LA BOARD OF EDUCATION THE CITY OF NEW YORK TWENTIETH ANNUAL REPORT OF THE SUPERINTENDENT OF SCHOOLS 1917-1918 HIGH SCHOOLS ART IN HIGH SCHOOLS FARM SERVICE '<^^ Qass L_ A 33 7 _„ Book. N 5" A3 1^<^4 BOARD OF EDUCATION THE CITY OF NEW YORK Twentieth cAnnual Report of the Superintendent of Schools 1917-1918 HIGH SCHOOLS ART IN HIGH SCHOOLS FARM SERVICE PRESENTED TO THE BOARD OF EDUCATION SEPTEMBER 10, 1919 PRESS OF SLARENCE S. NATHAN, INC. NEW YORK. Ms A 3 LIBRARY OF COWQRESS DEC 2 9 1923 \ DOCUMENTS DIVISION TABLE OF CONTENTS PAGE High School Enrollment and Teaching Force 5 New Sites and Buildings ■ 7 Consolidation of Jamaica Training School with Brooklyn Training School 8 War Service Training School for Women 17 New Physical Training Requirements 23 Work in Hygiene in DeWitt Clinton H. S., Report of Dr. McCarthy. . 26 Study of Retardation, DeWitt Chnton H. S., Report of Dr. McCarthy 38 Physical Training in Erasmus Hall High School 39 Recommendations for Increased Facilities for Physical Training in High Schools 40 Scholarship Results of First Term Pupils, Causes of Failures and Treatment 44 Mr. Bedford on Prevention of Failures with First Term Pupils 48 The Modern Language Situation 50 High School Supervision 56 Need of Supervisors of Commercial Branches and of Science 61 The Longer School Day 62 The DeWitt Clinton High School Teachers' Case— Legal Opinions 69 The McDowell Case — Opinion of Justice Philbin 77 Lunch Rooms, Receipts and Expenditures 79 Pre-Graduation Tests in PractSrarEflfeimcy in Jamaica High School. . 82 Beaver War Garden, Cannery and Luncii.6j Jamaica lligh School. ... 82 Test in Music Appreciation of. Newtown High School 85 Who Should Elect Stenography?. . . .^. y ...^:. .:.,. .v." . .%;■*..<; ;' 86 Rapid Advancement of Pupil^ in High School of Cbirimerce . . ;" 87 Rapid Advancement of Pupils in Girls High School ,. 87 Rapid Advancement of Pupils in Mb¥ffsHi^\ Softool . . ." .'t . .1 88 Report of English Department of Washington Irving High School .... 89 Economies in Use of Teachers' Time in High School of Commerce . . .• . 91 Teachers' Salaries 92 Resignation of Principal Denbigh 93 Change in Principalship 94 Acknowledgment of Services of Messrs. Haney, Wright, Wilkins, Boylan and Roberts 95 Report of Director Haney 98 Report of Acting Director Rexford 112 November 1, 1918. DR. WILLIAM L. ETTINGER, Superintendent of Schools, Board of Education, N. Y. C. Dear Sir: Allow me to submit a report on the Division of High Schools for the year ending July 31, 1918. As addenda to this report will be found the report of Dr. James P. Haney, Director of Fine Arts in High Schools, and that of Mr. Frank A. Rexford, Acting Director of Farm Service. The year 1917-1918 has been most abnormal in that the ener- gies of teachers and pupils have been deflected from the ordinary routine of school work and have been devoted to the great task of helping to win the war. The teachers have sometimes felt that their classroom work was too often interrupted. Yet, I believe all who have the interests of the schools at heart have come to realize that never in the history of public education in this city have the schools so completely justified their existence as during this past year. Never has the school exercised such a pro- found influence upon its students and never have the students responded so completely to the stimulus of a unified purpose. If the supreme aim of public education be to train our boys and girls for the duties of citizenship in a democracy such as has been maintained consistently since our first public schools were es- tablished, we can rejoice that this past year we have in large measure realized this aim. In common with all other schools, the high schools have done their bit in Red Cross Work, United War Work, Thrift Stamp Campaigns and in selling Liberty Bonds and in every other op- portunity for war service that has come to them. The story of these activities forms a part of the Report of the War Service of New York Schools, made by Superintendent O'Shea. Allow me merely as Division Superintendent to express my gratification in being able to assure you that the high schools, principals, teachers and students have seized upon every opportunity for patriotic service. May I voice my conviction that the high school teachers will realize in the future as never before that they are essentially trusted agents of the state whose supreme duty is to take children entrusted to them at the most critical period of their hfe and build up in them a spirit of sacrifice and of devotion to the com- mon good, and cause them to realize that the institutions of the country to which they owe so much are worth preservation even though such preservation means sacrifice to the utmost. HIGH SCHOOL ENROLLMENT A study of the following table indicates that since the United States entered the world war the high school register has not only stopped increasing but has dechned appreciably. This sudden decrease in registration will probably be of short duration. The opportunities for securing employment in the Com- mercial world are fewer than was the case one year ago. This con- dition of affairs will undoubtedly tend to increase the high school registration. INCREASE IN REGISTER March Over Preceding March Register, Year March 31 Increase 1909 33,016 5,585 1910 36,592 3,576 1911 39,535 2,943 1912 43,802 4,267 1913 47,836 4,034 1914 52,674 4,838 1915 61,735 9,061 1916 66,203 4,468 1917 66,237 34 1918 65,306 931* Per Cent of Increase 20.4 10.8 8 10.8 9.2 10.1 17.2 7.2 .05 1.4* Decrease. Average increase for 10 years, 3,787. 6 INCREASE IN REGISTER October Over Preceding October Year Register, October 31 Increase Per Cent of Increase 1908 29,184 1909 33,334 1910 36,624 1911 39,336 1912 43,628 1913 47,947 1914 54,766 1915 63,142 1916 65,690 1917 62,571 Decrease. 5,673 24.1 4,150 14.2 3,290 9.9 2,712 7.4 4,292 10.9 4,319 9.9 6,819 14.2 8,376 15.3 2,548 3.9 3,119* 4.75* Average increase for 10 years, 3,906. AVERAGE DAILY ATTENDANCE — CALENDAR YEAR School Year Average Attendance Increase Per Cent of Increase 1908. . 24,555 1909 28,412 1910 31,417 1911 33,794 1912 37,239 1913 41,919 1914 45,703 1915 54,057 1916 56,276 1917 54,856 3,857 15.7 3,005 10.6 2,377 7.6 3,445 10.2 4,680 12.6 3,784 9.0 8,354 18.3 2,219 4.0 1,420* 2.52 Decrease. Average increase for 9 years, 3,367. The following table shows the relative number of pupils and teachers in the high schools during the past three (3) years : 1st Lab. Cler. Lib. Register Asst. Asst. Asst. Asst. Asst. Others Total Oct. 31, 1915.. . 63,142 157 2195.8 28 87 30 7 2504.8 Mar. 31, 1916.. . 66,203 155 2261.8 31 94 31 6 2578 . 8 Oct. 31, 1916.. . 65,690 160 2298.2 34 96 32 6 2626.2 Mar. 31, 1917.. . 66,237 171 2245.6 38 95 32 6 2587.6 Oct. 31, 1917.. . 62,571 172 2234.8 37 98 35 6 2582 . 8 Mar 31, 1918.. . 65,306 169 2260.4 39 ■ 101 35 6 2610.4 The passage by the New York State Legislature of the Welsh Physical Training Law made necessary the appointment of fifty- three (53) additional teachers of physical training during the past year. By careful management, it was possible to supply these additional positions in physical training without materially in- creasing the total teachers employed. This decrease in register comes at a most opportune time since no new high school building has been opened during the past year and none has been begun. The crowded conditions of our schools, which have necessitated double and over-lapping sessions, have been continued, but with the decrease in enrolhnent have not grown worse. The enlistment of so many teachers in the various war activities has accentuated the scarcity of teachers due to economic conditions. This scarcity of teachers would have seri- ously crippled our high schools if we had had this past year the normal increase of from three to four thousand students. When peace comes and the cost of living falls, we shall probably have a great increase in the number of students seeking admission to high schools and the temptation of high wages will no longer exist to draw pupils away from the upper grades. Conditions in high schools will then become critical. Immediate steps should be taken to obtain funds from the Board of Estimate for the acquisition of sites and for the erection of buildings for high schools for which recommendation was made last year. Allow me to again urge that a site be obtained for the Julia Richman High School, somewhere east of Park Avenue, between 59th Street and 90th Street, and that an appropriation be requested sufficient to erect a building which shall accommodate not less than 3,000 students in a single session. May I again recommend that the Board of Education request funds on which to build on the Pennsylvania and Dumont Avenue site in Browns- ville a school which shall accommodate not less than 3,000 pupils both boys and girls. The Washington Heights school which was designed to be an independent high school, but which was made an annex to Morris High School, should be organized at an early date as a high school for the northern section of the city, and for this school a site and building should be secured in order to meet the needs of this prosperous and rapidly growing section of the city. These seem to be the most pressing needs for high schools. As soon as the finances of the city permit, provision should be made for a technical high school for boys in The Bronx, and for a com- mercial and technical high school for girls in Brooklyn. The The Manual Training High School in Brooklyn, which now offers courses to both boys and girls, should, upon the adoption of the proposed technical course, become a school for boys only. Provision has been made to relieve the overcrowding in the Bryant High School and the Newtown High School, but nothing had been done to reheve the situation in Jamaica. With the com- pletion of the new elevated lines which furnish easy transporta- tion from Manhattan and Brooklyn to Jamaica, the population of Jamaica will rapidly increase and especially the school popula- tion. Permit me, therefore, to renew my recommendation that the Theory Department of the Jamaica Training School for Teachers be consoHdated with the Brooklyn Training School, which can be easily reached from Jamaica, and that the building thus freed be made the main building of the Jamaica High School. There is room for the pupils in the Brooklyn Training School. This merger would result in a saving of nearly $40,000 a year and with little hardship to the training school pupils, would be of the very greatest service to the pupils of high school age in Jamaica. On the training school site, which is ideal, there is room for large extensions of the building. The people of Jamaica would soon come to realize the wisdom of this merger when once made, and the tax payers would be saved the large expenditure necessary in the near future for the accommodation of the high school pupils. CHANGES IN THE COURSE OF STUDY The war has brought home to us this past year among other things (A) the need of definite, purposeful training for citizenship; (B) the modification of our courses of study so as to make our high schools more vocational in character. A — TRAINING FOR CITIZENSHIP In order to give the pupils in the high schools a clear un- derstanding of just why we are at war with Germany to the end that their cooperation ^vith the Government may be based on enhghtened judgment as well as on a passionate loyalty to country and devotion to duty, a committee of history teachers under the direction of District Superintendent Roberts has prepared a most valuable pamphlet entitled, ''The World War, A Syllabus for Use in the High Schools of the City of New York." The teachers who prepared this pamphlet were: Anne T. Bridgeman, Morris High School, Matthew L. Dann, Richmond Hill High School, Irwin S. Guernsey, DeWitt Clinton High School, Fayette E. Moyer, DeWitt Clinton High School, Helen G. Preston, Ne^^i:o^^^l High School, Wilham W. Rogers, Curtis High School, Mabel Skinner, Washington Irving High School, Mary J. Way, Girls High School. The pamphlet is designed to serve as the basis of systematic in- struction for all pupils in the high schools on the causes of the war. All who have seen the pamphlet, whether teachers or laymen, have been most enthusiastic. There is no doubt that if the high school teachers use the material of this booklet \\dth the same degree of intelligence that the committee has show^n in the selec- tion and adaptation of the material, few pupils will fail to have a clear conception of the reasons why this great struggle arose and what its significance for us is. Our boys and girls must gain such a conception if our country is to"" receive from them and their parents intelligent, enthusiastic and devoted support for this war for which all must make so many sacrifices. 10 AMERICAN HISTORY AND CIVICS REQUIRED During the past year it was noted that it was possible for students to be graduated from some technical courses without having studied American History and Civics. This subject, to be given five periods a week for one year has been made a requirement for graduation from every course in the high schools. MODERN EUROPEAN HISTORY REQUIRED Because of the belief that the United States has now become a world power and that our isolation was therefore of the past, the requirements for graduation from the general course in high schools was changed so as to make Modern European History since 1760 for three periods a week a requirement for graduation, the requirement to be in effect for students graduating in June, 1920. Ultimately a full unit of five periods a week for a year, or three periods a week for two years, should be a requirement for graduation from all four-year courses. ECONOMICS As an offset to the radical theories which are being preached in some of our newspapers and by the soapbox orators of the East Side, and to give our boys and girls some understanding of the industrial forces which dominate our modern fife, a course in Economics of five periods a week for at least one half year should be made a requirement for graduation from all four-year courses and from all three-year commercial courses. The chief reason why such a course has not been required heretofore has been the difficulty of securing properly equipped teachers. It is evident that we can no longer postpone the introduction of this work but must allow the demand to create the supply of teachers. Economics in many schools is assigned to the history teachers. It does not follow that the teacher of history is necessarily the teacher with the temperament and type of mind most needed for this work. Economics is essentially a science. It should be taught as systematically and accurately as mathematics. In my own 11 experience I have found teachers of biology and teachers of mathe- matics who, after a few weeks of teaching economics, have devel- oped into strong teachers of that subject. A man or woman who has been trained in scientific methods and who has a vital interest in industrial and social movements will very soon cUscover that the methods he used in teaching science will prove effective in teaching the new subject. He needs but to master the new sub- ject matter. This subject should therefore be required for graduation. COMMUNITY CIVICS Even though the graduate of the high school be required to have studied Modern European Historj-, American History and Civics, and Economics in the last two years of the course, yet the problem of training for citizenship has not been met. More than one half of those who enter the high schools do not remain for the third and fourth years. Consequently training for citizen- ship should be given in the first two years. To this end, the Board of Education on recommendation of the Board of Superintendents, has authorized in all high schools beginning September, 1918, an elective course in Community of Local Ci\'ics, to be given five periods a week for a year. A similar course has been given in the High School of Commerce for many years and has been offered in the Julia Richman High School this past year. As soon as teachers have been developed for this work, a methodology established and a syllabus formulated. Community Civics should be made a required subject for all first year students for at least a half 3' ear. ELEMENTARY GENERAL SCIENCE The course in First Year Biology has been in a state of con- stant modification since its introduction in the high schools twenty-one years ago, the aim of such modification being to adapt the course to the needs and interests of city boys and girls. Notwithstanding those modifications, it is still an open question whether biology is the best first-year science course for them. Throughout the high schools of the country there has been a general feeling that a course in elementary general science would 12 be best adapted to the needs of first-year high school pupils. The Board of Education has, therefore, authorized a five period weekly course in elementary general science for first-year students, to be offered as an elective, beginning September, 1919, in all schools which have teachers who are interested in this subject and equipped for teaching it. TYPEWRITING Typewriting to be given either three or five periods weekly has also been authorized as an elective for the first-year in the general course as well as in the commercial course. As rapidly as typewriters can be obtained, this course will be opened in all schools. This change has been made in response to the growdng conviction that typewriting is almost as essential to the youth of today, no matter what his prospective vocation, as penmanship. B CHANGES IN THE DIRECTION OF VOCATIONAL TRAINING For years past, graduates of the elementary schools have turned aside from the high schools which offered a thorough train- ing for business to take short intensive courses in private business schools, which would fit them quickly to earn a living. There seems to be no valid reason why provision should not be made in the high schools for such pupils. A committee of teachers is busied with the preparation of unit courses in business subjects for pupils entering the high schools, and it is expected that the courses will be in operation, if the Board of Education approves, in February, 1919. The principal and teachers of the Manual Training High School have been at work for the past year on a revision of the course of study for that school so as to convert it from a manual training course to a real technical course which shall not only fit boys for entrance to the various technical schools but shall also equip those boys who do not plan to enter college for service directly upon graduation in various technical trades and other vocations. This revised course will be submitted to the Board of 13 Superintendents early in the fall and should be ready for opera- tion in February, 1919, if approved by the Board of Education. COURSE OF STUDY OF JULIA RICHMAN HIGH SCHOOL The principal and teachers of the Julia Richman High School after long and thorough study of the problem of training girls for business, have submitted a revised course of study which was adopted in June last to be effective in September, 1918. The aim of the revisers has been (1) to make the business subjects the core of the course in the belief that these subjects can be so taught as to yield not only knowledge and technique but also a large degree of culture and general training; (2) to make the work largely elective by groups so as to allow a girl to concentrate her training on one line which prepares her for a definite occupation. For example, a proper selection of courses will give a distinct secre- tarial course, another elective group, an accounting course, still another grouping, a salesmanship course. This last course has been made possible by the introduction of courses of salesmanship in the high schools. This subject has been added to the subjects for which licenses are issued. An examination has been given, an eligible Kst created, and teachers of salesmanship were appointed in June last to take effect in September, in the Julia Richman High School, Ne\\i30\vn High School and Morris High School. FARM SERVICE WORK The farm service work which has been so efficiently con- ducted by Mr. Frank Rexford of Erasmus Hall High School, is our most thorough going example of high school work becoming vocational in character. A full report by Mr. Rexford of this remarkable achievement of our high school teachers and students forms a separate section of this report. I know of no more credit- able service ever rendered by members of the teaching staff than this Food Production Movement carried on by Mr. Rexford and his fifty co-workers. The success of this experiment may well 14 lead to the development of systematic courses in agriculture in our city high schools. THE WAE SERVICE SCHOOL FOR WOMEN Early in the spring of 1918, the Board of Superintendents referred to me the proposal of Prof. Louise M. Webster of Hunter College, to have the Board of Education take over and operate the summer high school which she had conducted on a fee basis for several summers in the building of the Washington Irving High School. I suggested to Miss Webster that any funds at the dis- posal of the Board of Education ought rather to be used in training women for various positions in the government service since we were informed that thousands of stenographers, typists, filing and bookkeeping clerks were needed at once if the various depart- ments were not to be seriously crippled. As this need for clerical help was being investigated, we discovered that there was also a great need for nurses' helpers to take the place of the trained nurses who were being summoned to war service. We were further as- sured that such nurses' helpers could be trained in an intensive course of eight weeks. As the needs were discovered to be so urgent, the following report was prepared and submitted to the Board of Education on May 10, 1918: "On May 10, 1918, The Board of Education referred to the Board of Superintendents the revised plan for a summer high school for girls in the Washington Irving High School, submitted by Miss Louise Webster. "When Miss Webster's original plan was submitted to the Board of Superintendents it called for a summer high school for girls already enrolled in our high schools who wished to make up deficiences in work or to anticipate the work of the coming term. Your Committee sub- mitted a report to the Board of Education stating that in their judgment any funds that were available for summer work should be employed distinctly for war service. Since j^our report was submitted Miss Web- ster and your Committee have had several conferences on this matter and your Committee has come to the conclusion that there is real need this summer for a summer high school of a highly specialized type which shall enroll selected women of sufficient maturity and established ability for extensive courses that shall prepare them for government service along the following lines: 15 "Work at Washington. — Stenographers, typists, bookkeeping clerks and filing clerks. "The United States Civil Service Commission assures us that despite all their efforts and the holding of examinations in all parts of the coun- try the work of the department at Washington is being crippled through the lack of such competent help. These positions for which we would prepare carry salaries of $1,000 to $1,400 per year. High school grad- uates and college graduates who have an adequate mastery of English can be trained for these positions in a summer session of eight (8) weeks, five days a week, or possibly, five and a half days, running from 9 a.m. to 1 P.M. But this work can only be done with selected material by experienced teachers of the highest ability. B "Your Committee learns that the Board of Health, hospitals and physicians are calling for nurses and nurses' assistants. Our regular nurses are being drawn off for service with the army, leaving the city in a condition of actual distress. It is practically impossible at the present time for the ordinary person to secure the services of a nurse. An eight- week course with clinic and practical work in the hospitals would train for home nursing, general convalescent nursing, dietetic cooking, etc., thus furnishing aids to nurses who could relieve the more competent workers for more serious cases. "Inasmuch as the government will employ no girl under 18 years of age and demands absolute trustworthiness and a high degree of intelli- gence on the part of all whom it enrolls in the service, it is necessary that every person enrolled in these courses should be carefully scrutinized as to character and ability. Such persons should be required to furnish certificates from principals of high schools or college officials or other trustworthy persons. The courses should be open not only to the grad- uates of our own high schools but to college graduates generally and to other women who have the preparation and experience necessary for this work. It is needless to point out that these same qualities are needed in the case of women who desire to be trained for nurses' aides. "The period of eight weeks is a very short time for the preparation of girls for this work. It is therefore essential that only our experienced and most valuable teachers be selected for this work. In a few cases we shall probably find it necessary to enlist the services of teachers not in our system notably for training for nursing and possibly for training for fifing. 