I N M ^^^*2^ ■ -^ i A = ^^^S cz IaJ ^== CO = o o i === <= i == 33 p i ^^^= =^^= 33 6 i ~^^~ C3 3 1 5 | - r^r^rT^ 33 2 I == 33 4 = ~~~~ J> 3 I ^^^^^ I — — —) — — ■< 1 9 Bureau of municipal research, New York. Outside cooperation with the public schools of greater New v rk. :iiW ~^y -. "jrt£s->- OUTSIDE COOPERATION WITH THE PUBLIC SCHOOLS OF GREATER NEW YORK This report is based upon returns from 163 outside agencies, the city superintendent's reports for 1902-1911, the board of education's and board of superintendents' minutes for 1905-1911, and news- paper flies for 1906-1911 Submitted March, 1912 to the Board of Estimate's Committee on School Inquiry Abridged Edition: Price, 25 Cents BUREAU OF MUNICIPAL RESEARCH 261 Broadway CONTENTS Foreword by trustees and directors of the Bureau of Municipal Research _ 3 Scope of study and sources of information 5 Significant facts as to cooperation offered The amount available 7 Value of cooperation received 13 Treatment by school officials _ 21 Method 22 Tentative suggestions for increasing and strengthening outside co- operation with public schools- 26 Mentions of outside interest in the annual reports of the city super- intendent for 1902-1911 45 Summary of 697 communications received by the board of education and the board of superintendents from agencies and individuals outside the school system from 1905— June, 1911 46 The photographs here printed are from plates used in recent years by the agencies furnishing them to il- lustrate their work for public school children > > > » » . l » > » I OUTSIDE COOPERATION WITH THE PUBLIC SCHOOLS OF GREATER NEW YORK Submitted March, 1912 to the Board of Estimate's Committee on School Inquiry Trustees of the Bureau of Municipal Research Albert Shaw, Chairman Victor Morawetz R. Fulton Cutting, Treasurer John B. Pine Joseph W. Harriman Frank L. Polk George B. Hopkins Edwin R. A. Seligman Bradley Martin, Jr. Frank Tucker Directors William H, Allen Henry Bruere Frederick A. Cleveland * • • c c r » c • r * e • cce«« • « « • • < c c • • ft » - * «ot c _ • c» « • e * m t * t r c « « <• c c ,' e • • «'.'.• .« « . c • • ; ' •. • • ••• ••• «•< «* « * t « DO • c»o • « « « f ( tl C f (t • C « O • O . « « • , • ', ' C C • • ••.•••;■• • e*« re ' c c r c c < friuaie Utatitttg &ar& Will Newspapers Help School Superintendents Present School Facts to the Public ? At the St. Louis meeting of f he division of super- intendence, N E A., 1912, Superintendent J. M. Greenwood of Kansas City asked someone to tell him how to carry out the third of six lines of attack cited for learning a community's unmet school needs : By making it easy for newspapers to report what the schools do and need Clippings that come to us indicate that main- school superintendents have been very successful in securing the cooperation of their local news- papers. We refer specifically to our School Stories, to the editors of the New York Globe, Evening Sun, Brooklyn Daily Eagle, Times, Philadelphia Record, Springfield Union, Hudson Observer (N. J. ) If you care to tell how you have done it, or if you have questions, we shall be glad to pass both testitnon}- and questions on to other superintendents and to newspapers. BUREAU OF MUNICIPAL RESEARCH 261 Broadway, New York City One side of Efficient Citizenship No. 526 la '33 HUB% FOREWORD The Bureau of Municipal Research is frequently asked what opportunities for work it offers to volunteers able to give full time or part time service. The study here presented is one answer to that question and suggests many ways in which public schools and other public departments may enlist the services of an ever increasing number of volunteers who wish to make their thinking and their working count toward C( immunity betterment. In the autumn of 1910 a Bryn Mawr graduate, Miss Elsa Denison, after visiting the New York budget exhibit inquired at the Bureau of Municipal Research as to methods of apply- ing municipal research to her home city, Denver, Colorado. \ .-^„„ ^„.„ ™^„4i-, e ,,f v/iinn^pi- work at our office she asked The raoaey cost alone for outside help her© listed for %w York's public schools le *WLiy w flW• • «••••• * « **•*«* • * ,' Ct-CCO B «C • c • • • ee«cce •* 4 r < c * c c c <■ * * • « • r ff «, * r c e r «« c r « ■ • i * • r « •"*••••• a c c 6 * , e ' «« « • • ^ _ * • * e * ' * * • cc ••-•••••• .* • • • • « • • • c c e c c ► %e c c •"• •„• ."• ; « • < Jlnuate iHatlmg (Earfc Will Newspapers Help School Superintendents Present School Facts to the Public ? At the St. Louis meeting c? the division of super- intendence, N E A., 1912, Superintendent J. M. Greenwood of Kansas City asked someone to tell t,„„. *.„ Brooklyn Daily Eagle, Times, Philadelphia Record, Springfield Union, Hudson Observer ( N. J.) If you care to tell how you have done it, or if you have questions, we shall be glad to pass both testimony and questions on to other superintendents and to newspapers. BUREAU OF MUNICIPAL RESEARCH 261 Broadway, New York City One side of Efficient Citizenship No. 526 la i to 1 FOREWORD The Bureau of Municipal Research is frequently asked what opportunities for work it offers to volunteers able give full time or part time service. The study here presented is one answer to that question and suggests many ways in which public schools and other public departments may enlist the services of an ever increasing number ol volunteers who wish in make their thinking and their working count toward ci immunity betterment. In the autumn of 1910 a Bryn Mawr graduate, Miss Elsa Denis( n, after visiting the New Ym-k budget exhibit inquired at the Bureau of Municipal Research as to methods of apply- ing municipal research to her home city, Denver, Colorado. After two months of volunteer work at our office she asked us to susrsrest fields of inquirv within the limits of volunteer part time service. Among the fields offered was that of the college woman's relation to municipal government, from which question Miss Denison's study later centered in the question, "What are men and women as individuals or in organizations doing- to help public schools:'* Letters of inquiry were written to school superintendents of whom 350 furnished the names of 1,000 business men. physicians, dentists, ministers and women who had already helped or who were in position to help their local schools. \.fter it was decided to present separatel) the facts i"i" Greater New York because of the school inquiry which is being conducted by the board of estimate and apportionment, Miss Dorothea Taussig, a Wellesley graduate, volunteered to classify instances, as noted in this report, of civic cooperation mentioned in the hoard of education's minutes, city superin tendent's reports and newspaper files. As one of many agencies particularly interested in secur- ing for the public schools the benefit of continuous ami informed citizen cooperation, the Bureau of Municipal Re- search commends the facts and the constructive suggestions of this report to the board of estimate'- committee on school inquiry, to the school