Hadow (1928)

(page numbers in brackets)

Notes on the text
Preliminary pages (i-xxi)
Membership, Analysis, Preface, Introduction
Chapter I (1-17)
Books in schools 1810 to 1928
Chapter II (18-56)
Place and function of books
Chapter III (57-67)
Provision of books by LEAs
Chapter IV (68-84)
School and public libraries
Chapter V (85-99)
Guidance for teachers, production of books
Chapter VI (100-106)
Cost and use of books
Chapter VII (107-120)
Conclusions and recommendations
Appendix I (121-129)
List of witnesses
Appendix II (130-142)
Practice of sample LEAs
Appendix III (143-146)
Provision of books in London
Appendix IV (147-148)
Expenditure on books
Appendix V (149-150)
Provision of books in Scotland
Appendix VI (151)
Publication of new books
Index (152-162)

London: HM Stationery Office

[page 147]

[This table was presented in the original as a large fold-out chart. Click here to see it as an image (1200 x 660 pixels) in a pop-up window.]

[page 148]

1. In this table the expression 'books' has been regarded as including primers, leaflets, instruction cards, picture cards, textbooks, atlases and the like, but as excluding stationery, wall maps, wall pictures and other educational equipment.

2. It will be seen from the table that five Authorities (indicated by an obelus) have furnished data on expenditure, and number of pupils, in respect of a selection of typical schools only. The figures in Group F in respect of these Authorities should not, therefore, be taken as representing the true average expenditure for the areas concerned.

3. The omission of abnormal figures (indicated by *) affect:

(a) The average expenditure for the area as given in Group F. Thus the deletion of a figure from the 'Central School and Class' Group (E), which is relatively high, would lower the average for the area in question.

(b) The general averages as given in Columns 27 to 29.

4. The figures given in Group F and Column 29 must be taken as applying to expenditure in respect of the five main types of school only. Variations in school organisation, such as the not infrequent combination of Standard I, or Standards I and II, with Infants' Departments, involving a higher rate of expenditure on books, would affect these averages.