IC-NRLF 
 
 LA 
 
 333 
 
EXCHANGE 
 
THE OFFICIAL WIRT REPORTS 
 
 TO THE BOARD OF EDUCATION OF 
 NEW YORK CITY 
 
 Comprising the Official Reports upon Public School 89 Brooklyn 
 
 and Public Schools 28, 2, 42, 6, 50, 44, 5, 53, 40, 32, 
 
 4 and 45 the Bronx and an appendix showing the 
 
 more extensive reorganization proposed 
 
 WITH AN INTRODUCTION BY 
 
 HOWARD W. NUDD 
 
 Director of the Public Education Association 
 
 PUBLIC EDUCATION ASSOCIATION OF THE 
 
 CITY OF NEW YORK 
 
 8 West 40th Street 
 
 June, 1916 
 
THE OFFICIAL WIRT REPORTS 
 
 TO THE BOARD OF EDUCATION OF 
 NEW YORK CITY 
 
 Comprising the Official Reports upon Public School 89 Brooklyn 
 and Public Schools 28, 2, 42, 6, 50, 44, 5, 53, 40, 32, 
 4 and 45 the Bronx and an appendix showing the 
 more extensive reorganization 
 
 WITH AN INTRODUCTION BY 
 
 HOWARD W. NUDD 
 
 Director of the Public Education Association 
 
 PUBLIC EDUCATION ASSOCIATION OF THE 
 
 CITY OF NEW YORK 
 
 8 West 40th Street 
 
 June, 1916 
 

INTRODUCTION 
 
 In publishing the official reports of Mr. Wirt to the Board 
 of Education of New York City which are presented in the 
 following pages, the Public Education Association is not con- 
 cerned, primarily, in setting forth the specific recommendations 
 regarding the particular schools enumerated. It is interested, 
 rather, in making available for public consideration, in connec- 
 tion with the more general reorganization of the public schools 
 contemplated by the city authorities, Mr. Wirt's own statement 
 of the fundamental ideas underlying the duplicate or multiple 
 type of organization, known as the Gary plan. The reports 
 printed in this pamphlet cover only the twelve schools in the 
 Bronx and the one school in Brooklyn, which the Board of 
 Education decided to reorganize over a year ago. As the funda- 
 mental ideas underlying this reorganization are the same as 
 those which underly the proposed reorganization on a wider 
 scale, the Public Education Association believes that the appear- 
 ance of these reports at this time will be of assistance to laymen 
 and educators alike in comprehending what the city is planning 
 to do in a thorough-going way for the children in all of the 
 public schools. 
 
 After a protracted series of joint conferences the educational 
 and city authorities recently decided to extend the duplicate 
 type of organization to fifty schools, located in the several 
 boroughs. The details of this decision are contained in an 
 official statement issued by the Board of Estimate and Apportion- 
 ment of the City of New York under date of May 9, 1916.* 
 The reorganization of these fifty schools will affect over 143,000 
 children, and will eliminate to a large extent the part-time and 
 double-session evil in the city schools. The expenditures for 
 this purpose comprise over three and a half millions of dollars 
 for the reconstruction of existing buildings; over a million and 
 a half for the entire replacement of old buildings, and nearly 
 two millions for new buildings in new locations, making a total 
 of nearly seven millions of dollars for the first step in the 
 reorganization of all of the schools in New York City on the 
 multiple-school, or work-study-play, basis. 
 
 A plan which eliminates the evils of part-time is in itself 
 desirable, apart from the enriched opportunities it offers in 
 addition to the traditional school program. The amount of part- 
 time in New York City is much greater than would appear from 
 the number of children officially recorded as in attendance less 
 than five hours daily. The actual condition is indicated by the 
 following excerpt from the official statement of the Board of 
 Estimate above referred to : 
 
 *See summary in tabular form in Appendix, pages 57-60. 
 
 3 
 
 : ; .. 
 6Q 
 
"The real school housing problem in New York City, and in 
 every city, is not the elimination of so many children on part- 
 time and double-sessions. New York has 117,000 children on 
 part-time and double-sessions. But if the Board of Superin- 
 tendents were to reduce to normal size the 309 classes with 
 registers of above 55, and the 991 classes with registers of 51 
 to 55, and the 716 classes with registers of 50, and the 3,908 
 classes with registers of 45 to 50, such reduction of over-size 
 classes would add 100,000 more children to part-time and double- 
 sessions. And if the various emergency classrooms and unsatis- 
 factory school buildings were vacated, another 70,000 children 
 would be added to part-time and double-sessions. Of the total 
 register of 658,904 in the regular grades (1A-8B) (December 
 31, 1915), 287,000 might have been better off on part-time. A 
 child in a good schoolroom, in a class of normal size, on part- 
 time for four hours, is better off than in an over-size class five 
 hours, or in an unsanitary and unsuitable classroom for five 
 hours. The real problem in New York City is to provide new 
 schoolroom capacity for 58,500, or one-half of the number on 
 part-time and double-sessions, to relieve such conditions, and, 
 in addition, provide new schoolroom capactiy for 85,000 children, 
 to reduce over-sized classes and eliminate emergency and unsatis- 
 factory classrooms. With the traditional plan this would neces- 
 sitate the construction of 3,500 classrooms, at a cost of 
 $42,000,000, on present estimated cost of $12,000 per classroom, 
 and no provision would be made for future growth. 
 
 "The problem of providing a school seat for every child is 
 not difficult, for New York City now has, and always has had, 
 more school seats than children in the schools. The real prob- 
 lem is to provide a school seat for every child at the place where 
 the child can use it in a shifting population, and to scrap the 
 worn-out plan and equipment. It would be interesting to know 
 how many unused school sittings New York would now have if 
 the city had been able at all times to provide a school seat for 
 each child at the place where he could use it. No city of any 
 size has yet been able to provide satisfactory school accommoda- 
 tions, on the basis of a reserved seat for every child, at the place 
 where each child happens to be at the time." 
 
 It is important to remember, however, that the Wirt plan 
 is not in any sense a device to eliminate part-time, although its 
 immediate influence upon that problem in New York City has 
 tended to create that impression. The plan is rather a method 
 of organizing the school which extends to all of the children in 
 the community the full advantage of all available educational re- 
 sources. When the agitation over the extension of this plan in New 
 York City began over a year ago the statement was frequently 
 made that, while it might operate effectively in a small city like 
 Gary, it was not suited to conditions in a large city like New 
 York. In view of the demonstration which has been made in* 
 
the Bronx and in Brooklyn, in the face of almost insuperable 
 obstructions, and in view of the simplicity and general applica- 
 bility of the plan, as set forth in the following pages, the fallacy 
 of that contention is obvious. Indeed, the contrary would_seem 
 to be true that the plan will work better in a large city than in 
 a small one, because it aims to mobilize in the school all of the 
 community resources which have educational value; the greater 
 such resources in a given community are, the more extensive 
 will be the educational opportunities provided in the school. The 
 advantages of such a plan for New York would thus seem to be 
 infinitely greater than for a small city like Gary, and much 
 greater than for almost any other city in America. 
 
 The failure to grasp this point has doubtless arisen from an 
 inability to discriminate between what the plan itself is and 
 what it makes possible. Mr. Wirt's contribution has been, not 
 so much in the field of educational theory, as in the field of 
 educational engineering. He has simply made it administratively 
 and economically possible to secure for all children a larger 
 measure of the play and work opportunities which educators 
 have been advocating for years as essential to a well-rounded 
 education. The significant feature of the Gary plan is not, there- 
 fore, the particular kind of subject matter or the specific type of 
 opportunities which Mr. Wirt is at present offering in Gary, but 
 rather the principle of the duplicate or continuous operation of 
 all available educational opportunities. This so-called "balanced- 
 load" method multiplies the usefulness of each facility, and thus 
 makes possible, with every dollar that is spent for school 
 purposes, a richer school life for every child than could other- 
 wise be afforded. If this point is clearly grasped a community 
 which is considering the advisability of adopting the Wirt plan 
 of organization for its own public school system will concern 
 itself, not primarily with what is being done in Gary, or how well 
 it is carried on there, but rather with the extent to which this plan 
 will enable its own teaching corps to achieve better results than 
 formerly with the means at hand. It will regard the organiza- 
 tion under this plan solely as an improved instrument in school 
 procedure, and will realize that, as before, the results achieved 
 will depend to a large extent upon the vision of the teacher and 
 her skill as a craftsman. 
 
 In considering an educational program for a great city like 
 New York it is also important to remember that no large city is 
 a social unit. The many districts of New York are practically 
 as distinct from each other in nationality, customs and economic 
 and social conditions as are an equal number of small towns of 
 the same size and social composition scattered over a wider area 
 and existing politically as separate communities. Each of these 
 districts, like each of the small towns, is in itself a problem. 
 Because of this fact the duplicate-school plan is especially adapted 
 to a large city. It individualises the schools, which have lost 
 
their identity in the deadening routine of a huge "system," by 
 providing a flexible program, which enables each more readily to 
 meet the particular needs of its own locality. 
 
 There has been much written and said about the reorganiza- 
 tion in New York City. The statements which have been issued 
 by the Public Education Association in this connection are 
 enumerated in the list of publications printed on the cover of this 
 pamphlet. In all of these statements the Association has empha- 
 sized the fact that it has had solely in view the welfare of the 
 children in the schools. It has hoped that its efforts to promote 
 a thorough public discussion of the issues involved would assist 
 in securing, at an early date, a longer school day and a richer 
 educational program than are now provided. It has dwelt upon 
 the factor of economy only because it was convinced that these 
 advantages could not be obtained unless a plan were found which 
 was feasible within the city's financial ability. The Association 
 believes that the welfare of the children is advanced to the greatest 
 extent when school and city authorities adopt every sound 
 measure for obtaining every possible educational advantage for 
 every available dollar of school funds. 
 
 Furthermore, while the Association has realized that Mr. 
 Wirt's plan is not primarily a device for eliminating part-time, 
 but rather for making available a richer educational life for all of 
 the children in the schools, it has shared with city and school 
 officials the belief that the part-time situation must be cleared up 
 before other necessary improvements, such as a reduction in size 
 of classes, can be hoped for. 
 
 It is in this spirit that the Association has added the follow- 
 ing reports of Mr. Wirt to the list of its own statements, in order 
 that the general public, as well as the men and women in the 
 public schools, may learn from first-hand sources what Mr. Wirt 
 proposes for the New York City schools. It has been led to do this 
 because the school authorities have thus far been unable to make 
 these reports readily accessible in printed form for public con- 
 sideration. The plans and purposes of the so-called Ettinger plan 
 have been set forth in detail in a pamphlet distributed rather 
 widely a year ago by the Board of Education. 
 
 HOWARD W. NUDD, 
 
 Director, Public Education Association. 
 June 27, 1916. 
 
The Reorganization of 
 Public School 89 - 
 Brooklyn,N.Y. 
 
 Report Made January 19, 1915, to Thomas W. 
 
 Churchill, Board of Education, New 
 
 York City, by William Wirt 
 
 On October 31st, 1914, the Parents' Association of Public School 
 89, Brooklyn, asked for relief from the conditions existing in this 
 school, because of overcrowding. To bring about this relief, a demand 
 was made by the Taxpayers and Parents for the immediate erection 
 of fourteen portable buildings to be followed by a new building, or an 
 annex to the present building. With your permission I visited this 
 school with a view to suggesting how the situation could be met. On 
 November 6th a new school program was put into effect. 
 
 I would point out that, although the initial reason for taking up 
 the problem of Public School 89 was to relieve the congestion in 
 that school, the sole purpose controlling the new program was to give 
 to the children richer opportunities for study, work and play. 
 
 As this demonstration in Public School 89 illustrates the method 
 that it will be necessary to pursue in the reorganization of nearly 
 all of your schools, it is important to note, step by step, the transfor- 
 mation in this one school. 
 
 Public School 89 lacks many of the modern *9,cilities which are 
 found in other schools in the city. For example,, ft does not have a 
 gymnasium, well arranged play-room, public play park with a direc- 
 tor in charge, branch of the public library, well equipped auditorium, 
 sufficient wardrobes, and baths. While it would have been much easier 
 to make a demonstration in a better equipped school, yet the demon- 
 stration at Public School 89 is all the more valuable because of the 
 fact that it has been made with very limited facilities, and because it 
 has been in operation for twelve weeks practically without any ex- 
 penditure for additional accommodations. 
 
 THE ETTINGEB PROGRAM OF PUBLIC SCHOOL 89. 
 
 Prior to November 6, 1914, there were forty classes attending 
 School 89, a building containing twenty-six class rooms, with a 
 program planned according to instructions issued to elementary 
 school principals "General circular No. 4, 1913-1914, September 
 23, 1913." Twelve of the forty classes, representing the upper 
 grades, were on full time, having the exclusive use of twelve of the 
 twenty-six class rooms. The remaining twenty-eight classes were or- 
 ganized in two groups of fourteen classes each and were accommo- 
 
dated in the remaining fourteen class rooms, small auditorium and 
 flye cellar rooms, with a modification of the following program: 
 
 ETTINGER PROGRAM AT P. S. 89, BROOKLYN. 
 
 School Hours 
 
 14 Class Rooms 
 
 Opening Exercises and Study in 
 Auditorium and Playground 
 
 8:30- 9:30 
 9:30-10:30 
 10:30-11:30 
 11:30-12:30 
 12:30- 1:30 
 1:30- 2:30 
 2:30- 3:30 
 3:30- 4:30. ... 
 
 First Group 14 Classes 
 First Group 
 Second Group 14 Classes 
 Second Group 
 First Group 
 First Group 
 Second Group 
 Second Group 
 
 Second Group 14 Classes 
 First Group 14 Classes 
 First Group At Luncheon 
 Second Group At Luncheon 
 
 B 
 
 Since, with the old program twelve classrooms were used exclu- 
 sively by twelve classes, the burden of the over-crowding was placed 
 entirely upon the remaining fourteen class rooms. These fourteen 
 rooms had a multiple use for eight hours a day, but the auditorium 
 and playground were used only two hours a day. This means that 
 the auditorium and playground were congested during the short time 
 they were in use. When it rained and all the children were required 
 to be in the building from 9:30 to 11:30, nine classes were forced to 
 use the five cellar rooms at one time as study rooms. No provision 
 was made for the systematic use of other child welfare agencies. 
 
 The Ettinger Program Was Not Intended to Secure Greater Facilities 
 for Children than are Offered by the Ordinary Single System. 
 
 The principle underlying the Ettinger program was that of secur- 
 ing the traditional five-hour school day by supplementing the four 
 hours in the class room with an additional hour in playground and 
 auditorium. Unfortunately, the latter hour was used as much as possible 
 for study in quarters that were never intended for use as a study 
 room and cannot be made satisfactory for study. No one offers the 
 argument that such a five hour school is better or even as good as 
 five hours of regular class room work in the ordinary single system 
 school. 
 
 This program was not intended to secure greater facilities for 
 children than the ordinary single system school offers. The purpose 
 was to secure as nearly as possible the traditional work of the regu- 
 lar five-hour full time school, and it was considered only as a tem- 
 porary expedient until a sufficient number of new schools could Z> 
 built to provide the regulation full time school. Since the main 
 object was the building of additional school buildings for permanent 
 'relief, no funds could be expended upon this temporary double sys- 
 tem expedient. 
 
 The Part Time Problem. 
 
 I do not know of a finer presentation of the part time school prob- 
 
 8 
 
lem than that of your special committee on Part Time (Document 
 No. 9-1913). The criticisms that I have made of the Old Program at 
 P. S. 89 were made by the Part Time Committee as follows: 
 
 TWO CLASSES WITH TWO TEACHERS IN ONE ROOM. 
 
 "One of the devices employed to keep down the number of 
 classes on part time is that by which in a large room, seating 
 sixty or thereabouts, two teachers have been assigned to teach 
 two classes in the one room. 
 
 This device violates the law covering legal seating capacity, 
 and does not, except in rare cases, afford sufficient floor and air 
 spaces for each pupil. 
 
 Having two teachers in a classroom sometimes leads to a 
 clash of authority and a failure to co-operate in the details of the 
 program. 
 
 An advantage of this device is that it permits fuller operation 
 of the group system and develops the power of concentration by 
 which both pupil and teacher are enabled to focus attention in the 
 midst of distraction. It also affords an opportunity of placing 
 an inexperienced teacher in association with an experienced 
 teacher." 
 
 CIRCULATING OR ALTERNATING CLASSES. 
 
 "One objection to this device is that pupils are frequently 
 obliged to occupy accommodations that are not suited to them. 
 A class in penmanship certainly cannot be instructed to advantage 
 in a kitchen or a workshop. Another objection is that pupils are 
 obliged to carry their materials with them and are not able to work 
 as satisfactorily as if they had a fixed abode." 
 
 CLASSES IN ASSEMBLY ROOMS. 
 
 "Pew Assembly Rooms have adequate equipment for proper 
 class instruction. The lighting and ventilation are usually unsatis- 
 factory. The difficulty of having to work for several hours amid 
 distracting noises of other classes certainly interferes with progress. 
 It is a strain to teach in Assembly Rooms not intended for class 
 room purposes. The ceilings are usually too high. Fitting these 
 rooms with curtains or movable partitions does not improve mat- 
 ters." 
 
 LOANED OR RENTED ROOMS. 
 
 "Rented or loaned rooms seldom have satisfactory light, venti- 
 lation or equipment." 
 
 ROOMS IN TEMPORARY BUILDINGS. 
 
 "No matter how well constructed temporary or portable build- 
 ings may be, they are not satisfactorily heated or ventilated. They 
 are usually too hot in warm weather and the heat, even if sufficient, 
 cannot be evenly distributed in cold weather." 
 
 ROOMS IN GYMNASIUMS, LIBRARIES AND PLAYGROUNDS. 
 
 "Gymnasiums, libraries and playgrounds were never intended 
 for classroom purposes and their use as such is open to many if 
 not all of the objections cited above. In addition, such use de- 
 prives pupils of advantages which the equipment was intended to 
 afford. 
 
 Therefore your committee emphasizes its conclusion that the 
 number of part time classes actually existing is no indication of the 
 number of classes that should be on part time if various make- 
 shifts were not employed." 
 
NEED OF NEW BUILDINGS. 
 
 "All the devices that may be employed to avoid or reduce part 
 time are, at best, but temporary expedients. It is difficult to develop 
 school or class spirit when the school is so crowded that pupils are 
 being marshaled in and out continually. 
 
 Every pupil is entitled to an individual seat and desk. He is 
 entitled to a place in which his outer clothing may be secured. The 
 teacher is entitled to the exclusive possession of a classroom which 
 she may decorate according to her taste and in the decoration of 
 which her pupils will naturally take part and pride. But, to give 
 every child a seat according to the legal capacity adopted, would 
 mean the immediate construction of buildings containing 100,000 
 sittings. This would be 50 buildings of 2,000 sittings each, or 100 
 buildings of 1,000 sittings each. If it were possible to begin at 
 once the construction of such new buildings, they would hardly be 
 available for two years, during which time conditions would con- 
 tinue to grow more and more serious. In view of this fact your 
 committee reiterates that its recommendations are merely tem- 
 porary expedients to relieve intolerable conditions, and are in no 
 way intended to minimize the necessity for constructing new build- 
 ings. Therefore, these plans to utilize to the fullest extent the 
 facilities provided are not advanced with the idea that the condi- 
 tions which would be established by their adoption are to be perma- 
 nent." 
 
 THE NEW PROGRAM AT PUBLIC SCHOOL 89 IS NOT A PART 
 TIME PLAN. 
 
 The new program at Public School 89 is in no sense an effort to 
 relieve part time by giving the children as nearly as possible a five 
 hour traditional school day, until a new building can be built. 
 
