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 Expert Survey of 
 
 Public School 
 
 System 
 
 Boise, Idaho 
 
 ■lii. 
 
 
EXPERT SURVEY 
 
 OF 
 
 PUBLIC SCHOOL 
 SYSTEM 
 
 BOISE, IDAHO 
 
 EDWARD C. ELLIOTT 
 
 Professor of Education and Director of Course of Training of 
 Teachers, University of Wisconsin 
 
 CHARLES H. JUDD 
 
 Director School of Education, Professor of Education 
 University of Chicago 
 
 GEORGE D. STRAYER 
 
 Head of Department and Professor of Educational Administration 
 Teachers' College, Columbia University „ 
 
 OCT £2 ^^^' 
 
y 
 
 it 
 
 
 (f 
 
To the Honor.abe Board of Education of Boise, Idaho. 
 
 Gentlemen : Acting on the invitation of your honorable body 
 and of the Superintendent of Schools, the undersigned have 
 made an inquiry into the conduct, organization and equipment 
 of the public scliools of Boise and beg leave to report as 
 follows : 
 
 SCOPE OF THE EXAMINATION. 
 
 All of the members of the committee of inquiry were able 
 to canvass in detnii the course of study, the methods of super- 
 vision, the character of the teaching staff, the distribution and 
 progress of children through the grades, the material and 
 equipment and the expenditures involved in the conduct of the 
 system, and concur in the findings with regard to these 
 matters. 
 
 The inquiry was greatly facilitated through the co-operation 
 of the superintendent, supervisors and staff in the dffice of the 
 superintendent. A very large part of the information neces- 
 sary was immediately available in the form of the records 
 collected in the routine of ordinary administration, and where 
 additional facts were required, these were promptly supplied 
 by the school officers or secured through personal inspec- 
 tion on the part of one or more of the members of the com- 
 mittee. The joint report is supplemented by the individual 
 report of one of the members of the committee who visited 
 the schools and observed the class of work in various parts ot 
 the district 
 
 THE COURSE OF STUDY. 
 
 The course of study is comprehensive. It includes the fun- 
 damental subject? which have long been recognized as es- 
 i^ential m any school training, and also includes those forms of 
 organized knowledge and activity which in the last generation 
 have transformed and enriched the course. Especially com- 
 mendable is the full and unqualified recognition of the im- 
 portance of such matters as health, recreation and various 
 types ot practical industrial activity. 
 
 There seems to be an opportunity to enlarge somewhat 
 the amount of instruction in nature study offered in the ele- 
 mentary grades. There will undoubtedly develop an increas- 
 
ing emphasis upon study as distinguished from recitation 
 within the school Witliout attempting to comment more 
 fully on the technical matters involved in the enlargement ot 
 the course, all of which has been discussed with the super- 
 intendent and supervisors, the committee would report that in 
 point of richness of the course of study the Boise school 
 system takes high rank among American city systems. 
 
 The course of study is closely adapted to practical and 
 local needc. One of the most conspicuous virtues of the 
 course of study is its elimination of irrelevant matter and 
 its emphasis upo'i types of training which will connect school 
 \>, ork with the practical activities into which graduates go. 
 Comment >vill be made later upon the conspicuous enlargement 
 in school r.ttendimce which has resulted from the improve- 
 ment of the course of study. Special commendation is 
 due at this poin\ to the success with which industrial and 
 intellectual interests have been co-ordinated without sacri- 
 ficing the legitin-»ate emphasis upon reading, mathematics, 
 history, languages and all of the common types of training. 
 The pupils have been brought into an environment of practical 
 r:Ctivity which gives them a respect for industry and at the 
 same time develops personal efficiency in dealing with do- 
 mestic and business problems. The course of study wdiich 
 results is the broadest and best solution of the demand for 
 industrial educaiion While not overlooking many other 
 excellent lines of work, the committee finds that the various 
 courses in agriculiure are highly commendable as distinct so- 
 lutions of ;: practical local problem. 
 
 The committee begs leave to call attention to three logical 
 developments of )he situation which have already been worked 
 out. 
 
 First, the Boise schools are admirably equipped bv virtue 
 of the broad, practical course of studv which has been adopted 
 to take care of n:ore of the time of the pupils than is sys- 
 tematically provided for in the present school program. The 
 course of 5-tudy is rich enough so that it would be advan- 
 tageous to 'pread it over more hours. The activities called for 
 on the part of the pupils is varied enough to avoid the kind of 
 fatigue that results from over-con fineme'T The individual 
 program of teachers need not be lenc,tl;ened. The odvan- 
 lages of such an extension of the school day would be found 
 in the systematic organization of children's activities. The 
 
city of Boise ha-- taken a long step in advance of most 
 American commi rities in providing for the recognition of 
 lecreation and agriculture as legitimate phases of school train- 
 ing. The complete utilization of the equipment now on hand 
 dictates the extension of the time, during which these op- 
 portunities shall be used. The use of schools during the sum- 
 mers as well as during a longer school day and week is urgent- 
 ly recommended. 
 
 Second, the Boise schools are organized with respect to 
 subjects of instniction with such a clear recognition of the 
 demand of economy that it is a very short step to a readjust- 
 ment of the relation of elementary schools and high school, 
 such that a year -/r more of time is saved for each child. The 
 present eighth grade has, through the reorganization of the 
 work, become a niixture of high school courses and elementary 
 courses. The pupils will gain in enthusiasm for their work 
 and in breadth of opportunities, if the eighth grade is aband- 
 oned and the miner adjustments needed are worked out in the 
 high school course These minor adjustments have been con- 
 vassed in detail and can be made wnthout any sacrifice what- 
 soever of the intei-ests of the pupils. 
 
 Third, the devtlopment of the course of study in the high 
 school has no upper limits except those which are dictated 
 by the ability of *"he city to equip advanced courses. In agri- 
 culture, in mechanics, the character of work now under way 
 is such as to suggest strongly the desirability of a conserva- 
 tive but steady excerision of the course into the field commonly 
 thought of as belonging to the college. There is no legitimate 
 reason why a fully developed city school system should not 
 offer to adults in the community advanced courses in science 
 and letters There is no reason why students who want 
 more than four years of training should not get five years. 
 The Boise high school could carry on such advanced work 
 without serious additional expenditure. Such advanced 
 courses are the natural sequel to the comprehensive organiza- 
 tion already developed. 
 
 SUPERVISION. 
 
 The supervisory staff of the school system is organized in 
 accordance with the practice prevailing in the most progres- 
 iive cities of the United States. Under the immediate direc- 
 tion of the Superintendent of Schools are the three general 
 
supervisors : one for the primary grades, one for the grammar 
 grades, and one for the high school. There are, in additioa 
 to these general supervisory officers, directors of the v^ork 
 in physical education, industrial arts, household arts, music 
 and art. There are also a director of playgrounds and a 
 school nurse working in co-operation v^ith all who give in- 
 struction or who supervise the work in the schools to the end 
 that the physical well being of the children may not be neg- 
 lected. 
 
 We have been impressed by the recent careful reports 
 presented to the superintendent by these supervisory officers. 
 There is evidence throughout of genuine co-operation among 
 the -officers, and between them and the teachers. We believe 
 that these supervisors in their contact with the teachers, 
 through constructive criticism and suggestions, have done 
 much to improve and to unify the work of the schools. We 
 suggest that the nigh school would profit by the development 
 of a system of c inferences with the teachers in the upper 
 grades of the grammar schools. The supervisor of these 
 grades should certainly be in contact with the high school. The 
 supervisor of the primary grades should in like mannei be in 
 intimate contact with the upper grades. It is interesting to 
 note that all of the supervisors devote their principal energies 
 to direct contact with pupils and teachers. 
 
