grammar grades will adjust itself to the needs of vocational training. Most certainly these useful arts have a great usefulness within the school itself, in that they may be connected with the teaching of geography and arithmetic. That portion of vocational training which comes in the element- ary school field is developing rapidly. This phase is called the intermediate or general industrial school type of the vocational school movement. The plan as now operating provides that five- twelfths of the school program shall be given over to shop, labora- tory and drawing instruction and that the remaining seven-twelfths be devoted to " book studies," which practically amounts to saying that the pupils shall, for the remainder of the time, take the regular elementary school studies corresponding to the seventh and eighth grades. These studies are related as far as is possible with the industrial studies. Both boys and girls have similar work in English and historv. The arithmetic course for boys differs from that for girls. The geography is viewed as an outgrowth of the life-long problem of providing food, clothing and shelter. The phvsiologv is studied from the viewpoint of hygiene and sanitation rather than the structural only. The shop, laboratory and drawing work differs with the sex considered. As academic credit is given for most of the work in these schools, it is possible for them to make direct connection with the high school, should pupils decide to take further training. So far results show that pupils who enrol in the intermediate industrial school do as well when they go to the high school as do the pupils who spend all their time on the bookwork of the seventh and eighth grades. This result is possible for the following reasons: (i) In the voca- tional sections a teacher does not handle more than twenty-five pupils at a time and more individual instruction is possible: (2) the book studies of English, history and geography may be so corre- lated that penmanship and spelling are brought into every written lesson and that practice in reading appears in history and geography ; (3) the bookwork is not interrupted by the visitations of a drawing, music or manual arts supervisor; (4) the connection between the ELEMENTARY EDUCATION lOI shopwork and the bookwork is so close that one naturally assists the other; and (5) the hours spent in the shop and drawing room afford a relief from brain fatigue. The intermediate industrial schools are meeting a long-felt want in the State. Taking pupils as they do at the age of fourteen years, many of whom would leave school except for this work, they serve to arouse industrial interests and to bring about the acquisition of industrial fundamentals. One of the primary objects of this type of school is to assist the boy and girl to make an intelligent choice of a calling and to lay a good foundation for the same. It should prepare the way for an apprenticeship in a well-defined vocation or lead to a trade school or to a vocational course in a high school if such is possible in the local school system. Vocational courses in agriculture are now in operation in the following high schools of the State : Albion, Belleville, Belmont. Gowanda, Hancock, Hannibal, Highland, Little Valley, Lowville. Millbrook, Moravia, Newark Valley, North Cohocton and Atlanta, Perry, Red Creek, Tully and Walton. With one exception these schools are also teaching elementary agriculture in the eighth grade and most of them are teaching it in the seventh grade. The school which constitutes the single exception will have this work started the second semester of this year, if not earlier. In most of the schools, the seventh and eighth grade pupils are taught together in one class. In one school, the local board has made agricultural instruction compulsory in both of these grades and consequently the classes are too large to recite together. In one or two other schools the classes also work in two sections because of numbers, but the same work is done in both grades, to the end that the special agri- cultural teacher may not have this work to do next year. By the time it is again due in these grades, he will need assistance in his regular high school work in agriculture, and the way may be found to transfer this elementary work to the regular teachers. The seventh and eighth grade work is rather closely based on a good elementary textbook selected by the instructor from a list approved by the Division of Vocational Schools. The recitations are held three times a week, and in addition there are occasional observation trips, demonstrations, and other extra work as the instructor finds opportunity. The aim is to give the pupil a general survey of the whole field of scientific and practical agriculture before he is introduced to the more specialized courses offered in the high school agricultural course. 102 NEW YORK STATE EDUCATION DEPARTMENT WORK AT FARMERS INSTITUTES Some years ago the Legislature created the positions of lecturers at farmers institutes and requested the Education Department to appoint three of such lecturers. The idea was to select school men who are familiar with the educational needs of the agricultural com- munities and have these men speak at farmers institutes. The motive behind this was to infuse interest in the general subject of agricultural education as well as elementary education. It is our desire to increase the efficiency of the work done in these institutes ty the representatives of the Education Department. This \v.:)rk should yearly become more definite and valuable. The general address to the farmers institute has its value and may be continued with profit in certain sections of the State. It helps to turn the minds of many toward education ; emphasizes its importance to them and encourages their interest in it. It offers an opportunity for answering specific questions, of which many are asked both in the meeting and outside of it, and for explaining current educational legislation and policies particularly affecting the farmers' interests. Changes in Education Department plans can be outlined and made clear while the increasing interest in the question of courses in agriculture in the schools suggests that the possibilities along this line be dwelt upon and the proper methods of procedure pointed out. It is also worth while to show how completely the problems of agriculture and rural life are matters of education. The visits to the schools where addresses are made both by educational and agricultural men have proved very satisfactory and of unusual value. By the former, the type forms of the syllabus and the value and possibility of high school courses in agriculture are discussed, while the relation of high school work in general to agriculture and the folly of attempting to base success in agricul- tural training on anything less than a good high school course are made plain. The farmers institute representative takes some topic in agriculture related to the syllabus or other work the pupils are doing and arouses a keen interest by carrying them deeply and intimately into it. The young minds there met are alert for the messages offered and are more likely to receive impressions which will have results than are those of older persons. This work has been commended by the farmers institute conductors and its value is entirely concurred in by them. It should be continued and if possible be more generally done in the future. ELEMENTARY EDUCATION IO3 Under the new order of things in the country districts, it is believed that district superintendents, teachers and parents who have children in school may come together at farmers institutes and be brought into more harmonious cooperation in school work. If these people were to hold a conference on an afternoon of each farmers institute much good might come of it. After considering the plan with the Agriculture Department, the following details have been agreed upon : the representative of the Education Department will discuss Department policies and desires, the Syllabus for Element- ary Schools as applied particularly to nature study and agriculture, successful methods and the pedagogical principles involved, and any other matters of particular