 The sole purpose determining the program now in use at this 
 school is that of securing a six hour day and much richer oppor- 
 tunities in a study, work and play school with a co-ordination of the 
 activities of all child welfare agencies. 
 
 In describing this program I shall take up (1) the permanent 
 improvements necessary to make the work at Public School 89 1 thor- 
 oughly effective, (2) the cost of such improvements compared with 
 the other methods suggested for meeting the situation, (3) a descrip- 
 tive outline of the new program, (4) how the new program offers 
 greater opportunities for all children in a study, work and play 
 school, (5) how the new program is founded on a sound economic 
 basis, (6) opportunity new program affords as a clearirg house for 
 all children's activities, (7) opportunity offered for vocational train- 
 ing and (8) concluding recommendations. 
 
 J. PERMANENT IMPROVEMENTS WHICH ARE NEEDED TO 
 
 MAKE THE NEW PROGRAM AT PUBLIC 
 
 SCHOOL 89 EFFECTIVE. 
 
 I know that the new program of Public School 89 aa it has been 
 during the twelve weeks' trial, without a single penny spent for 
 building improvements, is a better school than the traditional five hour 
 school where each class has its own exclusive class room. But it 
 can be made a convincing demonstration to parents and school offi- 
 cials by providing the necessary additional facilities. 
 
 10 
 
The parents were at first antagonistic to the new program be- 
 cause they did not understand. But after the program had been in 
 operation two weeks, a meeting was held with twenty-two mothers 
 representing the executive committee of the Parents' Association. 
 They decided that the new program had given relief and that it would 
 succeed if necessary improvements could be made in the Building. 
 After twelve weeks' experience with the new program, without any 
 expenditure for additional facilities, the parents came out enthusi- 
 astically in support of the movement to give the new viewpoint of 
 public school service a trial. 
 
 The parents of the school feel that they ought to get the full 
 benefits of making a more economical use of their school plant. The 
 only question that I have not been able to answer is "How many hun- 
 dred years will it be before we get the gymnasium, etc?" If they 
 could have seen real money immediately available for these improve- 
 ments as was suggested in my report of July 31, 1914, recommending 
 the appropriation of $150,000.00 for the equipment and remodeling of 
 six experimental schools, the opposition would have been negligible. 
 By making the following improvements at Public School 89 the in- 
 crease in capacity, 16 class rooms, and additional facilities can be 
 made permanent: 
 
 1 On the site now owned by the city adjacent to the present build- 
 ing erect a building containing a gymnasium, swimming pool and 
 branch of the public library. 
 
 2 Equip the auditorium with a suitable platform, stereopticon lan- 
 tern and motion picture machine. 
 3 Equip two class rooms for science laboratories, two class rooms 
 
 for drawing studios and one class room for music studio. 
 4 Provide wardrobe accommodations for sixteen extra classes. 
 5 Equip each class room for use by two teachers. 
 6 Purchase remainder of block for permanent playground. 
 
 With the exception of the playground, the foregoing improvements 
 will cost approximately $40,000.00.* 
 
 2. COMPARISON OF THE COST OF THESE IMPROVEMENTS 
 
 WITH THE COST OF OTHER MEANS OF MEETING 
 
 THE SITUATION. 
 
 The estimated cost of the site and the proposed new fifty-one 
 unit school building requested to relieve Public Schools 89, 152 and 
 90 will approximate $510,000.00. If these funds were applied to im- 
 proving ten schools according to the method proposed for Public 
 School 89 in the foregoing section, at least 200 permanent additional 
 class room accommodations would be made available. In the more 
 modern schools a less expenditure will secure greater capacity. 
 
 If the fourteen portable buildings had been erected as demanded, 
 
 $50,000.00 was appropriated for the above improvements, including 
 three additional class rooms which increased the capacity by six addi- 
 tional classes. 
 
 11 
 
the monthly cost for janitor service alone for these fourteen portable 
 buildings would have been $140.00. A large added maintenance, oper- 
 ating cost and capital investment would have been required, if relief 
 had been secured in the manner desired. The increased cost would 
 not have brought with it additional facilities other than the exclusive 
 right to a desk for each child. The twenty per cent, increase in 
 school time, which takes the children from the demoralizing life of 
 the street, and the other advantages of the new program in public 
 school 89 would have been lost. 
 
 Since a fifty-one unit building adds accommodation for only forty- 
 eight traditional full time classes, the satisfactory accommodation of 
 sixteen additional classes at Public School 89 would justify the ex- 
 penditure of one-third the cost of the new building and site upon 
 Public School 89, or approximately $170,000.00. But, as has just been 
 pointed out, it is not necessary to spend anything like this amount. 
 
 If one hundred of the most congested typical schools were selected, 
 I believe that an average expenditure of $40,000.00 for each school 
 would be sufficient to provide the immediately necessary additional fa- 
 cilities for a duplicate school, work, study and play program. Some 
 schools would need play space; others, swimming pools; and some 
 gymnasiums. $20,000.00 to $30,000.00 might be sufficient for some 
 schools and $60,000.00 to $70,000.00 be required for others. 
 
 $4,000,000.00 would thus permanently increase school capacity by 
 at least 2,000 school rooms, and, distributed in the one hundred most 
 congested centers, would practically relieve your part time situation. 
 
 Many schools with slight congestion could reorganize their pro- 
 grams without much expense. Many undesirable school plants could 
 be sold and the funds thus secured used for the reorganization of 
 desirable schools. A very large increase in school capacity can thus 
 be secured for future growth in population. A relatively few 
 new buildings would have to be built in localities where the increase 
 in capacity of present buildings would not be sufficient. 
 
 3. DESCRIPTION OF THE NEW PROGRAM AT PUBLIC 
 
 SCHOOL 89. 
 
 Under the Old Program there were only forty classes, but one 
 class was very large and was divided into two sections with two 
 teachers in charge. The number of pupils attending this school is 
 increasing rapidly and therefore a program for forty-two classes was 
 planned. The two additional classes should not be added until accom- 
 modations are secured for the library in the new gymnasium quar- 
 ters, one of the necessary improvements listed on page 5. 
 
 The forty-two classes in the New Program are divided into two 
 Duplicate Schools of twenty-one classes each. In the following pro- 
 grams these duplicate schools are designated as the X School and the 
 T School. Description of each school will be taken up in turn. 
 
 The X School. 
 
 Twenty-one of the twenty-six class rooms are used for the desired 
 
 12 
 
academic instruction in the regular school subjects: arithmetic, lan- 
 guage, reading, history and geography. The five remaining class 
 rooms are used for the special school subjects science, drawing and 
 music. In addition to the twenty-six class rooms, the school has a 
 manual training shop, a domestic science laboratory, a small auditorium, 
 five cellar playrooms and a kindergarten. Because the class rooms set 
 aside for special work are not yet equipped, they are for the time being 
 used for additional regular class work. Since there is no library 
 or librarian and since the manual training and cooking teachers are 
 at the building only half time, two extra special teachers are in 
 charge of the playground. 
 
 The X School will have the following activities and facilities 
 for carrying them on as soon as the improvements recommended are 
 made. 
 
 Type of 
 Work 
 
 Regular 
 Activities 
 
 Special Activities 
 
 Academic 
 Instruction 
 
 General 
 Exercises 
 
 Play and 
 Phys. Training 
 
 Special Work 
 
 Facilities 
 used by 
 each type 
 of work 
 
 21 Class 
 Rooms 
 
 Auditorium 
 
 Playground 
 Play Rooms 
 Pool and Baths 
 Gymnasium 
 
 2 M. T. Shops 
 2 Science Lab's 
 2 Drawing 
 Studios 
 1 Music Studio 
 1 P. Library 
 
 The 21 classes are divided into three divisions of 7 classes each, 
 as follows: 
 
 Div. 1 7 classes, 6th, 7th and 8th grades. 
 
 Div. 2 7 classes, 3rd, 4th and 5th grades. 
 
 Div. 3 7 classes, 1st and 2nd grades. 
 
 All the 21 classes from the first grade to the eighth take part In 
 these activities according to the following program. 
 
 THE X SCHOOL. 
 
 
 Regular Activities 
 
 Special Activities 
 
 School 
 Hours 
 
 Academic 
 Instruction 
 
 General 
 Exercises 
 
 Play and Phys. 
 Training 
 
 Special 
 Work 
 
 8:30- 9:20 
 
 Arithmetic 
 Divs. 1, 2, 3 
 
 Auditorium 
 
 
 
 9:20-10:10 
 
 Language 
 Divs. 1, 2, 3 
 
 
 
 
 10:10-11:00 
 
 
 Div. 1 
 
 Div. 3 
 
 Div. 7 
 
 11:00-12:00 
 
 Entire X School at Luncheon 
 
 12:00- 1:00 
 
 Reading 
 Divs. 1. 2. 3 
 
 
 
 
 1:00- 1:50 
 
 History & Geo. 
 Divs. 1, 2, 3 
 
 
 
 
 1:50- 2:40 
 
 
 Div. 3 
 
 Div. 2 
 
 Div. 1 
 
 2:40- 3:30 
 
 
 Div. 2 
 
 Div. 3 
 
 Div. 1 
 
 3. 30 4-30 
 
 
 
 Div. 1 
 
 
 13 
 
Summary of Time Schedule. 
 
 PUPILS' TIME, MINUTES PER WEEK. 
 All pupils have twenty per cent, more time in school. 
 
 School 
 Depart- 
 ment 
 
 Division 1 
 Grades 6-8 
 
 Division 2 
 Grades 3-5 
 
 Division S 
 Grades 1 and 2 
 
 
 X 
 
 School 
 
 N. T. 
 Minimum 
 
 X 
 
 School 
 
 N. Y. 
 Minimum 
 
 X 
 
 School 
 
 New York 
 Minimum 
 
 Academic.. 
 Auditorium. 
 
 Play 
 
 1050 
 250 
 After 
 School 
 500 
 
 840 
 
 75 
 
 80 
 
 280 
 
 1050 
 250 
 
 250 
 250 
 
 840 
 75 
 
 150 
 250' 
 
 1050 
 250 
 
 600 
 Included 
 time. 
 
 Grade * 
 880 
 75 
 
 300 
 in ac 
 
 Grade 2 
 1090 
 7| 
 
 180 
 
 ademic 
 
 Work 
 
 Total 
 
 1800 
 1800 
 
 1275 
 1500 
 
 1800 
 1800 
 
 1315' 
 1500' 
 
 1800 
 1800 
 
 1255 
 1200 
 
 1345 
 1500 
 
 Full time.. 
 
 Teachers' Activities. 
 
 The actual time spent by the teachers according to the New Pro- 
 gram is no longer than the established time. Each teacher has 210 
 minutes in Regular Activities and 100 minutes in Special Activities 
 with 20 minutes for assembling of pupils, a total of 330 minutes, 
 which is the established time. 
 
 The two periods in Special Activities should be departmentalized. 
 Certain teachers should give both periods to play and physical train- 
 ing and other teachers should give both periods to music, drawing, 
 science, etc. The manual training teachers and the public librarian 
 release two teachers from the work periods, who may be assigned 
 play and physical training. Six teachers should run the auditorium 
 period and the remaining teacher of the division should be assigned 
 to play and physical training. The only extra teachers are the man- 
 ual training teachers. If there are a few teachers who cannot do 
 the work of the Special Activities successfully, they may give all 
 of this time to Regular School Activities. The teachers so displaced 
 from Regular Activities may give all of their time to physical train- 
 ing and play, music, drawing, science, shop work, etc. 
 
 About half of the teachers will have an extra 50-minute period In 
 the school for grading papers, planning school work, looking after in- 
 dividual needs of children or professional study. In my judgment it 
 would be well if all teachers did their supplementary school work at 
 the school rather than at home. Less energy will be required to do 
 this work at school than at home, and the public will have a better 
 understanding of the teacher's work. 
 
 4. HOW THE NEW PROGRAM AT PUBLIC SCHOOL 89 OFFERS 
 
 RICHER OPPORTUNITIES TO ALL CHILDREN IN A 
 
 STUDY, WORK AND PLAY SCHOOL. 
 
 Anything added to the academic school program that will compel 
 the immediate use of the academic work will help put the children 
 into a condition favorable for teaching. You must first get chil- 
 
 14 
 
dren into a condition to be taught before you can succeed in teaching 
 them. The auditorium, play and special work of the school represent 
 as far as possible actual life conditions for the direct application of 
 the academic instruction of the regular school hours. 
 
 The School Auditorium. 
 
 The auditorium work supplements and motivates the school 
 studies. Recently at Public School 89 I saw the following in an audi- 
 torium period conducted by the sixth grade English class. The chil- 
 dren had written in their regular class room exercises compositions on 
 the subject of "Table Manners." They were asked to write in a form 
 suitable for dramatization. The best composition was selected for 
 dramatization. A half dozen children represented a nurse, a maid, 
 and four children who had been left in charge of the nurse while the 
 father and mother were in Europe. The father and mother were due 
 to return soon, and the nurse was training the children for the home- 
 coming. A dining room table was placed upon the stage and it was 
 set ready for dinner with dishes from the cooking room. The boy, of 
 course, came to the table with soiled hands and had to be sent to the 
 lavatory. One of the children attempted to drain a glass by throwing 
 his head back and tipping the glass over his face. He was most 
 severely reprimanded. In a similar manner the proper use of spoons, 
 knives and forks; the handling of soup, bread, meats, etc.; the masti- 
 cation of food; proper conversation at table; all were illustrated most 
 thoroughly. The 300 children in the audience were held spellbound. 
 The stage is very low and the children in the audience had to stand 
 in order to see, but there was not the slightest confusion. 
 
 There could be no question that this exercise given by children 
 made a much greater impression than any teacher could have created 
 by lecturing to the children on the subject. The auditorium period 
 served as the incentive for the class room composition exercises, pro- 
 vided a need for public speaking, and contributed effective instruction. 
 
 Following the presentation all the children were given a period 
 of freedom for talking and moving about the room. While no doubt 
 much of the conversation was irrelevant, and I know of no objection 
 to its being so, yet nearly all that I heard was inspired by the lesson 
 on table manners. Here the auditorium exercise furnished a sub- 
 ject for conversation, and the conversation in turn reinforced the Im- 
 pression made by the exercise. 
 
 Following the free period fifteen minutes were given to chorua 
 singing. The teaching of music is done in the special music room. 
 The auditorium hour supplements this instruction and provides the 
 opportunity to create and enjoy music. It will not be many years 
 before this school will have special choruses, glee clubs, quartettes, an 
 orchestra and a band. 
 
 Seven teachers with their respective classes use the auditorium at 
 one time. Teachers are assigned to auditorium groups so that each 
 group will include a teacher who can direct the music and a teacher 
 who can play the piano. Eventually each of the auditorium periods 
 
 15 
 
will be run by six teachers. The seventh teacher will be assigned to 
 the playground. The manual training and shop teachers, the libra- 
 rian and persons from outside the school can use the auditorium. 
 Each of the six auditorium teachers with her class will be responsible 
 for a twenty-minute program only once in two weeks. The class, not 
 the teacher, should give the program. The six auditorium teachers 
 select one of their number as leader for a week, month, or any other 
 time division that they choose. The auditorium work may be pre- 
 sented in a great variety of ways- addresses, papers, stereopticon lec- 
 tures, motion pictures, laboratory demonstrations, etc. 
 
 The Value of the Other Special Activities. 
 
 I believe that the program given above for the X School is 
 planned solely with a view to providing the best possible facilities for 
 this school of twenty-one classes. The children of the X School cannot 
 use the regular twenty-one class rooms more than 210 minutes, if 
 they are to use the auditorium, the playground and the special rooms 
 as planned, unless they are given a longer school day. This would be 
 true even though all of the school facilities were idle half of the time 
 with only one school using them. I do not know of any reason why 
 the class room work supplemented by manual training in regular 
 manual training shops, drawing and music in special studios, science 
 in special laboratories and library work in a real library, with the 
 best of equipment and specially trained teachers is not better than 
 trying to do all of these things in a much less efficient way in reg- 
 ular class rooms. 
 
 Most certainly playgrounds, gymnasiums and swimming pools are 
 good things for children to have. I believe that gardens, work shops, 
 drawing and music studios are good things for children to have. I 
 believe that museums, art galleries and libraries are good things for 
 children to use systematically and regularly. In my judgment oppor- 
 tunities for religious instruction, private teachers of music and assist- 
 ing in desirable home work are good things for children, and this new 
 and more elastic program offers a greater chance for taking advan- 
 tage of them. So also are co-operative classes between the academic 
 school and the industrial activities of the school business, repair, im- 
 provement and accounting departments, and between the school and 
 industrial activities outside the school. In what way will the use of 
 these facilities handicap a child in his efforts to secure an education? 
 
 Anything that gives the child a chance to use what the school is 
 trying to teach him, anything that creates a need for the mastery ol 
 the things the school is trying to teach, should be a help to the teach- 
 ing process. We often hear adults say that if they had their school 
 days to live over again, they would improve them better than they did. 
 What a pity that when we had a chance to educate ourselves we did 
 not want to, and that now when we do not have the opportunity we 
 would like to educate ourselves. What brought us as adults to a 
 realization of the value of an education? Is it not the fact that every 
 day we are disappointed in not being able to do the things that we 
 might do, or have the things that we miight have, if we had properly 
 
 16 
 
trained our hands and our brains? It is the bitter disappointments in 
 life that make us appreciate our lost opportunities. If our children 
 are to appreciate their school opportunities now while they can make 
 use of them, we must find a way for them to be actually disappointed 
 now because they do not have the things that the school can teach.- 
 Such disappointments will create a desire to learn what the school 
 can teach. 
 
 In place of telling the child to work hard on his arithmetic and 
 language now because he will need them ten years later when he 
 leaves the school and enters the real life of industry and commerce, 
 the child has a chance to apply what he has learned of arithmetic 
 and language in these real life departments of the school immediately 
 every school day. The community life of the school and the com- 
 munity life of the neighborhood automatically create real needs for 
 mastering the academic subjects of the school. 
 
 Good teachers should be able to do better teaching in worth-while 
 subjects under such a program. The subjects that count most for suc- 
 cess in life will be constantly and automatically motivated every 
 school day. Even the purely cultural subjects are motivated. The 
 direct contact with the automatic processes of industry reveals the 
 necessity for cultural training for the individual in industry and com- 
 merce. 
 
 Poor teachers should do better teaching with such a school pro- 
 gram. However, I doubt if any school program can make poor teach- 
 ing good. This elastic program of work, study and play is not offered 
 as a panacea for all school ills. In addition to a superior program 
 there must be good management in order to secure a superior school. 
 
 5. HOW THE NEW PROGRAM IS FOUNDED ON A SOUND 
 ECONOMIC BASIS. 
 
 Unfortunately the program described requires twenty-six class 
 rooms for twenty-one classes of children in addition to the auditorium, 
 play space, library, work shops, etc. No facility during the school 
 day is used for more than half the time by the X School. Fortunately 
 the auditorium need be large enough to accommodate only one-third 
 of the X School. The same is true of the play space and the special 
 work facilities. There is a great economy in using the facilities 
 named for three periods by alternate groups each representing one- 
 third of the school. But a higher first cost and a greater operation 
 and maintenance cost would be justifiable in all of these facilities, in- 
 cluding the regular class rooms, if they could be used longer and 
 accommodate more children. 
 
