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Image from page 306 of "Report of Committee on school inquiry, Board of estimate an apportionment, city of New York .." (1913) | by Internet Archive Book Images
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Image from page 306 of "Report of Committee on school inquiry, Board of estimate an apportionment, city of New York .." (1913)

Identifier: reportofcommitt02newy

Title: Report of Committee on school inquiry, Board of estimate an apportionment, city of New York ..

Year: 1913 (1910s)

Authors: New York (N.Y.). Board of Estimate and Apportionment. Committee on School Inquiry

Subjects: School organization and management

Publisher: City of New York

Contributing Library: Robarts - University of Toronto

Digitizing Sponsor: University of Toronto

  

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s foremen, superintendents, or generalcontractors; (2) an architectural course, planned to train individualsto become architects and draftsmen, or to give a general course in me-chanical drawing; and (3) an arts course, designed for those interestedin drawing, design, arts, and crafts. In addition, Chicago provides eighttwo-year vocational courses for boys and four two-year vocationalcourses for girls, all work in any of these courses being credited towardgraduation from the four-year course. Los Angeles provides fiftN^-three differentiated courses in the six highschools of the city. Of these courses eighteen have a decidedly technicalbearing. These are: (i) mechanic arts; (2) domestic arts; (3) finearts; (4) commercial; (5) electricity; (6) mineralogy; (7) surveying;(8) mechanical drafting; (9) architecture; (10) pattern-making; (11)dressmaking; (12) millinery; (13) forging; (14) foundry; (15) cab-inet-making; fi6) machine shop; (17) mining and civil engineering;and (18) agriculture.

 

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COURSES (PROGRAMS) OF STUDY 263 Cincinnati provides seven technical curricula, among the seven beinga course in art and a course in music. Boston, Cincinnati, and Milwaukee also provide special two-year vo-cational courses for both boys and girls. In comparison with the provisions for special or technical courseselsewhere, therefore, New York City is seen to be far from abreast ofthe times. In the scope and intensivencss of industrial work for boys, in-dustrial work for girls, and commercial work for both boys and girls,it suffers by comparison with several of the other cities. This is strik-ingly true in respect to the offering in these subjects in the general or re-gional high schools. Moreover, considering the size of the city, thevarious nationalities represented, and the dilterent intellectual, artistic,and vocational aptitudes among the students, the provisions for specialcourses or special schools of other types in New York City fall far shortof what is being undertaken in seve

  

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Taken circa 1913