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 GRAPHS OF PARENT FUNCTIONS
Linear Function Absolute Value Function Square Root Function
f 共x兲 ⫽ mx ⫹ b f 共x兲 ⫽ ⱍxⱍ ⫽
x, x ⱖ 0
冦⫺x, x < 0
f 共x兲 ⫽ 冪x

y y y

2 4

3 f(x) = x
(0, b) 1
f(x) = ⏐x⏐ 2
x x
−2 −1 (0, 0)
(− mb , 0( (− mb , 0( 2 1
−1
x
f(x) = mx + b, f(x) = mx + b, −1 (0, 0) 2 3 4
m>0 m<0 −2 −1

Domain: 共⫺ ⬁, ⬁兲 Domain: 共⫺ ⬁, ⬁兲 Domain: 关0, ⬁兲

Range: 共⫺ ⬁, ⬁兲 Range: 关0, ⬁兲 Range: 关0, ⬁兲
x-intercept: 共⫺b兾m, 0兲 Intercept: 共0, 0兲 Intercept: 共0, 0兲
y-intercept: 共0, b兲 Decreasing on 共⫺ ⬁, 0兲 Increasing on 共0, ⬁兲
Increasing when m > 0 Increasing on 共0, ⬁兲
Decreasing when m < 0 Even function
y-axis symmetry

Greatest Integer Function Quadratic (Squaring) Function Cubic Function

f 共x兲 ⫽ 冀x冁 f 共x兲 ⫽ ax2 f 共x兲 ⫽ x3
y y y
f(x) = [[x]]
3 3 3

2 2 2

1 1 f(x) = ax 2 , a>0
(0, 0)
x x x
− 3 −2 −1 1 2 3 −2 −1 1 2 3 4 −3 −2 1 2 3
−1 f(x) = ax 2 , a < 0 −1
f(x) = x 3
−2 −2

−3 −3 −3

Domain: 共⫺ ⬁, ⬁兲 Domain: 共⫺ ⬁, ⬁兲 Domain: 共⫺ ⬁, ⬁兲

Range: the set of integers Range 共a > 0兲: 关0, ⬁兲 Range: 共⫺ ⬁, ⬁兲
x-intercepts: in the interval 关0, 1兲 Range 共a < 0兲 : 共⫺ ⬁, 0兴 Intercept: 共0, 0兲
y-intercept: 共0, 0兲 Intercept: 共0, 0兲 Increasing on 共⫺ ⬁, ⬁兲
Constant between each pair of Decreasing on 共⫺ ⬁, 0兲 for a > 0 Odd function
consecutive integers Increasing on 共0, ⬁兲 for a > 0 Origin symmetry
Jumps vertically one unit at Increasing on 共⫺ ⬁, 0兲 for a < 0
each integer value Decreasing on 共0, ⬁兲 for a < 0
Even function
y-axis symmetry
Relative minimum 共a > 0兲,
relative maximum 共a < 0兲,
or vertex: 共0, 0兲

Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Rational (Reciprocal) Function Exponential Function Logarithmic Function
1
f 共x兲 ⫽ f 共x兲 ⫽ ax, a > 1 f 共x兲 ⫽ loga x, a > 1
x
y y y

3 1
f(x) = f(x) = loga x
x 1
2

1 f(x) = a x f(x) = a −x
(0, 1) (1, 0)
x x
−1 1 2 3 1 2

x
−1

Domain: 共⫺ ⬁, 0兲 傼 共0, ⬁) Domain: 共⫺ ⬁, ⬁兲 Domain: 共0, ⬁兲

Range: 共⫺ ⬁, 0兲 傼 共0, ⬁) Range: 共0, ⬁兲 Range: 共⫺ ⬁, ⬁兲
No intercepts Intercept: 共0, 1兲 Intercept: 共1, 0兲
Decreasing on 共⫺ ⬁, 0兲 and 共0, ⬁兲 Increasing on 共⫺ ⬁, ⬁兲 Increasing on 共0, ⬁兲
Odd function for f 共x兲 ⫽ ax Vertical asymptote: y-axis
Origin symmetry Decreasing on 共⫺ ⬁, ⬁兲 Continuous
Vertical asymptote: y-axis for f 共x兲 ⫽ a⫺x Reflection of graph of f 共x兲 ⫽ ax
Horizontal asymptote: x-axis Horizontal asymptote: x-axis in the line y ⫽ x
Continuous

