U ILLINOI S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Brittle Books Project, 2013. COPYRIGHT NOTIFICATION In Public Domain. Published prior to 1923. This digital copy was made from the printed version held by the University of Illinois at Urbana-Champaign. It was made in compliance with copyright law. Prepared for the Brittle Books Project, Main Library, University of Illinois at Urbana-Champaign by Northern Micrographics Brookhaven Bindery La Crosse, Wisconsin 2013 (o 54 THIRD ANNUAL REPORT --OF THE- JEWISH TRAINING SCHOOL OF CHICAGO -FOR- CHICAGO: S. ETTLINGER PRINTER, 173 MONROE STREET. 1892. OFFICERS AND DIRECTORS -OF THE- JEWISH TRAINING. SCHOOL OF CHICAGO -FOR- PRESIDENT, HENRY L. FRANK. VICE-PRESIDENT, MRS. JOS. SPIEGEL. TREASURER, LEO FOX. RECORDING SECRETARY, RABBI JOSEPH STOLZ. FINANCIAL SECRETARY, HERMAN HEFTER. DIRECTORS I HENRY GREENEBAUM. DR. E. G. HIRSCH. H. A. KOHN. CHAS. H. SCHWAB. MRS. M. LOEB. 31 MRS. B. LOEWENTHAL. " E. MANDEL. " LEVY MAYER. " M. ROSENBAUM. C. WITKOWSKY. , , STANDING COMMITTEES. 1891-92. SCHOOL. DR. E. G. HIRSCH, Chairman. RABBI JOSEPH STOLZ. MR. LEVI A. ELIEL. MRS. J. WEDELES. " J. SPIEGEL. " B. LOEWENTHAL. MRS. LEVY MAYER. " C. WITKOWSKY. " M. LOEB. " E. MANDEL. " M. ROSENBAUM. " L. SCHRAM. BUILDING. HENRY L. FRANK, Chairman. H. A. KOHN. LEO FOX. FINANCE. HENRY GREENEBAUM, Chairman. CHAS. H. SCHWAB. MRs. WITKOWSKY. PURCHASING. MRS. E. MANDEL, Chairman. HERMAN HEFTER. MRS. M. ROSENBAUM. OFFICERS, OF INSTRUCTION AND GOVERNMENT. GABRIEL BAMBERGER, Superintendent. A,-KINDERGARTEN. MISS LAURA EBEL, Directress. MISS CELIA NEWBERGER. MISS PAULINE THIELE. MISS C. E. BELKNAP. Kindergartners. MISS ALLIE FELLOWS. MISS HENRIETTA STIFFT. MISS REBECCA ARONER. Assistant Kindergartners. MISS FLORENCE ASHER. B,-PRIMARY DEPARTMENT. MRS. J. A. ROLLINS, Class 8 and Music. MRS. ANNA TORRANCE, Class 7. MRS. LENA MARTIN, Class 6. MISS HARRIET SHEETS, Class 5. Class C.-GRAMMAR DEPARTMENT. Teachers MISS REBECCA COLLIER, Class 4. MR. T. C. SMITH, Class 3. MR. HUGO GRUETZNER, Class 2. MISS EMILY BLOCH, Class I. SPECIAL TEACHERS. MISS ELIZABETH DYE, Modeling and Designing. MISS FANNIE CROOKS, Free-Hand Drawing. MR. EDWIN D. HOYT, Workshop and Laboratory. MR. T. C. SMITH, Mathematics, History and Geography. MISS ANNA MURRAY, Sloyd. MR. BENNIE PLATCHINSKY, Assistant. MRS. ADELL STRAWBRIDGE, Needlework, Dressmaking and Singing. MISS LOUISE HELLER, Assistant. DR. S. KNOPFNAGEL, MR. GLASER, MISS STIFFT, Teachers of Ungraded Classes. DR. KNOPFNAGEL, School Physician and Teacher of Natural Sciences. MR. HUGO GRUETZNER, German and Gymnastics. MISS ERNESTINE HELLER, Secretary. MR. JAMES FYFE, Engineer. MR. TOBIAS GASSMAN, Janitor. FOURTH ANNUAL REPORT ---OF THE- Executive Board of the Jewish Training School -OF- CIIIC AGO, ILL. To the President and Members of the Jewish Training School:. The Jewish Training School was the child of necessity. It was founded, not because the public-schools were objectionable, but because, established for all classes, these could not adequately supply the particular wants that exist among the children of our Russian co-religion- ists, who have special needs because they and their an- cestors have long been the victims of a special legislation that hampered their physical, moral and intellectual, as well as their manual development. Reared in untidy quarters, they must be thoroughly imbued with the lesson of cleanliness. Bred in crowded tenement houses, they must with special emphasis be taught to practice the laws of hygiene; and so frequently stunted in their bodily development, they are uncommonly in need of physical culture. Burdened with the moral weaknesses that re- sult from persecution, for them special stress must be laid upon certain ethical precepts. And victims of a tryranny that for ages denied their ancestors the right of earning a livelihood by the pursuit of mechanical trades, more than the ordinary means are necessary to divert to manual work the inherited tendency of the children to follow mer- cantile pursuits. Special teachers, special methods, special efforts are consequently needed for the proper education of these children, and to supply these wants, the Jewish Training School was called into existence, not as a parochial school and not in opposition to the public school, but in obedience to our duty to give to these unr'fortunate children of unfortunate parents, the best thing we can give them: an education that is adapted to their special needs and is in accordance with th bjest scientific prin- ciples, as well as the latest improved pedagogical methods. This education is to aim at something more than a mere cramming of facts, words and rules into the head. It is to do more than cultivate the memory and stock the mind. It is to unfold harmoniously all the faculties with which the child is endowed, not so much to impart know- ledge and skill, as to enable the child to acquire these himself and continually progress in their acquisition by learning how to conjure from his brain, his heart and his hand all the latent powers which God has put into them. It is with this object in view, that, in addition to the usual school studies, instruction is given in music, gymnastics, kindergartening, modeling, free-hand drawing, designing, sewing, sloyd-work, wood-work and machine-work. These various branches are designed to unfold every faculty of the mind and body, and when they are taught with a care- ful and systematic adaptation to the age, ability and strength of the child, the result must be a harmony of development that will prove "a joy forever," because the creative as well as the recreative faculties will be awakened and strengthened, and not only the ability to work, but also the desire to work and the love of manual labor will be aroused. After a child has taken this course of study, which covers a period of eleven years, his training has fitted him to choose a vocation, not at random, but the one for which Nature has best adapted him. If it be a profession, his education will stand him in good stead. If it be a trade, he is doubly equipped for it: he knows the one in which he can achieve the most satisfactory results, and he possesses the mental and manual training that will enable him to master all its details in the briefest time. Our constitution provides for the maintenance of both a Training and a Trade School. At present, however, our means enable us to sustain only the one, the fundamental one, the Jewish Training School; and it is with pardonable pride that the Board of Directors report to you that during the past year most satisfactory progress has been made towards realizing the object for which it has been established. In his annual report, the Superintendent will submit to you all the details. It suffices us to report in general, that about 800 pupils were enrolled this scholastic year, with an average attendance of about 700. The children of all the grades appear clean and neat. The discipline in all the depart- ments is surprisingly good. Because of many confer- ences, the teachers have now a clearer and fuller com- prehension of this "New Education," than they had two years ago, and as a result, a decided improvement is per- ceptible in every class and in every pupil. The work done in the carpenter and machine shops, eloquently refutes the charge that the Jew is, by nature, unfit for mechanical work. A prominent artist of New York, upon a careful study of our methods, bestowed great praise upon the art department; and our sewing depart- ment wins admiration from every quarter. Our two Un- graded Classes fitted for higher grades over I50 of the children of Russian Refugees that came to this country within the past year. And our School-Physician, who is also the teacher of physiology, natural history, and of an ungraded class, has by careful watching, rendered valuable assistance in preventing the spread of con- tagious diseases among the children. He examines every child that is admitted into the school, and keeps a medical record of his physical condition. The many corporeal defects he detects, demonstrate the usefulness of our gymnastic exercises and the absolute necessity exist- ing for the speedy establishment of a gymnasium and a shower-bath to help along these children that are born weak, and are generally fed poorly, clad poorly and domiciled in damp houses reeking with poisonous germs. A new feature of the past year is the establishment of a school library and cabinet, through the beneficence of IO some friends of the institution. Though still of small proportions, we have here, the foundations of a good library and an excellent mineralogical collection. Of course, our ideals are as yet by no means fully realized; but much more has been accomplished during the past two years than even the most sanguine friend of the institution dared dream of. This success is due primarily to the unbounded zeal and untiring efforts of our Superin- tendent, Prof. Bamberger. He is thoroughly conversant with the theoretical principles of pedagogics, and is a master in applying them. He is a practical idealist. Prominent educators in various parts of the land have ex- pressed their admiration of his methods; his text-book on manual training for the primary grades, published during the past year, is receiving deserved recognition; and his rare devotion to his work, his self-denial, and his affability have gained for him the love of his pupils and teachers and the confidence of the community. Much credit is also due to the 25 teachers and assistants who labored with exemplary zeal and earnestness to carry out the curriculum. They were imbued with the spirit of their master, and their praise is the excellent discipline and the creditable progress of their pupils. It would be odious to single out any of the teachers for special praise, yet we cannot refrain from giving public expression to our deepfelt regret that Miss Laura Bamberger, whose skillful hand and gifted soul were such an acquisition to our school, so soon left us to "join the choir invisible of the immortal dead who live again; in minds made better by their presence." The success of our school has attracted many prom- inent visitors from all parts of the country, and it is gratifying to know that our methods are also receiving recognition outside of Chicago. Our plan of instruction has been adopted in Milwaukee and New Orleans. Mr. Simon Wolf, of Washington, will annually give two medals to the two best pupils. We have received gifts from a number of non-resident visitors, and the Trustees of the Baron de Hirsch Fund at New York, give us a don- ation of $2,000, for the year 1892, in recognition of II our good work in behalf of the children of recent Russian immigrants. Within the city of Chicago, our school has also won many new friends, which has resulted in the decidedly im- proved condition of our finances. It is certainly gratifying to think that our institution was able to attract during the past fiscal year the large sum of $21,152.83. Ours does not appeal to the sym- pathetic feelings of the public as many other charitable institutions do, and yet purely on its own merits, was our membership roll augmented by the names of 187 new members whose annual contributions aggregate $2,773.50. We received $8,814-.50 from membership dues. $2,000 was added to the Sinking Fund in memory of the much- lamented Joseph B. Loewenthal, and $8,808.75 was put to the General Fund by donations received from generous benefactors. Again do we express to all the donors our appreciation and gratitude for their good-will and the practical assist- ance they have rendered our institution. But it behooves us to make special mention of the Young Men's Hebrew Charity Association, to whom we are already beholden for $16,500; to the Phoenix Club which has remembered us with $1,400; the Myrtle Council R. A.,the West Side Ladies' Sewing Society, the Young Ladies' Aid Society, the Sinai Confirmation class of '91, the Hebrew Ladies' Society of La Porte, Ind., various children's societies that have given us $133.85, and last but not least, the Trustees of the Baron de Hirsch Fund whose semi-annual gift of $i,ooo is a cheering acknowledgment of our work. But though our receipts were large, our expenditures were also large, amounting to $19,364.50, viz: $15,033.25 for salaries, $1,241.04 for buildings and grounds, and $3,090.21 for sundries. Returning $I,500 to the over- drawn Sinking Fund, there remains in the treasury to-day $3,130.20-just about enough to carry us over until the re-opening of school after vacation. We may congratulate ourselves upon our achievements of the past year, but we must not rest on our laurels. Our fixed income for the coming year from all sources will 12 barely reach $12,000, and our budget calls for $20,000. This leaves a deficit of $8,ooo. Besides, our Building Fund is overdrawn to the extent of $7,000. We may reasonably presume that our friends will remember us the coming year, as they have in the past. But dona- tions are a very uncertain quantity. They hinge upon many unforseen conditions, and a school like ours ought to have a fixed income sufficient for all its needs. We ought to have the best teachers that can be had, and the most improved appliances that can be procured, and to obtain these we must have a certain source of income. This money can be raised in Chicago, and will be raised if the proper efforts be made to reach the Jews scattered over all parts of the city. It is calculated that there are at least 50,000 of our co-religionists in this city; and yet only 660 names are enrolled on our list. Shall we not number a thousand members by the end of next year? We ought to, would we be true to the obliga- tions the possession of wealth imposes upon us, true to the duties we owe to those most unfortunate children in whom none others will interest themselves, true to our country for which we ought to prepare useful law-abiding citizens, true to the good name of Jew whose honor is partially at stake, and true to that "New Education" whose cause we have espoused and whose truth we ought to demonstrate to the thousands of educators that will next year flock to our city from all ends of the earth. JOSEPH STOLZ, Secretary. CHICAGO, May Io, 1892. REPORT OF THE SCHOOL COMMITTEE. The Committee on School takes pleasure in laying be- fore the patrons the extensive.and exhaustive report of the Superintendent. In so doing the Committee feel it their duty publicly to acknowledge their great indebtedness to the superintendent and the teachers. It may be stated without fear of contradiction that no other school can congratulate itself on possessing a staff of instructors more devoted to the interests confided to their care than is the corps of teachers, whom, under the guidance of our worthy superintendent, we have suc- ceeded in bringing together. In every department the work has been carried on successfully. The dif- ficulties with which a school of this kind has to contend are the same as those which beset the work of the public school, and in addition there are others which arise from the system of teaching, and also from the circumstances of the pupils. Most of the children under our influence come from homes in which poverty is a constant guest. Their physical condition is in most cases far from promis- ing. The frightful struggle which their parents, both in this country and in Europe, had to undergo, a struggle full of physical pain and mental anxiety, has left its traces upon the form of the offspring. Half fed and ill- clad bodies present but little encouragement for sustain- ing intellectual efforts. And it is a recognized fact that even the moral nature is affected by cramped physical sur- roundings. The school, recognizing the peculiar circum- stances under which its work must proceed, has from the beginning brought to bear all its influence upon counter- acting these disadvantages. Not merely as the agent to dispense knowledge in a wide sense of the word, but also as a means of moral and physical reformation, was our school called into existence. It is intended to combat the transmitted tendencies with which, owing to persecutions of centuried duration, the class from whom our pupils 14 are recruited is inoculated, the leaning toward the restricted walks of petty commerce:-While the train- ing of the hand in conjunction with the development of the mind is a necessary factor of, symmetrical educa- tion and should be provided for all classes of soci- ety, the statement may be ventured, that no element of our population stands in greater need of such fuller training than do the poor Russian refugees. Love of labor, and the appreciation of a life engaged in manual pursuits, has once more to be inculcated into the hearts of this people, and the opposing prejudices. have to be eradicated. Besides, these unfortunates who have, so to speak, been without a country for over a century and for whom government stands for the embodiment of cruelty and a spirit of persecution, have to be reclaimed to a sentiment of noble patriotism. It is not merely an incidental principle of our mission, but it may be said to constitute an essential element in our work to develop our wards into enthusiastic citizens. of our republic. The hammer and the saw, the drawing pencil and the painter's palet, symbolize our mission, but so does also the flag type, the ultimate hope which prompted the first movers to undertake the difficult task. The visitor to our school building will be greeted by the kindly faces of those whose names are interwoven with the best, for which American history and American in- struction stands. The Committee on School is happy to assure the friends of the school, that during the past year great pro- gress has been made. While the system is as yet not fully carried out, and therefore its fruits cannot be visibly demonstrated to as great an extent as will be possible in later years, we have every reason to be pleased with the results so far attained. We have succeeded in establish- ing what may not improperly be designated a model school whose influence is bound to be felt in the public schools of this city sooner or later. The attention of ed- ucators has been awakened by our experiment, and the ap- proval of cur method by those most competent to judge has not been lacking. 