interest in each locality. The district superintendent might well address the meeting with reference to his plans and purposes, while the expert from the farmers institute force, who is in sympathy with the needs of boys and girls, could give much valuable information and advice along agricultural lines which correlate with the work in the schools. The district superin- tendent might determine what teachers and advanced pupils are situated near enough to attend the meeting. Teachers might well be allowed to attend these conferences, without loss of time. The conference will be advertised with the farmers institute and will be given notice on the regular farmers institute program. It will be pointed out that these conferences will form a regular part of the farmers institute work and arangements for them will be so made under the direction and advice of the conductors as to har- monize with the regular sessions and schedules. It is believed that such conferences will bring more definite results in the schools and be of service in helping them at particular points where they need assistance. SCHOOL PLAYGROUNDS For several years the Education Department has urged upon school authorities the desirability of providing- suitable playgrounds. There should be connected with each schoolhouse in the State a playground of sufficient size to afford all the pupils of the school ample space for participating in all the sports and outdoor recre- ations best adapted to the physical development of children. All the necessary equipment to afford proper exercise and diversion should be installed. The educational facilities of a school are not complete if they fail to make adequate provision for the usual out- door sports in which children love to participate. The child who I04 NEW YORK STATE EDUCATION DEPARTMENT has the requisite amount of proper play and recreation generally becomes a better student and develops into a better citizen than a child who does not have such advantages. The great majority of children living in the cities are compelled to play in the streets. Every elementary school in a city should have a large well-ventilated, properly lighted room set apart as a playroom for the children on stormy days. The children should be compelled to play out when- ever the weather will permit. These playgrounds should be in use the entire year. Children should have the same right to use these grounds during vacations that they have when school is in session. Such use of the grounds would make it necessary to place them under the general direction of a suitable person employed by the school authorities. The expense to be incurred is an element requiring careful con- sideration. However, while large grounds are desirable, they are not always necessary. A person who is experienced in the play- ground work will arrange on a small ground a variety of games and other forms of recreation. The cities, however, are not the only sections of the State which need these recreation centers. It is quite as essential to provide plavgrounds for the children who attend a village school and even the school at the four corners of a country cross-roads. Boys who are raised upon a farm and are required to do a certain amount of chores or labor are in need of diversion and amusement quite as much, if not more, than the boy who has no demand upon his time when out of the schoolroom. In a great majority of the small villages and in nearly all of the country districts there are not to be found playgrounds dedicated to the use of the children. There is no place especially set apart for the use of the children who desire to have a game of ball, tennis or croquet, or who wish to participate in some other form of physical recreation. To indulge in any of these pastimes, they must generally become trespassers, which is in itself objectionable. These boys in any community should have one place where of right they are free to go to enjoy such games and forms of recreation as are now generally approved. These grounds and fields should, when possible, have provision for sand boxes, see-saws, swings, chute slide, ring trapeze, vaulting: bars, climbing ropes, quoits, croquet, tennis, baseball, skating, toboggan slide, etc. It may not be possible to have all of these but most schools could have very many of them. Very much of the above equipment was recently installed nn one of the playgrounds ELEMENTARY EDUCATION IO5 in connection with a public school in the city of Albany for the sum of $125. Amusement for four hundred children is provided. The plan to associate playgrounds with the schools is logical. The school has the organization and it is the center of the child's interest. If the play spirit were properly associated with the school, the child's interest in the school would be quickened. The law was amended in 1910 by extending to the voters of a district the right to appropriate funds or levy taxes for the purchase of playgrounds. It is not intended that the school playground shall supplant the playgrounds established through the general playground movement so thoroughly organized throughout the country and which is doing such commendable and successful work. The wisdom of providing playgrounds is receiving the careful attention of school' and municipal authorities of the cities and the large villages and progress is being made. The results accom- plished through the playgrounds already established will undoubt- edly facilitate the progress of establishing a general system of play- grounds in connection with all 'the public schools. In some of the larger villages public-spirited citizens who have become interested in this movement have donated land for the construction of play- grounds. In many communities citizens may be found who would be quite willing to aid in this work if the matter were presented to them in a proper lig-ht. The attention of school authorities is directed to the schools' opportunity to thus serve the children and they are urged to take such action toward the establishment of playgrounds or athletic ficids as the needs of the respective communities and their financial condition will warrant. STATE TRUANT SCHOOLS The necessity of establishing one or two State truant schools is growing more urgent from year to year. The reasons for this were set forth fully in the annual report of the Education Depart- ment for the years 1910 and 191 1. The State is engaged in so many enterprises calling for large expenditures that it may not be feasible to undertake the construction of these institutions at pres- ent. The subject, however, is one whose importance demands that the State should give it early consideration. It is therefore recom- mended that the Legislature appoint a commission consisting of the Governor, the Commissioner of Education and the State Comp- troller to determine and report to the Legislature upon the selection I06 NEW YORK STATE EDUCATION DEPARTMENT of suitable sites for such buildings, the character of the schools to be maintained, and the amount which it seems advisable for the State to invest in such an undertaking. ORPHAN SCHOOLS Orphans are a neglected class in education. They are left largely to private charity which provides well for their physical needs but often lacks funds, if not inclination, properly to train them. The State has overlooked this class to some extent in its educational scheme. It exercises little supervisory power over orphan schools and appropriates but little for their support. Yet from the stand- point of the public welfare no class of children are more important than those congregated in orphan asylums. These children will become elements of society, which is vitally interested in their proper training. It seems evident, therefore, that the State should have general direction of such schools to the end that they provide train- ing that will fit these children for self-reliant and honest citizenship. Orphan schools as a class are lacking in suitable industrial train- ing and in proper reading matter. The instruction is often limited and poorlv adapted to the end in view. . PRISON SCHOOLS The work of the prison schools has been an interesting experi- ment in an important phase of the general problem of