REPORT OF THE SURVEY OK The Public School System OF Hackensack, New Jersey BY George Drayton Strayer, Professor of Educational Administration, Teachers College, Columbia University, New York City, AND N. L. Engelhardt, Professor of Education, Teachers College, Columbia University, New York City. JUNE, 1921 npHis SURVJE^Y of the school system of Hackensack was pre- -■- pared for the Board of Education at the request of the Board of Education and the Supervising Principal, Mr. William E. Stark. The survey was made under the direction of Dr. George Drayton Strayer, Professor of Educational Adminis- tration, Teachers College, Columbia University, New York City, and Dr. N. L. Engelhardt, Professor of Education, Teachers College, Columbia University, New York City. They were as- sisted in the work by Messrs. Guy C. Gamble and J. H. Hoist, Associates in Educational Administration, Teachers College, Columbia University, and by Messrs. N. H. Dearborn, R. M. Magee, C. H. Thurber and J. W. Twente, students in graduate courses in Educational Administration in Teachers College, Columbia University. APR 24 19?^ WVfSMMsi OF nnc"!"''^'"*'"? (2) INTRODUCTION HackEnsack has an exceedingly well administered school system. Economy of management as far as it is con- sistent with securing good results is in evidence at every turn. Hackensack's children are being well taught and well trained and Hackensack's educational program is being as consistently ad- vanced as constructive management, costs and the necessary experimentation will permit. The direction of the public school afifairs of this city is in the hands of an intelligent and interested Board of Education, which has very creditably performed its functions. The adequacy of the training and experience of the supervis- ing principal is evident in the success which is being achieved in every phase of administration and supervision. The school plant has been efficiently planned and is exceedingly well maintained. The detail of care observed in the management and control of school buildings, so that the comfort, safety and health of every child are adequately conserved, speaks well for the principals and the caretakers of the school buildings. The school plant is overcrowded and the community must give its approval for the development of a school building program looking fifteen and twenty years into^ the future. The teaching staff has been well chosen. Their training and experience are securing for Hackensack's children most adequate results. The measurement of the achievements of children through standard tests shows that classroom instruction is such as to maintain very high standards. Through observation of classroom teaching, it is clear that Hackensack children are being well trained not only in the formal subjects, but also in the qualities which tend toward good man- hood, good womanhood and good citizenship. (3) 4 The Hackknsack Schools. Hackensack's teachers are being well paid as compared with other communities of similar size, but Hackensack's problem is tO' keep its well trained teachers against the greater inducements that are being offered by other larger metropolitan and suburban centers. Hackensack's teachers are professionally-minded. They have kept in touch with modern educational developments and have incorporated those theories and ideals into their own practice where they have deemed it possible and desirable. One of Hackensack's great problems lies in the needs of the children who transfer from other school systems to the local school system. Children who spend their educational lives in the Hackensack schools progress more rapidly than these other chil- dren. The organization of education in Hackensack recognizes the need for variation in curriculum and in promotion to meet the needs of individuals. Every part of the educational program advanced in Hacken- sack stands as an approved part of a modern school system and is in keeping with the progress that is being made in the other progressive cities in the United States. The cost of education in Hackensack is high but not excessive. Hackensack's school system will rank among the foremost in the United States. In order to maintain this high standard Hack- ensack must continue to pay for the high cost of education. The citizens of Hackensack may rest assured that their money is being spent wisely and will continue to be spent wisely under the direction and the management of the present Board of Edu- cation and its supervising principal. GEORGE D. STRAYER, N. L. ENGELHARDT. August 31st, 1 92 1. TABLE OF CONTENTS Part I. — The Administration oe the Hackensack School System. Part II. — School Buildings. Part III. — The Measurement oe the Classroom Achievements oe Children. Part IV. — Classification and Progress oe School Children. Part V. — The Teaching Staee — The Quality oe Instruction and the Course oe Study. ^art VI. — The Cost oe Education in Hackensack. Part VII. — Appendix.* * The Appendix, consisting of tables and charts giving detailed facts in regard to the individual schools of the Hackensack system, is not included in the printed report but is filed in the office of the Board of Education. (5) The Administration OF The Hackensack School System (7) CONTENTS The Administrative Organization, 9 Buildings and Grounds, 14 Office Management, 15 Records and Reports, I5 Annual and Monthly Reports, 16 School Manuals, 17 The School Budget and School Accounting, 17 Statistical Studies, 18 Supplies and Text-Books, 18 Attendance and Health, I9 The School Building Program, 19 CHARTS PACE. Chart I. — Organization of Hackensack Public Schools, 12 MAPS Map No. I.— Map of Hackensack, N. J., Showing Location of Schools, 21 (8) The Administration of the Hackensack School System The administration of schools in Hackensack is of such a high order as to place this school system among the best adminis- tered school systems in the United States. In all matters of over- head management the Survey Commission has foimd the work done in a most satisfactory manner. The selection. of an ex- ceptionally strong teaching staff is proof of a high degree of professional skill and a thorough knowledge of professional requirements on the part of the supervising principal. The pro- visions made in the school plant, the types of equipment and the care and thoroughness used in maintenance of buildings and grounds, the office management and office records, the reports presented by the executive officer to the Board of Education, the method of handling supplies and text-books, the professionally prepared courses of study and the excellent school manuals are some of the many elements of the administrative work which tend to place Hackensack among the best school systems. The co-operation of the Board of Education with the supervising principal, the intelligent attitude and keen interest of the Board of Education in the school program and the training and experi- ence of the supervising principal are the significant elements which have brought about the desirable conditions found in Hackensack by the Survey Commission. The very detailed studies made by the Survey Commission have covered fields in which the supervising principal and the other principals and teachers have been doing very extensive work. None of the real problems in modern education have been left untouched by the present school staff. Wherever the Sur- vey Commission turned for information and the necessary sta- tistics the facts were available in large measure, due to the care- ful analyses of school problems which have been made under the direction of the present administration. The reports in special fields which are incorporated in this survey and which cover the (9) lO The TiACKTiNSACK SCHOOI.S. most important phases of the school problem bear out these con- clusions of the Survey Commission. The conclusions drawn are in high degree complimentary tO' the local school system. Suggestions have been made for improvement at various points, but these suggestions concern details of problems rather than entire problems themselves. The Survey Commission has wel- comed the opportunity of making a study in a school system where there has been so much to commend and so little to con- demn. In Chart No. i will be found the organization of the Hack- ensack p'ublic schools as it exists to-day. The Board of Edu- cation operates through the agency of five standing committees which are assigned specific problems. The work of these stand- ing committees has been satisfactory to a large degree in the past. If, however, the functions performed by these commit- tees were analyzed in detail, the same conclusion would no doubt be reached which has resulted from similar studies, namely that these committees were in certain measure duplicating the work of the administrative officers or of the Board of Educaiion meet- ing as a whole. It is reasonable to expect that in a school system of the size of Hackensack the Board of Education could func- tion properly with the reduction of its standing committees to either two or three. It may be desirable to retain such commit- tees as the Committee on Teachers, the Committee on Buildings and Grounds and the Committee on Finance. This is a detail in organization which is, after all, of slight importance in a school system which is doing its work as well as it is being done in Hackensack. The other relationships established on this chart are those which are sanctioned by the most thorough students of educational administration to-day. A somewhat similar chart has been included in the Manual of September, 1920. It is of extreme value to place a chart of this kind where teachers can constantly be kept in touch with the relationships that the Board of Education sanctions between itself and its of^cers. The good results accomplished in Hackensack are in no slight measure due to the fact that the Board of Education has recog- nized the supervising principal as its chief executive officer and is holding him responsible for the administration and supervision The Hackensack Schools. ir of the school system. In other words, Chart No. i does not represent a mere situation that is to be desired, but represents the working relationships that have been established in Hack- ensack. 12 Ti-TK Hackensack Schools. CO h4 O O o xrx U I — I m pm " o H? C/i ^ t^ < U O O < N I — I < o p^ o The Hackensack SchooivS. 13 As indicated in the section on the teaching staff, the Survey Commission feels that an exceptionally strong staff of teachers has been assembled in all of the different schools in Hackensack. The member of the staff who congratulated herself on "teach- ing in a modern school system" appreciated fully the inspiration and pleasure which come from working with a group of teachers who are professionally-minded and who are constantly endeav- oring to improve their social status. The "Teachers' Manual" of September, 1920, indicates the attitude of the administration toward the professional advancement of teachers while in service. The following paragraph is an excerpt from this manual : "All teachers are expected to take advantage of op- portunities for professional growth. Reading of books and articles on educational subjects, attending educa- tional meetings, participating in the activities of pro- fessional associations, visiting other schools, taking educational courses, studying school problems, taking part in community enterprises, and gaining information about places, people and institutions outside the imme- diate school environment, are all recognized as con- tributing to the efficiency of a teacher. Voluntary work of this sort is likely to be of more value than that which is done merely because it is required. The mini- mum requirements stated in connection with the salary schedule are intended to stimulate the efforts of such teachers as may find it difficult to direct their profes- sional growth." The report on the teaching staff indicates that most of the elements mentioned in this paragraph have become instrumental in the further professional development of teachers. The teach- ers themselves show a keen desire to accept the opportunities which the Board of Education thus makes available for them and demonstrate by their classroom work and the kind of tasks in which they engage that there is little stagnation within the school system. Teachers are put in contact with the latest professional progress, are trained to analyze their own problems in terms of the more modern developments, are constantly weighing values and selecting those which are most worthy of incorporation in the Hackensack system. It is to be hoped that the program in Hackensack will always permit of this definite professional ad- 14 The Hack}i;nsack Schooi.s. vancement while in service, the value of which can never be reckoned in dollars and cents. In the light of these opportunities which prevail in the local school system, it is unfortunate that there is such a large turnover in the staff because of the demands made upon the local school system by school systems which offer greater inducements. At the opening of the school year — 1920^ — forty new members were added to the staff. This is a large turnover for a school system which invests as much as Hackensack does in the training of its teachers. The following paragraph taken from the March, 1921, report of the supervising principal embodies the attitude of the Survey Commission toward this particular problem: "More than half of the members of the staff have joined us within about two years. This rapid change in the personnel of the teaching corps introduces a very difficult problem. The development of ideals, of mutual understanding needed for effective co-operation and mastery of the course of study best adapted to our schools is a matter of slow growth. When a teacher leaves who has grown intO' the system, who has had the benefit of the advice and direction of admiinistrative officers, and has shared in the conferences on the aims and methods which the system has been gradually building up, he carries with him a part of the life blood of the institution. It takes time tO' repair the loss. If the changes come very frequently, it is almost impos- sible to avoid loss of power which has cost years of effort. It is of the highest importance, therefore, that we do everything possible tO' retain the teachers who have shown themselves to be valuable members of our corps. To do this we shall have to keep our standard of salaries at a level as high as that of other progres- sive communities." BUILDINGS AND GROUNDS The supervision of buildings and grounds has been of such a nature as to maintain these plants in a very satisfactory state of repair. Apparently the minutest detail has been given and is being constantly given consideration. The buildings are exceed- ingly clean, the walls are well decorated, the grounds are taste- The Hackensack Schools. 15 fully adorned and kept free from papers, refuse and other ob- jectionable materials; the equipment shows the best of care; the service systems are well maintained; and those rooms w^hich are most difficult to keep in good condition, namely the lavatories, were found to be uniformly satisfactory. The rules and regula- tions prepared for the caretakers of the school buildings are definite and complete. Apparently Hackensack has succeeded in accomplishing what few other school systems have done, namely, selecting a satisfactory care-taking personnel and main- taining their services at a high degree of efficiency. Such a detail as the daily reporting by the janitorial staff concerning the con- dition of the doors at the fire exits and of the fire exits them- selves, has not been considered too burdensome in order to assure that every measure has been taken to provide for the safety of school children. This is a measure which may well be imitated by other school systems where this problem, has received a mini- mum of attention. O'E-EICE MANAGEMENT The office of the Board of Education and the supervising prin- cipal may be considered a modern business office. It is the type of office which is recognized as necessary where modern busi- nesses expect to develop a high degree of efficiency. The Survey Commission found available in this office the data which were necessary in order to thoroughly analyze the functioning of the school system. It was evident that a continuing survey was being conducted by the supervising principal and his staff so as to keep them in touch with the needs of the school system itself. The Board of Education can feel assured that the money that has been spent in office files and office devices is being utilized to a very constructive end in the local school system. RECORDS AND REPORTS The administrative officers in Hackensack have fully recog- nized the importance of an adequate system of records and re- ports. Every teacher is brought in close contact with this system i6 The Hackensack vSchools. when she jfirst becomes a member of the staff, through the agency of the "Teachers' Manual." The essential data for pupil records and a very satisfactory organization of the reporting system between teachers and officers of the school system are commend- able features. That the records which are maintained in the school system with considerable cost in time and in energy are effectively used is very clear from the annual reports which have been submitted by the supervising principal to the Board of Education and the public of Hackensack. ANNUAL, AND MONTHLY REPORTS Printed reports of the activities of the school system during the incumbency of the present chief executive show how wisely the recording and reporting system has been utilized for the pur- pose of building a consecutive educational program. These reports include essential data on classification, promotion and progress of school children with recommendations which ap'- parently are only made on the basis of data carefully collected and with discussions of the work that has been attempted in the schools and the results that have been achieved. The reader who desires to familiarize himself with the progress that has been made in the Hackensack schools will profit by reading the annual reports in the order in which they have been issued. The con- secutive nature of the program and the degree to which the recommendations that have been made coincide with the rec- ommendations of the Survey Commission soon become apparent. The change which has been made from the annual report to a report which is issued monthly or at periods during the year is one that is in keeping vv'ith the changes which are taking place in school publicity throughout the United States. Because of the progress that is being made in educational methods and because of the insistently greater demand that is being made upon the school system by the fathers and mothers of the boys and girls, it becomes most desirable to keep the patrons and citizens in close touch with the schools through the channel of a "house-organ" or school publication issued frequently during the year by the Board of Education. It is interesting to note that in this field Hackensack is keeping in touch with the progress elsewhere. The Hackknsack Schools. 17 school manuals The school manual issued each year presents in detail the facts which are needed by the school teacher, who must rapidly famil- iarize herself or himself with the school organization and with the details of administration. This pamphlet is of a loose-leaf nature and is added to from time to time as bulletins are issued from the central office. It is a type of pamphlet which may well be duplicated in other communities. The concise nature of the document and the thoroughness with which all important ele- ments are covered are further indications of the recognition on the part of the administrative officers that certain elements of administration must be mechanized in order that the time of teachers and pupils is not wasted. THE SCHOOL BUDGET AND SCHOOL ACCOUNTING The budget estimates conform tO' the State practice in ac- counting. The system of budgeting and the accounting system have recently been studied in detail by special auditing agents of the Board of Education. It is unfortunate that the budgeting system and the accounting system do not conform to the system which has been v/idely accepted in many cities. If this were done, the report to the National Bureau of Education could be more readily made and comparisons with expenditures in cities outside of the State would be more readily possible. It would be advantageous for Hackensack if in the light of the following standards the future distribution of expenditures were made. These standards are: 1. Legality The reports of expenditures should conform to national, state and city requirements. 2. Uniformity A sufficiently large number O'f schools must use the same system of distribution so that unit costs can be compared for various objects, services, balances and time periods. 3. Flexibility The system must be flexible enough to be usable in various size schools and of various degrees of complexity. 2 H s i8 The Hackensack vSchools. 4. SiMPUClTY The labor and expense of distribution must not be so great as to encounter the law of diminishing' returns. There should be no overlapping or duplication of items on any one report. 5. Ade^quacy The system should agree with the four divisions of ac- countancy : (a) Function — The kind of w^ork helped along by the payment. (b) The object of the expenditure or the actual thing bought or service obtained. (c) Character — The financial character of the payment of a fiscal transaction. (d) Location — The location benefited by the transaction to which the expenditure is chargeable. The distribution must be sufficiently detailed so that intel- ligent judgment on each type of expenditure may be made. With conformity to the national system of distribution of ex- penditures and with the installation of a cost accounting system which will permit of the most accurate budget making, Hack- ensack will have the desirable scheme of accounting toward which all school boards should tend. STATISTICAI, STUDIES Many statistical studies have been made by the administra- tive officers and have been utilized for administrative purposes purely. Apparently the school officers in Hackensack do not hesitate to spend the time and energy necessary in order to ascer- tain the facts before recommendations are made. These statis- tical studies are on file in the supervising principal's office and cover a wide range of problems. Parts of these studies have been included in the annual reports, but many more have been made and used as indicated above. Here again is evidence of a pains- taking thoroughness on the part of the administration which is worthy of great commendation. SUPPLIES AND TEXT-BOOKS The creation of a budget system for supplies and the determi- nation of the definite appropriations which are available for each The Hackensack Schools. 19 school and each grade are most commendable elements in the handling of the supply problem. The system of requisitions is a most satisfactory one since it involves the necessary checks when goods are received and the necessary checking against the appro- priations. The details of management of both the supply and text-book problem have been thoroughly mastered by the supply officers and apparently every economy is being exercised in order to properly safeguard the community's expenditures and yet at the same time to provide reasonably for the needs of all school children. Niggardly expenditures in this field and over-atten- tion to the distribution and use of supplies cannot be considered criticisms of the local management. ATTENDANCE AND HEALTH Hackensack is making every attempt to establish a high-grade- attendance record and to safeguard the health of the school chil- dren through a proper attendance and health program. The regulations concerning health and attendance, as they are to be found in the School Manual, are complete and thorough-going. As is indicated elsewhere in this report, the relationship be- tween enrollment and attendance is not considered as satisfactory as could be found in a residential city like Hackensack. This is a problem which needs the further attention of the Attendance Department. The health program which has already included the establishment of open-air schools for anaemic children, and which provides for careful medical inspection, has reached a point in progress in advance of that of many school systems. Here, again, were found many evidences that the minutest details of the medical program are being given every consideration. The Survey Commission is confident that the program in these two fields will keep pace with the State requirements and with the progress which educational science makes in these two branches of school administration. THE SCHOOL BUILDING PROGRAM Map No. I shows Hackensack with the location of its schools. Circles- have been drawn showing the area about each school. Circles have been drawn with the elementary schools as centers 20 T.Hii Hackhnsack Schooi^s. and with a one-half-mile radius. For the intermediate school a one-mile radius has been used. For the senior high school a one-and-a-half-mile radius has been used. These distances con- form to the distances which are commonly accepted for these types of schools in communities of this size. The intermediate school and the senior high school are well located with respect to the present and future residential sections of the city. The overlapping between the districts of the ele- mentary schools is marked to a great degree, especially where the territory of School No. 2 overlaps the territory of School No. I and School No. 5. The Hackensack Schools. 21 Hackensack should bear in mind that its elementary school buildings are, in large measure, too small to carry out the high degree of specialization in the classification of children which has become desirable in this school system. The proper classi- 22 The Hackensack vSchooi^s. fication of children for the purpose of recognizing individual differences can only be brought about where elementary school buildings of 20, 24 and 28 rooms are found. The study of the school buildings indicates that School No. 2 is the least satis- factory among the school plants, one which should be supplanted as the school building program advances. When this becomes possible, a redistricting of the city for elementary school chil- dren should form the first part of the program with the location of an elementary school where there will be a minimum of over- lapping. The community is to be commended upon the location of its intermediate school and of its senior high school. The high school report indicates that speedy action should be taken by the community in extending the facilities that are provided in this plant. Since the World War there has developed through- out the United States an unprecedented demand for high school training and high school education. High schools are being overcrowded with students as never before in the history of our public school system, and hence school buildings are being taxed to their utmost capacity and in many cases far beyond. This increasingly greater insistence upon a high school training by the youth of America can in no sense be considered temporary. Without doubt, it is merely an indication of the continued de- mand that will be made upon American communities for a maxi- mum of education on the part of all boys and girls over the years to come. This demand will continue to be as insistent in Hackensack. The citizens and the Board of Education must recognize the need as one which is here to stay. The school building program must be advanced by adding, in the very near future, to this modern high school plant. In general, the Board of Education should bear in mind that, in a growing city like Hackensack, building needs of ten to fifteen years from now must receive full consideration to-day. Careful analyses of trends ~ of population, of possible residential growth and of trends in residential types should be constantly part of the work of the administration. No duty of the Board of Education is more important than to provide the plant which is adequate for the development of the educational program which the officers and teachers are engaged in promoting. The School Buildings OF Hackensack, New Jersey (23) CONTENTS PACE. Scoring the School Buildings, 27 Sites, ' 32 Kxternal and Internal Building Structure, 36 Service Systems 39 Fire Protection, 42 The Cleaning of School Buildings, 44 Artificial Lighting, 44 Water Supply System, 45 Washing and Bathing 46 Toilet Facilities, 47 Electric Service Systems, 48 The Classrooms and Recitation Rooms, 49 The Natural Illumination of Classrooms, 53 Seating of Classrooms, 57 The Artificial Lighting of Classrooms, 58 Cloakrooms in Classrooms, 59 Color Scheme of Classrooms^ 61 Special Rooms, 61 Playrooms 64 School Auditoriums, 65 Libraries, 66 Lunch Rooms, 67 Officers' Rooms, 67 Teachers' Rooms, 68 Janitors' and Supply Rooms, 68 Laboratories, 69 TABLES. Table. page. I. Scores Allotted to Two School Buildings by Judges, ..... 30 II. Detailed Scores Allotted by Judges on the School Buildings of Hackensack, New Jersey, May, 1921, 31 III. Comparison of Hackensack Building Scores with Building Scores of Other Cities, 32 IV. Playground Area Provided in Elementary Schools Distributed by Buildings — Hackensack, N. J., 33 V. Areas of School Sites and of the Portions Thereof Used for Various Purposes — Hackensack, N. J., 34 VI. Percentages of Total Enrolment with Varying Playground Provisions in Eight American Cities, 34 VII. Playground Area Provided in Elementary Schools of Thirty- one Cities, 35 (25) 26 Thk Hacki^nsack Schooits for Scorlne. 1.000 polotf. >d out, the sftcoDd and taira . i bulIdlQB draw a. olrole arou (2) For Bcorlng three column, are allowed, wblle aocMijy « »«"iS to be flilad out at Uliure. (B) Where credit le allowed for any aiavM ■ credit. In the judgment of those who have used the score card ex- tensively and who are well acquainted with present-day stand- ards for school accommodations, a building which scores less than 500 points is one which is not worthy of a place in a modern school system. As a rule, it is not economical to repair such a building, and the wise plan to be followed is to consider it for The Hackensack Schooes 29 abandonment at the earliest moment in the school building' program. Score Card — (Continued) ' TABLE tDsTAlu or THS Classsoous OF.... S/^nm Date . 1. Room No ._- 1 " Standards 2. Grade i 3- Pupa capadty 4, Pupa enrollment 5. Dimensions length, ft 32 ft. 6. Width, ft ^r ' ' 24 ft. J. Heieht, ft 1 12 It. 8. Floor area, sq. ft i i 9. Area per child of pupil capadty lis sq. ft 10. Area per child of enrollment 15 sq.ft. 11. Area PIT cMId, with 40 in class IS so. ft. 1 J. Total cubical oententa. cu. ft IJ. Cn. It. per child of pupil capacity. . . . 200 cu. ft. 14. Ctt ft, per child of enrollinent 200 cu. ft. 15. Cu. ft. per child, with 40 in das« 200 cu. ft. U. Ncof wiodoKi on boat None 17. left All la. rear None 19. riKht None 20. No. of windows one i 21. I 22. X I 23. X 24. Window glass area — sq. ft i 1 25. Ratio of window area to floor area.. . . ! i 20% 26, Width of muUions — inches 1 i 1 12 in. or less 27. Distance — 5rst window to front wall.. I? ft 28. Height of windows from floor 1 31 to 4 ft. 29. Height of windows from desk tops. . . . \ 30. Distance — window top to ceiling :zL-i_j 6 in. or less 31. Finish of walls 1 1 Smootti 12. Color of walls. 1 ; Light green 33. Type of blackboards 1 Light gray Slate 34, Height of blackboards from floor 35. Window shadea — ^Typc Double 36. Color: Light sage 37. Book closet , 1 Nores: Iteaa foltsm 8 divided by Item 3- Item io=Item Axlividfid by I) Ilea a^tem 34 dhhdsd bj itean 8. Some cUodanb giraa n Uct- * Mpopal, so* copy to In BlfSJfl Bupvinteaibat'i oSlob 4. Item it^Item 8 dividad by 40. IIad t3=Ilem is divided by Item z- Item I4=l Otfa«»: cotuult St. P|ul Scbaol Sunvf.fut I, by Stnyfir ud En^oUivdt. tOnc c In securing the final score for a school building the judgments of three judges were utilized. These judgments were combined, as shown in Table I. In this table Scorer No. 6 rated the Fair- mount School at 666; Scorer No. 2 at 694 and Scorer No. i at 684. The combination of their judgments gives a final score of 685 for the school building. The scores for other school build- ings were secured in a similar manner. (The standards utilized in scoring and the method employed are included in the Bulletin of Standards for City School Buildings, by G. D. Strayer and N. L. Engelhardt, published by the Bureau of Publications, Teachers College, Columbia University, N. Y. C.) 30 The Hackensack Schools. Table I SCORES ALLOTTED TO TWO SCHOOL BUILDINGS BY JUDGES SCHOOL NO. 4 — EAIRMOUNT rScorer's No.—\ 621 Median HACKENSACK HIGH SCHOOL Scorer's No. n 62513 Median Item I, . . . 89 85 88 8T 100 106 102 88 85 ^05 A, . . ■ 45 50 48 48 44 48 37 54 47 47 B, . . .. 24 20 25 24 18 22 30 24 23 23 C, . . . 20 15 15 15 38 36 35 10 15 35 Item II, . .121 128 126 1^8 133 124 ^34 138 140 136 A, . . . 22 20 22 22 21 18 22 24 21 21 B, .. ■ 38 39 36 38 47 50 56 46 51 50 C, .. . 61 69 68 68 (>s 56 56 68 68 65 Item III, .170 178 r85 173 199 202 197 204 208 201 A, .. ■ 35 40 42 40 48 49 46 49 54 49 B, . . ■ 43 42 42 42 44 51 40 44 43 44 c, . . . 10 10 16 10 17 15 10 13 12 13 D, .. . 12 12 18 12 13 14 12 17 17 14 E, .. . ID 10 14 10 13 IS 15 14 15 15 F, .. • 17 16 16 16 20 18 24 18 22 20 G, .. . 38 43 30 38 37 35 47 41 42 41 H, . . • 5 5 7 5 7 5 3 8 3 5 Item IV, .209 ^^5 200 2r5 238 246 225 22s 238 236 A, .. .. 30 30 25 30 30 30 30 30 28 30 B, .. . 60 69 74 69 76 77 70 69 72 72 C, .. . 68 67 50 67 73 76 63 73 73 73 D, . . . . 20 15 15 15 20 22 18 15 22 20 E, .. • 31 34 36 34 39 41 44 35 43 41 Item V, . ■ 77 88 85 82 91 95 103 93 79 90 A, . . ■ 32 38 30 32 35 44 53 39 32 39 B, . . . 18 18 20 18 24 19 24 18 18 19 C, .. . . 27 32 35 32 32 32 26 36 29 32 Total, . ..666 694 684 685 7^1 773 761 746 750 768 Final score for School No. 4 (Fairmount) 685 Final score for Hackensack High School, 768 In Table II are given the final scores for each one of the six school buildings of Hackensack. These scores show one school building, namely. No. 2, rating less than 500 points, one rating between 500 and 600 points, namely, No. 5, two rating between 600 and 700 points, and No. 3 and the High School rating above 750 points. The highest rating is given the No. 3, school, while the High School is a very close second. The Hackensack Schools. 31 When these ratings are compared with ratings made with other school systems in which the Strayer, Engelhardt Score Card has been used, it is seen that Hackensack's school plants rate, as a whole, higher than those of many other cities. Table III shows that Hackensack has made a most com- mendable effort tO' bring these schoolhousing conditions to a high level. The individual elements in the scores which have been the biggest factors in raising or lowering scores will be discussed in the pages which follow. Table II DETAILED SCORES ALLOTTED BY JUDGES ON THE SCHOOL BUILDINGS OE HACKENSACK, NEW JERSEY, MAY, I921 I. Site, A. Location, B. Drainage, .... C. Size and Form, II. Building, A. Placement, B. Gross Structure, . . C. Internal Structure, III. Service Systems, A. Heating and Ventilation, B. Fire Protection, C. Cleaning System, D. Artificial Lighting, E. Electric Service, F. Water Supply, C Toilet Facilities, H. Mechanical Service, . . . . IV. Classrooms, A. Location and Connection, . . , B. Construction and Finish C. Illumination, D. Cloakrooms and Wardrobes, E. Equipment, V. Special Rooms, A. Large Rooms for General LTse, . . B. Rooms for School Officials, C. Other Special Service Rooms, . . SB- „- ri . 4- . d ^3 6 OT3 ° s oH cz 0.^ m ti c ■^■:n J3 1- mm w p mtn tyjfe cnE ffiW 125 97 85 55 50 4« 30 27 27 40 20 10 165 nr 63 2S 17 22 60 45 18 80 55 23 280 I/O 84 70 34 65 46 18 20 10 7 20 II 8 15 9 4 30 20 10 50 35 28 10 5 2go 1 2og 168 35 25 10 Q5 71 65 85 60 44 25 15 10 '° 3« 39 140 70 39 65 27 13 35 17 7 40 26 19 7^1 8r\ 85\ 105 45I 481 47I 47 24I 24I 23 1 23 5| I5i 15I 35 I 1 I I38\ I28\ 84\ 136 24I 22I 21 1 21 52 62 38 238\ 173 671 40 45 42 19I 10 i8| 12 15I 10 22I 16 47 5 259 33 92 67 22 45 94 40 22 32 311 lol 71 5l 7\ 38 31 5 7 215 172 30 15 69 58 67 51 IS 10 34 38 82 77 32 35 18 14 32 28 30 50 33 1 65 I I37\ 201 39 1 49 44. 