15 To all those associated in this noble work the School Board wishes to return grateful acknowledgment while bespeaking the continuance of their support. For the School Committee: E. G. HIRSCH, Chairman. REPORT OF SUPERINTENDENT, To Dr. E. G. Hirsch, Chairman of School Committee: DEAR SIR:-I have the honor of submitting to you the "Third Annual Report." The scholastic year began on the 8th of September, 1891, and closed on the 25th of June, 1892. Lessons were omitted on the following days: I. Oct. i2th, I day; Yom Kippur. 2. Nov. 26th and 27th, 2 days; Thanksgiving day and the following Friday. 3. Dec. 24th to Jan, 4th, 7 days; Christmas Holidays. 4. Feb. 22d, I day; Washington's Birthday. 5. April IIth to 2oth, 7 days; Spring vacation, Pesach. 6. May 3oth, I day; Decoration Day. 7. June Ist and 2d, 2 days; Shevuoth. Total, 21 days. Steadily keeping in view our aim to educate good citi- zens, to awaken and develop, patriotic sentiments, we have celebrated at school the following days appropriately. I. Thanksgiving Day. 2. Decoration Day. 3. Lincoln's Anniversary. 4. Washington's Birthday. Lessons on these occasions were superseded by in- structive songs, declamations and addresses. The hall and class rooms were fittingly decorated, and the scholars prepared by their teachers for the festive gathering. On Decoration Day we entertained the following mem- bers of the Grand Army of the Republic. Gen. Theodore F. Brown, Messrs. Frank L. Shepard, J. S. Phillips, and Postmaster Col. Sexton, also Mrs. James Hubbard, and others. Stirring speeches were made by these, and the celebra- tion had a most inspiring impression upon the particip- ants. 17 The school attendance was good. However, if one considers the domestic conditions, the poverty and help- lessness of the parents, more particularly their wretched and narrow education, one may with truth, designate the attendances as "excellent." In round figures 8oo scholars were carried on the books, 700 of whom were present regularly, making an average attendance of 87.5 %. In this connection, it would be well to remark, that irregu- larity and neglect in this direction is confined to a small number of scholars who, like their parents, evidently fail to comprehend the value and significance of school education. In regard to discipline, the most favorable report can be made. With the exception of a dozen so-called "unruly ones" in the sum total of the scholars, we have no cause for complaint. Our scholars are for the most part modest, respectful and well-behaved. They, especially those in the higher classes, realize how important and necessary schooling is for them; they exhibit in con- sequence great eagerness for knowledge and are grateful and polite to their teachers. This is especially the case with such as have never attended another school. The scholars who come to us from the public schools are those who, at first, put us on our mettle. They lean to a deceitful manner of conducting themselves, and must be taught here that to be respectable implies always and everywhere to be respectable. The discipline in our school is said to differ materially from that of any other school. Quiet and order attained by force or outward means is not our ideal. We want to raise our children so as to cause them to be their own disciplinarians, we strive to make them feel that order and proper deportment is a necessity to them, and would accustom them to it, that it becomes a part of their nature; a discipline from within and not from fear of punishment, or from expectation of reward, is our aim. Therefore, we do not encourage the so-called monitor system, which is ruinous in all its work- ings and readily deteriorates into a system of espionage. "Let every one be his own monitor." "But what do you do with scholars who cannot be con- trolled and hinder and disturb the welfare and advance- ment of the school ? " I was recently asked. My answer is: After all means of betterment have been exhausted and we cannot gain the co-operation of the parents, we dismiss such scholars, and all the more quickly if their in- fluence on the other children is demoralizing. The link must be taken out so as not to endanger the whole chain. Our school is no reformatory establishment. The progress of the children has been satisfactory in every respect. Whoever saw the exhibition of school work at the close of the year and observed the children, with what dignity and respectability they appeared before the public, self-possessed but not insolent, obliging but not servile, must have felt convinced that a constant and harmonious development was progressing. The final ex- aminations also demonstrated that in every branch of our course of instruction we have approached our set aims. It is not stating the case too strongly, if this report declares that our primary classes are equal in results to those of the best public schools, perhaps they are superior in several respects. In fact this progress is most perceptible in the Kinder- garten and Primary Grades, not because the teachers there are more efficient, but because the children of these classes have come to us at an age allowing us to give them the full benefit of our system, when it is still possible to check the detrimental tendencies of heredity and environment. The merits of our system are, therefore, for the present at least, to be judged by the lower classes. No one that observes them from time to time, can escape the conclu- sion that the children are remarkably bright and quick and thoughtful. But the upper classes have also advanced. As they have not taken the full course, they naturally could benefit only in proportion to the short time alloted to them. Only when the present lower classes 6 and 7 will have advanced to class I, will the full effect of our work be plainly demonstrated. To be sure, one does not judge of progress in instruction and education by palpable results. The change for the better in a child is not generally visible to the superficial observer, any more than is a good foundation upon which a house may safely be built; still the visible results, the products of the work-shops must not be overlooked or under-rated, for each piece bears witness, not only to the technical skill but also to the mental work at the root of it, and to important educational factors involved therein. The work done in the carpenter and machine shops eloquently refutes the charge that the Jew is unfit for mechanical work. Our Art Department, too-Modeling, Drawing, Design- ing,-show good progress. A prominent artist of New York, after careful study of our methods, bestowed great praise upon this department, as many others have done before and after him. Our Sewing and Sloyd departments win admiration from every quarter. To conclude we must not, in this connection, forget our Ungraded Classes. Originally we had but one class of this kind, but Russian tyranny forced emigration to such an extent that in the month of October it was necessary to form a second class. In both classes 150 children, arrivals of the past year, were taught and about 60 were soon promoted to higher classes. True, these poor creatures came to this country in a deplorable condition, physically, and mentally; but it is singular to witness the effect of soap and sponge on the mind and temper as well as on the body. We do not economize on sponges and soap. These children adapt themselves speedily to the new conditions. With such rare good will and avidity do they apply themselves to learning, that in a brief space of time they conquer great difficulties and often do astounding work. The graduating exercises took place on the 23d of June. At the beginning of the year the first class had 36 scholars, of whom 4 were demoted because they could not keep pace with the class; 6 left school, some on account of removal and others to take positions. We were able to graduate only 26 at the end of the year, 12 girls and 14 boys. Although these children had only attended school two years, they are capable of occupying respectable positions as a result of industrious and con- 20 scientious efforts. All found positions in business houses and workshops, and so far they have given satisfaction. Two boys, who had shown particular talent in the Art Department, were examined by Mr. French, Director of the Art Institute, and were accepted as scholars in that great institution. By means of conferences and other communications with parents, the bond connecting home and school has grown closer and more friendly. In most cases we rejoice in the active co-operation of the parents; in other cases they remain, at least, passive and do not interfere. We have succeeded in regulating the attendance on Fridays and the days preceding Jewish holidays. Formerly, the girls mainly absented themselves on such days under the plea to prepare for the Sabbath. Furthermore, the scholars' parents, with few exceptions, have come to the conclusion that the so-called "Cheder" which abound in the vicinity of our school, do not further salvation or are advantageous, but, on the contrary hinder the normal development of their children. Therefore, comparatively few scholars visit the Cheder and then only such as are to some extent, in a clean and sanitary condition. In this respect we possess in the children themselves our strongest allies. They do not want to go to the Cheder and dislike the "Rebbi" who curses and strikes. During the past year, just as in the preceding, many parents gave expression to their appreciation of what was being done for their children and themselves, in person or letter. We take the liberty of inserting such a communi- cation: Chicago, August 7, 1892. Superintendent of Jewish Training School. Prof. Bamberger, Most Esteemed and Honored Sir: Allow me by this to express my gratitude and sincerest thanks for your kind, able and friendly efforts in behalf of my son Jacob in his studies, and by these means have forwarded him to a grade of usefullness for which he will always be indebted to you and in all his life-time thankful. I also extend to the leaders and benefactors of this noble school my heartiest thanks in which words are unable to give the full meaning of my feeling. 21 History and future generation as well as the present, will tell of their noble deeds and bless them forever. The starters of this institution have lifted up the children of a trodden down, persecuted innocent people, because of their religion; and raised them from the lowest grade of misery, ignorance, and neglect, to become equals in the society of an enlighted nation and citizens of the most free country in the whole world. In conclusion believe me sir, to remain, Your ever grateful, SAM PINKOWSKY. At the close of the preceding year, the School-Com- mittee made a proposition to the Executive Board to admit four of the graduates as assistants, three in the Kindergarten and one in the technical department, with the requisite compensations. This arrangement was successful in two instances. Bennie Platchinsky progressed in every respect during the past year and made himself both useful and agreeable. During the coming year he will be an excellent assistant in theSloyd Department, and, in the course of time will undoubtedly find his vocation as teacher of this branch, if he succeeds in developing himself scientifically to keep pace with his technical studies. Rebecca Aroner enjoyed equal success as a Kinder- garten Assistant, and will therefore devote another year to this work. The other two were lacking in the necessary school education and the conditions to make up for lost time. In accordance with our advice they therefore gave up these positions and entered others more suitable to their capabilities. Pedagogues have at all times spoken of concentration in tuition and in education. But even to-day, opinions are widely divergent as to how this concentration is to be accomplished and where the culminating point should be. In this respect I have discovered, during the past year more than ever, that regular teachers' .conferences are of incalculable value in every institution. Conferences in which not only a free exchange of ideas and experiences takes place, but in which are discussed the general and special principles of the school. From them results a general understanding, a harmonious advancement, and thus the concentration which is always insisted upon will be attained. Such conferences were regularly held and were not without fruit. It was of especial importance to us that all the teachers learnt clearly the aims of the school and the ways leading thereto as well as the methods employed, that each teacher should know exactly what the other does, so that one shall not work against but rather with one another and thus secure good results. Keeping this in mind, the undersigned addressed the teachers, and the Women's Committee, Manual and Art Education, World's Congress Auxiliary, concerning the character of our school and its underlying principles. In continuation of this address the most important questions contained therein, were discussed at the conferences, and the teachers pre- pared a series of essays in which the inner connection of the separate departments with the regular school work was debated and demonstrated. To emphasize this point, I will add a few extracts from my lecture mentioned, and a paper read before the teachers' conference by Miss Eliza- beth Dye, teacher of modeling and designing. EXTRACTS: "Work instruction must be placed on equal basis with fundamental branches of the three R's-reading, 'riting, 'rithmetic. Every scholar must participate in it, if the beneficial influence of work instruction upon the masses shall become a fact. We often hear of manual training in upper and middle classes. That is wrong again. The lowest classes are the very ones where work instruction should have a place. This important branch of education must begin in the pri- mary classes and extend through all of them. We only hear of manual training for boys, as if the education of girls were merely secondary. Sad to say, the education of our girls has always been neglected; our present time lacks comprehension in educational matters. The education of girls is a very serious matter, much more so as there are no schools for girls managed on a rational basis. Of course, there is a goodly number of female in- dustrial schools ; but these do not come into consideration here, as they are for purely practical purposes; their ideal is the dollar. Manual training is equally important to boys and girls; in the primary grades, boys and girls are taught together, while in the upper grades, instruction is guided by sexual necessities. In most schools where manual training is introduced, the time for this instruction is either before or after regular school hours. By such an arrangement the most impor- tant factor, the child's health, is entirely disregarded. Work instruction must alternate with intellectual instruc- tion, for in a change of occupation only, is recreation, the "variatas delectat" is only too often disregarded. To rest, certainly does not mean to be motionless, to stare into vast solitude. Change of occupation is what is required. Exhausting intellectual activity is counterbalanced by physical labor, and vice versa. * * * * * In most cases special stress is laid upon the making of complete objects, articles used in everyday life, and in many cases they are sold, exhibited or even raffled. This is contrary to the ideal aim. The material value of an object thus becomes prominent, and the higher in- trinsic or real value of the selfsame thing is reduced to nothing. What has the child, whether rich or poor, to do with the transactions of actual life? If parents and scholars begin to value school work by dollars and cents, then, in- deed, we are to be pitied. An object shall and must one day be completed and be presented as a whole, and this must suffice. The most complete ignorance, however, is shown by those who always consider manual training to be especially favorable for the workingman and the pauper. Persons of this egotistic idea are radically one-sided. The children of the pauper are no better and no worse than those of the rich man; what serves ohe must necessarily also serve the other, and vice versa. The science of education does not recognize any such discrimination. "The best is just good enough for our children." I am of the opinion that if there must be a discrimination between rich and poor, the children of the rich are more in need of manual train- ing.than the poor, for in many cases the poor man's chil- dren have greater advantages than those of the rich. In the "first place they are not so much bothered with a greater variety of studies and then their education is more natural. The children of the rich, for. this or that reason, often have an over-education. Many of the ignorant and arrogant co-workers also hold this opinion: Manual training must have for its object to teach a good trade, to enable the children, after they leave school, to earn their livlihood by manual labor, and for this reason the children of the poor are entitled to this new branch of education more than anybody else. This is not the case. By manifold occupation we will be able to recognize, to discover that kind of occu- pation, which is best adapted to the child's individual desire, abilities, and to that in which it may become fittest. To choose the right vocation shall be easier and the youth shall be warned to experiment at one trade and then at another. Be it far from us, to lead to a certain trade before the pupil's individuality has become fully known. It would be a shame if, in this land of the free, our education should begin to recall the times of cast or class spirit. With Napoleon, I may say: Every soldier carries the marshal's baton in his knapsack. Every child shall and must be capable of reaching a higher position according to its individuality. Before proceeding to the practical part of my task, let me resume in the following: I. The object of the public school must be the har- monious development of the entire individuality of the child; to develop his intellectual faculties, to train his will, to arouse and cultivate the taste for the beautiful. 