dealing with adults segregated from society. It has been successful within the limited range of its activity. The schools have opened the door of opportunity to many men and have pointed the way to better things. The men have appreciated the efiforts made in their behalf and have responded with enthusiasm to the spirit of helpfulness which has prevailed in the schools. As a rule they like the work and regard any interruption of the school as a deprivation. The aim during the year has been to develop the work along the lines originally proposed, with speaking and reading as the foundation, expression in writing as an everyday exercise and the reading of selected books, supplemented by discussions and repro- duction of matter read, as means of interesting and profiting the men. A special vocabulary of eighteen hundred words is being worked out and daily drill in the use of these words, both in speech and writing, is given in the various classes. The prison schools in this State differ from others in the fact that thev are real schools, in session during each day, and made ELEMENTARY EDUCATION I07 prominent as a feature of prison life. The plan seems to be better than the evening- schools, any form of correspondence schools, the sing-le session for all the men or any scheme that has yet been devised. The schools are continuous during- the day, one lot of men succeeding another, in a constant and orderly way. The full mean- ing of the work as now carried on has not been appreciated but it seems to be growing in favor with those who know most of its character and results. There are possibilities of a profitable expansion of the work. Emphasis has thus far been put on laying a foundation for subse- quent work. More attention should be given to utilizing the capac- ity developed in enlarging the horizon of the men, presenting cor- rect views of society, directing- the thinking and giving a prepara- tion for a new start in life. Supplemental work, adapted to varying needs and ability, might well be introduced. Much of this latter work, under proper supervision, could be done out of school. The head teachers continue to devote their energies to the task. They meet the discouraging features with fresh determination and revised plans. They work together and constantly exchange ideas. The periodic conferences serve to make common the experiences of each. The inmate teaching force is a varying body and is neces- sarily of various degrees of efficiency at different times. It always contains many men of ability and those interested in their work and devoted to it. As an example of notable interest in the work, one inmate teacher offered to remain a month after he was paroled to give time to supply his place in the school. It is not claimed that knowledge in itself will prove a remedy for criminality. It is fair to say, however, that it is a factor in the proper dealing with men who for a great variety of reasons have violated the laws of society and are forcibly separated from it. The schools are acting upon the assumption that there is always hope for men and that the door of opportunity should never be closed. SCHOOLS FOR CRIPPLES There are several day schools for cripples in New York City, maintained in part by the city and in part by private means. The children are transported to and from their homes and are provided with a noonday meal. These schools are doing good work. SCHOOLS FOR THE DEAF Fully two-thirds of the pupils in New York institutions for the deaf are in the first eight classes and yj per cent of these are I08 NEW YORK STATE EDUCATION DEPARTMENT repeaters. l*robably many of these repeaters have several times failed of promotion. A considerable number of deaf children in institutions make little or no progress from year to year. Some of the causes for the failure to advance are evident and unavoid- able ; there are others, however, that may be remedied. There are doubtless many subnormal children among the deaf though there is a great difference of opinion as to the proportion of such children in the schools. It is certain that some schools have a much larger percentage than others. Schools for the deaf require expert teaching. The work is tech- nical and teachers need special training for it. Moreover, teaching the deaf is still in the experimental stage and new ideas are being evolved constantly. One great need in this State at the present time is more and better equipped teachers of the deaf. The small pay does not encourage adequate preparation. Besides, there is no school available for the purpose. Such a school ought to be estab- lished, preferably in connection with one of the existing institutions, and aided, if not wholly supported, by the State. A summer school for teachers now in this work would be an excellent thing and one might be maintained at small cost. New York schools for the deaf are not keeping pace with the best schools of the nation in teaching speech and speech reading. Some progress is being made but much of the work is crude and unsatisfactory. A very small percentage of the pupils in schools for the deaf could stand a test in this most important division of instruction. There are two apparent reasons for this unsatisfactory condition : first, the instruction is not what it should be ; second, the children do not get enough practice in lip reading and speech. The first reason is due largely to the failure of the school authorities properly to appreciate the value of the subject ; the second follows naturally and necessarily, as it seems, from the common practice of trying to teach speech reading and speech, manual spelling and signs in the same school and often in the same classes. It might be well to inaugurate occasional examinations of a uni- form character to test the work of schools for the deaf. Such a step would be welcomed by the most efficient schools and would serve as a reminder and warning to others. Inasmuch as the State pays the cost of educating the deaf it is its duty to see that the work is well done and the ]m])ils given the best education that has been devised for them. This probably can not be accomplished until these schools are owned and operated directly by the State. ELEMENTARY EDUCATION IO9 The attendance of deaf children in the schools of the State show a slight increase compared with previous years. The increase has been mostly in the day schools of New York City. The total enrol- ment has exceeded two thousand, of which more than two hundred have been in the New York City day schools. The attendance at the institutions has shown no material decrease as a result of the establishment of day schools. An unfortunate circumstance connected with the placing of deaf children in school is the provision of law which requires a parent to declare himself imable to support his child in order to get that child into an institution for instruction. The way to school is through the ]>oormaster. The time has come in the progress of public instruction when free education for the deaf should mean, in many cases at least, a home for the child while under instruc- tion. This is a necessity in view of the fact that day schools are not available, even if they are suitable, for all deaf children. ]ylany children nuist be sent from home to be educated and in the great majority of such cases free board and lodging must be provided. Certainlv as long as the State provides for the education of the deaf, its work ought not to be called charity nor should parents be forced to declare themselves paupers to secure its benefits. The appoint- ment of all pupils should be made through the educational machin- ery of the State anrl not through the charity authorities. SCHOOLS FOR THE BLIND There are about three hundred pupils in the two institutions for the blind in the State. The day schoo'.s of New York City also provide instruction for blind children. Which type of school is better must be left for time to decide. It is probable, however, that institutions for the blind will always be needed, as many blind children require care as well as instruction from the State. The demand for such schools, however, is not likely to increase in view of the fact that but a small percentage of children become blind dur- ing