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4. Develop the present commercial course into a coherent four-year course and offer a short clerkship course.

5. Greek is being taken by so few pupils that its retention involves an extravagant use of teacher time in view of the other needs of the school.

6. Provide a two-year course in Latin open to pupils not going to college.

7. Provide an industriai department with a full four-year industrial course and a full four-year domestic-science course. Provide shorter courses for boys and girls who will leave at the age of 16.

8. In cooperation with the bureau for granting work permits, arrange for vocational guidance.

9. In the new high-school building provision should be made for the industrial department.

10. The shops should be strictly industrial, both as to the arrangement of their equipment and the type of work done in them.

Industrial Education-Guiding Principles:

1. There is a certain minimum of general education which every individual ought to have in order that he may be an intelligent citizen and get a reasonable amount of satisfaction out of life.

2. It is unreasonable to suppose that this necessary minimum of training can be given in less than six years of schooling.

3. No essential part of this general education should be sacrificed in order to include training for industrial efficiency.

4. After the general education has been taken care of, there should be provided for the boys in the last two or three years of the elementary school opportunities for training in a number of lines of practical work for the purpose of developing broad industrial intelligence, under the guidance of competent teachers, and to assist in the choosing of a life work.

5. General education for girls should be supplemented in the last two or three years of the elementary school by opportunities corresponding to those proposed for boys and by practical training in cooking, sewing, dressmaking, millinery, marketing, keeping of household accounts, sanitation, and hygiene, for the purpose of helping them to an understanding of the principles of home making.

6. After the completion of the general education, there should be provided opportunities for practical industrial courses, closely related to the activities of the community, open to those boys and girls who elect to take them, which will increase the general industrial intelligence and efficiency of those who must become wage earners at the earliest possible time.

7. The methods and processes employed in industrial courses should be organized about the making of useful projects, rather than abstract exercises which result in a mere waste of material of scrap.

8. The products resulting from the industrial activities of the school shops, while useful, should not be such as to involve unfair competition with the industries of the communities.

9. So far as practicable, the products of the school shop may be those classes of articles of equipment and supplies required for use in the school system itself, and articles which are not produced in the community.

10. The different lines of industrial work should be taught by teachers who are themselves skilled workers in the processes to be taught.

11. The programs of the industrial courses should be based on a study of the requirements of the pupils to be taught. Careful experimentation in various cities seems to have demonstrated that a six-hour day produces the most efficient results for pupils of 14 to 16 years of age.

12. The classes should be small enough to make efficient instruction possible in complete processes from raw materials to finished product.

13. The industrial courses should be controlled, under the authority and direction of the board of education, by advisory committees which should contain equal representation of wage earners and employers in the industries concerned.

14. The board of education should employ a trained expert to organize and direct the entire scheme of manual training, household training, and industrial courses, and give him sufficient freedom to develop the work.

15. Nothing should be done that will result in diminishing the facilities and opportunities now existing for those boys and girls who desire to continue in a course of general education in order to prepare for high school, college, technical or professional school, etc. Rather, these facilities should be extended and improved in every way possible, and made available for an increasing number of individuals. The school system must provide opportunities for all boys and girls who are qualified, and have the ambition, to pursue higher courses in professional training that are equal in every respect to those provided for industrial education.

16. A careful study should be made of local conditions, and a modest beginning made in those directions where the needs seem to be most immediate and pressing, subsequent expansion being based on continued study and experimentation.

17. Provision should be made of opportunities for supplemental instruction in general education, or industrial education, or both, for workers already engaged in the industries.

Course of Study, Geography, History, Arithmetic, etc.:

1. If the directions in the course of study were expanded into a syllabus of each subject, and the requirements under each grade stated under subject headings rather than by pages in the textbooks, it would have added usefulness.

2. The division of the time allotted to given studies between study and recitation has much to commend it.

3. The work in geography deserves special commendation.

4. The work in history and citizenship ought to receive the same earnest attention that has made the work in geography so satisfactory.

5. In arithmetic the emphasis is rightly placed on fundamental operations and intelligent solution of problems. Bridgeport pupils who complete the sixth grade take high rank in this subject.