16 "Although this service by teachers is to be regarded primarily as a patriotic service to the City and the Nation, nevertheless it is desirable that these teachers should be well paid for their services in order that they may live in comfort during the summer and not be so worn out as to unfit them for the work of the coming term. Your Committee would therefore recommend that a compensation of $8 per day be paid to these teachers, a total of $320 for the season, and that a compensation of $600 be paid to the person in charge of the work. Naturally, the director will find it necessary to spend a large amount of time in preparation for the work and in closing up the work after the season is ended. Inasmuch as this summer school is to be conducted as a service to the nation and only selected girls are to be trained who shall agree to perform the service which is the aim of the school, it is desirable that no tuition be charged. This will make it possible for us to enroll and retain only those who are earnest in their work and who show the necessary ability for that work. "The following budget is submitted: Salary of Director $600 Salary of teachers, 20 at $320, for the season 6,400 Clerk, substitute, 45 days at $5 per day 225 Janitor service, printing, postage, supplies 1,175 Total $8,400 This estimate is based on an enrollment of from 600 to 700 girls. "The following resolution is offered for adoption: "Resolved, That the Board of Superintendents recommends to the Board of Education that, beginning July 8, 1918, a summer school to train women for lines of war service as outlined in the foregoing part of this report be conducted for a period of eight weeks under the direction of the Division of High Schools and Training Schools and that the teachers assigned to this work be paid as indicated in the budget submitted, and that for the expenses of conducting such a summer school the Board of Education be requested to make an appropriation of $8,400." The Board of Examiners cooperated in rushing through eligible lists in the various subjects. Assignments of sufficient teachers and nurses were made to take care of some 600 students. When the sessions of the school began under the direction of Miss Webster on July 8, 1918, instead of 600 students, nearly 1,500 students applied for admission. Application was made to the Board of Education first for $2,500 additional, then for $1,000 17 more. With the $3,500 thus provided in addition to the original appropriation of $8,400 we were able to take care of the unex- pectedly large enrollment. The following report from Miss Web- ster tells briefly the story of this very successful experiment. REPORT OF WAR SERVICE TRAINING SCHOOL FOR WOMEN JULY 8 TO AUGUST 30, 1918 The War Service Training School for Women was organized in response to the nation-wide demand for trained workers. The Washington Irving High School was chosen as the most central building equipped for commercial work. So great was the demand that 180 typewriters and listing and calculating machines were borrowed from other schools. On July 8, 1918, there were 1,024 appUcants for admission. During the week of July 8, the registration increased to 1,463. After July 15, none were admitted except to the speed stenography and advanced typewriting classes. Three systems of shorthand were taught: Isaac Pitman, Gregg and Stenotypy. The students were permitted to choose their subjects, the program offering three periods (60 minutes each) of shorthand and one of typewriting; two periods of any two of speed stenography, speed typewriting, elementary typewriting, bookkeeping, commercial arithmetic, accounting, filing and cataloguing, use of other office machines. The students of the eleven stenography classes (4 Gregg, 7 Pitman) were required to do the most strenuous work. Those who were employed during the afternoons found it impossible to devote four hours a day to home study. On July 22 I met this condition by transferring these students to two hours typewriting and two hours office practice or bookkeeping. I appointed Mr. Beygrau chairman of the Gregg section, and Miss Ruggeri chairman of the Pitman. Weekly conferences were 18 held, weekly tests were given and program adjustments were made upon the basis of results. Students who fell below the standard were transferred to a class which by working more slowly covered the principles during the eight weeks (2 terms of high school work.) This class followed a special program of two hours stenography, one hour commercial arithmetic, one hour typewriting. As Mr. MargoHes, the clerk, had had teaching experience he took Mr. Beygrau's and Miss Ruggeri's classes in typewriting one hour a week. This allowed a general exchange of instructors giving every class the benefit of chctation by many voices. At the close of the session the results were uniform, all students writing 60 words, the majority 70 words, about 20% writing 80 words with ease. My conclusion is that if the session could have been lengthened into ten weeks at least 75% of the stenography students would have reached the 80 word standard. While I have no statistics on which to base my opinion, I am convinced that the stenotype class attained a better speed than either the Gregg or Pitman workers. Mr. Manhoff was a most energetic teacher and the Stenotype Company was generous in offering every opportunity for practice on the 35 machines they loaned to the school. Regarding the relative merits of the Gregg and Pitman systems — the Gregg classes completed the principles and reached the 40-word speed about a week earlier than the Pitman. The returns of the Civil Service test have not come, nor do I consider that that report would be specially valuable, as the best workers (about 65) in both sections left during the seventh week, not being able to withstand the temptation of a lucrative salary. In making a similar trial I would ask for the two systems. I believe a Pitman class could reach the 100- word standard in the same time, and I believe the writing is more legible. Reahzing that extra time spent in typewriting would be profitable, I asked for and secured the services of three teachers 19 for two afternoons of each week beginning July 22, 1918. As the gymnasiums and lunchrooms were each fitted with 60 machines all students of the stenography classes who wanted extra instruc- tion in typewriting were formed into three classes, each meeting t\vice a week (four hours) . Three of the six typewriting rooms of the Washington Irving High School were used four afternoons each week for unsupervised practice. Mr. Williams, in his course of 160 hours in accounting, four hours dail}^, completed four years work. Mr. Greene covered the entire high school course in bookkeeping in three hours a day; in his one hour course he gave the essentials of commercial arithme- tic to several classes of typists. All the other classes were on a two hour basis, thus allowing a choice of two subjects. Mr. Bald- win gave voluntary service on Friday afternoons to a large class of students Avho could not secure typing as a regular subject. One of the features of the school was the great number of students who were employed in the afternoons. I was in touch ^vith many firms who needed "part time" workers. They were wilhng to pay at the rate of 76c an hour. This amounted to $15 or $18, in some cases to $20 a week. I could not supply the demand for stenographers, typists and file clerks. All results point to the fact that a school of this type is needed in New York City. I suggest an organization giving courses of two, four, six or eight hours a clay for a session of eleven weeks uninterrupted h>y registration or examination — a week for registration and ex- amination, followed b}^ a week's vacation. Students seeking ad- vanced work in stenography, typewriting or bookkeeping could attend four times a week, early or late periods, thus giving two full days' time and five or six hours four days each week to busi- ness. Those taking elementary work could attend four or six hours and give some time to business. I believe the typewriting rooms ought to be open twdce a week for evenng practice. A shifting schedule would permit 2,000 to take advantage of the opportunity every thirteen weeks. This represents the training of 8,000 workers each year. A completely equipped school building is not necessary. Laboratories, reading rooms, an 20 auditorium, are not needed for this type of work. Hundreds are anxious to become efficient workers, and I trust the opportunity may be given them. 1 take this opportunity to place on record a statement of my appreciation of the energetic work and hearty cooperation of every member of the staff. The record of attendance, 96%, shows the students' enthusiasm. HOME NURSING COURSE Two hundred sixty-eight apphed. Of these one hundred forty asked for the X-Ray work, so important for the army surgeons' assistants. I was obhged to hmit the class to 37 and Dr. Louise C. Ball, who had charge of this section selected those who had the best equipment in education and experience. Fif- teen were college graduates, others had completed high school courses, all had an equivalent education; four were registered nurses; one an ambulance driver. The class took eight hours of anatomy with Dr. Sullivan; twelve hours of lecture work on X-Ray operating with Dr. Ball; twelve hours of laboratory work with Dr. Ball and at least eight hours practical work at the Laboratories of Roosevelt, Ear and Throat, and other hospitals, whose superintendents and heads of nurses' schools cooperated most generously. They attended clinics or lectures, given by physicians in charge, and were taught to diagnose X-Ray plates. Of the 231 others, fifty-two wanted X-Ray work only, and withdrew on July 9. All the others showed enthusiasm and a great desire to enter service. Two physicians, a registered nurse, and two dietitians correlated their work so that they covered the course of the first three months of the regular hospital train- ing for professional training, ward observation excepted. My object in mapping this course was to enthuse those who had hesi- tated about entering the profession and to give to those who were barred out of the profession the knowledge which would fit them for service in day nurseries, settlement houses, canteen kitchens 21 and for emergency and convalescent cases in their homes. Eighty- two took the Red Cross examinations in hygiene and the care of the sick; seventy-eight passed; twenty-two took the Red Cross First Aid examination; all passed. In groups of twenty or forty the students, always accom- panied by one or two instructors spent the afternoons at hospitals, clinics, milk stations and the different departments of the Board of Health. This was regularly scheduled work for which Dr. Sullivan, Mrs. Heim, Mrs. Hoeg, and Miss Buckley gave their services. At the close of the session, a number applied for ad- mission to the training schools. Letters received from many states show that the women of the country are thoroughly aroused to the need of nurses. Many ask for courses which would fit them to fulfill the requirements for registration at recognized schools. I submit a course which meets the Regents requirements in New York State. It differs slightly from the prescribed first year high school studies, the changes have been made with a view to the needs of the profes- sion and the maturity of mind of those who would apply. WAR SERVICE TRAINING SCHOOL FOR WOMEN STATISTICS July 15 August 30 Register of school 1,488 1,087 Number of college graduates 468 Number of high school graduates 603 Number who had one year high school or equivalent . . 563 Number who were employed 356 Number who had two or more years business experience 406 Number in Gregg classes, elementary 165 110 Number in Gregg classes, advanced 38 27 Number in Pitman classes, elementary 337 260 Number in Pitman classes, advanced 172 112 Number in Stenotypy 29 22 Number in typewriting 558 589 Number in bookkeeping 201 156 Number in office practice 152 125 Number in nursing 189 175 Number in X-Ray 37 32 22 July 15 August 30 Number of applicants refused 501 Number of certificates issued 1,420 Number who held part-time positions 435 Number who left to take positions 163 Respectfully submitted, (Signed) LOUISE M. WEBSTER. The success of the summer school has demonstrated first, that there is a real need for such a summer school as a permanent part of our school system, a school where women young and mid- dle aged, may, by means of short intensive unit courses fit them- selves for more effective service. In the second place, it has demonstrated the value of intensive training in such subjects as stenography and typewriting and bookkeeping. It has seemingly proved that our courses in these subjects in the high schools are spread too thinly and that we are therefore wasting much time and money. Because of this demonstration, a committee has been appointed to squeeze the water out of these courses in the high schools, and another committee to revise the three years com- mercial course after this squeezing out process has been completed. Another result has been the construction of the first year unit courses in commercial work, a report on which has been made in another section of this report. Because of the need thus clearly proven and the success achieved in temporarily meeting this need, I recommend that classes for courses in bookkeeping, typewriting, office practice, filing and stenography be organized in the Julia Richman and other high schools convenient to the business districts, such classes to be held for units of two hours each in the late after- noon during the school year. Such classes would meet the needs of women who are employed throughout the day but who do not find it profitable to attend evening school with the present pro- gram of work. 23 I would further recommend that provision be made in the budget for the operation of a summer school in the Washington Irving High School building for the summer of 1919, which shall offer not only intensive courses in business subjects similar to those provided this past summer but which shall also furnish to the regular high school pupils an opportunity for making up the subjects they have failed to pass during the preceding term and of anticipating subjects of the coming term. Such opportunities have been offered by the summer high schools operated by Miss Webster as a private venture. Two summer high schools were conducted by the Board of Education in the summer of 1912. Every summer hundreds of our high school pupils who remain in the city are eager for the opportunity. Money spent for this purpose would bring large returns in making it unnecessary for pupils to waste a half year in repeating work and thus establish a habit of failure. THE NEW PHYSICAL TRAINING REQUIREMENTS During the past year, the various high schools have been experimenting in an effort to cany out the provisions of the Welsh Law and the provisions adopted by the Board of Regents which sought to effect the purposes of this act. In New York, we sought to carry into effect the maximum provisions of the act. To do this, required (a) five periods a week of physical training and supervised recreation, (b) the setting up exercises between recitations, (c) the daily health inspection (d) system- atic instruction in hygiene each week. No high school has had sufficient gymnasium accommoda- tions to provide for all its pupils a daily period of phj^sical train- ing or recreation; but many of the schools have met the require- ment by the use of play grounds or armories. It had been expected in the spring of 1917 that every armory in the neigh- borhood of a high school could be used for this physical training work but the use of armories for direct war purposes interfered with this plan. The armory in Flushing has been used through- 24 out for this work, enabling the school to give its students a daily period of physical training; and the 23rd Regiment Armory in Brooklyn has been used by the Girls' High School for the greater part of the year. I submit a report from Erasmus Hall to show what can be done by a physical training teacher who has energy and organiz- ing power in utilizing the playground for physical training pur- poses. It is to be hoped that in the future more of our physical training teachers will see the desirability of taking their pupils into the open whenever possible for this physical training work. It is encouraging to see that the physical training teachers are more and more introducing the play element into the daily pro- gram. This will inevitably lead to a greater use of the outdoor gymnasium. I visited a high school on a warm spring afternoon this past year and found the teacher conducting his class in physical train- ing in a dirty auditorium, poorly ventilated, although just a few feet away was a large athletic field in good condition on which some boys of the morning session were training for track and playing other games. In my own experience, I have found it difficult to induce the physical training teachers to depart from the routine of the regular gymnasium work. We are just begin- ning to realize the possibilities of physical training in making over the youth. The new requirements of a daily health inspec- tion and the teaching in hygiene will, it is to be hoped, open our eyes to the duty we owe these boys and girls in the matter of physical reconstruction — a work which naturally falls to the physical training department. As an illustration of what ought to be done in every school in this city, allow me to submit the report of the work, accomplished this past year, in carrying out these two requirements by the department of hygiene in the DeWitt Clinton High School in cooperation with the physical training department — the joint work being under the direction of Dr. John D. McCarthy, acting chairman of the Biology Department, who has studied for several 25 years the connection between the physical condition of the child and his mental development and progress in school. A-fter read- ing what has been accomplished in one school, I feel sure you will be convinced that this same kind of work should be carried on in every high school; that to this end there should be a school physician in each school and that to bring about a greater degree of efficiency throughout the schools, a l:)ureau of hygiene or physical reconstruction should be established. Such a })ureau should have as its director a man who, because of his knowledge of boys and girls as a teacher and his studies of this interrelation of the phys- ical and the mental life of the child, shall be able to train our teachers to detect those pupils whose seeming dullness is due to physical conditions which are remediable, and who shall also be able through cooperation with the clinics, hospitals and special- ists, to arrange for treatment for those children who need it and who, for want of it, are impeding the progress of the other pupils and wasting their own lives. A similar discussion was made in a recent report of the cor- rectional work of the department of physical training of Wash- ington Irving High School. Results in this field, however, need to be repeatedly brought to the attention of our high schools, since reconstruction work is so vital to the welfare of the students and at the same time, with our present equipment and teaching force, is so difficult of accomplishment. 26 REPORT ON THE WORK IN HYGIENE, 1917-1918 DeWITT CLINTON HIGH SCHOOL BY John D. McCarthy, Chairman of Department The Welsh-Slater Law, passed by the State Legislature in 1917, called for (1) more work in Physical Training, (2) for a yearly medical examinalion, (3) for instruction in Hygiene, and (4) for a daily hygiene inspection. The first type of work was attended to by the Physical Training Department, the second by the Department of Hygiene and Physical Training, and the third and fourth by the Department of Hygiene. ORGANIZATION OF SUBJECT MATTER The work of the Department of Hygiene was greatly facili- tated by the action of the Principal in having the subject put in the curriculum, as a regular one-period subject which each boy was required to take. Exceptions to this rule were made in the case of pupils taking Biology, who were excused from taking Hygiene for the term during which they were' taking BioLgy. Inasmuch as the work was new, it was considered inadvisable to attempt to grade it and arrange for different kinds of work each term. To have done this would have been to increase the diffi- culties of the Program Committee and also the difficulties of the teachers of Hygiene. It was considered better to arrange the work in a three-year cycle — since the boys of only the last three years were taking it — and to attempt to adapt the work to the maturity of the pupils. This, we have tried to do, but it is not easily done, since the boys in any one Hygiene class may be from three or more different forms. Still, much more can be done with this problem than has beon done up to date. It was decided early in the school year to follow, for a time at least, the syllabus in Hygiene prepared by the Biology Teachers' 27 Association. This syllabus was very suggestive but we found it advantageous to deviate from it at several points in order to make the work more practical and thus more effective. We have made a serious attempt to give the boys something of definite value to them — that is, we have tried to give instruction in the prophylaxis of disease and also to give definite assistance in the removal of physical defects. During the study periods, we have used two books, ''How to Live," by Fisher and Fiske, and ''Human Mechanism," Part II, by Hough and Sedgwich. Much of the information that the boys need is not to be found in these text-books and was given by a modified lecture method — that is, we encouraged a conversational exchange in the class- room, giving the boys an opportunity to contribute the results of their own experiences. This method was used particularly in connection with the work on "Constipation and Cathartics." The text-books generally give no information of value on this subject, but the need for it is great. Large quantities of patented cathartics are consumed in this city yearly and serious disease conditions are produced thereby. The Hygiene teachers gave definite information on the use of the five cathartics found in the U. S. Pharmacopoea and which can be obtained in a pure state from a druggist. These cathartics are castor oil, epsom salts, citrate of magnesia, cascara sagrada and calomel. In connection with each drug the boys were told the average dose for a child and for a person of 16 years (adult); the proper time to take the drug; its action; and finally its after effects. Boys were encour- aged to confine the use of cathartics to these five (5) drugs. The outline of the course for the past year follows: OUTLINE OF THE COURSES IN HYGIENE AS GIVEN AT THE DE WITT CLINTON HIGH SCHOOL I . Posture : 1. Posture as the cause and effect of disease. 2. Use of abdominal supports, suspensories, shoulder braces, etc. 3. Breathing exercises. 4. Muscle tone. 5. Weak feet and flat feet. 6. Corrective exercises. 28 II. Breathing and Ventilation: 1. Importance of proper breathing. 2. Posture and breathing. 3. Rapid and slow breathing — their significance. 4. Adenoids, enlarged tonsils and polyps. 5. Hygiene of the nose; use of sprays, inhalations, douches, etc. 6. Skin breathing and the hygiene of the clothing. 7. Ventilation and mental and physical efficiency. 8. What constitutes good ventilation. 9. Methods of ventilating home, schoolroom, etc. 10. Occupational diseases and the hygiene of the respiratory tract. III. Dust and Its Dangers; 1. Composition of dust. 2. Dust and disease. 3. Methods of sweeping and cleaning. IV. Foods and Their Uses: 1. Composition of foods. 2. Body weight and health. 3. Diet in youth and in middle and old age. 4. Use of hard, bulky and uncooked foods. 5. Vitamines. 6. Acids and inorganic salts. 7. Mastication. 8. School lunch. 9. Indigestion, hyperacidity, etc. 10. Food and the war. V. The Teeth: 1. Structure and uses of the teeth. 2. Diseases of the teeth (tartar, green stain, caries and pyorrhea). 3. Examination of the teeth. VI. Constipation and Cathartics: 1. Causes of constipation. 2. Treatment of acute and chronic constipation. 3. Cathartics — use and abuse: (a) Five examples (castor oil, Epsom salts, citrate of mag- nesia, cascara, calomel); dosage, time to take each, in- dications, action and after effect. (6) Practical exercise to disclose headaches, constipation, floating specks, etc. VII. The Eyes: 1. Structure of the eyes. 2. Diseases of the eyes. 3. Examination of the eyes by means of the Snelling Chart. 29 The practical examination of the teeth was made by grouping the boys in pairs and providing each boy with a chart of his teeth. Each boy was at the start either examiner or patient. The examiner recorded on the patient's chart the dental defects found. This examination was checked up by the teacher who also did everything possible to make sure that no contagion would spread by this exercise. The chart given below indicates just what was done here. I wish to make acknowledgment to Dr. Hunter for suggestions in regard to this part of the examina- tions. In all 2,326 boys were examined and the results of the examinations are given below: Number of boys examined 2,326 Number whose teeth showed tartar 501 Number whose teeth showed green stain 345 Number whose gums showed pyorrhea - 313 Number whose teeth showed large cavities 1 047 At this point, Dr. L. L. Palmer of the Physical Training Department manifested a desire to take part in the work. The Principal approved his wish and he took a very active part in the dental work from that time forward. He first took all of the dental charts and appointed office hours during which he saw those boys who were in need of early treatment. He volunteered to give his lunch periods three days a week and also Saturday A. M. to professional work at the Vanderbilt Clinic for the boys of this school. Each boy desiring his services was required to file with him beforehand written permission signed by the parent to have the work done. In order to allow the boys a choice in the clinics of the city, a mineographed list of the New York City clinics was prepared, a copy of which was given to each boy. Although boys were encouraged to patronize the private dentists, many of the boys could not afford to pay the exorbitant fees of most dentists and so considerable attention was paid to the public clinics. So far, I have heard of no complaints of the clinics but the boys are, on the contrary, much pleased with their work. As each boy had work done, he filled out a dental card giving information as shown below. These cards were filed with Dr. Palmer. Up to date, he has received 746 of them, indicating 30 that at least that number of boys had dental defects remedied between the dental examination of March 1st and that of June 1st. Boys were told at the conclusion of the first dental exami- nation that a second examination would be given at the end of three months. This second examination was given June 1st- 10th, and the names of those boys who still had dental defects were taken and by the authority of the Principal, those boys were notified that if the dental work was not completed in five days, they would be reported as having failed to comply with the State Law on Physical Training (Part C) and therefore would fail in Hygiene. This caused a stampede to the offices of dentists and to the clinics as a result of whcih 200 additional boys had their teeth treated, making a total of over one thousand. This left a residue of 200 boys who apparently could not be forced to have the work done this term. Pressure will be brought to bear on them next term. The work was now developing into a series of drives on phys- ical defects that interfere with scholarship. The next drive was on diseases of the digestive system — particularly on indigestion, hyperacidity, constipation and autointoxication. After prelimi- nary instruction (indicated in the syllabus) the boys wrote out answers to questions on a mineographed sheet supplied them. These sheets were collected and turned over to Mr. Worth, who offered to make a special study of the subject and give the boys advice or to indicate or arrange treatment at the Vanderbilt Clinic. Mr. Worth reports that he selected 100 of the worse cases and gave advice to seventy-five of them. He further reports that the seventy-five followed the treatment indicated and showed improvement. The next drive was on the eyes. Dr. Mason had already done a great deal of work on the eyes of the incoming boys and had made a special study of the subject. He was asked to take charge of this part of the work and to indicate lines ofprocedure and methods of examination. Dr. Mason was much interested in the work and was very helpful to all of us. The examination showed that many of the boys were badly in need of treatment. 31 So far about one hundred boys have had their eyes examined. Further on all will bo required to have a further exmination, if one is needed before admission into the hygiene classes in September. A list of clinics was given to each boy. The results of the eye examination are tabulated below. Number of boys examined 1,350 Number showing defective vision* 400 Number who, up to date, have had treatment 100 * Dr. Mason finds that 337^ of the entering boys need glasses. Our figures show that 16% need them. Evidently 16% get glasses before they come to Hygiene. DAILY MORNING HYGIENE INSPECTION The organization of this feature of the work was not easy, partly because the section officers' period does not come until the end of the second period. There is always the difficulty of getting persons, who are untrained in hygiene to take an active interest in the work. On the invitation of the Principal, I at- tended a meeting of the First Assistants and explained the matter to them and made a plea for their assistance. The following week, on the invitation of Dr. Paul, Dr. I. Goldberger of Dr. Crampton's office, came to a Faculty Conference and explained the object of the daily morning Hygiene inspection. Some of the teachers expressed interest in the work and subsequent develop- ment showed that they were willing to take more than apassive interest in the work. The means of organizing the inspection by the Section Officers is indicated in the following sheet of directions. NOTICE TO SECTION OFFICERS ''By provisions of the Welsh Law, each section officer is called upon to make a daily morning inspection in hygiene for (a) evi- dences of unhygienic living, (b) disease symptoms, (c) physical defects. To relieve the section officer of the routine part of this work so far as possible, it is requested that in each section a 32 student hygiene inspector be appointed whose duty it will be to assist the section officer in this work. Section officers will please send to Mr. McCarthy before May 18th, the names of the hygiene inspectors and will ask the inspectors to meet Mr. McCarthy in Room 314 during Assembly on May 24. You will find accom- panying this sheet notices from Dr. Crampton's office which describe (1) the purpose of the daily morning hygiene inspection, (2) disease symptoms, (3) report sheets which are to be sent to Dr. Morse in Room 317 during the section officers' period in case boys needing medical attention are present. It will not be necessary for the section officer to determine the nature of the illness but simply to report that the boy presents symptoms. In case the boy needs immediate medical attention, he should be sent immediately to Dr. Morse. Teachers should be constantly on the lookout for cases of defective eyesight or hearing in their classes. The hygiene teachers recently made an examination of the teeth of the boys. This examination of the teeth disclosed the fact that 35% have tartar, 75% show symptoms of pyorrhea, 45% show cavities. During the past six months, several cases of severe, nervous and mental derangement have been found among the boys. Teachers should report any cases of this sort to Mr. McCarthy who will arrange proper examination or treatment. Mr. Mc- Carthy would also be glad to have the teachers report to him the names of any boys who are suspected of mental deficiency or boys who have been unable to get hold of themselves sufficiently well to enable them to do classroom work of at least passing grade. A special arrangement has been made with the Vanderbilt Clinic so that boys from this school may have direct attention. The staff of the Department of Neurology is especially at the disposal of boys of this school for the examination and treatment of nervous and mental disorders. The teachers of the Department of Biology and Hygiene are ready to help the boys with any matters pertaining to their 33 physical well being. Dr. Mason is always at the service of the boys for corrective eye work and Dr. Palmer for corrective dental work. Mr. Hunter or Mr. McCarthy will be in the Biology office (Room 321) during the section officers' period and their time will be at the disposal of the students." Accompanying this sheet of instructions were the following sheets— the first describing and explaining disease symptoms that might be observed among the boys and the second providing for a report on any cases found. SYMPTOMS OF ILLNESS IN CHILDREN WHICH SHOULD BE OBSERVED BY SCHOOL TEACHERS AND THEIR SIGNIFICANCE Any deviation from the normal in a previously healthy child should always be regarded with suspicion. Children with the following symptoms should be referred to the school Health Officer unless otherwise indicated. General Symptoms: The beginning of most children's diseases show one or more of the fol- lowing symptoms. Depending upon the severity of the symptoms, the pupil should be separated from others and watched, sent to the Health Officer, or sent home to the parents with a written explanation. Disinchnation to study or play. General malaise. Drowsiness. Cheeks flushed or pallid. Fever. Chills. Vomiting. Special Symptoms: Cough — may indicate : Bronchitis. Simple cold in head or throat. Tuberculosis (if continued over a long period). Cases of measles. 