13 14 15 20 41 5 236 30 72 73 20 41 90 39 19 32 Total loool- 663I 439I 803I 68s| 5551 768 32 The Hackensack Schools. Table III COMPARISON OF HACKENSACK BUILDING SCORES WITH BUILDING SCORES OF OTHER CITIES. FINAL ST. PAUI. OMAHA PATERSON HACKENSACK SCORES Number 1 Per Cent. Numberl Per Cent. Numberl Per Cent. Numberl Per Cent. I 3 13 23 9 2 6 26 46 18 I 6 4 24 701-900 16 18 20 34 32 2 2 I I 33 33 17 17 501-600, Below 500, .. . 6 12 24 48 Chart 2 represents graphically the scores allotted on each of the major items of the score card with comparisons with the total possible score. CHART No. 2 . DETALED SCORES ON HACKENSACK SCHOOL BUILDINGS Comparison between the scores allotted on each of the five major items of the score card and the maximum possible scores for those items SITE BUIIDIKG SBHVICK SYSTKKS CLASSROOMS SPBCIAl ROO KS lUXIMUM SCQRBS II 1 II HIGH SCHOOL 1 1 1 1 1 1 1 1 STATE STREET II II II III FilBMOUOT 1 1 1 1 II ill BROADTAT II 1 1 1 1 □ FIRST STREET "■ ■ 1 1 1 1 1 1 III 1 1 1 UNION STREET 1 1 1 1 D SITES {Item I Stray er, Engelhard t Score Card.) ■ One hundred square feet of space per child has been con- sidered a standard for play purposes for elementary school chil- dren. For high school children a standard of ten acres for a community like Hackensack has been established. In Table IV the playground areas per pupil are shown for Th]5 PIackensack vSchools. 33 each of the elementary schools and compared with this lOO square feet standard. It will be seen that only one of Hacken- sack's school sites provides enough play space per pupil to meet this standard. Table IV PLAYGROUND AREA PROVIDED IN ELEMENTARY SCHOOLS, DISTRIBUTED BY BUILDINGS, HACKENSACK, N. J. School Enrollment Playground Area Playground Area per Pupil No. t;, 22,1 370 1,148 513 776 27,000 18,750 31,440 11,088 6,912 116 N"o. 4, 50 No. I, 27 No 2, 21 No. 3, 8.9 Standard, On the whole, the Hackensack school buildings are well located in districts free from objectionable features. The school grounds are well maintained and much effort has been expended in making the surroundings attractive with shrubs and well-kept grass. From Table V it will be seen that a very large proportion of the school areas is covered by buildings or by open spaces de- voted to lawns. The utilization of such a large share of the site for lawns and attractive landscape is most commendable. The criticism is that not too large a space is devoted to this purpose, but that the sites are not amply large for play purposes. As a school system grows it becomes more and more desirable that play space be provided for all schools. The failure to provide play space for School No. 3 is difficult to explain. It is recom- mended that the Board of Education utilize every opportunity for adding to school sites so that the desirable standard may be reached and even surpassed. 3 HS 34 The Hackensack Schools. Table V AREAS OF SCHOOL SITES AND OE THE PORTIONS THEREOF USED FOR VARIOUS PURPOSES, HACKENSACK, N. J. Schools AREA OF SITE AREA COVERED BY BUILDINGS PLAYGROUND AREA open space (lawns, etc.) Sq. Ft. % Sq. Ft. % Sq. Ft. % Sq. Ft. . High School,* No. 4. No. I, No. 3 No. 5 No. 2, 182,400 86,040 72,000 56,682 47,000 31,320 100 100 100 . 100 100 100 25,080 10,873 20,970 27,875 7,062 12,000 14 13 29 49 15 38 54,720 18,750 31,440 6,912 27,000 11,088 30 22 44 12 57 35 102,600 56,417 19,590 34,787 12,938 8,232 56 65 27 28 Site across street not included. Table VI shows the inadequacy of the Hackensack play- grounds in another way and compares Hackensack with seven other cities in its playground facilities. It will be noted that Hackensack's playground situation is not superior in any sense. This is rather surprising, considering that Hackensack is dis- tinctly a residential city. Table VI PERCENTAGES OF TOTAL ENROLLMENT WITH VARYING PLAYGROUND PROVISIONS IN EIGHT AMERICAN CITIES ^ 0\ " M >; VO Playground Provisions o> u ■ o> ^ 0\ 0\ "3 1-4 Xfl > a .?, 9.9 4-9 12.5 5-5 32 31 4 I 8 4.4 •7 6.5 87.2 In Table VII will be seen the percentage of pupils in 31 cities having more than 60 square feet of playground area per pupil. These 31 cities are the cities of seven states of approximately The Hackensack Schools. 35 the same size as Hackensack, for which these data were avail- able. It will be noted that Hackensack ranks twenty-third in the group in the facilities which are provided. TABtK VII PLAYGROUND AREA PROVIDED IN ELEMENTARY SCHOOLS OE 3I CITIES Percentage of pupils having No. sq. ft. more than 60 per NAME OE CITY sq. ft. play- ground area per pupil. RANK median pupil. RANK Ansonia, Conn., 27 Asbury Park, N. J., 27 II 28'" Auburn, Me., 70.8 8 65 13 Bloomfield, N. J., 100 2 147 3 Bridgeton, N. J., 74.6 7 95 ID Carlisle, Pa., 91-3 4 134 4 Clinton, Mass., 58.8 ID 103 9 Concord, N. H. 100 2 112 6 Dunkirk, N. Y., 51-3 12 60 14 Englewood, N. J., 49.8 14 50 16 Franklin, Pa., 100 2 no 7 Gardner, Mass., 75.8 6 91 II Glen Falls, N. Y., 21.5 20 27 22 Gloucester, Mass., 30.6 18 36 20 Hackensack, N. J., 8.2 23 26 23 Hornell, N. Y., 61.3 9 109 8 Landaford, Pa., 49-3 15 50 17 Lebanon, Pa., 38.5 17 56 15 Little Falls, N. Y., 27 41 19 Marlboro, Mass., 27 21 25 Millville, N. J., 50.6 13 86 12 Montclair, N. J., 234 2 Olean, N. Y., 15-2 21 20 26 Phoenixville, Pa., 9.4 22 24 24 Plainfield, N. J., 45-1 16 47 18 Rutherford, N. J., 53 II 114 5 Saratoga Springs, N. Y., ... 27 28 21 Shamokin, Pa., 27 27 Sharon, Pa., 17 27 Tyrone, Pa. 27.6 19 10 29 Weymouth, Pa., 83.3 5 380 I Median, 41.6 57-5 Not only is the amount of play space per child very inade- quate in Hackensack, but the apparatus which has been provided on playgrounds is very limited and far from sufficient. Much can be done in this field in order to give the Hackensack children the opportunities which are being offered in other communities. 3^ The Hackensack Schooi^s. IJXTERNAI, AND IISTTEIRNAI, BUIT^DING STRUCTURE: {Item II Strayer, '^ngeihardt Score Card.) One measure of the adequacy of school building structures is their recency of construction. In Table VIII this adequacy is expressed in terms of the per- centages of total enrollment housed in school buildings erected at various dates. Twelve New Jersey cities are included in this tabulation. To a certain degree the period of development of a community affects this tabulation. The children of Hackensack are, according to this tabulation, well housed as compared with the children of other cities. In other words, 87 per cent of the children of Hackensack go to school in school buildings which have been erected during the two decades 1900 to 1920. This means that these children are attending school in buildings which have been built during the period of greatest discussion of school building standards. It is evident from the scores that the school building construction in Hackensack does, in a large measure, conform to the standards set up during these decades. Table VIII PERCENTAGES OE TOTAL ENROLLMENT HOUSED IN BUILDINGS ERECTED AT VARIOUS DATES IN TWELVE NEW JERSEY CITIES, JUNE, I92I (J c -o •0 J4 u (J 2 13 g 3 c Ij y=; c W > Q bo PQ 16 to 6 CD Before i860, I 1860-69, 2 I 2 1870-79, 9 10 II 14 25 20 1880-89, 20 I 7 19 12 15 1890-99, 3 7 16 15 17 5 28 37 54 1900-09, 32 17 35 36 26 39 32 28 23 47 46 29 1910-20, 55* 44 47 31 43 5^ 12 22 19 39 71 * Read: 55% of total enrollment in Hackensack are housed in buildings erected during the decade 1910-1920. The school structures are, in each case, placed to the best ad- vantage on their sites and are sO' orientated as to secure the optimum natural light for the greatest possible number of rooms. School No. I is an exception, as its northern front deprives many The Hackensack Schooi^s. 37 of the rooms from all light except that from the north. The new buildings, No. 3 and the high school, have been planned so that all rooms are provided with the desirable natural lighting and so that there is an ease of circulation about the buildings which is commendable. Stairways, corridors, the location of toilet rooms and the location of special rooms indicate that very high-grade planning has been done in order tO' secure the results obtained. Hackensack is to be commended that it has used highly fire- resistive construction in these new buildings. It indicates that the program for the future will assure to Hackensack only the very best of modern school construction. The older buildings, such as No. i and No. 2, have been re- modelled to meet many of the objectionable elements in their original construction. There are some unsatisfactory features, however, about these old buildings even though they have been given this maximum of thought in their alteration. It is ex- tremely unfortunate that the auditoriums have been retained on the third floor in School Buildings No. i and No. 4 and on the fourth floor in No. 2. This has made it very difflcult to plan proper exits. The stairways leading from the top floor of a building should continue in one direct series tO' the exterior. This was found impossible in the No. i school. It leaves an undesirable situation which may cause trouble in case of fire. The lack of provision of smoke-proof stairwells, as in the case of School No. 3, is another example of a failure to provide the most adequately protected stairway passages. In general, how- ever, as the scores will indicate, the proper safeguards about the entrances and corridors to the school buildings have been estab^ lished. Panic bolts are installed and in most cases operate prop- erly. Corridors are free from obstructions and are well main- tained. The walls and foundations of the buildings have been given careful study, have been repaired where necessary, and are found to be in good condition. The basements of the buildings have been thoroughly cleaned, are maintained at a high standard and are free from unnecessary fire sources. In other words, there is evidence that the administration has considered the necessity for eliminating all sources of danger and for main- taining the buildings at a high standard as a very essential part of the development of the school system. 38 The Hacke:nsack SchooIvS. The elementary school buildings of Hackensack are larger than the elementary school buildings in other cities of similar size. This is again a most satisfactory situation. It is extremely pleasing to find that a city of the size of Kackensack has reduced to a great degree the problems involved in proper classification and grading by developing school centers. It is recommended that Hackensack continue to plan large elementary schools as its school building program develops. It is only through the estab- lishment of these large school centers that individual children can be given the attention which has been found possible, to a marked degree, in the Hackensack schools. Table IX shoves the number of rooms in the median ele- mentary school building of 3 1 cities which are approximately the size of Hackensack. It will be noted that Hackensack's median building is larger than the median building of any one of the other communities. This gives Hackensack an advantage which will not develop for a long period of years in these other com- munities which have continued to build small elementary school plants in place of the larger units. The best modern practice in a city like Hackensack calls for buildings having twenty rooms or more. This will permit of flexibility in grading and in fre- quency of promotion. Table IX THE SIZE OF SCHOOL BUILDINGS IN HACKENSACK AS COMPARED WITH THE SIZE OE SCHOOL BUILDINGS IN 30 OTHER . EASTERN COMMUNITIES Number of Rooms CITY • in Median Elementary School Building Ansonia, Conn.., 8 Asbury Park, N. J., 8 Auburn, Me., i Bloomfield, N. J., 14 Bridgeton, N. J., g Carlisle, Pa., 10 Clinton, Mass., 4 Concord, N. H., 3 Dunkirk, N. Y., g Englewood, N. J., 12 Franklin, "Pa., 6 Gardner, Mass., 5 Glen Falls, N. Y., 9 Gloucester, Mass., 6 HACKENSACK, N. J., 17 Hornell, N. Y., n Landsford, Pa., 8 Lebanon, Pa., 6 The: Hackknsack Schools. 39 Number of Rooms CITY in Median Elementary School Building Little Falls, N. Y., n Marlboro, Mass., lo Millville, N. J., 6 Montclair, N. J., I3 Olean, N. Y., 7 PhcEnixville, Pa., 14 Plainfield, N. J., 9 Rutherford, N. J., ". . . 8 Saratoga Springs, N. Y., 13 Shamokin, Pa., ., 13 Sharon, Pa., 8 Tyrone, Pa., 12 •■Weymouth, Mass., 4 Median, 9 Data secured from the National Committee for Chamber of Commerce Co-operation with the Public Schools, Tribune Building, N. Y. C. SElRVICS SYSTEMS {Item III Stray er, Bngelhardt Score Card.) The judges, in scoring the service systems of the school build- ings, considered this item under the headings : "Heating and Ventilating," "Fire Protection," "Toilet Systems," "Cleaning Systems," "Artificial Lighting Systems," "Water Supply Sys- tem" and "Electric Service Systems." The adequacy of the service systems as compared with their adequacy as measured in four other school systems in the United States may be determined from Table X. In this table six of the service systems of the cities of Greensboro, N. C, Paterson, N. J., Passaic, N. J., Amsterdam, N. Y., and Hackensack, N. J., are studied with respect to the percentages of the total possible scores on each item which were allotted by the judges. Of all of these five cities Hackensack ranks foremost in the scores which have been allotted, indicating that in the opinion of the judges Hackensack has given greater consideration and greater care to these very important elements which have been measured. Hackensack has larger percentages of school buildings falling in the third and fourth groupings than has any other one city. This should prove to be very satisfactory to the Board of Education and the school officers who have been responsible for the high standards developed in these fields. 40 The Hackensack Schools. ^ I ^ ^ in g 1 w vO H III O > 2 tt gS W "2 X 5 J? < < H ^ ^ K w ?; W o ■fa i=i o K o r ) d IN d d to CO OIBSSBj; N vd to CO vo vd uosjajBj Tl- CO to d> Tt- ojoqsuaa-iQ 6 d d d d d Percentage of Buildings Scoring 51% to 75% of the Standard 5|DBSU35JDBJJ d d vd vo vo vd d lUBpiaisiuv « vd vq vd to 06 to to t>i OTBSSEJ ■* M • to vo vd vo vd vq vd uosj3;Bd; •* T)- T}- CO to d ^ ojoqsuaaaQ 6 to d CO d Percentage of Buildings Scoring 26% to 50% of the Standard JJOBSUa^lOBJJ to to to d vo vd vd vo to uiBpjaismy d tx to 00 vo vq vd vo vq vd vo OTBSSBJ M to to d to to d vo vd vo UOSJSJBJ d vo vd w ojoqsuasjf) pi vd to vd to 4 vq to vo 4 Percentage of Buildings Scoring 0% to 25% of the Standard >{0BSUS3{3BU t-i d d vo vd d d uiBpjaisuiy V3 00 d d d d OIESSBj; 00 ■d d vo pj ts d UOSJQIBJ vo d 00 to vd 0J0qSU33JQ 01 CO ^ * Service Systems a a > •a a ho a n) w c _c c a c P- 4. 1. E 1 -(^ 'c > c V- t^ ' E a, > b C ) b i 1 1 1 1 The Hackensack Schools. 41 The building survey was made during the late spring of 192 1 and it was therefore impossible to measure the heating and ventilating plants when they were working under full load. The adequacy of these plants was measured on the basis of the kind of heating and ventilating systems installed. On this basis the No. 2 school scored 9 points ; three buildings scored from 30 to 34 points and two buildings scored 54 and (i'j scores respec- tively out of a possible 70; The very careful survey of the heat- ing and ventilating systems made by heating engineers last year resulted in a series of recommendations which are now being carried out. In fact, most of the improvements recommended have already been completed. As soon as the recommendation for the replacement with boilers of the furnaces in School No. 2 is carried out, the score on this building will be much higher. Authorities in this field now recognize that the split system of heating and ventilation is the most advantageous and eco- nomical for large school buildings. Under this system direct radiators are located within the rooms to be heated while the air is supplied by a mechanical system of ventilation. ■ When the system is properly installed, each room may be supplied with fresh air warmed to the desirable temperature of 68 degrees Fahrenheit and having a humidity of 50 to 60 per cent, and free from dust and odors. The air intake must be well above the ground and be large enough to provide 2,000 cubic feet of fresh air for each pupil per hour. No system depending on gravity or the opening of windows can meet this demand. Heating sys- tems should also be equipped with thermostatic controls which are kept in perfect working order and periodically checked by teachers and engineers to see that the temperature is regulated. With the exception of School No. 2, in which the hot-air fur- naces are being replaced by steam boilers, all of Hackensack's school plants are equipped with steam boilers, or steam boilers and hot-water boilers, as is the case in Schools Nos. 3 and 4 and the high school. Broadway School No. i, State Street School No. 3 and the High School are equipped with the thermostatic system. All the systems were reported to furnish satisfactory heat except No. 2, and one room in the old High School No. 5 42 The Hackknsack Schools. needs an extra radiator. The heating system at State Street School No. 3 is an especially well devised plant. All schools, except U^nion Street School No. 2, are supplied with fresh air through mechanical systems. The State Street School No. 3 building is provided throughout with mechanical exhaust of foul air. The Broadway School No. i and the High School toilets are provided with mechanical exhaust of foul air. The boys' toilets in the Union Street School No. 2 need such air exhaust badly. In fact all toilet rooms should be equipped witlj* mechanical exhaust of foul air. The window or gravity s>stem cannot be depended upon to carry off the foul air from these rooms. The unit system of ventilation installed in the High School has proven to be satisfactory in most particulars. It, however, has not proven to be satisfactory with respect to the auditorium, nor can it be expected that the unit system itself can ventilate this auditorium together with the balcony when filled vvath people, except by the installation of a maximum number of ven- tilating units. It is questionable whether this type of ventilating unit can ever be satisfactory in such a large room. In general, a maximum of care has been expended in pro- viding proper heat and ventilation for the school children of Hackensack. The facilities are being maintained intelligently and being given the kind of supervision which implies that Hack- ensack will secure adequate returns for the money it has invested in this field. l^IRJ^ PROTECTION The first consideration in the planning of a school building should be to guarantee ample opportunity for rapid exit of the children in case of danger. Second consideration should be given to the preservation of the building structure. These aims can be attained only by erecting structures of highly fire-resistive materials. Hackensack's new high school plant may be designated as a fireproof structure of the modern type. Its furnace rooms are isolated by fire doors and its furnace is in a fireproof enclosure. It has adequate stairwells which allow rapid exit for the chil- dren. It is provided with automatic fire alarms and fire extin- Th:^ Hackknsack Schooi^s. 43 guishers and panic bolts on the doors. It has standpipes, but hose has not been provided on the ground that the building is so near the fire station. This hose should be provided so that the equipment may be complete with all known safeguards. The only element that may be criticized at all in the planning of the high school building from the angle of fire protection is that "the short side corridors on the third floor are blind cor- ridors and do not lead directly to stairways. From the angle of protection against fire, School Building No. 3 is very satisfactory in many particulars. Its basement is isolated, the furnace is in a fireproof enclosure, it is equipped with an automatic fire alarm, fire extinguishers, hose on each floor and a fire escape. Its exits are plainly marked and red lights indicate the exits. The one protection that should have been added is the enclosure of the stairways as smoke-proof stairwells; for in case smoke should fill the classrooms and halls, there would be absolutely no certain method of escape without stairwells. If this enclosed stairwell provision had been made there would have been little necessity for the fire escapes to the rear. It also should be remarked here that in all future construction open outside fire escapes should be avoided, and, where fire stairwells are installed, every possible opportunity for providing an entrance on to these stairwells should be taken. This has not been done in the present instance. Union School No. 2, the oldest building, is the least safe of any of the Hackensack schools. Part of it is a four-story struc- ture and the children are all in the assembly room on the fourth floor several times each week. Should a fire occur in this school at such a time, a catastrophe might occur. The building is pro- vided with w'ell constructed exterior fire escapes. The ap- proaches to these fire escapes are not satisfactory in every instance. No approach to a fire escape should be through a vestibule which can be cut off because of open doors. The base- ment of the building is not fireproof and it is not isolated. The school is provided with fire extinguishers, hose, automatic fire alarms and all doors are equipped with panic bolts. In general, the Survey Committee has found that Hackensack has given more care and thought to the safety of its children than is given in any other city, the school buildings of which it has analyzed. 44 The Hackensack Schools. the ceeaning oe schooe buieding9 Hackensack has only one school building, namely, No. 3, which is equipped with a vacuum cleaning system. This equipi- •ment permits of a thorough cleaning of floors, walls, desks and chalk rails. The new high school building has also the equip- ment, but the sanitary receptacle in the basement is still lacking. Thi-s should be added immediately, as the equipment cannot be utilized without this provision. In rating this item on the score card the judges considered it under three elements, namely, the kind of system provided, and its installation and the efficiency of the system. Low scores were given the kind of system and installation, because of the reasons indicated above. It was very clear, however, to the judges that the school buildings were being maintained at a very high standard of cleanliness. The oiling of the floors, the use of sweeping compound, the janitorial standards which have been established and the constant supervision which is in evi- dence, make it clear that school housekeeping is receiving the consideration which is due it in the Hackensack schools. The very well devised manual for janitors and engineers is one which may well be duplicated in many other cities. It is clear that con- stant insistence upon the elements included in this manual has brought about the desirable condition with respect to cleanliness which is found in Hackensack. ARTIEICIAE LIGHTING All Hackensack school buildings are equipped in some degree with electric or electric and gas lighting fixtures. This element of school equipment has not received as much consideration as have many other elements in Hackensack. The adequacy of the artificial lighting equipment in the classrooms is discussed under "Classrooms." Electric lights are further needed in the toilet rooms and playrooms of School No. 4, and more adequate pro- vision is particularly needed in School No. 2 and School No. 5. The standard lighting of a school building is as follows : Standard Artificial Lighting System: I. Gas and electricity : Gas for stairways, corridors, auditorium and fire exits. Electricity for the entire building. The: Hacke;nsack Schooi.s. 45 2. Outlets and adjustment: Outlets — 6-9 per class room; auditorium footlights, rear of stage, sides, ceiling; corridors 20-25 feet apart; at least one for each vestibule. Adjustment : Lights placed high enough not to shine -in the eyes of occupants; switches near entries, auditorium, stage, and picture lantern booths ; each cluster with an individual switch ; darkening shades for rooms provided with picture lantern switch. 3. Standard illumination : For classrooms, study, and library rooms, 6 foot-can- dles at each desk without objectionable glare or shadows; for auditoriums, 3 foot-candles at each seat. 4. Method and fixtures : Method of illumination — semi-direct or indirect. Local lighting by lamps placed close to the work is unsatisfactory except for special cases, such as the lighting of blackboards, maps, charts, etc. Ex- cept in very rare instances, bare light sources should not be exposed to view. They should always be adequately shaded or completely hidden. Fixtures — simple, yet appropriate. The Board of Education should establish standards for arti- ficial lighting in the Hackensack schools and should secure an adherence to these standards in all future alterations and future construction. WATER SUPPI^Y SYSTEM Under this item are considered the drinking, washing and bathing facilities which are provided. On the basis of the num- ber of drinking fountains installed, Hackensack has made a commendable effort to meet the standard of one fountain for every fifty children of school building capacity. The type of bubbler selected is also satisfactory in most particulars. It is gratifying to find that this school system has insisted upon the installation of a- bubbler which is as sanitary as can be found to-day. In comparison with other cities, Hiackensack is far better supplied than such places as Amsterdam, N. Y., Paterson, N. J., and St. Paul, Minn., with respect to its drinking fountain provision. In Table XI Hackensack's situation is superior to that of all communities except Omaha. The fountains in Hack- 46 The Hackdnsack Schooi.s. ensack are also well located in corridors, where they are imme- diately accessible to children and where a maximum of utiliza- tion can be secured. WASHING AND BATHING Fifty per cent of the Hackensack school buildings are equipped so as to meet the standard requirements as to the number of washbowls per pupil, which is one bowl to 501-75 children. Broadway School No. i, with one washbowl to each 143 chil- dren, is farthest from the standard in this respect. More wash- bowls should be installed in this building. The new high school building is very adequately equipped with shower baths. State Street No. 3, and the old high school, No. 5, have no showers. They should be equipped with bathing facilities. Fairmount is adequately equipped with showers, but Broadway No. i, and Union No. 2 need several more. The latter has but one bathing facility to each 500 pupils. All schools but the old high school are supplied with hot and cold water. Table XI COMPARATIVE STUDY OE DRINKING FACILITIES OF THE SCHOOLS OF PATERSON, OMAHA, ST. PAUL, AMSTERDAM AND HACKENSACK OMAHA, I9I7 ST. PAUL, 1917 PATERSON, 1918 AMSTERDAM, 1920 HACKENSACK, I92I Number of Children per Drinking Fountain bo fH u 11 bo 3^ is -1 11 IS Pi Ph 6 54-5 L,ess than 25, .... 25 to 49, so to 74, 75 to 99 100 to 124, 3 21 10 5 6.4 44-7 21.3 10.6 4.2 9 9 3 5 I 15 16.6 7 29.2 29.2 I16.6 4.2 4.2 16.6 3 SO. 9. 18.1 9. 6.2 9.2 1.8 27.7 ; I I 4 I I I 16.6 16.6 150 or over, 6 12.8 I 9- I 16.6 Percentage of buildings standard or 6r ' 16 fi 50. Percentage of buildings below standard, 3i 5.9 8. !-3 7C ).8 100. 0. Standard — one fountain for 50 children. The Hackensack Schools. 47 The attempt to secure provision for bathing in all of the schools is further evidence that a high grade program for physical welfare is being advanced. In not all instances are the bathing facilities high grade or entirely satisfactory, but the conditions in Hackensack are superior to the conditions to be found in the majority of cities. Table XII FACILITIES FOR WASHING PROVIDED FOR CHILDREN IN THE ELEMENTARY SCHOOLS OE HACKENSACK Number of Children per Washbowl Hackensack Schools 50 or less, No. 3 and No. 4. 51-100, No. 5, No. 2 and High School. 151-2CO, No. I. Standard equipment calls for one washbowl to every 50-75 children. TOILET EACIEITIES The standard equipment calls for one seat for each 25 boys and one urinal for each 15 boys. There should be one seat for each 15 girls. Hackensack schools meet these standards in some instances, nearly meet them in others, and only fall consider- ably below in the Broadway No. i, and Union Street No, ;2 schools, as shown by Table XIII. The distribution of toilets, se- clusion, sanitation and type of fixtures are all to be recommended. The kindergarten rooms have well equipped toilet and wash rooms adjoining them. In general, it is difficult to maintain school toilets at high standards of sanitation. Hackensack school authorities give evi- dence through the condition of the toilet rooms in this school system that they are aware of the full importance of maintaining toilet rooms which are highly sanitary. The splendid Installa- tions of the high school and School No. 3 are to be commended. This is the type of installation which should be made a part of every new school built in the future in this city. Attention should be given to the needs of School No. i and School No. 2, in order to see that no inconvenience is being caused the children because the rooms are below standard in the adequacy of the equipment furnished. 48 The Hackknsack Schools. Table XIIT toilet systems and baths Standard equipment calls for one seat for each 25 boys and one urinal for each 15 boys ; one seat for each 15 girls. Facilities in Hackensack Schools calculated on the basis of 1920 enrollment. BOYS GIRLS Schools No. Seats No. Urinals No. Seats Showers No. I No. 2, I to 46 I to 39 I to 31 I to 22 I to 21 I to 41 I to 64 I to 35 I to 25 I to 22 1 to 24 I to 36 I to 36 I to 35 I to 21 I to 18 I to 14 I to 27 I to 206 I to 596 None No. 3, No. 4 I to 64 None No. c High School, I to 57 Calculated on the basis of 1920 Maximum Membership No. I, No. 2, No. 3, No. 4, No. 5, High School, to 41 to 35 to 29 to 19 to 18 to 29 I to 59 I to 31 I to 24 I to 19 I to 21 I to 35 I to 32 I to 184 I to 30 I to 519 I to 19 No-ne I to 15 I to 55 I to 12 None I to 26 I to 55 ,*• KLKcTRic sp:rvice systems Another element which is considered under this item of Service Systems is the electrical service system, which is pro- vided and which includes clocks, bells, gong-s and telephones. Though Hackensack school buildings, with the exception of the High School, are not equipped with electric clocks, yet every room that is used is equipped with a standard clock, and all build- ings are ecjuipped with an adequate system of gongs and bells for assembly, dismissal and fire control. In several buildings each room is connected with the principal's office by telephone. The kind of equipment that is provided in this field and its adequacy leads to the conclusion that a minimum of time is wasted in school work in regulating dismissals, passing of classes, and the like. Taken as a whole, the equipment of Hackensack in this particular is effective and shows evidence of careful and economic planning. Thk Hackensack ScHOOIvS. 49 THE CLASSROOMS AND RECrTATlOjN ROOMS (Item IV Strayer, 'Bn-gelhardt Score Card.) In scorinsf the classrooms and recitation rooms of tlie Hack- ensack school buildings, the judges allotted the highest score to the classroom-5 of the State Street building and the lowest scores to the classrooms of School Building No. 2. With respect to their construction, location, illumination, equipment and the like, the classrooms of the high school were considered second to those of the State Street School. Of the 1,000 points allotted the perfect building on the score card, 290 points have been devoted to classrooms. Comparison of each school with the total possible score for classrooms is given in Table XIV. TAEtE XIV SCHOOL BUILDINGS OF HACKENSACK, NEW JERSEY, ARRANGED IN ORDER OE TOTAL SCORES ALLOTTED ON ITEM IV — CLASSROOMS Showing distributed scores on the major subdivisions of this item as com- pared with the total possible score for each subdivision Item IV- — CivASSROOMS 3 He ^° m V «<> ra Maximum Possible Score and Allotted Scores Sub-Items Maximum Possible Score and Allotted Scores Schools Scored 1 "= B — Construction and Finish c C 7 1 « E 0. '3 c W 1 25 10 33 30 IS 30 71 65 92 69 S8 72 60 44 67 SI 73 IS 10 22 15 10 20 38 5 I 2 4 168 2S9 21S 172 236 State — 3, Fairmount — 4 First St.— 5 High School 39 4S 34 38 41 Maximum possible score, 1 290 1 35 1 95 1 85 1 25 1 SO In general, it should be stated that the Hackensack classrooms rank high as compared with classrooms of other school systems. There is every evidence that proper attention is being paid to the decorations of the classrooms, to their cleanliness and to the 4 H s 50 The Hackensack vSchools. creation of a desirable atmosphere through the agency of pic- tures and other decorations. The school authorities in Hack- ensack are to be congratulated upon realizing the importance of maintaining classrooms at a very high standard and of equips ping them in such a way as to prove to be attractive to children. The comfort of both children and teachers depends very largely upon the amount of floor space and air space provided them. In Table XV are shown the data concerning room dimen- sions for all of the schools in Hackensack. It will be seen that the median situation for Hackensack is above that of the State requirement in every instance, except when area and the cubical contents of classrooms for the high school are measured in terms of 40 pupils per room. It is not to be expected that with this large number as a factor the high school rooms would meet the standard in every case as set up by the State law. Fifty per cent of the elementary classrooms and 44 per cent of the high school classrooms are below the State standard when pupil capacity is utilized as the divisor. Forty-one per cent of the high school classrooms are below standard in the number of cubic feet of air space allotted per student when student capacity is taken as the factor instead of the original number of children for whon: the rooms were planned. The rather large percentage of rooms found below standard in the high school is due to the overcrowding of the high school and the necessity for placing more children in classes than is desirable for high school work and more than were originally planned when the rooms were built. The high school building itself, with its variation in sizes of classrooms, was well planned in this respect. All of the regular classrooms of the elementary schools and of the high school have smooth plaster walls in good condition. Ninety-three and eight-tenths per cent of the rooms are colored cream, or buff. This reveals a commendable effort on the part of the school authorities to establish proper standards for class- room decoration. All of the classrooms in the Hackensack schools are equipped with a small closet or a bookcase for sup- plementary readers, instructional and other supplies. The Sur- vey Committee feels that additional closet space for such pur- poses would be a distinct advantage in any new construction The Hackknsack Schools. 51 Table XV DATA CONCERNING ROOM DIMENSIONS OF THE ELEMENTARY SCHOOLS AND HIGH SCHOOL OP HACKENSACK, N. J. ELEMENTARY SCHOOLS - Median Standard* Below Standard Standard Above Standard Rooms % Rooms % Rooms % Area per child (pupil capacity) , . . . Area per child (enrollment) Area per child (40 in room), Cubical feet per child (capacity), . . Cubical feet per child (enrollment). Cubical feet per child (40 in room), 20.97 sq. ft. 22.45 " " 18.4 " " 256.9 cu. ft. 276.87s " " 212.5 " " 13-25 ft. 18 sq. ft. 18 " " 18 " " 200 cu. ft. 200 " " 200 " " 12 ft. 4 3 26 5 4 32 I I 35 2 13 I I 43 2 16 76 11 20 81 81 79 68 94 95 25 100 100 98 84 HIGH SCHOOL Area per student (student capacity), Area per student (40 in room) Cubical feet per student (capacity), Cubical ft. per student (40 in room), 19.125 sq. ft. 14.64 " " 208.9 cu- ft- 172.5 " " 18 sq. ft. 12 44 I 4 14 18 " " 17 63 3 II 7 200 cu. ft. II 41 7 26 9 200 " " 17 03 5 18.S 5 52 26 33 18.S * Standard as fixed by State of New Jersey Building Code, Revised to May i, 1915. Laboratories and special rooms omitted. Table XVI HACKENSACK ELEMENTARY SCHOOLS COMPARED WITH FOUR OTHER SCHOOL SYS- TEMS ON THE STANDARDIZATION OF THE NUMBER OF CUBIC FEET PER PUPIL * »-^ * >H ^ *_ ^-A d ^ 1— % ^ i B rt 'iZi .