by a large majority of the Board; also that steps are being taken to establish a Commercial High School.

Mr. E. T. Cooley, the present Superintendent of Schools in Chicago, writes: " Although efforts were made to embody most of the points in the report in legislation, it failed to go through our State Legislature. However, many things recommended in that report have been put in operation by special rules of the Board of Education, but the general scheme has not been carried out, much to the regret of the educational people of this city. We regard it as one of the most important reports published, and hope eventually to be able to put most of it into effect by legislation."

APPENDIX B.

THE "EDUCATIONAL REVIEW ON THE REPORT.

The Educational Review (New York) has on several occasions referred to this Report.

In March, 1899, a careful (unsigned) account of the Commissioners' recommendations is given. Appreciating the personnel and methods of the Commission, the writer says: "The Commission was particularly fortunate in enlisting the assistance of some fifty educators of the country, who, by personal interview and by letter, rendered valuable service. During the existence of the Commission popular interest in educational questions was aroused in Chicago as never before. Literary, educational, and even social clubs joined in the discussion of school problems and in recommendations for changes in the management of the schools." The matters specially commented on with favour are the reduction of the number of members of the Board of Education, the adoption of the New York system in the examination of teachers, the placing special subjects in all grades in the hands of one supervisor, and the reform of the grading of salaries so as to encourage merit. Considerable opposition," we read, "has been felt against [the] recommendation of the Commission to the effect that, if necessary, men should be paid larger salaries than women, in order to attract them to positions, especially in the elementary schools. Chicago is one of the few large cities of the country, and, indeed, it stands practically alone, in paying equal salaries to both sexes." The writer concludes with the following: "The general conclusions of the Commission, in so far as they involved the modification of school law, have been embodied in a proposed bill for the State Legislature. Whatever may be the immediate outcome from the work of the Commission, it is certain that its report will stand for years as an important educational document, and will be of interest wherever the questions of city school administration are discussed."

In the editorial of the same number (Vol. XVII., p. 306) we read that "[The Report] may be commended to students of educational administration at home and abroad as representative of the broadest knowledge, the highest skill, and the wisest experience that America has to contribute to the discussion and the understanding of this important subject." "It is gratifying to note that the studies and experience of the leaders of the school-reform movement in New York were of great use to the Chicago Commission, and that the conclusions reached in New York are wholly

supported by the independent judgment of the representatives of Chicago." The editor objects, however, strongly to the recommendation in Article I., that the concurrence of the council should be necessary in the mayor's appointment of the Board of Education.

From an article in September, 1899 (The Chicago School Situation), by Mr. Errant, of Chicago, answered by Mr. Nelson, also of Chicago, in November, 1899 (Educational Experts), we learn that the Commission's Bill was presented speedily in both Houses of the Legislature of Illinois, but was strenuously opposed, and was defeated. Mr. Errant objects that there were no public school superintendent, principal, or teacher, and no woman, on the Commission; and describes the alarm of the teachers on the implication of incompetence and the suggestion that men should be preferred to women; they further "resented the idea that everything should be in the hands of the superintendent, and demanded that in any reorganisation due consideration be given to the entire force" of teachers, whose councils should be the advisory body, rather than the Board of Education. Mr. Nelson notices that the opposition was confined almost exclusively to the teachers in the elementary schools, none of the principals nor the high school teachers taking part in it;* and that their chief attack was on Section 29 of the proposed Bill, which embodied Article III., Section 1 (d) and (e)t of the Commissioners' Report.

* In this connection it is interesting to note that, of the teachers in elemen tary schools, 4,947 were women and 308 men, see above, p. 271, note. † See above, p. 268.

THE PUBLIC SCHOOL SYST M

OF

CHICAGO.

TABLE OF CONTENTS.

ORGANISATION AND STATISTICS :

Kindergartens.

Elementary Schools.

Average Daily Membership by Grades.

Course of Study in Elementary Schools.

Manual Training Department.

Household Arts.

Evening Schools.

Schools for the Deaf.

John Worthy School.

High Schools.

English High and Manual Training School.

Table of Persistence.

Normal School.

Vacation Schools-Store Schools.

ADMINISTRATION.

TEACHERS.

BUILDINGS.

SANITATION.

RENTED ROOMS.

COST:

AIMS:

Statement of Receipts and Expenditure for the School Year, 1898-99

Schedule of Salaries of Superintendents and Teachers for the School

Year, 1898-99.

Cost per pupil.

Physical, Intellectual, Moral, Industrial, and Sociological. ADDENDUM.-Church Schools.

THE PUBLIC SCHOOL SYSTEM OF CHICAGO.

[The following account of the School System of Chicago, which was compiled by Dr. E. B. Andrews in 1899, when he was Superintendent of Schools in Chicago, has been revised and completed by Mr. A. L. Bowley, Lecturer at Reading College and at the London School of Economics and Political Science, with the help of Mr. Vice-Consul Erskine's Report on Education in Chicago, received at the Foreign Office, November 5, 1900, and of a monograph on the Public Schools of Chicago, by Hannah B. Clark, 1897. The latest figures available are those for the school year 1898-99, but the most recent alterations in the system are described in Appendix A of the paper on the Chicago Educational Commission.]

ORGANISATION AND STATISTICS.

The public schools of the city are Kindergartens, Elementary Schools, High Schools, a Normal School, a school for youths convicted of petty crimes, and schools for the deaf.

The population of Chicago was estimated to be 1,852,000 in the school year 1898-99, of whom 571,000 were between six and twenty-one years of age. Of these 120,818 boys, and 121,989 girls, 242,807 in all, were enrolled in public schools, and it is estimated that 91,000 were enrolled in private and parochial schools. The average daily attendence at the public schools was 190,842. There were 229,298 sittings provided. By the school census of 1900, there were, in Chicago, 347,622 children between six and fourteen years of age, and 278,622 between fourteen and twenty-one years. The public schools were in session 194 days in 1898-99. There is a compulsory attendance law, but, as the figures just given show, it is not enforced.

Kindergartens.

By a general suffrage vote of the city, cast April 4th, 1899, the Kindergartens have become a legal part of the school system. For several years previous they were sustained by the School Board because of popular sentiment favourable to them, but without actual legislative sanction. They receive children between four and six years of age, have thus far been established mainly in the poorer districts, and have been of great service to hardworked mothers and neglected children. Three hours is the daily session.