F-º-º-º-º-e- Fºº “***~~~~ * * *- :-ºrrºrs-e ºs ºse sº-sº-sº sº. -- REPORT of the Board of School Directors of the CITY OF SCRANTON PENNSYLVANIA 1918 CONTENTS I’aujos Appointment of Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32–36 Articulation of Grade and High School . . . . . . . . . . . . . . . . . . . . . 41–43 Average Cost per Pupil for General Supplies. . . . . . . . . . . . . . . | 10–112 Board of School Directors, Committees, etc. . . . . . . . . . . . . . . . . 3 Central High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43–48 Compulsory Education and Attendance. . . . . . . . . . . . . . . . . . . . ... 105–107 Continuation Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70–73 Cost Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125-126 Domestic Art Report for Grades . . . . . . . . . . . . . . . . . . . . . . . . . . 73–75 Domestic Science and Art Centers, Grades 7 and 8. . . . . . . . . . 75–79) Drawing Department Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ($3 Evening Grade Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $);3–98 Evening Technical High School . . . . . . . . . . . . . . . . . . . . . . . . . . . 90–9:3 Financial Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12:3 Kindergarten Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ($7–7() Lafayette Urgradcd Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85–88 Libraries—Circulating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59–6() Manual Training Centers, Grades 7 and 8. . . . . . . . . . . . . . . . . . . 80–85 Medical Department Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98–105 Music Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Number of Teachers by Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Number of Teachers by Departments. . . . . . . . . . . . . . . . . . . . . . 24 Pennanship Supervisor’s Report . . . . . . . . . . . . . . . . . . . . . . . . . . 64–67 Primary Supervisor's Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56–59 Promotions, Withdrawals, Non-Promotions. . . . . . . . . . . . . . . . . 17–18 Recreation Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88–90 Retirement Fund Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36–39 Rules of the School Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25–32 Salary Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39–40 Scranton Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32–36 Statistics of Attendance, etc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16–24 Superintendent of Buildings and Supplies Report. . . . . . . . . . . . 108–122 Superintendent's Annual Address . . . . . . . . . . . . . . . . . . . . . . . . . 13–15 Superintendent’s Report . . . . . . . . . . . . . ". . . . . . . . . . . . . . . . . . . . 5–12 Teachers’ Certificates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Technical High School and Wm. T. Smith Manual Training School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48–55 Treasurer’s Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 CUTS ANI) II, LUSTRATIONS t Administration Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 | Afternoon Class for Non-English Speaking Women. . . . . . . . . . {) Age and Grade Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Evening Class for Foreigners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Evening Class in Foreigners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Patriotic Posters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Radio-Buzzer Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Scranton School District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Board of School Directors William C. Bruning, President. Charles H. Welles, Jr. Connell Building Dr. Albert Kolb 428 Cedar Ave. William C. Bruning 313 N. Hyde Park Ave. John H. Williams 10 Lackawanna Ave. W. J. Smith 1131 West Elm St. Dr. S. P. Longstreet 511 N. Washington Ave. George B. Carson 120 S. Main Ave. Miss Mary E. Fay. - - - - 1618 Ridge Row Mrs. Rebecca S. Hill 714 Taylor Ave. COMMITTEES. EDUCATION.—Charles H. Welles, Jr., Chairman; Mrs. Rebecca S. Hill, Dr. Albert Kolb, John H. Williams, William J. Smith. BUILDING AND SUPPLIES.