^ cS en ^ TS n CJ u ect to exits and with particular reference to fire exits. Evi- dently very much consideration has been, given this problem in Hackensack. With the exception of School Building No. 2, the classrooms are in close proximity to exits which lead directly out of doors. This is most commendable and has been given due consideration in the rating of buildings. The smokeproof stairwells provided in the high school are particularly to be com- The; Hackensack Schooi^s. 53 mended and should be made a part of any future buildings con- structed in Hackensack. THE NATURAL IIvEUMINATlON OE CLASSROOMS The standards for natural illumination provide that the glass area shall be one-fifth to one-quarter of the floor area; that the windows shall not be so far toward the front of the room that the children seated toward the back of the room must look into them ; that the windows shall not be so low as to produce a direct glare on the desks nearest the windows ; and that the light should come only from the left side of the room. Window shade>, preferably translucent, should be provided for all classrooms. These shades should be of the double hung type and should operate from the center of the windows for convenience and efficiency in the regulation of light. Nine and nine-tenths per cent of the elementary school class- rooms have a ratio of window area to floor area below standard. Fifty per cent have a ratio higher than 19.73 per cent. In the high school building all the rooms are standard or above in this respect. Light enters all of the high school classrooms from the left only. This is true in 66.7 per cent of the elementary school classrooms. In 29.6 per cent of the elementary school class- rooms light enters from the left and rear, and in only three rooms does light enter directly from the sides and front of the room. The median distance from the first window tO' the front wall is four feet in elementary school classrooms and three feet in the high school rooms. This permits too much light to fall directly in the faces of the pupils. The standard distance is five to seven feet. In the elementary classrooms the median height of win- dows from the floor is 36 inches. The median for high school rooms is 45 inches. In the elementary and high school class- rooms the median height of windows above desk tops is 15 inches. Twelve inches and six inches is the median distance from the window top to ceiling in elementary classrooms and high schools respectively. The width of mullions varies from six and one-half inches in the newer buildings to six feet in the old buildings. 54 The Hackensack Schooi^s. In Table XVIII are found comparisons between Hackensack and other cities with respect to natural illumination of class- rooms. Although in some of Hackensack's buildings the situa- tion is not superior, the table shows that Hackensack is, with respect to its median situation, in advance of these other com- munities. Table XVIII RATIO OP WINDOW AREA TO FLOOR AREA IN HACKENSACK AND SEVEN OTHER CITIES PER CENT OF CLASSROOMS K m o cu f4 to PLH Below Standard, Standard, Above Standard, 60.4 8.8 30.8 Per Cent of Classrooms lighted from Left Left and Rear, left and Right, Right and Rear, Right, (Less than % from) Front, . (More than ^ from) Rear,. (3) Sides, (4) Sides, , Rear, Left and Front, Overhead, 66.7 29.6 3.7 75-4 5-3 19.2 59 27. 2. I, I. 4.» • Q 2.1 .1 ■ 4 64.8 2.5 32.6 67.2 6.2 29.6 48. 24. I. 5- 3- 17. 45. 0.5 0.5 0.3 7. 22. 8. o. .2 o. o. 42. 16. 42. * Not given. In the equipping of classrooms much importance should be attached to the location of blackboards. One means of measur- ing the adequacy of the installation of blackboards is through the determination of whether the blackboard heights are such as to meet the needs of the children who use the classrooms. In Table XIX will be found a distribution of classrooms according to the height of the chalk rail from the floor. It is considered that a blackboard with a chalk rail 24 and 25 inches high is ap- proximately correct for the kindergarten, and that a blackboard 32 and 33 inches high is approximately correct for the eighth The^ Hackknsack Schools. 55 grade. With such standard heights for all grades, it is seen in table that 57 per cent of the blackboards in the elementary schools are above standard and 20.9 per cent of the blackboards below standard as to their height. The median heights and the average heights for each grade are shown in Table XX. Prob- ably no action can be taken by the Board of Education at this time to change this condition. It is well to bear in mind the fact that standardization in school buildings has even reached the point of this detail, and that in all future construction proper attention should be paid to this very important item. =;6 The Hackensack Schooi^s. iOCMM 1 1 1 00 1 •d o u g -d-d •P-p-d CD 1 OH B •3 O BOoms Booms Booms The Hackensack Schools. 57 Table XX HEIGHTS OF BLACKBOARDS IN HACKENSACK CITY SCHOOLS ELEMENTARY SCHOOLS Grade Medium height — in inches, Average height — in inches Minimum height — in inches Maximum height — in inches, Standard height — in inches i Per cent, of blackboards above standard height, Per cent, of blackboards below standard height Per cent, of blackboards standard height, Kdg'n. ist 23-4 23-S 21. 24. 25 17- 83. 23.58 25.8 23- 32. 25 26 2d 23-78 25.6 24. 31. 26 27 27.3 18.2 72.7 63.6 o 18.2 3d I 4th I sth I 6th 30.S 32-9 26. 42. 27 28 77.8 II. I II. I 33-5 33-4 29. 42. 28 29 91. 36.3 34-2 29. 37- 29 30 70. 31-5 27.1 29. 42. 30 31 27-3 9- 63-7 7th 36.5 36. 36. 36. 31 32 Sth 38.S 39-7 36. 42. 32 33 That Hackensack does not differ greatly from other school systems with respect to this condition is shown from Table XXI, giving conditions in other cities. Table XXI THE HEIGHTS OE BLACKBOARDS IN SIX CITIES 1-^ * ^ * * ^ 1—. ^ d t^ M '^ a 03 ^ HEIGHTS OE BLACKBOARDS 03 „ ^, % "A ELEMENTARY SCHOOLS ol "^ c ^ a .§ J3 03 u to rt "rt a a cfl ffi m ^ Oh Per cent of Rooms with — Adjustable Seats 88.8 3-8 6.— 50. 41. Non- Adjustable (Single) Seats, 6.1 73.7 94.+ IS. 9 20.8 Non- Adjustable (Double) Seats, 22.5 27.2 S-i Adjustable and Non- Adjustable Seats, . 5.2 37.9 Percentage of pupils in Baltimore. THE ARTIEICIAI. UGHTING OE CI.ASSR00MS In the elementary schools 27.2 per cent of the classrooms have no electric light provision. Nine and nine-tenths per cent have two electric lights in each room. Thirty and eight-tenths per The; Hackensack Schooi.s. 59 cent have four electric lights and 32.1 per cent have six electric fixtures in the classroom. All of the classrooms in the high school have from one to four electric outlets. The gas lighting which has been provided in some of the classrooms in the older buildings is not satisfactory for classroom purposes and prob- ably never can be made satisfactory. Apparently the artificial lighting of classrooms has not received as much attention by school authorities as many of the other elements mentioned. Semi-indirect electric lighting, with fixtures which are affected to a minimum degree by the dust and dirt, is the lighting which meets with the approval of the best authorities to-day. As a rule, four of these fixtures do not suffice for the elementary class- room of maximum size. Nine fixtures located as shown in Chart 3 will provide the best conditions, not only at a period immediately subsequent to their installation, but during the entire life of the school build- ing. CIvOAKROQiMS IN CIvASSROOMS The cloakrooms of School No. 3 have been exceedingly well planned. They are under teacher control, are adequately lighted with natural light, and provide for a minimum of congestion for clothing of the children. The arrangement in the high school is also satisfactory in many respects and can only be made more satisfactory as lockers are provided as was originally intended. The cloakrooms of Fairmount School No. 4 are rated low, as are also those of School No. 2 and School No. 5. In the Fairmount school, for instance, four cloakrooms on the first and second floors (front) are very poorly ventilated and without adequate natural light. Such conditions may be the cause for the spreading of disease, and in the planning of new buildings it is the opinion of the Survey Commission that as much c^- sideration should be given the rooms in which children must hang their wraps as to the classrooms themselves. It is expected that the cloakrooms of the older buildings, such as School No. 2, will rate low. 6o The Hackensack Schools. CHART No. 3. ^^^^^^^^^BO/JfJD'' -GLA&S ROOM The: Hacki;nsack Schools. 6i coivor scheme oe ci^assroo'ms Among the pleasing features of the school classrooms are the wall finishing and decorations. These elements which add so greatly to the development of the aesthetic nature of school chil- dren are frequently given little or no attention. Ninety-three and eight-tenths of the classrooms of the elementary schools have the standard color scheme of cream and buff coloring. School No. 4 is the only one which varies from this desirable coloring. Here four rooms have two colors, white and buff, and one room has white and brown. The high school building has classroom > with cream or buff-tinted walls. The number and quality of pictures found upon the walls of classrooms, halls and audi- toriums speak well for the care used in making the school building interiors attractive. Hackensack clearly excels in school- room decoration. SPECIAI, ROOMS (Item V Strayer, Bngelhardt Score Card,) Under the changing social and economic conditions the increas- ing importance of introducing into the public school work a richer curriculum than that involving mere classroom recitation has been recognized. Hackensack gives evidence in the ;special rooms provided in its buildings that it has long felt that the limited curriculum of the regular classroom is no longer adequate. Hackensack, through the agency of the physical facilities pro- vided, is giving attention to the physical well being of the chil- dren in school, is giving opportunity for greater social contacts than are found in the classroom itself, and, in fact, is providing in some degree most of the special rooms which are deemed essential for elementary and high schools. The scores allotted special rooms show that Hackensack's special room facilities are rated higher, taken as a whole, than those of many other cities, although in no case is the rating more than loo points of the possible 140. Union Street School is rated lowest in its special room equipment. The special room facilities which have been deemed essential in the elementary 62 The Hacki;nsack Schooi^. schools of a large city are to be found in the following list which includes provisions for classrooms, special rooms and service rooms in an elementary school recently adopted for all new construction by the Board of School Commissioners. Table XXIII STANDARD PROVISIONS FOR CLASSROOMS^ SPECIAL ROOMS AND SERVICE ROOMS IN AN ELEMENTARY SCHOOL, BALTIMORE, MARYLAND Classrooms and Cloak Rooms 1st Grade 2d Grade 3d Grade 4th Grade 5th Grade 6th Grade Ungraded Principai, Office Storage Toilet Vault Storage Room Text Books and Gen- eral Supply Health Supervision Physician's Room Toilet Dressing Booths Dental Clinic Nurse's Room (Psychological Clinic) Toilet Teacher's Rooms Kitchenette Lunch and Work Room Rest Room Toilet Library Reading Room Kindergarten Assembly or Game Room Occupation Room Storage Room Toilet and Lavatory Cloak Room Auditorium- Gymnasium Main Floor Balcony Dressing Room Picture Booth Stage Director's Room Locker Rooms (Boys) Shower Baths (Boys) Store Room (under stage) Toilet (Boys) Locker Rooms (Girls) Shov^^er Baths (Girls) Toilet (Girls) Community Room Community Room Toilet Lunch Room (Pupils') Lunch Room (Pupils') Kitchen Household Arts Cooking Room Home Making Rooms Bed Room Dining Room Woodworking General Shop Playrooms Playrooms — Boys Playrooms — Girls Engineering Engineer's Room Toilet Air Washer Room Ash Storage Boiler Room Coal Storage Fan Room Heating Chambers Plenum Chamber Supplies (Oil, etc.) Supplies (General) Switch Board Work Room Service Department Janitress' Room Supply Closet Toilet Janitor's Room Supply Closet Toilet Slop Sink Closets Pupils' Service Bicycle Room Toilet Rooms (Boys and Girls) The provision for special rooms made in the junior high schools of three large cities is shown in the following table, which includes the provisions for Rochester, Detroit and Buffalo. It will be seen by a comparison of these lists that Hackensack is not over-supplied with special rooms, nor is this city offering all of the opportunities for special room activities which might be offered. Thej Hackensack Schooi^s. 63 Table XXIV CI,ASSROOM AND SPECIAI, ROOM PROVISIONS IN THE JUNIOR HIGH SCHOOLS O? THREE CITIES, I92I Auditorium, Balcony, Chair Store Room, Dressing Room — Boys', Dressing Room — Girls', Operator's Booth, Applied Science Room, Classrooms, Commercial Rooms, Bank, Bookkeeping, Penmanship, , Stenography, Typewriting, Conservatory, Fan Room, Gymnasium, Indoor, Locker Rooms — Boys', Locker Rooms — Girls', Outdoor (Playrooms), Showers — Boys', Showers — Girls' Industrial Arts — Boys : Art Room, Drawing — Freehand, Mechanical, Electrical, Garage, Machine Shop, Mill and Assembly Room, . . . Painting and Finishing Room, Printing, Sheet Metal Shop, Stock Room, Woodworking, Industrial Arts — Girls: Art Room, Arts and Crafts, Cooking Home-making, Millinery Pattern Making, Sewing, Kindergarten, Laboratory — Science, Laundry, Lecture Room, Librarj', Literature, + + + + + + 4- + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + 64 The Hackensack Schooi^. Table XXIY— (Continued) Locker Rooms, Lunch Rooms or Cafeteria, Boys, Girls, Teachers, Dining Room, , Private Dining Room, . . . Kitchen, Medical Rooms : Clinic Doctor's Office, Infirmary, Waiting Room, Office: Assistant Principal, Clerks, Principals, Visitors' Waiting Room,- Public Speaking, Rest Rooms : Men's, Pupils', Teachers', Women's, Science Rooms, Store Rooms, Janitors', Oil, Paper, Stock, Study Room — Teachers', . . . Toilets, Work Room — Teachers', . . Rochester Detroit + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + 1 Buffalo + + + + + + + + + + Note — The facts for Rochester have been obtained from floor plan of the Jefferson Junior High School. The facts for Buffalo w^ere obtained from the floor plans of the Buffalo Junior High Schools reproduced in the School Board Journal, February, 1921. The facts for Detroit are taken from blue prints of Detroit buildings. Symbol + = provision foY room has been made. PLAYROOMS The playrooms of the No. i School, with their low ceilings, limit the kinds of games that can be played there, and therefore are merely exercise rooms. Union School No. 2 has no room The; Hackknsack Schooi^s. 65 which is used for play purposes. The two playrooms on either side of the auditorium in School No. 3 have been well conceived and are sufficiently large for group games and for calisthenics. With the physical director's offices adjacent, the equipment in this building 'may be considered high grade. School No. 5 has one schoolroom in the basement called the playroom. It is limited in size. The concrete floor of this, as well as the other playrooms, lessens some of the good results that may come from physical activity. A wooden floor adds considerably to the c jm- fort and the physical returns. The three rooms in the basement of School No. 4, which were used as playrooms in the winter, are desirable assets to this school. The playrooms in this last school, as well as those in the other old schools, indicate that the Board of Education has made a very commendable effort to secure the play provisions where they were lacking, even though it was impossible to bring them up to the most desirable stan- dard. In all future elementary construction playrooms should be included in the original planning, and should be given a loca- tion in the building which will permit a maximum circulation of fresh air. The gymnasium provided in the high school meets a very great need. The provisions for physical directors' offices, for showers and locker rooms, are fairly conveniently planned. It is unfortunate, however, when this building was erected, that more space was not allotted to provisions for physical training. The gymnasium is not well located, is poorly ventilated and the shower and locker equipment is not adequate. When additions are made to this building, as is even now necessary, a maximum of attention should be given to the development of this school facility. SCHOOL AUDITORIUMS Schools Nos. I, 2, 4 and 5 have assembly rooms on the floor above the regular classrooms. In all modern construction, the assembly room is placed on the fi,rst floor or ground floor level, as has been done in School Building No. 3 and in the High School building. The auditoriums on the fourth floor of School 5 HS 66 Ti-iE Hackknsack Schools. No. 2 and on the third floor in the other old schools are very unsatisfactory. The administrative officers have done well to discontinue the use of the auditorium in School No. 5. Although in the other schools many safeguards have been erected in order to prevent disaster, auditoriums on top floors of school buildings can never be considered satisfactory. Loose seats and open fire escapes, the value of which is ques- tioned, add to the hazard involved in the use of these auditor- iums. The auditoriums of School No. 3 and the High School contrast greatly with the auditoriums of the older buildings. The commodious stage, the dressing rooms and the equipment furnished ajfford opportunities which are lacking in the other schools. The motion-picture equipment in these schools, as well as that which has been installed in School No. i, is the equip- ment that ought to be provided in every school building. In the High School the Board of Education has sought to utilize the balcony of the auditorium as a study room. In many ways this has proven to be very satisfactory. The heating and ventilating of this balcony, when it is closed off from the rest of the auditorium, has proven, however, to be very unsatisfactory. Without doubt the room proves to be a better study room in the winter than in the summer. In any future construction, if similar study hall provisions are made, it becomes necessary to give far greater consideration to the heating and ventilating than has been done in this case. It will be wise to give this matter attention at this time. LIBRARIEIS Schools Nos. I and 3 have a room used for reading and refer- ence work. These rooms are small and provide little table space for library work. It will be wise, in all future construction, to provide ample library space in elementary schools. It may even be desirable, when new classrooms are added to the school sys- tem, to set aside one classroom in the present school buildings as a library room. Children should be given a maximum of oppor- tunity in school to come in contact with all kinds of desirable books and literature. This opportunity cannot be given in the Thb Hackensack SCHOOI.S. 6f ordinary classroom to the degree that can be done in a library room. The library room of the high school building suffices for a small high school enrollment. It will prove inadequate in size as the high school grows, if it has not already done so. The Board of Education should expend a maximum of effort in in- creasing the value of this library by making generous contribu- tions for library books and by maintaining its contributions for the good current literature which is in evidence here. LUNCH ROQiMS Lunch rooms have been provided in the High School and in School No. 3. In the planning of the high school building the lunch room was located in the basement where it is adequately lighted and does not present the wholesome atmosphere that should prevail in such room. The lunch room should be one of the most attractive rooms in a high school and should be utilized by the school staff, not only as a place for the mere con- sumption of food, but also for securing for children the social and educational values which may result from high grade physical conditions and proper instruction during this period. The lunch room of the No. 3 school was found necessary after this building was utilized as an upper-grade center. Much effort has been expended in endeavoring to make the lunching condi- tions here satisfactory, GPl^ICKiRS'' ROOMS The offices of the supervising principal in School No. 3 have been well planned and are suited for the needs of the chief officer of the school system. In the High School the offices are small and are not well planned. With the increase in size of this building these offices will prove to be inadequate. In School No. I the principal's offices are on the first jfloor at the left of the main entrance. In School No. 4 and No. 2 the office provision is on the second floor, and in No. 5 it is off of the first floor. In all cases the principals' offices show evidence of the kind of record-keeping and administrative activities which 68 Thi; Hackensack Schooi^s. are highly essential to the success of a school. Equipment, such as mimeographs, filing devices, typewriters and the. like, is being well used. The offices, however, in the older schools are small and the arrangement is not entirely satisfactory. Such is par- ticularly true in School No. 5. The Board of Education will find it profitable to continue to supply the administrative officers all of the essential equipment for their work. As added equip- ment tends to make more convenient the administrative work of an officer, to the greater degree will supervision be done by these officers. There is every evidence that the principals are anxious even to increase the amount of supervision of classroom instruc- tion which they are to-day doing. TEACHERS'' ROOMS There should be rooms in every school building which are set aside distinctly for teachers' use. Such provision has been made only partially in Hackensack. Where a room for teachers has been provided it should be equipped with rugs, wicker rockers and chairs, reading table, stand, couches, washbowl and toilet. Whenever such a room serves a double purpose its value as a teachers' rest room or study room decreases. The high school has rooms devoted to men and women teachers and also a room devoted exclusively to^ nursing and pupil rest. This is the pro- vision that ought to be made in every large elementary as well as high school building. janitors' AND SUPPLY ROOMS In the planning of school buildings, not sufficient attention is given to the needs of the school caretakers. A small workroom where minor repairs can be done and also' a janitor's room lo- cated near the boiler room, equipped with washbasin, sink, tele- phone and supply cabinets, should be provided in every new building. In certain degrees are these standards met in Schools No. I, 3 and 4 and the High School. The provision in No. 2 and in No. 5 is entirely inadequate. In the new buildings, No, 3 and the High School, high-grade provision has been made for Ths Hackensack Schools. 69 the storage of educational supplies and for text books. In the older buildings, this provision is also inadequate. Such supply rooms should be in close proximity to the principal's office and it should be so possible to arrange and plan them that the detail work of the principal in connection with the handling of supplies may be reduced to a minimum. The Board of Education should seek every opportunity for improving the supply room facilities in the older schools. LABORATORIES The standard laboratories for an elementary school are an industrial arts shop for boys and a household arts suite of rooms for girls. The laboratories of a high school depend entirely upon the curriculum that is being followed. In rating the labor- atories of the school buildings of Hackensack, the highest credit was given the high school and the lowest credit to School No. 2. The general plan and the equipment of the science laboratories in the No. 3 school and in the high school, and the drawing room provision in the high school are very satisfactory. The indus- trial arts equipment and the household arts equipment are not as satisfactory as they can be made for the city of Hackensack. The Measurement OF THE Classroom Achievements of Children Reading Handwriting English Composition Spelling Arithmetic Algebra Latin (71) CONTENTS PAGE Silent Reading, 75 Grade Distribution of Silent Reading Scores, 80 Comparison of Scores by Ages, 83 The Quality of Handwriting, 85 The Measurement of English Composition, go Spelling, 97 Age Distribution of Spelling Ability, 99 Arithmetic Tests, 102 Distribution of Woody Scores by Ages, 112 The Courtis Tests in Arithmetic, 113 The Distribution by Schools, 114 Distribution of Courtis Scores by Ages, 117 Stone Reasoning Tests in Arithmetic, 119 Algebra, 122 Latin, 125 Table. tables. page. L Grade and School Summary of Reading Scores, ^^ IL The Comparison Between the Achievements in Silent Reading in Hackensack and in Other Cities, 78 in. Grade Distribution and Summary of Reading Scores — Thorn- dike-McCall Silent Reading Scale — Form No. i, June 3d, 1921, 82 IV. Comparison of Hackensack with Baltimore in Silent Reading — Thorndike-McCall Reading Scale, 84 V. Scores in Silent Reading — Grades 3 to 12 — Hackensack, N. J., June, 1921, DistributeiLAccording to Ages, 85 VI. Distribution of Handwriting Scores by Grades, 87 VII. Handwriting Scores — Comparison by Gredes with Other Cities (Thorndike Handwriting Scale) , 87 VIII. Distribution of Handwriting by Ages, 88 IX. Distribution of Scores of Hackensack, N. J., Elementary Schools (Grades 3 to 12) on English Composition, Scored by the Nassau County Supplement to the Hillegas Scale, 95 X. Distribution of Scores of Hackensack, N. J., Elementary Schools (Grades 3 to 9) on English Composition, Scored by the Nassau Cotmty Supplement to the Hillegas Scale, 95 XL Comparison of Hackensack Elementary Schools with Schools in Other Cities in English Composition — Scored by the Nassau County Supplement to the Hillegas Scale, 96 XII. Comparison by Grades of Spelling Scores in Hackensack and Elsewhere, 98 » (72) The Hackensack Schooes. 73 Tabm Page. XIII. Grade and School Summary of Spelling Scores — Median Num- ber of Correctly Spelled Words from a list of Twenty- five Words Selected from Buckingham Extension of Ayres Spelling Scale, 99 XIV. Comparisons by Ages of Spelling Scores — Hackensack and Baltimore lOO XV. Distribution by Grades and Scores — Woody Addition Tests — Series B., 105 XVI. Distribution by Grades and Scores — Woody Subtraction Tests , —Series B., 106 XVII. Distribution by Grades and Scores — Woody Multiplication Tests— Series B., 107 XVIII. Distribution by Grades and Scores — Woody Division Tests — Series B., 108 XIX. Hackensack Arithmetic Scores Compared with Six Other Cities — Woody Tests — Series B., 109 XX. Hackensack Arithmetic Scores Compared with Six Other Cities^Woody Tests — Series B.— Subtraction, 109 XXI. Hackensack Arithmetic Scores Compared with Six Other Cities — Woody Tests — Series B. — Multiplication, no XXII. Hackensack Arithmetic Scores Compared with Six Other Cities — ^Woody Tests — Series B. — June, 1921 — Division, . . no XXIII. Comparison of Scores in Hackensack and Other Cities by Grades — Courtis Arithmetic Test — Series B., 118 XXIV. Distribution of Scores in Courtis Arithmetic by Schools, .. iiS XXV. Distribution of Scores in Arithmetic by Ages — Courtis Re- search Test — Series B., 1 18 XXVI. Results in Stone Reasoning Tests, 120 XXVII. Comparative Scores in Hotz Algebra Tests — Series B., 123 XXVIII. Distribution of Henmon Latin Sentence Scores by Years of Study and Distribution of Henmon Latin Sentence Scores by Grades, 126 CHARTS. Chart. Page. 1. The Graphic Comparison in Silent Reading Attainments Between Hackensack and Other Cities, 79 2. Distribution of Hackensack Reading Scores by Ages — Thorndike- McCall Reading Scale — Form i, 80 3. Comparison of Hackensack Median Scores in Handwriting with Other Cities — Thorndike Handwriting Scale, 89 4. Distribution of Handwriting by Ages in Hackensack — Thorndike Handwriting Scale, 90 5. Comparison of Hackensack Median Scores with Other Cities in English Composition — Scored by Nassau Supplement to Hillegas Scale, 96 74 Th]J Hackensack SchooIvS. PAGE. 6. Distribution of Hackensack Scores in Spelling by Ages — 25 Se- lected Words — Columns H-F — Buckingham-Ayres, loi 7. Comparison of Hackensack Achievements in Spelling by Grades with Baltimore and Standards — Selected List— 25 Words- Column H-F — Buckingham-Ayres, 102 8. Comparison of Hackensack Grade Scores in Arithmetic with Woody Standard, m 9. Distribution of Hackensack Median Scores in Arithmetic — Woody . Tests— Series B, 112 10. Comparison of Hackensack Scores in Courtis Arithmetic Test — (Series B)— With Average City Standdfcis, 116 11. Distribution of Scores in Arithmetic by Ages— Courtis— Series B, 119 12. Comparison of Hackensack with Standards and B^te in Stone Reasoning Test in Arithmetic, .'.. 121 13. Median Grade Scores of Various Hackensack Classes in Hotz Algebra Tests— Series B., 124 The Measurements of the Classroom Achieve- ments of Children SILENT re;ading Much of the instruction in the grades of a public school sys- tem can only function to the degree that children are able to interpret the printed or written page. In order tO' ascertain whether the children of Hackensack have acquired ability in in- terpreting paragraphs of the difficult kind with which they daily come in contact, a scale was applied for the purpose of measur- ing their ability in silent reading. The scale used was the Thorn- dike-McCall Reading Scale for the Understanding of Sentences, Form I.* This scale was applied to classes beginning with Grade 3B and ending with the senior class of the high school. A total of 1,400 children were tested with the use of this scale. An ef- fort was made to secure a fair sampling of the children of all abilities in all of these grades. The Thorndike-McCall Reading Scale consists of a number of paragraphs graded in difficulty. The first paragraph is read with ease by average children in all grades but the last presents difficulties in its interpretation to even the best children of the senior high school grade. A certain number of standardized questions are asked with respect to each paragraph and the chil- dren are rated on their answers to these questions. The simplest paragraph with its questions is given below. The most difficult paragraph, which is a selection from one of Coleridge's poems, is also given here. (Simplest Paragraph.) Thorndike-McCall Reading Scale, Form I. On Monday Dick saw a red fox, a gray squirrel and a black snake in the woods. The next day he saw a brown rabbit and five brown mice in the field. He killed the fox and all the mice, but let the others live. 1. What was the name of the boy who saw the mice ? 2. On what day did he see the mice ? 3. What color was the fox ? * Thorndike-McCall Reading Scale, Bureau of Publications, Teachers College, Colum- bia University. (75) 76 The Hackensack Schooi^s. (Last Paragraph) Coleridge I see thee pine like her in golden story Who, in her prison, woke and saw, one day, The gates thrown open — saw the sunbeams play With only a web 'tween her and summer's glory; Who, when the web — so frail, so transitory. It broke .before her breath — had fallen away, Saw other webs and others rise for aye, Which kept her prisoned till her hair was hoary. Those songs half-sung that yet were all divine — That woke Romance, the queen, to reign afresh — Had been but preludes from that lyre of thine, Could thy rare spirit's wings have pierced the mesh Spun by the wizard who compels the flesh. But lets the poet see how heav'n can shine. 32. What appeared after a similar thing disappeared ? .33. What word not in the last three lines, although in the last six lines, indi- cates a failure to attain perfect poetic truth ? 34. State in ordinary English just why the songs lacked perfection 35. Whose songs were half-sung ? The scores on this scale run from 22 to 89, 22 being the lowest possible score and 89 being the highest possible score. The aver- age or mean scores obtained by the Hackensack pupils during the first week in June, 1921, were those shown in Table I. Table I GRADE AND SCHOOL SUMMARY OF READING SCORES Thorndike-McCall Reading (Form No. 1) — June 3d, 1921 3D 4TH GRAD5 GRADS 1 STH GRADE 6TH GRADE 7TH GRADE 8th GRADE School B A B A B A B A B A B S u d CO 73 < E U < d 28.2 32.3 32-S 37-0 34-9 40.3 38.0 44.1 42-3 40.8 37-9 43-7 46.5 45-7 48.8 49.6 49.4 Si-i 52. S 53-2 51.0 55-1 48.6 47-7 S7-3 56.2 61. 5 55-9 4 s 35.8 34-1 38.6 36.3 40.3 Years, I II III IV High School 61.0 64.6 66.5 72.4 The: Hacke;nsack Schools. 77 The tests were given in classrooms selected at random. Not all children were tested but selections were made from all schools. Table I shows the differences in results by grades and schools. It will be noted that School No. i ranks uniformly low in all its grades and that the honors for highest ratings are divided be- tween Schools No. 2, No. 3 and No. 4. In a few instances, irregularities in progress occur. For instance, Grade 5B, School No. I, ranks slightly lower than Grade 4A of the same school. Grade y*A Commercial ranks slightly lower than 7B Academic. In the majority of instances, progress is shown from one grade- section to the next higher, although such progress is by no means regular. The greatest regularity in progress is shown in the high school. This test has been given at different periods of the year in other cities. The reading scores for all of these cities have been cor- rected to June 1st of the year in which they had been given on the assumption that progress between the date of the test and June 1st would, in each grade, be at the same rate as progress made before the test was given. Table II gives the comparisons between the achievements in silent reading in Hackensack and in these other cities in which the tests were given. Chart I shows a graphic comparison in these silent reading at- tainments between Hackensack and the other cities. 78 The Hackensack Schooi^. Ii C/2 fe g hfi w rt -o < CO 1— 1 a ^ I? oJ < Vi o w H O s r ) en ^ O T) k5 n < w PS o ^ rt s o > t^ a m o VO K VO o W VO o HH ■* W VO o l-H VO N o in m t^ 00 00 o VO \n VO VO O 00 00 ^ ro t^ O 00 !>< «^ oo' lO 00 VO W lO U5 m xn m m < CIS o IH VO o in t^ OV VO !*> 0\ t4 m •* m in in P < CO N o\ CO VO CO o w ■* ■* •* •* •* ^^ Q O PP CO m o\ m 00 « ■vf fo o vn „ o> „ W Tl- ■* CO ■* CO ■* o 00 CO < ^ VO w y CO CO CO o. 3 a m" „ ,_^ (U 1-1 >< (U .1h » r H O >-> c ^ Jl c >, U 3, ^ s M J£ 1) o B m o $ m o D Cm "3 Ph '3 o a a V The Hackensack Schooes. 79 CHART No. I DISTRIBUIION OF EKADIHG SCORES OF MCKKHSACZ. SCHOOIS BY GBADBS - THORBBIKS-MOCAII. EEADIHG SCALB T doores June 19S1 Sdrlea 1 80 I — r 1 1 1 i 1 — —I 1 1 1 — I ecy 70 60 60 40 20 10 --4 > ■.'^^_1_ 4 6 6 7 Blem^atasy Grades I II III High Sohool IV Leg«ad: B Seotlon • A Seotion Hl^ School Baltimore 33 WlBOOnain ' ' ' ' ' ' Cities Haclcensaok 70 60 60 40 30 20 10 In Table II are included the results from Baltimore, Md., Pat- erson, N. J., St. Paul, Minn., Louisville, Ky., and thirty-three Wisconsin cities. Hackensack does not rank first among the cities in any one single grade, except Grade 5. In other grades, it ranks third, fourth or fifth in this group. It should be borne in mind that the Hackensack scores are for grade sections and the scores for the other cities are for entire grades. All scores have been calculated as of June ist. Again from this table, it seems that good progress is being made from 8o The Hackensack Schools. grade to grade except in the transition period from Grade 6 to Grade 7B. It may be said in general that the average ability in silent reading of the pupils of Hackensack is as high as that of pupils in other schools. The graphic comparison in Chart 2 shows this relationship, CHART No. 2 DISTRIBUTION OF HACKENSASK READING SCORES BY AGES Thorndike-McCall Reading Scale— Form i 80 - .'