political, social, industrial-indeed, all our problems as far as possible, through the agency of the public school, which is thus becoming yearly a more important factor in the nation's life. The influence of the school upon the family, government, religion, morals, customs, language, industries, commerce, science, and art, upon every condition of national life, has been already most powerful, and this influence is destined to increase. We are realizing and striving to obey the biological law that the species, race or nation that longest protects and trains its young is the most powerful in the struggle of life.

ADDENDUM.-CHURCH SCHOOLS.

'Only two of the many different churches in Chicago have made any real attempt to furnish their children with an education which combines religion with secular instruction. These are the Catholic and Lutheran Churches which educate about 70,000 children, and receive no State aid of any kind."

Nearly all Catholic parishes have their schools, but each school is conducted by the priest in charge in such manner as seems to him likely to have the best results, and no diocesan report is obtainable."

These schools labour under several disadvantages the want of State aid, poverty of parents causing early withdrawal of children, &c. Most of the schools are taught by members of some religious community, many of them having no plan for the theoretical teaching of their members."

"Notwithstanding these drawbacks these schools have earned for themselves a name for very thorough teaching in all branches." In many schools the boys are instructed by men only. There are 122 male and 987 female teachers, mostly members of religious orders.

More than half the children leave the parochial school before the age of 14.

Though many of the children go to the public high schools, there are also several high schools in connection with the parochial schools, giving much the same instruction, and specially successful in preparation for the normal school.

The fees for the elementary schools are from 50 dollar to 100 dollar per month, but not half the children pay anything. In the high schools the fee for those who can pay is 2:00 dollars per month.

S. Ignatius College and S. Vincent's College give a commercial course for boys only, comprising French, German, Spanish, bookkeeping, &c., history, science, and mathematics.

"The Lutheran Church schools are parochial schools conducted at the expense of the German Lutheran churches, with a fee of 50 cents per month when possible." 152 male and 23 female teachers are employed. They have no secondary schools in Chicago, but can send the children to other States for higher study.

THE PUBLIC SCHOOL SYSTEM OF THE CITY OF

NEW YORK

TABLE OF CONTENTS.

1. The Educational System of New York, 1897-1902.

A. The School System under the Charter.

B. The Laws relating to Teachers' Salaries.

C. Licensing and Appointment of Teachers.

D. The Revision of the Charter in 1901.

2. General Statistics for 1900.

3. The Day Schools.

4. The Evening Schools.

5. The Free Lectures.

6. The Vacation Schools.

THE PUBLIC SCHOOL SYSTEM OF THE CITY OF

NEW YORK.*

1. THE EDUCATIONAL SYSTEM OF NEW YORK, 1897-1902.

The educational system of New York was entirely re-organised by "the Greater New York Charter" of 1897. Certain changes affecting the amount and payment of teachers' salaries were made in 1898-1901, and the whole Charter was revised in the present year, the amendments to take effect from January, 1902. It is proposed to give a short account of some of the provisions of the charter, and of the sweeping alterations about to take place. It will be best to give the laws and their amendments so far as we know them, in chronological order.

A.-The School System under the Charter.†

By the charter the City of New York is divided into five boroughs, viz., Manhattan, the Bronx. Brooklyn, Queens and Richmond. Manhattan and the Bronx were consolidated for educational purposes. A Board of Education administered the affairs for the whole city; four school boards had charge of the schools in the boroughs.

The members of all the five boards were appointed by the Mayor of Greater New York, the members of the boards which existed at the time of granting the Charter being allowed to finish their terms of service. The boards for Manhattan and the Bronx consisted of 21 members, that for Brooklyn of 45, those for Queens and for Richmond of 9 each. The term of office was three years for all the boards, one-third being appointed annually, and interim vacancies being filled by the Mayor;

The Board of Education for the City of New York consisted of 19 members, viz., the four chairmen of the school boards, 10 delegates elected by the School Board of Manhattan and the Bronx, and 5 elected by that of Brooklyn. The members served for one year. Members of all the boards served without pay.

The Board of Education was to submit an annual estimate for the entire school system (based on separate estimates received

The writer of this paper desires to acknowledge the help of Professor Nicholas Murray Butler, who has been so good as to read the proof-sheets before publication.

+ Based on the "Manual of the Board of Education" of the City of New York, 1900.

from the four school boards) to the City Board of Estimate and Apportionment. It was then included in the general budget of the city. The municipal assembly might (subject to certain restrictions) reduce the amount of the estimate by a majority vote of all its members, but might not increase it.

The apportionment was divided into a special fund and a general fund. The special fund was administered by the Board of Education for the erection and repair of school buildings, and for supplies of all sorts, etc. The general fund was for the payment of salaries of superintendents and teachers, and was apportioned by the Board of Education among the school boards in two parts-the first, a grant of $100 for every teacher regularly employed, the remainder divided among the boards in proportion to the aggregate days of attendance of pupils. Monies might be withheld if the school laws are not complied with.

The Board of Education appointed a superintendent of buildings, a superintendent of supplies, and a city superintendent of schools, each for six years, and removable only by a threefourths vote of the board. The city superintendent of schools inspected, inquired into, and reported on all matters connected with the instruction, management, and discipline of the schools but had only advisory powers.

The school boards each appointed a borough superintendent for six years and associates, removable only by a three-fourths vote of the board. The Charter enacted that, apart from existing rights and customs of the boards, all supervisors and teachers were to be appointed by the school boards on the nomination of their borough superintendent. The saving clause appears to have exempted Brooklyn entirely from this method. The borough superintendent and his associates constituted a board, on which the principal of each school had a vote in matters affecting his school.

The school boards divided their boroughs into inspection districts. The mayor appointed five inspectors to each district, who visited their schools at least once a quarter and reported on their general condition, with special reference to the laws forbidding sectarian teaching.

A writer in the "Educational Review "* held that the new Charter was an immense advance over previous conditions because it eliminated patronage, put power into expert hands, secured a minimum qualification for teachers, gave the principals a voice in the management of their schools, provided for proper graduation of salaries, and had other wise provisions.

B.-The Laws relating to Teachers' Salaries.

Writing in February, 1900, the editor of the "Educational Review" makes the following remarkable statement :-" The

* May, 1897.