 Since the X School can use any of these facilities only half of the 
 time, what objection can there be, to another school of twenty-one 
 classes using the facilities when the X School cannot use them? Fol- 
 lowing is a program for such a duplicate school, designated Y: 
 
 The Y School has the same time as the X School, for both pupils 
 and teachers. Neither school could use any facility any more if the 
 other school were not there, but both schools have better facilities 
 
 17 
 
Y SCHOOL 
 
 
 Regular 
 Activities 
 
 Special Activities 
 
 School 
 Hours 
 
 Academic 
 Instruction 
 
 General 
 Exercises 
 
 Play and Phys. 
 Training 
 
 Special 
 Work 
 
 8:30- 9:20 
 
 
 Div. 2 
 
 Div. 3 
 
 Div. 1 
 
 9:20-10:10 
 
 
 Div. 3 
 
 Div. 2 
 
 Div. 1 
 
 10:10-11:00 
 
 Arithmetic 
 Divs. 1, 2, 3 
 
 
 
 
 31:00-12:00 
 
 Language 
 Divs. 1, 2, 3 
 
 
 
 
 12:00- 1:00 
 
 Entire School at Luncheon 
 
 1:00- 1:50 
 
 
 Div. 1 
 
 Div. 3 
 
 Div. 2 
 
 1:50- 2:40 
 
 Reading 
 Divs. 1, 2, 3 
 
 
 
 
 2:40- 3:30 
 
 History & Geo. 
 Divs. 1, 2. 3 
 
 
 
 
 3:30- 4:30 
 
 
 
 Div. 1 
 
 
 every hour of the day because the other school is there. Forty-two 
 classes of children are thus accommodated in twenty-six class rooms. 
 In place of building a sixteen-room additional school with its initial 
 cost of site and construction, and its annual cost of janitor service, heat- 
 ing, maintenance, etc., an equivalent expenditure can be made for the 
 permanent improvement and increased operating cost of the twenty- 
 six room school. 
 
 Richer Opportunities for Children. 
 
 While this program makes two schools in one possible, primarily 
 it is planned to provide a longer school day, i. e., six hours in place 
 of five, and greater facilities for each child during each of the six 
 hours. Twenty-six class rooms are used to accommodate one school of 
 twenty-one classes. In addition there must be an auditorium, play- 
 ground, gymnasium, manual training shops and domestic science 
 laboratories, drawing and music studios, science laboratories and 
 branch of the public library. It is evident that the first thought haa 
 not been economy of school expenditure, but economy of the resources 
 of the child. 
 
 One hundred minutes' daily play is given to the primary grades, 
 for play takes the place of work for small children. This play is 
 gradually transformed into work, fifty minutes' work and fifty min- 
 utes' play in intermediate grades, and one hundred minutes' work in 
 the grammar grades, as the older children use their after-school 
 leisure time for play. Thus the play impulse is transformed into a 
 work impulse. Productive activities are substituted for non-productive 
 activities. Work is made constructive play. 
 
 Vocational training in the elementary schools does not mean 
 teaching children how to use a few tools. Only a relatively few per- 
 sons can become plumbers, electricians, sheet metal workers, machin- 
 
 18 
 
ists or carpenters, and they cannot learn these trades at twelve or 
 thirteen years of age. The best type of vocational training in the 
 elementary school will be provided, not by the addition of a speci.nl 
 vocational school department for a few children, but by enlarging the 
 function of the entire elementary school from the kindergarten 
 through the high school, to meet changed industrial and social con- 
 ditions. 
 
 The school must learn how to do its part in the training of all 
 types and classes of children in the Art of Right Living from the 
 standpoint of the producer as well as of the consumer. This may seem 
 to be an idealistic, impractical program for an ordinary school, but 
 I believe it to be practical and that it can be realized in all ordinary 
 schools. 
 
 Financing the Ideal School Requires Merely the Ordinary Economic 
 Principles of All Public Service. 
 
 At first thought it may seem that the problem of financing such 
 enlarged school opportunities will be a serious one, but the facts are 
 that to finance an ideal school is not a problem. The great problem 
 is to know what kind of school will meet the children's needs and 
 how to run such a school when you have secured it. You can afford 
 any kind of school desired, if ordinary economic public service prin- 
 ciples are applied to public school management. 
 
 The first principle in turning waste into profit in school manage- 
 ment is to use every facility all the time for all the people. The 
 class rooms, the auditorium, the playground, the gymnasium, the 
 swimming pool, the work shops, the studios, the museums, and the 
 libraries should be in constant use all day long by all children alter- 
 nately, and out of school hours- they should be used by adults. 
 
 I do not know any good reason why all children should be on the 
 playground at the same time. Yet that has been the established 
 custom. Why should we purchase at public expense a private space 
 of ground for each child to play in as his exclusive personal posses- 
 sion? If a school enrolls 2,400 children and has one acre for a play- 
 ground, each child has as his share only twenty square feet if all 
 children play at once. But if the children play in separate groups of 
 400 at different times during the day, then each child would have as 
 his share of the playground one hundred and twenty square feet in 
 which to play. I doubt if any city can provide ample play facilities 
 for all its children if they all play at the same time. 
 
 School practice still clings to the idea that all persons in school 
 want to do the same thing at the same time. The argument is made 
 that of the twenty-four hours of the day and the 365 days of the year 
 only certain hours and certain days can be used for certain things 
 and that each child must have his own private school desk, auditorium 
 seat, play space, etc., for his exclusive use. Tradition says that all 
 school children must be in the auditorium for opening exercises from 
 9:00 to 9:15; in class rooms from 9:15 to 12:00 and from 1:00 to 3:00; 
 in playground and library from 3:00 to 5:00. It would not do at all 
 
 19 
 
to have a child in a class room from 3:00 to 3:30, in a library from 
 2:00 to 3:00, in a playground from 10:00 to 11:00, or in an auditorium 
 from 1:00 to 2:00. 
 
 The facts are that there are many things in school and out of 
 school that all people do not want to do at the same time, or can just 
 as well do at different times. 
 
 PARKS. 
 
 What would you think of a city park system that limited the use 
 of the parks to 3:00 to 5:00 o'clock five days a week for only 200 days 
 of the 365 days of the year, and tried to have everybody use the parks 
 daily? With all the people in the parks at one time each person 
 would have as his share of the park a space equal to the park area 
 divided by the total number of persons served. A very foolish park 
 system, you say. All people do not want to use the parks at the same 
 time and there is hardly any time when no one wants to use the 
 parks. 
 
 RAILWAYS, HOTELS, ETC. 
 
 The modern city is largely the result of the application of the 
 principle of the common use of public facilities that we need for per- 
 sonal use only part of the time. We are willing that other people 
 use public conveniences when we cannot use them. How many street 
 cars would be required and what sort of cars and service could we 
 afford, if each citizen had to have his own private street car seat for 
 his own exclusive use? How many limited trains and Lusitanias 
 would be required and what sort of trains and steamboats could we 
 afford if each person had to have his own private seat in a train and 
 state room in a boat for his own perpetual exclusive use? Private, 
 exclusive use of transportation facilities would turn us back to the 
 "one-horse shay" and the fishing smack. How many hotel rooms, 
 dining tables, etc., would be required and of what sort would they be 
 if each visitor to New York during the year had to have reserved 
 throughout the year his own private bedroom and dining table for his 
 own exclusive, limited use? Yet the hotel room used only four days 
 during the year would be in use longer than the average school audi- 
 torium is used during the year. 
 
 PUBLIC LIBRARIES AND MUSEUMS. 
 
 Modern public conveniences are made possible only by their 
 common use, and the fact that we do not all want to use the same 
 public convenience at the same moment. We are willing to have some 
 one else use our public library, look at our pictures in our public 
 museum, walk in our public park, sleep in our Pullman berth or in our 
 hotel bedroom, or travel on our steamboat, when we are otherwise 
 engaged. 
 
 Reorganization of Public Schools an Economic Necessity. 
 
 The great masses of our children in our cities can never have 
 ample play spaces, suitable auditoriums, gymnasiums and swimming 
 
 20 
 
pools, work shops, libraries, museums, or even ordinary school rooms 
 for study and recitation, if all children at the same time must be 
 using each of these facilities separately. 
 
 New York City has averaged $7,000,000.00 a year for school build- 
 ings and sites during the past fifteen years, and even with that ex- 
 penditure has not been able to provide enough class rooms for each 
 school child to have the private exclusive possession of a school seat, 
 to say nothing of providing additional facilities. 
 
 Document No. 8, 1914, contains requests of your Board of Super- 
 intendents for the erection of new buildings costing $30,000,000.00 to 
 $40,000,000.00 to provide for present overcrowded conditions in your 
 schools. The $105,000,000.00 spent during the past fifteen years should 
 have been one-third greater in order to provide an exclusive desk in 
 a class room for each of your 750,000 school children. It seems to be 
 absolutely necessary that some other method be tried in order to 
 catch up, i. e., to secure a sufficient number of ordinary school rooms. 
 
 Fortunately the per capita cost for accommodations in audi- 
 torium, playgrounds, play rooms and gymnasiums is less than that 
 for regular class rooms. The regular class room is the most expensive 
 unit in a school. Many persons in New York are of the opinion that 
 ample playground space is impossible in New York City because of 
 the high land values. Class room space costs approximately $200 per 
 pupil. Forty square feet of play space is sufficient for each pupil and 
 can be purchased at five dollars per square foot with the $200 pupil 
 class room unit cost for which it is substituted. The class room puptl 
 unit cost averages $200 for the entire city, but land values do not 
 average five dollars per square foot. Roof playgrounds cost only one 
 dollar and fifty cents per square foot. Besides there is a great amount 
 of public play space now available, as well as many gymnasiums, 
 play rooms, play roofs and auditoriums. 
 
 Ample accommodations may, therefore, be provided in all facili- 
 ties, if they are in use constantly, by alternating groups, at less cost 
 than regular class rooms alone may be provided on the basis of the 
 exclusive, private possession of a desk and one-fortieth of a class room 
 by each pupil. 
 
 A work, study and play school is extravagant only in the oppor- 
 tunities offered children. 
 
 6. A CLEARING HOUSE FOB CHILDREN'S ACTIVITIES. 
 
 All persons do not wish to send their children to school at the 
 same hour in the morning. Some prefer an early hour, like 8:30, 
 while others prefer a later hour, '.ike 9:00 or 9>:30. Since the X and Y 
 schools are exact duplicates, any family may choose either the early 
 hour school or the late hour school. There are always enough fami- 
 lies without a decided preference to balance the attendance at the two 
 schools. 
 
 All churches and many settlement houses will be glad to provide 
 and pay for religious instruction and social work during the week 
 days in their respective churches and houses with special teachers in 
 
 21 
 
charge, if they can secure their children regularly in groups during 
 the entire day and each day of the week. Many mothers would like 
 their daughters to give an hour or two daily to private music work, 
 provided their children could go on with their class in the regular 
 subjects and substitute the music for a part of the special school 
 work. Many private music teachers would be glad to meet their stu- 
 dents during school hours. Many homes would be able to use the time 
 of children profitably for the home and the children > if they could 
 secure their respective children at the right time. But the estab- 
 lished school takes all of the children at one time just early enough 
 and holds all of the children just late enough to prevent any other 
 child welfare agency doing very much for them. Also the established 
 school program requires the same effort from all children alike regard- 
 less of their outside duties. 
 
 The X and Y programs described permit children to leave the 
 school during the auditorium, play and special work periods for duties 
 elsewhere that are equivalent to the school work so displaced. In 
 many instances the work substituted for the school activities is much 
 more profitable for the particular children interested. I am aware 
 that this privilege m&y be abused. In your worst tenement districts 
 there might be a disposition to have the children come home for 
 sweat-shop work. The school, not the parents, must determine whether 
 the child is to be excused. There is no good reason why all children 
 should be permitted a short school day if it is not for their personal 
 good. We are not now concerned with the traditional school that 
 forces all persons to do the same thing, in the same way and at the 
 same time. The new school is flexible and may be adapted to differ- 
 ent types of communities and to the several individuals in a single 
 school. The children may have a long or a short day, early or late, 
 academic work emphasized or shop work emphasized, all of their time 
 in school or, if it is to the advantage of the child, he may have part 
 of the school time out of school. Not man} i.;h<K.ls should be exactly 
 alike. The standards for each school should be those demanded by the 
 needs of the individual children attending that particular school. 
 
 An Elastic Program. 
 
 The purpose is to establish the framework of a school program 
 that will be so elastic that any desirable combination may be made 
 for both pupils and teachers. Forty-five, sixty, ninety minutes, or any 
 other time may be used in place of fifty minute school periods. With 
 a sixty minute school period the school day would be from 8:30 to 
 4:30. Two hundred and forty minutes of actual regular class room 
 work is provided and a proportionate increase in the time given to 
 auditorium, play and special work. The school is enabled to occupy 
 as much or as little of the child's time as is found to be desirable. 
 With the combination of work, play and study, the school can elimi- 
 nate the destructive street and alley life and substitute therefor con- 
 structive, wholesome activities. 
 
 Any desired arrangement of auditorium, play and special work 
 may be made. The following illustrates a type of school program 
 
 22 
 
planned for a school with limited auditorium and play facilities and 
 many children at churches for religious instruction: 
 
 X SCHOOL MODIFIED PROGRAM. 
 
 24 classes, all grades, 1 to 8 divided into four divisions for special 
 activities. 
 
 
 Regular 
 
 Activities 
 
 Special Activities 
 
 School 
 Hours 
 
 Academic 
 24 Classes 
 
 Auditorium 
 
 Play 
 
 Special Work and 
 Church 4 Spe- 
 cial Rooms, Li- 
 brary. 
 
 8:30- 9:15 
 
 Arithmetic 
 Divs. 1, 2, 3, 4 
 
 
 
 
 9:15-10:00 
 
 Language 
 Divs. 1, 2, 3, 4 
 
 
 
 
 10:00-10:45 
 
 
 Div. 1 
 
 Div. 3 
 
 Divs. 2 and 4 
 
 10:45-11:30 
 
 
 Div. 3 
 
 Div. 1 
 
 Divs. 2 and 4 
 
 11:30-12:30 
 
 24 Classes X School at Luncheon 
 
 12:30- 1:30 
 
 Reading 
 Divs. 1. 2, 3, 4 
 
 
 
 
 1:30- 2:15 
 
 History 
 Divs. 1, 2, 3, 4 
 
 
 
 
 2:15- 3:00 
 
 Geography 
 Divs. 1, 2, 3, 4 
 
 
 
 
 3:00- 3:45 
 
 
 Div. 2 
 
 Div. 4 
 
 Divs. 1 and 3 
 
 3:45- 4:30 
 
 
 Div. 4 
 
 Div. 2 
 
 Divs. 1 and 3 
 
 Summary of Time Schedule. 
 
 PUPILS' TIME, MINUTES PER WEEK. 
 All pupils have forty per cent, more time in school 
 
 School 
 Department 
 
 Division 1 
 
 Division 2 
 
 Division 3 and 4 
 
 
 X 
 
 School 
 
 New York 
 Minimum 
 
 X 
 
 School 
 
 New York 
 Minimum 
 
 840 
 75 
 150 
 250 
 
 1315 
 
 1500 
 
 X 
 
 school 
 
 New York 
 Minimum 
 
 Academic 
 Auditorium . . . 
 Play 
 
 1200 
 225 
 225 
 450 
 
 840 
 75 
 80 
 280 
 
 1200 
 225 
 225 
 450 
 
 1200 
 225 
 450 
 225 
 
 Grade 1 
 880 
 75 
 300 
 Inc 
 Acad 
 
 Grade 2 
 1090 
 75 
 180 
 Juded 
 emic T 
 
 Work 
 
 
 Total 
 
 2100 
 2100 
 
 1275 
 1500 
 
 2100 
 2100 
 
 2100 
 2100 
 
 1255 
 1200 
 
 1345 
 1500 
 
 Full Time 
 
 I do not wish to urge the adoption of any set form or design of 
 program. The variety of ways in which greater opportunities for 
 children may be secured through a work, study and play school is one 
 of its chief recommendations. We need elasticity and adaptability in 
 our school program and curriculum, not rigidity. The great problem 
 is to learn what kind of a school our children should have, and we 
 should always be learning. 
 
Special Programs for Special Children. 
 
 Children who are not very strong physically may spend the entire 
 day at school in play, special work, and any other activities that may 
 help them to become well. A few cots and blankets should be placed 
 in each school so that the children who need it may sleep out of 
 doors in protected places during the school hours from which they 
 may be excused. There is no good reason why children should not be 
 sent to school as they would be sent to a sanitarium, to be developed 
 and made well physically as well as developed mentally. 
 
 A large part of the following evils may be eliminated: keeping 
 of children after school hours for make-up work, with the great waste 
 of energy for both pupil and teacher; excessive home study; flunking 
 pupils, which usually graduates them to the sidewalk. A boy in the 
 eighth grade who is failing in percentage because he did not get the 
 common and decimal fractions in the fifth or sixth grade may go on 
 with his class in percentage in the X School. But when his class 
 goes to the auditorium, play or special work, he may be transferred to 
 a fifth or sixth grade class in arithmetic in the Y School. There is 
 no good reason why all children should have exactly the same pro- 
 gram either in school or in out of school activities. As far as possi- 
 ble, each child should have what he personally needs. If any boy 
 needs one, two, three or four hours each day in arithmetic, English or 
 physical training, he should be accommodated. 
 
 The regulation of this flexible program both in the school and out 
 of the school is a very simple matter and soon becomes almost auto- 
 matic. In fact, most of the need for exacting regulation and discipline 
 in school disappears when the school ceases to be so exacting and 
 attempts to serve its patrons in the way they want to be served. 
 
 All child welfare agencies that can meet the needs of the children 
 as well as or better than the school should have the opportunity to 
 get the children at any hour of the day and every day so that they 
 may work at their maximum efficiency. The school should get out of 
 the way of the other child welfare agencies and by co-operation with 
 them serve as a sort of CLEARING HOUSE FOR CHILDREN'S 
 ACTIVITIES. 
 
 When every class room, laboratory, shop, studio, playground, gym- 
 nasium, swimming pool, auditorium, library, museum, church, social 
 settlement and home can be working at maximum efficiency all of the 
 time, providing wholesome activities for children, then we may hope 
 to teach all children the ART OF RIGHT LIVING. 
 
 Overcoming Inertia. 
 
 The only obstacles to securing such a co-operation of all child 
 welfare agencies are a lack of comprehension of the changed indus- 
 trial and social conditions in modern cities, and the failure to under- 
 stand that puolic service institutions cannot "be the private, exclusive 
 possessions of individuals, 
 
 Individual families can no longer do for their respective children 
 what the family formerly did for its children. The public must 
 
 24 
 
supplement the efforts of the home and do for the children the things 
 that the home cannot do. But the public must perform its work 
 through public service institutions, and not in the private, individual, 
 exclusive way of the family. 
 
 The public provides at public expense only those facilities that 
 we can use in common and cannot afford to provide for our own ( 
 private, exclusive possession, because of the limited use that we are 
 able to make of them. The only reason why the public, that is our- 
 selves collectively, can afford to provide things for each of us indi- 
 vidually that we cannot provide for ourselves privately is that col- 
 lectively we secure a multiple use of the facilities. If we eliminate 
 the multiple use, we cannot afford collectively anything that we cannot 
 afford privately. We can provide for our private exclusive use a 
 bedroom in our home because we use it eight to ten hours almost 
 every night in the year. When we travel, however, we must use bed- 
 rooms in common with other travelers. We would not think for a 
 moment of sub-letting our home bedroom to some one else when we 
 cannot use it, but we expect our hotel bedroom to be sub-let when we 
 cannot use it. 
 