authorities, t< > civic agencies offering or able to offer cooperation and to the general public. ;'181S4'> o o V 3 C a -a s x) 3 £ Si oj « « 3 4J W o Q) <-< ►J w "■go ^ o o o o CO oi u £ 3 re ,3 O 3 Dh u c M O H SCOPE OF STUDY AND SOURCES OF INFORMATION This study aimed not to present an exhaustive, critical analysis, but to indicate the amount and variet) of helpful- ness available from outside agencies for teachers and children. All agencies were asked for information whose names, as given in the Charities Directory or noted elsewhere, indi- cated a probable or potential connection with schools. There may be many others, of which we have not heard, from which the schools are receiving valued assistance. We hope they will wish to supplement this summary by sending to us, per- haps to the newspapers, and particularly to school authorities, the story of the work they are able to do for public schools. To learn the nature and extent of outside cooperation with the public schools of Greater New York four general sources of information were studied: i 163 private volunteer agencies and public institutions of which 153 cooperated in making this study through let- ters, interviews and formal reports, while for 10 informa- tion was obtained mainly from printed reports 2. The annual reports of the city superintendent of schools for the years 1902-1911. The cooperation of outside agen- cies with schools may be full}- appreciated by the city superintendent, associate superintendents .and heads of departments without being mentioned by them in annual reports to the board of education and to the public. We considered it important, however, to learn how frequently and how hilly outside interest ami assistance is mentioned, because in other cities the annual report has been suc- cessfully used to stimulate, guide and make valuable the cooperation of individuals and agencies outside the school system 3. The minutes of the board of education and the board of superintendents, for the years 1905 to June, 1911. The minutes of these two boards do not include action taken or consideration given to communications which have been addressed personally to the city superintendent, as- sociate superintendents, heads of departments or com- mittee chairmen, unless such, matters are brought up at a meeting" of either or both boards. But as a means of estimating citizen interest expressed in communications to officials of the school system, an analysis of the min- utes was made, to discover what kinds of written com- munications come from outside the system, how many, from whom, relative to what 4. The files of three newspapers — Globe, Evening Post and Tribune— for 1905 through November, 1911 and 1,000 items clipped from 20 newspapers in 1911 and tiled by the Bureau of Municipal Research One important source of information was not used, namely, personal appraisals of outside cooperation by the 20,000 teachers, principals and supervising officers, district superintendents and associate superintendents, local board members and school commissioners etc., who have inside knowledge of school needs. Tt is hoped, however, that the publication of this report from the standpoint of the private agencies who wish to help, will evoke testimony and suggestion from those on the inside. The Children's Aid Society Teaches Sign Painting to Supplement Public School Work I SIGNIFICANT FACTS 1- Amount of Cooperation Available for the Schools From Agencies Outside the School System -Direct, continuous and gratuitous cooperation is offered by 76 agencies Home Visitors to Help Home Conditions Are Tendered by Several Relief Agencies, Settlements, Public Education Association, etc 2 — Indirect cooperation through investigations, parents' meet- ings and publicity is offered by 37 agencies 3 — Special opportunities for instruction and recreation are offered to pupils and teachers by six agencies 4 — The assistance of schools in carrying tin their propaganda is sought by five agencies 5 — No connection with public schools is reported by 39 of the 163 agencies addressed because their names sug- gested possible connection, including 22 hospitals and dispensaries which make no special arrangements for treating school children i . i ii ■•.in i eel resource ol citizen lu-lpi illness foi schools, Am Budget Bulldlnga Civi< training Compulsoi v education Metropolitan Mil teum ol Ai i Miiiinip.il \ i I ' i \ Scl i \ 1 1 I ea guc . .. H i H , i .1 \ 1 1 1 i w . mien's < 1 1 1 1 • \ ... m i.i i h mi iii N i-i ! • 1 1 1 " 'i 1 1 1 Workei i l '. 1 1 , 1 1 1 1 . i>i I i . 1 1 1 1 - Brooklyn I eagin r.ui , .in ..I M nun ipal Re icai ■ li City ( Inli I .Mi \ i eague foi I !< •■ ia! Sei \ ii e i ... 1 1 . .1 \ ttioii, l •• >wei •)' ast Side I 'iii. in Education Associate m Social Workei ' ' onferencc i.i payers' Ass tion I '.I ..I I i| . i.i I I ,|i|r I l\ Ii \ . .. .. l.ll I. HI . taxpayers' \ ■■ ations Women's Welfare Depl , Nnt'l Civil federation \ mi i u .in i ivii \ Hi. i M. i Uoj : .. . .in . i.i \ nui I. .i I it j Historj I lull National M 1 1 1 1 1 1 1 1 1 . 1 1 I eague I v. iple's Institute ichool I iii ens ' ommiltei Women's Healtli Protective Association 1 n in i ■' I . i M. \ ' r\\ \ . 1 1 K I 1 1 i lit I .i In u I . mi mi I I . . : .... ' . foi i in- i'i < \ mi ion "i Ci uell \ to Children • i ii. Probation ' ouuui lion Defective \ ... i.i 1 1. .ii 1 1 H i hr \ ni ..I Crippled < liildren ■ hiiiii en .nui I'uiiiii I1I111.111..11 Association n. .M promotion ■• lib ments Six 1. 1\ foi tiii miiiK ni iin- l'J\eeptional Child ! • i , 1 1 r i 1 1 . 1 1 1 1 1 r . \ 1 1 1 Association Vounji Men's Hebrew As ociation li.-. .hi \ i i M Medii -I Association American School Hygiene \ iociati \ n 1 1 i i g a r e 1 1 e I eague o I America Brooklyn ( ommittei on ruherculn i Bureau o I Municipal Research C O Coiuiuittee on I'uherculi ( mint} Medical \ ■•■ ul i< m i lep m mi, M ol health i i ■ . I >i ni.ii ( inn, foi Si liool ( liil.h en Hospitals 1 1 1 . i d i s p e n t r i < Nat'l Ass'n foi Prevention ol I'uherculosis \'ew York Aeademj ol Medicine I v. iple's Universitj I unda! ii >n Si ll.'.'l I Mill ll I '14111111,1 I , I Si'llli'lll, . I Si icietj ol Sanitan and Moral I '1 ophj laxis Women's Health Protective Association s •■ 1 1 >ii| ic(| ,n i i ii 1 1 in" i.i | In- type i .I icllool iiilri. I 1 1 Kind? i fallen s \cw \.nl. Kindergarten \ delation Sell lrin.nl i n . 1 1 1 1 1 . 1 1 science \ i '.hi \iu liiii i.i Natural I i i s t o r 3 t 1 1 1 1 < 1 1 . n ' Mh i , I ' i .... I 1 \ 1 1 I 1 1 1 1 1 n i . \al i. hi. il I 'I. ml . I 1 I. .\\ . i .ni.l I' i nil (iuild New York \(|uarium N < w Yi 'i l< l '.. ii.iiii. .il Garden \ ' r\\ \ . M k /. II >|i .•■ I. .1 I I ... I i|i n I'll 1 .1 I. I' 1 1 II. .1 I Ii ill \ . .. i.i I i. .11 i Parents' Federated Parcnl \ ocialion assi M i. it I. mi. 1 1 .i h.i n [Educational I eau'in M . . 1 1 1 . i '.Inl. ,\ . \ < 1 1 j Federal i W i n ' ' lull New N in I. ( it) Mi. tin i ' < in!. I'arcnl Feachei \ ..... ui i n i i 'n i .1 1. r i in. .i i ii iii Association i Reci c-.i 1 1. ui. Department ol pari I il.i v !