–George B. Carson, Chairman; Miss Mary E. Fay, William J. Smith, Dr. S. P. Longstreet, Charles H. Welles, Jr. FINANCE—John H. Williams, Chairman; George B. Carson, Dr. Al- bert Kolb, Dr. S. P. Longstreet, Miss Mary E. Fay. MINE CAVE–William J. Smith, Chairman; Charles H. Welles, Jr., George B. Carson. MEDICAL INSPECTION.—Dr. Albert Kolb, Chairman; Dr. S. P. Longstreet, Miss Mary E. Fay. SINKINK FUND COMMISSION.—John H. Williams, Chairman; W. C. Williams (ex officio), W. C. Bruning (ex officio). TEACHERS’ RETIREMENT FUND–Dr. S. P. Longstreet, Mrs. Rebecca S. Hill, W. C. Bruning (ex officio). JOHN D. HUGHES, Secretary of the Board, Administration Building. W. C. WILLIAMS, Treasurer, Administration Building. S. E. WEBER, Ph. D., Superintendent of Schools, Administration Building. GEORGE E. HAAR, Superintendent of Buildings and Supplies. Administration Building. DR. W. E. KELLER, Chief Medical Inspector, Administration Building. DR. J. E. O’BRIEN, Acting Chief Medical Inspector, Administration Building. Regular Meetings of the Board, Second and Fourth Monday of Each Month at 7:30 P. M. / | 4 6 S 4/ 1 * SCRANTON SCHOOL DISTRICT 24,099 PUPIL EDUCATIONAL COMMITTEE $104,019, 225°8 ASSESSED VALUATION 67| # 9 DIRECTORS FINANCE COMMITTEE IO MILLS TAX RATE. $1,040,000°ºu"Receipts 76 BUILDINGS ELECTED& LARGE BUILDING 8, SUPPLIES INCLUDING APPROPRIATION FROM STATE MEDICAL INSPECTION $3,200,000.99 VALUE OF SCHOOL PROPERTY SUPT & BUILDINGS<"SUPPLIES, SECRETARY, TREASURER | MEDICAL INSPECTOR, 20 ASSISTANTS, 4 NURSES STOCK CLERK, 73 JANITORS, SUPT & REPAIRS, ENGINEER ASSISTANT CHIEF OF COMPULSORY EDUCATION, 3 ASSISTANTS S CARPENTERS, 2 PAINTERS.5 STEAMFITTERS, ELECTRICAN, Tucº Driver TAX COLLECTOR, ATTORNEY SUPERINTENDENT OF SCHOOLS. SUPERVISOR PRIMARY GRADES, SUPERVISORKINDERGARTENS 3 SUPERWISORS-DRAWING SUPRePENMANSHIP 3 Supr; of Sewing 44 GRADE SCHOOL PRINCIPALS. 488 TEACHERS #3; 2 SUPRS, MUSIC, 31 KINDERGARTENS, I067 PUPILS | Principal Central High School | | Principal Tech.HighSchool | Principal Evening T.H.S.] I Supt Grade Night Sch |Prin.Continuation Sch. | Librarian |Lab Asst. 3) Teachers || Librarian, Lab ASSt.44 Teachers 34 Teachers. [16] Pupils |34Teachers 629 Pupils | || Teachers,884 Pupils 2 UNGRADED CLASSES, 40 PUPILS ||72 Pupils. Part Time Teacher |264 PUPILS e 77 Total Teachers HSchool | 70 Total Teachers Night Sch.| Miscellaneous. || Bra. Sch. Libraries. Man'ſ Traing & Dom. Sci & Art Centre. 2486 - PUPILS . . [I790 ... Pupils 8 Teachers, 3000 Pupils For 7" & 8th Grades Report of Superintendent Weber Scranton, Pa., January 25, 1918. To the Board of School Directors: I have the honor to submit for your consideration the following report: The four items generally introduced into the Scranton school sys- tem during the last two years, of most value to the public school child- Ten 2LPG : 1. Grade libraries. 2. Distribution of Continuation Schools. 3. Uniform tests in the fundamental elementary school subjects. 4. Domestic Science and Art and Manual Training Centers. 1. Grade Libraries: Your generous appropriation of $2000 to be expended for suitable books and library equipment for those grade schools in position to care for such a library will make possible the fixing of a permanent reading habit in the elementary school pupil. Such a habit once formed will lead the possessor to the Central Public Library as a per- manent patron. The life of the child will be enriched with whole- some leisure. A generous appropriation for grade school libraries should be included in the budget each year. 2. Continuation School Classes: The distribution of Continuation School Classes in the four sec- tions of the city has contributed to the convenience of these schools and has made possible the use of the Domestic Science and Art and Manual Training Centers for giving instruction along practical lines to the pupils in the Continuation School from 3:30 to 5:00 P. M. each day. I know of no other city in Pennsylvania where this class of pupils is better cared for. 3. Uniform Tests: Uniform tests have been given in spelling, reading, writing and arithmetic. The object of these tests is to find out how one school compares with another doing the same grade of work, how Scranton compares with other cities having similar educational problems. An examination of the graphs will show the results of comparing Scran- ton with other typical cities in the United States. The legitimate use of these tests will enable each teacher to measure her own work in- telligently. It is the only means to