gass LA 34-2 Bnnk . C S A G M!lllllllllllllllllllllllllllllllllllllll!llllllllllllllllllllllllllllllllllllllllllllllllll!M CINCINNATI A city that, with well defined pur- pose, is seeking through the co-oper- ation of all its institutions — social, civic, commercial, industrial, educa- tional — to develop a unified system of Public Education that shall adequately meet the needs of all its people. DEPARTMEN r OF SUPERINTENDENCE NATIONAL EDUCATION ASSOCIATION February 22 -27. l')13 A Toevic^n A city that, with well defined pur- pose, is seeking through the co-oper- ation of all its institutions — social, civic, commercial, industrial, educa- tional — to develop a unified system of Public Education that shall adequately meet the needs of all its people. DEPARTMENT OF SUPERINTENDENCE NATIONAL EDUCATION ASSOCIATION February 22 - 27, 1915 0. Of >;i .UL i^ 19 1 u d0 ■*!^ c^ 6 i '^ o is <*» ^ V. '■-^ Sntrobttction HE PURPOSE of this booklet is to give an account of the Cincinnati school system and to explain the methods of co-operation be- tween the schools and the other educational forces of the city. Education is no longer regarded as a function that belongs exclusively to the school. It is a function of the whole community. The problem is so to organize the educational process that there may be no wasted effort and that the changes which education makes may be wholly good both for the individual and for society. This conception of social duty imposes upon a community the obligation to care for the individual before he arrives at the customary school age; to give him the best possible advantages during the period of his school life; and then, when his school days are over, to afford him opportunity for such further means of improvement as will enable him to reach the largest measure of self-realization and to attain the highest degree of social efficiency. This large task of education Cincinnati is endeavoring to perform without distinction of age or of sex, of race or of creed. So much remains to be done that no one would boast of present accomplishment. The ideal, however, is definite and a method of attainment has been chosen. It is the method of co-operation — the harmonious working of all the forces of the city toward one great end. Public and private organizations, the school and the home, the parent and the teacher, the child and the adult, art and industry and commerce, the trades and the professions, labor and capital, are all slowly but surely learning to work together for the common good. To attain this com- plete harmony is the Cincinnati plan for educational efficiency. This booklet is offered to the members of the Depart- ment of Superintendence of the National Education As- sociation with the hope that it may prove to them an inter- preter of the Cincinnati schools and of the Cincinnati plan. February, Nineteen Fifteen. LIST OF ILLUSTRATIONS Guilford School Frontispiece PAGE Chart of Education in Cincinnati 14 Avondale School 23 Central Fairmount School 25 Douglass School 27 Highlands School 29 Sands School 31 Washburn School 33 Westwood School 35 Chart of Day School Enrollment 62 Hughes High School 63 Woodward High School 65 Oyler School Shop 77 Sands School Gymnasium 83 Sands School Plunge 85 Dyer School Open Air Class 89 Branch Hospital Open Air Class 91 Work of Oral School, Peaslee Building 93 Boys' Special School 97 Chart of Evening School Enrollment 102 Home Economics, Women's Continuation Class 115 Apprentice Continuation School Faculty, Pattern Makers. . . . 117 Summer Academic School Machine Work 125 Guilford School Open Air Room 127 Guilford School Dental Clinic 137 Woodward High School First Aid 143 Jackson School Penny Lunch 177 CONTENTS PAGU I. The Public School System as a Whole 7 II. The University of Cincinnati 37 III. The High Schools 47 IV. The Elementary Schools 67 V. The Evening Schools 103 VI. The Continuation Schools 109 VII. Additional Activities of the Public Schools 121 VIII. Other Educational Institutions and Agencies 147 IX. Organizations of Teachers 185 X. Administration, Executives, and Directory 191 XI. Index 203 I THE PUBLIC SCHOOL SYSTEM AS A WHOLE L THE PUBLIC SCHOOL SYSTEM AS A WHOLE Administration The school system of Cincinnati is unique in its inclu- siveness. The people of the city control the entire organi- zation from the kindergarten through the graduate school of the University. For this reason it is possible to speak of the "public school system" in a sense which includes not only the elementary and the high schools but the Uni- versity as well. Although the entire system forms an organic whole, each part has an independent governing body The mem- bers of these governing bodies all serve without pay. The elementary schools are administered by a Board of Education of seven members, elected at large for a term of four years. The members are elected in groups of four and three in alternate odd-numbered years. The Board of Education elects a superintendent of schools for a maximum term of five years, a business manager, and a clerk. Under the direction of the Board these three offi- cers have charge of the three departments of instruction; construction, repair and supplies; and finance. In the de- partment of instruction there are also two assistant-super- intendents and ten supervisors. The high schools are under the control of the Union Board of High Schools. This Board of fourteen mem- bers is constituted as follows: the seven members of the Board of Education; five members appointed by the Court of Common Pleas, as trustee of the Woodward fund; and two members elected by the Trustees of the Hughes fund. A contract, made in 1851 and amended in 1895, ^ives to the representatives of the two Trust Funds a share m the management of the high schools and in return as- sures to the city an income of approximately $11,500 a year. All other expenses for the maintenance of the high schools are met by appropriations made by the Board of Education. The superintendent of schools, the business manager, and the clerk, all elected by the Board of Edu- cation, are also the administrative officers of the Union Board of High Schools. 10 School System as a Whole The Board of Directors of the University of Cincin- nati consists of nine members, appointed by the Mayor of the city for terms of six years. These members are anpointed in groups of three in the even-numbered years. Thus only one-third retire at the end of each two-year pe- riod. By the huv of the State of Ohio, the taxes that are levied for the support of the University of Cincinnati are intlependent of the taxes that are knied by the Board of Education for the support of the other public schools. Orcanic connection between the Board of Education and the Board of Directors of the University is main- tained through the medium of the College for Teachers, a joint enter{)rise which is managed by a "Committee in Charge." Tliis Connnittee consists of the Superinten- dent of ^chools, the President of the University, one mem- ber of the Board of Education, and one member of the Board of Directors of tlie University. From the foregoing account it may be seen that the co-ordination of educational eifort in Cincinnati is due not to a sinijile unifying executive, but to the co-operation of independent authorities, all working together for the common good, and all responsible, in llie linal analysis, to the people of the city whose work they are doing. Executive Department The administration of the schools under the control of the Board of Education is organized in two principal departments- the Department of Instruction, and the Department of Business. (a) Department of Instruction The Superintendent at the head of the Department of Instruction has the appointment, subject to the approval of the Board of Education, of the teaching and supervis- ing staff and other otticers and employees who come under his direction; viz., at the present time: 2 Assistant Superintendents 5 Members of the College for Teachiers 10 Supervisors, or Directors of Departments 6 Iligli School Principals 180 High School Teachers 59 Klcmentary School Principal* 978 Klementary School Teachen 80 Kindergarten Teachers Executive, Department \ 1 i) Spcciiil School I'riiK-ipal.n 22 Si)ccij«l School Teacher!! 8 NikIiI School Principals 153 Ni^hl School Teachers 50 (]oiiliniiation School Teachers 42 Doincslic Science 'I'eacliers 40 Manual Training Teachers 8 Penntanship Teachers 23 DrawinfH 'I eachers 13 Music Teacliers 30 I*hvsi<-al 'lYaininK Teachers 1 Chief TruanI Otticer 5 AssislanI TruanI Oflicers 1 Director of I he Vocation Hurcau 4 Assistants of the Vocation lUircau 7 (]lerks and Stenographers Co-oporating with Iho Dcpartiricnl of Instruction, hut under liic direction of llic ircalth Department, there are assigniul to tlie schools tlie following: 1 Chief Medical Inspector 15 District Physicians 14 School Nurses 6 Dental Operators 2 Clinic Assistants {b) Dkpahtmknt of Businkss The Husiness Manaj^er a I the head of the liusiness I)e- parhnent is chatffed with lh(! erection, ntpair and care of all school huildin^'s, and wilh tlu; purchase and distrihu- tion of su|>plies and materials of all kinds. Serviuf/ under his nf> O School for the Blind 87 tions drive the anaemics to cover — rain and heat. The schoolroom is outfitted with tables and chairs, formal, fixed schoolroom furniture not being used. In the matter of food, care is taken to have the menus for each formal noonday dinner properly balanced on the plane of food values. The morning and afternoon lunches are usually milk, crackers, or a simple cereal. When the physical improvement warrants, judgment as to condition being again predicated on a rigid medical inspection, the pupil is remanded to his regular school and regular work. While the time assigned to the formal academic work is somewhat below that under regular scholastic conditions, the records show that the open-air life and the attention to external and internal hygiene so stimulate the students that there is no falling off in results. Connected with the cuisine department of the school is a special Domestic Science teacher, to whom is assigned the task of working out menus, ordering supplies and, with the assistance of eighth-year girls, preparing and serving the lunches and dmners for the anaemics. The central idea in the work with the children of this department is to keep them happy and contented, and to deflect the mind from any and all serious consideration of their physical defects. Santa Claus was visited in the down-town districts immediately preceding the holidays; excursions to Burnet Woods, Eden Park, and the ^oo have place in season. The great improvement shown by students along both physical and academic lines justifies both the organization and the maintenance of the Open- Air School. Open-air rooms similar to those at the Dyer School are in operation at the Guilford School and at the Branch Hospital for Tuberculosis. The School for the Blind Special instruction of blind children was begun in 1905. There are now two teachers in charge of eighteen chil- dren. This work is supported in part by the State, which makes an appropriation of $200 per pupil for this purpose. The children are instructed in point reading, in the use of the typewriter, and in the manual arts, such as reed and cane work. Pupils who have been trained in this school have entered the State school at Columbus and. 88 TJie Elemenlary Schools in sonic inslanccs, have gone to the national institution al Washington. The Hoard of Hchicalion provicks a conveyance for the Iransporlalioii ol llic pupils lo Ihc school. Various i)uhlic- spirilcd ocuHsts and other persons have heen of great aid in the work of this school. The school is housed in the Sands huihUng. Ihe Oral School The Oral Scliool is now located in the Peaslce School huihiing on Woodward Street. It was organized in Sep- lend)er, IS8(), hy tlie Society Cor Improved Methods ol* Teaching tlie Deal". The school was organized lor the henefil of parents who wished to keep their little deaf chihiren at home and who were ahle to provide comfortahly for them. At this lime there were no day schools for the deaf west of the Alleglienies; children thus liandica|)pe(I had to he sent at an early age lo an institution. The instruction was lo he purely Oral. After two years' successful trial of the Ihen "new" method of teaching deaf children hy speech ancli is iioticeahly defective. 