■ i . hi in I ., iiii.iii.iiinii.il School i Mm i. i mi v.H.iiiiui N.iii.in.il \ .i. .ii Hibli Bchooli Asi nl :;i hools, Parks El ml I 'It) ) " I I HI 111 I S ociatioil •in i.i 1 1 mill ■. People'i Institute l'lllll I. 1 .1 I Il \ I II II I II I . « . I } ' 1 1 < ' Recreation I i s i I'm Ml ' ..i ■• i I' i in in i.i 1 1 1 hi School i ..I i ill n Association Ii ii ii ■ n H n i ' .i I i . n i . i \ .... i.i i i \ i .i \\ in's M nun ipal I ' atflll N ■• Min' ( Iii i 1 1. iii \ ... i. ii n .it Relicl \ '.'. ' II Ii il I III | .1 i i\ I III' Mil 1 i UK I II Ii ill ill III. I ' i '• I I \ ii r. .i i ... n 1 1 1 • liar it i< 1 1 1 . .' .1 i \ ii Federal i lewi l> * liarilii < h.i 1 1 1 \ • »i ".i n i . .i i i \ I 'iilih. ' .. I I Relicl \ social I n 1 1 i 1 1 I I i 1 1 1 i u I h.i I 1 1 n 'IV. h liiu;.', \i|i l|iln < i .11. ". \ iii. i n .i ii ' . I I Peaci l ' -i "in r. I I \ 1 1 I l r . I 1 1 1 1 1 . .il \ i I . 1 1 1 . i ' . .il. I ili. < il \ ..I ! Puhlii 1 1 1 . i . - 1 1 ' ..Il I ii. I i j. hi i < . .| i. ... i , ,in in I .i.i I in . i 1 1 n Vim .it lull. 1 1 < Il.i nil >. I . .1 < ..nil ti .liliini'., ( lnl.li . n' \ nl ' .. ,, i. I \ iimi rial < i n n Vocational Guid and hi. in-. t rial Kdueational \ ih. M i i . 1 1 . i ii i ' \ ... i . 1 1 National ! i I j f o i tin I ' i lion Industrial Kducalion Y . .nil" Women 1 ' Iii' I iaii \ssiiciatiiiu 7 — Hospitals and dispensaries in all boroughs are giving treatment to school children and are eager to make their resources more accessible to schools. Of 113 hospitals and clinics in Greater New York written to 63 did not answer 29 report no special arrangements for treating school children 46 do not refer children treated to the school nurse or teacher 3 report to the schools that treatment has been given children 11 report treating children after school hours 9 .have notified schools of their willingness to treat children 8 feel that knowledge of their clinical facilities is gen- eral throughout their districts 4 furnish cards to make it easier for teachers to re- fer cases for treatment 7 follow up school cases with visiting nurse 8 sign report cards given by school physicians to the children 8 maintain special clinics for treatment of physical defects 2 report treatment when requested to do so by the schools 1 notes which schools children come from 1 indicates on physical education card what exercise the child may take 1 fits and supplies glasses free 22 would like to cooperate more fully with schools and will welcome suggestions for making the hospital of more service to school children 8 — 697 communications were received by the board of su- perintendents and board of education during the 6 l /> years, 1905 through June, 1911, from outside agencies as follows: 101 offers of direct cooneration and edits 353 recommendations, objections and requests of which 43 were from city departments, and 43 from associations of teachers and principals 157 requests for the use of public schools or public school children by outside agencies 10 9 — These 697 communications were written by 76 individuals 45 different district civic agencies 3? taxpayers' associations 2? groups of parents 21 temporary commissions 20 business concerns 20 boards of trade 200 other volunteer organizations 7 city departments 16 associations of teachers and principals One Way the Dock Department Cooperates with the P. S. A. L. in Helping School Children Courtesy of the Playground Association 10 — These 697 communications related 135 to new buildings and sites 86 to contests and exhibits 73 to administrative changes 63 to teachers, principals and superintendents pointment and removal 47 to school health 40 to equipment 2'' to recreation 27 to course of study 1'' to deficient children 15 to evening schools 5 to school budget 158 to othe ap 11 11 — Newspapers seem to welcome school news sent by school officials, parents, school associations and outside agencies a — Newspaper interest in school matters is expressed by Editorial criticism and constructive suggestions Newspaper articles on special school subjects Articles or addresses by experts Reports of cooperation received from outside 12- agencies Reports of meetings on school matters Local school news Letters from readers on school topics 1) — Four newspapers run special school pages, columns or sections, — Globe, Brooklyn Eagle, Evening Sun and Times. c — From 20 newspapers the Bureau of Municipal Re- search in l ( 'l 1 clipped and filed over 1,000 news items and editorials on school matters -More continuous and more constructive cooperation is available from outside agencies than the schools have yet received. The agencies whose cooperation seems to have been most valuable in the past are ready to extend their cooperation and to plan new means oi being useful to tlie schools Fighting Child Labor Means Enforcing Compulsory Attendance and Newsboy Law New York Child Labor Committee 12 Value of Outside Co-operation Received 3 — How multiform is the helpful cooperation is indicated 1a, the following a- -Special classes for crippled children in both public and private buildings have been formed and con- tinuously helped since 1899 by the Association for the Aid of Crippled Children b — The physical examination of school children with co- operative treatment and follow-up work has been promoted by the Bureau of Muricipal Research The Good Samaritan Dispensary Made the Operations for the Experiments Leading to Follow-up Work by the School Nurses 13 c— Athletics for over 200,000 boys and 20,000 girls have been instituted and are being systematized in all schools by the Public Schools Athletic League d — Material relief is given yearly to thousands of school children by several agencies which offer prompt cooperation e — The backward children studies by the Russell Sage Foundation and the reiterated demand by the Bureau of Municipal Research for study of indi- vidual cases of non-promotion led to comprehensive changes in treating and recording non-promotion facts f — Exhibits for nature study work in schools are sup- plied to 357 out of 585 schools by the Museum of Natural History Waiting Lines at the Museum of Natural History Led the Museum to Send its Collections to the Schools g — Lectures to thousands of pupils yearly are given by the New York Botanical Gardens and the Metro- politan Museum of Art h — Decorations, medals, scholarships are given by the School Art League i — Juvenile delinquents are taken care of by Societies for the Prevention of Cruelty to Children 14 j — Commercial training is being studied and fostered by a special committee of the Chamber of Com- merce k — Pupil self-government has been established in 14 schools by the School Citizens Committee 1 — School gardens, now under the department of parks, started with the volunteer work of the School Car- den Association Brooklyn School Gardens of the National Plant. Flower and Fruit Guild m — Working papers and the tests applied to school children have been systematized and strengthened by the New