2. Manual work is introduced as a new and important factor to realize the purpose aforesaid. Work favors in- tellectual recognition. In producing things, their proper- ties and the laws underlying, each are fully and unmis- takably understood. Work is a medium to develop and regulate the will, the firmness of resolving or deciding; perseverance and the readiness to work and act is strengthened and increased. Work serves to the development of form and taste. What- ever is theoretical is transposed into practical application. The aesthetic sense is thus advanced. 3. The hatd shall guide the intellect, and conversely, the intellect shall guide the hand. 4. Work is destined to supplement, nay, even be a sub- stitute for muscular training, it shall be a form of gym- nastics for hand and eye. 5. The school-shop and the work therein must have an ethical influence upon the workers, and they must early create a desire to work together in friendship and harmony. 6. Work shall be a means of balancing physical and in- tellectual activity, and besides it shall animate the instruc- tion. 7. Work is indispensably necessary that the educator may better know the pupil, and it points out clearly the path by which the pupil is to be guided. 8. Work creates material and intellectual advantages to the child. Better and more skillful workmen are thus trained who will be enabled to do more skillful work and can reasonably expect higher wages. 9. Introducing work into school is a beneficial step toward elevating the masses. The working people will undertake the task of work more independently and with better understanding; they will learn to take better care of their rights in political life, and they will be enabled to strive successfully and gain their independence by co-operative associations, or similar ways. io. Work instruction must be systematically and logi- cally arranged, and at the same time it must be progressive from step to step. Work instruction in a manual training school consists of two departments: the art and technical. The art de- partment comprises freehand drawing, designing and modeling. The technical department comprises in all grades, technical drawing and work with tools or instru- ments. Both departments are compulsory. The art department has been named first in order to emphasize its great importance. In our present school 26 systent too little stress is laid upon the development of the artistic sense and taste, and thus it has been grossly neg- lected. Not a part of man, but the entire individuality must be trained and developed. In order to accomplish that, we cannot and must not ignore the development of the aesthetic and artistic faculties. Drawing is in close connection with modeling; it is taught from the lowest grade to the highest, after a uni- form plan, namely: the solid is our model and not the flat. So much has been done for reform of drawing instruction, but very little benefit has been derived from it; all the at- tempts to facilitate the work by contraction lines and other artificial means were rather maleficial than beneficial. The aim of drawing is not to skillfully reproduce any beautiful form, to draw a picture precisely as it is and not deviate an iota, but we wish to teach a taste for the beau- tiful, the apprehension of beautiful form, to train the aesthetic taste. This must be the main object of drawing, to which we add as second necessity, skillfulness of the hand to reproduce that which we consider beautiful. Where the former is wanting, there the latter, be it ever so developed, is a mere mechanical process. A person skilled in copying will remain a machine forever and ever, if his aesthetic taste remains untrained, uncultivated, unde- veloped. To copy is not to draw, therefore, drawing from cast is the only correct way; drawing in the very sense of the word means to replace the OBJECT or IDEA by the pic- ture, to copy means to replace picture by picture. It is true, drawing from solids meets with great opposition, but we also notice, I am happy to say, that the number of sup- porters of the above idea is gaining daily. How can young children draw perspectively if they are not aware of the rules underlying the perspective? This question surely arises and I answer it by giving another question: How can children learn to speak correctly in sentences without knowing the laws of syntax fully? It is simply thus: We first proceed practically,, giving exercises in forms syntac- tically correct, and from that we abstract the theory of lan- guage, the laws which govern language. In like manner we proceed with drawing. Perspective drawing in the lower grades simply means, draw what you see and how you see it. The laws of perspective are found in the upper grades by the scholars themselves, and little, if any, assistance is needed on the part of the teacher to form- ulate and properly lihk such laws. It is a fact that the number of tools or instruments used by the worker to produce a certain object indicates the degree of his skillfulness; the fewer instruments he uses, the more independently he works. By drawing from pictures the temptation is near at hand to use all kinds of helps at the expense of independent work. Slips of paper, ruler, compasses, and even tracing paper and other helps are used to complete the task. If we draw from solids or casts, illegitimate helps are excluded as useless; from the very start the pupil is taught to discern and draw a straight line from a stick. The pupil is pre- vented from measuring the stick, and if the child could get near the stick, it would be useless to measure, because the dimensions of stick and drawing are not coincident. The child sees it, recognizes the direction and reproduces the image of it without difficulty. Being distant from it, it naturally sees it smaller, and thus reproduces it smaller. The eye measures and judges whether its reproduction is correct or incorrect; the stick may be used in various positions, perpendicularly, horizontally or obliquely and the drawing is then accordingly. Several sticks used in connection produce the image of rectilinear figures. In the same way the curved line is represented in connection with a curvilinear solid. After a certain degree of readiness or skillfulness has been attained, the simplest solids having the form just named are introduced. Shading is begun; that which is apparently dark is being shaded, that which remains in full light remains unshaded. Our scholars take greatest delight in drawing, and each and every one's production is fairly above the average. This method of drawing is introduced in the most re- nowned schools of art in France. Teachers and artists connected with these institutes unanimously expressed themselves that drawing from solids or casts is the only correct way throughout the school. The exterior connee- tion between drawing and modeling is that the scholars use the same solids or casts for modeling and for drawing, so they are'trained to reproduce the same object in a two- fold way, graphically and as solid. Aside from that, both branches are identical. Modeling is a higher degree of drawing, a representation of three dimensions. Exact comprehension of form is most important. The influence of both drawing and modeling upon the ethical and as- thetical education of the child is of great importance. To see the beautiful, creates a desire for the beautiful, to visit exhibitions of art beneficially influences our ethics, our aesthetical education. What ennobling influence must then the producing and reproducing of the beautiful have upon the workman! And really, we are greatly in need that something be done in this direction. Is it not disgusting how old and young are reveling in the sensual, how they delight in glancing, staring at the obscene pictures in our shops and public places? A child trained for the beautiful and the good, will never be delighted with demoralizing pictures or obscene and detrimental literature. * * * * In a certain sense the old country is a more favorable territory, for there, people are not so quick in introducing anything before thoroughly testing and carefully examin- ing it. It is altogether different in this country. In gen- eral we are over-practical here, everything must have a visible and immediate bearing upon the practical side of life, everything is intended to be transposed into the al- mighty dollar. Alongside of such principles a good cause will hardly flourish. Every one thinks himself competent to pass judgment, every one is just delighted with the new task, but a clear comprehension and effective action is wanting all over. * * * * * * * Let me, therefore, be brief and to the point as to the "What" and the "How" of manual training. "Manual training must in its entirety, be made serviceable to educa- tion," i. e., it must not be the end of our education, but it must be the means toward a sound education. For this reason, the visible, material product of manual training 29 has but secondary value; we highly value the great influ- ence of activity upon the worker, we also appreciate the better understanding derived from the nature of the sen- sual world, as well as by its connection and the mutual relation of things. * * * * * ' * What is this evil? The lessons are arranged incorrectly, i. e., those who should be active, namely the children, mostly remain pas- sive; they must sit still and listen and swallow the doses of wisdom and knowledge. The teacher, instead of being more passive, is generally too active, tries to do all for the children and for the latter hardly anything remains to be done. "My father Phillip, leaves nothing for me to do," ex- claimed Alexander the Great. Manual training does successfully away with this, the child must be active himself, his hands are put to motion, his brain is active by thinking, reasoning about the work before him; the teacher, even if he wanted to, cannot in any way perform the work for the children. Instruction is one-sided; the brain is stuffed to its ut- most capacity, as if nothing else in man could assist in reaching the aim of education. Only one faculty-the in- tellect-is thus developed, while the others remain unde- veloped. Manual training finds a good place here. Its purpose is the harmonious development of the entire being, head, heart and hand; the entire being must be uniformly de- veloped. Intellectual development and manual helplessness will hereafter be a thing of the past. Instruction is superficial, mechanical. The intellectual food is being chewed for the children and for the latter it remains to swallow it down; the danger of being choked by such process is near at hand. Manual training must also here work beneficially. First the part, later on the whole, a logical development from the single parts to the whole; head and hand work simultaneously, nothing ready-made is presented to the child, only the material and the task to be performed is 30 given him. Whatever is done here, stands in close con- nection with all other branches; the manner of working becomes his second nature. The system of instruction now in vogue undermines the health of the pupils. Competent physicians have declared that the work as required by the schools over- burdens them. Manual training exerts its wholesome influence, there is a beneficial change in occupation; all studies are factors which are indispensably necessary, so that the young plant may flourish; lastly, the muscles of the body are healthfully exercised. In the public school as it exists to-day, the teacher hardly gets acquainted with the material, i.e. the children. The nature of instruction is so general, the class is taught as a unit, and really a "schoolmaster" in the truest sense of the word, can only teach the child so that its individ- uality receives the proper nourishment. John is treated the same as Jack, and his work is judged in the same way without regard to person, though they both may be entirely different as far as mental or intellectual faculties and character are concerned; the teacher has no chance what- ever, and often he is not interested enough to acquaint himself with the individualities of those intrusted to his care; he knows his scholars only by number, much the same as the inmates of the penitentiary are known. Such a teacher is fully satisfied to ascertain how many examples have been worked, how many or how few mistakes have been made in spelling-he will keep a whispering record, a pen record showing precisely the number of questions asked and not answered, and so on. Manual training taught systematically greatens the individual development. The child is not overtaxed and will do as much of the task before him as it is in his power to do; the work of one pupil is not taken as the basis from which to judge of the work of another; individual taste and skillfulness are given ample space to develop, thus the teacher can acquaint himself more with the different individualities, and thus h-e learns to know the child in so many and different respects by his frequent intercourse with it, which is utterly impossible in the class room, 3' To the five evils already named, under which our pub- lic school system is laboring, we add a sixth evil, namely: In our present school system the social relation between teacher and scholar is radically wrong, instead of respect there is fear, instead of devotion there is conventional friendship on the part of the pupil. The school has trained them to be so. The per cent system really measures only the visible results of the school work, but it does not measure the development of the heart and soul; the child tries everything in his power to be a favorite with his teacher. Vice is thus cultivated, while the good and hon- est child is far behind. The best proof for the above as- sertion is the fact that the children, when outside of school, hardly ever recognize or pretend to recognize their teach- ers, and that the apparent quiet in school changes to a wild uproar outside of school, Such a state of affairs, so little effective, is radically wrong. Instruction, as well as the manner of instruction, often tend to create indifference, nay, even a dislike; parents and teachers must quite often explain to the child how necessary and how useful it is to learn and to behave. A good child follows the advice to please the parents, it takes the bitter medicine, though with disgust, and it is glad when those are gone who pre- scribe such medicine. The child is utterly disgusted with abstract matter, even if the latter be ever so correct scien- tifically. It feels uneasy only to receive, it wants to give, produce also, but the public school adkoc is not the proper place for that, and for this reason, teacher and scholar are always at war, there is always a silent opposition between them. Such a result cannot be a good one. How differ- ent it is in a school where work is taught, where the child is at liberty to have his hands at full play, according to the child's innate nature. The teacher in the workshop who thus teaches him is a personage very much liked by all; the hints given are followed with the greatest attention; the child's respect for the teacher's masterly skill and superiority is acknowledged in the workshop more than anywhere else. Thus an agreeable and truly friendly rela- tion is created and has its beneficial bearing upon the other lessons which interchange with the working lessons. 