W^M -:. .--, ..-• * .&^- ft. '10 1^. '1^. '^Ii' "'It ■■ f "fk-. ,.fc.*.B^ »:.#■:# ft jj«* i^?»= jjjiF, ||^; yp, IP y^ij: , *. »:. t"- W- *;■ *'^- S^^ m ■*■ -i' &-li If^lalfl _ ^ ^ .»: 11^' m ir i^:: l^'- ^- Hi # *• a; & S. -K W ^""'■^' m 3 M^»^j9im'W^^»^ W- ■» # iii. J;. Iv. p M ■' *-■• *' '* "" -"'' "■ r» .ft- ■f»..'-|« r« fv'~ ^■''- -» »„f».a* .* # *■ »^ *r; « *; W IP; ft- •*• -ft e "■'■*■' ^Ifc' * Ife m. *•" m" #''f- ^ ^^^ * if--, fe -I*. ]» # ||!i J* :|f |R ft;. I^. 'ji,; {1. fj,, , IM .te, te- t* IS. 1^ Ij. .^^ j^ ;|4j. U %' ¥N - '•^■•■:-. V- -<^ -". 5'*'' „. ■ m m •m m im 1 '» "T ■pi 1^ p' # m w iii .|ir ii? t%^- ti*?' It^'^ F-le'^- ^t" ■ ^^ ■ i *' K.^ f^.. «■- 1'--. «..- .^.,: -.jft^ ' ^,*' j^, • -.y. ».»• vjf ">>.:'/^"\, ,;^^^^^. -*^".- *^' . ."^?^\ f^: W '^'■. ' 1^- .W^ IM'' ft'-'^ 1^'- vfe ^ fM iW $^' f^' JS^ fi. '' t'^' ih'' 'M^' ih -^ ''fkt"''''' 'ft*t*^«r; .^ ,.-. ^,^:' H "^'' lit "III ■ *■,♦ ^_.%: m'_ ^^ -i' , -^,. -^...-v-i •*..*: w^ t^ :ii- ».:■ »/ ^»^,^ :* m ^- «^ t> ii.-m -11.::^ ^-^V \(s> t\ r-^ Public Education Association OF THE City of New York 40 West Thirty-Second Street Bulletin No. 20. Dec£77iher .5, 1913 THE COURSE OF STUDY IN THE HIGH SCHOOLS OF NEW YORK CITY An abstract of the report of Dr. Calvin O. Davis to the Committee on School Inquiry of the Board of Estimate and Apportionment of the City of New York.* There are twenty high schools in New York City — five for boys only, three for girls only, and twelve co-educational. The curricula offered are grouped into a "gen- eral course" and "special courses." The "general course," which is the common traditional high school course, is given in seventeen of the twenty schools. The "spe- cial courses" are the girls' technical course, which is offered in two high schools; the manual training course for girls, given in two high schools; the manual training, industrial and technical courses for boys, offered in eight high schools; and the commercial courses, of four years length in three high schools, and of three years length in elev'en high schools. In Dr. Davis's report each of these courses is analyzed and compared with similar courses offered in other large cities, and, in the light of this critical analysis and comparative study, are offered sug- gestions looking to the improvement of present practices. In this abstract, the pre- liminary analysis of these numerous courses is omitted, since the salient points are con- sidered in the following comparative study. THE GENERAL COURSES IN NEW YORK COMPARED WITH THOSE OF TEN REPRESENTATIVE CITIES. Each of the ten high Courses Offered school systems outside of New York City which are analyzed provides either "(i) a general course or (2) a series of parallel courses, all aiming to give a gen- eral training supplemented by considerable intensified instruction in one or more par- ticular fields, or (3) one or more general high schools organized to enable students to secure a wide range of instruction in such departments as the individual tastes, aptitudes, and ambitions of each pupil may require. In providing a general course in seventeen of the twent>' high schools, New York City is, therefore, in accord with the common practices elsewhere in the United States." The scope of the work in Scope the general high schools of the cities compared varies considerably; due mostly to the newer and * This abstract was prepared for the Public Education Association by Mr. H. A. Brown, a Research Scholar of Teachers Colleae, Columbia University, from the original report published by the Committee on School Inquiry. Unfortunately the extremely limited edition of the report on the school inquiry issued by the Committee of the Board of Estimate and Apportionment lias made impossible a wide distribution of the reports themselves. The series of abstracts and reports published in the bulletins of the Public Education Association are intended to present in concise form ihc essentials of these reports. Copyrighted 1913 by Public Education Association of the City of New York PUBLIC EDUCATION ASSOCIATION more practicable subjects, although each high school provides the conventional aca- demic subjects — English, foreign languages, history, civics, economics, mathematics, and natural science. Most of them provide courses in music, drawing, physical train- ing, and public speaking. "In comparison w^ith the offerings in the ten cities analyzed, the scope of the gen- eral course in Nev^^ York City is decidedly nafrow. Indeed, in respect to the newer and more practical subjects, the course in New York City is in the stage of organiza- tion which is already outgrown by most other cities. Neither does New York City provide differentiated work in the older conventional subjects commensurate with that work in the other cities. "Of the ten city systems analyzed, nine provide two or more years' work in manual training in every general course or general high school. New York City makes no provision whatever for work of this kind in the general course, and confines the special courses of this character to four high schools, namely: Stuyvesant in Manhattan, Manual Training and Bush- wick in Brooklyn, and Bryant in Queens. "Seven cities provide two or more years' work in cooking, sewing, and applied art for girls in all of their general courses or general high schools, while the other three cities offer these subjects in one or more of their general high schools. New York City provides, in the general course, a single year's offering in domestic science. This consists wholly of a course in cooking, and is restricted to those schools" (nine in all — Wadieigh, Washington Irving, Morris, Girls', Manual Training, Eastern District, Bryant, Newton and Far Rock- away) "in which 'facilities' for teaching the subject are provided — except that elemen- tary sewing is taught in four schools and that dressmaking and millinery are offered for girls in the Manual Training High School in Brooklyn. . . . "As to commercial work in the general course in the seventeen high schools, New York City provides nominally two years of stenography and typewriting and one year each of (i) bookkeeping, (2) eco- nomics, and (3) commercial law and com- mercial geography." Actually, economics is taught in but two schools, bookkeeping in but five schools, and commercial law and commercial geography in three schools. In contrast to these provisions, it has been found that eight other cities here con- sidered offer commercial work in excess of twenty periods in every general course or general high school, and that six of these Number of Periods of Work offered in General Courses No. of No. of No. of No. of No. of No. of Periods in Periods in Periods in Periods in Periods in City reriods m Foreign History, Mathe- Natural Commer- English Language Civics and Economics matics Science cial Work New York 17 102 15 17 27 13 Boston 20 90 25 20 40 25 Chicago 16 100 27/2 17 38 51 Cincinnati 16 71 13 18 25 Cleveland 25 60 19 15 31 10 Detroit 36 82/2 21 24 28 52 Indianapolis 20 70 25 20 20 30 Los Angeles 20 90 80 25 49 45 Milwaukee 20 60 22/2 20 25 25 Newark 16 70 23 15/2 23 21 St. Louis 20 95 15 18 25 40 S)Ci,A.:^HSv2 OF THE CITY OF NEW YORK eight cities provide more than thirty | whole, the offering in New York City is periods; Cincinnati and Cleveland being | pursued with less intensiveness than is the the only cities that provide fewer periods than New York City. A better idea of the subjects offered in the general courses of the several cities may be obtained from the accompanying table, known in the original report as table IV. 