-' - - y^ ^"^ - 60 50 - .^ _ - "'C'' '^^ - 40 - ^'' - 30 20 10 ** ^ - - - - - - 10 11 13 14 Agee 7 8 Legend: Solid line represents Hackensack ^cMevemeats Dotted line represents tentatlTe age norm^ SO 10 18 19 GRADE DISTRIBUTlOiN OF SIEENT READING SCORES In Table III the facts summarized in previous tables are given in the form of a distribution of all of the scores obtained. It will be seen that some children in Grades 3 and 4 scored zero on this test, while other children in the same grades scored at 47 or above. The very significant fact about this table is that there is great overlapping between the grades. Some children in the 3d Grade have proved their ability to read silently as well as chil- The Hackensack Schools. 8i dren in the 7th Grade. In fact, there are children in the 7B Grade who secured a score as low as 36, while the highest score in the 3d Grade was 47. There was one pupil in the upper year of the high school who secured a perfect score and others who secured very high ratings. The wide distribution in scores em- phasizes the need for further differentiation of children accord- ing to abilities and instruction according to abilities in all grades. Hackensack has already begun a program tending in this direc- tion, and it is to be hoped that more intensive classification of children will be continued. 6 H s 82 The Hackensack Schooes. % ^ Uh w w )-~i 05 i^ w u D a (/J a ^ < o hH M • H (-) N t^ c^ O Ov^ -"t lO CO cq t^ tx vn f^oo i-< "ODV5 com t^M cq rj- M ^00 O>ncO'*c>lC0"MC0"*i-'M ^MtHCO •C^TJ-C\COtNt^Ol f^^ IJ^OO lO 01 M C^ CO • 0) -COM O\moooo tJ-^VO^ MOOVO -^M M 01 01 lO E^ Tfvo ^ u-j\0 00 lo -^VO CC^a rfOs-^cocOM M 01 Tpie Hacke;nsack Schools. 83 In Appendix A will be found the distribution of scores for each section of each grade in which the test was given. The wide differences discovered in any one section and the great overlap- ping between grades in individual schools bear out the need for this more intensive classification mentioned above. COMPARISON Q]? SCORES BY AGES Because of the different methods employed in cities in other states in the grading of children, an age comparison of scores is more satisfactory. Unfortunately, age data are not available for any city, except Baltimore, on the Thorndike-McCall Reading Test. Table IV gives the age results for Hackensack and for Balti- more. In the case of Hackensack the scores are given by ages for elementary schools, by ages for the high school and by ages for the entire school system, combining the elementary and high school groups. It will be noted that the children in the high school do better work than the children in the elementary school of the same ages. In fact, the differences in scores between these two groups are very marked. It will also be noted that the Baltimore scores for children in the elementary school, 7, 8, 9 and 10 years old, are higher than the scores for the children of the same age in the Hackensack elementary schools. The elementary children, beginning with the i i-year olds, are better able to read in Hackensack than children of the same ages in B^altimore. It is difficult to account for the low scores in Hackensack in the early ages, 7 to 10. Baltimore has a very large proportion of foreign children, probably even a greater percentage than Hackensack. Apparently greater stress is laid upon reading ability in the lower ages in Baltimore than in Hackensack. The differences in ability found in the elementary and the high school between children of the same age group point out that in Hacken- sack the brighter children move more rapidly into the high school than the children who are less bright, and also indicate that the Hackensack High School is a selective agency selecting children of ability rather than children of low capabilities regard- less of the age of the child. 84 The Hackensack Schools. Table IV COMPARISON Ot HACKENSACK WITH BALTIMORE IN SILENT READING* Thorndike-McCall Reading Scale AGES 7 8 9 10 II 12 13 14 IS 16 17 18 19 20 Hackensack Ele- mentary Schools, Hackensack High 36.1 36. 5 39-0 42.6 47-5 50.1 59-0 50. S 48.1 Si-3 63.9 SI. 8 So.o 52.1 62.3 54-4 SO.S 49.0 6s.i S9.S 49.1 53-5 68.1 67. 5 53. 6 70.2 70.2 45-0 59-0 68.1 67. S 65.0 6s. 7S-5 75.5 Hackensack Ele- mentary and High School, . . Baltimore Ele- mentary Schools, 36.1 40.7 36. 5 40.7 39.0 41.6 42.6 43-8 47-5 46.0 * As computed June, 1921. Table V shows the age distribution of scores in the elementary grades and high school combined. It will be noted that one 14- year-old child scores as low as an S-year-old child, and that there is one lo^-year-old child that scores as high as a 20-year-old child, and that there are many children of the ages 9, 10, it and 12 who rate as well, as measured by this test, as children 16, 17, 18 and 19 years old. These facts have a very vital bearing upon the classification of children in the school. They point out that the commonly accepted grade classification on an age basis is no longer a satisfactory means of grouping children. More and more should Hackensack develop a program for classification and grading of children which will involve the mental abilities of these children as well as their chronological ages. The age distributions for the high school and elementary schools taken separately are shown in Tables B and C of the Appendix. The; Hackensack Schooi^s. TABI.E V SCORES IN SILENT READING GRADES 3 TO 12 — HACKENSACK, NEW JERSEY JUNEj I92I — ^DISTRIBUTED ACCORDING TO AGES Number of T. Scores AGES Correct Answers 7 8 9 10 II 12 13 14 IS 16 17 18 19 20 22 26 27 28 28. s 29 30 31 3I-S 32 33 34 36 37 38 40 41 43 45 47 49 SI S3 ss S7 S9 61 ^5 69 74 77 80 84 3 I 3 2 I 4 I 4 S ■; I I I 3 2 I 2 S I, 2 4 2 1 I I 2 2 2, 3, I 4, 5, 6, 7, I i, 9, 11 11 ■; f d. 10, ...\ i;! d.! 2I il 1 =. II I 2 3 I 2 2 I I I 4 7 9 8 10 8 4 7 3 4 2 I 10 8 12 13 9 7 10 14 11 10 13 9 4 4 2 I 2 9 9 9 2 17 9 12 10 14 21 4 5 9 8 S 3 I 2 7 2 I 8 6 II 10 9 12 7 14 17 16 7 10 2 2 I 3 2 6 S I 6 10 8 16 9 II IS 9 9 8 4 4 2 4 2 I 3 3 2 S i^ 7 II II 14 10 5 8 7 4 3 I 3 2 S 8 S 6 3 6 13 8 I I I 12, 13 14 IS, I I I 16, 17, 18, 19, 20, 2 2 1 6 7 2 2 S 3 7 3 7 3 2 21 22 23, 3 2 10 6 16 9 9 2 I 2 I I 11 4 8 I 6 2 37 70.2 I I I 2 3 4 3 ' '" IS 67T5 2 26 27, 28 2 S I 2 30, 31, 32 33, 34, 126 82 S6 S9 67"^ 20 112 167 168 158 136 2 2 36.1 36.5 39.0 42.6 47-S 50.S 51.8 S4-4 S9.5 6S-o 7S-S Thorndike-McCall Reading Scale. THE' quaeity oe handwriting In the Hackensack schools a system of handwriting has been used as a basis for instruction in this field which lays stress, at the beginning, upon the hand movement of the child rather than upon the quality of handwriting itself. That this system of instruction operates in this manner is quite clear from Table VI, which gives the scores allotted to the handwriting of the Hack- ensack children. 86 The Hackensack Schooi^s. In order to measure the handwriting in Hackensack, the handwriting of the compositions which the children were asked to write was used. One thousand five hundred and sixty-eight compositions were scored for the quahty of the handwriting employed. When preparing for the composition test the chil- dren were told that their handwriting would also be scaled. In other words, it is clear that the handwriting that was being measured was that which children wished to have considered as their best effort when doing composition work. The Thorndike Handwriting Scale was utilized in scoring. The steps in this scale run from Score 4 to Score 18. In scor- ing each handwriting sample, three judgments were taken by comparing such sample directly with the samples on the hand- writing scale. The median of the three judgments was used as the final score allotted to each sample. The quality of the hand- writing alone was judged. From this method speed itself could not be determined. There was no time limit placed upon the writing and children were not writing the same sentences. The scores show a very satisfactory growth from the 4th Grade through the senior grade of the high school. The handwriting in the 3d Grade is rated higher than that of the 4th and 5th, largely because the children of the 3d Grade have not yet lost their ability to form letters because of their desire to acquire a movement which will increase their speed as well as quality. In grades below the 7th, Hackensack is lower than other cities in which this same scale has been applied. It is possible to com- pare Hackensack with P'aterson, Newark, Chatham, Nassau County, Baltimore and Des Moines, as has been done in Table VII. Grade 7 and 8 (Hackensack) are rated higher than Grade 7 and 8 of four other of these school systems, but lower than two others. Thi; Hackensack Schools. 87 TABI.E VI DISTRIBUTION OF HANDWRITING SCORES BY GRADES, HACKENSACK, NEW JERSEY JUNE, I92I (Thorndike Handwriting Scale) Scores EI.EMENTARY GRADES HIGH SCHOOL 3 4 5 6 7 8 I II i„ IV Total Sj I 17 64 80 3 6, 7 6S n I 21 52 S8 44 17 4 I II 43 S3 27 14 10 3 46 152 254 217 98 173 239 213 7, 3 26 IS 25 40 25 19 S I I 3 ID 5 34 24 32 14 I 10 8, I 9 43 79 52 31 6 3 2 2 22 37 % 7 4 2 7 8 16 22 12 II 5 7 14 27 24 22 7 4 2 12 13 I 16, Total Number, 134 202 197 162 159 134 224 166 78 112 1.568 Median, 8.1 7-7 7-9 9.0 11.8 12. 1 12.3 12.8 11.8 12.6 TabeE VII HANDWRITING SCORES COMPARISON BY GRADES WITH OTHER CITIES (Thorndike Handwriting Scale) City EI-EMENTARY GRADES HIGH SCHOOI, 3 4 5 6 7 8 1 \ I 1 II 1 III 1 IV Hackensack, N. J., Paterson, N. J.,* 8.1 7-7 9.1 9.9 9-3 9.0 8.5 8.1 7-9 10.7 II-5 10.3 10. 9-3 8.4 9.0 11 . 1 II. 9 11.7 10.5 8.9 II. 8 10.4 12.2 12.8 II .0 10.6 9-5 12. 1 10.9 13.2 13-3 II .0 10.6 10.0 12.3 12.8 II. 8 12.6 Newark, N. J.,* Chatham N. J.,* Nassau County, N. Y.,* Baltimore, Md.,t Des Moines, Ia.,t * See Paterson, N. J., Survey, Bureau of Publications, Teachers College Colum- bia University, N. Y. C. t See Baltimore, Md., Survey, Board of School Commissioners, Baltimore, Md. When compared with the standard scores which have been set up by Starch, Hackensack is shown to be low in Grades 4, 5 and 6, but to be high in Grades 7 and 8. Starch's figures result .from administration of this scale to the handwriting of about 4,000 pupils in eight cities at the end of the school year. 88 The Hackensack Schools. 4 7-1 5 7-9 GRADES ■ 6 7 II. 8 12. 1 Hackensack, June, 1921, 8. Starch's Standard at the end of school year on Thorndike Hand- writing Scale, 8.2 8.7 9.3 9.8 10.4 10.9 This increase in quality of handwriting in the 7th and 8th Grades may be considered a defense for the system that is being used. However, studies should constantly be made in Hacken- sack to discover whether too much time is being spent in the lower grades in order to sqcure the results indicated above. It may become clear from an extensive investigation in this field that less time spent in handwriting will produce equivalent results, or that a concentration of effort in the lower grades will produce better results earlier than are now secured. Chart ni represents graphically some of the data of Table Vn, indicating that handwriting presents a problem for con- siderable study on the part of the teaching staff. In Table VIII may be found the age distribution of handwrit- ing scores. At ages 7 and 18 and above are too few cases to be significant. The progress is constant from age 8 to age 14, although not uniform. The drop at age 15 is difficult to explain. Chart IV represents the age distribution. : ' Table VHI distkibution of handwriting by ages hackensack public schools, june 7th, i92i AGE Score 7 8 9 10 II 12 13 14 IS 16 17 18 19 20 TOTAL I I 7 26 13 4 I 3 13 II 15 I I I 3 I 6 I 3 12 24 12 2 I 3 7 IS 22 IS 4 5 4 3 2 6 IS 20 1 1 12 24 12 9 3 2 I ID 22 23 26 13 1 I 3 7 3 22 33 S2 29 4 7 I 3 8 33 47 43 21 S 3 SO 107 128 8 5 2 I I 4 S IS 37 42 21 3 2 7 7 13 18 17 14 2 I I I I S 9 7 5 3 I I I I I 66 123 198 116 23 18 16 Total 9 54 S2 SO 80 114 120 160 164 130 80 33 3 I 1,050 Median, 8.2 8. 8.1 8.2 9.2 10.9 11.66 12.7 12.3 13.2 12.2 I2-S7 11.69 The^ Hackknsack Schooi^s. 89 CHART No. 3 COMPARISON OF HACKENSACK MEDIAN SCORES IN HAND- WRITING WITH OTHER CITIES— JUNE, 1921 Thorndikd Handwriting scale S 4 5 6 7 8 BLEMEUTART SCEOOI SMBBS Legend : Hackensack Newark, N. J. Paterson, N. J. Baltimore I II. Ill IV HISH SCHOOL' 90 The Hackensack Schooi^s. CHART No. 4 DISTRIBUTION OF HANDWRITING BY AGES IN HACKENSACK— JUNE, 1921 Thorndike Handwriting Scale 15 10 s t — 16 10 js 7 10 11 IS 13 14 Ife 1§ 17 18 THE MEASUREMENT OE ENGI.ISH COMPOSITION In order to secure English compositions the quaHty of which could be measured, the children in the elementary schools were asked to write for twenty minutes on the topic, "What I should Like to do Next Saturday." The high school students were given the theme, "My Most Exciting Experience," for the purpose of writing their compositions. All the children of all the grades from the third to the high school wrote compositions. On the basis of representative sampling random samples of each grade in each school were collected. Eight hundred thirty-six samples of compositions were finally selected for evaluation, and the number of compositions from each grade was that proportion of the total number of compositions selected as the total number of children in the grade was to the total number of children who wrote compositions. In judging the compositions selected for rating, an English composition scale called the Nassau County Supplement to the Th^ Hacke^nsack Schooi.s. 91 Hillegas Scale was used. This measuring device consists of a series of compositions of increasing difficulty whose relative values have been scientifically determined. The zero composi- tion on this scale is the following: What I should hke to do next Saturday I went going on to the Dox Saturdaye dnd day we the boys and I well going home and I well going the boys, and I will going these read in and they to night, and we or night. I well going a ground shalt and I gone out I will going to shea shouse and I will shoe or the skill of the shea of night. A composition midway on the scale, namely, that one rating at 3.8 is the following : I would like to go out in the after noon and play catching the ball. Go over to Bertha's house and have a few girls to come with me and be on each others side. I have a tennis ball to play with. The game is that one person should stand quite aways from another person and throw the ball too one then another. Someone has to be in the middle and try too get the ball a way from someone then she takes this persons place who she caught the ball from. Then till every person has a chance. The composition on this scale which is given the highest rating, namely, 9.0 is as follows : The courage of the panting fugitive was not gone; she was game to the tip of her high-bred ears; but the fearful pace at which she had just been going told on her. Her legs trembled, and her heart beat like a trip-hammer. She slowed her speed perforce, but still fled industriously up the right bank of the stream. When she had gone a couple of miles and the dogs were evidently gaining again, she crossed the broad, deep brook, climbed the steep left bank, and fled on in the direction of the Mt. Marcy trail. The fording of the river threw the hounds oflf for a time; she knew by their uncertain yelping, up and down the opposite bank, that she had a little respite ; she used it, how- ever, to push on until the baying was faint in her ears, and then she dropped exhausted upon the ground. 92 The; Hackensack Schooi^s. To determine the merit of a composition three judges com- pared it independently with the specimens on the scale, and assigned it the value of that scale sample which it most closely resembled. The final rating given any one of the 836 composi- tions was the median of the three judgments thus rendered by the judges. It is recognized that the evaluation of written composition is rendered difficult by the fact that judgment is influenced by both form and content. As far as possible, judges were asked tO' ignore form and to consider content of the com- positions written. In other words, the writing and spelling were, as far as possible, eliminated as factors in the determination of the quality of the written compositions. A composition from those selected in Hackensack, which was rated at zero by the judges, is the one shown below. This was written by a Third Grade "B" pupil, eight and one-half years of age, in the Fairmount School. "What should like to do next Saturday work plow plow basaboU barfooted race tall storns have a catecat plow on a suing" A composition which was considered as rating at 3.8 by the judges is also given here. This composition was written by a Fifth Grade "B" pupil of the Union Street School. "I should like to do work carry coals for my mother and go to store, and go playing. I will mine my brother and clean my shoes and get ready for Sunday. I will clean my mother's shoes too. I will clean my yard and sweep the sidewalk. I will go to the movies and I will wash for mother. I will have a good time because I like to work. I will go down the park, I will go up mainestreet to buy my hariribbon, and my sister's stockeing. I will go to pick some flowers and some cherries. After I am through picking some flowers and some cherries I will have some games, races, hide and go seek and play ball. After that I will have dinner when I am through I will go out and play again then I will call my friends to come and play with me we will play jumping roup and all kinds of games. I will play with my dolls and dishes I will have a party with all my friends when it is around five o'clock I will go home and have supper after supper I will clean my dishes and sweep the floor when I am finisher I will go out and go play again one of my friends will dance with my sister after danceing we will play races, and jumping." The Hackensack Schools. 93; ■Some of the best compositions were naturally written by- seniors in the high school, and one of the compositions which is rated highest among all of those given is shown below. This composition was written by a senior sixteen years of age and rated at 8.0. "My Most Exciting Experience." "One hot day last August I lay, swinging in the hammock on the front porch of our summer cottage. The sunshine was warm and the drone of the honeybees mixed with the distant buzz of the sawmill made me feel very drowsy. Ostensibly I was trying to compose the first sentence of a letter to my best chum. But that was only an excuse for not weeding the garden, as I knew I ought to be doing. I was just dozing off when I heard Uncle Billy coming up the brick path. The whole neighborhood knows. when "Unc' Billy" is approaching for he has a wooden leg and knows how to use it. Ordinarily I would have "played 'possum"^ just to tease him; but I was so astonished to hear the stump — stump actually at a running pace — Unc' never runs unless he has to — "that I sprang to the steps to see what was the matter." "Oh Miss Betty — chile! Li'l Jackie Parker done let his brudder's canoe run 'way wif him! He's down dar by de rapids now an' a-gettin' nearah an' nearah de falls ev'y minute. Caint yo-all do somfin'?" I stood for a moment petrified then rushed past the old fellow where he stood and tore down the short, steep, grassy bank, taking a flying leap onto the dock. Thank heavens, I didn't have on high French heels ! I knew what I had to do. Mr. Mills, our neighbor, owned a high-power gasoline racing motor-boat, I had often run it, but there was no^ time to stop and ask for permission. I cast loose the painter and was turning the heavy fly-wheel before I realized the risks to myself, and the boat. The clear,, dark-brown water glided past with little gurgles and chortles. Just around the bend lay the rapids — and Jackie nearing the falls. Would the engine never start? At last to my relief it gave a gasp and then with a great report started its rapid |)ropellors." Table IX shows the distribution of the scores and the median accomplishment of each section of the various grades from which compositions were used. There is a very steady progress made from the beginning of the school system to the fourth year in 94 ' The Hackensack Schools. the high school. In some instances the difference between one section of a grade and the section directly following it is very slight. This may be due to the fault of selection, or it may be due to the fact that steps on the scale are too crude to measure the actual progress made between those two grades. It is rather surprising to find the eighth "A" grade scoring less than the eighth "B", and the seventh "A" less than the seventh "B". The progress in the high school is clearly evident, the steps for the four years being successively 6.0, 6.8, 7.0, and 7.3. When the scores for the grades are consolidated and the grade sections are ignored, the progress from the third grade through the eighth is more clearly evident than it is when the scores for the grade sections are indicated. As shown in Table X the progress made from the third grade through the eighth is through the steps 1.6, 2.7, 3.2, 4.0; 4.4, and 5.4. The biggest difference seems to occur between grades seven and eight. In order to determine whether this progress is what might be anticipated, it is wise to compare with other school systems where ratings have been given on this same English composi- tion scale. In Table XI, Hackensack is compared with four other school systems in New Jersey with lespect to its achieve- ments in English composition in the elementary school and with three other school systems in New jersey with respect to English composition in the high school. In grades four, five, six, seven, and eight Hackensack ranks second of the five school systems, the difference between the first and second place being negligible. In the high school Hackensack's ratings are considerably above the results that have been secured in the other three situations shown in the table. It seems that the high school achievement is distinctly excellent. It becomes quite clear from the results that have been se- cured in this measurement of English composition that Hacken- sack is doing better than many other school systems in English composition in the elementary grades, and is doing a superior work in the high school in this field. Chart 5 shows graphically the comparative results secured in these school systems in the measurement of English composition. The Hackensack Schools. 95 Tabu IX DISTRIBUTION OS SCORES OP HACKENSACK, NEW JERSEY, EI^EMENTARY SCHOOI,S (grades 3 TO 12) IN ENGLISH COMPOSITION^ SCORED BY THE NASSAU COUNTY SUPPLEMENT .TO THE HIEEEGAS SCALE JUNE, I92I (Scored by Sections) GRADE GRADE GRADE GRADE GRADE GRADE HIGH SCHOOI, Scores 3B 3A 4B 4A SB SA 6B 6A ,B 7A SB 8A I III III 1 1 IV 8 24 21 12 23 8 3 3 20 21 6 2 II 26 16 I I 9 26 13 2 20 25 6 14 41 13 I 4 23 14 8 I I I 18 23 7 I 8 22 17 2 0.8 I 19 20 6 8 23 13 3 2 I I 1 B.O 21 26 3 2 13 1 6 34 8.0, t8 3 Total number, . . . S4 461 so ssl so S3 69 so so 50 46 47 S4 so 50 61 Medians, 1-3 1.9J2.4 2.9 2.9 a-s 3.8 4-3 4.6 4.1 5-7 5-1 6.0 6.8 7-o|7-3 Table X DISTRIBUTION OE SCORES OE HACKENSACK, NEW JERSEY^ ELEMENTARY SCHOOLS (grades 3 TO 9) IN ENGLISH COMPOSITION, SCORED BY THE NASSAU COUNTY SUPPLEMENT TO THE HILLEGAS SCALE., JUNE, I92I SCORES Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 8 36 44 9 3 5 31 47 22 I I II 46 38 7 "iS" 64 27 9 I 2 9 40 40 9 £.1, 1-9, 2.8, 3.8 9 n.o 42 60, •^■^ 7.2, 9 8.0, 0.0 Total number, 100 106 103 119 100 93 Median, 1.6 2.7 3-2 4.0 4.4 =;.4 96 Thi: Hackensack S'chooi- -/■ • ^ < - - / / - - / - - 8 4 5 6 7 Blementary School I II III IV Higli School Legend: Hackensack Paterson, N. J. 54 High Schools in 35 states The Hackensack Schools. 97 spelling For the purpose of testin.g;- the spelling ability of the children in Hackensack, two lists of words were used, as shown below. These lists were selected from the Buckingham Extension of the Ayres Spelling Scale. Each word in one of these lists is spelled with less difficulty than the word next succeeding it. The two lists are of approximate equality with respect to spelling difficulty, and, therefore, were used interchangeably and the scores listed in the same tables. The first word in each list was chosen from column H of the Buckingham Extension, the second from column I, the third from column J, and so on until the last word in each list was from column AF. If future compari- sons are desired in Hackensack from these scores, the results used here may be compared with the results obtained, even though an entirely different selection of test words is made, pro- viding the words are selected in the manner indicated above. The first list given below was utilized in the morning and given in the majority of classrooms. The second was utilized in the afternoon or in case there was reason to believe that the children had discovered from their mates what test was being given. First List Second List 1. yes I. box 2. song 2. tree 3. forget 3- girl 4. water 4. clean 5. lesson 5- world 6. railroad 6. contract 7. yesterday 7. bridge 8. liberty 8. company 9. entrance 9. beautiful 10. property 10. relative 11. visitor II. prepare 12. examination 12. investigate 13. political 13. conference 14. receive 14. agreement 15. secretary 15. experience 16. athletic 16. practical 17. committee 17. annual 18. restaurant 18. orchestra 19. cemetery 19. enthusiasm 20. kerosene 20. apologize^ 21. guarantee 21. pneumonia 22. cantaloupe 22. syndicate 23. souvenir 23. chauffeur 24. rhinoceros 24. inflammable 25. conscientious 25. dissension 7 H S 98 The Hackknsack Schools. In giving' the test, each word was pronounced twice and the words were pronounced by the teacher to whose voice the chil- dren were accustomed. It was not expected that the test would present as little difficulty to the lower grades as to the high school, but since the words are graded in difficulty, the scale may be considered a good measure for determining the relative abilities of various grade groups. In all, 3,763 children were tested; from grade 2B through the fourth year of the high school. In other words, practically all of the children in the schools on June 6th, 192 1, were given this test. In Table XII are given the results of the test in Hackensack as compared with the results secured from Baltimore and the average of other schools. The Baltimore scores were secured in December, 1920. The other scores were made later in the school year. In the fifth grade and above Hackensack com- pares very favorably with the results from these other cities in spelling ability, as measured by this test. The results secured in the fourth grade are not as good as one might expect, as meas- ured by the results obtained from other cities. Table XII COMPARISON BY GRADES OE SPEEDING SCORES IN HACKENSACK AND ELSEWHERE (Selected List, Columns H to AF, Buckingham- Ayres) JUNE 6th, 1921 Grade IV V VI VII VIII Average, Other Schools, 10.5 12.5 14.5 16.4 18.3 Median, Baltimore, White, 0.7 12.6 15.2 17. i 18.5 (Dec, 1920) Median, Baltimore, Colored, 7.2 10.6 11. 3 13.2 16.7 (Dec, 1920) Median, Hackensack, 9.2 12.5 14.9 17.4 19.3 (June, 1921) Note: Scores represent number of words correctly spelled from list of twenty-five. In Table XIII the scores secured from this spelling test have been given for each school and for each grade of each school. There are no very marked differences found in the achieve- ments of grades in the individual schools if we except Grade 6A. In other words, it is clear that spelling is being The; Hackensack Schooi^s. 99 taught uniformly throughout the school system. If further stress is needed to be placed upon spelling, it seems that it should be placed upon the spelling of the grades below the sixth, rather than the grades above the sixth. This test was not originally intended as a test for high school students, but was so used in Hackensack. The results indicate that a very large proportion of children in the high school spell well; the median error for the Senior class being 2.6 words; for the Junior class, 4.7 words; for the Sophomore class, 4.5 words ; for the Freshman class, 5.3 words. Slightly greater emphasis upon spelling in the high school would, no doubt, very perceptibly reduce the average number of errors for the high school students. Table XIII GRADE AND SCHOOL SUMMARY OE SPELLING SCORES MEDIAN NUMBER OF CORRECTLY SPELLED WORDS EROM A LIST OF TWENTY-FIVE WORDS SELECTED FROM BUCKINGHAM EXTENSION OF AYRES SPELLING SCALE HACKENSACK, N. J., JUNE 6TH, I92I School GRADE 2 GRADE 3 GRADE 4 GRADE 5 1 GRADE 6 1 GRADE 7 GRADE 8 -!- B 1 A B A B A B A B A B A 3.6 2.1 3-3 4-4 S- 7- 6.8d 8.4 8.5 8. 9-3 9.25 II. 9-4 lo.s 10.3 iS-i II. 13-5 12.8 13.2 10.84 13.86 13.4 14.8 14. 14.4 16.8 17.3 16.8 18.1 19.4 ig.2 Number 4, 6.43 6.5 7-5 7- I ;, „ 1 in IV High Schooi. 20.7 21-5 21.3 23-4 AGE DISTRIBUTION OE SPEEEING ABILITY Again, the most satisfactory comparison of spelling achieve- ments is on an age basis. How well do Hackensack pupils spell, as compared with the pupils of other school systems of the same age? Unfortunately, age comparisons are not as easily obtained as grade comparisons. In Table XIV the age data are given for the Baltimore Elementary Schools, the Hackensack Elementary Schools, for the Hackensack High School and for lOO Thb Hacke;nsack Schools. the Hackensack Elementary and High School combined. It is clearly seen that, beginning with the tenth year of age, Hacken- sack pupils spell very much better than the pupils of Baltimore. It is difficult to explain the lower score of the nine-year-olds, since, as a rule, the younger children in any grade do better school work. The low scores for the seven and eight-year-olds may be due to the small number of cases available. Tabi^e XIV COMPARISONS BY AGES OF SPELUNG SCORES, HACKENSACK AND BALTIMORE AGE Schools 7 8 9 10 11 12 13 14 IS 16 17 18 Baltimore Elementary Hackensack Elementary, . . Hackensack High, Hackensack Elementary 7.16 1 1 . 1 7-5 10.6 9-75 II. 7 12.4 13-4 IS-2 14.7 16.2 16.0 17.8 21.3 18.3 16.9 18.3 21 . I 20.3 16.6 18.8 20.S 20.3 17-3 19. 21.6 21 . 1 16.5 19-3 22.3 22.2 22.4 7.16 7.S '•" T 1 15-2 16.4 In the appendix are given the complete distributions by ages of all children who were tested in spelling. It will be noticed that the children in the high school spell much better than the children of the same age in the elementary schools. In other words, Hackensack's tendency has been to send its more capable pupils ahead much more rapidly than other pupils of the same age. There is much to be commended about this, providing the other children are not too greatly retarded. The facts re- garding retardation are brought out in other parts of this report. Chart VI shows the steady progress made in spelling as chil- dren grow older. The curve of this chart is a most satisfactory one. In Chart VII will be found the curve of grade achievement in Hackensack which is compared with the curve of achievement in Baltimore and with the curve of grade standards. The Hackensack Schooi^s. lOI CHART No. 6 DISTRIBUTION OF HACKENSACK SCORES IN SPELLING BY AGES 25 Selected Words — Columns H-P — Buckinghani'-Ayres M 19 10 — I .. .. I — I 1 1 I ! 1 1 L 1 — 20 15 10 .Jl«a3 7 • 10 11 12 U 14 1ft ifi 19 IS 19 I02 The Hacke;nsack Schooi^s. CHART No. 7 COMPARISON OF HACKENSACK ACHIEVEMENTS IN SPELLING BY GRADES WITH BALTIMORE AND STANDARDS— 1921 Selected list — 25 words — Columns H-P — Buckingham-Ayres 25 r— ^ , , , , , , , r- , r— , 25 20 15 10 - / - - / / - - J /' ^ / / - - / f - - f - - / / - _ / — - - 20 15 10 Graaas 2^456 T filemeiita^y Q^^iCzb L<3gsnd: — — — Eackenea^ "•—*"" — Grade StaodarAs — — — - ■ ^Bltlnore en I XI HI High School ARITHMETIC TESTS (Woody Test — Series B) In order to test the achievements of the Hackensack children in Arithmetic three different tests were utilized, namely, Woody The Hackensack Schools. 103 Test in the Four Fundamentals, Series B, the Courtis Test in the Four Fundamentals, Series B, and The Stone Reasoning Test. The Woody Tests were applied to the children as follows : GRADES 3rd 4th 5th 6th 7th 8th Total Addition, 248 248 248 248 256 256 256 257 246 245 246 246 202 202 202 197 180 181 181 181 163 163 162 163 1295 1295 1295 1292 Subtraction, Multiplication, Division, Without doubt, the achievements of these children indicate fully what all the children of the same grades can do in Hack- ensack. Tables J, K, L and M of Appendix I give the scores by schools and grades for each one of the four fundamentals. In no case is the variation between schools in any one fundamental so marked as to be outstanding. It seems clear, from the median achievements of the various classes, that no one class or school is lagging behind in the field of Arithmetic. There are some instances of classes that are behind in one funda- mental and in advance of other classes in other fundamentals. In other words, the tables may be utilized by the teachers of the various schools for the purpose of determining whether their stress in instruction has been too great upon one phase of Arith- metic rather than upon another. In Tables XV, XVI, XVII and XVIII the distribution of the results obtained in the Woody Arithmetic Tests is given by grades and the number of problems correctly solved. It will be seen that in addition very satisfactory progress has been made from the third grade through the eighth. It is strange to find grade 6B ranking higher than grade 6A and even higher than grade 7B', but the difference in attainment is so slight as not to be particularly disconcerting. In subtraction it also' holds that the 6Bi group is above the 6A group and equal to the 7B group. It also is shown by these tests that the 8B group is slightly 104 The Hackensack Schools. superior to the 8A group in subtraction. The steady growth from grade to grade is, however, maintained in subtraction, although it is not as evident in the subdivisions of each grade. In multipHcation the discrepancy in progress seems to come where the 7A classes are rated lower than the 7B classes. In division there are similar discrepancies which, however, are only slight. In both multiplication and division the progress from grade to grade is very satisfactory. In Tables XIX, XX, XXI and XXII Hackensack's arith- metic scores are compared with six other cities which also have used Series B of the Woody Test. The comparisons in addi- tion in Table XIX go to show that Hackensack is doing very superior work in all grades, as measured by what other cities are doing, as well as measured by the Woody standards. In sub- traction Hackensack ranks far ahead of the Woody standards in all grades except the eighth, where the children have been rated slightly lower than the standards. In subtraction Hack- ensack also holds a high place among this group of six cities which may be considered representative cities of the United States, since they are located in all sections and are of varying sizes. In multiplication Hackensack's grades, with the excep- tion of the seventh and eighth, have been rated on this test above the Woody standards and also have achieved better results than similar grades in the majority of the six cities. In the seventh and eighth grades Hackensack has not quite reached the Woody standards, but has done work superior to all other cities, with the exception of Pittsburgh, in both of these grades. In divi- sion all grades except the seventh and eighth again rank above the Woody standards, while the seventh and eighth grades do not reach these standards, but, apparently, are as successful in reaching these standards as the majority of the other cities. The Hackensack vSchools. 105 Table XV DISTRIBUTION BY GRADES AND SCORES (Woody Addition Tests— Series B) Hackensack, N. J. — ^June, 1921 NUMBER OF PROBLEMS CORRECTLY SOLVED 3 a GBADB I 2 3 4 S 6 7 8 9 ID II 12 13 14 IS 16 17 18 19 •3 01 ,B I I I I 3 3 3 I 4 I I 8 7 ~5 2 2 9 t6 IS 17 32 10 s IS I I 48 19 29 48 12 8 20 2 2 4 I 1 I I 74 9 25 34 22 22 44 9 3 12 2 2 92 15 14 29 24 32 56 II 14 2S 3 4 7 I 2 3 I 1 121 S 21 26 26 42 68 19 16 35 5 7 12 8 6 14 S 3 8 163 I 3 4 9 19 28 32 25 57 12 5 17 16 6 22 4 6 10 3 3 2 12 14 28 26 54 25 21 ^6 14 17 , 31 14 9 23 171 104 144 9.8 10 8 JA ;::;::... 7 16 I I 16 32 4 3 7 I I 2 — 248 III 145 10.4 ^B Ia :;:::::.. 