the school period and the number is likely to grow less as means of preventing blindness at birth are more generally known and practised. The tools for instructing the blind have greatly improved in recent years. ]\Iore books are available and up-to-date textbooks are increasing. Machines for writing in point are coming into more common use in the classrooms. The best teachers for the blind are indefatigable in their efforts to enlarge and perfect the methods and means of instructing the sightless. no NEW YORK STATE EDUCATION DEPARTMENT The subject matter dealt with in schools for the blind does not differ greatly from that used in ordinary schools for the seeing. Obviously some branches must be omitted but the blind can learn anything that can be presented to their active senses and their power of reasoning is quite equal to that of the seeing. The institutions may find it advisable to put more emphasis on advanced work, especially in the cities w^here elementary education for the blind is provided in the public schools. Physical training very properly receives attention in schools for the blind. Building up the body of the blind child should be ranked as of first importance in the schools. Perhaps the schools are open to criticism for not doing more and better work in this line. Industrial training is prominent in all schools for the blind. Here too there is chance for improvement. " What knowledge is worth most ? " should be a constant study with teachers of the blind and the answer should be taken as a guide in both literary and industrial training, ACADEMIC INSTRUCTION FOR THE BLIND AND THE DEAF The extension of a three-year period to pupils in the institutions for the deaf and for the blind, for the purpose of pursuing a course of study in the higher branches of learning and in addition to the eight years of elementary instruction, was formerly regulated by special acts. Chapter 280 of the laws of 1892 regulated the appoint- ment of such pupils to the Northern New York Institution for Deaf Mutes at Malone. Chapter 469 of the laws of 1890 regulated the appointment of such pupils at the Rome institution and chapter 197 of the laws of 1890, the appointment of such pupils to the New York Institution for the Instruction of the Deaf and Dumb. When the laws relating to public education were consolidated under the direction of the State Consolidation Board in 1909, these special acts were repealed. This action was probably taken under an incorrect interpretation of the law. The Statutory Consolidation Board undoubtedly interpreted these three years as the three years for which the Commissioner of Education might extend the appoint- ments of State pupils for elementary instruction. The law author- izing the appointment of State pupils to the institutions for the deaf, provides for an original appointment of five years and an extension of time thereafter for three years, giving all pupils eight years of elementary instruction if they desire it. These special acts extended to such pupils as were recommended by the trustees of the institu- ELEMENTARY EDUCATION III tions which they attended, the right to remain for three additional years for instruction in a course of study beyond the elementary course. No reason exists for depriving these State pupils of the benefits of this advanced instruction. It is therefore recommended that the Education Law be amended so as to restore to such pupils the right to receive the three years of academic instruction which was formerly afforded them under these special statutes. INDIAN SCHOOLS The Indian schools which are located on the reservations in this State have made commendable progress during the year. Princi- pal teachers now have local charge of the schools on all the reserva- tions in matters pertaining to administration and supervision. This change has opened the way for greater uniformity and efficiency. Indian schools are not a part of local public school systems and receive no local support. The State bears the expense of their maintenance and the State Education Department is charged by law with their general management and control. The new plan of mak- ing the principal teacher responsible for the management of the schools is working satisfactorily. This plan requires more attention from the Department but the machinery responds readily and promptly to the demands upon it. The thirty-three district schools on the reservations, giving in- struction to nine hundred children, until recently have had little attention and have been doing their work as well as they could with inadequate appropriations and imperfect school organizations. Their task is to lay the foundation of social and industrial better- ment. They are in fact the chief reliance for the proper solution of the Indian problem by preparing the children for living among white people on equal terms. They are nearest the homes and everyday life of the Indian. The number of children enrolled in reservation schools in propor- portion to the population compares favorably with the number enrolled in white schools throughout the State. In regularity of attendance, however, Indian children for obvious reasons fall below the' standard. There has been more than usual sickness on the reservations dur- ing the year and this has seriously affected attendance in some of the schools. On the other hand, the attendance law has been better en- forced than ever before and a more wholesome respect for its pro- visions established. There is need of legislation to perfect the 112 NEW YORK STATE EDUCATION DEPARTMENT working of the school system. Special courts are needed to hold sessions on the reservations for the trial of truancy cases. The matter of sanitation is closely connected with the working of the schools, yet there are no laws effective on the reservations regarding the care of the health and the prevention of the spread of diseases. Vital statistics should be kept as a means of determining the ages of children. Laws to protect the Indian youth are essential to the com- plete working out of school influence. Several of the schools are overcrowded. They have reached a point where assistant teachers are needed and more room required. This condition is more difficult to meet because the Indian popu- lation is inclined to shift from place to place and schools that are congested now may be small in a few years. No provision for high school instruction is now made on Indian reservations. This lack might be met by the establishment of cen- tral schools to take pupils at about the sixth year and give them, in addition to literary instruction, practical training in harmony with their environment. Agriculture, which is the occupation that en- vironment and opportunity seem to make most available to the Indians, might be taught in these central schools. Important progress has been made in the development of the On- ondaga graded school. A domestic department has been equipped, affording facilities for instruction in cooking, canning fruit and in doing ordinary house work. Gardening has been taught and prac- tised. Poultry raising has been begun on a small scale. The shop- work has been systematized and extended. Most of the work on the plant and grounds has been done by the children and principal teacher, who is himself an all-round workman. Much of the equip- ment for the other Indian schools is being made here. The Onon- daga industrial school, as it deserves to be called, is doubtless the least expensive and most useful school of its kind in the State. Recognition is due to the Solvay Process Company for its gift of an adequate pipe line to supply the school with water. Progress has been made both in the matter and methods of in- struction. The teaching of English speech has greatly improved. More than usual attention has been given to hand and industrial training. Interest in school gardening has increased. In No. i Tonawanda reservation, beans, potatoes, corn, cabbage, tomatoes, cu- cumbers, turnips, beets, radishes, lettuce, onions, melons, pumpkins and peppers have been planted and cared for. The children have worked in the o-arden daily and have looked after it since school ELEMENTARY EDUCATION II3 closed. Much credit is due to Mrs