 We believe thnt the work of the supervisory staff might 
 to advantage be farther developed along three Imes. First, in 
 addition to the present irregular exhibits of the work of pupils 
 there should be provided a continuing, but constantly changing, 
 exhibit of ihe various phases of school work in order that the 
 best results acco'nplished in the system may be made con- 
 stantly available for all of the teachers. Such an exhibit would 
 consist of rhe fol.cwing types of materials : Written work of 
 pupils, examples of the work in drawing, suggestions for sup- 
 plementary reading for pupils and teachers, collections of 
 illustrative materi;d found valuable in classroom teachinof, ex- 
 amples of constructive work, whether in paper, wood, clay 
 or other medium, teachers' plans which have been successfully 
 carried out, and the like. 
 
 In addition to the work done by the supervisors in demon- 
 strating methods of work, it would seem advantageous to call 
 upon the Icacher- who are doing superior work to demon- 
 strate to their colleagues by actually teaching their classes 
 
under observation. Such a demonstration lesson followed by 
 discussion of the methods employed offers one of the best 
 means avaliable for improving teachers in service. We ven- 
 ture to suggest theit exercises of this sort more certainly mod- 
 ify the practice of the teachers than to discussions or reading 
 of pedagogical literature without relation to genuine class 
 room situations. 
 
 The courses of study are constantly in process of being- 
 revised or remade We believe that the co-operation of the 
 teachers in the making of the coures of study offers another 
 valuable means ot bringing about that continued professional 
 growth, which is so essential to the developing of the suc- 
 cessful teacher. It might be wise to allow the teachers to form 
 themselves into voluntary groups according to their prefer- 
 ence, and to have each of these groups consider the problem of 
 modifying the coarse in the light of their experience in the 
 Boise school system. 
 
 THE TEACHING STAFF. 
 
 The most evident source of strength of a school system is 
 the standard of qualification maint?iined for the teaching and 
 supervisory , staff. To be eligible for appomtment to a posi- 
 tion in the elementary schools, under the existing regulations 
 of the Board of Education, a teacher must have completed 
 a four-year course of study in high school ; must be a graduate 
 of a standard ('wo-year) normal school; and in addition, 
 must have had ?t least two years of successful experience 
 in a school system of recognized standing. Eligibility for ap- 
 pointment in the high school is based upon college or uni- 
 versity graduation and two years of approved teaching ex- 
 perience. 
 
 We find upon examination that both the letter and the 
 spirit of these conditions for appointment are observed. No 
 teacher is selected without having had the required mini- 
 mum of education, training and experience. Usually those 
 appointed have additional qualifications; for example, one- 
 quarter of the prv^sent elementary school teachers are gradu- 
 ates of some one :;f the leading American universities. 
 
 Besides the distinctly high standard of qualifications nec- 
 essary for appointment, other influences have contributed to- 
 ward the effectiveness of the teaching staff. Among others 
 may be noted the following : 
 
8 
 
 Salaries : The schedule of salaries for teachers in ele- 
 mentary schools is applied without respect to the grade of 
 which the teacher has charge. The initial annual salary is 
 $780, with three increments of $60, to a maximum of $960. 
 Increase of salary is based entirely upon quality of service 
 as estimated by "he Superintendent of Schools and the sev- 
 eral supervisors. 
 
 It is a noteworthy fact that two-thirds (52) of the total 
 number of elementary school teachers (78) are now receiving 
 an annual salary of $900 or more. This is exclusive of the 
 principals (8), all of whom receive more than the maximum 
 salary. This is, v/hen compared with other cities of the coun- 
 try, a most comn'endable shov/ing. In fact, in this particular 
 respect Boise star.ds near the head of the list of cities of its 
 population Nevertheless, it must be borne in mmd that the 
 Boise schools must compete for competent and experienced 
 teachers with such cities as Salt Lake City, which has a max- 
 imum salary of $1020, for elementary teachers; Butte, with a 
 maximum of $1050, and Spokane, with a maximum of 
 $1000. In education, as in all other branches of the public 
 service, the standard of service is largely conditioned by the 
 standard of compensation. The community receives no more 
 than it pays for. 
 
 Selection : The established practice of the Board of Educa- 
 tion in givmg to [he Superintendent of Schools complete con- 
 trol over the nom'nations, assignments and promotion of teach- 
 ers represents an enlightened and progressive policy of school 
 administration. This has resulted in a marked permanency 
 of tenure. The t>"aching force is not subjected to the disturb- 
 ing uncertainties of annual re-election. Even though appar- 
 ently twenty per cent of the total number of teachers must be 
 replaced each yeat on account of resignations, a careful analy- 
 sis of these resignations for the past year indicates that they 
 are due to causes ever which the school authorities may not ex- 
 pect to exercise any control. 
 
 The present policy of the Superintendent of Schools in 
 encouraging teachers to take leaves of absence for the pur- 
 pose of further professional study cannot but be of great 
 ultimate benefit to the schools of the city. At the present 
 time six teachers are on leave: of absence attending higher 
 professional scho)ls for teachers. l! is anticipated that each 
 will return to Boi^e at the conclusion of the period of leave. 
 
While we are confident that every effort is being made to 
 maintain the entire teaching jitaf f on a high level of efficiency, 
 and that the Board of Education and the Superintendent ot 
 Schools are utilizing every means to raise this level, we sug- 
 gest the institution of a more systematic record of teachers 
 as to traniing, exj)erience, promotion and performance. Under 
 the existing practxes, the control and supervision of the teach- 
 ing staff is effective because it is in the hands of competent 
 and far-sighted ii dividuals. The community and the teaching 
 staff should have some guarantee that changes in the admin- 
 istrative and supervisory direction of the school system will 
 not result in any injustice to individuals or breaks in the 
 present established policy. A record more complete than the 
 present formal contract is needed to satisfy this suggestion. 
 
 CLASSIFICATION AND PROGRESS OF CHILDREN 
 THROUGH THE SCHOOL SYSTEM. 
 
 _ One of the most satisfactory tests of the efficiency of the 
 direction of a school system is found in the provision made 
 for the proper classification of children and for their progress 
 through the schcols The investigations which have been 
 made in recent years with respect to the amount of retardation 
 of children in our public school systems have led to great em- 
 phasis upon this aspect of school administration. It is inter- 
 esting in this connection to compare the situation in the coun- 
 try at large with rht facts for the Boise school system, and to 
 indicate briefly the progress that has been made in Boise 
 during the past three years. 
 
 In an investigation, of 318 cities in the United States it 
 was discovered tliat one-half of the cities had more than 36 
 per cent of their children over age for the grade in which they 
 were found. Children were called over age if they were above 
 eight years old in the first grade; above nine years old in the 
 second grade; above 10 years old in the third grade, and so on. 
 In the city of Bct^e during the current year only 27 per cent 
 of the children arj over age for their grades. Two years ago 
 46 per cent of ihe children were over age; one year ago 
 39 per cent of the children were too old for their grade. There 
 is a very definite indication here of a most successful handling 
 of the problem of proper classification of children. 
 
 For the whole United States one-half of the cities have 
 
10 
 
 less than 4.5 per cent of their children under age for their 
 grade, that is, under seven years of age in the first grade, 
 under seven years in the second grade, under eight years in 
 the third grade, and so on. In the Boise school system two 
 years ago, five per cent of the total number of children en- 
 rolled were under age for their grade. Last year this group 
 had been increased to 8.2 per cent, and during the current 
 year amounts to 10.7 per cent of the total number of children 
 enrolled. This places Boise among the best cities in the 
 United States from the standpoint of allowing children of 
 unusual ability to advance rapidly. 
 
