[|]i m 3n: n SURVEY of The Scranton Public Schools 1918-1920 D Under Direction of The Board of Education Scranton, Pennsylvania nil HO HE 3 D ^d Class. Book SURVEY of The Scranton Public Schools 1918-1920 Under Direction of The Board of Education Scranton, Pennsylvania ^ L>, SCRANTON SCHOOL DISTRICT 24,113 Pupils 688 Teachers 76 Buildings NINE DIRECTORS ELECTED AT LARGE Educational Committee Building and Supplies Finance Committee Medical Inspection $102,044,170.00 Assessed Valuation. 16 Mills Tax Rate. $1,930,706.72 Annual Receipts, Including Appropriation from State. $3,200,000.00 Value of School Property Supt. of Buildings and Supplies, Secretary, Treasurer, Stock Clerk, 75 Janitors, 3 Firemen, Supt. of Repairs, Engineer, Assistant, 5 Carpenters, 2 Handymen, 2 Helpers 5 Steam Fitters, Electrician, Truck Driver Chief ^ledical Inspector, 20 Assistants, 4 Nurses 1 Dentist, 2 Dental Hygienists Chief Compulsory Education, 4 Assistants Tax Collector, Attorney. SUPERINTENDENT OF SCHOOLS Supervisor of Primary Grades, Supervisor of Kindergartens, 2 Supervisors of Music, i3 Kindergartens — 1266 Pupils 3 Supervisors of Drawling, Supervisor of Penmanship, 3 Grade Teachers of Sewing 42 Grade School Principals, 505 Teachers. 20,620 Pupils 1 Prin. Central High School 1 I'rin. Tech. High School 1 Librarian, 1 Lab. Asst. 31 1 Librarian, I Lab. Asst. 42 Teachers Teachers 1287 Pupils 1362 Pupils 1 Prin. Evening T. H. S. 1 Supr. Grade Night School 27 Teachers. 1 Asst. Supr. Gr. Nieht School 1231 Pupils "56 Teachers, 790 Pupils 2 Ungraded Classes, 32 Pupils 1 Prin. Continuation School, 11 Teachers. 1551 Pupils 73 Total Teachers Hieh School. 2649 Total Pupils High School 73 Total Teachers Night School. 2021 Total Pupils Night School ^liscellaneous, 15 Grade School Libraries 4 ^Manual Traininp- and Domestic Science and Art Centers 8 Teachers^ 2937 Pupils for 7th and 8th Grades Lia^ARY OF CONGrcT^c BOARD OF SCHOOL DIRECTORS William J. Smith, President. George B. Carson 120 S. Main Ave. Dr. Thomas B. Rodham 1820 N. Main Ave. Mrs. Alfred E. Connell 1128 Vine St. John H. Williams 10 Lackawanna Ave. W. J. Smith 1131 West Elm St. Dr. S. p. Longstreet 511 N. Washington Ave. William C. Bruning 313 N. Hyde Park Ave. Dr. J. W. Jones 146 S. Main Ave. Mrs. E. W. Gearhart 912 Vine St. COMMITTEES Education — Mrs. A. E. Connell, Chairman ; W. C. Bruning, Dr. S. P. Longstreet, John H. Williams, Dr. T. B. Rodham. Building and Supplies — George B. Carson, Chairman ; Mrs. E. W. Gearhart, John H. Williams, Dr. S. P. Longstreet, Dr. T. B. Rodham. Finance — Dr. S. P. Longstreet, Chairman ; George B. Carson, W. C. Bruning, Dr. J. W. Jones, Mrs. A. E. Connell. Mine Cave — W. C. Bruning, Chairman ; John H. Williams, Mrs. E. W. Gearhart. Medical Inspection — Dr. T. B. Rodham, Chairman; Dr. J. W. Jones, Mrs. E. W. Gearhart. Sinking Fund Commission — Dr. S. P. Longstreet, Chairman; W. C. Williams, W. J. Smith (ex-officio). Teachers' Retirement Fund — Dr. J. W. Jones, Mrs. Alfred E. Connell, George B. Carson. JOHN D. HUGHES, Secretary of the Board, Administration Building. W. C. WILLIAMS, Treasurer, Administration Building. S. E. WEBER, Ph. D., Superintendent of Schools, Administration Building. GEORGE E. HAAK, Superintendent of Buildings and Supplies, Administration Building. DR. W. E. KELLER, Chief Medical Inspector, Administration Building. Regular Meetings of the Board, Second and Fourth Monday of Each Month at 8 :00 P. M. 4 . ■«»il.HI IIIIR (^^PUBLIC SCHOOLS. I ■ I PAR0CH1AL'"'PRIVATE i«M0OL5. SCHOOL nSTRICT SCBANUSV iua^ i-jit SCHOOL BUILDING PROGRAM Scranton, Pennsylvania To the Members of the Scranton Board of School Directors. Ladies and Gentlemen : You are fortunate in having the privilege to provide for the children of Scranton more and better buildings, more playground area, and more modern educational advantages. No large program along these lines could be undertaken during the period of the War. Now, that the War is over, immediate steps should be taken to place Scranton in the first rank of cities in the provision made for the education of her children. To do this will require an esti- mated expenditure of $2,500,000. By reason of the increased cost of operating the school system with its present educational facilities, funds for permanent improvement and extension of the school plant should be sought through the right to issue the re- quired school bonds, such right first to be approved by a direct vote of the people. The people of this city should be fully informed of its edu- cational needs and should be given the chance to share the pro- gram for its educational advancement. A city whose people are so financially able and loyal that they subscribed $51,535,000 for War Loans, and so generous that they gave $1,540,621 (Salvation Army, $83,000; Jewish Relief, $75,000; Knights of Columbus, $150,000; Y. M. C. A., $105,000; Welcome Home, $20,211; Y. W. C. A., $24,500; United War Work. $441,453; Red Cross, $641,457) for various War and after-the-War drives will undoubt- edly respond with even greater fervor in the making of a perma- nent investment which directly afi^ects the welfare of their chil- dren and the future welfare of the community. What are Scranton's Educational Needs ? 1. A desk for full time for every pupil, from the kindergarten through the high school, in a well-lighted, well-heated, well-ven- tilated room. 2. A normal enrollment of pupils for each teacher. In no case should such enrollment exceed forty (40) pupils. 3. A sufficient number of rooms for the instruction of pupils whose mental ability prevents them from profiting by the instruc- tion given to a group of normal children. 4. A sufficient number of manual training and domestic science centers to accommodate all 6th, 7th and 8th grade pupils one-half day each week. 5. Ample playgrounds, recreation rooms, gymnasiums and auditoriums to meet the needs of the several sections of the city. The present population of Scranton is estimated at 150,000 Chart I shows the total school population of the city to be ZZ,273. Estimating the total population, as is customary, on the basis of a 5 to 1 proportion, an estimated total population of 150,000 is quite conservative. The city's growth since 1910, when the official census placed the ])opulation at 129,867. promises a continuance of the same in the future. CHART 1. Census o| Chi loir en between O ond I 6 yeor-s. Thi 5 Census taken each year Csi nee I9IZ )between Moy and September by At-tendonce off fcera. House to house canvass. 912 914- 1915 I9I6-I 1917-i 918-1 919-f 32 816 i 33,009 Chart I also shows a consistent growth in school population since 1912, with slight variations in 1913 and 1917. Within a period of six years the school population has increased from 31,094 to 33,275, or 6.6%, or 1.1 7^ each year. It is to he regretted that the school census records are not availahle hevond the year 1912. CHARTU. Total Public School Enrollment 5cranton, Pa. Enrollment poo Z4 OOP 1908 19091 EO.ne 1909 1910 1910 191 I 191 I 1912 1912 1913 1913 1914 1914 1915 1915 1916 1916 1917 19 17 1916 1918 1919 236:. 2 124 033 Chart 11, dealing with the enrollment in the pul)lic schools from the years 1908-1909 to 1918-1918, is equally illuminating. Within a period of ten years the enrolhnent in the pubUc schools has increased from 20,116 to 23,619, or 3,503 pupils, an increase of \2y2%, or \yl% each year. The slight decrease in enrollment since 1916 may be traced directly to the closing of the Lafayette (No. 16) School building and the erection of St. Joseph's Paro- chial School building. For the instruction of pupils in the kindergarten and in the grades the following buildings are in use : 2 — One-room. 4 — Two-room. 1 — Three-room. 9 — Four-room. 2 — Five-room. 2 — Six-room. 1 — Seven-room. 3 — Eight-room. 3 — Nine-room. 6 — Ten-room. 5 — Eleven-room. 4 — Twelve-room. 1 — Thirteen-room. 5 — Four teen-room. 4 — Fifteen-room. 2 — Sixteen-room. 56 — 483 rooms, or an average of 8.6 rooms per building. In these buildings there are 32 basement rooms in use. In addition to the foregoing there are in use : 20 portables 2 one-room buildings — rented 1 three-room building — rented One can see at a glance that 56 grade buildings for an en- rollment of 20,000 kindergarten and grade pupils is more than twice the number of such buildings Scranton really needs for con- venience, economy of construction, of heating, lighting, janitor service, administration and supervision. With 28 buildings to ac- commodate 20.000 pupils Scranton could operate its grade schools with an annual saving of approximately 33 1/3%. This statement can easily be verified l)y comparing the cost of operating one of the large buildings with two or three of the smaller ])uildings ac- commodating the same number of pupils. A random selection of buildings for comparison seems to indicate that the average annual saving is probably above 33 1/3%. COST OF MAINTENANCE— COMPARING SCHOOLS. Number of Rooms 4 4 8 16 16 Kosci- School Phillips usk'O Grant Wm. Penn No. 22 No. 44 No. 21 Total No. 40 Electrical Repairs... $ 4.88 $ 6.08 $ 10.73 $ $ 16.81 General Repairs Average jgg 59 18532 152.41 182.57 Heating and Ventil ^ ^°^ ating 5 r*^^ 174.19 6.02 48.74 223.39 Plumbing 8.33 2.96 18.84 6.95 $ 373.99 $ 200.88 $ 240.72 $ 815.59 $ 429.72 **1912-13; 1913-1914; 1914-1915; 1915-1916; 1916-1917. Janitors' Supplies — (Aver- age for 5 years ) 18.55 16.16 33.45 68.16 49.74 *Coal 195.54 170.53 275.21 641.28 422.53 Janitor Service — Cost in June, 1916 600.00 600.00 900.00 2,100.00 1,200.00 Total $3,625.03 $2,101.99 Supervision 490.00 966.00 1,240.00 2,696.00 1,716.00 Grand Total $6,321.03 $3,817.99 Increase in cost of maintaining and operating three smaller buildings with same number of rooms as one larger building, $2,503.04, or 65% (plus) of cost of larger building. *Year 1914-1915 omitted — average for four years. $2503.04 a year for ten years would mean a saving of $25, 030.40 on the four buildings involved. $2503.04 would enable the school district to retire a $1000 five per cent, school bond each year and pay the interest on $30,000 worth of school bonds each year, besides. These comparisons are not made with a view to criticize what has been a customary practice in most cities in erecting school- houses, but with a view to prevent the continuance of such an un- economical practice in the erection of future school buildings. In the buildings provided there has been consistent progress in equipping them with modern heating, ventilating and sanitary systems. I do not believe the care and oversight given them is ex- celled anywhere in the United States. But the erection of perma- nent buildings has not kept pace with the enrollment. This state- ment is supported by Chart III, based on a detailed statement com- piled from the official records, and on the following facts : 1. 2400 high school pupils on part time. 2. 1128 grade pupils are on part time. 3. 800 grade pupils are housed in portables. 4. 1280 grade pupils are housed in basement rooms. 5. 11,100 grade pupils are in rooms with an average of more than 40 pupils to the teacher. Among 500 grade teachers these rooms are diitributed as follows : 10 41-44 45-49 50 & more Pupils Pupils Pupils Central City and Petersburg 28 29 10 Providence and Green Ridge 28 25 13 Hyde Park 19 41 15 South Side and Bellevue 20 20 14 95 115 52 STATEMENT OF ROOMS ADDED THROUGHOUT DISTRICT SINCE 1910. (Not Including Rooms for Special Activities) In 1910— Rooms Cost Audubon (No. 42) School 8 $ 47,977.88 No. 26 Annex (Now Kosciusko, No. 44) 4 7,351.64 12 $ 55,329.52 In 1911— Grant (No. 21) School 8 $ 31,908.60 Lincoln (No. 14) Anne.x 8 48,251.94 Lowell (No. 43) School 8 51,599.46 Washington (Adm. Building) 12 168,614.13 36 $300,374.13 In 1912— Betsy Ross (No. 46) School 3 $ 16,133.74 William Penn (No. 40) School 1 352.00 Audubon (No. 42 School) 2 800.00 6 $ 17,285.74 In 1913— Jackson (No. 17) Portable (Now No. 18) 2 $ 2,500.00 Washington Irving (No. 12 School) 1 79.20 3 $ 2,579.20 In 1914— Jefferson (No. 25) Annex 8 $ 64,930.35 Whittier (No. 2) School 1 600.00 Webster (No. IS) School 1 120.00 S. F. B. Morse (No. 20) (Now No. 41 .Annex).... 1 65.00 Prescott (No. 38) School 1 675.00 Robert Morris (No. 27) Port 4 5,919.00 George Bancroft (No. 21) Annex 2 7,791.46 18 $ 80,100.81 In 1915— Lowell (No. 43) School 2 $ 4,265.00 John Marshall (No. 41) 3 600.00 Horace Mann (No. 29) 2 686.90 Bryant (No. 13) School 1 68.00 Eli Whitney (No. 6) School 2 125.00 Whittier (No. 2) Portable 1 "J Jackson (No. 17) Portable (Now at No. 21) 1 f Hamilton (No. 19) Portable 1 / S. F. B. Morse (No. 41 Annex) 2 ) 7,000.00 16 11 $ 12,744.90 In 1916— Pastorius (No. 3) School 1 $ 154.92 Lincoln (No. 14) Annex 1 200.00 Emerson (No. 34) Portable 1 1 Kosciusko (No. 44) Portable 1 j 2,640.00 Andrew Jackson (No. 17) Annex 8 53,135.02 U. S. Grant (No. 21) Church 1 2,000.00 13 $ 58,129.94 In 1917— Garfield (No. 11) School 1 $ 470.00 Bryant (No. 13) School 2 1,400.00 Benjamin Rush (No. 24) School 1 480.00 Whittier (No. 2) Portable 2 Sumner( No. 18) Portable 2 Patrick Henry (No. 23) Portable 2 Kosciusko (No. 44) Portable 1 McKinley (Snooks Addition) Portable 1 J 10,500.00 12 $ 12,850.00 In 1918— Stephen Girard School ( No. 26) 1 495.00 In 1919— Audubon (No. 42) Portable 2 3,675.00 Grand Total 119 Average per year 11.9 $543,564.24 $ 54,356.42 I have yet to find anyone who will argue for either the base- ment room or the portable as more than an expedient to meet a temporary emergency. From the data thus far submitted it is apparent that the con- gestion in the Scranton schools affects 16,600 pupils out of 23,000 pupils, and that is is not confined to any particular section of the city. Today, 3850 pupils are in the first grade of our public schools ; 2169 are in the sixth grade, 1700 in the seventh grade, 1100 enter high school ; 300 will be graduated during the year. Eliminating those who are repeating the work of the first grade, these figures mean that out of every 100 pupils, about 40 enter high school; of these 40, 10 remain to be graduated, or about one out of every 10 of the original 100. What is the significance of these figtires? 1. Educational opportunity for the great body of our boys and girls shottld be richly provided during the elementary school period. Large numbers of them drop out after completing the work of the first six grades and after reaching the age of four- teen, the requirements set by the compulsory school law. 2. There should be fewer pupils leaving school before com- pleting a high school course. 12 One of the brightest spots in the educational development of Scranton's public schools is the growth of its high school enroll- ment. Compare the enrollment of 470, when the Central High School first opened its doors, with last year's enrollment of 2,419 in the Central and Technical High Schools. In 22 years the high school enrollment has increased 414%. Chart IV also shows an increased enrollment of 66% (plus) in the last ten years and an increase of 2o% (plus) since the inauguration of the eight-grade elementary school plan and the semi-annual promotion plan. CHART nZ". Hiah School Enrol Iment by Years- 1896-1897 1897- 189( 1898-18991 1899-19001 1900-1901 1901-190 \90Z-130 1903-1904 1904-19051 1905-19061 1906-190 1907-190 1908-19091 1909-1910 19(0-191 1911-191 1912-1913 I9I3-I9I4 I9I4-I9I5I I9I5-I9I6 1916-19 19I7-I9I& I9I8-I9I9 13 CHART V Chart V is a graphic study of the enrohments in the two high schools since the opening of the Technical High School in 1905. The growth of the Technical High School has heen rapid since 1910. Very little variation is found in the Central High School enrollment up to the year 1915, when the Commercial Course was reintroduced. This was done to equalize the attendance in the two schools and somewhat relieve the congestion found in the Technical High School which has been obliged to operate a double 14 session since 1913-1914. The introduction of the Commercial Course in the Central High School has necessitated the operation of a double session in the Central High School, also, since 1915- 1916. A comparison of Charts IV and V clearly indicates that the Central High School has had more pupils since 1915-1916 ihan were enrolled in the Central High School when the Technical High School was erected in 1904. The need for relief now is just as great as it was in 1904. On account of the crowded conditions in both high schools the pupils in the Senior, Junior and Sophomore classes attend from 8:30 a. m. to 1 :00 p. m. The Freshman pupils attend from 1 :15 p. m. to 5:15 p. m. All high school pupils have an intermission of 20 minutes. This arrangement permits a 4-hour school day for the morning sessions and a 3 2/3-hour school day for the after- noon session, to be devoted to recitation and study. The normal number of high school recitations is four and the normal number of study periods is two each day. Allowing five minutes for the exchange of classes, there are available for each high school pupil four thirty-five minute recitations and two thirty- five minute study periods. ^^'hat rooms are available for the purpose of studying in the high schools ? With the exception of two classroom groups in the Technical High School, pupils in the morning session have to be distributed in rooms where other groups are reciting. Is the environment conducive of good residts in study? In the Central High School the pupils are congregated in the auditorium during the study periods. They represent all classes in the morning session. Several teachers are in charge during each study period. The group is a miscellaneous group. The only function the teachers in charge can perform is to see that order is maintained. Helpful directed study is impossible. For the time being the teacher assumes the role of a proctor or monitor. The regular minimum high school day in the country at large is six hours. Scranton's boys and girls are deprived of two hours of high school instruction each day, or one-third of the time to which they are entitled. On the basis of a normal school day every pujMl in the Scranton high schools attends 6 2/3 months in a ten month's term. The logic of the practice would lead one to argue for a term of 6 2/3 months and a longer school day with longer periods of recitation and directed study as preferable to the present situation. iVlost of the four hours is spent in reciting lessons. There is little opportunity for the preparation of lessons in school under the teacher's direction in the art of preparing a lesson. Three out of the four subjects pursued by high school pupils should be pre- 15 pared in school under helpful guidance. In the present situation high school pupils, for the most part, get their lessons as best they can outside of school hours. Who is to see to it that they set aside a definite time at home for the preparation of lessons ? How many of them have suitable places for study at home? Who is to aid them in their preparation of lessons? Not one in ten parents is in position to lend any assistance. Furthermore, it is the busi- ness of the school, and not that of the home, to teach. That is why teachers are employed at public expense. But teachers can't teach most effectively, and, what is more important, they can't teach pupils how to master the contents of a book if they are not given the time necessary. In consequence, as many as 20% of the pupils in some of the high school classes fail to pass the term's work. Here is an economic waste and what is far worse, every failure becomes a means of discouragement to pupils to continue in school. Another element that will affect the time at the disposal of high school pupils for recitation and study is the passage of Act No. 370, by the last Legislature, requiring the inauguration of a course in physical training. Setting aside a period each day for instruction in physical training will curtail the time now set aside for study. One of the most important factors to be considered in the school life of the pupil is the personal influence of the teacher. Under the present handicap of time high school teachers can wield little personal influence over the pupils because they have no op- portunity to know them, and that during the adolescent period of the pupil's development when the teacher's influence should count most. You are undoubtedly interested in knowing that the require- ments of the Smith-Hughes Vocational Law requires a six-hour school day and that on account of the enforced four-hour day in the vocational courses of the Technical High School the Scranton School District will not benefit by an annual appropriation of $5000 from the National Government. Meeting the requirements set by the Smith-Hughes law is a reasonable expectation for the Board to hope to realize. It would standardize the vocational courses in the Technical High School and would enable the dis- trict to secure an amount of money which would pay the interest on an issuance of $100,000 worth of 5 per cent, bonds. How is the situation in the two high schools to be changed? In the Central High School crowded conditions can be par- tially relieved by adding six rooms to the northwest end of the building. The auditorium should be enlarged and improved by extending the stage to the northern line of the lot, by the addition of a balcony, and by remedying the acoustics. To safeguard the 16 health of the pupils to the best advantage a modern lunch room should be established and a gymnasium of ample size should be built. ESTIMATED COST $177,700.00 Est. Cost Land $ 30,000.00 Six Class Rooms 72,000.00 Equipment tor same 2,700.00 Enlarge Auditorium 30,000.00 Add Gymnasium 30,000.00 Equipment for Gymnasium and Lunch Room 13,000.00 $177,700.00 Congestion in the Technical High School can be partially re- lieved by an addition to the main building containing twelve class rooms for academic work and an addition of six rooms to the manual training building. The rooms on the ground floor should be so planned as to make provision for a lunch room, and rooms for laundry, printing press, electric wiring, automobile repairing, sheet-metal work and concrete work. The pupils in the Technical High School are entitled to more locker rooms. Congestion in the locker rooms is well nigh intoler- able. One needs only to visit the Technical High School during the period of intermission to be convinced. The friends and patrons of the Technical High School several years ago presented to the School Board a petition signed by thou- sands of taxpayers, for an auditorium and a gymnasium. The petition is based on reasonable grounds. When our neighbors — - Wilkes-Barre, Nanticoke, Hazleton, Bethlehem, Allentown, Bing- hamton — and countless other cities with less population than Scranton, provide these facilities, it would seem that Scranton would delay these educational necessities no longer. ESTIMATED COST $372,400.00 Land $ 30,000.00 Twelve Class Rooms 120,000.00 Equipment for same 5,400.00 Auditorium 77,700.00 Gymnasium 29,600.00 Six rooms — Smith Manual Training 66,000.00 Equipment for Gymnasium and Lunch Room 13,000.00 Equipment for Auditorium 10,000.00 Equipment for special rooms — Smith Manual Training School 12,000.00 Additional Equipment for Boiler Room 8,700.00 $372,400.00 Additional relief for both high schools is contemplated in the recommendations submitted for solving crowded conditions in Hyde Park. 17 CMAKT Yr. An examination of Chart VI shows the growth of enrohment in the grade schools by districts since the school year 1908-1909. In the several districts Hyde Park heads the list with an in- crement of 757 pupils. The increases in grade school population are given in the order of their growth: 18 CHART YR. Centrol City and Peier^bura. SCHOOLS 100 pupil 5 zoo W////A 7777777 //////A V77A /\dini Fulton Modi5on y///////. '////7// ///////. "ZZZA^X B. rrr. wmm f\dovr\b V/////,Y77A V 77777 y 777 77/ / 77/7 7/ /7//77, Taylor g Franklin ^^^^^^^^^^ V77777yV7777777777777y 7777777? 7ZZZZZZ2 Prescott K///////^^^^^^^-'^^^^^^^^^^^^^//////^-"! ^^ Muhlenbera MuhlenberoiAij|||l 7/////AV777777 Audubon ^^ McKinley ^//^//// W7Z7ZZZ7Z7ZZZZZzm-ip^ria^\^^ Seating Capacity Enrollment 303 Children on half time- Hyde Park 757 Providence 506 South Side 41.^ Central City 133 Bellevue 119 Green Ridge 55 Total 1983 19 CENTRAL CITY AND PETERSBURG With the exception of the Muhlenberg (No. 5) School, the John Adams (No. 4) School and the Adams Annex, every grade building in the Central City and Petersburg is overcrowded. Chart VII indicates the extent of such overcrowding : 28 teachers have between 40 and 45 pupils ; 29 teachers, between 45 and 50 pupils, and 10 teachers more than 50 pupils. Chart VII also shows the use of basement rooms in the Fulton (No. 9) building, and in the Prescott (No. 38) building, and a double portable annex to the Audubon (No. 42) building. The John Adams (No. 4) Annex is a rented three-room building. 303 children are on half-time ; 139 in the Washington (Administration) Building. 93 in the Robert Fulton (No. 9) Building. 71 in the James Madison (No. 33) Building. Half of these little folks attend school for a continuous ses- sion from 8:30 A. M. to 12:30 P. M. The other half attend for a continuous session from 1 P. M. to 5 P. M.; 8:30 A. M. is too early for small children to come to school, and a continuous session of four hours is too great a strain on them. During the shortened period of daylight in the winter months the pupils in the afternoon session are obliged to work with artificial light. Every pupil in a room with more than 40 children and every pupil on half-time is deprived of a fair chance to get an educa- tion. The country at large has set the maximum number of pupils per teacher at 40. Some of the most progressive cities have low- ered the maximum to 35. The day will come when that number will be reduced to 30. Our records show that the great majority of pupils never enter high school. For them the elementary school alone contributes to their education. In consequence, the conditions for acquiring an education in the elementary grades should be the best obtainable. Recommendations 1. More suitable quarters should be found for the pupils at- tending the John Adams (No. 4) Annex. 2. The basement rooms in the Robert Fulton (No. 9) Build- ing and the Prescott (No. 38) Building should be abandoned. 3. On account of lack of playground, of sanitary conveni- ences, of adaptation of arrangement of rooms, the presence of double street car tracks on two sides of the grounds, and length of service, the James Madison (No. 33) Building should be sold. 20 This building has had continuous service since 1887. It is an- tiquated. To replace the present building and to relieve the crowded conditions in the Central City schools a modern 24-room building, exclusive of shops, should be erected in the Central City. ESTIMATED COST $402,300.00 Land $ 75,000.00 Twentv-four class rooms 240,000.00 Auditorium 44,800.00 Equipment for class rooms 10,800.00 Gymnasium 22,300.00 Equipment for gymnasium and auditorium 5,400.00 Equipment for Dom. Sci. and Man. Tr 4,000.00 $402,300.00 The Audubon (No. 42) School is located in a section whose population is increasing rapidly. A double portable provides tem- porary relief. Seven out of the eight rooms in the main structure have more than 40 pupils enrolled. Recommendation A permanent annex, containing six rooms and a combined as- sembly and recreation room should be added. ESTIMATED COST $105,700.00 Purchase of land $ 20,000.00 Six class rooms 60,000.00 Equipment for same 2,700.00 Assembly and recreation room 17,000.00 Equipment for same 6,000.00 $105,700.00 GREEN RIDGE— CHART VI 11 ReCOM MENDATION. The Robert Morris (No. 27) School .should be extended by an addition of four rooms. The grounds are available and the building is of such type as will lend itself easily to further exten- sion. The new heating system contemplated would naturally fit into this plan. The two double steel portables can be tised to much better advantage as rooms for such special activities as manual training and domestic science. ESTIMATED COST $77,800.00 Land $ 4,000.00 Add four class rooms 40,000.00 Equipment for class rooms 1,800.00 Auditorium with recreation room 16,800.00 Replacing heating system — old building 15,200.00 $ 77,800.00 21 CHAKTYm. Providence and Green Ridge 5CHOOL5 pupils loo Oronf ^^^^^.'Z^'^^.^^^^^.^Z^Z^.^ ZportobI eslChurch /\nriet -Iport ibie WZZZZ.7ZZA W7777. V// /////// //M a B.rm Girard "ZZZZZZZZZZZIZZZZZ/TZM^-x g B, Lonafellow ^^^^^^^^ ^^^^^"^^/^^ Err.er5on ^^ ~////}//////y///77M Cooper Pg^^ y/////// ///// { // ///\//////){//////X////// 2^ 3B.rms 1*1 porf-oble Sealing Capacity V/////////////Z}^ mrollnnent "^^^""■^^" ^o^^,5 Y/////)(////////////Y/////\///7ZW^W/, Morris /An.B I 3 steel portables PROVIDENCE— CHART VIII Relief is urgent in the Kosciusko (No. 44) School. One portable is used by the third grade with an enrollment of 46 pupils. The rooms in the main building have the following enrollment : Fourth grade, 48 pupils; 2nd grade, 59 pupils; lA grade, 45 pupils; IB grade, 43 pupils. The Stephei Girard (No. 26) School is equally crowded. In this building there is but one room with a normal attendance, 22 grade 2B having 38 pupils. The other rooms have the following enrollment: 6A&B, 55 pupils; 5A&B, 48 pupils; 4A and 5B, 50 pupils ; 4A&B. 50 pupils ; 3A&B, 53 pupils ; 2A and 3B, 49 pupils ; lA&B, 53 pupils; IB, 50 pupils. ReCOM MENDATION These two schools should be relieved by the addition of a 6-room annex, including a combined recreation and assembly room to the Kosciusko (No. 44) Building. ESTIMATED COST $66,700.00 Add six rooms to wooden building with combination auditorium and recreation room — sliding doors $ 60,000.00 Equipment for six rooms and auditorium 6.700.00 $ 66,700.00 The other section of Providence that should be provided for is the vicinity of the U. S. Grant (No. 21) School and the Grant Annex. In both buildings there are but two rooms with a normal enrollment. A double portable and a church annex are in use. This is a rapidly growing community. In addition to the con- gestion in this section, the three basement rooms in the William Penn (No. 40) School and the basement room in the Benjamin Rush (No. 24) School are so low and dark that they should be abandoned as soon as possible. Recommendation To meet this situation I would respectfully recommend the purchase of a plot near North Main Avenue and the erection thereon of the first unit of an intermediate grade building with 16 academic classrooms, domestic science and art rooms, manual training rooms, an auditorium and gymnasium. The plan of the building should be such that the building can be readily enlarged and converted into a Junior High School as the needs for further high school facilities arise. ESTIMATED COST $277,350.00 Land $ 35,000.00 Sixteen class rooms 160,000.00 Equipment for class rooms 7,200.00 Auditorium 44,800.00 Gymnasium 22,300.00 Equipment for gymnasium, auditorium, domestic science and manual training equipment 8,050.00 $277,350.00 23 CHAKTIX Lafaye11e W^ ^^^ ^ ^^^ ZZZZJZ Jack5on F^^^ y////X//////////)(///A hamillon W^ Mam i Hon /^n. Van Buren Wdlord Lowell r/////l^/////k//^^^ Lowell An Iportoble SealiViqCopacHy V//////////A Enrollment 52 5 C hildren on half lime TO^W^^^ HYDE PARK— CHART IX The school huilding problem in Hyde Park has become more acute during the last year. 825 pupils are on half time in this section; 19 teachers have between 40 and 45 pupils; 41 teachers, between 45 and 50 pupils; 15 teachers, more than 50 pupils. Two buildings, Eynon Street Annex and the Martin Van Buren (No. 31), have outlived their usefulness. Neither one of them war- rants the purchase of pillars to support the surface or the pur- 24 chase of modern, sanitary, heating and ventilating equipment. Both should he sold and the pupils attending them should he sent to other buildings. In this section there are in use for the instruction of grade pupils 6 basement rooms and 3 portables, 1 two-room annex, and 2 hall rooms in the John Marshall (No. 41) Building and 1 hall room in the John Marshall (No. 41) Annex, illy adapted for school room use. Recommendations To furnish adequate educational facilities in Hyde Park there should be provided : 1. A 12-room addition, containing a combined recreation and assembly room, to the John Marshall (No. 41) Annex. ESTIMATED COST $115,400.00 Add 12 class rooms on present land — two class rooms to be combined so that they may be used as a com- munity room $110,000.00 Equipment ior same 5,400.00 $115,400.00 Such an addition would house in an admirable way a number of pupils equivalent to those at present in attendance in the Eynon Street Annex and the Van Buren (No. 31) Building. 2. A centrally-located plot for a Junior High School and the erection thereon of a building containing 36 classrooms for aca- demic work, auditorium, gymnasium and ample shops for carry- ing on such manual activities as domestic science and art, cabinet making, plumbing, electric wiring, sheet-metal work, printing, automobile repairing, concrete work, forging, etc. A Junior High School Building would withdraw the 7th and 8th grade pupils from all the grade buildings in Hyde Park and would leave the rooms thus vacated for the pupils in the lower grades who are now on half-time or in overcrowded or unsuitable rooms. By providing accommodations for first-year high school pupils it would bring the advantages of the first year in the high school to the boys and girls of Hyde Park. Their attending high school in their own section during their first high school year would also contribute toward further relief in both high schools in the Central City. ESTIMATED COST $546,200.00 Land $ 75,000.00 36 class rooms 360,000.00 Equipment for same • 16,200.00 Auditorium 56^000.00 Gymnasium 22,300.00 Equipment for gymnasium and auditorium 8,000.00 Special shops, including domestic science, and man- ual training equipment 8,700.00 $546,200.00 25 CHARTX. South Side and Bellevue. SCHOOLS pupils 2190 ^^^^^^^^^^ ^^^^ //.^///////^/////// ///iaB. Whittier Pastori'us \/////A V7777Z'_ •/////// y/////l V7ZZ77, 2 I Iportable Whitne P'-^^-^^^^^^^^^^^^^^'^^^^^^^^^^^?^ farracju Monroe [Aonroef\n. Garfield ^^''^^^^^^^'''''^^^^''''^^^^^^^^^ ^- "-'^^ ig ^^^j^^ Y//////yY//////A{///////^//////)(///////)(/777W^ Mann Yy'yyyy'y/y777777Zy//////y7ZZZZZ }!^-\ ^.rm Webster ^^^^^^^ 5towe K/////^// ^^^^^^ ////^/^/ ^^^^^^ ^ Bartrom^- room unoccupied Z portable _ SeatingCapacity V//////////////;^ Enrollment ^"^"■" SOUTH SIDE AND BELLEVUE Chart X shows clearly what schools have a sufficient number of permanent rooms for the instruction of the pupils in attend- ance. Those buildings are the Farragut (No. 7), Monroe (No. 8), Williams (No. 10) Stowe (No. 30) and Bartram (No. Z7). In the other buildings in this section of the city are six base- ment rooms and three portable rooms. On account of lack of rooms in the Whitney (No. 6) School, the 8A and the SB pupils 26 are obliged to recite all of their lessons in the same room. The Webster (No. 15) Building and the Horace Mann (No. 29) Building have no office room for the principal. Twenty teachers have between 40 and 45 pupils ; 20 teachers, between 45 and 50 pupils ; 14 teachers more than 50 pupils. Recommendation To place the pupils on the South Side and in Bellevue on an equal basis with those in other parts of the city a centrally located building with 16 academic classrooms, domestic science and art rooms, manual training rooms and an auditorium and gymnasium should be provided for all of the 7th and 8th grade pupils. The withdrawal of the 7th and 8th grade pupils from the present buildings on the South Side and in Bellevue would make possible the abandonment of undesirable rooms now occupied and would serve to remove congestion in this section of the city. The plan of this central building should be such that the building can be readily enlarged and converted into a Junior High School as the needs for further high school facilities arise. ESTIMATED COST $277,350.00 Land $ 35,000.00 Sixteen class rooms 160,000.00 Equipment for class rooms 7,200.00 Auditorium 44,800.00 Gymnasium 22,300.00 Equipment for gymnasium, auditorium, and domestic science and manual training equipment 8,050.00 $277,350.00 AUDITORIUMS, GYMNASIUMS AND PLAYGROUNDS Preceding recommendations contain provisions for audi- toriutns and gymnasiums. At present no school building in Scran- ton is equipped with a gymnasium. The Central High School Building and the Washington (Administration) Building are the only ones in the city having an auditoriimi. Today ample playgrounds are regarded as essential for the all-round development of children as classrooms, gymnasiums and assembly rooms. Chart XI sets forth graphically the total play- ground area available for the pupils of each building. Chart XII shows the area available for each pupil. The minimum standard recognized in the United States is 30 sq. ft. per capita. This standard will, in all probability, be raised in the next few years. Alinost half of our school grounds fall below the present standard. ReCOM MENDATION Wherever feasible, enough land should be acquired to ineet the minimum standard of 30 sq. ft. per pupil. 27 CHAKTXI. f\rea5 of the various >3chool Grounds 5Ct100L5 BetivRo John Mo ESTIMATED COST $81,100.00 SUMMARY OF ESTIMATED COSTS Central High School $ 177,700.00 Technical High School 372,400.00 Central City Grade Building 402,300.00 Audubon (No. 42) Annex 105,700.00 Robert Morris (No. 27) Addition 77,800.00 Kosciusko (No. 44) Addition 66,700.00 28 Providence Intermediate Grade Building John Marshall (No. 41) Annex Junior High School Intermediate School Building for South Side and Bellevue. Grounds 277,350.00 115,400.00 546,200.00 277,350.00 81,100.00 $2,500,000.00 FLAYGR0UNP5 Number o[ icfuare Feet per- Copita at each o| the School Playground*, ^tondord — 305qft. per Cdp'ita^ CHAKTiEL 29 STATEMENT Showing Interest Cost and Increase in Tax Levy Required TO Float a Bond Issue of $2,500,000.00 Under THE Following Conditions Amount of Issue $2,500,000.00 Bonds to be retired annually at the rate of $100,000.00 for a period of 25 years. Rate of Interest 5% Approximate Property Valuation for the next 25 years — $100,000,000.00. Year Debt Bonds Interest Tax Levy Redeemed Paid 1st $2,500,000 $ 100,000.00 $ 125,000.00 2 5/20 Mills 2nd 2,400,000 100,000.00 120,000.00 2 4/20 Mills 3rd 2,300,000 100,000.00 115,000.00 2 3/20 Mills 4th 2,200,000 100,000.00 110,000.00 2 2/20 Mills 5th 2,100,000 100,000.00 105,000.00 2 1/20 Mills 6th 2,000,000 100,000,00 100,000.00 2 Mills 7th 1,900,000 100,000.00 95,000.00 1 19/20 Mills 8th 1,800,000 100,000.00 90,000.00 1 18/20 Mills 9th 1,700,000 100,000.00 85,000.00 1 17/20 Mills 10th 1,600,000 100,000.00 80,000.00 1 16/20 Mills 11th 1,500,000 100,000.00 75,000.00 115/20 Mills 12th 1,400,000 100,000.00 70,000.00 1 14/20 Mills 13th 1,300,000 100,000.00 65,000.00 1 13/20 Mills 14th 1,200,000 100,000.00 60,000.00 1 12/20 Mills 15th 1,100,000 100,000.00 55,000.00 111/20 Mills 16th 1,000,000 100,000.00 50,000.00 1 10/20 Mills 17th 900,000 100,000.00 45,000.00 1 9/20 Mills 18th 800,000 100,000.00 40,000.00 1 8/20 Mills 19th 700,000 100,000.00 35,000.00 1 7/20 Mills 20th 600,000 100,000.00 30,000.00 1 6/20 Mills 21st 500,000 , 100,000.00 25,000.00 1 5/20 Mills 22nd 400,000 100,000.00 20,000.00 1 4/20 Mills 23rd 300,000 100,000.00 15,000.00 1 3/20 Mills 24th 200,000 100,000.00 10,000.00 1 2/20 Mills 25th 100,000 100,000.00 5,000.00 1 1/20 Mills 26th Total Bonds $2,500,000.00 $1,625,000.00 Total Interest 1,625,000.00 Total cost $4,125,000.00 1 Mill Levy on $100,000,000.00 will produce $100,000.00. 1/20 Mill Levy on $100,000,000.00 will produce $5,000.00. 30 STATEMENT Showing Interest Cost ANr^ Increase in Tax Levy Required TO Float a Bond Issqe of $2,500,000.00 Under THE Following Conditions Amount of Issue $2,500,000.00 Bonds to be retired annually at the rate of $100,000.00 for a period of 30 years. Rate of Interest 5% Approximate Property Valuation for the next 25 years— $100,000,000.00. Year Debt Bonds Interest Tax Levy Redeemed Paid Lst $2,500,000.00 $ 75,000.00 $ 125,000.00 2 Mills 2nd 2,425,000.00 75,000.00 121,250.00 1.9625 Mills 3rd 2,350,000.00 75,000.00 117,500.00 1.925 Mills 4th 2,275,000.00 75,000.00 113,750.00 1.8875 Mills 5th 2,200,000.00 75,000.00 110,000.00 1.85 Mills 6th 2,125,000.00 75,000.00 106,250.00 1.8125 Mills 7th 2,050,000.00 75,000.00 102,500.00 1.775 Mills 8th 1,975,000.00 75,000.00 98,750.00 1.7375 Mills 9th 1,900,000.00 75,000.00 95,000.00 1.70 Mills 10th 1,825,000.00 75,000.00 91,250.00 1.6625 Mills 11th 1,750,000.00 85,000.00 87,500.00 1.725 ^lills 12th 1,665,000.00 85,000.00 83,250.00 1.6825 Mills 13th 1,580,000.00 85,000.00 79,000.00 1.64 Mills 14th 1,495,000.00 85,000.00 74,750.00 1.5975 Mills 15th 1,410,000.00 85,000.00 70,500.00 1.555 Mills 16th 1,325,000.00 85,000.00 66,250.00 1.5125 Mills 17th 1,240,000.00 85,000.00 62,000.00 1.47 Mills 18th 1,155,000.00 85,000.00 57,750.00 1.4275 Mills 19th 1,070,000.00 85,000.00 53,500.00 1.385 Mills 20th 985,000.00 85,000.00 49,250.00 1.3425 Mills 21st 900,000.00 90,000.00 45,000.00 1.35 Mills 22nd 810,000.00 90,000.00 40,500.00 1.305 Mil:. 23rd 72t),000.00 90,000.00 36,000.00 1.26 Mills 24th 630,000.00 90,000.00 31,500.00 1.215 Mills 25th 540,000.00 90,000.00 27,000.00 1.17 Mills 26th 450,000.00 90,000.00 22,500.00 1.125 Mill-, 27th 360,000.00 90,000.00 18,000.00 1.08 Mills 28th 270,000.00 90,000.00 13,500.00 1.035 Mills 29th 180,000.00 90,000.00 9,000.00 0.99 Mills 30th 90,000.00 90,000.00 4,500.00 0.945 Mills Total Bonds $2,500,000.00 $2,012,500.00 Total Interest 2,012,500.00 $4,512,500.00 1 Mill Levy on $100,000,000.00 will produce $100,000.00. The practice of issuing long-term bonds to meet just such an emergency as exists in Scranton's public schools today has been generally adopted by other school districts. Why should this generation bear the major burden when the next generation will profit just as largely by a present educational investment? 31 In both plans there is a gradual reduction in the annual mill- age required, varying on the basis of 25 years from 2 1/4 mills the first year to 1 1/20 mills the 25th year; or varying on the 30- year basis from 2 mills the first year to .9 9/20 mills the 30th year. By the 25-year plan the taxpayer whose property is assessed at $3600 would pay $8.10 additional school tax the first year and $3.78 additional school tax the 25th year as his share toward pro- viding adequate school facilities for the youth of Scranton. By the 30-year plan the same taxpayer would pay $7.20 addi- tional school tax the first year and $3.4o additional school tax the 30th year. In the last analysis the proposition is one of dollars and cents versus the best interests of Scranton's children in the public schools. Which have the higher value? Scranton's school building needs are an open book. The situ- ation is alarming. Today, when there is so much unrest in the world, the community, the state and the nation need, as never be- fore, an intelligent and patriotic citizenship. Permitting children to attend school on part time, in overcrowded rooms, in portables and basement rooms will not contribute most effectively to pro- duce the highest quality of American citizenship. THIS IS WHAT OTHER CITIES HAVE DONE Est. Amount of Pop. indebtedness 1. Minneapolis, Minn 373,448 $ 7,994,500.00 2. Seattle, Washington 366,455 6,234,000.00 3. Indianapolis, Ind 277,479 2,357,500.00 4. Rochester, N. Y 264,714 1,857,937.00 5. St. Paul, Minn 252,465 1,795,000.00 6. Oakland, California 206,405 3,141,500.00 7. Toledo, Ohio 202,010 3,670,000.00 8. Kansas City. Mo 305,816 8,702,500.00 9. Louisville, Ky 240,808 11,754,200.00 Included in 10. Buffalo, N. Y 475,781 general city bond issue. 11. Omaha, Neb 167,741 3,441,786.00 12. Berkeley, California 60,427 506,146.00 13. Erie, Pa 76,592 2,014.500.00 14. Harrisburg, Pa 73,276 915,706.05 15. Bethlehem, Pa 65,000 817,200.00 16. Johnstown, Pa 70,473 1,134,000.00 17. Easton, Pa 33,000 370,000.00 18. SCRANTON. PA 149.451 1,516.000.00 Bonds issued for school building programs since 1917 $ 2,750.000.00 4,500,000.00 9,000.000.00 3,145,000.00 3,000,000.00 4,500,000.00 1,500.000.00 2,000.000.00 1,000,000.00 8,125,000.00 5,000,000.00 2,321.000.00 1,000,000.00 1,250,000.00 1,591,000.00 2,000,000.00 1,000,000.00 2,500.000.00 Proposed 2>2 THE PRESENT ATTITUDE OF OTHER CITIES TOWARD SCHOOL-BUILDING PROGRAMS. In reply to the following letter sent out on January 27, I re- ceived replies by letter and telegram which I am herewith sub- mitting : "Are you taking immediate steps to go on with your build- ing program? Please let me know by return mail what the atti- tude of your Board is on this proposition?" From Harrisburg — "We are expecting to go on to comple- tion. It will take a long while, for the final project will involve another loan, possibly of $1,000,000. Recently we bought land adjoining our Tech. H. S. and the architect is now drawing plans to build an addition there with a view to converting this school into a third J. H. S. We have also bought a tract of 40 acres for a Senior H. S. site. This school will house all 10, 11, 12 grades of city." Telegram from Omaha, Neb. — "Yes. working rapidly as can on building program." Telegram from Oakland, Calif. — "Yes, l)uilding program now in initial stages; about one-fifth the bonds sold ; chief of construc- tion and advisory architect employed." From Berkeley, Calif. — "Going on immediately with our building program; fully half the new buildings are under con- struction." From Bethlehem, Pa. — "Your letter of January 27th was re- ceived. The only drawback thus far in our building program has been the condition of the weather. We are going right on with our building every day. The foundation of our new high school is practically completed and we are rapidly putting in the founda- tions of the West Side Junior High School, or Nitsche School, and the Quinn building, located on the South Side. I trust this has answered your question definitely and that the delay has not caused you any inconvenience." From Erie, Pa. — "I wish to acknowledge receipt of your let- ter of the 27th inst., and to say in reply that it is our intention to continue our building program." From Rochester, N. Y. — "We are taking immediate steps to go on with our school building program. The president of our Board of Education summed up the situation with us in his annual report submitted on the first day of this month, in which he stated : 'There is nothing to indicate any reduction in the cost of building within anything like the near future. It is imperative that additional school buildings should be provided at once if there is to be a place in our schools for the boys and girls who attend them. To delay the erection of buildings until such time in the future as any considerable saving might be efifected, would be to assume too great a responsibility.' " 33 From Johnstown, Pa. — "Our Board proposes to erect four grade buildings this summer at an approximate cost of $500,000. They are also completing the class room building of the William A. Cochran Junior High School group, and expect to let a con- tract Monday night for the Household and Manual Art wings of this group. The Board has bought close to $100,000 worth of property since the passage of the bond issue and are going to buy still more. The children won't wait, and indications are that price of building material and labor will not be much less for some time." Telegram from Bufifalo, N. Y. — "School building program not abandoned; original estimate eight and one-half millions; thirty cents per cubic foot probably will cost forty cents per cubic foot; program going forward." It should be remembered that 1. Immediate action is imperative. 