Parker, who has succeeded in maintaining- a good degree of interest in the work and has visited the garden several times during the summer. Many schools have done commendable work with knives and other tools. The older boys in the Onondaga school have become quite proficient in the use of tools. The girls have done various kinds of work with the needle. Nine children from the Onondaga school took the Regents prelimi- nary examinations in June. On most of the reservations, the schools united in closing exercises and large audiences of Indians and white people were present. The occasions were utilized in some cases as opportunities to emphasize the value of the schools to the Indians and to arouse fresh interest and a spirit of cooperation. The interest of the Indians in the schools is increasing and should be fostered in every proper way. A number of things are needed to enable the Indian schools to do the most effective work. Teachers of unusual ability, tact and devo- tion are required. The work is essentially missionary in character and involves much besides schoolroom instruction, if it is to be well done. It calls for a knowledge of many things and unusual re- sourcefulness in devising means for doing the work. It is not reasonable to expect to get and retain teachers of the kind required for the meager salaries now paid. Every school should be provided with the simple requirements for teaching health, cleanliness and for other proper instruction. Some schools lack water and conse- quently the cleanliness of the children and of the buildings is neg- lected. Few schools have fences about the yards and animals run loose about them, thus making it impossible to keep the grounds in order or to raise flowers and garden products. To the inhabitants of the reservations the schoolhouses and grounds should be object lessons in light, heat, ventilation, cleanliness and general attractive- ness. jMuch of the work about the buildings and grounds can be done by the children under the inspiration and direction of the teachers. The limitations on this kind of work are the ages of the children, most of whom are quite young, and the lack of initiative in teachers. With a comparatively small increase in the annual outlay for Indian schools, they can be made much more effective as factors in socializing the race. No scheme for Indian education is complete that does not regard the homes as well as the schools. Social advantages are lacking on the reservations and the schools and teachers should supply the need as far as possible. The schools should be centers of influence and helpfulness and the teachers counselors for all who need it. 114 NEW YORK STATE EDUCATION DEPARTMENT STATE NORMAL SCHOOL AT BROCKPORT^ GRADUATES Professional course Badgley, Jessie May Bass, Margaret Fern Beel, Florence Helena Bennett, Emma Church, La Vina Bee Cook, Mae Rozetta Corbin, Lewis Whitman Cosgrove, Jessie Sherman Crossett, Eileen Mae Cuddy, May Teresa Davis, Lilian Anna Dennison, Helen Margaret Donnelly, Ethel Mae Farwell, Emma Louise Garrison, Mabel E. Grace, Elizabeth Agnes de Gruchy, Florence Etta Hartt, Addis Frances Hermance, Harriett Irene Howland, Blanche Amanda Hudson, Edith Henrietta Hyde, Mary Bird Brockport King, Virginia Mae Holley Brockport Kinney, Christine Lola Brockport Medina Kregloh, Edna Elizabeth Brockport Albion McDowell, Mary Elizabeth Medina Holley MacMullen, Ida May Brockport Brockport Mattison, Ethel Gertrude Albion Clarkson Merrill, Beulah Mae Holley Spencerport Millener, Ruth Harriett Brockport Holley Miller, Ida Anna Brockport Albion ( )'Donnell, Margaret Mary Holley Brockport Remde, Mary Louise Medina Clarkson Rogers, Avis Grace Spencerport Brockport Root, Ina Leonette Brockport Holley Ryan, Helen Lois Victor Brockport Sample, Mabel ^Madeline Hornell Albion Setchel, Maude Starkweather Rochester Medina Simkins. Mary Angeline Amsterdam Brockport Smith, Lewis Garrison Rochester Clarkson Stewart, Jean Rose Breesport Victor Sullivan, Teresa Gertrude Albion Brockport \\ elch. Honor Catherine Niagara Falls Albion STATE NORMAL SCHOOL AT BUFFALO GRADUATES, JANUARY I9II Bump, Leska E. Casey, Mary Agnes Crowe, Mabel Lucy Fenyvessy, Florence Rose Helfter, Estella Barbara Herzog, Florence Jones, Ethel Ruth "Kauffman, Wilhelmina Kelly, Harriet Ellen Professional course Lord, Constance Norton Gowanda Vinyard Haven, Mass. Olean McAlinden, Evelyn Lucy Buffalo Lockport McCormick, Margaret (Jlean Buffalo Mills, Sarah Alice Leroy Snyder Paasch, Emily Augusta Lyndonville Buffalo Quinn, Olive Margaret Buffalo Springville Regan, William Joseph Buffalo Buffalo Rose, Florence Eleanor Olean Lancaster Sheffield, Mildred Elizabeth Manchester Wadsworth, Cora Elizabeth Buffalo Kindergarten-primary course Mau, Alice Adele Alden Alford, Beatrice Irene Bailey, Clara Barlow, Ethel Louise Beavers, Antoinette Ruth Beavers, Martha M. Beirne, Agnes Bergin, M. Genevieve Bobsien, Bertha Emma Bridenbaker. Pearl Agnes Brimmer, Maude Elmina Brown, Mary Agnes Chassin, John Nicholas Christian, Katherine Mae Corbett, Mary Elizabeth Crane, Mildred Gisele GRADUATES, JUNE I9II Professional course Buffalo Cripps, C. Beatrice Buffalo Brooklyn Cummings, Ethel G. A^kron Buffalo Davie, Charlotte Elouise Franklinville Buffalo Daw, Florence H. Niagara Falls Butlaio Donahue, Florence E. Hornell Port Tervis Dougherty, Elizabeth Veronica Buffalo Mt Carmel, Pa. Buffalo Dovle, Cornelia Dorothy Lackawanna Buffalo Drake, Ruth Lois Buffalo Perch River Durkee, Alice Chace Buffalo Batavia Eisenhardt, Georgena Emily Buffalo Eggertsville Kllithorpe, Anna Marie Sandusky Gainesville Ewing, Anna Thompson Depew Batavia Fitzgerald, Irene Elizabeth Olean Buffalo Gaudv, Ethel Helen Port Jervis ^The names of the members of the local boards and of the faculties of the various normal schools, which have previously been given in this report, are this year published in Education Department Bulletin 505, entitled State Normal Schools. ELEMENTARY EDUCATION 115 (;ill. Ina Anna Gilmore, Ruth Goetz, Margaret Marie Hammond, Leora Elleanor Hannum, Florence S. Harris, Vesta Loraine Hazell, Mabel Katherine 1-feilman, Ethel Sutton Hinman, Mayme Elizabeth Hough, Mary Howe, Peryl Sprae Hover, Florence L. Irwin, Nellie Amelia Jack. Eleanor Wade Jacoby, May Evangeline Jones, Estelle M. Jones, Laura Josephine Kahm. Gertrude Barbara Kavanaugh, Mary Madonna Kenline, Bessie Ruth Kern, Clara Magdalena Klein, Rose Gertrude Lake, Margaret Evangeline ]>a Reau, Agnes Theodora Lavelle, Catherine V. Lennox, Ethel Lynch, Edith Agnes MacDonald, Laetitia Anna MacDougall, Ruth Hannah Mareane, Carolyne Adele Martin, Alta May Mattocks, Edna Laura McDermott, Bertha Rosella Mc(;ee, Mary Katherine McGee, Susie Cuba North Tonawanda Buttalo Buffalo Mayville Niagara Falls Buffalo Buffalo Ellicottville Buffalo Buffalo Buffalo Friendship Buft'alo Niagara Falls Delevan Akron Allegany Buff'alo Darien Center Buft"alo Buffalo Buffalo Buffalo Lackawanna Lackawanna Buffalo Buft'alo Buffalo Elmira Depew Gowanda Buffalo Buffalo Arcade -McKay, Alyson Collins Meredith, Ruth Olive Miller, Matilda Mary jNIindel, Mary Katherine Aiott, Bessie H. Muckler, Grace Marie Nellist, Mary E. < >'Lough!in, Claudia Marcella O'Neill, Monica Clare < ht, Caroline Marie I'ark, Georgiana V. Parsels, Margaret i'carson, Emma K. C. I'eterson, Agnes M. Phillips, Oralee Frances Plumstead, James A. jr Polhamus, Marv H. Reese, Ethel M. Reil, Mary B. Repp, Florence J. Rowland, Myrtle Elizabeth .Sager, R. Grace Schoepflin, Grace Isabelle Seider, Theresa Somers, Vera Consuela Spaulding, Margaret Valencia Story, Irene Agnes .Suess, Frances G. Sullivan, Eleanor Esther Summey, Marion Louise Townsend, Mvra E. Walldorff, Gladys M. Weaver, Florence Pauline Winner, Anna Geneva Kinder garteii-priniary course Booth, Evelyn Mary Burns, Estelle J. Hambleton, Margery Callou Buffalo MacDougall, Mildred May Buffalo Orr, Frances Eleanore East Aurora Peck, Elizabeth Estelle Buffalo Buffalo Buffalo Buffalo Olean Buffalo Lyndonville Buffalo Buffalo Buffalo Allegany Lyndonville Buffalo Depew Celeron Buffalo Yorkshire Arcade Buffalo Buffalo Buffalo Buffalo Gardenville Springville Buffalo Lockport Buffalo Lancaster Lockport Buffalo Orchard Park Deleyan Olean Springville Buffalo Buffalo Belmont Heywang, Mary Alice Mayle, Edith Henrietta Kinder !