 Further evidence along the same line is found in the fact 
 that during the past year there were 200 double promotions 
 in the Boise school system. That is, there were 200 children 
 who, because of their superior ability, have saved a half year 
 in their school careers. It is interesting to note that while 
 the majority of these double promotions are found in the 
 lower grades, it is still not unusual or impossible for children 
 in the upper grades to make rapid progress. 
 
 Another measure of the efficiency of a system of schools 
 is found in the extent to which children are retained through 
 the seveial grade'. The elimination of children from schools 
 becomes large enough to merit careful attention in the fifth 
 grade. For the 318 cities for which the figures are available 
 one-half of the cilies have more than 20 per cent of their chil- 
 dren eliminated by the time the fifth grade is reached. Boise 
 has only seven pe- cent eliminated at this stage of their school 
 career. Oi.e-half of the cities of the United States have more 
 than 35 per cent of their children elimniated by the time the 
 sixth grade is reached, 50 per cent by the time the seventh 
 grade is reached, and 60 per cont before the eighth grade. The 
 city of Boise eliminates only 12 per cent by the time they have 
 reached the sixth grade, 19 per cent before the seventh grade 
 and 25 per cent before the eighth grade. 
 
 The figures for the high school are quite as striking and 
 argue as favorably for the Boise school system. For th«; 
 whole of the United States one-half of the cities show 65 per 
 cent of their children eliminated by the time the high school 
 is reached. The Boise school system has eliminated only 35 
 per cent of their children at this stage of their school careers. 
 At the end of the high school course one-half of the cities 
 of the United States show 14 per cent or less of the children 
 
11 
 
 who entered school still in attendance. In Boise 28 per cent 
 of the children who entered the first grade are found in the 
 last year of the high school. This is a most unusual reten- 
 tion of children in the schools. 
 
 In considering the problem of elimination by grades, we 
 are concerned with the amount of education which children in 
 a school system receive. Another method of treating the prob- 
 lem which has been under discussion throughout this section 
 is to ask at what age children leave schools. In most school 
 systems children between 12 and 14 years of age begin to be 
 eliminated on account of inability to do the work required ot 
 them in school or because of special provisions in the com- 
 pulsory education law, which allow them to be employed. 
 After 14 years of age the amount of elimination increases very 
 rapidly. In Boise there is practically no elimination of chil- 
 dren until after the 14th year has been reached. The 15th year 
 group shows 21 per cent eliminated, the 16th year group shows 
 29 per cent eliminated, and the 17th year group 60 per cent 
 eliminated. 
 
 Because of the provision for rapid progress in the Boise 
 school system some of those who are eliminated at 17 years 
 of age have disappeared because of graduation from the high 
 school. The record of elimination by ages is again most cred- 
 itable for Boise, placing it among the cities of the United 
 States which retain children the longest. 
 
 In connection with the problem of classification and prog- 
 ress of children through the grades two recommendations oc- 
 cur to us which may, we believe, be followed to advantage by 
 the school system. 
 
 First, for the notably slow or backward children special 
 classes should be provided. The boy or girl who is mentally 
 not capable of mr.king the progress made by the normal chil- 
 dren is not usual'y happy in his associations with them, and 
 his presence in the class room is a distinct handicap to the 
 teacher. The be'^t practice in the United States today pro- 
 vides special classes for children who are by virtue of their 
 lack of capacity three or more years over age. We believ>! 
 that two or three teachers specially trained to give instruction 
 to backward children should be employed. There should be a 
 specially arranged curriculum for these classes. Probably 
 more work in the manual and household arts should be pro- 
 vided for these children than is common in the regular classes. 
 
12 
 
 It is timely to note in this connection that a beginning of 
 work of this sort has already been made in Boise by sending 
 some of the backward boys to the high school manual train- 
 ing department for special' instruction one hour a day. 
 
 Our second recommendation has to do with a system of 
 cumulative records of pupils. Any adequate study of the 
 problems of classification and progress of children in public 
 schools requires :i record which traces each child from the 
 time he enters the system until the time he leaves it. Cards 
 which carry cumulative records will give for any child in the 
 school system a history of his school career, including the date 
 of birth, parentage, age at which he entered school, the num- 
 ber of days of attendance for each year, the date of each pro- 
 motion, his transfer from one school to another, his scholar- 
 ship for each grade through which he has passed, his general 
 physical condition and his deportment. If schools are to do 
 the most for each boy or girl found in them, it is necessary 
 always to consider the present condition of these pupils in 
 terms of their pas< history. It is only by keeping cumulative 
 record such as has been suggested that it is ever feasible to 
 give such adequate consideration to the problems of individual 
 pupils as is demanded by the best educational practice. These 
 cumulative record cards for each pupil can be kept by the 
 teacher with but \ery little additional labor and can be trans- 
 ferred to permanent records, kept in the superintendent's 
 office, for a city ihe size of Boise by making available approx- 
 imately one-fourth of the time of a clerk. 
 
 PARKS AND PLAYGROUNDS. 
 
 The committee visited the forty acres which are being de- 
 veloped into a school park. They found the plans for ample 
 playgrounds well advanced toward realization and the plans 
 for an auditorium and outdoor gymnasium projected. 
 
 This enterprise cannot be too highly commended. The use 
 of outdoor exercises is beneficial to pupils and teachers as a 
 regular part of the school program. The creation of habits 
 of systematic, healthful, recreation is as nnportant to the in- 
 dividual as any phase of his education. Frcm the point of 
 view of public eronomy it is distinctly advantageous to or- 
 ganize the park as a part of the public school system for it 
 gives to the pupils large opportunity for organized outdoor 
 exercises and it insures the development of sport under com- 
 
13 
 
 petent supervision The disadvantages of duplication which 
 would arise if schools and playground were separate is a most 
 impressive example of educational foresight. Boards of Edu- 
 cation have in general failed to initiate movements of this 
 type. The establ'bhment of a play park is therefore a feature 
 of the Boise syst'^m which stands out as unique. In the opin- 
 ion of your committee the Board of Education has not only 
 rendered a service to the city of Boise, but has offered an 
 example to other cities which is sure to be imitated. This, 
 like other units of the general school equipment, offers large 
 possibilities of service to the older members of the commun- 
 ity. There is every reason to look forward to a general de- 
 velopment of legitimate recreation in the whole community 
 through the use "if this play park. 
 
 THE SCHOOL PLANT. 
 
 The committee, after a personal inspection is agreed that 
 the school plant is in a highly satisfactory condition. The con- 
 tsruction of new buildings, the repair of old buildings and 
 the care of all school buildings is under the immediate charge 
 of a superintendent of buildings. To this superintendent of 
 buildings, the janitors are immediately responsible. All of the 
 school buildings appear to be in charge of competent janitors 
 and caretakers. 
 
 On every hand, there is evidence of the desire and readiness 
 of the school administration to provide the best and most 
 economical buildings and equipment. Special care has been 
 given to the lighting, ventilation and heating of all buildings. 
 In several of the older buildings, modern ventilating appliances 
 have been installed. At the present time 75 per cent of all 
 class rooms are heated and ventilated according to modern 
 hygienic standards 
 
 We note with commendation the fact that class rooms in 
 elementary schools do not ordinarily contain more than 40 
 seats, thus providing a guarantee against the overcrowding ot 
 these schools. 
 