York Child Labor Committee n — Budget requests have been supported and made public by budget conferences of social workers and ministers, the Bureau of Municipal Research, Com- mittees on Tuberculosis, Public Education Associa- tion, etc. o — Publicity of school facts and improvement of school reporting have been furthered by the Bureau of Municipal Research which projected the school inquiry 15 14— Activities started by outside agencies often become part of the school system after demonstration at private expense a — School nurse: The Henry Street Settlement in 1902 loaned the first nurse to the schools; over 100 "school nurses" are now employed by the health department 1) Vacation schools: The Association for Improving tlie Condition of the Poor in IS' '4 started the first vacation schools and conducted them until 1897; the board of education ran 32 in 1911 and declares that 32 more are needed Lest Anaemic Children Be Forgotten; Successful Private Classes Lead to Public School Care: Committee on the Prevention of Tuberculosis c- Anaemic classes: The present 9 classes are due to the activity of the Committee on Tuberculosis of the Charity Organization Society which supplies food and a home visitor and supervises the rec- ords; this movement added impetus to the demand for proper ventilation for the not-vet-anaemic 16 d — Vocational training was supported for years by vol- unteer subscriptions to the .Manhattan Trade and Preparatory Trade Schools until taken over by the public school system e — Evening schools for foreigners: About 13 years ago the Educational Alliance started special classes now maintained by the board of education f — Study-recreation rooms: The success of an experi- ment in the Henry Street Settlement led to tin- installation of 64 rooms by the board of education 15 — Experiments with vital possibilities for all school chil- dren are now under way supported entirely by volunteer funds a — Visiting teachers by the Public Education Associa- tion, settlements, church societies, Italian Educa- tional League, etc. b — Dental clinics by the Free Dental Clinic for School Children, Children's Aid Society, etc. Blazing the Way for Dental Attention to All Public School Children Children's Aid Society 17 d — School lunches by the School Lunch Committee c — Vocational guidance by the Committee on Voca- tional Guidance 1 6 — In spite of the cooperation reported by organized char- ities, teachers and principals are still seeking relief for their school children from private individual sources, including teachers themselves '7 — Of outside cooperation, the city superintendent declared in his annual report for 1905 "I look forward with earnest hopefulness to the day when every educational agency, civic or endowed, will not feel its duty done until it con- tributes freely of its resources to the advancement and benefit of the great American and Americanizing institu- tion of free education" 18 — In the last ten annual reports of the city superintendent, 1902-1911, outside interest in Xew York schools is men- tioned 158 times by the city superintendent, associate superintendents, heads of departments and directors of special branches; of these mentions the city superin- tendent himself makes 31 (or three a year) including seven private agencies Of 104 private agencies reporting direct or indirect c< »< »peration only four are mentioned more than once by any school officials and 87 are not mentioned at all 19 — Typical differences between what agencies report doing and what school officials say in the annual report are a — The Xew York Public Library, 1911, reports branch work with teachers and pupils, special arrange- ments for teachers' circulating libraries, visits to schools by school librarians, visits to libraries by classes, vacation school libraries. The city super- intendent mentions only the cooperation of the library in "providing our summer schools and recreation centers with abundant reading matter" b — The Association for the Aid of Crippled Children, 1911, reports transportation of crippled children to and from public schools, giving milk and lunches, home visiting and trained nursing, voca- tional guidance. Xo mention whatever is made of the Association in the city superintendent's report for the same year 20 — Xo mention is made of experiments carried on in the interest of school children by outside agencies during 1910-1911; of the Free Dental" Clinic for School Children 18 u p. 3 Oh j3 W m U O 19 and its campaign for school dental clinics; of relief agencies spending yearly several thousands of dollars on public school relief; of agencies which exist to support budget requests made by the board of education ; of agencies working on the problems of truancy, recreation or school health during 1911; of the Public Education Association's work for schools during 1911; of outside help in defeating the charter dangers threatening to "remove the safeguards of school efficiency which now exist * * The Child Labor Committee's Help is Continuous 20 Treatment of Cooperation by School Officials 21 — In no school documents have opportunities or needs for civic cooperation been listed. Whenever outside assist- ance is mentioned no suggestions are given as to how it might be increased or made more valuable. When the interest of parents is mentioned as "desirable," no definite suggestions are given for more vital cooperation of or- ganized parents with schools. With formal mention of allied educational institutions no openings for extended connection with schools are outlined 22 — Of 317 communications considered by the hoard of edu- cation and board of superintendents of sufficient impor- tance to he referred to committees, no later report appear- in their minutes of action taken on these matters 23 — Although the agencies are at considerable expense in their school cooperation, school officials have employed no simple way of telling- them whether the matters they are presenting are important or unimportant, or what, if any, or when, if at all, formal action is taken by the boards on these matters 24 — Although 219 of 697 communications received Favorable action at headquarters, many agencies report hack of encouragement, difficulties encountered in their efforts to cooperate, or undue delay in extending recognized benefits 25 — The treatment of communications, as shown by the hoard minutes, makes it clear: a — That the mechanism of the two hoards for treating outside communications encourages delay, contu- sion and inaccuracy. The average number ol days for action is 26, maximum 330. The minutes indi cate that the following steps of a communication which reaches the board are typical: (1) It is addressed to the hoard of education or an official; (2) At a regular meeting it is referred to a com mittee of that hoard: (3) After deliberation the committee reports to the hoard, the report is 21 adopted, denied or the matter is referred again ; (4) If referred to a committee of the board of superintendents- it is brought up at a later meeting