Puerto Rican Pupils in New York City Public Schools (1951)

MAYOR'S COMMITTEE ON · PUERTO RICAN AFFA IRS

OFTHE

SUB· COMMITTEE ON EOUCATION, RECREATION ANO . PARKS

DIRECTORY- Wcst 11 71h Srrm

405-7 C amtgit Endo1vtntnt

409 Presidtnt's Rtsidtnct, Tta chtrs Colltg e

4 J J Maison

413 Communicatio11 Ma ttrials Cttllt1

41.J

Uj) 4 17 Vean, Sch ool 0JE11girluri11g

419 G to logica l Sodtty oJ Amtrica

42 1 Parl«r Sc/100./ oj a11d

Comparariv t L.aw

413 Dt11tscht s Hau s

425 C olltgt Entran ct Exami11 at io11 Boa rd

427 B11rtau oJ Appli td Social RtHarth

4z9 School oJ l nt.trnatiotta l Affairs

429 Eu ropta n lturituu

431 R11ssia11 Imtitlllt

433 &ut Asia11 Insrit11tt

415 Casa Hi spánica

CaJa It alia110 1 J 161 Amsterdam A vt mtt

7he U11ion 7/zeolo_gica Semina7J

THE PU E RTO RICA N PU PI L S INTHE

PUBLIC SC HOOLS OF NEW YORK CITY

A Survey of Elem e ntary and Junior High Schools by th e

Subcom m itt c;e on

Education, Re c reation and Par k s of t he

Mayor's Advisory Committee on Pu e rto Ric a n Aff a irs in New York City

Chairman:

Ca-Chairman:

Secretary:

Comrnitt e e

Dr. William Jansen, Supe r intende nt of Schools, Board of Education Ne w York Ci t y

Mrs, Luisa Frias de Hemp e l, Social Di agnostici a n, New York City Youth Bo a r d

Dr. Leonard Covello, Princip al - Ben jami n Fr ankl in Hi gh School

Mark A, McClo s ke y, Di rector - Community Ed u c a t lon, Board of Ne w Yor k City

Mr. Clyde Murray, Ma nh a ttanvil1e Community Ce nt er

Mr. Cay R. Rodriquez, Pu e r to Ric an Emp loy e es Ass ociation

Mr. Philip H. Michaels, Vic e- Presid ent - Sa chs Stores

Mr. Richard L, Plaut, Nation al Schol as tic Ser vi c e and Fund for Ne gro St ud e nts

Judge Nathaniel Kaplan, Court of Domestic Re l a t i ons

The Honorable Robert Meses, Co mm issio ne r of Pa rks r epres e nted by Mr. George L. Quigl ey, Park Director

Ex-Officio - Mr. Raymond M. Hilliard, Former Commis s io ner of Welfar e now

Exe cut i ve Di re c t or - Welfare Council of New York City

Mr. Manuel Cabranes - Directo r o.f Puert o Ric a n Department of Labor, Mi gra tion an d Labor Bureau ·

Report prepared under the Direction of Dr. Leonard Covello, Principal, Benjamín Franklin High School

l Ora ph of Puerto R1can net m1grat1on to mainland 190 8 -1951

2. Maps of Manhattan, Bronx, Brook l un, and Quee n s indicating schools u1th h1gh concentrat1on of Puerto Rican pupils .. .. ... ..... .. ..... .. ......

'· Introduction and Acknowledgments

4 , Sorne H1ghl1 g hts of the Rep ort

5, Re commendations and Conclusions

6. a. New York C1ty map th e locat1on of the school districts included in ' this study.

b , School d1str1cts 1n wh1ch are located t h e sc h ools stud1ed

ANALYSIS OF REPLIES TO SC HOOL QUESTIONNAIRE

7, School Population ( Que st1on I) and Scbool Or g a n1 zat1on ( Quest1o n III)

8. Graphs of School Populat1on and School Or ga nization ( Que st1ons I and III)

Graph l - Percentage of Pu e rto Ricap school po pulation

Graph 2 - Class D1str1but1on

Graph ) - Kindergarten

Graph lt - Percentage of Puert o Rican pupi¡a and percentage of Spanish speaking teachers

Graph 5 - Class Organ1zat1on

Graph 611 C11 Classes (Ori f) ntation or Cl¡asser> )

Graph 7 - Percentage of Puerto liloan pu.pils and percentage of "e" classes.

9. Surnmary and Comment: Ques t1ons I an d III

10, School Reg 1stration ( Quest1on II)

11. Teach e rs IV) __

12. 1I'extbooks and Supplies ( Question V)

13. Cours e s of Study ( Question VI)

l 4. Teaching Ma ter 1als ( Ques tion VII.)

15. Adaptat1ons and Methods of Instruction ( Qu e st1on VIII)

16. Tests and Measu rements ( Question IX)

17. Phys1cal He al th ( Question X)

l 8 Mental Health and Child Guidance ( Question XI)

19. Aftet'-School Recreation Facilities ( Question XIII)

20. Communi ty Re 1 a t1 ons ( Que s tion XIV)

21, Adult Educati on ( Question XV) and Parent ParticipationLetter of Transm1ttal (Sp ring 1950) to pr1ncipals having co nsp1cuo us school po pulat1on of Puerto R1can extract1on .. .. ... ......... .... ... ....

2,, Recommendations made by the Assoc1at1on of Assistant of the Board of Education of New York C1ty and by the Welt'are Counc11 Qf the i!ew York C1ty Committee on Puerto R1cans in New York City

REPORT ON DAY CL ASSES FOR ADULTS, EVE NING SCHOOLS, COl Ir !U HITY CENTERS, AFTERN OON CENTERS, VAC ATION PtAYQROUND in Are;:i.s of H1gh Puerto R1can Population--Pre p ared by Mr, Mark ¡.¡ccloskey, D1v1s1on of Co mmunity Educat1on.

REPORT ON PARK FACILITIES IN SCHOOL DISTRICT LUIES;

Prepared under d1rection of Mr. George L, Quigley for Conunissio ne r Robert Meses. (D a ta refer to facilities used by all groups with1n areas of h eavy Puerto R1can populat1on.)

• =50fo or Olle

®-= //-19 %

® =lo%º,. /ess

To New York the re have come rnany waves of new a r r iv als from all over the world. Since irnm.i gration of was de finitely restricted, the ne we s t and largest groups are already c itizens, fr om t he s outhern sta tes and from our island territories. Outst M ding am ong t hese new a!' r ivals are our fellow-citizen s fr om Puerto Rico. (On the l irst graph is s ho wn t he c lo se rel a ti onship between busi n e s s activity and the net mí gration from Rico , in dic a ti ng that the real reason f or Puerto Ricans here is our nee d for mo re workers in t he essential economic a nd business life of our city.) With these essenti al ne w workers, naturally, carne t hei r ' · childreri :.

Both from the social and ,3ducation a l stan dp oints, our newly arrived Puer t o Ricans duplicate the exp e rien te of previous gr oup s ; on ce again, New Yo rk City sym.bolizes a Mecca of hope - a / h t> í)e for be tte r hous ing f or the family, bet t e r job s for t lie responsible adults, bette r educ a tion for t he c hil dr en, better opportuni ti es for e nhancing their social statu s Onc e more a ne w pe ople makes its first contact with tbe United States through the congeste d metropolis of New York City.

Where, however , mu s t the.'· establi sh t hei r first homes? in areas blig ht ed by the worst housing condi tions How do t hey fi rst earn the i r living? ma ny time s , in the menial and poorest puy i ng job s only t ake n by t he unskilled, particul ar ly with f or eign language handicaps For the child r en - in t he areas of greatest Pue rt o Ricap settlement, they overflow av a il abl e commun ity re 8our ce s and the schools , which in turn are not too well to me et the i r part i cular needs (s e e preced ing graph s ).