'Trom this table it is seen New York City offers fewer periods of work in English than do seven cities, but more periods than do three cities; that in foreign languages New York City leads all the other cities; that in the department of history, civics, and economics only two other cities provide so few periods as New York City; that in mathematics seven cities offer a larger number of periods than New York City and two provide fewer offering elsewhere in respect to English, history, civics and economics; mathematics; natural science; commercial subjects; in- dustrial subjects for both boys and girls; and music; but with equal or greater in- tensiveness in respect to foreign languages; drawing; oral expression; and physical trammg. Flexibility Flexibility in the work offered may be considered from two points of view: (i) per cent of the work prescribed for graduation, and (2) per cent of the work offered in a particular department that is prescribed. From the following table, known in the original report as Table VI, it will be periods ; that in natural science New York ! seen that the amount of work prescribed City stands exactly in the middle of the list of cities; and, finally, that in com- mercial subjects, with two exceptions, New York City provides fewer perio4s than any other city. "Summarizing, it is seen that, on the for graduation varies from none in Mil- waukee to 75 per cent in St. Louis, New York being next to St. Louis in prescribing 70.1 per cent. The average per cent of work prescribed in the ten cities, other than New York, is 39.09 per cent. Per Cent of Work Prescribed for Graduation City St. Louis New York Cleveland Cincinnati Detroit Boston Newark Indianapolis Los Angeles Chicago Milwaukee English 25.00% 17.20 18.75 22.22 20.83 20.31 18.42 18.75 12.50 10.00 0.00 » Foreign Language 12.50% 18.44 25.00 13.89 0.00 10.94 0.00 6 0.00 0.00 0.00 0.00 History, Civics, and Economics 12.50% 1L07 6.25 5.56 5.56 4.69 0.00 ' 0.00 6.25 0.00 0.00 Mathe- matics 12.50% 11.07 12.50 12.50 13.89 6.25 13.15 6.25 0.00 0.00 0.00 Natural Science Total 12.50% 12.30 0.00 6.94 6.94 4.69 6.57 6.25 0.00 0.00 0.00 75.00% 70.10 62.50 6L11 47.22 46.87 38.16 3L25 18.75 10.00 0.00 1. 2. 3. 4. 5. 6. 7. 8. EiehtT recitation periods taken as the reqmrcment for graduation. Eilhty-one and one-th.rd periods taken as the requirement for graduation. &eventy-two recitation periods taken as the requirement for graduation. sfxtyfour recitation periods taken as the requirement for graduation. Seventy six recitation periods taken as the requirement for graduation. Newark prescribes a foreign language in the college preparatory courfe and the general course. Newark" pre's"cribesT year o7'hist^or^°"n 'the college preparatory course and the general course, but Ordfnarily'' cS"aUs"fSt"yaXrion in Milwaukee must have, pursued a minimum of work in EngUsh bufit is possible to gradmate from the "elective course" without such study. PUBLIC EDUCATION ASSOCIATION By ranking the eleven cities according to the flexibilit_v of their courses by de- partments, we find that New York City has the most inflexible course of any on the list save one, — St. Louis. "It is evident," says Dr. Davis, "that the greater the amount of work that is pre- scribed the less opportunity each pupil has to elect subjects in accordance with his peculiar individual tastes and needs. Hence, in comparison with the other cities, New York City is seen to administer the general course with less regard to the spe- cial interests and aptitudes of the students in the schools than any other city of our list save one." The distribution of the pre- scriptions by departments given in the above table deserves careful notice. The per cent of the total amount of work offered in a particular department that is prescribed in the several cities is illustrated in the follovring table, known in the original report as table VII. Per Cent of Work Offered in a Department that is Prescribed Cities English Foreign History, Civics, and Mathe- Natural Language Economics matics Science St. Louis 100.00% 10.25% 62.50 55.50% 40.00% New York 82.35 14.70 60.00 52.93 37.03 Cleveland 60.00 33.33 26.31 66.66 none Cincinnati 100.00 14.08 30.80 50.00 20.00 Detroit 41.66 none 23.81 4L66 17.85 Boston 65.00 7.77 12.00 20.00 7.50 Newark 87.50 none absolutely ^ 21.74 64.51 2L74 Indianapolis 75.00 none none absolutely ^ 25.00 25.00 Los Angeles 50.00 none 6.25 none none Chicago 50.00 none none none none Milwaukee none absolutely ^ none none none none (1) Ordinarily a pupil is expected to take courses in this "Thus," says Dr. Davis, "it appears again that the administration of the gen- eral course in New York City is much more rigid than it is in practically any of the ten cities. Not only is a relatively larger amount of work prescribed for every department, as is shown in Table VI, but Table VII shows that the opportunity for pupils to select, within the several depart- ments, courses according to their own judg- ment and desires is narrow and restricted. "We find, therefore, in summarizing that, in respect to the scope of the work olifered in the general course, the intensive- ness with which many studies are pursued, and the flexibility with which the work is administered, New York City ranks subject, but may be graduated witliout having done so. markedly below the majority of other cities with which it has been compared." ADMINISTRATION OF THE GENERAL COURSE IN NEW YORK CITY The foregoing analysis of the general courses \n the high schools of the cities considered was based on their latest avail- able printed documents. It did not seem feasible to try to determine the detail of administrative practices in these cities further than these reports afforded. In New York City, however, it was possible to ascertain just what divergencies, if any, from the printed courses were allowed in OF THE CITY OF NEW YORK practice. "These divergencies," says Dr. Davis, "are numerous, and, in some in- stances, very great." Some of the more important ones deserve special attention. In the first year, all work First Year is prescribed, the only alternative choice being among the foreign lan- guages — Latin, German and French — which is commonly made through the advice of the principal. How- ever, the rule fixing the minimum size of classes is often applied so as to result in the offering of only one language. Prin- cipals very seldom avail themselves of the rule allowing individual programs to be modified to the interests of the