determine definite steps of pro- gress. During the short period these tests have been employed in Scranton, the results have been most gratifying. The results achieved in measuring the quality of school work in Scranton are made a part of a national study of the problem. This will give added interest to the efforts of all of those in any way connected with the Scranton Public Schools. () REPORT OF THE SCHOOL, DIRECTORS 4. Domestic Science and Art and Manual Training Centers: The opening of the fourth Domestic Science and Art and Manual Training Center, on the West Side, completes the circuit of centers for the entire city. Fvery boy and girl in the 7th and 8th grades is now being taught along practical lines one-half day every two weeks. The Board should now seek to extend this work so as to include the 6th grade and to double the period of instruction, i. e., a half day each week for each pupil. Sewing in the Lower Grades: - The sewirg prescribed for grades below the seventh could also be considerably increased by having the subject taught by the regular grade teacher instead of itinerant sewing teachers. Our teachers could easily prepare themselves along this line by taking a course in Our night schools. The practice of having the regular trade teacher teach the sewing in her class is quite common throughout the country. Junior High School: The next great step in the development of the Scranton Public Schools depends altogether on the erection of the Junior High School. With the eroction of the Junior High School will come the removal of congested conditions on the West Side. At present there are in that section of the city 12 teachers who have between 50 and 60 pupils in their rooms; 34 teachers with from 45 to 50 pupils; 38 teachers with from 40 to 45 pupils. Approximately 250 pupils are on half time. Additional school accommodations would remody this situation and would bring the opportunity of an additional year of instruction to the homes of the nine out of evory ten children who never go further in their instruction than the local school affords. Such a school would eliminate the necessity of having afternoon sessions in the two high schools in the central city by removing the congestion and would thus make possible the lengthening of the high school day. How long will the Board permit high school boys and girls to be deprived of the right to a longer school day in which they can be taught under oxpert guidance how to master three out of four studies on their daily program 2 Under present conditions they get little or no help in high school in preparation of their lessons. They are obliged to “cart” a load of books homo each ovening and back to school next morning. In nine out of overy ten cases there is no one at home who can give them any assistance. Besides, the maturity of the high school student naturally presumes a longer school day. Our single session in high schools are further shortened in order to provide for an afternoon high school session. The usual high school recitation period is from 50 to 60 minutes. Our high school pupils must be satisfied with 35 minute recitations. Our high school teachers are expected to get the same results as other high school teachers with a full period. How inconsistent is our present practice in this city with a high school day shorter than the elementary school day! The hope of changir g this deplorable condition lies in the building of the Junior High School. " SCRANTON CITY PUBLIC SCHOOLS 8 REI’ORT OF THE SCHOOL DIRECTORS Night Schools: The Night Schools continue to commend themselves to the com- munity. This is undoubtedly on account of the quality of instruction and the offering of courses and studies of direct interest to students. The largest proportionate enrollment is found in the practical sub- jects, Stenography and typewriting, bookkeeping, domestic science and domestic art, and manual training. This year we have added courses in the Technical Evening High School in Salesmanship and Wireless Telegraphy. The former appeals to those who are at present engaged as salesmen or who are aspiring to be salesmen. The latter course is a direct preparation for government service as radio-buzzer operators. Fifty-six men are now in training. Expert instruction and equipment are furnished by the D., L. & W. R. R. Co. The services rendered by them