To be sure, amon g the Pue r t o Ric ans, as wi t h alJ. other newly-arri v ing group s , there are a consider a ble nur 1ber of th ose who ar e already cultured and well - educated and who speak English on ar? ival, The se a ch i eve rapid cultural a ssimilatio n. Fail1ll'e until recently of the se educ ate d in d ividu als t o identify themselves wi t h their less fortun a te fello w Puar to Ric an s ha s l ef t t he c ommunity bereft of the valuable strength and l e adership wh¡ c h thi s group c an an d shoul d give. The un der s tanding of the values óf our Puerto Ri c an citizen ry ha s been cl ou de d by failure to r ea l ize tbat the overwhelming ma jority of our Pue r t o Ri c an s contribu t e gre a tly to our s oc ial, cultural and economic lifa , In s te ad , many pe ople exagg e rate the 11 prob l ems 11 which are presentad,

To bett er unders t and the l arg e Pue rt o Ri c an segment of our loc a l population, and to speed Puerto Ric an adjus tment t o th e new envir onment , seri ously c onc erned many departments of aur e ity administra.tion. Aided by Vin c ent R. Impe ll í t teri, then Council President , n ow Mayo r , and s ome Puert o Rican le ade r s , Mayo r o •Dwyer took the initiative in Septe mb er 1949 . Commissi oners of key city an d s t a t e departments, social workers of Ric an and mainland background, e dito rs , educators, leaders in business, civic a nd •el ig ious affairs were org anized into a permanent body under the name of 11 Mayo rts Advi so ry Committee on Puerto Ric an Affairs in New York City".

'

The Chairmanship of the committe e was entrusted to Raymond M. Hi l liard, Commisof the Department of Welfare. Mr. Manuel Cabranes, Director of the Puerto Department of Labor, Migration and Labor Buroau, was named Ce-Chairman. In with the Mayor•s announcement, the Committee•s job was to formulate and a program for the construct1ve and comprehensive improvement of the Puerto • R,ican conmn.mi ty in New York Ci ty.

THE

SUB-CCMMITTEE

ON EDUCATION, RECREATION AND PARKS

' .

Since consideration must be given not only to children of school age who come , directly from the island, but also to the many children born here among non-Englishspeaking Puerto Rican families, one of the first sub-committees to go t o work within tpe Mayorls Committee on Puerto Rican Affairs was th o.t on 11 Education, Recreation, and Parks 11 , with our Superintendent of Schools, Dr. Willi am Jansen, as its chairman. To ., tpis sub-committee was entrusted the job of studying educational problems affecting the Puerto Rican children in our schools and communities. It studied two previous surveys, namely: one made in 1947 by the Association of Assistant Superintendents; and one made in 1948 by the Welfare CGuncil of New York City

These two surveys made definite suggestions and recommendations relative to meeting the needs of the children and adults in the Puerto Rican community. The Subon Education, Recreation and Parks set out to study the extent to which ' these suggestions and recommendations had been implemented or were being implemented .

The Sub-Committee on Education, Recreation and Parks sen t a questionnaire to the 75 elementary and junior high schools with the high est percentage of Puerto Rican pupils. The facts assembled through the sub-conunittee 's questionnaire date from the early spring of 1950 but in the opinion of the Committe e still retain their validity. The situation has not materially changed in thc space of one year. Furthermore ,· i t must be borne in mind that the statistics o.nd graphs in this report are based on the figures of the 75 schools represented in the survey and are in no way to be considered as total figures for all the school districts of the city.

· The present is submitted with the hope that funds and provis i on 9f stnff mny become available far a more thorough study of the valuable data contr iputed by the principals who receivod the questionnaire.

THE PRESENT EDUCATION.AL PROGR.AM OF THE BOARD OF EDUCATION OF THE CITY OF N. Y, -

Furthermore, it is worthy of note that there has been an increas e d awaren e ss of the situation which this new in-migration has presented to our educational s y ste m;increasing understanding of the special needs; and a sincere and determined effort to cope with them. Many constructive steps have been taken undor the dircction of Superintendent of Schools, William Jansen, who, as a member of the Mayorts Commi t tee and Chairman of the Sub - Committee has taken a keon interest in meeting the i ss ue.

Practically all the divisions of the Board of Education , a t hea dquarters and

in tho field, ha ve a s s i g:ned per s onne l to work ort various aspects of the educational

needs, to ensur e that th ese Puert o Ri cans would not only become personally, socially and vocationally effici ent but t hat they would be able to assume their responsibili ties as citizens in our dem ocr atic so c iet y. Among the many eff orts, we should like to point out:

l. The Element a ry Division has assigned a group of 10 bi-lingual teachers of Puerto Ric a n origin commonly known a s S.A. T.•s (Sub stitu t a Auxiliary Teachers) who meet with small groups of newly arrived childre n i n the morning to orient them to their community and to teach them the funda ment a ls of Eng l ish. Their afternoons are d evot e d to the guidance of the childr en and t he a du l t s i n the Puerto Rican community. Th ese S,A,T. teachers serv e as the li a ison bet we en t he sc hool and all our community agencies. They interpret t h e Pu e rto Ric an child to the s c hool personn el and work closely with the parents in ori e ntating th cm i n t q the s chool situation, In addition to this group, th ere ar e 19 quot a t each er s , co mmonly known as 0, T.P, whose function it is to work with s ma ll groups of newly arrived Puerto Ricans in order to give them the basic voc a bul ar y a nd c on c ep t s needed to carry on the regular school program. Additional monios have bee n gra nt ed to those s ch ools the largest concentration of Puerto Ricans, for the purc ha s e of n eeded instructional materi a ls r e commended by th e Division. Mr . Th e odore Sc h oenfeld, principal assigned to the El ementary Division, is in ov e r- a ll char ge of the El eme ntary Division Program under the sup e rvision of Associ a te Superi n t endent Regina Burke, Miss Virginia Ms. ssimine supervises the S . A.T. Program und er Mr. Scho enfeld •s dir ection.

2. The Junior High School Division ha s for mul ate d an i ntensive progr ara to assist teachers, supervisors and parents, District- wi de dem onstrations of teaching techniques are given; parentst meetin gs are arr a n ge d i n whic h the parents are apprised of school regulations and proc e dur e s ; s upe rv i sors are helped in the overall planning of classification, currículum a nd guid ance The Junior High School Division iss'Ues 11 The Puerto Ric a n Bulletin" eve r y month. The Bi-lingual Committee of the Junior High School Division i s prep ar i ng a 111'.lil ua l for the education of nonEnglish speaking pupils. Dr. Ma.ry Finocchi a ro is i n c har ge of the program under the direct supervision of Assist a nt Supe r intende nt Mary A Kenn e dy and Associate Superintendent Elias A. Lieber ma n.

3. The Bureau of Instructional Re s ea rch is exp e rimenting with intelligence tests. On the elementary l e vel, the Ca li f orni a Tes t s of Mental Ability and the Science Research Associ a te Tests have bee n tr a nsl ate d a nd t rie d in a number of elementary schools; on the junior high school l e v el, ex perimentati on is bein g carried forward with the recently published Inter-Amer i ca n t e st, This work is under the supervision of Dr , Wayne Wrightston e , Dire c t or of the Bureau of Educational Rese a rch.

4. Reading Centers and Re a di n g with s e ctions particul arly devoted to the education of bi-lingual ch i ldre n have been prepared under the supervision of Dr. Vay Lazar, Acting Dir e ct or of the Bureau of Instructional Research.

5. The Divir.d.o_p gf__ Speech Improverrtent under the direction of Dr, Leti tia Raubicheck has analyzed the :problems of Puerto Rican speech and has publ:Í.shed i ts findin g s in a report en ti tled "S;peech '.Pr oblema of Puerto Rican Childrenlf (A Report o f the Committe e on Individualizati on).