32 MISS ELIZABETH DYE'S PAPER. Before taking up particularly, the studies of modeling and designing and the place they fill in our system, it might be to the point to say a word as to the prime object of education. This seems to be widely misunderstood, for the means used are generally looked upon as the end in view; as in the case of those misguided people who be- lieve "reading, 'riting and 'rithmetic" to be the sum and substance of all knowledge, when in reality they are only the staff and scrip with which the young explorer must be provided before he can advance far upon his travels. Education-derived from exduco-means, not cramming or filling, but bringing out; leading forth; and that seems to me to be the essential idea of development in its widest sense. We should not attempt to educate a child by pouring into his mind the accumulated wisdom of the ages, as we would pour down his throat a dose of bitter medicine. If he does manage to retain knowledge presented in this manner, it is only that the memory has been cultivated at the expense of other and more important faculties; and this is not the way to fit him to cope with the problems that will face him upon leaving the school room and tak- ing his place in the world. We must instead endeavor to discover the possibilities that exist in each small individuality, and the best mode of developing each part. Man is a complex being; if one faculty or member grows at the expense of the others the effect is something of a deformity; at least a result very far from the ideal. Now, although the knowledge gained from verbal teaching and reading is good, that which we receive from experience is perhaps more useful to us. A fact so learned becomes a part of ourselves. This is one of the ideas in manual training. The child is not only told that given methods will produce certain results, but he proves for himself by experiment, the theorem and its converse. But now to come to the study of modeling, beginning first with the more material benefits as is the habit of this 33 age in which we live; one of its first results is that the much neglected sense of touch is cultivated. There is no other sense so capable of improvement, and no part of the body where the sense is so acute as at the tips of the fingers. Together with strength, the fingers gain great delicacy. The child both sees and feels the object to be represented and learns as much by touch as by sight, at the same time relating the impressions produced by the two senses. The rolling, pressing and patting of the clay make a kind of finger gymnastics by which the whole hand is strength- ened, especially that wonderful little member the thumb. The peculiar power of the hand chiefly depends upon the length, strength and mobility of the thumb, and you will always notice that part of the hand of a seulptor developed and flattened; perhaps at the expense of its beauty, but certainly with a great gain in strength and usefulness. Now it may be safely assumed that any study that re- quires the handling of the tool, pen or pencil, will be bene- fited by this hand culture; and it will be next in order to trace the analogy between modeling and those branches where the advantage cannot so easily be seen. Free-hand drawing, of course, bears such a direct re- lation to the subject that it is hardly necessary to define it. In drawing a cast the child learns how to represent a solid on a flat surface, by means of masses of light and of shade, which he is taught to recognize as local shadow, high light, half tint, cast shadow, and so on. If he is now given the same cast to model he learns the reasons of these shadows: that the shade cast by one form differs from that cast by another; that added height means added width of cast shadow; that the highest point of his model catches the light and that each depression has a local tint of shade caused by the corresponding height; in fact that modeling is as much a matter of light and shade as drawing. When he draws another cast his eyes will be opened to these things and he will work with greater intelligence. Designing is also related to modeling, in that the best casts are taken from the historic styles of design, and the 34 child is quick to recognize the likeness between the form he models and that presented to him in the study of de- sign. His faculty of comparison is so brought into use. With physiology, or rather anatomy, modeling has a close connection. Watch the child who.has advanced far enough to model from the cast of a hand. At first it presents to him a rather perplexing series of elevations and hollows which mean little or nothing to him and he renders them unmeaningly. There is nothing more familiar to him than a hand; be- cause it is so familiar he has never thought much about it. However, he will soon be found investigating his own palm to see if he finds these same curious appearances there. Now is the opportunity. He must be led to see that wherever the bone comes near the surface and has little muscular covering there is a knobby appearance as in the finger joints; that where the most power is needed is the greatest elevation;-due to muscular development; that the little ridges on the back of the hand are caused by the tendons that move each finger. Tell him about the bones of the forearm and the way in which they cross each other in certain positions of the hand; and how this changes and flattens the wrist greatly. He is delighted, he finds for himself wrist joint, flexor and palmate mus- cles although it is not at all necessary for him to name them so long as he realizes the effect they have on his work. Reasons have been presented to him; he has something interesting to think of and experiment upon, and his next lesson in anatomy will be doubly appreciated. Or have him model the head of a horse, call his attention to the heavy muscles of the neck; the prominent jaw-bone, the delicate nostril, the curious hollow near the eye that becomes deep with age. His observation is awakened, he examines the next horse, he sees with new interest and perhaps enjoys his Natural History lessons better ever after. And just here I would like to say that if our chil- dren learn nothing else they do learn to observe. I hope none of them will ever do as some charming visitors of ours once did, mistake the cast of a Rocky Mountain sheep for that of a deer simply because the horns curved, 35 take grapes for cherries, and exclaim joyously "What pretty pears"! while contemplating the cast of one fig leaf and two small figs. A lesson may be given on our material, as a good work- man must understand his tools. Clay being highly plastic is perhaps better adapted to the expression of form in the solid than any other material as it responds so readily to the thought of the workman. It is formed of alumina and silicate in chemical combination and is made by the wearing away of rocks from exposure to the atmosphere. Here is chemistry and geology in one breath. We may take our class a trip all around the world showing the dif- ferent uses to which clay is put; telling of the porcelain clay or kaolin, as the Chinese call it, which comes from white felspar, the coarser kind of which pottery is made, brick clay, pipe clay, the clay used for making tiles, and that kind called shale from which slate pencils are made, and in which are so often found impressions of fern and plant forms of some prehistoric time. Tell of the clay soils and what grows best in them. This subject is al- most inexhaustible and its branches extend into the do- mains of botany, chemistry, geology, history, ceramics and agriculture. If having finished a modeling, we cast it, here again comes chemistry in the mixing of the plaster of Paris. "Chemical action produces heat" was the remark drawn from one child as she noticed that peculiar damp, warm feeling of the plaster just hardening; and that without a word from her teacher on the subject. In addition to what was learned about the different countries by study of the clay, geography may be taught also by allowing the child to model relief maps; the mountains, plateaus, val- leys and water sheds being much better understood in their relations one to another. History may be interwoven with our subject, by stories of the great sculptors, the times in which they lived, the causes that made their work such as it was. We may show how the art of ancient nations was inseparable from their religion, politics, customs, laws; how the great striv- ing of the Greeks for ideal perfection brought forth the 36 art of a Phidias; the deep religious feeling of the sixteenth century, that of Lucca della Robbia; how the political condition of Italy under the Medicis, warped and twisted the great Michael Angelo, until every statue he has left us bears the impress upon it, not only of his own mental condition, but of the time in which he lived; that the Liberty of Bartholdi is not the isolated conception of one artist, but the crystalization of the spirit of the times. As to the union of the workshop,sloyd and sewing rooms, modeling will develop the same ideas of form, order and exactness that these branches do. As least I notice that the children who do the best work in the modeling room stand highest in the shops. The boy whose eye and hand is trained so that he is able to build square, true, level background for a relief, will be able to plane, saw and shape the wood success- fully; and the girl whose fingers are trained to model, and whose sense of proportion is developed, will wield a needle, sew a French fell, cut, baste and fit a dress with greater accuracy than one who has not had the same train- ing. I cannot draw the parallel so closely between the branch in question and the study of languages and music, although they have points in common. Language is, or should be, the expression of thought, and so is modeling, although silent expression. And so with music. We know that color bears a mathematical relation to tone, according to Tyndall's well known articles on the subject, and may we not at least suppose that sculpture and music are based upon harmonic laws whose equations have not as yet been formulated. You remember Madam de Stael's saying, "Architecture is frozen music." At any rate, the child or man whose nature responds to the beautiful in art will be likely to recognize the beautiful in music also. Lastly there is a good proceeding from this study, which is generally made the prime argument in favor of it, but which I have put at the end. Our object is not to give the children a trade by which they may earn their living, but rather to develop mind and body so they may be able to do in the best way whatever comes to them in life. Yet it is probable that among their number are those 37 who will adopt this for their life work; and it is reason- able to suppose they will be more intelligent workmen than those who had not like advantages. And as the only heritage the majority of mankind is sure of possessing is that of labor, it is well to foster a love of work and a pride in doing it well. These children do love their work. They have an absolute affection for it as they see it grow- ing and approaching nearer to their ideal of what it should be. As for designing, when rightly taught, its benefits are manifold; but taught from the wrong point of view it is worse than useless since the student gets only a distaste for the subject. It may be made the most interesting or the most lifeless of studies. It is at once an art and a science; an art, in that its object is to reproduce the beautiful; a science, because it is founded on certain prin- ciples as broad as nature and as old as the universe. It has its roots deep in nature's very heart and the study of it brings us close to her. Since, if we are to use her treas- ures intelligently, we must learn her method of working, we must study the plant in its growth from the root up, stem, leaf, bud, flower, fruit; all these are so much material to be shaped to our use according to certain laws not difficull to understand. The snow crystals, the various crystaline forms of metals, the beautiful spirals of a shell, the web of a spider, the brilliant marking of a butterfly's wings, the frost pic- tures, the oval of an egg, the curve of an incoming wave, the symmetrical plan upon which the wing of a bird or the hand of man is built, are to the designer a delightful and profitable study, a'mine of knowledge wherein may be found facts of botany, geology, chemistry, all the natural sciences. If the student can be brought to recognize these underlying principles and apply them to his own habits of thought and action he will have received untold good from this study. The forms upon which all designs are built are of necessity geometrical, and the calculations into which the designer enters, involve a knowledge of mathematics; so here we are hand in hand with arithmetic and geometry. History may be taught in connection with the great his- torical styles whose differences are so plainly marked. The lotus form may be presented, not as an unmeaning series of curves, but as one of the many symbolic forms of the religion of ancient Egypt. In it the child may be led to see the- home of the lotus and papyrus plant, the slow moving Nile, whose annual inundations made the country so fertile; he may learn of the richly decorated mummy cases and their use; of the temples, the pyramids, the hieroglyphic writing, the stately ceremonies, and all that made Egypt so grand, so mysterious. The acanthus may be followed from the beginning in Assyro-Persian art where it is found a simple leaf form, down through its refinement and perfection, in the times of the Greeks, to its full efflorescence in Roman art, and on until with the Renaissance it becomes so ornate as to lose almost en- tirely its original semblance. And so with the characteristic form of each style. It may be a mirror of the age in which it flourished. See how wide a field. Going in this way to nature on the one hand, and on the other to the treasures which her lovers in the past have left us, designing ceases to be dull and life- less and becomes full of deepest interest rich with thought, and enticing the student to further research beneath the surface of each unit. A good deal of interest may be aroused by telling of the use to which designing is put in the present day, and the processes of reproduction; staining of glass, carving in wood, stamping upon leather, painting and firing in porcelain, printing of wall papers, and both printing and weaving in carpets, silks and cottons. These last mentioned fabrics bring us in relation to the sewing room again. Or we may take a long step back to the prehis- toric times and see how the savages of those days scratched upon their bone weapons and their primitive vessels of clay certain rude and simple ornaments which still con- formed to the rules of design; while the Indians of to-day satisfy their craving for the beautiful by weaving baskets of wicker strips brightly colored, or ornamenting their clothing with gay patterns in beads. Then there is another side to the subject showing how necessary it is for our children to be taught to recognize the differences be- 39 tween a good and bad design, between art that elevates and art that debases. The children of to-day are the citizens of the future, and on them depends the stature of the nation in the years to come. And in art as in politics it is the people that rule, the old story of "Vox populi." Not that the work of an artist is any better for the popular commendation or any the worse for a like condemnation; but his failure or success, in a temporal light, depends upon this verdict. Turner died without having his title recog- nized; and in spite of all Ruskin has said concerning his excellence is not yet popularly acknowledged. Some artists and designers, realizing this, lower their art and themselves by catering to a debased public taste as did Gustave Dore. If the people were educated to a true appreciation of the beautiful, we would have fewer crude designs in our fabrics, fewer monstrosities in the way of public buildings, and the decorations thereof, which sometimes present a mixture of principles and styles that is truly painful. We would see less poor illustration and the show-bill of the present day, which to say the least, is very inartistic, would, I trust, become a thing of the past. The demand for these atrocities would cease, the people themselves would ask for something better. Such a condition of affairs may be ideal, but surely not impossible. And now, having entered into particulars, in conclusion, let us take a broader view of the benefits