 A few very rich persons may be able to afford hotel bedrooms 
 reserved perpetually for their private, exclusive use, even though they 
 seldom use them. The people collectively provided for Louis XIV the 
 magnificent palace and park at Versailles. Without the multiple use 
 of this property provided by the people collectively it was reserved 
 for the exclusive enjoyment of one of their number. But the people 
 all wished to share in this collective possession and through the 
 French Revolution took possession of such private estates for the 
 common use. 
 
 Public lighting systems, water-works, telephones, transportation 
 systems, etc., are all an outgrowth of community effort for the com- 
 mon good. This change in the attitude of mind of the masses is the 
 thing that has made possible modern commercial, industrial and 
 social progress. We have constantly before us an enlargement of the 
 principle of multiple service of public facilities. The idea is that 
 increasing the number of persons using any public facility either 
 under public or private ownership betters the service for all provided 
 the load can be uniformly distributed during operating hours. The 
 problem with a public lighting or transportation service is to elimi- 
 nate peak loads as far as possible. 
 
 Peak Loads in the Public Schools. 
 
 The public school as it is now operated is not a public service 
 institution of this type. In the school every administrative effort is 
 made to increase peak loads and prevent the equalization of the load 
 on all departments during operating hours. The so-called public school 
 in many respects is the old time private school now maintained at 
 public expense. Each child must have his own private desk, etc., for 
 exclusive personal use, even though the combined use of all the school 
 facilities will not total two and one-half hours a day for each of the 
 
 25 
 
365 days of the year. The use of the auditorium will not average 
 more than ten minutes each day of the year and the playgrounds 
 barely an hour each day of the year. 
 
 The result of such a system is that many children are forced to 
 attend school in basements and cellars; a large per cent, are in over- 
 crowded, poorly ventilated and lighted school rooms; and many of 
 those who are in fine buildings are in greatly overcrowded rooms. A 
 favored few are in fine buildings without overcrowding, but they do 
 not have the best use of their privately possessed facilities because 
 the necessary operation charge under the conditions is prohibitive. 
 These favored few in the fine schools without overcrowding are occu- 
 pied in the wasteful, private, exclusive use of the facilities of the 
 school for only two and one-half hours a day. The church, the settle- 
 ment house, the Sunday school, the library and the public playground 
 do not occupy the time of all the children, on the average, ten minutes 
 each day for 365 days during the year, largely because of the rigid 
 school program. While all of the child welfare agencies outside the 
 home occupy the time of the children for barely two and one-half 
 hours a day, the street and the alley have at least five hours a day. 
 The street offers the major courses and the school the minor courses. 
 The street is a most efficient school for educating the children in the 
 wrong direction. 
 
 The private exclusive feature of the use of public school facilities 
 has meant and will continue to mean that all of the people collec- 
 tively can provide suitable school facilities for only a part of their 
 number. 
 
 But the average city wants to provide the best school facilities, 
 not for study alone but for work and play as well, for all the children 
 To succeed we must find a way to let the public use the public school 
 institution in a public service way. More than one child must be 
 able to use each facility during the school day and adults must be 
 permitted to use them at night. 
 
 7. VOCATIONAL TRAINING. 
 
 Vocational training in the Elementary School means to me effi- 
 ciency in all present school departments for all children from the 
 kindergarten through the high school. 
 
 In Public School 89 we hope to provide better facilities for all 
 the children in all of the school subjects. The academic and cultural 
 studies will be emphasized as they have never been emphasized before. 
 There is no thought of adding a vocational training department, but 
 vocational training opportunities. 
 
 The additional opportunities in vocational training will be secured 
 through an extension of your regular manual training departments. 
 At present with only 80 minutes per week in manual training and a 
 new set of pupils every period and every day of the week, the criti- 
 cism of manual training is only a criticism of the conditions under 
 which your manual training is being done. If you will provide bet- 
 ter conditions for manual training and domestic science and art, 
 
 26 
 
your regular established departments will expand and adapt their 
 work to suit the vocational training needs of the children better than 
 any separate and competing department will meet them. 
 
 I believe there is a place for the special industrial training school, 
 but it should be a technical school for older students. You cannot 
 make plumbers, carpenters or machinists of boys twelve and thirteen 
 years of age. The minimum apprenticeship age for most trades is 
 sixteen years. A large per cent, of the children who drop out of 
 school do not have to go to work and would be much better off in 
 school until they are sixteen. A work, study and play elementary 
 school will keep them in school until they are sixteen. The most 
 effective means of keeping children in school is to provide real work 
 corresponding to life experience along with school instruction so that 
 they may learn why they should remain in school. 
 
 The Child is a Natural Scientist. 
 
 STuch life experience should begin for all children in the primary 
 grades and continue throughout the entire school course. The child 
 is a natural scientist. He is always observing, collecting and classify- 
 ing. It is much easier to keep good impulses alive by constant exer- 
 cise than it is to awaken them after they have died out through 
 inactivity and in their place competing interests have developed 
 through several years' loafing in the street. 
 
 A father purchased a double cylinder steam engine as a Christmas 
 present for his ten-year-old son. They fired it up together. Soon the 
 boy remarked, "Daddy, here is a first-class lever." The father was 
 surprised to learn that the lad knew well the three classes of levers 
 and that he was studying elementary science at school. The same 
 engine was later handed to three seventeen-year-old boys with the re- 
 quest that they point out the levers. These boys had just completed 
 four months of the high school physics course covering the subject 
 of mechanics. But it was their first science work and they were 
 engaged in the struggle of awakening lost interests. They looked the 
 engine over from top to bottom, front to rear and side to side, handed 
 it back and were unanimous in the opinion that there wasn't any lever 
 there. 
 
 "The work of shop, kitchen, sewing room, accounting room and 
 garden must be thoroughly intellectualized. The pupil workers must 
 be brought to see in connection with every other factor and process of 
 the work the mathematics involved, the science, the drawing and 
 design and the economic relations. Technical information is for guid- 
 ance. It is best learned during the process of guidance of actual 
 work. It is learned for purposes of application. Only thus can mathe- 
 matics, science, drawing and design be rightly known or seen in right 
 relations. This learning in connection with application does not pre- 
 clude discussion; it lays the only secure foundation for intelligent 
 discussion and for the intelligent generalization of principles involved. 
 Only out of concrete situations can one ever arrive at a generalization 
 that has reality." 
 
 27 
 
"Speaking generally, it can be said that we find the concrete 
 practical activities over on the one hand very largely unillumined with 
 mathematics, science and design; and on the other hand we find this 
 same science, mathematics and design given without concrete founda- 
 tion or application. Two things that belong together are found 
 divorced from each other. Neither can be educationally effective in 
 any high degree until they are brought together." 
 
 Expensive Special Training for Older Children is Economically 
 Futile While the Impulses and Interests of Younger Children 
 Are Being Lost and Wasted. 
 
 We must spend our money at the bottom and at the middle of 
 our school courses as well as at the top. Providing expensive schools 
 for older children to reawaken lost impulses and eradicate acquired 
 vicious interests is like trying to keep back the ocean tide with a 
 broom. No amount of money spent for Vocational Schools or any 
 other kind of school, at the top, will ever repair the damage done to 
 the children forced to attend school in cellars, basements, assembly 
 rooms and overcrowded class rooms or atone for the waste of their 
 childhood in the street. 
 
 At sixteen, children who leave the school should have had experi- 
 ence in various industrial activities and in the sciences and arts so 
 that they may know what they do not like as well as what they do 
 like. Unquestionably the school should do what it can for the unfor- 
 tunate few who must leave school to go to work at fourteen. The best 
 thing that can be done for such children is to prevent their leaving 
 the school by using as far as possible continuation and co-operative 
 courses. 
 
 Two Recommendations. 
 
 These needs can be met at Public School 89 by doing the fol- 
 lowing: 
 
 First Permit the part time manual training and domestic sci- 
 ence teachers to give all of their time to this school and give all sixth, 
 seventh and eighth grade children manual training and domestic 
 science 100 minutes every day for one-third of the school year. While 
 one-third of the students are in manual training and domestic science 
 classes one-third should be in elementary science and one-third in 
 drawing and music. The only increase in the cost of instruction is 
 the placing of the manual training and domestic science teachers on 
 duty in the one school full time, in place of half time. 
 
 Second The regular manual training shop work should be sup- 
 plemented by co-operative courses between the school manual training 
 shop and the workmen employed on school repair and construction 
 work. The school repair and construction work should be done as far 
 as possible when the children are in school. By association all chil- 
 dren will learn something of the industrial activities involved in such 
 repair and construction work. 
 
 The manual training teacher may ask his boys if they would like 
 
 ,* 
 
 28 
 
to know what the work of a real carpenter is like. They are not 
 asked if they want to be carpenters. They are told that a carpenter 
 will come to the school on a certain day to do certain work about the 
 building. Two or three boys may be selected to secure a job with this 
 carpenter as helpers. These particular boys directly and the entire^ 
 class indirectly now need instruction as to the right way to apply for 
 a job. When they begin work they keep a record of what they have 
 learned each day by observation, asking questions, and direct experi- 
 ence. When they return to the manual training class, because the 
 work is finished or they give up their jobs to other boys, the carpen- 
 ter's trade is discussed from every standpoint. The same program is 
 followed with the school plumber, cabinetmaker, electrician, heating 
 man, steamier, sheet metal worker, painter and decorator, plasterer, 
 mason, cement man, glazier, etc. Intelligence concerning trade activi- 
 ties is developed by working with real workmen on real work and 
 studying each trade in a systematic way. The reports made in the 
 manual training shop may be presented in the auditorium by the 
 boys and by the workmen themselves. 
 
 No workman should be permitted to earn more than his salary 
 and the cost of his material. The help of the boys should only bal- 
 ance the time required by the boys from the workman. 
 
 The school engineer may have boys studying the heating, lighting 
 and ventilating plant in the same way. The school clerk may have 
 several children assisting in turns with the clerical and store room 
 work of the school. Students may assist in managing the auditorium, 
 as science laboratory assistants, as assistants on the playground and 
 in the drawing and music studios. The community activities of the 
 school provide the need for children to assume responsibility; to do 
 things accurately, promptly and regularly; and to become familiar 
 with tools, processes and general industrial and commercial condi- 
 tions. The girls in the domestic science classes may assume the re- 
 sponsibility of running the school lunch rooms and the business train- 
 ing so secured will round out and complete the training secured from 
 the domestic science classes. 
 
 You might as well try to teach children to swim without water 
 in which to swim as to try to teach them to work without real work 
 to do. The child must not only have a place to work, tools to work 
 with and a master workman to direct his work, but there must be real 
 work to do, and it must be done under normal industrial conditions. 
 
 Experience in Real Work Under Normal Industrial Conditions 
 Should Be the Foundation for Vocational Guidance. 
 
 Many a boy goes into the electrical industry from the school 
 electrical shop with the idea that he knows quite well the trade and 
 that it is above all things else the very thing that he wishes to do. 
 Since he has not learned to build motors, generators, etc., he will be 
 placed at work on the transmission lines. The first time he is asked 
 to climb a pole it is discovered that he cannot work off the ground on 
 account of dizziness. The first time he goes down into a tunnel and 
 
 29 
 
comes out covered with grease lie may decide that he has made a big 
 mistake in choosing his vocation. 
 
 I once placed in a machine shop a young man twenty years old 
 who had been recommended as exceptional for the machinist's trade 
 by his school instructor. The young man was so sure that he wanted 
 to be a machinist that he made every preparation to settle down for 
 a life's job. The manager of the shop gave him the privilege of select- 
 ing the type of work that he wished to do and offered to change him 
 to other work any time at his request. The boy could not be induced 
 to stay with the work more than a week, and is now happy as a gov- 
 ernment surveyor, engaged in field work. 
 
 One week of two hours a day on a real job with a real workman 
 is worth more from the standpoint of vocational guidance than two or 
 three hours a day every day in the year in an artificial shop working 
 on artificial work and under artificial conditions, even though a master 
 workman is in charge. 
 
 Cooperative Courses Between the School Manual Training Shop and 
 the Workmen Employed on School Repair and Construction 
 Work Will Develop Naturally and Economically. 
 
 The boys may receive their credits for work done with workmen 
 through a system of time keeping and school credit checks which illus- 
 trates the relative earning power of various activities and provides 
 additional vocational training opportunities. The School Building De- 
 partment will find it advantageous to establish a shop in a central lo- 
 cation for the sheet metal man, also for the electrician, the plumber 
 and each of the other workmen. These shops should be established 
 because they are necessary for the economical handling of the school 
 repair and construction work. Later it will be proven that a foundry, 
 forge shop, machine shop and pattern shop will add to the efficiency 
 of the department from the standpoint of getting the work done. So 
 the educational opportunities are expanded by every increase in effi- 
 ciency in handling this school repair and construction work. 
 
 There is no objection to the addition of shops beyond the actual 
 needs of the repair and construction department, if you can afford 
 them. In fact, co-operative courses can be eliminated entirely. My 
 judgment is, however, that the amount of absolutely necessary repair 
 work in the schools of the types mentioned is sufficient in quantity to 
 provide all of the vocational training opportunities for the elementary 
 school. Any group of ten or twelve average school plants has appro- 
 priated for 1915 for repairs, construction and supplies a sufficient 
 amount to employ eight or ten workmen for the school year as em- 
 ployees of the Building Department. Each workman should be held 
 responsible for the satisfactory condition of the buildings of the group 
 in his division. It is largely an individual building unit proposition 
 and in my opinion can be applied to any number of buildings and the 
 work can be done with less overhead charge and more economically 
 than it can be done under a contract system. 
 
 All that I desire is that the department give the plan a trial 
 
 30 
 
under fair conditions. The schools are asking private industries to 
 help train the students in co-operative courses. Why cannot the school 
 do in its own business departments what it expects private enterprise 
 to do? 
 
 "If it is objected that students cannot do good enough work, it 
 must be observed that if their work is not good enough for the schools 
 then they are not sufficiently educated to turn out into the world of 
 economic industry. Simply, their education is incomplete. Responsi- 
 bility rests on the schools to perfect it. And the having of such real 
 work to do offers the best possible educational opportunity. The school 
 may also object that such work is slow. If well done, it usually is. 
 The school must exercise foresight and plan a long way ahead. Edu- 
 cational opportunities must not be thrown away merely because it is 
 easier to throw them away than to utilize them. Such action is an 
 evasion of responsibility and done merely because the work would be 
 difficult. It is difficult, it is true. The world presents no tasks more 
 difficult than those of real education. To direct a group of embryo 
 workmen, using valuable material that must not be wasted, turning 
 out a product that is to be permanent, intellectualizing all the proc- 
 esses so as to build at the same time permanent educational struc- 
 tures within the boy, so to speak all this constitutes a form of labor 
 immensely more difficult than the labors of the usual construction 
 foreman who is looking to but one-half as much product and is getting 
 that half from men already trained. If the community is wise, how- 
 ever, it is not going to permit our profession to shirk responsibility 
 merely because it is difficult. It will not permit us to palm off a con> 
 bination of book work and play shop work as 'just as good' when it is 
 really an inferior and ineffective substitute." 
 
 The community activities of Public School 89 are sufficient to give 
 one hundred and sixty children two hours' instruction each day in 
 small groups of four to six students each. Three hundred and twenty 
 hours' instruction are thus secured daily at no cost for salaries or 
 material. This is equivalent to the work of three full time traditional 
 vocational instructors. A traditional vocational instructor at estab- 
 lished wages receives approximately ten cents per hour for each stu- 
 dent taught. Ten cents per hour for only six students will pay the 
 wages of the average workman and give him a class small enough to 
 make possible real productive work. But the instruction with the 
 workman does not cost anything since the workman earns his wages 
 in productive work, and the three hundred and twenty hours secured 
 are worth several times that amount of traditional vocational educa- 
 tion instruction. 
 
 The habit formed in school of securing jobs under the direction 
 of the manual training teacher is continued when the child leaves the 
 school. The student should be kept in school at least part of the day 
 until he secures a job. When he is out of work he should return to 
 school for part time or full time until he secures another job. The 
 wage earning child should feel free to discuss with the manual train- 
 ing teacher at all times his ambitions, obstacles and progress in indus- 
 
 31 
 
try. Such a relationship helps to bring about naturally the continua- 
 tion and co-operative courses for wage earning children. 
 
 Industrial Education for Girls. 
 
 The problem of industrial education for girls is much more diffi- 
 cult than that for boys. Women are not industrially free. Until the 
 artificial barriers are obliterated that now limit the activities of 
 women no complete solution can be found. All girls need to be 
 trained well in the art of home-making. But some of them may 
 never run homes and many of them must be wage earners before they 
 have a chance to make homes. Even in the office work of many indus- 
 tries it is important that girls know something of industrial shop 
 practice. There is no reason why girls should not have short courses 
 in some of the shops planned for boys. Attending school in a boys' 
 industrial school enables girls to secure a viewpoint of industrial 
 processes that may be of great, value to them. 
 
 Some Dangers to be Avoided. 
 
 It would be a simple matter in the school to teach so many chil- 
 dren one certain trade that there would be no market for the labor. 
 One of the advantages in limiting the industrial training in the school 
 to the school community industrial needs is that the several industries 
 in the school have approximately the same ratio to each other that 
 these industries have to each other outside of the school. The oppor- 
 tunities to teach plumbing from the school work are in proportion to 
 the need for plumbers. The same is true of electricians, painters, etc. 
 Continuation and co-operative courses have the sai"e natural check 
 upon the unwise emphasis upon any one trade. The only safe rule in 
 industrial training is to keep the school and the shop working to- 
 gether, each supplementing the other. 
 
 There is a great danger that public funds may be used to teach 
 large numbers of children certain highly specialized activities that 
 they will never use, when their time might have been spent much 
 more profitably. Power machine sewing is unquestionably a good 
 thing for the girls in the Manhattan Trade School. But an unwise 
 extension of power machine sewing to the average elementary school 
 might not serve the best interests of a large majority of the girls. 
 
 There is also a great danger that young children may make a 
 'playhouse of school shops under wrong conditions. There is a great 
 danger that work may be attempted far in advance of their stage of 
 development. Children may be unfitted for almost any type of indus- 
 trial training by a wrong start. 
 
 The industries taught in the school should be selected because 
 they serve as a foundation for mastering the processes of other indus- 
 tries as well as offer opportunities for employment in their own field. 
 Good manual training courses serve as foundation courses, but they 
 do not train for immediate employment. But the immediate employ- 
 ment factor should be secured by supplementing manual training 
 courses with real shop experience, not by throwing the manual train- 
 Ing away. 
 
 32 
 
Practical science and drawing courses develop principles that 
 have a common application to all industries. Science courses should 
 receive as much time and be favored with as good equipment as shop 
 courses. 
 
 The study of industry now under way in connection with your 
 continuation and co-operative classes will furnish very valuable in- 
 formation. So will the study of the common principles in groups of 
 industries, if it is completed. If such information can be secured, it 
 will make the establishment of school shops something more than a 
 guessing contest. 
 
 8. CONCLUDING RECOMMENDATIONS. 
 
 In conclusion I wish to call special attention to the following: 
 When Public School 89 was visited by President Churchill, Dr. Max- 
 well, Dr. Ettinger and others, and it was decided to attempt a reorgan- 
 ization, two physical training teachers were immediately provided at 
 my request as extra teachers. This was necessary for starting the 
 demonstration. The other needs of the school were not so urgent and 
 they could well wait for the regular procedure. No time has been 
 lost, but it is now necessary to expedite matters. 
 
 I wish the following to be considered by the proper committees 
 and other authorities as soon as possible: 
 
 1 Full time for manual training and cooking teachers, with permis- 
 sion to give instruction as described on page 26. 
 2 Branch of public library with trained librarian in charge. 
 3 Special Activities departmentalized so that the physical training 
 
 teachers will not be extra teachers, as shown on page 9. 
 4 Permission to use the community activities of the school for Voca- 
 tional Training, as described in last section of report, pages 25- 
 31. 
 