'There are also two con- tinuation classes, one composed of nu)thers and teachers who are learning Bell's visihle speech system in order Boys' Special School 95 to help their children speak more intelligently out of school, and the other a class in speech-reading for semi- deaf adults. Special School for Mental Defectives In response to the appeal of several citizens who felt the need for such work a single class for children of defective mentality was established January 4, 1909. We now have a central school with eight classes and two single classes in suburban districts. Provision has been made in the 1915 budget for five additional classes. There are fifteen children in each class, this number being the maximum possible to allow the necessary indi- vidual attention. With but very few exceptions the pupils have profited by the instruction. The largest good accom- plished is that children who have been the "drags," and often in consequence the most troublesome members of the normal classes, become here real workers, since the work is fitted to the child. This confidence gained through ability to do is a large asset. On the other hand, the normal classes are relieved of the two or three children who took an undue share of the teacher's time. No teacher in a regular classroom has time to study all her pupils as individuals, while this is entirely possible in the special class, especially since the pupils remain with the same teachers for several years. John may read with a group of first-grade children, do his arithmetic with a second grade, and have manual training with an eighth grade. His superiority in the latter work compen- sates him for his lack in the other branches. There is less than one per cent who fail completely to learn to read. The best training as well as the most profitable results come from the various forms of hand work. In the gym- nasium the games and folk dances are the most beneficial. These are introduced in the cantatas, which have been given each year. These entertainments, which employ the various activities of the school, are large factors in the development of the children, as they represent a real accomplishment. The Boys* Special School Organization — The school is made up of truants and delinquents committed by the Superintendent and the 90 The Elementary S chools Juvenile Court. They come from all parts of the city, and transportation is furnished if they live more than one and a half miles from the school. Most of the hoys attend dur- mg the (lay, returning to their homes at the close of the session at 3 o'clock. There is a detention department housed in the same huilding as the school, where a few of the worst truants are kei)t night and day until such time as they can he paroled and permitted to go home at night and attend during the day. The hoys are committed by tlie court. The priucipaTs wife is matron of this depart- ment. School Activities — Three hours a day are devoted to academic studies, one hour to shop work, and one to gymnasium and l)lay. The classes can be seen at work in llie shop from 9 to 12 in the morning and from 2 to 3 in the afternoon. The work in the gymnasium is from 1 to 2 J), m. Luncheon is served at noon. This is furnished at the cost of (he raw material. The shop work consists of woodwork, metal, repairing shoes, mending, etc. Articles made are chiefly those which can be used at home, at school, or which can be sold for the individual protit of the maker. There are live teachers, including the principal. The school is divided into five classes. Each teacher has each class one hour every day. There are about one hundred in attendance, 70 per cent of whom were connnitted for truancy. The average daily attendance is 95 per cent of the number belonging. Opportunity Classes With the opening of the Dyer Shool in 1906 a "Re- tarded Department, since changed to the "Opportunity Department," was organized. Into this department were to be gathered from the schools inunediately adjacent to the Dyer School pupils from the second to the fifth grades, inclusive, who were at least two years behind the ordinary school schedule. The object was two-fold: To give these pupils an opportunity to grow, and to remove ihe sting that is always evident when groups of students so low down in the scale of work are marked by great extremes of age and size. Care was taken not to hiclude in this department any who were weak-minded or men- tally deficient, this class of students having been already cared for in specially organized departments. Opportunity Classes 99 The membership of the "Opportunity Department" is made up of students whose mentality is characterized by sluggishness; whose attendance at school has been irreg- ular, caused either by illness or parental neglect; whose previous scholastic training has resulted in unsystematic development; whose tastes tend toward the manual in- stead of the formally academic. Pupils of foreign birth are admitted. Provision was made for a large amount of time to be devoted to manual occupations. Each student has one and one-half hour per day in the shop or at the needle and one-half hour per day in gymnastic work. The rest of the day is allotted to the academic work. The regular course of study is honored more in the breach than the observance. A special course was prepared by the in- structors into whose hands these pupils were put, assisted by the supervisor of the department and the principal. In so far as is possible the academic work is correlated with and supplemented by the manual activities. There are no fixed periods for promotion. The pupil is given to know that he has an open road ahead of him — no lock- step to deter him — and that his is the task to "make good" as soon as he can. Few make less than two years in one and some exceed this. One remarkable case was shown of a student who made five years in two. As soon as the instructors in charge report to the supervisor that "Student A" is ready for advanced work, the case of "Student A" is taken up, and he is immediately advanced if the report is justified. It must be understood that many of the students arrive at the year's closing so nearly abreast as to permit of pro- motions by groups, but the entire year is marked by move- ments from group to group. Demotion to work better suited to the ability of the student is as promptly administered as promotion. The manual activities are marked by a breadth of choice not always possible under more traditionally normal condi- tions. The boys work at what pleases their tastes so long as the development of these tastes is possible and not too widely at variance with established pedagogic principles. The wisdom of the maintenance of this department is shown in the low percentage of withdrawals on the part of those students who have reached the age when with- 100 The Elementary Schools (Irawal is legal. Opportunity is offered under the guid- ance of special teachers for girls and boys to receive mone- tary compensation for some of the manual work done. A special teacher in the girls' department solicits orders for such articles as it is within the capacity of the girls to fill. The girls — that is, the upper-class girls — receive for their work in proportion as they contribute to the labor, all funds received over and above actual cost of the raw material. These orders include paper flowers, paper novelties, lamp shades, doll clothing, table novelties, and such things as are not within the pale of wholesale manufacture. The boys make toys, engines, motors, cane chairs, fashion copper and brass, repair furniture, and make many articles of great use in the care and proper conduct of the school bunding. By far the leading feature running through the entire department is the full measure of joy that the students get out of the work. Classes for Foreigners This work was organized for the "just-come-overs" in 1911 in the Sixth District School. The enrollment since this time has varied from forty to sixty pupils per year. The present enrollment is but tnirty-four pupils, due very probably to the small number of immigrants coming to our country during the past six months. These young Austrians, Hungarians, Roumanians, Russians, and Italians are mingling daily and thereby con- tributing much to mutual development into a broad- minded American citizenship. The purpose of the class is to fit these boys and girls for the work in the regular grades. Quite frequently they are transferred to the grades in which the normal "Amer- ican-born" children are found. This means the acquiring of a vocabulary which will enable them to understand and grasp the work done by the American children of the same age. The time required to accomplish this is, on an average, about five months. The day's program consists in the main of conversation on interesting topics, story-telling, dramatization, phonics, reading, oral and written reproductions, arithmetic, and hygiene. This department might well be called a "school of expression, since a knowledge of oral and written lan- guage is its chief object. The methods used are concrete Penny Lunch Rooms 101 in the extreme. Only the English language ls spoken. The little folks are so bewildered and frightened upon their arrival that the first and most important work of the teacher is to make them feel that in her they have found a friend in this new and strange land. It is then indeed a pleasure to note the eagerness, interest, and avidity with which they take up and master the difll- culties encountered in learning a new language. Penny Lunch Rooms The penny lunch room was organized at the Jackson School in April, 1908. Since then such organizations as the Civic League, the Council of Jewish Women, the Woman's Club, and several mothers' clubs have organ- ized and conducted penny lunch rooms in a number of schools. In the fall of 1913 these different organizations and mothers' clubs formed the Cincinnati Penny Lunch- eon Association and placed it under the control of the Board of Education. The cooks are paid by the Board of Education and the lunch rooms themselves are managed either by the working members of the clubs and associa- tions or under the control of the principal. At present there arc fifteen lunch rooms with cooks paid by the Board of Education. Generally these lunch rooms serve a recess lunch of soup, sandwiches, vegetables, cake, and fruit. The child may buy what it wishes. At noon a four or five- cent meal is served. This is to be sure that the child has a wholesome meal. Q ^ 3:: o) -. o i i e/-^/5/ ah//6i t^906l lN3N110dN3 V THE EVENING SCHOOLS V THE EVENING SCHOOLS High and Elementary Evening Schools Public education in evening schools in Cincinnati was put upon a new footing when the evening elementary schools were reorganized in 1892. Similarly evening high school work was firmly re-established in 1904. At present evening instruction is offered in two night high schools, the East Night in the Woodward bulding, the West Night in Hughes; three elementary schools, the Peaslee, Dyer, and Washington; one elementary school for foreigners exclusively, the Sherman; the Continuation School for Apprentices; and two elementary schools for colored pupils exclusively, the Stowe and the Douglass. In addition to regular academic work of elementary and high school grade the following lines of special in- struction have been developed : East and West Night High Schools — Commercial courses, industrial courses, gymnastic classes, chorus class, supper-cooking class. The industrial courses em- brace instruction: For girls and women, sewing, dress- making, millinery, embroidery, cooking; for boys and men, mechanical and architectural drawing, bench work, cabinet-making and wood-turning, shop mathematics, machine-shop practice, forging (at East). A special car- pentry class in ho use- framing was organized in 1914 in the East Night High School under the instruction of a practical carpenter selected from the active workers in the trade; and plans have been made to carry this work on in the daytime also in co-operative or continuation school classes for carpenter apprentices. Sherman School — Sixteen different nationalities of foreigners enrolled to learn English. Peaslee School — English for foreigners; classes for stammerers and other forms of defective speech ; a social center for boys. Dyer School — Mechanical and architectural drawing, sewing, dressmaking, electrical work, gymnastics. 