34 Special Sym ptoms — Continued: Cough — may indicate — Continued: Cases of whooping cough. Children who sneeze or cough should be taken from their regular seats and isolated, or excluded, if necessary. This is most im- portant for these and other diseases are spread by sneezing and coughing. Loss of Weight (imperfect nutrition) may indicate: Tuberculosis (if associated with shght fever, pallor, swollen gland of the neck, limping or pain in the region of the spine). Pallor indicates: Anaemia (impoverished blood). Shortness of Breath may indicate : Heart trouble — if lips and finger tips have a tendency to become blue. Lung trouble — if cough is also present. Frequent Requests to leave the Room — may indicate: Bowel trouble. Kidney trouble. Bladder trouble. Local uncleanliness. Bad habits, often caused by a condition known as phimosis. Restlessness — may indicate : Lack of sleep. Lack of proper food. Constipation. Mental defectiveness. Functional nervous disorders (St. Vitus' dance), especially if asso- ciated with shrugging of shoulders and head, fluctuations of the eyes, hands, or feet. The student hygiene inspectors showed keen interest in their work. The position of inspector was particularly attractive to boys who were planning to take up medicine or dentistry. The boys appointed for this work simply assisted the section officer and it was not intended, of course, that the section officer should be relieved of the responsibility for the work. Dr. Morse, the school physician, reports that the number o'f patients coming to him increased perceptibly about the time that the Daily Morning Hygiene Inspection was instituted. With this year's experience 35 in mind, the daily inspection should be begun much earlier an- other term and taking advantage of a suggestion of Dr. Hunter — the student inspectors should be organized into a Hygiene Squad. COOPERATION BETWEEN THE SCHOOL AND THE CLINICS One subject in which I have been particularly interested is the matter of the clinic in its relation to the school. I do not believe that educators have appreciated the opportunities that lie here. Dr. Grossman in his recent book, 'The Exceptional Child," calls attention to the need for further cooperation here. The clinic is needed by the school for two reasons: (1) because so many boys cannot afford the services of a physician, and (2) because the earlier stages of a more insidious disease, particularly the nervous diseases, cannot be diagnosed and treated by the general run of practitioners. The cooperation with the school, I find, is desired by the physicians attending the clinics because (1) they come across certain types of cases that ordinarily they would not reach, and (2) because they can do real work in Pre- ventive Medicine. Through the very generous sympathy of Dr. Frederick Tilney, Professor of Neurology, Columbia University, this school was able to make arrangements with the Vanderbilt Clinic, whereby DeWitt Clinton boys could receive diagnosis and treatment. According to this arrangement, all boys from this school desiring treatment reported to the Neurological Clinic where they were met by either Dr. Chas. A. McKendree, or Dr. Frank M. Hal- lock, of the Department of Neurology, who diagnosed the cases and then referred the boys to the proper department of the clinic. If the case was a neurological or psychiatral one, the patient re- mained with Dr. McKendree or Dr. Hallock. The only expense to which the boys were put was the payment of an admission fee of 10 cents, and in one or two cases, the expenditure of a small amount of money for some unusual remedy. Boys who needed dental work only, did not go through Dr. Tilney 's Department but instead went directly to the Oral Hygiene Clinic. Dr. 36 Palmer reports that in the past three months 288 boys have received dental work at the Vanderbilt Clinic alone. We have not yet checked up the number of boys who received eye exami- nation or treatment so I cannot give any figures here, nor can I say how many boys went to the Vanderbilt Clinic through Dr. Morse, as he has no figures available. I personally conducted over twenty boys to the clinic. These were special cases for the most part, i.e., special cases where an oral history of the case had to be given to the examining physician. Several of these cases are important enough, I think, to be given in detail in this report as they illustrate the need for more remedial work of the nature provided particularly at the Vanderbilt Clinic. Report on a few of the cases referred to the Vanderbilt Clinic : (1) G- Sijmptoms — Periods of nervousness come on about every two years and last about two months. Feels weak all over. Easily gets excited and flushed. Diagnosis — Chorea . Treatment — Treated by Dr. Hallock. Result — Boy reports complete recovery two months later. (2) B Symptoms — Dizzy in the A.M., nervous and irritable during day, poor appetite. Frequently eats no breakfast. School Record — An unusually good student. Diagnosis — Anaemia, adfenoids and enlarged tonsils. Treatment — Adenoids, and tonsils removed, given a tonic. Reported a gain of 10 lbs. (3) J Symptoms — Nocturnal emissions five or six times a week, much wor- ried, nervous, and has no energy; cannot concentrate, threatens suicide, eyes are listless and puffed. School Record — At times, good; of late, poor. Diagnosis — Emissions brought on by masturbation. Treatment — Given electrical and manual massage of prostate gland and vesicles. Result — Boy entirely cured in four months. 37 (4) H- Symptoms — Nervous, worried, and hypersensitive. If he touches one side of the face, must touch the other side also; counts windows as he passes along the street, any mistake causes worry; one day for- got to count window No. 5, which meant that he would die in room by that window. If he puts down one mark on a paper, he must put down a fourth; this trouble has resulted in failure in several examinations because if he made a mistake once, he would deliber- ately make the same mistake up to four times. If he eats three slices of bread, must eat four. Does not like certain numbers, i.e., 3 and 5. Has a code: No. 1 (father). No. 2 (mother). No. 3 (family), etc. School Record — At times, good; at others, bad. Diagnosis — Compulsion neurosis. Treatment — Psychoanalytic method of Freud. Result — Patient improving up to June 1st. At that time, Dr. Hallock enters the Army and patient goes all to pieces. Fails in all examinations. (5) X- Symptoms — Continuous headache for 43^ years. Diagnosis — He was given every possible kind of examination but the cause of the trouble was not discovered. (6) J- Sym-ptoms — Pains in chest for six months, no appetite, loss of weight. School Record — Good, at times. Diagnosis — Incipient tuberculosis and a spinal nerve pinched between two vertebrae. Treatment — Medicinal and dietetic; social worker at the Vanderbilt Clinic induced family to move out of the tenement into a better neighborhood. (7) I- Symptoms — Paleness; undersized and listless. School Record — Fair. Diagnosis — Arrest in growth. Treatment — Special course in medication; Pituitary secretion admin- istered. Result — In six months he gained two pounds and grew one inch. 38 A STUDY OF RETARDATION Retarded pupils are too often classed simply as ''dull." This, in itself, means nothing. It is not an explanation — only a de- scription. ''Dullness" may be due to actual mental inferiority, either hereditary, congenital or acquired, or it may be due to a lack of knowledge of English, or to the personality of the teacher, or to poor methods of teaching or to various other causes. With this in mind, I prepared with the help of Mr. Gombartz the ac- companying sheet to be used in the study of backward pupils. Mr. Apisdorf examined the term sheets and selected boys whose school records had been conspicuously poor. During my free periods, I called these boys from their classes and examined them singly as indicated by the sheet to which attention has just been called. The physical examination was conducted at the Van- derbilt Clinic. The Binet Test used was Terman's modification, commonly known as the Stanford revision. I found this test very satisfactory. As a result of giving these tests, I was able to say in some cases to the teachers who had reported the boys as "dull" that they were boys of better than average ability. In one case, the boy had grown nearly twelve inches in twenty months and, as a consequence, lacked nervous control. In one other case, the boy was found to be blind in one eye; in another, the boy told me that he could not sleep at night as he had a fear of suffoca- tion. An examination at the Vanderbilt Clinic showed that he had a suppurating bone in his nose and that the pus and catarrh thus formed was dropping into his throat. In addition, this boy was found to be deaf in one ear. In still another case, the Binet test showed the boy to be distinctly above the mental average for his age. Investigation showed that he had made an excellent grammar-school record, but that he had gotten into bad company and had recently been caught in a crap game. He may be a case of a square peg in a round hole; that is, it is possible that he belongs in a technical school. I felt that this might be an opportunity for cooperation with the Bureau of Vocational Guidance and so have reported the case to Mr. Delaney and I hope to arrive at some conclusion, as a result of the conference, that will be of value to the boy. 39 I should like to have done much more with the Psychological Clinic, but I found that ten boj^s were all I could handle with the other work that needed my attention. THE FULFILLMENTS OF THE REQUIREMENTS UNDER THE WELSH LAW IN ERASMUS HALL HIGH SCHOOL Although this school has no gymnasium for boys, it has a sufficient campus for the training of all of them when the weather allows of outdoor exercises. The result has been that in the supervised recreation, we have been able to put into games every boy in school three days every week, and in addition to that, we have had athletic contests of various kinds during the noon periods, so that there is not a single student in this school at present, either boy or girl, who does not get athletic training every day of the week during the good weather. We feel that the introduction of this policy has interested great numbers of students in their physical well-being as never before, and that the whole idea of a few picked boys or girls to play in games while the rest applauded has been overthrown in favor of a more general athletic activity. I give a typical program of Playground Games. Volley Ball Dodge Ball Swat the Fly Centre Ball Snatch the Club Poison Snake Black and White Indoor Baseball Chinning Track Athletics: . Sprints Jumping (standing and running) High Jump Discus Throwing Shot Put Pole Vault • Hurdle Relay Races During the physical training period, sixteen teams of fifteen boys each have been in action. The winning team of each class represents that class on the noon hour athletic schedule. As there are seven classes of physical training a day, it is evident that this year we have had 112 teams which have played indoor baseball at least three periods a week. 40 The noon hour athletic scheme has been a remarkable success in arousing enthusiasm. The work of the girls, both indoor and outdoor, has resulted in the first Girls' Field Day — in which one thousand contestants took part. INADEQUATE FACILITIES FOR PHYSICAL TRAINING The following report of Director Crampton on facilities for physical training in high schools shows the difficulties incurred in trying to carry out the requirements of the Welsh Law and the provisions that need to be made for high schools if the law is to be completely enforced. "A careful study of the physical training in the high schools has been made. It is apparent that they lack facihties to give all of the students physical training in accordance with the law. This fact is of great moment. The law requiring additional physical training was passed by the representatives of the people, who, experiencing an awakened realization of the inadequacy of the provision for the development of health and vigor, made their wishes known for the benefit of their children. "I wish respectfully to urge upon you the fact that physical training is not only pre-military training, acknowledged by all to be of the great- est importance and value as a military asset, but is the essential foun- dation of efficient citizenship. And it is being neglected. "In spite of the fact that there are competing claims of great urgency for the consideration of elementary school buildings, and the provision of adequate play and physical training facilities for these schools, yet the claims for consideration of the high school children are urgent, and not to be denied. These students are closer to the firing line, and need our most devoted effort. "Some of the conditions in the high schools are little short of scanda- lous. These facts have been repeatedly called to your attention during the last two years. The facilities were inadequate and inappropriate for physical training previous to the enactment of the Welsh Law. "After repeated consultations with the principals, with members of your Board, with the Building Department and with others, Dr. Way has prepared, in conference with me, the enclosed recommendations. They are approved by the principals and urged by them. They are based upon their registers as of March 31. With certain excep- tions noted in the report, the adjustment is made to a program of eight periods a day. The minimum floor space for pupils, i.e., 36 square feet, 41 is taken as a basis. If more space could be provided, it would be well, for, with a minimum provision, minimum results accrue, and the maxi- mum is desired and indicated." SUMMARY OF REPORT *Regis- Re- Pres- Addi- School ter quired ent tional Reconnnended MANHATTAN AND THE BRONX 1- Clinton 4,000 18,000 8,580 9,500 Acquire property west of school and build. 2. Commerce 2,046 9,225 4,939 4,300 Improve playground as recommended and ap- proved by the Board of Superintendents, Nov. 22, 1917. 3. Stuyvesant 4,423 14,400 9,800 4,600 Erect two additional gymnasiums of the roof each 60 x 40. 4. Morris 4,000 15,000 7,200 7,800 Erect buildings for Phys- ical Training on pres- ent site. 5. EvanderChilds... 2,000 9,000 4,000 5,000 1. Utihze part of lunch room as temporary gymnasium. 2. Ac- quire additional land and erect building con- taining gymnasium. 6. Wadleigh 2,477 11,600 5,774 5,826 Change suitable class- rooms into gymna- siums. 7. Washington Irving 5,350 16,200 12,087 4,200 Enclose present roof playground. 8.Juha Richman 3,580 New building. BROOKLYN 9- Boys' 2,610 11,700 8,000 3,700 1. Cover roof of present auditorium. 2. Acquire land west of building and erect gymnasium. 10. Manual Training.. 2,610 11,700 4,160 6,540 Erect two gymnasiums on present i^lay ground. * Register is of main building only. 42 *Regis- Re- Pres- Addi- School ter quired ent tional Recommended BROOKLYN — Continued 11. Erasmus Hall 3,271 14,850 7,987 Erect additional building as recommended and approved by Board of Superintendents, Nov. 22, 1917. 12. Commercial 2,895 13,050 8,630 4,420 1. Erect gymnasium on roof. 2. Acquire prop- erty west of school and build gymnasium. 13. Eastern District. . 1,930 9,000 8,630 .... 14. Bushwick 9,993 9,000 5,400 3,600 Erect gymnasiums ad- joining the present building or construct additional gymnasiums on present roof. 15. New Utrecht 734 3,300 .... 3,300 Erect gymnasium build- ing on present site. 16. Girls' 2,200 12,150 2,100 10,050 Three-story building in North Court. 17. Bay Ridge 1,711 7,300 4,200 2,050 Acquire land south and across the street and build gymnasiums. QUEENS 18. Bryant 1,235 5,550 None 5,550 Planned and authorized addition. 19. Newtown 1,300 5,850 None 5,850 Planned and authorized addition. 20. Flushing 1,001 4,500 4,081 419 No recommendation at present. 21. Jamaica 1,080 4,660 None 4,660 Build two gymnasiums in present yard. 22. Richmond Hill.... 1,500 6,750 None 6,750 Erect building with two gymnasiums on pres- ent ground. 23. Far Rockaway . . . . 401 1,800 3,174 .... Cover area between wings for playground. 24. Curtis 964 4,338 None 4,338 Addition authorized. It should contain requis- ite space." * Register is of main building only. 43 SUMMARY OF REPORT Wherever we have been able to carry out the provisions of the Welsh Law and give the pupils one period daily of physical training, an improvement of the physical condition of the pupils has been noticed. It is evident that the recommendations of this report are most timely. We have come to realize as never before the value of sound bodies as a national asset. When we are spending billions for war, we should be able to find money as a war measure for providing the facilities for physical" training, without which our boys and girls will not be equipped for the nation's service. For this program a large amount of money will be needed. It should be provided even though the legisla- ture must be invoked to authorize the issue of bonds. From Table "A" we note that of 12,115 pupils who entered the high schools in September, 1917, 705 (1 of every 17 pupils) did not pass a single subject, that 916 passed but one subject and that 1,349 passed but two subjects. A total of 2,970 pupils, or one in four of those who entered failed to complete more than 50% of the prepared subjects on their programs. A fair state- ment would be that one-fourth of all the pupils who entered the high schools in September, 1917, met with failure in the first six months of high school. The question then arises, where lies the responsibility? For the 705 pupils who failed in every subject, the high school teachers can hardly be held responsible. Under the law of averages, it is hardly likely that any boy would draw four poor teachers at one time unless the high school principal is following the course against which he has been warned again and again, namely, placing his inexperienced and less competent teachers, especially substitutes, in charge of first-term classes. Any principal who follows this procedure is running into disaster with his eyes open. The same judgment may almost as safely be passed concerning the 916 pupils who passed in but one sub- ject. It is hard to avoid the conclusion that these 1,621 pupils were graduated from the elementary schools without being trained how to study and without sufficient grounding in the elements of school training to permit them to pursue with profit 44 TABLE "A" SCHOLARSHIP REPORT OF FIRST TERM PUPILS, ALL COURSES, IN ALL HIGH SCHOOLS (Furnished by Statistical Bureau) January, 1918 June, 1918 Subject Num- Per ber Cent of Passed Failed Pass- Pupils ing Num- Per ber Cent of Passed Failed Pass- Pupils ing English French German Latin Spanish Mathematics Science Bookkeeping Mechanic Arts Sten. and Typewriting. Domestic Art Penmanship Community Civics (H. S. Com. Econ.) Manual Training Sewing Commerci'l Geography Business Forms and Penmanship Pen. and Bookkeeping. Vocational Studies .... Typewriting Cooking and Sewing . . 12,025 2,480 1,473 2,709 4,694 11,286 8,265 2,547 449 450 190 1,286 74 95 65 10,088 1,716 1,105 1,898 3,348 8,445 6,723 2,228 414 397 180 1,063 65 91 54 1,937 764 368 811 1,346 2,841 1,542 319 35 53 10 223 9 4 11 83.911,901 69.2 2,814 75.0 524 70.1 3,648 5,494 10,664 7,335 71.3 74.8 81.3 87.5 92.8 88.2 94.8 82.7 87.8 95.8 83.1 859 915 238 151 915 592 5 295 902 134 261 9,963 1,803 430 2,216 3,912 7,998 5,891 783 815 184 138 815 550 3 280 768 125 202 25 1,938 1,011 94 1,432 1,582 2,666 1,444 74 100 54 13 100 42 2 15 134 9 59 5 83.7 64.7 82.1 61.7 71.2 75.0 80.3 91.4 89.1 77.3 91.4 89.1 92.9 60.0 95.9 85.1 93.3 77.4 83.3 Totals 48,048 37,815 10,273 78 . 6 47,647 36,903 10,774 77 . 4 training in more advanced subjects. The primary remedy for this condition is not the one so often suggested, an examination for admission to high schools. The remedy lies rather with the district superintendents who, on the basis of the reports, regu- larly sent them from the high schools, should call to account the 45 TABLE "B' NUMBER OF SUBJECTS PASSED BY PUPILS OF FIRST TERM WHO ENTERED HIGH SCHOOLS SEPTEMBER, 1917, AND FEBRUARY, 1918 JANUARY, 1918 Average Number 4 Total Subject Courses of Pupils or More 3 2 1 Subjects Passed Passed per Pupil General .... . 5,755 3,157 1,087 653 453 405 17,648 3.1 Commercial. . 4,964 2,893 974 543 353 201 15,933 3.2 Technical . . . 765 537 120 48 33 30 2,631 3.4 Manual .... 581 232 109 100 72 68 1,527 2.6 Homecraft . . 50 20 16 8 5 1 149 3.0 Totals. . . 12,115 6,839 2,306 1,349 916 705 37,888 3.1 *TUNE, 1918 Number Total Average Subjects Courses of Pupils 4 or More 3 2 1 Subjects Passed Passed per Pupil General . . . . . 5,797 2,993 1,092 741 539 367 17,269 2.9 Commercial. . 5,024 2,822 1,053 573 335 239 15,928 3.2 Technical . . . 934 652 183 49 13 37 3,269 3.5 Manual. . . . 92 55 14 11 9 2 293 3.2 Homecraft . . 36 17 6 5 3 3 99 2.8 Cooperative 67 16 18 12 12 9 154 2.3 Totals. . . 11,950 6,556 2,366 1,391 911 658 37,011 3.1 * Entered February, 1918. principals and teachers who graduate these poorly equipped pupils. A secondary remedy would be an earlier sifting of the pupils by the principals of the high schools so that these poorly prepared pupils may be placed in classes which will move at a slower rate, taking possibly three terms to complete two terms' 46 work or even two terms to complete one term's work. Just as we advocate rapid advancement classes for the bright pupils, so we should advocate slow advancement classes for the subnormal pupil. The present method of allowing such pupils to fail and then repeat the work in the same kind of class as before is most wasteful. My experience convinces me that for the great major- ity of pupils repeating work is ineffective, in many cases disastrous. The habit of failure once formed in school may attend the pupil through life. If the high school principals and teachers would make it their first business to plan slow advancement classes for these slow or lazy pupils, I believe a considerable proportion of them could be saved to complete the high school course but not in four years. For the 1,349 pupils who passed in but two subjects, a large share of responsibility must rest with high school teachers, espe- cially with the teachers of certain subjects. In January, 1918, of every 100 pupils who studied French, 31.8 failed to pass, nearly 1 in every 3; of every 100 who studied Latin, 30; of Spanish, 28.7; of mathematics, 25.2. If our soldiers in France had shown the same record of failure to carry out successfully the tasks assigned them, the war would still be going on. If our losses in battle had been so great during the same six months, our generals would have been court-martialed for inefficiency. Such a record cannot be defended. The figures for June are even more deplorable. In French, of every hundred pupils, 36.3 failed; in Latin, 39.3; Spanish, 28.8; mathematics, 25. This is a veritable slaughter of the innocents. What then is the remedy? It is certainly not one of arbi- trarily lowering the passing grade or accomplishing the desired result by promoting the unfit. Such methods ultimately impair the characters of the teachers and pupils and render effective work in such schools almost impossible. Under our elastic requirements for graduation from high school and the resulting free election of subjects it is possible for 47 a student to avoid those subjects for which he lacks aptitude and interest. It is time we frankly recognized 'that some pupils are so devoid of an ear for language sound, so deficient in ability to detect word relations and word formations that for them progress in language studies entails a consumption of time and energy which is not warranted by the resulting gain. In fact, for many of these students there is no resulting gain but rather a positive loss by reason of the habit of failure established. Many of these students can be detected early in the term by the observant teacher and assigned to other subjects. The most urgent need in our high schools today is an effective test for language ability by means of which those doomed to failure could be deflected into other subjects when first they enter the high schools. This subject is discussed elsewhere in the report by Mr. Wilkins. The great majority of pupils do have language sense and yet they fail because of poor administration and poor teaching; because of poor administration inasmuch as pupils of diverse ability are grouped in the same language classes and the pace is set for the median pupil; because of poor teaching, since the teacher who has adequate grasp of the subject matter and even a very considerable mastery of method is obsessed by that most fatal delusion that it is his imperative duty to cover that por- tion of the syllabus assigned for the term no matter what hap- pens to the pupils. It is trite to say that the business of the teacher is to teach the pupil by means of the subject, not to teach the subject and above all not to teach the syllabus, which is but an aid to the teacher and never an end in itself. The tyranny of the syllabus could well be investigated by our various teachers associations. As I have talked with teachers I find them fatalistic in this matter of the failure of pupils. In lan- guage work from 25% to 35% of the pupils seem to be foreor- dained to failure; in algebra a little less, and yet there are teachers who year after year manage to promote 85 to 90 per cent of their pupils and these pupils sustain themselves in the advanced work. It is time that every high school principal recognizes that a record of 30 per cent of failures for a department in the first term of the high school is a disgrace to the school, that it is a 48 sign of incompetence on the part of some one, that this condition can be remedied and that it is his business to remedy it. Pupils are not sent to us to develop habits of failure but habits of suc- cess. The situation indicated in Tables '^A" and "B" is so serious as to demand radical action. There are no fixed restrictions as to content, scope, methods or ground to be covered in any sub- ject. Instruction must be adapted to the particular student. Our task is to teach John Smith, a very real boy, not the average boy, not the hypothetical boy. The administration problem of grouping students of like fitness is difficult but more can be done than has been done heretofore. But the remedy is, in the last analysis, one of teaching. If all our teachers could teach and would teach as some teachers do in every subject and in every school, the failures would be few. The first step toward reform is for every principal and for every teacher to realize that, as a general rule, high percentage of failures term after term means poor teaching and a poor school. Having once realized this both principal and teacher will seek for the causes of this poor teaching and then for the remedy. When principal of the DeWitt Clinton High School, I dis- covered that Mr. Bedford of the Department of Biology had a very low percentage of failures among the first-term pupils as- signed him. I learned further that it seemed to make little differ- ence whether we assigned Mr. Bedford the best section in the class or the poorest section. He seemed to bring nearly all to a passing grade. I recently looked at his record of promotions of first-term pupils and found that for January, 1913, 5% failed; June, 1913, 9%; and January, 1914, 8.8%; whereas, as cited above in June, 1918, 19.7% for the entire city failed to be pro- moted in biology. I have asked Mr. Bedford to tell me how he obtained such results with the poorly prepared students we assigned him. His answer is as follows: "In my work with first year pupils, I have used no special methods but have only attempted to apply those principles which are generally recognized as governing good teaching. 49 "My guiding idea has been, not to lose 'contact' with the thinking of the pupils. As soon as a break between the student's train of thought and that determining the development of the lesson occurs, the lesson has ended so far as any value to the pupil is concerned. Teaching over the heads of the puj^ils is not teaching. ''The pupils' interest and ability to understand, not the logical arrangement of material and the teachers' idea of what the pupils should get, should dominate the lessons. This does not mean that the course is to be a haphazard one, wandering first this way and then that way because of chance or irrelevant suggestions of pupils. The skill of the teacher is tested by his ability to subordinate incidental to essential matters and, by relating the material to the experiences of the pupils, to carry forward the work in a definite direction. "In order that the 'contact' with the thinking of the pupils may be kept, the work must begin with something of interest to the pupils, with an endeavor to answer something that they want to know. The solution of this problem, in turn, should lead to another problem, so that the course progresses from problem to problem, all of which are directly connected with his experiences. Work, which if disconnected with something the pupils want to know, would be drudgery and done in a half-hearted way, is done with enthusiasm when needed to help solve a problem. Compelling a pupil to do something for which he sees no reason, for so-called discipline, seems to me to be asinine. "I cannot carry on a class unless all are working together. Some teachers apparently get good results by permitting a portion of the class to work at the board while a recitation is carried on with the remainder. I cannot get satisfactory results unless every mental step of the recita- tion period is followed out by every student. There are times when the entire class should be concerned with individual laboratory work but even in this work I have had the best results with first year classes when, with the material in the hand of each pupil, the laboratory work, has been carried on as a class exercise. First-hand knowledge which may be obtained both from experiences outside the class room and from observations and experiments in the class room or laboratory, must be the foundation of the work. Laboratory work, however, unless it is undertaken to solve a particular problem, degenerates into busy- work and a waste of time. In the same way, the use of charts, lantern slides, black-board work and use of text-books must be subsidiary to the development of a clear understanding by the pupils. Pupils must get a many-sided view of a topic. This is obtained by calling on previous experiences to explain the topic in hand and the application of the solution of the present problem to the better under- standing of previous topics with which it is related. Thus every advance lesson is also a review lesson. As the work of the term progresses, be- cause of this constant attention to relations, there develops in the minds 50 of the pupils, rounded wholes of certain big topics together with their relationship with other topics. Reviews, in the way in which they are frequently conducted, I beheve, are of very Httle value and even harm- ful. ■ Too many pupils fail in examinations because they have consid- ered an idea or fact from only one viewpoint and the so-called review has been simply a repetition of the old view. These pupils may be able to pass an apparently brilliant examination if the questions are made by their own teacher but fail miserably, frequently to the surprise of their teacher, if the questions, although on the same topics, are made by some one else. This will not occur if the pupil has become accus- tomed to the many-sided study of a topic and has developed the habit of relating the present work to other experiences. "1 have endeavored to state two points which have, more than any others, governed me in dealing with first year high school pupils: 1. The pupils must react mentally at every step in the lesson. 