6. The Division of Education under the direction of Dr. Mark A. McCloskey has set u:p cla ss es for adults at all levels of literacy. It has reccntly published a manual entitled "Manual F or Tca.ching of Adult Elementary Classos 11 •

?. A va r i od program of I n -S c r vice Coursos are.offorod by the Board of Education. Thosc inclu dc cour sos in matcr i a l s and mothods; in background of Puerto Rico and in convcr sa tio na l Spani sh for Toachors of Puerto Rican childron. This is tho first timo in th e history of th o numerous migrati ons that havo como to Now York City that thc Board of Educ ation and othor agencies hcvc an plan to moot thc no ods of a now mi grat o ry gr oup.

REPORT OH DAY CLA.SSES :FOR ADULTS, EV:ENING SC HO OLS, CO MMUNITY CENTERS, AFTERNOON CEllTERS AND VACAT IO N PLAYGRO G'l:-TDS

l. Day cl asses for adults in :Eng li sh and include a listi ng of the names of the centers, their addresses, and the days and hours in session.

2. Evening sc h ool s _ includ e a <?O mp ilatio n by d.istrict lines of the evening schools, communit y c enters, v a cation play g rounds loc ated in areas of high Pu e rto Rican population.

This r ep ort \'las pr epa red under the dir e c t io n of Dr , Mark A. McCloskoy, Director, Division of Co mmun ity Educati on , Cit y of New York, Board of Education.

REPORT on PARK FACILITIES I N SCIIOOL DI STRICT LINES _

In this r ep ort are indic ated the loc ati on of PQrk pr ogra.ms; personnol assigncd, and gr oups wh o are usin g thosc f a cilities.

This rcport was undor tho of Gcorgc M. Q,ui g lcy, :Borough Director, l\íanhattan, for Rob ort Mo scs, Oommission or of J?arks.

Rospoctfully submittcd, Lconar d Covcllo, Sccrotary Sub-Co mmittoo on Education, Rocrcn.tion & Parks

Il r. Willio.m J an so n , Chair man

SuG-Committoo on Ro cr cation & Parks May or! s Co mm i ttoo on ?ucrto Rican Affdrs

HOT:S: Tho Anclysis of Q,uostion #12 of thc Q,ucstionfil!.iro on ºVoco.tionsl1 wc..s omittcd as rop lio s did not givo sufficiont significant data.

This report represents the c oo perative eff o rt of many teacher s and student-teachers o f the :Benjam in Frank:Hn High School and other personnel. Much time was spent in planning the a co pe o f the Survey, in preparing the t o be sent to the schools and in determining to which school s the was to be sent. Needless to say, the compilation o f the ma t er i a l, i ts analysis and int e rpretation proved a formidab l e and l engthy task.

Th e material rec oiv ed , rich in possibilities f or intensive stucly, co ul d hav e yie lded more significant data. Those wh o workcd on it, howovor, felt that rather than attomptan exhaustiv o job, it would b o bcttcr to pro -

moro t ho ro ugh studios be undortakon in tho ar cas wh ich tho q_uostionnair o a t tomptod t o Tho noed f or doopor and more dotailed study is o nly too ov i dont to thoso c onc o r nod wi th t hi s roport,

Th o Commi ttoe wishos to expross i ts g rateful approciation t o "the followin g \·rho, b oc a u so of the ir doep int o rest in Puert o R ic an ::hilclrcn , gavo gcnorous l y of their timo in the propa ration o f this rep or t:

l. Pl ann i ng the areas to be s tudiecl and pr ep arin g a p r e li minar<¡ d raft o f the Q,uestionna ire; by members o f th e staff o f Benjamín Hi gh School:

Dr Rito. Morgan , Ch a i rman, Department o f Speech

Dr Emilio L. Guerra, · Chairm an , ºDepartment of F o reign La nguages

ltir S alvat or e Perg ola ; Adrninistrative Assistant

r.Ir Michae l Decess a r e , Guidan c e Co unse1or Mi ss Virg ini a Co stadas i, Dire c tor o f Co mmunity Activities

Dr, Leonard Covello, Principa l

2 Fina l d r aft of Questionna ir e :

Assistant Superintendents i Clare C. 3a ld.\1in, Abr n.h am Ehrenfeld, Samue l M L evonson , Antoinette Riordon, and George Zuck e rman.

J . Pr e 1imin ary co mpilat io ns o f matoria1s: members of the 3e nj am in Franl:1in Hi gh Sc ho ol staff a nd student - teachors ass i gn ed t o :B enjamin FrNl.1:li n Hi gh Sc hool uncler the supervis i on o f JJr. Emilio Guerra.

4. Gr n.ph s: Mr. HarJ'.'iJ L eveno , Chairman , De pn. rtment of Mathematics, :J onFranklin High School

5. Tho following members of the 3en jo.rnin Franldin High School staff p l ayed a s i gn ifi cant part in summarizing thc dat a f or tho Study:

Mr. Simon 3oag lo Dr. Emilio Guerra

Mr , Sil as :Oi rn baum

Mis s Vi nconzina Cacaci

Hr. Constantino Ca rbonetti

Hr , Michaol Doccssaro

11i ss Margaro t Grossonb a chor

lfrs, Loah W Ka hnhoimcr

Mr Kronish

Mr. Horb or t Lehmuth

Mr Hn.rry Lov e n e

Mr. Loui s Me rlo

Mr. Nicho l a s ll irn."ui to

Mr Salv n.t or o Porc o la

Mr. Samuo l Polat nic1::

Mr. Bcrna r d Wall::or

and , Mrs. Cl n.ra Casanov c , Substituto Auxiliary To a chcr, Eloment ury School Division.

6. Evaluation of fourteen areas of stucly:

We are grate í'ul t o Assi stant Super in'Gen dent s Antoinette Riordon and Frank P. Wh.alen for releasin e t Dr. Me.ry l'inocch i aro, :B i-li ng ual Co n suHa nt of the Ju n ior High Sc hoo l Divisi on, former l y Curriculum Assi sto.n t to Assist ant Super i nte nc'Lent Iliordonl s office and Miss Clar a Abr anson , CurricÚlum Assistant a ssi gned to As s is tant Superintende nt Whalen 1 s office, from their regular duties to coo pe rate with Dr. Leonard Covello i n the preparation of this report

7. Recommendations:

Dr. Leonar d Covello an d Dr. Mary Finocch iaro

8 J.Iaps :

Prepar a d by Dr. Da vid Swa rtz, Adnin i strat iv e Assistant to Dr. \'Iilliam J anse n, Supor int end e nt of Schools

9 . Co vo r Desi gn :

Mr. Sam Huber, Chairman , Depart mont of Fine and I ndustr i al Art s, 3onjam in Franklin Hi gh Schoo l

1 0 Filling in Q.ucstionnaires:

Princi pa ls of 75 Elomentary and Juni o r High Scho ols

11 Listin g of Evenin g Sch ool s , Co mn unity Conters, Af t c r noo n Ccntors, Vo.cation Playgrounds in Arc a s of hi gh Puerto Ric an population:

Pr cp ar od by Mr. Mark A. McCloskoy, Director, Division of Community :Eclucation

1 2 , Li sti n g of Park Fac iliti es i n Sc hool Di s tri ct Linos:

Prep a r ad und or thc diroctio n of Mr Goorg o 1 Q.ui g l cy, Park Director for Commissioncr Robort 1.fosos

1 3 Typing of St cncils a ncl M i mco g raphing :

3y 3on j am in F r L:. nklin Hi gh Sc hool a nd Dopartmont of Wolf a ro

The r e a re numerous import a nt nucl ei of Puerto Ric ans outside the familiar "barrio" (community) in Eas t Harlem: Low er Bronx, northwestern Manhatt a n, 11s ou t h 11 Brooklyn, etc,

In the '75 schools under discussion (i.e. with th e heaviest percentages of Pue rto Rican pupils), there are ov e r 25,000 pupils listed as Puert o Ric a n. There are, of course, thousan ds more in schools not includ ed in this study,

The city has 8 assistant superintendents whose districts are included in this study; in the, over 26% of the entire school popul a tion is Puerto Rican. One superintendentls group of districts has over 49% Puerto Rican pupils; an other has over 42%,

I n the schools whose tot a l school popnlation is over 26 % Puerto Ric an, only 5% of the teachers claim any skill in us e of Spanish. 11 In dist ri cts having 49% and 42 % Puerto Ricans, we find that only 7.6% and 6.1 % re s pectively of t h e teaching body can communicate with th e pupils or their parents in a common language."