2. The proposed school-building program is for the whole city, including all grades of pupils in its scope, and favoring no section of the city. 3. The expenditure is shared by the next generation. 4. It means a bigger, better Scranton. 5. The investment is not in buildings primarily but in the boys and girls of Scranton. Respectfully submitted, S. E. WEBER, February 2, 1920. Supt. of Schools. SUMMARY OF ATTENDANCE— TERM 1919-1920 FIRST SEMESTER— SEPTEMBER 8, 1919— February 4, 1920. Per- Enrollment Average centage Central High School 1,077 963 94.1 Technical High School 1,118 973 92.3 Grades 1-8 20,620 17,591 90.5 Kindergartens 1,266 1,004 86.8 Special Classes ^2 24 88. 24,113 20,555 Manual Training Centers— Seventh and Eighth Grades — Girls 1,548 Boys 1,389 Total 2,937 Continuation Schools — Boys 651 Girls 540 1,191 Graduated from Central High School 61 Graduated from Technical High School 49 Graduated from the 8A Grades 455 34 SECOND SEMESTER— FEBRUARY 7, 1920— JUNE 25, 1920. Per- Enrollment Average centage Central High School 1,287 996 93.7 Technical High School 1,362 978 92.8 Grades 1-8 20,090 16,722 893 Kindergartens 1,118 827 83.1 Special Classes 29 19 86. 23,886 19,542 Manual Training Centers — Seventh and Eighth Grades — Girls 1,493 Boys 1,608 Total 3.101 Continuation Schools — Boys 881 Girls 670 Total 1,551 Graduated from Central High School 91 Graduated from Technical High School 85 Graduated from the 8A Grades 625 NUMBER OF TEACHERS, 1919-1920 By Departments Men Women Total Teachers in Kindergartens — 33 33 Teachers in Primary Grades (1-4) — 288 288 Teachers in Grammar Grades (5-8) 4 213 217 Teachers in High Schools 27 46 73 Teachers in Special Classes — 2 2 Principals— All Schools 26 19 45 Special Teachers — Supervisor of Primary Grades — 11 Supervisor of Kindergartens — 11 Supervisor of Music 112 Supervisors of Drawing — 3 3 Teachers of Sewing — 3 3 Supervisor of Penmanship — 11 Teachers of Domestic Science & Domestic Art (Grades 7 & 8) _ 4 4 Teachers of Manual Training (Grades 7 and 8) 4 — 4 Continuation School Teachers 1 10 11 63 625 688 TEACHERS' CERTIFICATES Term 1919-1920 Normal Diplomas 257 Normal Certificates ^6 Graduates of the Scranton High and Training Schools who hold Per- manent State Certificates 147 35 Graduates of Academies, Seminaries, etc., who hold Permanent State Certificates 65 Graduates of Colleges who hold Permanent State Certificates 21 Permanent College Certificates (Under New Code) 32 Provisional College Certificates (Under new Code) 18 Graduates of the Scranton High and Training Schools who hold Pro- fessional Certificates 15 Professional Certificates (10 years' service) 3 Temporary Special Certificates (Special Teachers in Manual Training School Kindergartens (Supervisors) 20 Permanent Special Certificates (Special Teachers in Manual Training School, Kindergartens (Supervisors) 37 Class "A" Continuation School Certificates 4 Permanent Special "Class A" Continuation Certificates 7 Provisional Certificates 6 Total number of Teachers for the term 688 AMOUNT OF TRAINING ABOVE THE EIGHTH GRADE RECEIVED BY TEACHERS IN THE SCRANTON PUBLIC SCHOOLS Number elemen- Number Senior tary school teach- High school teach- Years of schooling above ers failing in the ers failing in the eighth grade. training groups trainmg groups listed at left. it left. Men Women Men Women Less than 1 year — 25 1 — 1 year 2 9 1 — 2 years 1 29 1 — 3 years 1 32 1 — 4 years >• 53 3 5 5 years 6 156 — 1 6 years _ 246 1 7 7 years — — — 2 8 years 1 19 17 30 9 years — — 2 1 10 years — — — — 11 years — — — — 12 years — — — "~ AMOUNT OF TEACHING EXPERIENCE OF ELEMEN- TARY AND HIGH SCHOOL TEACHERS Number of Ele- Number of Sen- mentary teachers ior High school failing in the ex- teachers failing Number of years' experience m perience groups in the experience teaching, including this year, listed at left. groups listed at left. Men Women Men Women 1 year 2 35 2 — 2 years 1 45 — 1 3 years 1 26 1 1 4 years 2 39 1 — 5 years 2 29 — 3 6 years — 23 — 1 7 years — 23 1 4 8 years 1 17 — 3 36 9 years — ■ 10 years — 11-14 years 2 15-19 years 1 20 and over 3 DISTRIBUTION OF TEACHERS' SALARIES FOR THE YEARS 1913-14 AND 1919-20 35 1 2 17 1 3 72 5 15 12 5 3 136 10 10 ELEMENTARV SCHOOLS a) SENIOR HIGH SCHOOLS (c) SALARY GROUPS Number teachers whose salaries in 1919- 1920 iaii within salary groups listed. Number teachers whose salaries in 1913- 1914 fell within salary groups listed. Number teachers whose salaries in 1919- 1920 fall within salary groups listeJ. Number teachers whose salaries in 1913- 1914 fell within salary groups listed. Men Women Men Women Men Wcmen Men Women $300-399 400-499 500-599 600-699 700-799 800-899 900-999 1000-1099 1100-1199 1200-1299 1300-1399 1400-1499 1500-1599 1600-1699 1700-1799 1800-1899 1900-1999 2000-2499 2500-2999 3000 and over ___24 — — — — - — — 105 — — — — _ _ — 217 — — — — 1 66 1 110 — — — — 1 120 — — — — — — - 107 — — — — — — 1 224 — — — — 1 7 1 36 — — — — 3 5 2 — — — — 1 9 22 - — — — — 6 3 2 1 — — — 1 3 1 1 1 — — — — 2 9 1 - — — — 4 7 — — -_ — — 5 22 — — — 15 5 — DISTRIBUTION OF SALARIES OF EMPLOYEES OTHER THAN TEACHERS FOR 1913-14 AND 1919-20. SALARY GROUPS Less than $1000, 1000-1499 1500-1999 2000-2499 2500-2999 3000-3499 3500-3999 4000-4499 4500-4999 5000 and over. High School EleiTi. School Principals and Principals and Asst. H. S. A s s t. E 1 e m. Supervisors. Principals. Schood Princi- jials'. 1913-14 1919-20 1913-14 1919-20 1913-14 1919-20 — — 19 — — — — — 25 11 9 5 2 — 1 32 — 6 !_____ 1 2 — — — — n SCRANTON PLAN, INCLUDING NEW SALARY SCHEDULE. QUALIFICATIONS OF TEACHERS. 1. Applicants for positions in the Central High School must be college graduates with at least two years' experience, or normal graduates with commercial training and at least two years' ex- perience. 2. Applicants for positions in the Technical High School must be college graduates with at least two years' experience, or normal graduates with commercial training and at least two years' ex- perience, or graduates of some recognized manual training school. 3. Applicants for positions in the grades of the Public Schools of Scranton must be college or normal graduates, or graduates of the Scranton Training School. 4. Teachers, before receiving a permanent appointment, must serve five months as temporary teachers. 5. Teachers having received a temporary appointment, but who have not served five months owing to the close of the school year, shall continue, upon the re-opening of school, to teach on trial until their term of probation expires ; then, if their work is satisfactory and approved by the Superintendent, they shall re- ceive a permanent appointment. METHOD OF APPOINTMENT. Teachers shall be selected according to the following plan : PRINCIPALS. Applicants for principalships of elementary schools must have had at least two years' experience in elementary grade work, must be college or normal school graduates. Applicants for principalships of elementary schools must pass a written examination in each of the following subjects : History of Education, School Administration and Management, Principles of Teaching, School Hygiene, English Composition. This exami- nation shall be conducted by a recognized educator, not a resident of Scranton, appointed by the Superintendent and approved by the Board of Education. The average per cent, for the written and the oral examina- tion shall be not less than 70%. GRADE TEACHERS. All applicants for positions in the grades of the elementary schools — excepting the eighth grade teachers of the pre-high school subjects, Latin and algebra— shall pass a written examination in each of the following subjects : School Management, Principles of Teaching, School Hygiene, English Composition. This ex- 38 amination shall be conducted by a recognized educator, not a resi- dent of Scranton, appointed l)y the Superintendent and approved by the Board of Education. The average per cent, for the written and the oral examination shall be not less than 60%. HIGH SCHOOL TEACHERS AND TEACHERS OF THE PRE-HIGH SCHOOL SUBJECTS LATIN AND ALGEBRA. Applicants for positions to each in either high school are re- quired to take an examination in the subject or subjects in which they desire to qualify, the methods of teaching these subjects, and in English composition. Applicants who are college graduates, without any previous actual teaching experience, are eligible to teach the pre-high school subjects — Latin and algebra — in the eighth grade. Grade teachers, having five years' experience, and who have Latin and algebra on their certificates, may take the examinations for eighth grade positions and be marked on the same basis as those who are college graduates without experience. Applicants for positions to teach the pre-high school subjects in the eighth grade shall be examined in Latin and algebra, in the methods of teaching Latin and algebra, and in English compo- sition. The written examinations for each of these specialized de- partments shall be given by the Superintendent. The average per cent, for the written and the oral examina- tion shall be not less than 75%. Any applicant may take the examination in as many as two groups of specialized lines of study. Applicants must notify the Superintendent's office of the group or groups in which they desire to take examinations, at least one week previous to the date set for the examinations. KINDERGARTEN TEACHERS. All applicants for positions in the kindergartens of Scranton shall be required to present : 1. A high school diploma covering a course of four years, or its equivalent. 2. A diploma from a recognized kindergarten training school having a course of at least two years' instruction. Teachers, before receiving a permanent appointment, must serve five months as temporary teachers. Teachers having received a temporary appointment, but who have not served five months, owing to the close of the school year, shall continue, upon the re-opening of school, to teach on trial imtil their term of probation expires; then, if their work is satis- 39 factory, and approved l)y the Superintendent of Schools, they shall receive a permanent appointment. All applicants shall pass a written examination of five ques- tions on the theory and practice of kindergarten work, and an oral test in story-telling and music to he conducted hy the Kinder- garten Supervisor. GENERAL RULES All applicants for positions shall he examined orally by the Board of School Directors. This examination shall take into consideration successful experience, scholastic and professional record, and personality. The ratio of the written and oral ex- amination shall be as 50 points to 40 points. Those without actual teaching experience will not be marked higher than 30 points. Those having the highest marks shall be rated first and ap- pointed first. Where two candidates have the same rating, pref- erence shall be given to the one having the longest experience. For appointments to high school positions, the eligible list shall be made up according to the departments in which applicants have specialized. For principalships in the elementary schools and for heads of departments in high schools, the right is reserved in every case to name the highest male or the highest female candidate, as the Board of Education shall determine that a male or a female teacher is required for the position. Eligil)le lists are made up once a year. No applicant shall be allowed to take the examination who has not filed a blank form of application in the office of the Super- intendent. SALARY SCHEDULE GENERAL RULES GOVERNING SALARIES, RE-APPOINTMENTS, ETC. The salary paid teachers shall be based u])on the schedule ac- cording to the length and character of experience and efficiency in school work. No teacher shall l^e advanced in salary after he or she has ceased to advance in efficiency. Superior scholastic attainments, growth in scholarship, growth in teaching ability, tact in managing a school, personal qualities, moral character, devotion, industry, and professional zeal are the main elements considered in determining a teacher's claims to pro- motion in rank and salary. The Superintendent of Schools may require such study in the professional and academic subjects as. in his judgment, would serve to improve the professional and academic qualifications of a teacher. 40 All re-elected teachers, whose work has been recommended by the Superintendent of Schools as satisfactory, shall be ad- vanced year by year according to the schedule until the maximum salary has been reached. The rating of high school teachers shall be determined by the joint recommendation of the Superintendent of Schools and the Principal of the high school concerned. The rating of kindergarten teachers shall he determined by the joint recommendation of the Superintendent of Schools and the Supervisor of Kindergartens. No salaries shall be lowered on account of the adoption of this schedule. Teachers and principals receiving less than the minimum salary, prescribed by this schedule, shall be paid the minimum salary during the first year this schedule goes into effect. Adopted May 6th. 1920. SUPERVISORS. Increase Maxi- Minimum Yearly mum Supervisor of Primary Grades $1,800 $100 $2,500 Head Supervisor of Special Subjects 1,500 100 2,200 Asst. Supervisors of Special Subjects 1,300 100 2,000 HIGH SCHOOLS. This schedule anticipates a longer high school day, as soon as high schools can be put on single session. For high school principals it includes the afternoon session. Increase Maxi- Minimum Yearly mum Principals of High Schools $4,350 Vice-Principals $2,100 $100 $2,800 Heads of Departments 1,800 100 2,500 Teachers 1,300 100 2,200 ELEMENTARY GRADES. Increase Maxi- Minimum Yearly mum Kindergarten Certificate and Normal School Certificate— Grades 1 to 7 $ 900 $ 50 $ 950 Kindergarten Special Certificates and two years' experience and Normal School Diploma — Grades 1 to 7 1,000 100 1,700 Grade 8 — College Diploma and Permanent Certificate— 5 years' experience 1,000 100 1,800 Ungraded Classes 1,000 100 1,800 PRINCIPALS. Increase Maxi- Minimvun Yearly mum Teaching principals, fewer than four teachers $1,000 $100 $1,000 Teaching principals, 4 to 7 teachers 1,200 100 1,900 Principals— 8 to 11 teachers 1,500 100 2,200 Principals— 12 to 15 teachers 1,600 100 2,300 Principals— 16 to 19 teachers 1,700 100 2,400 Principals— 20 or more teachers 1,800 100 2,500 41 CONTINUATION SCHOOLS. Increase Maxi- Minimum Yearly mum Teachers holding Class "B" Certificate $ 900 $ 50 $ 950 Teachers holding Class "A" Certificate 1,200 100 1,900 Continuation School Principal 1,800 100 2,500 Teachers of manual training and domestic science and art for continua- tion school classes to be paid $450 a year. TEACHERS IN MANUAL TRAINING CENTERS. Teachers of domestic science and art in the 7th and 8th grade manual training centers to be paid on the same basis as Sth grade teachers. Teachers of manual training in the 7th and Sth grade manual training centers to be paid on the same basis as high school manual training teachers. SPECIAL MAXIMUM. An additional increase of $200 is to be allowed to every teacher in the Scranton public schools for exceptional service and for one year's advanced work in an approved college or imiversity since. This special increment is to be granted at the rate of $100 for each half year's work. It is to be understood that this special increment may be earned but once. An additional increase of $500 is to be allowed to any teacher for exceptional service covering a period of not less than 5 years who has earned the doctor's degree, in course, in a university ap- proved by the National Bureau of Education. This additional increase will be effective immediately upon the earning of the points by the teachers. NIGHT SCHOOL TEACHERS. Supervisors of Night Schools, $5.00 a night. Asst. Supervisors of Night Schools, $4.00 a night. Principals of Grade Evening Schools, with four or more teachers, $3.50 a night. All other Night School teachers, $3.00 a night. SUBSTITUTES. When any permanent teacher takes the principal's place dur- ing his or her absence for two days or more, such acting principal shall receive an additional salary of $1.00 a day for buildings with fewer than 12 teachers, and $1.50 a day additional salary where there are 12 or more teachers in a building. Substitute teachers in the high schools shall be paid at the rate of first year salary. Substitute teachers in the grades and in the kindergartens shall be paid the minimum salary. Substitute teachers in the continuation schools shall be paid the minimum salary. 42 LEAVE OF ABSENCE. The granting of a leave of absence shall be limited to those who are ill or to those who are taking advanced courses to im- prove themselves in the field of teaching. Resolved, That teachers hereafter appointed in Scranton be given as their initial salary the minimum prescribed in the new salary schedule. (July 6, 1920). UNIVERSITY EXTENSION. By arrangement with Columbia University, Scranton teachers have had the opportunity for the past five (5) years to add to their professional and academic equipment without much expense. Members of the regular university faculty have offered courses in this city by lecturing twice a month from October to June. College credits are earned by those who satisfactorily complete the courses. The fees required are the same as those charged resident students in New York City. The expenses incident to living away from home are thus avoided. This arrangement is bringing the benefits of a great university right to our doors. Interest in these courses has increased steadily. The action of the Board providing for added increments of salary for those who show marked teaching ability and earn college credits amounting to a half year or a year of advanced work has served greatly to encourage the teachers to take advantage of them. ENROLLMENT. 1915-1916 — Nineteenth Century Literature 140 1916-1917— Educational Psychology 65 Nineteenth Century Literature 'n 1917-1918— Shakespeare .'. 57 1918-1919— Contemporary Literature 112 American Literature 160 1919-1920— Enghsh Composition 49 Total 660 RULES OF THE SCHOOL BOARD. (DECEMBER 11, 1911). 1. The regular meetings of the Board shall be held every second and fourth IMonday of the month at 8 P. M. ; but no reg- ular meetings shall be held during the months of July and August except upon such notice as is required in the case of Special Meetings. 2. Special meetings may be called at any time by the president, and in case the president shall neglect or refuse to call special meet- ings when requested in writing by three or more members, such meetings may be called by a majority of the legally qualified and 43 acting members of the Board. In all cases of Special Meetings not less than 48 hours written notice shall be given, stating the time and place of holding the meeting and also the business to be transacted at the meeting thus called. No business shall be tran- sacted other than the business stated in the call ; provided, how- ever, that if all the members of the Board shall waive the notice above stated, then such Special Meeting may be held without such required notice. 3. Five members being present at the hour to which the Board stands adjourned, the president shall take the chair, call the mem- bers to order, and proceed to business. 4. Should a quorum not assemble at the hour appointed, the directors present shall be competent to adjourn from time to time, that an opportunity may be given for a quorum to assemble with- out which no business can be legally transacted. 5. It shall be the duty of the president at all times to pre- serve order and to endeavor to conduct all business before the Board to a speedy and proper result. 6. The president may speak to points of order in preference to other members, and shall decide questions of order, subject to an appeal to the Board by any two memljers. 7. A motion must be seconded, and then repeated distinctly by the president, or read aloud before it is debated, and every motion shall be reduced to writing if the president or any member requires it. 8. Any member who shall have made a motion shall have the right to withdraw it, with the consent of the seconder, before any debate has taken place thereon, but not after debate is had, with- out consent being granted by the Board. 9. The consideration of any question may be postponed to a time fixed, or the question may be suppressed altogether by an indefinite postponement. 10. A motion for adjournment shall always be in order and shall be decided without debate, except that it cannot be entertained when the Board is voting on another question, or while a member is addressing the Board. 11. A motion for reconsideration can only be entertained when made and seconded by members who were in the majority on the vote on the original motion. Amendment to Rule 11. (December 9, 1912). In case of a tie vote caused by the absence of any member or members, the question may be reconsidered at the next meeting of the Board at which all the members are present, on motion by any member of the Board. 44 12. No member shall be interrupted while speaking unless he is out of order, or for the purpose of correcting mistakes or mis- representations. 13. No member in the course of debate shall be allowed to indulge in personal reflections. 14. If any member act in any respect in a disorderly manner it shall be the privilege of any member and the duty of the presi- dent to call him to order. 15. If any member considers himself aggrieved by a decision from the chair it shall be his privilege to appeal to the Board and a vote on such appeals shall be taken without debate. 16. It shall be the duty of the president to appoint all com- mittees, except when the Board may decide otherwise. 17. The person first named on any committee shall be con- sidered the chairman thereof, whose duty it shall be to convene the committee, and in case of his absence or inability to act the second named member shall take his place and perform his duties. 18. Any two members may require the recording of the yeas and nays on any question, 19. The first person recognized by the president as desiring to speak has the right to the floor. 20. The members of the Board shall be divided into three standing or department committees of five members each; said committees to be known as the "Committee on Instruction," the "Committee on School Buildings and Supplies," and the "Com- mittee on Finance and Accounts." The president of the Board shall also be a member ex-officio of all committees. The department committees shall have supervision over the department of school work to which their titles respectively apply; and all the administrative business of the schools shall be sub- divided among such departments. In the event of any question arising with respect to the department to which any matter of business pertains, or of any difference of opinion between com- mittees as to which has charge of the same, the matter shall be re- ferred to the president for temporary action, and to the Board for permanent assignment at its next meeting. Each committee shall be responsible for the affairs of its department, and shall see that the administrative officer in charge of the department fully and adequately performs the duties pertaining to the same. To each committee shall be referred in the first instance all complaints which may be presented to the Board or any member thereof respecting the conduct of any officer, employee or subordi- nate in its department, and of any defective or insufficient service therein. All complaints shall be considered by such committee and acted upon by denial, or by reference of the same to the Board, 45 at its discretion. Each committee shall have power to present charges against any officer or employee in its department, and it shall be its duty to do so whenever it finds that there is sufficient evidence of inefficiency or misconduct on the part of any officer or employee. 21. When any committee shall be equally divided in opinion respecting any subject, the report shall be made in accordance with the vote of the chairman. Minority reports may be submitted by members of the committee. 22. All bills after being approved by the heads of the various departments shall be laid before the several committees for audit. If approved such approval shall be designated by the signature of the chairman of the committee and then laid before the Board for final action. 23. Amendments may be made to the rules at any regular meeting of the Board by a two-thirds vote, provided notice is given at the previous meeting of the proposed change. (Added Decem- ber 9, 1912). GENERAL RULES OF THE SCHOOLS ARTICLE I. DUTIES OF THE SUPERINTENDENT. Section 1. The Superintendent shall keep the Board of Directors constantly advised of the condition of the schools and the changes required in them. He shall also keep a record of his official acts which shall be open to inspection by the Board of Directors or any member thereof. Section 2. He shall recommend from time to time such changes as will in his judgment advance the best interests of the schools. Section 3. He shall, in conjunction with the Educational Committee, the principals and the teachers, prepare the several courses of study. Section 4. He shall be notified of all vacancies in the corps of teachers in any of the schools and shall see that substitutes are provided when needed. Section 5. He shall report vacancies to the Educational Com- mittee and such vacancies shall be filled as prescribed by the Educational Committee. Section 6. He shall have the power to call meetings of teachers and principals to discuss and illustrate methods of work at such times and places as he may designate. Section 7. He shall hear all complaints of teachers and parents when properly filed in writing. 46 Section 8. He shall conduct all special and general examina- tion with such assistance from principals and teachers as he may require. Section 9. He shall visit, as often as his duties will permit, the various schools, and provide for such conditions as will insure the most effective teaching. Section 10. It shall be the duty of the Superintendent to at- tend carefully to the discipline of the schools and examine at once any case reported to him of suspension or misconduct, or disorderly conduct requiring more than usual attention. His decision and action shall be final until acted upon by the Board of Directors. Section 11. The Superintendent may, at his discretion, per- mit or require any teacher to observe the work of another if in his judgment such teacher's work can be improved by such observation — such absence not to exceed two days a year. (Oct. 12, 1914). ARTICLE H. the duties of grade principals. Section 1. In the morning. Principals shall be at their re- spective school building twenty-five minutes before the regular time prescribed for commencing school. They shall exercise reason- able care, also, that the pupils conduct themselves in an orderly manner on their way to and from school. Section 2. The morning session shall commence at nine o'clock and close at twelve; and the afternoon session shall com- mence at half -past one and close at half -past three. Section 3. At the expiration of one-half of each morning session, there shall be a recess of fifteen minutes. Section 4. The first bell shall be rung fifteen minutes before, and the second, five minutes before the time for opening school, and all scholars not in their seats at the expiration of five minutes shall be accounted tardy. Tardiness shall be accounted a violation of the rules of the school, and shall subject the offender to such punishment as the nature of the case may require. Section 5. Only Grades 1 and 2 can hold one session on stormy days and then only by permission of the Principal, who shall be responsible in all cases. Section 6. The Principal shall have charge of the school house, furniture, books, supplies, grounds and other property be- longing to the school, and see that the same are kept in good con- dition. He shall be held responsible for the general management and discipline of the entire school in all its departments. He may establish special rules subject to the approval of the Superintend- ent for securing good order in the building of which he has charge and on its grounds. He shall direct the janitor and enforce the rules of the Board of Directors. 47 Section 7. The Principal shall furnish to the Superintendent the monthly reports required of himself and the several teachers assisting him, upon the blank forms required by the Board. These reports shall be in the hands of the Secretary of the Board the last day of each school month. Section 8. In all cases of wilful and persistent violations of any of the rules prescribed by authority of the Board, the Principal is vested with authority to suspend the offender. In all cases of suspension the Principal shall give immediate notice thereof to the parent or guardian of the pupil, and also to the Superintendent ; and every such notice shall state the ofifense for which the punish- ment is inflicted. Section 9. It shall be the duty of each Principal to regulate all the clocks in his school by the city time, every morning, and all the teachers shall conform to this standard in making their records. Section 10. The Principal and assistants of each school shall keep such records as are required in the blank forms prescribed for the use of the schools. Section 11. The Principal and teachers shall carefully see that the ventilation is as good as possible, making use at all times of every means in their power to give the children under their charge pure air to breathe. The temperature of the room shall not rise, in the winter, above 70 degrees. A good temperature for study is about 68 degrees. Section 12. Whenever, for any cause, a school shall be dis- missed before the usual time of closing, it shall be the duty of the Principal to report to the Superintendent, with reasons for such dismissal. Section 13. The Principals shall not permit authors, agents, or canvassers to visit their respective schools for the purpose of recommending or exhibiting any books, maps, or other apparatus of whatsoever kind, and no person shall be allowed to deliver any address or lecture unless specially authorized by the Superintend- ent or President of the Board. No tickets, circulars, or advertis- ing matter of any kind is to be distributed in the schools or on the school premises. Lists of names of pupils and parents shall not be taken from the school records and given out without per- mission from the Board. Principals shall not permit teachers or pupils to sell or canvass for any article, nor solicit money for any purpose without permission of the Board. Section 14. Principals shall act under the direction of the Superintendent and shall carry his directions into effect promptly. Section 15. Each Principal shall have a fire drill in his build- ing at least once each month, at such times and under such condi- tions as will not endanger the health of the pupils ; and all fire drills shall be reported each month on the monthly report blank. Section 16. The Principals of departments shall keep such records as will show the name, age and residence of each pupil, together with the name of parent or guardian. ARTICLE III. DUTIES OF TEACHERS. Section 1. All teachers are required to open and remain in their respective school-rooms fifteen minutes before the time for opening school, both morning and afternoon. Teachers failing to comply with this rule shall report themselves as tardy. They shall not permit disorder, unnecessary noise, or any rude conduct in the room at any time, and shall never allow pupils to remain in the school rooms except during their presence, or under some regulation for securing order that shall be approved by the Super- intendent. Section 2. Teachers elected by the Board of Directors may be required to teach in any grade or in any public school. Assign- ments shall be made by the Superintendent. Section 3. All applications must be in writing and accom- panied by satisfactory evidence of moral worth. Section 4. Teachers on being notified of their election shall signify their acceptance in writing, within ten days of the reception of the notice. Section 5. No application for position of teacher in any of the public schools of Scranton shall be considered unless accom- panied by a certificate from a reputable physician certifying that said applicant is free from tuberculosis. Section 6. It is the duty of all the teachers in each school to co-operate with and assist the Principal in the maintenance of dis- cipline. Teachers shall give careful and constant attention to the manners and habits of their pupils, and so far as practicable super- intend their deportment in the yards and in the vicinity of the school during recess and intermission. They shall be held respon- sible for the care of the desks and other furniture and all property belonging to the school located in their respective rooms. Section 7. Corporal punishment should not be administered in anger nor in the presence of the school, but at the close of the session in the presence of some other teacher or the Principal. Corporal punishment shall not be administered by any teacher ex- cept in cases of insubordination or flagrant ofifenses. Section 8. It is particularly enjoined upon the teachers to regard the moral and social culture of their pupils as not less im- portant than their mental discipline. Heart culture is just as es- sential as head culture. Section 9. No subscriptions or contributions shall be allowed in the Public Schools of Scranton. 49 Section 10. It shall be the duty of each teacher at the begin- ning of the school year to make a program of the recitations and studies of the several classes in her room, suspend it on the wall, and furnish the Principal with a copy. Section 11. Teachers who are frequently tardy without just excuse shall be suspended and the case sent immediately to the Educational Committee for final action. Section 12. Teachers failing to report for duty in the morning are not allowed to report for duty in the afternoon. Substitutes who report for duty in the morning serve the full day. Section 13. Teachers shall leave their buildings promptly at 3 :45 P. M. Section 14. Petitions or requests for an adjustment or an in- crease of salary must be filed in writing and sent to the Secretary of the School Board. Section 15. Substitutes. The city is divided into four dis- tricts, made by the intersection of Lackawanna Avenue and the Lackawanna River. The substitutes in each district are called in rotation according to their rank on the eligible list. The work of a substitute is continuous to avoid too many changes. admission of beginners. Section 1403. School Code. "Unless otherwise directed by the Board of School Directors, the admission of beginners to the puldic schools shall be confined to two periods, namely, during the first two weeks of the annual school term, and during the first two weeks of school following the first day of January in any school year. Provided, That begin- ners becoming six years of age after the beginning of the school term, and before the first day of January of any year, shall be ad- mitted during the period at the beginning of the school term, and beginners becoming six years of age between the first day of Jan- uary and the close of the term shall be admitted during the period following the first day of January: Provided, further. That the Board of School Directors in any school district may fix such other periods for the admission of such beginners as it may determine. The term beginners, as used in this section, shall mean any child that should enter the lowest grade of the primary school or the lowest primary class." Amendment : The time for admitting beginners the second half of the school year shall be the first two weeks in February to correspond to the opening of the second half of the regular school term. (Oct. 25, 1915). Resolved, That hereafter the granting of a leave of absence be limited to those who are ill or to those who are taking advanced courses to improve themselves in the field of teaching. (Sept. 24, 1917). 50 When any permanent teacher takes the principal's place dur- ing his or her absence for two days or more, such acting principal shall receive an additional salary of $1.00 a day for buildings with fewer than 12 teachers, and $1.50 a day additional salary where there are 12 or more teachers in a building. Substitute teachers in the high schools shall be paid at the rate of first year salary. Substitute teachers in the grades and in the kindergartens shall be paid the minimum salary. Substitute teachers in the continuation schools shall be paid the minimum salary. (May 6, 1920). Resolved, That teachers hereafter appointed in Scranton be given as their initial salary the minimum prescribed in the new salary schedule. (July 6, 1920). AGE AND GRADE DISTRIBUTION The charts dealing with Age and Grade Distribution and Pro- motion and Retardation furnish invaluable data for study and the making of plans to improve the present situation. With the exception of Grade VIII, the percentages of Re- tardation are considerably beyond what they should be. Grades I and VI are so pronounced in their percentages of Retardation that the Superintendent of Schools will call to aid the interest and efforts of the teachers, principals and supervisors. The causes must be sifted out and remedies must be applied for the solution of the problem. The percentage of over-age pupils in all grades above the Kindergarten challenge our attention as keenly as the percentages of Retardation. One might well inquire to what extent the fol- lowing are contributory causes : 1. Lack of co-operation on the part of parents. 2. Late admission to Grade I. 3. Irregularity of attendance. 4. Epidemics and other diseases. 5. Care for the health of children. 6. Size of classes. 7. Quality of teaching. 8. Quality and amount of supervision. It will be interesting to note what improvement will be ef- fected in these directions during the next few years. 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Nor- % Under mal Uver Grand Normal School Age Age Age Total Age A 17 41 30 88 47 B 2 65 35 102 64 C 11 29 35 75 39 D 87 7 94 93 E 4 25 27 56 45 F 8 43 38 89 48 G 19 51 34 104 49 H 9 46 60 115 40 I 19 57 64 140 40 J 9 22 24 55 40 K 36 61 97 2,7 L 48 39 87 55 AI 15 60 30 105 57 N 17 68 50 135 51 O 6 12 13 31 39 P 12 42 30 84 50 Q 19 34 40 93 2,7 R 5 64 5 74 86 S 8 53 6 67 79 T 16 43 10 69 62 U 36 66 102 35 V 9 43 21 73 59 W 10 18 17 45 40 X 14 40 38 92 44 Y 16 66 82 80 Z 39 30 69 57 AA 2 49 34 85 58 BB 55 45 100 55 CC 55 54 109 51 DD 18 62 49 129 48 EE FF "."."..." """" 16 24 25 65 37 GG 11 45 42 98 46 HH 11 30 35 76 39 II 9 81 46 136 60 JJ 4 54 59 117 46 KK 11 42 26 79 53 LL 4 28 18 50 56 MM 1 17 17 35 49 NN 14 36 27 77 47 OO 4 33 4 41 80 PP 29 17 46 63 QQ 75 7 82 91 RR 43 3 46 93 SS 2 2 100 TT 2 16 14 32 50 UU 1 29 7 37 78 VV 10 1 11 91 WW Total 353 1983 1340 3676 53.94% 36.46% 9.6% S3 % % Under Over Age Age 34 19 34 2 46 15 7 48 7 43 9 33 18 52 8 46 14 44 16 63 45 29 14 37 12 41 20 36 14 43 20 7 7 9 12 15 23 65 29 12 38 22 41 15 20 43 40 2 45 49 38 14 38 25 43 11 46 15 34 6 50 4 33 14 36 8 49 2 35 18 10 10 37 9 7 44 6 19 3 9 GRADE II. Nor- % Under mal Over Grand Normal % % Under School Age Age Age Total Age Over Age Age A 5 24 38 67 36 57 7 B 4 45 34 83 54 41 5 C 3 29 35 67 43.2 52.4 4.4 D 5 36 42 83 43 51 6 E 2 16 23 41 39 56 5 F 1 18 32 51 35 63 2 G 13 42 45 100 42 45 13 H 9 46 60 115 40 52.2 7.8 I 6 35 46 87 40 53 7 J 5 12 31 48 25 65 10 K 20 50 70 28.5 71.5 L 2 20 31 53 40 56 4 M 1 42 42 85 49.4 49.4 1.2 N 9 42 40 91 46.1 44 9.9 3 11 14 28 39 50 11 P 35 35 70 50 50 Q 3 30 43 76 39 57 4 R 5 60 11 76 79 14.5 6.5 S 5 38 39 82 46 48 6 T 13 34 16 dZ 54 25.4 20.6 U 13 25 8 46 54 18 28 V 4 45 41 90 50 45.5 4.5 W 18 21 39 46.2 53.8 X 5 31 2>1 12 43.8 50.2 6 Y 2 41 3 46 89 6 5 Z 6 16 19 41 39 46.4 14.6 AA 31 2,1 68 45.6 54.4 BB 7 28 41 76 21 54 9 CC 14 51 65 22 78 DD 5 25 38 68 36.7 55.8 7.5 EE — — — — — — — FF 2 13 21 36 36 58 6 GG 6 28 34 68 41.2 50 8.8 HH 3 24 2,2, 60 40 55 5 II 15 41 38 94 43.6 40.4 16 JJ 1 20 49 70 28.6 70 1.4 KK 12 2Z 45 26.7 12.2 LL 1 11 38 50 22 76 2 MM NN 3 23 40 66 34.9 60.6 4.5 00 4 22 8 34 64 24 12 PP 6 9 15 30 30 50 20 QQ 27 29 56 48 52 RR 31 5 36 86 14 SS 3 1 4 75 25 TT 1 5 15 21 23 72 5 UU 19 10 29 66 34 VV 7 1 8 88.5 11.5 Total 178 1204 1373 2755 43.7% 49.8% 6.5% GRADE III. Nor- % Under mal Over Grand Normal % % Under School Age Age Age Total Age Over Age Age A 3 17 27 47 35 59 6 B 5 36 2,2, 54 74 47 45 8 c ,.. 4 ... 2 ... 2 ... 3 ... 2 ... 8 17 30 14 12 25 32 27 26 38 39 21 58 48 58 54 54 48 98 35.4 52 25.5 22 52 36.6 56.2 45 70.3 72 44 59.2 8.4 D 3 E 4.2 F 6 G 4 H 8.2 I ... 8 30 40 78 39 51 10 J K 2 17 36 55 16 80 4 ... 3 11 55 69 15.9 79.7 4.4 L ... 4 ... 1 ... 6 14 39 ?,2 31 40 43 49 80 81 29 47.4 39.5 63 51.3 53.1 8 M 7.6 ]S; 1.3 o ... 2 S 18 25 20 72 8 p 38 14 26 23 64 2,7 — 60 38 40 Q R s T 62 . 2 .S4 12 68 79.4 17.6 3 .. 8 ?t3 34 65 35 52 13 .... 7 26 26 16 13 49 62 53 42 32.8 21 14.2 u .... 23 Zl V .... 1 16 13 20 18 37 34 43.2 38.2 54 52.9 2.8 w .... 3 8.9 X .... 1 19 36 21 43 9 40 63 49 69 30.1 73 30.5 69 18 57.9 1.9 Y .... 4 9 Z AA 8 11.6 21 30 51 — 41.1 58.9 BB .... 5 29 35 69 42 51 7 cc .... 3 l.S 32 50 30 64 6 DD .... 3 18 44 65 27.6 67.6 4.8 EE — — — — — — FF .... 3 9 29 41 22 71 7 GG 17 54 71 — 24 76 HH 2 2S 42 69 36.2 60.8 s II .... 4 32 18 32 7 68 28 47.1 65 47.1 25 5.8 JJ KK 3 10 10 32 42 — 23.8 76.2 LL 2 11 45 58 19 78 3 NN 2 14 22 38 36.8 57.9 5.3 00 3 18 7 28 65 25 10 PP 3 12 19 34 35 56 9 QQ ss 2 18 3 24 1 44 4 41 54 75 5 25 TT 1 15 23 39 38 59 3 uu 17 11 28 — 61 39 vv 10 2 12 — 83 17 Total 148 929 1277 2354 39.9% 53.9% 6.2% GRADE IV. Nor- % Under mal Over Grand Normal % % Under School Age Ag-e Age Total Age Over Age Age A 4 27 24 29 42 60 70 45 34 48 60 7 R 4 6 c 4 16 28 48 33.3 58.4 8.3 D 6 28 25 59 47 42 11 E 1 8 35 44 18 79.8 2.2 F 2 16 61 79 21 n 2 G 7 33 40 80 41 50 9 H 9 24 51 84 29.4 60 10.6 55 I 11 35 50 96 37 52 11 J — 8 29 37 22 78 K — 12 56 68 17.6 82.4 L 3 22 40 65 34 62 4 M 5 46 33 84 54.6 9.4 36 N 5 33 42 80 41 53 6 O — 5 13 18 33 67 P 8 21 58 87 24 67 9 Q 8 25 34 67 37 51 12 R 8 58 22 88 66 25 9 S 5 18 44 67 27 66 7 T 7 26 18 51 51 35.3 13.7 U 12 30 34 76 40 44 16 V 1 19 22 42 45 53 2 W 2 16 22 40 40 55 5 X 4 31 68 103 30 66 4 Y 7 41 10 58 70 17 13 Z 3 18 24 45 40 53.3 6.6 AA — 21 43 64 32.8 67.2 BB 10 26 58 94 28 61 11 CC 1 16 77 94 17 82 1 DD 3 11 72 86 13 83.7 3.3 EE — — — — — — — FF 4 8 22 34 24 65 11 GG 2 21 40 63 33.3 63.5 3.2 HH 3 25 36 64 39 56.2 4.8 II 3 43 46 92 46.8 50 3.2 JJ — 23 52 75 30.7 69.3 KK _ 12 30 42 28.6 71.4 LL — 6 55 61 10 90 NN 9 13 13 21 20 36 34 36.1 38 58.3 59 5.6 OO 1 3 PP 1 14 13 28 50 46 4 QQ 3 17 27 47 36 57 7 ss — 3 — 3 100 TT — 5 24 29 18 82 VV . 9 926 4 1570 13 2655 69 34.89^ 31 59.3% Total 159 5.9% GRADE V. Nor- % Under mal Over Grand Normal % % Under School Age Age Ag-e Total Age Over Age Age A 3 25 37 65 38 57 5 B 3 29 47 79 37 59 4 C 7 17 29 53 32 54.8 13.2 D 4 19 47 70 27.1 67.1 5.8 E 7 22 64 93 23.7 68.8 7.5 F 9 4 48 54 7 89 4 G 3 26 29 58 45 50 5 H 6 36 50 92 39.2 54.3 6.5 I ? 24 68 94 25.5 72.4 2.1 J 49 29 78 12 88 K 1 10 48 59 16.9 81.4 1.7 L 6 12 55 73 16 76 8 M 5 29 44 78 37.2 56.4 6.4 N 7 27 58 92 29.4 63 7.6 56 9 10 2i 42 21 55 24 P 12 23 75 110 21 68 11 Q 7 11 25 43 25.5 58.3 16.2 R 9 78 44 131 59.5 33.6 6.9 S 9 27 49 85 32 57 11 T 7 34 20 61 55.7 32.9 11.4 U 23 17 18 58 29 31 40 V 5 23 31 67 34.3 58.3 7.4 W 3 17 26 46 36.9 56.5 6.6 X 2 22 50 74 29.7 67.5 2.8 Y 7 44 7 58 74 13 13 Z 8 18 35 61 29.5 57.3 13.2 AA 21 58 79 26.6 73.4 BB 1 19 65 85 ZZ 76 2 CC 2 15 56 7i 21 77 2 DD 1 11 46 58 18 80.3 1.7 EE _____ _ _ FF 3 9 38 50 18 76 6 GG 6 18 55 79 22.8 69.6 7.6 HH 2 18 48 68 26.5 70.6 2.9 II 3 25 43 71 35.2 60.6 4.2 JJ 5 17 71 93 18.3 76.5 5.2 KK 1 7 13 21 33.3 62 4 7 LL 2 14 38 54 26 70 4 SS 2 3 3 8 37.5 37.5 25 TT 2 3 20 25 12 80 8 Total 187 833 1618 2638 3\.6% 61.3% 7.1% GRADE VI. Nor- % Under mal Over Grand Normal % % Under School Age Ag-e Age Total Age Over Age Age A 7 23 66 96 24 69 7 B 3 33 42 78 42 54 4 C 8 10 38 56 17.8 67.8 14.4 D 24 38 62 38.4 61.6 E 11 13 61 85 15 71.5 13.5 F 1 9 37 47 19 79 2 G 1 24 40 65 37 62 1 H 10 16 40 66 24.4 60.2 15.4 1 9 32 60 101 3Z 59 9 J 27 13 40 67 33 K 2 11 35 48 22.9 72.9 4.2 L 2 14 36 52 39 57 4 M 7 28 59 94 29.8 62.8 7.4 N 6 27 56 89 30.3 62.9 6.8 O 4 20 44 68 30 65 5 P 11 21 57 89 24 64 12 Q 6 21 56 83 25.3 67.4 7.3 R 14 53 28 95 58 31 11 S 5 15 50 70 22 71 7 T 7 24 25 56 ' 44.5 43 12.5 U 21 21 21 63 33 33 34 V 4 21 65 90 23.3 72.2 4.5 W 1 12 24 37 32.4 64.8 2.8 X 5 10 37 52 3Z.7 51.9 16.4 Y 1 32 11 44 74 25 1 57 z 2 21 36 59 35.6 61 3.4 AA 13 32 45 28.8 71.2 BB 5 19 41 65 29 63 8 CC 4 11 68 83 13 82 5 DD 2 3 18 23 13 78.4 8.6 EE — — — — — — — FF 1 10 25 36 28 69 3 GG 5 11 36 52 21.2 69.2 9.6 HH 1 5 11 17 29.4 64.7 5.9 II 5 28 38 71 39.4 53.6 7 JJ 3 14 53 70 20 75.7 4.3 SS 1 3 4 25 75 Total 174 677 1400 2251 30% 62.2% 7.8% GRADE VII. Nor- % Under mal Over Grand Normal % % Under School Age Age Age Total Age Over Age Age A 9 20 19 31 39 60 65 33 29 52 60 15 B 7 11 C 2 9 26 37 24,3 70.3 5.4 D 5 7 32 44 15.8 72.8 11.4 E 4 13 31 48 27 64.5 18.5 F 5 28 33 15 85 G 26 30 56 46 54 H 13 26 38 77 33.7 49.5 16.8 I 6 29 52 87 33 60 7 J 2 19 30 51 37 59 4 K 4 \^ 25 41 29.2 60.9 9.7 L 11 20 31 35 65 M 4 16 40 60 26.6 66.7 6.7 N 3 24 29 56 42.9 51.8 5.3 O 7 13 17 37 35 45 20 P 13 41 85 139 30 61 9 Q 1 21 44 66 31.7 66.7 1.6 R 3 59 16 78 75.5 20.5 4 S 9 10 21 40 25 53 22 T 8 23 13 44 52.2 29.7 18.1 U 22 12 18 52 23 35 42 V 7 22 50 79 27.7 63.5 8.8 W 7 6 9 22 27.2 40.9 31.9 X 17 21 45 83 24.2 54.2 21.6 Y 5 31 5 41 76 12 12 Z 9 9 13 31 29 41.9 29 AA 4 16 18 38 42.1 47.3 10.5 BB 9 13 22 44 30 50 20 II 9 17 25 51 33.3 49 17.7 JJ — 3 10 13 23.1 76.9 Total 189 553 862 1604 34.5% 53.7% 11.8% GRADE VIII. Nor- % Under mal Over Grand Normal % % Under School Age Age Age Total Age Over Age Age A 7 21 27 55 38 49 13 B 7 33 12 52 63 23 14 58 C 5 D 10 E 4 F 8 G 2 H 8 I 8 J 12 K 4 L — M 4 N 11 O 7 P 15 Q 4 R 14 S 25 T 8 U 22 Y 5 W 4 X 6 Y 4 II 13 Total 217 13 17 6 22 32 Z2 54 19 10 6 14 23 7 37 25 43 23 19 10 32 3 25 30 18 574 School Enrolled A 92 B 98 C 75 D 97 E 52 F "' 83 G II 80 H 116 I 88 T ■ 52 k'ZZ 84 L 76 M 104 N 94 O 31 P 79 Q ■. 