105 106 The Evening Schools Washington School — English for foreigners, manual training, sewing, gymnastics. Stowc School — Cooking, sewing, embroidery, carpen- try, gymnastics. Douglass School — Bookkeeping, stenography, hair- dressing, manicuring. Continuation School for Apprentices — A class for machine shop foremen. Instruction is given in shop draw- ing and mathematics for the foreman s purposes, and in shop management; and superintendents of shops are called in to give the men the benefit of their experience. Two of the most interesting of all the night school classes are the chorus class and the supper-cooking class, both held in the East Night High School. The night school chorus class of over 200 students meets on Friday even- ings at Woodward under the direction of the supervisor of music. Besides being a center for recreational and in- spirational musical interest and culture, this class prepares the night high school commencement music and is an ef- fective recruiting station for the May Festival chorus and other Cincinnati choral societies. The supper-cooking class consists of about forty girls who on Wecmesday and Thursday evenings go directly from their places of em- ployment to Woodward, where they receive instruction in cooking and immediately make a])plication of the lesson by cooking and serving their own suppers. At 7 :30 o'clock they leave the domestic science department to attend their classes in academic and commercial subjects. Commercial instruction in the evening high schools is organized into a bookkeeping course and a stenography course, each two years in length. But many evening stu- dents combine a commercial course with a full academic course, by continuing in attendance for four or five years and earning I he high school diploma as well as the com- mercial certificate. The gginnastic classes of the ni^ht high schools are conducted on Friday evenings, chiefly as recreational activities for evening high school students exclusively. Since the night high school academic curricula were lenglhened to four-year coures, with a program quite simi- lar in scope to the program of the day high schools, the work of these departments has been much strengthened. The State Superintendent of Education has recognized the full-course diploma as a "first-grade high school" Evening School for F oreigners 107 diploma, and upon these diplomas certificates can be issued that admit the holders to the State pharmacy, den- tal, medical, and law examinations. The University of Cincinnati also gives recognition to night high school work by accepting graduates upon certificate and granting entrance credit at three-fourths the count allowed to day high school diplomas. Although the majority of night high school students are working in regular courses for diploma or certificate, there arc in attendance many special students seeking in- struction in one or two branches only. For example, in the Spanish classes there are specials who are employees of banks and commercial houses in which a knowledge of Spanish is required in the foreign correspondence depart- ment. The East Night High School (in Woodward), which has the greatest variety of instructional activities of all the evening schools, has experienced a remarkable growth in recent years. As late as 1906-7 this school was still con- ducted in the old Ninth Street building with a teaching force of only eight teachers. At present the school has to use nearly all of the Woodward building; gives instruc- tion to over four thousand students; and employs a prin- cipal, an assistant principal, a force of eighty teachers, and the part-time service of five supervisors. With the establishment of the evening classes of the College of Liberal Arts in the University of Cincinnati in 1912, the system of public evening instruction in Cincin- nati was made complete. Elementary, secondary, and university education at public expense is now available for all, even those who must be self-supporting in daytime employment. Evening School for Foreigners This school was opened in October, 1909. The Cincin- NATiAN, October, 1914, has this to say of the foreign students : They flocked to the elementary night schools of the city in such numbers that, five years ago, it became necessary to estab- lish an alien school in the Sherman School, on West Eighth Street. It began with two classes and at the close of the school year had five classes. Last year it opened with nine teachers and closed with eleven. There were fifteen nations represented among the students. 108 The Evening Schools The students range in age from 16 to 60, and they are a proud set of people No government is necessary in the school; the students are polite and orderly. Both sexes dress as if for church, and a good many of them come to the school with- out their suppers, waiting to eat until they get home. This applies to those whose hours of employment will not admit of going home and then returning to school. . . . . The students represent every stage of education in the Old World. Some of them speak six and seven languages and come to the school to be taught English. Classes are prepared for entrance into the night high schools of the city. In the more advanced classes of the school history, geography, arithmetic, and algebra are taught. The histories and geographies are used more as readers and for the purpose of instilling American ideas and American ideals. The students are not only taught to know the United States, but to get the standards of citizenship and of living firmly fixed in their minds. Foreign-born children, 12 and 13 years of age, are received, and take advantage of the night school to further their work in the day schools, and are accompanied by a big brother or a big sister who is possibly in the same class with them. The school is open eighty nights ; the sessions are from 7:30 to 9:30, Monday, Tuesday, Wednesday, and Thursday evenings, and closes about March 25th. Sixteen nations are now represented. VI THE CONTINUATION SCHOOLS VI THE CONTINUATION SCHOOLS Compulsory Schools Compulsory Attendance — In May, 1910, the Ohio State Legislature passed a law known as the Ohio Law for Com- pulsory Continuation School. By this law the Board of Education was authorized to establish and maintain con- tinuation schools, and to require all youths who had not satisfactorily completed the eighth year to continue their schooling until they were 16 years of age. In January, 1911, the Board of Education, upon recommendation of the Superintendent of Schools, adopted a resolution to establish continuation schools in September, 1911. In February, 1911, a supervisor was appointed and employers and parents were notified that after September 1, 1911, all children subject to the law would be required to attend school four hours per week. In order to bring the industry and the school within convenient range, the classes were conducted in twelve centers, the Guilford School operating from 8 a. m. to 5 p. m. daily; eight centers from 4 to 5 p. m. for four days and six centers from 1 to 5 p. m. Saturday. The employers were given the privilege of choosing the school and the hours most convenient for the child; some chose one hour a day for four days; some, two hours for two days, and some, four consecutive hours in one day. The pupils were classified into the following groups: A preparatory class, sixth, seventh, and eighth grades, and special commercial and industrial classes. One-half time was given to a commercial or industrial course and one- half time to elementary instruction in the essential branches. The enrollment for the three years has been: Year Boys Girls Total 1911-1912 1,227 1,541 2,7C8 1912-1913 1,670 1,575 3,245 1913-1914 811 778 1,589 The decrease in attendance during the third year was the result of the enforcing of the New Compulsory Edu- 111 112 The Continuation Schools cation Law passed by the Legislature in the spring of 1913. The present hiw requires all boys to remain in the regular day school until their fifteenth birthday and all girls until their sixteenth. No boy under 16 may receive a certificate to work until he has completed the sixth grade and no girl under 18 until she has completed the seventh grade. This leaves subject to the unchanged continuation school law only those boys at work between 15 and 16 and those girls at work or at home who received certificates to work prior to August, 1913, when the new law became operative. The development of the work has been interesting and fruitful. Employers and parents are today giving their most hearty co-operation and support to this movement. The school has placed in the lives of these young people higli ideals working through a greater respect for author- ity, a more willing obedience, an increased responsibility, and a desire for knowledge and efficiency, all tending toward the fullest service to the home, to industry, and to the community. Industrial Classes for Girls — The new school law re- quiring girls to remain in school until 16 years of age undoubtedly worked a hardship among certain classes. In some cases the parents could not afford the necessary car fare to send the girls to high school, and in other cases the girls were needed at home to help keep house. Many such cases were found by the attendance officers, and after careful investigation in each case the girls were tathered together into groups in the Central Fairmount, ands, Washington, and Vine Street Schools. These children are given the training that will best fit them to live up to their greatest possibilities. In planning an outline of work the aim is three-fold: First, to care for the general education of the girl; second, to give train- ing in home-making; third, to train for certain kinds of trade work in order to enable the girl to earn her living. In order to carry out this three-fold aim, fifty of the girls have been gathered into the Washington Scliool and divided into three classes, and three teachers conduct the different phases of the work — home, trade, and academic. About one-third time is given to academic