11 The neecl for teachers who can speak Spanish is ur ge nt. If ••• increased proportionately to the Puerto Rfoan school population, we should need approximately 1000 real Spanish-speaking teachers ••• 11

11 Almost one-third of schools reporting have no Spanish-speaking teachers. 11 "We disagree with the viewpoint that the teacherts use of Spanish in the classroom s erv e s as a crutch. If we acc ep t as our bas ic goal th e childts adjustment to his new envirorunent, it is i mportant that he commun icat e ••• in Spanish until he is able to express himself somewhat adequate ly in English. 11 (It may be added that this i s particularly true in the c ase of adolescents, rec e ntly a.rrived from Pu e rto Rican, who have atta in ed sorne me asure of me nt a l and emotional maturity.)

" Th e Puerto Rican parent must be mad e to f e el th at his child is being accepted with the same st a tus as th a t of th e Contin en t a l child ••• , that his home life is not being held· up to cri ticism. 11

11 A special effort should be made to involv e p a.rents in th e scho ol program."

" All communications for parents should contain a Spanish translation." ( It may be of inter e st to know tha t schools ar e b eg inning to us e r ep or t c ards in duplic a te with transl a tion s in Spanish.) ***

"Active part1cipation in the recr e ational life of the community will accelerate the Puerto Rican rs a cculturation... It will giv e him a s ense of belonging."

"Contact with other community groups in experiences which help re lieve tensions YJill undoubtedly stimul a te the de sir e to learn English. 11

"Schools should be kept open a maximum numb cr of hours summer and winter far r ecreational and vocation a l purposes. 11 ***

"The Elementary Division ha s appointed a group of 10 Puerto Rican (bi-lingual) te a chers (Substitute Auxili a ry Te a che rs) to schools having the l a rgest concentration of Puerto Ricans, •• to assist in the ori en t at ion of these c hildren (and to) serve as liaison between the school and the community," ***

11 0nly 2 schools made use of cornmunity services in orienting their teachers. 11 ***

"In 2 schools, no steps wh a tsoever ha ve been t aken to ori ent the teachers to the needs of Puerto Rican pupils."

"If the purposes for which 11 C11 cl a sses were originally introduced •••••. are to be ful f'i lled, th e register should not exc eed 15. "C" classes are special classe s required f or non-English sp eaking pupils and new arrivals from Puerto Rico, ***

"The number of " C" classes is disproportionately small. ••• No s chool area has even ha l f as many as it needs. 11

"There i s need for a Curriculum Bulletin on each level.,.,. which will colla te mat'eri al s in existence,u "Th e dearth of suitable, adeq uate teaching and learning rnat e ri a ls is a maj or problem, " ***

"The ki n dergartens are crowd ed and th ere iD an additional 40 % waiting f or admissi on, " ***

"The at t endance problems whic h are ca.using great conc ern ••••• will be appreciably l essened if an a dequate mental hy giene policy were pursu ed , 11 ***

11 60 of 7 5 s c hoo l s,.,.,. , find t otally inadequate med ic a l an d health resources, includi n g those se rvic es off ere d by he a lth agoncies, •••• 11 11 Th e conditions under wh ich the y live (on the island and) in New York City •••• have made the Puerto Ricans mor e vuln erable to dis ea s e ,11

This survcy, onc onpa3sing a ll schoo ls in ci t y witl1 Puerto Ric.'.111 childr c n and inclu d in g a ll a r ca s of the total school and coi;munity pro13rar ;, has s Grv c d to hi r:; hl.:i. ght th c LLag nitud c o f thc t ask whi ch crm f ro.n t s cducati ona l and ' social a ge ncies in Now York City.

On th e basis of the r cs pons 03s to the surv Gy qu o stions, the f o ll owinc rcconr,1 endations -::. r e indicatcd.

I.

A. Th e first contact b e t rirccn th e school and tbe Pue rt o Rican parcnt should be r.1ado a p l casant c.xp e ri en c e Th c Puerto Rican parent mus t be J.:<'lde to feel that his child is bcin c a cc cpte d with t hc st :1 tu s as that of th c Contin en t a l chi ldo Ho r.mst be 1;1.:td o t o f ce l th ::.t h i s h o :ic l i f o i s not b (;in g hcld u p to criticisn and to scrutiny.

B. The attitude of princip a l, cl orks and other sc hoo l pe rs onnc l actin¡; as receptionist will set th c t o n e for futur e rap port

C. Th c rc is no do ubt t ha t a Span is h - spe -1.king pc rs o n on the staff will facilitatc this ini tial c ontact with t hc schoo ls. 1:any qucstions aris c i n th e uind of the p a r c nts c oncernin c; th c sch oo l p r og r .x.i, r out ines and s pccia l s orviccs offe r ecl by thc sch oo l as ...-.re ll as nan y qu e stions th a t nrise· in thc 1:-i. in ds of the school personncl conc e rnin g i mpo rt ::rnt a sp octs o f c h ild 1 s prev i ous scho o linG and background, vrill b e r eso lv ed throu r:;h the ued i ur.1 of th e forc i cn languagc.

D. Short wc lc oue b ook l c t s th n t cxp l G. in tho schoo l progran p ict oria lly havo bcen used effectiv el y .:tnd s h o ul d be r,;o.de a uni versa l p r ac tic o

E. All pro-r cr istr ation and r cG istr at ion f or ns should c ont..:ün a SpJ.nish translation. Th e se trnnslation s , h owev e r, do not obvia t c t hc necessity fer a Spanish-sp ccl< in G pcrson since pa r cm ts c C1..nno t re ad or writc.

II. PLACK.E NT

Tho eno ti on o.1 s e curity a nd nc ed f o r b e l ong in g that wc r e c ogni z e o.s

.i'und.:u:.10ntal fer optitJ.ur.¡ sc h ool ad ju stncn t, a r \:! ;::m sur cd to a g r ca t cxtent wi th the propor g r ade pl.:i.ce mc; nt of th e Puerto i1i c an chil d Alth ou gh r. 1o r e t ir.10-consur. ing, all pl.:icc; :.ient done on an individual basis will cf f cct i.:o r c s:J.tisfactory 1<'ljustr 1mit.

Th e follo win g factors sh ould be tak e n int o consirtoration in orcter of inportancc:

l. Th e ago of th e child

2. Social r.:a turity

3. Physical .::i.p po n.ranc o ( n vóo is vcry s La ll d u o to nutritional deficioncy, iaay be placed in a l ower ¡;rade, wh or e his classnatcs would nost nearly approxir.;at o h is st a tur o )

4. Previous schoolin g

-;füen th e g rade has bcen detcruihcd on th o b a si s of t ho f our p o in t s lis t cd abov e , thc cl a ss c h osen sh oui d be o n e w:h or o t he r e ar e :) the:r 3p-:in i s !l- spe ak in g c hí l drcn Cri tcria for se lc ction o f th c t e acher n :i.y i nc.l udle; a knowlcdge of Spanish an d an undcrsta.n d ing attitude.