2. The pupils must get a many-sided view of the various topics and an understanding of their inter-relationships." The thought brought out so strongly by Mr. Bedford that ''as soon as a break between the student's train of thought and that determining the development of the lesson occurs, that lesson is ended so far as any value to the pupil is concerned," has equal validity for teachers of first-year subjects other than biol- ogy. A teacher who is constantly watching the faces of his pupils as he conducts the recitation can quickly detect the instant that break comes. Teaching a class of forty pupils has always seemed to me like driving a team of forty horses with forty reins, each of which must be kept taut. The teacher so immersed in his subject that he forgets the pupil soon has numerous loose reins, soon loses contact with the thinking of the pupil, soon has begun to pile up his 30% of failures— his failures, not the pupils' failures. MODERN LANGUAGES For a number of years it has been evident to those engaged in high school work that many pupils who elect modern languages have no native ability in this branch of study and have wasted much time and often much effort in language classes. Expe- rienced teachers agree that at least 20% of the pupils who choose 51 a foreign language have very little linguistic ability and that for them it is time wasted or worse to attempt to learn Latin, French or Spanish, or, in the past, German. There seem to be but two remedies for this situation, both of which look to the elimination of this 20% of unfit students of language: (1) a predetermination test as a means of elimination, and (2) elimination after a trial period of four or five weeks. Professors Briggs and Kelly, of Columbia University, were asked the past year by Principal Wolfson of the High School of Commerce to institute in the school tests to determine fitness of pupils to take up the study of foreign languages. Six tests to determine general intelligence, were given in the Annex of the High School of Commerce in May 1918, to pupils in the first term. These tests were: 1, Opposites test; 2, Briggs Analogies test; 3, Substitution test; 4, Learning nonsense syllables; 5, Free association; 6, Completion exercise. The results of these tests will be compared with the term mark in language to determine whether ability to pass these tests also means ability to pass in the language work. No conclusions have been made as yet. Some of these tests may be excellent, others altogether unsatis- factory. The whole matter is in the experimental stage, and it may be necessary to work out entirely different tests. The im- portant fact, however, is that something definite has been done. It is exceedingly difficult to predetermine by any test fitness of a student for foreign language study, especially in view of the fact that the expert psychologists have so far been unable to devise a satisfactory test for memory, which is a considerable factor in the mastery of a foreign language. In lieu of any such test, it would seem best to permit those who so desire to begin the study of a foreign language and to continue it for a period of four or five weeks, during which they are under close observation and, frequent testing in various ways, after which, if they show themselves quite unfitted for this, they should be transferred to another subject, such as civics, general 52 science, or commercial geography. It is most highly desirable, however, that every effort should be made to arrive experimentally at an effective elimination test for foreign language study. The teacher who devises such a test will render a most valuable service to the boys and girls of our city and to the taxpayers of the city. The investigations which would need to be made in order to devise such a test would undoubtedly shed much light on the teaching of foreign languages. What is even more desirable is to establish some correlation between the pupil's record in the elementary schools and success or failure in modern language work in high schools. During the past year, the swing toward Spanish has been accentuated. This trend away from German, the chief foreign language studied in our schools in the past, and toward French and Spanish, is clearly seen in the following tables: OCTOBER, 1917 Terms I II III IV V VI VII VIII Total French 5,075 2,525 2,644 2,036 1,214 1,024 271 181 14,970 German 3,151 3,862 3,523 2,846 1,874 1,568 375 312 17,511 Latin 4,118 3,113 2,731 2,010 1,599 1,271 493 330 15,665 Spanish 7,776 4,577 1,990 937 615 315 119 46 16,375 FEBRUARY, 1918 Terms I II III IV V VI VII VIII Total French 6,539 3,981 2,458 2,332 956 851 102 124 17,343 German 1,097 2,389 2,935 2,705 1,616 1,636 285 293 12,956 Latin 3,706 3,270 2,851 2,365 1,823 1,655 382 424 16,478 Spanish 10,309 5,875 2,958 1,567 533 376 77 76 21,771 The problem created by this situation has been difficult. Teachers of German could not well be dropped from the teaching staff because there was little demand for German. Many of these were the older and more experienced teachers of our sys- tem. They were encouraged to prepare themselves in some other subject and to secure eventually, in the usual manner, a license therein. It was deemed best to allow these teachers a 53 reasonable period for this preparation. Then, if they have not equipped themselves for other work, it would seem advisable to release them from service. A permanent license does not neces- sarily mean a permanent post. If the subject in which a teacher is licensed ceases to be taught, it has been ruled by compe- tent authority that a teacher of that subject may be dropped. It is to be said, however, in justice to the teachers of German, that with very few exceptions they have shown a willingness to prepare in another subject. Many of them have, by work in summer schools, university extension courses and by private study, fitted themselves to teach other subjects, ranging from physical training and hygiene to Spanish and French. Some of these teachers have already secured licenses in the new subjects and have been appointed therein. The Board of Superintendents took action by a vote of 7 to 2 in May, 1918, to discontinue the teaching of German in all schools to the extent that no beginning classes in that language should be established in September, 1918. The Board of Edu- cation in June, 1918, unanimously concurred in the recommenda- tion of the Board of Superintendents. It seems quite probable that all instruction in German will terminate in June, 1919. I have ruled that German is not necessary for graduation; that by allowing one-half unit of credit for each half-year of German completed successfully and by adding to the units thus obtained, units similarly obtained in the later study of another modern language, a pupil may thus be credited with the two or three units of language study necessary for graduation. The assignment to the office of the Associate Superintendent in charge of the High Schools, of Mr. Lawrence A. Wilkins, First Assistant in Modern Languages and Chairman of the Depart- ment of Spanish of the DeWitt Clinton High School, to assist in the supervision of the modern language work in the high schools, have been continued. Under his direction there has been prepared a syllabus of mini- mum work in grammar and reading for each term or half year 54 in the study of each modern language. This syllabus, the plan for which was first tried out successfully in Spanish, makes for uniformity throughout our schools in the minima of grammatical material and in the minimum amount of reading to be done. A list for each term of tests chosen from the catalogue list of ap- proved books is indicated as suitable material from which indi- vidual schools may choose. This syllabus, adopted in April, 1918, by the Board of Superintendents, has served as a model in the planning of modern language work in the schools of other cities and states. He has visited all teachers of modern languages who were considered for an award of superior merit, approval of service, renewal of license or granting of permanent license and has reports of these visits made in detail. One copy is filed with the teacher's principal who transmits it to the teacher and one is filed with me for my enlightenment. In superior merit cases, a copy of his report has been attached to the blank forwarded to the Superior Merit Board. He has held conference in the schools with teachers imme- diately after visiting them, with heads of language departments, concerning the problems of the departments, and with principals of the schools concerning the same matters. He has called in conference from time to time in separate meetings the heads of the various languages taught and consid- ered with them the problems peculiar to the teaching of the lan- guage they represented. All these conferences have resulted in an excellent esprit de corps among language teachers — a renewed enthusiasm and a whole-hearted coooperation that has been particularly gratifying. This has resulted in the face of very great difficulties, inherent in the gradual dropping of German from the curriculum and the marked increase in the study of French and Spanish. He has continued to edit and publish monthly, for the bene- fit of the modern language teachers, the Bulletin of High Points. 55 This bulletin has had very marked professional and inspirational value. The editorial, special articles, summaries of the best thmgs done, or ^^ligh points," in modern language classes of the high schools, and the news and announcements given of matters of special interest to language teachers have all had an invaluable influence in developing better instruction in this branch of study. Letters of approval and appreciation are constantly received, not only from local teachers but from educators in many parts of the country, in praise of the good effect of the ])ulletin. The history teachers are now planning the establishment of a similar publica- tion and the modern language teachers of Philadelphia have made definite plans to issue a similar bulletin, and one of the departments of supervision of the New York State Department of Education is contemplating a similar plan. In the midst of these fluctuating conditions he has succeeded in attracting to the city experienced teachers of Spanish; he has assisted the Board of Education in the testing of candidates for teaching positions, and while raising the standard of the teach- ing of modern languages in our schools, he has won the cordial support of the teachers, principals, and examiners with whom he has worked. This most vital work must be done by some one. The establishing of the position of Director of Modern Lan- guages was advocated in annual reports for several years by Superintendents Maxwell and Bardwell. The improvement in modern language teaching in high schools has abundantly justi- fied the cost. To discontinue this work would result in a decided lowering in efficiency at a most critical time, when we need more than ever the most effective teaching of modern languages in our high schools. The purely pedagogical and inspirational work so success- fully accomplished by Mr. Wilkins deserves full recognition. I earnestly urge that because of the need of such leading and super- vision, and because of his demonstrated al^ility therein, Mr. Wilkins be duly appointed by the Board of Education, Director of Modern Languages in High Schools, license for which post he holds from the Board of Examiners. 56 HIGH SCHOOL SUPERVISION Allow me to emphasize the conviction expressed in my report of last year that the decrease of failures in high schools, the transformation of a habit of failure into a habit of success, this resulting conversion of a poor school into a good school, is the chief task of every high school principal. To this task, he should devote his energies during the school day and not to routine duties which can be assigned to subordinates. This past year, the position of administrative assistant has been authorized for the express purpose of freeing the principal for the purely peda- gogical side of the work. Therefore, there is little excuse for the principal who maintains he has little time for his duties as prin- cipal teacher. He should be found in the classrooms during the hours the school is in session, inspiring and guiding his teachers. Interviews with teachers and pupils can be postponed till the close of school and even parents can be made to content them- selves with interviewing the administrative assistant. The great obstacle to the vitalizing of our high school teaching is the prin- cipal who is unable to delegate responsibihty and authority and who therefore is forced to neglect the great opportunity which could be his of being the energizing force in every department of the school. Such a principal is out of his place in our large high schools. The power of delegating work grows with its exercise. The principal must learn to deliberately keep out of his office as an act of will until he has freed himself from the enslaving clutch of the swivel chair. The principal cannot suggest remedies for poor teaching unless he knows firstly that there is poor teaching, and secondly the causes of that poor teaching. He will discover poor teaching not only by visiting classrooms but also by a study of comparative ratings of pupils in various subjects. For the purpose of such study, the term sheet on which is recorded the grades of all pupils in a given section in all subjects is invaluable. If the pupils who have identical programs or in large measure the same programs are grouped in the same section, a study of the term sheet will immediately suggest the question, ''Why in the same section do certain boys fail in the same subject while pass- ing in all other subjects?" Other pertinent questions will sug- 57 gest themselves. Such term sheets are used in most high schools but certain conservative principals have not yet seen their value and are thus neglecting to use a most valuable tool. In the DeWitt Clinton High School, a summary blank is used for homogeneous sections which at once brings home the respon- sibility for failures especially in first-term classes. I reproduce part of such a table. FAILURES IN FIRST TERM CLASSES O Section W Officer S English 1 Kane. . .34 Cohen.. , 3 Masters. 31 Masters. 7 Brown . . 35 Cohen. . . 8 Homans.30 Masters . 11 James. . .33 Stone. 12 Stone. ..33 Stone. 13 Cohen... 28 Cohen. 1 1 (V ■3 ^ Foreign a Lan- ;^ guage 1 S Science 1 S 12; (Latin) 2 Davis. . . . 3 Wayne. 1 1 Davis. . . . 1 Wayne. 4 4 Clow. . . . 11 Molloy. 5 6 Clow. . . . . 17 Levine. 7 (French) 6 James. . . . 4 Marvin. 10 2 Tracy. . . 12 Levine. 7 5 Tracy. . . 13 Marvin. 16 Mathe- matics (Spanish) 21 Combes. 37 Waters.. 4 Combes.. 4 Levine. 23 Titus ... 29 Masters . 5 Combes . . 5 Titus . . 28 Waters.. 37 Waters.. 4 Jacks. . . . 16 Marvin. 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Steps have at once been taken to bring about an amelioration of present conditions. Beginning next autumn for the prospective graduates of January, 1919, and regularly each term thereafter, the Principal will conduct a class once a week that will aim to give to pupils drill of a kind to refresh the memory or to offer needed practice in such elements of a com- mon school education as have escaped notice under our system of departmental instruction and of graduation on averages. Among the topics in which each pupil will be expected to show reasonable knowledge or facility before graduation are the follow- ing: plain figuring at reasonable speed; the use of fractions, common and decimal; interest and percentage; mental arithme- tic; legible handwriting at reasonable speed; the form of the business and social letter; the ability to meet squarely and fully letter problems; alphabetizing; the use of alphabetized lists; the use of the voice with clearness across a large room and over the telephone; the ability to hear over the telephone and to remember simple messages in their general content and in details without recourse to written notes; a reasonable knowledge of geography of the every day kind; a reasonable knowledge of men, places and events of world-wide importance in current history. So far as school regulations permit, no pupil will be granted a diploma who shows marked deficiency in any of the items named above. Beaver War Gardens. — For the use of Jamaica High School, there have been secured as war gardens two plots of land, one on Alsop Street, the other courteously loaned by the owner, a Mr. Macbeth of Brooklyn, on Willett Street. The amount of land available is about one acre. In these gardens have been planted peas, string beans, lima beans, corn, turnips, cabbage, squash. 83 pumpkin, tomatoes, lettuce and radishes. The preparation of the ground, the seeds, and the fertihzer were all secured at a marked reduction on the current market rates. Hundreds of transplants were furnished free by the Commissioner of Parks for Queens. All of the produce is intended for Beaver Lunch, through which the General Organization of Jamaica High School supplies the pupils with maximum portions at minimum prices. Throughout the month of June, there was available an over-abundance of radishes and lettuce. All the rest of the crop is to be stored away m one form or another. Turnips and some of the cabbages will be stored m their natural state; others of the cabbages will be pickled or fermented; the rest of the vegetables will be canned as fast as they ripen. Should the season be propitious, the Beaver War Gardens bid fair to yield several hundred dollars worth of prod- uce at an expenditure of about $100. This ambitious scheme has been made possible only by the devotion of Miss Ella A. Holmes, of the department of Biology of Jamaica High School, who gives up her entire summer for this purpose, and by the invaluable services of Mr. William Fairbairn, Janitor of Jamaica High School, and Mr. Rafaele Paradiso, one of his assistants. In all this work, substantial help has been rendered by a small but devoted group of high school girls. The Beaver Cannery.— The canning operations, begun so auspiciously in 1917, at Jamaica High School, were greatly extended in 1918. The work was admirably organized by Miss Myra T. Edgerton of the department of history. Before the close of school many quarts of strawberries and blackberries were canned at a remarkably low cost because of the care exercised in selecting the right time and place for purchase. A considerable quantity of gooseberries presented to the school was likewise put up as jam. During the summer months. Miss Ella A. Holmes, with the assistance of a group of high school girls, canned hun- dreds of quarts of peas, beans and corn as fast as these vegetables ripened m the Beaver War Gardens. In the autumn. Miss Edger- ton resumed her lal^ors by putting up tomatoes and cabbage from the same source. For handhng the tomatoes there was purchased by the General Organization of Jamaica High School a machine 84 for sealing tin cans which had been obtained in quantity. The same organization bought several hundred glass jars. Still other jars to the number of several hundred were donated by pupils and teachers of the school. For aid in connection with this work, our thanks are due to Miss Harriet Denton, a teacher of physical training, who on several occasions generously contributed the use of her motor car. Beaver Farm. — Thanks to the continued good offices of Col. Wilham Griffith, Jamaica High School has been able for the second year to conduct Beaver Farm at Holhs. Five acres have been planted to potatoes and about one acre to white beans. The work is under the personal supervision of Mr. Wilham J. Bagnell of the commercial department of Jamaica High School. Should condi- tions prove propitious, there may be expected from this farm a crop of the value of $1,400. Beaver Lunch. — Marked success has attended the taking over by the General Organization of Jamaica High School of the lunch counter, previously in the hands of a concessionaire and since appropriately christened Beaver Lunch. Through the self-sacri- ficing efforts of Mrs. Henry J. Wehle, member of the Parents' Advisory Council of Jamaica High School, there were secured in September, two able women workers. For the first two weeks of its existence, Mrs. Wehle gave daily hours of her time to putting the youthful enterprise firmly on its feet. Since then, Beaver Lunch has been under the able management of Miss Louise Hess, senior clerk of the school, to whose tireless industry and devotion are due the extraordinary results accomplished. Under her direction, food has been offered to pupils and teachers in variety and abundance at unusually low cost. Notwithstanding the con- stant increase in the prices of raw materials, there has throughout the year been no departure from the charges made in September, 1917. Because of its high food value and because it is so commonly purchased to supplement what is brought from home, milk is sold at a trifle below cost. These low prices have been made possible by economies in purchasing, by exceptionally small expenditures for labor, by the profits on such luxuries as ice-cream and candy. 85 and by the savings effected through the canning done in the sum- mer and fall of 1917. To parents and teachers alike, it has been a source of gratification that in these times of financial stringency abundant food could be furnished so reasonably. Many of the pupils of the school have ol^tained at Beaver Lunch their best meal of the day because it could there be purchased as cheaply as it could be prepared at home. The school is indebted to Dr. Edward C. Chickering, chairman of the department of classics and treasurer of the General Organization for the monotonous work incident to handling daily the receipts of Beaver Lunch, to Mr. William C. Bagnell for the preparation of a weekly balance sheet, and to Mr. Charles H. Vosburgh, chairman of the depart- ment of physical science, for tests of various articles of food. NEW EXPERIMENTS IN MUSIC DEPARTMENT OF NEWTOWN HIGH SCHOOL Music Appropriation A Music Memory Contest, the first ever given in a New York City High School, was held June 6, 1918. Prizes were provided for three classes of contestants — high school pupils, grammar school pupils, and adults. In preparation, the Music Department, with a committee selected from the music teachers having private pupils in the school, prepared a list of one hundred compositions of the most familiar classical and standard music, including orchestra works, piano, violin or other instrumental solos, vocal arias, songs, hymns, opera, oratorio choruses, and folk songs that all musically inclined pupils should be able to recognize with title and composer. In the high school, during lunch period each day, programs selected from this list were rendered by students and soloists, from church and various concert organizations, and played on the victrola and player-piano with the best records that could be ob- tained. During the last month before the contest, preliminary 86 contests were given every Friday during the lunch period, one dollar in Thrift Stamps being the prize. The private music teachers in the community selected their teaching pieces from this list, and acted as an exchange office for the families in which they had pupils for the exchange of records. Private recital programs were also selected from this list and the moving picture houses and church organists also cooperated. The committee of private music teachers met at the high school three times during the season, and organized the Borough Committee of Community Music, working under the direction of the Music Department of Newtown High School. As far as we have been able to ascertain, this is the first time that a committee of private music teachers and the music department of any high school have cooperated and worked to a successful finish. METHODS OF CONDUCTING CONTEST The second division of the program saw the audience in possession of three sorts of cards, distinguished by color. Students, parents and friends — adults generally — contending for the prizes, and a third group -who wished to write down their guesses but not to enter the contest. Unannounced, twenty-five selections or parts of selections were played and sung by the artists, and the listeners recorded their knowledge of titles and names of composers on the cards. WHO SHOULD ELECT STENOGRAPHY All Experiment in the High School of Commerce ''Much time and effort are wasted by boys who take stenog- raphy only to drop it before they have any marketable knowledge of the subject. The boy's English work is not a conclusive test. We are now dictating to first term stenography pupils several paragraphs, comprising about three hundred words, to be written 87 in longhand. The longhand writing from dictation is being marked in exactly the same way that longhand transcripts are marked, and this mark compared with the boy's rating in stenography. My theory is that the same deficiencies and infirmities will appear in the writing in longhand from dictation that appear in the transcript from shorthand notes. This experiment should be tried with a number of beginning classes at the close of the first term of shorthand study before any conclusions are drawn." RAPID ADVANCEMENT IN HIGH SCHOOLS In second term bookkeeping in the High School of Commerce, Mr. Jonas gave at the mid-term a test which was set last year for the third term, with the result that of 271 boys, 175 received between 85 and 100 per cent, 41, between 70 and 84 per cent, 24, between 60 and 69 per cent, and but 31 failed. These results go to prove that too much time is now being given to bookkeeping and that this time could therefore well be shortened giving op- portunity for the pupils to take other subjects. Several of the pupils have completed two years of stenography in one year, and quite a large number have completed the subject in one and a half years. It was the intention to promote about fifty pupils from the second to the fourth term stenography, which will enable these fifty, if they sustain themselves, to complete the sul^ject in one and a half years. If regular classes in stenog- graphy and typewriting can be taken out of the ninth period, use can be made of this period for rapid advancement classes, so that a large number of pupils can finish the course in stenog- raphy and typewriting in much less than the prescribed time. Mr. Felter, Principal of Girls High School, writes: "In reply to your circular letter of June 17, Item 2, I would state that during this term I have made an experiment with a rapid advance class, my aim being to have the girls entering February 1, graduate at the same time as those who entered the previous September. No notice of my plan was given the students. They were called upon to do the regular school work for the first third of the term. Thirty-five girls, who had chosen Latin as their initial foreign language, were selected as a rapid advancement class, on the basis of daily work and a written test at the end of the first third of the term. There was not a sufficient num- ber of pupils taking French, Spanish or German from which to make a suitable selection. The girls chosen were easily the leaders of the entire class, so that no hardship has come to any girl who chose an initial lan- guage other than Latin. "These girls were segregated and a special course of study for the remainder of the term was mapped out for them. At the close of this term they have completed all of the lA work and one-half of the IB work. It is planned for them to complete the IB work and all of the 2 A work by the close of the coming term. It is needless to state that every girl has been advanced. The results upon the pupils have been most beneficial. There has been a spirit of joyous emulation developed, and while the amount of ground covered is large^ the cheerful spirit of the class easily carried them over this ground. Each teacher who has taught these girls has looked forward to her daily recitation with them as a pleasure and a delight. It is my purpose to place the instruction of these girls during the coming term in all prepared subjects in the hands of the head teachers. 