work, which finds its motive as largely as possible in practical prob- lems; the remaining time is devoted to trade and indus- trial training and to home-making subjects. Compulsory and Voluntary Schools 113 In the other three schools named the same general course is followed. Voluntary Schools Voluntary Attendance; Salesmanship — In organizing voluntary chisses the first duty of the supervisor of the continuation sciiools was to establish a class in salesman- ship for young women in department stores. Conferences with employers and salespeople produced the result that thirty employers gave their endorsement to the plan, be- lieving the teaching of salesmanship to be a practical means of increasing the efficiency of their force. The school was opened in May, 1911, with an enroll- ment of two hundred; each pupil attended one half-day a week without loss of pay. A graduate of the Boston School of Salesmanship was appointed teacher of the class. The course included the study of textiles, sales- manship, color and design as applied to the work, busi- ness arithmetic, English, civics, hygiene, and economics. In September, 1911, the course was given to all depart- ment store girls enrolled in the compulsory continuation classes, the teacher of salesmanship serving part time in the continuation school and part time in the store of the Alms & Doepke Company, whose appreciation of the work was such as to lead them to make provision for classes within the store at the expense of the company. Salesmanship in Mercantile Establishments. In December, 1913, upon the recommendation of the Superintendent, authority was granted to assign a teacher, for certain periods c ach day, to follow-up work with the girls of the continuation school in the mercantile estab- lishments, and to teach salesmanship at public expense in connection with such visits. Classes were at once or- ganized in the stores of the Alms & Doepke Conipany, the H. & S. Pogue Company, and the John Shillito Company. As this movement represents something of a departure in public education, whereby teachers employed by the Board of Education offer instruction to the employees in private establishments, it may be well to state the basis upon which it rests. *The controlling motive is to be the educational and social improvement of the employees themselves, which shall result in improved service for the public. Upon these grounds, the plan can be justified as a measure of public education, even though one of the direct results is an improved service for the employers. •From letter of instructions issued to the Supervisor of Continuation Schools by the Superintendent, January, 1914. 114 The Continuatio n Schools More satisfactory and valuable service for the employer follows, as a matter of course, from increased intelligence and skill on the part of the employees and from improved service to the public. In all this movement for co-operative education, by means of which the schools and the commercial and industrial establish- ments are brought into closer relations for educational purposes, we need to realize that there are three parties directly involved: The employers, who desire and need more skilled and intelligent workers; the employees, who desire and need to be better pre- pared for the work Ihey are now doing, or in which they are to engage, and better prepared for positions of increased responsi- bility and pay; and the public, who desire and need a better service. The school aulhorilles wish to serve both employer and employee, but they occupy middle ground; they cannot serve either to the injury of the other; they must have the confidence of both. If conllicts of interest appear, they must decide always in favor of the public, whom they directly represent and whose interests are superior to those of either employer or employee. With this position clearly understood and accepted, I have no hesitation in sending teachers into commercial and industrial cstablishmenis to perform their work under conditions most fav- orable for teaching the theory that is to be wrought out into prac- tice, under real commercial and Industrial conditions. In this way we may be able to establish most effectively a more vital connection between work and study, between theory and practice, instruction and its application; and thus we sliall provide educational opportunity that makes for better and more intelligent workers who shall render more acceptable service to both the employer and the public. And this, I believe, is a legiti- mate function of public education. Salesmanship in the High School — In September, 1914, salesmanship was introduced into Woodward High School as an elective in all grades. Ninety students are enrolled. In the commercial department it is planned to have a three-year course, beginning in the second year and ex- tending through the fourth. Students are to work part- time in the various department stores. A few high school students are already working part-time in the stores. Messenger Service — In October, 1914, the Superintend- ent of Schools authorized the establishing of an element- ary co-operative course for messengers, whereby boys would be permitted to attend school for half-time and engage in the messenger service for half-time, both the work and the study to be under the general direction of school ollicials co-operating with the ofticials of the mes- senger service. Only boys over 15 years of age are per- mitted to enter the service, the aim being to give to those boys, permitted by law to leave school, a chance to become wage-earners and at the same time to receive extended school training. Continuation Schools for Apprentices 119 Conferences with the superintendents of the messen- ger companies followed, with the result that officials of the Western Union not only promised co-operation, but offered to provide, at the expense of the company, the equipment necessary for teaching telegraphy and the services of an expert teacher, in order that boys electing to take a course in tele^aphy might have full opportunity to master its technicalities. The boys who have entered the service meet alternate weeks for class instruction at the Guilford Continuation School. Voluntary Attendance in Home Economics — A very important phase of the continuation school work, and one which emphasizes the agency of the public school in reaching the masses of the people, is the opportunity offered to women to extend their education. Classes are formed in any school district where twenty or more women make application for a definite line of instruction. They meet once a week in a two-hour session. The enthusiasm and interest in this work is shown in the enrollment, which has reached two thousand. Specific training is given in one branch and a general course in home economics, including lectures and dis- cussions on topics relating to household problems. One very interesting feature of this work was the organization of a class in the Oral School, with the purpose of giving the mothers of deaf children information on the mechan- ism of speech and its development in a deaf child, in order to enable each mother to give her child intelligent help at home — the home and the school thus co-operating for intelligible speech in the children. Similar plans are being developed for the adult blind. The aim in all work is to strengthen the bond between the home and the school, and to awaken a spirit of com- munity interest and helpfulness. Voluntary Continuation Schools for Apprentices — The Continuation School for Machine-Shop and Pattern-Maker Apprentices was organized about seven years ago after an agreement had been entered into by a number of employ- ers and the Board of Education, whereby apprentices were to be sent to school one half -day per week without loss of pay, the Board of Education agreeing to maintain the school, while the employers sent their boys and paid their wages. This school is in session throughout the year. The principal and his assistant spend Monday morning and 120 The Continuation Schools Saturday morning visiting shops in which the boys are employed. The methods of teaching are unique, and most of the instruction is individual. The original short-unit courses in the form of jig sheets were made up in this school. The purpose of these sheets is to i^rovide for the boys the mechanical part of their problems and save for them those processes which require thought. By means of these lessons a great deal of ground may be covered in the short time allowed for school work. Boys may graduate from this school upon the completion of their ai)prenticeship and will in the future be given a formal diploma. Use is made of lantern slides, machine catalogues, and blue-prints of assembled machines in pre- senting the lessons. As occasions arise the boys are taken to visit shops other than those in which they work. An exhibit of the jig sheets may be seen at the school. The pattern-maker apprentices spend one half-day per month in some commercial foundry. The time thus spent is considered equivalent to the same time in school. VII ADDITIONAL ACTIVITIES OF THE PUBLIC SCHOOLS VII ADDITIONAL ACTIVITIES OF THE PUBLIC SCHOOLS The Summer Academic School The Summer Academic School was instituted in 1908. Its purpose is: (a) To enable pupils who have failed in one or two subjects to catch up; (b) to enable unusually bright pupils to skip a grade. Admission is upon recom- mendation of principal and teacher, with assent of parent. Enrollment is by card, filled out by principal of home school and sent in advance of pupil. This enrollment card, with the Summer School record on reverse side, is sent to the home school in September. In 1913 there were enrolled: High school, 295; elementary, 1,013; total, 1,308. Tuition is free to residents. The school is in Woodward High School. The grades represented arc : Elementary, IV- VIII; high school, IX-XII. There are about forty teach- ers. Selection is made to secure the best. Promotion in this school is accepted as official. The cost is: Element- ary, $3.75; high school, $7.40, per pupil belonging. The session is from 8:30 to 12:30 o'clock for forty days, includ- ing Saturdays. The result of the summer academic work is that promoted pupils very generally keep up with their classes. Vacation Schools Vacation schools, summer recreation centers for city- bound children, form one of Cincinnati's most important educational activities. They were established by the School Board as part of the school system in 1907, and since that time have responded to the needs of thousands of city-bound children, particularly of those whose homes are in closely congested tenement districts. In the hands of well-trained and competent teachers, these many chil- dren have been protected from the dangers of the streets and their resultant evils. 