SYMMETRY

y y y

(x, y) (x, y)
(−x, y) (x, y)
x x x

(x, − y)
(− x, − y)

y-Axis Symmetry x-Axis Symmetry Origin Symmetry

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
College Algebra
Ninth Edition

Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Other documents randomly have
different content
 The criticisms of the Gary plan on the ground that the long school
day and varied curriculum overload the pupil can scarcely be
sustained in view of the fact that the “school day” is not merely a
lengthening of the ordinary public school day, but an absorbing, in
healthful activities of play, exercise and manual work, of time which
would otherwise be spent in demoralizing street and alley or in
idleness at home. We have seen that this additional activity is not
gained at the expense of the academic studies, but comes from
giving the children interesting things to do in the surplus hours in
which they are usually left to take care of themselves. The freedom
of the Gary schools, and the constant passing back and forth
between school and home, church, etc., does not seem to make for
truancy. The percentage of attendance in November, 1914, was for
boys 92.9, for girls, 91.6,—a remarkable record when it is considered
that boy truancy in most city schools is much the greater. For the
year 1913-14 the percentage of attendance was for boys 89.5, for
girls, 89.2.
The criticism of the Gary school on the ground that the shopwork
either involves the risk of exploiting the pupil, or else introduces him
to manual activity at too early an age, ignores the fact that the
manual work is really unspecialized and is introduced so gradually
into the child’s life that it is scarcely felt as work. “Play” and “work”
are merged in “interesting activity,” and almost unconsciously the
child finds himself absorbed in work which may be his vocation later
on. Whether it is to be his vocation or not, the Gary school believes
that such work is a good thing in the education of all children. Many
educators believe that the novel form of shopwork in the Gary school
offers a solution for the problems of industrial training. There is great
risk, in schools where shopwork is introduced apart from the
academic work, as in special technical high schools, of an
undemocratic and invidious distinction between the manual worker
and the brain worker. In plans of organization, such as the Ettinger
plan in New York City, with a preliminary course of “prevocational
training,” in which the prospective industrial pupil in the seventh and
eighth grades discovers by hasty experimentation which trade his
aptitudes fit him to pursue, there is great danger that the vocational
work will be left unassimilated to the rest of the school work and the
child trained into a narrow specialist. Such “vocational training”
deserves all the criticism that has been directed against it by the
opponents of a too “utilitarian” education. The Gary type of
vocational training keeps the industrial work constantly in touch with
the other activities, and makes it a really “cultural” branch of the
school community work. And because the children lay their
foundations of skill and interest so early and work at real work under
real workmen, their training from a practical point of view is as good
as, if not better than, the special trade school is likely to give them.
More shops are actually supported in the Gary school than even the
most elaborate special trade school can afford to provide. The
correlation of day courses with evening continuation courses, the
great attention to science, the emphasis on the social and communal
bearing of all activities,—all this means a higher type of vocational
training than has been worked out generally in the public school. If
he is intelligent, he will be better qualified for skilled work than the
more narrowly trained worker. “This is the age,” says Superintendent
Wirt, “of the engineer, of machinery, and of big business. The school
business enterprises offer a type of industrial and commercial
education facilities ... adapted to modern industry and business.
There are big business problems and machinery problems in the
school.” These problems evolved in the life of a school community
give an education, he holds, superior to what can be given even in
schools narrowly devoted to shop-training. And it can give the
training in small groups or even to individuals, where the special
school has to give instruction in large classes to make it pay at all.
As Mrs. Barrows-Fernandez puts it, “If you believe that vocational
education is confined to specific training for a trade, and that this
must be carried on in a separate trade school, and that general
education has no relation to it except as it may add a fringe of
culture, then you will think that there is no vocational education in
Gary. But, on the other hand, if you belong to the group that believes
that what children under sixteen need in the way of vocational work
is not specialized trade training on top of an inadequate elementary-
school education, but fundamental industrial training closely related
to the science and academic work, and made real and natural
because it is one of the many activities of the whole school,—then
you will come away from Gary feeling that the vocational work there
represents the soundest point of view and the best practical
accomplishment in vocational work for children under sixteen that