92 R 70 S 116 T 65 U ZIZ. 97 V 74 W 45 X 82 Y 76 Z 66 Aa" 85 21 13 9 21 22> 58 52 15 9 1 16 10 6 38 19 4 16 22 2 2,2 4 17 9 14 480 39 40 19 51 67 98 114 46 22, 7 34 44 20 90 48 61 64 49 34 69 11 48 43 45 1271 33.4 42.5 31.6 43 48 32.6 47.6 41 43.4 86 41.2 52.3 35 41 52.2 70.5 36 38.7 29 46.3 27.3 52.1 69.8 28.9 53.8 32.5 47.4 41 49 59.2 45.3 2,Z 39.2 14 47.1 22.7 30 42 39.5 6.5 25 45 6 46.4 36.4 35.4 20.9 40 GRADE I. Promoted Retarded 60 89 50 60 12 58 74 83 50 34 61 57 95 83 23 68 68 55 96 54 67 42 38 57 62 57 66 59 32 9 25 2,7 40 25 6 33 38 18 23 19 9 11 8 11 24 15 20 11 30 32 7 25 14 9 19 7o Promoted 65 91 67 62 29 70 93 72 57 65 75 75 91 86 74 86 74 79 83 83 68 57 84 70 82 86 78 12.8 25 21 16 3 8.2 7.1 26 17.4 11.7 25 35 17 8.3 23 39 16.3 65 7.2, 36.3 12.5 9.3 31.1 45.2% 37.8% 17% % Retarded 35 9 33 38 71 30 7 28 43 35 25 25 9 14 26 14 26 21 17 17 32 43 16 30 18 14 22 The percenl-5 o| PROMOTION and RETAKPATIQN |ound in the prst j'our cjrade^ o[ the .5cr-ariton Public Schools. FIR5T GRAPE THIRP GRAPE PROMOTION — RETAKPATION 5EC0NP GRAPE FOURTH GRAPE BB 92 CC 102 DD 125 EE 78 FF 69 GG 95 HH : 76 II 143 JJ 59 KK 38 LL 84 MM NN 27 79 13 86 14 79 23 77 22> 69 56 55 45 58 20 74 26 61 8 88 12 80 15 84 16 64 12 84 16 08 35 76 24 48 11 81 19 4 34 11 89 60 24 71 29 Included with Main School 7 20 26 74 60 OO 40 PP 47 QQ ^^ RR 78 SS 1 TT 31 UU 36 VV 11 Total 3483 School Enrolled \ 68 B 83 C 71 D 82 E 44 F 44 G 75 H 109 I 87 J 46 k 69 L 52 M 83 N 68 O 28 P 69 Q :z:. 77 R 77 S 82 T 62 U 45 V 62 W 39 X 68 Y 49 Z 41 AA 72 BB 78 CC 69 DD 70 EE 51 FF 36 GG 65 FIH 60 II 78 JJ 22 KK 45 LL 51 MM — NN — OO 35 PP 33 QQ 5^ RR 35 35 5 88 12 46 1 96 4 65 17 79 21 68 10 84 16 1 100 26 5 84 16 30 6 83 17 11 100 2618 865 75.1% 24.9% GRADE 11, % 70 Promoted Retarded Promoted Retarded 53 15 78 22 83 100 61 10 86 14 60 22 73 27 20 24 45 55 41 3 93 7 73 2 97 3 94 15 86 14 85 2 77 23 46 100 62 7 90 10 44 8 85 15 76 7 92 8 68 100 24 4 86 14 57 12 83 17 67 10 87 13 71 6 92 8 76 6 93 7 61 1 99 1 44 1 98 2 55 7 89 11 34 5 87 13 56 12 82 18 49 100 38 3 93 7 62 10 86 14 69 9 88 12 59 10 86 14 43 27 62 38 41 10 80 20 34 2 94 6 55 10 85 15 53 7 89 11 68 10 87 13 20 2 91 9 38 7 84 16 41 10 80 20 35 100 33 100 49 7 87 13 32 3 93 7 61 ss 2 2 100 TT 24 20 4 83 17 UU 25 25 100 VV WW 11 11 100 XX YY — — ZZ Total 2598 2286 312 87.9% 12. GRADE III. % % School Enrolled Promoted Retarded Promoted Retarded A 47 40 7 85.1 14.9 B 72 12 100 C 47 40 7 85.1 14.9 D 44 41 3 93.2 6.8 E 54 28 26 51.8 48.2 F 59 58 1 98.3 1.7 G 49 49 100 H 97 84 13 86.6 13.4 I 84 n 7 91.6 8.4 J 45 44 1 97.8 2.2 K 67 54 13 80.6 19.4 L 46 42 4 91.3 8.7 M 77 72> 4 94.8 5.2 N 79 66 13 83.5 16.5 O 29 21 8 72.4 27.6 P 65 62 3 95.4 4.6 Q 2,7 2,7 100 R 69 67 2 97.1 2.9 S 61 59 2 96.7 2,.Z T 52 49 3 94.2 5.8 U 64 61 3 95.3 4.7 V 60 60 100 W 2,7 29 8 78.4 21.6 X 61 56 5 91.8 8.2 Y 50 47 3 94 6 Z 67 63 4 94 6 AA S3 53 100 BB 68 65 3 95.6 4.4 CC 48 43 5 89.6 10.4 DD 39 31 8 79.5 20.5 EE 42 29 13 69 31 FF 42 38 4 90.4 9.6 GG 69 56 13 81.1 18.9 HH 48 41 7 85.4 14.6 II 71 64 7 90.1 9.9 JJ 45 36 9 80 20 KK 42 35 7 83.4 16.6 LL 39 2,6 3 92.3 7.7 MM _ _ _ _ _ NN 2,7 27 100 00 29 29 100 PP 34 30 4 88.2 11.8 QQ 47 40 7 85.1 14.9 62 RR — SS TT ZZ...1...1..'. 35 UU 28 VV U Total 2346 School Enrolled A 63 B 71 C 52 D 74 E 45 F 80 G 80 H 77 I 100 J 38 K 67 L 69 M 86 N 79 O 17 P 77 Q 65 R 87 S 73 T 50 U 75 V 44 W 45 X 103 Y 58 Z 45 AA 66 BB 42 CC 92 DD 86 EE 99 FF 33 GG 64 HH 65 II 93 JJ 36 KK 41 LL 63 MM — NN — 00 35 PP 29 QQ 45 RR — SS 3 31 4 88.6 11.4 28 100 11 100 2112 234 90% 10% GRADE IV. % % Promoted Retarded Promoted Retarded 55 8 88 12 71 100 44 8 85 15 65 9 88 12 22 23 49 51 79 1 99 1 79 1 99 1 68 9 88 12 92 8 92 8 38 100 56 11 84 16 57 12 83 17 75 11 87 13 72 7 91 9 13 4 76 24 66 11 86 14 63 2 97 3 86 1 99 1 63 10 86 14 50 100 60 15 80 20 44 100 43 2 96 4 92 11 89 11 58 100 43 2 96 4 65 1 99 1 36 6 86 14 41 51 45 55 63 23 73 27 86 13 87 13 29 4 88 12 45 19 70 30 47 18 72 28 80 13 86 14 32 4 89 11 37 4 90 10 50 13 80 20 35 100 27 2 93 7 38 7 84 16 100 63 TT 29 22, UU 12 12 VV 13 13 Total 2666 2316 6 79 100 100 21 350 86.9% 13.1% The percen+5 of PROMOTION and RETAKPATION found in the last four grade of ^he. ^cr-anfon Public 5chool3. FIFTH GRAPE 5EVENTH GRAPE PROMOTION - RETARPATION 5IXTH GRAPE EIGHTH GRAt?E 64 School Enrolled A 66 B 78 C 59 D 69 E 92 F 53 G 56 H 91 I 96 J 33 K 61 L 69 M 74 N 92 O 32 P 123 Q 42 R 119 S 85 T 61 U 56 V 20 W 47 X 77 Y 55 Z 57 AA 84 BB 97 CC 71 DD .: 57 EE 95 FF 48 GG 78 HH 67 II 72 JJ 92 KK 21 LL 49 SS 9 TT 28 Total 2641 School Enrolle A 94 B 78 C 54 D 65 E 84 F 47 G 45 H 63 65 GRADE V. 7o % Promoted Retarded Promoted Retarded 60 6 91 9 78 100 36 23 61 39 69 100 74 18 80 20 52 1 98 2 56 100 81 10 89 11 83 13 86 14 33 100 56 5 9i 8 60 9 87 13 64 10 86 14 86 6 96 4 26 6 81 19 100 23 81 19 41 1 98 2 92 27 77 23 85 100 58 3 95 5 43 13 77 23 20 100 32 15 68 32 65 12 84.5 15.5 55 100 54 3 95 5 40 44 48 52 84 13 86 14 67 4 94 6 51 6 89 11 77 18 80 20 45 3 94 6 67 11 86 14 54 13 81 19 63 9 88 12 74 18 80 20 21 100 45 4 92 8 9 100 24 4 86 14 2280 351 86.3% 13.7% GRADE VI. % % Promoted Retarded Promoted Retarded 90 4 95.7 4.3 72 6 92.3 7.7 41 13 76 24 59 6 90.7 9.3 74 10 75.9 24.1 44 3 93.6 6.4 45 100 63 100 I 64 J 37 K 46 L 51 M 92 N 86 O 61 P 123 Q 46 R 76 S 24 T 57 U 64 V 86 W 36 X 50 Y 43 Z 62 AA 45 BB 47 CC 83 Di) z3 EE 50 FF 3S GG 50 HH 17 II 71 JJ 67 SS 4 iotal 1124 School Enrolled A 60 B 67 C 38 D 37 E 76 F 31 G 59 H 73 I 89 J 49 K 40 L 3Z M 60 N 52 O 39 P 99 Q * 64 R 78 S 48 T 44 U 50 V 79 51 13 79.7 20.3 34 3 91.9 8.1 43 3 93.5 6.5 45 6 88.3 11.7 76 16 82.6 17.4 72 14 83.7 16.3 41 20 67.2 32.8 104 19 84.5 15.5 42 4 91.3 8.7 64 12 84.2 15.8 24 100 55 2 96.8 3.2 37 25 59.6 40.4 74 12 86 14 21 15 58.3 41.7 49 1 98 2 42 1 97.7 2.3 55 7 88.7 1.3 45 100 47 100 79 4 95.1 4.9 22 1 95.6 4.4 46 4 92 8 30 5 85.7 14.3 45 5 90 10 16 1 94.1 5.9 65 6 91.5 8.5 42 25 62.6 37.4 4 100 858 266 76.3% 23.7% GRADE VII. % % Promoted Retarded Promoted Retarded 55 5 92 8 63 4 94 6 34 4 89 11 37 100 68 8 89 11 31 100 58 1 98 2 68 5 93 7 85 4 96 4 45 4 92 8 27 13 68 32 31 1 97 3 57 3 95 5 43 9 83 17 33 6 85 15 77 22 78 22 58 6 91 9 68 10 87 13 48 100 40 4 91 9 40 10 80 20 75 4 95 5 66 W 22 X 70 Y 40 Z 31 AA 11 BB 43 II 53 JJ 12 SS 1 Total 1573 School Enrolled \ 53 B 46 C ^1 D 40 E ^2 F 51 G 63 H 1i I 113 J 43 K 22 L 7 M ^i N 44 O 19 P 87 Q 46 R 68 S 63 T 48 U- 33 V 64 W 11 X 46 Y 43 II 45 SS 3 Total 1233 21 1 95 5 56 14 80 20 39 1 98 2 28 3 90 10 Z1 100 39 4 91 9 45 8 85 15 12 100 1 100 1419 154 90.27o 9.8% GRADE VIII. % % Promoted Retarded Promoted Retarded 50 3 94 6 46 100 7>1 lOO 40 100 32 100 48 3 94 6 60 3 95 5 70 3 96 4 98 15 83 17 42 1 99 1 22 100 3 4 43 57 ZZ 100 44 100 16 3 84 16 86 1 99 1 46 100 56 12 82 18 62 1 98 2 43 5 89 11 ZZ 100 63 1 98 2 11 100 41 5 89 11 43 100 42 3 93 7 3 100 1167 66 94.6% 5.4% ^larch 22. 1920. Dr. S. E. Weber, Siipcriuicndcnt of ScJwols, Scranton, Pa. Dear Sir : The Central High School is still laboring under the disadvan- tage of the part time session which began in 1916-1917. In com- mon with all the schools of the city, the Fall term of 1918-1919 was cut down five weeks on account of the epidemic, but in spite of these disadvantages the school work has progressed favorably during the past two and a half years. Until the building program 67 which is now under consideration is adopted, the conditions can not be as satisfactory as all connected with the administration could desire. A longer school day, supervised study, a well- equipped gymnasium, a remodeled auditorium with good acoustics and a seating capacity, with balcony, of 1500, are all part of the plans for the near future. A longer school day requires better lunch facilities, which are now under consideration. The Commercial Department, re-established after an interval of ten years, graduated its first class in June, 1919. It has al- ready proved its popularity and value and more applications for graduates are received than there are students to fill the positions. After twenty-three years of hard service, the physical and chemical laboratories of the scientific department were thoroughly altered and a new general science lecture room fully equipped was added the past summer. The art department which has always been an important factor in the curriculum has added four new elective courses which are eminently practical and interesting. The art room has been furnished so that it can be darkened, and in the near future a course in the history of art, illustrated with lantern slides, will be offered. While music and sewing are now elected by a few, it is hoped that credit may be given in regular courses so that more may avail themselves of the splendid opportunities offered along these lines. In fact, the Central High School aims to provide instruction along all lines and to qualify as a unit high school. While the course of study now in force is broadly elective, it is hoped it may be made even more so. Quoting from the registrar of one of the largest state univer- sities • "We have not had a student from the Central High School in ten years that has failed to pass in a single subject during the Freshman year, and that is a record second to none on our list." Central has maintained her reputation at college and university for those who have reached the certificate grade of 85%. She also has many examples of successful business men whose academic training ended with a high school diploma. The aim has always been to consider the needs of the individual and while there must be established rules for governing the student body, a liberal in- terpretation is allowed where it can be shown that the student needs some special privilege to prepare for a particular course. One of the most noteworthy improvements of the present year is the appointment of a trained nurse who is proving herself most valuable. While specially looking after the interests of the students, she helps in many ways the special problems of her de- partment, and the sanitary rest room fills a long felt need. 68 School activities have heen well maintained even during the period of the war, and Central boys and girls in every line of patriotic work did their part well. The service flag which is still suspended in the main hallway is before the end of the school year to be exchanged for a memorial tablet, the gift of alumni. Four- teen of our boys made the supreme sacrifice, while 154 others were in the service, not to forget the 66 boys under enlistment age who joined the United States Boys' Working Reserve, and the 68 who entered the Students' Army Training Corps. For the first time in the history of the schools, a six weeks' summer school for delinquent students of both high schools was carried on at Central and proved its merits by its results. February 5. 1920, witnessed the graduating of our first mid- year class, 61 being granted diplomas. Despite the inclement weather, a most successful commencement was held and in every particular the precedents of other classes were observed. The enrollment at the close of February was 566 bovs and 652 girls; total of 1218. The courses of study are as follows : The Classical Course, which prepares for the ordinary classi- cal course in college : Freshman Class. English. Algebra. Latin. General Science. Sophomore Class. English. Plane Geometry. Latin (Caesar). French, Spanish or German. Junior Class. English. Latin (Cicero). French, Spanish or German. Physics, or General History, or Greek and Roman History, or Solid Geometry (^ year), or English History (^ year), or Biology (^ year), or Freehand Drawing (J^ year). Senior Class. English CjA year). Advanced Algebra (^ year), or English History (y'2 year), or Modern History (j/^ year). Latin (Vergil) or an elective. French, Spanish or German. Advanced United States History and Civics (^^ year). 69 ^Mathematical Reviews (^year), or Economics (j/Syear), or Freehand Drawing (^ year). The Scientific Course furnishes preparation for entrance to engineering schools. Freshman Class. English. Algebra. Latin, German, French or Spanish. General Science. Sophomore Class. English. General History. Plane Geometry. Latin, German, French or Spanish. Junior Class. English. Physics. Solid Geometry (^ year). Trigonometry (^ year), or English History (}^ year), or Mechanical Drawing (5^ year), or Freehand Drawing (^ year), or Biology (3^2 year), Latin, German, French, or Spanish. Senior Class. English (y2 year). Chemistry. Latin, German, French or Spanish. Advanced Algebra (J^ year). Mathematical Reviews {y2 year). Advanced United States History and Civics (^ year). The General Course is adapted for those who wish to take the regular work in normal schools. Freshman Class. English. Algebra. Latin, German, French or Spanish. General Science. Sophomore Class. English. Plane Geometry. Latin, German, French or Spanish. Freehand Drawing. Junior Class. English. Latin, German, French or Spanish. Physics, or Solid Geometry (^ 3'ear), Biology (J/3 year), or Freehand Drawing ( j4 year). General History. 70 Senior Class. English. Latin, German, French or Spanish. Advanced United States History and Civics ( }4 year). Freehand Drawing (^ year). Chemistry, or Bookkeeping (^2 year), or Economics (^ year ) . jNIusic. The Commercial Course provides a thorough preparation for business. Freshman Class. English. Algebra. French, Spanish, Latin or German. General Science. Penmanship and Spelling. Sophomore Class. English. French, Spanish, Latin or German. Commercial Arithmetic. Plane Geometry or Ancient History. Junior Class. English. European History or General History. Bookkeeping. Stenography. Typewriting and Correspondence. Senior Class. English. United States History, Civics and Economics ( ^Z year), Salesmanship (^ year). Bookkeeping and Commercial Law. Stenography. Typewriting. Sewing is optional in all courses but commercial. -Ml sub- jects are ])ursued five times per week, with the exception of sew- ing and music; two periods per week being devoted to the work in sewing and one in music. I appreciate your unfailing courtesy and wise counsel at all times. Respectfully submitted, Albert H. Welles. 71 CENTRAL HIGH SCHOOL Supplementing official report, the following tables and dia- grams are interesting as showing something of the efficiency of the Central High School. Table 35, giving percentages in seventeen classes for the semester ending June. 1919, and similar table for the semester ending February, 1920, shows a very good record. Table 51, showing the number of students promoted by dif- ferent teachers by semesters for the year ending February. 1920, shows somewhat better results for the second than for the first half. It should be stated that students failing in February must repeat the work at once, while those who do not pass in June have a chance to attend Summer School and remove conditions before the opening of the Fall term. Table 52 supplements Table 51, showing the failures by teachers by semesters for the year ending February, 1920. Table 53, which shows results of the per cent, passed and not passed for the past four years, is gratifying, with the languages having the highest per cent, not passed. Table 54 exhibits a marked difference in the number of failures among the individual teachers. It must be noted that while the faculty numbers only 32 teachers for the past semester, the large numlier reporting is explained by stating that some teachers reported in more than one department. CENTRAL HIGH SCHOOL Table XXXV Percentage of pupils in 17 classes at the Central High School with records 90%-100%, 80%-9o7f, 70% -809^. failures and in- completes for the semester ending June 20, 1919. Subject. 90% 100% 80%-90% 70%-807o Failed Incomplete Fr. Algebra A 28.57 23.81 33.33 9.52 4.76 College Algebra 13.15 36.84 36.84 7.89 5.26 Fr. English A 20.00 36.00 20.00 20.00 4.00 So. English A 20.34 32.20 28.81 1.68 16.86 Jr. English A 25.64 53.28 7.43 00.00 12.82 College English 14.81 40.70 40.70 3.70 00.00 Ancient History A 20.96 33.33 41.66 4.17 00.00 General History A 20.00 23.33 30.00 13.33 13.33 General Science A 17.64 55.88 20.58 2.94 2.94 Tr. Bookkeeping A 33.33 46.66 20.00 00.00 00.00 Sr. Bookkeeping A 33.33 29.63 33.33 3.70 00.00 Fr. Latin A 4.76 57.62 33.33 4.76 00.00 So. Latin A 20.83 12.50 33.33 12.55 16.66 Fr. French A 6.89 31.03 34.48 20.68 6.89 So. French A 16.66 38.88 38.88 5.55 00.00 Solid Geometrv 11.73 26.47 44.11 00.00 17.68 Jr. Physics A 25.00 45.00 30.00 00.00 00.00 72 CENTRAL HIGH SCHOOL Table XXXV Percentage of pupils in 17 classes at the Central High School with records 907o-100%, 80%-90%. 70%-80%, failures and in- completes for the semester ending Fehruary, 1920. Subiect 90%-100% S0%-907o 70%-80% Failed Incomplete Fr A Sa A 12.00 28.00 24.00 20.00 16.00 Course A ^ebra 17.14 48.57 28.57 00.00 5.71 Kr Enc^Hh A 33.33 36.66 23.33 00.00 6 66 So En^ h A 19.35 35.48 35.48 00.00 9.67 Jr EngH lA 26.92 53.84 11.53 00.00 7.69 College EngHsh 38.23 32.35 14.70 11.76 2.94 Ancient History A . 6.06 24.24 51.51 6.06 2.12 General History A 6.66 46.66 26.66 10.00 10.00 General Science A 62.85 25.71 2.85 5.71 2.85 Jr. Bookkeeping A 27.27 13.63 40 90 13.63 4.53 Sr. Bookkeeping A 50.00 25.00 25.00 00.00 00.00 So. Latin A 14.28 21.42 50.00 7. 4 7.14 Fr Latin A 00.00 15.38 69.23 11.53 3.84 Fr. French a:.: 16.00 2p.00 24.00 20.00 20.00 So French A 22.22 27.77 38.88 5.55 5.55 Solid Geometr>: 27.58 31.03 31.03 6.89 3.44 Jr. Physics A. 6.89 55.17 34.48 00.00 3.44 CENTRAL HIGH SCHOOL Table LI Showing the number of high school teachers who promoted stated percentages of pupils. SEMESTER FEB. "19— JUNE '19. Number of Teachers Promoting. Xo Under 707^ 707^-80% 81%-90% 917,-95% 967-99% 100% 43 5 14 14 5 3 2 Percentages 11.65 32.55 32.55 11.65 6.97 4.65 Median between 81-90 — 88%. SEMESTER SEPT. '19— FEB. '20. Number of Teachers Promoting. No. Under70% 70%-80%81%-90% 91%-95% 96%-99% 100% 49 9 9 18 8 4 1 Percentages 18.37 18.37 36.74 16.32 8.16 2.04 Median between 81-9—86%. CENTRAL HIGH SCHOOL. Table LII. Showing the number of high school teachers who failed stated percentages of pupils. SEMESTER FEB. '19— JUNE '19. Number of Teachers Failing. Over No No. Failures l%-4% 5%-9% 10%-19% 20%-30% 30% 43 4 10 7 13 6 3 Percentages 9.30 23.26 16.28 30.23 13.95 6.98 Median— 10.24% 73 SEMESTER SEPT. '19— FEB. '20. Number of Teachers Failing. Over No. No. Failures 17f-4?r 5%-9% 10%-19% 207^-30% 307o 49 6 9 11 12 10 1 Percentages 12.24 18.37 22.45 24.50 20.40 2.04 Media between 9-10— 9.67o. CENTRAL HIGH SCHOOL Table LIH Showing the ])ercentage of marks, l)v departments, for fotir years, February, 1916 — Febrtiary. 1920. TABLE LIII. c L- . Per cent. Per cent. Passed Not Passed. English 92.37 7.63 Latin 83.85 16.15 German 82.35 17.65 French 82.50 17.50 Spanish 84.85 15.15 Mathematics 88.15 11.85 History 90.25 9.71 Science 91.93 8.07 Drawing 90.96 9.04 Commercial 94.51 5.49 CENTRAL HIGH SCHOOL Table LIV Fel)rtuiry, 1919— June, 1919. Percentage of pupils j^assed and not passed l)y individual teachers in the various high-school subjects at Central High School. (Arranged by de])artments). Teacher's Number 'y' of % of Subject (Arbitrarily Assigned) Pupils Passed Pupils Not Passed English 1 94.74 4.74 2 83.22 14.86 3 89.17 4.17 4 86-.31 4.80 5 88.74 5.6b 6 88.44 6.52 7 89.05 9.59 8 91.67 1.67 Latin 9 70.74 20.33 10 75.00 17.86 11 81.49 11.85 12 75.52 22.45 13 80.31 18.18 Spanish 14 83.91 13.79 15 82.06 12.28 16 76.44 23.56 French 17 85.72 11.28 18 55.56 37.04 19 71.88 21.09 20 56.76 37.84 74 CENTRAL HIGH SCHOOL Table LIV February, 1919— June, 1919. Teacher's Number % of % of Subject (Arbitrarily Assigned) Pupils Passed Pupils Not Passed German 21 79.27 17.07 Mathematics ... 22 89.78 7.56 23 77.09 11.58 24 88.03 7.85 25 50.00 31.25 26 66.67 27.16 27 60.00 30.00 28 80.71 8.77 29 79.07 11.63 History 30 79.42 12.35 31 84.97 9.15 32 95.83 4.17 Science 33 96.06 96.76 0. 34 0. 35 74.54 16.14 36 90.33 3.26 37 96.08 3.92 38 100.00 0. Commercial .... 39 92.64 94.38 3.16 40 1.25 41 90.60 1.71 42 100.00 0. Drawing 43 79.39 12.37 CENTRAL HIGH SCHOOL Table LIV September, 1919- -Feliruarv, 1920. % % Subject. Teacher's Numbe :r Pupils Passed Pupils Not Passed English 1 93.90 3.81 2 88.83 7.23 3 91.60 3.36 4 87.06 2.87 5 96.00 0.00 6 86.28 . 0.00 7 91.05 3.84 8 91.75 0.00 44 98.39 0.00 45 70.98 20.96 Latin 9 85.56 5.45 10 85.30 13.41 11 87.04 9.15 12 75.00 20.31 13 92.00 8.00 46 77.28 22.72 Spanish 14 82.85 9.62 15 66.67 23.80 75 French German Mathematics History Science Commercial Drawing 17 88.14 11.86 18 61.54 38.46 19 82.94 18.82 20 (n.'i(i 24.48 47 70.25 23.80 21 74.36 7.69 22 89.59 6.77 23 85.81 12.96 24 64.43 J7.88 26 61.55 28.84 27 76.48 15.68 28 69.82 16.98 29 71.03 17.71 48 84.38 12.50 49 -.6.67 20.63 30 93.92 6.08 31 83.00 10.20 32 94.74 5.26 SO 87.05 3.12 34 98.98 .51 35 75.33 16.23 36 84.38 12.50 38 70.00 22.33 51 53.34 6.66 52 94.91 3.82 39 82.73 12.34 40 89.10 m 42 100.00 0.00 53 84.72 0.00 54 96.61 2.26 43 87.28 7.27 1 f jn 1 1 'a-d H 5. / UJ ^.^ -J-c ^ CO ^g. o " 1< c\j o ■ ? I^H j lO Li § IJ ■^1 0) J^ ■ •< UJ _J oa < '^ 05 z < tvj d ■ .J z ■ 1— ■■ " Si ^ E E S- ■ !i ?i ^ E ^^ ■ ! 3^ J, 3 rt z"^ L i- I^^^H I z 1 ■ I^BI ^■^1 ^* ¥?!«SSSI02«5O I "T" s s S s 2 5^0 s • A to i« _U5 1 u ' 5. l§ • 5. -3 c^ cr o i* en _ «e / P^ ■ 1°° li 1 ^ — : E g d (J) _0 IH i- ^^ r- o CD ■f J Q- "S 7i - ^ "^ UJ «i^ — 1 ^ £ OQl en ID ^ ft Son If CO ^^0 5 z < 5^ CD ^^f ^^^^^« f f 1-^ L ^ u ■i u ^^^^1^ Ul L E Z 1?* z g ^ a) 0) -0 U IHI N N ■i E «J ^ 3 ^ 5 i^ L ^ ^^^^^^^^ 1 z t m^m z ■ ^^^M ^■^1 I ^,S ??SSlGSi;2'oo ' ° ssasas-io 77 UJ O OS (VJ ^o _D LkJ 22 to \z> q: UJ H 1 L 1 I iH. 1 _ L 1 . 1 niiiiiii E Jill 0) u c A, - - - - - - (^ ■) 78 Seplember 1919 lo February I9?0 :rcei 1 PERCENT PASSER PERCENT NOT PASSEP. German m^^^ Prawin< 79 f>j8 cs g: § ^:__„ ^ 1-:— - - i y;yilJ_lJ -»- p-ji c c c — 1 3 uLu-y 5 J ji c^u: ^ ? t/O'l 1 1 1 1 ^ g- }-'. uj' Dc:, LlJ 1 1 1 1 1 Fehrnary 26. 1920. Dr. S. E. Wcbcr, Superintendent of Sehools, Scra)ito)i, Pa. Dear Sir : In response to your request for a report covering the work of the Technical High School for the past two and one-half years, I take pleasure in submitting the following : When niy last report was made we had just begun work in the industrial and household arts courses, and for one year we received both Federal and State aid. Because of our double ses- sion it was impossible to conform to the Government plan and have a six-hour day, so Federal aid was discontinued. State aid, how- ever, is granted each year. More room is very much needed for both academic and shop work. The five thousand dollars ($5,000.00) which we might receive in the form of Federal aid cannot be had until the double session is done away with, and the double session cannot lie done away with until room is furnished to take care of the pupils. There is immediate need of increased accommodations, for machine shop practice. More boys are choosing this branch of work than choose woodwork. The present shop is crowded beyond its capacity. The classes are too large and there are too many mixed grades in a class to get the best results. No teacher can do justice to his pupils with more than twenty in a class in this kind of work. Some classes have run as high as thirty-eight. It has also been necessary to mix with the industrial classes those who are taking the regular manual training course which prepares for college. This, too, is unsatisfactory and does not lead to the best results. In order that you may know how many have chosen the dif- ferent trades for which there is a choice in the industrial course, I submit the following table, grouping them by years rather than by hal f years : Pattern Cabinet Machine Shop Making Making Practice 4th Year 10 3rd Year 6 4 13 2nd Year : 16 34 1st Year 6 14 65 Totals 12 34 123 A grand total of 169 boys are taking the industrial courses. Dttring the past year the cabinet making section has made for the general department four teachers' desks and eight large cupboards. There have been made for the school 35 picture frames, 10 typewriter tables, 1 large table and considerable repair work has been done. In 1918 there were made for the Boys' 81 Working Reserve Camps 9 bath houses 7'x9', and 1 cook shack 16'xl6'. The material was furnished by the State. The Household Arts Course has not grown as hoped for. There are now seventy-two in the course. That they have ac- complished and are now accomplishing a great deal, one can readily see by the following list of garments made on outside orders where the material has been furnished by those giving the orders; this in addition to clothing and dresses made for them- selves, together with the regular instruction work. Several orders have also been filled gratis for family or friends. Undergarments Amount Received 28 Camisols $ 12.00 36 Chemise 18.00 24 Paris Bloomers 12.00 28 White Petticoats 14.00 20 Night Gowns 15.00 Outer garments 38 Hats $ 48.00 12 Men's Shirts 12.00 12 Ladies' Aprons 6 00 14 Children's Aprons 5.00 4 Evening Dresses 20.00 12 Shirt Waists 12.00 18 Dresses 70 00 8 Dresses Altered 15.00 6 Coats Lined 12.00 12 Wool Skirts 12.00 18 Cotton Skirts 8.00 12 Dolls Dressed 6.00 4 Velvet Bags 4.00 Totals $301.00 Thus it will be seen that the girls have made three hundred and six (306) garments, receiving in return three hundred and one ($301.00 ) dollars. Some of the work has been done in school imder the supervision of the instructor and some of it in the home, but all accomplished through experience gained by taking this course. I have not mentioned the other courses of work, for there has been no special change except what will be mentioned later. The graduates of the Commercial Courses are, with but few ex- ceptions, holding positions with credit to themselves and to the school from which they were graduated. A larger number of graduates from the manual training courses are attending normal schools and colleges than ever before and those who have not gone to other educational institutions are doing well in positions for which the school fitted them. The lunch room is now as well established as could be ex- pected, scattered as it is over two buildings. The pupils in the cooking classes are getting a great deal of experience in cooking 82 in large quantities and the results seem to be satisfactory. The girls show a fine spirit in their willingness to help. By beginning five minutes earlier in the morning and extending the session five minutes at the close, we now have a twenty-minute intermission. Checks are on sale before school and at intermission by the older pupils. No money is received at the counter. That a large lunch room is very much needed goes without question. Classes in salesmanship were begun in February, 1919, and have been quite successful. The present arrangement of allowing pupils to drop either their bookkeeping or American history and civics in the middle of the subject is not satisfactory, however. If the salesmanship classes are to continue as a part of the Com- mercial Course then it seems as if the two very important sub- jects mentioned should be adjusted in some way so that the work of each could be completed and not left half done as at present. The summer school work during last summer was an un- doubted success. Under the present ruling a pupil failing in a subject must repeat that subject unless made up before the half year begins. During the summer it is possible for a pupil to make up a subject in which he failed during the last half of the year, but a failure during the first half of the year cannot be made up ; it must be repeated. Could not pupils be allowed to take a delinquent subject or even two delinquent subjects during the summer so that they could go ahead and graduate with their class, even though they had not had the subject in school, due to the fact that there was a failure during the first half of the year? It does not seem quite a fair distinction to make between a failure in the first half and a failure in the last half of the year. In other words, a pupil is penalized for failure in a subject the first half of the year, but if he fails during the last half he is given every opportunity to make it up. The appointment of a school nurse has already been attended with excellent results. Though the work was only begun on De- cember 10, 1919, over two hundred cases have come under oliserva- tion and a number of little troubles have been remedied. One end of the lower hall has been made into a very comfortable and pleas- ant rest room and is being fitted up with the necessary equipment. School activities, the nation over, have become in many ways almost as essential as the regular school work. The projected plan of a gymnasium would help in athletics and in the physical train- ing of both the boys and girls. This training is needed for the well-being of all. Slight defects could be remedied before be- coming great defects. Leaders in athletics are very much needed. Animal spirits properly directed are much better than those mis- directed or not directed at all. We need coaches who are under the direction of the school authorities and who are interested in the school itself. 83 An auditorium with a good stage would provide a place for debates, public speaking, dramatics and the like, and we need those who could help instruct. Not all teachers, no matter how willing, can teach or help in these activities that are essential to building up a strong school. Could not something be done by the district to aid us in this respect? We have been fortunate in having many teachers in the years that the school has been in existence who have helped loyally and well, but who have become tired after having worked for years without recognition. No one is especially to blame. It has just happened so. In addition to the above. I am sending you three tables with graphs showing promotions and failures in the various sul)jects taught. Very truly yours, Ronald P. Gleason, Principal. TABLE I. Percentage of pupils at the Technical High School with rec- ords of 90% to 100% ; 85% to 89% inclusive; 75% to 84% inclu- sive ; 70% to 74% inclusive ; failures and incompletes for the semester ending February 6, 1920 : TABLE I. % 7o % % % % 90 to 100 85-89 75-84 70-74 Fail- ures Incom- pletes English — 1 ... 20.31 16.15 24.50 24.22 14.42 0.00 English — 2 ... 15.82 23.17 24.12 27.75 9.14 0.00 English — 3 ... 21.14 16.32 27.73 26.10 8.71 0.00 English — 4 .. 26.25 18.31 40.63 11.69 3.12 0.00 French .. 17.7 12.3 34.5 26.0 9.5 0.00 German .. 50.0 22.0 19.5 3.5 5.0 0.00 Spanish ... 19.3 15.7 40.0 15.0 10.0 0.00 Latin .. 32.14 .. 22.0 .. 7.7 15.61 26.0 15.4 37.38 21.40 54.4 11.01 18.6 22.5 3.86 12.0 .00 0.00 Algebra 0.00 Advanced Algebra.. 0.00 Plane Geometry .... .. 17.9 31.0 27.6 16.6 6.9 0.00 Solid Geometry .... .. 21.0 29.0 43.0 7.0 .00 0.00 Trigonometry .. 17.0 17.0 33.0 33.0 .00 0.00 Commercial Arith- metic .. 5.4 7.6 24.0 41.8 21.2 0.00 Industrial Mathe- matics .. 17.0 22.7 30.6 11.3 18.4 0.00 Ancient History ... ... 12.50 25.74 42.65 16.17 2.94 0.00 English History .. 14.93 12.44 39.31 22.88 6.96 3.48 American History and Civics .. 8.15 16.26 34.89 33.72 5.82 1.16 Freshman Science. ... 26.53 21.67 21.67 17.47 6.47 0.00 Junior Science ... 27.27 27.27 45.45 0.00 0.00 0.00 Physics ... 15.00 .. 12.50 16.25 32.50 33.75 47.50 25.00 7.50 7.50 0.00 0.00 Chemistry 0.00 84 22.07 23.8 23.08 8.5 0.00 25.9 25.5 5.5 3.4 0.00 23.05 34.3 15.8 1.8 0.00 26.1 39.1 10.6 3.2 0.00 26.7 16.6 1.6 .00 0.00 38.46 39.63 6.3 1.9 0.00 24.03 21.15 24.03 .96 1.09 30.64 40.32 8.06 .00 0.00 30.4 42.8 7.4 1.4 0.00 38.1 40.0 5.6 2.7 0.00 Bookkeeping 21.6 Typewriting 39.1 Stenography 24.8 Penmanship 20.8 Applied Art 57.1 Cooking 14.27 Sewing 28.84 Drawing for Girls 20.96 Drawing for Boys.. 18.0 Iron Work 13.6 Woodwork 18.60 34.30 18.60 17.10 10.00 1.4 TABLE II. Showing the percentages of marks by departments in the Technical High School for the four vears : 1915-16, 1916-17, 1917- 18, 1918-19: TABLE II. Subject Per Cent. Passed Per Cent. Failed English 91.32 8.68 French 95.4 4.6 German 80.07 19.93 Spanish 92.0 8.0 Mathematics 86.2 13.8 History 95.1 4.9 Science 93.61 6.39 Bookkeeping 96.2 3.98 Typewriting 98.17 1.83 Stenography 97.29 2.71 Penmanship 99.7 .3 Applied Art 97.7 2.3 Cooking 98.52 1.48 Sewing 97.56 2.44 Drawing for Girls 96.66 1.34 Drawing for Boys 98.1 1.9 Iron Work 93.5 6.5 Woodwork 98.0 2.0 TABLE III. Percentage of pupils passed and not passed by individual teachers in the various high school subjects at the Technical High School for the semester ending February 6, 1920: TABLE III. Teacher's Number Per Cent, of Per Ceut. of Subject (Arbitrarily Assigned) Pupils Passed Pupils Failed nglish 41 100.00 0.00 51 98.53 1.47 39 98.4 1.62 30 95.8 4.2 58 97.0 3.0 40 92.77 7.23 42 92.0 8.00 38 91.2 8.8 57 87.5 12.5 50 78.4 21.6 85 French 46 32 41 58 48 54 German Z2 Spanish 54 48 Latin 30 42 Mathematics 34 39 47 53 51 56 55 71 History 41 35 44 46 42 40 Science 2)2> 43 36 52 49 Bookkeeping 31 44 38 Typewriting 45 Stenography Zl Penmanship 2>() 38 55 52 57 58 Applied Art 65 69 Cooking 63 68 Sewing 64 69 Drawing for Girls.... 66 67 Drawing for Boys.... 61 66 67 60 Iron Work 60 70 62 Woodwork 70 62 90.5 9.5 98.0 2.0 87.5 12.5 95.0 5.0 98.0 2.0 95.2 4.8 95.0 5.0 97.0 3.0 97.0 3.0 96.14 3.86 100.00 0.00 97.7 2.3 86.3 13.7 95.1 4.9 91.9 8.1 79.5 20.5 84.4 15.6 78.8 21.2 79.7 20.3 97.85 2.15 93.2 6.8 97.4 2.6 91.6 8.4 89.5 10.5 89.3 10.7 100.00 0.00 95.53 4.47 100.00 0.00 85.81 14.19 93.52 6.48 91.45 8.55 91.1 8.90 88.5 11.50 96.6 3.4 98.2 1.8 100.0 0.00 96.6 3.4 100.00 0.00 100.00 0.00 100.00 0.00 100.00 0.00 100.00 0.00 100.00 0.00 100.00 0.00 97.77 2.22 100.00 0.00 92.3 7.69 100.00 0.00 100.00 0.00 96.31 z:? 100.00 0.00 100.00 0.00 100.00 0.00 97.0 3.0 98.0 2.0 100.00 0.00 97.9 2.1 100.00 0.00 86 LJ-J - 1 1 1 I'T --r-i-. CO CO 1 ' n o ^ll.ll.l.... -_-_.Xi .1.1 Ld ' 1^1 1 ZUD[:D.u uoLinzrincQioi-Q. 87 11 1 11 J- — ■- F CENT P/^ iSSE ■■■■~ R PERCENl f ;= v^-r ■ '[' 1° ■ NOT PAS 1 1 S[ ^R 38 J-" s ±: ± E^ c Lngi ish ^ — — — s: iz: ^ E E ■' £ i: 1 cz !l B : -.r- z: — E ' 38 ' -32 i 1 i " 1 ^ IZ 1 1 = Z E :;i - Frer ich ^-- — — — 5 ■ — E E E ■ ■ IZ = E E ^ ■ ■ E = E E ± :: ■: Math en lortics ^ E E i^ ;;== c E E E ' ^^^^ jj :■ c " E E s: ^ IS^ E E E ■ ■■ EZ hisU >ry ^__ :^ E E zz ~ — [= zz z: z ' — — — J zz ~ ~ ^H rrr- ■ : zz e; := ■I Sciei- ice IZ z: z s; ;3 ! -^- ■ — ^ ^ i -I Spar ish "z E E E " *' — — — : "■ Latin r++- — — — i — s > o a :s s G s U T ± ^ 6 M kl O U < -\ > 0) U _Q H CV o O J] S U H '7 . I s H > G > IjJ V) L O o > iJ H u s CD OJ z Z OJ J CJ y November 1, 1919. Dr. S. E. IVcbcr, Superintendent of Scliools, Seranton, Pa. Dear Sir : Herewith is submitted a report of the work of the Summer School for students of Central and Technical High Schools held in the Central High School building for the six weeks, July 7 to August 15, 1919. The daily sessions began at eight-thirty A. M., and lasted until one o'clock. This time was divided into two periods of two hours each, with a half hour's intermission from ten thirty to eleven o'clock. The total enrollment was one hundred ninety-seven students, of whom forty-two were from Technical High School and one hundred fifty-five from Central High School. The total enrollment in all classes was two hundred nineteen, as there were twenty-two students who were taking two subjects ; of this total one hundred eighty-six passed and thirty-three failed, making the per cent, of failures a small fraction more than fifteen. When it is taken into account that this result was obtained with students who had practically all failed to do successful work in the regular term, the figures may be considered quite satisfactory. One of the faculty indeed says that the work was the most encour- aging and efficient ever done by him in an equal period of time. The causes contributing to help us to such success as was achieved were chiefly: working periods of length sufficient not merely for checking but also for directing students' work ; frequent meet- ings of the faculty to discuss all questions bearing on the progress of the school ; reporting to students on their work at least once a week ; and lastly the extreme enthusiasm and loyalty of every member of the faculty. Respectfully yours, M. H. Jordan. PROGRAMME OF SUMMER SESSION, HIGH SCHOOLS OF SCRANTON, JULY-AUGUST, 1919. First Period, 8:30-10:30 Second Period. 11-00-1:00. Periods Teacher Subjects Room 1 Mr. Jordan Geom. A & B 7 2 Mr. Jordan So. B. Latin 7 Algebra 1 Mr. Friedewald French 5 2 Mr. Friedewald German 5 1 Mr. Hughes English 3 2 Mr. Hughes Latin 3 1 Mr. Niemeyer Bookkeeping 19 2 Mr. Niemeyer Arithmetic & Alg 19 1 Mr. Quevedo Spanish 4 2 Mr. Quevedo Spanish & Alg 4 1 Miss Clark Science & Eng 8 2 Miss Clark History 8 89 PERCENTAGE OF FAILURES FOR SUMMER SCHOOL, JULY 7 TO AUGUST 15, 1919. By Departments. Number Failed Per Cent. Mathematics 40 5 12-1/2 Science 10 2 20. History 21 4 19. English 27 3 11. Latin 41 4 10. German 8 0. French 36 6 16-2/3 Spanish 22 7 32. Commercial 14 2 14-2/7 219 33 15-5/73 November 10, 1919. Dr. S. E. IVchcr, Superintendent of SeJiools, Scranton, Pa. Dear Sir : In compliance with your "request, I have carefully considered the problem of the Simimer Session for high school students with the thought in mind of ottering suggestions, based on our experi- ence of last summer, for adoption in future. I believe that the time schedule, from eight-thirty to one o'clock, with a half hour's intermission, was about right ; but on account of the fact that teachers were obliged to meet so many different grades of stu- dents in each class hour, / zvoitld recommend that some home work might be assigned. Registration of pupils for the Summer Session might be handled through offices of the two high schools, in order that we be perfectly sure that only those who were entitled to register should do so, and that they should be registered for the correct subjects. I believe that experience has justified the rule that seniors only be allowed to make up one new subject, and that when they undertake to do so, that they be not permitted to under- take any other work in the Summer School. Mr. Niemeyer, who conducted the commercial classes, suggested that students in book- keeping be required to make a deposit covering the cost of sup- plies; if the student attends 90% of the time and finishes the work outlined the money should be refunded. In connection with the work in the modern foreign languages, the suggestion is offered that perhaps it would be advisable if the work in these branches could be made somewhat more uniform in both high schools. I shall look into the experience and practice of other cities having summer sessions for high school students and discuss with you at a later date any suggestions or information derived from such investigation. Very respectfully yours, M. H. Jordan. 90 Scranton, Pa., March 1, 1920. Dr. S. E. U'cbcr, Supcriutcndcnt of Schools, Scran ton, Pa. AIy dear sir : In compliance with your request, I submit the following re- port of the work in the first five grades for the past two years. Home Visitation and Mothers' Meetings Throughout the country at large mothers' meetings and home visitation have been an integral part of kindergarten work. Pri- mary teachers have been slow to adopt these two excellent means of bringing into closer relationship the home and the school. Desultory work along these two lines was done in some of the first and second grades in previous years. At the beginning of the present school year it was deemed wise to extend the mothers' meetings and home visitation to in- ■ elude the first two grades. An impetus was given to this work when the Board of Directors kindly gave to each first and second grade teacher one-half day a month on which to hold a meeting with the mothers of her particular group of children. To further strengthen the bond between home and school the teachers of the first and second grades were asked to visit the homes of their pupils. It has been a source of much gratification to note the enthusi- asm and the fine spirit of co-operation shown by teachers and mothers in all parts of the city. We are ofifering to the mothers an opportunity: 1, to study the interests and development of the child in school ; 2, to know our methods of presenting the work ; 3, to see the necessity for regularity and punctuality in attendance at school if the pupil is to make the work of his grade; 4, to co- operate with the teacher in the formation of certain habits, such as cleanliness, obedience, courtesy and truthfulness. We are offering to the teacher an opportunity : 1, to note the problems in all kinds of homes ; 2, to study the individual needs of the child as viewed from these home problems. As we are doing pioneer work along these lines it is too soon to state definitely what has been accomplished, but the friendly and helpful intercourse that has been displayed between mothers and teachers cannot fail to be productive of much good to the children in our schools. In some of the non-English speaking districts the teachers through their home visitation and mothers' meetings are endeavor- ing to accomplish the preliminary work that is so necessary before these mothers can be induced to form groups in the school room for the purpose of learning to speak and read the English language. The teachers have to overcome the natural timidity of these 91 mothers who have failed to keep up with the progress of thetr children and husbands, and to gain the co-operation of the latter who too often do not desire the mother to become Americanized. It is hoped that next year some of the first and second grade teachers can conduct classes for non-English speaking mothers. Adjustment of Kindergarten and First Grade For the past five years we have been striving for a closer ad- justment between the kindergarten and first grade in our school system. We realized that any adjustment made must take into '^Oiisid- eration the growth of the developing child, and must emphasize the need of preparing the child in the kindergarten for the work of the first grade and the need of the first grade building upon this foundation. With this in mind, conferences of kindergartners and first grade teachers were held; kindergarten pupils and those of the first grade met occasionally for games and rhythm work. At the beginning of the term when the Board of Directors passed a resolution making the kindergarten a part of the school system instead of a department by itself the much needed step to efifect correlation was taken. This step prepared the way for a correlated course of study. Such a course of study is being pre- pared by a committee of kindergarten and first grade teachers directed by the supervisors of kindergartens and primary grades. This course will be ready for use at the beginning of the next school term. This course suggests for the kindergarten correlation along certain definite lines : 1. The building up through use of a vocabulary of simple se- lected words. 2. A suggested list of stories and poems from which a min- imum list will be required. 3. A minimum list of suggested games. 4. A minimum amount of suggested manual activities. 5. Simple number work based entirely upon the work of the kindergarten. 6. The introduction, where the kindergartner desires to ex- periment, of definite reading units based upon the list of sug- gested words. In no case is this work to be formal or separated from the other activities of the kindergarten. ]\Iany pupils enter the first grade who have had no kindergar- ten training. An interesting experiment to determine the full value of kindergarten training would be to place such pupils in one group and those entering from the kindergarten in another gtoup, 92 Grade Meetings The monthly grade meetings that had proved so helpful and successful in previous years were continued. Last year, the drst, second, and third grade teachers whose pupils were of non-Engl'sh speaking parentage met together to discuss their particular prob- lems. The handicaps of the child who enters the first grade with little or no English, and the best means of overcoming these handi- caps were the two vital questions. We decided that certain changes in subject matter, method of presentation and drill exercises must be made in teaching reading and language if we expected to over- come the influence of nationality on achievement. We decided to follow in our presentation the natural order : speak, read and write the English language. This would naturally lead to the building up by use of a vocabulary made up of usable words, whether these words were found in the basal reader or not, all such words to be taught in sentences not as isolated words ; to the use of material that could be developed through dramatization; to the checking of our work to determine whether we were reading words to the neglect of ideas ; to the emphasizing of drill on phrases and groups of words; to the use of conversation lessons ab:)ut familiar things, and to the stressing of oral composition. At the grade meetings this year each grade has discussed problems of interest to that particular grade. The first and sec- ond grades discussed occupation work. An exhibit of suitable work was held in the Assembly room of the Administration Build- ing. Later this work was classified according to subjects and a selection made of what was best to be used at different periods of the day. The value of games in the teaching of arithmetic was also considered, and many interesting games were demonstrated. Mothers' meetings and home visitation were discussed at two meetings. The teachers gave their personal experiences on the benefits and manner of conducting these two new lines of work, and at a later meeting some definite topics for use in mothers' meetings were worked out. The problem for the third, fourth, and fifth grades has been Silent Reading. Certain specific exercises for increasing the rate and comprehension of silent reading were given, and the results of these exercises were discussed at later meetings. The results of the Courtis Silent Reading tests were also dicsussed. Educational Measurement. Measurement of work in Silent Reading has been the special problem emphasized. The adult reads silently for the purpose of gaining information. Our pupils must be trained to compre- hend what they read if they are to meet with success in school life and later in community life. 93 To compare intelligently our work in Silent Reading with that of other communities we used the Courtis Silent Reading tests. These tests measured the ability of our pupils in num- ber of words read per minute, questions answered in five minutes, and how much the pupil comprehended of what he read. The first of these tests was given in November, 1917; the second in May, 1918, and the third in January, 1920. Chart I gives a comparison of the results of the first and third tests and shows what has been accomplished in Silent Reading in two years. Grade III. IV. .V One of the most interesting facts brought to light through the use of standard tests was the wide range of variation in com- prehension shown by the pupils of the same grade. Chart II shows the variation in quality of comprehension in grades three, four, aiul five in the test given in January, 1920. Chart I shows that our medium rate of reading is but slightly below the standard. Chart III shows the wide range of variation in rate of reading in grades three, four, and five. Some of the third grade pupils are below the standard set for the second grade while others are above the standard set for the fifth grade. Sim- ilar conditions exist in the other two grades. CHART I Ques- Index of Test Words tions Comp. Nov., 1917 96 ^0 58 Scranton Jan., 1920 109 21 78 Scranton 113 24 78 Standard- -Courtis Nov., 1917 130 29 12, Scranton Jan., 1920 130 28 88 Scranton 145 30 89 Standard- -Courtis Nov., 1917 146 34 86 Scranton Jan., 1920 172 35 93 Scranton 168 Zl 93 Standard- -Courtis 94 PIAGRAM SHOWING PI5TRIBUTI0N OF SCORES IN COMPREHENSION. COURTIS SILENT REAPING TESTS. GIVEN JAN.AI920. 