Thc abcve co nsi dc r '1 ti c n s ob t a i n i n c ase s of 1b0l o :r t hc.: t h ir cl y c ar .'.111d wherc t l1 c r e are no 11 C11 cl a ss os

Th o ch i ld shou ld r oi.l a i n with this group unt il he s hows ab il ity to a djus t t o a r ecular cla ss

III. ORG AN I ZATION

In sc hoo ls '.'rh c r e th cr c ar (,3 l a r g o nur.1b c rs of ru c r to R.:. ca:n c hi l dre n, raax i nun r cgistc rs in a ll r e gul ar e l a s s os in tho sc hoo l s ho u l d not ...,x.c ec d 25 For oven aft o r thc in.iti a l por i od of orio nt at i o n , t h c r e i. 3 sti ll a ..'. r'<;; él!t n o c d f o r i n dividualizad instruction ond ¡:;uidanc c , e e; in t lrn d e-rnl o pnc n t cr.:f c or:n:tunic :i t i on skills so tho.t th c c h il d r.1ay p::irticip.:i.t c LOr c fully in cl:iss and s cho ol activí ti c s ; in sp s ech iJ¡1p r ov ou ent n...vid in in tonati on ;patt e rns

If th c purposos for w:ü c h 11 0 11 cl <"s s e s we r e or i g i n al l y :ií.n troduc cd int o t h c sch oo ls are to be f ulfil lod , t lle: shoi..ü d no t cxc oc cil 15

N. TEi\CI-f.ffiS

A. Us e of Spnnish-speaking t enc hc rs

We disagroe 17i t h th c vi mvp oi nt th a t th c t e a ch o.r ' s u s e Of Spruds h in t he classro on s e rv e s a crutc h , r c tardL.vig t hc chi l d 1 s En g_i h 3!DG u a g e d c v ol opruent.

If -rvc a cc opt as our basic goa l th e child 1 s a dju s i:n cn t t o his nmv env ir on Dcnt, it is :ir.1po rt ant that he c or;i:;mni c a t e vrith oth ors i n Sp3Iri s h rurt il he is '1.bl e to exp r c ss h:ir!1 self s onewhat adcquatcly in En g lish.

The obj e ction th.::i.t the child will n ot fo c l ""11 e n e cd of l c ar n in i:.; Eng lis h if the tcache r undcrstMds h i s Spanish, is n ct o.. v e.l i d on e j t e c hi ld 1 s do sir c and i.n.t c r est in tho s oc ond l nn g ua g c vd ll be b y p ar t ici pati on in raoani n gf ul cl as sroor.1 cxpcr i cnces and

The Spnnish-spcG.kinG t o achor r.m.y be util i z orl :in a ll ph.as o s of t he sc ho o l pr o grar.i:

l. F or r ogi str at ion

2. For translation of for; ;1s .'.ll d l ott o rs

3. As int orpr otcr f or p a r onts a nd chil clr en

4. J s t oac ho r of "C" or Rcucdial La n g u ag 0 e l a s s os

5. As li a is o n with t he c onnunity

6. As sc hoo l g ui dancc c ouns o l or

7. As speak er at p.Jrents uoot i n g s

8. As instruct or of Spanish In-Servico C ur scs

9. To advisc parcnts .'.:llld childr c n in tho arca s o:f hic tl:t h, safe t y , nutriti o n, sanit a tion and c o:wr.1unity ros ourcos.

.,

10. To assist school, district .:md ci ty person..nel, wh o c o; 11e to r e nder special scrvicGs ( Bur e a u of ChiJ.d Guidance, Attenc'tan c e Coordin a tors, Ps y c h olo g ists, e tc -.)

It is sue rre st e d that s pc ci a l cxan inations b o g iv e n f or thc purpo sc of licensin g pc op l8 Yvit!1 a lm : r•.-l adge of Spéll1is h , t o serve b o th in the classr oou and in thc cap ac ity statcd abovc.

IV. B. The Orient at ion o f Teachcrs

Tc ach c rs should be assisted in noe tin g th c chall cngc of this b.tcst :::ligration. ,Thc follo wine n i.nirn1n sugeestions aro offered:

l. Thc principal sn.ould arrango for faculty c onfer cn c e s dealing v1itb. thc b a ckgrou..vid of thc Puerto Rico.n an d v.ri t h problc;:1s of Pu e rto Hican acljustn e nt h o r c Rc s ourco pc oplo should invit ad to contribute the bcn .; fit of their cxp e r ü m c c

2'.. s !1ould b e s e t u p in e.::..c h sc!1ool to e xamine oxisting m.at orials and to dev e lop additi on a l ur1its of i:ro rk.

J. ,\ Sp a nish-sp ea ki.ri g t e.::..ch e: r in tho scho o l o r in .::.. n c i g i1borin c school should giv e instructi on i.r1 Conv c rs .'.lti o nal 3p.::mish

4. Thcr o shou l d be a c ont c r vrh ich wou ld serve a s a cl e aring house for i d ea s, units, IJate ri a ls of instruction that havo b co n found us c ful. This proj e ct would serv o as a n c.J.Ils of articulation botnccm th e diff or c nt lcv c ls of thc systen.

5. Th e rc n ust be tine set asido for peri.od ie conf c r ence·s be tvrecn thc Ronedial lan guagc (O. T . P. ) an d thc r e c ular t eachcr . Learnings, lmowl cdg cs, skills and attitud cs as t licy are g a in e d in onc cl.3.ss n ay be r e inforc ed in th o oth or by a n utual oxchm1 g o of i dea s and u.a t e ri al s.

6. Tcach or s who .:rre kn mm to ha.ve cvolve -:1. s p c ci a l pr oc odure s and tcchniqucs with Puerto Rican childr c n, should be e n c our agod to give d GDonst ration lcssons for o th c r t cac her s.

7. Provision should be n a.de for intc r-and-i.rltr a -visit at i on •

8. Bullotins dealin g with th c bilingu al chil d rcn f r or:i othcr s n r.+.inn. s o.ftho country sh ou ld be studied and c v .!3.lu::i. t o rl. fu:r él.rl...'·1.pt ':J.t,i..nn t o the Ncw York City situation.

V. TEXTB OOK3 SUPPLIES

SurJL1ary of th c ansu ers to t h is qu o stion sh ow such wid e vari ations in t h e ar.1o unt of e xtra li1on cy r.mde avaih.ble to t h c schools f ar the Pu e rto H.ican pr o gr ::u.:1 as nell as in whci.t thc sc hools a ctually roquirod t h at a sp e cia.l study is ev iden tly n co d c d in this arca.

VI. TK'.CHING i i.ND LE.:ü.UJING

The denrth of sui t :iblc, .:irJ.equat'3 tea.c hi..ng 0,;i d l carninr_; :aa t cr i als is a n.:i.j or problen c onfronting sup e rvisors and. tcachers.

The re is a n ce d for a Curric ultl!Ll Bullcti.n for e lemc nt'ary, juni or and senio J;" high schools.

l. This Bull o tin s h ould r!3 pxes:ent the c:oopo rn tiv e effort of t eac hcrs of Pu ort o lh can c hi ldr c n, of Curriculur.i. Res e ar ch Assistants, of pcrsonnel fr oi:i sp e cial divisions a t the Boa rd of Educ a t i on a..Tld Conmmni ty Agen c ies.

2. TJ1is Bulletin s ho uld sug g es t acld it i on al experi en c e s, activiti c s, proc edur o s ::md practices f or th e Pue r t o R.ican cl:ri l d ren.

3. Thc Bulletin sl1 0\lld be b ased on th e p r inc i plc s o f chi ld c rovrt h and developncnt nhi c h nr o th o f ound a t i ns of th e c urren t s c hoo l p r ocrar.1 in lfaw York City.

4. Thc Bullctin sh o uld c:::iplw sizc th0 expc rienccs , activiti o s and ooncepts vvh ich thc Pu e rto B. ican c h il cl 1-..rill us e ful in his dai l y lif e , in t hc hor.1e , s c hool and e or.u,1uni ty.

5. Th e Bullotin s hould c valua te c ar e f ul l.y such uc th ods as th c Ocden or th e Fries adaptin c t.1csc to situa ti on of Pu e rt o 1hc ans in New York City. Th e s e i:1e thoc.is n i ¡;ht c.. ss is t toachors to suppl cr.icn t and vury certain a sp o cts of th e t eaching si t uat i on

6. Th e Bullctin s h ou l cl E1ake s uggest i ons .'.1.11 teachors of Puerto Ricélil childr en Tho r eg ul a r t eacho r wi t h s c:1 e P uerto Rican ch il dren hus a s nuc h ncod for t h is typ c o f r.1aterinl a s th e 11 G11 o _ Re:ucdin l Langua gc Tca ch c r.