pupil. In brief, practice indicates that the real course of study of the first year docs not coincide with the normal course. "Domestic Science" is Second Year limited to cooking, and is offered only where kitch- ens have been provided, i.e., in nine of the fifteen high schools attended by girls. The teach- ing of Greek is confined to seven, and Spanish to three high schools respectively, Italian being entirely omitted. In the third year, the same Third Year limitations hold as in the second year in regard to Greek, Italian and Span- ish. Economics is taught in two schools, bookkeeping in five. "Thus," says Dr. Davis, "the elective ofifering of the third year of professed thirty-nine periods virtually shrinks by about one- third." "The nominal electives Fourth Year open to seniors according to the official course of study aggregate seventy periods per week. The actual available subjects open to the senior student with linguistic tastes aggregate in most schools thirty-eight periods. This in- cludes all work available, though much of it would undoubtedly not be adapted to the needs of a student of this type. The actual available subjects open to the senior student ivithout linguistic tastes, and who, in consequence, would naturally elect chemistry in the second year rather than a second foreign language, would aggregate, in most schools, only twenty-two periods, and would include, in general, besides the science work, advanced mathematics, type- writing and stenography, drawing, and music, some of which would certainly not particularly meet his needs. Thus, it is apparent that in scope or range of subject matter the general course in New York City as actually administered is in reality decidedly more narroiv than the printed announcements indicate, and that, as a consequence, the opportunity for pupils to elect work that is adapted to their special needs and interests is restricted to an amount considerably less than the small maximum which the printed course of study sets forth. "On the other hand, in the actual ad- ministration of the course a greater in- tensiveness in a few subjects is secured than the printed announcement indicates. In a number of schools in the city plane geometry of the second year is given five periods instead of four; English history of the third year is given three periods in- stead of two; and English of the fourth year is allotted four periods instead of three. In other respects, however, the nominal and the real assignment of periods to the different subjects coincide." SPECIAL COURSES IN NEW YORK CITY A three years' technical _. , , _ . . , course and a four years' Girls Technical ,., , ^ P library assistants course for girls is ofifered in two high schools — Washington Irving, and Bryant. English, physical training, music, drawing, elocution, and at least one year's work in a foreign language PUBLIC EDUCATION ASSOCIATION are prescriptions common to all and most of them continue for the entire course. In the second year, pupils are allowed to elect any one of the following groups of subjects which they pursue for the remain- ing two years of their course: Group I (Stenographers and Typewriters).— Stenography, typewriting, bookeeping, penman- ship, spelling, and office practice, commercial law and civics in third year — nineteen periods second year, twentj'-one periods third. Group II (Dressmakers and Embroiderers). — Sewing, drafting, fitting, study of materials, textiles, color, form, and design— nineteen periods second year, twenty-one periods the third. Group III (Milliners). — Millinery, study of materials, trimming, frame-making, color, form, and design — nineteen periods during second year, twenty-one periods third. Group IV (Designers). — Design, still life, plants, casts, composition, picture study, history of ornament, textiles, interior decoration, draperies, costume design, book covers, illus- trating, lettering — nineteen ^ periods during second year, twenty-one periods the third. Group V (Library Assistants). — English, ancient history, geometry, German, French, Latin, or Spanish (two to be elected), physical training, music, declamation and voice train- ing — twenty-six periods during second, thirtj' periods during third and fourth years. No elective work is authorized for second year. Library economy is given during the third and fourth years. The library course is the only special course requiring four years. It is prac- tically the general course modified by the introduction of library economy, library work and the requirement of two foreign languages. This course of four years Manual Train- is announced as being ing Course for given in two high schools Girls — Manual Training and Bushwick. "A study of this course," says Dr. Davis, "shows that it is identical with the 'General Course of Study' except in the matter of 'industrial work for girls.' Whereas the general course offers a year's work in cooking in either the second or fourth years, the 'manual training course for girls' offers a year of sewing and dressmaking, four periods per week, during the second year; a year of cooking, four periods per week, and a year of millinery, three periods, both in the third year; and further work to the extent of four periods in sewing and dressmaking in the fourth year. All of this work is elective. From this analysis it is clear that this manual training course for girls is in reality the general course into which have been introduced eleven ad- ditional periods of domestic arts work." Manual Train- Manual training, industri- ing, Industrial al and technical courses and Technical of four years are offered Courses for to boys in eight high Boys schools. " 'The manual training course prepares for admission to colleges, schools of engineering, and pro- fessional schools. The industrial or tech- nical course offers opportunities for special work in woods and metals and in machine shop practice, and is intended for boys who will enter high grade manufacturing estab- lishments directly from school.' " The prescribed subjects constitute 82.8 per cent of the total offering in the first year; 83.33 per cent in the second year; 85.71 per cent the third year; and 72.4 per cent the fourth year. At least one foreign language, English, music, and elo- cution are prescribed the same as in the general course. Commercial courses of four years are offered in Commercial ^^^^^ j^jg]^ schools; courses Courses ^^ three years are found in eleven high schools — one school offering both three and four year courses. These courses are treated in detail in the report of Dr. Thompson on "Commercial Education." After analyzing this course in great de- tail, Dr. Davis concludes that "In com- parison with the provisions for special or technical courses elsewhere, therefore, New York City is seen to be far from abreast of the times. In the scope and intensive- ness of industrial work for boys, industrial work for girls, and commercial work for OF THE CITY OF NEW YORK both boys and girls, it suffers by com- parison with several of the