can be found anywhere in the country.”
In New York City, where an extended experimentation is being
carried on with the Gary plan, considerable controversy is said to
have arisen over the provision of the Gary scheme which permits
outside institutions, including churches, to coöperate with the school
and take children for a few hours a week for any special work,
amusement, or instruction which the schools cannot give. The fear
was expressed there that this provision would mean the entering
wedge of religion into the public school.
As outlined by Mr. Wirt, however, the Gary plan holds no brief for
religious instruction. It has no concern with any church activity as
such. What it tries to do is to coördinate the community child-welfare
agencies with the school. The lengthening of the school day absorbs
an hour which would otherwise be spent by the city child in the
street, or at home, church, or settlement. All the Gary school does is
to organize and systematize this hour. It may be spent by the child
either in play or auditorium at the school, or in any outside activity
which provides wholesome activities for children. The object is to
coördinate the community opportunities so that they may function
regularly and vitally instead of spasmodically as at present. The
school gives to all the agencies which pretend to be interested in the
child’s welfare a chance to spend themselves effectively. It brings up
to the level of public discussion, for the first time, the question what
sort of home, church, and neighborhood activities are good for
children.
Into this scheme the church enters merely as a community
institution. As long as any considerable number of the parents of the
children in a school believe that religious instruction is valuable, no
public school which attempts to be really public can refuse to release
children for this purpose, just as it releases them for playgrounds,
settlements, libraries, home music, or other instruction. This outside
time is not taken from study. Nor are the children turned out into the
streets to be taken care of by the churches and other institutions. No
child is excused unless the parents make formal application. If the
parents do not do this, the child stays at the school for the full seven
or eight hours of work, study, and play. The burden of responsibility
rests entirely upon the parents and the churches. The teachers have
nothing to do with the matter, either in segregating the children or
seeing where they go. There seems to be little fear that the practice
will not conform to the theory. Mr. Wirt tells us that his work-study-
and-play school had been functioning for twelve years in Bluffton and
Gary before any religious organization took advantage of this
provision. The idea that the opportunity would unduly increase
religious influence in the schools seems to be groundless. In the
Jefferson School in Gary, which has been longest in operation under
the Wirt plan, and where the fullest efforts have been made by all the
sects and religions of the town to provide this supplementary
instruction, scarcely half the children in the spring of 1915 were
going out to any sort of religious training whatever. And in one of the
Wirt schools in New York, where unusual efforts have been made by
some of the churches to meet the new plan, not even half of the
children are released for this purpose. In another Wirt school in New
York, none of the children are released, because there is no demand
for it on the part of the parents.
What the Gary plan seems to do is not to bring religion into the
schools, but for the first time to take it out of the schools. The
relations now between church and school are hidden. The Gary plan
brings them out into the open. The establishment of a fair, free, and
open relation between the school and all other community
institutions is of utmost importance. No institution which has anything
valuable to offer the child will lose by such a relation. No outside
power can dominate or even partially control a public school which
has established it.
We may sum up the Gary school, then, as primarily a school
community for children of all ages between nursery and college, providing
wholesome activities under a fourfold division of work, study, play, and
expression. It aims to provide the best possible environment for the
growing child throughout the course of a full eight-hour day. The school
community, replacing the old-time education of household and school,
aims to be as self-sustaining as possible, all activities contributing to the
 welfare of the school community life. By the multiple use of school
facilities, on the plan of public-service principles, such a school may be
provided at no more expense than that of the ordinary public school. The
economics effected by this multiple use enable the Gary school to
provide recreational and educational facilities for adults as well as
children all the year round, as well as to pay better salaries to teachers,
and completely solve “part-time problems.” It makes the school the
cultural center of a community with parks, libraries, and museums
functioning as contributory to the school, as well as all other activities
which provide wholesome interests for children. It makes the school, for
the first time, a genuine “social center,” and a genuinely “public school” in
a comprehensive sense scarcely realized hitherto.

