6. What forces or individuals in a large city school system should determine the size of high schools to be built? What power should the mayor possess with reference to this problem?

7. Investigate the educational literature which has referred to this problem. How valid are the conclusions reached in this literature?

BIBLIOGRAPHY

PENNSYLVANIA STATE EDUCATION DEPARTMENT. Report of the Survey of the Public Schools of Philadelphia, Pa., Book I, Public Education and Child Labor Association of Pennsylvania. Pennsylvania State Department of Public Instruction, Philadelphia.

Report of the Survey of the Public School System of Atlanta, Ga., Vol. I. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1922.

STRAYER, G. D., ENGELHARDT, N. L. ET AL. Report of the Survey of Certain Aspects of the Public School System of Providence, R. I., 1923-24. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1924.

The School Plant and A School Building Program for Baltimore, Md. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1921.

Survey Report of the Public School System of Springfield, Mass., 192324. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1924.

PROBLEM 57

HIGH SCHOOLS FOR GIRLS AND FOR BOYS

Problem: In the city of Corlando, N. K., more high school buildings are needed. At present, the city has a Technical High School for Boys, and a Central High School for Boys. High school provisions for girls consist of the Thompson High School for Girls, and the Baxter High School for Girls, both centrally located. In planning the new high school buildings, should you, as superintendent, advocate cosmopolitan coeducational schools or continue to develop a program of separate specialized schools for the sexes as has already been begun?

Diagram 1 gives an outline of the city of Corlando, and shows the main thoroughfares, the parks, and the cemeteries. The population of Corlando is approximately 250,000. The letters A and C on this diagram indicate the location of the high schools for girls. D and B show the locations for the high schools for boys. All of these schools are congested to a point of at least 25 per cent beyond a reasonable enrollment in the buildings that are provided.

The school buildings are located either near or in the very center of commercial development. As in the majority of American cities to-day, the residential development is extending rapidly to the outlying sections of the city. The extensions in this case are to the east, west, and south.

Very loyal bodies of alumni and alumnæ have developed from these schools. These graduates are interested in the athletics of the schools, return for class reunions, and contribute to scholarship funds. The rivalry between the two schools for boys is intense, especially during football, basketfall, and baseball seasons. This rivalry has developed to the point where a large part of the people of the community have become adherents of one school or the other.

1. What gave impetus to the growth for separate schools for boys and girls? In what parts of the United States was this tendency most marked?

2. Has the tendency to develop separate high schools for the sexes been increasing or decreasing?

3. Would you, as superintendent of schools, recommend a change in program in this community from the separate sex schools to cosmopolitan coeducational schools?

4. What part would the location of the new schools play in the decision which you make?

5. What effect has the development of an extensive junior high school program upon the decision which you would make? 6. Assuming that the buildings could be adapted to your change in program, would you advise a complete reorganization of the high schools upon a coeducational cosmopolitan

basis? What are the advantages? What difficulties present themselves?

7. What is meant by regional high schools?

8. What constitutes a secondary school system in a large American city?

9. Draw upon your experience for factors which tend to prevent the development of a secondary school system.

BIBLIOGRAPHY

INGLIS, A. Principles of Secondary Education. Houghton Mifflin, 1918. JOHNSON, F. W. Administration and Supervision of the High School. Ginn,

1925.

PENNSYLVANIA STATE DEPARTMENT OF PUBLIC INSTRUCTION.

Report of the

Survey of the Public Schools of Philadelphia, Pa., Book II. The Public Education and Child Labor Association of Pennsylvania, Philadelphia, Pa., 1922.

STRAYER, G. D., ENGELHARDT, N. L. ET AL. Report of the Survey of Certain Aspects of the Public School System of Springfield, Mass., 1923-24. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1924.

Report of the Survey of the Public School System of Atlanta, Ga., Vol. I. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1922.

Report of the Survey of the Public School System of Baltimore, Md., Vol. III. Division of Field Studies, Institute of Educational Research, Teachers College, Columbia University, 1921.

PROBLEM 58

PLANNING A JUNIOR HIGH SCHOOL

Problem: The Board of Education of Astoria, N. K., has authorized the planning of a junior high school to provide for 1,200 to 1,500 children. The educational authorities have submittted a schedule of rooms and spaces for this building. An evening meeting of the Board has been set aside for a discussion of this schedule.

The schedule submitted is presented on pages 193-94.

Assignment

1. Mr. Jones of the Board of Education requests the superintendent to indicate how he arrived at his estimate of capacity. As superintendent of schools, indicate how this is done.

2. Can you defend the allotment of space which has been made to homemaking rooms? To shop facilities? What effect have these allotments on the educational program of this school?

3. What criticisms have you of the room sizes indicated in this schedule?

4. Will the number of sittings in the cafeteria conform to needs?

5. The size of the study hall has not been indicated. What would you recommend? Why?

6. The gymnasium sizes have not been indicated. What are the needs of such a school?

7. The capacity of the auditorium is suggested. What seating capacity is proposed? What future additions are proposed for this building? How will this affect auditorium capacity?

8. Criticize the general form and character of this schedule. Plan the form which you think is an improvement.