123 124 Additional Activities of Public Schools The vacation school is not academic; it does not con- tinue the book work of the regular school year. Its cur- riculum includes such occupations as appeal to the child whose school books are put away for a time, but whose interest must be kept alive, who must be kept busy for his own sake. The manual arts, music, story-telling, dra- matics, folk-dancing, games, gymnastics, free play, and many forms of art — these are the lines along which those in charge of the children lead them, keeping them happily busy and under discipline that is forceful without being in tiie least irksome. Attendance at these schools is not compulsory, the children coming voluntarily and eagerly and enjoying to the full the happy, busy life. The teeming industry of these "summer shops" that are open during half the vaca- tion time bears testimony to their usefulness in the pro- motion of all that makes for good manhood and woman- hood, and, best of all, for good citizenship. Realizing the importance of these "summer labora- tories," in which the city's children are trained in habits of order, neatness, obedience, and truth, the School Board has made generous appropriations for their inaintenance. Recognizing this effort on the part of the official body of the schools, the people of the community, particularly those in whose neighborhoods schools of this nature are established, are giving their best encouragement to the workers and, with the entire group of enthusiastic work- ers, are co-operating with the School Board in the promo- tion of this great work to its highest and best uses. Home and School Gardens The Cincinnati Home and School Garden movement began under the auspices of the Civics Department of the Woman's Club in 1908, and was later taken over by the Board of Education. The work has been cumulative, each year marking a distinct advance on preceding years. The object of the garden work is three-fold : To dis- seminate a knowledge of plant life generally; to encourage the development of the cliild through contact with living things; and to provide a means of assisting families to secure wholesome food at low cost through the utilization of back yards and vacant lots. During the year 1914 thirty-five teachers were em- ployed to care for home and school gradcns, and 8,750 o o J3 u W Social Centers 129 children had given in their names as those who wouhl conduct gardens of some kind. At the ch)se of the season 4,850 certificates were distrihuted to the chihiren who had completed a satisfactory piece of work. The climax to the season's work was reached on Sei)- tember 2(5, 1914, when a garden exhibit was held in the Guilford School. On that day 1,800 entries, representing 1,200 children, were placed in competition for prizes; and more than 15,000 persons visited the exhibit. Good school gardens were conducted in the following schools: Chas(^ Lin wood. Pleasant Ridge, Cummins, Raschig, Windsor, Twenty-third District, Thirtieth Dis- trict, McKinl(;y, Bloom, Westwood, Kirby Road, Highland, and Twentieth District. School Playgrounds The first school playgrounds were opened in the sum- mer of 1908 as an expernnent. This ])rove(l so successful that playgrounds were regularly maintained by the Board of Education until last year, wiien tlu; larger number of park j)laygrounds made the school playgrounds unneces- sary. ru)W(;ver, even then a number of school play- grounds were maintained bv private subscription. Of the sixty-four schools in the city school district, twenty-four hav(^ a fair equipment of apf)aratus, while eight are very w(;ll equippc^d. In tlie year lOl.'J ten "after-school playgrounds" and five "vacation playgrounds" were maintained by the Board of Education. The lota! attendance at the ten was 00,117, or an average; of 1,700 per day, or f70 at each playground. The; cost was -1)1 ,.'{00..')0. At the vacation playgrounds the attendance; averaged 1,983 per day. The cost for the summer was .%5,5()2. The Park Department maintained all ])laygrounds during the summer of 1914. It is proposed lo have the Board of Education assume control of the i>ark playgrounds and to conduct Ihem in connection with those of the schools as one complete pro- gram of playground activity. Social Centers On March 17, 1913, the Superintendent submitted an (exhaustive report to the (>)mmittee on Social Centers of the Board of Education, in which he made the following 130 Additional Activities of Public Schools statement of principle : "A larger use of the schoolhouse for social, recreational, educational, and civic purposes should be encouraged. The schoolhouse belongs to all the people and should be open to all the people upon equal terms." The adoption of this report by the Board of Edu- cation marked the beginning of organized social center work in the Cincinnati public schools, which is now con- ducted under a supervisor who gives his entire time to this work. Throughout the city, mothers' clubs, improvement asso- ciations, and business men's clubs are now using the public schools for evening meetings. Individually organ- ized athletic clubs and gymnasium classes are taking advantage of the school equipment. These clubs are encouraged on the basis that successful social center work depends upon the ability of the Board of Education to satisfy the reasonable demands of a community. Wher- ever a need for evening activity has been expressed, some attempt has been made to satisfy that need. This makes for a simultaneous and extensive development in a num- ber of different communities, rather than for the develop- ment of one or two particular neighborhoods at the expense of others not so well equipped. One of the best examples oi social center work may be found in the Sands School in the organization known as "The Sands Social Center." This club first met on January 8, 1914, and now has a membership of four hun- dred and fifty. Meetings are held twice a month for business and general entertainment; gymnasium and swimming classes meet twice each week. One feature of the work is the Relief Committee, appointed for the pur- pose of distributing relief among needy families in the community. The committee is supported by the volun- tary contributions from the members of the center. The boys and girls from the seventh and eighth grades of the Guilford School have organized the Guilford Junior Club, meeting each Wednesday ni^ht. The specific aim of the club is the study of dramatics and pageantry; its secondary aim is social. During Christmas week mem- bers of the club gave a very creditable public performance of Dickens's "The Christmas Carol." The costumes and scenery were made by the children. The Chase Social Center has organized a club for young persons of later adolescent age. Dramatics are Truancy D epartment 131 studied under a professional teacher, and many oppor- tunities for social intercourse under competent super- vision are afforded club members. The Lincoln and Garfield Social Centers provide an excellent means of community development through lec- tures, general programs, and social entertainments The most recent piece of work undertaken by the Social Center Department is among a gang of unruly boys in a crowded down-town district. These boys were gath- ered in from the streets and now meet four nights each week in the gymnasium of the Peaslee School. This work promises to be the best piece of constructive activity yet begun. There are two clubs in the Washburn School, one for boys and the other for girls. The bovs meet each two weeks; the first part of the meeting is devoted to literary work and the second to games in the gymnasium. The final word in social center work has not been spoken. Time will either prove or disprove the value of present methods, but that activity which stands for social, recreational, educational, and civic advantages must surelj' find a permanent place in the developing plans of the Cincinnati Board of Education. Truancy Department The Truancy Department consists of a chief truant officer and five assistants. Each assistant officer is in charge of a district, with headquarters at a central school, from which he may conveniently reach all sections of his district. The officer reports each morning at his head- quarters, where he may be reached by telephone or re- ceive notices from principals by mail. He then spends the day in the field, and comes to the central office of the department, in the City Hall, for consultation and desk work, at the close of the afternoon. The clerk of the department sends written information to principals, advising them of the disposition of the case and instruct- ing them how to proceed with reference to it. During the school year 1913-1914 this department made 16,000 visits. The work of the department consists not only in secur- ing regular school attendance on the part of irregular pupils, but in enforcing the Child Labor Law by seeing that pupils secure the necessary certificate to be out of school and at work; by seeing that employers do not 132 Addilioiial Act ivities of Piihtic Schools illegally employ children required to attend school; and by attending to relieving cases where it is necessary to supply clothing or money in order to make it possible for pupils to attend school. The department is in close co-operation with the vari- ous charitable and philanthropic organizations of the city, with the Juvenile Protective Association, and with the Court of Domestic Relations, which includes the Juvenile Court. The Vocation Bureau Resi:ahch and Work Certificates When the Child Labor Law of 1910 was passed in Ohio, its provisions gave the public schools a much larger meas- ure of supervision over children who had left school to go to work than the school had ever possessed before. In order to take advantage of the opportunities for the inves- tigation of various problems of young workers which the new law afforded a bureau was organized under private auspices. To this bureau was assigned the function of issuing working certificates in order to give it control of the material for research. This bureau at once began a comprehensive investiga- tion of the child labor situation. One part of its plan has been to make a study of about 800 working children who began work at 11. Each of these children received on going to work a mental and physical examination. These examinations have been rei)eated from year to year for over 050 of the original 800. The bureau is now conduct- ing the fourth yearly tests of these working children. At the same time careful industrial records of these children have been kept and their homes visited. In order to interpret such a series of results it has been found neces- sary to carry out the same i)lan with a corresponding number of children who remain in school. The second year tests of school children are now being completed and the third year tests are beginning. It is the hope that these results, when complete, can be interpreted in several dif- ferent ways. It will be possible to compare: (1) Chil- dren who go to work with children who remain in school; (2) success and failure in industry with home conditions; (3) success and failure in industry with degree of mental and physical development; and (1) degree "of mental and ]>hysical development with home conditions. The Vocation Bureau 133 Such a study will help to lay the foundations for an adequate program of vocational service. Meanwhile the bureau has incidentally worked out a method of issuing working certificates, keeping industrial records, and enforcing the child labor laws which is very successful. It has also given out each year statistics with regard to the number, a^e, school grade, and kind of school of the chil- dren entering industry, and the kinds of occupations into which they go, as well as the wages paid them in various occupations. The other phase of the work has consisted of studying the occupations open to beginners in industry in the city. Although the office has a great deal of general information about all the important occupations open to children, the only one of which it has made a sufficiently detailed study to serve as the basis of a bulletin is the shoe industry. This bulletin is about ready for publication. Vocational Service in the Schools The program of vocational service in the public schools of Cincinnati is in the third year of its development. The first eff'ort in this direction was to give vocational informa- tion to children in the eighth grade, to study their personal characteristics, and to counsel with them so as to help them select their high school work on the basis of the life career motive. The large cosmopolitan high schools offer- ing ten courses with possible variations in each have made this necessary. The purposes of the work in the high school are to keep before the student the connection between vocational success and school work; to use the various school activi- ties as a laboratory by which the student may discover himself; to adapt the school work to the vocational needs of the student and the community. The activities in the high school include careful inquiry into the causes of failure of individual students, readjust- ment of work to meet individual needs, lectures on voca- tional topics and on topics relating to vocational educa- tion, the use of vocational topics in connection with the English exercises, personal conferences with students as to the final selection of a vocation, careful study through faculty group meeting of the personal characteristics of students. 