derived from these two studies. Speaking more from the standpoint of an artist than a teacher, I am sure it would be an advan- tage to mankind if the study of the beautiful as such, were a recognized part of our education. It certainly cannot but have a refining and elevating influence; an influence unde- fined, intangible, yet leading us unconsciously ever upwards and developing what is best in our nature. Increasing man's knowledge of the beautiful must necessarily develop his moral qualities, and by morals I mean ethics, the sense of "right because it is right." Of course, the study of art only, or for that matter the study of anything alone, will not raise a man at once from a debased to a pure and noble standing; but it is an important factor in education, and the need of developing the more spiritual 40 part of man's nature is sadly felt in this most material age. " Beauty is truth, truth is beauty," says Keats in his ex- quisite "Ode to a Grecian Urn," and that comprises all that might be said. For what is it that we search after so earnestly from the time we are capable of thinking to the end of our lives, but truth; and we never stand closer to her mysteries than when we are in communion with the beautiful, whether in nature, poetry, art, music or in our own souls. At such moments we can almost pierce the cloud that hides from us the eternal truth, the eternal beauty. These earnest endeavors in our school have met with well merited appreciation; and the staff of teachers which has fulfilled its duties with never tiring energy and rare interest and conscientiousness beholds its reward. In view of this acknowledgement and the many evidences of friendly feeling towards the school, the teachers feel encouraged for further efforts. During the severe weather many a child remained in the warm school room at noon without lunch and poorly clad; and not a few came even without having had a breakfast. The teachers divided their own lunch with the little ones, but this did not suffice. I herewith tender to the teachers my hearty thanks, and also to the ladies of the School Committee, who so generously provided for the children as soon as they were apprised of the state of affairs. Special thanks are due to Mrs. Levy Mayer, who alone bore the expense of luncheon for some 120 children during several weeks. Also in other respects, our school has not been forgotten. Mr. Julius Rosenthal knows what aids good instruc- tion. We received from him also, this year, excellent books and instructive maps and illustrations. Mr. Joseph Beifield, too, exhibited a profound insight into the needs of our school. We received from him a donation of steel engravings. Our school library has become an established fact; thanks to the generous gifts of Mr. Jacob Liebenstein (who, in memory of his departed wife, Rosalie, donated $200 4' toward the library fund), Mesdames E. Mandel, Levy Mayer, Rosenfield, Mannheimer and others. Prof. Henry Cohn and Mrs. C. Witkowsky, each presented the school with a beautiful book case. Prof. Cohn also sent several busts and maps, and Mrs. Witkowsky provided the grad- uates with lovely flowers. Miss Bertha Subert sent to the Sewing Department a marvelous modeldoll. Mrs. H. Cole sent a dozen dresses which she had made herself. Mr. Taussig gave the necessary machine oil as he did the preceding year. Mr. Charles Schaffner on Washington's birthday re- membered the little ones in Kindergarten and Class VIII., each with a beautiful 6 in. rubber ball. Mrs. Emanuel Mandel donated goods for dresses for the graduating class; and last, but not least, Mrs. Jacob Greenhood, in memory of her lamented husband, a valu- able collection of stones, which Mr. Greenhood had col- lected himself while traveling in the Rocky Mountains and Yellow Stone Park. In this connection, mention should be made of the gen- erous donations of three gold medals to be awarded at the end of the school year to the pupils excellent in their de- portment. The school is indebted for this generous encour- agement to the scholars, to the kindness of the Hon. Simon Wolf, of Washington, who not content with taking the live- liest interests in the institutions in his own city, on the oc- casion of a visit to the school,was prompted to provide for two gold medals to be given to the most industrious girl and boy. Mrs. Morris Rosenbaum, ever eager to help the good and to encourage, especially the work of our school, has provided another gold medal as a reward and incen- tive for good attendance. The school is under great obligations to these generous friends, and the experience warrants the statement that the children are greatly encouraged by the prospect of gaining a prize which they value more for the honor than for the intrinsic value, and which will be for them a me- mento of their school days, which in after life will prove a talisman. 42 The many distinguished men and women who have honored us during the year with their'visits, prove also that our work has found appreciation in wider circles. Allow me to mention only: Mrs. J. C. Flower, City. Mr. and Mrs. C. C. MacRae, London, England. Mr. D. S. Friedman, Treasurer Baron de Hirsch Fund, Montreal, Can. Prof. Francis W. Parker, Englewood. Mrs. Elizabeth. L. Hartney, Assistant Superintend- ent of Public Schools, City. Mrs. H. E. Sears, City. Mrs. L. E. Clark, City. Rabbi Abxohn Rabbinowitch, City. Miss Josephine Lock, City. Miss Florence Kelly, Hull House, City. Mr. Hesing, City. Mrs. Marie Werkmeister, City. Miss Addams, Hull House, City. Mr. Beacher, Artist, New York. Hon. Simon Wolf, Washington, D. C. Miss Wilfrieda Brockway, Hull House, City. Miss Griffin, Principal of Armour Mission. Mr. Frank Hall, Superintendent of Institution of the Blind, Jacksonville, Ill. Hon. N. W. Bronson, Judge, Peterburg, Ill. Dr. M. Mielziner, Cincinnati, Ohio. Mr. Theodore F. Brown, City. Gen. Sexton, Postmaster, City. Rev. M. Heller, New Orleans, La. Mr. W. B. Hackenburg, Philadelphia, Pa. Mr. Chas. Hoffman, Philadelphia, Pa. Mrs. L. M. Shrive, City. The following is the annual report of the school physi- cian, Dr. S. A. Knopfnagel: DR. S. A. KNOPFNAGEL'S REPORT. Prof. Bamberger, Superintendent Jewish Training School:- The following statistics are the results arrived at 43 during the school year of 1891-2, after having each pupil examined with regard to his or her physical condition: TABLE I. EYES. MYOPIA. (NEARSIGHTEDNESS.) Ungraded Class .................**..*.......................... 9 Class I ................. ....... ....................... ...... 4 " II................................................... 4 " III ....................................................... 7 " IV .............................................. .......... 7 " V .. .................. ..................................20 " VI.................. ............. . ....6 " VII.. ... ................... .............................. 6 " VIII................ ..................................... o CHRONIC INFLAMMATION OF THE LACHRYMAL GLANDS. Ungraded Class..................................................... 2 Class VII.................... ............................. " VIII ....................................................... r EAR8. OTITIS. Ungraded Class ......................* * *...................... 4 Class I ............ ............. ............. .......... 3 " II............ ............................. .... 3 " III ...................................................... 4 " IV ........................................................ 4 " V ..............o........................... .........2 " VI ....................................................... o " VII ....................................................... o " VIII ... .................................................. 2 SLIGHT DEAFNESS. Ungraded Class ................................................ I Class VI.... .............. ................................ ...... INFLAMMATION OF EUSTACHIAN TUBE. Class I........................................................ " IV........................................................ '" V...................................................... 2 TABIE II. HEADACHE. Ungraded Class ............ ........................................24 Class I........................................... ...............25 " II....... ........................................... 19 44 Class III................ ................ ...... . ...............17 " IV ..... . ........... . .. ..... . ...... ... ................ .... . 15 " V .................. ........ ..............................27 " VI ........................... ........................... 9 ,, V II ................. ...................................... 7 S VIII.......................................................40 AN.EMIA. Ungraded Class...................... ..................... .....34 Class I ......................................................... 14 S II ........... ............ ....... .......................... 16 " III .... ............ ................................... ..16 " IV.... ............................... .................25 " V .................. .......................................25 "c VI............ ............................................II S VII .................... .... ....... ........................ 8 SVIII ............... .. ................ .............40 HEART DISORDERS. Ungraded Class ..................... ............................. 5 Class I. .... .......... ........................................ 7 " II ..... ....... ....... ..................................... . 6 " III ............................................................. 5 " IV .......................... ........................... .. 0I " V .................... . .................................... 8 " V I........ ................................................ 3 ", V II.. ........ .................................. ........... 2 , VIII.......................................... .......... 3 DISORDERS OF THE RESPIRATORY SYSTEM. Ungraded Class................................................. 7 Class I ........................................................ 9 " II ...................................... .................. 8 " III ...................................................... 6 " IV .................... . ................. . ..... ......... 2 " V......... ... .................................... 8 S VI .......... ....... ....... .............................. 4 " VII ........................................................ I " VIII ....................................................... INTERCOSTAL NEURALGIA. Ungraded Class...................................... ...... . ..... o Class I . ............... .............. ... ........................ 2 " II..... ...................................... ............. o " III.................. ............... ....... ............... .... o " IV................ ................................. ..........I " V ,.................... ..................................... 4 " VI................ ............................................. .. o0 " VII....................................................... I " VIII........... ........................................... I 45 TA BLEL III STOMACH DISORDERS. Ungraded Class........................ ........................35 Class I ..................... ..... ................... ...........22 " II........................................................21 " III......................... ..............................18 " IV.......................................................31 " V ........................... .. ........................ 27 " VI..... .......... ........................................13 " VII ....................... ............................... 7 " VIII...................... ............................... .42 CASES TREATED DURING THE SCHOOL YEAR OF 1891-2. Tonsillitis (Acute and Follicular)................................... 115 Gastritis......................... ................................50 Dyspepsia................ .......................................175 Simple Continued Fever........................................... .20 Typhoid Fever ................................................... 4 Muco-Enteritis................................................. 16 Measles......."................................................ 2 Typhlitis ........................................................ 5 Eczema Capitis............... , ... ..""......... .... 50 " Faciei................................................... 5 Scabies......................................................... 25 Dislocation...................................................... 4 Wounds (incised)................................................. 15 Conjunctiritis, Simple............................................. 25 " Phlyctanular............... ........................ 2 Inflammation of lachrymal sac..................................... 4 Otitis.... ..................................................... 10 Odontalgia..................................................... 75 Parotitis................................ ......................... 15 Ring-worm. ........................ ........................... 4 Chorea........................................................ 2 Total number of cases treated..............623 Myopia cannot be cured. -The elongated axis or the abnormal form of the eyeball cannot be shortened. Vari- ous operations and drugs have been tried without suc- cess. It is a disease of civilization. Myopia is not known among the savages. As far as I know we meet a great num- ber of Myopics among the Jews. The Russian Jew in his youth spends days and nights on the study of the Talmud, and thus overtaxes the function of the eyes, and as a con- 46 sequence we meet a great many myopics among them. And if we consider the hereditary predisposition to be- come myopic, no one will wonder at the great number of myopics among the Russian Jews. It can be detected at the early age of 8 years. If no sign of myopia is de- tected until the 16th year, then we may be sure there will be no myopia. Though myopia is not curable, yet by following hy- gienic laws we may mitigate this disease. Therefore allow me to recommend the following regu- lations which may guide us in counteracting the ten- dencies toward myopia: i) Both parents should undergo a strict examination (physical), before their child is received in the school. By doing this we shall know the condition of the eyes of the parents and are thus enabled to deal with the child accordingly. 2) If the child be a myopic, it should at once be pro- vided with eyeglasses. 3) The book should be held up when possible, (al- ways, by children with healthy eyes), to prevent conges- tion of the choroidal vessels, caused by prolonged lean- ing forward of the head. Penmanship teachers, more especially, should have the pupils sit erect. S4) No work should be done by dim light, especially mathematics, drawing, sewing and modeling, and not too much at one sitting. 5) Teachers should under no circumstances demand their pupils to keep the eyes fixed on their books for a long time; the eyes should be made to turn toward dis- tant objects. 6) At the end of or during the lesson the children should receive eye gymnastics. 7) Myopics should not be allowed to use the little cheap dictionaries, nor to draw maps on small scales, nor to examine such. 8) Myopics should be given front seats. 9) The condition of the eyes should be looked into by the school physician as often as time allows him. Human life was and is sacrificed by all nations through 47 ignorance or sometimes neglect of the means of preserv- ing health or arresting disease. Close quarters, squalor and insufficient food are causes of death. Table IL gives an account of children suffering con- tinually with headache. Headache is not a substantive disease; it is a symptom of some disorder in the organism. I have paid much attention to the children of our school, and tried very hard to find out the causes of headache. In the majority of cases I found the above to be true. About one third have continually suffered with this malady, because they were not properly fed. This to- gether with the impure air inhaled by them at their homes, is the sole cause, why so many of our children are anaemic. Examining Table III we see that 216 children were continually suffering from disorders in the digestive ap- paratus. 93 of them are at times constipated, at other times just the contrary, 6o are always constipated. 32 have always diarrhcea. 7 suffer from gastrolgia. 12 suffer from dyspepsia. 20 suffer from acidity. 3 suffer from chronic gastritis. Some of these disorders, I believe, are inherited by the children from one or the other parent, but a great many of our children suffer, because of the ignorance of the parents. The parents are often ignorant of the fact that the comfort, energy, and moral character of man depend largely upon his digestive organs, and these in turn de- pend upon the nature of the food. Our pupils are poorly fed and given their poor meals at irregular times. Teachers, too, are often to blame for not allowing the child to leave the room when necessary, and thus the digestive ap- paratus is gradually weakened. The mode of dressing has also largely to do with dis- orders of the stomach. I have noticed this especially, with children whose dresses are too tight. Even the younger children wear corset waists. 