 In every instance special care appears to have been exercised 
 in selecting sites for new school buildings, so as to provide 
 proper neighborhood surroundings as well as suitable play- 
 ground spaces. We desire, especially, to mention with approval 
 the present pract.ee of the Board of Education in acquiring 
 
14 
 
 sites foi school buildings in anticipation of the tuture growtli 
 of the school system and of the city. 
 
 EXPENDITURES. 
 
 Every citizen of a community is vitally concerned with the 
 expenditures for public schools. In this examination of the 
 Boise school system the committee has utilized statistics pub- 
 lished by the Unuod States Bureau of Education for 37 cities. 
 The cities selected were taken from among- the 90 which, in 
 common with Bo'se. have adopted a system of accounts which 
 enabled them to report their fiscal statistics in the form recom- 
 mended by the committee of the National Educational Asso- 
 ciation on Uniforiii Records and Reports. In part they are 
 cities which are comparable in size; in part they are in the 
 same geographic region; in part they were selected becattse 
 of recognized exrt Hence of school organization and adminis- 
 tration. Boise was one of the first cities to introduce a sys- 
 tem of accounts which made possible the adequate distributioi 
 of expenditures among the several items of the school budget 
 in conformity with the recommendations of the committee 
 above referred to. 
 
 The tables whi-i: follow compare the cost per pupil of ele- 
 mentary and of high school education among the several cities ; 
 show the percentage of the total cost which is to be charged to 
 elementary schools and to high schools; the percentage of the 
 total cost chargeable to instruction, to maintenance and to cost 
 of operation of ;rhool plant, and the percentage of the total 
 average daily attendance enrolled in elementary and in high 
 schools. In all of these comparisons, there is included in the 
 column called total cost, the expenses of general control, the 
 cost of instruction in day elementary and high schools, the 
 cost of operating and maintaining the plant for these schools. 
 Under general control are included salaries and other expenses 
 of the Board of Education and secretary's office, the expenses 
 of school elections and school census, the expenditures for 
 financial offices and accounts, for legal services, for opera- 
 tion and maintenance of school offices, for officers in charge 
 of buildings and supplies, for the office of Superintendent of 
 Schools, and for the enforcement of compulsory education and 
 truancy laws. The amount charged to instruction includes 
 the salaries of supervisors of grades and subjects, the salaries 
 of principals and their clerks, the salaries of teachers, and 
 
15 
 
 expenditures for text books and for stationery and supplies. 
 Under the operation of plant are included the expenditures 
 for wages of janitors and other employes, for fuel, for water, 
 for light and power and for janitors' supplies. Maintenance 
 of plant includes expenditures for repairs of buildings and up- 
 keep of grounds, for repair and replacement of equipment 
 and for insurance. 
 
 It will be seen by this analysis of the items which are used in 
 our comparison, that only current expenditures are considered. 
 We believe that any comparison of the expenditures of school 
 systems must be made upon this basis, since the practice with 
 regard to handlir^ capital outlay varies so great among cities, 
 that any comparison of these expenditures is practically im- 
 possible. 
 
 TABLE I. 
 
 COST OP ELEMENTARY EDUCATION PER PUPIL IN 
 AVERAGE DAILY ATTENDANCE. 
 
 1. New Rochelle. N. Y $ 49.59 
 
 2. Clinton, Iowa 48.47 
 
 3. Seattle, Wash 43.92 
 
 4. Oakland, Cal 43.64 
 
 5. San Francisco, Cal 42.27 
 
 6. Newton, Mass 41.41 
 
 7. Spokane, Wash 41.05 
 
 8. East Orange, N. J ' 40.54 
 
 9. BOISE, IDAHO 39.92 
 
 10. Fresno, Cal 39.32 
 
 11. Berkeley, Cal : 39.29 
 
 12. Salt Lake City, Utah 38.24 
 
 13. Pittsburg, Pa 37.80 
 
 14. Troy, N. Y 37.40 
 
 .15. Springfield, 111 37.19 
 
 16. Tacoma, Wash 36.22 
 
 17. San Diego, Cal 35.44 
 
 18. Newark, N. J 35.33 
 
 19. Denver, Colo 35.04 
 
 20. Quincy, Mass 34.57 
 
 21. Holyoke, Mass 34.55 
 
 22. Dayton, Ohio 33.54 
 
 23. Evansville. Ind 33.38 
 
 24. East St. Louis, 111 . 33.16 
 
 25. Detroit, Mich 32.05 
 
 26. Sioux City, Iowa 31.62 
 
 27. Ithaca, N. Y 29.65 
 
 28. Cambridge, Mass 29.23 
 
 29. Baltimore, Md 28.42 
 
 30. Everett, Mass 28.06 
 
 31. Battle Creek, Mich 27.97 
 
 32. Lynn, Mass 27.77 
 
 33. Decatur, 111 25.93 
 
16, 
 
 34. Muskegon, Mich 25.65 
 
 35. Louisville, Ky 24.55 
 
 36. Quincy, Mass 24.24 
 
 37. New Britain, Conn 23.15 
 
 • TABLE IL 
 
 COST OF SECONDARY EDUCATION PER PUPIL IN 
 AVERAGE DAILY ATTENDANCE. 
 
 1. Seattle, Wash $101.04 
 
 2. Pittsburg, Pa 98.18 
 
 3. Evansville, Ind 92.78 
 
 4. San Diego, Cal 91.15 
 
 5. Newark, N. J 89.50 
 
 6. Dayton, Ohio 86.67 
 
 7. New Rochelle, N. Y ." 86.56 
 
 8. Louisville, Ky 82.90 
 
 9. Spokane, Wash 82.37 
 
 10. East St. Louis, 111 82.28 
 
 11. Newton, Mass. ' '. 80.84 
 
 12. Troy, N. Y 80.82 
 
 13. Cambridge, Mass 79.93 
 
 14. Fresno, Cal 79.23 
 
 15. San Francisco, Cal 78.24 
 
 16. Oakland, Cal 77.40 
 
 17. Detroit, Mich 77.30 
 
 18. Baltimore, Md 75.50 
 
 19. BOISE, IDAHO 74.19 
 
 20. Denver, Colo • • 72.93 
 
 21. East Orange, N. J 72.41 
 
 22. Holyoke, Mass 70.67 
 
 23. Salt Lake City, Utah 69.80 
 
 24. Tacoma, Wash 67.87 
 
 25. Berkeley, Cal 65.42 
 
 26. Clinton, Iowa . . . • 63.32 
 
 27. Quincy, 111 63.14 
 
 28. Springfield, 111 61.43 
 
 29. Lynn, Mass 59.23 
 
 30. Battle Creek, Mich 54.00 • 
 
 31. Muskegon, Mich 53.03 
 
 32. Everett, Mass 53.00 
 
 33. New Britain, Conn 52.84 
 
 34. Quincy, Mass 45.73 
 
 35. Decatur, 111 45.00 
 
 36. Sioux City, Iowa 44.51 
 
 37. Ithaca, N. Y 40.16 
 
 Tables 1 and 2 show the relative cost of elementary educa- 
 tion and of high school education in Boise, as compared with 
 the other cities considered. It will be discovered that Boise 
 ranks fairly high in the cost of elementary education. This 
 is due in part to tne qualifications demanded of teachers. It is 
 also accounted for by the fact that the size of classes in Boise 
 is smaller ^^han in some of the other cities. It is our belief 
 
17 
 
 that these classes should be made still smaller rather than 
 larger. The cost of elementary education is also increased by 
 the richness of the program of instruction, the variety of ac- 
 tivities provided for children in these schools. It seems to 
 us unwise to curtail any of the activities now provided in the 
 Boise elementary schools in order to reduce the cost. 
 