'Tt has been our invariable practice for years to give extra work to bright pupils, enabling them to graduate in three and a half years, or in some few cases, in three years, but this is the first term that an attempt has been made to segregate the bright pupils of an entire division. It will be a pleasure a year from this time to make a report upon the prog- ress of these thirty-five girls." Mr. Denbigh, Principal of Morris High School, reports: "Another experiment recently conducted in this school which seems to me to be worthy of trial elsewhere, is that of segregating groups of brighter students and covering more than the usual term's work with them within the half year. Such an experiment, conducted by Miss Clara Franke of our German Department, with a group of students who had had one year's language training, enable more than thirty students to pass three years German very creditably in the Regents examina- tion in three terms. One of these students, who began his German in this school, succeeded with an additional term's study, in passing four years' German and obtained the best rating in the school in that exam- ination. "I have had similar encouraging results in some selected classes in Mathematics. It is my belief that there is probably more wastage 89 among our brighter students than among the dullest ones and I am of the opinion that much more could and should be done by way of grad- ing students according to their mental ability." REPORT OF THE ENGLISH DEPARTMENT OF THE WASHINGTON IRVING HIGH SCHOOL The progressive spirit of the English department has mani- fested itself this year in many ways. One of the most important achievements of the department has been the revision of the syllabus of the technical and commercial departments to meet the changed conditions in the industrial world. This syllabus has been commended by Mr. Randolph T. Congdon, who repre- sents the Board of Regents in the matters of high school English, and he has offered to send the manuscript with a note endorse- ment to The English Journal. The main features of this course have been so ably explained in Miss Cohen's report that her account has been embodied herein. "In the first term, the hterature centers about the Greek, Roman, Hebrew and Norse myths and folk stories. Our aim in this term is to effect a fusion of the various folk elements with which we have to deal, through bringing home to our girls the realization of how much story material all the races enumerated have in common. In the second term, the two centers in literature are the ballad, and the modern and contemporary short story. We put the study of the latter thus early in the course, because so many girls, unfortunately, do leave at the end of the fii'st year, and it is dis- tinctly worth while before they go, to give them a wholesome taste in short stories. Once out of school, they will probably read nothing much except short stories. Believing that in the past, not nearly enough emphasis has been placed in the high schools on American hterature, we devote the 90 entire third term to a study of American ideals and traditions as embodied in our literature. In this way, we hope to make our student body more or less free of their adopted heritage. In the fourth term, a study of the novel is undertaken with much the same purpose that underlay the study of the short story in the second term. In the fifth term, Shakespeare is featured. We have a minimum requirement (I might say that there are minimum requirements and options in every one of the terms) of at least six plays which we read, not as for college entrance examinations. Our belief is that Shakespeare and the Bible mean as much to people of narrow or imperfect training as to those with scholarly equipment, and for that reason we want to break down the barriers that surround the Shakespearian drama, and make it a living and pleasurable thing to our girls. We have these technical and commercial girls of ours only six terms, and in the last of these terms, we introduce them to con- temporary hterature— give them a taste of all the best fiction, drama, poetry, biography and essays that the last ten years have produced. In every one of these terms, there is a single unit of patriotic reading. I will not go into this aspect in detail, but as an example, I may say that in the first term Secretary Lane's "The Making of the Flag" is used; in the fifth term, the President's Second of April ''Speech to Congress." Certain bulletins of the Com- mittee on Pubhc Information are also being utilized for patriotic reading. So much for the literature. The composition work of the first year is almost exclusively vocational in character, our purpose being to enable the child to find herself, and to provide material at the same time for the Voca- tional Counsellor. The composition projects seek to explore the child's capacities and interests, and to capitalize these for the benefit of society. 91 Our technical and commercial specialization begins in the third term, and from that point the composition projects follow closely the problems in the Commercial, Design and Dressmaking courses. The correlation throughout the last four terms is as close as well may be. Another special feature of our syllabus is the ethical center for composition which has been chosen for every term. This means that in every term at least three or four compositions are based on this ethical center; for example, the ethical center of the first term is self control; of the second term is habit; of the sixth term is community conscience. In every term too at least one composition is required to be based on an excursion undertaken outside of the school. In the first term, a visit to the Museum of Art is suggested for instance, and in the third term a visit to the numerous literary shrines of the city. In general, we have adopted the same minimum requirements in rhetoric and grammar prescribed in the Regents Syllabus, as the latter is not so rigorous and illiberal a document as it used to be, in fact, in passing I should like to say a good word for the new Regents Syllabus. A different aspect of newspaper or magazine work has been assigned to every term. Much of this magazine work is to be done during the oral English periods. In this connection, it should be noted that a minute time schedule has been worked out for all terms, because it has been found that in some terms propor- tionately more time should l^e spent on composition, and in other terms proportionately more time on literature." ECONOMIES IN THE USE OF TEACHERS TIME Mr. Hill, teacher in charge of the annex of the High School of Commerce, writes: "Throughout the year no teachers have been assigned to proctoring work. The squad under Mr. Clough has lent a helping hand to the few who needed it, with the result that the lunch room has been a daily 92 surprise. It is rare that one can find a single piece of paper on the floor at the close of the lunch period. The squad has also taken direction of the passing between classes, not to quell disorder, but to direct traffic in the very congested conditions that prevail in narrow and tortuous passages. This work of the squad should be emphasized because it has not been police work in the ordinary acceptance of that term, but has been over-sight. The excellence of the order of the annex as a whole is due to the boys in general, and not the squad boys in particular. It has been self-government of the only kind that I approve of, namely, self-control." teachers' salaries We seek to make the education of our boys and girls in high schools more effective by means of changes in the course of study, by the introduction of new methods or the recasting of the sub- ject matter, but our efforts prove wasted because we have not teachers of the capacity, training and experience which are needed for the new work. There can be no permanent improvement in our education, even the present standards cannot be maintained unless we are able to attract an ever fresh supply of competent teachers. This past year, the supply has been largely cut off and in addition many of our most progressive teachers have left us for other fields of work because they have reached the breaking point economically, the point at which they can lower their living costs no further without injury to health and to their sense of decency. On August 1, 1914, Dunn's Index of Wholesale Prices was 120.7, whereas on October 1, 1918, it was 232.2. Prices in these four years have almost doubled. In 1897, when the high schools were established in Manhattan and The Bronx, the index was 72.4. Prices have thus become threefold, whereas during the same period the salary of the high school principal has not been advanced at all, the maximum salary of the first assistant has been raised 5 per cent, and that of the assistant teacher 26%, while the salary of the substitute teacher has been actually reduced 20%. The purchasing power of a high school teacher's salary is now but 52% of what it was in 1914. Teachers salaries have thus, in effect, been reduced to a point where the established standard of 93 living for a teacher can be no longer maintained. The teachers as a body are discouraged, many of them hopeless, as they see their salary shrinking day by day. Under these circumstances good work is almost impossible. No slight increase will avail. A general increase of not less than 40% of the annual salary is es- sential if we are to have an efficient body of teachers. No matter what the total cost, the increase should be granted since the lessen- ing in efficiency due to the present deploral^le financial condition of the teachers will, in the long run, cost the City of New York in the decreased productiveness of its 3^outh, due to poor teaching, many times the cost of living wages for its teaching body. Inas- much as the Board of Education must obtain the funds for this purpose from the Board of Estimate, and since experience has shown that Boards of Estimate are rarely willing to assume the responsibility for great increase in the annual budget^ all who are interested in the welfare of the schools, the Board of Education, the supervising force and the teachers, should unite in urging the legislation to afford the needed relief. Without such relief, next year will see not an advance but a recession in the quality of work in our high schools. RESIGNATION OF PRINCIPAL DENHIGH The high schools have suffered a great loss in the resignation of Mr. John H. Denbigh as Principal of the Morris High School to take effect September 1, 1918. He leaves us to become President of the Packer Collegiate Institute of Brooklyn; and thus for the second time succeeds Dr. Edwin J. Goodwin, his former chief. Mr. Denbigh joined the New York School System as a teacher of mathematics in the Morris High School in 1897, when that school was founded with Dr. Edward J. Goodwin, as Principal. He was made chairman of the department of mathematics and con- tinued in that position until 1904 when he succeeded Dr. Goodwin, as Principal. During those seven years he had proven that he was not only a scholar, a man of broad culture, a master of the technique of 94 teaching but above all that he was a bom leader who led because in his relations with pupils and fellow teachers, he displayed a firmness of character, a devotion to duty, a moral earnestness which won the request and affection of all. When Dr. Goodwin resigned to become Second Assistant Commissioner of Education, he was therefore looked upon as the logical successor to the man with whom he had so loyally and enthusiastically served in creating in this city a new type of school. As he had been a leader among the teachers of the Morris High School, so he became in like manner a leader among the principals of the city, standing always for sound scholarship, strong discipline and the resulting development of sterhng character as the aims of school work; Not content with this untiring service for the boys and girls of the Morris High School, he found time and strength for participation in almost every movement in the Bronx, whether religious, educational or social, which made for the improvements of living in that rapidly changing section. As a member of the College Entrance Examinations Board and of the State Examinations Board, he ably represented the interests of the schools and made his influence widely felt. We all wish him continued success and happiness in his new field but we are sorry to have him go. CHANGES IN PRINCIPALSHIPS To fill the vacancy in the principalship of the Richmond Hill High School, caused by the retirement of Mr. I. N. Failor in August, 1917, Mr. Irving A. Hazen was transferred from New Utrecht. To this resulting vacancy. Principal Potter of Bay Ridge was transferred and to the position of principal of Bay Ridge High School, Miss Kate E. Turner, for many years assistant principal of Erasmus Hall, was appointed, November 19, 1917. She thus became the first woman to serve as principal of a high school in this city. 95 Allow me to express my appreciation of the services of Dr. James P. Haney, Director of Fine Arts in High Schools, whose skilful direction and enthusiastic leadership have brought about each year an ever clearer definition of aims and unity of purpose, an ever greater advance in the quality of teaching and so a develop- ment of taste and a power of execution on the part of our pupils of which the schools have reason to be proud. He has thus demon- strated beyond question the wisdom of establishing the position of Director of Fine Arts. His efforts have increased the efficiency of the body of drawing teachers out of all proportion to the cost of his services. I can but believe therefore that similar results would follow the assignment of directors of like ability, if such could be found, to the supervision of commercial branches, of science and of civics and economics. I haye recounted elsewhere the services of Mr. Lawrence A. Wilkins, the Acting Director of Modern Languages. Mr. Herman H. Wright has continued to take charge of the routine administrative work of the division and has had charge of the increase or decrease of teaching positions, the supplying of substitutes, the appointment and transfer of teachers, the ordering of supplies, repairs to buildings, approval of building plans, excuse of absence of teachers and leaves of absence of teachers, etc. Another year's experience has made his services of even greater value than last year. He has not only saved the Board of Education many thousands of dollars through the econo- mies he has effected in the teaching force and in supplies but he has greatly increased the efficiency of the schools in that he has seen to it that their requisitions for supplies were properly filled and that teachers were available as the need developed. Because of demonstrated ability, I urge that Mr. Wright's tenure be made permanent and that a compensation be given him commensurate with the value of his services. Permit me to express my appreciation of the cordial cooperation I have received from District Superintendents Roberts and Boylan, who, though not assigned to the division under my 96 supervision, have worked most effectively with the division in cases of superior merit and renewals of licenses. RECOMMENDATIONS Allow me to summarize my recommendations as follows: 1. That sites and buildings be acquired for the Julia Richman High School, for the Brownsville High School and for the Wash- ington Heights High School, for a commercial high school for girls in Brooklyn, and for a technical high school in the Bronx. 2. That the Jamaica Training School be consolidated with the Brooklyn Training School. 3. That the Board of Estimate be requested to provide funds for the increase of our facilities for Physical Training, so that the provisions of the Welsh law may be carried out in our high schools. 4. That the city should establish an all day country high school. 5. That a bureau of physical reconstruction of pupils should be established. 6. That teachers salaries in high schools be substantially increased. 7. That a summer high school should be conducted. 8. That Modern European History be required for five periods a week for one year. 9. That continuation classes in bookkeeping, stenography, typewriting, office practice and filing, for women, be conducted in the Juha Richman High School and other high schools, for units of two hours each in the late afternoons and evenings. 97 10. That Economics be made a required subject for gradu- ation. 11. That Community or Local Civics be made a required subject for graduation. 12. That first year unit courses for training for business be offered in our lijgh schools. 13. That modern language teachers endeavor to develop predetermination tests for modern languages. 14. That a first assistant in commercial branches, and one in science, be assigned to this office for the purpose of supervising the teachers and improving the methods in the new courses in those subjects which are just being established. 15. That Mr. Wright and Mr. Wilkins be given permanent tenure. Respectfully submitted, JOHN L. TILDSLEY, Associate Superintendent In Charge of High Schools and Training Schools ART IN HIGH SCHOOLS report of james p. haney director of art in high schools New York, July 31, 1918. Mr. William L. Ettinger, Superintendent of Schools. Dear Sir: I have the honor to submit the following report on the teaching of Art in the high schools for the year ending July 31, 1918. This statement presents in brief form the general advance of the department and the steps taken during the year past to forward its activities. Particular attention is called to the immediate need of further development of the industrial phases of the high school art courses. Many signs serve to show that the economic needs of the city demand additional emphasis placed upon the training of talented pupils that these may be led to seek further instruction in the arts and so may be prepared to play a part in the keen industrial activity which will follow the war. Every indication points to the fact that European nations are striving to conserve the artistic talents of the gifted, with a view to the practical utilization of these in the intense trade competition which must inevitably succeed the establishment of peace. If we are to play a successful part in this competition, the preparation for it must be made at the present time. New York City owes it to the country at large to set an example in this direction. Its public fostering of the arts through its high school courses will form not the least valuable of its contributions to the economic welfare of the country in the years to come. 99 GENERAL REVIEW OF YEAR's WORK The stress of the war has naturally made itself felt in the department as elsewhere throughout the school system. As a whole the schools have lost in attendance, this being marked in the smaller entering classes, and in the continuous shrinkage of the upper classes. The number of teachers in the department has been reduced from 149 to 142. The number of pupils taught drawing in the first two high school years (in which the subject is required) has decreased from 45,259 (May, 1917) to 44,323 (May, 1918). An additional effect of the war has been the withdrawal from service of a number of men teachers and substitutes. This draft upon the corps will doubtless be continued in the years to come. Of necessity very few men candidates for positions present them- selves for examination. In consequence there is a slow but con- tinuous process of replacement of men teachers by women teachers proceeding throughout the schools. It is unlikely that after the war there will be any decided movement of men back to their former positions. The change now being experienced will be a permanent one. This has several disadvantageous aspects. These appear when it is remembered that the city high schools must carry some thirty thousand lads each year through the period of their adolescence. A strong leaven of well-equipped male instructors for these boys is as necessary in the art depart- ment as elsewhere. There has been a steady growth of the department's activities. The number of schools offering elective courses has increased from 15 to 20, and the standards of work in these courses have advanced. There has been a coincident advance in the teaching of design in the first high school year. More practical work has been done; that is, more designs have been planned for material and practically worked out in the material for which they were planned. The serviceable nature of the art courses has been well demonstrated by the teachers in exhibitions of excellent applied art work, and the cooperation of the art societies in the work of the schools has been continued and strengthened. Par- 100 ticularly in this connection should be mentioned the scheme of art scholarships, developed by the department in cooperation with the School Art League. During the past year, this scheme has been revised so that instead of two or three schools a number now offer the scholarships, while several more are preparing to offer them. SERVICE OF THE CORPS Cordial commendation is to be given to the corps of art teachers as a whole. The increased demands made upon them by virtue of the war have been met heartily and cheerfully. Despite the greatly increased cost of materials and the difficulty of securing many of the needed articles (not furnished by the School Supply Department), used in the crafts, they have forwarded the applied art work in many ways and have secured many more examples than heretofore. Without this cordial cooperation this practical ad- vance had not been possible. In addition, these instructors have given valuable aid in the various campaigns for the Liberty Loans. They have organized Red Cross and other bazaars, have held sales of articles made in school to aid in the development of scholarship funds, have attended in number the Saturday classes held for their instruction, and have aided in many ways the development of the several exhibitions of the department's work held during the year. For the generous and self-sacrificing spirit in which their service has been given the thanks of the department are due. It was a service truly cooperative — done by all for the good of the system as a whole. SPECIAL MENTION In addition to the general work of the department, it is desired to make mention of the following instructors and schools for aid of special importance: Miss Helen S. Hutchinson and Mr. Morris Klein, for instruction given to the teachers of the department in the Saturday classes; Miss M. Josephine Littig for the develop- ment of first year commercial work in design of unusual excellence done under difficult conditions; the art departments of Bush wick 101 High School, Washington Irving High School, Manual Training High School, and Morris High School, for generous service and highly successful results in raising funds through sales of work for the industrial art scholarships of the schools. The total of the sums thus raised is over one thousand dollars. The art departments of the Morris High School Girls High School and Jamaica High School rendered much assistance in the very suc- cessful Red Cross bazaars of these schools. SERVICE ROLL The following members of the department have joined the colors in the service of the country; Mr. Ely N. Behar, of the Morris High School; Mr. David L. Strumpf, of the High School of Commerce; Mr. William Hirscher, of the Stuyvesant High School; Mr. Charles A. Reichenbach, of the Commercial High School; and Mr. Phihp Gronemeyer (substitute), of the Boys High School. Mr. Maurice C. Boyd, of the Boys High School, is serving with the Y. M. C. A. JESSIE HALL BINGHAM With a profound sense of loss, there is recorded the death, on July 25, 1917, of Miss Jessie Hall Bingham, head of the art depart- ment of the De Witt Clinton High School. For over fifteen years, Miss Bingham had been connected with the city schools, at first as an assistant to the supervisor in the art department of the elementary schools and for the last seven years as an art teacher in the De Witt Clinton High School. As head of this depart- ment. Miss Bingham had carried the work forward to a high degree of excellence. She was gifted with a personal charm which drew pupils and associates to her, and a professional skill which rendered her services of greatest value to the city. Her fortitude and courage, through a long and painful illness, were the admiration of all who knew her, and her associates and co-workers will not cease to regret her untimely end at the very height of her power. 102 In her death, the art department has lost one of its most talented and devoted teachers. A memorial service in Miss Bingham's memory was held in the aiiditorimn of the De Witt Clinton High School, on November 12, 1917. THE OPPORTUNITIES FOR PUPILS OF THE CITY HIGH SCHOOLS It is desired here to make a note of the widening opportuni- ties which are being opened by the high school art department to pupils of talent. For the great majority of those in attendance on the schools, the department serves as an introduction to what may be called ''practical aesthetics;" that is, to the cultivation of taste in relation to immediate surroundings. This instruction is given in simple and appealing fashion by making its lessons turn upon questions of color and design as these appear in dress, interior decoration, commercial advertising, etc. There is also given to these pupils, some skill in the handling of brush and pencil, some ability to draw from objects with skill and precision, and some appreciation of the work of craftsmen, through exercises calling for the application of pattern to material. For the greater number, the time given to this instruction does not permit more than a bare introduction to the subject. Commercial pupils in academic schools spend but two forty-five minute periods a week for some thirty weeks in its pursuit, and academic pupils but double this time, save where they are pre- paring to enter one of the Training Schools for Teachers. In the latter case the study is pursued for three years (a total of 67 hours of practice). It is manifest that pupils cannot be carried far in these limited periods. To a majority this art teaching can touch only the elements, and can but serve to give a modest skill of hand and eye, with some insight into matters which make for appreciation of the work of professional artists. But in the total which makes up the high school group, there will always be found a number to whom the work acts as a keen stimulus to further study. These are the talented pupils who are 103 to be discovered and carried still further forward. It is with these pupils in mind that the department is continually increasing its opportunities for special study. It now offers advanced elect- ive courses in the fourth high school year in nearly every school, and a carefully developed plan for industrial art training for girls in the Washington Irving High School. This school, as noted in a succeeding paragraph, offers also a post-graduate art course for talented pupils from other schools. A similar course is needed for boys, and one of the aims of the department is to see the establishment of this instruction. The organization of a plan for the sifting out of the talented has, however, already advanced to a point where definite results can be presented. Twenty schools are offering advanced elective work in some form. (Drawing, Design, or Interior Decoration.) Several of these schools are preparing to offer scholarships to promising pupils, which will give them a year of additional in- struction in our industrial art school; one school (the Washing- ton Irving) offers a professional course leading directly to the trade and opportunities for talented graduate pupils from other schools to complete this work in a year's time. All this makes for progress toward one of the goals at which the department aims; to wit, the organization of a sj^stem which will offer to the artisti- cally gifted boy and girl an opportunity to develop their special talents while in high school, conditioned by a personal interest in their welfare which seeks to guide them into channels leading to professional training and advancement. THE FUTURE OF THE HIGH SCHOOL ART DEPARTMENT In the Ught of the preceding reference to the developing oppor- tunities offered to the talented pupil, a brief review may be under- taken of the possible and desirable widening of the department's activities in other directions. Because of the growing importance of the industrial arts and of the changing conditions of trade brought by the war, this review may properly present various steps which might be taken to place the art department in a 104 position to meet the industrial needs of the community. The several paragraphs which follow present, in brief, some of the more import- ant of these steps. They are offered at this time and in this form, as an outline of the plan for the department's future expansion. 