6. It would be well to make a careful study of the effect of the relatively high requirements in arithmetic upon promotion, particularly in the lower grades. English:

1. The work in English lacks unity. Spelling, punctuation, and technical grammar are taught as ends in themselves, not as aids to self-expression.

2. The course of study in English is indefinite and general. Technical grammar is given more time than composition.

3. Reading is taught in a uniform manner throughout the system. The method used is, for the greater part, based upon a knowledge and use of phonetics. Objective teaching is thus neglected. The same texts are used in the schools composed of foreigners as in those attended by Americans.

4. There is little uniformity in the teaching of oral composition. This work, however, is admirably done in some schools.

5. Little emphasis is given to plan work. As a result the compositions often show an illogical arrangement of thoughts and a slight feeling for the relative value of ideas. 6. The penmanship, as a whole, is fairly satisfactory.

7. There is no course in English literature and composition offered in the normal school.

8. The work in each grade should be unified with English as a basis. Spelling, punctuation, phonetics, and technical grammar should always be taught as aids to self-expression, not as an end in themselves.

9. Revise the course of study in English, giving definite and detailed directions for the teaching of composition. Give more emphasis to composition teaching, less to technical grammar.

10. Give language lessons preparatory to reading. Depend less upon the phonetics and more upon connecting the printed text with the thought to be conveyed by the reader. Use in the schools composed almost entirely of foreigners texts expressly prepared for the language training of such children.

11. Emphasize oral composition. Train the children, in all work, to talk in paragraph units. Use this oral work as an immediate preparation for written composition. 12. Have the children make outlines before attempting any oral and written composition work. This should develop a logical arrangement of thought and a greater feeling for the relative value of ideas.

13. A course in English literature and composition should be offered in the normal school to give the pupil-teachers a broad, thorough training in English. Such a course would enable them later to do original and progressive work in the grades.

ST. PAUL, MINN.

On March 4, 1913, Mr. A. N. Farmer presented his full report of "a six-day survey," made by the Bureau of Municipal Research of New York City at the request of the committee of thirty re need of St. Paul's public schools, conducted in the preceding month. The scope of the inquiry was limited to the following four questions: Is the central office organization adequate?

Are the financial records adequate?

Are the educational records adequate?

Is the teaching observed in 40 classes efficient?

The full report was published in the local newspapers. The report on classroom instruction in St. Paul's elementary schools forms 16 pages (pp. 17-32) of a separate bulletin on the Waterbury and St. Paul inquiries in the series of Help-Your-School Surveys. Observations as to classroom instruction were made in music, reading, language and composition, grammar, spelling, arithmetic, geography, and history. The findings were as follows:

In 23 of the 54 classes visited the instruction was excellent: 8 in reading; 5 in geography and history; 4 in arithmetic; 2 in music; 1 in manners, phonics, language; and 1 kindergarten class.

In 31 of the 54 classes the teachers showed the need for helpful and sympathetic supervision; 12 in reading; 7 in arithmetic; 4 in grammar; 4 in geography and history; 2 in language; 1 in spelling; and 1 in drawing.

Of 31 teachers whose work showed the need for supervision and direction, 24 protested that they were not to blame for existing conditions, and raised objections to (a) the textbooks supplied for reading classes and the lack of supplementary material; (b) the failure to require systematic instruction in phonics; (c) the course of study in grammar and the course of study in spelling; (d) the textbook and course of study in arithmetic.

In at least 30 of 54 classes visited the subject matter of the textbooks was dull, deadening, and without interest to pupils.

In 45 of 54 classes, teachers took a moment or two to open windows and gave pupils a sharp gymnastic drill. The beneficial results were evident.

In two rooms some children could reach the floor with their feet when sitting. In “ not a single room visited were seats properly adjusted to all pupils.

The finish of walls in all buildings visited was a dark green. This decreased the light, especially in rooms where the lighting area of windows was far too small to properly light the rooms.

In six of eight buildings it was found that children clean all erasers and blackboards. The pounding together of erasers is unhealthful and insanitary, and results in children's breathing not a little of the chalk dust.

In 30 rooms blackboards were found in a most untidy condition, partly due to poor cleaning and partly to negligence and carelessness in erasing written work.