^m'te II course Buffalo Mitchell, Ruth Ann Niagara Falls Buffalo STATE NORMAL SCHOOL AT CORTLAND GRADUATES Classical course Baker, Nancy Ethel Center Lisle Endish course Belden, Arthur Edwin Conner, Winifred Alice Owego Cortland Knapp, Florence E. S. Lewis, Etta Simpkins Professional course Aber, Katherine Demerest Bath Aird, Elsie Raymond Binghamton Alden, Emeline Louise Bath Ames. Caroline M. Vernon Center Avery, Katherine Magdelene Waterloo Bartliolomew, Albert J. Cortland Bennett, Elizabeth Louise Waterville Blanding, Carrie Lurana Sherburne Bloomfield, Helen Teressa Waterville Bloomfield, M. Gertrude Waterville Bolger, Elizabeth Mary Norwich Buckley, Helena Margaret Cortland Buckley, J. lone Cortland Burd, Edna Canastota Burdick, Edith Lell Cortland Butler, Frances Cortland Campbell, Etha Margaret Breeseport Clapper, Elizabeth Julia Connelly, Genevieve E. S. Crocker, Florence Beebe Cunnan, Elizabeth B. Daley, Elizabeth Veronica Dickinson, Elizabeth G. Dolan, Susie E. Doolittle, Nina Frere Dougherty, Nellie LaBarre Driscoll, Helen Elizabeth Driscoll, Margaret V. Durfee, Carrie Janette Farle, Olive Mary Evans, Florence Anna Felshaw, Nellie Eliza Fenelon. Rena Magdalene Ferris, Edna Louise Camillus New York Binghamton Syracuse Binghamton Skaneateles Horseheads Homer Cortland Binghamton Ithaca Whitney Point Ithaca New Woodstock Binghamton Ciloversville Constableville Sag Harbor Locke ii6 NEW YORK STATE EDUCATION DEPARTMENT Finehout, Grace Irene Canajoharie Eraser, Ciara Anne Waverly Gibbs, Mary Edna Marathon Goodsell, Ella Estella South Otselic Gross, Iva Elizabeth McGraw Harding, Ethel Beatrice Breeseport Hayes, Rosalie A. ^ Binghamton Haynes, Lavinia Kenyon Preble Hester, Alice Josephine Groton Hitchcock, Irene May Woodville Holmes, Evelyn Jessie Hubbardsville Houghton, Joyce Cornelia Liverpool Howard, Lucy T. Sherburne Hunt, Mildred May Cortland Hurd, Martha Irene Utica Hutchings, Grace Cornelia LaFayette Kelley, Frances Elizabeth Cortland King, Bertha Evelyn Cortland King, Helen Eunice Cortland Knight, Helen Frances Cortland Kotrba, Mary Cornelia Riverhead Laird, Essie Elizabeth Woodville Lanigan, James Edward Cortland Larkins, Mabel Elizabeth Sherrill Lowell, Ethel Louise Cortland Lowerre, William Merchant Cortland Mahieu, Mabel Williamson McAuliffe, Helen May Syracuse McCurn. Nora Irene Rome Meagher, Agnes Burke Kirkville Medes, Jane Louise Cortland Mills, Ada Irene Port Byron Mindel. Nelle M. Lyons Morey, Annie Bromley Murphy, Mary Katherine Nichols, Maud Katherine ( )akes, Eunice Belle Palmer, Avery Kay Petrie, Edith Katherine Piercy, May Wescott (Juinlan, Julia Agnes Randall, (irace Marinda Reynolds, Carrie Belle Rinehart, Edith M. Sasenbery, Marian Elma Seaver, Ruby Louise Servis, Ethel May Seymour. Blanche Celia Shaw, Edna May Sherwood. Lillian Ethel Sibley, Edith Duncan Smith, Herbert D. Smith, Lena Allen Snyder. Lucy Stanton. Clifford A. Steed. Mary Regina Stevens. Marjorie Houelito Tanner. Teresa Elizabeth VanDuser. Emma Joanna Wilkinson. Ruth Cordelia Williams. Walter H. Wilson, Mabel May Woodin, Lulu Maude Youmans. Stella Cary Zvirin. Dora Kindergarten course Fanning. Stella K. Riverhead Parsons, Marion Kinder gart en-primary course Bugbee, Grace Mary Syracuse Farley, Elizabeth Macksey Sherburne Fegley, Cora Agnes Waterloo Griffith. Jessie Ruth LUica Haupin, Kate B. Cortland Hofstetter, Frieda M. East Rome Holdridge. Sara M. Candor Horton. Helen Julia Covert Hurlbut, Theodora Syracuse Jennings, Marguerite C. Manktelow, Pearl Lucy Short, Beth Orilla Smith, Mary Leona Stow, Mary Regina Swift, Katrina D. Wheeler, Florence Eva Wicks, Lulu Jane Winters, Mazie Evelyn North Rose Binghamton Elmira McGraw LaFayette Canastota Binghamton Homer Utica Cato Syracuse Rome Erieville Weedsport Lebanon Rome Covert Owego Trumansburg Trumansburg Syracuse Blodgett Mills Cortland \ Cortland Hornell Candor Clinton Cortland Cortland Cortland Whitney Point Larcbmont Camillus Homer Waterloo Cortland Ithaca Binghamton Honesdale Auburn McGraw Favette STATE NORMAL SCHOOL AT FREDONIA Aldrich. Jessamine Lois Anderson, Augusta Anderson, Mabel Anderson, ( )live Mae Benjamin, Flora Edith Blasdell, Edward Merrill Brace. Carolyn Belle Cramer, Avis Irene Dederick, Lena Julia Dye, Zadie Orissie Ellis, Marea C. Falvay. Clarice R. Franklin. Ruth Eleanor Gardner. Katherine Wright Gibbs. Laura Gladys Gould. Ethel Adelaide Graas. Carrie Hannon. Bess Adelia Lee Holbrook, Rena Estelle IngersoU, Florence Jackson, Sophia Johnson, Anna ^lagdalene Johnson. Bertha Mary iLilgendahl. Anna Linnea Marshall. Linda GRADUATES Professional course Silver Creek Ashville Mayville Brocton Fredonia Dayton Dunkirk Panama Cassadaga South Dayton Portland Westfield Fredonia Fredonia Fredonia Fredonia Dunkirk Chautauqua Hornell South Dayton Fredonia Cassadaga Sinclairville Smethport. Pa. Sherman Martin, Edith L. Maytum. Hildegarde Olson, Edna Elizabeth Ossman. Gustav William Park. Allan J. Peavy. Grace Berdena Phillips. Alice Marion N Rink, Nellie M. Ruggles. Cynthia Sophia Ryan. Emma Elizabeth Sardeson. Bessie St Clair Scannell. Helen A. .Senn. Marion E. .Smith. Susan E. Stetson, Mary Georgia .Strong, Howard Herkimer Swyers, Elizabeth Mae Tarbox, Love Inez Twist, Margaret Mary Waite, Clara Annette Warner, Velma J. Wilcox, Alice Hazel Williams. Florence Allen Woodford, Mary Winifred Fredonia Fredonia Dunkirk Westfield Sherman South Dayton orth East." Pa. Little \'alley Dunkirk Steamburg Fredonia Dunkirk Forestville Silver Creek Findley Lake Sherman Brocton Cassadaga Lackawanna Xapoli Chautauqua South Dayton Sheridan Fredonia ELEMENTARY EDUCATION 117 Kinder zarten course Edmunds, Isabel Lake Fink, Beatrice B. Fording, Hattie Bell Jackson, Hattie Rose Fredonia Dunkirk Gibbs, Martin, Helen S. Grace E. Kindergarten-primary course Fredonia Merrihew, Edith Louise Fredonia Music and draiuinsi course Fredonia Fredonia North East, Pa. Beardsley^ Lucy Almira Dwyer, Grace E. Horton, Mabel Hayes, Lillian Prish, Florence Ethel Gill, Mary Elizabeth Fredonia Dunkirk Silver Creek Townsend, Kate Hazel Young, Laura Mae Hornell Fredonia Music course Fredonia Fredonia Rollinson, Katharine Almina Olean Twist, Margaret Mary Lackawanna Draining course North East, Pa. Van Duzer, Laura B. Silver Creek STATE NORMAL SCHOOL AT GENESEO GRADUATES Professional course Abbey, Letitia E. Allen, Jennie D. Allen, Velma Barker, Bessie Barry, Gertrude M. Barry, Helen Beecher, Una M. Benedict, Leah Blackburn, Marie Bliss, !Mary Briggs, Florence May Brace, Orwell Bratten, Cosette A. Buckley, Anna R. Bush, Etta E. Button, Margaret Brehaut, Edna I. Collins, Hazle Collins, Madeline Cornwell, Elva A. Cotton, Lydia Coulthard, Florence •Coultry, Clara C. Daniels, Olive Davin, Bessie Davis, Vina Dick, Blanche K. Doyle, Harriet Dublyn. Florence Ecker, M. Flossie Edwards. Laura A. Ellinwood, Mary A. Embley. Mary K. Finch, Ray ^I. Fogarty, Margaret Foster, Vera E. Fraher, Elizabeth A. Fraser. Walter S. Gallagher. Cora E. Gannett. Clara Graham, Anna Groff. Cora E. Graubert. May J. Hagen, M. Louise Hartnett, Frances Holt. Frances A. Howe. Nellie E. Keefe, Mary M. Kendall. Ethel Kennedy, Marv E. Angelica York Canisteo Ulysses, Pa. Rochester Penn Yan Atlanta Marion Caledonia Belfast Nunda Hammondsport Portsmouth, Ohio Geneva Westfield, Pa. Belmont Geneseo Hornell Bath Perry Avoca Caledonia Mount Morris Fillmore Avon Avon Dansville Middleville Geneseo Mohawk Whitesville Rose Holcoinb Rock Stream Hammondsport Middlesex Cayuga Mount Morris Geneseo Lyons Watkins Canisteo Bay Shore Bay Shore Hornell Catskill LTlysses. Pa. Wellsville Stafford Pavilion Kilcoync, Kathryn V. Lawrence, Mary L. Leopold, Letella Logan, Ada I. Lookup, Susan Luce, Gertrude McClintock, Mary INlcClure, Edna -MacCone, Anna McGibeny, Mary .