to the country are genuinely patriotic. The example set by them furnishes an excellent stimulus to others to do their “bit” without stint or consciousness of sacrifice. This is the second year the district has offered courses in citizen- ship to unnaturalized foreigners in connection with the grade evening schools. The courses are well patronized but could easily be enlarged to include many more who ought to be benefited. In the inauguration of these courses we have had the hearty co-operation of the Roman Catholic Church, the Polish National Church, the various foreign so- cieties, the Central Labor Union, and the employers of foreign labor generally. To deal more effectively with the problem of immigrant education, a special assistant should be appointed for Mr. Evans, whose entire time is given to this work: Afternoon Classes for Foreign Women: This year we have started a new movement in Americanizing the foreigner. In it we are seeking to reach the non-English speaking woman and mother. Four centers have been opened in connection with four different kindergartens. Classes meet from 2 to 4 P. M. durirg the afternoon of the first four days of each week. We feel that the non-English woman and mother is a more vital factor in the Ameri- canization movement than the non-English speaking man. It is she who deals most intimately with the children. She should be taught to speak, read and write English, to be able to perform the ordinary arithmetical processes needed to buy intelligently for her own house- hold, to observe the common rules of personal and family hygiene. Such training will enable these women to become assimilated in Ameri- can life, to grow in knowledge and practices with their children whom our schools are reaching, to hold the respect and obedience of their children, to live contented with their lot, and to share, in a wholesome way, the life that’s about them. Physical Training: One of the outcomes of the present war is a public consciousness of the imperative need for instruction in physical training. “A sound mind in a sound body” had no greater significance in Plato's time than GCRANTON CITY PUBLIC SCHOOLS ‘son e3OHop Jo Loquinu uſeq.loo & Jo Sosuodxo 5uſAtº.1 ſop Aq Sãuſ]oou Iguoſhao -npo uſ 1so.ionuſ 3 uppeoids uſ [tº]uouin.Insuſ uooq Stu pipod ou,I, ‘uoſ) -tº ſooss V [duoſqtonpºl tºut: ALĀsuuo, I OUT on duoſoq S.Iouſopo, Ino Jo p.I ſuſ, -oud utºut of OIA ‘9.[n]t’,ionſ I LISH3 uCi put Käoloud AS. I [tºu Oſhtºon p[H ul sos.inoſ) Ángs.io Aſuſ) eſquun [00 oun Jo of Bºut? Ape Moon S.Iolſotºol gy I It?oA 1st: I ‘sioquinu tod.It I uſ peo. 3 uloq 0. It Souześtu Itºu oneonpg| …toulogo.) 35 u (1st A out, U(1) A XI.I.O.A ... ſoul SSnOSſp On 19380 out? putº po ſououſ Looj poºl (SIA O.It? Sosseſ.) OSoul A S.Ioudton ou.J., S.Louiſ)tºon ſou?O du ſº ISIA go ojo IIAſ.1d outſ, ponsonbo, OAbu OUA du ſpInq outes out, u I S.Lou Otºon ept.13 Loulo .toſ on n111sqns on Jo Anjo out uſ S.Iotſot:9) Toulo hisſ A o] uOH][sod uſ O.It sloudt, on I ſout, ‘S. Oluoo 3 uſuſt?, 1 [enutºu out on ,tod -0.1 sopt?.13 U18 put u11, ou? uſ $110 no ouſ, SAtºp JItºu out uO 3 uſuatºon UIAAO (ſou? OAO.Idul upo Áoul Aou put ouop 3 uſeq SI x. OA isoq out, o, OUA no pug Oh Lošto O.ſt: A out ‘uoſº dooxo noun; A 1sou IV ouop ioAo oAbu Aoul utºuſ, Atºpo) XI.10A oa (190ſo o, ou 3uſop oit, Stoudeon .In O : S.Ioud tºo, I, .."poAO.Idu, o,IoMA soºn. Lodoid on snoot: oul JI put: ‘Je.ip Jo Shuo.1, no SSO.Lo muoso.id out huo'Aold on opeu o Low uoſsIAO.[d ouos put ‘pouo Ao oſow u, o Jºld out, Jſ poAoidu, AIIrpioneu A.104 og pinoo unſ.io, Ipht: oun ‘osn It...Iouoš Io, I 'osod.ind quollooxo ut: oA.los pino A Auooſeq 0 ppb ol suospooo smoſ Aoid uo posodoid upid oun ‘snopouluoo odou umpionſ.pnt: oun oxieu o L 'popſ Aoid og pinous unpseu -UIA:3 tº “[oouſos [I3, H It?..thuo() out Jo huoudinbo oun onolduoo ol, : IOou)S u% IH [L.I]uo() t ‘S.Ioudtºon put sited ſoul.i.d Jo 1.It?d out, uo uoſº.11s uſupe oAnoo IJo otou Jo subou Itºſhuosso K.IoA tº put: ‘old[ssoduſ on 1Xou Aou si neum 3 uppods of Iqnd uſ duguſt.In 3upajá doj Alſun1.Toddo ‘Āqnot J put; SIIdnd oun 5uoup sq.loo op hi.i.d.so Áunſeou tº go dri šuſpInq oun “shuou uſe].1onuo put so.Innool ‘syII*, Jo dupar:3 oun “Kupp [oouos ol ſluo out, Jo 3ul Iquosse out old Issod oxieu p(noA hy houn hotºj oun Jo uosto, Aq quo:3.In otou out si unſtonpme ou.I. 