No better evaluation of the Gary plan has been made than that by
William Paxton Burris, Dean of the College for Teachers, University
of Cincinnati, in the Bulletin of the United States Bureau of
Education, 1914, no. 18. In his opinion the school system at Gary
provides:—
“1. For the better use of school-buildings day and evening,
including Saturdays, the year round, making it possible to save large
sums of money expended for this purpose.”
This multiple use of school plants, which secures greatly increased
facilities at greatly reduced cost, while it permits the giving of full-
time instruction to all the children of even the congested school
districts, is the aspect which has appealed most generally to
educators outside of Gary. For administrators confronted with
problems of part-time, it makes an examination of the Wirt plan
almost essential. No educationist can afford to ignore a plan which,
in mere details of mechanical administration, provides not only a full-
time program, but actually a longer school day, for all the children in
the city school—something hitherto considered impossible in the
larger school systems. The Gary plan seems to provide an easy
solution for these difficulties which grow progressively worse in the
large city with every year.
“2. The possibility of a better division of time between the old and
the new studies, the ‘regular studies’ and ‘special activities.’”
 The Gary plan provides not only an enriched curriculum, but an
unusually favorable and harmonious balance between the various
activities. The larger emphasis on science and manual work has not
made the school ultra-utilitarian in its purpose. The Gary schools
have not been “turned into mills and factories,” as certain educators
have feared. For many visitors, the Gary school is a living refutation
of the idea that the useful and the beautiful are opposed. The new
school plants, such as the Emerson and Froebel, are spacious and
dignified buildings, with many touches of thoughtful taste that one
usually associates only with the high schools of exceptionally
wealthy and cultivated suburban communities. The presence of
pictures, the cultivation of music, the emphasis on expression, the
teaching of literature, the systematic use of the public library, indicate
a determined effort to bring the cultural aspects of education to the
front, and make them as real a part of the school life as the more
striking special activities. The “application” work involves constant
care and interest in the enhancement of the beauty of the school
plant. The actual charm of the school life in Gary—the
conservatories and gardens, the play, the freedom of the children,
the dramatic expression, the absence of strain and confusion, the
happiness of the children—is testified to by most visitors. A very
beautiful school life seems to be lived, paradoxical as it may seem,
where every activity is motivated by application and expression,
where the learning is by doing and not by mere studying.
“3. Greater flexibility in adapting studies to exceptional children of
all kinds, thereby diminishing the necessity of special schools.”
The Gary plan provides a school which is adapted to almost every
kind of a child. It does not try to adapt the child to the school, casting
off automatically those who do not fit. But it adapts the school to the
very unequal needs and capacities of the children. Such a school
seems to be one where capacities will be developed wherever there
are capacities, a school where something like equal educational
opportunity can be given, as it cannot be in the ordinary public
school. It can almost be said that the only reason for keeping a child
home from the Gary school would be a case of contagious disease.
If the child is physically weak, so that he cannot undertake all the
work, he may take what he can and use the other facilities of the
school as one would use a sanitarium for regaining health. The daily
program permits a child to spend all his time in the special activities
if this is best for him. He may spend his time resting in the open air,
or in supervised play until he gains strength to do the regular work.
The defective child may work at what he can in the way of manual
activity. And the retarded child may take such activities as will
awaken his interest, and gradually bring him up to the level of his
grade. An elementary school system like this has no need for the
expensive special open-air schools, classes for defectives, etc.,
special trade schools or commercial schools. In the organized life of
the complete school community, the child may find approximately
what he needs.
“4. The possibility of more expert teaching through the extension
of the departmental plan of organization.”
“5. The better use of playtime, thereby preventing influences which
undo the work of the schools.”
“6. More realism in vocational and industrial work, by placing it
under the direction of expert workmen from the ranks of laboring
men, selected for their personal qualities and teaching ability as well
as their skill in the trade industries.”
The organization of the industrial and other vocational work offers
many practical advantages to the young worker. Not only does he
have the evening continuation courses and the privilege of coming
back to the school shops in the daytime when unemployed, but the
most practical foundation is laid for the development of coöperative
courses between school and factory on the lines of the well-known
Fitchburg plan. The flexibility of administration and curriculum in the
Gary school allows him to attend the academic class during slack
hours, or to divide the job and the school with another student. The
Gary school even offers to provide special instruction for part-time
students for any desired number of hours a week, or allows them to
work on their own initiative. In 1914 in Gary there were said to be
about one hundred part-time students. The plan of the all-year
school also offers peculiar opportunities to the young worker. The
opportunity of finding employment is increased fourfold. For instead
of throwing all the pupils on the market to find jobs at the same time,
one quarter of those who needed work would be available
throughout the year. Instead of one continuous apprentice in an
industry or trade, therefore, four pupils could take his place in
alternation. Instead of one young workman spending all his time at
work and none at school, four would be getting a full schooling of
thirty-six weeks in the year, and twelve weeks of practical apprentice
training in the factory. Thus the Gary plan makes it easy for the
young worker to get the maximum benefit of the modern school and
his apprenticeship at the same time.

