Si 
unemployed men and women at the Garden. Of these, 22 were 
women, as many as 19 being employed at one time in the library, 
herbarium, photographic department, business office, and seed- 
room, and at stenographic and other work. 
Of the men, five had “inside” work, drafting, janitorial assist- 
ance, and herbarium and library work, including repair of bind- 
ings, and translating. 
Of 27 men having “ outside 
” work, six were placed directly by 
the Work Bureau, and 21 by the Brooklyn Bureau of Charities, 
but the wages of the latter were paid from Emergency Unemploy- 
ment Relief funds. In addition, there were 23 men placed and 
paid directly by the Bureau of Charities. One man was placed 
for three months by the Association for Improving the Condition 
of the Poor. This makes a total of 78 unemployed men and 
women placed at the Garden by all agencies during the year. 
Citizens Family Welfare Cominittee—On December 13, Mr. 
Paul Franklin, representing this Committee, presented before our 
entire personnel their plan for contributions by employees of the 
City educational institutions. As a result 39 persons pledged one 
per cent. or more of their salaries for three months as a contribu- 
tion to the relief fund. These contributions will be received and 
transmitted to the Welfare Committee by our Business Office. 
The total amount pledged was $262.51. 
Pusiic EpucaTion 
Education for All—lIn ancient Greece and Rome the leisure 
of cultivated men was made possible by the labor of slaves. In 
our times, leisure for the masses is made possible by the labor of 
machine tools. Our problem is to encourage the right use of this 
leisure time to the end that a larger and larger percentage of the 
masses may approach the ideal of cultivated men and women. 
Culture 1s not a product of elementary education, nor even a neces- 
sary product of the colleges, although the foundation may, in part, 
be laid there; it results (though not always) from the spontaneous 
and sustained process of adult education. For the most part it 
begins when the formal pedagogy of the schools ends. It is en- 
couraged and aided by such institutions as our museums and bo- 
tanic gardens, with their exhibits and the lectures, docentry, and 