of that board; (5) The matter is then returned by the board of superintendents to the board of edu- cation for final decision, if it has not been lost in its travels b — There is no regular system of treatment for outside communications. Some committees report when certain matters are referred to them, others do not c — Where matters are referred "with power" no further report is given in the minutes d — It is usually impossible from the minutes to tell on what date a matter was first brought up or by what agency the original proposition was made e — Questions which might be settled at once are de- layed for committee meetings and particular sessions f — Suggestions on their face inadvisable or irrelevant go through the same complicated mechanism; e.g., a communication in 1905 suggested that chil- dren be taught how to adjust life preservers. This matter was (1) addressed to the board of super- intendents. (2) referred to the committee on school management, (3) referred again to the committee on course of study, and (4) not reported on by either committee 26 — Mention of newspaper cooperation in the annual reports of the city superintendent is limited to that shown by offers of prizes for contests 27 — Newspaper cooperation seems to be used more by outside agencies than by school officials Method of Cooperation 28 — Coordination among outside agencies is lacking; they are at present duplicating and overlapping each others' work in a large degree; organizations dealing with sec- tions of the same problem are less forceful for want of 22 coordination; e.g., no comprehensive health program has been worked out by the 16 volunteer agencies which report interest in school health 29 — Agencies have not outlined, cither for themselves or for the public, 100% of the work which ought to be done along the lines in which they are interested, nor have they made known what percentage of the needs in which they are interested they are unable to meet 2.77. N OPEN AIR CLASSES 37.1% ANAEMIC CHILDREN WITHOUT OPEN AIR TREATMENT. Which Other Schools Should Have Open Air Rooms? Which Not-yet Anaemic Children Should Be Confined in Rooms that Have No "Open Air"? ARE HAVING LUNCHES How Many More School Lunches Are Needed to Help the 97< Remaining? Where Are the Other Undernourished Children? Who Is Seeing that Children Are Nourished Before School Age and Out of School Hours? 23 30— Main' agencies are less effective than they might be in their cooperation a Because of their dependence on unsupervised volun- teer work. While a number of volunteers from the School of Philanthropy, Charity Organization Societv, Columbia University, as well as interested citizens, are available each year for part or full time volunteer work, no agency is now acting as a placing bureau for such volunteers b — Because of inadequate records of their dealings with school officials c — Because of unsystematic publicity about coopera- tion offered, and unsystematic presentation of their "wares" to school officials d— Because of lack of concentrated effort at budget time e — Because after investigations of school problems have been made there lias been little constructive follow-up work 31 — The one central agency, the Public Education Associa- tion, has been hampered in its usefulness (so effectively and dramatically shown upon special occasions, such as the "charter tight" of 1911,) by a — Lack of facts 1) — Lack of funds c — Lack of continuity d — Lack of supervision for volunteer work e — Lack of comprehensive, definite, all borough program 32 — Outsiders, evidently not knowing whom to address at headquarters concerning matters of particular interest. frequently send communications to the wrong officials and are forced to wait for the slow moving mechanism before action can be taken on their propositions 33 — Prospective givers desiring to help cooperation with schools have had no easy way of finding out the truth about the relative amount and efficiency of help being given by the many outside agencies which base appeals on their helpfulness to schools 24 34 — Cooperating agencies are not making as full use as the) might of the school pages and columns in daily news- papers. Of 124 agencies reporting cooperation with the schools only 34 were mentioned in news items of tin- Post, Tribune and Globe during the years 1906 L911. Although over 200 agencies communicated requests, ob- jections and suggestions to the board of education and board of superintendents, only 33 agencies used the news- papers to gain publicity For such requests, objections and suggestions Making Public Baths an Adjunct to Public Schools: A. I. C. P. Newspapers gladly used this story in 1906 25 II TENTATIVE SUGGESTIONS FOR INCREASING AND STRENGTHENING OUTSIDE COOPERA- TION WITH THE PUBLIC SCHOOLS 1 — To indicate its desire for outside cooperation and to enable school officials to make the most of such outside co- operation, it is suggested that the board of education consider the advisability of a — Delegating an individual or a committee from the board of education or the board of superintendents : 1 ) To list and keep on file the needs of schools which might be met by volunteer agencies, with the approximate cost in time and service 2 i To keep filed at headquarters records which tell how much cooperation is available from each agency 3) To see that this information is passed on cur- rently to district superintendents, principals and teachers 4) To receive and record recommendations, of- fers, protests and requests from individuals and organizations outside the school system 5 ) To refer such to the proper committee of the proper board or to the officer responsible 6) To note what action is taken 7) To "follow-up" until adequate action is taken 8) To keep an up-to-date record of each organi- zation and individual communicating, and a history of its connection with school matters. ' I ) To see that agencies are notified when formal action is taken by boards or committees 10) To dispose of communications which on their face are of minor or no value 11) To summarize and secure publicity about each year's benefits from civic cooperation 26 1) — Asking teachers and principals to keep track on uniformly printed cards of help received, and to pass on to headquarters facts both as to help re ceived and other help needed c — Requesting local school boards 1) To keep on file for each district information concerning (a) available outside coopera- tion, and ( 1) ) sch( >< >1 needs 2) To help teachers make full use of outside interest 3) To suggest to local agencies how they may meet school needs more fully 4) To keep outside agencies interested in the need for budget activity 5) To secure in the school columns of newspa- pers publicity of local needs by showing how far agencies are meeting them The Parks and Playground Association is Glad to Help Conduct Playgrounds 27 2 — The city superintendent's interim and annual reports might stimulate and guide cooperation a — By giving adequate, specific credit and acknowledg- ment to all