\lc(;rath. Margaret M. Mcdrath. Mary Mack. Margaret Mackay, Isabel McLaughlin. Agnes McLaughlin. Sarah Mandia, Lula .Morc-y, Ethel E. Morris, Florence E. Morrow. Ethel M. Xewberry, M. Florence Northrup. Jennie S. Norton, Florence ( )sborn, Mary L. O'Neil. John P. I'atterson, Elizabeth G. Peabody, Helen M. Perkins, Jessie M. Pierce. Pearl B. Ransbury, Teresa M. Rice. Augusta E. Rowley, ^labelle Shaw, Sarah Elizabeth Smith, Henrietta Smith, Irene Louise Soden, Clara E. Symonds. Clinton W. Taylor. Mary Emma Templeton. Jennie M. Thelen, Frances Tozier. Jessie ^^^ \'^incent. Mabel L. Walsh. H. Monica Webb. Ethel Lee Williams. Ethel ^May Wilmot, Jennie Windnagle. Nyna Winters. Beulah Woodward. Ray H. Voumans, Helen Portageville Canisteo Baldwinsville Linwood Marion Marion Geneseo Olean Geneseo Belmont Olean Olean Caledonia Addison Little Falls Rochester Caledonia North Rose LeRoy Geneseo Newport Cameron Mills < )lean Wainscott PiiTard East Bloomfield Wayland Webster Crossing Woodhull Hinsdale Rochester Canisteo Nunda Wayland Cohncton Mooers Forks Interlaken Moscow Nunda Rath Johnsonhurg Middleport Mount ?iTorris Addison Warsaw Farmersville Prattsburg Clyde Hammondsport Geneseo ii8 NEW YORK STATE EDUCATION DEPARTMENT Classical course Jones, John D. Cuba Smith, L. J. Kindergarten-primary course Burgess, Alice A. Dansville Collins, Reta Esther Dansville Deichman, Laura Marie Caledonia Downes, Isabel A. Bay Shore Durfee, Hazel Cone Geneseo Farnham, Ruth M. Wyoming Garner, Bernice L. Clarendon Kirby, Amy A. Cuba Noble, Mollie E. Avon Pringle, Florence D. Wayland Rockwell, Lillias D. Sackett, Minnie E. Sherwood, Vina G. Smith, Helen A. Sutton, Florence M. Thorpe, Rhoda A. Tirrell, Leah Addie Ward, Minnie E. Wells, Blanche H. Windolph, Mabel C. Lynbrook Pueblo, Col. Avon Piffard Java Avoca Rochester Seneca Falls Savona Pavilion Norwich Teacher-librarian course Kilian, Hazel E. Utica STATE NORMAL SCHOOL AT NEW PALTZ GRADUATES Professional course Adolph, Maizie Albee, Mabel Arnott, Bessie Bergen, Nellie Birdsall, Elizabeth Bolton, Marie Boyd. Sadie B. Brayton, Eva Brennan, Mary A. Burnstine, Esther Byrnes. Meta K. Cain, Emma C. Cameron, Mary E. Casey, Alice M. Cathcart, Agnes Costello. Alice Crofts. Gladys Cusack. ]\Iarie DeGroot. Laura Denniston. Edna F. Devine. Anna Devo. Hazel B. Du'Flon. Alton H. Elsworth. Cleon Finch, Louise F. Flynn. Anna C. Fowler. Stisan Frazee. Henrietta U. Goring-, Edna M. Hammond. Cornelia S. Heinsohn. Madalene Hibler, IVTarv Boucher. Elizabeth T. Johnson. Josephine iVTcFerran, Fave Highland Falls Roscoe Walden Port Jefferson Yorktown Heights Gouverneur Kingston Edwards Stamford, Conn. Newburgh Fishk'" Chester New Rochelle Cold Spring Newburgh Kingston Newburgh Kingston Goshen Meadow Brook Rifton New Paltz Kingston Port Ewen Peekskill Harrison Port Ewen Port Jervis Wappingers Falls Kingston Mount Vernon Highland Falls Holmes, Elsie A. Houston, Elizabeth W. Husted, Emily H. Kallina, Josephine Leafstrand. Esther E. LeFevre, Mary A. McCann, William A. McGinn, Nellie I. Merwin, Alice B. Morgan, Kathryn Mullarlev, Teresa F. Murphy. Edith Murphy, Grace S. Murray. Tennie R. Nell. Edi"th Newman, Anna Patchin, Beatrice J. Peattie, Mae R. Purdv. Mildred E. Raftery. Mary G. Rudd, Florence Ryon. Marion Schattan, Theresa A. Seybolt, Audrey Sevbolt, Muriel Steele. Mary B. Stephenson. Elizabeth Tooker. Irene Tvler. E. Louise Tully. Eva M. Van Aken. Frances L. Welsh. Margaret Kinder ^art en-primary course Mount Vernon Edenville North Tarrytown Chester Tompkins Cove New Paltz Kingston Glenham Matteawan Rosendale Dvkemans Highland Falls Gloversville Amityville Walden Yonkers Pine Plains Fishkill Mount Vernon Cold Spring Mount Vernon Rosendale Highland Falls Thompson Ridge Thompson Ridge Mamaroneck Hurd Port Tefferson Salisbiirv Mills Flushing Port Ewen White Plains Syracuse Bigelow Gouverneur Smith. Anna E. Taylor, Lena B. West New Brighton Gloversville STATE NORMAL SCHOOL AT ONEONTA GRADUATES Augustin. Eloise Babbitt. Harriet A. Balcom. Helen C. Bartlett. Carrie A. Professional course Oneonta Bartow. Elsie E. East Patchogue Oneonta Bell, Goldie A. Oneonta Penn Yan Blanchard. Maude J. Ticonderoga Winfield Bodlev. Cora M. Afton ELEMENTARY EDUCATION 119 Bostwick, iMargaret A. Boyle, Edith M. Brainard, Julia Brunner, Madge C. Burhyte. Bessie E. Burke, Johanna C. Burtison. Rose L. Bushnel!. Marion L. Button. I.ucy Casselle. Maud W. Chapin, tiladys Chase. Susie J. Church, Leeta W. Cleary, Elizabeth F. Cohen. Helene I. Collins, Mildred E. Coolev. Margaret F. Cordrier. Elizabeth M. Cox, Mary A. Crandell, Marion R. Cunningham, Helen G. Danehv. Nellie M. Davis." Effie B. Dixon. Hazel N. Dolan. Marguerite M. Donnan. Belle W. Donnan. Elizabeth Donnan. Jennie A. Donnelly, Anna E. Donnelly. Ella M. Enright, Jane Fitzgerald. May Fleming, Blanche Forbes. Tna Franz, Emma A. Gage. Rena B. Galvin. Elizabeth R. Gilbert. Hilda C. Gladstone, M. Mildred Gould, Lillian M. Green. Ethel M. Hager. Blanche Hamilton. Mabel Harris. Dorothy Harris. Opal E. Harris. Z. Grace Healy. Mary T. Hempstead. Eva M. Hennes=v. Loretto Heslop. Alice P. Hinman. Stanley T. Holme=. Joseph L. Howell. Nathan R. Hyde, ivrvrtha E. Tarvis. May L. Joslin. Lucy L. judd, Carrie B. Kalligan. Thomas J. King. Alice E. King, K. Mabel Krum. Ida A. Kutz. Erma L. Lake. Susie L. Leach, .^da Leonard. Josephine M. Lewis. Mary I. Louer. Alice M. Lvon. S. Ethel McCarthy, Margaret ATcTntosh. Edith F. Mackey, Emily E. Amsterdam Remsen Oneonta Saratoga Springs Brookfield Utica Unadilla Gilbertsville Sharon Springs West Coxsackie Wellsbridge Waterford Schenectady Waterville Gloversville Utica LTtica Valley Falls Herkimer Otego Hudson Falls Hamilton Delhi South New Berlin Hunter Galway Galway Galway Glens Falls Schuyler Lake IsHp Deansboro Wellsbridge Johnstown Catskill South New Berlin Binghamton New Lisbon Delhi ' Ilion Eaton Stamford Stamford Jefferson Otego Saratoga Springs Little Falls Ilion Utica Gilbertsville Vernon Oneonta Speonk Afton Ilion Amsterdam Worcester Oneonta Valley Falls Andes Krumville Binghamton White Creek Glens Falls Saratoga Springs Johnstown Utica Port Chester Utica Rockville Center Medusa Malcolm, Ethel L. Maloney, Alta D. Markham, Sarah Marshall, Elmira Marson, Ruth E. Mason, Dorothy L. Mattice, Belle A. Mattice, Inez V. Maxwell, Anna L. Maxwell, Beth Maynard, Mabel A. Meek, Laura E. Metzger, Mary J. Miner, Mary Misner, Laverne Mitchell, Sarah G. Morse. Cecil G. Moshier, Minnie T. Murphy, Mae Murphy, Mary L. Murray, Marcella M. Nelson, Mary E. Noxon, Grace J. O'Keeffe, Marguerite A. Ott, Helen R. Palmer, E. Louise Peck, Jennie Pike, Vesta L. Pollock, Maude A. Powell, Clara A. Raban, Ethel N. Reid, E. May Rice, Ethel C. Rice, Grace M. Rice, Laverne Rickard, Lena M. Riedel, Mary C. Risley, Sarah C. Roohan, Alice J. Root, Adelia E. Seager, Myrtle A. Sebastian, Leone I. Sexton, Rosemary Shaul. Adaline D. Sheldon, Mabel Sherman, Charlotte B. Sibley, Lillian E. Sickler, Hazel A. Smith, Alice W. Smith. Annette E. Smith, Elizabeth B. Sprague, Susie B. Stevens, Harold D. Sullivan, Anna R. Sullivan, May V. Switzer, Mary A. Tefft, Vera A. Terwilliger, Helen G. Travis. Alice M. Travis. Zena R. Tremlett. Elizabeth S. Vanguilder. Clarice Vantine, Maud Vroman, Edna F. Warner, Ada Belle Weber. Elizabeth A. Whitson. Helen M. Wilkinson. Ida S. Windsor, T.rina A. Winton. Millicent F. Clayville Oneida Constableville Johnsonville Marcy Oneonta Davenport Middleburg Saratoga Springs East Greenwich Frankfort Greenwich Herkimer Gardiner, Me. Liberty Remsen Oneonta Utica Fort Edward Little Falls Peekskill Eagle Bridge North Creek Hadley Verona Gilbertsville Camden Hoosick Falls Richfield Springs Constableville Valley Falls Whitesboro Patchogue Hudson Falls Parksville Cobleskill Utica Waterville Saratoga Springs Sidney Arkville Boonville Utica Saratoga Springs Oneonta Melrose Schenevus Oneonta Canajoharie Remsen Canajoharie Greenwich Sharon Springs Utica New Rochelle Eaton Brookfield High Falls Peekskill Roxbury Garrattsyille New Rochelle LTtica Middleburg Bainbridge Orange, N. J. Wyandanch New Rochelle Windsor Easton English course Tompkins. Leslie A. Coxsackie Anson. Ruth M. Brown, A. Louise Griffith, Mildred A. Kindergarten course Essex Hyde. Marjorie D. Adams Wright, Anna M. Glens Falls Jordanville Hudson Falls I20 NEW YORK STATE EDUCATION DEPARTMENT Cheritree, Agnes J. Clough, Sophie G. Cogavan, Rosemary Coxe, Bertha Eldredge, Mary R. Haynes, Grace G. Kirkpatrick, Lulu Kindergarten-primary course Glens Falls Oneonta Amsterdam Harrison Amsterdam Inwood Hancock Merrell, Elizabeth Parks, Helen J. Searles, Erma T. Shafer, Mary Stowe, Gertrude UnderhiU, Ellen L. Westcott, Edith R. Greene Oneonta Schaghticoke Argusville Windsor Rochelle Milford STATE NORMAL SCHOOL AT OSWEGO Allard, Frances