 The cost of high school education in Boise is exceeded in 
 half of the cities for which we have data. When one consid- 
 ers the great variety of courses offered in the Boise high school 
 he is forced to believe that the cost has been kept as low as it 
 has only by the most careful management. 
 
 Another comparison among the several cities is found in the 
 percentage of the total expenditure devoted to high schools 
 and to elementary schools. Any such comparison must, of 
 course, be checked by inquiring concerning the percentage of 
 the total average daily attendance to be loui.d in each of Ihese 
 parts of the school system. 
 
 TABLE III. 
 
 THE PERCENTAGE OP THE TOTAL AMOUNT EXPENDED 
 
 FOR PUBLIC EDUCATION DEVOTED TO 
 
 ELEMENTARY SCHOOLS. 
 
 1. Newark, N. J ^^r/ 
 
 2. San Francisco, Cal , 37 
 
 3. Pittsburg-, Pa ' ' g^ 
 
 4. East St. Louis, 111 85 
 
 5. Salt Lake City, Utah : ^ i<f7| [[ _[ [ 35 
 
 6. Clinton, Iowa ^ ^ g5 
 
 7. Sioux City, Iowa 84 
 
 8. Baltimore, Md 04 
 
 9. Troy, N. Y 82 
 
 10. New Rochelle, N. Y 00 
 
 11. Springfield, 111 [[[][ gj 
 
 12. Decatur, 111 ........■■[.. 81 
 
 13. Everett, Mass. ., 81 
 
 14. New Britain, Conn 80 
 
 15. Holyoke, Mass 79 
 
 16. East Orange, 'N. J 79 
 
 17. Oakland, Cal ^o 
 
 18. Detroit, Mich ^9 
 
 19. Quincy, Mass Y9 
 
 20. Quincy, 111 ....................'.'■ 79 
 
 21. Lynn, Mass ^g 
 
 22. Denver, Colo 7„ 
 
 23. Fresno, Cal. .". 78 
 
 24. Tacoma, Wash 77 
 
 25. Evansville, Ind " . ' ' rjj 
 
 26. Spokane, Wash 77 
 
 27. Cambridge, Mass 7g 
 
 28. Dayton, Ohio 7g 
 
 29. Battle Creek, Mich 75 
 
18 
 
 30. Louisville, Ky 71 
 
 31. Muskegon, Mich 70 
 
 32. Seattle, Wash • • . . . 70 
 
 33. BOISE, IDAHO ••.... 69 
 
 34. Berkeley, Cal 68 
 
 35. San Diego, Cal 68 
 
 36. Ithaca, N. Y 64 
 
 37. Newton, Mass 64 
 
 TABLE IV. 
 
 THE PERCENTAGE OF THE TOTAL AMOUNT EXPENDED 
 FOR PUBLIC EDUCATION WHICH IS DEVOTED 
 TO THE HIGH SCHOOL. 
 
 1. Ithaca, N. Y 36 % 
 
 2. Newton, Mass 36 
 
 3. San Diego, Cal 32 
 
 4. Berkeley, Cal 32 
 
 5.' BOISE, IDAHO ... •• 31 
 
 6. Seattle, Wash 30 
 
 7. Muskegon, Mich 30 
 
 8. Louisville, Ky 29 
 
 9. Battle Creek, Mich 25 
 
 10. Cambridge, Mass 24 
 
 11. Dayton, Ohio • • 24 
 
 12. Tacoma, Wash 23 
 
 13. Spokane, Wash 23 
 
 14. Evansville, Ind 23 
 
 15. Lynn, Mass 22 
 
 16. Denver, Colo 22 
 
 17. Fresno, Cal 22 
 
 18. Detroit, Mich t 21 
 
 19. Oakland, Cal 21 
 
 20. East Orange, N. J 21 
 
 21. Holyoke, Mass 21 
 
 22. Quincy, 111 21 
 
 23. Quincy, Mass 21 
 
 24. Decatur, 111 19 
 
 25. New Britain, Conn 20 
 
 26. Springfield, 111 19 
 
 27. Everett, Mass 19 
 
 28. New Rochelle, N. Y 18 
 
 29. Troy, N. Y 18 
 
 30. Sioux City, Iowa 16 
 
 31. Baltimore, Md 16 
 
 32. Salt Lake City, Utah 15 
 
 33. Clinton, Iowa 15 
 
 34. East St. Louis, 111, 15 
 
 35. Pittsburg, Pa 13 
 
 35. San Francisco, Cal 13 
 
 37. Newark, N. J 10 
 
19 
 
 TABLE V. 
 
 rUE PERCENTAGE OF THE TOTAL NUMBER OB' CHIL- 
 DREN IN AVERAGE DAILY ATTENDANCE TO BE 
 FOUND IN HIGH SCHOOL AND IN ELE- 
 
 ii/lementary 
 High School. Schools. 
 
 1. Ithaca, N. Y 30 % 70 % 
 
 2. Newton, Mass 22 78 
 
 3. Berkeley, Cal 22 78 
 
 4. BOISE, IDAHO 19 81 
 
 5. Muskeson, Mich ,18 82 
 
 6. San Diego, Cal 16 84 
 
 7. Seattle, Wash 15 85 
 
 8. Battle Creek, Mich 15 85 
 
 9. East Orange, N. J 14 86 
 
 10. Spokane, Wash , 14 86 
 
 11. Tacoma, Wash 14 86 
 
 12. Quincy, Mass 13 87 
 
 13. Quincy, 111 13 87 
 
 14. Oakland, Cal 13 87 
 
 15. Holyoke, Mass 12 88 
 
 16. Lynn, Mass 12 88 
 
 17. Sioux City, Iowa 12 88 
 
 18. Fresno, Cal 12 88 
 
 19. Springfield, 111 12 88 
 
 20. Denver, Colo 12 88 
 
 2L Louisville, Ky 11 89 
 
 22. Everett, Mass 11 89 
 
 23. Decatur, 111 11 89 
 
 24. Dayton, Ohio 11 89 
 
 25. Evansville, Ind 10 90 
 
 26. Detroit, Mich 10 90 
 
 27. Cambridge, Mass 10 90 
 
 28. New Rochelle, N. Y 10 90 
 
 29. New Britain, Conn 10 90 
 
 30. Clinton, Iowa 10 90 
 
 31. Salt Lake City, Utah 9 91 
 
 32. Troy, N. Y 9 91 
 
 33. San Francisco, Cal 8 , 92 
 
 34. Baltimore, Md 7 93 
 
 35. East St. Louis, 111 7 93 
 
 36. Pittsburg, Pa 6 94 
 
 37. Newark, N. J 5 95 
 
 The tables given above show clearly that Boise devotes a 
 relatively large proportion of all the money spent for educa- 
 tion to the high school (Table 4). It is noticeable also that 
 a very large percentage of the total number of children in 
 the school system are enrolled in the high school. Indeed, 
 the cities which rank above Boise in the percentage of children 
 in high schools h.ive this large percentage by virtue of special 
 local conditions In Ithaca, many boys are sent to 
 the high school from other localities in order to 
 prepare them for Cornell University ; and many 
 
20 
 
 families move to Ithaca, when their children are of high 
 school age, in order to secure this university preparation. The 
 facts stated for Ithaca will hold for Berkeley, which is the 
 seat of the University of California. Newton, Mass., which 
 is the only other city that ranks above Boise in the percentage 
 of the children to be found in the high school, is a suburb 
 of Boston, inhabited almost exclusively by well-to-do fam- 
 ilies by whom a high school education is considered essential. 
 ' A comparison of the cost of instruction and of the cost ot 
 maintenance and operation of the plant to the total cost of 
 education shows ihe relative emphasis placed by the Boise sys- 
 tem on the different phaess of school activity. 
 