 5 Permanent improvements as requested on page 5 and 6. 
 6 Manual Training shop work supplemented by school repair work; 
 
 see pages 25-31. 
 7 Schools for additional demonstrations. 
 
 Note The quotations are from the South Bend School Survey by Dr. 
 John Franklin Bobbitt. 
 
 Copyright, 1915, by William Wirt. 
 
 33 
 
Report Upon a | 
 Proposed Reorganization 
 
 for Public Schools Nos. 28, 2, 42, 6, 
 
 50, 44, 5, 53, 40, 32, 4, and 
 
 45, the Bronx, New 
 
 York City 
 
 This group of twelve schools, I am informed, is the most congested 
 of any group of twelve schools in New York City. There are only 
 25,331 sittings in these schools and 35,580 children were registered Dec. 
 31, 1914, 10,249 more than sittings. The registration is 140% of the 
 sittings. But 2,500 of the present sittings, representing fifty class 
 rooms, are unsatisfactory. There are 779 classes in the schools and 
 only 480 satisfactory class rooms. The classes are 162% of the 
 satisfactory class rooms. 
 
 Two new buildings, Public Schools 54 and 55, are under con- 
 struction and a leased school building of fifteen class rooms 
 is nearing completion. These three buildings will provide 
 accommodations for 4,500 children and 103 additional classes. 
 When these three buildings are completed there will be 583 
 satisfactory class rooms for 779 classes. The registration of the twelve 
 schools increased 4,000 pupils from Dec. 31, 1913, to Dec. 31, 1914. At 
 the present rate of increase the new buildings will not take care of 
 the increase in school attendance during the construction of the said 
 buildings. Four new buildings in addition to those under construction 
 are needed now to give each child attending the schools a satisfactory 
 school seat. Because of financial limitations the Board of Education 
 is asking for only six new elementary school buildings for the entire 
 city, and two of the six, to cost approximately $1,000,000.00, are pro- 
 posed for the relief of the twelve schools named. If the two additional 
 schools requested, together with the three under construction, could 
 be made ready for use tomorrow, there would still be 4,000 children 
 without satisfactory seats and no provision for normal growth in the 
 immediate future. 
 
 A NEW TYPE OF ORGANIZATION NEEDED. 
 
 At the request of President Thomas W. Churchill, Commissioners 
 Frank D. Wilsey and John Martin, of the Board of Education, I here- 
 with submit a plan for the reorganization of the twelve schools named 
 so that 1,022 classes may be satisfactorily accommodated in place of 
 the 583 now provided for. 
 
 Under the New Organization unsatisfactory annexes are vacated 
 and unsatisfactory class rooms are used for auditoriums, play rooms, 
 laboratories and workshops. In place of the 779 classes and 35,580 
 
 ai 
 
children now in the schools, room will be secured for 243 additional 
 classes and a total registration of 46,000 children. A future increase 
 in school registration of approximately 10,000 children will thus be 
 provided for. 
 
 To accomplish this reorganization rather extensive annexes are 
 necessary at Public Schools 45, 4, 40 and 32, costing approximately 
 $475,000.00. The remaining eight schools need only slight structural 
 changes and additional equipment costing approximately $44,500.00. 
 Additional land should be purchased at Public Schools 45, 32, 40 and 
 53, costing approximately $225,000.00. 
 
 The cost of the four annexes, the remodeling, the equipment and 
 the additional land will be $250,000.00 less than the cost for buildings, 
 equipment and sites for the proposed two new schools. If the proposed 
 two new schools plan is followed, a total satisfactory capacity on a 
 five hour single school system for 671 classes will be secured, which is 
 108 classes short of present enrollment. If the reorganization at less 
 cost than the two new schools plan is followed, satisfactory accommo- 
 dations and a longer school day will be secured for 1,022 classes, which 
 is 243 classes more than are now enrolled, a difference of 351 classes 
 and 16,000 children.* 
 
 GREATER EDUCATIONAL FACILITIES. 
 
 The true economy of the New Organization is to be found in the 
 greater educational facilities provided for all of the children rather 
 than in the great capacity of the plants secured under the new plan. 
 
 The upper grades, 511 classes, will have a daily school program 
 of the following type: eighty minutes in class room for academic 
 work, forty minutes in gymnasium or play yard or grounds for phys- 
 ical training and play, forty minutes for general exercises in the 
 auditorium, sixty minutes for luncheon, one hundred and forty min- 
 utes in class room for academic work, and eighty minutes for drawing 
 rooms, science laboratories, or manual training and workshops. The 
 lower grades, 511 classes, will have a program of the same type as 
 the upper grades except that the last period of eighty minutes will be 
 given to play, excursions, library work, church instruction, or to work 
 at home. As a rule the children will have 380 minutes at school in 
 addition to the luncheon hour in place of the 300 minutes provided in 
 the regulation full time school. Such a study-work-and-play school re- 
 moves the children very largely from the demoralizing life of the 
 street and gives ample time for the academic, physical and pre-voca- 
 tional training. 
 
 Under the old regular full time organization only manual training 
 and cooking construction shops are provided and for seventh and 
 eighth grades alone. Science laboratories for individual work and 
 drawing studios with special equipment are not provided at all. 
 
 Under the New Organization manual training, cooking and sewing 
 
 *The increase in capacity is estimated by classes. Since the register 
 is 45.6 children per class a reduction to 42 children per class will 
 enable the 1,022 classes to accommodate 42,924 children, 7,344 more 
 than are now enrolled in the school. 
 
 35 
 
construction shops, drawing studios with, special equipment, and sci- 
 ence laboratories for individual work by students are provided for all 
 grades above the fourth year. Besides there will be sixty-three additional 
 workshops with special equipment and teachers distributed ad- 
 vantageously in the twelve schools. Also, there will be provided 
 gardens, better auditoriums and music rooms, better class rooms, gym- 
 nasiums and playgrounds, and five swimming pools. 
 
 It is desirable under the new organization for one class of older 
 students during each of the eighty minute periods for vocational train- 
 ing to be distributed throughout the school as teachers' assistants. 
 The several classes perform this duty in turns, so that each child acts 
 as teacher assistant during the shop period for approximately four 
 weeks each year. Such work gives the student the best possible train- 
 ing for developing leadership, initiative and the ability to assume re- 
 sponsibility. It also makes possible many small classes without extra 
 teachers and without extra rooms. 
 
 COMPARISON OF TIME SCHEDULES IN GRADES OF THE 
 5th, 6th, 7th AND 8th YEARS. 
 
 Average number of 
 minutes per week 
 under regular full 
 time organization 
 in New York City. 
 
 SUBJECTS 
 
 Average number of 
 minutes per week 
 under New Or- 
 ganization Bronx 
 Schools. 
 
 75 
 60 
 
 120 
 1010 
 
 80 
 85 
 70 
 1500 
 
 Opening Exercises 
 Music 
 Physical Training, Recesses 
 Physiology and Hygiene 
 English, Geography, History 
 and Arithmetic. 
 Nature Study and Science 
 Drawing 
 Construction Work 
 Total Time Per Week 
 
 100 
 100 
 
 200 
 
 1100 
 133 
 133 
 134 
 1900 
 
 DESCRIPTION OF THE TWELVE SCHOOLS. 
 
 Ungraded classes are listed as regular classes, as it has been de- 
 termined that a school program of work, study and play is desirable 
 for these students. Kindergarten, blind, open air, deaf and cripple 
 classes are not listed in the reorganization. Where these special 
 classes are now occupying unsatisfactory basement rooms, etc., pro- 
 vision is made to transfer them to desirable class rooms. In addition 
 to class rooms for the regular classes noted in the reorganization of 
 the several buildings, satisfactory facilities are provided for all of the 
 special classes that are now being accommodated, but no provision is 
 made for additional special classes except at P. S. 44. 
 
 A map of the district including the twelve schools is attached to 
 this report as Exhibit A. 
 
 Public School No. 28, Bronx. 
 
 Public School 28 has fifty-eight regular classes in forty-five regular 
 class rooms, one wood working shop and one cooking room. 
 
 The ground floor, play yard and the fine basement play room pro- 
 vide ample play space for nine classes at one time. There is a large 
 
 36 
 
gymnasium on the top floor that is not desirable for play, and should 
 be used for drawing rooms. 
 
 The auditorium on the fourth floor should be made into six regular 
 class rooms by installing permanent partitions for the sliding parti- 
 tions. The wall partitions should be removed from the four com- 
 bination auditorium and class rooms on the second floor and the audi- 
 torium thus secured should be seated for a permanent auditorium. 
 Since four class rooms are thus used for the auditorium there will be 
 left only forty-one regular class rooms. Thirty-six of these should be 
 used for regular class work, two of the remaining five class rooms 
 should be used for science laboratories, one for a music studio and 
 two for workshops. These five special rooms, with the manual training 
 shop and cooking room and drawing studios, will provide facilities 
 for nine classes in science, drawing, music, manual training or shop 
 work at one time. Seventy-two regular classes may be accommodated 
 in this school with thirty-six classes in thirty-six class rooms, nine in 
 the auditorium, nine at play, nine in special work, and nine primary 
 classes with an extra period for play, religious instruction in churches, 
 excursions, library work, etc. 
 
 With a full register of classes seventy-six teachers should be em- 
 ployed. Fifty-six teachers should teach the history, geography, arith- 
 metic, language and reading, and manage the auditorium. Two teach- 
 ers should have charge of the music, four of the play and physical 
 training, one of the library, two of the drawing, two of the science 
 laboratories, and nine of the manual training, domestic science and 
 art and the shop work. 
 
 There are thirteen regular classes in the eight-room frame annex 
 which must be used for class purposes in order to enable the city 
 to hold the property. A special program can be arranged for this 
 annex to accommodate twelve classes. Public School 28 and the annex 
 can therefore accommodate eighty-four classes, a gain of thirteen 
 classes over the present enrollment, and thirty-one classes more than 
 the normal capacity of fifty- three classes in a single school system. 
 
 The only expense will be the placing of permanent partitions in 
 the auditorium class rooms, and the equipment of the auditorium, 
 laboratories, studios and shops, approximately $10,000. 
 
 Public School No. 2, Bronx. 
 
 Public School No. 2 has fifty-nine classes in fifty-two class rooms 
 and an undesirable six-room annex. The annex should be vacated. 
 
 There is ample play space for nine classes at one time in the 
 basement play yard, and there is a small park adjacent to the school 
 lot. The school gardens should be in Crotona Park. 
 
 This school, unfortunately, is adjacent to the elevated railroad 
 and twelve class rooms are practically impossible for school work. 
 Three of these twelve class rooms should be used for play rooms and 
 the remaining nine rooms should be used for workshops, drawing 
 rooms and laboratories. A permanent auditorium should be con- 
 structed from four combination class rooms on the first floor and so 
 
 37 
 
arranged that it will be protected from the noise of the elevated rail- 
 way. Thirty-six desirable class rooms will remain for regular class 
 work and seventy-two classes may be accommodated. This is twelve 
 classes more than the present register and thirty-two classes more 
 than the capacity of the school on a single system five-hour program. 
 
 The cost for equipment and remodeling should be approximately 
 $7,500.00. 
 
 Public School No. 42, Bronx. 
 
 Public School No. 42 has seventy-five classes in forty class rooms 
 and a six-room annex. A gymnasium, four shops, and a play yard 
 large enough for five or six classes at one time are available. 
 
 It will be necessary to take four of the forty class rooms for an 
 auditorium. Sixty-four classes may be accommodated by using thirty- 
 two rooms for regular class work and the remaining four class rooms 
 and the four shops for special work. Either Claremont or Crotona 
 Park may be used for large playground and gardens. 
 
 The cost for equipment and structural changes will be approxi- 
 mately $5,000.00. 
 
 At present there are sixty-three classes in the building, with 
 twelve additional classes in an annex that I understand is not satis- 
 factory for school purposes. The annex should be abandoned when 
 new Public School 55 is completed. 
 
 Public School No. 6, Bronx. 
 
 Public School No. 6 has forty classes in thirty-one class rooms, 
 one manual training room and two portable schools. The play yard 
 is ample for six classes at play. 
 
 Pour of the combination class rooms should be equipped for a 
 permanent auditorium. This will leave twenty-seven class rooms. 
 Twenty-four should be used for regular class work, and the remaining 
 three class rooms and the manual training room and two portables 
 should be used for laboratories and shops. Satisfactory accommoda- 
 tions may thus be provided for forty-eight classes, an increase of eight 
 classes over present register and seventeen classes over normal single 
 school system. 
 
 Cost for equipment and structural changes will be approximately 
 $5,000.00. 
 
 Public School No. 50, Bronx. 
 
 Public School No. 50 has sixty-nine classes in forty-four class 
 rooms, two shops, a fine gymnasium, auditorium and play yard. 
 
 Seventy-two classes may be accommodated by using thirty-six 
 class rooms for regular work and the remaining eight class rooms and 
 two shops for special work. The number of classes may be increased 
 three over present register, and twenty-eight over normal single school 
 system. 
 
 The cost for additional equipment will be approximately $5,000.00. 
 
 Public School No. 44, Bronx. 
 
 Public School No. 44 has sixty-nine classes in forty regular class 
 
 38 
 
rooms, two shops, a fine auditorium, gymnasium and play yard. Crtv - 
 tona Park can be used for large play ground and for gardens. 
 
 Sixty-four regular classes may be accommodated by using thirty- 
 two rooms for regular class work and the two shops and six class 
 rooms for special work. Two class rooms will be left for abnormal 
 classes. Five regular classes should be transferred to adjacent schools. 
 
 The cost for additional equipment will be approximately $3,500.00. 
 
 Public School No. 5, Bronx. 
 
 Public School No. 5 has twenty-seven classes in nineteen regular 
 class rooms, a good auditorium and two portable buildings. Four classes 
 are now using the auditorium as class rooms with only curtains for 
 partitions. There is play space in the basement play yard for six 
 classes to play at once. 
 
 By removing the portable buildings a satisfactory outdoor play- 
 ground can be secured. The basement has a fine shop room large 
 enough to accommodate two small shops. In these shops and the 
 nineteen class rooms and auditorium and play facilities, thirty-two 
 classes may be accommodated by using sixteen of the most desirable 
 rooms for class rooms. This is five classes more than are now in the 
 school and thirteen more than the capacity of the main building on 
 a five-hour single school system. 
 
 The cost of moving the portables should be charged to the school 
 to which they are moved. The cost for equipment and remodeling 
 should be approximately $5,000.00. 
 
 Public School No. 53, Bronx. 
 
 Public S'chool No. 53 has fifty-nine classes in forty-four class 
 rooms, two shops, a fine auditorium, gymnasium and play yard. 
 
 Seventy-two classes may be accommodated by using thirty-six 
 rooms for regular class work and the remaining eight class rooms and 
 the two shops for special work. The capacity of the school may be 
 thus increased by thirteen classes over present register and twenty- 
 eight classes over register on single system five-hour school. 
 
 The cost for additional equipment will be approximately $3,500.00. 
 Since the school is not near a park, additional land should be pur- 
 chased for a large playground and for gardens. 
 
 Public School No. 40, Bronx. 
 
 Public School No. 40 has ninety-six classes in fifty-seven class 
 rooms and two work shops. There is a satisfactory play yard and a 
 small gymnasium. 
 
 The present combination class rooms and auditorium cannot be 
 used for auditorium purposes and should be given permanent parti- 
 tions for class rooms. Land should be purchased adjoining the present 
 lot and an annex should be constructed containing an auditorium, 
 gymnasium, swimming pool, two workshops and a library. Ninety-iix 
 classes may then be satisfactorily accommodated by using forty-eight 
 
 39 
 
rooms for regular class work, and the remaining nine class rooms and 
 four workshops for special work. 
 
 The annex and equipment will cost approximately $75,000.00. The 
 land will cost $22,500. 
 
 Public School No. 32, Bronx. 
 
 Public School No. 32 has sixty classes in thirty-eight class rooms, 
 one workshop and one cooking room. Five class rooms and one cook- 
 ing room are now in a gymnasium with only curtains for partitions. 
 Three class rooms are unsatisfactory basement rooms, one is an unsat- 
 isfactory attic room, and twelve class rooms are combination audi- 
 torium and class rooms. 
 
 By placing permanent partitions in the combination auditorium 
 class rooms twenty-nine satisfactory class rooms and five shop rooms 
 may be secured. The gymnasium and play yard are ample for a large 
 school. The building is close to Bronx Park for large outdoor play yard 
 and for gardens. The present site can be enlarged without great cost. I 
 believe that it is desirable to make Public School 32 a seventy-two 
 class school, which will enable it to accommodate twelve more classes 
 than are now in the school. 
 
 An annex should be built containing a swimming pool, an audi- 
 torium, five shops and seven class rooms, costing approximately $100,- 
 000.00. The additional land will cost $35,000. 
 
 Public School No. 4, Bronx. 
 
 Public School No. 4 has eighty-two classes in forty-six class rooms 
 and four-room annex. The school is greatly crowded, but has a very 
 fortunate location adjacent to Crotona Park. The ground floor play 
 yard is large enough for nine or ten classes at play at one time. 
 
 The elevated railway in the rear of the building is very objection- 
 able on account of the noise. Since there is ample space for an 
 annex, a building whieh would include two swimming pools, two 
 gymnasiums, an auditorium, and twelve class room units for special 
 work, could be built between the elevated and the present building. 
 The present building would thus be protected from the noise of the 
 railway and the annex could be planned with a blank wall next to the 
 railway. 
 
 Forty-four class rooms should be used for regular work, while 
 eleven classes are in the auditorium, eleven at play and eleven in 
 the fourteen special work rooms. Thus, eighty-eight regular classes 
 can be accommodated. 
 
 The cost of the annex and equipment will be approximately 
 $150,000.00. As a rule I do not favor spending so much money on an 
 annex, but at Public School No. 4 an annex is necessary to eliminate 
 the noise from the elevated railway, land for the site is now owned 
 by the city, and since the park is adjacent to the school for play and 
 gardens, it is desirable to concentrate a large number of children in 
 this school. 
 
 40 
 
Public School No. 45, Bronx. 
 
 Public School No. 45, Bronx, has seventy-two classes in forty-one 
 regular class rooms, one manual training workshop, one cooking room., 
 a fine auditorium, a play yard and a gymnasium. With seventy-two 
 classes in forty-one class rooms, the majority of the children were 
 accommodated on a part-time program. 
 
 Public School 45 was selected as one of the seven pre-vocational 
 training experimental schools. Owing to its very great over-crowding 
 it was planned to construct two workshops adjacent to the present 
 building and to lease six class rooms in a nearby parochial school 
 under construction. By transferring the pupils occupying six class 
 rooms in Public School 45 to the leased school rooms, the six class 
 rooms so vacated in Public School 45 could be used for pre-vocational 
 training workshops. The delay in the completion of the parochial 
 school prevented the reorganization of Public School 45, and finally 
 it was decided to reorganize the school and retain all of the pupils 
 in attendance. The reorganization was completed February 25, 1915, 
 without any additional equipment or building facilities. The Bureau 
 of Buildings was of the opinion that since the community needed addi- 
 tional school accommodations it would be much more economical 
 to build a regular annex to the present school than make expensive 
 structural changes in the present building and construct the two 
 workshop annexes. 
 
 The annex should include a swimming pool and a forge shop on 
 the ground floor; a pattern shop, a foundry and machine shop on the 
 second floor; two drawing rooms and two science rooms on the third 
 floor; four class rooms on the fourth floor and four class rooms on 
 the fifth floor. 
 