6800 CHILDREN. Nirv-rtr VERTICAL = Percent of pupils •^WJ I L HORIZONTAL^ Percent of accuracy. The following summary gives the complete results of the investigation. Test One: 1. All grades were below the stand- ard in words read per minute, questions answered in five mmutes. and index of comprehension. 2. A wide range of variation m 95 quality of work was shown in all grades. 3. The per cent of pupils in the groups designated as guess work and unsatisfactory was too large. The per cent of pupils in the satisfactory group was too small. 4. Pupils found to be weak in comprehension in this test were found, in many cases, to be weak in the other sub- jects of the curriculum. DIAGRAM SHOWING PISTRIBUTION OF SCORES IN RATE' COURTIS SILENT REAPING TEST^t^lVEN Pe^cenfo^e JAN. 8. 1920. 6800 CHILDREN. 96 Suggested Remedies Definite exercises to improve the index of comprehension were suggested for the first experimental work. The beginning exercises were oral whether the material was taken from the reader or some other book. Where the comprehension was poor, a reader one grade below the basal reader was used. Where the comprehension was good, geography, history, and arithmetic were used. After the silent reading of the paragraph by the pupils, the teacher asked certain testing questions to see if the pupil com- prehended what he read. In this work we insisted that the pupil answer in his own words and not in the words of the book. Writ- ten exercises followed the oral. The pupil, after the silent read- ing of a paragraph, wrote the answers to certain testing questions. Special attention was given to the meaning of words through dramatization, games, obeying written commands, and matching words and pictures. Pupils failing in other subjects through lack of comprehension of what was read were given special attention. The slow group of a class was encouraged to re-read the selection instead of guessing at the answers. Test Two: 1. All grades showed a marked improvement in words read per minute, questions answered in five minutes, and in index of comprehension. There was a marked falling off in the group designated as guess work and unsatisfactory and an increase in the group designated as satisfactory. There was still a wide variation in quality of work. Suggested Remedies The unit to be read silently was lengthened from one to two or more paragraphs, depending upon the al^lity of the class. After the silent reading the pupils were questioned by the teacher to determine how much was comprehended, or they reproduced orally what had been read, without any questioning by the teacher. In each grade above the second, a silent reading period was given daily. This reading was directed by thought questions placed up- on the board. At the beginning of the oral reading lesson these questions were answered, together with other questions suggested by the pupils. After the silent reading of a story the teacher questioned so as to arouse discussion, "What was the most inter- esting part of the story?" "Which character did you like best?" "Why?" "Would you have done what a certain person in the story did?" Pupils were also encouraged to report on library books that had been read. Written exercises were also used. After the silent reading of a unit, books were closed and the pupils wrote the answers to questions that had been placed on the board by the teacher. At other times the pupils wrote the main facts without the aid of questions. Pupils were encouraged to reproduce con- 97 cisely after one silent reading of a unit, the object being to test the pupils' power to select important facts. Sometimes they wrote the part of the story they liked best, or described the best liked character. Test Three: 1. A further improvement was made in words read per minute and questions answered in five minutes, but still in many cases the rate of reading was below the Courtis Standard. 2. A larger per cent, of pupils had advanced into the satisfactory group. 3. The wide variation in quality of work still existed. Suggested Remedies To improve the rate of reading, tests were given to determine the number of words each child could read silently in one minute. The third, fourth, and fifth grade teachers made graphs from the data obtained so as to enable them to watch the progress of each pupil. The exercises that were suggested to improve the com- prehension after test two were continued. The wide variation in quality of work is the next problem to be considered. Recommendations 1. Retarded pupils should be removed from the regular grades and classes for such pupils should be established. 2. An opportunity should be given for all pupils in the first three grades to attend a morning and afternoon session. It is fair neither to pupils nor to teachers to expect them to accomplish in a single session what other pupils and teachers are accomplish- ing in a double session. 3. In the first and second grades the unused floor space is inadequate, making it impossible to carry over into these grades some of the desired freedom of the kindergarten. The teachers are handicapped in games, rhythm work, and dramatization. The new systems of reading that have been introduced into many of the schools demand space for action work. First grade rooms should be equipped with movable seats and with a sufficient num- ber of kindergarten chairs for group work. 4. A low shelf containing books adapted to the grade should he in every room. The rate and quality of Silent Reading can be greatly improved if the child is allowed free access to these books. I wish to thank you for inspiration and suggestion, and the supervisors, principals, and teachers for loyalty and hearty co- operation. Respectfully submitted. Katherine E. Moran, Supervi^^or of Primary Grades. 98 Standard Tests as Applied to Composition There is a great need for establishing standards in grading compositions. To discover the practice in marking compositions in the 7th and 8th grades the superintendent of schools requested the 7th and 8th grade teachers to mark mimeograph copies of typ- ical 7th and 8th grade composition. The mimeographed copies are reproduced in this report in the form on which the teachers based their ratings. It is to be noted that the range of variation in the 7th grade runs as high as 70% on the rating of the second composition. In the 8th grade the highest variation is 55%, shown in the rating of the third composition. In other words, the same composition in the judgment of two teachers doing the same grade of work may be valued at 25%,, or 95% ; 40%, or 95 7o. It is needless to say that there is no justification whatever for such extreme variations of marking. The remedy proposed in this instance was to find the median rating and allow a range of 5% above the median and 5% below the median. This range determined the median zone to be used by the 7th and 8th grade teachers for purposes of judging their own standards of marking. Any teacher finding her own rating in any given case greatly at variance with the range of marks within the median zone will un- hesitatingly call her own judgment into question. The aim of this experiment was to refine standards of judging quality of work in composition so that more effective results might be accomplished in the future. 99 COMPARATIVE SCALES OF MARKING SEVENTH GRADE COMPOSITIONS. Dog Girl Garden Manual Training Lake WiNOLA Tele- phone 2-30 4 1-40 1-60 125 1-35 16 1-58 10-60 1-62 1 65 2-35 1-40 16 3-50 1-55 9-60 1-50 5 2-60 2-65 1-60 13 1-70 ^■^ 4-75 7-80 2-5C ifi 2-55 ^^ 10-60 2-65 b% be!ow Median Column 15 6 70 ^^ 9-75 14 8-70 1^ 6-75 7-65 ■ 5-70 14 1-68 17 9-75 6-70 1 3-80 iR 7-85 ^^ 9-90 11 3-70 11 8-75 Median Colunm* 7-80 6-85 19 2-90 3-95 1-98 1-78 4-80 9 2-85 1-90 1-95 2-75 4-80 9 1-90 1-95 1-98 4-85 6-90 16 3-95 1-97 1-100 5-95 8 2-98 1-100 9-80 12 1-86 2-95 b% above Median Column 75 70 65 75 85 70 Median 68 70 63 50 40 .- 1 Range of "*^ Variation *This column includes marks between 5 per cent, and 5 per cent, below the median. Manual Training. Every girl should go to manual training. It is very nice to know how to cook and sew. At Christmas, you can save money if you can sew, by making the presents yourself, and at home if your mother is sick, or goes out for a day, you can get your own dinner. If you have a party you will not have to bother your mother, because you could make your own cake and candy. You can learn a lot at man vial training, if you go every lesson and pay attention to the teacher. Our Trip to Lake Winola. Last summer my mother and I went to Lake Winola for the day. We went over towm to the Northern Electric station, bought our tickets, and got on the car. When we arrived, we went for a walk around the lake. When we returned from the walk, we went to a cottage where some friends of ours were. We stayed there for dinner. After dinner our friends got ready to go for a walk in the woods we went with them. On our way we gathered some flowers. 100 Then it was late in the afternoon. We went clown to the station because we were going home on the next car. When the car came our friends left us so we got on the car and left for Scranton. It was 8:30 P. AI. when we arrived home. Having spent a very pleasant day. A Dog. A dog as we all know is a domestic and intelligent animal. There are many breeds of dogs some are, — fox terrier, bull terrier, rat terrier, scotch collie, shepherd and many others. The dog is useful in w^ork and joins in the fun also. Some are good for hunting while others are good for other purposes. The Description of A Girl. She has large black eyes and very expressive. She has teeth like pearls. A rich and white sunburnt complexion and hair of glossy blackness — put and fixed beautifully on her forehead and ears — and her hair in the back is braided beautifully and is long andt hick. She dresses l)eauti fully — just as a girl should — with all kinds of dresses — She is not tall or short — l)ut — just the right stature for a girl. How TO Care for a Garden. It is very interesting to care for a garden. When your done planting your seeds, and when the vegetables are up, or whatever you planted. First you hoe between the rows, and you pick the small weeds that you can not get at with the hoe. And if the weather is hot, and does not rain often, you should water the gar- den every night when the sun is going down. 101 COMPARATIVE SCALES OF MARKING EIGHTH GRADE COMPOSITIONS. Charlie Book Rack Experience CuUNTK Y Church 4-50 1-58 1-40 1-50 0% below 10 ^'^^ ^" 1-67 >o Ifs 1-45 7 1-55 ' 1-70 Median 1-50 Column 3-70 3 70 11 1-55 3-60 3-65 1-66 4-80 7-75 1-71 7-70 6-85 Median n 1-76 17 1-72 '^ 9-75 1-72 1-88 Column* 3-80 15 1-73 30 14-90 6-80 5-75 176 2-93 7-95 1-83 1-82 1-78 ^ 1-96 ^ 1-99 55? above 4-85 Q 6-85 ^ 186 5-80 Median 187 io 3-85 ^•^ 1-88 Column 1-88 ^^ 2-89 1-90 1-90 2-90 2-95 3-95 196 76 32 55 90 Median 46 32 73 49 Range of Variation This column includes marks between 5 per cent, above and 5 per cent, below median. Charlie. His face was very cheersome looking with red cheeks that showed that he was a healthy lad. His hair was of a rtisty color and had broad shoulders. His arms were so long that the sleeves in his shirt only reached to the middle of the forearm. He wore a hat of the country style with a very broad rim. His overalls were blue and were covered with patches. He was seldom seen wearing shoes or stockings and was usually fishing. How TO Make a Bookrack. To make a bookrack you get two boards twelve inches long one inch wide and three-forths inch thick, and plane them to a smooth surface, then you get two boards nine inches long one inch wide and three-forths of an inch thick from these four boards you make two cross-lap joints. Then you make two boards eighteen inches long three inches and one half an inch thick then you measure in two inches from each end and make a grove one- forth of an inch deep then you nail these boards on the cross lap joints. 102 My Most Exciting Experience. One day we got the horse and wagon ready, and was soon on our way to the lake to catch some fish for supper. We were going for a long time and after a long and tiresome ride we reached the lake safetly. We got the hoat ready and was soon on the lake, we got ten large fish and it was getting dark, so we started for shore, when we got on shore we got the wagon ready, and was soon on our way home. When we turned a short curb, we saw a bear coming down the road. We did not take no guns with us, only a small knife to clean the fish, when he got close he made a spring for me but I ran the knife in his heart, and he fell down dead. We put him in the wagon and was soon home. A Country Church. A little back from the road, which runs along the bank of a river, is a little white church. There is a flight of stairs leading up to it. On the right hand side of the door is a sign with the name of the minister and services written on it. Inside the dorr is a little lobby. In one corner of this is a little table with hymn books on it. The room in which the services are held is very large. Oil lamps are hanging from the ceiling and some are hang- ing from posts. Strips of red carpet are laying on the floor. An organ is standing in the corner. A woman is playing and some children are singing. RESULTS OF SPELLING TESTS GIVEN DECEMBER 3, 1919. AND APRIL 29, 1919. Grade Date Median Grade Date Median II December 58.4% VI December 75.6% April 82. % April 83.5% III December 77.8% VII December 77.8% April 80. % April 80. % IV December 72.57^ VIII December 85.5% April 77.87o April 85. % V December 11.1% April 82.8% Note — The words used in the tests were taken from the Ayres' List and were incorporated in sentences. 103 PIAGRAM SHOWING PISTRIBUTION OF SCORES IN COM- PREHENSION. MONROE SILENT REAPING TE5T5 GIVEN JAN..6.I920. 5001 CHILPKEN. 104 PIAGRAM SHOWING PI5TKIBUTI0N OF 5C0RE& IN RATE. MONROE 5ILENT REAPING TE5T5,GIVEN JAN. 8,I9Z0. 5001 CHILPKEN. rjQ-^cT VERTICAL = Ffer-cenI- of pupils HORIZONTAL'-Fbrcenl-of-accuracv 1U5 DIAGRAM SHOWING DISTRIBUTION OF SCORES IN ACCURACY- STONE REASONING TESTS. GIVEN PEC. 1918. 7500 CHILDREN. 30 40 30 60 7b VERTICAL =Ffercenl-of pop.ls. NOTE HORIZONTAL- Percent" of accuracy. 106 PIAGRAM SHOWING PI5TRIBUTI0N OF 5C0RE5 IN ACCURACY. STONE REASONING TE&T5,GIVEN MAY 1919. 7500GMILl?KEN. 107 DIAGRAM SHOWING DISTRIBUTION OF SCORES IN RATE- STONE REASONING TESTS, GIVEN PEC.I9I8. 7500 CHILDREN. \ iiiiiiiit\ ^^^^%/n//^ m w, /a\\\\\W///^//i GRACEV MEPIAN3iO GRAPEYI MEPIAN4.2 NOTE 23456789 VERTICAL = Percent- of pupils. HORIZ0NTAL= PerrenI- of- accuracy 108 PIA6RAM 5H0\NIN6 PI5TRIBUTI0N OF SCORES IN KATE- STONE REASONING TE&T6^ GIVEN MAY 1919. 7500 GHILPREN GRAPEV MEPIAN3.6 GRAPETZr MEPIAN5.9 Oro S I tol9 2to29 3toi9 4to49 5roi9 6t<,<),9 7t«79 8to83 9>o99 r(»oia9 lltl>ll9 12(oll9Hloll3l«toltfl VERTICAL^ Percenh of pupils '^^ ' L HORIZONTAL' Percent of accuracy. 109 REPORT OF KINDERGARTEN Dr. S. E. Weber, Superintendent of Selwols, Scranton, Pa. Dear Sir: I herewith submit the report of the Kindergarten Department inchiding a record of activities and progress since the report last pubhshed in 1918. Since that date two additional kindergartens have been estab- lished making at present a total of thirty-three with the same num- ber of teachers. Until the present school year the kindergartens were con- ducted with one session and the enrollment limited to thirty-five children in a group which attended during the morning hours from nine to twelve. Since mid-year promotions were established in the school, the plan of receiving a new group of children each February and plac- ing them with a class which had already five months of kinder- garten training was not altogether satisfactory; therefore, with the beginning of the present school year a new plan was adopted. The children are admitted twice each year as before, the older group attending the longer morning session between the hours of nine and eleven-thirty, while the younger group attends the after- noon session from one-thirty until three-fifteen. Each group is limited to twenty pupils and this allows each teacher a total enroll- ment of forty pupils. At the beginning of the second term in February the kinder- garten's are depleted by promotions, inclement weather and sick- ness. If the winter is an open one new children will enter but not in sufficient numbers to make up the loss. Ordinarily, how- ever, it is possible to regain the full quota by Easter. The kindergarten, in order to give its maximum of service, must not only be recognized as an integral and essential part of the school system but a constant effort must be made to make provision for its place equal to that of the other departments of the school organization. Although the kindergarten has been a part of our school system for many years, it has been to the disadvantage of both kindergarten and the school that it was not a part of the admin- istrative unit of the school with which it was connected. Under the new plan, the principal is now taking a fresh interest in the kindergarten because it has been placed under the administrative unit of his building. 110 The kindergartners and first grade teachers, with the super- visors, have been cooperating to work out an important problem; namely, that of putting the work and methods of the kindergarten and first grade upon a new basis, each department seeking for a deeper insight into the method and practices of the other. There have been many changes in the procedure of the kinder- garten in recent years. The fact that changes are still in progress is significant since it shows that the kindergarten is adjusting itself, as are other departments of education, to present day thought and conditions, as it must do if it is to function as an organic part of the educational system and perform the service that it should in the education and life of the child. New methods have been established and newer and better equipment has been adopted in our kindergartens that they may carry out more efficiently the principle for which the kindergarten stands — that of education by means of children's activities, an education to meet their present needs and interests and their grow- ing powers. Means are provided to give the children opportunities for the exercise of independence and initiative and in the various forms of kindergarten procedure an excellent training is provided to de- velop self-control and practical citizenship. The kindergarten teachers meet twice each month for con- ference. During the past two or three years many young teachers have entered our teaching force. The younger group of teachers has met with the supervisor once each month for special study in program work and discussion of various kindergarten procedure, while the entire number of teachers in the department has met another afternoon for study and conference and to consider gen- eral topics related to our work. Some of the books studied are "The Use of the Kindergarten Gifts" by Fulmer ; "Kindergarten Theory and Practice" by At- wood and various articles pertaining to our work found in the edu- cational magazines or reports of the proceedings of the Inter- national Kindergarten Union. We have also considered the content of the pamphlet issued by the Kindergarten Department of the Bureau of Education, "The Kindergarten Curriculum." Occa- sionally the teachers and supervisors of the kindergartens and first grade have met for demonstration of plays and games, rhythm, etc., and reading and tone production. It is an old custom in the kindergartner's experience to do home visiting and to hold mothers' meetings in the kindergarten each month. This has always been considered a part of the kindergartner's duties and has been continued each year. Sometimes requests have come from the parents for an even- ing meeting when both father and mother could attend. The 111 teachers have then opened the kindergarten room for the purpose, planned a program and a social evening to interest l)0th parents in the kindergarten activities of the children. The mothers' meetings have been instrumental in helping non-English speaking mothers to understand and appreciate the customs and ideals of our coimtry. Since the war a renew^ed realization of the importance of the v^ork with the non-English speaking mother has resulted in the necessity for kindergartners to use their training and powers more consciously along the lines of Americanizing the foreign-born parents. With the organization of definite Americanization class- es in the schools, three afternoon classes for women were estab- lished during the year 1917-1918 and conducted in the kinder- garten room; later these classes were transferred to the evening schools where the father and mother have been able to attend together. Since 1918, six additional classes have been organized in the various centers and after school hours these mothers have been taught by kindergarten teachers to speak, read and write the English language, and the rudiments of arithmetic, thereby enab- ling them to maintain the respect and regard of their children and to become a social and civic asset to their community and to the country. During the period of the war they were given demonstrations of various useful household activities relating to health, food, clothing, etc. The value and the possibilities of the kindergarten as an agency for Americanization work, both among children and adults, have been clearly set forth in your article on "The Kindergarten as an Americanizer". I am glad that it has been published in the March, 1920, number of the "Educational Review" and also issued as a special circular by the Kindergarten Department of the Bur- eau of Education at Washington. This bulletin will shortly reach every kindergartner and probably most educators in the country. Our kindergartners were active in various forms of war work during 1918-1919, both as individuals and as a group. The last "Play Festival" with the kindergarten children was given on the Court House Square for the benefit of the Book Drive for our soldiers. The two special features which are continued from war acti- vities are a more definite Americanization work and the memorial fund which the Froebel Club has pledged in memory of one of our former teachers, Miss Clara E. Gregory, to the work of the Kindergarten Unit for France, which unit has established kinder- gartens in the devastated regions of that country. The Froebel Club meets once each month for a program of special interest, including music and social intercourse. 112 It is of interest to note that the Educational Committee of the Century Club was instrumental in bringing to Scranton Miss Julia Wade Abbot, a specialist in kindergarten education from the Bureau at Washington, for a lecture on "The Modern Kinder- garten" and how it effected changes in the elementary schools. She also emphasized the reasons why kindergartens are necessary from a pedagogical, physical, and psychological standpoint. The kindergartners from Wilkes-Barre accepted an invitation to hear Miss Abbot and most of our own kindergartners and first grade teachers were present and received much inspiration from this forceful address. The annual exhibition of school work interests the parents and brings many visitors into the kindergartens. The progress of the children's work can be followed from their first simple ef- forts in the kindergarten up through the grades. One of the needs of the kindergartens is space for school gardens where the children can plant and nourish seeds and watch the germination and growth of the plant, later gathering the fruit and seed of their efforts in nature experiences. When the weather permits the children have what we term "Excursions." The teacher takes her group out of doors to ob- serve changes in nature, natural objects, and animal and plant life, etc. They also visit various tradesmen and industrial or civic activities in the community which may be be of educational worth in their kindergarten or home play projects. It is hardly necessary for me to emphasize the housing needs of the kindergartens for the reason that you have so clearly pre- sented the general housing conditions and needs of the Scranton schools. However, I will briefly state that of our thirty-three kindergartens twelve are in school basements, five are in rented annexes or very old school buildings used as such, and four are in portables, leaving but twelve which are fairly well housed withii? the main school buildings. In closing my report I desire to thank you for your unfailing support of the kindergarten department. Respectfully submitted. Elizabeth F. Rice, Supervisor of Kindergartens. Scranton, Pa., March 26, 1920. 11.1 .Scranton, Pa., February 27, 1920. Dr. S. E. Weber, Superintendent of Sehools, Scranton, Pa. Dear Sir : I su])mit the following report of the Department of Writing for your consideration. Our course of study comprises three main divisions. The first one covers the work of grades one and two. In these grades, the children are taught to gain freedom of movement by means of large writing both at the blackboard and at the seats. It is a well known fact that young children should not be required to make finely adjusted movements. This would be necessary if they were taught to produce writing small in size. The second division of our course includes the work which is done in grades three and four. While fine writing is not i i- sisted upon, a legible product written with freedom is the aim. If healthful position and correct habits are mastered in these grades, good writing will follow. The work of grades five to eight inclusive makes up the third part of the course. Here, the work is of a technical nature. The pupils have had the benefit of the position and movement drills in the preceding grades and they are al)le now to produce writing that is finer in form. Writing Certificates ofifer a good incentive for fine writing in the upper grades. For this reason, the pupils of grades six, seven and eight are encouraged to submit specimens of their writ- ing to the Zaner Company twice a year for the Grammar Grade Certificate. Last year 582 of these certificates were granted to the students. This num])er includes 45 which were awarded to Continuation School pupils. At the conclusion of this half year 328 certificates were granted to sixth, seventh and eighth grade pupils and 41 were won by pupils of the Continuation Schools. Semi-monthly meetings are held for the instruction of new teachers and others who do not hold the Penmanship Certificate of the Scranton Public Schools. The instruction includes the methods of presenting the work in the various grades, as well as penmanship practice. Last year 54 teachers qualified for these Teachers' Certificates. At the present time 45 teachers and substi- tutes are attending these meetings. Much of the supervision in writing for the past year and a half has been by means of measuring tests. The results of these tests show where the classes stand with relation to our writing goals. The pupils are allowed to write for a given period after which the papers are rated for the speed and the form of the writing. The specimens have all been measured by the Zaner 114 Scales and Standards. After the first test is given, the accom- panying chart on which are printed the defects of writing with their corresponding causes is placed in the hands of each teacher. She looks at a spesimen of some pupil's writing or she observes him while he is working to see what it is that makes the product unsatis- factory. A pupil's writing may be too straight. On the chart, four suggestions are given for this fault. The writing arm may be to.o far from the body, the fingers may be too near the pen point, the index finger alone may be guiding the pen or the position of the paper may be incorrect. By watching the pupil at work, there is an opportunity to determine the cause for this straight writing. When this has been done, the teacher directs the pupil to change the position of the arm, hand or paper to secure better results, in the same manner, other common faults are enumerated such as writing that is too heavy or too light, writing which is too irreg- ular or writing in which the spacing is too wide or too narrow and suggestions are given for overcoming them. Thus, the individual pupil is instructed in methods by which he can break up bad hab'ts and improve in waiting. Those who really wish to do better writing are made to feel responsible for their own progress. The improvement made when a second test is given has been gratify- ing in most cases. Not only the work of a few individuals but the work of schools as a whole has been benefited by this method. I submit several of the graphs which indicate the progress made in many of the schools where these w^riting measurements have been given. Defects in Writing and Their Causes defect cause [ a. Writing arm too near body. 1 T- 1 1 . i b. Thumb too stiff. 1. ioo much slant <^ _, . . . . _ c Pomt of pen too for from finger. [ d. Paper in wrong position. r a. Writing arm too far from body. 2. Writing too j b. Fingers too near pen point. straight ) c. Index finger alone guiding pen. [ d. Incorrect position of paper. 3 Writing too f ^- ^^^^^^ ^"^^^ pressing too heavily. heavy i '^- ^^^'^^^ ^™"^ P^"- I c. Penholder of too small diameter. I a. Pen held too obliquely or too straight. 4. Writing too light -j b. Eyelet of pen turned to side. c. Penholder of too large diameter. 115 f a. Lack of freedom of movement. 5. Writing too ir- I b. Movement of hand too slow, regular ] c. Pen gripping . [ d. Incorrect and uncomfortable position. ^ c • r 1 . . ^ .^ I a. Pen does not progress to the right fast ^ ' ^, ' "I enough. b. More lateral movement needed. 7. Spacing of letters a. Pen progresses too fast to the right, too wide - b. Too much lateral movement. 8. Letter formation -I a. Loops not open. b. Frequent pen liftings. c. Word endings blunt. d. Letters not closed. e. Parts of letters omitted. f. Parts of letters added. n -,,r •,• 4- 'I- Thumb too stifif. Jula? ''"' ^ ^- P^"l^^l^l^^- too lightly held. *' c. Alovement too slow. 10. Size I a. Too large — Movement uncontrolled. ' b. Too small — Excess finger action. It gives me great pleasure to state that progress in the writing has been noticeable. I wish to express my sincere appreciation to you for your interest and helpful suggestions. To the princi- pals and teachers I extend my thanks for their worthy efforts which have made improvement possible. Very truly yours, Hazel E. Smeed, Supervisor of Writing. 116 %3B 3_/R 4B 4f\ 5B 5/^ 6B 6/^ 7B 7/1 QB Qf\ 85 80 75 ID 65 60 55 50 45 40 35 50 1 1 1 1 1 1 1 1 1 1 1 1 /' --' \ \ X \ /■ 1 1 "-.^ / / 1 t f X ••" r ^ • / ^N -''' - . / 1 t 1 1 -t / WRITING QUALITY (D^f\?H Quality £c|uc(ls FORM ^erc&n^ addeol to SPEEP percent RESULT OF 9 SCHOOLS FirstTest Second Test _. _». ZaneK Median 4 months later 117 7o3B 3A 4B 4A 5,B 5A 6B 6A 7B 7A OB 5A 90 65 80 75 70 65 60 55 50 45 40 35 50 / / / \ N * / \ N s N '^ N V // M ^ ^ ^ / / WRITING QUALITY GRAPH Quality ec]ual5 FORM percent" added to 5PEIEP percenf" RESULT or 7 5CH00L5 Tir^tTest 5econdTe5t 4monfh5 \cK\e.r. Zaner Median — ^— ^^-n ^^^^-^^^ 118 3A 4B 4/\ 5B 5A 6B GA IB 7A 33 &A 8S 80 7S V 70 6^ f / \ \ .-^ s. .^' \, / / — t V i 1 \ ^ \ / — N "^ i 60 / * / — 1 1 1 1 —§■ \ \ \ \ \ • \ / / / \. ""-. T- / / / / # 55 "**"- 1 / / 1 / \ \ % 1 / / < 50 / / / / /IS AO "^5 ^n WRITING QUALirr GRAPH RESULT OF I SCHOOL First Test Second Test Z q n e r M e ci / a n 5monfhs later 119 %5B 5A 46 4A SB 5A 68 6A 7B ZA SB 8A 6S 80 75 70 65 60 55 50 45 40 55 50 i \ 1 .^ \ » 1 V w V^ / \ / i t P / / \ :--"' < 1 1 ; A 1 1 < \ > 1 1 1 1 s • 1 1 1 1 WRITING QUALITY GRAPH RE5ULT OF I SCHOOL Fi rsi" Test --- Second Test -^ 4months later Th i re/ Test j, i i i i— i i i i "h rr^or\\)r\s later Zaner Mec//c< n ___^___«-«_^-___ 120 121 o w Q u 122 Scranton, Pa., starch 1, 1920. Dr. S. E. Weber, Superintendent of Schools, Scranton, Pa. Dear Sir: I take pleasure in presenting for your consideration my report for the past year and one-half. ■ I am pleased to say that the work in drawing is steadily im- proving. Our course of study embodies progressive lessons in object drawing design, perspective, color and Industrial Art. Picture study and story illustration are also taken up in correlation with the language and composition work. This year, through your kind consideration, we had a week of very valuable instruction along Industrial Art work. Many new industrial problems have been taken up and the results of a half years' work along this line have been shown in the exhibit of this work, held in the Administration Building recently. The photographs of this exhibit show the veriety of projects under- taken by the pupils in the elementary grades. These articles are both useful and ornamental, and inexpensive at the same time. I do not think it will be out of order now to suggest that the Board of Education provide us with materials to carry out these industrial problems more extensively. In all cases this year the materials were furnished by the children themselves or by the teachers. Present conditions have made the demand for this line of art work greater than ever before. I beg to call your attention also to the number of children throughout the city who are daily denied the opportunity of re- ceiving instruction in drawing. This, of course, is due to the number of children who are on part time owing to crowded con- ditions. There are two pre-eminent modes of expression; one by the use of language, the other by the use of line. One is as in- dispnsable as the other. I think every child in the public schools is entitled to instruction that will develop facility in the use of both. Since my last report, I have had the good fortune to attend, through the courtesy of the Board of Education, the Eastern Arts Association, meetings in New Haven and in New York City. I also attended the Educational Congress called by Dr. Thomas E. Finegan, State Superintendent of Public Instruction. These meetings were the source of much valuable information to me. In closing this report I wish to express my sincere appre- ciation of your support and always encouraging attitude, and to thank the teachers for their hearty cooperation in the work. Very respectfully submitted, Angela G. Blewitt. Directress of Drawi g. 123 Dr. S. E. IVchcr, Superintendent of Schools, Scranton, Pa. jMy dear sir: I have the honor of submitting the following report of the Music Department of the Scranton Public Schools, covering the vv^ork of the department up to June, 1919. A most satisfactory response has been secured from both teachers and pupils, in consequence of the introduction during the last year of the Hohis Dann music course in two of our schools. There is a very evident difference between the new and the old harmonic series. This is particularly noticeable in the abundance of well-graded sight-reading exercises. An obvious advantage is the large type in which the symbols appear. In the second and third-year books the method of the author is clearly revealed — "one language at a time." The songs have been carefully edited. Many modern composers are represented in the course, in com- pany with the old. Valuable assets are the folk songs of many different nations. Examinations were conducted in music last year, in January and in June. The tests included one sequential, written dictation, and one sight-reading exercise, involving in each case the material covered throughout the semester. An outstanding feature of the past year was the interest manifested by the meml)ers of the grade school orchestra who at- tended the regular Saturday morning rehearsals held during the year. The ensemble work brought out, during this period of practice work, a great many gratifying individual results. The orchestra played at the High School Commencement. In Sep- tember, 1919, fully a dozen members of the grade-school orchestra entered the High School orchestra, wdiicli has benefited very mat- erially from the existence of the grade-school organization. In the High School, in addition to Glee Club and orchestra activities, a class of Senior girls is studying theory and sight sing- ing. I would strongly favor giving academic credit to High School students, for work done in the school orchestra, the Glee Club, and in special classes in music. Credit for school work, satisfactorily done, I believe is due the school accompanist. If a plan for giving such credits could be satisfactorily worked out, from the administrative point of view, I have no doubt that it would serve to strengthen most satisfactorily the musical work of the school. Large cities throughout the country even have plans whereby school credit is given for the development of musical talent outside of school, when students give sufficient evidence of having done satisfactory work. I merely make passing mention of this matter, in the hope that it may suggest progressive steps that could be taken in Scranton likewise, in this direction. Respectfully submitted, W. \V. Jones. 124 Scranton, Pa., February 25, 1920. Dr. S. E. ITcbcr, Superintendent of Schools, Se ronton, Pa. Dear Sir : During the past two years much emphasis has been placed on Industrial Arts, so that now there is scarcely a school, even in the rural districts, where work along this line is not being taught. Sewing as a study in the public schools has l^y its commend- able results so justfiied itself, that its place in the curriculum is no longer questioned. From its narrow beginnings of instruction in various stitches, and simple seams it has broadened its scope, so as to include, not only practical training in garment making, but some knowledge of the material from which garments are made, skill in buying, harmony in color, and taste and good judgment in choosing and wearing them. It is easy to see the good \vhich would result from such a course of instruction both to the girl and the home in which she lives. Sewing in Scranton is taught in two high schools, eight night schools, four centers, four continuation schools, and forty-two grade school buildings. High School: Excellent work is being done in both of these schools, comparing favorably with any which it has been our privilege to see. Centers : The 7th and 8th grade girls are expected to have a lesson every second week. On account of the large classes that schedule could not be carried out fully during the last half year. The period for sewing is short, but much improvement has been made in the past two years, both in the amount and quality of the work, for which credit is due to the earnest efforts of the teachers. Girls here have their first lessons in the use and care of the sew- ing machine. They are required to cut and make several garments for themselves. Continuation Schools: Nowhere along the line has more progress been made than in the continuation schools. On account of different circumstances, and at present the high cost of materials, an outline, such as is used in the grades, cannot be strictly fol- lowed. In one school remodeling, mending, and darning have been successfully tried. In all schools every commendable work is being done, through the earnest endeavor of the painstaking teachers. Night Schools : Sewing is taught in eight buildings to about one hundred and seventy-five (175) girls. The keen inter- est shown by these girls in the work is all the more remarkable, when you consider that most of them have worked in stores, shops and factories during the day. Here they gain ability in cutting 125 and making garments, which is not only of great advantage to themselves, but helps in lightening the burden of the home. The efficient work of the teachers has resulted in marked progress in this branch of th work. Grade Schools : There are about 4,000 girls in forty-two buildings who are taught sewing by three teachers. These classes, consisting of the 4th, 5th and 6th grades, have only two lessons a month, the first two grades, having an hour's lesson, the third a forty-five minute period. The grade work is well estab- lished, and the girls, with scarcely an exception, enjoy it, and do well, considering the large classes, (sometimes three grades in one class), the long wait between lessons, and the short time given to the lesson. During the epidemic of 1919 the school children, who were Junior Red Cross members, did effiectual work in sending gar- ments made in our schools, to both the Emergency Nursery and the sick children in the Armory. Suggestions: Realizing the need of our work, we urgently suggest that some arrangement be made, whereby each class should have a lesson every week, as in other cities. Several of the Mothers' Clubs connected with the schools have asked that they spend their afternoon each month sewing. This truly is suggestive of a general awakening to the necessity of more of this kind of work. In a neighboring city these club women sew for any needy or afiflicted family in their district. And since the ravages of influenza it is easy to find homes where this heart and hand work is most acceptable. Hand work has proven in many cases the key which unlocks the door to the non- English speaking women. I would also suggest that an outline be furnished the night schools, which, while afi'ording a choice of garments, would fol- low a general plan. We wish to extend to you our appreciation for the interest in the work, and to the principals and teachers our thanks for their courtesy and fine spirit of helpfulness. Respectfully submitted, jMary a. Knapp, Director Domestic Art. March 1, 1920. Dr. S. E. IVcbcr. Superintendent of Selwols, Scranton, Pa. Dear Sir : In response to your request I gladly submit the following report of the Domestic Science and Art Centers. The cooking and sewing taught to seventh and eighth grade 126 pupils throughout the city is uniform. l"he aim of the teacher in each center is not to make artful cooks of the pupils Init to make them careful, painstaking workers. The pupils report twice a month at the centers, the eighth grade for a three hour period and the seventh grade for a two hour period. The past year, due to the over-crowded conditions in all the schools, a number of 7B classes reported once instead of twice a month. These children felt as though they were slighted. Pupils need a lesson every week instead of every two weeks. The room is ecjuipped for twenty-four pupils. Some classes have twenty-five or more pupils. This means doubling up at the desks. These conditions cannot be remedied until we have more centers. The cooking taught the past year was all conservation cook- ing. In April, 1919, the Conservation Committee had a bread bak- ing contest in which they awarded five prizes. The eighth grade pupils entered the contest, wdiich was held in the center where they were taught. Each center had about two hundred loaves of bread to be tested for its good qualities. The bread was sold and the money set aside to be used for prizes in the cake contest which was to be held this year. Due to the scarcity of sugar the cake contest was postponed. The sewing taught last year was chiefly Red Cross work. The sewing is to give the girl confidence in herself. More work- could be accomplished if each center were equipped with more machines. This would do away with the time lost in waiting to use a machine. Teachers' meetings are held every month when school prob- lems are discussed. These meetings help to make the work more systematic throughout. The co-operation of the principals has helped to impress the girls with the importance of the work. It would aid the teacher in the work if she could be given time to visit other schools, where this work is taught, while the classes are in session. The following is the course of study: 7B Time 1 % hours every two weeks. Lesson I — Introduction to the Kitchen. Stove — Coal range, Gas range. Abbreviations. Personal cleanliness. Care of desks. 