1. A Central Industrial Art School. — A school of this descrip- tion, with a variety of industrial art courses, is imperatively demanded at the present time. It should be under the city's direction and should maintain an intimate relation with the high school system to the end that talented graduates of the high schools might be directly forwarded into its classes. Only in this way can the city properly conserve its industrial art talent and develop it to the point where it will prove of most significant value to the community. No extended argument is offered for the estab- hshment of this school. It has been repeatedly offered in previous reports, but is best to be read in the school system of every foreign nation. Abroad, where the importance of the conservation of talent is thoroughly grasped, schools of the type indicated are to be found in every industrial city. 2. A System of Industrial Art Scholarships. — A system of this description is needed, in addition to a central industrial art school, to insure talented pupils free instruction, and in addition, some financial aid during the period of their preparation. Similar scholarships are now to be had for those wishing to pursue scholastic courses. These should be extended to include the student with artistic gifts, who desires but cannot afford to undertake prolonged training. One again need only look abroad to see wide-spread efforts to insure this training for the deserving. "Stipendia," as they are called on the Continent, or ' 'grants," as they are termed in the Enghsh system, are made to students whose work is rated as excellent but whose means forbid a continuance of their study without some financial aid. This is an economic question, not one of charity. If this country needs trained designers in the industries — and it surely does — then it must be prepared to pay for their training. The method recommended is one which has the sanction of the long experience of wise observers in other school systems than our own. 105 3. Elective Art Courses. — At the present time there offers in the fourth year of the high schools a system of Elective Art Courses. This is of comparatively recent development but has already proved its value. An extension of this system is needed downward through the high school grades, to the end that talented pupils may find open to them in several (if not all) of the schools, an opportunity to elect courses in drawing and design of from five to ten periods a week in the second and succeeding high school years. This again is but another step toward the discovery and sifting out of these pupils and their adequate preparation for further professional training. If this plan is put into operation, it will become possible to organize a school for boys on a similar basis to the highly successful industrial art school now carried on for girls in the Washington Irving High School. 4. A Trade Co-operative Committee. — An organization of a committee in what is known as ^'the Trade" would advance the work of the high schools, provided that those composing it were representatives of the foremost industries and were interested and active in aiding the work of the schools. A co-operative body so composed would offer an opportunity for the review of school plans and their discussion from professional standpoints, it would bring the art teachers into desirable relations with the art world outside the schools, and would permit those in that world to obtain a better and more sympathetic insight into the work of the class room. 5. Art Trade Apprenticeships. — Through the development of trade relations it would become possible to promote a scheme of art trade apprenticeships, or better perhaps termed ''trade scholarships." These should take the form of positions for in- dustrial art graduates of the high schools in trade studios {i.e., the designing rooms of different art industries), where they would be employed on a living wage with the opportunity for early promotion as the learner advanced. This limited trade apprentice- ship would serve as a very valuable introduction to the practical world outside the school, for though the latter may teach well within its own walls, the actual experience of the shop is necessary 106 to the learner's education. In this suggestion may be found the solution of a difficult problem — that of the introduction of the school-trained student to the professional field. Practical experi- ence within our own system has proven the value of the sug- gestion and has indicated the possibility of its wider application. 6. A Placement Bureau for Talented Graduates. — A corol- lary of the recommendation above would be the establishment, in connection with the art department, of a bureau whose func- tions would be the ascertaining of the needs of the art trades of the city and the placement of talented graduates in positions where their particular training and skill would be utilized to the best advantage. Similar placement bureaus in other high school departments have already been found to be of marked value. 7. A Training School for Art Teachers, — A school of this description under the auspices of the city would prove of great value. The city itself could absorb many of its graduates as art teachers in the elementary and high schools, and graduates in excess of the needs of the city could readily obtain positions in other school systems. It could best be developed in connection with the industrial art school already described. The advantages attaching to it would reside in the opportunity which would offer of developing courses of instruction particularly adapted to the needs of present-day conditions of instruction. Most, if not all, normal art schools are weak in the department of ' 'methods." The techniques of drawing and design are taught, but not equally well the methods of teaching these subjects to elementary and high school pupils. Few normal art schools have adequate pro- visions for ' 'practice work," the average normal school for grade teachers offering far more in this department than does the art school. As a result, the art teacher on graduation is less well- prepared to teach than is the teacher prepared for the grades. This disadvantage is one not easily overcome. The art teacher undrilled in the technique of preparing and presenting lessons lacks a very essential element to a class room success and must later acquire it with difficulty. It is a mistaken belief that the best training ground for the teacher is the class room. If the 107 beginner has been well-grounded under good critic teachers before essaying regular practice, the class-room affords an opportunity for the application of lessons learned. If on the contrary, the teacher has been ill-prepared, there is every likelihood of errors in preparation, in presentation, questioning and demonstration being repeated indefinitely, and made difficult of correction through su<;h repetition. 8. Credits for College E^itrance.— Bedded advantage would attach to a plan offering credits in drawing for college entrance. At the present time the talented pupil is steered away from his talent rather than toward it. If he desires to go forward to college courses he must prepare in those subjects which are credited for college entrance. As the drawing done in high schools is not credited, he must perforce neglect the subject for which nature has given him a peculiar ability. The result of the present unwise arrangement is that classes designed for pupils of talent see these pupils anxious but unable to elect the work. This condition of affairs should be abolished in favor of one which gives equal credit, hour for hour, to drawing as to other subjects offered for college entrance. 9. Supplemental Pay for Chairmen.— Recognition of the addi- tional labor and responsibility entailed l)y the position of chairman in the larger high schools should be recognized by supplemental payments attached to the position. These payments in appropriate amounts would serve as an increased stimulus to professional study of the problems offered in these executive positions. They would also act to stimulate those in the corps gifted with admini- strative ability to advance this in every possible way with a view to promotion to the office of chairman. The position of First Assistant is now recognized as a salary grade. It does not neces- sarily carry with it the assignment of the chairmanship of the department. The latter is the real executive position and should be subject to change dependent upon the assigned officer's abihty to do the work essential to the office. If additional work is thus required of a teacher without a first assistant's hcense it should be rewarded. A plan which gave a moderate supplement 108 to chairmen in schools with six art teachers (and less than twelve) and a somewhat greater supplement to schools with twelve art teachers (and over), would meet the needs of the situation. At the present time there are in the art department only three first assistants. These are chairmen in their respective departments, two in departments of six teachers, one in a department of seven teachers. Of the twenty-four high schools only one has but a single art teacher; eleven, have more than six teachers (and less than twelve). Only one has more than twelve teachers {i.e., the Washington Irving High School, with twenty-one art teachers.) 10. Recognition of Distinguished Service. — The entire school system lacks any adequate scheme of recognition for distinguished service. Great corperate bodies have long recognized the fact that such recognition is a legitimate stimulus to work of a high order of merit. This stimulus does not come and cannot come from automatic increases in pay. It should be given in the form and with the public honor attached to it that would serve to mark the recipient as one who has given to the city and to its school system an unusual measure of devotion and one not required by by-laws and regulations. That there are such teachers in the city's service, no one who knows that service can have a doubt. It should be possible for the heads of schools or of a department, as the art department, to nominate from time to time, those whose services are of unusual merit, that their services may be considered by an appropriate board. If found worthy, they should be re- warded either by citation by the superintendent of schools or in such other fashion — medal, certificate, distinguished service order, etc., as may be deemed appropriate. RECOMMENDATIONS APPROVED In connection with the foregoing statement of the steps which profitably might be taken to widen the department's activities, it is desired to note that several recommendations of the depart- ment made in previous years have been approved by the Board of Superintendents but have had no favorable action by the Board of Estimate and Apportionment. 109 These recommendations still stand as phases of work which would serve markedly to increase the value of the department to the city. Among them will be found the group adopted by the Board of Superintendents at the meeting held, May 25, 1916, and recommended to the Board of Education for inclusion in the school budget for 1917, as follows: 1. Resolved, That the Board of Superintendents recommends for the Budget for 1917, an art scholarship in each high school, at $100, the sum of $2,400. 2. Resolved, That the Board of Superintendents recommends for the 1917 Budget provision for one art cooperative teacher at $1,200. 3. Resolved, That the Board of Superintendents recommends to the Board of Education that in providing for the erection of new high school buildings, 2 per cent of the total cost be appro- priated for mural decorations. 4. Resolved, That the Board of Superintendents recommends for inclusion in the 1917 Budget an appropriation for three Satur- day morning art classes (for high school pupils) on thirty Satur- days; teachers at $6 per day, $540; supplies at $25 per class, $75; incidentals, circulars, postage, etc., $100. Total $715. 5. Resolved, That the Board of Superintendents recom- mends for inclusion in the 1917 Budget an appropriation for exhibition cases in the high schools at $300 each, a total of $3,000. WAR SERVICE OF THE ART DEPART^IENT The most significant work of the art department during the past year has been the conservation and development of industrial art talent that it may be available in the commercial struggle after the war. This conservation and development have been carried on by various agencies: Competitions, special courses, scholarships, trade committees, trade visits, etc. In itself this 110 is the most important service the art department is doing for the schools in connection with the war. Among other contributory elements of the department to the war work of the schools, the following are noted: 1. Making of war posters. These have been made in great number for the Red Cross, Liberty Loan, etc. Many hundreds have been devised and several exhibitions of these posters have been held. 2. The development of large graphic charts to aid in the Liberty Loan and other campaigns. Much ingenuity has been shown by the art teachers in the construction of these charts. They have been found very stimulating to the workers and to the con- tributors. 3. The sales of articles of aesthetic value made under the auspices of the art department to raise funds for Red Cross and other purposes. Very significant contributions have been made in this way through the art department. The Washington Irving High School made $400 profit at its bazaar, Christmas, 1917. The Morris High School made over $1,200 profit at its fair in June, 1918. Many bazaars in other high schools have been held under the auspices of the art department. 4. The promotion of industrial art scholarships has been specifically advanced because of the war, by the different art departments, that talented pupils might be available for service to the art trades immediately after the war. 5. The art departments of different schools have assisted in various ways in the artistic supervision of entertainments given by other departments for war charity and relief. This assistance has been given in stage decoration, stage management, lighting, etc. 6. The art department has aided through the various maga- zines and publications of the high schools by contributing pictures of a stimulating nature dealing with the war. The illustrations Ill have served to make the magazines of current interest and value in quickenino- the understanding of pupils as to the nature and purpose of the war. PUPILS UNDER INSTRUCTION IN FIRST TWO YEARS Register of pupils in First Year classes for month of May, 1918. 13,238 Boys 14,180 Girls Register of pupils in Second Year classes for Month of May, 1918 8,173 Boys 8,732 Girls Total pupils in First and Second Year classes 44,323 Total number of pupils under instruction, May, 1917 45,259 Decrease in year 936 Note. — Drawing is a required subject of all pupils in the first and second high school years, with the exception of a limited number in short commer- cial courses, that study drawing only in the first year. TEACHERS UNDER SUPERVISION High School Commerce DeWitt Clinton . . . Julia Richman . . . . Stuyvesant Wadleigh Washington Irving. Evander Cliilds . . . Morris Bay Ridge Boys Bushwick Commercial Men Women 1 4 5 7 22 4 11 High School Eastern District . Erasmus Hall . . . . Girls Manual Training . New Utrecht Bryant Far Rockaway . . . Plushing Jamaica Newtown. Richmond Hill . . . Curtis Men Women 4 2 5 7 1 5 2 3 1 2 3 2 1 2 34 65 6 Total: 40 Men, 102 Women. General Total, 142. Total number of teachers, June, 1917, 149. Decrease in year, 7. 37 Respectfully submitted, JAMES P. HANEY, Director of Art in High Schools. 112 NEW YORK CITY BOYS IN FARM SERVICE SUMMARY OF WORK IN 1917 As early as 1912 the seriousness of the farm labor question was being felt in all parts of the country. Industries were paying larger wages than the farmer could afford to pay. The attrac- tiveness and convenience of city life compared with farm life lured the boys from the land ; farmers, short of help, produced less food than before; the population kept increasing, and the high cost of living was a fact. The United States from the beginning of the war was a big factor in furnishing food, transportation, and munitions. These pursuits necessarily took a great many men from the farms, and the cost of living took another step upward. At the time of the sinking of the Lusitania it became evident to thinking people that the United States would play a more active part in the war than either Germany or the Allies had suspected up to that time, and the young men of the country began to enlist in the French, English, and Canadian armies. The men who went to fight reduced the number who stayed at home to grow the food necessary for the sustenance of the armies and civihan population. For three years antedating our entrance into the war immigra- tion from Southern Europe shrunk to the vanishing point. The number of foreign laborers entering the United States decreased at the rate of almost a million men a year. On April 6, 1917, the United States entered the war; the selective draft was put into operation; farm help dwindled more rapidly than ever. The farm census showed that New York State farm workers decreased nearly 20,000. It became evident that a new source for such labor must be sought. Various sugges- tions were made; business men were asked to help, and closed their 113 stores part of the day, going into the fields to work; various or- ganizations made efforts to induce city employees to go to work on the farms; industries were asked to close for a few days at a time in order that the factory workers might go into the fields. These efforts, creditable as they were, gave the farmer only intermittent help but did not give him the rehef which he so much needed— the steady, dependable labor to grow enough food for our own maintenance, the sustenance of our armies, and the big surplus for our AUies. At this point, early in 1917 when our armies were forming, it was decided that school boys of the cities and villages should form an agricultural army to drive back the spectre of hunger and fill the gap in the ranks of food production. From Dr. Tildsley's report of 1917. The Board of Education of New York City was well to the forefront of the movement. At a regular meeting on April 11, a resolution was adopted pro- viding for the appointment of a Special War Service Committee of the Board. The following members were selected to act on this ■committee : Mr. Gilpatric, Chairman Mr. Allison Mr. Churchill Mr. Dwight Mr. Giddings Mr. Weber Mr. Mullan In order that there might be some teachers who would devote their entire time to the movement, a High School Sub-Committee was appointed at the request of Mr. Gilpatric. This committee consisted of: Mr. George Hewitt, Evander Childs High School. Dr. Michael H. Lucey, Principal Julia Richman High School. Dr. John D. McCarthy, Morris High School. Frank A. Rexford, Erasmus Hall High School. 114 Mr. Hewitt directed the work up to July 1, and Dr. Lucey after that date. On April 19, Dr. Tildsley called a conference of High School Principals for Monday, April 23, to talk over the matter of volun- teers for farm cadet service. In the meantime, blank forms headed, '^ Volunteer for Farm Cadet Service" had been issued by the State authorities, and distributed to all the high schools, in sufficient number to enroll all boys if necessary. Coming, as theses blanks did, when the public mind was filled with the appeals of the President and other public officials, thousands of boys enrolled. The boys expected to be uniformed and to be taken out of school on May 1. As a consequence, their interest in their studies slackened and the work of the schools was seriously hampered. While the State had asked us to enroll the boys, it had made no definite provision for placing them. This task was now taken up by the sub-committee mentioned above, acting under the direction of Mr. Gilpatric. Mr. Rexford of Erasmus Hall had already worked out a plan whereby a group of students under his direction would go into the country and work their own land and market their own crop. Dr. McCarthy who had had considerable experience in placing boys on farms, now had 10,000 circulars suggesting the value of the boys as farm helpers distributed, between April 27 and June 11, among the farmers of New York State, by means of milk companies, railroads, express companies, agricultural organiza- tions, chambers of commerce, newspapers, etc. But this seed, for the most part, fell on stony ground. Everyone except the farmer was evidently awake to the situation. From the 10,000 circulars only thirty answers were received, and it is doubtful if more than ten boys were placed as a result of this advertising. The season was late, and besides, the farmers were not willing to take city boys. In the hope that something further might be done to bring the urgency of the situation home to the farmers, an invitation 115 was sent by Dr. Tildsley on May 3 to all teachers in high schools interested in the farm service work to meet and discuss ways and means of making a more personal appeal to the farmers. About seventy-five teachers responded to this call and contributed several concrete suggestions as to how best to reach the farmer. The sug- gestion that seemed to be most possible of immediate application was that those teachers who were well acquainted in farming communities within two hundred miles of New York City should be excused from their school duties for a few days to go to the farmers and try to convince them that they must increase the food production during the coming summer, and that they would in any event have to depend on high school boys in a large measure for help. In accordance with this suggestion teachers from the various high schools were sent out for a few days at a time to canvass their former home counties in New York, New Jersey, and Pennsylvania, but for the most part their reports were not promising. The farmers were dubious about city boys; they wanted efficient farm laborers; the boys would smoke cigarettes in the barn; they would not be used to getting up early; they would not stick to the job when they got blisters on their hands. Despite these pessimistic croakings a number of men did place groups of boys here and there in the country near .their own former homes. Superintendent Lyons was one of the first to take a group, going up to Brookside Farm near Newburg with twenty-four boys. This camp was later put in charge of Mr. Herbert McCreary of Manual Training High School. These he quartered partly in a schoolhouse and partly in a tent furnished by the New York City Board of Education. Mr. Frank Trapp of the Morris High School placed twenty-three boys on farms near his home at McLean, N. Y., while Mr. Frankhn D. Robinson of New Utrecht High School did the same with a group at Maryland. Mr. Frank A. Rexford of Erasmus Hall High School started a camp of fifteen boys on his own farm at Earlville, N. Y. Through Dr. Michael H. Lucey, Mr. Gilpatric, Chairman of the War Service Committee 116 of the Board of Education, succeeded in getting the co-operation of an organization known as the Long Island Food Reserve Bat- tahon. This organization ultimately established six camps of fifty boys each, over half of whom were taken from the city high schools. Thus, despite discouragement at the start, the movement grew. On May 2, there were only thirty-one boys placed ; a month later there were over six hundred, while the total number that was finally placed was approximately one thousand. The boys of the high schools responded to the call with en- thusiasm. In fact, during the month of May the applicants outnumbered the positions twenty-five to one. Although patri- otism was the ground on which the appeal to the boys for farm service was largely made, other factors, such as a desire to go out into the country for the summer and a desire to earn money undoubtedly prompted many boys to offer their services. ATTITUDE OF FARMERS From an attitude of skepticism or distrust the farmers in most cases came to have a feeling of cordial, active sympathy and willingness to do much to cooperate with these directing the work. It is only fair to state that at the end of the 1917 season there were still some farmers who had not been converted to the feasibility of the movement to put city high school boys on farms. In some cases this was due to the fact that the boys selected did not make good; in others to a temperamental maladjustment, and in still others to the fact that the farmers were very inconsiderate of the boys, and did not appreciate the limitations of a boy's ability to do farm work. FARM SERVICE IN 1918 The experiences of the summer of 1917 made it evident that steps should be taken early if the boys were to be properly or- ganized and be of great help as food producers. On January 4, the 117 matter was placed before the State Education Department at Albany and the plan for projecting boy labor was discussed and approved. On January 11, the High School Principals' Associa- tion at the request of Superintendent Tildsley discussed the matter from the school standpoint, each principal reporting on the scholarship of the boys then in school who had been out for farm service in 1917. The results were encouraging. The principals in general reported that the boys who went out for farm service in 1917, including those who were not considered good students, had returned to school in the fall, and had done, on the whole, better work than previously. The reason for this was attributed to the fact that they had had this farm experience. The plan of sending boys out on farms in 1918 was approved. On January 21, Mr. Calvin Huson, Director of the Bureau of Production of the New York State Food Commission, went over the plans for placing boys on farms, and while somewhat skeptical, said that he believed that if the boys were properly supervised, '^they would do a wonderful amount of work," and that he would try to influence the Food Commission to make an appropriation for covering the traveling expenses of boys and supervisors. On February 1, the New York City Board of Education placed Frank A. Rexford in charge of the New York City boys who were going out for farm service. February 19, the Food Commission held a regular meeting at which D. F. Putnam, Madison County Farm Bureau Agent, J. Arthur Brooks, representative farmer, and Frank A. Rexford were present. These men explained how the boys' help had worked out in their county in 1917, and requested that the Food Commission endorse a plan to appropriate a substantial amount for sending the boys. February 20, enrollment started in each of the nineteen New York City high schools attended by boys. A teacher was placed in charge of the work in each school and acted as en- rollment officer. March 1, a survey w^as taken of the number of bo3'S available and the number physically fit in the high schools. The results showed that there were 8,803 boys physically fit and 118 923 volunteers. March 2, the State Education Department at Albany made final arrangements for releasing boys for farm service. March 4, the State Food Commission created the New York State Boys' Working Reserve as a vehicle for promoting boy labor on farms. For this organization they made an appro- priation of $50,000 to pay the traveling expenses of boys and supervisors — $25,000 of which was to be used by New York City boys exclusively. Mr. Henry D. Sayer of the State Industrial Commission was appointed Director. Mr. Barnes of the State Employment Bureau, Dr. George W. Edwards of the United States Boys' Working Reserve, and Mr. Rexford representing the New York City Board of Education were made Assistant Directors. March 7, the Board of Education passed a resolution appropriating $19,000 for the purpose of assisting in the placing and supervising of boys enlisted in the New York State Boys' Working Reserve. The boys did not move very rapidly. They enlisted and were faithful to their pledge, but the farmers did not realize the im- portance of having help immediately. They believed that some wind of destiny would blow experienced help to them. The method of placing boys was resorted to which proved so successful last year. Teachers in the schools who were acquainted with conditions in the country volunteered their services and went to their home neighborhoods to interview farmers and find places for the boys. No boy was allowed to leave school until a contract was signed by the farmer, thus the boy was either at school or at work. The New York City boys were given the territory east of Ithaca and south of the Mohawk River. The boys in up-state cities were enrolled to go out on the farms. Where there were not enough local boys, groups were shipped from New York City. The forms of enlistment blank and farmer's application blank were as follows: 119 ENLISTMENT BLANK NEW YORK STATE BOYS' WORKING RESERVE OF THE NEW YORK STATE FOOD COMMISSION NEW YORK STATE NEW YORK STATE NEW YORK STATE DEPARTMENT OF EDUCATION PUBLIC EMPLOYMENT BUREAU FARM BUREAU ASSOCIATIONS CO-OPERATING WITH UNITED STATES BOYS' WORKING RESERVE (United States Department of Labor) Boys i6 years of age or over havinf; satisfactory standing in all subjects on llio date of leavinR school will be released from Regents examinations and allowed school credit on account of work done on farms. A sufficient amount of service must be rcnderc^c. per quart for strawberries, currants, cherries, and 2c. per pint for rasp- berries. "The total earnings of all the workers was $10,283.85. "Out of this they paid for their board in camp. Figuring the actual cost of board in each camp for the boys who stayed through by the cost of board in that camp, during the period in which the camp was in oper- ation, and estimating for each boy who withdrew one week's board at an average of $3.50, we find that the approximate cost of food for the whole group was $8,227.68. This leaves a net earning of $2,056.17 which is divided among the 487 who remained to the end, and assuming that all who withdrew lost money or broke even, gives $4.23 as average earn- ings per boy for the season. "It is obvious that a great many boys lost money, although some exceptional workers earned from $15 to $30 net for the season. "Berry picking is rather tedious work and the small earnings when accompanied by rather poor housing accommodations and equipment led to homesickness among the younger boys and unrest among the older ones. These were the prime facts leading to the large number of withdrawals from the camps. "Where the equipment and housing facihties were in good condition, boys stayed through even though their earnings were small. HEALTH INSPECTION "All the camps were inspected by Dr. Laidlow, Sanitary Supervisor of the New York State Board of Health. His full report on each camp was turned over to Mr. Rexford. Briefly, he found few of the camps satisfactory in the respect to having a fly-proof toilet. Other points which he emphasized were screened kitchens, sanitary garbage disposal, removal of all letter, and substitution of some sort of canvas or tightly sewed straw bed off the floor so that it could be easily kept clean, in place of the messy pallet of straw on the floor. The Zone Director accompanied Dr. Laidlow on his inspection of the camps. 