Th e re is no cd for i;iatc ri a ls i n cl.. l arcas g oared to th o so c ia l uat uri ty l ovel of tho childr on bu t vrith a v ocabulary l ovcl si mp le o n ou Eh far t heir l ir.J..ted knowlcdge of m c lish. I.::atorial r.<ay be prop ar cd lo c ally

Au d io-visual ma t e rials nh ich develop a n d f ix c oncop ts and ll'"h ic h vitalize instruction should be part of thc r cgu..Lar s c ho o l e qui pne nt. Existin g a u d ios "\l:isunl Liateri a ls should b e cxauine d in O.!... t hc s e c hil dron 1 s nc ed s.

Strip films and slide s v;hic h aJla;¡; for i nL"orr.1al, spontan eo u s cliscus si..qn clnring their showing are to b e pr c f orr od t nor e c laborat o novios.

A sp e ci;:U differcnti a l should e a ll 01.1 ed n o t only for toxts, but also for c:r :.U t and dl't suppl..i. c s, for r 10.nipuln:t nry ar. t ivi t..i .€.S .:inri. art e xp<rr-i onces which c ontribute to tho rn:io tional sccurity of the Puarto iÜC.:tn c h ild. Thcso off er to t he Pu e rto Rican child th c opportuni:ty : l. t o c x:p ress hli1So lf in ucdia other t h an lan g uage and 2. to utilizo his n a t ivo abil:iti c s. He will thus acqu irc st atus in t he cycs of his cla ss1.1ato s.

All fo rma l J ournin g ah ó úld b e d e f e rr o d until t h c chi ld fee l s s e cur e. The ·

d eve l opment 0f l o arning shn u }d fo ll ow th e p a t t or n su ggc .s te d be l ow :

l. Utiliz a t i on of t h e c hi l d' s b a ck ground

2. Pr ov isi on for exp e r i o n ce s whioh f!lllliliarize him v1ith th e scho0l and c ommun ity and wh i ch. st i mu la t o the d-::isirc te l earn En g lish.

3 Utiliz a ti on o f th c l an g u a g e ar t s pr o gra.m of th e n a tu r al s e qu e n c e s c f a rts; a ctiviti es o r n. l c ollII!T.lllic ati on r ea ding - -ivriti ng

Th e a ppro a c h to fornfft l rea d in g s hou,ld be th r rugh exp e ri enti al cha rts.

All me o. ns o í' ex: p r c ss i 0n , music, a rt, d r amD.t ic p l a y shou l d b e n. n int e e; r a l p a rt of tho s ch o o l dn.y.

IX. TES TS AN D HE11.S UREi' iEN TS

Test s far th c s e childr e n sh oul d b o d evo lop o d a nd stand a r d i z e d ac c ord i n g to our kncwl e d g e of th e ir b a ck g round i n P u e rt o Ri c o an d tq e eme r g i ng cul tur a l p u tt ern in th c n evv e n v i ro:nm ent.

The t e sts, to b e c0 ndu c ted by t r a i ne d Spanis h - sp e o. k i ng p c rso nne l, sh o u l d be admi n i.st o r c d i n srnn. 11 g r ou ps n. nd in a n so that th o maxi.mu m

potonti a li ti e s nf th c ch ild c a n :m.0 r e acc ur a t e l y be gaugcd

Re sul t s of st a nd a rdiz e d t e s ts sh0u l d n ot b e t he de cisi vo fa ctor in g r a d o pl a c e me n t. vTn o r o v e r q u e sti on s a ris e , i n d i v i d u a l no n -l an g u age t e st s s h0uld

b e g i v en

X HEALT H

lm. int e nsi f i e d th pro g r am f or chil dr e n an d adu l ts is vi t a lly import an t.

Instru ction in th e a r e a s o f s o. ni t o. tion, n utrí t io n o.nd safo t y sho uld b e emph a s i zo d throu gh actu a l expe ri en c e s i n an d out of th e cl as sr 0 om. Discussion s a nd a ctua l demonstr a tions on th o s e a nd simil a r t0pic s s h ou ld b e h o l d f o r p a r e nts. Sp an ish tr a nslutions of ava il a bl e h ea lth mu t e ri a l s shou l d b e roa. d e Hem e visits by socia l a nd welfar o p e rsonn e l, a lth ou g h v e ry c ostl y i n ti me m0n e y, a r e dosiro.bl c Pa-rents should be mad c a wa r e nf e xis t i n g p ub li c o r p ri v a t e h ea l th s e rvic cs .

It would b e adv is a bl o to c a rry o n a " r ca d i n o. ss " p r r ¡; rDlll which w0ul d hclp to.e child to a cc e pt th e f0 0 ds s e r ve d in t h e sch o r-1 lunc h pro g ram One c f f0 c t i vo

0f doin g thi s wc uld b e t o i n tr od u c e n ew fo , ds t oget h o r wi t h t h o fQmilinr foods.

XI., HENTAI. BE ALTH OR CRl LD GUIDANCE

- -- - - - -.--

Eve ry schr:iol sh C".uld h av(:j a we l1-TJ 111.nnwi ¡;i ii _r'lnnco prog r o.m wi 'th f i x0d respon sibility, upnn a pe r son a ssi gne d for s poc i fi c p u r p o s e This p e r s 0n sh0u.ld sp o a k S pa n ish 1'h e e n tire st a ff, h owevo r, shoul d b e mo.do uwa.ro of th e p r0bl ems f a ci n g th e c hil d r e n a nd of th e no cos s i ty of adupting the cu rricul um

t Q mo e t th o s pe ci a l n e o ds of t h e s e ch i ld r e n.

'Ihe a tt e ndan co pr o b1 e ms whic h a r e c a usi ng g r cat co n c c r n a t th e present ti mo

XI ITEN TAL HE AL TH OR CHILD GUIDAN CE

will b e app r e cia bly l e ss e n ed if o.n adequa to montD-1 hygieLe ¡:,olicy wore pursuod.

XIII. Fii. CIL ITIES

All Ci ty ago nci os sh ou] d b e inv olved in planning f o r adGqu a to rocroational faciliti e s.

Ma ny Pu e rto Ri c a n moth c r s wo r k b r:?ca us c it i s c a s i or for the woman to find work th an tho m.o.n. Prn v is i on f or a l)- d a y caro nf ch i l dren at a )l agc Jovels s ho uld be ma d o to insur e th c h en. l th a n d safety of tho childron a nd t(.\..,_ ' an7 incipient juv c nil c d o l i n qu e ncy.

crunp f a ciliti e s shou] d b o oxtondo d

I n all c us e s, th o pc r sonn e l b e tra i nad to eff octivoly ¡

with th es o chil d r on \

S c hcv' ls, str a t cg ic a ) ly l c c atcd ::rnd ori_ ui ppcd fo r adu l t af t orn <' on and cvoning pr0g r a rn s , s hciu ld b e kop t <'pen a maximum rwmbo r of hour s summ c r and win t or for roor e ati onal and vocatir na l p urp o s os.

XIV. CO!. lr.füN I TY RELA TICHS

XIV. 4 Effici ont and r e s p nnsibl o oporati on of tho p rogrrun roq u ircs fixod r os p onsibili ty. Tr a incd po r sonnol sh 0uld b e lic onsod t o as sumo full char go o f c ommunity c cn t o rs

XIV B-1

Optimum functi <. nin g r oquir os a pr0 c cdu r o whcr o tost a d exporionccs could be r epo rt a d t0 a c entr a l a go n c y, nnd gu i dan c e funnoled ciut from c entral h ca dqua rt o rs t o a l] work c rs in t ho fi old. Th i s can be tho c a s e on ly i f on e agon c y , s u ch as th.o Boa r d nf Education assumos r c sp nnsibility f or tho nppo i ntrnont c-.:f nl J thc Pu e rto Rican fiold or st a ff wo rkor s r o c o:r:uncndcd Qb ovo

XIV B-2 Uniform qu a li f ic a ti nns f r r sorv ic o shnuld b e e stablishcd in torms of th o n cc ds nf s uch a p osi t in n ra t hcr than do p ond i ng on the ho.phazard s o l o ction n 0w GV id ont.