48 To remedy all these evils as far as possible, I would recommend: i) Parents should by all means be examined to as- certain not only the condition of their eyes, but their en- tire physical condition. This will help us in preventing the development of a disorder from its start, and it will also give us an idea of the condition of the lungs and heart of the child. 2) Teachers should always allow the children "to leave the room". 3) A small sum should be provided for drugs. 4) Small children should not be allowed to wear cor- sets or tight belts. During the session of I891-92 some of the pupils have been exempted from gymnastics on account of heart trouble. Others have been taking more exercises. I will follow the same plan. I believe gymnastics help much toward physical development; it increases circula- tion, thus distributing blood to every part of the body; it helps digestion, the growth of the bones and muscles, and averts tendencies towards melancholy. To better develop the lungs as well as the muscles, I should recommend a perfect, as far as possible, gymnastic outfit in the hall, and a thorough systematic method in singing. Respectfully, S. A. KNOPFNAGEL, M. D. The statistics (tables) of Dr. Knopfnagel are undoubt- edly interesting and useful for every educator; for us they are of inestimable value. Mens sana in corpore sano -let us therefore see that our children are in the proper physical condition first-corpus sanum-the mind will then develop. The recommendations of the physician will be carefully considered and they will be carried into effect so far as advisable and possible. Some of them have already been carried out previous to this report,-from the beginning of the school. For instance, our children must not ask permission to leave the room; nay, they are for- bidden to do so, they leave quietly and come back quietly whenever they feel like it; the teachers, however, watch 49 them carefully and if a child is found abusing this privi- lege, it will be punished and will lose the privilege tem- porarily. If I were to write the history of our school I should begin with a little institution for girls, who received instruction after school time in cooking and sewing in a building belonging to the Sinai Congregation on Twenty- first street and Indiana avenue. "This Industrial School," as it was named, was supported by a small number of "good ladies." When our Training School, however, grew out from it, we were compelled to give up cooking, in order to first cultivate more necessary branches. We, however, never gave up the idea of continuing this depart- ment of domestic science, and the Young Ladies' Aid Society of this city has enabled us to realize this idea. The corner house of Judd and Clinton streets, belonging to the school, has been arranged for this department and we shall give the girls of our higher classes the oppor- tunity to perfect themselves in the various branches of domestic science. We were fortunate enough to secure the valuable services of Miss Emma C. Sickels, a lady whose reputation as an advocate and teacher of this science is well established. Miss Emma C. Sickels is a lady unusually gifted in two directions, dealing with and educating the Indians, and preparing food on a scientific plan. In the former her services have been of much use to the Government, carrying messages to Pine Ridge at the time of the trouble there, undertaking commissions frought with much danger. She was instrumental in making peace with the Indians at Pine Ridge, by whom she is trusted and held in much esteem. While at Mt. Holyoke Seminary, where she finished her education, she became convinced that manual labor, in connection with school life, might, under judicious in- struction become the foundation of physical and mental health, and her efforts have since been untiringly to this conviction. She began her career as a teacher of scientific cooking with a class of ten University girls, students at Champaign, 5o Ill., finding at the end of the year that the health of the girls was better than during any previous year. They had lost no time from school, they stood among the highest in their classes and had an increasing interest in household duties. Her next work was at Carlisle, Pa., where she superin- tended classes of Indian girls who did the cooking for 250 pupils. She was next superintendent of an Indian Industrial Boarding School at Pine Ridge, South Dakota. After two years' successful work there she resigned her position to return to Chicago to develop this kind of work in this city. Next she was engaged in the Illinois Industrial School for girls, organizing afterwards a training class for do- mestics. A year ago last July, Miss Sickels took charge of the classes of domestic sciences at the National Teachers' As- sociation, at St. Paul, Minn., afterwards making an ex- tended tour of the east to study industrial systems. She had visited many institutions for working women, boarding at some of the houses, in order to thoroughly fa- miliarize herself with the condition of wage-women. The following are Miss Sickels' views concerning the relation of the school to the labor problem: "The labor question is pre-eminently that which de- mands the attention of the leading thinkers, statesmen and philanthropists of the day. The agitation which now threatens the peace of our own and other nations, points to underlying evils that call for remedy. It is true that many of those who cry the loudest for reform are those who have the least practical knowledge of wrongs; but in the body politic as in the human body, all parts are so closely con- nected, that although the symptoms may have no appar- ent relation to the disease, the skillful practitioner can trace the cause through its effects, however remote. In the labor problem there is some underlying cause that in the discussion has been overlooked or whose importance is underestimated. One of the most evident conditions in the industrial world is, that all avenues of mechanical labor 51 are overcrowded; that is, all labor which can be done me- chanically without skill and individuality of thought or training. Second, that where skill or training is neces- sary, all avenues of what might be technically termed "mens' work," are overflowing with applications of vary- ing degrees of fitness, while all lines of women's work suf- fer from lack of competent workers. "An attempt has been made towards providing skilled laborers by establishing schools of manual training, but in the great march for the roots of the evil, one which more closely than all others combined, effects every human life, in every household, has been wholly overlooked: that of systematic training of girls for their duties as women- the cleanly and tasteful arrangement of the household, in- telligent care of children, economical and healthful prepar- ation of food, systematic keeping of accounts. "These duties have to do with the physical, mental and moral welfare of every human being and are called into use, whether for good or ill, by every woman who under- takes the management of a home. Among these none are more important than that of cooking. "Cooking, as a science, has not claimed the attention which its important effects demand. Cooking lessons have been, as a rule, given in a desultory manner without regard to the development of some underlying principle which develops the brain as well as the hand of the learner. Life means growth, a connected effort. Growth is not ac- cretion, it is assiniilation and development. This is true of science-of knowledge-brain growth. "The science of cooking is not rightly named unless mental growth is developed. "The seed of thought once planted shall be fostered, that each new attainment may be the result of all that has preceded. It is well to consider the elements of food in their relation to the human system, but the first essential step is to consider what may be termed the food principles in their relation to one another, presenting them by simple methods so that the pupil may become thoroughly familiar with them in all their phases and then in their combina- tions. The most frequent mistake which has been made 52 in cooking lessons, is the sacrifice of the principles, for haste at combination; seeking rather to produce some at- tractive dish than to first study the principles in them- selves. It can be readily seen that art or music is not taught by placing the work of the pupils upon the market as musicians or artists. There must be first tedious prac- tice in making the lines, or fingering keys, which have no apparent relation to the finished picture or pleasing mel- ody, results which in truth cannot be attained without that practice. Premature exhibitions of any science are dis- heartening or lead to the most superficial work; the fatal mistake has been in the cooking classes, in which the re- sults are put upon the market, and the superficial work is done for the sake of effect which is not mental growth, but it is mental accretion and must give place to other in- terests possessing elements of vitality. This is the reason why so many failures have been made in so-called cooking classes. These failures point out the need that in order to be successful, cooking must be taught by the same methods of study of principles and their development, as are the basis of success in all other sciences. All attempts, therefore, should be made in this line." NIGHT SCHOOL. As in former years, so in this, the doors of our school building were open in the evening to both men and women who felt the need of mental culture, and were desirous of acquiring the language of the country, and fitting them- selves still further for their task in life. The Night School, while under the general patronage and direction of the School Board, has been the result of efforts made by the Order of Bnai Brith, who generously assumed the ex- pense for the maintenance of the male department, and the Johanna Lodge, for that frequented by the women and girls. The services rendered in these ways by the Lodges, to those that benefited by the instruction cannot be esti- mated in cold numbers or words. Certainly, the Night School is not merely an annex, but a necessary comple- ment of the day-school. Without the co-operation of the lodges the school would not have been able to maintain this fruitful extension of the general work. It is to be hoped that by the same zealous co-operation we shall be enabled to continue the sessions at night school. A visit to the school in the evening will repay the trouble most amply. It will confirm the impression that the classes for whom primarily our institution is intended, prize most highly the opportunity offered. The eagerness to learn, which characterizes even such as one would suppose on account of their age to have outgrown the period of in- struction among these people is simply phenomenal. There is no question that those who attend the night sessions carry away with them knowledge which will be immedi- ately available for them in their efforts to maintain them- selves and their families. Thrice blessed, therefore, are those who have contrib- uted the means for this noble work. As indicated above, the Night School consists of two departments, male and female. Each department again consists of four classes. The male department receives instruction in the English branches only; the highest class is also taught book-keeping and commercial correspondence; all receive some instruction in the United States History and Geography, and are made familiar with the Constitu- tion of the Commonwealth. Two hundred and sixty men were enrolled during the last year, the average attendance was 12o; 40 were above 50 years of age, 62 between 30 and 50, 84 between 20 and 30, and 74 between 14 and 18 years of age. All classes assemble four times a week in the eve- ning from 7:30 to 9:30, resp. 7:45, 9:45- The female department had 200 enrolled with an aver- age attendance of 1o5; there were only 22 above 30 years of age, the rest were girls from 14 to 22. The pupils of this department too are taught in four classes; each one is com- pelled to study the elements of the English language. One- third of them took in addition to Eriglish a course in sewing and dressmaking, which department is optional. At the end of December 32 girls were dismissed from the dress- making department who were able to finish a plain dress, waist and all, without any assistance, and all of them found positions in business houses as dressmakers, or work in private families as seamstresses. 54 At the end of June again 18 had finished such a course in the dressmaking department, of which every one could assist in supporting a family. Most of all who took this course made their own dresses and also dresses for some in their family. We are indebted to the firm of Friedlaender & Brady, who took great interest in the education of these girls and have employed a number of them, not merely for the sake of having useful hands, but with the noble intention to do something for them. It would be impossible for me to enumerate the names of all the boys and girls who were benefited by the Night School, and who have found proper employment in this city, and were thus enabled to support themselves as well as to help in supporting others. I deem it proper to mention here the names of the offi- cers of the Johanna Lodge, No. 9, U. O. T. S: President, Mrs. Morris Loeb; vice-president, Mrs. E. Katz; treas- urer, Mrs. L. Cole; recording secretary, Mrs. S. C. Ness- ler; financial secretary, Mrs. Charles Haas; and the members of the Committee on Night School, of District No. 6, I. O. B. B.: Dr. B. Felsenthal, chairman; Mr. H. Felsenthal, treasurer; Mr. Henry Greenebaum, Mr. Edward Rubovits and Mr. Samuel Taussig. Respectfully, G. BAMBERGER. 55 GRADUATES. Bernstein, Sarah. Blumenfeld, Sarah. Brownstein, Rebecca. Clemage, Bloomie. Harris, Annie. Langert, Rosie. M ishkutz, Annie. Nathan, Annie. Newman, Annie. Runner, Esther. Skalagolsky, Hattie. Schultz, Bertha. Aaron, Harry. Berman, Louis. Bernstein, Max. Bernstein, Willie. Burkhard, Abe. Ellison, Bennie. Pinkovsky, Jacob. Platchinsky, Louis. Rosenberg, Aaron. Rosenberg, Samuel. Rausuk, Abe. Shandinsky, Conrad. Surkin, Willie. Ungar, Isaac. Seven of the graduates have returned to take another year's course. 56 AWARDING OF PRIZES. LEON MANDEL'S PRIZES. I. $So.oo-Prize for best Conduct and Scholarship...SARAH BLUMENFELD Honorable Mention-Sarah Bernstein, Annie Harris, Aaron Rosenberg. 2. $O1.oo-Ist prize for greatest efficiency in Drawing and Modeling Louis PLATCHINSKY $5.oo-2d prize for greatest efficiency in Drawing and Modeling CONRAD SHANDINSKY Honorable Mention-Bennie Ellison, Louis Berman, A. Harris, A. Rosenberg. 3. $io.oo-Ist prize for greatest efficiency in Mathematics. JACOB PINKOVSKY $5.oo-2d prize for greatest efficiency in Mathematics. SARAH BLUMENFELD Honorable Mention-Annie Harris, Sarah Bernstein, Louis Platchinsky. 4. $io.oo-ist prize for greatest efficiency in Machine Shop. Louis PLATCHINSKY $5.oo-2d prize for greatest efficiency in Machine Shop. BENNIE ELLISON Honorable Mention-Louis Berman, Max Bernstein, Conrad Shandinsky, Aaron Rosenberg. 5. $io.oo-ist prize for greatest efficiency in Sewing Dept .ANNIE HARRIS $5.oo-2d prize for greatest efficiency in Sewing Dept ANNIE MISHKUTZ Honorable Mention-Sarah Bernstein, Sarah Blumenfeld, Bloomie Clemage, Annie Harris. 6. $1o.oo-Ist prize for greatest efficiency in English.SARAH BLUMENFELD $5.oo-2d prize for greatest efficiency in English......ANNIE HARRIS Honorable Mention Jacob Pinkovsky, Sarah Bernstein, Harry Aaron, Sam Rosenberg, Rebecca Brownstein. $15.oo spent in appropriate books, given to the two best children of each of the lower classes. SOPHIA ROSENBAUM'S PRIZE. Gold Medal, for best attendance.......................ANNA NATHAN Honorable Mention-Sarah Blumenfeld, B. Ellison. HON. SIMON WOLF'S PRIZE. Gold Medal, for the most earnest and industrious worker (boy). JACOB PINKOVSKY Gold Medal, for the most earnest and industrious worker (girl). SARAH BERNSTEIN LAURA BAMBERGER'S PRIZE. Gold Medal, to the most earnest worker in Drawing...... SAM ROSENBERG Special Prizes, for efficiency in Natural History and Philosophy (books). ANNIE MISHKUTZ, WILLIE SURKIN, SARAH BERNSTEIN 57 REPORT OF COMMITTEE ON BUILDING. To the Trustees and Members of the Jewish Training School: LADIES AND GENTLEMEN:-The expenditures on Build- ings and Grounds for the current year, have been as fol- lows: Anton Czacharowsky, moving and raising two houses............ $ 90 oo00 C. Reilly, cement walks.................................... 149 00oo C. Muth, iron work....................................... 290 00oo People's Gas Light & Coke Co., gas connection and re-paving.... 29 74 I. Muller, plumbing ......... ............................... 3x 75 L. H. Prentice, steamfitting, etc........ ..................... I14 73 McGuire Machinery Co., clutch pulley, etc.................... 47 13 Sundries-painting, calcimining, plastering, cleaning sewers, etc.. 270 80 Lumber for buildings....................................... 217 89 Total.................. ..............................$1,241 04 Respectfully submitted, HENRY L. FRANK, Of Committee on Buildings and Grounds. 58 REPORT OF THE TREASURER. To the President and MFembers of the Jewish Training Schoo / of Chicago: LADIES AND GENTLEMEN:-I beg to submit herewith my report as Treasurer for the past year from May 12, 1891, to May io, 1892, inclusive: RECEIPTS. Balance on hand as per last report..............$ 4,315 73 Receipts from May 12, 1891, to May o10, 1892.... 29,396 83 - $33,712 56 DISBURSEMENTS. Paid by voucher No. 653 to 722 inclusive......... $30,582 36 Balance on hand................... ......... 3,130 20 - $33,712 56 INVESTMENTS. Security No. 3. Note and Trust Deed, 7 per cent.; semi-annually, due February 16, 1895 ........$ 6o00 o Security No. 4. Note and Trust Deed, 6 per cent.; semi-annually, due March 26, I893 .......... 5,000 00oo Security No. 5. Note and Trust Deed, 6 per cent.; semi-annually, due January o10, 1894......... 2,500 00oo Security No. 6. Note and Trust Deed, 6 per cent.; semi-annually, due February 4, 1895......... 5,000 00 Security No. 8. Note and Trust Deed, 7 per cent.; semi-annually, due December 29, 1895....... 1,000 00 Security No. 9. Note and Trust Deed, 7 per cent.; semi-annually, due October 19, 1896......... I,ooo 00 Security No. Io. Note and Trust Deed, 6 per cent.; semi-annually, due April 29, 1895 ............. 2,000 00 Security No. II. Note and Trust Deed, 6 per cent.; semi-annually, due April 4, 1894............ 2,000o oo00 Security No. 12. Note and Trust Deed, 6 per cent.; semi-annually, due March 23, 1897.......... 5,500 00 $24 600 59 INSURANCE. Scottish Union & National Insurance Co.......... $2,000ooo oo00 Rockford Insurance Co....................... 3,000ooo oo00 Phoenix Insurance Co., Brooklyn................ 3,000ooo oo00 Rochester German Insurance Co................ 5,000 00 North British & Mercanitile Insurance Co......... 5,000 00 Hamburg & Bremen Insurance Co.............. 5,000 00 London & Lancashire Insurance Co............. 5,000 00 The Traders Insurance Co ..................... 5,000 00 The Merchants Insurance Co., Newark, N. J..... 2,500 00 Continental Insurance Co., New York........... 2,500 00 Hartford Steam Boiler & Accident Insurance Co... io,ooo00 48,000 00oo Total on Buildings, Furniture, etc.......... 38,000 00oo On Boilers, etc......................... 10,000 00oo Very Respectfully, LEO. FOX, Treasurer. We have examined Treasurer's report and find same correct. HENRY GREENEBAUM, FinanceCommittee. MRS. E. MANDEL, 60 REPORT OF FINANCIAL SECRETARY, To the President and Board of Directors of the Jewish Train- ing School of Chicago: LADIES AND GENTLEMEN:-I submit herewith my report for the year, beginning May 13, I891, and ending May io, 1892, inclusive: GENERAL FUND. Balance credited to Fund at last report...................... $3,837 25 RECEIPTS. Interest-Brown............. $ 300 oo00 Frink...............165 00 Rocsner............ 82 Io Austerlitz ........... 150 00oo Aabacock........... 300 oo Oleson............. 42 00oo Sayler.............. 300 00oo Wochota........... 60 oo Treasurer's balance.. 86 48 Young Men's Hebrew Charity Association........... Phoenix Club.................................. Baron De Hirsch Fund........................ Mortgage Paid, L. Rocsner, being an investment made from General Fund, prior .to establishment of present Sinking Fund..................... Base ball game................................ B. Kuppenheimer............................... Myrtle Council, Royal Arcanum................... West Side Ladies' Sewing Society ................. James Levy, Cincinnati, Ohio.................... H. L. Frank, memory of Emanuel Frank......... Young Ladies' Aid Society........................ Mrs. E. Frank........................... Elias Block, Cincinnati, Ohio.................... Lazarus Silverman............................. Sinai Congregation Confirmation Class, '91.......... Carried forward, $1,485 58 $4,000 00oo 19400 oo00 1,ooo oo000 00 I,ooo oo000 00 591 50 300 oo00 235 65 150 00 100 00 100 00 100 00 100 00 100 00 100 00 75 00 $9,837 73 $4,837 25 Io oo Ioo OO Ioo oo Ioo OO Ioo oo 75 00 $9,837 73 $4,837 25 6x Brought forward, $9,837 73 $4,837 25 Mrs. Conrad Witkowsky ................*0..* 50 00 Hebrew Ladies' Aid Society, La Porte, Ind......... . 50 00 Dist. Grand Lodge, No. 2, I. O. F. S. of I......... . 25 00 B. Davidson, Sioux City, Ia...................... 25 00 Harry Katz, Yankton, Da....................... 25 00 Myrtle Aid Society............................. 25 00 S. Block, New Orleans, La........................ 25 00 I. Frankel, Oskaloosa, Ia......................... 20 o00 Maybill Club............ ................ ..... 28 o00 W. Mayer, New York........................... o o10 00 B. Cahn, Baltimore, Md ......... .............. 20 o00 Simon Wolf, Sr................................. o O..10 00 J. W . Helmer.................................. 10 oo00 Mrs. Fannie Bach.............................. 10o oo00 James W. Sheridan..........................10 00.............. o o Willing Helpers.................... ............ 3 50 Children's Circle ........... ......... .... 8 00 Mrs. L. Schlesinger............................. 4 o00 Abr. Kuh......................................*.... 5 00 Mrs. Kaiser, Buffalo, N.Y....................... 5 00 B'nai Sholem Congregation Confirmation Class...... 6 o00 Sinai Congregation Sunday School................ 2 o00 Zion Congregation Sunday School................. 6 o00 Mrs. N. Eisendrath..................... ......... 5 00 L. Glickman................................... 5 00 Mrs. Levy Klein .............................. * 5 00 Miss Nusbaum's Class, Sinai Sunday School........ 5 35 Donations through Jacob Newman, Jr. ............ 41 25 Donations through Chas. Bloch...................... 5 00 Sale of old wood............................... 7 50 Rents from sundry tenants....... ................ 461 00 Dues from members............................ 8,814 50 --$19,569 83 $24,407 o8 DISBURSEMENTS. Salaries to Prof. Bamberger, Teachers, etc..........$15,033 25 Gas bills.............. . ................... 276 75 Coal........................................ 895 69 Commissions for Collecting Dues .................. 84 00oo Taxes....................................... 246 68 Groceries..................................... 50 o01 Printing Annual Reports....".................... I I I 55 Dry Goods..................................... 44 o10 Financial Secretary ............................. 100oo oo00 Books, Printing, Stationery and Postage Stamps..... 905 68 Carried forward, $17,747 71 $24,407o $ 62 Brought forward, $17,747 71I $24,407 o8 Workshop Materials and Instruments.............. 459 78 House Supplies and Sundry Repairs.............. 140 14 Inlaid Circle for Kindergarten.................... 36 50 Work Benches for Sloyd Room................... 60 oo Stoves for Cottages................ ........... 24 5C Curbing Jefferson street.......................... 7 50 Filters and Coolers............................... . 83 00 Electric Signal Clock ............................ 67 50 Sundries...................................... 187 69 $18,814 32 Balance to Credit of General Fund ......................$ 5,592 76 SINKING FUND. Balance Credited to Fund, at last report......................$ 8,Ioo oo100 00 RECEIPTS. D. Wallach, Life Member.......................$ 300 00oo Godfrey Snydacker, Life Member................ 500 00 Win. Frink, Mortgage Paid....................... .1,ooo oo00 Withdrawn from Building Fund, D. Wallach....... . 200 00oo The Jos. B. Loewenthal Fund........,.......... 2,000ooo oo00 Chas. Sayler, Mortgage Paid............ ........ 5,000 00 --- 9,000ooo oo00 $ 17,100 00oo DISBURSEMENTI S. Investment. W. Frink.........................$ 1,0 O oo K. Worchota..................... 2,000 00oo J. Carey.......................... 2,000 00 A. & R. Heller................... 5,500 00 $10,500 00 Balance to Credit of Sinking Fund......................$ 6,600 oo BUILDING FUND. Overdrawn as per last report.............................$ 7,621 52 DISBURSEMENTS. Maguire Machine Co.........................$ 47 13 Moving House.................................. * 90 oo C. Reilly, cement walks......................... 149 00 C. Muth, iron fence........ ............................ 290 00 People's Gas Light Co., service pipe................ 29 74 Lumber for Buildings........................... 217 89 Painting, Plastering, Filling Yards, etc.............. 302 55 L. H. PrenticeCo........................ ....... 114 73 Withdrawn, for D. Wallach, to Sinking Fund....... 200 oo00 - - $ 1,441 04 Building Fund Overdrawn...........................$ 0,062 56 63 SUMMARY. Balance in hands of Treasurer, last report ................... $ 4,315 73 RECEIPTS. General Fund....................... $20,569 83 Sinking Fund.......................$ 7,000 00oo Jos. .B. Loewenthal Fund.............. 2,000ooo oo00 9,000 00oo 29,569 83 $33,885 56 DISBURSEMENTS. As per Vouchers No. 653 to No. 722 inclusive: General Fund........... ............. $18,814 32 Sinking Fund, invested............... $ 8,500 00 Jos. B. Loewenthal Fund invested...... 2,ooo oo o000 00 10,500 00 Building Fund....................... 1,441 04 $30,755 36 Balance in hands of Treasurer................ $3,130 20 Balance credited General Fund.................. 5,592 76 Balance credited Sinking Fund ................... 6,6oo 00 $12,192 76 Overdrawn. Building Fund..................... 9,o62 56 Cash Balance...................... 3,130 20 Invested. Sinking Fund........................ 12,600 oo00 " Max A. Meyer Fund................. Io,oo00 oo " Jos. B. Loewenthal Fund............... 2,000ooo oo00 Total Cash and Securities..............................$27,730 2o Respectfully submitted, HERMAN HEFTER, Financial Secretary. Correct: HENRY GREENEBAUM, Finance Committee. MRS. E. MANDEL, LIST OF MEMBERS. FOUNDER MEMBERS. Leon Mandel............. $ 20,000 Max A. Meyer............ Io,ooo H. N. Higginbotham....... 5,000 H. A. Kohn.............. 5,000 Emanuel Mandel.......... Chas. H. Schwab......... Young Men's Hebrew Charity Association.............. LIFE MEMBERS. Austrian, Joseph.........$ 500 00oo Bensinger, M.............. 500 oo00 Barbe, Martin............. 500 oo00 Cohn, Bernhard........... 500 oo00 Cahn, Chas............... 500 oo00 Foreman, Gerhard......... 500 oo00 Foreman, Mrs.G. (memory of) 500 00 Frankenthal, E............ 500 oo00 Frank, Henry L........... 500 oo00 Frank, Mrs. H. L .......... 500 oo00 Frank, Louis E ............ 500 oo00 Kuppenheimer, B.......... 500 oo00 Kuppenheimer, L. B., for memory of Blanche Kup- penheimer.............. 500 oo00 Loeb, Adolph............. 500 oo00 Loewenthal, Berthold...... 500 oo00 Loewenthal, Mrs. Berthold.. 500 00 Liebenstein, Jacob.........$ 500 00 Mayer, Levy.............. 500 00 Mayer, Leopold........... 500 00 Mandel, Simon............ 500 00 Mandel, Mrs. Simon....... 500 00 Meyer, Max A............ 500 00 Rosenfield, Mrs. Henrietta.. 2,000 00oo Rosenbaum, Joseph........ 500 00 Rosenbaum, Morris....... 500 00 Rothschild,Baron Edmond de 500 00 Silverman, Lazarus........ 500 00 Stein, Chas.............. 500 00 Stein, Mrs. Babette........ 500 00 Straus, Matthias, Estate of.. 500 00 Snydacker, G............ 500 00 Wedeles, Mrs. Isaac...... 500 00 Wampold, Louis........... 500 00 Wallach, D................500 00 PATRON MEMBERS. Arnstein, E................$ 25 00 Arnheim, B................ 100 oo Adams, Moses.............. 50 00oo Austrian, Mrs. Sol.......... 25 00 Abt, Levi.................. 25 00 Born, M ................... 25 00 Bernheimer, Mrs. I......... 25 00 Bergman, Alex.............. 25 oo00 Bernstein, Julius............ 25 oo00 Bensinger, Mrs. M..........$ 25 00 Beifield,Jos................ 200 oo00 Blum, E. C................ 25 oo00 Bissinger, B................ 25 0oo Buxbaum, E............... 25 00 Bloch, Abr................ 25 00 Baumgartl, I............... 25 00 Cahn, Jos................. 25 00 Cahn, Ben. R.............. 25 00 $5,000 5,000 16,500 65 Davis, Mrs. L. D .........$ 250oo De Lee, Sol. T............ 25 oo00 Dallemand & Co............ Dreyer, E. S. & Co........ Einstein, M............... Ellsner, Sam .............. Elson, H .................. Eisenstaedt Bros............ Engel, B.................. Eisendrath, W. N.......... Foreman, E. G.............. Foreman, O. G............. Frank, Henry L............ Foreman, H. G............ Fox, Leo.................. Fox, Mrs. Leo............. Florsheim, Simon........... Felsenthal, H.............. Felsenthal. E. B ............ Falker, H ................. Freudenthal, Jos............ Florsheim, Mrs. Simon ..... Frankel, Jos............... Fish, Joseph.............. Franks, Jacob............. Foreman, M. J............. Frank, I. M................ Fischer, Mrs. S. M......... Greensfelder, I............. Gimbel, M................. Guthman, Sol.............. Gottlieb, A................... Gatzert, J. L.............. Gatzert, Mrs. J. L........... Greenebaum, Michael....... Greenebaum, Henry........ Gleenebaum, Mrs. Henry.... Greenebaum's Sons........ Goodman, Mrs. Hugo....... Greenebaum, Simon....... Guthman, Sieg............ Hart, Harry.............. Hirsch, Emil G............ Hart, Abr................. Hahn, H. F............... Hoffman, E ............... Hart, Max................. 25 00 100 00 25 00 25 00 25 00 25 00 25 oo00 25 00 25 00 25 00 1oo 00 25 oo00 50 00 50 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 50 00 50 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 100 00 54 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 So oo0 So oo 25 00o 25 oo 25 oo 25 0 25 oo 25 oo0 25 oo0 So oo So oo 25 oo 25 Oo0 25 oo0 25 Oo0 25 0 25 00 25 oo0 25 0 25 Oo0 25 Oo0 25 oo 25 oo0 54 oo 25 Oo0 25 oo 25 oo 25 oo 25 0 25 00o 25 Oo0 25 oo0 Hiller, Gus................ 25 00oo 1 Haas, Chas...............$ 25 00 Hirsch, M. M.............. 25 00 Hesing, A. C.............. 25 00 Hart, H. N................. 25 00 Hamburger, The Co......... 25 00 Hofheimer & Zeisler......... 25 00 Klein, Simon............... 25 00 Kiss, F.................... 25 00 Kraus, Adolph ............ 25 00 Kline, Sam. J............. 25 00 Kahn, Felix............... 25 00 Kantrowitz, Gus............ 25 00 Keefer, L.................. 25 00 Kohn, Harry D............ 25 00oo Karger, S.................. 50o oo00 Kramer, C. A. L........... 25 00oo Kohn, Mrs. D. A........... 25 00oo Kohn, D. A................ 25 00 Kohn, J. A............... 50 00 Kuh, Henry............... 25 00 Kuh, Julius................ 25 00oo Kraus, Mrs. A ............ 25 00 Loeb, Adolph............. 25 o00 Landauer, H............... 25 00 Loewenstein, L............ 25 00oo Livingston, Isaac........... 25 00oo Lehman, Mrs. H........... 25 00 Loeb, Julius................ 25 00oo Loeb, Leo A............... 25 00 Loewenthal, Jos. B.......... 25 00 Longini, A................ 25 00 Lieberman, A ............. 25 00 Loewenthal, B............. 25 00 Loewenthal, Berthold....... Ioo oo100 00 Lichtenstaedt, P............ 25 00oo Loeb, Wm................. Ioo oo100 00 Mayer, M. Harry... ..... 25 00 Meyer, Isaac .............. 25 00 Mergentheim, B............ 25 00 Manheimer, Mrs. M ...... 25 00 Meyer, Mrs. Max A......... 25 00 Moses, Adolph............. 25 00 Moses, Mrs. Adolph........ 25 00 Mayer, Nathan............. 25 00 Marx M.................. 25 00 Morgenthau, L............. 25 00 Morris, Louis.............. 25 00 Mayer, Isaac H............ 25 00 Mandel, E..1.. ...... ..$oo oo Meyer, Edwin ............. Max, Geo. L................ Nathan, Herman........... Newman, M.............. Nast, David............... Northwestern Iron & Steel Co. Nathan, Marks........... Newman, Jacob.......... National Bank of Ills......... Opper, Phillip............. Oberndorf, L.............. Pfaelzer, Daube & Cohn..... Powell, Leopold............ Rosenthal, Julius............ Rosenfield, Mrs. M ....... Rothschild, S. M........... Rothschild, Mrs. J. A ....... Rubel, R .................. Rose, Edw................. Rose, Mrs. Edw........... Rosenberg, Julius........... Rothschild, A. M. ......... Rothschild, Mrs. A. M....... Rothschild, E.............. Rosenbaum, Mrs M. ....... Rosenberg, Bern. .......... Rosenberg, Jacob.......... Rosenbaum, Jos........... Rosenbaum, M............. Rosenfield Bros. & Co....... Schmaltz, N. J............. Snydacker, Mrs. G ........... Snydacker, G............... Schaffner, Heriman & Co.... Schaffner, Jos.............. Schlesinger, Mrs. L......... Spiegel, Mrs. Jos.......... Spiegel, Jos................ Schlesinger, L............. Selz, J. Harry.............. 25 oo00 25 00 25 00 50 00 50 00 25 oo00 50 00 25 00 100 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 25 00 200 00 0025 oo00 1025 00 25 00 25 oo00 25 oo00 25 00 100 00 25 00 25 00 25 oO 25 oo00 25 00 25 00 25 00O 25 Ooo 25 oo 250 oo "25 06o 25 oo 25 oo 25 oo Siegel, Henry............$ 25 00 Silverman, Miss Shala. ...... 