127 Lesson II — Carbohydrates — Starches. Baked potato. Dish washing. Lesson III — Cereals. Use — kinds. Uncooked — cooked. Advantages — disadvantages. Lesson IV — Cocoa. Separation of starch grains. Long cooking of starch grains. Heating milk. Beverages (Serving). Lesson V^ Fruit — proteins. Stewed apples. Preservation — composition — use. Lesson VI — Cream of tomato soup. Value of cream soup in diet. Lesson VII— Candy — Sugars. Source — Food value. Lesson VIII — Written Test. Lesson IX — Proteins — Tissue builders. Welsh Rarebit. Cooking and digestibility. Use as a substitute. Lesson X — Proteins — Fish. Fresh and dried fish. Cream codfish. Use as a substitute for meat. Lesson XI — Proteins — Meat. Beef stew. Nutritive values of tough cuts of beef. Lesson XII — Baking powder. Use of oven. 128 Lesson XIII — Use of soda. Ginger bread. Lesson XIV — Proteins — eggs. Poached egg on toast. Lesson XV — Milk — cornstarch pudding. Lesson XVI — Sandwiches. Attractive sandwiches. Lesson XVII — Written test. Lesson XVIII— Water ice. EIGHTH GRADE. Time — two hours. Lesson I — General review. Peach short cake. Lesson II — Acid and salt supplying foods. Vegetables — kinds. Creamed cabbage. Lesson III — Macaroni with cheese. Tomato sauce. Substitute for meat. Lesson IV — Menu planning — breakfast, dinner, supper. Review — laying table. Lesson V — Batters — mufifins. Plain muffins. Lesson VI — Steaming. Steamed pudding — fruit or chocolate. Lemon sauce. Lesson VII— Invalid cookery. Tapioca cream. Invalid tray. Lesson VIII — Sugar use. Candy. 129 Lesson IX — Written test. Lesson X — Review proteins. Meat — cuts. Beef loaf. Lamb chop (demonstration). Lesson XI — Oven tests. Plain cake. Lesson XII — Eggs as a leavening agent. Sponge cake. Lesson XIII — Yeast. Bread. Lesson XIV — Pastry — plain. Lemon merringue pie. Lesson XV — Pasturization of milk. Care of infants. Lesson XVI — Salad — use in diet. Potato salad — dressing. Lesson XVII— Written test. Lesson XVIII— Frozen desserts. Ice cream. SEWING. Time ^ hours twice a month. Lesson I — Review seams. Measurements. Lesson II — Night gown. Cutting of garment. Pinning seams. Lesson III — Baste French seams. Machine stitching. Lesson IV — Finish seams. 130 Lesson V and VI — Place hems. Lesson VII and VIII — Finish hem. Place trimming. Lesson IX — Finish garment. 7A. Lesson I — Review flat seams. Bloomers. Place Pattern — cutting. Lesson II — Baste — seams. Stitch. Lesson III and IV — Finish seams. Lesson V and VI — Finish hems. Lesson VII- — Place placets. Lesson VIII — Place band. Lesson IX — Finish garment. Button holes. 8B. Time 1|4 hours twice a month. Lesson I — Measurements. Use of Pattern. Cut kimona. Lesson II — Pin — baste seams. Finish seams. Lesson III' — Make sleeves. Lesson IV — Place sleeves. Lesson V, VI and VII — Place trimming. Lesson VIII and IX — Place hem. Finish garment. 131 8A. Lesson I — Garment — slip. Cut garment. Pin and baste. Lesson II and III — Finish seams. Lesson IV, V and VI— Place and sew hems. Lesson VII and VIII — Place trimming. Lesson IX — Finish garment. Hoping that this report will be satisfactory, I am, Respectfully yours, Mary L. Walsh, Chairman. REPORT OF COMMITTEE ON MANUAL TRAINING CENTERS. Seventh and Eighth Grades. Dr. S. E. Wchcr, Superintendent of Schools, Scranton, Pa. Dear Sir : The following is a report of the Manual Training for the Seventh and Eighth grades, with suggestions for possible im- provement of this work. Early in the Fall of 1919, a committee consisting of W. J. Rogers, Chairman; W. J. Fitzpatrick, W. J. Philips, and W. H. Scranton, were appointed to revise and bring up to date the Man- ual Training for the Seventh and Eighth grades. A study was made of many books on woodworking and all the courses in Manual Training followed in other cities, that we were able to obtain. The first part of this report and the revised course of study, is the result of the work of this committee. The committee in considering subjects that should be in Man- ual Training for the Seventh and Eighth grades, found that the time available for the work eliminates many desirable and neces- sary subjects. The modern practice in this work for the Seventh and Eighth grades is to give the boys opportunity to come in con- tact with various lines of industries through school shops, so that the boy may discover his interests, aptitudes and ability along the different lines. 132 The different shops are conducted as near commercial practice as possible. Due allowance is made for the boy's age, both physi- cal and psychological. Elementary iVlechanical Drawing carried far enough to give the boys the ability to read working drawings intelligently is a subject that 90% of the boys should have mastered before the end of the Eighth grade. Until more time is available, by the open- ing of more Manual Training centers, it was decided to confine the work to bench work in wood, giving the boys a thorough test of his interest, aptitudes and ability along one industrial line, rather than a superficial smattering along many lines. Elementary Mechanical Drawing and experiences along other industrial lines, of as equal value as woodworking, have by the time available, been eliminated. In the new outline of Manual Training for the Seventh and Eighth grades, t he changes are mainly in wording and arrange- ment of text. This was done to give more help to the new teachers coming into this work. Some tool operations that led to bad habits of tool manipulation have been eliminated, while others have been given more prominence to fix them as habits and to speed the work- ing ability of the boy. The aim of the course has been raised to the Prevocational or Junior High School standard, of a test of the boys' interests, aptitudes and abilities. Following is the revised outline of IVIanual Training for the Seventh and Eighth grades. MANUAL TRAINING Manual Training is at present given to the Seventh and Eighth grades. The boys report at the centers once in two (2) weeks, the Seventh grade in the afternoon and the Eighth grade in the morning. The average clock hours, for each class in the centers are thirty-five (35) for the Seventh grade and fifty (50) for the Eighth grade. With this limited time available the work is confined to bench work in wood. The aim of the course is to teach the boys the use of the com- mon woodworking tools and the application of the butt, cross-lap, and groove joints, trying to impress a good efficient method of handling the tools, careful working of the small details of the project, and final cleaning and finishing. By having blue-prints of the working drawings for each of the projects, we give the boys some insight of the methods em- ployed in industries. The emphasis is placed on increasingly careful, proper hand- ling of the tools and reading the working drawings. 133 In the following outline, the work has been divided into groups according to the tool processes employed or the joints used in the construction of the projects. Each group is divided into Tools and Tool-processes, Demonstrations, Related Subject Mat- ter, and the Projects in the group. Much of the related subject matter will be given during or immediately following the demonstrations. The time allowed for demonstrations and talks on related sub- ject matter should not exceed twelve (12) minutes in any one lesson after the first group. The number of lessons alloted to each group will vary ac- cording to the average ability of the class. There are more projects listed than any class can accomplish in the time alloted. This allows some choice in the selection of projects by the pupil and also cares for the repeater. The underlying principle of the course is to test the boys' interests, aptitudes and abilities in one industrial line. SEVENTH GRADE GROUP 1. — Squaring Rough Stock 1%" x 3" x 12" White Pine. 3 Lessons, Tools and Tool Processes. Jack-plane. Surface planing. Edge planing. Try-square. Testing for square edge. Marking-gauge and rule. Setting gauge to size. Gauging for thick- Planing to width. Guaging for thick- ness. Planing to thick- ness. Squaring the end with try-square and pencil. Back-saw & Bench- hook. Sawing the ends square. Demonstrations. Take the plane apart, name the principal parts. Show how the plane is sharpened, how it is assembled, and how it is adjusted. Show the dii^erence of planing with or against the grain. Testing for surface. Testing for square edge. Setting marking- gauge with rule to size. Gauging to thickness and width. Testing width with gauge and try- square. Squaring the end with try-square and pen- cil. Sawing to line. Position of the saw- kerf with the line. Related Subjects. Projects. Introduction & Exercise piece. purpose o f jTo be kept as M a n u a 1 Training. Shop rules. Care of tools. Care of benches. Grading of work. Owneisbip of finished work. large as pos- s i b 1 e , the edges square with the face and the ends sawed square. 134 GROUP 2. — Working to definite dimensions, sides %" thick. 3 Lessons. Soft wood dressed (2) Marking stock for cutting. Rule and pencil. Carpenters square. Rough layout. Rip saws. Ripping. Cross cut saws. Cross cutting. Lay out and work- ing to size. Chamfering with Jack-plane. Braces and Bits. Boring, drilling and sountersink- ing. Sand paper. Sand-papering. Rough layout. Thumb gauging with rule and pencil. Carpenter's square and pencil. Rip-saws, their cut- ting action and use. Cross-cut saws, their cutting action and use. Planing the end grain in the vise. Positions of the wood in the vise for chamfering. B i t - br a c e s, kinds, sizes. How to tell the sizes. Countersinks, kinds and purpose. Sand-papering with the grain of the wood. Working draw- ings. Tell the relation of views. The necessity of more than one view. The meaning of the dififerent kinds of lines used. Hand saws. Kinds and use. Bits, kinds and use. Choice of Key rack, Hat and Coat rack. Choice of Game boards. Spool holder, Ring toss. SEVENTH GRADE GROUP 3.— Curved edges. Lessons. Compasses and Tem- Lay-out of curves Selecting wood Bread or Scour- plates. with compass and with reference ing board. Lay-out of curves templates. to curved Coat hanger. with compasses Use of web turning- edges. and templates. saw. C o m m e r cial Web-saw. The setting and meth- methods o f Sawing curves ods of using the working cur- with with web spoke-shave. ved edges. saw. Sand-papering curved Spoke-shave. edges. Smoothing curved edges with spoke-shave. Finishing curved edges with sand- paper. 135 GROUP 4. — Fastening with nails and screws. Duplicate parl-s. (Butt Joint). Soft wood of various thickness. Balance of Term. Stock bill. Making out stock Material bills Necktie rack. Lay-out and work- bills. m various oc- Nail box. ing of duplicate Hammers, kinds and cupations. Whisk - broom parts. use. Sizes and kinds holder. Hammer and screw- Holding and using the of nails. Broom holder. driver. hammer. How sold. Bird houses. Nailing and screw-Starting and setting Direction of the Bench hook. ing parts to- of nails. grain of the Letter box. gether. Use of screw-driver. wood in du- Mil.< - bottle Nail-set. plicate parts. holder. Setting nails in Glove box, etc. wood. Smoothing with sand-paper. The minimum requirement for the Seventh grade shall be the ability to plane an edge square and straight, planing to line, sawing to end equare, and the construction of projects using the Butt joint, box type of con- struction. GROUP 5. — Cross-lap joint. Wood finishing, various thickness. 5 Lessons. Hard and soft wood of Lay-out of exercise Need of care in lay- Describe lap- Exercise piece piece. out. joint and soft wood. Sawing to line in Grinding and sharpen- show common Flower pot the waste wood. ing of plane bits application. stand. Chisels, Mallet. and chisels, with A'arious furni- Book trough. Cutting grooves grinder and oil-! ture woods. Fern stand. with mallet and stone. Finishes for chisels. Using mallet and hard and soft Application of this chisel. woods. joint to projects. Shear cut with chisel. Finishing materials. Fitting parts together. Brushes. Applying finishing Staining. materials. Shellacing. Waxing. 1'36 GROUP 6. — Groove joints. Hand clamps. Glue. Hard and soft woods. Balance of term. Layout and work exercise piece. Working grooves. Jointer — Planing and fitting wood for glue joints. Hand clamps — Glu- ing. Applyiing clamps to hold work until glue sots. Smooth-plane. Finishing surface of wood with Smooth-p lane and sand-paper. Lay-out and work exercise piece. Planing and fitting for glue joints. Rubbed and clamped glue joints. Placing of clamps. Using the smooth- plane. Finishing. Describe groove Exercise piece joint and| soft wood, show common Book rack. application Glue, its pre paration use. and Foot stool. Projects using cross-lap and groove joints. Taborets. Book shelf. Magazine rack, etc. The minimum requirement for the Eighth grade shall be the ability to make and use the Cross-lap and Groove joints in projects well smoothed and finished. There is an imperative need for an additional Manual Train- ing Center. The West Side Center at No. 18 School has to send two of its classes to the Providence Center. At the Center in the Administration Building during the fall term of 1919, four classes were placed on half time, giving the hoys and girls only one lesson in four weeks. When the total number of boys or girls reporting to a center reaches 400, it is a difficult matter to accommodate them and give them a lesson once in two weeks. While each center is equipped to take care of 24 boys and 24 girls, the classes in the various schools rarely have an equal number of boys and girls, and we must provide for all the pupils in the class. The different grades must be kept together as the lessons are progressive. We cannot have 8A grade and 7A grade in the same class. The increased cost per pupil in the centers is due to the in- creased cost of the lumber used. The price paid for the last lot of lumber for the 1919-1920 school year is about three (3) times the cost of the same kind of lumber in 1915. Every effort is made to keep down the cost and prevent waste of material. There is a very definite need of a supervisor or a head teacher for Manual Training in the grades. He should have authority to call meetings of teachers, assign reading for study, thoroughly explain the aim and purpose of the course of study to the other teachers, help all new teachers in the work and see that the work \37 throughout the city is kept of the same vahie and at about the same rate of working so that the boys leaving the grades shall have training of the same value and amoimt. In the immediate future the supply of teachers of Manual Training must come from the trades and industries. There are few men training in schools and colleges that will accept the begin- ning salary of teaching at the present rates. A man taken from the trades or industries for teaching should be between 25 and 45 years of age, have a complete mastery of the mechanics and related subject matter of his trade and have ability in mechanical drawing. This is the grade of ability that is required for foremen. Carpenters in Scranton will earn $7.00 per day after April 1st, or about $38.50 per week. The class of men suitable for teach- ing will average 50 weeks of work for the year. Therefore, to get new teachers and to hold the teachers now in the schools, the be- ginning salary should be equal to what he can earn in 50 weeks or $1925.00 for the school year. A man is worth just as much serving the public at large as he can earn in a private capacity. Provision for training men in trades as teachers of Manual Training subjects may follow the practice of such cities as Roches- ter and Bufifalo, N. Y. The Pennsylvania State College has an extension course for this purpose. The course is given in even- ing classes, taking two years. Local teachers working under the direction of State College give courses in the Theory and Practice of Trade Teaching, Mechanical Drawing, Organization of Mater- ials and Classes, Analysis of Tool Operations and of Trades, Psy- chology as Applied to Teaching and Practice Teaching. These courses are now being given in several Pennsylvania cities. In new buildings proposed that are to contain Manual Train- ing centers, the following spaces should be ])rovided for : bench room about 28x40 feet, stock room at least 14x20 feet, finishing room 10x14 feet and an enclosed space for the teacher's desk and library, and if possible, space for a drafting room. In buildings that are to be used as Junior High schools, space should be provided for a drafting room with provision for mak- ing blueprints, elementary woodworking room, room for wood- working, machines and stock of lumber, painting and finishing room. Sheet metal and plumbing repair room, room for type- setting and printing, and a room to teach automobile driving, re- pair and maintenance, room for electric bell and light wiring and repair of electrical household appliances. Respectfully submitted, ^^''^r. I. Rogers, Chairman. 138 Scranton, Pa., March 22, 1920. Dr. S. E. IVcbcr, Superintendent of Schools, Scranton, Pa. Dear Sir : The following is a report of the work that has been done during the last two and one-half years in the ungraded classes in the George Washington and Lafayette schools. During this time seventy-eight (78) pupils have been taken into the ungraded classes. Fifty-one pupils have left the classes. Of these: 4 pupils have been sent to reformatories. 2 pupils have been sent to institutions for feeble-minded. 8 pupils have gone to parochial schools. 16 pupils left school to go to work. 7 pupils have left the city. 4 pupils have stayed at home because of illness. The present enrollment of the ungraded classes is twenty- seven (27). Of these: 15 pupils show mental gain. 8 pupils show no mental gain. 4 pupils show a loss of mentality. The four pupils who have lost mentally are feeble-minded and are institutional cases. The eight pupils who have not gained mentally have improved the mentality that they have. They have been trained to be neat, obedient, and polite. They are interested in their work, in things about them, and they are happy in the schoolroom. The fifteen pupils who have gained mentally have improved in every way. They have improved in speaking and language. They read well, their spelling is well done, and their handwork is almost perfectly done. They are neat and well be- haved. These pupils will be self-supporting under close super- vision. On Parents' Day the pupils in the ungraded classes exhibited projects of chair-caning, sewing, crocheting, knitting, drawing, painting, carpentry w^ork, modeling, penmanship, numberwork, spelling, language and map-drawing. The ungraded class in the Lafayette School has had one ses- sion. Miss DiMartino devoted her afternoons to visiting schools and to testing doubtful pupils. Miss Sara Bond spent the after- noons visiting the homes and looking up the pupils who were irregular in atendance. She visited the grades, selected a group of eight retarded boys and spent one hour of each afternoon teach- ing them to read. They progressed and remained in the grades. The ungraded class in the George Washington School has had two sessions. The principals and teachers have sent the 139 doubtful pupils there to be tested. Sixty-four pupils have been tested. This year the class has been smaller and more individual work has been done. I have arranged with Miss Helen O'Donnell, the present teacher of the Lafayette class, to make out a course of study to be used in the ungraded classes next year. We will work on this during the remainder of the term. We will read one book that will help us with our work and will meet once every two weeks to talk things over. After carefully studying and experimenting with these pupils, I am confident that one session would be much better for them. They are weak mentally and physically. When they attend only one session they are more alert to grasp and retain that which is given to theiu. The higher grade boys and girls are eager to go to work. j\Iost of these could get employment for afternoons and Saturdays. In most cases the little compensation that they would receive would be needed in the home. When working they realize the need of a better education and do better work in school. One session would give the teacher the opportunity of visiting the homes and of following up the pupils who have left the un- graded classes, especially those who have gone to work or are staying at home. Certainly, they should not be permitted to be married as was one of the girls who attended the Lafayette class last year. One session would give the teacher the opportunity to see that the pupils receive the medical attention that they need. Many of the parents are willing to take their children to the physician or to the dentist but the children will not go with them. The pupils zvill go with the teacher. I have found that the parents are grate- ful for the teacher's assistance. Many of them come to her. They want her advice. To me. this work outside of the schoolroom is just as important, yes, more so. as the work in the classroom. One session would give the teacher time to do this work, to visit the grades, and to test the doubtful pupils. I am confident that one session would improve the service of the ungraded classes. As another step for the improveme^-'t of the service, I would advice that at least two rooms be opened in each of the four dis- tricts, one room for boys and one room for girls in each district. The boys should be taught by a man and the girls by a woman. The pupils should pay one-half of the cost of the material used in the industrial work. This places a value on the material. It is not something gotten for nothing. The pupils are more care- ful and more interested in what they make. The parents are also interested in the work and the result. These rooms should be only for retarded pupils. 140 There should be a School Home near Scranton for feeble- minded l)oys and girls. Until provision can be made for such a home there should be at least two rooms for the feeble-minded. There should be two teachers in each of these rooms. A ki .der- garten teacher would be a valuable assistant in such a room. The^e pupils are helpless and cannot be left alone. Respectfully submitted, Mabel D. McCauley, Teacher of Washington School Ungraded Class. Scranton, Pa., March 1, 1920. Dr. S. E. IVchcr, Superintendent of Schools, Scranton, Pa. Dear Sir : The Continuation School, as a factor in the school system of our Commonwealth, has now been four years in existence. During this time we have been able to make several valuable de- ductions which ought to guide us as we plan for its future success and usefulness. First of all, we have learned that there is a disciplinary method of which, until the inception of the Continuation School, we knew nothing. If Johnnie needs to be seriously disciplined, the punishment can almost always be administered through the medium of his job. He may be dismissed from school for a half day and his boss be requested to send him back for another half day for disobedience. Deduction for the time thus lost is made in John- nie's pay envelope ; and this remedy, because it is so vitally related to Johnnie's life, is almost ideal both in theory and practice. It never has to be applied more than once. But in speaking of this I mean no disparagement to my teachers. No doubt their discipline would be excellent without the assistance of either the principal or the boss, but with such assistance I am sure their discipline is made much easier. If some such system of penalties could be worked out for the every-day school, the teacher would be saved many a perplexing problem. Secondly, we have learned that it is unwise to attempt as much instruction for special vocations and industries as was first antici- pated. For the large majority of boys and girls who, at fourteen, go to work, the fundamentals should be stressed and reviewed. To attempt very much more, during the two years of the part time school period, is bad padagogy because you overreach the mental grasp of the pupil. To be sure there are exceptions. A little more than eight per cent, of our Continuation School pupils passed the eighth grade before they went to work. A few had spent one or more years in the high school. For these we have have thus filled are paying nearly as high a salary as is received by any teacher herself. 141 a special class and a special teacher. It is in this class where most of the specialized work is done. In the third place, experience has taught us that one of the important functions of the one-day-a-week school is to sustain an interest in books and the spiritual values of life. Were it not for the leavening influence of this one day each week in school, nearly all of these workers, for all their remaining years, would be di- vorced from the culture and refinement to be found in the com- panionship with good books. If this school day can but sustain and develop a love for study and for a few of those things which we call spiritual, it will go a long way toward solving the citizen- ship problem. It will be worth all it costs. But the fourth and most important lesson which we have learned during these four years is this : that the successful Con- tmuation School must ha\;e the vital cooperation of everybody concerned in it. We hear of too many of these schools that have gone to pieces. Small wonder. In every case they were toler- ated in the community as a necessary evil — a sort of an appendage to satisfy the Cox Child Labor Law. The teacher may have been working hard for a good school, but no one else. Not even Thomas Arnold, were he alive, could under no circumstances make a good school. The school directors, the superintendent, the teachers, the employers, the parents, the authorities who enforce the law — all should work together. Out of such cooperation will come the successful Continuation School. Out of such have come the successful Scranton Continuation Schools. We have reason to be proud of them. We have learned, too, that we have no good place to put those minors who stop working before they reach the age limit. Sup- posedly they should go to school every day. Yet they are a misfit in the everyday school simply because they have lost connections with their class and their grade. They are a handicap both to their class and their teacher. So also are they a misfit going every day to the Continuation School. For inasmuch as there is for each successive day of the week a different class in the Continuation Schools, the same lesson is repeated for five successive days. In other words this school is made for pupils who go to school one day a week. If those miscellaneous ones who stop working should go five days they would study and recite the same lesson five times. This is not conducive to progress, and before we close we shall ofifer a solution to this difficult problem. Finally, we have learned that the Continuation School teacher has a wonderful opportunity for vocational guidance. We are a sort of self-constituted labor bureau. Business concerns are call- ing us up nearly every day asking us to send them boys and girls fitted for a special job. Some of the positions which my teachers 142 In making comparisons between conditions existing now and those of 1918, when the previous report came out, it might be noted first that certain industries which then were employing a large number of boys are now employing practically none. The coal breakers, for instance, in 1918 had some three hundred boys on their payrolls. Now they have not more than four or five boys. This is due to the federal child labor law which lays a heavy tax upon certain industries that employ under-sixteen laborers. In 1918 the average wage per week for a girl was $4.33 ; for a boy, $5.40. Today the corresponding wage for a girl is $9.00; for a boy, $9.51. This is an increase of almost 100%. The number of nationalities represented in the Continuation School is essentially the same as it was two years ago ; so also is the number of children having parents of foreign birth. But the one lamentable fact revealed, both by the questionnaire sent out two years ago and the one sent out this year, is that 65% of tliese pupil workers, in grades below 8A, are in blind alley jobs. As a proof of what education can do and therefore of what the Con- tinuation School may do to help boys and girls escape the blind alley, it should be noted that in Miss Bond's class (the class that has passed the 8 A grade), only 17% of its members are in blind alley jobs. This almost conclusively proves that the education received during the last two years in the grades has raised the child's prospects for advancement in life about 50%. In suggesting improvements, I recommend as I did in my previous report that the schools be more adequately housed. With only one exception the classes are in either a portable, a base- ment, or an attic. Arguments to prove the inadquacy of such facilities should not be necessary. For reasons already mentioned a class should be organized especially for those children who stop working. I believe this can be done with very little expense. Probably no extra teachers will be needed. About the only expense would be that incurred by having additional truant officers to round up the delinquents. Although, as above mentioned, we cannot wisely give as much specialized instruction as was first thought would be advisable, yet in the most advanced classes (Miss Bond's for instance) we should, as far as possible, supply the needs of the pupils. These are ready to select a life work, and if their life work calls for stenography or typewriting, or bookkeeping, or something else, we ought to do our best to give them instruction in those branches most pertinent to their chosen vocation. Respectfully submitted, James H. Fuller, Principal, Continuation Schools. 143 July 1, 1920. Dr. S. E. Wchcr, Snpcrintcndcni of Schools, Scranton, Pa. Dear Sir : Responding to your request for a report of the work of the Evening Technical High School, I wish to suhmit the following: 1917-1918. The Evening Technical High School opened on October 1, 1917, and continued for eighty evenings. The sessions were brought to a close with appropriate exercises and an exhibition of work done, in the Central High School Auditorium. The following courses were taught : English Grammar, American Literature, Latin, French, Spanish, Arithmetic, Penman- ship and Spelling, Algebra, Geometry, Stenography, Typewriting, Bookkeeping, Pattern ^^laking, ^Machine Shop Practice, Mechan- ical Drawing, Freehand Drawing, Basketry, Cooking, Plain Sew- ing, Dressmaking and Salesmanship. RECORD OF ATTEXDANXE. Total number of young men enrolled 574 Total number of vouna- women enrolled 677 1251 Number of evenings actually attended by young men 19,170 Number of evenings to attend 25,209 Percentage of attendance 76.04% Number of evenings actually attended by young women 21,544 Number of evenings to attend 28,759 Percentage of attendance 74.91% Percentage of attendance for the entire school 75.47% Enrollment of pupils in the different subjects : English Grammar 164 Pattern Making 36 American Literature 49 Penmanship and Spelling 342 Latin 17 Machine Shop Practice 53 French 52 Alechanical Drawing 153 Spanish ^1 Freehand Drawing 42 Arithmetic 335 Basketry 29 Algebra 28 Cooking 101 Plane Geometry 16 Plain Sewing 166 Stenography 138 Dressmaking 149 Typewriting 136 Salesmanship 28 Bookkeeping 163 Number of Promotion Certificates given 576 Number of Cerlihcates of Proficiency given 102 A War Training Class in Telegraphy and Radio and Buzzer work was opened on December 3, 1917. The apparatus was given to the school by Mr. Joseph J. Graf, Superintendent of telephone and telegraph service for the Lackawanna Railroad. Mr. Graf, together with Mr. Lewis Davies, train dispatcher for the same 144 company, gave both time and energy in helping to prepare our young men who had registered for selective conscription. The War Department accepted forty- four young men for service, many of whom were sent overseas, and the school received very favor- able reports of their work. A War Training Class in Blacksmithing was opened on May 21, 1918; and on May 28, a class in Machine Shop Practice was started. Twelve young men were accepted for service from these groups. The War Training School was kept open throughout the sum- mer and fall of 1918 up to the time of the signing of the armistice, November 11, 1918. The sessions of the Evening Technical High School for the season of 1918-1919 opened on Monday evening, October 7, 1918, and continued for eighty evenings, closing March 24, 1919, w'ith appropriate exercises and an exhibition of work done, in the Cen- tral High School auditorium. An extra number of evenings were granted to students in the commercial branches in order that they might finish the prescribed work. These sessions extended to April 18. 1918-1919— RECORD OF ATTENDANCE Number of young men enrolled 334 Number of young women enrolled 571 905 Number of evenings actually attended by young men 19,419 Number of evenings to attend 13,163 Percentage of attendance 81.2% Number of evenings actually attended by young women 12,514 Number of evenings to attend 16,348 Percentage of attendance 77.6% Percentage of attendance for the entire school 79.4% Enrollment of pupils in the different subjects : English Grammar 131 Bookkeeping 94 American Literature 42 Pattern Making 31 Latin 18 Penmanship and Spelling 224 French 35 Machine Shop Practice 42 Spanish 17 Mechanical Drawing 112 Arithemetic 238 Freehand Drawing 24 Algebra 19 Basketry 41 Plane Geometry 12 Cooking 86 Stenography 103 Plain Sewing 113 Typewriting 126 Dressmaking 86 Number of Promotion Certificates given 442 Number of Certificates of Proficiency given 76 The Evening Technical High School opened its sessions on Monday evening, October 6, 1919, and continued for eighty even- ings, closing with appropriate exercises on Friday, March 11. 1920. 145 1919-1920— RECORD OF ATTENDANCE Number of young men enrolled 593 Number of young women enrolled 638 1231 Number of evenings actually attended by young men 14,789 Number of evenings to attend 19,272 Percentage of attendance 76.7% Number of evenings actually attended by young women 13,238 Number of evenings to attend 16,486 Percentage of attendance 80.3% Percentage of attendance for the entire school 78.5% Enrollment of pupils in the different subjects : English Grammar 152 Pattern Making 54 American Literature.... 52 Penmanship and Spelling 352 Latin 16 Machine Shop Practice 128 French 48 Mechanical Drawing 141 Spanish 13 Freehand Drawing 38 Arithmetic 164 Basketry 78 Algebra 34 Cooking 131 Plane Geometry 24 Plain Sewing 53 Stenography 142 Dressmaking 201 Typewriting 128 Telegraphy 27 Bookkeeping 154 Number of Certificates of Promotion given 421 Number of Certificates of Proficiency given 106 I wish to say that during the past year one hundred and six- teen pupils were neither absent nor tardy throughout the entire term. Thirty-eight pupils came directly from their places of employment to school without first returning to their homes. These pupils were publicly commended and encouraged in their efiforts to secure a better education. Respectfully submitted, Rhys Powell, Principal. Scranton, Pa., October 16, 1918. Dr. S. E. Wchcr, Superintendent of Schools, I herewith submit a report on the survey of non-English speaking people over 16 years of age in the city of Scranton, Data for this survey were collected by the Bureau of Com- pulsory Education in the city of Scranton during the summer of 1918. Cards similar to the following were used : Survey of Non-English Speaking People Over 16 Years of Age. Name Age Sex Address Present Employer Place of Employment Nationality Where Born 146 STUDENTS WHO RECEIVED DIPLOMAS FOR COMPLETING AMERICANIZATION COURSE There was an inspiring scene in tl.e Central High School Auditorium recently when diplomas were conferred upon 132 persons of ^°[^^'f^"„birth who had wmpleted^ ComD?etion ''of *the schools in the English language and Americanization. They were a fine looking body of men and women who will d° credit to the land of their adoption. Th'e Completion or the course showed the perseverance of the puivils and their willingness to make sacrifices to achieve a mastery of the English language. How long in U. S or Native Naturalized First Papers Speaks English Speaks What Language Reads or Writes What Languages Property Owner Lessee Contemplates Return to Old Country after War Remarks : Would you attend Evening School if one is established in your district? These cards were then tabulated and classified according to the different items required in the survey. The information available from this survey will be of in- estimable value to the school district of this city in planning its campaign for educating the foreigners and making them citizens. The total of non-English speaking residents of Scranton is as follows : Males Females Total 2260 1743 4003 You will notice that there is an excess of males. This is due to the fact that in most foreign sections of the city, there is an excess of unmarried males. The custom prevalent among the males — unmarried foreigners — is to seek some place where they may procure lodging and the services of some one to cook their meals. They buy their own food and pay the boarding-house keeper a small sum to prepare it. Because of this practice, it is not uncommon to find in one house with six rooms, six or seven lodgers together with the owner and his family. This practice, I think, is due in a large measure to the ignorance of American ideals of living. This practice of living cheaply at the expense of health and sanitation should be discussed in the foreign classes with a view to having correct living conditions established among these people. A study of distribution of non-English speaking people in Scranton over 16 years of age, according to nationality, shows that the Polish are in the vast majority. The majority of these Polish people have come from Russian Poland. The Austrian Poles and German Poles are in the minority. The Lithuanians stand next in order of number. A large number of these are males and unmarried. You will notice as you glance over the following table that the majority of foreigners belong to the nationalities coming from southern countries of Europe ; namely, Russia, Italy, Austria. This is due probably to the great influx of these people before the war because of our rapid stride along the lines of industrial activity. The following table shows the distribution of non-English speaking people in Scranton according to nation- ality : 147 762 1665 261 724 131 341 311 671 123 283 116 232 21 34 9 2>l 4 10 3 8 1 2 Males Females Total Polish 903 Lithuanians 463 Itahans 210 Austrians 360 Russians 160 Slavish 116 Hungarians 12 Greeks 2i Hebrew 6 Syrian 5 French 1 German 1 — 1 2260 1743 4003 The majority of the foreigners in Scranton who cannot speak EngUsh fluently come from Russia. A large part of these, as the proceeding tal)le shows, come from Russian Poland. A goodly numher are Lithuanians. Austria Poland is also largely repre- sented in the city. The group called natives in the following table are a miscellaneous group living in the foreign sections. Born in America, yet a large number of them could not speak the Eng- lish language. This is a very startling fact, but true. A number of this group are illiterate. Some of them had been taken to Europe when children and later returned to this country. The general principle followed out by the attendance officers when taking this census was not to take data when the person spoke fairly good English. The basis for the survey is as nearly as pos- sible the non-English speaking people. The following table shows the number of males and females according to place of birth: Males Females Total Russia 1198 822 2020 Austria 652 560 1212 Italy 200 135 335 Natives 100 107 207 Germany 29 32 61 Hungary 6 3 9 Greece 14 11 25 Assyria 3 3 6 England 1 1 France 1 1 Unknown 58 68 126 2260 1743 4003 One of the most interesting studies of this survey has been in the character of citizenship as the following table will show. The startling fact brought out by this survey is that we have in the city of Scranton 2276 aliens in a group of 4003 non-English speaking residents. In other words, about six in every ten of these non-English speaking people are not citizens and have made no 148 attempt to become citizens. Only about 12% of the males in this group have taken out First Papers for Citizenship. Only 23% of the non-English males of the city have been naturalized. The facts themselves are conclusive evidence that a very wise step was taken by the Scranton School District in making this survey in order to know at first hand just where we stand in regard to the foreign problem in this city. It would not be an unwise plan to have another survey made similar to this in a few years in order to compare data and see wherein we shall have solved some of the problems which it is evident this survey has pointed out. The following table shows the status as regards citizenship of the 4003 non-English speaking people in the city of Scranton: Males Females Total Naturalized 511 348 859 Having First Papers 270 163 433 Aliens 1248 928 2176 Unknown 131 197 328 Natives 100 ' 107 207 2260 1743 4003 A more detailed study of the foregoing table is given below. The data below shows that the great majority of un-naturalized non-English speaking people come in a class over 21 years of age. This fact shows us that we are to deal with the mature adult when planning our campaign for citizenship. Table showing distribution of imnaturalized non-English speaking people between 16 years and 21 years and over 21 years of age. ALIENS Age Males Females Between 16 and 21 vears 96 11 Over 21 years .'. 1152 851 Total 1248 928 A further study of the same group shows the number of these people in dififerent age groups. ALIENS Age Males Females Total 16 to 19 years 1 23 24 20 to 24 years 71 12 143 25 to 29 years 149 173 322 30 to 34 years 295 153 448 35 to 39 years 276 131 407 40 to 44 years 197 87 274 45 to 49 years 147 55 202 Over 50 years 91 54 145 The following table shows the distribution according to ages of the group classified as unknown as regards naturalization. 149 UNKNOWN Age Males Females Total 16 to 19 years 3 10 13 20 to 24 years 11 17 28 25 to 29 years 19 52 71 30 to 34 years 25 34 59 35 to 39 years 16 23 39 40 to 44 years 54 6 60 45 to 49 years 6—6 Over 50 years 2 — 2 Not recorded 24 — — The following table shows the distribution according to age of the non-English speaking people over 16 years of age having First Papers for Citizenship : , Age Alales Females Total 16 to 19 years 4 6 10 20 to 24 years 10 15 26 25 to 29 years 26 29 55 30 to 34 3'ears : 61 38 99 35 to 39 years 56 22 78 40 to 44 years 44 14 58 45 to 49 years 33 18 51 Over 50 years 3Z 11 43 Not recorded 6 — — One of the strongest arguments for compulsory attendance in some class conducted by public school authorities for non-Eng- lish speaking, unnaturalized persons is found in the following table. In most every instance the non-English speaking male has lived in this country long enough to have become a citizen, but has not done so. It is surprising to learn from the table that 70% of the unnaturalized males have resided in this country over 13 years and have made no attempt to become citizens. It seems that the mission of this country just now is to take special pains to have this adult foreigner become an intelligent citizen of the United States. To do this it will be necessary eventually for the Legislature of Pennsylvania to pass a bill inaking it compulsory for non-English speaking people to learn the English language with a view towards citizenship. The following table shows the distribution of. unnaturalized non-English speaking people over 16 years of age according to length of residence in the United States: Years in United States Males Females Total 1 to 4 52 40 92 5 to 9 335 254 589 10 to 14 333 221 554 15 to 19 196 112 308 20 to 24 77 44 121 25 to 29 33 24 57 30 to 34 23 9 32 35 to 39 2 2 4 40 and over 1 — 1 Not recorded 50 77 127 150 The following table shows the distribution according to length of residence of non-English speaking people classified as -Unknown in regard to naturalization : Years in United States Males Females Total 1 to 4 1 3 4 5 to 9 4 11 15 10 to 14 4 16 20 15 to 19 13 18 31 20 to 24 3 11 14 25 to 29 — 1 1 30 to 34 1 1 2 No number given 83 132 215 The following table shows the distribution of non-English speaking people over 16 years of age in the city of Scranton who have first papers for citizenship in the United States according to length of residence in the United States: Years in United States Males Females Total 1 to 4 11 8 19 5 to 9 36 26 62 10 to 14 90 49 139 15 to 19 68 24 92 20 to 24 30 16 46 25 to 29 14 10 24 30 to 34 8 4 12 35 to 39 1 1 2 Over 40 1 — 1 No number given 47 6 S3 Some of the people visited by the census taker for this sur- vey were able to carry on a conversation in English but with great difficulty. In most cases an interpreter was necessary to get the required data. The following table gives the number of people in the survey who could speak English sufficiently to carry on a conversation and the number that were unable to speak without the aid of an interpreter : Males Females Total Number able to speak English 824 395 1219 Number not able to speak English 1436 1348 2784 Illiterates in this survey are known as those persons who are unable to read or write any language. The following table will show the number of illiterates, male and female, of non-English speaking people in Scranton, over 16 years of age : Cannot read or write Can read and write any language some language Males 1443 817 Females 1185 558 The largest per cent, of the non-English speaking people of Scranton are engaged in the mining industry; i. e., among the 151 males. The majority of females are employed in homes or live in their own homes. You would probahly wonder at this state- ment because in Scranton one would imagine that the Textile In- dustry would claim a large part of females in this group. The fact is that most of the girls employed in the dififerent mills of the city are natives, a large per cent, having been born in the city of Scranton. In making this survey we did not count this class of females. I might mention here that the larger per cent, of females enrolled in the public night schools last year came from the females who were born in this country but whose parents were born abroad. Another interesting fact which the preponderance of females in domestic occupations shows is that if we reach these people it will be necessary to go to their several homes. I am glad to state that this is part of the present plan of the School Board Campaign to get the foreigner into the Evening Schools. Below is a table showing the distribution of non-English speaking people over the age of 16 years according to occupation : Occupation Males Females Total Mining- 1605 1605 Textile Workers 5 36 41 Domestics 1632 1632 Clerical 15 9 24 Trades 51 10 61 Mechanics Professions 4 • 4 Business 16 1 17 Laborers 364 1 365 Agriculture 6 6 U. S. Military Service 13 13 Unemployed 167 167 Miscellaneous 14 54 68 There is a large number of the non-English speaking people in this city who owm property. You will notice that I have given both males and females. In most cases where the female has answered "yes," it has been shown that it was the husband who owns property. However, it was hard to get this data absolutely correct. The following table show^s the distribution of property owners and lessees among the non-English speaking people of Scranton over 16 years of age : Not a Property Property Owner or Owner Lessee Lessee Females 404 901 438 Males 431 1133 696 The present war has had a large share in determining the answers given in the following table. The question on the cen- sus card is, "Do you contemplate return to the Old Country after 152 the War?" The majority of answers are "No." I was surprised to see that the largest number who said "Yes" are Austrians. The following table shows the answers of "yes" and "no" in regard to question of contemplated return to the Old Country after the war : Yes No Don't Know Males 2,2 1854 374 Females 25 1530 188 Not very many non-English speaking people in Scranton have expressed a desire to attend Night School as the following table will show. The table shows the distribution of answers "yes" and "no" in answer to the qtiestion "Would you like to attend Night School in order to learn English?" Yes No Males 130 2130 Females 46 1697 The following table shows the distribution of non-English speaking people over 16 years of age according to Wards of the city: Males Female; Males Females 1st Ward 161 60 12th Ward 3 1 2nd Ward 64 56 13th Ward 159 54 3rd Ward 14 11 14th Ward 26 22, 4th Ward 116 94 15th Ward 98 93 5th Ward 177 146 16th Ward 9 6 6th Ward 268 227 17th W^ard 25 25 7th Ward 142 107 18th Ward 213 193 8th Ward 5 5 19th Ward 27 2,5 9th Ward 20th Ward 141 100 10th Ward 55 27 21st Ward 265 186 11th Ward 176 192 22nd Ward 44 48 You will notice there are no non-English speaking people in the 9th Ward. This is probably due to the fact that this Ward is a Central City Ward, and most of the people living within its confines could speak English intelligibly. I am indebted to Mr. Thomas Griffiths, assistant supervisor of Evening Schools, and a number of night school teachers for helping me to prepare the foregoing data. Trusting this meets with your approval, I am Sincerely yours. Thomas Francis. Supervisor of Evening Schools. Dr. S. E. Weber, Superintendent of Sehools, Scranton, Pa. Dear Sir : Herewith please find a report of the Evening Schools and Afternoon Classes of the Scranton School District for the terms 153 of 1918-19 and 1919-20. Wherever it has been thought advisable a statistical comparison has been made between the years 1918-19, 1919-20, and the year, 1916-17. The Grade Evening Schools and Afternoon Classes for the past two years have been a decided success, notwithstanding that during the early part of the term, 1918-19, large numbers of young men were taken from the city for war purposes. The even- ing schools like all other schools have been affected by the influ- enza epidemics. With all these handicaps, the enrollment for the past two years, I believe, is sufficient evidence that this phase of school work is really meeting a great need in this city. One of the big outstanding features of the work of this de- partment has been the education of the non-English speaking men and women. 