other cities. This is strikingly true in respect to the offering in these subjects in the general or 'regional' high schools. Moreover, consider- ing the size of the city, the various nation- alities represented, and the different in- tellectual, artistic, and vocational aptitudes among the students, the provisions for spe- cial courses or special schools of other types in New York City fall far short of what is being undertaken in several other places. In the few special schools that are operated in New York City the scope and intensive- ness compare fairly well — though not fully — with similar schools in other cities." SPECIAL COURSES IN NEW YORK CITY COMPARED WITH THOSE OF TEN REPRESENTATIVE CITIES Concerning the published special courses of study, Dr. Davis says that the analyses show that, "of the ten cities compared, five (Boston, Cleveland, Detroit, Indianapolis, and Newark) provide differentiated or spe- cial high schools devoting their efforts to intensive training in special or technical lines. These five cities provide such schools for both boys and girls. All ten of the cities, however, save Indianapolis, offer, in addition, special courses in mechanic arts for boys, domestic and applied art for girls, and commercial work for both boys and girls in all of the general high schools. Indianapolis confines all work in mechanic arts for boys and domestic art and science for girls to the one school, the Manual Training High School, but this school is not regarded as a strictly technical school. The restriction to this school of the sub- jects mentioned is purely a matter of local convenience, the work in every respect be- ing considered academic and cultural in character, not vocational. "Of the five cities having special high schools, three have only one such school (Detroit, Indianapolis, Newark) ; one city (Cleveland) has two, and one city (Boston) has five. In the other cities all technical and quasi-vocational work is or- ganized within the general high schools. New York City, therefore, in administer- ing the technical instruction through dif- ferentiated high schools, finds support in other large cities; but, per contra, the prac- tice elsewhere suggests that a portion of such instruction and training can also ad- vantageously and economically be given in the general schools. . "In nearly every one of the ten cities compared the special courses or special schools have been rendered available to a very large percentage of the boys and girls by reason of the flexibility with which the work has been administered. Instead of concentrating most of the special courses in one special school or in a few special schools, the majority of the ten cities have organized those courses in general schools. Even in those cities in which two or more special schools are provided, the rudiments of the special technical branches are usually offered in the general schools. Hence, in nearly all of these cities, there is abundant opportunity for boys and girls to test their interest in special lines of work before definitely electing to pursue any line of work intensively. . , . "New York City, in comparison with the other cities, provides a very small number of special courses in which the core of the work is academic in character or specialized without being technical. The only special course of this kind authorized by the Board of Superintendents in New York City is the scientific course of four years offered to boys in the Stuyvesant High School. Moreover, within each of the special courses, there is no notable differentiation in the content of the subject matter or in the method of its presentation from what is found in the general course. "In view of the administration of special courses or special schools elsewhere, there- fore, it appears (i) that there are fewer such courses or schools than the complex- social and business interests of New York City demand, and the physical difficulties 8 PUBLIC EDUCATION ASSOCIATION of attending widely separate schools make desirable; and (2) that the special courses and special schools at present provide in New York City are not as thoroughly specialized as the organization of similar courses in other cities suggests as wise." CRITICISMS AND RECOMMENDA- TIONS "In the preceding analyses and comparisons it has Function of the ^^^^ ^^^^^ ^^^^ ;„ ^^. High School g^ni^ing ^he high school work in (1) general courses or in general or 'regional' high schools, in (2) special or technical courses within the general schools parallel to the general course, and in (3) special differen- tiated schools, New York City is in harmony with the practice found in many cities. This practice rests on the estab- lished American principle that the function of the public schools is to provide equal educational opportunities for every youth in the land, and upon the obvious truth that no two individuals are constituted with precisely the same capacity or interests. 'Equal educational opportunities' can never justly be interpreted to mean precisely the same opportunities for all ; on the contrary, it must be interpreted to mean opportunities as varied as individual and social needs require. , "Youths who complete the ^yP^^ ° ,^"^ elementary schools can be For Whom classified in two divisions: r^L^"'* ( I ) Those who go to high Be Made ^^j^^^j^ and (2) those who do not. We are here concerned with the first group. "Of the pupils entering the high schools there are again two distinct groups: First, those who have not yet developed any par- ticular aptitudes or interests, or have not decided on any particular life work; and, second, those who have. "The first main division of the pupils who enter high schools is composed of those in- dividuals who possess no decided bent, who have not yet discovered their permanent in- terests, who have no definite goal, and who have not much idea of what a high school can give or what they should seek within it. The number of such pupils is large. There is no doubt also that a large percentage of pupils who enter a high school with rather definite aims and ideals change their ainns and ideals very materially if their stay in school is sufficiently prolonged. This is in- evitable. Ideals are constantly shifting and changing for most adults; in adolescence in- stability is a common characteristic. In a very real sense, the boys and girls at this stage begin life anew. In some respects they are more helpless and dependent at this time than in the days of their childhood. They cannot make adjustments readily, and they ought not to be urged to do so over-rapidly. Hence, for these large numbers, the period should be one of self-discovery, testing, and general development. For them, therefore, the general high school or the general course in the high school seems the wisest — at least during the first and second years. Before the age of sixteen, high school boys and girls are gen- erally too young and have too little experience to decide permanently and positively upon a vocation for life and a curriculum