THE FOUNDRY AT THE EMERSON SCHOOL

Notice group of curious children at window

A word should be said about the value of the vocational industrial

training that the Gary school gives, from the point of view of
preparation for efficiency in the industrial world. The organization of
the manual work as a part of the regular curriculum prevents the
narrow specialization of the trade school. It tends to turn the young
worker out, not as a part of the industrial machine fitted to do only
one thing, but equipped to meet a dynamic, rapidly changing
industrial world which demands above all things versatility, and
which scraps methods and machines as ruthlessly as it does men.
Only the man of rounded training and resourcefulness who can turn
his hand quickly to a variety of occupations has a chance to-day to
rise above the mass. The tendency of the old public school, in spite
of its fancied “liberal” curriculum, was to turn out only very low-grade
specialists in book-learning. The student who comes from the well-
rounded curriculum of the Gary school into the industrial world is
bound to be more alert, more interested in, and more cognizant of,
what he is doing. The Gary school seems to be making an effort to
produce the type of mind perhaps the most needed to-day, that of
the versatile engineer, the mind that adapts and masters
mechanism. This exactness, resourcefulness, inventiveness,
pragmatic judgment of a machine by its product, the sense of
machinery as a means not an end in itself,—these qualities of mind
which come from an emphasis on applied science are the qualities
which society demands in almost every industry, profession, and
trade. The Gary school tends to cultivate this type of intelligence. For
this type of mind, “culture” would not be a fringe, but a more or less
integral part of life, because it had been woven in from the earliest
years in the school community. On the other hand, skilled labor
would not seem degrading or of lower value, for it too would have
had its equal part in the school life.
“7. Better facilities for the promotion of the health of children.”
The large amount of play, the spacious and sanitary school plants,
the care of the special school physicians and school nurses who
devote their whole time to the purpose, insure the needed attention
to the physical well-being of the children.
“8. The possibility of having pupils do work in more than one grade
and of promoting them by subjects instead of by grades.”
“9. The possibility of having pupils help each other.”
 The “helper and observer” system, applied not only in the relations
between children, but between teachers, and between teachers
inside the school and visitors, is one of the most valuable features of
the Gary plan. It entirely alters the usual relations, making for a
coöperative instead of a competitive spirit in work, and facilitating
enormously the work of both pupils and teachers. Children learn by
watching and asking questions—“picking up”—in the most natural
way in the world, in contrast to the formal and stilted ways of the
traditional classroom work.
“10. An organization which prevents a chasm between the
elementary and high school, and prevents dropping out of school at
critical periods in the lives of pupils by the introduction, at such
times, of subjects which appeal to awakening interests not satisfied
by a continuous and exclusive devotion to the ‘common branches.’”
The Gary plan, which includes all the grades in one school plant
wherever possible, prevents these chasms more successfully than
even such schemes as the junior high school which are being
extensively experimented with elsewhere. The Gary school has an
extraordinary hold on its pupils. There is no incentive for leaving
school, since the school provides for the needs of the most diversely
equipped children, gives them the practical vocational training they