134 Additional Activities of Public Schools During the present school year ninety elementary teachers are meeting voliinlarily once a week for the study of vocational service and civics. The Vocational Survey Another important piece of vocational service has been in progress during (h(^ past year througli the co-operation of (he ('Jncinnati ('hainher of ('oinmerce with the ])ublic schools. At the re(piesl of the Superintendent of Schools (hat organizalion undrrlook a vocational survey of the leachng iii shoe industry, the sewing trades, and the printing industry. Tlu> survey of the printing trades was undertaken lirst, and the report of that work is ready for |)ul>lication. The lindings of the survey indicate the need of co-operative continuation-school work for com- positors and pressmen; the prohahU need of a co-opera- tive half-tinu^ course for th()S(> trades in the high school; and tlu> importance of printing as a manual training sub- ject. A survey of the st wing trades in co-operation with the National J^ociely for the Promotion of Industrial Edu- cation is about to be undirtaken. As a result of these investigations Cincinnati looks forward to a substantial extcMision in the near future of her system of vocational education. Vocation Bureau The latest development of vocational service in this cily is the establishment of "The Vocation Bureau of Cin- ciimati," the organization of which is now under way. The bureau is to be composed of the Superintendent of Schools and eight other members, a|)p()inted by him, rep- resenting the schools, emi)l()yers, employees, and general civic Ixxhes not i)rimarily concerned either with the schools or with industry. The laboratory of research, the work certificate otVice already described, and the placement oHice which is just being established constitute one department of the Voca- tion Bureau. This department is still linanced in i)arl by the private bureau previously known as the Bureau of Ps ychological Clinic 135 Vocational Guidance, and its director is appointed by that bureau and approved by the Board of Education. The placement office and the work certificate office are each in charge of an Executive Secretary. The Executive Secre- tary of the placement office will co-operate directly both with the schools and with the employers. Her endeavor will be to keep children in school whenever that is pos- sible; to find part-time employment for children who could then stay in school but not otherwise; to find full- time employment for those who must leave school, and to follow them up, as far as possible, in their subsequent employment. The Department of School Activities, a second depart- ment of the Vocation Bureau, conducts all vocational work which centers within the schools or which is dele- gated to it by the Superintendent of Schools. In each school a vocational committee of three has been formed to consider the vocational problems of children who are about to leave school; to make a study of vocations and give vocational information to children, and to consider the adaptation of the school work to their vocational needs. Each local committee co-operates through its chairman directly with the Secretary of the placement office of the Department of Vocational Service, Psychological Clinic of the University of Cincinnati The Psychological Clinic of the University of Cincin- nati was organized in 1912 by the University professor of Psychology in order to meet the growing need of a scien- tific method of picking out the children in the normal classes who, by reason of mental peculiarity, or mental deficiency, are unable to profit by the regular class work. There should be in every school system some means of selecting and classifying this group of abnormal chil- dren. These children are scattered through the grades in the classes for normal children, much to tne detriment of the latter and with little benefit to themselves. They take up by far too much of the teacher's time and are. in any case, a hindrance to the regular school work. The im- portance of identifying the exceptional child, of determin- mg the nature and cause of his trouble, and suggesting methods of treatment is apparent. This is the work of the Psychological Clinic. 136 Additional Activities of Public Schools The Psychological Clinic of the University is provided with all the special equipment necessary to facilitate the work of mental diagnosis of children. Children are brought to the clinic by principals, teachers, school nurses, parents, and physicians. They present a great variety of "child problems." In each case the child's school record, his home conditions, his developmental history, and the hereditary factors involved must be considered. Then the mental examination of the child is made, and his intel- lectual status determined. The Psychological Clinic com- bines the method of the psychological laboratory with the practical service of the clinic. While it does not under- take treatment, parents, teachers, and others interested in the welfare of the child are advised what couse to pursue, and through the co-operation of the Supervisor of Special Classes and the Chief Medical School Inspector the recom- mendations of the clinic are made effective. The Psychological Clinic thus serves as a medium for transferring the abnormal or misfit child from the regular schoolroom to the special classes where his special needs are met. Since its opening the Psychological Clinic of the University has examined and passed upon 351 school cases. In connection with the clinic the Department of Psy- chology offers a course in the methods and technique of testing children. This course is open to students in the College for Teachers and to teachers in the public schools. Mouth Hygiene Dental inspections were begun in 1910, since which time they have been regularly held. This work is done by volunteers from the Cincinnati Dental Society. One hun- dred and eight schools have been visited, with a total of 51,426 children examined, of whom 43,464 required treat- ment. Following these examinations talks are delivered to the teachers and pupils instructing them as to proper care of the mouth. In addition to this, lectures are deliv- ered to mothers' clubs and similar organizations con- nected with the school. The first dental clinic was established in 1910 by the Free Dental Clinic Society, an organization under the auspices of the Cincinnati Dental Society. The Board of Education allowed the use of a room in one of the schools for this initial work. In 1912 the Board 3 o School Hygiene 139 of Health allowed its first appropriation for free clinic work. At the present time there are four clinics: Guil- ford School, two chairs; Sixth District School, one chair; Washington School, one chair; and Carthage School, one chair. The Board of Health pays the salaries of the em- ployees and the Free Clinic Society all other expenses. In all probability the city will take over the entire work in 1916. Seven dentists work one-half day for six days a week. They are assisted by two women, who also do some edu- cational work. The total expense is about $6,500 per year, independent of the volunteer effort. For two years an "experimental dental class" was observed in the Sixth District School. The results achieved by this class prove conclusively that mouth hygiene is a necessary adjunct to the work of the educator. The schol- arship, attendance, behavior, appearance, and general results were far better than in a "control class," where only ordinary supervision was in force. An exhibit of the work can be seen at the Guilford School, where detailed information may be obtained from those in charge. School Hygiene School medical examination is under the supervision of the Health Department co-operating with the Board of Education and is a function of the division of medical inspection and relief. The scope of the work has been extended until now it includes one hundred and fifteen public and parochial schools. The medical staff consists of sixteen district physicians, fourteen nurses, seven dentists, and two clinic assistants. With the exception of four district physicians, who look after the physical welfare of the children in the recently annexed suburbs, and the dental operators, who work on half-day shifts, all employees devote full time to the work. Vaccination of school children is compulsory. (Board of Health Regulation No. 17.) Each medical inspector shall from time to time make such examinations of teachers, janitors, and school build- ings as the protection of the health of pupils may require. (Law of Ohio, Section 7692.) Comprehensive and systematic examinations of school 140 Additional Activities of Public Schools children are conducted to determine and correct such physical defects as interfere with a child's efficiency in school life. In a room set apart for this purpose the district physi- cian examines the following: (1) Children who have been absent from school four consecutive days; (2) Every child referred to him for examination and diagnosis by the principal, teacher, or nurse. The eradication of tuberculosis depends in a large measure upon the recognition of incipient and potential cases among school children. Hence routine examina- tions are undertaken in order to determine the prevalence of anaemia and tuberculosis. These examinations begin with children entering school for the first time and pro- ceed to the higher grades in order. During the school term special surveys are made in order to determine the number of handicapped children attending regular classes in public schools who should be taught along special lines that will reduce the effects of their handicap and enable the children to become self- supporting citizens. Examinations are made with reference also to the seat- ing of the children and the lighting of classrooms and to the cleanliness of schools and all matter affecting the health of pupils and teachers. In accordance with the laws of Ohio the school physi- cians examine all children applying for a work certificate in order to determine whether or not the applicant is physically fit to be employed in any of the occupations permitted by law for boys between 15 and 16 years of age and for girls between 16 and 18 years of age. The organization of "Little Mothers' Leagues" and the classes in home nursing and the care of the sick are under the supervision of this department. Lectures on personal hygiene, the prevention of tuber- culosis and other communicable diseases are given daily by a lecturing nurse for the