that will lead to it. "The ambitions, aptitudes, and resources of the second main division of pupils have enabled or forced them early to select a goal in life, and prompted them to shape their education in the best ways to realize their purposes. _ ._ . We may, for our present purpose, subdivide them into six groups: "First, those who plan definitely to complete the high school course and later to enter various colleges of liberal arts and sciences. The high school for them is a preparatory school; and, if it fulfills its function in this respect, it must provide such training as the colleges demand for admission. "Second, there is a class who plan definitely to complete the high school and to enter higher technical schools, engineering schools, offices, or other positions connected with industry. The demand made by this class is, like those of group one, for instruction that will fit them to enter advantageously upon their chosen career. For the members of this group manual training, drawing, applied mathematics, and specialized courses in science are preferable, if not essential. "Third, there is a group composed of those whose talents, environment, and tastes lead them to seek instruction which will enable them, on the completion of a four or five-year course in the high school, to enter the various paths of directive business. They do not expect^ to engage in routine office duties or clerkships, or to enter other subordinate business positions; OF THE CITY OF NEW YORK but they aspire to positions of leadership in trade, transportation, finance, industry, and other business callings. For this group a thorough business course in a high school of commerce or in a general school, preferably the former, is desirable. "Fourth, there is a group whose ability, ambitions, and resources lead them to seek to fit themselves to occupy subordinate positions in professional, business, and commercial offi- ces, and who, therefore, look to the high schools to equip them as fully as possible for such positions. The general commercial or business course in the schools, largely clerical in character, seeks to serve the interests of this class of pupils. "Fifth, there is a group, mostly girls, who enter the high schools with the definite purpose of preparing to become teachers in the elemen- tary schools of the city. A course of study embodying the prescriptions of the city train- ing schools and other subjects fitting gen- erally for this kind of work must, therefore, be provided. "Sixth, there is a very large group of both boys and girls entering the high school each year, knowing definitely that xhty will be un- able to complete the entire four-year course, but anxious to secure as much training as possible in the brief time at their disposal. For the most part, these pupils expect to enter upon one of two or three definite lines of activity. These activities are: (i) office duties in very subordinate places; (2) clerkships, and (3) industrial work. The expectation and hope of these pupils is that they will receive as much training in efficiency as their stay in the school makes possible. Moreover, the ideal of equal educational opportunities entitles them to such training. "If our democratic ideals are to be ap- proximately realized, definite provision for all these classes is both just and imperative. The aims of a school system must always determine the subject matter to be taught and the methods of instruction. Whether provision for these six divisions of pupils is made in separate schools, or in separate curricula within particular schools, is not fundamental ; the essential fact is that such distinct classes of pupils do exist in num- bers sufficiently large to make the con- sideration of their particular needs impera- tive in New York City, as elsewhere, and that training essential to the real welfare of the individuals themselves, and the City, the State, and the nation at large must be provided." While Dr. Davis com- Provision for mends the general plan of Such Types in organization of the high New York City school system of New York City, he says, "Com- mending the general plan of organization, however, is entirely different from approv- ing the actual administration of that plan. In considering the completeness and effi- ciency of the system, two questions force themselves to the front for answer. The first is: Is the general course or the gen- eral high school as broad in the scope of the subject matter offered, as continuous and intensive in the instruction provided, as flexible in the administration of the work, and as readily available as it should be to meet the complex needs of a city of nearly five million people, divided into fifty-four different nationalities, represent- ing all degress of wealth and poverty, and exhibiting all variations in interest, tem- peraments, aptitudes, ambitions, and re- sources? The second question is: Are the special courses or special schools as numerous, as differentiated in kind, as broad in scope, as intensive in training, as available to those who need them, and as adapted to the requirements of those seeking to enter them as the city ought to be pro- viding? The answer in both instances must be 'No.' A consideration in detail of the two types of schools is necessary. The discussion will treat first the general course and the general school, and then the special courses and the special schools." I. The General Course. As the general course is Availability given in seventeen of the twenty high schools, a dis- cussion of its availability to the pupils of the city involves the question of the proper distri- bution of these schools. The small num- ber of high schools of enormous size makes it necessary for a large part of the popu- lation to travel long distances to school — this is rendered still worse by the 10 PUBLIC EDUCATION ASSOCIATION specialization of some high schools — imposing considerable expenditure of time and money. "It is indeed It doubtful", says Dr. Davis, "if is economically necessary, or educationally or socially desirable, to provide buildings for pupils in excess of fifteen hundred." He therefore recommends, "that plans be adopted (a) to provide the diffierent types of high schools essential to meet the needs of the various groups of pupils, and (b) to locate these schools where they will best serve the pupils for whom they are in- tended," and "that serious consideration be given to the plan of defraying the expenses of transportation of those pupils who reside beyond walking distance, and for whom the cost of transportation is a barrier to obtaining a high school education." "It is certainly incongru- Adaptability ous," Dr. Davis says, "to provide a single uniform course for all pupils in the general high schools in a city with the diversified business interests, the complex social relations, and the indi- vidual differences in intellectual, physical, and moral powers found in New York City. Uniformity can operate advantage- ously only over a homogeneous body dom- inated by