13-0 256 118 128 SB 12 27 39 32 21 53 18 23 41 21 16 37 170 3 14 17 21 14 35 23 20 43 19 24 43 138 13 21 6 6 12 16 12 28 61 I I 3 4 7 6 7 13 7 6 13 34 14-5 iS-i e A TT 6B 246 87 14.8 16.4 16 2 6A, j — I I — 3 5 17 7B, 7A 202 92 88 16.3 16.3 16.5 8B 8A, 180 87 76 16.4 16.9 17.2 17 41 163 17.1 Total, ... 1295 io6 The: Hackensack Schools. Table XVI DISTRIBUTION BY GRADES AND SCORES (Woody Subtraction Tests — Series B) Hackensack, N. J. — June, 1921 GRADE NUMBER OF PROBLEMS CORRECTLY SOLVED H I 2 3 4 5 6 7 8 9 10 II 12 13 14 IS -a sB I 2 3 2 2 4 I I 2 2 I 3 I 3 4 I 5 I 6 I I 7 8 IS 2 2 30 22 52 9 8 17 I I 21 37 S8 19 IS 34 I I 26 40 (>(> 41 S6 97 13 11 24 9 29 56 85 23 7 30 S s I I 6 9 15 33 19 S2 IS I 16 4 5 9 2 2 4 97 104 144 •5 A 7 7 8 8 8 10 II 11 13 12 12 13 13 13 14 13 14 9 248 no 146 7 s 4B 4A, : 256 118 127 s eB 27 33 60 14 20 34 10 9 19 7 8 IS 128 13 26 39 25 22 47 28 10 38 10 10 20 144 S 24 29 16 2S 24 49 17 19 ~(> 162 2 4 6 27 17 44 21 2(> 47 30 17 47 144 3 3 2 S 7 4 14 18 21 19 40 68 6 5A, :::.::::.: R 24s IIS 87 ^ 6B I I ... 6A ...1... S 202 93 88 9 7B. I I I I 189 7A :::::::::: S 181 87 76 S 3 9 8B, 8A, • 163 7 2 3 5 8 17 70 93 Total, ... 129s The Hackknsack Schools. 107 Table XVII DISTRIBUTION BY GRADES AND SCORES (Woody Multiplication Tests— Series B) Hackensack, N. J. — June, 1921 NUMBER OF PROBLEMS CORRECTLTi SOLVED 3 Grade I 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17 i8 19 20 T3 3B 3A, 4 3 7 I 1 2 8 2 10 I I 18 6 24 I I 21 IS 36 4 I S 29 14 43 8 1 9 18 21 39 8 5 13 I 2 IS 17 10 8 18 I I 3 24 27 22 21 43 6 4 10 24 24 19 20 39 5 3 8 I I I I 73 11 II 14 33 47 9 S 14 2 I 3 3 3 I I 79 8 8 20 30 50 25 10 6 4 10 2 3 5 I I 109 4 20 24 12 14 26 4 5 9 4 5 9 1 I 2 70 I 3 4 28 26 54 10 9 19 4 3 7 5 3 8 I I 20 20 40 14 11 25 6 10 16 8 7 IS 97 1 1 25 28 14 42 9 13 22 II II 22 122 2 9 II 18 13 31 21 12 33 16 10 26 lOI 7 7 14 14 28 16 16 32 17 18 35 102 I I 12 10 22 19 13 32 18 13 31 86 2 2 4 3 7 5 9 14 7 7 14 37 3 2 5 4 3 7 2 5 7 19 104 144 7-6 4B 4A, 248 III 145 6.1 8.0 10.1 eB 2S6 118 128 9-9 13. 1 5A 14.0 6B, 246 116 86 202 93 88 13. 5 T^ 8 6A, 15.9 7B IS. 8 16.9 7A i6.6 7 3 II 25 41 52 S3 36 80 8B .'. . 8A, 181 87 75 16.8 17.0 17-3 162 17.2 Total, . . . 1,295 io8 ThE' Hackknsack Schooi^s. Table XVIII DISTRIBUTION BY GRADES AND SCORES (Woody Division Tests — Series B) Hackensack, N. J. — June, 1921 Grade NUMBER OF PROBLEMS CORRECTITJ I ^A :..:::: 7.2 19 20 24 10 19 30 I 7 30 257 118 128 6.4 t;B 12 3 8.5 Ia ::::...::: 10.4 - 44 13 9 49 27 18 37 26 19 12 21 14 3 12 10 246 116 81 9.5 ^B 2 11. 1 6A II. I :: ^B 9 I 14 3 6 22 i 45 15 18 45 29 17 35 20 19 22 10 II 2 3 7 I I 197 93 88 II. I II. 7 II. 6 SB I 9 I 2 17 8 6 33 9 II 46 18 16 39 21 19 21 19 17 10 9 5 I 2 I 181 76 II. 6 12.4 5A 12.2 IS 24 SI 66 98 93 72 3 14 20 34 40 36 14 2 163 12.3 Total. ... 96 99 118 159 163 126 82 26 3 I 1292 Observation of classroom work in arithmetic has shown that the children are securing from their arithmetic recitation work much more than mere facility in number work. They are learn- ing to assume responsibility; they are being taught to consider themselves as members of social groups; they are developing responsibility and initiative, and are, in addition, thoroughly enjoying much of the work in which they are participating. It seems clear, therefore, that, combined with these results, which are difficult to measure, the results secured through the agency of the Woody Test are exceptionally satisfactory and indicate a high degree of efficiency in teaching, as well as in supervision on the part of the principals and the superintendent. Thk Hackensack Schools. 109 Table XIX HACKENSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES Woody Tests — Series B — June, 1921 Addition Woody Standards Trenton, , Duluth (Section B), " (Section A), Denver (Section B), " (Section A), Pittsburgh, Idaho Springs, Elyria, Hackensack (Section B), " (Section A), Hackensack (B and A combined) 3D GRADE 4TH GRADE STH GRADE 6th GRADEI7TH GRADE 8th GRADE I6.S Tabi,e XX HACKENSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES Woody Tests — Series B — June, 1921 Subtraction Woody Standards Trenton, , . Duluth (Section B), ... " (Section A), Denver (Section B), ... " (Section A), ... Pittsburgh, Idaho Springs, Elyria, Hackensack (Section B), " (Section A), Hackensack (B and A combined), 6.0 3D GRADE 6.1 6.0 6.0 6.5 7.2 7-9 «.3 8.6 9.4 9-1 10. o 9.4 9.0 8.5 STH GRADE 6th GRADEI7TH GRADE 8th GRADE I I I 9.6 10.5 II-5 10.9 10.6 12.0 9.9 10.6 10.6 11.8 1 1 .2 II. s 12.6 13-4 12.0 II .0 13.2 10.9 12.7 I3-I 12.8 12.9 13.8 14-5 14.9 13-5 14-3 13-9 no The Hackensack Schools. Tabi,e XXI HACKElsrSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES Woody Tests — Series B — June, 1921 Multiplication Woody Standards 3-5 7.0 1 II. 1 15.0 17.0 18.0 Grade 3D GRADE 4TH GRADE 5TI-I GRADE 1 6th GRADE I7TH GRADE 8th GRADE Trenton 13-7 14.7 IS-8 12.8 13.8 9.4 iS-7 14.7 IS. 8 15-9 IS. 8 Duluth (Section B) " (Section A), .... Denver (Section B) (Section A), 3-5 6.3 S-i 6.S 9-5 II .0 9.8 10.4 II . I 13.8 9.9 10.8 7-3 13-7 10. I3-I 14.0 13-5 13.5 16. s 12.9 17.2 16.0 16.9 16.6 16.8 16.2 IS. 8 15.2 Pittsburgh, 11. 9.0 8.0 10. 1 9.9 18.5 6.0 7.6 S-o 6.1 Hackensack (Section B), (Section A), Hackensack (B and A 17.0 17.3 17.2 Tabu XXII HACKENSACK ARITHMETIC SCORES COMPARED WITH SIX OTHER CITIES Woody Tests — Series B — June, 1921 Division Woody Standards 3.0 3D GRADE S-o 7.0 10. 13.0 14.0 Grade 4TH GRADE STH GRADE 6TH GRADE 7TH GRADE 8th gradB 9.8 10.3 I I . I 9.8 9.2 9.8 Duluth (Section B), (Section A), Denver (Section B) (Section A), 3.9 4.6 4.2 6.3 7.2 6.8 6.4 8 T 9 I s 8 10 9 2 8 S 9 8 5 4 5 10.7 11. 5 9.9 12.8 1 1 .2 II. 7 11. 6 II. 6 II .2 12.0 16.3 Pittsburo'h 7.0 S.9 7.2 6.4 II. S 10.0 1 1 . 1 11 . 1 II . I 13.9 3.0 3-1 4.4 3-9 12.0 Hackensack (Section B), (Section A), Hackensack (B and A 12.4 12.2 12.3 The solid lines of Chart 8 represent Hackensack's grade achievements in the fundamentals of arithmetic. When com- pared with the dotted line of the author's standard achievement for each fundamental, the success of Hackensack's instruction in this field becomes apparent. The curves of age-progress in the four fundamentals are shown in Chart 9. The Hackensack Schools. Ill CHART No. 8 COMPARISON OF HACKENSACK GRADE SCORES IN ARITH- METIC WITH WOODY STANDARDS— JUNE, 1921 ABDITIOS JO """^ 29 — *^ ^: us J"" 15 y, kJ*^ 10 y'' f > /• / / / / / r y 10 / / / / / ^ 5 ■ f / b r Grades 8 4 5 6 7 6 Qi-adfta 3 4 5 6 7 8 Its J 10 SCTBTEACTIOW 15 10 / ^:Gred«s 3 4 5 6 7 6 Gradee 3 4 5 6 7 Woody Test— Series B. Legend : Solid line represents Hackensack. Dotted line represents standard. 112 The Hackensack Schooes. CHART No. 9 DISTRIBUTION OF HACKENSACK MEDIAN SCORES IN ARITHMETIC Woody Tests — Series B — June, igsi 20 15 10 AGES e 20 IP 10 16 i^ Leg's zid : Addition Subtrfi^tlon Kttl41pliO£iti07V»!-— — -.-— DiTislon — — DISTRIBUTION OF WOODY SCORES BY AGES In Tables N and O' of the Appendix are given the age distribu- tions of the Woody Scores on Series B for each of the funda- mentals. These scores show very rapid progress from the eight- Thk Hacke:nsack Schools. 113 year-olds up through the fourteen-year-olds, progress that is made is evidently slow. At this point the THE COURTIS TESTS IN ARITHMETIC In order to test the Hackensack children in speed and accuracy in arithmetic, the Courtis Tests Series B were used in Grades 4, 5 and 6 in each of the fundamentals. Table XXIII shows the comparison between Hackensack and other cities in which the tests have been made. In four cases out of the total twelve cases in Table XXIII Hackensack ranks above the average city achievements. In the 4th Grade, Hackensack's results do not seem to be as good as the results secured in other cities. In the 5th Grade, Hackensack's results compare very favorably with those of other cities, and in the 6th Grade the results are superior to the other cities in the majority of cases. Hackensack's strongest work seems to be done in subtraction. The least satisfactory work is being done in division. The failure of the 4th Grade to meet the results achieved in other cities in division is no doubt due to a later emphasis upon division in the Hackensack schools. Table XXIII COMPARISON OF SCORES IN HACKENSACK* AND OTHER CITIES BY GRADES (Courtis Arithmetic Test, Series B) In Grade- V IV VI Addition : Average City, 4.7 6.0 7.2 Hackensack, 2.9 5.4 7.1 Baltimore, White pupils, 4.2 5.5 6.2 New Orleans, White pupils, 3.4 4.5 5.6 Seattle, 3.5 5.2 6.4 Detroit, 4.6 5.9 6.7 Boston, 5.2 67 8.3 Subtraction : Average City, 5.9 7.5 8.8 Hackensack, 3.0 8.2 10.8 Baltimore, White pupils, 5.8 8.3 9.9 New Orleans, White pupils, 3.5 5.7 7.5 Seattle, 5.0 7.9 9.8 Detroit, 4.9 y.2 8.6 Boston, 6.4 7.7 g.6 8 HS 114 The Hackensack Scnooi.s. In Grads- IV V VI Mui,TiPLiCATioN : Average City, 4.2 5.6 7.1 Hackensack, 2.4 6.2 dS BaltirtTore, White pupils, 4.2 5.7 g'g New Orleans, White pupils, 3.2 4.7 g.l Seattle, 4.0 5.6 e.g Detroit, 4.6 6.2 78 Boston, 4.0 5_5 7^ Division : Average City, 2.6 4.7 7 / Hackensack, 8 5.0 6 8 Baltimore, White pupils, 2.6 5.1 S.7 New Orleans, White pupils, 2.0 3^3 51 Seattle, i.i 4;^ gg ^^^^oii, 1.8 6.3 6.6 Boston, 3.0 4_p y^ * June, 1 92 1. THE DISTRIBUTION BY SCHOOI.S In the following table the Courtis test results are given so that comparisons may be made between schools tested in the various grades. These tests were only given in Schools No. i, 2 and 4. The results in School No. i in Grades 4 and 5 are superior to the results obtained in the other two schools. In Grade 6 the results have been obtained for only Schools No. 2 and 4. There is a marked difference in achievement between these two schools, the results being strongly in favor of School No. 4. It is clear that there is no marked uniformity in the achieve- ments of the children in the various schools. An even greater range between classes of the same grade is secured when the results for individual classes are distributed. This has been done in Tables P, Q, R and S of the Appendix, which are sub- mitted so that teachers may see for themselves the weaknesses and strength of their own classes. The Hackknsack Schools. 115 Table XXIV DISTRIBUTION 0^ SCORES IN COURTIS ARITHMETIC BY SCHOOLS June, 1921 SCHOOI, NUMBER OF PROBLEMS CORRECTLY SOLVED d a AND Grade 1 2 3 1 4 5 6 7 8 9 10 II 12 13 14I15 1 16 17 18 19 20 21 22 23 •3 V SUBTRACTION No. I— IV, .. No. 2— IV, .. No. 4— IV, .. 26 13 7 46 18 8 12 38 II 12 8 31 16 6 7 29 19 8 8 35 15 4 19 8 3 2 13 5 2 2 9 2 I 3 6 2 8 I I I I — — t — — — — — — — — 128 52 S3 3.6 2.4 2.9 Total, ... 233 3-0 No. I— V, ... No. 2— V, ... No. 4— V, ... 1 I 3 3 I 7 5 2 7 10 5 15 12 2 2 16 9 7 4 20 II 4 II 26 II 8 8 27 7 5 9 21 14 9 6 29 12 3 8 23 10 4 6 20 7 I 8 2 2 4 4 2 6 6 I 7 2 2 I I 2 I I I I I I 2 — I I 130 52 64 8.4 7.4 8.7 Total, . . . 246 8.2 No. 2— VI, .. No. 4— VI, .. Total, ... 111 — I I 2 2 2 I 2 3 3 3 4 3 7 3 3 6 7 7 14 7 4 II 7 6 13 9 5 14 S 7 12 5 S 10 I 4 5 I 3 4 I 3 4 I 2 3 2 I 3 — — I I — 60 57 117 10.3 II. S 10.8 ADDITION No. I— IV, .. No. 2— IV, .. No. 4— IV, .. 23 10 12 45 16 15 II 42 17 8 8 33 29 7 10 46 II 6 5 22 12 I 7 20 9 4 13 6 I 7 4 4 I I — — — — — — ' [ — — — — — — 128 52 S3 3-3 2. 1 2.4 Total, ... 233 2.9 No. 1— V, ... No. 2— V, ... No. 4— V, ... 2 2 2 6 10 2 4 16 10 1 1 6 27 II ID II 32 IS j 27 22 8 -^ 37 15 7 6 28 17 I 10 28 15 4 1 20 6 4 2 3 5 I I I 3 2 I 3 I I 2 — I I •• — — — — I I — — 130 52 64 5.8 4.2 5-3 Total, . . . 246 5-4 No. 2~VI, .. No. 4— VI, .. 1 I 2 2 7 3 5 3 8 6 7 5 12 6 4 10 10 10 20 4 6 10 7 8 15 3 3 I 4 5 2 2 4 2 2 — — I I — — — — — — 60 57 6.0 7-7 Total, . . . 10 8 117 7-1 MULTIPLICAT I0> r No. I— IV, .. No. 2— IV, .. No. 4— IV, .. 26 11 12 49 li 13 54 19 II 8 38 IS 10 33 II 2 5 28 19 2 2 23 9 I 2 12 2 I I 4 2 2 — — — — — — — — — — — — — 128 52 53 2.7 1. 9 2.2 Total. ... 233 2.4 No. I— V, ... No. 2— V, ... No. 4— V, ... 3 2 5 3 3 I 7 7 9 4 20 II S I 17 13 II 12 36 16 8 7 31 20 4 II 35 19 6 10 35 10 I 8 19 7 1 3 II 7 I 3 II 4 1 2 7 2 I 3 4 4 — 3 I 4 — I I — — — " — — 130 52 64 6.6 4.6 6.6 Total, . . . 246 6.2 No. 2— VI, .. No. 4— VI, .. 111 4 4 7 I 8 3 3 11 5 16 8 2 10 10 13 23 15 4 10 14 t 10 2 6 8 2 2 3 3 — — — — — — I I — — — 60 57 5.6 7.9 Total, ... 117 6.8 DIVISION No. I— IV, .. No. 2— IV, .. No. 4— IV, .. 76 35 41 152 25 7 7 39 9 3 3 15 10 4 2 16 2 I 3 2 I 3 I I 2 2 I I 2 — — — — — — — — — — — — 128 52 53 .8 Total, ... 233 .8 No. I— V, ... No. 2— V, ... No. 4— V, ... 8 7 2 17 16 7 5 28 14 8 6 28 13 5 5 23 15 4 8 27 13 7 6 26 13 3 7 23 13 8 23 IS 5 3 23 3 2 5 2 2, 6 10 3 I 2 6 I I — 2 I 3 — I I — I 1 — — — — — 130 52 64 4.9 3-8 6.0 Total, . . . 246 5.0 No. 2— VI, .. No. 4— VI, .. 111 I 2 3 2 4 6 4 3 7 7 3 10 10 7 17 10 9 19 5 2 7 10 10 20 J 6 4 7 II 1 I I I 2 2 2 I I 2 2 I I — — — I I — — — 60 57 6.6 7-3 Total, ... 117 6.8 ii6 The Hackensack Schooes. , Chart 10 shows that Hackensack has secured far better results in subtraction than are secured in the averag-e city. The results in addition are less favorable, while those in multiplication and division compare, on the whole, most favorably with the results secured in the average city. CHART No. 10 COMPARISON OF HACKENSACK SCORES IN COURTIS ARITH- ME:TIC TEST (SERIES B) WITH AVERAGE CITY STAND- ARDS—JUNE, 192 1 ADDITIOir 15 10 a 15 10 k B"^ B Qrados utJiTiaioATKar . — v*- jC- f ,^y / '^ IS 10 BaWEACTION 15 10 5' y / /.-- r ^^y . 4 5 6 Qradet DIVISION ,#^ ^ / . ", S »3 •^ 14, 4 ] ' I I 2 I I I I I I I S I I I I 3 I 2 1 I I 2 — I 1 \ \ 1 I 1 S74 22 113 153 144 81 42 4.4 .87 2.45 S-i 5-9 3-6 6.5 4-S 15. i6s 4 22 14 6 2 2 I 51 I 21 13 S 2 I 2 66 6 24 16 14 2 I 63 5 II i> 12 2 4 48 4 20 14 II 8 6 63 S 13 13 6 2 I 7 Total, . a 8, .2 9. ;S II, gi 12 ■^ IS, 574 22 113 153 144 81 42 12 7 3-2 1.0 2-5 4-7 5-7 6.1 6.3 6.5 7-S Total, . 8, § 9 •H 10 g " 43 12, •§ ^3 4 I 2 2 I 6 2 6 3 2 I 14 3 ■4 3 I 2 ■.; 10 I I 2 I S I I 2 1 I 5 3 I I 5 I I I I 3 574 22 113 153 144 81 42 12 7 4.8 3-0 4.0 5-7 7-S 8.8 7.6 TO.O IS, I 44 45 40 40 10. s Total. . I 574 6.4 The; Hacke;nsack Schooi.s. 119 CHART No. II ^DISTRIBUTION OF SCORES IN ARITHMETIC BY AGES, COURTIS S^PTT^S B_TUNE, 1921 Legend* 10 11 Addition Division " Muttiplloatlon ■■" Subtraction ♦Median of each age in each process graphed. STON^ Ri^ASONING T^ST IN ARITHMETIC " The Stone Reasoning- Test in Arithmetic consists of twelve problems which have a determined value. The first five have a value of I each; and sixth, a value of 1.4; the seventh, 1.2; the eighth 1.6; the ninth, tenth, eleventh, and twelfth 2 each. The test has been standardized and its wide use has furnished 120 The Hackknsack Schooi^s. data for the comparison of the results in any class with the achievements in other school systems. This test indicates the ability of the pupil to select and apply the appropriate process to the solution of a problem. It was given to 389 pupils in the sixth, seventh, and eighth grades of Hackensack. Table XXVI gives the tabulation of results and the median achieve- ment of each grade tested: Table XXVI RESULTS IN STONE REASONING TESTS Grade I 2 3 4 5 6 7 8 9 10 11 12 13 14 IS 16 17 2; a .2 •3 6th 3 1 S 12 3 \l 31 20 I 24 45 2 17 28 5 IS 27 3 7 21 9 3 IS 10 2 II 7 II 4 2 3 2 2 I 2 I 3 I I 132 204 S3 S-i 6.6 7th 8th, 9-7 The test indicated a rather wide range of ability within the grades, but this is a condition usually found. The eighth grade made much the best showing. While on the whole, the results were satisfactory, the indications are that it would be well to give more attention to the application of the fundamental pro- cesses in the solution of practical problems. A comparison with the median achievements of grades in a few other school systems is here given. It is seen that Hacken- sack's scores compare very favorably with other scores, with the exception of those for Salt Lake City. Butte, 4-4 Nassau County, 4-5 Paterson 5-6 Hackensack, 5 • i Salt Lake City 6.9 8.2 7.2 8.5 9-7 II. o The Hackensack Schooi.s. 121 CHART No. 12 COMPARISON OF HACKENSACK WITH STANDARDS AND OTHER CITIES IN STONE REASONING TEST IN ARITH- METIC—JUNE, 1921. ^ 11 10 10 Grade 6 legend: Haclceneaok Standard Batte salt Lake — City Paters on ^ 122 Th^ Hackensack Schooi^s. ALGEBRA* The Hotz Algebra Tests were given to all pupils in the high school who were studying algebra in June, 1921. Five tests were given during the same day. These tests are all part of Hotz' Series "B". The five tests are the addition and subtrac- tion test, multiplication and division, equation and formula, the problem test, and the graph test. The final results are given in Table XXVII, where also are given the tentative standards set up by the author, together with the results obtained in other places. Very definite and satisfactory progress is made in the Hacken- sack schools according to the time which students spend in the study of this subject. The tabulation is distributed according to the time when the students began algebra. In many cases these students may have taken algebra for a period, but may have omitted taking it for a semester or two. There is no assurance, therefore, that all pupils listed in any one column have had algebra for exactly the same period. Chart No. 13 shows the progress made by the groups with different training. In comparing with the standards, the Hackensack results ap- pear to be slightly less satisfactory than might have been ex- pected. This may be due to the fact that algebra is spread over a longer period in Hackensack, or that there may have been undue emphasis on certain elements in other communities from which the standards were secured. The results of addition and subtraction, multiplication and division, are the best results se- cured by the Hackensack pupils. ♦"First Year Algebra Scales" — H. C. Hotz, Teachers College Bureau of Publications, Columbia University, New York City. The Hackensack SchooIvS. 123 Tabu XXVII COMPARATIVE SCORES IN HOTZ ALGEBRA TESTS — SERIES B, JUNE, 1921 PUPILS REPORTING HAVING BEGUN ALGEBRA In Feb. 1921 In Sept. 1920 In Feb. 1920 In Sept. 1919 In Feb. 1919 In Sept. 1918 In Feb. 1918 Months spent in Algebra Study, S mos. 12.9 (6 mos.) 12. 14.0 (6 mos.) 10.4 14.3 (6 mos.) 9 6.5 (6 mos.) 5-5 3.7 (4J4 mos.) 2-3 10 mos. 14.4 (9 mos.) 14-5 16.3 (9 mos.) 15-9 16.0 (9 mos.) 14-5 7.5 (9 mos.) 5-3 7.2 (9 mos.) 5.2 i2j4 mos. IS mos. 17 yi mos. Addition & Subtraction: ■"16.5 14. 18. 20. 19. Multiplication & Division: Hackensack, 16.3 16.0 16.S 19-5 18.0 Equation & Formula: 14.8 16.S 20. 20.3 17.8 Problem Test: Hackensack, 4.6 S-S 5-9 S-4 5.7 Graph Test: Hackensack, 4.8 6.6 7-3 7.4 7-4 124 The Hackensack Schooi.s. CHART No. 13 MEDIAN GRADE SCORES OE VARIOUS HACKENSACK CLASSES IN HOTZ ALGEBRA TESTS, SERIES B— JUNE, 1921 25 20 15 10 Class Begaii« f lnM Spent Peb Sept Feb Sept Feb Sept Feb 1921 1920 1920 1919 1919 1918 1918 5 mo* 10 mo. Legendt Addition ?md Subtraction Uultlplio^tion and Division Equations; and Formulae Problems Graphs 12 mo 15 mo IV mo. # • > » The Hackensack Schools. 125 In Tables T, U, V, W and X of the appendix are given the distributions for each one of the tests, showing the number of problems correctly solved by each pupil who took the test, as well as the medians for each group. lATlN In Table XXVIII will be found the results of the Henmon Latin sentence tests which were applied to children in the high school. In this table the distribution is according to the number of years which students have studied Latin, and also according to the grade and the section in which these students are located at present. The results show a very definite and satisfactory progress from the first half-year of study to the final four years of study, and also a very satisfactory progress through the four years in the high school grades. The scores for the senior class indicate that the children who take Latin in the senior year are a highly selected group. The Henmon word tests were also applied and show the same relative growth. It was not found possible to compare with other places. Considering the difficult conditions under which the children took the Latin tests, the results appear to be very satisfactory. 126 Th:^ Hackensack Schools. )— 1 1— 1 aT > " w C X H 1— > < C H < ^ n1 ffi s !z; w W 1 -^oo >n\o w <^ • lO HBipajM coioi^owo • M M M M Sno XO JO jsqran^ M o M «»> Ov • n to N 00 N tx 11 w N « ^O ^ to w M N •* . M M N N n HI 11 N P) • M . 0) • CO « „ H • « CO 5 r< o • N " M >o o « M 0) . !S M j t^ < 1 u 11 " t^ . M . 11 m iO ns O o " ^ \o i-i " « f<3 w *^ CO m M . . M ■ 11 w •0- • m • • CO !z; ^ H «o W Tt- M M 00 z 01 M M . W M N VO H. o M M . xj- • M VO w ^ a o M VO 11 . CO C3 t-< z Ov " coto tx VO 00 con n M o M tx (S 00 « •* VO w VO H Tt^ n " • xn c^ lO coui w . . (71 " n •* f 50 M . ■<1- " ! *~* n ^ .,\0 • w -t n M u 1 M M ^N " u •>rO • oo O *< OtH u) Q •a WW >< e TO mo " T O lOO 1 M rs n f V^ 1 The Hackensack Schooi^. •127 ue;p3j\[ « \0 M 10 vc \n CO CO M • JO jgquin^^ N 10 00 00 tv t^ N to >0 OVM VO «< MOO fO M 11 CO CO s \n 5 w « z; w f< iz; w In a w D • • M M M . «o CO CO 00 01 IH M M C) ; N " : " ! i •^ ? ; ; : " " • M " M to ', *^ •^ " •^ " ; ! M . M CO M « M M CO CO •^ H M . M MM CO 10 0\ " H cq - M MM * t^ CXD ! ; "^ ^ M 1^ N . - M M to in W M N M 0) CO M • CI t^ 10 ■^ M ; " 11 • M *^ CO 2" to CO • • CO •1 cq CO w CO "* ; " " 00 M M M CS • M M M " 10 " *^ M M to "* • • ; " ^ VO . . Ti- ■* • Ti- ■* • 00 Oi «o to VO -"J- MM 1 CO VO CO ro CO 0) Tf VO • M 1 *^ ' 1 = tx w 0> • to CO • CO 1 CO VO VO • 6, . 7, • 8, . 1915 . 350 • 374 • 334 • 307 . 312 . 261 . 205 . 170 341 303 378 324 303 256 223 183 340 299 319 329 309 273 230 183 351 299 303 319 307 272 258 188 314 301 330 341 301 256 251 204 402 316 345 320 310 300 236 218 52 -58 II 13 -2 39 31 Total, 2313 2311 2282 2297 2298 2447 134 14 -16 3.2 4.2 -.6 14 15 28 5-7 PERCENTAGE DISTRIBUTION OF PUPILS BY GRADES 191 5- 1920 January Enrollment ade 1915 15 19 16 15 13 16 14 13 16 10 8 1917 15 13 14 14 13 12 10 8 19 18 IS 13 13 14 13 12 II 8 1919 14 13 14 15 13 II II 9 1920 16 13 14 13 13 12 10 9 Average 15-0 16 13-5 ■3 14 14.0 13 13.8 K .... 13 I3-0 6 12 12.5 7, 8, 9 7 10. 8.0 Total * 100 100 100 100 100 100 ♦If carried to next decimal place these figures would total 100. Another method of measuring the holding power of the school is by using the age distribution. Such a distribution for the years 191 1- 1 920 as secured from the annual reports submitted to the New Jersey State Educational Department is shown in Table IV. It will be noted that each age group increases in size until it reaches the fifteenth year. At that point a falling off begins. The ability of the Hackensack schools to hold children Thej Hackensack Schooi,s. 137 through the fourteenth year is noteworthy. Few school systems have been as successful as Hackensack in thus keeping children in school. It is not only a tribute to the school, but also a tribute to the type of population living in Hackensack. The effort should he made to increase the holding power of the schools after the fourteenth year. The necessary curriculum adjustment will be one of the progressive steps toward this end. Table IV DISTRIBUTION Of^ AGE GROUPS FROM I9II TO ig20, WITH CHANGES AND PER CENT OF CHANGE* Age 13. 14, IS, 16, 17, 139 285 270 27s 242 239 262 229 231 258 257 217 136 86 50 162 243 288 287 273 240 249 273 240 241 246 227 162 103 39 IS 177 283 2SS 271 306 287 250 259 26s 227 255 225 165 103 49 9 292 306 266 312 302 286 260 261 261 235 198 159 94 SS Total, 3188 3290 3380 3466 3564 3601 3488 3752 4029 4220 204 249 339 302 288 326 302 278 259 266 265 201 128 8S S3 16 3 1916 1917 1918 208 269 284 340 291 302 302 308 289 241 267 244 121 66 43 24 150 258 294 263 346 301 291 285 302 313 238 202 129 65 40 7 4 180 240 299 316 302 245 314 281 309 338 344 238 123 84 32 7 247 28s 301 314 329 308 345 307 320 358 354 294 143 72 42 6 4 210 349 34S 312 335 351 333 356 324 350 348 300 i6s 95 31 15 3 Change From 191 1 211 63 30 — no —147 — 208 — 247 —226 Per Cent of Change 22 II — ^40 —60 —87 —94 —99 • Data secured from the age distribiitions of the annual reports to the State Department In Table V the age distribution of pupils of the previous table has been converted into percentages which each age group is of the total enrollment. The diflferences in percentages in 1911-1920 are very slight for each age group. In fact, the varia- tions in percentages for each age group extending over the years 1911-1920 are such as to indicate that all age groups, with a possible exception of the ages above fifteen, are maintaining their relative proportion of total enrollment. It is rather sur- prising to find small decreases in the percentages occurring in the ages above fifteen. It is interesting to note that the crucial ages, 13, 14, 15, have slightly increased their percentages of the total enrollment. The emphasis on the attendance of age 138 Thk Hackensack Schools. groups should evidently be placed on the two extremes, namely, upon children 5, 6, and 7 years of age, as well as children above the 15th year period. Table V DISTRIBUTION OF PUPILS BY PERCENTAGES OF AGE GROUPS IN THE ENROLLMENT Age 13, 14, IS, 16, 17, 4-3 8.9 8.4 8.6 7-5 7-5 8.2 7-1 7.2 8.2 8.2 6.8 4.2 2.6 1-5 • 3 4-9 7-3 8.6 8.6 8.3 T-Z 8.4 8.3 7-3 7-3 7-Z 6.8 4.9 3-1 I . I S-2 8.3 7-S 8.0 9.0 8.3 7-Z 7-7 7.8 6.7 7-S 6.7 4.8 3-0 1.4 191S 4.8 5 8.4 6 8.8| 9 7.6I 8 9.0 8.7 8.2 S-7 4-S 2.7 i-S •3 1916 I I I I 1918 Uz In Table VI are shown the percentages of over-age, normal age and under-age children in the Hackensack elementary schools for the period 1914-1920. The distribution of percentages is also given by grades. In the last column of this table it will be noted that the percentage of under-age children for the period 1914-1920 has been increased from 9 to 17; that the percentage of normal-age children has been increased from 63 to 66; that the percentage of children who may be considered over-age has been reduced from 28 to 17. These changes in age conditions over this period are indicative of very satisfactory progress in the adjustment of curriculum to the child. Such an adjustment has been brought about in Hackensack through the placement of over-age children in special classes; through the establishment of foreign classes, and through the reduction of the teaching load where children creating a particular problem have been congregated. There is every evidence in these figures of ade- quate supervision on the part of school principals and supervis- ing principal and of an effort to maintain a normal condition where undesirable conditions had developed. The Hackensack Schools. 139 It may be expected that there will be a further reduction in over-age conditions in the next few years, and perhaps even a further increase in the percentage of children who are under- age, and therefore in the percentage of those who are making rapid progress. Evidently the greatest task lies in the over-age conditions still to be found in grades 31 to 6. Table VI PERCENTAGE OF UNDER-AGE, NORMAL-AGE, AND OVER-AGE PUPILS IN THE HACK- ENSACK ELEMENTARY SCHOOLS, I914-I92O Under Age YEAR GRADE 1st 1 2d 1 3d 1 4th Sth 6th 7th ! Sth 16 10 8 6 9 4 6 ID 10 18 13 8 8 II 4 8 15 9 16 13 9 10 10 6 13 13 10 12 12 9 7 14 13 14 17 13 16 17 15 18 13 13 15 15 II 23 20 19 15 14 II 15 19 15 26 24 Total 1914, 191S, 1916, 191 7, 1 91 8, 1919, 1920, 9 II II II 15 16 17 Normal Age 1 91 4, 1915, 1916, 1917, 1918, 1919, 1920, 74 68 62 62 48 56 59 66 82 67 62 60 62 56 62 63 82 78 67 59 57 62 63 61 78 7« 72 63 54 58 67 65 81 72 70 70 56 51 60. 62 92 75 68 6q 62 52 55 62 76 75 69 65 59 63 58 56 Over Age 63 64 66 67 66 66 66 1914, 1915, 1916, 1917, 1918, 19 19, 1920, 1 22 30 22 15 25 32 13 17 28 9 18 25 14 13 17 12 17 16 II 20 20 36 24 34 39 27 33 26 21 25 20 25 19 16 20 26 25 23 22 19 18 17 In Table VII the over-age children of grades i to 8 have been distributed according to the number of children one year over-age, two years over-age and three or more years over-age. Each of these groups shows a very satisfactory reduction in percentages during the period 19 15-1920. In all the grades from I to 8 has the percentage of children one year over-age been reduced very perceptibly. In all grades except the first and third the percentages of children who are two years over-age 140 The Hackensack ScpiooIvS. have been reduced. In all grades except the first have the per- centages of children v^ho are three or more years over-age been reduced during this period. This is further evidence that the proper individual attention is being paid to those cases which do not adjust themselves readily to the school curriculum. Only constant care and thorough diagnoses of school conditions and school problems on the part of teachers and the supervisory staff could have brought about the very satisfactory results evi- dent in this table. Table VII PERCENTAGE DISTRIBUTION OE PUPILS WHO ARE ONE, TWO AND THREE OR MORS YEARS OVER AGE IN GRADES I'S One Year Over Age YEAR GRADE Total 1st 1 2nd 1 3rd 1 4th 1 5th 1 6th t 7th 1 8th 4.8 lO.O 15-2 19-5 18.2 17.6 25-3 25.2 15.6 2.6 9.9 12. 1 17.9 21. 1 18.3 15.6 28.4 14.7 7-9 6.6 13-4 14-5 21.0 22.3 16.9 16.3 14.8 3-4 lO.O 9.9 II. 9 17.0 22.0 18.2 14.8 12.9 4-7 7.6 II. 2 9.6 16.8 19. 1 18.7 iS-i 12.4 4.0 9.1 12. 1 12.8 12.9 16.0 12.7 1.S.1 II. 4 I9IS, I9I6, 191 7, 1918, 1919, 1920, 1915, 1916, 1917, 1918, 1919, 1920, 191S, 1916, 1917, 1918, 1919, 1920, Two Years Over Age 1-7 3-4 S-O 6.5 7-3 II. 4 S-O 10. .6 1.6 3-9 7-4 «.s 7.8 9.4 4-3 • 4 2.3 3-1 7.8 9.0 9.8 7-3 3.8 2.5 2.6 1.6 4.0 7-1 8.8 6.1 4.9 .6 4-3 4.2 4-S 6.3 5-4 S.I 3.0 3.0 i-S 6.9 4.6 5.8 5.6 3.0 4.0 6.0 5-2 5-2 4.6 4.0 4-3 Three or More Years Over Age .8 1.4 4.4 4.8 3.7 4.2 2.4 3.2 3. .3 1.3 1. 5 3-2, 8.3 1.9 1-3 .5 .6 • 3 1.5 2.4 3.8 .7 1.8 I.I ..s 1.3 1.2 1. 5 3.6 I.I .7 .0 .0 .3 1.8 2.1 2.0 .8 .4 •5 2.0 .0 .6 2.8 2.9 .7 .4 I.O THE: EEEECT OE TRANSEER EROM OTHER SCHOOL SYSTEMS INTO THE HACKENSACK SCHOOE SYSTEM ON OVER-AGE AND SEOW PROGRESS CONDITIONS In the preceding age-grade study the data have been taken from the annual printed reports of the superintendent of schools. The Hackensack Schools. 141 In each case the age span for the normal period for each grade was considered in these reports to be two years. This made the age-g-rade tables of the period 19 15-1920 comparable, as the same age spans were used throughout. It was thought desirable to discover whether the children who had spent all of their school lives in the Hackensack schools were classified to the same degree in the over-age group or in the slow-progress group a5 those children who are now in the Hackensack schools, but who had spent part of their school lives in other school systems. In other words, the transfer of children from other school systems into the Hackensack school system has what bearing upon the progress that the child makes within the local school system? With this object in mind, all elementary teachers in Hacken- sack were asked to submit a record of progress and age for all children in their respective classes. A special age computation table was used which would permit all teachers to calculate ages on the same basis. In submitting this information teachers were asked to separate pupils who have attended no other school sys- tem than that of Hackensack, and those who had at some time or other attended school systems other than the local one. The age-grade data thus secured were consolidated on Strayer- Engelhardt Age-Grade Tables for Elementary Schools, as shown in Tables VIII, IX and X. In these age-grade tables the normal age span for any one grade is taken as one and one-half years, thus making a dif- ference with respect to the percentages of over-age and under- age children that are found in the previous tables, where two years were taken as the normal-age span. The three age-grade tables, however, are comparable between themselves. Table VIII includes all of the elementary school children in Hacken- sack as of February, 192 1. Table IX shows all of the ele- mentary school children in Hackensack who have always at- tended the Hackensack public schools. Table X includes the 613 elementary school children in Hackensack who have moved from other school systems into the Hackensack school system. 142 The Hackensack Schooi^s. The following summary shows the entire situation with respect to the percentage of children over-age and under-age in these three groups. Elementary All uf the Chil- School dren Who All Elemen- Children Who Have Entered tary School Have Always the Hackensack Children Attended School System Hackensack from Other Schools School Systems Percentage of children of normal age, 43-9 48.1 33-7 Percentage of children over age, 41 .9 36.4 56. Percentage of children under age, 14.2 15-5 10.3 When children stay in the local school system throughout their school lives, only 36.4 per cent of them are found within the over-age group on the basis of one and one-half years for the normal-age span. When children transfer from other school systems into the Hackensack school system the adjustment ap- parently becomes difficult, for 56 per cent of such children are classified as over-age for their grades. The problem which presents itself in Hackensack is the adjustment of the work for these children who are transferred from other school systems, so that the percentage of over-age children may be considerably less. The percentage of over-age children among those who spend all of their school lives in the local school system is very small, according to the rigid method of calculation utilized in Tables VHI. IX and X. THE RECORD OF GRADE AND PROGRESS IN SCHOOL Supplementing the age-grade study a grade-progress study was made, involving the same three elements, namely, all ele- Schools SaoJcanaksX Jl.m'ntuT. , 1 liyn-iaum. I It ;n. 1 ana. I6)jimkr to KlNDBSGABISK O T , B O 142 b sa.ool.8. .Sotlr»-^aiiaotaryJJ'porIranafarB) GUIM KimiiBI .iin.1 SBcntui AgcpenoJ MU lU. N» '^^''^ mn"*" 5rn.»™M. B T B G T «•»!» 4yrL 9ma». »yt» l^^,^ 1 H jr. ,jy«.ja«. yr^ 6yn. 3UKH. Urn- 6rn.9moft. Wr^ J yn. Jmia. ,'>»yv » y«. Joino. ■%ta Tyi^jnwfc Urn. <^r\ ^rp. 1 ''^j"* I0,n.ln>» T.BGT BGT BG m r» I to ■'^■;:: : i4yii. I to 14 rn. If 14 yn.3 I Jl4| yr* Syrs. Mrn.9aH8. IS ft%. S mot. tlrn.Smas. ToUl Nusbct rn •-TQt o( chiiina 153 5S.0 66.9 M.9 48.0 SE.O 31. E W-l 13.9 142 a The Hackensack Schools. TABLE VIII 6M.9 63.4 52.6 S6.t 50.0 41.a 48,1 46.6 tt.Z 41.1 32.1 39.9 M.l ti.i tt.a 34.3 33.1 46.2 37.2 45.1 56.6 46.3 51.3 45.6 11.3 13.6 9.6 16.9 ;i2.o 14.7 9.3 IS.l 12.6 16.6 14.6 36.2 38.9 30.9 54.7 42.9 38.2 10.1 18.2 30.9 The Hackensack Schooi^s. TABLE TX AGE-GRADE TABLE FOR ELEMENTARY SCHOOLS Tsaa-QmAitm i roaxia CL\on Fitto CRADe CompUttL- 7™?.y?l AgaCoiBpatof MoC«Bn.l*-1 Sunt Chads Sevswtv CiAoa KKsmCmAam Ttal T3. J mm. llrn^osH. I2ri3^,lmai. ■IZya.9tBiM. CT BOT B.OTBOT a. » • A 7 1 160 ICT US "b »| 14 2 a 1 4 16 1 14 1 2 X a 1 T 9 1 4 6 a. 2 14 S 14 8 116 '1 91 32 US s »l 29 »\ 116 B 9 S Z 1 1 1 17 __ 7 a 3 1 36 18 13 109 S ..1 100 1 14 4 3 3 1 X £1 10 11 5 6 23 IB 21' lOT t "1 "1 91 9 10 5 3 1 14 14 5 6 £ 15 16 n „| 20 15 14 lit IE 5 S »l 19 IS 88 16 7 e 12 IS 11 66 15 61 1 1 1- 1 Its 118 131 106 110 104 86 100 82 83 76 1769 &4 61 69 31 47 39 32 35 29 32 24 846 45 26 61 54 46 46 39 46 42 32 28 640 15 21 11 21 17 19 15 19 11 19 24 «7S 11. Z &1.7 52.7 29.3 42.7 37.5 37.3 3B,0 36.3 36. 6 31.6 48.1 ?6.0 JO. 5 39.0 50.9 41. B 44. S 45.4 46. 51.3 38.6 36.8 36.4 19. U 17. a 8.3 19.8 15.5 10.2 17.3 19.0 13.4 22.8 31.6 isa SBBt^ TaiiraTusa OUH KlMSEXCAXnJf f Sicnoli MOUUL AC a Am children wh«- 4 yr» 9 ffla«. 5 yra. 3 not. to 4 '^j BO T ,8 X3 T Sim.911 B G , 4 ytt. S mo*. 4™.m». I "1 >yn. toi I I - ■"■^~l \ L. Uyn. HV- \ 7yii.^J»i». 7|ii.»iaM- 1 1 • j»9l»». 1 |»T». »yn.3ii»». Min. »yif.9llUB. 10jn.3ii»». Wia' UjiiJiaoi. 111 jit. Wjii.»iii«fc Uyn-SOKS. Illirn. llyit-iSmga. ll>yn.9oiot. IJjn. .J1JI1.9II«», tzyn-licM. IJIjn. j»y^»«»»- 1 12 j™. 9 mos. ,"»» 7yri. : : iJ yrt. 9 root, II yn. I ^^ to^ ^^ Total Number Nunber ol normal 142 b Thk Hackensack Schooi,s. TABLE IX «e 17 15 £0 16 21 11 £1 17 19 16 19 11 19 24 ns 6t.O 66.9 S4.9 60.3 64,9 51.2 51.7 52.7 29.2 42.7 37.6 37.3 36.0 36.3 38.6 X1.6 48.1 48.0 tE.O 31. E 39.5 C7.5 56.0 JO. 5 39.0 50.9 41.6 44.3 45.4 46.0 51.3 36.6 36.8 36.4 „.,„ ^^ „.".! 13.9 10. C 17.6 10.0 17. a 8.3 19.8 15.5 10.2 17.3 19.0 13.4 22.6 31.6 U.I 142 c The Hackensack SchooIvS. TABLE X AGE-GRADE TABLE FOR ELEMENTARY SCMOOLS 52.9 37,6 M.t 27,» 36.S 30.6 16.9 38.6 21. a 43.9 39.3 35.1 39.6 29. 