20 teachers were employed during the last school term to give instruction to adult foreigners. The remarkable growth of the enrollment in these non-English classes from a class of 16 men and women, live years ago to the present enroll- ment of approximately 500 men and women is due largely to the increased interest aroused among the foreign-born folk for instruc- tion in English and Citizenship. By an arrangement with the U. S. Department of Labor, non- English pupils who have completed the course in citizenship as outlined for such classes are given diplomas, provided these pupils are petitioners for naturalization and have successfully passed the required examinations. Pupils who have made the Declaration of Intention are given U. S. Department of Labor Certificates. This annual commencement for citizenship classes is a splendid event. On March 9, 1920, one hundred and thirty- two non-English men and women were given diplomas and certifi- cates at commencement. The commencement was held in the auditorium of the Central High School and was attended by large delegations from various non-English organizations throughout the city and county. The commencement, I believe, has brought the work of the evening schools and afternoon classes closer to the non-English speaking people of Scranton, than any other phase of publicity. Considerable attention was given this year and last year to interest the non-English speaking women in the work of the after- noon classes. It is a pleasure to state here that, although this work is in its infancy, wonderful things have been accomplished. The English language together with instruction in the fundamentals of good citizenship is given to these women for two hours in the afternoon. Kindergarten rooms are opened for this kind of instruction. Children come to the afternoon classes with their mothers, and while the mothers are learning English, the children play with toys and kindergarten material. The prospects for 154 making this line of work a bigger factor next year, look very bright. No small credit for the success of these classes should be given to the various women's clubs of the city. These clubs will concentrate all Americanization activities during the early part of the evening school term, with the purpose of building up and helping to extend the work of the Scranton School Board in this direction. The plan of having classes for non-English women in the homes has met with favor among the foreign women themselves. I should recommend that this line of work be extended next year to take in other parts of the city where large groups of non- English speaking people reside. The work done this year by the teachers of the afternoon classes deserves special mention. Mothers who could not speak the English language when they started in these afternoon classes are now able to carry on an intelligible conversation, write interesting letters, and read the daily newspapers. The following table will show the distribution of enrollment . in the various classes. Both evening and afternoon classes are given in this table. You will notice that by far the largest enroll- ment is in the foreign classes. This splendid enrollment is un- doubtedly due to the intensive Americanization campaign carried on last year and this year by the School Board of the City of Scranton. DISTRIBUTION OF ENROLLMENT EVENING GRADE SCHOOLS AND AFTERNOON CLASSES 1918-1919 1919-1920 No. Enroll- No. EnroU- Classes ment Classes ment Foreign Classes 19 596 20 472 Academic Classes 6 220 5 162 Manual Training 4 103 3 109 Domestic Science 5 111 10 293 Total 34 1030 38 1036 The strength of the campaign to get foreigners into the even- ing and afternoon classes, might be summed up by stating, that enthusiasm, definiteness, and practical methods in management, were the elements that brought success. The campaign to get foreigners into the evening schools and afternoon classes started during the sanimer of 1918 by making a survey of all non-English speaking peoph over 16 years of age. The data of this survey was collected by the Compulsory Education Bureau. Cards used for this survey show the following data : 155 SURVEY OF NON-ENGLISH SPEAKING PEOPLE OVER 16 YEARS OF AGE Name Age Sex Address Present Employer Place of Employment. Nationality Where Born How long in the U. S Native..., Naturalized First Papers Speaks English Speaks What Language Reads or Writes What Language Property Owner Lessee Contemplates return to the old country after the war W^ould you attend evening school? The information olitained from this survey gave the school board and everyone else concerned a definite basis upon which the Americanization work cotild be started. A few of the things for an intelligent campaign were as fol- lows : We knew the approximate nttmber of purely non-English speaking people in the city; we knew the ntimber of non-English speaking people who were not naturalized, and the length of resi- dence of these people in the United States ; we knew the exact location of each of the different nationalities in different wards of the city; this information alone was worth the cost of the whole survey, for it provided us with the means of knowing just where to locate schools and emphasize the campaign. These data shotild be studied intensively 1)efore beginning the campaign for next year. The information from this sttrvey should be consulted, it seems to me, when you recommend locations for evening schools next year. It was an easy matter, after the data of the non-English sur- vey had been tabulated to show the great need for Americaniza- tion work in Scranton. The next part of the campaign consisted of having a series of articles on Americanization and the evening school project, written by the Superintendent of Schools and the Supervisor of Evening Schools running in the daily newspapers. These articles were translated and run in all the foreign news- papers coming into the city. I might state here that the news- papers of the city were always willing to give time and si)ace to the campaign gratis. While on the sttbject of newspapers it might be well to keep in mind that next year a share of the printing of bills, posters, cards, etc., should be given to some of the papers that have been so generous with space for the Americanization work. We cannot get too much ptiblicity for this work of Amer- icanization. The next part of the campaign was the calling of a confer- ence on Americanization work of all the women's organizations of the city. The purpose of the conference was to elicit the aid of 156 these organizations to help procure as large an enrollment as pos- sible of all non-English people in the evening and afternoon classes. The original plan was to have each organization assigned to a certain district where there was to be a night school or an afternoon class. The women members were to make a personal visit to each home — they were furnished with a list of names ob- tained from the survey. The results of this personal canvass of the women's clubs was very gratifying in some districts ; in others it was a complete failure. I believe the failure in some districts was due to the fact that the ladies did not adhere to the original plan as laid down at the first conference. I believe that the women's organizations can be of a very great assistance to the schools in the matter of procuring enrollment for the various for- eign classes. I would suggest, however, that next year the women's committees concentrate their efforts on procuring the enrollment of non-English speaking women. In addition to having this personal canvass worked out by the women's organizations of the city, the whole night school force was asked to canvass their respective districts for students. The priests, representing the different foreign peoples of the city, and in fact, the entire clergy, were asked to co-operate. In some of the foreign churches a representative of the evening schools spoke to the congregation after services. Every society was visited by a representative of the evening schools and the problem of evening schools as regards enrollmenr was discussed. The same thing was done in each of the patriotic societies of the city. Some of the foreign societies responded to the extent of having a committee appointed from the body on Night School Enrollment. The same system should be followed out next year, with probably a little more definiteness as regards to the speaking program of those teachers that give the talks be- fore the various societies. I believe this procedure will have a stimulating effect on the enrollment next year. Slides announcing the opening of night school and the ad- vantages of learning English were run for one week in most of the moving picture houses in the city. This was a very good move and I think it should be continued. The last and probably the best part of the campaign was the calling of a conference of the employers of non-English speaking people who work in or about the mines. One hundred men re- sponded to the first call. These men were furnished with list of names obtained from the Survey and requested to canvass each of the foreign men under their supervision with a view to having them enroll in the evening school classes. The results of this practice were not as favorable as expected. The plan worked out, however, as a result of these conferences with the employers of 157 foreign labor was to have the various foremen in the different col- lieries bring the foreigners in groups to the evening schools on stated evenings for the purpose of enrollment. It seems that where the foreigner has been brought to the school by his em- ployer he has continued in the work. This latter plan has been the most successful and should be continued. The work of the Assistant Supervisor of Evening Schools, Mr. Thomas Griffiths, among the employers of foreign labor, is to be commended. This phase of the work takes considerable time. Although we are yet in the experimental stage, we are getting a hearty response from the employers of foreign labor. I would recommend that some method of co-operation be worked out for next year between the non-English organizations of the city and the public evening schools. I believe that the as- sistance of these organizations, if it can be procured, will be of great help in building up attendance and bringing the subject of night schools before groups from which we expect our non- English enrollment. I am led to this conclusion because of the splendid showing made by the various non-English groups at the last citizenship commencement. The problem of getting the r\on-English speaking people into the night schools will be greatly lessened next year by reason of the fact that we now have the hearty co-operation of most of the mining corporations in the city, which plan I have mentioned in another part of this report. With this problem solved, we have but to keep the pupil in school until such time as he has mastered some of the difficulties of the English language, and has the basis for American citizenship. To accomplish this there must be a constant checking up of attendance for both teacher and pupil. Very many foreigners drop out of evening school because the teacher is weak and fails to get the attention necessary. The very best teachers, and especially those that possess considerable tact, are necessary to teach the foreigners. I would recommend that the teachers employed for this kind of work for next year be selected from those who have taken special training for teaching non-English speaking people. If we procure this kind of teacher for next year success is assured. I here mention that your supervisor has prepared with con- siderable work a new course of study for the non-English speak- ing pupils in the evening and afternoon schools ; also a new course of study for the domestic science classes. All parts of the present course of study have been somewhat revised. The new course of study, I believe, will be of inestimable value m check- ing up the work of all departments next year. The following table shows the distril)ution of the enrollment according to nationality, for the years ending 1918-19 and 1919-20: 158 Year 1918-1919 Year 1919-1920 Male Female Total Male Female Total Kative 272 128 400 312 272 584 Lithuanians 148 15 163 iZ 23 55 Polish 74 16 90 115 56 171 Italians 87 50 137 71 34 105 Austrians 17 23 40 — — — Russians 65 14 79 16 6 ZZ Ukrainians 31 33 64 7 2 9 Greeks 1—13 6 9 Hebrew 8 8 16 2 5 7 Syrians — 8 8- — ^66 French 1 — 1 — — — EngHsh 4 3 7 3 14 Welsh 6 1 7 — — — Hungarians 31 Z2, 64 12 7 19 Chinese 1 — — — — — Germans — — — • 5 7 12 Others ___ 15 18 33 718 312 1030 593 443 1036 The following table shows a comparison in the distribution of enrollment according to birthplace for the years 1916-17, 1918-19, 1919-20: Evening School Enrollment, According to Birthplace Total Enrollment 838 100.00 964 100.00 971 100.00 No. American Born 393 49.9 400 41.49 606 60.35 No. Foreign Born 445 53.1 564 58.51 365 39.63 Afternoon Classes. Enrollment According to Birthplace. 1918-19% Total 1919-20% Total Total Enrollment 66 100.00 65 100.00 No. American Born 4 9.13 9 13.85 No. Foreign Born 62 90.87 56 86.15 Yon will probably wonder why the foreign-born in the above table do not equal the nuinber of pupils in the foreign classes as given in table one of this report. You may wonder also why the percentage of foreign-born in the classes this year is smaller than that of last year. On the surface, these figures might look as though there has been little progress in the matter of interesting larger numbers of non-English speaking people in the evening and afternoon schools. When we analyze the causes for this per- centage decrease, we can readily justify the statement made in the first part of this report. The following causes have tended to reduce the percentage of foreign-born pupils in the Evening and Afternoon schools. 1. The presence of illiterate American-born pupils in the "Foreign Classes." 51 American-born men and women attended the evening and afternoon classes. I'n each case the man or woman was unable to read or write the English language. We 159 have found it very satisfactory to have these pupils placed in classes with heginning foreigners the progress made by these illit- erate American-born pupils is very remarkable. 2. The increase of females attending the Domestic Science classes. From a survey made last winter, we find that 84% of the girls attending the Domestic Science centers, come from homes where both parents are foreign-born. This is a very fine showing for these figures tell us that the foreign-born father and mother of Scranton have begun to see the advantage of the Even- ing School, not only to himself, but to his family. Many schools have in attendance the father, mother and daugh.ter. 3. The enrollment of non-English speaking people this year as well as other years, may well be said to comprise of "New For- eigners" persons who for the first time since coming from the old country have taken advantage of the free public evening and after- noon schools. It is necessary therefore to procure as it were a new crop each year, if we wish to continue to keep somewhere within reach of our former record of percentage of foreign-born attending the evening and afternoon schools. 4. The war has stopped the usual flow of immigrants to these parts. Many pupils have been received into the evening schools from this group each year heretofore. The immigrant who has been i.i this country for some time does not feel the need of an education as much as the new immigrant. It is however with this former class of immigrants that we need to work vigorously. Many of these people have the wrong conce])tion of our laws, customs, and ideals. The foreigner has been tricked, robbed, and faked so many times that nothing American appeals to him. We are glad to state that a foreigner cannot come under the instruc- tion of our teachers without having his misconceived notions of America materially changed. The following table shows the di:*^:-il)ution of enrollment according to Status of Citizenship tor year 1918-19 and 1919-20. Year 1918-1919 Year 1919-1920 Male Female Total Male Female Total Naturalized 139 91 230 93 66 159 First Papers 159 29 188 85 27 112 Aliens 172 40 212 107 53 160 Natives 272 128 400 257 348 605 Totals 742 288 1030 542 494 1036 Most of the aliens given in the above table have since the time this data was collected declared their intention to become citizens of the U. S. of A. Seventy aliens out of the above re- ceived papers in time to be eligible to take examination for U. S. Department of Labor certificate. 160 The following table shows the distribution of enrollment ac- cording to membership in classes for number of weeks. Afternoon and Evening Classes. 1916-17 1918-19 1919-20 For 20 weeks 175 212 372 For 16 weeks, less than 20 143 151 187 . For 12 weeks, less than 16 105 168 140 For 8 weeks, less than 12 130 177 128 For 4 weeks, less than 8 132 124 122 For less than 4 weeks 153 198 87 Totals 838 1030 1036 The academic classes were not as popular this year as last year. These classes, however, have been doing very fine work. I was agreeably surprised to learn that a large number of the young men enrolled in these classes were preparing for civil ser- vice examinations. By far the largest number attending the acad- emic classes are males between the ages of 16 and 21 years. The new course of study mentioned in another part of this report should offer sufficient inducement for a larger number of young men and women who have not had the opportunity to finish the grammar school course, to enroll next year as students in the acad- emic classes. Three Manual Training Centers were opene in the evening during the last year 1919-20. The exhibition of work done in this department, held in the various centers at the close of the school term showed that this line of work is meeting with a very popular demand and should be continued. The Manual Train- ing teachers are to be commended for the excellence and character of their work. It seems to me that no young man can afford to miss the opportunity and privilege of attending, for at least one term, a class in Manual Training. The most popular couri; in the evening schools last year was the Domestic Science course, particularly the subject of sew- ing. 293 ladies between the ages of 16 and 50 attended these classes. This large enrollment, I believe, is primarily due to your very wise selection of teachers for this department. In the sew- ing classes, every conceivable piece of ladies' wearing apparel was made by the students in this department last year. The cooking classes have measured well up to the recognized standing for such classes. 80 young w-omen in this department were present every evening during the term. The following table will show the distribution of enrollment according to age for the evening school and afternoon classes. 161 Evening Schools (Grade). 1916-175^ 191819^; 1919-20 rj Number Total Number Total Number Total Between 14 and 16 210 25.06 198 20.53 193 19.87 Between 16 and 21 .364 43.43 286 29.64 395 40.29 Between 21 and 25 109 13.01 81 8.40 126 12.84 Between 25 and 30 81 9.66 123 12.75 128 13.05 Over 30 74 8.33 276 28.61 129 13.15 Totals 838 100.00 964 100.00 971 100.00 Afternoon Classes. 1916-17 <:'c 1918-19 ft 1919-20 fc Number Total Number Total Number Total Between 14 and 16 No Data 1 1.54 Between 16 and 21 3 4.54 2 2.08 Between 21 and 25 6 9.08 7 10.78 Between 21 and 30.. 15 22.70 14 21.56 Over 30 42 63.48 41 63.14 Totals 66 100.00 65 100.00 The Evening Grade Schools and Afternoon Classes under your wise and constant direction have great promise for the ftiture. The special interest you have shown this year as well as in former years is appreciated far more than yoti realize. We hope that this interest will continue, and that the evening schools and after- noon classes will continue to fill an evident need of the city of Scranton. Respectfully submitted, Thomas Francis, Su]:)ervisor of Grade Evening Schools. BUREAU OF COMPULSORY EDUCATION. March 1. 1920. 7);-. S. E. JVchcr, Sufcriiifoidcuf of Schools. Scranton, Pa. Dear Sir : In compliance with your request for a report on the operation of the Compulsory Education Law in this city, you will find here- with statistics relating to work done under the law by the attendance ofiicers and also statistics concerning the issuance of employmeni certificates. We have at present three attendance officers and a school and home visitor, a recent appointment made by our Board of School Directors. Through a card system by which a record of each pupil is ac- curately kept, the referring of cases by principals and other outside agencies to this ofiice. and the reporting of attendance officers in cases so referred, the compulsory education laws are enforced. 162 The crowded condition of our schools at the present time, which causes some of our children to attend half time sessions, is a serious handicap to the attendance officers, especially where children are seen on the street during school hours. It is sincerely hoped that "a desk for full time for every pupil" will soon remedy this condition. Since the puhlic schools belong to the people, the re- sponsibility for their excellence is shared by all, even though some are more directly concerned with their management than others. Co-operation is necessary for the success of any business or admin- istration. Criticism is always welcome if of a constructive character and made in a helpful way. Though the machinery of the compulsory education and child labor laws has been working steadily for some time and with much success, children are found unlawfully out of school. The work of preventing and suppressing truancy is serious and costly, and is not to be treated as a joke or child's play, even though it is looked upon as such by many citizens and some public officials. Generally, truants are such on account of parental neglect. Indifferent parents who keep their children home for various rea- sons contribute largely to the trials of the attendance officers' work. The effectiveness of the compulsory attendance law depends upon the prompt attention given the unexcused aljsentees. By prosecuting parents and by committing through juvenile court the children who are beyond parental control, truancy is re- duced to a great extent, but the real solution to this pro1)lem would be to place such delinquents in a parental school. The report also shows an increase over last year in the number of employment certificates issued by this department to all children between 14 and 16 years of age who have complied with the Cox Child Labor Act of May, 1915. Few children are unlawfully employed through a close co- operation between the Department of Labor and Industry and the Bureau of Compulsory Education. A complete check and follow-up system with the aid of the Continuation School Department enables us to know wdiere every child is employed and where their placements are. In conclusion I desire to thank you for your counsel and advice and wish to express my appreciation of the manner in which prin- cipals and teachers and various outside agencies have co-operated with this department. Respectfully submitted, August P. Hoffman, Chief of Bureau. 163 Report of the number of employment certificates issued from January 1, 1919, to January 1, 1920, to children between the ages of 14 and 16 years who have completed six grades of elementary school work; also placements of children in the work they pursue: Permanent certificates, 1420; temporary certificates, 538; male, 1128; female, 830; total, 1958. Automobile Industry 10 Bakeries and Bakers' Supplies 27 Banks 1 Barbers 3 Bookbinders 2 Cigar Manufacturers 29 Clothiers and Clothing Establishments 41 Coal Companies 67 Dairies and Dairy Supplies 6 Dentists and Dental Supplies 11 Drugs and Druggists 15 Dry Goods Stores 68 Educational 10 Florists and Florist Supplies 15 Grocers 66 Hardware Stores 6 Hotels 1 Jewellers 13 Lavmdries 1 Manufacturing Establishments 408 Millinery Stores 2 Opticians 8 Postoffice 4 Printers and Publishers 40 Railways 4 Shoe Stores 5 Stationers 7 Silk Manufacturing Establishments 922 Telegraph Companies 40 Theatres 1 Miscellaneous 121 Total 1,958 REPORT OF ATTENDANCE OFFICERS FROM JULY, 1918 to JULY, 1919 No. of visits to schools 1,456 No. absentees reported from public schools 3,210 No. absentees reported from parochial schools 134 No. cases received from office and other sources 2,604 No. of visits to homes 4,586 No. visits to employers P3 No. of children not found, or moved 174 No. truants found 331 No. left school and legally employed 1,886 No. illegally employed, discharged and returned to school 86 No. kept at home for lawful reasons (temporarily) including illness.... 1,897 No. receiving private instruction 2 No. mentally or physically unable to attend permanently 16 164 No. absent without lawful excuse 1,556 No. of cases investigated from public schools 3,210 No. of cases investigated from parochial schools 134 No. of cases investigated from ofifice and other sources 2,604 No. of children returned to school 4,028 No. of truants returned first time 293 No. of truants returned more than once 38 Non-attendants found 11 Non-attendants placed in school 10 No. of parents served with preliminary notices 1,180 No. of parents prosecuted 59 No. of cases reported to Associated Charities 29 No. of cases reported to District Nurse 7 No. Juvenile Court cases 22 No. of children committed to institutions 9 No. of children placed on probation 13 No. of contagious diseases reported 17 Report of IVIiss Anna Hiil)er, School and Home Visitor. In the six months of my connection with the Compulsory Education Department my experience and observations have been varied. On account of the lack of proper co-operation of some agen- cies we have felt at times that our work was not satisfactorily com- pleted, that our efforts had been futile, and of necessity must be gone over again. One of the handicaps in non-attendance and irregularity has been poverty, largely caused by the terrible epidemic of i'-'f^uenza. Many families bereft of father or mother, and sometimes both, are in pitiful circumstances. Where the father was taken the mother is left to struggle alone, in many cases with four, five, seven and even as many as nine children to provide for. The extreme high cost of living adds greatly to the burden. If food can be provided, clothing and shoes are prohibitive. Where the mother was taken the father's plight seems the greater, as there is no one to take care of the home and children. Often older children are kept out of school to care for the younger ones. Then, too, we have found carelessness and shiftlessness a very great hindrance. There is no incentive on the part of the parent for children to attend school. We have been able to help many families by appealing for aid to the Poor Board, the Red Cross, Associated Charities and good friends who have given of their lueans to alleviate the stiffering and want. One of the great problems is the housing conditions, where people are crowded together, any ntimber living in two and three rooms ; in cellars, attics, anywhere at all where they can find shelter. There are dark, unwholesome hallways, dingy, rickety stairs, dirty walls, all breeding disease and misery. If rents are not paid the 165 occupants of these places are evicted and what httle furniture tliey have is taken from them. We are hoping that the time is not far distant when our city officials will find a way to overcome these bad housing conditions. Our non-English speaking population gives us much anxiety. We are looking to the Americanization movement to teach them good citizenship and to convince them of the great importance of keeping their children in school until they have mastered the English language, to fit them to take their places in the industrial world. We do want to believe in the veracity of parents and guardians, but many times our faith is shaken by the subterfuges practiced, sometimes caused by necessity, but oftentimes it is greed which prompts them to send their children to work, looking to the ma- terial gain rather than to the future welfare of the child. Like the constant dropping of water which wears the stone, we are trusting that in time, by continued effort and patience, we may inspire confidence and faith so that our endeavors in the be- half of these parents will bear fruit. Scranton. Pa.. June 28, 1920. Dr. S. E. IVchcr, Superintendent of Schools, Scranton, Pa. Dear Sir : During the past year the medical school inspection has been successfully carried on in strict compliance with the State laws gov- erning the yearly physical inspection of all school children. This inspection embraced the detection of all physical defects, the early diagnosis of communicable diseases, a sanitary survey of all school buildings and an investigation of the causes of all backward or below grade children. This work was carefully and thoroughly carried out by divid- ing the school district into twenty sub-districts, each sub-district being in charge of a reputable physician appointed by the vScranton School Board. Each physician thus was responsible for about 1150 children, taught in from 25 to 30 school rooms. A total (.)f 19,895 school children were individually inspected during the year, and of this number 6,701, or ?iZ%, were found to have one or more physical defects and 1,250 were found without a mark of suc- cessful vaccination. After a careful investigation of each child found with a physical defect it was decided that 3,217 of these chil- dren could be benefited by proper medical and surgical treatment, thereby conserving their future health, placing them in a better position to obtain an education, adding to their happiness and use- fulness in later years and increasing their earning capacity. 166 A written notice was sent to the parent or guardian of each child calling attention to the defect or defects found and advising that the family physician, specialist or dentist be consulted, accord- ing to the necessities of each case. Each parent was then visited by one of our school nurses, who carefully explained the nature of the defect or defects found and was told how the child might be physically benefited by proper medical and surgical treatment by their family physician, specialist or dentist, and in very poor fami- lies the parent was instructed how free medical and surgical treat- ment could be secured at one of our hospitals and how free vac- cination could be obtained. In this follow-up work our nurses made during the year 4,142 calls, and in many instances several calls were made before the reply by the parent was considered definite or final. A careful tabulation of the nurses' returns for the year indicates that the parents of 628 children, or 20%, received our notices in the same spirit in which they had been sent and had their children treated or vaccinated, and 1,879 parents, or 58%, made promises that they wovild have them treated in the very near future. That many of these promises were made in good faith is shown by the reports of the medical inspectors who state that 460 of these children were treated before the opening of the school term 1919- 1920. Our completed returns for the year show that a grand total of 1,088, or 29%, of all notices sent to parents accomplished the desired results. All defects in sanitation discovered in our school buildings were promptly reported to Mr. Haak, Superintendent of Build- ings and Supplies, who took immediate steps to correct same wherever possible. Respectfully yours, W. E. Keller, Chief Medical Inspector. MEDICAL INSPECTION 1918-1919 No. of School Buildings Inspected 74 No. of Class Rooms Inspected 597 Pupils Enrolled in Grades, January 1st, 1919 21,056 Pupils Enrolled in Kjindergartens, January 1st, 1919 935 Teachers Enrolled January 1st, 1919 679 Janitors Enrolled January 1st, 1919 80 Total Enrolled .'. 22,750 Pupils Inspected in Grades 19,098 Pupils Inspected in Kindergartens 797 Teachers Inspected 481 Janitors Inspected 31 Total Inspected 20,407 Per cent. Inspected 90 No. of Inspections with one or more Physical Defects 6,701 Per cent, with one or more Physical Defects 33 No. of Inspections — Treatment Advised 3,217 168 Per cent. — Treatment Advised 48 No. of Inspections — Excluded from School 526 Per cent. — Excluded from School 07 No. of Inspections — Not Vaccinated 1,250 Per cent. — Not Vaccinated 10 No. of Pupils not Defective 13,194 NURSES FOLLOW-UP REPORTS, 1918-1919 Treated 228 Vaccinated 400 Promised to treat 1,879 Refused 446 Could not afford treatment 61 Moved or left school district 25 Uncompleted 178 Xo. Nurses employed 4 Total No. of calls made by nurses 4,142 Treated to Sept. 1, (Reported by Medical Inspectors).... 460 Total Treated and Vaccinated to Sept. 1, 1919 1,088 The Committee on ]\Iedical Inspection begs leave to submit the following report for the school term 1919-1920: The average enrollment for the year was 22,910. Of this number 22,633, or 99%, were inspected and tabulated. Exhibit No. 1 presents in tabulated form by schools the sex. color and nativity of total number children inspected, as well as the sex, color and nativity of all children found with one or more physical defects. The cotmtry in which the father was born was used in deter- mining the nativity of each child. Exhibit No. 1. Number Inspected 22,633 Number Inspected — Male 11,251 Number Inspected — Female 11,382 Number Inspected— White 22,540 Number Inspected — Black 93 Number Inspected — Native 11,146 Number Inspected — Foreign 11,487 ^^reign distributed as follows : Italian 1,492 Swede 101 Polish 1.454 French 30 Austrian 1,245 Ukrainian 28 Russian 1,081 Canadian 24 Irish 1,077 Dutch 12 Welsh 1,003 Roumanian 8 Lithuanian 878 Magyar 7 German 836 Bohemian 6 English 748 Danish 4 Hebrew ".. 610 Spanish Greek 251 African Hungarian , 209 Cuban Scotch 145 Belgian Slavish 127 Egyptian Svrian 106 Schools classified according to predominating nativity, native and foreign : Number of Schools — Native 23 Number of Schools — Foreign 25 Total 48 Schools classified according to predominating nativity by country : United States 35 Polish Austrian .. Italian Lithuanian Russian .... Hebrew .... Total 48 Total number of native and foreign children inspected from 1915 to 1919, inclusive: GRAMMAR GRADES 1915 1916 1917 1918 1919 1915 1916 1917 1918 1919 1915 1916 1917 1918 1919 Native 8,797 8,807 9,215 9,639 9,889 Foreign 11,611 11,343 10,284 9,450 10,631 CENTRAL HIGH SCHOOL Native 564 550 454 459 581 Foreign 514 490 458 433 505 TECHNICAL HIGH SCHOOL Native 510 542 585 593 676 Foreign 389 407 347 321 351 '/c Foreign 56% X 56% X 52% X 52% X 51% X '/c Foreign 47% X 47% X 50% X 48% X 46% X Forei" 43%' + 42% li: 2n% X 35% X 34% X Total number of children with one or more physical defects 7.891 or 30% Total number of Males 3,945 or 50% Total number of Females 3.946 or 50% Total number of White 7,863 or 99% Total number of Black 28 or 1% Total number of Native 3,634 or 46% Total number of Foreign 4,257 or 54% 170 Exhibit No. 2. Classification by schools of all physical defects found : Total number of defects 12,454 Right Eye Defects 174 or .012 % Left Eye Defects 200 or .016 Both Eye Defects 1,009 or .081 Right Ear Defects 43 or .004 Left Ear Defects 58 or .005 Both Ear Defects 33 or .003 Breathing 216 or .002 Teeth— Decayed 4,263 or .34 Tonsils 3,329 or .26 Cervical Glands 1,477 or .12 Tuberculosis 2 or .0002 Nervous Diseases 10 or .001 Skin Diseases 38 or .01 Scalp Diseases 293 or .02 Deformities 89 or .01 Nutrition 862 or .07 Adenoids 2?93 or .03 Goitre 15 or .02 Exhibit No. 3. Classification of perfect children and children with one more physical defects by age and grade : Grade Perfect Defective Total Kgn 874 247 1,121 1st 2,429 1,309 3,738 2nd 1,698 1,074 2,772 3rd 1,496 1,020 2,516 4th 1,628 1,017 2,645 5th 1,615 1,034 2,649 6th 1,417 812 2,229 7th 1,040 555 1,595 8th 809 419 1,228 T. H. S 898 188 1,086 C. H. S 838 129 1,027 Special 27 27 Age Perfect Defective Total 4 193 54 247 5 894 302 1,196 6 1,294 718 2,012 7 1,471 861 2,332 8 1,3"') 868 2,244 9 1,382 904, 2,286 10 1,388 861 2,249 11 1,441 905 2,346 12 1,434 779 2,213 13 1.415 748 2,163 14 1|,032 501 1,533 15 689 249 938 16 368 90 458 17 234 29 263 18 96 15 111 19 26 6 32 20 9 1 10 171 Exhibit No. 4. Classification of children with one or more physical defects by age and grade, showing number and per cent. : Grade Number Per cent. Kgn 247 .03 % t 1st 1,309 .16 2nd 1,074 .13 3rd 1,020 .12 t 4th 1,017 .12 t 5th 1,034 .13 6th 812 .10 t 7th 555 .07 8th 419 .05 T. H. S 188 .02 t C. H. S 189 .02 t Special 27 .003 Are Number Per cent. 4 54 .006% 5 302 .038 6 718 .09 t 7 861 .10 8 868 .10 t 9 904 .11 t 10 861 .10 11 905 .11 t 12 779 .09 t 13 748 .09 t 14 501 .06 15 249 .03 t 16 90 .01 t 17 29 .003 18 15 .001 19 6 .0007 20 1 .0001 Exhibit No. 5. Classification of perfect children and children with one or more physical defects by age and school, showing number and per cent. Exhibit No. 6. Classification of total number of children inspected by grade and age : Grade Number Grade Kgn 1121 6th 1st 3738 7th 2nd 2772 8th 3rd 2516 T. H. S 4th 2645 C. H. S 5th 2649 Special Number .... 2229 .... 1595 .... 1228 .... 1086 .... 1027 27 172 Age Number Age Number 4 247 13 2163 5 1196 14 1533 6 2012 15 938 7 2332 16 458 8 2244 17 263 9 2286 18 Ill 10 2249 19 32 11 2346 20 10 12 2213 Exhibit No. 7. Classification of children below grade by schools, showing per cent, below grade and probable cause. We allow two years above the normal age before we count the child below grade. 1. Extrinsic causes 4,027 2. Physical defects 136 3. Slowness — No apparent deficiency 559 4 Apparent deficiency 49 Total 4,771 or 21% Exhibit No. 8. Classification by Schools Children with one or more physical defects 7,891 Total Number defects 12,454 Treatment Advised 4,082 Excluded from School 811 Not Vaccinated 1,503 Report of School Nurses. No. of visits made 5,226 No. of children treated 976 No. of children vaccinated 754 No. refused 116 Drs. Disagreed 144 Cannot afiford treatment 114 Moved of left school district 166 Promised to treat 1,757 Uncompleted cases 55 March 27. 1920. Dr. S. E. IVcbcr, Superintendent of Schools, City. My Dear Dr. Weber : Following are the reports of the recreation work done under the supervision of the Bureau of Recreation in the schools during the winter and on the school grounds during the summer vacation. Very truly yours, Mrs. Edwin W. Gearhart. Superintendent. 173 REPORT OF COMMUNITY CENTERS CONDUCTED BY THE BUREAU OF RECREATION, 1917. Total attendance of girls at Community Centers 5,405 Total attendance of boys at Community Centers 4,177 Total attendance of boys and girls 9,582 Total number of sessions conducted 78 During January and February three Community Centers were conducted: The EH Whitney Center (No. 6), South Washington Avenue and Hickory Street; the Roger WilHams Center (No. 10), Prospect Avenue and Beech Street ; the John Adams Center ( No. 4, School Annex), Olive Street. In March, November and De- cember, 1917. the John Adams Center was eliminated on account of it being so near Weston Field. At the Community Centers the young folks enjoy gymnasium, social dancing, elocution, crocheting, sewing, dramatics, singing, folk dancing, reading, knitting, etc. ; basket ball, racing, high' jump- ing, chinning the bar, rings, broad jumps, etc. J. H. MOTT. Superintendent. PUBLIC SCHOOL RECREATION CLUBS CONDUCTED BY THE BUREAU OF RECREATION, 1918. During the early part of the year two public schools were open for recreation work, Roger Williams School (No. 10) and Eli Whitney School (No. 6), each school having two young ladies and one young man instructors. They were open two evenings a week each, from early in November to March 23rd, with a total attend- ance of 2,264. The regular program consisted of gymnasium drills, basket ball, games and dancing for the young men ; calisthenics, folk danc- ing. Red Cross work, games and social dancing for the youn;,' women. There were many special activities aside from the regulai pleasure provided every evening. The young men and women of Roger Williams School (No. 10), gave a banquet, at which Mr. Schoen, Superintendent of Recreation, was guest of honor and principal speaker of the even- ing. It was a great success and did much to promote the general sociability of that center. This school also gave a couple of dances at St. John's Hall, and once during the season Roger Williams School and Eli Whitnev School combined in a dance at St. John's Hall. The young ladies from both schools gave a short play and vaudeville performance, first at one school and then the other, 174 which proved so successful a third performance was given at Weston Field. At Eli Whitney School (No. 6) a Mother's Meeting and a series of social dances and nice little entertainments were held ; talent furnished by the boys and girls. After the close of the season the young women of Roger Wil- liams School still continued their meetings and finally gave another play at Weston Field in the spring. Fred W. Schoen, Superintendent. PUBLIC SCHOOL RECREATION CLUBS' FALL WORK, 1918. On November 21st, 1918, eight (8) schools were opened for recreation centers; two in the South Side, Roger Williams (No. 10) and Horace Mann (No. 29) ; two in Hyde Park, William Cullen Bryant (No. 13) and Alexander Hamilton (No. 19) ; two in Providence, William Penn (No. 40) and Patrick Henry (No. 23) ; two in Petersburg, Peter Gabriel Muhlenberg (No. 5) and William Prescott (No. 38). Each school having a young woman and a young man as in- structors and holding two meetings weekly. As usual, the nightly program is made up of athletics, indus- trial work, games, dancing, etc. A delightful feature of this season's entertainment has been readings at two schools each week by j\Irs. Salo Friedewald. Be- ginning this work just before the holidays, her readings were adopted to the season and comprised Coningsby Daw\son's n6w Christmas story, "The Seventh Birthday," and Dickens' "Christmas Carol." A number of the schools at Christmas time enjoyed special dances. During the first five weeks they were open up to the begin- ning of January, 1919; the total attendance was 5,283, being an increase of 3,000 over last year. Mr. C. R. H. Jackson visited several of the schools, giving talks to the young men on "Fair Play and Good Sportsmanship." Horace Mann (No. 29) and Peter Gabriel Muhlenberg (No. 5) each enjoyed masquerade parties. William Cullen Bryant (No. 13) and Alexander Hamilton (No. 19) had special dances, and Roger Williams School (No. 10) had a Mother's Meeting, at which the young girls served refresh- ments. Patrick Henry (No. 23) also had a special dance at which refreshments were served. 