may want, and even allows their working part-time while continuing
with the school. All those problems of “pupil-mortality,” whereby half
the children in our public schools are said never to pass beyond the
sixth grade, are almost automatically avoided in a school which
deliberately sets itself to meeting the individual child’s needs. The
success of the Gary school in holding its pupils is indicated in the
fact that, in spite of the short time the Gary schools have been in
existence, the proportion of high-school pupils in Gary is said to be
almost twice as large as that in the schools of New York City.
“11. A saving in the cost of instruction by reducing overhead
charges for supervisors, making it possible to pay better salaries or
reduce the number of pupils per teacher, or both.”
“12. A plan which brings together, in a unitary way, with economy
and efficiency in management, the other recreational and
educational agencies of the city.”
These evaluations of Dean Burris’s sum up the various aspects of
the Gary plan as it appeals to practical educators. It must be
remembered that the Gary school represents not a rigid system, or a
static and completed mechanism. Its chief value is that it provides a
flexible program and facility for change and development. Any
examples of details in the curricula or details of administration can
only be tentative, for it is an experimental school, where every one is
constantly studying and learning. It is a growing organism. The only
limit to its growth seems to lie in the imagination of teachers and
pupils. Even when it starts with an admirable equipment, its life is
only begun. It is the use of the equipment, the constant appeal to the
imagination and to expression that is the real education. In such a
school, the cultivation of resource may go on indefinitely. Such a
school provides that “embryonic community life” which Professor
Dewey expresses as his ideal of a school, where in actual work the
child senses the occupations and interests of the larger world into
which he is some time actively to enter.
We may say, then, that the Gary school has national significance
because it is the first public school system in successful established
operation which has been able to solve the pressing and apparently
insoluble problems of the city school; which has kept pace with
changing industrial and social conditions, and adapts the school to
every kind of a child; which synthesizes the best educational
endeavors of the day, and provides the facilities which educators
have vainly sought to provide for all the children, but have only
succeeded in providing at great expense for the more advanced and
older pupils of the community; which marks a distinct advance in
democratic education; which realizes the ideal of a truly public
school, in providing for all the people all of the time; and, which, in its
simple organization and ingenious financial economies, furnishes a
practical working-model for imitation and adaptation in other
communities, large and small.
APPENDIX
 I

DISTRIBUTION OF EXPENDITURES

August 1, 1914-July 31, 1915

Schools of Gary, Indiana

REGULAR SCHOOL (TEN MONTHS, FIVE DAYS PER

WEEK, EIGHT-HOUR DAY)

Largest Three Emerson Froebel Jefferson All

Schools with School 1847 764 schools
no. of Pupils (895) 4789
Instruction
—Salaries of
supervisors
and principals,
and $2,750.19 $4,189.95 $2,016.60 $13,745.75
miscellaneous
Salaries of 27,954.77 46,373.36 16,713.70 113,533.24
teachers
Supplies 854.66 758.58 367.00 2,660.09
Total cost of $31,559.62 $51,321.89 $19,097.30 $129,939.08
instruction

Operation and
maintenance—
Janitors’ wages $3,908.80 $4,936.02 $1,131.11 $12,203.15
Fuel, water, light, 4,815.03 5,234.70 1,205.11 13,799.49
supplies
Total cost of $8,723.83 $10,170.72 $2,336.22 $26,002.62
operation
Maintenance 7,420.40 6,050.67 7,418.36[3] 26,574.62
3. Includes new heating plant.