131 The location and supervision of the fruit picking camps were as follows: Herbert J. McCreary of Manual Training High School was in charge of the camps located in Orange County, with headquarters at New- burgh, N. Y. Supervisor High School Town Mary Bachelder Manual Training Marlboro. Juha B. Dennis Erasmus Hall Marlboro. Benj. Frumberg Boys' Marlboro. Florence Coding Manual Training Marlboro. Herman Haberman P. S. 167 Bk Highland. Walter R. Jones Manual Training. . Highland. Warren Kibby Commercial Middlehope. Albert Korobow P. S. 173 Newburgh. W. A. Kottman P. S. 147 Man Newburgh. Arthur Laswell Commercial Newburgh. Thomas Lynch Commercial Middlehope. John J. McDonald Manual Training Newburgh. Wm. C. Richardson Manual Training Marlboro. E. E. Smith Manual Training Marlboro. Russell Stryker Boys' Marlboro. Harry W. Millspaugh of DeWitt Clinton High School was in charge of the camps located in Ulster County, with headquarters at High- land, N. Y. Supervisor High School Town George Beal DeWitt Chnton Highland. Martha Bennett Morris Highland. M. Bergman Morris Highland. Henry Feldman P. S. 79 Highland. Samuel Goldman DeWitt Clinton Highland. David M. Hooks DeWitt Chnton Milton. Alexander Kaylin P. S. 25 Man Highland. Rosemary Mullen Washington Irving Marlboro. J. O. Schwarzenbach P. S. 188 Highland. Wm. Shapiro P. S. 7 Man Highland. Otis C. Skeele Morris Highland. Thomas Spector DeWitt Chnton Highland. Herman Stiller p. S. 184 Man Highland. Frederick Westphal DeWitt Chnton Highland. 132 TESTIMONY OF SERVICE The testimony of the service rendered by our boys and girls given by the farmers themselves in acres and bushels of food crops and the wages they paid the boys is more eloquent than anything that could be written. The compilation of farmers' reports is appended. The reports of the supervisors are all interesting, but lack of space prevents the publishing of more than the excerpts which follow : Mr. Robinson who took the first group of boys to Delaware County writes as follows: "The training at the agricultural school was very helpful, especially in the milking, as it saved the farmers' time and allowed the boys to par- ticipate in milking without the danger of drying up the farmers' cows. Mr. Dubois, the superintendent of the school at Delhi, is anxious to use the school next year as a training camp, starting April 15. At the close of the season we asked each farmer whether he considered the experiment a success and if he would take a boy another year under the same conditions. Without exception they agreed that the boys had been a great help and many of them were very enthusiastic, saying that the boys were better than the average farm help because they were more dependable. About half of the farmers voluntarily raised the boys' wages above the contract price. Several farmers said they did not know how they could possibly have gone through the summer without the boys, as they could get no other help, and without them it would have been necessary to reduce the size of their dairies." Mr. Thomas F. Kane of Curtis High School, who went with the second group of boys to Delaware County states: "We feel that the work in Delaware County was successful from the point of view of the farmer, as the boys quickly adapted themselves to dairy farming, and the effect of the summer's work on the boy will, we believe, tend to make him more self-reliant both mentally and physi- cally in solving life's problems." The boys who went to South Chenango County were from Stuyvesant High School, under the supervision of Mr. Floyd Fernalld. In speaking of the attitude of the farmers, he says : "I desire to record the impression which the boys created in the community. Some had expected that boys who came from an East 133 Side High School in Manhattan would prove a lot of toughs, but on the contrary, both the citizens of Oxford and the families in which the boys lived took notice of the fact that they were boys of character, good habits and refinement. As a result, many of the employers felt that they were losing a member of their families when the boys returned to the city. I was agreeably surprised at the generosity of many of the farmers in paying boys more than the minimum wage scale agreed upon. I was also pleased with the fact that when the boys came to leave, many re- ceived presents from satisfied employers, such as only farmers know how to make, consisting of honey, maple syrup, eggs, dressed chickens and even $5 gold pieces." Mr. Carleton C. McCall of Manual Training High School, who had a group of boys in Orange County says in part : ''Both farmer and boy were always glad to see me, and our personal relations became very pleasant, so that I was sorry when the time came and so many of them went home. The farmers appreciated our efforts in their behalf, and many told me so. . . . All signs point to a much greater shortage of labor next year, and every effort should be made to increase the number of boys to help fill the demand." Mr. Alson A. Upham, P. S. 139, had charge of the camp at Earlville. The boys in this group came in for the week-end. A part of his report shows the close personal relationship which existed between the boys and their supervisors: "On Saturday nights the boys returned to the camp and stayed until Sunday night. Some times I went after them and returned them, and many times the farmer did this, being glad to do it because he needed the boys' help. On Sunday mornings the boys had military drill for 30 minutes under the leadership of Donald Brown, the first part of the season, later, Eugene Olson, and in the afternoon they attended Sunday school for an hour. During the day each boy reported to me, told me what work he had done, how much pay he had received, and discussed any other matters that needed attention. In no case did one of these boys have any trouble with his employer, and in nearly every case the farmer took a personal interest in the boy and his work. The boys also took a personal interest in their respective farmers and their methods, and during the Sundays in camp spent many an interesting hour dis- cussing the relative merits of their employers and their ways of doing things. The effect of the interest thus stimulated and its benefit to the boys was apparent in the number of demands that came for their serv- ices, and in the number of compliments that the farmer employers paid to the boys and their work." 134 The following letters show the attitude which the farmers had at the end of the season: To Mr. Fred C. White, Supervisor. From Mr. E. F. Hayt, Farmer. Brewster, Dec. 13, 1918. Dear Sir: Now the harvest days are over and also the war, with a heart full of thanksgiving for the wonderful mercies God, in His infinite wisdom, has seen fit to bestow upon this country of ours, I feel it my duty to extend to you my thanks for the part you have taken in helping solve the help problem and in raising and securing our crops. You will doubt- less recall the attitude I assumed when you approached me as Master of our Grange in 1917 in regard to the employing of school boys on our farms. I was very skeptical, in fact discouraged the proposition. This spring when you asked me to assist in placing boys I was so favorably impressed with their work of the previous year that I gladly gave you aid. And it gives me pleasure to have been able to help you place some of the boys, as in nearly every instance they gave satisfaction. But permit me to add that I believe without a competent person to super- vise, to advise, to encourage, to adjust any difference between employer and employed, the scheme would have been an absolute failure. With best wishes, I am Sincerely yours. To Alson A. Upham, Supervisor. From Fred Evans, Farmer. Smyrna, Aug. 19, 1918. Dear Sir: Through these lines I wish to thank you and Mr. Rexford for the way you gentlemen entertained us at Camp Brooks, Aug. 19. Perhaps you would like to know just how I feel toward the boys. Early last spring Mr. Rexford came to me and explained about the boys. Although I wanted help I thought I only would have them to feed and wait on and do the work myself. And on July 15 my man left me and the only help in sight was the boys, so I called up the camp and, to my surprise, you had a boy for me. And I want to say to you he is a good willing worker, ready at all times to do his part of the work and does it well. Willing to be told and always trying to do his best. I don't see how us farmers could have harvested our crops without their help. On my threshing job there were three of your boys that did fine work, and if this cruel war lasts another year, I surely want a boy next year. Very truly yours, 135 To Alson A. Upham, Supervisor. From C. W. Humphrey, Farmer. Smyrna, Aug. 24, 1918. Dear Sir: Our boy, Alfred Jobson, has certainly made good. He has surely tried to do the very best he knew. And being a bright, intelligent boy, has succeeded. The plan is all right if fellows would try, but as you know, some of them do not. And^ perhaps, the employer does not have patience enough in teaching these boys. And expect too much in too short a time. We certainly could not ask more of a boj^, and am well satisfied, and if he goes, back to school with the same spirit he has displayed here, he will succeed anywhere and any way. Yours truly. QUANTITATIVE EVALUATION 2,023 boys and 142 girls from this city rendered service on farms in 1918. For the most part these pupils were placed in the territory originally set off for New York City pupils, south of the Mohawk River and east of Ithaca. In fact, 1,792 students worked in this territory. 231 students were allowed to work in other parts of the country; the pupil so released, in each case, convinced the principal of the validity of the service. These 231 pupils were scattered over forty different counties and ten other states. While we received reports that these pupils actually rendered efficient service, we were not able to exact the complete quantitative report from their employers because our own supervisors were not with them. In reading the statistical report which follows, two points seem to be worth mentioning: 1. The amount of work for which the boys are given credit is not excessive, since it is vouched for by the farmers. 2. The average amount of food products attributed to boys throughout New York State is 12.3 acres, 14,000 boys partici- pating; the average for New York City boys is 16.4 acres for each of 1,792 boys. 136 NEW YORK STATE BOYS' WORKING RESERVE OF THE NEW YORK STATE FOOD COMMISSION U. S. Boys' Working Reserve N. Y. State Dept. of Education (Department of Labor) QUANTITATIVE REPORT ON FARM SERVICE, 1918 LONG ISLAND ZONE Employees Nassau Queens Suffolk Total Employees 224 93 178 Boys Employed 136 32 84 Girls Employed 29 . . 30 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 8,095 2,864 5,024 Total Acres Plowed 5,786 1,846 3,531 Acres Plowed hy Boys 291 186 211 Total Acres Harrowed 5,786 1,846 3,487 Acres Harrowed hy Boys 371 186 196 Total Acres Cultivated 4,706 1,501 2,876 Acres Cultivated hy Boys 764 408 559 Total Acres Hoed 4,681 1,501 2,821 Acres Hoed hy Boys 1,551 409 591 Food Crops Harvested Total Acres Winter Wheat 23 20 56 Wirder Wheat Credited to Boys 3 3 8 Total Acres Spring Wheat Spring Wheat Credited to Boys Total Acres Oats 100 50 130 Oats Credited to Boys 20 13 15 Total Acres Corn 1,210 535 780 Corn Credited to Boys 408 133 173 Total Acres Hay 411 161 255 Hay Credited to Boys 175 50 62 Total Acres Rye 558 83 123 Rye Credited to Boys 342 17 23 Oats and Peas Harvested 70 20 48 153 205 151 171 471 751 353 1,175 101 101 137 Nassau Queens Suffolk Oats and Peas Credited to Boys 25 5 15 Total Acres Beans 80 10 210 Beans Credited to Boys 20 3 65 Total Acres Cabbage 305 50 171 Cabbage Credited to Boys 165 25 38 Total Acres Potatoes 1,930 330 930 Potatoes Credited to Boys 864 139 317 Bushels of Peas Picked by Boys 475 150 2,650 Bushels of Beans Picked by Boys 675 200 1,715 Bushels of Potatoes Picked by Boys 53,100 20,000 57,036 Truck Gardening (Da3'S Worked by Boys) Planting Vegetables 456 Transplanting Vegetables 429 Cultivating Vegetables 2,214 Gathering Vegetables 2,761 Marketing Vegetables 230 (Acres of Crops Cared for by Boys) Lettuce 23^ Beets -. 72 Radishes 14 Cabbage 115 Cauliflower 3 Tomatoes 32 Celery 1 Snap Beans 16 Peas 13 Beans 6 Cucumbers 53 Carrots 66 Potatoes 840 Lima Beans Live Stock Total Horses on These Farms 218 Horses Cared for by Boys 27 Total Cows Milked 161 Cows Milked by Boys 25 Quarts Milked by Boys 11,660 Total Hogs on These Farms 328 1 1 25 38 2 66 6 26 1 1 2 4 5 15 2 28 17 27 9 18 140 318 34 94 214 18 18 70 143 45 35 21,260 16,460 48 132 138 Nassau Hogs Cared for by Boys 24 Total Poultry on These Farms 8,393 Poultry Cared for by Boys 536 . Queens Sufiolk 15 15 713 2,623 286 286 Net Earnings of Boys $8,212.60 $2,199.00 $4,451.32 SUMMARY Work Performed by 252 Boys Plowing Harrowing Cultivating Hoeing Peas picked by Boys. . . Beans picked by Boys . . Potatoes picked by Boys Planting vegetables .... Transplanting vegetables Cultivating vegetables. . Gathering vegetables . . . Marketing vegetables . . 688 acres 753 acres 1,732 acres 2,551 acres 3,275 bush. 2,590 bush. 130,136 bush. 814 days 751 days 3,436 days 4,289 days 432 days Live Stock Horses cared for 63 Cows milked daily 105 Quarts milked 49,380 Hogs cared for 54 Poultry cared for 1,108 Winter wheat harvested Oats harvested Corn harvested Hay harvested Rye harvested Oats and peas harvested Beans harvested Cabbage harvested . . . Potatoes harvested . . . 1 Lettuce cared for Beets cared for Radishes cared for. . . . Cabbage cared for ... . Cauhflower cared for . . Tomatoes cared for . . . Celery cared for Snap beans cared for. . Peas cared for Beans cared for Cucumbers cared for . . Carrots cared for Potatoes cared for ... . 1 Lima beans cared for. . 14 acres 48 acres 714 acres 287 acres 382 acres 45 acres 88 acres 228 acres ,320 acres 53/^ acres 108 acres 16 acres 178 acres 70 acres 64 acres 3 acres 22 acres 33 acres 36 acres 97 acres 87 acres ,298 acres 34 acres Total food crops 5,177^ acres Small fruit picked .... 300 qts. Cranberries 650 bush. Net Earnings of Boys $14,862.92 Note. — 59 girls also worked on these farms under our supervision. 139 NEW YORK STATE BOYS' WORKING RESERVE QUANTITATIVE KEPORT ON FARM SERVICE, 1918 NEW YORK CITY DIVISION SIMMARY OF WORK DONE BY 1,792 NEW YORK CITY BOYS Plowing Harrowing Cultivating Hoeing Peas picked by boys . . Beans picked by boj^s . Potatoes picked by boys Planting vegetables . . . Transplanting vegetab'i Cultivating vegetables. Gathering vegetables . . Marketing vegetables . 2,850 acres 9,959 acres 6,734 acres 6,154 acres 3,903 bush. 3,377 bush. 130,136 bush. 3,369 days 2,135 days 15,336 days 8,134 days 793 days Live Stock Horses cared for 1,538 Cows milked daily 2,854 Quarts milked 1,856,736 Hogs cared for 1,483 Poultry cared for 28,221 Winter wheat harvested 324 acres Spring wheat harvested 98 acres Oats harvested 1,607 acres Barley harvested 36 acres Buckwheat harvested . . 255 acres Corn harvested 2,014 acres Hay harvested 7,177 acres Rye harvested 1,384 acres Oats and peas harvested 165 acres Beans harvested 179 acres Cabbage harvested .... 377 acres Peas harvested 74 acres Potatoes harvested. . . . 1,320 acres Lettuce cared for 96 acres Beets cared for 262 acres Radishes cared for 38 acres Cabbage cared for 264 acres Cauhflower cared for. .. 88 acres Tomatoes cared for. . . . 154 acres Celery cared for 35 acres Snap beans cared f or . . . 49 acres Peas cared for 102 acres Beans cared for 171 acres Cucumbers cared for. . . 224 acres Carrots cared for 226 acres Potatoes cared for 6,853 acres Total food crops 23,572 acres Small fruits picked 373,399 quarts Peaches 12 bushels Pears 25 bushels Plums 58 pecks Apples 212 barrels Other fruits 78 140 Net Earnings of Boys $64,877.54 Note. — 142 New York City girls also worked on these farms. Total food crops exclusive of hay and fruit, 16,395 acres Total number of boys exclusive of fruit pickers, 996 Average food produced per boy, 16.4 acres. NEW YORK CITY DIVISION BROOME COUNTY 45 Boys, mainly from DeWitt Clinton High School, Mr. Leon Wayave, Supervisor Employees Total Employees 56 Boys Employed 45 Girls Employed 16 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 2,837 Total Acres Plowed 545 Acres Plowed by Boys 2 Total Acres Harrowed 545 Acres Harrowed by Boys 67 Total Acres Cultivated 342 Acres Cultivated by Boys 55 Total Acres Hoed 68 Acres Hoed by Boys 42 Food Crops Harvested Total Acres Winter Wheat 1 Winter Wheat Credited to Boys Total Acres Spring Wheat 2 Spring Wheat Credited to Boys Total Acres Oats 124 Oats Credited to Boys 27 Total Acres Barley 24 Barley Credited to Boys 8 141 Total Acres Buckwheat 55 Buckwheat Credited to Boys Total Acres Corn 66 Corn Credited to Boys 4 Total Acres Hay 574 Hay Credited to Boys 192 Total Acres Rye 136 R7je Credited to Boys 65 Total Acres Oats and Peas 2 Oats and Peas Credited to Boys 2 Total Acres Beans 4 Beans Credited to Boys 2 Total Acres Cabbage 13 Cabbage Credited to Boys 3 Total Acres Peas 2 Peas Credited to Boys Bushels of Peas Picked by Boys 38 Bushels of Beans Picked by Boys 30 Truck Gardening (Days Worked by Boys) Planting Vegetables 76 Transplanting Vegetables 25 Cultivating Vegetables 178 Gathering Vegetables 78 Marketing Vegetables 10 (Acres of Crops Cared for by Boys Cabbage 8 Cauliflower Tomatoes 1 Celery 4 Snap Beans Peas 1 Beans 1 Cucumbers 2 Carrots 1 Potatoes 15 Live Stock Total Horses on These Farms 70 Horses Cared for by Boys 40 142 Total Cows Milked 240 Cows Milked by Boys 45 Quarts Milked by Boys 25,200 Total Hogs on These Farms 37 Hogs Cared for by Boys 15 Total Poultry on These Farms 804 Poultry Cared for by Boys 224 Small Fruits (Picked by Boys) Strawberries (quarts) 306 Currants (quarts) 75 Cherries (pounds) 332 Blackberries (quarts) 15 Raspberries (quarts) 15 Large Fruits (Picked by Boys) Peaches (bushels) Pears (bushels) Plums (pecks) Others 212 Net Earnings of Boys $952.45 SUMMARY Work Performed by 45 Boys Plowing 2 acres Harrowing 67 acres Cultivating 55 acres Hoeing 42 acres Planting vegetables 76 days Transplanting 25 days Cultivating vegetables. ... 178 days Gathering vegetables 78 days Marketing vegetables .... 10 days Oats harvested 27 acres Barley harvested 8 acres Corn harvested 4 acres Hay harvested 192 acres Rye harvested 65 acres Oats and peas harvested. . 2 acres Beans harvested 2 acres Cabbage harvested 11 acres Tomatoes harvested 1 acre Celery harvested 4 acres Peas harvested 1 acre Cucumbers harvested .... 2 acres Carrots harvested 1 acre Potatoes harvested 15 acres Total food crops 345 acres 143 Live Stock Horses cared for 40 Cows milked daily 45 Quarts milked 25,200 Hogs cared for 15 Poultry cared for 224 Small fruits picked 743 qts. Large fruits picked Apples 212 bbl. Net Earnings $952.45 CHENANGO COUNTY (NORTH) 35 Boys, mainly from Erasmus Hall and Curtis High School, Mr. Alson A. Upham, Supervisor Employees Total Employees 10 Boys Employed 35 Girls Employed Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 5,436 Total Acres Plowed 772 Acres Plowed by Boys 48 Total Acres Harrowed 772 Acres Harrowed by Boys 228 Total Acres Cultivated 290 Acres Cidtivated by Boys 222 Total Acres Hoed 104 Acres Hoed by Boys 76 Food Crops Harvested Total Acres Winter Wheat 65 Winter Wheat Credited to Boys 26 Total Acres Spring Wheat 21 Spring Wheat Credited to Boys 10 Total Acres Oats 2*76 Oafs Credited to Boys 130 Total Acres Barley 12 Barley Credited to Boys 144 Total Acres Buckwheat 108 Buckwheat Credited to Boys Total Acres Corn 192 Corn Credited to Boys Total Acres Hay 1,540 Hay Credited to Boys 657 Total Acres Rye 5 Rye Credited to Boys 2 Total Oats and Peas 11 Oats and Peas Credited to Boys 5 Total Acres Beans 9 Beans Credited to Boys Total Acres Cabbage 42 Cabbage Harvested by Boys Total Acres Peas 11 Peas Credited to Boys 2 Bushels of Peas Picked by Boys 56 Bushels of Beans Picked by Boys Truck Gardening (Days Worked by Boys) Planting Vegetables 26 Transplanting Vegetables 6 Cultivating Vegetables 56 Gathering Vegetables Marketing Vegetables (Acres of Crops Cared for by Boys) Cabbage 56 Cauliflower 4 Tomatoes Celery Snap Beans Peas 2 Beans 12 Cucumbers Carrots Potatoes 42 Live Stock Total Horses on these Farms 128 Horses Cared for by Boys 92 145 Total Cows Milked 620 Cows Milked by Boys 124 Quarts Milked by Boys 156,240 Total Hogs on these Farms 1,772 Hogs Cared for by Boys 48 Total Poultry on these Farms 425 Poultry Cared for by Boys 225 Small Fruits (Picked by Boys) Strawberries (quarts) 120 Currants (quarts) 100 Cherries (pounds) Blackberries (quarts) Raspberries (quarts) Large Fruits (Picked by Boys) Peaches (bushels) Pears (bushels) Plums (pecks) Net Earnings of Boys $2,205.00 SUMMARY Work Performed by 35 Boys Plowing Harrowing Cultivating Hoeing Planting vegetables Transplanting vegetables Cultivating vegetables . . Gathering vegetables .... Marketing vegetables . . . Peas picked 48 acres Winter wheat harvested . . 26 acres 228 acres Spring wheat harvested. . . 10 acres 222 acres Oats harvested 130 acres 76 acres Hay harvested 657 acres 26 days Rye harvested 2 acres 6 days Oats and Peas harvested . . 5 acres 56 days Peas harvested 2 acres . . days Cabbage cared for 56 acres . . days Cauliflower cared for 4 acres 56 bush. Peas cared for 2 acres Beans cared for 12 acres Potatoes cared for 42 acres Total food crops 948 acres 146 Live Stock Horses cared for 92 Small fruits picked 220 qts. Cows milked daily 124 Quarts milked 156,240 Hogs cared for 14 Poultry cared for 425 Net Earnings of Boys $2,205.00 CHENANGO COUNTY (SOUTH) 27 Boys, Mainly from Stuyvesant High School Mr. Floyd Fernalld, Supervisor Employees Total Employees 27 Boys Employed 27 Girls Employed Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms Total Acres Plowed Acres Plowed hij Boys 4 Total Acres Harrowed Acres Harrowed by Boys 296 Total Acres Cultivated Acres Cultivated by Boys 252 Total Acres Hoed Acres Hoed by Boys 37 Food Crops Harvested Total Acres Winter Wheat Winter Wheat Credited to Boys 4 Total Acres Spring Wheat Spring Wheat Credited to Boys . Total Acres Oats Oats Credited to Boys 44 Total Acres Barley Barley Credited to Boys 147 Total Acres Buckwheat Buckwheat Ci edited to Boys 1 Total Acres Corn Corn Credited to Boys 32 Total Acres Hay Hay Credited to Boys 438 Total Acres Rye Rye Credited to Boys Total Oats and Peas Oats and Peas Credited to Boys 2 Bushels of Peas Picked by Boys 1 Bushels of Beans Picked by Boys 2 Truck Gardening (Days Worked by Boys) Planting Vegetables 50 Transplanting Vegetables 12 Cultivating Vegetables Gathering Vegetables 52 Marketing Vegetables (Acres of Crops Cared for by Boys) Cabbage 2 Cauliflower Tomatoes Celery Snap Beans Peas Beans 8 Cucumbers Carrots Potatoes 29 Live Stock Total Horses on These Farms Horses Cared for by Boys 72 Total Cows Milked Cows Milked by Boys 218 Quarts Milked by Boys Total Hogs on These Farms Hoga Cared for by Boys 94 Total Poultry on These Farms Poultry Cared for by Boys 800 148 Small Fruits (Picked by Boys) Strawberries (quarts) 116 Blackberries (quarts) 20 Raspberries (quarts) 186 Net Earnings of Boys $1,506.00 SUMMARY Work Performed by 27 Boys Plowing Harrowing Cultivating Hoeing Peas picked Beans picked Planting vegetables Transplanting vegetables Gathering vegetables 4 acres 296 acres 252 acres 37 acres 1 bush. 2 bush. 50 days 12 days 52 days Winter Wheat harvested . 4 acres Oats harvested 44 acres Buckwheat harvested .... 1 acre Corn harvested 32 acres Hay harvested 438 acres Oats and Peas harvested . . 2 acres Cabbage cared for 2 acres Beans cared for 8 acres Potatoes cared for 29 acres Live Stock Horses cared for 72 Cows milked daily 218 Hogs cared for 94 Poultry cared for 800 Total food crops . Small fruits picked 560 acres 322 qts. Net Earnings of Boys $1,506.00 COLUMBIA COUNTY 58 Boys, Mainly from Commercial High School Mr. H. G. Greene, Supervisor Employees Total Employees 102 Boys Employed 58 Girls Employed 2 149 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 9,056 Total Acres Plowed 2,800 Acres Plowed by Boys 187 Total Acres Harrowed 2,800 Acres Harrowed by Boys 1,015 Total Acres Cultivated 1,200 Acres Cultivated by Boys 530 Total Acres Hoed 275 Acres Hoed by Boys 80 Food Crops Harvested Total Acres Winter Wheat 20 Winter Wheat Credited to Boys 6 Total Acres Spring Wheat 40 Spring Wheat Credited to Boys 13 Total Acres Oats , 401 Oats Credited to Boys 97 Total Acres Barley 4 Barley Credited to Boys 1% Total Acres Buckwheat 105 Buckwheat Credited to Boys 20 Total Acres Corn 506 Corn Credited to Boys 131 Total Acres Hay 2,201 Hay Credited to Boys 484 Total Acres Rye 475 Rye Credited to Boys 135 Total Acres Oats and Peas 13 Oats and Peas Credited to Boys 5 Total Acres Cabbage 2 Cabbage Credited to Boys Total Acres Beans 13 Beans Credited to Boys 6 Total Acres Peas 2 Peas Credited to Boys Bushels of Peas Picked by Boys 16 Bushels of Beans Picked by Boys 7 Truck Gardening (Days Worked by Boys) Planting Vegetables 91 Transplanting Vegetables 18 150 Cultivating Vegetables 118 Gathering Vegetables 99 Marketing Vegetables 15 (Acres of Crops Cared for by Boys) Lettuce 2 Beets 3 Radishes 1 Cabbage 2 Cauliflower 1 Tomatoes 2 Celery 1 Snap Beans 1 Peas 5 Beans 6 Carrots , 2 Potatoes 51 Live Stock Total Horses on These Farms 174 Horses Cared for by Boys 92 Total Cows Milked 465 Cows Milked by Boys 136 Quarts Milked by Boys 166,800 Total Hogs on These Farms 250 Hogs cared for by Boys 132 Total Poultry on These Farms 4,100 Poultry Cared for by Boys 1,600 Net Earnings op Boys $2,434.25 SUMMARY Work Performed by 58 Boys Plowing 187 acres Winter Wheat harvested 6 acres Harrowing 1,015 acres Spring Wheat harvested. 13 acres Cultivating 530 acres Oats harvested 97 acres Hoeing 80 acres Barley harvested 1}4 acres Peas picked 16 bush. Buckwheat harvested . . 20 acres Beans picked 7 bush. Corn harvested 131 acres Planting vegetables .... 91 days Hay harvested 484 acres 151 Transplanting veget'bl's 18 days Cultivating vegetables.. 118 days Gathering vegetables ... 99 days Marketing vegetables . . 15 days Live Stock Horses cared for 92 Cows milked daily 136 Quarts milked 166,800 Hogs cared for 132 Poultry cared for 1,600 Rye harvested 135 acres Oats and Peas harvested 5 acres Beans harvested 6 acres Lettuce cared for 2 acres Beets cared for 3 acres Radishes cared for 1 acre Cabbage cared for 2 acres Cauliflower cared for. . . 1 acre Tomatoes cared for .... 2 acres Celery cared for 1 acre Snap Beans cared for. . . 1 acre Peas cared for 5 acres Beans cared for 6 acres Carrots cared for 2 acres Potatoes cared for.-. ... 51 acres Total food crops 9753^ acres Net Earnings of Boys S2,434.25 COLUMBIA COUNTY 41 Boys, Mainly from Commercial High School Mr. Floyd J. Melvin, Supervisor Employees Total Employees 40 Boys Employed 41 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 9,240 Total Acres Plowed 1,987 Acres Plowed by Boys 42 Total Acres Harrowed 1,568 Acres Harrowed by Boys 436 Total Acres Cultivated 680 Acres Cultivated by Boys 421 Total Acres Hoed 467 Acres Hoed by Boys 324 152 Food Crops Harvested Total Acres Winter Wheat 37 Winter Wheat Credited to Boys 13 Total Acres Spring Wheat 11 Spring Wheat Credited to Boys 4 Total Acres Oats 564 Oats Credited to Boys 387 Total Acres Barley 13 Barley Credited to Boys 5 Total Acres Buckwheat Ill Buckwheat Credietd to Boys 18 Total Acres Corn 322 Corn Credited to Boys 187 Total Acres Hay 2,741 Hay Credited to Boys 936 Total Acres Rye 786 Rye Credited to Boys 397 Total Acres Beans 6 Beans Credited to Boys 4 Total Acres Cabbage 2 Cabbage Credited to Boys 2 Total Acres Peas 1 Peas Credited to Boys 1 Bushels of Peas Picked by Boys 5 Bushels of Beans Picked by Boys 8 Truck Gardening (Days Worked by Boys) Planting Vegetables 57 Transplanting Vegetables 4 Cultivating Vegetables 121 Gathering Vegetables 32 (Acres of Crops Cared for by Boys) Lettuce 1 Beets 8 Radishes 1 Cabbage 2 Tomatoes 1 Snap Beans 2 Peas 2 Beans 6 Carrots 1 Potatoes 110 153 Live Stock Total Horses on These Farms 190 Horses Cared for by Boys 45 Total Cows Milked 386 Cows Milked by Boys 147 Quarts Milked by Boys 105,840 Total Hogs on These Farms 176 Hogs Cared for by Boijs 88 Total Poultry on These Farms 9,440 Poultry Cared for by Boys 4,680 Net Earnings of Boys $2,650.00 SUMMARY Work Performed by 41 Boys Plowing 42 acres Harrowing 436 acres Cultivating v^^ acres Hoeing ^?24 acres Peas picked 5 bush. Beans picked 8 bush. Planting vegetables 57 days Transplanting vegetables . 4 days Cultivating vegetables.. . . 121 days Gathering vegetables 32 days Live Stock Horses cared for Cows milked daily Quarts milked by boys . . Hogs cared for 45 147 105,840 88 Poultry cared for 4,680 Winter Wheat harvested. Spring Wheat harvested. Oats harvested Barley harvested Buckwheat harvested . . . Corn harvested Hay harvested Rye harvested Beans harvested Cabbage harvested Peas harvested Lettuce cared for Beets cared for Radishes Cabbage cared for Tomatoes cared for Snap Beans cared for ... Peas cared for Beans cared for Carrots Potatoes 13 acres 4 acres 387 acres 5 acres 18 acres 187 acres 936 acres 397 acrse 4 acres 2 acres 1 acre 1 acre 8 acres 1 acre 2 acres 1 acre 2 acres 2 acres 6 cares 1 acre 1 10 acres Total food crops 2,088 acres Net Earnings of Boys $2,650.00 154 CORTLAND COUNTY 31 Boys, Mainly from Morris High School Mr. Frank G. Trapp, Supervisor Employees Total Employees 31 Boys Employed 31 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 3,100 Total Acres Plowed 1,240 Acres Plowed by Boys 155 Total Acres Harrowed 1,240 Acres Harrowed by Boys 775 Total Acres Cultivated 310 Acres Cultivated by Boys 155 Total Acres Hoed 124 Acres Hoed by Boys 21 Food Crops Harvest^® Total Acres Winter Wheat 93 Winter Wheat Credited to Boys 16 Total Acres Oats 465 Oats Credited to Boys 93 Total Acres Buckwheat 186 Buckwheat Credited to Boys Total Acres Hay 1,240 Hay Credited to Boys 465 Total Acres Cabbage 62 Cabbage Credited to Boys Total Acres Peas 62 Peas Credited to Boys 15 Truck Gardening (Days Worked by Boys) Planting Vegetables 310 Transplanting Vegetables 93 Cultivating Vegetables 775 (Acres of Crops Cared for by Boys) Potatoes 62 155 Live Stock Total Horses on these Farms 93 Horses Cared for hij Boys 93 Total Cows Milked 465 Cows Milked by Boys 165 Quarts Milked by Boys .' 