singleness of aim ; not over a het- erogeneous community with diversified aims and interests. The general course in New York City is not adjusted to the varied needs of all the pupils who pursue it. It rests altogether too much on the theory that what- ever is useful in developing and training one class of individuals is equally service- able for all. It is, moreover, noticeable that the subjects that hold the dominant place in the course are the ones tradition has handed down. The older college pre- scriptions set the ideal for aU — that is, Latin, mathematics, and (with somewhat better reason) modern foreign languages. These subjects do, of course, possess im- portant and indespensable values for pupils of certain types of minds, and for those preparing for certain definite lines of work ; but our adverse criticism is directed against setting the same prescriptions for all classes of high school pupils. The controlling ideal is too much that of the scholar, the exceptional individual, or the class of the privileged few. "If, however, the democratic principle is to hold that each pupil, whatever his native endowment or his life aims, shall be given an opportunity to develop himself to the fullest degree possible, shall be encour- aged to derive from the course of study what he is capable of assimilating and of transmuting into personal efficiency and happiness, and into social service and wel- fare — then a uniform course of study, or a course that approximates close uniformity, is decidely unwise. A system of schools supported and administered by the people of a democratic community ought to be estab- lished on democratic principles. "To this end, the high schools of New York City must be better adjusted to social conditions. In particular, the curri- cula require modification to make them con- form more closely to the interests and needs of pupils who pursue them or ivho should be encouraged to pursue them." After pointing out that the Scope analyses in the first por- tion of his report revealed clearly that, in respect to the scope or range of sub- ject matter found in the general course, New York City is in certain particulars be- hind every one of the ten cities with which it was compared, he points out that, "It has been shown, too, that to a very large de- gree the nominal offering in New York City does not coincide with the actual offer- ing; that many subjects which appear in the official course of study for all schools are being taught only in a few schools or in none at all. It should be noted also that no principal possesses any authority what- ever to supplement the offering of the uni- formly prescribed course or to modify the character of the offering to meet the spe- cial needs of pupils in his school. OF THE CITY OF NEW YORK II "A striking omission from the general ; course in New York City is manual train- I ing for boys. . . . Of the ten cities with ] which comparison has been made nine pro- | vide at least a two years' offering in manual '< training in their general high schools, and the one other city provides the subject in a general academic high school open to such as choose to select that school. The practices in these ten cities may be regarded as rep- resentative of what is being undertaken in the more complete school systems through- out the United States." "A second noticeable omission from the general course as it is actually administered is the inadequate provision of general elementary work in domestic science and art and applied art for girls. Nine schools, it has been shown, provide a single year's offering in cooking, and five of these nine also give opportunity to obtain instruction in sewing. There is, however, in the gen- eral course, no applied art, or home manage- ment, or home architecture and decoration, or home nursing, or home sanitation, or domestic laundering, or chemistry of foods, or household economy. Since the aim of the general curriculum for the girls is to help them to find themselves, and to assist them to a more ready adjustment to the social conditions and the home duties which fall to the lot of most, if not all, of them, courses in the subjects enumerated (and similar courses) are imperative. Hence, courses of the kinds indicated should be much more generously provided than at present in every school having a general curriculum open to girls. At least a two years' offering should be made available for every girl who desires the work, and one year's work should be required for grad- uation for every girl in the general curri- culum. Commercial offerings in the general courses as they appear on paper, are fairly extended. However, the actual practice leaves much to be desired. Dr. Davis rec- ommends a year's work in each of the fol- lowing: (l) Bookkeeping; (2) Stenography and Typewriting; (3) Economics; (4) Commercial and Industral History and Geography. All of these branches, ex- cept commercial and industrial history, are nominally provided at present, but book- keeping is actually taught in but five schools; stenography and typewriting in six; and economics in two. Moreover, commercial law and commercial geog- raphy are at present found in but four schools. It is said by many principals and teachers that pupils do not elect these courses when opportunity is given them. It appears, however, that the reason lies not chiefly in the nature of the subjects them- selves, but in the limitations of time due to the excessive amount of prescribed work. Commercial subjects should not be unduly encouraged. On the other hand, a mode of administration which makes their elec- tion prohibitive to the general student is to be condemned. The subjects enumerated above are worthy of a co-ordinate place with other branches in the general curri- culum. A course in civic and vocational guid- ance (introductory social science) is recom- mended in every school for the general stu- dent. "Such a course should not be solely commercial and industrial in character, but should seek to give every pupil a keen ap- preciation of the activities of New York City and his personal relations to them. It should aim more fully to adjust an in- dividual to his time and his environment. Such course may properly be styled 'In- troductory Social Science — New York City, civic, commercial, and industrial.' It should emphasize the study of the goverment agencies by which New York City is reg- ulated, and the various professional, philan- thropic, social, commercial, financial, and industrial activities through which the life of the city is kept going. It might well include a survey of the history of the world during the past twenty j^ears and the relation of New York City to the world move- ments. It should include a consideration of the civic, commercial, and industrial needs of the city; a study of the types of voca- tions found in it; an analysis of the personal 12 PUBLIC EDUCATION ASSOCIATION characteristics and native aptitudes which are essential for entering advantageously on the various great types of vocations; an