'Ioouſos usu Āue Jo quoudmbo ouſ, o]oduod on A.It'ssooou oit, osoun Jo unog 'unſseuuR3 tº put un!, Olipht; ut; Ioj [OOuoS U3MH Iroyuuoo,I, out Jo suo,Inted out Jo hited oul uo pubulop It...Ioudj tº uooq stºu otoun s.100& Jo Ioqunu tº .io, I : IOou)S liſſ IH [tºoſuuoo,L, : no & On ,todo. It?u.Lo J .Lou.Ioj Ku uſ punoj st; SIOoulos Uši U OAn Oul Jo Spoou ou" ontºnso. On O.IIsop I ‘SAoq out .loj quehsisst: Iou obon tº put SI.II: oun [o] hut?)sſsst Loudeo] tº Ko Loouſos ūšyu upto uſ ponsisst od on [tºyoſljo uoms ‘Khyo spun toy legoſljo Italyuts tº Jo huounuſ oddt, out puouvuooo..I & Injhoodso. I sloouſos Jo Sope.13 II? uſ ionon,Insul looſs&uid n.Lodzo ut: 3 unuſ oddt, Kol oducNo poo:3 tº sm hos sºu “O.I.It'gī-soxIIIAW ‘Anſo lonsis InC) 1.Itou put pupuu Jo 5uſuſtaq punos on OAbu Koun St. StoAod Iboſs Aud IIoun Jo huoudoſo Aop out [oouſos oun Jo sputºu out he XIst on huāli uonu se oAgu sº.113 put sAoq ‘Aepon seu n| SłIOLOGI*II (I (IOOHOS (HHAL IO I, XIOCIGINI () { SCRANTON CITY PUBLIC SCHOOLS 11 12 REPORT OF THE SCHOOL, DIRECTORS During the two years previous to the present school year, our grade teachers and principals studied Colgrove’s “The Teacher and the School” and James’ “Talks to Teachers.” This year they are studying Starch’s “Educational Measurements,” in the various elementary school subjects. Medical Inspection: The Department of Medical Inspection is doing its work effec- tively. The district nurses are following up diligently the cases that need immediate attention. It is unfortunate that there is no way in which parents who are financially able to secure relief for their child- ren cannot be compelled to do so. To strengthen the work of the de- partment a moderate fund should be set aside for the free treatment of deserving cases. A city of the size of Scranton should have a free dental clinic for those children whose parents can’t afford to pay for the services of a dentist. Such a clinic could easily be operated in cbnnection with the work of the chief medical inspector. Salaries: The present high cost of living has accentuated the meager wage our public school teachers are receiving. The purchasing power of a dollar has steadily declined. The laity is inclined to overlook the fact that greater social demands are made on teachers than on almost any other class of public officials. Patrons of our schools demand that our teachers appear well. We are asking them to grow in scholarship and professional ability. We encourage further study, attendance at sum- mer sessions, travel, reading of books and magazines. To take advan- tage of any or all of these requires money. Where is the money to come from if it is needed to pay living expenses and to lay aside a small amount for a future day of need ? Then, too, teachers are forced to be idle two months out of the year. Their salary stops but their expenses go on. The Board made an excellent beginning three years ago when a new salary schedule was adopted for all grades of teachers, excepting high school teachers. The teachers included profited to the extent of $63,000. Yet, withal, their needs are greater today than they have ever been. Their petition deserves your earnest consideration. Teachers are the unselfish servants of the pub- lic. They should not have to beg for adequate consideration. The laborer is worthy of his hire. I know you will not fail them. The plan of the salary schedule adopted three years ago can easily be adapted to the present situation by adopting its provisions and set- ting a new maximum to be attained under its operation. - I am deeply grateful for your counsel and co-operation during the last two years. Your help has been a constant inspiration to me in the discharge of public duty. Very sincerely, S. E. WEBER, Supt. of Schools. SCRANTON CITY PUBLIC SCHOOLS 13 Annual Address “THE AMERICAN SCHOOL IN THE PRESENT WAR.” Central High School, August 27, 1917. The aims and purposes of the public school have greater need for restatement today than at any other time in the history of our com- mon country. Since last we met as an institute the maintenance of our honor has forced us into the world conflict. The great principle enunciated in the Declaration of Independence that: “All men are created equal and endowed with certain inalienable rights, among which are life, liberty, and the pursuit of happiness,” has been epi- tomized by President Wilson in the statement that “our great purpose in this war is to make the world safe for democracy.” This implies not only our concern as stated by President Lincoln “that a government of the people, by the people, and for the people shall not perish from the earth,” but also the establishment and main- tenance of governments similar in their intents for all the peoples of the earth. This is a great vision, made possible only by a century and a half of national development and achievement. Here is a program of whose prodigious import we catch but ag limmer of the dawn. Such an unmistakeable mission has been given to us to further to the fullest extent. But what is a democracy 2 Briefly, a democracy is that form of government in which all classes of people have an equal share in the choice of their rulers and in the making of the laws by which they are governed. This is the ideal. The practical carrying out of this ideal is now and undoubtedly always will be a limited approximation of this theory of government. Our definition of democracy makes it the most complicated form form of government to be found anywhere. The training of a specific group to rule a people is a relatively easy task. Nor is the problem of government nearly so difficult in a country with a homogeneous population. What must be the complexity of the governmental situa- tion in the United States with its scores of nationalities influenced by different languages, customs, traditions, prejudices, social and econ- omic standards, moral and religious perferences! For more than a decade we have been permanently incorporating into our body politic more than 200,000 aliens ammually. In this city alome the parents of more than half of our school children are foreign born. Thirty dif- ferent nationalities constitute our civic population. We have traveled a long way on the path of democracy since Montaigne and Locke. Montaigne would have his ward taught by a tutor, in a language wholly foreign to the language of the man on the street. There is no place in his scheme for the education of girls for fear that instruction might mar their natural charms. Locke devotes 14 REPORT OF THE SCHOOL DIRECTORS his book, “Some Thoughts Concerning Education,” almost entirely to the training of the English gentleman. The needs of the industrial classes are dismissed by him with the statement that the only kind of instruction befitting them is manual training. It remained for Rous- seau to teach us the equality of man in industry, society, and govern- ment. To him more than to any other statesman do we owe the American and French revolutions and the modern tendency toward complete democracy. Complete democracy implies a general diffusion of intelligence throughout the body politic. Illiteracy is the greatest menace because it is the open door for the social plunderer to take advantage of his fellow citizen. The primary safeguard in a democracy lies in educat- ing the masses. Such education has a much deeper significance than mere efficiency to get on well in one's craft. It assumes a knowledge and appreciation of the fundamental principles upon which this govern- ment rests, a knowledge of and sympathy with all other honorable fields of human endeavor. The aims of a democracy are never static. Their perfection is never fully comprehended by any individual or group of individuals in any generation. They are biologic in their development. Each era builds upon the achievements and ideals of the preceding one. To profit most the state must furnish ample opportunities for the dis- covery and development of individual aptitudes for social uses. In a democracy a premium is set upon freedom of thought in art, science, and commerce. Under its dominion no nation will adopt the attitude of the ancient Greek who regarded all non-Hellenic peoples as barbarian. The present temporary interference with the free ex- change of commercial commodities among the nations of the world furnishes an apt illustration of the silent contributors to world democ- racy, science and commerce. If our argument for urging the claims of democracy rests on sound premises, it follows that the aims of democracy can not be confined to any particular nation or people. In other words, it is the duty of each governmental group to see to it that the obligations of the citizen to the state are not set above his obligations to