XIV ·B-3 Pa rt-tim o or ('·n-t h o-run r osp on si bi lity c a n n ot copo with o. próblcm of tho of th e Pu er to Ri c an ori en t a t i on and assistance pro g ra m Th o r e is nec d for a full time staff wo rker di s tributing his timo amon g t ea chin g Pu e r to Ri can s tudents, sorving as a couns e llor to this g roup, and workin g with paronts and community agencies for th e we lf a re of th os e pe opl e.

XIV C \Thil e th e indic o. t ed att emp t to con vey the a s p e cts of th o Puerto Rican pro g r a m to pa r onts a n d c ornmunity is corrunondablo, th o ro is no evidence of a proc e dur c to eva lu a t e most effective tochniquos dov o lop cd for such purpos es Ho r o, t oe , a central overall responsibility in the Board of Educ a tion rn ight b e ablo to set up centr al evaluation proc e dur e s

A special effort should be made to in vo lve parents in the school program so that they will understand the aims and the functions of the schools. One effective means of obtaining parent cooperation is to assist them.

Group meetings of parents should be so arranged that the Puerto Rican parents are made to feel an integral part of the proceedings. Tapies for discussion at these meetings should be carefully selected on the basis of an awareness of their needs-needs as we may see them and as they express them. There is no doubt that other par' ticipating groups will profit from discussions of nutritioh, health, employment opportunities and community resources.

All communications for parents should contain a Spanis h translation.

XVI. TEACHER TRAINING

In addition to the recommendations of the Subcomrnittee , the training of teachers is one of the basic areas which should be developed and strengthened. Accordingly, the following four recommendations should receive the special attention of the educational system and the teacher-training institutions:

1) Separate training and examination for bilingual te a chers with ability to speak Spanish fluently, and with knowledge of Puerto Rican social backgrounds and special methods of teaching English to Puerto Ricans,

2) Stimulation at all teacher-training institutio ns for above qualifications for use in student-teaching, with credit for practica teaching.

3) Stimulation far all teacher-trainees looking toward teaching careers to take majors in Spanish and guidance.

4) Intensification of In-Service credit courses f or tea cher-training in the above services •

The New York City map indicate .t;¡ the le>cation of the Scheol Districts included in this Study. In these school districts are the l a rgest number of PUerto Rican pupils in the public schools cf New York City.

The detailed description of the boundaries of these school districts are indicated on the t wo pages tha t follow.

The of the Assistant Sup e rint e nd en ts to these areas a re as of Spring 1950.

Jlli._ ffif p!ffiNB ]!E.(} (A)

District 2-M an Schools Jl .'.llld 177

Boundaries: Bowery, Grand St., Pitt St., Division St., Gouverneur S t • • East Ri ver , Dover St., Frank f ort St., P a rk Row, Bowery to Grand st

District Schools 11, 17, JJ, 51, 127

:Soundar i es: North Ri ver, W. 49th St., 5th Avenue W . 14th St., North Ri v er to W. llOth St.

DR. 3DIDTATJ;J: (:s)

District Schools: 19, 4o, 61, 116

Boundaries: 5th Avenú e , E. 44th St., Ea st Ri ver, Ave. D., E. lOth St. , 4 th Av e. , 14th St., J3 roadway, 5th Ave. to :J. 44th St.

Di stric t 9-- Man. Schools 72 , ?9, 107, 12lt 171

Boundaries: 5th Avenue, E. 106th St., East River, E. 87th St. 5th Ave. to 10 6 St.

_DR. :3.ALDWili ( C)

District 10-Man.

Schools 80, 83, 101, 102, 172t Ben j. Franklin High School

Boundaries: East River , 12Jd 5th Av enu e , 106 St. Ea st River to 1 2 J St.

District Schools 43, 1?5, 170

.Boundaries: North River; W. 1J5th St., St. iiic h ola.s Ave., 1 25 t h St. 5th Ave., llOth St., Morth River to W. 135th St.

DR. ZTJCimBi.:i.AH ( D)

District Schools 24, 6 8

Boundaries: Harlem River, 7th Ave., 1J5th St., St. Nicholas Ave., 125 th S t. , 5th Ave., 12Jd St., Harlem River to St. Nicholas Ave.

District Schools 164, 186, 193

Boundaries : North Riv e r, W. 165th St., Harlem Ri v e r, 7th W 1 J 5t h St. t North River to 165th St.

District Schools 115, 132, 169

:Boundaries: North River, Ship Canal, Ha rl em Riv e r, W 165th St. , No r t h River to Ship Canal.

:pR, WRALEN Eoundari es t

(E)

District 17--Bronx Schools 10, 23, 39, 4 8 , 51, 60, 75, 124

168 St. Harl em River to Boscobel Ave., Boscobel Ave. to i67 St. to Boston Rd. 3 oston Rd. to Home St., Home St t o Un io n Ave.,'Union Ave.,. to 167 St., 167 St. to Kell y st., Kelly St • to 165 St ., 165 St. to Westchester Avenue 1 W . Av.e. to :i3 ron.x River, Br onx to :Sast River, East R. to Truxton St. to 156 St. to St . Annt s Av e., St. Ann 1 s Ave. to 161 St., 161 st. to H.R., H. R to 1 68 St

District Í.5-- 3 ronx Schools 9_, JO

Eound.aries: ·149th St. from Harlem Riv e r to Willis Ave., Wil li s Ave. to 1 4 1 st.'t 141 St. to E. River, E. Rivert Har lem R. to 149 th S t.

District 1 6--Bro nx

Schools 2 6 , 27, 37, 5 2, 62, 65

:S ounck. rics: 1 6 1 St. fr on Ho. r l cm R to st. Ann. ts Ave., St • .A.nn t s AvÓ. t o 156 St., 15 6 s t. to Tru.xt o n St., TriL"rlon St • to Ri vcr , Eas t Ri v cr to 141 St , 141 St. to Willis Avo., Will i s Avo t o 1 4 9 St., 149 St. t o Ha.r l cm Rivcr , Harl om Riv or to 1 61 St.

DR. EHRIE!FJJLD ( F ) District 18--Bronx Schools 20 , 4 0, 54

:S ou ndo.. rics: Rl'. rlc m Rivor, 170 St. to 1'Tobs to r Av o , We b s t or Av o ., t o 1 69 St,., 169 St. to :a o s ton Rd., :Bos t on t o J e n n ing s St ., Jon n i ngs S t to Rd. o..n d Bronx :Riv or, 13 ro nx Riv o r to Westch o st o r Av e , Wc stchost or Ave. to 165 St. , 165 St. to Kc ll y S t., Kc ll y St. to 167 St., 167 St. to Union Ave. , Union Av o. t o Home St., Home S t . to Boston Rd., ::a oston Tui. to 167 St . , to Bo sco b ol Ave. t o 168 . st ., 168 St. to Ha rlem

Di s trict Schools 2, 42, 55, 9 8

:Soundo. rios: HD.rlo m 170 St., 'Uo0 s te r Avonu o , 169 St. , :S o st o n Rd. , J on n in g s S t ., Bro nx Ri vor , 1 7 3 S t., Concourso , Mt. E d en Ave., Mo. co mbs Rd ., 176 St., Hc.rl om Ri vor

MISS RIO RIJOTI (G)

Di s trict 2 9-·- BÍ- oo k lyn

Sc h ools 16, 50

:S oun dl'. ri c s: F...i. st Ri vor , Gro nd S t ., Un l o n Av o nu o, :B ro a d wc.. y, Wul la.b out St • Mn rcy Avo ., Flu sh ing Av o ., Wc. shing ton Avo . , Cr o s s St. ] .'.1.sin.