Genevieve Baker, Florence Elizabeth Blum, Jeannette Julia Butler, Helena V. Daly, Winifred Anne Damm, Mary Veronica Davis, Cornelia IMary Dowd, Margaret L. Eddy, Ruth Gere, Robert Whitcomb Hunt, Mary Marjorie GRADUATES Professional course Oswego Kirwan, John J. Oswego Loftvis, Mary Ethel Gloversville Martin, Esther Elizabeth Utica Meagher, Kathleen Whalen Pulaski O'Brine, Mary Joseph Oswego Rylah, Mabel Utica Spicer, Edna Middleton Oswego Sellier, Elizabeth Mortimer Oswego Still. Clara F. Fayetteville Towse, Anna Bernadetta Oswego Oswego Oswego Oswego Oswego Auburn Yonkers- Perch River New York White Plains Oswego Kindergarten-primary course Bradford, Cynthia Rosina Little Falls Edwards, Irene Fultonville Everts, Ethel Lucretia Mexico Ferguson, Helen Marguerite Little Falls Morey, Florence Julia Morton Woodhull, Julia B. Patchogue Brumfield, Harriet Wood Oswego Crocker, Mabel Beatrice Saratoga Springs Kindergarten course Wakeman, Mary Elizabeth Herkimer GRADUATES, JUNE I9II Professional course Baker, Louise Frances Barry, Teresa Josephine Bechard, Lucienne M. Beebe, Olive C. Bell, Florence C. Birbe, Mary Alice Boyle, Ellen Mary Bradley, Jessie R. Brewster, Marguerite E. Brinkerhoff, George John Buckley, Gertrude Agnes Buerman, Mabel S. Bullard, Mary Agnes Burden, Anna Elizabeth Burns, John H. Burns, Robert L. Carpenter, Rodella Alma Carr, Ruth Mills Connor, Anna Veronica Colihan, Elsie May Conroy, Sarah Elizabeth Corr, Elizabeth Augusta Cronan, George D. Davies, Margaret Louise Dowdle, Jes?ica Failing, Stildred Farrell, Margaret Louise Farricy, Eleanor M. Fay. ^largaret Cornelia Foster, ^Margaret Agatha (iarland, Lena Caroline Geer, Amber May Gilmore, Marjorie Edna Gorman, Katherine A. Utica Savannah Oswego Oswego Utica Frankfort Rome Fulton Cape Vincent Red Creek Elmira Sodus Sterlingville Oswego Oswego Oswego Oswego Fulton Ontario Center Rome Marcellus Rome Oswego Girard, Ohio Oswego Oswego Oswego Syracuse Oneida Oswego Oswego Oswego Dexter Oswego (ireenfield, Catharine Shields Watertown Handy, Hazel Dorothy Gloversville Hayes, Jennie Louise Rome Heilganz, Frances Louise Marcellus . Hoyt. Plelen E. Walton Jacks. John P. Oswego Kane, Helene Agnes Oswego Kegg. Bertha M. Cranberry Creek Kincaid, Stella Lisle I^ewis. Katherine Mary Oswego Lewis. Lena Mae Martville Mackin, Irene Marie Oswego Martin, Marguerite Esther ' Oswego Martin, Neil S. Oswego McCall, Ralph H. Oswego McGinn. Mary Teresa Skaneateles McTiernan. Margaret E. Little Falls Mowrv. Ethelyn Frances Mexico Murphy, Nellie M. Rome Mvers, Florence E. Yonkers Nelson, Mary Louise Amsterdam Nolan, Jame's Patrick Auburn O'Connor, Mary Louise Oswego Ottley, Mildred Ellen Seneca Castle Parker, Minnie B. Syracuse Patterson, Elizabeth Clara Wilson Peck, Flora Estelle Syracuse Peno, Mary Agnes Oswego Pellettieri, Rosina A. Utica Robinson. Lulu L. Livingston Manor Rogers, Ruth Isabella Fulton Rosenqvist, Olga Safia Yonkers Russell, Thomas G. Rush, Pa. Savage, Leslie Oswego ELEMENTARY EDUCATION 121 Schuyler, Eleanor Livingston Goshen Shriver, Ralph Frank Horseheads Smith, Sarah Edith Little Falls Somers, Harriet Park Belgium Stone, Donna Isabel Oswego Stone, Florence May Oswego Tooley, Queenie Rose Fulton Traver, Florence Mae Amsterdam Tucker, Nellie Ethel Potter Oswego- Tyler, Ruby Mae Greenwood van Hee, Nina May Williamson Walsh, Sarah M. Oswego Wetherald, Grace Wilson Wibbe, Sophia A. Oswego Wilde, Mabel Anna Martville Kindergarten- primary course Brewer, Anna May Oswego Brumfield, Harriet Wood Oswego Coleman, Anna Lottie Hilton Cusick, Helen Shatzel Syracuse Healy, Mildred Pauline Jordan Healy, Reba E. Jordan Healy, Reta Helen Jordan Herman, Mabel Ursula Newark Hodder, Marval Asenath Gloversville McCormick, Marion Bessant Phoenix Still, Marion E. Johnstown Walters, Irene H. East Syracuse West, Mabel E. Newark White, Mildred Eloise Oswego Brown, Lulu Florence Burr, Minnie Louise Dalton, Kathleen Cecelia Davis, May Ida Kinder mrten course Gloversville Oswego Oswego Fort Edward Gray, Alice Seamans, Ruth Ella Shibley, Eleanor Livingston Manor Pulaski Johnstown STATE NORMAL SCHOOL AT PLATTSBURG Buxton, Inez P. Bendon, Margaret A. Crane, Mary F. Cooper, Cassie E. Dougan, Susie C. Dundas, Margaret C. Finn, Mary Ellen Graves, Mary E. Henault, Aurore M. Haley, Frances Loviise Kelly, Gladys GRADUATES Professional course Plattsburg Mechanicville Saratoga Springs Burke Witherbee Port Henry Fort Edward Plattsburg Tupper Lake Plattsburg Plattsburg Lee, Stella C. McGivney, Mary Louise Mitchell, Pearl Middleton, Blanche L. Potter, Cordelia R. Simpkins, Jennie M. Sutherland, Charlotte I. Smith, Jennie E. Twilger, Aura B. Volpert, Eva R. Wilkens, Louise E. Mechanicville Malone Saranac Mineville Plattsburg Plattsburg Mineville Lake Placid Port Henry Lake Placid Lake Placid Forsythe, Mary E. Larson. Anna Belle McCarthy, Agnes V. Meade, S. Evelyn Kindergarten-primary course Enosburg Falls, Vt. Lyon Mountain South Plattsburg Fort Covington Moffitt. Alice M. Sutherland, Charlotte Sadler, Helen B. Vilas, Beatrice A. Plattsburg Morrisonville Plattsburg Burlington, Vt. STATE NORMAL SCHOOL AT POTSDAM GRADUATES Professional course Backus, Jane Pearl Bacon, Carrie Arzelia Badger, Ina Bosworth, Ruth Mary Barnett. Blanche Chatterton Brownell, Grace Maude Brownell, Jessie Sarah Brainard. Frances Bundy, Mabel Susan Calnon, Catherine A. Clarkin, Anna Veronica Clark, Carrie Hazel Comins, Caroline Hayes Condon, Anna Mae Copeland, Mildred Emma Costello, Mary Isabella Crowley, John Walter Curtis. Carrie -Stanley Davis, Allen Stuart Desmond, (^iertrude A. Canton Potsdam Depeyster Lowville Potsdam Potsdam Johnstown Oxbow Canton Canton Madrid Plumbrook Adams Potsdam Parishville Port Henry Winthrop Three Mile Bay Cape Vincent Brasher Falls Dickson, Emma Beryle Downey, Joseph Richard Dullea, Dennis James Finnegan, Rose Loretta Forbes, Marion Belle Forsythe, Hazel Maude Franklin. Ruby Mae Goodhartt, Mary Jane (iorman, Mary Gertrude Graffin. Grace Theresa (trandy, Florice Hall Grant. Florence Edith Graves, Floy lone fiutterson, Olive M. Haig, Mollie Frances Hallahan, Katheryn Mary Halpin, John Henry Haves, Charlotte Kathryn Hazelton. Althea Edith Hefferon, Ella Jeanett Waddington Potsdam Hopkinton Malone Carthage Waddington Potsdam Potsdam Madrid Ogdensburg Hermon Potsdam Potsdam Lisbon Madrid' North Lawrence Potsdam Potsdam Potsdam Cantoit 122 NEW YORK STATE EDUCATION DEPARTMENT Holden, Howard Lee Potsdam Johnson, Allen Charles Winthrop Johnson, Ola Althea Harmon Kennehan, Marion M. Brasher Falls Lawrence, Nellie Elizabeth Massena LeFevre, Susan Catherine Potsdam Lemmon, Ivaloo Ruth C. Ogdensburg Lewis, Helen Marguerite Potsdam Locklin, Mary Alice Watertown Lock-wood, Harold Rollin Potsdam Maclntyre, Elizabeth Mary Potsdam Mason, Gladys Alene Depeyster McAdams, Kathleen Anne PennYan McCuen, Pearl Anna Potsdam McGovern, Katherine Ann Lowville McGrath, Mae Elizabeth Lowville McGrath, Mayme Theresa Lowville McIIwee, Jennie Martha Heuvelton McLaughlin, Mary Evelyn Canton Merithew, Lena A. Richville Newell, Marion Eliza Potsdam Newman, Ethel Clara Redwood Newman, Pauline Harriet Rossie O'Connor, Irene Potsdam O'Connor, Mary Elizabeth Potsdam Olmstead, Eva Marie Colton Ouincer, Katherine Elizabeth Redwood Kiggs, Margaret Louise Potsdam Roach, Grace Agnes Colton Robinson, Hazel Mildred South Hero, Vt. Rounds, Lulu Pearl Depeyster Ryle, Grace EHzabeth Potsdam Seymour, Nellie Marie Canton Smith, Frances Eliza Ogdensburg Smith, Mary Gertrude Colton Spears, Nettie Agnes Colton Spencer, Olla Electa Ogdensburg Taylor, Ina May Antwerp Vock, Lotta May Theresa Waite, Ruth Mary Antwerp Wall, Orpha Sophia Ogdensburg Waterman, Margaret McN. Ogdensburg. Watterson, Jean L. M. Colton Whitman, Lena Brushton Wilcox, Mabel Estella Potsdam Wright, Bessie Common Waddington Hatch, Theresa Agnes English course Potsdam Potter, Clara Allen Kindergarten-primary course Adams, Edna Lillian Avery, Carrie Maude Baker, Marjorie Phoebe Chaney, Mittie F. Chittenden, Maude Isabel Clark, Jennie Elaine Watertown Waterville Watertown Tupper Lake Potsdam Brasher Falls Cronk, Daisy Elizabeth Davis, Alta May Emery, Josie Maude Jillson, Frances Louise Sherman, Dorothy Wetmore, Ethel Harriett Potsdam Norwood Mohawk Pgtsdam Ogdensburg Potsdam Norfolk LB N '12