Anti-Tuberculosis League. The physical welfare of all children in the open-air school is under the supervision of the Department of Health. Admissions and discharges are based upon the results of physical examination made by the medical directors. Elementary Hygiene and Home Care of the Sick The Nursing Service Committee of the American Hygiene and Home Care of Sick 141 National Red Cross has charge of the organization of classes of instruction for women in "Elementary Hygiene and Home Care of the Sick." A textbook has been prepared by the Chairman and the Vice-Chairman of the National Committee, both of whom have served at different times as Superintendents of the Nurse Corps, U. S A, It is not the purpose of this course to fit women for professional service, but to teach them personal and household hygiene in order that they may acquire habits of right living which will aid in the prevention of sickness and in the upbuilding of a strong and vigorous people; and to give them simple instruction in the care of the sick in their own homes, which will prepare them to render intel- ligently such service as may be safely entrusted to them. The Chairman of the Executive Committee of the American Red Cross says of this course: Many of the schools and colleges are introducing these courses of instruction. To teach the women of the country laws of sanitation, to pre- vent the spread of disease, to teach them simple rules for the care of sick in their own homes, will do more to lift the veil of ignor- ance and save countless thousands from physical suffering and those that love them from untold grief and sorrow than anything else of which I can think. Such instruction no more usurps the training of the profes- sional nurse than does the first aid usurp the training of the medi- cal man. The importance of the standardization of such instruction is emphasized by the Red Cross. This can best be accomplished by such a standard being set and maintained by the Nursing Com- mittee of a great national organization. The instruction should be given by women coming up to the Red Cross standard and under the supervision of the Nursing Committee. By the introduction of such courses into our higher schools and colleges there is a strong probability that interest will be aroused among a fine class of young women that will lead a num- ber of them to enter regular training schools for nurses. Super- intendents of these schools and others interested in the training of nurses are desirous of bringing into the profession well-edu- cated women and recognize the advantages of higher educational standards as requirements for admission, and whatever may help to do this will be most heartily welcomed. Classes have been organized in the Woodward High School by the Board of Health, with the approval of the Board of Education, and are under the supervision of the Nursing Service Committee of the local chapter of the American Red Cross. The instructor is a regularly en- rolled Red Cross nurse — also a registered nurse — appoint- 142 Additional Activities of Public Schools cd by the chapter and approved by the National Nursing Service Committee of the American Red Cross. Many graduates of the high schools enrolled during the past year in the School of Nursing and Health now being estab- lished in the new General Hospital, in which courses of instruction are given by professors in the Ohio-Miami Medical College of the University of Cincinnati, all affili- ated municipal institutions. School Work of the Anti-Tuberculosis League If every citizen had an elementary knowledge of the causes of disease and the methods of prevention, and an understanding of the importance of sanitation and per- sonal hygiene, our public health problems would be half solved, and our abnormal American death rates would be greatly reduced. Starting with this almost axiomatic principle, the Cin- cinnati Anti-Tuberculosis League has for five years been developing a system of lectures to school children by a whole-time trained nurse. The league has great faith tnat it is thus laying the foundation for a citizenship that not only will believe in and practice personal and home hy- giene and sanitation, but also will appreciate and insist upon adequate measures for the conservation of the pub- lic health. These lectures must be clear, simple and direct, prac- tical, appealing to the interest and imagination of the children, and impressing themselves upon the memory. Simplicity is a difficult art and can be perfected only by practice and by a thoroughly sympathetic understand- ing of the children. The nurse's talks are made as practical and as directly applicable to the daily life of the children as possible. The lessons arc graded according to the ages of the pupils, from the kindergarten to the high school. They are abun- dantly illustrated, and concrete anecdotes and examples are given, showing the advantages of fresh air, sunshine, good food, recreation and rest, of mouth hygiene and proper care of the body, and also the objections to ex- pectoration and to other unsanitary practices, to careless placing of pencils and other objects in the mouth. The influence of the children's lessons in cleanliness and prac- tical sanitation is remarkable for effect upon the homes. to "o o Little Mothers' Leagues 145 The interest of the children is aroused in many ways. Their own ideas are brought out by questions which they ask and which are asked of them. The simple theories taught are illustrated by similies from every-day life, and the children become eager to apply conclusfons directly to home conditions. The happiness that comes from health is drawn in bright colors. A cheerful and hopeful outlook upon the problems of health is encouraged. Because these lessons are of little value if not remem- bered, the children are asked one year concerning what they have learned the year before. Their memory, as well as their originality, is stimulated by the writing of com- positions. They follow the connecting lectures from one grade to another, and health literature of various kinds is distributed to them so that they may carry the lessons learned directly into the homes. In 1914, 46,983 pupils were reached by these lectures in the public and parochial schools. Little Mothers* Leagues Under the auspices of the Health Department, the Anti- Tuberculosis League's lecturer in 1914 organized in the public schools fifteen Little Mothers' Leagues, with a total attendance of 1,100 girls from the higher grades. These might be termed classes in applied hygiene, with especial reference to the care of the babies and training for motherhood. The outstanding feature of this work was the eager- ness of the children to learn and to apply their lessons. They followed the lessons closely and kept notes. The classes were democratic and self-governed, under the wholesome supervision of the nurse-teacher The nurse made a study of the methods used in New York and Chicago for similar little mother's leagues, and with an excellent curriculum worked out by the Health Department, was able to make the course of about six weeks both attractive and practical. Several lessons in applied sanitation in the house were followed by a well- developed course on the care of the baby from birth. Practical demonstrations of methods were given by means of a "model" baby. Patterns for different kinds of baby clothes were supplied. The ^irls made the garments, some of which they used for their own little brothers or sis- ters; others being given to the milk-station nurses for distribution. 146 Additional Activities of Public Schools One practical result noted during the summer months, was the added interest in the health department's milk stations, and the more intelligent use of them. Bureau of Child Welfare Cincinnati is particularly fortunate in having a citizen- ship alive to the needs of a growing and progressive city. The latest demonstration of this fact is seen in the pro- posal of a well-known physician, submitted respectively to the Board of Health and the Board of Education and heartily approved by both Boards, that a Bureau of Child Welfare be established as a municipal undertaking. The function of this Bureau is the examination of all children under school age; its object is to correct condi- tions handicapping children before thcj'^ enter school. This is to be accomplished through application of a broad progi'am embracing preventive medicine, social service, and correction through records of sociological data. Three physicians have volunteered to start the move- ment. The plan of work is to advertise the Bureau through the various clubs in the school house. Mothers are to be encouraged to bring their children on certain afternoons to the school when a careful examination will be made. Becords arc to be kept and filed in the Health Office. Medical treatment will not be offered. When pathological conditions are found the patients are to be sent to the family physician. If they are unable to pay for medical service they may be directed to the recog- nized hospitals, clinics, and dispensaries. Through the Bureau of Child Welfare the Board of Education is co-operating under the supervision of the Director of Social Centers with the Board of Health in a splendid municipal movement that promises to raise the physical standards of the school children and, through this, to produce better educational results. VIII OTHER EDUCATIONAL INSTITUTIONS AND AGENCIES VIII OTHER EDUCATIONAL INSTITUTIONS AND AGENCIES Catholic Schools in Cincinnati and Suburbs I. Parochial Schools The parochial schools endeavor to give the children a good common school education, with especial attention to reading, writing, arithmetic, and grammar. In addition to this, they give a course in religious instruction. Aside from the moral value of this training, it is the common opinion of Catholic educators that as a means of develop- ing the intellectual powers, the study of catechism ranks high. The grades in the parochial school are, ordinarily, eight. Five or six schools have kindergartens, and one, the St. Xavier School, a day nursery. A few schools, among them the Cathedral, St. Mary's of Hyde Park, and St. Lawrence, have a full high-school course. Others, St. Xavier's and St. George's, have instituted two-year busi- ness courses, the intent being to hold, as long as possible, those children of the eighth grade who cannot see their way to a high-school training. Number of schools in city limits 51 Number of schools in suburbs 19 Total number 70 Number of teachers in city limits 413 Number of teachers in suburbs 81 Total number 494 Number of pupils in city schools 15,904 Number of pupils in suburbs 3,203 Total number 19,107 II. Orphanages and Industrial Schools Two orphan asylums — one for German Catholics — take care of nearly all Catholic orphans of Cincinnati. 149 150 Other Educational Institutions The, work ol" Ihcso two inslilutions is supplamonlcd by "The Boys' I Ionic of C.inciiiiiali," "Si. Vincenl Homo for lioys," ;ii)(l tli(; "Protectory lor lioys," and hy the (lood Shepherd ('on vents on Price Hill and at Cartilage. De- lincpient children are cared lor in several of tiiesi; insti- tutions. Niiinhcr of scliools for boys 5 Niimhcr of schools for f^irls 5 Tolal miinl)cr 10 Niinil)cr of pin)ils in orplijinagcs for l)oys.... G09 Nimihcr of pupils in oi|)li:iniiH('s lor f^irls. . . . 