Di s trict Schools 3 6 , 49, 55, i La , 1 48 ? 1 68 , 1 9 6

J3 ound o. rio s : Ainsl o o St ., Bushwick Ave • ., Dcv o c S t. , Mo r g<'.n Avo., Grn...'ld S t., ] orou g h Flu s hi ng Av e., =us hwic k Avo. , :S olv i d e re St., :S ro c.dwa.y , Avo ., Hc. rt S t . , Me. r e y Av o . , 13 cl v i dc rc St. , ::S ro ad.i·Iay , Le u i s Av e 1 HD r t s t .. j ja r c y Wallab out St .' :B way ' Un io n Ai nsl e e S t

SUPT. ( H)

Di s trict Brookl yn School s 2 5

Eound n rie s : St., Ut i c n Av o ., P l. Tr o y Ave., Ful t o n S t , Su mnor Avo., L ox i n g t o n Av o ., To npk i ns Ave ., Hc r t St., :Sroa.dway, Hown. r d Ave ., Ful t o n St., S['.r :'. t ogc>, Av e . , lJ['.st How York, Cro wn St.

Di s trict J J-- Broo k l yn Sc h ools 1 4 5

J3ou n .df.".ri es : Ev o r g r e o n Gill en Tia. st Now Yo rk Av e , Avo ., Fu l t o n St., Ho w<1. r d Av o ., Pcln ctto St., Ce ntr o.. l Av e , 11..'Ulcoc k S t ., Wil s on Av o ., Sc hc"'.off o r S t., Irving Avo., Evo r g r ocn Como tor y .

GRAPH 3

KI NDERG.AHTEN

NO. OF PUPILS I N IaNDER GART.EN

NO. OF PUPIIS WAITING FO R ADMISSIO N TO KINDERGARTEN

PE RC ENT OF BUEI.lTO RI CAl\ PUPILS

P!illCZiifT OF SPANISH TEACHERS

GRAPH 5

C!.ASS ORGAfJIZATION

NO. of CLAS SES WITH 15 or LESS

NO. of CLASSES WI'I'H 16-2 5

NO. of CLASSES WITH 26-3 5

NO. of CLASSES 39 or MORE

GRAPH 6

11 C11 CLA.SSES

NO. ON F.AND (SHAD ED HECTANGLE)

NO. CO NSIDERED AS BY ASST. SU PI'. I N CHARGE (ENTIRE RECT.Ai\TGLE)

GRAPH 7

PERCEHT OF PlERT O RIC AN PUPIIS

ENT OF "C" CLASSES

The sohools covered by this report are located in 24 school distriots. under the jurisdiction of the follo wing superint endents:

A. Dro Greenber g •••••••••.•••••• Districts l, 2, 3

B. Dr. Bernath •••••••••••••••••• Districts s. 7, 9

c. Dr o Baldwin •••••••••.•••••••• Districts 10, 11

D. Dro Zuckerman ••••••••••••••• • Districts 12, 13, 14

E. Dr. Whalen ••••••••••••••••••• District.s 15, 16, 17

F. Dr. Ehrep.feld •••••••••••••••• Districts 18, 19, 20

G. Miss Riordcn •••••• ••••••••••• Districts 29, 30. 31

H. Dro Levens on ••••••••••••••••• Distriots 32, 33, "

Altogether, they compriS;e a school population of 97, 4 52 (almost as large as the entire population of the Sta.te of Nevada e)

Of these, or 26%D are pupils of Puerto Rican origin (on the basis of the birthplace of the father.)

The problem of the Puerto Rican pupila is made more difficult by the fa.et that they are not distributed through the schools proportionat e ly but in varying percentages. In Miss Riord cn's schools (Letter 11 H11 on the graph) they number 801% of the total while in Dr. Bernath's districts they constitute 49.1%.

GRA!H (1) shows the Puerto Rican school registration as well as the total sohoal registration in the areas covered by the 8 superintendents, referred to on the graphs by the letters A to H As the Puerto Rican pupils constitute an actual m.a.jority in some of the and run a s high as 67e8% in district 9, their special needs call for urgent considerationo

GRAPH (2) shows the pupil enrollment by grades in va.rioua school a.reas• No attempt was ma.de to ascertain which grades have the great ost conoentration of Puerto Rica.ns. although it mi g ht be int e resting to obtain ini'ormation a.long this linee

· GRAFH (3) shovrs th e number of pupils now accommodated in the kindergartens and th.e num.ber waiting fer admission in the va.rious school arease The probl Eillseems most • acute in Districts 12,, l3iJ 14. where the waiting list is over 40}& of the existing accozmnodationsQ

CRAHI (é¿ has a particúlar bearing on the Puerto Rican pr ob lem,. as it is concerned with the question of 8.dequate Spanish speaking personnel for those pupils whose only langunge is Spanisho

Even if there were no special problems of ag e ,, a djustment. et c. to consider,, it would not be unreasonabl e to assum.e tha.t the percentage oi' Spe.nish-speaking teachers should be commensUZ?ate with the perc entage of Puerto Rican pupils ,0 Yet we find that while the latter constitute over a3 % the eahcol the number of tee.ehers who prof'ess to have a knowledge of Spanish is 5">9% for the sohools un.dar consid-

eration. In districts hav i n g 49 %and 42% Puerto Ricans, we find that only 7.6% and 6.1% respectively, of tho t ea ching body can communicate with the pupils or their parents in a common l anguage .

GRAPH (5) _ reveals how few are the classes with 15 pupils or less, and how J numerous are those having 36 pupils or more. While this would constitute a 2-fold

disadvantage even in those schools that have no special language problem, its effect in the heavily concentrated Puerto Riéan districts is to render a difficult situation still more difficult. In Districts 5 and 9, where half the school population is Puerto Rican, we have only 6 small classes, but 49 classes containing 36 pupils or more •

It is generally felt that a direct contribution to the solut i on of the Puerto Rican problem is made by the organization of 11 C11 classes. Yet a glance at Graph (6) reveals that most of the schools can use twice a s many more of these classes as they have at present, and that no school area has even half as many ncrr classes as it needs, In Dr. Levensonis districts, which contain over 400 Puerto Rican pupils, not a single "G" class exists.

The insufficiency of the number of "C" classes may be seen more readily from Graph (7), which gives a direct comp a rison betwee n the percentage of Puerto Rican 1 pupils in any school area and the pe rcent a ge of "C" classes. Thus area B, which

has 49% of Puerto Ricans, has the disproportionately srnall figure of 4.4% for the number of classes.

Since the topics School Population and Organization are closely related, we may summarize our findings for both questions I and III jointly, as follows:

1- magnitude of the Puerto Rican problem is evidenced by the presence of over 25,000 Puerto Rican pupils in the schools under discussion. The distribution of Puerto Rican pupils is not equal among these schools and reaches a concentration of over 67% of the school population in sorne distric ts.

2- The kindergartens are crowded, and there is an additional 40% waiting for admission,

3- The need f or teachers who can speak Spanish is urgent. If such teachers were increased to the point where they are proportional to the Puerto Rican school population, we should need 1000 real Spanish-speaking teachers, instead of the 223 now on hand with varying degrees of competency.

4- The number of small classes might profitably be in c reased and the number of large olasses correspondingly diminished to reduce the general burden in these schools.

5- The number of 11 C11 classes is disproportionately small for the problem in hand, and might be increased two-fold to advantage. So, also, might the number of auxiliary teachers and the number of remedial language teachers, although these two categories are not fully covered by the questionnaire.

6- If we are to carry through a realistic approach to the problem of the Puerto Ricans in our midst, we rnust be relieved of the limitations imposed by the present necessary but unfortunate pupil-teacher ratio; and effect an organization especially designed to meet existing conditions.