outline of the technical preparation that must be undergone to fit for these voca- tions; and finally, the probable rewards that will accrue to those who engage in them." In the older academic branches, the scope of the work offered in New York City is more nearly in keeping with the liberal spirit of the age, and yet here, too, certain changes are desirable. Fourteen periods as the total aggregate offering in English, in a city in which fifty-four races are found in the high schools, certainly do not seem adequate. The subject is given less attention than Latin, French, or German. . . . Two types of courses in English are lacking in the New York City general course. First, there is need of 'appreciation courses' in English, the aim of which would be to give a real love for good English literature and a real appreciation of it. Such a course should not consist primarily of English classics but of literature that has grown out of modern life and that is a true interpretation of the best life of to- day. . . . Second, there is need of in- tensified courses in English in the third and fourth years of the general course. Fourteen periods, the total offering at pres- ent in English in New York City * * * are not quite equivalent to three years of five periods per week. A survey of the comparative tables referred to elsewhere in this report (see page 3) shows that only four cities provide fewer than twenty periods of work in English and that several cities ofEer considerably more than this. * * * "In science elementary courses in as- tronomy and geology might well find a place. So also should advanced courses in physics and chemistry be provided for such as desire to specialize in these subjects. "In mathematics and foreign languages the scope is ample and calls for no ex- pansion. Principals, however, should be given freedom to organize 'Advanced Mathematics' as classes in higher algebra, solid geometry, or trigonometry as the real needs of their students may require. "In history, civics, and economics the offerings are as complete as the demands of a general course require. The or- ganization of the offering could, however, be greatly improved, and the adoption of the recent syllabus in history will facilitate this improvement. We recommend, there- fore, that as rapidly as possible the work in this department be reorganized in com- formity with the new syllabus. * * * "It is strange that in New York City fine art and music receive so little recog- nition in the high schools. Courses in water color, oil painting, illustrating, carv- ing, pottery-making, metal working, the history of music, musical composition, and i musical harmony should be available for ' those pupils who seek them." Respecting the scope of the general course of study in New York City, there- fore. Dr. Davis recommends that "intro- ductory or elementary courses in manual training for boys, domestic science and art and applied art for girls, introductory social science (municipal activities and. civic and vocational guidance), and fine' arts be added to the present outlined course; that additional courses in commercial work, English science, and music be provided; and that specialized courses and also gen- eral 'appreciation courses' in science, mathe- matics, history, and English be authorized and offered wherever the peculiar interests and needs of pupils make their presenta- tion desirable." 2. The Special Courses and the Special Schools "The aim of each special course within | the general schools and the special schools! themselves is obviously to provide instruc-- tion and training for boys and girls whose | aims are rather definitely conceived or fixed. Such curricula or schools pre-suppose that the dominant interests of the individuals en- , tering them have already been revealed, or I that economic resources at the command of OF THE CITY OF NEW YORK 13 such students will not permit further gen- eral study. In preceding analyses, these classes of persons were found to include six easily distinguishable groups." They are provided for as follows : Those in Group i (preparing for col- lege) are provided with no distinct course, but the general course through a wide selection of elective studies meets well fhe needs of this class. Those in group 2 (preparing for higher technical schools) are catered to in only four schools, one in Manhattan, two in Brooklyn and one in Queens. It is quite evident that these do not furnish facilities needed. Dr. Davis, therefore, recommends: "(i) that as speedily as possible manual training high schools be established in the Bronx, and in Richmond, and that ad- ditional schools of this type be provided in Queens, or else (2) that the subject of manual training be introduced as a course parallel to the general course in as many schools as possible in each of the five boroughs of the City." The provisions for Group 3 (those pre- paring for business careers on completing high school) and Group 4 (those prepar- ing for office work) are treated in length in Dr. Thompson's report on commercial edu- cation. Group 5 (prospective teachers) may through selection be provided for in a general course. In regard to Group 6 (those pupils whose stay in the high school must be relatively short, and who will enter sub- ordinate office positions, clerkships, and in- dustrial vocations), Dr. Davis says, 'Tor these classes New York City at present provides no satisfactory and adequate in- struction and training. We are thorough- ly convinced that the best interests of these pupils, both as individuals and as members of a complex social organism, can best be served if they are given an education that is at the same time broad in outline and intensely practical. Moreover, we sincerely doubt the educational, social, or vocational wisdom of prescribing for members of this group some of the subjects that pos- sibly may reasonably be exacted by mem- bers of the other groups. What these persons wish, and what they ought to be permitted to secure, is an education that will enable them quickly to enter positions in the business world, to adjust themselves to its requirements without undue friction and loss of time, and to command from the outset a reasonable living wage. In addition, the demands of personal culture and of social welfare require that all shall be given a foundation of knowledge that will enable them to appreciate and enjoy the best of the world's art, literature, science, history, and contemporary activi- ties, and (for the girls) instruction and training in the ideals and functions of home-making and motherhood. "The only provision New York City makes for meeting directly the real needs of the members of this group of pupils are the technical courses (five in number) for girls found in the Washington Irving High School. (Certain experimental courses have recently been undertaken in the Wadleigh High School.) All other instruction that might be made to serve directly the interests of this group is either so hedged about with prescribed work of a character not adapted to the aims, capaci- ties, and ambitions of the pupils of this group; is deferred in the course to so late a period; or else is made so generally un- available because of its incorporation into the courses of study of so few schools that the ofiferings must fail almost completely in serving the needs of many students of the type under consideration." PUBLIC EDUCATION ASSOCIATION C( (C RECOMMENDATIONS The following is a complete summary of the recommendations made in this report: A. Respecting the General Course of Study I. It should be rendered more available to all young people of the city by means of— 1. Several additional high schools of different types and so distributed throughout the several districts of the city as to meet the needs of the pupils for whom they are intended. 