 TABLE VI. 
 
 THE PERCENTAGE OP THE TOTAL EXPENDITURE FOR 
 PUBLIC EDUCATION DEVOTED TO INSTRUCTION. 
 
 1. Fresno, Cal 91 % 
 
 2. Berkeley, Cal 87 
 
 3. Newark, N. J 86 
 
 4. Spokane, Wash 86 
 
 5. Qulncy, Mass 86 . 4 
 
 6. Oakland, Cal 86 
 
 7. San Francisco, Cal 86 
 
 8. BOISE, IDAHO .. • 85 
 
 9. Holyoke, Mass 84 
 
 10. Lynn, Mass 84 
 
 11. Tacoma, Wash 84 
 
 12. Denver, Colo 84 
 
 13. Detroit, Mich 84 
 
 14. East Orange, N. J 83 
 
 15. Evansville, Ind 83 
 
 16. Louisville, Ky 83 
 
 17. Seattle, Wash 83 
 
 18. Baltimore, Md 83 
 
 19. Cambridge, Mass 82 
 
 20. Troy, N. Y 82 
 
 21. Muskegon, Mich 81 
 
 22. Salt Lake City, Utah .81 
 
 23. Everett, Mass 80 
 
 24. Springfield, 111 .' sO 
 
 25. Ithaca, N. Y 80 
 
 26. New Britain, Conn " . 79 
 
 27. Decatur, 111 78 
 
 28. San Diego, Cal 78 
 
 29. Quincy, 111 . . 77 
 
 30. East St. Louis, III 77 
 
 31. Newton, Mass 7g 
 
 32. Pittsburg, Pa 7c 
 
 33. Dayton, Oh^o 74 
 
 34. Battle Creek, Mich ......]........ 74 
 
 35. Sioux City, Iowa 74 
 
 36. Clinton, Iowa 73 
 
 37. New Rochelle, N. Y . . . 71 
 
21 
 
 TABLE VII. 
 
 THE PERCENTAGE OF THE TOTAL EXPENDITURE FOR 
 PUBLIC EDUCATION DEVOTED TO MAINTENANCE. 
 
 1. New Rochelle, N. Y 14 % 
 
 2. Newton, Mass 12 
 
 3. San Diego, Cal 12 
 
 4. Clinton, Iowa 12 
 
 5. Dayton, Ohio 10 
 
 6. Springfield, 111 .^ 10 
 
 7. Quincy, 111 9 
 
 8. Sioux City, Iowa 9 
 
 9. Battle Creek, Mich 9 
 
 10. Salt Lake City, Utah 9 
 
 11. New Britain, Conn 8 
 
 12. Muskegon, Mich 7 
 
 13. Ithaca, N. Y. . '. 7 
 
 14. San Francisco, Cal 7 
 
 15. Louisville, Ky 7 
 
 16. Baltimore, Md 7 
 
 17. Pittsburg, Pa 7 
 
 18. East St. Louis, 111 7 
 
 19. Denver, Colo 6 
 
 20. Decatur, 111 6 
 
 21. Seattle, Wash 6 
 
 22. Newark, N. J f. 
 
 23. Evansville, Ind 5 
 
 24. Everett, Mass 5 
 
 25. East Orange, N. J 5 
 
 26. Tacoma, Wash 5 
 
 27. Oakland, Cal 5 
 
 28. Cambridge, Mass 5 
 
 29. BOISE, IDAHO ...• 4 
 
 30. Lynn, Mass 4 
 
 31. Detroit, Mich 4 
 
 32. Troy, N. Y 3 
 
 33. Fresno, Cal 2 
 
 34. Berkeley, Cal 2 
 
 35. Spokane, Wash 2 
 
 36. Holyoke. Mass 7 
 
 37. Quincy, Mass 6 
 
 TABLE VIII. 
 
 THE PERCENTAGE OP THE TOTAL EXPENDITURE FOR 
 PUBLIC EDUCATION DETV^OTED TO OPERATION. 
 
 1. Pittsburg, Pa 11% 
 
 2. Battle Craak, Mich. 17 
 
 3. Sioux City, Iowa 17 
 
 4. Decatur, 111 1 fi 
 
 5. Dayton, Ohio 16 
 
 6. East St. Louis, 111 16 
 
 7. Holyoke, Mass 15.3 
 
 8. New Rochelle, N. Y 15 
 
 9. Troy, N. Y 15 
 
 10. Clinton, Iowa 15 
 
 11. Everett, Mass 15 
 
 12. Quincy, 111 14 
 
22 
 
 13. New Britain, Conn 13 
 
 14. Berkeley, Cal 12 
 
 15. Quincy, Mass 13 
 
 16. Ithaca, N. Y 13 
 
 17 Cambridge, Mass 13 
 
 18. Newton, Mass 12 
 
 19. Detroit, Mich 12 
 
 20. Muskegon, Mich 12 
 
 21. East Orange, N. J 12 
 
 22. Lynn, Mass 12 
 
 23. Evansville, Ind 12 
 
 24. Berkeley, Cal ••.... 11 
 
 25. Seattle, Wash 11 
 
 26. BOISE, IDAHO 11 
 
 27. Tacoma, Wash 11 
 
 28. Baltimore, Md 10 
 
 29. Louisville, Ky ' 10 
 
 30. Denver, Colo • • 10 
 
 31. Salt Lake City, Utah 10 
 
 32. Springfield, 111 10 
 
 33. San Diego, Cal 10 
 
 34. Newark, N. J 9 
 
 35. Oakland, Cal ■ • . 9 
 
 36. Fresno, Cal 7 
 
 37. San Francisco, Cal 7 
 
 It will be disco/ered from the tables given above that Boise 
 devotes a larger part of the money available for public educa- 
 tion to instruction than is comm.on in the cities considered, 
 and that a relatively smaller part of the total than is custom- 
 ary is devoted to the maintenance and operation of the plani. 
 In our opinion, this emphasis placed upon good teaching and 
 the development of an adequate system of supervision in the 
 Boise school system is highly commendable. 
 
 CO-OPERATION OF THE COMMUNITY WITH 
 THE PUBLIC SCHOOLS. 
 
 Throughout the inquiry, the members of the committee have 
 been impressed on every hand with the intimate relationship 
 that obtains between the community and the school system. 
 Personal interviews with a number of citizens and with certain 
 of the largest taxpayers has developed the fact that the public 
 school officials lave secured the utmost confidence in the-.r 
 efforts to develop the school system to the highest possible 
 degree of ef fecti\eness. There appears to be in the community 
 nothing of that fear so frequently found in American cities 
 that the public schools are costing too much. 
 
 At our request the Superintendent of Schools has furnished 
 us with a partial list of items of the more recent co-operative 
 
23 
 
 activities of the community and school system. We regard this 
 list so significant of the community's attitude toward educa- 
 tion that we submit it herewith as one of the evidences of the 
 progrssive spirit that pervades the community in its effort 
 to provide modern facilities of education for its growing pop- 
 ulation. 
 
 ITEMS OF CO-OPERATION OF SCHOOL AND 
 COMMUNITY. 
 
 The Juvenile Judge, Judge Dunbar, and the two probation 
 officers have at all times co-operated with the school in mak- 
 ing the connection between the school and the home. 
 