SATURDAY SCHOOL (TEN MONTHS, EIGHT-HOUR

DAY)
Schools Emerson Froebel Jefferson All
schools
Instruction $1,782.20 $2,721.57 $860.28 $6,909.52
Operation 1,713.63 1,690.83 344.65 4,332.31

SUMMER SCHOOL (TWO MONTHS)

Schools Emerson Froebel Jefferson All
schools
Instruction— $831.56 $1,349.65 $543.75 $3,375.20
Salaries of
supervisors
and principals
Salaries of 4,213.63 3,678.08 779.58 10,602.91
teachers
Supplies 38.61 33.30 30.50 114.31
Total cost of $5,083.80 $5,061.03 $1,353.83 $14,092.42
instruction

Operation— $1,317.98 $1,542.37 $251.03 $3,424.34

Janitors’
wages
Fuel, etc. 794.37 1,308.42 131.25 2,421.95
Total cost of $2,112.35 $2,850.79 $382.28 $5,846.29
operation
Maintenance 1,149.41 689.79 1,682.55 4,165.90
 SUNDAY-SCHOOL (TWO PLANTS, FOUR HOURS
WEEKLY)
Schools Emerson Froebel All
schools
Salaries of $103.00 $128.00 $231.00
teachers
Operation 954.56 847.60 1,802.16

EVENING SCHOOL (FIVE EVENINGS WEEKLY OF

TWO HOURS EACH, NINE MONTHS OF SCHOOL)
Schools Emerson Froebel All
schools
Salaries of $1,091.07 $1,731.45 $3,813.24
supervisors
and principals
Salaries of 5,112.89 5,828.00 13,675.73
teachers
Supplies 340.54 471.68 1,042.84
Total cost of $6,544.50 $8,031.13 $18,531.81
instruction
Operation 2,283.91 2,392.68 5,872.55

PUPIL PER-CAPITA YEAR (TWELVE MONTHS; ALL

ACTIVITIES)
Schools Emerson Froebel Jefferson All
schools
Per-capita cost
for
Instruction $35.26 $27.79 $25.00 $27.13
Operation 9.75 5.50 3.06 5.43
Maintenance 8.29 3.27 9.71 5.55
 Current cost, $53.30 $36.56 $37.77 $38.11
total

Permanent 11.43 7.81 14.43 10.88

improvements
Grand total $64.73 $44.37 $52.20 $48.99

General control 3.54

Other payments 7.75
Auxiliary agency 1.02

ENROLLMENT
Day Enrollment Average No. of All Enrollment
School daily teachers Average per
attendance salary teacher
Emerson 895 769.80 31 $915.78 27.56
Froebel 1,847 1,591.06 57 813.56 31.50
Jefferson 764 661.70 22 759.71 33.50
All schools 4,789 4,043.98 142 802.59 33.70
Summer 1,700
schools
Evening 182,348[4]
schools
4. Number of student hours.

TOTAL EXPENDITURES—TWELVE MONTHS—ALL

ACTIVITIES (REGULAR, SATURDAY, SUNDAY,
SUMMER, EVENING SCHOOLS)
Instruction $169,703.83
Operation 43,855.93
Maintenance 30,740.52
Total current 244,300.28
cost
──────────
Total $362,325.73
expenditures
 II

SUPERINTENDENT WIRT’S REPORT

ON THE

Reorganization of the Bronx

Schools, New York City
Showing how the Gary Plan may be
adapted to the Usual School Plant

These twelve schools, I am informed, are the most congested of

any group of twelve schools in New York City. There are only 25,331
sittings in these schools and 35,580 children were registered
December 31, 1914,—10,249 more than sittings. The registration is
140 per cent of the sittings. But 2500 of the present sittings,
representing 50 classrooms, are unsatisfactory. There are 779
classes in the schools and only 480 satisfactory classrooms. The
classes are 162 per cent of the satisfactory classrooms.
Two new schools are under construction, and a leased school-
building of fifteen classrooms is nearing completion. These three
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