175 Victrolas were supplied each school not having piano so that music was furnished in this way to all centers, the records being changed weekly. The majority of these schools have never had recreation work in them before and the interest shown and the steadily increasing attendance under wholly inadequate conditions proves the great need of suitable quarters being furnished in each part of the city for Community Recreation, for our school buildings are neither properly arranged nor lighted for work of this kind. PUBLIC SCHOOL RECREATION CLUBS, L^NUARY 1st— MARCH 23rd, 1918. Attendance Boys Girls No. 10— Roger Williams School 480 682 No. 6— Eli Whitney School 527 575 1,007 1.257 Total Attendance — 2,264 PUBLIC SCHOOL RECREATION CLUBS. NOVEMBER 21st— JANUARY 1st, 1918. Attendance Boys Girls No. 38— William Prescott 126 No. 19— Alexander Hamilton 717 256 No. 13— William Cullen Bryant 627 109 No. 5 — Peter Gabriel Muhlenberg 174 No. 29— Horace Mann 515 652 No. 40— William Penn 178 114 No. 10— Roger Williams 395 ill No. 23— Patrick Henry 400 329 2,958 2,011 Total Attendence — 5,283 PUBLIC SCHOOL RECREATION CLUBS. ANNUAL REPORT— 1919. During the fall and winter months Recreation Clubs were opened in eight (8) of our schools, two evenings each week from 7 :30 until 10 o'clock, four schools being opened on Monday and Thursday evenings and four more on Tuesday and Friday even- ings. These clubs are under the supervision of two paid instruc- tors, a young man and a young woman. At the close of the season, usually about the first of April, a big entertainment is given at \\'eston Field, in which each school takes part. The schools opened in the early part of 1919 for winter work were : No. 5 — Peter Gabriel Muhlenberg School. No. 38— William Prescott School. 176 No. 10 — Roger Williams School. No. 29 — Horace Mann School. No. 13 — William Cullen Bryant School. No. 19 — Alexander Hamilton School. No. 23^Patrick Henry School. No. 40 — William Penn School. Owing to the lack of facilities and nnsuitahle arrangement of onr school bnildings. the recreation activities are of necessity lim- ited. At present not a single school building in the city, aside from the Central High School, has an assembly room. There is not a gymnasium in any school, nor is there space (owing to the crowded condition) where gymnasiums can be installed. The work is carried on entirely in kindergarten rooms, halls and base- ments, but in spite of the lack of facilities the work has grown marvelously during the past year, and for the three and one-half months, from January 1st to April 16th, 1919 (or 26 meetings for each school), the attendance at these Recreation Clubs totaled 18,795. The regular program consists of gymnasium drills, ])asket ball, active and passive games, folk dancing, social dancing, etc. Special Activities. The most popular form, of entertainment is dancing, the music being furnished either by piano or victrola. William Prescott School (No. 38) had an excellent basket ball team and played a series of games at Weston Field with the Weston Field teams. Alexander Hamilton School (No. 19) and William Cullen Bryant School (No. 13) particularly enjoy singing, each having a group of young men with fine voices, and several contests were held between the two schools during the winter. The Recreation Club from Roger Williams School (No. 10) held a big dance at the Green Ridge Club which was most suc- cessful. The club from this school also gave a large party at Weston Field one evening. They also had a Mother's and Daughter's Meeting, at which the daughters acted as the hostesses and furnished an enjoyaI)le program. Refreshments were served and a very delightful evening enjoyed. Horace Alann School (No. 29) and William Penn School (No. 40) had masquerade parties on Valentine's night, and during the winter No. 40 School had several special dances. Peter Gabriel Muhlenberg School (No. 5) had a Valentine party and dance. Horace Mann School (No. 29) had several interesting box- ing matches. 177 Patrick Henry School (No. 23) had a couple of special dances at which they took up a general collection among them- selves to pay for extra music. Owing to the large crowds in attendance at these schools and the limited space in which they have to gather, it is impossible to do anything but purely recreation work. One of the most popular features of the winter's entertain- ments were weekly readings at the various schools by Mrs. Salo Friedewald, her program containing the delightful stories of the "Bluebird," by Materlinck ; "The Old Woman Shows Her Medals," by Sir J. M. Barry; "The Wind in the Willows," by Kenneth Graham; "Penrod," by Booth Tarkington; "Daddy Long Legs," by Jean Webster; "Peter Pan" and "Little Min- ister," by Sir J. AL Barry. The closing entertainment for the season, which was held at Weston Field, had a program of great variety and interest. Each school furnished special numbers. There was a boxing match and musical numbers, both vocal and instrumental, athletic contests, folk dances and aesthetic dances. The audience was a large and appreciative one. These Recreation Clubs proved such a success during the winter that in two instances they asked if the schools might not be kept open in the summer. PUBLIC SCHOOL RECREATION CLUBS, FALL WORK. In the fall of 1919 the winter Recreation Clubs were opened December 15th, six weeks later than the year before, owing to the delay of the School Board in granting permission to the Bureau of Recreation to use the schools for this purpose. The schools opened were : No. 5 — Peter Gabriel Muhlenberg School. No. 38 — William Prescott School. No. 30 — Harriet Beecher Stowe School. No. 29 — Horace Mann School. No. 13 — William Cullen Bryant School. No. 19 — Alexander Hamilton School. No. 23 — Patrick Henry School. No. 24 — Benjamin Rush School. Harriet Beecher Stowe School (No. 30), on the South Side, was opened this fall in place of No. 10 school, and in Providence No. 24 School in place of No. 40 School. Neither of these schools have ever had recreation clul)s in them before and both are proving most popular. The Recreation Clubs opened with a largely increased attend- ance over last year. During the delay in opening the young people 178 became so eager that many requests came in from all parts of the city as to why they were not open and how soon would they begin ? Which indicated the live interest in and appreciation of the recre- ation work. Aside from the regular nightly programs of athletics, indus- trial work, games, dancing, etc., there will be special features dur- ing the winter of readings by Mrs. Salo Friedewald and community singing led by Mr. John T. Watkins. We are anticipating the most successful season the work has ever had. PUBLIC SCHOOL RECREATION CLUBS, JANUARY 1st, APRIL 16, 1919. Attendance. Boys Girls No. 23— Patrick Henry School 1,281 1,001 No. 29— Horace Mann School 1,337 1,423 No. S — Peter Gabriel Muhlenberg- School 1,255 No. 13— Wm. Cullen Bryant School 2,291 1,267 No. 19— Alexander Hamilton School 2,830 1,130 No. 38— William Prescott School 986 No. 40— William Penn School 1,089 783 No. 10— Roger Williams School 878 655 10,692 7,514 Total Attendance— 18,795 PUBLIC SCHOOL RECREATION CLUBS. DECEMBER 15th— DECEMBER 31st, 1919. Attendance. Boys Girls No. 5 — Peter Gabriel Muhlenberg School 34 No. 29— Horace Mann School 187 85 No. 30 — Harriet Beecher Stowe School 146 86 No. 13— William Cullen Bryant School 153 57 No. 19— Alexander Hamilton School 437 133 No. 38— William Prescott School 52 No. 23— Patrick Henry School 107 66 No. 24— Benjamin Rush School 191 99 1,273 560 Total Attendance — 1,833 SUMMER PLAYGROUNDS— 1917. Beginning July 1st, eleven (11) Playgrounds were conducted under the supervision of twenty-two playground instructors. These Playgrounds were located at the following places : Nay Aug Playground. No. 6 — Eli Whitney School, Hickory Street and South Washington Avenue. No. 8 — James Alonroe School, Cedar Avenue and Maple Street. 179 No. 9 — Robert Fulton School, Ash Street and Wyoming Avenue. No. 15 — Daniel Webster School, South \\'ebster Avenue and Locust Street. No. 18 — Charles Sumner School. Swetland Street and North Sumner Avenue. No. 23 — Patrick Henry School, West ^Market Street and Seneca Street. No. 26 — Stephen Girard School, Hollister Avenue and Parker Street. No. 32 — Francis Willard School, South Main Avenue and Elm Street. No. 29 — Horace Mann School, corner Fourth Street and Broadway. No. 40 — William Penn School, North Sumner Avenue and Clearview Street. The children made fancy articles under the instruction of the employees of the Bureau of Recreation. These articles were dis- played in the windows of the Scranton Dry Goods Company, cor- ner Lackawanna and Wyoming Avenues, to the best ability of the firm, but they were unable to give the necessary window space, so that some of the articles did not appear on display. The chil- dren were very proud of their work and a great many of them vis- ited the display window to see if their articles were displayed, and in some cases were disappointed because their work could not be seen. These fancy articles were made on rainy days and certain times when it was too warm to indulge in activities requiring ex- ertion. In 1916, when the playgrounds closed for the season's activities the School Board rendered a bill to the Bureau of Recre- ation amounting to $38.00, for damage to twelve school buildings on which the playgrounds were located. The greater part of this bill consisted of glass being broken by volley balls, through acci- dents, but none of the glass broken as we are able to learn was through carelessness or what would be considered a wilful act. It is a great pleasure to know that the School Board have no bill to render for 1917 for any damages at the playgrounds and shows the efficiency of the instructors employed and why it is necessary to have trained leaders to supervise the playgrounds. The total attendance at the playgrounds for 1917 was 110,516. When the playgrounds were closed exercises were held at Weston Field and all in attendance seemed to have an enjoyable time, and the fact was demonstrated that in the future the exercises at W^eston Field can be made most attractive when the grounds are put in proper shape so that the entire field can be used. The Bureau of Recre- ation was handicapped when the playgrounds closed, as only p^vt of the grounds had been graded. No. 23 Playground, located in a 180 section of the city called the "Notch," is badly in need of ap- paratus to entertain the children, the only apparatus at this Play- ground this year was a slide and two baskets for basket ball, and this was made from old trees brought from the woods. The Bureau was called upon to pay one bill amounting to $7.00 for medical attention by Dr. Davis. This was for treatment of Alex McTaggart, who was injured on No. 32 Playground by a swing. There was several minor accidents you will find reports in detail ])elow, these being treated either by the instructors or at one of the city hospitals. J. A. MOTT, Superintendent. PLAYGROUND SEASON— 1918. The Playground season opened June 24th and closed on August 24th, 1918. Eleven grounds in the school yards were open as follows : No. 6 — Eli Whitney School, Hickory Street and South Wash- ington Avenue. No. 8 — James Monroe School, Cedar Avenue and Maple Street. No. 9 — Robert Fulton School, Ash Street and Wyoming Avenue. No. 15 — Daniel Webster School. South Webster Avenue and Locust Street. No. 18 — Charles Sumner School, Swetland Street, corner North Sumner Avenue. No. 23 — Patrick Henry School, West Market Street near Seneca Street. No. 26 — Stephen Girard School, Hollister Avenue and Parker Street. No. 29 — Horace Mann School — Fourth Street and Broadway. No. 32— Frances Willard School, South Main Avenue and Elm Street. No. 40 — William Penn School-* North Sumner Avenue and Clearview Street. Nay Aug Park. Each playground has two instructors. Some were open from 9 a. m. to 6 p. m., and others from 2 p. m. tp 9:30 p. m., according to conditions and requirements. Gymnasium drills, base ball, volley ball, quoits, bar work, circle games, folk dancing, social dancing and industrial work being the order of the day. The in- structors occasionally taking groups of children to Nay Aug Park in order that they might enjoy bathing in Lake Lincoln. 181 Industrial Work This season the industrial work done by the children was en- tirely for the benefit of the Junior Red Cross and consisted of the knitting of 98 sweaters, 15 pairs of socks, 5 scarfs, 1 pair of wristlets, the making of 10 dresses for Belgium children and the piecing of 8 quilts. Through the courtesy of Hagen & W'agner this work was on display for several days in their shop window down t^wn. Special Activities Each playground from time to time added special features to its program, consisting of Baby Shows and Playground Circus. During August there was "Playground Day" at Nay Aug Park, in which the children from the Playground enjoyed a big picnic. There were races, games, swimming contests, etc., the day proving a great success. The season closed with the Annual Field Day and special ex- ercises at Weston Field. An interesting program of folk dancing and classic dances, drills, tableaux, etc.. all in costume, were given. Each playground has an individual part on the program and including children of all ages. Following this was a program of athletic events, races, jumping races, boxing and the finals of the Inter-Playground games of volley ball and base ball were played, the winners of each event being presented with a Public School Athletic League button. This season proved a most satisfactory one, with an aggre- gate attendance of 115,622, being an increase of 6.370 over last year, and we are happy to state there were no serious accidents. SUMMER PLAYGROUNDS, JUNE 24th— AUG. 24th, 1918. Attendance. School Boys Girls . Adults No. 6— Eli Whitney 8,070 9,995 757 No. 9— Robert Fulton 9,221 10,773 739 No. 15— Daniel Webster 3,922 3,152 59 No. 18— Charles Sumner 2,407 2,108 9 No. 23— Patrick Henry 3,228 1,407 685 No. 26— Stephen Girard 3,341 3,387 99 No. 29— Horace Mann 3,568 3,920 27 No. 8— James Monroe 3,292 3,224 2,158 No. 32— Frances Willard 5,732 4,296 233 No. 40— William Penn 4,960 4,170 550 Nay Aug Park 3,934 5,064 2,155 51,675 51,496 12,451 Total Attendance— 1 1 5,622 182 PLAYGROUND SEASON— 1919. The summer playground season opened July 1st and closed August 30th. The Playgrounds are maintained in the school yards for which purpose the Bureau of Recreation gains permission from the School Board to use their property. The grounds are limited in size and during the summer of 1919 we had two play- grounds less than the previous year, due to the fact that the School Board had heen obliged in order to relieve the congestion in the schools to place portable buildings on the grounds, so there was no room for playground purposes and nowhere in the city were there other schools with grounds sufficiently large to replace them. The school grounds used were : No. 6 — Eli Whitney School. No. 8 — James Monroe School. No. 9 — Robert Fulton School. No. 15 — Daniel Webster School. No. 23 — Patrick Henry School. No. 26 — Stephen Girard School. No. 32 — Frances Willard School. No. 40 — William Penn School. Nay Aug Park. The grounds are open from 9 in the morning until 5 :45 in the afternoon, with the exception of No. 23 School and No. 40 School, which are open from 2 in the afternoon until dark. Each playground is under the supervision of two paid instructors, a young man and a young woman, or two young women, according to the requirements. The daily program consists of calisthenics drills, base ball, volley ball, basket ball, a variety of active and passive games, folk dancing, circle games and industrial work. Inter-Playground Volley Ball A schedule for Inter- Playground Volley Ball was arranged for the school girls in the afternoon and a second schedule ar- ranged for industrial girls, which games were played evenings at Weston Field. Inter-Playground Base Ball Base ball games between the boys of the different play- grounds were played at Weston Field afternoons and evenings, according to the ages and occupation of the boys. Special Activities Each playground from time to time added special features to its program, consisting of Playground Circus, special days for the boys and girls at Nay Aug Park, the instructors from the various Playgrounds taking groups of children to Lake Lincoln for the 183 bathing. No. 26 School gave a farewell party for Mr. Schoen. The money raised from the Playground Circus at No. 6 School was given to the Baby Welfare Station in that vicinity. Industrial Work The knitting done by the little girls was for the Red Cross Relief Work and consisted of 105 sweaters, 95 scarfs and 4 shawls. There was also a fine display of basketry, crocheting, embroidering, a number of little girls making dresses for them- selves. There was also some very attractive bird houses made by the l)oys, showing that the children's work on the playgrounds had its practical side as well as its fun. Field Day Exercises Saturday, August 30th, was a Gala Day at W^eston Field in the closing of the City Playgrounds for the season, a big Field Day program was given in which all the playgrounds of the city took part. In spite of the inclement weather Weston Field was crowded and the boys and girls had a gay time. The program for the afternoon was opened by a grand march in which the chikl- ren of all ages took part. The march was led by the boys, each carrying an American flag. At the end of the march they formed a large hollow square inside of which the girls gave an exhibition of circle games. As nearly all of the girls were in costume the effect was that of a rainl)ow and very attractive. Following this was a Paper Doll Dance which was very quaint and pretty and then came a series of Tableaux, Aesthetic and Classic Dances, Folk Dances, Recitations, Drills, etc., each playground having its special feature. The closing number on the program was a "Dance of the Nations" given by the girls of various ages from ^^'eston Field. At the close of this program the Athletic events for both l)oys and girls took place, also the finals in the Inter-Playground Base Eall Games, the series for the season being won by the boys of Daniel Webster School (No. 15). The girls of No. 15 School carried of the season's honors in the Inter-Playground Volley Ball Contest. This school won both Inter-Playground prizes last year as well. Mrs. Edwin W. Gearhart, Superintendent. SUMMER PLAYGROUNDS 1919 July 1st to September 1st — Attendance School Boys Girls Adults No. 6— Eli Whitney 6,313 8,224 67 No. 8— James Monroe 4,544 4,723 50 No. 9— Robert Fulton 5,645 7,805 2,138 No. 15— Daniel Webster 2,431 2,452 16 184 6,092 385 3,359 289 2,141 32 4,868 Z2 4,176 No. 23— Patrick Henry 6,528 No. 26 — Stephen Girard 3,531 No. 32— Frances Willard 2,578 No. 40— William Penn 4,842 Nau Aug 3,791 40,203 43,840 3,009 Total Attendance— 87,052 SCRANTOX'S PUBLIC SCHOOLS' PART IN THE GREAT WAR. "fhe following summary of War Activities comprises a record on which all who have had a share in it will look, for years, with pride and increasing satisfaction : Solicited in Liberty Bonds (subscriptions bv Boy Scouts and Girl Scouts not included) , $1,065,050.00 Solicited in Liberty Bonds by Boy Scouts 2,525,150.00 Solicited in Liberty Bonds by Girl Scouts (2nd, 3rd, 4th) 896,350.00 Solicited in Thrift Stamps and War Savings Stamps 42,844.00 Contributed by teachers to the Second Red Cross Drive 2,150.00 Contributed by pupils to the Junior Red Cross 5,194.29 $4,536,738.29 Garments made for the Red Cross (such as sweaters, socks, scarfs, wristlets, layettes, hospital garments, etc.) 2,518 Surgical dressings 15,000 Belgian children adopted by the Central High School 14 Books for soldiers r. 11,000 Christmas boxes sent to soldiers 376 Draft records copied by students and teachers 33,500 United States Boys Working Reserve 107 Boys who voluntarily earned $10 for the Y. M. C. A 150 Miscellaneous articles were made, such as bathhouses, cook shack, packing boxes for Red Cross, knitting needles, signal flag- sticks, signs and posters, property boxes, shot bags, etc. A-Iany children were working three days each week in the center for the Junior Red Cross during the summer vacation of 1918 and boys were selling thrift stainps. The amount earned by the Victory Boys and Victory Girls was not totaled. Every school, however, pledged toward this work. In addition to the items enumerated there should be included 25 barrels of peach stones collected by Scranton's school childrefi for the manufacture of gas masks. When the Armistice was signed these peach stones were destroyed. Our Technical Evening High School served the nation by conducting war-training courses in radio-buzzer work, blacksmith- ing, forging work, and machine shop practice. Eight v (80) men 185 were prepared as radio-buzzer operators ; twenty (20) men in blacksmithing and forging, and twelve (12) men in machine shop practice. Scranton rendered its largest service to the country during the war — and is rendering the largest service now — by what it is doing for the immigrant. Courses in citizenship were organized in 1916. Thirty-two persons received diplomas in the spring of 1919 from the United States Bureau of Naturalization for pass- ing an examination in civics. Public exercises were held for the awarding of these diplomas. Mr. Raymond F. Crist, Director of Citizenship, U. S. Department of Naturalization; Mr. E. E. Bach, State Director of Americanization in Pennsylvania, and Congress- man John R. Farr honored us by their presence on that occasion. In addition to the classes in citizenship, afternoon classes for non-English speaking women were formed for the first time in 1917 in connection with four kindergartens. Mothers' Clubs, in existence for a number of years in the kindergartens in this city, constituted a logical beginning for the inauguration of these classes. In these classes for non-English speaking women, they are taught to speak English and to read and write in the same lan- guage. The non-English speaking mothers of the children in the schools are taught for the first time to read with their children at home, stories found in the primer and first reader. They con- sider it a great accomplishment to be able to write a friendly letter or a brief business letter in the English language. Lessons are given these women in cooking and sewing and in the observance of the commonly accepted practices of personal, home, and com- munity hygiene. This new step has large possibilities which can only be realized if the proper attitude is established between the schools and their non-English speaking patrons. The teachers and pupils of the Scranton Public Schools did their full share in the various war activities which they were asked to carry on. CENTRAL HIGH SCHOOL. REPORT OF WAR ACTIVITIES FOR YEAR 1917-1918. Cash Raised by School. Company H. Fund $ ^'^al'l^ French Orphans' Fund 97.71 Holland— Belgian Orphans' Fund 150.00 Belgian Souvenirs ^l War Chest Fund 266.10 Junior Red Cross— 100% Membership 245.00 Junior Red Cross Fete 60.25 Liberty Bond— Class of 1918 100.00 269 Packages of Tobacco : 21.85 Cash turned into 360 packages of tobacco 36.00 $ 2,141.34 186 Faculty contribution to Red Cross — Second Drive 198,25 Raised by students — Second Liberty Loan 56,100.00 Raised by students— Third Liberty Loan 52,700.00 Raised by students— Fifth Liberty Loan 63,200.00 Raised by Alumni Entertainment — September, 1917 212.65 Total $174,552.24 DISBURSEMENTS 136 Soldiers' Christmas Boxes — Company H 136 Sweaters — Company H 136 Helmets — Company H 136 Wristlets — Company H 136 Scarfs — Company H ON HAND 55 Sweaters 25 Helmets 16 Pairs of Wristlets 50 Scarfs 120 Pairs of Socks Thrift Stamps sold by students to date 3,857 War Savings Stamps sold by students to date (equal to $8,294.25) 1,266 Flag awarded to Central High School for the highest number of stamps sold in the city schools. FRENCH RELIEF WORK 140 three year old dresses rnade. 14 children adopted. 10 children furnished with two sets of all necessary wearing apparel. BOOK ACCOUNT Bound volumes donated during Book Drive 2,757 Booklets made by students for soldiers in camps 1,435 WORK DONE BY STUDENTS IN COMMERCIAL DEPARTMENT Made out 7,000 Enrollment cards of the Draft of June 5, 1917. Made out 1,500 occupational cards of the questionnaires. Made out 75 Junior Red Cross Certificates for City Schools. FOOD CONSERVATION 440 cards signed by parents and handed in by students. STUDENTS IN THE SERVICE 128 stars in the service flag — representing the number of boys who have graduated and are either in the navy or army. 66 boys working on farms under the Boys' Working Federal Reserve. 15 girls also working in war gardens. 2 boys of this year's senior class enlisted in the anny. Considerable amount of work was accomplished by the girls of the school for surgical department of the Red Cross. 187 Besides the 100% membership in the Junior Red Cross, there are 210 students in school who are also members of the Senior Red Cross. Report of the Committee on Relief of French Orphans The Central High School adopted ten French orphans and to that end raised and turned over to the proper committee $365. During 1918-19 the students of the French classes decided to support for another year until March, 1920, at a yearly cost of $182.50, the five (5) French Fatherless Children they had adopted . larch, 1918. In addition they raised the sum of $80.00 to have the French classes photographed while in session and they sent a set of pic- tures to each one of the orphans. The total profit paid the photo- grapher, Mr. Hensel, was generously turned over by him to other French relief funds. TECHNICAL HIGH SCHOOL Scran TON, Pa. War Activities — 1917-1919 IN THE SERVICE Graduates (men) 281 Graduates (women) 6 287 Left School to Enlist 6 6 Teachers 2 Teacher releasing Red Cross Nurse 1 3 Killed in Action 2 Died of Wounds 1 3 FUNDS RAISED Red Cross (June, 1917) $ 180.00 13th Pennsylvania Infantry (now 109th) (1917) 190.00 Tech Graduates and Co. F, 109th Regt. (1917-18) 1,372.24 Pledges to Y. M. C. A. Hut Fund by Boys (1917) 780.00 532 Red Cross Memberships (Dec, 1917) 575.00 (unior Red Cross Memberships (1918) lOOV; plus 247.50 Red Cross Drive (May, 1918) 269.50 4th Liberty Bonds given to Local Charities 200.00 1,182 Buttons sold for Agric. Preparedness League 118.20 Junior Red Cross Lawn Fete (1918) 43.00 United War Work Campaign (1918) 4,465.50 $ 8,440.94 BONDS AND WAR SAVINGS STAMPS SOLD Second Liberty Loan — approximately $ 7,000.00 Third Liberty Loan— 445 Bonds 35,650.00 Fourth Liberty Loan (schools closed) 35 Bonds 8,700.00 Thrift Savings Stamps, 5,039 (value Dec, 1918) 1,259.75 War Savings Stamps, 1,119 (value Dec, 1918) A,72,i.2>7 Fifth Liberty Loan 31,300.00 $88,643.12 188 ARTICLES MADE BY PUPILS Bath Houses 7' x 9' for Boys' Working Reserve Camps 9 Cook Shacks 16' x 16' for Boys' WorKing Reserve Camps 1 Packing Boxes for Red Cross 32 Knitting Needles 60 Flag Sticks for Signalling 48 Signs and Posters HO Surgical Dressings 14,844 Shot Bags 600 Hospital Garments 16i) Knitted Sweaters ■^^O Wristlets (pairs) 127 Caps 56 Helmets >50 Socks ( pairs) 157 Scarfs 12 Dresses for Junior Red Cross 28 5 Layettes each consisting of 2 dresses, 1 jacket, 3 waists, 1 cape with hood, 1 pair bootees, 1 blanket. Total number of articles.... 45 Bed Quilts 8 Braided Rugs 4' x 6' 2 Afghan 1 Kimono Dresses 24 Infant Flannel Dresses 5 Infants Shirts 18 Infants Muslin Slips 12 Infants Flannel Sacks 12 CLERICAL WORK DONE BY PUPILS Draft records copied (1917) 23,000 Questionnaires addressed (1917) 2,400 Red Cross Cards made out (May, 1917) 3,500 Red Cross Results (names and amounts) 1,875 Knights of Columbus Cards and Names 14,000 Names reported to Committee Public Safety Census (1918) 64,418 Cards copied for 4th Liberty Loan Committee (1918) 17,014 Cards for Registration Board No. 2 (1918) 800 Letters written for 4-Minute Women, etc. (1918) , 250 Certificates Lettered for 4-Minute Men (1918) 18 Red Cross Letters Mimeographed (1918) 225 FARM WORK VOLUNTEERS Volunteers for Part Time (1917) 93 Volunteers for Summer (1917) 48 United States Boys' Working Reserve (1918) 41 MISCELLANEOUS Book Drive — Scrap Books, volumes 1,728 Food Pledge Cards Signed 785 Registration Cards Signed (Woman's Committee National Defense) 160 4-Minute Speakers from Faculty 4 Practical Food Demonstrations 6 Christmas Boxes sent .' 240 Property Bags sent 150 School took part in Liberty Loan Parade. 189 GEORGE WASHINGTON SCHOOL War Work Report Liberty Bonds $49,400.00 War Stamps 1,907.38 United War Work 285.50 Red Cross Memberships 331.25 $51,924.13 Quilt 1 Frocks for Belgian Children 60 Booklets for Soldiers 300 Respectfully, Stella Kinback, Principal. JOHN G. WHLTTIER (NO. 2) SCHOOL War Work Report Liberty Bonds $70,500.00 War Stamps 845.75 Red Cross 409.50 United War Work 254.10 $72,009.35 James R. Gilligan, Principal. DANIEL PASTORIUS (NO. 3) SCHOOL Report on War Work Junior Red Cross, 100% (1917) $ 115.00 Senior Red Cross, 100%- (1917) 18.00 War Stamps 742.00 Thrift Stamps 963.00 No. of Liberty Bonds— 275 13,750.00 Y. M. C. A. Drive (1917) 18.00 Knights of Columbus Drive (1917).... 8.00 United War Work— Children pledged 212.96 United War Work — Teachers pledged 73.00 Total $15,899.96 Other Work :— Girls — Knitting. Surgical Dressings and Sewing. Boys — Worked in War Gardens, on farms, tagged shovels, gathered peach pits, collected magazines, books. Eight boys pledged $10 each for the Y. M. C. A. drive in 1917. T. W. Griffiths, Principal. JOHN ADAMS (NO. 4) SCHOOL Total Contribution to War Fund $ 3,845.25 Re-pectfiilly, Mary E. Lynn, Principal. 190 MUHLENBERG (NO. 5) SCHOOL War Activities Third Liberty Loan $ 2,250.00 Second Liberty Loan 850.00 Junior League 6L50 Victory Boys and Girls 57.05 Teachers' Pledges 25.00 War Savings Stamps— 51 255.00 Thrift Stamps— 291 72.75 Total $ 3.471.30 Convalescent robes Minnie L. Gernon, Principal. ELI WHITNEY SCHOOL War Work Report Liberty Bonds $30,000.00 War Stamps 309.75 Thrift Stamps 100.00 Red Cross — Teachers, pupils and jani- tor, all members 250.00 War Work pledges 250.00 $30,909.75 Sweaters knitted by pupils 20 Scarfs 11 Socks, pairs 4 Wristlets, pairs 1 Blocks 43 Afghan ■ 1 D. J. W^iLLiAMS, Principal Farragut (No. 7) School is a four-room building, the grades being first, second, third and fourth. The average enrollment for the period of the War has been one hundred and thirty pupils. There are four teachers. Our work has been : Red Cross — Pupils, One hundred per cent membership. One wool afghan. Red Cross— Teachers, one hundred per cent, membership. Red Cross Drive $ 16.00 Liberty Loan Bonds 2,400.00 War Saving Stamps 205.00 Thrift Stamps— 139 34.75 United War Drive— Pupils 41.00 United War Drive— Teachers 27.00 Total $ 2,721.75 Number of boys who attended this school and are now in ser- vice, fifty. Katie G. O'Malley, Principal. 191 JAMES MONROE (NO. 8) SCHOOL \\\a.r \\'ork Report Liberty Bonds $ 700.00 War Stamps 198.00 Red Cross 215.25 United War Work 103.76 $ 1,217.01 Mary FitzGibbon, Principal. ROBERT FULTON (NO. 9) SCHOOL War Work done by teachers and pupils. Liberty Loan Bonds $13,300.00 War Saving Stamps 845.00 Thrift Stamps 352.00 Red Cross Membership 25.00 Junior Red Cross Membership 71.30 Knights of Columbus 25.00 United War Work pledges 60.50 Victory Boys and Girls pledged 225.00 $14,903.80 Scarfs knitted 8 Sweaters knitted 40 Pairs of socks knitted 55 Pairs of wristlets 25 Afghans 3 Helmets 1 Garments for Belgian children 18 Kate E. O'Malley, Principal. ROGER WILLIAMS (NO. 10) SCHOOL War Work Report Thrift Stamps $ 316.25 War Stamps 1,015.00 Liberty Bonds 11,800.00 United War Work 55.35 Victory Boys and Girls 68.00 Senior Red Cross 5.25 Junior Red Cross 20.25 Total $13,280.10 M. J. Ketrick, Princi])al. GARFIELD (NO. 11) SCHOOL Liberty Bonds $ 1,050.00 Victory Boys and Girls 117.00 War Chest 30.00 War Stamps 220.00 Thrift Stamps 86.50 Red Cross 100.00 Total $ 1603.50 Convalescent Robe 1 Theresa Gibbons, Princi])al. 192 IRVING (NQ. 12) SCHOOL War Work Report . . Liiberty Bonds $ 5,650.00 ■ Red Cross 51.25 Junior Red Cross 135.00 Knights of Columbus 20.00 W. S. S 799.75 Thrift Stamps 3ZZ.Z5 United War Fund ; 333.75 Total $ 7,312.00 IMary a. Doyle, Principal. Dr. S. E. IVchcr, Superintendent of Schools, Scranton, Pa. Dear Sir : — I have the honor to submit herewith, in the approximate, a report of ah activities participated in during the period of the War just ended, by the WiUiam Cullen Bryant (No. 13) School, which is as follows: United War Work No. of Pledges— Males, 146 $ 124.49 —Females, 179 133.69 $ 258.18 War Savings Stamp Fund 852 W. S. S. at $5.00 $ 4,260.00 2411 T. S. at $ .25 602.75 Total ; $ 4,862.75 Liberty Bonds— 68 4,300.00 Junior Red Cross 76.45 $14,360.13 Articles Made by Red Cross Infants' Jackets 25 Wrislets, pairs 28 Socks, pairs 3 Sweaters 18 Helmets 4 Dresses , , 75 Quilts 1 Bed Shirts 12 Bed Socks 12 Afghans 2 Booties ..J 36 Boxes of Tin Foil 1 Peach Pit Collection A considerable quantity of peach pits was also collected. Respectfully submitted, A. W. Marvin, Acting Principal. 193 LINCOLN (NO. 14) SCHOOL Summary of War Work in Money and Material during per- iod of World War. Liberty Bonds Sold $63,050.00 One Dollar Campaign 603.00 United War Fund 657.65 Junior Red Cross Lawn Fete 57.00 Junior Red Cross Enrollment 200.00 War Savings Stamps 2,014.00 Thrift Stamps 2,126.62 Money for Flag 2.23 Grand Total $68,710.50 Knitted Articles and Other Material Afghans 4 Sweaters 20 Socks, pairs 3 Belgian Bonnet 1 Knitted Blocks 25 Scarfs .._. 4 Dresses for French Children 350 Tinfoil collected, lbs 50 Peach Pits, bushels 6 Books contributed by children for soldliers^2 wagon loads. Respectfully submitted, H. L. Morgan. WEBSTER (NO. 15) SCHOOL War Work Report Stamps— Thrift and W. S. S $ 448.64 Junior Red Cross 40.50 Drive— 1,001 for $1 52.00 United War Campaign (pledged) 167.38 Belgian Relief .55 Patriotic League .55 Liberty Bonds 1,100.00 Total $ 1,809.62 Afghan 1 Books 2 dozen John E. O'Malley, Principal. LAFAYETTE (NO. 16) SCHOOL An approximate summary of War Work. Bonds $17,450.00 W. S. S 175.00 Thrift Stamps 98.00 Junior Red Cross 50.75 War Fund 100.00 Total $17,873.75 The teachers have knitted sweaters, have done surgical work, and made dresses for the Belgians. The pupils have contributed tin foil and peach pits. Clara Niemeyer, Principal. 194 JACKSON (NO. 17) SCHOOL Report of War Activities Liberty Bonds $ 3.500.00 Thrift Stamps 41.75 War Stamps 210.00 Victory Boys and Girls 70.00 Total $ 3,821.75 Senior Red Cross (teachers) 100% Junior Red Cross (pupils) 100% United War Work (teachers) 100% Tinfoil, Peach Pits, Afghan, Sweaters, Socks, etc. W. W. Jenkins, Principal. SUMNER (NO. 18) SCHOOL Report of War Work Junior Red Cross $ 162.25 liberty Bonds 16,800.00 Thrift Stamps 691.00 United War Work 168.68 Teachers' Subscriptions 90.00 $19,231.93 Tinfoil, lbs 15 Peach Pits, bushels 10 Dresses 12 Sweaters 15 iCrlflS •••• / Afghan Blocks 152 Wash Cloths 5 Wristlets, pairs 5 Richard Lewis, Principal. HAMILTON (NO. 19) SCHOOL Pupils' War Work Liberty Bonds $59,000.00 United War Work Fund 134.20 Junior Red Cross ,-. 1.34.00 Patriotic League 10.00 War Savings Stamps 2,705.69 $61,983.89 Dresses 98 Socks, pairs 5 Sweaters 17 Helmets 3 Wristlets, pair 4 Scarfs 2 Afghan Blocks 56 Peach P|its, bushels , 7 Coal Shovels (tagged) 500 War Gardens 17 195 Books for Soldiers 82 Red Cross Tree Racks 12 Tinfoil for Junior Red Cross, lbs 25 Farm Work 2 Leaflets Distributed for Food Administration — about 2,000 \V. ii. jAMEihox, Principal. U. S. GRANT (NO. 21) SCHOOL War Work Report Thrift Stamps $ 236.00 War Stamps 150.00 Liberty Bonds 2,150.00 United War Work 67.32 Senior Red Cross 33.50 Junior Red Cross 120.50 Teachers' War Fund 49.00 Total $ 2,806.32 Afghans 3 Tinfoil, lbs 8^ GEORGE BANCROFT (NO. 21 ANNEX) SCHOOL Thrift Stamps $ 57.25 War Stamps 255.00 Liberty Bonds 450.00 United War Work 19.69 Junior Red Cross 23.75 Senior Red Cross 8.00 Teachers' War Fund 18.00 Total $ 831.69 Elizabeth G. Jones, Principal. PHILLIPS (NO. 22) SCHOOL Report on War Work Ljiberty Bonds $ 800.00 War Stamps 50.50 War Campaign Drive 20.00 Victory Boys and Girls 25.00 Total $ 895.50 Junior Red Cross (pupils) 100% Senior Red Cross (teachers) 100% Peach Pits, bushels 1 John T. Culkin, Principal. PATRICK HENRY (NO. 23) SCHOOL War Activities Liberty Bonds $ 500.00 War Stamps 35.00 Thrift Stamps 41.75 Red Cross 61.75 United War Work 109.00 Total $ 1,747.50 Elizabeth Loftus, Acting Principal. 196 BENJAMIN RUSH (NO. 24) SCHOOL Liberty Bonds $ 1,550.00 Thrift Stamps 8.25 War Stamps 585.00 Senior Red Cross (teachers) 61.00 Junior Red Cross (pupils) 94.00 United War Work 51.65 Total $ 2,349.90 Anthony Ratchford. Principal. THOMAS JEFFERSON (NO. 25) SCHOOL Report of War Work Liberty Loan Bonds $40,000.00 War Stamps— 590 2,632.00 Thnift Stamps— 2,593 643.25 Red Cross, July, 1917 38.40 Junior Red Cross, June, 1918 188.00 Red Cross, Teachers, 1917, Estimated.. 45.00 Red Cross, Teachers, 1918, Estimated 65.00 United War Work — Subscribed by pupils •• 300.00 Subscribed by teachers 96.00 Canteen Department 75.00 Binoculars for the Navy 15.00 French and Belgian Orphans' Fund 100.00 Also large number of dresses, etc. Total $44,107.65 Books for Soldiers 100 Tin Foil, lbs ••••• 20 Smileage Books 20 Peach Pits, bushels 4 Sweaters 21 Afghans ; • 4 Wristlets, pairs 12 Scarfs, Helmets, Socks, etc. Yours respectfully, R. H. Martin, Principal. STEPHEN GIRARD (NO. 26) SCHOOL War Activities Thrift Stamps $ 139.50 War Stamps 200.64 Sale of Liberty Bonds 6,100.00 War Fund (Pledges) — Pupils 83.96 Teachers 33.50 Red Cross — Annual Membersh/ip Subscriptions 17.00 Junior 100% Enrollment 96.00 Total $ 6,670.60 197 Junior Red Cross — Knitted Afghans 2 Pieced Quilt Covers 2 Respectfully submitted, Marie L. Diem, Principal. ROBERT MORRIS (NO. 27) SCHOOL War Activities First Liberty Loan $ 550.00 Second Liberty Loan 1,300.00 Third Liberty Loan 15,300.00 Fourth Liberty Loan 4,500.00 War Stamps 1,665.25 United War Work 434.25 Total $23,749.50 Junior Red Cross Membership 100% Peach Pits, bushels 6^ Tinfoil, lbs 100 Books for Soldjers 7D0 Shovels Tagged. War Posters — Prize. J. B. Hawker, Principal. LONGFELLOW (NO. 28) SCHOOL War Work Report Liberty Bonds $58,650.00 Thrift Stamps 392.50 War Stamps 1,475.00 Junior Red Cross (pupils) 725.00 Senior Red Cross (teachers) 81.00 Red Cross Drive 129.25 Total $61,452.75 In the first Liberty Bond drive the pupils be- longing to the Scouts sold $120,000 worth of bonds. Afghans 2 Sweaters 20 W. L. Rogers, Principal. HORACE MANN (NO. 29) SCHOOL War Work Report Liberty Bonds $ 1,600.00 Junior Red Cross (pupils) 100.00 Junior Red Cross (teachers) 20.00 Patriotic League 1.00 War Work Fund, 1918 (teachers) 59.50 War Victory Boys and Girls 236.00 War Saving Stamps 455.00 Thrift Stamps 125.00 Knights of Columbus Drive — School.... 5.00 For Belgian Orphans 36.50 Total $ 2,638.00 198 Red Cross Knitting — Afghan 1 Stockings, pair 1 Sweaters 3 Donated Old Clothes, Food. Books Collected 200 Joseph Murphy, Principal. STOWE (NO. 30) SCHOOL Summary of War Work Liberty Bonds (Second) $ 1,550.00 Liberty Bonds (Third) 1,750.00 Junior Red Cross 100.00 Red Cross Fete (Tickets) 8.60 Red Cross War Fund (First) 5.00 Red Cross War Fund( Second) 23.00 Thrift Stamps 250.00 War Saving Stamps 275.00 War Work Pledges (Teachers) 75.00 Victory Boys and Girls 165.00 War Chest 8.65 Red Cross Lawn Parties 105.00 Total $ 4,315.25 Tin Foil, lbs 28 Sarah O'Donnell, Principal. VAN BUREN (NO. 31) SCHOOL War Work Report 4 Liberty Bonds $ 200.00 118 War Saving Stamps 59.00 64 Thrift Stamps 16.00 34 1001 for 1 W. S. S 34.00 107 Junior Red Cross Members — (26% of School Enroll.) 26.75 287 United War Work Pledges— (71% of School Enrolled) 106.10 Teachers' Pledges to United W. W 40.00 Total $ 481.85 S. Gertrude Rawson, Acting Principal. FRANCES WILLARD (NO. 32) SCHOOL Report of War Activities Liberty Bonds $ 8,600.00 Thrift Stamps— 1634 408.50 War Stamps— 195 97.50 Red Cross 147.93 United War Drive 255.00 Total $ 9,508.93 Coal Shovels Tagged 1,500 Afghans made 1 199 Peach Pits Collected, bushels 5 Sweaters, socks, helmets, wristlets, and blank- ets were contributed to the Scranton Red Cross Chapter. Respectfully, J. R. Jones, Principal. MADISON (NO. 33>) SCHOOL Report of War Work War Stamps $ 3,631.25 Junior Red Cross 129.75 Senior Red Cross 65.00 Liberty Bonds 48,750.00 United War Work 487.45 Total $53,063.45 Dresses for French Children 130 Surgical Dressings 5,556 Respectfully submitted, T. E. CuLE, Principal. EMERSON (NO. 34) SCHOOL Report of War Work Liberty Bonds— 8 $ 550.00 War Savling Stamps..— 12 50.04 Thrift Stamps— 50 12.50 Junior Red Cross— 154 (lOO'/o) 38.50 Red Cross Drive 22.65 War Fund Pledged 64.50 Total $ 738.19 Afghan 1 Tinfoil, pounds 5j4 Kate E. Smith, Principal. BAYARD TAYLOR (NO. 35) SCHOOL Report of War Work Liberty Bonds $83,700.00 War Stamps 9,114.50 Red Cross 582.7D United War Work 615.00 Smokes for Soldiers 70.00 Total $94,081.20 Sweaters 50 Scarfs 24 Socks, pairs 20 Wristlets, pairs 25 French Candles 150 Afghans 4 Quilts 6 Tinfo-il, lbs 35 Books for Soldiers 120 200 Garments 50 Booties 5 Shoes, pairs 15 Flag for highest percentage of pupils selling bonds. Jos, J. JoHLER, Principal. FRANKLIN (NO. 36) SCHOOL Liberty Bonds $43,950.00 War Sawing and Thrift Stamps 4,111.50 Red Cross — Junior and Senior 210.00 United War Work Campaign 419.U0 Total $44,690.50 Sweaters 19 Wristlets 3 Mufflers ■'■ 2 Wash Cloths 42 Blanlvet Blocks 38 Scarfs 4 Towels 3 Trench Candles 150 Respectfully, W. E. Davies, Principal. BARTRAM (NO. 37) SCHOOL Summary of War Work Red Cross $ 5.00 Second Liberty Loan 100.00 Red Cross Drive 8.00 War Savings Stamps 40.00 Third Liberty Loan 200.00 Fourth Liberty Loan 50.00 United War Fund 5.00 Red Cross Drive (Dec. 1918) 2.00 Total $ 410.00 Junior Red Cross Membership 100% Anna Connerton, Teacher. WliXIAM PRESCOTT (NO. 38) SCHOOL War Activities Liberty Bonds $30,400.00 War Stamps 4,522.50 Senior Red Cross 83.00 Junior Red Cross 128.25 Pledges — Vjictory Boys and Girls..... 318.55 Teachers' Contribution to Red Cross.... 37.00 Teachers' Contribution to War Cam- paign Fund 65.00 Total $35,554.30 Afghans 3 Tinfoil, lbs 31 Trench Candles , 24 Florence E. Colvin, Principal. 201 COOPER (NO. 39) SCHOOL Report of War Work First Liberty Loan $ 500.00 Second Liberty Loan 650.00 Third Liberty Loan 1,250.00 Fourth Liberty Loan 550.00 War Saving Stamps 175.58 Thrift Stamps 46.75 Dollar Thrift Dnive 68.00 United War Work (Pupils) 190.10 United War Work (Teacher) 54.00 Red Cross Drive— Dec, 1917 26.00 Re(J Cross Drive— May, 1918 22.00 Junior Red Cross— May, 1918 51.50 Total $ 3,583.93 Knitting — Sweaters 51 Socks, pairs 19 Wristlets, pairs 3 Scarfs 1 Afghans 3 Dressings — Jackets 5 Swivel Bandages 148 Tampons 1,500 Compresses, dozen 1 A. May Benedict, Principal. WILLIAM PENN (NO. 40) SCHOOL Report of War Work Second Liberty Loan $ 1,500.00 Third Liberty Loan 5,450.00 fourth Liberty Loan 4,3Sr.OO 100% Red Cross Membership (Pupils 1918) 155.00 Teachers' Contribution to Red Cross.... 55.00 War Saving Stamps 1,270.00 Dollar Thrift Cards 367.00 Donation to Belgian War Orphans 13.00 Victory Campaign (Pupils) 14p.00 Victory Campaign (Teachers) 92.00 Total $13,392.00 Pupils contributed Afghan to Red Cross. Teachers attended surgical dressing classes. Mrs. Marion Bloom, Principal. MARSHALL (NO. 41) AND ANNEX War Savings Stamps $ 1,216.56 Thrift Stamps 634.25 Liberty Bonds 5,150.00 Victory Pledges 64.19 United War Work Pledges 112.50 202 Red Cross Contributions 46.50 Junior Red Cross 153.00 America's Army of Relief 37.00 Total $ 7,414.00 Afghans 2 John T. Jones, Principal. AUDUBON (NO. 42) SCHOOL First Liberty Loan $ 2/)00.00 Second L|iberty Loan 4,650.00 Third Liberty Loan 12,500.00 Fourth Liberty Loan 15,750.00 War Savings Stamps 3,500.00 Thrift Stamps e.. 1,210.75 Junior Red Cross, 100% Membership 80.00 United War Work, pledged 447.50 Total $40,138.25 In addition to the above work, the Audubon School donated material for two beautiful quilts to the Red Cross. 250 volumes of books were donated by the Audubon School during the "Book Drive". The children procured "Food Pledges" from every family represented in the Audubon School. Respectfully 5^ours, Thomas Francis, Principal. LOWELL (NO. 43) SCHOOL Report of War Work War Savings and Thrift Stamps $ 172.50 Liberty Loans 5,300.00 Junior Red Cross 123.00 Second Red Cross Drive (Teachers).. 30.00 United War Work (Pupils) 177.91 United War Work (Teachers) 62.00 Total $ 5,865.41 K. T. McGroarty, Acting Principal. KOSCIUSKO (NO. 44) AND BETSY ROSS (NO. 46) SCHOOLS Report on War Work Liberty Bonds $ 450.00 Stamps 124.82 War Fund 45.00 Senior Red Cross 18.00 Total $ 637.82 Afghan 1 Junior Red Cross (Both Buildjings) 100% Elizabeth G. Jones, Principal. 