 The school now has the following pre-vocational training shops 
 under process of equipment: cooking, sewing, millinery, printing, 
 carpentry, gardening, pottery, manual training, two science labora- 
 tories and two drawing rooms. By adding a forge shop, a pattern 
 shop, a foundry, a machine shop, two science laboratories and two 
 drawing rooms, the school will have a very satisfactory equipment for 
 a pre-vocational school. 
 
 A plot of ground approximately one hundred feet by ninety-five 
 feet adjacent to the present building can be purchased at a very low 
 cost. The proposed annex will cover half of the tract and the other 
 half can be used as a garden. The present school garden is on land 
 loaned temporarily to the school and may be reclaimed by the owner 
 at any time. 
 
 At present the building is over-crowded with seventy-two classes 
 even under the reorganization, because only seven rooms are available 
 for the nine classes in science, drawing and shop work. The pro- 
 posed annex will provide accommodations for sixteen additional 
 classes, and at the same time enable the school to furnish satisfactory 
 accommodations for eighty-eight classes. 
 
 The value of the accommodations for sixteen additional classes 
 
 41 
 
should pay the complete cost of the proposed annex, approximately 
 $150,000.00. The real economy of the improvement, however, is to be 
 found in the better school accommodations provided, and for eighty- 
 eight classes with a much richer schedule of activities in place of 
 forty-one classes on the regular full time single school system. 
 
 All of the classes will have a school day of 380 minutes in addition 
 to the luncheon hour. The forty-four upper grade classes will have 
 a daily school program of 220 minutes for reading, arithmetic, lan- 
 guage, history and geography; forty minutes for play and physical 
 training; forty minutes for auditorium exercises, and eighty minutes 
 for science, drawing, or shop work. The regular school hours are 
 from 8:30 to 3:50, but the after school athletic center is open until 
 5:30. 
 
 THE REORGANIZATION PROGRAM. 
 
 Following are the X and Y programs in use at Public School 45. 
 Similar programs are planned for the other schools. 
 
 X School. 
 
 School 
 Hours 
 
 36 Class 
 Rooms, 
 Divisions 
 
 k 2 < 3 
 
 Auditorium 
 
 Gymnasium, 
 Playground, 
 Playroom 
 
 1 Man. Training, 
 1 Cooking, 
 2 Science, 
 2 Drawing, 
 1 Sewing, 
 4 Shops 
 
 Church, 
 Home, 
 Excur- 
 sions. 
 Library, 
 Play 
 
 8:30- 9:10 
 
 Arith. 
 
 
 
 
 
 9:10- 9:50 
 
 Lang. 
 
 
 
 
 
 9:60-10:30 
 
 
 Div. 1 
 
 Div. 3 
 
 Div. 2 
 
 Div. 4 
 
 10:30-11:10 
 
 
 i " 3 
 
 " 1 
 
 " 2 
 
 " 4 
 
 11:10-12:10 
 
 
 All at Luncheon 
 
 
 12:10- 1:10 
 
 Read. 
 
 
 
 
 
 1:10- 1:50 
 
 Hist. 
 
 
 
 
 
 1:50- 2:30 
 
 Geo. 
 
 
 
 
 
 2:30- 3:10 
 
 
 Div. 2 
 
 Div. 4 
 
 Div. 1 
 
 Div. 3 
 
 3:10- 3:50 
 
 
 " 4 
 
 ' 2 
 
 " 1 
 
 " 3 
 
 3:50- 5:30 
 
 
 ) 
 After School Athl 
 
 etic Center 
 
 
 Summary of Time Schedule. 
 
 The average time for arithmetic, language, reading, history and 
 geography in New York City Schools is 200 minutes. 
 
 Divisions 
 
 Class 
 Time 
 
 And 
 
 Play 
 
 Special 
 
 Play. 
 Etc, 
 
 Div. 1, 9 classes, grades 4B to 8B 
 
 220 
 
 40 
 
 40 
 
 80 
 
 
 Div. 2, 9 " " " " 
 
 220 
 
 40 
 
 40 
 
 80 
 
 
 Div. 3, 9 " " 1A to 4A 
 
 220 
 
 40 
 
 40 
 
 
 80 
 
 Div. 4, 9 
 
 220 
 
 40 
 
 40 
 
 
 80 
 
 NUMBER OF MINUTES. 
 
 42 
 
Y School. 
 
 School 
 Hours 
 
 36 Class 
 Rooms, 
 Divisions 
 1, 2, 3 
 & 4 
 
 Auditorium 
 
 Gymnasium, 
 Playground, 
 Playroom 
 
 1 Man. Training, 
 1 Cooking. 
 2 Science. 
 2 Drawing. 
 1 Sewing, 
 4 Shops 
 
 Home, 
 Excur- 
 sions. 
 Church, 
 Library, 
 Play 
 
 8:30- 9:10 
 
 
 Div. 1 
 
 Div. 3 
 
 Div. 2 
 
 Div. 4 
 
 9:10- 9:50 
 
 
 " 3 
 
 " 1 
 
 2 
 
 " 4 
 
 9:50-10:30 
 
 Arith. 
 
 
 
 
 
 10:30-11:10 
 
 Lang. 
 
 
 
 
 
 11:10-12:10 
 12:10- 1:10 
 1:10- l:5u 
 1:50- 2:30 
 
 Read. 
 
 -Div. 2 
 " 4 
 
 All at Lunch 
 
 Div. 4 
 " 2 
 
 eon 
 "Div. 1 
 ' 1 
 
 Div. S 
 " S 
 
 2:30- 3:10 
 
 Hist. 
 
 - 
 
 
 
 
 3:10- 3:50 
 
 Geo. 
 
 
 
 
 
 1:50- 5:30 
 
 
 After 
 
 School Athle 
 
 tic Center 
 
 
 Number of School Room Units Required. 
 
 Thirty-six class rooms are used for the regular class work in 
 arithmetic, language, history and geography. Two rooms are used for 
 science laboratories, two for drawing studios and one for sewing. 
 With one manual training shop and one cooking laboratory only seven 
 rooms are available for the special work of nine classes. Therefore, 
 the millinery classes are now using the men's rest room, the classes 
 in printing and carpentry are using the basement, and in pottery they 
 are using a corner of the play yard. The annex will provide ample 
 facilities for all shops and laboratories. 
 
 Number of Teachers Required. 
 
 Thirty-six classes must be taught for ten periods daily in the 
 academic department, a total of 360 teaching periods. Pour teachers 
 manage the auditorium for eight periods during the day, a total of 
 thirty-two teaching periods. Therefore, a total of 392 teaching periods 
 are required for the academic instruction and the auditorium. Since 
 each teacher can teach seven periods during five hours, fifty-six teach- 
 ers will be required for the auditorium and the academic instruction. 
 In Public School 45 there were employed seventy-two regular class 
 teachers, two manual training teachers and one cooking teacher. By 
 assigning fifty-six of these seventy-five teachers to academic instruc- 
 tion and auditorium work, four to playground and physical training, 
 one to music, two to science, two to drawing, and eight to shop work 
 and manual training, the number of teachers remains the same as 
 before the reorganization. 
 
 43 
 
SUMMARY OF REORGANIZATION. 
 
 
 o 
 
 
 
 o 
 
 w 
 
 tl 
 
 2 
 
 
 apacity 
 
 g 
 
 d 
 
 .2 
 
 CO 
 
 to 
 
 
 M 
 
 
 0} 
 
 o 
 Sod 
 
 1 
 
 Satisfac 
 Glass E 
 
 Present 
 
 Classes 
 
 blass C 
 Secured 
 
 || 
 
 Regulai 
 Teachei 
 
 Music 
 Teachei 
 
 IPlay 
 |Teachei 
 
 Science 
 Teachei 
 
 Drawin 
 JTeachei 
 
 Shop 
 ITeachei 
 
 28 
 
 53 
 
 71 
 
 84 
 
 $ 10,000 
 
 68 
 
 
 
 
 
 
 2 
 
 36 
 
 59 
 
 72 
 
 7,500 
 
 56 
 
 2 
 
 4 
 
 4 
 
 2 
 
 8 
 
 42 
 
 40 
 
 75 
 
 64 
 
 5,000 
 
 50 
 
 2 
 
 3 
 
 3 
 
 2 
 
 7 
 
 6 
 
 31 
 
 40 
 
 48 
 
 5,000 
 
 38 
 
 1 
 
 3 
 
 2 
 
 2 
 
 4 
 
 50 
 
 44 
 
 69 
 
 72 
 
 5,000 
 
 56 
 
 2 
 
 4 
 
 4 
 
 2 
 
 8 
 
 44 
 
 40 
 
 69 
 
 66 
 
 3,500 
 
 52 
 
 2 
 
 3 
 
 3 
 
 2 
 
 7 
 
 5 
 
 19 
 
 27 
 
 32 
 
 5,000 
 
 25 
 
 
 
 
 
 
 53 
 
 44 
 
 59 
 
 72 
 
 3,500 
 
 56 
 
 2 
 
 4 
 
 4 
 
 2 
 
 8 
 
 40 
 
 57 
 
 96 
 
 96 
 
 75,000 
 
 75 
 
 3 
 
 6 
 
 4 
 
 4 
 
 9 
 
 32 
 
 29 
 
 60 
 
 72 
 
 100,000 
 
 56 
 
 2 
 
 4 
 
 4 
 
 2 
 
 8 
 
 4 
 
 46 
 
 82 
 
 88 
 
 150,000 
 
 69 
 
 2 
 
 5 
 
 4 
 
 3 
 
 9 
 
 45 
 
 41 
 
 72 
 
 88 
 
 150,000 
 
 69 
 
 2 
 
 5 
 
 4 
 
 3 
 
 9 
 
 54 
 
 44 
 
 
 72 
 
 
 56 
 
 2 
 
 4 
 
 4 
 
 2 
 
 8 
 
 55 
 
 44 
 
 
 72 
 
 
 56 
 
 2 
 
 4 
 
 4 
 
 2 
 
 8 
 
 Annex 
 
 15 
 
 
 24 
 
 
 19 
 
 1 
 
 1 
 
 1 
 
 1 
 
 3 
 
 Totals 
 
 583 
 
 779 
 
 1,022 
 
 $519,500 
 
 801 
 
 28 
 
 56 
 
 50 
 
 32 
 
 108 
 
 Cost of 
 
 land 
 
 
 
 $225,000 
 
 
 
 
 
 
 
 Since the reorganization provides accommodations for 46,000 chil- 
 dren, and only 35,580 are in the schools, only the teachers necessary 
 for the present classes will be employed. With a full registration of 
 46,000 children 1,075 teachers are shown as employed for 1,022 classes, 
 an apparent excess of fifty-three. Fifteen of the shop teachers are 
 the practical women in the domestic science departments who earn 
 their salaries in the school luncheon rooms. As far as possible the 
 shops do the school repair and minor construction work, so that the 
 salaries of a number of men will be earned in the shops. The remain- 
 ing apparently extra teachers are more than balanced by the usual 
 teachers of special subjects and the supervisors who are eliminated. 
 
 PRE-VOCATIONAL TRAINING. 
 
 In the reorganization it is planned for all schools to include the 
 kindergarten and eight common school grades. All schools of sixty- 
 four classes and over should also include two years beyond the com- 
 mon school courses, and these extension courses should be open to 
 all students who do not care to go to the regular high schools. The 
 shops, laboratories and drawing studios of these schools are sufficient 
 for pre-vocational courses for all students between fourteen and six- 
 teen years of age. 
 
 A total of fifty science teachers, thirty-two drawing teachers, and 
 one hundred and eight shop teachers are employed in all of the 
 schools. Manual training and domestic science and art should be 
 taught in all schools, thus requiring sixty teachers for these 
 subjects. One pattern, one foundry, one forge, two machine, two sheet 
 metal, two electrical, two plumbing, two carpentry, two cabinet, three 
 
 44 
 
painting ana three printing shops are sufficient for the entire group. 
 Twenty-seven additional shops must be selected to complete the list, 
 so that a great variety of shop work will be provided. All students 
 in the upper 511 classes may have eighty minutes every day for 
 shop work, drawing or science. If they wish, this eighty-minute 
 period might be given to additional instruction in academic work. 
 If desirable for certain types of students, they may have one hundred 
 and sixty or more minutes daily for shop work, drawing or science. 
 Each child should have the type of work and the quantity that he 
 individually needs. This pre-vocational training is secured without 
 extra teachers and with an economy of building space. 
 
 Pupils in the upper grades may attend the school offering the 
 special shop work desired. Much more complete pre-vocational oppor- 
 tunities are thus secured for the entire district than would be possible 
 in a special pre-vocational school. 
 
 All Children Should Have Opportunities for Prevocational Train- 
 ing. 
 
 As I understand the school problem in New York City, it is con- 
 sidered desirable to enlarge present school opportunities for the many 
 children who cannot follow regular scholastic training through the 
 eight years of common schools, the four years of the high school, and 
 the four years of the college. A difference of opinion seems to exist 
 as to whether the children who cannot go to high school and college 
 should have the opportunities for the kind of training that they need 
 in the regular elementary school, or in a separate pre-vocational 
 school. This segregation of students may be effected by placing the stu- 
 dents either in a distinct department in elementary schools or in en- 
 tirely separate buildings. 
 
 Nearly all children, however, like to work in shops, drawing 
 studios and science laboratories. In fact, the best students in the 
 workshops, drawing studios and science laboratories are often found 
 in the ranks of the students who do go to college. I believe that it 
 has been conclusively demonstrated that such work is as valuable and 
 desirable for students who go to college as for students who go into 
 industry and commerce. But it has also been demonstrated that when 
 the shop work and drawing are substituted for mathematics and lan- 
 guage, as is often the case in the effort to include these additional 
 activities in the short school day, the prospective high school and col- 
 lege students suffer from the lack of the vitalizing reaction of a suf- 
 ficient amount of shop work and science upon their mathematics, etc. 
 On the other hand, the student who plans to go into commerce and 
 industry suffers from the lack of time for the thorough, scientific, 
 mathematical and language training necessary for proficiency in the 
 shopwork and later success in industry and commerce. 
 
 The School Must Do Today What the School, Home, and Small 
 Shop Formerly Did Together. 
 
 Children formerly were in school five hours a day for 190 days, 950 
 
 45 
 
hours each year, with about 200 minutes daily for arithmetic, language, 
 history and geography; and 100 minutes for opening exercises, play 
 and rest, science, music and drawing. Outside the school these same 
 children to have some work and some play along with their study, 
 in useful work for probably more than 950 hours each year. 
 
 It was the industrial training in the home and small shop 
 that made children of the past generation reliable, industrious, 
 physically strong and contributed much to their general intelligence. 
 The schools plus the home and the small shop educated the child. To- 
 day the small shop has been eliminated and the home has lost many of 
 its former opportunities for industrial training. A much greater part 
 of the education of the child must be assumed by the school of the 
 present generation. In place of the school, home and shop, we have 
 today the school and the city street educating the great masses 
 of children by industrial training in the school. The students of the 
 consequently the children as a rule are thrown into the street for the 
 time formerly used by the home and the small shop. 
 
 It is true that we have in the schools a little manual training and 
 are now talking about pre-vocational and vocational training. But 
 the school still considers the problem entirely from the standpoint of 
 how to do a little of the industrial training with the least disturbance 
 of its traditional program and with the least inconvenience to itself. 
 What we really need, however, is a complete reorganization of the en- 
 tire elementary school system to meet new conditions. Patch work 
 will not do, and besides it is expensive. Under such reorganization, 
 the school would do what the school, home and small shop formerly 
 did together. But this does not mean that in order to have work and 
 play the time should be taken from study. 
 
 No strange distracting factor is to be added to the educational life 
 of children, for the established school has refused to change and 
 past generation had industrial training in the home and shop at the 
 same time that they pursued the scholastic work of the public school 
 and college. Work, study and play have always been considered good 
 things for children and it has always been considered desirable for 
 children were helping their fathers, mothers, older brothers and sisters 
 The idea that children should study exclusively for eight years and 
 then work exclusively for the rest of their life time is really a new 
 idea in civilization. The criticism of the modern public school is di- 
 rected almost entirely at the helplessness of children who are attempt- 
 ing to enter industrial and commercial life from this exclusive study 
 period of eight, twelve, or sixteen years in the schools, and the fact 
 that the school is not able to get much more than half of its children 
 beyond the sixth grade of the common school. 
 
 It Is Not Enough to Provide Vocational School "Hospitals" for 
 the Mental and Industrial Cripples We Are Steadily Turning 
 Out. 
 
 The unnatural life that the average child spends in an exclusive 
 study school and tne city street fails to develop reliability, industry, 
 
 46 
 
good health and intelligence. The school in over crowded, poorly ven- 
 tilated class rooms and with its repression of physical activities makes 
 many children anemic and tubercular, and then establishes open-air 
 classes, to cure the children that it has made sick. In the same way 
 tke school now plans to turn the children, who have been in school 
 for eight to twelve years and have failed to secure a preparation for 
 life's work, into a vocational school hospital to repair the moral, men- 
 tal and industrial cripples made by the school before sending them 
 into industries. No amount of money spent on these special school 
 hospitals will ever atone for the wasted life of a child strapped to 
 school seats and loafing in the city streets for eight or twelve years. 
 We do not need special types of schools so much as we need a reorgan- 
 ization of the schools that we have so that they will train our children 
 for complete living. 
 
 We hear much talk concerning misfits, children not being able to 
 get on in the traditional school, children leaving the school without 
 any training for life's work, etc. We school administrators insist, 
 however, that under no conditions must the traditional school be 
 changed. There is something wonderfully sacred apparently about this 
 traditional institution. All admit that the school today does not fit the 
 children, but we insist that it is not the fault of the school. Just because 
 home conditions have changed, just because industrial and commer- 
 cial conditions have changed, just because the school has to deal with 
 a new type of boy and girl is no reason why the school should change 
 too. Because the home, industry, commerce, social conditions, and boys 
 and girls have been so foolish as to change is no reason why the 
 schools should be equally foolish, especially when it may be incon- 
 venient for us managers of schools to make the desired changes. The 
 schools exist principally to be managed, in the opinion of the 
 managers. Even a sense of personal ownership often develops in the 
 management of public institutions. I am told that the Commandant of 
 a certain U. S. Navy Yard died leaving a will in which he bequeathed 
 the Navy Yard to his son. 
 
 A School System for the Child, Not for the Administration. 
 
 It is almost impossible for the managers of any institution to sub- 
 ject their personalities and not consider their own convenience in the 
 development of their institutions. When they have made their insti- 
 tutions what they want them to be, of course they do not wish to be 
 disturbed by changes. 
 
 Thousands of children may waste their lives in schools that 
 do not meet their needs, but we school administrators say that nothing 
 can be done about it. We must compel all children to go to these mal- 
 adjusted schools for eight years and waste their lives in order that we 
 may find out whether they fit the school or not. Then we will provide 
 special school hospitals for the children who have succumbed and en- 
 deavor by special treatment to restore their moral, intellectual, indus- 
 trial and physical good health by giving them a school adapted to their 
 
 47 
 
needs, provided somebody will furnish us fifty millions of money to 
 provide the special school hospitals and the doctors. 
 
 I am in favor of an elementary school system that really trains all 
 of its children and keeps the children in school until sixteen years of 
 age. The greater part of the high school course should be completed 
 in such elementary schools. I am in favor of a secondary school sys- 
 tem for the continuation and extension of the work begun in the ele- 
 mentary schools and for its specialization in vocational schools, pro- 
 fessional schools, etc. But I am not in favor of any kind of a school 
 designed to repair the children crippled in their educational develop- 
 ment because of an elementary school system that is out of joint with 
 the times. The only possible remedy for such a situation is to make 
 the ordinary elementary school system do the job for the doing of 
 which we are maintaining the institution. This can be done by add- 
 ing facilities and time for work and play. 
 
