4. Novelty: (1) Simple, squared-off designs stenciled for cooerdination for hand and head, not gained in the trade work. (2) Simple illumination of words and phrases. (3) The materials and decoration to be used for pads, desk sets, and boxes discussed and carried out. In this supplementary course emphasis is put on the thought, invention, and appreciation of the student. III. _Special_ course for students who show unusual ability in art and can utilize it in trade. 1. Costume sketching for making records in dressmaking workrooms. 2. Stamping and perforating: (_a_) Machine practice--pedaling, guiding needle, threading machine, and learning to adjust the different parts. (_b_) Stamping on different materials with the different mediums; composition of the different mediums, liquid and dry. (_c_) Copying patterns for perforating; nature study for motifs; conventionalizing those to apply them to materials. (All designs are such as can be used in trade and are made according to trade methods.) ACADEMIC DEPARTMENT Aim I. Elementary: To supplement previous schooling. Girls who have left the public school from low grades need special tutoring in the common branches. Special instruction is also needed for newly arrived foreigners. II. Trade: To quicken and enrich the mind, that the girl may become a more efficient, intelligent, and enthusiastic trade worker. The work falls under the following subjects: Civics, Industries, Arithmetic, English. Civics This course is given as a means of enabling the pupil to recognize her place in the family, the school, the community, and in the world's work. For lack of a better term it is called Civics. It is dealt with under two heads: (1) Community Life in General, (2) Community Life in New York City. 1. Under the first head the discussion of life in a given community is followed by the simple facts that lie at the foundation of civic life. These are approached through the interests or desires which the pupil feels in common with all other people. Building still further on the pupil's own experience, she is led to apply the ideas received to her own community, which ever widening its scope is carried from the neighborhood or the school to the city, the state, and on to the nation.