583 'I'olal number 1,192 III. Spkcial Schools School for Colored Children Nnnibcr of IcacluTs 4 Number of pupils 72 School for the Deaf and Dumb "The Sislers of Notre Dame on East Sixth Street have a school for deaf mules. A hoarding school has recently been established on West l*\)urth Street. IV. Skconoahy Schools* Number of ncadenues for girls 10 Number of aearal medicine and surgery, and in special surgery and other sp(>cialilies. The wards of the Seton Hosnital, adjoining llie college, are oj)en exclusively to the students, and interne service is provided and required. Students are also recjuired to attend the clinical lectures and bed- side teaching at the new CJncinnati Hospital and at the Longvicw Asylum for the Insane. Special instruction in matters of public health administration is given under the supervision of the C.incinnati Hoard of Health. The Ohio College of Dental Surgery The Ohio College of Dental Surgery was established in Cincimiali in 1845, becoming the first dental school west of (he Allegheny Mountains and the second in the world. Dentistry as a profession began with the organiza- tion of the llrst" Dental College (that at Hallimore), the first Dental .lournal, and (irst Dental Society. This school became the pioneer of dental education in the West, and its establishment represented the birth of the profession in this territory. Very early ni its history the college was able to erect its own buihhng on College Street and the school took its place among the important institutions of the city. The growth of the school necessitated removal in 1912 to its present new property, corner Seventh and Mound Streets. In 18()5 the school conferred tlie degree u|)on the first woman gradnal(Ml in dentistry, Lucy llobbs Taylor, and in 1913, continuing its pioneer work in dental education for women, it establislu d the llrst college course for Den- tal Nurses. This course com|)lete in one year, (|ualilies young wonuMi for |)()siti()ns as jissistants to practicing den- tists and it meets a long existing and constantly increas- ing demand. The clinical teaching and the clinical facilities have long been a feature of this school and have given it an enviable reputation both at home and abroad. In the policy of employnunl of full time teachers, giv- ing their time exclusively to teaching, dental education has taken precedence of the other professions. This Cincinnati Law School 159 school was one of its first advocates and at the present lime in its faculty of fiftc^en teachers, more than one-half that numher are full-time instructors. The Cincinnati Law School The Cincinnati Law School is the oldest law school west of the Allegheny Mountains. It was estahlished in 1833 and has continued an unl)rok(;n existence of more than three-ciuarters of a century. During this period it has graduated nearly 4,000 men, of whom most are now engaged in active practice of law, and many are filling high i)ositions in the service of the government. The school has throughout its existence stood at th(! very forefront of legal education, and lo protection of children and to provide and maintain for them proper home conditions and edu- cational facilities. The Court was established January 1, 1915. Under the act crealiufi it, the court has jurisdiction in all cases in- volviuf:; the marital relations and the welfare of children. That ol" course means divorce and alimony matters and the work formerly perfornu-d in the Juvenile (^.ourl. It is the |)olicy of the court in all divorce and alimony maltei's lo consider the welfare of the children, and some original methods are bein^ ap|)lied to work out the knotty prol)lems involvi'd. Next in importance the court is charj^ed with the duty of administering^ the mothirs' pensions. l)urinf» the |)asl year the court has distributed approximately -t^M .()()().()() to three hundred and sixty njolliers for the beneut of eleven hundrid and twenty-live children. The purpose of this law is to provide a normal home for |)oor childien who mi^ht otherwise be compelled to f^o to Children's Homes, or (»ther institutions. With less than a year's ex- perience, it has been found that children have not only been benelited in this way, but that economically there has been a saving to the county. The couit also has jurisdiction over deliiu|uent. depen- dent, and nef^lected children under eighteen years of a^e. It is the object of the court, not so nuich to |)unish the children foi" delincpiency, as to search out tlu> cause of theii- deliiKpiency and to remove that cause. The court also ^ives a great deal of attention to the work of com|)ellinj4 fathers to suj|)|)ort their children. Throu}j|h methods em|)loyed, approximately ^i 1, ()()().()() was secui"ementai'y text- books but are intended to supj)ly the "culture reading" of the child. The teachers' room at the main library contains books on |)eader's card, a s|)ecial teaclu is' card, permitting them to take out six books for serious study. A coiu'se of lectures on the library and children's literature is ])lanned especi- ally for teachers; those attending regularly and complet- ing tli(> reciuired vvoik re ceive credit from tiie Superinten- re awarded such tick( Is (hiring the past year. The library has 8(),()()() books on its shelves, and carries (iles of curnMit periodicals and newspapers. The Lloyd Library and Museum The Lloyd Library on ('ourt and Plum Streets is de- voted almost exclusively to Botany, Materia Medica, and IMiarmacy, with a section on Ixleclic Medicine, In recent years the owners have purchased a few books on Ento- mology and (leneral Natural History with the intention of gradually building up the library along these lines ns well. It contains at present 11,()88 volumes. The Mycological Museum or (fungi) Library is located in a separate building and contains more classified fungi Cincinnati Museum 171 specimens than nil of the, other museums of the world comhined. The herhjirium contains some forty thousand specimens of flowerinff plants. The entire colleclions of plants of the Natural History Society have recently been placed in the Llo^d Museum for use and safe-keeping, specimens are bemg added to this collection from time to time. This herbarium is the one that is consulted by teachers and others when the careful determination of a plant is desired. The Cincinnati Museum The Cincinnati Museum Association was organized in 1880 for general museum j)urposes anir scientific or historical interest, tiie museum is pojuiiarly known as the Art Museum. 'J'he museum building was (greeted in 1880, an imi)ort- ant wing, the Kmma Louis(> Schmidlap|> Building, being added in HK)7 to house the (ireek sculpture and the library. On the lower floor the ethnological colhtction includes tumes, armor, the Doane collection of musical instru- ments, metal work including the Conner collection of sil- ver and the Bookwalter collection containing valuable Oriental objects. On the lower floor the ethnological collection includes American archaeology, and weavings and carvings from the (>)ngo. These are extremely rare and instructive. There is also a small but interesting Egyptian collection. On the upper floor ;ire picture galleries, glassware, and ceramics, including the large historical collection of Hookwood since its foundation in 1880 with the prelim- inary work of the women on whos(; experiments the j)ot- tery was founded. Special rooms are devoted to the works of the dis- tinguished i)ainlers Frank Duveneck and Robert lilum, both natives here. Tin; John J. Emery collection com- prises paintings by European masters and there are fur- ther examf)les, among them works by Courbet, Collet, Aman .Jeau, Houguereau, Munkacsy, P>rozik, Zugel, L(;n- bach, Lcssing, Aclienbach, Sorollo, and many others. 172 Other Educational Institutiont 'V\\v p,r^m\) of modern American f)ainlinf»s, Iiowcvor, remains llie mosl si/^nilicanl, the i)()licy of the museum for more llian Iwenly years i)asl Iiavinft been to collect line exan)j)les tliroufffj systematic purchase. Some of tlie arlisis re|)resenter the same manafjement as the museum and is housed in an ad joiniuf^ building which was erected in 18X7. Draw- iuf,', painliuff, modelin/^, illustration, design, wood-carv- iiif,', melal and leather work, and china painting are taught, and the classes provide for the dev(>lopment of sludenls from the most elementary to the most advanced work. Owing to rich endowment, the tuition is very low, although (he faculty includes such well-known artists as Fraidv Duveneck, L. H. Meakin, C. J. Barnhorn, James R. Hopkins, and others. The Museum and Art Academy arc situated in Eden Park and can be reached by the /00-Kden Park car line in twelve minutes from r\)untaiD Square. The Cincinnati Society of Natural History The Cincinnati Society of Natural History was founded in 1870. At lh(> lime of the founding there was a general and wiel above b'ourlh. These were occu- pied by the sociely until the j)urchase, in 1877, of the building at the southeast corner of Broadway and Arch street, its present home. Meetings were held regularly once a month for many years, at which papers on various subjects relating to Zoologica l Garden 173 Natural History were read by members of the society. These meetings were open to the public without charge. In later years these meetings have been discontinued, and lecture courses open to the public have been substituted therefor. These lectures, while dealing with scientific sub- jects, are not technical but popular in character. The society maintains a museum of Natural History, which is open to the public free of charge, and also a ref- erence library of about 8,000 volumes on scientific sub- jects. It has also a number of sets of school cabinets containing specimens of birds, insects, and minerals, which it distributes to the public schools of Cincinnati each year. The Ohio Audubon Society Organized at Cincinnati in 1898, the Ohio Audubon Society has ever endeavored to promote a substantial interest in the protection of wild birds by disseminating a knowledge of them and their economic value. The society discourages all reckless and wanton destruction of bird life and endeavors to cultivate a sensibility to their beauty; in short, its endeavors have been wholly educa- tional. In co-operation with the National Audubon Society, the Ohio Society, three years ago, began an aggressive educational campaign. This feature of tlie work took the form of organizmg Junior Audubon Classes among the school chihiren under the direction of the teachers. The children are instructed in the color, markings, and size of certain birds, in the methods of attracting them, and in the reason why they should be protected. Last school year classes were formed in every county of lh(; Slate. This year the number of classes is rapidly increasing and bird study is fast assuming an important place in nature- study work. The Zoological Garden The Cincinnati Zoological Garden was opened Septem- ber 18, 1875. It comprises sixty acres of hill and dale, three miles north of the center of the city. The natural features, attractive in themselves, have been improved by landscape gardening and artistic placing of buildings. 174 Other Educational Institutions so Hull as a park tlic Zoo would rank high. It is open (ivcry (lay in tlu; y(;ar. The conlroi ol" the Zoo is vested in a lioarrl of Din^c- tors, pnhlic-spirited men, who serve without compensa- tion. hVom the he^inninfj i)rofit has heen if^nored. As their adverlisemenl puis it: '"rii(; Zoo helongs to you. Your admission is your donation." Vor Iwenly years Ihe Zoo has co-operated actively with the |)ul)lie schools. ICvery inducem(>nt is oflered to teach- ers who care lo lake classes to llu; garden for detailed sludy of animals and (rees. The frees, as well as the cages, hav(; lahels hearing llie ap|)ro|)riate scienlilic and |)opular names. In Ihe late spring schools come en masse at greatly reduce