In but 6 out of 38 recitations in which the use of blackboards was necessary to get the best results were the blackboards used. In two rooms most of the blackboard was so covered up it could not be used. In one room the principal explained that he did not like to insist on clearing the boards because it would hurt the teacher's feelings.

The records showed that since September, 1912, and up to February 14, 1913, every school in the city had been visited by the superintendent once and a second visit had been made to most schools. In all, over 100 visits had been made. The record shows unusual energy in visiting on the part of a superintendent.

In two of the buildings visited meetings of principal and all teachers are held regularly and are made the occasions for carefully going over school problems that all teachers are interested in. Meetings with groups of teachers having common problems are held as frequently as needed, and "experience" meetings are held every six weeks, when each teacher relates facts that show defects in instruction and discipline. These are considered and discussed. Frequent conferences with individual teachers are held by the principal to work over special problems.

WATERBURY, CONN.

A three-day survey in February, 1913, was made of the Waterbury schools by Dr. Horace L. Brittain, of the New York City Bureau of Municipal Research.

It was included at the request of a committee of business men as part of an investigation of the organization and business procedure of all city departments-financial methods, departments of police, fire, health, charities, water parks, public works, public library, clerks, inspector of buildings, etc.-which was submitted by the bureau April 16, 1913. The summary appeared in the local papers, and is reprinted in the pamphlet referred to under St. Paul (pp. 2–16). The summary is presented under four divisions:. Conditions favorable to efficiency; defective conditions easily corrected by slight improvements in administration herewith suggested; defective conditions easily corrected with suggestions for reorganization for which statutory enactment is necessary; defective conditions easily corrected but requiring increased appropriation, with constructive suggestions. The first of these topics details observations made on administration, construction and sanitation, textbooks and course of study, and outside cooperation.

NEW YORK CITY.

The most extensive and notable school survey is that which was made of the schools of New York City. Few have realized that this survey was planned and authorized before the first study mentioned in this list was undertaken. Its conception, progress, and results are therefore most important. The initial resolution establishing the committee on school inquiry was adopted by the board of estimate and apportionment on October 26, 1910. Owing to the magnitude of the undertaking, the report on the educational aspects of the inquiry, which was begun on June 1, 1911, was not submitted by Prof. Hanus until July 1, 1912. Owing also to various uncertainties incidental to the progress of the whole undertaking, the final report of the committee was not made until May 29, 1913. However, the Goodnow-Howe report was submitted on May 31, 1913; the Baskerville-Winslow on July 1, 1913; the joint Armstrong-Knox report on July 24, 1913.

The origin of the inquiry is to be found in the difficulties, extending over several years, encountered in adjusting the estimates of the board of education for additional sites, buildings, and teachers.

The report states:

During the budget hearings of October, 1910, it became evident that the board of education did not have proper evidence at hand to show the need for funds requested in the budget estimate and had not formulated the budget requests with any wellcoordinated program in mind. Accordingly, the board of estimate and apportionment adopted the following resolution:

"Resolved, That a committee of three members of the board of estimate be appointed by the mayor to conduct an inquiry into the organization, equipment, and methods, both financial and educational, of the department of education, including such plans and proposals as may have been formulated or may be under consideration by the board of education for extending and developing its educational activities, and that for this purpose the committee be authorized to associate with it such experts within and without the government of the city of New York as may assist it in the conduct of this inquiry and in the formulation of recommendations of this board, and that it be further authorized to employ such assistants as it may find necessary for the purposes of this inquiry."

The committee on school inquiry included John Purroy Mitchel, president of the board of aldermen; William A. Prendergast, comptroller; and Cyrus C. Miller, president of the Borough of The Bronx.

Prof. Paul H. Hanus, of Harvard University, was engaged to take general charge of the educational aspects of the inquiry. He was given the privilege of nominating his own assistants, all of whom received the approval of the committee. These 11 specialists, with the field work assigned to each, were as follows:

Frank P. Bachman, assistant superintendent of schools, Cleveland, Ohio-Statistical studies pertaining to the need of elementary school-teachers, promotions, and part-time intermediate schools; Edward C. Elliott, professor of education, University of Wisconsin-Organization and methods of the supervisory staff, including the board

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