But the allowance does not work out in practice. The
groups are in continuous flux. Pupils are withdrawn
in the course of a term; new pupils are admitted irreg-
ularly. There is no record of the make-up of the group
or of the specific tasks accomplished. The method of
grading, that is, dividing the grade into A, B, C sections,
and the change of classes at the end of each ten or
thirteen week period also add to the confusion.
While records show the number of girls enrolled in
cooking classes, it is impossible to say precisely how much
instruction and experience they have had, inasmuch as
term lengths are not uniform in the different schools
and as the periods are sometimes one hour and some-
times two. Thus, for example, eighth grade pupils at
Emerson had one hour of cooking daily in the first
term of 1915-1916, while those who took cooking in
the second term had twice as much (Table III). At
Froebel, on the other hand, the eighth grade pupils were
enrolled for two hours during the first and second terms.
TIME SCHEDULE AND ENROLLMENT



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THE GARY PUBLIC SCHOOLS



TABLE IV

ENROLLMENT IN ELEMENTARY COOKING CLASSES,

1915-1916: FROEBEL

First Ten Weeks





No. of


Regularly Enrolled


Enrolled as Helpers




Pupils
Enrolled










Ihr.
2 hrs.
Ihr.
2 hrs.