4 38.7 36.3 66.3 51.4 63.6 67.9 56.1 70.6 63. a 66.4 45.6 52.9 u2.2 52.6 41. e 66.0 11.6 6.2 14.a 9.1 6.3 21.3 13.6 7.7 13.4 10.6 7.1) 2.7 ■ 7.9 29.4 10.3 The Hackensack Schools. 143 mentary school children, all elementary school children who had spent all of their school lives in the Hackensack schools, and all elementary school children who at some time or other had trans- ferred from other school systems into the Hackensack school system. These grade-progress studies are shown in Tables XI, Xn, and Xni. A summarization of these tables is presented below. RECORD OF GRADE AND PROGRESS IN SCHOOL All Elemen- tary School Children Per cent of children making slow progress, Per cent of children making normal progress, Per cent of children making rapid progress, 47-5 39-5 13- Elementary- School Children Who Have Always Attended Hackensack Schools 44.2 43-2 12.6 All of the Chil- dren Who Have Entered the Hackensack School System from Other School Systems 57-1 28.8 14. 1 From this summary it is evident that the conclusions drawn from the age-grade study are correct, namely, that those chil- dren who have at some time or other attended other school systems, make slower progress than those who have always had the advantage of attending schools in Hackensack. About 57 per cent of the children who have transferred from other school systems make slow progress and only 14 per cent make rapid progress. Where children remain always in the Hackensack schools, only 44 per cent make slow progress, as against the 57 per cent of the other group. It is not surprising to find that the percentage making rapid progress is smaller iri the latter case, as the group of children who have transferred from other school systems include a large number of those for whom special provision for rapid progress is being made in the school system through the agency of special classes of various kinds. In one sense the facts of this last summarization may be taken as an indication of the development of a higher standard in the schools 144 The Hackknsack Schooi.s. of Hackensack over the standards of other school systems. The conclusion may also be drawn that children tend to progress better under conditions with which they are familiar. The Grade-Prog-ress records for each individual school are shown in tables of the appendix. The Hackensack Schcx)ls. 145 sunxi School Record of &9de an4 Progress in School Sdhoolt PARTI ftimiy mi Ha OF mcnlc >nd Enle « Snde 4»fU 7th < >»Jc «uic .nile 9tliG ^•d* lOtha vScaooL pi: A* c A- S • • S M A' 1 t 14 1 • A ! 4 S 18 A* a 1 4 io a 9 14 A" 1 IS 9 . B' a u a7 A" 1 a 8 17 B • 4 8 81 A* B' 1 1 i a 19 8 A' J* 1 14 IT! 1 4T It 1 t a t SB 11 84 U 4 1 J 1 M 1 4S It U s 1 M » C9 as B 6 1 1 74 a 6 i 2< M 4 < S a B) 4 li 97 es 4 as 4B 40 *i 9 as e u I T 6 1 a 1 1 SO V a*. u 4 4 1 a 68 s . 96 as u 19 9 8 1 1 40 91 42 £8 14 68 « ao 11 10 8 a ts •i 61 la 17 z s 1 88 > ei 17 6 10 a a 24 n 89 U S 1 27 < •1 u| 17 9 S 9 I — 1 9 10 101 ao« UB IM ISl m us ITS in 168 UT 198 US 191 90 lU 8S 43 IS Tot.i> at atf US ITS 14SUB us us uo itsus us ui us ui uo "Zl*^^?^ at TO M to (8 6T so 9T 91 90 97 88 86 88 59 El 9088 74 6168 4066406028868487 s 81 17 as u u 17 19 ae 40 88 86 sa 4S444t61COtlt06a4167 4S4*4t 81 86 47 83 48 87 89 86 tt 17 sa to as 4 81 11 It 7 U U U 17 84 U 81 89 DonnaJ prosiru •■* *• Number malna| ^ Per cent nuldnf .-y. dow progress JWW Per cent nutkinf ODroul progrcM Per ceat nuSdnf r^iid pnag r eg asra lur sst sot 4T.B 89.8 U V«n 3 or 1 31 3 1 It i 1 More 1 Yon \aa ' Ye««l 1 Y»f yL Nnmtet ;■ i 1 i ■ "9 i i5 f 72 a^ Peroest .u 1 .OS ; .1 1 .4 ' 8.1 • t 1 Childmi Mildoi Sow Profrea* ivL- vL v'i. vi,|v2i,. Mm TOM'. c B 890 G ' i K 144 1 61 1 84 M SB asTf «.S U.8 6.08 j 8.4 ' 1.48 1.46 uo NoTS' Tbii fono i> f or tbe u« of prSocipato is eooscdi^tlat the reoordi frocD vafioui cUaaei u lifted by Um tacbera co the form deopuited ncord o< tfo •ad procrem (StrB7cr-Ei«elh»rdt Record Cud Seriei Na 131.) Imffrtmmt. Th* pcrpeadicuUr toul should •ctwd the boruooUl total No. 1. No. 1 in Put Om ftbould cqiHl -Na i io Pairt Two. The flum of items 2, J ud 4 ibould equal i. The ■am of kU the items to the bUcJc ■qiiArcs in Part Oae shoold equ«l No. } in Port T«D. ^brae arc normal ia prosresi). The turn of ill the items above tlte bloclc squares ritould eqoal No. 2. (Tbeae an rapid io progrea). The tuq of all tbe iiemrbelow tbe black squares should equal No. 4. (Theee art slow is pr o gr es s). Tbe sum of all the Itema ooe space abore the bUck squares in Part One (hould equal D in Part Twa (Tbeee are ooe-hatf year rapid in progress). Tbe sum of items two spaces above the black squares should etiual O, thoee three spKC3 above ihoutd equal P, etc Check up tbeee itma by half jsus for apaoes below the black sqoarce also, to aea that tbe Roa of the fificreeia tbe 6m wftm Mom the black equant, tbt eeoosd spaoe bekm, the third space, etc. eqe*! C, E, G. etr.. r«pectivtlr. entAvta-RMCkHMioT sohoh hoow qmw skmcs.-o. r. wttAfun * wn, ihb., mmtt, m, t. IO H S 146 The Hackensack School,s. m ScHoot una HI _ ^ School Record of Grade and Progress ia School (TlWM Hitlr* aytt «n _ElpMnt§.r;_ Soliooli not tr*n(f*nr«d) Semester BegumiDE—^J^lrBarjC.UtL PART 1 4lh Grade Jth Grade 6th Grade 7th Grade 8th Grade 9thCfa d» HJAGni* lUhOrade 12th Grade >. i- , 8 • A • B " I' B 2 24 1 2 U a 20 B B 2 2 1 9 10 E 2 10 IB 1 3 2 24 17« a 1 42 n 14 28 61 11 44 a e 1 1 42 4 19 18 4 3 60 21 20 2 4 2 2 40 29 It B 8 1 68 14 8 26 20 9 « 9 1 81 9 I IS - U 20 f» 1* 18 « 9 2 7 « 2 1 SI u u 3 2 2 -1 32 IB 11 8 2 2 1 20 12 3 2 29 10 10 2 1 1 23 18 19 15 20 7 UTS" 19 .6 » 10 4 I 1 8 10 — 1 • L- ■— 1 < L n 1VtA». 203 130 147 111 116 94 129' Totu.' 28 232 122 U6 US 12E 118 131 106110 104 86 100 82 88 76 "rJT.^?^ 28 B6 41 60 U Bl B6 63 B9 B2 61 39 B3 48 40 34 SSS'p^'T^f 176 79 81 43 60 40 B8 81 44 33 82 20 23 20 19 Number malimg • R Jft U 22 10 16 14 10 IB 27 16 23 28 rapid pfn£rea '^""ptJjS' 100 24.2 8W 41 J 39 «tf 47J 4aJ. 65.747,368.7 4EiA 68 62,4 412 U,8 KrSVi^» TB.a 64368.6 38^48 359 44-8 2».3 40 3W W.Z 20 28 8U2B.1 "^t 1.6 3.4 22,9 lU 18.6 7.6 16 12.710617,4 27 19.627.73a 1 pid prO£ryet.Eci8elha'dt Record Cvd Sent, No. IJl) /^p-rlinl. The pen^ndicular total should eflual the horiiontal total No. I. No. 1 in Part Oo. should eouJ No. 5 u) Part T-o. The sura o( items 2, ) and 4 should equj J. The sum of all the items in the btack squares in Part On, should equij No. J in Part Tw^ (Th-se are normal in progress). The sum of dl the items above the bUdc squares should equal No. J. (Tlese are rapid in progress). -nuMOl c4 all th. Items l»lo. the Hack squares should equal No. «. (These »re slo» in prrigress). The turn of all the items one ap«e above the black squares In Part Ob. sh.^ equal B 10 Part T-o. (Th« are ooe-hall year rapid in progress!. The sum of items t»0 spaces above the black ^rrarts should equal D thOM thre, ,S«^ .bov. sbould equj P. etc. Check „£, ,hese items by hall years lor spaces belo« the bUdr squaio Jso. 10 »» th»t tl» KllM ol the Sjiiral !• U» 6n« IpW b*to« tie bUck squares, the second space below, the third space, etc.. equal C, E, G, etc„ respectively. snUVtK-IMOCLwanbT t«HOOL ftSCOMO C*«b 51WW.-C. F. WtUl*tfS * SOM. INC., AUaWT, W. T. Thej Hackensack Schools. 147 Nap? Yuu aBcaoa,' tuaaxtxi School Record of Grade and Progress in School ..»ttaUtt«««J^J|j»g»r_„ Stmeater BegtoUing. (roT'OMldran ^ hn» truiftrrcd PART I ncli otMr *d6o'ai iritaM) IstCradc ZndGnide 3rdGrule 4th Grade Stb Grade fitb Crade 7tTi Gradt Stb Gradt 9th Grade loth Grade llthOrade llihOfWh TF- B' *• B- A» B »• A* B • Jl • B ' ik- B' s B 8 B 1 s 1 2 1 1 1 B 2 6 1 8 4 1 12 8 IS S I B 6 B- a 1 1 1 9 1 4 10 i 2 ? 10 B 1 3 1 1 14 2 C 8 2 a 1 11 1 e 10 4 1 1 25 I 19 1 9 12 6 S 6 2 2 1 2 24 16 U 2 8 1 2 1 1 7 11 12 8 4 8 1 2 1 e 10 2 1 I- 6 22 2 7 2 16 4 13 a 4 1 14 or over 1 17 17 SB SB 93 Sa 68 44 60 62 ST 81 Sr 83 34 1 14 U £0 SI 16 24 84 58 36 86 19 33 16 19 X7 8 S 99 14 11 86 9 £4 788 816 4 6 8 68 8 8 8 8 91018 716 9 ^^nr^^ 100 78 68 68 fiO 61 68 66 76 69 69 88 66 41 60 60 888888 86 40:^402X87 14 49 9411126 9. 14 9 d 8 4 4 17 16 86 le 89 26 Total* dowprogresi Nombef maldng donnal progress Nuinber malring n^i3 progresa per cent making dowprogreas npii] progress I7t ee e7a t8.e 14.1 1 Yeaia 3t, ' ., ; , More Years ' Years Yi, Year yL Number L • J H 111 7 D IS B ES f PercBt .1 . .1 .1 .1.1 2.1 9.Bj| Nora- Thk form is for the use of principalB in coosdidatiog the records frgtn various claasts lu list«d by lh<; tiarcs shuuld equal No. 2. ( The*: tuc i«pt(l to pii-KTc^i)- Tn o( idl the itema below the black squaies abould equal No. 4. (These oie slow irf progni;^). The snia of all the items odc spai.e above the LLv.k :;(ju^c3 bi One should equal B in Part Two. (These are one-half year rapid in progress;. The sura o) items two spaj-cs above ihe black wiuiucs UioulJ eqkui D, those wpuxi above slMJuld equal F, etc Check up these items by half years for spaiaa belfJw the black S4u;in=» abo, to see that the suius of Ihc Ii^u/i» iu the hvX below the black squares, the second space below, the third spj^:e, etc., equal C, E, G, etc., respectively. 148 The Hackensack Schools. The graphic representations of the conditions found in these last two studies are given in Charts i and 2. Hackensack' s teaching staff has been making a very decided effort to adjust the course of study to the needs of children. It is clear from these charts that this effort must be consistently continued, in order to produce a situation which has reduced the number of over-age children and the number of children making slow progress to a normal situation. CHART No. I PROPORTION OF CHILDREN OVER AGE, OF NORMAL AGE, AND UNDER AGE, HACKENSACK ELEMENTARY SCHOOL GRADES —JUNE, 1921 07ERAGB NOHMAL AGB y/////////A UroSRAGB The Hackensack Schooi^s. 149 CHART No. 2 PROPORTION OF PUPILS IN HACKENSACK ELEMENTARY SCHOOL GRADES MAKING SLOW, RAPID AND NORMAL PROGRESS— JUNE, 1921 20 40 60 BO lOOi Legend; SLOW EROGRESES wnm 5I0RMAL PROGRESS RAPID HIOGRESS Part of the report required of elementary teachers involves the reasons for non-promotions. Hackensack teachers have re- ported that the larg-est percentag-e of non-promotions is due to mental incapacity. The next largest percentage is due to in- difference, and the third largest percentage is due to irregular attendance. The percentages of non-promotions due to the vari- ous causes in January, 1921, are shov^n in Chart 3. It hardly seems just to fail to promote children because of mental in- 150 The Hackensack S^chools. capacity, and yet, approximately 40 per cent of the non-pro- motions in January 192 1 were listed by teachers as due to this cause; The program of the administration has in the past in- cluded 'the adjustment of the curriculum to meet the needs of children unable to satisfy the normal requirements. Apparently, even further adjustment in this direction is needed. To make suc4i-an adjustment most rapidly, it is necessary to apply measures • of intelligence, in order to determine the native abilities of children. Such measurements were being made by the administration during the period of the survey. Without doubt, a continuation of the program of measurement of in- telligence will bring about a better adjustment for those children who are at present failing because of their mental incapacity. It also seems unfortunate that such a large percentage of children fail because of irregular attendance. Such ought not to be the case in a residential community like Hackensack. This problem can be solved only by maintaining a permanent continuing school census bureau, which studies most carefully the attendance of every child, which assures that children come to school during the early school ages and attend most regularly and do not leave until the law permits, or until they have completed their school program. " The second reason given for non-promotions is indifference of the child. This presents a difficulty which must be solved by the co-operation of the teacher with the home. Indifference of the child towards school work may mean failure of the school to provide the kind of program which meets the child's needs. It may also mean failure on the part of the parents to develop the home discipline in such a way as to supplement the work of the school. Without doubt, stress laid on the solution of the three problems presented by the teachers will help to a large degree in bringing about a situation which will be most satis- factory for the large majority of children in the Hackensack schools. The Hackensack Schools. 151 CHART No. ,3 NONPROMOTIONS IN HACKENSACK ELEMENTARY SCHOOLS DUE TO VARIOUS CAUSES— JANUARY, 1921 Percentage* C I ) 10 80 30 40 :1 1 II 1 1 1 1 i ;;( Mental Incapacity 1 Indifference frregular attendance Iramaturxty pereonal illness Diysioal })efdOts / DOUBLE PROMOTIONS AND NON-PROMOTIONS In Table XIV are presented the promotions, double promo- tions and non-promotions for the years 19 17-21. The percentage of non-promotions is increased for June, 1920, over the percentage in June, 1917. The percentage of double promotions has, how-, ever, remained about constant. It would seem that wherever one has a large group of children, as is found in Hackensack, that the distribution should approximate a normal curve of frequency. In other words, it appears that the program for the promotion of children may be so advanced as to provide as many double promotions as there are non-promotions. This may not always be advisable, because of the physical and social immaturity of children. It would seem, however, advisable ta secure a better relationship between double promotions and non- promotions than is found in Table XIV. This program suggests that large groups of children must -be housed together in order to provide the greatest flexibility in promotion. Hackensack should not add small school buildings to its school plant, but should endeavor to provide school buildings which will house twenty-four to thirty-two classes, so that a maximum of promo- tion becomes possible. 152 The Hackensack Schools. m ^ S ;z; < ^ O o o HH w nri ■< 1-4 pq 0\ > tn t— 1 i<5 r^ X O 1— I 0\ H w O a S < y Oi )Zi H o !zi u w ^ en < 1 o ^ i s ^^ Ov rN VO vo ■>»• o 1 Ovi- in-* o N H ll w ^ O « ■*oo r^vo N H. 00 n N N (H •* tN O 00 Ov t^ OvOv Ov P) 11 M Ov a < 2: N ^ O M invo VO « i-c n •tN VO N O W D ■< P O tN M\0 tx n r^vo N (^ 00 t-» rx in m o t^vo CO Ov Ov Ov P4 o\oo aoo 00 o\ OvOO a.00 t^OO 00 o Ov O Tf Ov •* 00 00 00 IN Ov N " f< •— < M Ov O 00 « o 2 C>. w N Tfin o M c^ •* M o H M M P4 t^ o in ■* ■*vo m m « ■ •-■ Ov c Ov CO t-i 1-1 Ph 00 00 00 CT 00 O' Oi cy 00 CT 0\ o- Ov o Ov O t^ CO I-, o !V ,„H OvOO tN M-vo o (V) VO c «nT^ o ^ N O tv M 00 t-t H. 0) Pm 1/1 Tj- 0\0 tn N NOO t^ t^ 0* a Ov -^ M u- M VO m O tN N O M Pi < Z hH M Ci< xn^ 00 Tf ■*« tXlO . M m rj Tt H N Ov •*■* It •< p CO Ov 1^ "■ 00 u- VO !■ O VO N !M " -^ M tv) U- N M CO CO r^ CO CO o CO CO CO D P OVOO « w COO J txoo 00 00 0< Ov Ov OOOC Ov C Pm N «< m< S (U -< O J il V 14-1 t n rt o O d X •z o "a w Q ■< o o ( "3 £ o 3 r ^ o M< P5< P5< «< B5< m< P?< m< H l- H ^ 1 T »• ■1 VC b ^ a The Hackensack SchOoes. 153 withdrawals from school The relation of the number of withdrawals to the total enroll- ment is always an interesting factor in the diagnosis of the con- dition of a school system. If the ratio is great, it indicates either a fluctuating population or a failure of the school system to function properly. If the cause of withdrawals is traced to conditions within the school system itself a study of the sub- ject by grades and age groups is the next step in locating the trouble. Though the number of withdrawals may be compara- tively small a proper study of the causes and their location is fruitful of suggestions as to points at which improvements may be made and as to the character of the changes required to keep the system up to the highest point of efficiency. In the office records withdrawals in Hackensack are classified as to cause, but they are not located by either age or grade. The number is not unusually high in either the elementary or high school. About five or six per cent of the enrollment move away each year; one and a half per cent quit school to work; private schools receive one per cent; indifference claims about the same number; while one and a half per cent of the with- drawals have no assigned cause. Total withdrawals amounted to from 12 to 15 per cent of the total enrollment for the years 1918, 1919 and 1920. A rather significant number of withdrawals from the high school are charged to indifference, or have no cause assigned. This num- ber included 59 pupils during the year 1920; 69 pupils in 19 19; and 93 pupils in 1918. No doubt a part of this difficulty lies in the very over-crowded condition of the high school. Another reason for these figures is, no doubt, the failure of complete adjustment of the school curriculum to the needs of all boys and girls. Apparently much effort should be expended in endeavor- ing to reduce the number of withdrawals from high school by paying individual attention to every withdrawal above what is being done at present. In 1920, 8.5 per cent of the total enrollment withdrew for causes such as removal from town, death, transfer to private 154 The Hackensack Schools, schools, and the like, over which the school authorities have little or no control. Investigations have shown that students give "financial reasons" as a reason for withdrawal more frequently than conditions justify-. This reason is frequently used as a cloak for other reasons such as dislike of teacher, dislike of school subjects, or even the desire to be earning money. In 1920, of the 649 children who withdrew from the schools 126 withdrew because of illness. In all cases such withdrawals were not permanent, but were re-entered after a prolonged period. The record does not show what percentage of these children became permanent withdrawals. The functioning of the medical department in the reduction of absence, as well as the reduc- tion of withdrawal cases would be the basis for fruitful study. There is no evidence in the figures which are available to show whether the medical department has played an important role in the solution of the attendance problems. Table No. XV WITHDRAWALS FROM THE HACKENSACK SCHOOLS, I918-I92O Classified as to Cause '1918 1919 1920 Causes "o .a m •a Si m Si P4 E <-> W "o x: bo S Si Cm Moved out of town, . . Financial necessity, . . . 233 '1 I ■67 12 36 48 13 20 18 6 14 2 22 75 S.8 1-7 .6 .2 1.9 ■3 1-3 2.9 198 49 7 2 66 4 29 48 16 22 35 20 2 13 34 4.6 1-5 •9 .0 1.8 . I •9 1.8 253 40 15 99 9 35 52 18 25 39 27 I 16 20 5.6 1-3 I.I Discouragement .0 2.6 Death .2 Transferred to private I.O Other and unknown i-S Totals, 4S8 170 14.7 403 8.8 142 3-1 II. 6 503 146 13-3 Percentage of total en- 10.8 4.0 10. S 3-0 Thej Hackensack Schools. 155 /I^He: HIGH SCttOOI. SITUATION That students of high school age in Hackensack are anxious to avail themselves of high grade high school facilities has been quite evident from the very remarkable increase in high school attendance since the erection of the new school plant. In fact, the high school record for doing good work has become so firmly established in the territory surrounding Hackensack that the number of non-resident students has also increased by leaps and bounds. Because of this increase in non-resident students, the high school enrollment has reached the point where even the new school plant is seriously overcrowded. Without doubt, Hackensack profits by drawing the large number of non- resident students into its school. It cannot, however, afford to sacrifice the education of the local children to the advantage of non-residents. The Board of Education has very rightfully placed the cost of tuition for non-residents at the point where all current expenses are met by each individual student. The program of Hackensack must include, however, the re- duction of the number of non-resident high school students until the present high school plant is increased in size. It may be most desirable, when the reduction becomes necessary, to exclude non-residents from the first year of the high school. This auto- matically will raise the level of the non-resident students who are admitted to the school. THEJ RATIO OE HIGH SCHOOIv ENROI^I^MENT TO TOTAE POPULATION Hackensack compares favorably with the total situation in the United States on the ratio of the high school enrollment to total population. When actual enrollment is considered, the ratio is 5.28 per cent. This, however, includes the non-resident students, the elimination of whom from consideration, makes the ratio 2.97 per cent based on the figures of the school year 1919-1920. In Table XVI will be found the ratio of high school enroll- ment to estimated population — 15 to 18 years of age — and to total school enrollment.- The 2.97 per cent figure for Hacken- 156 The Hackensack Schools. sack compares favorably with the maximum ratio in Table XVI. The ratio of high school population residing- in Hackensack to the total school enrollment for the year 1919-1920 is 15.5 per cent. The ratio which the entire high school enrollment bears to the total school enrollment for this same period is 27.6 per cent. The comparison with the facts of Table XVI shows Hackensack in a very favorable light. Tabi,e XVI RATIO OF HIGH SCHOOI, UNROI^LMENT TO POPULATION,* ETC. Median Maximum Minimum 1.87% 3 -06% .71% Total Population 28.3 % 65.6 % 9-7 % Est. Pop., 15-18 yrs of age 13.6 % 20.0 % 6.4 % Total School Enrollment ♦High School Enrollments in Large Cities — by Lee Byrne, American School Board Journal, March, 1921. RAPID INCREASE^ IN HIGH SCHOOL MEMBERSHIP Table XVII shows the rapid increase in high school mem- bership from 191 6 to the present school year. During that period the number of students has increased 95.5 per cent. The table also shows the growth of the student body in each course of study for the same period. The college preparatory course has drawn approximately 36 per cent of the student body through this entire period. The technical and normal courses have drawn a percentage varying from 17 to 31. The general course has drawn a percentage which also varies very greatly, namely, from 3 to 20. The commercial course has kept 'a rather consistent per- centage of the total school population during the period shown in Table XVII. This rather even distribution of percentages over the six-year period indicates that there is no outstanding course which attracts boys and girls, but that the tendency on the part of the faculty is to spread the student body throughout the offerings of the high school. Probably this tendency is due to the fact that the faculty is making a decided effort to adjust the students to the courses which best fit their needs. The total enrollment is rather evenly divided between boys and girls show- ing that the high school appeals equally as well to both sexes. Tun Hackensack Schools. 157 The increase in percentages of the tot^l enrollment who are now included in the 2d, 3d and 4th years of the high school shows that consistent effort is being made to keep children for a longer period in school. Twenty-two per cent of the total high school enrollment were members of the 4th year class during the past year. This is a very high and very satisfactory percentage when it is borne in mind that there are four classes making up the total enrollment. During the period 191 5-192 1 the average percentage that different classes were of the total enrollment was as follows : Freshman class, 43 per cent Sophomores, 28 per cent Juniors, 15 per cent Seniors, 14 per cent The tendency for the change that appears in this last year shows that the faculty has borne in mind the need for preventing too early withdrawals from the high school group. 158 The Hackensack Schooi.s. ^ w -rf-O O M CO o «^ r^ ■* o o\co fO PI 00 t^ N^ n ir>\o fO o ^o O 0\M ■* »ooo o\ o CO t^ M M CO CO « " so o c ^ CO 'O !^ P) CO CO N vo o toio p) 0\ Oi O^ •*!■ ' CO lO cooo ^ coco " M ■d '^^ ^ ^t> ^2; O 11 o3 H FQ lO CO M CO CO O Tf CO O t^-* CO N t^ m "1 M (^ 00 tN o »noo o vo M I. 04iN-«^cotn vo-^coMvo vi I- u. Vj nj „ ra n) n) V u-'-3 I -..vT'rt ,-..Ih"'3 .-..vT'rt wji^ucat; o\bhh!">'S ohhb"''S rtnJciJuO ^racJcfloO (virtaJcSoO S-^^^-H C^^^">.H O^Ji"^>.H o\ m-dT3'j3 N Ji M rt 4) (S W PI CO Tf 3 53 Thk: Hackensack Schools. 159 PERCENTAGE OE THOSE ENTERING RETAINED TO GRADUATE -'•1 Studies by Thorndike (1907), Ayres (1909) and Strayer (1911) show a retention to graduation respectively of 29.6 per cent, 25 per cent and 32.5 per cent. Measured by these standards, Hackensack has been doing very well. The percentage retained to graduate from 1918-1921 has increased from 29 per cent to 40 per cent, as shown in Table XVIII, Table XVIII ENROLLMENT BY CLASSES AND PERCENTAGE RETAINED EOR GRADUATION 2 3 4 Total No. gradu- Percentage in Each Grade Per Cent 1 Retained to ated I 2 3 4 Graduation 1915-1916 P17 144 67 105 533 82 40 27 13 20 1916-1917 244 142 88 81 SS5 54 44 26 16 14 1917-1918 341 204 90 «3 717 71 48 28 13 1 1 1918-1919 3S8 267 132 106 863 63 42 31 IS 12 29% 1919-1920 350 289 191 104 934 88 38 31 20 II 36% 1920-1921 420 242 149 231 1024 136 41 23 14 22 40% When children are eliminated from the high school, the largest percentage drops out of the commercial and clerical courses, as shown in Table XIX. Without doubt, this is due to the fact that children find greater possibilities of stepping directly frorti these distinctly vocational courses into positions in the business field. The three courses which give the largest percentage of elimination are the general, commercial and the industrial. The children who are not equipped or do not desire to take the col- lege preparatory courses naturally tend to take work in either one of these three courses. Those who' drop out are very fre- quently those for whom the provisions in these courses have little attraction. It may be that some are discouraged, some are not attracted by the type of work that is being done and still others are indifferent to the school offerings. It should be possible for all of these types to find the kind of courses and the kind of teaching in high school which will attract them. In other words, it is wise for the Board of Education and the school i6o The Hackensack Schools. authorities to consider the changes which are needed in order to adapt the high school for all normal and industrious adolescent children whatever their abilities or their particular needs are. To be sure, there is every evidence that part of this program of analysis of children's needs and the adaptation of the course of study to children's needs is constantly going on. The splendid work which is being done in the high school can, however, be improved by discovering the points of elimination of children from high school, ascertaining the real reasons why they leave and building a program which will keep all children through the four years of the high school. When Hackensack high school elimination is compared with the elimination in other parts of the country, it is clear that Hackensack's record is a very favor- able one, as shown in Table XX. Table XIX EUMINATION BY COURSES, CLASSES, AND SEX, I92O-I92I U 'ts'rt .Ha General 'SI u is 3 a '0 u 0. cn B G B G B G B G B G B G 4 6 2 8 3 3 9 2 I 4 I 2 I 4 2 2 12 24 3 I 7 I I 76 27 S'ophomore, I 2 I 1 13 2 i Total 12 14 12 4 4 8 21 30 4 7 2 118 Per cent of total en- 6.0 8 6.9 9.09 1 19.8 78.8 S-o II. 5 The Hackknsack Schooi.s. i6i TABI.E XX ELIMINATION FROM HIGH SCHOOLS ON BASIS OF EVERY ICO ENROLLED IN FIRST YEAR istyear 2d year sd year 4th year North Atlantic, ICO 66 47 39 North Central, 100 69 51 43 South Atlantic, 100 65 44 28 South Central, 100 64 43 28 Western, 100 62 45 . 37 United States, 100 66 48 38 Hackensack,* loo 78 56 40 Pennsylvania 100 63 48 33 New Jersey, 100 57 45 39 New York, 100 62 37 30 Connecticut, ico 68 49 45 Rhode Island, 100 62 42 36 Massachusetts, 100 67 51 47 Vermont, 100 71 49 47 New Hampshire 100 72 57 51 Maine, 100 72 58 50 * Seniors of 1920-21 school year. In Table XXI will be found the number of graduates dis- tributed by courses. This number corresponds proportionately very closely to the total enrollment by courses for the period 191 5 to IQ20. This is indication that total failures do not fall more frequently in one course than in another, unless it can be proven that elimination from school is in large part due to failures. The number of graduates has increased from 54 in 1916-1917 to 136 in 1 920- 1 92 1. It is not surprising tO' find that the per- centage of graduates in the normal preparatory course has dropped as this has occurred with frequency throughout the United States. Hackensack is to be commended on the increase in numbers graduating for college entrance. II H s 1 62 The Hackknsack Sichcmdi^s. Table XXI NUMBER OF GRADUATES BY COURSES 191S-19 16 19 16-19 17 19 17-1918 19 [8-19 19 1919-1920 B. G. T. B. G. T. B. G. T. B. G. T. B. G. T. College Prep., 12 12 24 9 9 18 I II 18 29 10 19 29 14 20 34 Technical " 6 6 6 6 4 4 IS IS 10 10 Normal " 16 16 7 7 9 9 3 3 10 10 Commercial, . . 8 3 II I I 2 5 7 12 1 2 3 7 5 12 Clerical, 9 9 6 3 9 6 1 6 12 2 2 3 3 General, S II 16 S 7 12 3 2 5 3 8 II 7 12 19 Totals 31 SI 82 27 27 54 29 42 71 29 34 63 38 SO 88 incri;ase; in non-re^side^nt stude;nts The consistent increase in non-resident students is another measure of the value of the work that is being done by the Hackensack high school. The percentage of non-residents has remained constant with the growth in the high school popula- tion during the past three years. In all, 47 per cent of the high school students pay tuition to the Board of Education, Hacken- sack should feel highly complimented in having the work of the high school so widely recognized as to draw such a large num- ber of outside high school children into its ranks. Table XXII NON-RESIDENT STUDENT EACTS Boaiids of Edu- % of Year Parents Pay cation Pay Total Enrollment Total 1918-1919, 50 356 406 863 47 1919-1920, 26 382 408 934 43-0 1920-1921, 24 459 483 1024 47-1 INDIVIDUAIv DIFFERENCES IN HIGH SCHOOL STUDENTS As has been pointed out with respect to elementary school children, the problem of proper classification is one of the most serious problems confronting any school staff. The problem is just as serious for high school students. There should be % The Hackensack Schools. 163 made provisions in every high school for the native individual differences in pupils and for their differences in life interests and their differences in their ability to progress. The program pro- vided in the high school should recognize the need for allowing certain children to progress with less rapidity than other children simply because it lies within their nature to do work more slowly. Provision should also be made for allowing other chil- dren who can progress rapidly to move on at their high rate of speed at all times. Criticism is frequently leveled at high schools because these differences in abilities, in aptitudes and in children's desires are not fully recognized by parents. The school system which endeavors to meet the problems that are suggested in these individual differences finds that the task is one that can only be completely solved after further years of research and study. Every step in the direction of meeting the individual needs of children means additional costs. Thus the school administrator is confronted with the need for solving a most serious problem and yet with the need for keeping costs at a reasonable figure. That the school teachers in Hackensack have thoroughly recognized this problem is evident from the work which they are doing and from the verbal and written reports which they have made to the Survey Commission. That the problem still needs further consideration is seen from a study of failures by subjects. In Table XXIII will be found the failures by subjects for the first semester of the school year 1 920-1 921. This reveals a relatively high mortality in the modern languages and in mathe- matics. It should be borne in mind that all mathematics is grouped in this table. These failures have been reduced to per- centages of the total enrollment although the enrollment figures were affected by elimination in such classes as commercial classes. These percentages of failure should be studied very carefully by subject teachers. Every effort should be made to reduce those that are above 6 to 8 per cent by adjusting the classroom work to the abilities of children, by eliminating children at the begin- ning through proper tests and placing them in courses which suit their needs and by arousing children to the point where they will endeavor to reduce for themselves the percentage of fail- 164 The Hackknsack Schools. ures in their respective classes. It should not be implied that the percentage of failures in Hackensack in these subjects is higher than elsewhere. This is not the case. In fact, Hackensack's percentage of promotions compares very favorably with those of other cities. Table XXIII faii^ures by subjects Mathematics History, Physics, Chemistry, Biology, Elementary Science, , Total Science Physical Training, . . , Civics, Music, Economics, Printing Industrial Arts, Office Practice, Domestic Science, . . Hygiene, Commercial Law, . . . Mechanical Drawing, Fine Arts, Enghsh Latin French Spanish, Bookkeeping, Pen. & Spelling, .... Typewriting, Stenography, 1919-1920 1920-192 I First Second Semester Semester First Semester Number Enrolled 82 26 16 5 6 9 36 60 25 70 33 4 4 9 4 21 64 20 3 I I I 4 83 38 33 8 17 23 12 18 20 I I 2 84 32 34 15 8 15 14 ID 93 39 8 5 15 8 36 37 7 80 2 I 8 3 I 2 4 I 57 37 38 30 14 10 19 15 663 317 8S 94 199 128 lOI SI 104 no 27 31 207 65 759 235 186 216 123 102 262 198 Per Cent 14 12 ID 6 13 4 •5 o 7-5 16 20.5 14 12 10 7 In Table XXIV will be found the total number of children who have been promoted in all subjects at the end of each term and also the total number of children failing in one, two, three, four or five subjects. These facts have also been transmuted into percentages of those on roll at the end of the term who were promoted in all subjects or who failed in one, two, three or more subjects. As the school has grown in numbers, the percentage who have been promoted in all subjects has remained constant, The Hackensack Schooes. T65 namely at 68 per cent. There is nO' great variation in the per- centage who have failed in one, two, or more subjects. It is quite clear that there are students who are failing in three, four or five subjects who are misplaced in their high school courses. Concentrated effort on the reduction of this number and in their placement where they can do the class-room work in the sub- jects which they are being taught will assist in raising the standard of the school. Tablb XXIV NUMBER AND PERCENTAGE OP HIGH SCHOOL STUDENTS ON ROLL AT END OE TERM WHO FAILED IN I, 2, 3, 4, OR 5 SUBJECTS AT THE END OE EACH SEMESTER Number On roll at end of term, Promoted in all subjects, Failing in i subject, Failing in 2 subjects, Failing in 3 subjects, Failing in 4 subjects Failing in s subjects, Marks deferred because of illness, Left school near end of term, but marks inclu^ded, ' Work incomplete or unaccounted for, . . . 