humanity. If there is such a conflict, there is something radically wrong with the system of education fostered by that state. This is our heritage. The greater is our responsibility. America, in the words of Israel Zangwill, is the melting pot of the civilizations of the world. Since the inception of this government we have wel- comes to our shores the downtrodden and the oppressed from every land, who came here for refuge. Here they have reared their families and shared a common prosperity. Few are they who have returned to their native land. The opportunities for social, economic, and political advancement are limited only by individual iniative, energy, and abil- ity. Today, 260,000,000 Russians have liberty thrust upon them. The world is waiting to see whether they will choose liberty or license, or re-enter slavery. Our own strergth will be tested as never before in SCRANTON CITY PUBLIC SCHOOLS 1 5 the present death-grapple between the forces of democracy and the forces of autocracy. What can the school do in the present crisis 2 The teacher at work is perhaps the greatest single force in Amer- ican life. America’s is a unique destiny. What institution is to be the common instrumentality to accomplish such a destiny unless it be the public school 2 Or, who is to teach us to know and to observe the ideals of a common democracy if it be not the teacher in the public school 7 The school has been entrusted by the state to build up and to maintain its unity. The unanimity with which our people have re- sponded to the draft has filled monarchies with amazement and has furnished ample proof that we have succeeded in dedicating the great mass of our people to our common traditions. To maintain those traditions we must make further inroads upon illiteracy, ignorance, prejudice, selfishness, and race hatred. These results are not achieved by passing resolutions or prating on the streets about patriotism, but by quiet example and helpful instruction. I believe with all my heart that our country is fighting for the right in this conflict. The fight must go on until the right is triumphant. We can be truly patriotic by starding ready to do what the government asks of us, to make every sacrifice necessary to accomplish the task to which we have committed ourselves. Patriotism is a virtue, natural in its growth and development. To become obsessed with it our youth must be taught to think and act on common grounds. This is an impossible task without the general use of a common language. A diversity of tongues is a distinct handicap to the rapid spread of Americanism. We should see to it that the English language speedily becomes the common possession of all of our people. The mutual excharge of ideas for social betterment will then be unimpeded. 16 REPORT OF THE SCHOOL DIRECTORS Statistics—Term 1916-1917 Central High School Total Registration Average Daily Attendance Number of Principals Number of Teachers Average Number of Pupils to Teacher Average Cost per Pupil Technical High School Total Registration Average Daily Attendance Number of Principals Number of Teachers Average Number of Ppils to Teacher Average Cost per Pupil Grade Schools Number (not including annexes) Total Registration Average Daily Attendance Number of Principals Number of Teachers Number of Supervisors Average Number of Pupils to Teacher Average Cost per Pupil Kindergartens Number Total Registration Average Daily Attendance Supervisors Number of Teachers Average Number of Ppils to Teacher Average Cost per Pupil Special Classes Number Number of Pupils Enrolled Average Attendance Number of Teachers Continuation Classes Number Number of Pupils Enrolled During Year Average Daily Attendance Average Number of Pupils to Teacher Daily Number of Principals Number of Teachers Average Cost per Pupil Night Schools Number Number of Pupils Enrolled $50.29 10 1790 SCRANTON CITY PUBLIC SCHOOLS 17 Average Attendance 716. Number of Teachers Employing duing Five Months School was 0 open 7 Cost of Night Schools $14,945.95 SUMMARY OF ATTENDANCE 1916–1917 Enrollment Average Percentage Central High School 1,172 909 93.6 Technical High School ....................................... 