25 00 Silverman, Mrs. Laz........25 00 Stolz, Jos................ 25 00 Spitz, S.................... 25 00 Silverman, Chas............ 25 00 Strauss, L................. 25 00 Simon, Leop............... 25 o00 Stein, Sidney............... 25 00 Selz, Morris........... ... 25 00oo Selz, Mrs. Morris............. 25 00 Schnadig Bros.............. 25 00 Steele, Henry B............ 25 00 Siegel, F................. 25 00 Snydacker, Jos. G.......... 25 oo00 Schram, J.......,........ 25 00 Schaffner, Chas............ 25 00 Schwab, Henry............. 25 00 Stettauer, Mrs. C. S......... 25 00 Swarts, Mark............... 25 00 Snydacker, A. M........... 25 00 Strauss, Abr............... 25 o00 Strauss, Mrs. A. ........ .. 25 00 Schram,.Louis............. 25 00 Slimmer, A................ o0o oo00 Schoninger, B ............. 25 00 Straus, Leo................ 25 00 Stein, Adolf ... . ......... 25 00 Ullman,.L .................. 25 00 Weinschenk, Lucius......... 25 00 Weinschenk, Miss M........ 25 00 Wolff, Max............... 25 00 Wolff, Isaac.................. 25 00 Wolfsohn, Carl............ . 25 00 Wedeles, Isaac. ...........50 00 Wolff, Albert H.......... 25 00 Wolff & Periolat Fur Co..... 25 o00 Wolff, H. M............... 25 00 Wolf, Jos................. ...25 o00 Yondorf, Chas............. 25 00 Yondorf, Aug.............. 25 00 ANNUAL MEMBERS. Arnstein, Mrs. E.......... Arnheim, Mrs. B........... Adams, Mrs. M............ Adler, Mrs. D.............. 5 00oo Austrian, Mrs. J.......... $ 4 oo Appel, Mrs. Carl........... 4 00oo Adler, Mrs. H........... 4 00oo Auerbach, Mrs. H.......... 5 00co 5 00 4 00 500 67 Austrian, Walter........ ....$ 4 00 Austrian, Miss F..,......... Abt, Miss H............. Altman Bros............. Alpern, S.................. Berg, Mrs. A............. Ballenberg, Mrs. Jules ....... Bettman, Mrs. B ......... Blum, Mrs. Aug.............. Block, Mrs. I . ............ Benjamin, Mrs. L......... Bergman, Mrs. A.......... Buxbaum, Mrs. E.......... Born, Mrs. M............. Bauland, Jacob H.......... Bauland, Jos. H............ Bach, Mrs. L ............. Bach, L.................. Berg, Mrs. M. H.."......... Brown, Mrs. J. S........... Baumgartl, Mrs. B.......... Balinsky, H............. Berkson, J. M.............. Berkson, Harry............ Berolzheim, Mrs. J........ Bloch, Chas................ Black, Stephen. ......... Beifeld, Mrs. M............ Bloch, Mrs. C. E.......... Beifeld, Alex............... Barnett, M.............. Barnett, Ben............... Barnett, A & Co............. Bloch, E. M ............... Binswanger, A ........... Cole, Mrs. Saml............ Childs, Mrs. Jos............ Cahn, Mrs. J.............. Cahn, Jo's children......... Cohen, Wolf............... Cole, Mrs. Dr. S............ Cowen, Mrs. B............. Clayburg, Mrs. M........ Cornhauser, M............. Cahn, Mrs. A............ Cahn, Miss S............... Cahn, Mrs. Bern.......... Dernburg, Mrs. C........... 5 00 5 oo00 10 00 5o oo 5 00 4 oo00 4 oo00 5 00 4 oo00 4 oo00 4 oo00 5 00 4 oo00 4 oo00 10 00 10 00 5 oo00 5 00 4 oo00 4 00 5 oo00 5 00 10 00 5 00 4 00 5 00 10 00 4 00 5 00 10 00 5 00 5 00 5 00 5 00 5 00 4 00 14 00 5 00 1o 00 5 00 5 oo00 4 00 4 00 105 oo00 4 oo00 5 oo00 5 oo00 5 00 5 oo 5 oo 5 oo 5 00o To oo 54 oo 5 oo 4O oo 4 oo 5o oo 4 oo 5 oo 5 oo 4 oo Davis, Eddie A,,.........$ 4 oo Deimel, Mrs. J............ 4 00 Dreyfus, Jos............... 10o oo00 Davis, Nathan.............10 o oo00 Davidson, M................ 5 00 Davidson, B...............10. o oo00 Davis, Ben................ 5 00 Dreshfield, Mrs. L.......... 5 00 Davis, Saml............... 5 00 Davis, Wm................ 5 00 Eichberg, Mrs. M........... 4 00oo Eisendrath, Mrs. N........ 5 00 Einstein, Mrs. M........... 4 00oo Elkan, Mrs. H............ 4 00oo Ellbogen, Mrs. L........... 4 00oo Ederheimer, Mrs. Max ...... 4 0oo Einstein, Mrs. Geo, ......... 4 00oo Edelstein, W ............... 5 00 Elson, Miss M............ 5 00 Einstein, Miss A...... ....... 5 00 Eisendrath, Miss H. A...... 5 00 Ehrman, Max............. o oo00 Frank, Mrs. L. E.......... 4 00oo Frankenthal, Mrs. E... ..... 4 0oo Frank, Mrs. Max.... .......4 0oo Friedman, Mrs. J........... 4 00oo Flesch,.Mrs. J ............. 4 00oo Frank, Mrs. E ............. 5 00 Felsenthal, Mrs. B.......... 4 00oo Felsenthal, Miss B.......... 4 00oo Foreman, Mrs. H. ........... 4 00oo Falkenau, Mrs. T........... 4 00oo Florsheim, Mrs. Sieg......... 4 00oo Freund, Mrs. G............ 4 00 Frank, Mrs. Jos........... 4 00oo Freudenthal, Mrs. J........ 4 00oo Freedman, N............. 5 0oo Friedman, Mrs. M. J....... 4 00oo Falk, Miss M. E............. 5 00 Frank, A. J................ Io oo00 Frank, J. H................ 10o oo00 Frank, Geo............... I oo00 Frank, Mrs. F. G. ........... 4 00oo Frank, Louis............... 5 00 Frank, Mrs. L............. 5 00oo Frank, MissD. C........... 5 00 Frank, Jacob............. 10o oo00 Franks, H. J. & Co. ........ o oo00 68 Freiner, B..................$ 5 0oo Freiler, Ph................ Frank, Abe................ Goodman, Mrs. M ........... Grossman, Mrs. A.......... Gerstley, Mrs. H........... Guthman, Mrs. R............ Guthman, R.............. Greenebaum, Mrs. H. E..... Glaser, Mrs. L............. Guthman, Mrs. Sol.......... Greensfelder, Mrs. I........ Gradle, Mrs. B............ Greenebaum, Mrs. Michael.. Greenebaum, Mrs. J. M..... Gutman, Mrs. N. S ........ Glaser, Mrs. Max........... Glaser, Mrs. J.............. Goldman, John............. Goodman, L............... Goldberg, D............... Graff, H................... Grabfield, Jos............. Greenebaum, Mrs. H. N..... Grusin, M................. Gassman, E.............. Goldberg, Mrs. H......... Glickman, L............... Goldsmith, S.............. Gottlieb, J................. Goodman, Miss V........... Griesheimer, F. ........ .. Guthman, H............... Hart, Mrs. Max .......... Hofheimer, Mrs. E......... Hefter, Herman ............ Harris, Mrs. Jos .......... Hamburger, Mrs. Max....... Heller, Mrs. L........... Haas, Mrs. Chas........... Hirsch, Mrs. E. G......... Hirsch, David E........... Hahn, Mrs. H. F.......... Hirsh, Mrs. J............. Hirsh, Mrs. Sol............ Hess, Mrs. S.............. Hoffman, Mrs. E........... Homrner, Mrs. Jos.......... 15 oo00 5 oo00 4 oo00 4 oo00 5 00 5 oo00 5 00 4 00 4 oo00 5 00 4 oo00 4 oo00 4 oo00 4 oo00 5 oo00 4 oo00 6 oo00 500 10o oo00 15 oo00 5 oo00 5 oo00 4 oo00 5 oo00 5 00 5 00 10 00 5 oo00 5 oo00 5 oo00 5 oo00 IO oo00 4 oo00 400 50oo0 4 00 4 oo00 4 oo00 4 oo00 4 00 4 oo00 4 oo00 4 oo00 5 oo00 4 oo00 4 oo00 4 oo00 Hart, Mrs. H. N.........$ 4 oo00 Hasterlik, Simon............. 5 00 Hasterlik, Chas..............5 00 Hirsch, Mrs. Sam'l. ......... 5 00 Hefter, Miss Celia.......... 5 o00 Hamburger, Mrs. Sol....... 4 00 Homan, Miss C............ 4 00oo Heyman, E. S..............5 00 Herman, Mrs. H. J......... 4 00 Hart, Mrs. Abr............. 4 00 Hirschbein, Mrs. S........ 4 00oo Hirsch, L. K.............. 5 oo00 Horner, Miss M............ 5 00 Hefter, Mrs. L............ 500 Hirsh, Miss M............. 5 00 Herzog, Morris ............. 5 00 Hirsch, Morris ............. Io oo00 Hefter, Chas................ 5 00 Hyams, Henry............. io oo00 Hofheimer, E.............. I oo00 Heyman, Sam'l............ Io oo00 Harris, Marshall............ 5 00 Harris, J. S............... 5 00 Jacoby, Ernst.............. 4 00oo Jacobson, Louis............10 00 Joseph Bros. & Co.......... 20 00oo Jamison, J. & Co........... o 00 Jacobson, W.............. 5 00 Jackson, Miss R............ 5 00 Kozminski, Mrs. Chas....... 4 00oo Kuh, Mrs. I................ 4 00oo Kramer, Mrs. F.... ........ 5 00 Kohn, Mrs. J. A............ 4 00oo Kimmelstiel, Mrs. J. S....... 4 00oo Kuh, Mrs. A................ 4 00oo Kuppenheimer, Mrs. J....... 4 o00 Katz, Chas A.............. 4 00oo Katz, Mrs. A. L............ 4 00o Kramer, Mrs. N............ 4 00oo Kahn, Mrs. H.............. 4 co Kahn, Mrs. F.............. 4 00oo Kaiser, Mrs. Sol............. 4 00oo Keefer, Mrs. L............. 4 00oo Kahn, Mrs. Sam H.........4 0oo Kapperl, A................ 20o oo00 Kussworm, M............ 10 00oo Kaiser, M. L............. 5 00 Kramer, Mrs E............ 4 00oo 69 Kaufman, Mrs. L .........$ 5 oo Karger, Sam.............. Kohn, I.................. Kraus, A. L................ Loewenstein, Mrs. L........ Liebenstein, Mrs. Al........ Liebenstein, Al............ Leopold Mrs. S. F ......... Loeb, Mrs. M. ............ Loeb, Sidney................ Loewenberg, Mrs. I.......... Leopold, Max.............. Liebenstein, Chas. ....... Liebenstein, Mrs. Chas...... Leopold, Mrs. Max ........ Loeb, Mrs. J............... Loeb, Mrs. Adolph.......... Loewenbach; Mrs. J........ Livingston, Mrs. I......... Landauer, Mrs. H.......... Leopold, Mrs. L. F......... Loeser, Julius............... Loeb, Mrs. Adolph.......... Lewald, F................. Leopold, Mrs. C. M........ Liebman, D............... Levy, Mrs. L. I............ Lewis, Jacob.............. Linenthal, J.............. Loeb, Alex............. Livingston, Mrs. F......... Liebenstein, Miss J .......... Loewenstein, Miss C*........ Lockey, I................ Lipsky, A................ Levine, S............... Leviton, L............ .... Leviton, J -...... ... Mayer, Mrs. Leop ........* Myers, Mrs. J.............. Mayer, Bern. .............. Meyer, Mrs. Isaac*......... . Morris, Mrs. Nelson. ....... Mayer, Mrs. L. D.......... Mayer, Mrs. M. H.......... Monheimer, Mrs. C........ Mayer, Mrs. Bern........... Miller, Mrs. L.............. 5 oo00 5 oo00 5 oo00 4 oo00 5 oo00 5 oo00 4 oo00 4 oo00 5 oo00 4 oo00 5 00 10 00 5o oo 15 00 5 oo00 5 oo00 4 oo00 4 oo00 4 oo00 4 oo00 4 oo00 5 oo00 4 oo00 5 oo00 4 oo00 5 oo00 4 oo00 10 00 5 oo00 500 4 oo00 5 00 5 00 IO oo00 10 00 To oo 5 00 5 00 5 00 5 oo00 4 oo00 5 00 4 oo00 4 oo00 4 oo00 4 oo00 4 oo00 5 oo00 4 oo00 Mergentheim, Mrs. D ...... $ 4 00oo Minchrod, Mrs. S. .......... 4 00oo Meyer, Mrs. M. A........... 4 00oo Moses, Mrs. Albert .... .....- 5 00 Mayer, Mrs. Ben S......... 4 oo Mayer, Mrs. L .............. 4 00 Marks, Mrs. H. M.......... 5 00 Meyer, Mrs. L. B............ 4 00oo Mayer, Mrs. H............. 4 00oo Mayer, Mrs. D............. 4 00oo Mayer, Mrs. Nathan........ 4 00oo Morgenthau, Mrs. Mengo..... Io oo00 Maramant, S............... 5 00 Markuss, Max............. 5 00 Mayer, Jacob ........ ... 5 00oo Myers, Lew...........*..... 5 00 Mack, Julian W............ 5 00 Morgenthau, Mrs. G. L....... 4 00oo Margoles, A .............. .. 5 00 Moses, Isaac S.............. to 00oo Meyer, Mrs. J. M........... 4 00oo Mann, Sigmund ............ .o oo00 Mayer, Miss C. J..... . ,.. 5 00 Mandel, Miss S............. 5 00 Miller, M............... -. 5 00 Mandel, Miss A............. 5 00 Mayer, Miss D.............. 5 00 Nathan, Mrs. Sam.......... 4 00oo Nussbaum, Mrs. E.......... 4 00oo Newman, Mrs. M........... 4 o00 Newman, Mrs. H........... 4 00oo Nenberger, Mrs. J.... ..... 4 00oo Newman, Mrs. T........... 4 00oo Nessler, S. C............... o0 oo Newman, J. Jr............. 10 oo00 Neu, Ben......10........ o00 oo Newman, Mrs. J............ 5 00 Oberfelder, Mrs. Max........ 4 00oo Oppenheimer, Mrs. R........ 4 Opper, Mrs. P.............. 4 00oo Pollock, Mrs. Jos. .......... 4 00oo Peiser, Mrs. J...........* 4 00oo Phillipson, Sam'l........... Io 00oo Porges, Leo................ o oo00 Pimstein, H................ 5 00oo Powell, Jos................ 10o oo Pick, Chas................. 5 00 Rubel, C. D............... 4 00oo 70 Rubel, I. F.................$ 4 oo00 Regensburg, Miss F. ......... 4 oo00 Rosenthal, Mrs. Jul.......... 4 oo00 Rosenbaum, Mrs. J. ....... o oo00 Regensburg, Mrs. Sam...... 4 oo00 Rosenblatt, Mrs. H. M........ 4 oo00 Rosenthal, Mrs. R........... 5 oo00 Rose, Mrs. E............... 4 oo00 Rothschild, Mrs. M. M....... 4 oo00 Rothschild, Mrs. S. M ...... 4 oo00 Rubovits, T.................. 4 oo00 Rubovits, Frank............ 4 oo00 Rubovits, Edw.............. .o oo00 Rubovits, Abr.............. 4 oo00 Reiss, Mrs. L. M........... .4 oo00 Rosenthal, Mrs. M............ 4 oo00 Rosenfield, Mrs. H.......... 4 oo00 Rosenwald, Mrs. S. ......... ..5 00 Rosenwald, M.............. .10 oo00 Rosenberg, Mis. Bern. ....... 4 oo0 Rothschild, Mrs. W. S....... 4 oo00 Rubel, Mrs. E............... 4 oo00 Riegelman, Mrs. A .......... 4 oo00 Rosenblum, Simon......... I0o oo00 Rosenthal, H.............. 5 oo00 Rubens, H ................... 5 00 Reese, Mrs. Jules............ ..5 oo00 Rosenthal, H. S............ o oo00 Rosenberg, D......... ....... o oo00 Rosenthal A............... 5 oo00 Rosenbaum, Miss E......... 5 00 Regent, M. N................ 5 oo Rosenwald, Miss S............ 5 00 Rubel, I................... 5 oo00 Rubel, S.................... 5 oo00 Strauss, Mrs. Leo ............ 4 oo00 Strauss, Mrs. L............. 4 oo00 Solomon, Mrs. F............ 4 oo00 Snydacker, Mrs. B..........* 4 oo00 Schmaltz, Mrs.J............ 4 oo00 Stern,,Mrs. H.............. 4 oo00 Steele, Mrs. B............... 4 oo00 Spiegel, Modie J........... 4 oo00 Spiegel, Sidney M.......... 4 oo00 Stern, Mrs. Sam............ 5 oo00 Steiner. Mrs. R.............. 4 oo00 Stern, Mrs. A............. 4 oo00 Sutton, Mrs. Wm.... ...... 4 oo00 Schwabacher, Mrs. J.......$ 4 00oo Schoenbrun, Mrs. L. ......... 4 00oo Sax, Mrs. C................. 4 00oo Shiffman, Mrs. F.............. 4 00oo Steele, Mrs. Max........... 4 0oo Simon, Mrs. L.............. 4 0oo Simons, Mrs. A. L........... 4 00oo Straus, Mrs. F. W.......... 4 00 Snydacker, Mrs. L........... 4 00oo Samuels, M ................ ..4 00oo Stein, Mrs. Sam............. 5 00 Stein, Sam.................... 5 00 Swisky, Mrs. H.............. 4 00oo Seeleman, Mrs. S..*......... 4 00oo Stein, Mrs. B................ 5 00 Stein, B................... 5 00 Strauss, Mrs. Simon......... 4 00oo Steele, Sam B .............. Io 00 Stein, Ig.................. 10 00 Seaman, Mrs. E ............. 4 00oo Stein, Mrs. Rosa............ .o oo Schur, H............-.--. 5 00 Stettauer, Mrs. D ............ 4 00oo Stettauer, Miss N........... 4 00 Schott, Mrs. L............. 4 00oo Swarts, S.................. 10 00 Stern, H.................. 10o oo00 Simon, Mrs. H.............. 5 00 Stein, A..................... 5 00 Sonnenschein, L............ o oo00 Stern, Max................. 5 00 Schneider, Leo............... 5 00 Segal, Sam'l................ 5 00 Strausky, E. J ............. o oo00 Schandinshky, B ........... 5 oo00 Snydacker, Arthur ........ 5 oo Stahl, Frank A............. Io oo00 Simon, Henry................ 5 00 Stern, Miss G................. 5 00 Shoeneman, B............10 IO oo00 Seeberger, Mrs. L ........ 5 00 Springer, Mrs. J........... 4 00oo Shabad, H. M.............. 5 00 Schneider, Sam............. 5 00 Schutz, Sam ............... Io oo00 Swarts, Marks............. 10. o oo00 Stein, Chas................. 15 00 Stern, Louis ................. o0 oo Sonnenschein, L ..............$ 5 00 Silverman, M. L........... Silberschmidt, C. L. W...... Schaffner, Ph. B........... Taussig, Sam............... Trilling, L................. Tausig & Wedeles.......... Wertheim, Mrs. M.......... Wampold, Mrs. L......... Witkowsky, Mrs. C ........ Witkowsky, Miss E......... Wolff, Mrs. A.............. Wineman, Mrs. M ......... Wolff, Mrs. S............. Witkowsky, Mrs. D. Jr ..... Wallach, Mrs. D........... Wertheimer, Mrs. B. J..... Wolff, Mrs. B............ Wise, Mrs. A............. Woolf, Mrs. I............. 5 00 5 00 5 oo00 5 oo00 5 oo00 10 00 To oo 4 oo00 4 oo00 4 oo00 4 oo00 5 00 5 oo00 4 00 4 oo00 4 oo00 4 oo00 4 oo00 4 oo 4 00oo Wolsky, W.......... ..... $ Io oo00 Weil, Mrs. M............... 4 00oo Wineman, Mrs. J.......... 4 00 Wood, S ........ ........ 5 0oo Wittenberg, L.............. 5 00 Wedeles, E. L............. 15 00 Wampold, Miss I........... 5 00 Weil, Mrs. J............... 5 00 Weil, Julius E.............. 5 00 Witkowsky, Mrs. M. D....... 5 00 Witkowsky, Miss A.......... 5 00 White, Alex............... 5 00 Witkowsky, Jas.............. Io 00oo Woolf, Harry ............ .. 5 00 Wise, David ................ o 00oo Weinschenker, T........... 5 00 Yondorf, Mrs. S............ 4 00 Zwetow, S. R.............. 5 00 Zewansky, H. W. & Bro..... 0o oo00 OFFICERS AND DIRECTORS -OF THE- JEWISH TRAINING SCHOOL OF CHICAGO -FOR- PRESIDENT, HENRY L. FRANK. VICE-PRESIDENT, MRS. MORRIS ROSENBAUM. RECORDING SECRETARY, RABBI, JOSEPH STOLZ. FINANCIAL SECRETARY, HERMAN HEFTER. TREASURER, LEO FOX. DIRECTORS, LEO FOX. HENRY GREENEBAUM. DR. E. G. HIRSCHI. CHARLES B. SHAFFNER. SOL. T. DELEE. MRS. M. BARBE. " M. LOEB. " B. LOEWENTHAL. " E. MANDEL. " LEVY MAYER. " C, WITKOWSKY. STANDING COMMITTEES. 4892-3. FINANCE H. GREENEBAUM. S. T. DELEE. CHARLES B. SCHAFFNER. SCHOOL. DR. E. G. HIRSCH. RABBI JOSEPH STOLZ. MRS. M. BARBE. " M. LOEB. " B. LOEWENTHAL. MRS. E. MANDEL ' LEVY MAYER. " M. ROSENBAUM. " C. WITKOWSKY. BUILDING. HENRY L. FRANK. LEO FOX. CHARLES B. SCHAFFNER. PURCHASING. MRS. E. MANDEL. S. T. DELEE MRS. M. BARBE. This book is a preservation facsimile produced for the University of Illinois, Urbana-Champaign. It is made in compliance with copyright law and produced on acid-free archival 60# book weight paper which meets the requirements of ANSI/NISO Z39.48-1992 (permanence of paper). Preservation facsimile printing and binding by Northern Micrographics Brookhaven Bindery La Crosse, Wisconsin 2013