599 161 72 33 9 4 12 166 59 762 489 133 77 30 13 3 719 433 133 84 38 683 474 98 58 28 539 339 102 57 22 14 446 318 74 30 449 317 70 38 15 5 3 436 294 80 37 15 Percentage Promoted in all subjects, Failing in i subject, ... Failing in 2 subjects, . . Failing in 3 subjects, . . Failing in 4 subjects, . . All others Total percentage, o\ o\ V c c 3 C3 1—, »-> 68 64 64 :8 22 18 8 8 10 4 3 4 I I 2 I 2 2 100 100 100 60 100 100 67 19 9 3 i66- The Hackensack Schools. the; number oe periods per week per student A study of the amount of school time spent by the students in actual recitation and laboratory work shows that on the average 78 per cent is so used. Approximately 5^ periods of each day's 7 periods are so occupied. It is conceivable that a slight reduc- tion in the number of periods spent in recitation and laboratory work might affect the amount of failure and the elimination from school, thus contributing even to a greater degree to the satisfactory program which is being carried out. THE TEACHING EOAD In an attempt to improve any high school situation, it is necessary to understand what the teaching load is. Expressed in terms of the total school day, the average teaching load is 70 per cent of the total time. This means that the average teacher has slightly less than five periods daily devoted to actual class-room instruction. The classes, however, in some cases are very large. There is considerable difference in the size of the pupil hour load among the teaching staff and between de- partments. The standard pupil hour load which has been set by such organizations as the "North Central Association of Colleges and Secondary Schools" should not exceed 800 with an average of about 750 for the school. It is clear that this standard has been borne in mind in the allotment of pupils. Rigid adherence to^ si:ich a standard will assist the teachers tremendously in carrying forward the program for reduction of failures and the adaptation of curricula to individual needs. Elsewhere in this study the training and experience of the high school teachers have been discussed. It should be borne in mind that the high school teaching staff is a well-trained and highly experienced staff and that these teachers are fully competent to proceed with increasing success in "the development of the pro- gram which they are now carrying on. EXTRA-CURRICULAR ACTlVrTlES The high school authorities have encouraged the development of the extra-curricular program for students. The assemblies, the The Hackensack Schooi^s. 167 publications, the organizations and the special classrooms are being utilized in a very satisfactory manner for the development of the social life of the student body. From the replies given by teachers to a questionnaire, it is clear that very extensive efforts were being expended in promoting the welfare of the student body through these extra activities which are now con- sidered to be one of the most important features of high school life. The continuation of this program, with definite assign- ments for all teachers in some field of work which is closely allied with their subject matter field, is recommended. PERCENTAGE OE GRADUATES WHO ATTEND COIvEEGE Hackensack again excels in the percentage of graduates who attend college or some other higher educational institution. Over 50 per cent of the class graduated in 19 19 and 48 per cent of the class of 1920 are recorded as having continued their edu- cational program beyond the high school. Not only has Hack- ensack sent a large percentage into college, but from letters written by the authorities of those schools and colleges to which Hackensack graduates have gone, it is clear that Hackensack graduates are able to do work in higher institutions of an ex:- ceedingly satisfactory nature. Letters from such institutions as Pratt Institute, Smith College, Sargent School for Physical Education, United States Military Academy, Pine Manor, Massachusetts Institute of Technology, Dana Hall, New York University, Stevens Institute of Technology, Syracuse, Penn- sylvania State College, Connecticut College, Simmons College, Cornell University, New Jersey College for Women, Lafayette, Brooklyn Polytechnic Institute, Montclair State Normal School, Mt. Holyoke, Vassar, Brown University, Wilson College, Gen- eral Electric Co. and the New Haven Normal School of Gymnastics, bear out this conclusion. Some of this positive favorable comment concerning the preparatory work done in Hackensack is found in the following extracts : Pratt Institute, "thoroughly satisfactory order" — Cornell, "no hesilancy" — "School is a good one in which to prepare for college" — Sim- mons, "entirely satisfactory" — ^Vassar, "entirely creditable" — Brown, "no question regarding satisfactory preparation." The Teaching Staff The Quality of Instruction The Course of Study (169) I CONTENTS Pagi;. The Size of Staff, 171 The Payment of Teachers, 172 Experience of TeacherSj 181 Salaries Paid Teachers in Hackensack and in Other Cities, 186 The Age of Teachers in Hackensack, 187 The Professional Status of the Teaching Staff and the Quality of Instruction, 189 The Sources of Teacher Supply, 189 The Quality of Instruction, 200 Outline for Judging Quality of Instruction, 201 Personality of Teachers, 202 The Kinds of Teaching, 203 Teaching Methods and Teaching Control Observed in Visiting the Hackensack Schools, : 204 The Course of Study, 204 The Measurement of the Success of the Course of Study Program, .. 206 Supervision, 207 The Educational Program, '207 The Educational Program, 207 Industrial Arts Department, 209 Recommends; tions, 211 TABLES. Table. Page. I. Number of Teachers Employed in the Hackensack Public Schools, 171 II. Distribution of Salaries and Years of Training Beyond Grade Eight of Hackensack Elementary School Teachers, 174 III. Distribution of Salaries and Years of Experience of Hackensack Elementary School Teachers, 176 IV. Distribution of Salaries and Years of Training Above Grade 8 of Women High School Teachers, 176 V. Distribution of Salaries and Experience of Women High School Teachers, 178 VI. Distribution of Salaries and Years of Training Above Grade 8 of Hackensack Men Teachers, 178 VII. Distribution of Salaries and Total Years of Experience of Hackensack Men Teachers, 179 VIII. Comparison of Salaries of Training Beyond the Eighth Grade of Hackensack and Groups of Cities in the United States, . . 179 IX. Comparison of the Teaching Experience of Teachers in Hacken- sack and in Cities of the United States, 181 X. Distribution of Experience of Women Elementary School Teachers in Hackensack and Other School Systems, 183 (170a) : Table. page. XL Comparison of Salaries of Hackensack Teachers (1919-1920) and (1920-1921) with Salaries in other Jersey Cities (1919-1920) and New York City ( 1919-1920) , 187 XII. Distribution of Teachers in Hackensack by Age Groups and Departments, 188 XIII. The Institutions of Teacher Training which are Represented by Two Members or More of the Present Teaching Staff — June, 1921, 190 XIV. Degrees and Diplomas Held by the Teaching Staff of Hackensack, 190 XV. Size of Classes, 197 XVI. Data Covering the Cost of Living of Teachers in Hackensack, 1921, 199 CHARTS. Chart. Page. 1. Distribution of Years of Training Above Grade Eight of Hacken- sack School Teachers — June, 1921, 175 2. Distribution of Salaries of Hackensack Women High School Teachers — June, 1921, 177 3. Distribution of Salaries of Hackensack Men Teachers — June, 1921, 180 4. Distribution of Salaries of Hackensack Elementary School Teachers, 180 5. Distribution of Years of Experience of Hackensack Elementary School Teachers — June, 1921, 182 6. Distribution of Years of Experience of Hackensack Women High School Teachers — June, 1921, 184 7. Distribution of Years of Experience of Hackensack Men Teach- ers — June, 1921, 185 8. Hackensack Median Size Classes Compared with Median Size Classes of 429 Other Cities — June, 192 1, 198 9. Outline of Educational Program of Hackensack Public Schools, . . . 209 (170b) The Teaching Staff of Hackensack THE SIZE OF STAEE In the Hackensack public schools are employed 159 women and 30 men. In addition to this group, lO' women and 4 micn are employed in the summer schools. The positions which all of these members of the staff occupy are indicated in Table I. Table I. NUMBER OF TEACHERS EMPI^OYED IN THE HACKENSACK PUBLIC SCHOOLS Men Women Supervising Principal, I Non-Teaching Principals, ; 2 4 Special Supervisors, i 2 Total — Supervisors, 4 6 Teachers — Day Schools Kindergarten, 10 Grades i to 4 inclusive, 47 Grades 5 to 8 inclusive, 21 Junior High School Grades, 7 to 8 inclusive, 4 15 High School, 9 to 12 inclusive, il 29 Short Term, i Substitute, I Teacher Clerks, 4 Sub-normal Classes, 5 Special (not included above), I Total — Day School Teachers, 15 134 Manual Training, Day, 6 5 Vocational, Evening, i 2 Evening School, 3 5 Evening Schools for Foreign Born, 2 Total — Man. Tr.. Voc. and Eve. 10 14 Continuation Schools — Full Time, 2 Continuation Schools — Part Time, i 3 Total — Continuation Schools, I 5 Grand Totals — All Teachers, jo isg Summer School, 4 10 (171) 172 The Hackensack SchooIvS. One of the measures of the efficiency of a school system is its ability to retain the members of its teaching staff. If large numbers of new teachers are being hired each year into the school system, it results in a constant change in the attitude of the teach- ing staff to their teaching problems, except at the cost of a maxi- mum of supervision and a lack of continuity in the school pro- gram which is quite undesirable. Stability in a school system is just as requisite for success as in any other organization. Con- stant change of those participating in administration or in teach- ing means a lack of familiarity with the local school problems, with the needs of individual pupils, and hence the expenditure of funds without adequate returns. Hackensack, because of its suburban relationship to large metropolitan centers, occupies a .strategic point for capable teachers who are desirous of coming from the hinterland into the school systems of New York City, Newark, Jersey City, Yonkers and the like. Teachers preparing for entrance into these large city school systems, which offer many advantages to teachers which are not found in the smaller communities, look upon Hackensack and other smaller commu- nities in New Jersey as a station on the route to these ultimate goals. Because of the residential character of the Hackensack community, Hackensack becomes a much more desirable com- munity for these teachers than some of the other communities in northern New Jersey. The need, therefore, has developed in Hackensack of creating a salary schedule which will attract teachers into the local school system and which will hold them in this school system over a long period of years. In other words, in order to compete with the larger metropolitan centers, Hackensack has found it necessary to develop a salary schedule which approaches what is being paid in these larger cities, and therefore is in excess of what is being paid in other communities of the size of Hackensack and more remotely located from metro- politan centers. THE PAYMENT OE TEACHERS A number of tables have been made showing the relationship between salaries paid teachers and the years of training which they have secured beyond the 8th Grade, as well as between the The^ Hackensack Schooi^s. 173 years of experience and the salaries paid. The titles of these tables are as follows: Table II. — Distribution of Salaries and Years of Training Beyond Grade 8 of the Hackensack Elementary School Teachers, Table ///.-^Distribution of Salaries and Years of Experience of Hacken- sack Elementary School Teachers. Table IV. — Distribution of Salaries and Years of Training Above Grade 8 of Women High School Teachers. Table V. — Distribution of Salaries and Experience of Women High School Teachers. Table VI. — Distribution of Salaries and Years of Training Above Grade 8 of Hackensack Men Teachers. Table Vn. — Distribution of Salaries and Years of Experience of Hacken- sack's Men Teachers. In the case of Tables II, III and IV involving elementary school teachers, there were sufficient numbers of teachers to secure a coefficient of correlation in each instance. The correla- tion of salary and years of training above the 8th grade is — .046 showing no correlation between salary and years of train- ing. In this respect Hackensack's situation is similar to that ■found by Dr. Evenden in 1919 for the United States.* In other words, the number of years of training above the 8th Grade are yet to be considered as significant elements in the development of a salary schedule. There is a very high positive correlation between teachers' salaries and years of experience in tieaching when the elementary school teachers alone are considered. This correlation in Hack- ensack is +.69. This correlation compares very favorably with that found by Dr. Evenden in the study mentioned above, which included the majority of cities in the United States. In other words, Hackensack in its payment of salaries for elementary school teachers recognizes to a very great degree the value to be derived from experience. This is highly commendable be- cause it causes teachers to look forward to an extended career with increasing returns as teachers rnature in the service. Such a recognition of the needs for creating stability in the teaching profession is highly commendable and will continue to bring good results to the Hackensack school system. *Teachers' Salaries and Schedules — by E. S. Evenden, Teachers College, Columbia University, N. Y. C. 174 The Hackensack Schooes. The median number of years of training beyond the 8th Grade for teachers in each one of the teaching groups in Hackensack is shown in the following tables. The median elementary teacher in Hackensack has had more training than the median ele- mentary teacher in any of the groups shown in Table VI. The men high school teachers of Hackensack offer more train- ing in return for the salary which is paid them than is offered by the majority of teachers in the other cities included in the tabulation, and it will also be seen that the women high school teachers offer as much training as similar teachers in other cities. Apparently every effort is being made to secure for Hackensack the trained teachers that are necessary in order to secure suc- cess in the school work. Table II DISTRIBUTION OP SALARIES ANFI YEARS OE TRAINING BEYOND GRADE 8 0? HACKENSACK ELEMENTARY SCHOOL TEACHERS (June, 1921) Years of I SALARIES Training $1100 $1200 $1300 $1400 $1500 $1600 $1700 $1800 $1900 Total % — O.QO. . . . 2 3 4 7 6 I I 2 7 16 39 12 6 I 2.4 &— 8.Q0 ... 2 5 17 2 I I 4 I 2 I I I 2 2 8 5 7 I I 19.2 6 7 46.9 c 14.5 A 7.3 ^ — •? .00, . . , 1.2 Total, 7 27 16 24 7 I I 83 Per Cent 8.5 32.5 19-3 28.8 8.5 1.2 1.2 Median Salary $1347 Computed Median Years Training Beyond Grade 8, 6.6 Correlation of Salary and Years of Training Above Grade 8, — .046 The Hackensack Schools. 175 CHART No. I DISTRIBUTION OF YEARS OF TRAINING ABOVE GRADE 8 OP HACKENSACK SCHOOL TEACHERS— JUNE, 1921 5 60 Women High School Teachers 5' 50 ' 40 - SO - 20 _ 10 - U .11 5 6 1 9 d 10 11 TeflM pi Xralziltig a'boT* Grade 6 109 fSACEBRS xisusNiAsr B^waxL nicHBEia 50 " 40 - 80 h so 10 I- 50 p 40 - 30 20 io - S 10 3. 4 ff 6 7«axa of Iralnlztg AboT*; Orsda 6 12 H S 176 The; Hackensack Schools. Tabi,e III DISTRIBUTION OF SAI,ARIES AND YEARS OF EXPERIENCE OF HACKENSACK ELEMENTARY SCHOOL, TEACHERS (June, 1921) SAI^ARIES Years of Experience $1100 $1200 $1300 $1400 $1500 $1600 $1700 $1800 $1900 Total % 20 & more,. 5 I 5 5 6 I I 2 3 I 3 I 14 6 12 I 4 4 6 2 6 5 8 8 5 2 16.9 7.2 I q — IQ I 2 II — 14 2 I 14-5 1.2 10, 2 2 I 4.8 8 2 I 4.8 7."? 7, 6, I 2.4 7.2 5 2 5 8 5 I 4 A 6.0 7, 0.6 2, I 4 2 2 9.6 I, 6.1 Less than i, 2.4 Total, 7 27 16 24 7 I I 83 Per Cent, .. 8.5 32.5 19-3 28.8 8.5 1.2 1.2 Median Salary, $1347 Median Years of Experience, 7.9 Coefficient of Correlation, -|--693 Table IV DISTRIBUTION OF SALARIES AND YEARS OF TRAINING ABOVE GRADE 8 OF WOMEN HIGH SCHOOL TEACHERS (June, 1921) Years of SALARIES Training $1400 $1500 $1600 $1700 $1800 1 $1900 $2000 $2100 $2200 Total % II ; I I 4 20 2 7 2 2,8 10 0. 2 7 I 2 I 2 2 3 II. 2 8 2 5 I ■ I 55.7 7 5-7 6 2 I I I I 18.9 c 5-7 Total 4 6 13 4 6 2 I 36 Per Cent, .. II. I 16.7 36.2 II. I 16.7 5.6 2.8 Median Salary _ $1662 Computed Median Years of Training, 8.4 The: Hackknsack Schools. 177 CHART No. 2 DISTRIBUTION OF SALARIES OF HACKENSACK WOMEN HIGH SCHOOL TEACHERS— JUNE, 1921 *0 1 ■■" 35 — • 20 - £5 - 20 - 15 — 10 — 5 - •r 1400 1600 1800 1500 1700 2100 £200 Salaries 178 The Hackknsack Schooi^s. TABI.E V DISTRIBUTION OF SALARIES AND EXPERIENCE OF WOMEN HIGH SCHOOL TEACHERS (June, 192 1 ) Years of SALARIES Experience $1400 $1500 $1600 $1700 $1800 $1900 $2000 ! 1 $2100 $2200 Total % 20 to 25, ... 2 I 2 I I I I I 3 4 5 3 I 5 4 2 3 2 I I I 8.3 II. I 15 to 19, ... I II to 14, . . . I I 13.9 10, 8.3 2.8 8, 2 I I I I I 1*^.0 7, 2 II. I 6 5-6 e. I 8.3 4 I 5-6 3, ••• 2, I ? 8 2.8 I, 2.8 Less than i, ? 8 1 Total, 4 6 13 4 6 2 I 36 Per Cent, II. I 16.7 36.2 II. I 16.7 5.6 2 8 1 1 Computed Median Salary. $1662 Computed Median Years Experience, 8.6 Table VI DISTRIBUTION OF SALARIES AND YEARS OF TRAINING ABOVE GRADE 8 OF HACKEN- SACK MEN TEACHERS* — JUNE, I92I Salaries Years o? Training 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 2400 2500 to 2999 3000 to 3999 e8 > II i I 6 10 5 4-S I 2 I I 2 I I 27-3 8, I 2 2 45 -5 I 1 22.7 Total. I 1 I 2 2 4 2 2 2 2 2 I 22 Per Cent, . . . 4.5 4.5 4-5 9.1 9.1 18.2 9.1 9.1 9.1 9.1 9.1 4.S Median Years Training, 8.6 Median Salary $2100 • Includes administratiTC officers. The Hackensack Schooes. 179 Tabi,E VII DISTRIBUTION OF SALARIES AND TOTAL YEARS OF EXPERIENCE OE HACKENSACK MEN TEACHERS (June, 1921) Salaries Years of Experience 1400 1500 1600 1700 1800 1900 2000 2100 2200 2300 2400 2500 to 2999 3000 to 3999 V ^> 0x1 ni 1- c V U u u I I I I I I 2 I I 2 4-S 4-S 4-S 4-S 9-1 4-S 4-S IS — 19-99, • • • I I I 10, 9 8, I 9.1 7, 6, I I 1 s . I 2 4 3 4-S 9-1 18 2 4 I I 3, I I I 1 "■ 2 13-7 I ................................. Total I 1 I 2 2 4 2 2 2 2 2 I 22 Per Cent, . . . 4-S 4-5 4-5 9-1 9.1 18.2 9.1 9.1 1 1 9.11 9.1 1 9.1 4-5 Median Salary, $2100 Median Years Experience, 6.75 Table VIII COMPARISON OF YEARS OF TRAINING BEYOND THE 8TH GRADE OF HACKENSACK AND GROUPS OF CITIES IN THE UNITED STATES* Median Number of Years of Training Beyond the Sth Grade Hackensack Cities with Population of 8,000 to 30,000 Elementary Teachers, High School Women Teachers, High School Men Teachers, . . . 6.6 8.4 8.6 6.2 8.4 8.4 Cities with Cities with Population Population of 30,000 of 100,000 to or 100,000 more 6.3 8.5 8.4 6.4 8.4 8.4 * Data from "Teachers Salaries and Schedules," by E. S. Evenden, Teachers College, Columbia University, N. Y. C. i8o Thej Hackensack Schools. CHART No. 3 DISTRIBUTION OF SALARIES OF HACKENSACK MEN TEACHERS JUNE, 1921 zo r /5 10 L Salaries • 1^—— Al^^^wJ—^M^fc. II ■■■nil ■ IWI*.»II llfcll. M ■ ) III ■^IIM^wll I1.I I ■■I^MHanilMwJ^^— rf /4A) /60^ ZflD^ 20^ nOO 2fOD2S6d366i 4006 1500 1700 " ZlOO z^3Bp93 f>hs 1700 " 21OD Chart #4 DISTRIPUTION OP SAIJlKiyS OP % HACKENSACK ELEMENTARY SCHOOL TEACHERS 35 r- 30 20 15 10 :t Salaries llOO 1300 1500 1200 1400 1900 The Hackensack Schools. i8i EXPERIENCE OE TEACHERS When Hackensack's teachers are compared on the basis of ex- perience with those of other cities, as in Table IX, the elemen- tary teachers offer less experience than teachers in other cities of the same size. The high school women teachers offer more experience than teachers in similar cities and the high school men teachers offer approximately the same number of years of teaching experience. The difference in the elementary group is only slight and may again be due to the fact that teachers with- draw readily from Hackensack in order to go into the larger school systems in the immediate vicinity. Teachers who have had experience in other school systems and under varied types of supervision are much more desirable for a school system than those who come directly from a normal school without experience elsewhere. Without doubt, the skill, maturity and high attitude toward teaching, gained from actual experience in the classroom, are desirable assets to be secured by any school system. In Table X is shown the relationship between years of experi- ence in Hackensack on the part of 83 elementary teachers and experience elsewhere. It will be seen that 24 of the 83 teach- ers, or less than one-third, have entered the local school system without experience in other school systems. The median teacher of the 83 has offered practically three years experience elsewhere before coming into the Hackensack schools. The median teacher has also had 3.6 years experience in Hackensack. Table IX COMPARISON OF the; TEACHING EXPERIENCE OE TEACHERS IN HACKENSACK AND IN CITIES OF THE UNITED STATES* Median Number of Years of Experience in Teaching Hackensack Cities with Population of 8,000 to 30,000 Cities with Population of 30,000 to 100,000 Cities with Population of 100,000 or more Elementary Teachers, High School Women Teachers, . High School Men Teachers 8.6 6.75 8.19 7.4 6.9 9.16 9-7 10.44 II. 10.8 * Data taken from "Know and Help Your Schools, Salary Inquiry (1920)," by the National Committee for Chamber of Commerce Co-operation with the Public Schools Tribune Building, N. Y. C. 1 82 The Hackknsack Schooi^s. CHART No. 5 DISTRIBUTION OF YEARS OF EXPERIENCE OF HACKENSACK ELEMENTARY SCHOOL TEACHERS— JUNE, 1921 10 PL I -/ ^ V 6 5 Years of t 3 S 7 3 Experience. w II is„ &o IS ZO f The Hackensack Schooi^s. 183 < X w ij i_r n •< M U u ;u33 J3 J • Tt-00 c)eo Tj-Noo N Noo Ncooo •t^Tj-WTl-Ni-i.<(-t^t>,OCOO00 ll M M f) ; " « j 00 M w < W S5 W w § »< X! w m >< v u s 0\ 0\ T T T o\ 0\ o> 1 Tj- »o tx " " ■ « " VO f) t^ .. M M (N t^ 00 " N m \o 00 1 00 " " " " " c i " " " « " \o t% 0\ M N M " •" 4 1 "' W " n t^ 00 1 " M M M t^ 00 0\ T M « M M M fj " t^ rovo lO 0\ r « M ■fl- 00 . 4 I 0) ► "J w 11 E "d a a c a 1 ^C 1 i c NO •c 1 c c ? ^ ^0 ^^ ^ ^ ^ 1 ^ ^0 N a T ^ ^ " ^ o ^ o s \ T > 1 S>kn t>'l Taib S.h7T b<'4 1907-OR M<»-09 1*09-10 mo-ii 1911-12 1912- U 1913-14 1914-15 1915-16 1916-17 19 - DatOiol eDterifig service in tbb i^ool system (mnnth) ., (t^*'') — Nnmber of yean of service Im tfalf school system (hiclnde this year) : As teacher... .... - .■ — ,— years As principal...... As soperrlKor or special teacher...... years As superintendent Total nnmbecof years in this school system, t. < Number of years of fervice befan wmtaing this scttool system.: As teacher years ' As principal... Aa a up e i ? toor or special teacher years As saperiatendent Total nnmber of years ontside this school system Total nnmber of year* experience teacbiog . 13 HS 192 The Hackensack SchooIvS. 1. Give names of professional journals you read regularly. 2. Give titles of a itw of the most interesting books of a professional nature you have studied while teaching. (Report only last two years.) 3. Of what local civic or welfare organizations are you a member? (a) State the nature of the work each undertakes, (b) What active part are you taking in work of each organization? 4. State one or more of the definite school problems on which you are working and tell what is being done. 5. What, if anything, has happened during this year that has made a difference in the way you teach? 6. State, if possible, two or more standards by which you would be satis- fied to have your teaching judged (that is, the main things you would expect a supervisor to look for while visiting your classroom. 7. What are the chief difficulties encountered in your work? 8. What recommendations or suggestions have you concerning these difficulties ? 9- What are you paying per week for room ? , board ? , total? ID. Do you live with a relative? 11. In what occupation other than teaching do you engage to add to yo^ir income? 12. What is the amount derived during the past twelve months from this occupation? 13. How much did you save out of your income during the past twelve months? The replies to Question i show that practically all of the fore- most professional journals treating of the general field of educa- tion, as well as the specialized fields are read by some of the teach- ers in Hackensack. The journals which were read to a largest degree by the elementary teachers were "The Normal Instructor and Primary Plans". "The Journal of the National Education Association" and "Primary Education". Where such narrowly specialized journals as the "Normal Instructor" and "Primary Education" were mentioned by teachers, there was also mention made by the same teachers of such other high grade journals as "Teachers College Record", "Elementary School Journal", "School and Society", "School Review" and the "Educational Review." Only twelve teachers failed to report under Question I . The returns in general indicate that the faculty in Hackensack is endeavoring to keep abreast with modern educational theories and movements by reading the best current educational literature available for this purpose. The Hackensack Schools. 193 Question 2 asked for the titles of the most interesting books of a professional nature read by teachers during the past two years. Over eighty different professional books were reported under this item by the elementary school teachers and approximately 60 such professional books by the high school teachers. The reports in- cluded the most modern books on general method, on the cur- riculum, on psychology, philosophy, and the history of education, as well as those books of a semi-professional nature which give an insight into child life. It was clear that a number of books had been mentioned because extension courses had been recently given in those fields. The complete list reported by the Hackensack teachers would form a most desirable educational library for any school system. There was in many cases apparently a very defi- nite relationship between the specific problems on which teachers are .working or the difficulties encountered in their work and the kind of professional reading done. It was interesting to find teachers who reported "foreign children" as constituting their greatest problem, also reporting having read the "Italian Immi- grant of Our Time" or "The School Master of a Great City" among the professional or semi-professional books recently studied. When teachers report that their chief problem is lack of mentality on the part of members of the group and that they are also reading the "Measure of Intelligence" by Terman, it is clear that intelligent application is being made by teachers of their reading toward the solution of their classroom problems. Hackensack teachers reported in answer to Question 3 that they were participating in the work of approximately 35 civic or wel- fare organizations which are operating in Hackensack. It is quite clear that no teacher can do her best work unless she mingles with the community and learns thoroughly community problems and community ideals. Evidently the majority of the teachers have realized the importance of establishing such relationships with other organizations. The school itself cannot hold its proper place in the development of community life except as it profits from the work that has been done by the purely civic and welfare organizations which have the social and economic development of the community at heart. It is recommended that all Hacken- 194 Thk Hackensack Schools. sack teachers avail themselves of the first opportunities of asso- ciating with these types of enterprises so that the school system and the organizations may mutiiahy profit. The answers to Question 4, which concerned the definite school problems on which teachers are working, were very illuminating. Only fifteen teachers failed to report on this problem, the reason for the omission not being apparent unless it meant that the teachers were not particularly aware of any outstanding prob- lems. Thirty-five teachers reported that they were working on the use of the project method in teaching, showing that a large group of the Hackensack teachers were interested in the experi- ment which is at this time meeting with nation-wide discussion. A group of teachers from one school reported that they were concentrating upon the "socialized recitation", and the classroom work observed by the surveyors in this school indicated that this project was being carried forward with a great degree of success in this building. Other very vital problems were men- tioned frecjuently, such as "the establishment of co-operation be- tween the kindergarten and the first grade", "the effort to develop thought-getting in silent reading", "adapting class work to needs of children with varying abilities" and "getting teachers who have been in the same grade for a long period of years to experiment with new methods and modern ideas." The other professional topics mentioned indicate that the work of supervision in the Hackensack schools has been of an extremely satisfactory nature. Teachers have been stimulated to think of their individual prob- lems and to solve them through analytical study and through the application of modern solutions. Without doubt, much of the credit for this general professional tendency on the part of teach- ers is due to the professional course in teachers' problems taken under the leadership of the supervising principal during this past year. In answer to Question 5, where teachers were asked to list those things which made a difference in the way they taught during the past year, this professional course taken under the leadership of Mr. Stark was frequently cited as instrumental in improving the work of teachers. Twenty-eight teachers The Hackensack Schools. 195 omitted answering Question 5. This failure may be considered as an indication that no change in their teaching, either for better or for worse, took place during the school year. From the angle of supervision, the answers which might appear with greatest frequency are the following : 1. Demonstration lesson by principal, supervisor, or teacher. 2. Discussion of the demonstration lesson. 3. Conference between teachers and supervisors. 4. Reading and discussion of books. 5. Groups of teachers working on a specific problem. 6. Use of standard tests. 7. Visiting other teachers. That these seven very excellent means of supervision are being extensively used to improve the quality of instruction in Hackensack is clear from the response given by teachers. Such answers as demonstration lesson in music, visitation of other schools, professional courses, being in a modern school system, having a group Avith a high I. O., were frequently recorded by teachers. Apparently supervision is well organized in Hacken- sack; it serves a very definite purpose and is recognized as a help by the teachers. The work in this field cannot be too ex- tensively developed and it is recommended that further effort be made by teachers and supervisors to carry out the program of supervision involved in the seven items listed above. By de- veloping the program of supervision, teachers and supervisors will develop more uniform standards according to which class- room work should be judged. The answers to Question 6 indicate a very wide variation in the standards according to which teachers desire to have their classroom work reviewed. The majority of the answers in- dicated a very clear appreciation on the part of teachers of what their teaching problem was. In fact, it is very clear from these responses that teachers were familiar with the standards de- veloped by Professors McMurry, Strayer, Bonser and others and which are recognized today as the acceptable bases for judg- ing classroom work. The difficulties encountered in school work, as listed by the teachers, are chiefly those of poor attendance, insufficient equip- ment, lack of adjustment of newcomers to the Hackensack school 196 The Hackensack Schools. system and the general problem of classification of children on the basis of their intellectual abilities. As has been indicated elsewhere in this report, considerable effort is being expended in Hackensack to produce the most effective results in classifica- tion. A number of special classes have been established for the purpose of taking care of certain special groups. The teachers apparently recognize the value of this specialization and are anxious to have the demonstration proceed further in this field. Without doubt, the most serious problem confronting all school systems today is the proper classification of children and the adjustment of the curriculum to the needs of individuals. It is well that Hackensack teachers recognize this as a serious problem and that they are endeavoring to solve it. The attendance prob- lem should not be a serious one in Hackensack and additional effort should be made to correct any evils connected therewith. Teachers frequently have mentioned "too large a class" as one of their difficulties. It is rather surprising to find this mentioned at all as a difficulty as Hackensack's classes, when compared with other cities, are not as large as those found in the average city. Table XV and Chart No. 8 show that only in the intermediate school are Hackensack classes a trifle larger than the median of 429 other cities and that in the elementary school and in the high school the administration has used every opportunity of reducing the size of classes in Hackensack to the point where the best classroom work can be done. The classroom visitation of a large number of classes in Hackensack bears out the con- clusion that the classroom work that is being done is in general of a very superior order and that the work that is being carried on by the teachers is of a thorough and conscientious type which one might expect from the professional group that has been gathered together in that city. Thk Hackensack Schools. 197 Table XV SIZE OF CLASSES Hackensack Compared with 42g Other Cities* Size of Classes KINDERGARTEN ELEMENTARY JUNIOR HIGH OR INTERMEDIATE SENIOR HIGH Other Cities Hacken- sack Other Cities Hacken- sack Other Cities Hacken- sack Other Cities Hacken- sack 19 pupils or less, . . . 20-24 pupils, 25-29 " 30-34 35-39 40-44 " 45-49 ' 50-54 55-59 ....... 60 or more pupils, . . ■ 320 423 687 703 760 680 404 459 136 420 3 5 4 I I 2,860 3,598 7,807 15,229 20,662 18,495 11,102 2,415 547 480 S 6 21 31 II 1,480 1,472 2,36s 1,718 983 498 228 64 47 223 1 5 8 2 10,763 10,391 10,544 5,354 2,005 1,149 359 225 130 433 112 11 8 7 2 I Total, 4,992 14 83,195 74 9,078 16 41.353 217 37 29 47 24 20.5 28.3 38 32 43 30.8 26.8 33.8 23 28 34 29.0 31-3 33-8 25 19 30 18. 6i 14.4 24. 1' * "Know and Help Your Schools" — Second Report — Issued by the National Committee for Chamber of Commerce Co-operation with the Public Schools, March, 1921. 198 The Hackivnsack vSchools. CHART No. 8 HACKENSACK'S MEDIAN SIZE CLASSES COMPARED WITH MEDIAN SIZE CLASSES OF 429 OTHER CITIES*-JUNE, 1921 pap lis 50 T— 40 30 20 10 L_ 50 40 30 20 10 Kindergarten ^lamantaiy Intermediate Senior High Legend: Haekehsaclc Other Cities — -=p— — Naturally a larger number of teachers refrained from answer- ing the personal questions from 9 to 1 3 than the questions preced- ing. In Table XVI are tabulated the responses given to some of these questions. The majority of teachers pay between $4.00 and $6.00 a week for their room and between $7.00 and $8.00 for their board, thus making a total of between $11.00 and $14.00 a week for board and room. Of the ninety teachers reporting the answers to Question 10, 46 do not live with rela- * Know and Help Your Schools — Report 2 — National Committee for Cham- ber of Commerce Co-operation with Public Schools. ** Calculated on a teacher basis for Hackensack. The Hackensack Schooi.s. 199 tives and 40 do live with relatives. The mere fact that teachers live with relatives means that these relatives pay in one sense part of the cost of living of the teachers. These are facts that must be taken into consideration when salary schedules are being made and salary contracts are being signed. Salaries should be sufficient to enable all teachers to live without being required to undertake outside work. Without question, it is not advan- tageous to the teaching profession to have teachers engaged in outside employment at the same time. Thirteen teachers re- ported as engaged in other activities for pay. In seven of these cases, the work done was another kind of teaching. The average amount earned by these thirteen was less than $150. It is fair to Imply that these teachers could not as effectively serve the community as those who find it possible to give all of their time to their professional work. The average amount saved by teach- ers in Hackensack is low. A salary schedule must provide not only a living wage, but also a saving wage. If the reports of those who answered this cjuestion are indicative of the total situa- tion in Hackensack, it is clear that the salaries paid are not the sole incentive for drawing good teaching material into this school system. Tabw XVI DATA COVERING THE COST OF UVING OE TEACHERS IN HACKENSACK, ig2I Number paying Certain Amts. for Room Number paying Certain Amts. for Board Number paying Sum Indi- cated for Bd. & Rm. Less than $3.00, $3- 4- 5- 6- 7- 8- 8 9- 9 10-10 ii-ii 12-12 13-13 14-14 iS-15 99: 16 and over, 5* 8 15 i& 4 I 22 8 7 7 I I 3 13 9 12 6 4 7 4 * Apparently only partial costs. 