203 FRANCIS SCOTT KEY (NO. 45) SCHOOL Report on War Work Liberty Bonds $ 800.00 War Stamps 17.50 Red Cross Drive 8.00 United War Work 19.00 Total $ 844.S0 Red Cross Enrollment 100% Teachers Knitted — Sweaters 7 Helmet 1 Wristlets pairs 2 Tyllie Jennings, Principal. AMERICA'S GIFT TO FRANCE Central High School $ 50.73 Technical High School 45.30 Administration Bldg 9.00 No. 2 School 7.60 No. 3 School 7.00 No. 4 School 2.50 No. 5 School 3.34 No. 6 School 4.58 No. 7 School 1.00 No. 8 School 60 No. 9 School 3.21 No. 10 School 0.00 No. 11 School 3.70 No. 12 School 12.11 No. 13 School 5.74 No. 14 School 16.29 No. 15 School 1.18 No. 16 School 5.16 No. 17 School 1.00 No. 18 School 6.09 No. 19 School 7.54 No. 21 School 0.00 No. .22 & 23 Schools 3.15 No. 24 School 1.85 No. 25 School 8.17 No. 26 School 0.52 No. 27 School 5.05 No. 28 School 12.00 No. 29 School 5.10 No. 30 School 5.62 No. 31 School 4.15 No. 32 School 2.35 No. 33 School 9.00 No. 34 School 0.00 No. 35 School 10.00 No. 36 School 3.37 No. 37 School 1.55 No. 38 School 5.83 No. 39 School 5.10 No. 40 School 3.80 No. 41 & Annex 13.21 No. 42 School 3.30 No. 43 School 2.40 No. 44 & 46 Schools 2.25 No. 45 School 1.11 Total $.302.55 204 Dr. S. E. IVcbcr, Superintendent of Schools, Scranton, Pa. Dear DoctottWeber : In accordance with your request, the Department of Build- ings and Supplies submits the following report covering the year 1918-19: Expenditures of the Department of Buildings and Supplies for the fiscal year 1918-19 are as follows: REPORT OF SUPERINTENDENT OF BUILDINGS AND SUPPLIES. GENERAL CONTROL $ 5,639.61 Salaries $ 4,960.00 Supplies for Office 679.61 5,639.61 INSTRUCTIONAL SERVICE 45,657.19 Supervisors' Supplies 631.68 Principals' Supplies 579.23 Commencement — High Schools 1,294.00 Textbooks 14,259.17 Supplies Used in Instruction 28,793.24 Exhibits, Night School Commencement, and Christmas trees for kindergartens 99.87 45,657.19 OPERATION OF PLANT 109,639.98 Janitor Service— Pay Rolls $68,070.93 Extra Service— Out Labor 889.85 Night School pay rolls 1,172.48 70,133.26 Coal Consumption 26,848.26 Wood Consumption 114.42 Steam Heat— No. ii School 721.00 Water Consumption 2,505.49 Electric Light and Power 4,343.10 Gas Consumption 550.44 Janitors' Supplies 1,903.50 Removal of Ashes 1,395.21 Other Expense of Operation 1,125.30 109,639.98 MAINTENANCE OF PLANT 49,965.19 Upkeep of Grounds 3,729.63 Repairing Buildings 18,264.88 Repairs to Heating Apparatus 8,494.16 Repairs to Electrical Apparatus 1,322.90 Repairs to Plumbing Apparatus 2,829.53 Repairs to Furniture 8,175.47 Repairs to Other Equipment 2,983.34 Salaries of Supervisors 3,240.00 205 Upkeep of Ford car 315.73 Street Car Tickets for men 502.50 Tools and other expenses 107.05 49,965.19 CAPITAL OUTLAY 13,837.90 Improvements of Grounds 804.64 Alterations and Improvements to Bldgs 3,434.94 Outlay to plumbing 478.98 Outlay to heating 1,774.10 Outlay— Electrical 2,191.38 New Furniture 1,730.56 Other Equ^ipment 419.30 Lunch Room — Installation and Maintenance 2,474.50 New Ford Truck 529.50 13,837.90 AUXILIARY AGENCIES 4,184.04 Libraries— C. H. S $341.98 T. H. S 283.37 Grades 860.20 1,485.55 Delivery of Supplies 1,598.22 Supply Room — Salary Storekeeper 1,080.00 Other Expenses 210.27 4,184.04 GRAND TOTAL $228,923.91 1917-1918 224,504.15 The statements submitted herewith will explain in detail some of the costs, the first one being a statement of general supplies, giving cost per pupil. On account of the steady increase in prices of practically all material, it has been necessary to talk economy and practice it to a greater degree than ever before, and the result in the cost per pupil for general supplies is indeed gratifying. In 1917-18 the cost per pupil for general supplies was $.834, while in 1918-19 it was $.743, showing a decrease of more than 10%. COST OF GENERAL SUPPLIES, 1918-19 Total Cost Average Cost per Pupil School 3-11 Attendance 1918-19 1917-18 Adm. Bldg $ 232.00 364 .6Z7 .828 No. 2 486.65 565 .861 .916 No. 2 Snooks 32.94 26 1,267 1,714 No. 3 269.94 450 .600 1,057 No. 4 & Annex 94.26 194 .486 .719 No. 5 & Annex 132.91 196 .678 .689 No. 6 280.02 454 .617 .815 No. 7 97.40 123 .782 .528 No. 8 162.09 318 .510 .649 No. 9 264.23 393 .672 .896 No. 10 243.79 400 .609 .879 206 No. 11 214.61 No. 12 229.98 No. 13 567.22 No. 1.4 Annex 668.82 No. 15 192.36 No. 16 341.66 No. 17 & Annex 314.50 No. 18 & Annex 401.02 No. 19 379.71 No. 20 255.17 No. 21 & Annexes 382.92 No.. 22 94.10 No. 23 183.77 No. 24 257.76 No. 25 454.64 No. 26 157.13 No. 27 463.52 No. 28 & Annex 479.25 No. 29 316.08 No. 30 257.29 No. 31 & Annex 260.99 No. 32 & Annex 204.50 No. 33 284.93 No. 34 89.97 No. 35 270.46 No. 36 305.89 No. 37 15.02 No. 38 398.90 No. 39 153.33 No. 40 485.88 No. 41 496.58 No. 42 .306.93 No. 43 & Annex 365.84 No. 44 67.17 No. 45 12.58 No. 46 27.57 $12,653.68 T. H. S 667.81 C. H. S 927.25 Domestic Science 16.33 Manual Training 27.14 Night School 129.52 Continuation 204.41 389 .552 .683 481 .478 .567 617 .919 .804 730 .915 .918 302 .637 .852 394 .867 .956 372 .845 .953 536 .748 .879 513 .740 .932 308 .828 .745 498 .768 .609 143 .658 .532 225 .817 .810 217 1,188 1,157 685 .664 1,154 353 .445 .806 533 .870 1,020 616 .778 .767 335 .944 .787 391 ,658 .751 337 .774 .779 432 .473 .409 493 .578 .677 129 .697 .432 344 .786 .914 402 .761 .701 32 .469 .982 496 .804 1,043 248 .618 .907 535 .908 .860 434 1,144 .849 376 .816 .838 407 .899 .916 234 .287 .287 64 .197 .237 86 .321 .280 17,170 .737 .798 937 .713 1,914 1,062 .873 1,403 $14,626.14 Average cost per pupil for grade schools and high schools com- bined .743 .834 The following statement shows the distribution of cost of supplies by departments, including all supplies for special acti- vities : 207 COST OF SUPPLIES CONSUMED YEAR 1918-19 Dkfartment Coded • ■ • ' 3-11 3-13 General Supplies— Issued through Supply Room $14,626.14 $ 587.51 Central High School 971.00 1,445.35 Technical High School 4,364.54 1,815.38 Kindergarten Department 419.36 311.84 Sewing Department 832.66 . . 50.45 Sewing Department — Continuation 10.95 Domestic Science Centers — Adm. Bldg.— Day School 159.75 3.10 No. 8— Day School 124.58 3.49 No. 18— Day School 214.32 15.17 No. 25— Day School 140.37 9.84 Adm. Bldg.— Continuation 41.93 No. 8— Continuation 86.10 1.25 No. 18— Continuation 69.19 No. 25— Continuation 69.89 Adm.- Bldg.— Night School No. 8— Night School 34.54 No. 18— Night School 21.19 No. 25— Night School 22.43 Manual Training Centers — Adm. Bldg 523.03 18.25 No. 8 422.97 19.65 No. 18 589.84 89.56 No. 25 466.29 45.01 Totals $24,487.87 $ 4,467.37 Total for both classes of supplies $28,955.24 Note — 3-11 represents Supplies Actually Consumed. 3-13 represents Supplies in the Nature of Equipment. The cost of coal constimption, with the exception of janitor's salaries, is the largest item of expense in the operation of the school plant, and there has heen a constant endeavor on the part of this department to bring this cost to a minimum, by soliciting co-operation on the part of janitors in caring for fires. The follow- ing statement bespeaks the result. It will be noted that the coal consumption this year is about 1500 tons lower than that of twelve years ago, in spite of the addition of about one hundred and twenty-five rooms during this period. COMPARING COAL CONSUAIPTION BY YEARS Year No. of tons 1907-08 : 6,287 1908-09 6,102 1909-10 5,669 1910-11 . 5,648 1911-12 6,210 1912-13 5,579 ■ 1913-14 5,819 1914-15 5,567 1915-16 5,985 1916-17 5,795 1917-18 6,098 1918-19 4,784 208 Year Consumption Per Room Average Temperature October to April inc. 1914-15 10.04 tons. 1915-16 10.09 tons. 1916-17 9.60 tons. 1917-18 9.69 tons. 1918-19 7.71 tons. .38.8 degrees .36.8 degrees .37.1 degrees .33.9 degrees .40.5 degrees In comparing the consumption of coal per room this year with that of last year, it might he added that the decrease amounts to about 20%, while the rise in temperature was 16%, again show- ing a balance on the efficiency side. The following statements showing consumption by schools and the standing of each school might also prove of interest: COAL CONSUMPTION AND COST— FOR YEAR 1918-19 No. of Tons School Consumed Boiler Plant 1,246 No. 2 & Port 102 No. 2 Snooks 9 No. 3 86 No. 4 38 No. 5 38 No. 5 Annex 6 No. 6 113 No. 7 55 No. 8 85 No. 8 Annex 9 No. 9 65 No. 10 74 No. 11 95 No. 12 102 No. 13 102 No. 14 86 No. 14 Annex 65 No. 15 64 No. 16 Kgn. (rented) 14 No. 17 46 No. 17 Annex 87 No. 18 79 No. 18 Annex & 1 Port 52 No. 18 Port 19 No. 19 94 No. 20 104 No. 21 56 No. 21 Annex 25 No. 21 Albright 18 No. 22 40 No. 2i 101 Tons Cost Cost of Per Per Consumption Room Room $ 6,214.30 13.84 $69.04 592.25 6.00 34.83 58.80 9.00 58.80 312.70 5.73 20.84 218.90 9.50 54.68 227.65 6.33 37.94 55.05 6.00 55.05 640.80 8.06 45.77 299.75 13.75 74.93 373.20 8.50 2,7.32 52.25 9.00 52.25 367.00 6.50 36.70 421.00 5.28 30.07 590.55 8.63 53.68 598.50 7.28 42.75 526.70 7.28 37.62 503.70 6.14 23.97 357.10 6.50 35.71 364.80 6.40 36.48 85.60 14.00* 85.60* 288.00 11.50 72.00 413.50 9.66 45.94 499.50 9.87 62.43 328.30 7.42 46.90 129.65 9.50 65.82 574.10 5.87 35.87 664.60 11.55 73.84 324.24 7.00 40.53 144.50 8.33 48.16 101.52 4.50 25.38 211.60 10.00 21.16 578.10 9.22 64.23 209 No, 24 68 434.10 7.55 48.25 No 25 109 661.35 7.26 44.09 No. 25 Annex 87 572.20 8.70 57.22 No 26 57 350.75 5.70 35.07 No 27 82 607.50 6.83 60.75 No. 27 Port 24 163.40 6.00 40.85 No. 28 78 431.30 7.09 39.20 No. 28 Anenx 50 285.80 8.33 47.63 No. 29 99 553.35 9.00 50.30 No. 30 108 643.50 9.00 53.62 No. 31 51 337.90 6.37 42.23 No. 31 Annex 18 98.40 9.00 49.20 No. 32 48 246.34 6.00 30.79 No. 32 Annex 25 175.75 5.00 35.15 No. 34 50 317.95 10.00 63.59 No. 35 54 305.95 5.40 30.59 No. 36 91 614.25 7.58 51.18 No. 37 21 128.70 10.50 64.35 No. 38 72 415.61 5.53 31.96 No. 39 56 335.50 6.22 37.27 No. 40 86 516.40 5.37 32.27 No. 41 62 363.90 5.63 33.08 No. 42 44 246.40 4.00 22.40 No. 43 53 222.05 5.88 24.67 No. 43 Annex 20 81.80 5.00 20.45 No. 44 42 300.80 7.00 50.13 No. 45 18 117.50 9.00 58.75 No. 46 36 201.60 12.00 66.60 Totals 4,784 26,848.26 Aver. 7.71 45.31 Totals, 1917-18 6,098 31,127.33 9.69 52.26 *Not included in average, as heat for church is included. The cost of removal of ashes shows a slight decrease, but on account in the increased price per can for removal, this is not in proportion to the large decrease in the number of cans removed, due, of course, to the smaller number of tons of coal consumed The following statement gives in detail the number of cans of ashes removed and cost of same. COST OF REMOVAL OF ASHES— YEAR 1918-19 1918-19 1917-18 School Cans Amount Cans Amount B. P. (loads 166 199.20 (loads) 226 271.20 No. 2 357 44.62 366 36.60 No. 3 253 31.25 271 27.10 No. 4 156 19.50 191 19.10 No. 5 132 16.50 148 14.80 No. 6 475 59.38^ 572 56.72 No. 8 227 28.15 363 36.30 No. 9 219 27.371/, 274 27.40 No. 10 271 33.87/ 288 28.80 No. 11 341 42.50 292 29.20 No. 12 26 2.60 210 No. 13 454 No. 14 300 No. 14 Annex 262 No. 16 Kgn. (rented) 25 No. 18 257 No. 18 Annex 179 No. 19 406 No. 21 214 No. 23 357 No. 24 232 No. 25 281 No. 25 Annex 313 No. 26 282 No. 27 348 No. 28 235 No. 28 Annex 159 No. 29 454 No. 31 186 No. 31 Annex 73 No. 32 206 No. 32 Annex 85 No. 34 182 No. 35 226 No. 36 465 No. 38 197 No. 39 2|D8 No. 40 365 No. 41 49 No. 42 156 56.34^ 37.50 483 408 48.30 40.80 32.75 337 33.70 3.\2y2 32.\2y2 23.37% 50.55 492 495 49.20 49.50 26.75 244 24.40 44.921^ 28.32J4 34.85 468 250 477 46.80 25.00 47.70 38.92J^ 35.10 392 321 39.20 32.10 43.25 421 42.10 29.15 290 29.00 19.771^ 56.75 224 474 22.40 47.40 23.07J^ 9.12K- 25.75 227 78 189 22.70 7.80 18.90 10.55 138 13.80 22.75 188 18.80 28.26 256 25.60 59.07>< 24.621^ 26.00 628 301 214 62.80 30.10 21.40 45.12^ 5.45 349 271 34.90 27.10 19.50 183 18.30 226 [,395.01 11,654 $1,436.12 Loads 166 Cans 9,587 Cost of Removal of Ashes for previous years as follows : — 1912-13 $ 908.30 1916-17 1,148.60 1913-14 1,253.66 1917-18 1,436.12 1914-15 933.62 1918-19 1,395.21 1915-16 1,026.07 SCHOOLS ARRANGED ACCORDING TO RANK AS TO COAL CONSUMPTION PER ROOM School Tons School Tons Rank 1918-19 1917-18 1st 42 4.00 42 5.81 2nd 21 Alb. 4.50 5 6.33 3rd 32 An.-43 An. 5.00 10 6.71 4th 10 5.28 32 7.00 5th 40 5.37 11 7.18 6th 35 5.40 43 An.-27 Port 7.25 7th 38 5.53 43 7.33 8th 41 5.63 32 An. 7.40 9th 26 5.70 19 7.41 10th 3 5.73 36 7.53 11th 19 5.87 3 7.60 12th 43 5.88 40 7.62 211 13th 2-5 An. -27P.-32 6.00 41 7.63 14th .... 14 6.14 6.22 6.33 2 31 28 7.64 15th 39 7.75 16th 5 7.90 17th 31 6.37 39-26-17-15-2 Snooks 8.00 18th 15 6.40 13 8.06 19th .... 9-14 An. 6.50 21 8.37 20th 27 6.83 14 An. 8.40 21st . 21-44 28 7.00 7.09 9 24 8.80 22nd .... 8.88 23rd 25 7.26 4-8 An. 9.00 24th . 12-13 7.28 27 9.15 25th 18 An. 7.42 35 9.30 26th 24 7.55 12-21 Alb. 9.50 27th 36 7.58 6 10.07 28th 6 8.06 25 10.28 29th 21 An.-28 An. 8.33 14 10.42 30th 8 8.50 18 An. 10.50 31st 11 An. 8.63 8.70 44-21 An. 28 An. 10.66 32nd 25 10.83 33rd ...2 Snooks-{ ? An.-29-30-31 An. and 45 9.00 45 11.00 34th 23 9.22 8 11.10 35th ... 4-18 Port. 9.50 29 11.45 36th 17 An. 9.66 30 11.50 37th 18 9.87 5 An. 11.75 38th , 22-34 10.00 25 An. 11.80 39th 2,1 10.50 20-37 12.00 40th 17 11.50 18 12.10 41st 20 11.55 7 12.50 42nd 46 12.00 36 12.58 43rd 7 13.75 31 An. 13.00 44th B. P. 13.84 34 14.00 45th ~ 46 14.33 46th — 22 14.50 47th — 2Z 16.00 48th — B. P. 17.51 Average per Room... 7.71 9.69 The cost of janitors' supplies also shows a decrease in the total as well as in the cost per room. It is difficult, however, to make any comparison with the previous year, as this decrease is due partly to the fact that a number of articles formerly charged as janitors' supplies have been reclassified as equipment, and are not shown therefore in this year's figures. COST OF JANITORS' SUPPLIES— 1918-19 School Total Cost C. H. S $ 131.69 T. H. S 154.05 Adm. Bldg 88.66 No. 2 39J0 212 No. of Cost per Room Rooms 1918-19 1917-18 28 4.703 4.507 35 4.401 3.942 27 3.284 4.183 17 2.312 3.093 No. 2 Snooks 4.82 No. 3 32.80 No. 4 22.98 No. 5 15.69 No. 5 Annex No. 6 35.92 No. 7 26.93 No. 8 21.60 No. 8 Annex 3.29 No. 9 35.45 No.lO 36.46 No. 11 38.41 No. 12 41.83 No. 13 28.47 No. 14 72.28 No. 14 Annex 18.42 No. 15 34.68 No. 17 & An 37.52 No. 18 & An 40.73 No. 19 & Port 38.00 No. 20 26.99 No. 21 & An 31.82 No. 21 Alb 9.19 No. 22 10.14 No. 23 10.12 No. 24 17.79 No. 25 & An 76.00 No. 26 52.74 No. 27 69.73 No. 28 37.89 No. 28 An 17.91 No. 29 : 37.18 No. 30 33.19 No. 31 28.32 No. 31 An 10.89 No. 32 32.04 No. 32 An 17.33 No. 33 28.04 No. 34 17.12 No. 35 22.98 No. 36 25.26 No. 37 4.06 No. 38 43.98 No. 39 25.85 No. 40 69.06 No. 41 30.14 No. 42 26.26 No. 43 20.74 No. 43 An 11.24 No. 44 12.98 No. 45 No. 46 5.20 Miscellaneous 41.34 Total $1,903.50 1 4.820 5.000 15 2.187 2.331 4 5.745 7.747 6 2.615 4.475 1.500 14 2.566 2.761 4 6.733 4.605 10 2.160 1.827 1 3.290 3.180 10 3.545 3.264 14 2.604 2.097 11 3.482 3.216 14 2.988 4.860 15 1.898 4.752 14 5.163 2.152 10 1.842 2.343 10 3.468 3.958 13 2.886 3.122 17 2,396 5.277 16 2.375 3.435 9 2.999 3.644 11 2.893 5.551 4 2.298 4.337 4 2.535 4.880 9 1.124 6.595 9 1.977 2.531 25 3.040 4.592 10 5.274 9.913 16 4.358 5.336 11 3.445 1.734 6 2.985 3.584 11 3.380 2.850 12 2.766 1.801 8 3.540 2.940 2 5.445 12.660 8 4.005 5.297 5 3.466 4.674 14 2,003 1,886 5 3.424 4.496 10 2.298 1.452 12 2.105 1.206 2 2.030 4.115 13 3.383 3.795 9 2.872 2.486 16 4.316 4.623 11 2740 12.272 11 2.387 2.665 9 2.304 4.173 4 2.810 1.867 6 2.163 2.678 2 7.625 3 1.733 2.306 584 Aver. 3.259 4.074 213 The remaining statements in regard to water consumption, cost of electric light and power, and cost of high schools are self ex- planatory. The cost of water consumption and electric light and power has shown a steady decrease for several years. COST OF WATER CONSUAIPTION— YEAR 1918-19 Boiler Plant $ 284.50 $ 348.77 Adm. Bldg 100.32 94.10 C. H. S 41.76 59.90 T. H. S 256.56 88.06 M. T. S 35.96 41.73 No. 2 56.88 77.10 No. 3 31.36 43.06 No. 4 37.86 42.84 No. 4 Annex 22.00 24.00 No. 5 33.82 27.32 No. 5 Annex 32.00 16.00 No. 6 24.00 24.66 No. 7 25.00 18.75 No. 8 38.16 39.16 No. 9 28.64 36.26 No. 10 37.62 54.76 No. 11 36.70 32,94 No. 12 31.56 41.74 No. 13 36.06 37.30 No. 14 35.04 60.32 No. 14 Annex 31.44 30.06 No. 15 30.74 72.13 No. 17 24.00 24.00 No. 17 Annex 30.88 110.20 No. 18 37.24 86,20 No. 18 Annex 24.72 27.32 No. 19 43.98 49.46 No. 20 24.00 24.00 No. 21 35.02 39.56 No. 21 Albright 24.00 24.00 No .22 24.00 24.49 No. 23 24.00 25.56 No. 24 59.31 41.39 No. 25 57.56 69.83 No. 25 Annex 43.74 66.57 No. 26 28.44 32.89 No. 27 26.12 66.00 No. 28 52.22 86.58 No. 28 Annex 24.00 24.09 No. 29 50.88 59.22 No. 30 58.34 62.94 No. 31 24.00 24.00 No. 31 Annex 25.26 24.00 No. 32 28.92 30.62 No. 32 Annex 24.48 24.00 No. 32 24.48 24.00 No. 33 30.52 46.36 No. 34 24.00 24.00 No. 35 47.34 70.28 214 No. 36 53.36 52.78 No. 38 57.52 86.02 No. 39 25.55 32.34 No. 40 30.38 36.17 No. 41 29.02 36.46 No. 42 38.36 37.20 No. 43 31.70 38.14 No. 43 AnncK 24.00 24.64 No. 44 24.00 24.00 No. 45 24.00 24.00 No. 46 24.00 24.00 Totals $2,505.49 $2,922.47 COST OF ELECTRIC LIGHT AND POWER —YEAR 1918-19 Light Power School 1918-19 1917-18 1918-19 1917-18 Adm. ] 31dg .$ 166.15 $ 153.45 $ 350.50 $ 371.00 C. H. S . 136.60 309.15 35.80 49.40 T. H. : 3 ,. 41.30 125.00 543.00 569.00 M. T. : 3 . 29.55 159.50 646.95 474.50 No. 2... 18.15 16.00 No. 3... . 32.35 22.00 No. 4... 12.00 14.90 No. 5... 10.40 12.20 No. 5 Annex 10.00 10.00 No. 6... . 33.40 33.80 No. 8... 22.70 19.80 35.05 14.80 100.60 No. 9... 41.10 No. 10., 14.25 14.75 54.50 87.00 No. 11. . 64.95 11.40 127.50 133.40 No. 12. .. 27.15 23.30 111.00* 11.60 No. 13. 22.90 12.75 150.25 141.40 No. 14. . 21.60 22.25 11.25 10.00 No. 14 Annex . 33.50 37.20 10.45 23.00 No. 16.. 10.00 16.00 10.00 16.00 No. 17.. 11.00 28.10 No. 17 Annex ... 16.30 6.00 10.00 15.35 No. 18.. . 20.95 10.00 No. 18 Annex ... . 23.30 26.85 No. 19.. 8.00 6.05 136.95 94.90 No. 21.. 10.00 99.05 42.60 50.65 No. 21 Albright. 10.00 9.00 No. 22.. 10.00 10.00 No. 23.. 10.90 23.35 No. 24.. 10.00 11.60 18.7(0 65.80 No. 25.. . 48.20 49.90 112.25 85.65 No. 25 Annex ... . 21.40 28.65 34.25 34.90 No. 26.. 12.60 17.95 31.95 12.70 No. 27.. 22.05 10.80 146.25 125.35 No. 28.. . 22.80 75.65 No. 28 Annex ... 10.00 12.35 9.70 10.20 No. 29.. 13.70 21.70 No. 30.. 5.00 215 No. 31 11.50 9.00 No. 32 13.55 15.55 No. 33 22.50 25.20 No. 34 11.50 19.85 No. 35 10.00 10.00 No. 36 24.40 29.65 No. 38 12.80 14.70 144.80 No. 39 10.00 9.40 113.25 No. 40 16.75 10.25 100.30 No. 41 16.05 17.95 12.75 No. 42 9.00 10.00 73.15 No. 43 10.00 9.00 15.10 No. 44 9.00 10.00 Total $1,189.40 $1,591.05 $3,153.70 *This amount includes $97.00 old bill. Total Light and Power 1918-19— $4,342.10. 1917-18- 19.75 125.65 110.20 16.80 81.30 17.45 $,2,794.05 -$4,385.10. COST O'F HIGH SCHOOLS— 1918-19 Technical Department Central & M. T. S. Science $ 879.01 $ 375.18 Mathematics 231.99 424.85 History 290.64 182.49 EngHsh 255.55 542.97 German 110.37 ] French 302.15 \ 421.60 Spanish 405.20 ) Latin 360.59 Drawing 241.93 Freehand Drawing 112.28 Mechanical Drawing 498.26 Sewing 43.76 Music 159.02 52.56 Office :.. 238.21 304.40 Commercial 1,576.33 1,315.73 Applied Art 171.23 Domestic Art 346.34 Domestic Science 1,674.96 Forging, Iron Work, etc 635.94 Woodworking 1,187.20 Books for Library, etc 541.98 283.37 Express not class|ified by Department 1.70 6.64 General Supplies from Stock 932.25 672.81 Salaries of Teachers 49,689.83 64,658.83 Total— Supplies, Textbooks and Salaries $56,060.51 $73,867.66 Average Attendance 1,062 937 Cost per Pupil for Supplies, Textbooks and Salaries $ 52.76 $ 78.83 Cost of Supplies, Textbooks and Salaries $56,060.51 $73,867.66 216 2,859.40 2,671.08 136.60 70.85 35.80 1,101.50 41.76 292.52 209.40 162.11 131.69 154.05 Operation of Plant Boiler Plant Janitor Service $ 3,700.50 Light Power Water 284.50 Gas Janitors Supplies Coal Consumption 6,214.30 Removal of Ashes 199.20 Maintenance 230.63 2,567.67 2,155.23 Steam Line 627.83 Capital Outlay 2,358.95 228.96 Lunch Room Equipment 674.74 Cost of heating 90 rooms $11,256.96 Cost of 28 rooms (C. H. S.).... 3,501.96 Cost of 35 rooms (T. H. S.).... 4,377.45 Total cost of high schools $67,903.74 $85,756.15 Cost per pupil for all expenses $ 63.94 $ 91.52 The cost of various repairs by classification is as follows : — Tinning and roof repairs $2,220.36 Plumbing 1,743.91 Air systems 118.06 Plaster 78.90 Concrete work 948.04 Pointing brick 987.32 New boiler tubes 1,394.32 Smead Wlills Systems 90.82 We also inaugurated, this year, a system of cleaning desks by contract. A great many of the schools had desks in an tm- sanitary condition, and badly cut and stained. During the year we cleaned 4,339 desks at a contract price of $1.35 per desk. A great deal of inside painting was done during the year, in- cluding schools Central High School, No. 9, No. 10, No. 12, No. 18, No. 18 Annex, No. 19, No. 22, No. 26, No. 27, No. 28 Annex, No. 29, No. 35. Respectfully submitted, G. E. Haak, Supt. Buildings and Supplies. 217 SCHOOL BUDGET ESTIMATED REVENUE For Fiscal Year Commencing July 5, 1920 Property Valuation (As certified by City Assessors) $102,044,170.00 A levy of sixteen mills would produce (.016) 1,632,706.72 Out of 31,515 personal assessments at $5.00 each, it is esti- mated that there will be collected in the year 1920-1921 approximately 75,000.00 $ 1,707,706.72 Deduct for exonerations and registrations 20,000.00 Net amount from taxes $ 1,687,706.72 From State appropriations 230,000.00 Bank interest 10,000.00 Tuition and miscellaneous 3,000.00 Total estimate revenue, to be used for general school and sinking fund purposes $ 1,930,706.72 ESTIMATED EXPENDITURES For Fiscal Year Commencing July 5, 1920 General control $ 49,600.00 Instructional services 1,139.809.08 Operation of plant 164,800.00 Maintenance of plant 84,606.30 Fixed charges 30,678.78 Debt service 104,300.00 Capital outlay 325,216.56 Auxiliary agencies 31,696.00 $ 1,930,706.72 EXPLANATORY OF EXPENSES FOR 1920-1921 GENERAL CONTROL 2-1 Solicitor and Accountant — salaries and supplies $ 3,900.00 2-2 Board of Education and Secretary's office salaries 5,220.00 2-3 Board of Education and Secretary's office supplies 450.00 2-4 Tax Collector and Treasurer— salaries 11,800.00 2-5 Tax Collector and Treasurer — supplies 1,275.00 2-6 Other expense of business control 900.00 2-7 Superintendent's office — salaries 7,800.00 2-8 Superintendent's office — supplies 500.00 2-9 Superintendent's office — other expense 700.00 2-10 Compulsory education — salaries 7,500.00 2-11 Compulsory education — supplies and other expenses 1,370.00 2-12 Office of Superintendent of Buildings and Supplies — salaries 6,360.00 2-13 Office of Superlintendent of Buildings and Supplies- supplies 725.00 2-15 Other expense of educational control 1,100.00 GENERAL CONTROL— Total $ 49,600.00 218 INSTRUCTIOxNAL SERVICE 3-1 Supervisors — salaries $ 22,070.00 3-2 Supervisors — other expenses 660.00 3-3 Principals — salaries 94,584.50 3-4 Principals — salaries of clerks 2,640.00 3-5 Principals — supplies 603.90 3-6 Principals — other expenses 100.00 3-7 Institute pay roll 14,000.00 3-S Other expenses of superv(ision 1,075.00 3-9 Teachers— salaries 910,040.00 3-10 Textbooks 26,983.40 3-11 Other supplies used in instruction second class 50,857.97 3-12 Commencement exercises, exhibits, etc 2,970.00 3-13 Other supplies used in instruction first class 13,224.31 INSTRUCTIONAL SERVICE— Total $ 1,139,809.08 4-1 Wages of janitors and other employees $ 100,000.00 4-2 Fuel 46,350.00 4-3 Water 3,500.00 4-4 Light and power 7500.00 4-5 Janitors' supplies 4,000.00 4-7 Service other than personal 3,150.00 4-11 Other expenses of operation 300.00 OPERATION OF PLANT— Total $ 164,800.00 MAINTENANCE OF PLANT 5-1 Upkeep of grounds (repairs) $ 4,253.00 5-2 Repair of buildings 39.426.00 5-3 Repair and replacement of heating, electricity and plumbing equipment 25,534.60 5-5 Repair and replacement of furniture 5,492.15 5-6 Repair and replacement of other equipment 4,755.55 5-7 Salaries of supervisors 4,170.00 5-8 Other expenses of supervision 975.00 MAINTENANCE OF PLANT— Total $ 84,606.30 FIXED CHARGES 6-1 Retirement fund $ 22,578.78 6-2 Rents 3,000.00 6-3 Insurance 4,000.00 6-4 Extension of taxes 300.00 6-5 Premium on bonds of employees 800.00 FIXED CHARGES— Total $ 30,678.78 DEBT SERVICE 7-1 Interest and sinking fund $ 100,000.00 7-4 State tax on loan 4,000.00 7-6 Refund on taxes 300.00 DEBT SERVICE— Total $ 104,300.00 219 CAPITAL OUTLAY 8-1 Land $ 200,000.00 8-2 New buildings 50,000.00 8-3 Improvement of grounds 399.56 8-4 Alteration of old buildings 16,980.00 8-9 Equipment of old buildings — heating, electricity and plumbing 46,735.00 8-10 Equipment of old buildjings — furniture 5,124.00 8-12 Equipment of old buildings — other equipment 978.00 8-13 Purchase of pillar coal and filling voids 5,000.00 CAPITAL OUTLAY— Total $ 325,216.56 AUXILIARY AGENCIES 9-1 Libraries— salaries $ 2,650.00 9-2 Libraries — books, repairs and replacements 3,800.00 9-4 Health service — salaries of inspectors, clerk, and two hji'gh school nurses 11,200.00 9-5 Health service — nurse service 2,581.00 9-6 Health service — dental service 1,000.00 9-7 Health service — other expense ■. 425.00 9-8 Health service — glasses for poor 330.00 9-9 Audit 1,600.00 9-10 Filing liens 2,000.00 9-11 Delivery of supplies 4,110.00 9-12 Salary of engineer and incidentals 1,000.00 9-13 Salary of assistants at lunch room, at T. H. S 1,000.00 AUXILIARY AGENCIES— Total $ 31,696.00' GRAND TOTAL $ 1,930,706.72 GENERAL CONTROL 2-1 Solicitor and Accountant — salaries and sup- $ plies Solicitor's salary 1,800.00 Accountant's salarv 2,300.00 Supplies 100.00 Total allowed $ 4,200.00 2-2 Board of Education and Secretary's office — salaries $ Secretary's salary 3,500.00 Secretarv's clerk — salarv 1,500.00 Additional clerk hire 720.00 Total allowed $ 5,720.00 2-3 Board of Education and Secretary's office — supplies $ Printing, postage, and stationery, and pav- roll books 450.00 Total allowed $ 450.00 220 2-4 Tax Collector and Treasurer — salaries $ Tax Collector— salary 3,000.00 Clerk— salary 1,800.00 Clerk— salary 1,500.00 Extra clerk hire 2,500.00 Treasurer — salary 3,500.00 Total allowed $ 12,300.00 2-5 Tax Collector and Treasurer — Supplies 70,000 Post Cards $ 700.00 Statements 150.00 Cash Books (4) 125.00 Incidentals, stationery, etc 200.00 Treasurer — incidentals 100.00 Total allowed $ 1,275.00 2-6 Other expense of business control Traveling expenses of members of board and officers $ 500.00 Auto hire for members of board and other business officers 200.00 General advertising 200.00 Total allowed $ 900.00 2-7 Superintendent's office — salaries Superintendent's salary $ 6,000.00 Clerk— salary 1,800.00 Total allowed $ 7,800.00 2-8 Superintendent's office — supplies Printing, stationery and postage $ 500.00 2-9 Superintendent's office — other expenses Traveling expenses 300.00 Auto hire 400.00 Total allowed $ 1,200.00 2-10 Compulsory education salaries Chief of bureau of compulsory education.... $ 1,800.00 Attendance officer 1,500.00 Attendance officer 1,500.00 Attendance officer 1,500.00 School and home visitor 1,200.00 Total allowed $ 7,500.00 2-11 Compulsory education — other expense Printing, sattionery and postage $ 360.00 Street car tickets 360.00 Interpreters 650.00 Total allowed $ 1,370.00 221 2-12 Office of superintendent of buildings and supplies — salaries $ Superintendent of buildings and supplies — salary 3,500.00 Clerk— salary 1,860.00 Clerk— salary 1,500.00 3-2 Supervisors — Other Expenses — Continuation — supplies $ 85.00 Night school— supplies 400.00 Other departments — supplies 175.00 Z-3 Principals — Salaries — High school $ 8,700.00 Day school (grade) 81,654.50 Continuation school 2,200.00 Night school 1,680.00 Summer school 350.00 3-4 Principals — Salaries of Clerks — - Technical High School— clerk 11 mo $ 1,210.00 Technical H,igh School — clerk night 110.00 Central High School— clerk 12 mo 1,320.00 3-5 Principals — Supplies — Technical High School $ 318.90 Central High School 285.00 6,860.00 2-13 Office of superintendent of buildings and supplies — supplies $ Printing, postage, and stationary 725.00 Total allowed $ 725.00 2-14 Other expenses of education control Advertising $ 300.00 Printing courses of study 500.00 Printing biennial report 300.00 Total allowed $ 1,100.00 INSTRUCTIONAL SERVICE 3-1 Supervisors — Salaries — Day $ 20,630.00 Night 1,440.00 22,070.00 660.00 94,584.50 2,640.00 ? 603.90 222 3-6 Z-7 3-8 Principals — Other Expenses — Traveling expenses $ 100.00 Institute pay roll 14,000.00 Other Expense of Supervision — Local carfare of grade supervisors $ 275.00 Traveling expenses of teachers for edu- cational meetings 400.00 Travelling expenses of supervisors for educational meetings 300.00 Fee and expenses of examiner of teachers for eligible list 100.00 3-9 Teacluvs — Salaries — Continuation $ 17,287.50 High 157,715.00 Grade 716,437.50 Day school ass't. in lab 1,500.00 Night school 15,600.00 Summer school 1,500.00 3-10 Texbooks — Technical High School Central High School Grade school books Music books Drawing books Writing books ^-- Continuation books Domestic science (Gr. 7 and 8). Manual Training ref. books Grade night school books Technical High Night School Book repairs ^ 3-11 Supplies Used in Instruction — (Actually consumed) Technical High School Central High School Drawing Writing Music Sewing Kindergarten Special class — Adm. bldg Specia,! class — No. 16 Manual training centers Domestic science centers Continuation (Note — Domestic Science and Manual Trajining for Continuation are in- cluded in above figures). 223 3,200.00 3,853.40 17,000.00 750.00 25.00 500.00 1,000.00 200.00 55.00 300.00 100.00 6,118.99 1,466.95 3,568.40 158.82 115.00 752.84 345.00 279.10 173.00 1,1.58.48 2,380.60 580.00 1,075.00 910,040.00 26.983.40 Night school— Technical 600.00 Night school— Grades 222.00 Mr. Kellerman— Stock lists 27,938.79 If a new Manual Training and Domes- tic Science center is opened, allow M. T. center $500.00 D. S. center 400.00 50,857.97 3-12 COMMENCEMENT EXERCISES, EXHIBITS, ETC. Commencement exercises for Central and Technical High Schools $ 2,000.00 Allow for our own labor 800.00 Play festivals — Kindergarten 60.00 Christmas trees 50.00 Allow for exhibits 60.00 2,970.00 3-13 SUPPLIES USED IN INSTRUCTION— EQUIPMENT Technical High School $ 8,459.34 Central High School 920.00 Drawing 621.00 Kindergarten 500.00 Special class — Adm. and No. 16 151.60 Manual Training centers 170.00 Continuation 40.00 Domestic science centers 85.62 Mr. Kellerman— Stock list 151.00 Globes, maps, etc., in Dr. Weber's list 2,000.00 Night school at Technical 85.00 Sewing 60.00 13,224.31 OPERATION OF PLANT 4-1 JVages of Janitors — Figures for this year made up as fol- lows : Monthly pay roll — approxjmatelv $ 6,400.00 Twelve months 76,800.00 Add 25 per cent, increase 19,200.00 96,000.00 Night school pay roll $ 2,000.00 Allow for our own labor substituting.... 2,000.00 4,000.00 Total $ 100,000.00 4-2 Fuel- Coal $ 45,000.00 Wood 300.00 Steam heat No. 33 school 1,050.00 Total allowed for fuel $ 46,350.00 224 4-3 J rater— 4-4 Light and Pozver — Electric light and power $ 6,600.00 Gas 900.00 3.5UU.0U Total allowed for light and power $ 75,000.00 4-5 Janitors' Supplies — $ 4,000.00 4-7 Services other than personal — Ashes $ 2,100.00 Telephones 900.00 . Tuning Pianos 150.00 Total $ 3,150.00 4-11 Other Expense of Operation — Water and ice for Adm. bldg $ 300.00 Total asked for 1920-21 $ 164,800.00 Total allowed last year $ 114,260.00 MAINTENANCE OF PLANT CODE 5-1 5-2 5-3 Upkeep of grounds (repairs) Repair of bulildings Repair of replacement of heating, electrical, and plumbing equipment $ 4,253.00 39,426.00 25,534.60 5,492.15 4,755.55 4,170.00 975.00 5-5 5-6 5-7 5-8 Repair and replacement of furniture Repair and replacement of other equipment Salaries of supervisors Other expense of supervision Total allowed ED CHARGES Retirement fund — 2.8% of entire pay roll under new state plan Rents- No. 4 Annex $100.00 per month FIX 6-1 6-2 $ 84,606.30 $ 22,578.78 No. 8 Annex 25.00 No. 41 Kgn 25.00 No. 16 Kgn 20.00 Continuation 28.00 Truck storage 12.00 $210.00 6-i 6-4 For twelve months $2,520.00 Allow for cont(ingencies 480.00 Insurance Extension of taxes 3,000.00 4,000.00 300 00 6-5 Premium on bonds of employees, including Tax Collector and two clerks Treasurer, Secretary and Storekeeper 800.00 $ 30,678.78 225 DEBT SERVICE CODE 7-1 Interest and sinking fund $100,000.00 7-4 State tax on loan 4,000.00 7-6 Refund on taxes 300.00 104,300.00 CAPITAL OUTLAY 8-1 Laud $200,000.00 8-2 New buildings 50,000.00 8-3 Improvement of grounds 399.56 8-4 Alterations and improvements to old build- ings 16,980.00 8-9 Equipment of old buildings, heating, elec- trical and plumbing 46,735.00 8-10 Ec|u,ipment of old buildings — furniture 5,124.00 8-12 Old bldg.— other equipment 978.00 8-13 Purchase of pillar coal and filling voids 5,000.00 $ 325,216.56 AUXILIARY AGENXIES AND OTHER SUNDRY ACTIVITIES 9- 1 /. ibrarics — Salaries — Technical High School — librarian $ 1,300.00 Central High School 1,300.0(1 2.600.00 9-2 Libraries — Booh Repairs and ReplaceineJifs — Technical High School $ 400.00 Central High School 400.00 Grade schools 3,000.00 Total allowed $ 3,800.00 9-4 Health Service — Salaries of Inspeclors and Clerks — Chief medical inspector — salary $ 1,800.00 Salary of clerk 1,200.00 Salary of medical inspectors 6,000.00 Salary of two professional nurses for high school 2,500.00 Total allowed $ 11,500.00 9-5 Health Serz'ice — Nurses' Service — Salaries of nurses $ 2,160.00 Uniforms for outside nurses and supplies for H. S. nurses 421.00 Total allowed $ 2,581.00 9-6 Health Service— Dental Service $ 1,000.00 1,000.00 9-7 Health Service — Other Expenses — Printing, stationery, etc 300.00 Car fare 125.00 Total allowed $ 425.00 226 9-8 Health Service- Glasses lor poor children $ 330.00 330.00 9-9 Audit 1,600.00 1,600.00 9-10 filiiiy JJens ^000.00 2,000.00 9-11 Delivery Supplies a)id Supply Room — Delivery Supplies — Salary of dniver 1,500.00 Our own labor in storeroom 50.00 Maintenance and operation 850.00 Supply Room — • Salary of storekeeper 1,500.00 Our own labor in storeroom 150.00 Other expenses of supply room 60.00 Total allowed $ 4,110.00 This salary was included in 2-13 in April, last year. y-12 Salary of engineer $500.00 Incidentals 500.00 1,000.00 9-13 High School Lunch Service — Salary of assistant at Tech. lunch room 1,000.00 $ 31,696.00 STATEMENT OF AMOUNT DUE ANNUALLY For Redemption of Bonds and Payment of Interest Year Bonds Interest Total 1920-21 68,000.00 52,735.00 120,735.00 1921-22 40,000.00 51,420.00 91,420.00 1922-23 49,630.00 49,630.00 1923-24 100,000.00 48,620.00 148,620.00 1924-25 90,000.00 44,620.00 134,620.00 1925-26 30,000.00 41,820.00 71,820.00 1926-27 80,000.00 40,127.50 120,137.50 1927-28 30,000.00 38,005.00 68.005.00 1928-29 80,000.00 35,130.00 115,130.00 1929-30 90,000.00 32,605.00 122,605.00 Average for 1st ten years 104,272.25 1930-31 75,000.00 29,805.00 104,805.00 1931-32 26,805.00 26,805.00 1932-33 48,000.00 25,965.00 73,965.00 1933-34 100,000.00 23,125.00 123,125.00 1934-35 50,000.00 20,125.00 70,125.00 1935-36 19,125.00 19,125.00 1936-37 50,000.00 19,125.00 69,125.00 1937-38 50,000.00 16,125.00 66,125.00 1938-39 50,000.00 10,062.50 60,062.50 1939-40 50,000.00 12,000.00 62,000.00 Average for 2nd ten years 67,526.25 1940-41 50,000.00 11,000.00 61,000.00 1941-42 50,000.00 8,750.00 58,750.00 1942-43 50,000.00 6,500.00 56,500.00 1943-44 4,250.00 4,250.00 1944-45 50,000.00 3,187.50 53,187.50 1945-46 50,000.00 1,062.50 51,062.50 .\verage for 3rd six years 47,458.33 Total Indebtedness 1,331.000.00 671,735.00 2,002,735.00 227 FINANCIAL REPORT FOR YEAR 1918-1919. FINANCIjAL STATEMENT Statement showing receipts, disbursements and l)alances for the fiscal year ending July 7, 1919. July 1, 1918, cash balance on hand $ 325,034.84 RECEIPTS From Property and occupation tax $ 998,968.49 State appropriation (general) 97,410.00 State appropriation (vocational) 8,368.47 " State appropriation (continuation) 3,967.00 " Insurance (boiler indemnities) 425.99 " Supt. of buildings and supplies 396.49 " Lost books 248.35 " Fines 2.00 " Lunch room (Technical High School).... 1,358.87 " Damage done at play grounds 60.33 " Forfeiture of deposits by night school students 745.00 " Tuition from non-resident students 2,552.50 " Interest on deposits 10,245.72 " Cost on registered taxes 49.55 " Rent of schools 132.00 1,124,930.76 Total $1,449,965.60 DISBURSEMENTS GENERAL CONTROL 2-2 Board of Education and Secretary's office — Secretary— salary $ 2,500.00 Secretarys clerk — salary 1,020.00 Other expense 360.45 Total $ 3,880.45 2-i2 Office of Superintendent of Buildings and Supplies — Supt. of Buildings and Supplies — salary $ 2,500.00 Clerk 1,020.00 Clerk 1,020.00 Storekeeper 1,080.00 Other expense 691.97 Total $ 6,731.97 2-1 Solicitor and Accountant — salaries and supplies — Solicitor— salary $ 1,419.51 Accountant— salary 1,800.00 Total $ 3,219.51 2-4 Tax Collector and Treasurer — salaries — Tax Collector — salary $ 2,541.63 Clerk— salary 1,020.00 Clerk— salary 960.00 Extra clerk hire 2,017.20 228 Treasurer— salary 2,500.00 Other expense 1,605.52 Total 10,644.35 2-6 Other Expense of Business Control — Advertising and miscellaneous $ 755.86 DISBURSEMENTS 2-7 Superjintendents' office — salaries — Superintendent— salary $ 5,000.00 Clerk 1,320.00 Other expenses — supplies 885.54 Total $ 7,205.54 2-10 Compulsory Education — salaries^ Chief of Bureau of Compulsory Education.... $ 1,200.00 Attendance officer 1,020.00 Attendance officer 1,020.00 Attendance officer 1,020.00 Additional help 431.96 Other expense 715.45 Total $ 5,407.41 2-11 Other Expenses of Education Control — Advertising, printing courses of study, etc. 225.93 Total $ 38,071.04 Appropriation $ 38,255.00 Expended 38,071.04 Balance 183.96 COMPARISON 1917-1918 $ 42,048.53 1918-1919 38,071.96 DISBURSEMENTS INSTRUCTIONAL SERVICE 3-1 Supervisors — salaries — Day school $ 13,315.00 Night school 692.50 Total $ 14,007.50 3-2 Supervisors — other expenses — Day school $ 649.74 Night school 351.16 Total $ 1,000.90 3-3 Principals — salaries — Day school $ 66,923.90 Night school 2,755.50 Total $ 69,679.41 229 3-5 Principals — supplies 477.20 3-4 Principals — salaries of clerks — Technical High School— day 741.56 Technical H)igh School— night 100.00 Central High School 770.00 Total $ 1,611.56 3-6 Other expenses of principals 193.48 3-7 Institute pay roll 10,087.50 3-8 Other expenses of teachers 200.53 3-9 Salaries of teachers — Day 530,594.94 Night 10,704.25 Total $541,299.19 DISBURSEMENTS 3-10 Textbooks $ 13,893.30 3-11 Other supplies used in instruction — 2nd class 28,934.94 3-12 Commencment exercises, exhibits, etc 1,058.28 3-13 Other supplies used in instructiion — 1st class 4,587.76 Total $687,030.83 Appropriation $729,353.72 Expended 687,030.83 Balance $ 42,322.89 COMPARISON 1917-1918 $635,960.78 1918-1919 687,030.83 OPERATION OF PLANT 4-1 Wages of janitors and other employees — Day schools $ 68,960.78 Night schools 1,172.48 Total $ 70,133.26 4-2 Fuel- Coal 36,709.93 Wood 40.15 Steam heat 488.00 Total 37,237.08 4-3 Water 2,141.56 4-4 Light and power — Electricity 4,369.12 Gas 628.70 Total $ 4,997.82 4-5 Janitors' supplies $ 2,199.37 4-7 Services other than personal — Ashes $ 1,167.23 Telephones 59.25 Tuning Pianos 68.00 Total 2,275.48 4-11 Other expenses of operation 149.45 TOTAL $119,13402 230 Appropriation $116,636.00 Transferred from Aux. Agencies and Sun. Acct 2,500.00 Net Appropriation 1 19,136.00 Expended 119,134.02 Balance $ 1-98 COMPARISON 1917-1918 $107,118.53 1918-1919 119,134.02 MAINTENANCE OF PLANT 5-1 Upkeep of grounds (repairs) $ 3,875.11 5-2 Repair of buildings 19,191.71 5-3 Repair and replacement of heating, electrical, and plumb- ing equipment 12,808.73 5-5 Repair and replacement of furniture 8,875.58 5-6 Repair and replacement of other equipment 2,770.39 5-7 Salaries of supervlisors 3,240.00 5-8 Other expense of supervision, auto upkeep, street car tickets, etc 896.04 Total $ 51,657.56 Appropriation $ 59,372.27 Expended 51,657.56 Balance $ 7,714.71 COMPARISON 1917-1918 $ 71,145.83 1918-1919 51,657.56 DISBURSEMENTS FIXED CHARGES 6-1 Retirement fund $ 10,200.00 6-2 Rents 2,336.00 6-3 Insurance 2,535.63 6-4 Extension of taxes 200.00 6-5 Premium qji bonds of employees 882.50 Total $ 16,154.13 Appropriation $ 19,000.00 Expended 16,154.13 Balance $ 2,845.87 COMPARISON 1917-1918 $ 18.738.39 1918-1919 $ 16,154.13 DEBT SERVICE 7-1 Interest and sinking fund $100,000.00 7-4 State tax on loan 3,649.74 Total $103,649.74 231 Appropriation $104,300.00 Expended 103,649.74 Balance $ 650.26 COMPARISON 1917-1918 Actual Disbursements $178,429.43 1918-1919 Actual Disbursements $166,292.24 DISBURSEMENTS CAPITAL OUTLAY 8-1 Land $ 8-2 New buildings 8-3 Improvements of grounds 660.89 8-4 Alteration of old buildings 3,443.33 8-9 Equipment of old buildings — heating, electrical, and plumbing 4,415.26 8-10 Equipment of old buildings — furniture 3,552.35 8-12 Equipment of old buildings — other equjipment 384.51 8-14 Other capital outlay 1,346.18 Total $ 13,802.51 Appropr|iation $ 22,678.00 Expended 13,802.51 Balance $ 8,875.49 COMPARISON 1917-1918 $ 12.412.77 1918-1919 $ 13,802.51 AUXILIARY AGENCIES AND OTHER SUNDRY ACTIVITIES 9-1 Libraries — salaries — Librarian — Technical High School $ 760.00 Librarian— Central High School 800.00 Total ■ . $ 1,560.00 9-2 Libraries — books repairs and replacements.... 1,534.52 9-4 Health service — salaries of inspectors and clerks — Chief medical inspector — salary 1,000.00 Salary of clerk 780.00 Salary of medical inspectors 4,725.00 Total 6,505.00 9-5 Health service — nurse service — Salaries of nurses 855.68 Uniforms for nurses 30.79 Total 886.47 9-6 Health service — dental service 237.00 9-8 Health service — glasses for poor children.... 109.00 232 9-7 Health service — other expenses, printiiij^, carfare, etc 247.19 9-9 Audit 3.75 9-1 Filing- liens 64.45 9-11 Delivery of supplies — Driver's salary 1,020.00 Maintenance and operation of truck lAi.!! Total 1,763.27 9-12 Mine cave matter — Salary of engineer 300.00 Purchase of pillar coal 7,313.66 Total 7,613.66 TOTAL $ 20,524.31 Appropriation $ 25,553.76 Transferred to operation of plant.... ....2,500.00 Net appropriation $ 23,053.76 Expended 20,524.31 Balance $ 2,529.45 2ZZ W CM "■o f^ LO ii lO irj , ) ^ ^ 1- 'vl ^ ^^'^l ~t^ 1- oT^' "■o" C/} CO o :A ONOoa\rN.oqogTi-^' ro cvi ^ ■*' lO o uS os' 00 r. ii-> ro 0_ o^ ^ \0_ '-__ vo_ oo_^ in oo" t~>r CtC ^ \0 <^" ro" o' C000'-<»O'-hO^(M P Q Oh w < o m H < H CO 2 ocNOt^ooc^ '^ ro t^ o O r^ m p oo'cCcCcCcn"^''^]*'^'' J- oo fvi ^- lo --< O iM (^I V^ ^ -J _o ^ o >, S -C 03 o '•& i; g " . >o 5 00 lo i^ --H ■> -^ ^ rl- fN) • - o^r^__(M__oo^ W On O '— ' 0\ ^ ^>9^ o 00 2 13 No. ii 13 No. 34 4 No. 35 10 No. 36 12 No. Z7 1 No. 38 14 No. 39 9 No. 40 18 No. 41 and A 24 No. 42 and A 12 No. 43 and A 13 No. 44 and A 9 Ko. 45 2 Continuation 11 Kindergarten 31 Supt. of Primary.... 1 Supt. of Penman- ship ' 1 Supt. of Drawing.... 3 Supt. of Sewing 3 Supt. of Music 2 Adm. Man. Tr No. 8 Man. Tr No. 18 Man. Tr No. 25 Man. Tr C. H. S 1,084 T. H. S 1,309 Grades 20,191 Kindergart 967 Special 42 Man. Tr. C 3,409 Continuation 1,407 225 28 6,882.75 30.59 217 24 6,871.00 31.66 685 34 16,699.04 24.37 353 35 7,744.38 21.93 533 38 13,800.00 26.07 616 34 15,737.19 25.54 335 30 8,783.02 26.21 391 32 9,912.30 25.35 2,2,7 31 8,397.89 24.91 432 33 10,914.26 25.26 493 45 11,029.57 22.37 129 32 3,619.51 28.05 344 34 8,853.76 25.74 402 34 10,447.14 25.99 32 32 1,100.00 34.38 496 35 11,707.10 23.60 248 27 7,536.02 30.39 535 29 15,049.51 28.13 742 31 17,016.39 22.93 402 33 10,162.65 25.28 407 31 10,458.63 25.69 320 35 6,931.89 21.66 64 32 1,744.20 27.25 165 15 13,265.75 80.40 752 24 24,968.00 1,600.00 1,200.00 3,215.00 3,400.00 2,600.00 33.20 815 20 2,103.18 2.58 733 18 2,014.60 2.75 787 20 1,950.00 2.48 714 18 1,892.00 2.65 GRADUATES 1,062 94 60 84 937 93-7 31 70 17,170 92-2 752 85-2 25 89 98 COURSES. Central. Classical 50 Scientific 44 General 25 Commercial 25 Technical. Commercial 51 Man. Tr. Boys 15 D. S. Girls 35 144 101 237 TREASURER'S REPORT July 24, 1919. To the Members of the Scranton School District, City of Scranton, Pa. Below, please find report of the Receipts and Disbursements of the School District, City of Scranton, for the fiscal year ending July 7, 1919. BALANCE CASH ON HAND JULY 2, 1918 $ 325,034.84 RECEIPTS 1916 Delinquent taxes $ 8,486.01 1917 Delinquent taxes 16,388.45 1918 Currents taxes 916,747.24 1918 Delinquent taxes 56,700.86 Registered taxes 645.93 Registered tax costs 49.55 J. D. Hughes, Secy., tuition, etc 4,161.72 G. E. Haak, Supt. B. & S. miscellaneous 1,014.81 S. E. Weber, Supt, night school forfeitures 745.00 State appropriations 109,745.47 Interest from banks 10,245.72 Coupons received from Int. & Sink. Fund 15,210.00 Bonds received from Int. & Sink. Fund 17,000.00 . Trans to Int. & S. F. from General School a/c 100,000.00 $1,257,140.76 $1,582,175.60 DISBURSEMENTS General school warrants paid $1,025,420.43 1913 Loan account warrants paid 142.77 1916 Loan account warrants paid 6,753.49 Auto replacement acct. warrants paid 808.00 Trans, from Genl. School to Int. & S. F 100,000.00 School coupons paid 69,852.50 Bonds redeemed 125,000.00 1,327,977.19 BALANCE CASH ON HAND JULY 8, 1919 $ 254,198.41 $1,582,175.60 DISTRIBUTION OF CASH BALANCE General school account $ 98,231.09 Int. & sinking fund account 118,942.74 Auto replacement account 15.77 Insurance int. & sink, fund 3,185.60 1910 Loan account 813.74 1913 Loan account 2,386.99 1915 Loan account 6,719.16 1916 Loan account 18,903.32 Mine cave fund 5,000.00 TOTAL $ 254,198.41 Respectfully submitted, W. C. Williams, Treasurer. 238 J^ -c ^ .™ O <>! "^ cU o O S O Q o ^_ "-o oo r^ o vd CO (M ^ CD r^ rv] -o o rt o 1- jn CD ^ -' s ^ - ^ ^ ^ ■&9- O H 'o o 5^ rt ^ CD "rt H "o p^ ^ D^ c/i OJ -t^ W 'o W '^ "o ° "o K u, Oh O 1) dj a; u O 2< ^ 2. < g CA 15 rt rt CTJ w 5 Cl, > > > > H :^ J=. o -^ ^ S • - o o >-, C b >- 1- G G TO o o '^ ^ "rt > > <^ CO < < 239 Q t/2 m JZ ^ bfl o o s'^ JZ be en o K -S ^ O O rt -a o a o ^ "5 u -^^-^ o G "^ O -^ rt o; "-C 2-^ J3 .« JO o ^ tj £ "^ g o g 3 -< 3 s: j^ M ^ 4J (J c - j:: en •3 a; "^ . P > bX) > : C "rt rt : O : o n! rt S S i bC : C bfi be : -3 i ^ -5 ; - u "o — o i •^B O g _o O W (J OJ O 5 S OJ-l-' f-*^ r--' 1-'^ i^ I ^ ^ 240 CONTENTS Age and Grade Distribution 51-59 Americanization 146-162 Appointment of Teachers 38-43 Attendance, Summary of 34-35 Average Cost per Pupil for General Supplies 206-207 Board of School Directors, Committees, etc 4 Budget, School 218-227 Central High School 67-80 186-188 Compulsory Education and Attendance 162-166 Continuation Schools 141-143 Domestic Art Report for Grades 125-126 Drawing Department for Grades — Report 121-123 Evening Grade Schools 146-162 Evening Technical High School 144-146 Financial Statement 228-236 General Information about. Scranton's Public Schools 236-240 Kindergarten Report 110-113 Manual Training Centers, Grades 7 and 8 126-138 Measurements and Tests 94-109 Medical Department Report 166-173 Music Department Report 124 Number of Teachers 35 Penmanship Supervisor's Report 114-120 Primary Supervisor's Report 91-98 Promotions, Withdrawals, Non-Promotions 59-67 Recreation Department t 173-185 Rules of the School Board 43-51 Salary Schedule 40-43 Salaries — Distribution 'i^ Salaries of Other Employees Zl Scranton Plan of Appointment 38-43 Scranton School District 2 Special Classes for Subnormal Children 139-141 Statistics of Attendance 34-35 Summer Session for High School Delinquents 89-90 Superintendent of Buildings and Supplies — Report 205-217 Survey of School Buildings and Grounds 5-34 Teachers' Certificates 35-36 Teachers — Amount of Trainijng 36 Teachers — Teaching Experience 36 Technical High School 81-88 188-189 Treasurer's Report 238 University Extension 43 War Activities — Scranton's Public Schools' Part in the Great War... .185-204 Charts, Cuts and Illustrations Age and Grade Distribution 32 Americanization Group 146 Census of Children (6 to 16) 6 Constructjion \\'ork in Drawing 121-122 Enrollment in Public Schools 7 Enrollment in High Schools since 1896 13 Enrollment in Central and Technical High Schools (Comparison).... 14 Enrollment in Grade Schools 18 Central City and Petersburg 19 Providence and Green R,idge 22 Hyde Park '. 24 South Side and Bellevue 26 Expenditures for School Buildings since 1910 10 Oral Hygiene, Equipment and Group 167 Playgrounds-Total Areas : .'8 Playgrounds — Per Capita 29 Pupils (Central High School) Passed and Failed in — Mathematics and Science 78 Other High Subjects 79 February, 1916— February, 1920 80 Pupils (Technical High School) Passed and Fa'iled in All Subjects 87 Different Teachers 88 Promotion and Retardation — Grades I-IV 60 Grades V-VIII 64 School Board 3 School District, Map of Teachers — Promoting and Faiilng Pupils in Central High School 77 Tests — Reasoning Tests in Arithmetic — Monroe — Accuracy 106-107 Rate of Speed in Reasoning 108-109 Silent Reading — Courtis — Comprehension 9o Rate of Reading 96 Silent Reading — Monroe — Comprehension lO'^ Rate of Reading 105 Writing— Quality Graphs— Zaner 117-118-119-120 LIBRARY OF CONGRESS ill III 022 127 125 1