 The city health department, consisting of the city physician, 
 city nurse and city health officer, have followed up all the 
 cases in the homes referred to them by the school nurse. They 
 have also co-operated with the school nurse in matters of 
 quarantine 
 
 The physicians and dentists of the city have treated, free of 
 charge, all cases recommended by the school nurse. 
 
 Mothers' clubs have aided the school in furnishing rest 
 rooms, and providing school gardens. 
 
 The city baseball club has furnished free to the schools Cody 
 Park for ail games and outdoor sports. 
 
 The merchants of the city provided the High School Band 
 with uniforms, and the athletic association with trophies. 
 
 The Commerc-al Club furnished free to the schools its 
 own club rooms for the entertainment of guests. 
 
 The Columbian Club, the largest club in the city, co-operated 
 with the schools in planting flowers and ornamenting grounds ; 
 and organizing the City Choral Society. 
 
 The Public Improvement Club encouraged boys to cultivate 
 vacant lots, to dig dandelions, etc. 
 
 The Good Citizenship Club gave prizes for home gardens 
 and grounds. 
 
 The Knights of Columbus offered prizes for the best essay 
 on Columbus. 
 
 The Commercial Club gave prizes for the best Booster 
 essay. 
 
The D. A. R. conducted a contest on committing- nation?) 1 
 songs, and had a contest for the best patriotic essay. 
 
 The Y. M. C. A. officials conducted a grammar grade 
 basket ball and baseball league. 
 
 The Y. M.. C. A. also recruited a night class in manual 
 training. 
 
 The Y. W. C. A. also recruited classes in gymnasium, cook- 
 ing and sewing. 
 
 The College Women's Club has offered a scholarship valued 
 at $200 annually for the University of Idaho. 
 
 The University of Idaho Alumni has also offered a schol- 
 arship valued at $150. 
 
 The Intormouiitain Fair Association has donated the in- 
 field of the fair j^rounds, consisting of 30 acres, for a dem- 
 onstration farm f jr the high school. 
 
 Stock breeders furnish their stock and bring them to the 
 school for exhibit and judging purposes. 
 
 Implement deaieis of the city co-operate with the schools 
 in farm machiner;, and send the boys out to demonstrate the 
 implements. 
 
 Two or three dairy herds have been used for experimental 
 purposes in connection with the schools. 
 
 Fruit growers have given the boys a chance to work in 
 their orchards, planting and spraying, and packers have prom- 
 ised to take boys into their packing establishments for prac- 
 tical work. 
 
 . SPECIAL REPORT ON INSTRUCTION. 
 
 (Edward C. Elliott.) 
 
 January 7, 1913. 
 
 To the Honorable Board of Education, Independent School 
 District, Boise Idaho. 
 
 Gentlemen: In response to your Superintendent of Schools 
 I present the foUowing report upon the class room work of 
 teachers as observed during my visitation of the schools on 
 January 6th and 7th, 1913. 
 
 It was agreed ly the members of the recent School Inquiry 
 
25 
 
 Committee that this special report should be presented inde- 
 pendently of the principal report of the committee; it was, 
 however, to be considered as supplementary to that report. 
 
 GENERAL. 
 
 Purpose and Scope — The primary purposes of this enter- 
 prise were to subnit general critical judgments upon the meth- 
 ods of teaching a .d to present constructive suggestions for the 
 betterment of cl'iss room instruction. The special character 
 of these judgments and suggestions has been determined by 
 the high level upon which the Boise public schools are oper- 
 ated. They have been formulated with the understanding 
 that the city and its school officials desire to have the schools 
 attain the highest possible usefulness. 
 
 ^ Basis — At least one class exercise of fourteen of the twenty- 
 nine teachers in the high school was observed. The work of 
 thirty elementary school teachers was observed for shorter or 
 longer periods. T i a majority of cases these observations were 
 followed by a conference with the teacher. 
 
 The Spiut of the Work — In every class room, high and 
 elementary, the spirit of earnestness and industry on the part 
 of the teacher ahd the ready responsiveness of pupils were 
 characteristic. At no time did I observe the slightest act on 
 the part of any pupil evidencing a disregard of those condi- 
 tions that must obtain before the work of the school may pro- 
 ceed with greatest profit. There was nothing of what had the 
 appearance of "school" discipline. Throughout there was self- 
 control without government or the imposition of authority. 
 
 All of the teacliers appear to be in possession of the greatest 
 freedom in the conduct of their work. There was also every 
 evidence of a desire to co-operate in any effort calculated to 
 improve their owr^ work. They constantly welcomed any ef- 
 fort to assist them. 
 
 HIGH SCHOOL. 
 
 In addition to a number of matters of mechanical and minor 
 importance to which the attention of the Principal of the 
 high school and the Superintendent of Schools was called, the 
 following items arc thought worthy of consideration in the 
 further • inp rover xcnt of the school: 
 
26 
 
 Supervision — A more carefully organized plan for construc- 
 tive class room supervision by the principal would, without 
 question, serve to establish better standards for both teachers 
 and pupils, and foi the better correlation of the work of the 
 different departments. Under the present arrangement the 
 major time and energy of the principal are drafted off for 
 the performance of routine mechanical tasks, thereby prevent- 
 ing that constant watchfulness necessary for the attainmenc 
 of the best teaching results on the part of all the teachers in 
 the school. 
 
 Community Adaptation — The ideal that has brought the 
 Boise High School into national prominence is that of estab- 
 lishing a close vital connection with the whole life of the com- 
 munity which it serves. This ideal has been fruitful of nu- 
 merous successful efforts by several of the departments, espec- 
 ially the departments of agriculture, industrial and household 
 arts. It is believed that efforts for the adaptation of the in- 
 struction to present-day community social needs should be 
 made by all of the departments of the school, even those de- 
 partments where such adaptation is more difficult. In par- 
 ticular, I feel that the class room instruction and laboratory 
 work in both physics and chemistry is yet of the formal tra- 
 ditional kind and does not approximate what is now the es- 
 tablished aim of instruction in the school. 
 
 Pupils — If the instruction in th-^. sch-X'l is as a whole not 
 what it should be according to the most critical standards, i 
 think the cause may be found in the absence of determined 
 standards of accomplishment for pupils. Such standards ap- 
 pear to be greatly needed in English. The written work of 
 the pupils in the school is not, as a whole, what it should be. 
 It has been suggested to the department of English that steps 
 be taken to give the constructive work of the pupils greater 
 prominence and that some plan be devised for the preservation 
 of the principal part of the pupil's written work throughout 
 his career in the school. No pupil, except in emergency cases, 
 should be permitted to pass from one class to another who is 
 seriously deficient in the English standard of that class. 
 
 Records — The system of records of pupils now in the school 
 is wholly inadequate. In order that the school may best fulfill 
 its responsibility to pupils, the establishment of some system 
 that will give in detail the record — intellectual, moral and 
 
27 
 
 social — of the pupil may be regarded as indispensible in the 
 modern school that desires to be of service to the pupil, not 
 only while he is in school, but until he finds a place in life. 
 
 ELEMENTARY SCHOOLS. 
 
 General — In all the elementary schools visited, it was plainly 
 evident that a large effort has been made to select competent 
 teachers and to assign them to that work for which they were 
 best suited. The Superintendent of Schools and the several su- 
 pervisors consider each class and each teacher as representing 
 a special situation and as requiring mdividual methods or 
 direction, 
 
 I saw some teaching of the highest grade ; I saw much that 
 was very good ; and some that was mediocre. I saw no teacher 
 whose work would be classified as distinctly poor. In all 
 grades the teachers have been led to plan each day's work and 
 to accomplish a definite result in each recitation. The range 
 and amount of supplemental work done in each subject are 
 significant of the progressive attitudes of the supervisory staff 
 toward the teachers, and of the teachers toward their own 
 duties. 
 