cooperating agencies 1) — By stating the number and character of communi- cations received during the year from outside asrencies and individuals bv the school authorities c — By explaining why important suggestions on which outside agencies may have spent time and money and public attention were found impracticable d — By franklv showing how outside agencies might change their mode of cooperation so that the schools might make more use of it e — Bv mentioning lists of definite school needs which might be met bv outsjde interest. . ¥&r- t inmli t*w sU|'i i :rnUi.i i i.l i .iirs Ji^uj& ±±a±£. how, where, when, if at all, they could, from the outside, help the schools secure the following advantages which were urged or shown to be needed by one or more officials in the report for 1910-1911: criticism and support from merchants and mercantile bodies ; new sites and new buildings to do away with part- time; summer high schools; five additional trade schools for boys and girls; correction of discrep- ancies in tables which now obviously understate the number of overage children by many thou- sands; needed study into facts of non-promotion, retardation, "dropping out," etc. ; complete segre- gation of mental defectives; day continuation schools instead of elemental'}- evening schools; ?7 more recreation centers; moving picture ap- paratus in recreation centers; the social use of schools for dancing parties and clubs; playgrounds open all the year round with supervisors; chil- dren's savings banks in all schools; culture and home-making" courses for girls; special classes for children with speech defects; training teachers to correct speech defects; land for school gardens, seeds, equipment; individual towels and liquid soap 28 in all schools; use of floor dressing to prevent dust; more music and conferences for grade teach- ers on music; annual musical festival of school children; trade school training in laundry work, trained nursing, catering, cooking and interior dec- oration; libraries for kindergarten mothers' clubs; parent-teachers' associations in each school; ath- letics for 100,000 boys and 250,000 girls nol yet reached; trophies and badges for contests and athletic meets; free concerts in school-.; equip- ment for orchestras, choruses, glee clubs; more visits to shops and factories for vocational stu- dents; part-time continuation school arrangements with manufacturers and business men; more talks by business men in vocational schools and high schools; vocational guidance for all boys and girls; vacant lots for school "•aniens; provisions for free treatment in hospitals, clinics, etc., oi all children with physical defects; enough dental clinic- to meet 100% of the school dental need; enough open-air schools to care for all children predisposed to tuberculosis; ventilating arrangements which give pure air to all; opportunities lor all crippled children to benefit by transportation, milk, home visiting: and vocational instruction, etc. After-school Captain Ball on an Elemetary School Roof: Teachers Volunteer Supervision: Private Agency Organizes: Girls Branch P. S. A. I.. 29 f — B_v noting the approximate cost in time and money of such cooperation g — By using photographs and charts like those shown here to illustrate types of school activity fostered by outside agencies, or needed and not yet available in the schools '^^^r ^ ^C% 5^5*^5^. ■ § s I f Br AH HP* V Hry ^| W * 1 JBi F^vS AJ §fkuj 1 1 ;S m ^^^^BB r* A Semi-Public Museum of Natural History Helping Public School Children and Teachers 30 h — By noting especially "educational" or "pedagogical" or cither "scientific" questions respecting which the school authorities would like the advice of ac- knowledged experts in the so-called allied institu- tions, including the Teachers College, Columbia and New York Universities. A notable contribu- tion to the study of high school questions w; made by the present commissioner of education for Massachusetts while professor at Teachers College. Similarly, without cost to schools, he conducted the studies leading to School Reports and School Ef- ficiency. City College laboratory is now assisting in the studies of ventilation for public schools. There is hardly a test now being made by those in\< tigating either the business or educational aspects of the public schools for the board of estimate com- mittee on school inquiry which educational and other technical experts in the above mentioned allied institutions would not have helped the hoard of education and the school superintendents inv< - tigate without cost to the school system i — By reporting to principals, newspapers and the pub- lic, especially throughout the summer and early fall, and as they happen, new developments, gifts and manifestations of outside cooperation given or lacking A .1* ^ ^ ^ How Many More are Needed in all Boroughs? 33 d — That each outside agency describe its relation to the schools by the number of children, the number of teachers, the number of schools reached, cost per kind of work, etc., and by use of photographs e — That when appealing for funds to enlarge and strengthen its school work each outside agency state definitely the amount of the problem it is not yet able or trying to meet The Ferry Boat-Hospital-School Shows the Need for City Wide Attention to Health Problems of School Children: Definiteness Strengthens its Appeal f — That in order to avoid duplication and to secure the added strength of combined and concentrated effort, each agency try to keep in touch with every other agency interested in sections of the same problem. For example : 1) There are some 16 agencies, not including hospitals and dispensaries, interested in ques- tions of school health which might combine in cooperation with the health department's division of child hygiene (a) to secure an adequate number of medical inspectors and 34 school nurses and their efficient administra- tion; (1)) to map the free clinical and dis pensary opportunities for children and the amount of service available from hospitals, private agencies, etc.; (c) to prepare uniform cards for teachers and nurses to use when referring- children to hospitals and dispen- saries, and for hospitals to use in reporting to the schools "cases terminated successfully" or discontinued before treatment is finished; (c) to hack budget allowances for dental clinics and school dentists 2) The several agencies interested in civic in- struction might combine with teachers and principals in outlining (a) the adequacy of civic instruction in the schools; (b) the amount of work being done by outside agencies in supplying lecturers, arranging conferences, etc.; (c) the amount of ground not covered by outside agencies or school curriculum; (d) the budget additions, if any, needed to provide adequate civic instruc- tion; (e) a plan for using school buildings in the afternoons and evenings for extension work in civics with foreigners and school clubs; (f) for using government departments as practical illustrations of civic training. \ beginning in this direction is reported by the City History Club in calling a conference of other agencies to discuss a program of co- operation 3) The several agencies interested in truancy in all boroughs might give their combined testi- mony and suggestions toward the reorgani- zation of the compulsory attendance depart- ment, whether by plan of Associate Super- intendent Shallow or of the city superin- tendent, and toward keeping the public in- formed from monthly records as to questions of attendance, truancy and school mortality 35 4) The several agencies which give scholarships to children between the ages of 14 and 16, might combine to outline (a) 100% of the scholarship needs; (1)) the industrial oppor- tunities possible through scholarships; (c) where the schools or relief agencies fail, as seen from the point of view of the need for scholarships; (d) the practicability of a scholarship bureau under a joint representa- tive committee of school officials and outside agencies g — That pin maps or equally graphic methods of repre- sentation be used for current help in planning work, and for informing givers, the schools and the public, to indicate the amount of school needs met through official channels and by outside agencies and also the amount not-yet-met. For example: 1) The Women's Welfare Department of the National Civic Federation might show which schools provide adequate rest and lunch rooms for teachers and which schools are lacking in this respect 2) The Parks and Playground Association might show where recreation facilities around and near the school in each district are lacking and indicate by different pins the municipal, private, church and business concerns 3) The Public Education Association might in- dicate where all visiting teachers now sup- ported by churches, settlements, individuals, are at work and which districts need similar cooperation not now available; also why the school nurse, grade teacher, and attendance officer combined cannot do the individual distance-covering work of visiting teachers without detriment to their other duties and undue expense 4) The relief societies might show which schools do not call on them for relief or fresh air outings 36 ■- z ■f. — < o c o C. a •-> K N O u - C/2 CO •5 - u u > o V ca > - X t/> o to n> 7) : ^ (0 UJ o l-K n> O re : 7) : "0 rt> n Pi re : 3 i ^ — * / £. rt- : i 3 ■ PL ; i no 4* M H- 1 tO o — NO Cn Co M M O NO CT\ On : t- 1 4- h-" ^> •vj ts5 On tO h- ' INS nO Cn tO • CO tO o M NO ON r^ to 4* vD *-• H M O Cn *-■ to en Co Co H oo C*> co O a\ t— > > 3* o © 3 CL 1-2 c <-r P3 - n D 3 a / r-p / 5 - - a 3 ° ~ 2 i o' o Cooperation from individuals Cooperation from public institutions Cooperation from city departments Cooperation from private organi- zations 4* M to m ■O c to Cn 1 to M to o w CT\ Co I— 1 to NO o r-< Vt to OO tO Cn NO o r-> ON j Co Co M Co tO 1 NO Co to Cn VI -t. M 4* NO c NO c / tNj I— ' Co 4^ t- 1 Co Co j VI I—" h- 1 Co Co Co VI NO c IS5 Co M Co ON 1- to to NO o ON 1— ' t— ' -|N» Co VI NO c 1 > f 1— ' Cn co vi ~ Cn Co VJ to tO ON O o c o o C/3 C O.' C/3 3 5' 3 o 45 Analysis* of 697 Communications from Agencies and Individuals Outside the System Reported in the Minutes of the Board of Superintendents and the Board of Education for 1905-June, 1911 I. Nature of Communications 1. 101 cases of actual cooperation and gifts offered to the schools 23 offers from settlements, churches and various institutions to have public lectures in their assembly halls 31 offers, largely from organizations, of medals for contests and admission to exhibitions, of equipment such as dec- orations, trees for arbor day, anatomical models, flags, patterns, books, maps, etc 13 offers of equipment from business concerns such as the Kennedy Valve Manufacturing Company. Real Estate Management Company, May Manton Pattern Company 11 communications from individuals, of whom nine are physicians and specialists offering free treatment to the school children Several offers of the New York Library for increased refer- ence use of the branches by schools, offers of the museums and a formal offer from the Society for the Prevention of Cruelty to Children to take charge of all cases of crime committed by or against children, etc 2. 157 cases of organizations and individuals wishing to use the pub- lic schools a. 40 for the benefit of school children Includes health offers from Dental Hygiene Council to exam- ine teeth in twelve schools; the Committee on Tuberculosis to establish anaemic classes; the Neurological Institute to visit public schools and examine the children, etc Six requests for teachers made by hospitals and charity agencies wishing to conduct special classes on ferryboats and in institutions The Parks and Playgrounds Association requests the use of two school grounds in the afternoon The Committee on Tuberculosis requests permission to exhibit in the schools and to have children attend the tuberculosis exhibit Four mothers' clubs ask to be allowed to give entertain- ments charging for admission to purchase pictures, equip- ment, etc., for the schools b. 117 requests for the benefit of outside organizations or the indirect benefit of schools 52 for the cooperation of teachers and children in contests, exhibits, etc., including a request for special exercises on McKinley's birthday, Washington's birthday, Thomas Jefferson's birthday, Lincoln Centennial, etc.; requests from temporary organizations like the Hudson-Fulton Celebration for the participation of children in festivals, requests for exhibits of school work made, for example. by the Municipal Art Society and National Arts Club; offers of prizes on subjects in which the organizations are interested; a request from the New York Symphony Orchestra for a chorus of school children; and the offer of a prize by the New York Herald for a cartoon drawn by a school child *The analysis on which this summary is based was made by Miss Taussig in October and November, 1911 46 11 for the use of buildings or class-rooms for meetings, con- certs, etc., including a request from the Greek Syrian Catholic Church for a room in which to teach Arabic; from the Brooklyn Neighborhood Association for Sun- day evening forums in the Commercial High School 9 relative to the course of study; for example, the Ethical Culture School asked permission to obtain specimens of handwriting; in the public schools; the Royal Hungarian Museum of Commerce requested the correction of teach- ing on the political status of Hungary; the Esperanto Congress requests permission to give lessons in the high school 7 for equipment to be loaned by the schools, lantern-slides, statues, pictures, etc.; including a request from the Society for the Prevention of Cruelty to Animals for permission to distribute badges and a demand from the Allied Printing Trades in 190S that only union workers be used for school printing 5 to use schools in raising funds for the Lakewood monu- ment, George Washington Memorial, Frigate "Consti- tution," new schools in San Francisco, etc. 3 for permission to give lectures on tuberculosis or cigarette smoking 9 for permission to see the school records to secure the names of the graduating class, information about anaemic children, etc. The Bureau of Labor in 1908 wished to interview principals about child labor. In 1909 the New York Child Labor Committee asked permission to work in the office of one of the district superintendents 4 for teachers of blind an anaemic children and for a tuber- culosis preventorium Also miscellaneous items such as the request of the Russian Liberty Organization that school children write to the emperor asking privileges for Russian children and of the United Citizen Peddlers' Association for permission to stand near public school buildings 3. 