348,800 Total Hogs on these Farms 93 Hogs Cared for by Boys 93 Total Poultry on these Farms 3,100 Poultry Cared for by Boys Net Earnings of Boys $2,635.00 SUMMARY Work Performed by 31 Boys Plowing 155 acres Winter Wheat harvested . 16 acres Harrowing 775 acres Oats harvested 93 acres Cultivating 155 acres Hay harvested 465 acres Hoeing 21 acres Peas harvested 15 acres Planting vegetables 310 days Potatoes cared for 62 acres Transplanting vegetables . 93 days Cultivating vegetables.. . . 775 days Total food crops 651 acres Live Stock Horses cared for 93 Cows milked daily 165 Quarts milked by boys 348,800 Hogs cared for 93 Poultry cared for Net Earnings of Boys $2,635.00 DELAWARE COUNTY 74 Boys, Mainly from Curtis and Richmond Hill High Schools Thomas F. Kane and F. D. Robinson, Supervisors Employees Total Employees 114 Boys Employed 74 156 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 14,000 Total Acres Plowed " 400 Acres Plowed by Boys 50 Total Acres Harrowed 1,400 Acres Harrowed by Boys 800 Total Acres Cultivated 150 Acres Cultivated by Boys 75 Total Acres Hoed 75 Acres Hoed by Boys 50 Food Crops Harvested Total Acres Spring Wheat 75 Spring Wheat Credited to Boys Total Acres Oats 500 Oats Credited to Boys 50 Total Acres Buckwheat 300 Buckwheat Credited to Boys 40 Total Acres Corn 200 Corn Credited to Boys Total Acres Hay 3,000 Hay Credited to Boys 1,000 Live Stock Total Horses on These Farms 210 Horses Cared for by Boys 100 Total Cows Milked 2,400 Cows Milked by Boys 560 Quarts Milked by Boys 400,000 Total Hogs Cared for 150 Hogs Cared for by Boys 100 Total Poultry on These Farms 3,000 Poultry Cared for by Boys 1,000 Net Earnings by Boys $5,474.00 Plowing 50 acres Harrowing 800 acres Cultivating 75 acres Hoeing 50 acres SUMMARY Work Performed by 74 Boys Oats harvested 50 acres Buckwheat harvested ... 40 acres Hay harvested 1,000 acres Total food crops 1,090 acres 157 Live Stock Horses cared for 100 Cows milked daily 5G0 Quarts milked by boys 400,000 Hogs cared for 100 Poultry cared for 1,000 Net Earnings of Boys $5,474.00 DUTCHESS COUNTY 30 Boys, Mainly from Eastern District High School Mr. William Kauffman, Supervisor Employees Total Employees 64 Boys Employed 30 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 3,000 Total Acres Plowed 600 Acres Plowed by Boys 60 Total Acres Harrowed 1,200 Acres Harrowed by Boys 210 Total Acres Cultivated 300 Acres Cultivated by Boys 120 Total Acres Hoed 200 Acres Hoed by Boys 150 Food Crops Harvested Total Acres Oats 240 Oats Credited to Boys 50 Total Acres Hay 700 Hay Credited to Boys 100 Total Acres Rye 50 Rye Credited to Boys 10 158 Truck Gardening (Days Worked by Boys) Planting Vegetables 90 Transplanting Vegetables 40 Cultivating Vegetables 300 Gathering Vegetables 100 (Acres of Crops Cared for by Boys) Potatoes 30 Live Stock Total Horses on These Farms 90 Horses Cared for by Boys 20 Total Cows Milked 600 Cows Milked by Boys 30 Quarts Milked by Boys 25,000 Total Hogs on These Farms 120 Hogs Cared for by Boys 40 Total Poultry on These Farms 3,000 Poultry Cared for by Boys 500 Net Earnings of Boys $1,200.00 SUMMARY Work Perfromed by 30 Boys Plowing 60 acres Oats harvested 50 acres Harrowing 210 acres Hay harvested 100 acres Cultivating 120 acres Rye harvested 10 acres Hoeing 150 acres Planting vegetables 90 days Total food crops 160 acres Transplanting Vegetables . 40 days Cultivating vegetables. . . . 300 days Gathering vegetables 100 days Live Stock Horses cared for 20 Cows milked daily 30 Quarts milked by boys 25,000 Hogs cared for 40 Poultry cared for 500 Net Earnings of Boys $1,200.00 159 GREENE COUNTY 25 Boys, Mainly from Stuyvesant High School Mr. Thomas F. Kane, Supervisor Employees Total Employees 30 Boys Employed 25 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 3,420 Total Acres Plowed 618 Acres Plowed hy Boys 34 Total Acres Harrowed 398 Acres Harrowed hy Boys 90 Total Acres Cultivated 4,066 Acres Cidtivated by Boys 104 Total Acres Hoed 318 Acres Hoed hy Boys 156 Food Crops Harvested Total Acres Winter Wheat 12 Winter Wheat Credited to Boys 8 Total Acres Spring Wheat 20 Spring Wheat Credited to Boys 6 Total Acres Oats 414 Oats Credited to Boys 176 Total Acres Barley 30 Barley Credited to Boys 20 Total Acres Buckwheat 128 Buckwheat Credited to Boys 64 Total Acres Corn 168 Coen Credited to Boys 112 Total Acres Hay 414 Hay Credited to Boys 262 Total Acres Rye 46 Rye Credited to Boys 42 Total Acres Beans 48 Beans Credited to Boys 40 Total Acres Cabbage 36 Cabbage Credited to Boys 18 160 Total Acres Peas 22 Peas Credited to Boys 4 Bushels of Peas Picked by Boys 70 Bushels of Beans Picked by Boys 122 Truck Gardening (Days Worked by Boys) Planting Vegetables 88 Transplanting Vegetables 44 Cultivating Vegetables 344 Gathering Vegetables 206 Marketing Vegetables 8 (Acres of Crops Cared for by Boys) Lettuce 6 Beets 2 Radishes 4 Cabbage 20 Cauliflower 4 Tomatoes 20 Celery 2 Snap Beans 8 Peas 4 Beans 10 Cucumbers 14 Carrots 10 Potatoes 36 Live Stock Total Horses on These Farms 72 Horses Cared for by Boys 46 Total Cows Milked 116 Cows Milked by Boys 36 Quarts Milked by Boys 11,000 Total Hogs on These Farms 155 Hogs Cared for by Boys 114 Total Poultry on These Farms 2,220 Poultry Cared for by Boys 1,080 Small Fruits (Picked by Boys) Strawberries (quarts) 2,920 Currants (quarts) 660 Cherries (pounds) 584 161 Blackberries ((luarts) 480 Blackcaps (pints) 20 Raspberries (quarts) 0,540 Others 310 Large Fruits Pears (bushels) 133 Plums (pecks) 15 Others 105 Net Earnings of Boys Sl,250.00 SUMMARY Work Performed by 25 Boys Plowing Harrowing Cultivating Hoeing Peas picked 34 acres 90 acres . 104 acres . 156 acres 70 bush. . 122 bush. . 88 days 44 days . 344da3's . 206 days 8 days .1,504 qts. 253 bbls. 46 36 1,000 114 1,080 Net Earnk^ $1,2. Winter Wheat harvested. , Spring Wheat harvested . . Oats harvested Barley harvested Buckwheat harvested . . . . Corn harvested Hay harvested Rye hra vested Beans harvested 8 acres 6 acres 176 acres 20 acres Beans picked Planting vegetables Transplanting vegetables Cultivating vegetables. . . 262 acres 42 acres 40 acres Gathering vegetables Marketing vegetables . . . Small fruits picked 1 Cabbage harvested Peas harvested 18 acres 4 acres Lettuce cared for Beets cared for. . . . 6 acres 2 acres Large fruits picked .... Live, Stock Horses cared for Radishes cared for Cabbage cared for Cauliflower cared for Tomatoes cared for Celery cared for 4 acres 20 acres 4 acres 20 acres 2 acres Cows milked daily Quarts milked 1 Hogs cared for Poultry cared for Snap beans cared for Peas cared for 8 acres 4 acres Beans cared for 10 acres Cucumbers cared for Carrots Potatoes Total food crops s^GS OF Boys 50.00 14 acres 10 acres 36 acres 892 acres 162 MADISON COUNTY 35 Boys, Mainly from Erasmus Hall High School Mr. Charles R. Fay, Supervisor Employees Total Employees 7 Boys Employed 35 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 4,029 Total Acres Plowed 895 Acres Plowed by Boys 365 Total Acres Harrowed 1,170 Acres Harrowed by Boys 1,022 Total Acres Cultivated 410 Acres Cultivated by Boys 233 Total Acres Hoed 132 Acres Hoed by Boys 52 Food Crops Harvested Total Acres Winter Wheat 113 Winter Wheat Credited to Boys 41 Total Acres Spring Wheat 25 Spring Wheat Credited to Boys. 11 Total Acres Oats 364 Oats Credited to Boys 166 Total Acres Barley 6 Barley Credited to Boys 2 Total Acres Buckwheat 70 Buckwheat Credited to Boys 29 Total Acres Corn 214 Corn Credited to Boys 93 Total Acres Hay 1,153 Hay Credited to Boys 526 Total Acres Beans 14 Beans Credited to Boys 7 Total Acres Cabbage 13 Cabbage Credited to Boys 7 Total Acres Peas 47 Peas Credited to Boys 23 Bushels of Beans Picked by Boys 9 163 Live Stock Total Horses on These Farms 119 Horses Cared for by Boys 84 Total Cows Milked 564 Cows Milked by Boys 273 Quarts Milked by Boys 141,300 Total Hogs on These Farms 72 Hogs Cared for by Boys 3 Total Poultry on These Farms 1,699 Poultry Cared for by Boys Net Earnings of Boys $2,278.25 SUMMARY Work Performed by 35 Boys Plowing 365 acres Winter Wheat harvested.. 41 acres Harrowing 1,022 acres Spring Wheat harvested. . 11 acres Cultivating 233 acres Oats harvested 166 acres Hoeing 52 acres Barley harvested 2 acres Beans picked 9 bush. Buckwheat harvested .... 29 acres Corn harvested 93 acres Live Stock Hay harvested 526 acres Horses cared for 84 Beans harvested 7 acres Cows milked daily 273 Cabbage harvested 7 acres Quarts milked 141,300 Peas harvested 23 zcres Hogs cared for 3 Poultry cared for — Total food crops 905 acres Net Earnings of Boys $2,278.25 MADISON COUNTY 20 Boys, Mainly from Erasmus Hall High School Mr. Arthur M. Townscnd, Supervisor Employees Total Employees 20 Boys Employed 20 164 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 3,560 Total Acres Plowed 640 Acres Plowed by Boys 44 Total Acres Harrowed 640 Acres Harrowed by Boys 254 Total Acres Cultivated 280 Acres Cultivated by Boys 104 Total Acres Hoed 150 Acres Hoed by Boys 52 Food Crops Harvested Total Acres Winter Wheat. 20 Winter Wheat Credited to Boys 7 Total Acres Spring Wheat 10 Spring Wheat Credited to Boys Total Acres Oats 224 Oats Credited to Boys 20 Total Acres Barley 10 Barley Credited to Boys Total Acres Buckwheat 40 Buckwheat Credited to Boys 10 Total Acres Corn 200 Corn Credited to Boys ■ Total Acres Hay 1,320 Hay Credited to Boys 340 Total Acres Cabbage 10 Cabbage Credited to Boys Total Acres Peas 10 Peas Credited to Boys 4 Truck Gardening (Days Worked by Boys) Planting Vegetables 10 Cultivating Vegetables 20 Live Stock Total Horses on These Farms 80 Horses Cared for by Boys 40 Total Cows Milked 580 Cows Milked by Boys 100 Quarts Milked by Boys 94,800 Total Hogs on These Farms 60 165 Hogs Cared for by Boys 21 Total Poultry on These Farms 2,260 PouUry Cared for by Boys 580 Net Earnings of Boys $1,863.00 SUMMARY Winter Wheat harvested.. 7 acres Oats harvested 20 acres Buckwheat harvested .... 10 acres Hay harvested 340 acres Peas harvested 4 acres Total food crops 381 acres Plowing 44 acres Harrowing 254 acres Cultivating 104 acres Hoeing 52 acres Planting vegetables 10 days Cultivating vegetables. ... 20 da3's Live Stock Horses cared for 40 Cows milked daily 100 Quarts milked 94,800 Hogs cared for 21 Poultry cared for 580 Net Earnings of Boys $1,863.00 ORANGE COUNTY 40 Boys, Mainly from Mamual Training High School Mr. C. C. McCall, Supervisor Employees Total Employees 50 Boys Emploj^ed 40 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 4,750 Total Acres Plowed. . . . ' 900 Acres Plowed by Boys Total Acres Harrowed 900 Acres Harrowed by Boys 300 Total Acres Cultivated 600 Acres Cultivated by Boys 300 166 Food Crops Harvested Total Acres Winter wheat 300 Winter Wheat Credited to Boys Total Acres Corn 600 Corn Credited to Boys Total Acres Rye 1,000 Rye Credited to Boys 200 Total Acres Oats and Peas 75 Oats and Peas Credited to Boys 10 Truck Gardening (Days Worked by Boys) Planting Vegetables 150 Transplanting Vegetables 180 Cultivating Vegetables 1,500 Gathering Vegetables 400 (Acres of Crops Cared for by Boys) Lettuce 4 Beets 10 Cabbage 2 Tomatoes 8 Celery 16 Snap Beans 5 Peas 5 Potatoes 20 Live Stock Total Horses on these Farms 120 Horses Cared for hy Boys 25 Total Cows Milked 900 Cows Milked hy Boys 160 Quarts Milked by Boys Total Hogs on These Farms 90 Hogs Cared for hy Boys Total Poultry on These Farms 3,000 Poultry Cared for hy Boys 500 Net Earnings of Boys $2,400.00 167 SUMMARY Work Performed by 40 Boys Plowing acres Harrowing 300 acres Cultivating 300 acres Planting vegetables 150 days Transplanting vegetables 180 days Cultivating vegetables.. . 1,500 days Gathering vegetables 400 days Live Stock Horses cared for 25 Cows milked daily 160 Poultry cared for 500 Rye harvested 200 acres Oats and Peas harvested. . 10 acres Lettuce cared for 4 acres Beets cared for 10 acres Cabbage cared for 2 acres Tomatoes cared for 8 acres Celery cared for 16 acres Snap Beans acred for .... 5 acres Peas cared for 5 acres Potatoes cared for 20 acres Total food crops 280 acres Net Earnings of Boys $2,400.00 PUTNAM COUNTY 60 Boys, Mainly from Morris High School Mr. Fred C. White, Supervisor Employees Total Employees 62 Boys Employed 60 Girls Employed 11 Plowing, Harrowing, Cultivating, Hoeing Total acres in Farms 4,229 Total Acres Plowed 1,062 Acres Plowed by Boys 58 Total Acres Harrowed 1,062 Acres Harrowed by Boys 326 Total Acres Cultivated 664 Acres Cultivated by Boys 237 Total Acres Hoed 475 Acres Hoed by Boys 228 Food Crops Harvested Total Acres Winter Wheat 2 Winter Wheat Credited to Boys Total Acres Spring Wheat 27 168 Spring Wheat Credited to Boys Total Acres Oats 166 Oats Credited to Boys 39 Total Acres Buckwheat 31 Buckwheat Credited to Boys Total Acres Corn 576 Cor7i Credited to Boys 57 Total Acres Hay 1,416 Hay Credited to Boys 357 Total Acres Rye 9 Rye Credited to Boys 4 Total Acres Oats and Peas 15 Oats and Peas Credited to Boys 6 Total Acres Beans 3 Beans Credited to Boys 1 Total Acres Cabbage 2 Cabbage Credited to Boys 1 Bushels of Peas Picked by Boys 50 Bushels of Beans Picked by Boys 30 Truck Gardening (Days Worked by Boys) Planting Vegetables 96 Transplanting Vegetables 60 Cultivating Vegetables 100 Gathering Vegetables 24 (Acres of Crops Cared for by Boys) Beets 5 Cabbage 2 Peas 1 Beans 4 Potatoes 40 Live Stock Total Horses on These Farms 112 Horses Cared for by Boys 64 Total Cows Milked 1,190 Cows Milked by Boys 180 Quarts Milked by Boys 81,600 Total Hogs on These Farms 163 Hogs Cared for by Boys 50 Total Poultry on These Farms 1,548 Poultry Cared for by Boys 600 169 Small Fruits (Picked by Boys) Strawberries (quarts) 16 Currants (quarts) 7 Cherries (pounds) 160 Blackberries (quarts) 30 Blackcaps (pints) 20 Raspberries (quarts) 75 Grapes (pounds) 30 Large Fruits Pears (bushels) 6 Plums (pecks) 30 Others 6 Net Earnings of Boys $3,244.00 Plowing Harrowing Cultivating Hoeing Peas picked Beans picked Planting vegetables Transplanting vegetables . Cultivating vegetables. . . Gathering vegetables .... SUMMARY 58 acres Oats harvested 326 acres Corn harvested 237 acres Hay harvested 228 acres Rye harvested 50 bush. Oats and Peas harvested 30 bush. Beans harvested 96 da3^s Cabbage harvested 60 days Beets cared for 100 days Cabbage cared for 24 acres Peas cared for Beans Potatoes 39 acres 57 acres 357 acres 4 acres 6 acres 1 acre 1 acre 5 acres 2 acres 1 acre 4 acres 40 acres Live Stock Horses cared for 64 Cows milked daily 180 Quarts milked 81,600 Hogs cared for 50 Poultry cared for 600 Total food crops 517 acres Small fruits picked 328 qts. Pears picked 6 bu. Plums picked 30 pk. Others 6 bu. Net Earnings of Boys $3,244.00 170 SUFFOLK COUNTY 91 Boys, Mainly from Stuyvesant High School Mr. Joseph Corbett and Mr. Arthur L. Crossley, Supervisors Employees Total Employees 637 Boys Enployed 91 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 8,582 Total Acres Plowed 8,582 Acres Plowed by Boys 560 Total Acres Harrowed 8,582 Acres Harrowed by Boys 560 Total Acres Cultivated 8,582 Acres Cultivated by Boys 1,226 Total Acres Hoed 1,226 Acres Hoed by Boys 1,226 Food Crops Harvested Total Acres Buckwheat 282 Buckwheat Credited to Boys 40 Total Acres Corn 2,200 Corri Credited to Boys 311 Total Acres Hay 300 Hay Credited to Boys 41 Total Acres Rye 600 Rye Credited to Boys 86 Total Acres Cabbage 200 Cabbage Credited to Boys 30 Truck Gardening (Days Worked by Boys) Planting Vegetables 300 Transplanting Vegetables 540 Cultivating Vegetables 6,300 Gathering Vegetables 2,010 Marketing 300 171 (Acres of Crops Cared for by Boys) Lettuce 60 Beets 100 Cabbage 30 Tomatoes 30 Carrots 70 Potatoes 4,740 Live Stock Total Horses on These Farms 400 Horses Cared for by Boys 400 Total Cows Milked 360 Cows Milked by Boys 200 Quarts Milked by Boys Total Hogs on These Farms 421 Hogs Cared for by Boys 299 Total Poultry on These Farms 6,543 Poultry Cared for by Boys 3,872 Net Earnings of Boys $8,060.00 SUMMARY Work Performed by 91 Boys Plowing 560 acres Harrowing 560 acres Cultivating 1,226 acres Hoeing 1,226 acres Planting vegetables 300 days Transplanting vegetables 540 days Cultivating vegetables. . . 6,300 days Gathering vegetables. . . . 2,010 days Marketing vegetables. . . 300 days Live Stock Horses cared for 400 Cows milked daily 200 Quarts milked Hogs cared for 299 Poultry cared for 3,872 Buckwheat harvested ... 40 acres Corn harvested 311 acres Hay harvested 41 acres Rye harvested 86 acres Cabbage harvested 30 acres Lettuce cared for 60 acres Beets cared for 100 acres Cabbage cared for 30 acres Tomatoes cared for 30 acres Carrots cared for 70 acres Potatoes 4,740 acres Total food crops 5,538 acres Net Earnings of Boys $8,060.00 172 SULLIVAN COUNTY 62 Boys, Mainly from New Utrecht High School Mr. Joesph Baron, Supervisor Employees Total Employees 67 Boys Employed 62 Girls Employed 13 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farm 5,013 Total Acres Plowed 990 Acres Plowed by Boys 66 Total Acres Harrowed 957 Acres Harrowed by Boys 346 Total Acres Cultivated 669 Acres Cultivated by Boys 183 Total Acres Hoed 466 Acres Hoed by Boys 217 Food Crops Harvested Total Acres Winter Wheat 68 Winter Wheat Credited to Boys 12 Total Acres Spring Wheat 39 Sprijig Wheat Credited to Boys 14 Total Acres Oats * . . 137 Oats Credited to Boys 58 Total Acres Buckwheat 64 Buckwheat Credited to Boys 13 Total Acres Corn 156 Corn Credited to Boys 46 Total Acres Hay 1,101 Hay Credited to Boys 367 Total Acres Rye 31 Rye Credited to Boys 18 Total Acres Oats and Peas 13 Oats and Peas Credited to Boys 6 Total Acres Beans 14 Beans Credited to Boys 8 Total Acres Cabbage 8 Cabbage Credited to Boys 5 Total Acres Peas 9 Peas Credited to Boys .' 8 Bushels of Peas Picked by Boys 131 Bushels of Beans Picked by Boys 107 173 Truck Gardening (Days Worked by Boys) Planting Vegetables 441 Transplanting Vegetables 163 Cultivating Vegetables 920 Gathering Vegetables 254 Marketing Vegetables 23 (Acres of Crops Cared for by Boys) Lettuce 3 Beets 6 Radishes 8 Cabbage 9 Cauliflower 3 Tomatoes 7 Celery 3 Snap Beans 2 Peas 8 Beans 8 Cucumbers 5 Carrots 15 Potatoes 65 Live Stock Total Horses on These Farms 138 Horses Cared for by Boys 84 Total Cows on These Farms 528 Cows Cared for by Boys 185 Quarts Milked by Boys 66,872 Total Hogs on These Farms 188 Hogs Cared for by Boys 164 Total Poultry on These Farms 10,529 Poultry Cared for by Boys 6,905 Small Fruits (Picked by Boys) Strawberries (quarts) 3 Cherries (pounds) 56 Blackberries (quarts) 140 Raspberries (quarts) 128 Grapes (pounds) 12 Others (quarts) 101 174 Large Fruits (Picked by Boys) Peaches (bushels) Pears (bushels) Plums (pecks) Others Net Earnings of Boys $3,130.00 6 5 28 72 SUMMARY Work Performed by 62 Boys Plowing Harrowing Cultivating Hoeing Peas picked Beans picked Planting vegetables Transplanting vegetables. Cultivating vegetables. . . Gathering vegetables Marketing vegetables. . . , 66 acres 346 acres 183 acres 217 acres 131 bush. 107 bush. 441 days 163 days 920 days 254 days 23 days Live Stock Horses cared for 84 Cows milked daily 185 Quarts milked 66,872 Hogs cared for 164 Poultry cared for 6,905 Winter W^heat harvested . Spring Wheat harvested . Oats harvested Buckwheat harvested . . . Corn harvested Hay harvested Rye harvested Oats and Peas harvested. Beans harvested Cabbage harvested Peas harvested Lettuce cared for Beets cared for Radishes cared for Cabbage cared for Cauliflower cared for .... Tomatoes cared for Celery cared for Snap Beans Peas cared for Beans Cucumbers cared for. . . . Carrots cared for Potatoes cared for 12 acres 14 acres 58 acres 13 acres 46 acres 367 acres 18 acres 6 acres 8 acres 5 acres 8 acres 3 acres 6 acres 8 acres 9 acres 3 acres 7 acres 3 acres 2 acres 8 acres 8 acres 5 acres 15 acres 65 acres Total food crops 697 acres Small fruits picked (quarts) 440 Large fruits picked, (bushels) 90 Net Earnings of Boys $3,130.00 175 ULSTER COUNTY 43 Boys, mainly from DeWitt Clinton High School Mr. Robert Proctor, Supervisor Employees Total Employees 272 Boys Employed 43 Girls Employed 6 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 17,673 Total Acres Plowed 4,719 Acres Plowed hij Boijs 258 Total Acres Harrowed 4,633 Acres Harrowed hij Boys 2,322 Total Acres Cultivated 2,408 Acres Cidtivated by Boys 666 Total Acres Hoed 1'032 Acres Hoed by Boys 301 Food Crops Harvested Total Acres Winter Wheat 387 Winter Wheat Credited to Boys 172 Total Acres Spring Wheat 86 Srping Wheat Credited to Boys 40 Total Acres Oats 344 Oats Credited to Boys 129 Total Acres Barley 1^ Barley Credited to Boys Total Acres Buckwheat 142 Buckwheat Credited to Boys Total Acres Corn 623 Corn Credited to Boys 146 Total Acres Hay 2,451 Hay Credited to Boys 99 Total Acres Rye 1»505 Rye Credited to Boys 43 Total Acres Oats and Peas 137 Oats and Peas Credited to Boys 84 Total Acres Beans 35 Beans Credited to Boys 12 176 Total Acres Cabbage 45 Cabbage Credited to Boys 14 Total Acres Peas 7 Peas Credited to Boys 2 Bushels of Peas Picked 107 Bushels of Beans Picked 139 Truck Gardening (Days Worked by Boys) Planting Vegetables 347 Transplanting Vegetables 84 Cultivating Vegetables 705 Gathering Vegetables 302 (Acres of Crops Cared for by Boys) Lettuce 5 Beets 11 Radishes 1 Cauliflower 1 Tomatoes 7 Celery 2 Peas 5 Beans 53 Cucumbers 1 Carrots 14 Potatoes 68 Live Stock Total Horses on These Farms 258 Horses Cared for by Boys 54 Total Cows Milked 989 Coivs Milked by Boys 98 Quarts Milked by Boys 81,184 Total Hogs on These Farms 495 Hogs Cared for by Boys 116 Total Poultry on These Farms 6,536 Poultry Cared for by Boys 2,537 Net Earnings^of Boys $2,365.00 177 SUMMARY Work Performed by 43 Boys Plowing Harrowing Cultivating 258 acres 2,322 acres 666 acres 301 acres 107 bush. 139 bush. 347 days I 84 days 705 days 302 days 54 98 81,184 116 2,537 Net Earnii !i!2,3( Winter Wheat harvested . . Spring Wheat harvested . . Oats harvested Corn harvested Hay harvested 172 acres 40 acres 129 acres Hoeing Peas picked 146 acres 99 acres Beans picked Rye harvested . . . . . 43 acres Planting vegetables Transplanting vegetables Oats and Peas harvested., Beans harvested 84 acres 12 acres Cultivating Gathering vegetables. . . . Cabbage harvested Peas harvested . . . 14 acres 2 acres Lettuce cared for Beets cared for 5 acres 11 acres Radishes cared for Cauliflower cared for Tomatoes Celery cared for 1 acre 1 acre 7 acres 2 acres Live Stock Peas cared for 5 acres Beans cared for 53 acres Horses cared for Cows milked daily Quarts milked Hogs cared for Cucumbers cared for Carrots cared for Potatoes cared for Total food crops vTGS of Boys 35.00 1 acre 14 acres 68 acres Poultry cared for 909 acres WESTCHESTER COUNTY 98 Boys, Mainl}^ from Stu3^vcsant High School Mr. Harry M. Love, Supervisor Employees Total Employees 301 Boys Emploj'cd 98 Girls Employed 25 178 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 7,500 Total Acres Plowed 2,655 Acres Plowed by Boys 187 Total Acres Harrowed 789 Acres Harrowed by Boys 96 Total Acres Cultivated 1,062 Acres Cultivated by Boys 177 Total Acres Hoed 1,360 Acres Hoed by Boys 486 Food Crops Harvested Total Acres Winter Wheat 10,350 Winter Wheat Credited to Boys Total Acres Spring Wheat 144 Spring Wheat Credited to Boys 00 Total Acres Oats 57 Oats Credited to Boys 30 Total Acres Buckwheat 39 Buckwheat Credited to Boys Total Acres Corn 798 Corn Credited to Boys 139 Total Acres Hay 809 Hay Credited to Boijs 416 Total Acres Rye 74 Rye Credited to Boys Total Acres Oats and Peas 32 Oats and Peas Credited to Boys Total Acres Beans 35 Beans Credited to Boys 6 Total Acres Cabbage 61 Cabbage Credited to Boys Total Acres Peas 44 Peas Credited to Boys 5 Bushels of Peas Picked by Boys 150 Bushels of Beans Picked by Boys 300 Truck Gardening (Days Worked by Boys) Planting Vegetables 297 Transplanting Vegetables 113 Cultivating Vegetables 443 Gathering Vegetables 273 179 (Acres of Crops Cared for by Boys) Lettuce 8 Beets 7 Radishes 5 Cabbage ' 12 Tomatoes 13 Celery 2 Snap Beans 4 Peas 5 Beans .' 3 Cucumbers 3 Carrots 21 Potatoes 246 Live Stock Total Horses on These Farms 178 Horses Cared for hy Boys ". 40 Total Cows Milked 1,346 Cows Milked hy Boys 50 Quarts Milked by Boys 62,720 Total Hogs on These Farms 1,163 Hogs Cared for hy Boys 63 Total Poultry on These Farms 20,865 Poidtry Cared for hy Boys 750 Net Earnings of Boys $2,790.00 SUMMARY Work Performed by 98 Boys Plowing 167 acres Harrowing 96 acres Cultivating 177 acres Hoeing 486 acres Peas picked by boys 150 bush. Beans picked by boys. . . . 300 bush. Planting vegetables 297 days Transplanting vegetables . 113 days Cultivating vegetables.. . . 443 days Gathering vegetables 273 days Spring Wheat harvested . . 60 acres Oats harvested 30 acres Corn harvested 139 acres Hay harvested 416 acres Beans harvested 6 acres Peas harvested 5 acres Lettuce cared for 8 acres Beets cared for 7 acres Radishes cared for 5 acres Cabbage cared for 12 acres Tomatoes cared for 13 acres Celery cared for 2 acres 180 Live Stock Snap Beans cared for .... 4 acres Peas cared for 5 acres Horses cared for 40 Beans cared for 3 acres Cows milked daily 50 Cucumbers cared for 3 acres Quarts milked 62,720 Carrots cared for 21 acres Hogs cared for 63 Potatoes cared for 246 acres Poultry cared for 750 Total food crops 985 acres Net Earnings of Boys $2,790.00 WESTCHESTER COUNTY 42 Boys, Mainly from Stuyvesant High School Mr. R. W. Sharpe, Supervisor Employees Total Employees 42 Boys Employed 42 Plowing, Harrowing, Cultivating, Hoeing Total Acres in Farms 1,575 Total Acres Plowed 525 Acres Plowed by Boys 42 Total Acres Harrowed 525 Acres Harrowed by Boys 63 Total Acres Cultivated 525 Acres Cultivated by Boys 42 Total Acres Hoed 216 Acres Hoed by Boys 105 Food Crops Harvested Total Acres Winter Wheat 42 Winter Wheat Credited to Boys 5 Total Acres Oats 105 Oats Credited to Boys 63 Total Acres Corn 84 Co7-n Credited to Boys 42 Total Acres Hay 625 Hay Credited to Boys 210 181 Total Acres Beans 5 Beans Credited to Boys 5 Total Acres Cabbage 5 Cabbage Credited to Boys 5 Total Acres Peas 21 Peas Credited to Boys 10 Bushels of Peas Picked by Boys 42 Bushels of Beans Picked by Boys 63 Truck Gardening (Days Worked by Boys) Planting Vegetables 126 Transplanting Vegetables 2 Cultivating Vegetables 20 Gathering Vegetables 15 Marketing Vegetables 5 (Acres of Crops Cared for by Boys) Lettuce 2 Beets 2 Radishes 2 Cabbage 5 Cauliflower 5 Tomatoes 5 Celery 2 Snap Beans 5 Peas 31 Beans 5 Cucumbers 102 Carrots 5 Potatoes 21 Live Stock Total Horses on These Farms 178 Horses Cared for by Boys 84 Total Cows Milked 252 Cozes Milked by Boys 42 Quarts Milked by Boys 40 000 Total Hogs on These Farms 105 Hogs Cared for by Boys 20 Total Poultry on These Farms 3,150 Poultry Cared for by Boys 1,050 182 Small Fruits Cherries (pounds) 300 Large Fruits Pears (bushels) 210 Net Earnings of Boys $1,522.50 SUMMARY Work Performed by 42 Boys Plowmg Harrowing Cultivating Hoeing Peas picked by boys Beans picked by boys . . . . Planting vegetables Transplanting vegetables . Cultivating vegetables . . . Gathering vegetables Marketing vegetables ... 42 acres 03 acres 42 acres 105 acres 42 bush. 63 bush. 126 days 2 days 20 days 15 days 5 days Live Stock Horses cared for 84 Cows milked daily 42 Quarts milked 40,000 Hogs cared for 20 Poultry cared for 1,050 Small fruits picked (lbs.) . 300 Large fruits picked (bu.) . . 210 Winter Wheat harvested. Oats harvested Corn harvested Hay harvested Beans harvested Cabbage harvested Peas harvested Lettuce cared for Beets cared for Radishes cared for Cabbage cared for Cauliflower cared for. . . . Tomatoes cared for Celery cared for Snap Beans cared for . . . Peas cared for Beans cared for Cucumbers cared for .... Carrots cared for Potatoes cared for 5 acres 63 acres 42 acres 210 acres 5 acres 5 acres 10 acres 2 acres 2 acres 2 acres 5 acres 5 acres 5 acres 2 acres 5 acres 31 acres 5 acres 102 acres 5 acres 21 acres Total food crops 532 acres Net Earnings of Boys $1,522.50 183 FRUIT PICKING IN ORANGE COUNTY Mr. Herbert J. McCreary, In Charge School Supervisor Boys O m ^ iX a m c3 03 ;_ « o Manual TrainingW. R. Jones 17 Commercial A. Laswell 37 Commercial W. Kibby \ ^ . Commercial T. Lynch / P. S. 173 A. Korobow 20 147 Manhattan. . W. A. Kottman .... 27 Boys' R. Stryker 42 Manual Training E. E. Smith 26 167 Brooklyn. . .H. Haberman 25 Manual Training J. J. McDonald. ... 29 Manual TrainingW. C. Richardson. . 27 .... 9,814 5,221 4,996 16,538 1,445 18,780 21,025 12,969 4,301 12,157 15,550 674 50 9,008 86 253 1,840 9,523 15,767 1,489 18,388 720 7,877 8,368 83 Erasmus J. Dennis Manual Training M. Bachelder. . Manual Training F. Coding Girls 40 43 5,236 22,299 7,537 Net Earnings, $1,141.76 <, 184 FRUIT PICKING IN ULSTER COUNTY Mr. Harry W. Millspaugh, In Charge School Supervisor Boys U pq a 03 P4 O DeWitt Clinton.. S. Goldman 39 4,390 10,431 184 Manhattan. DeWitt Clinton. 79 Manhattan. . 25 Manhattan. . 7 Manhattan. . H Stiller 33 Geo. Beal 43 H. Feldman 49 A. Kajdin \ 41 W. Shapiro / 41 3,685 84 1,231 7,876 9,368 3.947 1,484 12,735 15,205 7,097 4,420 18,359 Morris M. Bergman \ 61 Morris O. C. Skcclo / 188 Manhattan.. J. O. Schwarzcnbach 17 DeWitt Clinton.. D. M. Hooks 20 DeWitt Clinton.. T. Spector 25 5,573 96 937 24,813 6,051 483 13,193 1,001 W. Irving R. Mullen . . Morris M. Bennett. Girls . 33 . 26 16,313 .... 831 864 4,697 20,839 3,622 1,557 Net Earnings, !S914.41 SUMMARY Fruit Picked by 633 Boys and 142 Girls Strawberries 19,431 quarts Currants 220,083 quarts Cherries 12,888 quarts Blackberries 1,023 quarts Black Currants 1,551 quarts Raspberries 185,747 pints Gooseberries 96 quarts Total 347,946 quarts Net Earnings, $2,056.17 Respectfully submitted, FRANK A. REXFORD, Supervisor of Farm Service and Agricultural Instruction.