 The public now understands quite clearly that the successful rear- 
 ing of children is as much a social and economic problem as it is a 
 pedagogical problem. No longer is the public going to permit the 
 pedagogue to dictate school conditions regardless of social and eco- 
 nomic needs. 
 
 In the reorganization of the Bronx schools we plan to take over 
 as far as necessary not only the actual industrial training formerly 
 given by the home and small shop, but also the time the child formerly 
 spent at industrial training in the home and small shop and for 
 children of all ages. Only by such a complete reorganization can the 
 school give industrial training and play and at the same time maintain 
 a high standard of academic work so that the industrial training may 
 be equally advantageous to the boy or girl who goes to high school 
 from the elementary school or to college from the high school, and to 
 the boy or girl who goes into industry or commerce from the elemen- 
 tary school or high school. 
 
 COMPARISON OF COSTS. 
 
 It is futile to plan a school system without counting the cost. It is 
 tremendously expensive to make children sick and then provide hos- 
 pitals and doctors to cure them. I do not object to curing the sick, but 
 it is economy to keep people well physically, morally, socially, econom- 
 ically, and every other way. 
 
 By spending $1,000,000.00 for two new public schools in the Bronx 
 District under consideration you will have satisfactory school seats for 
 only 671 classes and about 30,000 children. But there are now 35,580 
 children in the schools and by the time the buildings proposed are 
 completed there will probably be 6,000 more. Also the schools thus se- 
 cured would not be able to do the industrial and physical training 
 formerly done by the home and the shop, unless special pre-vocational 
 schools sufficient to accommodate at least 5,000 children were provided. 
 If you will take the initial cost of a typical pre-vocational school plant 
 and its annual maintenance and daily attendance as a unit, you can 
 
 48 
 
soon estimate the tremendous cost of providing such school hospitals. 
 Besides the special pre-vocational school must work at a great disad- 
 vantage, for it has the task of correcting the bad results of a malad-- 
 justed elementary school before it can undertake the real work of 
 educating its children. 
 
 The proposed expenditures for the reorganization are approxi- 
 mately $525,000.00 for building and equipment and $225,000.00 for land, 
 a total of $750,000.00 in place of $1,000,000.00. Accommodations will be 
 provided for 1,022 classes and 46,000 children, in place of 671 class- 
 rooms and 30,000 children. Besides all children will have 380 minutes 
 in school daily in place of 300, and special equipment and teachers 
 for shop work, science, drawing, play and physical training will have 
 been provided. 
 
 Thus every child can secure as much physical training, scholastic 
 training, and industrial training as he individually needs, because all 
 children are together in one department and this training will be dis- 
 tributed from the kindergarten through the entire elementary school 
 course. The development of character, habits of industry, reliability, 
 good health and the growth of intelligence require time and should be a 
 continuous process throughout the entire life of the child. The child 
 needs to live its entire life in the best possible environment and under 
 the wisest direction of its activities in order to develop latent powers 
 and become the best man or woman that it is possible to be. 
 
 The industrial training will be much more varied and more thor- 
 ough than is possible in the short courses of a separate pre-vocational 
 or trade school. And on the other hand, there is no need of sacrificing 
 scholastic training for industrial and science training, because the 
 time for industrial and science training is not taken from the five 
 hours of the scholastic school, but from the time formerly used by the 
 home and small shop for this very purpose, which time is now worse 
 than wasted in the city street. 
 
 WILLIAM WIRT. 
 
Supplementary Report 
 Bronx Schools 
 
 At the request of Commissioner John Martin, Chairman of the 
 Committee on Vocational Schools, I have prepared a supplementary 
 report showing the possibilities of present Bronx schools under con- 
 struction with a minimum expenditure for reorganization. 
 
 The following table shows the number of shops, studios, and lab- 
 oratories provided for each school without increasing the number of 
 teachers and without building annexes. The operation and mainte- 
 nance work of the schools should support the equivalent of at least 
 ten additional shops: 
 
 'o 
 
 o 
 o 
 83 
 
 C9 
 | 
 
 S 
 
 1 
 
 50 
 
 1 
 
 rawing 
 
 I 
 
 ! 
 
 e 
 
 1 
 
 1 1 
 
 s s * 
 
 fck S oJs&i^'^s'e? 
 
 CQ 
 
 
 o 
 
 ^ 
 
 02 
 
 Q 
 
 ^ 
 
 
 
 $ s 
 
 E-nCQlXil^OOIXiCQKjfiH^^ 
 
 28 
 
 53 
 
 71 
 
 84 1 
 
 4 
 
 2 
 
 1 
 
 1 
 
 1 1 
 
 1 11 
 
 2 
 
 36 
 
 59 
 
 72 1 
 
 4 
 
 2 
 
 1 
 
 1 
 
 1 
 
 11 1 
 
 42 
 
 40 
 
 75 
 
 64 1 
 
 3 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 1 
 
 6 
 
 31 
 
 40 
 
 48 1 
 
 2 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 50 
 
 44 
 
 69 
 
 72 1 
 
 4 
 
 2 
 
 1 
 
 1 
 
 1 1 
 
 1 
 
 44 
 
 40 
 
 69 
 
 66 1 
 
 3 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 5 
 
 19 
 
 27 
 
 32 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 1 1 
 
 53 
 
 44 
 
 59 
 
 72 1 
 
 4 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 1 
 
 40 
 
 57 
 
 96 
 
 80 1 
 
 4 
 
 2 
 
 1 
 
 1 
 
 1 1 
 
 1 11 1 
 
 32 
 
 29 
 
 60 
 
 48 1 
 
 2 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 4 
 
 46 
 
 82 
 
 64 1 
 
 3 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 1 
 
 45 
 
 41 
 
 72 
 
 64 1 
 
 3 
 
 2 
 
 1 
 
 1 
 
 1 1 
 
 111 
 
 54 
 
 44 
 
 
 72 1 
 
 4 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 1 
 
 55 
 
 44 
 
 
 72 1 
 
 4 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 1 
 
 Am 
 
 nex 
 
 
 
 
 
 
 
 
 
 
 15 
 
 
 24 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 
 Totals 
 
 583 779 934 15 46 28 15 15 13 4 1 1 2 4 3 3 3 3 3 2 2 2 
 No. Teachers 785 30 74 43 33 
 
 The above is a minimum reorganization of the schools listed. 
 Principals have not been consulted and no exact study has been made 
 of adaptation of particular shops to the several schools. But a rear- 
 rangement of the shops will not change the total cost materially. 
 
 The cost of the proposed limited reorganization will be approxi- 
 mately as follows: 
 
 15 Music Rooms at $ 350.00 $ 5,250.00 
 
 46 Science jRooms at 750 00 34,500 00 
 
 28 Drawing Rooms at 300.00 8,400.'00 
 
 15 Manual Training Rooms Many are now provided. 
 15 Cooking Rooms Many are now provided. 
 
 13 Sewing Rooms at 615.00 7,995.00 
 
 4 Millinery Rooms at 300.00 1,200.00 
 
 1 Tailoring Room at 615.00 615.00 
 
 1 Shoemaking Room at 300.00 300.00 
 
 SO 
 
2 Pottery Rooms at 300.00 600.00 
 
 4 Printing Rooms at 1,600.00 6,400.00 
 
 3 Carpentry Rooms at 1,000.00 3,000.00 
 
 3 Cabinet Work Rooms at 1,200.00 3,600.00 
 
 3 Painting (Rooms at 300.00 900.00 
 
 3 Sheet Metal Work Rooms at 750.00 2,250.00 
 
 3 Electrical Work Rooms at 750.00 2,250.00 
 
 2 Plumbing Work Rooms at. 750.00 1,500.00 
 
 2 Steam & Gas Fitting Rooms at 750.00 1,500.00 
 
 2 Machine Shop Rooms at 3,500.00 7,000.00 
 
 Total $87,260.00 
 
 Auditoriums, equipment completed. 
 
 Approximately 7,000 ordinary school seats and desks will be re- 
 leased for other schools. 
 
 NOT A QUESTION OF PROVIDING FOR PRESENT CONGESTION 
 
 ONLY. 
 
 The district is increasing so rapidly in population that the con- 
 struction of the annexes should be gotten under way at once. The shop 
 opportunities and other accessory facilities will be enlarged so much 
 by the construction of the annexes, that the successful promotion of 
 the entire plan will be assured. 
 
 Also the purchase of additional land for playground purposes must 
 not be forgotten. 
 
 Only 790 classes can be accommodated until the new buildings 
 under construction, Public Schools 54 and 55, are ready for occupancy 
 September 1st, 1916. There were 779 classes registered December 31, 
 1914. One hundred additional class rooms will be needed for the school 
 year of 1915 and 1916. The 144 class rooms available September 1st, 
 1916, will provide the necessary facilities for 1916 and 1917, and prob- 
 ably 1917 and 1918. 
 
 The building of the annexes is absolutely necessary to provide the 
 accessories for insuring the success of the reorganization. Besides the 
 additional class room space is absolutely necessary to accommodate 
 the children. It provides room for approximately 100 additional 
 classes. At the present rate of growth the annexes proposed and the 
 two buildings under construction will not take care of the increase in 
 school population beyond June, 1918. Additional provision must be 
 made for 1918 and 1919, provided the present rate of increase in 
 population continues during that year. I do not know of any way 
 of estimating growth in population that far in the future. I do know, 
 however, that the assured growth in population in the immediate fu- 
 ture makes the building of the annexes absolutely necessary. 
 
 The expenditure of $750,000.00 for fifteen schools to provide for 
 the necessary playgrounds and other facilities may seem like a large 
 amount to spend for a reorganization. The report shows clearly, how- 
 ever, that whereas there are now only 583 satisfactory class rooms 
 for 779 classes, that the reorganization will provide more than satis- 
 factory accommodations for 1,022 classes. These annexes would not 
 be necessary to provide for present register even though 12,000 chil- 
 dren are now on part time, but the annexes are necessary to provide 
 for the assured tremendous growth in population. 
 
 51 
 
NOT A QUESTION OF CROWDING CHILDREN INTO SCHOOLS, 
 
 BUT A PLAN FOR CREATING A CHILD WORLD 
 
 WITHIN THE CITY. 
 
 It has been stated that to spend money for accessory facilities as 
 I have proposed, was not contemplated when the matter was under con- 
 sideration during the summer of 1914. I wish to call attention to the 
 following from my report of July 30, 1914, page 6: 
 
 "It must be understood, however, that new buildings should be 
 erected in districts where children have too far to go to present 
 schools; where present buildings are not satisfactorily located; and 
 where present buildings are unfit for use. Also many buildings should 
 have larger playgrounds, gymnasiums, and, in my opinion, all buildings 
 should have swimming pools. A few buildings should have audi- 
 toriums added. Most of the old buildings without auditoriums should 
 be vacated or used for vocational schools. A large share of the annual 
 corporate stock issue should be used for these improvements in place 
 of using the entire fund for additional schools." 
 
 I am now pointing out in detail how a large share of the proposed 
 corporate stock issue for new schools should be used for the improve- 
 ment of present plants for a work-study-and-play school organization. 
 
 I have submitted definite plans for the reorganization of 
 schools in some of the most congested sections providing accom- 
 modations for over 4,000 classes including kindergartens. I am 
 proposing to expend $1,500,000.00 for increasing the capacity of these 
 schools from 2,400 satisfactory class rooms to satisfactory accommoda- 
 tions for 3,800 classes, an increase of 1,400. There are 3,200 classes 
 now registered in these schools, which is 800 classes more than satis- 
 factory class rooms, representing approximately 36,000 children with- 
 out satisfactory school accommodations. Three of the districts are 
 growing so rapidly in population that there is an immediate assured 
 necessity for the 600 classes, representing 27,000 children, provided for 
 by the work-study-and-play school reorganization in addition to the 
 present register. 
 
 By the work-study-and-play school reorganization a six hour 
 school day is provided for all children in place of five, without 
 increasing the time of teachers. In addition to satisfactory ac- 
 commodations for 1,400 classes the $1,500,000.00 will secure the 
 following special accessory facilities: 
 
 120 Music teachers and studios. 
 
 120 Drawing teachers and studios. 
 
 240 Science teachers and laboratories. 
 60 Manual Training teachers and laboratories, completed. 
 
 360 Prevocational shop teachers and shops for boys and girls. 
 
 200 Special teachers of physical training and play. 
 15 Swimming Teachers and pools. 
 60 Auditoriums, equipment completed. 
 
 $500,000.00 expended for additional outdoor playgrounds. 
 
 300 Unfit class rooms are abandoned. 
 
 52 
 
A reduction of $60,000.00 in annual expenditures is made possible. 
 Also a large part of the $1,500,000 can be secured from the sale of 
 abandoned school properties. 
 
 The Board of Education is now asking for approximately $3,000,- 
 000.00 for the relief of these particular schools which sum provides 
 for only 240 additional satisfactory regular class rooms. This will 
 give school accommodations to only 11,000 children of the 36,000 now 
 without accommodations in these schools and makes no provision for 
 assured future growth of 27,000 in registration. Besides all unsatisfac- 
 tory school plants and class rooms must be continued in use, and the 
 annual operating cost will be increased at least $40,000, not counting 
 interest on corporate stock. 
 
 Also this proposed double expenditure will not provide a six hour 
 school day in place of five, for all children, nor will it provide play 
 space, swimming pools, gymnasiums, auditoriums, shops, studios, 
 libraries and laboratories. The proposed environment for keeping chil- 
 dren wholesomely busy at work, study and play is unattainable by the 
 exclusive study school plan. 
 
 It is not a question of devising a complicated school program for 
 the purpose of doubling up the number of children in a school build- 
 ing. I desire to substitute a work-study-and-play school for the tradi- 
 tional exclusive study school, and thus create a child world within the 
 city where children may be kept busy at wholesome work, study 
 and play for all of the time that they should be so occupied. A pro- 
 gram is necessary for distributing the children in the work-study- 
 and-play facilities, but the program exists only to make possible the 
 most advantageous use of the accessory facilities in the real com- 
 munity thus created for children. 
 
 PART TIME PROGRAM APPLIED TO WORK-STUDY-AND-PLAY 
 
 SCHOOL. 
 
 I am often asked whether a part time program can be applied to 
 a work-study-and-play school. It has been suggested that when the 
 fifteen schools included in the Bronx reorganization have the registra- 
 tion provided for in the work-study-and-play school reorganization, that 
 they will have reached the saturation point and no additional children 
 can be accommodated under any condition. 
 
 On the contrary a forty-four regular class school which has been 
 reorganized for a sixty-four class school at work, study and play can 
 be made to accommodate 90 classes of children grouped as three 
 schools X, Y and Z of thirty classes each. Under such a program the 
 school is in session eight hours from 8:00 to 4:00, or 8:30 to 4:30. 
 
 Sixty classes in the intermediate and grammar grades have a 320 
 minute daily program in the school consisting of 160 minutes regular 
 class room work for arithmetic, language, reading, writing and spell- 
 ing; eighty minutes for laboratory and shop work including history 
 and geography; forty minutes play and physical training; and forty 
 minutes auditorium work. In addition to the 320 minutes regular as- 
 
 53 
 
signment there is provided 80 minutes daily for religious instruc- 
 tion, library work, gardening, excursions, music and club work, and 
 supplementary play. But there are twenty classes of intermediate and 
 grammar grade children in these accessory facilities at one time. 
 Those who cannot be accommodated in the accessory facilities will 
 remain in their respective homes during this extra eighty minute 
 period. 
 
 The thirty classes of primary children have 160 minutes regular 
 class room work, forty minutes auditorium and eighty minutes play 
 and physical training. Only 280 minutes are required of these classes 
 in regular assignment, but each class has 120 minutes daily for acces- 
 sory facilities as far as these facilities can accommodate them. 
 
 Following is a schedule of classes for an X, Y and Z School: 
 
 WORK-STUDY- AND-PLAY SCHOOL PART TIME PROGRAM No. 1 
 
 30 classes in 
 music, clubs, 
 gardens, ex- 
 cursions, li- 
 ft r a r y t 
 church and 
 home. 
 
 Hours 
 
 30 classes 
 
 in 
 30 class rooms 
 
 10 classes 
 in Aud. 
 
 10 classes 
 at Play 
 
 10 classes 
 at Labs. 
 
 8 :00- 8:40 
 8:40- 9 :20 
 
 9 :20-10:00 
 10 :00-10:40 
 10:40-11:20 
 11:20-12 :00 
 12:00-12:40 
 12 :40- 1 :20 
 
 1:20- 2 :00 
 2:00- 2:40 
 2:40- 3:20 
 3:20- 4:00 
 No. Teachers 
 
 X Arith. 
 X Lang. 
 Y Arith. 
 Y Lang. 
 Z Arith. 
 Z Lang. 
 X Read. 
 X Read. 
 Y Read. 
 Y Read. 
 Z Read. 
 Z Read. 
 30 
 
 Y 
 
 div. 
 
 3* 
 
 Y 
 
 div. 
 
 2 
 
 Y 
 
 div. 
 
 2 
 
 Y 
 
 div. 
 
 3 
 
 Z 
 
 div. 
 
 3 
 
 Z 
 
 div. 
 
 2 
 
 Z 
 
 div. 
 
 2 
 
 Z 
 
 div. 
 
 3 
 
 Y 
 
 div. 
 
 3 
 
 Y 
 
 div. 
 
 1 
 
 Y 
 
 div. 
 
 1 
 
 Y 
 
 div. 
 
 3 
 
 z 
 
 div. 
 
 1 
 
 Z 
 
 div. 
 
 3 
 
 Z 
 
 div. 
 
 3* 
 
 Z 
 
 div. 
 
 1 
 
 X 
 
 div. 
 
 3 
 
 X 
 
 div. 
 
 2 
 
 X 
 
 div. 
 
 2 
 
 X 
 
 div. 
 
 3 
 
 X 
 
 div. 
 
 1 
 
 X 
 
 div. 
 
 3 
 
 X 
 
 div. 
 
 3* 
 
 X 
 
 div. 
 
 1 
 
 
 4 
 
 
 
 4 
 
 
 Y div. 1 
 
 Z 
 
 Y div. 1 
 
 Z 
 
 Z div. 1 
 
 X 
 
 Z div. 1 
 
 X 
 
 Y div. 2 
 
 X 
 
 Y div. 2 
 
 X Luncheon 
 
 Z div. 2 
 
 X Luncheon 
 
 Z div. 2 
 
 Y Luncheon 
 
 X div. 1 
 
 Z Luncheon 
 
 X div. 1 
 
 Z 
 
 X div. 2 
 
 Y 
 
 X div. 2 
 
 Y 
 
 14 
 
 2 music. 2 
 club, leaders, 
 1 excursion, 
 1 gardener, 
 
 
 and I li- 
 
 
 brarian. 
 
 NOTE The * means that work may be omitted. 
 
 The following forty-minute teaching units are required: 
 
 Class rooms 
 
 Auditorium 
 
 Play 
 
 Laboratories 
 
 Accessory Activities 
 
 .360 
 . 40 
 . 48 
 .168 
 . 56 
 
 Total. . 
 
 .672 
 
 Each teacher is responsible for eight forty minute teaching units, 
 so that 84 teachers are required for 90 classes of children. Including 
 special teachers of manual training and cooking and also drawing, 
 music and physical training supervisors, at least 95 teachers are regu- 
 larly employed for ninety classes of children. The above program saves 
 eleven teachers and thus uses only 88% per cent of the regular ex- 
 
 54 
 
penditures for teachers' salaries under your present school program. 
 Since with the play yards in charge of special teachers, five minutes 
 is sufficient for the assembling of children, each teacher has 330 
 minutes for class room work and assembling of pupils as at present. 
 