2. Giving serious consideration to the possible plan of defraying the expenses of trans- portation of those pupils who reside beyond walking distance, and for whom the cost of trans- portation is a barrier to obtaining a high school education. "II. It should be better adapted to the varied needs of pupils by — 1. Extending the scope of studies to include — (a) Manual training. (b) Domestic science and art in every school. (c) Applied art for girls. (d) Additional commercial subjects. (e) Advanced courses in mathematics, including the 'Principles of Statistics,' 'Prin- ciples of Actuarial Science,' and kindred subjects. (f) Intensified specialized courses in natural science. (g) 'Appreciation' or general information courses in the departments of the older academic subjects. (h) Specialized courses in Music and Fine Arts. (i) Courses in musical appreciation and art appreciation. i (j) Mechanical drawing. (k) A course in introductory social science, including local government, local indus- tries, study of vocations, history of the recent past, and current topics. (1) Household economics, including household accounts, purchasing, dietetics, home decoration, home architecture, household sanitation and household chemistry. 2. Giving a greater intensiveness and continuity to some of the instruction by providing — (a) That the work in English be allotted four or five periods throughout the entire course. (b) That plane geometry be assigned five periods per week in the second year, to conform to the standards set by the state. (c) That algebra and geometry of the third year be organized into two half courses ; of four periods each for one term. (d) That as speedily as possible the recently issued syllabi in history be adopted by all schools. (e) That all science courses after the first year be accompanied by individual labora- tory work on the part of the pupils, and that to facilitate this work such science ' courses be assigned not fewer than five periods per week. (f) That courses in music, art, and drawing be multiplied and be assigned three or four periods per week. (g) That oral expression be given much attention in every class exercise, particularly ' in class exercises in English, and that a three-period course be made available t in the third or fourth year. I (h) That physical training provide a minimum of theory and a maximum of practice, , exercise, and games. 3. Making the administration more flexible by — j (a) Prescribing for graduation a much smaller amount of rigidly specified work than at | present, such prescriptions to include only — 1. Three years* work in English (including oral expression), aggregating fifteen j periods. 2. One year's work in introductory natural science, aggregating four periods. OF THE CITY OF NEW YORK 15 3. One year's work in introductory social science, aggregating four periods. 4. One year's work in United States history and civics, aggregating five periods. 5. One year's work in manual training for boys or domestic science and art for girls, aggregating four periods. 6. Two years' work in drawing, aggregating two periods. 7. Two years' work in music, aggregating two periods. 8. Four years' work in physical training, aggregating eight periods. 9. Assembly throughout the course, aggregating four periods. Or a total of forty-eight periods, (b) Prescribing by specific subjects, for the respective years, not to exceed the following: I. First year — Periods English, including oral expression - •■ 5 Introductory natural science ~ - 4 Introductory social science — 4 Physical training „ * Drawing _ „ .._ ' Music — ■• - ' Assembly _ * Total - •■■- 18 2. Second year — English - - S Manual training or domestic science and art- - 4 Physical training * Drawing ._ - ^ Music — — ■ * Assembly _ _ „ - ' Total - - - 14 3. Third year — English „ -....„.!. - - ■■ S Physical training- _ - * Assembly — - ...- - — * 4. Fourth year — United States history and civics _. - S Physical training. - - — * Assembly — - J Total - „ -..- - - 8 (c) Making foreign language study alternative with mathematics, and upon the advice and approval of the principal of the school, waiving the alternative entirely for such individ- uals as can profit more by taking some other subject. (d) Encouraging principals, in conjunction and cooperation with their respective corps of teachers, to study local needs and to modify their courses of study and programs of study in accordance with their findings. (e) Organizing the program of studies into a series of suggestive parallel curricula, each contain- ing the prescribed subjects, and, in addition, elective subjects, arranged so as to give an intensive training in some one or at most two fields of knowledge. (f) Issuing more than one type of diploma— for example, the Regents' high school diploma and the New York City high school diploma. LIBRARY OF CONGRESS DEC 10 1913 llililf'llllllllll 16 PUBLIC EDUCATION ASS OCIATION 019 746 611 A (( "B. Respecting the Special Courses or the Special Schools 'I. They should be made more available to all young people of the city by means of— 1. Several additional high schools distributed throughout the several districts of the city. 2. The incorporation of additional special or Itechnical courses parallel to the general course in the general high schools. 3. The incorporation, as eiectives in the general course, of elementary course in semi-technical work. II. The high schools should be made more adaptable to the varied needs of pupils by — 1. Extending the scope of work in each type of school. 2. Differentiating the subject matter and instruction of the included academic subjects so as to give them a decided technical bent. 3. Giving a somewhat greater intensiveness than at present to the prescribed academic courses. 4. Permitting, during the third and fourth years, individual specialization in aspects of the work that have aroused peculiar interest. 5. Encouraging principals of high schools freely to organize special courses and special curricula to meet the needs of pupils whose stay in school must be short, and whose interests are best served by giving them "appreciation courses" and much practical knowledge and training. LIBRARY OF CONGRESS 019 746 611 fl Hollinger Corp. pH8.5