 Over-Age and Instruction — In certain of the schools which 
 have been recently annexed to the Independent School District 
 of Boise (Washington and Garfield), the number of over-age 
 pupils in the upper grades was noticeable. This is, however, 
 explained by the fact of annexation. The absence of over-age 
 pupils in the lower grades of these schools is evidence of the 
 positive influence of the existing methods and organization in 
 bringing about more effective instruction and consequently 
 a better classification of pupils. 
 
 Departmental Instruction — In all of the elementary schools 
 departmental instruction obtains in the seventh and eighth 
 grades (the sixth also in some schools). This departmental 
 instruction represents the best that has come under my obser- 
 vation. The departmental teachers exhibit a high degree of 
 competency; and what is more important, their broader in- 
 terest in the welfare of the individual pupils has not been 
 lessened. 
 
 Grade Standards — In any school system which is being de- 
 veloped in the rational and progressive manner, as is the case 
 of Boise, there is an increasing need of establishing in the 
 
28 
 
 minds of pupils and teachers, especially teachers, definite 
 standards of accomplishment for the pupils in each class. There 
 is yet a large opportunity for the supervisors and teachers in 
 co-operation to work out standards that will present a goal to 
 teachers and serve as stimuli to pupils. Such standards would, 
 of course, lake into special account those numerous cases of 
 pupils for whom the ordinary regime of the school is not read- 
 ily adaptable. One of the grave dangers of the modern public 
 school is that the pupil will become a mere time-server instead 
 of being accustomed to the performance of definite recognized 
 results. The absence of such standards is to be plainly ob- 
 served in the writing of pupils throughout rhe elementary 
 schools. I have suggested to the Superintendent of Schools 
 and the supervisors that a large use be made of certain recog- 
 nized standards for elementary school subjects. Such stand- 
 ards now exist in arithmetic, writing and composition. There 
 is no reason why local standards might not be developed for the 
 other subjects fo'; the purpose of determining and regulating 
 the advancement of pupils. 
 
 CONCLUSION. 
 
 I cannot refrain from emphasizing one conspicuous feature 
 of the work of all the schools ; that is, the recognition on the 
 part of all supervisors and teachers that the work of the schools 
 is not perfect and that they have not rendered their full re- 
 sponsibility to the community and to children until every indi- 
 vidual and collective endeavor has been made to accomplish 
 larger and more effective results. The teaching and supervis- 
 ory staff of the Boise schools ib characterized by the absence of 
 any professional self-satisfaction. This mav be regarded as 
 the biggest asset of the schools and the children, for it underlies 
 all fruitful progress in public education. 
 
 Very respectfully submitted. 
 
 EDWARD C ELLIOTT. 
 
 RECOMMENDATIONS. 
 
 I. That the School Day, the School Week and the School 
 Year he Lengthened , in order better to adapt the course of 
 study and to utilize completely the school plant. (Page 3) . 
 
29 
 
 II. That the Eighth Grade he Eliminated in accordance 
 study and to utilize completely the school plant. (Page 3). 
 
 III. That the High School Course of Instruction be Ex- 
 tended by giving advanced courses ordinarily given in the first 
 years of college. (Page 4). 
 
 IV. That the Work of the Supervisory Staff be Developed 
 by, (a) continuirig and changing exhibits of school work, (b) 
 demonstration lessens, (c) the co-operation of teachers in the 
 making of courses of study. (Pages 5 and 6). 
 
 V. That a Systematic Record of Teachers as to training, 
 experience, appointment, promotion and performance be insti- 
 tuted. (Page 8). 
 
 VI. That Special Classes for Slozv and Backzvard Children 
 he Established. (Page 11.) 
 
 VII. That a System of Cumidative Records of Pupils be 
 Instituted. (Page 12). 
 
 GENERAL SUMMARY. 
 
 The principal conclusions and recommendations of the com- 
 mittee are enumerated in brief form in the following para- 
 graphs : 
 
 CONCLUSIONS. 
 
 A. As to the Course of Study : This has been arranged on a 
 comprehensive basis with proper attention to fundamentals 
 and with a commendable effort to adapt the instruction in the 
 schools to the practical demands of modern community life. 
 
 B. The supervisory staff is organized in accordance witti 
 the practice prevailing in the most progressive cities of the 
 United States. There is evidence of complete co-operation be- 
 tween the supervisors and the teachers. Further co-operation 
 between the several supervisors of the elementary schools and 
 the high school is suggested. 
 
 C. As to the Teaching Staff: A high standard of quali- 
 fication has been maintained for the teaching staff. In the 
 matter of selection, salary and tenure of teaching the present 
 practices represent an enlightened and progressive school 
 policy. 
 
 D. As to the Classification and Progress of Children 
 Through the School System: By comparison with 318 other 
 
30 
 
 cities in the United States, there is definite evidence that the 
 problem of the proper classification of children as to over-age 
 is being successfully handled ; that adequate provision has been 
 made to permit children of unusual ability to advance rapidly; 
 that pupils are retained in school to an extent that is equaled 
 by very few cities. 
 
 E. As io the School Plant: This is in a highly satisfac- 
 tory condition. The present policy of the school authorities as 
 to the selection of sites, the construction, repair and care of 
 school buildings, and the provision for play parks is approved. 
 
 F. As to School Expenditures : On the basis of a compari- 
 son with 37 selected cities, it is found that, (a) owing to the 
 high qualifications of teachers and the variety of school activi- 
 ties Boise ranks fairly high in the cost of elementary educa- 
 tion; (b) owing to careful management, the cost of high 
 school education in Boise is less than in half of the other 
 cities; (c) owing to the very large percentage of children in 
 the high school, Boise devotes to the high school a relatively 
 large proportion of all the money spent for public education; 
 (d) a larger part than is customary of the money available for 
 public education is devoted to paying for instruction, and a 
 smaller part for laaintenance and operation of the plant. 
 
 G. As to Community Co-operation: The community and 
 the school system co-operate in a most commendable manner 
 The school officials enjoy the general confidence of the com- 
 munity and receive its undivided support in their efforts to 
 develop the school system to the highest possible degree of 
 effectiveness. 
 
 ABSTRACT OF SUPPLEMENTARY REPORT ON 
 
 TEACHING. 
 
 (Edward C. Elliott.) 
 
 There is a characteristic spirit of earnestness and industry on 
 the part of the teachers and supervisors, and a ready respon- 
 siveness on the part of pupils. The schools are self-controlled. 
 
 The ideal that has brought the Boise High School into 
 national prominence is that of establishing a close vital connec- 
 tion with the whole life of the community. 
 
 The most conspicuous feature of the school system is the 
 
31 
 
 attitude of the supervisors and teachers that the work of the 
 schools is not perfect and that they have not rendered their 
 full responsibilitv to the city and to the children until further 
 individual nnd collective endeavors have been made to accom- 
 plish larger and more effective results. 
 
 EDWARD C. ELLIOTT, 
 Professor of Education and Director of Course of Training 
 of Teacher's, University of Wisconsin. 
 
 CHAS. H. JUDD, 
 Direct Of of School of Education, Professor of Education, 
 University of Chicago. 
 
 GEORGE D. STRAYER, 
 Head of Department and Professor of Educational Adminis- 
 tration, Teachers College, Columbia University. 
 
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