 The above part time program is of the type now in use in Public 
 School 45, The Bronx. It provides eighty minute periods for special 
 work for intermediate and grammar grades. Forty minute play and 
 physical training periods are provided daily for all children in addi- 
 tion to the after school athletic center. 
 
 Following is a part time program of the type used in Public 
 School 89, Brooklyn. It provides one hundred minute periods for the 
 special work of the grammar grades, and only sixty minute periods 
 for the special work of the intermediate grades. Grammar grades 
 have only the after school athletic center for play and physical train- 
 ing. Intermediate grades have one fifty minute period daily for play 
 and physical training. The primary grades have one fifty minute 
 period and one sixty minute period daily for play. 
 
 WORK-STUDY-AND-PLAY SCHOOL PART TIME PROGRAM No. 2 
 
 30-Classes In 
 Library, 
 Church, 
 
 30 Classes 10 Classes 10 Classes 10 Classes Excur- 
 School in 30 in Audi- in Gym. and in 10 Spe- sions, Clubs, 
 
 Hours Class Rooms torium Playground cial Rooms 4 Shops 
 
 8:00- 8:50 X Y2 T3 Tl Z 
 
 8:50- 9:40 X Y3 Y2 Yl Z 
 
 9:40-10:30 Y Z2 Z3 Zl X 
 
 10:30-11:20 Y Z3 Z2 Zl X 
 
 11:20-12:20 Z Yl Y3 Y2 X Luncheon 
 
 12:20- 1:20 X Zl Z3 Z? Y Luncheon 
 
 1:20- 2:20 Y XI X3 X2 Z Luncheon 
 
 2:20- 3:10 Z X3 X2 XI Y 
 
 3:10- 4:00 Z X2 X3 XI Y 
 
 4:00- 5:00 XYZ1 
 
 Total Teachers 51 6 18 10 
 
 Only 85 teachers are employed for the 90 classes. 
 
 A forty-four room school might be used to accommodate three 
 schools of twenty-seven classes each, a total of eighty-one classes with 
 the following division of facilities: 
 
 In twenty-seven class rooms each pupil is given daily 160 minutes 
 regular class work in arithmetic, reading, writing, spelling and lan- 
 guage. In nine class rooms each pupil in the grammar grades is 
 given one hundred minutes and in the intermediate grades eixty 
 minutes daily for history, geography, music and drawing. Bight 
 class rooms for shops and science laboratories accommodate 700 stu- 
 dents for one hundred minutes daily. 
 
 With public library facilities, opportunity for excursions, club 
 work and religious instruction, the majority of the children could be 
 given a 420 minute school day consisting of the following activities: 
 
 55 
 
Number of Minutes Provided 
 
 Subjects Inter . 
 
 Grammar mediate Primary 
 
 Grades Grades Grades 
 Arithmetic, Reading, Spelling, Writing and 
 
 Language ; 160 160 160 
 
 History, Geography, Music and Drawing... 100 60 
 
 Auditorium 60 50 50 
 
 Shop Work (700 students) 100 
 
 Library, Excursions, Church 100 100 
 
 Play and Physical Training 50 110 
 
 After School Athletic Center 60 
 
 Total Time 480 420 420 
 
 The program for the distribution of time and activities is so 
 elastic that it may be adapted to meet the needs of any school and 
 almost any child. 
 
 With the X, Y and Z school the children can be given a longer 
 school day and greater facilities than your regular five hour full time 
 school provides. Also it may be operated with only 88^ per cent of 
 the regular expenditures for teachers' salaries. The fifteen schools in- 
 cluded in the Bronx reorganization have accommodations for 30,000 
 children with the traditional five hour full time school and 46,000 with 
 the work-study-and-play school organization with an expenditure of 
 $750,000.00 for accessory facilities. Should these schools become 
 crowded as work-study-and-play schools the children can be given an 
 X, Y and Z school program which provides much greater facilities 
 than the regular five hour full time school and the capacity can be in- 
 creased 40 per cent, or from 46,000 to 64,000. 
 
 But I recommend the X, Y, Z School only as a temporary expedi- 
 ent. We can afford better schools for our children than such a plan 
 provides, even though it is better than the traditional full time five 
 hour school. It is not a question of providing an equivalent for the 
 five hour full time school, but a question of providing an environment 
 where children may be kept busy at wholesome work, study and play 
 for all of the time that they should be so occupied. 
 
 WILLIAM WIRT. 
 
 56 
 
APPENDIX 
 
 Table from the Official Statement of the Board of Estimate and 
 Apportionment of New York City, May 9, 1916, showing the details of 
 the proposed reorganization of the city schools on the duplicate-school plan. 
 
Summary Statement Showing Existing Conditions, Increase in School Capacity Provided by 
 School Plans. Also Amount of Part Time and Double Sessions Eliminated and Additional 
 
 
 
 Existing No. of 
 
 Ij 
 
 0^ 
 
 oS 
 
 "I 
 
 
 
 Rooms. 
 
 
 I^Q 
 
 Su 
 
 
 
 
 |J 
 
 | 
 
 s| 
 
 g ||. 
 
 Go 
 
 o ** 
 
 
 
 g'JJ ^ 
 
 a 
 
 ^ 
 
 &1S3 
 
 t 
 
 |w | 
 
 District No. 
 
 Public School Nos. 
 
 > ""D 
 
 sl 
 
 s2 
 
 11 - 
 
 % i_ 
 
 |H 
 
 
 
 fill 
 
 1 
 
 caw 
 
 , 
 o 
 
 _rt o 
 
 Sr 
 
 51 
 
 |wg 
 
 llll 
 
 ill 
 
 it! 
 
 
 
 |^ 
 
 3 
 
 1 
 
 1^ 
 
 i a " 
 
 l as 
 
 I. Past and Proposed Appropriations for 
 
 17 and 16... 
 
 Manhattan 
 72, 83, 101, 121, 168, 171, 
 109 
 
 375 
 
 24 
 
 440 
 
 492 
 
 52 
 
 117 
 
 25 and 26... 
 
 The Bronx 
 2, 4, 5, 6, 28, 32, 40, 42, 44, 
 45 50 53 
 
 490 
 
 49 
 
 825 
 
 854 
 
 29 
 
 364 
 
 25 and 26 . 
 
 New 54 and 55 
 
 92 
 
 
 
 144 
 
 144 
 
 52 
 
 23 
 
 30 and 43 
 
 109 
 
 
 135 
 
 156 
 
 21 
 
 47 
 
 31 and 34. . . 
 
 39 and 40. . . 
 38.. 
 
 Brooklyn 
 16, 19, 33, 122, 50, 143 
 (drop High School), 22, 
 23, 31, 51 (use as High 
 School Annex), 110, 132, 
 abandon 37, 166, 20, 59, 
 19 Annex 
 66, 109, 125, 150, 156, 165, 
 175,64,72,149,173,174 
 89 
 
 513 
 
 603 
 26 
 
 73 
 
 7 
 
 632 
 
 754 
 41 
 
 680 
 
 914 
 
 48 
 
 48 
 
 160 
 
 7 
 
 167 
 
 311 
 
 22 
 
 28 
 42 
 
 6 and 142 to relieve 78, 32, 
 46, 27 and 30 
 Queens 
 6 
 
 206 
 
 35 
 
 8 
 
 236 
 
 44 
 
 296 
 
 54 
 
 60 
 10 
 
 90 
 19 
 
 
 Total 
 
 2,449 
 
 161 
 
 3,107 
 
 3,638 
 
 531 
 
 1,189 
 
 
 
 
 
 
 
 
 
 
 Cost per capita 
 
 
 
 
 
 
 
 II. Provision of New Buildings 
 
 25 
 
 The Bronx- 
 New, 179th St. and Third 
 
 
 
 
 
 
 
 
 Ave. 
 
 
 
 
 72 
 
 72 
 
 72 
 
 39 and 40... 
 
 Brooklyn 
 New, Dumont, Sheffield 
 and Pennsylvania Aves 
 
 
 
 
 72 
 
 72 
 
 72 
 
 38 
 
 New, Snyder Ave. and E. 
 
 
 
 
 
 
 
 
 33rd St 
 
 
 
 
 72 
 
 72 
 
 72 
 
 
 Total 
 
 
 
 
 216 
 
 216 
 
 216 
 
 
 Cost per capita 
 
 
 
 
 
 
 
 III. Provision for Replacement 
 
 31 
 
 Brooklyn 
 New 20, to replace 17, 17a 
 
 
 
 
 
 
 
 
 and 38 
 
 
 51 
 
 64 
 
 72 
 
 8 
 
 ' 72 
 
 28 
 
 New 29, to replace 29, 13 
 
 
 
 
 
 
 
 
 and 58 
 
 
 63 
 
 73 
 
 72 
 
 1 
 
 72 
 
 
 Total 
 
 .... 
 
 114 
 
 137 
 
 144 
 
 7 
 
 144 
 
 
 Cost per capita 
 
 
 
 
 
 
 
 
 Grand Total, Entire Dupli- 
 cate School Proposition. 
 
 2,449 
 
 275 
 
 3,244 
 
 3,998 
 
 754 
 
 1,549 
 
 
 Cost per capita 
 
 
 
 
 
 
 
 aP. S. 45, estimated. ftCost is estimated on the basis of $10,000 per classroom,except 
 started, in which $12,500 is used as the cost per classroom. c!6 Annex. ^Decrease. eP.S. 
 
eorganization, Together with Comparative Costs Thereof Under Ddplicatc' and Traditional 
 Capacity Available for Reduction of Over-Size Classes, for Growth iixi for Higit Schoo! Purposes 
 
 II 
 
 & 
 
 No of Pupils on 
 Part Time. 
 
 13 
 
 O O 
 
 35 
 
 No. of Pupils on 
 Double Session. 
 
 ifs 
 
 .S < 
 
 N 
 * >/ 
 
 S?o 
 
 & 
 
 >tfl 
 
 5liM 
 
 iti 
 uir 
 ize 
 
 8 
 
 Jo 
 o 
 
 Elimination of Part-Time and Double Sessions. 
 
 $395,766 00 
 
 1,090,356 00 
 1,088,418 71 
 73,530 00 
 
 / c!12,300 00 
 213,190 00 
 389,015 00 
 50,000 00 
 
 129,160 00 
 53,595 00 
 
 $1,117,000 00 
 
 3,640,000 00 
 61,738,418 71 
 470,000 00 
 
 c!12,300 00 
 1,510,000 00 
 3,110,000 00 
 220,000 00 
 
 900,000 00 
 190,000 00 
 
 
 
 2,693 
 3,091 
 
 a5,377 
 
 20,195 
 36,024 
 
 45.9 
 43.7 
 
 62 
 
 54 
 
 <Z25 
 144 
 17 
 
 20 
 
 68 
 8 
 
 40 
 
 9 
 
 281 
 
 10,422 
 
 a6,687 
 
 } 1,927 
 6,469 
 
 
 2,275 
 
 4,288 
 7,179 
 
 el',335 
 
 5,681 
 
 27,062 
 
 34,692 
 1,639 
 
 10,510 
 
 1,856 
 137,659 
 
 42.1 
 
 42.8 
 
 46.0 
 40.0 
 
 44.5 
 42.2 
 
 4 
 
 28 
 
 92 
 dl 
 
 20 
 +1 
 
 474 
 503 
 
 
 
 1,438 
 
 273 
 21,237 
 
 $3,595,330 71 
 
 $13,007,718 71 
 
 19,795 
 
 6,687 
 
 6,712 
 
 44.3 
 
 250 
 
 26,482 
 
 27,949 
 
 $73 39 
 
 $265 54 
 
 
 
 
 
 
 
 
 
 for Future Growth. 
 
 $668,474 00 
 
 $900,000 00 
 
 
 
 
 
 
 
 
 72 
 
 627,926 50 
 
 900,000 00 
 
 
 
 
 
 
 
 
 72 
 
 615,474 00 
 
 900,000 00 
 
 
 
 
 
 
 
 
 72 
 
 $1,911,874 50 
 
 /$2,700,000 00 
 
 
 
 
 
 
 
 
 216 
 
 $215 88 
 
 $304 88 
 
 
 
 
 
 
 
 
 
 of Old Buildings. 
 
 $783,474 00 
 703,474 00 
 
 $900,000 00 
 900,000 00 
 
 308 
 158 
 
 
 
 962 
 636 
 
 .... 
 
 2,538 
 3,253 
 
 39.7 
 
 45.1 
 
 d2 
 +6 
 
 10 
 
 dl 
 
 $1,486,948 00 
 
 /$ 1,800,000 00 
 
 466 
 
 
 1,598 
 
 
 5,791 
 
 .... 
 
 4 
 
 3 
 
 $251 85 
 
 $304 88 
 
 
 
 
 
 
 
 
 
 $6,994,153 21 
 
 $17,507,718 71 
 
 20,261 
 
 6,687 
 
 22,835 
 
 6,712 
 
 143,450 
 
 44.2 
 
 254 
 
 500 
 
 26,948 
 
 29,547 
 
 $118 22 
 
 $295 93 
 
 
 
 .... |.... 
 
 
 
 
 
 for additional capacity in New 54 and 55, under construction before reorganization was 
 89, estimated. /Cost per classroom is estimated at $12,500. 
 
PUBLIC EDUCATION ASSOCIATION OF THE _ 
 CITY OF NEW YORK 
 
 The Public Education Association was founded in 1895 to 
 study the problems of public education, investigate the condition 
 of the common and corporate schools, stimulate public interest 
 in the schools and propose from time to time such changes in 
 organization, management or educational methods as might seem 
 necessary or desirable. Its efforts are confined to the welfare of 
 the New York City public schools, but it seeks to shape these 
 efforts in accord with the best educational theory and experience 
 of the country. 
 
 OFFICERS 
 
 CHARLES P. HOWLAND, President 
 
 JOSEPH R. SWAN, Vice- President 
 
 MRS. SCHUYLER VAN RENSSELAER, Honorary Vice- President 
 
 W. K. BRICE, Treasurer 
 HOWARD W. NUDD, Director 
 
 EXECUTIVE COMMITTEE 
 
 MRS. MIRIAM SUTRO PRICE, Chairman 
 LEONARD P. AYRES Miss C. R. LOWELL 
 
 W. K. BRICE J. K. PAULDING 
 
 CLYDE FURST GEORGE D. STRAYER 
 
 MRS. E. C. HENDERSON MRS. JOSEPH R. SWAN 
 
 CHARLES P. HOWLAND Miss E. S. WILLIAMS 
 
 TRUSTEES 
 
 CHESTER ALDRICH MRS. GEORGE MCANENY 
 
 FREDERICK W. ALLEN FRANK M. MCMURRY 
 
 W. K. BRICE OGDEN L. MILLS 
 
 CHARLES C. BURLINGHAM MRS. MIRIAM SUTRO PRICE 
 
 JOSEPH P. COTTON MRS. F. Louis SLADE 
 
 MRS. ARTHUR M. DODGE WILLARD D. STRAIGHT 
 
 MRS. LEARNED HAND PERCY S. STRAUS 
 
 MRS. E. C. HENDERSON CHARLES H. STRONG 
 
 CHARLES P. HOWLAND JOSEPH R. SWAN 
 
 Miss C. R. LOWELL MRS. CHARLES L. TIFFANY 
 Miss HELEN WISE 
 
 The work of the Association is carried out through a trained 
 staff and a number of standing and special committees. The 
 results of this work are presented to the members and to the 
 public through reports, bulletins, leaflets, public conferences and 
 discussion in the daily press. 
 
 Every citizen should be informed about the conditions 
 and progress of the public schools and take an intelligent 
 and effective part in furthering their welfare. 
 
 If you are not a member of the Association you are 
 invited to join. 
 
PUBLICATIONS OF THE PUBLIC EDUCATION 
 ASSOCIATION 
 
 In addition to the general reports of the work from year to 
 year, the Association has published the following bulletins and 
 special reports: 
 
 BULLETINS : 
 
 No. i. Organization and Program. 
 
 *No. 2. The Permanent Census Board Howard W> Nudd. 
 No. 3. Conferences. 
 
 No. 4, Enlarged Work of the Association. 
 No. 5. The Report of Professor Moore. 
 No. 6. Is the Moore Report " Fa! se " ? 
 
 *No. 7. The Current Activities of tne Public Education Association. 
 *No. b. Work for the Mentally Defective Children in New York City. 
 
 No. 9. Shall the Schools Serve Luncheons? 
 
 *No. 10. Vocational Guidance Survey Alice Barrows Fernandez. 
 No. u. An Old Story with a New Name. Chapter I. i 
 No. 12. An Old Story with a New Name. Chapter II. I 
 No. 13. An Old Story with a New Name. Chapter III. j BUI* 
 No. 14. An Old Story with a New Name. Chapter IV. J 
 No. 15. Report of the Visiting Teachers Mary Flexner. 
 *No. it. The Compulsory Attendance Service of New York City Dr. 
 
 Jesse D. Burks.! 
 
 tNo. 17. Elementary school Problems- Dr. Frank M. McMurry4 
 tNo. 1 8. The New York School System of General Supervision and Board 
 
 of Examiners Dr. Edward C. Elliott.J 
 
 tNo. 19. Commercial Education Dr. Frank V. Thompson.}: 
 tNo. 20. The Course of Study in the High Schools of New York City 
 
 Dr. Calvin O. Davis, i 
 No. 21. A Study of the Feeble-Minded in a West Side School in New 
 
 York CityElizabeth A. Irwin. 
 No. 22. The Board of Education and the Professional Staff Dr. Charles 
 
 W. Eliot. 
 
 No. 23. The Schools of Gary Harriet M. Johnson. 
 No 24. A Small Board of Education for New York City Howard W. 
 
 Nudd. 
 No. 25. An Unpaid Board of Nine for the New York City Schools 
 
 Howard W. Nudd. 
 
 No. 26. What the Gary Plan Means for the New York City Schools- 
 Howard W. Nudd. 
 
 No. 27. Home Rule in Education for New York City. 
 No. 28. A Gary School's Success in New York City a report by As- 
 sociate Superintendent William McAndrew. 
 
 No. 29. "Evaluating" the Gary Schools in New York City A Critical 
 Analysis of the Report of Dr. Burdette R. Buckingham by How- 
 ard^', Nudd. 
 
 REPORTS : 
 
 *Report on the Feeble-Minded in New York Dr. Anne Moore. 
 *Brief on the Education Chapter of the Proposed Charter. 
 
 A Primer of Public School Progress. 
 
 Colored School Children in New York Frances Blascoer. 
 ^Truancy Elizabeth A. Irwin. 
 
 A Description of the Bureau of Compulsory Education of the City of 
 
 Philadelphia Howard W. Nudd. 
 
 tOfficial Wirt Reports to the Board of Education of New York City. 
 JThe Visiting Teacher in New York City Harriet M. Johnson. 
 
 *Out of print. |i5C. per copy 250. per copy. tAbstracts of New York School Inquiry Reports 
 
14 DAY USE 
 
 RETURN TO DESK FROM WHICH BORROW] 
 
 LOAN DEPT. 
 
 This book is due on the last date stamped below, or 
 
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 Renewed books are subject to immediate recall. 
 
 LD 21A-45m-9,'67 
 (H5067slO)476B 
 
 General Library 
 
 University of California 
 
 Berkeley 
 
 AUG231918 
 SEP 121918 
 
 DEC 21' 
 
 DEG 11 
 
 1