353 recommendations, objections and requests from organizations and individuals outside the school system 99 requests from 57 groups of citizens and parents from all parts of the city, 32 taxpayers' associations, 20 boards of trade, organizations and individuals for new buildings, building sites and additions, or for relief from over- crowding and provisions for children on part-time 12 communications (1905) relative to the proposed shorten- ing of the school day Requests for additional attendance officers A request from the Colored Orphan Asylum asking to be taken over by the board of education A recommendation from the Public Education Association in 1907 that the maximum size of classes be forty pupils A communication from the Federation of Women's Clubs calling attention to the poor provision for secondary education of girls below 14th Street 5 communications about the school budget, including a re- quest from the Committee on the Congestion of Popula- tion for $2,500 towards school gardens; objections made by the Bureau of Municipal Research in 1910 to discrep- ancies between budget estimates and the school records; and the request of the Public Education Association for visiting teachers as part of the school system 47 16 communications about the course of study; complaints of excessive home-work, requests for more attention to essentials. (Seven of these are communications from in- dividuals) 14 suggestions and recommendations about defective children, requesting the organization of classes for cripples, sug- gesting classes for the blind and recommending a class for backward children 14 requests for the establishment and remodeling of evening schools made by the Public Education Association, by groups of citizens and by parents' associations 13 suggestions about school health coming from the Associa- tion for Improving the Condition of the Poor, Board of Trade, Merchants' Association regarding eye-strain of pupils, requesting abolishment of the drinking-cup, suggesting school feeding. The National League for Medical Freedom in 1911 urges reasons against com- pulsory medical examination 9 requests for kindergartens 15 suggestions about vacation playgrounds, evening recrea- tion centers, school gardens Requests from the board of aldermen for the opening of play centers in school yards Suggestion of new methods of education; the organization of a drum and fife corps and provision for swimming pools in the basement of schools 2 requests for the introduction of Italian an an elective study 42 communications, largely from individuals and taxpayers' associations, recommending the appointment of specific principals and superintendents 3 complaints against teachers from three individuals 11 objections to and six recommendations for the transfer of pupils or teachers 99 communications relating to the question of transportation of children in the outlying districts Miscellaneous requests made by outside agencies include the excuse of Jewish employees on holy days, requests for a fireman in each public school 4. 86 recommendations, objections, requests from city departments and school associations Communications from 16 organizations of teachers and prin- cipals are largely relative to details of school adminis- tration, recommending a system of discipline, amend- ments to the by-laws, the use of names instead of num- bers to designate schools. The Association of Women Principals has, since 1907, been suggesting methods for relievmg eye-strain of pupils 16 communications about buildings, largely from the board of aldermen, for schools in specific localities and sug- gestions about changes that should be made in certain schools 5 suggestions from the department of health requesting in- formation and complaining of teachers' failure to co- operate Requests from the board of aldermen for the opening of play centers in school yards 48 BUREAU OF MUNICIPAL RESEARCH HISTORY January 1st, 1906 Organized as "Bureau of City Betterment" May 3rd, 1907 Incorporated as "Bureau of Municipal Research" PURPOSES To promote efficient and economical municipal government ; to promote the adoption of scientific methods of accounting and of reporting the details of municipal business, with a view to facilitating the work of public officials; to secure constructive publicity in matters pertaining to municipal prob- lems; to collect, to classify, to analyze, to correlate, to interpret and to publish facts as to the administration of municipal government. (Articles of Incorporation) SOME PUBLICATIONS ON SCHOOL MATTERS School Reports and School Efficiency (60 copies left) $1.50 Bureau of Child Hygiene (out of print)..— Outside Cooperation with Public Schools of Greater New York 35c A Report on the Division of Child Hygiene (1911) lOo Questions Answered by School Reports as They Are (1909) ... 6c School Progress and School Facts (1909) 25c School Stories; A Topical Guide to Education Here and Now (Illustrated; abridged) 6c AMONG 275 EFFICIENT CITIZENSHIP SCHOOL BULLETINS No. 515— Success in School (reprinted from The School Review) No. 521— How May a Community Learn its Unmet School Needs No. 520— The Need for School Investigations and the Results which the Public May Properly Expect No. 424— School the Year Around— Is it Coming? No. 436— A National Clearing House for Educational Inquiries No. 441— The Improving Reputation of School Reports No. 507— What Is the Matter with the American Public School? No. 526— Some Newspapers which Value School News No. 416— How Many, When Do, Why Do Children Pail ? No. 485— What Outsiders Are Doing to Aid Work of Public Schools No, 390— Work Now Being Done by Local School Boards, Man- hattan, with Recommendations for 1910-1911 No. 362— What Should Medical Examiners Look For P No. 355— Efficiency in Getting Things Done Through Public Schools No. 391 -Where There's a Will, There's a Nurse No. 41— The Handicap Race Toward Graduation (R. L. Stevens Fund) No. 332— Part Time Pacts Sought No. 251 -Publicity Helps Education's Cause No. 35— What Can and Do School Reports Show ? No. 331— Have You a Dental Hygiene Exhibit? No. 346— Map Showing States Having Medical Examination Laws (1910) with Questions as to Next Steps 1 339 -au of N4B8 municipal re sea? •7 York - ide cc c of date stamped belo m 30 1947 339 38 V32 ? \ ttj ft! M %|S Ws £K