200 The Hackensack Schools. the quaeity oe instruction Certain elements of instruction are best measured through the use of standard scales or tests. The results secured by the Survey Commission from the measurement of classroom achievements are sufficient proof of the splendid nature of the instruction in the subjects tested. It may reasonably be inferred from the ex- cellent results secured in subjects chosen without consultation with the teachers that the results in the whole field of subject matter teaching are of an exceedingly satisfactory nature. To supplement the impression secured through the use of the tests and to discover the attitude of the teachers in fields of in- struction that are measurable to less degree in concrete terms, the classrooms of fifty teachers were visited while recitations were in progress. All types of elementary classes were in progress during these visitations. For example, twenty classes were en- gaged as listed below : 1. Debate "Resolved that the Trolley Line should be moved from Main Street." _ 2. Story writing — Hackensack project. 3. Proverbs with oral and written stories as illustrations. 4. Spelling words in sentences. 5. Recognition lesson in Geography from outline work. 6. Courtis Practice Tests in Arithmetic. 7. Making stuffed, cloth dolls. 8. A written and oral recitation on "Why is New Jersey a Good Place to lyive In?" 9. English and Arithmetic for special class of foreign born. 10. Kindergarten— singing — dancing, solo and chorus, band music. 11. Formal Reading. 12. Formal Geography. 13. Formal Spelling. 14. Socialized Spelling. 15. Socialized Arithmetic. 16. Socialized Dramatics. 17. Reading and Dramatization of Fire Scene. 18. Making Sentences. 19. Story writing — "The Lost Girl." 20. Current Events in History. After a class had been visited, the member of the Survey Commission left the room and recorded his impressions on an outline similar to the following" The; Hackensack Schools. 20J OUTUNE F'OR JUDGING QUALITY OF INSTRUC'TlOiN Instructions to visitor : Spend at least tzvo full classroom periods with a teacher before filling out this blank. Make ex-, planatory remarks zuherever possible. I. SCHOOLROOM ATMOSPHERE I. Attitude of teacher: (Indicate your general judgment by writing after each sub-item figures I, 2, 3, or 4. i=:high degree; 4=low degree.) a. Manner : courteous stimulating sympathetic disturbed dignified vigorous enthusiastic talkative b. Voice — effective, 1-2-3-4: low-pitched c. Enunciation : clear pleasant indistinct 2. Personal appearance of teacher: attractive average 3. Command of English: excellent 4. Attitude of children: a. toward the work : interest b. toward the group : courteous c. toward the teacher: friendly fair spontaneous co-operative submissive indifferent patronizing dogmatic sarcastic harsh unattractive poor forced lacking individualistic antagonistic II. PHYSICAI. ENVIRONMENT (Place an X opposite the items to which careful attention is paid, and an O opposite any to denote special neglect.) ventilation neatness of room temperature attractiveness of room lighting useful materials seating care of materials III. HANDICAPS Unusual noise Illness of teacher or children Uncomfortable physical conditions IV. METHOD (Indicate the subject observed.) I. Type of lesson: (Show by check and comment where the emphasis with regard to the following points was put.) drill thought appreciation 202 The Hackensack Schooes. 2. Attention to principles of teaching: (Check the items to which the teacher has evidently given atten- tion and place an O vv^here there has been gross neglect or wrong application.) choice of vital subject matter good organization of material motivation from life of children recognition of relative values provision for initiative provision for individual difiference provision for habit formation 3. Use of text-books: absolute reliance upon as reference books variety with discrimination 4. Preparation: definite plan or procedure broad scope of questions definite questions additional illustrative material 5. Assignment : utilize child's problem suggest material for solution of problems allows for pupils' co-operation by pages or paragraphs by topics in a manner to prevent confusion or misunderstanding V. CONTROL restraint artificial self-imposed reasonable degree of freedom license VI. PROVISION FOR INDIVIDUAL HELP discriminative systematic No'te — Where there are no special directions for checking indicate what you observe by the use of a V. The impressions gained by all of the judges were then consoli- dated and in this united form present a cross-section of what is daily occurring in the classrooms of this city. PERSONALITY OE TEACHERS The teachers were found to a large degree courteous and sympathetic. They were dignified and enthusiastic and only in rare cases were found to be indifferent or sarcastic. The teach- ers are accustomed to visitation, are anxious to have their work The Hackensack Schooi^s. 203 commented upon and in few cases seemed disturbed with the visit. The enunciation of the teacher and the pitch of the voice in addressing children were most satisfactory. The children showed respect and admiration for their teachers. The latter apparently recognized that one's personal attitude toward dress and manners has a corresponding effect upon the child. The large majority of the teachers showed an excellent command of English and in no case was a teacher rated poor in this sub- ject. The children were in marked degree interested in their work, helpful and courteous toward their classmates, and on the most friendly terms with the teachers. Very few unruly or indifferent children were observed. The teacher had, in the large majority of cases, used every effort to make the classroom attractive and children were con- scious af the part they must play in maintaining neatness in the room snd in the class work. Discipline is not formal or rigid, but in the case of practically all of the teachers, a reasonable degree of freedom is permitted in the classroom. There was every indication of growth in the power of self-control and in the respect for the rights of others. Children worked freely, were conscious of the need for self- reliance and yet thoroughly cognizant of the guiding and correct- ing influence of the teacher. THE KINDS OE TEACHING The teaching was far above mechanical and formal levels Stimulation of thinking seemed to be as frequently the aim of the teacher as merely learning through the drill processes. Les- sons for appreciation were met with such frequency that it was evident teachers were aware of the values to be secured. One whole school had been emphasizing socialized recitations. The visitors were frequently surprised at the splendid results that were being obtained. Teachers were not merely teaching subject matter, but were endeavoring to secure many of the other values listed on the score sheet as the following checkings indicate : 204 The Hackensack Schooi^s. TEACHING METHODS AND TEACHING CONTROE OBSERVED IN VISITING THE HACKENSACK SCHOOLS The numbers opposite each item show with what frequency the items were checked by judges visiting fifty recitations. 1. Type oe Lesson 35 drill 34 thought 12 appreciation 2. Attention in Principles oe Teaching 2)^ choice of vital subject matter 32 good organization of material 32 motivation from life of children 17 recognition of relative values 18 provision for initiative 12 provision for individual difference 24 Provision for habit formation 3. Use of Text-books 5 absolute reliance upon 16 as reference books 16 variety 26 with discrimination 4. Preparation 36 definite plan of procedure 12 broad scope of questions 26 definite questions 10 additional illustrative material 5. Assignment 11 utilize child's problem 3 suggests material for solution of problems II allows for pupils' cooperation 2 by pages or paragraphs 8 by topics 14 in a manner to prevent confusion or misunderstanding 6. Control 1 artificial restraint 2 self-imposed restraint 42 reasonable degree of freedom I license 7. Provision eor Individual Help 26 discriminative 8 systematic THE COURSE OE STUDY In Hackensack there are available outlines of the courses of study in various forms. The teachers are put in touch with the splendid state monographs outlining courses of study in special fields and there are also available outlines which have been pre- pared by individual teachers or groups of teachers within the The Hackknsack Schools. 205 staff itself. A splendid program is followed with respect to in- terpretation of the course of study. It should be recognized that for purposes of transfer within the city and transfer to other school systems, a certain fundamental adherence to a uni- form course of study is desirable. In Hackensack this is appar- ently carried to the degree that makes it possible for children to transfer from school to school with a minimum of loss. On the other hand, teachers are evidently left to make their own selections of material and to develop their own school programs beyond the point where such uniformity is desirable and essen- tial. In fact, the "Teachers' Manual" makes it clear that the course of study outlines are furnished merely as guides for the teachers. Each teacher understands that these outlines are not iron-clad directions, but that they are given merely as a basis for her work and that it is her duty to "adapt instruction to the needs of pupils." That such freedom in the development of the course of study and in the selection of materials is utilized to splendid advantage by the teachers is evident in the answers given to one of the questions on the teacher questionnaire. When teachers were asked to indicate the school problems on which they were work- ing, many teachers included a problem involving the course of study. Such answers as the following appear : Work on a course of study for a seventh grade group Course of study in mathematics for an academic group Course of study in English Course of study in 8th Grade civics History for the Intermediate — Academic course Civics for manual arts pupils Course of study for commercial department Course in arithmetic Experiments in spelling Course of study in geography for the manual arts Course of study for academic group Syllabus for high school economics and American history Course of study for clerical students Course in mathematics for commercial group Course in mathematics for industrial arts Organization of social science course Revision of European history courses 2o6 The Hackensack Schools. To make course in science and biology appeal to various types of boys and girls To make courses which prepare for citizenship and also for college entrance Making a course in commercial English Course of study in domestic art Apparently every phase of the course of study is being given constant attention by the teaching staff. There need be no fear in Hackensack but that children will be constantly brought in touch with new materials and methods as such are developed elsewhere and as the teachers in Hackensack find such materials and methods desirable for use in the local school system. In many school systems, scissors and paste play the greatest part in the making of a course of study. Apparently this is not true in Hackensack as one views the course of study outlines. Sane, safe judgment has been brought to bear by the teachers upon their problems and on the basis of such judgment have the con- tributions to the course of study been made. THE MEASUREMENT OE THE SUCCESS OF THE COURSE OE STUDY. PROGRAM The success of a course of study can be measured first in such definite quantitive terms as are made possible through the use of standard tests and scales. A second means of measuring success as boys and girls are passing through school is through an ade- quate program of supervision and through the judgment rendered by the supervisors on the work that is being done. The Hacken- sack faculty have recognized the gain to be secured from the application of standard tests. The following quotation from the supervising principal's report indicates some of the results se- cured and the use made of such results: "A very interesting study of the abilities of the chil- dren of the Union Street School was made by the prin- cipal, Miss Chase. Standard tests of general intelli- gence, and ability in arithmetic, spelling and English composition were used. The results confirmed the con- clusions suggested by all such measurements, that the children of any class vary widely in ability and must The Hackensack Schools. 207 be treated as individuals for the best results. Consid- erable progress was made in devising methods for teach- ing those whose abilities were found to be farthest from normal." The splendid results recorded for the Hackensack children in the tests applied by the Survey Commission indicate that in the tool subjects, Hackensack's course of study is such as to enable Hackensack children to keep in the van of educational progress. The judgments rendered by the Survey Commission on the classroom recitations indicate that the allied values that are to be secured from a course of study which fits children's needs are being obtained to a maximum degree in Hackensack. The culti- vation of proper personal habits, the establishment of ideals of citizenship and the socialization of children so that they may be- come unembarrassed, clear-thinking, active working participants in our social life are some of the splendid results that are being secured. SUPERVISION Perhaps in no other phase of educational leadership does a superintendent show his professional skill to the degree that it becomes evident in the development of the course of study. Splendid types of course of study outlines, the large number of teachers working on a constructive development of the course of study, the present educational organization involving adjust- ment of the course of study to the needs of various types of children and the splendid success being achieved in classroom work in all its phases are, without doubt, due to the professional skill of the supervising principal and his staff of principals and supervisors. Under this guidance, Hackensack's school system will continue to maintain its leadership among the school systems of the country. THE EDUCATIONAL PROGRAM Chart No. 9 shows the opportunities in education that are being provided in the public school system. In the elementary schools, the kindergarten forms the basis for the training beyond. 14 H S 2o8 The Hackensack Schools. The first six grades of the elementary school are followed by the two years of the intermediate school where the possibility of dif- ferentiation in courses of study begins. The program for spe- cial classes is being carried to the point where it meets the needs of all types of special groups. Evidently as new types of special groups are found in large enough numbers, this program will take care of their needs. The continuation school program pro- vides for those who leave early to go to work. A summer scrool program provides for the making up of lost time or for the ad- vancement of those who feel it possible to profit by rapid ad- vancement. The courses that are offered in the high school are of such a nature as to meet the needs of practically all boy, and girls. Hackensack's educational program is one which will meet satisfactorily every present known test. The specialization in classification has resulted in the present splendid arrangement. As the school plant makes it possible and the school funds be- come available, further specialization in the interest of the in- dividual child will no doubt follow. Parents are interested in the development of a school system largely because they are in- terested in the development of one, two, three or more of their own children. Each parent must bear in mind that his child is being recognized as an individual problem in Hackensack and that the object of the supervisory officers has been to make the educational program conform to the needs of the individual child as far as money and school plant permitted. The Hackknsack Schooi^s. 209 CHART No. 9 OUTLTNK OF EDUCATIONAL PPOGRAM OF TTACKFNSACK PUBLIC SCHOOLS GRASS TI GEAOa T GEAD2 IT 8HA0B HIS GSADB II ORADB I INDUSTRIAL, ARTS DE^PARTME^NT It is a commonly accepted principle of all phases of educational handwork that the aims and objectives be largely determined and administered in the light of local interests and demands. Hack- ensack's peculiar industrial and economic situation has a tendency to preclude specialized training in any one industry and it is also true that the large majority of Hackensack students are absorbed by industry in other neighboring cities. Hence it has been the policy of Hackensack's school board and supervising principal to 2IO The Hackensack S'chooIvS. adopt the generalized and differentiated course of industrial arts rather than a program of specialized technical or vocational train- ing. During the past year, this course has been presented by a city supervisor ; two wood and metal working instructors and one printing instructor at the high school ; and one part and one full time instructor for Schools No. i, 2, 3 and 4. During the current year, work in the department has been hampered considerably through loss by death of one instructor and resignation of two others. Under the organization of the last year, the supervisor and full time instructor held classes at Schools No. i, 2, 4 and 5 (annex), being assisted by one of the instructors from the high school for one day and also by the part-time instructor. The high school industrial course consists of wood and metal work and printing, utilizing a large shop for wood and metal and a separate room for printing. Schools No. i, 2 and 4 each have one or two rooms serving for class, storage, and finishing rooms. A 30x50 foot portable has been erected at the rear of School No. 5, equipped with twelve woodworking benches and one metal working bench. This portable serves as a shop for children from School No. 3. Through the efforts of the industrial arts staff, an excellent course of study for Grades 5 to 9, inclusive, has been developed on the bases of the past and present day practices and units of work already tested and proven of value. The chief objectives and aims for the work for Grades 5 and 6 have been stated as fol- lows : "Provisions for the general development of the chil- dren by giving them common experience to meet com- mon needs ; bringing the children in contact with actual life activities, not to train for school, but rather to sup- ply information and knowledge in regard to industry; the establishing of right attitudes toward industry and the industrial worker; to develop an appreciation of how man has converted raw materials into finished products in order to supply his needs. This work has been developed through working with mediums of wood, clay and leather, iron, cement and paper. The aims and objectives of work for the junior ' high school are as follows : The Hackensack Schools. 211 I — The presentation of a variety of typical materials, tools and machines, in order that they may find out the "how" and "why" of industrial processes. 2 — The presentation of freedom and choice and va- riety of industrial sampling's to thoroughly try out, dis- cover and develop any interests and ability for doing and managing industrial work, the giving of sufficient first-hand information and varied experience through a combination of diversified industrial activities and occu- pational studies to make social and economic choices of life more intelligent when the time for selection comes." The work in the high school centering around wood and metal and cement work has been developed along purely optional lines. Some of the projects completed by the students have consisted of household furniture (costumers, taborets, chairs and library tables) ; tools (hammers, rivet sets, punches) ; and cement vases and walks. It is the policy of the industrial arts department to correlate much of the school work with home activities, con- siderable emphasis being placed upon repair work. During the past year the students have constructed jumping standards, pedestals and library racks for the school board. RECOMMENDATIONS The greatest professional growth can come to a school system from,, the active and constant participation on the part of all teach- ers in the analysis of curriculum problems and in the development of the course of study. It is recommended that this active par- ticipation be encouraged on the part of all teachers and that the faculty be even further organized to maintain the course of study revision which is necessary in any growing school system. The teachers must apply the curriculum and it is only as they share in the development thereof that they have the feeling that it is their own work and that they will carry forward the program that is advanced with eagerness and success. The course of study in Hackensack will never be a fixed one. Modifications must be going on constantly, and as the world pro- gresses the curriculum should reflect the changes which take place. This has been the local tendency, but should be made such to a maximum degree and with the co-operation of all the teachers. The Cost of Education in Hackensack (213) CONTENTS. Page. The Cost of Education in Hackensack, 215 Current Expenditures for Schools — Fiscal Year 1919-20, 216 Cost per Pupil in Average Daily Attendance, 218 TABLES. Table. Page. I. Population of Hackensack and Thirty Other Cities Used in Financial Comparisons, 215-216 II. Total and Per Capita Current Expenses for Schools in Thirty-one Cities for the Fiscal Year 1919-20, 217 III. Current Expenses for Schools in Fifteen New Jersey Cities and New York City — Fiscal Year 1919-1920, 218 IV. The Ranks of Thirty-one Cities in the Amounts Expended for Maintenance of Schools per Pupil in Average Daily Attendance — Years 1908-20, 219 V. The Ranks of Thirty-one Cities in the Amounts Expended for Maintenance of Schools per Pupil in Average Daily Attendance — Year 1920, 220 VI. Expenditure for Maintenance of Schools per Pupil in Average Daily Attendance in Cities of Group II. — Year 1919-20, . . 221 VII. Rank of Fifteen Cities of Group II in the Expenditure for Maintenance of Schools per Pupil in Average Daily Attendance — 1908-20, 222 VIII. The Expenditure for School Maintenance per Pupil in Average Daily Attendance in Hackensack Compared with the Median of such Expenditures in Two Groups of Cities, . . 223 IX. The Bonded Indebtedness and Value of School Buildings for Hackensack and the Other Cities of Groups I and II, .... 224 X. Expenditures per Pupil on Two Unit Bases, 225 CHARTS. Chart. Page. I. Comparison of Costs per Pupil per Day on the Basis of Actual and Possible Attendance, 226 (214) The Cost of Education in Hackensack The amount of money which a community spends for the main- tenance of the schools is a good measure of the excellence of the educational facilities provided. However, it is not an infallible guide, for large sums may be spent and mediocre results obtained. Poor management in the expenditure of moneys generously pro- vided by the community may result in the failure of the commu- nity to get adequate returns for its money. A very thorough sur- vey of the actual results being accomplished must go hand in hand with a study of the sums of money spent. This section of the sur- vey reports the results of a study of the revenues and expendi- tures of the Hackensack school district over a period of years and a comparison with like data from other cities. For purposes of comparison, two groups of cities were selected. The first group is a selection of thirty small Eastern cities, com- parable in size with Hackensack. The median population of this group is 15,057, while the population of Hackensack is 17,667. Tabi2S3,857.74 309,419.00 Plainfield, N. J., 4,211 73.47 ""s Rutherford, N. J 164,529.00 940,163.52 Trenton, N. J., 13,761 ""68!32' 9 When the cities of Group II are ranked on the basis of expendi- tures for maintenance per pupil in average daily attendance for the years 1908-20, Hadcensack's rank varies from 2 to 10 in this table. Plainfield ranks from 2 to 6; Englewood from 2 to 14; Newark from 2 to 10; New York City from 3 to 8, while Montclair keeps first place among this group. 222 The Hackcnsack Schooi^. Table VII RANK OF 15 CITIES OF GROUP II IN THE EXPENDITURE FOR MAINTENANCE OF SCHOOI^S PER PUPIL IN AVERAGE DAILY ATTENDANCE — I908-2O City Asbury Park, Bloomfield, . . East Orange, Elizaibeth, Englewood, Hackensack, . Jersey City, . Montclair, Newark, . . . . New York Passaic, . . , Paterson, Plainfield, Rutherford, Trenton. . . City, 1908- 1909 1909- 1910 1910- 1911 1911- 1912 1912- 1913 1913- 1914 1914- 191S 1915- 1916 1917- 1918 1919- 1920 Where blank spaces are left, data are not available. A summarization of the facts covering the costs per pupil in average daily attendance is shown in Table VIII, where Hackensack's cost on the basis of this unit is compared with the median cost in the 31 selective cities of Group I and the 15 cities of Group II. Hackensack has deemed it necessary to pay more than the median cities in each of these two groups. Hacken- sack is to be congratulated upon having made this expenditure, since good results are evident throughout the school system, as reported elsewhere in this study. Th-^ Hackensack SchooivS. 223 Table VIII THE EXPENDITURE EOR SCHOOE MAINTENANCE PER PUPIL IN AVERAGE DAILY ATTEND- ANCE IN HACKENSACK COMPARED WITH THE MEDIAN OF SUCH EXPENDITURES IN TWO GROUPS OE CITIES — 1908 TO I92O GROUP II hackensack's GROUP I Median Cost per Cost per Median Cost per YEAR Pupil in Average Pupil in Average Pupil in Average Daily Attendance Daily Attendance Daily Attendance I908-I9O9, $43-00 $30.02 I9O9-I9IO, 46.98 3I-II I9IO-I9II, ....... 46.87 $45.15 31-25 I9II-I9I2, 47-50 58.75 32-54 I912-I913, 43-05 56.87 33-07 I9I3-I914, 52.13 61.71 36.36 I9I4-I9IS 53-71 60.68 38.58 I9IS-I916, 56.62 59-90 38.21 I917-I918, 60.32 53-06 43-41 I919-I92O, 73.50 98.11 59-47 Supplementary tables, showing the total expenditures for maintenance, the number of pupils in average daily attendance, and the cost per pupil in average daily attendance for the cities of both groups are included in the appendix of this report. In Table IX are shown such other financial facts as the bonded indebtedness for schools, the value of school buildings, the bonded indebtedness per capita, and the bonded indebtedness per pupil in average daily attendance. Both groups of cities are included in this table. It should be very gratifying for the patrons of the schools in Hackensack to know that they have furnished school buildings for their children which rank in value at the top among the school plants of these cities. The ranks of the cities on each of these four items are also included in the tables of the appendix. 224 The^ Hackensack Schooi^. Table IX THE BONDED INDEBTEDNESS AND VALUE OE SCHOOL BUILDINGS EOR HACKENSACK AND THE OTHER CITIES OF GROUPS I AND II (Also' Shown on Unit Basis) Name of CiTf Ansonia, Conn., . Asbury Park, N. J Bloomfield, N. J., Bridgeton, N. J., Carlisle, Pa. Clinton, Mass., . . Concord, N. H., . Dunkirk, N. Y., . Englewood, N. J., Franklin, Pa., . . Gardner, Mass., . Glen Falls, N.Y.,. Gloucester, Mass., Hackensack, N. J., Hornell, N. Y., .. Landsford, Pa., . . Lebanon, Pa Little Falls, N. Y, Marlboro, Mass., Millville, N. J., .. Montclair, N. J., Clean, N. Y., Phoenixville, Pa., Plainfield, N. J., . Rutherford, N. J., Saratoga Sp'gs, N. Y Shamokin, Pa., . . Sharon, Pa., .... Tyrone, Pa Weymouth, Mass., GROUP II Asbury Park, . Bloomfield, . . . . East Orange, . . Elizabeth Englewood, .... Hackensack, . . . Jersey City, . . . Montclair, Newark, ...... New York City, Passaic, Paterson Plainfield, Rutherford, . . . Trenton, Bonded Indebt- edness for Schools Amount Rank $25,000 501,000 43,200 94,000 32,000 189,000 167,000 610,500 72,000 178,000 106,000 83,000 706,000 40,000 215,000 323,500 66,000 32,000 166,700 2,200,000 295,000 76,900 803,000 294,190 24,000 248,200 256,000 93,000 $501,000 610,500 706,000 2,200,000 10,019,200 1,208,250 803,000 294,190 2,004,350 28 Value School Buildings Amount Rank $300,000 1,410,000 300,000 401,100 266,33s 1,000,000 991,250 1,117,780 436,000 188,000 400,000 449,000 1,765,110 292,972 330,000 827,179 560,000 260,000 2,423.550 500,000 1,464,07s 669,900 606,665 750,000 454,500 234,000 381,000 11,410,000 2,138,743 1,588,775 1,117,780 1,765,000 9,163,826 2,423,550 9,770,450 1,943,225 2,918,000 1,464,075 669,900 21.5 4 21.5 17 24 6 7 5 16 27 18 15 z 23 12. 5 3 Bonded Indebt- edness per Capita Amount Rank $1.42 2.27 3.02 8.58 2.46 8.53 8.64 52.90 7-23 10.50 6.38 3-62 40.00 2.67 22.30 13.13 5-07 2.13 11.30 76.30 14.40 7-33 29.00 30.90 1.82 II .70 11.80 52.90 40.00 76.30 24.18 29.00 30.90 16.80 28 26 Value School Buildings per Pupil in Av. D. A. Amount Rank 128.53 233.01 156.21 441.90 372.51 325.62 71-32 244.65 106.15 536.95 108.38 281 .29 244.72 315-15 115.68 463.66 321.33 346.79 342.14 213. 16 132.39 145-90 $318 97 134-95 536.95 213.44 436.66 152.36 195-10 346-79 7 23 Thd Hackensack SchooIvS. 225 Another basis for reckoning costs is according to the number of possible days' attendance and the total actual days' attend- - ance. In Table X, the expenditures per pupil on these two unit bases are given. These expenditures show little fluctuation over the period 1912 to 1918; the average expense for school main- tenance per pupil per day on the basis of the total possible days' attendance being between 28 and 29 cents. In 19201 this had in- creased to 46 cents. The increase is graphically represented in Chart I. This increase has been due to war conditions and has occurred in all other phases of economic development. The lowering of the costs in 1918 to 26 cents per pupil per day of possible days' attendance and to 28 cents per pupil per day in actual days' attendance shows that Hackensack's educational program was being developed with the idea of keeping the unit cost at a reasonably low point. Table X EXPENDITURES PER PUPII, ON TWO UNIT BASES YEAR W. !-i (U <" s T4 "tn Q 1 Expenses for School Mainte- nance per Pupil per Day on the Basis of Total Pos- sible Days' Attendance Expenditure for School Maintenance per Pupil per Day of Total Actual Days' Attendance 1912, 1913, 1914, 1915, 1916, 1918, 1920, $154,454 154,987 170,432 179,079 170,761 158,015 322,392 544,530 558,693 558,150 590,954 594,577-5 613,939-5 699,214-5 490,274.5 504,216 505,459-5 545,982 531,239-5 556,816.5 621,019.5 1 28 28 31 30 29 26 46 31 31 34 33 32 28 52 226 The; Hackensack Schooi^. CHART No. I COMPARISON OF COSTS PER PUPIL PER DAY ON THE BASIS OF ACTUAL AND POSSIBLE ATTENDACE, HACKENSACK PUBLIC SCHOOLS, 1921 CentB 191£ 1S14 1916 1918 19£0 191S 1915 1917 1919 Legend : Solid line : Cost per pupil per day of actual attendance. Dotted line : Cost per pupil per day of possible attendance. It is clear from these studies of the cost of education in Hackensack and in other places that the cost at Hackensack is high, but not excessive. It is also clear to the Survey Commis- sion that Hackensack is getting adequate returns in educational service and in the progress of its school children for every dollar vi^hich is being expended on the schools. In order to Thej Hackensack SchooivS. 227 maintain the high standards which now prevail in Hackensack, it will be necesary to continue to pay the cost. Good education, like other things that are worth while, can only be secured through the establishment of high standards and the payment for the service which will maintain such high standards. Hacken- sack has already realized the need for keeping the standards high and has paid the costs, as is evidenced from the preceding tables. Hackensack Survey Index. Accounting, fiscal, 17, iS. Administration, 9, 10, 11. Age Grade, distributions, 139, 140, 142. Algebra, Hot?, 122-125. Arithmetic, Woody tests, 102-113; Courtis tests, 113-119; Stone test, 1 19-122. Attendance, 19; average daily, 133-136; High school graduates at college, 167. Auditoriums, school, 66, dy. Bathing, 46, 47, 48. Llackboards, heights, 54, 55, 56, 57. Board of Education, committees, 10, 11. Budget, school, 17, 18. Buildings, supervision, 14, 15; score card, 2^, 28, 29; scores, 31; comparisons, with other cities, 2)'2'\ dates of erection, 2^; size, 38, 39; cleaning, 44; lighting, 44, 45 ; value, 224 ; program, 19-22. Classes, size, 196-198. Classrooms, scores, 4.9; standards, 50; dimensions, 51, 52; seating, 57, 58; color scheme. Cloakrooms, classrooms, 59. Composition, Quality of, 90-97; Nassau County Supplement, 90-92; grade scores, 95, 96; comparisons, 97. Costs, current expense, 217, 21S; maintenance, 219-224; per pupil unit bases, 225-227. Course of Study, 204-207; success, 206; industrial arts, 209-211. Discipline, 204. Drinking facilities, 45, 46. Electric service, 48. Enrollment, school, 133-137; high school, 155-159. Expenditures, current, 216-218; per capita, 21S. Failures, high school, 163-166. Finance administration, 17-1S. Fire protection, 42, 43 ; exits, 52 ; escapes, 43. Grade Progress records, 143-150. Grounds, play, 2>'2r-2)(>. Gymnasium's, 65. Handv/riting, quality, 85-90 ; scores by grades, 87 ; scores by ages, 88, 89. Heating systems, 41, 42. High School, enrollment, 155-159; number of graduates, 159-162; elimina- tion by courses, 160; individual differences, 162-166; failure by sub- jects, 164; pupil load, 166; extra curricular activities, 166, 167; gradu- ates attending college, 167. Illumination, artificial, 44, 45, 58, 59; natural, 53, 54; standards, 54. Indebtedness, bonded, 224. Industrial arts department, 209-211. Instruction, quality, 200-202; outline for judging quality, 201, 202; kinds, 203, 204. (229) 230 Inde;x. Janitor, rooms, 68, 69 ; service, 14, 15. ■Laboratories, school, 69. Latin, Henmon scores, 125-128. Libraries, (^, 67. Lighting, artificial, 44, 45, 58, 59; natural, 53, 54. Lunch room, 67. Manual, school, 17. Non-promotions, 151, 152. Office, management, 15 ; records, 15, 16, 17 ; rooms, 67, 63. Over-age children, 139-143, 148. Playground, standards, 2^2; areas per pupil, 2,2,, 34, 35. Population comparisons, 215, 216. Program, building, 19, 20, 21, 22 ; educational, 207-209. Progress, school, 143-149. Promotions, double, 151, 152; reasons for non-promotions, 150-153. Pupils, distribution by grades, 136; distribution by ages, 137. Questionnaire, teachers, 191. Reading, silent, 75-85; grade scores, 78, 79; age scores, 80-85. Records, reports, 15, 16, 17. Salaries, teachers. 173-187. Score Card, Strayer-Engelhardt, 28, 29. Scores, age; silent reading, 80-85; handwriting, 88-90; spelling, 100-102: Courtis Arithmetic, 11 7-1 19; Woody Arithmetic, 112, 113. Scores, building, 27-70. Scores, grade ; silent reading, 78, 79 ; handwriting, 87, 88 ; spelling, 98, 99 ; Courtis Arithmetic, 113-117; Woody Arithmetic, 102-112; Stone Arithmetic, 119-121; Algebra, Hotz, 122-125; Latin, Henmon, 125-128. Seating, classroom, 57, 58. Sites, school, 34. Service systems, 39, 40. Sizes, class, 196-198. Showers, school, 48. Special rooms, 61 ; standard provisions, 62, 63, 64 ; playrooms, 64. 65 ; audi- toriums, 65, 63 ; libraries, 66, 67 ; lunch room, 67 ; officers, 68 ; teachers, 68; janitors, 68; laboratories, 69. Spelling, 97-103 ; age scores, 100-102 ; grade scores, 98, 99. Statistics, school, 18. Supervision, 207. Structure, 36-39. Supplies, 18. Students, non-resident, 162. Tardiness, total cases, 135. Teachers, professional training. Growth, 13; resignations, 14; rooms, 68; teaching load, 166; size of staff, 171; salaries, 173-181 ; experience, 181-186; age of teachers, 187-189; training, 174; sources of supply, 189, 190; degrees and diplomas, 190, 191; teachers reading, 192, 193; problems, 194; aids to improvement, 194, 195; difficulties in school work, 195, 196; cost of living, 198-200; personality, 202, 203. Text-books, 18, 19. Toilet facilities, 47, 48. Transfers ; age grade, data, 142 ; grade progress data, 143-144. Urinals, 48. Water supply, 45, 46. Ventilation, 41, 42. Windows, location, 53, 54; area, 53, 54 Washbowls, number, 47. Withdrawals, 153, 154. Washing, bathing, 46, 47.