1,264 963 92.9 Grades (1–8) 20,279 16,776 89.3 Special Classes 40 26 86. Kindergartens 897 658 84.2 Totals 23,652 19,332 89.2 Manual Training Centers, Seventh and Eighth Grades Girls 1,032 Boys 1,124 Total 2,156 Continuation Schools Enrollment Average Daily Attendance Boys 633 99 Girls 384 64 Total 1,017 163 Percentage of attendance, 94. A TABLE SHOWING PROMOTIONS, WITHRAWALS, AND NON- PROMOTIONS BY GRADES February–June, 1917 Central School Not Left Grade Enrolled Promoted Promoted School Post-Graduate .................. 7 4 - 3 Senior 103 100 1 2 Junior 137 118 7 12 Sophomore A ..................... 317 212 41 64 Sophomore B ..................... 201 110 45 46 Freshman A ........................ 224 151 19 54 Freshman B ........................ 181 136 22 23 *m. &ºmº. wºm-º. Totals .............................. 1170 831 135 204 18 REPORT OF THE SCHOOL DIRECTORS A TABLE SHOWING PROMOTIONS, WITHRAWALS, AND NON- PROMOTIONS BY GRADES February–June, 1917 Technical School Not Left Grade Enrolled Promoted Promoted School Senior 202 200 2 0 Junior 207 153 20 34 Sophomore A ..................... 209 143 19 34 Sophomore B ..................... 150 111 3 26 Freshman A ....................... 289 181 16 92 Freshman B ........................ 207 146 23 38 Totals .............................. 1264 934 93 237 A TABLE SHOWING PROMOTIONS, WITHRAWALS, AND NON- PROMOTIONS BY GRADES February–June, 1917 Not Left Grade Fnrolled Promoted Promoted School 8A 602 519 17 66 8B 676 512 61 103 7A 902 707 81 114 7B 974 701 147 126 6A 1168 858 138 172 6B 1103 844 170 89 5A 1417 1152 187 78 5B 1309 985 229 95 4A 14(;9 1132 185 92 4 B 1280 1012 216 52 3 1439 1258 11() 71 3 1225 1057 119 49 2A 1641 1434 133 74 2B 1361 1179 116 66 1A 1858 1621 146 91 1B 1573 1197 258 118 Totals 19937 16168 23.1% * 1456 *Transfers, gone to work, left city, gone to other schools. TERM 1916–1917 AGE AND GRADE DISTRIBUTION g| # a $ § GRADE AGE § $| 3 || 3: E & #3 $—t N * ~ Co - co º ou A 8110ſnd Jo ‘ON 0 WI uſeu1 88aſ put: | 8Aap 08: I papuaq12 C 1 ſº CN CO ºf ſº r- C OuA 8110ſnd Jo ‘ON CN 09 I utºu? 88aſ put: £ep 09'ſ popuśne ºf ºr e > *t co § ou A SIICInq go 'ON -- 09 I utzu, ssal pue #Kap og popuâne | < * F to sº on co ouA SIICInd go ‘ON co 0LI upu 1 ssal pue £ap 09'ſ popuśīye | *322, “’s ºe 3 ou A SIICInd Jo ON 08I utzu, SS2I put: skap 01. I papuāqe 33 33 ºf 32 º' co ou.A SIICInd Jo ‘ON CN CO CN CNI CC v.- se skep 08I papua 118 co co co -f- co ouaa slidind Jo ‘ON 333.3°3 3 co sAep 06 I papua 118 *f, *- C -f, v.4 tº c lſº ou A slidind Jo on sc ºf ºf' co -f, oo 3 ooutpua 14W uſ rºy $32,3-c = ~ 2. CO 8IIdnd Jo ‘ON <+ s OO aouepuamv remoſ, 353.3% & 3 || 3: CN ONI CN r-H CN CN CN y-i Uſ) 2d ºn: : : # s's 3: Gaga ſº on 3 ºrc # - 33 ###3 P- -c. C/2 > --> | * : & $8.5 % º 5T 3.3 : g: bOºs oj A TABLE SHOWING TERM 1916–1917 ATTENDANCE OF CHILDREN IN PERIODS OF TEN DAYS o gº92 SQ , Q § ©O ºp < >§ €o gº <> i o ºr <>§ 2$ $ $ $ sº ſ 2 g Š'$ , , 5, ，∞± = 5 ; ） – 5 | ··· - 5ºc ： ºvn – R , ºr ∈tr: ，º • 5 : · · · ğ ' 5 §§ ' # § ' #şſá ſí ſ§§§ §§§ į ž3 $ #2 3 : #$ $ | # $ % < --~~~~ **-*.* *- - r - -- RESEARCH TEST IN ARITHMETIC 12 18 14 15 16 100 90 70 60 - --- - - - -2.----------- .- : - - - ---------> --------------...---> ----------. ------------ - - - - --------------- ------------ . . . . . . 40 30 courTIS STANDARD RESEARCH TEST IN ARITHMETIC suBTRACTION scRANTON, PENNsylvania a. . - | a 14 - - - - -- - 28.d. : *.* tº *-*.*.*.*, *-* 2^ JA -- *Z-2 90 15 16 100 9 - 10 ..... 1 2 * Standard Curve 80 70 60 50 40 COURTIS STANDARD RESEARCH TEST IN ARITHMETIC DIVISION SCRANTON, PENNSYLVANIA 6 - 7 - 8 a 10 - 11 12 13 100 90 80 70 60 50 40 30 courtis STANDARD RESEARCH TEST IN ARITHMETIc - MULTIPLICATION sCRANTON, PENNSYLVANIA - - : - - 100 # 90 2 Scranton Curve, Test No. 2 # -->" Scranton Curve, Test No. 1 as- sº * - (3). * * * - - - Standard Curve . 40 100 80 70. so 40 30 . w 10 AYRES STANDARD SPELLING TEST º: scRANTON, PENNSYLVANIA : Ayres' Spelling Curve ~~ --- Scranton Spelling Curve, Oct. 2, 1917 - - - - - - * * : . . . . . . . . . . .” - Scranton Spelling Curve, May 8, 1917 Scranton Spelling Curve, Nov. 7, 1916 } AYRES STANDARD WRITING SCALE . SCRANTON, PENNSYLVANIA, JANUARY, 1917 GRADES : 3 4 : 5 - 6 7 - 8 70 • - • • 4) Q • a * : . . . * LG2 Scranton _2~ & & - Ayres' Curve 50 - 30 • - * • * > O sº & | * l • : } ; --> &#R& §ese? &$$ § 2，ÈĶ |×QO） §#**{{! %<Ç~)Ir-ž !!!！！ ●9. ŘGUſ)Uſ)źŘ {}{}>ſ! Q.)|-m-s' Ś！，(/)&-- }ĒLL-CD2 CO% % ÈO $ HFſí - ļģ ，5LLI–13 - ||g |}==} ſj5Uſ)>ſae）©ſó []}=��2.(/)} Œ~)[9] <Ç~~ Đ- EOO & 1.OLLI} §%H-） Ř|-ff •çãº} \{Y